Detailed Lesson Plan in English 1: (Third Quarter)

DETAILED
LESSON PLAN IN
ENGLISH 1
(Third Quarter)
DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
City: MASBATE Division EPS: JEANETTE M. ROMBLON

Subject Area: ENGLISH Grade Level: I-THIRD QUARTER
Role in the DLP

Name Position School Date of Accomplishment
Development
Ella F.Rey Teacher III Nursery Elem. School Writer March 11, 2019
Jean A. Romano Teacher III N.delos Santos Elem School Writer March 11, 2019
Ma. Criselda V.Hermosa Teacher III Bayombon Elem.School Writer March 11, 2019
Loraine D.Amante Teacher III Batuhan East Elem. School Writer March 11, 2019
Remy Joyce A.Vinas Teacher III Jose Zurbito Sr. Elem. School Writer/Demo teacher March 11 /12-13 2019
Vilma D. Martin Master Teacher II Amancio Aguilar Elem. School Writer March 11, 2019
Ave D. Macasinag Teacher III Julian V. Antonio Elem. School Writer/Demo Teacher March 11/12-13 2019
Marilyn P. Tumblod Teacher III Jose Zurbito Sr. Elem. School Writer March 11, 2019
Emavel B. Gonzales Teacher II Tugbo Elem. School Writer March 11, 2019
Samelyn R. Lafuente Teacher II Cawayan Exterior Elem. School Demo Teacher March 14-15,2019
Armie P. Apaya Teacher III Amancio Aguilar Elem. School Editor March 18-22,.2019
Masbate National Comprehensive
Chona R. Ragasa Master Teacher I Editor March 18-22,2019
High School
Janet L. Danao Principal I Bayombon Elem School Validator March 25-29,2019
Cyril F. Delavin Principal I Batuhan East Elem. School Validator March 25-29,2019
Sophia M. Salvacion Principal I Julian V. Antonio Elem. School Validator March 25-29,2019
Jeanette M. Romblon EPS-I English CID-SDO Validator April 11-12, 2019
Dinnah A. Banares EPS-I LRMDS CID-SDO Validator April 11-12. 2019
Noel D.Logronio CID Chief CID-SDO Validator April 11-12, 2019
ii
TABLE OF CONTENTS
CONTENT PAGE
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Week 10 Day 1 ---------------------------

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iv
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 1 – Day 1)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful
strategies for purposeful literacy learning.
B. Performance The learner uses strategies independently in
Standard accomplishing literacy related task.
C. Learning Recognize Rhyming words in Nursery Rhymes ,
Competencies Poems, Song heard ENIPA-IIIa-3-2.2
II. CONTENT
Personal Information
Recognizing Rhyming words in songs/poems
Take care of our surroundings
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages K to 12 C.G. p.18
Basa Pilipinas T.G. p.8
2. Learner’s Materials pages Activity Sheets G.1 p.1
pictures
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Pictures, strips, labels,
microphone
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous The teacher introduces The teacher introduces
lesson or presenting the the song “Hello, How Do the song “Hello, How
new lesson You Do? Do You Do?
In the class In the class

 The lyrics of the song  The lyrics of the song
are written in a Manila are written in a Manila
Paper Paper
 The teacher sings with  The teacher sings with
the pupils as he or she the pupils as he or she
points at the words of points at the words of
the song. the song.
“Hello, How Do You Do?” “Hello, How Do You Do?”
Hello, hello, hello Hello, hello, hello

Hello, how do you do? Hello, how do you do?
I’m glad to be with you I’m glad to be with you
And you, and you, and you And you, and you, and
La, la, la, la, la, la you
(Repeat twice) La, la, la, la, la, la
(Repeat twice)
1
B. Establishing a The teacher divides the The teacher divides the
purpose for the lesson class into small groups class into the small
with 6 members. groups with 6 members.
Each group forms a circle. Each group forms a circle.
Members of the group Members of the group
pass around a special pass around a special
microphone and introduce microphone and introduce
themselves to their group themselves to their group
mates. The teacher moves mates. The teacher
around the room as the moves around the room
pupils do their activity. as the pupils do their
activity.
Pupils group themselves
into six members. Pupils group themselves
into six members.
The teacher leads the
pupils to introduce The teacher leads the
themselves. pupils to introduce
My name is (Teacher’s themselves.
name). My name is (Teacher’s
What is your name? name).
What is your name?
My name is Sofia A.
Martinez My name is Sofia A.
What is your name? next Martinez
pupil What is your name? next
pupil
C. Presenting examples / Teacher reads the song Teacher reads the song
instances of the new “Hello, How Do You Do?” “Hello, How Do You Do?”
lesson while pointing at the while pointing at the
words. words.
Pupil then identifies the Pupil then identifies the
rhyming words in it. rhyming words in it.
Hello, How Do You Do?” Hello, How Do You Do?”
Hello, hello, hello Hello, hello, hello

Hello, how do you do? Hello, how do you do?
I’m glad to be with you I’m glad to be with you
And you, and you, and you And you, and you, and
La, la, la, la, la, la you
La, la, la, la, la, la
Teacher asks:
What words in the song Teacher asks:
sound the same? What words in the song
Pupil Answers: Do and sound the same?
you. Pupil Answers: Do and
you.
D. Discussing new Teacher shows pictures of Teacher shows pictures

concepts and practicing rhyming words in the of rhyming words in the
new skill # 1 class. He or She then class. He or She then
reads the names of the reads the names of the
picture. Pupils say the picture. Pupils say the
names of the pictures after names of the pictures
2
the teacher read each after the teacher read
one. each one.
Picture of Picture of Picture of Picture of
Nun Sun Nun Sun

Mat Hat Mat Hat
E. Discussing new Teacher groups her pupils List the words from the
concepts and practicing to answer the activity. box that rhyme.
new skills # 2 Teacher gives an
instruction or group norms.
Hair pen lip
Match the picture that
rhymes. fan chair grass
Picture Picture
of Hair of Pen leg hen hip
glass
F. Developing mastery Teacher checks the pupils Teacher checks the pupils
(leads to formative output. Let all pupils output. Let all pupils
assessment 3) check the answer of check the answer of
his/her classmate if the his/her classmate if the
answer is correct. answer is correct.
Let the pupils read the Let the pupils read the
answer by rows or by answer by rows or by
group. group.
Pupils read the words. Pupils read the words.

hair chair lip hip
pen hen fan pan
grass glass
G. Finding practical Teacher asks pupils to Teacher asks pupils to

applications of concepts give words that rhyme give words that rhyme
found in our surroundings, found in our
classroom,. home surroundings, classroom
,,home.
Can you give examples
of words that rhyme inside Can you give examples
our classroom? of word that rhyme inside
door floor (Aid pupils with pictures)
Home? Our classroom?
pillow window door floor
Surroundings? Home?
sand hand pillow window
Surroundings?
sand hand
H. Making The Teacher will provide The Teacher will provide
generalizations and pictures of rhyming words. pictures of rhyming
3
abstractions about the Paste it on the board. The words. Paste it on the
lesson teacher reads the names board. The teacher reads
of the pictures. Let the the names of the pictures.
pupils match the words Let the pupils match the
that rhyme. words that rhyme.
Match the pictures that

rhyme.
Picture Picture Picture Picture

of Feet of tail of Feet of Feet

Dish of Cap of Dish of Dish
Picture of Picture Picture of Picture of

Rail of teeth Rail Rail

of hose of Fish of hose of hose
Picture of Picture Picture of Picture

Cup of Nose Cup of Nose
I. Evaluating Learning Color the pictures that Color the pictures that
rhyme. rhyme.
J. Additional activities Teacher asks pupils to cut Teacher asks pupils to cut
for application or and paste pictures of and paste pictures of
recommendation rhyming words from old rhyming words from old
Assignment magazines on their magazines on their
/Agreement ( ____ notebook. notebook.
minutes).
Teacher will say: Teacher will say:
Cut and paste pictures of Cut and paste pictures of
rhyming words from old rhyming words from old
magazines. magazines.
V. REMARKS
4
VI. REFLECTION
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
Day 2
5
I. OBJECTIVES
strategies for literacy learning.
B. Performance The learner uses strategies independently in
Standard accomplishing related task.
C. Learning ENIV-IIIa-E-5
Competencies Use words that are related to yourself, family, school
and concepts such as the names of colors, shapes and
numbers.
II. CONTENT
Using words and concepts Poem – Finger Family Song
Respect our family
A. References
1. Teacher’s Guide Pages C.G. K to 12 p. 18
T.G. Basa Pilipinas p.10-
12
2. Learner’s Materials pages Activity Book p. 2
3. Textbook Pages
Portal
B. Oher Learning Resources Pictures, Labels, Picture
of Family
IV. PROCEDURE
A. Reviewing previous The Teacher introduces Pupils song while doing
lesson or presenting the the action song the actions of the song.
new lesson “Finger Family song” in the
class written on a manila “Finger Family Song”
paper
Father Finger, Father
Pupils song while doing finger
the actions of the song. Where are you?
Here I am, Here I am
“Finger Family Song” How do you do?
Mother finger, Mother
Father Finger, Father finger
finger Where are you?
Where are you? Here I am, Here I am
Here I am, Here I am How do you do?
How do you do? Brother finger, Brother
Mother finger, Mother finger
finger Where are you?
Where are you? Here I am, Here I am
Here I am, Here I am How do you do?
How do you do? Sister finger, Sister finger
Brother finger, Brother Where are you?
finger Here I am, Here I am
6
Where are you? How do you do?
Here I am, Here I am Baby finger, Baby finger
How do you do? Where are you?
Sister finger, Sister finger Here I am, Here I am
Where are you? How do you do?
How do you do?
Baby finger, Baby finger
Where are you?
How do you do?
B. Establishing a The Teacher collects and The Teacher collects and
purpose for the lesson checks the homework and checks the homework and
call a pupil to show his/her call a pupil to show his/her
work in the class. Pupils work in the class. Pupils
also share who in their also share who in their
family helped do their family helped do their
homework. homework.
C. Presenting examples / The teacher introduces/ The teacher introduces/
instances of the new Shows pictures of family Shows pictures of family
lesson
Picture Picture Picture Picture Picture Picture
of of of of of of
Father Mother Brother Father Mother Brother
father mother brother father mother brother

Sister Baby Sister Baby
sister baby sister baby

D. Discussing new Who is in the Picture? Who is in the Picture?
concepts and practicing Do you have a Father? Do you have a Father?
new skill # 1 Mother? Brother? Sister? Mother? Brother? Sister?
Baby? Baby?
Pupils answer: Pupils answer:
Father, Mother, Baby, Father, Mother, Baby,
Sister, Brother. Sister, Brother.
Yes. Yes.
What do your Mother and What do your Mother and

Father do for your family? Father do for your family?
How many members do How many members do
you have in your family? you have in your family?
Pupils answer: Pupils answer:

My father is a tricycle My father is a tricycle
driver and my Mother driver and my Mother
cooks food every day. cooks food every day.
E. Discussing new Call a pupil to share about Call a pupil to share about
concepts and practicing his/her family members. his/her family members.
new skills # 2
Pupils share about his/her Pupils share about his/her
family. family.
7
My Father is a vendor. My Father is a vendor.
My Mother cooks food My Mother cooks food
and cleans our house. and cleans our house.
My brother waters the My brother waters the
plants. plants.
F. Developing mastery Pupils will write or list the Sing all the parts of a
(leads to formative family members song in front of your
assessment 3) mentioned in the song classmate. (Sing the
“Finger Family Song” “Finger Family Song”)
G. Finding practical Teacher gives an activity Teacher gives an activity
applications of concepts to the pupils. to the pupils.
Select the correct answer Select the correct answer
in the strips and write your in the strips and write
answer in the blank. your answer in the blank.
Mother Brother Mother Brother
Father Sister Father Sister
Baby Baby
She cooks the food in the She cooks the food in the
morning. morning.
She is___________. She is___________.
He fixes the broken He fixes the broken
windows. windows.
He is___________. He is___________.
She Washes the plates. She Washes the plates.
She is __________. She is __________.
H. Making We need to follow and We need to follow and
generalizations and help our family. Respect help our family. Respect
abstractions about the our family members. our family members.
lesson
I. Evaluating Learning Teacher gives worksheets. Teacher gives worksheets.
Answer p.2 Answer p.2
Name and color the
Name and color the
members of your family.
members of your family.
Picture of
Picture of
Mother
Mother ________
________
Picture of
Picture of
Father
Father ________
________ Picture of
Picture of
Brother ________
Brother ________
Picture of
Picture of
Sister
Sister ________
________
Picture of
Picture of
Baby ________
Baby ________
8
J. Additional activities for Paste a picture of your Paste a picture of your
application or family in your notebook. family in your notebook.
recommendation
Assignment /Agreement (
____ minutes). Fill in below
any of the four purposes
Reinforcing / Strengthening
the day’s lesson Enriching/
Inspiring the day’s lesson
Enhancing / Improving the
day’s lesson Preparing for new
the new lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
remediation.
remediation.
did these work?
teachers?
assessment
9
Day 3
I. OBJECTIVES
A. Content Standard The learners demonstrate of useful strategies for
purposeful literacy related task.
B. Performance The learners uses strategies independently in
Standard accomplishing literacy related task.
C. Learning Use/ Respond appropriately to polite expression
Competencies ENIOL-IIIb-1.5.2
 Greetings ENIOL-III-1.5.1
 Leave-takings ENIOL-IIIc-1.5.2
II. CONTENT
Using /responding appropriately to polite expressions.
Be polite and respectful.
A. References
1. Teacher’s Guide Pages C.G. K to 12 p. 18
T.G. Basa Pilipinas p.12-
15
2. Learner’s Materials pages Activity book p. 5
3. Textbook Pages
Portal
B. Oher Learning Resources
IV. PROCEDURE
A. Reviewing previous The pupils will sing the The teacher sing the song
lesson or presenting the song “Hello, How Do You “Hello, How Do You Do?”
new lesson Do?” and “Finger Family and allow the children to
song” join him/her
B. Establishing a The teacher greets his/her The teacher greets
purpose for the lesson pupils his/her pupils
Good Morning Children? Good Morning Children?
How are you today? How are you today?
Pupils will respond: Pupils will respond:
Good morning/afternoon, Good morning/afternoon,
Teacher. We are all fine Teacher. We are all fine
today. today.
C. Presenting examples / The teacher asks his/her The teacher will model
instances of the new pupils answering this question.
lesson What did your family do
What did your family do yesterday?
yesterday? My Family visited the
mall.
Did you greet your Yes, we greet our Father
Mother? Father? When and Mother.
you wake up today?
10
How about if you go to What did you do before
school, what did you do leaving home?
before leaving home? I kiss my mother and
father then I say,”
Goodbye, mother and
father.”
D. Discussing new The teacher shows a The teacher shows a
concepts and practicing pictures of situation when pictures of situation when
new skill # 1 greeting and leave taking greeting and leave taking
for each picture for each picture
Greeting: Greeting:
Picture of a Picture shows a Picture of a Picture shows a
girl greeting pupil greeting girl greeting pupil greeting
her friend. her teacher in her friend. her teacher in
the morning the morning
Hello/Hi Good Hello/Hi Good

Morning, Morning,
How Are you? Teacher How Are you? Teacher
Picture of Picture shows Picture of Picture shows
Father greeting sister greeting Father greeting sister greeting
grandfather in the neighbor in grandfather in the neighbor in
the afternoon the evening the afternoon the evening
Good Afternoon Good Evening
Good Afternoon Good Evening
The teacher posts the

The teacher posts the
greetings in English for
greetings in English for
each picture on the board
each picture on the board
and reads them to class.
and reads them to class.
Pupils say each greeting.
Pupils say each greeting.
Leave Takings:
Leave Takings:
Picture of a Picture of a
Picture of a Picture of a mother saying teacher saying
mother saying teacher saying “Good Night” to “Goodbye” to
“Good Night” to “Goodbye” to his son who is in the pupils
his son who is in the pupils bed
bed
Good Night Goodbye
Good Night Goodbye
Picture of a See you
Picture of a See you brother waving
brother waving
goodbye to his See you
goodbye to his See you
friends. Later
friends. Later
See you
See you
Soon
Soon Teacher posts the leave-
Teacher posts the leave-
takings. Pupils read each
takings. Pupils read each
leave-takings.
leave-takings.
E. Discussing new Teacher presents a picture Teacher presents a
concepts and practicing and lets the pupils guess picture and lets the pupils
new skills # 2 the answer guess the answer
If it is a greeting or leave- If it is a greeting or leave-
taking taking
11
What is the polite What is the polite
expression used? expression used?
Picture of a boy going to school Picture of a boy going to school
Goodbye! Goodbye!
Picture of Picture of
Children meet Children meet
the principal the principal
Good morning. Good morning.

visitor knocking baby going to
at the door bed
Good night .
Picture of a
baby going to
bed
Good night .
F. Developing mastery Teacher gives a situation Teacher gives a situation
(leads to formative by group. by group.
assessment 3)
Write the polite expression Group 1- What do we say
in the blank. when we have a visitor in
the morning?
Good bye.
Good night. Group 2- What do you
Good morning. say when your friend
goes home after you
1. I say ______ when I played?
meet the principal in the
morning.
2. We say _____ to my
teacher when we leave.
3. Before I sleep, I say

____ to my Mama & Papa.
G. Finding practical Teacher posts a list of Teacher posts a list of
applications of concepts greetings and leave greetings and leave
takings for pupils to copy takings for pupils to copy
in their notebooks in their notebooks
Teacher says: Read and Teacher says: Read and
copy greetings and leave copy greetings and leave
takings in your notebook. takings in your notebook.
Greetings: Greetings:
Good morning. Good morning.
Good afternoon. Good afternoon.
How are you? How are you?
Good evening. Good evening.
Hi! Hi!
Hello! Hello!
12
Leave takings: Leave takings:
Goodbye! Goodbye!
See you later! See you later!
See you! See you!
See you soon! See you soon!
H. Making Teacher asks: Teacher asks:
generalizations and How can you show How can you show
abstractions about the respect to everyone? respect to everyone?
lesson
Pupils will say: Pupils will say:
We need to be polite every We need to be polite
day. Follow and be every day. Follow and be
respectful to everyone respectful to everyone
I. Evaluating Learning Teacher shows strips of Teacher shows strips of

paper with polite paper with polite
expression in it. Let the expression in it. Let the
children read them. children read them.
Read the polite expression Read the polite

by pair. expression by group.
Good Morning Good Morning
Good Night Good Night
Goodbye Goodbye
Good Afternoon Good Afternoon
See you Later See you Later
J. Additional activities for

application or Read and study the Read and study the
recommendation greetings and leave greetings and leave
Assignment /Agreement takings. takings.
( ____ minutes). Fill in
below any of the four
purposes
Reinforcing /
Strengthening the day’s
lesson
Enriching/Inspiring the
day’s lesson
Enhancing / Improving
the day’s lesson
Preparing for new the
new lesson
V. REMARKS
13
VI. REFLECTION
VII. OTHERS
assessment
remediation.
remediation.
did these work?
teachers?
assessment
14
Day 4
I. OBJECTIVES
strategies for purposeful literary learning.
B. Performance The learners use strategies independently in
Standard accomplishing related task.
C. Learning Recognize sentences and non-sentences. ENIG-IIIa-
Competencies 1.1
II. CONTENT
Recognizing sentences and non-sentences
A. References
1. Teacher’s Guide Pages Sentences and Phrases
2. Learner’s Materials pages C.G. K to 12 p. 18 T.G.
Basa Pilipinas
15-19
3. Textbook Pages Activity Sheets p. 4
Portal
B. Oher Learning Resources Picture, Charts, strips
IV. PROCEDURE
A. Reviewing previous Teacher introduces the Pupils recite the song
lesson or presenting the poem, “Clap your hands” while doing the action
new lesson in the class (written in a
manila paper)
Teacher reads while
pointing at the words of “Clap Your Hands”
the poem.
“Clap Your Hands” Clap your hands
Touch your toes
Clap your hands Turn around
Touch your toes Put your finger on your
Turn around nose
Put your finger on your Flap your arms
nose Jump up high
Flap your arms Wiggle your finger
Jump up high And reach for the sky
Wiggle your finger
And reach for the sky
B. Establishing a Teacher posts a sentence Teacher posts a sentence
purpose for the lesson and non-sentence on the and non-sentence on the
board. board.
Elsa goes Notebook
Elsa goes Notebook
to school. and pencil
to school. and pencil
15
C. Presenting examples / Teacher reads the Teacher reads the
instances of the new examples and explain the examples and explain the
lesson difference between a difference between a
sentence and a non- sentence and a non-
sentence. sentence.
Elsa goes Notebook Elsa goes Notebook

to school. and pencil to school. and pencil
sentence non-sentence sentence non-sentence
Which do you think is a Which do you think is a

sentence? sentence?
Which do you think is a Which do you think is a
non-sentence? non–sentence?
How do you know that the How do you know that the
first one is a sentence first one is a sentence
while the other is a non- while the other is a non-
sentence ? sentence phrase?
D. Discussing new Teacher posts a table on Teacher posts a table on

concepts and practicing the board. Pupils read the the board. Pupils read the
new skill # 1 sentences in the table and sentences in the table
study each one. and study each one.
Teacher explains what is a Teacher explains what is
sentence and non- a sentence and non-
sentence. sentence.
The dog ran. dog ran The dog ran. dog ran
The rat eats. the rat The rat eats. the rat
The birds fly. the bird The birds fly. the bird
E. Discussing new Identify sentence or non- Identify sentence or non-

concepts and practicing sentence. Paste the strips sentence. Paste the strips
new skills # 2 under its correct label. under its correct label.
The mouse eats.

Dog ran The mouse eats.
Dog ran
The dog ran.
the rat The dog ran.
the rat
The birds fly.
The bird The birds fly.
The bird
F. Developing mastery The teacher reads the The teacher reads the
(leads to formative words on the board and let words on the board and
assessment 3) the children follow after. let the children follow
after.
Write the word sentence
on the blank if it is a
16
sentence and non- Write the word S in the
sentence if it is a non- blank if it is a sentence
sentence. and NS if it is a non-
1. ____Families watch the sentence.
movie. 1. Families watch the
2. ___Bed and pillow parade.
3. ____Buys biscuits 2. Chair and table
4. ____The mayor visits
the fire victims. 3. Buys cotton candy
4. The mayor is
speaking
G. Finding practical Teacher gives a strip to Teacher gives a strip to

applications of concepts each pair of pupils. Let the each group of pupils. Let
pupils read and answer if it the pupils read and
is a Sentence or a Non- answer if it is a Sentence
Sentence. or Non-Sentence.
Sit Down Sit Down

Pick up you trash Pick up you trash
Put the things inside your Put the things inside your
bag bag
The book The book
H. Making What is the difference What is the difference
generalizations and between a sentence and a between a sentence and
abstractions about the non-sentence? a non-sentence?
lesson
A sentence is a group of A sentence is a group of
words that has complete words that has complete
thought. The first word thought. The first word
begins with a capital letter. begins with a capital letter
It ends with a period. .It ends with a period.
A non-sentence is a group A phrase is a group of

of words that does not words that does not have
have complete thought. complete thought.
I. Evaluating Learning Write S for sentence or P Write S for sentence or P

for phrase in the box. for phrase in the box.
Answer activity sheets p.4 Answer activity sheets p.4
The family is The family is

having a lunch. having a
breakfast.
Mother and Father
Mother and
In the mall Father
The Family is In the church

eating in the
The Family is
walking in the
17
J. Additional activities for Write Sentence or Non- Write Sentence or Phrase
application or Sentence on the blank. on the blank.
recommendation
Assignment /Agreement ___ Put your finger on ___ Put your hand on
( ____ minutes). your nose. your head.
___ Around ___ Sit down.
___ Going ___ Your hands
___ Touch with your toes ___ With your toes
V. REMARKS
VI. REFLECTION
VII. OTHERS
assessment
remediation.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I use/discover
which I wish to share with other teachers?
assessment
18
Day 5
I.
OBJECTIVES
A. Content The learners demonstrate understanding of useful strategies for
Standard purposefully literacy learning.
B. Performance The learner uses strategies independently in accomplishing
Standard literacy related task.
C. Learning Listen to short stories/ poems and note important details
Competencies pertaining to the character, setting and events.
ENILC-IIIa-j1.1
II. CONTENT
Listening to short stories/poems and noting important details
A. References
1. Teacher’s Guide Pages K to 12 T.G. p. 6 Basa
Pilipinas p.17-19
K to 12 C.G. p.18
2. Learner’s Materials pages Activity sheets p.5
3. Textbook Pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Oher Learning Resources Picture of story “ Polite Cora”
Poems – “Clap your hands”
IV. PROCEDURE
A. Reviewing Teacher introduces the poem Teacher introduces the poem
previous lesson “Clap Your Hands” in the class. “Clap Your Hands” in the
or presenting The poem is written in a manila class. The poem is written in a
the new lesson paper. Teacher reads while manila paper. Teacher reads
pointing at the words of the while pointing at the words of
poem. Pupils then recite while the poem. Pupils then recite
doing the action in the poem while doing the action in the
“Clap your hands” poem “Clap your hands”
B. Establishing Listening Activity Listening Activity
a purpose for Teacher shows a picture of Teacher shows a picture of
the lesson Grade 1 pupil receiving a ribbon Grade 1 pupil receiving a
from her teacher ribbon from her teacher
Picture Picture
of a girl of a girl
What do you see in the picture? What do you see in the

We see a little girl in the picture picture?
We see a little girl in the
This little girl is Cora. She is a picture
Grade 1 like you. People call
her “Polite Cora” This little girl is Cora. She is a
Why do you think people call Grade 1 like you. People call
her “Polite Cora”? her “Polite Cora”
19
Let’s find out in the story we are Why do you think people call
going to read today. her “Polite Cora”?
Let’s find out in the story we
are going to read today
C. Presenting During listening activities During listening activities
examples / Teacher uses pictures to tell the Teacher uses pictures to tell
instances of story- Polite Cora, the story- Polite Cora,
the new lesson Pupils listen and answer the Pupils listen and answer
teacher’s questions about the the teacher’s questions about
story. the story.
Cora smiling Cora smiling
brightly brightly
Picture of Cora Returning Picture of Cora Returning

to the classroom and to the classroom and
greeting the principal greeting the principal
“Good Afternoon” “Good Afternoon”
Picture of Cora greeting Picture of Cora greeting

her father who is at the her father who is at the
door “Good Evening” door “Good Evening”
D. Discussing Pupils listen to the story Pupils listen to the story

new concepts while the teacher reads “Polite while the teacher reads
and practicing Cora”. “Polite Cora”.
new skill # 1
Everyone likes Cora. Everyone likes Cora.
She greets everyone with a She greets everyone with a
smile. smile.
She greets the guard in the She greets the guard in the
school “Good Morning!” school “Good Morning!”
She greets the principal “Good She greets the principal
Afternoon!” when she sees him. “Good Afternoon!” when she
And when classes are over, she sees him.
says goodbye to everyone. And when classes are over,
she says goodbye to
At night, she greets father everyone.
“Good Evening!” and gives him
a kiss on the cheek. At night, she greets father
She hugs mother and says “Good Evening!” and gives
“Good Night!” before she goes him a kiss on the cheek.
to sleep. She hugs mother and says
Everyone likes Cora because “Good Night!” before she goes
she is polite. to sleep.
Everyone likes Cora because
she is polite.
E. Discussing After the Listening Activity After the Listening

new concepts ,the Activity,the
and practicing Teacher asks questions about Teacher asks questions about
new skills # 2 the story the story.
20
a. Who are the characters a. Who are the
in the story? characters in the
b. Where can we find Cora story?
and the b. Where can we find
Guard/principal/classma Cora and the
te? Where can we Find Guard/principal/classm
Cora and Father and ate? Where can we
Mother? Find Cora and Father
c. What happened when and Mother?
Cora saw the guard at c. What happened when
the school? Cora saw the guard at
d. What happened when the school?
Cora saw the Principal? d. What happened when
e. What did Cora say to Cora saw the
Father when he came Principal?
home? e. What did Cora say to
f. What did Cora tell Father when he come
mother before she goes home?
to sleep? f. What did Cora tell
g. Why does everyone like mother before she
Cora? goes to sleep?
g. Why does everyone
like Cora?
F. Developing Fill the missing word in the Write the missing word on the
mastery (leads story. blank to complete the
to formative 1. And when the classes are sentence.
assessment 3) over, she says
________________. 1. Everyone likes Cora. She
2. A night, she ____and gives greets everyone with a _____.
him a kiss on the cheek. 2.She greets the guard in
3. She hugs ____ before she school, __________.
goes to sleep. 3. She greets the principal
_________ when she sees
him.
G. Finding Do you like Cora? What is the Do you like Cora? What is the
practical attitude of Cora that you like the attitude of Cora that you like
applications of most? the most?
concepts
The attitude of Cora that I like The attitude of Cora that I like
the most is being polite to the most is being polite to
everyone. everyone.
H. Making Why do we need to be polite to Why do we need to be polite
generalizations everyone? to everyone?
and abstractions
about the lesson
I. Evaluating Write the name of someone you Write the name of someone
Learning know who is polite. Then color you know who is polite. Then
the ribbon with your favorite color the ribbon with your
color favorite color
Activity Sheets p.5 Activity Sheets p.5
21
J. Additional
Activities for Write names of the other Write names of the other
application or members of your family. members of your family.
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
teachers?
H. No. of learners who earned 80% on the
22
ay 1
I. OBJECTIVES
strategies for purposeful literacy-learning
B. Performance Uses strategies independently in accomplishing
Standard literacy-related tasks
C. Learning EN1PA-IIIa-e-2.2
Competencies Recognize rhyming words in nursery rhymes, poems,
songs heard
EN1-IIIa-e-5
Use words that are related to self, family, school,
community, and concepts such as the names of colors,
shapes, and numbers
EN1LC-IIIa-j-1.1
Listen to short stories/poems and give the correct
sequence of three events
II. CONTENT
Recognizing rhyming words/using words/giving the correct sequence of events
A. References
1. Teacher’s Guide Pages Wk. 22, p.26-47
2. Learner’s Materials pages
3. Textbook Pages
Portal
B. Oher Learning Resources Story ”Ten Friends”
Song “Ten little Fingers
pictures
IV. PROCEDURE
A. Reviewing previous 1.Sing a song 1.Sing a song
lesson or presenting the Introduce the song “Ten Introduce the song “Ten
new lesson Little Fingers “ to the Little Fingers “ to the
class. Pupils will do the class. Pupils will do the
action. action.
TEN LITTLE FINGERS TEN LITTLE

