February 04, 2013 English WEEK 3 Theme: My School and Friends TARGET SKILLS: At the end of the lesson

the students should be able to: Expressive Objectives: Realize the importance of handling own toy properly Realize the importance of saying sorry Instructional Objectives: Oral Language: listen and respond to the stories of others Phonological Awareness: recognize, distinguish, and supply words that end with the same sound Listening Comprehension: sequence events in the text listened to (beginning, middle, end); making inferences Vocabulary and Grammar: recognize, identify and use pronouns I and you in sentences. WEEK 3 - DAY 1 LESSON PLAN 5 minutes I. Pre- Assessment: Ask the students to arrange the three cut-out pictures (beginning, middle, and end) Egg, chick coming out of cracked egg, chick trying to fly

II. Objectives: Recognize the beginning, middle, and end of the story Recognize, distinguish, and supply words that end with the same sound Recognize the use of the pronoun he in replacing names of boys

III. Subject Matter and Materials: Subject Matter: beginning, middle, end pronoun he Materials: Picture cards 5 minutes IV. Procedure: A. Activating Prior Knowledge Unlock the meaning of the words, fell off, fix fell off- demonstration, context clues The button of my bag fell off (teacher shows the class). Ask: What happen to the button of my bag? What do we mean by fell off? Fix-demonstration, context clues Uh-oh! Now, the lock of mu bag is broken. I am going to bring it to the repair shop. They can fix my bag. What do you think will they do to my bag? What happens when you fix something? Possible answer: (they fix the broken part of the bag; we use again the things that we fix it.) What is your favorite toy? Lets find out what Mateos toy is. 10 minutes B. Presentation and Modeling (Oral Language) Tell a story about a childs experience. Mateos Toy One day, Mateo played with his toy car. Crack! Oh no, the door fell off!Its okay, Mateo. Father said. I can fix it. The teacher will ask the following questions: 1. Who is the boy in the story?

2. 3. 4. 5. 6.

What does he have? What happened to his toy car? How did he feel when it happened? Who will fix the toy? What do you think will Mateo tell his father?

The teacher will arrange the events of the story (beginning, middle, and end) using pictures from the story. Teacher will post pictures on the board. *pictures of Mateos father offering to fix his toy *car picture of Mateo playing with his toy car *picture of his broken toy car. Teacher will arrange the pictures to show the sequence of events in the story. The teacher will do a think aloud. T: Which among these pictures happened first? What was the next thing that happened? Which happened last? Teacher will review the events in the story. First, Mateo played with his toy car. Then, the door of his toy car fell off. The door cannot fell off before he played with it. Perhaps, Mateo was not being careful while playing with it. And, lastly, his father told Mateo that he can fix his toy car. He cannot fix the toy car if it is not yet broken. So this should be the last. 10 minutes C. Independent Practice: The teacher will ask the students, Have you experienced breaking your toy like, like Mateo? Draw what happened. (The teacher can give a worksheet or he/she may just ask the students to draw the pictures in their notebook.) Box 1. What are you playing with? Box 2. What happened to your toy? Box 3. Who helped fix your toy? The teacher will ask the students: What toy did the father fix in the story? What sound can you hear at the end of the word car? What sound can you hear at the end of the word car? Now I will say two words, bar, cat. What word has the same ending sound as car? lets try another one. Which of the two words- cab, jar- has the same ending sound as car? 10 minutes D. Presentation (Grammar): The teacher will replace the name of a boy using the pronoun he ex. 1. Mateo played with his toy. 2. He broke the toy. 3. Mateos father got his toy car. 4. He will fix it. 5. Tell: in sentence 1, I am talking about Mateo. Mateo is a boy. In sentence 2, I am still talking about Mateo. But this time, I did not use his name anymore. Instead of saying his name again, I used the word he. I used the word he to replace the name of a boy. Let us look at sentence 3. Who are we talking about? Is Mateos father a boy or a girl? Who are we talking about in sentence 4? What did we replace it with? Homework: Write at least 5 games that you always play.

