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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1-7 |
Midbreak |
||||||||
| 2 | 1-2 |
PERSONAL RESPONSIBILITY
Listening and Speaking Listening and Speaking Reading |
Conversational Skills: Polite Language
Extensive Reading: Independent Reading |
By the end of the
lesson, the learner
should be able to:
- Identify polite expressions used in the introduction of self and others - Use polite expressions in the introduction of self and others in different speaking contexts - Model respectful behaviour during introductions - Identify a variety of texts for independent reading - Read selected materials for information and enjoyment - Appreciate the value of independent reading in lifelong learning |
The learner is guided to:
- List necessary details needed for effective introduction - Brainstorm types of introduction - List polite expressions for introductions - Match expressions to introduction types - Discuss importance of polite language - Play introduction games - Role-play self-introductions The learner is guided to: - Discuss recently read materials - List reading materials beyond textbooks - Consider factors for selecting reading materials - Select stories on personal responsibility - Read independently and make notes |
Why is it important for people to introduce themselves?
How can you ensure that you benefit from a reading session? |
Head Start English Learner's Book pg. 2
Digital devices Audio recording Flash cards Head Start English Learner's Book pg. 4 Head Start English Learner's Book pg. 5 School library Digital devices Storybooks |
Observation
Oral questions
Role play
Self and peer assessment
Reading logs Observation Oral questions Written responses |
|
| 2 | 3 |
Reading
Grammar in Use |
Extensive Reading: Independent Reading
Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Identify a variety of texts for independent reading - Read selected materials for information and enjoyment - Appreciate the value of independent reading in lifelong learning |
The learner is guided to:
- Set reading goals and timelines - Use reading logs to track reading - Establish good reading habits - Keep portfolios of reading experiences - Form reading clubs - Discuss books read |
What should you consider when selecting reading materials?
|
Head Start English Learner's Book pg. 8
Reading logs Library books Digital reading materials Head Start English Learner's Book pg. 11 Digital devices Flash cards Charts |
Portfolio assessment
Reading log review
Peer assessment
|
|
| 2 | 4 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify the different types of nouns from a print or digital text - Use different types of nouns in sentences - Appreciate the role of correct grammar in written and spoken communication |
The learner is guided to:
- Listen to a poem or story and categorize nouns - Mention examples of nouns in classroom and school - Play language games with nouns - Create poems using different noun types - Present their work to the class |
How do nouns help us communicate effectively?
|
Head Start English Learner's Book pg. 14
Poems Stories Digital devices |
Written compositions
Presentations
Peer assessment
Observation
|
|
| 2 | 5 |
Reading
Writing |
Intensive Reading: Trickster Narratives
Handwriting: Legibility and Neatness |
By the end of the
lesson, the learner
should be able to:
- Identify the main events in trickster narratives - Analyse the characters in narratives - Appreciate the importance of trickster narratives in the inculcation of values |
The learner is guided to:
- Engage in pre-reading activities - Read trickster narratives - Identify main events and tricks - Discuss character traits - Brainstorm moral lessons - Retell narratives - Relate narratives to real life |
Why would we listen to trickster narratives?
|
Head Start English Learner's Book pg. 16
Trickster narratives Digital devices Head Start English Learner's Book pg. 19 Handwriting samples Charts Manila papers |
Oral presentations
Written responses
Storytelling assessment
Group discussions
|
|
| 3 | 1-2 |
SCIENCE AND HEALTH EDUCATION
Listening and Speaking Reading |
Oral Presentations: Oral Narratives
Intensive Reading: Simple Poems |
By the end of the
lesson, the learner
should be able to:
- Outline the oral narrative performance techniques for effective delivery - Use oral narrative techniques during the performance - Appreciate the importance of performance techniques in the successful delivery of oral material - Distinguish between poems and other literary genres - Recite a variety of simple poems for enjoyment - Collaborate in poetry recitation for enjoyment and learning |
The learner is guided to:
- Watch live or recorded oral performances - Search for information on performance techniques - Discuss oral performance techniques - Perform oral narratives while peers watch - Compose oral narratives - Suggest ways of performing to peers The learner is guided to: - Listen to recorded poetry recitation - Discuss what makes reading simple poems interesting - Pick out poems from a variety of texts - Read poems aloud - Recite poems that address science and health issues - Provide feedback to peers |
What makes one a good storyteller?
