Instructional Objectives: Oral language: Listen and share about him/herself Phonological Awareness: Recognize that sentences are made up of words Listening Comprehension: Listen and share about him/herself Vocabulary and Grammar: Recognize, identify, give

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Unit 3

WEEK 1

Theme: Me and My Family TARGET SKILLS :

At the end of the lesson the students should be able to: Expressive Objectives:

● Realize that persons have names

● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives:

● Oral language: Listen and share about him/herself

● Phonological Awareness: Recognize that sentences are made up of words ● Listening Comprehension: Listen and share about him/herself

● Vocabulary and Grammar: Recognize, identify, give examples of naming words ( people )

Suggested Number of Minutes

WEEK 1 – DAY 1 LESSON PLAN

5

minutes

I. Pre-Assessment

The teacher will check the attendance by calling out the names of each of the students. As the students hear their names they will have to say “present” or “here” to show that they have recognized their names and to show their presence.

II. Objectives

 Ask the question What is your name?

 Answer the question What is your name? Realize that persons have names

III. Subject Matter and Materials Subject Matter: One's Name Materials:

1. Attendance list with all the names of the students 2. Pictures of famous people

3. The question: What is your name? written on the board (or other materials such as manila paper, cartolina) that is visible to the entire class 4. A copy of the greeting or song on the board.

20 minutes

IV. Procedure

A. Activating Prior Knowledge

The teacher will post pictures of famous people on the board. He or she will then ask the students who each of them are.

Teacher: Who is this?

(The teacher may translate this question to the student’s mother tongue to guide them)

Generalization: Persons have names. B. Presentation and Modeling

The teacher will teach a greeting through a song. 1. The teacher will read the song.

2. The students will repeat after each line the teacher reads. 3. The teacher will sing the song.

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(See Appendix. A 1)What is your name? (to the tune of “Where is Thumbman?”)

What is your name? What is your name? Clap your hands Clap your hands What is your name? My name is __________. Thank you __________. Thank you __________.

6. After singing a song, the class will watch a dialogue between a teacher and a student. The teacher will ask the question and the student will answer.

After which, the student will ask the question and the teacher will answer. Teacher: What is your name? Student: My name is ________.

Student: What is your name? Teacher: My name is _________.

15 minutes

V. Guided Practice

The teacher will then have the same dialogue with each of the students. The students may also go around the classroom and have the same dialogue with their classmates

Student 1: What is your name?

Student 2: My name is ______________. Student 2: What is your name?

Student 1: My name is _______________. Clap My Name:

As a group, the teacher will choose a name of a student and clap its syllables. Our names can be grouped into sounds. For example, let’s use

the name “teacher” and group the sounds Tea-cher. Can you count how many claps we make? Tea-cher. That’s two! Good job! Now let’s try it with more names. How about Carlitos?

The teacher may let each one of the students to clap their own names.

I. Objectives

● Practice asking the question “What is your name”. ● Practice answering “My name is _________.” ● Realize that persons have names

II. Subject Matter and Materials Subject Matter: One’s name Materials: Sentence stem on the board “My name is _______.” (May be written on the board or manila paper, etc)

15 minutes

III. Procedure

The teacher will write the sentence stem on the board. He or she will talk about the sentence and the words that make it up.

Teacher: Let’s look at the sentence we made yesterday “My name is

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3 many claps did I make? Yes, three!

Teacher may continue to give more sentences for practice III. Procedure

B. Activating Prior Knowledge

The teacher will write the sentence stem on the board. He or she will talk about the sentence and the words that make it up.

Teacher: Let’s look at the sentence we made yesterday “My name is

________.” Now, let’s try completing this sentence with my name. Listen to my sentence, “My name is Teacher ______”. (Clap for every word said.) Now, how many claps did I make? You’re right, five! Now, listen to this sentence. “Good morning everybody!” (Clap for every word said.) Let’s say that again. Can you clap with me? “Good morning everybody!” Now, how many claps did I make? Yes, three!

Teacher may continue to give more sentences for practice. C. Presentation and Modeling

Learn the rules of the group game on getting to know each other.

Watch the demonstration of the group game on getting to know each other

(See Appendix C1)

Getting to Know Game

a. Ask the children to form two big circles (inner circle and outer circle). b. Ask the inner circle to move clockwise and the outer circle to move

counter clockwise while the music is playing.

c. When the music stops, ask the children to introduce themselves to the person in front of them.

d. Have several rounds until children have talked to a number of classmates.

25 minutes

Facilitate a Getting to Know Game wherein the students will take turns in asking “What is your name?” and answering “My name is __________.”

I. Objectives

● State one's name in the form “My name is _________.” ● Realize that persons have names

II. Subject Matter and Materials Subject Matter: One’s name

Materials: cardboard / construction paper, crayons, yarn

5 minutes

III. Procedure

A. Presentation and Modeling Show a nametag to the class. Teacher: “My name is ______.”

Stick the nametag on the attendance board.

Generalization: I have a name and my name represents me.

20 minutes

IV. Guided Practice

The students will then decorate their name tags. Name Tag Making

a. Prepare the materials: cardboard / construction paper, crayons, yarn b. Write the names of the students in each name tag.

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4 15

minutes

V. Independent Practice

Ask the students to post their name tags on the board. Then, one at a time, ask the students to look for their name tag and state their name in front of the class. “My name is ___________”

I. Objectives

● Introduce one’s self to someone ● Realize that persons have names II. Subject Matter and Materials Subject Matter: One’s name

Materials: 1. Nametags 2. Attendance chart

15 minutes

III. Procedure

Ask the students to get their nametags from the attendance board.

Ask the students to identify the names of the characters / persons found on a poster (pictures of famous people from day 1).

B. Presentation and Modeling

Let the students listen to a dialogue. You can use puppets drawings or a live conversation etc.

Question: “Hello, my name is ___. I like (name of famous person). What is your name? Answer: “Hello, my name is _______. I like (name of famous person). Nice to meet you.

Generalization: Others have names too.

