Teaching Aids for Reading (Friends by Helme Heine)

The following videos can be used as teaching aids to support the lesson about friendship:

Digital Storytelling (by Amy Turner)

Song (Lalala by Chen Chusheng)

Semi-Detailed Lesson Plan for Friends

Semi-Detailed Lesson Plan for Friends

Level:  Grade One
Subject: Reading


I. Objectives:

A. Expressive Objectives

1. To learn the value of having friends
2. To learn that friends always help each other

B. Instructional Objectives

1. To describe Charlie, Johnny and Percy through a character profile
2. To make a chart about their different roles
3. To write a conversation between the friends
4. To make an award for their friends
5. To make a list of things that friends do with each other

C. Aesthetic Objectives

1. To appreciate the illustrator's drawings

II. Selection: Friends by Helme Heine (Illustrated by Helme Heine)

III. Materials:

Book

Flashcards 

Activity posters

Writing and coloring materials

Timer

IV. Procedure

A. Pre-reading

1. Unlocking of Difficulties

a. Rumble
"Yesterday, I was so hungry that I heard my stomach rumble.  What do you think rumble means?  What happens when you are hungry?"
b. Plugged up
"The driver plugged up the hole in the tire.   What do you think plugged up means?  What will happen if you don't plug up a hole?"
c. Tiller
"The sailor used the tiller to turn right and then go straight.  What do you think a tiller means? What is it used for?"
d. Steepest
"Mt. Apo is the steepest mountain in the Philippines.  What does steep mean?  What can you say about Mt. Apo?"

2. Motivation Question

a. What do you do together with your friends?

3. Motive Question

a. Let's find out in the story what the friends do together.


B. During Reading

The teacher will ask, "What  do you think they will do next?"


C. Post-Reading

1. Engagement Activities

a. Character Profile - The group should be able to describe Charlie, Johnny and Percy's characteristics.
b. Chart - The group should be able to state their different roles when riding a bicycle or a boat.
c. Award - The group should be able to make an award for the friends.

2. Discussion

a. Who are the best friends in the story?
b. What do they always say about good friends?
c. What do they do every morning?
d. After helping Charlie, what else do they do?
e. What can you say about the friends when they do something together?
f. What did they do when they got hungry?
g. What happened when they ate cherries?
h. Where did they want to sleep?
i. What did they decide to do?
j. What did they dream about?
k. How do you think the friends feel about each other?
l. How do you feel about your friends?
m. What are some of the things that friends do together?
n. Why is it important to have friends?



Teaching Aids for Reading (Friends by Helme Heine)

MGSLRNBPKY + AEIOU Lesson Plan

Continuation of Tembong Mandarambong Lesson Plan

Level: Pre-School/Kindergarten/Grade One
Subject: MGSLRNBPKY + AEIOU Words (Filipino)
Story: Tembong Mandarambong

I. Layunin

A. Basic Group

1. Mabasa ang mga salitang binubuo ng mga letrang mgslrnbpky + aeiou
2. Mapagtapat-tapat ang mga magkakaugnay na salitang binubuo ng mgslrnbpky + aeiou
3. Mabuo ang salita mula sa mga letra upang malaman kung ano ang nasa larawan
4. Maibigay ang tamang salita na pinahuhulaan sa larong "Sumuko"

B. Average Group

1. Mapagsunud-sunod ang mga pangungusap upang mabuo ang isang maikling kuwento at masagot ang mga tanong tungkol sa kuwento
2. Makabuo ng pangungusap mula sa larawan
3. Makapagsanay sa pag-intindi ng pangungusap
4. Makpagbasa ng maikling kuwento at masagot ang mga tanong dito.

C. Fast Group

1. Makabuo ng maikling kwento mula sa larawan
2. Maibigay ang kabaligtaran ng mga salita mula sa kahon at magamit ito sa mga pangungusap
3. Mapunan ng mga pangungusap at mga salita upang mabuo ang ideya ng isang maikling kuwento at masagot ang mga tanong tungkol dito.

II. Paksa at Kagamitan

A. Paksa:  Mga salitang binubuo ng letrang mgslrnbpky + aeiou

B. Kagamitan:
1. Worksheets
2. Sumuko cards
3. Story card rings
4. Plastic eggs
5. Story chart
6. Flashcards

III. Pamamaraan

A. Basic Group

1. Oral Work (Sumuko cards)
Magpapahula ng isang salita.  Hahatiin ang mga pangkat sa dalawang grupo.  Magbibigay ang guro ng clues at huhulaan ng mga mag-aaral ang mga letra para mabuo ang salita.

2. Seatwork 1
Pagtapat tapatin ang mga magkakaugnay na salita mula sa Hanay A papuntang Hanay B.

3. Seatwork 2
Ayusin ang mga letra para mabuo ang salitang naaangkop sa larawan.

B. Average Group

1. Seatwork 1
Basahin ang mga sumusunod na pangungusap at pagsunud-sunorin ang mga ito.  Ilagay ang bilang na isa hanggang anim upang makabuo ng isang maikling kwento.

2. Seatwork 2
Mula sa larawan, gumawa ng mga pangungusap.

3. Oral Work
Maghagis ng itlog sa isang basket.  Kung ano ang nalusutan ng itlog, kukuha ng card dito at babasahin ang mga nakasulat dito.

C. Fast Group

A. Seatwork 1
Gamit ang larawan, gumawa ng isang nakakatuwang kwento.

B. Oral Work
Mayroong isang di nabuong kwento, kailangang kumpletuhin ito sa pamamagitan ng pagbili ng naaangkop na salita sa "Tindahan ni Titser" na chart.  Pagkatapos ng kwento, sasagutin ang mga katanungang nakahanda.

