English 3 TG Quarter 3

GRADE 3 ENGLISH TEACHERS GUIDE
Unit 3: Week 1 (Lesson 19)

Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Overview/ Literature: Read and write words, Identify the cause and the Read and write words, Read and
objectives To Go or Not To Go phrases and sentences s effect relationshipin phrases and sentences with write words, phrases
(by Mil Flores-Ponciano) with oi and oy diphthongs sentences oi and oy diphthongs and sentences with oi
and oy diphthongs
Realize the things to do in Read and write words, Read and write words with oi Read and write words
times of a typhoon. phrases and sentences and oy diphthongs with oi and oy
with oi and oy Identify and use descriptive diphthongs
Draw and write a possible diphthongsRead and adjectives
result for a Grade 3 student write words with oi
for not remembering the and oy diphthongs
things to be done during
typhoons
.
Materials Word cards Activities 198 Pictures showing the Copy of Important Learners Materials
details in the matrix of Rules song Activities 202-203
Learners Materials Weather Condition Strips of sentences
L19D1-Worksheet1, p._ Learners Materials
L19D2-Worksheet2, Word cards Activities 202-
p._Activities 195-197 203L19D4-Worksheet_,
Big strips of paper p_
L19D4-Worksheet_, p_
Learners Materials
L19D3-Worksheet_,
p_
L19D3-Worksheet_,
p_Activities 199-201
Procedures Review reading CVCe Post pictures of a

words church crashed down,
(3 min) (15 min) (10 min) ocean with big waves.
Unlocking of key word Lead the class in the Presentation of pictures Singing of Important Rules
using context clues decoding lesson using highlighting the cause and song Use Activity 205 for
Activity 198 effect Presentation of descriptive the sample.
Motivation question adjectives from the song
KNOW THIS Ask pupils to create
Motive question (5 min) KNOW THIS sentences using the
Direct teaching of the (20 min) adjectives from the
steps on in finding the Presentation and explanation web.
cause and effect in a of ing and explaining what
(10 min) sentence descriptive adjectives are Show pictures and let
Read-aloud of the selection the children describe it
with discussion questions EXPLORE THIS EXPLORE THIS to form sentences.
(15 min) (10 min)
EXPLORE THIS Matching of pictures and Using of adjectives in
(20 min) phrases to show a cause sentences
Post Reading: and- effect relationship
Discussion of the selection APPLY THIS
highlighting the importance APPLY THIS (10 min)
of following rulesthe (15 min) Writing sentences using
weather guide Identification of the adjectives
which tells a cause and
APPLY THIS which tells an effect
(17 min)
Enrichment: Pupils draw
and write a possible result
for a Grade 3 student for
not remembering the things
to be done during typhoons.

To Go or Not To Go
Pre-Reading
1. Unlocking/Vocabulary & Concept Development

(PAGASA, typhoon signal)
Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and

Astronomical Services Administration. PAGASA is an office that tells about a typhoon that
will come and how strong that typhoon is. PAGASA is a Philippine national institution
dedicated to provide flood and typhoon warnings, public weather forecasts and advisories, and
other specialized information and services for the protection of life and property and in support
of economic, productivity and sustainable development.
Ask the following questions.

a.What is PAGASA?
b.What kind of office is it?
c. How does that office serve people?
Say: Let us see if you clearly remember what PAGASA is.

Refer the pupils to Activity 195 on page 224L19D1-Worksheet1, page ___, for the w for
the word comprehension exercise.
2. Motivation:
When there is a typhoon signal, what do you doare you supposed to go to school?
Have you asked yourself questions like: Do I have to go to school today? Will there be
classes?
3. Motive Question:
In the selection, find out when you should not go to school when there is a typhoon.
In the selection that we will read, find out how the questions I asked will be answered.
During Reading
Read aloud the selection.
To Go or Not To Go
Mil Flores-Ponciano
It is typhoon signal number 1 in North Luzon.
Do I have to go to school today? Will there be classes? Almira wonders.
Have you asked the same questions yourself? Use the guide from Philippine Atmospheric
Geophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to
school or not when there is a typhoon.
Listen to the weather forecast of PAGASA every six hours.
Guide the pupils in reading the text from matrix title, column headers, and column details to show
them how information in table form is read. Refer to L19D1-LM,Activity 196 page ____ 225
for the matrix part of the selection.
TYPHOON CONDITION GUIDE
Typhoo Weather Condition Class What I Can Do

n Signal Suspension
As A Grade 3
Pupil
1 pictures of Preschool Bring an umbrella

and go to school.
Twigs and branches of small trees may be broken.
Some banana plants may be tilted.
Some houses of very light materials (nipa and
cogon) may be partially unroofed.
2 pictures of Preschool Stay at home.
Elementary
Some coconut trees may be tilted with few others High
broken. School
Few big trees may be uprooted.
Many banana plants may be downed.
Rice and corn may be badly affected.
Large number of nipa houses may be partially or
totally unroofed.
3 pictures of Preschool to Prepare to evacuate
Tertiary (if needed).
Many coconut trees may be broken or destroyed.
A large number of trees may be uprooted.
Go with the family
Rice and corn crops may suffer heavy losses.
Majority of all nipa and cogon houses may be to strong buildings.
unroofed or destroyed.
There may be widespread disruption of electrical
power and communication services.
4 pictures of All levels and Cancel all travels
Government and outdoor
Many large trees may be uprooted. Offices (private activities.
Rice and corn plantation may suffer severe losses.
and public)
Most residences and buildings may be severely
damaged.
Electrical power distribution and communication
services may be severely disrupted.
Post Reading
1. Discussion Questions
1. What was Almiras problem?

2. What helped her solve her problem?
3. What is found on the Weather Condition Guide?
4. Describe the environment if it is signal number 1.
5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number
3? Signal number 4?
6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number
3? Signal number 4?
7.
8. What would probably happen if pPreschoolers would go to school?
9. What might happen if you would not bring an umbrella with you?
2. Engagement/Enrichment
Refer the pupils to L19D1-Worksheet 3, LM page ___ for the activityHave the class go over the
typhoon condition guide and have them answer the questions that follow. Refer to Activity 196.
To Go or Not To Go
Mil Flores-Ponciano
It is typhoon signal number 1 in North Luzon.
Do I have to go to school today? Will there be classes? Almira wonders.
Have you asked the same questions yourself? Use the guide from Philippine
Atmospheric Geophysical and Astronomical Services Administration (PAGASA) to decide if you
have to go to school or not when there is a typhoon.
Listen to the weather forecast of PAGASA every six hours.

TYPHOON CONDITION GUIDE
T Weather Condition C W
yp lass hat I Can Do
hoo Suspensio
n n As
Sig A Grade 3
nal Pupil
1 pictures of P Bri
reschool ng my
Twigs and branches of small trees may be umbrella and
broken. go to school
Some banana plants may be tilted or

downed.
Some houses of very light materials (nipa

and cogon) may be partially unroofed..
2 pictures of P Sta
reschool y at home
Some coconut trees may be tilted with
few others broken. E
lementary
Few big trees may be uprooted. H
igh School
Many banana plants may be downed.
Rice and corn may be badly affected.

Large number of nipa houses may be

partially or totally unroofed
3 pictures of P Pre
reschool pare to
Many coconut trees may be broken or to Tertiary evacuate (if
destroyed. needed)
A large number of trees may be uprooted. Go

with the
Rice and corn crops may suffer heavy family to
losses. strong
buildings.
Majority of all nipa and cogon houses
may be unroofed or destroyed
There may be widespread disruption of

electrical power and communication services.
4 pictures of A Ca
ll levels ncel all travels
Many large trees may be uprooted. and and outdoor
Governme activities.
Rice and corn plantation may suffer nt Offices
severe losses. (private
and
Most residences and buildings may be public)
severely damaged.
Electrical power distribution and

communication services may be severely disrupted.
Group your pupils into four. Ask questions and provide activities to highlight the value of the
weather guide.following rules. Emphasize the value of following the guide rules after each
group presentation.
Refer your pupils for group task to L19D1-Worksheet _, LM page_.Activity 197.
Now you can decide on the things you need to do when there are typhoon signals.
Lesson 19 Day 2: Decoding/Fluency/Writing
Review of Decoding Lessons Taught in Quarter 2

These include CVCe words with long a, e, Ii, o, and u sounds ending in silent e from Quarter 2 and
the Grade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes include
vocabulary words learned in the literature lesson in Day 1.)
Skill Lesson: Words with oi and oy diphthongs

Refer your pupils to L19D2-Worksheet _, LM page_.Activity 198.
Lesson 19 Day 3: Identifying a Cause and Effect Relationship

