ILAW Lesson Plan Grade 1 Term 2 Week 6

GMRC 1: Family Prayer and Respect for Differences

Grade 1 learners already see prayer at home in different ways. Some pray before meals, some at bedtime, some at church or in other places of worship. The lesson asks them to name these practices and connect them to gratitude, care, and togetherness.

Teaching tips:

• Let children share through drawing or pointing if they’re not ready to speak in front of the class.
• Keep the focus on respect. Learners may come from families with different beliefs, so the goal is to understand, not compare.
• Close with a simple question: “How do we feel when our family does something together?”

Language 1: Action Words and Describing Words

This is the heart of the week’s oral communication work. A child who can only say “Si Ate” has named someone. A child who says “Si Ate ay nagbabasa” has communicated an idea.

Teaching tips:

• Start with actions children know: nagluluto, naglalaro, nagliligpit, nagsisipilyo.
• Use gestures. Act it out, let learners guess, then say the word together.
• Move in steps: recognize the action, pair it with a person, then say a short sentence (“Ako ay nagbabasa”).
• Accept a home-language word if a child is stuck, then build from there. Meaning matters more than sentence length.

Makabansa 1: Roles and Responsibilities in the Family

Children explore what different family members do for one another. Parents, guardians, siblings, grandparents, and other relatives all contribute in different ways.

Teaching tips:

• Use drawings. Ask learners to draw one task they do at home.
• Avoid assuming a “typical” family. Learners live with parents, grandparents, aunts, or other caregivers, so use inclusive wording like “the grown-ups at home.”
• Connect to Language: “Who is cooking? What is Lola doing?”

Mathematics 1: Addition Without Regrouping

Learners continue adding numbers with sums up to 100 where no regrouping is needed. The progression is 2-digit + 1-digit first, then 2-digit + 2-digit.

Teaching tips:

• Use concrete materials first: bundled sticks, counters, or bottle caps grouped in tens and ones.
• Move to drawings of tens and ones before writing equations.
• Ask learners to explain: “Which digits did you add first? Why?” Place-value language is the goal, not just the answer.

Example: For 23 + 14, learners show 2 tens and 3 ones, then 1 ten and 4 ones. They combine the tens (3 tens) and the ones (7 ones) to get 37.

Reading and Literacy 1: Story Comprehension

Learners listen to or read short story episodes, then work on three skills: figuring out how a character feels and what they’re like from clues, predicting possible endings, and connecting the story to their own lives.

Teaching tips:

• Pause mid-story and ask, “How do you think she feels? What tells you that?”
• Accept oral or picture responses. Grade 1 comprehension doesn’t have to be written.
• Ask “What would you do?” so children connect the story to their own experiences.