3rd Grading LP - English

My name is Lito Alonzo.
Ask: What is the name of the boy? girl?

LESSON PLAN IN ENGLISH
INTEGRATION OF MATH AND ARTS
SUBJECTS
3rd Rating
Week I Day 1
Target Skills: C. Modeling:

Oral Language: Listen and Share about oneself and Call the children individually to complete this
others pattern.
Phonological Awareness: Recognize that sentences My name is _____________.
are made up of words. What is your name?________________
Listening Comprehension: Listen & share about
oneself D. Conceptualization:
Grammar: Recognize, identify, give examples of What is the first thing you should tell about
naming words (people) yourself?
Remember: A person has a name.
A. PRE-ASSESSMENT: You should be proud of your name.
Conduct a game:(Boys VS. Girls)
If I raise my right hand. E. Guided Practice:
All boys will stand. Call pupils by pairs to do this exercise.
If I raise my left hand. What do the children say?
All girls will stand. Complete the sentences.
If I raise my both arms all of you will stand. I am __________.
Anyone who cant follow the direction will be out of Who are you?
the group . I am _____________.
The group who will have the most number of
members to stay will be the winner. V. Evaluation:
Call each pupil in front and let him/her tell
II. Objectives: about his/her name.
(Sentence Pattern)
Talk about oneself VI. Assignment:
Telling ones name. Draw yourself. Below your drawing write if you are
Who are you? a boy or a girl.
I am ___________.
My name is __________.
III. Subject Matter: All About Me

Materials: cut-out of a boy and a girl
Ref. K-12 Curriculum Guide in English I p. 3
English Expressways pp. 18-19
IV. Procedure:
A. Activating Prior Knowledge:
Show picture of a popular cartoon character.
(Optional)
Ask: Children, do you know whos in this
picture? What is his/her name?
B. Presentation:
Prepare a puppet show. (Use old socks)
Listen to this dialog:
Girl: Good morning.
My name is Tita Santos.
What is your name?
Boy: Good morning.
C. Modeling:

INTEGRATION OF MATH AND ARTS Call the children individually to complete this
SUBJECTS pattern.
3rd Rating How old are you?
Week I Day 2 I am ____years old.
My birthday is on ______________.
Target Skills:
Oral Language: Listen and Share about oneself and D. Conceptualization:
others What are other things you should tell about
Phonological Awareness: Recognize that sentences yourself?
are made up of words. Remember:
Listening Comprehension: Listen & share about Each year a person celebrates his/her birthday.
oneself A year is added to his age when he celebrates his/her
Grammar: Recognize, identify, give examples of birthday.
naming words (people)
E. Guided Practice:
I. PRE-ASSESSMENT: Call pupils by pairs to do this exercise.
Can you answer this question correctly? What do the children say?
Who are you? Complete the sentences.
I am _________. How old are you?
My name is _____________. I am ___ years old.
When is your birthday?
II. Objectives: My birthday is on ______________.
Talk about oneself
Telling ones age./birthday. V. Evaluation:
(Sentence Pattern) Call each pupil in front and let him/her tell
How old are you? about his/her age and birthday.
I am ___years old.
When is your birthday? VI. Assignment:
My birthday is on ________. Complete and memorize this pattern.
My birthday is on _________________.
III. Subject Matter: Knowing Myself I an _______years old.
Materials: cut-out of a boy and a girl
picture of a birthday party
Ref. K-12 Curriculum Guide in English I p. 3
IV. Procedure:
Show picture of a cake and a balloon.
Ask: Children, when do you usually have a
cake and balloons?
B. Presentation: Listening to a Dialog
Use an enlarged picture of a birthday scene.
It is Don-dons birthday.
He has a birthday party.
He counts the candle on his cake.
(Let the children join in counting the candles)
Visitor: How old are you?
Don-don: I am six years old.
Whos birthday is it?
How many candles are on his cake?
How old is Don-don?
SUBJECTS
3rd Rating
Week I Day 3
Target Skills:
Oral Language: Listen and Share about oneself and C. Modeling:
others Call the children by pairs to follow this sentence.
Phonological Awareness: Recognize that sentences pattern.
are made up of words. What grade are you in?
Listening Comprehension: Listen & share about I am in Grade _____.
oneself Where do you study?
Grammar: Recognize, identify, give examples of I study in _______________
naming words (people)
D. Conceptualization:
I. PRE-ASSESSMENT: What are other things you should tell about
Can you answer this question correctly? yourself?
How old are you? Remember:
I am ___ years old. It is important to remember and tell about your
When is your birthday? grade level and school.
My birthday is on ______________.
E. Guided Practice:
II. Objectives: Get a partner. Ask about each others grade level
Talk about oneself and school.
Telling ones grade level and school
(Sentence Pattern) V. Evaluation:
What grade are you in? Call each pupil in front and let him/her tell
I am in Grade _____. about his/her grade level and school.
Where do you study?
I study in _______________. VI. Assignment:
Complete and memorize this pattern.
III. Subject Matter: My Grade Level and School My name is _________.
Materials: cut-out of a boy and a girl I am ___years old.
picture of a school I am in grade one.
Ref. K-12 Curriculum Guide in English I p. 3 I study in ________________.
IV. Procedure:
Show a picture of a boy/girl carrying a bag.
Where do you think this boy is going?
B. Presentation: Listening to a Dialog
Use an enlarged picture of two boys going to
school.
Boy 1: Good morning!
Boy 2: Good morning!
Boy 1 : What grade are you in?
Boy 2 : I am in Grade One.
Boy 1: Where do you study?
Boy 2 : I study in San Miguel North Central
School.
Where are the two boys going?
What did they tell about themselves?
Where did they study?
What grade are they in ?
baby.
SUBJECTS
3rd Rating
Week I Day 4
Target Skills: Father, Mother, brother, sister and baby are naming
Oral Language: Listen and Share about oneself and words. These are names of people.
others Do you also have a family of your own?
Phonological Awareness: Recognize that sentences Who are the members of your family?
are made up of words. How many are the members of your family? Can
Listening Comprehension: Listen & share about you count them?
oneself
Grammar: Recognize, identify, give examples of E. Guided Practice:
naming words (people) Get a picture from the pocket chart and name the
family member in the picture.
I. PRE-ASSESSMENT: (10 Minutes.) Discussion Question: Based on rhyme presented
Give an exercise on filling up the missing What word tells about mother?
sounds/letters: Use the CVC Spelling Pattern What word tells about father?
initial and final sounds of words: Who among the family members is tall? sweet?
__at (picture of hat) Who is talking about her family in the rhyme?
pe___(picture of pen)
__it (picture of kit) V. Evaluation:
lo__ (picture of log) Match the word to its correct picture.
hu__ (picture of hut) Use line to connect.
Pictures Words
II. Objectives: 1. baby brother
Talk about personal experiences 2. father mother
Recognize members of the family. 3. brother baby
4. sister father
III. Subject Matter: Family 5. mother sister
Materials: pictures of members of family
flashcards VI. Assignment:
IV. Procedure: Draw your own family. Beside each picture write
A. Activating Prior Knowledge: (10 minutes.) their name
Show pictures of members of family.
Have the children name them.
B. Presentation: (5 minutes)
Have the children listen to this poem:
My Home
Mother dear, Baby sweet.
A little house, where we sleep.
Brother tall, father strong.
All of these make my home.
C. Modeling: (15 minutes)

Using pictures let the children name the members
of the family.
e.g. This is father. This is mother. etc.
Who are the members of the family.
Remember: The members of the family are:
father, mother, brother, sister and
C. Modeling:
Using pictures let the children name the members
LESSON PLAN IN ENGLISH of the family and tell about the work of each.
SUBJECTS
3rd Rating
Week I Day 5
Target Skills:
Oral Language: Listen and Share about oneself and e.g. This is father. He is a _______.
others This is mother . She is a _____.
Phonological Awareness: Recognize that sentences
are made up of words. D. Conceptualization:
Listening Comprehension: Listen & share about Who are the members of the family.?
oneself What does each member do?
Grammar: Recognize, identify, give examples of Remember:
naming words (people) The members of the family are:
father, mother, brother, sister and
I. PRE-ASSESSMENT: baby.
Group Game: Father, Mother, brother, sister and baby are naming
Collect as fast as you can the names of all family words. These are names of people.
members and paste them under the proper heading. Each member of a family has important work to do.
pencil mother baby paper father
E. Guided Practice:
sister
Call each child and let them talk about his/her
II. Objectives: family using correct nouns.
Use correct nouns in telling about ones family.
V. Evaluation:
III. Subject Matter: Family Box the correct word that tells about the picture.
Materials: pictures of members of family, 1. picture of a father driver doctor teacher
flashcards 2. picture of a baby boy girl old
3. picture of a mother teacher singer cook
IV. Procedure: 4. picture of a brother pupil bright smart
A. Activating Prior Knowledge: 5. picture of a sister leader pretty fat
Song: My Family
This is mother kind and dear. VI. Assignment:
This is father standing here. Complete:
This is brother see how tall. My father is a _______.
This is sister, not so tall. He works in _________.
This is baby sweet and small. My mother is a ________.
This is the family, one and all. She works in __________.
What is the song about?
B. Presentation:
Listen to this dialog.
My name is Rita.
I am the big sister in the family.
My mother is a teacher.
My father is an engineer.
I have one brother and one little sister.
Who is the girl?
What is the work of his father?
What is her mothers work?
How many brother and sister has she?
Call pupils by pairs to show when to say the
following greetings.
Good morning
LESSON PLAN IN ENGLISH Good Afternoon
SUBJECTS
3rd Rating
Week 2 Day 1
Target Skills:
Oral Language: Listen and Share about oneself and Goodbye
others Good evening
Phonological Awareness: Recognize that sentences Good night.
are made up of words.
Listening Comprehension: Listen & share about D. Conceptualization:
oneself When do we say good morning? Good
Grammar: Recognize, identify, give examples of afternoon? Goodbye? Good evening?
naming words (people) Remember:
Vocabulary Development: Use new words learned We say Good morning in the morning.
thru stories in own speech. We say Good afternoon in the afternoon.
We say Good evening in the evening.
I. PRE-ASSESSMENT: We say goodbye before we leave.
Have a short program in introducing oneself by We say good night before we go to sleep.
telling ones name, age/birthday, grade level and
school. E. Guided Practice:
Game: Pick a question and answer it correctly.
II. Objectives: e.g. What greeting will you say in the evening?
Listen and respond to texts.
IV. Evaluation: Oral
III. Subject Matter: Courteous Expressions Listen to the situation then answer each question
Learning to Greet correctly.
Materials: pictures 1. You meet your teacher one morning.
Ref. English Expressways I pp.3-8 What will you say?
English Curriculum Guide I p. 2 2. One evening, you visit the house of your
IV. Procedure: grandma. How will you greet your grandma?
A. Activating Prior Knowledge: 3. What will you say before you go to bed to your
Song: Good Morning to You mom and dad?
Tune: Happy Birthday 4. You meet the principal at the gate one afternoon?
Good morning to you (2x) What will you say?
Good morning dear teacher. 5. You are leaving for school, what will you say to
Good morning to you. your parents?
Good morning to you (2x)
Good morning dear classmates V. Assignment:
Good morning to you. Memorize the courteous expressions learned in
greetings others.
B. Presentation:
Listen to the dialog found on pp. 3-6
of English Expressways I.
Saying: Good morning
Good Afternoon
Goodbye
Good evening
Good night.
C. Modeling:
SUBJECTS
3rd Rating
Week 2 Day 2
Target Skills: B. Presentation:

Oral Language: Listen and Share about oneself and Show pictures and words of medial /a/ sound:
others van jam lad bag mat
Phonological Awareness: Recognize that sentences Have the pupils name them
are made up of words. Read along the words with the teacher.
oneself C. Modeling:
Grammar: Recognize, identify, give examples of Read the following Word Families:
naming words (people) an am ad ag at
Vocabulary Development: Use new words learned ban dam bad bag bat
thru stories in own speech. can ram dad fag cat
fan ham had gag fat
I. PRE-ASSESSMENT: man jam lad nag hat
Game: By groups pan Pam mad rag mat
Matching Upper Case and Lower Case Letters ran Sam pad tag pat
II. Objectives: van yam sad
Sort familiar words into basic categories
CVC Spelling Pattern-Medial A Sound D. Conceptualization:
What vowel sound is heard at the middle of each
III. Subject Matter: Medial A Sound word?
Materials: pictures , flashcards In what category can we group these words?
Ref. Primary Step in Reading p. 70 Remember:
English Expressways I pp.140-141 van , dam, bad, bag and cat are in CVC spelling
English Curriculum Guide I p. 2 pattern. They have medial sound /a/.
IV. Procedure: E. Guided Practice:

A. Activating Prior Knowledge: Read along the words presented in C with the
Song: Alphabet Song teacher.
A youre adorable
B youre so beautiful IV. Evaluation:
C youre so cute and full of charm Fishing Game:
D youre a darling Catch all the fish with medial /a/.
E youre exciting bag net ham pot rat bad
F youre a feather in my arms
G youre so good to me V. Assignment:
H youre so heavenly Learn to read the words with medial/a/ sound at
I youre the one I idolize home.
J were like Jack and Jill
K youre so kissable
L youre the love-light in my eyes
M, N, O, P I could go on all day
Q, R, S, T alphabetically speaking youre okay
U make my life complete
V means youre very sweet
W, X, Y, Z
Its fun to wander thru
The alphabet with you
To tell you what it means to me.
ten net
yen pet
SUBJECTS
3rd Rating
Week 2 Day 3
Target Skills: D. Conceptualization:

Oral Language: Listen and Share about oneself and What vowel sound is heard at the middle of each
others word?
Phonological Awareness: Recognize that sentences In what category can we group these words?
Listening Comprehension: Listen & share about Ben net beg leg are in CVC spelling pattern.
oneself They have medial sound /e/.
Grammar: Recognize, identify, give examples of
naming words (people) E. Guided Practice:
Vocabulary Development: Use new words learned Read along the words presented in C with the
thru stories in own speech. teacher.
I. PRE-ASSESSMENT: IV. Evaluation:

Box the correct word for the picture. Sort the following words into correct group.
bag - bag pan jam hat
rat - bat mat sat fat ten mat can leg
jar - bar car far war
pan net
pad - mad pad lad sad
van - can van tan man Medial /a/ Medial /e/
jet ham pen had
II. Objectives:
Sort familiar words into basic categories V. Assignment:
CVC Spelling Pattern-Medial E Sound Read and draw:
A fat leg.
III. Subject Matter: Medial E Sound Ten pens.
Materials: pictures , flashcards A red bag.
Ref. Primary Step in Reading p. 71 Pet hen.
English Expressways I pp.138 Rat on a bed.
English Curriculum Guide I p. 2
IV. Procedure:
Do you have pet at home?
B. Presentation:
Show pictures and words of medial /e/ sound:
leg hen bed net ten
Have the pupils name them
Read along the words with the teacher.
C. Modeling:
Read the following Word Families:
en et ed eg
den bet bed beg
fen get led leg
hen jet red meg
men let Ted peg
pen met
in it ig id
sin bit big did
LESSON PLAN IN ENGLISH pin fit dig bid
INTEGRATION OF MATH AND ARTS fin hit jig hid
SUBJECTS tin kit pig lid
3rd Rating win lit rig rid
Week 2 Day 4
Target Skills: What vowel sound is heard at the middle of each
Oral Language: Listen and Share about oneself and word?
others In what category can we group these words?
Phonological Awareness: Recognize that sentences Remember:
are made up of words. sin bit big hid are in CVC spelling pattern.
Listening Comprehension: Listen & share about They have medial sound /i/.
oneself
Grammar: Recognize, identify, give examples of E. Guided Practice:
naming words (people) Read along the words presented in C with the
Vocabulary Development: Use new words learned teacher.
thru stories in own speech.
IV. Evaluation:
I. PRE-ASSESSMENT: Sort the following words into correct group.
Lets practice reading
a fat cat bag pit hen jig ham
a tan mat
jet
a wet rag
fed the cat Medial /a/ Medial /e/ Medial /i/
kit mat leg man
sat on the red mat
II. Objectives: V. Assignment:

Sort familiar words into basic categories Read and draw:
CVC Spelling Pattern-Medial I Sound Six pins
fat pig
III. Subject Matter: Medial I Sound big lid
Materials: pictures , flashcards red wig
Ref. Primary Step in Reading p. 72 red lip
English Expressways I pp.165-167
IV. Procedure:
Match the word to its correct picture.
Word Picture
hen
leg
pen
jet
bell
B. Presentation:
Show pictures and words of medial /i/ sound:
pin pit pig dig bib
C. Modeling:
top pot log

SUBJECTS
3rd Rating
Week 2 Day 5
Target Skills: D. Conceptualization:

Oral Language: Listen and Share about oneself and What vowel sound is heard at the middle of each
others word?
Phonological Awareness: Recognize that sentences In what category can we group these words?
Listening Comprehension: Listen & share about pot cot boy cop are in CVC spelling pattern. They
oneself have medial sound /o/.
Grammar: Recognize, identify, give examples of
naming words (people) E. Guided Practice:
Vocabulary Development: Use new words learned Read along the words presented in C with the
thru stories in own speech. teacher.
I. PRE-ASSESSMENT: IV. Evaluation:

Box the correct word that will complete each Sort the following words into correct group.
sentence.
1. The (ham, jam) is on the pan. ham jog kit hen cop
2. Dad has a (wig, big).
log
3. The hat is (rag, red).
4. The hen has (ten, tin) eggs.
leg six top sad bag
5. Roy has a pet (cat, rat).
Medial /a/ Medial /e/ Medial /i/ Medial /o/
II. Objectives:
Sort familiar words into basic categories V. Assignment:
CVC Spelling Pattern-Medial O Sound Read and draw:
Bobs Toy
III. Subject Matter: Medial O Sound Bob has a toy.
Materials: pictures , flashcards It is a top.
Ref. Primary Step in Reading p. 73 He puts his top in the box.
IV. Procedure:
Game: Sorting words according to medial sound
heard.
/a/ /e/ /i/
B. Presentation:
Show pictures and words of medial /o/ sound:
Bob box top mop cop
C. Modeling:
op on ot og
cop don cot bog
pop son pot dog
hop ton got hog
SUBJECTS D. Conceptualization:
3rd Rating
Week 3 Day 1
What vowel sound is heard at the middle of each
Target Skills: word?
Oral Language: Listen and Share about oneself and In what category can we group these words?
others Remember:
Phonological Awareness: Recognize that sentences hut, bug, tub, pup, sun are in CVC spelling pattern.
are made up of words. They have medial sound /u/.
oneself E. Guided Practice:
Grammar: Recognize, identify, give examples of Read along the words presented in C with the
naming words (people) teacher.
Vocabulary Development: Use new words learned
thru stories in own speech. IV. Evaluation:
Sort the following words into correct group.
I. PRE-ASSESSMENT:
Write the missing medial sound. jam hen bun pig cup
/a/ /e/ /i/ and /o/
net
1. picture of mop m___p
2. picture of kit k___t
pop six tan leg
3. picture of rat r___t
4. picture of hen h___n Medial /a/ Medial /e/ Medial /i/
5. picture of pin p__n Medial /o/ Medial /u/
II. Objectives: V. Assignment:

Sort familiar words into basic categories Box the correct word for the picture.
CVC Spelling Pattern-Medial U Sound 1. picture of hut hot hat hut
2. picture of hen pen ten den
III. Subject Matter: Medial U Sound 3. picture of pig pig wig dig
Materials: pictures , flashcards 4. picture of dog log hog dog
Ref. Primary Step in Reading p. 73 5. picture of rat rat bat hat
IV. Procedure:
Game: Sorting words according to medial sound
heard.
/a/ /e/ /i/ /o/
B. Presentation:
Show pictures and words of medial /u/ sound:
bud bug tub hut sun sum pup
C. Modeling:
ut ud um un
but bud bum bun
cut dud gum gun
hut sud rum sun
nut bud sum run
SUBJECTS
3rd Rating
Week 3 Day 2
Target Skills: Direction tells you what to do.