Skill Lesson: Using Descriptive Words
1. Presentation/Introduction
Post the four pictures in random order on the board. Ask pupils to describe what each picture
shows.
Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe
what you see in the first picture. What typhoon signal do you think can make our surroundings
look like this? Post the strip of paper with Typhoon Signal Number 1.
(Use the same set of question and continue posting the strip of paper) until you reach Typhoon
signal number 4.)
Say: While looking at the picture of the surroundings at during typhoon signal number 1. Ask:
Why are some branches of trees broken and are some small plants drown? Wait for the answers
and explain that it is because it isof Typhoon signal number 1, that is why some branches of
trees are broken and some small plants are drown. Typhoon signal number 1 is the CAUSE and
some branches of trees are broken and some small plants are drown is the EFFECT or
RESULT.
Why are roofs of some nipa houses gone? Wait for the answers and explain Because it is
Typhoon signal number 2 that is why roofs of nipa houses are gone. Typhoon signal number 2 is
the CAUSE and the roof of nipa houses are gone is the EFFECT.
Why are many coconut trees broken and destroyed? Wait for the answers and explain Because
it is Typhoon signal number 3 that is why many coconut trees are broken down and destroyed.
Typhoon signal number 3 is the CAUSE and many coconut trees are destroyedsome branches of
trees are broken and some small plants are drown is the EFFECT.
Why are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal
number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and
some branches of trees are broken and some small plants are drownlarge trees are uprooted is
the EFFECT.
pictures of pictures of
Some coconut trees may be Twigs and branches of small trees
tilted with few others broken. may be broken.
Few big trees may be uprooted. Some banana plants may be
Many banana plants may be tilted or downed.
downed. Some houses of very light
Rice and corn may be badly materials (nipa and cogon) may
affected. be partially unroofed.
Large number of nipa houses
pictures of pictures of
Many large trees may be Many coconut trees may be
uprooted. broken or destroyed.
Rice and corn plantation may A large number of trees may be
suffer severe losses. uprooted.
Most residences and buildings Rice and corn crops may suffer
may be severely damaged. heavy losses.
Electrical power distribution and Majority of all nipa and cogon
houses may be unroofed or
Refer pupils to L19D3 Worksheet 4Activity 199.
2. Modeling/Teaching
Say: There is a cause-effect relationship in some of what we readthe sentences for the pictures. A
CAUSE tells the reason why something happens or has to be done. An EFFECT tells the result
of or effect of a certain causean event or an idea.
There are steps on how to distinguish identify a cause from and an effect.
Refer the class to Activity 200.
Refer to L19D3, Worksheet 5
3. Guided Practice
Form four Arrange the pupils into four groups of students. Let the pupils in each group identify
the cause and the effect relationships fromin columns 1 and 3 of the matrix in To Go or Not To
Go.
Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card.
Tell which is the cause and which is the effect. Refer pupils to L19D3-Worksheet 6_, LM page
___.Activity 199B.
4. Independent Practice
Let pupils identify the cause and the effect relationship fromin columns 1 and 4 of the matrix in
To Go or Not To Go. Refer pupils to L19D3-Worksheet 7___, LM page ___.Activity 200B,C,
and D.
Say: Study the pictures and phrase cards. Pair them and tell which is a the cause and which is
an the effect.
Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives
Skill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy
Diphthongs
Skill Lesson: Words with oi and oy diphthongs

Refer your pupils to L19D4-Worksheet7 _, LM page_.Activity 202 A and B.
Skill Lesson: Descriptive Adjectives
Read the following sentences:
1. There was a strong typhoon.

2. The big trees were uprooted.
3. There was a heavy rain.
4. The streets were flooded.
5. The small houses were destroyed.
1. In the first sentence, what word tells about the typhoon? Underline.
2. In the second sentence, what word tells about the trees? Underline.
(Do the same as until the fifth sentence.)
Say: Let us all read the underlined words together. (R (repeat after me.) what What do we call
them?
What kind of words are these? What are adjectives? These are called adjectives.
Adjectives are words that describe.
Say: There are words that describe a person, a place, or an object. These words tell how
something or someone looks like or what something is. Words like: important, honest, fair, kind
and good are adjectives.
Additional lesson on adjectives from the selection to go or not to go.
3. Guided Practice
Say: How do we know is if a word is an adjective? Let us read the tips inside the box.
Refer pupils to L19D4- Activity A, Worksheet 8__, LM page___.Activity 202C.
Refer pupils to Activity 203.

Refer Pupils to L19D4- Activity B, Worksheet 8___, LM page___
Lesson 19 Day 5: Fluency/Forming sentences using adjectives
Skill Lesson: Words and a story with diagraph oi as in oil and oy as in boy
Refer pupils to L19D5-Worksheet _, LM pageActivity 204A and B_.
Skill Lesson:
Post pictures of a church crashed down, ocean with big waves, and provide words such as; old
and big.
Say: Can you make a sentence out of these pictures and words? Or let the children think of other
adjective to describe the pictures.
Ex. The old church was crashed down.
Please refer L19D5, worksheet___to Activity 205 for the web and chart sample_.
From the words on in the web, help pupils form sentences with adjectives. Use the .using the
chart below. Please refer L19D5, Sheet____.
Noun Linking Verbs Adjective Noun

Sandra had expensive watch
Ex. Sandra had an expensive watch.

Sandra had an expensive car.
3. Guided Practice
Ask pupils to create sentences using the adjectives from the web through the help of the chart.
Refer your pupils to Activity 205 for the sample chart.L19D5-Worksheet_, LM page_.
Show pictures and let the children describe it to form sentences.)
Refer your pupils to L19D5-Worksheet_, LM page_.


Overview/ Literature: Use descriptive Identify fact from Write simple sentences Summative test
objectives A Learning Experience for adjectives Opinionopinion and use correct
Malou punctuation marks
Read words, phrases and Read words, phrases and
Read words, phrases and sentences with au sentences with au and ow Read words, phrases
sentences with au and ow and ow dipthongsau dipthongsau and ow and sentences with
dipthongs and ow dipthongs dipthongs au and ow
dipthongsau and ow
dipthongs
Materials Word cards Learners Materials Pictures showing the details in Copy of Important
Activities 208-210 the matrix of Weather Rules song
Learners Materials Condition
Activities 206-207 Strips of sentences
Learners Materials
L19D1-Worksheet1, p._ Word cards Learners Materials
L19D2-Worksheet2, p._ Activities 211-213
Big strips of paper
Learners Materials
Learners Materials L19D4-Worksheet_,
Activities 211-213 p_
L19D4-Worksheet_,
Learners Materials p_
Procedures OPEN UP Decoding Lesson OPEN UP Present sentences with

(3 min) using Activity 208 (15 min) the following
Unlocking of key word using Presentation of pictures punctuation marks:
context cluespictures Present some highlighting cause and effect period, comma,
sentences with question mark and
Motivation question descriptive words KNOW THIS exclamation point.
taken from the (5 min)
Motive question selection. Direct teaching of steps on Discuss when to put

finding cause and effect each mark and what
KNOW THIS Discuss what type of sentence
(10 min) describing words are EXPLORE THIS requires each.
Read-aloud of the selection (15 min)
with discussion Have the class do Matching of pictures and
questionsfollowing DRTA Activity 209 with phrases to show cause-effect Have the class do
your guidance then relationship Activity 214.OPEN UP
EXPLORE THIS Activity 210 (10 min)
(20 min) independently. APPLY THIS Singing of Important
Post Reading: (15 min) Rules song
Discussion of the selection Identification of which tells a Presentation of
highlighting the importance of cause and which tells an descriptive adjectives
following rules effectDecoding lesson using from the song
Activity 211.
KNOW THIS
APPLY THIS Present some sentences to (20 min)
(17 min) teach fact and opinion. Presenting and
Enrichment: Pupils draw and explaining what
write a possible result for a Differentiate an opinion from a descriptive adjectives
Grade 3 student for not fact. are
remembering the things to be
done during typhoonsHave the Have the class do Activity 212 EXPLORE THIS
class do Activity 207. with your guidance then (10 min)
Activity 213 independently. Using of adjectives in
sentences
APPLY THIS
(10 min)
Writing sentences using
adjectives
A Learning Experience for Malou
Pre-Reading
1. Unlocking/Vocabulary and Concept Development

(freedom, patriotic, symbol)
Show a picture of a dove. Say: This is a dove. It symbolizes peace. Dove is a symbol for
peace. Show a cut-out of a heart. Say: This is a heart. It symbolizes Valentines Day. The cut-
out of a heart is a symbol. A symbol is a thing that represents or stands for something else,
especially a material object representing something abstract. Who can give me another symbol
that you can see in our classroom or outside?
Call a child in front of the class. (Before he says something, tell the child that he can only do or
say something that is good in front of the class.) Say to the child: Do whatever you want but
see see to it you dont harm other children in the class or destroy the things inside the class. He
can do whatever he wants that do not harm other people and property because he has freedom.
Freedom is the power or right to act, speak, or think as one wants without hindrance or
restraint.
Show pictures of Philippine heroes. Say: Our heroes are patriotic. They fought for our
country. Singing Lupang Hinirang with respect is a sign that you are patriotic. A person is
patriotic if he expresses strong love for his country. Are you patriotic? How else do you show
it?Unlock the vocabulary words found in the text using context clues.
Refer the pupils to L20D1-Worksheet_1, LM pageActivity 206__ for the Vocabulary

vocabulary Developmentdevelopment check up.
2. Motivation Question:
Describe how our Philippine flag looks like. What do the colors mean?
3. Motive Question:
What do the colors of our national flag mean?
During Reading
1. Read aloud the story using DRTA to let the pupils predict as they read along the story.
A LEARNING EXPERIENCE FOR MALOU

By: Dinah C. Bonao
Malou came home from school. She was very happy.
You look so happy. Mother noticed. How was school?, she added.
It was fine, Mom. I learned many things in school today. I learned that a flag is a national
symbol. It represents our country, replied Malou.
Yes, the Philippine flag is one of the most beautifully designed flags in the world, said
Mother.
Our flag is made up of three colors. These are blue, red and white with a golden yellow
sun. The sun has eight rays. These stand for the eight provinces that fought for the freedom of the
country. It has also three stars representing the three major islands of the countryLuzon,Visayas
and Mindanao, said Malou.
Father added, We Filipinos should respect our flag. Doing so shows that we love our
country.
Yes! I think Filipinos are the most patriotic people in the world. We are willing to give up
our lives for the Philippines, Mother explained.
Thats right, Father. That is why I make sure that I always show my love to for our
country, Malou said proudly.
Post- Reading
Discussion Questions
1. Who is the girl in the story?

2. What did she learn? W why she was she so happy in school?
3. What do the suns eight rays stand for?
4. What do the three stars represent?
5. Why are Filipinos considered as patriotic people?
4. Give three ways on how to show respect for our flag.
5. How can you show your love and concern to for your country?
Engagement Activity
Refer the pupils to L20D1-Worksheet__, LM page__ for the Engagement Activityto Activity
207.
Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives
Skill Lesson: Words and Sentences with au and ow aw diphthongs

Refer your pupils to Activity 208L20D2-Worksheet _, LM page_.
Skill Lesson: Using Descriptive Adjectives

Present the following sentence strips taken from the selection read.
1. Almira has a square bag.