One little two ,little three, FINGERS
little fingers ,four little five
little six ,little fingers, One little two, little three,
seven little eight ,little little fingers ,four little five
nine, little fingers ten little little six ,little fingers
fingers in my hands. ,seven little eight ,little
nine, little fingers ten little
Note: Song must be fingers in my hands.
written in a manila paper
Note: Song must be
2.Sharing Information written in a manila paper
23
 Group the pupils into 2.Sharing Information
three. Each group will  Call 3-5 pupils in front to
form a circle. introduce themselves.
 Let the pupils introduce Following these
themselves . patterns.
Hi! I’m_________.
*Note: Teacher makes I’m ______ years old.
sure that pupils mingle with
their classmates, and put
them in different groups Note: Teacher guides
during this activity. those pupils who can’t
introduce themselves
especially the struggling
pupils.
B. Establishing a Pre-Reading Activities: Pre-Reading Activities:

purpose for the lesson Show the cover of the Show the cover of the
read aloud book to the read aloud book to the
class. class.
Let pupils recall Let pupils recall

information about the information about the
book. book.
Say: Say:
 Do you still remember  Do you still remember
the story we read in the story we read in
Filipino? Filipino?
 We are going to read  We are going to read
them again. But this time them again. But this
we’ll read them in time we’ll read them in
English. English.
 We are also going to  We are also going to
learn new English words learn new English
from the story. words from the story.
 What is the title of this  What is the title of this
book? book?
 Who is the author? the  Who is the author? the
illustrator? illustrator?
C. Presenting examples / Introduce the big book: Introduce the big book:
instances of the new Say: Say:
lesson Our story for today is Our story for today is
entitled “Ten Friends entitled “Ten Friends”
(Sampung (Sampung
Magkakaibigan) Magkakaibigan)
The story is written by The story is written by
Kristine Canon and Kristine Canon and
illustrated by Ruben De illustrated by Ruben De
Jesus. Jesus.
Motive questions: Motive questions:

What do you think is the What do you think is the
story about? story about?
Who are Karlo’s friends? Who are Karlo’s friends?
24
D. Discussing new During Reading Activities: During Reading Activities:
concepts and practicing  Teacher reads the story  Teacher reads the story
new skill # 1 ” Ten Friends”, in ” Ten Friends”, in
chunks. Reads pages 1- chunks. Reads pages 1-
10 of the book. 10 of the book.
Showing each page with Showing each page with

the illustrations to the the illustrations to the
pupils pupils
 Teacher explains the  Teacher explains the
meaning of the difficult meaning of the difficult
words in the story using words in the story using
gestures, facial gestures, facial
expressions, pictures, expressions, pictures,
etc. etc.
 Write the new words on  Write the new words on
the board. the board.
(Please refer to the (Please refer to the
attached story) attached story)
E. Discussing new *Ask questions to arouse *Ask questions to arouse
concepts and practicing pupil’s interest and pupil’s interest and
new skills # 2 monitor pupils’ monitor pupils’
comprehension while comprehension while
reading the story. reading the story.
 Look at the pictures on  Look at the pictures on
these pages. What do these pages. What do
you see? Who are in you see? Who are in
the pictures? the pictures?
 What do you see in the  What do you see in the
pictures? Can you see pictures? Can you see
Karlo and Ben? Where Karlo and Ben? Where
are they? are they?
 Can you point where  Can you point where
they are? they are?
 What did Karlo do to  What did Karlo do to
Susie and Leo? Susie and Leo?
Joo-chan’s noodles? Joo-chan’s noodles?
F. Developing mastery After Reading the After Reading the
(leads to formative story.(pages 1-10) story.(pages 1-10)
assessment 3) Ask questions about the Ask questions about the
story read. story read.
 Who are Karlo’s friends?  Who are Karlo’s
 Can you tell me their friends?
names?  Can you tell me their
 Do they like playing with names?
Karlo?  Do they like playing with
 What did Karlo do to Karlo?
them?  What did Karlo do to
them?
25
G. Finding practical Arrange the events based Arrange the pictures
applications of concepts on what happened in the based on what happened
story. in the story.
Karlo is waking Anton up. Picture 1: Picture of Karlo
waking Anton up
Karlo is knocking over
Leo’s tower Picture 2: Picture of Karlo
knocking over Leo’s tower
Karlo is grabbing Lara’s Picture 3: Picture of Karlo
suman. grabbing Lara’s suman.
H. Making Do you have a friend/s? Do you have a friend/s?
generalizations and How do you treat your How do you treat your
abstractions about the friends? friends?
lesson The importance of having The importance of having
friends. friends.
I. Evaluating Learning Can you describe Karlo’s Can you describe Karlo’s
friends? friends?
Connect column A with Connect column A with
column B column B
A B A B
1.Susie slow 1.Susie slow
2.Ben Korean 2.Ben Korean
3.Anton sleepy 3.Anton sleepy
4.Eric 4.Eric
and Ella twins and Ella twins
5.Joo-chan shabby 5.Joo-chan shabby
J. .Additional activities At home, tell your family At home, tell your family
for application or about the story “Ten about the story “Ten
remediation Friends”. Then ask them to Friends”. Then ask them
tell you the story they to tell you the story they
know. Tomorrow you will know. Tomorrow you will
share your story with your share your story with your
classmates. Remember classmates. Remember
the characters and the the characters and the
events of the story. events of the story.
V. REMARKS
VI. REFLECTION
VII. OTHERS
assessment
remediation.
remediation.
did these work?
26
teachers?
assessment
27
Day 2
I. OBJECTIVES
C. Learning EN1OL-IIIa-j-1.3.1
Competencies Talk about stories heard; when and where it took
place, the characters, and some important details of
the story
EN1OL-IIIa-j-1.1
Listen to short stories/poems and give the correct
sequence of the events
II. CONTENT
Talking about stories heard/listening to short stories/poems/giving correct
sequence of events
A. References
3. Textbook Pages
Portal
Song: Ten Little Fingers
IV. PROCEDURE
A. Reviewing previous 1.Sing the song “Ten Little 1.Sing the song “Ten
lesson or presenting the Fingers” with the Little Fingers” with the
new lesson pupils. pupils.
2.Sharing Information 2.Sharing Information
 Ask the pupils to share  Ask the pupils to share
the story they heard from the story they heard
their family members. from their family
 Talk about the members.
characters, settings, and  Talk about the
events of the story. characters, settings,
Say: and events of the story.
 Are you ready to share Say:
with your classmates the  Are you ready to share
story you heard? with your classmates
the story you heard?
Teacher calls 2-3 pupils to
share their stories in class. Teacher call 2-3 pupils to
share their stories in
class.
B. Establishing a Teacher asks the pupils to Teacher asks the pupils
purpose for the lesson retell any part of the story about the story they
they heard
28
Say: Yesterday we read heard guided by the
the story “Ten Friends”. following questions:
Let’s recall the events of
the story we heard. Who are Karlo’s friends?
Who can retell the story?What did Karlo do to
Shabby Sussie?
 Call anybody to retell What did Karlo do to
the story. sleepy Anton?
What did Karlo do to
Joo-chan’s noodles?
Note: Allow the pupils to

express themselves in
their Mother-Tongue or in
Filipino to help them feel
comfortable when sharing
their ideas Then, model
how to say their responses
in English.
Teacher could make more

questions.
C. Presenting examples / Pre-Reading Activities: Pre- Reading Activities:

instances of the new Say: Say:
lesson Yesterday we read the Yesterday we read the
first part of the story, today first part of the story,
we are going to continue today we are going to
reading the story. continue reading the
Motive Question: story.
After all the bad doings Motive Question:
done by Karlo to his After all the bad doings
friends, do you think his done by Karlo to his
friends will still be his friends, do you think his
friends? friends will still be his
Let us find out as we friends?
continue to read the story. Let us find out as we
continue to read the story
D. Discussing new During Reading Activities: During Reading Activities:
concepts and practicing Teacher reads pages 10- Teacher reads pages 10-
new skill # 1 13 of the story” Ten 13 of the story” Ten
Friends”. Friends”.
words in the story words in the story
using gestures, facial using gestures, facial
expressions, pictures, expressions, pictures,
etc. etc.
 Write the new words on  Write the new words

the board. on the board.
(Please refer to the
(Please refer to the attached story)
attached story)
29
E. Discussing new During Reading - Teacher During Reading - Teacher
concepts and practicing asks questions to asks questions to
new skills # 2 arouse pupils’ interest arouse pupils’ interest
and monitor pupils’ and monitor pupils’
 Look at the pictures on  Look at the pictures on
these pages. What do these pages. What do
you see? Where did you see? Where did
Karlo’s friends go? Karlo’s friends go?
 Did Karlo find his  Did Karlo find his
friends? friends?
 What did Karlo feel  What did Karlo feel
when he found his when he found his
friends? friends?
*Teacher could modify and *Teacher could modify
make more questions. and make more
questions.
F. Developing mastery After Reading: After Reading:
(leads to formative Ask questions about the Ask questions about the
assessment 3) story read. story read.
 Where did Karlo’s  Where did Karlo’s
friends go? friends go?
 Are they in the canteen?  Are they in the
 Did Karlo find his canteen?
friends?  Did Karlo find his
 Where did he find his friends?
friends?  Where did he find his
 What did Karlo do when friends?
he finds his friend?  What did Karlo do
*Teacher could modify and when he finds his
make more questions. friend?
*Teacher could modify
and make more
questions.

Karlo is crying. Picture 1: Picture of Karlo

crying
Karlo looks for his friends.
Picture 2: Picture of Karlo
Karlo finds his friends in looking for his friends
the school yard.
Picture 3: Picture of Karlo
finding his friends in the
school yard
H. Making How should you treat your How should you treat
generalizations and friend? your friend? The
abstractions about the The importance of having importance of having
lesson friends. friends.
30
I. Evaluating Learning Put a / if the sentence Put a / if the sentence
happened in the story and happened in the story and
X if not. X if not.
1.____ Karlo did not look 1.____ Karlo did not look
for his friends. for his friends.
2.____ Karlo teased slow 2.____ Karlo teased slow
Ben in the line. Ben in the line.
3.____ Karlo felt happy 3.____ Karlo felt happy
when nobody wanted to when nobody wanted to
play with him. play with him.
4.____ Karlo was invited 4.____ Karlo was invited
by his friends to join the by his friends to join the
game. game.
5.____ Nobody wanted to 5.____ Nobody wanted to
play with Karlo. play with Karlo.
J. .Additional activities Write the name of your Write the name of your
for application or friends in your notebook. friends in your notebook.
remediation Write as many as you can. Write as many as you
Be ready to describe your can. Be ready to describe
friends tomorrow. your friends tomorrow.
V. REMARKS
VI. REFLECTION
VII. OTHERS
assessment
remediation.
remediation.
did these work?
teachers?
assessment
31
Day 3
I. OBJECTIVES
C. Learning EN1OL-IIIa-j-1.1
Competencies Listen to short stories/poems and give the correct
sequence of events
II. CONTENT
Listening to short stories/poems and giving the correct sequence of events
A. References
3. Textbook Pages
Portal
Song “Rainbow Song”
Pictures
IV. PROCEDURE
A. Reviewing previous 1.Sing a song Shows picture of a
lesson or presenting the  Introduce the “Rainbow rainbow.
new lesson Song” in the class Asks: What do you see?
 Teacher shows picture How many colors do you
of a rainbow. He or she see? What are the
uses the song in the colors?
picture to introduce the -Introduce the rainbow
concepts of colors. song.
Rainbow Song Rainbow Song

I’m watching the rainbow I’m watching the rainbow
after the morning rain after the morning rain
I’m watching the rainbow I’m watching the rainbow
over the green terrain over the green terrain
Shall we learn its colors? Shall we learn its colors?
Red Red
Orange Orange
Yellow Yellow
Green Green
Blue Blue
Indigo Indigo
And more is violet And more is violet
(Repeat stanza) (Repeat stanza)
32
2. Sharing Information 2. Call 2-3 pupils to
Teacher divides the class introduce their favorite
into three groups. Each colors.
group forms a circle. Each Hello everyone! My
member will introduce favorite color is____
his/her favorite color. Hello everyone! My
Hello everyone! My favorite colors are ____
favorite color is____
Hello everyone! My *Teacher guides those
favorite colors are ____ struggling pupils in
introducing their favorite
colors.
B. Establishing a Pre-reading activities: Pre-reading activities:
purpose for the lesson -Teacher shows pages of -Teacher shows pages of
the book that were read the book that were read
already to the pupils. already to the pupils.
-Pupils retell the events of -Pupils retell the events of
the story using the the story using the
pictures. pictures.
Say: Say:
Let’s look at the pages of Let’s look at the pages of
the book we read the book we read
yesterday. Tell me what yesterday. Tell me what
happened in the story. happened in the story.
C. Presenting examples / Yesterday we read the Yesterday we read the
instances of the new second part of the story second part of the story
lesson “Ten Friends”, pages 10- “Ten Friends”, pages 10-
13. Today we are going to 13. Today we are going to
continue reading the last continue reading the last
part of our story. part of our story.
Ask: Ask:
What should Karlo do to What should Karlo do to
win the trust of his friends win the trust of his friends
again? Can you guess? again? Can you guess?
D. Discussing new During Reading During Reading Activities:
concepts and practicing Activities:-Teacher Teacher
new skill # 1 reads the last part of the reads the last part of the
story “ Ten Friends”, story “ Ten Friends”,
pages 14-19 pages 14-19
words in the story using words in the story using
expressions, expressions,
pictures,etc. pictures,etc.
 Write the new words on  Write the new words on
(Please refer to the (Please refer to the
attached story) attached story)
E. Discussing new *Ask questions to arouse *Ask questions to arouse

concepts and practicing pupils’ interest and pupils’ interest and
new skills # 2 monitor pupils’ monitor pupils’
33
 Who are they in the  Who are they in the
picture? picture?
 What did Karlo do for  What did Karlo do for
slow Ben? slow Ben?
questions.
F. Developing mastery After Reading the last part After Reading the last part
(leads to formative of the story of the story
assessment 3) Ask questions written on Ask questions written on
 Who are they in the  Who are they in the
picture? picture?
slow Ben? slow Ben?
 What did Karlo give to  What did Karlo give to
Lara? Lara?
 What were Karlo and  What were Karlo and
Leo doing? Leo doing?
questions.

1.Karlo and his friends Picture 1: Picture shows
having their picture taken. Karlo and his friends
having their picture taken.
2.Karlo is hugging Picture 2: Picture shows
shabby Sussie. Karlo hugging shabby
3.Karlo invited Leo to Sussie.
make a tall tower of Picture 3: Picture shows
blocks. Karlo is playing with Eric
and Ella.
H. Making How do you treat your How do you treat your
generalizations and friend? friend?
abstractions about the The importance of having The importance of having
lesson friends. friends.
I. Evaluating Learning Match the new words
learned with the correct
pictures shown.
A B
Share Alone
Hide and seek

Grabbed picture
34
Hide- and- seek grabbed
Alone share
Waking up Waking up
J. Additional activities for At home, draw a picture At home, draw a picture

application or showing the 2 characters showing the 2 characters
remediation of Karlo. You may use of Karlo. You may use
crayons to make your crayons to make your
drawing colorful. drawing colorful.
Karlo being Karlo being

bad to his bad to his
friends. friends.
Karlo being Karlo being

nice to his nice to his
friends. friends.
V. REMARKS
VI. REFLECTION
VII. OTHERS
assessment
remediation.
remediation.
did these work?
teachers?
assessment
35
Day 4
I. OBJECTIVES
C. Learning EN1OL-IIIc-1.5.3
Competencies Use appropriate expressions for gratitude and apology
II. CONTENT
Songs/Poems
Sharing Information
A. References
3. Textbook Pages
Portal
Song “Thank You”
pictures
IV. PROCEDURE
A. Reviewing previous 1.Sing a song: 1.Sing a song:
lesson or presenting the Teacher and Pupils sing Teacher and Pupils sing
new lesson the song “ Thank You” ,to the song “ Thank You” ,to
the class. the class.
Thank You Thank You

(To the tune of Happy (To the tune of Happy
Birthday) Birthday)
Thank You for the world Thank You for the world
so sweet, so sweet,
Thank you for the food we Thank you for the food we
eat, eat,
Thank you for the birds Thank you for the birds
that sing, that sing,
Thank you for everything. Thank you for everything.
(Repeat song) (Repeat song)
2.Sharing Information 2.Sharing Information
Teacher ask the pupils Teacher ask the pupils
-What is the song all -What is the story all

about? about?
-When do you say thank -When do you say thank
you? you?
B. Establishing a Show pupils two different Show pupils two different

purpose for the lesson pictures. pictures.
36
Picture 1: Shows a little Picture 1: Shows a little
girl receiving a gift from girl receiving a gift from
her mother. her mother.
Picture 2: Shows a little Picture 2: Shows a little

boy bumping into his boy bumping into his
classmate. classmate.
C. Presenting examples / Let pupils describe each Let pupils describe each
instances of the new picture. picture.
lesson  Asks: What do you see  Asks: What do you see
in the picture? Let’s have in the picture? Let’s
the first one. have the first one.
 Who are in the picture?  Who are in the picture?
 What do you see in the  What do you see in the
second picture? What second picture? What
are they doing? are they doing?
 What does the boy on  What does the boy on
the left feel? the left feel?
 Is he hurt? Is he hurt?
D. Discussing new Discuss the appropriate Discuss the appropriate
concepts and practicing expressions used in expressions used in
new skill # 1 different situations. ” different situations. ”
Thank you and I’m sorry”. Thank you and I’m sorry”.
Let pupils understand the Let pupils understand the
importance of polite importance of polite
expressions. expressions.
E. Discussing new Teacher cites situations to Shows picture of a boy
concepts and practicing the class that need polite helping his teacher in
new skills # 2 appropriate expressions. cleaning the room.
Ex: Ask:
One Morning, Mrs. What do you see in the
Romano lost her umbrella. picture?
Suddenly Ana went to Is it right to help the
their classroom with an teacher? Or even other
umbrella. ” Teacher, I people?
found this umbrella.” What What do you think the
will the teacher say? teacher will tell the boy
*Teacher could give who helps her in cleaning
more examples. their classroom?
*Teacher could show

more pictures for them to
understand the lesson.
F. Developing mastery Group Activity Group activity:
(leads to formative Role play: Role play
assessment 3) Ask the class to act out Ask the class to act out
situation where “Thank situation where “Thank
You” and “I’m sorry” are You” and “I’m sorry” are
used. used.
Group pupils into three Group I
I. Thank you group
37
II. I’m sorry group Your best friend gives you
III. Thank you group a gift on your birthday.
What will you say to her?
Let them think of their Group II

own experiences. While walking hurriedly
you did not notice a child
who is playing along the
corridor and you stepped
on his feet. What will you
say to her?
Group III
Your Mother came from
the city and gives you her
pasalubong. What will you
say to her?
G. Finding practical Ask 2-3 pupils to tell their Show pictures that Thank
applications of concepts own experiences using you and I’m sorry needs
“I’m Sorry and Thank You” to be used.
Let pupils answer.
Say: What do you see in
the picture?
What appropriate polite
expressions is needed in
each picture? (Thank you,
I’m sorry)
Ana bumps her

sister
Grandma Mamita
takes care of Nita
Teacher could show more

pictures.
H. Making Remember: Remember:

generalizations and *We say Thank You when *We say Thank You when
abstractions about the someone gives us someone gives us
lesson something like gifts or something like gifts or
food, when someone does food, when someone
something for us *We say does something for us
I’m sorry when we do or *We say I’m sorry when
say something that hurts we do or say something
someone that hurts someone
I. Evaluating Learning Let pupils answer the Let pupils answer the
following situation(Oral) following situation(Oral)
38
Choose the appropriate Choose the appropriate
polite expressions polite expressions
(Thank you, I’m sorry) (Thank you, I’m sorry)
1.While walking hurriedly, 1.While walking hurriedly,
you stepped on Ana’s you stepped on Ana’s
right foot. What will you right foot. What will you
say to her? say to her?
2.Yesterday was your 2.Yesterday was your
birthday. This morning birthday. This morning
your Mom gives you a your Mom gives you a
gift. What will you say? gift. What will you say?
3.Your sister gives a doll 3.Your sister gives a doll
for your birthday. What will for your birthday. What
you say? will you say?
4.You accidentally spill 4.You accidentally spill
someone’s glass of water. someone’s glass of water.
What will you say? What will you say?
5.Your big sister helps you 5.Your big sister helps
with your assignment. you with your assignment.
What will you say? What will you say?
J. Additional activities for Practice saying thank you Practice saying thank you
application or and I’m sorry at home. and I’m sorry at home.
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
assessment
remediation.
remediation.
did these work?
teachers?
assessment
39
Day 5
I. OBJECTIVES
strategies for purposeful literacy-learning.
C. Learning EN1G-IIIb-1.4
Competencies Recognize simple sentences.
II. CONTENT
Recognizing Simple Sentences
A. References
3. Textbook Pages
Portal
Song “Thank You
IV. PROCEDURE
A. Reviewing previous 1.Sing a song 1.Sing a song
lesson or presenting the Teacher introduces the Teacher introduces the
new lesson song “Thank You”, to the song “Thank You”, to the
class. class.
2.Sharing Information: 2.Sharing Information:

 Teacher divides Call 2-3 pupils in front of
the class into 3 the class to introduce
groups. Each their favorite colors.
group form a circle. Teacher do first the
Members of the activity for the pupils to
group introduce follow.
themselves to their Hi I’m_________.
group mates I’m__ years old
My favorite color is ____.
Hi I’m_______. How about you?
I’m__ years old. My favorite colors are___.
My favorite color is __. How about you?
How about you?
May favorite colors
are___.
How about you?
B. Establishing a Teacher posts picture of a Teacher posts picture of a

purpose for the lesson fiesta celebration on the fiesta celebration on the
board. board.
Let pupils describe the Let pupils describe the
picture. picture.
40
Ask: Ask:
What do you see in the What do you see in the
picture? picture?
Who wants to describe In your barangay do you
it? celebrate this occasion?
Have you attended
Fiesta? *Teacher could modify
*Teacher could modify and make more
and make more questions. questions.
Tap the locality Tap the locality
C. Presenting examples / Say: This is a picture of Say: This is a picture of

instances of the new fiesta. We Filipinos love fiesta. We Filipinos love
lesson fiestas. We celebrate them fiestas. We celebrate
in different places in our them in different places in
community. our community.
Present the sentences and Present the sentences

non-sentences beside the and non-sentences
picture. beside the picture.
Fiestas are colorful. Fiestas are colorful.

lechon and rice lechon and rice
The food is delicious. The food is delicious.
watching the parade watching the parade
Call pupils to read the Read the sentences and

sentences and non- non-sentences one at a
sentences one at a time. time.
-After reading the -After reading the

sentences and non- sentences and non-
sentences sentences
let pupils encircle the teacher encircles the
sentences. sentences.
D. Discussing new Discuss the simple Discuss the simple
concepts and practicing sentence. sentence.
new skill # 1 Say: Say:
A sentence has a subject A sentence has a subject
and a predicate. and a predicate.
A sentence also begins in A sentence also begins in
a capital letter and ends a capital letter and ends
with a period. with a period.
More examples of simple

More examples of simple sentences to be given.
sentences to be given. Examples:
Examples: 1.I have a pet dog.
1.I have a pet dog. 2.She is my mother.
2.She is my mother. 3.The pencil is long.
3.The pencil is long.
Teacher reads first the
sentences written on the
41
Let the pupils read the board and let pupils read
sentences written on the after
board.
Teacher guides those
pupils who can’t read yet.
E. Discussing new More examples to be

concepts and practicing Say: given.
new skills # 2 Look at the picture. What Let pupils read the
is the missing word that following examples.
will make the sentence 1.Ana is beautiful.
correct? 2. Mrs. Monte is my
teacher.
3.I have my own room.
4. She is my best friend.
5. Karlo is nice.
1.The______ is beautiful
. How did you know that
they are sentences?
Picture It begins with what kind of
2.The______ is of a sky letter?
High. What punctuation mark is
used at the end?
3. Berdie is my Picture of
pet bird. a bird
Picture
Picture of a
4.We celebrate of town flower
fiesta
the town_____
Picture
5.Dina is a ____
of a girl
F. Developing mastery Show pictures. Let pupils Show pictures. Let pupils
(leads to formative make sentences using the supply the missing word
assessment 3) pictures. Of in every sentence.
Provide a model sentence Provide model sentences
for pupils to follow. for pupils to follow.
Ex: The apple is red. Ex: of
Picture The ____ is red.
The bag is blue. The ___ is
an apple
blue.
umbrella flower ball
Teacher could show more

pictures for the pupils to Teacher could show more
understand the lesson pictures for the pupils to
understand the lesson
G. Finding practical Look at each picture. Put a check on the

applications of concepts Connect to the sentence sentences and an X on
that tells about it. the non-sentences.
The baby is healthy 1.___ red bag
2.___The dog barks
Mangoes are yellow. twice.
42
Mother is 3.___ The chicks are
The dog barks. cooking. yellow.
4.___ I have ten fingers.
The pencil is long.treeThe 5.___ runs fast
pencil is
yellow.
Mother is cooking.
The baby is Mangoes

healthy. are yellow.
The dog
barks.
H. Making A simple sentence has a A simple sentence has a

generalizations and subject and a predicate. subject and a predicate.
abstractions about the A subject is the doer and A subject is the doer and
lesson the predicate tells the predicate tells
something about the something about the
action of the doer. action of the doer.
I. Evaluating Learning Say a simple sentence for Say a simple sentence for
each picture. each picture.
cat apple bag cat apple bag
bed pencil bed pencil

J. Additional activities for Write a simple sentence of Write a simple sentence
application or your favorite toy. of your favorite toy.
remediation Ex. Ex.
My Barbie doll is pretty. My Barbie doll is pretty.
I have a big toy car. I have a big toy car.
V. REMARKS
VI. REFLECTION
assessment
remediation.
these work?
assessment.
43
Republic of the Philippines
Department of Education
Region V-Bicol
SCHOOLS DIVISION OF LEGAZPI CITY
Maslog Elementary School
ay 1
School Maslog Elementary School Grade Level One
Teacher Nohman Ebdani Learning Area English
I. OBJECTIVES
A. Content Standard The Learner…
V - demonstrates understanding of familiar English
words for effective communication
OL - demonstrates understanding of familiar words
used to communicate personal experiences, ideas,
thoughts, actions, and feelings
PA – demonstrates understanding of sounds and
sound patterns for production of words
B. Performance The Learner…
Standard V - uses basic vocabulary to independently
express ideas about personal, home, school, and
community experiences
OL – shares/express personal ideas, thoughts,
actions, and feelings using familiar words
PA – manipulates skillfully the speech sounds
through simple meaningful guided conversation
C. Learning ENIV-IIIa-e-5
Competencies Use words that are related to self, family, school,
community and concepts such as the names for colors,
shapes and numbers
II. CONTENT
Using words related to self, family, school, community and concepts such as
names for colors , shapes and numbers
A. References
1. Teacher’s Guide Pages pp.56-58
2. Learner’s Materials pages p. 12
3. Textbook Pages
Portal
B. Oher Learning Resources Lyrics of the song
“London Bridge”; Real
microphone or one made
of paper maché.
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the Teacher introduces the Teacher introduces the
new lesson song “London Bridge” to song “ London Bridge” to
the class. The lyrics of the the class. The lyrics of the
song are written on the song are written on the
board/manila paper. Pupils board/manila paper.
sing on their own and then Pupils sing on their own
by pairs. and then by pairs.
B. Establishing a Teacher divides the class Teacher divides the class
purpose for the lesson in small groups with 3-5 in small groups with 3-5
members. Each group members. Each group
44
forms a circle. Members of forms a circle. Members
the group pass around a of the group pass around
special microphone and a special microphone and
introduce themselves to introduce themselves to
their group mates. their group mates.
Teacher moves around Teacher moves around
the room as the pupils do the room as the pupils do
the activity. the activity.
C. Presenting examples / Teacher says: We are Teacher says: We are

instances of the new going to have a short going to have a short
lesson activity. Your class will be activity. Your class will be
divided into two groups. divided into two groups.
Each group will form a Each group will form a
circle. All of you will tell circle. All of you will tell
your group mates where your group mates where
you live. I will give you a you live. I will give you a
special microphone to use special microphone to use
when introducing yourself. when introducing yourself.
After you introduced After you introduced
yourself, pass the yourself, pass the
microphone to the next microphone to the next
member of your group. I member of your group. I
will show you how to do it. will show you how to do it.
Then I will give you the Then I will give you the
signal. You may start the signal. You may start the
activity. activity.
Hi! I’m ______. Hi! I’m ______.

