Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others

Transcription

1 QUARTER 4 - WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others Instructional Objectives: Oral language: Recognize polite expressions Phonological Awareness: Recognize, distinguish, and supply words that begin with the same sound Listening Comprehension: Listen and share about him/herself; Follow directions Vocabulary and Grammar: Recognize that the pronoun I is used to refer to one's self Suggested WEEK 1 DAY 1 LESSON PLAN 10 min. I. Pre-Assessment: Have students answer the question, Who wants to go to the bathroom? What will you say if you want to go to bathroom? Answer: May I go to the bathroom? II. Objectives: Recognize polite expressions Respond to the teacher using polite expressions Recognize, distinguish, and supply words that begin with the same sound III. Subject Matter and Materials Subject Matter: Polite Expressions Materials: Pictures (with speech balloons or thought bubbles) of situations where good manners are shown. A copy of the poem Manners to be posted on the board or on a wall inside the classroom. a big visible card with the word Manners on it List of polite expressions to be posted Thank you Welcome Sorry Please May I A poster with these sentences S: May I go out? T. Yes, you may.

2 10 min IV. Procedure A. Activating Prior Knowledge: Unlock the meaning of difficult word: sneeze * sneeze I sneeze when I smell flowers. This is how I sneeze (demo). Can you try to sneeze? When do you usually sneeze? Good Manners Activity a. Show different kinds of pictures (good & bad manners) b. Ask the children whether the picture shows good or bad manners (thumbs up if it shows good manners, thumbs down if not) Examples: Picture 1: A child saying excuse me as he tries to get the attention of the teacher who is busy with something Picture 2: A child saying thank you after receiving a gift or present Picture 3: An adult saying sorry after accidentally stepping on a child s toy Picture 4: A child saying please as he asks the teacher to open a bag of cookies Picture 5: An adult asking permission from the child if he can look at his artworks (i.e. May I look at your drawing?) What do you say when someone gives you a gift? We can say thank you. In our poem today, let s find out what we can say to others. B. Presentation: 10 min. Ask students to listen to a poem about polite expressions. Ask them to recite each line after the teacher. Manners (by: Helen H. Moore) We say Thank you. We say Please, And Excuse me When we sneeze. That s the way We do what s right. We have manners. We re polite. 10 min. C. Modeling Have the children watch a demonstration on how polite expressions are used (eg. Please, Excuse me, Thank you, May I?) We can say, Thank you, Maan. The name Maan has the beginning sound /m/. (Ask the students to repeat the sound). Now I will call another student that has the same beginning sound as the name of Maan. Thank you, Mina. The name

3 Mina also has the beginning sound /m/. Can you give another name that has the beginning sound /m/? What if we change the beginning sound to /s/? We can say, Thank you, Sonny. * Teacher may vary this activity by using the following polite expressions: Excuse me, name of classmate. May I borrow, name of classmate? Please pass me the pen, name of classmate. D. Modeling (Grammar) Have the children listen to a dialogue between teacher and student that uses polite expressions eg. S: May I go out? T. Yes, you may.

4 Suggested WEEK 1 DAY 2 LESSON PLAN I. Objectives: Say the appropriate polite expressions in different situations Use the pronoun I in polite expressions II. Subject Matter and Materials Subject Matter: Polite expressions; pronoun I Materials: written polite expressions to be posted on the board as visual cues cards for draw lots containing different (or two of each) polite expressions that use the pronoun I 10 min. III. Procedure A. Presentation The teacher will introduce other polite expressions that use the pronoun I (e.g. May I go out? May I pass? May I borrow) A: Yes, you may. 15 min. B. Modeling Demonstrate how to use the proper polite expressions in specific situations. The teacher may choose volunteers to demonstrate. Examples: When you want to drink water, Teacher, may I drink? Yes, you may. When you want to go to the clinic, Teacher, may I go to the clinic? Yes, you may. When you accidentally hurt your classmate you must say, I am sorry. 15 min. C. Guided Practice Group the students. Assign or have each group draw a strip of paper with polite expression from a box that they all must use in the short role play. Example: Groups 1 & 2 : I am sorry Groups 3 & 4 : May I go out Groups 5 & 6 : May I pass

