first quarter grade 1 supplemental lesson · pdf filefirst quarter grade 1 supplemental lesson...

Lesson 1

Keeping Safe All the TimeFocus: Talking about safety; counting syllables in words

A. Introduction/Preparatory Activities

1. Introduce the words in the Word Package section of the lesson. Provide pictures as to help the pupils fully comprehend the meaning of the words.

2. Prepare the pupils for the reading of the text by asking them the questions in Key Questions. Proceed to asking them the Get Hooked questions.

B. Body/Developmental Activities

1. Read the text, A Bumpy Ride, in the Read Aloud section.

2. Use the questions in Think About It to facilitate discussion of the story.

3. Proceed to discussing the value of safety in Valuing.

a. Have the pupils identify the proper way of sitting in a bumper car.

b. Ask them to color another part of the car that makes the children safe.

c. Let them explain what may happen to them if they don’t follow the safety rules while driving in a bumper car.

4. To encourage oral language development, have the pupils share experiences of having been in an accident. Ask them what they learned from it and how can they prevent these accidents from happening again.

5. Have the pupils pretend that they are giving safety tips to other kids. Refer to item no. 2 in Essential Language.

First Quarter Grade 1Supplemental Lesson Plan

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6. Move on to the activities in Learning Tasks that still talk about safety.

7. Let the pupils share stories with their classmates through the Say and Spell activity.

8. Teach the pupils how to count syllables. Model it by clapping for every syllable.

9. Ask the class to count syllables of the words in Skill Extenders.

10. Let them write about their experience in an amusement park by doing the activity in Blog.

C. Conclusion/Evaluation1. Have a poster-making activity as discussed in

Integrating Task.

2. Have the class accomplish Summative Task.

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Lesson 2

Keeping Safe All the Time

Goals

• Note important details

• Talk about one’s interests and experiences

• Give directions to other people

• Count the number of syllables in words

Key Questions• What is your favorite ride in an amusement

park? Why is this your favorite?

• What is special about it?

• What do you need to remember when riding in an amusement park?

Get Hooked

Listen carefully and � nd out what ride in an amusement park is being talked about. Find out as well what is special about it.

Word Package

safe – a condition in which one is out of danger

slip – an action that involves moving smoothly

bump – an action that involves two objects hitting each other

track – a path where vehicles move about

Read Aloud

A Bumpy Ride

Some amusement parks have bumper-car rides. People sit inside the small cars. They wear safety belts. People can turn the cars in di� erent directions. The cars slip and slide around on a shiny metal � oor. The cars bump into other cars. The cars bump into the wall around the track. The cars have rubber bumpers around them. The

Learning Competencies

1. Listening Comprehension:

a. Listen to an informational text

b. Note important details

2. Oral Language:

a. Talk about personal experiences

b. Give one- to two-step directions

c. Participate in sharing activities

3. Phonemic Awareness

Give the number of syllables of given words

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rubber bumpers keep people safe. Do you think it sounds like fun to ride in a bumper car?

Source: A Bumpy Ride. (2013). In ReadWorks.org. Retrieved 02 May 2014 from http://www.readworks.org/

passages/bumpy-ride.

Think About It

Answer the following questions:

1. What does a bumper car look like? Draw this inside a box. Identify its parts, too.

2. How do you play with a bumper car?

3. What do you enjoy the most about riding a bumper car?

Valuing

1. When you ride a bumper car or any ride in an amusement park, you should always be safe. Put a check on the picture that shows how you should sit in a bumper car.

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2. Aside from the seat belt, what part of the bumper car keeps you safe when you hit into another car? Color this part in the picture below:

3. What may happen to you if you don’t follow safety rules in an amusement park?

Essential Language

1. Have you ever got into an accident? Share with your classmates what happened in the accident. Relate to them as well what you learned from the accident about being safe. Then, talk about what you can do to avoid those accidents.

2. Pretend that you are giving instructions to other kids who want to ride the bumper cars. What will you say to them? Find a partner and practice what you will say to each other.

Learning Tasks

1. Listen as your teacher reads each item on the list. Put a before the item that talks about a safety tip. If it does not, put a .

_____ Play with matches.

_____ Walk on the pedestrian lane only.

_____ Wear a helmet when riding a bike.

_____ Leave the house without asking for permission.

_____ Have an adult come with you when you go to a new place.

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2. What other safety tips can you share with your classmates? Form a group of four and come up with your list of things to remember to be safe. You may present your list through your drawings. Assign a leader and share your work with the class.

