Cuf DLL Grade 1

SCHOOL: CABULUAN ELEMENTARY SCHOOL GRADE LEVEL: I
GRADE 1
DAILY LESSON LOG TEACHER: MERLITA G. NARNE LEARNING AREA: CATCH-UP FRIDAY
TEACHING DATES AND TIME: MARCH 1, 2024 QUARTER: /
NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION
SUGGESTED STRATEGIES FOR Grade: Grade 1

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Introduction to Story Theme: Community Awareness Theme: Sexual and Reproductive Health
AND NATIONAL READING Elements Sub-theme: Respect Theme: Community Awareness
PROGRAM Objectives: I. Subject Matter: Taking care of body parts - Sub-theme: Respect
- Students will be able to identify characters I. Subject Matter: Knowing the Members of Topic 1
and setting in a story. the Community - Topic 1 I. Subject Matter: Knowing the members of
- Students will begin to understand the II. Objectives: II. Objectives: the community - Topic 1
concept of plot. - To identify and recognize the different By the end of the lesson, students should
Materials: members of the community. be able to: II. Objectives:
- Storybook: "The Three Little Pigs" - To understand the importance of respecting - Identify different body parts. - To identify different members of the
- Chart paper all members of the community. - Understand the significance of keeping community.
- Markers body parts clean. - To understand the roles and contributions of
Procedure: III. Materials: - Demonstrate basic hygiene practices for each member in the community.
- Daily Routine: - Pictures or illustrations of community various body parts. - To foster respect and appreciation for the
- Greet students as they enter the members (e.g., police officer, doctor, teacher, diverse members of the community.
classroom. mail carrier). III. Materials:
- Engage in a brief morning meeting to set - Chart paper and markers. - Visual aids showing different body parts III. Materials:
the tone for the day. - Pictures or diagrams illustrating hygiene - Pictures of community members (e.g., police
- Pre-Reading Activities: IV. Procedure: practices officer, firefighter, teacher, doctor, etc.)
- Introduce the storybook "The Three Little a. Introduction (5 minutes): - Soap, water, towels - Chart paper and markers
Pigs" to the class. Begin by warmly welcoming the students to - Multimedia resources showcasing different
- Show the cover and ask students to predict the catch-up Friday session. Emphasize the IV. Procedure: community members and their roles
what the story might be about. importance of respecting everyone in the a. Introduction (5 minutes):
- Discuss the title and ask students what community. Welcome the students warmly to Catch- IV. Procedure:
they already know about pigs and houses. up Friday and explain the importance of a. Introduction (5 minutes):
- During Reading Activities: b. Reflective Thinking Activities (15 minutes): today's topic in maintaining good health. Welcome, everyone, to our catch-up Friday!
- Read the story aloud to the class, pausing Show pictures or illustrations of different Emphasize the importance of taking care of Today, we're going to explore the wonderful
to discuss the characters and setting as they community members. Ask the students to our bodies. For example, "Good morning, people who make up our community and why
are introduced. reflect silently on the roles these individuals everyone! Today, we're going to learn about it's essential to know and respect them.
- Use the chart paper to create a simple play in the community and why it's important something very important – taking care of our
story map, labeling the characters and to respect them. Encourage them to share body parts to stay healthy and happy. Are you b. Icebreaker Activity (10 minutes):
setting. their thoughts and insights. ready to learn and have some fun?" Let's start with a fun activity! We'll play a
- Post-Reading Activities: matching game where you'll pair pictures of
- Review the story elements (characters, c. Structured Values Activities (15 minutes): b. Friday Routine Exercise (5 minutes): community members with their roles.
setting) with the class. Using the chart paper, create a simple chart Lead the students in a brief physical Additionally, there will be fill-in-the-blank
- Ask students to retell the story in their own listing the community members and their exercise routine to get their bodies moving questions to encourage critical thinking and
words, referencing the story map. roles. Engage the students in a discussion and their blood flowing. Incorporate simple reinforce understanding. For example:
- Discuss the beginning, middle, and end of about each member's contributions to the exercises like stretching, jumping jacks, or - Who helps us when we are sick? (Fill in the
the story to introduce the concept of plot. community. Then, lead a role-playing activity jogging in place. Encourage them to follow blank: ________)
Additional Activities: where students take turns pretending to be along and have fun. For example, "Let's start a) Teacher
Activity 1: different community members, demonstrating by stretching our arms up high, and then b) Doctor
- Divide students into small groups and respect for one another's roles. touching our toes. Great job, everyone! Now, c) Chef
provide each group with a different picture let's do some jumping jacks together. Ready? - Who keeps our streets safe? (Fill in the
book. d. Group Sharing and Reflection (10 Go!" blank: ________)
- Ask each group to identify the characters minutes): a) Firefighter
and setting in their book and share with the Facilitate a group discussion where students c. Current Health News Sharing (5 b) Police officer
class. share what they learned about the different minutes): c) Pilot
Activity 2: community members and the importance of Engage the students in a discussion
- Have students draw and color their favorite respecting them. Encourage them to reflect about any relevant health news or topics. c. Multimedia Exploration (8 minutes):
character from "The Three Little Pigs" on on how they can show respect in their daily Keep the conversation simple and age- Now, let's watch some videos showcasing
paper plates. interactions. appropriate, allowing students to share their different community members such as
Evaluation: thoughts and experiences if they wish. For firefighters, doctors, and police officers. After
Assessment: V. Feedback and Reinforcement (10 example, "Before we begin our main activity, each video, we'll discuss the importance of
- Observe students' participation during minutes): let's take a moment to talk about something their roles and how they contribute to our
discussions and activities. Gather feedback from the students about the interesting. Does anyone have any news or community.
- Review students' drawings to assess their session. Reinforce the value of respect and stories about health or staying healthy that
understanding of the characters in the story. remind them to apply what they've learned they'd like to share?" d. Small Group Discussion (8 minutes):
beyond the classroom. End the session with a It's time for some group discussion! Divide
positive message, encouraging them to d. Health Sessions (30 minutes): into small groups and talk about why it's
continue being respectful members of the - Show visual aids such as posters or essential to recognize and respect the
community. diagrams depicting different body parts, and different members of our community. Use fill-
explain their functions in simple terms. in-the-blank sentences to guide your
Encourage students to ask questions and conversations. For instance:
participate actively. - We should respect firefighters because they
- Discuss why it's important to keep our help us when there is a ________.
body parts clean and healthy, using examples - Teachers help us learn new things and
to illustrate how good hygiene prevents become ________ members of society.
illnesses.
- Demonstrate basic hygiene practices e. Creative Activity (20 minutes):
such as washing hands properly, brushing In your groups, create a poster showcasing
teeth, and taking baths or showers. the various community members and their
Encourage students to follow along and roles. Use the pictures and information
practice these skills. provided earlier. Be creative and colorful!
- Provide opportunities for students to
practice hygiene skills themselves, such as f. Class Reflection (2 minutes):
setting up a handwashing station or bringing Let's wrap up with a quick reflection. Each
in toothbrushes and toothpaste for a group will share one thing they learned about
demonstration. the importance of knowing and respecting
different members of the community.
e. Reflection and Sharing (10 minutes):
Guide the students in reflecting on what V. Wrap Up (2 minutes):
they've learned. Ask open-ended questions to To wrap up, let's summarize what we've
encourage critical thinking and self- learned today. Remember, it's crucial to show
expression. For instance, "What did you learn respect and appreciation towards all
today about taking care of our body parts? members of our community. Keep exploring
Why do you think it's important?" Allow and learning about the diverse tapestry of our
students to share their thoughts and neighborhood!
experiences.
V. Wrap Up (10 minutes):

Summarize the main points of the lesson
and emphasize the importance of practicing
good hygiene habits every day. Encourage
students to apply what they've learned at
home and in their daily lives. Provide any
additional reminders or resources as needed,
and conclude the lesson on a positive note,
thanking the students for their participation
and enthusiasm.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue to
require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/another
teacher?
GRADE 1
TEACHING DATES AND
MARCH 8, 2024 QUARTER:
TIME:

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Phonics - Short Vowel Theme: Community Awareness Theme: Sexual and Reproductive Health
AND NATIONAL READING Sounds Sub-theme: Respect Theme: Community Awareness
PROGRAM Objectives: I. Subject Matter: Taking care of body parts - Sub-theme: Respect
- Students will be able to identify and I. Subject Matter: Knowing the Members of Topic 2
differentiate between short vowel sounds. the Community - Topic 2 I. Subject Matter: Knowing the members of
- Students will practice reading words with II. Objectives: II. Objectives: the community - Topic 2
short vowel sounds. - To continue identifying and recognizing By the end of the lesson, students should
Materials: different members of the community. be able to: II. Objectives:
- Flashcards with words containing short - To deepen understanding of the importance - Understand the importance of respecting - To further identify different members of the
vowel sounds (e.g., cat, dog, pig, net, bed) of respecting all members of the community. their own and others' body boundaries. community.
- Whiteboard and markers - Differentiate between appropriate and - To deepen understanding of the roles and
- Phonics worksheets III. Materials: inappropriate touches. contributions of each member in the
Procedure: - Pictures or illustrations of additional - Identify trusted adults they can talk to if community.
- Daily Routine: community members (e.g., firefighter, they experience uncomfortable situations. - To reinforce respect and appreciation for the
- Welcome students and engage in a brief librarian, farmer). diverse members of the community.
review of the previous lesson. - Chart paper and markers. III. Materials:
- Conduct a quick phonics warm-up activity - Visual aids depicting different body parts III. Materials:
(e.g., saying words that start with a specific IV. Procedure: - Pictures or diagrams illustrating - Pictures of additional community members
letter). a. Introduction (5 minutes): appropriate and inappropriate touches (e.g., mail carrier, librarian, crossing guard,
- Pre-Reading Activities: Begin by reviewing the previous lesson's - Role-play scenarios cards etc.)
- Review the concept of vowels and topic on knowing community members and - Markers and chart paper - Chart paper and markers
consonants with the class. the value of respect. Reinforce the - Multimedia resources showcasing different
- Introduce the concept of short vowel importance of respecting everyone in the IV. Procedure: community members and their roles
sounds (a, e, i, o, u) and their corresponding community. a. Introduction (5 minutes):
letter symbols. Welcome the students back and remind IV. Procedure:
- During Reading Activities: b. Reflective Thinking Activities (15 minutes): them of the previous lesson about taking care a. Introduction (5 minutes):
- Show flashcards with words containing Show pictures or illustrations of new of body parts. Emphasize the importance of Welcome back, everyone! Today, we
short vowel sounds to the class. community members. Ask the students to respecting and protecting our bodies. For continue our exploration of the incredible
- Have students read the words aloud, reflect silently on the roles these individuals example, "Welcome back, everyone! Last people who form our community. Let's dive
emphasizing the short vowel sounds. play in the community and how they time, we learned about how important it is to deeper into knowing and respecting them.
- Write a few words on the whiteboard and contribute. Encourage them to share their take care of our body parts. Today, we're
ask students to identify the vowel sound in thoughts and insights. going to learn about another important topic – b. Interactive Activity (10 minutes):
each word. respecting our bodies and knowing the Let's play a game of "Who am I?" Each
- Post-Reading Activities: c. Structured Values Activities (15 minutes): difference between good and bad touches. student will wear a picture of a community
- Distribute phonics worksheets with Using the chart paper, add the new Are you ready to learn and have some fun?" member on their back. They'll then ask yes or
exercises focusing on short vowel sounds. community members to the existing chart. no questions to their classmates to guess
- Guide students as they complete the Engage the students in a discussion about b. Friday Routine Exercise (5 minutes): who they are. This activity encourages critical
worksheets, providing assistance as needed. each member's role and contributions. Engage the students in a brief physical thinking and reinforces recognition of various
- Review the worksheets as a class, Conduct a role-playing activity where activity to energize them. You can use simple community members.
discussing any challenging words or students act out scenarios demonstrating exercises like stretching or dancing to upbeat
concepts. respect for various community members. music. Encourage them to move their bodies c. Multimedia Exploration (8 minutes):
Additional Activities: and have fun. For example, "Let's shake out Watch more videos showcasing different
Activity 1: d. Group Sharing and Reflection (10 our wiggles with some dancing! Follow my community members, such as mail carriers,
- Play a short vowel sorting game. Prepare minutes): moves and let's groove together!" librarians, and crossing guards. After each
cards with pictures of objects with short vowel Facilitate a group discussion where students video, discuss the significance of their roles
sounds and have students sort them based share what they learned about the new c. Current Health News Sharing (5 and how they contribute to our community's
on the vowel sound they hear. community members and how their minutes): well-being.
Activity 2: understanding of respect has deepened. Invite students to share any health-related
- Engage students in a short vowel hunt Encourage them to discuss specific ways news or experiences they have encountered d. Group Discussion (8 minutes):
around the classroom. Provide them with a they can demonstrate respect in different recently. Keep the conversation light and In small groups, discuss why each community
list of words containing short vowels and situations. encourage participation from all students. For member's role is important and how they
have them search for objects or labels in the example, "Before we dive into our lesson, contribute to making our community a better
classroom that match each word. V. Feedback and Reinforcement (10 does anyone have any news or stories about place. Encourage students to think about how
Evaluation: minutes): staying healthy that they'd like to share?" they can show respect and appreciation for
Assessment: Gather feedback from the students about the each role.
- Monitor students' participation and session. Reinforce the importance of d. Health Sessions (30 minutes):
engagement during activities. respecting all members of the community, - Use visual aids to review different body e. Art Activity (20 minutes):
- Assess students' ability to correctly identify regardless of their roles. Encourage students parts and their functions from the previous Each group will create a thank-you card for
and differentiate between short vowel sounds to apply the value of respect in their lesson. one of the community members discussed.
through their responses during the lesson interactions beyond the classroom. - Discuss the concept of personal They can use drawings and words to express
and completion of worksheets. boundaries and explain that everyone has the their gratitude and respect. Encourage
right to decide who can touch their bodies. creativity and thoughtful messages.
- Show pictures or role-play scenarios
depicting appropriate and inappropriate f. Sharing and Reflection (2 minutes):
touches. Discuss each scenario with the Each group will present their thank-you card
students and ask them to identify if the touch to the class and briefly explain why they
is safe or unsafe. chose that community member. Reflect as a
- Encourage students to identify trusted class on the importance of showing
adults they can talk to if they ever feel appreciation and respect for all members of
uncomfortable or unsafe. Write down their our community.
responses on chart paper for reference.
e. Reflection and Sharing (10 minutes): As we conclude, remember to continue
Facilitate a group discussion about what respecting and appreciating the diverse
students have learned. Ask questions like, members of our community. Every role, no
"Why is it important to respect our bodies?" matter how small, contributes to making our
and "Who are some trusted adults we can community a better place. Great job today!
talk to if we need help?" Allow students to
share their thoughts and experiences.