Describe the bag of Almira. Her bag
is _______. ( square)
2. The Philippine flag has yellow

stars.
Describe the stars on our flag.
( yellow)
3. Blue, red and white are the What are the colors of our flag?
three colors of our flag. (blue, red and white)
4. The Philippine flag is

What shape is our flag?
rectangularle. (rectangularle)
5. The white part of our flag is What word describes the white part of
triangularle. our flag? ( triangularle)
2. Modeling/ Teaching
(Note: Ask the pupils to underline the descriptive words or words that describe. Draw out from
them that these words are adjectives. Pupils should be able to explain further that adjectives
describe a noun or a pronoun which show their color and shape. Give more examples of
descriptive adjectives.)
Ask: What are adjectives? (describing words)

Process this sentence by sentence:
1. In sentence 1, how does the adjective describe the bag?(by telling about its shape)
2. In sentence 2, how does the adjective describe the stars?(by telling about their color)
Sentence 3, 4, 5,
What words does an adjective describe? (noun or pronoun)
The girl is wearing a red dress.

Mother bakes five cupcakes.
I have a new toy.
3. Guided Practice
Refer your pupils to L20D2 Worksheet ___, LM page___
Say: Activity 209.
Refer your pupils to Activity 210.
Refer your pupils to L20D2 Worksheet ___, LM page___
Say:
Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion
Skill Lesson: Sentences with au and aw diphthongs

Refer your pupils to LM Activity 211.20D3-Worksheet _, LM page_.
Skill Lesson: Fact and Opinion
1. Presentation/ Introduction
Present the following sentences on the board.
1. The Philippine flag is made up of three colors.
2. There are three major islands in our country.

3. The Philippine flag is one of the most beautifully designed flags in the world.
4. Ms. Almira Santos thinks that Filipinos are all very patriotic people.
5. Fr. Cruz believes that the Philippines is a peaceful country.
Ask:
What do you notice with the first two sentences?
Does it tell something that the truth? Is itis already proven and accepted by everyone?
What do you notice with the third, fourth and fifth sentences?
Does it show judgment, feeling or attitude about someone or something?
What word/s in the sentence gives a clue that it is a thought or judgment?
Say: A sentence states a fact if it can truly happen and it can be proven.
A sentence states an opinion if it can happen only in the mind of a

person and it cannot be proven to be true. The words I think, I believe, in my opinion,
etc. signals an opinion statement.
Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the
Guided Practice. Give more examples of fact and opinion statements.)
3. Guided Practice:
Refer your pupils to L20D3: Worksheet__: LM page__Activity 212.
Say:
4. Independent Practice:
Refer your pupils to L20D3: Worksheet__: LM page__
Say:
Refer your pupils to Activity 213.
Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks
1. Introduction/ Presentation/Modeling
Present sentence strips from the story A Learning Experience for Almira."
What has eight rays? ( the sun)

1. The Sun sun has eight 2. Our flag is made up of
rays. three colors.
3. Visayas is the smallest

4. Filipinos
How many arecolors
the most
does our flag have?
island in our country. patriotic people in the
world.
What describes Visayas?( smallest

island in our country.)
W hat is smallest island in the country?

( Visayas).
Ask some students to read each sentence. Ask after each reading: What punctuation is used to
end that sentence.
The following sentences are telling sentences. We use a period to end each sentence.
Let us have some examples that use other punctuation marks. Ask some students to read the
sentences aloud.
The colors of the Philippine flag are white, yellow, and blue.
The three big islands in the Philippines are Luzon, Visayas, and Mindanao.
Ask: What punctuation mark is used to end the two sentences?
After the answer is given, say: These are telling sentences.
There is another punctuation mark that is used in the two sentences. What is that?
Can you tell us why we use comma in between those words? We use comma to separate ideas or
words that we are enumerating.
Let us have another set of sentences. Notice the punctuation marks in each sentence.
Ask some students to read the sentences aloud.
What is the capital city of the Philippines?
We will fight for your honor! our heroes pledged to our country.
Ask: What punctuation mark is used to end the first sentence? Why do you think we need to
use a question mark? It is a sentence that asks for something.
What punctuation mark is used to end the second sentence? Why do you think we need to use
an exclamation point at the end of this sentence? It is a sentence that tells a strong feeling..
What describes Filipinos?( They are the

most patriotic people in the world.)
W ho are the most patriotic people in

the world? ( Filipinos).
Say:What can you say about these sentences?
2. Modeling/Teaching:
Recall the structure of a sentence.

Say: A simple sentence expresses one complete idea. It is composed of a simple

subject and a simple predicate.
Example: .White color symbolizes the purity of the heart of Filipinos.
T:Say: From the sentences above, what are the punctuation marks used?
3. Guided Practice:
Refer your pupils to LM Activity 214A.20D4: Worksheet__: LM page__

Say
Refer your pupils to LM Activity 214B.

Refer your pupils to L20D4: Worksheet__: LM page__
Say
Lesson 20 DAY 5: Summative Test
A. Encircle the descriptive adjective in the sentence.

1. A Mango is sweet.
2. Mang Max is a hard working man. He plants vegetables and fruits in his yard.
3. Marlene bakes delicious cookies.
4. Filipinos are patriotic people.
5. The Kangaroo has two front feet and two hind legs.
_______________________________________
__________________ __________________
__________________ ________________________
____________________________.
__________________
B. Fill in the right adjective to make the sentences correct. Choose your answer inside the box.
smarter , careful, most creative, resourceful, oldest
1. Daniel is _______ in answering his test papers.

2. Cjay is the ________________ student among them in napkin folding.
3. Lola is the___________woman in the village.
4. In our class, Zarena is ____________than Rochelle.
5. Via Ann used the old roses in decorating her valentine card. She is ______________.
C. Write F if it is a fact and O if it is an opinion.

______________1. Trees provide us with oxygen.
______________2. Girls are more studious than the boys.
______________3. Visayas is the smallest island in the Philippines.

______________4. I think my father is the best dad in the whole world.
______________5. Ghosts do exist.
D. Write a three-sentence paragraph describing about your bestfriend. Use the correct punctuation
marks.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________

Overview/ Literature: Distinguish the a cause from Identify and use adjectives in Identifying simple and Forming compound
objectives The Monster Who Came to an effect comparative degree compound sentences
School sentences sentences
Read and write words with Read and write words with ou
Realize the importance of ou and ow diphthongs and ow diphthongs Read words, phrases Read and write
following school rules and story with ou words, pharses
and ow and sentences
Act outRole play the diphthongs with ou and ow
importance of diphthongs
following school rules
Materials Words in envelopes C and E chart C and E chart C and E chart
Sentence chart
Detective Sinegata Chart Sentence strips Learners Materials Pictures
Activities 219-221 Learners Materials
Word cards Learners Materials L21D3-Worksheet_ p_ Activities 222-224 Learners Materials
Activities 217-218 L21D3-Worksheet_ p_ L21D4- Activities 225-227
Learners Materials Worksheet_ p_ Worksheet_ p_
Activities 215-216 L21D2-Worksheet_ p_ L21D4-Worksheet_ p_ L21D4- L21D5-
L21D1-Worksheet_ L21D2-Worksheet_ p_ Worksheet_ p_ Worksheet_ p_ Worksheet_ p_
p_ L21D2-Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_ L21D5-
L21D2-Worksheet_ p_ Worksheet_ p_ L21D4- Worksheet_ p_
L21D2-Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_
Worksheet_ p_ Worksheet_ p_
L21D3-Worksheet_ p_ L21D4-
Worksheet_ p_ Worksheet_ p_
L21D3-Worksheet_ p_ Worksheet_ p_
Worksheet_ p_ L21D4-
L21D3-Worksheet_ p_ Worksheet_ p_
Procedures OPEN UP OPEN UP OPEN UP OPEN UP OPEN UP

(10 min) (10 min) (10 min) (10 min) (10 min)
Unlocking of key words Presentation of sentences Presentation of pictures Presentation of a chart Completion of a
using the Think-Go-Stop through the Say-Do-Dont highlighting cause and effect to show simple and table showing
Game Game compound sentences cartoon and
KNOW THIS sentences about the
Motivation question KNOW THIS (10 min) KNOW THIS importance of
(10 min) Direct teaching of steps on (20 min) following school
Motive question Direct teaching of to how to identify findingthe Presentation ing and rules
distinguishing a cause from cause and effect in a sentence explainationing of
KNOW THIS an effect how compound KNOW THIS
(10 min) EXPLORE THIS sentences are is (10 min)
Read-aloud of the selection EXPLORE THIS (15 min) formed Direct teaching of
using DRTA (15 min) Matching of pictures and d determining an
Group Activity: phrases to show a cause- EXPLORE THIS effect based on a
EXPLORE THIS Students have to distinguish effect relationship (10 min) given cause
(15 min) which sentence is a cause Combining simple
Post Reading: and an effect APPLY THIS sentences to form EXPLORE THIS
Discussion of the selection (15 min) compound sentences (15 min)
highlighting the importance APPLY THIS Cause and Effect sentence Writing an effect
of school rules (15 min) identification APPLY THIS based on a given
Group Activity: (10 min) cause
APPLY THIS Students have to complete Completing a chart
(15 min) the matrixa chart of school with compound APPLY THIS
Enrichment: Act ouRole rules and effects if we break sentences (15 min)
play t the importance of them. Writing an effect
following school rules. based on a given
cause
The Monster Who Came To School
Pre-Reading
Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U,
L ,E , S will form the groups.
(Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of
letters are numbered from one to seven. If you hear the word THINK, listen for the clues
about the word. If you hear the word GO -start arranging the letters and if you hear the word
STOP- say the word.)
Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The
word starts with a g and ends with a d. This is the hint. Look at me. (Grab something in
the table.) What did I do? Form the word GO. Give the group at least one minute to form the
word, then say STOP. Ask the group one after the other to say the word that they formed. Go
around to check their output. Put the first word in the web.
Follow the procedure. Here are the suggested clues:
Screamed demonstration
Pounded demonstration
Poked demonstration
Dumped - demonstration
Words inside the envelope are grabbed, screamed, pounded, poked, dumped )These words
should be written around the word Monster.)Model the unlocking through actions so children
could have a hint.
monste
r
2. Motivation
Imagine a school with a monster, what do you think will happen?
(Let pupils their share ideas about the given question.
As partners share ideas about the question: Imagine a school with a monster. What do you think
will happen? , pPost and use Detective Sinegata Chart for the pupils responses. Let pupils
ideas freely flow.)
3. Motive Question
What do you think will Andy and his classmates feel meeting a monster at school?
During Reading
(Note: Before the reading time begins, the teacher assigns some pupils for the role play of some
story parts.)
The Monster Who Came to School
When Andy got on the bus on the first day of school, he saw a monster! Andy was very
surprised. He did not know that monsters were allowed to go to school. But there the monster
was. It was making all kinds of noise and would not sit down. It climbed on the seats and put
its head out the window. It took up so much room that Andy had no place to sit.
Wow, that monster sure is noisy! Ill bet it isnt even supposed to be here, Andy whispered
to Vicky.
STOP AND ASK: What do you think thewill the teacher will feel when she sees seeing a
monster at in school?
But Andys teacher was not at all surprised to see the monster entered the classroom. It
pushed ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy
and the other children sat at their places, the monster started to throw the toys.
Stop that! said the teacher. Even monsters are not allowed to throw toys.
The monster dropped the toys and started screaming. It screamed so loudly that no one could
hear the teacher. Be quiet! the teacher finally said.
The monster stopped screaming and the teacher said, Its time to play outside.
STOP AND ASK: What do you think would the monster do?
Everyone stood up and walked to the dooreveryone except the monster. It ran out the door
without waiting for directions.
Outside, the monster continued to behave like a monster. It pushed some children and took
toys from others. It climbed up the slide the wrong way and sat at the top so no one else could
slide down.
When the students returned to the classroom, the teacher tried to read them a story. But the
monster shouted and laughed and no one could hear. Then it pulled the toys off the shelves
again. It would just not listen!
At lunchtime, the monster grabbed other peoples sandwiches. It dropped food in on the floor
on purpose and poured its milk on the table. Later, when it was time to paint, the monster ran
around the room painting big, black lines on the other childrens pictures! When the children
formed a circle and tried to sing, the monster jumped around and stepped on their toes. It
pounded on the piano until the teacher had to close it.
At rest time, the monster laughed and talked and poked the children and even pulled their hair.
Come here! said the teacher, who was very angry. You are a real monster! Monsters are not
allowed at school. Go away and never come back!
STOP AND ASK: What do you think will happen to the monster do?
The monster burst into tears! Everyone was astonished. Im sorry! cried the monster. Ive
never been to school before. I didnt know it was against the rules to shout and run and push, or
to grab and throw things. Please dont tell me I cant come back! I will try to learn if you all
will help me.
The teacher asked the children what they thought. The children decided to make a list of rules.
They would let the monster stay---if it followed the rules. The monster worked hard to learn
how to behave, and soon it knew all the rules, just the way all the children did.
Post Reading
1. Discussion Questions
1. How did Andy feel seeing a monster at school?

