Unit 2

My Home, My Family

Target Skills:

Reading Comprehension:
 State facts and details of text/story before during and after reading
 Making Wh- questions
 Express their feelings about the ideas of others
Listening Comprehension:
 Identify and discuss the elements of a story
Phonological Awareness:
 Produce the sound of English letters using the letter sound of Mother Tongue
as reference (long /ā/)
Writing and Composition:
 Participate in generating ideas through brainstorming and drawing

Lesson 1: Oops! It’s My Turn

Objectives:
State details of text or story during and after reading
Express their feelings about the ideas of others
Read with automaticity high frequency/sight words

Subject Matter: Story: “Oops! It’s My Turn”

(UBLS, pp.110-111)

Value Focus: Order

Procedure:
Pre Assessment:
Key to Correction:

I. 1.pant 3. Bite 5. beg

palm 4. Seat

II. 1. Sunday 3. funny stories 5. Yes

2. picnic 4. banana leaves

Motivation:
Where have you seen people lining up?
Have you gone to a movie house?
What do you do before you get in?
Did you notice people lining up to buy their ticket?
Today, we shall read a story about a family treat to the movies.

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Vocabulary Strategy:

Key Words to be defined or explained in context using the

Mother Tongue,

movie guide treat

cinema ticket office
Papa’s turn to buy
broke into the line
wait for your turn

High Frequency Words

when with my
were now these
those right we
the that

Presentation:
Talk about the picture on page 111,UBLS.
Who are in the picture?
Where do you think are they?

Read Aloud
Read aloud “Oops! It’s My Turn” to the class
Reread the story and encourage the children to follow along.

Comprehension Check:

Through Directed reading thinking Activity.

Listen as I read the first paragraph.

Ask:
Who are in the scene/picture?
Who suggested going to the movies?
Why will Papa and Mama give the children a treat?
Do you think the children deserve a treat? Why? Read aloud paragraph 5 to 6.
What comes to your mind as the paragraph is read.
What happened in the line?( a teenager inserted himself into the line)
Why did Father say, ”Oops! It’s my turn”?
Why did Father not allow the teenager to go first?
Do you agree with Father? Why?
Read Paragraph 7.
What does it mean when one say, “His face turned red?
Have you experienced your face turning red?
Share your experience to a partner.

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Application:

1. Group Talk
In groups of five, ask the children to share their experiences related to the event in the
story and express their feelings about it. Provide scaffolding if needed.
ex. What do you feel when somebody wants to be served first even
if he/she has just come?

2. Expressing Feelings
What can you say…
Why do the children deserve a movie treat? Do they deserve it, too?
How would you feel treated to a movie because of good deeds?

3. Other ways to keep order

( Use pictures to show order.)
Synthesis:
Show picture. Let the children put a star on pictures that show order.

Valuing: What happens when everyone wants to be served first or does not wait for one’s turn?

Lesson 2: We Do Things Together

Objectives:

Share ideas on the things the family do together

Make simple Wh questions

Subject Matter :Story: “Oopss!”, It’s My Turn

( UBLS, pp. 90-93)

Materials: pictures of families, pencils, crayons, markers, cartolina or manila paper

Value Focus: Order

Procedure:
Motivation : Show pictures of different families doing things together.
What keeps the family together?
What do you do to keep order in your family?
Presentation:
Re-read the story “Oopss!, It’s My Turn”
In the story, the family went to the movie together.
What other things does a family do together?

Possible answers : We eat together.

We tell funny stories.
We visit Lola’s house on Sundays.
Our family goes to a picnic.
We celebrate our birthdays.
We go shopping in the mall.

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 Share to your partner what you and your family do together.

Group Work:

Get the learners to talk and ask simple questions about what their family do.
(Refer to LM, p. 163, We Can Do It)
Evaluation:

What can you find in a story?

Application:

Let the children fill in the thought bubble about their family.(Refer to LM, p. 161)

Lesson 3: This is Home

Objective:
Identify the elements in a story read

Subject Matter: Story: “ Anton’s Spider Lesson”

Value Focus: Order

Procedure:
Review the story “Oops!, It’s My Turn” read the previous day.