I live in ________. I live in ________.
Where do you live? Where do you live?
D. Discussing new  Unlocking of New Words  Unlocking of New Words

concepts and practicing Teacher posts some Teacher posts some
new skill # 1 pictures of different places pictures of different
in their community. The places in their community.
labels for each picture are
posted on the right side of
the board. Pupils identify
the places and say a
simple description of the
place. Teacher writes the
description on the board.
Teacher says: I have Teacher says: I have

some pictures on the some pictures on the
board. They show the board. They show the
different places in our different places in our
community. I also have community. Can you
their names on the right. name them?
Let’s study each picture.
We will match the names
45
on the right to the correct
picture.
Are you ready?

church
a church a church
sari-sari a sari-sari
a sari-sari
store store
store
Picture of school Picture of

a school a school
Teacher says: What do

you see in the picture? Do
you know this place?
Where do we see it?
Let’s study them one by
one.
E. Discussing new The pupils will match the The pupils will match the
concepts and practicing picture with its name. picture with its name.
new skills # 2
Activity: Group work Activity: Group work
Teacher says: I will group Teacher says: I will group
you into three. Each group you into two. Each group
will work on the activity will work on the activity
assigned to you. assigned to you.
Picture Puzzle Match the picture with its

name.
Cut picture of a market
Picture of a restaurant
Cut picture of a school church
Cut picture of church Picture of a grocery

restaurant
Picture of a
Teacher says: I have here church
grocery store
cut pictures of different
places. Each group will
assemble the cut pictures. Picture of a park
The first group to finish school
wins.
Picture of a
school
park
F. Developing mastery The teacher discusses the The teacher discusses

(leads to formative group activity. the group activity.
assessment 3)
46
G. Finding practical Ask the following What is your favorite place
applications of concepts questions: in our community? How
do you make it clean?
 Your mother wakes you
up early in the morning
on a Sunday because
you will go to church, but
you are too sleepy. What
will you do?
The teacher may ask this

question for integration.
 What are the things that

you can do to help
maintain the cleanliness
in the places in our
community?
H. Making Can you name the places Can you name the places
generalizations and in our community? in our community?
abstractions about the
lesson
I. Evaluating Learning Draw a line to match the Draw a line to match the
pictures with the names in pictures with the names in
each row. each row.
Picture garden Picture Picture garden Picture
of a of a of a of a
school school garden school school garden
Picture park Picture Picture park Picture

of a park of an of a park of an
office office office office
Picture Picture
of a beach beach of a beach beach
market market market market
This activity is on page 12 This activity is on page 12

of English activity Sheet. of English activity Sheet.
Teacher says: You are Teacher says: You are
going to draw a line to going to draw a line to
match the pictures with the match the pictures with
names in each row. the names in each row.
Are you ready? Are you ready?
J. Additional Activities Draw a sample map of Draw a sample map of

for application or your community. your community.
remediation Look at the sample on the
board.
V. REMARKS
NOHMAN C. EBDANI
Teacher
ANTONIO ROGELIO P. AÑONUEVO

ESP II
47
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
48
Region V-Bicol
Day 2
School : Maslog Elementary School Grade Level One
Teacher : Nohman C. Ebdani Learning Area English
I. OBJECTIVES
A. Content Standard The Learners…
V – demonstrate understanding of familiar English
LC – demonstrate understanding of the elements of
literary and informational texts for effective oral
expression
PA - demonstrate understanding of sounds and
sound patterns for production of words
Standard V – uses basic vocabulary to independently
express ideas about personal, home, school, and
LC – uses elements of literary and informational
texts to sufficiently extend meaning and understanding
PA – manipulates skillfully the speech sounds
through simple meaningful guided conversations
C. Learning EN IV-IIIa-e-5 Use words that are related to self,

Competencies family, school, community, and concepts such as the
names for colors, shapes, and numbers.
EN IV- IIIa-e-5 Listen to short stories/poems and
infer the character’s feelings and traits.
ENIPA-IIIa-b-3.1 Give the number of syllables of given
words.
II. CONTENT
Using words related to community/inferring character’s feelings and traits/giving
the number of syllables of given words
A. References
1. Teacher’s Guide Pages pp. 58-61
2. Learner’s Materials pages p.13
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) Lyrics of the song “

Portal London Bridge “; Pictures
of different vegetables ;
IV. PROCEDURE
A. Reviewing previous Teacher sings the song, Teacher sings the song,
lesson or presenting the “London Bridge” with the “London Bridge” with the
new lesson pupils. pupils.
purpose for the lesson into groups with three into groups with three
members. Each group members. Each group
49
forms a circle. Pupils show forms a circle. Pupils
map to their group mates show their map to their
and talk about it. group mates and talk
about it.
Teacher says: I will divide
your class into groups. Teacher says: I will divide
Each group will have three your class into groups.
members. You and your Each group will have
group mates will form a three members. You and
circle and talk about your your group mates will
maps. I will give you five form a circle and talk
minutes to discuss with about your maps. I will
the members. Later, I will give you five minutes to
call some of you to show discuss with the
your work in front of the members. Later, I will call
class. ( The teacher may some of you to show your
let some pupils from the work in front of the class.
advanced group lead the ( The teacher may let
average group) some pupils from the
advanced group lead
the average group)
C. Presenting examples / PRE-READING PRE-READING

instances of the new ACTIVITIES ACTIVITIES
lesson Unlocking of New Words Unlocking of New Words
Teacher shows real Teacher shows real
vegetables mentioned in vegetables mentioned in
the story. Pupils may the story. Pupils may
touch or look at the touch or look at the
vegetables. Teacher tells vegetables. Teacher tells
the class the English the class the English
names of each vegetable names of each vegetable
on the board. on the board.
D. Discussing new Teacher says: I have here Teacher says: I have here
concepts and practicing pictures of some pictures of some
new skill # 1 vegetables. Can you name vegetables. Can you
them? name them?
kangkong yam kangkong yam
malunggay okra malunggay okra
alugbati beans alugbati beans
upo patola upo patola
squash pipino squash pipino
talinum potatoes talinum potatoes
50
E. Discussing new Game :
concepts and practicing The pupils in the Average
new skills # 2 The pupils in the Group will clap their
Advanced Group will say hands after the other
the name of each group name the
vegetable in the picture. vegetables.
Teacher says: How many Teacher says: How

syllables does “ Kangkong many syllables does “
“ have? That’s right. Kangkong “ have? That’s
“Kangkong” has two right. “Kangkong” has two
syllables. syllables.
Yam Yam
Teacher says: How many

syllables are there in the Teacher says: How many
word “Yam”? That’s right! syllables are there in the
There is only one syllable word “Yam”? That’s right!
in the word “Yam” . There is only one syllable
in the word “Yam” .
Po + ta + to = Potato
Po + ta + to = Potato
Teacher says: How many
syllables are there in the Teacher says: How many
word “Potato”? That’s syllables are there in the
right. There are three word “Potato”? That’s
syllables in Potato. right. There are three
syllables in Potato.
F. Developing mastery
(leads to formative The teacher will paste the The teacher will show
assessment 3) name of the vegetable and pictures of vegetables
the pupils will clap their and have the pupils tell the
hands as they syllabicate number of the syllables
them. each name has.
G. Finding practical Game: Teacher says: You Game: Teacher says:

applications of concepts will have a game. It is You will have a game. It is
called “Syllable Race “. called “Syllable Race “.
You will form a line and You will form a line and
you will take turn to read you will take turn to
the name of the identify the name of the
vegetables that I will show vegetables that I will show
you and write the number you and write the number
of the syllable on the of the syllable on the
board. The group who board. The group who
finishes first is the winner. finishes first is the winner.
The teacher says: Do you The teacher says: Do you

eat vegetables? Is eating eat vegetables? Is eating
vegetables good for us? vegetables good for us?
Why? Why
51
H. Making How do we count the How do we count the
generalizations and syllables of each word? syllables of each word?
lesson
I. Evaluating Learning This activity is on page 13 This activity is on page 13
of Activity Sheet in of Activity Sheet in
English. English.
Clap as you say each Clap as you say each

syllable of the word. Write syllable of the word. Write
the number of syllables the number of syllables
inside the circle. inside the circle.
Picture of onion Picture onion
onion of
garlic garlic onion
bitter bitter garlic garlic
gourd gourd bitter bitter
okra okra gourd gourd
carrot carrot okra okra
carrot carrot
J. Additional Activities Bring pictures of your Bring pictures of your
for application or favorite vegetables. favorite vegetables.
remediation
\V. REMARKS
NOHMAN C. EBDANI
VI. REFLECTION
Teacher
assessment
remediation.
D. ANTONIO ROGELIO
No. of learners P. AÑONUEVO
who continue to require
remediation. ESP II
did these work?
teachers?
assessment
52
Region V-Bicol
Day 3
Teacher : Nohman C. Ebdani Learning Area English
I. OBJECTIVES
A. Content The Learners…
Standard LC – demonstrate understanding of story elements and
text structures for
effective oral expression
Standard LC – uses elements of literary and informational texts to
sufficiently extend
meaning and understanding
C. Learning ENILC-IIIa-J-I.l Listen to short stories/poems and infer
Competencies the character’s feelings and traits
II. CONTENT
Listening to short stories/poems and inferring character’s feelings and traits
A. References
1. Teacher’s Guide Pages
pp.62-64
3. Textbook Pages
4. Additional Materials from Learning Resource Lyrics of the song “ Jack and
(LR) Portal Jill “ ; picture of cabbage ;
Book: The Tale of the Lady
Cabbage, strips of cartolina,
pictures.
IV. PROCEDURE
A. Reviewing
previous lesson or Teacher introduces the song Teacher introduces the song
presenting the new “Jack and Jill” to the class. “Jack and Jill” to the class.
lesson The lyrics of the song are The lyrics of the song are
written on the board/manila written on the board/manila
paper. paper.
B. Establishing a Teacher shows the pupils the Teacher shows the pupils
purpose for the vegetables/pictures of the the vegetables/pictures of
lesson vegetables discussed the vegetables discussed
yesterday. Pupils choose the yesterday. Pupils choose the
vegetables they like to eat vegetables they like to eat
among the ones on the among the ones on the
table/posted on the board. table/posted on the board.
Then they tell their Then they tell their
seatmates why they like that seatmates why they like that
vegetable. vegetable.
53
Teacher says: Which Teacher says: Which
vegetable do you eat? Which vegetable do you eat? Which
one/s do you like? Why do one/s do you like? Why do
you like to eat them? you like to eat them?
I like______ because_____. I like______ because___.

__.
C. Presenting PRE-READING ACTIVITIES PRE-READING ACTIVITIES
examples / Activating Prior Knowledge Activating Prior Knowledge
instances of the
new lesson Teacher shows the cover Teacher shows the cover
of the book. Pupils say the of the book. Pupils say the
title of the book in Filipino. title of the book in Filipino.
Teacher says: Do you Teacher says: Do you

remember this book? We are remember this book? We are
going to read it again but this going to read it again but this
time in English. Do you still time in English. Do you still
remember the title of this remember the title of this
book? That’s right. It’s called book? That’s right. It’s called
“Ang Kuwento ni Binibining “Ang Kuwento ni Binibining
Repolyo” in Filipino. In Repolyo” in Filipino. In
English, it’s entitled “ The English, it’s entitled “ The
Tale of the Lady Cabbage.” Tale of the Lady Cabbage.”
The author of the book is The author of the book is
Serene Wee and the Serene Wee and the
illustrator is Conrad Raquel. illustrator is Conrad Raquel.
Are you ready to listen to the

story? Are you ready to listen to the
story?
D. Discussing new DURING READING DURING READING

concepts and ACTIVITIES ACTIVITIES
practicing new skill  Teacher reads the  Teacher reads the
#1 story in class. Pupils then story in class. Pupils then
listen and answer a few listen and answer a few
questions about the story. questions about the story.
 Teacher explains the  Teacher explains the
meaning of the difficult words meaning of the difficult
in the story, using gestures, words in the story, using
facial expressions, pictures, gestures, facial expressions,
etc. pictures, etc.
 Teacher writes down  Teacher writes down
the new words on the board. the new words on the board.
On page 2 On page 2
Teacher comments: The Teacher comments: The
word “fable” is a story about word “fable” is a story about
animals or things that animals or things that
teaches a lesson. An teaches a lesson. An
example of this is the story of example of this is the story
“Hare ant the Tortoise” or of “Hare ant the Tortoise” or
“Ang Kuneho at ang Pagong “Ang Kuneho at ang Pagong
54
in Filipino”. The word in Filipino”. The word
“boastful” means “boastful” means
“mayabang” in Filipino. “mayabang” in Filipino.
On Page 3 On Page 3
Teacher comments: A Teacher comments: A
“Lady” is a woman who “Lady” is a woman who
behaves in a polite way or a behaves in a polite way or a
woman in a high position. In woman in a high position. In
Filipino, we call a lady Filipino, we call a lady
“Binibini”. Garbage, on the “Binibini”. Garbage, on the
other hand, is something we other hand, is something we
think are not important. In think are not important. In
Filipino, “mga walang sinabi” Filipino, “mga walang sinabi”
o “hindi importante.” o “hindi importante.”
Teacher says: What did the Teacher says: What did the
cabbage call herself? cabbage call herself?
On Page 4 On Page 4
Teacher says: What does Teacher says: What does
the story tell us about Lady the story tell us about Lady
cabbage? Is she Quiet? cabbage? Is she Quiet?
That’s right. She is not quiet. That’s right. She is not quiet.
She is loud. She is loud.
On Page 5 On Page 5
Teacher comments: Do Teacher comments: Do
you know President Aquino you know President Aquino
and Jose Rizal? You know and Jose Rizal? You know
them because they are them because they are
famous. famous.
Teacher says: Let’s look at Teacher says: Let’s look at

the picture. Do you think the picture. Do you think
Lady Cabbage is famous? Lady Cabbage is famous?
Do you think those who are Do you think those who are
carrying her are happy? carrying her are happy?
On Page 6 On Page 6
expression “Nothing can expression “Nothing can
compare with me” is similar compare with me” is similar
with the expression “Sa akin with the expression “Sa akin
walang makakaparis!” in walang makakaparis!” in
Filipino. Filipino.
On Page 7 On Page 7
Teacher comments: Teacher comments:
Calcium is something we get Calcium is something we get
from food that makes our from food that makes our
bones strong. We can get it bones strong. We can get it
from milk, cheese, etc. from milk, cheese, etc.
55
On Page 8 On Page 8
Veggie is another way to call Veggie is another way to call
vegetables. vegetables.
On Page 9 On Page 9
Teacher says: What is Teacher says: What is
Lady Cabbage queen of? Lady Cabbage queen of?
On Page 10 On Page 10
Teacher comments : Teacher comments :
“Tamed “ means ‘ to be put “Tamed “ means ‘ to be put
under control” In Filipino, it under control” In Filipino, it
means “mapigilan.” means “mapigilan.”
Teacher says: What Teacher says: What

happened to Lady happened to Lady
Cabbage’s head? Cabbage’s head?
Shame is a feeling one feels Shame is a feeling one feels
when they know they did when they know they did
something wrong. It is similar something wrong. It is
to the word “kahihiyan” in similar to the word
Filipino. “kahihiyan” in Filipino.
Teacher says: Who Teacher says: Who

spotted Lady Cabbage? spotted Lady Cabbage?
word “basking” means word “basking” means
“nakabilad “ in Filipino. “nakabilad “ in Filipino.
Teacher says: What did Teacher says: What did

Farmer Tong do to the Lady Farmer Tong do to the Lady
cabbage? cabbage?
On Pages 13-14 On Pages 13-14

When do you go to the store When do you go to the store
and buy something, the thing and buy something, the
you buy is for sale. In thing you buy is for sale. In
Filipino, it means Filipino, it means
“ipinagbibili” or ibinebenta’ “ipinagbibili” or ibinebenta’
Teacher says: What Teacher says: What

happened to Lady Cabbage happened to Lady Cabbage
after Farmer Tong cuts her after Farmer Tong cuts her
head? head?
E. Discussing new To develop mastery of The teacher shows

concepts and inferring among the emoticons showing different
emotions. The pupils tell the
56
practicing new pupils. The teacher may character traits of each of
skills # 2 ask these questions: them.
1. Why are other vegetables Emoticon 1- crying

in the story sad every time Emoticon 2- laughing
Lady Cabbage is around?
 because Lady Cabbage

keeps on bullying them
2. Why is the head of the

Lady Cabbage now for
sale in the market?
 because Farmer Tong

cuts her head
3. Why does Farmer Tong

cut Lay Cabbage’s head?
 because he notices that

her head is big enough for
her to be sold in the market
F. Developing Game: Find a partner. Take Game: Find a partner. Take

mastery (leads to turns in making inferences. turns in making inferences.
formative
assessment 3) 1. We should not say 1. We should not say
unkind words to others unkind words to others
because___________. because___________.
2. We should not be 2. We should not be

boastful because______. boastful because______.
G. Finding practical Group Work Group Work
applications of
concepts Teacher says: I will group Teacher says: I will group
you into two groups. Do what you into two groups. Do what
your group is assigned to do. your group is assigned to do.
Group 1- Guess the Group 2 – Color the

picture.Write your answer on picture that completes the
a strip of cartolina. sentence.
 Rina gets sick easily

because ____ ( picture of a  Rico is a healthy boy
girl playing in the mud. ) because he _______.
 Dan gets high grades ( picture of a boy who takes a bath)

( picture of a boy who walks around
because_____ ( picture of barefoot)
a boy doing his homework)
57
H. Making How do we infer character How do we infer character
generalizations and traits? traits?
abstractions about
the lesson
I. Evaluating Select the letter of the Select the letter of the
Learning correct answer. correct answer.
1. We need to eat vegetables 1. We need to eat
because_____ vegetables
a. They help our bodies fight because_____
infection. a. They help our bodies fight
b. They make us sick. infection.
b. They make us sick.
2. We should take care of
our eyes because______ 2. We should take care of
a. They help us see things. our eyes because______
b. They help us smell things. a. They help us see things.
b. They help us smell things.
3. We should take good care
of our ears because_______. 3. We should take good care
a. They help us hear things. of our ears
b. They help us see things. because_______.
a. They help us hear things.
4. We should take a bath b. They help us see things.
everyday because_______
a. It makes our bodies clean. 4. We should take a bath
b. It makes our bodies ugly. everyday because_______
a. It makes our bodies clean.
5. Green leafy vegetables b. It makes our bodies ugly.
are good for the body
because___. 5. Green leafy vegetables
a. They are rich in calcium. are good for the body
b. They are foul tasting. because___.
a. They are rich in calcium.
b. They are foul tasting.
J. Additional Make a cabbage stick Make a cabbage stick
Activities for puppet. Make it look like puppet. Make it look like
application or Lady Cabbage. Lady Cabbage.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative NOHMAN C. EBDANI
assessment
Teacher
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
these ANTONIO
work? ROGELIO P. AÑONUEVO
F. What difficulties didESP II
I encounter which my principal or
assessment
58
Region V-Bicol
Day 4
Teacher Nohman C. Ebdani Learning Area English
I. OBJECTIVES
LC – demonstrates understanding of story elements
and text structures for effective oral expression

Standard LC – uses elements of literary and informational texts
to sufficiently extend meaning and understanding
C. Learning EN I OL-IIIa-j-l.l Listen to short stories/poems and

Competencies infer the character’s feelings and traits
EN I G-IIIb-1.4 Recognize simple sentences and
identify action words in sentences
II. CONTENT

A. References
3. Textbook Pages
Portal
IV. PROCEDURE
A. Reviewing previous Sing a song. Sing a song.
lesson or presenting the
new lesson Teacher sings the song, Teacher sings the song,
“Jack and Jill” with the “Jack and Jill” with the
pupils using their stick pupils using their stick
puppets. puppets.
purpose for the lesson show their Lady Cabbage to show their Lady
stick puppet. Pupils have Cabbage stick puppet.
five minutes to talk. After 5 Pupils have five minutes
minutes, teacher calls 2-3 to talk. After 5 minutes,
pupils to talk about their teacher calls 2-3 pupils to
work in front of the class. talk about their work in
front of the class.
C. Presenting examples / AFTER READING AFTER READING
instances of the new ACTIVITES ACTIVITES
lesson
Activating Prior Activating Prior
Knowledge Knowledge
Teacher uses pupils’ Teacher uses pupils’

puppets and the book to puppets and the book to
discuss the story. Pupils discuss the story. Pupils
59
answer the teacher’s answer the teacher’s
questions. questions.
D. Discussing new Teacher posts a list of Teacher posts a list of

concepts and practicing sentences about Lady sentences about Lady
new skill # 1 Cabbage. Pupils then say Cabbage. Pupils then say
if the statement is true or if the statement is true or
false. Teacher draws a false. Teacher draws a
happy face or sad face happy face or sad face
beside the sentences. beside the sentences.
The sentences are about The sentences are about

the characters in the story the characters in the story
we read yesterday. I will we read yesterday. I will
read each one again. You read each one again. You
have to tell me if the have to tell me if the
sentence is true or false . sentence is true or false .
“When we say true, it “When we say true, it
means “totoo” in Filipino. means “totoo” in Filipino.
False means “hindi totoo” False means “hindi totoo”
in Filipino. Is that clear? in Filipino. Is that clear?
Good! Let’s all begin. Good! Let’s all begin.
Directions: Draw a
happy face if the sentence Directions: Draw a
is true and a sad face if happy face if the
the sentence is false. sentence is true and a
a. Lady Cabbage’s head sad face if the sentence is
grows and grows. false.
b. Other vegetables like a. Lady Cabbage’s
Lady Cabbage. head grows and
c. Lady Cabbage is grows.
nice.
b. Other vegetables like
d. Farmer Tong cuts off
Lady Cabbage’s Lady Cabbage.
head. c. Lady Cabbage is
e. Lady Cabbage is nice.
boastful. d. Farmer Tong cuts off
Lady Cabbage’s
head.
e. Lady Cabbage is
boastful.
E. Discussing new Teacher says: Look at the Teacher says: Look at the
concepts and practicing list I posted on the board.. list I posted on the board..
new skills # 2 Are they sentences or Are they sentences or
phrases? How do you phrases? How do you
know they are sentences? know they are sentences?
That’s right! The first That’s right! The first
words start with capital words start with capital
letters and they all end letters and they all end
with periods. They also with periods. They also
have a complete thought. have a complete thought.
60
Teacher posts sentences
on the board. Pupils
identify the action words inTeacher posts pictures
the sentences.. that show action words on
the board. Say,
Teacher says: Do you still “ Do you still remember
our lesson about action
remember our lesson words in Mother Tongue
about action words in and Filipino? “ Here are
Mother Tongue and the pictures that show
Filipino? Let’s have a short action words”.
review today. I have
sentences in Mother Color the pictures that
Tongue and Filipino on the show what you like to do.
board. Let’s identify the Picture of Picture of a boy
action words in the family eating painting
sentences. dinner
1. Ted is sleeping.
2. The boy is praying. Picture of Picture of a boy
children playing walking
3. Tom is playing. hide and seek
4. Ann is eating.
5. The children are Picture of a boy Picture of a girl
reading. crying hopping
Picture of a Picture of a girl

baby crawling singing
F. Developing mastery Put a check √ if it is a Put a check √ if it is a

(leads to formative simple sentence. Put an simple sentence. Put an
assessment 3) × if not. × if not.
___1. She called herself ___1. She called herself

Lady Lady
Cabbage. Cabbage.
___2. others she saw ___2. others she saw
___3. Lady Cabbage is
the Calcium Queen. Identify the action
words in the following
Identify the action words sentences.
in the following
sentences. 1. Pam wakes up early in
the morning.
1. Pam wakes up early in 2. She eats her breakfast
the morning.
2. She eats her breakfast.
3. She wears her uniform
G. Finding practical Game: IN or OUT Game: IN or OUT
applications of concepts  Thumbs up if the  Thumbs up if the
sentence is a simple sentence is a simple
one or thumbs down if one or thumbs down if
it is not. it is not.
1. Sarah reads a book. 1. Maria eats hamburger.
61
2. wants to go 2. little girl
 Identify the action word  Call a pupil to make

in the sentence. different actions in
front of the class and
Leo plays with his friends. have them identify
what he does.
H. Making What are simple What are simple
generalizations and sentences? How do we sentences? How do we
abstractions about the recognize them? recognize them?
lesson
What are action words? What are action words?
I. Evaluating Learning
Underline the action word Underline the action word
each sentence. each sentence.
1. Gab is playing 1. Gab plays with his

basketball every pet dog.
Saturday.
2. Rita sings beautifully.
2. Rita paints a
beautiful Write √ if the following is a
scenery. simple sentence and × if
not.
Write √ if the following is a ____1. watching
simple sentence and × if television
not. ____2. I brush my teeth
____1. watching television every day.
____2. I brush my teeth ____3. The ball is under
every day. the chair.
____3. The ball is under ____4. plant a tree
the chair. ____5. We go to school
____4. plant a tree every day.
____5. We go to school
every day.
J. Additional Activities List down 3 sentences List down 3 action words
for application or using action words. in your notebook.
remediation
V. REMARKS
VI. REFLECTION NOHMAN C. EBDANI

A. No. of learners who earned 80% on the formative assessment Teacher
B. No. of learners who require additional activities for remediation.
E. Which of my teaching strategies worked well? Why did these
work?
G. What innovation or localized material/s did I use/discover which
I wish to share with other teachers?
H. No. of learners who earned 80% on the formative assessment
62
Day 5
I. OBJECTIVES
OL – demonstrates understanding of familiar literary
forms and concept of words in English for effective
expression

Standard OL – participates actively in different oral activities
C. Learning EN I OL-IIID-I.5.4
Competencies Use appropriate expressions when asking permission.
II. CONTENT

A. References
3. Textbook Pages
Portal
IV. PROCEDURE
A. Reviewing previous Teacher sings the song Teacher sings the song
lesson or presenting the “Jack and Jill” with the “Jack and Jill” with the
new lesson pupils while pointing at the pupils while pointing
lyrics. at the lyrics.
“Jack and Jill” “Jack and Jill”
Jack and Jill went up the Jack and Jill went up the
hill hill
To fetch a pail of water To fetch a pail of water
Jack fell down and broke Jack fell down and broke
his crown his crown
And Jill came tumbling And Jill came tumbling
after. after
Teacher says, “Do you Teacher says, “Do you

remember what action remember what action
words are? What action words are? What action
words were used in the words were used in the
song “ Jack and Jill?” song “ Jack and Jill?”
B. Establishing a Teacher posts pictures of Teacher posts pictures of
purpose for the lesson places in their community. places in their community.
63
Pupils choose the places Pupils choose the places
that they always visit and that they always visit and
talk about them with their talk about them with their
seatmates. Teacher gives seatmates. Teacher gives
the pupils a few minutes to the pupils a few minutes
talk. Then, he or she calls to talk. Then, he or she
2-3 pupils to share in front calls 2-3 pupils to share in
of the class. front of the class.
Teacher says: Can you Teacher says: Can you

remember the names of remember the names of
these places? Each place these places? Each place
is called/ Have you been is called/ Have you been
to any of these places? to any of these places?
Where do you usually go? Where do you usually go?
Tell your seatmates about Tell your seatmates about
the place in our the place in our
community that you community that you
always visit or see. I will always visit or see. I will
give you a few minutes to give you a few minutes to
discuss. Later, I will call discuss. Later, I will call
some you to share in front some you to share in front
of the class. But before of the class. But before
you talk with your you talk with your
seatmate, let me tell you seatmate, let me tell you
the place I always go. the place I always go.
Example: I always go to
the market. I go there to Example: I always go to
buy food. the market. I go there to
buy food.
C. Presenting examples / Teacher posts some Teacher posts some

instances of the new pictures on the board pictures on the board
lesson showing situations. Pupils showing situations. Pupils
study the pictures and study the pictures and
listen to the teacher as listen to the teacher as
she/he reads the situation she/he reads the situation
for each picture. for each picture.
Situation 1- A boy Situation 1- A boy

wants to go outside wants to go
the room, but he outside the room,
needs to ask but he needs to
permission first. ask permission
What should he say first. What should
to his teacher? he say to his
teacher?
Situation 2- A girl
wants to wear her
Situation 2- A girl
red dress, but she
wants to wear her
needs to ask
red dress, but she
permission first.
64
What should she needs to ask
say to her mother? permission first.
What should she
say to her mother?
( The teacher will show
pictures of the given
situation.)
The teacher will show

Teacher says: pictures of the given
Today, we are situation.)
going to talk about
polite expression.
We are going to
Teacher says: Today, we
learn how to ask
are going to talk about
permissions. We polite expression. We are
ask permission going to learn how to ask
from other people permissions. We ask
before we do permission from other
something. Look at people before we do
the board.I have something. Look at the
board.I have some
some pictures
pictures posted there.
posted there. Each Each picture shows a
picture shows a situation when one needs
situation when one to ask permission. Listen
needs to ask to the sentences that I will
permission. Listen read to you. Tell me the
to the sentences polite expression used to
ask permission. Are you
that I will read to
ready?
you. Tell me the
polite expression
used to ask
permission. Are
you ready?
D. Discussing new The teacher discusses the The teacher discusses
concepts and practicing situations presented. the situations presented.
new skill # 1
Teacher says: Look at the Teacher says: Look at the
first picture. Which first picture. Which
statement on right should statement on right should
be used? That’s right. “ be used? That’s right. “
May I go out should be May I go out should be
said if you are asking said if you are asking
permission to go out.” permission to go out.”
How about the second How about the second
picture? picture?
That’s right. “ May I wear That’s right. “ May I wear
this? “ should be used this? “ should be used
when you are asking when you are asking
permission to wear permission to wear
something.. something.
65
E. Discussing new Teacher gives situations in Teacher gives situations
concepts and practicing order for the skill to be in order for the skill to be
new skills # 2 mastered. He/ She may mastered. He/ She may
post pictures showing post pictures showing
different situations asking different situations asking
permission as shown permission as shown
above. Let the pupils above. Let the pupils
answer in Filipino and the answer in Filipino and the
teacher will translate their teacher will translate their
answers in English. answers in English.
F. Developing mastery Role Play Role Play
(leads to formative
assessment 3) Teacher says: I will group Teacher says: I will group
you into 5’s. Each group you into 5’s. Each group
will be given situations will be given situations
asking permission. You asking permission. You
will act out the situation will act out the situation
assigned to you. Use the assigned to you using
correct polite expression. ( your stick puppet.. Use
The pupils may be allowed the correct polite
to speak in Filipino and expression. ( The pupils
later the teacher should may be allowed to speak
translate them in English in Mother Tongue and
during discussion.) later the teacher should
translate them in English
during discussion.
G. Finding practical Say the correct polite Teacher says: You are
applications of concepts expression for the going the do the activity
following situations. on you Activity Sheet
page 17. Look at the
pictures. I am going to
1. You want to wash read each sentence. You
your hands in the are going draw a line to
washing area. match each picture with
the correct polite
expression.
2. You want to borrow Picture of a May I enter
your seatmate’s boy who the room?
eraser. borrows his
classmate’s
pencil
3. You want to ask A pupil May I go to

your mother’s asking his the comfort
permission to use teacher’s room?
the cell phone. permission to
go to the
bathroom.
A pupil May I borrow

asking his your pencil?
teacher’s
permission to
enter the
room.
66
H. Making What are polite What are polite
generalizations and expressions used in expressions used in
abstractions about the asking permission? asking permission?
lesson
I. Evaluating Learning Choose the letter of the Choose the letter of the
correct polite expression. correct polite expression.
1. You and your friends 1. You and your friends

want to play basketball. want to play basketball.
What will you say to your What will you say to your
mother? mother?
a. Mother we want to play a. Mother we want to play
basketball. basketball.
b. Hey Mother, we will b. Hey Mother, we will
play basketball. play basketball.
c. Mother, may we play c. Mother, may we play
basketball? basketball?
2. You want to eat boiled 2. You want to eat boiled

bananas. How will you ask bananas. How will you
your grandmother? ask your grandmother?
a. May I eat boiled a. May I eat boiled
bananas? bananas?
b. Give me boiled b. Give me boiled
bananas. bananas.
c. Psst, give me boiled c. Psst, give me boiled
bananas. bananas.
3. You and your friends 3. You and your friends

want to use the computer want to use the computer
in the ICT Room. How will in the ICT Room. How will
you ask permission? you ask permission?
a. We will use the a. We will use the
computers. computers.
b. We wish to use the b. We wish to use the
computers. computers.
c. May we use the c. May we use the
computer? computer?
J. Additional Activities Bring pictures that show a Bring pictures that show a
for application or child asking for child asking for
remediation permission. permission
V. REMARKS
67
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
68
Day 1
I. OBJECTIVES
A. Content The learners demonstrate understanding of familiar words used
Standard to communicate personal experiences, ideas, thoughts, actions
and feelings; demonstrate understanding of familiar literary
forms and concepts of words in English for effective expression
B. Performance The learner shares/expresses personal ideas thoughts, actions
Standard and feelings using familiar words; participates actively in
different oral activities
C. Learning EN1OL-IIId-1.5.4
Competencies Use appropriate expressions for asking permission
II. CONTENT
Using appropriate expressions for asking permission
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I English
Teachers Guide pages 74-76
(softcopy from LRMDS)
3. Textbook Pages
4. Additional Materials from Learning Resource English Curriculum Guide,
(LR) Portal Third Quarter, Week 4, pages
17– 19
B. Oher Learning Resources Soft copy of the song “Down
at the Station” (Listen to the
tune of the song at
http://www.youtube.com/watc
h?v=1xBrSzaV34w.)
IV. PROCEDURE
A. Reviewing Introduce the song “Down at Pupils sing with the teacher.
previous lesson the Station” to the pupils. Lyrics
or presenting are written on a manila paper.
the new lesson
“Down at the Station”
Down at the station,

Early in the morning,
See the little puffer trains,
All in a row.
Here comes the driver
To start up the engine
Puff! Puff! Peep! Peep!
Off we go!
(Repeat song twice)
Now, sing with me.
69
B. Establishing Think of a place that you want Let pupils express
a purpose for to visit. Why do you want to themselves.
the lesson visit that place?
C. Presenting The teacher presents
examples / expressions needed in asking
instances of the permission…
new lesson
Example:
May I…
May we…
The teacher models the The pupils follow the teacher.

