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Lesson
Parts
Overview/
Objectives

Materials

Procedure

Day 1
Literature:
Chocolate Milk for Danny
(adapted from Aesop)
 Monitor and selfcorrect one’s
comprehension via
skimming (title and
text)
 Appreciate how the
character had been
truthful to her mother
 “A Chocolate Milk for
Danny” (Story)by:
Dinah C. Bonao,
pictures
(5 min)
 Unlocking of key
words in the story using
pictures and context
 Motivation Question
 Motive Question
(skimming)
(15 min)
Read-aloud of the story with
some prediction questions at
certain points
(15 min)
Post Reading:
Discussion of the story,

Day 2

Decode words with
digraph /ch/ (initial) as
in chin (1st half)

Monitor and selfcorrect one’s
comprehension via
skimming (picture)
(2nd half)

6-framed-story board of
A Chocolate Milk for
Danny

(10 min)

Word drill and exercises
on words with
digraph /ch/ (initial) as
in chin (1st half), see TG
and LM

Show 3 story board and
ask pupils to give the
general idea

(10 min)
 Discuss how skimming
is done using story
boards

Day 3

Read words with
digraph /ch/ (final) as
in catch (1st half)
Monitor and self-correct
one’s comprehension
using scanning(2nd half)

Day 4

Read words with
digraph /ch/ (1st half)

Monitor and selfcorrect one’s
comprehension using
scanning (2nd half)

Picture of a party

(10min)
 Word drill and
exercises on words with
digraph /ch/ (initial) as
in chin (1st half), see
TG and LM

(5 min)
 Word drill and
exercises on words
with digraph /ch/
(initial) as in chin (1st
half), see TG and LM

Review 6-framed-story
board of A Chocolate
Milk for Danny

Show a picture of a
party and ask pupils

(10 min)
(10 min)
Discuss how scanning is
done using questions


Review how scanning
is done
Show a recipe

(10 min)

Day 5

Monitor and self-correct
one’s comprehension
using scanning and
skimming

Refer back to previous
lessons for text to be
scanned and skimmed
(5 min)
Let pupils answer a questions
from the selection through
scanning and skimming

(10 min)
Reiterate how scanning and
skimming is done

(15 min)

highlighting Almira’s
truthfulness to her mother
at the end of discussion
(15 min)
Pair and Share: Partners
take turns in answering
questions.

(15min)

(10 min)

Pose specific questions for
pupils to answer by
scanning the text (group
activity)(20 min)

Distribute to the pupils
(in groups) the next 3
frames of the story
board to get the general
sense of the frame.
(15 min)
 Allow pupils to share
the output of the group

Let pupils do Q-A Activity
on short selections read

Let pupils identify
ingredients and procedure
in preparing the recipe for
egg sandwich

Let pupils share skimmed and
scanned Information
(20 min)

(25min)
Allow pupils to share
outputs

Ask pupils to share what they
did

How many slices of bread does this loaf of bread have? Show a picture of Almira in front of a bakery with a loaf of bread. 2. Motive Question: What did Danny want to buy in the market? During Reading . Motivation Question: What do you want to buy from a market? 3. When do we pat someone’s shoulder? What do we mean to say when we pat someone’s shoulder? Say: Let us see if you can remember the words we learned today. Say: Mother patted Almira’s shoulders. Unlocking/Vocabulary & Concept Development (loaf. Say: Almira held the hand of her brother after she bought a loaf of bread. bought . Say it again. Say: This is a slice of bread. Say slice of bread. Show a picture of a loaf of bread. Say: This is a loaf of bread. patted) Show a picture of a slice of bread. Ask: Let us count the slices on this loaf of bread. held. Show the picture of mother patting Almira’s shoulder. Say loaf of bread.Unit 2: Week 1 (Lesson 10) Chocolate Milk for Danny Pre-Reading Pre-Reading 1. Refer your pupils to LM-Activity 105 on page 112. Say: Almira bought a loaf of bread from the bakery yesterday. Say it again. Ask: When did Almira buy a loaf of bread from the bakery? (yesterday) What did Almira do at the bakery? (bought) Show a picture of Almira holding the hands of her brother while leaving the bakery.

Along the way. I don’t have the exact change. Tell the pupils you will raise some questions where you pause before continuing the story. Chocolate Milk for Danny by Dinah C.Read aloud the story. may I have my chocolate milk now?” said Danny. * Ask: Will Danny be able to enjoy the chocolate milk? “Sure. Bonao “Almira. “Ate.” Mother said as she patted Almira’s shoulder. * Ask: Where did motherask Almira to go? Who went with Almira to the market? What did he see along the way? What word did Danny use to request for chocolate milk? “We need to buy the bread first. She held the hand of his brother as they walked to the store.” * Ask: How will mother respond to Almira’s remark about the change? “ I’m proud of you for telling the truth. They are to answer those questions which will enable them to guess what might happen next. please go with your brother to the market and buy a loaf of bread for merienda. Mother. Danny stopped at one of the stores. I still have my change here.” Mother said.” he said. Finally. I bought chocolate milk for Danny without asking your permission.” whispered Almira. please buy me that chocolate milk. “but I’m sorry.” They walked home while Danny enjoyed the chocolate milk. “Were you able to buy the bread?” asked mother. Post Reading . “Ate. they bought the bread.” replied Almira. Stop at indicated points (*). I know how much you want your little brother to be happy. * Ask: Where did Almira get the money to buy the chocolate milk? Will Almira be honest in telling the truth about the change? “Yes.

What was mother’s reaction? What did she say? 9. 1. Refer your pupils to LM. 2. Day 2 Decoding/Fluency Digraph ch as in chin and catch / Writing/Skimming Review/Introduction .1. 3. 6. Pair and Share Let the pupils share with a partner instances in their own life when they told the truth and said they were sorry for what happened. Allow them to use their native language if needs be in their sharing or ask you how to say it in English if they so desire. 5. 7. Draw your favorite character. Discussion Questions Ask the pupils to answer the following questions orally. Engagement/Enrichment A.Activity 106 on page 113. In what other ways can you show that you are telling the truth? 2. B. What is the title of the story? Who are the characters in the story? Where did mother ask the children to go? What did Danny want to buy? What did her sister say? Before going home. Write two sentences about him/her. was Danny able to get what he wants? Why? Why did Almira say I’m sorry when they got home? Do you think it is important? Why? 8. Each partner will take his turn sharing his experience. Go around and monitor if the pupils are doing the task correctly. 4.

Read the words. Ask: What are the underlined letters? (ch) Say again the word chocolate (emphasize /ch/) . Let the pupils read the word chocolate. Modeling/Teaching Say: How are ch sounded in chocolate. Model reading the words and let the pupils read after you. Lesson: Skimming (2nd half) 1. then the phrases and the sentences with /ch/ in that order. If they can’t produce it. change and much? Can you hear /c/? Can you hear /h/? A different sound is given to ch. Presentation/Introduction . Ask volunteers to underline ‘ch’. Let the pupils sound it three times. Teaching Chart: Words with /ch/ chips Chin Chick chicken children check chest cherry Chop chocolate Chair champ choose chew cheese Activity Say: Now let’s identify the pictures by completing the words with ch. model how. The sound of ch is /ch/.Say: Remember the story we read yesterday? What did Almira buy for Danny in the market? (Chocolate milk) Note: Write the word chocolate on the board and underline “ch”. Ask: What is the sound of ch in the word chocolate? Let the pupils sound /ch/. Refer the pupils to LM Activity 107 on pages 114-115. Say: Let’s have two more words from our story? change much Write the words change and much on the board. Read the words and let the pupils say them after you.

What do you see in the pictures? Story Board No. Ask five to ten pupils to share their ideas about the pictures. 1. Lesson 10 Day 3: Scanning Pictures to Answer Question Final Digraph /ch/ .Activity 110 on page 118. 4. Almira and Danny got off in front of a grocery store. Let them read the questions aloud and allow them to respond to the questions using the correct intonation. Ask each group to give their opinion about the pictures given to them. 2. Tell them that the activity that they did is skimming. Almira and Danny are on a highway waiting for a jeep. Write the answers of the pupils on the board by completing the sentence below and read them for oral fluency. Refer your pupils to LM-Activity 109 on page 117.Show the first three story boards one by one to the pupils and ask them questions about the story to come up with the general idea. Look at the pictures. 3 Almira with younger brother Danny wave goodbye to their mother. Ask the pupils to look quickly at the pictures and give the big idea. 1. Distribute to the pupils in groups the next three frames of the story board to get the general sense of the frame. Write all the answers of the pupils on the board. Independent Practice Refer your pupils to LM. 2. All answers are correct and acceptable. Write their answers on the board. 2 Story Board No. 1 Story Board No. Guided Practice Show the other two story boards one at a time. Modeling/Teaching Show the first story board.

(See teaching chart used previously. Oral Reading of words with digraph ch (initial). Model reading the words. Teaching/Modeling . They may be provided with a copy. Use pictures or demonstrate the meaning of each word before reading. catch scratch watch branch ranch much such bunch rich inch bench sketch reach 1. Read each word with your partner and match the words with their pictures. Danny asked her sister Almira to buy him chocolate milk. (See to it that you have an enlarged copy of this picture. Have you seen a container of chocolate milk? What information can you see from its box? Let us know the information in the chocolate milk drink tetra pack. Skill: Scanning Pictures to Answer Questions 1.) 2. Large enough that everybody can see the information contained in the box. Presentation: Say: In our story. Refer your pupils to LM-Activity 111A on page 119.Skill Focus: Reading words with final consonant digraph /ch/ (1st half) A. Independent Practice Refer your pupils to LM-Activity 111B on page 119. Guided Practice Say: Work with your seatmate. 2.) B. Introduce words with final digraph /ch/.

Independent Practice Refer your pupils to LM-Activity 113 on page 122. When will the drink expire? 4. Skill focus: Skimming and Scanning Other Reading Materials (2nd half) 1. Presentation/Introduction Show a picture of a “Birthday Party” .Guide the class to locate the answers in the following questions. What minerals can we get from this drink? 3. What is the name of the chocolate drink? What kind of drink is on the picture? 2. Guided Practice Divide the class into three groups. 4. Day 4: Skimming and Scanning Other Reading Materials Skill focus: Initial and Final Digraph /ch/ (1st half) Refer your pupils to LM-Acivity114 on page 123. Where was the drink made? 3. 1. Refer your pupils to LM-Activity 112 on page 121.

Independent Practice Acting-Out Have the pupils bring out the ingredients that they were asked to bring to class.) Day 5: Skimming and Scanning a Selection 1. When done. Let them write their answers on the board then ask the procedure by asking the pupils to give them orally. Presentation/Introduction . (Change to a simpler task if needed.2. clean and nutritious. Write them on the board and have them read orally after. Let the pupils identify the different ingredients of Egg Sandwich. Let them use the action words inside the box in a sentence by writing it on the line provided. Development of the Lesson Present to class the recipe of “Egg Sandwich”. Guided Practice Paper and Pen Activity Ask the pupils the things they do to keep their food safe. Modeling/Teaching Ask the class to look at the picture. Let the pupils scan the ingredients and the procedure. Refer your pupils to LM-Activity 115 on page 124. let them identify the action words used in the procedure. Let the pupils answer the questions. 5. Encourage them to give their answer in complete sentence. Using the ingredients let the pupils do the procedure in preparing the recipe in two groups. After the activity. 4. let the first group rate the recipe of the second group and vice versa.      What do you see in the picture? What do they celebrate? What are the things your parents do to make you happy on your birthday? Do you like to have a birthday party? Why? What food would you like served in your birthday party? 3.

name or word in a text and find that you need. Guided Practice Have the pupils identify what skill they will use in locating information from a given situation if they want to find specific information and if they want to have a general idea of what it is all about. What part of the story do you like most? 3. 1. This will lead you to find a single fact. they used skimming and scanning to understand the lessons. What lesson did you learn from the story? 5. Did you go fast over the pictures in each set to find out what it is all about? 6. Quickly down the page to find one specific detail. Did you go fast over the text to find out specific information? 2. date. Did you enjoy listening to the story “ Chocolate Milk for Danny”? 2. Refer your pupils to LM-Activity 116 on page 125. Modeling/Teaching Tell the pupils that in the previous activities.Ask the pupils to answer the following questions. Who is the character you like best? 4. . Say that this time they will study further on skimming and scanning Skimming is reading at the fastest speed where the eyes keep floating over the reading selection to locate information. Scanning is reading moving your eyes.

teeth. /th/. and /ph/ A cartoon image in 3 frames of a girl losing hair Sentence strips with action words Trish and Her Wish (10 min) (Show pictures of Tagpi and Bantay in motion)  Let pupils tell what Tagpi and Bantay are doing as shown in each picture.questions. Flash cards of verbs to match the pictures. and /ph/ Decode words with consonant digraph /sh/  Pictures of action words from the literature for day 1.)  Have pupils focus on the words back. 2nd half  Review action words through reading of sentence strips. Drill on words with final consonant digraph /sh/ (10 min) (15 min)  Review verbs by acting out its Day 5 SUMMATIVE TEST . (15 min) (Show a picture of Tagpi with labels of his body parts. and thigh (Discuss how to decode consonant digraphs with final    Day 4 Use action words in simple sentences Decode words with consonant digraphs: /ck/. /th/. Flash cards of words to be decoded (consonant digraphs  (5 min)  Let pupils arrange the picture frames based on the sequence of events of the literature for DAY 1.Unit 2: Week 2 (Lesson 11) Lesson Parts Day 1  Overview/ Objectives   Materials Day 2 Monitor and self-correct one’s comprehension using questions  Use graphic organizers to show understanding of texts  A copy of the comic strip “Bantay and Tagpi” by Roderick Motril Aguirre   Procedures (10 min) Let pupils…  Analyze pictures showing HONESTY  Answer the MOTIVATION QUESTIONS to process the pictures  Ponder over the MOTIVE QUESTION (20 min)  Have the pupils read the comic strip. Make them Day 3 Decode words with consonant digraphs: /ck/. (Facilitate pupils answer by posing leading and funneling questions) (15 min) 1st half  Drill on words with consonant digraph /sh/  Read the short story “Trish and Her Wish” and answer WH.      Use action words in simple sentences Decode words with consonant digraph /sh/ Decode words with consonant digraphs: /ck/. /th/. and /ph/ Decode words with consonant digraph /sh/  Picture frames showing the major events of the literature for day 1.

. Ask each group to write 2-3 sentences about the pictures to be given them. (20 min)  Have pupils practice sounding out words with consonant digraphs  Let them complete the words by making them write the missing consonant digraphs.stop at strategic points and let them answer questions to help them monitor their comprehension. allow pupils to further understand how action verbs are used in a sentence.  Independent Practice Activity on words with (Discuss what action verbs are)  Act out some verbs. (TPR)   (10 min)  Have pupils act out the word you will say. Have them match the completed words to the correct pictures they represent.  Guided Practice Activity on words with consonant digraph /sh/ (10 min)  Let the pupils accomplish the consonant digraph activity sheet in their LM. and /ph/. (15 min) Have the students…  Accomplish the letterscrambled words sheet using picture clues meaning.) Use the sentence with the word SHOUT from the story to introduce lesson on words with consonant digraph /sh/ Read words with initial consonant digraph /sh/. Using the examples.  Guided practice on using verbs in simple sentences (15 min)  Allow pupils to work in groups. (10 min)  Teacher chart exercises on identifying action verbs in a sentence. /th/. Let the pupils identify action words posted on the board.. have them complete the character map to yield the concept of honesty and/or medial/initial /ck/. (10 min)  Let pupils answer the comprehension questions (10 min)  Then.

consonant digraph /sh/ .