Ask: Retell the story to the class.

Motivation:

Main Character Guessing Game.

Show: books from the library / reading corner.
Let the children take a look at the cover and give one main character or characters of the story.

Example:
Snow Write and the Seven Dwarfs
Little Red Riding Hood
Si Langgam at si Tipaklong
Si Matsing at si Pagong
Presentation :

Read the story“Anton’s Spider lesson.” (Refer to LM, Let’s Aim)

Let the children answer the comprehension question.

1. Who are the characters in the story

2. Where did the story happen?
3. What important things/events happened in the story?

Read the story again and look for the characters, events and the place where it happened.

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 Use graphic organizer (Wh- Memory Card), for the story “Anton’s Spider Lesson”Refer to LM.

Memory Card
WHO:_____________________
Names of the Character
WHERE:____________________
Place where it happened
WHEN:_____________________
Time when it happened
WHAT:_____________________
Events that happened
Group Work:

Make a thank you card for Lola Mary. Use the story for the letter.

“Happy birthday, Mike ! greeted Lola Mary. “Don’t go out on the road yet.
You can practice riding on your bike at the backyard,” said Lola.
”Oh, what a wonderful bike. This is the best gift I’ve ever received.
Thanks a lot Lola”.

Generalization:
Ask: What do you find in a story?

The story has characters, event and the place where the story
happened. Knowing these will help you understand what you read.

Application: Identify the characters, place and event. Use a graphic organizer.

SIMPLE ORGANIZER

WHO:_____________________
WHERE:___________________
WHEN:____________________
WHAT:____________________

The park was full of people. Tom looked around.

Suddenly, ā a little girl said,” Are you looking for your wallet, sir?
I found this under the chair.”
“Thank you very much. You are an honest girl”, said Tom.

Agreement: Tell who the characters are, place and the events.
1. The buses, jeepneys and the cars stopped . Jose and Marie looked at the traffic lights.
The policeman signaled the people crossing the street. Jose and Marie crossed
the street.

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Lesson 4: Having Fun Together

Objective:
Decode words with long / ā / sound

Subject Matter: The Long / ā / Sound

Materials: chart, flash card, picture

Procedure:
Motivation:
1. Read the word chart with short long / ā / sound . (Refer to LM, p.165)
2. Show a family picture then ask the children to talk about the picture.
Presentation:

Reading phrases with long / ā /.

1. bake the cake

2. make the game
3. shake the cake
4. take the cane

Read: “An Enjoyable Party” (Refer to LM, p. 166).

Allow the children to read the words in the story with the long /a/ sound and let them
answer their LM, We Can Do it.

Key to Correction:
1. Nate 4. cake
2. cane 5. Games
3. bake

Generalization:
The Long /a/ sound is the sound you hear if you place a silent /e/
at the end of the word.

Application:

Circle the word for each picture.

Illus. cane crane illus: rake lake

cane bake
game plane

illus: plane plane illus: cage pale

same sale
lame gate

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 illus: gate male illus: basketball sale
gate game game
came name

Evaluation:

Read and Draw.

1. cage for sale
2. bake a cake
3. snake at the gate

Lesson 5: I Am a part of A Family

Objective: Decode words with long vowel /i/

Subject Matter: Decoding long vowel sounds

Materials: vowel chart

Procedure:

Review:
What other vowels do you know?

Motivation:
Their family members. (Refer to LM, p. 167)
Ask the children to fill out the family tree with the names of their family members.

Presentation:

Teach/ Model:
kite Mike tire
bite write fine
like line wide
Show the pictures with the long / ī /.
Do: Read the phrases and use the Round Robbin Activity. There will be 4 members in a group
and the children will take turns in answering the questions. Prepare strips of paper as visual
aids for the following sentences:

1. We helped mother put up clothes in a clothes’ line.

2. My sister and I love skipping rope.
3. We get scared looking at the spiders.
4. My brother and I fly kites during summer.
5. My father writes a good letter.

Generalization:

The long /i/ sound is the sound you hear if you place a silent /e/
at the end of the word.

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 Group Work:
Let the children answer the We Can Do It exercise.

