Grammar and Oral Language Lesson

I. Objective
To use “he” and “she” appropriately (oral)

II. Subject Matter and Materials

“He” and “She”
“He” and “She” word cards, pictures of boys and girls, worksheets, ball, basket

III. Procedure

A. Pre-lesson Assessment Teacher pulls out 5 students at a time to do the oral pre-lesson activity while the rest do
of Target Skill/s an enrichment activity for the previous lesson.

We are going to play a game. We will pass around this ball while singing softly The Itsy
Bitsy Spider. Whoever gets the ball at the end of the song will pick a picture from this
basket and tell something about it in a sentence using “he” or” she”.

When all has been called for the oral activity, Teacher gathers the students for the next
part of the lesson.
B. Introduction Let’s recall the details in our story.
Teacher shows a picture of Mama and says Mama likes to eat salad. Teacher puts Mama’s
picture on a chart. Teacher continues with She likes to eat salad. Teacher puts She
opposite Mama’s picture and name.

Teacher does the same for the following:

Bianca baked my favorite cake. She baked my favorite cake.
Papa made balloons for my party. He made balloons for my party.
My cousin Jon brought me presents. He brought me present.

picture of Mama

picture of Bianca
She
picture of Papa
She
picture of Jon
He
He
Let’s look at the chart. Repeat what teacher will say. Mama, She. Bianca, She. Papa, He.
Jon, He.
 Do you notice anything? (When it’s a girl, we use She. When it’s a boy, we use He.)
That’s a good observation.

Today, let’s find out if you are correct as we learn about the proper use of He and She. It is
important for us to learn this as this will help us talk about people around us.

C. Teaching/Modeling We use She to take the place of a girl’s name whom we are talking about.
(I Do It) In our first example, we talked about Mama. Mama is a girl so I used She to take the place
of “Mama”.
In our second example, we talked about Bianca. Bianca is a girl so I used She to take the
place of “Bianca”.

Here are more examples.

Ana (shows picture of a girl wearing eyeglasses) wears eyeglasses.
We are talking about Ana. Is Ana a girl or a boy? I can see in the picture that Ana is
wearing a dress like me. I am a girl. So, Ana is a girl, too. I will use She, then, to take the
place of “Ana”. I will say She wears eyeglasses.

Lola (shows picture of Lola) cooks yummy food.

We are talking about Lola. Wait, is Lola a boy or a girl? Lola is a girl because she has long
hair and wears lipstick, just like Mommy. So, I will use She to take the place of “Lola” and
say She cooks yummy food.

If She is for girls, He is for boys.

We use He to take the place of a boy’s name whom we are talking about.
In our third example, we talked about Papa. Papa is a boy so I used He to take the place of
“Papa”.
In our last example, we talked about Jon. Jon is a boy so I used He to take the place of
“Jon”.

Here are more examples.

Dennis (shows picture of a boy) plays in the playground.
We are talking about Dennis. Is Dennis a girl or a boy? I can see in the picture that Dennis
is wearing shorts and t-shirt just like my Kuya. My Kuya is a boy. So, Dennis is a boy, too. I
will use He, then, to take the place of “Dennis”. I will say He plays in the playground.

Lolo (shows picture of Lolo) paints me a house.

We are talking about Lolo. Hmmm, is Lolo a boy or a girl? Lolo is a boy because he wears
pants all the time just like Daddy. So, I will use He to take the place of “Lolo” and say He
paints me a house.

Again, we use She to take the place of a girl’s name whom we are talking about like
Mama, Bianca, Ana, and Lola. And we use He to take the place of a boy’s name whom we
are talking about like Papa, Jon, Dennis, and Lolo.

D. Guided Practice Let’s practice using He and She.

(We Do It)
Teacher asks students to find a partner. Each pair gets “He” and “She” word cards.
Teacher shows pictures of boys and girls and says sentences. Students raise the
appropriate word card. Students practice saying the sentences with their partners.
 Teacher calls on students to say the sentences using “He” or “She”.

Sentences:
1. Lea is my friend.
2. Tito Val visits me at home.
3. Vito sings loudly.
4. Teacher Michelle speaks softly.
5. Dian feels sad.
6. Baby Carla is crying.
7. Jaron likes chocolate.
8. Mom has a red bag.
9. Joaquim reads his favorite book.
10. Monique dances gracefully.

E. Independent Practice
Name:_________________________________________________________________
(You Do It)
_
Look at the picture on the left and circle the correct word on the right that names it.
Then color the picture. These are just some of the
items to be used. 10 items or
Example: more will be used in this
He She worksheet .

1. 3.
2. 4.

He She He She

He She He She

While the class answers the worksheet, Teacher pulls out 5 students at a time to have oral
activity with the teacher.

We are going to play a game. We will pass around this ball while singing softly The Itsy
Bitsy Spider. Whoever gets the ball at the end of the song will pick a picture from this
basket and tell something about it in a sentence using he or she.

When all have been called for the oral activity, Teacher collects the worksheets and
gathers the students for the next part of the lesson.
F. Post-lesson *If the performance of the children in the oral independent practice (IP) is good, then the
Assessment of Target IP can serve as the post-lesson assessment. Children whose performance in the IP is not
Skill/s satisfactory will be re-taught and given additional practice work similar to the GP and IP
above until mastery is attained.