expressions.
D. Discussing Teacher shows different
new concepts pictures where someone asks
and practicing permission.
new skill # 1
What polite expressions are
being used?
When will we say those words?
The teacher explains the polite

expressions and when to use
these.
E. Discussing Group the pupils into 4. Have Each group members take
new concepts them act out the following turns in expressing
and practicing situations: themselves.
new skills # 2
Group 1: Borrowing something
from your classmate.
Group 2: Showing respect

when elders are talking
Group 3: Asking permission

when you need to go out of the
classroom.
Group 4: You wanted to pass

through two people talking at
the doorway.
F. Developing Make a polite expression out of Complete the dialogue using
mastery (leads the given situation. the polite expressions in the
to formative 1. You want to borrow your box.
assessment 3) friend’s book.
May I _______________? a. May I have a glass of
2. You want a drink of water. water please?
Can I _______________? b. Can you please pass the
3. You want your teacher to salt?
speak slower. c. Will you open your mouth,
Can you ____________? please?
4. You want the door opened.
Could you ___________?
70
5. You want the TV turned on. d. Would you mind showing
Can you ____________? me the way to the
principal’s office?
e. Could you pour me some
more tea?
Answer key:
1. c 2. a 3. B 4. e 5.
d
G. Finding What will you say if you have to What will you say if you have
practical pass between two people at to pass between two people at
applications of the door? the door?
concepts
H. Making What are polite expressions? What are polite expressions?
generalizations Why do we need to use polite Why do we need to use polite
and expressions when asking expressions when asking
abstractions permission? permission?
about the
lesson
I. Evaluating Match the request with the right Match the request with the
Learning picture. right picture.
Column A Column A
1. May I borrow that book? 1. May I borrow that book?
2. Can you help me with my 2. Can you help me with my
assignment? assignment?
3. Can I call you back? 3. Can I call you back?
4. Can you take me to the 4. Can you take me to the
airport? airport?
5. Will you tell me what this 5. Will you tell me what this
means? means?
Column B Column B
a. a.
71
b.
b.
c.
c.
d.
d.
e.
e.
J. Additional Ask permission from your Ask permission from your
Activities for parents to do something you parents to do something you
application or want on your birthday. Write it want on your birthday. Write it
remediation on your notebook. on your notebook.
V. REMARKS
VI. REFLECTION
for remediation.
remediation.
Why did these work?
teachers?
72
Day 2
I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of story
elements and structures for effective oral expression;
demonstrate understanding of the elements of literary
and informational texts for effective oral expression
B. Performance The learner correctly identifies elements of literary and
Standard informational texts to aid meaning getting and
uses elements of literary and informational texts to
sufficiently extend meaning and understanding
Competencies  Listen to short stories/poems and identify cause
and/or effect of events
II. CONTENT
Rereading of Read Aloud Story: The Tale of Lady Cabbage
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 76-78 (softcopy
downloaded from
LRMDS)
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) English Curriculum Guide,
Portal Third Quarter, Week 4,
pages 17– 19
B. Oher Learning Resources Soft copy of the song
“Down At the Station” and
the story “The Tale of
Lady Cabbage”
IV. PROCEDURE
A. Reviewing previous Singing of the song “We Pupils sing with the
lesson or presenting the Say” to the pupils. Lyrics teacher.
new lesson are written on a manila
paper.
“Down at the Station”
Down at the station,

Early in the morning,
See the little puffer trains,
All in a row.
Here comes the driver
To start up the engine
Puff! Puff! Peep! Peep!
Off we go!
73
(Repeat song twice)
B. Establishing a Teacher posts situations Teacher posts situations
purpose for the lesson on the board. Have pupils on the board. Have pupils
respond using polite respond using polite
expressions. expressions.
Pupils respond using Pupils respond using

polite expressions. polite expressions.
C. Presenting examples / Today, we will learn the Today, we will learn the
instances of the new connection between cause connection between
lesson and effect. cause and effect.
Teacher posts three ( 3) Teacher posts three ( 3)

)related pictures on the related pictures on the
board. board.
- Picture shows a man - Picture shows a man
leaving a house leaving a house
without his umbrella without his umbrella
(umbrella is (umbrella is
obviously left on the obviously left on the
chair in the living chair in the living
room) room)
walking hurriedly in walking hurriedly in
the rain (picture’s the rain (picture’s
background is a town background is a
hall) town hall)
lying in bed looking lying in bed looking
sick or feverish sick or feverish
Take a look at the Take a look at the

pictures. pictures.
What have you observed What have you observed
about the pictures? How about the pictures? How
are they connected? are they connected?
D. Discussing new Who can recall the story Pupils take turns in
concepts and practicing ”The Tale of Lady recalling.
new skill # 1 Cabbage”?
Okay, let us read the story

aloud.
Read after me. Pupils read after the

teacher.
Teacher unlocks meaning
of difficult words in the
story.
- Fable - Boastful
- Garbage - Proud
- Loud - Famous
74
- Spouting - Pride Pupils answer
- Tamed - Shame enthusiastically.
- Spotted - Basking
Teacher stops to ask
questions.
E. Discussing new Why is Lady Cabbage Pupils participate in the
concepts and practicing boastful? discussion
new skills # 2 What is the effect of her
attitude?
What is the cause of Lady
Cabbage’s sadness?
Explain the relationship

between cause and effect.
Encourage pupils to ask

questions.
F. Developing mastery Group Activity Group Activity
(leads to formative Constantly spouting her Teacher writes parts of
assessment 3) own pride, her head grew the story in strips and give
and grew, it could not be them to the pupils.
tamed.
Pupils read the story in
Draw the effect of Lady front of the class.
Cabbage boastfulness to
her head.
G. Finding practical Is it okay to be boastful? Is it okay to be boastful?
applications of concepts Why? Why or Why not?
Cite concrete situations Explain further to the

examples why it is not pupils as to why it is not
okay to be proud. okay to be proud.
H. Making What is the connection What is the connection
generalizations and between cause and between cause and
abstractions about the effect? effect?
lesson The cause is the reason The cause is the reason
why something happens. why something happens.
The effect is what The effect is what
happens. happens.
I. Evaluating Learning Choose the effect on Column Choose the effect on
B that matches with the Column B that matches with
cause on Column A. the cause on Column A.
Column A Column A
1. The sun set so 1. The sun set so
2. Because I studied 2. Because I studied
3. It was raining outside so 3. It was raining outside so
4. A frog jumped on me 4. A frog jumped on me
5. I poke my balloon 5. I poke my balloon
Column B Column B
a. I passed the test a. I passed the test
b. so it pops b. so it pops
c. I used an umbrella c. I used an umbrella
d. so I screamed d. so I screamed
e. it was dark outside e. it was dark outside
75
J. Additional Activities Write a sentence showing Write a sentence showing
for application or cause and effect. cause and effect.
remediation
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
76
Day 3
I. OBJECTIVES
A. Content Standard The learners
demonstrate understanding of story elements and
structures for effective oral expression;
demonstrate understanding of the elements of literary
Standard informational texts to aid meaning getting;
Competencies  Listen to short stories/poems and identify cause
and/or effect of events
II. CONTENT
Listening to short stories/poems and identifying cause and/or effect of events
A. References
downloaded from
LRMDS)
3. Textbook Pages
pages 17– 19
B. Oher Learning Resources Soft copy of the song “Old
MacDonald Had a Farm”
and the story “The Tale of
Lady Cabbage”
IV. PROCEDURE
A. Reviewing previous Teacher introduces the Teacher introduces the
lesson or presenting the song “Old MacDonald Had song “Old MacDonald
new lesson a Farm” in class. The Had a Farm” in class.
lyrics are written on a The lyrics are written on a
manila paper. manila paper.
Old MacDonald Had a Old MacDonald Had a

Farm Farm
Old MacDonald had a Old MacDonald had a

farm farm
E-I-E-I-O E-I-E-I-O
And on his farm he had a And on his farm he had a
cow cow
77
E-I-E-I-O E-I-E-I-O
With a moo moo here With a moo moo here
With a moo moo there With a moo moo there
Here a moo, there a moo Here a moo, there a moo
Everywhere a moo moo Everywhere a moo moo
Old MacDonald had a Old MacDonald had a
farm farm
E-I-E-I-O E-I-E-I-O
*pig – oink oink *pig – oink oink

*duck – quack quake *duck – quack quake
B. Establishing a Bring out your assignment. Pupils bring out their

purpose for the lesson assignments and
Teacher posts an empty participate in the
table on the board. She discussion.
then asks the pupils what
they have written on their
notebook.
Cause Effect
Teacher explains what is

cause and what is effect.
C. Presenting examples / Who can recall our lesson Reading the story of Lady
instances of the new yesterday? Cabbage
lesson The connection between
Ask questions about the cause and effect
story “The Tale of Lady
Cabbage”. Pupils answer what they
1. Who is proud and have recalled of the story.
loud?
2. Who said that she is
famous and the best?
That she is the Queen
of Calcium? The she is
the only one Queen of
Greens?
3. What happened to
Lady Cabbage?
4. What did Farmer Tong
do with Lady
Cabbage’s head?
5. Where did Farmer
Tong bring Lady
Cabbage head?
78
D. Discussing new Pictures of the events of Pictures of the events of
concepts and practicing the story are posted on the the story are posted on
new skill # 1 board. They are not the board. They are not
arranged properly. arranged properly.
Group Activity Group Activity

Divide the pupils into 5 Divide the pupils into 5
groups Give each group groups Give each group
pictures of the events that pictures of the events that
happened in the story. happened in the story.
Have them arrange the Have them arrange the
pictures in the correct pictures in the correct
order. order.
E. Discussing new Teacher asks questions Teacher asks questions

concepts and practicing about each picture. about each picture.
new skills # 2 We have learned from our We have learned from our
lesson yesterday that each lesson yesterday that
event results to another each event results to
event. That is what we call another event. That is
cause and effect. what we call cause and
effect.
F. Developing mastery Advanced Learners Average Learners
(leads to formative Select the correct answer Write down the vegetables
assessment 3) from the box. mentioned in the story.
1. A tale is a _______.
2. Famous means _____.
79
3. To be boastful is to be _.
4. A dame is also a ______
5. Basking means _____.
a. lady
b. story
c. resting
d. proud
e. popular
G. Finding practical If you were Lady If you were Lady
applications of concepts Cabbage, would you be Cabbage, would you be
proud and loud, too? proud and loud, too?
Why? Why?
H. Making Cause and effect also Cause and effect also
generalizations and happens in real life that is happens in real life that is
abstractions about the why we need to be careful why we need to be careful
lesson with our actions because with our actions because
we never know what will we never know what will
happen next. happen next.
I. Evaluating Learning Select the best way to end Select the best way to
the sentence. end the sentence.
1. It is 6 o’clock in the 1. It is 6 o’clock in the
morning, ___. morning, ___.
a. Joy goes to sleep a. Joy goes to sleep
b. Joy prepares for school b. Joy prepares for school
2. Because it is cold ___. 2. Because it is cold ___.

a. Lito wore a jacket. a. Lito wore a jacket.
b. Lito turned on the fan. b. Lito turned on the fan.
3. Because Lance won the 3. Because Lance won the

singing contest, ______. singing contest, ______.
a. Lance is sleepy a. Lance is sleepy
b. Lance is happy. b. Lance is happy.
4. Jim has more friends 4. Jim has more friends

because __. because __.
a. he is always late a. he is a bully
b. he is kind b. he is kind
5. Liza’s pet was hungry, _. 5. Liza’s pet was hungry,

a. a. it snatched her food _.
b. b. it hid under the chair c. a. it snatched her food
d. b. it hid under the chair
J. Additional Activities Teacher posts a picture on Teacher posts a picture
for application or the board. She then asks on the board. She then
remediation the pupils to draw the asks the pupils to draw
possible effect of the the possible effect of the
picture being shown. picture being shown.
V. REMARKS
80
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
81
Day 4
I. OBJECTIVES
A. Content The learners
Standard demonstrate understanding of concepts of nouns and
adjectives for identification and description;
demonstrate understanding of concepts of verbs, pronouns
and prepositions in meaningful sentences
B. Performance The learner correctly names people, objects, places and
Standard things through theme-based activities;
constructs grammatically correct-simple sentences in theme-
based conversations using verb, pronouns and prepositions
C. Learning EN1G-IIId-1.3
Competencies  Recognize telling and asking questions
EN1G-IIIe-1.3
 Identify action words in telling and asking sentences
II. CONTENT
Telling and Asking Questions/Identifying Action Words in Telling and Asking
Sentences
A. References
downloaded from LRMDS)
3. Textbook Pages
pages 17– 19
MacDonald Had a Farm”
IV. PROCEDURE
A. Reviewing Singing of the song “Old Singing of the song “Old
previous lesson or MacDonald Had a Farm”. MacDonald Had a Farm”.
presenting the new
lesson
B. Establishing a Bring out your assignment and Pupils show their
purpose for the show it to your seatmate. Tell assignment to their
lesson him/her how your pictures are seatmates. Share how their
connected. drawings are related.
C. Presenting The teacher shows two lists of The teacher shows two lists
examples / sentences on the board. of sentences on the board.
instances of the
new lesson Set A Set A
I go to school every day. I go to school every day.
I like mangoes. I like mangoes.
82
Set B Set B
Where do you go every day? Where do you go every
What do you like? day?
What do you like?
Let us read the sentences.
Let us read the sentences.
Who can tell me the difference
between the two sets of Who can tell me the
sentences? difference between the two
sets of sentences?
That’s right. Today, you will
learn about telling and asking That’s right. Today, you will
sentences. Are you ready to learn about telling and
learn? asking sentences. Are you
ready to learn?
Sentences under Set A are
called telling sentences. Sentences under Set A are
Telling sentences tell us called telling sentences.
information. It ends with a Telling sentences tell us
period. information. It ends with a
period.
Sentences listed on Set B are
called asking sentences or Sentences listed on Set B
questions. We say them when are called asking sentences
we want to ask something. or questions. We say them
Asking sentences end with a when we want to ask
question mark. something. Asking
sentences end with a
Can you give me example of question mark.
an asking sentence?
Can you give me example
of an asking sentence?
D. Discussing new Ask: Who can give me an Ask: Who can give me an
concepts and example of a telling sentence? example of a telling
practicing new skill sentence?
#1 Teacher writes a set of telling
sentences on the board. Teacher writes a set of
1.The boy walks to school. telling sentences on the
2. Lara is doing her board.
assignment. 1.The boy walks to school.
3. We are playing hide and 2. Lara is doing her
seek. assignment.
3. We are playing hide and
Can you tell me what kind of seek.
sentences is on the board?
Can you tell me what kind
Right, it is telling sentences. of sentences is on the
Do you know that we can board?
make these telling sentences
into asking sentences? Right, it is telling sentences.
Do you know that we can
Example: make these telling
Where will the boy go? sentences into asking
Is the boy walking to school? sentences?
Is the boy going to school?
83
Example:
Who can make an asking Where will the boy go?
sentence out of sentence Is the boy walking to
number 2? 3? school?
Possible answer: Is the boy going to school?
What is Lara doing?
Is Lara done with her Who can make an asking
assignment? sentence out of sentence
Did Lara finish her number 2? 3?
assignment? Possible answer:
Is Lara doing her assignment? What is Lara doing?
What are you doing? Is Lara done with her
What are you playing? assignment?
Did Lara finish her
assignment?
Is Lara doing her
assignment?
What are you doing?
What are you playing?
E. Discussing new Show pictures of the following: Show pictures of the
concepts and following:
practicing new
skills # 2
Who can make telling and

asking sentences about the
pictures
The boy feeds his cat.
Is the boy feeding his cat? Who can make telling and
The children are praying. asking sentences about the
What are the children doing?
pictures
The girl is combing her hair. The boy feeds his cat.
Is the girl combing her hair? Is the boy feeding his cat?
The boy is writing. The children are praying.
Is the boy writing? What are the children
The dog is barking at stranger.
doing?
Why is the dog barking? The girl is combing her hair.
Teacher writes the pupils Is the girl combing her hair?
answer on the board The boy is writing.
underlining the verb in each Is the boy writing?
sentence.
The dog is barking at
stranger.
Let us read your answers.
Why is the dog barking?
What have you noticed about Teacher writes the pupils
the underlined words? answer on the board
underlining the verb in each
sentence.
Let us read your answers.
84
What have you noticed
about the underlined
words?
F. Developing Correct. And what is an action Correct. And what is an

mastery (leads to word? action word?
formative Right. Action word is also Right. Action word is also
assessment 3) called verb. called verb.
G. Finding Make telling and asking Write T if the sentence is a
practical sentences about the picture on telling sentence. Write A if it
applications of the left. is an asking sentence.
concepts Telling Asking 1. Lady Cabbage basked
Picture Sentence Sentence
in her bed.
2. Do you like cabbage?
3. Farmer Tong cuts off
her head.
4. Is she proud and loud?
Is Farmer Tong happy?
H. Making How can you identify the How can you identify the
generalizations telling and asking telling and asking
and abstractions sentences? sentences?
about the lesson Telling sentence tells us Telling sentence tells us
information. It ends with a information. It ends with a
period. period.
Asking sentence is a sentence Asking sentence is a
that asks a question. It ends sentence that asks a
with a question mark. question. It ends with a
question mark.
And what is a verb?
A verb or action word is a word And what is a verb?
that tells about what a person, A verb or action word is a
an animal or an object does. word that tells about what a
person, an animal or an
object does.
I. Evaluating Complete the table. Complete the table.
Learning Telling Asking Telling Asking
Sentence Sentence Sentence Sentence
I eat green I eat green
leafy leafy
vegetables. vegetables.
Can you get Can you get
milk in the milk in the
refrigerator? refrigerator?
Did you take Did you take
your your vitamins
vitamins after eating?
after eating? Choose foods
Choose that are
foods that healthy.
are healthy. Chew your
Chew your food slowly.
food slowly.
85
J. Additional Share what you learned about Share what you learned
Activities for verbs with a family member. about verbs with a family
application or member.
remediation
V. REMARKS
VI. REFLECTION
assessment
for remediation.
remediation.
Why did these work?
teachers?
assessment
86
Day 5
I. OBJECTIVES
A. Content Standard The learners
demonstrate understanding of familiar English words
for effective communication
demonstrate understanding of word meaning for
correct usage
demonstrate understanding of sounds and their
meanings for appropriate use of words
demonstrate understanding of sounds and sound
patterns for production of words
B. Performance The learner uses basic vocabulary to independently
Standard express ideas about personal, home, school, and
correctly uses familiar words in speaking activities
manipulates skillfully the sounds in words to express
meaning
displays sensitivity o sounds in spoken language
C. Learning EN1V-IIIa-e-5
Competencies  Use words that are related to self, family, school,
community and concepts, shapes and numbers
EN1PA-IIIa-b-3.1
Give the number of syllables of given words
II. CONTENT
Unlocking of New Words
Counting Syllables
A. References
downloaded from
LRMDS)
3. Textbook Pages Essential English 1 2017
Eidtion by Tracylyn H.
Umandal, Rex Bookstore
p. 255-256
pages 17– 19
MacDonald Had a Farm” ,
map of one Bicol Province
87
IV. PROCEDURE
A. Reviewing previous Singing of the song “Old Singing of the song “Old
lesson or presenting the MacDonald Had a Farm”. MacDonald Had a Farm”.
new lesson
B. Establishing a I want you to think of a I want you to think of a
purpose for the lesson place you really want to place you really want to
visit here in our province. visit here in our province.
You can use this map here You can use this map
to check the name of the here to check the name of
place. the place.
Use the sentence on the Use the sentence on the

board as your guide. board as your guide.
I want to visit the beach I want to visit the beach

because I love to swim. because I love to swim.
C. Presenting examples / Teacher shows pictures of Teacher shows pictures
instances of the new the following: of the following:
lesson 1. Mall 4. Mall
2. Park 5. Park
3. Beach Resort 6. Beach Resort
Can you identify these Can you identify these
places? Tell me something places? Tell me
about it. something about it.
D. Discussing new Teacher posts a selection Teacher posts a selection
concepts and practicing on the board. on the board.
new skill # 1
Nat and Pam’s Map Nat and Pam’s Map
Nat and Pam and pals Nat and Pam and pals
Nat is a lad Nat is a lad
Pam is a lass. Pam is a lass.
They have a map. They have a map.
They look for community They look for community
places in the map. places in the map.
They put the map in a bag. They put the map in a
Then, they give the map to bag.
Nat’s Dad. Then, they give the map
to Nat’s Dad.
Let us read the selection.
Let us read the selection.
Ask question about the
selection. Ask question about the
1. Who are pals? selection.
Nat is a lad. What 5. Who are pals?
does lad mean? How Nat is a lad. What
about lass? does lad mean? How
about lass?
2. What do they have?
What is a map? 6. What do they have?
What is a map?
3. What do they do with
it?
88
Do you know what a 7. What do they do with
community is? it?
Do you know what a
4. Where do they put it? community is?
8. Where do they put it?

E. Discussing new Teacher posts words on Teacher posts words on
concepts and practicing the board. the board.
new skills # 2
Teacher divides the words Teacher divides the
into syllables. words into syllables.
Listen as I read the Listen as I read the
following. following.
hospital market hospital market
Philippines Mercedita Philippines Mercedita
Teacher reads slowly, Teacher reads slowly,

emphasizing the syllables emphasizing the syllables
in each word. in each word.
Now can you count the Now can you count the
syllables in each word? syllables in each word?
How many syllables does How many syllables does
each word have? each word have?
F. Developing mastery Group Activity

(leads to formative Divide the following words Count the syllables in
assessment 3) into syllables correctly. each word.
1. teacher 1. doctor
2. auditorium 2. pencil
3. community 3. principal
4. caterpillar 4. potato
5. telephone 5. Cristina
G. Finding practical What are the places that What are the places that
applications of concepts you have visited? What you have visited? What
did the people do there? did the people do there?
I have been to the beach.
Most people are
swimming there.
I have been to … People
are …
H. Making What is formed when two What is formed when two
generalizations and or more words are or more words are
abstractions about the blended? blended?
lesson
Syllables Syllables
I. Evaluating Learning Write the correct syllabication Write the correct syllabication
of the following: of the following:
1. birthday 6. family 1. birthday 6. family
2. hotdog 7. playing 2. hotdog 7. playing
3. spaghetti 8. volleyball 3. spaghetti 8. volleyball
4. picnic 9. water 4. picnic 9. water
89
5. together 5. together
10. grandmother 10. grandmother
J. Additional Activities Share to a family member Share to a family member
for application or what you learned about what you learned about
remediation syllabication. syllabication.
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
90
Day 1
I. OBJECTIVES
A. Content The learner- OL demonstrates understanding of familiar
Standard words used to communicate personal experiences, ideas,
V- demonstrates understanding of familiar English words for
effective communication
LC- demonstrates understanding of story elements and text
structures for effective oral expression
B. Performance The learner-OL Shares/express personal ideas, thoughts,
Standard actions, and feelings using familiar words
V- uses basic vocabulary to independently express ideas
about personal, home, school and community experiences
LC- correctly identifies elements of literary and informational
texts to aid meaning getting
C. Learning EN1LC-IIIa-j-1.1 Listen to short stories/poems and
Competencies Identify the speaker in the story or poem
II. CONTENT
Listening to short stories/poems and identifying the speaker in story/poem
Industry/Ang Kamatis ni Peles (Peles’Tomatoes)
A. References
1. Teacher’s Guide Pages Basa Pilipinas Teacher’s
Manual pp. 89-98
3. Textbook Pages
(LR) Portal
B. Oher Learning Resources https://youtu.be/EUhyF0O_t
M0
IV. PROCEDURE
A. Reviewing Teacher introduces the “The Teacher introduces the “The
previous lesson or Shape Song” in class. Shape Song” in class.
presenting the new
lesson The Shape Song The Shape Song
I am momma circle, round I am momma circle, round
like a pie. C-Am-G like a pie. C-Am-G
I am baby triangle, three I am baby triangle, three
sides have I. Am-G-C sides have I. Am-G-C
I am papa square, my sides I am papa square, my sides
are four. are four.
I am cousin rectangle, I am cousin rectangle,
shaped like a door. shaped like a door.
I am brother oval, shaped

like a zero.
I am sister diamond, with a
sparkle and a glow.
91
We are the shapes that you
all know. C-Am-C
Look for us wherever you
go! C-Am-G-C
(This song may be downloaded
(This song may be downloaded using this link:
using this link: https://youtu.be/EUhyF0O_tM0)
https://youtu.be/EUhyF0O_tM0)
purpose for the into small groups. into small groups.
lesson Each group forms a small Each group forms a small
circle. circle.
Teacher says: Teacher says:
Today, we are going to do Today, we are going to do
“Show and Tell.” “Show and Tell.”
All of you will get your All of you will get your
favorite thing inside your bag favorite thing inside your bag
or in the classroom. You will or in the classroom. You will
describe your favorite thing describe your favorite thing
to your group mates. Tell to your group mates. Tell
them about its color and them about its color and
shape. shape.
When you are done sharing, You will also use our special
pass the microphone to the microphone when you “Show
next member of your group. and Tell.” When you are
done sharing, pass the
Listen as I read the example microphone to the next
on the board. You may member of your group.
follow the example when
you share. Listen as I read the example
on the board. You may
My favorite thing is my follow the example when you
notebook. The shape of my share.
notebook is rectangle. The
color of my notebook is My favorite thing is my
violet. notebook. The shape of my
notebook is rectangle. The
color of my notebook is
violet.
C. Presenting PRE-READING ACTIVITIES PRE-READING ACTIVITIES
examples / Activating Prior Activating Prior Knowledge
instances of the Knowledge Teacher shows Teacher shows a real
new lesson a real tomato in class. Pupils tomato/picture of a tomato in
examine the tomato/picture class. Pupils examine the
of tomato. Teacher asks tomato/picture of tomato.
pupils questions about the Teacher asks pupils
tomato. questions about the tomato.
D. Discussing new Read the words. Read the words.
concepts and wandering wandering
practicing new skill exert exert
#1 impressed impressed
praise praise
healthy healthy
industry industry
patience patience
92
Turn a new leaf Turn a new leaf
Teacher helps the children Teacher helpss the

define each word using children define each word
TPR, pictures and facial using TPR, pictures and
expressions. facial expressions.
The word wandering means The word wandering means

a slow, pointless movement. a slow, pointless movement.
The word exert means to The word exert means to
use strength. use strength.
You are impressed when You are impressed when
you think a person is doing you think a person is doing
something great. For something great. For
example: If you are always example: If you are always
doing your homework, then I doing your homework, then I
will be impressed. will be impressed.
You praise someone when You praise someone when
you are impressed. You say you are impressed. You say
or write good things about or write good things about
them. them.
You are healthy when you You are healthy when you
are not sick. You are not are not sick. You are not
coughing. You do not have a coughing. You do not have a
cold. You do not have a cold. You do not have a
fever. fever.
The word industry means The word industry means
the habit of working hard. In the habit of working hard. In
Filipino, it means Filipino, it means
“kasipagan.” “kasipagan.”
When you have patience, it When you have patience, it
means that you do not easily means that you do not easily
get angry when you are get angry when you are
waiting for something or waiting for something or
when someone is annoying. when someone is annoying.
In Filipino, it is “pasensiya.” In Filipino, it is “pasensiya.”
When you grow and take When you grow and take
care of plants, you are care of plants, you are
gardening. gardening.
Turn a new leaf means to Turn a new leaf means to
start again. In Filipino, it start again. In Filipino, it
means “magbagong- means “magbagong-
buhay.” buhay.”
E. Discussing new DURING READING DURING READING
concepts and ACTIVITIES ACTIVITIES
practicing new skills Teacher reads pages 2-7 of Teacher reads pages 2-7 of
#2 the story in class. Pupils the story in class. Pupils
then listen and answer a few then listen and answer a few
Teacher explains the Teacher explains the
meaning of difficult words in meaning of difficult words in
the story using gestures, the story using gestures,
facial expressions, pictures, facial expressions, pictures,
etc. etc.
93
Teacher writes the new Teacher writes the new
words on the board. words on the board.
F. Developing Teacher says: Who is tired Teacher says: Who is tired

mastery (leads to of walking and wandering? of walking and wandering?
formative That’s right. Peles is tired of That’s right. Peles is tired of
assessment 3) walking and wandering. walking and wandering.
Teacher says: Who was Teacher says: Who was
impressed with the healthy impressed with the healthy
plants? Who did Peles plants? Who did Peles
praise? praise?
Teacher says: Who was Teacher says: Who was
impressed with the healthy impressed with the healthy
plants? Who did Peles plants? Who did Peles
praise? praise?
G. Finding practical What good attitude did you What good attitude did you
applications of observe on Hugo? observe on Hugo?
concepts He is industrious. He is industrious.
H. Making How do we know the How do we know the speaker

generalizations and speaker in the story? in the story?
abstractions about
the lesson
I. Evaluating Identify who spoke the lines Identify who spoke the lines
Learning from the story/song below. from the story/song below.
1. Ang ganda ng tanim mo. 1. Ang ganda ng tanim mo.