Which of the two dogs learned the value of HONESTY? Let us find out. Ask: Who does/do the right thing? Why? When you return something that is not yours to the owner. a boy returning a wallet to the owner). Say: I will be stopping you at a certain frame to ask you some questions. Unlocking/Vocabulary & Concept Development Unlock the word ‘honesty’ using pictures that show the concept and definition of this word. Motivation Question Which picture shows a good deed? 3. I will also answer questions from you if you need some clarification/s about the frames you have just read. 2. These two dogs are best of friends. (girl and boy cheating in class. FIRST STOP (Frame 4)  How would you describe Bantay? How is he as a friend?  Why did Bantay stop laughing when he saw Tagpi trip over the bones?  How would you describe Tagpi? Is he a happy dog? What can you say about him from his remarks about Bantay’s huge collection of bones? SECOND STOP (Frame 9)  What did Bantay and Tagpi do?  What happened after their play?  What did Tagpi do?  What did Bantay find out when he got back to his collection of bones? THIRD STOP (Frame 13)  What happened to Tagpi?  What was his reaction?  What did Bantay do? .Unit 2: Week 2 (Lesson 11) Bantay and Tagpi Pre-Reading 1. you are honest. Say: Look at these pictures. Open your LM to page ___. While Reading Explain to the students that you will be stopping them at a certain frame in the comic strip to ask or entertain questions from them. Motive Question/Statement Say: Today we will read a comic strip about “Bantay and Tagpi”.

/th/. Discuss how to decode consonant digraphs in final or medial or initial position /ck/. and thigh. teeth. Modeling Show a picture of Tagpi with labels of his body parts. Those sitting on the left are to work on the character map for Tagpi. It also facilitates how they may organize their thoughts and ideas. Engagement/ Enrichment Let the pupils accomplish the character map sheet on the character assigned to them. Say: These are Tagpi’s body parts. 2. and /ph/. Number the pictures based on the sequence of events of the comic strip we read yesterday. What did Bantay do to help Tagpi? d. Were they able to find the stray dog and Tagpi’s new blanket? Post Reading 1. Discussion Questions a. and thigh). What did Tagpi learn in the story? 2. Character map is a type of graphic organizer that helps pupils describe in detail the character in the story they read. Have pupils focus on the words back. look at this words that I will underline.) Say: Now. (Underline the words back. Students seated on the right are to accomplish the character map for Bantay. Lesson 11 Day 1: Decoding/Fluency/Writing Consonant Digraph /ch/. When the word begins with the letter t and h you also give th only one sound /Ɵ/. What was Bantay’s problem in the story? b. What was Tagpi’s problem in the story? c. Let pupils repeat the sound. /th/ and /ph/ 1. Presentation Have students arrange the picture frames based on the sequence of events in “Bantay and Tagpi”. Point to the word when you read it then the part of the body it labels. teeth. . I will read each word and you repeat them after me. Say: The second word ends with letter t and h but they only have one sound / Ɵ/. Say: The first word ends with the letter c and k but they only have one sound /k/. Say: Accomplish the CHARACTER MAP for the character I will assign to you. Say: Turn your LM to Activity 119.(Have students say the letters aloud and then give the sound /k/ of the consonant digraph ck.

On the third time. We will do the same thing to the next to the next two sets of words. SHOUT . Say: Now this word is read as photo. and ph. On my first reading just listen to me read the words. Say: What did Tagpi do to Bantay? (shout) Write the answer on the board. Guided Practice Call attention to and have the pupils practice the single sound given to the consonant digraphs ck. Then let them complete the words by writing on the board the missing consonant digraphs for each word. I will read each word and repeat after me. I will read each set of words three times. Have them match the words with the pictures they represent.Write another word: photo. This word begins with the letters p and h but they are given only one sound /ph/ or /f/. you all read the set by yourselves. Have pupils produce the sound. /ck/ /th/ /ph/ picture duck picture thirty picture pharmacy picture picture cloth picture Philippines teeth picture telephone thigh picture photo clock picture lock picture picture sack picture Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1 st half) 1. Review/Presentation Say: Who was Tagpi’s friend in our story yesterday? (Bantay) Let’s have this sentence from the story. On the second time. Tagpi shouts out to Bantay. th. Say: I have here on the board a list of words and pictures they represent. Write the sentence on the board and let the pupils read it. 3. Have pupils repeat the word.

Say: Let’s have more words with sh. Independent Practice Refer the pupils to LM Activity 121B. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures. Flash cards with words with initial consonant digraph /sh/. Let the pupils read the words in a teaching chart. action and context. Teaching Chart: Words with sh ash crash flash trash 3. shell shed shelf sheet shack shall shape shake shop shore shock shut Guided Practice Refer the pupils to LM Activity 121A. 4. Teaching Chart: Words with sh ship shift shrill shine 3. If they can’t sound it. 4. brush crush rush bush wish fish dish finish . 2. Say: The word shout has sh in the beginning. It has one sound. action and context. splash smash clash wash Guided Practice Refer the pupils to LM Activity 122.2. Modeling/Teaching Underline sh. What’s the sound of sh? Let the pupils sound it. Show words with final consonant digraph /sh/. see teaching chart. Independent Practice Refer the pupils to LM Activity 123. Model reading the words. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures. model the sound and ask them to sound it three times. Lesson 11 Day 3: Using Action Words in Simple Sentences Skill Lesson: Final Consonant Digraph /sh/ (1 st half) 1.

Presentation/Introduction Show pictures of Tagpi and Bantay in motion. These words are called action words or verbs. Teach. 2. Say: What are Tagpi and Bantay doing? Let the pupils observe each picture and allow them to give verbs that describe Tagpi and Bantay? Say: Let’s have picture 1. “Play” is a verb. Switch. Modeling/Teaching Use the pupil’s answers as springboard to the lesson about verbs. Where is Tagpi? What is he doing? (running) Let’s have picture 2? What is Bantay doing? (playing) Highlight pupils’ answers by writing the words on the board. employ the “Teach-Ok” technique from Whole Brain Teaching. The word “play” is an action word. “Run” is a verb. Say: Your answers are correct. To improve the listening and speaking skills of the pupils. Template of the sentences to be said one at a time using the above script for each sentence.Skill Lesson: Using Action Words in Simple Sentences (2 nd half) 1. let the pupils act out the verbs whenever they mention each word. . Have the pupils count off 1 with the pupil next to him/her saying 2. a. 1. Tell them you will be saying these words Class. In doing the WBT technique. b. Teacher : Switch! Pupils: Oh! Switch! Number 2 pupils (Repeats to number 1 pupils what they said. d. They are to do something after those words are said following this script for each of the sentences in the template. (This technique is a variation of Direct Instruction and facilitates TPR) Here’s how this is done. c.) 3.) Teach! Pupils: (Clap twice) Ok! Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said. Verb is an action word. Say: What is verb? Is the word play a verb? (Yes) Why? (Because it’s an action word) Is the word run a verb? (Yes) Why? (Because it’s an action word) Say: Let’s have more examples of verbs. The word “run” is an action word. Teacher: Class Pupils: Yes Teacher: (Says one of the sentences in the template and claps twice. e. Model the gesture.

Introduction Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3) Say: Let us read the words with /sh/ which were given to you last time. Read the sentence and whenever you read the verb. Lesson 11 Day 4: Decoding/Fluency/Writing Skill Lesson 1: Consonant digraph /sh/ 1. Identify the verb shown in every picture by unscrambling the letters in the sentence. The pupils read together. The scouts work. Refer the pupils to LM Activity 124. Raymond swims. (Allow pupils to alternately read the words.) 4. Alex sings.) . Ana hops. The kids dance. 3. The teacher writes.Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupils read each verb. Independent Practice Say: I will show you some pictures. Picture - walk (Pupils read) Picture - eat (Pupils read) Picture - sit (Pupils read) Picture - eat (Pupils read) Picture - talk (Pupils read) Picture - think (Pupils read) Guided Practice Read and Show Say: I will use verbs in a sentence. (Teacher models the activity) (Sentences should be illustrated to facilitate pupil’s comprehension. Ricky drives. The janitor cleans. I want you to act it out. My pet cat plays.

Skill Lesson 2: Use action words in simple sentences. Danny climbs a tree. 4. 2. and /ph. Modeling Model reading the story Trish Has a Wish. The boys play beside the canteen. Modeling/ Teaching Model and give more exercises on words and phrases with consonant digraphs /ck/. Alternately read the story with the pupils. Refer to LM Activity 126B and C. Refer to LM Activity 125 for the copy. Refer to LM Activity 126. Danny and Ana clean the room. /th/. /th/. 4. and /ph. /th/. and /ph which were given to you last time.2. Then allow a volunteer to read the story.questions about the story Refer the pupils to LM Activity 125B. and /ph. /th/. /th/. . Skill Lesson 1: Consonant digraphs /ck/. Guided Practice Answer WH. Independent Practice Write phrases and sentences with words with /ck/. Presentation/ Introduction Review pupils on action words introduced in Day 3 by allowing them to read words and phrases with action words Say: Let us read the following sentence-strips. (Allow pupils to alternately read the words. and /ph/ (previously learned words on Day 2 Say: Let us read the words with /ck/. 3. /th/. Refer to LM Activity 127. and /ph/ 1. Presentation/ Introduction Flashcard drill on consonant digraphs /ck/. Refer to LM Activity 126A. 1. /th/. 3. and /ph.) Let pupils match words with pictures to develop vocabulary of words with consonant digraphs /ck/. Guided Practice Write words and phrases with /ck/. Independent Practice Pupils draw the dish of Trish and let them write something about their drawing.

2.

Tagpi barks.
Rona walks and sings along the bay.
Modeling/ Teaching
Re-state the meaning of verbs.
Go back to sentences posted on the board and allow pupils to identify the verbs. Ask
them why those are verbs. Be sure that the pupils say that those are verbs because they
are action words.
Ask: What is the action word in the each sentence? Why do we call them action words?
Ask the class to do the actions signaled by each action words. Ask: Did you show
action to describe the meaning of each action word? Say: Action words are also called
verbs.
Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
Say: If we are going to remove the action words, what would the group of words
mean?(Emphasize that verbs play an important role in completing sentences.)

3.

Guided Practice
Let the pupils have more Teacher Chart Exercises on identifying verbs.
Tagpi tumbles down on Bantay’s collection of bones.
Bantay greets Tagpi.
Tagbi bounces up and down around Bantay.
Bantay and Tagpi play with the ball on the grass field.
He drops the ball.
Refer to Refer to LM Activity 128 for the additional guided practice on using verbs in
simple sentences.

4.

Independent Practice
Allow pupils to work in groups. Ask the groups to write 2-3 sentences from pictures
given to them.
Say: In your groups, you are going to write 2-3 sentences telling about the pictures you
are holding.
Allow pupil to write one sentence on a picture shown.
Say: This time you are going to write a sentence on the picture shown.

Unit 2: Week 3 (Lesson 12)
Lesson Parts

Overview/
Objectives

Day 1
Literature: “The Honest
Woodman”

Appreciate the importance
of honesty

Materials

Procedure

Pictures of wood, axe,
fairy, reward

Copy of the story “The
Honest Man’

Honesty Character
Award
Pre-Reading

Present key words
through pictures and
word clues

Day 2

Day 3

Note details in a given text
Read and write words with
the long vowel /a/ in simple
stories

L12D2 Worksheet1 & 2 LM
page _

The Story Guide Chart

Picture of cake and lake

Detail Wheel Game Chart/
Board
Introduction/ Presentation:

Introduction/ Presentation:

Have a flashback of the
story The Honest Man
through acting it out with
selected pupils

Allow pupils to study and
read the Guide Sheet

Use action words in simple
sentences
Read and write words with
long vowel /a/ in simple
stories

Read aloud and stop at
strategic points and ask
questions to predict the
succeeding part of the
story

Post Reading

Talk about the story read
through discussion
questions

Post and allow pupils to
answer the Guide Sheet
questions

Guided Practice:


Do Detail Wheel Game
with the pupils
Flashcard drill on Brain
List
Show picture of cake and
lake for phonics lesson

Modeling/ Teaching






Write at least 3 sentences
Read and write words with
long vowel /a/ in simple
sentences

Discuss verbs
Do Action Word Wheel
with the pupils
Allow pupils to answer
Action-Word-Sentence
Chart
Flashcard Drill on Brain
List
Read “Cake for Kate” and
answer discussion
question
Show picture and pupils

Day 5



Pictures of school gate,
dark cave, date, man
shaving

Modeling/Teaching:
Reading

Day 4

Presentation/ Introduction

Post the Pupil of The
Month Chart and the
poster about honest and
ask pupils about what
they can say about what
they see
Modeling/ Teaching

Post pupils’ responses on
the Responses Chart

Reiterate that the poster
about honesty, Pupil of the
month chart and headlines
are different sources to
get information

Allow pupils to study
responses chart
Let pupils know how
declarative sentence are

Read and write words with
long vowel /a/ in simple
sentences
Write at least three
sentences
Flashcards
Activity charts

Introduction

Do energy check to get
attention (Thumbs Up/Down
Activity)
Modeling/ Teaching

Re-state important points in
writing declarative sentences
by providing activities from
various sources

In pairs, let pupils decide
what among the group of
words are declarative
sentences
Allow the pupils to read their
work

make a certificate of appreciation for a class member considered to be honest Allow the pupils to award the certificate   Explain Jake and Kate showing acts of honesty In groups write answers on Detail Chart  read sentence about the pictures shown Do ‘Does It Make Sense’ by arranging words to make a sensible sentence    written Flashcard Drill on Brain List Read words. phrases and sentences with long vowel /a/ Do memory lane on words with long vowel /a/    Flashcard Drill on Brain List Read words. phrases and sentences with long vowel /a/ in simple sentences Do ‘Does It Make Sense’ Activity on words with long vowel /a/ .Independent Practice:   In a group.

These BIG WORDS are connected with the story we are going to read.( Show picture of a fairy giving something for the man) Let us read these words: wood. Show Thumbs Up if you have the answer. 2. Write their responses on the board. This four-letter word starts with letter w. fairy Say: Please pay attention as I say the clues/show picture of the word. Motivation: What is your favorite toy? What would you do if you lost your favorite toy? Elicit answers from the pupils. This is a three-letter word that has ( e. Ready? I’m thinking of a word that sounds like food. It is used to cut wood.   Listen to the clues about the word. The word is ____________. ( axe) ( show picture of axe) I am thinking of a kind lady with magic wand. fairy and reward We will hear these words from the story I am about to read to you. Unlocking/Vocabulary & Concept Development ( Before the class begins. How shall we find out what these BIG WORDS mean? Say: We are going to play a Tickling mind game. . a x). Here are the steps in the game. axe. axe. THE BIG WORDS wood axe fairy reward Show pictures of wood. She is powerful.Unit 2: Week 3 (Lesson 12) The Honest Woodman Pre-Reading 1. The word is _______. select among the pupils who will act out the scenes between the Fairy and Caloy) Say: Let us start with the BIG WORDS. I am thinking of a word that means a thing like a gift or good words you get when you do something good. The five-letter word starts with an “f” and ends with y. ( wood) (show picture of wood) I am thinking of a word that names something bigger than knife.

) Stop and Ask: What do you think would the fairy do? So Faye dived a third time and this time brought up the axe that had slipped from Caloy's hand. The Honest Woodman Adapted by Esperanza Diaz Cruz Once. "I have nothing to use to earn my living! What shall I do? The river is very deep and I am afraid to dive into it. a good fairy."( Remind the boys to say the line-No. that is not mine. He was working all day long and he was tired. What if he lost his axe? What would he do? Let us find it out. ( Ask the girls in the class to say this line “Is it yours?”) "No. "Is it yours?" she asked. that is not mine”) Faye dived again and this time brought up a silver axe. heard the poor man's cries and appeared before him. He has a very important tool his AXE." he cried. "Is it yours?" she asked. Who can help me?" Stop and Ask: Who do you think would help the woodman? How would he do it? Faye. poor woodman?" she asked. "Why are you so sad?" Caloy told her what happened and Faye promised to help him." he cried . "That is my axe.Stop at strategic points and ask questions. (Act it out before the pupils) "Oh! I have lost my axe. (Demonstrate how it is to be tired.) Suddenly his axe slipped from his hand and fell into the water." . ( Ask the boys in the class to say this line-“No. Stop and Ask: What would the fairy do? Can you guess? She dived into the river and brought up a golden axe. a poor woodman named Caloy went to the forest which was on the side of a deep river. He has been using his axe to earn a living for the family. Motive Question: Say: The character in the story we have for this day does not have a toy he truly loves. "What’s the matter. Read the story aloud ." answered Caloy.3. "Now I can work again. ( Remind the girls to say the line-“Is it yours?”) and Caloy again answered "No.

