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 Philippine Copyright 2022
by Rex Book Store, Inc.

RBS English-Language Series

Language Power Pre-K2
Revised Edition 2022
ISBN 978-621-04-3681-5
Classification: Teacher’s Resource Material (51-EL-00049-0)

Published, copyrighted 2022, and distributed by Rex Book Store, Inc. (RBSI) with main office at 856 Nicanor Reyes Sr. St., Sampaloc, Manila /
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 Contents

Preface ................................................................................................................................. v

Curriculum Map ...................................................................................................................

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Teacher's Guide . .................................................................................................................. 1

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FIRST QUARTER: My Home

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LESSON 1: Introducing Oneself.................................................................................. 2

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LESSON 2: Naming Family Members.......................................................................... 4
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LESSON 3: Saying Simple Greetings and Polite Expressions ..................................... 7
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LESSON 4: Naming Different Kinds of Houses . .........................................................
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LESSON 5: Naming Different Rooms in a House ....................................................... 11

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LESSON 6: Using Name Words................................................................................... 13

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Answer Key........................................................................................................................... 15
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SECOND QUARTER: My School

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LESSON 1: Naming Friends in School......................................................................... 22

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LESSON 2: Using He, She, It, and They ...................................................................... 25

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LESSON 3: Naming Places in School .......................................................................... 28

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LESSON 4: Using This and That . ................................................................................ 31

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LESSON 5: Using These and Those ............................................................................ 33

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LESSON 6: Using Action Words ................................................................................. 35

Answer Key........................................................................................................................... 37

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 THIRD QUARTER: My Community
LESSON 1: Describing Places in the Community ....................................................... 48

LESSON 2: Using Describing Words ........................................................................... 50

LESSON 3: Naming Community Friends..................................................................... 52
LESSON 4: Using Synonyms........................................................................................ 54
LESSON 5: Using Antonyms........................................................................................ 56

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LESSON 6: Naming Means of Transportations........................................................... 58

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Answer Key........................................................................................................................... 60

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FOURTH QUARTER: My Surroundings

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LESSON 1: Describing Landforms............................................................................... 71

LESSON 2: Using In, On, and Under............................................................................ 74

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LESSON 3: Describing Water Forms .......................................................................... 76
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LESSON 4: Making Phrases and Sentences................................................................ 78

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LESSON 5: Keeping the Environment Beautiful . ....................................................... 80

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LESSON 6: Making Telling Sentences . ....................................................................... 82

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Answer Key........................................................................................................................... 84
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Bibliography . ....................................................................................................................... 91
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 Preface

This TEACHER’S RESOURCE MATERIAL of Language Power series is especially designed

for language preschool teachers to make teaching-learning more meaningful and effective. In this
series, there is one unit for every quarter. Each unit, which follows a theme, is divided into lessons.

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The lessons are presented in the context of the theme for each learning unit.

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At the start of each unit, learners will answer the given pre-assessment activity to determine

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what is already known about the topic and the readiness of the learners about the lessons.

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Each lesson is presented in a modular form that consists of the following:
I. Objectives – The objectives are expressed in behavioral terms. Each objective is

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specific, measurable, and attainable to ensure the acquisition of essential language

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skills at the preschool level.
II. Subject Matter – The topics or lessons are enumerated and explained. Materials
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needed by both teachers and learners are also listed.
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III. Lesson Development – The four areas of communication—listening, reading, speaking,

and writing, are well utilized by the presentation of the lesson and the unfolding of the
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language skills and competence. Every lesson starts with an activity, such as a song, a
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short story, a chant, or a riddle, to let the learners explore the world of language. The
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teacher is expected to guide the learners in the course of their study. This part includes
the following: How well did you listen?, Listening Activity, Deepening Activities with
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provision for Differentiated Instruction, and Enhancement Activities.

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IV. Closing Activities – The learners are directed and guided by the teachers to do the
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following activities:
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• Remember – In this part, the learners are guided by the teacher in the
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understanding of the lesson concept.

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• Treasure – In this part, the learners are exposed to values that are worth
practicing in real-life.
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• Link – In this part, each lesson is linked to other subject areas to broaden the
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learners’ skills and competence in communication.

At the end of every quarter, there are items to evaluate where teachers can assess the
learners’ acquisition of knowledge in What Have You Learned? and What Can You Do? Answer Keys
are also provided for the teacher.
We hope that with this Teacher’s Resource Material, the teacher can make language learning
an enjoyable and rewarding experience for the learners.
The Author

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 R CURRICULUM MAP
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FIRST QUARTER
UNIT TITLE: MY HOME Number of Days: 30
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Content Standard/s: Performance Standard/s:
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The learner demonstrates an understanding of: C The learner shall be able to:
• increasing his/her conversation skills; and E • confidently speaks and expresses his/her feelings and ideas in words that
• acquiring new words/ widening his/her vocabulary links to his/her
M make sense; and
experiences. • actively engage in meaningful conversation with peers and adults using
varied spoken vocabulary.
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Performance/Play-based Task: Matching Card Game
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Points of Integration: IA

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A. Values Integration L
• I am showing respect and politeness to my school friends.
• I love my family.
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• I am helping others who are in need.
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• I am keeping the house clean.
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• I am taking care of the things in the house.
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B. Subject Integration
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• Creative Arts and Practical Life
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• Science and Health L
• Social Studies
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• Values Education
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 Key Understandings
Lesson Number/ Learning Teaching Strategies/ Assessment
R (KUs) and Key Whole Child Tenets Resources
Title/Focus Objectives Activities Strategies
Questions (KQs)
LESSON 1: Use the proper KU: Singing the song “My Home Pre-Assessment: Engaged: Materials:
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Introducing expression in I will be able to and I” Answering questions Nursery song worktext
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Oneself introducing introduce myself with orally Read a dialogue
Introducing oneself copy of the poem
oneself proper expressions.
No. of Days: 5 Formative Worktext activities and dialogue in a
Reading a dialogue
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KQ: Assessment: manila paper
Lesson Focus: C Challenged:
Why is it important Answering questions about Taking turns in
Proper Expression E Formative downloadable
to know the proper the dialogue answering personal
in Introducing Assessment materials on
way of introducing
Oneself
M Discussion of the lesson data questions how to introduce
oneself? Summative
Answering simple oneself using
Taking turns in introducing Assessment
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questions after proper expression
oneself
reading a dialogue Supported:
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Answering activities in the or story Additional teacher-

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worktext
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made activities about
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the topic
Assessment:
Power Up
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Treasure
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TQuick Check

Values Integration:
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Self-Awareness
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Respect and
politeness to my
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school friends L
Subject Integration:
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Health
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 LESSON 2: Give the names
R KU: Reciting the chant “What Did Formative Engaged: Materials:
Naming Family of family I will be able to tell You Say” Assessment: Chant and action worktext
Members members and the role of each Talking about their song
Reading the story “Family copy of the song
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the roles they member of my family. own family
No. of Days: 5 Time” Read a story “What Did You
play/jobs they
KQ: Answering simple Say”
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Lesson Focus: do/things they Recalling details in the story Challenged:
What is the questions after
Roles/Jobs of Each use read Formative smart television
importance of having reading a story
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Family Member Assessment set
a specific role in the
C Discussion of the lesson
and Things They Summative
family? E Summative video lesson about
Use Watching a video about the Assessment: Assessment family members
M lesson Power Up and their roles and
Supported:
Singing an action song Treasure things which they
Online activities
usually use
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Group activities Quick Check about the topic
pictures showing
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Answering activities in the Values Integration:
the different
worktext Being polite
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family members
Love for Family
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Subject Integration:
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 LESSON 3: Use simple KU: Singing the song “Mother, Formative Engaged: Materials:
Saying Simple greetings
R I will be able to use Mother” Assessment: Role-play different worktext
Greetings and and polite proper greetings and Practice saying the simple greetings and flash cards
Reading the dialogue “Sam
Polite Expressions expressions in expressions in the polite expressions polite expressions
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and Jem”
appropriate given situations. and simple greetings
No. of Days: 5 Challenged:
situations: Taking turns in practicing the
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KQ: Answering simple Formative
Lesson Focus: sentence patterns
• Good Why is it important to questions after Assessment
Simple Greetings
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morning/ be able to use simple Recalling details of the story reading a dialogue
C Summative
Polite Expressions Good greetings and polite read
E Summative Assessment
afternoon expressions?
Role-playing Assessment:
• Thank you/
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Singing of an action song Role-playing the Additional teacher
You’re
proper use of simple made activities about
welcome Group activities
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greetings and polite the topic
• Excuse Answering activities in the expressions
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me/I’m sorry worktext Power Up

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• Please.../
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May I…
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Being respectful
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Values Education
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 LESSON 4: Name the
R KU: Reciting the chant “Part of Formative Engaged: Materials:
Naming Different different parts I will be able to know the House” Assessment: Recite a chant worktext
Kinds of Houses of the house the different kinds Telling something
Reading the story Read a story pictures of the
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of houses and the about the different
No. of Days: 5 Name the house (can be
different parts of the Recalling details of the story houses Challenged:
different kinds printed or stored
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Lesson Focus: house. read Formative
of houses Naming the parts in a USB flash
Different Parts of Assessment
KQ: Discussion of the lesson common to each drive)
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the House
Why is it important to
C kind of house Summative
Analyzing the picture
Different Kinds of know that there are
E Assessment
Picture analysis
Houses different parts and Answering a riddle
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kinds of house? Summative
Simple game activities: Additional activities
Assessment:
Wave your hand about the topic
Power Up
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Touch your shoulder
Treasure
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Group drawing activity
Quick Check
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Answering activities in the
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worktext -N Helping others

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Arts
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 LESSON 5: Name the places KU: Reciting the chant “Rooms in Formative Engaged: Materials:
Naming Different and the things
R I will be able to name a House” Assessment: Recite a chant worktext
Rooms in a House found at home the different rooms Answering questions
Presenting a video about the Read a dialogue pictures/flash
of a house and tell about the rooms of
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No. of Days: 5 lesson cards showing the
each use. a house Challenged: different rooms of
Lesson Focus: Telling something about Formative
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KQ: Picture analysis a house
Places and Things their own house Assessment
Why is it important
Found in a House Summative
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to know the different Answering questions about Summative
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places and things the rooms of a house Assessment:
Assessment
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inside a house? Power Up
Reading a dialogue Supported:
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Why is it important to Online activities
keep each part of the Recalling story details Quick Check
about the lesson
house clean?
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Analyzing a picture Values Integration:
Group differentiated Importance of
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activities keeping the house

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Answering activities in the
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Health
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 LESSON 6: Name common
R KU: Reciting the chant “What Do Formative Engaged: Materials:
Using Name objects/things I will be able to name You See?” Assessment: Recite a chant worktext
Words found in the the objects found in Naming objects/ Read a dialogue pictures of
Reading the dialogue about
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house the house. things found in the objects/things
No. of Days: 5 the things found in each house they know Challenged: found in the house
KQ: room of the house
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Lesson Focus: Picture analysis Formative
Why do I need to
Name of Common Recalling details in the Assessment
know the name of
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Objects Found in dialogue read Summative
things/objects?
C Summative
the House Assessment:
E Assessment
Naming objects/things found Drawing and making
M in the house with the use of an album of things Supported:
pictures found in the house Additional activities
Power Up about the lesson
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Discussion of the lesson
Treasure
Group differentiated
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activitiesIA Quick Check

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Answering activities in the Values Integration:
worktext
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Arts
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 SECOND QUARTER
UNIT TITLE: MY SCHOOL
R Number of Days: 30
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Content Standard/s: Performance Standard/s:
The learner demonstrates an understanding of: The learner shall be able to:
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• increasing his/her conversation skills; and • confidently speaks and expresses his/her feelings and ideas in words that
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make sense; and
• acquiring new words/ widening his/her vocabulary links to his/her
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experiences. E • actively engage in meaningful conversation with peers and adults using
varied spoken vocabulary.
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Performance/Play-based Task: Charades AT
Points of Integration:

A. Values Integration
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• I am showing courtesy and respect to others.

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• I am helping my classmates in school.
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• I am showing care for the places in school.
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B. Subject Integration
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• Arts
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• Social Studies
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• Physical Education SE
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 Key Understandings
Lesson Number/ Learning
R Teaching Strategies/ Assessment
(KUs) and Key Whole Child Tenets Resources
Title/Focus Objectives Activities Strategies
Questions (KQs)
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LESSON 1: Name the different KU: Reciting the poem “Little Pre-Assessment: Engaged: Materials:
Naming Friends school personnel I will be able to Children” Answering Recite a poem worktext
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in School know the friends in questions orally Read a story downloadable
Identify how each Reading the story “Friends
school and the work materials about
No. of Days: 5 school friend helps
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they do. in School” Formative Challenged:
in school C Assessment: friends in school
Lesson Focus: Formative
KQ: E Recalling details in the story Answering
Assessment
Friends in School Identify name of read
How do school questions about the
and the Job They persons and things
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friends help me in Summative
Do School tour dialogue
school? Assessment
Categorizing object
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Name Words Lesson discussion through Safe:
correctly
Name of Persons video presentation Discussion on how
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and Things Summative each friend in school
Analyzing a picture
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L Assessment: can make the learners
Group differentiated Play-based Activity: feel safe while in the
activities Guessing game school
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Power Up Supported:
Guessing game O
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Answering activities in the about the lesson
Quick Check
worktext
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Values Integration:
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Respect for others

Subject Integration:
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Values Education L LI
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 LESSON 2: Name the things KU: Reciting the poem “Friends” Formative Engaged: Materials:
Using He, She, It, found in classroom
R I will be able to Assessment: Recite a poem worktext
and They and school know the correct Reading a story Answering Read a story pictures of
usage of the Recalling details in the story questions about the
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No. of Days: 5 Use pronouns he, different things
pronouns He, She, It, read dialogue Challenged:
she, it, and they found inside the
Lesson Focus: and They. Formative
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correctly Picture analysis classroom
Pronouns: He, Analyzing a picture Assessment
KQ:
She, It, and They Summative
EN
When do I use the Discussion of lesson Summative
C
pronouns He, She, It, Assessment: Assessment
and They?
E Drills Play-based Activity:
M Identifying the Supported:
Group differentiated correct pronoun Additional teacher
activities made activities about
Power Up
the topic
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Game: Treasure
Stepping on the correct
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Quick Check
pronoun for each picture