Say and Spell

1. Bring to school a picture of what you like the most in an amusement park.

2. Share to the class the picture. Explain why you like it.

3. Complete this sentence with the help of your teacher: My favorite part of the amusement park is the _______________.

Skill Extenders

A word can have more than one part. Each part is called a syllable. Watch and listen as your teacher models to the class how he/she counts the parts of a word.

Count the number of syllables in the following words:

1. rides

2. ticket

3. popcorn

4. playground

5. amusement

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Blog

Complete the sentences below:

The last amusement part I went to was _____________. I felt _______________ then.

Integrating Task

With a group of � ve members, make a poster to remind your classmates to be always safe. Design your poster through drawings, colors, and pictures. Summative Test

I. Safety Tips

What will you say to the kids in the following situations:

1. A kid playing with scissors

2. A kid running on the stairs

3. A kid jumping on a trampoline

4. A kid playing with a knife

5. A kid rollerblading without a helmet

6. A kid eating very quickly

7. A kid crossing the street on his/her own

8. A kid talking to a stranger

II. Counting Syllables


1. bicycle

2. television

3. books

4. chocolate

5. computer

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For the teacher:

Lesson 2

Then and Now

Focus: Historical; company and perspetive; constrasting


1. Introduce the words in Word Package through direct de� nition, pictures, and/or examples.

2. After each word is discussed, ask the pupils these questions one at a time:

a. What change have you seen recently?

b. What are the di� erent channels in your television?

c. Which is a dial between these two? (Show a picture between a TV dial and a remote control).

3. Check what the pupils know about televisions through the questions found in Key Questions.

4. Provide the � nal setting of their purpose in listening to the story by asking tag questions in Get Hooked.


1. Read aloud to the pupils the text “A History of TV” from the Read Aloud section of the lesson.

2. Initiate discussion about the text by having the class complete a Venn diagram together. Tell the pupils � rst how to complete a Venn diagram.

3. Proceed to the Valuing section. Have the pupils draw inside the boxes the uses of the television in their homes.

4. Afterwards, let the pupils form a triad with whom they will share their work. Refer to item no. 1 in Essential Language.

5. Ask everybody to form one big circle. Tell the class that whoever catches the ball has to answer the questions: “What is your favorite television show? What do you like about it?”

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Let them use the sentence structure: I like __________ because __________________.

6. For Learning Tasks, ask the class to describe a television set by responding to the questions in item no. 2.

7. Introduce the spelling of the three primary colors in Say and Spell.

8. Teach the class how to count syllables in a word. Do the activity in Skill Extenders.

9. Explain what makes a sentence in Blog. Answer the activity in the second part of the section.

C. Conclusion/Evaluation

1. Introduce the activity in Integrating Task.

2. Have the class answer Summative Test.

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Lesson 2

Then and Now

Goals

• Note important details based on the story listened to

• Compare and contrast two things

• Describe the color and shape of an object

• Talk about one’s favorites

• Count the number of syllables in a word

• Distinguish a sentence from a non-sentence

Key Questions

• Can you identify the thing in this picture? What do you think is this?

• In what way is this similar to or di� erent from the television set in your houses?

Get Hooked

What changes happened to the television over the years?

Word Package

change – transforming from one form to another

channel – the station in which a speci� c set of television shows is shown

dial – a round part of an older model of a television which allows one to change channels with its knob

Read Aloud

A History of TV

Did you know that television has changed a lot over the years? The � rst TV sets had pictures only in black and white. The sets could not show color. People could choose from only a few channels to watch. People had to turn a


1. Vocabulary:

Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers




3. Oral Language:

a. Talk about topics of interest

b. Participate in sharing activities

4. Phonemic Awareness:


5. Grammar:

Identify sentence and non-sentence

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dial on the TV to change the channel. Some TV shows back then were funny comedies.

Today, TV sets show pictures in color. People have hundreds of channels to watch. TVs come with remote controls. Now people can change channels from across the room. A lot about television has changed. But even today, some TV shows are funny comedies!

Source: A History of TV. (2013). In ReadWorks.org. Retrieved 02 May 2014

from http://www.readworks.org/passages/history-tv.

Think About It

Complete the Venn diagram below with the class to show how the televisions before and now are the same with and di� erent from each other. In the space where the two circles overlap, put your answer on what makes all the televisions from then and now similar to each other.

Valuing

What do you use a television for? Draw three uses of the television in your house.

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Essential Language

1. In a triad, share your drawings that you made in the previous activity. Among all your drawings, choose one that your group will present to the class.

2. Form a circle and sit down on the � oor. Whoever catches the ball has to answer the questions: “What is your favorite television show? What do you like about it?”

3. To talk about things that you like, you can use the following structure:

I like ___________ because _______________________________________________.