2. Wala akong sikreto kundi 2. Wala akong sikreto kundi
sipag, tiyaga at konting sipag, tiyaga at konting banat
banat ng buto. ng buto.
3. I am Momma Circle, round 3. I am Momma Circle, round
like a pie. like a pie.
4. I am Baby Triangle, three 4. I am baby triangle, three
sides have I. sides have I.
Answers: Answers:
1. Peles 1. Peles
2. Hugo 2. Hugo
3. Momma Circle 3. Momma Circle
4. Baby Triangle 4. Baby Triangle
J. Additional Draw a square object, a Draw a square object, a
Activities for round object, and a round object, and a
application or rectangular object on your rectangular object on your
remediation notebook. notebook.
V. REMARKS
VI. REFLECTION
94
for remediation.
remediation.
Why did these work?
teachers?
95
Day 2
I. OBJECTIVES
A. Content Standard The learner-OL- demonstrates understanding of
familiar words used to communicate personal
experiences, ideas, thoughts, actions, and feelings
V- demonstrates understanding of familiar English
LC- demonstrates understanding of story elements and
text structures for effective oral expression
B. Performance The learner-OL- shares/expresses personal ideas,
Standard thoughts, actions, and feelings using familiar words
V-uses basic vocabulary to independently express
ideas about personal, home, school and community
experiences
LC- correctly identifies elements of literary and
informational texts to aid meaning getting
Competencies Identify the speaker in the story or poem
II. CONTENT
Listening to short stories/poems and identifying the speaker in the story or poem
Patience/Ang Kamatis ni Peles(Peles’Tomatoes)
A. References
3. Textbook Pages
Portal
B. Oher Learning Resources Copy of “The Shape
Song”
Baskets
Round, square or
rectangular objects
IV. PROCEDURE
A. Reviewing previous Teacher sings the “Shape Teacher completely
lesson or presenting the Song” with the pupils. The introduces the “The
new lesson lyrics of the song are Shape Song” in class.
written on the board or on
a manila paper. The Shape Song
I am mama circle, round
like a pie. C-Am-G
I am baby triangle, three
sides have I. Am-G-C
I am papa square, my
sides are four.
I am cousin rectangle,
shaped like a door.
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I am brother oval, shaped
like a zero.
I am sister diamond, with
a sparkle and a glow.
We are the shapes that
you all know. C-Am-C
Look for us wherever you
go! C-Am-G-C
B. Establishing a “I Shop Game” “I Shop Game”
purpose for the lesson Teacher puts objects of Teacher puts objects of
different shapes in the different shapes in the
classroom. classroom.
Teacher says: You will be Teacher says: You will be

divided into groups. Each divided into groups. Each
group will have four group will have four
members. I will give each members. I will give each
group a basket where you group a basket where you
will put the things I will ask will put the things I will ask
you to look for. To play the you to look for. To play the
game, you have to listen to game, you have to listen
what I will say. You have to to what I will say. You
look around the classroom have to look around the
and get the thing that you classroom and get the
need to shop and put it in thing that you need to
your basket. The group shop and put it in your
that gets the most number basket. The group that
of things in their basket gets the most number of
wins the game. things in their basket wins
the game.
Note: Vary the number of
each group as needed. Note: Vary the number of
each group as needed.
C. Presenting examples / Checking of assignments: Checking of assignments:
instances of the new Teacher will say: Show your work with your
lesson Show your work with your seatmate and share what
seatmate and share what you made.
you made.
Teacher will choose a
Teacher will choose 2-3 volunteer who will share
volunteers who will share his/her assignment in
their assignment in class. class.
D. Discussing new PRE-READING PRE-READING
concepts and practicing ACTIVITIES ACTIVITIES
new skill # 1
Teacher will post the words Teacher will post the
on the wall and let the words on the wall and let
children read the words. the children read the
laze around words.
sprout laze around
confided sprout
busied confided
patch busied
impatient patch
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close to tears impatient
close to tears
Teacher helps the children

define each word using Teacher helps the children
TPR / gestures, pictures define each word using
and facial expressions. TPR / gestures, pictures
and facial expressions.
Laze around means to do
nothing but relax to pass Laze around means to
time. In Filipino, it means do nothing but relax to
“pagpapalipas ng oras pass time. In Filipino, it
nang walang ginagawa.” means “pagpapalipas ng
oras nang walang
Busied means you are
ginagawa.”
doing something. It is the
opposite of laze around. Busied means you are
The word patch means a doing something. It is the
small space of land where opposite of laze around.
one plants. The word patch means a
Sprout means to produce small space of land where
new leaves or buds. In one plants.
Filipino, it means Sprout means to produce
“tumubo.” new leaves or buds. In
Filipino, it means
“tumubo.”
Do you still remember the
meaning of the word
patient? Well, impatient is Do you still remember the
the opposite of patient. meaning of the word
This means that one easily patient? Well, impatient
gets angry or annoyed. In is the opposite of patient.
Filipino, it means “maiksi This means that one
ang pasensiya.” easily gets angry or
When someone is close annoyed. In Filipino, it
to tears, he or she is means “maiksi ang
about to cry. pasensiya.”
When someone is close
You confided when you to tears, he or she is
tell someone a secret or about to cry.
something private. In
Filipino, we say You confided when you
“nagkuwento,” “nagsabi,” tell someone a secret or
or “nagsumbong.” something private. In
Filipino, we say
“nagkuwento,” “nagsabi,”
or “nagsumbong.”
E. Discussing new PRE-READING PRE-READING
new skills # 2 Activating Prior Activating Prior
Knowledge Teacher asks Knowledge Teacher asks
pupils to recall the events pupils to recall the events
of the story they heard of the story they heard
yesterday. yesterday.
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Teacher says: Today, we Teacher says: Today, we
are going to read the are going to read the
second part of Peles’ second part of Peles’
story. But before we read, story. But before we read,
can you still remember can you still remember
what happened in the first what happened in the first
part of the story? Who part of the story? Who
would like to share what would like to share what
they remember? they remember?
F. Developing mastery DURING READING DURING READING

(leads to formative ACTIVITIES ACTIVITIES
assessment 3) Teacher reads pages 8-15 Teacher reads pages 8-15
of the story in class. Pupils of the story in class.
then listen and answer a Pupils then listen and
few questions about the answer a few questions
story about the story
Teacher goes back to the Teacher goes back to the

new words posted on the new words posted on the
board. board.
Teacher transitions back to Teacher transitions back

the story: to the story:
Show Pages 10-11 Show Pages 10-11
Teacher says: Could Teacher says: Could
Peles sleep that night? Peles sleep that night?
No, he could not sleep. No, he could not sleep.
What was he counting? What was he counting?
That’s right. He was That’s right. He was
counting growing counting growing
tomatoes. tomatoes.

Teacher says: What did Teacher says: What did
Peles visit? Peles visit?
That’s right. He visited his That’s right. He visited his
patch. Did his seeds patch. Did his seeds
sprout? No, his seeds did sprout? No, his seeds did
not sprout. not sprout.

Teacher says: Was Peles Teacher says: Was Peles
close to tears? Yes, he close to tears? Yes, he
was. Was he happy or sad was. Was he happy or sad
when he confided to when he confided to
Hugo? That’s right! He was Hugo? That’s right! He
sad. was sad.
G. Finding practical Show the picture of Peles Show a picture of a face
applications of concepts when he felt impatient. of a patient and impatient
child.
What should you do when Ask the pupils: Which
you feel impatient? child will you try to be?
Why?
99
How can you help when
you have a friend who is
close to tears?
Help the children

H. Making How do we know the How do we know the
generalizations and speaker in the story? speaker in the story?
lesson
I. Evaluating Learning Read the excerpts. Identify Listen to the excerpts that
the name of the speaker. will be read. Identify the
name of the speaker.
1. Two piles of small
papers lay on Ms. Cruz’s 1. Two piles of small
desk. One pile was Juan’s papers lay on Ms. Cruz’s
votes, and the other was desk. One pile was Juan’s
Mario’s votes. “This votes, and the other was
election was close!” said Mario’s votes. “This
Ms. Cruz. “The winner got election was close!” said
just one vote more.” She Ms. Cruz. “The winner got
smiled. just one vote more.” She
smiled.
2. "There's a girl on Mount
Danger," Raul explained 2. "There's a girl on
breathlessly. "Amanda Mount Danger," Raul
something. Her father explained breathlessly.
came in. Said they were "Amanda something. Her
hiking and she fell. father came in. Said they
were hiking and she fell.
Note: Please refer to
worksheet Note: Please refer to
EQ3_W5_D2_Eval worksheet
for the complete copy of EQ3_W5_D2_Eval
evaluation. for the complete copy of
evaluation.
J. Additional Activities Listen to the news on the Listen to the news on the
for application or radio or watch news on the radio or watch news on
remediation television. the television.
Write 2 sentences about Write 2 sentences about
what you heard. what you heard.
Note: Pupils will share their Note: Pupils will share

news the next day. their news the next day.
V. REMARKS
VI. REFLECTION
assessment
remediation.
100
remediation.
did these work?
teachers?
assessment
101
Day 3
I. OBJECTIVES
V -demonstrates understanding of familiar English
B. Performance The learner –OL- shares/expresses personal ideas,
V- uses basic vocabulary to independently express
experiences
LC-orrectly identifies elements of literary and
Competencies identify the speaker in the story or poem
II. CONTENT
Read Aloud Story: Ang Kamatis ni Peles (Peles’ Tomatoes)
A. References
1. Teacher’s Guide Pages pp. 102 - 105
3. Textbook Pages
Portal
IV. PROCEDURE
A. Reviewing previous Teacher asks a pupil- Teacher asks a pupil-
lesson or presenting the volunteer to lead the volunteer to co-lead the
new lesson singing of “Shape Song”. singing of “Shape Song”.
The lyrics of the song are The lyrics of the song are
written on the board or in a written on the board or in
manila paper. a manila paper.
B. Establishing a Teacher asks pupils to Teacher asks pupils to

purpose for the lesson share the news they heard share the news they
last night to their heard last night to their
seatmates. After a few seatmates. After a few
minutes, teacher calls 3-5 minutes, teacher calls 2-3
pupils to share their news pupils to share their news
in front of the class. in front of the class.
Teacher will model how to Teacher will model how to

say their responses in say their responses in
English. English.
102
C. Presenting examples / Pupils will read the words: Pupils will read the words:
instances of the new afraid afraid
lesson pour water pour water
fertilizers fertilizers
energized energized
healthy healthy
makeshift makeshift
weeding weeding
rejoiced rejoiced
bore bore
You are afraid when you You are afraid when you
are nervous that are nervous that
something bad will something bad will
happen. happen.
You pour water onto You pour water onto
something when you are something when you are
watering something. watering something.
Fertilizers are something Fertilizers are something
added to the plants to help added to the plants to
them grow. In Filipino, we help them grow. In
call it “pataba” or “abono.” Filipino, we call it
The word energized “pataba” or “abono.”
means to have more The word energized
energy. means to have more
You are healthy when you energy.
are not sick. You are not You are healthy when
coughing. You do not have you are not sick. You are
a cold. You do not have a not coughing. You do not
fever. have a cold. You do not
When you are lonely, you have a fever.
are sad. You are not When you are lonely, you
happy. are sad. You are not
Makeshift means happy.
temporary. In Filipino, it Makeshift means
means “pansamantalang temporary. In Filipino, it
gamit.” means “pansamantalang
You are weeding when gamit.”
you are pulling out weeds You are weeding when
around your plant. Weeds, you are pulling out weeds
in Filipino, are called around your plant.
“damo.” They are bad for Weeds, in Filipino, are
plants. called “damo.” They are
Rejoiced means to feel or bad for plants.
show that you are happy. Rejoiced means to feel or
In Filipino, it means show that you are happy.
“nagsaya.” In Filipino, it means
Bore is the past tense of “nagsaya.”
the word bear, which Bore is the past tense of
means give. In Filipino, it the word bear, which
means “namunga.” means give. In Filipino, it
The word ripening means means “namunga.”
to grow. In Filipino, it The word ripening means
means “nahihinog.” to grow. In Filipino, it
means “nahihinog”
103
D. Discussing new PRE-READING PRE-READING
new skill # 1 Activating Prior Activating Prior
Knowledge Teacher asks Knowledge Teacher asks
pupils to recall the events pupils to recall the events
of the story they heard of the story they heard
yesterday. yesterday.
Let us recall through these Let us recall through

pictures from the story these pictures from the
“Peles’ Tomato. story “Peles’ Tomato.
E. Discussing new DURING READING DURING READING

new skills # 2 Teacher reads in chunks Teacher reads in chunks
pages 16-27 of the story in pages 16-27 of the story
class. Pupils then listen in class. Pupils then listen
and answer a few and answer a few
Teacher explains the Teacher explains the
meaning of difficult words meaning of difficult words
in the story using in the story using
expressions, pictures, etc. expressions, pictures, etc.
Teacher writes the new Teacher writes the new
On pages 18-19 On pages 18-19

Teacher says: Who did Teacher says: Who did
Peles invite to sing to the Peles invite to sing to the
tomato seeds on tomato seeds on
Wednesday? That’s right. Wednesday? That’s right.
He invited his frog friends He invited his frog friends
to sing to the tomato to sing to the tomato
seeds. seeds.

Teacher says: Did Peles Teacher says: Did Peles
read stories and poems to read stories and poems to
the tomatoes? That’s right. the tomatoes? That’s
He did. He read stories right. He did. He read
and poems all day. stories and poems all day.
On pages 24-25 On Pages 24-25
Teacher asks: Did Peles’ Teacher asks: Did Peles’
tomatoes sprout? Was tomatoes sprout? Was
Peles happy when he saw Peles happy when he
his tomatoes sprout? saw his tomatoes sprout?

Teacher says: Did Peles’ Teacher says: Did Peles’
tomatoes grow and bear tomatoes grow and bear
fruit? Who praised Peles? fruit? Who praised Peles?
Is Peles sick? What Is Peles sick? What
104
makes you think he is makes you think he is
sick? sick?
F. Developing mastery AFTER READING AFTER READING

(leads to formative ACTIVITIES ACTIVITIES
assessment 3) Teacher posts three Teacher posts three
pictures on the board. pictures on the board.
Then, he or she reads Then, he or she reads
some lines of the some lines of the
characters in the story. characters in the story.
Pupils then identify who is Pupils then identify who is
the speaker of the given the speaker of the given
line. line.
Teacher says: I have Teacher says: I have

pictures of Peles, Hugo, pictures of Peles, Hugo,
and a question mark. and a question mark.
Listen as I read some lines Listen as I read some
from the story. I want you lines from the story. I want
to tell me who said them. If you to tell me who said
you think it is Peles, raise them. If you think it is
your arms. If you think it is Peles, raise your arms. If
Hugo, hold your head. If it you think it is Hugo, hold
not Peles or Hugo, cross your head. If it not Peles
your arms. or Hugo, cross your arms.
“Your plants are so 1. “Your plants are so

healthy,”… “What is your healthy,”… “What is your
secret?” secret?”
“I have no secrets…except 2. “I have no
for industry, patience, and secrets…except for
a little hard work.” industry, patience, and a
little hard work.”
“That night, Peles could
not sleep as he counted 3. “That night, Peles could
growing tomatoes.” not sleep as he counted
growing tomatoes.”
G. Finding practical We find out who is We find out who is
applications of concepts speaking around us by speaking around us and
being a good listener. what they’re speaking
What do you think will about by being a good
happen if we always talk listener.
and never listen?
Which picture shows a
child who is a good
listener? What do you
think made him/her a
good listener?
H. Making Who could possibly speak Who could possibly speak
generalizations and in the stories we are in the stories we are
abstractions about the reading? reading?
lesson *characters *characters
105
*narrator *narrator
I. Evaluating Learning Answer p. 27 of the LM. Answer p. 27 of the LM.
J. Additional Activities Share with a family Share with a family

for application or member what you learned member what you learned
remediation from Peles’ story. from Peles’ story.
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
106
Day 4
I. OBJECTIVES
V- demonstrates understanding of familiar English
B. Performance The learner-OL- shares/expresses personal ideas,
V- uses basic vocabulary to independently express
experiences
LC- correctly identifies elements of literary and
C. Learning EN1OL-IIIe-1.5.5 Use appropriate expressions for
Competencies offering help
II. CONTENT
Sharing Information
Using appropriate expressions for offering help
A. References
1. Teacher’s Guide Pages Basa Pilipinas Teacher’s
Manual pp. 105-107
3. Textbook Pages
Portal
B. Oher Learning Resources Baa Baa Black Sheep
song
https://youtu.be
/GrZIGF0GbYI
IV. PROCEDURE
lesson or presenting the song, “Baa Baa Black song, “Baa Baa Black
new lesson Sheep” in class. The lyrics Sheep” in class. The
of the song are written on lyrics of the song are
the board or in a manila written on the board or in
paper. Pupils sing along a manila paper. Pupils
with the teacher and do its sing along with the
actions. teacher.
“Baa Baa Black Sheep” “Baa Baa Black Sheep”

Baa, baa, black sheep, Baa, baa, black sheep,
Have you any wool? Have you any wool?
Yes sir, yes sir, Yes sir, yes sir,
Three bags full. Three bags full.
107
One for the master, One for the master,
One for the dame, One for the dame,
And one for the little boy And one for the little boy
Who lives down the lane Who lives down the lane
Baa, baa, black sheep, Baa, baa, black sheep,
Have you any wool? Have you any wool?
Yes, sir, yes sir, Yes, sir, yes sir,
Three bags full. Three bags full.
You may watch the video

of the song at
https://youtu.be
/GrZIGF0GbYI.
B. Establishing a Teacher shows pictures in Teacher shows pictures

purpose for the lesson class of “Lapay Bantigue in class of “Lapay
Dance” and the “Pagdulang Bantigue Dance”.
Dance.” He/She explains what the
He/She explains what the pictures are to the pupils.
pictures are to the pupils. Pupils think of the art
Pupils think of the art form form seen in their village,
seen in their village, town, town, or province.
or province. (Picture of (Picture of Lapay
Lapay Bantigue) (Picture Bantigue)
of Tinikling Dance)
Note: Teacher may use the

local dance in your
community.
C. Presenting examples Teacher shows a picture in Teacher shows a picture
/ instances of the new class. (Public Market) in class. (Public Market)
lesson
When pupils say the When pupils say the
objects they see in the objects they see in the
picture, ask them to point picture, ask them to point
at them. It will also be good at them. It will also be
if you will explain to them good if you will explain to
that those are examples of them that those are
crafts. examples of crafts.
D. Discussing new Pupils observe the picture Pupils observe the

concepts and practicing and enumerate the things picture and enumerate
new skill # 1 they see there. the things they see there.
Teacher directs pupils’ Teacher directs pupils’

attention to the characters attention to the
in the picture and asks characters in the picture
pupils what they will do if and asks pupils what
they are in the situation. they will do if they are in
the situation.
(Picture: A boy saw his
parents carrying a heavy (Picture: A boy saw his
basket full of vegetables) parents carrying a heavy
basket full of vegetables)
108
E. Discussing new What do you say to What do you say to
concepts and practicing someone when you want to someone when you want
new skills # 2 help him or her? to help him or her?
F. Developing mastery Teacher asks pupils to Teacher asks pupils to

(leads to formative practice saying the practice saying the
assessment 3) expression for offering expression for offering
help. help.
Can I help you? Children will read

examples of situation
where they could offer
May I help you? their help.
Can I help you?
When someone offers you
help. What do we say? We May I help you?
say, “Yes, thank you!”
If you don’t want their help,

you say, “No, thank you!”
G. Finding practical Within you group, do a role Within you group, do a

applications of concepts play on offering and role play on offering and
accepting help. accepting help.
H. Making What do we do when What do we do when
generalizations and people help? people help?
abstractions about the What do say to them? What do say to them?
lesson How do we say them? How do we say them?
I. Evaluating Learning Answer p. 28 of LM. Answer p. 28 of LM.

J. Additional Activities Teacher asks pupils to work Teacher will show
for application or with their partner and find pictures of crafts and let
remediation out the crafts made in their the children choose the
neighbourhood/village/town. crafts made in their
Form the picture puzzles neighbourhood.
and name the objects. (Abaca bags, copra,
(Abaca bags, copra, sinamay, etc.)
sinamay, etc.)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
109
Day 5
I. OBJECTIVES
A. Content Standard The learner –OL- demonstrates understanding of
G- demonstrates understanding of concepts of nouns
and adjectives for identification and description
PA-demonstrates understanding of sounds and their
meanings for appropriate use of words
B. Performance The learner OL- shares/expresses personal ideas,
G- correctly names people, objects, places and things
through theme-based activities
PA- displays sensitivity to sounds in spoken language
C. Learning EN1G-IIIc-1.3; EN1G-IIId-1.3; EN1G-IIIe-1.3
Competencies Recognize telling and asking sentences
Identify the action words in sentences*
EN1PA-IIIa-b-3.1 Give the number of syllables of given
words
II. CONTENT
Telling and Asking Sentences/Identifying Action Words/Giving Number of Syllables
of Given Words
A. References
3. Textbook Pages
Portal
IV. PROCEDURE
A. Reviewing previous Pupils independently recite Teacher recites the lyrics
lesson or presenting the the lyrics of the song, “Baa of the song, “Baa Baa
new lesson Baa Black Sheep” with Black Sheep” with the
the pupils. pupils.
B. Establishing a Teacher explains that a Teacher explains that a
purpose for the lesson sheep belongs to the same sheep belongs to the
family as goats. He or she same family as goats. He
then explains that the wool or she then explains that
from a sheep is used to the wool from a sheep is
make crafts in other used to make crafts in
countries. other countries.
C. Presenting examples / Teacher asks pupils to Teacher asks pupils to
instances of the new show and tell their show and tell their
lesson homework to their homework to their
seatmates. After a few seatmates. After a few
minutes, teacher calls minutes, teacher calls
some pupils to share their some pupils to share their
110
homework in front of the homework in front of the
class. class.
I found out that we make I found out that we make
________ here in our ________ here in our
province. province.
D. Discussing new Teacher asks pupils to Teacher asks pupils to

concepts and practicing recall the polite recall the polite
new skill # 1 expressions they learned expressions they learned
yesterday. Pupils say the yesterday. Pupils say the
expression for offering expression for offering
help and the polite help and the polite
responses to the offer. responses to the offer.
Teacher posts action Teacher posts action

words related to helping. words related to helping.
offer (offer help) offer (offer help)
help (help others) help (help others)
ask (ask for help) ask (ask for help)
get (get the heavy things get (get the heavy things
from people who need from people who need
help) help)
E. Discussing new
concepts and practicing Teacher posts the Teacher posts the
new skills # 2 expressions on the board. expressions on the board.
Yes, thank you. Yes, thank you.
Can I help you? Can I help you?
May I help you? May I help you?
No, thank you. No, thank you.
Teacher models the Teacher models the

correct way of saying the correct way of saying the
sentences. sentences.
Pupils will volunteer to Pupils will volunteer to

say/read the sentences. say/read the sentences.
Let the pupils identify Let the pupils identify

which sentence is an which sentence is an
asking sentence and a asking sentence and a
telling sentence. telling sentence.
(leads to formative Teacher asks pupils to Teacher asks pupils to
assessment 3) count the number of count the number of
syllables in the given syllables in the given
words. Pupils clap their words. Pupils clap their
hands while counting the hands while counting the
syllables. syllables.
Teacher says: Today, we Teacher says: Today, we

are going to count are going to count
syllables. I posted on the syllables. I posted on the
board some words. Listen board some words. Listen
111
as I read them. Then, let’s as I read them. Then, let’s
count the syllables count the syllables
together. Let’s us use our together. Let’s us use our
fingers for each syllable we fingers for each syllable
count. we count.
G. Finding practical Let the children look
applications of concepts around in the classroom
and spot 3 words. Let them
H. Making What are telling What are telling
generalizations and sentences? sentences?
abstractions about the What are asking What are asking
lesson sentences? sentences?
I. Evaluating Learning Draw a circle on the line if Draw a circle on the line if
it is a telling sentence. it is a telling sentence.
Draw a star if it is an Draw a star if it is an
asking sentence. Write the asking sentence.
action word inside the box. 1. __ Ana needs help.
2. __ Jessie counted his
1. __ Ana needs help. toys.
2. __ Jessie counted his 3. __ Can I help you?
toys.
3. __ Can I help you? Count the number of
syllables of the words
Count the number of below:
syllables of the words 4. patch
below: 5. wandering
4. patch
5. wandering
J. Additional Activities
for application or Teacher asks pupils to Teacher asks pupils to
remediation review the topics they review the topics they
discussed this week. He or discussed this week. He
she then thanks the pupils or she then thanks the
for their active pupils for their active
participation in class. participation in class.
V. REMARKS
VI. REFLECTION
assessment
remediation.
these work?
assessment
112
Day 1
I. OBJECTIVES
A. Content Standard The learner
OL- Demonstrates understanding of familiar words

used to communicate personal experiences, Ideas,
V - Demonstrates understanding of familiar English
G - Demonstrate s understanding of concepts of nouns
and adjectives for identification and description
B. Performance The learner
Standard OL - Shares/expresses personal ideas , thoughts ,
actions ,and feelings using familiar words
V – Uses basic vocabulary to independently
express ideas about personal ,home ,school and
community
experiences
G - Correctly names people , objects , places and
things through theme – based activities
C. Learning EN l OL-llla –b-1.17

Competencies Talks about oneself and one’s family
EN l V-llla-e-5
Uses words that are related to self, family, school,
community, and concepts, shapes and numbers
EN I G-IIIf-h-2.1
Recognizes names of persons, places, things and
animals
II. CONTENT

A. References
1. Teacher’s Guide Pages p. 120-122 (Basa
Pilipinas)
2. Learner’s Materials pages p. 31 (Activity Sheet)
3. Textbook Pages
Portal
B. Oher Learning Resources Real objects , pictures ,
charts
IV. PROCEDURE
A. Reviewing previous Let the pupils read the Present the game “Touch
lesson or presenting the sentences and tell if they Me Not”
new lesson are telling sentences or Pupils will listen as the
asking sentences. teacher reads the
sentences, if the correct
113
1. Anabel is beautiful. answer is telling sentence
2. Where do you pupils will put their right
leave? hand in their left chest. If
3. What is your the correct answer is
favorite toy? asking sentence they will
4. Father works in the put their left hand in their
office. right chest.
5. I have a pet dog.
1. Anabel is beautiful.
2. Where do you
leave?
Unlocking, of Difficulties: 3. What is your
favorite toy?
Family - picture of a 4. Father works in the
family office.
5. I have a pet dog.
Look at the picture. This is
my family. There are five
of us in our family. You Unlocking of Difficulties:
have also your family? Do
you love your family? Family – picture of a
family
Person – picture of a
person Look at the picture. This
is my family. There are
This is Angela. She is my five of us in our family.
friend. She is a person. You have also your
family? Do you love your
Animals - picture of family?
animals in our locality
Person – picture of a
Places- picture of places person
in the community
This is Angela. She is my
friend. She is a person.
Animals - picture of
animals in our locality
Places- picture of places

in the community
B. Establishing a Show picture of a family Show picture of a family

purpose for the lesson doing some things at doing some things at
home and talk about it. home and talk about it.
 What do you see in  What do you see
the picture? in the picture?
(A family doing things (A family doing things
together. Grandfather, together. Grandfather,
Grandmother, Father, Grandmother, Father,
Mother, sisters and baby Mother, sisters and baby
brother. doll, broom, brother. doll, broom,
chairs, lamp, garden, chairs, lamp, garden,
pictures, plates, spoons, pictures, plates, spoons,
114
glasses, knife, flower glasses, knife, flower
vase, dog, cat) vase, dog, cat)
 What is father  What is father
doing? doing?
(father is washing the (father is washing the
dishes in the kitchen) dishes in the kitchen)
 How about mother  How about mother
and grandma? and grandma?
(Mother and Grandma are (Mother and Grandma are
cooking in the kitchen) cooking in the kitchen)
C. Presenting examples / Teacher discusses the Teacher discusses the
instances of the new answer of the pupils and answer of the pupils and
lesson groups them according to groups them according to
categories. categories.
Persons Places Persons Places

Grandfather Garden Grandfather Garden
Grandmother Kitchen Grandmother Kitchen
Father Father
Mother Mother
Sisters Sisters
Brother Brother
Baby Baby
Things Animals Things Animals

Doll Dog Doll Dog
Broom Cat Broom Cat
Chairs Chairs
Lamp Lamp
Glasses Glasses
Knife Knife
Flower vase Flower vase
D. Discussing new Teacher posts pictures of Teacher posts pictures of

concepts and practicing people, places, things and people, places, things
new skill # 1 animals on the board. The and animals on the board.
names of pictures are The names of pictures
posted on the right side of are posted on the right
the board. Pupils match side of the board. Pupils
the names of pictures. match the names of
pictures.
Note: See Worksheet
Q3_W3_D1A Note: See Worksheet
Q3_W3_D1
Teacher says: I have
posted some pictures on Teacher says: I have
the board. Let’s match posted some pictures on
them with their names. the board. Let’s match
Their names are posted them with their names.
on the right side of the Their names are posted
board. on the right side of the
board.
115
Teacher reads all the Teacher reads all the
words on the board. Pupils words on the board.
group the words according Pupils group the words
to four categories namely: according to four
person, place, thing and categories namely:
animal. person, place, thing and
animal.
Note: See Worksheet
Q3_W3_D1B
Teacher says: Now that

we know the names of the
pictures on the board, we
will group them together. I
have here a table. We will
put the names of the
pictures under each
column. In the first
column, we will put the
names of persons. In the
second column, we will put
the names of places. In
the third column, we will
put the names of things. In
the last column, we will put
the names of animals. Are
you ready to complete the
table? Good. Let’s begin.
E. Discussing new Group activity Group activity
concepts and practicing Teacher says: I will group Teacher says: I will group
new skills # 2 you into three. Each group you into three. Each
will work on the activity group will work on the
assigned to you. activity assigned to you.
 Setting of norms  Setting of norms

Group 1 Group 1
Direction: Read the words Direction: Read the words
written on a strips and written on a strips and
group the words group the words
according to four according to four
categories categories
Persons Places
Persons Places
Things Animals
Things Animals
Group-2 Color Me
Direction: Color the Group-2
naming words in each Direction: Draw a line to
sentence. connect the picture to its
category.
1. The boy has a ball.
Things
116
2. The birds are in the
cage. Animals
3. The doctor works in
the hospital. Places
4. Nena has a doll.
5. The carabao is big.
Persons
Group-3
Direction: Write the
nouns/naming words in
the correct box.
school
pencil
policeman
bird
bag
car
cow
plaza
dog
girl
mother
park
baby
Group-3
Person Direction: Look at the
picture. Name each one
and tell the group where it
belongs. (person, place,
thing or animal)
school boy atis