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shown L Values Integration:
Helping classmates
Answering activities in the
and friends in
worktext
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Arts
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 LESSON 3: Tell the name of
R KU: Singing the song “In School” Formative Engaged: Materials:
Naming Places in their own school I will be able to tell Assessment: Sing songs worktext
School the different places Reading a story Answering
Name the different Read a dialogue pictures of places
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in school. Recalling details in the story questions about the
No. of Days: 5 places in school in school and
read dialogue Challenged:
and the things KQ: different things
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Lesson Focus: Identifying places in Formative
found in each place Why is it important found inside the
Places in School School Tour school Assessment
to know the places in school
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Things Found in different places in
C Discussion of lesson Naming things Summative
Each Place school? E found in each place Assessment
Analyzing a picture in school
M Safe:
Group differentiated Picture analysis Rules are provided by
activities the teacher to ensure
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Summative safety while doing a
Guessing Game Assessment: class tour around the
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Answering activities in the
IA Play-based Activity: school.
Identifying the

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worktext L Supported:
different places in
Additional learning
school
materials
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Quick Check
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Values Integration:
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Cleanliness in
school
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Subject Integration:
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 LESSON 4: Use This and That KU: Reciting the chant “The Pen Formative Engaged: Materials:
Using This and correctly
R I will be able to use and the Book” Assessment: Recite a chant worktext
That the words This and Answering questions Read a story
Write the word Reading a story downloadable
That correctly. about the dialogue
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No. of Days: 5 This and That video about
Presenting a video about Challenged:
KQ: Using This and That Museo Pambata
Lesson Focus: Formative
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When do I use the lesson orally
This and That Assessment television set
This and That in a Answering of teacher
Demonstrating the use of
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sentence? Summative real objects for
This and That made exercises
Assessment
C drills
E Discussion of lesson Summative
Supported:
M Assessment:
Group differentiated Online activities
Play-based Activity:
activities about the lesson
Demonstration of the
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use of This and That
Guessing game
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Game:
Answering activities in the Telling whether the

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worktext L pictures show the
use of This or That
through actions
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TTreasure
Quick Check
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Values Integration:
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Politeness SE
Subject Integration:
Arts
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 LESSON 5: Use These and
R KU: Reciting the chant “School Formative Engaged: Materials:
Using These and Those correctly I will be able to use Is Fun” Assessment: Recite a chant worktext
Those the words These and Answering questions Read a dialogue real objects for
Write the word Reading a dialogue
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Those correctly. about the dialogue drills
No. of Days: 5 These and Those
Presenting a video about Using These and Challenged:
KQ:
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Lesson Focus: the lesson Those orally Formative
When do we use
These and Those Assessment
These and Those in a
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Demonstration of the use of Answering of teacher- Summative
sentence? C made exercises
These and Those Assessment
E Summative
M Discussion of the lesson Supported:
Assessment:
Group differentiated Play-based Activity: Online activities
activities Drawing about the lesson
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Drawing of objects Power Up
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Treasure
Answering activities in the
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worktext L Quick Check

Values Integration:
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Care for the places in
school
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Social Studies
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 LESSON 6: Identify action KU: Reciting the poem “My Formative Engaged: Materials:
Using Action words R I will be able to name Little Busy Hands” Assessment: Recite a poem worktext
Words the actions that I Answering questions television set
Demonstrate Reading the dialogue “In Read a dialogue
can do. about the dialogue
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No. of Days: 5 simple actions School” downloadable
correctly KQ: Demonstrating action Challenged:
Lesson Focus: video for
Formative
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What actions can I Recalling details in the words demonstrating
Action Words dialogue read Assessment
do in school and at different action
Summative
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home? Summative words
C Presenting video about the Assessment:
lesson Assessment
E Play-based Activity:
Guessing Game Supported:
M Demonstrating action
words Power Up Online activities
about the lesson
Treasure
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Discussion of lesson
Quick Check
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Singing of action songs
Values Integration:

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Group differentiated
L Respect and courtesy
activities
Subject Integration:
Guessing game
-N
Physical Education

Answering activities in the

O
worktext
T
FO
R
SE
L LI
N
G
 R THIRD QUARTER
UNIT TITLE: MY COMMUNITY Number of Days: 30
EF
Content Standard/s: ER Performance Standard/s:
The learner demonstrates an understanding of: The learner shall be able to:
• increasing his/her conversation skills; and • confidently speaks and expresses his/her feelings and ideas in words that
EN
C make sense; and
• acquiring new words/ widening his/her vocabulary links to his/her
experiences.
E • actively engage in meaningful conversation with peers and adults using
M varied spoken vocabulary.

Performance/Play-based Task: Show and Tell

AT
Points of Integration: ER
A. Values Integration IA

xxi
• I help in keeping my community clean. L
• I appreciate the things around me.
• I show respect to community helpers.
-N
• I take care of my toys and share them to others.
O
• I am careful when riding a vehicle.
T
FO
B. Subject Integration
R
• Arts
• Writing
SE
• Values Education L
• Spelling
LI
N
G
 Key Understandings
Lesson Number/ Learning Teaching Strategies/ Assessment
R (KUs) and Key Whole Child Tenets Resources
Title/Focus Objectives Activities Strategies
Questions (KQs)
LESSON 1: Name and describe KU: Reciting the chant “Finding Pre-assessment: Engaged: Materials:
EF
Describing the different I can name and Places in a Village” Answering Recite a chant worktext
ER
Places in the places in the describe the questions orally
Reading a dialogue Read a dialogue pictures of the
Community community different places in
Formative different places in
EN
the community. Challenged:
No. of Days: 5 Describe the C Recalling details in the Assessment: the community
function of each KQ: Answering Formative
Lesson Focus: E dialogue read smart television
place in the What is the questions about the Assessment
Places in the set
community importance of Sharing experiences dialogue
Community
M Summative
each place in the Answering Assessment downloadable
community? Presenting a video about video lesson about
AT
questions about
the lesson Supported: the different
community places
Online activities places in the
ER
Show and Tell Summative about the lesson community

xxii
IA
Assessment:
Group differentiated
L Play-based Activity:
activities
Riddle game
-N
Riddle game O Power Up
T Treasure
Answering activities in the
worktext Quick Check
FO
Values Integration:
R
Helping in the
cleanliness of the
SE
community
L
Subject Integration:
LI
Arts N
G
 LESSON 2: Describe common
R KU: Reciting the poem “How Formative Engaged: Materials:
Using Describing objects/things I will be able to Beautiful the World Is” Assessment: Recite a poem worktext
Words around us based describe objects/ Answering Read a story pictures of the
Reading a story
EF
on color, shape, things, persons and questions about the different objects/
No. of Days: 5
size, and their use places. Recalling details in the story dialogue Challenged: things, persons,
ER
Lesson Focus: read Formative and places
Use describing KQ: Picture analysis
Describing Words: Assessment
words correctly Why do I need to smart television
EN
Color, Shape, and Discussion of the lesson Summative Summative
describe objects/
C set
Size, and Their Assessment: Assessment
things, persons and
E Presenting a video about
Use Answering teacher- downloadable
places? the lesson
M made written Supported: video lesson about
Show and Tell exercises Online activities describing words
about the lesson
Power Up
AT
Group differentiated
activities Treasure
ER
Quick Check
Think-Pair-Share
IA

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L
Answering activities in the
Values Integration:
Appreciation of the
worktext
things around
-N
O Subject Integration:
T Writing
FO
R
SE
L LI
N
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 LESSON 3: Name the different KU: Reciting the chant, “Who” Formative Engaged: Materials:
Naming community friends
R I will be able Assessment: Recite a chant worktext
Community and the jobs they to know the Reading the dialogue Answering
“Community Friends” Read a dialogue pictures of
Friends do importance of each questions about the
EF
the different
community friend. Recalling details about the dialogue Challenged:
No. of Days: 5 Name some of community friends
Formative
ER
the things each KQ: dialogue read Naming community and the things they
Lesson Focus: Assessment
community friend How do community friends use
Community Sharing about their own
EN
uses in their job friends help me? Summative
Friends and Their C community Identifying smart television
Assessment
Jobs E who among the set
Discussion of the lesson community friends
M Supported: downloadable
Presenting a video about use the particular Online activities video lesson about
the lesson thing about the lesson community friends
AT
Show and Tell Summative
Assessment:
ER
Group differentiated Answering

xxiv
IA
activities L additional teacher-
made written
Role-play -N exercises
Answering activities in the
O Power Up
worktext T Treasure
Quick Check
FO
Values Integration:
R
Respect for
community helpers
SE
Subject Integration:
L
Arts
LI
N
G
 LESSON 4: Identify words
R KU: Reciting the poem Formative Engaged: Materials:
Using Synonyms with the same I will be able to tell “Synonyms” Assessment: Recite a poem worktext
meaning the same meaning of Answering
No. of Days: 5 Reading a dialogue Read a dialogue pictures of the
EF
words. questions about the
Give the same different objects
Lesson Focus: Recalling details in the dialogue Challenged:
meaning of words KQ:
ER
Words with the dialogue read Identifying Formative smart television
Why do I need to
Same Meaning synonyms Assessment set
know the same
EN
Analyzing picture
meaning of words?
C Answering written Summative downloadable
E Discussion of the lesson drills Assessment video lesson about
synonyms
M Presenting video about the Summative Supported:
lesson Assessment: Online activities
Power Up about the lesson
AT
Group differentiated
activities Treasure
ER
Quick Check
Show and Tell
IA

xxv
L Values Integration:
Answering activities in the Care for one’s toy
worktext
-N
O Subject Integration:
Arts
T
FO
R
SE
L LI
N
G
 LESSON 5: Identify words KU: Reciting the poem Formative Engaged: Materials:
Using Antonyms with opposite
R I will be able to “Opposites” Assessment: Recite a poem worktext
meanings tell the opposite Answering
No. of Days: 5 Reading the story “Sharing Read a story pictures of
meaning of words. questions about the
EF
Give the opposite Makes One Happy” different objects
Lesson Focus: story Challenged:
meaning of words KQ:
Words with Formative smart television
ER
Why do I need to Recalling details in the story Identifying
Opposite read antonyms Assessment set
know the opposite
Meanings
EN
meaning of words? Answering written Summative downloadable
C Analyzing picture
drills Assessment video lesson about
E Discussion of the lesson antonyms
M Summative Supported:
Presenting video about the Assessment: Online activities
lesson Power Up about the lesson
AT
Group differentiated
ER Treasure
activities Quick Check

xxvi
IA
Show and Tell
L Values Integration:
Sharing
Answering activities in the
worktext Subject Integration:
-N
O Values Education
T
FO
R
SE
L LI
N
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 LESSON 6: Identify the
R KU: Reciting the chant “Where” Formative Engaged: Materials:
Naming Means of different means of I will be able to Assessment: Recite a chant worktext
Transportation transportation name the different Reading the story “Sam Answering
Rides a Train” Read a story picture of different
EF
means and kinds of questions about the
No. of Days: 5 Name the different vehicles
transportation. Recalling details in the story story Challenged:
kinds of land,
ER
Lesson Focus: read Formative smart television
air, and water KQ: Practice Exercises:
Land, Air, Assessment set
transportation Why do we need Oral and Written
EN
and Water Video presentation about
to be careful when
C Summative downloadable
Transportation the lesson Summative
riding a vehicle??
E Assessment video lesson about
Assessment: the different kinds
Discussion of the lesson
M Power Up Supported: of transportation
Practice Exercises: Treasure Answering Treasure
Categorizing vehicles – Being careful when
AT
Link riding a vehicle.
Group differentiated Quick Check
ER
activities
IA Values Integration:

xxvii
Guessing game
L Being careful when
riding a vehicle
Answering activities in the
-N
worktext O Subject Integration:
T Spelling

FO
R
SE
L LI
N
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 FOURTH QUARTER
R
UNIT TITLE: MY SURROUNDINGS Number of Days: 30
EF
Content Standard/s: Performance Standard/s:
The learner demonstrates an understanding of: The learner shall be able to:
ER
• increasing his/her conversation skills; and • confidently speaks and expresses his/her feelings and ideas in words that
EN
make sense; and
• acquiring new words/ widening his/her vocabulary links to his/her
C
experiences. E • actively engage in meaningful conversation with peers and adults using
varied spoken vocabulary.
M
Performance/Play-based Task: Role-play AT
Points of Integration:

