Escolar Documentos
Profissional Documentos
Cultura Documentos
in English
Teacher’s Manual and Resource Materials
Evelyn B. Angeles
Author
Phebe S. Peña
Author-Editor
1
Paraluman R. Giron, Ed.D.
Sr. Bernadette Racadio, SPC, Ph.D.
Consultants
Rainbows in English Grade 1
K to 12 Edition
Teacher’s Manual and Resource Materials
Multimedia Edition
ISBN 978-971-07-4416-9
ii
PREFACE
iii
In sum, the significant features of the Rainbows in English, Multimedia Edition
are as follows:
• recognizes the interrelationship of the Language Arts domains and the Multi-
literacies substrands;
• reflects current trends and developments in instructional planning, language
and literacy instruction, and assessment and evaluation;
• uses electronically-driven instructional resources to complement and supplement
printed resources;
• recognizes content standards, performance standards, and grade-specific com-
petencies which are attainable within specific and appropriate conditions and
periods of time;
• develops language and literary skills in both hierarchical and spiral fashion;
• provides fun learning and practice of specific forms and structures in meaningful
and realistic communication situations;
• provides for the use of language and language skills in both content and skill
areas across the curriculum;
• recognizes learner characteristics and differences in terms of motivation, inter-
ests, and learning styles, and provides differentiated instruction to cater to these
differences; and
• inculcates desirable Filipino values and develops deep both Philippine and foreign
cultures, thus, preparing the learner for global citizenship.
iv
Rainbows in English Multimedia Series
(Pupil’s Worktext Walkthrough)
The Rainbows in English Multimedia Series is a set of instructional materials for the
English Language Arts curriculum. The series integrates the five substrands of the
Language and Literacy Domains, namely: Listening, Speaking, Reading, Writing, and
Viewing and the fourteen integrated Language Arts domains. The series consists of
a Pupil’s Textbook and a Teacher’s Manual and Resource Materials.
The essential features of the pupil’s textbook are marked by icons that enable the
user to anticipate what the section includes.
v
4. In LISTEN, the learners are introduced to the
text type they will listen to and the questions
they are expected to respond to to demonstrate
their listening comprehension. The activities for
the development of phonological awareness are
likewise taken up in this section.
vi
9. In READ, texts from various genres, both fiction and
nonfiction, to be read by the learners for various
purposes, are presented. Activities for the devel-
opment of book and print knowledge, alphabet
knowledge, phonics and word recognition strate-
gies, receptive and active, vocabulary, comprehen-
sion, study and strategic-metacognitive strategies,
and literary skills are also provided in this section.
While each feature of this pupil’s textbook addresses the development of the various
skills and competencies in all the language domains and strands, these expectations
are crystallized by the communicative tasks and activities which the learners engage
in. Such learner-centered encounters are comprehensive and balanced, taking into
account the learners’ multiple intelligences (MI) through appropriate pedagogical
strategies such as differentiated instruction, cooperative and content-based learning,
HOTS-oriented techniques, and performance/rubric-based assessment.
vii
Rainbows in English MULTIMEDIA Series
(Teacher’s Manual Walkthrough)
The Rainbows in English Multimedia Series is a set of instructional materials for the
Department of Education English Language Arts Curriculum. The series integrates
the five substrands of the Language Arts and Multi-literacies Curriculum (LAMC),
namely: Listening, Speaking, Reading, Writing, and Viewing and the fourteen Inte-
grated Language Arts domains, namely: Oral Language, Phonological Awareness,
Book and Print Knowledge, Alphabet Knowledge, Phonics and Word Recognition,
Fluency, Spelling, Writing and Composition, Grammar Awareness and Structure,
Vocabulary Development, Reading Comprehension, Listening Comprehension, At-
titudes Towards Language, Literacy and Literature, and Study Strategies. The series
consists of a Pupil’s Textbook and a Teacher’s Manual and Resource Materials.
The Teacher’s Manual and Resource Materials is made up of two parts, namely:
Part I – Teacher’s Manual
Part II – Resource Materials
The contents of Part I, the Teacher’s Manual, are the following:
viii
2. The Grade 1 Curriculum Guide in English
ix
6. Instructional Materials/Resources This is a list of the print, audio,
and visual materials to be used in the lesson.
8. The Answer Key to specific exercises are provided in sections such as this.
x
Part II, Resource Materials, aims to provide the teacher with instructional materials
which he or she needs in the various teaching-learning situations. This part includes
the following:
11. ASSESSMENT TOOLS These are tests that aim to assess Letter-Sound Iden-
tification, Sight Word Decoding, Print Awareness, Rhyme Detection and
Production, Invented Spelling, and Phoneme Segmentation. A Fluency
Scale for Reading Prosody and a set of rubrics are also included.
12. Professional Articles These are a set of articles that aim to enhance
the teacher’s competencies.
13. LANGUAGE SONGS, POEMS, AND STORIES These are read-aloud songs,
poems, and stories that aim to enhance acquisition of language functions,
structures, and vocabulary.
xi
TABLE OF CONTENTS
xii
Unit IV Content and Learning Activities Overview.................................. 135
xiii
Curriculum Guide in English
Grade 1
Source: Department of Education
Content Performance
Domains LEARNING COMPETENCIES
Standards Standards
xiv
• Use/Respond appropriately to polite expressions listened to
Oral Language ° greetings
° leave-takings
° expressing gratitude and apology
° asking permission
° offering help
• Share personal experiences, feelings, and ideas related to
stories and texts listened to
° Give directions
° Ask simple questions
° Speak clearly and audibly
° Speak in full sentences
• demonstrates • participates • Listen to a variety of literary texts (poems and narratives)
understanding actively in differ- including informational texts (predictable texts, patterned
of a variety of ent oral activities texts, ICT-based listening texts, and other content-based
literary forms texts like science, social science, MAPEH, etc.)
and concept of • Participate in choral speaking and echo reading of short
words in English poems, rhymes, and stories with repeated patterns and
for effective refrains in English
expression • Dramatize familiar stories, rhymes, and poems
xv
of words sensitivity to • Recognize rhyming words
sounds in spo- • Identify rhyming words in nursery rhymes, songs, jingles,
ken language poems, and chants
Phonological • Distinguish rhyming words from non-rhyming words
Awareness • Supply rhyming words in response to spoken words
xvi
• Recognize the use of a and an
Grammar
• Use plural form of regular nouns by adding -s or -es
Note: Classes of
Verb
words should be
• Use common action words in retelling, conversation, etc.
taught in context
• demonstrates • correctly uses • Recognize that some words have the same meaning
xvii
understanding of common words • Determine the meaning of words using clues (Total Physical
word meaning in speaking Response through pictures, body movements, etc.)
for correct usage activities
xviii
oral expression ing • Follow one-step directions
1
TEACHER’S
MANUAL
UNIT I: Me and My School
Content and Learning Activities Overview
Lesson
Listening Speaking Grammar Reading Writing Viewing
Title
Me and My School
Direct the pupils to page 3 of the book. Have them read the unit number
and the unit title. Ask why they suppose the unit is given that title. Draw
their attention to the picture in the unit opener. Ask where they suppose
the boy is going and why he looks happy. Read the verse to the class. Ask:
What will the boy do in school? Does he like to go to school?
Draw the pupils’ attention to the icon on the lower right-hand corner
of the page. Read the big question or ask a volunteer to read it (What makes
school so much fun?). Tell them that this is the big question that they are
expected to answer after working on the unit. Ask the pupils if they also
think school is fun and why.
Direct the pupils to the right-hand sidebar. Tell the class that in the box
is a list of the titles of the lessons found in the unit. Read the lesson titles to
the class or ask volunteers to read them. You may ask the pupils to turn to
the page where each lesson begins. Ask what they think of the pictures at
the beginning of each lesson.
I. Objectives
A. Listening
• Name the sounds in one’s surroundings.
• Tell whether a sound is loud or soft and high or low.
B. Speaking
Use proper expressions for greeting and leave-taking.
C. Reading
• Read sight words correctly.
• Point out details in a text read.
• Tell what is the same or different in things.
D. Writing
Write legibly uppercase and lowercase letters that have straight and slant lines.
E. Viewing
Note similarities and differences in objects in visual materials.
B. Speaking
Using expressions for greeting and leave-taking
C. Reading
• Reading selection: “Things in the Classroom”
• Noting similarities and differences
D. Writing
Writing letters of the alphabet with straight and slant lines
E. Viewing
My School and Others
A. LISTENING (Listen)
Listening to Sounds Around You
Ask the pupils what sounds they hear on their way to school. Ask which sounds are
loud and which ones are not very loud. Introduce the meaning of the terms loud sound,
soft sound, high sound, and low sound through the use of things in the classroom, e.g., a
whistle, a drum, a xylophone, a radio, etc. Point out the difference between loud and soft
sounds, and high and low sounds. Have them note that some things, e.g., a piano, can
make loud, soft, high, and low sounds.
Draw the pupils’ attention to the sounds they hear while inside the room. Have them
identify a sound and tell whether the sound is loud, soft, high, or low.
You may use some instruments for a toy orchestra. Strike a musical instrument, e.g.,
a triangle, a drum, a xylophone, etc. The pupils respond by means of hand signals, one
hand raised high for high, hand waist-high for low.
Direct the pupils to the picture on page 4. Then, using a smartphone or a tablet, ask
them to scan it to listen to the following story:
Ask: What sounds do you think greeted Migo on his way to school? Direct the pupils
to the pictures on page 5. Tell the class that the things, animals, and people in the picture
made the sounds Migo heard. Ask: What sound could have been made by each thing or
animal in the pictures? Which objects or animals made loud sounds? Which objects or
animals made soft sounds? Which persons, objects, or animals made high sounds? Which
objects or animals made low sounds?
Informal Assessment
Note which pupils use the social formulas automatically, that is, without
prodding from peers and adults.
2. Word Study
Take up the words in the Word Power box. You can use the following format for
practicing sight-reading in word lists. In this format, you tell the pupils to sound out
the word to themselves then say the word the fast way out loud when the signal is
given. The specific steps are as follows:
a. Place the word cards for the following words in a pocket chart: big, small,
short, long
b. Point to the first card. Say: Sound out the word to yourself. Pause for 3 seconds.
Say: Say the word the fast way. Pupils respond in unison.
c. Point to the word again. Pause for 2 seconds. Ask: What word? Pupils respond
in unison.
d. Repeat Steps b and c with the rest of the words.
e. Give the pupils individual turns. Flash a card. Call on a pupil to read the word.
Informal Assessment
F. TEST YOURSELF
Direct the pupils to Test Yourself, page 17. This paper-and-pencil test assesses the pupils’
ability to make print-picture relationships.
1. a 2. a 3. b 4. a
G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Invite the pupils to tell what
they learned to do in school.
I. Objectives
A. Listening
• Give the beginning and ending consonant sounds in words listened to.
• Name the letter that makes the beginning or ending consonant sound.
B. Speaking
• Pronounce correctly words and texts listened to.
• Ask and answer questions about oneself and others.
• Act out dialogues using proper expressions.
C. Reading
• Read sight words and sentences correctly.
• Correctly name the letters that make the sounds.
D. Writing
Write legibly uppercase and lowercase letters that have lines and curves.
E. Viewing
Note details in pictures of friends that do things together.
B. Speaking
• Pronouncing words listened to
• Asking and answering questions
C. Reading
• Reading selection: “Old Friends”
• Associating sounds with letters
D. Writing
Writing some letters of the alphabet with lines and curves
E. Viewing
What My Friends and I Do Together
A. LISTENING (Listen)
Listening to Names of Animals and Plants
Draw the pupils’ attention to the picture on page 18. Ask them where they suppose the
children in the picture are. Using a smartphone or a tablet, tell the class to scan the picture
for them to listen to a passage that tells where the children are and what they saw. Tell
them to remember at least one animal or plant that the children saw.
Read the following passage to the class:
Migo and Nita are new classmates. They visit the school garden. The garden
is inside a fence. They see many things. They see trees, grass, and flowers. They
see bees flying from their beehive. They see birds, butterflies, and dragonflies.
They see a snail, a toad, and an earthworm.
Call on individual pupils to name at least one animal or plant mentioned in the
passage. Ask what the first and the last sounds of each word are. Make sure that the pupils’
answers are sounds not letter names.
bees – [b], [z]; birds – [b], [z]; dragonflies – [d], [z]; snail – [s], [l];
toad – [t], [d]; earthworm – [u] (as in fur), [m]; grass – [g], [s];
flowers – [f], [z]; trees – [t], [z]
Informal Assessment
Informal Assessment
Note the pupils’ pronunciation as they read the verse on page 21 and the
dialogues on pages 22, 23, and 24 and answer the questions in Exercise
D, page 25. Note who among the pupils have difficulty in producing
sounds. This exercise also gives you an opportunity to assess the pupils’
handwriting and use of invented and conventional spelling.
C. READING (Read)
“Old Friends”
1. Motivation
Ask the class: Who among you were classmates in preschool? What did you say to each
other when you met again? Were you happy to see each other again?
2. Word Study
Tell the pupils that they will have more practice in sounding out words by themselves
and saying the words out loud in a fast way. Follow the strategy presented in Lesson 1.
Informal Assessment
Assess the pupils’ ability to read words and sentences at sight by having
individual pupils read out loud the passage “Old Friends” on page 27, TX.
Take note of pupils who cannot sound out a word within three seconds.
Those pupils might have some phonemic awareness and/or phonics
difficulties. Observe which pupils can carry out the strategy for reading
words at sight.
1. van 3. cap
2. pan 4. can
Informal Assessment
F. TEST YOURSELF
Direct the pupils to Test Yourself on page 31. This paper-and-pencil test assesses the pupils’
ability to make sound-letter relationships.
A. 1. a 2. e 3. p 4. n
B. 1. fast 2. new 3. happy 4. excited
G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Invite the pupils to tell what
they and their friends do in school.
I. Objectives
A. Listening
Give the details in a text listened to.
B. Speaking
• Correctly say words with short a as in apple.
• Courteously make requests and offer help.
C. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Identify similar and different letters.
• Identify words with the same short a sound.
D. Writing
• Correctly spell dictated words.
• Legibly write uppercase and lowercase letters that have lines and curves.
E. Viewing
Guess what pictures are telling about being happy and healthy.
B. Speaking
• Pronouncing words listened to
• Using courteous expressions
C. Reading
• Reading selection: “Dan’s Friends”
• Identifying similar and different letters
• Associating names with printed symbols
D. Writing
• Writing missing letters
• Writing the letters of the alphabet
A. LISTENING (Listen)
Listening to Words for Fruits and Vegetables
Ask the pupils to name some fruits and vegetables they usually see in fruit and vegetable
stalls. Tell them to describe a fruit or a vegetable they like. They tell the size, shape, color,
and taste of that fruit or vegetable.
Direct the class to pages 32–33 of their books. Tell them to scan the picture using a
smartphone or a tablet to listen to a passage. Tell them to remember the names of two
fruits and/or vegetables mentioned in the passage.
Read the following passage to the class:
Migo and Yana are good friends. They are classmates, too. They like to eat
fruits and vegetables. One day, Migo and Yana went to a fruit and vegetable
store. They saw beans, tomatoes, and eggplants. They saw kangkong, camote,
and pechay leaves. They saw cabbages and sayote. They saw many fruits, too.
They saw mangoes, apples, and oranges. They saw grapes, bananas, and papayas.
Migo and Yana bought some grapes. The grapes were ripe and sweet. Migo and
Yana love grapes.
Call on several pupils to name two fruits and/or vegetables. Ask: Which of those fruits
do you eat? Which of those vegetables do you eat? What do fruits and vegetables do to our
bodies?
The pupils may be asked to draw and color pictures of fruits and vegetables they are
familiar with. They label each picture using either conventional or invented spelling.
Assess the pupils’ ability to discriminate one speech sound from another
through a Same-Different exercise.
Say: I am going to say two words. Listen for the first sound of each word.
If they are the same, raise one finger. If they are different, raise two fingers.
1. bee – bee 6. peel – feel
2. pay – Faye 7. thank – thank
3. van – ban 8. man – Nan
4. fan – fan 9. zoo – zoo
5. than – Dan 10. jay – gay
Answers: One finger is raised for pairs 1, 4, 7, and 9; and two fingers
for pairs 2, 3, 5, 6, 8, and 10.
Say: I am going to say two words. Listen for the last sound of each word.
If they are the same raise one finger. If they are different, raise two fingers.
