QUARTER I

LESSON 3 I. Objectives: A. Skills 1. Give the meaning of new words through pictures. 2. Answer questions about a jingle listened to. 3. Respond to the jingle through the following engagement activities: Group I: Draw things that can be seen in the ocean. Group II: Imitate things that can be seen in the ocean. Group III: Create a simple rhyme and recite it to the class. 4. Use words with initial and final /sh/ correctly. 5. Decode words with the /sh/ sound through phonetic analysis. 6. Write words with initial and final /sh/.

B. Strategies: 1. Read aloud 2. Questioning 3. Group Activity

C. Values: Love of Nature

II.

Subject Matter: A. Jingle: Shiny Shell. B. Comprehension Skills: Answering questions about a jingle listened to. C. Language Structure: using words with initial and final /sh/ sound through phonetic analysis. D. Deciphering and Decoding: Decoding words with /sh/ sound through phonetic analysis.

E. Writing: writing words with initial and final /sh/ legibly. F. Reference/s: PELC I p. 9 Fun in English TM p. 25 Fun in English TX (L) p. 33 G. Materials: Picture, Charts, cutouts, song

III.

Learning Activities: A. Discovering the magic of reading (DMR) 1. Prereading 1.1Motivation Song: Pearly Shell

1.2Unlocking of New/Difficult Words A. Dish (real object) Shell (real object) Shiny (through) Ocean (through picture)

B. Match the picture with the correct word.

A. Dish

B. Shell

C. Ocean

D. Shiny

1.3Motive Question What are the things that you see in the ocean?

B. Constructing Meaning (CM) 2. Active Reading 2.1First Reading Listen to the jingle that Im going to read. I Wish

I wish I were a fish Swimming in the sea But a fish in a dish I never wish to be.

Shiny Shells (Tune: Pearly Shell)

Shiny shells in the ocean Shining in the sun Shining in the shore When I see them Surely my hearts filled with joy Over all these shining shiny shells.

2.2Second Reading Give pupils a chance to interact with the jingle. After singing/reading the jingle, ask questions to monitor their comprehension.

3. Post Reading 3.1Lead the class to answer the motive question. 3.2Divide the class into three groups and give each group an activity. The discussion follows and the small activities are presented as the discussion goes on. ENGAGEMENT 1 (Small Group Activities) GROUP I: Draw the things that you see in the ocean. GROUP II: Imitate the movement of the fish. GROUP III: Create a simple rhyme and recite it to the class. ENGAGEMENT 2 (Discussion of the Rhyme/Jingle) What are the different things that you see in the ocean? Group I will present their work. What do they usually do there? Group II will present their work. What can you say about the shells? How do you feel about them? Group III will present their work.

3.3Values Integration What should we do with the things that we see in the ocean?

C. Developing English Language (DELC) 1. Preparatory Activities 1.1Review Look at the words below. Cross out the words with /th/ sound. a. Tin thin math path

b. Thumb c. Team d. Throw e. Teeth birth

numb think youth wealth

third south both tank

faith thigh taste

2. Lesson Proper 2.1Presentation Lets go back to the jingle Shiny Shells. Ask: What is the wish? (Write the pupils answer on the board)

2.2Charting/Analysis/Discussion Shell s Shiny Shor e Wish Fish Dish

Ask the following questions: a. What do you notice with the words in the first column? b. With what letter do these words end? c. Where can we hear the sound? d. What sound do these words produce? e. How about in the second column? f. With what letters do these words end? g. Where did you hera the /sh/ sound? h. What consonant blend or sound is common to all the words?

2.3Generalization

What sound do you hear at the beginning and the end of the word?

2.4Oral Practice Complete the following sentence by using a word from the box below. Squash shout Finish fishes flash

1. Children should not __________ inside the library. 2. __________ is a vegetable rich in vitamin A. 3. I always __________ my assignment before watching TV. 4. Do you __________ after using it? 5. The fisherman did not catch many __________ that day.

2.5Practice Exercises A. Guide Practice Clap once if you hear the initial /sh/ sound and clap twice if you hear final /sh/ sound. Shake Dish Shop Flash Short fresh shake splash squash ship

B. Independent Practice Let the pupils do a dyad. Say: Get a partner. One will give a word with /sh/ sound and other will identify if the /sh/ sound is at the beginning or end.

2.6Application Color the flower red if the word has an initial /sh/ and yellow if the word has a final /sh/.

2.7Evaluation Choose the correct word from the banner below to complete each sentence. Write your answers on the blanks. 1. __________ your hips to the right then to the left. 2. The sun is __________ brightly. 3. We enjoyed the __________ at the circus. 4. __________ your hair to keep it healthy. 5. Let us __________ our parents how much we love them.

Show shake Shining

brush show

2.8Assignment List 5 words with /sh/ sound and use them in a sentence.

D. Deciphering and Decoding Strategies 1. Preparatory Activities

1.1Checking of Assignment 1.2Review Guessing name-/sh/ sound

2. Lesson Proper 2.1Presentation a. Present the following words Squash Dash Shame b. Let the pupils read the words. sheet mash

2.2Discussion a. What sound is common among these words? b. Where can you find the /sh/ sound? c. What letter/s produce/s the /sh/ sound?

2.3Guided Practice A. Rearrange the letter to form words with an initial or final sh. 1. Shupin punish 2. Hasm mash 3. Hoes shoe 4. Thirs shirt 5. Rasth trash B. Let the individual pupils give words with the /sh/ sound.

3. Writing 3.1Presentation of words with /sh/.

Shiela Shirly

Shane Sheena

3.2Look at the words. How are they wriiten?

3.3Application Write the following words correctly. a. Sharon b. Fresh c. Brush d. Sheet e. Shampoo

4. Evaluation Fill in the box with the correct word that matches each meaning given below. Use words with initial or final /sh/. 1. Used for cleaning the teeth. (toothbrush) 2. A kind of seafood. 3. Money. 4. A kind of water transportation. 5. Image. (shadow) (shrimp) (cash) (ship)

5. Assignment Write the correct word with /sh/ sound that fits the description. Choose from the words below. Fresh shoulder shark

Ship

trash

1. Part of the body near the neck __________. 2. A sea vessel __________. 3. Scary fish __________. 4. New __________. 5. Garbage __________.