February 05, 2013 English WEEK 3 DAY 2 LESSON LAN I. Objectives:

To arrange the beginning, middle, and end of a story To use the pronoun he to replace names of boys

II. Subject Matter and Materials: Subject Matter: Recognizing the beginning, middle, end and identifying and using the pronoun he. Materials: Picture cards for sequencing 10 minutes III. Procedure: A. Guided Practice Listen to a short story with a beginning, middle, and end.
Pedro and his friends

Ask the following questions about the short story: Who did Pedro see? What were they doing? What did Pedro ask them? Did his friends let them join the game? How do you think did Pedro feel?

Pedro and His Friends Pedro saw his friends playing patintero. May I join the game? Pedro asked. Yes you may. said his friends.

If you were one of Pedros friends, will you also let him join? Why or Why not? Now, I have three pictures about the story. Let us talk about each picture. Who would help me to arrange the pictures in order? Watch a classmate sequence the pictures of the events in the story. Listen to a classmate retell the story based on the pictures (teacher guided). 10 minutes B. Independent Practice Listen to a short story with beginning, middle, and end-Paolo Arrange the three pictures according to its beginning, middle, and end. 1. Paolo looking at his friends playing 2. Paolo asking his friends if he could play 3. Paolo playing with his friends Retell the story using the pictures (teacher-guided) 5 minutes C. Modeling (Grammar) The teacher will replace the name of a boy with the pronoun he Example: Pedro joined the game. He joined the game. 5 minutes D. Guided Practice Ask a student to replace the name of boy with the pronoun he ex. Paolo threw the wrapper into the trashcan. He threw the wrapper into the trashcan. 10 minutes E. Independent Practice Show pictures of famous people (e.g. Manny Pacquiao, Anne Curtis, Charice Pempengco, President Aquino, etc). Ask the students to stand up when the person shown is a boy. Ask the students to identify if the pronoun he can be used to replace the name of the person. The teacher or a student will use the pronoun he to tell about some pictures. Homework: Write a short story about the events that you attended.

February 06, 2013 English WEEK 3- DAY 3 LESSON PLAN I. Objectives: Arrange the pictures according to the beginning, middle, and end of the story Recognize, distinguish, and supply words that end with the same sound Recognize the use of the pronoun she to replace the names of girls II. Subject Matter and Materials: Subject Matter: beginning, middle, and end of the story pronoun she Materials: Picture cards 15 minutes III. Procedure: A. Presentation and Modeling (Oral Language and Listening Comprehension): The teacher will read a short story with a beginning, middle, and an end.
Karen and Gina Karen and Gina were dancing. Ouch! Karen, you stepped on my foot. Sorry, Gina, Karen said.

Ask the following questions: a. Who were dancing? b. What happened while they were dancing? c. Did Karen mean to step on Ginas foot? d. What do you think will Gina tell Karen? Tell: I have three pictures about the story. Let us talk about each picture. The teacher will sequence the pictures and retell the story. 10 minutes B. Modeling (Grammar) Ask the students to listen. Replace the name of a girl with the pronoun she. (Pattern after the dialogue for the pronoun he). Example: Karla is eating. 15 minutes C. Guided Practice (Oral Language, Listening Comprehension, and Phonological Activity): The teacher will tell a short story with beginning, middle, and end.
Sarahs Cup of Taho Sarah heard the vendor shout, tahooo!Tahooo! She got a cup of taho. She said, Thank you!

The teacher will ask the students to watch a classmate to arrange the pictures of the events in the story. The teacher will ask the students to listen to a classmate retell the story. (Teacher guided) She is eating. Ask: Where did Sarah put the Taho? (Cup) What is the ending sound of the word cup? /p/ Alright, listen to the words that I am going to say- bus, cat, and tap. Which word has the same ending sound as cup? (tap) The teacher will do an activity on ending sounds. The teacher will divide the class into group and give each group a flag. The students in each group may take turns in answering. Each student will raise the flag if the pair of words stated has the same ending sound. Example: Hat, cat, tap, pat-, fan,- ran Homework: Bring pictures of famous people.

