Unit 2: Week 1 (Lesson 10)
Lesson
Parts
Day 1 Day 2 Day 3 Day 4 Day 5
Overview/
Objectives
Literature:
Chocolate Milk for Danny
(adapted from Aesop)
• Monitor and self-
correct one’s
comprehension via
skimming (title and
text)
• Appreciate how the
character had been
truthful to her mother
• Decode words with
digraph /ch/ (initial) as
in chin (1
st
half)
• Monitor and self-
correct one’s
comprehension via
skimming (picture)
(2
nd
half)
• Read words with
digraph /ch/ (final) as

in catch (1
st
half)
• Monitor and self-correct
one’s comprehension
using scanning(2
nd
half)
• Read words with
digraph /ch/ (1
st
half)
• Monitor and self-
correct one’s
comprehension using
scanning (2
nd
half)
• Monitor and self-correct
one’s comprehension
using scanning and
skimming
Materials
• “A Chocolate Milk for
Danny” (Story)by:
Dinah C. Bonao,
pictures
• 6-framed-story board of
A Chocolate Milk for
Danny

Picture of a party Refer back to previous
lessons for text to be
scanned and skimmed
Procedure
(5 min)
• Unlocking of key
words in the story using
pictures and context
• Motivation Question
• Motive Question
(skimming)
(15 min)
Read-aloud of the story with
some prediction questions at
certain points
(15 min)
Post Reading:
Discussion of the story,
highlighting Almira’s
truthfulness to her mother
at the end of discussion
(15 min)
Pair and Share: Partners
take turns in answering
questions.
(10 min)
• Word drill and
exercises on words with
digraph /ch/ (initial) as
in chin (1

st
half), see TG
and LM
• Show 3 story board and
ask pupils to give the
general idea
(10 min)
• Discuss how skimming
is done using story
boards
(15min)
• Distribute to the pupils
(in groups) the next 3
frames of the story
board to get the general
sense of the frame.
(15 min)
• Allow pupils to share
the output of the group
(10min)
• Word drill and
exercises on words with
digraph /ch/ (initial) as
in chin (1
st
half), see
TG and LM
• Review 6-framed-story
board of A Chocolate
Milk for Danny

(10 min)
Discuss how scanning is
done using questions
(10 min)
Pose specific questions for
pupils to answer by
scanning the text (group
activity)(20 min)
Let pupils do Q-A Activity
on short selections read
(5 min)
• Word drill and
exercises on words
with digraph /ch/
(initial) as in chin (1
st

half), see TG and LM
• Show a picture of a
party and ask pupils
(10 min)
• Review how scanning
is done
• Show a recipe
(10 min)
Let pupils identify
ingredients and procedure
in preparing the recipe for
egg sandwich
(25min)

Allow pupils to share
outputs
(5 min)
Let pupils answer a questions
from the selection through
scanning and skimming
(10 min)
Reiterate how scanning and
skimming is done
(15 min)
Let pupils share skimmed and
scanned Information
(20 min)
Ask pupils to share what they
did

Unit 2: Week 1 (Lesson 10)
Chocolate Milk for Danny
Pre-Reading
Pre-Reading
1. Unlocking/Vocabulary & Concept Development
(loaf, held, bought , patted)
Show a picture of a slice of bread.
Say: This is a slice of bread. Say it again. Say slice of bread.
Show a picture of a loaf of bread.
Say: This is a loaf of bread. Say it again. Say loaf of bread.
Ask: Let us count the slices on this loaf of bread. How many slices of bread
does this loaf of bread have?
Show a picture of Almira in front of a bakery with a loaf of bread.
Say: Almira bought a loaf of bread from the bakery yesterday.

