Usb III Part 2

MERRY CHRISTMAS!
MONDAY, DECEMBER 3, 2012 7:30 8:00 GMRC III-3 I. OBJECTIVE: Recite the verse of the week II. SUBJECT MATTER: 1ST Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Mathhew 6:33 E. Presentation 1. Read the verse. 2. Present the incomplete sentences for memorization. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________ 8:00 8:30 READING III-3 OBJECTIVE: A. Read words with tion and -sion sound. SUBJECT MATTER: Reading of words with tion and -sion sound flashcards, pictures PROCEDURES; A. Motivation: What are words with tion and -sion sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. admission confession discussion expansion commission intention fiction fraction contention tradition action Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing tion and -sion sound. D. Application: What words with tion and -sion sound youve learned.
1
I. II.
III.
Pension permission addition petition
passion profession condition production
IV.
V.
EVALUATION: Read the following words below. 1.Pension 2.passion 3.admission Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________ Grade III 3 Grade III 4
4.confession
5.discussion
8:30 9:30 9:45 10:45 I.

I.
ENGLISH 1:15 2:15 2:15 3:15
Grade III 1 Grade III 2
OBJECTIVE:
Identify cause and effect relationship in a situation heard Subject Matter A. Topic: B. References: C. Materials: Value Focus: Identifying Cause and Effect Relationship in a Situation Heard PELC Listening 11 Integrated Learning in English 5 pp. 73 - 75 C 2000 charts, pictures Taking good care of and preserving the environment
II.
Procedure
A. Pronunciation Drill: Tongue Twister B. Review Review lessons on making conclusions from oral report heard. C. Motivation Ask: Have you been to Payatas? Have you seen polluted seas and rivers? How do you describe these places? What do you think caused the pollution in these places? What is the effect of pollution? D. Presentation Activity 1 Listen carefully as I read the following situations: 1. Dynamite and cyanide fishing destroy marine resources. 2. The air is so polluted that there are many people succumbing to respiratory diseases like asthma. 3. Oil spills and toxic waste pollute the seas so the fish are dying. 4. A very long summer may cause the pond to dry up and cause organisms such as tadpoles, fish, and water plants to die. 5. Rapid population growth can result to food and water shortage, housing, and health problems. Analysis and Discussion Say: Let us analyze the given sentences. Ask: In the first sentence, what is the cause? What is the effect? Say: Write them on the board separating the cause from the effect. (Let pupils write the cause and effect on the board.) Ask: What is the cause, what is the effect? (Do the same for the other sentences.) Values Integration As a pupil, how can you help preserve our environment? If you see your neighbor throwing garbage into the river, what will you do? Activity 2 2
Group the class into two and let them make a dialogue with cause and effect relationship. Let them dramatize or role-play the situation. Activity 3 Underline the cause and encircle the effect in the sentence. 1. Planting more trees can save us from floods. 2. Classes were suspended because of the typhoon. 3. Doing homework nowadays is easier because of the Internet access. 4. The children went to school early because they were excited about the program. 5. The party started on time as the visitors arrived early. She got sick as a result of her playing in the rain yesterday. E. Generalization Cause is the reason while effect is the result. For every cause, there is always a resulting effect. F. Application Dyad: Ask the pupils to choose a partner. Each pupil should think of a situation that shows cause and effect relationship. They will agree on who will give the cause and who will give the effect. III. Evaluation Listen to the following situations. Be able to answer the questions that follow. 1. The lovely Japanese felt happy and honored because her husband was asked to serve the emperor. a. What caused the wife to be happy and honored? b. What was the effect of the emperors assignment on the wife? 2. The little girl was glad about her fathers trip to Tokyo as he will tell interesting stories and bring presents for her when he arrives. a. Why was the little girl happy? b. What would be the effect of her fathers return? 3. The Japanese sacrificed walking on foot to Tokyo because there were no railways yet. a. Why did the husband walk on foot? b. What was the effect of the unavailability of the means of transportation then? 4. The lovely wife was surprised to see a beautiful lady in the mirror smiling at her wearing the same dress as hers. a. What was the effect of what the wife saw in the mirror? b. What caused her to be surprised? 5. Mrs. Garperio was very elated because all her students understood the lesson on cause and effect relationship. a. What caused Mrs. Garperios happiness? b. What was the effect of Mrs. Garperios pupils understanding of the lesson? IV. Assignment Write a possible cause/effect for the following situations: 1. I have a sprained ankle. 2. Mother scolded me. 3. Nikka studies her lessons well. 4. We should exercise regularly. Darlene has stomachache.
P.L. : ___________________________________________ REMARKS: ____________________________________________ 3:15 4:15 I. LAYUNIN: II. Makabayan Grade III 3
A. Natatalakay ang kahalagahan ng kakayahan sa pagtupad ng mithiin. PAKSANG-ARALIN: Sariling Kakayahan

3
BEC handbook in Makabayan, 1, 1.2 ph. 20 Makabayan: Kapaligirang Pilipino ph. 142 Larawan, plaskards III. PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: mga Mithiin ng mga Pilipino C. Pagganyak: Anu-ano ang iyong minimithi. Ano kaya ang maari mong gawin upang matupad ang iyong mithiin? Makatutulong ba ang mga kakayahan mo pang maupad ito? Paano? D. Pag-aalis ng sagabal: sagabal-hadlang E. Pamamaraan Gawain 1 Grupo Pakinggan ang kwento nina Tirso, Nanay Calring at Aling maning. Isusulat g bawat grupo an mithiin ng bawat isa, at ano ang ginaw anila upang matupad ito. Gawain 2 Grupo Pag-uulat ng bawat grupo upang matalakay ang paksang-aralin. Gawain 3 Basahin at alamin ang wastong pangungusap na nagtatalakaay na ang kakayahan ay maaring magamit upang makamit ang mithiin. Anu-ano pa ang mga bagay na hadlang sa pagkamit ng mithiin? F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Tanungin: Ano ang dapat mong gawin upang matupad ang mga mithiin? IV. PAGTATAYA: Sagutin: Mahalaga ba ang sariling kakayahan sa pagtupad ng iyong mithiin? Paano? V. TAKDANG-ARALIN: Itala sa kwaderno ang mga nalaman sa aralin. .L. : ___________________________________________ REMARKS: ___________________________________________
TUESDAY, DECEMBER 4, 2012
WEDNESDAY, DECEMBER 5, 2012

7:30 8:00 I. II. III. GMRC III-3
OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Mathhew 6:33 E. Presentation 1. Read the verse. 2. Present the incomplete sentences for memorization. 3. Recite the verse. EVALUATION: List down pupils who can recite the verse.
IV.
V.
ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________ 8:00 8:30 READING III-3 OBJECTIVE: B. Read words with tion and -sion sound. SUBJECT MATTER: Reading of words with tion and -sion sound flashcards, pictures PROCEDURES; A. Motivation: What are words with tion and -sion sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. Pension permission addition petition passion profession condition production admission expansion intention contention confession discussion commission fiction fraction tradition action
I.
II.
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row.
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C. Generalization Producing tion and -sion sound. D. Application: What words with tion and -sion sound youve learned. IV. EVALUATION: Read the following words below. 1.Pension 2.passion 3.admission Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
4.confession
5.discussion
V.
8:30 9:30 9:45 10:45 I. II.
ENGLISH 1:15 2:15 2:15 3:15
OBJECTIVE: A. Identify cause and effect SUBJECT MATTER: Identifying Cause and Effect BEC Handbook in English Reading 8, 8.2 p.18 English for You and me Reading pp 124-126 Fun in English pp. 104-106 Chart, Flashcards, pictures
III.
PROCEDURES; A. Pronunciation Drill: Tongue twister Mr. See owned a saw. And Mr. Soar owned a seesaw. Now See's saw sawed Soar's seesaw Before Soar saw See, Which made Soar sore. B. Review: Have the pupils show their colored cards.
Present some statements or events that show cause-effect relationship. Example: Yellow cards for the cause and green cards for the effect.
___ 1. The grass did not get any water. (C) ___ The grass turned brown. (E) ___ 2. Aramae wasnt able to take pictures. (E) ___ She forgot her camera. (C) ___ 3. I can watch television now. (E) ___ Ive done all my homework. (C) C. Motivation: Look at how you will construct a sentence with this questions: Why are you ahhpy? Why do you want to be happy? What are the clue words you use? Is it good to be ahppy? Why?
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D. Unlocking of Difficulties: clue words/guide words E. Presentation: Activity I Read the following sentences. Write the missing word clue because or so that in the blank to complete the sentence that shows a cause-effect relationship. We decided to cool it off in a pool ______ it was a very hot day. Andy broke his leg ______ he fell down the stairs. The bamboos were buried in sea sand for a year ______ they can be cured. Now I can ride my bike outside ______ I have done all my homework. Ara called Mae ______ she can talk to her. Activity 2 Rewrite each pair of sentences to show cause-effect relationship. Use the appropriate word clue because or so that. 1. Aramae tried her best to get the scholarship Her parents would be proud of her. (so that) 1. Maria stayed in the class until late afternoon. She can finish her school project. (so that) 3. Romeo was the last boy in the line of graduates. He was the tallest boy in his batch. (because) 4.The concert has been postponed. Some members of the band got sick. (because) 5.We could not see the street signs clearly. It was beginning to get dark. (because) Activity 3 Finish the sentence by writing the probable cause or effect. Use the appropriate word clue because or so that. 1. Bobby went inside the house. ____________________. 2. ______________________ she will not be late in school. 3. Study your lessons every day ______________________. 4. ______________________ the show is funny. 5. Cely went back to the classroom ___________________. F. Generalization: Ask: What clue words show a cause-effect relationship? because, so that When do we used the word so that? so that is used before an effect What questions bring out sentences showing cause and effect relationship? why questions G. Application; Think of a cause/effect and let your classmate complete it. IV. EVALUATION: Use because or so that to compelte the sentences below. 1. The boy got toothache____ he ate lots of candies. 2. He is hungry____ the baby cried 3. He feel from a tall tree ____ he got fractured. 4. Dindo and Celso heard mass very early morning ____ they could watch the parade afterwards 5. The people used farm products to decorate their houses ______ they wanted to thank God for a good harvest. 1. 2. 3. 4. 5.
V. ASSIGNMENT: Write 5 sentenecs with cause and effect relationshi P.L. : ___________________________________________ REMARKS: ____________________________________________ :15 4:15 I. LAYUNIN: II. Makabayan Grade III 3
A. Natatalakay ang kahalagahan ng kakayahan sa pagtupad ng mithiin. PAKSANG-ARALIN: Sariling Kakayahan BEC handbook in Makabayan, 1, 1.2 ph. 20 Makabayan: Kapaligirang Pilipino ph. 142 Larawan, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: mga Mithiin ng mga Pilipino C. Pagganyak: Anu-ano ang iyong minimithi. Ano kaya ang maari mong gawin upang matupad ang iyong mithiin? Makatutulong ba ang mga kakayahan mo pang maupad ito? Paano? D. Pag-aalis ng sagabal: sagabal-hadlang E. Pamamaraan Gawain 1 Grupo Pakinggan ang kwento nina Tirso, Nanay Calring at Aling maning. Isusulat g bawat grupo an mithiin ng bawat isa, at ano ang ginaw anila upang matupad ito. Gawain 2 Grupo Pag-uulat ng bawat grupo upang matalakay ang paksang-aralin. Gawain 3 Basahin at alamin ang wastong pangungusap na nagtatalakaay na ang kakayahan ay maaring magamit upang makamit ang mithiin.
III.
Anu-ano pa ang mga bagay na hadlang sa pagkamit ng mithiin? F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Tanungin: Ano ang dapat mong gawin upang matupad ang mga mithiin? IV. PAGTATAYA: Sagutin: Mahalaga ba ang sariling kakayahan sa pagtupad ng iyong mithiin? Paano?
V.
TAKDANG-ARALIN: Itala sa kwaderno ang mga nalaman sa aralin.
P.L. : ___________________________________________ REMARKS: ___________________________________________