C. Seatwork 2
Gamitin ang mga salita sa pangungusap at hanapin sa kahon ang mga kabaliktaran nito.

 
Tembong Mandarambong Lesson Plan
Salitang Kilos Lesson Plan

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

Semi-Detailed Lesson Plan for Tembong Mandarambong

Level: Pre-school/Kindergarten/Grade 1
Subject: Reading

I. Layunin:

A. Maisip na:
1. Dapat ding isipin ang kalagayan o nararamdaman ng ibang tao sa paggawa ng isang bagay.
2. Masmabuting magkaroon ng malinis na baryo kaysa magkaroon ng marumi
3. Nakakasama sa kapwa ang pagnanakaw
4. Masarap tumulong sa kapwa

B. Mapahalagahan ang kalinisan, pagtutulungan at pagbibigayan

C. Makasagot at makagawa ng mga sumusunod na gawain:
1. Character Profile tungkol kay Tembong
2. Maisulat ang iniisip ni Tembong sa Comic Balloon
3. Maiulat ang mga pangyayari sa Newspaper Chart
4. Maikumpara ang Baryo Walis gamit ang Before and After Chart

II. Paksa at Kagamitan:

A. Paksa:  Tembong Mandarambong ni Susan Dela Rosa Aragon (Adarna Publishing House)

B. Kagamitan: 
1. Charts
2. Timer
3. Flashcards
4. Mga lawaran

III. Pamamaraan:

A. Panimulang Gawain:

1.  Paglinang ng Talasalitaan
Magsasalaysay ng isang kuwento ang guro at gagamitin ang mga salita at konseptong kailangang linawin.   Gagamit rin ang guro ng context clues, larawan at drama upang higit na maunawaan ng mga mag-aaral ang ibig ipahiwatig ng mga ito.   Gagamit din ng flashcards para mabigyan ng kahulugan ang mga konsepto at salita.
a. Baryo
b. Mandarambong
c. Palasyo
d. Ubod
e. Nainggit
f.  Tuktok

2. Panggayak
Magpapakita ang guro ng larawan sa mga bata.  Tatawag ng mag-aaral upang ilarawan ang baryo sa larawan.

3. Tanong Panggayak
Ngayon sa ating kwento, alamin natin kung anong klaseng baryo ang Baryo Walis.

B. Pagbabasa
Babasahin ang kwento gamit ang aklat.  Habang nagbabasa ay magtatanong ang guro para mabigyan ng pagkakataon ang mga mag-aaral na makapagbigay ng kanilang kuru-kuro sa mga pangyayari.

C. Pagtalakay sa Kwento

1. Pamamahagi ng EA Posters


a. Unang Pangkat (Character Profile) - Pupunan ang profile ng mga impormasyon tungkol sa katangian ni Tembong
b. Pangalawang Pangkat (Comic Balloon) - Isulat kung ano ang iniisip ni Tembong
c. Pangatlong Pangkat (Newspaper Chart) - Isulat sa pahayagan kung ano ang nangyari sa Baryo Walis isang gabi
d. Pang-apat na Pangkat (Before and After Chart) - Isulat at ikumpara ang mga katangian ni Tembong noon at ngayon


2. Pagtalakay

a. Anong klaseng baryo ang Baryo Walis? Ilarawan ang Baryo Walis.
b. Ano ang dahilan bakit tinawag na Baryo Walis ang baryo ni Tembong?
c. Ilarawan ang mga taong nakatira sa Baryo Walis.
d. Sino ang namumukod tangi sa lahat ng mga nakatira sa Baryo Walis?

(Presentation: Unang Pangkat)


e. Anu-ano ang mga katangian ni Tembong na kaiba sa mga taga Baryo Walis?
f. Anong katangian ni Tembong ang ayaw ninyo?
g. Bakit ayaw nyo sa ganitong katangian?
h. Ano ang kanyang hilig gawin?
i.  Dahil sa pagkahilig nya sa walis, ano ang kanyang naisip isang araw?

(Presentation: Pangalawang Pangkat)


j. Itinuloy ba ni Tembong ang kanyang iniisip?
k. Kailan nya ito isinagawa?
l.  Nagtagumpay ba si Tembong sa kanyang pagnanakaw sa walis?

(Presentation: Pangatlong Pangkat)


m. Pagkatapos ng kanyang pagnanakaw, ano ang sumunod na ginawa?
n. Saang lugar sya pumunta?
o. Ano ang ginawa nya sa bundok?
p. Nagtagumpay ba sya sa paggawa ng palasyong walis?
q. Dahil dito, ano ang naramdaman nya?
r.  Ano naman ang nangyari sa baryo nung wala na ang mga walis?

(Presentation: Ikaapat na Pangkat)


s. Nang makita ni Tembong ang kanyang baryo, ano ang kanyang naramdaman?
t. Ano ang dahilan at sya ay nalungkot at nagsisi?
u. Kung kayo si Tembong, kukunin nyo rin ba ang mga walis?  Bakit?
v. Ano ang mararamdaman nyo kung kayo naman ang ninakawan ni Tembong?
w. Sa tingin nyo ba tama ang ginawa ni Tembong? Bakit?
x.  Kung ang kaibigan nyo ay may magandang laruan, kukunin nyo ba ito katulad nang ginawa ni Tembong sa mga walis? Bakit?
y. Ano ang mararamdaman nyo kung kayo ang kinuhanan ng gamit?
z. Sa tingin nyo, kung kayo ang kumuha ng gamit ng ibang tao, sasaya ba kayo?