Ask: When did Almira buy a loaf of bread from the bakery? (yesterday)
What did Almira do at the bakery? (bought)
Show a picture of Almira holding the hands of her brother while leaving the
bakery.
Say: Almira held the hand of her brother after she bought a loaf of bread.
Show the picture of mother patting Almira’s shoulder.
Say: Mother patted Almira’s shoulders. When do we pat someone’s shoulder?
What do we mean to say when we pat someone’s shoulder?
Say: Let us see if you can remember the words we learned today.
Refer your pupils to LM-Activity 105 on page 112.
2. Motivation Question:
What do you want to buy from a market?
3. Motive Question:
What did Danny want to buy in the market?
During Reading
Read aloud the story. Stop at indicated points (*). Tell the pupils you will raise some
questions where you pause before continuing the story. They are to answer those
questions which will enable them to guess what might happen next.
Chocolate Milk for Danny
by Dinah C. Bonao
“Almira, please go with your brother to the market and buy a loaf of bread for
merienda,” Mother said.

Along the way, Danny stopped at one of the stores.

“Ate, please buy me that chocolate milk,” he said.
*
Ask: Where did motherask Almira to go?
Who went with Almira to the market?
What did he see along the way?

What word did Danny use to request for chocolate milk?
“We need to buy the bread first,” whispered Almira. She held the hand of his brother
as they walked to the store. Finally, they bought the bread.
“Ate, may I have my chocolate milk now?” said Danny.
*
Ask: Will Danny be able to enjoy the chocolate milk?
“Sure, I still have my change here.”
They walked home while Danny enjoyed the chocolate milk.

“Were you able to buy the bread?” asked mother.
*
Ask: Where did Almira get the money to buy the chocolate milk?
Will Almira be honest in telling the truth about the change?
“Yes, Mother,” replied Almira, “but I’m sorry, I don’t have the exact change. I
bought chocolate milk for Danny without asking your permission.”
*
Ask: How will mother respond to Almira’s remark about the change?
“ I’m proud of you for telling the truth. I know how much you want your little brother
to be happy,” Mother said as she patted Almira’s shoulder.
Post Reading
1. Discussion Questions
Ask the pupils to answer the following questions orally.
1. What is the title of the story?
2. Who are the characters in the story?
3. Where did mother ask the children to go?
4. What did Danny want to buy?
5. What did her sister say?
6. Before going home, was Danny able to get what he wants? Why?
7. Why did Almira say I’m sorry when they got home? Do you think
it is important? Why?

8. What was mother’s reaction? What did she say?
9. In what other ways can you show that you are telling the truth?
2. Engagement/Enrichment
A. Pair and Share
Let the pupils share with a partner instances in their own life when they told the truth
and said they were sorry for what happened. Each partner will take his turn sharing
his experience. Go around and monitor if the pupils are doing the task correctly.
Allow them to use their native language if needs be in their sharing or ask you how to
say it in English if they so desire.
B. Draw your favorite character. Write two sentences about him/her.
Refer your pupils to LM- Activity 106 on page 113.
Day 2
Decoding/Fluency Digraph ch as in chin and catch /
Writing/Skimming
Review/Introduction
Say: Remember the story we read yesterday? What did Almira buy for Danny in the
market? (Chocolate milk)
Note: Write the word chocolate on the board and underline “ch”. Let the pupils read
the word chocolate.
Ask: What are the underlined letters? (ch)
Say again the word chocolate (emphasize /ch/) .
Ask: What is the sound of ch in the word chocolate?
Let the pupils sound /ch/. If they can’t produce it, model how.
Say: Let’s have two more words from our story?
change much
Write the words change and much on the board. Ask volunteers to underline ‘ch’.
Read the words and let the pupils say them after you.
Modeling/Teaching
Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can
you hear /h/? A different sound is given to ch. The sound of ch is /ch/.

Let the pupils sound it three times.
Model reading the words and let the pupils read after you.
Teaching Chart: Words with /ch/
chips check Chop choose
chin chest chocolate chew
chick cherry Chair cheese
chicken champ
children
Activity
Say: Now let’s identify the pictures by completing the words with ch. Read the
words, then the phrases and the sentences with /ch/ in that order.
Refer the pupils to LM Activity 107 on pages 114-115.
Lesson: Skimming (2
nd
half)
1. Presentation/Introduction
Show the first three story boards one by one to the pupils and ask them questions
about the story to come up with the general idea. All answers are correct and
acceptable. Write the answers of the pupils on the board by completing the sentence
below and read them for oral fluency.
1. Look at the pictures.
2. What do you see in the pictures?
1. Modeling/Teaching
Show the first story board. Ask the pupils to look quickly at the pictures and give the
big idea. Tell them that the activity that they did is skimming.
Story Board No. 1
Almira with younger
brother Danny wave
goodbye to their mother.
Story Board No. 3