February 07, 2013 English

WEEK 3- DAY 4 LESSON PLAN I. Objectives: Arrange the three pictures according to its beginning, middle, and end Use the pronoun she to replace names of girls II. Subject Matter and Materials: Subject Matter: Sequencing the events in the text listened to (beginning, middle, end); making inferences pronoun she Materials: Picture cards 15 minutes III. Procedure A. Guided Practice (Oral Language and Listening Comprehension) The teacher will ask the students to listen to a short story with beginning, middle, and end.
Leas Drink Lea wanted a drink. She filled a glass with water. She drank it all up.

Arrange the pictures according to its beginning, middle, and end. Ask the students to retell the story using the pictures. (Teacher guided) 15 minutes B. Independent Practice (Oral Language and Listening Comprehension) Ask the students to listen short story with beginning, middle, and end.
Bella Makes a Sandwich Bella made an egg sandwich. She shared it with her sister. Thank you! said her sister. Picking Up the Trash Paolo saw a candy wrapper on the ground. He picked it up. He threw it into the trashcan.

The teacher will ask the students to arrange three pictures according to its beginning, middle, and end. 10 minutes C. Independent Practice (Grammar) Ask the students to look at pictures of famous people. Ask the students to stand up when the person shown is girl. Have the students identify if the pronoun she can be used to replace the name of the person. Ask the students to listen to teacher/classmate use the pronoun she to tell about some pictures.

February 08, 2013 English

WEEK 3- DAY 5 LESSON PLAN I. Objectives: Arrange three pictures according to its beginning, middle, and end. Use the pronoun he and she in sentences II. Subject Matter and Materials: Subject Matter: beginning, middle, and end pronoun he or she Materials: picture cards, picture of boy/girl 20 minutes III. Procedure: A. Post Assessment (Oral Language and Listening Comprehension) Ask the students to listen to a short story with beginning, middle, and end.
Anas New Book Ana placed her new book on the table. She spilled her glass of water. The book got wet.

Ask the students to arrange three cut-out pictures (beginning, middle, and end.) 20 minutes B. Post Assessment (Grammar) Ask the students to pick a picture of a boy/girl Have the students to say something about the picture using pronoun she or he. Example: He has a book. She has a pencil.

February 09, 2013 English WEEK 4 Theme: My School and Friends TARGET SKILLS: At the end of the lesson the students should be able to: Expressive Objectives: Realize the importance of handling own toy properly Realize the importance of saying sorry Instructional Objectives: Oral Language: listen and respond to the stories of others Phonological Awareness: recognize, distinguish, and supply words that end with the same sound Listening Comprehension: sequence events in the text listened to (beginning, middle, end); making inferences Vocabulary and Grammar: discriminate and use pronouns he and she in sentences WEEK 4- DAY 1 LESSON PLAN 5 minutes I. Pre-Assessment The teacher will ask the students to arrange a three picture sequence Child eating banana, Child throwing banana peel, another child slipping on the banana peel

II. Objectives:

Answer who, what, when, where, why question Recognize the use of he and she in sentences Appreciate what one can do in a community/barangay Recognize, distinguish, and supply words that end with the same sound

III. Subject Matter and Materials: Subject Matter: Listening Comprehension, Pronoun he and she Materials: pictures for sequencing, word for unlocking 5 minutes IV. Procedure: A. Activating Prior Knowledge The teacher will help the students to unlock the word fiesta. The teacher will show a picture of a fiesta being celebrated in barangay. Ask: Can you tell me about this picture? What is happening in the picture? What do you usually eat in Fiestas? Let us find out in the story: What Paco and Liza eat at the fiesta? 15 minutes B. Presentation and Modeling The teacher will ask the students to listen to the story about going to the fiesta. Today, we are going to read a short story entitled Paco and Liza at the fiesta.
Paco and Liza Last Sunday, Paco and Liza went to the town fiesta. There was a lot of food. Paco ate pansit. He drank sago and gulaman. He had ube ice cream fordessert. Liza ate spaghetti. She drank orange juice. She had mango ice cream for dessert. They were so full! They went home with big smile.