Verb Lesson Plan for Tembong Mandarambong
MGSLRNBPKY + AEIOU Lesson Plan

Learn Korean Language (Introducing Yourself)

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

Long O Words Lesson Plan

Continuation of The Dream Eater Lesson Plan
Level: Pre-School/Kindergarten/Grade One
Subject: Long O Words
Story: The Dream Eater

I. Objectives:

A. Basic
1. To match pictures with long O sounds.
2. To rearrange letters to form long O words.
3. To complete phrases using the appropriate long O words.

B. Average
1. To complete phrases using the appropriate long O words.
2. To complete sentences using the appropriate long O words.
3. To answer comprehension questions about previously read sentences.

C. Fast
1. To complete sentences using the appropriate long O words.
2. To answer comprehension questions about previously read sentences.
3. To answer comprehension questions about previously read story.

II. Subject Matter:
A. Basic - mastery of long O words with CVC and CVCV pattern
B. Average - mastery of long O words with CVCV and CCVCV pattern
C. Fast - mastery of long O words with CVCV/CCVCV pattern

III. Procedure:

A. Basic

1. Oral Work: Picture Puzzle

The students will be divided into 2 groups. After the signal, a member will form a picture puzzle and choose the correct word that matches the picture puzzle. The first member who reads the word out loud, will get a point for their group. The members will take turns in completing the puzzles until everyone has participated. The group with the most number of points at the end of the game wins.

Picture Puzzle: doe, bone, nose, toe, cone, rose

2. Seat Work 1: Form That Word!

There are ten envelopes, each containing pictures and letters. The students will rearrange the letters to form the word that matches the pictures. They will make a sentence using the formed word and write it on their worksheets.

Words: doe, bone, nose, pole, mole, toe, cone rose, hose, hoe

3. Seat Work 2: Dragon Claws

There are 5 dragon feet with movable claws posted on one side of the room. There are incomplete sentences written on the dragon feet. The choices are written on the dragon claws. The students will choose the correct word that will complete the sentences.
a. He is the (sole, mole) owner of the car.
b. Her (mole, pole) is right beside her nose.
c. Drink milk to have strong (bones, notes).
d. Use the (hose, nose) to water the roses.
e. Slow down in the school (zone, tone).

B. Average

1. Oral Work: Boardgame

The students will be divided into two groups. There will be a board game with different colored steps. After rolling the dice, the students will pick a colored card that corresponds with the color they "landed on." Written on each colored card is an incomplete phrase. The students will choose the correct word that will complete the phrase and read it out loud, the first that will cross the finish line wins.
Phrases:
a._____ for the best (joke, hope)
b._____ a vase (wrote, broke)
c.make a _____ (joke, cope)
d. _____ a poem (phone, wrote)
e. used the _____ (phone, Rome)

2. Seatwork 1: Bamboo Leaves

There will be 5 bamboos with movable leaves on one corner of the room. Written on each bamboo is an incomplete phrase. The choices are written on the bamboo leaves. The students will write the completed phrase on their worksheets.
a. crack a (joke, robe, cope)
b. (broke, hope, cope) a promise
c. talk on the (phone, rope, Rome)
d. (Rome, rope, role) in Europe
e. (poke, cope, hope) in the eye

3. Seatwork 2: Baku Heads

There will be 4 baku heads posted on one side of the room. The mouth of each head can be opened. Written on the tongue of each baku is a sentence followed by a comprehensive question. The students will write their answers in phrases on their worksheets.
a. The pope lives in Rome. Where does the pope live?
b. You should not lose your hope. What should you not lose?
c. He bought a new phone yesterday. What did he buy yesterday?
d. He used a rope to tie the dog. What did he use to tie the dog?

C. Fast

1. Oral Work: Search the Aliens

The students will be divided into 2 groups. After the signal, the students will search the aliens to find the word that will complete the sentence. The first member who reads the completed sentence will get a point for their group.
a. _____ the door. (close)
b. When there is ____ there is fire. (smoke)
c. The church has a ____. (dome)
d. He____ a rope yesterday. (stole)
e. The____is rough. (stone)

2. Seat Work 1: Yukio Heads

There will be 5 Yukio heads posted on one side of the room. Each head
can be opened to reveal 2 sentences followed by comprehension questions.
The students will write their answers in complete sentences on their
worksheets.
a. The candidate spoke to the people. What did the candidate do?
He wanted them to vote for him. What did he want the people to do?
b. He chose the wrong answers. What did he do?
The room was filled with smoke. What was the room filled with?

3. Seat Work: Dragon Scales

There will be a dragon with removable scales posted on one side of the room. There will be a poem (My World by C.J. Heck) followed by comprehension questions. The students will write their answers on their worksheets.

Lesson Plan For The Dream Eater
Adjective Lesson Plan For The Dream Eater
The Dream Eater Videos

Semi-Detailed Lesson Plan For The Dream Eater

Level: Pre-School/Kindergarten/Grade 1
Subject: Reading

I. Objectives:

A. To learn the value of helping others in need.
B. To learn the value of gratitude.
C. To describe Yukio through a character profile.
D. To describe the baku through a character profile.
E. To write a conversation between Yukio and the baku.
F. To make a chart comparing everybody's dreams.
G. To make an award for Yukio and the baku.
H. To appreciate the illustrator's beautiful drawings.