Almira and Danny got
off in front of a
grocery store.
Story Board No. 2
Almira and Danny are
on a highway waiting
for a jeep.
2. Guided Practice
Show the other two story boards one at a time. Ask five to ten pupils to share their
ideas about the pictures. Write all the answers of the pupils on the board. Let them
read the questions aloud and allow them to respond to the questions using the correct
intonation.
Distribute to the pupils in groups the next three frames of the story board to get the
general sense of the frame. Ask each group to give their opinion about the pictures
given to them. Write their answers on the board.
Refer your pupils to LM-Activity 109 on page 117.
4. Independent Practice
Refer your pupils to LM- Activity 110 on page 118.
Lesson 10 Day 3: Scanning Pictures to Answer Question
Final Digraph /ch/
Skill Focus: Reading words with final consonant digraph /ch/ (1
st
half)
A. Oral Reading of words with digraph ch (initial). (See teaching chart used
previously.)
B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or
demonstrate the meaning of each word before reading.
catch much bench
scratch such sketch
watch bunch reach

branch rich
ranch inch
1. Guided Practice
Say: Work with your seatmate. Read each word with your partner and match
the words with their pictures.
Refer your pupils to LM-Activity 111A on page 119.
2. Independent Practice
Refer your pupils to LM-Activity 111B on page 119.
Skill: Scanning Pictures to Answer Questions
1. Presentation:
Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have
you seen a container of chocolate milk? What information can you see from its box?
Let us know the information in the chocolate milk drink tetra pack. (See to it that you
have an enlarged copy of this picture. Large enough that everybody can see the
information contained in the box. They may be provided with a copy.)
2. Teaching/Modeling
Guide the class to locate the answers in the following questions.
1. What is the name of the chocolate drink? What kind of drink is on the
picture?
2. Where was the drink made?
3. When will the drink expire?
4. What minerals can we get from this drink?
3. Guided Practice
Divide the class into three groups.
Refer your pupils to LM-Activity 112 on page 121.
4. Independent Practice
Refer your pupils to LM-Activity 113 on page 122.
Day 4: Skimming and Scanning Other Reading Materials
Skill focus: Initial and Final Digraph /ch/ (1
st

half)
Refer your pupils to LM-Acivity114 on page 123.
Skill focus: Skimming and Scanning Other Reading Materials (2
nd
half)
1. Presentation/Introduction
Show a picture of a “Birthday Party”
2. Modeling/Teaching
Ask the class to look at the picture. Let the pupils answer the questions.
• What do you see in the picture?
• What do they celebrate?
• What are the things your parents do to make you happy on your birthday?
• Do you like to have a birthday party? Why?
• What food would you like served in your birthday party?
3. Development of the Lesson
Present to class the recipe of “Egg Sandwich”. Let the pupils scan the ingredients and
the procedure.
Let the pupils identify the different ingredients of Egg Sandwich. Let them write their
answers on the board then ask the procedure by asking the pupils to give them orally.
When done, let them identify the action words used in the procedure. Write them on
the board and have them read orally after.
4. Guided Practice
Paper and Pen Activity
Ask the pupils the things they do to keep their food safe, clean and nutritious.
Encourage them to give their answer in complete sentence. Let them use the action
words inside the box in a sentence by writing it on the line provided.
Refer your pupils to LM-Activity 115 on page 124.
5. Independent Practice
Acting-Out
Have the pupils bring out the ingredients that they were asked to bring to class. Using

