UNIT 1 Get a pencil and a book.

Place the pencil in

Week 7 (Day1) the book and say: I will tuck the
pencil in the book.
I. Objectives
Literature: Toto Turtle Takes Time to Ask a girl or a boy to be in front of the class.
Tuck and Think (An Adaptation) Slip the shirt/blouse in the waistband
· Admire Toto Turtle for learning how to be a of the pants/skirts and say: I willtuck the
responsible turtle· shirt/blouse in the pants/blouse.
II. Copy of the story “Toto Turtle Ask: What do we do when we tuck?
Takes Time to Tuck and Think”·
Word cards Show a picture of a turtle.
· LM-Activity 70, 71, 72 pp. 81-83 Say: This is a turtle. What can you say
· Picture- story about the turtle? How does it move?

III. Procedures

Pre-Reading

1. Unlocking /Vocabulary & Concept Say: Let‟s see if you remember what we
Development: learned today.
(terrific, mad, tuck, turtle) Refer your pupils to LM - Activity 70 on
page 81.
Have on the board/chart the sentences to 2. Motivation:
show synonyms of the word terrific. What do you do when you feel mad?
Read the sentences then ask the pupils to
read them also. Point out the underlined 3. Motive Question:
words. What does Toto Turtle do when he feels
Say: The underlined words have the same mad?
meaning.
(Note: Instead of the Motivation-Motive
I use this shampoo because it is terrific. Question Tandem, you can use semantic
It makes my hair smell good. mapping as an alternative strategy. Then
say: In the story I will read to you, a
Show a picture of a mad face. turtle feels mad. Find out what he does
when he is mad. )

Say: This picture shows a mad face. I will

also demonstrate the actions or facial
expression of a person who is mad. Can
you think of another word for mad?
Ask pupils to demonstrate mad. (Possible answers: shout, kick, fight)