1. lap – lab 6. mat – mad
2. sad – sad 7. laugh – love
3. sack – sag 8. some – some
4. Sam – sun 9. guess – quiz
5. bell – bear 10. make – make
This test can also be responded to in writing. The pupils write S if the
words have the same first/last sound and D if they have different first/end
sounds.
Answers: One finger is raised for pairs 2, 8 and 10; and two fingers for
pairs 1, 3, 4, 5, 6, 7, and 9.
It should be noted that Can I___________? is considered to be more polite than May
I _______? (Bailey, 1997).
Give the pupils individual turns to use the expression May/Can I ________. with
you as the respondent. Use the forms Yes, you may/can. or I’m sorry, you may not/can’t.
Give a reason for the refusal to give permission. Remind the pupils to say Thank you. if
permission is given or Okay. if permission is not given.
Invite the pupils to form dyads. Direct them to page 37. Describe each situation. Tell
them to select a picture they want to act out.
C. READING (Read)
“Dan’s Friend”
1. Motivation
Ask the pupils if they have animal friends and to tell how their animal friends have
helped them. Tell them that they will read a story about a boy and his animal friend.
They will find out what the boy’s animal friend is.
2. Word Study
Place the word cards for the CVC words in a pocket chart. Tell the pupils that they
will have more practice in sounding out the words by themselves and saying the
words out loud in a fast way. Follow the procedure presented in Lesson 1. Give the
pupils individual turns to read a card after the class has sounded out all the words to
themselves. Place the word cards for the irregularly spelled words in a pocket chart.
Use the following strategy:
a. Show a card. Tell what the word is. (Teacher: This word is large. What word?
Class: Large.)
b. Tell the class to spell the word. (Teacher: Spell the word. Class: L-a-r-g-e.)
c. Ask what word they spelled. (Teacher: What word did you spell? Class: Large.)
d. Give feedback. (Teacher: Yes. Large.)
Give the pupils individual turns to read the card. Follow the above procedure for
the rest of the words.
Informal Assessment
Assess the pupils’ ability to read words and sentences at sight by giving
turns to individual pupils to read out loud the text “Dan’s Friend,” page 39,
TX. A reader should be able to sound out a word within three seconds.
1. v 4. m 7. Z
2. d 5. E 8. N
3. m 6. T
Informal Assessment
1. all 4. came
2. saw 5. large
3 apron 6. art
Informal Assessment
Have the pupils write the letters of the alphabet, in alphabetical sequence,
on ruled paper, first all the uppercase letters, then the lowercase letters,
and lastly the pairs of uppercase and lowercase letters. This assessment
procedure will help you know if a learner knows the sequence of the
letters of the alphabet, the pairs of uppercase and lowercase letter forms,
and the conventions in writing the tall and short letters.
F. TEST YOURSELLF
Direct the pupils to Test Yourself on page 45. This paper-and-pencil test assesses the pupils’
ability to make print-picture relationships.
1. a 2. a 3. a
G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Invite the pupils to tell what
they and their friends do to be happy and healthy. Write the pupils’ answers on the board.
They may be asked to read their sentences later.
I. Objectives
A. Listening
• Tell what a poem listened to is about.
• Recognize the sound [i] as in kit in words listened to.
B. Speaking
• Correctly pronounce words in rhymes.
• Identify and use words that rhyme with a given word.
C. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Recognize words with the same meaning.
• Read words used frequently.
D. Writing
Spell frequently used words correctly.
E. Viewing
Tell which pictures show rules that one must follow.
B. Speaking
• Reciting rhymes
• Recognizing rhyming words
C. Reading
• Reading selection: “The Story of Rin and Tin”
• Identifying words with the same meaning
• Reading frequently used words
D. Writing
Spelling frequently used words
A. LISTENING (Listen)
Listening to a Poem
Invite the pupils to tell about the pets they have at home, what their pets can do, and what
they do to show they love their pets.
Direct the class to page 46 of their books. Tell them to scan the picture using a
smartphone or a tablet to listen to the verse, “I love Little Pussy.” Then, ask them to give
some sentences about it.
This exercise can help you identify which pupils can/cannot discriminate the
sound [i].
Informal Assessment
Assess the pupils’ ability to discriminate the sound [i] from the other vowel
sounds through a Same–Different exercise.
Say: I am going to say two words. If they are the same, raise one finger.
If they are different, raise two fingers.
1. fin – fin 6. tip – tip
2. fit – fat 7. six – six
3. pill – peel 8. tick – teak
4. bid – bead 9. him – him
5. give – give 10. leak – lick
This test can also be responded to in writing. The pupils write S if the
words are the same and D if they are different.
Answers:
1. S 3.
D 5.
S 7.
S 9.
S
2. D 4.
D 6.
S 8.
D 10.
D
Informal Assessment
C. READING (Read)
“The Story of Rin and Tin”
1. Motivation
Tell the pupils to think of a time when they did not obey what someone told them not
to do. Ask: What happened next? Tell the class that they will read a story about two
insects (moths) and what happened to them when they did not obey their mother.
2. Word Study
Place the word cards for pretty, bright, show off, obey, burn, light in a pocket chart. Use
the strategy for decoding irregularly spelled words as presented in Lesson 3.
Informal Assessment
Assess the pupils’ ability to read words and sentences at sight. You may
use paired reading. The pupils read the text “The Story of Rin and Tin” on
page 53, TX out loud. Take note of hesitations and regressions a reader
makes.
F. TEST YOURSELF
Direct the pupils to Test Yourself, pages 58 to 59. This paper-and-pencil test assesses the
pupils’ ability to produce rhyming words.
G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: Who are the people you
obey at home? Who are the people you obey in school? Write the pupils’ answers on the
board. They may be asked to read their sentences later.
B. Speaking
• Pronounce correctly words with the sound [e] as in egg.
• Recite rhymes with correct pronunciation.
• Ask and answer questions about one’s family.
C. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Recall details in a story read.
• Identify words with opposite meanings.
• Identify words that are different among others.
D. Writing
• Spell common name words correctly.
E. Viewing
• List healthy foods based on pictures shown.
II. Subject Matter
A. Listening
• Listening to riddles
• Listening to words with e as in egg
B. Speaking
• Pronouncing words listened to
• Reciting rhymes
• Asking and answering questions
C. Reading
• Reading selection: “My Little Health Friends”
• Identifying words with opposite meanings
• Identifying words that are different
E. Viewing
• Healthy Food, Healthy Children
A. LISTENING (Listen)
Listening to a Riddle
Tell the pupils that they will listen to some tricky questions as they scan the image with a
smartphone or a tablet. These questions are called riddles. Give examples such as: What
has four wheels and flies? (a garbage truck)
Tell the pupils that you will read some nursery rhymes to them. These rhymes are also
riddles. Show the pictures that go with the nursery rhymes. Tell the pupils to match the
riddles and the pictures. Then, they guess the answer to the riddle.
Read the following riddles to the class:
1. Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall;
All the king’s horses and all the king’s men
Cannot put Humpty Dumpty together again.
Answer: Egg
Answer: Candle
Answer: Needle
Answer: One
Informal Assessment
Assess the pupils’ ability to discriminate [e] sound from the other vowel
sounds through a Same-Different exercise.
Say: I am going to say two words. If they are the same, raise one finger.
If they are different, raise two fingers.
1. pen – pen 6. pit – pet
2. Ben – bin 7. Ned – need
3. ten – ten 8. feed – fed
4. den – den 9. met – met
5. gem – gym 10. let – let
This test can also be responded to in writing. The pupils write S if the
words are the same and D if they are different.
Answers:
1. S 3.
S 5.
D 7.
D 9.
S
2. D 4.
S 6.
D 8.
D 10.
S
Reciting Rhymes
Direct the pupils to the rhyme that follows. Invite them to look at the picture as you read
the rhyme alongside the picture. Then, have them repeat each line of the rhyme after you.
Give the pupils individual turns to read the rhyme. Take note of the way they sound off
the words with the letter e. Point out that the letter e in name and in the second syllable
of Mennie is not sounded. Explain how the letter e in the first syllable and in the second
syllable of the word Easter is sounded (e as in me, e as in agent, respectively).
Informal Assessment
C. READING (Read)
“My Little Health Friends”
1. Motivation
Ask the pupils what they usually have for breakfast, lunch, and supper. Ask if those
foods keep the body strong and healthy.
2. Word Study
Place the word cards for hay, healthy, merry, strong, plenty, and hardworking in a
pocket chart. Use the strategy for decoding irregularly spelled words as presented in
Lesson 3.
Assess the pupils’ ability to read words and sentences at sight. You may
conduct paired reading. The pupils read the text “My Little Health Friends”
on page 69, TX out loud. Take note of hesitations and regressions a reader
makes.
Exercise
1. eleven 3. elves
2. playing 4. keep us healthy
1. elephant 4. father
2. eggs 5. seven
3. envelope
F. TEST YOURSELF
Direct the pupils to Test Yourself on page 74. This paper-and-pencil test assesses the pupils’
ability to write legible manuscript letters.
G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: Why should you always
stay strong and healthy? Write the pupils’ answers on the board. They may be asked to read
their sentences later.
I. Objectives
A. Listening
• Give details in a story listened to.
.
• Recognize the sound [o] as in oar in words.
B. Speaking
• Say sentences using correct stress and intonation.
C. Grammar
• Use a with name words that begin with consonant sounds.
• Use an with name words that begin with vowel sounds.
• Use This is and That is in statements and in questions.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Create a poem.
E. Writing
• Spell common names correctly.
F. Viewing
• List the things found in school and in home based on pictures shown.
II. Subject Matter
A. Listening
• Listening to a story: “Oscar and His School Bag”
• Listening to words with o as in oar
B. Speaking
• Saying sentences with correct stress and intonation
C. Grammar
• Using a and an
• Using This is and That is
D. Reading
• Reading selection: “My Favorite Things”
• Creating one’s own poem
F. Viewing
• Things at Home and in School
A. LISTENING (Listen)
Listening to a Story
Direct the pupils to page 76 of their books. Ask them to describe what they see in the
illustration. Then, guide them as they use a smartphone to listen to the listening selection.
Oscar brings a bag to school every day. But when he gets home, he just
throws his bag anywhere in the house. Then, he watches television until its time
for him to sleep.
One night, while Oscar was asleep, Mr. Ox came. He took a book from
Oscar’s bag and began reading it. Then, Mr. Moth hurried in. He got Oscar’s
crayons and started coloring Oscar’s coloring book. And look, somebody’s
writing in Oscar’s notebook.
Who could it be? Oh, it’s Miss Oriole.
“Let’s get Oscar’s school things,” said Miss Oriole. “They’re fun to work
with. Oscar doesn’t like them anyway.”
“I’ll get his books,” said Mr. Ox.
“I’ll get his crayons and coloring books,” said Mr. Moth.
“I’ll get all his notebooks and his bag.” said Miss Oriole.
So, the animals got the things they wanted and started for the door.
“No, no, no!” Oscar shouted. “Don’t take them away! They’re mine.”
Just then, someone came into the room. “Wake up, Oscar. You have to get
ready for school.” It was Oscar’s mother.
Take up the questions in Talk about These. If the pupils cannot answer the question,
repeat that portion of the story that answers the question. You may direct them to the
picture on pages 76–77.
Informal Assessment
C. GRAMMAR
Using a and an
Direct the pupils to page 81. Tell them that the boy named Ron is getting ready for school.
Ask them to name his school things.
Conduct a simple substitution drill using this pattern:
Ron has a ______. (Cues: pencil, book, ruler, bag, ballpen)
Ron has an ______. (Cues: eraser, envelope, umbrella, orange)
Direct the pupils’ attention to the Remember box. Explain the rules stated in the box.
Direct the pupils to Exercise on page 82. Ask which words begin with the letters a,
e, i, o, and u. Ask what word is to be used with these words. Have the pupils write their
answers to the items. Ask what word is to be used with the rest of the words and why.
Have the pupils write their answers to those items.
1. an 3. a 5. a 7. an 9. a
2. an 4. an 6. an 8. a 10. an
Informal Assessment
D. READING (Read)
“My Favorite Things”
1. Motivation
Ask: Who among you has a room of your own? What things do you have in your room?
Which of those things do you like best? Pupils who have no rooms of their own may
also be asked to tell the things they like best in their homes. Direct the pupils to the
picture on pages 86–87. Tell them that the girl is telling about the things in her room.
2. Word Study
Place the word cards for favorite, ribbons, socks, dresses, pillow, and feelings in a pocket
chart. Use the strategy for decoding irregularly spelled words as presented in Lesson 3.
Informal Assessment
Assess the pupils’ ability to read words and sentences at sight. You may conduct
paired reading. The pupils read the text “My Favorite Things” on page 87, TX
out loud. Take note of hesitations and regressions a reader makes.
Informal Assessment
G. TEST YOURSELF
Direct the pupils to Test Yourself on page 91. This paper-and-pencil test assesses the pupils’
ability to write legible manuscript letters.
I. UNIT TEST
Direct the pupils to the Unit Test on page 94. This paper-and-pencil test evaluates pupil’s
learning at the end of the unit.
Lesson
Listening Speaking Grammar Reading Writing Viewing
Title
Lesson 7 Listening to a Pronouncing Making Name Story: Fun in the Writing Phrases Fun on
Fun in the Poem: Here Words Words Mean Sun from Dictation Sunny
Sun Comes the Listened To More than Days
Sun One Reading
pp. 100–123 Frequently Used
More on Words
Big Idea:
Making Name
We can enjoy
Words Mean
many things
Listening to More than
around us.
Words with u One
as in cup
Using These
are and
Those are
Lesson 9 Playing a Saying Please Using Action Passage: Signs Spelling Words Signs
Follow, Game: Simon in Making Words in Here and There Learned in the Around
Follow Me Says Requests One-step Lesson Us
Directions Recognizing
pp. 140–155 Meanings of Copying
Words Directions
Big Idea:
Other people Reading Signs and
can help us Listening to
Symbols
say and do the and Following
right thing. One-word
Commands
Listening to
Words with a
as in cap
Lesson 10 Listening to a Pronouncing Using I, He, Story: A Little Spelling Words Helpers
Kind Helpers Story Words She, and It Cow in a Hurry Listened To Around Us
Listened To
pp. 156–175 Using We, Recognizing Word Copying
You, and Meanings Sentences
Big Idea:
They Correctly
We can help Asking and
each other do Listening to
Answering Wh-
many things. Words with a
Questions
as in cake
Lesson 11 Listening to Pronouncing Using ‘s Story: Fishing Spelling Words Fun Things
Fun at Sea a Dialogue: Words to Show with Father with Opposite at Sea or
Pete and His Listened To Ownership Meanings on a Beach
pp. 176–201 Father Making Word
Using His, Connections Copying
Big Idea:
Her, and Rhymes
Other people More on
Hers
can help us Recognizing
enjoy the Words with
world around Listening to
Opposite
us. Words with e
Meanings
as in egg and
eat
Lesson 12 Listening to a Pronouncing Using My, Poem: Good Spelling Words The Sky
Under the Rhyme: Kites Words Mine, Your, Boys and Girls with Double at Day or
Blue Sky Listened To and Yours Consonants Night
Making Word
pp. 202–223 Using Our, Connections Writing
Ours, Their, Sentences Using
Big Idea: More on
Listening to and Theirs Words with the
We can get Recognizing
Words with i Same Meaning
along well with Words with the
others at work as in kit and
Same Meaning
and at play. kite
I. Objectives
A. Listening
• Give important details in a poem listened to.
• Recognize the sound [ә] as in cup in words listened to.
B. Speaking
Correctly pronounce words with the sound [ә] as in cup.
C. Grammar
• Recognize name words.
• Make singular name words mean plural.
• Use These are and Those are correctly.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Correctly read frequently used words.
D. Writing
• Correctly write phrases that are dictated.
• Correctly spell the plural form of singular name words.
E. Viewing
Compare one’s experiences with activities shown in pictures.
B. Speaking
Pronouncing words listened to
C. Grammar
• Making name words mean more than one
• More on making name words mean more than one.
• Using These are and Those are
E. Writing
Writing phrases from dictation
F. Viewing
Fun on Sunny Days
A. LISTENING (Listen)
Listening to a Poem
Ask the class if they have ever watched a sunrise or a sunset. Explain the lexical items.
Show pictures of a sunrise and a sunset. Point out that the sun rises in the east and sets in
the west. Encourage the pupils to experience watching a sunrise and a sunset.
Tell the pupils to scan the picture using a smartphone or a tablet to listen to a poem
about what some children want to do when the sun has risen. Tell them to remember at
least one thing mentioned in the poem.