Happy with Caloy’s acts. Post Listening Activity Form groups of five. Do you think you are an honest person if you do not get the things that are not yours? Why? 5. 1. Post Listening Discussion Have the pupils discuss the story in class. 4. Make a Certificate of Appreciation for a class member whom the group believes showed acts of honesty. Have a mini-program and do the actual awarding of the Certificate of Appreciation to an honest class member . Give everyone a chance to make suggestions about the person/persons whom the group thinks has been so honest 2. Who helped the woodman? ( Act out the scenes between Caloy and the Fairy) 5. Your group is expected to: 1. Talk together about what the certificate should look like and what it should say. Who came to the forest? 2. Why did he go to the forest? 3. Did the woodman get the axe that was not his? Do you think Caloy did the right thing? Why do you say so? 6. Say: Be creative in naming your group. What happened to his axe? How do you think the woodman felt? 4. Why do you think Faye the fairy thought of giving the three axes to the woodman? If you were the fairy would you do that. too? Why? 7. 4. 3. Signed by: Write the name of each member for each one to affix his/her signature above his/her name. Faye gave him the two axes as a reward. Decide as a group who deserves the Certificate of Appreciation award Certificate of Appreciation for _____________________________________________ for returning the_______________________ You are such an honest person.

The details are the events that happened in the story. Modeling Get-the–Details Say: To answer these questions. WHY. Elicit answers from the pupils. we need to remember some details from the text we listened to or read about . where and how. how ( process) . WHERE. Call volunteers to read the questions. Refer the pupils to LM Activity 129 on page 151. Recalling the story Let the children study the Guide sheet. There are some simple ways of getting details. WHEN. Who ( characters). Say: Let us read your answers. Post their answers on the guide sheet. where( place where the problem begins) what ( problem).Lesson 12 Day 2: Noting details in a given text Reading and writing long vowel /a/ in simple stories 1. when( date). Think about this. HOW.Let us see if we remember the details from the story: The honest woodman to get answers to the questions in the guide sheet. Discuss what type of detail is needed based on the type of question. Refer the pupils to LM Activity 130 on page 152 for noting details activity. 2. Remember to always ask yourself: Does it make sense if I give this detail for this question. what. The story itself will help you find something about the WHO. The ideas you have given are the details you remember from the story. Say: Details help us understand the story better.why( reasons). WHAT. when . Details answer the who.

cake lake 2. Refer the pupils to LM Activity 132 on page 154 for independent practice on noting details activity. Say: Let us work in groups. Tell them that these are long ‘a’ words because the a is sounded as /ey/. Let the class read the words. Sound the long ‘a’ properly.Phonics/Word Recognition 3. Presentation/Introduction Present the pictures and the words. illustrate take illustrate make illustrate rake illustrate bake illustrate shade Teaching/Modelling Model the correct way of reading the words. Refer to LM Activity 131 on pages 152-153. Independent Practice Explain the cartoon about Jake and Kate showing acts of honesty Use cartoon in this activity. 3. Lesson 12 Day 3: Use action words in simple sentence . Then write your answers on the DETAIL CHART.

Partners who will act out the scenes of the woodman and the fairy should have been informed about the activity before the class begins. Let us have more examples. Presentation/Introduction Say: How does everyone feel today? Let us know. We will have a flashback of the part of the story that we liked. May I call two pupils to act out the fairy’s part from the story. Let us use Action Word Wheel. Elicit answers from the pupils and write their answers on the board. They show action that is done by the doer.Read and write long vowel /a/ in simple stories. walk run sing bark eat hug hum Remember. What does Jake do? Kate eats the cake. Read them and carry out or do the action mentioned in each word. 1. Say: What did the pair do? Elicit answers from the pupils. Say: I will show word cards. Be creative in giving names for your groups. Guided Practice (Teacher prepares an Action Word Wheel. Form groups. 2.) Say: We have another game for action words. . Say: The words are examples of action words. Jake bakes a cake. What does Pat do? The nun runs under the sun. They denote some actions if we see them in sentences. What does the nun do? Let us be more engaged by doing this ACT IT OUT activity. action words are doing words. What does Kate do? Pat sits on the rug. Modeling/Teaching Say: What have you observed with the highlighted words used in the sentences? The axe slipped from his hand and fell into the water. 3. Faye dived into the river.

c. Kate and Jake baked the cake. Part B: Phonics/Word Instruction Flash BRAIN LIST for fast reading ( flash words one by one) run fog wash wish bake Jake fun jog cash fish take Kate fall mash dash dish make mate tall rash Say: Let us read these sentences again. The cave is dark.How to start the game: a. Who went to the lake? Mom. Man shaving . Mom. b. Kate and Dave went to the lake. The date of your birthday is June 13. Independent Practice Refer to LM Activity 133 on page 155. Who ate the cake? This time show pictures of: . Let them act out the word by group. 4. Call a pupil to spin the wheel to reveal an action word. Read these words. have them come up with a sentence using that word. Kate. Who baked the cake? Jake. (show a sentence while flashing the picture) School gate Date ( June 13) Dark cave The school gate is open. Then. Jake and Dave ate the cake. Say: Gate and date have this pattern Say: Cave and shave have this pattern m/a/te g/a/ve Man shaving Dad shaves the hair in his chin.

) 1. cave. Kate . Right? And in most ways. Presentation/Introduction Say: Hello kids! Is the energy level still high? How do you feel about honest person? We praise people who showed acts of honesty. Groups 1-3 – Dave. Mom. Guided Practice Refer to LM Activity 134 on page 155. Lesson 12 Day 4: Write at least 3 sentences from various sources (declarative) Read and write long vowel a in simple sentences Use of punctuation mark (. Do the Does it Make Sense activity? Arrange the words in order to make a meaningful sentence. go. gave . the Present group outputs in class. cake. the Groups 4-6. Each group should have five members. we appreciate them.l/a/te D/a/ve d/a/te 4. Let us take a close look at these. Independent Practice Work in groups.15k cash . Kate. Pupil of the month: Honest Person Pupil of the month: Honesto Katapatan Age: 9 years old Good work shown: Returning the wallet he saw at the gate Reward: certificate of appreciation Poster about honesty ( for the illustrator – draw a girl who returned the 50 peso bill she saw under her desk to her teacher) Honest driver returns laptop. to.Jake. 5.

Returned the fifty peso bill to her teacher. we use declarative sentences. 1. Is the idea clear? Does it express complete thought? How does it start and end? How about in items 2 and 3. Ask: Does it express a complete thought? How does it start and end? 2. While pupils give description about the texts. In order to get information from available texts . poster about honesty and the headline are different sources we can possibly use to get information. . Honest driver gets a reward. teacher writes their answers on the board.15k cash Say: The Pupil of the Month Chart. Modeling/Teaching Post pupils’ response on OUR RESPONSES CHART. Say: Item 1 is an example of a declarative sentence. Separately write the sentences from phrases TEXTS OUR RESPONSES Pupil of the month chart Poster about honesty Honest driver returns laptop. 2. Honesto Katapatan received 3. ask yourself questions like: What is the text about? What does it show? Who is in the text? How can I say the idea of the text in my own words? To present information clearer.Say: What can you say about the Pupil of the month chart? poster? headline? Describe each text shown.

shape) Say: Let us read the sentence under each picture. the side of the lake bake a cake rake the grass make a wish wake up early at a school gate.grape. nape. What do you notice with the words under column Phrase? Does it express complete thought? Ask: How are declaratives formed? Say: A declarative sentence states an idea. ( show pictures of cape. It does not give command nor request. an honest driver The driver is honest. Guided Practice Let us study the OUR RESPONSES CHART. Example: Phrase Sentence an honest boy Honesto Katapatan is honest. It ends with a period(.Items 2 and 3 are examples of phrases. It does not ask a question either.) Part B: Phonics/Word Instruction Flash BRAIN LIST for fast reading ( Flash one by one some words that pupils have learned in previous weeks) Say: Let us read these phrases. cape nape shape grapes . 3.

Mateo ate the food that was not his. hair.The cape is black. Let’s have fun through this THUMBS UP and THUMBS DOWN activity. I like to eat grapes. Almira returned the purse that was not hers. Independent Practice Let the children do the MEMORY LANE activity by completing the sentences to make a story by arranging the jumbled words inside the parenthesis. Show Thumbs Up/Thumbs down hand signal if the actions display honesty/dishonesty. . Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative) 1. Examples: Mateo misspelled the word but he said it was correct. Presentation/Introduction Say: Hello Kids! How’s the energy level today? Show THUMBS UP if you feel great today and THUMBS DOWN if you are a little bit sad. c/a/pe n/a/pe t/a/pe gr/a/pe sh/a/pe 4. Refer the pupils to LM Activity 134 on page 155 for the writing to learn activity. The nape of his neck has The shape of the table is square. Almira admitted that she was late going to school. Say:Let us study these words: It also follows a pattern.

S/he should have shown acts of honesty. Have the pupils share their ideas. Say: We have here a public announcement. Have pupils express their ideas about the verse. Guided Practice Say: Let us pause for a minute. Say: We have here a verse about honesty: “It is always good to be honest in words and in actions. 2. Our school is looking for the most honest grade three pupil in your class. A verse about honesty Cartoon Public Announcement Description Say: Let’s read your answers. Think what it is about. If you believe your classmate is or if you believe you are honest then visit the office of the guidance counselor on Tuesday. Say: Think what it is about. Part B: Phonics/Word Instruction Flash the BRAIN LIST for fast reading. Modeling/Teaching Say: Look at this cartoon. Take a close look at your responses. Write pupils’ responses on the board. 3. This time you are going to work in pairs. /a/ke pattern bake cake make lake sake rake / a/te pattern gate late mate date Kate rate /a/ve pattern save gave Dave cave /a/pe cape tape nape .” Think what it is about.The children gave the purse to their teacher. Decide which declarative sentences from the responses are. December 8.

Let us do the “Does it make sense?” activity.wake Let us read and answer the questions orally. Show pictures of a vase ( flower vase). Explain the meaning of each word. V. pane ( sheet of glass in window). and. Say: This time let’s look at this long /a/ pattern in these words. You can show picture or act out if possible the meaning of the word. cat chasing rat . Say: Work in pairs. E. pedestrian lane Demonstrate lane. O. Refer the pupils to LM Activities 135-136 on page 156. will Groups V and E: A two-line song about honesty( Adapt a tune) . Independent Practice Form the groups of L. Refer the pupils to LM Activity 137C on page 158. stay Second line: you. trust. 4. /a/se /a/ne case lane base cane vase mane chase pane Activity: Refer the pupils to LM Activity 137A on page 157. Groups L and O: A yell for the person who showed honesty (Arrange the word to form a yell) First line: honest. cane. true. base Activity: Refer the pupils to LM Activity 137B on page 157. everyone. mane ( hair on the neck of a lion).

to. just.Arrange the words to make a song First line: be. should . to. good. be. honest. but. try. is Second line: not.

then allow pupils read by group and then whole class approach Post Reading (15 min)  Allow pupils to answer Word drill on words ending in silent e: long /a/ 2nd half  Recall the story “Preparing for the Big Day” by answering WH. Allow pupils to work in pair and list down common verbs they know. Discuss the details written in the invitation card using wh-questions Guided Writing (15 min) Through modeling.questions  Post pupils’ answers on the board Modeling/Teaching: (20 min)   More word drill and activities on words ending in silent e: long /a/. . construct basic wh-questions from the given text. picture of a birthday party Presentation/ Introduction (5 min) Show a picture of a birthday party and ask the pupils if they have experienced attending such. Modeling/ Teaching (10 min)   Form and use the past tense of frequently occurring regular verbs (-ed) Long vowel word ending in silent e: as in bake Presentation/ Introduction (15 min)  Word drill and exercises on words ending in silent e: long /a/. see TG Discuss plot as element of a story by answering questions about the story  Tell the main idea of a short paragraph (story theme) Long vowel word ending in silent e: as in bake Procedures  Day 4     (10 min)   Let the pupils brainstorm about the big day in the story Reading the story “The Big Day” Party hat (see sample in TG Sample planner Present regular verbs used in sentences. Romano  Get the general sense of the story  Materials Day 2    Copy of the story “Preparing for the Big Day” Sample calendar Pre-Reading (5 min) Day 3  Note details in a given text (plot) Long vowel word ending in silent e: as in bake Teaching chart about plot as element of a story     Vocabulary Development using Context Clues Ladder of Events graphic organizer Copy of the story “The Big Day” Introduction/ Presentation (5 min) Introduction/ Presentation (5 min) 1st half  Word drill and exercises on words ending in silent e: long /a/. Modeling/ Teaching (15 min) Show an invitation card. see TG  Day 5 Discuss frequently occurring regular verbs (15 min)   Write at least three sentences from various familiar sources Use appropriate punctuation marks (?) Authentic invitation card. Verbs are in present and past form shown in a twocolumn table.Unit 2: Week 4 (Lesson 13) Lesson Parts Overview/ Objectives Day 1  Literature: Preparing for the Big Day by Ivy M. see TG Show a calendar to the class and ask them WHquestions to build on prior knowledge  Allow the pupils to recall the story “Preparing for the Big Day” by completing the ‘Ladder of Events’ graphic organizer Reading (20 min)  Read the story using DRTA approach.

(Discussion on wh-questions) Independent Group Practice (15 min) By group. poster.questions about the story to allow complete grasp of the story (15 min) Group Activity  (15 min) (10 min)  Let the pupils draw and write a sentence about a gift they want to receive on their birthday. let each pass the hat to the person on the right and have him/her write its past form. construct three basic wh-questions using any of the given stimuli. (Teacher modeling) Independent Practice (10 min)  Allow pupils to present other themes of the story through chant.    Birthday card School announcement Warning along the street .   Allow pupils to prepare song and dance group presentation about the events in the story Independent Group Activity (15 min) Presentation of outputs Answering Comprehension Questions about the story Discuss themeas element of a story Independent Group Activity (20 min) Ask the pupils to make a birthday hat and write an action word on it. construct five simple sentences with regular verbs that tell what Gab did in the past. Then. skit and poem Based on the planner. song.

a. enemy b. schedule notebook Say: Let us see if you remember the words we learned today. allow pupils to give the meaning of the underlined word. a. Refer the pupils to LM Activity 138 on page 159. relative. sad b. Unlocking/Vocabulary & Concept Development (excited. frightened 2. Ana will celebrate her birthday tomorrow and she feels excited. Say: Let us read the story together and find out how important it is to plan ahead. He is my relative.    3. My mother writes our daily activities on a planner. Motivation Question: Show a calendar to the class and ask the questions below. Refer the pupils to LM Activity 139 on page 160 for the copy of the story. diary b. a. family c. 2. planner) Using context clues.Unit 2: Week 4 (Lesson 13) Preparing for the Big Day Pre-Reading 1. storybook d. Make sure to use a recent calendar showing the year and the month with complete number of days. best friend 3. (see next page) Assign certain groups to read the story part by part. happy c. 1. Alex is my cousin. Who has a calendar at home? Why do we use calendar? What is the importance of it? Motive Question: Why do you think Ana prepared so much for the big day? During Reading Read aloud the story and employ DRTA to let the pupils predict as they read along the story. .

Post Reading Discussion Questions 1. came the big day. she visited her relatives and friends. Four days before the big day. 5. 2. . She looked at her mini planner. They thought of preparing something extraordinary. A day before the big day. 4. Three days before the big day. Preparing for the Big Day By Ivy M. she practiced a song with her friends. She mopped the floor. She wanted to dedicate this to her special guest. Why do you think it is important to plan ahead? 2. Who planned for the big day? How many days did she prepare for the big day? Why do you think Ana prepared so much for the big day? What in the story could be the ‘big day’? Note: Questions 5 and 6 are springboard to Infusion of Values. Then. 3. There were only five days before the big day. She wanted everything to be perfect. Romano Everybody in the house was busy. she went to the market with her mother. Everything was perfect. What made it easier for Ana to prepare for the big day? 6. Engagement/Enrichment Have the pupils accomplish LM Activity 140 “Draw and Write” on page 161. She placed the trash out of the house. She was eager to plan for the things she has to do. She invited them to be present on that very special day. Ana started to clean the house. Two days before the big day. and Ana was excited.

