UNIT 1 Save for the rainy day means

Week 5 (Day1) ______________.

I. Objectives
The Ant and the Grasshopper a. to put aside some amount for hard
Get the general sense of the times
story b. to be lazy during rainy days
II. 3. We recall the past, consider the
· Copy of the story “The Ant and the present and plan the future.
Grasshopper”
· Flash card, picture of a grasshopper, In the sentence, “the present” refers to
KWL chart, Comparison chart, task _______.
cards, manilapaper a. the gifts we receive
· LM Activities 44-47 pp. 5761 b. the here and now
c. the time we were not absent
III. Procedures 4. He looks at the wide field before him.
“Field” in the sentence refers to ___
Lesson 5: Day 1 where plants grow.
Pre-Reading a. a flat land
1. Unlocking Vocabulary & Concept b. mountains
Development c. forests
(heart‟s content, saving for the rainy Refer your pupils to LM Activity 44A
day, hardwork, field, present) on page 57-58.
Unlocking Difficult Expressions may be B. Present a collage of a school boy
done through word association, who sells newspaper early morning,
gestures or attends to school and
pictures. helps Mother do the household chores
after class.
Present the sentence one by one and let Refer your pupils to LM Activity 44 B
the pupils take note of the underlined on page 58.
expression used in each sentence. Ask How would you describe the boy in the
the pupils to choose the meaning of the picture? Put a check mark (/) before the
underlined expression from the words that describe the boy. Then write
DEFINITION BOX. a sentence to show how the word you
checked fits
1: He sang to his heart‟s content after him.
he received a perfect score in the test. One example is given to help you. Give
Heart‟s content means____________. the boy a name.
a. to be happy about the results or How would you describe the boy in the
situation pictures?
b. to be sad about the results or
situation After the pupils finish working on the
collage of a school boy doing several
2. My mother works very hard to save tasks, have a
for the rainy days. short sharing time with them about their
day‟s activities. Ask them what they do
at certain
times of the day. Probe the children‟s
ideas on using their time doing
worthwhile
activities.

· Calling attention to KWL chart

Boy

KWL charts for Reading and Language

utilize children‟s prior knowledge as an
introduction to the lesson.

Refer your pupils to LM Activity 45 on

page 59. k w L
Have a short sharing time with the
1. Post the KWL chart on the board. children about their day‟s activities. Ask
Then, direct the pupils‟ attention to the them about what
K-column they do on certain times of the day.
Probe the children‟s ideas on using their
time for a good
first. Have the pupils look at the pictures activity later on.
of the ant and the grasshopper. Ask the
pupils what they know about the During Reading
grasshopper‟s and the ant‟s activities. Read the selection using the Directed
They are to Inquiry Technique.
write them down under the K-column.
2. You can have the children answer Refer your pupils to LM Activity 46 on
leading questions to help them come up page 60.
with what
else they want to know about the ant Directed Inquiry Technique uses
and the grasshopper in the story you will questioning strategies after chunking
read parts of the story which
aloud to them. They are to write those in the teacher reads aloud.
the W-column of the chart.
During the Directed Inquiry,
comprehension can be checked by
asking questions after reading
The Ant and the Grasshopper
adapted from Aesop‟s Fables