II. Selection:

The Dream Eater by Christian Garrison
Illustrated by Diane Goode
(Macmillan Publishing Company, 1978)

III. Materials:

book, flashcards for unlocking of difficulties,
activity posters, writing and coloring materials, timer

IV. Procedure:

A. Pre-reading

1. Unlocking of Difficulties

a. bamboo - This is a drawing of a bamboo plant. What can you say about this plant? Compare its parts with other plants.
b. tender shoots - The farmer planted the tender shoots of bamboo yesterday. What do we mean by tender shoots? How long does it take for plants to grow?
c. nightmare - After watching a horror movie, I had a nightmare. In my nightmare, I was being chased by monsters. What does nightmare mean? What kind of dream did I have?
d. bandits - The policemen are looking for bandits who stole a lot of money. What do you think bandits mean? What is another word for bandits?
e. terrible - I heard a terrible news last week. A lot of people died because of the storm? What do you think terrible means? What kind of news did I hear?
f. strange - The strange plant has violet leaves. What does strange mean? Do
plants usually have violet leaves?

2. Motivation Question:
What kind of dreams do you have when you sleep at night?

3. Motive Question:
Let's find out in the story what kind of dreams the villagers have.

B. Reading
What do you think Yukio and the baku will do? (page 10)

III. Post-Reading

A. Engagement Activities

1. Character Profile - the group should be able to describe Yukio's characteristics.
2. Character Profile - the group should be able to describe the baku's characteristics.
3. Speech Bubble - the group should be able to write the conversation between Yukio and the baku.
4. Chart - the group should be able to make a "Before And After" chart about the villagers' dreams.
5. Award - the group should be able to make an award for the baku and Yukio.

B. Discussions:

1. Where did the story happen?
2. What is the name of the little boy in the story?
3. What kind of dreams is he having?
4. Who else are having nightmares?
5. What did they tell Yukio?
6. What did Yukio feel?
7. What happened when Yukio went to the river?
8. What did he see?
9. What happened to the baku?
10. What did Yukio do?
11. If you were Yukio would you do the same thing? Why?
12. How did the baku feel after being helped by Yukio?
13. What did the baku say to Yukio?
14. What did Yukio want the baku to do?
15. When they crossed the river bridge, what did the baku do?
16. If you were the baku, would you do the same thing? Why?
17. How do you think the villagers felt when their nightmares disappeared?
18. Why is it important to help others who are in need?
19. When you help others, how do you feel afterwards?
20. When somebody helps you, what should you do?

Adjective Lesson Plan For The Dream Eater
Long O Words Lesson Plan
The Dream Eater Videos

U Words Lesson Plan

Continuation of Cookie Monster Lesson Plan
Level: Pre-school/Kindergarten
Subject: U Words
Story: Cookie Monster And The Cookie Tree

I. Objectives:

A. Basic
1. To practice reading words with short U sounds.
2. To match picture puzzles with short U sounds.

B. Average
1. To form words with short U sounds.
2. To complete sentences using short U words

C. Fast
1. To arrange words to form sentences.
2. To complete sentences using U words.

II. Subject Matter:

A. Basic – mastery of short U words with CVC pattern
B. Average – mastery of short U words with CVCC pattern
C. Fast – mastery of short U words with CVCC/CCVCC pattern

III. Procedures:

A. Basic

1. Oral Work: Follow that Cookie

The students will be divided into 2 groups and form 2 lines. There will be a giant board game composed of 12 steps from the start to finish. A representative from each group will roll the die and move their groups’ token. Then he or she will read the printed word out loud that their token will land on. The members will take turns until everyone has participated. The group who reaches the last board first wins the
game.

Words; rub, mud, cut, but, nub, hum, tug, run, fun, sud, bug, jug

2. Seatwork: Pull the Bucket

There will be a pocket chart filled with wells posted on one side of the room. There are short U words written on the well. The students can pull the bucket to find puzzle pieces. Then they will fit the puzzle pieces together and match the picture formed with the chart U word. The students will write their answers on the worksheets what will be provided for them.

B. Average

1. Oral Work – Alphabets

The students will be divided into 2 groups and form 2 lines. The students will be given with different colors. After the teacher gives the signal, a representative from each group will get the letters with the same color as their belt. They will unscramble the letters and clip them to the belts to form short U words. Then they will read the word out loud and go to the end of their line. Whoever reaches his or her line first gets a point for their group. The members will take turns in forming the words until everyone has participated. The group with the most number of points at the end of the game wins.

2. Seatwork – Cookie Jar

There will be a cookie jar filled with different kinds of cookies. Written at the back of each cookie are incomplete sentences. The students can open the cookies and short U words will pop up. The students will write the completed sentences on the worksheets that will be provided for them.

C. Fast

1. Oral Work – Monster-mouths

The students will be divided into 2 groups and form 2 lines. After the teacher gives the signal a representative from each group will get some cookie monster’s mouth. There are words printed on the cookies. He or she will arrange the words to form a sentence, read it out loud then go back to their lines. Whoever reaches their line first gets a point for their group. The members will take turns until everyone has participated. The group with the most number of points at the end of the game wins.

2. Seatwork - Witch Heads

There will be a pocket chart filled with witch heads on one side of the room. There will be incomplete sentences printed on the witch’s hat. The eyelids of each witch can be pulled down to reveal the choices. The students will write the completed sentences on the worksheets that will be provided for them.

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.

