QUARTER 1

QUARTER 1

WEEK 5

Theme: Food I eat and Nutrition

I. Objectives

A. Expressive Objective

1. Appreciate the importance of eating the right kind of foods

2. Demonstrate the importance of being thrifty

B. Instructional Objectives

Oral Language
Use appropriate expressions and talk about oneself and one’s personal experiences
MT10L-II-i-1.3
Orally communicate basic needs MT10L-Id-e-2.1
Recite and sign in groups familiar rhymes and songs MT10-lb-i-4.1
Talk about pictures presented using appropriate local terminologies with ease and
confidence. Animals, common objects, Musical Instruments, Family/People
MT10L-Ic-i-1.2
Listen and respond to others in oral conversation MT10L-Ie-i-5.1
Participate actively during story reading by making comments and asking question
MT10L-Ie-i-5.1

Phonological awareness
Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants
MT10L-Ib-i-1.1
Tell whether a given pair of word rhyme MT10L-Ib-i-2.1
Orally segment a two -three syllable word into its syllabic parts MT10-Id-i-3.1
Say the new spoken word when two or more sounds are put together MT10L-Ic-i-4.2
Say the new spoken word when two or more syllables are put together MT10L-Id-i-4.2
Isolate and pronounce the beginning and ending sound of given words MT1PA-Ie-i-5.1

Book and Print Knowledge

Follow words from left to right, top to bottom and page by page MT1BPK-Id-f-2.1

Phonics and Word Recognition

Give the name and sound of each letter MT1PWR-Ib-i-1.1
Identify the upper and lower case letters MT1PWR-Ib-i-2.1
Give the beginning letter/sounds of each of the picture MT1PWR-Ib-i-1.2
Match words with pictures and objects MT1PWR-Ib-i-4.1
Blend specific letters to form syllables and words MT1PWR-Ic-i-5.1
Spell and write correctly grade one level words consisting of letters already learned
MT1PWR-Ie-i-6.1

Writing
 Write the upper and lower case letters legibly, observing proper sequence of strokes
MT1PWR-Ib-i-3.1
Write correctly grade one level words consisting of letters

Spelling
Spell correctly grade one level words consisting of letters already learned. MT1PWR-Ie-i-6.1
Composing
Express ideas through a variety of symbols :e.g. drawings and invented spelling
MT1C-IIa-i-1.2

Grammar Awareness
Identify naming words (person, places, things, animals)a. common and proper b. noun
markers MT1GA-Ie-f-2.1

Vocabulary and Concept Development

Use vocabulary referring to : People(self, family, friends), Animals, Objects, Musical
Instruments, Environment MT1VC-Ia-i-1.2
Give meanings of word through: a. realia b. picture c. action or gesture MT1VCD-Ib-i-2.1

Listening Comprehension
Infer the character feelings and traits in story listened to MT1LC-Ie-f-3.1

Attitude Towards Reading

Listen attentively and react positively during story reading MT1ATR-IIa-i-1.1

Study Skills
Follow simple one to three step oral directions MT1SS-Ic-f-1.1

I. Subject Matter

A. Topics
Story: “Saya”
Letter name and sound of Ss

B. Materials and References

Teacher made Listening Story, Primer lesson plan for the specific language, key picture
written on a cardboard, key symbol written on a letter card, prepared big box with symbol on
it, Big books, (the stories should be related to the key words that are being learned or in line
with the weekly theme), pad paper (with red and blue lines, spelling notebook) poster story

K to 12 Curriculum
Value: Respect, cleanliness

III. Procedure

DAY 1

I. Objectives

1. Recite and sign in groups familiar rhymes and songs MT10-lb-i-4.1

2. Talk about pictures presented using appropriate local terminologies with ease and
confidence. (Animals, common objects, Musical Instruments, Family/People)
MT10L-Ic-i-1.2
3. Listen and respond to others in oral conversation MT10L-Ie-i-5.1
4. Participate actively during story reading by making comments and asking question
MT10L-Ie-i-5.1
5. Follow words from left to right, top to bottom and page by page MT1BPK-Id-f-2.1
6. Express ideas through a variety of symbols:e.g. drawings and invented spelling
MT1C-Ib-f-1.1
7. Use vocabulary referring to: People (self, family, friends), Animals, Objects, Musical
Instruments, Environment MT1VCD-Ia-i-1.1
8. Give meanings of word through: a. realia b. picture c. action or gesture
MT1VCD-Ib-i-2.1
9. Infer the character feelings and traits in story listened to MT1LC-Ie-f-3.1
10. Listen attentively and react positively during story reading MT10L-Ie-i-5.1
II. Developmental Activity

A. Preliminary Activity/Oral Language Activity

 Action Song - Introduce the song:

“Duha Akong Kamot”

( Tune I Have Two Hands)

Duha akong kamot,

Wala ug tuo.
Ipataas limpiyo kaayo.
Pakpakon ta usa, duha, tulo,
Limpiyong kamot, nindot kaayo.