Ask the class what they expect to do when morning comes and its going to be a sunny
day. You may ask the class to repeat each line of the poem after you.
Informal Assessment
C. Grammar
Making Name Words Mean More than One
Direct the pupils to the picture on page 104. Ask them to name the persons, animals,
things, and plants they see in the picture. Help them to use the form I can see _________.
Recall what these words are. (Name words.) Direct them to the Remember box. Have the
pupils read the chart on page 104. Point out that the name words have been grouped. Ask
what the headings are. Have the pupils read the name words in each group. Have them
add other name words to each group.
Direct the pupils to the pictures on page 105. Explain to them the difference between
the singular name words and the plural name words. Point out that in the first column,
the pictures of only one animal of one kind are shown—one monkey, one snake, one
elephant. In the second column, pictures of several animals of the same kind are shown.
Call the pupils to the name words that go with the pictures. Ask how monkey and monkeys,
snake and snakes, and elephant and elephants are different. Ask: Which name words mean
one? Which name words mean more than one? What letter is added to a name word to
make it mean more than one?
Call the pupils’ attention to the Remember box.
A. 1. boxes 5. classes
2. churches 6. sandwiches
3. matches 7. dishes
4. glasses
D. READING (Read)
“Fun in the Sun”
1. Motivation
Ask the pupils if they have ever gone swimming, the best time for swimming, and
their experiences in a swimming party.
2. Word Study
Place the word cards for fun, promise, worried, paddle, float, and drowning in a pocket
chart. Use the strategy for decoding irregularly spelled words as presented in Lesson 3.
1. fun 4. float
2. drowning 5. worried
3. paddle 6. promise
Informal Assessment
1. alligators 6. lions
2. bears 7. zebras
3. ducks 8. turkeys
4. elephants 9. roosters
5. monkeys 10. kittens
G. TEST YOURSELF
Direct the pupils to Test Yourself, page 122. This test assesses the pupils’ ability to use This
is, These are, That is, and Those are.
H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: What can you do to enjoy
the things around you? Write the pupils’ answers on the board. They may be asked to read
their sentences later.
I. Objectives
A. Listening
• Match pictures with sentences listened to.
• Recognize the sound [ō] as in bone in words listened to.
B. Speaking
Correctly pronounce words with the sound [ō] as in bone.
C. Grammar
• Begin sentences with name words.
• Use names as subjects of statements.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Give the meanings of unfamiliar words.
• Tell what a picture is all about.
E. Writing
• Spell words and phrases as dictated.
• Copy a paragraph using the correct manuscript letter forms.
F. Viewing
Make a conclusion on the images shown in pictures.
B. Speaking
Pronouncing words listened to
C. Grammar
Using name words to begin sentences
E. Writing
• Spelling words learned in the lesson
• Copying a paragraph
F. Viewing
Happy Homes
A. LISTENING (Listen)
Listening to Sentences about Pictures
Direct the pupils to the pictures on page 124. Ask the pupils to scan the pictures using a
smartphone or a tablet to listen to some sentences. They will then identify the picture that
goes with the sentence.
Read the following sentences:
1. A man is rowing a small boat.
2. The house is beside the river.
3. That is Father’s long coat.
4. I can see two doors.
You may ask the class or individual pupils to repeat each sentence after you. Take
note of pupils who have difficulty in repeating a sentence. Those pupils may have auditory
difficulties that can limit their language acquisition.
1. 4 6. 8 11.
4
2. 8 7. 4 12.
4
3. 4 8. 4 13.
8
4. 8 9. 8 14.
4
5. 8 10. 4 15.
4
C. GRAMMAR
Using Name Words to Begin Sentences
Review the concept of name words. Ask the pupils to give names of persons, places,
things, plants, and animals. List them down on the board by category. Point out that they
have learned that these words are called name words. Ask which words name one person,
place, or thing and which ones name several persons, places, or things.
Direct the pupils to the picture on page 128. Have them name the persons, places, and
things they see. Write the words on the board. Ask what kind of words those are and why
they are called so. Write the illustrative sentences on the board. Have the pupils read and
underline the name words. Point out that the sentences begin with name words.
Have the pupils give sentences on the picture on page 128. Give question cues like:
What’s the boy doing? Where is Father? Write the pupils’ sentences on the board. Point out
that the words a, an, and the can come before name words.
Have the pupils work on Exercise A on page 129.
A. 1. home 5. flowers
2. Trees 6. child
3. air 7. Father
4. Mothers 8. children
B. Mother, tomatoes, pechay, okra, Father, Brother, Sister, plants
D. READING (Read)
“Jerome and the Young Tree”
1. Motivation
Ask the pupils if they have ever climbed trees, played under trees, or planted trees.
Have them narrate their experiences with trees. Ask why trees are important.
2. Word Study
Place the word cards for protect, break, cruel, bear fruit, destroy, and dream in a
pocket chart. Use the strategy for decoding irregularly spelled words as presented in
Lesson 3.
Informal Assessment
1. a 2. a 3. b 4. b 5. a
1. rainbow 4. bowl
2. toad 5. mountain
3. globe
Copying a Paragraph
Rewrite the paragraph on page 137 on the board. Use the Zaner-Bloser manuscript style.
Call the pupils’ attention to the following conventions in paragraph writing:
1. The important words in the title begin with capital letters.
2. A one-line space is left between the title and the first sentence of the paragraph.
3. The first sentence of the paragraph is indented.
4. Each sentence begins with a capital letter.
G. TEST YOURSELF
Direct the pupils to Test Yourself, page 139. This test assesses the pupils’ ability to identify
nouns used as subjects of sentences and to spell common name words correctly.
A. 1. Father 3. Birds
2. Rice 4. Brother
B. 1. fawn 4. branch
2. butterfly 5. plant
3. flower
H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: What things around you
can you enjoy with your family? What can you and your family do to enjoy them? Write the
pupils’ answers on the board. They may be asked to read their sentences later.
I. Objectives
A. Listening
• Listen to and carry out one-word commands.
• Recognize words with the sound [a] as in cap.
B. Speaking
Use polite expressions in making requests.
C. Grammar
Use the simple form of verbs in one-step directions.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Give the meanings of unfamiliar words.
• Identify words with the same meaning.
• Tell what environmental signs mean.
• Match printed signs with pictures.
E. Writing
• Correctly spell words learned in the lesson.
• Copy directions using the correct manuscript letter forms.
F. Viewing
State the meanings of environmental signs.
B. Speaking
Saying please in making requests
C. Grammar
Using action words in one-step directions
E. Writing
• Spelling words learned in the lesson
• Copying directions
F. Viewing
Signs Around Us
A. LISTENING (Listen)
Listening to and Following One-word Commands
Direct the pupils to the picture on page 140. Tell the class that the children are playing the
game Simon Says. Before playing the game, have the pupils act out the following actions:
march, run, walk, hop, skip, clap, jump, turn around, sit.
Simon Says
Today you’ll play Simon Says. Have you played it? It’s so easy! Listen
carefully because I’ll tell you how you can win this game.
In this game, your teacher will be Simon. Your teacher will say a
command, and you'll do it.
But, you have to remember this: You'll do ONLY the commands that
begin with “Simon says.” For example, your teacher says, “Simon says . . .
dance!” Then, you have to dance. But, if your teacher says, “Dance” without
“Simon says,” what should you do? You'll not dance, but you'll just stay in your
position, or you are out.
The last person standing wins!
C. GRAMMAR
Using Action Words in One-step Directions
Recall the game Simon Says. Ask the class to give some action words used in the game.
Write these down on the board. Ask why they are called action words.
Direct the pupils to the dialogue on page 143. Role-play the dialogue with a pupil.
You take the role of Mother and the pupil takes the role of Tina. Call on dyads to read the
dialogue. Point out that the words in dark letters are action words. Call their attention to
the statement in the Remember box.
Direct the class to Exercise A on page 144. Have the pupils work on the exercise
independently. This exercise should help you identify the pupils who can or can’t recognize
action words.
Direct the pupils to Exercise B on page 144. Have them look at each picture. Point out
that the pictures show action words.
Direct the pupils to Exercise C on page 145. Have the pupils act out each action word.
Then, call on volunteers to read the phrases after each number. Explain the directions.
Work on Items 1 and 2 with the class. Point out that the action word must fit the rest of the
sentence. For example, one can say Open the door or Close the door but not Eat the door.
Draw a picture but not Play a picture.
D. READING (Read)
“Signs Here and There”
1. Motivation
Show pictures of different environmental signs like No Pedestrian Crossing, No Loading
and Unloading, Bus Stop. Ask what each sign means and where it is seen. Point out
that signs are also seen in school. Have them name some signs they are familiar with.
2. Word Study
Place the word cards for off the grass, tour, trash, silence, littering, and symbols in
a pocket chart. Have the pupils apply the strategy for decoding irregularly spelled
words as presented in Lesson 3.
Informal Assessment
Tell the pupils to form a group with three other classmates. Direct the
pupils to pages 146–147. Tell them that they will read the story again. A
role is to be assigned to each member of the group, that is: storyteller,
boy, girl, Miss Rama. Explain how the readers can identify their lines.
Provide the pupils enough time to practice reading the passage at sight.
Have them apply the strategy they learned in Lesson 1.
A. 1. Yes 3. Yes 5. No
2. Yes 4. No 6. No
B. quiet – silent travel – tour
garbage – trash away from – off
sign – symbol
A. 1. No 6. No
2. Yes 7. No
3. No 8. Yes
4. No 9. No
5. No 10. No
B. 1. Keep off the grass.
2. Keep silence.
3. Fall in line.
4. Don’t pick the flowers.
5. Wait for your turn.
1. trash 6. library
2. grass 7. garden
3. flowers 8. silence
4. toilet 9. signs
5. parts 10. librarian
Copying Directions
Direct the pupils to Exercise on page 153. Have them read the directions. Then, tell them to
copy the directions on their notebooks. They use the Zaner-Bloser manuscript form. Call the
pupils’ attention to the following conventions in sentence writing:
1. Begin each sentence with a capital letter.
2. Place the correct punctuation mark at the end of each sentence.
3. Provide enough space between the letters in a word, between words, and between
sentences.
4. Use the correct letter forms.
5. Spell all words corrrectly.
Examine the pupils’ notebooks for purposes of handwriting assessment.
G. TEST YOURSELF
Direct the pupils to Test Yourself, page 155. This test assesses the pupils’ ability to follow
directions.
H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: How do other people help us do
the right thing? What will you do when someone tells you what you should do? Why? Write the
pupils’ answers on the board. They may be asked to read their sentences later.
I. Objectives
A. Listening
• Give details in a story listened to.
• Recognize the sound [ā] as in cake in words.
B. Speaking
Correctly pronounce words with the sound [ā] as in cake.
C. Grammar
Use the subject pronouns I, he, she, it, we, you, and they in statements.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Identify the meaning of a word based on words surrounding it.
• Ask and answer Wh- questions properly.
E. Writing
• Correctly rewrite words with jumbled letters.
• Copy sentences using the correct manuscript letter forms.
F. Viewing
Recognize community helpers shown in pictures.
B. Speaking
Pronouncing words listened to
C. Grammar
• Using I, He, She, and It
• Using We, You, and They
E. Writing
• Spelling words listened to
• Copying sentences correctly
F. Viewing
Helpers Around Us
A. LISTENING (Listen)
Listening to a Story
Direct the pupils to the picture on page 156. Ask what they suppose the mother and the
children are doing. Have them scan the picture using a smartphone or tablet to listen to
a story about the picture.
It is Saturday afternoon. Mother is in the kitchen. She is baking a cake. She is making
some cookies, too. James loves cakes. Jane loves cakes, too. So they help Mother bake a
cake and cookies. James breaks the eggs. He places them in a bowl. Jane beats the eggs.
Mother prepares the dough. She places the dough in a pan. She places the pan in an oven.
James and Jane can’t wait to taste the cake and the cookies they bake.
Informal Assessment
Tell the pupils to form dyads and read the dialogue on page 158. Note the
pupils’ decoding and pronunciation skills.
C. GRAMMAR
Using I, He, She, and It
Direct the pupils to the picture on page 159. Call on volunteers to read what Jane is saying.
Call on other pupils to answer the questions on page 159.
Conduct an oral question and answer exercise on using I. One pupil asks: What is your
name? How old are you? Another pupil answers: I am (name). I am (number) years old.
Conduct an oral question and answer the exercise on using he. One pupil asks,
pointing to a boy: Who is he? How old is he? Another pupil answers: He is (name). He is
(number) years old.
A. She It He
She It He
He It She
B. She, she, It, it, He
C. He She
He He
She She
2. Word Study
Place the phrase cards for close to Mother Cow, how glad, pull carts, and sucks milk
in a pocket chart. Have the pupils apply the strategy for decoding irregularly spelled
words as presented in Lesson 3.
Informal Assessment
Tell the pupils to form a group with two other classmates. Direct them
to pages 167–168. Tell them that they will read the story “A Little Cow
in a Hurry” all over again. A role is to be assigned to each member of
the group, that is: Storyteller, Little Cow, Mother Cow. Explain how the
readers can identify their lines. Provide the pupils enough time to practice
reading the passage at sight. Have them apply the strategy they learned
in Lesson 1. Note which pupils are now able to read fluently.
A. 1.
The farmers are working.
2.
They are harvesting goods.
3.
They are in a field/cornfield.
4.
They begin working early in the morning/
before the sun rises.
B. 1. Where 3. Who
2. What 4. Who
1. farmer 4. firefighter
2. baker 5. doctor
3. nurse
G. TEST YOURSELF
Direct the pupils to Test Yourself on page 175. This test assesses the pupils’ ability to use
the subject pronouns I, you, he, she, it, we, and they.
1. They 4. They
2. It 5. they
3. It
H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: Who are our community
helpers? How do they help us? How can you be of help to others? Write the pupils’ answers
on the board. They may be asked to read their sentences later.
I. Objectives
A. Listening
• Recall details in a dialogue listened to.
• Recognize words with the sound [e] as in egg and words with the sound [ē] as in eat.
B. Speaking
Correctly pronounce words with the sound [e] as in egg and [ē] as in eat.
C. Grammar
• Use the correct possessive form of nouns.
• Use his or her as possessive determiners.
• Use his or hers as possessive pronouns.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Connect written words to objects in the real world.
• Identify words that have opposite meanings.
E. Writing
• Correctly spell antonyms of familiar words.
• Copy rhymes using the correct manuscript letter forms.
F. Viewing
Compare one’s experiences with activities shown in pictures.
B. Speaking
Pronouncing words listened to
C. Grammar
• Using ‘s to show ownership
• Using his, her, and hers
E. Writing
• Spelling words with opposite meanings
• Copying rhymes
F. Viewing
Fun Things at Sea or on a Beach
A. LISTENING (Listen)
Listening to a Story
Direct the pupils to the picture on page 176. Ask what they suppose the man and the boy
are talking about. Ask them to scan the image using a smartphone or a tablet to listen to
the story about it.
Direct the pupils to the exercise that follows. Give the directions.
Answers:
1. wed, web
2. ten, tent
3. beat, teal
4. peg, leg
5. bead, read; read (if you say the past tense form), red
Informal Assessment
C. GRAMMAR
Using 's to Show Ownership
Direct the pupils to the pictures on page 180. Ask: What does the (boy/man/girl/woman)
have? Cue the pupils to use the form: The ______ has a _____. Point out that the sentence
The _____ has a _____ . tells who owns something. Explain to the class that there is
another way of saying that someone owns something. Have the class read the sentences
beside the pictures on page 180. Point out that the sound s is added to the name word for
the owner. Call their attention to the written form (’s).
Conduct a question and answer pattern drill. Gather some of the pupils’ belongings.
Use the following patterns in the drill: Whose (noun) is this? That is (possessive
noun) book.
Whose (book) is this? That is (Nina’s) book.
Direct the pupils to Exercise A on pages 181-182. Say the phrase for each picture
then have the pupils add ’s to each name word. Have the pupils rewrite the answers on
the board. Point out that ’s must be written close to the name word. Have the pupils read
the phrases on the board. This activity will help the pupils visualize and say the possessive
form of nouns.
Direct the pupils to Exercise B on page 182. Call on volunteers to read one sentence
each.
Then, call on other pupils to rewrite one sentence each on the board. This activity
will help pupils visualize the possessive form of nouns. It will also demonstrate the pupils’
ability to copy book print.
A. 1. baby’s 4. farmer’s
2. sister’s 5. Miss Villa's
3. Jamie’s
B. Rita’s, Rita’s, father’s, mother’s, Rita’s, brother’s
Direct the pupils to page 183. Have the pupils look at the pictures, and read the
sentences.
