Salitang Kilos Lesson Plan

Continuation of Tembong Mandarambong Lesson Plan

Level: Pre-school/Kindergarten/Grade One
Subject: Verbs (Salitang Kilos)
Story: Si Tembong Mandarambong

I. Layunin

A. Magamit ang mga salitang kilos sa pagpapahayag ng mga gawain
B. Makagawa ng isang maikling usapan gamit ang mga salitang kilos

II. Paksa

Babasahin ang mga sumusunod pangungusap na may larawan sa pisara:

Mga Gawain ni Tembong Mandarambong
1. Si Tembong ay nagtitinda ng walis.
2. Bumili ang isang tagabaryo ng walis kay Tembong.
3. Ang lahat ng mga tagabaryo ay naglilinis ng kanilang bakuran.
4. Ang kalat ay winalis ni Tembong.

III. Pamamaraan

A. Paglalahad
1. Isasagawa lahat ng mga salitang may salungguhit.

B. Talakayan
1. Ano ang ginagawa ni Tembong sa walis? Paano nagkaron ng walis ang mga taga-baryo? Ano ang ginagawa  ng mga taga-baryo gamit ang walis?  Ano ang ginawa ni Tembong sa kalat?
2. Ano ang napansin nyo habang sila ay gumagawa?  Sila ba ay nakahinto o gumagalaw?  Kapag sinabing sila ay gumagalaw, sila ay kumikilos.  Ang tawag sa mga salitang may salungguhit  ay mga Salitang Kilos.

C. Pagsasanay
Bibigyan ang mga mag-aaral ng gawain.  Kailangang mapunan ang mga patlang ng mga Salitang Kilos na naaangkop sa mga larawan.  Pagkatapos ay iuulat sa klase habang ginagawa ang tinutukoy ng Salitang Kilos.

D. Assimilation
1. Game: Charades
Hatiin ang klase sa dalawang pangkat.  Ang unang pangkat ay bubunot ng mga Salitang Kilos at kanilang isasagawa ito.  Ang ikalawang pangkat naman ay huhulaan kung anong kilos ang pinapahulaan at pagkatapos ay gagamitin sa pangungusap ang nahulaang mga Salitang Kilos:
a. Sumasayaw
b. Kumakanta
c. Lumalangoy
d. Nagsusuklay
e. Naliligo
f. Tumalon
g. Kumakaway
h. Maglalaba
i. Aakyat
j. Umaakyat

Lesson Plan for Tembong Mandarambong
MGSLRNBPKY + AEIOU Words Lesson Plan

Learn Korean Language (Introducing Yourself)

Christine's Intermediate Korean Conversation (Introducing Oneself in Korean)

Adjective Lesson Plan

Continuation of The Dream Eater Lesson Plan
Level: Kindergarten, Grade 1, Grade 2
Subject: Adjectives/Descriptive Words
Story: The Dream Eater

I. Objectives:

A. To identify words that describe people, places and things in sentences.
B. To give examples of sentences with descriptive words.

II. Materials:

sentence charts, food cut-outs, worksheets

III. Procedure:

A. Presentation

I have here some sentences from the story. Lets read them one by one.

1. Yukio is very helpful.
2. He lives in a peaceful village.
3. He saw a strange creature.

B. Discussion

1. Look at sentence number 1, who is very helpful? (underline nouns)
Look at sentence number 2, where does Yukio live?
Look at sentence number 3, what did Yukio see?

2. Look at the underlined words.
What kind of boy is Yukio? (encircle adjectives)
What kind of village does he live in?
What kind of creature did he see?
What kind of words do they describe?
What do you think these words are calle if they describe
people, places and things?

3. I have some more examples here.
Who can tell me the descriptive words?
Which words do they describe?
Sentences:
1. The book is heavy.
2. He lives in a big city.
3. She is very kind.

C. Assimilation

Sally Goes to Market
The class will be divided into two groups. There will be food cut-outs with sentences written on the back. After the signal and type of food to look for is given, a member of each group will pick up the basket, get the food and write the desriptive word on the board. The first member who writes the correct word will get a point for their group. The group with the most number of points at the end of the game wins.

Sentences:

1. The pie is delicious.
2. The room is clean.
3. She is an intelligent girl.
4. The class is very quiet.
5. He is a nice person.
6. She has curly hair.
7. The house is very big.
8. The bag is expensive.
9. He owns a shiny mirror.
10. His sister is pretty.

IV. Evaluation

Encircle the descriptive words in the sentences. Underline the words that they describe.

1. He carried a heavy stone yesterday.
2. She likes to eat sweet fruits.
3. Do not eat if your hands are dirty.
4. The monster is very strong.
5. He gave her colorful pillows.
6. The spider has long legs.
7. She baked a round cake.
8. Her son is very lazy.
9. The selfish boy does not have friends.
10. There is a tiny button on the dress.

Lesson Plan for The Dream Eater
Long O Words Lesson Plan
The Dream Eater Videos

Pronoun Lesson Plan

Continuation of Cookie Monster And The Cookie Tree Lesson Plan
Level: Kindergarten/Grade One
Subject: Pronouns
Story: Cookie Monster And The Cookie Tree

I. Objectives:

A. To state when to use YOU, YOUR, and YOURS in a sentence.
B. To complete sentences using the appropriate pronoun.

II. Materials:

Posters, charts, flashcards, worksheets

III. Procedure

A. Presentation:
I have here some sentences from the story. Let read them one by one.

Cookie Tree to Cookie Monster:

I will give my cookie to you.
It is your cookie now.
It is yours.

B. Discussion:

1. Look at sentence number 1, who is cookie monster talking to?
What word did cookie monster use instead of witch? (underline YOU)
What do you call words that replace names of persons?
What did the cookie monster give to the witch? (encircle COOKIE)

2. Look at sentence number 2, who owns the cookie now?
Which word shows us who owns the cookie now?
What does the witch own now? (encircle COOKIE)

3. Look at sentence number 3, who owns the cookie?
Which word tells us who owns the cookie? (underlince YOURS)
What do we call these special pronouns?
What do possessive pronouns show us?

4. Look at the underlined words.
When do we use the word YOU?
Look at sentence number 2, what word comes immediately after YOUR?
Look at sentence number 3, does any word come after YOURS?

IV. Practice Assimilation

Shoot That Ball!
There will be 3 baskets labeled YOU, YOUR and YOURS in front of the room. The students will be divided into 5 groups. Each group will receive 10 different colored balls. There will be incomplete sentences on the board that will be revealed one by one. After the teacher gives the signal, the first person in front of the line will “shoot” the ball to complete the sentence. Each member will take turns in shooting the ball until everyone has participated. The group with the most number of points at the end of the game wins.

V. Evaluation

Read the paragraph carefully. Choose a pronoun from the box to complete the sentences. You can use the pronouns more than once.