Week 1: My Neighborhood Places

Section Content
I. Curriculum Content,
Standards, and Lesson
Competencies
A. Content Standards Learners demonstrate ongoing development in
decoding images, symbols, and high-frequency and
content-specific vocabulary; they understand and
create simple sentences in getting and inferring
information from texts.
B. Performance Learners use their developing vocabulary to
Standards communicate with others, participate in classroom
interactions, and share personal experiences in relation
to their environment.
C.1 Learning Talk about one’s personal experiences in the
Competencies environment (home, school, and community).
C.2 Learning Targets I can identify and name places like home, school, and
park in my neighborhood.
D. Topic My Neighborhood: Home, School, and Park.
E. Integration Social Studies (Awareness of surroundings) and Arts
(Identifying shapes/colors in buildings).
II. Learning Resources Curriculum Map Q3, Pictures of a neighborhood,
Flashcards of locations.
III. Teaching and Learning (60 Minutes Daily)
Procedure
A. Activating Prior Daily: "Neighborhood Walk" (Imaginary). Students
Knowledge describe what they see when they step out of their front
door.
B. Establishing Lesson To name and describe the important buildings where
Purpose we live, play, and learn.
C. Developing and Day 1: Labeling "My Home."
Deepening Day 2: Labeling "My School."
Understanding Day 3: Exploring "The Park."
Day 4: Describing "The Market."

D. Making Our neighborhood is made up of different places that

Generalizations help us in different ways.
IV. Evaluating Learning,
Formative Assessment
and Teacher’s Reflection
A. Evaluating Learning Identifying places from symbols (e.g., a slide for a park,
a blackboard for a school).
B. Learner’s Personal Guide Questions:
Reflection (1) Easy/Difficult parts?
(2) Feelings during lesson?
(3) Application: Knowing where to go if you are lost.
C. Teacher’s Remarks [Note Effective Practices/Problems Encountered]
D. Teacher’s Reflection [Reflection on principles and student engagement]
Week 2: Our Community Helpers

Section Content
I. Curriculum Content, Standards,
and Lesson Competencies
A. Content Standards Decoding images/symbols and content-
specific vocabulary about jobs and places.
B. Performance Standards Participate in interactions and share
experiences regarding community helpers.
C.1 Learning Competencies Identify community helpers (e.g., teacher,
doctor, police officer) and understand how
they help.
C.2 Learning Targets I can name at least four community helpers
and explain their jobs.
D. Topic Who are the Community Helpers?
E. Integration Values (Appreciating hard work) and Social
Studies (Labor/Jobs).
II. Learning Resources Pictures of helpers, Tool cards (Stethoscope,
Whistle, Chalk).
III. Teaching and Learning (60 Minutes Daily)
Procedure
A. Activating Prior Knowledge Guessing Game: "I wear a uniform and I put
out fires. Who am I?"
B. Establishing Lesson Purpose To meet the people who keep us safe and
healthy every day.
C. Developing and Deepening Day 1: Health Helpers (Doctor/Nurse).
Understanding Day 2: Safety Helpers (Police/Firefighter).
Day 3: Education/Cleaning (Teacher/Garbage
Collector). Day
4: Food Helpers (Farmer/Market Vendor).
D. Making Generalizations Every helper has a specific job that makes
our neighborhood better.
IV. Evaluating Learning, Formative
Assessment and Teacher’s
Reflection
A. Evaluating Learning Matching the helper to the workplace
(Teacher -> School).
B. Learner’s Personal Reflection (1) Easy/Diff parts?
(2) Feeling?
(3) Application: Thanking a helper when you
see them.
C. Teacher’s Remarks [Note Strategies/Materials]
D. Teacher’s Reflection [What did my students learn? How did they
learn?]
Week 3: Tools and Actions in the Community

Section Content
I. Curriculum Content, Standards,
and Lesson Competencies
A. Content Standards Using content-specific vocabulary to describe
objects and actions in the community.
B. Performance Standards Draw and discuss information from texts
related to community helper tools.
C.1 Learning Competencies Identify objects/tools used by community
helpers. Use action words to represent
activities.
C.2 Learning Targets I can match a tool to its owner and use action
words (verbs) like "helps," "heals," or
"builds."
D. Topic Tools of the Trade and Action Words.
E. Integration Physical Education (Mimicking actions) and
Arts (Drawing tools).
II. Learning Resources Realia (actual tools like books, bandages)
and picture cards.
III. Teaching and Learning (60 Minutes Daily)
Procedure
A. Activating Prior Knowledge "Tool Search" - Find things in the classroom
that a teacher uses.
B. Establishing Lesson Purpose To learn the specific items helpers use to do
their jobs well.
C. Developing and Deepening Day 1: Tools for Health/Safety.
Understanding Day 2: Tools for Learning/Cleaning.
Day3: Using Action Words (The Doctor
heals). Day 4: Sentences: "The [Helper] uses
a [Tool]."
D. Making Generalizations Different jobs require different tools and
actions.
IV. Evaluating Learning, Formative
Assessment and Teacher’s
Reflection
A. Evaluating Learning Drawing a helper and their most important
tool.
B. Learner’s Personal Reflection (1) Easy/Diff?
(2) Feelings?
(3) Application: Respecting the tools of
others.
C. Teacher’s Remarks [Note Learner engagement]
D. Teacher’s Reflection [What could have I done differently?]
Week 4: Polite Communication in the Neighborhood