2. How did the monster behave?
3.
3. Why do you think did the monster behaved that way?
4. What did the monster really want?
5. What rules inside the classroom did the monster learn?
4. Why d it isis it important to follow school rules?
Say: Let us look at the Detective Sinegata Chart again.what we have What have you written
about the question: Imagine a school with a monster. What do you think will happen?
Are your answers similar with to what happened to in the story? What are your proofs?
How did the monsters behavior change?
Do you think following rules is important? Why?
Say: This time, at the count of one, two, three, start working with your group mates.
(Note: Have the pupils decide on what they should draw or role play an /act out/make a skit for
the assigned story part. Before the presentation, ask what self-control is and remind pupils if the
monster had self-control at the start of the story)
2. Engagement Activity
After discussing w/in their groups , whole class will listen to each group presentation and rate
them after through rubrics. Refer your pupils on the parts of the story they have to /act out/draw
to L21D1-Worksheet __: LM, page__
Group R Make a poster of at least 1 rule inside the class-
Group U:Act out the part:
Group L: Make a skit of the part:
Group E: Draw the part:
Group S: Act out a part:
Refer to Activity 216.
Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect
Skill Lesson: Words with ou and ow diphthongs

Refer your pupils to L21D4 Worksheet _, LM page_.Activity 217.
Skill Lesson: Cause and Effect

1. Presentation/Introduction Link-lines-in
Say: Let us have the SAY DO- DONT game. Say DO if the line I will read or illustration I will
show is a good thing to be done in school and Dont if it is not. Ready?
1. I will walk at the corridor.

2. I will chew gum during class hours.
3. I will attend class regularly.
4. I will be attentive during class discussion..
5. I will leave my desk clean and orderly.
Ask: Why did you say Do ?
Why did you say Dont ?
(Note: Post the Cause and Effect Chart. Then write pupils ideas on the chart.)
Cause and Effect Chart
Cause Effect
(Note: Refer your pupils at the C and E Chart.)
Say:
If you chew gum during class, what will happen?
If you run at the corridor, what will happen?
If you attend to class regularly, what will happen?
Do you r Remember the monster in the story, The Monster Who Came to School? How
did it behave at school?
The monsters misbehavior had effects to on the children, teacher, and to on the school as a
whole.
Cause and Effect Chart
Cause Effect
The monster took so much space at the bus.
The Monster screamed loudly.
While the teacher was reading a story,

Monster laughed and shouted.
At rest time, the monster pulled childrens

hair.
Say: In order to find the effect, ask what happens next? To find the cause, ask why something
happeneds?
There are some clue words for to identify the cause and effect. These are so, since,
because and if.
(Present some sentences with the aforementioned clue words.)
Can we now complete the C and E Chart?
Again, what question would you ask to find the cause? To find the effect?
3. Guided Practice
Say: At this moment, we are going to work in trios. To deepen our understanding about
identifying cause and effect, we will have this activity called Show-Cause-Effect.Each group
will be given an envelope containing different sentence strips. These strips can either show
cause or an effect. The fFastest trio to get the right answers will receive a Thumbs Up Card.
Say: you You decide together to get the correct signal clue words for cause and effect.
(Note: In envelopes, each group should receive 2 pairs of sentence strips. Pupils answers
should be posted in the Cause and Effect Chart.)
Sample sentence strips:
You borrow a notebook from a friend and forget to

return it.forget to return a borrowed book from a
friend.
Your friend
She feels feels
hurt andangry and
avoids will not talk to you.
you.
Your friend
You tease
The pupils feelsattentively
alisten
friendangry and will
at school. not teacher.
to the talk to you.
you.
They easily understand the lessons.
You tease a friend at school.

You fell asleep in class.
Your teacher asked you to stay after class.
Your socks dont match.
You feel uncomfortable.
You spilled water on someone in the canteen.
He was a bit angry.

Refer your pupils to L21D2-Worksheet_:, LM page _Activity 218
Say: This time, work in groups of six. Trios should join together to form the groupings. You will
talk about the rules that you need to learn atfollow in school.
Groups T and E: Complete the What if We Break the Rules Chart.
What if We Break the Rules Chart
Rules at school Effects if we break themthe rules
Groups A and M: Make a Thumbs UP card for a person/ group/team who show obedience
tofollow school rules. Then write a simple note showing your appreciation to them.
(Note: The gGroups output should be presented before the class.)
Lesson 21 Day 3: Fluency/Writing/Comparative Degree of Adjective
Skill Lesson: ou and ow diphthongs
(Note: Make sure that before asking the class to read the words in Activity 219, have some
vocabulary development activity. You may show picture of each word, then ask the class to
connect each word with the picture.)
Refer your pupils to L21D4 Worksheet _, LM pageActivity 219_.
Skill Lesson: Comparative Degree of Adjective

Before class begins, post the More fun with things around usif we follow rules! Observe the
pupils responses as they do the I-Stand activity. Write pupils ideas on the cause and effect
chart
More fun if we follow the ruleswith things around us!
Give each pupil names of animals and other things that they can compare.
(Examples:
dog cat Rose Sampaguita horse goat

carabao - goat 1liter bottle - 500mL bottle helicopter - airplane
Assign some pupils to serve as post. Each of them will be holding each of the following
adjectives:
big - bigger fragrant more fragrant fast - faster

tall - taller
Say: I will be giving you names/pictures of some objects or things, and animals. While
holding it, think how these objects/animals are different from each other.
Ask the pupils holding the pair of adjectives to go in front of the class one after the other.
Say: Listen to my questions.

Ask: Which is bigger? Dog or cat?
Carabao or goat?
Ask the children holding the animals to go to the right post: big or bigger.
Do the same with the remaining pair of adjectives.Can we read this? How is it related to our
exciting activity today? Any guess?
We will do the I-STAND-LINE Two lines showing I am and I am more. How would we do it?
I will say the rule and see if you feel you are obedient and more obedient; punctual or more
punctual; active or more active ;attentive or more attentive; responsible or more responsible,
then stand to that line.
Rule no.1: Come to class regularly.

Line 1: I am obedient. Line 2 : I am more obedient
Rule no. 2: Participate in class discussion.
Line 3: I am active Line 4: I am more active.
Rule no. 3: Listen to someone speaking during class discussion.
Line 5: I am attentive Line 6: I am more attentive.

Rule no. 4: Follow instructions always.
Line 6: I am responsible. Line 7: I am more

responsible.
Ask the following questions, then, write on the board pupils answers.
Say: I see ( name of pupils) standing in Line 1: I am obedient to rule number 1 however I
observe that (name of pupil) standing in Line 2: I am more obedient to rule number 1.
Let us take a close look at this observation.
1. Kimberly is obedient .
How many persons are involved in sentence number 1? Who is she? Who is obedient?
2. Carlo is more obedient than Kimberly.
How many persons are involved in sentence number 2? Who are they? Who is more
obedient?
Which are big?
Which are bigger?
Which is fragrant?
Which is more fragrant?
Which is tall?
Which is taller?
Which are fast?
Which are faster?
Suggested sentences.
The cat is big but the dog is bigger.
The goat is big but the carabao is bigger.
Or
The cat is big.
The dog is bigger than the cat.
Let us study these sentences.