Teacher: Listen to the last sentence again. “Nice to meet you.” (clap for every word said) How many claps did I make? Correct! I made four claps in that sentence. That sentence has four words.

25 minutes

Play a game with the students where they will have to introduce themselves.

(See Appendix C2):State Name Activity

a. Write each child’s name on a piece of paper and put it in a box. b. Prepare a “special hat” for the activity.

c. Pick a name from the box.

d. The child with the name chosen would have to go in front, wear the “special hat” and introduce his/her name. Hi, my name is ________. I like (name of famous person).

I. Objectives

● Introduce one’s self to someone ● Realize that persons have names

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5 40

minutes

III. Post-Assessment

Bring the class to a place where there are a lot of people. Instruct the students to introduce themselves to someone they don’t know and get that someone’s name.

Use these sentences.

Hello, my name is __________. What is your name?

Nice to meet you. WEEK 2

Theme: Me and My Family TARGET SKILLS :

● Appreciate that persons have names

● Realize that persons are grouped according to sex. Instructional Objectives:

● Oral language: Listen and share about self

● Phonological Awareness: Recognize that sentences are made up of words ● Listening Comprehension: Listen and share about him/herself; Follow directions

● Vocabulary and Grammar: Recognize, identify, and give examples of naming words (people )

I. Objectives

● Recognize one's age ● Ask one's age

II. Subject Matter and Materials

Subject Matter: Name and Age; Naming Words of People

Materials: pictures of family members, copy of the song, manila paper

20 minutes

III. Procedure

A. Activating Prior Knowledge Ask the class about their age.

Teacher: Who are five years old? Who are six years old? (Students should be able to raise their hand.)

In our song today, let's find out how old s/he is. B. Presentation and Modeling

Sing a song about age. (This can also be posted on the board.) Age Song:

I’m six! I’m six! I’m six years old today. I’m six ! I’m six! I love to sing and play.

I’m six! I’m six! I laugh and smile all day. I’m six! I’m six! How old are you today?

Discussion Questions:

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3. What else does s/he do all day?

Show to the class how to say “How old are you?” when asking about one's age and to answer “I am _____ years old.”

Teacher: Awhile ago, we asked the question “How old are you?” and answered “I am 7 years old.” The question “How old are you?” is a sentence. It is made up of words. The teacher will clap for every word that she will say.

Teacher: How (clap), old (clap), are (clap), you (clap) How many claps did you hear?

Students: Four!

Teacher: There are four words in the sentence.

Now try to clap for every word that I will say in the sentence. Student: How (clap), old (clap), are (clap), you (clap)

Teacher: “I am seven years old” is also a sentence.

As I read the sentence, clap for every word that you will hear. Student: I (clap, am (clap), seven (clap), years (clap), old (clap). Teacher: How many claps did you hear?

Students: Five

Teacher: There are five words in the sentence. V. Objectives (Grammar)

● Recognize the names of people ● Recognize the age of different people 20 minutes VI. Procedure

Presentation & Modeling

Show different pictures of people (members of the family) with different ages. (picture of grandfather → 78 years old; picture of father → 35 years old; picture of toddler → 2 years old)

T: Lolo Gorio is 78 years old. Tatay Manny is 35 years old. Obet is 2 years old. How old is ___________?

Generalization: We ask “How old are you?” to know the age of our friends or family members.

I. Objectives

● Say one's name and age ● Ask one's age

Subject Matter: Name and Age; Naming Words of People

Materials: pictures of family members, bottle / spinner, worksheet for cake and candle art

10 minutes III. Guided Practice

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answer will say “I am ____ years old.” 10 minutes IV. Independent Practice

Ask the students to do an art activity: Cake and Candle Art. Distribute a worksheet with the picture of a birthday cake. Have the students draw the number of candles that they would have on their cake given their age. They may color/decorate the worksheet when they are done drawing the candles.

10 minutes V. Post Assessment

Ask the students to use their art work to introduce themselves in class. “Hi! I am _____. I am ___ years old.”

VI. Objectives (Grammar)

● Recognize the names of people ● Recognize the age of different people 10 minutes VII. Guided Practice

Show different pictures of family members. Students should be able to name the family members (ex. grandfather, mother, brother, etc.).

5 minutes I. Pre-Assessment

Ask the boys to stand up. Then, ask the girls to stand up also.

(Students should be abe to recognize one's sex when the teacher calls them.)

II. Objectives

● Recognize one's sex

● Group people into two groups (boys and girls) III. Subject Matter and Materials

Subject Matter: Name and Age; Naming Words of People Materials: copy of the song, CD for the song

20 minutes IV. Procedure

A. Activating Prior Knowledge

Group some of the students into two groups (boys and girls). Ask the students why they were grouped that way.

Teacher: In our song today, there are boys and girls. B. Presentation and Modeling

Read the lyrics of the song: “Where are the boys & girls?” After reading the lyrics, teach the tune of the song. Actions may also be added. Where are the Boys & Girls

Where are the boys?

Here we are, here we are How are you today, boys? Very well, we thank you Let's (stand up).

Where are the girls?

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Call two students to say their name and sex.

Boy: I am ____. I am a boy. Girl: I am ____. I am a girl. The teacher will ask the boys to say the sentence I am a boy. Teacher: “I am a boy” is a sentence. It is made up of words.

Teacher: I (clap), am (clap), a (clap), boy (clap) How many claps did you hear?

Students: Four

Teacher will ask the boys to say each word in the sentence while clapping. Boys: I (clap), am (clap), a (clap), boy (clap)

Teacher: “I am a girl” is a sentence. It is made up of words.

Teacher: I (clap), am (clap), a (clap), girl (clap) How many claps did you hear?

Students: Four

Teacher will ask the girls to say each word in the sentence while clapping.

Boys: I (clap), am (clap), a (clap), girl (clap) 15 minutes V. Guided Practice

There will be a game. Different pictures will be shown. Students should be able to group the pictures into two groups (boys and girls).