In a field, one summer day, a

Grasshopper hopped about, chirped
and sang to his heart's
content. An Ant passed by. On his
back, he carried a grain of corn he Ask: How did the ant help out the
harvested. He grasshopper?
walked with great effort. He needed to What was the lesson the grasshopper
take the grain of corn to his home. learned?
"Why not come and have a chat with What does the expression, “he knew
me," said the Grasshopper, "instead of what he needed to do next time” mean?
working and carrying that food on your From the discussion, lead the children to
back?" recall the different characters and
events. Show the
pictures of the grasshopper and the ant.
some paragraphs:
Ask: What were the grasshopper‟s Post Reading
favorite activities? From the discussion, lead the children to
What was the ant doing on the field recall the different characters and
one summer morning? events by asking
the following questions:
Refer pupils to LM Activity 47 on
page 61.
The ant saw him. He pitied the
"There must be food for the rainy days," grasshopper and offered him some food
said the Ant, "and you can do the to eat. The
same." grasshopper knew what he needed to
"Why bother about the rainy days?" do next time.
said the Grasshopper; "We have plenty 1. Between the ant and the
of food at grasshopper, who really prepared food
present." The grasshopper sang all for the rainy days? Do
day. He played his guitar all day long. you think it is right for the ant to do that?
Ask: What do you think will happen to 2. What did the ant do to prepare for
the ant during the rainy days? rainy days?
3. How did the ant help the
grasshopper?
4. If you were the grasshopper, how
would you get ready for the rainy days?
Ask: What happened to the 5. After listening to our story, how would
grasshopper during rainy days? you describe the ant and the
The Ant went on his way and continued grasshopper?
to work and work. 1. What does the ant do during summer
When the rainy days came, the time? What would the ant do during the
Grasshopper had no food. He found rainy
himself cold and days?
hungry. 2. What does the grasshopper do during
summer time? What would the
Why did the grasshopper get hungry grasshopper do
during rainy days? and feel during the rainy days?
Engagement/Enrichment
Group the children into four and tell Week 5 (Day2)
them to work on their assigned tasks. I. Objectives:
The aim of the · Describe literary elements
group tasks is for the children to discuss · Read and write words with l blends
the story focusing on the different II. Describing Literary Elements
elements. · Picture of the ant carrying food
Give the task cards and materials to the · Flowchart to highlight the theme of the
groups. Each group is given manila story
paper or cartolina · Pictures of objects with l-blends
to write their outputs. · Sample diary entries
· LM Activities 48-50 pp. 62-65
Group 1: The Cover Pictures and
Descriptions
Imagine you are the illustrators. Draw III. Procedures
and design your cover picture. Describe
the picture. 1.Presentation/Introduction
Activating Prior Knowledge- Explain to
Group 2- 3: Characters and Descriptions children why it is important to work on a
Imagine you are the writers of the story. project once they have already started.
Describe the ant and the grasshopper Let the children get the idea that doing
using this something worthwhile is a good trait.
comparison chart. Show a picture of an ant carrying food.
Ask the children the reason for the ant
to
Group 4: The Last Picture and keep on working.
Descriptions Unlock Concepts
Imagine you are the illustrators. Draw Present the concept strips to children.
the last picture of the story. Describe press on – continue working
the picture. Then, show a picture of a family working
Let the children present their outputs. together.
Prompt:
The story is about
the____________________ (description
of the ant) ant _____________
and the (description of the grasshopper)
grasshopper who learned to
_________________
(actions that led to discovery of the
lesson).

Let the children fill out the L-column of

the KWL chart.
Have the children answer the following
question as a form of reflection:
Even when tired, Mother told my brother
to press on with his chores.
Press on means to continue with what a. How does the passage bring about
you‟re doing. the character traits of the grasshopper?
ashamed - feel embarrassed. b. Which of the three sentences tell you
The boy was so ashamed when slipped what the grasshopper failed to do?
on the floor. Which
Ashamed means to feel embarrassed sentences give the result?
because of events that happened. c. Think/Check: Help the children
respond to the thoughts of what the
2. Modeling/Teaching story is
Explain to the children that the theme is mostly about. The cause-effect should
what the story is trying to tell us. Read point out to the most important idea or
these theme of the story.
parts of the story, then discuss how the 3. Guided Practice A
traits of the characters were brought out. Brainstorming using web maps can help
The ant carried a grain of corn he the children identify the key ideas in a
harvested. He pressed on with his work selection. The map (flow chart) can
the enable them to see the succession of
whole summer. During the rainy days, events, the
the ant had enough food to offer the characters‟ actions and the results of
grasshopper. He gave him food and these actions, the problem that arises
shelter for the rainy days. from those
a. How does the passage bring out the results and how the characters respond
character traits of the ant? (Note: What to the problem.
one does and says gives you an idea of Themes or ideas that the selection is
his character traits) trying to share with the reader can be
b. What details in sentences 1, 2, and identified
the last sentence give you an idea of the from the succession of events and the
character traits on the ant? change that take place in the characters
c. Think/Check: What is the story trying in the
to tell us? (Note: The choice of details story “The Ant and the Grasshopper”
gives us an idea of the theme of the Write in the empty boxes of this
story – what it is all about) flowchart the actions of the characters in
d. Help the children respond to the this story
thoughts of what the story is mostly during the two seasons of the year, the
about. results of their actions, the problem that
The choices of the details should point arose
out to the most important idea of the from those results and the response of
story. the characters to the problem.