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THURSDAY, DECEMBER 5, 2012

IV.
V.
ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________ 8:00 8:30 READING OBJECTIVE: A. Read words with ea sound.
III-3
I.
II.
III.
SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; E. Motivation: What are words with ea sound sounds you already know? How is it produce? F. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
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Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. G. Generalization Producing ean sound. H. Application: What words with ea sound youve learned. IV. EVALUATION: Read the following words below. 1. head 2.dead 3.dread Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________ ENGLISH 1:15 2:15 2:15 3:15
4.tread
5.bread
V.
8:30 9:30 9:45 10:45 I. OBJECTIVE:
A. Identify cause and effect II. SUBJECT MATTER: Identifying Cause and Effect BEC Handbook in English Reading 8, 8.2 p.18 English for You and me Reading pp 124-126 Fun in English pp. 104-106 Chart, Flashcards, pictures III. PROCEDURES; A. Pronunciation Drill: Tongue twister Mr. See owned a saw. And Mr. Soar owned a seesaw. Now See's saw sawed Soar's seesaw Before Soar saw See, Which made Soar sore. B. Review: Have the pupils show their colored cards. ___ ___ ___ ___ 1. 2.
The grass did not get any water. (C) The grass turned brown. (E) Aramae wasnt able to take pictures. (E) She forgot her camera. (C)
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___ 3. I can watch television now. (E) ___ Ive done all my homework. (C) C. Motivation: Look at how you will construct a sentence with this questions: Why are you happy? Why do you want to be happy? What are the clue words you use? Is it good to be happy? Why? D. Unlocking of Difficulties: clue words/guide words E. Presentation: Activity I Read the following sentences. Write the missing word clue because or so that in the blank to complete the sentence that shows a cause-effect relationship. We decided to cool it off in a pool ______ it was a very hot day. Andy broke his leg ______ he fell down the stairs. The bamboos were buried in sea sand for a year ______ they can be cured. Now I can ride my bike outside ______ I have done all my homework. Ara called Mae ______ she can talk to her. Activity 2 Rewrite each pair of sentences to show cause-effect relationship. Use the appropriate word clue because or so that. 1. Aramae tried her best to get the scholarship Her parents would be proud of her. (so that) 2. Maria stayed in the class until late afternoon. She can finish her school project. (so that) 3. Romeo was the last boy in the line of graduates. He was the tallest boy in his batch. (because) 4.The concert has been postponed. Some members of the band got sick. (because) 5.We could not see the street signs clearly. It was beginning to get dark. (because) Activity 3 Finish the sentence by writing the probable cause or effect. Use the appropriate word clue because or so that. 1. Bobby went inside the house. ____________________. 2. ______________________ she will not be late in school. 3. Study your lessons every day ______________________. 4. ______________________ the show is funny. 5. Cely went back to the classroom ___________________. F. Generalization: Ask: What clue words show a cause-effect relationship? because, so that When do we used the word so that? so that is used before an effect What questions bring out sentences showing cause and effect relationship? why questions G. Application; Think of a cause/effect and let your classmate complete it. IV. EVALUATION: Identify the cause and effect. Underline the cause and encircle the effect. 1. The boy got toothache because he ate lots of candies. 2. He is hungry so the baby cried
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1. 2. 3. 4. 5.
3. He fell from a tall tree as a result he got fractured. 4. Dindo and Celso heard mass very early morning so that they could watch the parade afterwards 5. The people used farm products to decorate their houses because they wanted to thank God for a good harvest. V. ASSIGNMENT: Write 5 sentences with cause and effect relationship. P.L. : ___________________________________________ REMARKS: ____________________________________________ 3:15 4:15 Makabayan Grade III 3 I. LAYUNIN: A. Nasasabi ang mga pagtutulungan ng pamahalaan at pamayanan. II. PAKSANG-ARALIN: Pagtutulungan ng Pamahalaan at Pamayanan BEC handbook in Makabayan, 1, 1.2 ph. 20 Makabayan: Kapaligirang Pilipino ph. 14-151 Larawan, plaskards III. PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: Kakayahan at Mithiin C. Pagganyak: tanong. Mayroon na bang naitulong ang pamahalaan sa iyo? Sa inyong pamilya? Ano ito? Paano natutulungan ng pamahalaan ang naghihirap na mga mamamayan? D. Pag-aalis ng sagabal: pamahalaan, pamayanan E. Pamamaraan Gawain 1 Grupo Mula sa aklat. Sipiin ang mga nagawang tulong ng pamahalaan sa pamayanan. Gawain 2 Grupo Pag-uulat ng bawat grupo upang matalakay ang paksang-aralin. Gawain 3 Basahin at alamin ang wastong pangungusap na nagsasabi ng mga naitulong ng pamahalaan sa pamayanan. F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Tanungin: Ano naman ang iyong gagawin upang makatulong sa pamahalaan? IV. PAGTATAYA:Sagutin: Anu-ano an tulong na binibigay ng pamahalaan sa 1. Edukasyon 2. Agrikultura 3. pangisdaan V. TAKDANG-ARALIN: Itala sa kwaderno ang mga nalaman sa aralin. P.L. : ___________________________________________ REMARKS: ___________________________________________
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MONDAY, DECEMBER 10, 2012