 Unsay inyong gibati nga nakita ninyo nga limpyo ang inyong
kamot?
 Review of the letters learned in the previous days.

B. Pre-Listening
1. Unlocking of Difficulties Through Context Clues
 gihigugma
 pagkasulondon
 pagdaginot
 masustansiya

2. Motivation
Mahigugmaon ba ang imong Nanay? Kinsa ang mag-andam nimo og
pamahaw?

3. Motive Question

Aduna ba kamoy saya? Unsa ang kolor niini?

Teacher shows a picture of Nanay wearing saya (skirt) Asks: Who is in the picture?
Listen attentively, as I read to you a poem.

C. During Listening

Read the title of the story. Introduce the author and the illustrator.
 Say: Look at the cover. Unsa ang imong nakita? Unsay gusto nimong ipangutana
kabahin sa estorya?

Open the book showing the first picture

Ask: Unsa ang imong nakita?

Say: Let’s read this page.(Teacher reads the text for that page, using the pointer
smoothly under the text as she reads.)
Do the same for each page, asking the pupils what they think will happen next.

Saya

ni: Nena V. Miñoza

Si Sana adunay pula nga saya nga tinahi sa iyang mama Sita. Naibog ang iyang
amiga nga si Sisa sa saya. Ihatag unta kini ni Sana kang Sisa apan, dili kini kaigo kay dako
man si Sisa. Gusto unta ni Sisa nga magpatahi og ingon ato nga saya apan kulang ang
iyang kwarta. Busa naghimo siya og alkansiya nga lata. Iya kining gihulogan adlaw-adlaw
gikan sa iyang balon nga kwarta. Nagbalon nalang siya sa luto sa iyang mama alang sa
iyang snack. Lamian pa kini ug masustansiya pa. Nagpasalamat ang iyang mama kay si
Sisa nakahibalo na magdaginot ug mopili sa masustansiyang pagkaon.

Comprehension Check: Teacher asks questions to ensure that the pupils

understand the poem.
 Kinsa ang gihisgotan sa estorya?
 Kinsay adunay pula nga saya?
 Nganong magpatahi usab si Sisa?
 Unsa ang gihimo ni Sisa aron makapatahi siya og saya?
 Kon ikaw si Sisa, unsa usab ang imong buhaton? Ngano man?

Valuing: Nganong maayo nga mokaon og masustansiyang pagkaon? Unsay

mahitabo sa bata nga dili mokaon og masustansiyang pagkaon?
B. Post Listening

Engagement Activities

Group 1 – Ihulagway ang nindot nga saya ni Sana.

Group 2 – Magplano og unsay maayong kan-on alang sa snack. Idibuho kini.
Group 3 – Make a graphic organizer of the character list. Unsa nga klasi nga
bata si Sisa.
Group 4 – Ihulagway ang nawong sa mama ni Sisa nga nagpakita sa iyang
gibati?

PMC: ____________________

REFLECTION:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________

DAY 2

I. Objectives

1. Say the new spoken word when two or more sounds are put together. MT10L-Ic-i-4.1
2. Say the new spoken word when two or more syllables are put together
MT1PWR-Ic-i-5.1
3. Isolate and pronounce the beginning and ending sound of given words
MT1PWR-Ie-i-6.1
4. Follow words from left to right, top to bottom and page by page. MT1BPK-Id-f-2.1
5. Give the name and sound of each letter. MT1PWR-Ib-i-1.1
6. Give the beginning letter/sound of each of the picture MT1PWR-Ib-i-1.2
7. Match words with pictures and objects MT1PWR-Ib-i-4.1
8. Write correctly grade one level words consisting of letters MT1PWR-Ie-i-6.1
9. Spell correctly grade one level words consisting of letters already learned
MT1PWR-Ie-i-6.1
10. Express ideas through a variety of symbols: e.g. drawings and invented spelling
MT1C-Ib-f-1.1

II. Developmental Activities

A. Oral Language Activity

Drill: Contest
 Divide the class into 4 groups.
 Each group will fall in line.
 Teacher picks a card from the box and pupils on the first line
will read the word.
 The pupil who reads first will be given a point for the group. Do
this with succeeding pupils in the line until the last child in the line has taken
his/her turn.