Summarize the key points of the lesson,
emphasizing the importance of respecting
their bodies and knowing how to seek help if
needed. Reassure students that it's okay to
talk about their feelings and experiences.
Provide any additional resources or support
as needed, and conclude the lesson on a
positive note, thanking the students for their
participation and engagement.
80%
require remediation
teacher?
GRADE 1
TEACHING DATES AND TIME: MARCH 15, 2024 QUARTER:

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Comprehension - Sequencing Theme: Community Awareness Theme: Sexual and Reproductive Health
AND NATIONAL READING Events Sub-theme: Respect Theme: Community Awareness
PROGRAM Objectives: I. Subject Matter: Loving and unloving, safe & Sub-theme: Respect
- Students will be able to sequence events in I. Subject Matter: Relating with the Members unsafe touches of the body parts - Topic 1
a story. of the Community - Topic 1 I. Subject Matter: Relating with the members
- Students will practice identifying the II. Objectives: II. Objectives: of the community - Topic 1
beginning, middle, and end of a story. - To understand the importance of building By the end of the lesson, students should
Materials: positive relationships with community be able to: II. Objectives:
- Storybook: "The Very Hungry Caterpillar" by members. - Define what loving and unloving touches - To understand the importance of relating
Eric Carle - To explore ways to show respect and are. with different members of the community.
- Story sequencing cards (prepared in kindness in interactions with others. - Identify examples of safe and unsafe - To learn how to interact respectfully with
advance) touches. various community members.
- Chart paper III. Materials: - Understand the importance of setting - To foster empathy and understanding
- Markers - Images depicting positive interactions within boundaries and seeking help if they towards the needs of others in the
Procedure: the community (e.g., neighbors helping each experience unsafe touches. community.
- Daily Routine: other, children playing together).
- Welcome students and conduct a brief - Chart paper, markers, and colored pencils. III. Materials: III. Materials:
review of the previous lesson. - Visual aids showing examples of loving - Role-play props (e.g., toy doctor kit,
- Engage in a quick phonics warm-up IV. Procedure: and unloving touches firefighter hat, librarian book)
activity to reinforce short vowel sounds. a. Introduction (5 minutes): - Pictures or diagrams illustrating safe and - Chart paper and markers
- Pre-Reading Activities: Begin by revisiting the previous lessons on unsafe touches - Multimedia resources showcasing scenarios
- Introduce the storybook "The Very Hungry knowing community members and the value - Role-play scenarios cards of interacting with community members
Caterpillar" to the class. of respect. Emphasize the significance of - Markers and chart paper
- Show the cover and discuss predictions building positive relationships with everyone IV. Procedure:
about the story based on the title and in the community. IV. Procedure: a. Introduction (5 minutes):
illustrations. a. Introduction (5 minutes): Welcome back, everyone! Today, we're going
- Explain the concept of sequencing events b. Reflective Thinking Activities (15 minutes): Welcome the students back and recap the to explore how we can relate with the different
in a story (beginning, middle, end). Display images showing various positive previous lesson on respecting body members of our community in respectful and
- During Reading Activities: interactions within the community. Ask boundaries. Explain that today, they will learn meaningful ways.
- Read "The Very Hungry Caterpillar" aloud students to reflect silently on what they see more about different types of touches.
to the class, pausing at key points to discuss and how each interaction demonstrates Emphasize the importance of understanding b. Role-play Activity (10 minutes):
what happened. respect and kindness. Encourage them to what feels comfortable and safe. For Let's engage in some role-play! Students will
- After reading, distribute story sequencing share their observations and insights. example, "Good morning, everyone! Last take turns pretending to be different
cards to students and have them work in time, we talked about respecting our bodies community members, such as a doctor,
pairs to sequence the events from the story. c. Structured Values Activities (15 minutes): and knowing when to say no. Today, we're firefighter, or librarian. They'll interact with
- As a class, discuss the correct sequence On the chart paper, create a list of positive going to learn more about different types of each other as if they were encountering these
of events and record them on chart paper. actions that show respect and kindness touches – what feels good and what doesn't. individuals in real life, practicing polite
- Post-Reading Activities: towards others (e.g., saying "please" and Are you ready to learn and explore?" greetings and asking questions respectfully.
- Review the beginning, middle, and end of "thank you," helping someone in need). Have
the story with the class. students illustrate each action using the b. Friday Routine Exercise (5 minutes): c. Storytelling and Discussion (8 minutes):
- Ask students to retell the story in their own colored pencils. Discuss each illustration and Lead the students in a short physical Listen to a story or watch a video about a
words, using the sequence of events on the its significance in fostering positive activity to get their bodies moving and ready character interacting with various community
chart paper as a guide. relationships. for learning. You can use fun movements like members. Afterward, discuss as a class how
- Have students create their own mini-books animal walks or dance breaks to energize the character showed respect and empathy
retelling the story with illustrations. d. Group Sharing and Reflection (10 them. Encourage participation and positivity. towards others. Encourage students to share
Additional Activities: minutes): For example, "Let's get our bodies moving their own experiences of interacting with
Activity 1: Facilitate a group discussion where students with some animal walks! Can you walk like a community members.
- Provide students with a set of picture cards share their illustrations and explain why each bear? How about a kangaroo?"
depicting various events from "The Very action is important for building strong d. Small Group Activity (8 minutes):
Hungry Caterpillar." Ask students to arrange community relationships. Encourage them to c. Current Health News Sharing (5 Divide into small groups and brainstorm
the cards in the correct sequence share personal experiences of showing minutes): different scenarios where they might interact
independently. respect and kindness to others. Invite students to share any health-related with community members. Each group will
Activity 2: news or experiences they have encountered come up with strategies for showing respect
- Engage students in a role-playing activity V. Feedback and Reinforcement (10 recently. Keep the conversation open and and kindness in these situations. They can
where they act out different scenes from the minutes): supportive, allowing all students to contribute. present their ideas using drawings or role-
story, focusing on sequencing the events Gather feedback from the students about the For example, "Before we start our lesson, playing.
correctly. session. Reinforce the importance of building let's hear from you! Does anyone have any
Evaluation: positive relationships through respectful and news or stories about staying healthy that e. Art Expression (20 minutes):
Assessment: kind interactions. Challenge students to they'd like to share?" Students will create a "Respectful
- Observe students' ability to sequence continue practicing these behaviors both in Community" mural using chart paper and
events during the story retelling activity. and out of school. d. Health Sessions (30 minutes): markers. Each student will draw a scene
- Review students' completed story - Begin by discussing the concepts of depicting themselves interacting with a
sequencing cards and mini-books to assess loving and unloving touches. Use examples community member in a respectful way. This
their understanding of the story's sequence of and visual aids to help students understand collaborative artwork will showcase the
events. the difference between them. diversity of community relationships.
- Show pictures or role-play scenarios
depicting various types of touches. Ask f. Sharing and Reflection (2 minutes):
students to identify whether each touch is Each group will share their strategies for
loving or unloving, safe or unsafe. showing respect in different scenarios.
- Discuss the importance of setting Reflect as a class on the importance of
boundaries and knowing when to say no if treating all community members with
someone makes them feel uncomfortable. kindness and empathy.
Reinforce the idea that it's okay to speak up
and seek help from trusted adults. V. Wrap Up (2 minutes):
- Practice assertiveness skills through As we wrap up, remember to continue
role-play activities, where students can practicing respect and empathy in your
practice saying no and seeking help in interactions with the members of our
different scenarios. community. Small acts of kindness can make
a big difference in creating a harmonious and
e. Reflection and Sharing (10 minutes): caring community. Well done today,
Facilitate a group discussion about what everyone!
students have learned. Ask questions like,
"What are some examples of loving
touches?" and "What can you do if someone
touches you in a way that makes you feel
uncomfortable?" Encourage students to share
their thoughts and feelings.

emphasizing the importance of understanding
different types of touches and knowing how to
respond if they encounter unsafe situations.
Remind students that they have the right to
feel safe and respected. Provide any
additional support or resources as needed,
and engagement.
80%
require remediation
teacher?
GRADE 1

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Sight Words Recognition Theme: Community Awareness Theme: Sexual and Reproductive Health
AND NATIONAL READING Objectives: Sub-theme: Respect Theme: Community Awareness
PROGRAM - Students will be able to recognize and read I. Subject Matter: Loving and unloving, safe & Sub-theme: Respect
common sight words. I. Subject Matter: Relating with the Members unsafe touches of the body parts - Topic 2
- Students will practice using sight words in of the Community - Topic 2 I. Subject Matter: Relating with the members
sentences. II. Objectives: II. Objectives: of the community - Topic 2
Materials: - To further explore ways of relating positively By the end of the lesson, students should
- List of sight words (e.g., the, and, to, in, is, with community members. be able to: II. Objectives:
it, for, etc.) - To practice expressing appreciation and - Differentiate between safe and unsafe - To deepen understanding of how to build
- Flashcards with sight words gratitude towards others. touches of different body parts. positive relationships with different members
- Sentence strips - Understand the importance of speaking up of the community.
- Whiteboard and markers III. Materials: and seeking help if they experience unsafe - To explore the importance of empathy and
Procedure: - Scenario cards depicting different situations touches. understanding in interactions with others.
- Daily Routine: involving community members. - Practice assertive communication skills in - To practice respectful communication and
- Welcome students and conduct a brief - Paper and pencils for students to write setting boundaries. behavior towards community members.
review of the previous lesson. thank-you notes.
- Engage in a quick phonics warm-up III. Materials: III. Materials:
activity to reinforce short vowel sounds. IV. Procedure: - Visual aids showing examples of safe and - Role-play props (e.g., toy grocery items,
- Pre-Reading Activities: a. Introduction (5 minutes): unsafe touches mail carrier bag, gardening tools)
- Introduce the concept of sight words to the Start by recapping the previous lesson on - Pictures or diagrams illustrating different - Chart paper and markers
class, explaining that these are words that building positive relationships within the body parts - Multimedia resources showcasing examples
appear frequently in text and may not always community and the importance of respect. - Role-play scenarios cards of positive interactions with community
follow phonetic rules. Emphasize the significance of expressing - Markers and chart paper members
- Display a list of sight words and read each appreciation and gratitude towards others.
word aloud, asking students to repeat after IV. Procedure: IV. Procedure:
you. b. Reflective Thinking Activities (15 minutes): a. Introduction (5 minutes): a. Introduction (5 minutes):
- During Reading Activities: Distribute scenario cards to small groups of Welcome the students back and review Welcome back, everyone! Today, we're going
- Show flashcards with sight words to the students. Each group discusses the scenario the previous lesson on loving and unloving to continue our exploration of relating with the
class, one at a time. and identifies ways to show respect and touches. Explain that today, they will learn members of our community. Let's discover
- Have students read each sight word aloud appreciation in that situation. Encourage them more about recognizing safe and unsafe how we can build positive relationships
and then use it in a sentence. to think creatively and considerate of others' touches on different parts of the body. through respect and empathy.
- Write the sight words on the whiteboard feelings. Emphasize the importance of knowing how to
and ask students to identify any patterns or keep themselves safe. For example, "Good b. Role-play Activity (10 minutes):
similarities among them. c. Structured Values Activities (15 minutes): morning, class! Last time, we talked about Let's engage in more role-playing fun!
- Post-Reading Activities: After discussing the scenarios, have each different types of touches. Today, we're going Students will act out scenarios where they
- Distribute sentence strips with simple student choose one community member they to learn about safe and unsafe touches on interact with different community members,
sentences containing sight words. appreciate (e.g., a teacher, a crossing guard) different parts of our bodies. Are you ready to such as a grocery store clerk, mail carrier, or
- Ask students to read the sentences and and write a thank-you note expressing learn and be even smarter about staying gardener. Encourage them to use polite
then fill in the missing sight words from a gratitude for their contributions. Assist safe?" language and considerate behavior in their
word bank. students as needed in writing their notes. role-play.
- Review the completed sentences as a b. Friday Routine Exercise (5 minutes):
class, discussing the meaning of each d. Group Sharing and Reflection (10 Lead the students in a short physical c. Storytime and Discussion (8 minutes):
sentence. minutes): activity to energize them and prepare them Listen to a story or watch a video depicting
Additional Activities: Allow students to share their thank-you notes for learning. Use fun movements or stretches positive interactions between characters and
Activity 1: with the class if they feel comfortable. to get their bodies moving and their minds community members. Afterward, discuss as a
- Play a sight word bingo game. Create bingo Encourage a discussion about the importance focused. For example, "Let's wake up our class what made these interactions respectful
cards with sight words randomly placed in the of expressing gratitude and how it can bodies with some stretching! Reach up high and friendly. Encourage students to share
squares and call out sight words for students strengthen community bonds. Emphasize that and touch the sky, then touch your toes. their own ideas and experiences.
to mark on their cards. showing appreciation is a form of respect. Great job, everyone!"
Activity 2: d. Group Activity (8 minutes):
- Set up a sight word scavenger hunt in the V. Feedback and Reinforcement (10 c. Current Health News Sharing (5 Divide into small groups and brainstorm ways
classroom. Hide sight word cards around the minutes): minutes): to show appreciation for different community
room and have students find and read each Conclude the lesson by gathering feedback Open the floor for students to share any members. Each group will create a "Thank
sight word they discover. from the students. Reinforce the value of health-related news or experiences they may You" card or poster for a specific community
Evaluation: expressing gratitude and appreciation have encountered recently. Encourage active member, expressing gratitude for their
Assessment: towards others in fostering a positive listening and empathy as students share their contributions.
- Observe students' ability to recognize and community. Encourage students to continue thoughts and feelings. For example, "Before
read sight words during the flashcard and practicing acts of kindness and respect. we start our lesson, does anyone have any e. Art Expression (20 minutes):
sentence activities. news or stories about staying healthy that Using chart paper and markers, students will
- Review students' completed sentence strips they'd like to share?" collaborate to create a "Community Thank
to assess their understanding of using sight You" collage. They'll draw pictures and write
words in context. d. Health Sessions (30 minutes): messages thanking various community
- Begin by discussing the concept of safe members, such as teachers, firefighters,
and unsafe touches, using visual aids and police officers, etc. This artwork will serve as
role-play scenarios to illustrate different a visual representation of their appreciation.
situations.
- Show pictures or diagrams of different f. Sharing and Reflection (2 minutes):
body parts and discuss which parts are Each group will share their "Thank You"
private and should not be touched by others. creation with the class, explaining why they
- Teach students how to assertively say chose to appreciate that particular community
no and seek help if they experience an member. Reflect as a class on the importance
unsafe touch. Role-play various scenarios to of recognizing and valuing the efforts of all
practice assertive communication skills. members of our community.
- Encourage students to identify trusted
adults they can talk to if they ever feel V. Wrap Up (2 minutes):
uncomfortable or unsafe. As we conclude, remember the importance of
treating all members of our community with
e. Reflection and Sharing (10 minutes): kindness and respect. By showing
Facilitate a group discussion about what appreciation and empathy, we can foster a
students have learned. Ask questions like, supportive and harmonious community for
"Why is it important to know the difference everyone. Great job today, everyone!
between safe and unsafe touches?" and
"What can you do if someone touches you in
a way that makes you feel uncomfortable?"
Allow students to share their thoughts and
experiences.