During Reading
Get a book and a bag. Put the book inside
the bag and say: I will tuck the book in Read aloud the story (see next page). Stop
the bag. at indicated points to ask the children
what they think will happen next in the story.
Toto Turtle Takes Time to Tuck and Toto tucks his head inside his shell and
Think takes three deep breaths. Then
(An Adaptation) three more deep breaths.Then two more.
Then, he looks at Coco. “It‟s alright,
Toto Turtle is a terrific turtle. He likes to Coco. But be careful with the ball, okay?”
play with his friends Freddie
Frog, Coco Crocodile and Lucky Duck. Post Reading
Toto is kind and honest. But sometimes
things happen that can make 1. Discussion Questions:
Toto really mad.
(Have the pupils predict: What do you think 1. What did Toto Turtle do when he felt mad
does Toto Turtle do when he gets mad?) or angry?
When Toto gets mad, he used to hit, kick, or 2. When he was not mad, what kind of a
yell at his friends. Then his turtle was he?
friends get upset. Sometimes they get mad 3. How did Mama Turtle feel about Toto
too. They hit, kick or yell at Toto. Turtle‟s actions when he was mad?
Mama Turtle is sad that Toto gets mad 4. What do you think will your mother feel if
easily. “Toto,” she says, “You‟re you are like Toto Turtle when you
a good turtle except when you‟re mad. I‟ll are mad?
teach you a way not to get mad 5. What do you think will your friends do if
easily. It‟s called “Think like a Turtle.” “Think you are like Toto Turtle when you
like a Turtle?” ask Toto. “Yes.” are mad?
Mama Turtle answers. Just follow these four 6. How did Mama Turtle help Toto?
steps: 7. What kind of a mother was Mama Turtle?
1. Know your feelings. (Are you starting to 8. Was Toto Turtle able to follow what
feel angry?) Mama Turtle said?
2. Think and tell yourself: “Stop.” 9. What happened while the friends were
3. Tuck yourself inside your shell and take playing ball?
three deep breaths. If you still 10. How do you think his friends felt when
feel bad, take more deep breaths. Toto Turtle did not get angry?
4. Come out when calm and think of a 11. What do you think will Mama Turtle feel
“Solution”. about Toto Turtle‟s being able to
(Have pupils predict: Do you think Toto “think like a turtle?”
Turtle will follow what Mama Turtle said?) 12. If you were one of Toto Turtle‟s friends,
The next day, Toto is playing with his how would you feel?
friends when he is hit by a ball. 13. What will you say? Write in the note pad
Toto starts to feel mad. He yells, “Ouch!” your message to Toto.
Who threw that ball? Was it you, Refer your pupils to LM - Activity 71 on
Coco?” page 82.
Coco says, “I am sorry, Toto. I did not
mean to hit you!” 2. Engagement/Enrichment:
(Have pupils predict: What do you think will
Toto Turtle do to Coco Crocodile?) Refer the pupils to LM - Activity 72 on
Toto starts to walk to Coco to hit him but he page 83.
remembers what Mama
Turtle said “Think like a Turtle.”
Toto stops and thinks, “Why do I feel mad?
Coco did not hit me because
he wanted to. I got in the way of the ball.”
 Week 7 (Day2)
I. Objectives: Setting Character
· Identify literary elements
· Decode words with short o and u sounds Ending Title
· Read about Bud the Hungry Turtle
· Write two sentences using words with Lead them to come up with the correct
short o and u sounds answers using the guide questionsbelow the
II. Identify literary elements (Title, story staircase.
Setting, Character, Problem/Solution
and Ending)
· Picture-story of “Toto Turtle Takes Time to
Ending
Tuck and Think”
· Story-Staircase organizer
III. Procedures Problem/Solution
1. Presentation/Introduction
Show the pictures one a time, in the order Character
that they happen in the story. Ask what is
happening in each picture. Setting
Say: Remember the story Toto Turtle
Learns to Tuck and Think? Here are some Title
pictures
showing events from the story. Look at each
picture. Tell what is happening in the - What is the title of the story that we read
picture. yesterday?
1 2 3 - Where and when did the story happen?
- Who are the characters in the story?
Illustration of Illustration of Illustration of - What is the problem/solution in the story?
Toto Toto Mama - What is the ending of the story?
Turtle playing hitting, Turtle talking to (Note: Guide the students to make this
with kicking and Toto generalization at the end of
Freddie Frog, yelling at his Modeling/Teaching and before Guided
Coco friends Practice. Use the Teaching Chart
Crocodile and below.
Lucky Duck Teaching Chart: Elements of a
near the pond Story
4 5 6

Illustration ofIllustration of Illustration of 1. Title

Toto Toto smiling 2. Setting
being hit by a tucking his Toto Turtle 3. Character/s
ball head talking to Coco 4. Problem/Solution
inside his Crocodile 5. Ending
shell
2. Modeling/Teaching
Present another set of pictures.
Present the story staircase to the pupils. Say: Let us recall the story The Crow and
Say: This is a story staircase. It has the five the Pitcher. I have here some
elements of a story: Title, pictures of the story. Tell something about
Character/s, Setting, Problem/Solution and the pictures. Then let us fill up
Ending. Let us try to answer the story map below.
the story staircase. Problem/Solution
 Title

Setting Character

Problem Solution

End

4. ASSESSMENT
Refer your pupils to LM- Activity 70 on
page 83
Say: What are the elements of a story? Let
us read the reminder
inside the box.
Help the children read the reminder.
Read to the children the instructions for the
story map.
Group the children by five or six.
Say: As a group, think of a familiar story
then fill up the turtle
story map with its element.
MASTERY LEVEL
5-
4-
3-
2-
1-
0-
Instructional
Decision =

UNIT 1
Week 7 (Day3) Using flash cards, do the drill on sight words
I. Decoding/Fluency/Writing and other words from the short a, e, and i
II. More Review of Decoding Lessons word families. Review their meaning as
III. Procedures needed.
Have a flashcard drill of sight words.
Refer your pupils to LM-Activity 74 on Refer your pupils to LM-Activity 76 on
page 84 page 86