Explain the rules in the Remember box on page 184.
Conduct a simple substitution drill. Tell each pupil to get a partner. One of the pair
gives two things to his or her partner. The second of the pair tells about the things of his
or her partner. Guide them in using the following patterns:
Take up Exercises A, B, C, and D on pages 184–189 in class. You may ask the pupils
to answer the items first and then have the discussion on each item.
A. 1. her 5. his
2. her 6. her
3. his 7. his
4. her 8. her
B. 1. his 3. her
2. her 4. his
3. his
C. 1. hers 3. his
2. his 4. her
3. her
D. 1. her; his 3. his; his
2. his; his 4. hers; her; her
D. READING (Read)
"Fishing with Father"
1. Motivation
Ask the pupils if they ever had a sea experience like traveling by boat, swimming in
the sea, or watching fishermen going out to the sea to fish. Have the pupils tell about
their experiences.
Informal Assessment
G. TEST YOURSELF
Direct the pupils to Test Yourself on pages 200–201. This test assesses the pupils’ ability
to use the possessive determiners his and her and the possessive pronouns his and hers.
H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: How can we enjoy the
world around us? Who are the people who help us enjoy the world around us? Write the
pupils’ answers on the board. They may be asked to read their sentences later.
I. Objectives
A. Listening
• Recall important details in a rhyme listened to.
• Compare the sound [i] as in kit to the sound [Ī] as in kite.
B. Speaking
Correctly pronounce words with the sound [i] as in kit and [Ī] as in kite.
C. Grammar
• Use my, our, their, and your as possessive determiners.
• Use mine, ours, theirs, and yours as possessive pronouns.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Point out important details in a text read.
• Connect written words to objects in real world.
• Identify more words with nearly the same meanings.
E. Writing
• Correctly spell words with double consonants.
• Write sentences with words with the same meaning.
F. Viewing
List things in the sky as shown in pictures.
B. Speaking
Pronouncing words listened to
C. Grammar
• Using my, mine, your, and yours
• Using our, ours, their, and theirs
E. Writing
• Spelling words with double consonants
• Writing sentences using words with the same meaning
F. Viewing
The Sky at Day or Night
A. LISTENING (Listen)
Listening to a Rhyme
Direct the pupils to page 202. Ask: What are the children in the picture doing? What kind
of day is it? Tell the pupils to listen to a rhyme as they scan the picture using a smartphone
or a tablet. Tell them to find out what the kites are like.
Kites
Like sailing ships Except that we
Our kites all fly Down here below,
To and fro Stand on the
Against the sky. Shining harbor sands
What foreign places And hold their anchors
They may go, In our hands.
You may write the rhyme on the board and have the pupils read it. Encourage them
to memorize the verse.
Informal Assessment
This other book is mine, too. That other book is yours, too.
(possessive pronouns)
Direct the pupils to page 206. Have them look at the pictures and read the dialogues.
Explain the rules in the Remember box.
Conduct a simple substitution drill. Tell each pupil to get two of their school things.
Guide them in using the following patterns:
This is my (noun). This (noun) is mine, too.
This is my (pencil). This (ruler) is mine, too.
Conduct a simple substitution drill. Tell each pupil to get a partner. One of the pair
shows two things to his/her partner. Guide them in using the following patterns:
Is this your (noun)?
Is this your pencil? (Yes, it is. / No, it isn’t.)
Is this (noun) yours, too?
Is this ruler yours, too? (Yes, it is. / No, it isn’t.)
Take up Exercises A, B, and C on pages 207–210 in class. You may ask the pupils to
answer the items first and then have the discussion on each item.
A. 1. my 3. your 5. your
2. your 4. my 6. my
B. 1. mine 4. mine 7. mine
2. yours 5. yours 8. yours
3. yours 6. mine
C. 1. my; mine 2. your; yours 3. my; mine
These books are ours, too. Those books are theirs, too.
(possessive pronouns)
D. READING (Read)
"Good Boys and Girls"
1. Motivation
Ask the pupils what they think good boys and girls do.
2. Word Study
Place the word cards for summer, share, wise, smart, joy, happiness in a pocket chart.
Have the pupils apply the strategy for decoding irregularly-spelled words as presented
in Lesson 3.
Informal Assessment
Direct the pupils to Exercise B. Explain the directions. Say the following words:
1. sitting 5. shopping 9. carrying
2. running 6. hopping 10. humming
3. setting 7. telling
4. calling 8. patting
Tell the pupils to learn to spell the words. They follow the steps they learned in
Lesson 4.
Informal Assessment
Conduct a Spelling Bee on the spelling words taken up in this unit. Divide
the class into several groups. Decide on the procedure to follow for the
Spelling Bee.
H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: Do you get along well with
your friends at play? Do you get along well with them at work? What do you do so you can
get along well together? Write the pupils’ answers on the board. They may be asked to read
their sentences later.
I. UNIT TEST
Direct the pupils to the Unit Test on pages 224–227. This paper-and-pencil test evaluates
pupil’s learning at the end of the unit.
Lesson 13 Listening to a Pronouncing Using the -s Story: Visiting Spelling Action How Busy
Happy to Be Short Story: Words Form of the Grandma Words Farm Animals
a Filipino A Fun Trip to Listened To Verb Getting the Writing Are
the Farm Talking about Using the Meaning of a Sentences
pp. 230–349
One’s Trip to a Simple Form Word Through
Big Idea: Farm of Action Context
I am happy to Words
think, speak, Classifying
Listening to Words
and write as
the Sounds
a little Filipino Pointing Out
of oo
citizen. Character
Traits
Lesson 14 Listening to a Pronouncing Using the -es Picture Essay: Spelling Words The Philippine
My Country Poem Words Form of Verbs The Symbols Beginning Flag, Our
Beginning of Our with b, v, f, National
pp. 250–269 with b, v, f, Country and p Symbol
Big Idea: and p Using Words Writing
The Philippines Reciting with the Same Sentences
Listening to
is my country. Rhymes Meaning with a Good
the Beginning
b, v, f, and p Giving Heading
Sounds Appropriate
Heading
for a Set of
Sentences
Lesson 18 Listening to a Pronouncing Asking and Passage: Spelling Words Many Filipino
Helping Each Short Story Words Ending Answering Bayanihan, a Ending in -ar, Heroes
Other in -ar, -er, and Did Questions Filipino Spirit -er, and -or
-or Understanding Completing a
pp. 326–345
Retelling a Word Short Story
Big Idea: Story Meanings
Listening to
Work becomes
Words Ending Telling What
easier if we
in -ar, -er, and Would Happen
put our hands
-or Next
together.
I Am a Filipino
Direct pupils’ attention to the unit title, I Am A Filipino and to the picture
on pages 228–229. Ask: What does the picture show? Do you do the same
thing in the picture?
Read the big question and the verse to the class. Ask: In what other
ways can you show that you are a Filipino?
Point out that in doing those good things, one shows love for his or her
country, the Philippines.
Direct the pupils to the right-hand sidebar. Tell the class that in the
box is a list of the titles of the lessons found in the unit. Read the lesson
title to the class or ask the whole class to read them aloud. You may elicit
comments on the titles by asking: What title interests you most? Why?
The pupils may be directed to the page where each lesson begins and
have them comment on the pictures.
I. Objectives
A. Listening
• Point out important details in a short story listened to.
.
• Recognize words with the sound [u] as in good and [ü] as in cool.
B. Speaking
• Correctly pronounce words with oo as in cool and as in good.
• Talk about one’s experiences.
C. Grammar
• Use the -s form of an action word with one person.
• Use the simple form of an action word with two or more persons.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Point out important details in a text read.
• Identify the meaning of a word based on the surrounding words.
• Group words into proper headings.
• Match pictures with words for character traits.
E. Writing
• Spell action words as dictated.
• Write sentences using the correct manuscript letter forms.
F. Viewing
Make a list of things that animals do as shown in pictures.
B. Speaking
• Pronouncing words listened to
• Talking about one’s trip to a farm
D. Reading
• Reading selection: “Visiting Grandma”
• Getting the meaning of a word through context
• Classifying words
• Pointing out character traits
E. Writing
• Spelling action words
• Writing sentences
F. Viewing
How Busy Farm Animals Are
G. Valuing
Pride in being a Filipino
A. LISTENING (Listen)
Listening to a Short Story
Focus pupils’ attention to the picture on page 230. Ask: What do you think the children
are doing? Do you think the children will enjoy? If you are with them, will you enjoy, too?
Tell them that they are going to listen to a short story and after listening, they should be
able to answer the questions on page 231. Scan the picture using a smartphone or a tablet.
Miss Tan’s class will have a trip to a farm on Friday. They will visit Mang
Andoy’s Farm.
“You’ll all definitely enjoy there,” Miss Tan assures the Grade One class.
“You’ll see farm animals, lots of trees, and wide rice and corn fields. You will
Informal Assessment
Have the pupils listen to ten (10) words with the oo sounds as in good
and cool. If a word is pronounced correctly, let the pupils stand. If it is not
pronounced correctly, have them remain seated. For the target words,
refer to pages 231 and 232.
C. GRAMMAR
Using the -s Form of the Verb
Ask: As a Filipino, how do you show your love to your country in many ways? After eliciting
some answers, direct pupils’ attention to pages 234–235 and find out who among the
pupils do the same things as the people do in the pictures.
A. 1. play/enjoy 3. create/make
2. pray/worship 4. feed
B. 1. walk 5. finds 9. wants
2. see 6. buy 10. agrees
3. rush 7. reads 11. buy
4. goes 8. tells 12. enjoy
D. READING (Read)
“Visiting Grandma”
1. Motivation
Ask the pupils where their grandparents stay or live, if they have visited them lately,
and how they show respect to them.
2. Word Study
The words anahaw, turkeys, national as in national hero, fine as in fine weather may be
best unlocked through the use of pictures or illustrations, while travel and great may
be used in sentences to show context. Show the words in cards and have the pupils
read them several times.
1. a 2.
c 3.
c 4.
a 5.
c
Classifying Words
The exercise allows pupils to classify things according to big headings or ideas. Before
directing pupils to work on this, have them look around the classroom and identify
things according to these headings: For Writing, For Cleaning, For Counting, etc.
Continue with things found outside the classroom like Canteen/Cafeteria, School
Grounds, School Garden, etc.
Show a picture chart of words. Have the pupils choose the word (written in card)
that does not belong to the big idea as pictured. They may be asked to replace the
word with another one related.
Example:
Writing Sentences
Direct pupils’ attention to the writing exercise on page 246. Elicit orally more sentences
similar to the example and give ample time for the pupils to write their own sentences.
Remind the following guidelines:
1. Begin the first word of each sentence with a capital letter.
2. End each sentence with a period.
3. Use the correct letter strokes.
4. Write neatly.
Informal Assessment
4 – Proficient
Uses correct spelling for all words in the sentences; Consistently uses period at the end of each
sentence and capital letters to begin sentences and proper nouns, if any; Uses grade-appropriate
vocabulary with fluency and accuracy; Uses complete sentences with accuracy
3 – Partially proficient
Uses correct spelling for commonly-used high frequency words with no significant errors;
Occasionally commits errors in using period and capital letters; Uses grade-appropriate
vocabulary with very few significant errors; Uses complete sentences with very few significant
errors
2 – Above novice
Uses correct spelling with many minor errors; Frequently commits errors in using the period and
capital letters; Uses grade-appropriate vocabulary with some difficulty and with significant/minor
errors; Uses some complete sentences with many significant errors
1 – Novice
Uses correct spelling with many significant errors; Always commit errors in using the period and
capital letters; Uses grade-appropriate vocabulary with much difficulty and with many significant
and minor errors; Uses very few complete sentences with many significant errors
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, p. 248–249
A. 1. loves 8. protect
2. shows 9. conserve
3. buys 10. uses
4. knows 11. turns off
5. respect 12. follow
6. kiss 13. plants
7. give 14. waters
B. 1. malls 6. spoon
2. carabaos 7. guava
3. streets 8. tortoise
4. chairs 9. grass
5. books 10. shark
C. excited
H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and big idea
again. Using a piece of bond paper or oslo paper and crayons, ask the pupils to draw
themselves garbed with any Filipino costume of their choice and doing something that
shows being a true Filipino. Have a show-and-tell activity afterwards.
I. Objectives
A. Listening
• Recall important details in a poem listened to.
• Recognize the difference between the sounds [b] and [v] and [f] and [p].
B. Speaking
• Correctly pronounce words that begin with the sounds [b], [v], [f], and [p].
• Use correct pronunciation in reciting rhymes.
C. Grammar
Use the -es form of an action word with one name word.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Point out important details in a text read.
• Use words with the same meaning.
• Give a good heading for a set of sentences.
E. Writing
• Spell words that begin with [b], [v], [f], and [p] sounds.
• Write sentences about Philippine symbols.
F. Viewing
Write sentences about a national symbol shown in picture.
B. Speaking
• Pronouncing words beginning with b-v and f-p consonant sounds
• Reciting rhymes
C. Grammar
Using the -es form of the action word
E. Writing
• Spelling words that begin with [b], [v], [f], and [p] sounds
• Writing sentences with a good heading
F. Viewing
The Philippine Flag, Our National Symbol
G. Valuing
Nationalism
A. LISTENING (Listen)
Listening to a Poem
Direct the pupils to page 250. Invite them to listen to a poem as they scan the pictures
using a smartphone or a tablet.
Informal Assessment
Reciting Rhymes
Facilitate the task on page 253. Elicit more rhymes that the pupils are familiar with and
help them cull out words beginning with the consonant sounds b, v, f, and p.
C. GRAMMAR
Using the -es Form of the Verb
Say: You learned that the carabao is considered as our national animal. What does it do?
Look at the picture on page 254.
Read the sentences on page 254 and ask the pupils what the underlined words are.
Then, focus their attention to the pairs of action words on page 255. Explain that when
one person or animal does the action, the -s or -es form of the action word is used. -es is
A. 1. watches 6. passes
2. goes 7. rushes
3. catches 8. washes
4. does 9. teaches
5. mixes 10. watches
B. 1. hangs 4. fries
2. tries 5. studies
3. applies
C. 1. go 10. rides
2. belongs 11. pass
3. reports 12. stay
4. study 13. play
5. sketches 14. prepares
6. color 15. stands
7. hang 16. raise
8. work 17. waves
9. drives
D. 1. cares 10. grows
2. cooks 11. watch
3. takes 12. bears
4. keeps 13. make
5. takes 14. gives
6. waters 15. bears
7. bear 16. calms
8. smell 17. relaxes
9. makes
D. READING (Read)
“The Symbols of Our Country”
1. Motivation
Talk about symbols. Discuss with the class what these symbols stand for. Show the
real objects and the pictures. Say: A symbol may stand for anything. It may stand for
2. Word Study
As you present each word card, use the word in a sentence, then ask the pupils’
perceived meaning. Let them use the word in their own sentence. Repeat this
procedure with all the rest of the words.
Informal Assessment
Have the class sight-read the following words and sentences posted on a
chart or written on the board: symbols, country, Philippines, island, Luzon,
Visayas, Mindanao, narra, bangus, sampaguita, anahaw, carabao
Sentences:
1. Symbols can stand for a country, like the Philippines.
2. The three stars in our flag stand for the three island groups,
namely Luzon, Visayas, and Mindanao.
3. The narra is our national tree.
4. The bangus is our national fish.
5. The sampaguita is our national flower.
6. The anahaw is our national leaf.
7. The carabao is our national animal.
Call on individual pupils to sight-read the words and sentences. Take
note of pupils who find difficulty in attacking some words and sentences.
A. 1. A Nipa Hut
2. A Monkey-eating Eagle
3. An Underground River
4. A Big Animal
5. A Fish Named Bangus
B. 1. Our National Flower
2. My Family
3. The Jeepney
4. How Far My School Is
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 269 of the textbook
A. 1. brushes 4.
catches
2. buzzes 5. kisses
3. cries 6. carries
B. 1. brushes
2. buzz
3. kisses
4. carry
C. 1. Nipa Huts
2. Where My Family Lives
H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea
again. Ask what they have learned about our country, the Philippines, and what they are
proud of about it. Have them write their random ideas or thoughts on a blown up map of
the Philippines on a large manila paper. Let the class read what they have written.
I. Objectives
A. Listening
• Point out important details in a verse listened to.
• Recognize the sounds of th as in thin and as in then.
B. Speaking
• Correctly pronounce words with the sound of th as in thin and as in then.