Differentiated Activities

1. Review Give example of words with /sh sound.

2. Activity Proper Group I A. Use the clues to complete the words with /sh sound. 1. Where we buy things. 2. Footwear we always use. 3. The act of giving what you have. 4. You do this to clean yourself. 5. What angry people usually do. 6. Another word for new. 7. Sound created in a pool water. 8. What we throw away. 9. Part of the body near the neck. 10.Another word for want. Tr_sh Should_r W_sh Fr_sh Spl_sh _ash Sh_ut Sh_p Sh_es shar_

Group 2 A. Read the following words. Encircle the /sh/ sound found in each word.

Fish Rush

shrimp trashcan bashful bush shout squash crush show push

dashing blushing sheet shall thresh freshman pushcart flush

shock splash finish

Smash Shake Brush Shoe

flashlight

B. Copy each word by putting them under the proper heading.

Initial /sh/ sound

Medial /sh/ sound

Final /sh/ sound

Group 3 A. Complete the following sentences. Use initial or final /sh/ sound. 1. Tirso hid behind the tall __________. 2. We should always throw our waste properly in the __________. 3. We put our groceries in the __________ when we are in the supermarket. 4. The earth seems to __________ during an earthquake. 5. We use a __________ when it is dark.

I. A. Objectives 1. Give the meaning of new words through context clues, pictures and gestures. 2. Note details in a listened to. 3. Respond to the jingle through the following activities. Group 1 list all the common insect you see around. Group 2 Describing different kind of insects by means of picture. Group 3 Show or imitate how pretty butterflies fly away from flower to flower. Group 4 Reciting well known lines in a jingle with action. 4. Recognize words with consonant blends fl and fr through repeated exposure. 5. Decodes words with consonant blends fl and fr. 6. Write sentences observing correct capitalization and punctuation legibly.

B. Strategies Reading Aloud Answering Questions Group Activity

C. Values: Love or Nature

II.

Subject Matter A. Jingle: Fly, Fly Away, Fly. B. Comprehension Skills: Noting Details in a jingle listened to. C. Language Structure: Identifying consonant blend fl and fr. D. Deciphering and Decoding: Decoding words with consonant blends fl and fr. E. Writing: Writing sentences observing correct capitalization and punctuation legibly. Ref.: PELC 1, p. 9 Fun in English, TM, p. 44, Fun in English TB1 p. 59-67. F. Materials: Pictures, charts, strips of cartolina.

III.

Learning Activities A. DMR 1. Pre Reading 1.1Motivation Show a picture of a beautiful and attractive garden. What can you say about the garden.

1.2Unlocking Difficulties Fly away (through gestures) Pretty (through gestures) Foes (pictures) Frighten (gesture)

1.3Motive Question What do you always see flying away in the garden? Why?

B. CM-Constructing Meaning

2. Active Reading 2.1First reading of the jingle (The teacher will read the jingle without any interruptions.)

2.2Second Reading of the Jingle (The teacher will read about the story. Ask question to monitors the pupil comprehensions and enable to them to make prediction.)

3. Post Reading 3.1Answer motive question and other comprehensive question. 3.2Engagement Activity.

Engagement 1 (Small group Activity)

Group 1 List down all the common insect you see.

Group 2 From the given set of pictures choose the kind of insect you wish to.

Group 3 Show/imitate how pretty butterflies fly away from flower to flower.

Group 4 Recite well-known lines in a jingle with action

Engagement 2 (Discussion of the jingle)

What other insects are seen flying in the garden?

Which among these insects are useful? Are harmful? If you happen to be one of this insects, which did you prefer?

Why do butterflies fly away from friends and foes?

Which part of the jingle do you like best?

C. DELC-Learning Activities 1. Preparatory Activities 1.1Drll Read the following sentence. Underline words with consonant blends /fl/ and /fr/. 1. Pretty butterflies fly away from friends and foes. 2. I want to see them flying from flower to flower. 3. Pretty butterflies fly away from flower to flower.

1.2Review Read the following sentences. Cross out the words with an sh sound. a. Mother bought a new dish. b. Joel wants to touch the sharp knife. c. The floor looks shiny. d. I found brush that looks very unique. e. Please finish reading the books.

2. Lesson proper 2.1Presentation Have the pupils read the jingle.

Fly, Fly Away, Fly

Fly, fly away, fly Pretty butterfly, From friends and foes Who frighten you To see you fly From flower to flower In the garden fair. Fly, fly away, fly.

2.2Comprehension Check-up What do you see flying away in the garden? Why do butterflies fly away from friend and foes.

2.3Discussion a. Read the words in each column. Fly away Butterfly Flower from frighten friends

b. With what consonant letters do words in Column 1 begin? What sounds does it produce?

c. What about in the next column? With what consonant letters do they begin? What sound is produced?

2.4Generalization a. How do you call the consonant put together to form a sound? (consonant blend) b. What do you mean consonant blend/ c. What consonant blends have we studied?

2.5Oral practice Read the following words that have consonant blends fl and fr. 1. Flowers 2. Flying 3. Flow 4. Flock 5. Flame 6. Fred 7. Friend 8. Frown 9. Fried 10.Frame

2.6Practice Exercises A. Guided Practice Listen as the teacher reads the words. Check (/) the box beside the word with the fl consonant blends and cross out (x) the box with the fr consonant blends. Frame fresh fry

Flame Flash

flee frown

flute flaw

B. Independent Practice The teacher will group the class into three:

Group 1: Fill in the blanks using the correct words with consonant blends fl and fr. a. Picture of a frame. b. Picture of a girl drinking fresh buko. flesh c. Picture of any fruit. d. Picture of a frog. e. Picture of a flag. Fruit, frame, friend Fresh, fly, Friend, fruit, frame Frog, freeze, flood Flood, freeze, flag

Group 2: Write fl or fr on the blank to form each word. The first two are done for you.