15 minutes V. Guided Practice 1. The teacher will ask the students to sort the pictures to show what the characters in the story ate. 2. The teacher will ask the students to tell about what the characters in the story ate using the pronouns he and she. He ate_____ She ate_____. Whole Class Activity: The teacher will ask what was being celebrated in the story. (Fiesta) Under the fiesta, teacher will write or post names of food that have the same sound as fiesta. Tell: let us say the word fiesta. Again, everybody let us say fiesta. Now listen to some names of food that we can eat at fiestas- banana, papaya, bibingka what do you notice about these words? What sound do they all end with? Yes, they all end with the sound /a/. Can you give me other names of food that end with the sound /a/? Other examples: maja blanca, crispy pata, longganisa, caldereta, etc. Homework: Bring bond paper and coloring materials.

February 10, 2013 English WEEK 4- DAY 2 LESSON PLAN I. Objectives: Share about other experiences Use pronoun he or she in sentences Appreciate what one can do in the community/barangay II. Subject Matter and Materials: Subject Matter: Pronoun he and she Materials: teachers drawing of what she eats at a fiesta, paper and coloring materials. 10 minutes III. Procedure: A. Activating Prior Knowledge The teacher will ask the students to answer the questions Have you been to a fiesta? What did you eat there? through a drawing. Each child will be given a materials which they can use to draw they eat at a fiesta before. 15 minutes B. Presentation and Modeling 1. The teacher will ask the students to look at the teachers drawing of what she ate at a fiesta. 2. The teacher will ask the students to listen to a classmate telling about what the teacher ate at the fiesta. The teacher ate___at the fiesta. 15 minutes V. Guided Practice The teacher will ask the students to have a pair-share. They will answer the questions What did your classmate eat at the fiesta? He/She ate _______at the fiesta.

February 11, 2013 English WEEK 4- DAY 3 LESSON PLAN I. Objectives: Answers who, what, where, when, why question Recognize the use he and she in sentences Appreciate what one can do in the community/barangay II. Subject Matter and Materials: Subject Matter: Pronoun he and she Materials: Strips of words: kite, ladder, and heard Pictures of what the character did in the story of Paco and Liza at the playground 10 minutes III. Procedure: A. Activating Prior Knowledge The teacher will unlock the words kite, ladder, and heard. Before we read the story, lets find out what these words mean. Kite- (show a picture of a kite) this is called a kite. I play with this when the wind is strong. Ladder- (show a picture of or an actual ladder). One day, my kite went on top of a tree. I got a ladder to get the kite. This is called a ladder. Heard- when I was on the top of the tree I heard a bird say Tweet! Tweet! (Teacher will cup her ears) what do I mean when I say heard? After, the teacher will use the story Paco and Liza at the fiesta to name the things that the characters ate. Last time, Paco and liza went to a fiesta. This time, they will go to a playground. Ask: What do you usually do in a playground? What will Liza and Paco do in the playground? 15 minutes B. Presentation and Modeling The teacher will ask the students to listen to the story of Paco and Liza at the playground.
Paco and Liza at the Playground Last Friday, Paco and Liza went to the playground. They had fun outside. Paco went down the slide. Liza went up the ladder. Paco jumped over the rocks. Liza sat under the tree. Paco ran after the kite. Liza ran after the butterfly. Paco and Liza heard the bell ring. They ran back inside.