A. Values Integration
ER
• I help preserve our land and water resources.
IA

xxviii
• I keep the environment clean and green.
L
• I protect our water resources.
-N
• I help in preserving and taking care of parks. O
B. Subject Integration
T
• Arts
FO
• Science
R
• Speaking SE
L LI
N
G
 Key Understandings
Lesson Number/ Learning
R Teaching Strategies/ Assessment
(KUs) and Key Whole Child Tenets Resources
Title/Focus Objectives Activities Strategies
Questions (KQs)
EF
LESSON 1: Name and describe KU: Singing the song “Our Land” Pre-assessment: Engaged: Materials:
Describing the different I will be able to Reading group of Sing a song worktext
ER
Landforms landforms name and describe Reading the story “Jem words
Goes to Province” Read a story pictures of the
the different
No. of Days: 5 Formative different places in
EN
Read phrases landforms. Challenged:
C Recalling details in the story Assessment: the community
Lesson Focus: read Formative
KQ: E Answering
Landforms Assessment smart television
Why do I need questions about the
Phrases
M Sharing what they know set
to preserve our dialogue Summative
about the topic
landforms? Assessment downloadable
Answering
AT
Reading phrases and video lesson
questions about Supported:
sentences about different
landforms orally
ER
Online activities landforms
Presenting video about the about the lesson
IA
Summative

xxix
lesson L Assessment:
Discussion of lesson Play-based Activity:
-N
Guessing game
Group differentiated O Power Up
activities T Treasure
Guessing game
Quick Check
FO
Answering activities in the R
worktext Values Integration:
Preserving our land
resources
SE
L
Subject Integration:
LI
Arts N
G
 LESSON 2: Use prepositions KU: Reciting the poems, “Litter” Formative Engaged: Materials:
Using In, On, and in, on, and under
R I will be able to tell and “Five Little Monkeys” Assessment: Recite a poem worktext
Under correctly the positions of Answering Group activities
Recalling details in the pictures of
objects correctly. questions about the
EF
No. of Days: 5 poem read different objects in
poem Challenged:
KQ: different positions
Lesson Focus: Formative
ER
Why do I need to Demonstrating the use of Demonstrating the
In, On, and Under In, On, and Under proper use of in, on, Assessment smart television
know the correct
set
EN
usage of the and under Summative
C Presenting a video about Assessment
prepositions in, on, downloadable
E the lesson Summative
and under? video lesson about
Assessment: Supported:
M Discussion of lesson the use of the
Play-based Activity: Online activities
prepositions: in,
Group differentiated Guessing game about the lesson
on, and under
AT
activities Power Up
Treasure
ER
Group game activity
Quick Check

xxx
IA
Answering activities in the
L
worktext Values Integration:
Care for the
-N
surroundings
O
T Subject Integration:
Arts
FO
R
SE
L LI
N
G
 LESSON 3: Name and describe KU: Reciting the chant “Water” Formative Engaged: Materials:
Describing Water
R
the different water I will be able to tell Assessment: Recite a chant worktext
Reading the story “A Trip”
Forms forms the different water Answering
Read a story pictures of the
EF
forms and the things Recalling details in the story questions about the
No. of Days: 5 Name the things different water
we get from them. read story Challenged:
we get from water forms and the
ER
Lesson Focus: Formative
KQ: Presenting a video about Oral recitation things we get from
Different Water Assessment
How do different the lesson them
EN
Forms and Its Summative
water forms help
C Summative
Uses Assessment: smart television
people, animals, and Discussion of lesson Assessment set
plants?
E Play-based Activity:
M Group differentiated Guessing game Supported: downloadable
activities Online activities
Power Up video lesson about
Guessing game about the lesson the uses of the
AT
Treasure
different water
Answering activities in the Quick Check forms
ER
worktext
Values Integration:
IA

xxxi
L Protecting our
-N water resources

O Subject Integration:
T Science

FO
R
SE
L LI
N
G
 LESSON 4: Identify phrases KU: Singing the song “Twinkle, Formative Engaged: Materials:
Making Phrases and sentences
R I will be able to Twinkle, Little Star” Assessment: Sing a song worktext
and Sentences tell the difference Answering Read a story copy of the sample
between a phrase Reading the story “Look Up questions about the phrases and
EF
No. of Days: 5 in the Sky”
and a sentence. story Challenged: sentences
Lesson Focus: Formative
ER
KQ: Recalling details in the story Reading phrases
Phrases and read and sentences Assessment
What is the
Sentences
EN
difference between Summative
C Reading sample phrases and Oral recitation Assessment
a phrase and a
E sentences Summative
sentence?
Assessment: Supported:
M
Why is it important Discussion of the lesson Additional learning
Play-based Activity:
to know the Group differentiated Guessing game materials
difference between
AT
activities Power Up
a phrase and a
ER
sentence? Guessing game Treasure
Quick Check
IA

xxxii
Answering activities in the
L
worktext Values Integration:
Preserving and
-N
O taking care of parks
T Subject Integration:
Arts
FO
R
SE
L LI
N
G
 LESSON 5: Identify ways
R KU: Reciting the poem “All Formative Engaged: Materials:
Keeping the to keep our I will be able Things Bright and Beautiful” Assessment: Recite a poem worktext
Environment environment to know the Answering
Sharing experiences Read a story pictures of
EF
Beautiful beautiful importance of questions about the
beautiful places
keeping the Reading the story “Jem story Challenged:
No. of Days: 5 Name some of the
ER
surroundings clean Goes to Batanes” Oral recitation Formative copy of sample
beautiful places in
Lesson Focus: and beautiful. Assessment sentence/s
the Philippines
EN
Keeping the Recalling details in the story Summative
KQ: C Summative
Environment read Assessment:
How can I keep the
E
Clean Play-based Activity: Assessment
surroundings clean Reading sample sentences
M Guessing game Supported:
and beautiful?
Presenting a video about Power Up Online activities
the lesson about the lesson
AT
Treasure
Discussions of the lesson Quick Check
ER
Group differentiated Values Integration:
IA

xxxiii
activities L Keeping the
environment clean
Guessing game and green
-N
Answering activities in the
O Subject Integration:
worktext T Arts
FO
R
SE
L LI
N
G
 LESSON 6: Read telling KU: Reciting the poem “Thank Formative Engaged: Materials:
Making Telling sentences
R I will be able to you Lord” Assessment: Recite a poem worktext
Sentences identify and make Answering Read a dialogue
Identify telling Sharing experiences copy of the sample
telling sentences. questions about the
EF
No. of Days: 5 sentences telling sentences
Reading the dialogue “Good dialogue Challenged:
KQ:
Lesson Focus: Formative
ER
How is a telling Night” Oral recitation
Telling Sentences Assessment
sentence written? Reading telling
Recalling details in the
EN
sentences Summative
C dialogue read
Assessment
Summative
E Reading examples of telling
Assessment: Supported:
M sentences
Play-based Activity: Additional teacher
Discussion of the lesson Show and Tell made activities
AT
Group differentiated
ER Power Up
activities Treasure
Quick Check
IA

xxxiv
Show and Tell
L
Answering activities in the Values Integration:
worktext Being respectful
-N
O and courteous
T Subject Integration:
Speaking
FO
R
SE
L LI
N
G
 TEACHERS’ GUIDE

FIRST QUARTER

My Home
In Language Power Pre-K2, there is one unit for every quarter. This unit follows the theme My
Home. Lessons are presented in the context of the home. In this unit, the learners will learn how to

G
introduce themselves properly, will be aware of their family members’ roles, use simple greetings

N
and polite expressions in different situations, and name the different kinds of houses and rooms of

LI
the house with the corresponding functions.

L
SE
v PRE-ASSESSMENT ACTIVITY
The learners will answer orally the given pre-assessment activity.

R
FO
1. Call on volunteers to introduce themselves in front of the class.

2. T
Show a picture of a house. Ask the learners to name the parts of the house and
O
places found in a house.
-N
L
IA
ER
AT
M
E
C
EN
ER
EF
R

1
 LESSON 1

Introducing Oneself

No. of Days: 5

I. Subject Matter: Introducing Oneself to Others Properly

II. Objectives: At the end of the lesson, learners must be able to:
a. use the proper expression in introducing oneself; and

G
N
b. answer personal data questions confidently.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Pre-reading Integration

R
(Whole Child Tenets,

FO
1. Ask the learners this question: Can you tell me your name and age?
WCAF, 21st Century
2. Lead the learners in singing the song “My Home and I” in Start Up. Skills, Subject
T Integration, Values
O
3. Discuss the song with the learners. Integration)
-N

4. Ask the learners to face their seatmates and let them take turns in
introducing themselves.
L
IA

Day 2: Developmental Activities Collaboration and

ER

Communication
1. Read the dialogue in Open Up while the learners listen attentively. Critical Thinking
AT

2. Guide the learners in answering the questions in How well did you
listen?
M
E

Day 3: Deepening Activities

C

Enrichment Activities
EN

1. Ask the learners to listen as you read the dialogue in Build Up. The
ER

learners will repeat the dialogue about saying one’s own name,
age, address, and school name. Have them repeat the lines in the
EF

dialogue after you.

R

2. Call on more learners and ask them to introduce themselves in front

of the class. Guide them by asking questions.

2
3. Let them work in pairs and practice asking personal data questions Engaged
to their classmates and take turns in answering them. Challenged
Example: Supported

Questions Response
What is your name? My name is _____________.
How old are you? I am four years old.
Where do you live? I live at _________________.
What school do you go to? I go to __________________.

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What level are you in? I am in _________________.

N
LI
Day 4: Enhancement Activities

L
SE
1. Let the learners continue practicing in front of the class by telling
something about themselves by giving the following information:

R
• name and age

FO
• where they live
• the name of their school
• the name of their teacher
T
O
-N

2. Guide the learners in answering the activity in Power Up.

Engaged
3. Have the learners choose a partner and assist them in acting out the Supported
L

dialogue in Power Up.

IA
ER

Day 5
IV. Closing Activities
AT

1. Remember
M

Ask the learners to listen as you read this part. Give a

E

short review about the topics discussed in class. Values Integration:

C

2. Treasure Self-Awareness
EN

Respect and
Have the learners check the proper way of speaking in politeness to my
ER

front of their classmates and when saying something about school friends
themselves.
EF

3. Link: Health Subject Integration:

R

Have the learners do the activity on how to take care of Health

the body.

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

3
 LESSON 2

Naming Family Members

No. of Days: 5

I. Subject Matter: Naming Family Members and the Roles They Play

II. Objective: At the end of the lesson, the learners must be able to give the names of
family members and the roles they play/jobs they do/things they use.

G
III. Lesson Development

N
LI
Day 1: Opening Activities

L
Integration

SE
Pre-reading
(Whole Child Tenets,
1. Ask the learners these questions: WCAF, 21st Century

R
Skills, Subject
a. Do you help mom or dad in household work?

FO
Integration, Values
b. What do you do? Integration)

2. T
Lead the learners in reciting the chant “What Did You Say” with
O
action in Start Up.
-N

3. Discuss the chant with the learners.

L

4. Sing the song “Happy Family” with the learners. Collaboration and
IA

Communication
I love you
ER

You love me
AT

We’re a happy family

M

With a great big hug that comes from me to you

E

Won’t you say you love me too

C
EN

5. Talk about the song.

ER

Day 2: Developmental Activities

1. Ask the learners about their own family. Let each one tell something
EF

about his or her own family. Read to them the story “Family Time”
R

found in Open Up. Engaged

2. Enumerate all the family members. Let the learners explain the role Challenged
of each family member. Supported

3. Let them answer the questions in How well did you listen?

4. Show some video clips about family members. Let the learners sing
the “Family Members Song” with a video presentation.

4
Day 3: Deepening Activities

1. Discuss the things the family members can do together in Build Up.
Ask the learners what activities they do together as a family.

2. Guide the learners in doing the activities in Power Up.

Day 4: Enhancement Activities

1. Lead the learners in singing the action song.

Where Is....?

G
(Tune: “Where Is Thumbkin?”) Collaboration and

N
Communication

LI
Where is Daddy? (2x)

L
Here I am. (2x)

SE
How are you today dear?

R
Very Well I thank you

FO
Run away (2x)
(Replace Daddy with Mommy, then brother, then sister,
and then baby.)
T
O
Engaged
-N

Provision for Differentiated Instruction Supported

Divide the class into three groups and let them do the following
L
IA

activities:
ER

Group 1: The learners will sing nursery songs or recite a poem about
family (teacher guided).
AT

Group 2: The learners will role-play what family members can do Collaboration and
M

together. Communication
E

Group 3: The learners will draw the role they do in the family.
C
EN

Day 5
IV. Closing Activities
ER

1. Remember
EF

Ask the learners to listen as you read this part. Give a

R

short review about the members of the family. Give them

a chance to say something about the role of each family
member.

2. Treasure Values Integration:

Let the learners check which pictures show a child Being polite
helping their mom and dad in the house. Love for the Family

5
3. Link: Arts Subject Integration:
Guide the learners in doing this part in the class. The Arts
learners will draw their family showing things that they do
together and ask volunteers to share their work in class.

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

G
N
L LI
SE
R
FO
T
O
-N
L
IA
ER
AT
M
E
C
EN
ER
EF
R

6
 LESSON 3

Saying Simple Greetings and Polite Expressions

No. of Days: 5

I. Subject Matter: Simple Greetings and Polite Expressions

II. Objective: At the end of the lesson, the learners must be able to use simple greetings and
polite expressions such as Morning/Afternoon; Thank You/You’re Welcome;

G
Excuse Me/I’m Sorry; and Please.../May I... in appropriate situations.

N
LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration
Pre-reading

R
(Whole Child Tenets,
1. Ask the learners this question: How do you show love to your WCAF, 21st Century

FO
mother? Skills, Subject
Integration, Values
2. T
Let the learners sing the song “Mother, Mother” in Start Up.
Integration)
O
3. Discuss the song with the learners.
-N

4. Ask the learners about the good character being shown by the child Collaboration and
in the song. Communication
L
IA

Day 2: Developmental Activities

ER

1. Call on volunteers to read the dialogue “Sam and Jem” in Open Up.
AT

Guide the learners in reading the dialogue.

M

2. Ask the learners to take turns in practicing the sentence patterns.

E

3. Guide the learners in answering the questions in How well did you
C

listen?
EN

Day 3: Deepening Activities

ER

Enrichment Activities
EF

1. Ask the learners to read the simple greetings in the Build Up.
2. Let the learners role-play the dialogue in the Build Up. Engaged
R

Challenged
3. Call on the learners to share what polite expressions and simple
greetings do they commonly use toward their family members in
the given situations. (You may add more examples and provide
pictures for each situation.)
a. You will join breakfast. (Good morning) Supported
b. You are going to sleep. (Good night) Critical Thinking

7
 c. Your mother gave you a present. (Thank you)
d. You accidentally hit your brother or sister while playing. (I am
sorry)
e. You are asking your mother if you can use her phone. (May I…)

Day 4: Enhancement Activities

Lead the learners in singing the action song “Hello, Hello, How Do
You Do.”

G
Provision for Differentiated Instruction

N
Divide the class into two groups and let the group choose from these

LI
two activities.

L
SE
Group 1: Have the learners act out a play about simple greetings.
Communication
Group 2: Have the learners role-play about polite expressions. Collaboration

R
FO
Day 5
IV. Closing Activities
T
O
1. Remember
-N

Ask the learners to listen as you review this part with Engaged and
them. Let them tell when courteous expressions and simple Supported
L
IA

greetings are used.

ER

2. Treasure Values Integration:

Being respectful
Continue doing the activity. Tell the learners to listen to
AT

each story. Ask them the question: What simple greeting or

M

polite expression would you use in the given situations?

E

3. Link: Values Education Subject Integration:

C

Have the learners recite the sentence: One of the good Values Education
EN

qualities of Filipino children is being respectful.

ER

Ask them to listen as you read the simple greetings and

polite expressions used when they have visitors at home in the
EF

worktext. Let the learners act out the situations.