Flag Frog 1. ___uit 2. ___y 3. ___ame 4. ___owner 5. ___esh 6. ___ute 7. ___ow 8. ___om 9. ____ock 10.___eeze

Group 3 Pick out the words which consonant blend fl and fr. Write each word in Its proper column below.

In the Garden Flor enjoys playing in the garden. She runs around the trees and Chases the frog away. She waves goodbye as a flock of birds fly in the sky. Flor watches butterflies flap their colourful wings as they fly from flower to flower. Sometimes, Fred goes outside to play his flute while Flor dances. During summertime, Flor picks fresh fruits from the mango trees to give to her mother.

FR

FL

2.7Application Fill in the blanks using the correct word with consonant blends fr and fl. 1. Mango is the (fruit) I lke the best. 2. Mother (fried) the chicken. 3. (Fresh) coconut water is sweet and delicious. 4. The (flower) vase is on the table. 5. The heavy rains caused the streets in the city to be (flooded)

IV.

Evaluation Read the following. Cross out the word that does not belong to the group.

1. Frog, flag, frame, fry. 2. Fresh, flesh, flood, fly. 3. Flame, flower, front, flute. 4. Friend, fry, fruit, flute. 5. Flow, flat, flash, frighten.

V.

Assignment Give at least 5 words with consonant blends fl and fr. Use them in a simple sentences.

D. Deciphering and decoding Strategies and Skills (DDDS) 1. Preparatory Activities 1.1Drill Read the words with consonant blends fl and fr. 1. Flower 2. Frown 3. Front 4. Flock 5. Frame 6. Flying 7. Flash 8. Flow 9. Friend 10.Friday

1.2Checking of assignment 1.3Review Let the pupils give words with the sh sound.

2. Lesson Proper 2.1Presentation Fly Flower Flame Flesh Flooded frame fresh frighten fry friend

2.2Discussion With what two consonant do words in column 1 begin? In column 2? Read them.

3. Generalization a. How do these consonant sounds like when put together? b. What are they called? c. What do we mean by consonant blends?

4. Practice Exercises A. Guided Practice Copy the word to complete the sentence. Choose the word from the list. Fly Fresh flame frame freeze fruits

1. (Fresh) carabaos milk is very delicious. 2. The (flame) from the candle burn the curtain. 3. The family picture was placed in the (frame). 4. In very cold countries, some people (freeze) and die. 5. One of the dirtiest insects is the (fly).

B. Independent Practice Shade each space with red words with fl consonant blends and shade with yellow the words with fr consonant blends. Flag Frame From Free Friend Flute Flood Fly Flock Flesh Flip Frog Fruits Flame Friday Flew Frighten Flower Front Flat

2.5Application Color the sun red if the word has consonant sounds fr and yellow if the word has consonant sound fl.

Flower

flute

fruits

frog

flesh

Friday

flood

front

flew

flat

2.6Group Activities Group 1 : Draw the insects that you see in the garden. Group 2 : imitate the movement of a butterfly. Group 3 : create a simple rhyme and recite it to the class.

2.7Writing Activities 1. Presentation

Pretty butterflies fly away from friends and foes.

2. Discussion. Read the sentence. How did we begin it? What punctuation mark did we use to end this? Did the sentence tell something? What kind of sentence is this? How do we write this telling sentence?

3. Application Write this sentence correctly. Observe capitalization and punctuation mark.

Pretty butterflies are seen flying from glower to flower in the garden fair.

3. Evaluation Complete the sentence by adding a word with consonant blend fl or fr -. 1. We raise the (flag) every morning. 2. Rizal saw the moth die in the (flame). 3. Ara and Gina are classmate. They are (friends) 4. The last school day of the week is (Friday). 5. We need to breath in (fresh) air.

4. Assignment Memorize the jingle (Fly, Fly Away, Fly)

Differentiated Activities (DELC)

Review Give some words with consonant blend fr and fl.

Group 1 Rearrange the letters to form words with consonant sound fl and fr. 1. Rogf 2. Fritu 3. Lashf 4. Fyl 5. Flteu 6. Lofwer 7. Famre 8. Owrn 9. Lockf 10.Feslh

Group 2 Write fl or fr on the blank to form each word. The first two are done for you. Flag Frog 1. ___uit 2. ___y 3. ___ame 4. ___esh 5. ___ower 6. ___ute 7. ___ow 8. ___om 9. ___ock 10.___eeze

Group 3 Complete the sentences with the correct word. 1. Noras mother bought her a dress. It has (pretty) designs. 2. Dogs and cats are never friends. They are (foes). 3. Carlo is hiding among the trees. He is (frightened) of the big black men. 4. The birds (fly) away.

Differentiated Activities (DDSS)

Group 1 Write the correct consonant blend /fl/ or /fr/. __________1. Ight __________2. Ank __________3. Ush __________4. Ozen __________5. Esk __________6. At __________7. Ies __________8. Own __________9. Agram _________10. Ock

Group 2 Match the word with the consonant blend /fr/ or /fl/ with its meaning. Write the letter of the correct answer on the blank.

________1. Weak and sickly ________2. Liquid form

________3. A case where we displays picture ________4. Symbol of a country ________5. Gives light during brown-out. ________6. Language spoken in france ________7. A sweet smell ________8. An unhappy expression ________9. An event or smooth surface _______10. Another word for after a. French b. Fragrant c. Frown d. Frame e. Frequent f. Fluid g. Frail h. Flag i. j. Flashlight Flat

Group 3 Replace the underlined consonant blends with /fl/ or /fr/ to form new words. Write your answer on the blank. 1. Blush 2. Dries 3. Drew 4. Stood 5. Show 6. Blame 7. Brighten

8. Breeze 9. Brush 10.Clown

I.