• Use correct pronunciation in reciting rhymes
C. Grammar
• Use is and are with the -ing form of action words in sentences.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Identify and describe the characters in the story read.
• Identify the meaning of a word based on the surrounding words.
• Use words with opposite meanings.
• Point out how an object is related to another object.
E. Writing
• Spell words with th as in thin and as in then.
• Write sentences about the story,“The Heart Tree.”
F. Viewing
Show on a picture directions given.
B. Speaking
• Pronouncing words with th
• Reciting a poem
C. Grammar
• Forming action words with -ing
• Using is or are with the -ing form of action words
F. Viewing
• Following the Maya Bird
G. Valuing
• Kindness
A. LISTENING (Listen)
Listening to a Verse
Direct pupils’ attention to the picture on page 270. Ask what is happening in it. Have
them listen to the following verse as they scan the picture with a smartphone or a tablet.
Informal Assessment
Say ten words with the th spelling. If the word has the [th] sound as in
thin, let the pupils raise a green card. If it has the [th] sound as in then, let
the pupils raise a yellow card. The suggested words are brother, smooth,
thank, breathe, breath, clothes, broth, weather, panther, themselves.
Reciting a Poem
As homework, tell the pupils to memorize the poem on page 273 and have them recite in
class by groups or individually. Stress the importance of pronouncing the words with the
th correctly and clearly.
1. Sweeping 5.
Hurrying 9. Jumping
2. Singing 6. Reading 10. Eating
3. Walking 7. Playing
4. Studying 8.
Praying
2. Word Study
Display the word cards on the board or chart. Ask: Which of these words means the
opposite of hot? (The water from the shower is hot.)(cold) Which is the opposite of big
or huge? (The elephant is a huge animal. It is so heavy that even ten persons could not
carry it.)(tiny) Which is the opposite of near? (My house is near the school. I walk to
school.)(distant) Which is the opposite of city? (My uncle lives in a busy city in Metro
Manila.)(village) To familiarize the pupils with the santol fruit, show one, and say:
How can I share with you this only one santol fruit? Welcome possibilities that the
pupils suggest to solve the problem.
Informal Assessment
Seeing Relationships
Ask: Where do flowers come from? Where do fruits come from?
Point out that trees and other plants bear flowers that become fruits. Therefore,
trees are the source of flowers and fruits and some other things. Show a pencil and a
piece of paper. Ask: Why do these two things go together? (Both are used for writing.
We use the pencil to write on the paper.) Proceed with other classroom things that
possibly can go together or have a relationship. Facilitate Exercises A, B, and C on
pages 284–286 to give the pupils more practice on seeing or perceiving relationships.
A. Numbers 1, 2, 4, 8, 9, and 10
B. 2. Oil can come from coconuts.
3. Juice comes from fruits.
4. Paper comes from trees.
5. Milk comes from cows.
C. 1. b 3. d 5. c 7. e
2. a 4. g 6. f 8. h
Writing Sentences
Facilitate the writing task discussed on page 287.
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 289 of the textbook
H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea
again. Post four to five sheets of white cartolina on the board or on any wall part of the
classroom. On each sheet, draw with a red crayon a big heart. Row by row, one by one,
and using crayons, ask each pupil to write his/her name outside the heart and a kind act
or deed done today inside the heart. End up by saying or writing under each heart the
caption This is the heart of every true Filipino child.
I. Objectives
A. Listening
• Recall important details in a dialogue listened to.
• Recognizing rising and falling intonations in questions.
B. Speaking
• Use the correct intonation in a dialogue being acted out.
• Ask Wh- questions with correct intonation.
C. Grammar
Use the past form of action words in sentences.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Identify words with the same meaning in sentences.
• Arrange pictures of events in correct order.
E. Writing
• Spell -ed action words as dictated.
• Write a short one-paragraph story based on a series of pictures.
F. Viewing
Make guesses based on images shown.
B. Speaking
• Doing a dialogue
• Asking Wh- questions with the correct intonation
C. Grammar
Using the simple past form of action words
F. Viewing
Hardwork and “Stairways to Heaven”
G. Valuing
Hardwork and patience
A. LISTENING (Listen)
Listening to a Dialogue
Ask: Have you ever introduced a friend to your parents? How did you do it? How did you
feel? How did your friend feel? How did your parents feel?
Direct pupils’ attention to the picture and ask for comments or questions they would
like to know about it. Before the pupils listen to the dialogue, have them read the questions
on page 291 that they are expected to answer afterwards. Then, ask them to scan the
image using a smartphone or a tablet to listen to a dialogue.
Allen: Mother, meet Ulmay, my new friend. He’s the nephew of Mrs. Mina,
our neighbor. He’s in the city for a visit.
Mother: Glad to meet you, Ulmay. From where are you?
Ulmay: It’s nice to meet you, too, Mrs. Santos. I am from La Trinidad Valley
in Benguet Province.
Mother: When did you arrive here?
Allow ample time for the pupils to answer the questions about the dialogue. Have
them infer the feelings or traits of the characters as in: Ulmay feels happy because he
enjoys his visit to some interesting places in the city; Allen is proud of his new friend
Ulmay.
Informal Assessment
Divide the class into two groups. One group will ask wh- questions about a
given picture showing Filipino people at work as farmers, fishers, miners,
construction workers, teachers, factory workers, etc. The other group
will listen as to how each question is said with the correct intonation.
The groups then shift roles. Pay particular attention to the judgment
of the listening group. Take note of pupils who do not use the correct
intonation. They may be required to repeat the question until they get
correct intonation.
D. READING (Read)
“Wa-ay’s Search for Gold”
1. Motivation
Ask: Who wants to be rich someday? Why? If you want to live a better life, what should
you do? Have the pupils comment on the picture and story title on pages 298–299. Let
them raise their own questions about what they want to find out in the story. Record
the questions on the board.
2. Word Study
Present the word cards containing the Word Power words. Say each word and let the
class repeat the word. Ask which words the pupils are not familiar with and use them
in sentences to contextualize. Elicit words with the same meaning as the target words.
A. 3, 2, 1, 4, 5 3, 1, 4, 5, 2
B. 3, 2, 5, 4, 1
Direct pupils’ attention to the pictures on page 304 and ask what happened in each
picture. Then following the model, the pupils attempt to write a one-paragraph story on a
piece of paper about the pictures.
Informal Assessment
Examine the pupils’ paragraphs and take note how they perform on the
following aspects:
1. Correct sequence of events 4. Indention
2. Capitalization and punctuation 5. Sentence structure
3. Spelling
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, pages 306–307 of the textbook
H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea
again. Elicit little lessons learned or insights gained. Ask: Do you believe that Filipinos like
you and I are hardworking people? Why do you say so? Invite pupils to write or illustrate
their proofs on the board. Then, write the caption “Filipinos are truly hardworking
people.” Have the pupils read what they have done on the board and the caption.
I. Objectives
A. Listening
• Recall details about songs and jingles listened to.
• Recognize the difference between the sound [s] and [sh] in a words.
B. Speaking
• Correctly pronounce words that begin with [s] and [sh].
• Use the correct intonation and stress in reciting a poem.
C. Grammar
• Recognize the past form of irregular action words.
• Use the past form of irregular action words in sentences.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Give the meanings of unfamiliar words through pictures.
• Give possible story endings.
E. Writing
• Spell action words correctly.
• Write a possible ending to a story.
F. Viewing
Make inferences about an image shown.
B. Speaking
• Pronouncing words that begin with s and sh
• Reciting a poem with correct intonation and stress
C. Grammar
Using the past form of irregular action words
F. Viewing
A Star-shaped Lantern
G. Valuing
Appreciation of Filipino tradition
A. LISTENING (Listen)
Listening to Songs and Jingles
Have the pupils sing some songs and jingles they have learned. Let them tell what each is
about. Then, using a smartphone or a tablet, ask them to scan the picture to listen to the
following song:
Informal Assessment
Have them discriminate ten words listened to by falling in line under the s
post or sh post. Going to the wrong post sends a pupil out. End up with as
many winners—the more winners, the better the performance.
C. GRAMMAR
Using the Past Form of Irregular Action Words
Tell the pupils to look closely at the picture on page 311. Ask: What does the picture show?
Why is this tradition important?
Request a pupil to read the paragraph about the picture, and ask others to answer
the questions that follow. You may write the answers on the board for sentence analysis.
Have the pupils identify the action word in each of the two sentences—went and brought.
Explain that these action words come from the simple form of the action words, go and
bring. Ask: What do these action words express about the time these took place? What can
you say about their form compared with the –ed past form?
Let the pupils spend ample time to study more of these action words on pages 312
and 313. Have them note the changes in spelling and form of each word. Elicit the rule in
form change for each group of action words and have closure by motioning the pupils to
read the Remember box.
As drill for mastery on the form of irregular verbs, have the pupils work on Exercise A
and Exercise B.
D. READING (Read)
“A Christmas Letter”
1. Motivation
Ask: When do you think is the merriest time of the year? Why do you say so? Do you
have balikbayan relatives or friends during the Christmas Season? What do you do to
make them enjoy their visit? To better activate schema and prior knowledge, have
them read the question on top of page 316.
2. Word Study
Using pictures with the word cards, take up the words in the Word Power box by
playing a matching game. Display the pictures on the board or chart and have pupils
place a word card under the right picture. The class can instantly feedback on the
accuracy of responses. Facilitate some discussion on problematic items if needed.
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, pages 324–325 of the textbook
H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson and the big idea
again. Have them share what they have learned in terms of the five (5) macroskills. Then
ask: Among the different Filipino holidays and celebrations, which do you enjoy most? Why?
Which do you think is the most important? Why? With a calendar on hand, recall these
Filipino holidays and celebrations by month and cite the significance of each.
I. Objectives
A. Listening
• Point out important details in a text listened to.
• Recognize words with -ar, -er, and -or.
B. Speaking
• Correctly pronounce words that end with the sounds [ar], [er], and [or].
• Retell a short story listened to.
C. Grammar
• Ask questions that begin with Did.
• Use Yes, did or No, did not in questions that begin with Did.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Use correct words to complete sentences.
• Tell what would happen next based on a series of events shown in pictures.
E. Writing
• Spell words ending in -ar, -er, and -or.
• Complete a short story with a possible ending.
F. Viewing
Write important details about national heroes.
B. Speaking
• Pronouncing words ending in -ar, -er, and -or
• Retelling a story
C. Grammar
Asking and answering Did questions
F. Viewing
Many Filipino Heroes
G. Valuing
Teamwork, unity, and cooperation
A. LISTENING (Listen)
Listening to a Short Story
Draw the pupils’ attention to the picture on page 326. Ask: What do these pictures show?
Who is Dr. Jose Rizal? What do you know about him?
Have them scan the group of images using a smartphone or a tablet to listen to a story
about Jose Rizal. Afterwards, facilitate the pair work.
On June 19, 1861 in Calamba, Laguna, Dr. Jose P. Rizal was born. During
those times, our country was ruled by the Spaniards. They treated our ancestors
like slaves.
At a very young age, Pepe (Jose’s nickname), showed extraordinary talent.
He always wanted to study. He became an A–1 pupil with very high grades.
When he grew up, he became a scholar, scientist, painter, sculptor, doctor,
and writer. As an eye doctor, he operated on his mother’s eyes. As a writer, he
wrote two famous books, more than fifty essays, and about forty poems. He also
Informal Assessment
The answers to Questions 3 and 4 reflect the ability of the pupils to infer the kind of
hero Rizal was. Point out that Rizal was a quiet hero because he did not fight his enemies
with guns but with his pen. He was a hero of action or deeds because he worked hard to
help his countrymen improve their lives. He was a multitalented man because he was a
doctor, scientist, sculptor, and writer.
Have the pupils listen as you say each phrase that follows. If the phrase
does not have any mispronounced -ar, -er, or -or word, tell them to remain
seated; if there is, tell them to stand up and point that word out. Take note
of pupils who cannot discriminate between correct and incorrect sounds.
A ball catcher, a pitcher, and a goal keeper
The cleaner, also the sweeper, and the garbage collector
Your sister, the baker, the cashier, and the store owner
The burglar, the stealer of rice cooker and coffee maker
The giver, the helper, the bayanihan members
Say the second and last phrases with errors in the pronunciation of the
-er with short e as in pen and the -or with the o as in pole.
Retelling a Story
Present the wh- chart for the story before asking the pupils to retell it. Have them
brainstorm on the details as they are recorded in the chart. In this manner, the pupils find
it easier and more meaningful to retell the story with a guide or prompt.
You may ask the pupils if they have heard other stories about Jose Rizal. Have them
share in class.
C. GRAMMAR
Asking and Answering did Questions
Structural Analysis. Point out the structure of a positive or negative rejoinder used to
respond to a did question. Page 329 illustrations will be helpful as well as the sample
sentences beside them.
Exercise A on page 330 may initially be done orally. If done in writing, stress the
use of a comma after YES or NO in the responses and short form of DID NOT which is
DIDN’T. Expected answer to all questions is “Yes, I did.” or “No, I didn’t.” depending on
the truthfulness of a pupil.
Have the pupils answer the Set A questions honestly with Yes, I did or No, I didn’t.
Let them do this on a sheet of paper. Then, ask five other classmates to answer Set B
questions. Study the examples.
Set A Set B
Example: Did you drink milk last night? Example: Did (name) eat fruits this
No, I didn’t. morning?
Yes, she/he did.
1. Did you walk home yesterday? 1. Did help his/her mother
2. Did you read a story last night? cook dinner?
3. Did you do your homework alone? 2. Did swim last Saturday?
3. Did sleep well last night?
D. READING (Read)
“Bayanihan, a Filipino Spirit”
1. Motivation
Post the word bayanihan on the board and create a semantic web. Elicit pupils’ ideas
and put them in the web.
Ask: How do you show bayanihan here in the classroom? In the school? At home? In
your community? Show any available video clip on a disaster especially on landslides
or flashfloods. Discuss the importance of bayanihan in times of calamities.
2. Word Study
Present each word from the Word Power box in a word card. Have pupils read the
word and you use it in a sentence or have them see the picture on page 333 or show
other related pictures from magazines. You may also play a video clip.
Evaluate the pupils’ writing output using the writing rubric on composition
writing with special emphasis on the effectivity of the last one or two sentences.
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 341 of the textbook
H. WRAP UP
Once more, focus pupils’ attention to the lesson opener, and have them read the title and
the big idea. To determine how much they have learned about bayanihan and how much
more they would like to learn about it, encourage them to raise questions and write these
on the board. The questions may be answered by the pupils themselves.
I. UNIT TEST
Direct the pupils to the Unit Test on pages 342–345. This paper-and-pencil test evaluates
student’s learning at the end of the unit.
A. 1. a 2. b 3. b 4. a 5. b 6. b
B. 1. bark 6. read 11. teaching 16. water
2. sails 7. cleaned 12. singing 17. harvested
3. cooks 8. counted 13. sang
4. bake 9. visited 14. planted
5. plays 10. marching 15. collects
C. 1. national symbols 3. animal pets 5. days of the week
2. wild animals 4. months of the year 6. transportation
D. 1. blackboard 3. song 5. listen
2. elephant 4. city
Lesson 20 Listening to an Saying Words Comparing Story: The Spelling Words The Wheel
It’s a Colorful Informational Beginning with with Rainbow Beginning with of Colors
World Text Two or Three Describing (An Indian Two or Three
Consonants Words Legend) Consonants
pp. 364–381
Talking about Getting Word Writing
Big Idea:
a Rainbow and Meanings Sentences
Colors make
Listening Its Colors Inferring the
things around
us wonderful. to Words Feelings and
Beginning Traits of
with Two to Characters
Three
Consonants
Lesson 22 Listening to a Saying Phrases Using Story: The Spelling Long About an
The Magic of Story: Jaboti with Correct Prepositions Touch of Prepositions Orchestra
Music and His Flute Blending Correctly Music Writing
Understanding Lessons
pp. 400–417
Word Learned from
Big Idea: Meanings Experiences
Music makes
Listening to Guessing
us come
Phrases with What
together.
the Smooth Happened
Blending of Before or After
Words
Lesson 23 Listening to Pronouncing Using Simple Story: Two Spelling Words What Will
No Place Like a Story: How Words with Sentences Lost Children Used in the I Do?
Home Books Came Silent Letters l Using Words Lesson
to Be and b with the Same Writing Simple
pp. 418–431
Retelling a Meaning Sentences
Big Idea: Story
We feel very Identifying
good if we are the Parts of a
Listening to Book
in our own
Words with
home—sweet
the Silent
home.