( Name of pupil) is active. ( Name of pupil) is more active than ( name of pupil).
( Name of pupil) is happy. ( Name of pupil) is happier than ( name of pupil)
Dear Kids, you see these children have something in common. Can you tell us what is it?
They are both responsible, active and obedient. The only difference is that pupil is more
active, more responsible and more obedient.
One person Two persons, places or things compared
Obedientbig More obedientbigger
Activefragrant More activemore fragrant
Happytall Happiertaller
Attentivefast More attentivefaster
Ask:
How many animal is being described in the sentence the cat is big?
What adjective was used to describe the cat?
How many animals are being compared in the sentence, the dog is bigger than the cat?
What adjective was used to compare the dog with the cat? (bigger)
What happened to the adjective big when we use it to compare two animals?
Use the same pattern of questions to the remaining sentences.
What word do we add before the adjective if two persons are being compared? Example: Cindy is
happy. Lea is happier than Cindy. Encourage pupils responses to deepen their understanding in
making comparisons of adjectives. Sentence examples should be from the pupils themselves.
3. Guided Practice
Let your pupils form dyads. Each pair will be given description strip.
Refer your pupils to L21D3-Worksheet_:, LM page_.
Say: You will decide which description is for Andy and for the Monster. If you think that the
description is for both Andy and the monster, then post the description at the middle of the two
overlapping circles.
Andy Monster
More obedient student

More responsible student
Students
Noisy
Loud
Naughty
Willing to learn
Playful
Say: Again, Andy and monster are both students. However, Andy is more obedient and
responsible student than the monster. Why do you think?
You see when we compare two persons, animals or objects, we can spot their similarities and
differences.
This time, partners will do the Spot the difference and similarities by citing three descriptions
for themselves and classmates.
Refer your pupils to L21D3-Worksheet_:, LM page _.
Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences
Skill Lesson: A Story with ou and ow diphthongsDiphthongs

Refer your pupils to L21D4 Worksheet _, LM page_.LM Activity 222.
Skill Lesson: Cause and Effect

(Post the Cause and Effect chart completed yesterday by each group.)
Cause Effect
Talking or laughing loud during class discussion.

PWith pouting lips while teacher is explaining.
Staying out during class hours
Talking with the mouth full
Say: Look at the Cause cause and its possible effects. So what are we going to do? We need to
follow rules. Always remind ourselves that following rules is important. Let us learn more about
rules.
Say: Listen as I read the sentences in the chart.
Sentence Chart
Simple sentence Compound sentence
I run at the corridor I saw a monster so I run at the corridor.
I chew gum during class hours. I chew gum during class hours but my teacher didnt
notice me.
I listen attentively. I listen attentively , and I join the discussion.
Say: Do you have any observations on the way the sentences under simple sentences are
formed? How about the sentences under compound sentences?
Let us study these.
I saw a monster./ I run at the corridor.
I chew gum during class hours. /my My teacher didnt notice me.
I listen attentively to my teacher. /I participate in the discussion. ..

Say: Compound sentences are sentences which consist of 2 two simple sentences or 2two
independent clauses
3. Guided Practice
Refer your pupils to L21D4, Worksheet 9, LM page_.LM Activity 223.
4. Independent Practice.
Refer your pupils to LM Activity 224.
Refer your pupils to L21D4 , Worksheet 10, LM page_.
Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound

Sentences
Skill Lesson: Words and Sentences with ou and ow diphthongsDiphthongs

Refer your pupils to LM Activity 225.21D4 Worksheet _, LM page_.
Skill Lesson: Compound Sentences

Present picture of a boy holding a stick and a girl holding a rug.
Say: Can you tell what the boy and the girl are holding? Can you form a sentence out offrom
the
pictures?
Ex. The boy is holding a stick.
The girl is holding a rug.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_________________________________________________
rules
Write their answers on the board for discussion.

Say: How many sentences do we have?
Can you make these two sentences into 1?how?
Show some helping words such as:; for, and, nor, but, or, yet, and so to combine these
sentences.
Ex. The boy is holding a stick but the girl is holding a rug.
Let the children form sentences based on from the new pictures.Do the same procedure for
eliciting.
Refer your pupils to L21D5 Worksheet _, LM page_
3. Guided Practice
Help Refer your class to LM Activity 226.
children form simple and compound sentences.
Refer your class to LM Activity 227.


Overview/ Literature: Read and write words with Summative test
objectives The Country Mouse and the oa digraph as in goat Identify and write Compare and contrast
City Mouse complex sentences objects, persons
Identify several effects based and places
Understand that contentment on a given cause Read and write words,
and the ability to adapt are phrases and Read and write words,
important Read and write words, sentences with oa phrases and
phrases and sentences diphthong sentences with
Write a note on the right thing with oa diphthong oa diphthong
on what to be done by the
Country Mouse
Materials Word cards Diagram of the events in the Sentence strips Venn Diagram
Learners Materials story used in Day 1 Word wards
Activities 228-229: Learners Materials:
L22D1-Worksheet_, p_ Learners Materials: Activities 233-234 Objects: cell phone
L22D1-Worksheet_, p_ Activities 230-232 L22D3-Worksheet_, p_ and telephone
L22D1-Worksheet_, p_ L22D3-Worksheet_,
L22D1-Worksheet_, p_ p_ Learners Materials:
Activities 235-236
L22D4-
Worksheet_, p_
L22D4-
Worksheet_, p
Procedures OPEN UP OPEN UP OPEN UP OPEN UP
(15 min) (15 min) (5 min) (10 min)
Unlocking of words in the Presentation and discussion Presentation of Presentation of cell
story using context clues of the diagram of events of sentences using big phone and telephone
Motivation Question the story The Country strips of paper to give avenue for
Motive Question Mouse and the City Mouse comparison and
highlighting an event that KNOW THIS contrast
KNOW THIS show the cause and events (15 min)

(20 min) that show effects Direct teaching of how KNOW THIS
Reading of the story using complex sentences are (5 min)
DRTA KNOW THIS formed Direct teaching on
(15 min) comparison and
EXPLORE THIS Explanation that a cause may EXPLORE THIS contrast
(5 min) have several effects and how (15 min)
Post Reading: to identify the several effects Interview ofing persons EXPLORE THIS
Discussion questions to of a cause in school (15 min)
highlight the importance of Listening to a story for
contentment and ability to adapt EXPLORE THIS APPLY THIS comparison and
(10 min) (15 min) contrast
APPLY THIS Listening to a short story to Writing a three-sentence
(10 min) identify a cause and its paragraph with using APPLY THIS
Engagement Activity: several effects complex sentences. (20 min)
Writing a note on the right thing Presentation of a skit
the Country Mouse should have APPLY THIS showing how the
done (10 min) characters in the story
Presentation of a short differ from one
dialogue with cause and another.
several effects based on a
short story heard
The Country Mouse and The the City Mouse
Pre Reading
Unlock the difficult words below using pictures.
(feast, ham, jellies, nibblenibbling, mouse)
Refer your pupils to LM Activity 228 to check if the words were understood.L22D1-
Worksheet_, LM page_.
2. Motivation Question:
Have you been in a city/province? What experiences did you have in the city/province?
3. Motive Questions:
What are the experiences of the City Mouse in the province?
What are the experiences of the Country Mouse in the city?
During Reading
Say: Listen as I read The Country Mouse and the City Mouse.
During the question and answer part, use gestures and voice dynamics to further help the pupils
know the meaning of some difficult words in the text such as terrible, nibbling, etc. Limit the
responses of the pupils by calling only two in every question.
The Country Mouse and the City Mouse

Adapted
One summer, the Country Mouse invited his friend, the City Mouse, to have dinner at
home. So, the Country Mouse prepared corn and camote for dinner. While eating, the
City Mouse said, You hardly have anything to eat here. Come to the city and I will
show you such rich feast in my place.
STOP AND ASK:
1. Who invited his friend to have a dinner?

2. Who was invited for dinner?
3. What did the Country Mouse prepare for his friend?
4. Did the City Mouse get satisfied with what his friend offer? Why? Why not?
The Country Mouse was so curious about the city life. So, he decided to go with his
friend.
When they arrived, the Country Mouse looked around the house and he was so
surprised! There were all kinds of food on the table. There were ham, cheese, jellies,
cakes, and fruits. The Country Mouse started nibbling the cheese.
So delicious! I have never tasted anything like this, he said.

STOP AND ASK:
1. Why did the Country Mouse decide to go to the city?

2. What were the things the Country Mouse find in the city?
3. What did the Country Mouse feel about the city?
4. If you were the Country Mouse, would you stay long in the city? Why?
Suddenly, before the Country Mouse barely took another bite, he heard some scratching
sound. Meow! Meow! the cat said, approaching the dining table.
Run, yelled the City Mouse.
They ran to the corner as fast as they could.
STOP AND ASK:
1. What did the two friends hear ?

2. What did they do when they saw the catmouse?
3. If you were the one of the mice, would you also run away from the cat? Why?
What is that? asked the Country Mouse shaking his body.
A cat. Once he gets you, hell eat you up, said the City Mouse.
This is terrible. I think I will go home. Id rather have corn and camote in peace than
sugar and cheese in danger, said the Country Mouse to his friend. So, he went back to his
home with a happy heart.
STOP AND ASK:

1. What did the County Mouse decide to do?

2. What did the Country Mouse mean when he said Id rather have corn and camote in peace
than sugar and cheese in danger?
3. If you were the Country Mouse, would you also decide to leave the city? Why? Why not?
Post Reading
How can you help the Country Mouse? Write him a short note of advice.
For the instruction of the activity, Refer refer your pupils to LM Activity 229.22D1-
Worksheet_, LM, page_.
Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect
Skill Lesson: Words and Phrases with Ddigraph oa as in goat

Refer your pupils to LM Activity 230.22D2-Worksheet_, LM page_.
1. Skill Lesson: Cause and Effect Presentation/Introduction
(Note: Present the diagram of events of the story The Country Mouse and The City Mouse.)
Say: Let us go back to the story. What did the Country Mouse decide to do at the beginning of
the story? What were the results of the Country Mouse decision/act?
The Country Mouse got surprised of at

what he see saw on the table.
The Country Mouse saw and ate a lot of

The Country Mouse went to the city. different kinds of food served on the
table.
The Country Mouse together with the