Teacher may employ variation in reading the words like reading it soft. Remind the pupils that words with the same structure have long /a/ sound. let the pupils read the word three times. moderate or loud to sustain the interest of the pupils. After doing the word structure analysis. . Say: How many letters do we have in the word cake? (Four letters) What are these letters? (c-a-k-e) How many consonants are there? (Two consonants) What are these consonants? (c and k) Note: Ask a volunteer to underline the letter c and k.Lesson 13 Day 2: Decoding/Fluency/Writing Noting Details in a Given Text Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half) Introduction Show a picture of a cake. How many vowels are there? (Two vowels) What are these vowels? (a and e) Note: Ask the volunteer to encircle letters a and e on the board. Ask: What is in the picture? Write the word cake on the board. Flash card drill on words with long /a/ previously learned on week 3. Modeling/Teaching Introduce more words with long /a/ and silent e in –ame and –ale family. Be sure to illustrate or act out each word before the pupils read them. Independent Practice Refer the pupils to LM Activity 142 on page 161. Teaching Chart -ame -ale dame fame game flame frame name shame male pale sale scale stale tale whale Guided Practice Refer the pupils to LM Activity 141 on page 161. Analyze the spelling pattern of the word.

Skill Lesson: Noting Details in a Given Text (2nd half) Presentation/Introduction Let us go back to the story. Everybody was preparing for the big day. Modeling/Teaching Say: Now. Ana planned the things to be done for the big day. the plot is also an element of a story which presents the problem among the characters and how it is resolved. 2nd – She visited and invite her relatives. 2. . knowing the important details and events leads to an understanding of what the story is trying to tell us. Possible answers: 1. Let us study the plot by answering the following. without knowing the story. What do you mean by ‘plot’? Plot is the series of events in a story. What does the plot provide the readers? It provides the details of a 3. 4th . Why is it important to know the plot in a story? Aside from characters and setting. 2. 1st – She cleaned the house. Would you be able to understand the story. 3.” 1. 4. what were the things we have written on the board? These events make up the story plot of ‘Preparing for the Big Day’.Ana went to the market with her Mother. “Preparing for the Big Day”    What made everybody in the house busy? What was the first thing Ana did for the big day? What were the things Ana did as written in her planner? Did she do each of them? Elicit answers from the pupils then write each on the board. plot? No. 3rd – She practiced a song number with her friends.

(Note: Guide the students to make this generalization at the end of Modeling/Teaching and before Guided Practice. and creatively present its events through song and dance.Let the pupils generalize by reading the chart about plot. I would like you to go back to the story. and for use in future lessons. ) Teaching Chart: Plot    Plot is the series of events in a story. plot is also an element of a story. Group Group Group Group Group 1: 2: 3: 4: 5: What What What What What Ana Ana Ana Ana Ana did did did did did Lesson 13 Day 3: five days before the big day? four day before the big day? three day before the big day? two day before the big day? a day before the big day? Giving the Main Idea of a Paragraph Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half) Introduction Show a picture of a boy and a picture of a candle with a flame. It provides the details of a story.  3. It will help to have the generalization shown in a Teaching Chart for ease in reference. Aside from characters and setting. Knowing the important details and events leads to better understanding of the story. . Guided/Independent Practice Now that you have learned what a plot is.

Make a guess about what the ‘big day’ is. Recall the story Preparing for the Big Day and help Ana do her task. Note: Let the pupils sound it three times. 7. you may refer to it to determine which group made the correct guess. Note: Write the word male and flame on the board. Later in the lesson.Say: What is in picture A? (a boy) A boy is also called male. brainstorm with your groupmates. see teaching chart. As the groups share their guesses. Ask: What is the sound of /a/ in the words male and flame. Modeling Flash card drill on words with long /a/ previously learned on day 2. Review Do you still remember the story that we read last time? I have here a ‘Ladder of Events’ graphic organizer. Independent Practice Let the pupils list and classify the words from Activity A and B into –ame family and –ale family. Refer the pupils to LM Activity 143 on page 162. Skill Lesson: Giving the Main Idea of a Paragraph (2nd half) 5. Be able to share the idea of the group with the class. Development of the Lesson . Guided Practice Let the pupils read words with long /a/ and silent e used in phrases and in sentences. Provide corrective feedback if necessary. write on the board the guess of each group. Presentation/Introduction Say: Are you curious as to what the big day is in the story? What makes it so special that everybody is excited about it? Why did Ana prepare so much for it? Now. Refer the pupils to LM Activity 144 on page 163. 6. What is in picture B? (a candle) the candle has a flame. Refer the pupils to LM Activity 145 on page 164.

Say: Let us read the story and find out what is the big day Ana referring to. The man smiled at Ana. would you also do what Ana did? 7. “Father. The Big Day By Ivy M. not believing what she saw. Why do you think Ana prepared so much for her father’s homecoming? 3. Let us answer the following: 1. He looked taller. how would you feel? . Everybody was happy and excited seeing the man. What “big day” was the story talking about? 2. Tears rolled down Ana’s face. Refer the pupils to LM Activity 146 on page 165. Have you ever experienced missing someone? Who is she/he? 5. Everyone around started to clap his hands. He seemed very familiar. Romano A man stood by the gate along with huge bags. the man walked toward Ana who stood still. If you were Ana and you did not see your Father for quite a long time. She pinched herself. Teary-eyed. He grabbed Ana’s hands and hugged her with so much joy. If you were Ana’s father. What makes you miss someone? 6. you really are home!” she exclaimed. Where do you think her Father came from? What was his job? 4.

It often gives a sense of value that is likely appealing to the readers. Discuss another theme of the story for the pupils to understand that a story can have several themes. 8. pocket chart . Be able to present as follows the theme you brainstormed about: Group Group Group Group Group 1: 2: 3: 4: 5: Chant Poster Song Short skit Poem Lesson 13 Day 4: Grammar Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half) Materials: flash cards of words with long /a/ sound and silent e. a father’s longing for her daughter. A story can have more than one theme. It tells what the story is mostly about. You may add the themes such as a daughter’s longing for her father. Say: Let us talk about the ‘theme’ by answering the following questions:    What does ‘story theme’ mean? What details of the story should you consider to help you identify the theme? It is possible to have several themes in a story? Generalization: Theme gives the idea that is central to a story. a daughter’s love for her father. ask the idea of the class about story theme. Then. Independent Group Activity Can you think of another theme of the story The Big Day? Work with your group mates. Let them read it and tell them that it is the theme of the story. excitement on father’s homecoming. let us help Ana find her way to her Father by identifying the things she did in preparation for his homecoming. missing a parent.This time. etc.  Why do you think Ana did everything she did for her Father’s homecoming?  What does the story tell us? Write on the board the best answer that can be elicited from the pupils. Refer the pupils to LM Activity 147 on page 166.

Let the pupils answer WH. Flash words with long /a/ sound and silent e under –ame and –ale family (see teaching chart). A month ago. After each word is read. Last Monday.       What are the italicized words in column A? What does each tell? Are there clues that tell when the actions happened? What are they? What time of action does each clue word or expression signify? What have you noticed about the action words in column B? What time of action does each signify? . Ask volunteers to read each word. Whenever the teacher stops. the pupils continue. Read the story Kale. I want to come to school early. Let the pupils make a list of their daily schedule in their notebook. Activity A. 5.1. Refer the pupils to LM Activity 148B-C on page 168. Skill Lesson: Forming and Using the Past Tense of Frequently Occurring Regular Verbs (-ed) (2nd half) 1. ask volunteers to read the entire story. Presentation/Introduction Say: Let us study the table below by answering the following question. See a copy of the text in the LM. The underlined words will be read by the pupils. Note: After group reading. our class started earlier than the usual. I clean our classroom every day before everyone arrives. (The table below must be presented on the board for the pupils to see it.) A B Classes start at 6:00 o’clock in the morning. I really wanted to be the first to arrive in school. Use the Stop and Read approach.questions about the story Kale B. 4. Mikka and I were the one who cleaned our classroom. ask the pupils to display the word card/flash card under its word family in the pocket chart. Refer the pupils to LM Activity 148 on page 167. Yesterday.

remember. Regularly occurring verbs form their past by adding –ed at the end such as ask-asked. for better understanding. each should pass the hat to the person on the right and have him/her write its past form on the back part of the party hat and say the word aloud or write /d/. Make a Party Hat as illustrated below: Front Back . Ask the class to form the past of the regular verbs they listed.  What clues tell that the actions were already done in the past? How do we form the past of regular verbs? Say: Let us work in pairs. cleared (d). in asked (t). which do not require you to move like think. Think of an action word then write it on the party hat(front side). clear-cleared. However. lead the pupils to arrive at the following ideas:     A verb is a word that mentions an action. and repeated(ed) by providing more examples and letting the pupils read them. you may also discuss the pronunciation of the last two letters (-ed). 2. As the pupils share their output. The activities that you have done before the actual time of speaking express past time. there are some verbs. If time permits.g. It tells you to move or do something. -ed sounded as /t/ -ed sounded as /d/ -ed sounded as /ed/ asked cleared acted helped frightened added invited 3. /t/ or /Id/ after the past form of the verb. The activities that you do every day and those you do habitually express present time. List down two common verbs you know. etc. Modeling/Teaching During the discussion. repeat-repeated. Guided Practice Say: Let’s pretend that we are in a birthday party. write on the board the verbs by sorting them as to regular and irregular verbs (e. jump and run). etc. On cue. Let us play a game using a party hat.

4. ask/guide somebody to make the necessary correction. Independent Practice Refer the pupils to LM Activity 149 on page 169. Presentation/Introduction Say: Let us look at the picture. After which. the birthday celebrator’s blowing the candles in her cake. do the first trial. Limit the time of the pupils in doing the activity.For modeling. direct the class by showing pictures or things that can be . Lesson 13 Day 5: Decoding/Fluency/Writing Skill Lesson: Use appropriate punctuation marks (?) Write at least three sentences from various familiar sources (interrogatives) 1. For the illustrator Draw here a typical birthday party including happy children in their party hat holding balloons. collect the party hat and tell whether the past from of the regularly occurring verb is correct.    Have you ever experienced attending a birthday party? What common things can you find there? How do you feel about attending a birthday party? If the class has no idea what a birthday party is or none of the pupils has been to such. Instruct the pupils to write five simple sentences that tell what Gab did in the past based on the planner. etc. If it is not.

as well as the response of the pupils. Now. 2014 Dear Gab. Say:Let us study the Q & A chart we made while we were talking about the Birthday Invitation Card above by answering the following. My mother plans to prepare a simple party for me in our house. Modeling/Teaching Say: Do you know that you cannot just simply attend a birthday party without being invited? The birthday celebrator usually gives out invitation to those s/he wanted to be present in her/his party. Lani          What occasion is reflected in the invitation? Who will be celebrating her birthday? When is Lani’s birthday? Where will she have her party? For whom is the birthday invitation? Why do you think Lani wanted to be with her friends on her special day? What do you think is Gab’s gift for Lani? If you were Gab. Thanks. would you take a gift with you for Lani? Why? What important details should we remember in writing a birthday invitation? During the asking and answering questions about the given text.found in there. Hi! I will be turning eight on October 13. October 9. The fun will start at 1:00 in the afternoon. 2. . and then tell them the things that children do in a birthday party. write some questions in the Q & A Chart. let us take a look of what I have here. I will be happy if you could join us in celebrating this very special day.

or action.Q & A Chart Questions Answers What occasion is reflected in the invitation? Birhday Who will be celebrating her birthday? Lani When is Lani’s birthday? October 13 Where will she have her party? At their house Why do you think Lani wanted to be with her friends on her special day? She wants to have some fun.) We start our question with How if we want the answer the manner of a certain act. idea. We start our question with Who if we want to know a person/s.           en do we ask ‘what’ questions? What is the expected answer for ‘what’ questions? When do we ask ‘who’ questions? Teaching Chart: Interrogatives What is the expected answer for ‘who’ questions? What. We start our question with What if we want to know an object. We start our question with Where if we want to know the place. The information may be provided in the form of a response or an answer. W h . We start our question with Why if we want to know the reason.for things When do we ask ‘when’ questions? Who-for persons What is the expected answer for ‘when’ questions? When-for time When do we ask ‘where’ questions? Where-for places What is the expected answer for ‘where’ questions? Why-for reasons or causes When do we ask ‘why’ questions? How-for manner What is the expected answer for ‘why’ questions? Say: We ask question whenever we want/request for information. (You may also include the How in the discussion. We start our question with When if we want to know the time.

and warning signs that can be found inside the school premises so that the pupils can relate and attentively participate.3. Unlike the first one we did.  Birthday card  School announcement  Warning along the street Use genuine birthday cards. Say: By group. try to write the question that would give the answer on the right. let us try writing/making question. school announcements. Say: This time. Guided Practice Refer the pupils to LM Activity 150 on page 170. construct three basic wh-questions using any of the given stimuli. Independent Group Practice Refer the pupils to LM Activity 151 on page 170. 4. . answers are given.

Read and write sentences with words with long /i/ sound. Flashcard Drill on sight words and words from the word tree.chimed. Bautista Day 2 Day 3 Decode cvc words with long Decode cvc words with long /i/ /i/ Overview/ Objectives Sequence/Retell some events as they happened in the story Read and write words. Reading Read aloud the story and stop at indicated points for questions to monitor comprehension. Modeling/Teaching: Modeling/Teaching: Read the words and phrases with the long /i/ sound. Post phrase strips for pupils to combine to make a sentence.Unit 2: Week 5 (Lesson 14) Lesson Parts Day 1 Literature: “Fast Forward” by Leah N. Present the teaching chart for words with long/i/ sounds in reading exercises. Allow pupils to write 1-2 . Day 5 Read and write words. Review of Decoding lessons in Grade 2  Flashcard Drill on sight words and words from the word tree. Read and write sentences with words with long /i/ sound. Read words and phrases with the long /i/ sound. Post Reading Let the pupils answer discussion questions. List phrases and sentence answers of pupils. phrase cards or strips Materials Procedures Day 4 Show a picture of a chime with a caption chime Modeling/ Teaching Model reading words with long /i/ sounds. Unlock key words through pictures and word/context clues. Recall the story “Fast Forward” by asking pupils to tell what they can recall. phrases and sentences containing words with long /i/ sound Teaching Chart Phrase and sentence strips Flashcards Pictures Flashcards Pictures Teacher Chart Picture Word cards Teaching Chart Bingo game card Pre-Reading Introduction/ Presentation: Introduction/ Presentation: Presentation/ Introduction Review of Decoding lessons in Grade 2. Present key words. nine and night. phrases and sentences containing words with long /i/ sound Words cards. Discuss phrase and sentence by sharing how they differ.

write and tell something using words with long /i/ sounds. Read and write sentences with long /i/ words. Let the pupils retell events of the story Let the pupils arrange events in sequential order. . Do activities to highlight the value of resourcefulness. Draw. Draw. Presentation/ Introduction: Show illustrations of the events in the story and allow the pupils to find out if they are arranged in order.Allow pupils to draw and say something about what tells them the time. Let pupils draw. Allow the pupils to plan a project that utilizes recyclable materials to find out how resourceful they are. write sentence and read them sentences on the garbage problem. Allow pupils to present scenes from the story read through a tableau. Arrange the pictures with the pupils and present sentence strips corresponding to the picture to discuss sequencing and retelling. Allow the pupils to give the generalization on sequencing and retelling Allow pupils to go over the reading activities for further practice. write and tell something using words with long /i/ sounds.

hour hand and fast forward.) Show a picture of a clock. have word or phrase cards ready. What do you see in the clock? How many hands does it have? Point at the hour hand. Write the word clock on the board. Use it to unlock the words moved fast. Which moves faster? Show a real clock. hour hand . You saw the clock that it is almost 7. At the end of the lesson. Picture of a clock Say: This is a clock. show the word/phrase card and help children read it aloud. and chimed) (Note: When introducing new words/expressions. Unlocking/Vocabulary & Concept Development (clock. add the vocabulary cards to your Word Tree and leave them there as long as there is space so children can practice reading them. Motive Question What did the grasshopper do so that he won’t be late to school? (Note: Instead of the Motivation Question-Motive Question tandem. Point at the second hand. Use this to unlock the word wink and chimed. Say: This is a clock. moved fast. as shown in the . Refer the pupils to LM Lesson 14-Activity 1 on page ____ for the word review exercise. What would you feel? What will you do? Say: Let us see if you remember the words we learned today. Once the words are used orally. you can use semantic mapping as an alternative strategy.Unit 2: Week 5 (Lesson 14) Fast Forward Pre-Reading 1. Have children think of words that come to their mind when they hear the word clock. 2. Tack the card on the board to use for review later. What does the clock tell us? How many hands do the clock has? What does the long and thin hand tell us? How about the other long hand? What about the short hand? What time do you go to school? Let us say that your call time in school is 7 o’clock. Write their answers as strands around the word. fast forward. Motivation Question What do you do so that you will not be late in going to school? 3.