Letters l and b
Lesson 24 Listening to a Pronouncing Using the Story: The Spelling Words True or
My World of Folktale Words with Different Kinds Greedy Dog with the Silent Fantasy
Fantasy the Silent gh of Sentences Getting the gh
My Wonderful World
Draw pupils’ attention to the unit title, My Wonderful World, and the pic-
ture on pages 346–347. Ask: What does the title talk about? What kind of
world?
Have the pupils listen as you read the poem and then the contents of
the unit. Ask: What makes up your “wonderful world”? Pupils’ responses
answer the big question on page 347.
Direct the pupils to the right-hand sidebar. Tell the class that in the
box is a list of the titles found in the unit. Ask the whole class to read aloud
the lesson titles. Elicit comments or expectations. You may ask the pupils
to turn to the page where each lesson begins. Let them comment on the
pictures at the beginning of the lesson.
I. Objectives
A. Listening
• Describe the elements of a short story listened to.
• Recognize the sound [ch] in words listened to.
B. Speaking
• Correctly pronounce words that have the sound [ch] as in chat.
• Retell the story “The Blue Book.”
C. Grammar
• Recognize describing words.
• Use the correct describing words to describe people, places, and things.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Use the correct synonyms.
• Name common printed materials.
E. Writing
• Spell words with ch.
• Write describing sentences.
F. Viewing
Give opinions about a picture.
B. Speaking
• Pronouncing ch words
• Retelling a story
C. Grammar
Using words that describe
F. Viewing
Books Around
G. Valuing
Love for reading; Charity
A. LISTENING (Listen)
Listening to a Story
Have the pupils scan the image using a smartphone or a tablet to listen a story about a
book.
Have the pupils work in pairs to agree on the correct answers to the questions on page
349. Discuss the answers. Have each pair check its own answers. Find out the extent of
accuracy by show of hands for every number.
Listening to ch Words
Have the pupils listen intently as you pronounce each ch word in the box on page 349.
Ask: What common sound did you hear in all the words? (ch sound)
Informal Assessment
Have the pupils listen as the teacher pronounces and flashes cards with
words spelled with ch. If the ch in the word has the sound ch as in chat,
the pupils will repeat the word. If it does not have that sound, the pupils
zip their lips. Watch for pupils who will commit the mistake of repeating
the wrong words. Suggested words:
1. cheese (Yes) 6. chirping (Yes)
2. character (No) 7. touch (Yes)
3. scratch (Yes) 8. moustache/mustache (No)
4. parachute (No) 9. cheap (Yes)
5. Christmas (No) 10. exchange (Yes)
Retelling a Story
Recall the story “The Blue Book” and its elements by asking the pupils to identify the
setting (library), the characters (a small girl, the animated blue book), and the events
(A torn blue book was left unread for many years. A small girl visited the library. She
carefully looked at each shelf. Then, she reached the back of the library. She found the
lonely blue book and opened it. She was happy to find the book she wanted to read.)
Facilitate the storytelling session in groups. Remind the pupils that each of them will
share a five-sentence story that he or she has read from a book in the library.
big, brown, yellow, green, leafy, fresh, long, round, juicy, bitter, sweet,
sour, sweet-smelling
Exercises C and D on pages 354 and 355 hone pupils’ ability to use appropriate
describing words.
This activity helps pupils with limited vocabulary widen their grasp for describing
words and at the same time hones their ability to order such words. Display the pictures
on the board. Call on volunteers to pick out a picture, give a phrase to describe the object
in the picture, and use the phrase in a sentence. For example:
D. READING (Read)
“Hercules and the Old Man”
1. Motivation
Ask: If you hear the name Hercules, what comes to your mind? If you were the strongest
man on earth, what would you do? Tell the pupils that the story they are about to read
is a fable written by Aesop, a Greek writer.
Draw the pupils’ attention to the picture on pages 356–357. Elicit inferences on
the events in the story.
3. Independent Reading
Since the pupils have shared their predictions, they may read the story silently.
1. c 2.
b 3.
e 4. a 5. d
Informal Assessment
For mastery, have pupils write down ten (10) spelling words that the teacher dictates
and uses in sentences.
Informal Assessment
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 363 of the textbook
A. 1. hot 4. juicy
2. tall 5. fragrant
3. kind 6. stout
B. 1. S 3. S 5. S
2. X 4. X 6. S
C. 1. storybooks
2. dictionary
3. magazine
H. WRAP UP
Bring the pupils to the library and spend about 15–20 minutes there. Tell them that they
will go there to pick out any reading material that interests them, scan it, and think about
the reason of their choice. Back in the classroom, let them share their thoughts.
I. Objectives
A. Listening
• Arrange in correct order the details in an informational text listened to.
• Recognize beginning consonant blends in words listened to.
B. Speaking
• Correctly pronounce words that begin with consonant blends.
• Talk about the colors of a rainbow.
C. Grammar
• Recognize the -er form of describing words.
• Use the -er form of describing words in making comparisons.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recognize the speaking parts of characters in a play.
• Identify the meaning of a word based on the surrounding words.
• Identify feelings and traits of characters.
E. Writing
• Spell words beginning with consonant blends as dictated.
• Write sentences using describing words.
F. Viewing
Name the colors in a color wheel.
B. Speaking
• Saying words beginning with two or three consonants
• Talking about a rainbow and its colors
C. Grammar
Comparing with describing words
F. Viewing
The Wheel of Colors
G. Valuing
Respect
A. LISTENING (Listen)
Listening to an Informative Text
Ask: How many times have you seen a rainbow in the sky? How do you feel when you see a
rainbow? Why? Have them listen to any song related to rainbows like “Somewhere Over
the Rainbow.” Find out what the song is about. Then, ask them to scan the picture using
a smartphone or a tablet to listen to an informational text on how rainbows are formed.
They should pay attention to the sequence of events.
Discuss step by step how a rainbow is formed before asking the pupils to do the
listening task by themselves. Expected sequence is 2, 1, 4, 3, 5.
Informal Assessment
Have the pupils listen as the teacher pronounces words with initial two
or more consonants and with final two or more consonants. If the word
listened to has the consonant blend/cluster at the beginning of the word,
the pupils raise a flaglet/lollipop that shows a cat’s head; if at the end of
the word, the pupils raise a flaglet/lollipop that shows a cat’s tail; and
if the word has a blend/cluster both at the beginning and at the end,
the pupils raise a flaglet/lollipop that shows the picture of the whole cat.
Suggested words to be pronounced are:
1. bright (head) 6. farm (tail)
2. smart (cat) 7. consonant (tail)
3. greener (head) 8. different (tail)
4. world (tail) 9. clean (head)
5. stronger (head) 10. start (cat)
Informal Assessment
To test pupils’ ability to express themselves with the proper emotions, have
the pupils form small groups to dramatize or role-play the story. Observe
their facial expression, voice, and delivery of lines. You may encourage
them to use their own words as long as the essence of the story is not lost.
Choose the best presentation.
D. READING (Read)
“The Rainbow (An Indian Legend)”
1. Motivation
Elicit responses to the motive questions on page 372. Have the pupils look closely at the
picture, read the title of the story, and make comments or inferences about the story.
2. Word Study
Say each vocabulary word as you display the word card. Have the pupils say the word
after you. Then, use the word in a sentence and ask them to give the meaning they are
able to perceive. Suggested sentences are as follows:
a. We’ll have a picnic in the meadow on Saturday.
b. Our family bonding is full of gaiety.
c. Trees are now scarce in the city.
3. Directed Reading
Assign readers for the different roles in this play and use monitor questions for every
episode to help pupils decode words and understand the text. Suggested questions are:
• Introduction (page 373): Why were the colors quarreling?
• Green (page 373): Why is Green claiming that he/she is the most important?;
Why is Green the sign of life and hope?; In our surroundings, where do we find
Green?
• Blue (page 373): (If the sky is clear of clouds, you may let the class look at it
and ask:) What is the color of the sky?; When you look at it, how do you feel?;
How about the sea? What color is the sea?; Do you think Blue has also the right
to claim that he/she is the most important? Why?
• Yellow (page 374): How does Yellow make the world smile?; Every morning,
when the sun is up, are you excited to get up?; Who/What make the night
bright? Do you like the moon and the stars at night?; Can you give more things
that are yellow?
• Orange (page 374): What fruits and vegetables are orange? Which do you eat?
Do you know how much vitamins do you get from these foods?; Do you also
love to gaze at the sky when the sun begins to shine and sets?; Do you agree that
Orange is the most important? Why?
• Red (page 374): Why did Red say he/she is the ruler of all the colors?; What
do you think the world looks like if Red wii be absent?; Do you have a garden
at home? What red flowers do you have?; Can you say that Red is the most
important? Why?
• Purple (page 374): Why is Purple the color of royalty and power?; Why is
Purple the sign of authority and wisdom?; How do kings or chiefs serve their
people?; What values and characteristics do you think a leader should possess
to be a great one?; Do you agree that Purple is the most important?
• Indigo (page 375): Where do you see Indigo?; Do you pray? Why do you pray?
How do you feel when you are praying? after praying?; Why is Indigo the most
important?
• Conclusion (page 375): After all the colors had said their reasons why they are
the most important, what happened next?; What did Rain say to the colors?;
Who made the colors?; How did the colors realize that each of them is very
important to God?; How does God show His love after every rain?
Have another set of readers read the play aloud. Remind them to read with the
correct expression or feelings.
Writing Sentences
Present three sentence strips using the describing words cool, polite, and jealous in
sentences. Have them identify the describing word in each sentence and give another
sentence using the same word. Remind them what makes up a sentence, what to capitalize,
and what to use at the end of each sentence. Then have them work on the writing task on
page 378.
Informal Assessment
As writing task, the pupils have been asked to write sentences using
describing six (6) describing words. When pupils are done, let them exchange
work and evaluate each other’s sentences based on the following checklist
answerable by Yes or No.
1. Does the first word of the sentence begin with capital letter?
2. Does the sentence end with the correct punctuation mark?
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 380 of the textbook
H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea.
Have pupils close their eyes for some moments. Ask: What do you see? Can you imagine
the things around us without colors? What would the world be like if there were no colors?
Elicit the importance of colors in the everyday life of people.
I. Objectives
A. Listening
• Recall the details in a Bible story listened to.
• Recognize the final consonant blends in words listened to.
B. Speaking
• Correctly pronounce words that have final consonant letters.
• Retell the story, “Noah and His Ark.”
C. Grammar
• Point out words that tell how.
• Use the correct words to describe actions.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Identify meaning of phrases through surrounding words.
• Identify what one will do next.
E. Writing
• Spell words ending in two or three consonants.
• Write sentences using words that tell how.
F. Viewing
Tell about the uses of objects shown in pictures.
B. Speaking
• Pronouncing words ending with two or three consonants
• Retelling a story
C. Grammar
Using words that tell How
F. Viewing
Windmills
G. Valuing
Obedience and patience
A. LISTENING (Listen)
Listening to a Bible Story
Ask: Which do you prefer, sunny days or rainy days? Why? How do you feel when it rains
the whole day?
Tell the pupils to listen to a story from the Bible as they scan the picture using a
smartphone or a tablet. Have them note the important details and afterwards, they should
be able to act out with a partner the part of the story they like best.
For pupils to note story details, have them answer the following questios:
1. Why did God ask Noah to build an ark?
2. What did Noah bring onto the ark after it was built?
3. What happened after 40 days?
Allow the pupils ample time to act out the part of the story they like best.
Informal Assessment
Ask the pupils to listen as you pronounce sets of three (3) words ending
with two or more consonant letters/blend or cluster sequenced as 1, 2,
and 3. On their paper, the pupils write 1 if the first word in the set has a
different sound, 2 if second word, and 3 if third. Sample items:
1. build, cold, land (3)
2. humps, hands, bumps (2)
3. born, storm, worm (1)
4. ark, bark, task (3)
5. wind, think, mend (2)
Retelling a Story
Recall the sequence of the story “Noah and His Ark,” then ask some volunteers to retell
the story in their own words. Have the class give comments on the stories retold. Facilitate
the task in B, page 384.
Retelling the story, “In the Land of Giant Pumps”: Using the following
guide questions, ask the pupils to retell the story in their own words:
1. How did Oliver and Peter learn the ways of the winds?
2. What did the two brothers do when a storm came one day?
3. What did they decide to do when floodwaters began to rise?
4. What did the other windmill operators do to prevent a great flood?
5. How did the two brothers’ father feel about what they did?
C. GRAMMAR
Using Words that Tell How
Post on the board the two sentences on page 385. Then ask: How did Noah build the ark?
How did Noah and his sons work?
Stress that patiently and happily are words that tell how and that most of these words
end in -ly. In the case of these two words, -ly is added to the describing words, patient
and happy.
Draw the pupils’ attention to the two pictures on page 385 and ask what each child
does. Then ask: How do you think does the girl write? How does the boy walk? Accept varied
answers as long as they are -ly appropriate. Elicit more words that may be familiar to the
pupils. Ask them to use these in sentences for meaning.
Exercise A is on recognition of words that tell how.
Exercises B and C are on meaning or using the appropriate -ly word to complete the
sentence meaningfully.
A. 1. merrily 4. suddenly
2. excitedly 5. happily
3. curiously
B. beautifully, proudly, sweetly, noiselessly, quietly, gently,
brightly, warmly
C. 1. properly, quietly 4. clearly
2. attentively, quietly 5. nicely, quietly
3. correctly
D. READING (Read)
“In the Land of Giant Pumps”
1. Motivation
Ask: How does a windmill look like? Why are windmills important? Do you know of
some places where we can find windmills? Say: In the Philippines, we find windmills in
the north or in the Ilocos Region. There are also a lot of windmills in the Netherlands.
Show the places on a map or using a globe.
3. Guided Reading
Facilitate guided reading page by page or part by part. Call on volunteers to read
aloud and use these monitor comprehension questions and suggestions to help
readers decode words and understand the text.
Page 389: What does the family of Peter and Oliver do to make sure that their
country is safe and dry from sea waters? How do the windmills work in their country?
Why do you think do the boys need to learn the ways of the windmills?
Page 390: Why did the little boys’ family need the help of other windmills? What
happened one day? What did the two boys do to help?
Page 391: Why did the two brothers not wake up their father? Why did they have
to ring the bell? What were the boys sorry about? What did their father say?
To provide an opportunity to demonstrate fluency in reading extended texts
orally, call on pupils who show difficulty to read “All About Kites” on individual
copies given them.
1. Yes 6. Yes
2. No 7. Yes
3. No 8. Yes
4. Yes 9. No
5. No 10. Yes
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, p. 398 of the textbook
A. 1. gracefully 4. slowly
2. quietly 5. slowly
3. smartly
B. 1. bravely 6. angrily
2. carefully 7. luckily
3. honestly 8. gently
4. hungry 9. happily
5. selfishly 10. lazily
C. 1. 8 3. 4 5. 8
2. 4 4. 4 6. 4
D. 1. a
2. b
3. a
H. WRAP UP
Direct the pupils to the lesson opener and have them read again the lesson title and the
big idea. Initiate a sharing (in pairs) on the farthest places from their homes that they
have been to. Let them talk about the things they have learned from visiting such places.
Call on some volunteers to share in class what their partners shared them. End up by
repeating the big idea.
I. Objectives
A. Listening
• Recall the details in a story listened to.
• Recognize the blending of sounds in phrases listened to.
B. Speaking
Say words and phrases with proper blending.
C. Grammar
Use the correct space prepositions in describing the location of objects.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Give the meaning of words based on surrounding words.
• Identify what happened before or after a given event.
E. Writing
• Spell long prepositions.
• Write sentences telling lessons learned from stories.
F. Viewing
Tell about the uses of the objects shown in a picture.
B. Speaking
Saying phrases with correct blending
C. Grammar
Using prepositions correctly
D. Reading
• Reading selection: “The Touch of Music”
F. Viewing
• About an Orchestra
G. Valuing
• Love for music
A. LISTENING (Listen)
Listening to a Story
Show a flute. Ask someone who can play it to do some music. Then, draw pupils’ attention
to the picture on page 400 and to the questions that follow on page 401. Ask them to scan
the picture using a smartphone or a tablet to listen to a story.
Informal Assessment
Have the pupils say the following phrases with the proper blending of
consonant and vowel sounds of words:
1. in the middle of the show
2. in front of the stage
3. full of people
4. promised each other
5. at the end of each number
C. GRAMMAR
Using Prepositions Correctly
Draw pupils’ attention to the picture on page 403. Ask what they see and where things are.