IV.
V.
ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________ 8:00 8:30 OBJECTIVE:
READING
III-3
I.
A. Read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
13
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ean sound. D. Application: What words with ea sound youve learned. IV. EVALUATION: Read the following words below. 1. head 2.dead 3.dread Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________ ENGLISH 1:15 2:15 2:15 3:15
4.tread
5.bread
V.
8:30 9:30 9:45 10:45 I. OBJECTIVE:
A. Identify cause and effect II. SUBJECT MATTER: Identifying Cause and Effect BEC Handbook in English Reading 8, 8.2 p.18 English for You and me Reading pp 124-126 Fun in English pp. 104-106 Chart, Flashcards, pictures III. PROCEDURES; A. Pronunciation Drill: Tongue twister Mr. See owned a saw. And Mr. Soar owned a seesaw. Now See's saw sawed Soar's seesaw Before Soar saw See, Which made Soar sore. B. Review: Have the pupils show their colored cards. ___ ___ ___ ___ 1. 2.
The grass did not get any water. (C) The grass turned brown. (E) Aramae wasnt able to take pictures. (E) She forgot her camera. (C)
14
___ 3. I can watch television now. (E) ___ Ive done all my homework. (C) C. Motivation: Look at how you will construct a sentence with this questions: Why are you happy? Why do you want to be happy? What are the clue words you use? Is it good to be happy? Why? D. Unlocking of Difficulties: clue words/guide words E. Presentation: Activity I Read the following sentences. Write the missing word clue because or so that in the blank to complete the sentence that shows a cause-effect relationship. We decided to cool it off in a pool ______ it was a very hot day. Andy broke his leg ______ he fell down the stairs. The bamboos were buried in sea sand for a year ______ they can be cured. Now I can ride my bike outside ______ I have done all my homework. Ara called Mae ______ she can talk to her. Activity 2 Rewrite each pair of sentences to show cause-effect relationship. Use the appropriate word clue because or so that. 1. Aramae tried her best to get the scholarship Her parents would be proud of her. (so that) 3. Maria stayed in the class until late afternoon. She can finish her school project. (so that) 3. Romeo was the last boy in the line of graduates. He was the tallest boy in his batch. (because) 4.The concert has been postponed. Some members of the band got sick. (because) 5.We could not see the street signs clearly. It was beginning to get dark. (because) Activity 3 Finish the sentence by writing the probable cause or effect. Use the appropriate word clue because or so that. 1. Bobby went inside the house. ____________________. 2. ______________________ she will not be late in school. 3. Study your lessons every day ______________________. 4. ______________________ the show is funny. 5. Cely went back to the classroom ___________________. F. Generalization: Ask: What clue words show a cause-effect relationship? because, so that When do we used the word so that? so that is used before an effect What questions bring out sentences showing cause and effect relationship? why questions G. Application; Think of a cause/effect and let your classmate complete it. IV. EVALUATION: Identify the cause and effect. Underline the cause and encircle the effect. 1. The boy got toothache because he ate lots of candies. 2. He is hungry so the baby cried
15
1. 2. 3. 4. 5.
3. He fell from a tall tree as a result he got fractured. 4. Dindo and Celso heard mass very early morning so that they could watch the parade afterwards 5. The people used farm products to decorate their houses because they wanted to thank God for a good harvest. V. ASSIGNMENT: Write 5 sentences with cause and effect relationship. P.L. : ___________________________________________ REMARKS: ____________________________________________ 3:15 4:15 I. LAYUNIN: Makabayan Grade III 3 A. Nasasabi ang mga pagtutulungan ng pamahalaan at pamayanan. II. PAKSANG-ARALIN: Pagtutulungan ng Pamahalaan at Pamayanan BEC handbook in Makabayan, 1, 1.2 ph. 20 Makabayan: Kapaligirang Pilipino ph. 14-151 Larawan, plaskards III. PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: Kakayahan at Mithiin C. Pagganyak: tanong. Mayroon na bang naitulong ang pamahalaan sa iyo? Sa inyong pamilya? Ano ito? Paano natutulungan ng pamahalaan ang naghihirap na mga mamamayan? D. Pag-aalis ng sagabal: pamahalaan, pamayanan E. Pamamaraan Gawain 1 Grupo Mula sa aklat. Sipiin ang mga nagawang tulong ng pamahalaan sa pamayanan. Gawain 2 Grupo Pag-uulat ng bawat grupo upang matalakay ang paksang-aralin. Gawain 3 Basahin at alamin ang wastong pangungusap na nagsasabi ng mga naitulong ng pamahalaan sa pamayanan. F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Tanungin: Ano naman ang iyong gagawin upang makatulong sa pamahalaan? IV. PAGTATAYA:Sagutin: Anu-ano an tulong na binibigay ng pamahalaan sa 2. Edukasyon 2. Agrikultura 3. pangisdaan V. TAKDANG-ARALIN: Itala sa kwaderno ang mga nalaman sa aralin. P.L. : ___________________________________________ REMARKS: ___________________________________________
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TUESDAY, DECEMBER 11, 2012

IV.
V.
READING
III-3
I.
A. Read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
17
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ean sound. D. Application: What words with ea sound youve learned. IV. EVALUATION: Read the following words below. 1. head 2.dead 3.dread Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________ ENGLISH 1:15 2:15 2:15 3:15
4.tread
5.bread
V.
8:30 9:30 9:45 10:45 I.

I.
OBJECTIVE:
Use the glossary to get the meaning of new words Subject Matter A. Topic: Using the Glossary B. References: PELC Reading 2.b From Here and There Avelina J. Gil http://www.elementary.ph/using-glossary C. Materials: photocopied glossary, task cards, charts Value Focus: Patience and Perseverance
II. Procedure Pronunciation Drill - Riddles Review cause and Effect Unlocking Motivation Say: Children, lets read this rhyme. (Let the children read the rhyme orally.) Books I love to read, How will I solve them? Day in and day out. How will I learn? But difficult words I meet, New words I should know, Words I dont understand. Tell me how, oh, tell me so. Ask: What is the problem of the speaker in the rhyme? Say: Today we will learn new words. 18 A. B. C. D.
E. Development of the Lesson
Activity 1 (Present this on manila paper and let the children read it silently.) Whats in a Name? All names have meanings, though people today may not know their meanings. Early people gave each one a name which meant something. Some people have many names. Most Americans and Europeans have three names two given names and a family name. The given name consists of a first name and a middle name. The first name is called the Christian name. The middle name is called the second Christian name. The family name is also called the surname. All the names make up the legal name. A person may also have one or more nicknames. - Lifted from From Here and There 4, p. 26 Ask: What is the selection about? Go back to the underlined words in the selection. What are the meaning of these words? Say: Ill give you a part of the book that will help you learn the meaning of hard words. (Distribute the photocopied glossary.) Ask: What do we call this part of the book? Say: Go over the glossary for a few minutes. Ask: How are the words in the glossary arranged? How do we use the glossary? What kinds of words are found in the glossary? What are the underlined words in the selection? given name middle name Christian name surname nicknames Say: Lets practice using the glossary. Use your copy of the glossary to get the meaning of the words above and write it in your notebook. Ask: How did you use the glossary? How could a glossary help you in finding the meaning of the words? What will you do if the word you are looking for is not in the glossary? What trait did you practice? Activity 2 a. Group Activity (Divide the class into two. Let the pupils work in their own groups For Group 1
Task Card Directions: Look for the meaning of the underlined words in the glossary. Copy the words and its meanings. Answer the questions. 1. Which of the following make one look weird? A. necklace B. plain blouse C. green colored hair D. a new pair of pants 2. Lea is a transient in Hongkong. She stays in a hotel. Do you own a house if you are a transient in a place? 19
For Group 2 Task Card Directions: Use the glossary to get the meaning of the underlined words. Copy the words and the meaning. Answer the questions. 1. What is a shack? What are the things commonly found in a shack? 2. A person who works abroad should have a contract. Who else has a contract?
b. Individual Activity Directions: Look for the meaning of the following words in the glossary. distinctive seasonal legacy 2. Enrichment Activities Directions: Use the part of a glossary to get the meaning of words. Glossary airport A place where airplanes land and take off air pressure The force of the air upon all surfaces amphibians Animals that live both on land and in water anopheles A kind of mosquito that carries malaria germs antennae Feelers on the head of insects and some other animals appendicitis An inflammation of the appendix aquatic animals Animals that live in the water nymph humming Activity 3
Fill in 1. 2. 3. 4. 5. 6. 7. III.
the blanks with the correct answers. ____________ is a kind of mosquito that carries malaria germs. ____________ is a place where airplanes land and take off. Feelers on the head of insects or another animals are called ____________. Animals that live both on land and in water are called ____________. Animals that live in water are called ____________. ____________ is the force of the air upon all surfaces. An inflammation of the appendix is called _____________.
Generalization
20
Post the question below the flower with the correct answer that matches it. What is a glossary? How are the words in the glossary arranged? E. Application What are your newly encountered words? Whats the meaning of it? Use the glossary. IV. Evaluation Study the glossary below.
Glossary
a (prefix) on; in; to. abacus - A frame used for counting with rows of beads that slide on wires. absurd foolish; silly adversity - Bad luck. altar - Raised platform for worship. alter - change; revise. altimeter - An instrument for measuring altitude or height. ancestor - Parent, grandparent, great-grandparent, and so on back through generations of a family. anvil - A block of iron or steel on which metal is hammered and shaped. apparatus - Equipment; tools for a certain task.
Look for the meaning of the following words: anvil ancestor altar alter abacus
P.L. : ___________________________________________ REMARKS: ____________________________________________
3:15 4:15 I. LAYUNIN:
Makabayan Grade III 3 B. Nasasabi ang mga pagtutulungan ng pamahalaan at pamayanan.
II.
PAKSANG-ARALIN: Pagtutulungan ng Pamahalaan at Pamayanan BEC handbook in Makabayan, 1, 1.2 ph. 20 Makabayan: Kapaligirang Pilipino ph. 14-151 Larawan, plaskards
21
III.
PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: Kakayahan at Mithiin C. Pagganyak: tanong. Mayroon na bang naitulong ang pamahalaan sa iyo? Sa inyong pamilya? Ano ito? Paano natutulungan ng pamahalaan ang naghihirap na mga mamamayan? D. Pag-aalis ng sagabal: pamahalaan, pamayanan E. Pamamaraan Gawain 1 Grupo Mula sa aklat. Sipiin ang mga nagawang tulong ng pamahalaan sa pamayanan. Gawain 2 Grupo Pag-uulat ng bawat grupo upang matalakay ang paksang-aralin. Gawain 3 Basahin at alamin ang wastong pangungusap na nagsasabi ng mga naitulong ng pamahalaan sa pamayanan. F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Tanungin: Ano naman ang iyong gagawin upang makatulong sa pamahalaan? PAGTATAYA:Sagutin:
IV.
Anu-ano an tulong na binibigay ng pamahalaan sa 3. Edukasyon 2. Agrikultura 3. Pangisdaan V. TAKDANG-ARALIN: Itala sa kwaderno ang mga nalaman sa aralin.
P.L. : ___________________________________________ REMARKS: ___________________________________________
22
WEDNESDAY, DECEMBER 12, 2012