5 Suggested WEEK 1 DAY 3 LESSON PLAN I. Objectives: Answer questions about the story using a sentence that includes the word because Use the pronoun I in polite expressions II. Subject Matter and Materials Subject Matter: Using because in sentences and the pronoun I in polite expressions Materials: written words to be unlocked written copy of Mother May I? that can be posted on the board for everyone to see. 20 min. III. Presentation A. Activating Prior Knowledge Find the meaning of the words, ears of corn, field, cabbages, cross. (picture 1: ears of corn) Show the children a picture of ears of corn. While pointing at it say, These are ears of corn. (picture 2: cabbages) Show the children real cabbages.while pointing at it say, These are cabbages. Ask them what do we cook with them? Possible answers: Nilaga, pansit (demonstration: cross). Cross from one side of the classroom to the other while saying, The teacher is crossing the classroom to get to the other side. B. Presentation Ask these questions. Who among you loves playing outside the house or in the playground? What do you say to your parents or guardians before going out? Let s find out what the characters tell their mom before doing something. Have the students listen to the story which uses the phrase May I min Mother May I? One brown monkey woke up early. He saw yellow bananas at the top of the banana plant. He asked his mother, Mother, may I cross the river? Yes, you may., mother said. So, the monkey crossed the river and ate bananas from the banana plant.

6 C. Modeling One black chicken woke up next. She saw golden ears of corn in the field. She asked her mother, Mother, may I cross the river? Yes, you may., mother said. So, the chicken crossed the river and ate ears of corn in the field. One white rabbit woke up last. She saw green cabbages in the garden. She asked his mother, Mother, may I cross the river? Yes, you may., mother said. So, the rabbit crossed the river and ate cabbages in the garden. Have students listen as the teacher asks and answers why questions Examples: Why did the monkey cross the river? The monkey crossed the river because. D. Guided Practice Ask the students why questions. Why did the chicken cross the river? The chicken crossed the river because. Why did the rabbit cross the river? The rabbit crossed the river because?. E. Independent Practice Ask who, what, where questions and allow the children to answer. Who woke up early? (Brown monkey) What did he see? Where did he go? Who woke up next? (Black Chicken) What did he see? Where did he go? Who woke up last? (White rabbit) What did he see Where did he go?

7 Suggested WEEK 1 DAY 4 LESSON PLAN I. Objectives: Use the polite expression May I... Use the pronoun I in polite expressions II. Subject Matter and Materials Subject Matter: Using May I and the pronoun I in polite expressions Materials: written descriptions and objects for the game Mother, May I Cross the River? picture clues for independent practice. 5 min. IV. Procedure A. Modeling Teacher will demonstrate the game, which used the the phrase May I min. B. Guided Practice The teacher will ask the students to use the polite expression May I... through the game Mother, May I Cross the River? 1. Have the students stand side by side ( Teacher can bring the class outside for more space. 2. At the count of three, make them ask Mother may I cross the river? 3. Answer by saying, Yes, you may, only if you have. Fill in the blank with any characteristic or object the students are wearing. Example: Yes, you may, only if you have a school ID. Yes, you may, only if you have short hair. Yes, you may, only if you have eye glasses. (You may write these descriptions and objects on pieces of paper that you can then turn into a lottery. Pick one every round.) 4. Have those students who fit the description or have the given object move one step forward. 5. Repeat asking and answering until someone gets to the finish line or has moved a specific number of steps. 15 min. C. Independent Practice Have the children use the polite expression May I in specific situations. Give the class situations and ask them what they have to say. You may use picture clues to help them. You want to drink water. May I drink water. You have to go to the bathroom. May I go to the bathroom. You want to go to the clinic. May I go to the clinic. You want to ask for a paper. May I have a paper. You want to draw (in your notebook). May I draw (in my notebook).

8 Suggested WEEK 1 DAY 5 LESSON PLAN I. Objectives: Use the phrase May I to ask permission Use the pronoun I in sentences II. Subject Matter and Materials Subject Matter: Polite expressions; pronoun I Materials for class art activity Written sentence stem to be posted on the board May I have a/some. 35 min. III. Procedure Post Assessment As an assignment, ask the children to make a Home Collage about their school and friends. Prepare the materials (ex. glue, paper, crayons, etc) Let the students ask permission to get the materials they need for the art activity by using this sentence. May I have a/some. Example: May I have some crayons. May I have a paper.