Lesson Plan in Reading 1
June 16-20, 2014
First Meeting
I. Objectives
At the end of the lesson, the students are expected to:
a. Recognize the letters in the alphabet
b. Identify the vowel and consonant letters
c. Express the importance of reading
II. Subject Matter
Topic:
Alphabet (Consonants and Vowels)
Materials: Alphabet song, powerpoint, worksheet, book
Valuing:
Importance of reading
III. Procedure
A. Preparation
1. Motivation
The students will be asked to sing the alphabet song.
B. Presentation
1. Discussion and Analysis
The students will be asked to look at the list of the letters on the board. They will
be asked to look at the darkly shaded or bolded letters. The students will then be
asked to identify them.
A
B C D
E
F G H
I
J K L M N
O
P Q R S T
U
V W X Y Z
Afterwards, they will be asked to recite the remaining letters, which are not
bolded. They will be asked to determine these letters.
2. Generalization
Vowels
Consonants
-
A
E
I
O
U
BCDFGHJKLMNPQRSTVWXYZ
The students will be asked to study the pictures found in Activity 9 on page 24-26.
They will be asked to the teacher as she reads each word. They will be asked to
listen carefully.
C. Practice
1. Application
The students will be shown their name on a flash card. They will be asked to
point the consonant and tap the vowel.
2. Enrichment
Afterwards, the students will be asked to answer Activity 10 on page 14 of their
Reading book. They will be asked to identify the consonant and the vowel.
3. Evaluation
1) The students will be asked to answer letters
 Activity 9 – letter B-C on pages 27-28
 Activity 8 – letter B on pages 50




Activity 9 – letter B on page 60
Activity 8 – letter B on page 71-72
Activity 11 – letter B on pages 81-82
Activity 9 – letter B on page 92
D. Valuing
Remember, syllables are made up of letters in the alphabet.
The students will be asked to read along activity 11 on page 15.
IV. Assignment
Answer the given worksheet.
Second Meeting
I. Objectives
At the end of the lesson, the students are expected to:
A. Identify the meaning of the difficult words through picture clues
B. Read for the gist of the story
C. Express the value of thoughtfulness and politeness to our elders
II. Subject Matter
Topic:
It’s a Secret
Materials: book, pictures
Valuing:
Thoughtfulness and Politeness
III. Procedure
A. Before Reading
1. Motivation
a. The students will watch a video of a little boy giving a gift to his grandparents.
b. Afterwards, the students will be asked to talk about the members of their families
or households. They will be asked if they are staying with their parents,
grandparents, or any other relatives. The teacher will call on volunteers to talk
about the activities they usually do with family members.
2. Unlocking of Difficult Words
a. The students will be introduced to look at the pictures in activity 1 letter C on
page 4 of their Reading book. They will be asked to determine who could be the
people in the pictures and let them identify the activities the people in the pictures
are doing.
 hugged
 visiting
 tears
3. Motive Question
“Do you keep secrets? Why?”
“What secrets did the children have for Grandmother’s birthday?”
B. During Reading
The students will read aloud the story and the students will be asked to read long
silently.
C. After Reading
1. Comprehension Check
a. What gifts did the children give Grandma?
b. Why do you think Grandma had tears in her eyes?
c. What good traits were shown by the children?
d. Do you love your grandparents? Share what you do to show your love for them.
2. Inferring Character Traits
The students will be asked to identify the characters and the traits they
possessed in the story. They will be asked to answer activity 4 on page 7.
D. Valuing
How can we show our love for our grandparents? How can we express these on our
own little ways?
IV. Assignment
On a bond paper, do activity 6 on page 8 of your Reading book.
Third-Fourth Meeting
AEP
1. Orientation
2. Lesson 1: Hello!
June 23-27, 2014
First Meeting
Please refer to last week’s third meeting lesson.
Second Meeting
I. Objectives
At the end of the lesson, the students are expected to:
A. Determine and manipulate syllables
B. Identify the number of syllables in a words
C. Enumerate the rules of syllabication
D. Express the importance of syllabication in decoding chunks of words
II. Subject Matter
Topic:
Materials:
Valuing:
Syllabication Rules
worksheet, powerpoint, video clips
Correct Decoding of Words
III. Procedure
A. Preparation
The students will be explained that the English words are made of units of sounds. The
teacher will demonstrate the clapping for a unit of sound:
Re
… gie
The students will be asked: “How many units of sounds did you hear?”
se
… cret
B. Presentation
T: The students will be shown a video about syllabication.
“Today, we will divide words into units of sounds. We call this as syllabication.”
Syllables are single speech parts made up of one vowel sound with or without more
closely combined consonant sounds.
Example:
1) fluf-fy
2) sto-ries
3) vi-si-ting
4) birth-day
5) lis-ten
6) grand-mother
C. Practice
a. Application
Clap for each syllable in each of the following words:
b. Enrichment Activity
Oral Blending
1) Activity 8 on page 24
2) Activity 8 on page 58
c. Evaluation
The students will be asked to answer the following:
1) Activity 8 on page 38
2) Activity 8 letter A on page 48
IV. Assignment
Answer Activity 8 – letter B on page 48 of your Reading book. Please disregard the direction
instead, think 5 names of your classmates. Then, fill in the graph to show the number of syllables in your
names.
Third-Fourth Meeting
AEP: Book 2