During the hot summer days, the Refer your pupils to LM Activity 48 on
grasshopper did not bother to save up page 62.
for the Prompt the children: What is the story
rainy days. When the rainy days came, all about?
the Grasshopper had no food. He found Help the children prove their answers by
himself cold and hungry. going back to the story and reading out
the
sentences that give the necessary B. Reflective thinking results from
information on the characters‟ feelings having the children express their
during reflections
specific events in the story. about meaningful events that affect
Ask: How would you feel if you are them.
finally having a party and it rained Say: Here are pages from the
suddenly? grasshopper‟s and the ant‟s diaries in
4. Guided Practice B the summer.
Form four groups. Pretend that you are the grasshopper
Have the children identify different and the ant. Write your feelings about
characters from the story. Help them the
imagine rainy days in follow-up diary entries
how the ant and the grasshopper would (Activity 50 page 65).
look. Give each group a blank face. Let the pupils write their diary entries in
Have the their notebook.
children try to put in face details on
those caricatures and do the tasks 6. Independent Practice
asked. Group Activity
Refer the pupils to LM-Activity 49 on For further enrichment, say: I have
pages 63- 64. here some tasks for you to do with your
Ask the group‟s reporters to retell the group
story based on their tasks given to them. mates.
5. Infusion of Values Sketch out a map for the ant to get his
food.
A. Responding to critical questions Sketch out a map for the grasshopper to
requires the readers‟ ability to ask get some food.
questions Draw the ant giving food to the hungry
based on different levels of questioning. grasshopper.
A child can answer the most basic Draw the grasshopper looking for food
questions but the teacher can prod for during summer days.
deeper levels.

Have the children answer the following Part B. Phonics/ Word Recognition
questions. Note how basic questions
(BQ) may be followed up with critical
questions (CQ). Show picture of a blue bag. Say: The
color of the bag is blue.
1. (BQ) With whom did the ant share his
food? Show picture of black hair. Say: The
(CQ) If you were the ant would you color of the hair is black.
share your food with the grasshopper? Show picture of a blade. Say: This is a
2. (BQ) What line in the story shows you blade
that the grasshopper learned a lesson Show picture of a girl with wound. Say:
from The wound has blood.
what happened to him on the rainy day? Show picture of a girl blowing a candle.
(CQ) What acan you say about his Say: The girl blows the candle.
reaction?
 Show picture of a garden with
flowers. Say: The flower blooms in the
garden.
Listen as I read the words: blue, black,
blade, blood, blow, bloom
Call volunteers to read the words again.
After reading, let them do the PICK and
MATCH game.
Inside the box are the words blue, black,
blood, blade, blow, bloom. Have
volunteer
match the picture with the word to
complete the sentence.

You see how words are written like blue,

black, blade, blood, blow and bloom.
These
words have the /bl/ blend. To say the
consonant blend /bl/, you put your lips
together as you say /b/ and glide your
tongue to the sound of /l/.

UNIT 1
Week 5(Day3)
I. Objectives:
· Identify nouns in simple sentences
· Read and write words with l blends
 II. Identifying Nouns in Simple a. When I say “Class”, all of you will say
Sentence “Yes” and listen to the sentence I will
Participating in Webbing say
· Copy of the story “The Ant and the aloud.
Grasshopper” b. When I clap my hands twice and say
· Graphic organizer “Teach”, all of you will say “Ok”. Then
· Word web of nouns all
· Pictures of words with l-blends from number 1 pupils will repeat the sentence
the “word game” I said to the number 2 pupil next to him.
· LM Activities 51-53 pp. 66-68 c. When I say “Switch” all of you will say
III. Procedures “Oh! Switch”. Then all Number 2 pupils
Presentation/Introduction will repeat the same sentence to the
Let the pupils do word search. Read the number 1 pupil next to him.
following words from the story and d. After that I will say “Class” the second
instruct time. All of you will again say “Yes” and
them to encircle the following words listen to the next sentence that I will say
from their copy of the story The Ant and aloud.
the Grasshopper.
ant grain field We repeat the same process when you
grasshopper corn home hear the words “Class”, “Teach” and
Refer the pupils to page 61 for the copy “Switch” and you respond with “Yes”,
of the story “OK” and “Oh Switch” for each of the
Say: I will read some words from our five
story. Listen carefully and encircle the sentences you will hear me say.
words that you will hear. Then ask the
pupils to read the words together. Whole Brain Teaching Lesson Template
2. Modeling/Teaching

Write the words on the board.

Animals Things Places
ant grain field
grasshopper corn home
To improve the listening and speaking
skills of the pupils, employ the “Teach-
Ok” technique from Whole Brain
What are nouns? (Nouns are names of
Teaching. (This technique is a variation
persons, animals, places and things.)
of Direct Instruction) Here‟s how:
Say: Tell more examples of animals to
1. Have the pupils count off “One” and
your seatmate.
“Two” one after another
Tell more examples of places to your
2. Tell them that all who said “One”
seatmate.
belong to one group and those who said
Tell more examples of things to your
“Two” belong to another group.
seatmate.
3. Say: There are three signal words I
Tell examples of persons like boy, girl,
will say aloud – “Class”, “Teach” and
teacher to your seatmate.
“Switch”
3. Guided Practice
Let the pupils complete the web with
examples of the kinds of nouns Let us read the words together. Blend
mentioned the sound of /k/ and the sound of /l/ in
around the keyword NOUN. words
Refer the pupils to LM – Activity 51 on that begin with /cl/.
page 66.
4. Independent Practice B. Show these pictures and have the
Let the pupils complete the sentences pupils read the sentences about them.
with the nouns given for each set.
Refer the pupils to LM- Activity 52 on
page 67.