emphasizing the importance of knowing how
to recognize and respond to safe and unsafe
touches. Remind students that they have the
right to feel safe and respected, and that it's
okay to speak up if something doesn't feel
right. Provide any additional support or
resources as needed, and conclude the
lesson on a positive note, thanking the
students for their participation and
engagement.
80%
require remediation
teacher?
GRADE 1

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Story Elements - Characters Theme: Community Awareness Theme: Sexual and Reproductive Health
AND NATIONAL READING Objectives: Sub-theme: Respect Theme: Community Awareness
PROGRAM - Students will be able to identify characters I. Subject Matter: Loving and unloving, safe & Sub-theme: Respect
in a story. I. Subject Matter: Relating with the Members unsafe touches of the body parts - Topic 3
- Students will describe the traits and actions of the Community - Topic 3 I. Subject Matter: Relating with the members
of characters. II. Objectives: II. Objectives: of the community - Topic 3
Materials: - To reinforce the importance of positive By the end of the lesson, students should
- Storybook: "The Little Red Hen" by Paul interactions with community members. be able to: II. Objectives:
Galdone - To practice empathy and understanding - Recognize different types of touches as - To deepen understanding of the diversity
- Chart paper towards others' perspectives. loving or unloving, safe or unsafe. within the community.
- Markers - Understand the importance of trusting - To explore ways to connect with and show
- Picture cards of characters from the story III. Materials: their feelings and speaking up if they feel appreciation for various community members.
Procedure: - Storybooks or short narratives depicting uncomfortable. - To reinforce the importance of respect and
- Daily Routine: various community situations. - Identify trusted adults they can turn to for empathy in all interactions.
- Welcome students and conduct a brief - Paper and crayons for drawing. help in unsafe situations.
review of the previous lesson. III. Materials:
- Engage in a quick phonics warm-up IV. Procedure: III. Materials: - Role-play props (e.g., toy tools for a
activity to reinforce short vowel sounds. a. Introduction (5 minutes): - Visual aids showing examples of loving construction worker, a stethoscope for a
- Pre-Reading Activities: Begin by reminding students of the previous and unloving touches doctor)
- Introduce the storybook "The Little Red lessons on building positive relationships and - Pictures or diagrams illustrating safe and - Chart paper, markers, and stickers
Hen" to the class. expressing gratitude within the community. unsafe touches - Multimedia resources showcasing different
- Display picture cards of the main Emphasize the importance of understanding - Role-play scenarios cards community members and their roles
characters from the story (the Little Red Hen, and empathizing with others. - Markers and chart paper - Thank-you cards or drawing materials
the cat, the dog, the pig).
- Ask students to describe each character b. Reflective Thinking Activities (15 minutes): IV. Procedure: IV. Procedure:
based on their appearance (e.g., colors, Read a story or narrative to the class that a. Introduction (5 minutes): a. Introduction (5 minutes):
sizes) and predict what they think each involves characters facing different Welcome the students back and briefly Welcome back, everyone! Today, we're going
character might do in the story. community situations (e.g., a lost pet, a revisit the previous lessons on safe and to continue our journey of exploring our
- During Reading Activities: broken playground). Pause at key points to unsafe touches. Explain that today, they will community and learning how to relate with its
- Read "The Little Red Hen" aloud to the ask students how they think the characters learn more about trusting their feelings and diverse members. Let's dive into our topic of
class, pausing at key points to discuss the are feeling and what they could do to help. seeking help when needed. Emphasize the connecting with and showing appreciation for
actions and traits of the characters. importance of speaking up and staying safe. the people who make our community special.
- After reading, create a character chart on c. Structured Values Activities (15 minutes): For example, "Good morning, class! In our
the chart paper, listing each character and After reading, have students choose one previous lessons, we learned about different b. Interactive Discussion (10 minutes):
their traits/actions as discussed by the class. situation from the story and draw a picture types of touches and how to stay safe. Today, Start with a brainstorming session where
- Post-Reading Activities: depicting how they would help resolve it with we're going to learn even more about trusting students share the names of various
- Review the character chart with the class, kindness and respect. Encourage creativity our feelings and knowing when to ask for community members they know. Write these
emphasizing the traits and actions of each and thoughtful consideration of others' help. Are you ready to learn and become on the board or chart paper. Then, discuss
character. feelings. even stronger in keeping yourselves safe?" the roles of each member and how they
- Engage students in a discussion about the contribute to the community. Encourage
importance of characters in a story and how d. Group Sharing and Reflection (10 b. Friday Routine Exercise (5 minutes): students to ask questions and express their
they contribute to the plot. minutes): Lead the students in a short physical thoughts.
- Have students choose a character from the Invite students to share their drawings with activity to get their bodies moving and
story and draw a picture of them, labeling the the class, explaining their chosen scenario energized. Use fun and engaging movements c. Role-play Activity (10 minutes):
traits and actions they discussed. and how their actions demonstrate respect to encourage participation and focus. For Divide the class into small groups, and assign
Additional Activities: and empathy. Facilitate a discussion on the example, "Let's start with some stretches! each group a specific community member
Activity 1: importance of understanding others' Reach up high and touch the sky, then bend role (e.g., librarian, construction worker,
- Divide students into small groups and perspectives in building a supportive down and touch your toes. Great job, nurse). Students will then role-play scenarios
provide each group with a different picture community. everyone!" where they interact with each other as these
book. Ask them to identify the characters in community members, practicing respectful
their book and discuss their traits and actions. V. Feedback and Reinforcement (10 c. Current Health News Sharing (5 communication and behavior.
Activity 2: minutes): minutes):
- Role-play scenes from "The Little Red Hen," Conclude the lesson by gathering feedback Invite students to share any health-related d. Thank You Card Making (10 minutes):
allowing students to act out the actions and from the students. Reinforce the value of news or experiences they may have Provide materials for students to create
dialogue of the characters. empathy and respectful behavior towards encountered recently. Foster a supportive thank-you cards or drawings for a community
Evaluation: others. Encourage students to continue and inclusive environment where all students member of their choice. Encourage them to
Assessment: practicing empathy and understanding in their feel comfortable sharing their thoughts and personalize their messages and express
- Observe students' participation during interactions both within and outside the feelings. For example, "Before we begin our gratitude for the contributions of that
discussions about character traits and classroom. lesson, does anyone have any news or individual. Teachers can assist in spelling out
actions. stories about staying healthy that they'd like words or phrases as needed.
- Review students' drawings and labels of to share?"
characters to assess their understanding of e. Multimedia Presentation (8 minutes):
the characters in the story. d. Health Sessions (30 minutes): Show a short video or slideshow showcasing
- Review the concepts of loving and real-life examples of community members in
unloving touches, as well as safe and unsafe action. Discuss with the students the positive
touches, using visual aids and role-play impact these individuals have on the
scenarios. community and how their efforts should be
- Discuss the importance of trusting their appreciated and respected.
feelings and intuition. Encourage students to
listen to their instincts and speak up if f. Sharing and Reflection (5 minutes):
something feels wrong. Allow students to share their thank-you cards
- Teach students how to identify trusted or drawings with the class. After each
adults they can turn to for help, such as presentation, encourage classmates to
parents, teachers, or school counselors. express their appreciation for the chosen
- Practice assertive communication skills community member. Reflect as a class on the
through role-play activities, where students importance of recognizing and valuing the
can practice saying no and seeking help in diversity of roles within our community.
different scenarios.
e. Reflection and Sharing (10 minutes): As we conclude, remind students of the
Facilitate a group discussion about what importance of showing respect and
students have learned. Ask questions like, appreciation for all members of our
"How can you tell if a touch is safe or community, regardless of their roles.
unsafe?" and "Who are some trusted adults Encourage them to continue practicing
you can talk to if you need help?" Allow empathy and kindness in their interactions
students to share their thoughts and both at school and in their community. Great
experiences. job today, everyone!

emphasizing the importance of trusting their
feelings and speaking up if they feel
uncomfortable. Remind students that they
have the right to feel safe and respected, and
that there are always trusted adults they can
turn to for help. Provide any additional
support or resources as needed, and
conclude the lesson on a positive note,
and engagement.
80%
require remediation
teacher?
GRADE 1
TEACHING DATES AND TIME: APRIL 5, 2024 QUARTER:
SUGGESTED STRATEGIES FOR Theme: Community Awareness