Review of the previous lesson, the estorya about “Saya”

B. Skill Development
Introduce key picture using puzzle.
 Using the same groupings, each group will assemble the pieces of paper to find
out what object is in the puzzle.
 Give a yes clap to the group which is able to form the puzzle
correctly and who did it first.
 Ask: What object did you form?

Primer Track: Letter Ss

 the key picture.( picture of a saya) Let pupils identify the key picture
 Saya

Teacher reads the key word with the pupils 2-3 times

 Perform the steps in the syllable box. Read the syllable by pointing it distinctly.
Read the syllable again, clap once for each syllable. Do this again and have the
pupils clap with you.
 Perform the steps in the word breaking
 Write the key word on the left side under the syllable box.
 Teacher read the key word to the pupils and then with the pupils.
 Write the part of the key word directly under the new letter above. Read
the new letter to the pupils and then with the pupils.
 Write the new letter directly under the new letter above. Teacher reads
the new letter to the pupils, then with the pupils.
 Read the whole word -breaking column with the pupils.

 Perform the steps in the word making:

 Start with the new letter and make the word whole again.
 Write the new letter to the right of the word- breaking column and read
the new letter with the pupils.
 Write the part of the word under the new letter so the new letters are in
the straight column. Teacher, reads the part of the word with the pupils
 Write the entire word so the new letters are in the straight column and
read the word with the pupils.

saya s
sa sa
s saya

 Ask: What words in the poem that starts with letter Ss?
Expected answers: Saya, Sana
 What other words do you know that start with letter Ss?
 Teacher shows pictures of the following:
Sayaw

Sabon
Sabaw

C. Guided Practice

1. Write the new letter and the new word on the air, on the palm and on the back
 of their classmate.
2. Isulat ang nawalang silaba.

__patos __nina __lamin pi__ __ko

D. Assessment

Connect the syllables to form new words

1. sa ya = __________
2. sa yaw = __________
3. sa bon = __________
4. sa ko = __________
5. sa pa = __________

Assignment

Pupils write the upper and lower case letter Ss on the piece of paper.

PMC: ____________________

REFLECTION:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________
DAY 3

I. Objectives

1. Orally segment a two -three syllable word into its syllabic parts MT10-Id-i-3.1
2. Say the new spoken word when two or more sounds are put together MT10L-Ic-i-4.1
3. Isolate and pronounce the beginning and ending sound of given words
MT1PA-Ie-i-5.1
4. Follow words from left to right, top to bottom and page by page MT1BPK-Id-f-2.1
5. Give the name and sound of each letter MT1PWR-Ib-1.1
6. Identify the upper and lower case letters MT1PWR-Ib-i-2.1
7. Give the beginning letter/sounds of each of the picture MT1PWR-Ib-i-1.2
8. Match words with pictures and objects MT1PWR-Ib-i-4.1
9. Write correctly grade one level words consisting of letters MT1PWR-Ie-i-6.1
10. Spell correctly grade one level words consisting of letters already learned
MT1PWR-Ie-i-6.1
11. Express ideas through a variety of symbols:e.g. drawings and invented spelling
MT1C-Ib-f-1.
12. Use vocabulary referring to: People(self, family, friends), Animals, Objects, Musical
Instruments, Environment MT1VCD-Ia-i-1.1
13. Give meanings of word through: a. realia b. picture c. action or gesture
MT1VCD-Ib-i-2.1

II. Developmental Activities

B. Oral Language Activity

1. Drill on the words learned in the previous days.

2. Introduce key picture to the learners using puzzle.
 Using the same groupings, each group will assemble the pieces of paper to find out
what object is in the puzzle.
 Give a yes clap to the group which is able to form the puzzle correctly and who did it
first.
 Ask: What object did you form?

3. Primer Track: Letter Uu

 Show the key picture.( picture of a rainy day) Let pupils identify the key picture.
 Ask: Unsay panahon karon? Sa hulagway, unsa nga panahon ang gipakita? Unsay
tawag anang tubig nga gikan sa panganod?
 Teacher reads the key word with the pupils 2-3 times

B. Skill Development

Break the word and Make the Word

1. Perform the steps in the word breaking
 Write the key word on the left side under the syllable box.
  Teacher read the key word to the pupils and then with the pupils.
 Write the part of the key word directly under the new letter above. Read the
new letter to the pupils and then with the pupils.
 Write the new letter directly under the new letter above. Teacher reads the
new letter to the pupils, then with the pupils.
 Read the whole word -breaking column with the pupils.