R

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

8
 LESSON 4

Naming Different Kinds of Houses

No. of Days: 5

I. Subject Matter: Naming the Different Parts and Kinds of Houses

II. Objectives: At the end of the lesson, the learners must be able to:
a. name the different parts of the house; and

G
N
b. name the different kinds of houses.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Ask the learners this question: Can you name the parts of your WCAF, 21st Century
house? Skills, Subject
Integration, Values
2. T
Lead the learners in reciting the chant “Parts of the House” in Start Integration)
O
Up.
-N

3. Talk about the chant. Let the learners talk a little about their own Collaboration and
house. Communication
L
IA

Day 2: Developmental Activities

ER

1. Read the story of "Jem and Sam" in Open Up to the learners.

AT

2. Let them answer the questions in How well did you Listen?
M

3. Show the learners pictures of the different kinds of houses in Build

Up. Explain the difference in their structures and the different
E

materials used to construct houses.

C
EN

Day 3: Deepening Activities

ER

Enrichment Activities

Ask the learners: What are the things that are common to all of Engaged
EF

1.
them? Challenged
R

Supported
2. Explain the different parts of the house and their function.

a. The roof protects us from the rain and heat of the sun.
b. The ceiling traps the heat from the roof to make us feel
comfortable inside the house.
c. The windows allow the wind and air to circulate inside the
house.

9
 d. The walls divide the house into different rooms. It also
protects us from outside dangers.
e. The door allows us to come in and out of the house.
f. The floor is where we walk on.
g. The stairs allow us to go up and down the house.
3. Post pictures of the different kinds of houses on the board and let
the learners name the different kinds of houses.
4. Post pictures of the different parts of the house on the board and
say a riddle, describing each part of the house (Example: It protects

G
us from the rain and heat of the sun). Call on a learner to get and Engaged

N
LI
show the part of the house being described in the riddle. Supported

L
5. Guide the learners in answering the activities in Power Up.

SE
Day 4: Enhancement Activities

R
1. Do simple games like “Wave your hands” if what is being described is

FO
a kind of house, or “Touch your shoulder” if what is being described
is part of a house.
2. T
Divide the class into three groups. Ask each group to draw the kind
O
of house they like the most and have them label each part of the
-N

house.

Day 5
L
IA

IV. Closing Activities

ER

1. Remember
Ask the learners to listen as you read this part. Call on
AT

the learners to name the different kinds of houses. Ask them

M

also to identify the different parts of the house. Show videos

of different kinds of houses and the different parts of the
E

house. (Note: Videos can be downloaded from YouTube.)

C
EN

2. Treasure Values Integration:

Continue doing the activity by answering the given Helping others
ER

activity. Ask the learners to say something about the pictures

EF

on how one can help the affected people from a strong

typhoon.
R

3. Link: Arts Subject Integration:

Guide the learners in doing this activity in class. Provide Arts

a copy of the different kinds of houses for the children to copy.
4. Quick Check!
Ask the learners how they feel about the lesson. Have
them check their response.

10
 LESSON 5

Naming Different Rooms in a House

No. of Days: 5

I. Subject Matter: Naming the Different Rooms of a House and the Things
Found in Each Room

II. Objective: At the end of the lesson, the learners must be able to name the places and

G
the things found at home.

N
III. Lesson Development

L LI
Day 1: Opening Activities

SE
Integration
Pre-reading (Whole Child Tenets,

R
Ask the learners this question: Which room in your house is your WCAF, 21 Century
st
1.

FO
Skills, Subject
favorite?
Integration, Values
2. Lead the learners in doing the chant “Rooms in a House.” Integration)
T
O
3. Talk about the chant with the learners.
-N

Collaboration
4. Show a picture or a video of a house. Let them tell something about Communication
it.
L
IA

Day 2: Developmental Activities

ER

1. Call on volunteers to say something about their house.

AT

2. Let them answer the following questions:

M

• Where do you sleep?

E

• Where does Mom cook food?

C
EN

• Where does Dad park the car?

ER

• Where do you entertain visitors?

• Where do you eat?

EF

• Where do you bathe?

R

3. Read the dialogue “Family at Home” in Open Up. Engaged

Challenged
4. Call on the learners to take turns in reading the dialogue.
Supported
5. Let the learners answer the questions in How well did you listen?

11
Day 3: Deepening Activities
Enrichment Activities

1. Post pictures of the different kinds of houses on the board and let Critical Thinking
the learners name the different kinds of houses.
2. Post pictures of different parts of the house on the board and play
a riddle, describing each part of the house. Example: It protects us
from the rain and heat of the sun.
3. Call on the learners to get and show the part of the house being

G
described.

N
4. Have the learners answer the activities in Power Up.

L LI
Day 4: Enhancement Activities Engaged

SE
Provision for Differentiated Instruction Supported

R
Divide the class into two groups and let them do the following

FO
activities:

Group 1: Have the learners make a simple diorama of a house with

the help of their teacher. T
O
-N

Group 2: Have the learners draw their favorite room in the house.
They should also draw furniture and things inside the house.
L

Let the learners answer additional teacher-made worksheets about

IA

the topic.
ER

Day 5
AT

IV. Closing Activities

M

1. Remember
E

Read with the learners this part of the worktext.

C

Values Integration:
EN

2. Treasure
Importance of
Ask the learners: How do you help keep your house clean? keeping the house
ER

clean
Let them check the correct picture in the worktext.
EF

3. Link: Health Subject Integration:

R

Ask the learners: What are the proper eating habits? Health

Let them check the right pictures in the worktext.

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

12
 LESSON 6

Using Name Words

No. of Days: 5

I. Subject Matter: Name of Objects/Things in the House

II. Objective: At the end of the lesson, the learners must be able to name common
objects/things found in the house.

G
III. Lesson Development

N
LI
Day 1: Opening Activities Integration

L
SE
Pre-reading (Whole Child Tenets,
1. Ask the learners to name some of the things they see in each part of WCAF, 21st Century

R
Skills, Subject
the room.

FO
Integration, Values
2. Lead the learners in doing the chant “What Do You See?” in Start Integration)
Up.
T
O
3. Talk about the chant with the learners.
-N

Day 2: Developmental Activities Collaboration and

L

Communication
IA

1. Call on the learners to name things found in the house.

ER

2. Read the dialogue in Open Up.

AT

3. Let the learners answer the questions in How well did you listen?
M

Day 3: Deepening Activities

E

Enrichment Activities
C

1. Show pictures of different objects found in the house/in the

EN

different rooms of the house. Call on the learners to name them.

ER

2. Discuss name words using the pictures in Build Up. Tell the learners
that the objects found in the house are examples of name words.
EF

Ask the learners to give more examples of name words.

R

3. Guide the learners to name the objects found in the house in Build
Up.

4. Let them answer the activity in Power Up. Engaged

13
Day 4: Enhancement Activities Challenged

Provision for Differentiated Instruction Supported

Divide the class into three groups. Let each group choose from one
of these activities.

Group 1: Have the learners draw and color at least 10 objects found
inside the house. Name them and present them in class.

Group 2: Have the learners cut pictures of objects found in the

house, paste them onto a sheet of bond paper. Name them

G
and present them in class.

N
Group 3: Have the learners make an album of the things found in the

LI
house. Name them and present them in class.

L
SE
Day 5
IV. Closing Activities

R
1. Remember

FO
Have the learners read after you some of the things
T
found in the house in this part of the worktext.
O
Ask the learners to name other objects they can find in
-N

the house.
Values Integration:
L

2. Treasure
IA

Importance of taking
Ask the learners this question: How can you help with care of the things in
ER

the chores in the house? the house

AT

Let them check the right pictures in the worktext.

M

3. Link: Arts Subject Integration:

E

Ask the learners this question: Which part of the house Arts
C

do you like most?

EN

Let them draw and color the things found in that room in
ER

this part of the worktext.

Quick Check!
EF

4.

Ask the learners how they feel about the lesson. Have
R

them check their response.

5. Guide the learners in doing the Quarterly Assessment.

14
 ANSWER KEY
FIRST QUARTER: My Home

LESSON 1: Introducing Oneself

OPEN UP
How well did you listen?
2. 3

G
N
3. Sam

LI
4. Tom

L
SE
POWER UP

R
A. Answers may vary.

FO
B. What is your name?

How old are you? T

O
-N

What grade level are you and what school do you go to?

Treasure
L
IA

Stand straight Speak softly

ER

Look at your classmates

AT

Link
M

Take a bath regularly Brush your teeth

E
C

Wear your slippers Wash your hands before eating

EN

Eat nutritious food

ER

LESSON 2: Naming Family Members

EF

OPEN UP
R

How well did you listen?

2. Jem and Tom

3. Dad

15
BUILD UP
Answers may vary.

POWER UP
A. mom, brother, dad, sister, baby

B. sad father happy mother

happy baby excited children

G
Treasure

N
LI
L
SE
R
FO
T
O
-N
L

Link
IA
ER

Answers may vary.

AT

LESSON 3: Saying Simple Greetings and Polite Expressions

M

OPEN UP
E
C

How well did you listen?

EN

2. snack
ER

3. Sam
EF

4. I am sorry
R

POWER UP
A. Good morning Good evening
I am sorry Thank you
Goodbye May I leave the room?

16
B. 2. Thank you for your gift.

3. May I borrow your pencil?

4. I am sorry.
5. Good morning, teacher!

Treasure
Good morning

Goodbye

G
N
LESSON 4: Naming Different Kinds of Houses

LI
L
SE
OPEN UP
How well did you listen?

R
FO
2. 

3. 
T
O
POWER UP
-N

A. two-story house
L
IA

condominium
ER

apartment
AT

B. hut
M

condominium
E
C

C.
EN
ER
EF
R

17
 G
N
LI
L
SE
R
FO
T
O
Link
-N

Answers may vary.

L
IA

LESSON 5: Naming Different Rooms in a House

ER

OPEN UP
AT

How well did you listen?

M

2. Mom
E
C

3. Sam and sister

EN

POWER UP
ER

A. kitchen
EF

bedroom
R

bathroom
dining room

B. Answers may vary.

18
Treasure

I keep the toys after every use. I fix the bed.

I sweep the floor.

Link

Eat nutritious food. Wash your hands before eating.

Pray before you eat.

G
N
LESSON 6: Using Name Words

LLI
OPEN UP

SE
How well did you listen?

R
2. soap

FO
3. pillow
T
O
POWER UP
-N

5th picture
L

4th picture
IA

1st picture
ER

2nd picture
AT

Treasure
M
E

Throw garbage in the bin

C

Help dad prepare the table Wipe spilled water

EN

Link
ER

Answers may vary.

EF
R

19
 QUARTERLY ASSESSMENT

What Have You Learned?

A. 1. I am sorry.

2. Thank you.

3. May I help you, Mom?

4. Please pass the rice.

G
5. Good afternoon.

N
LI
B. roof – green

L
walls – red

SE
ceiling – yellow

R
floor – orange

FO
door – pink
T
O
-N

What Can You Do?

Matching Card Game: Answers may vary.
L
IA
ER
AT
M
E
C
EN
ER
EF
R

20
 SECOND QUARTER

My School
In this unit, the learners will be aware of different friends they meet and will also be familiar
with the different places in school. They will also learn about the pronouns like: He, She, It, and

G
They; and the demonstrative pronouns like: This, That, These, and Those. They will also get to

N
enjoy different actions that a learner can do. They will realize the fun a learner can enjoy in school.

LI
v PRE-ASSESSMENT ACTIVITY

L
SE
The learners will answer the given questions below orally.

R
1. Who teaches in school?

FO
2. Who keeps the school clean?

3. T
Which place in school will you visit when you don’t feel well?
O
-N

4. Where do we buy snacks in the school?

5. What do you commonly do in school?

L
IA
ER
AT
M
E
C
EN
ER
EF
R

21
 LESSON 1

Naming Friends in School

No. of Days: 5

I. Subject Matter: Naming Friends in School

II. Objectives: At the end of the lesson, the learners must be able to:
a. name the school personnel;

G
N
b. identify how each school friend helps in school; and

LI
c. identify the name of persons and things.

L
SE
III. Lesson Development

Day 1: Opening Activities

R
FO
Pre-reading Integration

(Whole Child Tenets,

1. Lead the learners in reciting the poem “Little Children” in Start Up.
T WCAF, 21st Century
O
2. Discuss the poem with the learners. Skills, Subject
-N

Integration, Values
3. Read the short story in Open Up while the learners listen attentively. Integration)
L

4. Guide the learners in answering the questions in How well did you
IA

listen?
ER

Day 2: Developmental Activities Collaboration and

AT

1. Visit with the class the following people who are available in school: Communication
Critical Thinking
M

principal doctor
E

teachers janitor
C

librarian security guard

EN

nurse
ER

2. Discuss to the class the job each friend does in school. Use Build Up
EF

for further discussion.

R

3. Let the learners relate how each school friend helps them in school.

4. Once back in the classroom, let the learners watch a video lesson
about the different friends in school.

22
Day 3: Deepening Activities Engaged
Enrichment Activities Challenged
Supported
1. Let the learners listen and repeat after you read the names of the
friends in school and the things they use in Build Up. Tell them that
the names of the friends in school are names of persons, and the
names of the things they use are names of things. Tell that these are
called name words.

2. Show pictures. Ask the learners the category for each.

G
Examples: blackboard, eraser, table, and chairs – name of things

N
LI
doctor, teacher, and student – name of persons

L
3. Guide the learners in answering the activities in Power Up.

SE
Day 4: Enhancement Activities

R
Provision for Differentiated Instruction

FO
Divide the class into three groups and let them do the following
activities: T
O
-N

Group 1: Have the learners draw things each friend in school uses.
Let them tell in front of the class who uses the particular thing
L

that they’ve drawn.

IA

Group 2: Have the learners draw their favorite friend in school. Let
ER

them tell something about their drawing.

AT

Group 3: Have the learners show a picture of a friend in school. Let

them tell something about it.
M

Play-based Activity: Guessing Game

E
C

Let the learners guess who or what is being referred to.

EN

a. He/She cleans the school. (janitor)

ER

b. It is the thing the janitor uses for cleaning. (mop)

EF

c. It is used for writing on the board. (chalk)

R

d. They teach students like you. (teachers)

23
Day 5
IV. Closing Activities

1. Remember

Ask the learners to listen as you read this part. Show

pictures of friends in school and ask the learners to name
them.

2. Treasure Values Integration:

Have the learners check the pictures that show respect Respect for others

G
for others.

N
LI
3. Link: Values Education Subject Integration:

L
Read the sentences about showing respect and have the Values Education

SE
learners repeat them after.

R
4. Quick Check!