I. Objectives

● State one's name and sex ●State one's age II. Subject Matter and Materials

Subject Matter: Name, Sex and Age; Naming Words of People Materials: ball, chart of pictures of people (boys and girls)

15 minutes III. Guided Practice

There will be a game. Ask the students to form a big circle. Teacher plays the music (or children sing a song). Children will pass the ball around. When the music stops, the child holding the ball will say his/her name, age and sex. (Teacher may write the sentence stems on the board :) I am ____. I am ___ years old. I am a boy/girl.)

IV. Objectives (Grammar)

● Identify naming words of people

● Group naming words according to their gender

15 minutes V. Procedure

A. Activating Prior Knowledge B. Presentation and Modeling

Show a chart of pictures of boys and girls (in the family). Give the names of the pictures on the chart. (Boys: This is father. This is brother. This is grandfather.) (Girls: This is mother, This is sister. This is

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9 10 minutes VI. Guided Practice

Give more examples of naming words of people (with pictures). Ask the children to identify which column they belong to.

* Homework: Ask the students to ask for the names of their family members.

I. Objectives

● State one's name and sex ● State one's age

Subject Matter: Name, Sex and Age; Naming Words of People Materials: art materials for the puppet (yarn, socks, paper bags, etc.)

15 minutes III. Independent Practice

Prepare the materials for the Puppet Art. Distribute the materials to the students. Guide the children in creating their puppets.

10 minutes IV. Post-Assessment

With the student's puppet, s/he will state her/his name, age and sex in front of the class. “I am ______. I am ____ years old. I am a boy/girl.” V. Objective (Grammar)

● Give examples of naming words of people

● Ask and answer questions about family members 15 minutes VI. Procedure

Let's find out the names of our family members. B. Presentation / Modeling

Generalization: Our family members have names also.

Dialogue: Teacher: Who is your brother? Student: My brother is Kuya _. VIII. Independent Practice

Children will do a Pair-Share in asking and answering the names of their family members. Who is your ____? My _____ is ______. WEEK 3

● Appreciate the colors in the environment ● Appreciate things in the environment

● Oral language: Listen and share about him/herself ● Phonological Awareness: Recognize words that rhyme

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● Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (things)

10 minutes

I. Pre-Assessment:

*Pre-assessment can be in oral or written form. For oral pre-assessment:

Show different crayon cutouts. (a blue crayon out, a red crayon cut-out, a yellow crayon cut-cut-out, etc) Ask the question, “What color is this? Ask the children to identify the colors orally.

For written pre-assessment:

Give a worksheet. The worksheet will have around five illustrations of crayons.

The children will color each crayon according to what the teacher says. ex. Color the first crayon “green”.

II. Objectives:

● Answer the question ‘What color do you like?” ● Identify different colors in the environment ● Appreciate the different colors in the environment ● Realize one’s favorite color

III. Subject Matter and Materials Subject Matter: colors

Materials: poem chart 10

minutes

IV. Procedure

A. Activating Prior Knowledge:

There are many different colors around us. Can you tell me some of the colors that you know?

(Identify the different colors.)

Among the colors that you have just shared, I like the color ______. How about you? What color do you like?

In our poem today, let us find out the colors that the speaker likes.

10 minutes

B. Presentation and Modeling:

The teacher will teach the poem, “I Like” I like red.

I like blue. I like yellow. And I like you.

Teacher says: Listen to the words blue and you. What do you notice? Do they sound alike? Can you think of other words that sound like blue and you? How about true? (yes) How about moo? (yes) How about red? (no) What colors does the speaker like in our poem? If somebody asks me the question, “What color do you like?” I can answer by saying, “I like the color yellow”

10 minutes

V. Guided Practice:

Dialogue with a student. Practice saying:

T: What color do you like? S: I like the color red. Suggested

Number of Minutes

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11 I. Objectives:

● Ask and answer the question ‘What color do you like?” ● Identify the colors in the environment

● Appreciate colors in the environment II. Subject Matter and

Materials Subject Matter: Colors Materials:

1. Song Chart 2. Ball 3. Examples of things: board, pencil, chair, bag, eraser, paper, table, etc.

5 minutes III. Procedure

Let us recite the poem, “I Like.” Ask what colors the speaker likes. Teacher says:

The speaker likes the color red. What other words can we think of that sounds like red? I have a red bed. Does bed sound like red? (yes) How about the name Ted? (yes). Ted said Yehey! Does said sound like bed? (yes) How about yehey and red? Do they sound the same? (no)

5 minutes B. Presentation and Modeling (Oral Language and Listening Comprehension)

Teacher says:

If you want to know the favorite color of your friend, you can say: “What color do you like?

If you want to tell what your favorite color is, you can say: “I like the color _____.

5 minutes IV. Guided Practice:

The class will practice saying : What color do you like? I like the color _________.

The teacher can call on students who would like to share what their favorite color is.

10 minutes

Application Activity

Play the “Pass the Ball Color Game” wherein the students can take turns in asking “What color does you like?” and answering “I like the

color______.” Pass the Ball Color Game

The children will form a big circle. Two different colored balls (eg. red and blue) will be passed around as the music plays.

When the music stops, whoever gets the red ball will ask the question “What color do you like?” The player holding the blue ball will answer by sayin “I like the color _____.”

5 minutes Presentation and Modeling (Grammar) We have shared the colors that we like.

Now, let us look for things that have the color we like. I like the color yellow.

This is a pencil. It is color yellow.

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12 10

minutes

Guided Practice

The class will practice saying: I like the color ____. This is a ____. It is color ____.(examples of things: board, pencil, chair, bag, eraser, paper, table, etc)

Suggested Number of Minutes

I. Objectives:

● Answer the question ‘What colordo you like?” ● Identify the colors in the environment

● Appreciate the colors in the environment II. Subject Matter and Materials

Subject Matter: colors

Materials: paper and coloring materials 5 minutes III. Procedure

A1. Activating Prior Knowledge What is your favorite thing/toy? 5 minutes B1. Presentation and Modeling (Oral Language and Listening

Comprehension)

Today, we are going to draw our favorite thing/toy using our favorite color.