2. Perform the steps in the word making:

 Start with the new letter and make the word whole again.
 Write the new letter to the right of the word- breaking column and read the
new letter with the pupils.
 Write the part of the word under the new letter so the new letters are in the
straight column. Teacher, reads the part of the word with the pupils
 Write the entire word so the new letters are in the straight column and read
the word with the pupils.

ulan

u lan

ulan u
u ulan

 Pupils read the Key Word, Syllable box, Break the word and make the word
together; volunteers; read alone.

ulan

 What other words do you know that start with letter S?

(sako,sapatos,salamin,sanina,sapa)

Teacher shows pictures of the following:

utan ulo unlan

3. Sight word

May yaya si Tata.

“May” is a sight word. It must be taught as whole word.

C. Primer Track with Big Box

1. Use the big box from the primer track on Yy.

sa yo Tay tu
yi yu Ta may
me ti Toy moy
 mu tim Mo yat

Pupils read letters / syllables as you point to them.

First move the pointer across each row of the Big Box as they read. 
Then move the pointer down each column as they read.
Then point to different letters or syllables randomly. 
Volunteers read each letter or syllable as you point to it.
Correct any mistakes. 
2. Sentence making and breaking word

May saya si Yaya. May

May saya May saya
May May saya si Yaya.

 Teacher dictates the sentence slowly and let the pupils write. She will supervise the
pupils closely while writing.

D. Guided Practice

1. Word Building
Group the pupils into five. Let them create a new word out of the letters/syllables
in the Big Box. (Nonsense word accepted)
Write the words in the manila paper and post it in one corner of the room

2. Group game

“The Boat Is Sinking”

 Group the pupils into 4.

 Give word cards to each group; let them arrange the words to form phrases using a
model.
Ex. si Sasa
+
si Sasa si Sasa
=

 Let them post the arranged phrases on the chalkboard.

 Teacher with the pupils will read the phrases.

3. Handwriting and Spelling

 Let the pupils get a piece of paper and guide them to number their paper from 1-6.
 Dictate 4 key words from the beginning to the last lesson slowly.
 Dictate 2 phrases using sight words slowly too.
 Pupils write each dictated key word and phrases.
 Teacher mills around the room to guide the pupils.
 Call volunteer pupils to write the words on the board. Pupils will check their
answers.
  Teacher will also inspect the answers of the pupils.

E. Assessment
A. Connect the word to its picture.
A B

1. a. ulan

2. Illus. Uling b. uling

3. c. upat

4. d. usa

B. Spelling
 Let the pupils get a piece of paper and guide them in numbering their paper from 1-
6.
 Dictate 4 key words from the beginning to the last lesson slowly.
 Dictate 2 sentences slowly too.
 Pupils write each dictated key word and sentences.
 Teacher mills around the room to guide the pupils.
 Call volunteer pupils to write the words on the board. Pupils will check their
answers.
 Teacher will also inspect the answers of the pupils.

F. Assignment

1. Isumpay ang mga silaba ug basaha ang napormang mga pulong.

u ban = __________
u pat = __________
u bud = __________
u sa = __________

2. Pupils write the upper and lower case of Ss on the paper with proper proportion.

PMC: ____________________

REFLECTION:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________

DAY 4

I. Objectives

1. Identify common and proper noun of person MT1GA-Ie-f-2

2. Spell correctly grade one level words consisting of letters already learned;
MT1PWR-Ie-i-6.1
3. Read Grade I level words, phrases and sentences with appropriate speed and
accuracy; MT1F-Ic-Iva-i-1.1
4. Express ideas through a variety of symbols (e.g. drawings and invented spelling);
MT1C-Ib-f-1.1
5. Write correctly grade one level words consisting of letters already learned
MT1PWR-Ie-i-6.1

II. Developmental Activities

A. Oral Language Activity

1. Review on the letter name and sound of /s/ and /u/.

2. Show different pictures that begin with letter /s/ and /u/. Pupils will identify the
pictures if it begins with letter /s/ or /u/.
3. Spelling drill on words previously learned.

saya muta kuya masa mais atis utan

B. Skill Development

1. Introduction
Show pictures of churches, schools, mall and nice views of known cities (local).
Let them identify the name of the place.

Ask: Unsay inyong nakita?

Unsa man kining lugara?
Makasulti ba kamo og lain pang lugar?

Write pupils’ responses on the board. Discuss pupils’ responses.