FO
Ask the learners how they feel about the lesson. Have
them check their response.
T
O
-N
L
IA
ER
AT
M
E
C
EN
ER
EF
R

24
 LESSON 2

Using He, She, It, and They

No. of Days: 5

I. Subject Matter: He, She, It, and They

II. Objectives: At the end of the lesson, the learners must be able to:
a. name the things found in the classroom and school; and

G
N
b. use the pronouns he, she, it, and they correctly.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Ask the learners these questions: WCAF, 21st Century
Skills, Subject
a. Do you have a friend in school? Integration, Values
T Integration)
O
b. Is he a boy or is she a girl?
-N

2. Lead the learners in reciting the poem “Friends” in Start Up.

L

3. Discuss the poem with the learners.

IA

4. Read the story in Open Up while the learners listen attentively.

ER

5. Guide the learners in answering the questions in How well did you Collaboration and
AT

listen? Communication
Critical Thinking
M

Day 2: Developmental Activities

E

1. Show pictures of things found in the classroom. Ask the learners to

C

name them. They can also tell something about the pictures.
EN

Examples:
ER

board eraser – The teacher uses it to erase the writing on the board.
EF

pencil – It is used in writing.

R

2. Discuss to the class the things found in the classroom and in school
in Build Up.

3. Discuss also the use of he, she, it, and they correctly.

4. Ask the learners to answer the activity in Build Up.

25
Day 3: Deepening Activities
Enrichment Activities

1. Provide different pictures where he, she, it, and they can be used.
Paste the word he, she, it, and they on the board and let the learners
Engaged
put each picture under the correct pronoun.
Challenged
Example:
Supported

G
N
L LI
SE
R
FO
T
O
2. Guide the learners in answering the activities in Power Up.
-N

Day 4: Enhancement Activities

L

Provision for Differentiated Instruction

IA

Divide the class into two groups and let them do the following
ER

activities:
AT

Group 1: Have the learners recite the poem “Friends.”

M

Group 2: Have the learners talk about their favorite things found
E

inside the classroom and their friends in school using the

C

correct pronouns.
EN

Play-based Activity
ER

Ask the learners to step on the correct pronoun as you show pictures
of thing/things and person/persons:
EF

Example: Picture of a table – The learners should step on the

R

pronoun it.
The learner with the most number of correct answers will be the
winner.

26
Day 5
IV. Closing Activities

1. Remember

Read this part and then let the learners repeat it after
you. Show a downloaded video about the pronouns he, she, it,
and they.

2. Treasure Values Integration:

Have the learners check the pictures that show children Helping classmates

G
and friends in school
helping school friends and classmates in school.

N
LI
3. Link: Arts Subject Integration:

L
Have the learners do the activity in this part of the Arts

SE
worktext.

R
4. Quick Check!

FO
Ask the learners how they feel about the lesson. Have
them check their response.
T
O
-N
L
IA
ER
AT
M
E
C
EN
ER
EF
R

27
 LESSON 3

Naming Places in School

No. of Days: 5

I. Subject Matter: Places in School/Things Found in Each Place

II. Objectives: At the end of the lesson, the learners must be able to:

a. tell the name of their own school; and

G
N
b. name the different places in school and the things found in each place.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration

R
Pre-reading
(Whole Child Tenets,

FO
1. Ask the learners this question: What do you learn from school? WCAF, 21st Century
Skills, Subject
Lead the learners in singing the song “In School” in Start Up.
2.
T Integration, Values
O
3. Discuss the song with the learners. Integration)
-N

4. Read the story in Open Up while the learners listen attentively.

L

Make sure that the picture of each place in school that is mentioned
IA

in the story is shown.

ER

5. Guide the learners in answering the questions in How well did you
listen?
AT

Day 2: Developmental Activities Collaboration and

M

Communication
1. Prepare the learners to have a tour around the school. Give rules so Critical Thinking
E
C

that they will not run around and disturb other classes.
EN

2. The class will visit the following places in school:

ER

Principal’s office library

clinic playground
EF

canteen washroom
R

3. Explain to the class the function of each place in school.

4. Let the learners observe the things that can be found in each place.

5. Guide the learners in practice saying the sentences in Build Up.

28
Day 3: Deepening Activities Engaged
Enrichment Activities Challenged

1. Show pictures of objects found in different places. Ask the learners Supported
where each picture can be found. Safe

Examples:

blackboard, eraser, table, and chairs – classroom

seesaw, swing, slide – playground

G
2. Assist the learners in answering the exercise in Build Up.

N
3. Have them answer the activities in Power Up.

L LI
Day 4: Enhancement Activities

SE
Provision for Differentiated Instruction

R
Divide the class into two groups and let them do the following

FO
activities

Group 1: The learners will draw objects that can be seen in the given
T
O
places in school.
-N

Group 2: The learners will help the teacher arrange things in the
classroom. They will name the objects they put in the proper
L

place.
IA
ER

Play-based Activity: Guessing Game

Let the learners guess which place in school is being referred to in

AT

each letter.
M

a. It is where we go when we get sick at school. (clinic)

E

b. It is where we borrow books. (library)

C
EN

c. It is where we buy and eat our snacks. (canteen)

d. It is where we play outdoor games. (playground)

ER

Day 5
EF

IV. Closing Activities

R

1. Remember

Lead the learners in reading the sentences about the

different places in school in this part of the worktext.

Play a downloaded video that shows the different places

in school and the things found in each place.

29
2. Treasure Values Integration:

Have the learners check the pictures that show care for Cleanliness in school
the places in the school.

3. Link: Arts Subject Integration:

Have the learners do the activity in this part. Arts

4. Quick Check!

Ask learners how they feel about the lesson. Have them

G
check their response.

N
L LI
SE
R
FO
T
O
-N
L
IA
ER
AT
M
E
C
EN
ER
EF
R

30
 LESSON 4

Using This and That

No. of Days: 5

I. Subject Matter: Using This and That

II. Objectives: At the end of the lesson, the learners must be able to:
a. use This and That correctly; and

G
N
b. write the words This and That.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Ask the learners these questions: WCAF, 21st Century
Skills, Subject
a. Is that a book? (point to a book on the table) Integration, Values
T Integration)
O
b. Do you also have a pencil like this? (point to the pencil in your
-N

hand.)

2. Lead the learners in reciting the chant “The Pen and the Book” in
L

Start Up.
IA
ER

3. Discuss the chant with the learners.

4. Read the dialogue in Open Up while the learners listen attentively. Collaboration and
AT

Communication
Make sure that the picture of each place in school mentioned in the
Critical Thinking
M

story is shown.
E

5. Show a downloaded video about Museo Pambata. Talk about the

C

video with the learners.

EN

6. Guide the learners in answering the questions in How well did you
ER

listen?
EF

Day 2: Developmental Activities

R

1. Talk about objects seen near and far inside the classroom. You may
also take the learners outside the classroom to point out faraway
objects.

Examples:

This is a table. (point to the table beside you)

That is a sink. (point to the sink far from you)

31
2. Discuss the correct use of This and That in Build Up.
3. Guide the learners in answering the activity in Build Up.

Day 3: Deepening Activities

Enrichment Activities
1. Give an oral drill on the use of This and That. Ask the learners to use Engaged
This and That in sentences. Challenged
Example: This is a book. (refer to a book close to you) Supported
2. Prepare additional exercises for mastery.

G
N
3. Have them answer the activities in Power Up.

LI
Day 4: Enhancement Activities

L
SE
Provision for Differentiated Instruction
Divide the class into two groups and let them do the following

R
activities:

FO
Group 1: Have the learners use This and That in sentences. Let them
demonstrate.
T
O
Group 2: Have the learners draw things that are near and far from
-N

where they are sitting. Let them show their work in the class
to demonstrate the use of This and That.
L

Play-based Activity
IA

Show pictures. If the picture shows the use of That, the learners will
ER

wave their hands. If the picture shows the use of This, they will clap their
AT

hands.
M

Day 5
IV. Closing Activities
E
C

1. Remember
EN

Read the use of this and that in this part of the worktext
ER

and have the learners repeat saying the sentences.

2. Treasure Values Integration:
EF

Politeness
Have the learners color the pictures that show good
R

behavior when on a field trip.

Subject Integration:
3. Link: Arts
Arts
Have the learners do the activity in this part.
4. Quick Check!
Ask the learners how they feel about the lesson. Have
them check their response.

32
 LESSON 5

Using These and Those

No. of Days: 5

I. Subject Matter: Using These and Those

II. Objectives: At the end of the lesson, learners must be able to:
a. use These and Those correctly; and

G
N
b. write the words These and Those.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Ask the learners this question: Are you happy being in school? WCAF, 21st Century
Skills, Subject
2. Lead the learners in reciting the chant “School Is Fun” in Start Up. Integration, Values
T
O
3. Discuss the chant with the learners. Integration)
-N

4. Read the dialogue in Open Up while the learners listen attentively.

5. Guide the learners in answering the questions in How well did you Collaboration and
L

listen? Communication
IA

Critical Thinking
ER

Day 2: Developmental Activities

AT

1. Talk about objects seen near and far inside the classroom. You may
also take the learners outside the classroom to point out faraway
M

objects.
E

Examples:
C

These are chalks. (hold the pieces of chalks)

EN

Those are books. (point to the books in the bookshelf far from the
ER

you)
EF

2. Discuss the correct use of These and Those in Build Up.

3. Guide the learners in answering the activities in Build Up.
R

Day 3: Deepening Activities

Enrichment Activities
1. Give an oral drill on the use of These and Those. Ask the learners to Engaged
use These and Those in sentences. Challenged

Example: Those are toys. (refer to toys far away from you) Supported

33
2. Prepare additional exercises for mastery.

3. Have them answer the activities in Power Up.

Day 4: Enhancement Activities

Provision for Differentiated Instruction
Divide the class into three groups and let them do the following
activities:

Group 1: Have the learners tell the class what they have learned. Let

G
them demonstrate the use of These and Those.

N
Group 2: Have the learners draw objects far from the speaker and

LI
objects near the speaker to show the use of These and Those.

L
SE
Group 3: Have the learners trace the words These and Those.

Play-based Activity

R
FO
Give each learner a sheet of bond paper. Say phrases and sentences
that use the words these and those. Ask the learners to draw as many
objects as they can. T
O
Example: Those are birds. (the learners will draw many birds)
-N

Day 5
L

IV. Closing Activities

IA
ER

1. Remember

Have the learners read the sentences in this part of the

AT

worktext with you.

M

2. Treasure Values Integration:

E

Care for the places in

Have the learners check the pictures that show care for school
C
EN

places in the school.

3. Link: Speech Subject Integration:

ER

Speech
Have the learners do the activity in this part.
EF

4. Quick Check!
R

Ask the learners how they feel about the lesson. Have
them check their response.

34
 LESSON 6

Using Action Words

No. of Days: 5

I. Subject Matter: Using Action Words

II. Objectives: At the end of the lesson, the learners must be able to:
a. identify action words; and

G
N
b. demonstrate simple actions correctly.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities Integration
Pre-reading

R
(Whole Child Tenets,

FO
WCAF, 21st Century
1. Ask the learners this question: What do we do in school?
Skills, Subject
2. Lead the learners in reciting the poem “My Little Busy Hands” in Integration, Values
Start Up. T Integration)
O
-N

3. Discuss the poem with the learners.

4. Ask the learners about what they do in school.

L
IA

5. Read the dialogue in Open Up while the learners listen attentively.

ER

6. Guide the learners in answering the questions in How well did you Collaboration and
Communication
listen?
AT

Critical Thinking
Day 2: Developmental Activities
M
E

1. Ask the learners to do some actions like, dance, stand, wave their
C

hand, etc. Then tell them that what they have just done were actions.
EN

2. Show a downloaded video about action words.

ER

3. Read and discuss the action words in Build Up.

EF

4. Have the learners reread the sentences.

5. Have the learners demonstrate the actions in Build Up.

R

Day 3: Deepening Activities

Enrichment Activities

1. Give more examples of action words and let the learners demonstrate
each action.

35
2. Sing more action songs with the learners. Engaged

3. Call on volunteers to perform an action in front of the class. Challenged

Supported
4. Have them answer the activities in Power Up.

Day 4: Enhancement Activities

Provision for Differentiated Instruction
Divide the class into three groups and let them do the following
activities:

G
Group 1: Have the learners sing an action song.

N
Group 2: Have the learners act out what they usually do in school.

L LI
Group 3: Have the learners do simple exercises using the different

SE
body parts.

Play-based Activity: Guess What I Am Doing

R
FO
Demonstrate simple actions and then the learners will guess the
action being done.

Day 5
T
O
IV. Closing Activities
-N

1. Remember
L
IA

Let the learners give more examples of action words

after reading this part in the worktext.
ER

2. Treasure Values Integration:

AT

Guide the learners in doing the activity about the right Respect and Courtesy
M

thing that one should do for the family.

E

3. Link: Health Subject Integration:

C

Health
EN

Have the learners do the action words.

4. Quick Check!
ER

Ask the learners how they feel about the lesson. Have
EF

them check their response.

R

5. Guide the learners in doing the Quarterly Assessment.

36
 ANSWER KEY
SECOND QUARTER: My School

LESSON 1: Naming Special Friends in School

OPEN UP
How well did you listen?
2. Teacher May

G
N
3. children

LLI
POWER UP

SE
A.

R
FO
T
O
-N
L
IA
ER
AT
M
E
C
EN
ER

B. 1. teacher 4. principal

2. Janitor 5. nurse
EF

3. librarian
R

Treasure

I greet my teacher politely. I speak politely to the janitor.

I follow school rules and regulations.

37
LESSON 2: Using He, She, It, and They

OPEN UP
How well did you listen?
3, 2, 1

POWER UP
A. 2. He

G
3. He

N
LI
4. They

L
SE
5. It

R
B. 1. They 6. She

FO
2. It 7. It

3. She 8. It T
O
4. He 9. He
-N

5. They 10. They

L
IA

C. 1. He 5. He
ER

2. She 6. They
AT

3. They 7. It
M

4. It 8. She
E
C

Treasure
EN
ER
EF

 
R

38
 

G
Link

N
LI
Answers may vary.

L
SE
LESSON 3: Naming Places in School

R
OPEN UP

FO
How well did you listen?
T
O
2. places in school
-N

3. happy
L

POWER UP
IA
ER

A. books (1st picture)

AT

monkey bar (2nd picture)

M

eating table (2nd picture)

E

dental chair (1st picture)

C
EN

B. playground – I play in the playground.

ER

classroom – I study in the classroom.