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Reading Comprehension - Theme: National and Global Awareness Theme: Drug Education Sub-theme: Respect
AND NATIONAL READING Story Retelling Sub-theme: Good Citizenship
PROGRAM Objectives: I. Subject Matter: Common food products and I. Subject Matter: Relating with family outside
- Students will be able to retell a story in their I. Subject Matter: Relating with Family health effects - Topic 1 the community - Topic 1
own words. Outside the Community - Topic 1
- Students will demonstrate understanding of II. Objectives: II. Objectives:
the main events and key details of a story. II. Objectives: By the end of the lesson, students should - To recognize the importance of family
Materials: - To understand the concept of family beyond be able to: connections beyond the local community.
- Storybook: "Goldilocks and the Three the immediate community and recognize the - Identify common food products and - To understand the roles and contributions of
Bears" diversity of families worldwide. understand their effects on health. family members living outside the community.
- Story sequencing cards (prepared in - To appreciate the importance of maintaining - Recognize the importance of making - To foster respect and appreciation for family
advance) connections with family members who live healthy food choices. members irrespective of geographical
- Chart paper outside the community. - Demonstrate basic knowledge of nutritious distance.
- Markers - To brainstorm and explore various ways to foods and their benefits.
Procedure: stay connected with distant family members. III. Materials:
- Daily Routine: III. Materials: - Pictures or symbols representing family
- Welcome students and conduct a brief III. Materials: - Various food items (e.g., fruits, members (e.g., grandparents, cousins,
review of the previous lesson. - World map or globe to show the locations of vegetables, grains) aunts/uncles)
- Engage in a quick phonics warm-up different countries and continents. - Pictures or posters of healthy and - Large world map or globe
activity to reinforce short vowel sounds. - Pictures or images depicting diverse families unhealthy foods - Chart paper and markers
- Pre-Reading Activities: from around the world, showcasing different - Chart paper and markers - Multimedia resources showcasing diverse
- Introduce the storybook "Goldilocks and cultures, traditions, and lifestyles. - Handouts or worksheets on healthy eating family structures and connections
the Three Bears" to the class. - Chart paper and markers for creating a list habits
- Show the cover and discuss predictions of ways to stay connected with family IV. Procedure:
about the story based on the title and members outside the community. IV. Procedure: a. Introduction (5 minutes):
illustrations. a. Introduction (5 minutes): Welcome, everyone! Today, we're going to
- Review key vocabulary words from the IV. Procedure: Welcome the students to the lesson on explore our connections with family members
story (e.g., porridge, cottage, chair, bed). healthy eating habits. Explain that today, they who live outside our community. Let's
- During Reading Activities: a. Introduction (5 minutes): will learn about different types of food and discover how these relationships contribute to
- Read "Goldilocks and the Three Bears" Start the lesson by engaging the students in a their effects on our bodies. Emphasize the our lives.
aloud to the class, pausing at key points to discussion about the concept of family. Ask importance of making nutritious choices to
discuss the events and characters. questions such as: What does family mean to stay healthy and strong. For example, "Good b. Icebreaker Activity (10 minutes):
- After reading, distribute story sequencing you? Who are the members of your family? morning, class! Today, we're going to talk Start with a mapping activity. Use a world
cards and have students work in pairs to Encourage students to share their thoughts about something very important – healthy map or globe and have students point out
sequence the main events of the story. and experiences. eating! Are you ready to learn about foods where their family members live who are
- As a class, discuss the correct sequence that help our bodies grow and stay strong?" outside the community. Discuss briefly about
of events and record them on chart paper. b. Reflective Thinking Activities (15 minutes): each location and the family members
- Post-Reading Activities: Show pictures or images of diverse families b. Friday Routine Exercise (5 minutes): residing there.
- Review the sequence of events with the from different countries and cultures. Discuss Lead the students in a short physical
class, emphasizing the beginning, middle, with the students how families can look activity to get their bodies moving and ready c. Multimedia Exploration (8 minutes):
and end of the story. different but still share common values like for learning. Incorporate fun movements like Watch videos or view pictures showcasing
- Ask students to retell the story in their own love, care, and support. Use the world map or stretching or dancing to engage them. For different family structures and connections.
words, using the sequence of events on the globe to point out the locations of these example, "Let's start with some stretching Highlight the diverse ways families stay
chart paper as a guide. families and help students understand the exercises! Reach up high and touch the sky, connected despite distance. Discuss the roles
- Encourage students to include key details idea of global diversity. then bend down and touch your toes. Great and contributions of family members living
and describe the characters' actions. job, everyone!" outside the community.
Additional Activities: c. Structured Values Activities (15 minutes):
Activity 1: On the chart paper, create a list of ways c. Current Health News Sharing (5 d. Small Group Discussion (8 minutes):
- Provide students with blank storyboards and students can stay connected with family minutes): Divide students into small groups and
ask them to illustrate the main events of members who live far away. Some examples Invite students to share any news or facilitate discussions on the significance of
"Goldilocks and the Three Bears" in may include video calls, sending letters or experiences related to health or food that they family connections beyond the local
sequence. emails, making cards, or even sending small may have encountered recently. Encourage community. Encourage students to share
Activity 2: gifts. Discuss each method and its them to listen actively and respectfully to stories or experiences about their interactions
- Divide students into small groups and significance in maintaining strong family each other's contributions. For example, with family members who live far away.
assign each group a different part of the story bonds despite the distance. "Before we begin our lesson, does anyone
to act out. Then, have each group perform have any news or stories about healthy eating e. Creative Activity (20 minutes):
their scene for the class. d. Group Sharing and Reflection (10 that they'd like to share?" Provide each student with a piece of chart
Evaluation: minutes): paper and markers. Ask them to create a
Assessment: Facilitate a group discussion where students d. Health Sessions (30 minutes): drawing or write a letter to a family member
- Observe students' ability to sequence share their experiences of staying connected - Show various food items to the students who lives outside the community. Encourage
events and retell the story accurately during with distant family members. Encourage them and discuss their nutritional value. Use them to express their feelings of love,
the post-reading activity. to discuss any challenges they face in pictures or posters to distinguish between respect, and appreciation.
- Review students' storyboards and maintaining these connections and healthy and unhealthy foods.
performances to assess their comprehension brainstorm solutions together. Emphasize the - Discuss the effects of different foods on f. Sharing and Reflection (5 minutes):
of the story's main events and details. importance of communication, empathy, and our bodies, such as providing energy, helping Allow students to share their drawings or
understanding in nurturing relationships with us grow, and keeping us healthy. letters with the class if they feel comfortable.
family members. - Engage students in a group activity Afterward, facilitate a brief reflection on the
where they sort food items into categories of importance of maintaining strong family
V. Feedback and Reinforcement (10 healthy and unhealthy choices. Encourage bonds regardless of distance.
minutes): discussion and explanation of their choices.
Conclude the lesson by gathering feedback - Teach students about the importance of V. Wrap Up (2 minutes):
from the students. Reinforce the key concepts eating a balanced diet that includes fruits, Summarize the key learnings from the lesson
learned during the session, such as the vegetables, grains, protein, and dairy and emphasize the importance of valuing and
importance of family, diversity, and products. respecting family members who live outside
maintaining connections. Encourage students our immediate community. Encourage
to continue finding creative ways to stay e. Reflection and Sharing (10 minutes): students to cherish their family connections
connected with their extended families and to Facilitate a discussion about what and continue nurturing them over time. Great
appreciate the richness of global diversity. students have learned. Ask questions like, job today, everyone!
"What are some healthy foods we talked
about today?" and "Why is it important to eat
nutritious foods?" Allow students to share
their thoughts and experiences.

Summarize the main points of the lesson,
emphasizing the importance of making
healthy food choices to support our bodies
and stay strong. Encourage students to apply
what they've learned by making nutritious
choices at home and in their daily lives.
80%
require remediation
teacher?
GRADE 1

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Vocabulary Expansion - Theme: National and Global Awareness Theme: Drug Education Sub-theme: Respect
AND NATIONAL READING Descriptive Words Sub-theme: Good Citizenship
- Students will be able to identify and use I. Subject Matter: Relating with Family health effects - Topic 2 the community - Topic 2
descriptive words to enrich their vocabulary. Outside the Community - Topic 2
- Students will practice describing objects and II. Objectives: II. Objectives:
characters using adjectives. II. Objectives: By the end of the lesson, students should - To deepen understanding of the various
Materials: - To deepen students' understanding of the be able to: ways to maintain connections with family
- Picture cards of various objects and diversity of families and cultures around the - Identify the nutritional value of common members outside the community.
characters (e.g., animals, food, people) world. food products. - To explore the importance of communication
- Chart paper - To recognize the importance of maintaining - Understand the impact of healthy eating and empathy in family relationships.
- Markers connections with extended family members. habits on overall health and well-being. - To foster respect and appreciation for the
- Whiteboard and markers - To explore and practice different methods of - Demonstrate knowledge of healthy food diverse experiences and backgrounds of
Procedure: staying connected with family members who choices through interactive activities. family members.
- Daily Routine: live outside the community.
- Welcome students and conduct a brief III. Materials: III. Materials:
review of the previous lesson. III. Materials: - Various food items representing different - Photos or symbols representing family
- Engage in a quick phonics warm-up - World map or globe. food groups (e.g., fruits, vegetables, grains, members
activity to reinforce short vowel sounds. - Books, pictures, or videos showcasing proteins) - Paper and writing/drawing materials
- Pre-Reading Activities: diverse families and cultures. - Pictures or posters illustrating the benefits - Multimedia resources showcasing different
- Introduce the concept of descriptive words - Paper, pencils, crayons, and other art of healthy eating modes of communication with family
(adjectives) to the class, explaining that these supplies for creative activities. - Chart paper and markers members (e.g., letters, phone calls, video
are words that describe or give more - Technology devices for virtual interactions (if - Handouts or worksheets on healthy eating chats)
information about objects or characters. available). habits
- Display picture cards of various objects IV. Procedure:
and characters and ask students to describe IV. Procedure: IV. Procedure: a. Introduction (5 minutes):
them using adjectives (e.g., big, small, furry, a. Introduction (5 minutes): Welcome, students! Today, we're continuing
shiny). a. Introduction (5 minutes): Welcome the students to the lesson on our exploration of our connections with family
- During Reading Activities: Start by reviewing the previous lesson's key healthy eating habits. Remind them of the members who live outside our community.
- Show additional picture cards to the class, concepts about family diversity and the previous lesson and explain that today, they Let's delve into different ways we can
one at a time, and ask students to suggest significance of maintaining connections with will learn more about different types of food maintain and strengthen these relationships.
descriptive words to describe each object or distant relatives. Prompt a discussion by and their effects on our bodies. Emphasize
character. asking students about their own experiences the importance of making healthy food b. Group Discussion (10 minutes):
- Write the descriptive words on the with extended family members and how they choices to support their growth and Start with a group discussion about the
whiteboard and discuss their meanings with stay connected with them. development. For example, "Good morning, various ways students communicate with
the class. class! Last time, we talked about healthy family members who live far away.
- Encourage students to think of synonyms b. Reflective Thinking Activities (15 minutes): eating. Today, we're going to dive deeper into Encourage them to share their experiences
for each descriptive word to expand their Introduce various resources such as books, the kinds of foods that help us grow strong and discuss the importance of staying
vocabulary. pictures, or videos that depict families from and healthy. Are you ready to explore more connected with loved ones.
- Post-Reading Activities: different parts of the world. Encourage about nutritious foods?"
- Provide each student with a blank sheet of students to observe and reflect on the c. Storytime or Multimedia Exploration (8
paper and ask them to choose one of the similarities and differences among these b. Friday Routine Exercise (5 minutes): minutes):
picture cards. families, emphasizing cultural diversity and Lead the students in a short physical Read a story or watch a video about a
- Have students write a sentence describing the universal values of love and support activity to energize them and prepare them character who maintains a strong relationship
the object or character on their chosen card, within families. for learning. Incorporate fun movements like with a family member living outside the
using at least one descriptive word. jumping jacks or jogging in place to get their community. Discuss the different ways the
- As a class, create a chart of descriptive c. Structured Values Activities (15 minutes): bodies moving. For example, "Let's start by character stays connected and how they
words on chart paper, categorizing them by Divide the class into small groups and assign doing some jumping jacks together! Ready, show respect and appreciation for their family
common themes (e.g., size, color, texture). each group a different method of staying set, go!" member.
Additional Activities: connected with family members who live far
Activity 1: away (e.g., video calls, writing letters, sharing c. Current Health News Sharing (5 d. Creative Activity (12 minutes):
- Play a game of "Descriptive Word photos). Have each group brainstorm creative minutes): Ask students to choose one family member
Charades" where students act out the ideas and prepare a short skit or role-play Invite students to share any news or who lives outside the community and write a
meaning of a descriptive word while the rest demonstrating their chosen method. experiences related to health or food that they letter or create a drawing for them.
of the class guesses what word it is. may have encountered recently. Foster a Encourage them to express their feelings of
Activity 2: d. Group Sharing and Reflection (10 supportive and inclusive environment where love, respect, and appreciation in their
- Create a "Descriptive Word Scavenger minutes): all students feel comfortable sharing their message or artwork.
Hunt" where students search for objects in After the role-plays, facilitate a discussion thoughts and experiences. For example,
the classroom that match specific descriptive where each group shares their ideas and the "Before we begin our lesson, does anyone e. Role-play Activity (10 minutes):
words from the chart. reasons why staying connected with family is have any news or stories about healthy eating Divide students into pairs and have them role-
Evaluation: important. Encourage students to reflect on that they'd like to share?" play a phone call or video chat with a family
Assessment: the feelings involved in maintaining these member. Encourage them to practice active
- Observe students' participation in connections and the impact it has on family d. Health Sessions (30 minutes): listening, empathy, and respectful
discussions and their ability to come up with relationships. - Display various food items representing communication during the role-play.
descriptive words for objects and characters. different food groups and discuss their
- Review students' sentences to assess their V. Feedback and Reinforcement (10 nutritional value. Encourage students to f. Sharing and Reflection (5 minutes):
understanding of using descriptive words in minutes): identify foods from each group and explain Allow students to share their letters,
context. Conclude the lesson by gathering feedback their benefits. drawings, or role-play experiences with the
from the students. Reinforce the - Use pictures or posters to illustrate the class if they feel comfortable. Afterward,
understanding of cultural diversity and the importance of eating a balanced diet and facilitate a reflection on the importance of
value of maintaining connections with making healthy food choices. maintaining strong connections with family
extended family members. Encourage - Engage students in interactive activities members outside the community and the role
students to continue exploring different ways such as a healthy food sorting game or a of respect and empathy in these
of staying connected and to appreciate the "create your own healthy meal" activity. relationships.
richness of global cultures. Encourage discussion and collaboration
among students. V. Wrap Up (2 minutes):
- Discuss the concept of moderation and Summarize the key learnings from the lesson
the importance of enjoying treats occasionally and emphasize the importance of staying
while focusing on nutritious foods most of the connected with family members and treating
time. them with respect and appreciation.
Encourage students to continue nurturing
e. Reflection and Sharing (10 minutes): their family relationships and exploring
Facilitate a group discussion about what different ways to stay in touch. Well done,
students have learned. Ask questions like, everyone!
"What are some healthy foods we talked
about today?" and "Why is it important to eat
a balanced diet?" Allow students to share

healthy food choices to support overall health
and well-being. Encourage students to apply
what they've learned by making nutritious
80%
require remediation
teacher?
GRADE 1