Semi-Detailed Lesson Plan For Cookie Monster And The Cookie Tree

Level: Pre-school/Kindergarten
Subject: Reading

I. Objectives

A. To realize the value of sharing.
B. To realize that if you try hard enough, you will succeed.
C. To describe the witch through a character profile.
D. To describe the cookie monster through a character profile.
E. To state the cookie monster’s problem through a diary.
F. To write the conversation regarding an argument between the witch and the cookie tree.
G. To make a certificate of recognition for cookie monster and the witch for learning how to share.
H. To appreciate the author’s style by using speech bubbles in presenting the characters’ dialogues.

II. Selection:

Cookie Monster and the Cookie Tree by David Korr
(Western Publishing Company Inc, 1977)

III. Materials:

book, flashcards for unlocking of difficulties,
activity posters, writing and coloring materials, timer

IV. Procedure:

A. Prereading

1. Unlocking of Difficulties

a. ridiculous – unbelievable, laughable
Last weekend, I went to see a magic show. The magician said he could turn a handkerchief into a rabbit. The audience did not believe him. They told him it was ridiculous and they all laughed. What do you think ridiculous means? Did the audience think he can really turn the handkerchief into a rabbit?

b. discouraged – hopeless
Even though the audience did not believe him, he still tried to do his trick. He waved his arms in the air but nothing happened. The audience just laughed at him and he felt discouraged. What do you think discouraged means? How do you think the magician felt? Do you think he felt confident that he could still do the trick?

c. cast a spell – say magic words
Then the magician remembered that he forgot to cast a spell on the handkerchief. He said, “Abracadabra” and it turned into a rabbit. What does cast a spell mean? What did the magician do? What kind of words did he say?

B. Motive and Motivation Questions:

1. Motivation Question:
Have you seen magicians do magic tricks? Can you name some of them?

2. Motive Question:
Let’s find out in the story what magic trick the witch will do.

C. Reading
What do you think the cookie monster will do? (page 8)

D. Post Reading

1. Engagement Activities:

a. Character Profile – the group will enumerate the witch’s characteristics.
b. Character Profile – the group will enumerate the cookie monster’s characteristics
c. Diary – the group will state cookie monster’s problem
d. Speech Bubble – the group will write the conversation regarding an argument between the witch and the cookie tree.
e. Certificate of Recognition – the group will make a certificate for cookie monster and the witch for learning how to share.

2. Discussion:

Who was visiting a tree in the forest?
What kind of tree does she own?
How did the witch feel about the cookie tree?
Did she want to share it with anyone else? Why?
Who else came to the forest?
What is the cookie monster famous for?
When the witch saw the cookie monster, what did she do?
What kind of spell did she cast on the cookie tree?
What happened when the cookie monster saw the cookie tree?
What did the cookie tree tell the cookie monster?
What did the cookie monster do after talking to the cookie tree?
How did the witch feel after the cookie monster left?
When cookie monster reached Sesame Street, what did he do?
Did his friends believe him? Why?
What do you think happened before when the cookie monster had cookies? Do you think he shared them with his friends?
How did cookie monster feel when his friends did not believe him?
While the cookie monster was with his friends, what was the witch doing?
What can you say about the witch? What did she have in common with cookie monster?
Did the cookie monster find anyone to share cookies with him? Why?
If you were the cookie monster would you give up? Why?
What did the cookie monster decide to do?
What did he see when he returned to the forest?
What did the cookie monster and the witch decide to do?
What did the cookie tree do?
Did the cookie monster and the witch get any cookies? Why?
What happened to the spell? Why?
What happened to the cookie tree after the cookie monster stopped eating?
If you were the witch or the cookie monster would you do the same thing? Why?
If one of your classmates forgot his or her snack what would you do? Why?
Why is it important to share?

Pronoun Lesson Plan For Cookie Monster And The Cookie Tree
U Words Lesson Plan For Cookie Monster And The Cookie Tree

A House For Hermit Crab

Author: Eric Carle

Illustrator: Eric Carle

Publisher: Aladdin; Reprint edition (April 1, 2002)

Language: English

Summary: This cute fable is about Hermit Crab who has outgrown his shell and is looking for a new one. Along the way, he meets new friends who eventually help him decorate his new home. He lives with his friends for a short time because he has to look for another house. In the end, he finds a smaller crab who accepts his offer of his old shell and promises that his friends would be taken care of.

Classroom Uses: Storytelling, Read Alouds

Besides showing that we should help out when someone need it and that change can be a good thing; this book also includes information about different sea creatures. This is a great tool to teach children about marine life and their habitats.

Eric Carle's illustrations and stories are great! Highly Recommended!

Lesson Plan for A House For Hermit Crab

Integrated Lesson Plan For A House For Hermit Crab

Level: Pre-school/Kindergarten
Subjects: Reading, Science, Mathematics, Writing, Art

I. Objectives:
A. To realize that:

1. We find happiness in sharing good things with others.
2. We should help our friends when they need it.

B. To describe the function of a seashell.
C. To arrange pictures of sea animals from biggest to smallest.
D. To recognize the letter H.
E. To use a variety of materials and creativity to decorate the Hermit Crab's house.

II. Subject Matter and Materials:

A. Selection: A House For Hermit Crab by Eric Carle
B. Materials:

pictures of animals
charts and big box for activities
crayons, color pens, glitters and cutouts for the art activity

III. Procedure:

A. Pre-reading
Unlocking of Difficulties:
The teacher will show pictures and ask the students to describe them:

1. shell
2. claw

B. Reading
The teacher will read the story aloud while the students will follow silently. He or she will show big cutouts of the animals/plants that Hermit meets in the story.