15 minutes V. Guided Practice: The teacher will show/post picture of activities which were done in the story. 1. The teacher will ask the students to sort the pictures showing what the characters did in the story. (e.g., went up the ladder, etc) 2. The teacher will ask the students tot ell what the characters did using the pronoun he and she He/She_______.

February 12, 2013 English WEEK 4- DAY 4 LESSON PLAN I. Objectives: Share bout others experiences Recognize the use of he and she in sentences Appreciate what one can do with friends II. Subject Matter and Materials: Subject Matter: Pronouns he and she Materials: Teachers drawing of what she did in the playground, paper and coloring materials 10 minutes III. Procedure: A. Activating Prior Knowledge The teacher will ask the children to draw what they do at the playground. 15 minutes B. Presentation and Modeling The teacher will ask the children to look at what she did at the playground. A. Student will volunteer to demonstrate the following script: T: She/He_____________at the playground S: She/He_____________at the playground. 15 minutes V. Guided Practice: 1. 2. 3. 4. The children will have a pair share. They will find out what their partners do at playgrounds. The pairs will join other pairs to form a group (teacher will direct the group) In the group, they will answer the question: Q: What did your classmate do at the playground? A: She/He_______.

February 13, 2013 English WEEK 4- DAY 5 LESSON PLAN I. Objectives: Tell about the others experiences in the correct sequence Recognize the use of he and she in sentences Realize the importance of eating three meals Recognize, distinguish, and supply words that end with the same sound

II. Subject Matter and Materials: Subject Matter: Sequencing of events and pronoun he and she Materials: 1. Strips of words for unlocking; breakfast, lunch, dinner 2. Paper puppet of a boy and girl 3. Pictures of food items for breakfast, lunch, and dinner 5 minutes III. Procedure: A. Activating Prior Knowledge The teacher will unlock the words breakfast, lunch, and dinner. These are my meals for the day- breakfast, lunch and dinner. Which one is my meal in the morning? Which one is my meal at noon or midday? Which one is my meal at night time? 15 minutes B. Presentation and Modeling 1. The teacher will ask the students to pick a puppet of a boy or a girl. On the puppets stomach area is strips of paper which can be unfold in three parts. 2. Food items will be posted on the board. Choose the food items on the board that you will eat for breakfast, lunch, and dinner. 3. The teacher will ask the students to draw the food items in the correct order on the unfold strip of paper. First is for breakfast, second fold for lunch and third fold for dinner. 15 minutes IV. Post Assessment: The teacher will ask the following question: What did the child have for breakfast, lunch, and dinner? The student will answer by saying: She/He had____ for breakfast. She had ___for lunch. She had____for diner. 5minutes Whole Class Activity: Egg or Bread? Let us look two food items we can eat fro breakfast egg and bread. Touch your leg if the word I will give has the same end sound as egg. Touch your head if the word I will give has the same end sound as bread. Examples: 1. Beg 2. Red 3. Greg Homework: Make a list of the food that you eat everyday from breakfast, lunch and dinner. 4. Bed

February 14, 2013 English WEEK 5 Theme: My School and Friends TARGET SKILLS: At the end of the lesson the students should be able to: Expressive Objectives: Realize the importance of cleaning the environment Feel the joy of helping each other Instructional Objectives: Oral Language: Identify cause and effect relationships Phonological Awareness: Recognize, distinguish, and supply words that have the same middle sound Listening Comprehension: Identify cause and effect relationship Vocabulary and Grammar: Use the pronouns his and hers in sentences WEEK 5 DAY 1 LESSON PLAN 10 minutes I. Pre-Assessment: Provide an activity sheet for each student. The students have to match three sets of pictures that show cause and effect relationships. Pictures of: (Causes) *Child running *A child with no umbrella *A child running w/o slippers (Effects) *A tired child *A wet child *A child with dirty feet