City Mouse were chased by a big cat.
Ask: What are the results or the effects of the Country Mouse visit to the city?
Let us take a look at the sentences that we formed from the diagram.
a. The Country Mouse decided to visit the city because he was too curious about what
the city looks like.
b. The City Mouse and the Country Mouse ran to the corner of the house so they can
hide from the cat.
c. So that Country Mouse can have peace of mind, he decided to go back to the farm.
Discuss how the clue words (because, so, so that) can help the pupils find out which part of
the sentence tells the cause or the effect.
By simply examining the cause-and-effect chart diagram above, is it possible for a cause to
have several effects?
Remember:
A cause is why something happens. To find a cause, look for a reason that why something
happened.
An effect is what happens because of the cause. To find an effect, look for something that
happened.the results of the cause.
Usually, a cause always happens first. T, then it will beis followed by an the effect.
Clue words such as because, so, and so that are often used to help you understand cause
and effect in a sentence.
3. Guided Practice
Say: I will read to you a selection to you. Listen well and complete the diagram of Cause and
Effect on in your notebook.
(Note: Read the selection aloud.)
Reasons Why People Move to the City
There are many reasons why people move to the city. There are lots of jobs in big
buildings, hospitals, schools, and offices, . They move in to the city because
colorful lights along its busy streets interest them. People are busyier and more
active. because they work harder. The cCity is a place where new things could be
found.
Say:. Listen as I read another selection to you. Based on the selection, present a short dialog
showing the cause and several effects.
Refer your class to LM Activity 232.
Things Happen When People Move to the City
Many people move in to the city. Everything becomes different. The cities become
crowded; there are so many cars on the streets. Traffic moves slower. Collecting
garbage becomes a bigger problem.
Lesson 22 Day 3: Fluency/Writing/Complex Sentences
Skill Lesson: Phrases and Sentence with Ddigraph oa as in goat

Skill Lesson: Complex Sentences
Post three sentences about Why and Things Happen When People Move to the City on the
board.
Say: Let us read again some sentences from our paragraph yesterday.
Point to the first sentence.
Many people move to the city because they can find a better job.
Ask:
Who How many ideas does the sentence give?
Which tells the first idea?
Which tells the second idea?
Which idea can stand alone for meaning?
Which idea cannot stand alone for meaning?
What word helps to connect the two ideas?
Say: Let us read the next sentence.
When people move to the city, the place becomes crowded.
Ask:
Who How many ideas does the sentence give?

Which tells the first idea?
Which tells the second idea?
Which idea can stand alone for meaning?
Which idea cannot stand alone for meaning?
What word helps to connect the two ideas?
Say: This These sentences is called complex sentences. We combine two simple sentences using
conjunctions to form a complex sentence.
A complex sentence is made up of two parts, an independent calause and a dependent clause
joined by linking words or conjunction.
Words like because, when, after, though, as soon as and so that are examples of conjunctions
that can be used in a complex sentence. These conjunctions make one part of the sentence
subordinate to the other part.
3. Guided Practice
Let us have a fun activity. Interview anyone in the school about:
1. What does s/he want to do?

3. What would happen if s/he continues doing it?
What does she want? What would happen if s/he

continue doing it?
Ex. Drawing dresses dolls could have many

clothes
Let the children form complex sentences based on from the answers of from their interviewee.
Forming Complex sentence
1. She wants to draw dresses so that her dolls could have many clothes.
Let the class w Write their answers on in your their notebook.
Guide the children in forming complex sentences especially in the use of conjunctions.
Write on the board some of their answers for discussion, label the parts of the sentence.
Based from the interview conducted, let us now write a short three-sentence paragraph with
complex sentences. Refer the class to LM Activity 234.
Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast
Skill Lesson: Poem with oa digraph as in goat

.
Skill Lesson: Comparison and Contrast
Post on the board an empty Venn diagram. Show your pupils two objects with similar and
different features - a cell phone and a telephone.
Say: I have here a cell phone and a telephone. Let us compare and contrast them.
In what ways are the cell phone and the telephone the same? Let us compare them. (Tack on
the board the word compare.)
(can be used to talk with people away from you)
(can help you communicate with people)
Write the pupils responses at the center space of the Venn diagram.
In what ways are they different? Let us contrast them. (Tack on the board the word contrast.)
(A cell phone can be used in texting while a telephone cannot be used as such is not.)
(A cell phone is movable while a telephone is stationary.)
Write your students descriptions for the cell phone on the left circle and the descriptions for the
telephone on the right circle.
What do we tell show or describe when we compare? (the similarities)

What do we show or describetell when we contrast? (the differences)
Say: When we talk about two things, we compare and contrast them. When we compare, we say
the similarities. When we contrast, we tell the differences.
Show your pupils a pencil and a crayon
Say: Look at this pencil and this crayon. Compare them.
3. Guided Practice
Say: Let me see if you can compare and contrast the two characters in the story that I will read
to you. Complete the Venn diagram on in your notebook.
Refer your pupils to L22D4-Worksheet_, LM page_.Refer the class to LM Activity 236.
Friendship Bond
For many years, Ali and Leah have been good friends though they differ in many ways.
Ali is a Muslim while Leah is a Christian. Ali goes to the mosque on Fridays and Leah goes to
church on Sundays. Ali is two years older than Leah although she is shorter than Leahshe is. Ali
excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat
foods like Adobong Manok. On the other hand, Ali likes to eat fruits and vegetables.
For them, it does not matter how different persons are as long as they understand each other.
This is what makes their friendship last.
Show a short skit showing how the characters in the story differ from each other.
Unit 3: Week 5 (Lesson 23)L 23
Lesson Parts
Day 1 Day 2 Day 3 Day 4 Day 5
Literature: The Butterfly Decoding/ Fluency/ Writing/ Read words, phrases, Read words, phrases, Read words, phrases,
and the Caterpillar Inferring sentences and stories sentences and stories sentences and stories
Overview/ Read words, phrases, containing words with containing words with containing words with
Objectives sentences and stories digraph ee as in sheep digraph ee as in sheep digraph ee as in sheep
containing words with Read words, phrases, Read words, phrases, Read words, phrases,
digraph ee as in sheep sentences and stories sentences and stories sentences and stories
containing digraph ee as containing digraph ee containing digraph ee as
in sheep as in sheep in sheep
Degrees of Comparison of Complex Sentences Locate the ing main Ideaidea
Adjectives in a paragraph
Sentence strips Venn Diagram Monkey- toys Copy of the story A Day Letter envelope
at the Park
Word cards Sentence/ line strips from Learners Materials Learners Materials
Materials story read Activities 244-247 Activities 248-249
Pictures of butterfly and
caterpillar Learners Materials
Activities 240-243
Learners Materials L23D1 Worksheet __, LM
Activities 237-239 page __
Procedures
Pre-Reading (25 min) 25 min) (25 min) (25 min)
Phonics lesson Phonics Lesson Phonics Lesson Phonics Lesson
Unlock key words through
word cards and sentence
strips.
Show a Venn diagram of the Show a letter-envelope and
Show a picture of butterfly story read showing to focus Presentation/ Introduction ask questions on it to
and caterpillar. on similarities and Introduction/ Presentation: jumpstart lesson.

differences. Read the story A Day at
Present monkey- toys and the Park.
Form groups and present allow pupils to describe the
Reading line strips from the story toys according to size. Allow pupils to answer
read. questions on about the text. Discuss the parts of a letter
Read aloud the story and Read a story on monkeys. through a poem.
stop at indicated points for
questions to identify
similarities and differences Modeling/Teaching:
of butterfly and caterpillar. Modeling/ Teaching
Ask groups to draw/ get one Modeling/Teaching: Allow pupils to label parts of
from the posted strips and Discuss how complex the letter.
let them answer the Discuss Degrees degrees of sentences are written by
Post Reading questions. comparison of Adjectives combining sentences and
Let pupils answer the adjectives using a by using a chart/ table.
discussion questions and Allow pupils to organize comparison chart.
have pupils describe the their answers through a L23D5
characters through a chart. (see TG L23 D2)
comparison chart (see TG Tell pupils how inferring is Allow pupils to combine
L23 D1.) done. sentences on the story read
toand write complex
sentences.
Allow pupils to rewrite Do activities to reiterate the

Let pupils do L23D1 sentences using the value of resourcefulness\
Worksheet __ LM page comparative and superlative
__Activity in the LM L23 D2 LM degrees of adjectives.
intended for the day.
Allow pupils to find
complex sentences from the
books they are reading. Allow pupils to plan for a
project from recyclable
materials to find out how
resourceful they are
Allow pupils to write as

many comparative and
Allow pupils to do inferring superlative degrees of
activities. adjectives.
Let pupils present work

Engage pupils in writing
sentences using adjectives.
Lesson 23 Day 1: Literature: The Butterfly and the Caterpillar
Pre-Reading

(Note: Have the children choose the synonym of the flashedmeaning of the underlined word.
Use the words in a sentence. Then, the children would choose from the sentence the word or
word phrase as a clue to the words meaning.)
sipped
1. The boy sipped the cold drink offered to him on a hot day.
proud
a. drank in small quantity
b. ate
c. tasted
angry
drank ate tasted
exclaimed
2. . My best friend smiled and exclaimed, Wow!, when I showed the dress I wore last
Christmas.
a. whispered
b. shouted
c. enjoyed embarrassed
3.
whispered shouted enjoyed
ashamed
3. The boy was ashamed to show his poor grades to his mother.
a. proud
b. embarrassed
c. angry
munched
4. 4. Sheila munched on some cookies for snacks.
d. chewed
e. drank
f. sipped chewed drank sipped
continued
5. Even when he was sleepy, Father continued telling us the story of the moth.
a. stopped
b. paused
c. kept on
stopped paused extended
Refer the class to Activity 237 to test their understanding of the words they learned.
2. Motivation Question
Show a picture of a butterfly and a picture of a caterpillar. (Refer to Activity 238.)