C. Post Reading

1. For Noting Details:
The teacher will show colorful pictures of animals (starfish, snail, crocodile, cow, duck, coral, weeds, etc).

a. Which of the following are not in the story?
b. Which of these animals did Hermit Crab meet first?

2. For Visual Discrimination:
The teacher will show colorful pictures of animals.

a. Which of these pictures look like the one in the big box?
b. Which of the pictures look the same?

3. For Reasoning Skill:
The teacher will show different groups of animals.

a. Which one does not belong to this group (fish, lobster,
shrimp)? Why?
b. Which one does not belong to this group (crab, oyster,
rayfish)? Why?

4. For Science:
The teacher will introduce sea creatures with shells. He or she will show some pictures of shelled animals and ask the students to describe them.

a. What is the function of a seashell?
b. Can you relate the function of a seashell to their own dwelling?

5. For Mathematics:
The teacher will introduce the concept of "big" and "small". He or she will ask the students to arrange the pictures of crab from biggest to smallest.

6. For Beginning Reading:
The teacher will introduce the words beginning with letter H.

a. Which of the pictures has a different beginning
sound? (house, hand, mask, head)
b. Read the following words and sentences:

• hat, ham, head, holt, horn, has
• Harry has a hat.
• Hannah has a ham.
• Henry and Heidi sat on the mat.

7. For Writing:
Children will write about their dreamhouse.

8. For Art:
The teacher will give each student a picture of Hermit Crab's house and ask them to decorate it using crayons, colorpens, glitters, magazine cutouts, etc.

Matching Upper and Lowercase Letters

Level: Preschool
Subject: Matching Upper and Lowercase Letters

Objective:
To see if the child can match each uppercase letter with its respective lowercase letter.

Materials:




plastic containers
colored plastic upper case and lower case letters

Instructions:

1. Take a look at these objects. We have a container for big letters and we also have a separate container for small letters.
2. Match big letters with their small letters counter part.

Marking System:

The child scores one point for every correctly paired letters. The teacher records the letters incorrectly matched and letters not attempted.

Identifying Popular Logos And Labels

Level: Pre-school
Subject: Word Identification/Recognition

I. Objective:
To find out whether the child can recognize 10 popular logos and labels.

II. Materials:

10 popular labels and logos (you can modify the logos and labels)

1. Milo
2. McDonald's
3. Colgate
4. Oreo
5. Cowhead
6. Safeguard
7. Vaseline
8. Coke
9. Jollibee
10. SM

III. Instructions:

A. Show the labels and logos one by one.

B. Ask them if they can recognize the logo.

1. I am going to show you some pictures. Tell me what they are, okay?
2. What is this?
3. How did you know that it is ____?

C. If the child answers correctly, check on the correct column; if the child's answer is wrong, check on the incorrect column.

IV. Marking System

The child gets a score of 1 for each correct answer. Incorrect answers will be recorded.

An Integrated Lesson Plan for Dolly's False Legacy

Level: Third Year High School
Subject: Reading, Cloning, Biology

I. Objectives

A. To develop awareness on the nature of cloning by:

1. presenting a movie related to cloning
2. enumerating the uses of cloning
3. citing the advantages and disadvantages of cloning

B. To understand cloning from the viewpoint of a geneticist by:

1. listing the arguments posed by the author in the essay
2. citing recommendation given by the author with regard to the usage of cloning

C. To generate criticisms and value judgment by:

1. discussing the issues of cloning presented in the essay
2. presenting and expanding arguments in responding to a dilemma

II. Materials:

A. Dolly's False Legacy by Ian Wilmut (Time Magazine, March 22, 1999)
B. Multiplicity by Lee R. Mayes (Columbia Pictures)
C. Charts

III. Procedure:

A. Assignment:

The teacher will divide the class into three groups. He or she will assign each group to research on the following:

1. Group 1: Definition of cloning
2. Group 2: Contributions of cloning to society
3. Group 3: Brief explanation on the concept of Nature-Nurture in
human personality.

B. Unlocking of Difficulty

Using context clues, the following words will be unlocked:

1. Legacy - "Who among you like to read books? Can anybody tell me why you read? Aside from being entertained while you read, you also gain a lot of knowledge from books. These things are also knowledge that the authors of the books share to us. You can say that books are legacies that great geniuses leave to mankind. Can anybody guess what legacy implies in the sentence?"

2. Genes - "I have this friend who is very good in playing the piano and the guitar. Aside from that, she can also play other musical instruments such as violin and saxophone. Her other siblings and most of her relatives can either play various musical instruments too or are really good singers. Anyone would think that music is in her genes. Now, can anybody tell me what the word "genes" imply?

3. Intrusion - "Last weekend, my high school friends and I went to a party. After sometime, there came uninvited guests. Their intrusion destroyed the party. What do you think does intrusion imply in the situation?"

4. Ethical - "As a teacher, one of my roles is to respect the individuality or uniqueness of each of my students. It is not ethical to give them labels such as "stupid" or "moron." What do you think does ethical mean in the sentence?"

5. Infertility - "One of my aunts suffers from infertility. She has this problem producing ripe egg cells. Her infertility leaves their family childless. What do you think does infertility mean?"

C. Motivation:

1. Presentation of assigned group work:
Based on the assigned research work, the teacher will let each group present their output for three minutes. After all the groups have presented, the teacher will summarize and give the major points to further clarify the concept of cloning.

2. Fim Showing (excerpts from the film "Multiplicity")

D. Motive Questions:

1. Would you like to be cloned?
2. What would you feel if one day, you come face to face with an exact copy of you?

E. Silent Reading

The teacher will let the student read the essay silently for seven minutes.

