edr 277 lesson plan 3

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Lesson Plan 3

READING LINK 2012 Date: April 20, 2012Teacher: Michelly Class: Grade 1

Time Prong Objectives Activities8:00-8:45 GLR-CT To realize the

importance ofprotecting trees

Pre-Reading: unlocking of vocabulary wordsRead aloud:During reading discussionEngagement Activities:Draw the characters in the story.Make a sign to save the tree.What would you do to save the tree.Write what happened in the beginning, middle, andend of the story.Make a poster to show the importance of trees.Enrichment Activity:Write a letter to the man with the big ax to explain tohim why he should not cut down the tree.

8:45-9:30 GOLD To identify adverbsof placeTo use adverbs ofplacecommunicatively

Guided PracticeActivityT shows a big picture. T asks the students to tellwhere objects are located. T moves objects aroundfor more practice.

Independent PracticeDetective GameT makes a chart with 2 columns labeled object andplace. T asks the student to search for certainobjects. Students need to complete a chart bywriting the place where they found the missingobjects.

9:30-9:40 Break 9:40-10:30 TSInitial

ConsonantClusters

To sound outconsonants andconsonant blendsTo read words withinitial consonantblendsTo read phrasesand sentences withwords containinginitial consonantblendsTo read some sightwordsTo read decodabletexts

Whole class activityReview of consonants and consonant blends.Presentation of words with initial consonant blends.

T uses realia and pictures to introduce words withinitial consonant blends. T also demonstratesactions to introduce words with initial consonantblends.

Gr 1:Color the picture that matches the word.Encircle the word that matches the picture.Gr 2:Fill in the missing letters to complete the sentence.Complete the word wall. Give the name of eachpicture.Gr 3:Complete the sentences.Make a story.



GLR-CT

Lesson Plan for The Last Tree (Ang Unang Puno)

Theme: I love nature.

Sub-theme: Taking care of nature entails saving trees from being cut down

I. Objectives

A. Expressive Objectives To realize the importance of protecting trees

B. Instructional Objectives:To locate answers to wh-how and why questions that are explicitly stated in the textTo sequence eventsTo make predictionsTo make inferences about the characters emotionsTo relate ideas from text to personal experiences

II. Subject Matter and Materials• Subject Matter

• Literature: The Last Tree by Richard Reynante and illustrated by Arnould Nuestro.Published by Lampara Publishing House Inc. in 1992.

• Materials

• Literature: paper, worksheets, teaching charts, markers, art materials, pictures• Skills Development: paper, worksheets, teaching charts, markers, art materials,

pictures

III. Procedure

A. Pre-Reading1. Unlocking Difficulties

words meaning device/strategysurrounded encircled, enclosed on all

sides

Picture and sentence

We are surrounded by chairs.arrived came, appeared demoax a cutting tool with a big head

that is used for felling treesand chopping wood

picture

cut down separate into parts, knockdown and kill or wound

demo

vanish disappear, die out demo



2. Activating Prior Knowledge & Developing a Purpose for Reading

Motivation

Was there ever a time when you saved something or someone? How did you save ___? Howdid you feel?

Motive Question

In the text, discover how the children and the animals saved the tree.

B. During Reading (Read aloud)

The teacher reads the text aloud. The teacher asks questions and/or encourages students tonote details, and to make predictions, make inferences, and to relate ideas from text to personalexperiences.

The Last Tree

by Richard Reynante

This is the mango tree in the city.

1. Where is the mango tree?

This is the last of the trees standing in the area. It is surrounded by houses, buildings, streets,bridges, and shopping malls.

2. What are the things that surround the tree?

Here on the mango tree live Obstinate Owl and Monkey Valentin.Together with Kiko Iguana and Lala Butterfly.

And Connie Rabbit and Minyang Pussycat.

3. Who lives on the mango tree?

It is also around the mango tree that the children Estong, Mimi, and Dondon often play.

4. Who plays around the mango tree?

Here in the company of the animals they always play hide-and-seek.

Running about… Riding on the swing… Sleeping under the shade of the robust branches a ndleaves.

And sometimes, picking the sweet fruits.

But one day, a big man with a big ax suddenly arrived.

5. Why is the big man carrying a big ax?



6. What will happen next?

The man he was going to construct a huge building on the site. He had to cut down the mangotree. He aimed the ax at the tree.

7. What will be the children’s reaction? How will the children feel?

The children and the animals were shocked. They did not want the tree to be cut down.

8. How did the children feel?9. Why did the children not want the tree to be cut down?

Because without the tree, owl, monkey, iguana, butterfly, rabbit, and pussycat would lose theirhome.

10. And if the tree was cut down, where would Estong, Mimi, and Dondon play?

What a pity! Once the tree vanished forever, there would be no more fresh air.

The children and the animals did not want the last tree in the city to vanish forever.

Bravely, the children blocked the man with the ax.

“Huh!” I shall come back!” the man promised before he left.

Estong, Mimi, and Dondon immediately convened with the animals. What would they do toprevent the tree from being cut down?

11. What will they do to prevent the tree from being cut down?

Ting!

They knew exactly what to do!

Estong got a big blanket from their house.