Learning Tasks

1. Study the picture of a television set that is being used today.

2. Answer the following questions:

a. How many televisions do you see? _______________

b. What is the shape of the television? _______________

c. What is the shape of the remote control? _______________

d. What is the color of the television? _______________

e. What is the shape of the buttons of the remote control? _______________

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Say and Spell

1. Name the color of each television below.

2. On the line below each television, spell the name of the color. Listen to your teacher.

Skill Extenders

Listen to your teacher as he/she shows you how to count parts in a word. Each part that you hear is called a syllable. Count the number of syllables in the words below. Clap your hands for every part of the words.

1. black

2. white

3. show

4. remote

5. channel

6. color

7. comedy

8. television

9. commercials

10. dial

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Blog

A group of words is a sentence if it has two parts: the part of what is being talked about and the part where something is said about the other part.

For example, “Karl likes to watch television” is a sentence because of these two parts:

Part 1: Karl

Part 2: likes to watch television

This also means that “Karl” is not a sentence, as well as “likes to watch television.”

Put a check on the blank if the group of words read to you by your teacher is a sentence. Leave the sentence blank if it is not a sentence.

_____ 1. television shows

_____ 2. on Saturdays and Sundays

_____ 3. I only watch television shows on Saturdays and Sundays

_____ 4. My favorite show

_____ 5. My family likes watching action shows

Integrating Task

With a group of four, think of rules that you think kids should follow when watching television. You may use drawings to present your work. Share your rules with the class.

Summative Test

I. Watching Television

Listen to your teacher. Put a sticker beside the number if you agree with the statement. If you don’t believe in the statement, leave it blank.

_____ 1. Televisions have changed over time.

_____ 2. Televisions have always shown pictures in color.

_____ 3. Before, there were only scary movies shown.

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_____ 4. Today, we have hundreds of channels just like before.

_____ 5. Remote controls are now used to switch channels.

II. Colors

Spell the colors of the following:

_________

_________

_________

III. Counting Syllables

Write the number of syllables you hear in each word.

_____ favorite

_____ toy

_____ recess

_____ playground

_____ games

IV. Sentence and Non-Sentence

Write S on the blank if the group of words is a sentence. If it is not, do not write anything on the blank.

_____ I am in Grade 1.

_____ in Grade 1

_____ I study Reading and Writing.

_____ Reading and Writing

_____ a story

_____ Listening to a story is my favorite activity in school.

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For the teacher:

Lesson 3

Colors Everywhere

Focus: Art appreciation; rooting details


1. Introduce the words in the Word Package section. You may show a picture of wax and demonstrate actions for the other words to aid in the understanding of meaning.

2. Move on to asking the class what they know about crayons. Refer to the questions in Key Questions. Prepare a KWL chart beforehand and write the pupils’ answers in the K column.

3. Go on to Get Hooked and write their answers in the W column.


1. Read the text, “Colorful Crayons: Inside a Factory” in the Read Aloud section.

2. Help the pupils understand the process more by posting keywords on the board for each step taken up.

3. Have the pupils � ll out the L column with answers from Think About It.

4. Proceed to the activity in Valuing.

5. Teach the pupils how to talk about a series of steps in a process using appropriate transition words. Refer to Essential Language.

6. For practice, do Learning Tasks.

7. Have the pupils share about their favorite color in Say and Spell.

8. Teach the spelling of names of colors. Have the class identify the color of the crayon, trace the letters of the name, and copy the whole word.

9. In Skill Extenders, show how to count syllables. Make a step for each syllable in sample words. Let the class do the activity in the same section.

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10. Review what a sentence is through the instruction provided in Blog. Do the activity in the same section as a class.

C. Conclusion/Evaluation

1. For enrichment, have the pupils do Integrating Task.

2. Close the lesson with the Summative Test.

Colors Everywhere

Goals

• Note important details based on the text listened to

• Sequence steps based on the text listened to

• Use transition words in explaining a sequence of steps

• Respond through one’s own illustrations

• Talk about one’s favorites

• Spell target words

• Count the number of syllables in a word

• Distinguish a sentence from a non-sentence

Key Questions

• How are crayons made?

• What are the materials needed?

Get Hooked

What do you want to know about crayons?

Word Package

crayon wax – material that is used for the making of crayons; can easily be melted with heat

mix – the action of putting things together

melt – the action of changing a solid form into liquid form by heat

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pour – the action of making liquids � ow into a container

label – the action of naming something

sort – the action of grouping similar things together

Read Aloud

Colorful Crayons:

Inside a Crayon Factory

If you are like most kids, you’ve probably drawn a picture with crayons. Have you ever wondered how crayons are made?