Say: What are in the picture? In what ways are the caterpillar and butterfly similar?different?
3. Motive Question:
Today, our story is about a butterfly and a caterpillar. Find out in the story their similarities and
differences.
During Reading:
Say: Listen to the story that I will read to you. Be sure to find out the similarities and
differences of the two characters.
In between readings, ask the children to act out the following scenes:
Paragraph 1-2:
The butterfly saw the caterpillar and it was so ashamed to be seen with the caterpillar
Paragraph 4:
The butterfly saw a very different creature.
Paragraph 5:
The caterpillar told the butterfly how they were the same a week ago.
Paragraph 6:
The caterpillar told the butterfly to go, fly but not to be proud.
The Butterfly and the Caterpillar

an adaptation by Joseph Lauren
One summer morning, a butterfly rested on a beautiful rose. While she sipped the
sweet nectar from the flower, she saw a caterpillar crawl up the garden wall.
Horrors! the butterfly exclaimed, Stop! Dont come near me. Im ashamed to be
seen where you are.
Ask: Why do you think the butterfly was the butterfly ashamed?
The caterpillar continued crawling. He munched on the leaf without listening to the
butterflys cry.
Where are your wings? What are you eating? the butterfly asked.
Ask: Does the caterpillar have wings?If he have has as the butterfly claimed
then,where are they?
The caterpillar walked ahead. Then he said, Eight days ago, young butterfly, you
were the same as I am. One night from today, my wings will grow. I would fly and
see all the bright and beautiful flowers.
Ask: How do did the butterfly looks like eight days ago?
Im sure my wings would be brighter and more beautiful than yours.

So, go, fly but try not to be so proud. Each caterpillar is given a chance to become a
butterfly. We are but the same.
Ask: what What will happen to caterpillar in the days to come? What should all
butterflies need to remember while flying?
Post Reading
A. Comprehension Check
Say: Let us talk about the story.
1. Who are the characters in the story?
2. When did the story happen?
3. Why was the butterfly ashamed to be seen by the caterpillar?
4. How do you think did the caterpillar feel when the butterfly tell told him
nnot to come near it?
5. What was the response of the caterpillar?
6. Can the caterpillar be like a butterfly?
After reading, have the children describe the characters

Butterfly Caterpillar
appearance
movement
Food they eat
Say: Lets go back to the activity that you answered before we read the story.
From the comparison chart, the children would be able to say that the caterpillar and the
butterfly are different from each other. Let the children find the similarities through the part
of the story:
Eight days ago, young butterfly, you were same as I am. One night from today, my
wings will grow. I would fly and see all the bright and beautiful flowers.
B. Engagement Activity
Refer your pupils to L23D1Worksheet_, LM page_.
Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring
Skill Lesson: Words and phrases with digraph ee as in sheep

Refer your pupils to Activity 240. L23D2-Worksheet_, LM page_
Skill Lesson: Inferring
Show the Venn Diagram of the butterfly and the caterpillar from yesterdays discussion.
(Write in the middle part the similarities between the caterpillar and the butterfly. They can
explore the good qualities they share together.)
caterpillar
butterfly
Write in the middle part the similarities between the

caterpillar and the butterfly. . They can explore the
good qualities they share together.
Form four groups. Get lines from the previous story and write them on strips of paper.
Horrors! the butterfly exclaimed, Stop! Dont come near me.

Im ashamed to be seen where you are.
Where are your wings? What are you eating?
Eight days ago, young butterfly, you were the same as I

am. One night from today, my wings will grow. I would
fly and see all the bright and beautiful flowers.
Im sure my wings would be brighter and more beautiful

than yours. So, go, fly but try not to be so proud. Each
caterpillar is given a chance to become a butterfly. We are
but the same.
2. Modelling/Teaching
Ask each group to pick one. While holding the story part, let them answer the following
questions:
1. What do you think does this character really meant by saying that?
2. Why did this character (act, think, talk) that way?
3. What does this character want to do?
4. What do you think this character might do?
5. What is the author really trying to say?
Let each group present their answers. Take note of the childrens answers and organize their
answers into the chart. (Refer the class to Activity 241 for the copy of the chart.)
Character Movement Feelings Reasons for his

Actions
Butterfly
Caterpillar
Say: How do we infer?

There are steps on how it is done. First, read the sentence/s. Then, make a guess of what else
the sentence/s tells.
Ex. Butterfly thinks that she the caterpillar is ugly that is why she is ashamed.
3. Guided Practice
Refer your pupils to L23D2-Worksheet _, LM page_.LM Activity 242
Refer your pupils to LM Activity 243.23D2-Worksheet _, LM page_.
Making Inferences
Say: I will read a story about Melissa. Infer what kind of person Melissa is. Write it in your
notebook.
Melissa sat on the window. She was starring at a small bird outside. The bird kept chirping
and hopping around in the bushes.
This chirping and hopping made the tip of Melissas tail twist and turn
The rest of her kept still. If the window had not been in the way, Melissa would have jumped
right out with the bird.
B. Infer the trait of the character in each number.
1. Mother praised me for my good grades. My mother was _______.

(appreciative, busy, industrious)
2. I received a gift from my godfather. My godfather was ________.
(kind, thoughtful, forgetful)
3. Shaina has a new toy. She went around and showed her new
toy to her friends. Shaina was _________.
(proud, playful, selfish)
4. Paolo found a twenty-peso bill in the room. He picked it up at gave
it to the teacher. Paolo was __________.
(obedient, forgetful, honest)
5. Agatha always comes to school early. She arranges the books in
the bookshelf and cleans the blackboard. Agatha is ___________.
(industrious, respectful, obedient)
Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives
Skill Lesson: Words, Phrases and Sentences with Ddigraph ee as in sheep

Refer your pupils to L23D3-Worksheet_, LM page_LM Activity 244.
Skill Lesson: Degrees of Comparison of Adjectives
(Note: Place three toy monkeys, each one bigger than the other,
in a bag. Let the class describe the monkeys and compare them according to size.)
Ask: What do you know about monkeys? How are they

characterized in most stories that you read?
Say: I will read to you a short story about monkeys. Listen well.
Three clever cats lived in a house. The white cat was big. The black cat is bigger
than the white cat. The striped cat was the biggest of the three.
One day they baked a cake for dinner. I will eat all the cake, said the white cat in a
loud voice.
I will eat it alone, said the black cat in a louder voice.
I will eat it all by myself said the striped cat in the loudest voice.
A clever monkey lived in a tree nearby. He was more more clever than the cats. In
fact, he was the most clever monkey in the world. He heard what the cats said and came into
their house. The cats were busy fighting among themselves. They did not see the monkey. The
monkey ate up the whole cake.
At last they stopped fighting. Wheres the cake? they said. It ran away because
you made too much noise, said the monkey.
Using the charts below lead the class in t them answering the following questions.
Ask: What are the adjectives used to compare the three cats?
Three cats White cat Black cat Striped cat
Their voice
What adjective is used to compare the monkey and the cats? What adjective is used to
compare the monkey with all monkeys in the world?
Monkey Monkey and the cats Monkey and all the

monkeys in the world
POSITIVE
COMPARATIVE
SUPERLATIVE
After the children gave give their answers, write on the orange box POSITIVE, on the green
box COMPARATIVE and on the red box SUPERLATIVE . Then, ask the children what were
added to form the comparative and superlative forms and , how many were being compared.
Say: Comparing with using adjectives has three degrees. They These are the positive,
comparative, and superlative degrees. We use adjectives in the positive degree if we are
describing only one thing or person. We say Ann is tall. We use adjectives in the comparative
degree if we are describing two objects or persons. We say The monkey was more clever than
the cats. We say Sam is taller than Ann. We use adjectives in the superlative degree if we are
describing three or more things and person. We say In fact, he was the most clever monkey in
the world.
For comparative degree of adjective, we add er at the end of some adjectives. We can also add
more before some adjectives. In sentences using this degree of comparison, we use the word
than.
For superlative degree of adjective, we add est at the end of some adjectives. We can also add
most before some adjectives. In sentences using this degree of comparison, we use the word
of all.Tom is the tallest among them.
3. Guided Practice
Group students into fours and let them think of adjectives and its degrees of comparison. After
the given time, group presentation follows. Any group who has the same adjective with other
group should cross it out. The group with the most remaining list, wins.
POSITIVE COMPARATIVE SUPERLATIVE
Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of
each adjective.
Rewrite each sentence using either the comparative or superlative form of the adjective on your
notebook.
Refer your pupils to L23D3-Worksheet_, LM page _.
Refer your pupils to LM Activity 247.
A. Group students into four and let them think of adjectives and its degrees of comparison as
many as they can. After the given time, group presentation follows. Any group who has the
same adjective with other group should cross it out. The group with the most remaining list,
wins.
POSITIVE COMPARATIVE SUPERLATIVE
B.
Challenge them to write atleast 2 or 3 sentences using the comparative

and superlative form of each adjective.
Lesson 23 Day 4: Fluency/Writing/Complex Sentences
Skill Lesson: digraph ee as in sheep

Refer your pupils to L23D4-Worksheet_, LM page_
Skill Lesson: Complex Sentences
Read the story A Day at the Park to students

Say: Today, I am going to read to you a short story. Listen well because I will ask a few
questions about it.
A Day at the Park
I went to the park. I went on Saturday. I went with my friends. My friends are
Marie, Connie, and Roy. We rode our bikes. I rode my new bike. Roy brought his
basketball. We played basketball. We played for two hours. We wereIt was hot. We
were thirsty. Connie and Roys mom brought us lemonade and sandwiches. We ate
them for lunch. We had a lot of fun.
Ask:
What can you say about the story?