Objectives A. Skills 1. Give the meaning of new words through pictures, actions and realities. 2. Answer wh questions in the poem listened to. 3. Interpret character feelings/traits in the poem. 4. Get the main idea of the poem listened to. 5. Respond to the poem through the following engagement activities. Group I : Make a list of animals found at home. Group II : draw the place where you can find some animals. Group III : Tell the class what will happen if animals dont have home/shelter 6. Identify the rhyming words. 7. Commit to memory well-like line in the poem. 8. Copy the most-liked stanza from the poem.

B. Strategies 1. Read Aloud 2. Questioning 3. Getting the Main Idea 4. Graphic organizer

C. Value/s Love and concern for animals.

II. Subject Matter A. Poem: Animals Home B. Comprehension Skills/Strategies Answering wh-questions Inferring character traits Getting the main idea C. Language Structure: Identifying the rhyming words. D. Deciphering and Decoding: Committing to memory-liked lines in a poem. E. Writing: Copying the most-liked stanza in a poem. F. Reference/s: BEC PELC 1, p. 9. G. Materials: Pictures, charts, cut-outs.

III.

Learning Acitivities A. Discovering the Magic of Reading (DMR) 1. Pre-reading 1.1Motivation and Building background a. Showing pictures of different home animals. Ask: What comes to mind when you see these animals? b. Introduce poems to the pupils. Say: Today, we are going to read a poem. The poem is entitled Animals Home. Let the pupils talk about the poem.

1.2Unlocking Difficulties a. Nest

Show a picture of a birds nest. Ask the pupils to supply the missing word in the sentence. There are five eggs in the __________.

b. Web Show a picture of a spider. Ask: How do you think the spider make their home? What do you call the home of a spider?

c. Cocoon Show a real cocoon to the pupils. Ask: Have you seen this thing before? Where did you see this thing? What animal live here? The teacher ellicit the word to the pupils.

d. Anthill Show a picture of an anthill. Ask the pupils: What do you think is in the picture? What did you do when you see thid thing?

e. Hive Show a picture of a hive. Ask: What animal live here? Do you come near this house? What sweet element we can get in the hive?

1.3Motive Questions Present the poem again and ask: Where do you think different animals live?

B. Constructing Meaning (CM) 2. Active Reading 2.1First reading Read the poem to the pupils as you show the illustrations of the poem without interruption.

2.2Second Reading Give them the opportunity to interact with the text. After reading some lines, ask questions to help them predict and to monitor their their comprehension.

Animals Home

Most birds I know build their nest in trees. And hives are the homes of honeybees. A cave could be a lions den While a pig can live in a wooden pen.

A still thread web is a spiders home. The white ants hill is like a dome. A caterpillar sleeps in a leaf cocoon. Then a pretty moth will come out soon.

An animals home can be this of that A cardboard box or a ladys hat A pile of sticks or a mound of clay. But its home, whatever you say.

3. Post Reading 3.1Guide the pupils to answer the motive question. 3.2Divide the pupils into three groups. Each group will do an activity. ENGAGEMENT ACTIVITY 1 (Small Group Activity) Group 1 : Make a list of animals found in your home. ENGAGEMENT ACTIVITY 2 (Discussion of the poem) What is the poem all about?

What are the animals? mentioned in the story? Group 1 will present their work.

Group 2 : Draw the places where you can find some animals.

Where do animals live? What do you call the home of birds? What do you call the homes of honeybees? Of lions? Of pigs? Group 2 please show us your work.

Group 3 : Tell what will happen if animals dont have home/shelter.

What do you think could be the reason why animals, like men, have homes? What will happen to animals if they dont have home? Group 3 will show their work.

C. Developing English Language (DELC) 1. Preparatory Activity 1.1Drill Have the pupils play Passing the Ball. When the music plays, the pupils take turn in passing the ball. When the music stops, the one holding the ball will give the name of animals and its home.

2. Lesson Proper 2.1Presentation Do you still remember our poem Animals Home? ask: Where do most birds build their nest? The teacher present some words taken from the poem.

Trees den Pen

honeybees home

cocoon soon

2.2Comprehension Check-up a. What is the title of the poem? b. Where birds do built their nest? c. Who lives in the hive? d. How do you call the lions home? e. Where does the pig live? f. Where caterpillar does sleeps? g. When will the pretty moth come?

2.3Discussion Let the pupils reads this words repeatedly. Ask the pupils to partner the words that have the same ending sound. Show other words to the pupils and let them read them orally. Ask them to pair the words with the same ending sound. Read the words on the board. What can you say about these groups of words? Are they having the same ending sound?

2.4Generalization What do you call those words with the same ending sound?

2.5Oral Practice Read the following series of words. Identify the rhyming words. a. Cake b. Land rock send rake sand sick gun

c. Man d. Bench e. Gone

can bird game

come bike glass

rat bunch grass

2.6Practice Exercise A. Guided Practice Name each object by picking out its name words from the answer box. Write your answer in the cloud below each picture.

Bee top

map hat

pen Ten cat

tree cap

B. Independent Practice The teacher will group the class into three groups.

Group 1 : Draw a line to connect the two words that rhyme.

A Stay Rain Grow Blue

Shook B Grain Brook Play

Crow

True

Group 2 : Encircle the word that has the same sound or the rhyming words of the given words in the left. 1. Bee 2. Waist 3. Piece 4. Boy 5. Write tree want peace toy bright cream waste place more eight

2.7Application Say: Read the poem. Pick out the words that rhyme in each stanza and write them on the lines below.

The school year begun And we look forward to another Year of work and fun

We will meet old and new friends Who come from far and near While we remember lessons from the past year.

We will learn to write and spell To read, experiment and draw Add, subtract and divide well

Now that summer is gone And vacation days are over We leave fun memories of things we have done

We welcome another school year Of learning new things As our teacher greet us with cheer.

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

____________________ ____________________ ____________________ ____________________ ____________________

IV.

Evaluation A. Choose the word that has the same sound as the given word on the left. 1. Play 2. Here vary hair winter cook den block may here weather can

3. Whether 4. Pen 5. Book

V.

Assignment List down 5 pairs of rhyming words.

D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Preparatory Activities 1.1Drill Pair the two words that rhyme. Write it on the space provided.