the ingredients let the pupils do the procedure in preparing the recipe in two groups.
After the activity, let the first group rate the recipe of the second group and vice versa.
(Change to a simpler task if needed.)
Day 5: Skimming and Scanning a Selection
1. Presentation/Introduction
Ask the pupils to answer the following questions.
1. Did you enjoy listening to the story “ Chocolate Milk for Danny”?
2. What part of the story do you like most?
3. Who is the character you like best?
4. What lesson did you learn from the story?
5. Did you go fast over the pictures in each set to find out what it is all about?
6. Did you go fast over the text to find out specific information?
2. Modeling/Teaching
Tell the pupils that in the previous activities, they used skimming and scanning to
understand the lessons.
Say that this time they will study further on skimming and scanning
Skimming is reading at the fastest speed where the eyes keep floating over the reading
selection to locate information.
Scanning is reading moving your eyes. Quickly down the page to find one specific
detail. This will lead you to find a single fact, date, name or word in a text and find
that you need.
Guided Practice
Have the pupils identify what skill they will use in locating information from a given
situation if they want to find specific information and if they want to have a general
idea of what it is all about.
Refer your pupils to LM-Activity 116 on page 125.
Unit 2: Week 2 (Lesson 11)
Lesson
Parts
Day 1 Day 2 Day 3 Day 4 Day 5

Overview/
Objectives
• Monitor and self-correct
one’s comprehension using
questions
• Use graphic organizers
to show understanding
of texts
• Decode words with
consonant digraphs: /ck/,
/th/, and /ph/
• Decode words with
consonant digraph /sh/
• Use action words in
simple sentences
• Decode words with
consonant digraphs:
/ck/, /th/, and /ph/
• Decode words with
consonant digraph /sh/
• Use action words in simple
sentences
• Decode words with consonant
digraph /sh/
• Decode words with consonant
digraphs: /ck/, /th/, and /ph/
SUMMATIVE
TEST
Materials
• A copy of the comic strip

“Bantay and Tagpi” by
Roderick Motril Aguirre
• Picture frames showing the
major events of the literature
for day 1.
• Flash cards of words to be
decoded (consonant digraphs
• Pictures of action words
from the literature for day
1.
• Flash cards of verbs to
match the pictures.
• A cartoon image in 3 frames of a girl
losing hair
• Sentence strips with action words
• Trish and Her Wish
Procedures
(10 min)
Let pupils…
• Analyze pictures showing
HONESTY
• Answer the MOTIVATION
QUESTIONS to process
the pictures
• Ponder over the MOTIVE
QUESTION
(20 min)
• Have the pupils read the
comic strip. Make them
stop at strategic points and

(5 min)
• Let pupils arrange the picture
frames based on the
sequence of events of the
literature for DAY 1.
(15 min)
(Show a picture of Tagpi with
labels of his body parts.)
• Have pupils focus on the
words back, teeth, and thigh
(Discuss how to decode
consonant digraphs with final
and/or medial/initial /ck/, /th/,
(10 min)
(Show pictures of Tagpi and
Bantay in motion)
• Let pupils tell what Tagpi
and Bantay are doing as
shown in each picture.
(Facilitate pupils answer by
posing leading and funneling
questions)
Drill on words with final
consonant digraph /sh/
(15 min)
(Discuss what action verbs
(15 min)
1
st
half

• Drill on words with consonant
digraph /sh/
• Read the short story “Trish and Her
Wish” and answer WH- questions.
2
nd
half
• Review action words through
reading of sentence strips.
(10 min)
• Review verbs by acting out its
meaning.
let them answer questions
to help them monitor their
comprehension.
(10 min)
• Let pupils answer the
comprehension questions
(10 min)
• Then, have them complete
the character map to yield
the concept of honesty
and /ph/.)
Use the sentence with the word
SHOUT from the story to introduce
lesson on words with consonant
digraph /sh/
Read words with initial consonant
digraph /sh/
(20 min)

• Have pupils practice sounding
out words with consonant
digraphs
• Let them complete the words
by making them write the
missing consonant digraphs.
Have them match the
completed words to the
correct pictures they
represent.
• Guided Practice
Activity on words with
consonant digraph /sh/
(10 min)
• Let the pupils accomplish the
consonant digraph activity
sheet in their LM.
• Independent Practice
Activity on words with
consonant digraph /sh/
are)
• Act out some verbs. (TPR)
(10 min)
• Have pupils act out the
word you will say.
(15 min)
Have the students…
• Accomplish the letter-
scrambled words sheet
using picture clues

• Let the pupils identify action words
posted on the board.
• Using the examples, allow pupils to
further understand how action verbs
are used in a sentence.
(10 min)
• Teacher chart exercises on
identifying action verbs in a
sentence.
• Guided practice on using verbs in
simple sentences
(15 min)
• Allow pupils to work in groups. Ask
each group to write 2-3 sentences
about the pictures to be given them.