EF

library – I read books in the library.

R

canteen – I buy and eat food in the canteen.

39
C.

● ● playground

G
N
● ● clinic

LLI
SE
R
FO
D. swing
car
chair T
O
slide
-N

Treasure
L
IA
ER
AT

 
M
E
C
EN
ER
EF


R

Link
Answers may vary.

40
LESSON 4: Using This and That

OPEN UP
How well did you listen?
2. Sam

3. Jem

POWER UP

G
A. This

N
LI
That

L
This

SE
That

R
FO
B.

T
O
-N

● ● This is a towel.
L
IA
ER
AT

● ● This is a pail.
M
E
C
EN
ER

● ● That is a big house.

EF
R

41
Treasure

G
Children listening to the Children watching closely at the displayed

N
teacher’s instruction objects in the museum

L LI
Link

SE
Answers may vary.

R
FO
LESSON 5: Using These and Those

OPEN UP T
O
-N

How well did you listen?

2. Teacher May
L
IA

3. bees
ER

POWER UP
AT

2. These
M

3. Those
E
C

4. Those
EN

5. These
ER

Treasure
EF

I put the toys back where I got them.

R

I put my things inside my bag after use.

Link

These are flowers.

Those are dogs.

42
LESSON 6: Using Action Words

OPEN UP
How well did you listen?
The following pictures should be circled:

• I help teacher clean the blackboard.

• I keep my things ready in my bag.

G
• I help carry teacher's things.

N
• We keep our classroom clean.

LI
L
SE
POWER UP

R
A.

FO
T
O
● ● sing
-N
L
IA
ER
AT

● ● wash
M
E
C
EN
ER

● ● eat
EF
R

43
B.

sing

dance

G
N
LI
play

L
SE
pray

R
FO
T
O
read
-N

write
L
IA
ER
AT

dig
M

sleep
E
C
EN

C. writes dance
ER

stands swims
EF

reads
R

44
D.

● ● eat

G
● ● swing

N
L LI
SE
R
FO
● ● drink
T
O
.
-N
L
IA
ER

● ● run
AT
M
E
C
EN

● ● slide
ER
EF
R

● ● kick

45
E. run

walk

play

draw

Treasure

The following pictures should have checks:

• Children washing the dishes.

G
N
• Children giving mommy and daddy a goodnight kiss.

LI
Link

L
SE
The learners will do the exercises by acting out the action word.

R
FO
QUARTERLY ASSESSMENT
T
O
What Have You Learned?
-N

A. 1. Principal C. B
L
IA

2. librarian A
ER

3. janitor D
AT

B. That C
M
E

These
C

This
EN

Those
ER
EF

What Can You Do?

R

Charades: Answers may vary. The group that gets the highest number of points wins.

46
 THIRD QUARTER

My Community
In this unit, learners will be aware of the community they live in. They will be introduced
to the places around them and to the people who work in the community. They will also get to

G
describe the objects, the people, and the places they come across with. The learners will also learn

N
that some describing words have similar and opposite meanings.

LI
v PRE-ASSESSMENT ACTIVITY

L
SE
Let the learners do the following activities. Call on volunteers to answer the questions orally.

R
A. Let the learners answer the following questions.

FO
1. Where do people go when they are sick?

2. Who treats the sick? T

O
3. Where do you study?
-N

4. Who teaches in school?

L

5. Who bakes breads and cakes?

IA
ER

B. Describe the following objects.

AT
M
E
C
EN
ER

C. Let the learners tell whether the following vehicles are for land transportation, water
transportation, or air transportation.
EF

1. tricycle 2. airplane 3. boat

R

47
 LESSON 1

Describing Places in the Community

No. of Days: 5

I. Subject Matter: Naming and Describing Places in the Community

II. Objectives: At the end of the lesson, the learners must be able to:
a. name and describe the different places in the community; and

G
N
b. describe the function of each place in the community.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Pre-reading Integration

R
(Whole Child Tenets,

FO
1. Ask the learners this question: Can you name the places in your
WCAF, 21st Century
community that you often visit? Skills, Subject
2. T
Lead the learners in reciting the chant “Finding Places in a Village” in Integration, Values
O
Integration)
Start Up.
-N

3. Discuss the chant with the learners.

L

Read the dialogue in Open Up while the learners listen attentively.

IA

4.
ER

5. Guide the learners in answering the activity in How well did you Collaboration and
listen? Communication
AT

Critical Thinking
Day 2: Developmental Activities
M

1. Ask the learners these questions:

E
C

a. Where are you now? Why do you go to school?

EN

b. Where do you go when you get sick?

ER

c. Where does mom buy fish, fruits, and vegetables?

EF

d. Where do you shop for clothes?

e. Where do you mail your letters?

R

f. Where do you go for a picnic and jog as well?

2. Read the sentences in Build Up with the learners.

3. Let the learners talk about their experience in each place in the
community.

48
Day 3: Deepening Activities
Enrichment Activities
1. Let the learners watch video lessons about the different places in
the community. Explain and discuss the function of each place.
Engaged
2. Show flash cards of different community places. Discuss each one. Challenged
3. Guide the learners in answering the activity in Power Up. Supported

Day 4: Enhancement Activities

G
Provision for Differentiated Instruction

N
Divide the class into three groups and let them do the following

LI
activities:

L
SE
Group 1: Have the learners draw and color one of the places in the
community.

R
Group 2: Show and Tell. Have the learners show a picture of each

FO
place in the community and tell something about it.

T
Group 3: Have the learners recite the chant “Finding Place in a
O
Village.”
-N

Play-based Activity: Guessing Game

L

Have the learners play the "Riddle Game." Describe a particular

IA

community and let the learners guess its name.

ER

Example: This is a place where children study. (school)

AT

Day 5
IV. Closing Activities
M

1. Remember
E
C

Let the learners recite the places in the community.

EN

Read the part in the worktext.

ER

2. Treasure Values Integration:

Helping to keep the
Have the learners check the pictures that show ways to
EF

community clean
keep the community clean.
R

3. Link: Arts Subject Integration:

Arts
Guide the learners in doing the activity.

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

49
 LESSON 2

Using Describing Words

No. of Days: 5

I. Subject Matter: Describing Words

II. Objectives: At the end of the lesson, the learners must be able to:
a. describe common objects/things around us based on their color, shape, size, and

G
use; and

N
LI
b. use describing words correctly.

L
III. Lesson Development

SE
Day 1: Opening Activities Integration

R
Pre-reading

FO
(Whole Child Tenets,
WCAF, 21st Century
1. Ask the learners to look around the classroom. Ask for volunteers to
Skills, Subject
describe what they see. T Integration, Values
O
2. Lead the learners in reciting the poem “How Beautiful the World Is” Integration)
-N

in Start Up.
L

3. Discuss the poem with the learners.

IA

4. Read the story in Open Up while the learners listen attentively.

ER

5. Guide the learners in answering the questions in How well did you
Collaboration and
AT

listen? Communication
M

Critical Thinking
Day 2: Developmental Activities
E

1. Let the learners read with you the phrases in Build Up.
C
EN

2. Discuss the describing words with the learners. Explain to them that
describing words tell something about objects, places, or persons.
ER

3. Let them read the describing words with opposite meanings in Build
EF

Up. Discuss them with the learners.

R

4. Let the learners give examples of describing words.

5. Guide the learners in answering the activity in Build Up.

Engaged
Day 3: Deepening Activities Challenged
Enrichment Activities Supported

1. Let the learners watch video lessons about describing words. Explain
and discuss describing words.

50
2. Show a picture of an object and call on a learner to describe it.
Example: picture of a tall building

3. Let the learners answer the additional activity about describing

words.

4. Guide the learners in answering the activity in Power Up.

Day 4: Enhancement Activities

Provision for Differentiated Instruction

G
Divide the class into three groups and let them do the following

N
activities:

LI
Group 1: Have the learners cut pictures or print objects, persons,

L
or places that they like. Paste the pictures in a ¼ cartolina. Let

SE
them describe the pictures.

R
Group 2: Have the learners choose objects available in the classroom.

FO
Let them describe the objects in front of the class.

Group 3: Have the learners draw five objects. Let them describe
their drawing in front of the class. T
O
-N

Play-based Activity: Think-Pair-Share

The learners will be given a picture. They will be asked to describe
L

the picture. They will share the description they have for the picture with
IA

their classmates.
ER

Day 5
AT

IV. Closing Activities

M

1. Remember
E

Let the learners say in their own words what describing

C
EN

words are. Read the meaning of describing words together

with the learners. Let them give more examples.
ER

2. Treasure Values Integration:

I appreciate the
EF

Have the learners draw the thing they like most inside
things around me.
their classroom. Let them tell something about it.
R

3. Link: Writing Subject Integration:

Guide the learners in doing the activity. Writing

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

51
 LESSON 3

Naming Community Friends

No. of Days: 5

I. Subject Matter: Naming Community Friends

II. Objectives: At the end of the lesson, the learners must be able to:

a. name the different community friends and the jobs they do; and

G
N
b. name some of the things each community friend uses in their job.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Ask the learners these questions: WCAF, 21st Century
a. Can you name some community friends that you know? Skills, Subject

b. What do they do? T Integration, Values

O
Integration)
-N

2. Lead the learners in reciting the chant “Who?” in Start Up.

3. Discuss the chant with the learners.
L
IA

4. Read the dialogue in Open Up while the learners listen attentively.

ER

5. Guide the learners in answering the questions in How well did you
Collaboration and
listen?
Communication
AT

Day 2: Developmental Activities Critical Thinking

M

1. Ask the learners where they live. Let them describe their community.
E

Have a short recall of the places in the community.

C

2. Ask the learners about the occupations of their parents. Let some
EN

learners tell the class about what their parents do.

Introduce to the learners the community friends in Build Up. Ask the
ER

3.
learners if their parents have the same occupation as the ones you
EF

presented.
4. Explain and discuss each community friend. Present to the learners
R

Engaged
the things each community friend uses to do their job.
Challenged
5. Ask the learners: What do you want to be when you grow up? Why?
Supported
Day 3: Deepening Activities
Enrichment Activities
1. Let the learners watch video lessons about community friends.
Explain and discuss further the job each community friend does.

52
2. Show pictures of things used by the community friends. Let the
learners tell who among the community friends uses the particular
thing.
Example: whistle – traffic enforcer
3. Let the learners answer additional activities about community
friends.
4. Guide them in answering the activity in Power Up.

Day 4: Enhancement Activities

G
Provision for Differentiated Instruction

N
LI
Divide the class into three groups and let them do the following

L
activities:

SE
Group 1: Have the learners choose one community friend. Draw and
color the things he/she uses in doing his/her job. Let them tell

R
something about their drawing.

FO
Group 2: Have the learners choose at least three community friends
and act out the job they do. T
O
Group 3: Have the learners render a song about community helpers.
-N

Play-based Activity: Guessing Game

L

Ask the learners to wear a costume of what they want to be when

IA

they grow up for a day. Let each one recite the job of the community
ER

helper of their choice.

AT

Day 5
IV. Closing Activities
M
E

1. Remember
C

Recite again the community friends and the job they do

EN

in this part of the worktext.

ER

2. Treasure Values Integration:

Respect for
EF

Have the learners check the picture that shows respect

Community Helpers
for the community friends.
R

3. Link: Arts Subject Integration:

Guide the learners in doing the activity. Arts

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

53
 LESSON 4

Using Synonyms

No. of Days: 5

I. Subject Matter: Words with the Same Meaning

II. Objectives: At the end of the lesson, the learners must be able to:
a. identify words with the same meaning; and

G
N
b. give the same meaning of the words.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Call on volunteers to give words with the same meaning. Guide the WCAF, 21st Century
learners by giving examples and showing pictures. Skills, Subject
Integration, Values
2. T
Lead the learners in reciting the poem “Synonyms” in Start Up. Integration)
O
-N

3. Discuss the poem with the learners.

4. Read the dialogue in Open Up while the learners listen attentively.

L
IA

5. Guide the learners in answering the questions in How well did you
Collaboration and
ER

listen? Communication
Critical Thinking
AT

Day 2: Developmental Activities

M

1. Show different pictures. Ask the learners to describe each picture.

Example: picture of small bag, clean room, etc. After the learners
E

describe them, you say:

C
EN

Yes, this is a small bag with a tiny pocket.

ER

The room is clean. Look how tidy the furniture is too.

Discuss the two words with the same meaning you’ve just
EF

mentioned.
R

2. Discuss words with the same meaning on Build Up. Guide the
learners in practice reading the sentences.

3. Read and explain other words with the same meaning. Provide Engaged
bigger illustrations for similar words. Challenged
4. Give a drill about the lesson. Call on the learners to give words Supported
with similar meaning, or you can give a word and they will give its
synonyms.

54
Day 3: Deepening Activities
Enrichment Activities

1. Let the learners watch video lessons about synonyms. Discuss the
words with the learners.
2. Explain to them the importance of knowing the same meaning of
words.
3. Let the learners answer additional activities about synonyms.
4. Guide them in answering the activities in Power Up.

G
Day 4: Enhancement Activities

N
Provision for Differentiated Instruction

LI
Divide the class into two groups and let them do the following

L
SE
activities:
Group 1: Have the learners draw and color objects of their choice,

R
then present them in class. They will describe it using

FO
synonyms.
Group 2: Have the learners tell as many synonyms as they remember
in front of the class. T
O
-N

Play-based Activity: Show and Tell

Using the same pictures you used, the learners will pick one and tell
L

something about it, using words with the same meaning.

IA
ER

Day 5
IV. Closing Activities
AT

1. Remember
M

Go back to Build Up and guide the learners in reading

the words with the same meaning. Repeat the meaning of
E

synonyms with the learners.

C
EN

Read also the sentence in this part of the worktext.

2. Treasure Values Integration:
ER

Assist the learners in doing the activity. Tell them the Care for one’s toy
EF

importance of taking care of toys.

3. Link: Arts Subject Integration:
R

Ask the learners if they have a favorite toy. Let them Arts
draw it in the worktext and let them talk about it with their
classmates.
4. Quick Check!
Ask the learners how they feel about the lesson. Have
them check their response.