IV.
V.
ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________ 8:00 8:30 READING OBJECTIVE: A. Read words with ow sound. SUBJECT MATTER: Reading of words with ow sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ow sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. low blown bowl fellow lowland snowflake show shown blowing follow rainbow rowboat tow grown lowly hollow snowball shadowed slow growing widow shadow following lowly flow glowing willow minnow grower slowly glow crowing pillow elbow
III-3
I.
II.
III.
23
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ow sound. D. Application: What words with ow sound youve learned. IV. EVALUATION: Read the following words below. 1. show 2.tow 3.slow Assignment Make a list of words with ow sound. P.L. : _____________________ REMARKS: _____________________ ENGLISH 1:15 2:15 2:15 3:15
4.flow
5.glow
V.
8:30 9:30 9:45 10:45 I.
II.
OBJECTIVE: Use the dictionary to select the appropriate meaning of a word from several meanings given Subject Matter A. Topic: Using the Dictionary to Select the Appropriate Meaning given Multiple Meaning B. References:PELC III 2.2 Our World of Reading Workbook 4, p.8 by Our World of Reading Workbook 3, p.29 http://www.elementary.ph/using-dictionary-select-appropriatemeaning-several-meanings Material: dictionary
Value Focus: Proper Care of Book/Dictionary
III.
Procedure A. Pronunciation Drill: Tongue Twister B. Review 1. Using Glossary C. Motivation Show a dictionary to the class What do you want to know about the dictionary? Write their answer in the KWL Chart (I Know, Want to Know, What I Learned Chart).
24
KNOW Expected Answers: (It is a book. It contains many words. The words are arranged alphabetically. It is used in looking for the meaning of a word. D. Presentation
WANT LEARN Expected Answers: Expected Answers: I want to know how A dictionary gives it is used. a word many meaning. I want to know what is written on We can use the it. dictionary to select the appropriate meaning from several meanings.
Activity 1 Show the class a dictionary entry with a list of several meanings and parts of speech of a word.
round (round) adj. 1. shaped like a ball; 2. Shaped like a circle; 3. having a curved surface n. 1. one part of a game or sport; 2. a series of events; 3. a short song in which two or more voices enter at different times vt. 1. make a thing curved; 2. to go around
Analysis and Discussion 1. Ask: a. How many meanings are given for round? (eight) b. What parts of speech are listed? (adjective, noun, verb) c. What does the word round mean in the following sentences? 2. Read the sentences: a. The Barangay Tanod makes a round in the barangay to catch the robber. (to go around) b. Manny Pacquiao won the game after only five rounds. (one part of a game) c. Row, Row Your Boat is an example of a round song. (a song sang by parts) Value Integration In your group activity, how did you use the dictionary in looking for the meaning of words? (We handled the dictionary with care. We turned the pages gently to avoid tearing the pages.) a. Her face is round. (shaped like a circle) Activity 2 Choose the meaning of the first word as used in the given sentence. Write the letter on the blank. (Please use dictionary entry.) 1. feel: (a) touch; (b) have a feeling _____ Michael could feel his vocal cords move when he talks. _____ Gina and Michael would sometimes feel ashamed. 2. place: (a) location of something; (b) to put in a spot _____ Deaf children learn to place their fingers on a speakers throat. _____ Michaels family had moved to a new place.
25
3. sound: (a) something that can be heard; (b) healthy or free from problems; (c) a channel of water _____ Michaels parent had never heard a sound. _____ The new house Michael moved into was sound. _____ That summer Michaels family went to swim in the sound. 4. look: (a) try to see; (b) expression on a face. _____ Michael was afraid his parents might look funny. _____ People used to look at them when they signed. _____ Michael gave a stern look at the mean boys. Activity 3 Choose the meaning of the first word as used in the given sentence. Write the letter on the blank. (Please use dictionary entry.) 1. feel: (a) touch; (b) have a feeling ____ Michael could feel his vocal cords move when he talks. _____ Gina and Michael would sometimes feel ashamed. 2. place: (a) location of something; (b) to put in a spot _____ Deaf children learn to place their fingers on a speakers throat. _____ Michaels family had moved to a new place. 3.sound: (a) something that can be heard; (b) healthy or free from problems; (c) a channel of water _____ Michaels parent had never heard a sound. _____ The new house Michael moved into was sound. _____ That summer Michaels family went to swim in the sound. 4.look: (a) try to see; (b) expression on a face. _____ Michael was afraid his parents might look funny. _____ People used to look at them when they signed. _____ Michael gave a stern look at the mean boys. E. Generalization What did you learn about the dictionary? It gives different meanings of words. When do we use the dictionary? We use the dictionary to select the appropriate meaning from several meanings given. What meaning should we select from these several meanings? We select the appropriate meaning of the word depending on how it is used in the sentence. F. Application 1. Divide the class into four groups. 2. Distribute a dictionary for each group. 3. Assign each group a word. 4. Tell them to look for the meanings of that word. Activity 2 1. Divide the class into four groups. 2. Give them a word with multiple meanings used in a sentence. 3. Let them choose the meaning of the assigned word that fits each sentence.
26
rare
not thoroughly cooked
not common
uncommon
____ 1. I want my steak to be served rare. _____ 2. The monkey-eating eagle is a rare species. _____ 3. That piece of jewelry is rare thats why its very expensive.
hito strike or knock with force songs, etc. popular a very successful play, book,
_____ 1. The play Peter Pan was a hit for the children. _____ 2. The naughty boy hit his playmate with a book _____ 3. The batter hit the ball so hard that it went over the fence
capital capital city or town of a province b. big
a letter different from the lower case or small letter.
_____ 1. The capital of Batanes is Basco _____ 2. A capital letter is used as the initial letter in a persons name _____ 3. The capital of Ilocos Norte is Laoag City
plane b. a kind of tool to smoothen wood a kind of air transportation made of air transport
_____ 1. Tourists go to Batanes by plane _____ 2. A carpenter uses a plane _____ 3. This is my first plane ride.
IV. Evaluation
Use the part of the dictionary in a box to get the meaning of the word
sight a. The range of vision b. view
_____ 1. Tall trees along the street make a beautiful sight. _____ 2. Green mountains and hills are a rare sight these days. _____ 3. The boy lost his sight when he was a baby.
cane a. a walking stick b. The stem of the plant where sugar come from
_____ 4. can make juice out of grasses sugar cane. b. We the stem of bamboo-like or plants _____ 5. The old man walks with a cane. V. Assignment Use the dictionary to get the correct meaning of the underlined words. Look for several meanings of the word listed below in your dictionary at home. Use each word in a sentence. 1. show They show their project to the public. 2. fit The children fit their P.E. uniform. 3. face You have to face your problem. P.L. : ______________________________________ REMARKS: ______________________________________
27
3:15 4:15 Makabayan Grade III 3 I. LAYUNIN: A. Nasasabi ang mga pagtutulungan ng pamahalaan at pamayanan. II. PAKSANG-ARALIN: Pagtutulungan ng Pamahalaan at Pamayanan BEC handbook in Makabayan, 1, 1.2 ph. 20 Makabayan: Kapaligirang Pilipino ph. 14-151 Larawan, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: Kakayahan at Mithiin C. Pagganyak: tanong. Mayroon na bang naitulong ang pamahalaan sa iyo? Sa inyong pamilya? Ano ito? Paano natutulungan ng pamahalaan ang naghihirap na mga mamamayan? D. Pag-aalis ng sagabal: pamahalaan, pamayanan E. Pamamaraan Gawain 1 Grupo Mula sa aklat. Sipiin ang mga nagawang tulong ng pamahalaan sa pamayanan. Gawain 2 Grupo Pag-uulat ng bawat grupo upang matalakay ang paksang-aralin. Gawain 3 Basahin at alamin ang wastong pangungusap na nagsasabi ng mga naitulong ng pamahalaan sa pamayanan. F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Tanungin: Ano naman ang iyong gagawin upang makatulong sa pamahalaan? PAGTATAYA:Sagutin:
III.
IV.
P.L. : ___________________________________________ REMARKS: ___________________________________________
28
THURSDAY, DECEMBER 13, 2012

OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Read the verse. 2. Present the incomplete sentences for memorization. 3. Recite the verse. EVALUATION: List down pupils who can recite the verse.
IV.
V.
ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________ 8:00 8:30 READING OBJECTIVE: A. Read words with ow sound. SUBJECT MATTER: Reading of words with ow sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ow sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. low blown bowl fellow lowland snowflake show shown blowing follow rainbow rowboat tow grown lowly hollow snowball shadowed slow growing widow shadow following lowly flow glowing willow minnow grower slowly glow crowing pillow elbow
III-3
I.
II.
III.
29
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ow sound. D. Application: What words with ow sound youve learned. IV. EVALUATION: Read the following words below. 1. show 2.tow 3.slow Assignment Make a list of words with ow sound. P.L. : _____________________ REMARKS: _____________________ ENGLISH 1:15 2:15 2:15 3:15
4.flow
5.glow
V.
8:30 9:30 9:45 10:45 I.
II.
OBJECTIVE: Use the dictionary to select the appropriate meaning of a word from several meanings given Subject Matter A. Topic: Using the Dictionary to Select the Appropriate Meaning given Multiple Meaning B. References:PELC III 2.2 Our World of Reading Workbook 4, p.8 by Our World of Reading Workbook 3, p.29 http://www.elementary.ph/using-dictionary-select-appropriatemeaning-several-meanings Material: dictionary
Value Focus: Proper Care of Book/Dictionary
III.
Procedure A. Pronunciation Drill: Tongue Twister B. Review 1. Using Glossary C. Motivation Show a dictionary to the class What do you want to know about the dictionary? Write their answer in the KWL Chart (I Know, Want to Know, What I Learned Chart).
30
KNOW Expected Answers: (It is a book. It contains many words. The words are arranged alphabetically. It is used in looking for the meaning of a word. D. Presentation
WANT LEARN Expected Answers: Expected Answers: I want to know how A dictionary gives it is used. a word many meaning. I want to know what is written on We can use the it. dictionary to select the appropriate meaning from several meanings.
Activity 1 Show the class a dictionary entry with a list of several meanings and parts of speech of a word.
round (round) adj. 1. shaped like a ball; 2. Shaped like a circle; 3. having a curved surface n. 1. one part of a game or sport; 2. a series of events; 3. a short song in which two or more voices enter at different times vt. 1. make a thing curved; 2. to go around
Analysis and Discussion 1. Ask: a. How many meanings are given for round? (eight) b. What parts of speech are listed? (adjective, noun, verb) c. What does the word round mean in the following sentences? 2. Read the sentences: a. The Barangay Tanod makes a round in the barangay to catch the robber. (to go around) b. Manny Pacquiao won the game after only five rounds. (one part of a game) c. Row, Row Your Boat is an example of a round song. (a song sang by parts) Value Integration In your group activity, how did you use the dictionary in looking for the meaning of words? (We handled the dictionary with care. We turned the pages gently to avoid tearing the pages.) a. Her face is round. (shaped like a circle) Activity 2 Choose the meaning of the first word as used in the given sentence. Write the letter on the blank. (Please use dictionary entry.) 1. feel: (a) touch; (b) have a feeling _____ Michael could feel his vocal cords move when he talks. _____ Gina and Michael would sometimes feel ashamed. 2. place: (a) location of something; (b) to put in a spot
31
_____ Deaf children learn to place their fingers on a speakers throat. _____ Michaels family had moved to a new place. 3. sound: (a) something that can be heard; (b) healthy or free from problems; (c) a channel of water _____ Michaels parent had never heard a sound. _____ The new house Michael moved into was sound. _____ That summer Michaels family went to swim in the sound. 4. look: (a) try to see; (b) expression on a face. _____ Michael was afraid his parents might look funny. _____ People used to look at them when they signed. _____ Michael gave a stern look at the mean boys. Activity 3 Choose the meaning of the first word as used in the given sentence. Write the letter on the blank. (Please use dictionary entry.) 2. feel: (a) touch; (b) have a feeling ____ Michael could feel his vocal cords move when he talks. _____ Gina and Michael would sometimes feel ashamed. 2. place: (a) location of something; (b) to put in a spot _____ Deaf children learn to place their fingers on a speakers throat. _____ Michaels family had moved to a new place. 3.sound: (a) something that can be heard; (b) healthy or free from problems; (c) a channel of water _____ Michaels parent had never heard a sound. _____ The new house Michael moved into was sound. _____ That summer Michaels family went to swim in the sound. 4.look: (a) try to see; (b) expression on a face. _____ Michael was afraid his parents might look funny. _____ People used to look at them when they signed. _____ Michael gave a stern look at the mean boys. E. Generalization What did you learn about the dictionary? It gives different meanings of words. When do we use the dictionary? We use the dictionary to select the appropriate meaning from several meanings given. What meaning should we select from these several meanings? We select the appropriate meaning of the word depending on how it is used in the sentence. F. Application 1. Divide the class into four groups. 2. Distribute a dictionary for each group. 3. Assign each group a word. 4. Tell them to look for the meanings of that word. Activity 2 1. Divide the class into four groups.
32
2. Give them a word with multiple meanings used in a sentence. 3. Let them choose the meaning of the assigned word that fits each sentence.
rare not thoroughly cooked not common uncommon
____ 1. I want my steak to be served rare. _____ 2. The monkey-eating eagle is a rare species. _____ 3. That piece of jewelry is rare thats why its very expensive.
hito strike or knock with force songs, etc. popular a very successful play, book,
_____ 1. The play Peter Pan was a hit for the children. _____ 2. The naughty boy hit his playmate with a book _____ 3. The batter hit the ball so hard that it went over the fence
capital capital city or town of a province b. big
a letter different from the lower case or small letter.
_____ 1. The capital of Batanes is Basco _____ 2. A capital letter is used as the initial letter in a persons name _____ 3. The capital of Ilocos Norte is Laoag City
plane b. a kind of tool to smoothen wood a kind of air transportation made of air transport
_____ 1. Tourists go to Batanes by plane _____ 2. A carpenter uses a plane _____ 3. This is my first plane ride.
IV. Evaluation
Use the part of the dictionary in a box to get the meaning of the word
sight a. The range of vision b. view
_____ 1. Tall trees along the street make a beautiful sight. _____ 2. Green mountains and hills are a rare sight these days. _____ 3. The boy lost his sight when he was a baby.
cane a. a walking stick b. The stem of the plant where sugar come from
VI.
_____ 4. can make juice out of grasses sugar cane. b. We the stem of bamboo-like or plants _____ 5. The old man walks with a cane. Assignment Use the dictionary to get the correct meaning of the underlined words. Look for several meanings of the word listed below in your dictionary at home. Use each word in a sentence. 1. show They show their project to the public. 2. fit The children fit their P.E. uniform.
33
3. face You have to face your problem. P.L. : ______________________________________ REMARKS: ______________________________________ 3:15 4:15 Makabayan Grade III 3 I. LAYUNIN: A. Nasasabi ang mga pagtutulungan ng pamahalaan at pamayanan. II. PAKSANG-ARALIN: Pagtutulungan ng Pamahalaan at Pamayanan BEC handbook in Makabayan, 1, 1.2 ph. 20 Makabayan: Kapaligirang Pilipino ph. 14-151 Larawan, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: Kakayahan at Mithiin C. Pagganyak: tanong. Mayroon na bang naitulong ang pamahalaan sa iyo? Sa inyong pamilya? Ano ito? Paano natutulungan ng pamahalaan ang naghihirap na mga mamamayan? D. Pag-aalis ng sagabal: pamahalaan, pamayanan E. Pamamaraan Gawain 1 Grupo Mula sa aklat. Sipiin ang mga nagawang tulong ng pamahalaan sa pamayanan. Gawain 2 Grupo Pag-uulat ng bawat grupo upang matalakay ang paksang-aralin. Gawain 3 Basahin at alamin ang wastong pangungusap na nagsasabi ng mga naitulong ng pamahalaan sa pamayanan. F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Tanungin: Ano naman ang iyong gagawin upang makatulong sa pamahalaan? PAGTATAYA:Sagutin:
III.
IV.
P.L. : ___________________________________________ REMARKS: ___________________________________________
34
MONDAY, DECEMBER 17, 2012

OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 3RD Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Read the verse. 2. Present the incomplete sentences for memorization. 3. Recite the verse. EVALUATION: List down pupils who can recite the verse.
IV.
V.
READING
III-3
I.
A. Read words with th sound. II. SUBJECT MATTER: Reading of words with th sound flashcards, pictures III. PROCEDURES; A. Motivation: What are words with th sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. bath thin thank filth path thing throat forth hath think throne fifth Smith c thick girth north loth third mirth south tooth three birth mouth
35
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing th sound. D. Application: What words with th sound youve learned. IV. EVALUATION: Read the following words below. 1. thing 2.think 3.thick Assignment Make a list of words with ea sound.
4.third
5.three
V.
P.L. : _____________________ REMARKS: _____________________
8:30 9:30 1:15 2:15

I. OBJECTIVE:
I.
ENGLISH III-3 9:45 10:45 III-1 2:15 3:15
III-4 III-2
Write different kinds of sentences from dictation Write legibly and neatly Demonstrate neatness in doing written work
Subject Matter A. Topic: Writing Different Kinds of Sentences from Dictation
B. References: PELC, Writing 3 Phoenix Writing 2, pp. 111-113 Phoenix Writing 3, pp. 64-65 http://www.elementary.ph/writing-dictation C. Materials: pictures
Value Focus: Neatness
II. Procedure A. Pronunciation drill: Riddle B. Review: Cause Effect
36
C. Motivation
Heres a picture of a girl holding a flower. What do you notice with the petals? What words are on the petals? Lets write a sentence from these words. (Teacher calls on some pupils to write their sentences on the board.) Find out which of the sentences are correct. I am a girl. D. Presentation
Activity 1
Heres a mango tree. It has many fruits. Do you like to eat the fruits? Pupils will go in front and pick the fruits. Let them place the fruits they have picked under the column where they belong.
Sentence
Phrase
Analysis and Discussion Show a sentence written on a strip. Let the pupils read it. My teacher is Mrs. Gracia Abiog. Teacher asks: What did you notice about the first letter of the sentence? (The first letter of the sentence was written with a capital letter.) What did you notice about the title of the person? How was it written? (The first letter was written in capital letter.)
37
How were the first name and the family name of the person written? (The first letters of the names were written in capital letters.) What can be found at the end of the sentence? (There was a punctuation mark, a period, at the end of the sentence.)
Activity 2
Read and understand the groups of words in the picture. Separate the words and write them properly.
Group Activity Group 1: Look at the animals in the zoo. Write a sentence about each of these animals. Remember to begin each sentence with a capital letter and end it with a period. Use a pad paper.
Group 2: Write three sentences that tell about the picture below.
38
Activity 3 Rewrite these sentences correctly. 1. mrs. reyes goes to school. 2. I live in tubao, la union. 3. We study in tubao central school. 4. how are you 5. please open the door E. Generalization What things must we remember when writing a sentence? In writing a sentence, write the first letter in a capital letter and end with a punctuation mark. (.) (?) (!). The proper nouns must also begin with a capital letter. F. Application A. Individual Activity Each pupil will write something about his/her school in a sentence. IV. Evaluation Listen carefully. Write the sentences in cursive form correctly.
V. Assignment
1.
Write three sentences about your mother.
P.L. : ______________________________________ REMARKS: ______________________________________
3:15 4:15 I. LAYUNIN:
Makabayan Grade III 3 A. Nasasabi ang mga pagtutulungan ng pamahalaan at pamayanan.
II.
PAKSANG-ARALIN: Pagtutulungan ng Pamahalaan at Pamayanan BEC handbook in Makabayan, 1, 1.2 ph. 20 Makabayan: Kapaligirang Pilipino ph. 14-151 Larawan, plaskards
39
III.
PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: Kakayahan at Mithiin C. Pagganyak: tanong. Mayroon na bang naitulong ang pamahalaan sa iyo? Sa inyong pamilya? Ano ito? Paano natutulungan ng pamahalaan ang naghihirap na mga mamamayan? D. Pag-aalis ng sagabal: pamahalaan, pamayanan E. Pamamaraan Gawain 1 Grupo Mula sa aklat. Sipiin ang mga nagawang tulong ng pamahalaan sa pamayanan. Gawain 2 Grupo Pag-uulat ng bawat grupo upang matalakay ang paksang-aralin. Gawain 3 Basahin at alamin ang wastong pangungusap na nagsasabi ng mga naitulong ng pamahalaan sa pamayanan. F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Tanungin: Ano naman ang iyong gagawin upang makatulong sa pamahalaan?
IV.
PAGTATAYA:Sagutin:
P.L. : ___________________________________________ REMARKS: ___________________________________________
40
HAPPY NEW YEAR!