Unit 2: Week 2 (Lesson 11)
Bantay and Tagpi
Pre-Reading
1. Unlocking/Vocabulary & Concept Development
Unlock the word ‘honesty’ using pictures that show the concept and definition of this
word.
Say: Look at these pictures. (girl and boy cheating in class, a boy returning a wallet to
the owner).
Ask: Who does/do the right thing? Why?
When you return something that is not yours to the owner, you are honest.
2. Motivation Question
Which picture shows a good deed?
3. Motive Question/Statement
Say: Today we will read a comic strip about “Bantay and Tagpi”. These two dogs are

best of friends. Which of the two dogs learned the value of HONESTY? Let us find out.
Open your LM to page ___.
While Reading
Explain to the students that you will be stopping them at a certain frame in the comic
strip to ask or entertain questions from them.
Say: I will be stopping you at a certain frame to ask you some questions. I will also
answer questions from you if you need some clarification/s about the frames you have
just read.
FIRST STOP (Frame 4)
• How would you describe Bantay? How is he as a friend?
• Why did Bantay stop laughing when he saw Tagpi trip over the bones?
• How would you describe Tagpi? Is he a happy dog? What can you say about him
from his remarks about Bantay’s huge collection of bones?
SECOND STOP (Frame 9)
• What did Bantay and Tagpi do?
• What happened after their play?
• What did Tagpi do?
• What did Bantay find out when he got back to his collection of bones?
THIRD STOP (Frame 13)
• What happened to Tagpi?
• What was his reaction?
• What did Bantay do?
• Were they able to find the stray dog and Tagpi’s new blanket?
Post Reading
1. Discussion Questions
a. What was Bantay’s problem in the story?
b. What was Tagpi’s problem in the story?
c. What did Bantay do to help Tagpi?
d. What did Tagpi learn in the story?
2. Engagement/ Enrichment

Let the pupils accomplish the character map sheet on the character assigned to them.
Character map is a type of graphic organizer that helps pupils describe in detail the
character in the story they read. It also facilitates how they may organize their
thoughts and ideas.
Say: Accomplish the CHARACTER MAP for the character I will assign to you. Students
seated on the right are to accomplish the character map for Bantay. Those sitting on the
left are to work on the character map for Tagpi.
Lesson 11 Day 1: Decoding/Fluency/Writing
Consonant Digraph /ch/, /th/ and /ph/
1. Presentation
Have students arrange the picture frames based on the sequence of events in “Bantay
and Tagpi”.
Say: Turn your LM to Activity 119. Number the pictures based on the sequence of
events of the comic strip we read yesterday.
2. Modeling
Show a picture of Tagpi with labels of his body parts.
Say: These are Tagpi’s body parts. I will read each word and you repeat them after
me.
Point to the word when you read it then the part of the body it labels. Discuss how to
decode consonant digraphs in final or medial or initial position /ck/, /th/, and /ph/.)
Say: Now, look at this words that I will underline. (Underline the words back, teeth, and
thigh).
Say: The first word ends with the letter c and k but they only have one sound /k/.
Have pupils focus on the words back, teeth, and thigh.(Have students say the letters
aloud and then give the sound /k/ of the consonant digraph ck.
Say: The second word ends with letter t and h but they only have one sound /Ɵ/. When
the word begins with the letter t and h you also give th only one sound /Ɵ/. Let pupils
repeat the sound.
Write another word: photo.
Say: Now this word is read as photo. Have pupils repeat the word. This word begins