8. he had to move fast forward like the minute hand of the clock.” Slick’s father said. They talked and had fun until dinner time. “Uh-huh. I have lots of time to get things done.” . chimed) During Reading Read aloud the story (see next page). Post Reading 1. Slick did not listen.” He cleaned the Grandfather’s clock which chimed ten times. Find out what father did to teach him how to manage his time. Discussion Questions 1.figure. Stop at indicated points to ask the children what they think will happen next in the story. He said. He worked fast on his homework to get it done. Who is the main character of the story? Why did Slick the grasshopper jump with joy? What did he do with his friends? What did he forget to do? What did father tell Slick to teach him a lesson? Why did Slick have to move fast? Did Slick sleep well? How did the minute hand move? How did Slick feel when he arrived home? What is the lesson of the story? Engagement/Enrichment Refer the pupils to LM Lesson 14-Activity 2 on page ____ for the Writing to Learn activity. He had to get up early and dress up fast hoping he would not miss the school bus. 10. 9. 7. Fast Forward by Leah N. 5. 2.” So he played with his friends in the yard. So do first what has to be done while you have time to do it. “I need not hurry. 2. 6.” Slick jumped with joy. Bautista “Classes will start late tomorrow. It warns us that time flies by fast. Tired and hungry Slick said. Later. “Look at the clock’s long minute hand. moved fast. Fast forward it goes.) clock (Possible answers: fast forward. But the bus was gone so Slick skipped breakfast and walked fast forward to school so he would not be late. Then say: In the story I will read to you. “The lesson I learned today so we need not move fast if we just manage our time well and do first things first. Slick the grasshopper was almost late for school. 4. 3. I’ll take it easy.

If needed. Start with a flashcard drill of long I words as shown in LM. A. is also included. Point out that don’t is a short version of do not. and then have the class read stanza 2. Do the same with the phrases in B. If needed.Lesson 14 Day 2: Decoding/Fluency/Writing Review of Decoding Lessons Taught in Grade 2 (These include CVC words with long i. Two-syllable words containing two CVC pattern are also used. Say: In the peom. Start by reading the first stanza. Ask pupils to share their drawings and sentences after they are done. the boys read stanza 3 and the girls read the last stanza. Have alternate oral reading of the story. small groups. Then have the whole class read the entire poem. Is it right to ride a bike and fly a kite at the same time? Do you also ride a bike? Do you like to fly a kite? Which do you prefer? Draw and write a sentence about what you like. model how a word should be read. B. small groups. Note that the vowel i in the word pine is given the a long i sound. D. Now we will read a story about a boy riding on a bike and flying a kite. Then call on the whole class. For this purpose. Refer the pupils to LM Activity 154D. and basket. and Grade 1 levels of the Dolch Basic Sight Words list. from whole class. by columns. give opportunities for the pupils to read the words on sight. Ask questions to see if pupils know the meaning of the phrases. Say: Do you have a bike? Do you also fly kite? Have the pupils pair off and take turns reading and answering questions with their partner. Lesson 154. which has a CVC-CVC pattern. as needed. 1. the boy rides a bike and at the same time flies a kite. you can model how a word should be read. it would be good to have flashcards for each of the sight words and for the phonics word families). Have the pupils do the activity in to LM Activity 155. C. Note that the word basket. and individual children to read a column of words at a time. Review their meanings. Lesson 14 Day 3: Decoding/Fluency/Writing Sequencing/Retelling Skill Lesson: Decoding/Fluency/Writing 1. . Add more questions as needed. and sight words for pre-primer. The exercises in this lesson also sometimes include vocabulary words learned in the literature lesson in Day 1. primer. and individual children. Have the children read aloud the words in A. More Review of Decoding Lessons Taught in Grade 2 Have a flashcard drill of selected sight words as shown in to LM Activity 156A. happy. Again. Discuss the story using the comprehension questions on to LM Activity 154D. funny. especially the words around.

and for use in future lessons on sequencing. Modeling/ Teaching Allow pupils to arrange the pictures of the events in order. Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson. It will help to have the generalization shown in a Teaching Chart for ease in reference. Do the same with the phrases in B and with the sentences in C. Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson. Let us use Picture 1 to tell what happened. Slick went home tired and hungry. ) . Skill Lesson: Sequencing/Retelling (Materials: Pictures showing 3 events from The Fast Forward) 1. Slick went home tired and hungry. Do the same with the next two pictures. He now learned his lesson to do better with his activities. Event 2 Event 3 Slick stayed up late chatting and playing with his friends. Slick stayed up late chatting and playing with his friends. Look at each picture. Say: Remember the story we read yesterday? Here are some pictures showing events from the story. Presentation/Introduction Show the pictures one at a time. Ask what is happening in each picture. Which picture shows what happened first? Which picture shows what happened next? Which picture shows what happened last? Let us arrange them in the correct order 3. Picture 2 Next. 2. Guide the children in answering the questions so they come up with sentences similar to the following Picture 1 First. as needed. Ask questions to see if pupils know the meaning of the phrases. Tell what is happening in the picture. (Note: Guide the students to make this generalization at the end of Modeling/Teaching and before Guided Practice.Discuss their meanings. Say: Now we can use the pictures to help us retell the story. in random order. He now learned his lesson to “do first things first”. Picture 3 Finally. Event 1 Modeling/Teaching Say: The pictures do not show the correct order in which the events happened in the story. A.

5. Make sure that the scenes are presented in the correct order. Next. Presentation/Introduction Say: Do you still remember the story “Fast Forward”? Who was the main character in the story? What are the things he did? 2. Then we think of what happened at the end. Read to the children the instructions for the sequencing exercise. call on them to retell the story using the pictures. B. 4. Lesson 14 Day 4: Decoding/Fluency/Writing Skill Lesson: Reading and Writing Words with Long /i/ 1. Have one child retell what happened in each event. Let each group show three scenes from the story “Fast Forward” through a tableau. Help the children read the reminders.Teaching Chart: Sequencing How do we tell events in a story in the right order? First. we think of what happened in the middle. End the activity by having the children repeat the tips for sequencing and retelling. we think of what happened in the beginning. Point out where they should write the number of the event. Say: How do we arrange or retell events in a story in the right order? Let’s read the tips inside the box. Independent Practice Refer the pupils to to LM Activity 157A. Let one member retell the story using the three scenes formed. Modeling/Teaching . A. Guided Practice Group the pupils with 10 members each. When the children have numbered all the events.

action. After initial reading and vocabulary study. Teaching Chart chime night sight time bright light nine child slide fight bite ride Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures. The clock chimed nine times at night. 3. The grasshopper has a clock with a chime. Have the pupils read words by word families first before presenting them with various combinations of words. What is the vowel in the middle? What is the sound of iin chime? Read the word again. . Model how the word should be read.Say: Read the word under the picture. Refer the pupils to LM Activity 158D. Let us spell chime: c-h-i-m-e. Have children do Exercise D. How many times did the clock chime at night? (nine) Get the word card. Guided Practice Present the Teaching Chart for the words with long /i/. What happened to the clock at night? (chimed) Get the word card. Game: Word Bingo Prepare a 3 x 3 grid like the one shown below on the board. Read it. nine night chimed Say: Read all the words in the pocket chart. Read it When did the clock chime? (night) Get the word card and read it. or teaching charts. through flashcard drills. then read the words aloud after they have completed them. Point to the letters as you do so. provide practice in reading the words. Read the following sentences and present the flashcard of the highlighted word as you say it then put each word in the pocket chart or board. and context..

The group with the most number of symbols is the winner. Write their answers on the board putting phrases in one column and sentences in another column. Presentation/Introduction Say: Can you still remember the story “Fast Forward”? What happened to Slick. They may answer in phrases or in complete sentences. 2.g. Classes will start late tomorrow.Prepare flashcards of words with long i. talked and had fun Say: B 1. They talked and had fun until dinner time. Have each pupil read the sentence that tells about his or her drawing. played with friends 3. . I wrote them on the board. If the group reads correctly. Lesson 14 Day 5: Grammar: Collaborative Learning/Values Infusion Skill Lesson: Differentiate between a phrase and a sentence Read phrases and sentences using combinations of sight words and decoding words learned Apply the values of resourcefulness and teach works through a group project 1. they can draw any symbol on any box drawn on the board (e. Independent Practice Refer the pupils to LM Activity 158E. The same procedure is followed. Refer the pupils to LM Activity 158B. Let’s read your answers again. 4. Possible answers: A 1. Ask children to read the phrases using various formats as you did in previous lessons. Prepare the grid on a whole sheet of paper. Make sure that the meanings of the phrases are understood. He played with his friends in the yard. heart). the Grasshopper? Let the pupils give details about the story. Give a set of word cards and the bingo grid to each group. Divide the class into two groups. will start late 2. star. This game can also be played in small groups. Then call the next group and repeat the procedure until all the cells are filled. Have the pupils share their drawings when they are done. 3.. Call the first group to read the first card.

Does it give a complete thought? Yes. 3.2. 4. Read the group of words.). 1. Write P if is a phrase. A phrase doesn’t have a complete thought. Guided Practice Present the following phrases. Write the word sentence on the board and have children read it. jumped with joy d. Grandfather’s Clock We just But the bus They all B 1. 1. 2. 5. talked and had fun e. Say: Give now the sentences that you have formed. But there is something wrong with the sentence. jumped with joy. They all talked and fun. Grandfather’s Clock chimed ten times. 5. a. Slick. manage our time well c. A Slick. It ends with a punctuation mark like period (. 3. 4. But the bus was gone. it does. Slick. What else do you notice about B1? (B1 begins with a capital letter and ends with a period. 5. Which is longer? A1 or B1?Which tells a complete thought? Let’s read B1 again. is it a sentence? This is what you call a phrase. chimed ten times b. the Grasshopper jumped with joy. question mark (?) or exclamation point (!). Modeling/Teaching Say: Read number one in column A.) This is what you call a sentence. Have the pupils give the generalization: Ask: What is a phrase? What is a sentence? See the teaching chart about phrase and sentence. Can you tell? What should we do to make it correct? (Make the word “the” begin with a capital letter. was gone Say: Look at the sentence. A phrase doesn’t give a complete thought. 2. Help the students read the Teaching Chart. Combine them to make a sentence. S if it is a sentence.) . Say: Is A1 a sentence? Why not? Does it say a complete thought like B1? Does it begin with a capital letter? Does it end with a period? So. 4. Add a period at the end of the sentence. It doesn’t end with a punctuation mark. A sentence gives a complete thought. Read number one in column B. Teaching Chart played with his friend had fun until dinner time He worked fast on his homework. 3. 3. We just manage our time well. Write the word phrase on the board and have children read it. The Grasshopper. He cleaned the Grandfather’s clock. 2. A sentence has a complete thought. the Grasshopper.

sometimes they picked fruits 5. they used the leaves of plants for medicine Divide the class into two groups. Father He cleaned I washed She counted Romy and Bert walked B a. the early Filipinos lived in caves 2. d. Do they give complete thought? How are the verbs written to show that the action took place in the past? 1. bottle etc. 3. Each sentence should begin with a capital letter and end with a period. . How do the words end? What did we add? (We add d or ed to the simple form of the verb to form its past tense. 4. 2. Write the sentences correctly. papers. Independent Practice Refer the pupils to LM Activity 159. 4.Now let’s choose the verbs in the given sentences. GROUP II 1. thousands of years ago. e. Match A with column B to form a sentence. Introduction/Presentation Review part of the story “Fast Forward” that focuses on the crow’s resourcefulness. d. they cooked food by roasting them 4.) 1. c. The sentences should make sense. 5. A Yesterday. Each group will combine phrases to make sentences. GROUP I A nita cleaned she buried thousands of years ago maria gathered 5. c. last Saturday 1. Guide them to read the strategy for differentiating between phrases and sentences before they do the exercise. they hunted wild animals with their bows and arrows 3. Use capital letters and punctuation marks if needed. b. Guide the class in giving feedback on whether the sentences formed make sense. 3. the yard the plates stayed at home the ripe guavas they picked to school together last Monday Have groups present their outputs.) Say: Read the following sentences. B the trash in a pit their yard some vegetables in the garden some people lived in caves e. I scrambled eggs for breakfast a. 4. 2. Infusion of Values/Collaborative Work (15 min) (Materials: recyclable materials available in the classroom like plastics. b.

They collect plastics. Draw your project in a manila paper. Refer the pupils to LM Activity 160. Guided Activity Say: Are you resourceful? In what ways are you resourceful? Show a picture of a boy and a girl who do recycling. Independent Group Activity Say: It’s your turn to help save our environment. Discuss with your group mates what you can do to make use of recyclable materials. which they will submit on ¼ Manila paper the following week.) How many syllables does the word resourceful have? Now. The last syllable is –ful.” What was the problem of Slick? What did his father do to solve Slick’s problem? Did it help him solve the problem? We say that father is resourceful. Say: The word “resourceful” is a long word so it may be hard to read. 2. They are helping solve our garbage problem. Read it again. Have pupils use this as a guide for their project. Follow after me (say the word by syllable: RE-SOURCE-FUL). What do you think is the missing letter? Call on another pupil to write f on the blank. What vowel follows the letter r in the first syllable? Call on a pupil to write it on the board. 4. bottles and paper to do their project in Science. To be resourceful means to find quick and smart ways to solve problem. Provide recyclable materials to the pupils and give them 10 minutes to plan and draw their project.Say: In our story “Fast Forward. (Pupils give one clap for each syllable. I will give you some recyclable items. which you will present next week. Read the middle syllable (source). There are 3 syllables in the word. Look at different parts of the word to help you. 3. Modeling/Teaching Write the word resourceful with some missing letters like below. let us spell the word resourceful. r __ s o u r c e __ u l Say: Now we have the complete word. Give a clap as you say each syllable. Read the syllables. . Say: These are Anne and Roy. Read the whole word.

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Free speech and expression Guessing what the picture   Varied print sources (leaflets style. the values and importance of print texts. Fill in the past form of irregular verbs Sentence completion using the past form of irregular verbs Day 5 . sticks or cartoon drawings. posters.ate)    Pictures (dog and cat) Overview/ Objectives Materials Day 3 Varied pictures (posters. weather forecasts) tell us. of rows) Detect non verbal cues. Interpret non print sources: 1. Infer print source (headline news). orally (IW) 2.) Small strips (draw lots) Graphic organizer Brainstorm about the story. Base method Group presentation: State what varied print materials (leaflets.  Manila paper (excuse letter) Strips(pictures. street/wall posters. paintings)  chart( table with 2 columns.Unit 2: Week 6 (Lesson 15) Lesson Parts Day 1 Day 2 Procedure Day 4 Interpret Non-Print Sources Infer Print Sources Identify and write imperative sentences (request and command) Form and use the past tense of frequently occurring irregular verbs (eat . words and sentences) Selection about Kurt Interact and retell the thought of the passage. Sort out request and command strips. Identify requests and commands elicited from the passage Note the appropriate past form of irregular verbs in a selection. Word strips of irregular verbs and their past form (Group Work) Identify requests and commands and classify them in the right columns of the chart (GW) Jump on the right past form of irregular verb. Brainstorm and outline what the pupils know from what they see and what else they want to know about the picture. Indicate what an imperative sentence does. in simple sentence constructions (SG) Syllabicate words extracted from the discussion. Evaluate and interpret print texts using practical/ intellectual and aesthetic knowledge. varied no.

tells the viewer Individual Activity Interpret the pictures in 2-3 sentences (10 min) Construct 3 imperative sentences/phrases (ways on how to pass projects on time) Identify and write imperative sentences .