Cake Bell Bake

wife call life

bend

ball

sell

lend

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

1.2Checking of Assignment 1.3Review

2. Lesson Proper 2.1Presentation A. Present again the poem Animals Home. B. Ask: What is the poem all about? Which stanza in the poem you like most? Can you memorize it? C. Ask the pupils to memorize the stanza of the line they likemost. Prepare them in reciting the stanza or line they likemost in front of the class after several minutes.

2.2Discussion/Analysis What is your most-like stanza in the poem? What did you like the stanza? Is it easy for you to remember the stanza? Why is it easy to remember this stanza?

2.3Ask the pupils to recite their most-like stanza or line in front of the class. 2.4Generalization What did you do with the stanzas of the poem? Did you have hard time in committing them in your memory?

2.5Practice Exercise A. Guided Practice Let the pupils read the poem by class, by group, then individually. B. Independent practice Call on individual pupil to recite a well-liked line in the poem.

2.6Application Read the poem below. Try to remember 1 or 2 lines and be ready to recite it in front of the class.

I Love Little Pussy

I love little Pussy, her coat is so warm And if I dont hurt her, shell do me no harm Shell sit by my side and Ill give her some food And pussy will love me because I am good.

2.7Group Activities Group the pupils into three groups. Give them some poems to read and ask them to recite their most-like line in the poem. Group 1 : Little Jack Homer

Group II: Group III:

Little Miss Muffet Little Boy Blue

2.8Writing Activities 1. Read the poem by class, by groups and by individually. 2. Give the guidelines in copying lines from the poem. 3. Ask the pupils to copy their most-like lines in the poem.

3. Evaluation Supply the poem with the missing words.

A silk thread web __________ is a home The white ants __________ is like a dome. A __________ sleep in a leaf cocoon. Then a pretty __________ will come out soon.

4. Assignment Memorize the poem Animals Home.

Differentiated Activities (DELC)

Review Recite the poem Animals Home. Group I : Find pairs of rhyming words below. Write each pair in puzzle pieces.

Make Nurse Moon

pump brush rub

hill book soon

chill bake give

rum purse cook

Blue

nun

jump

tub

crush

Group II : Draw a line to connect the pair of words that rhyme.

1. Cow 2. Bend 3. Throw 4. Gather 5. Bless

grow bow send guess father

Group III : Read each pair of rhymes. Write YES if the pair of words rhymes and write NO if the pair does not rhyme.

________1. Sold hold ________2. Three ten ________3. Away sway ________4. Rat bat ________5. Cow goat

________6. Date met ________7. Bring take ________8. Pet net ________9. Best rest _______10. Take stalk

Group IV ; Underline the word inside the parenthesis that rhymes with the given words at the left. 1. How 2. Walk 3. Bad (bow (calm (said snow take bed grow talk laid show) wall) sad)

4. Nest 5. Meat 6. Ground 7. Ball 8. Drink 9. Goat 10.Tight

(send (seat (stand (call (sing (go (thing

sleep set round bell wing boat sight

rest met hand sell look grow keep

bird) bet) brown) will) sink) load) hold)

Differentiated Activities

Group I : Read the following poem repeatedly and do the activity below.

What Do We Do in School?

Her we dance and si g happily, Play and study all day; Our school brings dearest memories Which cant be erased in many ways.

Supply the missing words in the poem.

Here we dance and __________ happily Play and __________ all day; Our __________brings dearest memories Which cant be __________ in many ways.

Group II : Read the poem below. Commit to your memory your most-like stanza and be able to recite it in front of the class.

A Tiger People who knows tigers Very, very well All agrees that tigers Are not hard to tell

The way to tell a tiger is With lots of room to spare Dont try telling up close Or we may not find you there.

Group III : Read the poem below. Try to memorize the poem and be ready to recite it in front of the class.

The Teachers Sacrifices

With consonant vigil he notes the progress Of them the weak and slow to learn With equal zeal and devotion he watches, The fast learner and the intelligent.

I.

Objectives A. Skills 1. Give the meaning of new words through picture and demonstration. 2. Note details in the poem listened to. 3. Respond to the poem through the following engagement activities: Group 1 ; Act out like a traffic policeman. Group 2 : Imitate how clowns perform. Group 3 ; Write ones dream or ambition in a specific sentence. 4. Recognize words that rhyme in a selection. 5. Recite 1-2 stanza poems with correct intonation and stress. 6. Write contraction s.

B. Skills 1. Read Aloud 2. Questioning 3. Noting Details

C. Values Good citizen, Civic Mindedness.

II. Subject Matter A. Poem: The traffic Policeman B. Comprehension Skills/Strategies:

Answering wh-questions Noting Details Group Activity C. Language Structure: Recognizing rhyming words in the selection. D. Deciphering and Decoding: Reciting 1-2 stanza poem with correct intonation and stress. E. Writing: Writing contractions F. References: BEC PELC, BES Bk pp. 15-18, 209-211

III.

Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-reading 1.1Motivation Show a picture of a policeman. Let the pupils tell some of his duties.

1.2Unlocking of Difficulties. a. Unlock the following words using context clues, gestures pictures. Raises Waive his hand Circus clown Magic wand Whistle

1.3Motive Question Why is it fun to watch the traffic policeman?

B. Constructing Meaning 2. Active Reading

2.1First reading of the Poem (The teacher will read the poem without any interruption.)

2.2Second reading of the poem (The teacher will read the poem. Ask questions to monitor the pupils comprehension and enable them to make predictions.)

The Traffic Policeman

In a secret corner I have to be The traffic policeman just to see; He blows a whistle and waves his hand And all the cars go and the people stand

And then this time he raises his hand, Im sure he holds a magic wand, For all the cars stop and the people go, How he does it, I hust dont know.

Sometimes hes like a circus clown, Hell smile at one and one hell frown; I think he knows when youre good or bad, And thats what makes him glad or sad.

But this one thing Ill let you know. I just cant wait for me to grow; A traffic policeman then Ill be, But a better one than he.