with the letters p and h but they are given only one sound /ph/ or /f/. Have pupils
produce the sound.
3. Guided Practice
Call attention to and have the pupils practice the single sound given to the consonant
digraphs ck, th, and ph. Then let them complete the words by writing on the board the
missing consonant digraphs for each word. Have them match the words with the
pictures they represent.
Say: I have here on the board a list of words and pictures they represent. I will read
each set of words three times. On my first reading just listen to me read the words. On
the second time, I will read each word and repeat after me. On the third time, you all
read the set by yourselves. We will do the same thing to the next to the next two sets of
words.
/ck/ /th/ /ph/
duck thirty pharmacy
clock cloth Philippines
lock teeth telephone
sack thigh photo
Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1
st
half)
1. Review/Presentation
Say: Who was Tagpi’s friend in our story yesterday? (Bantay) Let’s have this sentence
from the story.
Tagpi shouts out to Bantay.
Write the sentence on the board and let the pupils read it.
Say: What did Tagpi do to Bantay? (shout) Write the answer on the board.
picture
picture
picture
picture

picture
picture
picture
picture
picture
picture
picture
picture
SHOUT
2. Modeling/Teaching
Underline sh. Say: The word shout has sh in the beginning. It has one sound. What’s
the sound of sh? Let the pupils sound it. If they can’t sound it, model the sound and ask
them to sound it three times.
Say: Let’s have more words with sh. Let the pupils read the words in a teaching chart.
Make sure that the pupils know the meaning of each word through vocabulary
development activities such as pictures, action and context.
Teaching Chart: Words with sh
ship shell shack shop
shift shed shall shore
shrill shelf shape shock
shine sheet shake shut
3. Guided Practice
Refer the pupils to LM Activity 121A.
4. Independent Practice
Refer the pupils to LM Activity 121B.
Lesson 11 Day 3: Using Action Words in Simple Sentences
Skill Lesson: Final Consonant Digraph /sh/ (1
st
half)
1. Flash cards with words with initial consonant digraph /sh/, see teaching chart.

2. Show words with final consonant digraph /sh/. Model reading the words. Make
sure that the pupils know the meaning of each word through vocabulary
development activities such as pictures, action and context.
Teaching Chart: Words with sh
ash splash brush wish
crash smash crush fish
flash clash rush dish
trash wash bush finish
3. Guided Practice
Refer the pupils to LM Activity 122.
4. Independent Practice
Refer the pupils to LM Activity 123.
Skill Lesson: Using Action Words in Simple Sentences (2
nd
half)
1. Presentation/Introduction
Show pictures of Tagpi and Bantay in motion.
Say: What are Tagpi and Bantay doing?
Let the pupils observe each picture and allow them to give verbs that describe Tagpi
and Bantay?
Say: Let’s have picture 1. Where is Tagpi? What is he doing? (running) Let’s have
picture 2? What is Bantay doing? (playing)
Highlight pupils’ answers by writing the words on the board.
2. Modeling/Teaching
Use the pupil’s answers as springboard to the lesson about verbs.
Say: Your answers are correct. These words are called action words or verbs.
To improve the listening and speaking skills of the pupils, employ the “Teach-Ok”
technique from Whole Brain Teaching. (This technique is a variation of Direct
Instruction and facilitates TPR) Here’s how this is done.
1. Have the pupils count off 1 with the pupil next to him/her saying

2. Tell them you will be saying these words Class, Teach, Switch. They are to do
something after those words are said following this script for each of the
sentences in the template.
Teacher: Class
Pupils: Yes
Teacher: (Says one of the sentences in the template and claps twice.) Teach!
Pupils: (Clap twice) Ok!
Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said.
Teacher : Switch!
Pupils: Oh! Switch!
Number 2 pupils (Repeats to number 1 pupils what they said.)
3. Template of the sentences to be said one at a time using the above script for each
sentence.
a. Verb is an action word.
b. The word “play” is an action word.
c. “Play” is a verb.
d. The word “run” is an action word.
e. “Run” is a verb.
In doing the WBT technique, let the pupils act out the verbs whenever they mention
each word. Model the gesture.
Say: What is verb? Is the word play a verb? (Yes) Why? (Because it’s an action word)
Is the word run a verb? (Yes) Why? (Because it’s an action word)
Say: Let’s have more examples of verbs.
Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupils
read each verb.
Picture - walk (Pupils read)
Picture - eat (Pupils read)
Picture - sit (Pupils read)
Picture - eat (Pupils read)
Picture - talk (Pupils read)