(The students will watch as the teacher models how to do the art activity.)

10 minutes C1. Guided Practice:

The students will draw and design their favorite thing (toy, book, etc) using their favorite color.

(See Appendix B3) 5 minutes Application Activity

The class will group their artwork according to colors. The teacher will post different colors on the board. Teacher will say: Who likes red? Those who like red, post your drawing on this side of the board (red column). (Do the same for the other colors. Guide the children in grouping the artwork.)

5 minutes A2. Presentation and Modeling (Grammar) Now, let us talk about the things that you drew. This is a ball. It is color red.

(The teacher will refer to the other artworks.) 10 minutes B2. Guided Practice

Practice saying “This is a _____. It is color _____.”

Call for volunteers to show and tell something about their artwork by saying, “This is a _____. It is color _____.”

I. Objectives:

● Identify other colors in the environment

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13 II. Subject Matter and Materials

Subject Matter: Colors and things in the environment Materials: coloring page of a rainbow

5 minutes IV. Procedure

A1. Activating Prior Knowledge:

Teacher says: Let us learn some new words today.

When I turn on the TV, a picture appears. What do you think does appears mean? Yes, “appears” means “shows itself”.

Look outside. Do you see where the clouds are? What color can you see? That blue that you see is called “sky”.

Some days, I look at the sky and a small bird appears (suddenly show a bird in front. What do you think does “appears” mean? Yes, “appears” means “shows itself”.

Sometimes I also see this when I look in the sky (show picture of a rainbow). What do you think this is called? This is called a rainbow. Have you ever seen a rainbow?

What are the colors that you can see in a rainbow?

5 minutes B1. Presentation and Modeling (Oral Language and Listening Comprehension)

Today, we are going to sing a rainbow song. Rainbow Song

How many colors does a rainbow have Each time it appears in the sky

Red, orange, yellow and green Blue and indigo

The last one’s violet 5 minutes C1. Guided Practice:

What are the colors of a rainbow? (Let the children identify each color.) 10 minutes D1. Application Activity

The children will color a picture of a rainbow. The teacher may opt to ask the children to put cotton/tissue/white crepe paper on both ends of the rainbow to serve as clouds. (See Appendix B4)

5 minutes _{A2. Presentation and Modeling (Grammar)}

The teacher will post a sample artwork on the board. The teacher will point at it from afar and will say:

What is that? That is a ___. Let us talk about other things around us. (The teacher will post pictures of other things on the board. S/he will introduce each by saying: That is a/an __________)

10 minutes B2. Guided Practice

(The class will practice saying, “That is a/an ______________.”) Let us go outside and talk about other things around us.

(The class will go outside. Have the children identify the names of the things around them by saying, “That is a/an ________.”

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● Identify other colors in the environment

● Identify names of other things in the environment ● Appreciate colors and things in the environment II. Subject Matter and Materials

Subject Matter: Colors and things in the environment

Materials: song chart, worksheet with coloring illustrations of a cap, a book, a shirt, a table, a leaf

5 minutes III. Procedure

A. Activating Prior Knowledge: Let us sing the “Rainbow Song.” Teacher says:

What words have the same sound as rainbow? How about row? Do they have the same sound? (yes) How about low? (yes) How about go? (yes) How about no? (yes)

Students may also give other words that sound the same as rainbow. 5 minutes B. Presentation and Modeling:

Today, we are going to play a game “Touch the Color”

The teacher will say “Touch the color _____.” The children should be able to touch an object that corresponds to the given color.

( Children will watch and listen as the teacher explains the game.) 10 minutes IV. Post assessment (Oral language):

The teacher will say “Touch the color _____.” The children should be able to touch an object that corresponds to the given color.

10 minutes Presentation and Modeling

Let us color the pictures on this paper.

(The teacher will show the class how to answer the seatwork.) 10 minutes IX. Post Assessment (Grammar)

Listen as the teacher tells which color to use for each object. Color the book red.

Color the cap green. Color the shirt yellow. Color the table blue. Color the leaf orange. WEEK 4

● Realize that there are different kinds of food that can be eaten ● Appreciate that one can eat different kinds of food

Instructional Objectives:

● Oral language: Listen and share about self

● Phonological Awareness: Recognize, distinguish and supply rhyming words ● Listening Comprehension: Listen and share about self

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5 minutes

The teacher will ask the children to look at the pictures and encircle all the food items that one likes.

II. Objectives

● Identify the names of different fruits one likes ● Identify a fruit that one likes

● Identify the names and colors of different fruits III. Subject Matter and Materials

Subject Matter: Identifying names and colors of different fruits and fruits that one likes

Materials: word cards for unlocking, pictures of different fruits 5 minutes IV. Procedure

The teacher will unlock the word “tummy”.

The teacher will hold his/her tummy and ask the students to hold their tummy. “Where is your tummy? Can you touch your tummy?”

Ask the children to say the word tummy again. Then say another word that has the same ending sound as tummy, for example: mommy. “Tummy has the same ending sound as mommy.” “Let’s say the words again, tummy, mommy. What same ending sound of these words can you hear?”

Students: /mi/ Give two more examples of words and ask the students if it has the same ending sound as tummy.

The teacher will post pictures of fruits on the board and ask the children to look at them. The teacher will ask the question, “What do you see on the board?”

“These are fruits. Now let’s listen to a song about fruits.” 15 minutes B. Presentation and Modeling

The teacher will sing a song about fruits.

Alright, we are going to sing a song today about fruits. The title of the song is The Food Song by Mrs. Jones.

(The tune of the song is Skip to my Lou) I like *fruits, yes, I do.

I like fruits, yes, I do. I like fruits, yes, I do.

And my tummy loves them, too.

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16 10 minutes

Have the children respond accordingly as you show or mention

different foods. Ask the children to go in front and answer the question: T: What fruit is this? S: This is a/an ____, It is color ____. I like ____. Note that the objects should be near the two speakers.

5 minutes

VI. Independent Practice

Do a food choice activity entitled “Thumbs Up, Thumbs Down”.