Note down their answers. Have them look closely at the picture on page 404. Let them
identify the musical instruments they see. Ask: Where is the triangle? Where is the drum?
Where is the baton? Where is the guitar?
Explain that the words they used in indicating location or space like in, on, inside,
between, under, and beside are called prepositions. Discuss further the ideas in the
Remember box. Stress the meaning of each preposition, long or short.
Ask pupils to look around the classroom and point out where different things are.
Have a Q&A session. Start by asking “Where is the clock?” Call a pupil who will answer it
and then takes turn to ask a where-question.
To promote mastery on the use of prepositions and prepositional phrases, have them
work on the exercises on pages 405–407. Exercise B on page 405 is done orally while the
rest on page 405–407 are in writing, either seatwork or homework.
A. 1. in 4. below 7. under
2. inside 5.
between 8. inside
3. on 6. behind
B. Possible answers: in the park, under the tree, on the stage, on the
benches, behind the lamp post, in front of the stage, etc.
C. 1. under 3.
behind 5. in
2. on 4. between
D. 1. in 5. on 9. inside
2. under 6. between 10. on
3. out 7. under 11. to
4. inside 8. beside 12. in
D. READING (Read)
“The Touch of Music”
1. Motivation
Show available musical instruments preferably those used in an orchestra. Have the
children identify each. You may call some volunteers who know how to play the
instruments to demonstrate how these are played.
3. Partner Reading
Instruct pupils to get a partner. Partners take turns in reading one page at a time.
Remind them to help one another sound out words. The following words may be
displayed for decoding before the partner reading: enjoyable, musicians, instruments,
terrible, piano, complaining, violin, tonight’s, excited, pianist, pressed, quarrel, panicked,
realized, conductor, wondrously, and successfully. Pronounce these words and have the
whole class repeat after you. You may call on volunteers to read the words aloud.
1. a 2. b 3. c 4. b
Setting
Characters
Ask: What happened before the night the musical instruments had to play music?
How did you know? Stress that what happened before can be inferred based on what
happened after and what happened after can be inferred based on what happened
before. One’s experiences can also help in making inferences.
Title:
Story Board
1 3 5
2 4 6
B. 1. a 2. a 3. b
C. 1. c 2. a 3. b
Informal Assessment
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 417 of the textbook
A. 1. 4 5. 4
2. 4 6. 4
3. 8 7. 8
4. 4
B. 1. B, A
2. A, B
3. B, A
H. WRAP UP
Draw pupils’ attention to the lesson opener and have them read again the lesson title
and the big idea. Elicit little ideas or concepts they have learned in the lesson. Ask: What
song always brings us together every morning here in school? (Philippine National Anthem,
school song) Lead the pupils in finding the connection between this question and the
big idea in the lesson. Have them cite other instances when music makes people come
together and enjoy.
I. Objectives
A. Listening
• Recall the details in a story listened to.
• Recognize the silent letters in words listened to.
B. Speaking
• Correctly pronounce words with the silent letters l and b.
• Retell the story “How Books Came to Be.”
C. Grammar
• Recognize simple sentences.
• Recognize the subject and the predicate in simple sentences.
C. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Note details in a text read.
• Give the synonyms of unfamiliar words.
• Identify the parts of a book.
D. Writing
• Spell words learned in the lesson.
• Write simple sentence about taking care of books.
E. Viewing
Tell about one’s feelings in a situation shown in a picture.
B. Speaking
• Pronouncing words with the silent letters l and b
• Retelling a story
C. Grammar
Using simple sentences
F. Viewing
What Will I Do
G. Valuing
Love for family
A. LISTENING (Listen)
Listening to a Story
Show the pupils pictures of cave men or early Filipino ancestors like the Aetas. Ask: How
do you think these early people write when paper and pen were not yet invented?
Invite them to listen to the story “How Books Came to Be” as they scan the images
using a smartphone or a tablet.
Discuss with the children the answers to Questions 1–3. To address Question 4, show
pictures about the story, which the pupils can arrange in the proper order of events
Informal Assessment
Have pupils listen to pairs of words. On their paper, ask them to draw a
happy face if both words have the silent letter l or b and a sad face if not.
Sample items:
1. talk – walk (happy) 6. would – could (happy)
2. climb – plumber (happy) 7. should – shoulder (sad)
3. crumbs – crabs (sad) 8. numb – number (sad)
4. thumbs – bumps (sad) 9. chalk – stalk (happy)
5. bomber – amber (sad) 10. palm – calm (happy)
Retelling a Story
Using the pictures about the story “How Books Came to Be,” call on some volunteers to
retell the story in their own words. The pupils may also do the retelling in their own words
even without the picture.
A. 1. a 3. a 5. b 7. b
2. b 4. a 6. a 8. a
To deepen pupils’ sentence sense, have them use the following subject parts or
predicate parts in complete sentences, orally, or in writing:
1. many children 5. Kyle and Ella 9. grow in the forest
2. live in a fishing village 6. climb a tall tree 10. noisy frogs
3. played in the meadow 7. cooked dinner
4. a big butterfly 8. horses and cows
D. READING (Read)
“Two Lost Children”
1. Motivation
Ask: Have you ever experienced being far away from home? Or being lost in a place and
you could not find your parents or companions? How did you feel?
2. Word Study
Display the Word Power cards using the word chart. Have the pupils listen as you
pronounce each word and use it in a sentence. Then have them define each word
based on sentence meaning.
Informal Assessment
Storyteller: Once upon a time, there was a datu named Datu Abdul. He was
very sad because he lost his ring.
Datu Abdul: Go, look for my ring!
Storyteller: Everyone looked for the ring. Men, women, and children looked
for the ring. Birds, bees, and butterflies looked for it, too. But no
one found it! One day, the datu sat on his big chair. He was so
sad, he began to cry. A little fly came flying by. It flew close to the
datu’s ear and said:
Fly: Don’t cry, Datu Abdul. I have found your ring.
Datu Abdul: Where is it? Where is my ring?
Fly: It’s there on your headdress.
Storyteller: Datu Abdul found his ring on his headdress. He was very happy.
Datu Abdul: Thank you, little fly, thank you. What do you want me to give you?
Fly: Please give me light, my datu. I need light to fly about at night.
Datu Abdul: A light you shall have, little fly.
Storyteller: And at once, the little fly had a pretty light. The light looked like
a little fire in the night. People called the little fly with a little fire,
firefly.
4. Comprehension Check
Ask the comprehension questions as they come relevantly in the part read orally by
individual pupils.
Sample descriptions:
1. It is the part which shows the title of the book.
2. They are the ones which we turn to read the lessons or stories.
3. It is the part which shows the list of things that we are going to
read in the book.
4. It is the part which protects the pages of the book.
5. Some books have this which shows a list of words and their
meanings.
A. 1. 3.
2. 4.
B. 1. Two children walked into the forest
2. They played there
3. Butterflies circled them
4. Father searched for the kids
C. 1. pages
2. cover/title page
3. table of contents
4. cover
H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea
once again. Post a K–W–L chart on the board and have the pupils fill this up with ideas
related to this lesson. Ask: As a member of the family, what should we do so that we always
feel very good when we are in our own home? Pupils’ responses summarize the different
values, especially Filipino values.
I. Objectives
A. Listening
• Recall the details in a folktale listened to.
• Recognize the silent letters in words listened to.
B. Speaking
• Correctly pronounce words with the silent gh.
• Express the proper emotions or traits when talking to someone.
C. Grammar
• Recognize the different kinds of sentences.
• Construct different kinds of sentences.
• Use the proper end punctuation mark for each kind of sentence.
D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Recall important details in a text read.
• Identify the meanings of words based on surrounding words.
• Follow written directions.
E. Writing
• Spell words with the silent letters gh.
• Rewrite a fable.
F. Viewing
Tell whether a picture viewed shows fantasy or reality.
B. Speaking
• Pronouncing words with the silent gh
• Expressing emotions and traits
D. Reading
• Reading selection: “The Greedy Dog”
• Getting the meanings of words
• Following directions
F. Viewing
True or Fantasy?
G. Valuing
Kindness
A. LISTENING (Listen)
Listening to a Folktale
Point out that a folktale is a story that is being shared or told orally among people over
time in any place. Usually, folktales are make-believe stories. Events or happenings are
imaginary.
Have the pupils listen attentively to a folktale about a girl named Krisha. Ask them
to scan the picture using a smartphone or a tabletLet them read aloud the questions they
have to answer after listening.
Once upon a time, there lived a mother with a beautiful daughter named Krisha.
One day, while Krisha was getting water, she fell head first into the well
Down, down, down she went. And the next thing she knew, she was in a beautiful
garden. She walked along the path with pretty flowers.
Have the pupils work in pairs and agree on the answers to the questions. Call on
volunteers to share their answers. Take note of the veracity of answers by asking pupils to
validate by show of hands. Ask: Do you share the same answer? Why?
Informal Assessment
Give the following situations in which pupils will react with proper
emotion or expression and say something using the different kinds of
sentences according to use.
1. You see an angry big dog coming your way.
2. When you wake up early in the morning, you smell the aroma of
hotcake and chocolate from your kitchen.
3. You have just received a copy of a storybook. You see the different
stories you would love to read.
4. You have a difficult problem to solve in your math homework.
5. You learn from the television that classes are suspended.
C. GRAMMAR
Using the Different Kinds of Sentences
Write the sentences on page 435 on the board. Have the pupils read them aloud with
correct phrasing and expression.
Ask: What do these sentences tell about? Does each sentence give a complete idea?
Which sentence tells about something? gives a command? asks? shows strong feeling?
Have them note the end mark of each sentence. Point out that the four sentences show
the different kinds of sentences that we use to express our ideas, thoughts, and feelings.
Draw pupils’ attention to the picture on page 435. Tell them to create the different
kinds of sentences based on what they observe on Krisha and Mother Hulda.
For closure, let the whole class read the notes in the Remember box.
Ask pupils to do Exercise A orally. Their answers may vary. Exercises B and C on page
437 are done in writing as seatwork or homework.
B. 1. Q 2. T 3. Q 4. T 5. Q
C. 1. C 2. E 3. E 4. C 5. C
D. READING (Read)
1. Motivation
Talk about the pupils’ animal pets. Have a show-and-tell activity. As homework,
pupils will bring pictures/drawings of their animal pets if there are any. If they don’t
have, they may talk about a pet they would like to have.
3. Independent Reading
Have the children share their predictions on the story and then read it silently. When
finished, each pupil gets a partner, share their responses, and both read aloud.
1. selfish 4. growled
2. moving 5. stream
3. odor 6. made an angry sound
Following Directions
Stress that it is important to follow directions, particularly on how things are done.
Each direction must be read carefully. Do the example on page 442 with the pupils.
Then, have them do the exercise on page 442. To evaluate pupils’ work, have them
check their own responses as you tackle and explain each item. Pupils’ responses may
differ for the items 1 and 2.
Rewriting a Fable
Before carrying out this task, ask the pupils to go to the library to read other fables or just
to be ready with a fable to share. Then, talk about the fables which the pupils have heard or
read about aside from the story they have read and studied. Provide a model for the pupils
to follow, as in:
Give the pupils ample time to make drafts of their stories. Let them work in pairs so
that partners can check each other’s draft and final copy that will be submitted.
Informal Assessment
Go over the pupils’ writing output, retold fables. You may use the writing
rubric particularly used for this purpose.
G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 445 of the textbook
A. 1. TS 3. ES 5. AS 7. TS
2. CS 4. AS 6. CS 8. ES
B. 1. (.) 2. (?) 3. (.) 4. (?) 5. (!)
H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: When do you say that
one is living in the world of fantasy? Is it also good to live in an imaginary or make-believe
world? Why? Have the pupils write on the board the titles of stories of fantasy that they
have heard or read and share the storylines and lessons learned from them.
A. 1. f 6. e 11. ee
2. v 7. u 12. ak
3. o 8. e 13. ea
4. l 9. m 14. an
5. e 10. ai 15. un
B. 1. biggest 4. prettiest
2. taller 5. tinier
3. small
C. 1. higher 6. beautifully
2. large 7. more gracefully
3. biggest 8. favorite
4. more beautiful 9. faster
5. most delicious 10. the biggest
D. 1. in
2. in
3. under
2
RESOURCE
MATERIALS
learning tools
Aa Bb Cc Dd
Ee Ff Gg Hh
Ii Jj Kk Ll
Mm Nn Oo Pp
Qq Rr Ss Tt
Uu Vv Ww Xx
Yy Zz
182 | Rainbows in English • Grade 1
Dolch Word List
sh push, shell
th thin, truth
th then, father
zh measure
SAY: Listen as I read the word in the first column. Let Then I will say the words in the second
column. Circle the word that rhymes with the word in the first column.
To the teacher/parent: Give a copy of this test to the child. Read the directions in your copy. Give
several examples of rhyming words to make sure the child knows what rhyming words are. In the cell
before each number, mark the pupil’s response with a 4 or an 8. Write your comments in the last cell.
SAY: I will say the word in the first box. Listen very well for the first sound of the word. Then I will say
the words in the big box. Circle the word whose first sound is the same as the first sound of the word
in the first box. Let us work on the word in the first row.
SAY: I will say the word in the first box. Listen very well for the last sound of the word. Then I will say
the words in the big box. Circle the word whose last sound is the same as the last sound of the word in
the first box. Let us work on the word in the first row.
To the teacher/parent: Give a copy of this test to the child. Read the directions in your copy. Give
several examples to make sure the child knows what first and last sounds are. In the third column, mark
the pupil’s response with a 4 or an 8.
SAY: I will say the word after each number. Give a word that rhymes with that word. Let us work on
the first word.
Response Comments
1. dig
2. cat
3. Ben
4. tell
5. bite
6. soon
7. sand
8. meet
9. red
10. Jill
To the teacher/parent: Read the directions to the child. Give several examples of rhyming words to
make sure the child knows what rhyming words are. In the cell before each number, mark the pupil’s
response with a 4 or an 8. Write your comments in the last cell.
SAY: I’m going to say a word. I want you to break down the word into sounds. For example, if I say cat,
you say [k] [a] [t]. Let’s try a few words together (man, help, jam).
Begin here:
4. kid [k] [i] [d] 19. help [h] [e] [l] [p]
5. gate [g] [ā] [t] 20. yard [y] [ä] [r] [d]
6. jump [j] [u] [m] [p] 21. lip [l] [i] [p]
9. nest [n] [e] [s] [t] 24. van [v] [a] [n]
10. sing [s] [i] [ŋ] 25. thin [th] [i] [n]
11. ran [r] [a] [n] 26. that [th] [a] [t]
3. met
4. pat
5. clip
6. stop
7. belt
8. milk
9. went
10. help
11. make
12. pole
13. star
14. short
15. hers
To the teacher: Provide the child with a sheet of paper numbered from 1 to 15. Tell the child to write
down the sounds he or she hears in each word you call out. Take the paper and record the child’s re-
sponses. Write down exactly what the child wrote in the column marked Response. You can devise a
point system for the children’s answers. On the child’s paper, make notations on the types of errors he
or she makes. Attach his/her paper to this record sheet. Assess the child periodically, possibly every nine
weeks. Compare the phonemic development between assessment periods.
SMOOTHNESS 1 Makes frequent extended pauses, hesitations, false starts, sound outs,
repetitions, and/or multiple attempts.
2 Experiences several “rough spots” in text where extended pauses or
hesitations are more frequent and disruptive.
3 Occasionally breaks smooth rhythm because of difficulties with specific
words and/or structures.
4 Generally reads smoothly with some breaks, but resolves word and
structure difficulties quickly, usually through self-correction.
EXPRESSION
1 Reads as if just trying to “get words out.” Little sense of trying to
AND VOLUME
make text sound like natural language. Tends to read in a quiet voice.
2 Begins to use voice to make text sound like natural language in some
areas but not in others. Focus remains largely on pronouncing words.
3 Makes text sound like natural language throughout the better part
of the passage. Occasionally slips into expressionless reading. Voice
volume is generally appropriate throughout the text.
4 Reads with good expression and enthusiasm throughout the text.
Varies expression and volume to match his or her interpretation of
the passage.
Name ______________________________________________________________________________________
pre-test Date ____________ Correct _____%
test Date ____________ Correct _____%
test Date ____________ Correct _____%
test Date ____________ Correct _____%
Performance
Items Remarks
4 8
Identifies the parts of a book – Say: Show me the front of the
book.
Uses correct book handling skills – Say: Go ahead and turn the
pages of the book.
Displays left-to-right directionality – Say: Show me with your
finger how you should go when you read.