1. Mix

Crayon wax is melted in pots at the factory. Colored powder called pigment is mixed into the wax.

2. Mold

Colorful hot liquid wax is poured into crayon-shaped holes called molds. The liquid wax � lls up the molds.

3. Cool

The crayon wax is left to cool. Then it is pushed out of the molds. Hard crayons come out!

4. Check

Workers check the hard crayons. Crayons that are not perfect are put aside to be melted in another batch.

5. Label

Perfect crayons are taken to a machine. It puts a label on each crayon. Finished crayons are sorted by color.

6. Box

The labeled crayons are placed into boxes, and the tops are closed. The colorful crayons are ready!

Colorful Crayon Facts

1. It takes about three to � ve minutes to make a crayon.


1. Vocabulary:

Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers




c. Illustrate speci� c events

d. Sequence at least three events

3. Oral Language:

a. Talk about topics of interest

b. Participate in sharing activities

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2. Most 2- to 8-year-old kids color for about half an hour every day.

3. Experts say that the smell of a crayon is one of the easiest scents to recognize.

4. The nickname for worn-down crayons is “leftolas.”

5. Most children in the United States will wear down 730 crayons by the time they are 10 years old.

Source: Colorful Crayons: Inside a Crayon Factory. (2013). In ReadWorks.org. Retrieved 02 May 2014 from

http://www.readworks.org/passages/colorful-crayons.

Think About It

1. What are the materials needed in making crayons?

2. What are the steps in making crayons? Draw each step inside the boxes below.

4. Phonemic Awareness:


5. Grammar:

Identify sentence and non-sentence

1. 2.

3. 4.

5. 6.

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Valuing

What can you make out of crayons? Draw three things that you do with your crayons.

Essential Language

1. When talking about steps, you may use the words � rst, second, third, … and last.

2. Talk about the drawing you had using these words that you just learned.

Learning Tasks

1. Choose any of the following tasks:

a. making a paper airplane

b. making a paper boat

c. � xing one’s bed

d. cleaning the classroom

e. doing homework

2. Explain how each task is done by using the words you just learned a while ago.

3. You may use actions, gestures, and drawings to help you explain the activity.

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Say and Spell

1. What is your favorite color? Write your answer inside the bubble. Your teacher will help you spell the name of the color.

My favorite color is _________________.

2. Now, trace the letters to spell the name of each color correctly. Afterwards, copy the name on the blank.

a. __________

b. __________

c. __________

d. __________

e. __________

f. __________

g. __________

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Skill Extenders

Look and listen to your teacher as he/she shows you how to count parts in a word. Each part of a word that you hear is called a syllable.


1. violet

2. color

3. red

4. coloring

5. melt

6. crayon

7. yellow

Blog

A group of words is a sentence if it begins with a big letter and ends with a period. Look at the sample sentences below.

The pupils come early to school.

They learn how to read, write, and count.

Boys and girls also enjoy listening to stories.

Do they begin with a big letter? Do they end in a period?

The groups of words below are not sentences. Mr. and Mrs. Reyes

the teachers

are in school

have two children

like teaching pre-school kids

Put a check on the blank if the group of words read to you by your teacher is a sentence. Leave the blank if it is not a sentence.

_____ 1. buys crayons and coloring books

_____ 2. at the bookstore

_____ 3. Coloring books

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_____ 4. I like to draw people and animals.

_____ 5. My mommy tells me I’m good at drawing.

Integrating Task

Choose any kind of picture that you want to draw. Color this picture nicely and share your work to the class. Tell your classmates what your picture is about and why you chose it.

Summative Test

I. Sequencing

Look at the pictures below. Write numbers 1 to 4 to show how cookies are made.

Source: Sequencing Stories (2010). In learningenglish-esl. Retrieved 03 May 2014 from http://learningenglish-

esl.blogspot.com/2010/03/sequencing-stories.html.

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II. Colors

Spell the colors of the following:

1. ______________

2. ______________

3. ______________

4. ______________

5. ______________

6. ______________

7. ______________

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III. Counting Syllables

Write the number of syllables you hear in each word.

_____ 1. pencils

_____ 2. markers

_____ 3. eraser

_____ 4. paper

_____ 5. coloring

IV. Sentence and Non-Sentence

Write S on the blank if the group of words is a sentence. If it is not, do not write anything on the blank.

_____ pink, yellow, and green

_____ I color trees green and brown.

_____ The blue sky

_____ I keep my crayons neatly in a box.

_____ I use them carefully so they will not break.

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first quarter grade 1 supplemental lesson · pdf filefirst quarter grade 1 supplemental lesson...

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