“Alright, we will have an activity called Thumbs Up and Thumbs Down.” Have the children sit in a circle and practice the thumbs up and thumbs down response. Then have the children respond accordingly as you show or mention different foods. Examples of food: atis, apple, spaghetti, bread, donut, hamburger, banana

I. Objectives

● Ask and answer the question “What fruits do you like?” ● Identify the name and color of different fruits

Subject Matter: Asking questions and identifying the name and color of different fruits.

10 minutes

III. Procedure

The teacher will ask the children to recall the Food Song.

20 minutes

1. Ask the children to watch and listen to the dialogue. “What fruits do you like?” “I like _____. ”

2. Present different kinds of fruits.

Ask the children to listen as he/she identifies the name and color of different fruits. “This is ________. It is color ________.”

3. Ask the children to watch and listen to the dialogue. “This is a/an_____. It is color _____. I like ______.”

10 minutes

The teacher will play a game about the fruits that one likes. Have the children answer the question, “What fruits do you like?” Have the children practice asking and answering, What fruit is this? This is a/an __________. It is color __________. I like ___________.

I. Objectives

● Identify the names of different vegetables that one likes ● Identify names and colors of different vegetables II. Subject Matter and Materials

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17 10 minutes

IV. Procedure

Ask the children to recall the Fruit/Food Song.

Alright, can you still remember the Fruit Song that we sang few days ago? Let’s sing it again.

The Food Song by Mrs. Jones.

(The tune of the song is Skip to my Lou) I like *fruits, yes, I do. I like fruits, yes, I do. I like fruits, yes, I do. And my tummy loves them, too.

10 minutes

Have the children sing the “Food Song” using vegetable names. (eg I like pechay, yes I do.)

Have the children listen and watch a dialogue: “What vegetables do you like?” “I like _____.”

Have the children watch and listen to the dialogue: T: What vegetables do you like? I like ________.

Ask the children to listen; T: This is a carrot. It is color ________.

10 minutes

Have the children practice asking and answering the question; “What vegetables do you like? I like __________. Have the children practice saying “This is a _______. It is color _______.

10 minutes

Have the children do a vegetable activity “I Like!”

The teacher will hang up a picture of an open mouth on one side of the room and sealed lips on the other side. A food picture will be shown in every round. Have the children who really love that food stand close to the open mouth picture. The children who do not like the food stand close to the sealed lips. While the children who neither like the food nor do not like it stand somewhere in between. Gather the students and play a game.

I. Objectives

● Identify other kinds of food that one eats

● Identify names and colors of fruits and vegetables II. Subject Matter and Materials

Subject Matter: Identifying other kinds of food and names and colors of fruits and vegetables.

Materials: copy of the poem, vocabulary strips, pictures 5 minutes III. Procedure

Unlock the following meaning of the words

*munch (demonstration)- Show the class how to munch. The girls munch on some banana chips while watching the television. Who can show me how it looks like when you are munching on something.

*lick- (demonstration)- Show the class how to lick. Ria is licking the ice cream she bought. Can you show me how to lick.

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can show me?

5 minutes

III. Procedure

Unlock the following meaning of the words

*munch (demonstration)- Show the class how to munch. The girls munch on some banana chips while watching the television. Who can show me how it looks like when you are munching on something.

*lick- (demonstration)- Show the class how to lick. Ria is licking the ice cream she bought. Can you show me how to lick.

*quick- (demonstration) Show the class how to be quick. I am quick when I run. I am slow when I walk. Are you quick when you run? Who can show me?

15 minutes

Have the children recite a poem about food entitled: “I Eat”

I eat carrots

crunch, crunch, crunch I eat apples

munch, munch, munch I eat mango ice cream lick, lick, lick

But I eat bananas quick, quick, quick!

Ask the children to identify a vegetable in the poem. - carrot “Let’s say the word carrot again. Now can you say parrot. Does it have the same ending sound as parrot? carrot-parrot ” Ask the children to identify the same ending sound in the words carrot and parrot. Give other words and ask the children to identify if it has the same ending sound as the carrot. The teacher may ask the children if the fruits (apple, mango, and banana) in the poem rhyme with the word parrot.

Have the children watch and listen to a dialogue: “What fruit or vegetable do you like? I like _______.”

10 minutes

Have the children practice asking and answering the question, “What fruit or vegetable do you like? I like _________.”

10 minutes V. Independent Practice

Gather the students and play a game “I like _________.”

I. Objectives

● Identify one’s favorite fruit and vegetable. ● Identify names of different foods.

I. Subject Matter and Materials

Subject Matter: Identifying favorite fruits and vegetables and names of different foods

Materials: seatwork, paper for art activity

5 minutes V. Guided Practice

Ask the children to listen to the directions of the art activity.

35 minutes

VII. Post Assessment

1. Give a sample item before letting the students answer the seatwork. Show a picture of a food. Ex. carrot

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carrot is a food. If it is a food, then let us color the picture of the carrot. After giving the papers, ask the students to look at all the things, then identify and color only the food.

2. Give each student a piece of paper. Ask them to draw and color their favorite fruit and vegetable.

WEEK 5

Theme: Me and MyFamily TARGET SKILLS :

● Realize that we have body parts that can do many things ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives:

● Oral language: Listen and share about him/her

● Phonological Awareness: Recognize words that rhyme

● Listening Comprehension: Listen and share about him/herself; Follow directions ● Vocabulary and Grammar: Recognize, identify, and give examples of naming words

(body parts)

Suggested Number

of Minutes WEEK 5 – DAY 1 LESSON PLAN

10 minutes

Conduct a game of “Touch Your Body Part” Have the class point to a body part .Can you touch your nose?

II. Objectives:

● Recognize parts of the body III. Subject Matter and Materials Subject Matter: Body Parts

Materials: body parts puzzle, song chart

10 minutes

IV. Procedure

Ask the children to form a puzzle. (Teacher prepares in advance pictures of a boy and a girl showing the whole body. Cut it into a puzzle.)