Part B. Phonics /Word Recognition

Let us read some words in your BRAIN
LIST.
Flash word cards.
Let us read these words aloud.
Pat
nun sun Tug

Mom fox Hot not Top

blue blade bloom blow Black

A. Listen as I read some sentences

aloud. Then, answer orally the question
I will ask
after each question. (Note: The words
with the cl blends in the pupils‟ expected
responses are written on the board right
after the answer to each question is
given.)

UNIT 1
Week 5 (Day4)
I. Objectives
· Use plural form of nouns ( ending s or
es)
· Read and write l-blends

II. Using the plural form of regular

nouns
(by adding s or es)
· Illustration from the supplementary text
“Tuko”
· LM Activities 54-58 pp. 69-72
III. Procedures

1. Presentation/Introduction
Review nouns. Ask: What are nouns?
Give examples of nouns.
Guessing Game:
I‟m thinking of things that have stories I
can read.

Some are big. Some are small.

They have pages. Ask:
Can you guess what they are? How many books are in picture A?
How many books are in picture B?
(Note: Show books of different sizes and How many friends are in picture A?
colors) How many friends are in picture B?
How many churches are in picture A?
Say: One day Tuko visits the school How many churches are in picture B?
library. He is very excited.
Let us study the words in the chart.
Let‟s find out the reasons why Tuko Let us read them together
feels very excited going to the library.
Let‟s read the short paragraph.

2. Modeling/Teaching

Ask: What did Tuko do to surprise his

friends? What do you notice about the words in
List the pupils‟ answers on the board. group A?
In what letter does the words books,
friends and bags end?
books What do you notice about the words in
Tuko wanted to surprise his friends. He group B?
visited the school library. He got two What is added to these words to make
small books. One book was about a them plural in form?
mouse in a church. He read it aloud to
his friends. They said Tuko was a good Lead the pupils in forming the
storyteller and a good friend too. After generalization of the plural form of
reading, Tuko and his friends went to a nouns.
church. How do we form the plural of nouns like
bag, book , friend?
Let us name the pictures taken from the How do we form the plural of
story. nouns ending with s, sh, ch, x?
Call attention to the fact that the sound
given those letters are “hissing sounds”
while the sound given the last letter of
the words bag /g/, book /k/ and friend /d/
are not hissing sounds.

3. Guided Practice
Refer the pupils to LM- Activity 54on
pages 69-70.
4. Independent Practice
Refer the pupils to LM- Activity 55 on
pages 71.

Part B. Phonics/ Word Recognition

Using pl blend
A. Let us read the words aloud in our
BRAIN LIST.
blue blade bloom blow black
clown clock clip clay cleans
claps
B. Show pictures of :
UNIT 1
Week 5 (Day5)
I. Objectives
· Use nouns in simple sentences
II. Usng Nouns in Smple Sentences
· Teaching chart: Noun
· Sentence strips
· LM Activities 59- 60 pp. 73-74\
III. Procedures

1. Presentation/Introduction
Present the following sentences in strips
A grasshopper hops.
An ant passed by.
Let the pupils read the sentences.
What is being talked about in sentence
1 (grasshopper)? What is being talked
about
in sentence 2?
Are these words nouns? Why? (Yes,
because they are names of animals)
How are nouns used in sentences?
Let‟s find out.
2. Modeling/Teaching
Say: A sentence tells a complete
thought. It is made up of a subject and a
predicate.
Nouns are used as subject in a
sentence. The subject is what we are
talking about in
the sentence. The predicate is what we
are saying about the subject of the
sentence.
Is Alex a noun? Why? (Yes, because
it‟s a name of a person.)
Now let‟s use it in a sentence:
Alex plays in the garden.
The subject in the sentence is Alex. It is
a noun.
Is school a noun? Why? (Yes, because
it‟s a name of a place.)
Now let‟s use it in a sentence:
The school is near our house.
The subject in the sentence is school. It
is a noun.
Is book a noun?Why? (Yes, because it‟s
a name of a thing.)
Now let‟s use it in a sentence.
My book is on the table.
The subject in the sentence is book. It is
a noun.
Lead the pupils in forming the
generalization using the teaching chart.

Teaching Chart: Noun

Noun is a name of a person, a place or
a thing.
Example: Ana, school, book

Nouns are used as subject or object in a

sentence.

3. Guided Practice
Refer the pupils to LM – Activity 59 on
pages 73.

4. Independent Practice
Refer the pupils to LM – Activity 60 on
page 74.