Place park book janitor
cat cow
Thing
Animal
117
F. Developing mastery Presentation of output Presentation of outputs
(leads to formative Process the output of the Process the output of the
assessment 3) pupils pupils
G. Finding practical Let the pupils give Let the pupils give
applications of concepts examples of naming words examples of naming
found at home. words found at home.
H. Making What do we call the What do we call the
generalizations and names of persons, places, names of persons,
abstractions about the things and animals? places, things and
lesson (Names of persons, animals?
places, things and animals (Names of persons,
are called naming words places, things and
or nouns) animals are called naming
words or nouns)
I. Evaluating Learning Box the name of person, Draw a line to connect the
place, things and animals word to a person, place,
in each sentence. thing or animal.
1. Baby is playing. 1. Person bag
2. The horse runs fast. 2. Place carabao
3. I have a ball. 3. Thing market
4. Mother is in the 4. Animal teacher
hospital. umbrella
5. My bag is new.
J. Additional Activities Homework: Homework:

for application or Draw or cut and paste a Teacher asks the pupils
remediation picture of your father in to:
your notebook. Complete Draw or cut and paste a
the table below picture of your father in
Father’s favorite color:___ your notebook. Complete
Father’s favorite place:___ the table below
Father’s favorite food:____ Father’s favorite color:__
Father’s favorite shape:__ Father’s favorite place:__
Father’s favorite food:___
Father’s favorite shape:__
V. REMARKS
VI. REFLECTION
assessment
remediation.
these work?
assessment
118
Day 2
I. OBJECTIVES
OL - demonstrates understanding of familiar words used
to communicate personal experience, ideas, thoughts,
actions, and feeling
V - demonstrates understanding of familiar English words
for effective communication
Standard OL - shares/express personal ideas, thoughts, actions,
and feelings using familiar words.
V - uses basic vocabulary to independently express ideas
about personal, home, school and community
experiences
C. Learning EN I OL-IIIa-b-I.17
Competencies Talks about oneself and one’s family
ENI V-IIIa-e-5
Use words that are related to self, family, school,
community, and concepts, shapes and numbers
EN I OL-IIIa-j-I.3.I
Talks about stories heard when and where it took place
the characters and some important details of the story.
II. CONTENT
Talking about stories heard when and where it took place the characters and some
important details of the story.
Story: Ang kamatis ni Peles (Peles’ Tomato)
A. References
1. Teacher’s Guide Pages pp-123-125
2. Learner’s Materials pages p-33
3. Textbook Pages Bumasa at Sumulat
Filipino
pp-58-59
Portal
B. Oher Learning Resources Poem written on a chart ,
activity sheets
IV. PROCEDURE
A. Reviewing previous Teacher introduces and
lesson or presenting Teacher introduces and recites the poem,” A
the new lesson recites the poem,” A Family Family Finger play” with
Finger play” with the pupils. the pupils. The poem is
The poem is written on the written on the board/
board/ manila paper. manila paper.
“A Family Finger play:” “A Family Finger play:”
This is a family (hold up one This is a family (hold up

hand, fingers spread) one hand, fingers spread)
119
Let’s Let’s
count them and see, count them and see,
How many there are’, How many there are’,
And who they can be (count And who they can be
1,2,3,4,5) (count 1,2,3,4, )
This is the mother (touch This is the mother (touch
pointer finger) pointer finger)
Who loves everyone Who loves everyone
And this is the father (touch And this is the father
big finger) (touch big finger)
Who is lots of fun. Who is lots of fun.
This is my sister (touch ring This is my sister (touch
finger) ring finger)
She helps and she plays’, She helps and she plays’,
And this is the baby (touch And this is the baby
little finger) (touch little finger)
He’s growing each day. He’s growing each day.
But who is this one? (touch But who is this one?
thumb) (touch thumb)
He’s out alone , He’s out alone
Why it’s Jackie ,the dog, Why it’s Jackie,the dog,
And he’s chewing a And he’s chewing a
bone,(wiggle thumb) bone, (wiggle thumb)
 Teacher asks the pupils
Teacher asks: What are the to recall the naming
naming words mentioned in words they learned.
the poem?  Teachers says: I have
(The naming words here a box from this
mentioned in the poem are : box you are going to
Father, mother, sister, baby, pick out the name
Jackie, the dog and bone) words and tell where it
belongs to: (Person,
Sharing Information. place, thing and animal)
Teacher divides the class into
small groups with 4 to 5 Note: Print the words
members. Each group will separately.
form a small circle .Pupils
show the feature of their chair
fathers and talk about it to the bed
group mates. After a few cup
minutes,, baby
teacher calls some pupils to doctor
share their work in front garden
Of the class. teacher
dog
Teacher says: I will divide cow
your class into groups with 4- park
5 members. You and your house
group mates will form a circle.
You will show your homework Sharing Information:
to your Call at least four pupils to
group mates .Later , l will call share their homework in
at least five pupils to front of the class
Share in front of the class. following this guide.
Before you begin, let me
120
show you an example. You My father is
may use it as a guide for your ___________________.
own sharing. His favorite color is
. ______________.
My father is His favorite food
_______________________.. _________________.
His favorite color is His Favorite place is
__________________. ______________.
His favorite food is His favorite shape is
___________________. ______________.
His favorite place is
__________________. Unlocking of
His favorite shape is difficulties
__________________. Tomato- Show a real
tomato
 Unlocking of difficulties Exert- Through gestures
Tomato- Show a real Wandering-Through
tomato gesture/action
Exert- Through gestures Impressed- When you
Wandering-Through think a person is doing
gesture/action something great.
Impressed- When you think For example: If you are
a person is doing something always doing your
great. homework then I will be
For example: If you are impressed.
always doing your
homework then I will be
impressed.
B. Establishing a Show a real tomato to the Show a real tomato to the

purpose for the lesson class and tell something class and tell something
about it. about it.
Ask: Who among you here Ask: Who among you
like tomato? here like tomato?
Do you like food with Do you like food with
tomatoes? tomatoes?
What food with tomatoes do What food with tomatoes
you like? Why? do you like? Why?
C. Presenting Do you remember the story Teacher asks : Do you
examples / instances we read about tomatoes last remember the story
of the new lesson quarter in Filipino? ”we read about tomatoes
What is the title of the story? last quarter in Filipino?
(Ang kamatis ni Peles) What is the title of the
story?
Teacher says: Today, we are ( Ang Kamatis ni Peles
going to hear the story “Peles ).That’s right.
Tomatoes”, but you won’t
hear the story from me. You Teacher says: Today,
will hear the story from your you are going to hear the
classmates. You will go to the story” Peles Tomatoes”.
same group and form a circle. Listen carefully as I read
You will take turns in telling the story .Later, l will ask
the story. you to tell the part of the
121
Later, l will asks the leader o story that you like most.
the group to tell the part of the Are you now ready? Let’s
story assigned to you. begin.
Group Activity;
Group -1 Retell the first  Teacher reads/retell
part of the story. the story. Pupils then
listened.
Group -2 Retell the second Teacher asks question
part of the story. about the story.
Who are the characters
Group -3 Retell the last part in the story?
of the story through role What kind of animal is
playing. Peles ?
What does Hugo give to
Peles?
What does Peles do with
the tomato seeds?
Say : I’m going to divide

you into three (3)
Groups. Each group will
do one activity.
Group - 1
Direction: Using a bubble
map paste cut-
outs/pictures that Peles
does to make his tomato
grow. (teacher will give
the following pictures to
the pupils)
122
Group – 2
Direction: Here are some
pictures. Arrange them
as they happen in the
story.
Group – 3 Picture Puzzle

Direction: Assemble the
cut picture of an emoji.
Cut picture of a happy

face
D. Discussing new Presentation of output using Presentation of output

concepts and guide questions. using guide questions.
practicing new skill # 1 1. Who are the characters in
the story? 1. What are the
2. What kind of animal is things that Peles
Peles? How about Hugo? does to make his
3. What does Peles do with tomato grow?
the tomato seeds? Group 1 will tell
Group 1 will tell us . us.
4. Does Peles tomatoes grow 2. How do you think
easily? What did he do to Peles feels after
grow them? Group 2 will tell he saw his
us sprouting
5. Is Peles happy with his tomatoes? Group
tomatoes? 3 will present their
6. Do you want to be like work.
Peles? 3. What happens
7. Would you also like to plant next? What does
tomatoes? Peles do? Group
Group 3 will show us. 2 will report and
explain as they
present their
work.
E. Discussing new The teacher will process the The teacher will process
concepts and output of the pupils. the output of the pupils.
123
practicing new skills #
2
F. Developing mastery Let the pupils do the activity Let the pupils do the
(leads to formative on pp. 33-35 of English activity on pp. 33-35 of
assessment 3) activity sheets. English activity sheets.
G. Finding practical What is the main character’s What is the main

applications of name? character’s name?
concepts If you were Peles would you If you were Peles would
do the same? Why or why you do the same? Why or
not? What lessons have you why not? What lessons
learned from the story? have you learned from
the story?
H. Making What are the important details What are the important
generalizations and of the story? details of the story?
lesson
I. Evaluating Learning Let the pupils answer orally. Let the pupils answer
1. What is the title of the orally.
story? 1. What is the title of
2. Who are the characters the story?
in the story? 2. Who are the
3. Where do you think the characters in the
story happened? story?
4. If you were Peles what 3. Where do you
are you going to do, to think the story
make the plants grow? happened?
4. If you were Peles
what are you
going to do, to
make the plants
grow?
J. Additional Homework: Homework
Activities for With the help of your parents With the help of your
application or study the rhyme “Humpty parents study the rhyme
remediation Dumpty“ “Humpty Dumpty “.
V. REMARKS
VI. REFLECTION
work?
can help me solve?
124
Day 3
I.
OBJECTIVES
A. Content The learner
Standard Demonstrates understanding of familiar words used to
communicate personal experience, ideas, thoughts, actions, and
feelings.
B. The learner
Performance Shares/expresses personal ideas, thought, actions, and feelings.
Standard
C. Learning ENIOL-III A-J.I.I
Competencies Listen to short stories/poem and predict possible ending of the
story read.
II. CONTENT
Listening to short stories/poems and predicting possible ending
A. References
1. Teacher’s Guide Pages pp-125-126
3. Textbook Pages
(LR) Portal
B. Oher Learning Resources Lyrics of the song “The Family“,
pictures , Nursery rhymes
Humpty Dumpty , activity sheets
Enjoying English workbook p-
177
IV. PROCEDURE
A. Reviewing Teacher introduces the song Teacher introduces the song
previous “The Family Finger” to the “The Family Finger” to the class.
lesson or class. (The lyrics of the song is (The lyrics of the song is written
presenting the written on the manila paper. on the manila paper. You may
new lesson You may listen to the tune of listen to the tune of the song on
the song on https://www.youtube.
https://www.youtube. com/c/cocomelon)
com/c/cocomelon)
Daddy finger, daddy finger
Daddy finger, daddy finger where are you?
where are you? Here l am, here l am how do you
Here l am, here l am how do do?
you do? Daddy finger, daddy finger what
Daddy finger, daddy finger do you do?
what do you do? Play guitar, play guitar, that’s
Play guitar, play guitar, that’s what I do
what I do
Mommy finger, mommy finger
Mommy finger, mommy finger where are you?
where are you? Here I am, here I am, how do
you do?
125
Here I am, here I am, how do Mommy finger, mommy finger,
you do? what do you do?
Mommy finger, mommy finger, Exercise, exercise, that’s what I
what do you do? do
Exercise, exercise, that’s what
I do Brother finger, brother finger,
where are you?
Brother finger, brother finger, Here I am, here I am, how do
where are you? you do?
Here I am, here I am, how do Brother finger, brother finger,
you do? what do you do?
Brother finger, brother finger, Building things, building things,
what do you do? that’s what I do
Building things, building things,
that’s what I do Sister finger, sister finger, where
are you?
Here I am, here I am, how do
Sister finger, sister finger, you do?
where are you? Sister finger, sister finger, what
Here I am, here I am, how do do you do?
you do? Draw and paint, draw and paint,
Sister finger, sister finger, what that’s what I do
do you do?
Draw and paint, draw and Baby finger, baby finger, where
paint, that’s what I do are you?
Here I am, here I am, how do
Baby finger, baby finger, you do?
where are you? Baby finger, baby finger, what
Here I am, here I am, how do do you do?
you do? Play with friends, play with
Baby finger, baby finger, what friends, that’s what I do?
do you do?
Play with friends, play with Recalling the previous lesson.
friends, that’s what I do?
What is the title of the story?
Recalling the previous lesson. Who are the characters in the
What is the title of the story? story?
Who are the characters in the Unlocking of difficulties using
story? pictures, actions/gestures etc.
Unlocking of difficulties using wall- show picture
pictures, actions/gestures etc. push- through action
wall- show picture sat- (action/demonstration)
push- through action fall - (show picture)
sat- (action/demonstration) pull- (action/demonstration)
fall - (show picture) king- (picture)
pull- (action/demonstration) patch-(picture)
king- (picture)
patch-(picture)
B. Establishing Are you familiar with “Humpty Are you familiar with “Humpty
a purpose for Dumpty”? Dumpty”?
the lesson Motive question. What do you Motive question. What do you
think will happen to Humpty think will happen to Humpty
Dumpty? Dumpty?
126
Introduce the nursery rhyme Introduce the nursery rhyme
“Humpty Dumpty”. “Humpty Dumpty”.
(2x) (2x)
Humpty Dumpty sat on a wall Humpty Dumpty sat on a wall
Humpty Dumpty had a great Humpty Dumpty had a great fall
fall All the kings horse’s and all the
All the kings horse’s and all the kings men
kings men Couldn’t put Humpty together
Couldn’t put Humpty together again.
again. (2x)
(2x) They tried to push him up
They tried to push him up They tried to pull him up
They tried to pull him up They tried to patch him up
They tried to patch him up Couldn’t put him back
Couldn’t put him back together again.
together again. Read the rhyme
Read the rhyme Invite the pupils to read with you
Invite the pupils to read with
you
C. Presenting Teacher shows pictures of the Teacher shows pictures of the

examples / events in the nursery rhyme. events in the nursery rhyme.
instances of Words of the rhyme are posted Words of the rhyme are posted
the new lesson under each picture. under each picture.
Say: I have some pictures on Say: I have some pictures on
the board. The pictures tell us the board. The pictures tell us
the story of “Humpty Dumpty” the story of “Humpty Dumpty”
Where is Humpty? Can you Where is Humpty? Can you
point Humpty? Your right! point Humpty? Your right!
Humpty Dumpty is the big egg Humpty Dumpty is the big egg in
in the picture. Now let’s look at the picture. Now let’s look at the
the pictures and find out what pictures and find out what
happened to him. happened to him.
D. Discussing Say: Where did Humpty Say: Look at the pictures and
new concepts Dumpty sit? What happened to listen to the lines of the rhyme.
and practicing Humpty? The picture tells us the story of
new skill # 1 Who could not put Humpty “Humpty Dumpty”.
Dumpty together again? Where is Humpty in the picture?
Can you point at Humpty?
127
Pupils will answer the
questions.
E. Discussing To develop mastery of To develop mastery of
new concepts predicting possible ending of predicting possible ending of
and practicing short stories/poem/rhyme short stories/poem/rhyme
new skills # 2 among the pupils. The teacher among the pupils teacher may
may read at least 3-5 short use pictures.
stories.
1. The seed planted in the
1. Mr. Ant worked hard to garden is watered every
gather food during summer. day. What is the possible
He kept plenty of food in ending?
the storehouse. What d o
you think will happen to his
family when the rainy days
come?
2. Some people continue to

cut down trees in our
forests. If we will not plant
new trees we will have few
trees left. What will happen
when a strong typhoon
comes? 2. Jose saw a ripe guavas
Ben does not study his lessons on a tree. He climbed up
or do his home work. He only the tree. But the branch
spends his afternoon playing. of the tree was broken.
What do you think will happen? What do you think
happened to Jose?
F. Developing Group activity: Group Activity:

mastery (leads I will divide you into 3 groups. I will divide you into three (3)
to formative All groups will do the activity groups. All groups will do the
assessment 3) below. The first one to finish activity below. The first one to
wins. finish wins.
Teacher says: I have here a
story entitled “At the Beach. Teacher shows pictures of the
“Listen carefully as I read the events in the story “At the Beach
story. “.and asks the pupils to look at
Pupils predict the ending of the the pictures and listen to the
story. Are you now ready? lines of the story. Pupils predict
Write your answer in a manila the ending of the story. Write
paper your answer on a strip of
given to you. cartolina given to you.
At the Beach
Dan and his friends went to the
beach. They swam and played
the whole day. They got tired
so they ate their food. Dan eat
too much. He cried.
Questions: Where did Dan and

his friends go? What do you
128
think happened to Dan? Do
you like what Dan did? Why Teacher says” I have some
pictures in the
pocket chart. This pictures tell
us the story “At the Beach” Now,
let’s look at the pictures and find
out what happened to Dan.
G. Finding People throw their garbage People throw their garbage

practical anywhere. It rained hard. What anywhere. It rained hard. What
applications of do you think will happen? Is it do you think will happen? Is it
concepts good to throw garbage good to throw garbage
anywhere? Why? As a child, anywhere? Why?
what are the things that you (Teacher may use pictures for
can do to avoid floods and the average group )What will
maintain the cleanliness of the you do to help the community
surroundings/environment? clean?
H. Making What did you do after listening What did you do after listening
generalizations to the story /poem/rhyme? the story /poem/rhyme?
and (We predict the possible (We predict the possible ending)
abstractions ending)
about the
lesson
I. Evaluating Answer the activity on page 38 Answer the activity on page 38
Learning of English activity sheets. of English activity sheets..
J. Additional Homework : Homework:
Activities for Read the story and encircle Color the picture which tells
application or the possible ending. what would
remediation happen or the possible ending.
1. Mother prepares nutritious
food for the family. She plans Picture of a
her family‘s meal very well boy making
because she wants her a kite.
children to be healthy. What do
you think will happen to her
family?
a. The family will get sick. Picture of boys
b. Mother will be extra happy. playing a ball
c. The family will become A.
healthy.
Picture of a boy
playing a kite
B.
Picture of a boy
eating a banana
C.
129
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
remediation.
Why did these work?
teachers?
130
Day 4
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of familiar words
used to communicate personal experience, ideas,
Standard Shares/express personal ideas, thought, actions, and
feelings
C. Learning ENIOL-IIIa-J 1.1
Competencies Listens to short stories/poem and predicting possible
ending
II. CONTENT
Listening to short stories/poem and predicting possible ending
“Story : The Ant and the Grasshopper “
A. References
1. Teacher’s Guide Pages P. 127-128
2. Learner’s Materials pages P. 39
3. Textbook Pages
(LR) Portal
B. Oher Learning Resources Lyrics of the song written on
the manila paper , pictures ,
charts , activity sheets
IV. PROCEDURE
A. Reviewing Introduce the “Barney Introduce the “Barney Song”
previous lesson or Song” to the class to the class
presenting the new I love you, you love me I love you, you love me
lesson Were a happy family Were a happy family
With a great big hug a With a great big hug a kiss
kiss from me to you from me to you
Won’t you say you love Won’t you say you love me
me too? too?
(Repeat Song) (Repeat Song)
(You may listen the tune (You may listen the tune of
of the song on the song on
https;//.www.youtube https;//.www.youtube
.com/watch?v=KmpM02dj .com/watch?v=
Q6Q) KmpM02djQ6Q)
B. Establishing a Teacher asks: Do you still Teacher asks: Do you still

purpose for the remember our activity remember our activity
lesson Yesterday? Good! Today Yesterday? Good! Today we
we are going to do are going to do something
something similar to what similar to what we did
we did yesterday. yesterday.
131
C. Presenting Unlocking of Difficulties Unlocking of Difficulties
examples / instances through pictures, actions through pictures, actions and
of the new lesson and sentences. sentences.
Ant –through picture Ant –through picture
Grasshopper –through Grasshopper –through picture
picture Gathering –through picture
Gathering –through /actions
picture /actions Watching – through action
Watching – through action Sunny – through picture
Sunny – through picture Rainy – through picture
Rainy – through picture
Teacher shows picture of
Teacher shows picture of “The Ant and the
“The Ant and the Grasshopper “.
Grasshopper “. Teacher says: I have here a
Teacher says: I have picture. What do you see in
here a picture. What do the picture?
you see in the picture? (ant and grasshopper ).Very
(ant and grasshopper ). good ! Class have you heard
Very good! Class have the story about “The Ant and
you heard the story about the Grasshopper “?Teacher
“The Ant and the asks: Do you still remember
Grasshopper “?Teacher our activity
asks: Do you still Yesterday? Good! Today we
remember our activity are going to do something
Yesterday? Good! Today similar to what we did
we are going to do yesterday.
something similar to what
we did yesterday.
D. Discussing new Say: Now listen carefully, Say: Now listen carefully, I
concepts and I am going to read the am going to read the
practicing new skill # Story entitled “The Ant Story entitled “The Ant and
1 and the Grasshopper “ the Grasshopper “ We will
We will find out what find out what happened to the
happened to the grasshopper. But I want you
grasshopper. But I want to draw a picture showing
you to draw a picture your ending for the story then
showing your ending for later you are going to show
the story then later you and tell it to the class.
are going to show and tell
it to the class.
Teacher reads the story. Teacher reads the story.

Pupils then listen, predict Pupils then listen, predict and
and draw the possible draw the possible ending of
ending of the story. the story.
The Ant and the The Ant and the

Grasshopper Grasshopper
It was a fine sunny day. It was a fine sunny day. An
An ant was busy ant was busy gathering food
gathering food while a while a grasshopper was busy
grasshopper was busy singing and playing while
singing and playing while watching the ant.
watching the ant.
132
“Why do you work “Why do you work hard?”
hard?” the grasshopper the grasshopper asked the
asked the ant.”It’s a fine ant.”It’s a fine sunny said the
sunny said the ant. Come ant..Come and play with me.”
and play with me.” I have no time to play ”said
I have no time to play the ant.”I am gathering food
”said the ant.”I am for the rainy days.
gathering food for the The ant went on working
rainy days. but the grasshopper
The ant went on went on playing.
working but the
grasshopper
went on playing.
E. Discussing new Teacher asks questions Teacher asks questions about
concepts and about the story. s the story.
practicing new skills What is the title of the What is the title of the story?
#2 story? Who are the Who are the characters in the
characters in the story. story. Now I want you to show
Now I want you to show your drawing and tell it to the
your drawing and tell it to class.
the class. What do you think will happen
What do you think will to the grasshopper?
happen to the (Rainy days will come and the
grasshopper? grasshopper will have no food
(Rainy days will come and to eat.)
the grasshopper will have What lesson did you learned
no food to eat.) from the story?
What lesson did you
learned from the story?
F. Developing The teacher may read The teacher may read
mastery (leads to another short story/rhyme another short story/rhyme to
formative to develop mastery of develop mastery of predicting
assessment 3) predicting among the among the pupils.
pupils. Example:
Example: Father works in the rice field
Father works in the rice every day. He chooses the
field every day. He best seeds. He tills his farm
chooses the best seeds. well and puts fertilizers in his
He tills his farm well and crop. What do you think
puts fertilizers in his crop. Will happen?
What do you think (Father will have big harvest.)
Will happen? Note: Teacher must prepare
(Father will have big pictures of the events
harvest.) happened in the story.
G. Finding practical Group activity: Group activity:
applications of Teacher divides the class Teacher divides the class into
concepts into 3 groups. Each group 3 groups. Each group will do
will do the activity. the activity.
Setting of norms before Setting of norms.
the activity. Group I- Study the pair of
Direction: Read the story pictures. Color your story
assigned to your group ending.
and write the possible
133
ending on a strip of
cartolina given to you.
Group 1. The teacher

announced the she will
give a test the following
day. Carina reviewed very
well. _______
Group 2. Mark watched
television until midnight.
But he has a class the Group II- look at the pictures
next day. Woke up late in and match to the possible
the morning.________ ending.
Group 3.Rona and Rina

woke up early. They took
a bath, wore their school
uniforms and put on their
well polished shoes. Rona
and Rina will
_____
Group III- Encircle the picture

that tells what happened after
an event.
H. Making
generalizations and What did you do after What did you do after
abstractions about listening to the story? listening to the story?
the lesson (We predict the possible (We predict the possible
ending of the story.) ending of the story.)
I. Evaluating Encircle the possible
Learning ending of the following:
1The baby is asleep. But

the neighbor’s dog keeps
on barking.
a. The baby will wake up.
b. The baby will go to
sleep.
c. The baby will play with
her doll.
134
2. The moon is shining
bright and children are still
awake.
a. The children will go to
sleep.
b. The children will play
under the moonlight
c. The children will be
afraid of the
moon
J. Additional Assignment:
Activities for Assignment: Bring pictures of persons ,
application or Write 5 examples of places, things and animals.
remediation each of the following :
Persons Places things (Preparing for the
animals next lesson )
(Preparing for the next

lesson.)
V. REMARKS
VI. REFLECTION
for remediation.
remediation.
Why did these work?
teachers?
135
Day 5
I. OBJECTIVES
demonstrates understanding of concepts of nouns and
adjectives for identification and description
B. Performance The leaner
Standard correctly names of persons, objects, places and things
through theme-based activities
C. Learning EN I G-IIIf-h-2.1
Competencies Recognizes names of persons, places, things and animals
II. CONTENT

A. References
2. Learner’s Materials pages pp. 41-42
3. Textbook Pages
Portal
B. Oher Learning Resources Lyrics of the Barney Song
,charts , pictures , activity
sheets
IV. PROCEDURE
A. Reviewing previous Teacher sings the “Barney Let the pupils sing the
lesson or presenting the Song” to the class. The “Barney Song” with action.
new lesson lyrics of the song are written What is the title of the story
on the manila paper. Pupils you heard yesterday?
sing and act out parts of the (the title of the story was
song. about “The Ant and the
Grasshopper “)
What is the title of the story Who are the characters in
yesterday? the story? (ant,
(the title of the story was grasshopper )
about The Ant and the
Grasshopper)
Who are the characters in
the story?
(ant ,grasshopper )
B. Establishing a
purpose for the lesson Ask: Ask:
Who are the members of Who are the members of
your family? your family?
(The members of the family
(The members of the family are father, mother, brother,
are father, mother, brother, sister, baby, grandmother.
Grandfather)
136
sister, baby, grandmother. What is your father’s name
Grandfather) and etc?
What is your father’s name My father’s
and etc? name__________
My father’s
name__________
C. Presenting examples Present pictures of places, Present pictures of places,
/ instances of the new persons, things and persons, things and
lesson animals. animals.
Who is this? (picture of a Who is this? (picture of a
teacher) teacher)
What is this? (picture of What is this? (picture of
classroom) classroom)
What is the teacher What is the teacher
holding? ( picture of teacher holding? ( picture of teacher
holding a book) holding a book)
What do you see on the What do you see on the
cover of the book? cover of the book?
(a picture of a dog) (a picture of a dog)
Give more example like: Give more example like:
(picture of church, park, (picture of church, park,
market, doctor, nurse, bag, market, doctor, nurse, bag,
pencil, eraser, cat, cow, pencil, eraser, cat, cow,
carabao) carabao)
Where do you go on Where do you go on
Sundays? Sundays?
(we go to church every (we go to church every
Sunday and we go to park Sunday and we go to park
and beach) and beach)
Where does mother buy our Where does mother buy our
food? food?
(mother buys our food in the (mother buys our food in
market) the market)
What does the doctor do? What does the doctor do?
(the doctor treats sick (the doctor treats sick
people) people)
What does the nurse do? What does the nurse do?
(the nurse helps the doctor) (the nurse helps the doctor)
D. Discussing new Discussion: doctor, nurse, Discussion: doctor, nurse,
concepts and practicing teacher are persons. teacher are persons.
new skill # 1 Church, park, market, Church, park, market,
classroom, beach are classroom, beach are
names of places. names of places.
Book, pencil, eraser, bag Book, pencil, eraser, bag
are things. are things.
Cat, carabao, dog are Cat, carabao, dog are
names of animals. names of animals.
They are called naming They are called naming
words/nouns. words/nouns.
E. Discussing new Teacher divides the class Teacher divides the class
concepts and practicing into 4 groups. Each group into 4 groups. Each group
new skills # 2 identifies if the word the identifies if the word the
teacher says teacher says
137
Is a name of a person, Is a name of a person,
place, thing or animal. place, thing or animal.
Teacher says: Today we are Teacher says: Today we

going to play a short game. I are going to play a short
will divide you into 4 game. I will divide you into
groups. The members of the 4 groups. The members of
group will have four the group will have four
pictures: pictures:
A picture of a person, place, A picture of a person, place,
thing and animal. thing and animal.
I will say a word. You will tell I will say a word. You will
the class if it is a person, a tell the class if it is a
place, a thing or an animal person, a place ,a thing or
by raising the picture you an animal by raising
are holding. You will get a the picture you are holding.
point You will get a point
If you raise the right picture. If you raise the right picture.
The group that gets The group that gets
The most number of correct The most number of correct
answer will get a prize. answer will get a prize.
Mat market , dentist , cow Mat market , dentist , cow

, farmer, duck, , farmer, duck,
Policeman , cup , hospital , Policeman , cup , hospital ,
horse , table , boy horse , table , boy
Chair ,grandmother ,park, Chair ,grandmother ,park,
library, teacher, hat library, teacher, hat
F. Developing mastery Group work Group work

(leads to formative Setting of norms Setting of norms
assessment 3) Direction: Write at least 3 Group – 1
examples of person, place, Direction: Match A with
things and animals. column B
Group 2. 1. Bag, pencil, paper

Direction : Read the name - persons
words inside the box. Write 2. Boy, baby, mother
the correct heading can you - animals
give. 3. Cow, cat, pig
Choose your answer from - places
the box. 4. School, park, farm
- things
Group – 2
Direction: Color the picture
which shows an example of
the name on the left.
138
Group 3 –Read the Group – 3
sentences carefully and Direction: Group the
underline the nouns. pictures according to four
1. Ben has a bike. categories; person, place,
2. Carl has a pet dog. thing an animal. Paste them
3. Cora sells eggs. in a manila paper.
4. Jovan plays a guitar.
5. Jeralyn has new bag. Persons Places
Things Animals
G. Finding practical
applications of concepts
H. Making
generalizations and What do you call the name What do you call the name
abstractions about the of persons, places, things of persons, places, things
lesson and animals? and animals?
(They are called naming (They are called naming
words/nouns) words/nouns)
Answer activity on page 41 Answer activity on page 41
of English activity sheets. of English activity sheets.
for application or
remediation
139
V. REMARKS
VI. REFLECTION
assessment
remediation.
did these work?
teachers?
assessment
140
Day 1
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of story
elements and text structures for effective oral
expression
demonstrates understanding of the elements of literary
Standard informational texts to aid meaning getting
C. Learning EN1LC-IIIa-j-1.1
Competencies Listen to short stories/poems and relate story events to
one’s experience
II. CONTENT
Listening to a short story and relating story events to one’s experiences
Story: “Pilong Patago-tago”
A. References
pages 134– 136
2. Learner’s Materials pages Manila Paper with the
lyrics of the song “Where
is Thumb Man”
Story: “Pilong Patago-
tago”
3. Textbook Pages Big Book
pages 17– 19
B. Oher Learning Resources Online resources
Soft copy of the story
“Pilong Patago-tago”
IV. PROCEDURE
A. Reviewing previous Song “Where is Thumb Pupils sing the song
lesson or presenting the Man” together with the teacher
new lesson Post the lyrics of the song with action.
on the board.
Say: I will first sing the

song. Then you will sing
with me after.
141
B. Establishing a Post picture of children Post picture of children
purpose for the lesson playing hide and seek. playing hide and seek.
Say: Do you know the Say: Do you know the

game? game?
C. Presenting examples / Have you played hide and
instances of the new seek?
lesson Where do you play?
How was the “it” able to
find you immediately?
Why? Why not?
D. Discussing new Show the cover of the big Show the cover of the big
concepts and practicing book. book.
new skill # 1 Introduce the name of the Introduce the name of the
author and illustrator. author and illustrator.
Teacher says: This is a big Teacher says: This is a
book. big book.
This book is entitled “Si This book is entitled “Si
Pilong Patago-tago”. It Pilong Patago-tago”. It
was written by Kristine was written by Kristine
Canon and illustrated by Canon and illustrated by
Leo Alvarado. Leo Alvarado.
Ask: What do you think is Ask: What do you think is

the story about? the story about?
Unlock the following words Unlock the following

through pictures and words through pictures
gestures: and gestures:
hide woman hide woman
office cabinet office cabinet
pile pile
Teacher read the story Teacher read the story

aloud. aloud.
Read the first 2 pages of Read the first 2 pages of

the book. the book.
Ask: Who is the boy in the Ask: Who is the boy in the
story? story?
Who is looking for him Who is looking for him
Did the woman find Did the woman find
Pilo? Pilo?
142
Continue reading the Continue reading the
story. Pause on page 4-5. story. Pause on page 4-5.
Ask few questions about Ask few questions about
the pages read. the pages read.
Where did Pilo hide? Where did Pilo hide?
What did he say when What did he say when
he showed himself to he showed himself to
his mother? his mother?

Where is Pilo hiding? Where is Pilo hiding?
What did he say to his What did he say to his
father? father?

Who is looking for Who is looking for
Pilo? Pilo?
Why is she looking for Why is she looking for
him? him?