5 minutes

B. Presentation:

Sing a song about the parts of a body Clap your Hands

Clap your hands Touch your toes Turn around

Put your finger on your nose Flap your arms

Jump up high Wiggle your fingers And reach for the sky.

15 minutes C. Modeling

Name the parts of the body

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20 V. Guided Practice:

Let the children show their own body parts. Discussion Questions :

1. What can we do with our hands (toes, nose, arms, etc.) ? 2. What do you feel when you clap?

3. When do you usually clap?

I. Objectives:

● Identify the parts of the body

II. Subject Matter and Materials song chart, twister mat twister

5 minutes III. Activating Prior Knowledge

Sing the song about the parts of the body “Clap your hands”

5 minutes

IV. Presentation

Explain the rules of the Body Game

Teachers say: “Touch your part of the body.”

Example: Touch your feet. (Children should be able to touch their feet.).Teacher checks if the students are able to touch the correct part of the body mentioned.

5 minutes

V. Modeling

Demonstrate the rules of the game. Show the students how the game is played.

10 minutes

VI. Guided Practice:

Guide the children as they play the game. Make sure that they touch the correct body part mentioned.

15 minutes

VI. Independent Practice: Twister Explain the rules of the activity

1. Divide the class into two groups. (or more depending on size of class) 2. Lay a twister mat on the floor. *Twister mat is divided into squares. Each square has a different color. There should be at least two squares with the same color.

3. Give directions that will use names of body parts and colors.

Example: Put your right hand on the color yellow. Put your left knee on the color blue.

4. Each player should be able to follow accordingly.

I. Objective:

● Name the parts of the body

● Act out what each body part can do II. Subject Matter and Materials sentence stem strips

5 minutes

III. Modeling

Review the part of the body by using the sentence stem: This is my _______. (show the body part referred to) I can _____ (act out).

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21 5 minutes

IV. Guided Practice Have a Pair-Share Activity 1. Divide the class into pairs.

2. Ask the children to share about the body parts they know by facing their partner and using the sentence stem

This is my ____. (show the body part referred to) I can ___act out).

20 minutes

Let a student be the leader for the body game. a. Student says: “Touch your part of the body.”

Ex: Touch your feet. (Classmates should be able to touch their feet.) b. Teacher checks if the students are able to touch the correct part of the body mentioned.

I. Objectives:

● Name the parts of the body ● Identify uses of the body parts ● Identify words that rhyme

II. Subject Matter and Materials copy of the song

5 minutes

III. Activating Prior Knowledge

Let the children answer the question, What can our body parts do?

List them on the board.

10 minutes

IV. Presentation

Sing a song about what are body parts can do. Our Body Parts (to the tune of “Twinkle, Twinkle”)

We use our legs when we walk. We use our mouths when we talk. We use our hands when we write. We use our teeth when we bite. With each part, we can do a lot. Let's be proud of what we've got.

*Check which of the things on the list written earlier were mentioned in the song.

10 minutes

V. Modeling:

Share about the different things we do with our body

Example: T: “We use our legs when we walk. We use our hands when we write.” Show the class what each body part can do.

10 minutes

Let the children answer which body part you refer to by giving the things it can do. Ask them to do the action.

T: What body part do we use to nod? S: head T: Can you show me how to nod our heads? (Students nod their head.)

5 minutes

VII. Assessment/ Evaluation Activity

Play the Body Parts game again and check if the students are able to touch the correct body part you refer to

Suggested

Number of Minutes

(22)

● Identify ways to take care of the body

● Realize that our body parts can do many special things and that we should take care of them

pictures which show ways to take care of the body

10 minutes

III. Presentation

Sing a song about taking care of the body. This is the Way (song)

This is the way we brush our teeth 3x This is the way we brush our teeth So early in the morning

This is the way we comb our hair 3x This is the way we comb our hair So early in the morning

This is the way we take a bath 3x This is the way we take a bath So early in the morning

10 minutes

Show pictures of things we do with our body. Some show how to take care and some do not. Post them on the board.

Let the children identify which pictures show ways to take care of the body and which do not.

5 minutes

Act out the ways to take care of the body. Examples: taking a bath, brushing the teeth

15 minutes

VI. Post Assessment/Evaluation Activity

Provide a worksheet for the children to answer. Instructions: Color the pictures that show how to take care of the body

WEEK 6

● Realize that we have body parts that can do many things ● Appreciate that we are special in different ways

● Oral language: Listen and share about him/herself

● Phonological Awareness: Identify/count syllables in words ● Listening Comprehension: Listen and share about him/herself

● Vocabulary/Grammar: Recognize, identify and give naming words of animals and body parts

I. Objectives

● Recognize the parts of a face

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● Appreciate that we are special in different ways II. Pre-Assessment

Body Parts Game

The teacher will ask the children to point to the different parts of a face ex. Can you touch your nose?

Animal Drawings

Ask the children to draw the animals they know. Provide the necessary materials (paper, coloring materials)

III. Subject Matter and Materials

Subject: Parts of the Body; Naming Words of Animals Materials: paper, coloring materials, pink dress, song chart IV. Procedure

Help the children find the meaning of the word special. Nanay made a dress for me. It is pink, my favorite color. She put laces and pretty buttons. She made it really special. (Write the word on the board.) I am going to wear it on my birthday. What does the word “special” mean?

The teacher will teach a song about body parts. 1. The teacher will read each line of the song.

2. The students will repeat after each line the teacher reads. 3. The teacher will sing the song.

4. The students will repeat each line of the song after the teacher. 5. The entire class will sing together.

I am Special I am special. I am me.

I have two hands, two eyes to see A nose to smell, my ears hear well

A mouth to talk and two legs to walk But that’s not all because, you see, I am special. I am me.

After singing the song, watch and listen to the teacher showing the different body parts mentioned in the poem. These are my eyes. These are my hands. These are my ears, etc. Ask also the children why they think they are special.

V. Activating Prior Knowledge

Now, I will show you some special friends I have. However, some of their body parts are missing. Can you help me find their body parts?

Children will match the incomplete pictures of animals with the body parts.