Write their answers on the board with this format. Show again the picture in Activity 161A. 2. write what are the things they still want to learn or discover about the details of the picture.g. Say: Let us infer what the picture tells us. describe what they are doing or their faces to tell what they feel. Modeling Brainstorm what the children know or think about the picture they see and write it under column WHAT I KNOW. Refer to LM Activity 161A for the said picture. 1. What do you see in the picture? Are there persons or animals? What do you think is the girl doing? Where is she? Why do you think the girl was running? Is she in a hurry? Why? Have you also experienced rushing to catch your school bus? How would you interpret what the picture is trying to say? . 3. by the way? Non-print sources are materials that tell something without the use of words. Presentation Show a picture of a grade 3 girl rushing to catch her school bus. Using your observations earlier. Say: Can you “ read” a picture? Does the picture tell something? (Show the picture to the class. Let us guess what information it tells us. movie and the like.Unit 2: Week 6 (Lesson 15) Non-Print Sources 1.1 If there are persons or animals. you can now make an intelligent guess/infer as to what the picture tells us. graphs. 2. What does the picture tell? Do you know how to guess what a non-print material (picture) tells? What are non-print materials. There are 4 steps to take so we can make sense about it.2 Describe the setting or place where the person in the picture is. Describe the details. Under column WHAT ELSE I WANT TO KNOW ABOUT IT. she’s late What else I want to know about it Why was she late? Say: Look at the picture again.) Can you tell what the picture is trying to say? 2. posters. What I know e. 2. Look at the whole picture. These sources use pictures.

Independent Practice Study the pictures and guess what information they tell. Refer your pupils to LM Activity 161C and D. What do you see in a signage? The words you see in a signage are called print.What are the bases for your interpretation? Ask: Can we get information through pictures or non-print materials? What are the things we have to do in order to understand what non-print sources tell us? 3. Guided Practice Now let us try another one and carefully examine the details of the picture. Write your answers in your notebook.) 4. No I. Inferring Information from a Print Source Presentation Post the poster on the board. how will you describe the boy ? What can you say about his grade in the card? Is it high or low? What you should do to get high grades? (Do the same processing with pictures B and C. Lesson 15 Day 2: 1.D. A signage is a Print Source of information. what you think the picture is about. No Entry . What is the boy holding? Refer to the pictures in LM Activity 161B. Go with your groups and write in one sentence. Say: Was it easy to interpret what the picture was trying to tell us? Say: In picture A. Say: This is a signage. What does the signage tell you? Let us state in another way what the information given in this signage.

2. Let us look at the signage again and mention what it tells. . (Point the pupils to the signage you posted on the board. Independent Refer your pupils to LM Activity 163.) Read the print. We can infer from a print source of information. Accept the pupil’s responses. There are 4 questions that you need to answer in order to infer information from a print source. Does the print explain this clearly? 4. What does the print tell you? Why does the print tell you that? Does the print explain this clearly? How else can you say what the print says? 3. Why does the print tell you that? 3. Samples of print sources are signage. Guided Practice Refer your pupils to LM Activity 162. and the like. What does the print tell you? 2. brochures. Ask the four questions one-by-one. Modeling Ask: What is inferring? How do we infer information from a print source? Say: Inferring is making a guess about what something tells. How else can you say what the print says? Say: Answering these questions make state in full what the print tells. 4. posters. Print source of information tells us something in just a few words. 1.

10) Ask: What do these sentences tell us ? Say: These sentences are command. Write the lines of each character on the strips and stick them on a Manila paper for easy removal and classification of the sentences (a request or a command) in a follow up activity later. do your assignment first. Say: Let us read strip number 3. Ask: What should Johnny do to show that he learned his lesson? 2. Johny: I am sorry ma’am. Requests tell politely what we want someone to do. Stay at home and finish it. Presentation Prepare strips of Manila paper. class.) Ask: What do these sentences tell? Say: These sentences are requests. Write “Commands” on the board. Miss Luz: Next time. Say: Let us read the dialog together. Ask your brothers and sisters to help you with your assignment.Lesson 15 Day 3: Form and use of the past tense of frequently used irregular verbs (eat-ate) 1. May I pass my assignment tomorrow? Please give me another chance Miss Luz. Do the same with strip number 7. (Remove it from the manila paper and post it on the board. Miss Luz: Will you please tell me why? Johny: I played all day and I got tired. 9. (Remove it from the manila paper and post it on the board. When I got home I just slept. . Commands tell what someone must do. Modeling Use some of the strips to elicit answers from your students that lead to the understanding the difference between a request and a command. Johny: Yes ma’am I won’t forget what you advised me about getting my assignments done on time. Write “Requests” on the board. Say: Let us read strip number 1. Do the same with strip numbers 8. The class of Miss Luz starts the lesson by checking the homework. I don’t have an assignment. Miss Luz : Bring out your assignment.

”I’m afraid I might have broken my arms.” Kurt said.” he added. Write them under the right column. He said “Please help me get to the clinic!” One of his group mates rushed to carry him and laid him on bed. Ask: Can you identify the two types of imperative sentence? Say: You can see them in our selection. Presentation Post a copy of the selection on the board. Say: Let us read the short selection on the board together.” his friend Rene said. Refer the class to LM Activity 164A. breath and smile.ate) 1. Kurt hurt himself when he was playing. Request 2. Draw a sun or a moon on each blank. Independent Practice Refer your pupils to LM Activity 164B. Lesson 15 Day 4: Form and use past tense of frequently occurring irregular verbs (eat . Modeling Say: What happened to Kurt while he was playing? Why? Why did they lay him on the bed? What kind of injury was he afraid he incurred? Command . 4.3. “Hand me your project so you won’t be late in passing them. “Put your things down. relax. Guided Practice Say: Let us see if you can tell if a sentence is a command or a request.

If they jump on to the wrong verb. Choose the right past form of the irregular verbs. what did Rene ask him to do? Activity 1 Among the words on the board. ride blow fight rides rode blew blowed fighted fought Say: What did you notice about the past form of the verbs? What was added at the end of the verbs? Why? What do we call this verb then? 3. they will fall and the dog will get the bone instead. Guided Practice Say: Let us try again but now let us work together with our groups. . They have to jump on the right past form of the verb they are holding in order to get the bone. look for the right past form of the following irregular verbs: Irregular verbs Past Form hurt _________ lay _________ break _________ put _________ After the children have chosen the right answers. ask them: What did you notice with the verbs when they are in the past form? What two verbs remained the same in their past form? What two verbs showed a change in their past form? What change took place? Group Activity Say: Now let us play like a cat and dog. One volunteer from each group will be the “It” or the cat.To calm him.

Refer the class to LM Activity 166.
4.

Independent Practice
Say: You’re doing great! Now let us work on Activity 167.

Unit 2: Week 7 (Lesson 16)
Lesson Parts

Day 1
Literature: “The Adventures
of the Animal Band”

Overview/
Objectives

Realize the importance of
teamwork
Copy of story

Materials

Pictures of life vest, a sinking
ship and people abandoning
it going to lifeboats

Day 2
Sequence series of events
Read words with the long vowel
/o/ and ending in silent e as in
hose
Story Cards for every animal
dialog
Picture of animals in the story

Day 3

Day 4

Read words with the long
vowel /o/ and ending in silent e
as in hose

Read words with the long
vowel /o/ and ending in silent e
as in hose

Procedure

Reading
Read aloud and stop at
indicated points and ask
questions to predict and
monitor comprehension of the
story.
Post Reading
Let pupils talk about the story
read through SG activities:
a. Act
b. Draw
c. Sing
d. Happy face Cut Out

Question strips

Irregular Verb chart

Sentence strips

Illustration of the animals in the
story

Activity Sheets

Cooperation Thermometer
Pictures for Independent Practice
activity

Allow pupils to present their
work to the class by groups.

Word drill and exercises on
words with long vowel /o/ and
ending in silent e as in hose.

Activity Sheets
Word drill and exercises on
words with long vowel /o/ and
ending in silent e as in hose.

Word drill and exercises on
words with long vowel /o/ and
ending in silent e as in hose.

Introduction/ Presentation:

Guided Practice:

Presentation/ Introduction

Allow pupils to read parts of the
story by their animal grouping.

Let pupils do dramatic reading
of the lines of Ratty Rat.

Read the first paragraph of the
story to jump start the lesson.

Modeling/Teaching:

Do Ratty Rat game to talk
about the story.

Talk about the story read
through discussions questions
to reiterate sequencing .

Flashcard Drill on Brain List
Read words, phrases and
sentences.

Guided Practice:
Let pupils do sequencing of
events using the sequence
chart.
Independent Practice:

Write sentences with proper
punctuation marks

Irregular Verbs

Question strips
Pre-Reading
Present key words through
pictures, demonstration and
word clues.

Day 5

Let the pupils do word games.
Read and write words with sblends.
Let the pupils learn how to do
syllable count through the Chin

Modeling/ Teaching
Discuss how the past forms of
irregular verbs are formed.

Allow pupils to do a guessing
game by sentence strip reading
and guessing the names of
animals
Let the pupils write sentences
using the correct form of the verb
guided by time expressions.
Discuss how past forms of verbs
are used in sentences and the
appropriate punctuations.

Allow the pupils to list that
indicate what they do every
day.

Let the pupils write the different
forms of sentences (declarative,
interrogative, etc.).

In groups, allow pupils to
locate and write verbs (see
LM)

Let the pupils measure level of
cooperation of their team through
the Cooperation Thermometer

Make a sequence chart of the
adventures of the animal band
from day 1 to day 7.

Method
Allow the pupils to read and
write words and sentences
with s- blends

let’s pretend that we are on the ship. (Write the responses of the pupils in a web. When I say “Abandon ship” What will you do? Let’s do it! When we leave the ship. (Show the picture of the animal band. a. you are going to listen to a story about “The Adventure of the Animal Band”. life vest Show a picture of a man wearing a life vest. Motive Question: Say: Today. abandon) After unlocking the following words make sure that you tack them in the Word Tree so children can practice reading them. sinking In a glass of water put a small paper boat upside down.Unit 2: Week 7 (Lesson 16) The Adventures of the Animal Band Pre-Reading 1. Motivation What comes to your mind when you see the word band. Refer to LM) Ask: Who do you think are the animals in the Animal Band? . Say: What does the man wear? It is called a life vest. Band 3. c. abandon Say: Look at the picture. When and where is it necessary to wear a life vest? How will it help the person wearing it? b. What do you see? (People leaving a sinking ship) What are they doing? Why are they leaving the ship? Now. we abandon it. Let the pupils observe what happens to the paper boat. sinking. 2. Unlocking/Vocabulary & Concept Development (life vest. Tell them that the paper boat is sinking. The ship is about to sink.

 What other things do you think will they find on the island? Question for Paragraph Number 10 (Day 4)  What do you think will happen next? Questions for Paragraph Numbers 11 & 12 (Days 5 and 6)  How did they feel about their new home? Why?  What do you think will they do next? Questions for Paragraph Number 13  What do you think were their musical instruments?  What musical instruments can you play?  How do you think their musical instruments could help them? Questions for Paragraphs 14 – 17  Why did the ship stop? Let’s find out?  How long did the animals stay on the island?  If you would be asked to join the animals to their trip to the island. Refer LM Activity 168B for the copy of the story. Questions for Paragraphs 1-3  Where did the horse and his friends go?  What did the horse say?  What do you think will happen to the animals? Questions for Paragraph Number 4  What happened to the animals?  How did each one of them reach a safe place?  If you were the carabao would you allow the monkey to stay on your back? Why? Questions for Paragraph Numbers 5-7  Who thanked God?  It is right to thank God all the time? Why?  What do you think will the animals do on the second day? Questions for Paragraph Number 8 (Day 2)  What did the animal do on the second day?  How would you feel if you could see only the deep blue sea around you?  What do you think will they eat? Questions for Paragraph Number 9 (Day 3)  Have you seen a sea urchin? Describe it.During Reading Read aloud the story. Stop at indicated points to ask the children questions on the story. would you do it? Why? .

What did the animal do to survive? 6. 2. The ship hit a big hard rock. Captain Goat told them “Put your life vest on! We are sinking! We must abandon the ship now! Swim! Swim for your lives! Group 2 . 4. they heard a short but loud echoing sound. 3. How did they help each other? 7. Each group will do one of the activities. Group 3 –Sing it Sing a song that you think the animals could have sung in the story. Pay attention to the question that I will ask.) They were all looking at the deep blue sea. Accompany your song with materials that you could use as musical instruments in the classroom. What is the story about? Who were the characters in the story? Where did they ride? What happened to the ship? Group 2 5. What did the animals do on their first seven days of stay on the island? . Suddenly. (Give group a strip of this activity. Were they able to reach a safe place? 8. Group 1 1. Engagement Activity (Whole Class) We will have the discussion of the outputs from each group. Group 1 – Act it Act out this part of the story. Group 4 – Make it Make cut-outs of the happy faces of the members of the animal band.Post Reading Engagement Activities (Small group) Say: I am going to divide you into 4 groups.Draw it Draw what the animals did on the first seven days of their stay on the island.

feel 4. swam. life. look d. The animals jumped from the ship and swam and swam. back. swam. Ask: Which one will be the first word? Yes. Say: Let us read the words. boat. ship Ask: What do you notice? Yes they all start in S. What do you think did the animals feel? Group 4 Will show and tell UNIT II Lesson 16 Day 2: Alphabetizing words in the second letter 1. sea. Guided Practice Say: Let us alphabetize these sets of words. Soon they reached a safe place. safe. find. leave. Independent Practice Refer the class to LM Activity 170.Group 3 9. 2. because s is followed by a. fly. . swam. we have to look at the second letters: ship. What did the animals do on the 7th day on the island? 10. ship because it’s second letter is h. swim b. ship. So the alphabetized order is: safe. Presentation/ Introduction Say: Let us read the paragraph. ship. Were they able to come home? 11. shelter. big c. Modeling Say: If we alphabetize these three words. safe. Which one will be second? Yes. 3. a.

2. Match the words with the pictures that they name. Say: Study each picture. 4. Presentation/Introduction Refer your pupils to LM Activity 171. bone lone 3. Say: Let us read the following words. Independent Practice Refer the class to LM. cone tone hone phone Guided Practice Refer the class to LM. Let us say the following words correctly. Modeling Ask: How do we pronounce the letter o in the word bone? Say: Letter o is pronounced as /ow/ in words that end with silent e. in words that end in e like bone and cone. bone throne stone phone smoke Post the picture of each word on the board.Lesson 16 Day 3: Decoding/Fluency/Writing of words with long o sounds ending with silent e as in hose 1. is pronounced as /ow/. Modeling Say: Sometimes. Lesson 16 Day 4: Irregular Verbs/ Decoding/Fluency/Writing of Words with Long o Sounds Ending with Silent e as in Hose Skill Lesson: Decoding/Fluency/Writing of Words with Long o Sounds Ending with Silent e as in Hose (1st half) 1. letter o. Presentation/Introduction Post words that has a long o sounds ending with silent e on the board. . Lesson 171C. 2. Lesson 171B.