Evaluation: Read the words below.

neat cane bite try

coat lane hike baby
seat site hire buy
late note tire tape

Lesson 6: Together as One

Objectives:
Infer what the story is about
Read the text aloud with fluency and expression
Answer simple questions about the story read

Subject Matter: Infer what the story is about

Value Focus : Unity

Procedure:
Pre-Assessment:

Key to Correction:

A. 1. broom 3. scoop 5. Look

2. pool 4. food

B. 1. A 2. B 3. C 4. A 5. B

Motivation:
What does the picture tell you? See LM, p. 173.
What do you think the story is about? The picture will help you.
Do you quarrel with your siblings?
What do your parent tell you when they see you quarreling?

Vocabulary Development:

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 Unlock the following words:
unity united
quarrel meal time
twig success
make fun of others siblings

1. unity- There is unity in the classroom when there is understanding.(contextual clue)

2. quarrel- The boys fight over the toys.
3. make fun of others- make others laugh by playing jokes on someone
4. twig- a small piece of wood or branch
5. The synonym of winning is ________________.
6. Siblings- your brothers and sisters, if any

Presentation:

Shared Reading
Read the story “The Happy Ant Hill”
Have the pupils follow along in their book as you read the story aloud.
Reread the story with the student with fluency and with expression.
They should sound the way the characters would.

Thinking Aloud
(through directed reading Thinking Activity)
Ask: In the first paragraph, how would you describe Luis?
Why are they quarrelling?
What do you think will the father ant do?
Do: Read aloud the second paragraph.
What do you think will the father ant do?

Comprehension Check:

Ask:
What did the father ant show his sons?
What symbolizes the bundle of twigs?
What did the father ant beg from his sons?
What does it mean when you say “to live in brotherly love”?
How would you describe a family living in love?
What did the father ant do next? Were the sons able to break the sticks easily?
What does the old man mean when he said, “See my sons, the power of unity.”
Do you think the sons changed? If not, what will the old man do?
If you were one of the sons, what will you do?

Generalization:

Unity is to work together with brotherly love.

Explain in your own words.

(Allow them to explain using the Mother Tongue.)

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 What does unity mean?
In what way can you show unity in the family?

Group Work:
Ask the children work in pairs and answer We Can Do It exercise, LM p. 174.

1. Who quarrelled most of the time?

2. What do ants need top find before the rainy seasons begins?
3. What did father ant show the boys?
4. What did Luis and Bernie notice about the bundle of twigs?
5. How can they make their ant hill a happy place to live in?

Application:

Guided Practice :
Group the pupils into 3.
Task: Discuss other activities that show unity. How else can you show unity in the
family/school?(Refer to LM,p.175)

Agreement:
(Refer to LM, p. 175)

Lesson 7: Keep Things Tidy

(1 day)

Objective:
Use clues to make and justify predictions before during and after reading

Subject Matter: Predicting Outcomes

Value Focus: Unity

Materials : chart, pictures

Procedure:
Review
Read the first paragraph of the story “The Happy Ant Hill” again.
Looking at the picture on page 105,
Answer: What was the story about?

Motivation:

Show a picture with a girl holding a shovel, Boy putting soil into a pot. What do you
think will the girl do? What do you think will happen to the seeds?
(Refer to LM, p. 176)

Presentation:
Show a picture of a boy throwing a banana peel on the ground.
A girl is walking behind. What do you think will happen next?

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 Independent Practice:
Ask: the children to match concepts to predict an outcome. Connect ideas from
Column A to Column B.(Refer to LM, p.177)

Group Work:
Ask: 1. the children to read the story ( Refer to LM, p. 176)
2. Make them draw their prediction.

Generalization:

Predicting outcomes is telling or guessing what will happen

next in the story.

Guesses can be made through

a. Looking for clues in the story

b. Understanding the events through pictures

Lesson 8: I have a Cool Family

Objectives:
Identify and produce the sounds of /oo/
Read words with /oo/ sounds

Subject Matter: Sound of /oo/

Materials: word chart/ flash cards realia

Procedure:

Motivation:
Show different things with vowels /oo/ . Cross out all the words that do not belong in the group.