Section Content
I. Curriculum Content,
Standards, and Lesson
Competencies
A. Content Standards Use oral and visual language in interacting with
others using polite expressions.
B. Performance Standards Practice respectful communication and follow one-
step instructions.
C.1 Learning Competencies Use common polite expressions (greetings).
Participate in classroom interactions.
C.2 Learning Targets I can use "Good Morning," "Thank You," and
"Sir/Ma'am" politely.
D. Topic Manners and Respectful Words in the Community.
E. Integration Values Education (Respect/Paggalang) and Social-
Emotional Learning.
II. Learning Resources Scripted dialogues, Role-play masks.
III. Teaching and Learning (60 Minutes Daily)
Procedure
A. Activating Prior Role-play: Entering the room and greeting the
Knowledge teacher.
B. Establishing Lesson To learn how to speak kindly to neighbors and
Purpose community heroes.
C. Developing and Deepening Day 1: Time-based greetings. Day 2: Respectful
Understanding titles (Teacher, Doctor, Neighbor). Day 3: Asking
for help politely. Day 4: Taking turns speaking.
D. Making Generalizations Polite words show we value the people in our
neighborhood.
IV. Evaluating Learning,
Formative Assessment and
Teacher’s Reflection
A. Evaluating Learning Oral Role-play: Greeting a neighbor in the morning.
B. Learner’s Personal (1) Easy/Diff? (2) Feeling? (3) Application: Greeting
Reflection elders at home/school.
C. Teacher’s Remarks [Note Effective Practices]
D. Teacher’s Reflection [Why did I teach the lesson the way I did?]
Week 5: Comparing and Connecting Ideas

Section Content
I. Curriculum Content,
Standards, and Lesson
Competencies
A. Content Standards Relating ideas/events to one’s experience; using
own words in retelling information.
B. Performance Standards Share personal experiences and discuss
connections between places and people.
C.1 Learning Competencies Relate ideas to own experience. Create
narratives or drawings linking text to personal life.
C.2 Learning Targets I can compare two jobs and tell a simple story
about a helper I know.
D. Topic Comparing Helpers and Telling Their Stories.
E. Integration Social Studies (Diversity of roles) and Language
(Comparative words).
II. Learning Resources Short-spoken texts/stories, Venn Diagram charts.
III. Teaching and Learning (60 Minutes Daily)
Procedure
A. Activating Prior Knowledge "Which is different?" (e.g., Teacher, Nurse,
School).
B. Establishing Lesson To understand how all jobs are connected and
Purpose share our own stories about them.
C. Developing and Deepening Day 1: Describing helpers (Brave, Helpful). Day
Understanding 2: Comparing two jobs. Day 3: Retelling a
helper’s story. Day 4: Drafting my own "Vlog"
story.
D. Making Generalizations We are all connected. One helper's job helps
another person do theirs.
IV. Evaluating Learning,
Formative Assessment and
Teacher’s Reflection
A. Evaluating Learning Sequencing pictures of a story (First, Next, Last).
B. Learner’s Personal (1) Easy/Diff? (2) Feelings? (3) Application:
Reflection Recognizing how someone helped you today.
C. Teacher’s Remarks [Note Problems Encountered]
D. Teacher’s Reflection [What roles did my students play?]
Week 6: The Local Heroes Vlog (Performance Task)

Section Content
I. Curriculum Content,
Standards, and Lesson
Competencies
A. Content Standards Demonstrate oracy; engage with various texts;
use high frequency words.
B. Performance Standards Create a product (video/role-play) to teach others
about community helpers.
C.1 Learning Competencies Engage in creative thinking; predict possible
outcomes; share personal experiences.
C.2 Learning Targets I can present as a "Local Heroes Vlogger" and
describe a community helper's job.
D. Topic Final Performance: The Local Heroes Vlog.
E. Integration ICT (Presentation skills) and Arts (Prop making).
II. Learning Resources Rubrics, DIY Video frames (cardboard), Props.
III. Teaching and Learning (60 Minutes Daily)
Procedure
A. Activating Prior Knowledge "Lights, Camera, Action!" - Practicing standing still
and speaking loudly.
B. Establishing Lesson To complete our mission of teaching the
Purpose community about our everyday heroes.
C. Developing and Deepening Day 1: Final Script practice. Day 2: Prop and
Understanding Background making. Day 3: Performance Task
Part 1. Day 4: Performance Task Part 2 and
Celebration.
D. Making Generalizations Sharing knowledge helps us all appreciate our
neighborhood more.
IV. Evaluating Learning,
Formative Assessment and
Teacher’s Reflection
A. Evaluating Learning Exit Assessment (Performance Task Rubric).
B. Learner’s Personal (1) Easy/Diff? (2) Feelings? (3) Application:
Reflection Choosing a job to dream about for the future.
C. Teacher’s Remarks [Note Learner interaction during performances]
D. Teacher’s Reflection [What can I explore in the next quarter?]