Intel® Teach Program

Essentials Course

Unit Plan for English K-1

Unit Author
First and Last Name Giraldyne Semaña; Ivy Grace Enecito
Email Address gixu07@yahoo.com; cuteNatzee@yahoo.com
School Name St. Michael’s Daycare
School Address Angels Boulevard 10, Cagayan de Oro City Philippines 9000
Division/ Region Cagayan de Oro, Region X
Unit Overview
Unit Title
Identifying Places and Things in the Community
Unit Summary
The real-world connections in this unit are to let children be familiar and literate on the things and
places around the community. Children can also develop literacy skills if they are exposed in identifying
things and places in the community.
Subject Area
English 1
Grade Level
Kinder 1 pupils
Approximate Time Needed
(10) 45-minute class periods, 3 weeks (First Quarter)
Unit Foundation
Targeted Content Standards and Benchmarks

21st Century Skills:

 Reading Skills
 Writing Skills
 Speaking
 Listening
 AVR for Preschool Technology Literacy

BEC Learning Competencies:

Reading

1. Recognize words commonly heard through sight word, courteous expression, and one-step
direction.
2. Identify common printed materials e.g. book, newspaper,
2.1 Turn the pages of a reading material properly.
3. Sharpen visual discrimination skills, similarities and differences of objects/pictures as to size,
length, identifying missing parts of pictures, and left to right eye movement.
3.1 Identify letters that are similar/ different in a group of letters

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Writing

1. Demonstrate Writing Readiness Skills, free-hand writing, and connecting dots.

2. Trace and copy lines
•straight
•slanting
•horizontal
•curve
•circular

Speaking

1. Use expressions listened to in appropriate situations

1.1 Ask and answer questions e.g. What’s your name?
Where do you live?
What grade are you in?
How old are you? etc.
2. Give short commands and directions.
3. Talk about the meaning of sound signals heard e.g. roosters crow in the morning, ships make
loud sounds when they arrive.
4. Produce words listened to with
•initial and final consonant sounds
•initial and medial vowel sounds
5. Recite rhymes, jingles with correct intonation and stress.
6. Talk about oneself/others/things
6.1 Use singular form of nouns
•this /that is with objects
•a and an in naming objects
6.2 Use the plural form of nouns
•noun + s
•these are/those are + noun

Listening

1. Respond appropriately to expressions listened to

• greeting others
•leave taking

2. Follow simple one-step direction heard e.g. stand up sit down

3. Identify specific sounds from a background of different sounds heard
•loud and soft
•high and low
4. Identify speech sounds heard
•initial and final consonant and vowel sounds e.g. /f/ vs. /p/; /e/ vs. /iy/
5. Identify words that rhyme in poems/jingles.
6. Recognize rising and falling intonation and meanings they signal
•yes-no questions
•wh- questions
•statement
7. Give the main idea of a selection heard.
8. Note details in a selection heard
•answering wh- questions

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•identifying setting, characters, events

Student Objectives/Learning Outcomes

At the end of the First Quarter (three weeks) class, the pupils will be able to:

1. Familiar the places and things in the community and;

2. Identify places and things in the community by accomplishing on having field trips around the
community.

Curriculum-Framing Questions
Essential
Is it significant to learn the places and things in the community?
Question
Unit How can we relate by exploring the places in the community and to enhance
Questions development?

What are the places and things in the community?

Content
Questions How can we make meaningful learning to fully understand the places and
things in the community?

Assessment Plan
Assessment Timeline
Before project work begins Students work on projects After project work is
and complete tasks completed
• Consideration of • Narrative Report • Displaying Pictures in
Information • The Field Trip Quest the Class Photo Album
• Scheduling of the Field • Children’s Observations • Film Showing on the
Trip Quest During The Trip Documentation of the Field
Trip Quest
• Games and Activities • Documenting the Field
• Pictures of Places and Trip Quest with Adviser’s
Things to gain more Supervision
information
Assessment Summary
The assessment that will be used is first to observe the children inside the classroom whether they
are in good terms of learning. The observation will be based on the Narrative Report. The field trip is
to be conducted entitled the Field Trip Quest. The trip is related to the plan The Places and Things in
the Community. The field trip will assist whether children have gained information on the trip.
Unit Details
Prerequisite Skills
For this unit, it is expected that the K-1 students are:
a. Learning in a developmentally appropriate activity and develop their developmental skills such
as reading, writing, speaking, and listening.
b. To experience the actual places during the Field Trip.

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Instructional Procedures

Week 1
Orientation: The students will have retained information on the places and things in the community.
They will also have group activities and games that will gain learning in the activity.

Exposure: Students will be with their groups. The activity is about naming the places and things by
using pictures. They will identify the certain places and things in the pictures shown.

First Processing: The students will play a game or role play on the places and things in the
community.

Planning: Before planning to go on a field trip, the students must be observed by the teacher and
guidance counselor. Observation data must be presented to the school directress if children are fit to
go to a field trip. The school administration will have a brief meetings regarding on the admittance of
the field trip and the school will be sending a permission letter to the children’s parents.

Week 2
Implementation and Documentation: Conquest on a Field Trip quest. The children will go on a
field trip to their community with teacher’s supervision.

Second Processing/Debriefing: The children will observe the places such as the church, mall, and
park. They will share and discuss of what they had seen the places and things around them.

Planning: It will be the adviser’s discretion to document the children while observing during the trip.

Culminating Activity: After the field trip, the class will be able see their documented photos in their
Class Photo Album. The adviser’s documentation video will be held on at the AVR for the children to
view it. The documentations serve as their learning evaluation.

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Accommodations for Differentiated Instruction

The Field Trip Quest serves as the students’ experience of viewing the real
places and things in the community.

Resource
Students The AVR/ Classroom will also offer them meaning experience to view and
remember their documentations (pictures and videos).

Activities and games that are presented and cooperated in the classroom will be
of great help for them to instill information and learning.
Students with special needs will be given activity that is appropriate to the topic
Gifted/Talented
and recommended to the guidance counselor for observation. Students that are
Students
gifted and talented will be given extra project exclusively for them to work on.

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other      
Internet Connection Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Other      
Encyclopedia on CD-ROM

Advincula, Ma. Christina. Interactive Language Activity Book

Kindergarten. Quezon City, Philippines. Vibal Publishing House,
Inc. 2003

Lowfrey, George. Growth and Development of Children.

Chicago, USA. Year Book Medical Publishers, Inc., 1973.
Printed Materials
Ramsey, Marjorie. Kindergarten Programs and Practices. Missouri,
U.S.A.. The C.V. Mosby Company. 1980

Webb, Rodman. Schooling and Society. New York, U.S.A.. The

Macmillan Publishing Company. 1989

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Intel® Teach Program
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Supplies

Teacher Resources
UNESCO Task Force on Education for the Twenty-first Century (1999,
December). Retrieved October 6, 2009 from
http://www.unesco.org/delors/

Student Resources
UNESCO Task Force on Education for the Twenty-first Century (1999,
Internet Resources
December). Retrieved October 6, 2009 from
http://www.unesco.org/delors/ltoknow.htm

UNESCO Task Force on Education for the Twenty-first Century (1999,

December). Retrieved October 6, 2009 from
http://www.unesco.org/delors/ltolive.htm

School Director/ Directress, Guidance Office, Health Office, and Angels

Other Resources
Boulevard Barangay

Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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