F. Check Up Activity

Game (patterned after "Passing the Bouquet")

- The teacher will ask the students to form a circle stand in their places. He or she will facilitate the game that has the following guidelines:

1. The game has five rounds.
2. In each round, a question will be passed around.
3. When the music stops, the passing of paper also stops.
4. Whoever gets the paper will answer one of the following questions:

a. What is the name given to the sheep that was cloned?
b. What factors affect human personality?
c. What are the possible reasons for cloning based on the essay?
d. What are the disadvantages of cloning a child based on the essay?
e. What is the author's role in the project Dolly?

G. Discussion

1. The teacher will divide the classs into two groups. Each group is assigned a task to work on for 10 minutes.

a. Group 1 will make a "battery chart" (t-analysis) by listing the positive and negative views based on the essay.
b. Group 2 will accomplish the "Auther said.." chart, wherein they will list five most striking statements of the author in the essay.

2. The teacher will ask the first group to present their output (Battery Chart).

a. Explain how cloning can overcome infertility?
b. From the positive side, to which claim do you strongly agree?
c. From the negative side, to which statements do you strongly agree?
d. One of the negative aspects of cloning is that it is a very inefficient procedure. If it is perfected, would you advocate its use?
e. Based on your output, what do you think is the stand of the author in copying an individual?
f. What do you think is the purpose of Ian Wilmut in coming up with this essay?

3. The teacher will now let the second group present their output (Author Said Chart).

a. In the statements you have listed, which do you think best express the whole point of the author?
b. From these striking statements you have listed, try to make association and be able to synthesize the points of the author.
c. When Wilmut said that the interest of the cloned child must be considered, what do you think does he mean?
d. Imagine an Einstein, an exact copy, but he shows no interest in Science. Do you think it was even practical to have cloned him if he is inclined to other fields, in ballet for example?
e. Do you agree that there is more to cloning than mere Science? If so, what do you think are these?
f. Why do you think the essay was entitled, "Dolly's False Legacy"?

4. The teacher will give a summary of the major points to end the discussion of the essay.

H. Enrichment

A dilemma will be presented to the class. Using the same groupings, they will be assigned a stand as to whether they are for or against cloning. For 15 minutes, each group will present their arguments.

Dilemma: Mr. Yamsun is an embryologist. He is in the process of perfecting the procedure of cloning. One day, he received an alarming news from his wife, their four-year-old son died in a car accident. His wife cannot accept the loss of their son. She is slowly losing her sanity. Mr. Yamsun doesn't know what to do. He is thinking of cloning his son. If you were Mr. Yamsun, what would you do?

How To Be A Happy Hippo

Author: Jonathan Shipton

Illustrator: Sally Percy

Publisher: Little Tiger Press

Language: English

Summary: This book is about a young hippopotamus named Horace who is sad because his dad has no time for him. Because he misses him, he decides to make a trap to get his attention and force him to play with him.

Classroom Uses: Storytelling, Read Alouds

This story is good for children and parents. It shows that a child needs more than "mountains of food, lots of things to play with and plenty of mud". This book reminds busy parents to have a quality time with their kids.

It has beautiful pictures and is a touching story worth reading.

Highly Recommended!

How To Be A Happy Hippo Lesson Plan

A Lesson Plan for How To Be A Happy Hippo

Level: Kindergarten
Subject: Reading

I. Objectives:

A. To realize that happiness does not depend on material things alone
B. To appreciate the author's humorous portrayal of characters
C. To respond to the story through the following engagement activities:

1. Venn Diagram
2. Comic Balloon
3. Writing A Letter
4. Drawing the Events
5. Horace's Plan

II. Subject Matter and Materials:

A. Selection: How To Be A Happy Hippo by Jonathan Shipton
Little Tiger Press, 2000

B. Materials:

1. charts for engagement activities
2. clay and stuff toy for unlocking difficulties

III. Procedure:

A. Pre-reading

1. Unlocking of Difficulties

a. scrambled out - Because I was so tired, I lost balance and fell while walking up the stairs. I scrambled out before my brother sees me. What do you think is the meaning of scrambled out? (unlock the word by acting it out)

b. wallow - Carabaos love to play in the mud. They like to wallow. (demonstrate it using a stuff toy and clay)

c. wedge - Philip made a wedge of mud and threw it on the grass. (demonstrate by making a ball out of clay)

2. Developing a Purpose for Reading

a. Schematic Web
What can you say about hippos?
What do you know about them?
What are the similarities between you and hippos?

b. Motivation:

Is there someone that you miss?

c. Motive Question:

In our story, let us find out who is it that Horace misses.

B. Reading

The teacher will read the story aloud while the students will follow silently. He or she would ask students to read certain parts of the story.

C. Post Reading

Engagement Activities

Instructions:

Group 1: "Horace and Me" chart
Fill in the chart with the ways in which you think you are similar to Horace and ways in which you ar different.

Group 2: "Daddy's Boy" chart
Fill in the comic by answering the question, "What did Horace tell his dad one morning?" "What was his dad's response?"

Group 3: "Horace's Plan" chart
What did Horace do when his father never came? This group will recall the plans of Horace by drawing and describing it.

Group 4: "Father and Son" chart
Fill in the chart with different things that Horace and his dad did after he fell from the trap.

Group 5: "Dear Dad" chart
Pretend that you are Horace. Write a letter to your daddy hippo after spending the whole day with him.