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Reading Fluency - Sight Theme: National and Global Awareness Theme: Drug Education Sub-theme: Respect
AND NATIONAL READING Word Practice Sub-theme: Good Citizenship
- Students will improve their reading fluency I. Subject Matter: Relating with Family health effects - Topic 3 the community - Topic 3
by practicing sight words. Outside the Community - Topic 3
- Students will recognize and read sight II. Objectives: II. Objectives:
words accurately and automatically. II. Objectives: By the end of the lesson, students should - To explore the diversity of family structures
Materials: - To further explore the significance of be able to: and relationships beyond the local
- List of sight words (previously introduced) maintaining connections with extended family - Identify the difference between healthy community.
- Flashcards with sight words members. and unhealthy food choices. - To understand the unique experiences and
- Timer - To understand the role of communication - Understand the consequences of perspectives of family members living outside
Procedure: and empathy in fostering strong family bonds. consuming unhealthy foods on their health. the community.
- Daily Routine: - To practice gratitude and appreciation - Demonstrate the ability to make healthier - To foster respect and appreciation for the
- Welcome students and conduct a brief towards distant relatives. food choices through interactive activities. different backgrounds and lifestyles of family
review of the previous lesson. members.
activity to reinforce short vowel sounds. - Pictures or stories depicting different modes - Various food items representing different III. Materials:
- Pre-Reading Activities: of communication (e.g., letters, phone calls, food groups (e.g., fruits, vegetables, grains, - Photos or symbols representing diverse
- Review previously introduced sight words video chats). proteins) family structures (e.g., extended families,
with the class. - Art supplies such as paper, crayons, and - Pictures or posters illustrating the benefits blended families)
- Explain to students that reading fluently stickers for creating thank-you cards. of healthy eating - Paper and writing/drawing materials
means reading smoothly, accurately, and with - Technology devices for virtual interactions (if - Examples of unhealthy food items (e.g., - Multimedia resources showcasing cultural
expression. available). sugary snacks, processed foods) diversity and family dynamics
- During Reading Activities: - Chart paper and markers
- Show flashcards with sight words to the IV. Procedure: - Handouts or worksheets on healthy eating IV. Procedure:
class, one at a time. habits a. Introduction (5 minutes):
- Model reading each sight word fluently, a. Introduction (5 minutes): Welcome, students! Today, we're continuing
emphasizing accuracy and speed. Begin by discussing with students the IV. Procedure: our journey of understanding and
- Have students practice reading the sight importance of family connections and how a. Introduction (5 minutes): appreciating our connections with family
words aloud individually or in pairs, using a technology helps us stay in touch with Welcome the students to the lesson on members outside our community. Let's
timer to track their speed. relatives who live far away. Ask them to share making healthy food choices. Recap the explore the rich diversity within our families.
- Post-Reading Activities: their experiences of communicating with previous lessons briefly and explain that
- Provide opportunities for repeated practice extended family members. today, they will learn more about the b. Icebreaker Activity (10 minutes):
by organizing sight word games or activities, importance of choosing nutritious foods for Start with an icebreaker where students share
such as sight word bingo or a sight word b. Reflective Thinking Activities (15 minutes): their overall health and well-being. something unique about their family. This
scavenger hunt. Show pictures or tell stories about different Emphasize the connection between healthy could include cultural traditions, languages
- Encourage students to practice reading modes of communication used to stay eating and feeling good. For example, "Good spoken at home, or special family
sight words at home using flashcards or connected with family members (e.g., writing morning, everyone! Last time, we talked celebrations. Encourage students to listen
online resources. letters, making phone calls, sending emails). about the types of foods that are good for our attentively and show respect for each other's
Additional Activities: Prompt students to reflect on how these bodies. Today, we're going to learn more experiences.
Activity 1: methods make them feel and why they are about why it's important to choose healthy
- Divide the class into teams and play a sight important for maintaining relationships. foods. Are you ready to discover how eating c. Storytime or Multimedia Exploration (8
word relay race. Each team member must run right can help us feel great?" minutes):
to the board, grab a sight word card, read it c. Structured Values Activities (15 minutes): Read a story or watch a video that
aloud, and return to their team before the Guide students in creating thank-you cards or b. Friday Routine Exercise (5 minutes): showcases a diverse family structure or
next person can go. messages for their distant relatives. Lead the students in a short physical cultural tradition. Discuss the importance of
Activity 2: Encourage them to express gratitude and activity to get their bodies moving and respecting and valuing different family
- Create a sight word obstacle course in the appreciation for the love and support they energized. Choose fun movements like dynamics and backgrounds.
classroom or outdoors. Place sight word receive, emphasizing the value of thoughtful dancing or stretching to engage them and
cards along the course, and students must communication in nurturing family bonds. prepare them for learning. For example, "Let's d. Group Discussion (10 minutes):
read each word they encounter as they start with some dancing! Move your bodies to Divide students into small groups and provide
navigate the course. d. Group Sharing and Reflection (10 the music and have fun!" them with discussion prompts related to
Evaluation: minutes): family diversity. Encourage them to share
Assessment: Allow students to share their thank-you cards c. Current Health News Sharing (5 their thoughts and experiences, and discuss
- Observe students' reading fluency during or messages with the class if they wish. minutes): how they can show respect and appreciation
the sight word practice activities, paying Facilitate a discussion about the feelings Invite students to share any news or for the diversity within their own families and
attention to accuracy and speed. associated with expressing gratitude towards experiences related to health or food that they those of others.
- Monitor students' progress over time by family members and the importance of may have encountered recently. Foster a
periodically assessing their ability to read staying connected despite the distance. supportive environment where all students e. Creative Activity (12 minutes):
sight words fluently. feel comfortable sharing their thoughts and Ask students to create a family tree or collage
V. Feedback and Reinforcement (10 experiences. For example, "Before we begin that represents the diversity within their
minutes): our lesson, does anyone have any news or family. They can include photos, drawings, or
Conclude the lesson by gathering feedback stories about healthy eating that they'd like to written descriptions of family members and
from the students. Reinforce the share?" their cultural backgrounds or traditions.
understanding of the role of communication
and empathy in maintaining strong family d. Health Sessions (30 minutes): f. Sharing and Reflection (5 minutes):
bonds. Encourage students to continue - Display various food items representing Allow students to share their family trees or
fostering connections with extended family different food groups and discuss their collages with the class. Afterward, facilitate a
members and to express gratitude for their nutritional value. Encourage students to reflection on the importance of respecting and
love and support. identify which foods are healthier choices and celebrating the diversity within our families
why. and communities.
- Show examples of unhealthy food items
and discuss their potential negative effects on V. Wrap Up (2 minutes):
health, such as causing cavities, leading to Summarize the key learnings from the lesson
weight gain, or making them feel tired. and emphasize the importance of treating all
- Engage students in interactive activities, family members with respect and
such as a healthy vs. unhealthy food sorting appreciation, regardless of differences.
game or creating a healthy meal plan Encourage students to continue exploring and
together as a class. learning about the diverse tapestry of their
- Discuss the importance of making families and communities. Great job today,
balanced food choices and encourage everyone!
students to think about alternatives to
unhealthy snacks.

Facilitate a group discussion about what
"What are some examples of healthy foods
we talked about today?" and "Why is it
important to choose nutritious foods?" Allow
students to share their thoughts and
experiences.

healthy food choices for their overall health
and well-being. Encourage students to apply
what they've learned by making healthier
80%
require remediation
teacher?
GRADE 1

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Phonics - Long Vowel Theme: National and Global Awareness Theme: Drug Education Sub-theme: Respect
AND NATIONAL READING Sounds Sub-theme: Good Citizenship
PROGRAM Objectives: I. Subject Matter: Non-food products and I. Subject Matter: Relating with family outside
- Students will be able to recognize and I. Subject Matter: Relating with Family harmful effects when taken into the body - the community - Topic 4
differentiate between long vowel sounds. Outside the Community - Topic 4 Topic 1
- Students will practice reading words with II. Objectives:
long vowel sounds. II. Objectives: II. Objectives: - To recognize the importance of maintaining
Materials: - To reinforce the understanding of the By the end of the lesson, students should connections and showing appreciation for
- Flashcards with words containing long importance of maintaining connections with be able to: family members living outside the community.
vowel sounds (e.g., cake, kite, bone, cube, extended family members. - Identify common non-food products that - To understand the impact of technology on
mule) - To explore different ways of showing care can be harmful when taken into the body. staying connected with distant family
- Whiteboard and markers and support for distant relatives. - Understand the potential dangers and members.
- Phonics worksheets - To practice empathy and understanding consequences of consuming non-food - To foster respect and empathy in
Procedure: towards family members' experiences. products. communication with family members,
- Daily Routine: - Demonstrate the ability to make safe regardless of distance.
- Welcome students and conduct a brief III. Materials: choices and avoid ingesting harmful
review of the previous lesson. - Pictures or stories depicting acts of care and substances. III. Materials:
- Engage in a quick phonics warm-up support within families. - Photos or symbols representing family
activity to review short vowel sounds. - Paper and art supplies for creating cards or III. Materials: members
- Pre-Reading Activities: drawings. - Visual aids showing examples of non-food - Paper and writing/drawing materials
- Review the concept of vowels with the - Technology devices for virtual interactions (if products (e.g., cleaning supplies, - Multimedia resources showcasing various
class, emphasizing the differences between available). medications, household chemicals) communication technologies (e.g., video
short and long vowel sounds. - Pictures or posters illustrating the harmful calls, emails, social media)
- Introduce long vowel sounds (a, e, i, o, u) IV. Procedure: effects of ingesting non-food products
and their corresponding letter patterns (e.g., - Chart paper and markers IV. Procedure:
silent e, vowel digraphs). a. Introduction (5 minutes): - Handouts or worksheets on safety a. Introduction (5 minutes):
- During Reading Activities: Begin by revisiting the previous lessons' key guidelines for avoiding harmful substances Welcome, students! Today, we're going to
- Show flashcards with words containing concepts about staying connected with explore how technology helps us stay
long vowel sounds to the class, one at a time. extended family members and the importance IV. Procedure: connected with family members who live far
- Have students identify the vowel sound in of empathy and communication in nurturing a. Introduction (5 minutes): away. Let's discover how we can use
each word and read the word aloud, family bonds. Prompt a brief discussion by Welcome the students to the lesson on technology to show respect and appreciation
emphasizing the long vowel sound. asking students to share any recent the importance of staying safe and avoiding for our distant relatives.
- Write a few words on the whiteboard and experiences of communicating with distant harmful substances. Explain that today, they
ask students to identify the long vowel sound relatives. will learn about common non-food products b. Brainstorming Activity (10 minutes):
and the letter pattern that makes the sound. that can be dangerous if ingested. Emphasize Start with a brainstorming session where
- Post-Reading Activities: b. Reflective Thinking Activities (15 minutes): the importance of knowing what is safe to eat students share different ways they use
- Distribute phonics worksheets with Show pictures or tell stories about different and what is not. For example, "Good technology to communicate with family
exercises focusing on long vowel sounds. ways family members show care and support morning, class! Today, we're going to talk members outside the community. Encourage
- Guide students as they complete the for each other, even when they are far apart. about something very important – staying them to think about the advantages and
worksheets, providing assistance as needed. Encourage students to reflect on these safe and healthy by avoiding harmful challenges of using technology for this
- Review the worksheets as a class, examples and consider how they can substances. Are you ready to learn how to purpose.
discussing any challenging words or demonstrate care and support for their own keep yourselves safe?"
concepts. distant relatives. c. Multimedia Exploration (8 minutes):
Additional Activities: b. Friday Routine Exercise (5 minutes): Show videos or pictures demonstrating
Activity 1: c. Structured Values Activities (15 minutes): Lead the students in a short physical various communication technologies, such as
- Play a long vowel sorting game. Prepare Guide students in creating cards or drawings activity to get their bodies moving and ready video calls, emails, and social media
cards with words containing long vowel for their distant relatives, expressing for learning. Choose fun movements like platforms. Discuss how these tools can help
sounds and have students sort them based messages of care, support, and love. stretching or yoga poses to engage them and us maintain strong connections with family
on the vowel sound they hear. Encourage them to be creative and thoughtful prepare them for the lesson. For example, members, even when they're far away.
Activity 2: in their designs, emphasizing the importance "Let's start by doing some stretching
- Engage students in a "Word Hunt" activity of showing appreciation for family members. exercises! Reach up high and touch the sky, d. Role-play Activity (10 minutes):
where they search for words around the then bend down and touch your toes. Great Divide students into pairs and have them role-
classroom that contain long vowel sounds, d. Group Sharing and Reflection (10 job, everyone!" play a video call or email exchange with a
writing them down on a designated chart. minutes): family member. Encourage them to practice
Evaluation: Allow students to share their cards or c. Current Health News Sharing (5 respectful communication and empathy
Assessment: drawings with the class, explaining the minutes): during the role-play, considering the feelings
- Observe students' participation during messages they have written and why they Invite students to share any news or and perspectives of their family member.
phonics activities and their ability to correctly chose to express care and support in that experiences related to health or safety that
identify and differentiate between long vowel way. Facilitate a discussion about the feelings they may have encountered recently. e. Creative Activity (12 minutes):
sounds. associated with receiving such gestures from Encourage active listening and respectful Ask students to create a digital collage or
- Review students' completed worksheets to family members and the impact they have on sharing among students. For example, presentation showcasing the different ways
assess their understanding of reading words relationships. "Before we begin our lesson, does anyone they use technology to connect with family
with long vowel sounds. have any news or stories about staying safe members outside the community. They can
V. Feedback and Reinforcement (10 that they'd like to share?" include screenshots, drawings, or written
minutes): descriptions of their experiences.
Conclude the lesson by gathering feedback d. Health Sessions (30 minutes):
from the students. Reinforce the - Display visual aids showing examples of f. Sharing and Reflection (5 minutes):
understanding of the importance of showing common non-food products that can be Allow students to share their digital collages
care and support for distant relatives. harmful if ingested, such as cleaning or presentations with the class. Afterward,
Encourage students to continue nurturing supplies, medications, and household facilitate a reflection on the benefits and
connections with extended family members chemicals. challenges of using technology to stay
and to empathize with their experiences. - Discuss the potential dangers and connected with family members, and the
consequences of ingesting these substances, importance of respectful communication in
such as poisoning, burns, or other injuries. these interactions.
- Teach students about safety guidelines
for avoiding harmful substances, such as V. Wrap Up (2 minutes):
never putting unknown items in their mouths Summarize the key learnings from the lesson
and always asking an adult before taking any and emphasize the importance of using
medicine or vitamins. technology responsibly and respectfully to
- Engage students in interactive activities, maintain connections with family members.
such as role-playing scenarios where they Encourage students to continue exploring
practice saying no to unsafe substances or new ways to stay connected and show
identifying safe and unsafe items in a picture. appreciation for their distant relatives. Well
done, everyone!
"What are some examples of non-food
products that can be harmful?" and "Why is it
important to avoid ingesting unknown
substances?" Allow students to share their
thoughts and experiences.