A. Have children read aloud the words with A. Have the children read aloud the words
short o and u sounds in A, by in A, by columns. Then call on
columns. Give many opportunities for the whole class, small groups, and individual
pupils to read the words by child to read a column of
sight, from whole class, small groups, and words at a time. If needed, you can model
individual children. If needed, how a word should be read.
model how the word should be read.
B. Do the same with the phrases in B. Ask
B. Do the same with phrases in B. Ask questions to see if pupils know the
questions to see if they know the meaning of the phrases.
meaning of the phrases.
Say: If you would like to buy a car someday,
Guided Practice what color would it be? Tell the
Say: Do you remember the story “Toto class about your dream car.
Turtle Learns to Tuck and Think?
What kind of a turtle was Toto? Here is Refer your pupils to LM-Activity 77A on
another story about a turtle. page 87

Refer your pupils to LM-Activity 75A on Say: Let us read the story “Bob‟s New Car.”
page 85 Start by reading it yourself. Then read the
Say: Let‟s read the title of the story. (Bud, story as a class, then the boys, then the
the Hungry Turtle) Find out girls. Then have the class read it again.
what Bud did about his hunger.
Discuss the story using the comprehension
Independent Practice questions on LM Activity 77B
pp. 87.
Refer your pupils to LM-Activity 75B on Add more questions as needed.
page 85
Guide them in understanding the directions Independent Practice
for the activity.
After the pupils are done, go through the Say: In the story, Bob saved lots of money
questions one at a time. to buy a new car. What will you be saving
Process any answers that were not correct. money for in the future? Draw it. Then write
Have pupils who gave wrong a sentence about it.
answers go to the part of the story that
shows the correct information. Refer your pupils to LM-Activity 78 on
page 87

Review of Decoding Lessons Ask pupils to share their drawings and

sentences after they are done.
Guided Practice
UNIT 1 The EencyWeency Spider went up the
Week 7 (Day4) water spout - Touch your
I. Objectives thumbs and forefingers together in front of
· Read and write words with S-blends you. Using a twisting motion
of your hands, raise your hands slowly
II. Reading and Writing Words with S- together in front of you to imitate a
blends spider crawling upward.
· Picture of a spider
· LM- Activity 79-80 pp. 88-89 Down came the rain - Spread your fingers
· Teaching Chart for the S-blends wide and wiggle them as you
slowly draw them down in front of you to
III. Procedures imitate the rain falling.
Washed the spider out - Put your palms
1. Presentation/Introduction together in front of you and
spread
Say: This week, you have learned about them out quickly to show the spider being
Toto Turtle and Bud, the Hungry washed away.
Turtle. Today, we will sing about an insect.
Do you know what this is? Out came the sun - Spread your hands
(Show the picture of a spider with a caption over your head as if you are
spider.) spreading
2. Modeling/Teaching the clouds apart and showing the sun .

Say: Read the word under the picture. And dried up all the rain - Spread your
Model how the word should be fingers wide and wiggle them as
read. Let us spell spider: s-p-i-d-e-r. Point to you slowly draw them up in front of you to
the letters as you do so. What imitate the rain evaporating
are the consonants in the beginning? What into the air.
is the sound of s-p together?
Read the word again. The eecnyweency spider went up the
spout again - Touch your thumbs
Show the chart of “EencyWeency Spider.” and forefingers together in front of
Present the rhyme. See the suggested you .Using a twisting motion of your
movements below. hands raise your hands slowly together in
Present the flashcard of the highlighted front of you to imitate a spider
words as you say them, and put crawling upward.
each in the pocket chart or on the board.
EencyWeency Spider Say: Read the words in the pocket
chart/board.
The eencyweencyspider What went up the spout?(spider)Get the
Went up the water spout. word card. Read it.
Down came the rain What happened when the rain came down?
And washed the spider out. What happened when the sun came out?
Out came the sun When the rain was dried, where did the
And dried up all the rain. spider go? (spout) Get the card.
So the eency, weency spider Read it.
Went up the spout again. 3. Guided Practice

Suggested movements: Present the Teaching Chart for the s-

blends. Make sure that the pupils know the
meaning of each word through vocabulary
development activities such as pictures,
action
and context.

