American School of English, Math, and Sciences
First Quarter UNIT PLAN
S/Y 2025 - 2026
Subject and Grade: English 1
Teacher: Ms. Sharmae Novencido
Title Unit: Phonics Mastery
Unit Time Frame: 2 weeks
Unit Objectives: The learner will learn to
Identify and name the short vowel sounds (a, e, i, o, u).
Blend consonant sounds with short vowel sounds to decode CVC
words (consonant-vowel-consonant).
Segment CVC words into individual sounds.
Read and write simple CVC words.
Planned Activities
Letter Sound
Reading and Spelling
Planned Assessment:
Notebook check
Weekly Assessment
Recitation/Practical test
Final Assessment
PROJECT-BASED LEARNING
(Quarter 1 - Grade 1 English)
Title: CVC Wheel
Materials Needed:
Two pieces of cardstock or thick paper (different colors if you like!)
Scissors
Pencil
Ruler (optional)
Brad fastener (a small metal fastener with two prongs)
Markers or crayons
Procedure (Step-by-Step for Students)
Part 1: Making Your Word Wheel Circles
1. Draw Your First Circle: On one piece of cardstock, use a round
object (like a small plate or a big cup) or a compass to draw a big
circle. This will be your back wheel. Make it about 6-8 inches across.
2. Draw Your Second Circle: On the other piece of cardstock, draw
another circle that is a little bit smaller than your first circle (about
5-7 inches across). This will be your top wheel.
3. Cut Out Your Circles: Carefully use your scissors to cut out both
of your circles. Try to cut on the lines as much as you can!
Part 2: Creating the Word Window
1. Fold the Top Wheel: Take your smaller (top) wheel. Fold it in half,
then in half again. Open it up, and you should see four lines that
divide it into four parts.
2. Draw a Window: On one of those four parts, near the outer edge,
draw a small rectangle. This will be your "word window." It should
be big enough to see some letters clearly.
3. Cut Out the Window: Carefully cut out this small rectangle to
make a hole, your "word window."
Part 3: Adding Your CVC & Digraph Sounds
1. Prepare the Back Wheel (Word Endings):
o Take your bigger (back) wheel.
o Using your pencil, draw a dot right in the very center.
o Now, draw lines from the center dot out to the edge, dividing
the circle into about 6 to 8 sections (like slices of a pizza). Try
to make them even!
o In each section, write a CVC word ending or a digraph ending.
Make sure they are big and clear!
CVC Endings examples: -at, -ig, -op, -un, -ed, -et
Digraph Endings examples: -sh, -ch, -th
2. Prepare the Top Wheel (Beginning Sounds):
o Take your smaller (top) wheel again.
o Draw a dot right in the very center.
o Around the edge of the wheel, just inside your word window,
write different beginning consonant sounds or digraphs. Make
sure they are big and clear and spaced out!
Consonant examples: b, c, d, f, g, h
Digraph examples: sh, ch, th, wh
Part 4: Assembling Your Word Wheel
1. Line Up the Centers: Place your top wheel directly on top of your
back wheel, making sure the center dots line up.
2. Poke a Hole: Carefully use the sharp point of your pencil (or ask
your teacher for help!) to poke a hole through both circles, right on
the center dot.
3. Insert the Brad: Push the brad fastener through the hole from the
top.
4. Secure the Brad: On the back side, spread open the two prongs of
the brad to hold the circles together. Now your top wheel can spin!
Criteria 5 - Exceeds 4 - Meets 3 - Developing 2 - Beginning 1 - Beginning Scor
Expectations Expectations e
Construction Both circles are Both circles are Circles are cut Circles are poorly Circles are not
& Assembly well-cut and well-cut. The with minor cut or sized. The cut, or
properly sized. word window is imperfections. window is messy. construction
The word window mostly neat, The word window The brad is attempts are very
is neatly cut and the brad is is present. The loosely attached incomplete.
and the brad is attached, brad is attached, or causes
securely allowing the but the wheel difficulty
attached, wheel to spin might not spin spinning.
allowing the well. perfectly
wheel to spin smoothly.
smoothly.