Oral Language: Listen and attempt to respond to Listen well to the direction.
others in English
Phonological Awareness: Recognize that sentences E. Guided Practice:
are made up of words. Clap your hands three times.
Listening Comprehension: Listen carefully to text Put your right hand up.
read aloud Put your left hand up.
Study Skills: Following directions Shake your hands.
Sit down.
I. PRE-ASSESSMENT:
Connect the picture to the correct word. IV. Evaluation:
Use line to connect. Do this by small groups.
Picture Word Follow the following commands/directions.
1. sun pig 1. stand
2. pen pot 2. clap
3. pig sun 3. jump
4. pot hut 4. shake your hips
5. hut pen 5. step forward
II. Objectives: V. Assignment

Follow directions. Do this.
1. Draw 3circles.
III. Subject Matter: Following Directions 2. Write the first letter of your name in the second
Materials: pictures , flashcards, strips of circle.
cartolina
Ref.
English Expressways I pp.9, 89
IV. Procedure:
Game: The Teacher Says
If you hear me say this complete sentence. The
teacher says up or down.
You will follow (thumbs up or thumbs down) but if I
only say up or down dont follow because you will
be out of the game.
B. Presentation:
Here are one-step directions.
Listen to me and follow what I say.
stand, jump, sit, close, open, walk, hop, skip, run,
dance, draw
C. Modeling:
Everybody, walk, hop, skip, jump, etc.
Can you follow my command?
Is the direction to follow clear?
Remember:
SUBJECTS
3rd Rating
Week 3 Day 3
Target Skills: Tell the action/verb the person does in the picture.
Oral Language: Listen and attempt to respond to brother watering the plants
others in English sister playing with doll
Phonological Awareness: Recognize that sentences baby crawling in the crib
are made up of words. father driving a car
Listening Comprehension: Listen carefully to text mother washing clothes
read aloud
Study Skills: Following directions D. Conceptualization:
What do you call the words that tell action like
I. PRE-ASSESSMENT: water, cook, drive, cry, etc.
Follow these directions: Remember:
1. Close the window. Verbs are action words.
2. Run to the door.
3. Clap your hands 3 times. E. Guided Practice:
4. Say hello Follow:
5. Run in your place. Get your bag.
Catch the ball.
II. Objectives: Jump high.
use a limited number of simple verbs in telling about Sit erect.
the activities of ones family.
IV. Evaluation:
III. Subject Matter: Following Directions Tell what each does in the family.
Materials: pictures , flashcards, strips of 1. mother
cartolina 2. father
Ref. 3. brother
English Expressways I pp.90-91 4. sister
English Curriculum Guide I p. 3 5. baby
IV. Procedure: V. Assignment:

Box the person who does the action.
A. Activating Prior Knowledge: 1. play house - brother sister
Sing the song: My Family 2. plant rice - father baby
This is Mama kind and dear. 3. eat mashed potato - sister baby
This is Papa standing here. 4. cook food - baby mother
This is brother see how tall. 5. feed the animals - mother brother
This is sister not so tall.
This is baby sweet and small.
This is the family one and all.
B. Presentation:
Look at the pictures.
What actions do you see?
picture of:
a boy closing the window
a father digging the soil
a mother cooking food
a sister sweeping the floor
C. Modeling:
Teacher shows pictures.
SUBJECTS
3rd Rating
Week 3 Day 4
Verbs are action words.
Target Skills:
Oral Language: Listen and attempt to respond to E. Guided Practice:
others in English Show pictures.
Phonological Awareness: Recognize that sentences Tell the verbs that the people in the picture do.
are made up of words. e.g. picture of two boys playing ball
Listening Comprehension: Listen carefully to text Hit the ball.
read aloud Catch the ball.
Study Skills: Following directions
IV. Evaluation:
I. PRE-ASSESSMENT: Which is the correct action for each picture.
Box all the verbs from the list.
1. picture of a girl eating (eat)
hen jump eat comb 2. picture of two girls sweeping (sweep)
hut cry write drink 3. picture of classmates singing (sing)
4. picture of two friends swimming(swim)
II. Objectives: 5. picture of children playing (play)
use a limited number of simple verbs in telling about
the activities of ones family and friends. V. Assignment:
Box the verb used in each sentence.
III. Subject Matter: Following Directions 1. Carol laughs.
Materials: pictures , flashcards, strips of 2. John writes.
cartolina 3. Gio and Gina eat.
Ref. 4. I sing.
English Expressways I pp.90-91 5. Jose sleeps.
IV. Procedure:
Tell what each does in the family.
Father
Mother
sister
brother
baby
B. Presentation:
Listening Activity:
My Friend
I have a friend. Her name is Lily.
Lily sings and dances well.
She draws pictures, too.
C. Modeling:
Read the short story after the teacher.
Pick out the action words used in the story.
What do you call the words that tell action like
sing, dance, draw?
Remember:
SUBJECTS
3rd Rating
Week 3 Day 5
Target Skills: Pick out the action words used in the story.
Oral Language: Listen and attempt to respond to eats, drinks, plays
others in English
Phonological Awareness: Recognize that sentences D. Conceptualization:
are made up of words. What do you call the words that tell action like
Listening Comprehension: Listen carefully to text sing, dance, draw?
read aloud Remember:
Study Skills: Following directions Verbs are action words.
I. PRE-ASSESSMENT: E. Guided Practice:

Box all the verbs from the list. Read the story after the teacher.
hen jump eat comb IV. Evaluation:

hut cry write drink Box the verbs that Berto does in the story.
eats plays jumps cleans drinks
II. Objectives:
listen carefully to text read aloud. V. Assignment:
use a limited number of simple verbs in telling about Practice reading the following words at home.
the activities of ones family and friends. eat, drink, write, climb, comb, clap
III. Subject Matter: Listening to a Story

Materials: pictures , flashcards, strips of
cartolina
Ref.
Developing Reading Power 1 pp. 17-18
IV. Procedure:
Sing the song: When youre Happy
When youre happy and you know it
clap your hands(2x)
And youre surely want to do it
Clap your hands.
(Stomp your feet)
(Say Hooray!)
B. Presentation:
Listening Activity:
How to Be Big and Strong
Berto is big and strong.
He eats a good breakfast before he goes to school.
He drinks milk.
He eats vegetables, too.
He plays in the yard.
These things help Berto become big and strong.
C. Modeling:
Read the short story after the teacher.
Let the children listen to this song about fruits.
The Food Song by Mrs. Jones
LESSON PLAN IN ENGLISH (Tune: Skip to my Lou)
INTEGRATION OF MATH AND ARTS I like fruits, yes, I do (3x)
SUBJECTS And my tummy loves them , too.
3rd Rating (Change the word fruits to different kinds of fruits
Week 4 Day 1 like bananas, mangoes, melon, etc.
C. Modeling:
Theme: Me and My Family The teacher will ask the children to listen and watch
TARGET SKILLS: as she says, I like _____. (Name the fruits)
Expressive Objectives: Sentence pattern: What fruit is this?
Realize that there are different kinds of food that can This is a/an apple. It is color red.
be eaten I like apple.
Appreciate that one can eat different kinds of food D. Conceptualization:
Instructional Objectives: Atis, chico, mangoes, bananas are examples of
Oral Language: Listen and share about self naming words. They are called fruits.
Phonological Awareness: Recognize, distinguish
and supply rhyming words E. Guided Practice:
Listening Comprehension: Listen and share about Call pupils to ask and answer questions:
self What fruit is this?________
Vocabulary and Grammar: Recognize, identify and This is a/an _________.
give examples of naming words It is color ____.
(things/food items) I like________________.
I. PRE-ASSESSMENT: F. Independent Practice:

Show pictures of different foods. Group Activity:
Call pupils to point the food that he/she likes. Have the children sit in a circle and practice the
thumbs up and thumbs down response. Show or
II. Objectives: mention different foods. Let the children respond
identify the names of different fruits one likes accordingly.
identify a fruit that one likes -hamburger
identify the names and colors of different fruits - salad
III. Subject Matter: Identifying names and colors of IV. Evaluation:

different fruits and fruits that one likes Encircle the letter of the correct answer.
Materials: word cards for unlocking, pictures of 1. What fruit is this? (avocado)
different fruits a. melon b. avocado c. strawberry
2. What is the color of a ripe mango?
IV. Procedure: a. green b. yellow c. brown
A. Activating Prior Knowledge: 3. Apple, cherry and strawberry are all__
The teacher will unlock the word tummy a. orange b. yellow c. red
Ask: Where is your tummy? Can you touch your 4. Which is not a green fruit?
tummy? a. guava b. apple c. unripe mango
Let the children say the word tummy. 5. ( Picture of a boy holding an orange.) What fruit
Can you give other words with the same ending does John like?
sound of a tummy? a. mango b. santol c. orange
Mommy and tummy have the same ending sound.
Let the class say the pair of words several times. V. Assignment:
Ask: What same ending sound of these words can Draw 5 fruits and color them.
you hear?
Listen . Ill give two more words. Tell if the words
Ill give have the same ending sound like of tummy
and mommy.
- happy
- lucky
B. Presentation:
It is a/an_________.
What is its color?
SUBJECTS
3rd Rating
Week 4 Day 2
It is color ________.
Theme: Me and My Family Do you like it?
TARGET SKILLS: I like ______.
Expressive Objectives:
Realize that there are different kinds of food that can D. Conceptualization:
be eaten Atis, chico, mangoes, bananas are examples of
Appreciate that one can eat different kinds of food naming words. They are called fruits.
Instructional Objectives:
Oral Language: Listen and share about self E. Guided Practice:
Phonological Awareness: Recognize, distinguish Call each pupil to name the fruits that she /he likes.
and supply rhyming words
Listening Comprehension: Listen and share about IV. Evaluation:
self Oral:
Vocabulary and Grammar: Recognize, identify and What fruits do you like?
give examples of naming words
(things/food items) V. Assignment:
Cut and paste pictures of fruits that you like.
I. PRE-ASSESSMENT:
Naming fruits.
II. Objectives:
ask and answer the question What fruits do you
like?
Identify the name and color of different fruits
III. Subject Matter: Asking Question and

identifying the name and color of different fruits
Materials: word cards for unlocking, pictures of
different fruits
IV. Procedure:
Song: Fruit Salad
Mango, mango, apple ,apple
Banana, banana
Mix them all together (2x)
Fruit salad (2x)
Do you like fruit salad?
B. Presentation:
(Use old socks for puppet)
Listen to this dialogue:
Ernie: What fruits do you like, Bert?
Bert: I like apple and banana.
What fruit does Bert like?
C. Modeling:
Use cut-outs of fruit as you teach the sentence
pattern.
What fruit is this?
SUBJECTS
3rd Rating
Week 4 Day 3
Theme: Me and My Family D. Conceptualization:

TARGET SKILLS: Potato, Turnip, Carrot, cabbage are examples of
Expressive Objectives: naming words. They are called vegetables.
Realize that there are different kinds of food that can
be eaten E. Guided Practice:
Appreciate that one can eat different kinds of food Call each pupil to name the vegetables that she /he
Instructional Objectives: likes.
Oral Language: Listen and share about self
Phonological Awareness: Recognize, distinguish F. Independent Practice:
and supply rhyming words Call pupils by pairs.( Have them switch roles)
Listening Comprehension: Listen and share about Practice this:
self Pupil 1: What vegetables do you like?
Vocabulary and Grammar: Recognize, identify and Pupil 2 : I like __________. It is color________.
(things/food items) IV. Evaluation:
Match the picture to its correct name.
I. PRE-ASSESSMENT: Pictures Name
Grouping fruits according to color. 1. carrot pechay
2. cabbage carrot
II. Objectives: 3. potato string beans
Identify the names of different vegetables that one 4. pechay cabbage
likes 5. string beans potato
Identify the name and color of different vegetables
V. Assignment:
III. Subject Matter: Identifying names and colors of Draw 5 vegetables that you like.
different vegetables
Materials: a big picture of a mouth opened and a
mouth closed, pictures of different foods
IV. Procedure:
Song : The Food Song (See day 1 )
B. Presentation:
Let the children listen to the song , Bahay Kubo
What vegetables are mentioned in the song?
What vegetables do you like?
C. Modeling:
Use cut-outs of vegetables as you teach the sentence
pattern.
What vegetable is this?
It is a _________.
What is its color?
Do you like it?
I like ______.
Show a picture of a parrot. Have the children name
it.
SUBJECTS
3rd Rating
Week 4 Day 4
Theme: Me and My Family Say: Carrot parrot
TARGET SKILLS: What do you notice? Do they have the same
Expressive Objectives: ending sound?
Realize that there are different kinds of food that can What fruits are mentioned in the poem?
be eaten Do the words mango, apple and banana rhyme with
Appreciate that one can eat different kinds of food the word parrot?
Instructional Objectives: Explain that words that have the same ending sound
Oral Language: Listen and share about self are called rhyme/rhyming words.
Phonological Awareness: Recognize, distinguish
and supply rhyming words C. Modeling:
Listening Comprehension: Listen and share about Use cut-outs of vegetables /fruits as you teach the
self sentence pattern.
Vocabulary and Grammar: Recognize, identify and What vegetable /fruit is this?
give examples of naming words It is a _________.
(things/food items) What is its color?
I. PRE-ASSESSMENT: Do you like it?
Grouping fruits according to color. I like ______.
II. Objectives: D. Conceptualization:

Identify other kinds of food that one eats Fruits and vegetables are naming words. (noun)
Identify names and colors of fruits and vegetables
E. Independent Practice:
III. Subject Matter: Identifying other kinds of food Call pupils by pairs.( Have them switch roles)
and names and colors of fruits and vegetables Practice this:
Materials: copy of poem, vocabulary strip, pictures Pupil 1: What vegetables /fruit do you like?
Pupil 2 : I like __________. It is color________.
IV. Procedure:
A. Activating Prior Knowledge: IV. Evaluation:
Unlocking of Difficulties: through demonstration Box the correct answer.
munch ,- The girls munch on some banana 1. Paulo likes fruit that is red and sweet. He likes
chips while watching the television. (orange, guava, apple)
lick, - Ria is licking the ice cream she bought. 2. Mikis favorite vegetable is squash. It is color
quick- I am quick when I run. (green, brown, yellow)
B. Presentation: 3. All of these are vegetables except (pechay, carrot,
A. Listening to a short poem. sayote, strawberry)
Let the children listen to this poem. 4. Which vegetable is a non-green vegetable?
I Eat ( cabbage, carrot, broccoli, pechay)
I eat carrots 5. The biggest fruit among these fruits is the
crunch, crunch, crunch (jackfruit, cherry, grapes, chico)
I eat apples
munch. munch, munch V. Assignment:
I eat mango ice cream Memorize the poem and be ready to recite it before
lick, lick. lick the class next meeting.
But I eat bananas quick, quick, quick.
B. Discussion:
What vegetable is mentioned in the poem?
(carrot)
SUBJECTS
3rd Rating
Week 4 Day 5

TARGET SKILLS: Each one of us has his/her own favorite
Expressive Objectives: fruit/vegetable.
Realize that there are different kinds of food that can
be eaten E. Guided Practice:
Appreciate that one can eat different kinds of food Pupil draws his/her favorite fruit/vegetable.
Oral Language: Listen and share about self IV. Evaluation:
Phonological Awareness: Recognize, distinguish Color only the food.
and supply rhyming words pineapple grapes french-fries top
Listening Comprehension: Listen and share about
self biscuit shoes pencil carrot squash
Vocabulary and Grammar: Recognize, identify and
give examples of naming words V. Assignment:
(things/food items) Draw 5 fruits and 5 vegetables that you like more
than the other foods.
I. PRE-ASSESSMENT:
Grouping fruits according to color.
II. Objectives:
Identify ones favorite fruit and vegetable.
Identify names of different foods.
III. Subject Matter: Identifying favorite fruits and

vegetables and names of different foods.
Materials: paper for Art activity
IV. Procedure:
Grouping Fruits and Vegetables
Put all pictures of fruits in column A and all the
pictures of vegetables in column B.
B. Presentation:
A. Listening to a short story.
I am Alex and this is my favorite fruit. (mango)
I also have favorite vegetable. It is eggplant.
B. Discussion:
What is Alexs favorite fruit/vegetable?
Do you have your favorite fruit and vegetable , too?
Can you draw your favorite fruit/vegetable?
C. Modeling:
Call pupil one by one to tell his/her favorite fruit/
vegetable.
Sentence Pattern: My favorite fruit is _______.
My favorite vegetable is______.
SUBJECTS
3rd Rating
Week 5 Day 1

TARGET SKILLS: Our body has three main parts: head, torso and
Expressive Objectives: limbs.
Realize that we have body parts that can do many The parts of the head are: eyes. ears, nose, mouth.
things Inside the mouth are tongue and teeth.
Appreciate that singing songs and reciting rhymes The parts of the torso are: shoulder, chest, abdomen,
can be fun waist and hip.
Instructional Objectives: The parts of the limbs are: arms (upper limbs) and
Oral Language: Listen and share about self legs (lower limbs)
Phonological Awareness: Recognize words that
rhyme E. Guided Practice:
Listening Comprehension: Listen and share about Game: Touch your_____.
himself/herself. Follow directions. Let the children show their own body parts.
give examples of naming words IV. Evaluation:
(body parts) Match the picture to its correct body parts.
Picture: Body Parts
I. PRE-ASSESSMENT: 1. hips shoulders
Conduct a game of Touch Your Body Part 2. legs head
Do it by pairs. Ex. Touch your chin. 3. arms hips
4. shoulders legs
II. Objectives: 5. head arms
recognize parts of the body.
V. Assignment:
III. Subject Matter: Body Parts Draw yourself and label your different body parts.
Materials: body parts puzzle, song chart
IV. Procedure:
Forming puzzle of a boy or a girl. (whole body)
What did you form?
B. Presentation:
1. Sing a song about parts of a body.(Optional)
MY Toes, My Knees
My toes, my knees, my shoulders, my head (4x)
We all clap hands together.
When youre Happy
When youre happy and you know it:
- clap your hands
- stomp your feet
- shake your hips
- wave your hands
2. Discussion:
What body parts are mentioned in the song?
C. Modeling:
Use a big picture, let the children label the different
parts of the body.
SUBJECTS
3rd Rating
Week 5 Day 2
Theme: Me and My Family E. Guided Practice:

TARGET SKILLS: Game: Touch your_____.
Expressive Objectives: Guide the children as they play the game.
Realize that we have body parts that can do many Make sure that they touch the correct body part
things mentioned.
Appreciate that singing songs and reciting rhymes
can be fun D. Independent Practice:
Instructional Objectives: Activity:
Oral Language: Listen and share about self Group Game:
Phonological Awareness: Recognize words that Draw the missing body parts.
rhyme Distribute manila paper with big drawing of a child
Listening Comprehension: Listen and share about to each group. They will draw the missing body
himself/herself. Follow directions. parts.
Vocabulary and Grammar: Recognize, identify and Leaders of the group will identify the missing parts
give examples of naming words that they completed.
(body parts)
IV. Evaluation:
I. PRE-ASSESSMENT: Box the correct word that tells about the picture.
Conduct a game of Touch Your Body Part 1. eyes - nose ears eyes
Do it by pairs. Ex. Touch your chin. 2. head - mouth legs arms
3. hips - chest forehead hips
II. Objectives: 4. abdomen back abdomen waist
Identify the parts of the body. 5. fingers - toes elbow hand
III. Subject Matter: Body Parts V. Assignment:

Materials: song chart, cut-out of a boy Connect the body part to what each part can do.
1. eyes a. smell the flower
IV. Procedure: b. touch the flower
A. Activating Prior Knowledge: c. see the flower
Sing the song about body parts: 2. legs a. hear the bells
Clap your Hands b. run after a dog
c. taste the food
B. Presentation:
1. Show an enlarged picture of a child.
The picture shows the different parts of your
body. Teacher names each part as she points it.
You use some parts to help you move.
You use some parts to help you observe things.
You use your body parts to do many things.
C. Modeling:
Teach the game: Touch your part of the Body
Ex. Teacher says touch your feet.
Touch your nose, etc.
Teacher shows the pupils how the game is played.
Our body has different parts: head, shoulders, chest,
hips, legs, arms
SUBJECTS
3rd Rating
Week 5 Day 3

TARGET SKILLS: What is the work of our eyes? legs? fingers?
Expressive Objectives: Remember:
Realize that we have body parts that can do many Each body part has an important work to do.
things
Appreciate that singing songs and reciting rhymes E. Guided Practice:
can be fun Game: Touch your_____.
Instructional Objectives: Guide the children as they play the game.
Oral Language: Listen and share about self Make sure that they touch the correct body part
Phonological Awareness: Recognize words that mentioned.
rhyme
Listening Comprehension: Listen and share about D. Independent Practice:
himself/herself. Follow directions. Name the body part to use to:
Vocabulary and Grammar: Recognize, identify and taste the ice cream
give examples of naming words see the colors of the rainbow
(body parts) run fast
hang on a monkey bar
I. PRE-ASSESSMENT:
Conduct a game of Touch Your Body Part IV. Evaluation:
Do it by pairs. Ex. Touch your chin. Get a picture of a body part and act out what it can
do.
II. Objectives: ex. legs run
Name the parts of the body.
Act out what each body part can do V. Assignment:
Draw the body parts that work together when you
III. Subject Matter: Body Parts eat.
Materials: sentence stem strips
IV. Procedure:
What are the three main parts of the body?
B. Presentation:
1. Show pictures of a child doing different
activities like: eating, biking, running, writing
Ex. What body part helps this boy catch the ball?
C. Modeling:
Review the part of the body by using the sentence
stem:
This is my ____. I can ___.
These are my hands. I can clap.
This is my nose. I can smell flowers.
SUBJECTS
3rd Rating
Week 5 Day 4

TARGET SKILLS: What is the work of our eyes? legs? fingers?
Realize that we have body parts that can do many Each body part has an important work to do.
things
Appreciate that singing songs and reciting rhymes E. Guided Practice:
can be fun Name the body part that:
Instructional Objectives: see the light
Oral Language: Listen and share about self climb the ladder
Phonological Awareness: Recognize words that scratch your back
rhyme
himself/herself. Follow directions. Oral: Name the body parts shown.
Vocabulary and Grammar: Recognize, identify and ex. hands
(body parts) V. Assignment:
Can you do these activities? Answer with Yes or No
I. PRE-ASSESSMENT: 1. Write your name on the board____
Conduct a game of Touch Your Body Part 2. Comb your hair_____
Do it by pairs. Ex. Touch your chin. 3. Fix your table_____
4. Walk to the door___
II. Objectives: 5. Jump____
Name the parts of the body
Identify uses of the body parts
Identify words that rhyme
III. Subject Matter: Body Parts

IV. Procedure:
What can our body parts do?
List on the board the answers.
B. Presentation:
1. Sing a song to the tune of Twinkle, Twinkle
We use our legs when we walk.
We use our mouths when we talk.
We use our hands when we write.
We use our teeth when we bite.
With each part, we can do a lot.
Lets be proud of what weve got.
What body parts are mentioned in the song?
What does each part do?
C. Modeling:
Show/act out the work of each body part:
legs, feet, eyes, ears, hands
Let the children imitate what a child does.
SUBJECTS
3rd Rating
Week 5 Day 5
Theme: Me and My Family How do we take care of our body?
TARGET SKILLS:
Expressive Objectives: E. Guided Practice:
Realize that we have body parts that can do many Choose the pictures that show how to take care of
things our body. Place them all in column A and those that
Appreciate that singing songs and reciting rhymes do not in column B.
can be fun
Instructional Objectives: IV. Evaluation:
Oral Language: Listen and share about self Color the pictures that show how to take care of
Phonological Awareness: Recognize words that the body.
rhyme
Listening Comprehension: Listen and share about V. Assignment
himself/herself. Follow directions. List the things you need to keep your body healthy.
(body parts)
I. PRE-ASSESSMENT:
Conduct a game of Touch Your Body Part
Do it by pairs. Ex. Touch your chin.
II. Objectives:
Identify ways to take care of the body
Realize that our body parts can do many special
things and that we should take care of them.
III. Subject Matter: Body Parts

IV. Procedure:
Which body parts work together when you write?
dance? draw?
B. Presentation:
1. Sing the song , This is the Way
brush our teeth
comb our hair
trim our nails
wash our feet
What do we do to take care of our body?
C. Modeling:
Show pictures that show how a child takes care of
his body by:
washing his face, combing his hair, cutting his
fingernails, washing his feet, etc.
Music
Ikatlong Markahan
Ikalimang Linggo
(Unang Araw)
Pinagsanib na aralin sa Edukasyon sa Pagpapakatao
at Art
I. Layunin
- nakapapalakpak, nakatatapik, nakakaawit at
nakatutugtog ng instrumentong
pangmusikasa pagtugon sa tunog na may
wastong ritmo.
II. Paksa: Rhythm

Batayan: Music Teaching Guide pah.1-2
Music teachers Module pah. ___
Music Acitivity Sheet pp. ____
Kagamitan: tsart ng awit
III. Pamamaraan:
A. Panimulang Gawain
1. Balik-aral:
Echo Clapping: Twinkle, Twinkle
2. Pangganyak:
Bumati gamit ang SO-MI na Pagbati
B. Panlinang na Gawain
1. Paglalahad:
Ipaawit ang Jack at Jill at hayaang ipalakpak
ang mga bata ang kumpas habang umaawit.
Jack at Jill
Si Jack at Jill naglalaro sa bukid na malayo
Ngunit nawala si Jill matapos na magtago
Tralalalalalala
Tralalalalalalala
Nang si Jack ay umuwi si Jill ay hinahanap
At si Jack ay umiyak si Jill di mahagilap
Tralalalalalala
Tralalalalalalala
2. Ipatukoy ang malakas na kumpas/mahinang

kumpas sa awit.
3. Madali ba o mahirap hanapin ang malakas na
kumpas sa awit?
IV. Pagtataya:
Pangkatang ipaawit ang Jack at Jill at hayaang
ipalakpak ang mga bata ang kumpas habang
umaawit.
V. Kasunduan:
Lakipan ng kilos-lokomotor ang malakas at
mahinang kumpas sa awit. Humandang ipakita ito
sa klase sa susunod na pagkikita.
SUBJECTS
3rd Rating
Week 6 Day 1
A nose to smell, my ears hear well
Theme: Me and My Family A mouth to talk and two legs to walk
TARGET SKILLS: But thats not all because you see
Expressive Objectives: I am special. I am me.
Realize that we have body parts that can do many C. Modeling:
things Lets touch the body parts mentioned in the song.
Appreciate that we are special in different ways. These are my eyes.
Appreciate that singing songs and reciting rhymes These are my ears.
can be fun. This is my nose.
Instructional Objectives: This is my mouth.
Oral Language: Listen and share about self These are my hands.
rhyme D. Conceptualization:
Listening Comprehension: Listen and share about Are you special? Why?
himself/herself. Remember:
Vocabulary and Grammar: Recognize, identify and God made each of us special.
give naming words of animals and body parts.
E. Guided Practice:
I. PRE-ASSESSMENT: God made animals. These animals are our friends.
Conduct a Game: Touching Different parts of a They also have different body parts like us.
Face. Help me find some missing parts of these animals by
ex. Touch your nose/eyes/ears drawing them.
Ask the children to draw their favorite animal. 1. picture of a bird without wing
2. picture of a dog without at tail
II. Objectives: 3. picture of a duck without a beak
recognize the parts of the face 4. picture of a pig without a mouth
recognize names of animals and their body parts 5. picture of a fish without a fin
count the number of syllables in words
appreciate that we are special in different ways IV. Evaluation:
Draw a human face and label the different parts.
III. Subject Matter: Parts of the Body; Naming Choose your answer from the box.
Words of Animals
Materials: paper, coloring materials, pink dress and mouth nose ears eyes cheek
song chart
IV. Procedure: V. Assignment