Picture - think (Pupils read)
3. Guided Practice
Read and Show
Say: I will use verbs in a sentence. Read the sentence and whenever you read the verb,
I want you to act it out. (Teacher models the activity)
(Sentences should be illustrated to facilitate pupil’s comprehension.)
Ana hops. The janitor cleans.
Alex sings. The scouts work.
The pupils read together. The kids dance.
The teacher writes. Ricky drives.
My pet cat plays. Raymond swims.
4. Independent Practice
Say: I will show you some pictures. Identify the verb shown in every picture by
unscrambling the letters in the sentence.
Refer the pupils to LM Activity 124.
Lesson 11 Day 4: Decoding/Fluency/Writing
Skill Lesson 1: Consonant digraph /sh/
1. Introduction
Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3)
Say: Let us read the words with /sh/ which were given to you last time. (Allow pupils
to alternately read the words.)
2. Modeling
Model reading the story Trish Has a Wish. Alternately read the story with the pupils.
Then allow a volunteer to read the story. Refer to LM Activity 125 for the copy.
3. Guided Practice
Answer WH- questions about the story
Refer the pupils to LM Activity 125B.
4. Independent Practice
Pupils draw the dish of Trish and let them write something about their drawing.
Skill Lesson 1: Consonant digraphs /ck/, /th/, and /ph/

1. Presentation/ Introduction
Flashcard drill on consonant digraphs /ck/, /th/, and /ph/ (previously learned words on
Day 2
Say: Let us read the words with /ck/, /th/, and /ph which were given to you last time.
(Allow pupils to alternately read the words.)
Let pupils match words with pictures to develop vocabulary of words with consonant
digraphs /ck/, /th/, and /ph. Refer to LM Activity 126.
2. Modeling/ Teaching
Model and give more exercises on words and phrases with consonant digraphs /ck/, /th/,
and /ph. Refer to LM Activity 126A.
3. Guided Practice
Write words and phrases with /ck/, /th/, and /ph. Refer to LM Activity 126B and C.
4. Independent Practice
Write phrases and sentences with words with /ck/, /th/, and /ph. Refer to LM Activity
127.
Skill Lesson 2: Use action words in simple sentences.
1. Presentation/ Introduction
Review pupils on action words introduced in Day 3 by allowing them to read words and
phrases with action words
Say: Let us read the following sentence-strips.
Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
2. Modeling/ Teaching
Re-state the meaning of verbs.
Go back to sentences posted on the board and allow pupils to identify the verbs. Ask
them why those are verbs. Be sure that the pupils say that those are verbs because they
are action words.

Ask: What is the action word in the each sentence? Why do we call them action words?
Ask the class to do the actions signaled by each action words. Ask: Did you show
action to describe the meaning of each action word? Say: Action words are also called
verbs.
Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
Say: If we are going to remove the action words, what would the group of words
mean?(Emphasize that verbs play an important role in completing sentences.)
3. Guided Practice
Let the pupils have more Teacher Chart Exercises on identifying verbs.
Tagpi tumbles down on Bantay’s collection of bones.
Bantay greets Tagpi.
Tagbi bounces up and down around Bantay.
Bantay and Tagpi play with the ball on the grass field.
He drops the ball.
Refer to Refer to LM Activity 128 for the additional guided practice on using verbs in
simple sentences.
4. Independent Practice
Allow pupils to work in groups. Ask the groups to write 2-3 sentences from pictures
given to them.
Say: In your groups, you are going to write 2-3 sentences telling about the pictures you
are holding.
Allow pupil to write one sentence on a picture shown.
Say: This time you are going to write a sentence on the picture shown.