12. What will Estong do with the blanket?

Afterwards, Mimi got on Estong and Dondon’s shoulders.

Connie Rabbit mounted Mimi’s head. And then Lala Butterfly, Obstinate Owl wrapped them withthe blanket.

Monkey valentine, Kiko Iguana, and Minyang Pussycat quickly squeezed themselves inside theblanket. They left their tails exposed.

When the big man returned, he was shocked when he saw a---

13. What did the man see?

MONSTER!



A monster was indeed guarding the mango tree. It was tall, had rabbit ears, and three tails!

Scared, the big man ran away as fast as he could. He promised to himself that he will not cutdown the tree.

The children and the animals jumped with joy.

14. How did the animals and children feel?

It will remain the tree that they loved so much. —where the animals lived; where the childrenplayed; which provided shade, fruits and fresh air.

They were surprised when the tree suddenly grew bright.

15. Why did the tree grew bright?

It was surrounded by hundreds of fireflies.

It looked like a giant Christmas tree.

That was then that it occurred to the children and the animals that it was already the Christmasseason. How wonderful a Christmas gift it was that the last tree in the city will live there forever.

C. Post Reading

Engagement Activity 1

Draw the main characters in the story. Write

What did the children do when the man with an ax arrived?

Help the children save the tree by making a sign to stop people from cutting trees.




Make a sign to save the tree.


If you were one of the children in the story, what would you do to save the tree.


To recall how the children and the animals managed to save the tree, let’s do an activity. Write what happened in the beginning, middle, and end of the story.

Engagement Activity 5Make a poster to show the importance of trees.

Enrichment Activity

If you would have the chance to talk to the man with a big ax, what would you tell him? Why?Let us write him a letter.

GOLD

I. ObjectiveTo identify adverbs of placeTo use adverbs of place communicatively

II. Subject Matter and Materials

Lesson: Nouns about natureMaterials: pictures, chalkboard/whiteboard, chalk/marker



III. Procedure

Introduction

Do you remember where the characters in the story lived?

The monkey and the owl live on the mango tree.

Do you remember where the children played?

The children played around the mango tree.

Do you remember where the children slept after playing?

The children slept under the shade of the mango tree.

Today, we will talk about adverbs of place. Adverbs of place indicate where something happens.These include; on, around, under, inside, etc.Example: My brush is inside my bag.

T uses realia and pictures. T writes answers on the board for emphasis.

Presentation and Modeling

T asks the students the following questions. T corrects and models as needed.

What is on the table?The glass is on the table.

What is _____________?

T uses realia and writes answers on the board for emphasis.

Guided Practice

ActivityT shows a big picture. T asks the students to tell where objects are located. T moves objectsaround for more practice.

Independent Practice

Detective GameT makes a chart with 2 columns labeled object and place. T asks the student to search forcertain objects. Students need to complete a chart by writing the place where they found themissing objects.



TRANSFER STAGE

Initial Consonant Clusters

Objectives:To sound out consonants and consonant blendsTo read words with initial consonant blendsTo read phrases and sentences with words containing initial consonant blendsTo read decodable texts

Whole class activityReview of consonants and consonant blends.Presentation of words with initial consonant blends.

T uses realia and pictures to introduce words with initial consonant blends. T also demonstratesactions to introduce words with initial consonant blends.REALIA

flashlightflowerflagplateplasticspoonfloortrashstick

Demonstration

blowstopcloseclappressstand

PICTUREfrogspotcrab

drumspongebobswanswing

Group 1:Seatwork 1



Color the picture that matches the phrase.

A yellow star

a black crow

plate

swan

grass

frog

crown

glass

starffish

cross



Seatwork 2

Encircle the sentence that matches the picture

a brown bridge a red bridge a green bridge

a blue swan a black swan a brown swan

a black swan a green swan a blue swan

a yellow flower a red flower a green flower

a black dress a black and whitedress

a white dress

a black frog a blue frog a green frog

blue and red block blue and brown block green and black block

Group 2: . Seatwork 1

Fill in the missing letters to complete the word.

f l __ __ __ __

s p __ __ __ __

t __ __ __ __



p __ __ __ __

b __ __ __ __

d __ __ __

c r __ __ __ __

b __ __ __ __

g __ __ __ __

s __ __ __ __

Seatwork 2

Complete the word wall by writing the name of each picture. The first letter of the words isalready given.

Words starting with letter B

Words starting with letter C

Words starting with letter S

Words starting with letter P

Group 3:Seatwork 1

Encircle the story that matches the picture.The frog is green.

The frog is on a flower.

The frog is on a branch.



It is a black crow on a branch.

It is a crow under a tree.

It is a crow on the ground.

The boy is under the tree.

The tree is under the boy.

The boy is on top of the tree.

This is a brown tree snake.

This is a green tree snake.

This is a green tree snack.

A glass on a tray.

A glass beside the tray.

A gloss on a tray.



Michelly Galicia EDR 277 Summer 2011-2012 Dr. Nemah N. Hermosa 13

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Seatwork 2 Look at the picture. Write a story about it.

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Michelly Galicia EDR 277 Summer 2011-2012 Dr. Nemah N. Hermosa 14

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edr 277 lesson plan 3

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