Division Lanao del Norte

School Maigo Central Elementary School Grade Level Grade I

Teacher MERCY SOL S. ALBERTO Learning Area Reading
Time & Date August 15, 2023 EOSY Reading
Quarter
9:30-11:00 Camp

I. OBJECTIVES
The learner demonstrates understanding of the grade level
and informational text.
Demonstrates positive attitudes towards language, literacy
A. Content Standards and literature.
Demonstrates developing knowledge and use of
appropriate grade level vocabulary and concepts.

The learner…
Comprehends and appreciates grade level narrative and
informational texts values reading and writing as communicative
B. Performance Standards
activities.
Uses developing vocabulary in both oral and written form.

Give meaning of words through:

C. Learning Competencies/ a. Picture clues, b. context clues (MT1VCDIIIa-i2.1.1)
Objectives (Write the code for each b. Show interest in text by browsing/reading available print
LC) materials (MT1ATRIIIa-i-4.1)

D. Integration of
Content Within
and Across Mathematics, ESP
Curriculum
II. CONTENT
A. Subject Matter Reading
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s
Material Pages
3. Textbook Pages
4. Additional Materials from LR
Portal
Pictures, paper strips, multimedia

B. Other Learning Resources

Teacher’s Activity/ies
IV. PROCEDURES
A. Reviewing previous lesson or Prayer
presenting the new lesson
Checking of attendance
(TUESDAY)
Classroom Rules

(Review)
 Game: Can you identify the beginning sound of each word?
sat tap mat lap pat ant

The teacher shows pictures and read the words then present
the picture in flash cards/using television.

Reading of Words (Explicit Instruction for fluency).

- Rang bell bed red hen
- chicken pen seven eleven ten

Reading of Words in Phrases (Explicit Instruction for

fluency).

- Bell rang out of bed

- Red hen clean the chicken pen
- could get the egg found lots of egg
- seven egg ten egg
- eleven egg more egg
B. Establishing a purpose for the Game Time:
lesson The teacher will present first different pictures. Then, the
teacher will give paper strips to the learners. The learners will
form a word using the letters found in the paper strips.
(TUESDAY)
(Pictures)

Reading of Sentences:
- A bell rang.
- Ben got of the bed.
- Ben had red hen.
- Ben cleans the chicken pen.
- Then he could get the egg.
- Ben found lots of egg.

Unlocking of difficulty words using picture and context clues.

(Context clues, word web)

Chicken pen
“The hen lay their egg in the chicken pen.”

Found
“Ben found many eggs in the basket.”

Lot
“There are a lot of eggs in the egg tray.”

The teacher presents the motive question.

How many eggs Ben get?
 What are the short e words you can find in the story?

(WEDNESDAY TO BE REPEATED Activity 1: Fill in the missing part of the story, “Ben and the
ON THURSDAY) Eggs.” Paste the picture on the blank.
Ben and the Eggs
By Andrew Frinkle

A rang.

Ben got out of .

He had .
He had to clean the .

Then he could get the .

Ben found lots of .

Ben found .

Ben found more .

Ben found more .

The teacher presents the story “Ben and the Eggs.”

Ben and the Eggs
By Andrew Frinkle

A bell rang.
Ben got out of bed.
He had red hens.
He had to clean the chicken pen.
Then he could get the eggs.

Ben found lots of eggs.

Ben found seven eggs.
Ben found ten more eggs.
Ben found eleven more eggs.
Comprehension Check-up:
1. Who are the characters in the story?
2. Where does the story happen?
C. Comprehension Check-up 3. What does Ben do in the chicken pen?
4. How many eggs Ben get?
(THURSDAY) (MATHEMATICS INTEGRATION- M1NS-IIe29.1)
5. If you are Ben, are you going to clean the chicken pen?
Why?
(VALUES INTEGRATION - EsP1PPPIIIf-h – 4)
6. What are the short e words you can find in the story?
 Activity 2: Word Pyramid
Directions: Make a word pyramid using the word on the base.
The word is shorter than the base.
CLEAN
A
D. Presenting examples/ instances of A N
the new lesson N
C A N

L E A N

Group Activity:
(Differentiated Activities)

House Rules: The learners already know the house rules.

Group 1: Pair Me

Directions: Pair the picture to its naming word.

Egg bed net ten

Group 2: WHAT’S NEXT?

Directions: Sequence the events happened in the story “Ben
and the Eggs”.

Group 3: WHAT AM I?
Directions: Identify the word using context clues. Write the letter
of your answer.
E. Developing mastery 1. It is the home of the chicken.
a. Chicken pen
b. House
c. Den
2. I am oblong, I am white and sometimes light brown.
You can cook me; boiled, sunny side up, scrambled
or omelet.
a. Hen
b. Egg
c. Ben
d. Net
3. I am the number next to ten.
a. nine
b. ten
c. eleven
d. twelve
Group 4: Build Me
Directions: Make a word pyramid using the word on the base.
 REMEMBER:

G. Making generalization and
abstractions about the lesson
F. Finding practical applications of
concepts and skills in daily living
There are many short e words like; egg, Ben, chicken, hen, net,
ten, eleven, seven, chicken pen and many other.
Directions: Clap your hands if the word given has short e sound,
stomp your feet if it is not.
1. Mat 3. Bit 5. best
2. Set 4. net
Directions: Using picture clues, identify the word. Write the letter
of your answer in the line before the number.

___1. + =
a. Chicken pen
b. Chicken pencil
c. Chicken hen

___2. + =
a. orange hen
b. hen red
c. red hen
G. Evaluating learning
___3. 7 + 10 =
a. Seven
b. Seventeem
c. Seventeen

___4. + =
a. Butterfly
b. Butter
c. Fly
___5. + =
a. armchair
b. leg chair
c. chair arm
Assignment: Practice reading the following words. Ask
assistance from your parent or other older people in your home.
H. Additional activities for
application or remediation
Sit bid lid
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative
B. No. of learners who requires
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
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

MERCY SOL S. ALBERTO

Teacher 1, Maigo District Reviewed by:

ELVIR S. GONESTO
School Principal I

Noted by:

AMELITA S. BAGOL, Ed.D. ANGELITO D. BARAZONA, Ed.D.

Public School District Supervisor Education Program Supervisor
 3-DAY TRAINING-WORKSHOP FOR KEY STAGE 1 TEACHERSON STRATEGIES ON
VOCABULARY DEVELOPMENT

Demonstration-Teaching
Attendance Sheet
August 15, 2023

Name Designation Signature

1. James Louie D. Abergas Student
2. Renjey S. Bongawan Student
3. Kyran E. Dy Student
4. Matt Jacob T. Josol Student
5. Jophil O Laput Student
6. Dwayne David S. Magallanes Student
7. Christer Lie B. Vasquez Student
8. Weneflor D. Actub Student
9. Fiona S. Chiu Student
10. Franz Valerie B. Decoy Student
11. Samantha Blaire V. Edem Student
12. Jasmin C. Marcel Student
13. Ma. Francine M. Paguntalan Student
14. Ashcky B. Rodriguez Student
15. Airah Lyn C. Sacnanas Student
16. Miejinn Rose A. Tejano Student
17. Princess Aciah T. Villamor Student
18. Alexha Joy A. Zosobrado Student
19. Daisy M. Zosobrado Student
20. Angel Mae Palo-palo Student

Prepared by:

MERCY SOL S. ALBERTO, MaEd

Teacher-Demonstrator

Attested by:

___________________ _____________________ ___________________

School Principal School Principal School Principal

Certified true and correct:

_____________________________

Public Schools District Supervisor