Skill Lesson: Irregular Verbs (2nd half) 1. Modeling/ Teaching Say: Some verbs form their past tense by changing a vowel.) In what tense is the verb now? What do you notice with the verb “hold” when put in the past tense? (There is a change in the vowel. Let us read them. (The girls hold a toy. Call two girls. Say: Say something about what they do. 4.) Say: Let us study the following examples.3. Ask: What did the girls do a while ago? (The girls held a toy yesterday. run-ran get-got give-gave ride-rode know-knew ring-rang rise-rose sing-sang sit-sat throw-threw swim-swam wake-woke write-wrote win-won drive-drove . Introduction/ Presentation Post a picture of all the characters in the story “The Adventure of the Animal Band” Ask: What do you remember about these animals? Say: I listed words that you mentioned while you were talking about the story we read last lime. Guided Practice Refer your pupils to LM Activity 172A-C. Ask them to hold a book. Independent Practice Refer your pupils to LM Activity 172D-E.) In what tense is the verb “hold”? Ask the two girls to go back on their seats. went were told rode hit held was said What do you call these words? (Verbs) 2.

we’re alive! We swam all day and all night. I climbed a tree and all I saw was a deep blue sea. Ouch! My belly was hit by a sea-urchin. 5.3. 7. 3. Guided Practice Divide the class into 4 groups. 3. 2. My List Past form My sentences 1. 2. Huh. 9. From the list you have. 4. Presentation/ Introduction Do you remember the characters of “The Adventure of the Animal Band”? Let’s have a guessing game. List five action words that tell about what you did. Let each group perform the activity below 1. Put your life vest on! We are sinking! Abandon ship! Thanks God. 2. 5. ran and flew! Who knows how we can stop the next ship! Would you like another adventure? Hip hip hurray! Hip hip hurray! . 8. 4. I am going to flash a strip of cartolina and you read the sentences and guess who said that. Independent Practice Refer the class to LM Activity 173 for the group activities. 3. 4. select the irregular verbs and give the past form. 6. Think of the activities/ tasks/ work you did with your friends/classmates. I walked. Flash the sentence strips: 1. 4. Lesson 16 Day 5: Sentence Writing and Punctuation 1. Write a sentence using the past form of the verb.

Ask: What kind of sentence is this? What kind of punctuation mark is found separating the series of names of the animals? When did we use a comma? What punctuation mark is used in the end? Lead the pupils to understand that there are four kinds of sentences. duck and frog swimming together. Modeling/ Teaching Let us read the sentences 1. 3. The dog. They also end with different punctuation marks. 2. Have a mini-tour outside the room. 3. 5. We walked and ran! Ducky flew at times. Each member writes sentences on his own task card. 4. duck and frog do together? (Write the pupils answer on the board) Illus. Let us talk about each sentence What kind of sentence is in number 1? What punctuation mark is used? (Do the same in sentence 2. My Sentences (Individual) Declarative Sentence (Using a period) Imperative sentence Declarative Sentence (Using a comma and period) Interrogative sentences Exclamatory Sentences (Using Exclamation point) Exclamatory Sentences (Using a comma and exclamation point) . take a look at the picture. 3. Who knows how we can stop the next ship? Would you like another adventure? Ouch! My belly was hit by a sea-urchin. Guided Practice Mini – tour Group yourselves into 4. Ask: What did the dog. Then the group agrees on the 6. We swam all day and all night.2. 4) Illus. These sentences differ according to their use. of dog duck and frog swimming together Now.

Group 4 . Give one picture to each group. Group 1 – Declarative Sentence ____________ Group 3 – Imperative sentence Group 2 – Interrogative sentence Picture of a boy and a girl watching the display of top cars. Independent Practice Values Infusion What can be used to measure the level of cooperation in your Group? Let us use the Cooperation Thermometer. Enrichment Activities Group the class into 4.Set the number of minutes for the mini-tour of the and the preparation of their group output 4.Exclamatory sentence . What would be the thermometer’s reading for your group? Why? 1. Instruct the groups that they are to write sentences about the picture using the kind of sentences assigned to them.

Present the cover of the big book “The Enormous Carrot” Let the pupils read the title.questions. Day 5 Presentation Present jumbled words to the class and let the pupils arrange the words to form a sentence. Word card Tag board Read words with the long vowel /o/ and ending in silent e as in hose Word card Teaching chart: Verbs Day 4 Write at least three sentences from various sources (declarative. exclamatory. Discuss verbs in simple present Lesson 10 (Week 1) Discuss verbs in the simple past tense. Let the pupils fill in the chart about carrots to activate prior knowledge. Assign parts of the story to be read by each group. Use the sentences from the paragraph as springboard to the lesson on verbs. Group the class into 5 groups. Reading Read the story to the class and ask them questions to interact with the text. Let the pupils read words from the paragraph with CVCCC pattern. interrogative) Read words with the long vowel /o/ and ending in silent e as in hose Task card Manila paper Word drill and exercise on words with long vowel /o/ ending in silent e as in hose Word drill and exercise on words with long vowel /o/ ending in silent e as in hose Introduction/ Presentation Introduction/ Presentation Introduction Act and Guess Game (see TG for the steps) Spelling Pupils read a paragraph and pupils answer WH. context clues and demonstration. Unit II Just Do It!. comma. Modeling/Teaching: Present a paragraph to the class. SUMMATIVE TEST Uses appropriate punctuation marks (period. and exclamation point) Word drill and exercise on words with long vowel /o/ ending in silent e as in hose Pupils read verbs from the paragraph read.Unit 2: Week 8 (Lesson 17) Lesson Parts Overview/ Objectives Day 1 Day 2 Day 3 Literature: The Enormous Carrots Use verbs in simple present tense Retell familiar stories to other children Get the general sense of the story Read words with the long vowel /o/ and ending in silent e as in hose Use Verbs in simple past tense Blend phonemes (sounds) in CVCCC words Note that some words may have opposite meaning Materials Copy of the story “The Enormous Carrots” Task card Pre-Reading Procedure Unlock vocabulary through pictures. 1 .

and then read the poem to the class. Let each group write sentences from the story. Modeling/ Teaching Discuss kinds of sentences. Guided Activity Let the pupils use verbs in writing sentences about pictures. Unit II Just Do It!. Act Out c. exclamatory) for the group output. a. the members of the group agree on the four best sentences (declarative. Each member writes sentences on his/her own task card. Draw b. Group the class into 3. Lesson 10 (Week 1) Present and discuss words with antonyms from te paragraph. After 3 minutes.Post Reading Let the pupils answer questions to ensure a complete grasp of the story. The group secretary will write the group output while the reporter be the one to present the group work. words with CVCCC pattern and antonyms. words with CVCCC pattern and antonyms. Independent Practice Independent Practice Activities on verbs. Pupils answer by group. 2 . Group the pupils into four groups and provide task cards to work on. Group yourselves into 4. question.Complete the poem with the correct form of the verb in the parenthesis. Group 2. Sequence Pictures d. imperative. Prepare a “Thank You” card tense. Independent Group Activity Group 1 – Make 5 sentences about the community helpers in the picture. Guided Practice Provide activities about verbs. Have a mini tour of the school.

What can you say about this stone? Is it big or small? Here is a rock. let the pupils demonstrate the word enormous. Say: The woman could not believe her eyes about what she saw. Through action. this is an enormous rock? What can you say about this rock? What is another word for enormous? (Bigger than usual. could not believe her eyes) a. 3. Let the pupils pay attention to the reaction of the woman. Unlocking/Vocabulary & Concept Development (enormous. Pulled and pulled (through demonstration) Using a hammer. Refer the pupils to LM Activity 175. Call other pupils to pull out an old plant from a flower pat. huge gigantic) Show other pictures like small house and big mansion. Lesson 10 (Week 1) 1 . demonstrate pulling a nail which is deeply tucked in a wood.Unit 2: Week 8 (Lesson 17) The Enormous Carrots Pre-Reading 1. Motivation Question Have you seen a carrot? What can you say about the carrot? Let’s fill in the chart. action) Show a picture of a woman who saw a treasure. Say: I pulled and pulled the nail but I could not pull it out. pulled. Developing Purpose for Reading Present the cover of the big book “The Enormous Carrot” Let the pupils read the title. Could not believe her eyes (through pictures. Let the pupils identify which of the objects is enormous in size. real object action) Show a small stone and a rock Say: I have here a stone. the woman felt? What do you think Give a situation and let the pupils act out the phrase “could not believe her eyes” 2. Enormous (through picture. Ask: Can you easily pull out the plant? Why? c. b. Ask: What question about the story comes to your mind when you see this picture? Unit II Just Do It!.

“Help us pull up that that enormous carrot” she said. So. Read the story aloud. ask questions to enable the pupils to interact with the text. One day the hen went out to check her carrots.” said the cat. Note the questions to ask after reading about the indicated sentences. “I will help you. There was an enormous carrot! Ask: What do you think will the hen do with the enormous carrot? The hen pulled and pulled it again. she planted some carrot seeds on her garden. After reading a page or several pages.4. Refer the pupils to LM Activity 176A for the copy of the text. Lesson 10 (Week 1) 2 . Motive Questions Why is it called an enormous carrot? What will the hen do with the carrot? During Reading Listen as I read the story “The enormous carrot”. She could not believe her eyes. “Help me pull up that enormous carrot. Ask: What do you think will the hen do next? So. But they still could not pull it up Ask: What do you think will the hen do next? So the hen went to the cat.” said the dog. The Enormous Carrot Once upon a time there was a hen who wanted to grow carrots. But she could not pull up the enormous carrot. she went to the dog. Ask: Do you think the hen and the dog will be able to pull up the enormous carrot? The hen and the dog pulled and pulled it together.” she said. Unit II Just Do It!. “I will help you. Ask: What do you think happened to the carrot seed? The carrot seed grew and grew.

“I will help you” said the mouse. and mouse pulled and pulled it together. dog. Note: Go back to the questions raised for pupils to answer before listening to the story.”she said. Group A What is the story about? What are the characters in the story? Group B What did the hen plant one day? What happened to the carrot seeds? Why couldn’t the hen believe what she saw? Who helped the hen pull up the enormous carrot? Group C Why couldn’t hen pull the carrot by herself? Who helped the hen first? Second? Third? Unit II Just Do It!. Ask: Do you think the four animals will be able to pull up the enormous carrot? The hen. Post Reading I’ll ask some questions. and then I’ll call the groups to present their answers to the set of questions directed to them. Ask: Who else do you think will help them to pull up the carrot? So the hen went to the mouse. Ask pupils to answer those two motive questions.Ask: Do you think they will be able to pull up the enormous carrot? All three of them pulled and pulled it together but the carrot wouldn’t still come out of the ground. Lesson 10 (Week 1) 3 . “Help us pull up that enormous carrot. Up came the enormous carrot! Ask: What do you think will the animals do next That evening they cooked the enormous carrot and ate it all together. cat.

3. Lesson 10 (Week 1) 4 . and mouse did not help the hen.What did the animals do after they have pull up the enormous carrot? Group D If the dog. cat. 5. Presentation/Introduction Game: Act and Guess Divide the pupils into 2 groups. Spelling (Note: Using the word cards. Lesson 17 Day 2: Phonics Using Verbs in Simple Present Tense Skill Lesson: Using Verbs in Simple Present Tense 1. and the mouse would you help the hen why? If you were the hen. Each group will agree on 5 action words that they are to act out and the other group to guess the action they showed or performed. conduct the spelling lesson using the following steps. cat. 4. flash words with consonant blend taken from the story. Give time to the pupils to prepare their output. what do you think would happen? What could be done so the hen could succeed in getting the carrot by herself even without the help of the other animals? What trait did the animals in the story show? If you were the dog. Flash the word planted 2. how would you thank the three animals who helped you? Infusion of Values How is cooperation shown in our story? Where or when else can you show cooperation? Engagement/Enrichment Refer to LM Activity 176B. Unit II grew ground check still Let pupils read the words Let them identify the number of syllables in the word Let them spell the word as they look at the printed copy Remove the copy of the word and let the pupils spell the word Just Do It!. 1.

write the word on your paper or on your tag board. can you still spell the word? Let us try. (This should be written on the board or on a Manila paper) “Tiktilaok. tell the number of syllables the word has. let us spell the word together as you look at its written form in the flashcard. d. b. Unit II The roaster crows. The baby chicks go with mother hen. Now. They all sleep early Just Do It!. e. Note: Do the same with the remaining words. At night time. Let the pupils talk about the animals in the pictures. Mother hen starts to look for food. c. they all sleep early so as to be ready for the next day. They scratch the ground for grains and crumbs. Mother hen starts to look for food. The animals keep themselves busy. Now. Then. Ask: What animal crows to wake everyone up? What does mother hen do? Who go with mother hen? Why do the hen and chicks scratch the ground? Why do the animals sleep early? Let the pupils read some sentences taken from the paragraph. Tiktilaok!“ The rooster wakes everyone up. Let us read this together. After all the words have been presented show again their printed form on the flashcards and let the pupils check whether they have spelled the words correctly. Say: Who are the animals in our story the Enormous Carrots? I have here a photograph about the farm animals. You are to read the word aloud. Let them write the word on their tag board or on their paper 7.6. Lesson 10 (Week 1) 5 . f. Show again the printed word and let them check whether they have spelled the word correctly Say: I am going to flash words one at a time. a. The time. The chicks go with mother hen. All the farm animals get up. Individual pupils may be called to spell the words. I’ll remove the flashcard. 2. Modeling/Teaching Show a composite picture of farm animals. All the other animals keep themselves busy looking for something to eat. They scratch the ground.

What is talked about in each sentence? What do you notice with the action words? Do they end in – s? Note: Tell the pupils that the verbs in the sentences are in the simple present tense. Unit II Just Do It!. Let us study the chart below. Jane dusts the shelves. 4. Ask: What is talked about in sentence 1? How many roasters are mentioned? What action word is used? With what letter does the action word end? What about in sentence 2? How many hens are talked about? What do you notice with the action word? In what letter does it end? Study sentences 3. 6.Let the pupils identify the action word in each sentence. Let them also identify the subject in each sentence. 5. Lesson 10 (Week 1) 6 . SUBJECT HOW MANY ACTION WORD/Verb roaster one crows hen one start s chicks more than one go they more than one scratch animals more than one keep they more than one sleep Provide other examples for the pupils. Let’s read the sentences: Rowena sweeps the floor.

arrange and keep are all in the simple present tense. The simple form of the verb is used when talking about two or more persons or things in the present tense. Ask: Who is talked about in each sentence? What form of the verb is used when talking about only one person? (-s form) What form of the verb is used when talking about two or more persons? (simple form) Say: The verb sweeps. Lesson 10 (Week 1) 7 .The other boys arrange the chair. Write your sentences in your notebook ILLUSTRATIONS Unit II Just Do It!. They all keep their room clean and tidy. Lead the pupils to understand that the – s form of the verb is used when talking about one person or thing in the present tense. 2. dusts. Guided Practice Get one picture from the chart make a sentence about it using the simple present form.

I am going to begin the story. Lesson 17 Day 3 Skill Lesson: Retell familiar stories to other children Use verbs in the simple past tense Blend phonemes to read (CVCCC) words Identify and produce the sound given to the vowel digraphs oo and ou and the final ed in verbs in the past tense 1. Lesson 10 (Week 1) 8 . (Note : Start telling the story by giving the first event then call on one pupil at a time to give the events that follow until the whole story is complete. the King’ and allow them to answer by groups the questions that follow. Skill Lesson 2: Phonics Refer the pupils to LM Activity 178 for the phonics exercises for Day 2. All you have to do is to add the next event until we finish the whole story. Independent Practice Refer the pupils to LM Activity 177. If time allows. drill the students on the words they will meet in the selections to be taken up from day 2 to Day 4. Using flashcard. have the pupils read the sentences.) 2. Unit II Presentation/Introduction Just Do It!. Allow pupils to read the phrases in A and make clarification in case there are words/ phrases they do not understand. Review Remember our story “The Enormous Carrots”? Let’s find out whether you can retell it to the class.3. Read the story/ poem ‘Horsey.

They are in the simple past form. Let’s read this paragraph that gives what each animal did after they were able to pull up the enormous carrot. The Hen gently poured the hot carrot soup on four small bowls.Present a paragraph. The dog and the cat prepared a bottle of cold bubbly juice. In our story the four animals had a nice time that evening. Modeling/Teaching 1. the four animals cooked the enormous carrot. cooked prepared helped poured Ask: What do you noticed about these action words. When did the animals cook the enormous carrot? What did the hen do with the hot carrot soup? What did the cat and the dog prepare? How did the mouse help? What are the action words/verbs in the paragraph? 3. They all had a happy time together. Let’s study the chart below. Lesson 10 (Week 1) 9 . Ask question about the paragraph. Base Form Add Past Form cook -ed cooked pour -ed poured prepare -ed prepared help -ed helped These verbs tell action that happened in the past. Unit II Just Do It!. The mouse helped set the table. That evening. Let’s read the action words/verbs in our paragraph. How do we form the simple past tense of the verb? Note: To form the simple past tense of the regular verb we add d or ed to its based form.