A. Activating Prior Knowledge: Draw your favorite animal and label its different
Help the children know the meaning of the word parts.
special through context clue.
Nanay made a dress for me. It is pink my favorite
color. She put laces and pretty buttons. She made it
really special. (not ordinary or common)
B. Presentation:
1. The teacher will teach the song about body
parts using the echo singing
.(Pupils repeat each line of the song after the
teacher)
I am Special
I am special
I am me. LESSON PLAN IN ENGLISH
I have two hands, two eyes to see.
SUBJECTS
3rd Rating
Week 6 Day 2
Theme: Me and My Family C. Modeling:

TARGET SKILLS: What body parts are mentioned in the song?
Expressive Objectives: Pair up the pupils. Have them identify and name
Realize that we have body parts that can do many their body parts with a partner.
things Pupil 1: I have two hands.
Appreciate that we are special in different ways. Pupil 2 : I also have two hands.
can be fun. D. Conceptualization:
Instructional Objectives: Are you special? Why?
Oral Language: Listen and share about self What are your different body parts?
Phonological Awareness: Recognize words that Remember:
rhyme God made each of us special.
Listening Comprehension: Listen and share about A person has different body parts:
himself/herself. Animals have also different body parts.
give naming words of animals and body parts. E. Guided Practice:
Guessing Game.
I. PRE-ASSESSMENT: Show a body part of an animal. Let the pupils guess
Conduct a Game: Touching Different parts of a the animals with that body part shown.
Face. ex. picture of tail of a pig
ex. Touch your nose/eyes/ears
Ask the children to draw their favorite animal. IV. Evaluation:
Label the different body parts of this animal.
II. Objectives: Choose your answer from the box.
identify different body parts
identify names of animals tail ears legs nose
identify the body parts of the animals eyes
III. Subject Matter: Parts of the Body; Naming

Words of Animals
Materials: pictures, chart of song
IV. Procedure:
Forming the Puzzle (Face)
V. Assignment
B. Presentation:
Draw animal with wings.
1. Unlock the meaning of the words clean and
bright using picture clue
Present pictures of two cars; one is dirty and the
other one is clean and bright
Which car looks clean and bright?
Teach the song , I Have Two Hands
I have two hands,
The left and the right,
Hold them up high
So clean and bright
Clap them softly
One, two, three
Clean little hands are good to see.

SUBJECTS
3rd Rating
Week 6 Day 3

TARGET SKILLS: What are the different body parts of animal?
Realize that we have body parts that can do many Animals have also different body parts.
things Some animals have common body parts such as
Appreciate that we are special in different ways. eyes, ears, nose, mouth and legs.
can be fun. E. Guided Practice:
Instructional Objectives: Game: Completing the missing parts of animals.
Oral Language: Listen and share about self ex. Pinning the ducks bill
rhyme IV. Evaluation:
Listening Comprehension: Listen and share about A. Tell the name of the following animals.
himself/herself. 1. picture of rabbit
Vocabulary and Grammar: Recognize, identify and 2. picture of a butterfly
give naming words of animals and body parts. 3. picture of a horse
4. picture of a shrimp
I. PRE-ASSESSMENT: 5. picture of an elephant
Conduct a Game: Touching Different parts of a B. Which part of the animal is shown?
Face. 1. picture of a dogs ear
ex. Touch your nose/eyes/ears 2. picture of a horses tail
Ask the children to draw their favorite animal. 3. picture of a goats horn
4. picture of a butterflys wing
II. Objectives: 5. picture of a fishs fins
identify body parts
state the names of animals and their body parts
V. Assignment
III. Subject Matter: Parts of the Body; Naming Cut and paste pictures of animals with horn.
Words of Animals
Materials : pictures of animals with body parts
IV. Procedure:
Game: Pair up the pupils.
Follow the Directions:
Pupil A : Put your right hand on your partners
elbow.
Pupil B : Put your right hand on your partners ear.
B. Presentation:
1. Show pictures of animals with body parts:
Say the name of the animal as you point to
its different body parts.
ex. This is a bird. This is the wing. This is the
beak.etc.
bird fish cat snake
C. Modeling:
Get a picture of animal. Name it and tell its different
body parts.

SUBJECTS
3rd Rating
Week 6 Day 4
Theme: Me and My Family Which body parts are common to a boy and a dog?
TARGET SKILLS:
Expressive Objectives: C. Modeling:
Realize that we have body parts that can do many Show the class some pictures of animals.
things Let the children tell the names of the animals and the
Appreciate that we are special in different ways. names of the body parts that are similar to people.
can be fun. D. Conceptualization:
Instructional Objectives: What are the different body parts of animals that
Oral Language: Listen and share about self can also be found in people?
rhyme Remember:.
Listening Comprehension: Listen and share about Some animals have common body parts with that of
himself/herself. people such as eyes, ears, nose, mouth .
give naming words of animals and body parts. E. Guided Practice:
Mystery Bag
I. PRE-ASSESSMENT: Get a picture from the bag. Name the animal that
Conduct a Game: Touching Different parts of a you pick and name the body parts you and the
Face. animal both have.
Ask the children to draw their favorite animal. IV. Evaluation:
Box the letter of the correct answer.
II. Objectives: 1. A boy and a dog both have
identify and name their own body parts a. horn b. tusk c. eyes
name the common body parts of animals and 2. The boy breathes with nose. The cat breathes
persons with its
a. ear b. eyes c. nose
III. Subject Matter: Parts of the Body; Naming 3. A boy has two legs. Which animal has two legs?
Words of Animals a. rabbit b. hen c. snake
Materials : pictures of different animals 4. A boy and a goat both hear with their
IV. Procedure: a. face b. ears c. legs
A. Activating Prior Knowledge: 5. The people and animal use their __ to eat the
Rhyme: Looking At Me food.
Looking at me. a. nose b. mouth c. eyes
What do I see?
I see two eyes V. Assignment
One nose and one mouth Draw a boy and an animal that you like.
With hair on my head Label the parts common to both.
And ears to hear
I like my face
From year to year.
Follow the sentence pattern:
This is my ___________.
B. Presentation:
Show an enlarged picture of a boy and a dog
with different parts labeled.
Let the children show and point to the part
that the teacher will say
SUBJECTS
3rd Rating
Week 6 Day 5
Theme: Me and My Family Remember:.

TARGET SKILLS: Some animals have common body parts with that of
Expressive Objectives: people such as eyes, ears, nose, mouth .
Realize that we have body parts that can do many Some animals have horns.
things
Appreciate that we are special in different ways. E. Guided Practice:
Appreciate that singing songs and reciting rhymes Game: Following Directions:
can be fun. Using a big picture of an animal.
Instructional Objectives: ex. tiger step on the tigers ear
Oral Language: Listen and share about self sit on the tigers back
rhyme IV. Evaluation:
Listening Comprehension: Listen and share about Worksheet
himself/herself. Picture of a monkey.
Vocabulary and Grammar: Recognize, identify and Follow each direction properly.
give naming words of animals and body parts. 1. Color the tail of the monkey , yellow
2. Color the ears red.
I. PRE-ASSESSMENT: 3. Color the body brown.
Conduct a Game: Touching Different parts of a 4. Color the legs green
Face. 5. Color the nose black.
Ask the children to draw their favorite animal.
V. Assignment
II. Objectives: Follow the direction.
identify the body parts of the animals (monkey) Draw a cage. Draw two birds inside the cage.
name the animals and the parts of their body One with a big beak and the other one with a red
follow directions crown.
III. Subject Matter: Parts of the Body; Naming

Words of Animals
Materials : pictures of different animals
IV. Procedure:
Pick all the zoo animals in the pictures.
(Teacher prepares cut out of pictures of different
animals.)
B. Presentation:
Show an enlarged picture of a monkey.
Where can you find this animal?
Can you name the different parts of this animal?
C. Modeling:
Show more pictures of not common animals and let
the children name the different parts.
What are the different body parts of animals that LESSON PLAN IN ENGLISH
can also be found in people? INTEGRATION OF MATH AND ARTS
SUBJECTS
3rd Rating
Week 7 Day 1
Theme: Me and My Family Sometimes I feel glad.