Say: Look what I have?

Show a book beach ball sun block

Read the clue: Fishy, fishy in the brook.

Daddy caught him by the hook and ask the children to guess where they are going.

Presentation:

Read the story , “Weekend Camp with Dad”, (Refer to LM, 179).
Answer the comprehension questions using the words with /oo/ sound in the story.

Group Work:

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 Listen and read with me. (Refer to LM, p.180)
Let pupils read more words.
room good wood hood book nook
pool food stoop look cook tool
brook wool pool fool cool room
hook spool shook shoot troop scoop

Independent Practice:
Read and draw.
1. The moon is round 4. There’s a pool in the yard.
2. I have two books. 5. The wind shook the trees.
3. My dad is the cook.

Generalization:
The double /oo/ is sounded only once. It may be at the
middle or at the end of the word.

Evaluation:

1. I’m thinking of someone who works in the kitchen.(cook)

2. It’s a part of the body connected to the leg.(foot)
3. We learn from it. It has lots in the library. (book)
4. It comes from trees. We use it to make tables.(wood)
5. It is the opposite of bad.(good)

Agreement:
Dictate the words you have presented and the pupils have read.

Post Assessment:
(Refer to LM, p.____)

Lesson 9: “More Fun at the Camp”

Objectives:
Identify synonyms
Use synonyms in sentences

Subject Matter: Identifying Synonyms

Story: “More Fun At the Camp”
Procedure:

Motivation:

Ask: Have you tried hiking in the forest? I’m thinking of a word which also means forest.

1. w

It starts with letter w. (woods)

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 2. damp- let the children hold a damp cloth.
Let them repeat after you saying “This is a damp cloth.”Then, children will give
another word for damp.(wet, moist)
Work Together:

(Refer to LM, p.____)

Key to Correction:
1. happy 5.glad
2. small 6. Huge
3. high 7. Little
4. wet 8. beautiful

Presentation:

Ask: the children to read. Tell them to listen and use their
point finger while the teacher is reading.

Independent Practice:

Encircle the words that have the same meaning as the first word.
1. pretty happy lovely sorry
2. many plenty few new
3. merry larger lively smaller
4. photo auto picture higher
5. neat clean slow fast

Generalization: What are synonyms?

Evaluation:
1. Write a word that is a synonym of the underlined word.
a. The tree is huge. ____________
b. The night is quiet. ____________
c. The monkey got mad. ____________
d. The camp will start at 7. ____________
e. There is a lovely bird on top of the tree. ____________
2. Give pairs of words that are synonyms. (Teacher writes answers on the board.
Use the pair of words in sentences.

3. Extending Vocabulary
a. Jumble words that are synonyms.
Let students find words that are synonyms.
b. Game
One student will give a sentence.
Another student will say the sentence changing a word with a synonym.
Examples: The program will begin at seven.
The program will start at seven.

Agreement:
Ask: the children to answer their LM, p.185.

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Lesson 10: Meet My Family

Objectives:
Identify the verb
Use the verbs to show present action

Subject Matter: Present tense of the verb.

Procedure:
Teach/Model :
Focus: The tense of the verb tells the time of the action.
Verbs have different tenses.
The verb tense may show present tense only
Motivation:
Show your family picture.
Say: Meet My Family” Tell something about your family.
Note: Use them for your introduction.
1. is 6. cleans
2. has 7. protects
3. works 8. loves
4. cooks 9. washes
5. plays 10. gives

Presentation:

Read the story “I Love My Parents.”

Answer the comprehension questions in the LM,p.187, Let’s Aim.

Group Work:

Ask: the children to work with a seatmate. Answer the LM ,p. 188, We Can Do It.

Generalization:
A verb is a word that tells an action. It tells what someone or
something does.

Independent Practice:
Ask the children to do silent reading of “ Runaway Butterflies.”, LM p.188

Evaluation:
(Refer to LM, p.189, I Can Do It)

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Lesson 11: “Wake Up! Wake Up!”

Objectives:
Share experiences, feelings and emotions using Mother Tongue and English
Read the story with accuracy

Value: Sleeping early and waking up early

Subject Matter: Reading with Accuracy

Materials: Story: “Wake Up! Wake Up!