How are poems different from other forms of literary genres? |
Head Start English Learner's Book pg. 24
Digital devices Audio-visual recordings Resource persons Head Start English Learner's Book pg. 28 Poetry books Audio recordings Digital devices Head Start English Learner's Book pg. 30 Digital devices Audio recordings |
Observation
Oral presentations
Performance assessment
Peer feedback
Recitation assessment Observation Peer feedback Group performance |
|
| 3 | 3 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify count, non-count, singular, and plural nouns from a variety of texts - Use count, non-count, singular, and plural nouns in sentences - Appreciate the importance of the correct use of nouns in communication |
The learner is guided to:
- Search for examples of count/non-count nouns online - Listen to audio text and pick out target nouns - Pick out count/non-count nouns from newspapers and magazines - Identify objects in the classroom and categorize them - Change singular nouns to plural and vice versa |
How can you group things that cannot be counted?
|
Head Start English Learner's Book pg. 31
Digital devices Audio text Newspapers and magazines |
Written exercises
Oral questions
Group work assessment
Observation
|
|
| 3 | 4 |
Grammar in Use
Reading |
Word Classes: Nouns
Intensive Reading: Class Reader |
By the end of the
lesson, the learner
should be able to:
- Identify count, non-count, singular, and plural nouns from a variety of texts - Use count, non-count, singular, and plural nouns in sentences - Appreciate the importance of the correct use of nouns in communication |
The learner is guided to:
- Construct sentences using count and non-count nouns - Complete crossword puzzles with target nouns - Create posters using learnt nouns - Share posters using digital learning platforms - Compose poems and songs using different nouns |
How do count nouns differ from non-count nouns?
|
Head Start English Learner's Book pg. 34
Digital devices Charts Crossword puzzles Head Start English Learner's Book pg. 36 Class reader Reference materials |
Written exercises
Poster assessment
Poems and songs evaluation
Peer assessment
|
|
| 3 | 5 |
Reading
|
Intensive Reading: Class Reader
|
By the end of the
lesson, the learner
should be able to:
- Explain the different parts that aid in previewing a book - Describe the author and the setting of the text in terms of time and place - Underscore the value of reading for lifelong learning |
The learner is guided to:
- Design graphic organizers to identify the setting - Share using summary charts (K-W-W-L) - Make short notes on the setting and author - Visualize what has been learned - Discuss how reading aids lifelong learning |
How would you tell when and where the actions in a story took place?
|
Head Start English Learner's Book pg. 39
Class reader Graphic organizers K-W-W-L charts |
Graphic organizers
Notes assessment
Observation
Oral presentations
|
|
| 4 | 1-2 |
Writing
HYGIENE Listening and Speaking |
Mechanics of Writing: Punctuation Marks
Listening for the Main Idea |
By the end of the
lesson, the learner
should be able to:
- Recognise the full stop, exclamation mark, and question mark in texts - Use the full stop, exclamation mark, and question mark in sentences - Acknowledge the importance of punctuating sentences accurately - Identify the main idea from varied descriptive texts - Pick out specific information from varied descriptive texts - Acknowledge the importance of listening skills in communication |
The learner is guided to:
- Read print or non-print text and identify punctuation marks - Punctuate a text using target punctuation marks - Write a short story using appropriate punctuation - Engage in online or offline punctuation games - Create and display posters with punctuated sentences The learner is guided to: - Listen to audio recordings on hygiene - Identify the main idea from the audio - Listen for specific information and take notes - Search for expressions that signal main ideas - Watch videos and pick out specific information |
Why is it important to punctuate a text?