Unit 2: Week 3 (Lesson 12)
Lesson Parts

Day 1 Day 2 Day 3 Day 4 Day 5
Overview/
Objectives
Literature: “The Honest
Woodman”
• Appreciate the importance
of honesty
• Note details in a given text
• Read and write words with
the long vowel /a/ in simple
stories
• Use action words in simple
sentences
• Read and write words with
long vowel /a/ in simple
stories
• Write at least 3 sentences
• Read and write words with
long vowel /a/ in simple
sentences
• Read and write words with
long vowel /a/ in simple
sentences
• Write at least three
sentences
Materials
• Pictures of wood, axe,
fairy, reward
• Copy of the story “The
Honest Man’

• Honesty Character
Award
• L12D2 Worksheet1 & 2 LM
page _
• The Story Guide Chart
• Picture of cake and lake
• Detail Wheel Game Chart/
Board
• Pictures of school gate,
dark cave, date, man
shaving
• Flashcards
• Activity charts
Procedure
Pre-Reading
• Present key words
through pictures and
word clues
Reading
• Read aloud and stop at
strategic points and ask
questions to predict the
succeeding part of the
story
Post Reading
• Talk about the story read
through discussion
questions
Introduction/ Presentation:
• Allow pupils to study and

read the Guide Sheet
Modeling/Teaching:
• Post and allow pupils to
answer the Guide Sheet
questions
Guided Practice:
• Do Detail Wheel Game
with the pupils
• Flashcard drill on Brain
List
• Show picture of cake and
lake for phonics lesson
Independent Practice:
Introduction/ Presentation:
• Have a flashback of the
story The Honest Man
through acting it out with
selected pupils
Modeling/ Teaching
• Discuss verbs
• Do Action Word Wheel
with the pupils
• Allow pupils to answer
Action-Word-Sentence
Chart
• Flashcard Drill on Brain
List
• Read “Cake for Kate” and
answer discussion
question

• Show picture and pupils
read sentence about the
Presentation/ Introduction
• Post the Pupil of The
Month Chart and the
poster about honest and
ask pupils about what
they can say about what
they see
Modeling/ Teaching
• Post pupils’ responses on
the Responses Chart
• Reiterate that the poster
about honesty, Pupil of
the month chart and
headlines are different
sources to get information
• Allow pupils to study
responses chart
• Let pupils know how
declarative sentence are
written
Introduction
• Do energy check to get
attention (Thumbs Up/Down
Activity)
Modeling/ Teaching
• Re-state important points in
writing declarative sentences
by providing activities from

various sources
• In pairs, let pupils decide
what among the group of
words are declarative
sentences
• Allow the pupils to read their
work
• Flashcard Drill on Brain List
• In a group, make a
certificate of appreciation
for a class member
considered to be honest
• Allow the pupils to award
the certificate
• Explain Jake and Kate
showing acts of honesty
• In groups write answers
on Detail Chart
pictures shown
• Do ‘Does It Make Sense’
by arranging words to
make a sensible sentence
• Flashcard Drill on Brain
List
• Read words, phrases and
sentences with long
vowel /a/
• Do memory lane on words
with long vowel /a/
• Read words, phrases and

sentences with long vowel
/a/ in simple sentences
• Do ‘Does It Make Sense’
Activity on words with long
vowel /a/
Unit 2: Week 3 (Lesson 12)
The Honest Woodman
Pre-Reading
1. Unlocking/Vocabulary & Concept Development
( Before the class begins, select among the pupils who will act out the scenes
between the Fairy and Caloy)
Say: Let us start with the BIG WORDS. These BIG WORDS are connected
with the story we are going to read. How shall we find out what these BIG
WORDS mean?
Say: We are going to play a Tickling mind game. Here are the steps in the
game.
• Listen to the clues about the word.
• Show Thumbs Up if you have the answer.
THE BIG WORDS
wood axe fairy reward

Show pictures of wood, axe, fairy
Say: Please pay attention as I say the clues/show picture of the word. Ready?
I’m thinking of a word that sounds like food. This four-letter word starts with
letter w. The word is ____________. ( wood) (show picture of wood)
I am thinking of a word that names something bigger than knife. It is used to
cut wood. This is a three-letter word that has ( e, a x). The word is _______.
( axe) ( show picture of axe)
I am thinking of a kind lady with magic wand. She is powerful. The five-letter
word starts with an “f” and ends with y.

I am thinking of a word that means a thing like a gift or good words you get when
you do something good.( Show picture of a fairy giving something for the man)
Let us read these words: wood, axe, fairy and reward
We will hear these words from the story I am about to read to you.
2. Motivation:
What is your favorite toy? What would you do if you lost your favorite toy?
Elicit answers from the pupils. Write their responses on the board.