Timer: Horace's dad will fall on the trap. When he finally gets into the trap, you should be finished with your work.

Discussion:

1. Why did Horace miss his dad?
2. Why was his father always not around?
3. What did Horace feel about his Dad's absence?
4. What were the things that Horace wanted to do with his Dad?
5. What are the things that you would like to do with your Dad?
6. In what ways are you similar to Horace? In what ways are you different?
7. What did Horace do one morning?
8. What did he ask from his dad?
9. What was hid dad's answer?
10. What did Horace feel after hearing his dad's promise?
11. Did Mr. Hippo come as promised?
12. What did Horace feel?
13. If you were Horace, would you feel the same way? Why?
14. What did Horace do?
15. Where did he go?
16. What did he do in the jungle?
17. Why did he dig a hole?
18. After digging, what did he do with the hole? What was it
for?
19. For whom was the trap?
20. Why did he want to trap his dad?
21. What happened the next morning? What did they hear?
22. Who was the first one to rush out to the trap?
23. What happened to Horace?
24. Why did he fall?
25. Was he hurt?
26. What did Horace and Mr. Hippo do?
27. How long did they play in the mud?
28. What else did they do?
29. What happened to Horace after spending the whole day with his
dad?
30. What did he whisper to his dad?
31. What made Horace happy?
32. Did you enjoy the story? Why?

The Legend of the Ampalaya

Author: Augie D. Rivera Jr.

Illustrator: Kora D. Albano

Publisher: Adarna House Inc.

Languages: Filipino, English

Summary: The Legend of the Ampalaya (Alamat ng Ampalaya) is a Filipino children's story about a bland and pale vegetable named Ampalaya. Ampalaya stole the beauty, color and taste of vegetables in the town of Sariwa. Because of greediness, he was punished in the Court of Vegetables.

Classroom Uses: Storytelling, Read Alouds

This story is wonderfully told and well illustrated. Good for students in kindergarten and elementary.

Highly recommended.

The Legend of Ampalaya Lesson Plan

An Integrated Lesson Plan for The Legend of the Ampalaya

Level: Grade 2
Subject: Reading

I. Objectives:

A. To realize that:

1. it is wrong to get things without asking permission from the owner
2. a person is capable of changing

B. To appreciate the aspects of humor in the story
C. To know that eating vegetables like ampalaya is good for the health
D. To make a character profile for the main character in the story
E. To portray the emotional reactions of the characters through dramatization
F. Respond to the story through the following engagement activities:

1. completing the story pyramid
2. completing a chart with Ampalaya's characteristics when he arrived at Sariwa
3. drawing the different vegetables and writing down the characteristics which Ampalaya has taken from them.
4. completing a "wanted chart"
5. dramatizing particular portions of the story

II. Subject Matter and Materials:

A. Selection: The Legend of the Ampalaya by Augie D. Rivera, Jr
Adarna Publishing House, 1994

B. Materials:
real ampalaya
pictures to be used for unlocking the following words: sprouted, trellis
charts for engagement activities


III. Procedure:

A. Prereading

1. Unlocking Difficulties

a. sprouted - The teacher will unlock the word with the use of a picture and through context clues.
Just this morning, I was surprised to find a new bud sprouting from the roses I have planted. I have never seen it budding from the roses yesterday. What do you think does the word "sprouting" mean? What word or group of words tell you what sprouting means?

b. trellis - The teacher will show the children a picture of ampalaya crawling on its trellis. Then he or she will ask the students to describe what they see in the picture.
From picture, how would you define or describe a trellis?

2. Developing a Purpose for Reading

Motivation Questions:

a. Have you ever taken anything without the owner's permission?
b. How did you feel afterwards?

Motive Questions:

a. Have you ever seen an ampalaya?
b. Have you ever wondered why ampalaya tastes bitter? Or why it has wrinkled skin?

B. During Reading

The teacher will read the story aloud while the students will follow silently. He or she would ask students to read certain parts of the story.

C. Post Reading

1. Engagement Activities

The teacher will divide the class into 5 groups. Each group will be assigned to a task.
You will be given ten minutes to finish the assigned activity. The pictures of ampalaya will be our timer. Time starts when you see Ampalaya's picture with his pale complexion posted on the board. You should stop working when you see his picture with his wrinkled skin posted on the board.

a. Group 1
Whe Ampalaya arrived at Sariwa, he had a very pale complexion. What other characteristics did the Ampalaya have? Fill the character profile chart and choose a representative to show and explain what you have done. Use this display chart in presenting Amapalaya's character.

b. Group 2
Here is a story pyramid. Complete this pyramid and choose a reporter to present your finished task to the class.

c. Group 3
Who were the other characters in the story? Name the different vegetables found at the town of Sariwa. Draw them inside a circle and below the circle, write the characteristics that Ampalaya took from each of them.

d. Group 4
Complete this wanted chart and tell the class what your group has worked on.

e. Group 5
Dramatize what has taken place at the Court of Vegetables.

2. Discussion

Questions:

a. Who arrived at the town of Sariwa? Can you describe him?
b. How did the people at Sariwa receive him?
c. How did Ampalaya feel about his pale complexion and bland taste?
d. What was Ampalaya's evil plan?
e. Have you ever been in a situation where you want to own something more than what you already have? How did you feel about it?
f. If you were in Amapalaya's place, would you do the same? Why? Why not?
g. How did the other vegetables discover this evil plan?
h. Describe what has taken place at the Court of Vegetables.
i. Do you think Amapalaya deserved his punishment? Why? Why not?
j. If we really want something, what should we do in order to get it?