 Show pictures of horse, duck, carabao with some missing body parts.

 Introduce the missing body parts of the animals (tail, beak, horns) and ask some students to stick the picture on the correct part of the animal.

 Clap the word “tail”. How many claps did you hear? (1) Clap the word “beak”. How many claps did you hear? (1) Clap the word “stomach”

(stomach). How manyclaps did you hear? (3) Suggested

Number of Minutes

(24)

24 I. Objectives

● Identify different body parts ● Identify names of animals

● Identify the body parts of the animals II. Pre-Assessment

Find the meanings of the words (eg. clean and bright) III. Subject Matter and Materials

chart of the song, vocabulary strips, pictures IV. Procedure

Unlock the phrase: clean and bright. Show a picture of a car that is dirty. (This car is dirty.) Show another picture of a car that is clean and bright. (This car is clean and bright.) Which car looks clean and bright?

Teach the students a song about body parts. Even if the students cannot yet read, read each of the line and ask the students to repeat. Afterwards, teach the tune and ask the students to repeat per line. Finally, sing the song altogether.

I Have Two Hands (song) I have two hands,

The left and the right. Hold them up high, So clean and bright Clap them softly One, two, three

Clean little hands are good to see.

Listen to: http://www.youtube.com/watch?v=Y4rVBVHtA-4. Show the students the different body parts by pointing at your own.

T: This is my head. (point at your head) S:This is my neck. (point at your neck) Call a student and have a conversation with him or her on identifying different body parts. Have everyone watch and listen to the dialogue. T: I have two hands. S: I also have two hands. S1: I have a nose. S2: I also have a nose.

Pair up the students. Have the students identify and name their body parts with a partner

VI. Presentation

Have the children look at the pictures and names of animals. For example:

As the students are listening, name more animals and identify their body parts. T: This is a bird. It has wings.

VI. Guided Practice

Show picture of animals without their names. Ask the students animals and their body parts. Example: T: Show me the tails of the ____(ex, picture of a pig with its tail. S: This is the tail of the ____(ex. Point to the tail of the pig)

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I. Objectives

 Identify body parts

 State the names of animals and their body parts

II. Subject Matter and Materials pictures of animals and body parts,

Do Funny Bones Game. Pair up the students. In each pair, assign a Player A and a Player B. Have the students follow directions. The directions will require them to identify different body parts.

Example: Player A, put your head on your partner’s elbow Player B, put your hand on your partner’s ear VI. Presentation and Modeling

Show pictures of animals and their body parts. Include written words of the names of the animal and their parts.

As you are showing the pictures, say the name of the animal and a part of this animal. Example: T: “This is a duck. It has a beak.”

VI. Guided Practice

Show a picture of an animal without its name and have the students identify that animal. Ask the students to identify the name of the body part you will point at.

VII. Independent Practice

Have your students participate in a game where they will have to name the animal and its body part.

(ex. Pin the Duck’s Beak; See Appx. C1)

● Post a picture of an animal with a missing body part. . ● Call on a student to name the animal.

● Call another student to name the missing part and have that student pin it on the picture on the board. (For example: Pin the beak of the bird.) ● Post another picture of a different animal and repeat the same process.

I. Objectives

● Identify and name their own body parts

● Name the common body parts of animals and persons II. Subject Matter and Materials pictures of different animals

III. Guided Practice

Show the children the names and location of each body part. Point to and name the body part.

Example:

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26 VI. Independent Practice

Divide the children into pairs. Have them point to and tell about the parts of their bodies to their partners.

Example: S1: This is my nose. (while pointing at his or her nose) S2: This is my lip. (while pointing at his or her lip)

VII. Presentation and Modeling

Show the class some pictures of animals and their body parts (you may post illustrations on the board) State the names of animals and the names of their body parts that are similar to people.

Example: T: “I have legs. The carabao also has legs.”“I have ears. The rabbit has ears”.

VIII. Guided Practice

Explain the rules of the activity. Mystery Bag 1. Prepare a bag with pictures of different animals. 2. Ask each student to pick a picture from the bag.

3. Ask each student to name the common body part that he or she and the animal both have. Example: S: “I have a nose.The dog also has a nose.”

I. Objectives

● Identify the body parts of the animals (e.g. monkey) ● Name the animals and the parts of their body ● Follow directions

II. Post-Assessment

Prepare a worksheet for each child. The worksheet should contain a picture of a monkey. Ask the children to get their coloring materials. Make sure that the children listen and follow directions properly. Examples: 1. Using the yellow crayon, color the tail of the monkey.

2. Using the red crayon, color the ears of the monkey. (See Appendix. C5)

WEEK 7

● Realize that people can have different feelings

● Oral language: Listen and share about self and others ● Phonological Awareness: Identify/ count syllables in words

● Listening Comprehension: Listen and share about self and others

● Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (places)

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27 5 minutes

Show pictures of different situations. Students should be able to recognize one's feelings in each picture. (They may act out the feeling depicted by the picture.)

II. Objective

● Recite the poem

● Answer questions about the poem ● Recognize one's feeling

● Realize that people can have different feelings III. Subject Matter and Materials

Subject Matter: Feelings; Naming Words (Places)

Materials: pictures of situations with different feelings, words of feelings copy of the poem

5 minutes

IV. Procedure

Unlock the following words: angry, sad, frightened, glad. You may ask the students to show the feeling using their facial expressions and actions. Make a semantic map of feelings. Teacher may act out each word and complete the sentence stem: “I am angry.” In our poem today, let's find out the different feelings.

10 minutes B. Presentation and Modeling

Read the poem to the class. Ask them to follow after you. Actions may be added.

Feelings

Sometimes I feel angry, Sometimes I feel sad, Sometimes I feel scared, Sometimes I feel glad. But all the times I'm feeling, I hope you would agree.

There's a feeling that won't change, I'm happy to be me!

5 minutes

V. Guided Practice Discussion Questions:

1. What is the title of our poem? 2.Who is speaking in the poem?

3.What are the different feelings mentioned in our poem? VI. Objectives (Grammar)

● Identify naming words of places

5 minutes

VII. Procedure

Presentation and Modeling

Show different pictures of places (house, school, market, store, etc.) T: I will go to my house.