Displays top-bottom directionality – Say: Show me with your
finger how you should go when you get to the end of the line.
Distinguishes letters, words, and sentences – Show a letter
card, a word card, and a sentence card.
Say: Which one has a letter on it?
Distinguishes letters, words, and sentences – Show a letter
card, a word card, and a sentence card.
Say: Which one has a word on it?
Distinguishes letters, words, and sentences – Show a letter
card, a word card, and a sentence card.
Say: Which one has a sentence on it?
Distinguishes small letters from capital letters – Show cards for
small letters and cards for capital letters.
Say: Which cards have small letters?
Distinguishes small letters from capital letters – Show cards for
small letters and cards for capital letters.
Say: Which cards have capital letters?
Tracks print – Read a sentence in a story. Say: Point to the words
as I read them.
Recognizes use of punctuation marks – Read a statement.
Point to the period.
Say: What should I do when I get to this mark?
Recognizes use of punctuation marks – Read a question. Point
to the question mark.
Say: What should I do when I get to this mark?
Reads print, not pictures – Show a page with print and
picture. Say: Where should I start to read?
To the teacher/parent: Administer this test individually. Carry out the directions for each item. Mark
the pupil’s response with a 4 or an 8. Write your comments in the last column.
How well can you write in cursive? Read the questions below. Color the box of your answer to
each question.
Do all the short letters start from the midpoint? Yes No Not Always
Are all letters straight up and down, not leaning to either side? Yes No Not Always
Are all the small but tall letters as tall as each other? Yes No Not Always
Are all the tall letters as tall as each other? Yes No Not Always
Are all the short letters as short as each other? Yes No Not Always
Do all the numbers start from the top line? Yes No Not Always
I am ( ) with my handwriting.
Comprehension Questions
Comprehension Questions
1. Why are Tommy’s friends not able to play with him in the morning?
2. What did Tommy see on the log when he went to the yard?
3. What were the ants doing?
4. Do you think Tommy would continue watching the ants every morning?
Why?
Once upon a time there were four little Rabbits: Flopsy, Mopsy, Cottontail, and Peter who lived
with their Mother in a sand-bank, underneath the root of a very big fir-tree.
One morning before Mother Rabbit went to a bakery, she reminder the little rabbits not to
go into Mr. McGregor’s garden because Mr. McGregor put their Father in a pie.
So Flopsy, Mopsy, and Cotton-tail, who were good little bunnies, went down the lane to
gather blackberries. But Peter, who was naughty, ran straight to Mr. McGregor’s garden and
squeezed under the gate! First he ate some lettuces and some beans; then, he ate some radishes.
Feeling rather sick, he then went to look for some parsley. But round the end of a cucumber
frame, whom should he meet but Mr. McGregor! He was on his hands and knees planting out
young cabbages, but he jumped up and ran after Peter, waving a rake and calling out, “Stop
thief!” Peter was frightened. He rushed all over the garden, for he had forgotten the way back
to the gate.
He lost one of his shoes among the cabbages, and the other shoe among the potatoes.
After losing them, he ran on four legs and went faster. Mr. McGregor came up with a sieve,
which he intended to pop upon the top of Peter; but Peter wriggled out just in time, leaving his
jacket behind him and rushed into the tool-shed, and jumped into a can. It would have been a
beautiful thing to hide in, if it had not had so much water in it. Mr. McGregor was quite sure that
Peter was somewhere in the tool-shed, perhaps hidden underneath a flower-pot. He began to
turn them over carefully, looking under. Peter sneezed! Mr. McGregor was after him in no time.
He tried to put his foot upon Peter, who jumped out of a window, upsetting three plants. The
window was too small for Mr. McGregor. Soon, he got tired of running after Peter. Then, Mr.
McGregor went back to his work.
Peter sat down to rest; he was out of breath and trembling with fright. He had no idea
which way to go.
After a time, Peter began to wander about, going not very fast, and looking all around. He
found a door in a wall; but it was locked. There was no room for a fat little rabbit to squeeze
underneath.
An old mouse was running in and out over the stone doorstep, carrying peas and beans to
her family in the woods. Peter asked the way to the gate, but she had such a large pea in her
mouth that she could not answer. She only shook her head at him. Peter began to cry. Then he
tried to find his way straight across the garden, but he became more and more puzzled. Then,
he came to a pond where Mr. McGregor filled his water cans. Mr. McGregor was then hoeing
onions. His back was turned towards Peter, and beyond him was the gate! Peter got down
quietly, and he started running as fast as he could go.
Mr. McGregor caught sight of him at the corner. Peter hurried to slip underneath the gate.
Finally, he was safe at last in the woods.
Mr. McGregor hung up the little jacket of Peter and its shoes for a scarecrow to frighten
the blackbirds. On the other hand, Peter never stopped running or looked behind him till he got
home.
At last, Peter reached their house. He was so tired that he flopped down upon the soft sand
on the floor of the rabbit-hole and shut his eyes. His mother was busy cooking; she wondered
what he had done with his clothes. It was the second little jacket and pair of shoes that Peter
had lost!
Peter did not feel very well during the evening. His mother tucked him to bed, and made
some tea. She gave a dose of it to Peter- one tablespoonful to be taken at bed-time! But Flopsy,
Mopsy, and Cottontail had bread, milk, and blackberries for supper.
Once upon a time, there was an elderly couple who lived in a nice clean house which was
surrounded by colorful flowers. But this couple weren’t happy. Indeed, they were so very lonely.
Until one day . . .
“If we only had a cat!” sighed the very old woman.
“A cat?” asked the very old man.
“Yes, a sweet little fluffy cat,” said the very old woman.
“I will get you a cat, my dear,” said the very old man.
And he set out over the hills in search of a beautiful one. After, traveling far away from
home, he found a hillside covered with “. . . hundreds of cats, thousands of cats, millions and
billions and trillion of cats . . .”
“Oh” cried the old man joyfully, “now I can choose the prettiest cat and take it home with
me!”
So he chose one. It was white.
But just as he was about to leave, he saw another one all black and white, and it seemed
just as pretty as the first. So, he took this one also.
But then he saw a fuzzy gray kitten way over here which was every bit as pretty as the
others, so he took it too.
And now, he saw one way down in a corner which he thought too lovely to leave, so he
took this too. And just then, over here the very old man found a kitten which was black and
very beautiful.
“It would be a shame to leave that one,” said the very old man. So he took it. And now, over
there, he saw a cat that had brown and yellow stripes like a baby tiger.
“I simply must take it!” cried the very old man, and he did.
But every time he turned his eyes on every cat, he found it very beautiful until he could
no longer decide which was the most beautiful. So he decided to go home with all the cats
following him.
The old man was so excited to show this great number of pretty cats to his wife. However,
the old woman was dismayed when she saw these millions of cats. She told her husband that
they could not feed them all, and they could keep only one.
The old woman recommended to let the cats decide which one should stay with them. So,
the old man asked the cats, “ Which one of you is the prettiest?”
Each cat claimed the title, and this brought an enormous fight that frightened the old couple
who ran into the house as fast as they could. But after a while, all was quiet outside. They
checked what had happened and found no sign of the cats, until the old man noticed a little
frightened kitten. They went out and picked it up. It was thin and scraggly. They took it into the
house, fed, and bathe it.
Soon, the cat grew beautiful and plump.
“It is very pretty cat!” exclaimed the old woman.
“It is the most beautiful cat in the whole world,” said the old man. “I ought to know, I’ve
seen hundreds of cats, thousands of cats, millions and billions and trillions of cats, and not one
was as pretty as this one!”
Drama is a term which comes from a Greek word meaning “to do” or “to act.” A story acted
out is called a play. A play It is a combination of aesthetic works from different artists: author,
director, actor, and designer.
Play can be an important tool of change among the pupils. Drama in the classroom provides
practical experience in communicating as it helps develop skills such as reading, writing,
speaking, and listening. Aside from the benefits of learning language, play is also fundamental
in strengthening other subject areas. It gives an opportunity for the pupils to learn how to work
together and collaborate.
The use of play or drama in the classroom can be rewarding that it can make the pupils more
proficient and more rounded individuals while providing an enjoyable experience both for the
teachers and the pupils
But even with these benefits, teachers are still averse to use drama activities in the classroom
due to various reasons.
I am not a drama specialist. If teachers feel that they cannot approach drama activities very
well because they don’t know the purpose of the activity, they can look for practical theater
books that target teachers of other subjects to give motivation to their lesson and not to
teach drama. These books are user-friendly and expound the activities the way anybody could
comprehend, re-explain, and appreciate their purpose.
I won’t risk myself feeling foolish in my class. If teachers are caught performing unprepared,
they will definitely look silly in front of the class. Teachers should not be seen “performing” the
drama alone, but everybody should do it altogether.
For starters, teachers need to understand that they need to start slowly. They can begin
with warm-up games so everybody will feel comfortable with each other. And besides, it won’t
matter if teachers can’t act, the pupils will do the acting and they will be the experts.
For me, drama is just “playing.” If conventional teachers’ notion about this is that drama is
not a serious method for learning English they will really be cautious of concentrating too much
on “drama” and not the real subject, English. Teachers need to realize the benefits play can give
their pupils. They can integrate each lesson to drama. Pupils can learn vocabulary with the right
pronunciation through reading the play scripts; their listening skills will be developed if some
of their classmates will read the story aloud and they will develop their speaking skills as well;
ungrammatical error will be lessened through the course of writing their own script. And as a
final project, they can produce their own play using their own story. This can also provide the
pupils real life situations other than merely focusing on books alone.
I will have a chaotic class. If teachers have a large class, they will often think that they will
lose control of their pupils when using drama activities. This will really happen if they are not
engaged in the play. Teachers should see to it that they have established rapport with the pupils
and that communicative games are used to encourage group interconnection. Pupils who are
not actors in the play can be given responsibilities for the backstage and can be part of the
production and technical staff.
Myths and hero tales are accounts of real events often used to discuss universal and local
beginnings that involve supernatural beings like gods, demigods, or legendary heroes of a
particular place.
Hence, teaching mythology and hero tales allows the students to recognize the different
world cultures helping them understand the beliefs and values of those who created them.
Ways to make teaching of mythology and hero tales motivating:
1. Explain that almost all the characters in a story are gods who live for eternity with
magical powers and that our everyday law and rules do not apply to them (e.g., gods
can marry their own sister, gods swallowing their children and wife, etc.).
2. Make the students understand that a hero is typically a demigod or has a god in his
family that has a supernatural power used to pursue a challenge in the name of fame,
glory, and honor. Although a hero is stronger, braver, and wiser than most men, he has
weaknesses (e.g., too much pride and horrible temper) that cause him problems.
3. Have the students learn the “beginning” of the different creation myths of other cultures
vis-a-vis the story patterns used by each of the cultures.
4. Make a family tree of Olympian gods so the pupils do not confuse themselves with the
hierarchy of gods with their strange names and extraordinary character relationships.
This will familiarize them with the personalities and characteristics of an individual god.
5. Create a new myth for the pupils to choose a particular god and will write a new story
giving the god a new adventure that fits his individuality enhancing his creative writing
skills.
6. Let the pupils watch movies like Star Wars, The Lord of the Rings, Percy Jackson and The
Olympians: The Lightning Thief and have them scrutinize the mythological patterns in
them.
7. Ask the pupils to write a paper on heroes of yesterday and today for them to better
understand the personality of a hero. The pupils’’ two or three paragraphs should
compose their notion about the past and present heroes, what they think make a hero,
and who they think a hero is. The final paper should be kept until the end of the unit to
see if the idea of the pupils will change.
8. As a final project, let the pupils assign an impossible task to their chosen hero in a script
writing activity. Let them act it out on a stage or they may film it.
When Albert Einstein was asked how to develop intelligence in young people, he answered:
“Read fairy tales. Then read more fairy tales.” It is true that exposure to literature such as fairy
tales can help develop imagination among children. There are some other examples of literature
that children should be engaged with. Some of these are folk tales, fables, and science fiction.
Folk tales are short stories that come from the oral tradition. They are stories passed along
from one generation to the next by word-of-mouth rather than by a written text. Folk tales
often have to do with everyday life and frequently feature wily peasants getting the better of
their superiors.
Fairy tales are a sub-genre of folk tales and almost always involve some elements of magic
and triumph over evil. This is a type of short narrative that typically features folkloric characters,
such as fairies, goblins, elves, trolls, dwarves, giants or gnomes, and other fantastic magical
beings set vaguely in the distant past (“once upon a time”), often in a pseudo-medieval world.
Fairy tales also include shape-shifting spirits with mischievous temperaments, superhuman
knowledge, and far-reaching power to interfere with the normal affairs of humanity. Other
conventions include charms, disguises, talking animals, and a hero or heroine who overcomes
obstacles to “live happily ever after.”
Fables are short stories which illustrate a particular moral and teach a lesson to children. The
theme and characters appeal to children, and the stories are often humorous and entertaining.
They usually employ the personification of animals or inanimate objects. There is a collection of
fables that remains a popular choice for moral education of children today, referred to as Aesop’s
Fables or Aesopica. This is credited to Aesop, a slave and storyteller who lived in ancient Greece
between 620 and 560 BCE. His fables are some of the most well known in the world. He made
use of humble incidents to teach great truths, and after serving up a story, he adds to it the
advice to do a thing or not to do it.
Science fiction stories are often in a world that is very different from the real world. They
can have science and tools that do not exist in reality. They often take place in other worlds.
There are often alien creatures. Science fiction is different from fantasy. Fantasy stories often
have magic and other things that do not exist and are not science. Isaac Asimov was a famous
science fiction writer. He once said that science fiction is possible, but fantasy is not. It is a genre
of fiction dealing with the impact of imagined innovations in science or technology, often in a
futuristic setting. Exploring the consequences of such innovations is the traditional purpose of
science fiction, making it a “literature of ideas.”
The children usually look for an immediate satisfaction when reading. It may be information
about something of vital interest to them, or it is the pleasure gained by escaping from their own
world into the enjoyment of experiences with characters they meet for the first time. So expose
them to this kind of literature. This is designed not only to enchant them but also to give them
many of the tips that they need to know about life because the very purpose of a story book is
to spark a message in the minds after reading. Reading also develops their vocabulary and makes
them articulate in the expression of their ideas.
In short, reading can make children well-balanced persons.
Stories are believed to be reflections of life’s experiences. Storywriters take inspirations from
their personal encounters with life itself and place such inspirations into their writings. Hence,
there are literary selections categorically known as realistic fiction. Realistic fiction has a strong
sense of life in all aspects that human beings are exposed to.
Realistic fiction intertwines reality with fantasy, the world of make-believe. Many young
readers can relate better to reading selections that are relatively relevant to them. They feel
empowered seeing themselves in the personality of a character in a story. They feel comfortable
identifying themselves with the character that they share characteristics with. They probably feel
what the character feels at one particular moment in the story. Realistic fiction mirrors life and
serves as a window to the readers’ own life.
This is the beauty of this genre of literature. Children of all ages do not only enjoy and
appreciate reading stories but readers are also given the opportunity to feel, think, and act
the way characters do, that reflect who they are in reality. This field of writing makes young
book lovers face their problems squarely, gather inner strength, which they may not know, exist
within, and come out as victors armed with lessons that can help them transform their lives for
the better.
Realistic fiction, thus, helps us reflect about life. As readers of all ages immerse themselves
and be lost in the pages of realistic fiction, they somehow begin a process of drawing analogies
of what they are reading and what is happening in their life. They open up to the persona of
the character. They may even realize that the book they are holding is “a book about someone
who is just like me.” This is the reason why “The Diary of the Wimpy Kid” is a big hit among the
youngsters. This genre develops among the readers the thinking process of “what if . . . , then
what . . . ?” which can definitely prepare them to become smart decision-makers.
One more highlight of realistic fiction is, it acts as a bridge of learning and exploration of
other cultures. Readers get the chance to meet different kinds of people and their unique ways
of living. Realistic fiction gives us the fastest and cheapest way of traveling to another country
and allows us to read about how peoples live their life there. It is learning about peoples who
are uniquely different from us way across the globe. Indeed, it is fun and exciting to read realistic
fiction.
Teachers and parents, therefore, are highly encouraged to expose their children in their
earliest age as possible to stories and books that depict life and values in life that we strongly
uphold and want them imbibed. Let the children be smitten by characters and adventures that
represent life’s polarities: highs and lows, humor and pain, success and defeat, love and hate.
All this and more, which we realistically experience, when used to the children’s advantage, can
contribute greatly to their growth and development in character.