Say: These are the s-blends family: sc, sk,

sl, sn, sp, st, sw, spl, str, scr, sm, spr.

After initial reading and vocabulary study,

provide practice in reading the words,
through
flashcard drills, or teaching charts. Have
pupils read words by word families first
before
presenting them with various combinations
of words.

Teaching Chart:
SC SK SL SN
scarf skit slam Snack
scab skip slab snap
scuff skin slap sniff
scar skull sled snip
score sketch slow snail
SP ST SW SM
Sport Stop Swim Small
spin star swat smell
spill stem swell smog
spell stick switch smile
spot stamp swift small

UNIT 1
Week 7 (Day5) ducks, crocodiles)
I. Objective Say: Most nouns add –s to form their plural.
Use plural form of regular nouns
Have the pupils give the generalization.
II. Using plural form of regular nouns Ask: How do we make the plural form of
Infusion of Values/Collaborative Work regular nouns?

· Pictures of the animals in the story “Toto

Turtle Takes Time to Tuck and Think”
· LM- Activity 81-82 pp. 89-91 3. Guided Practice

III. Procedures A. Present the following s-blend pictures

1. Presentation/Introduction and have the children identify
the pictures.
Say: Do you remember the animals in the Say: I have here pictures of words with s-
story “Toto Turtle Takes Time blends. Name them then give
to Tuck and Think?” I have here the pictures their plural.
of the animals. Name them.
Let the pupils name each animal. Write their Teaching Chart
answers on the board. Singular – one only
Plural – 2 or more
To form the plural of some nouns,
we add -s.
Ask: How many turtle is there? How many
frog is there? How many duck
is there? How many crocodile is there?
Skull
2. Modeling/Teaching
Snail
Show another set of pictures.
Stem

Stick

Stamp

Refer your pupils to LM-Activity 81A on

page 89.

4. Independent Practice

Refer your pupils to LM-Activity 81B on

Ask: How many turtles are there?How many page 90
frogs are there? How many
ducks are there? How many crocodiles are Infusion of Values/Collaborative Work
there?If there are more than
one, what happens to their names? 1. Introduction/Presentation

Write the plural form of the animal names in

the pictures.(turtles, frogs,
Review the part of the story Toto Turtle reasons why you and your friends
Learns to Tuck and Think that sometimes fight. Then, ask an adult (a
focuses on Toto‟s sense of responisbility. parent, a teacher, etc.) for an advice so you
Say: In our story “Toto Turtle Learns to can solve the problem among your friends.
Tuck and Think,” what was the Write your survey result in a manila paper,
problem of Toto? Who helped him solve his which you will present next week.
problem? Did Toto learn the
right thing to do when he starting to feel Refer your pupils to LM-Activity 82 on
angry or mad? We can say that page 91
Toto is “responsible.” To be responsible
means to learn to be in charge or
in control of a situation. Follow after me (say
the word by syllable: RESPON-SI-BLE.
Give a clap as you say each syllable. How
many syllables are there? Now let us spell
the word.

2. Modeling/Teaching
Write the word responsible with all the
vowels missing.
Let the pupils complete the word by
supplying the missing vowels.

r_sp_ns_bl_

Say: Now we have the complete word.

Read the word.

3. Guided Activity
Say: Are you a responsible person? In
what ways are you responsible?
Show a picture of a group of friends who
are fighting.

A picture of a
group of friends
who are fighting

Say: This is a picture of group of friends

who are fighting. What they are
experiencing might also be true to you and
your friends?

4. Independent Activity

Say: It‟s now your turn to be “responsible”

to your friends. Each member
of the group will survey or share without
mentioning any names the