TARGET SKILLS: But all the times Im feeling,
Expressive Objectives: I hope you would agree.
Realize that people can have different feelings Theres a feeling that wont change.
Appreciate that we are special in different ways. Im happy to be me!
Appreciate that singing songs and reciting rhymes C. Modeling:
can be fun. Children read the poem after the teacher.
Instructional Objectives: Discussion Questions:
Oral Language: Listen and share about self 1. What is the title of our poem?
Phonological Awareness: Identify/count syllables in 2. Who is talking in the poem?
words 3. What are the different feelings mentioned in our
Listening Comprehension: Listen and share about poem?
himself/herself.
Vocabulary and Grammar: Recognize, identify and D. Conceptualization:
give examples and classify naming words of places. What are the different feelings a person can have or
express?
I. PRE-ASSESSMENT: Remember:
Show a picture (birthday scene) People can have different feelings: happy, sad,
Look at the child whos blowing the candles, what angry, scared, surprised.
do you think does he feel?
Look at the children playing the parlor games, how E. Guided Practice:
do they feel? (feeling of joy or happiness) Lets clap the syllables in each word taken from the
Call volunteer pupils to act out the scene. poem:
happy
II. Objectives: sad
- recite the poem scared
- answer questions about the poem feeling
- recognize ones feeling
- realize that people can have different V. Evaluation:
feelings. Write the letter of the facial expression for each
to show ones feeling. (Use facial cards)
III. Subject Matter: Feelings: Naming Words
(Places)
Materials : pictures of situations with different A B C D E
feelings, words of feelings, copy of poem
IV. Procedure: 1. happy ____

A. Activating Prior Knowledge: 2. sad ____
1. Unlocking of words through picture clues: 3. angry ____
sad, angry, glad, frightened, surprised 4. scared ____
As I flash the facial card, imitate the feelings each 5. surprise______
card show.
B. Presentation: VI. Assignment
Today, we will read and recite a poem. Find out in Memorize the poem.
this poem the different feelings a person can have or
express.
FEELINGS
Sometimes I feel angry,
Sometimes I feel sad,
Sometimes I feel scared,
SUBJECTS
3rd Rating
Week 7 Day 2

TARGET SKILLS: Answer the question:
Expressive Objectives: Where will you go?
Realize that people can have different feelings I will go to ________(name of place)
Appreciate that we are special in different ways.
Appreciate that singing songs and reciting rhymes D. Conceptualization:
can be fun. School, market, house, church, store, mall are names
Instructional Objectives: of place.
Phonological Awareness: Identify/count syllables in E. Guided Practice:
words Activity: Going Places
Listening Comprehension: Listen and share about Race: Mother goes to market.
himself/herself. Sta. Claus goes to town.
give examples and classify naming words of places. IV. Evaluation:
Write the correct word for the picture. Choose your
I. PRE-ASSESSMENT: answer from the box.
Show a picture (birthday scene) school garden store church
Look at the child whos blowing the candles, what
hospital
do you think does he feel?
Look at the children playing the parlor games, how
do they feel? (feeling of joy or happiness) 1. picture of a garden
Call volunteer pupils to act out the scene. 2. picture of a hospital
3. picture of a store
II. Objectives: 4. picture of a school
- identify naming words of places 5. picture of a church
III. Subject Matter: Feelings: V. Assignment

Naming Words (Places) Cut and paste pictures of different places in your
Materials : pictures, flashcards, notebook.
IV. Procedure:
Guessing Game:
Show pictures:
a boy with knapsack on his back
a lady with a basket on her arm
a man riding on a carabao s back
a woman carrying a booklet and arosary
Can you tell where each of these people go?
B. Presentation:
Show pictures of:
house, school, market, garden, church, store, mall
Let the children identify the place.
What one word can you give for all these words?

SUBJECTS
3rd Rating
Week 7 Day 3

TARGET SKILLS: People can have different feelings.
Expressive Objectives: A persons feeling shows his emotions.
Realize that people can have different feelings
Appreciate that we are special in different ways. E. Guided Practice:
Appreciate that singing songs and reciting rhymes Show the feeling of:
can be fun. happy
Instructional Objectives: sad
Oral Language: Listen and share about self scared
Phonological Awareness: Identify/count syllables in surprise
words
himself/herself. Draw the face to show how each feels in each
Vocabulary and Grammar: Recognize, identify and situation.
give examples and classify naming words of places. 1. Today is your birthday. _____
2. Your playmate destroys your new toy.____
I. PRE-ASSESSMENT: 3. Your pet puppy died.______
Song: If Youre Happy and You Know It 4. You see a big snake on the ground._____
If youre happy and you know it, 5. You are alone in a dark room._____
Clap your hands
If youre happy and you know it V. Assignment
stomp your feet. Draw your face to show how you feel when you:
1. lose your new toy car
II. Objectives: 2. get 0 in the test
- identify different feelings 3. go to Star City
- show the different feelings
III. Subject Matter: Feelings:

Naming Words (Places)
Materials : pictures of situations with different
feelings, words of feelings, facial cards
IV. Procedure:
Game: Best Actress/Actor
Teacher gives a situation, pupil shows the
feeling through facial expressions.
ex. you are very angry
B. Presentation:
Teacher gives the situation, pupils raise the facial
expression cards to show the feeling expressed.
ex. you got perfect score in your test.
C. Modeling:
Answer the question:
How do you feel? I feel_____________.

SUBJECTS
3rd Rating
Week 7 Day 4

TARGET SKILLS: Answer the question:
Expressive Objectives: How do you feel? I feel_____________.
Realize that people can have different feelings
Appreciate that we are special in different ways. D. Conceptualization:
Appreciate that singing songs and reciting rhymes People can have different feelings.
can be fun. A persons feeling shows his emotions.
Oral Language: Listen and share about self E. Guided Practice: :
Phonological Awareness: Identify/count syllables in Activity:
words paper plate face using the art materials.
Listening Comprehension: Listen and share about Materials:
himself/herself. old paper plate, buttons, crayons, pencils, etc.
give examples and classify naming words of places. IV. Evaluation:
Call pupil one by one using their paper plate face to
I. PRE-ASSESSMENT: say about their feeling:
Song: If Youre Happy and You Know It I feel ______in the ______.(name of place)
If youre happy and you know it,
Clap your hands V. Assignment
If youre happy and you know it Draw your face to show how you feel when you are
stomp your feet. in the:
1. school
II. Objectives: 2. park
- identify different feelings

Materials : pictures of different feelings, materials
for the Art Activity (buttons, paper plate, coloring
materials)
IV. Procedure:
Song: Its a world of laughter
A world of tears
Its a world of hopes
And a world of fears
Theres so much that we share
That each time were aware
Its a small world after all.
B. Presentation:
Today, we shall play Charades.
Ill call someone to act out the feeling then the rest
will identify the feeling that your classmate acted
out.
I feel _________.(facial expression)

SUBJECTS
3rd Rating
Week 7 Day 5
- sad- bow your head
Theme: Me and My Family
TARGET SKILLS: C. Modeling:
Expressive Objectives: Answer the question:
Realize that people can have different feelings How do you feel? I feel_____________.
Appreciate that we are special in different ways.
Appreciate that singing songs and reciting rhymes D. Conceptualization:
can be fun. People can have different feelings.
Instructional Objectives: A persons feeling shows his emotions.
Phonological Awareness: Identify/count syllables in E. Guided Practice: :
words Group Singing
Listening Comprehension: Listen and share about
himself/herself. IV. Evaluation:
Vocabulary and Grammar: Recognize, identify and Box the names of place in each sentence.
give examples and classify naming words of places. 1. The Grade one pupils had their Field Trip in Star
City.
I. PRE-ASSESSMENT: 2. They bought some toys in the mall.
Song: If Youre Happy and You Know It 3. They ate in Mc Donalds restaurant.
If youre happy and you know it, 4. They also visited Ocean Park in Manila.
Clap your hands 5. They enjoyed the show in Realto Theater.
If youre happy and you know it
stomp your feet. V. Assignment
Memorize the song.
II. Objectives:
- identify different feelings
- give naming words of places

Materials : pictures of different feelings , copy of
song, worksheet about places
IV. Procedure:
What are the different feelings that a person can
feel?
B. Presentation:
Sing a song about feelings.
If youre Happy and You know It
If youre happy and you know it,
Clap your hands
Clap your hands
Then your face will surely show it
Clap your hands.
-angry cross your arm
-scared close your eyes
SUBJECTS
3rd Rating
Week 8 Day 1
Theme: Me and My Family This is my sister. I call her Ate

TARGET SKILLS: This is my brother. I call him Kuya
Expressive Objectives: We have fun together.
Appreciate ones family and its members I love my family.
Appreciate the events that one goes to C. Modeling:
Appreciate that singing songs and reciting rhymes Answer the question:
can be fun Who is this?(member of the family)
Instructional Objectives: This is________.
Phonological Awareness: Recognize that words can D. Conceptualization:
be broken into onsets and rimes Who are the members of a family.
Listening Comprehension: Listen and share about Remember:
himself/herself. The members of the family are:
Vocabulary and Grammar: Recognize, identify and Father, Mother, Brother, Sister, and baby.
give examples and classify naming words of events
E. Guided Practice: :
I. PRE-ASSESSMENT: Reciting Rhyme about a family:
Draw the members of your family. My Home
Sing a song about a family. Mother dear
This is mama kind and dear. Baby sweet
This is Papa standing here. A little house
This is brother see how tall. Where we sleep
This is sister not so tall. Brother tall
This is baby sweet and small. Father strong
This is the family one and all. All of these make my home.
II. Objectives: IV. Evaluation:

recognize the different members of the family Match the picture to its correct family member.
recognize names of events Picture Member
appreciate ones family 1. mother father
2. sister brother
III. Subject Matter: Family 3. baby sister
Naming Words (Events) 4. father mother
Materials storybook, pictures of family members, 5. brother baby
puzzle of a birthday celebration, pictures of events
IV. Procedure: V. Assignment

A. Activating Prior Knowledge: Draw the other members of a family.
Lets name the members of the family by writing the
names of the members in the concept web
family
family
B. Presentation:
Use a big book (teacher-made book)
I Have a Family (Story)
This is my father. I call him Papa.
This is my mother. I call her Mama.
SUBJECTS
3rd Rating
Week 8 Day 2
Theme: Me and My Family 3. Who are the members of his/her family?