10 mins.

VII. Guided Practice

Do an activity with the children: Going Places

Set up the classroom so that each side has a model of a house, a school, a market, and a store. (You may use old boxes for this.)

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like to go to using the sentence stem previously modeled. S: “I will go to _________.”

I. Objective

● Identify different feelings

Subject Matter: Feelings; Naming Words of Places

Materials: pictures of different feelings, copy of the song, music/CD of song

III. Procedure

5 minutes

Show a picture of a happy person with a speech bubble saying, “I am happy.” Show another picture of a sad person with a speech bubble saying, “I am sad.” Show the feelings of sad and happy by your facial expressions. T: “I feel sad.” “I feel happy.”

15 minutes

There will be a game in class: Mystery Bag 1

Prepare a bag containing pictures of faces showing happy and sad feelings. Ask a student to pick one picture and identify the feeling by saying: I feel... Ask the student to act out the feeling shown in the picture.

V. Objectives

● Give names of different places 20 minutes VI. Procedure

Show pictures of the places from the previous day and ask the students to recall the names of the places.

Today, we will learn about a different place. Let's find out what can we see in that place.

Show the lyrics of the song “Old Mac Donald had a farm”. Sing the song to the children. Actions may also be added.

Old Mac Donald Had a Farm Old MacDonald had a farm, EE-I-EE-I-O,

And on that farm he had a [cow], EE-I-EE-I-O,

With a [moo moo] here and a [moo moo] there

Here a [moo], there a [moo], everywhere a [moo moo] Old MacDonald had a farm, EE-I-EE-O.

* Other animals and animal sounds may be added depending on the children’s interest.

Show the picture of the farm and ask the students to identify the animals that can be found there. T: This is a farm. I see a cow in the farm. T: This is a farm. I see a pig in the farm.

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I. Objectives

● Identify different feelings ● Show the different feelings III. Subject Matter and Materials

Subject Matter: Different Feelings; Naming Words of Places Materials: pictures of different feelings, pictures of places

5 minutes

IV. Procedure

Show the class (through facial expressions) the feelings: angry and scared/frightened (you may also introduce other feelings for vocabulary development) T: “I feel angry.” “I feel frightened.”

15 minutes

There will be a game in class: Mystery Bag 2

Prepare a bag containing pictures of faces showing scared and angry feelings (you may add other feelings).

Ask student to pick one picture and identify the feeling by saying: I feel... Ask the student to act out the feeling shown in the picture.

VI. Objectives

● Give naming words of places (and things)

5 minutes

VII. Procedure

Show a picture of different places (ex. house) and say the things that can be inside these places. T: This is a house. What do you see in the house? S: I see a table in the house.

15 minutes

VIII. Guided Practice

There will be a game: Mix and Match Game

Distribute among the members of the class pictures of the different places they have learned, as well as the things that they can find in these places. Students go around to look for the person who holds the picture of the place/thing that matches the picture they hold.

After all the students find their partner, each child will talk about the pictures they hold following the sentence stem that the teacher modeled for them.

S1: This is a house. S2: I see a table in the house.

I. Objectives

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30 II. Subject Matter and Materials

Subject Matter: Different Feelings; Naming Words of Places

Materials: pictures of different feelings, materials for the art activity (buttons, paper plates, coloring materials, etc.)

10 minutes

III. Guided Practice

There will be a game: Charades

Teacher will act out a feeling (i.e., happy, sad, angry, or scared) and says: I feel...

Asks the students to identify the feeling that the teacher acted out. Call a student and whisper to him/her the particular feeling that the child is supposed to act out.

Child acts out the feeling and says: I feel...

Other students identify the feeling that their classmate acted out.

30 minutes

IV. Independent Practice

There will be an art activity. Prepare the materials: paper plate, buttons, crayons, pencils, etc. Ask the students to make a paper plate face by using the art materials.

After the activity, they may use the paper plate to say about their feeling: “I feel ____ in the ( name of place ).”

I. Objectives

● Identify different feelings ● Show the different feelings ● Give naming words of places II. Subject Matter and Materials

Subject Matter: Different Feelings; Naming Words of Places

Materials: copy of the song, music/CD of song, worksheet about places

10 minutes

III. Procedure

Ask the students to recall the different feelings that were learned this week.

Sing a song about feelings. Actions may be added. If You’re Happy and You Know It (song)

If you're happy and you know it, Clap your hands (Clap hands twice) If you're happy and you know it, Clap your hands (Clap hands twice) If you're happy and you know it,

Then your face will surely show it If you're happy and you know it, Clap your hands. (Clap hands twice)

*angry/ cross your arms *scared/ close your eyes *sad/bow your head 20 minutes IV. Guided Practice

Group Singing

a. Teacher divides the class into four groups.

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31 Group 1: happy/clap your hands Group 2: angry/stomp your feet Group 3: sad/bow your head Group 4: scared/close your eyes

Each group sings assigned feeling song. V. Objective (Grammar)

● Identify naming words of places

10 minutes

VI. Post Assessment

Distribute the worksheet to the students. Ask them to color the picture that you will say. (Examples: hospital, playground, park, garden, market, beach, etc.)

WEEK 8

● Appreciate one’s family and its members ● Appreciate the events that one goes to

● Oral language: Listen and share about others

● Phonological Awareness: Recognize that words can be broken into onsets and rimes

● Listening Comprehension: Listen and share about others

● Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (events)

10 minutes

Let the students draw the members of their family. Provide the materials. II. Objectives:

● Recognize the different members of the family ● Recognize names of events

● Appreciate one’s family

III. Subject Matter and Materials Subject Materials: family and events Materials: storybook, pictures of family members, puzzle of a birthday celebration, pictures of events, paper and coloring materials

5 minutes IV. Procedure 1

Use the illustration they made during pre-assessment. Ask the children, “Who are the members of your family?” Make a list or a concept web to list down what they say.