emphasizing the importance of staying safe
and avoiding harmful substances. Encourage
students to always check with a trusted adult
before consuming anything that is not food.
80%
require remediation
teacher?
GRADE 1
TEACHING DATES AND TIME: MAY 3, 2024 QUARTER:
SUGGESTED STRATEGIES FOR Grade: Grade 1 Theme: Community Awareness

GMRC, VALUES, PEACE, HEALTH, Subject Matter: Story Elements - Setting Theme: National and Global Awareness Sub-theme: Respect
AND NATIONAL READING Objectives: Sub-theme: Good Citizenship Theme: Drug Education
PROGRAM - Students will be able to identify the setting I. Subject Matter: Relating with family outside
of a story. I. Subject Matter: Relating with Family I. Subject Matter: Non-food products and the community - Topic 5
- Students will describe the characteristics of Outside the Community - Topic 5 harmful effects when taken into the body -
different settings. Topic 2 II. Objectives:
Materials: II. Objectives: - To explore the challenges and benefits of
- Picture books with clear settings (e.g., - To reinforce the understanding of the II. Objectives: maintaining connections with family members
forest, beach, city, farm) importance of maintaining connections with By the end of the lesson, students should living outside the community.
- Chart paper extended family members. be able to: - To understand the importance of empathy
- Markers - To explore different ways of showing care - Identify additional non-food products that and understanding in long-distance
Procedure: and support for distant relatives. can be harmful when taken into the body. relationships.
- Daily Routine: - To practice empathy and understanding - Understand the potential dangers and - To foster respect and appreciation for the
- Welcome students and conduct a brief towards family members' experiences. consequences of ingesting these substances. efforts made to stay connected with distant
review of the previous lesson. - Demonstrate the ability to make informed family members.
- Engage in a quick phonics warm-up III. Materials: decisions and seek help when encountering
activity to reinforce long vowel sounds. - Pictures or stories depicting acts of care and harmful substances. III. Materials:
- Pre-Reading Activities: support within families. - Photos or symbols representing family
- Introduce the concept of setting in a story, - Paper and art supplies for creating cards or III. Materials: members
explaining that it is where and when the story drawings. - Visual aids showing examples of non-food - Paper and writing/drawing materials
takes place. - Technology devices for virtual interactions (if products (e.g., household cleaners, personal - Multimedia resources showcasing stories or
- Show picture books with different settings available). care products, plants) testimonials of families maintaining long-
to the class, discussing the characteristics of - Pictures or posters illustrating the harmful distance relationships
each setting. IV. Procedure: effects of ingesting non-food products
- Encourage students to use descriptive - Chart paper and markers IV. Procedure:
words to describe each setting (e.g., a. Introduction (5 minutes): - Role-play scenarios cards a. Introduction (5 minutes):
peaceful, bustling, colorful). Begin by revisiting the previous lessons' key - Handouts or worksheets on safety Welcome, students! Today, we're going to
- During Reading Activities: concepts about staying connected with guidelines for avoiding harmful substances delve into the topic of maintaining
- Read a picture book aloud to the class, extended family members and the importance connections with family members who live far
focusing on the setting. of empathy and communication in nurturing IV. Procedure: away. Let's explore the challenges and
- Pause at different points in the story to family bonds. Prompt a brief discussion by a. Introduction (5 minutes): rewards of long-distance relationships.
discuss the setting and how it affects the asking students to share any recent Welcome the students to the lesson on
characters and plot. experiences of communicating with distant staying safe and avoiding harmful b. Brainstorming Activity (10 minutes):
- Use chart paper to create a visual relatives. substances. Briefly review the previous Start with a brainstorming session where
representation of the setting, drawing and lesson and explain that today, they will learn students share their experiences or thoughts
labeling key elements described in the story. b. Reflective Thinking Activities (15 minutes): about additional non-food products that can on maintaining connections with family
- Post-Reading Activities: Show pictures or tell stories about different be dangerous if ingested. Emphasize the members outside the community. Encourage
- Review the characteristics of the setting ways family members show care and support importance of being aware of potential them to discuss the challenges they face and
with the class, emphasizing its importance in for each other, even when they are far apart. dangers and making safe choices. For the strategies they use to overcome them.
the story. Encourage students to reflect on these example, "Good morning, class! Last time, we
- Ask students to draw their own picture of examples and consider how they can talked about staying safe by avoiding harmful c. Storytelling or Multimedia Presentation (8
the setting from the story and write a demonstrate care and support for their own substances. Today, we're going to learn more minutes):
sentence describing it. distant relatives. about other things that can be dangerous if Share stories or testimonials of families who
- Discuss how the setting can change in we eat or drink them. Are you ready to learn successfully maintain strong connections
different stories and how it impacts the mood c. Structured Values Activities (15 minutes): how to keep yourselves safe?" despite living far apart. Discuss the strategies
and events. Guide students in creating cards or drawings and tools they use to stay connected, and the
Additional Activities: for their distant relatives, expressing b. Friday Routine Exercise (5 minutes): importance of empathy and understanding in
Activity 1: messages of care, support, and love. Lead the students in a short physical long-distance relationships.
- Provide students with blank storyboards and Encourage them to be creative and thoughtful activity to energize them and prepare them
ask them to illustrate different settings for in their designs, emphasizing the importance for learning. Choose fun movements like d. Group Discussion (10 minutes):
their own stories, using descriptive words to of showing appreciation for family members. jumping jacks or animal walks to engage Divide students into small groups and provide
label each one. them and get their bodies moving. For discussion prompts related to the challenges
Activity 2: d. Group Sharing and Reflection (10 example, "Let's start by doing some animal and benefits of maintaining connections with
- Play a "Setting Scavenger Hunt" where minutes): walks! Can you walk like a bear? How about distant family members. Encourage them to
students search for objects or images around Allow students to share their cards or a frog?" share their thoughts and experiences, and
the classroom that represent different settings drawings with the class, explaining the brainstorm ways to overcome challenges.
discussed in class. messages they have written and why they c. Current Health News Sharing (5
Evaluation: chose to express care and support in that minutes): e. Creative Activity (12 minutes):
Assessment: way. Facilitate a discussion about the feelings Invite students to share any news or Ask students to write a letter or create a
- Observe students' participation during associated with receiving such gestures from experiences related to health or safety that drawing for a family member who lives
discussions about setting characteristics and family members and the impact they have on they may have encountered recently. outside the community. Encourage them to
their ability to describe settings using relationships. Encourage active listening and respectful express their feelings of love, respect, and
descriptive words. sharing among students. For example, appreciation in their message or artwork.
- Review students' drawings and sentences to V. Feedback and Reinforcement (10 "Before we begin our lesson, does anyone
assess their understanding of the concept of minutes): have any news or stories about staying safe f. Sharing and Reflection (5 minutes):
setting in a story. Conclude the lesson by gathering feedback that they'd like to share?" Allow students to share their letters or
from the students. Reinforce the drawings with the class, if they feel
understanding of the importance of showing d. Health Sessions (30 minutes): comfortable. Afterward, facilitate a reflection
care and support for distant relatives. - Display visual aids showing examples of on the importance of staying connected with
Encourage students to continue nurturing additional non-food products that can be family members and the efforts involved in
connections with extended family members harmful if ingested, such as household maintaining long-distance relationships.
and to empathize with their experiences. cleaners, personal care products, and plants.
- Discuss the potential dangers and V. Wrap Up (2 minutes):
consequences of ingesting these substances, Summarize the key learnings from the lesson
such as poisoning, allergic reactions, or other and emphasize the importance of empathy,
injuries. understanding, and respect in maintaining
- Teach students about safety guidelines connections with family members who live far
for avoiding harmful substances, such as away. Encourage students to continue
never tasting or eating anything unless a nurturing their relationships with distant family
trusted adult says it is safe. members and supporting each other in
- Engage students in role-playing staying connected. Great job today,
scenarios where they practice seeking help everyone!
from a trusted adult when encountering a
potentially harmful substance.

important to ask a trusted adult before trying
something new?" Allow students to share

before consuming anything that is not food
and to never taste or eat anything that they
are unsure about. Provide any additional
resources or support as needed, and
and engagement.
80%
require remediation
teacher?
GRADE 1
TEACHING DATE MAY 10, 2024 QUARTER:
SUGGESTED STRATEGIES FOR Grade: Grade 1 Theme: National and Global Awareness
GMRC, VALUES, PEACE, HEALTH, Subject Matter: Reading Comprehension - Theme: National and Global Awareness Sub-theme: Good Citizenship
AND NATIONAL READING Making Predictions Sub-theme: Good Citizenship Theme: Drug Education
PROGRAM Objectives: I. Subject Matter: Relating with friend living
- Students will be able to make predictions I. Subject Matter: Relating with Friend Living I. Subject Matter: Non-food products and abroad - Topic 1
about a story based on the title, cover, and Abroad - Topic 1 harmful effects when taken into the body -
prior knowledge. Topic 3 II. Objectives:
- Students will justify their predictions using II. Objectives: - To understand the significance of
evidence from the text. - To understand the concept of friendship II. Objectives: maintaining connections with friends who live
Materials: beyond geographical boundaries. By the end of the lesson, students should abroad.
- Storybook: "The Gingerbread Man" or any - To appreciate the importance of maintaining be able to: - To explore the cultural diversity and
appropriate story with clear prediction points connections with friends who live abroad. - Identify additional non-food products that perspectives of friends living in different
- Chart paper - To explore different ways of staying can be harmful when ingested or consumed. countries.
- Markers connected with friends living abroad. - Understand the potential dangers and - To foster respect and appreciation for the
Procedure: consequences of ingesting these substances. experiences and backgrounds of friends from
- Daily Routine: III. Materials: - Demonstrate the ability to make safe other cultures.
- Welcome students and conduct a brief - Pictures or stories depicting friendship and choices and seek help when encountering
review of the previous lesson. communication across distances. harmful substances. III. Materials:
- Engage in a quick phonics warm-up - Paper and art supplies for creating - Photos or symbols representing friends
activity to reinforce long vowel sounds. friendship cards or drawings. III. Materials: living abroad
- Pre-Reading Activities: - Technology devices for virtual interactions (if - Visual aids showing examples of non-food - Paper and writing/drawing materials
- Introduce the concept of making available). products (e.g., household chemicals, - Multimedia resources showcasing cultural
predictions to the class, explaining that it medications, plants) diversity and global friendships
involves using clues from the text and IV. Procedure: - Pictures or posters illustrating the harmful
illustrations to guess what might happen next effects of ingesting non-food products IV. Procedure:
in a story. a. Introduction (5 minutes): - Chart paper and markers a. Introduction (5 minutes):
- Show the cover of the storybook "The Begin by discussing with students the - Role-play scenarios cards Welcome, class! Today, we're going to
Gingerbread Man" and ask students to make concept of friendship and how friends can live - Handouts or worksheets on safety explore the importance of maintaining
predictions about the story based on the title in different parts of the world. Prompt a guidelines for avoiding harmful substances connections with friends who live in different
and illustration. discussion by asking students if they have countries. Let's learn about the diverse
- Encourage students to share their friends or family members who live abroad IV. Procedure: experiences and perspectives of friends from
predictions with a partner or small group. and how they stay in touch with them. a. Introduction (5 minutes): around the world.
- During Reading Activities: Welcome the students to the lesson on
- Read the beginning of "The Gingerbread b. Reflective Thinking Activities (15 minutes): staying safe and avoiding harmful b. Brainstorming Activity (10 minutes):
Man" aloud to the class, stopping at a point Show pictures or tell stories about friends substances. Remind them of the importance Start with a brainstorming session where
where a prediction can be made (e.g., when who live in different countries but stay of making safe choices and being aware of students share their thoughts on the benefits
the gingerbread man comes to life). connected through various means (e.g., video potential dangers. Explain that today, they will of having friends who live abroad. Encourage
- Pause and ask students to predict what calls, letters, emails). Encourage students to learn about additional non-food products that them to discuss the cultural exchanges and
they think will happen next in the story and reflect on their own friendships and how they can be dangerous if ingested or consumed. learning opportunities that come with global
why they think so. can maintain strong connections with friends For example, "Good morning, class! Today, friendships.
- Write students' predictions on chart paper, who live far away. we're going to continue our discussion on
noting the evidence or clues they used to staying safe by learning more about things c. Storytelling or Multimedia Presentation (8
make their predictions. c. Structured Values Activities (15 minutes): that can be harmful if we eat or drink them. minutes):
- Post-Reading Activities: Guide students in creating friendship cards or Are you ready to learn how to keep Share stories or videos of people forming
- Continue reading the story, pausing at drawings for their friends living abroad. yourselves safe?" friendships across borders and cultures.
additional prediction points (e.g., when the Encourage them to write messages of Highlight the shared experiences and unique
gingerbread man encounters various friendship, love, and support, emphasizing b. Friday Routine Exercise (5 minutes): perspectives that arise from these global
characters). the importance of staying connected despite Lead the students in a short physical connections. Discuss the importance of
- After each pause, discuss students' the distance. activity to get their bodies moving and ready respect and empathy in cross-cultural
predictions and compare them to what for learning. Choose fun movements like friendships.
actually happens in the story. d. Group Sharing and Reflection (10 stretching or dance breaks to engage them
- Reflect on the accuracy of predictions and minutes): and energize them. For example, "Let's start d. Group Discussion (10 minutes):
discuss how clues from the text and Allow students to share their friendship cards by doing some stretching exercises! Reach Divide students into small groups and provide
illustrations helped make predictions. or drawings with the class, explaining the up high and touch the sky, then touch your discussion prompts related to the challenges
Additional Activities: messages they have written and why they toes. Great job, everyone!" and benefits of maintaining friendships with
Activity 1: chose to express friendship in that way. people from different countries. Encourage
- Provide students with a different story and Facilitate a discussion about the feelings c. Current Health News Sharing (5 them to share their own experiences and
have them make predictions individually or in associated with receiving such gestures from minutes): insights.
small groups. Then, compare and discuss friends and the impact they have on Invite students to share any news or
their predictions as a class. relationships. experiences related to health or safety that e. Creative Activity (12 minutes):
Activity 2: they may have encountered recently. Foster a Ask students to write a letter or create a
- Have students write or draw their own V. Feedback and Reinforcement (10 supportive and inclusive environment where drawing for a friend who lives abroad.
endings to "The Gingerbread Man" based on minutes): all students feel comfortable sharing their Encourage them to express their appreciation
their predictions. Encourage creativity and Conclude the lesson by gathering feedback thoughts and experiences. For example, for their friendship and to share something
justification of their chosen endings. from the students. Reinforce the "Before we begin our lesson, does anyone about their own culture or experiences.
Evaluation: understanding of the importance of have any news or stories about staying safe
Assessment: maintaining connections with friends living that they'd like to share?" f. Sharing and Reflection (5 minutes):
- Observe students' participation in making abroad. Encourage students to continue Allow students to share their letters or
predictions and justifying their reasoning nurturing their friendships and to explore d. Health Sessions (30 minutes): drawings with the class, if they feel
using evidence from the text and illustrations. different ways of staying connected with - Display visual aids showing examples of comfortable. Afterward, facilitate a reflection
- Review students' written or drawn endings friends across distances. additional non-food products that can be on the importance of global friendships and
to assess their understanding of making harmful if ingested, such as household the value of cultural diversity in our lives.
predictions and their ability to apply it to a chemicals, medications, and plants.
story. - Discuss the potential dangers and V. Wrap Up (2 minutes):
consequences of ingesting these substances, Summarize the key learnings from the lesson
such as poisoning, allergic reactions, or other and emphasize the importance of maintaining
injuries. connections with friends from different
- Teach students about safety guidelines countries. Encourage students to continue
for avoiding harmful substances, such as fostering global friendships and embracing
never tasting or eating anything unless a the diversity of perspectives that come with
trusted adult says it is safe. them. Well done, everyone!
- Engage students in role-playing
scenarios where they practice seeking help
from a trusted adult when encountering a
potentially harmful substance.