TARGET SKILLS: 4. What does he call his father, mother, brother,
Expressive Objectives: sister?
Appreciate ones family and its members
Appreciate the events that one goes to C. Modeling:
Appreciate that singing songs and reciting rhymes Talk about your own family.
can be fun
Instructional Objectives: Use these patterns:
Oral Language: Listen and share about self I have____. I call him/her____
Phonological Awareness: Recognize that words can
be broken into onsets and rimes D. Conceptualization:
Listening Comprehension: Listen and share about Who are the members of a family.
himself/herself. Remember:
Vocabulary and Grammar: Recognize, identify and The members of the family are:
give examples and classify naming words of events Father, Mother, Brother, Sister, and baby.
I. PRE-ASSESSMENT: E. Guided Practice: :

Match the picture to its correct name Reciting Rhyme about a family:
Pictures How one is called. My Home
father Mama Mother dear
brother Kuya Baby sweet
mother Papa A little house
Where we sleep
II. Objectives: Brother tall
share about oneself Father strong
name members of the family All of these make my home.
identify names of persons
appreciate ones family IV. Evaluation:
Call each pupil and let him/her tell about his/her
III. Subject Matter: Family own family.
Naming Words (Events) I have a ______.
Materials storybook, pictures of family members, I call him/her _____.
sentence stem I have a _____family.
IV. Procedure:
A. Activating Prior Knowledge: V. Assignment
Matching pictures to its correct family member Memorize the poem about the family.
B. Presentation:
Read again the story to children.
I Have a Family (Story)
This is my father. I call him Papa.
This is my mother. I call her Mama.
This is my sister. I call her Ate
This is my brother. I call him Kuya
We have fun together.
I love my family.
Answer these questions about the story:
1. What is the title of the story?
2. Who is speaking in the story?
SUBJECTS
3rd Rating
Week 8 Day 3
Theme: Me and My Family I enjoy going to the Maskara festival with my

TARGET SKILLS: family.
Expressive Objectives: Who is talking?
Appreciate ones family and its members What event is mentioned in the story?
Appreciate the events that one goes to What event does the character enjoy going to with
Appreciate that singing songs and reciting rhymes her family?
can be fun
Instructional Objectives: C. Modeling:
Oral Language: Listen and share about self Talk about the events that your own family enjoy
Phonological Awareness: Recognize that words can going to.
be broken into onsets and rimes My name is________
Listening Comprehension: Listen and share about I am from_____________
himself/herself. I enjoy going to the ____with my family.
Vocabulary and Grammar: Recognize, identify and We enjoy doing things together.
I. PRE-ASSESSMENT: The family enjoys going to some events together
Recite this rhyme: like: birthday , fiestas, festival, wedding, Christmas,
My Home New Year , etc.
Mother dear
Baby sweet E. Guided Practice: :
A little house Draw an event that you enjoy most to go to with
Where we sleep your family.
Brother tall
Father strong IV. Evaluation:
All of these make my home. Look at the picture/events. Match it to its correct
name.
II. Objectives: Picture Events
tell about their family members and events they 1. birthday party
enjoy together 2. Town Fiesta
identify different events 3. Christmas
4. Graduation
III. Subject Matter: Family 5. Wedding
Naming Words (Events)
Materials storybook, pictures of family members, V. Assignment
sentence stem Bring picture to class taken from one of the events
that you attended with your family.
IV. Procedure:
Show a picture of a birthday party.
What occasion is celebrated in the picture?
Do you enjoy going to a birthday party with your
family?
What other occasions/events do you enjoy going to
with your family?
B. Presentation:
Read this story to children.
My name is Maria.
I am from Bacolod.
SUBJECTS
3rd Rating
Week 8 Day 4
C. Modeling:
Theme: Me and My Family Talk about the events that your own family enjoy
TARGET SKILLS: going to.
Expressive Objectives: I enjoy going to_______with my family.
Appreciate ones family and its members
Appreciate the events that one goes to D. Conceptualization:
Appreciate that singing songs and reciting rhymes The family enjoys going to some events together
can be fun like: birthday , fiestas, festival, wedding, Christmas,
Instructional Objectives: New Year , etc.
Phonological Awareness: Recognize that words can E. Guided Practice: :
be broken into onsets and rimes Act out the event in the story.
Listening Comprehension: Listen and share about Sing a birthday song for mother and kiss and greet
himself/herself. her .
give examples and classify naming words of events IV. Evaluation:
Name different events that your family enjoy to go
I. PRE-ASSESSMENT: to.
Guess the event that is being described:
cake, balloons, clowns_________________
Lantern, Christmas tree, caroling_________ V. Assignment
Write down 5 different events that you attended this
II. Objectives: year with your family.
name the events that they enjoy with their family
name different events
III. Subject Matter: Family

Materials storybook, pictures of family members,
sentence stem
IV. Procedure:
Show pictures of different events. Let the children
name them.
B. Presentation:
Have the children listen to another story:
Gifts for Mother
Happy birthday, mother, said Luz and Aida.
They put a sampaguita necklace around Mothers
neck.
Father and Luis came.
They brought gifts for mother, too.
They all kissed Mother.
Thank you. I love you all, said Mother.
Whose birthday was it?
What even is mentioned in the story?

SUBJECTS
3rd Rating
Week 8 Day 5
E. Guided Practice:
Theme: Me and My Family Have the children post their work on the Output
TARGET SKILLS: Wall.
Expressive Objectives:
Appreciate ones family and its members IV. Evaluation:
Appreciate the events that one goes to Call each child to share about the event he /she
Appreciate that singing songs and reciting rhymes enjoys with her/his family to class.
can be fun I enjoy going to the ___with ___, ____and ____.
Oral Language: Listen and share about self V. Assignment
Phonological Awareness: Recognize that words can Which event you have attended to with your family
be broken into onsets and rimes do you consider most memorable?______Why?
Listening Comprehension: Listen and share about __________________
himself/herself.
I. PRE-ASSESSMENT:
Name different events.
II. Objectives:
share about events one enjoys with family
use names of events in a telling sentence
appreciate the events one goes to with the family
III. Subject Matter: Family
Materials storybook, pictures of family members,
sentence stem
IV. Procedure:
Song: My Family
B. Presentation:
Show a model. Picture of a family in an event
that they enjoy together.
ex. birthday party
Give the class enough time to draw their family
members in an event that they enjoy together.
C. Modeling:
Talk about the events that your own family enjoy
going to.
I enjoy going to the ___with ___, ____and ____.
The family enjoys going to some events together
like: birthday , fiestas, festival, wedding, Christmas,
New Year , etc.

3rd Grading LP - English

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My name is Lito Alonzo.

Ask: What is the name of the boy? girl?

Target Skills: C. Modeling:

III. Subject Matter: All About Me

LESSON PLAN IN ENGLISH

C. Modeling: (15 minutes)

Target Skills: B. Presentation:

IV. Procedure: E. Guided Practice:

Target Skills: D. Conceptualization:

I. PRE-ASSESSMENT: IV. Evaluation:

II. Objectives: V. Assignment:

LESSON PLAN IN ENGLISH

Target Skills: D. Conceptualization:

I. PRE-ASSESSMENT: IV. Evaluation:

II. Objectives: V. Assignment:

Target Skills: Direction tells you what to do.

II. Objectives: V. Assignment

IV. Procedure: V. Assignment:

I. PRE-ASSESSMENT: E. Guided Practice:

hen jump eat comb IV. Evaluation:

III. Subject Matter: Listening to a Story

I. PRE-ASSESSMENT: F. Independent Practice:

III. Subject Matter: Identifying names and colors of IV. Evaluation:

III. Subject Matter: Asking Question and

Theme: Me and My Family D. Conceptualization:

II. Objectives: D. Conceptualization:

Theme: Me and My Family D. Conceptualization:

III. Subject Matter: Identifying favorite fruits and

Theme: Me and My Family D. Conceptualization:

Theme: Me and My Family E. Guided Practice:

III. Subject Matter: Body Parts V. Assignment:

Theme: Me and My Family D. Conceptualization:

Theme: Me and My Family D. Conceptualization:

III. Subject Matter: Body Parts

III. Subject Matter: Body Parts

II. Paksa: Rhythm

2. Ipatukoy ang malakas na kumpas/mahinang

IV. Procedure: V. Assignment

Theme: Me and My Family C. Modeling:

III. Subject Matter: Parts of the Body; Naming

LESSON PLAN IN ENGLISH

Theme: Me and My Family D. Conceptualization:

LESSON PLAN IN ENGLISH

Theme: Me and My Family Remember:.

III. Subject Matter: Parts of the Body; Naming

Theme: Me and My Family Sometimes I feel glad.

IV. Procedure: 1. happy ____

Theme: Me and My Family C. Modeling:

III. Subject Matter: Feelings: V. Assignment

LESSON PLAN IN ENGLISH

Theme: Me and My Family D. Conceptualization:

III. Subject Matter: Feelings:

LESSON PLAN IN ENGLISH

Theme: Me and My Family C. Modeling:

III. Subject Matter: Feelings:

LESSON PLAN IN ENGLISH

III. Subject Matter: Feelings:

Theme: Me and My Family This is my sister. I call her Ate

II. Objectives: IV. Evaluation:

IV. Procedure: V. Assignment

Theme: Me and My Family 3. Who are the members of his/her family?

I. PRE-ASSESSMENT: E. Guided Practice: :

Theme: Me and My Family I enjoy going to the Maskara festival with my