Pre-recorded transportation sounds tape / CD player, transportation pictures / models,
word cards, charts.
Procedure:

Pre-Assessment: (Refer to LM, p. 191)

Key to Correction:
I. 1. swims II. 1. -ed
2. played 2. -s
3. writes 3. -ed
4. planted 4. -ed
5. eats 5. –ed

Motivation :

Read the story entitled “Wake Up! Wake Up!

Ask: How often do you hear those words? Who usually says “Wake Up! Wake Up!”
in your house?

Presentation:
Look at the pictures.
Ask :“What do you think is the story about?’
Listen as I read the story.
Let us read together.

Comprehension Question:

Who says “Wake Up! Wake Up! Who was still asleep?
Did Ana wake up?
Why did she not get up?
Why do you think she wanted to sleep and sleep?
What did Mother tell Ana about sleeping?
What did Father say?
When Ana got up, what did she say?

Group Work:
Talk to your partner and share your own experiences regarding waking up late.
What time do you sleep and what time do you wake up?
Why do you find it difficult to get up early?

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 Application:
Draw the things that you can do to wake up early.
Answer LM p. 193.

Generalization:
How does going to bed make one healthy, wealthy and wise?
Early to bed, early to rise makes a child healthy, wealthy and wise.

Evaluation:
What lesson did you learn from the story?
What should you do so you won’t wake up late?
Complete this sentence:

From now on I will _____________________ so, I can ____________________.

Let the pupils read their work to class.

Agreement:
Have the pupils make their own door sign.Let them list down in the door sign
their sleeping and waking up schedule.

Sleeping time ___________ a.m.

Wake up Time __________ p.m.

Remind them to bring their work to school for Show and Tell.

Lesson 12: Talking About Action Words

Objectives:
Identify action words in sentences
Form and use past tense frequently occurring regular verbs

Subject Matter: Identifying Action Words

Materials: charts

Procedure:

Review:
Recall the past lesson.
She wakes up late.
She jumps out of bed.
And opened her eyes.
Ana stretched her arms.
Motivation :

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 Show the picture to the class and let the children tell what each one is doing.
1. cooks
2. buys
3. plants
4. eats
5. prays

Presentation:
Play Charades – Name the action of each player and the whole class will guess.

Group Work:
Read the sentences aloud. Ask what Ana did. Underline the action words in the
sentences. Explain that the words you underlined are verbs. That a verb is an
action word, the word tells what something or someone does.

Practice Activities:
Directions: I will say a sentence. Tell me the action word or verb.
1. Mother cooks food for the family.
2. Mother buys food from the market.
3. Liza plants vegetables in the garden.
4. The family eats together.
5. They also pray together.

Generalization:
What is a verb? What does a verb tell?
A verb is an action word. It tells what someone or something is doing.
Independent Practice:
Box then action word.

1. The family cleans the house together.

2. Father sweeps the yard.
3. Lito helps father in the yard.
4. Gina scrubs the floor.

Evaluation:
Underline the verb that will make the sentence complete.
Father found a mango seed.
He said, “I shall (plant, cook) it in the yard.
Lito said, “May I (go, help) you Father?’
“Yes, go and (change, wash) your clothes.”
Then, they went to the yard.
They (watered, planted) the seed in the yard.

Lesson 13: Time Attack

Objective:
Recognize that by adding -s, -ing, -ed to a rootword will change the time expression of a verb

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Subject Matter: Recognizing Inflections

Materials : chart, pictures

Procedure:
Review
Read again the story “Wake Up! Wake Up! With accuracy
What is the story about?
What did you learn from the story?
(That is i go to bed early, I will wake up early also)
Why can’t you not sleep early?
(Answers may vary like I watch TV till late at night.)
Go over some activities on identifying action words or verb from the previous day’s lesson

Motivation: Sing the song to the tune of “Insy Weensy Spider.”

Anna was Still Sleeping

Anna was still sleeping when an ugly spider jumped.
Down came the spider, and kissed Anna’s mouth.
Out came the sun and startled Anna up.
Now, the insy-weensy spider runs quickly out the door.