THURSDAY, JANUARY 3, 2013 7:30 8:00 GMRC III-3 I. OBJECTIVE: Recite the verse of the week II. SUBJECT MATTER: 1ST Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Mathhew 6:33 E. Presentation 1. Read the verse. 2. Present the incomplete sentences for memorization. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________ 8:00 8:30 READING III-3 OBJECTIVE: C. Read words with -ive sound. SUBJECT MATTER: Reading of words with -ive sound flashcards, pictures PROCEDURES; A. Motivation: What are words with -ive sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. give passive extensive forgive pensive outlive active captive festive plaintive respective attentive massive expensive
I. II.
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ive sound. D. Application:
41
IV.
V.
What words with ive sound youve learned. EVALUATION: Read the following words below. 1.Pension 2.passion 3.admission 4.confession Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________ Grade III 3 Grade III 4 ENGLISH 1:15 2:15 2:15 3:15
5.discussion
8:30 9:30 9:45 10:45

I.
Learning Objectives Write different kinds of sentences from dictation Write legibly and neatly Demonstrate neatness in doing written work
II. Subject Matter A. Topic: Writing Different Kinds of Sentences from Dictation B. References: PELC, Writing 3 Phoenix Writing 2, pp. 111-113 Phoenix Writing 3, pp. 64-65 C. Materials: pictures Value Focus: Neatness III. Procedure A. Pronunciation Drill Tongue Twister B. Review- Previous lessons C. Unlocking D. Motivation
Heres a picture of a girl holding a flower. What do you notice with the petals? 42
What words are on the petals? Lets write a sentence from these words. (Teacher calls on some pupils to write their sentences on the board.) Find out which of the sentences are correct. I am a girl. E. Presentation Heres a mango tree. It has many fruits. Do you like to eat the fruits? Pupils will go in front and pick the fruits. Let them place the fruits they have picked under the column where they belong.
Sentence
Phrase
Activity 1 Show a sentence written on a strip. Let the pupils read it. My teacher is Mrs. Gracia Abiog. Teacher asks: What did you notice about the first letter of the sentence? (The first letter of the sentence was written with a capital letter.) What did you notice about the title of the person? How was it written? (The first letter was written in capital letter.) How were the first name and the family name of the person written? (The first letters of the names were written in capital letters.) What can be found at the end of the sentence? (There was a punctuation mark, a period, at the end of the sentence.)
Activity 2 43
Read and understand the groups of words in the picture. Separate the words and write them properly.
Group Activity 3
Group 1: Look at the animals in the zoo. Write a sentence about each of these animals. Remember to begin each sentence with a capital letter and end it with a period. Use a pad paper.
Group 2: Write three sentences that tell about the picture below.
F. Generalization 44
What things must we remember when writing a sentence? In writing a sentence, write the first letter in a capital letter and end with a punctuation mark. (.) (?) (!). The proper nouns must also begin with a capital letter. G. Enrichment Activity Rewrite these sentences correctly. 1. 2. 3. 4. 5. IV. Evaluation Listen carefully. Write the sentences in cursive form correctly. mrs. reyes goes to school. I live in tubao, la union. We study in tubao central school. how are you please open the door
V. Assignment Write three sentences about your mother.
P.L. : ___________________________________________ REMARKS: ____________________________________________
3:15 4:15 I. LAYUNIN:
Makabayan Grade III 3
II.
A. Napatutunayan na mahalaga ang pagtutulungan upang matamo ang mithiin. PAKSANG-ARALIN: Pagpapatunay sa Kahalagahan ng Pagtutulungan Para sa Kaunlaran BEC handbook in Makabayan Masipag na Pilipino pp 142-147 Larawan ng isang pamayanan na marumi at binabaha
III.
PAMAMARAAN; A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: mga Mithiin ng mga Pilipino C. Pagganyak: Magpaawit tungkol sa pagtutulungan ; Ikaw, Ako, Tayo Magpakita na larawan ng isang pamayanan na may suliranin sa pagbaha, kalinisan at iba pa. Gusto ng pamayanan na malutas ito. Tanungin kung uunlad ba ang pamayanang ito. Pag-usapan ang kaso at hingan ang mga bata
45
ng solusyon kung pano malulutas ang suliranin. Kung pag-uusapan lamang ang suliranin magkakaroon ba tayo ng solusyon? D. Pag-aalis ng sagabal: sagabal-hadlang E. Pamamaraan Gawain 1 Grupo Pangkatin ang mga bata sa tatlo, ABC at sabihan sila na maghanda ng piping palalabas na nagpapakita kung paano malulutas ang mga suluranin ng pamayanan. Ipabunot sa lider ang kanilang role sa kahon at hayaang maghanda sila at ipasadula ang piping palabas at sabihan ang ibang pangkat na magmasid kung paano o ano ang solusyon ng bawat pangkat. A Mga mag-aaral B mga magulang C mga pamunuan ng pamayanan Gawain 2 Talakayin; Anu-ano ang ipinakikitang pagtutulungan ng bawat pangkat? Pangkat 1 : Mga mag-aaral Ginawa: Nagtutulungan Mga Gawain; a. paglilinis ng kanal b.pagtatambak ng basura c. pag-uuri ng patapong bagay Mithiing nakamit; kaunlaran at kalinisan Pangkat 2 : Mga magulang Ginawa: Nagtutulungan Mga Gawain; a. paglilinis b.paglalagay ng basurahan c. pag-uuru-uri ng mga basura d.pasrerecycle Mithiing nakamit; kaunlaran at kalinisan sa barangay Pangkat 3 : Mga pangulo ng pamayanan Ginawa: Nagtutulungan Mga Gawain; a. paggawa ng proyektong magrecycle b.paggawa ng ordenansa c. paggawa ng basurahan d.pagtatanim sa tambakan Mithiing nakamit; kaunlaran at kalinisan Gawain 3 Ipabasa ang kalagayan at iapsagot ang tanong. Pumapasok ka sa paaralan at nakikita mo ang mga nagkalat na basura sa tarangkahan. Ano ang iyong gagawin? Paano mo pinahahalagahan ang ginagawang paglilingkod sa proteksyon sa buhay at ari-arian ng pamahalaan.
F. Paglalahat:
46
Ipasagot ang tanong. Paano Matutupad ang mithiing kaunlaran sa pagtutulungan? G. Paglalapat: Ilapat ang kasanayan sa tulong ng mga sumusunod: a. Kumakain kayo ng kendi, ngunit napansin mo na walang paglalagyan ng balat. Ano anginyong gagawin? b. Dumating ka sa bahay at napansin mong abala ang nanay sa pagluluto at pag-aalaga mo sa bunso mong kapatid. Ano ang iyong gagawin? c. Mag-interbyu ng punong-guro kung anu-anong mga Gawain ang mapagtutulungan at ng sino pang umunlad ang paaralan. IV. PAGTATAYA: Magpaguhit ng isang larawan na nagpapakita ng pagtutulungan. Iadikit sa bond paper at ipasulat sa ibaba kung sinu-sino ang nasa larawan, anong pagtutulungan ang ginawa nila at paano ito nakatutulong sa kaunlaran. V. TAKDANG-ARALIN: Magmasid sa pamayanan at tingnan kung may pagtutulungan ba ang mga mag-anak o magkakapitbahay. Sabihan sila na maghanda sa pagbabalita sa pagpasok nila.
P.L. : ___________________________________________ REMARKS: ___________________________________________
47
THURSDAY, JANUARY 10, 2013