What can you do to ensure you capture the main ideas from a speaker? |
Head Start English Learner's Book pg. 41
Digital devices Punctuation games Charts Posters Head Start English Learner's Book pg. 42 Posters Punctuation games Head Start English Learner's Book pg. 45 Audio recordings Digital devices Video clips |
Written exercises
Punctuation games
Observation
Peer assessment
Note-taking assessment Oral questions Observation Listening comprehension |
|
| 4 | 3 |
Listening and Speaking
Reading |
Listening for the Main Idea
Reading: Information and Meaning |
By the end of the
lesson, the learner
should be able to:
- Identify the main idea from varied descriptive texts - Pick out specific information from varied descriptive texts - Acknowledge the importance of listening skills in communication |
The learner is guided to:
- Listen to peers read descriptive texts - Note down main ideas in turns - Identify expressions that signal specific information - Listen to a passage and identify main ideas and details - Discuss why listening is important |
Why is it embarrassing to say some words in public? Why should we use polite language?
|
Head Start English Learner's Book pg. 47
Audio recordings Digital devices Descriptive texts Head Start English Learner's Book pg. 48 Reference materials Articles on hygiene |
Observation
Oral questions
Listening comprehension
Note-taking assessment
|
|
| 4 | 4 |
Grammar in Use
|
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify regular and irregular verbs in sentences - Use regular and irregular verbs to construct sentences using the past, present, and future tenses - Appreciate the correct use of verbs and tenses for effective communication |
The learner is guided to:
- Search online for information on verbs and tenses - Listen to texts on verbs and tenses - Identify verbs with similar endings from passages - Identify the tenses of verbs in sentences - Construct sentences using verbs in correct tenses |
Why is it important to use correct tenses in communication?
|
Head Start English Learner's Book pg. 52
Digital devices Reference materials Texts on hygiene |
Written exercises
Oral questions
Observation
Language game assessment
|
|
| 4 | 5 |
Grammar in Use
Reading |
Verbs and Tense
Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
- Identify regular and irregular verbs in sentences - Use regular and irregular verbs to construct sentences using the past, present, and future tenses - Appreciate the correct use of verbs and tenses for effective communication |
The learner is guided to:
- Participate in language games on tenses - Engage in conversations using verbs in various tenses - Review peers' use of tense in conversations - Give feedback on correct use of tense - Discuss importance of using correct tense |
How can we improve our use of tenses in daily communication?
|
Head Start English Learner's Book pg. 54
Digital devices Language games Flash cards Head Start English Learner's Book pg. 55 Poetry books Poems on hygiene |
Conversation assessment
Peer feedback
Written exercises
Language games
|
|
| 5 | 1-2 |
Reading
Writing Listening and Speaking |
Intensive Reading: Poetry
Writing Narrative Paragraphs Listening Comprehension: Selective Listening |
By the end of the
lesson, the learner
should be able to:
- Explain the structure of poems - Analyse the structure of varied simple poems - Read short poems addressing varied societal issues - Appreciate the poem's structure in communicating a message - Identify the parts of a narrative paragraph - Compose a narrative paragraph with the appropriate structure - Acknowledge the significance of paragraphing in written communication |
The learner is guided to:
- Compare the structures of different poems - Relate poem structure to message - Create graphic organizers showing poem structure - Discuss importance of structure in poems - Read and analyze poems on hygiene The learner is guided to: - Identify parts of a well-written paragraph - Read samples of narrative paragraphs - Discuss the flow of ideas in paragraphs - Write paragraphs about hygiene issues - Present paragraphs for peer review |
What makes a poem interesting?
Why do we write paragraphs? |
Head Start English Learner's Book pg. 57
Poetry books Digital devices Graphic organizers Head Start English Learner's Book pg. 59 Digital devices Sample paragraphs Writing materials Head Start English Learner's Book pg. 63 Audio recordings Role play scripts |
Poetry analysis
Oral presentations
Observation
Written responses
Written paragraphs Peer assessment Observation Paragraph structure analysis |
|
| 5 | 3 |
LEADERSHIP
Listening and Speaking |
Listening Comprehension: Selective Listening
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between specific and general information from a listening text - Select specific information from a listening text - Listen and respond to texts on leadership - Emphasize the value of listening skills in communication |
The learner is guided to:
- Answer questions posed by the speaker in a leadership text - Identify general information in recordings - Pick out specific details from audio clips - Discuss importance of selective listening - Take notes on specific information |
What factors interfere with one's ability to listen well?