Content & All required Most required Some CVC Few CVC Content is
Legibility CVC CVC endings/digraph endings/digraph missing or
endings/digrap endings/digraph endings and endings or completely
h endings and endings and beginning beginning unreadable.
beginning beginning sounds/digraphs sounds/digraphs
sounds/digraph sounds/digraphs are present, but are present, or
s are present on are present and some might be many are
the correct written clearly. missing or hard illegible.
wheels. All to read.
letters are
written clearly
and are easy to
read.
Functionality The wheel spins The wheel spins The wheel spins, The wheel is The wheel does
& Word easily and well and can but some difficult to spin, not spin, or it
Creation consistently form most CVC alignments are and it rarely cannot be used to
forms correct and digraph tricky, or it forms forms correct form any words.
CVC and words correctly correct words words. Cannot
digraph words when aligned. only sometimes. demonstrate
when aligned. Can Can demonstrate making words.
Can clearly demonstrate making one or
demonstrate making a few two words with
making several words. help.
words.
Neatness & The word wheel The word wheel The word wheel is The word wheel is The word wheel is
Effort is exceptionally is very neat and generally neat somewhat messy very messy,
neat, clean, clean. Shows and complete. or rushed. Needs incomplete, or
and shows great effort and Shows good effort more effort in appears to have
outstanding attention to in completing the presentation and little effort.
effort in its detail. activity. completeness.
creation and
finishing.
Subject and Grade: English 1
Teacher: Cyril O. Cortez
Title Unit: Consonant Cluster and Digraphs
Unit Time Frame: 2 weeks
Unit Objectives: Students will master the identification, blending, and
segmenting of consonant clusters (initial and final) and digraphs (sh, ch,
th, wh) in CVC and CCVC words (consonant-vowel-consonant, consonant-
consonant-vowel-consonant).
Planned Activities
Letter Sound
Reading and Spelling
Planned Assessment:
Notebook check
Weekly Assessment
Recitation/Practical test
Final Assessment
I. Identifying Digraph Words
Directions: Read the sentence and write the word that contains the
specified digraph ch, th, sh, ng, and wh. Write the corresponding digraph
on the blank provided.
1. The child played with her
chalk.__________________________________________
2. The shower was refreshing and
warm.____________________________________
3. The thumbprint was unique to each
person.______________________________
4. The singer's voice was
enchanting._______________________________________
5. The whale swam gracefully in the
ocean.________________________________
6. The chef chopped vegetables for the soup.
_____________________________
7. The shell was a beautiful souvenir from the
beach.________________________
8. The thermometer showed that it was a hot
day.__________________________
9. The king of the jungle was the mighty
lion.________________________________
10. The wheel spun around and
around.____________________________________
Planned PBL:
Digraph Wheel
Subject and Grade: Writing 1
Teacher : Cyril O. Cortez
Title Unit: Flat Stanley's First Grade Adventures
Unit Objective :
Identify Descriptive Writing
Use descriptive words in a sentence using five senses.
Develop the writing skills by creating a journal chronicling Flat
Stanley's adventures in their classroom.
Essential Question:
How can we write a sentence using descriptive words?
How can we use our imaginations to write about Flat Stanley's
experiences?
Project Duration: 4 weeks
Planned Activities:
Reading together as a class
Flat Stanley Journal
Writing Journal about Flat Stanley journey in school
Draw their imaginations
Planned Assessment:
Student participation in discussions and activities.
Review completed journal entries for content, creativity, and use of
descriptive language.
Look for improvement in sentence structure and spelling
Differentiation:
Provide sentence starters or picture prompts to help students
struggling with writing.
Allow students to draw pictures instead of writing sentences for
some entries.
Encourage students who excel to write longer entries or add more
details.