55
 LESSON 5

Using Antonyms

No. of Days: 5

I. Subject Matter: Words with the Opposite Meaning

II. Objectives: At the end of the lesson, the learners must be able to:
a. identify words with opposite meaning; and

G
N
b. give the opposite meaning of the words.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Show pictures of a fat boy and a thin boy. Ask the learners to describe WCAF, 21st Century
the pictures. Lead them to say the word fat and thin. Skills, Subject
Integration, Values
2. T
Lead the learners in reciting the poem “Opposites” in Start Up.
O
Integration)
-N

3. Discuss the poem with the learners.

4. Read the story in Open Up while the learners listen attentively.

L
IA

5. Guide the learners in answering the questions in How well did you Collaboration and
ER

listen? Communication
Critical Thinking
AT

Day 2: Developmental Activities

M

1. Show two different pictures. Ask the learners to describe each set of
pictures.
E

Example: picture of small bag, big bag, etc.

C
EN

After the learners describe them, say: These are small and big
bags. Discuss to the learners that the two words mentioned have a
ER

different meaning.
2. Emphasize the difference by showing them the two pictures. Say:
EF

They differ in size.

R

3. Discuss words with the opposite meanings in Build Up. Guide the
learners in practice reading the sentences.
4. Read and explain other words with opposite meanings. Provide
Engaged
bigger illustrations for each similar word.
Challenged
5. Give a drill about the lesson. Call on the learners to give words with
Supported
opposite meanings or you can give a word and they will give its
antonyms.

56
Day 3: Deepening Activities
Enrichment Activities
1. Let the learners watch video lessons about antonyms. Discuss the
words with the learners.
2. Let the learners answer additional activities about antonyms.
3. Guide them in answering the activities in Power Up.

Day 4: Enhancement Activities

Provision for Differentiated Instruction

G
N
Divide the class into two groups and let them do the following

LI
activities:

L
Group 1: Have the learners draw objects with opposite descriptions,

SE
and present them in class. They will describe them using
antonyms.

R
FO
Group 2: Have the learners tell as many antonyms as they remember
in front of the class.

Play-based Activity: Show and Tell

T
O
-N

Using the same sets of pictures you used in the previous activities,
ask the learners to pick one and tell something about it. Encourage them
L

to use words with different meanings.

IA

Day 5
ER

IV. Closing Activities

AT

1. Remember
M

Go back to Build Up and guide the learners in reading

E

words with different meanings. Read the meaning of antonyms

C

with the learners in this part of the worktext.

EN

2. Treasure Values Integration:

ER

Sharing is caring. Let the learners check the picture that Sharing
shows what they can do with their extra toys.
EF

3. Link: Values Education Subject Integration:

R

Ask the learners to check the correct picture that shows Values Education
they are careful when they play.

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

57
 LESSON 6

Naming Means of Transportations

No. of Days: 5

I. Subject Matter: Land Transportation, Water Transportation, and Air Transportation

II. Objectives: At the end of the lesson, the learners must be able to:
a. identify the different means of transportation; and

G
N
b. name the different kinds of land, air, and water transportation.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Ask the learners this question: How do you go to school? WCAF, 21st Century
Skills, Subject
2. Lead the learners in reciting the chant “Where?” in Start Up. Integration, Values
T Integration)
O
3. Discuss the chant with the learners.
-N

4. Read the story in Open Up while the learners listen attentively.

L

5. Guide the learners in answering the questions in How well did you
IA

listen?
ER

Day 2: Developmental Activities

AT

Collaboration and
1. Ask the learners what kind of vehicle they use when going to Communication
M

school. Show the pictures of the transportation vehicles that they Critical Thinking
E

mentioned.
C
EN

2. Show a downloaded video about the different kinds of

transportation. Discuss them with the learners.
ER

3. Discuss the different means and kinds of transportation in Build Up.

EF

Guide the learners in practice reading the sentences.

R

4. Ask the learners which form of transportation do they usually use.

Also, ask them what form of transportation do they want to ride in
the future that they haven’t ridden yet.

5. Show pictures of different kinds of vehicles. Let them name the

different kinds of vehicles.

58
Day 3: Deepening Activities
Engaged
Enrichment Activities
Challenged
1. Explain and discuss the different kinds of transportation vehicles. Supported
Let the learners categorize each vehicle if it is a land, air, or water
Safe
transportation.
2. Let the learners group the different transportation vehicles.
3. Let the learners answer additional activities about the different
transportation vehicles.
4. Guide them in answering the activities in Power Up.

G
N
Day 4: Enhancement Activities

LI
Provision for Differentiated Instruction

L
Divide the class into three groups and let them do the following

SE
activities:

R
Group 1: Have the learners draw their favorite land transportation

FO
vehicle. Let them color or paint their work.
Group 2: Have the learners draw their favorite air transportation
vehicle. Let them color or paint their work. T
O
Group 3: Have the learners draw their favorite water transportation
-N

vehicle. Let them color or paint their work.

Play-based Activity: Guessing Game
L
IA

Describe the kind of vehicle and the learners will name it.
ER

Day 5
AT

IV. Closing Activities

Remember
M

1.
E

Have the learners name the different kinds of

C

transportation. Read the examples in this part of the worktext.

EN

Values Integration:
2. Treasure
Being careful when
ER

We need to be careful when riding in a vehicle. Ask the riding a vehicle

learners to check the proper thing to do when riding one.
EF

3. Link: Spelling Subject Integration:

R

Assist the learners in doing the spelling activity. Spelling

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

5. Guide the learners in doing the Quarterly Assessment.

59
 ANSWER KEY
THIRD QUARTER: My Community

LESSON 1: Describing Places in the Community

OPEN UP
How well did you listen?

G
N
L LI
SE
R
FO
school T park
O
-N
L
IA
ER
AT
M
E
C
EN

hospital department store

ER
EF
R

60
 R
EF
POWER UP

ER
EN
C
E
M

●
●
●
●
●

AT
ER
IA

61
L
-N
O

●
●
●
●
●

T
FO
R
SE
L LI
N
G
Treasure

G
N
LLI


SE
R
FO
T
O
Link
-N

Answers may vary.

L
IA

LESSON 2: Using Describing Words

ER

OPEN UP
AT
M

How well did you listen?

E

2. small rocks
C

3. yes
EN

BUILD UP
ER

2.
EF
R

3.

62
4.

5.

G
N
LI
6.

L
SE
R
FO
7.

T
O
-N
L
IA

POWER UP
ER

● funny
AT

● pretty
M

● sad
E

● cold
C
EN

Treasure
ER

Answers may vary.

EF

Link
R

Trace the following words:

small

round
new

63
LESSON 3: Naming Community Friends

OPEN UP
How well did you listen?
2. traffic enforcer

3. Saturday

POWER UP

G
A.

N
LI
L
SE
R
FO
T
O
-N

fisherfolk
L
IA
ER
AT
M
E
C
EN

nurse
ER
EF
R

farmer

64
 R
EF
ER
EN
C

baker

teacher
E
mail carrier
M
AT
ER
IA

65
L
-N
O
T
FO
R
SE
LLI
N
G
Treasure

G
N
LLI
SE
 
R
FO
T
O
-N
L
IA

Link
ER

Answers may vary.

AT

LESSON 4: Using Synonyms

M
E

OPEN UP
C
EN

How well did you listen?

2. Lea
ER

3. Sam and Lea

EF

POWER UP
R

A. 1. pretty

2. neat
3. small
4. happy
5. slim

66
B. 1. pretty

2. large

3. tiny

4. glad

5. slim

Treasure
2nd and 3rd pictures

G
N
Link

LI
Answers may vary.

L
SE
LESSON 5: Using Antonyms

R
FO
OPEN UP
How well did you listen? T
O
-N

2. street children

3. happy
L
IA

POWER UP
ER
AT

A. 2. small B. 2. tall C. 2. wrong

3. low 3. short 3. short

M

4. wide 4. square 4. hard

E
C

5. thin 5. clean 5. big

EN
ER

Treasure
EF

I will donate them to less fortunate kids.

R

Link
Do not swallow small toys.

Play in a safe place.

Ask mom to get a toy placed in a high cabinet.

67
LESSON 6: Naming Means of Transportations

OPEN UP
How well did you listen?
2. by train

3. carabaos

POWER UP

G
A. 1. car B. 2. airplane

N
3. ship

LI
2. bus

L
4. tricycle
3. train

SE
5. bicycle
4. airplane
6. car

R
5. boat

FO
7. jeepney
8. bus
T
O
Treasure
-N
L
IA
ER
AT
M
E
C
EN

seatbelt on sitting calmly inside the vehicle

ER
EF

Link
R

1. bus

2. car

3. ship

4. truck

5. boat

68
 QUARTERLY ASSESSMENT

What Have You Learned?

A. 1. dentist

2. teacher

3. doctor

4. female traffic officer

G
5. firefighter

N
LI
B. Answers may vary.

L
SE
C. Answers may vary.

R
FO
What Can You Do?
When I Grow Up: What learners want may vary.
T
O
-N
L
IA
ER
AT
M
E
C
EN
ER
EF
R

69
 FOURTH QUARTER

My Surroundings
This unit talks about the surroundings. It tackles the different landforms and water forms. In
this unit, the learners will realize how blessed they are for having so many beautiful places. They

G
will learn the value of preserving and taking care of their surroundings.

N
Phrases and simple sentences will also be introduced in this unit. They will also get to know

LI
how to tell where a thing is with the use of the prepositions in, on, and under.

L
SE
v PRE-ASSESSMENT ACTIVITY
Divide the class into three groups. Let each group take turns in reading the group of words.

R
FO
Let the learners answer the following questions orally.

A. 1. flatland T
O
-N

2. big park

3. in a box
L
IA

4. clean water
ER

5. grassy hill
AT

B. 6. I eat ham.
M

7. He has a toy car.

E

8. Mom cooks food.

C
EN

9. Tom has a red pen.

10. I have a new bag.

ER
EF
R

70
 LESSON 1

Describing Landforms

No. of Days: 5

I. Subject Matter: Naming and Describing Landforms

II. Objectives: At the end of the lesson, the learners must be able to:
a. name and describe the different landforms; and

G
N
b. read phrases.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration

R
Pre-reading

FO
(Whole Child Tenets,
1. Ask the learners this question: Where do we build houses? WCAF, 21st Century
Skills, Subject
2. T
Lead the learners in singing the song “Our Land” in Start Up.
Integration, Values
O
3. Discuss the song with the learners. Integration)
-N

4. Read the dialogue in Open Up while the learners listen attentively.

L
IA

5. Guide the learners in answering the questions in How well did you
listen?
ER

6. Talk about the different landforms that Jem saw in the province.
AT
M

Day 2: Developmental Activities Collaboration and

Communication
E

1. Ask the learners this question: Where do man, animals, and plants
C

Critical Thinking
live?
EN

2. Discuss their answers.

ER

3. Read and discuss the sentences about landforms in Build Up.

EF

4. Guide the learners in reading the group of words in Build Up.

R

5. Assist the learners in answering the activity on the same page.

71
Day 3: Deepening Activities
Enrichment Activities

1. Show more pictures of landforms. Discuss and explain the different

types of landforms like a mountain, a plain or a flatland, a hill, and a
volcano.

2. Let the learners watch a downloaded video lesson about different

landforms. Talk about the video.

3. Guide the learners in answering the activities in Power Up.

G
N
LI
Day 4: Enhancement Activities Engaged

L
Provision for Differentiated Instruction Challenged

SE
Supported
Divide the class into four groups and let them do the following

R
activities:

FO
Group 1: Have the learners draw a mountain. Let them color or paint
their work.
T
O
Group 2: Have the learners draw a hill. Let them color or paint it.
-N

Group 3: Have the learners draw a plain. Let them color or paint it.
L

Group 4: Have the learners draw a volcano. Let them color or paint it.
IA
ER

Play-based Activity: Guessing Game

AT

Let the learners guess what each statement pertains to:

a. It is the highest landform. (mountain)

M
E

b. It is a high landform lower than a mountain. (hill)

C

c. It is a wide, flatland for planting crops or building a village.

EN

(plain)
ER

d. It is a mountain that has a crater on top and gives out lava or

lahar. (volcano)
EF
R

72
Day 5
IV. Closing Activities

1. Remember

Let the learners reread the group of words in Build Up.

Read the sentences with the learners.

2. Treasure Values Integration:

Preserving our land
Tell the learners that we should take care of our land. resources

G
People, animals, and plants benefit from it. Guide the learners

N
in doing the activity in this part.

LI
3. Link: Arts Subject Integration:

L
SE
Arts
Guide them in doing the activity.

R
4. Quick Check!

FO
Ask the learners how they feel about the lesson. Have
them check their response.
T
O
-N
L
IA
ER
AT
M
E
C
EN
ER
EF
R

73
 LESSON 2

Using In, On, and Under

No. of Days: 5

I. Subject Matter: Using In, On, and Under

II. Objective: At the end of the lesson, the learners must be able to use prepositions
in, on, and under correctly.

G
III. Lesson Development

N
LI
Day 1: Opening Activities
Integration

L
SE
Pre-reading
(Whole Child Tenets,
1. Lead the learners in reciting the poem “Litter” in Start Up. WCAF, 21st Century

R
Skills, Subject

FO
2. Discuss the poem with the learners. Integration, Values
Integration)
3. Read the poem in Open Up while the learners listen attentively.
T
O
4. Call on five volunteers to read and act out the poem.
-N

5. Guide the learners in answering the questions in How well did you
listen?
L
IA

Day 2: Developmental Activities Collaboration and

Communication
ER

1. Introduce the prepositions in, on, and under. Demonstrate to the Critical Thinking
learners how to use each preposition properly.
AT

2. Discuss how these prepositions are used properly.

M

3. Let them read the group of words in Build Up. Explain how each
E

preposition is used.
C
EN

Day 3: Deepening Activities

ER

Enrichment Activities
EF

1. Give more examples of how in, on, and under are used. Demonstrate
the use of each preposition using real objects.
R

2. Let the learners watch a downloaded video lesson about the use of
the prepositions in, on, and under. Talk about the video.

3. Guide the learners in answering the activities in Power Up.

74
Day 4: Enhancement Activities
Provision for Differentiated Instruction
Divide the class into three groups and let them do the following
activities:

Group 1: Have the learners draw objects that show objects in a

container or box.
Engaged
Group 2: Have the learners draw objects that show objects on Challenged
something. Supported

G
Group 3: Have the learners draw objects that are under something.