|
Head Start English Learner's Book pg. 64
Audio recordings Digital devices Note-taking materials |
Listening comprehension
Note-taking assessment
Peer evaluation
Observation
|
|
| 5 | 4 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
- Discuss the identified reading strategies - Select main ideas and details from a variety of written texts - Acknowledge the importance of reading for main ideas and details as a comprehension skill |
The learner is guided to:
- Watch video clips on reading strategies - Read and underline main ideas in texts on leadership - Share ideas on using selected reading strategies - Fill in substitution tables with specific details - Complete mind maps with main ideas and details |
How can you improve your reading?
|
Head Start English Learner's Book pg. 64
Digital devices Reading materials Mind maps Head Start English Learner's Book pg. 67 Newspaper articles |
Written exercises
Mind map assessment
Observation
Peer evaluation
|
|
| 5 | 5 |
Grammar in Use
|
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text - Write sentences using the simple present tense - Write sentences using the simple past tense - Advocate appropriate use of tense in communication |
The learner is guided to:
- Underline verbs in simple present and past tense - Reflect on formation of simple present and past tense - Construct sentences on leadership using appropriate tense - Type constructed sentences using digital devices - Search for verbs used in different tenses |
Why is it necessary to indicate when an activity takes place?
|
Head Start English Learner's Book pg. 68
Digital devices Reference materials Leadership texts |
Written exercises
Observation
Sentence construction
Peer assessment
|
|
| 6 | 1-2 |
Grammar in Use
Reading |
Verbs and Tense
Intensive Reading: Class Readers |
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text - Write sentences using the simple present tense - Write sentences using the simple past tense - Advocate appropriate use of tense in communication - Identify the main characters in a class reader - Explain how the characters make the story flow - Make predictions based on the title and the sections read - Appreciate the role of characters in the class reader |
The learner is guided to:
- Complete sentences using correct tense of verbs - Create charts showing words in tenses - Play language games using verbs in tenses - Hold conversations using correct tenses - Discuss importance of using correct tense The learner is guided to: - Write a summary about how main characters make the story flow - Create character sketches of main characters - Discuss roles of characters in the story - Make predictions about future events - Reflect on character development |
How can we improve our use of tenses in communication?
What marks the climax of a story? |
Head Start English Learner's Book pg. 71
Digital devices Charts Language games Head Start English Learner's Book pg. 72 Class reader Reader's theatre script Head Start English Learner's Book pg. 74 Class reader Digital devices Character sketch templates |
Written exercises
Conversation assessment
Language games
Chart evaluation
Written summaries Character sketches Oral presentations Peer assessment |
|
| 6 | 3 |
Writing
|
Paragraphing: Using Examples and Incidents
|
By the end of the
lesson, the learner
should be able to:
- Outline examples and incidents to include in a paragraph - Create a well-developed paragraph using examples and incidents - Appreciate the importance of well-written paragraphs in writing |
The learner is guided to:
- Share ideas on examples and incidents for paragraphs - Collaborate to develop paragraphs on leadership - Present paragraphs for peer review - Use mind maps to generate examples and incidents - Compose paragraphs based on suggested examples |
How can you organise your ideas logically?
|
Head Start English Learner's Book pg. 75
Digital devices Mind maps Sample paragraphs Head Start English Learner's Book pg. 77 Sample paragraphs Mind maps |
Written paragraphs
Mind map assessment
Peer review
Observation
|
|
| 6 | 4 |
FAMILY
Listening and Speaking |
Pronunciation: Sounds and Word Stress
|
By the end of the
lesson, the learner
should be able to:
- Identify the consonant and vowel sounds in words - Articulate consonants and vowel sounds for oral fluency - Distinguish the meaning of words on the basis of stress - Advocate the role of correct pronunciation in communication |
The learner is guided to:
- Pronounce consonant sounds /p/, /b/, /k/ and /g/ from a text - Practice saying short /i/ and long /i:/ sounds in pairs - Watch audio-visual recordings of target sounds - Work with peers to make recording of sounds - Practice saying words with target sounds correctly |
Why is it important to articulate sounds correctly?