Make sentences about them using pairs of antonyms in your notebook. Guided Practice Refer the pupils to LM Activity 179. Then read the whole word. Present words from the paragraph with the CVCCC pattern. How many syllables does each word have? What spelling pattern do these words have? Let’s blend the sound given to the consonants that come aone after another in the inderlined syllables of these words? /g/e/n/t/l/y/ = gently /b/u/b/b/l/y/= bubbly Now. clap your hands every time you say blend sounds in the words that I’ll flash. tenths sixths rafts humbly tight gifts Present the pairs of antonyms from the paragraph. Get picture from the chart. Lesson 10 (Week 1) 10 . Here are words taken from the paragraph. Unit II Just Do It!.Let pupils give sentences using the simple past form of regular verbs using the simple past form of regular verbs. enormous .small hot – cold Ask: What do you call these pairs of words? Do they have the same meaning? Can you give other pairs of words with opposite meaning? 4.

Independent Practice Activity 1: Verbs in Simple Past Form Divide the class into four. huge waves carried the ___ fish to the shore. tidy Unit II Just Do It!. red wide small young Lesson 10 (Week 1) industrious 11 . Activity 2: CVCC Words Flash cards will CVCCC words. Let each group create a four lines song about the things they did to make the classroom clean. Tell them to use the past form of the verb.5. The messy room became ______after the cleaners helped one another. I found a 2. 4. The new pair of shoes to replace my _____ one. 5. 1. They may adopt a familiar tense. The old man thanked the ____boy who helped him cross the street. Let pupils blend the phonemes and read the word. nights births lights pastry warmth Activity 3:Antonyms Complete each sentence with the opposite of the word in the box. 3. Choose your answer from the list. The lazy grasshopper learned a lesson from the _______ ant.

Will be the Dog Group 4 – Will be the Cat Group 5 – Will be the Mouse Say: Today. “The Enormous Carrot” Can you assemble Declarative Sentence.A declarative sentence makes the words to make a sentence? a statement.) planted some she carrot Imperative seeds Sentence. Lesson 10 (Week 1) Interrogative Sentence. An exclamatory sentence expresses great emotion or excitement. It may end with a period (. 2.Skill Leson 2: Phonics Refer the pupils to LM Activity 180 for the Day 3 activities in Phonics. It ends with a question mark (?) 12 . and exclamation point) Skill Lesson: 1. It ends with period (. Group 1: Boney Horse Group Group 2: Boney Ratty Group Group 3: Boney Monkey Group Group 4: Boney Froggy Group Group 5: Boney Carabao Group Group 6: Boney Turtle Group Lesson 17 Day 4 Write at least three sentences from various sources (declarative. interrogative) Use appropriate punctuation marks (period. comma. Introduction Group the class into 5. It ends with exclamation point (!). Read along the story. let the pupils arrange the words to form a sentence. An imperative sentence is a command or a polite request. Exclamatory Sentence. Group 1 – Will be the narrator Group 2 .An interrogative sentence asks a question. Modeling/Teaching Say: What sentence have you formed? Unit II Just Do It!. exclamatory. Group pupils to six to read one of the first six lines and one of the last 6 lines. Teaching Chart: Kinds of Sentences Say: I have a jumbled words from the story. Presentation Present jumbled words to the class. we will have a choral reading of the story “The Enormous Carrot. Refer the class to LM Activity 181 for the copy of the story.” The members of the group will read the part of the story assigned to them. Let’s Begin. Assign part of the story to be read by each group.) or a question mark (?) if you want to express surprise as to why the command or request was given.Will be the Hen Group 3 .

Guided Practice Group the class into 3.Who can write the sentence on the board? What kind of sentence is this? What punctuation mark is used in a declarative sentence? (Present interrogative and exclamatory sentences and let the pupils identify the punctuation mark used) 3. Skill Lesson 2: Phonics Unit II Just Do It!. let’s try making interrogative sentences. Write the interrogative sentences which will give the sentence in column B. Declarative Imperative Exclamatory Interrogative Refer the pupils to LM Activity 183. the members of the group agree on the four best sentences for the group output. The sentences in column B are answers to the questions. After 3 minutes. The group secretary will write the group output while the reporter will be the one to present the group work. The first one is done for you. Let each group write sentences from the story. Each member writes sentences on his/her own task card. Independent Practice Group yourselves into 4. Refer the pupils to LM Activity 182A. Say: There are three different kinds of sentences in our story. Refer the pupils to LM Activity 182B. Have a mini tour of the school. Inasmuch as there were no interrogative sentences in the story. Can you name them? Each group will write sentences from the story that fall under the correct heading. Lesson 10 (Week 1) 13 . 4. Tell them to be sure to use the correct punctuation mark.

Allow enough time for the writing activity. Lesson 10 (Week 1) 14 . Let them share their sentences with the class.Refer the pupils to LM Activity 184 for the Phonics activity. Conduct a flashcard drill on all the words learned with the long vowel words /o/ and ending in silent e as in hose. Then ask the pupils to go to their group and write 10 of their best sentences on a Manila paper. Unit II Just Do It!.

demonstration and word clues  Word drill and exercises on words with long vowel words ending in silent e: long u as in cube  Introduction/ Presentation:  Allow pupils to recall story read by reading along Guided Practice:  Reading  Read aloud and stop at strategic points and ask questions to predict and monitor comprehension story Word drill and exercises on words with long vowel words ending in silent e: long u as in cube Modeling/Teaching:  Discuss sequencing through a Sequence Chart   have pupils listen to a story then present sentence strips Allow them to paste/write strips/ events on sequence chart Process responses/ answers  Word drill and exercises on words with long vowel words ending in silent e: long u as in cube Presentation/ Introduction  Read Cock-a-doodle doo and use the sentences in the poem to start lesson Modeling/ Teaching  Discuss how Present and Past Form of verb are used with time expressions Post Reading Unit II Just Do It!.  L18D5 Worksheet page __  Allow pupils to work on pairs in asking and answering questions to practice present and past form of verbs  Let pupils write sentences using the correct form of the verb guided by time expressions  Use verbs in their simple present and past tense Decode words with long vowel words ending in silent e: long u as in cube 1 LM Procedures Pre-Reading  Present key words through picture. realia.GRADE 3 ENGLISH TEACHER’S GUIDE Unit 2: Week 9 (Lesson 18) Lesson Parts Overview/ Objectives Day 1 Literature: “The Bundle of Sticks”  Realize the importance of unity in achieving a goal  Materials   Copy of Literature L18D1 Worksheet 1 LM page __ Pictures of quarrel Word Cards of key words Day 2 Day 3 Day 4   Sequence series of events Decode words with long vowel words ending in silent e: long u as in cube   Sequence series of events Decode words with long vowel words ending in silent e: long u as in cube    Sentence Strips Teacher Sequence Chart   Teacher Sequence Chart L18D3 Worksheet __ LM page __ for the poem‘A House We Built Together’ Sentence strips     Day 5 Use verbs in their simple present and past tense Decode words with long vowel words ending in silent e: long u as in cube  L18D4 Worksheet 1 LM page __ for the poem ‘Cock-a-doodle doo L18D4 Worksheet __ LM page __. Lesson 10 (Week 1) 1 .

Independent Practice: Lesson 10 (Week 1) 2 . allow pupils to write a 2-sentence note Let pupils present work to class Just Do It!.GRADE 3 ENGLISH  Talk about story read through discussion questions TEACHER’S GUIDE Guided Practice:  (Phonics)  Allow pupils to read along a poem and fill in sequence chart  PWR  PWR PWR   Unit II In a group.

GRADE 3 ENGLISH TEACHER’S GUIDE Unit 2: Week 9 (Lesson 18) The Bundle of Sticks Pre-Reading A. How did you read the words? What does ‘in chorus’ mean? B. What can you say about the Popsicle sticks? Are they put together? What keeps them together? What does bundle mean? 2. bundle – things put together (through realia) Look at the bundle of Popsicle sticks. What is written on it? (For example: I’m sorry. Motivation Unit II Just Do It!. chorus – together at the same time(through action) Look at the strip of paper. quarrel . Lesson 10 (Week 1) 1 . Everybody read. separate (through demonstration) Who among you can break a stick from this broom? Show it in class. What happens when you break the single stick? Do you think you can break a bundle of broomstick in a single try? What does break mean? 4. He tried many times but he failed. Which words in the sentence mean failed? 5. He did not succeed in dividing the coconut fruit into halves.) Read the words on it in chorus. break – destroy. (two boys fighting with each other) Who do you think are these? Is it good to quarrel with each other? Why? What does quarrel mean? 3. Do it again. failed – did not succeed (through context clues) My father wanted to divide the coconut fruit into halves using his hands. 1.fight (through picture) Look at the picture. Developing Concepts / Vocabulary Post on the board and read to the pupils the following words: bundle quarrel break failed chorus Have pupils repeat the words on their own. Talk about each of these words and what each of them means.

9. first son. Motive Question Did the brothers in “The Bundle of Sticks” help each other at the start? Reading Read the story aloud to the pupils. 3. Who were the characters in the story? Why was the father sad? How did the father try to solve the problem? What did he ask his three sons to do? Were the sons able to break the bundle of sticks? Why? How were they finally able to break the sticks? What did their father tell them about the sticks? What did the sons realize at the end? Are you like the three brothers in the story? Engagement/Enrichment Divide the class in three groups. 7. 4. 6.GRADE 3 ENGLISH TEACHER’S GUIDE Do you have brothers? Do you help your brothers? C. Stop after reading a part and ask questions to help the pupils predict and monitor their comprehension. 3. Observe how each member of the group shows teamwork in doing the task. Repeat the read along of the story with other volunteers to read the lines of the characters and 3 – 4 volunteers to serve as narrators (those lines read by the teacher). 2. Lesson 10 (Week 1) 2 . Refer to LM Activity 185 on pages 213-214 for the story. 8. What do you think will the father do next? Who do you think can break the bundle? What do you think will happen next? What do you think will their father tell them? How do you think will the story end? Post Reading Discussion Question 1. 5. Unit II Just Do It!. second son and third son. 4. Read along with the volunteers the story “The Bundle of Sticks” while the rest of the class listen. Suggested questions to predict and monitor comprehension: 1. 5. Refer to LM Activity 185B on pages 214. 2. Day 2(1st half): Reading Comprehension: Sequencing Series of Events Presentation/Introduction Review the story read by calling on volunteers to read the lines of father. Have each group do the task.

GRADE 3 ENGLISH TEACHER’S GUIDE Modeling /Teaching Say: Listen as I read the sentences on the strips of paper. Call on another volunteer to retell the story to the class using sequenced events without looking at the chart. Lesson 10 (Week 1) 3 . The sons promised not to quarrel again. Father showed them a bundle of sticks. Unit II Just Do It!. Each son tried to break the bundle of sticks. Father pointed out the lesson – “United you stand. Details in the Sequence Chart may be used to retell the story to other pupils. He asked each of the sons to try and break the bundle of sticks. The three sons always quarreled among themselves. The father gave each of his sons only one stick from the bundle. Divided you fall. Ask pupils to paste the strips of paper on the appropriate box. It is used to outline the major events in a story as shown by the arrow. Each son was able to break the stick very easily. Ask: Which of these events happened first in the story? Which happened next? Which happened last? Tell the pupils that A Sequence Chart is very helpful in showing a series of events in the order in which they took place.” None of them could break the bundle of sticks. Call on a volunteer to retell the story using the sequenced events without looking at the chart. Call on volunteers to read along the sequenced events. Refer to LM Activity 186 on page 214.

Unit II Just Do It!. Lesson 10 (Week 1) 4 . the three sons agreed to put up a fence to enclose their house. situation presentation. The youngest son got the hammer and some nails. Day 3 (1st half) Reading Comprehension: Sequencing Series of Events Guided Practice Instruct the pupils to work in triads.GRADE 3 ENGLISH Day 2 (2nd half) TEACHER’S GUIDE Phonics/Word Recognition: Long u words like cube Refer to LM Activity 187 on pages 215-216 for the reading exercise on long /u/ words like cube. Tell them to use the Sequence Chart to show the sequence of events as they happened in the story. The second son looked for bigger sticks for the posts. Father was surprised when he came home. Read aloud to them a story. They worked on the fence together. Have them fill in the Sequence Chart with the events as they happened in the story through the sentence strips below. Tell the pupils that these words have the long /u/ sound and that the final letter e in every word is a silent letter. demonstration. The three sons agreed to put up a fence. sentence strips. They started working on the fence. Model reading and tell pupils what these words are through pictures. Before dark they finished the fence. he was surprised. They felt tired but happy. When their father came home. line the sticks and hammer the nails on them. The Fence One day while their father was away. Show the pupils the strips of paper with the events written on them. They helped each other put the post in place. They felt tired but happy. The eldest son took the bundle of sticks. word associations. His son really understood what teamwork means. They finished the fence before dark.

Independent Practice Engage the pupils in a read – along of the poem “A House We Built Together”. Day 4 (1st half) Grammar: Using Verbs in their Simple Present and Past Tense Presentation/ Introduction Read along the poem “Cock-a-doodle doo”. For example: Unit II Just Do It!. For LM Activity 189B-C on page 218. Ask: Which sentence uses a verb in the present tense? My master finds his fiddling stick. My master found his fiddling stick.GRADE 3 ENGLISH TEACHER’S GUIDE Process the pupils’ answer. My dame found her shoe. Ask: Which sentences use verbs in the past tense? My dame lost her shoe. Refer to LM Activity 190B on page 219. Let them do Activity 188C. allow the pupils to complete the sentences by filling out the blanks and then read the sentences. My master lost his fiddling stick. May master found his fiddling stick. Refer to LM Activity 188B on page 216. Lesson 10 (Week 1) 5 . Let the pupils read the phrases. Let the pupils do LM Activity 189A on page 219. Day 3 (2nd half) Refer to LM Activity 189 on pages 218 for the reading exercise on long /u/ words. My master lost his fiddling stick. My dame lost her shoe. My dame found her shoe. Refer to LM Activity 188A on pages 216. Let us add time expressions in making sentences using verbs in simple present and past. Let us read these sentences from the poem. My master finds his fiddling stick.

Pupil A: Pupil B: Pupil A: Pupil B: What do you do on Saturdays? I _________________ on Saturdays. simple past time expression Recall how verbs in the simple past are formed. I did. Day 4 (2nd half) 25 minutes Refer to LM Activity 192 on page 220 for the reading exercise on more words with the long /u/ sound like cube.GRADE 3 ENGLISH TEACHER’S GUIDE My master lost his fiddling stick yesterday. My master finds his fiddling stick now. Lesson 10 (Week 1) 6 . Independent Practice: Refer to LM Activity 193 on pages 221-222. or No. Did you ____________ last Saturday? Yes. Unit II Just Do It!. I __________ last Saturday. Recall the words and phrases read in Day 2 and 3. simple tense time expression Recall now when the s form and base form of the verbs are used. Day 5 (1st half) Guided Practice: Work with your partner. I didn’t. change roles. Answer in complete sentences. Other time expressions used to tell whether the action is in the past are: Past Present today this time yesterday last______ long ago since this morning Guide the pupils in stating the generalization. Ask and answer questions using the correct form of the verb. Read the story “Muley the Mule and the Duke” and allow pupils to answer the questions that follow. Then. Refer to LM Activity 191 on page 220.

GRADE 3 ENGLISH TEACHER’S GUIDE Day 5 (2nd half) Refer to LM Activity 194 on page 222. Allow pupils to read the words and sentence strips on the words with long /u/ and tell them to write at least 2 to 3 sentences using any of the words read. Lesson 10 (Week 1) 7 . Unit II Just Do It!.