Presentation:
Read the story. See (LM p. 199)

Comprehension Questions:
From the story, why did Mother say “Wake Up! Wake Up!
Write the answer on the board
Ana was still sleeping
Why can’t she not wake up early?
Ana sleeps late.
What should she do next time?
She should sleep early.

Group Work:
Let the children do the five-minute buzz session
Ask:
What are the things that Ana did?

Let the pupils read the words.

sleep - sleeping kiss - kissed
jump - jumped startle - startled

The word sleep is the short word or the rootword.

What are added to the rootword?
-ing is added to sleep
-ed is added to jump
-ed is added to kiss
-ed is added to startle

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 Application:
Listen and tell me the root word of the words I will say.
dancing eats playing
shouted showed claps
sits standing drawing

Evaluation:
Let the pupils identify the rootword and the suffix of the given words.

Root word Suffix

1. praying _______________ ___________________

2. baked _______________ ___________________
3. lives _______________ ___________________
4. watching _______________ ___________________
5. worked _______________ ___________________

Agreement:
Let the pupils fill in the chart. See (LM p. 200)

Lesson 14: I See Double

Objective:
Identify the sound of /ee/ which is not in the mother tongue
Read words/sentences with the /ee/ sound

Subject Matter: The Long e Sound

Value Focus:

Materials : chart, pictures

Procedure:
Motivation:
Read again the story Wake Up Wake Up!
As you listen to the children reading the story, find out if the pupils can identify and produce the
/ee/ sound in the word sleep.

Presentation:
Spring Board
Read the rhyme, emphasize the word with /ee/.
Repeat the rhyme and encourage the children to join.
Tell the children that /iy/ is the sound they hear in see.
That the ee makes a long sound.
Let the children listen and repeat the sound.
See! See! What do you see?
I see a tree.

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 See! See! What do you see?

Let the children read the phrases.

see a tree a peel on a tree
three bees

Generalization:
Ask: What is the sound of ee in the words we read? /ē/

Application:
Distribute bee cut-outs. Draw a big tree. Show the list of words. Write the words for the meaning
or clue I will give in your bee cut-outs.
Ex. It is the number after two.
(Copy the word three in your bee cut-out.)

1. “Haaaching!” (sneeze)
2. the front part of the TV (screen)
3. You do not pay for it. (free)
4. a part of the leg (knee)
5. You do it before eating a banana (peel)

Evaluation:

(Refer to LM p.203, Measure My Learning)

Lesson 15: Making Stories on Our Own

Objectives:
Follow simple directions
Illustrate activity in a story
Work with the group cooperatively

Subject Matter: Making Rhymes

Value Focus: Working cooperatively with the group

Materials : Rhyme: “See!, See! I See a Bee!”

Manila paper or cartolina, crayon, pentel pens

Procedure:
Motivation
Close your eyes as I read the rhyme.
Think/Imagine.
Tell me what you see as I read the rhyme.

A Ball in a Mall

Mommy, Mommy went to the mall,

Mommy Mommy bought a new ball,
My brother was playing
20 staring
While my sister was
Down, the ball came rolling
To the hole it was falling.
 Teacher models the rhyme.
Mall rhymes with ball
rolling rhymes with falling
Let the children do the activity. See (LM p. 204)

Presentation:

Initiate making the story. Prompt the children to make sentences for each picture.
Refer to LM p.205
The teacher should familiarize the children with the words that they are going to use.
Make the children talk about the story and give a title for it.

Group Work:
Let the pupils construct sentences based on the pictures of the rhyme pairs.
1. Gabriel drinks milk in a (glass)
The glass is on the (grass)
2. He sits with friends under the (tree)
And saw a (bee)
3. They try to catch bee with a (net)
The rain fell, the net got (wet)

Application:
Let the pupils write a story by writing all the sentences into a paragraph form.
(Refer to LM, p. 206, I can Do It)

Evaluation:
Have the pupils complete the thought bubble.(LM p. 206, Measure My learning)

I made the story _____________ on my own. I feel _____

Agreement:
Name a job that you would like to have. Make different words that rhymes with it.