|
Head Start English Learner's Book pg. 79
Digital devices Audio recordings Pronunciation charts |
Pronunciation drills
Observation
Oral assessments
Peer evaluation
|
|
| 6 | 5 |
Listening and Speaking
Reading |
Pronunciation: Sounds and Word Stress
Study Skills: Synonyms and Antonyms |
By the end of the
lesson, the learner
should be able to:
- Identify the consonant and vowel sounds in words - Articulate consonants and vowel sounds for oral fluency - Distinguish the meaning of words on the basis of stress - Advocate the role of correct pronunciation in communication |
The learner is guided to:
- Distinguish word meaning based on stress - Play language games to distinguish word meaning - Practice pronouncing minimal pairs with target sounds - Discuss importance of correct pronunciation - Create tongue twisters using target sounds |
Why do people find it difficult to pronounce some words?
|
Head Start English Learner's Book pg. 82
Digital devices Audio recordings Word pairs Flash cards Head Start English Learner's Book pg. 84 Dictionaries Encyclopedia Reference books |
Pronunciation assessment
Observation
Language games
Peer evaluation
|
|
| 7 | 1-2 |
Reading
Grammar in Use |
Study Skills: Synonyms and Antonyms
Comparative and Superlative Adjectives |
By the end of the
lesson, the learner
should be able to:
- Identify synonyms and antonyms of words from written texts - Spell synonyms and antonyms correctly for writing fluency - Use synonyms and antonyms in sentences - Appreciate the importance of correct use of words in communication - Identify comparative and superlative adjectives in texts - Use comparative and superlative adjectives in communication - Acknowledge the value of comparative and superlative forms of adjectives in communication |
The learner is guided to:
- Practice pronouncing synonyms and antonyms in pairs - Design charts with antonyms and synonyms correctly spelled - Create vocabulary games using synonyms and antonyms - Match words with their synonyms and antonyms - Build vocabulary through usage of synonyms and antonyms The learner is guided to: - Identify comparative and superlative adjectives from texts - Search online for examples of comparative and superlative adjectives - Construct sentences using comparative and superlative adjectives - Play language games featuring adjectives - Use substitution tables to complete sentences |
How can we expand our vocabulary using synonyms and antonyms?
Why is it important to make comparisons in life? |
Head Start English Learner's Book pg. 87
Dictionaries Digital devices Charts Flashcards Head Start English Learner's Book pg. 89 Digital devices Reference materials Flash cards Charts Head Start English Learner's Book pg. 91 Charts Reference materials |
Oral presentations
Vocabulary tests
Chart assessment
Peer evaluation
Written exercises Sentence construction Language games Observation |
|
| 7 | 3 |
Reading
|
Intensive Reading: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
- Identify heroic characters in legends - Explain the moral lessons in legends - Discuss why legends are important in various communities - Relate the characters in the legends to real life |
The learner is guided to:
- Predict actions of characters in legends - Read a heroic narrative aloud in turns - Identify characters in legends - Discuss heroic acts in legends - Relate legends to their actions - Identify moral lessons from legends |
Why is it important to learn about heroes in society?
|
Head Start English Learner's Book pg. 92
Legend narratives Digital devices Reference materials |
Oral reading
Character analysis
Written responses
Observation
|
|
| 7 | 4 |
Reading
Writing |
Intensive Reading: Oral Narratives
Functional Writing: Friendly Letters |
By the end of the
lesson, the learner
should be able to:
- Identify heroic characters in legends - Explain the moral lessons in legends - Discuss why legends are important in various communities - Relate the characters in the legends to real life |
The learner is guided to:
- Reflect on impact of actions on society - Discuss how to collect narratives from community - Use mind maps to show benefits of moral lessons - Research community needs addressed through legends - Collaborate to develop legend narratives |
How can legends help communities address current needs?
|
Head Start English Learner's Book pg. 94
Legend narratives Digital devices Mind maps Head Start English Learner's Book pg. 96 Sample letters Charts Writing materials |
Narrative creation
Mind map analysis
Observation
Group presentations
|
|
| 7 | 5 |
Writing
|
Functional Writing: Friendly Letters
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a friendly letter - Compose a friendly letter using the correct format - Appreciate the role of friendly letters in communication |
The learner is guided to:
- Type friendly letters on digital devices - Display letters for feedback - Revise letters based on feedback - Discuss importance of friendly letters - Share final letters with classmates |
How do friendly letters differ from other types of letters?
|
Head Start English Learner's Book pg. 98
Digital devices Sample letters Charts Writing materials |
Written letters
Format assessment
Peer evaluation
Observation
|
|
Your Name Comes Here