3. Post Reading 3.1Answering motive questions and the comprehensive questions. 3.2Engagement Activity ENGAGEMENT ACTIVITY 1 (Small Group Activity) Group I : Act out like a polecman. ENGAGEMENT ACTIVITY 2 (Discussion of the Poem) Group II : Imitate how clown perform. Who loves to stay at the street corner? Where does he stay to play? Why? (Group I will present their work.) What does the policeman do when he wants the cars to go and the people stop? What does it meant when the policeman waive his hand? Does the boy think that the policeman is sometimes like a clown? (Group II will present their work.) Group III : Write ones dream or ambition in a one sheet of paper. What was the writers dream or ambition when he grows up? On what stanza can you find the childs dream? Why does the writer wants to grow up fast? (Group III will present their work.)

C. Development of English Language and Competencies (DELC)

1. Preparatory Activities

1.1Drill Ask the pupils to give the words that rhyme with the following wwords. Bee Hand Fire day sweet feet

1.2Review Which of the following pair of words are rhyming words? Put a check (/) inside the box if the words are rhyming words and cross (x) if it is not.

1. Sand Hand 2. Went Bent 3. Was Has 4. Tune Tell 5. Sing Ring 6. Wrong Room 7. Road Door 8. Long Song

9. Along Alone 10.Funny Sunny

2. Lesson Proper 2.1Presentation Have the pupils read the two stanza poem.

In a street corner I have to be The traffic policeman just to see; He blows a whistle and waives his hand, And all the cars go and the people stand.

And then this time he raises his hand, Im sure he holds a magic wand, For all the cars stops and the people go How he does it I just dont know.

2.2Comprehension Check-up a. Who is the main character of the poem? b. Where can you find the traffic policeman? c. What did the traffic policeman do in the street? d. What will the cars and people do if the traffic policeman raises his hand? e. What will the cars and people do if the traffic policeman waves his han? Ask the pupils to read the first two lines. f. What words have the similar/same final sound? Let the pupils give the words by pairs.

2.3Generalization a. What do we call words having the same/similar sound? b. What do we mean by rhyming words?

2.4Oral Practice Read the following lines. Encircle the words that rhyme. 1. Lets clean our room. With a big tight broom.

2. Where will you carry a sack? On you hand or in your back?

3. Children like to sing and play. They had no problem through out the day.

4. Keep your body clean and neat. From head down to feet.

5. Oh, God, to you I pray. Keep me safe night and day.

2.5Practice Exercise A. Guided Practice Listen to these unfinished rhymes, then think of a word that rhymes with the last word of the first line. 1. Little children love to sing. Waiting for the bell to __________.

2. Once he sat in a nook To read his pretty __________.

3. See me walk so straight and tall. I wont let my basket __________.

4. Ill sit by her side and give her some food. And pussy will love me because I am __________.

5. Little frogs make a happy crowd. They shout so hard and very __________.

B. Independent Practice The teacher will group the pupils into three groups.

Group I: Encircle the words that rhyme. 1. Ill like it best If you give a good rest

2. Rain, rain, go away Come again another day.

3. In a basket, i see Some mangoes, one, two, three.

4. Twinkle, twinkle little star How I wonder what you are.

5. Look at the shining moon. It will hide in the cloud soon.

Group II: Read the following rhymes. Study the words at the end of each line. Underline the first pair of words with the same ending sound. Encircle the next pair.

1. Hickory Dickory Dock

Hickory, dickory dock The mouse ran up the clock The clock struck one The mouse run down Hickory, dickory dock

2. Jack and Jill

Jack and Jill Went up the hill To catch a fail of water

Jack fell down And broke his crown, And Jill came tumbling after

3. Pussy Cat

Pussy cat, Pussy cat, where have you been? Ive been to London to visit the new Queen.

Pussy cat, Pussy cat, what did you do there? I caught a little mouse under her chairs.

Group III: Copy the rhyming words in the following lines. 1. A little mind in wonder Always think and ponder.

2. The branches of the tree Are like arms that welcome me.

3. Mans future depends on how He cares for nature.

4. The little chubby boy Is his mothers joy.

5. The childs mother called her father

2.6Application Read the following verses. Box the words that rhyme. 1. Make new friends, but keep the old. Those are silver, but these are gold.

2. There are many heroes indeed! Heroes are pen and heroes are deeds.

3. Mother is my greatest heroine. Shes always beside me whether I lose or win.

4. Going to battles, youre brave! Lives of countrymen you save. Freedom of your country a dream. Love and courage in your eyes gleam.

5. My God who makes the sun to know His proper hour to rise, And to give light to all below, Does send him round the skies.

IV.

Evaluation Fill in the blank with the correct word that rhymes with the last word of the first line. Choose from the words in the box. Bee Tree crow low flies pie sail trail toad broad

1. I saw a sparrow Flying very __________.

2. The goat on the road is running after a __________.

3. Ted is riding a boat Wearing a long __________.

4. A man with a tie Is eating a __________.

5. I ate with Louie Under a big oak __________.

6. I fell on the rail Following the __________.

V.

Assignment Complete the rhyme with a word that rhymes with the last word of the first line. 1. I may be small But wait till I grow __________.

2. They said something about a wall Where an egg had a great __________.

3. Come and help it start Otherwise we will use a __________.

4. He is looking for a boy who is lean Will you call in Tony who is __________?

5. It really breaks my heart, 6. To think of the day when we shall __________.

D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Preparatory Activities 1.1Drill Give the words that rhyme with the words that follow. Rain warm hold boat ball

1.2Checking of Assignment

1.3Review Call a pupil to recite the rhyme Animals Home.

2. Lesson Proper 2.1Presentation Present the poem in the Manila Paper, The Traffic Policeman.

2.2Discussion/Analysis a. The teacher will read the poem first. 1. Why does the writer love to stay in the street corner? 2. Why does the writer want to grow fast? 3. What kind of traffic policeman does he want to be? b. Second reading of the poem. Did I read it with correct intonation and stress?