important to ask a trusted adult before trying
something new?" Allow students to share

before consuming anything that is not food
and to never taste or eat anything that they
are unsure about. Provide any additional
resources or support as needed, and
and engagement.
80%
require remediation
teacher?
GRADE 1
AND NATIONAL READING Story Retelling Sub-theme: Good Citizenship Theme: Drug Education
- Students will be able to retell a story in I. Subject Matter: Relating with Friend Living I. Subject Matter: Safety practices in choosing abroad - Topic 2
sequential order. Abroad - Topic 2 items to be taken into the body - Topic 1
- Students will demonstrate comprehension of II. Objectives:
the main events and key details of the story. II. Objectives: II. Objectives: - To deepen understanding of the cultural
Materials: - To reinforce the understanding of the By the end of the lesson, students should exchange and mutual learning in friendships
- Storybook: "The Three Billy Goats Gruff" or importance of maintaining connections with be able to: with friends living abroad.
any appropriate story with clear events friends who live abroad. - Understand the importance of safety when - To explore the importance of communication
- Story sequencing cards (prepared in - To explore different ways of showing care choosing items to be taken into the body. and empathy in maintaining long-distance
advance) and support for friends living abroad. - Identify safe practices for selecting food, friendships.
- Chart paper - To practice empathy and understanding drinks, and medications. - To foster respect and appreciation for
- Markers towards friends' experiences. - Demonstrate the ability to make informed diverse perspectives and experiences.
Procedure: decisions about what they consume.
- Daily Routine: III. Materials: III. Materials:
- Welcome students and conduct a brief - Pictures or stories depicting acts of III. Materials: - Photos or symbols representing friends
review of the previous lesson. friendship and communication across - Visual aids showing examples of safe and living abroad
- Engage in a quick phonics warm-up distances. unsafe items for consumption (e.g., healthy - Paper and writing/drawing materials
activity to reinforce long vowel sounds. - Paper and art supplies for creating foods, clean water, labeled medications) - Multimedia resources showcasing stories of
- Pre-Reading Activities: friendship cards or drawings. - Pictures or posters illustrating safety cross-cultural friendships
- Introduce the storybook "The Three Billy - Technology devices for virtual interactions (if practices in choosing items for consumption
Goats Gruff" to the class. available). - Chart paper and markers IV. Procedure:
- Show the cover and discuss predictions - Role-play scenarios cards a. Introduction (5 minutes):
about the story based on the title and IV. Procedure: - Handouts or worksheets on safety Welcome, students! Today, we're going to
illustrations. guidelines for selecting items to be taken into continue our exploration of maintaining
- During Reading Activities: a. Introduction (5 minutes): the body connections with friends who live in different
- Read "The Three Billy Goats Gruff" aloud Begin by revisiting the previous lesson's key countries. Let's delve into the enriching
to the class, emphasizing key events and concepts about maintaining connections with IV. Procedure: experiences and mutual learning that come
characters. friends living abroad and the significance of a. Introduction (5 minutes): with cross-cultural friendships.
- Pause at various points in the story and empathy and communication in nurturing Welcome the students to the lesson on
ask students to summarize what has friendships. Prompt a brief discussion by safety practices in choosing items to be taken b. Brainstorming Activity (10 minutes):
happened so far. asking students to share any recent into the body. Explain that today, they will Start with a brainstorming session where
- Use story sequencing cards to review the experiences of communicating with friends learn about making safe choices when students share their experiences or thoughts
main events of the story in sequential order. who live far away. selecting food, drinks, and medications. on the benefits of having friends from different
- Post-Reading Activities: Emphasize the importance of being cautious countries. Encourage them to discuss the
- Distribute story sequencing cards to b. Reflective Thinking Activities (15 minutes): and informed about what they consume. For cultural insights and perspectives they've
students and have them work in pairs or Show pictures or tell stories about different example, "Good morning, class! Today, we're gained from these friendships.
small groups to sequence the events from the ways friends show care and support for each going to talk about something very important
story. other, even when they are far apart. – staying safe by choosing the right things to c. Storytelling or Multimedia Presentation (8
- As a class, discuss the correct sequence Encourage students to reflect on these eat and drink. Are you ready to learn how to minutes):
of events and record them on chart paper. examples and consider how they can keep yourselves healthy and strong?" Share stories or videos of individuals forming
- Have students retell the story in their own demonstrate care and support for their own meaningful friendships across borders and
words, using the sequence of events on the friends living abroad. b. Friday Routine Exercise (5 minutes): cultures. Highlight the communication
chart paper as a guide. Lead the students in a short physical challenges they face and the ways in which
Additional Activities: c. Structured Values Activities (15 minutes): activity to get their bodies moving and ready they overcome cultural differences to
Activity 1: Guide students in creating friendship cards or for learning. Choose fun movements like strengthen their bonds.
- Divide students into small groups and drawings for their friends abroad, expressing stretching or dance breaks to engage them
provide each group with a different picture messages of care, support, and friendship. and energize them. For example, "Let's start d. Group Discussion (10 minutes):
book. Ask them to identify the main events in Encourage them to be creative and thoughtful by doing some stretching exercises! Reach Divide students into small groups and provide
their book and create their own story in their designs, emphasizing the importance up high and touch the sky, then touch your discussion prompts related to the
sequencing cards. of showing appreciation for friends. toes. Great job, everyone!" communication and empathy needed in long-
Activity 2: distance friendships. Encourage them to
- Create a "Story Retelling Puppet Theater" d. Group Sharing and Reflection (10 c. Current Health News Sharing (5 share strategies for maintaining connections
where students use puppets or props to act minutes): minutes): and resolving misunderstandings.
out the events of "The Three Billy Goats Allow students to share their friendship cards Invite students to share any news or
Gruff" in sequence. or drawings with the class, explaining the experiences related to health or safety that e. Creative Activity (12 minutes):
Evaluation: messages they have written and why they they may have encountered recently. Foster a Ask students to write a letter or create a
Assessment: chose to express care and support in that supportive and inclusive environment where drawing that reflects their appreciation for a
- Observe students' participation during way. Facilitate a discussion about the feelings all students feel comfortable sharing their friend living abroad. Encourage them to share
discussions and their ability to sequence associated with receiving such gestures from thoughts and experiences. For example, personal anecdotes or cultural insights that
events accurately. friends and the impact they have on "Before we begin our lesson, does anyone they've gained from their friendship.
- Review students' retellings of the story to relationships. have any news or stories about staying safe
assess their comprehension of the main that they'd like to share?" f. Sharing and Reflection (5 minutes):
events and key details. V. Feedback and Reinforcement (10 Allow students to share their letters or
minutes): d. Health Sessions (30 minutes): drawings with the class, if they feel
Conclude the lesson by gathering feedback - Display visual aids showing examples of comfortable. Afterward, facilitate a reflection
from the students. Reinforce the safe and unsafe items for consumption, such on the importance of communication,
understanding of the importance of showing as healthy foods, clean water, and properly empathy, and respect in cross-cultural
care and support for friends living abroad. labeled medications. friendships.
Encourage students to continue nurturing - Discuss safety practices for selecting
connections with their friends and to items to be taken into the body, such as V. Wrap Up (2 minutes):
empathize with their experiences. checking expiration dates, reading labels, and Summarize the key learnings from the lesson
asking an adult if unsure. and emphasize the value of maintaining
- Teach students about the importance of connections with friends from different
avoiding unknown or suspicious items and countries. Encourage students to continue
seeking help if they encounter something embracing diversity and fostering meaningful
unfamiliar. relationships with people from around the
- Engage students in role-playing world. Great job today, everyone!
scenarios where they practice making safe
choices when selecting items to be taken into
the body.