II. Objectives: Answer who, what, when, where, why questions Realize the importance of cleaning the environment Fell the joy of helping each other III. Subject Matter and Materials: Subject Matter: WH questions Materials: Poster, rag, book, and food, 2 glasses of water (warm and cold), story book, and vocabulary strips 10 minutes IV. Procedure: A. Activating Prior Knowledge Unlock the following words with the students. Help them find out the meanings of: Poster- (realia/real object) shows them an example of a poster. Ask them what a poster is for. Wiped- (demonstration) shows the class how to wipe. Teacher wiped the table with a rag. What does wiped mean? Ask: Can somebody help wipe the table? Picked up- (demonstration) show the class how to pick up. Teachers book fell on the floor. Her student picked up the book. Who can show teacher how to pick up the book? Served (demonstration) show the class how to serve. It was Kates birthday. She serves juice and pansit to her friends in school. Can you help serve this food to your classmates? Warm- (realia) brings 2 glasses of water, one warm and one cold. She also served warm water for coffee. Which glass has warm water?

10 minutes B. Presentation Teacher: What do you like to do in your barangay? In our story today, lets find out what the children do in their barangay. Read a story about a barangay clean- up.
CLEAN UP DAY! POSTER (in a text box) What: Clean-up Day Where: Barangay Sikatune When: Sunday, 7:00 am Look Fely! The clean up is about to start, said Karim. Lets call our friends! Fely answered. Did you bring the things we need?Karim and Fely asked. I have a dustpan, said Nasim. I have a broomstick, said Wally. I have pail, said Tim. I have a rag, said Pam. I have a sack, said Isaac.

The friends happily cleaned the barangay. They swept the road, wiped the benches, and picked up the trash. After cleaning, they got tired and hungry. The children rested on the benches. Karim and Fely served warm puto and cold water. Chairman Romulo saw what the children did. He was happy that they worked together. Wow, our barangay looks clean and beautiful. Job well done, children! 10 minutes V. Independent Practice: Ask question about the story. 1. What is the title of the story? 2. When is the clean up day? 3. Where did it happen? 4. Who helped clean the barangay? 5. What did they use to clean the barangay? 6. Why did they clean the barangay? 7. What did they feel after cleaning the barangay? 8. What did chairman feel after he saw the clean barangay? 9. If you were the children, would you also help clean the barangay? Why? 10. What else can you do to help the barangay?

February 15, 2013 English WEEK 5- DAY 2 LESSON PLAN I. Objectives: Recognize cause and effect relationships Identify effects using pictures II. Subject Matter and Materials: Subject Matter: Cause and Effect Materials: Pictures of causes and effects, cause and effect template two boxes beside each other and an arrow ( ) in between the two pictures. 10 minutes III. Presentation: Show pictures of cause and effect relationships from the text. Post them on the board. Pictures of: (Causes) (Effects) 1. Cleaning a dirty barangay 2. Karim and Fely called their friends 3. The child trips while cleaning 15 minutes IV. Modeling: Do a think-aloud as you match the pictures to show which one causes the other. Teacher: In this picture, the children are cleaning up a dirty barangay. I know that when I clean something, it does not become messy anymore. This picture shows a clean barangay. I think that because the children cleaned the barangay, it is not messy anymore. I will put this picture together. This picture (effect#1) comes after this picture (cause #1). The children cleaned the barangay (point to the cause #1 picture) so the barangay became clean and beautiful (point the effect #1 picture). Teacher: In this picture, Karim and Fely called their friends (act out the hand gesture of calling people to come to you). When you do this action, it means that you are calling or asking your friends to come to you. I think that their friends will come closer. I will put these pictures together. This picture (effect #2) comes after this picture (cause#2). Karim and Fely called their friends (point to cause #2 picture) so their friends came closer (point to the cause #2) 15 minutes V. Guided Practice: Give more pictures and post them on the board. Ask some students to try to explain what is happening in the picture. Ask help from selected students to identify the effect of each picture (cause) shown. Teacher: lets look at the three pictures (causes) here in this column. What do you think will happen? Match the picture to show what will happen. Pictures of Causes: Rey is washing his hands. Reys bike ran over a nail. Rey studied for the test. Pictures of Effects: * His hands became clean. * His bike got a flat tire. * He got a high score in the test. 1. Clean barangay 2. Their friends came 3. The child gets wounded