2.3Ask the pupils to read the rhyme with proper intonation and stress.

2.4Generalization How did we read the poem? Did I read it with correct intonation and stress?

2.5Practice Exercise A. Guided Practice The teacher will read again the poem with correct intonation and stress then followed by the pupils.

B. Independent practice Let the pupils read the poem by class, by group with correct intonation and stress.

2.6Application Have one or more pupils read the poem correctly with proper intonation and stress.

2.7Group Activities Read the following poem with correct intonation and stress. Group I: The Garden Hose

In the gray evening I see a long green serpent With its tail in the Dahlias It lies in loops across the grass And drinks softly at the faucet I can hear it swallow.

Group II: Goodbye dear People

Then he bade once more his adieu To the land he love so well And to the people whose hearts he owns, He bade an affectionate welfare.

Group III:

The Birds and the Bees

Let me tell you about the birds and the bees And the flowers and the trees And the moon up above And the thing called love When I look into your big brown eyes Its so very nice to see.

2.8Writing Activities 1. Presenting a stanza of the poem The Traffic Pliceman. Sometimes hes like a circus clown Hell smile at once and on another hell flown I think he knows when youre good or bad And thats what, makes him glad or sad.

2. Discussion a. What word is written in short form in the first line? In the second line? In the third line? In the fourth line? b. What letter is omitted in the word hes and instead an apostrophe is used? What about the word hell? c. What mark takes place of a letter or letters omitted in each word?

3. Give guidelines in copying sentences. 4. Copy sentences from the story which has contraction.

3. Evaluation Call on individual pupils to recite one two stanza of the poem with correct intonation and stress.

4. Assignment Practice reading the poem The Traffic Policeman with correct intonation and stress at home.

Differentiated Activities (DELC)

Group I: read the poem below and circle the rhyming words.

Group II: Copy the words that rhyme in the poem below.

The Hazards of Science

A green little chemist on a green little day Mixed some green little chemicals In a green little way The green little glasses Now tenderly wave Oer the green little chemists Green little grave.

Group III: Read the poem and list down the words that rhyme in the poem.

God Given Gifts

God gave these gifts to me, A pair of eyes, so I may see, A pair of arms to work and do,

A pair of legs to walk with you

One little head to turn around, One body strong and sound One little mouth so I may praise Gods lovely word and holy ways.

Differentiated Activities (DDSS) Recite the two-stanza poem below and try your best to express the correct intonation and stress.

Group I: A Beautiful Place

We have a very beautiful place In which our people live The bright and glowing sunshine Makes every heart alive.

The meadow and the forest. The bright sky and fresh air, These are Gods given wealth. Which everyone should thank.

Group II: School is Fun

School is waiting Cant be late

Hurry, hurry! Its half, past eight! Out the door And down the street Then softly, quietly Take your seat.

Group III: A Seedling

You were just a little seed, That a neighbor gave to me, But now youve grown a small, green head, What can your secret be?

Our neighbor says, with love and care, You will grow to be a tree, But how and why you will grow, What can your secret be?

I.

Objective A. Show enjoyment in listening to a story B. Note details in a selection listened to. C. Recognize the rising and falling intonation. D. Identify the telling, asking, and command/request sentence. E. Write sentences observing capitalization and punctuation.

II.

Subject Matter

A. Story: The King of Beasts and his Three Advisers B. Comprehensive Skills: Noting Details C. DELC: Recognizing Rising and Falling Sentence. D. DDSS: Identifying Telling and Asking Sentence. E. Writing: Writing Sentence Observing Capitalization and punctuation Ref: New Dynamics in Series in Eng. Pp. 17-23 Language and Reading Workbook, p. 15 F. Materials: Charts, pictures, flashcards.

III.

Learning Activities A. DMR 1. Pre-reading 1.1Motivation (Showing a picture of an angry lion.)

1.2Unlocking Difficulties

Liar (context clues) Irritable (context clues) Truthful (context clues)

nodded (gesture) adviser (context clues) torn (gesture)

1.3Motive Question Who is the King of Beast? Who are his three advisers?

B. CM Constructing Meaning 2. Active Reading 2.1First Reading of The Story

(The teacher will read the story without any interruption.)

2.2Second reading of the Story (The teacher will read aloud the story.)

3. Post reading 3.1Answer motive question and other comprehensive questions

3.2Engagement Activity Engagement 1. (Small Group Activity) Group 1 : Draw the King of the Beasts. Group 2 : Imitate the sound produced by the sheep, goats and horses. Group 3 : if you were the lioness, what health tips can you give the king to get rid of bad breathe? List them down. Group 4 : Compose a song/jingle about an honest and sincere friend,

Engagement 2. (Discussion of the Story)

Why were the animals afraid of the lion? Why was the King of the forest in an irritable mood? What did the king Beast do? Why did the lion call him his advisers? Who told that his breath was most unpleasant? What health tip can you suggest? What lesson have you learned from the story?

C. DELC learning Activities 1. Preparatory Activities 1.1Drill

Spelling Drill

1.2Review Recall about the story entitled The King of the beast and His Tree Advisers.

2. Lesson Proper 2.1Presentation a. The lion is called the King of Beast. b. The goat saw the sheeps meat and bones. c. The horse walked slowly. d. Would you say that my breath smells unpleasant? e. Do I have a bad smell? f. Is it true?

2.2Discussion a. How did i read the above sentences? b. In which sentences did you hear my voice falling? c. In which sentences did you hear my voice rising? d. What intonation is used if the sentence cannot be answered by yes or no?

2.3Generalization a. What intonation patterns did you learn? b. When do we use the rising intonation? c. When do we use the falling intonation?

2.4Oral Practice Read the following sentences. Tell if the intonation pattern is rising or falling.

1. Are you a good boy? 2. My friend is coming. 3. Is he your friend? 4. Are you in grade III? 5. Come to me.

2.5Practice Exercises A. Guided Practice Read the following sentences with correct intonation and pronunciation. 1. Do you help your mother and father? 2. Do you want to pick ripe mangoes over there? 3. How many are you in the family ? 4. Do you go to school during bad weather? 5. Who is your father?

