QUARTER 4 - WEEK 4 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: Appreciate what one does with friends Appreciate what one can do in the community/barangay Instructional Objectives: Oral language: Listen and respond to the stories of others Phonological Awareness: Recognize, distinguish, and supply words that end with the same sound Listening Comprehension: Sequence events in the text listened to (beginning, middle, end); Make inferences Vocabulary and Grammar: Discriminate and use pronouns he and she in sentences Suggested WEEK 4 DAY 1 LESSON PLAN 5 mins I. Pre-Assessment The teacher will ask the children to arrange a 3-picture sequence 1. spilled glass of water, boy getting a rag, boy wiping the table 2. child with a long hair, barber cutting a child s hair, a child with short hair 3. child eating banana, child throwing banana peel, another child slipping on the banana peel II. Objectives Answer who, what, when, where, why questions Recognize the use of he and she in sentences Appreciate what one can do in a community/barangay Recognize, distinguish, and supply words that end with the same sound III. Subject Matter and Materials Subject Matter: 1. Listening comprehension 2. pronouns he and she 1. pictures for sequencing 2. word cards for unlocking 5 mins IV. Procedure The teacher will help the students unlock the word fiesta. Teacher will show a picture of a fiesta being celebrated in a barangay Can you tell me about this picture? What is happening in the picture?
What do you usually eat in Fiestas? Let us find out in the story: What will Paco and Lisa eat at the fiesta? The teacher will ask the students to listen to the story about going to the fiesta Today, we are going to read a story entitled Paco and Lisa at the Fiesta. Paco and Lisa at the Fiesta Last Sunday, Paco and Lisa went to the town fiesta. There was a lot of food. Paco ate pansit. He drank sago and gulaman. He had ube ice cream for dessert. Lisa ate spaghetti. She drank orange juice. She had mango ice cream for dessert. They were so full! They went home with big smiles. 15 mins V. Guided Practice 1. The teacher will ask the students to sort the pictures to show what the characters in the story ate. 2. The teacher will ask the students to tell about what the characters in the story ate using the pronouns he and she He ate. She ate. Whole Class Activity: Teacher will ask what was being celebrated in the story. (fiesta) Under the word fiesta, teacher will write or post names of food that has the same end sound as fiesta. Let us say the word fiesta. Again, everybody, let us say fiesta. Now listen to some names of food that we can eat at fiestas - banana, papaya and bibingka. Can we all say them again... fiesta, banana, papaya, bibingka... What do you notice about these words? What sound do they all end with? Yes, they all end with the sound /a/. Can you give me other names of food that end with the sound /a/? Other examples: maja blanca, crispy pata, longganisa, caldereta, etc
Suggested WEEK 4 DAY 2 LESSON PLAN I. Objectives Share about others experiences Use pronouns he or she in sentences Appreciate what one can do in the community/barangay II. Subject Matter and Materials Subject Matter: Pronouns he and she teacher s drawing of what she eats at a fiesta paper and coloring materials 10 mins III. Procedure The teacher will ask the students to answer the questions Have you been to a fiesta? What did you eat there? through a drawing. Each child will be given materials which they can use to draw what they ate at a fiesta before. 1. The teacher will ask the children to look at the teacher s drawing of what she ate at a fiesta 2. The teacher will ask the children to listen to a classmate telling about what the teacher ate at the fiesta. The teacher ate at the fiesta. 15 mins V. Guided Practice 1. The teacher will ask the students to have a pair-share They will answer the questions What did your classmate eat at the fiesta? He/She ate at the fiesta
Suggested WEEK 4 DAY 3 LESSON PLAN I. Objectives Answer who, what, when, where, why questions Recognize the use of he and she in sentences Appreciate what one can do in the community/barangay II. Subject Matter and Materials Subject Matter: Pronouns he and she 1. strips of words: kite, ladder, and heard 2. pictures of what the character did in the story of Paco and Lisa at the Playground 10 mins III. Procedure The teacher will unlock the words kite, ladder, and heard. Before we read the story, let s find out what these words mean. Kite - Teacher will show a picture of or an actual kite. This is called a kite. I play with this when the wind is strong. ladder - Teacher will show a picture of or an actual ladder. One day, my kite went on top of a tree. I got a ladder to get the kite. This is called a ladder. heard - When I was on top of the tree, I heard a bird say tweet! tweet! (Teacher will cup her ears) What do I mean when I say heard? After, the teacher will use the story Paco and Lisa at the Fiesta to name the things that the characters ate. Last time, Paco and Lisa went to a fiesta. This time, they will go to a playground. What do you usually do in a playground? What will Lisa and Paco do in the playground? The teacher will ask the students to listen to the story of Paco and Lisa at the Playground. Paco and Lisa at the Playground Last Friday, Paco and Lisa went to the playground. They had fun outside. Paco went down the slide. Lisa went up the ladder. Paco jumped over the rocks. Lisa sat under the tree. Paco ran after the kite. Lisa ran after the butterfly. Paco and Lisa heard a bell ring. They ran back inside. 15 mins V. Guided Practice Teacher will show/post pictures of activities which were done in the story, 1. The teacher will ask the students to sort the pictures showing
what the characters did in the story. (e.g. went up the ladder, etc) 2. The teacher will ask the students to tell what the characters did using the pronouns he and she He /She.
Suggested WEEK 4 DAY 4 LESSON PLAN I. Objectives Share about others experiences Recognize the use of he and she in sentences Appreciate what one can do with friends II. Subject Matter and Materials Subject Matter: pronouns he and she teacher s drawing of what she did in the playground paper and coloring materials 10 mins III. Procedure The teacher will ask the children to draw what they do at the playground. The teacher will ask the children to look at what she did at the playground. A student will volunteer to demonstrate the following script: T: S/He at the playground. S: S/He at the playground. 15 mins V. Guided Practice 1. The children will have a pair-share. 2. They will find out what their partners do at playgrounds. 3. The pairs will join in other pairs to form a group (teacher will direct the group) 4. In the group, they will answer the question: Q: What did your classmate do at the playground? A: She/He.
Suggested WEEK 4 DAY 5 LESSON PLAN I. Objectives Tell about others experiences in the correct sequence. Recognize the use of he and she in sentences ReaIize the importance of eating three meals a day Recognize, distinguish, and supply words that end with the same sound II. Subject Matter and Materials Subject Matter: 1. sequencing of events 2. pronouns he and she 1. strips of words for unlocking; breakfast, lunch, dinner 2. paper puppet of a boy or girl 3. pictures of food items for breakfast, lunch, and dinner 5 mins III. Procedure The teacher will unlock the words breakfast, lunch, and dinner. These are my meals for the day - breakfast, lunch and dinner. Which one is my meal in the morning? Which one is my meal at noon or midday? Which one is my meal at night time? 1. The teacher will ask the students to pick a puppet of a girl or a boy. On the puppet s stomach area is a strip of paper which can be unfolded in three parts. 2. Food items will be posted on the board. Choose the food items on the board that you will eat for breakfast, lunch, and dinner. 3. The teacher will ask the students to draw the food items in the correct order on the unfolded strip of paper. First fold is for breakfast, second fold for lunch and third fold for dinner. 15 mins IV. Post Assessement The teacher will ask a question: What did the child have for breakfast, lunch, and dinner? The student will answer by saying: She/He had for breakfast. She had for lunch. She had for dinner. 5 mins Whole Class Activity Egg or Bread? Let us look two food items we can eat for breakfast - egg and bread. Touch your leg if the word I will give has the same end sound as egg. Touch your head if the word I will give has the same end sound as bread Examples: 1. beg
2. red 3. Greg 4. bed