Where was Pilo Where was Pilo
hiding? hiding?
What did he say to Ate What did he say to Ate
Bebeng? Bebeng?
E. Discussing new Teacher stops reading. Teacher stops reading.
concepts and practicing He/She reviews the pupils He/She reviews the pupils
new skills # 2 on the words encountered on the words encountered
in the story. in the story.
1. hiding 2. feed 1. hiding 2. feed
3. cabinet 4. pile 3. cabinet 4. pile
5. woman 6. office 5. woman 6. office
Pause at some parts of Pause at some parts of

the story to ask questions. the story to ask questions.
1. What did he say when 1. What did he say when
father, mother and Ate father, mother and Ate
Bebeng found him? Bebeng found him?
2. Do you also like to 2. Do you also like to
hide? hide?
3. Is it right for Pilo to 3. Is it right for Pilo to
hide? hide?
4. Would Pilo hide again 4. Would Pilo hide again
after the incident that after the incident that
happened in the happened in the
market? market?
5. If you were Pilo, what 5. If you were Pilo, what
would you feel? would you feel?
F. Developing mastery Average Learners Advance Learners
(leads to formative Draw an emoji that Pilo Act out the following
assessment 3) feels when... events that happened in
1. he is happy the story:
143
2. he can’t find 1. Pilo hides in the
mother post
2. Mother looked for
Pilo
G. Finding practical Call pupils to answer Call pupils to answer
applications of concepts some questions. some questions.
1. Do you like to hide? 1. Do you like to hide?
2. Is it right to hide? 2. Is it right to hide?
3. Would you like to 3. Would you like to
follow what Pilo did? follow what Pilo did?
H. Making Ask: What is the story Ask: What is the story
generalizations and about? What lesson did about? What lesson did
abstractions about the you learn from the story you learn from the story
lesson
I. Evaluating Learning Call pupil to tell story Call pupil to tell story
about their experience like about their experience like
the story of Pilo. the story of Pilo.
J. Additional Activities Retell some parts of the Retell some parts of the
for application or story that you like. story that you like.
remediation
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
144
Day 2
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of story
elements and text structures for effective oral
expression
demonstrates understanding of the elements of literary
Standard informational texts to aid meaning getting
C. Learning EN1LC-IIIa-j- 1.1
Competencies Listen to short stories/poems and relate story events to
one’s experience
II. CONTENT
Retell story listened to “Story of Pilong Patago-tago”
Sequencing events of the story listened to
A. References
pages 137-139
3. Textbook Pages Big Book page 146
4. Additional Materials from Learning Resource (LR) Lyrics of the Song written
Portal in manila paper
English 1 Activity Sheets
page 49
English Curriculum Guide,
Third Quarter, Week 7,
pages 17-19
IV. PROCEDURE
A. Reviewing previous Teacher sings the song Teacher sings the song
lesson or presenting the “Where is Thumb Man” “Where is Thumb Man”
new lesson Lyrics of the song is Lyrics of the song is
written on a manila paper written on a manila paper
and posted on the board. and posted on the board.
Teacher says: Yesterday, Teacher says: Yesterday,

we talked about the story we talked about the story
of Pilo. Can you still of Pilo. Can you still
remember it? remember it?
1. Who is Pilo? 4. Who is Pilo?
2. Who are the members 5. Who are the members
of his family? of his family?
145
3. What does he always 6. What does he always
do? do?
B. Establishing a Teacher says: Today, I will Teacher says: Today, I
purpose for the lesson call somebody to volunteer will call somebody to
in retelling some parts of volunteer in retelling
the events of the story. some parts of the events
of the story.
Teacher shows pictures of
the events that happened Teacher shows pictures
in the story. of the events that
happened in the story.
146
C. Presenting examples / Teacher presents pictures Teacher presents pictures
instances of the new of Pilo hiding behind in the of Pilo hiding behind in
lesson post, on top of the cabinet the post, on top of the
and in the pile of clothes. cabinet and in the pile of
clothes.
Ask: Which of these

pictures/events happened Ask: Which of these
first? pictures/events happened
first?
D. Discussing new Ask some questions on Ask some questions on
concepts and practicing the first part of the story. the first part of the story.
new skill # 1  Where did Pilo hide 1. Where did Pilo hide
first? first?
 Who looked for Pilo 2. Who looked for Pilo
the second time? the second time?
 Where did he/Pilo 3. Where did he/Pilo
hide? hide?
Teacher post picture. Teacher post picture.

E. Discussing new Direct pupils’ attention on Direct pupils’ attention on
concepts and practicing the answers posted on the the answers posted on
new skills # 2 board. the board.
147
F. Developing mastery Average Learners Advance Learners
(leads to formative Arrange pictures as they Retell the story using the
assessment 3) happened in the story. pictures.
1. Pilo hides behind the
post.
2. Mother looked for
Pilo.
3. Pilo hides inside the
cabinet.
4. Father looked for Pilo.
5. Ate Bebeng looked for
Pilo.
G. Finding practical Have you experienced Have you experienced
applications of concepts being lost in the market? being lost in the market?
So, is it right to hide or So, is it right to hide or

play in places where there play in places where there
are plenty of people like a are plenty of people like a
market? market?
What will you do if you What will you do if you

were lost? were lost?
H. Making Earlier, you sequenced the Earlier, you sequenced
generalizations and event of the story. the event of the story.
lesson
I. Evaluating Learning Story: Annie Ant written by Story: Annie Ant written
Purificacioin C. Balingit by Purificacioin C. Balingit
and illustrated by Jomar S. and illustrated by Jomar
Montinola S. Montinola
Teacher reads the story to Teacher reads the story

the class. to the class.
Distribute sets of pictures Distribute sets of pictures
about the story. about the story.
148
Let them arrange the Let them arrange the
pictures according to the pictures according to the
events that happened in events that happened in
the story. the story.
J. Additional Activities Prepare to retell the story Prepare to retell the story
for application or on the class. on the class.
remediation
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
149
Day 3
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of sounds and
their meanings for appropriate use of words
demonstrates understanding of sounds and sound
patterns for production of words
B. Performance The learner manipulates skillfully the sounds in words
Standard to express meaning
displays sensitivity to sounds in spoken language
manipulates skillfully the speech sounds through simple
meaningful guided conversations
C. Learning EN1PA-IIIa-e-2.2
Competencies Recognize rhyming words in nursery rhymes, poems,
songs heard
II. CONTENT
Rhyming Words
A. References
pages 140-141
3. Textbook Pages English Expressway
pages 49-51
4. Additional Materials from Learning Resource (LR) English 1 Activity Sheets
Portal page 49-51
B. Oher Learning Resources English Curriculum
Guide, Third Quarter,
Week 7, pages 17-19
IV. PROCEDURE
A. Reviewing previous Introduce the first stanza of Introduce the first stanza
lesson or presenting the the song, “The Coconut of the song, “The
new lesson Nut”. Lyrics of the song are Coconut Nut”. Lyrics of
written on a manila paper the song are written on a
Have the pupils sing the manila paper
song with the teacher Have the pupils sing the
song with the teacher
The Coconut Nut
The Coconut Nut
The coconut is a giant
nut The coconut is a giant
If you eat too much nut
you’ll get very fat If you eat too much
Now the coconut is a you’ll get very fat
big, big nut Now the coconut is a
But this delicious nut is big, big nut
not a nut. But this delicious nut
is not a nut.
150
It’s the coco fruit, (it’s It’s the coco fruit, (it’s
the coco fruit) the coco fruit)
Of the coco tree, (of the Of the coco tree, (of
coco tree) the coco tree)
From the coco palm From the coco palm
family. family.
B. Establishing a Show pictures of the Show pictures of the
purpose for the lesson coconut tree, coconut, nut coconut tree, coconut,
nut
Ask: Have you seen or

tasted a coconut? Ask: Have you seen or
tasted a coconut?
C. Presenting examples Ask Pupils to identify words Ask Pupils to identify
/ instances of the new with the same final sound words with the same final
lesson in the song Coconut Nut. sound in the song
Coconut Nut.
D. Discussing new Teacher reads the rhyming Teacher reads the
concepts and practicing words present in the song rhyming words present in
new skill # 1 “The Coconut Nut” the song “The Coconut
Present some rhymes in Nut”
the song learned, “Where Present some rhymes in
is Thumb Man”. the song learned, “Where
e.g. where, here, today, is Thumb Man”.
away e.g. where, here,
today, away
E. Discussing new Ask pupils to open their Ask pupils to open their
concepts and practicing book, “English book, “English
new skills # 2 Expressway” on page 51. Expressway” on page 51.
Have the pupils identify the Have the pupils identify

rhyming words. the rhyming words.
List down the rhyming List down the rhyming
e.g. two – blue, e.g. two – blue,
morning – shining, look morning – shining,
– book look – book
F. Developing mastery Match 2 words that rhyme. Match the pictures that
(leads to formative Connect it with a line. rhyme
assessment 3) (Pupils were given activity A B
sheets)
A B 1.
1. fan 2.
2. hat
151
3. egg 3.
4. hair
5. well
4.
5.
G. Finding practical Have pupils sing one Have pupils sing one
applications of concepts nursery rhyme that they nursery rhyme that they
know. Ask them to identify know. Ask them to
the rhyming words. identify the rhyming
words.
H. Making What do you call the two What do you call the two
generalizations and words that have the same words that have the same
abstractions about the ending sound? ending sound?
lesson
J. Additional Activities Give 5 words that rhyme. Give 5 words that rhyme.
for application or Write it in your notebook. Write it in your notebook.
remediation
V. REMARKS
VI. REFLECTION
work?
can help me solve?
152
Day 4
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of familiar
English words for effective communication
demonstrates understanding of word meaning for
correct usage
B. Performance The learner uses basic vocabulary to independently
Standard express ideas about personal, home, school and
…correctly uses familiar words in speaking activities
shapes and numbers.
II. CONTENT
Using words that are related to self ,family , school ,community and concepts
A. References
pages 142-143
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) English 1 Activity Sheets
Portal page 31
IV. PROCEDURE
A. Reviewing previous Teach the song “Little Tea
lesson or presenting the Pot” to the pupils. Post on
new lesson the board the lyrics of the
song written on a manila
paper.
Little Tea Pot
I’m a little tea pot

Short and stout
Here is my handle
Here is my spout
When I get all steamed
up
Hear me shout
Tip me over and pour
me out
I’m a little clever tea

pot
Yes, it’s true
Here let me show you
153
What I can do
I can change my
handle And my spout
Just tip me over and
pour me out
(Repeat first stanza)
Have pupils sing the song

with action.
Ask: What actions did you

do while singing? Call
pupil to give words that
rhyme in a song.
B. Establishing a
purpose for the lesson
Teacher posst some

picture of a community
helpers on the board.
Pupils look at the picture

and identify the people
they see in it.
Teacher ask:
What do you see?
Teacher say: the people
you see in the pictures are
the people we see in our
own community.
Can you guess who they

are?
C. Presenting examples / Show a set of pictures.

instances of the new
lesson
154
Ask: What can you see in
the picture?
Let the pupils share
something about their
community. Have them
talk about other
community helpers.
D. Discussing new Teacher post the picture
concepts and practicing on the board and below
new skill # 1 the names of the pictures.
Barangay
Captain
Nurse
Barangay
Tanod
Teacher ask the pupils to

match their names.
E. Discussing new Game

concepts and practicing 1. Group the pupils into
new skills # 2 2.
2. Have them identify the
picture of a community
helper shown.
3. Group with more
correct answers win.
e.g barangay street
sweeper
155
barangay tanod
nurse
doctor
Say: These are the people
we see in our barangay.
F. Developing mastery List down the helpers that Picture Puzzle Assemble
(leads to formative you see in the school. the picture.
assessment 3) (Nurse)
G. Finding practical Let the pupils give Let the pupils give
applications of concepts community helper in their community helper in their
own barangay. own barangay.
H. Making 1. What are the names Community helpers like
generalizations and used to relate Teacher, Nurse,
abstractions about the community helpers? Policeman, Barangay
lesson
Tanod, Barangay Captain
2. Why should we use and etc.
courteous
words in addressing We should use courteous
community words in relating our self,
helpers? family, school and
community.
I. Evaluating Learning Direction: Put a if the Direction: Put a if the

pictures show good work pictures show good work
and if its not. and if its not.
________1. ________1.
_________2. _________2.
________3. ________3.
156
________4. ________4.
________5. ________5.
J. Additional Activities Collect pictures of Collect pictures of

for application or community helper and community helpers and
remediation paste them paste in your paste them in your
English notebook. English notebook.
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
157
Day 5
I.
OBJECTIVES
A. Content The learner demonstrates understanding of familiar English words for
Standard effective communication
demonstrates understanding of word meaning for correct usage
B. The learner uses basic vocabulary to independently express ideas about
Performance personal, home, school and community experiences
Standard correctly uses familiar words in speaking activities
Competencies Use words that are related to self, family, school, community, and
concepts such as the names for colors, shapes, and numbers
II. CONTENT
Using words that are related to self , family ,school , community and concepts .
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I English
Teachers Guide pages 144-146
3. Textbook Pages
Portal
IV. PROCEDURE
A. Reviewing Song: “Little Tea Pot” Song: “Little Tea Pot”
previous Post on the board the lyrics of the Post on the board the lyrics of the
lesson or song written on a manila paper. song written on a manila paper.
presenting the Pupils sing the song with action. Pupils sing the song with action.
new lesson
Little Tea Pot Little Tea Pot
I’m a little tea pot I’m a little tea pot

Short and stout Short and stout
Here is my handle Here is my handle
Here is my spout Here is my spout
When I get all steamed up When I get all steamed up
Hear me shout Hear me shout
Tip me over and pour me out Tip me over and pour me out
I’m a little clever tea pot I’m a little clever tea pot
Yes, it’s true Yes, it’s true
Here let me show you Here let me show you
What I can do What I can do
I can change my handle And I can change my handle And
my spout my spout
Just tip me over and pour me Just tip me over and pour me
out out
(Repeat first stanza) (Repeat first stanza)
158
Ask: Can you give naming words in Ask: Can you give naming words in
the song? the song?
Ask: What actions did you do while Ask: What actions did you do while
singing? singing?
Call pupil to give words that rhyme Call pupil to give words that rhyme
in a song. in a song.
B. Today, we will learn new naming Today, we will learn new naming
Establishing a words. words.
purpose for
the lesson Teacher tells a story about his/her Teacher tells a story about his/her
experience during weekend. experience during weekend.
Say: My family and I went to the Say: My family and I went to the
city. I was with my mother, brother city. I was with my mother, brother
and grandmother. We rode in a and grandmother. We rode in a
tricycle. We saw big buildings like tricycle. We saw big buildings like
malls, restaurants and hotels. We malls, restaurants and hotels. We
were so happy and have lots of were so happy and have lots of
fun. fun.
Ask: What about you? What did Ask: What about you? What did
you do this weekend? you do this weekend?
Call a pupil to share his/her Call a pupil to share his/her

weekend experience. weekend experience.
C. Presenting Teacher shows a picture of a Teacher shows a picture of a
examples / community on the board. community on the board.
instances of
the new
lesson
Say: Let’s look and examine the Say: Let’s look and examine the
pictures posted on the board. Can pictures posted on the board. Can
you guess who they are? you guess who they are?
Teachers shows picture of a Teachers shows picture of a

community. community.
In it are the people, teachers, In it are the people, teachers,

barangay tanod, nurse, vendors barangay tanod, nurse, vendors
and street sweepers, school, and street sweepers, school,
stores, health clinic and animals. stores, health clinic and animals.
Teacher writes the names of the Teacher writes the names of the
pictures on the board. pictures on the board.
159
teacher vendor barangay teacher vendor barangay
tanod tanod
mall store market mall store market
fruits vegetables canned fruits vegetables canned
goods goods
Ask: Do we have people, building, Ask: Do we have people, building,

things or objects and animals in things or objects and animals in our
our community like in the pictures? community like in the pictures?
D. Discussing Call a volunteer pupil to match the Call a volunteer pupil to match the
new concepts picture with its name. picture with its name.
and practicing
new skill # 1
e.g. - policeman e.g. - policeman
- teacher - teacher
- fruits - fruits
- dog - dog
E. Discussing Give another set of pictures. Give another set of pictures.
new concepts
and practicing
new skills # 2
Ask the pupils to name and classify Ask the pupils to name and classify
the pictures. the pictures.
F. Developing Paste the pictures on the column Write the name of the pictures in
mastery (leads where they belong. the right column.
to formative
assessment 3) Person Place Thing Animal
160
G. Finding Name the person, place, things and Name the person, place, things and
practical animals in your home. animals in your home.
applications of
concepts
H. Making There are names of person, place, There are names of person, place,
generalization things and animals. things and animals.
s and
abstractions
about the
lesson
I. Evaluating Oral Oral
Learning Call individual pupil to give name Call individual pupil to give name
words for each of the following: words for each of the following:
1. place 3. person 3. place 3. person
2. thing 4. animal 4. thing 4. animal
J. Additional
Activities for
application or
remediation
V. REMARKS
VI. REFLECTION
assessment
for remediation.
remediation.
Why did these work?
teachers?
assessment
161
Day 1
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of literary
concepts for appreciation of literacy/tasks.
The learner demonstrates understanding of useful
B. Performance The learner presents varied ideas independently and
Standard shows interest enthusiastically in diverse literacy-
related activities / tasks.
C. Learning ENILC-IIIa-j-1.1
Competencies Listen to short stories / poems and discuss, illustrate
and dramatize specific events.
II. CONTENT
Listening to discuss ,illustrate and dramatize specific events
A. References
3. Textbook Pages
Portal
IV.PROCEDURE
A. Reviewing previous Introduces the poem, “My Learners read the poem.
lesson or presenting the Playful Pets” to the class.
new lesson
My Playful Pets
By: Marilyn P. Tumblod
Upstairs, downstairs,
anywhere
My two pets keep on
chasing each other
Aw, aw, aw! Meow, meow,
meow!
That’s the noise you hear
in every corner
When feeding time comes,
My two lovely pets run at
once!  What pet animal
Enjoying their meal on makes the sound aw,
time aw, aw / meow, meow,
Full of energy for playtime. meow?
162
 What are the two >The (dog / cat) is the pet
pets in the poem that keep animal that makes the
on chasing each other? sound (aw, aw, aw /
>The two pets that keep meow, meow, meow).
on chasing are a dog and
a cat.
 How does the pet
owner feed her pets?
>She feed her pets on
time.
 Why should we
feed our pets on time?
>We should feed our pets
on time to make them
strong and healthy.  Do you have a pet
at home?
>Yes/No.
The teacher says, “Pets  What is your pet?
are also part of our What is its name?
families that should be >My pet is a cat. I call him
cared for. They make us Pongky.
happy and they also guard >My pet is a dog. I call
our house.” him Brownie.
 What will a cat do
 Why is it that your when it is chased by a
cat is named Pongky? dog?
>My cat is named Pongky >The cat will run away.
because it has a short tail. >The cat will go away and
 If you don’t have a hide.
pet, what pet would you
want to have? Why?
>I want a pet rabbit
because it is furry.
Teacher says, “The cat

and the dog in the poem
kept on chasing each
other.”
 What do you think
is the reason why they
keep on chasing each
other?
>Because they don’t like
each other. >I have a pet dog. His
>Because they are name is Choco. He loves
playing. to eat meat.
163
>I am happy. I love
Teacher says, “I want you playing with my pet.
to talk about your pet with
your seatmate. I will give
you a few minutes to talk.
Later, I will call some of
you to come in front and
talk about your pet. But
before you start sharing, I
would like to tell you about
my pet.
“I have a pet cat. His
name is Pongky. He loves
to eat fish”
Now, you may begin.
Teacher asks: How do you

feel having a pet?
B. Establishing a Teacher tells the class that
purpose for the lesson they will listen to the story
Si Pilong Patago-tago
(Pilo is Hiding) again.  Would you like to
 Do you still hear his story again?
remember the boy who >Yes!
always hides?
>Yes, Pilo who always
hides.
>He says “Bulaga!”
Great!
C. Presenting examples / Teacher rereads pages 2- The learners listen as the
instances of the new 17 of the book as pupils teacher reads the story.
lesson listen.
D. Discussing new The teacher reviews the
concepts and practicing words learned in the text.
new skill # 1  hiding  The learners read
 feed the words.
 office
 cabinet
 pile
 late
E. Discussing new  When a person
concepts and practicing does not want to be seen, >hiding
new skills # 2 he is _____________.
164
 When you give
someone or something >feed
food, you _________
them. >office
 It is a place or a >cabinet
room where people work.
 We put our thing in >pile
the _______.
 When we put
something on top of
another, we are creating a
______.
F. Developing mastery Teacher asks questions
(leads to formative about the story.  Who is being
assessment 3)  Where was he talked about in the story?
hiding? >Pilo is being talked
>behind the post, top of about in the story.
the cabinet, pile of clothes,  What does Pilo
on the side of the bed, likes to do?
between his toys, between >Pilo likes to hide.
arrays of clothes
G. Finding practical Teacher tells the learners

applications of concepts that they will be grouped
into two. They will do a
task by group and later,
they will present it to the  Pilo loves to hide.
class. Demonstrate your own
ways of hiding.
 Pilo loves to hide.
Draw some instances he
did so.
H. Making Teacher tells the learners
generalizations and that pets add happiness to
abstractions about the someone or to a family.
lesson
They should be cared and
loved.
Teacher explains the
learners that it is okay to
be playful but they should
think about what their
family will feel.
I. Evaluating Learning Direction: Choose the Direction: Choose the
letter of the correct answer letter of the correct
to the following questions. answer to the following
questions.
165
1. Who was the boy that
enjoys hiding from his 1. Who was the boy that
family members? enjoys hiding from his
a. Ate Bebang family members?
b. Kuya Rey a. Ate Bebang
c. Pilo b. Kuya Rey
c. Pilo
2. Where did Pilo hide
from his mother when he 2. Where did Pilo hide
was playing outside? from his mother when he
a. on top of the cabinet was playing outside?
b. behind the post a. on top of the cabinet
c.pile of clothes b. behind the post
c.pile of clothes
3. What did Pilo suddenly
say to his mother, father, 3. What did Pilo suddenly
brother and sister who find say to his mother, father,
him? brother and sister who
a. “Hello.” find him?
b. “Thank you.” a. “Hello.”
c. “Bulaga!” b. “Thank you.”
c. “Bulaga!”
4. Kuya Rey looked for
Pilo when they were about 4. Kuya Rey looked for
to go to _________. Pilo when they were
a. church about to go to
b. school _________.
c. beach a. church
b. school
5. Father looked for Pilo to c. beach
feed his pet __________.
a. bird 5. Father looked for Pilo
b. fish to feed his pet
c. cat __________.
a. bird
b. fish
c. cat
J. Additional Activities Teacher says: Teacher says:
for application or Later at home, I want you Later at home, I want you
remediation to draw places in your to draw places in your
house where you think it is house where you think it is
best to hide. Draw your best to hide. Draw your
pictures in your notebook. pictures in your notebook.
You may color your work. You may color your work.
V. REMARKS
166
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
167
Day 2
I. OBJECTIVES
concepts for appreciation of literacy / tasks.
II. CONTENT
Listening to discuss, illustrate and dramatize specific events
A. References
3. Textbook Pages
Portal
IV. PROCEDURE
A. Reviewing previous Teacher recites the poem, Learners read the poem
lesson or presenting the My Playful Pets with the with the teacher.
new lesson pupils. The poem is written
on a manila paper.
My Playful Pets
By: Marilyn P. Tumblod
Upstairs, downstairs,
anywhere
My two pets keep on
chasing each other
Aw, aw, aw! Meow, meow,
meow!
That’s the noise you hear
in every corner
When feeding time comes,

My two lovely pets run at
once!
168
Enjoying their meal on
time >This is my drawing. In
Full of energy for playtime. our house, it is best to
hide under the table.
Teacher divides the class > This is my drawing. In
into groups. Each group our house, it is best to
forms a small circle. Pupils hide beside the post.
show and tell their > This is my drawing. In
drawings to their group our house, it is best to
mates. hidebeside the cabinet.
> This is my drawing. In
Teacher says: I will divide our house, it is best to
you into groups. You and hide under the bed.
your group mates will form
a small circle. Show and
tell your drawings to your
group mates. Later I will
call some of you to show
your pictures in front of the
class.
B. Establishing a Teacher says: We are

purpose for the lesson going to continue re-
reading the story today.
But before we do that, let’s
recall the events of the  Who are mother,
story that we heard father, Ate Bebeng
yesterday. and Kuya Rey looking
 In what places did Pilo for?
hide? >They are looking for
>Pilo hides behind the Pilo.
post, on top of the  What does Pilo like to
cabinet, pile of clothes, do?
between his toys and >Pilo likes to hide.
beside the bed.  What did Pilo
suddenly say to his
family members?
>Pilo said, “Bulaga!”
C. Presenting examples / Teacher rereads pages The learners listen as the

instances of the new 18-19 of the book as teacher reads the story.
lesson pupils listen.
D. Discussing new Teacher asks questions
concepts and practicing about the story.  What will Pilo and his
new skill # 1  Where do you think mother buy?
they will go to buy >Pilo and his mother
pants? want to buy pants.
169
>Pilo and his mother  How about you? Do
will go to the you buy something in
department store. the department store
 What do you usually too?
buy in the department >Yes teacher.
store?  What did Pilo do when
>We buy food. they were in the
>We buy toys store?
>We buy clothes and >Pilo hid in the
school supplies. clothes rack.
 When do you go to the  What do you think
store, what do you do? mother felt when she
>I play games at the couldn’t find Pilo?
arcade. >Mother is afraid.
>I watch the nice >Mother is worried.
stores.  What did Pilo do when
 I you were Pilo, ould he didn’t see his
you also do the same? mother?
Why? >Pilo looked for his
>No, because I don’t mother.
want to be missing. >Pilo cried.
 Why do you think  What did he feel when
mother is afraid and he couldn’t find his
worried about Pilo? mother?
>Because she loves >He felt afraid.
Pilo.
 How long has Pilo
been hiding in the
clothes rack?
>Pilo hides in the
clothes rack for almost
an hour.
 What did other say
when she saw Pilo?
>Mother said, “Bulaga!
I’m here Pilo. Don’t
worry. Stop crying.
 What do you think Pilo
felt when he saw his
mother?
>Pilo felt very happy to
see his mother.
E. Discussing new The teacher demonstrates The pupils watch the

concepts and practicing how a worried mother teacher’s demonstation.
new skills # 2 looks like.
170
The teacher then asks the The pupils demonstrate
students to demonstrate how a worried Pilo looks
how a worried Pilo looks like.
like.
F. Developing mastery  If you were Pilo, what
(leads to formative would you feel if you
assessment 3) can’t find your mother? >I will be worried.
>I will be scared.
 What would you do? >I will go to the
>I will go to the police security guard.
officer. Demonstrate your
Demonstrate your actions.
actions.
G. Finding practical Teacher tells the learners Learners fill up a Missing

applications of concepts that they will be grouped Person’s poster with the
into two. They will do a help and guidance of the
task by group and later, teacher.
they will present it to the
class.
MISSING
Teacher says: I have here
a “Missing Person’s
poster. Let’s fill up the
poster with details from
the story. Name: ___________
Age: ____________
MISSING Address:________
Last place seen:
__________
He was
wearing:__________
Name: ___________ Please contact this
Age: ____________ person on this
Address:________ number:_______
Last place seen: _______ Reward for those who will
He was wearing: find him: ____________
_________
Please contact this
person
on this number:_____ ___
Reward for those who will
find him: ______
H. Making Teacher will ask the >Pilo loves to hide.

generalizations and learners what they learned >Pilo went missing.
abstractions about the about the story. >It is scary to be lost
lesson
171
>It doesn’t feel good
when someone is
missing.
>It is not good to make
fun with someone.
I. Evaluating Learning Note to the Teacher:

Please provide your
activity.
J. Additional Activities Note to the Teacher:
for application or Please provide your
remediation activity.
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
172
Day 3
I. OBJECTIVES
ENIOL-IIIa-j.1.2.9
Participate in some sharing activities.
II. CONTENT
Listening to discuss ,illustrate and dramatize specific events
A. References
3. Textbook Pages
Portal
IV. PROCEDURE
A. Reviewing previous Teacher introduces the Learners sing and do the
lesson or presenting the song, “Itsy Bitsy Spider” in actions for the song.
new lesson class. The lyrics of the
song are written on the
board or in a manila
paper.
Itsy Bitsy Spider
Itsy bitsy spider

Went up the water spout
Down came the rain
And washed the spider out
Up came the sun
And dried up all the rain
And itsy bitsy spider  What happened
Went up the spout again when the rain
falls?
173
 Where does Itsy >Itsy Bitsy Spider
Bitsy Spider like to was washed out
play? by the rain.
>Itsy Bitsy Spider
likes to go up the
water spout.
Teacher asks pupils to

answer some questions.
Pupils share their answers
with their seatmates and
later with their classmate.  Did you like hearing
the story Si Pilong
Teacher says: Patago-tago (Pilo is
 Which part of the story Hiding)?
did you like best? >Yes teacher.
>I like the part when  Do you like to play
Pilo is hiding behind hide and seek?
the post. >Yes teacher.
>I like best the part  Who do you usually
when Pilo says “Ha! play with?
Ha! Ha! Ha!” >I usually play with
 Where do you usually my brother and sister.
hide? >I usually play with
>I usually hide under my friends.
the bed.
>I usually hide at the
back of the door.
>I like hiding inside the
cabinet.
>I hide at the back of The learners share to the
the sofa. class their answers to the
>I love hiding under questions.
the table.
The teacher asks some of

the pupils to share their
answers to the class.
B. Establishing a Teacher says: We are
purpose for the lesson going to continue re-
reading the story today.
But before we do that, let’s
have a group activity.
C. Presenting examples / Teacher divides the class
instances of the new into six groups. Each
lesson group does a different
174
activity related to the story
read in class. Pupils work
with their group mates to
show a specific event in
the story. Teacher goes
around the room to help
the pupils with the activity.
D. Discussing new Teacher calls each group The pupils present their
concepts and practicing to present their work as a group.
new skill # 1 performances or drawing
to their classmates.
E. Discussing new Teacher rereads the story The learners listen as the
concepts and practicing Si Pilong Patago-tago as teacher reads the story.
new skills # 2 pupils listen.
F. Developing mastery Teacher asks questions
(leads to formative about the story.  Who is being talked
assessment 3)  Where was he hiding? about in the story?
>behind the post, top >Pilo is being talked
of the cabinet, pile of about in the story.
clothes, on the side of  What does Pilo likes
the bed, between his to do?
toys, between arrays >Pilo likes to hide.
of clothes
G. Finding practical  Group 2  Group 1
applications of concepts will draw two events in will do a role play.
the story. They will They will act out the
draw the event when event in the story
father was looking for when Mother was
Pilo, and Pilo said he looking for Pilo, and
was on top of the Pilo said that he was
cabinet. behind a post.
 Group 3  Group 4
Will do the tableau. Will also do a tableau.
They will show an They will show the
event of the story event when Pilo found
without moving. They his mother.
will show an event in  Group 5
the story when Ate Will draw. They will
Bebeng and Kuya Rey draw the event when
were looking for Pilo. Pilo hid behind the
 Group 6 clothes while his
Will do a role play. mother looked for him.
They will show the
event when mother
was looking for Pilo
because they were
175
going to buy Pilo’s
pants.
H. Making Teacher will ask the >Pilo loves to hide.
generalizations and learners what they learned >Pilo went missing.
abstractions about the about the story. >It is scary to be lost
lesson
>It doesn’t feel good
when someone is
missing.
>It is not good to make
fun with someone.