7:30 8:30 8:30 9:30
I.
ENGLISH 9:45 10:45 1:15 2:15
Learning Objectives Use the correct adjective to compare two nouns.
II. Subject Matter Comparing Adjectives PELC Speaking http://www.elementary.ph/degrees-comparison Value Focus: Neatness III. Procedure A. Pronunciation Drill Tongue Twister B. Review- what are adjectives? C. Unlocking Directions: Look for the words in the rhyme that will fit in the boxes. in the group, with many fat or big got a high score
Answer: among, stout, passed Say: Children, let us read the words and their meanings. D. Motivation: Look at the three girls. What can you say about them? Are they alike? Why/ How do they differ?
E. Presentation Activity 1 Say: Listen as I read to you this short rhyme. This is about the three girls in the picture. Oh, if you could only see, Who among the sisters three Is small, smaller and smallest, I think that would be best. But if you still can tell, Who among them as well, Is stout, stouter and stoutest, Surely, you have passed the test
48
Let the children read the rhyme out loud. Ask: What is the rhyme about? Which are the adjectives in the rhyme?
Now, fill in the blank in each sentence. Use the picture and rhyme to help you. Acitivy 2 Directions: Pick out the adjectives. Give their comparative forms. Some people have unusual pets. They keep wild animals like snakes and apes. These animals need special care because they need a big space to live in. They are also dangerous. Pick out the adjectives in this rhyme. I have a little hen, The prettiest ever seen; She washed up the dishes, And kept the house clean.
Group Activity 3
Situation: Marlowe and Neena, are looking at a poster of the solar system. Directions: Fill in each blank with the correct form of the adjectives. Marlo: The sun is the (big) heavenly body in the picture. Neena: Maybe it is the (hot), too. (Near) to the Sun is Mercury. Marlo: Yes. Of all the planets, it is the (near) to the sun, and the (far) is Pluto. Neena: But scientists say that Pluto is no longer a planet. Marlo: I read about it, too. Which is (small) , Uranus or Neptune? Neena: I think Neptune is (small) . Marlo: Oh, did you hear the bell? Lets go to our room now. Recess is over. Neena: Lets go. Its good to be punctual.
F. Generalization Form the generalization using the graphic organizer. Clue Questions a. What are the forms of adjectives? b. How many are compared in the comparative form? c. How do we compare two persons or objects? G. Enrichment Activity Directions: Look at the pictures. Write sentences about them using the positive, comparative and superlative forms of adjectives.
49
1. short hair
Edna 2. difficult test
Verna
Amy
Mathematics No of Items - 30 Score - 15
English No of Items - 30 Score - 26
Makabayan No of Items - 30 Score - 20
IV. Evaluation Use the correct comparative form. Choose inside the parenthesis. 1. Tina is (more beautiful, beautifuller, most beautiful) Lara. 2. I have a (more taller, taller, tallest) tree than Milo. 3.
V. Assignment Write three sentences about your mother.
P.L. : ___________________________________________ REMARKS: ____________________________________________
3:15 4:15 I. LAYUNIN:
Makabayan Grade III 3
II.
A. Napatutunayan na mahalaga ang pagtutulungan upang matamo ang mithiin. PAKSANG-ARALIN: Pagpapatunay sa Kahalagahan ng Pagtutulungan Para sa Kaunlaran BEC handbook in Makabayan Masipag na Pilipino pp 142-147 Larawan ng isang pamayanan na marumi at binabaha
III.
PAMAMARAAN;
50
A. Balitaan: Kasalukuyang pangyayari B. Balik-Aral: mga Mithiin ng mga Pilipino C. Pagganyak: Magpaawit tungkol sa pagtutulungan ; Ikaw, Ako, Tayo Magpakita na larawan ng isang pamayanan na may suliranin sa pagbaha, kalinisan at iba pa. Gusto ng pamayanan na malutas ito. Tanungin kung uunlad ba ang pamayanang ito. Pag-usapan ang kaso at hingan ang mga bata ng solusyon kung pano malulutas ang suliranin. Kung pag-uusapan lamang ang suliranin magkakaroon ba tayo ng solusyon? D. Pag-aalis ng sagabal: sagabal-hadlang E. Pamamaraan Gawain 1 Grupo Pangkatin ang mga bata sa tatlo, ABC at sabihan sila na maghanda ng piping palalabas na nagpapakita kung paano malulutas ang mga suluranin ng pamayanan. Ipabunot sa lider ang kanilang role sa kahon at hayaang maghanda sila at ipasadula ang piping palabas at sabihan ang ibang pangkat na magmasid kung paano o ano ang solusyon ng bawat pangkat. A Mga mag-aaral B mga magulang C mga pamunuan ng pamayanan Gawain 2 Talakayin; Anu-ano ang ipinakikitang pagtutulungan ng bawat pangkat? Pangkat 1 : Mga mag-aaral Ginawa: Nagtutulungan Mga Gawain; a. paglilinis ng kanal b.pagtatambak ng basura c. pag-uuri ng patapong bagay Mithiing nakamit; kaunlaran at kalinisan Pangkat 2 : Mga magulang Ginawa: Nagtutulungan Mga Gawain; a. paglilinis b.paglalagay ng basurahan c. pag-uuru-uri ng mga basura d.pasrerecycle Mithiing nakamit; kaunlaran at kalinisan sa barangay Pangkat 3 : Mga pangulo ng pamayanan Ginawa: Nagtutulungan Mga Gawain; a. paggawa ng proyektong magrecycle b.paggawa ng ordenansa c. paggawa ng basurahan d.pagtatanim sa tambakan Mithiing nakamit; kaunlaran at kalinisan Gawain 3 Ipabasa ang kalagayan at iapsagot ang tanong.
51
Pumapasok ka sa paaralan at nakikita mo ang mga nagkalat na basura sa tarangkahan. Ano ang iyong gagawin? Paano mo pinahahalagahan ang ginagawang paglilingkod sa proteksyon sa buhay at ari-arian ng pamahalaan.
F. Paglalahat: Ipasagot ang tanong. Paano Matutupad ang mithiing kaunlaran sa pagtutulungan? G. Paglalapat: Ilapat ang kasanayan sa tulong ng mga sumusunod: a. Kumakain kayo ng kendi, ngunit napansin mo na walang paglalagyan ng balat. Ano anginyong gagawin? b. Dumating ka sa bahay at napansin mong abala ang nanay sa pagluluto at pag-aalaga mo sa bunso mong kapatid. Ano ang iyong gagawin? c. Mag-interbyu ng punong-guro kung anu-anong mga Gawain ang mapagtutulungan at ng sino pang umunlad ang paaralan. IV. PAGTATAYA: Magpaguhit ng isang larawan na nagpapakita ng pagtutulungan. Iadikit sa bond paper at ipasulat sa ibaba kung sinu-sino ang nasa larawan, anong pagtutulungan ang ginawa nila at paano ito nakatutulong sa kaunlaran. V. TAKDANG-ARALIN: Magmasid sa pamayanan at tingnan kung may pagtutulungan ba ang mga mag-anak o magkakapitbahay. Sabihan sila na maghanda sa pagbabalita sa pagpasok nila.
P.L. : ___________________________________________ REMARKS: ___________________________________________
52
WEDNESDAY, JANUARY 23, 2013 TEACHER WAS ABSENT THURSDAY, JANUARY 24, 2013 MUSLIM HOLIDAY FRIDAY, JANUARY 25, 2013
I. II. 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
SUBJECT MATTER: 1st Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________ 7:45 8:45 English Grade Iii 3 OBJECTIVE: A. Read the selection orally. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI English - POST test PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 1. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER cursive writing activity for those in seat.
I.
II. III.
53
MONDAY, JANUARY 28, 2013

I. II. 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
SUBJECT MATTER: 4TH Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________
I.
II. III.
7:45 8:45 Grade Iii 3 OBJECTIVE: A. Read the selection orally. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI fILIPINO - POST test PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 2. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER cursive writing activity for those in seat.
54
TUESDAY, JANUARY 29, 2013

I. II. 7:30 7:45 GMRC III-3 OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 4TH Week Verse
III.
PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________ 7:45 8:45 I. Grade III 3
English
OBJECTIVE: A. Read the selection silently. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI Silent Reading - Filipino PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 1. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER arithmetic activity for those in seat.
II. III.
55
WEDNESDAY, JANUARY 30, 2013