"What are some examples of safe items for
consumption?" and "Why is it important to
read labels and ask questions?" Allow
experiences.
emphasizing the importance of safety when
choosing items to be taken into the body.
Encourage students to always check labels,
ask questions, and seek help if they are
unsure about something. Provide any
additional resources or support as needed,
and engagement.
80%
require remediation
teacher?
GRADE 1
GMRC, VALUES, PEACE, HEALTH, Subject Matter: Phonics - Blending Sounds Theme: National and Global Awareness Sub-theme: Good Citizenship
AND NATIONAL READING Objectives: Sub-theme: Good Citizenship Theme: Drug Education
PROGRAM - Students will be able to blend individual I. Subject Matter: Relating with friend living
sounds together to form words. I. Subject Matter: Relating with Friend Living I. Subject Matter: Safety practices in choosing abroad - Topic 3
- Students will practice blending consonant- Abroad - Topic 3 items to be taken into the body - Topic 2
vowel-consonant (CVC) words. II. Objectives:
Materials: II. Objectives: II. Objectives: - To recognize the importance of maintaining
- Word cards with CVC words (e.g., cat, dog, - To deepen students' understanding of the By the end of the lesson, students should friendships with friends residing in different
pig, hat, pot) importance of maintaining connections with be able to: countries.
- Whiteboard and markers friends who live abroad. - Understand additional safety practices for - To explore the cultural exchange and
- Phonics worksheets - To explore different ways of showing care selecting items to be taken into the body. understanding fostered by international
Procedure: and support for friends living abroad. - Identify safe practices for choosing food, friendships.
- Daily Routine: - To practice empathy and understanding drinks, medications, and other substances. - To foster respect and appreciation for
- Welcome students and conduct a brief towards friends' experiences. - Demonstrate the ability to make informed diverse perspectives and backgrounds.
review of the previous lesson. decisions about what they consume.
activity to reinforce long vowel sounds. - Pictures or stories depicting acts of III. Materials: - Photos or symbols representing friends
- Pre-Reading Activities: friendship and communication across - Visual aids showing examples of safe and living abroad
- Review the concept of consonants and distances. unsafe items for consumption (e.g., healthy - Paper and writing/drawing materials
vowels with the class. - Paper and art supplies for creating snacks, clean water, properly labeled - Multimedia resources showcasing the
- Explain that blending sounds means friendship cards or drawings. medications, household chemicals) benefits of cross-cultural friendships
putting individual sounds together to make - Technology devices for virtual interactions (if - Pictures or posters illustrating safety
words. available). practices in choosing items for consumption IV. Procedure:
- During Reading Activities: - Chart paper and markers a. Introduction (5 minutes):
- Display word cards with CVC words to the IV. Procedure: - Role-play scenarios cards Welcome back, class! Today, we're
class, one at a time. - Handouts or worksheets on safety continuing our exploration of friendships with
- Say each individual sound of the word a. Introduction (5 minutes): guidelines for selecting items to be taken into friends who live in different countries. Let's
(e.g., /c/ /a/ /t/) and then blend them together Begin by reminding students of the previous the body discover the enriching experiences and
to read the word (/cat/). lessons' key concepts about maintaining cultural exchanges that come with
- Have students practice blending the connections with friends living abroad and the IV. Procedure: international friendships.
sounds together to read each word. significance of empathy and communication a. Introduction (5 minutes):
- Post-Reading Activities: in nurturing friendships. Prompt a brief Welcome the students to the lesson on b. Brainstorming Activity (10 minutes):
- Write a few CVC words on the whiteboard discussion by asking students to share any safety practices in choosing items to be taken Initiate a brainstorming session where
and ask students to come up and blend the recent experiences of communicating with into the body. Recap the previous lesson students share their thoughts on the
sounds to read the words aloud. friends who live far away. briefly and explain that today, they will learn importance of having friends from different
- Distribute phonics worksheets with CVC about additional safety practices for selecting countries. Encourage them to discuss the
words for students to practice blending b. Reflective Thinking Activities (15 minutes): food, drinks, medications, and other cultural insights and global perspectives
independently. Show pictures or tell stories about different substances. Emphasize the importance of they've gained from these friendships.
- Review the worksheets as a class, ways friends show care and support for each being cautious and making wise choices. For
discussing any challenging words or sounds. other, even when they are far apart. example, "Good morning, class! Last time, we c. Storytelling or Multimedia Presentation (8
Additional Activities: Encourage students to reflect on these talked about staying safe by choosing the minutes):
Activity 1: examples and consider how they can right things to eat and drink. Today, we're Share stories or videos highlighting the
- Play a blending sounds game where demonstrate care and support for their own going to learn even more about how to keep positive impact of international friendships.
students take turns drawing a word card, friends living abroad. ourselves healthy and strong by making safe Focus on the cultural exchange, mutual
blending the sounds together, and then acting choices. Are you ready to learn?" learning, and shared experiences that
out the word for the class to guess. c. Structured Values Activities (15 minutes): strengthen bonds across borders.
Activity 2: Guide students in creating friendship cards or b. Friday Routine Exercise (5 minutes):
- Create a "Blending Sounds Bingo" game drawings for their friends abroad, expressing Lead the students in a short physical d. Group Discussion (10 minutes):
where students have bingo cards with CVC messages of care, support, and friendship. activity to get their bodies moving and ready Divide students into small groups and provide
words. The teacher calls out individual Encourage them to be creative and thoughtful for learning. Choose fun movements like discussion prompts related to the benefits
sounds, and students must blend them in their designs, emphasizing the importance stretching or dancing to engage them and and challenges of maintaining friendships
together to mark off the corresponding word of showing appreciation for friends. energize them. For example, "Let's start by with people from different countries.
on their card. doing some stretching exercises! Reach up Encourage them to share their experiences
Evaluation: d. Group Sharing and Reflection (10 high and touch the sky, then touch your toes. and insights.
Assessment: minutes): Great job, everyone!"
- Observe students' ability to blend sounds Allow students to share their friendship cards e. Creative Activity (12 minutes):
together to read CVC words during the or drawings with the class, explaining the c. Current Health News Sharing (5 Ask students to create a cultural exchange
activities. messages they have written and why they minutes): project to share with their friend living abroad.
- Review students' completed worksheets to chose to express care and support in that Invite students to share any news or This could include a collage, video message,
assess their understanding of blending way. Facilitate a discussion about the feelings experiences related to health or safety that or presentation showcasing aspects of their
sounds and reading CVC words associated with receiving such gestures from they may have encountered recently. Foster a culture, traditions, and daily life.
independently. friends and the impact they have on supportive environment where all students
relationships. feel comfortable sharing their thoughts and f. Sharing and Reflection (5 minutes):
experiences. For example, "Before we begin Allow students to share their cultural
V. Feedback and Reinforcement (10 our lesson, does anyone have any news or exchange projects with the class, if they feel
minutes): stories about staying safe that they'd like to comfortable. Facilitate a reflection on the
Conclude the lesson by gathering feedback share?" value of cross-cultural friendships and the
from the students. Reinforce the importance of respect and appreciation for
understanding of the importance of showing d. Health Sessions (30 minutes): diverse perspectives.
care and support for friends living abroad. - Display visual aids showing examples of
Encourage students to continue nurturing safe and unsafe items for consumption, such V. Wrap Up (2 minutes):
connections with their friends and to as healthy snacks, clean water, properly Summarize the key learnings from the lesson
empathize with their experiences. labeled medications, and household and emphasize the significance of
chemicals. maintaining connections with friends from
- Discuss additional safety practices for different countries. Encourage students to
selecting items to be taken into the body, continue embracing cultural diversity and
such as avoiding expired products, checking fostering meaningful relationships with people
for tampering, and storing items properly. from around the world. Well done, everyone!
- Teach students about the importance of
asking questions and seeking help if they are
unsure about something.
- Engage students in role-playing
scenarios where they practice making safe
choices when selecting items to be taken into
the body.

"What are some examples of safe items for
consumption?" and "Why is it important to ask
questions and seek help?" Allow students to
share their thoughts and experiences.

emphasizing the importance of safety when
choosing items to be taken into the body.
Encourage students to always be cautious,
ask questions, and seek help if they are
unsure about something. Provide any
and engagement.
80%
require remediation
teacher?
GRADE 1
AND NATIONAL READING Making Connections Sub-theme: Good Citizenship Theme: Drug Education
- Students will be able to make connections I. Subject Matter: Relating with Friend Living I. Subject Matter: Safety practices in choosing abroad - Topic 4
between the text and their own experiences, Abroad - Topic 4 items to be taken into the body - Topic 3
other texts, and the world. II. Objectives:
- Students will deepen their understanding of II. Objectives: II. Objectives: - To reflect on the significance of maintaining
the text by making personal connections, - To reinforce the understanding of the By the end of the lesson, students should friendships with friends residing in different
text-to-text connections, and text-to-world importance of maintaining connections with be able to: countries.
connections. friends who live abroad. - Recap and reinforce safety practices for - To explore the challenges and rewards of
Materials: - To explore different ways of showing care selecting items to be taken into the body. cross-cultural communication and
- Storybook: "The Very Busy Spider" by Eric and support for friends living abroad. - Identify key safety guidelines for choosing understanding.
Carle - To practice empathy and understanding food, drinks, medications, and other - To foster respect and appreciation for the
- Chart paper towards friends' experiences. substances. diversity of perspectives and experiences in
- Markers - Demonstrate a strong understanding of global friendships.
Procedure: III. Materials: making informed decisions about what they
- Daily Routine: - Pictures or stories depicting acts of consume. III. Materials:
- Welcome students and conduct a brief friendship and communication across - Photos or symbols representing friends
review of the previous lesson. distances. III. Materials: living abroad
- Engage in a quick phonics warm-up - Paper and art supplies for creating - Visual aids showing examples of safe and - Paper and writing/drawing materials
activity to reinforce previously learned friendship cards or drawings. unsafe items for consumption (e.g., healthy - Multimedia resources showcasing cross-
concepts. - Technology devices for virtual interactions (if snacks, clean water, properly labeled cultural communication and understanding
- Pre-Reading Activities: available). medications, household chemicals)
- Introduce the storybook "The Very Busy - Pictures or posters illustrating safety IV. Procedure:
Spider" to the class. IV. Procedure: practices in choosing items for consumption a. Introduction (5 minutes):
- Show the cover and discuss predictions - Chart paper and markers Welcome back, students! Today, we're
about the story based on the title and a. Introduction (5 minutes): - Role-play scenarios cards wrapping up our discussion on maintaining
illustrations. Begin by revisiting the previous lessons' key - Handouts or worksheets on safety friendships with friends who live in different
- Ask students if they have ever seen a concepts about maintaining connections with guidelines for selecting items to be taken into countries. Let's reflect on the importance of
spider or a spider's web before, and friends living abroad and the significance of the body global connections and the value of
encourage them to share their experiences. empathy and communication in nurturing understanding diverse perspectives.
- During Reading Activities: friendships. Prompt a brief discussion by IV. Procedure:
- Read "The Very Busy Spider" aloud to the asking students to share any recent a. Introduction (5 minutes): b. Reflection Activity (10 minutes):
class, pausing at key points to discuss the experiences of communicating with friends Welcome the students to the final lesson Start with a reflective discussion where
events and characters. who live far away. on safety practices in choosing items to be students share their experiences and insights
- After reading, ask students to share any taken into the body. Remind them of the gained from maintaining friendships with
personal connections they made to the story b. Reflective Thinking Activities (15 minutes): importance of making safe choices and being friends from different countries. Encourage
(e.g., experiences with spiders or farm Show pictures or tell stories about different cautious about what they consume. them to discuss the challenges they've faced
animals). ways friends show care and support for each Emphasize the skills they have learned and the rewards they've reaped from these
- Discuss any text-to-text connections other, even when they are far apart. throughout the previous lessons. For relationships.
students can make between "The Very Busy Encourage students to reflect on these example, "Good morning, class! Today, we're
Spider" and other books they have read by examples and consider how they can going to wrap up our discussion on staying c. Storytelling or Multimedia Presentation (8
the same author or on similar topics. demonstrate care and support for their own safe by choosing the right things to eat and minutes):
- Post-Reading Activities: friends living abroad. drink. We've learned a lot about keeping Share stories or videos that illustrate the
- Guide students in making text-to-world ourselves healthy and strong. Let's review challenges and rewards of cross-cultural
connections by discussing how the events in c. Structured Values Activities (15 minutes): and make sure we remember everything friendships. Highlight the importance of open-
the story relate to real-life experiences or Guide students in creating friendship cards or we've learned!" mindedness, empathy, and respect in
events. drawings for their friends abroad, expressing fostering meaningful connections across
- Record students' connections on chart messages of care, support, and friendship. b. Friday Routine Exercise (5 minutes): borders.
paper, categorizing them into personal, text- Encourage them to be creative and thoughtful Lead the students in a short physical
to-text, and text-to-world connections. in their designs, emphasizing the importance activity to get their bodies moving and ready d. Group Discussion (10 minutes):
- Reflect on how making connections of showing appreciation for friends. for learning. Choose fun movements like Divide students into small groups and provide
enhances understanding and enjoyment of stretching or dancing to engage them and discussion prompts related to the challenges
the story. d. Group Sharing and Reflection (10 energize them. For example, "Let's start by and rewards of cross-cultural communication.
Additional Activities: minutes): doing some dancing! Move your bodies to the Encourage them to share strategies for
Activity 1: Allow students to share their friendship cards music and have fun!" overcoming communication barriers and
- Have students create a class "Connection or drawings with the class, explaining the building strong relationships.
Web" by writing or drawing their connections messages they have written and why they c. Current Health News Sharing (5
on sticky notes and placing them on a large chose to express care and support in that minutes): e. Creative Activity (12 minutes):
spider web drawn on chart paper. way. Facilitate a discussion about the feelings Invite students to share any news or Ask students to write a reflection letter to their
Activity 2: associated with receiving such gestures from experiences related to health or safety that friend living abroad, expressing their
- Encourage students to write or draw about a friends and the impact they have on they may have encountered recently. Foster a appreciation for the friendship and sharing
personal experience related to spiders or relationships. supportive environment where all students their reflections on the value of cross-cultural
farm animals in their journals or on a feel comfortable sharing their thoughts and connections. Encourage them to include
separate sheet of paper. V. Feedback and Reinforcement (10 experiences. For example, "Before we begin personal anecdotes and insights gained from
Evaluation: minutes): our lesson, does anyone have any news or the friendship.
Assessment: Conclude the lesson by gathering feedback stories about staying safe that they'd like to
- Observe students' participation during from the students. Reinforce the share?" f. Sharing and Reflection (5 minutes):
discussions and their ability to make understanding of the importance of showing Allow students to share excerpts from their
connections between the text and their own care and support for friends living abroad. d. Health Sessions (30 minutes): reflection letters with the class, if they feel
experiences, other texts, and the world. Encourage students to continue nurturing - Review the key safety practices for comfortable. Facilitate a reflection on the
- Review students' written or drawn connections with their friends and to selecting items to be taken into the body, importance of respect, empathy, and open-
responses to assess their understanding and empathize with their experiences. such as checking labels, avoiding expired mindedness in global friendships.
depth of connections made. products, and seeking help if unsure.
- Engage students in interactive activities, V. Wrap Up (2 minutes):
such as a sorting game where they Summarize the key learnings from the lesson
categorize items as safe or unsafe for and emphasize the significance of
consumption. maintaining connections with friends from
- Provide scenarios where students must different countries. Encourage students to
make decisions about whether or not to continue embracing diversity and fostering
consume certain items and discuss their meaningful relationships with people from
choices as a class. around the world. Well done, everyone!
- Encourage students to ask questions
and seek clarification on any safety guidelines
they may be unsure about.

students have learned throughout the entire
unit on safety practices in choosing items to
be taken into the body. Ask questions like,
"What are some key safety guidelines we've
learned?" and "How will you apply these
safety practices in your daily life?" Allow
reflections.

Summarize the main points of the entire
unit, emphasizing the importance of making
safe choices when selecting items to be taken
into the body. Encourage students to always
be cautious, ask questions, and seek help if
unsure about something. Congratulate them
on completing the unit and thank them for
their participation and engagement
throughout the lessons. Provide any
and conclude the lesson on a positive note.
80%
require remediation
teacher?

Cuf DLL Grade 1

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SCHOOL: CABULUAN ELEMENTARY SCHOOL GRADE LEVEL: I

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Grade: Grade 1

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Grade: Grade 1

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Grade: Grade 1

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Grade: Grade 1

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Grade: Grade 1

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Theme: Community Awareness

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Theme: Community Awareness

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Theme: Community Awareness

e. Reflection and Sharing (10 minutes):

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Theme: Community Awareness

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

SUGGESTED STRATEGIES FOR Grade: Grade 1 Theme: Community Awareness

e. Reflection and Sharing (10 minutes):

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

e. Reflection and Sharing (10 minutes):

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

e. Reflection and Sharing (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

e. Reflection and Sharing (10 minutes):

V. Wrap Up (10 minutes):

NATIONAL READING PROGRAM VALUES EDUCATION HEALTH EDUCATION PEACE EDUCATION

e. Reflection and Sharing (10 minutes):

V. Wrap Up (10 minutes):

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