Lesson 16: Off for a Picnic

Objectives:
Use clues to make and justify predictions before, during and after reading
Recognize which incident comes before and after a given event

Subject Matter: Making and justifying predictions

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Procedure:

Motivation:
Setting the Purpose/Previewing
(See story For A Picnic in LM)
Locate and read the title of the story .Look at the drawings.
(illus: basket of food, tent, grill , fish, salbabida)
Name the things in the picture.
What do you think the story is about? (Let children predict.

Pre Assessment: (Refer to LM, p.208)

Key to Correction:
I. 1. Baby powder II. 1. Changed III. 1 - 3 - 2
2. broom 2. cleaned
3. stove 3. cooked
4. glass 4. helped
5. book 5. looked

Presentation:
Key Words
holiday - no work, no school
alarm clock - a lock with an apparatus that can be set to ring loudly
backyard - a yard at the back of a house
tower - a tall narrow building
beautiful - good looks
bedroom - room for sleeping
(Display the words, discuss their meaning and let the children use them in sentences.)

High Frequency Words

of we me
where white were
you soon out

Good readers guess what might happen next.

Guessing what might happen next is making prediction.
To make a prediction, think about the characters and about what has happened in the story
so far.
Find out whether your prediction is right.

Directed Reading and Thinking Activities (DRTA)

Read Aloud as children follow along.
Pause to make children predict.
Read paragraph 1. Is Liza really alone in the house?
Where do you think Mother, Father and the other children are?
Read the next paragraph: Did you guess right?
Where do you think the family is going?
After sometime swimming, Mother looked for the children.

Where do you think they are? Find out . Will mother find the

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 children again?
Go on reading. Did you guess right? Where did mother find the
children?
What were they looking at?
How did you know if the children enjoyed the picnic?
Read the lines that prove they did.

Were your guesses right?

Have you any experience going to a picnic with your family?

Generalization:
What can you say about events in the story?
Do they happen at the same time?

Every story has events that happen before and after.

Group Work:
Tell your group about your own experience going to a picnic with your family.

Big Group Sharing: Let one of the members of the group share what they have talked about in their
small group talk.

Application:
(Refer to LM, p. 211, I Can Do It)

Measure My Learning:

Have the children write sentences about the pictures. Let them arrange the picture in the order they
happened.(Refer to LM, p. 212, Measure Your Learning)

Lesson 17: What We Did

Objective:
Form and use the past tense of regular verbs by adding -ed to the verb

Subject Matter: The -ed Verbs

Materials: pictures/flash cards

Procedure:
Motivation:
Teach/Model
Read these sentences from the story “Off for a Picnic”.
Liza jumped out of bed that morning.
She looked for mother and father.
Liza shouted, “Where are you?
I have prepared my things last night.

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 The white van rolled on and on.
They changed their clothes.
The children enjoyed the day swimming.

What kind of words are the blackened words? (Action words or verb)
Remember: The tense of a verb tells the time of an action.
We shall study the past tense of the verb.
The past tense of the verb tells something that happened in the past.
The verbs in the sentences above happened in the past. What is added to the verb?

Presentation:
Activity 1: Read these sentences with verbs in the past tense.
Rina was telling a story about what she saw. She said:
A kitten jumped out of the table yesterday.
It rolled on the floor.
The dog barked when it saw the cat.
A rat walked in. It looked at the cat.
And stared at the dog.
The dog stopped barking.
The cat ran away.

Have the pupils compare the difference between the word jump and jumped.
Make more examples from the story of Rina.

Group Work:
Guide the pupils form the past of the verb by filling in the chart.(Refer to LM p. 214)

Generalization:
How do you form the past tense of regular verbs?
What is added at the end of the short word?