N
Play-based Activity: Game Activity

L LI
Mechanics of the game:

SE
a. Group the learners into two. One group will do the guessing.

R
Another group will do the hiding of objects.

FO
b. One group will put an object either in, on, or under a pillow.
Then the other group will tell where the object is, using the
prepositions in, on, and under. T
O
-N

Day 5
IV. Closing Activities
L
IA

1. Remember
ER

Review the prepositions in, on, and under by reading

this part. Call on volunteers to demonstrate the position of
AT

each preposition.
M

2. Treasure Values Integration:

E

Ask the learners to check the correct picture that shows Care for the
C

surroundings
care for the surroundings.
EN

3. Link: Arts Subject Integration:

ER

Let the learners draw what is asked for in the worktext. Arts
EF

4. Quick Check!
R

Ask the learners how they feel about the lesson. Have
them check their response.

75
 LESSON 3

Describing Water Forms

No. of Days: 5

I. Subject Matter: Naming and Describing Water Forms

II. Objectives: At the end of the lesson, the learners must be able to:

a. name and describe the different water forms; and

G
N
b. name the things we get from water.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration

R
Pre-reading
(Whole Child Tenets,

FO
1. Ask the learners this question: Why do we need water? WCAF, 21st Century
Skills, Subject
2. Lead the learners in reciting the chant “Water” in Start Up.
T Integration, Values
O
3. Discuss the chant with the learners. Integration)
-N

4. Read the story in Open Up while the learners listen attentively.

5. Guide the learners in answering the questions in How well did you
L
IA

listen?
ER

Collaboration and
Day 2: Developmental Activities
Communication
AT

1. Let the learners watch a video lesson about the different water Critical Thinking
resources.
M

2. Let the learners discuss with their classmates what they saw in the
E

TV lesson.
C

3. Present to the learners the different water forms. Explain and

EN

describe each water form.

ER

Day 3: Deepening Activities

EF

Enrichment Activities
1. Ask the learners what they know about the uses of water and what
R

we get from water forms.

2. Show another video lesson about the uses of water forms. Discuss
with the learners. You may also present the lesson in Build Up.

3. Let the learners answer the activities in Power Up.

76
Day 4: Enhancement Activities
Provision for Differentiated Instruction

Divide the class into two groups and let them do the following Engaged
activities: Challenged
Group 1: Have the learners draw a water form and the things we get Supported
from it.

Group 2: Have the learners draw one way of protecting water forms.
Tell something about it in class.

G
Play-based Activity: Guessing Game

N
LI
The learners will guess which body of water is being referred to.

L
SE
Day 5
IV. Closing Activities

R
Remember

FO
1.

Show the pictures of different water forms and ask

T
the learners to name them. Ask them to name some of the
O
products that they can get from water forms. Read this part
-N

together with the learners.

Treasure Values Integration:

L

2.
IA

Protecting our water

We need to protect and take care of our water forms. Let
ER

resources
the learners check the pictures that show how we should take
care of the different water forms in this part of the worktext.
AT

Subject Integration:
3. Link: Science
M

Science
Assist the learners in answering the activity.
E
C

4. Quick Check!
EN

Ask the learners how they feel about the lesson. Have
them check their response.
ER
EF
R

77
 LESSON 4

Making Phrases and Sentences

No. of Days: 5

I. Subject Matter: Phrases and Sentences

II. Objectives: At the end of the lesson, learners must be able to identify phrases and sentences.
III. Lesson Development

G
N
Day 1: Opening Activities
Integration

LI
Pre-reading

L
(Whole Child Tenets,

SE
1. Ask the learners this question: What do you see in the sky at night? WCAF, 21st Century
Skills, Subject
2. Lead the learners in singing the song “Twinkle, Twinkle, Little Star”

R
Integration, Values
in Start Up.

FO
Integration)

3. Discuss the song with the learners.

4. T
Read the story in Open Up while the learners listen attentively.
O
-N

5. Guide the learners in answering the question in How well did you
Collaboration and
listen? Communication
L

Critical Thinking
IA

Day 2: Developmental Activities

ER

1. Lead the learners in reading the phrases in Build Up.

AT

2. Explain the meaning of a phrase.

M

3. Provide more examples of phrases for the learners to practice

reading.
E
C

4. Call on volunteers to read the phrases.

EN

5. Call on the learners to give examples of phrases.

ER

Day 3: Deepening Activities

EF

Enrichment Activities
R

1. Lead the learners in reading the sentences in Build Up.

2. Explain the meaning of a sentence. Discuss the difference between

a phrase and a sentence.

3. Give more examples of sentences for the learners to read. Call on a

volunteer to read the sentences.

78
4. Ask the learners to answer a teacher-made activity about identifying Engaged
phrases and sentences. Challenged

5. Let the learners answer the activities in Power Up. Supported

Day 4: Enhancement Activities

Provision for Differentiated Instruction
Divide the class into two groups and let them do the following
activities:

G
Group 1: Have the learners read more phrases prepared by the

N
teacher.

LI
Group 2: Give pictures to the learners. They will describe each

L
picture in a complete sentence.

SE
Play-based Activity: Guessing Game

R
Have the learners tell whether the group of words you mentioned is

FO
a phrase or a sentence.

Day 5 T
O
IV. Closing Activities
-N

1. Remember
L

Reread the meaning of a phrase and a sentence in this

IA

part of the worktext. Ask the learners to give an example for

ER

each.
AT

2. Treasure Values Integration:

We need to protect and take care of our parks. Let the Preserving and taking
M

care of parks
learners color the correct pictures that show how we should
E

take care of our parks in this part of the worktext.

C
EN

3. Link: Arts Subject Integration:

Arts
Assist the learners in doing the activity.
ER

4. Quick Check!
EF

Ask the learners how they feel about the lesson. Have
R

them check their response.

79
 LESSON 5

Keeping the Environment Beautiful

No. of Days: 5

I. Subject Matter: Keeping the Environment Beautiful

II. Objectives: At the end of the lesson, the learners must be able to:
a. identify ways to keep our environment beautiful; and

G
N
b. name some of the beautiful places in the Philippines.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities Integration
Pre-reading

R
(Whole Child Tenets,

FO
WCAF, 21st Century
1. Ask the learners to look around. Have them describe what they see
Skills, Subject
in their surroundings.
Integration, Values
2. T
Lead the learners in reciting the poem “All Things Bright and Integration)
O
Beautiful” in Start Up.
-N

3. Discuss the poem with the learners.

4. Ask the learners if they have visited other provinces. Let them share
L
IA

their experiences.
ER

5. Read the story in Open Up while the learners listen attentively. Collaboration and
6. Guide the learners in answering the questions in How well did you Communication
AT

listen? Critical Thinking

M

Day 2: Developmental Activities

E

1. Let the learners watch video clips of the beautiful places in our
C

country. Talk about the beautiful places and how we can keep them
EN

beautiful.
ER

2. Show more pictures of the beautiful places in the Philippines.

Discuss the pictures with the learners.
EF

3. Call on volunteers to describe one of the beautiful places in the

R

Philippines.

Example: Chocolate Hills

Day 3: Deepening Activities

Enrichment Activities
1. Let the learners learn more about our beautiful environment using
Build Up.

80
2. Recall the lesson about sentences. Read the sentences about the
beautiful places and let the learners read with you.
3. Let the learners answer the activities in Power Up. Engaged
Challenged
Day 4: Enhancement Activities Supported
Provision for Differentiated Instruction
Divide the class into two groups and let them do the following
activities.
Group 1: Color a picture of a beautiful place given by the teacher.

G
Write two simple sentences about it.

N
LI
Group 2: Draw a clean and beautiful surrounding. Talk about it with

L
the class.

SE
Play-based Activity: Guessing Game

R
Let the learners guess what each statement pertains to:

FO
a. It is one of the most beautiful volcanoes in the world with an
almost perfect cone.
T
O
b. It looks like stairs in the mountain and can be found in Banaue.
-N

c. It is where we can find the statue of Dr. Jose Rizal, our national
hero.
L
IA

Day 5
ER

IV. Closing Activities

AT

1. Remember

Reread the meaning of a phrase and a sentence in this

M

part of the worktext. Ask the learners to give an example for

E

each.
C

Values Integration:
EN

2. Treasure
Keeping the
We need to protect and take care of our parks. Let them environment clean
ER

look at the signs in this part of the worktext that tell which and green
EF

should be done and which should not be done in the park.

3. Link: Arts Subject Integration:

R

Assist the learners in doing the activity. Arts

4. Quick Check!

Ask the learners how they feel about the lesson. Have
them check their response.

81
 LESSON 6

Making Telling Sentences

No. of Days: 5

I. Subject Matter: Telling Sentences

II. Objectives: At the end of the lesson, the learners must be able to:
a. read telling sentences; and

G
N
b. identify telling sentences.

LI
III. Lesson Development

L
SE
Day 1: Opening Activities
Integration
Pre-reading

R
(Whole Child Tenets,

FO
1. Ask the learners this question: Can you name the things you are WCAF, 21st Century
thankful for? Skills, Subject
Integration, Values
2. T
Lead the learners in reciting the poem “Thank You God” in Start Up. Integration)
O
-N

3. Discuss the poem with the learners.

4. Let the learners talk about the things that they are thankful for.
L
IA

5. Read the dialogue in Open Up while the learners listen attentively.

ER

6. Guide the learners in answering the question in How well did you
listen?
AT

Collaboration and
M

Day 2: Developmental Activities Communication

Let the learners share what they do in their homes. Write their Critical Thinking
E

1.
C

responses on the board.

EN

2. Read the sentences that you have written together with the learners.
ER

3. Read the telling sentences in Build Up. Explain that a telling sentence
tells about something. It begins with a capital letter and ends with a
EF

period.
R

Day 3: Deepening Activities

Enrichment Activities

1. Let the learners read the following telling sentences:

a. I have a new bag.

b. My friend has a pet pup.

82
 c. Dad and Mom hugged me.

d. The lad met the lass yesterday.

Engaged
e. Ted has a red pet hen. Challenged
2. Let the learners answer the activity in Power Up. Supported

Day 4: Enhancement Activities

Provision for Differentiated Instruction
Divide the class into two groups and let them do the following

G
activities:

N
LI
Group 1: Have the learners draw their favorite thing at home and
write one simple telling sentence about it.

L
SE
Group 2: Have the learners read sample telling sentences given by
the teacher.

R
FO
Play-based Activity: Show and Tell

The learners will pick a picture and will form two simple telling
sentences about it. T
O
-N

Day 5
IV. Closing Activities
L
IA

1. Remember
ER

Reread the meaning of a telling sentence in this part of

AT

the worktext. Ask the learners to give an example.

2. Treasure Values Integration:

M

Guide the learners in doing the activity about Filipino Being respectful and
E

courteous
C

practices.
EN

Subject Integration:
3. Link: Speaking
Speaking
ER

Assist the learners in doing the activity.

4. Quick Check!
EF

Ask the learners how they feel about the lesson. Have
R

them check their response.

5. Guide the learners in doing the Quarterly Assessment.

83
 ANSWER KEY
FOURTH QUARTER: My Surroundings

LESSON 1: Describing Landforms

OPEN UP
How well did you listen?
2. a 3. c

G
N
BUILD UP

L LI
SE
B D
C A

R
FO
POWER UP
T
O
A.
-N
L
IA
ER
AT
M
E
C
EN
ER
EF
R

84
B. Farmers use the land for planting crops.

G
The forest is where animals live.

N
Families can spend time together in the park.

LI
L
It helps us in building houses.

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Treasure

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watering the plants

ER

Link
AT

Answers may vary.

M
E

LESSON 2: Using In, On, and Under

C
EN

OPEN UP
ER

How well did you listen?

EF

1. swinging on a tree
R

2. What do you see?

3. A basket on a cot.

4. Bananas in a basket.

5. A dog sleeping under a cot.

6. Come, let us eat the bananas.

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POWER UP
A. 2. on

3. in

4. on

5. under

B. • on

• under

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• in

LLI
C. 2. in

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3. under

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Treasure

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
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AT
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Link
C

The things/animals should be drawn in their correct position.

EN
ER

LESSON 3: Describing Water Forms

EF

OPEN UP
R

How well did you listen?

2. c 3. b

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POWER UP
A. 1. 
2. 
3. 
4. 
5. 

B. Answers may vary.

G
Treasure

N
LI
Do not throw the trash into the river. Use a pail in taking a bath and in cleaning.

L
SE
Link

R
FO
1. ocean ● ●
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2. river ● ●
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AT
M

3. sea ● ●
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C
EN
ER

4. lake ● ●
EF
R

5. waterfall ● ●

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LESSON 4: Making Phrases and Sentences

OPEN UP
How well did you listen?
2
1
3

G
POWER UP

N
LI
A.

L
SE
R
The boy walks.

FO
The boy runs.
T
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-N
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IA
ER

Tom has a bag.

AT

Tom has a cap.

M
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C
EN

The hen has eggs.

ER

The hen has chicks.

EF
R

B. 2nd picture
1st picture
3rd picture
4th picture

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Treasure

G
Man watering the plants. Street sweeper sweeping in the park.

N
LI
Link

L
SE
Answers may vary.

R
LESSON 5: Keeping the Environment Beautiful

FO
OPEN UP T
O
How well did you listen?
-N

2. swimming
L
IA

3. yes
ER

POWER UP
AT

A. 2. for planting rice

M

3. park
E
C

B. A
EN

B
ER

D
EF

Treasure
R

Keep off the grass No picking of flowers No cutting of trees Put trash in the bin

Link
Answers may vary.

89
LESSON 6: Making Telling Sentences

OPEN UP
How well did you listen?
2. hide-and-seek

3. Dad

POWER UP

G
Answers may vary.

N
LI
Treasure

L
SE
The learners should be able to read the sentences in the worktext with the teacher’s guidance.

R
Link

FO
Answers may vary.

T
O
-N

QUARTERLY ASSESSMENT
L
IA

What Have You Learned?

ER

A. 1. under
AT

2. in
M

3. under
E

4. under
C

5. in
EN

B. Answers may vary.

ER

What Can You Do?

EF

Role-play: Presentations may vary.

R

90
 Bibliography

Apolinario et al. 2017. Language Power K2 Worktext/Teacher's Resource Material. Manila: Rex
Book Store, Inc.

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