III.
PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________ 7:45 8:45 I. OBJECTIVE:
Infer what happened before/after an event
English
Grade III 3
II. Subject Matter a. Topic: Inferring Events That Happened Before and After
b. References:
PELC Reading 7 Open Roads to Reading, pp.210-213 Work text in Reading for Grade 2 Skill Builders for Efficient Reading, 3rd ed. http://www.elementary.ph/inferring-events-happened-and-after c. Materials: pictures Value Focus: Perseverance III. Lesson Proper A. Preparatory Activities 1. Review Call five volunteer pupils. Instruct them to act out in front of the class any of the following activities: a. going to school d. sleeping b. taking a bath e. preparing food c. eating
56
Instruct the class to guess what could happen next based on what the five volunteers acted out. B. Motivation Present a pot with different kinds of gold jewelry inside. What do you see on my table? What is inside the pot? Call a pupil to take out the objects inside. Let them identify the objects. Who among you have one like this? Who among you wants to have many of these? Do you dream of becoming rich in the future? What will you do so your dream will come true? C.Unlocking of Difficulties Unlocking of words may be done through configuration clues and pictures, real objects. Example: Direction: Complete the word for the picture Ask:
1. f a r m e r
a. b. c. d. e. f. D. Presentation
farmer show picture sick ill farm a piece of land used for planting vegetables show real vegetables fruits show real fruits pot of gold -
a. Have a picture walk. (Teacher will browse through the pages with the students.) Then ask the motive question before reading the story. Motive Question: What is considered as the Pot of Gold or the treasure in Mang Ninoys farm?
A Pot of Gold Mang Ninoy is a good farmer. He has a big farm. His farm has many trees. One day, he got sick. He was very sick. He was going to die. He called his children. Children, I am very sick. I am going to die. I have saved for all of you. I have a pot of gold. Its there on the farm. Look for it. The next day, Mang Ninoy died. The children went to the farm. They looked for the pot of gold. They dug everywhere. But they could not find the gold. So every day, they took turns digging. Still, there was no pot of gold. Later, the farm had many fruits. It had many vegetables, too. The children sold these. They had much money. b. Who are the characters in the story? c. How do you describe Mang Ninoy? d. Who got sick one day? 57
e. f. g. h.
What did he tell his children? What did the children do after Mang Ninoy died? Did they find a pot of gold? If you were the children of Mang Ninoy, would you continue tilling the soil after finding out that there was no pot of gold? Why? i. Did the pot of gold help the children of Mang Ninoy live better? How? j. What exactly is the pot of gold talked about in the story? k. What do you think is your pot of gold? 2. Analysis and Discussion 1. Have a post-reading activity. Ask the pupils to read again the story silently. 2. Present to the class series of pictures about the events that happened in the story. 3. Guide the pupils to sequence the events that happened in the story using the pictures by asking what happened first, next, etc. With the aid of pictures, guide the pupils to tell the event that happened before or after. Example - Ask: What happened to Mang Ninoy before he told his children that he saved a pot of gold for all of them? What happened after Mang Ninoy died? What event happened in the story before they came to know that the pot of gold are the products of the land that they tilled? After
Before
58
Activity 1: Directions: Color the picture on the left that happened before the event on the right.
1.
2.
3.
4.
Activity 2: Directions: Study the picture. Act out the event that could happen after.
59
Activity 3: A. Directions: Study the picture. Write the event that happened before it.
1.
___________________
2.
___________________
3.
___________________
E. Generalization Lead the pupils to formulate the generalization. How do we know what happened before/after an event? (We can know what happened before/after an event by listening, observing, comparing and analyzing the event.) F. Application: Study the picture. Write the event that could happen after. 4. ___________________
5.
___________________
60
IV. Evaluation A. Directions: Infer what happened before/after an event Can you tell what happened before? Ring the letter of the correct answer. 1. Vivian is at the foot of the stairs. She is crying. She hurt her foot. a. She got sick. b. She fell from the stairs. c. She played at the stairs. 2. It has been raining all morning. Peter comes home from school. He is wet. a. He took a bath. b. He went swimming. c. He walked in the rain. B. What happens after? Put a check before the answer. 1. Ana wakes up at 7:30. Her classes start at 7:30. _____ She will be late. _____ She will be on time. _____ She will be early for school. 2. Tino watched TV shows late last night. _____ He woke up early. _____ He woke up late. _____ He got sick. 3. Lina finds a wallet. It has money in it. She looks for the owner. _____ She will keep the wallet. _____ She will get the wallet. _____ She will give the wallet back. V. Assignment
Cut a picture from the newspaper that attracts your attention. Make an inference on what happened before the event and infer on what could happen after.
CONTINUE TO CONDUCT PHIL-IRI DURING MAKABAYAN AND READING TIME.
61
THURSDAY, JANUARY 31, 2013

III.
PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________ 7:45 8:45 I. OBJECTIVE:
Infer what happened before/after an event
English
Grade III 3
II. Subject Matter i. Topic: Inferring Events That Happened Before and After
PELC Reading 7 Open Roads to Reading, pp.210-213 Work text in Reading for Grade 2 Skill Builders for Efficient Reading, 3rd ed. http://www.elementary.ph/inferring-events-happened-and-after iii. Materials: pictures Value Focus: Perseverance III. Lesson Proper A. Preparatory Activities 1. Review Call five volunteer pupils. Instruct them to act out in front of the class any of the following activities: a. going to school d. sleeping b. taking a bath e. preparing food c. eating
ii. References:
62
Instruct the class to guess what could happen next based on what the five volunteers acted out. B. Motivation Present a pot with different kinds of gold jewelry inside. What do you see on my table? What is inside the pot? Call a pupil to take out the objects inside. Let them identify the objects. Who among you have one like this? Who among you wants to have many of these? Do you dream of becoming rich in the future? What will you do so your dream will come true? C.Unlocking of Difficulties Unlocking of words may be done through configuration clues and pictures, real objects. Example: Direction: Complete the word for the picture Ask:
1. f a r m e r
a. b. c. d. e. f. D. Presentation
farmer show picture sick ill farm a piece of land used for planting vegetables show real vegetables fruits show real fruits pot of gold -
a. Have a picture walk. (Teacher will browse through the pages with the students.) Then ask the motive question before reading the story. Motive Question: What is considered as the Pot of Gold or the treasure in Mang Ninoys farm?
A Pot of Gold Mang Ninoy is a good farmer. He has a big farm. His farm has many trees. One day, he got sick. He was very sick. He was going to die. He called his children. Children, I am very sick. I am going to die. I have saved for all of you. I have a pot of gold. Its there on the farm. Look for it. The next day, Mang Ninoy died. The children went to the farm. They looked for the pot of gold. They dug everywhere. But they could not find the gold. So every day, they took turns digging. Still, there was no pot of gold. Later, the farm had many fruits. It had many vegetables, too. The children sold these. They had much money. a. Who are the characters in the story? b. How do you describe Mang Ninoy? c. Who got sick one day? 63
d. e. f. g.
What did he tell his children? What did the children do after Mang Ninoy died? Did they find a pot of gold? If you were the children of Mang Ninoy, would you continue tilling the soil after finding out that there was no pot of gold? Why? h. Did the pot of gold help the children of Mang Ninoy live better? How? i. What exactly is the pot of gold talked about in the story? j. What do you think is your pot of gold? 2. Analysis and Discussion 1. Have a post-reading activity. Ask the pupils to read again the story silently. 2. 3. Present to the class series of pictures about the events that happened in the story. Guide the pupils to sequence the events that happened in the story using the pictures by asking what happened first, next, etc. With the aid of pictures, guide the pupils to tell the event that happened before or after. Example - Ask: What happened to Mang Ninoy before he told his children that he saved a pot of gold for all of them? What happened after Mang Ninoy died? What event happened in the story before they came to know that the pot of gold are the products of the land that they tilled? After
Before
64
Activity 1: Directions: Color the picture on the left that happened before the event on the right.
1.
2.
3.
4.
Activity 2: Directions: Study the picture. Act out the event that could happen after.
65
Activity 3: A. Directions: Study the picture. Write the event that happened before it.
1.
___________________
2.
___________________
3.
___________________
E. Generalization Lead the pupils to formulate the generalization. How do we know what happened before/after an event? (We can know what happened before/after an event by listening, observing, comparing and analyzing the event.) F. Application: Study the picture. Write the event that could happen after. 4. ___________________
5.
___________________
66
IV. Evaluation a. A. Directions: Infer what happened before/after an event Can you tell what happened before? Ring the letter of the correct answer. 1. Vivian is at the foot of the stairs. She is crying. She hurt her foot. d. She got sick. e. She fell from the stairs. f. She played at the stairs. 2. It has been raining all morning. Peter comes home from school. He is wet. d. He took a bath. e. He went swimming. f. He walked in the rain. C. What happens after? Put a check before the answer. 1. Ana wakes up at 7:30. Her classes start at 7:30. _____ She will be late. _____ She will be on time. _____ She will be early for school. 2. Tino watched TV shows late last night. _____ He woke up early. _____ He woke up late. _____ He got sick. 3. Lina finds a wallet. It has money in it. She looks for the owner. _____ She will keep the wallet. _____ She will get the wallet. _____ She will give the wallet back. V. Assignment
Cut a picture from the newspaper that attracts your attention. Make an inference on what happened before the event and infer on what could happen after.
LESSON NOT YET TAUGHT..CONFLICT OF SCHEDULE
67

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MERRY CHRISTMAS!

Pension permission addition petition

passion profession condition production

8:30 9:30 9:45 10:45 I.

ENGLISH 1:15 2:15 2:15 3:15

Grade III 1 Grade III 2

A. Natatalakay ang kahalagahan ng kakayahan sa pagtupad ng mithiin. PAKSANG-ARALIN: Sariling Kakayahan

TUESDAY, DECEMBER 4, 2012

WEDNESDAY, DECEMBER 5, 2012

8:30 9:30 9:45 10:45 I. II.

Grade III 3 Grade III 4

ENGLISH 1:15 2:15 2:15 3:15

Grade III 1 Grade III 2

TAKDANG-ARALIN: Itala sa kwaderno ang mga nalaman sa aralin.

P.L. : ___________________________________________ REMARKS: ___________________________________________

THURSDAY, DECEMBER 5, 2012

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Grade III 3 Grade III 4

Grade III 1 Grade III 2

MONDAY, DECEMBER 10, 2012

8:30 9:30 9:45 10:45 I. OBJECTIVE:

Grade III 3 Grade III 4

Grade III 1 Grade III 2

TUESDAY, DECEMBER 11, 2012

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Grade III 3 Grade III 4

Grade III 1 Grade III 2

E. Development of the Lesson

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Makabayan Grade III 3 B. Nasasabi ang mga pagtutulungan ng pamahalaan at pamayanan.

P.L. : ___________________________________________ REMARKS: ___________________________________________

WEDNESDAY, DECEMBER 12, 2012

8:30 9:30 9:45 10:45 I.

Grade III 3 Grade III 4

Grade III 1 Grade III 2

not thoroughly cooked

a letter different from the lower case or small letter.

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THURSDAY, DECEMBER 13, 2012

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Grade III 3 Grade III 4

Grade III 1 Grade III 2

a letter different from the lower case or small letter.

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MONDAY, DECEMBER 17, 2012

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ENGLISH III-3 9:45 10:45 III-1 2:15 3:15

Subject Matter A. Topic: Writing Different Kinds of Sentences from Dictation

Value Focus: Neatness

II. Procedure A. Pronunciation drill: Riddle B. Review: Cause Effect

Write three sentences about your mother.

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Makabayan Grade III 3 A. Nasasabi ang mga pagtutulungan ng pamahalaan at pamayanan.

P.L. : ___________________________________________ REMARKS: ___________________________________________

HAPPY NEW YEAR!

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Grade III 1 Grade III 2

V. Assignment Write three sentences about your mother.

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