Application:
Read each sentence. Write the past tense of the verb in parenthesis ( ).
1. Father (plant) ___________ the mango seed in the garden.( planted)
2. He (work) __________ in the garden the whole day yesterday.(worked)
3. Rolly (help) ____________ him dig the soil.( helped)
4. He also (water)__________ the plants.(watered)
5. Mother (pick) ___________the ripe tomatoes.(picked)
6. She also (pull)___________ the weeds near the plants.(pulled)

Evaluation:
(Refer to LM p.215 )
Key to Correction:
1. cleaned
2. looked
3. cooked
4. folded
5. followed

Lesson 18: I Can Help

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Objective:
Classify common words into conceptual categories

Subject Matter: Classifying words into concept categories

Materials: pictures/chart/ word cards

Procedure:

Motivation:
Cue scheme building.
Tell the pupils that “Mother is taking a rest and the whole house is in a mess”. Ask them to help
her tidy things up.

Present an illustration to be classified to:

1. Things to eat
2. Things to wear
3. Things used for school
4. Things used for taking a bath

Presentation:
Let the pupils group the words from the box and place them to their proper headings.
(Refer to LM p. 218, Let’s Aim)

Group Work
Let the pupils supply the missing word that complete the group.
(Refer to LM p.219, We Can Do It)

Generalization:
There are similar things for each group.

Application:
Let the children work on the activity.
(Refer to LM p.219, I Can Do It)

Evaluation:
Let the children draw the things mother uses to take care of the baby.
(Refer to LM p.220, Measure My Learning) (Answers may vary)

Lesson 19: “It’s Time for Bed”

Objectives:
Make predictions from given clues
Arrange events of a story read

Subject Matter: Making predictions

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 Sequencing events

Materials: chart

Procedure:
Motivation:
Follow the “Arrow Game”.
The teacher holds an arrow and points to any direction that she wishes while the
pupils follow.

Guide the children in answering simple maze.

Refer to LM p. ( ), Get Set.

Presentation:

Present the comic strip “It’s Time for Bed”.

(Refer to LM p. 221, Let’s Aim)

Ask: What do the arrows tell you?

Prompt:
When you read, try to understand what happened next in the story. To predict think about the
characters and about what happened.

I. Ask the pupils to read the story “Dennis’ Long Day”.

Let them answer the comprehension questions.
1. What were the things Dennis forgot to do?
2. What was Dennis’ first play activity?
3. What did Dennis do to his toys?
4. Who did Dennis wait for?
5. Why did Father’s friend laugh at Dennis?

II. Guide the pupils in arranging the events of the story “ Dennis’ Long Day”

Generalization:
When you read, try to understand what events happened in the story.
Arrange the events as they happen according to time frame/expression.

Application:
Have the pupils do the picture completion activity.
(Refer to LM p.223, I Can Do It)
Evaluation:
Let the pupils do the activity.
(Refer to LM p. 224, Measure My Learning)
.

Lesson 20: We Do Many Things at Home

Objectives:

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 Demonstrate the concept of words that make up a sentence.
Divide the spoken sentences in English into individual words

Subject Matter: Naming words and action words in a sentence

Materials: flash cards/ chart/ graphic organizer

Procedure:
Motivation: Show a semantic word web.
(Refer to LM p.225, Get Set)

Let the children give their ideas on what a sentence is.

Presentation:
Let the pupils read the sentence.
Mother looked around the house.
Who looked around? (Mother)
The word mother is the naming word of the sentence.
Mother is the person being talked about in the sentence.
It tells who looked around. The naming part of a sentence is also called the subject.

Ask:
What did mother do?
The word looked is the action word of the sentence.
Looked (look) tells the action that mother did in the sentence.
The action word is called verb. The verb in the sentence is called predicate.

Do you know that a sentence has 2 parts?

Today, we will try to find out what they are.
Guess the parts of the sentence by arranging the letters
(Refer to LM p.225, Let’s Aim)

Group Work:
Let the pupils put a line to divide the sentence into two parts. Label S for the subject and P for the
predicate.
(Refer to LM p. 226, We Can Do It.)

Generalization:
A sentence is made up of words.
It has a naming part and a verb part.
The naming part is also called the subject.
The verb part is called the predicate.

Application:
Let the children answer the activity on subject and predicate.
(Refer to LM p.227, I Can Do It)

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Evaluation:

(Refer to LM p.227, Measure My Learning)

Key to Correction:
1. Danny
2. pray
3. tells
4. sits
5. My cousin

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