2. Teaching/Modeling
Present the chart. Let the pupils observe.

Simbahan St. Anthony de Padua

 Sibulan Central
Eskuylahan
Elementary School

siyudad Cebu

Ask:
Unsa man ang mga pulong nga anaa sa unang kolum? Sa ikaduhang
kolum? Unsa man ang inyong nabantayan niini nga mga pulong?
Giunsa man pagsulat ang mga pulong sa unang kolum? Sa ikaduhang
kolum?
Unsa man ang tawag nato nini nga mga pulong?
Ang mga pulong sa unang kolum gitawag og Common Noun.
Ang mga pulong sa ikaduhang kolum gitawag og Proper Noun.

Teaching chart

Hinumdomi

Common Noun ang tawag kon kini mga kasarangaran nga ngalan sa
tawo, butang, hayop, lugar o panghitabo. Nagsugod kini
sa gamay nga letra.

Proper Noun ang tawag kon kini naghatag sa klaro nga ngalan sa tawo,
butang, hayop, lugar o panghitabo.

Pananglitan:

Common Noun Proper Noun

Bata Anton

Lungsod Poblacion

Lapis Mongol

Iro Browny

Panghitabo Christmas Party

C. Guided Practice

Prepare five baskets and fruit shape cut outs. Write common nouns and proper nouns on
strips. Place it in the pocket chart. Read the words and let the pupils identify if it is common
or proper noun. If it is proper noun, call a pupil volunteer to paste the word on the fruit, if
common noun, paste it outside the basket.
 Dumaguete City Sibulan siyudad lungsod

eskuylahan Maslog Elem. Sch. plasa Manila

St. Paul University Rizal Park Silliman Freedom Park

Lee Plaza tigulang Mall Robinson’s

SM Manny mayor NORSU

C. Application

Isulat ang Proper Noun sa mosunod nga Common Noun.

1. sapatos _______________
2. bag _______________
3. magtutudlo _______________
4. eskuylahan _______________

F. Assessment

Ilha ang mosunod nga pungan. Isulat kini sa hustong han-ay (Common Noun o Proper
Noun).

Poblacion Juan Nike siyudad

eskuylahan Leyte baryo langgam

sapatos Mrs. Garcia bata

Common Noun Proper Noun

1. 1.
2. 2.
3. 3.
4. 4.
5 5.

G. Assignment
Paggunting og 3 ka hulagway sa mga lugar. Isulat ang Proper Noun niini.

PMC: ____________________

REFLECTION:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 _________________________________________________________________________
_________________________________________________________________________
___________________________________________

DAY 5

I. Objectives

1. Write correctly grade one level words consisting of letters MT1PWR-Ie-i-6.1

2. Spell correctly grade one level words consisting of letters already learned
MT1PWR-Ie-i-6.1
3. Express ideas through a variety of symbols :e.g. drawings and invented spelling
MT1C-Ib-f-1.1
4. Follow simple one to three step oral directions MT1SS-Ic-f-1.1

II. Developmental Activities

A. Oral Language Activity

Ask for volunteers to share their assignment. Let them name the common noun and
proper noun.

B. Skill Development

Reading a poem.

Masustansiyang Pagkaon

Gea C. Alonso

Ang mga prutas og utanon

Masustansiyang pagkaon
Makapahimsog sa kalawasan
Mga sakit malikayan

Masustansiyang pagakaon
Laming kan-on
Sama sa luto sa akong mama
Nga walay sama.

Ask: Unsay gihisgutan sa balak?

Unsay malikayan kon mokaon og masustansiyang pagkaon?
Masustansiya ba ang luto sa inyong mama?
Aduna bay mga pulong nga naggaray sa balak?
Unsa man kini?

 Write the words that rhyme in the poem. Let them read it.
utanon - pagkaon
pagkaon - kan-on
 mama - sama

Ask: Kinsay makahatag og uban pang mga pulong nga naggaray?

C. Guided Practice

Following one to three step direction.

Kon ang madunggan ninyo nga mga pulong naggaray, motindog ug moingon ahu!ahu!
dunganan sa pag-isa kaduha sa kamot nga gakomkom. Kon wala maggaray molingkod o
magpabilin nga maglingkod ug maghilom.

D. Assessment

Ilha ang pares sa pulong og butangi og () kon kini naggaray ug ekis (x) kon wala.
Kopyaha kini sa imong papel.

1. lata – bata _____________

2. saging – baging _____________
3. maso-laso _____________
4. papa-tatay _____________

E. Assignment:
Practice writing the letters you learned in your notebook.

PMC: ____________________

REFLECTION:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________