B. Independent Practice Encircle the number of the sentence that has a rising intonation. Box the number of the sentence with a falling intonation. 1. Are you in Grade III? 2. Do you enjoy music? 3. Im nine years old. 4. Who is your teacher? 5. Where do you live?

2.6Application Read the following sentences. Write R if the sentence has a rising intonation and F if the sentence has a falling intonation. 1. I am hungry

2. Where is your home? 3. Are you alright? 4. What is your friends name? 5. Is she coming?

IV.

Evaluation Put a check (/) mark before a sentence that has rising intonation pattern and put a cross (x) mark before a sentence that has a falling intonation. _____1. Do you go to school? _____2. I was in Grade II last year. _____3. Is your mother a teacher? _____4. My father is a farmer. _____5. Is she your sister?

V.

Assignment Write three sentences with falling intonation and three sentences with rising intonation.

D. Deciphering and Decoding strategies and Skills (DDSS) 1. Preparatory Activities 1.1Drill Read the following sentences with proper intonation.

1. Will you come? 2. Where will you go? 3. May I give him some to eat? 4. Who was going home? 5. Am I healthy?

1.2Checking of Assignment

1.3Review When do we use the rising intonation? When do we use the falling intonation?

2. Lesson Proper 2.1Presentation a. They put the vegetables into the pot b. Do I have a bad smell? c. Lets make some vegetable soup. d. Please give me that book.

2.2Discussion What do these sentences mean?

2.3Generalization What do you mean by telling, asking, command/request sentence?

2.4Practice Exercises A. Guided Practice Tell which sentences are telling, asking, command/request. 1. Give me a piece of paper. 2. I will make a card for my mother. 3. Are you going to have a party? 4. Please ask my mother about it. 5. This book is for my brother.

B. Independent Practice Here are the sentences written in a strip cartolina. Tell which sentences are telling, asking, command/request. 1. Set the table. 2. Can you do these for me? 3. The band is going around the town. 4. As arnel the member of the band? 5. Kindly bring this bag to the room.

2.5Application. Identify the following as Telling, Asking, Command/Request sentences. 1. I like my fathers work as a news writer. 2. Go to the blackboard. 3. Eric watered the plants. 4. Please hold my hand. 5. Are they busy practicing?

2.6Writing Activities

Write the following sentences correctly. a. Did you watch TV? b. Tell me the truth. c. Our money is not enough.

3. Evaluation Identify the following as Telling, Asking, Command/Request sentences. __________1. Why do fireflies fly at night?

__________2. The president visited the typhoon victims. __________3. Return this book to the library. __________4. Please wash the plates. __________5. Do you like the green mangoes?

4. Assignment Study your lesson.

Differentiated Activities (DELC)

Review What information patterns did you learn?

Group I. Read the sentences correctly. Write the rising intonation under column A and those with falling intonation under column B.

1. When were you born? 2. English is my favourite subject. 3. Are you a good pupil? 4. Do you go to school early? 5. I live with my family.

6. Is it an animal? 7. Is he your brother? 8. What Grade is he? 9. Who are your parents? 10.Does he go to school?

A ________________________ ________________________ ________________________ ________________________ ________________________

B ________________________ ________________________ ________________________ ________________________ ________________________

Group 2. Read the following sentences. Write R if the sentence should be read with a rising intonation, and F if it should be read by falling intonation. _____1. What do you take when you have fever? _____2. Do you go to a doctor when you are sick? _____3. Are these doctors in your community? _____4. Who assists the doctors in their work? _____5. Would you like to be a doctor someday? _____6. What kind off air should we breathe? _____7. Do you live here? _____8. why do we study? _____9. Are you busy on Sunday noon? ____10. It is recess time.

Group III. Read the conversation below. Underline the sentences that has rising intonation and box the sentences that have falling intonation. (see chart)

Group IV. Encircle the number of the sentence that has a rising intonation. Box the number of the sentence with falling intonation. 1. Would you like to see my collection? 2. Do you think i can stop worrying about him? 3. Look over there. 4. Give the test booklets to Mr. Santos. 5. Would you like to join the party? 6. When is the next rehearsal? 7. What can I do for you? 8. Please join the glee club. 9. What are you doing on Saturday?

Differential Activities (DDSS)

Group 1. Classify each sentence. Write T if it is a Telling, Q if it is a question. Put the appropriate punctuation. _____1. He is taller than her. _____2. Is the book for him or for me? _____3. They have gone for a week. _____4. We have received no word either from him. _____5. Do you pray frequently? _____6. I cannot take you with me. _____7. Were you in the play? _____8. The loud noise disturb him. _____9. May she and I leave now? ____10. Did you buy it for me?

Group 2. Tell whether the sentence is in the form of a request orcommand. __________1. Open the door now. __________2. Please carry my bag. __________3. Could you clean the fish? __________4. Unload my groceries. __________5. Kindly fold and keep the plastic bags. __________6. Please stay. __________7. Go and study your lessons. __________8. Will you go with me to the market? __________9. Could you attend the seminar on Saturday? _________10. Give me a break.

Group 3. Identify the following as Telling, Asking, Command/Request sentence. __________1. I was very happy. __________2. What happened?

__________3. May I borrow your book? __________4. Put this on the table. __________5. The sun is bigger than earth. __________6. My parents told me that i was not been deaf and blind. __________7. Why is darkness and silence all around them? __________8. Kindly get a glass of water. __________9. Speak up. _________10. Some plants have flower.

Group 4. Identify the following as Telling, Asking, Command/Request sentence. __________1. Please move the electric fan to the left. __________2. Sweep the floor. __________3. Malunggay is a horse-raddish. __________4. How did you do it? __________5. I used my mind and heart in portrait drawing. __________6. Please arrange my clothes in the cabinet. __________7. Get one whole sheet of paper. __________8. Who are in the picture? __________9. Our science teacher asked us to do a research on the solar system. _________10. Wash the floor with soap and water.