letter of the correct letter of the correct
answer to the following answer to the following
1. Who was the boy that 6. Who was the boy that
enjoys hiding from his enjoys hiding from his
family members? family members?
a. Ate Bebang a. Ate Bebang
b. Kuya Rey b. Kuya Rey
c. Pilo c. Pilo
2. Where did Pilo hide 7. Where did Pilo hide
from his mother when from his mother when
he was playing he was playing
outside? outside?
a. on top of the cabinet a. on top of the cabinet
b. behind the post b. behind the post
c. pile of clothes c. pile of clothes
3. What did Pilo suddenly 8. What did Pilo suddenly
say to his mother, say to his mother,
father, brother and father, brother and
sister who find him? sister who find him?
a. “Hello.” a. “Hello.”
b. “Thank you.” b. “Thank you.”
c. “Bulaga!” c. “Bulaga!”
4. Kuya Rey looked for 9. Kuya Rey looked for
Pilo when they were Pilo when they were
about to go to about to go to
_________. _________.
a. church a. church
b. school b. school
c. beach c. beach
5. Father looked for Pilo 10. Father looked for Pilo
to feed his pet to feed his pet
__________. __________.
a. Bird a. Bird
b. fish b. fish
c. cat c. cat
176
J. Additional Activities Teacher asks pupils to find Teacher asks pupils to
for application or out their parents’ jobs find out their parents’ jobs
remediation Pupils interview their Pupils interview their
parents about their parents about their
responsibilities in their job. responsibilities in their
job.
Teacher says: For your
homework, I want you to Teacher says: For your
ask your parents about homework, I want you to
their jobs. Ask them what ask your parents about
they do when they are their jobs. Ask them what
working. Tomorrow, you they do when they are
are going to share what working. Tomorrow, you
you found out with the are going to share what
class. you found out with the
class.
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
177
Day 4
I. OBJECTIVES
C. Learning ENIV-IIIa-e-5
shapes and numbers.
ENIOL-IIIc-1.17.1
Relate one’s activities / responsibilities at home.
II. CONTENT
Using words and concepts and relating one’s activities/responsibilities at
home
A. References
3. Textbook Pages
Portal
B. Oher Learning Resources Song-Itsy Bitsy Spider
Pictures of community
helpers
IV. PROCEDURE
A. Reviewing previous Teacher sings the song
lesson or presenting the with the pupils.
new lesson
Itsy Bitsy Spider
Itsy bitsy spider

Down came the rain Learners sing with
And washed the spider out the teacher.
Up came the sun
And itsy bitsy spider
Went up the spout again
178
Spider likes to go
up the water spout.
Teacher divides the class

into groups with three
members. Each triad will
form a circle. Pupils talk
about their parents’ jobs to
their groups.
Teacher says:
Tell two of your seatmates
sitting close to you about
your parents’ jobs. I will
give you a special
microphone to use when
sharing. Make sure you
pass the microphone to
your group mate when you
are done talking. Return
the microphone when your
group is done with the
sharing. When all groups
are done, I will call some
of you to share in front of
the class. But before you
begin, let me first tell you
what my parents’ jobs The pupils share the job
were. You may use my of their parents to their
example as a guide when group mates.
you share. >My father is a
“My father is a fisherman. tricycle driver. He
He catches fish. My dives a tricycle.
mother is a vendor. She My mother is a
sells fish in the market.” vendor. She sells
fruits in the
You may now begin. market.
>My father is a
>My father is a fisherman. He
government employee. He catches fish. My
works at the Capitol mother is a house
Office. My mother is a help. She attends
nurse. She tends the sick to the need of her
at the Provincial Hospital. bosses.
> My father is a business
man. He runs a cart
business. My mother is an
office worker. She
179
encodes files on the The pupils share the job
computer. of their parents to the
class.
The teacher asks some to
share their parents’ jobs in
front of the class.
B. Establishing a Teacher shows pictures of

purpose for the lesson community helpers.
C. Presenting examples /
instances of the new
shows a shows a shows shows
lesson
farmer lady a male a lady
engineer teacher doctor
D. Discussing new Teacher says:

concepts and practicing I posted some The pupils look at each
new skill # 1 pictures on the picture on the board.
board. Let’s look at
each one.
>I see a farmer

Teacher asks: >I see a teacher.
What do you see in
the pictures?
>I can see a
doctor.
>I can see an
engineer.
E. Discussing new Teacher says: These are

concepts and practicing pictures of community
new skills # 2 helpers. They are the
people who do their work
to help the community. I
have word strips. Let’s The students match the
match the names with the names of the community
correct picture. helpers with the correct
picture. They are assisted
doctor
by the teacher.
engineer
farmer
teacher
180
F. Developing mastery The teacher asks what
(leads to formative these community helpers
assessment 3) do.  What does a farmer
 What does a doctor do?
do? >A farmer plants rice,
>A doctor cures the corn, fruits and
sick and makes them vegetables.
healthy. >Without them, we
>Without doctors, won’t have food to
many people will get eat.
sick and die.  What does a teacher
 What does an do?
engineer do? >A teacher teaches
>An engineer builds pupils to read and
buildings and makes write.
sure that they are >Without them, no
strong. one will know how to
>Without engineers, read and write.
we won’t have strong
houses, banks,
churches and other
buildings.
G. Finding practical  Group 1  Group 2

applications of concepts Role play a doctor Role play farmers
checking his/her plowing a field.
patients  Group 4
 Group 3 Role play a teacher
Role play an engineer teaching students.
discussing the plan to
the workers.
H. Making Teacher explains that Teacher explains that
generalizations and everyone has an important everyone has an
abstractions about the role in our community. important role in our
lesson
community.
letter of the correct answer letter of the correct
to the following questions. answer to the following
Note :Teacher can provide questions.
his/her own activity Note :Teacher can
provide his/her own
activity.
J. Additional Activities Direction: Choose the Direction: Choose the
for application or letter of the correct letter of the correct
remediation answer to the following answer to the following
181
1. Are the community 1. Are the community
helpers important in the helpers important in
community? the community?
a. No a. No
b. Yes b. Yes
c. Maybe c. Maybe
2. Who plants rice, corn 2. Who plants rice, corn
and vegetables? and vegetables?
a. farmer a. farmer
b. teacher b. teacher
c. engineer c. engineer
3. Who teaches pupils to 3. Who teaches pupils to
read and write? read and write?
a. doctor a. doctor
b. engineer b. engineer
c. teacher c. teacher
4. What does a doctor 4. What does a doctor
do? do?
a. teaches children a. teaches children
b. plants rice b. plants rice
c. cures the sick c. cures the sick
5. Who builds buildings 5. Who builds buildings
and make sure that and make sure that
they are strong? they are strong?
a. engineer a. engineer
b. farmer b. farmer
c. doctor c. doctor
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
182
Day 5
I. OBJECTIVES
C. Learning Recognize names of persons, places, things and
Competencies animals*
Identify action words in sentences and whether the
action is in the present, past or future*
*Basa-added objective
II. CONTENT
Recognizing naming words and identifying action words in the present ,past
or future
A. References
1. Teacher’s Guide Pages Basa Pilipinas
3. Textbook Pages
Portal
B. Oher Learning Resources Song-Itsy Bitsy Spider
IV. PROCEDURE
A. Reviewing previous Teacher sings the song with Learners sing with the
lesson or presenting the the pupils. teacher.
new lesson
Itsy Bitsy Spider
Itsy bitsy spider

Down came the rain
And washed the spider out
Up came the sun
And itsy bitsy spider
Went up the spout again
Spider likes to go up
the water spout.
183
Teacher posts the pictures
of community helpers
discussed yesterday.
Teacher says:
I have posted on the
board the
community helpers
we studied
yesterday. I want
you to choose one
community helper.
Choose the one you
like best. Then, talk Pupils choose the
about him / her with community helpers they
your seatmate. Tell like best among the given
your seatmate which ones.
community helper  I chose the farmer
you like and why because he / she
you like him / her. provides food for
Later, I will call all of us..
some of you to  I chose the
come in front and teacher because
share. he teaches the
students.
You may now begin.
The pupils share in front
which they chose and
 I chose the engineer why they chose him / her.
because she builds
 I chose the
strong buildings.
engineer because
 I chose the doctor she builds strong
because she cures buildings.
the sick.
 I chose the
teacher because
The teacher calls few
he teaches the
students to share which
students.
they chose and why they
chose him / her.
>No teacher
because I want to
be teacher just
The teacher asks the
like you.
student, “Do you want to be
like the engineer when you
grow up?
184
>Yes teacher. I want
to build strong
buildings.
B. Establishing a Teacher posts sentences Pupils read the

purpose for the lesson on the board. sentences on the board.
a. Anna eats
oranges.
b. Mother bought
Tooth Cleaner.
c. She will visit
Luneta Park.
d. Blackie runs
fast.
e. He stayed in
Manila.
C. Presenting examples Teacher asks pupils to
/ instances of the new identify the action words in
lesson the sentences.
>a. Anna eats
oranges.
Action word:
eats
> b. Mother bought
Tooth Cleaner.
Action word:
bought
> c. She will visit
Luneta Park.
Action word: will
visit
>d. Blackie runs
fast.
Action word:
runs
> e. He stayed in
Manila.
Action word:
stayed
Teacher underlines the

action word in each
sentence.
D. Discussing new Teacher asks the learners:
concepts and practicing Do you remember our Yes, Teacher.
new skill # 1 lesson in Mother Tongue
185
and Filipino about action
words?
How will we know when an
action is happening in the
present?
>when the action is
still happening
How will we know if an

action happened in the
past?
>when the action
happened already
How will we know if it will

happen in the future?
>when the action is
not yet happening.
Teacher says:
This concept is similar in
English. Action words in the
sentences maybe in the
present, past or future.
E. Discussing new Teacher says:
concepts and practicing Let’s look at the action The pupils look on the
new skills # 2 words. meta cards.
(leads to formative
assessment 3)
The teacher says:

I will flash a word on this
meta card, you will read and
you will place it on the
correct column on the table
posted on the board.
G. Finding practical Direction: Underline the Direction: Underline the
applications of concepts action word or words in the action word or words in
sentences. After that, write the sentences.
186
the tense of the verb below 1. Mother bought a pair
it. of pants for Pilo.
1. Mother bought a pair of 2. She runs fast.
pants for Pilo. 3. Pilo loves to hide.
past 4. The rain washed the
2. She runs fast. spider out.
present 5. We will go to the
3. Pilo loves to hide. park.
present
4. The rain washed the
spider out.
past
5. We will go to the park.
future
H. Making How will we know when an How will we know when

generalizations and action is happening in the an action is happening in
abstractions about the present? the present?
lesson
>when the action is still >when the action is
happening still happening
How will we know if an How will we know if an

action happened in the action happened in the
past? past?
>when the action >when the action
happened already happened already
How will we know if it will How will we know if it will

happen in the future? happen in the future?
>when the action is not >when the action is
yet happening. not yet happening.

action words in the action words in the
sentences written on the sentences written on the
board. board.
1. Pongky likes to eat 1. Pongky likes to
fish. eat fish.
2. My family lives in 2. My family lives in
Masbate. Masbate.
3. Sheila wanted a 3. Sheila wanted a
dollhouse. dollhouse.
4. Pedro will go to the 4. Pedro will go to
church. the church.
5. The sun dries up all 5. The sun dries up
the rain. all the rain.
for application or
remediation
187
V. REMARKS
VI. REFLECTION
assessment
remediation.
did these work?
teachers?
assessment
188
Day 1
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of concepts
of nouns and adjectives for identification and
description
…demonstrates understanding of concepts of verbs,
pronouns, and prepositions in meaningful messages
B. Performance The learner correctly names people, objects, places
Standard and things through theme-based activities
…constructs grammatically correct-simple sentences in
theme-based conversations using verbs, pronouns,
and prepositions
C. Learning EN1G-IIIf-h-2.1
Competencies  Recognize names of persons, places, things, and
animals.
 Identify action words in sentences and whether the
action is happening in the present, past or future.
II. CONTENT
Recognizing naming words and identifying action words and their simple tenses
A. References
pages 176– 177
3. Textbook Pages
Portal
B. Oher Learning Resources Soft copy of the song “Sit
Down, You’re Rocking the
Boat”, meta cards
IV. PROCEDURE
lesson or presenting the song “Sit Down, You’re song “Sit Down, You’re
new lesson Rocking the Boat” to the Rocking the Boat” to the
class. The lyrics of the class. The lyrics of the
song are written on the song are written on the
Sit Down, You’re Sit Down, You’re

Rocking the Boat Rocking the Boat
Sit down, sit down Sit down, sit down

You’re rocking the You’re rocking the
boat boat
(Repeat 4 times) (Repeat 4 times)
Rock, rock Rock, rock
189
boat boat
Say: Sing along with me. Say: Sing along with me.
B. Establishing a Ask: Ask:
purpose for the lesson What did you do during What did you do during
weekends? weekends?
Did you help your parents Did you help your parents
at home? at home?
Who gave you these Who gave you these
tasks? tasks?
Were you happy to be of Were you happy to be of
help? help?
What did you get as a What did you get as a
reward? reward?
C. Presenting examples / Say: Today, we will more Say: Today, we will more
instances of the new about naming words. Let’s about naming words.
lesson see what you’ve learned. Let’s see what you’ve
Give pupils meta cards of learned.
naming words. Give pupils meta cards of
doll Ate naming words.
province doll Ate
street bunny province
ice cream street bunny
Mena doctor ice cream
Mayon Mena doctor
pet pencil Mayon
bird pet pencil
bird
D. Discussing new Pupils read with the Pupils read with the
concepts and practicing teacher teacher
new skill # 1 Ate Mena Ate Mena
doctor Masbate doctor Masbate
Mayon Mayon
street doll ice street doll
cream pencil ice cream pencil
pet bunny bird pet bunny bird
E. Discussing new Say: Now, can you recall Say: Now, can you recall
concepts and practicing the actions that the the actions that the
new skills # 2 persons and animals in persons and animals in
our table can do? our table can do?
Let all pupils to share their Let all pupils to share

ideas. Teacher writes the their ideas. Teacher
pupils’ answer on the writes the pupils’ answer
board. on the board.
Example: bunny – hop Example: bunny – hop
doctor – doctor –
cures the sick cures the sick
Mena – Mena –
dance/sing dance/sing
190
F. Developing mastery Write sentences about the Give the naming words in
(leads to formative picture using action words. the picture.
assessment 3) 1. The bird sings on the bird boy turtle
branch. mother and daughter
2. The boy brush his street
teeth. city/buildings
3. The turtle walks gardener scissor
slowly. toothbrush branch
4. The gardener trims the grass water
grass. glass
5. Mother and daughter toothpaste
cross the street.
G. Finding practical Explain to the pupils the Explain to the pupils the
applications of concepts concept of verb (action concept of verb (action
word) and how it is related word) and how it is
to a noun (naming word). related to a noun (naming
word).
H. Making What are naming words? Naming words are names
generalizations and of people, places, animals
abstractions about the and things. It is also
lesson
called nouns.
Identify the naming word of each picture. Write it on the
right column.
Person Place Thing Animal
J. Additional Activities Study the tenses of the Study the tenses of the
for application or verb. Write at least 1 verb. Write at least 1
remediation sentence for each tense. sentence for each tense.
191
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
192
Day 2
I. OBJECTIVES
words used to communicate personal experiences,
ideas, thoughts, actions, and feelings
…demonstrates understanding of familiar literary forms
and concept of words in English for effective
expression
B. Performance The learner shares/expresses personal ideas,
…participates actively in different oral activities
Competencies Listen to short stories/poems and identify the problem
and solution
II. CONTENT
Listening to short stories/poems and identifying the problem and solution
A. References
1. Teacher’s Guide Pages English Curriculum Guide,
Third Quarter, Week 7,
pages 17– 19
2. Learner’s Materials pages Basa Pilipinas Grade I
pages 178-180
3. Textbook Pages
Portal
Boat” and the story “Up,
Up, Bella Umbrella!”
IV. PROCEDURE
A. Reviewing previous Teacher and pupils sing Teacher and pupils sing
lesson or presenting the the song “Sit Down, You’re the song “Sit Down,
new lesson Rocking the Boat”. You’re Rocking the Boat”.
The lyrics of the song are The lyrics of the song are
written on the manila written on the manila
paper. paper.


boat boat
193
boat boat
B. Establishing a Ask: Has someone helped Ask: Has someone
purpose for the lesson you before? Who is that helped you before? Who
person? How did he/she is that person? How did
help you? he/she help you?
C. Presenting examples / Teacher show the book to Teacher show the book to
instances of the new the class and prepares the class and prepares
lesson them to listen the story. them to listen the story.
Say: Today, you are going Say: Today, you are

to listen to the story of going to listen to the story
Bella Umbrella. This is of Bella Umbrella. This is
written by Celine Diego written by Celine Diego
and illustrated by Larry A. and illustrated by Larry A.
Diolola and Jomar Diolola and Jomar
Montinola. Montinola.
Teacher reads the story to Teacher reads the story

the class stopping at a to the class stopping at a
time to explain meaning of time to explain meaning
difficult words. of difficult words.
D. Discussing new Ask: Can you identify the Ask: Can you identify the
concepts and practicing problem/s in the story? problem/s in the
new skill # 1 What is the solution? story? What is the
solution?
Give pupils opportunity to
talk. Give pupils opportunity to
talk.
E. Discussing new Ask the following: Ask the following:
concepts and practicing  Who is the main 1. Who is the main
new skills # 2 character in the story? character in the story?
 What did Bella want to 2. What did Bella want to
do? do?
 What problems did 3. What problems did
Bella encounter while Bella encounter while
wandering? wandering?
 What did Bella do? 4. What did Bella do?

F. Developing mastery Retell the story using Arrange the pictures as
(leads to formative pictures. they happened in the
assessment 3) story.
Present pictures that
happened in the story. Present pictures that
1. Bella Umbrella happened in the story.
stretching herself
194
2. The boy embracing 5. Bella Umbrella
Bella Umbrella stretching herself
3. The boy riding Bella 6. The boy embracing
Umbrella in the river Bella Umbrella
4. The girl scouts waving 7. The boy riding Bella
Bella Umbrella Umbrella in the river
goodbye. 8. The girl scouts waving
A boy up in the coconut Bella Umbrella
tree goodbye.
A boy up in the coconut
tree
G. Finding practical Ask: If you see someone Ask: If you see someone
applications of concepts in trouble, will you help in trouble, will you help
them, too? Why? them, too? Why?
H. Making What have you learned What have you learned
generalizations and about our lesson today? about our lesson today?
lesson
I. Evaluating Learning Choose the letter of the Choose the letter of the
correct answer. correct answer.
1. Where did the story 1. Where did the

take place? story take place?
2. What did Bella 2. What did Bella
Umbrella do while Umbrella do while
wandering? wandering?
3. How did Bella 3. How did Bella
Umbrella help the boy Umbrella help the boy
in the river? in the river?
4. What did Bella 4. What did Bella
Umbrella do to help Umbrella do to help
the girl scouts? the girl scouts?
5. If you are Bella, will 5. If you are Bella, will you
you help people in help people in need?
need? Why? Why?
J. Additional Activities Ask the pupils to think

for application or Ask the pupils to think about a good deed they
remediation about a good deed they did for their family, friends
did for their family, friends or classmates. Have them
or classmates. Have them write it on their notebook.
write it on their notebook.
V. REMARKS
195
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
196
Day 3
I. OBJECTIVES
expression
B. Performance The learner shares/express personal ideas, thoughts,
Standard actions, and feelings using familiar words
and solution
II. CONTENT
Listening to short stories/poems and identifying the problem and solution
A. References
pages 180-183
3. Textbook Pages
pages 17– 19
IV. PROCEDURE
lesson or presenting the song, “Jack and Jill” to the song, “Jack and Jill” to the
new lesson class. The lyrics of the class. The lyrics of the
song are written on a song are written on a
Jack and Jill Jack and Jill
Jack and Jill went up Jack and Jill went up

the hill the hill
To fetch a pail of water To fetch a pail of
Jack fell down water
And Jill came tumbling Jack fell down
after. And Jill came
tumbling after.
(Repeat song twice)
197
(Repeat song twice)
B. Establishing a Teacher asks pupils to Teacher asks pupils to
purpose for the lesson share their stories about share their stories about
their good deed with their their good deed with their
seat mates. After the seat mates. After the
sharing, teacher calls sharing, teacher calls
some pupils to share their some pupils to share their
stories in class. stories in class.
C. Presenting examples / Ask: Who can recall the Ask: Who can recall the
instances of the new events of the story you events of the story you
lesson heard yesterday? heard yesterday?
D. Discussing new Teacher will retell the story Teacher will retell the
concepts and practicing to the class. story to the class.
new skill # 1 Say: Here are pictures of Say: Here are pictures of
the events in the story. the events in the story.
Who can retell the story? Who can retell the story?
E. Discussing new Teacher explains the Teacher explains the
concepts and practicing meaning of difficult words meaning of difficult words
new skills # 2 in the story using in the story using
expressions, pictures, etc . expressions, pictures, etc
.
Teacher writes the new
words on the board. Teacher writes the new
Teacher lets the pupils words on the board.
read the new words. Teacher lets the pupils
read the new words.
F. Developing mastery Write the events that Draw the main character
(leads to formative happened in the story. of the story.
assessment 3)
G. Finding practical Ask: What did you feel if Ask: What did you feel if
applications of concepts you have helped someone you have helped
in need? someone in need?
H. Making What did Bella Umbrella What can you say Bella
generalizations and do to solve the problem? Umbrella? What did she
abstractions about the do to solve the problem?
lesson
I. Evaluating Learning Complete the sentences Complete the sentences
with the words we with the words we
encountered in the encountered in the
sentence. Choose your sentence. Choose your
answer from the box. answer from the box.
stretched wander stretched wander
waved pour waved pour
embraced embraced
1. Bella loves to _____ 1. Bella loves to _____
around. around.
2. The boy _____ Bella in 2. The boy _____ Bella
gratitude. in gratitude.
3. The rain began to 3. The rain began to
____. ____.
198
4. Bella _______ herself 4. Bella _______ herself
to cover the girls. to cover the girls.
5. The scouts thanked 5. The scouts thanked
and _____ goodbye to and _____ goodbye to
Bella. Bella.
J. Additional Activities Write a short paragraph Write a short paragraph
for application or about Bella Umbrella. Ask about Bella Umbrella. Ask
remediation help from your parents, help from your parents,
brother or sister in forming brother or sister in
a sentence. forming a sentence.
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
199
Day 4
I. OBJECTIVES
expression
and solution
II. CONTENT
Identifying the problem and solution
A. References
pages 183-184
3. Textbook Pages
pages 17– 19
B. Oher Learning Resources Soft copy of the song
“Jack and Jill” and the
story “Up, Up, Bella
Umbrella!”
IV. PROCEDURE
lesson or presenting the the song, “Jack and Jill”. the song, “Jack and Jill”.
new lesson The lyrics of the song are The lyrics of the song are
written on a manila paper. written on a manila paper.

the hill the hill
tumbling after.
(Repeat song twice)
(Repeat song twice)
200
purpose for the lesson bring out their homework. to bring out their
Call a pupil to share her homework. Call a pupil to
assignment to the class. share her assignment to
the class.
C. Presenting examples / In the story of Up, Up, In the story of Up, Up,
instances of the new Bella Umbrella, what did Bella Umbrella, what did
lesson you like most about Bella you like most about Bella
Umbrella? Why? Umbrella? Why?
D. Discussing new What are the problems What are the problems
concepts and practicing that Bella Umbrella solved that Bella Umbrella solved
new skill # 1 while she is wandering? while she is wandering?
E. Discussing new Can you give me the Can you give me the
concepts and practicing meaning of the following meaning of the following
new skills # 2 words from the story? words from the story?
1. wander 6. wander
2. puffed and huffed 7. puffed and huffed
3. snatched 8. snatched
4. downpour 9. downpour
5. stretching 10. stretching
F. Developing mastery Group into 3 and act out Arrange the pictures as
(leads to formative scene in the story. they happened in the
assessment 3) story. (Pictures provided
by the teacher.)
G. Finding practical As a little child, have you As a little child, have you
applications of concepts encountered problems? encountered problems?
What did you do to solve What did you do to solve
it? it?
Pupils recount little Pupils recount little
problems that they have problems that they have
solved. solved.
e.g. fixing a broken toys, e.g. fixing a broken toys,
H. Making After listening to the story After listening to the story
generalizations and of Bella Umbrella, what of Bella Umbrella, what
abstractions about the have you learned about have you learned about
lesson
helping people? helping people?
Will you do the same if Will you do the same if

you were Bella Umbrella? you were Bella Umbrella?
Why? Why not? Why? Why not?
I. Evaluating Learning Select the appropriate Select the appropriate
solution to the problems. solution to the problems.
1. Liza is ready for school 1. Liza is ready for
but it rains. school but it rains.
a. Liza will get her a. Liza will get her
umbrella. umbrella.
b. Liza will not go to b. Liza will not go to
school. school.
c. Liza will walk in the c. Liza will walk in
rain. the rain.
201
2. You have spilled water 2. You have spilled
on your assignment. water on your
a. I will not submit my assignment.
assignment. a. I will not submit
b. I will cry. my assignment.
c. I will rewrite my b. I will cry.
assignment. c. I will rewrite my
3. You see that your pet assignment.
dog is thirsty. 3. You see that your pet
a. I will give it a drink. dog is thirsty.
b. I will ignore it. a. I will give it a
c. I will wait for drink.
mother to give it a b. I will ignore it.
drink. c. I will wait for
4. Your seatmate Lloyd mother to give it a
lost his pencil. You drink.
have an extra pencil. 4. Your seatmate Lloyd
a. I will lend him my lost his pencil. You
extra pencil. have an extra pencil.
b. I will ignore him. a. I will lend him my
c. I will tease him for extra pencil.
being careless. b. I will ignore him.
5. You scored low in your c. I will tease him for
exam. being careless.
a. I will study more 5. You scored low in
often. your exam.
b. I will not care about a. I will study more
it. often.
c. I will not study any b. I will not care
more. about it.
c. I will not study any
more.
J. Additional Activities Recall the story of Bella Recall the story of Bella
for application or Umbrella and write down Umbrella and write down
remediation the important details of the the important details of
story. the story.
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
202
did these work?
teachers?
assessment
203
Day 5
I. OBJECTIVES
expression
Competencies Talk about stories heard, when, and where they took
place, the characters, and some important details of
the story
II. CONTENT
Talking about elements of stories and important details of stories heard
A. References
pages 185-186
3. Textbook Pages
pages 17– 19
Boat”, “Jack and Jill”, and
the story “Up, Up, Bella
Umbrella!”
IV. PROCEDURE
lesson or presenting the the song, “Sit Down, the song, “Sit Down,
new lesson You’re Rocking the Boat”, You’re Rocking the Boat”,
and “Jack and Jill”. The and “Jack and Jill”. The
lyrics of the song are lyrics of the song are
written on a manila paper. written on a manila paper.


boat boat
204
boat boat

the hill the hill
tumbling after.
(Repeat song twice)
(Repeat song twice)
purpose for the lesson bring out their notebook to bring out their
and have them share their notebook and have them
assignment with their share their assignment
group mates. with their group mates.
C. Presenting examples / Say: Today, we will learn Say: Today, we will learn
instances of the new about the elements of the about the elements of the
lesson story. Story elements are story. Story elements are
the important part of a the important part of a
story. story.
D. Discussing new Every story has 5 Every story has 5
concepts and practicing important elements. important elements.
new skill # 1 a. Characters 1. Characters
b. Setting 2. Setting
c. Problem 3. Problem
d. Solution 4. Solution
e. Moral lesson 5. Moral lesson
E. Discussing new The teacher explains the 5 The teacher explains the
concepts and practicing elements to the pupils. 5 elements to the pupils.
new skills # 2
(leads to formative Write on the table the Recall the story “Up, Up,
assessment 3) problem and the solution Bella Umbrella. Identify
in the story “Up, Up, Bella the characters, and the
Umbrella!” setting of the story. Write
it on the table.
Problem Solution
Characters Setting
205
G. Finding practical Ask: What is the moral
applications of concepts lesson of the story?
H. Making Say: Can you give me the
generalizations and moral of the story?
lesson
I. Evaluating Learning Identify the following
elements of the story.
Choose your answer from
the box.
characters setting
problem
solution moral lesson
1. Helping someone is
rewarding.
2. far away land
3. Bella stretched herself
to cover the girls
barbecue party
4. Bella Umbrella
5. A boy scout cannot go
down the coconut tree
J. Additional Activities Study all the lessons for
for application or this quarter. Be prepared
remediation for the quarterly test.
V. REMARKS
VI. REFLECTION
assessment
remediation.
remediation.
did these work?
teachers?
assessment
206
207

Detailed Lesson Plan in English 1: (Third Quarter)

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Detailed Lesson Plan in English 1: (Third Quarter)

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City: MASBATE Division EPS: JEANETTE M. ROMBLON

Role in the DLP

Week 9 Day 1 ---------------------------

Week 10 Day 1 ---------------------------

In the class In the class

“Hello, How Do You Do?” “Hello, How Do You Do?”

Hello, hello, hello Hello, hello, hello

Hello, How Do You Do?” Hello, How Do You Do?”

Hello, hello, hello Hello, hello, hello

D. Discussing new Teacher shows pictures of Teacher shows pictures

Picture of Picture of Picture of Picture of

Pupils read the words. Pupils read the words.

G. Finding practical Teacher asks pupils to Teacher asks pupils to

Match the pictures that

Picture Picture Picture Picture

Picture Picture Picture Picture

Picture of Picture Picture of Picture of

Picture Picture Picture Picture

Picture of Picture Picture of Picture

father mother brother father mother brother

Picture of Picture of Picture of Picture of

sister baby sister baby

What do your Mother and What do your Mother and

Pupils answer: Pupils answer:

Mother Brother Mother Brother

Father Sister Father Sister

Hello/Hi Good Hello/Hi Good

The teacher posts the

Good morning. Good morning.

3. Before I sleep, I say

I. Evaluating Learning Teacher shows strips of Teacher shows strips of

Read the polite expression Read the polite

Good Morning Good Morning

Good Night Good Night

Good Afternoon Good Afternoon

See you Later See you Later

J. Additional activities for

Elsa goes Notebook Elsa goes Notebook

sentence non-sentence sentence non-sentence

Which do you think is a Which do you think is a

D. Discussing new Teacher posts a table on Teacher posts a table on

E. Discussing new Identify sentence or non- Identify sentence or non-

The mouse eats.

G. Finding practical Teacher gives a strip to Teacher gives a strip to

Sit Down Sit Down

A non-sentence is a group A phrase is a group of

I. Evaluating Learning Write S for sentence or P Write S for sentence or P

The family is The family is

The Family is In the church

___ Around ___ Sit down.

___ Going ___ Your hands

___ Touch with your toes ___ With your toes

What do you see in the picture? What do you see in the

Picture of Cora Returning Picture of Cora Returning

Picture of Cora greeting Picture of Cora greeting

D. Discussing Pupils listen to the story Pupils listen to the story

E. Discussing After the Listening Activity After the Listening

TEN LITTLE FINGERS TEN LITTLE

B. Establishing a Pre-Reading Activities: Pre-Reading Activities:

Let pupils recall Let pupils recall

Motive questions: Motive questions:

Showing each page with Showing each page with

_ Around _ Sit down.

_ Going _ Your hands

_ Touch with your toes _ With your toes

E. Discussing new Ask questions to arouse Ask questions to arouse

Hi! I’m . Hi! I’m .

I like____ because_. I like__ because_.