February 16, 2013 English WEEK 5- DAY 3 LESSON PLAN I. Objectives: Identify effects using pictures II. Subject Matter and Materials: Subject Matter: effects Materials: activity sheets, picture cards 20 minutes III. Independent Practice: Divide the students into smaller groups. Give each group a set of pictures. Let the children match the pictures to show cause and effect relationships.
Her stomach hurt. Nina ate too much. She played at home. Nina got sick. She got well. Nina drank medicine.

20 minutes IV. Post-Assessment: Give each student an activity sheet. Let them match the effect to the cause by cutting the pictures and pasting them in the correct box. 1. Enteng forgot to turn off the faucet 2. Enteng accidentally nudged the galls 3. Enteng forgot to water the plants the water in the pail overflowed. the glass fell and broke the plants died

February 17, 2013 English WEEK 5- DAY 4 LESSON PLAN I. Objectives: Recognize, distinguish, and supply words that have the same middle sound Use the pronouns his and hers in sentences II. Subject Matter and Materials: Subject Matter: pronouns his and hers Materials: pictures of things (dustpan, broom, pail, rag, sack), vocabulary strips for the pictures 10 minutes III. Presentation: Show pictures of things used for cleaning. Post them on the board. *dustpan, broom, pail, rag and sack* Activity for Phonological Awareness: Teacher: This is a rag. This is a sack. I want you to listen how I say these words: r-ag, s-a-ck. What sound do you hear that is the same in the two words? You hear the sound /a/. You hear the sound /a/ in the middle of the word rag and sack. I want you to listen very well, if you think the word that I say has the same middle sound /a/ with rag and sack, I want you to stand up straight; if I say a word that does not have the same middle sound /a/, I want you to sit down. Examples: cat, lip, net, nap, horse, pan, car, jump, jam, pack 10 minutes IV. Modeling: Use the pronouns his hers to refer to the owner of the things. Q: whose dustpan is this? A: this dustpan is Narims. This dustpan is his. We use his when the owner is a boy. We use hers when the owner is a girl. Now, lets try the others 15 minutes V. Guided Practice: Let the children answer the question, Whose ___ is this? for the other things used for cleaning. Q: Whose broomstick is this? A: This broomstick is Wallys. This broomstick is his. *pail, rag, sack 5 minutes VI. Homework: Ask each student to bring something that they own for the next day.

February 17, 2013 English WEEK 5- DAY 5 LESSON PLAN I. Objectives; Tell about self and others Use the pronouns his and hers in sentences II. Subject Matter and Materials: Subject Matter: using pronouns his and hers in sentences Materials: different objects from the house or school, bottle (for the spin the bottle game)

5 minutes III. Modeling: Ask the student to lend his or her homework (a thing brought from home). Share about what the student owns by using the pronouns his or hers. Q: Whose toy is this? A: This toy is hers. 10minutes IV. Guided Practice: Call students who would like to try out the sentences. Call a pair- each one would tell about what the other owns. Teacher would ask question and each student in the pair will answer. Q: Whose bag is this? A. This bag is Nicos. A: This bag is his. 25 minutes V. Post Assessment/Evaluation Activity: Explain the rules of the activity. This activity will make the students use the pronouns his and hers to tell about who owns which. 1. Divide the children into small groups. Call each group one at a time. *The other groups who are still waiting for their turn will draw something that they own. 2. Each small group should form a small circle. 3. Ask each child to hold the object they brought to school. 4. Explain the mechanics of the activity. 5. Place the spinner/pointer in the middle of the circle. 6. Spin the spinner/pointer to assign roles in the activity. Head- show what he or she owns tail- answer teachers question. Teacher: Whose ______________is that? A: That _____________ is his/hers.