Lesson Exemplar Quarter 1

School: SAN JUAN SOUTH CENTRAL Grade Level: 1
DAILY LESSON
SCHOOL
LOG
Teacher: JANET G. VILLALUZ Learning Area: ENGLISH
Teaching Quarter: 1
Dates/Time:
I. OBJECTIVES
A. Content Standards The learners demonstrate phonological awareness in decoding developmentally- and grade level-
appropriate words; understand and create simple sentences to express meaning about oneself, family,
and everyday topics (narrative and informational).
B. Performance The learners use phonological and alphabetic knowledge to read/write words accurately with/for
Standards meaning and narrate personal experiences with family and content-specific topics.
C. Learning Identify the initial sounds of words.
Competencies Distinguish between initial vowel and consonant sounds.
Associate initial sounds with corresponding letters.
II. CONTENT The Ant and the Grasshopper

Initial vowel /a/
Value Focus: Saving for the future
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
LRMDS
B. Other Learning pictures of the ant and grasshopper,
Resources picture cards, word card, realias
IV. PROCEDURES
A. Reviewing past Present different pictures. Ask the pupils to choose and paste the pictures with names
lesson or presenting that begin in Ee.
the new lesson
Connect the pictures to the beginning /i/

B. Establishing a Unlock the meaning of the words through pictures and
purpose of the new context clues.
lesson ( Motivation)
summer – a hot season of year
anthill – a place where ants live
hungry – wanting food
save – to keep for future use
Have you seen an ant? How does it look?

Can you describe it?
How about a grasshopper? Have you seen one?
C. Presenting What happened to the grasshopper in the story?

examples/ instances Show pictures of an ant and a grasshopper.
of the new lesson
THE ANT AND THE GRASSHOPPER

A Fable
A nest of ants had been busy all summer. They were finding food for the rainy days. They put the
food in the wonderful rooms they had built under the ground. So when the rain came, they had
plenty to eat.
One rainy day, a grasshopper came to the anthill. He was very hungry. He asked the ants to give
him a little food.
One of the ants said, “How did you spend your time this summer? Did you save any food for the
rainy days?”
The grasshopper said, “I spent all my time singing, playing, and dancing. I did not think about the
rainy days.”
The ant said, “Then we have nothing to give you. You played all summer. So you must expect to be
hungry during the rainy days.”
D. Discussing new • Who had been busy all summer?
concepts and • What made them busy?
practicing new
• Who came to the anthill one rainy day?
skills no. 1
• What happened to the grasshopper?
• Did the ant give him some food?
• How did the grasshopper spend his time last summer?
• Do you want to be like the grasshopper? Why?
• What do you think would the grasshopper do next summer?
• If you were the ant, would you give food to the grasshopper? Why?
• If you were the grasshopper would you play all the summer days? Why?( Applied range
of teaching strategies to develop critical ang creative thinking, as well as other higher-order
thinking skills)
E. Discussing new Say the words.

concepts and Ask: What sound do you hear at the beginning of the words?
practicing new What is the letter name for /a/? Letter A.
skills no. 2
The /a/
Aa says /a/ for for , too.
For and
For in the zoo
Aa says /a/ for in space

For , and
For on race.
Teacher reads the rebus twice.

Then children recite the rebus with the teacher. i
a. Name all the pictures in the illustration.
F. Developing Mastery 1. “Hey! Stop! Choo-choo Train Is Coming!”

(Leads to Formative Let us name the pictures. Color them.
Assessment)
2. Teach the song to the tune of “The Farmer In the Dell”
G. Finding Practical (Manages classroom structure to engage learners in a meaningful

Application of exploration, discovery and hands-on activities)
concepts and skills Divide the class into 4 groups. Each group will have a
in daily living. maze card.(Applying positive and non violence)
Maze Game
Help Ana find her way to the apple. Color the pictures
whose names begin with /a/.
GROUP 2
a. Say each picture name. Encircle the beginning sound:
1. /a/ /e/ /i/
2. /e/ /i/ /a/
3. /i/ /a/ /e/
4. /a/ /e/ /i/
5. /i/ /e/ /a/
GROUP 3 Name the pictures.

Complete the name by writing the beginning sound:
1. __nt
2. __mbulance
3. __lligator
4. __lphabet
GROUP 4 Match the pictures with the printed symbols
1. arrow
2. ax
ant
3.
4. apple
H. Making How do we identify the initial sound /a/

Generalization and What are the different objects that starts with initial sound /a?
abstraction about
the lesson
I. Evaluating learning
Listen to the following riddles. Choose the correct answer from
the words inside the clouds. Write your answer in your English
notebook.
1. Point to the east
Point to the west
Which way is the best? ____________
2. I happened to see
A water animal that frightened me. _____________
3. “Wee – wee – wee” as fast

as you can
Where is the hospital
to bring the sick man. _____________
4. He is in space
To look for ace. ________________
5. It’s a small insect

that climb up the hill
Just like Jack and Jill _______________
J. Additional activities Read and draw

for application and
remediation.
ax ant
apple arrow
anchor
V. REMARKS
VI. REFLECTION This exemplar aims to make learning initial sounds interactive and engaging, helping
young learners build a strong foundation in phonemic awareness
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require
additional
activities for
remediation
who scored
below 80%.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
Teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solved?
G. What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?

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School: SAN JUAN SOUTH CENTRAL Grade Level: 1

II. CONTENT The Ant and the Grasshopper

Connect the pictures to the beginning /i/

Have you seen an ant? How does it look?

C. Presenting What happened to the grasshopper in the story?

THE ANT AND THE GRASSHOPPER

E. Discussing new Say the words.

Aa says /a/ for for , too.

For in the zoo

Aa says /a/ for in space

Teacher reads the rebus twice.

F. Developing Mastery 1. “Hey! Stop! Choo-choo Train Is Coming!”

G. Finding Practical (Manages classroom structure to engage learners in a meaningful

a. Say each picture name. Encircle the beginning sound:

1. /a/ /e/ /i/

2. /e/ /i/ /a/

3. /i/ /a/ /e/

4. /a/ /e/ /i/

5. /i/ /e/ /a/

GROUP 3 Name the pictures.

GROUP 4 Match the pictures with the printed symbols

H. Making How do we identify the initial sound /a/

3. “Wee – wee – wee” as fast

5. It’s a small insect

J. Additional activities Read and draw

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