How did it sound?
What did you notice about it?
Explain to the students that, many times, weak stories are full of very short, choppy sentences.
One way writers can make these stories stronger is to learn how to combine short sentences into
longer sentences.
Let us compare some group of words from the story.
I went to the park. It is Saturday
I went to the park because it is Saturday.
We combined the two simple sentences. Now, we have I went to the park as the independent
clause. It expresses a complete thought. Because it is Saturday is a dependent clause. It does
not express complete thought. The marker because suggest that because it is Saturday is a
dependent clause.
To combine the two simple sentences we used the marker because.
Say: A clause can be dependent because of the presence of a:
Marker Word (Before, after, because, since, in order to, although, though, whenever,
wherever, whether, while, even though, even if)
Conjunction (And, or, nor, but, yet)
Let us have the next group of words.
We played basketball. We played for two hours. It is hot.
The new sentence is: We played basketball for two hours even if its hot.
How did we do it? We combined the three sentences. Now, we have an independent clause
We played basketball for two hours and dependent clause even if its hot. The marker
even if tell us that even if its hot is a dependent clause.
Let us have the next independent and dependent clauses.
Connie and Roys mom brought us lemonade and sandwiches. We ate them for lunch.
Ask the children to combine sentences below using the chart provided .
The butterfly shouted. He saw the caterpillar crawling up the

garden wall.
The caterpillar did not listen to the butterflys cry. He knew he can be a butterfly one day.
The caterpillar is wiser than the butterfly. He knew they are the
same.
First Sentence Use because or when Second Sentence

Ex. The butterfly shouted When He saw the caterpillar
crawling up the garden wall
The new sentence is: Connie and Roys mom brought us lemonade that we ate for lunch.
How did we do it? What words were omitted? What word did we use to combine the two
sentences?
Ask: How many sentences were combined? What combine the sentences together? Did the sentences
sound better than when they are apart?
Explain to the children that when we combine independent and dependent clauses together we form
a complex sentence.)
Say: When we combine independent and dependent clauses together we form a complex sentence.
3. Guided Practice
In small groups, have the class combine the set of dependent and independent clauses below.
Dependent Clause Independent Clause New Sentences

Because Roy brought his We played basketball.
basketball,
After riding our bikes, We played volleyball.
Although it is raining, It is fun to be with friends in
the park.
Before dinner time, I should be home to meet my
cousins who come from the
province.
students revise the story by combining independent and dependent clauses into complex
sentences.
Have students find complex sentences in the books they are reading. Have them copy them on
in their notebook. Have them separate the two clauses in each sentence.bookmarks
.
Lesson 23 Day 5: Fluency/Writing/Main Idea
Skill Lesson: digraph ee as in sheep

Refer your pupils to L23D5-Worksheet_, LM page_
Skill Lesson: Main Idea
Ask: What comes to mind when you see the object below?
What is inside the envelope? When do you write a letter? Do you write a letters too??
Say: a A letter has 5 parts: heading
Sample letter
greeting
February 19, 2014 (heading) heading
Ms. Ana Lou N. Caspi body
Amiable Maam Ana, (greeting)
Its hard to have true friends whom we could completely count on but I was lucky enough to
find you. I lately realized how special friends are until I was cared and saved by an angel liked
you. I will keep you safe with me forever.
Always take care and may God will always bless you!
closing
Your Friend, (closing) signature body

Rennie Enriquez (signature)
Lead the class to recite the poem below.
The HEADING has the date

The heading has the date
Hi, ho the letter parts
The HEADING has the date.
The GREETING says Dear Friend,

The greeting says Dear Friend,
The greeting says Dear Friend.,
The BODY is the message

The body is the message
The body is the message.
The CLOSING says Sincerely,

The closing says Sincerely,
The closing says Sincerely.,
The SIGNATURE is my name

The signature is my name
The signature is my name.
3. Guided Practice
Prepare a simple letter of invitation. Cut them out by parts. Then, have the class rearrange it to
come up with the complete letter.
Label the parts of the letter.
Refer your pupils to LM Activity 248 and 249.
Write a thank you letter to a friend.
Lesson Parts
Literature: Makes inferences and draw Use personal pronouns Express feelings, opinions
Two Friends, One World conclusions based on texts (person) through logs SUMMATIVE
Overview/ (pictures, title and content TEST
Objectives Get the general sense of the words) Read and write words, Read and write words,
story phrases and short sentences phrases and short sentences
with ea diagraphs with ea diagraphsea
diagraphs
Copy of the story Two Word strips treasure box with sentence Sample journal entry
Friends, One World strips
Manila paper with Manila paper
Materials Pictures incomplete sentences Learners Materials
Activity 252 Learners Materials
Venn Diagram Activity 253-254
Pictures
Learners Materials
Activities 250-251
Procedures
Pre-Reading Presentation/ Introduction
(5 min) Introduction/ Presentation Introduction/ Presentation (10 min)
(10 min) (10 min)
Pupils guess pictures Show picture-situations and
provided for. Group-matching Picture-words (person/s) let students express what
will be posted within the they feel about it.
Group the class and let Provided the pupils with walls in the room. While e.g
them discuss their incomplete sentences, walking around, students How do you feel if u met
inferences about the students have to infer or infer who is doing the new friends from other
picture. draw conclusions by finding action in the picture and provinces?
it with other group. write down the nouns they
e.g. encounter.
If the grasshopper isnt

Reading color green_________
(10 min) (10 min)
(20 min)
Teacher reads aloud the The first group to find their Show a sample journal
story Two Friends, One group match wins the game. Discuss personal pronouns entry to the class and let a
World (Franciscas Story) and provide examples of volunteer read it. Ask WH-
w/ correct intonation. sentences on how to use questions about the journal
these pronouns to replace entry.
(Please refer back to past nouns.
lessons on delivering read Modeling/Teaching:
aloud stories.)
(20 min)
(20 min)
Discuss how to give
Post Reading inferences. See TG Let students guess different
(15 min) facial expressions. Instruct
them to log down their
Let the pupils answer feelings.
questions to allow Guided Practice
complete grasp of the
(10 min)
story Let the students log down
Guided Activity
their feelings and opinions
and let them talk it with
(10 min)
Students will pick sentence their group.
(20 min)
strips in the treasure box.
Let the pupils give Prompt:
Group Work
1. Act out the event in the inferences orally based from You saw a beggar in the
story which shows simples stories. market. What should you
empathy From a sentence strip, e.g do?
2. Draw simple scene Using Venn Diagram, Herbert is good in playing
which shows empathy compare Francisca and chess.
3. Sentence Completion
Antonio by: what they both
a) If I have a friend who have and can do-what they
have no baon I dont have and cant do. Let the student rewrite the
will______ sentence using the
b) If I have a classmate appropriate pronoun like Independent Practice
who was bullied I Individual work (10 min)
He is good in playing
will______
chess. Let the pupils write a
journal entry.
Let us twist the story.
After all of them had write Prompt:
several sentences, let them
talk with their group and The best thing you did to
Situation:
discuss about the pronouns your friend.
Francisca was the blind. they used.
How does it feel to be like
Francisca and you as
Antonio?
Independent Practice
(10 min)
Independent Practice Provide different pictures

with nouns to the pupils. Let
(10 min) students choose several
pictures they want. Let them
Asking Inferential
write about the picture using
Questions from 2 or 3
pronoun.
sentences story.
They will compose
questions about the picture.
Lesson 24 Day 1: Literature: Two Friends, One World
Pre-Reading
Pre-Reading Activity
1. Vocabulary Development
Ask the class to mention the body parts, then, ask them to connect some body parts with the
words that are connected to them.
Pictures Related Words

1. eyes feel
2. ears smell
3. nose sound
4. tongue taste
5. skin see
Ask the class, to pick word strips. Talk over with their seatmates and decide if their word
matches or describes about the picture. If they match the word right, they geot a prize.
Let the students guess the picture:
For the illlustrator
1.two friends(boy and girl)

1.asilently feeling the presence of the grasshopper in a grass,
1.b together holding a tree,
1.c happily wandering
2.mother and a boy:

2.a In a market,
2.b in a park
Group the class into four and let them pick any of these picture.
Let them discuss within their group what is happening in the picture.
Orally by group, let them discuss it in class their inferences about their picture.
(make it sure that words wanted to be elicited should be represented with right and clear
representation of the picture, if hard to- use arrows or gestures )
For the illustrator: Illustrate the following:
rosal bush
Girl and boy breathing - breathe
dried grass
grasshopper in a red stripe
I complained- show situation(A boy complaining that he cant find his lunch box during snack
time)
grasshopper hide
golden-yellow- sun
2. Motivation Question
Who is your best friend? What are the things you do together?
3. Motive Question
What do you think do the characters in our story love doing together?
During Reading
Note: Before and while reading, lead the class in making inferences. inferring the whereabouts
of the story
Teacher reads aloud the story Two Friends, One World (Franciscas Story)
Two Friends, One World

Franciscas Story
by Ramon C. Sunico and Joanne de leon
I have a friend who lives in another world. His name is Antonio. The world he lives
in is full of sounds and smells and tastes and feeling.
My world is also full of sounds and smells and tastes and feeling, but sometimes, I
am too busy seeing to notice these other things.
Every Saturday afternoon, as the sun is about to go down, his mama brings him to
the park where I am already waiting. I can see him from far away because, Papa
says, I have such big eyes.
I run to him and take his hand and his Mama lets us walk around. Antonio teaches
me to be quiet- so quiet I can hear the wind talk to the leaves, so quiet I can feel the
air turn cooler as the sun leaves the sky.
Antonio cannot see. He cannot see but he can smell the white flowers of the rosal
bush growing beside the broken wall of an old church behind the park before I can
even come close enough to see the church. He knows when papa has brought
mangoes for us to eat, even when these are still in the basket.
One day, he showed me my first grasshopper. I was trying to tell him what a
mountain looked like when he said suddenly, Shh Francisca, listen! There is
something moving in the grass.
Where, where? I cant see anything! I complained.
Ay naku. Francisca, quiet or youll scare it away. Look with your ears first and
then with your eyes. Try to listen to yourself breathe and all the other sounds will
follow.
And sure enough, I heard something small moving the dried grass aside. I followed
the sound, first with my ears and then with my eyes. Slowly, very slowly. And when
I could only hear Antonio and me breathing, I saw the grasshopper-all green and
pointed, with red stripe down its back.
And I thanked Antonio for showing me how to find the place where the
grasshoppers hide.
And he smiled the same smile he smiles after tasting a cool, ripe mango.
One day, I will tell him that, maybe, we do not live in two worlds.
After all, we meet every Saturday afternoon. What I can see, he can hear or taste or
smell or touch. What he cannot see, I can bring to him with words.
One day, we will meet one Saturday afternoon and I will tell him that, maybe there
is only one world. But it is so big and beautiful and there are so many things going
on inside it, that it takes two friends to enjoy its sweetness like a great, cool, sweet,
smooth, golden-yellow mango.
(see next page for the copy of the story below)
Refer the pupils to L24D1-Worksheet 1, LM page 2-3
Post Reading
Discussion Questions
Ask:
Who is the I in the story?
Who is her friend?
?
3. 3.How did Francisca describe the place Antonio lives in ?
4. How will you describe Antonio?
5. Where do they go every Saturday afternoon?
6.How will you describe Francisca, the main character in the story?
7. If you were Francisca, how are you going to treat Antonio?
8.What did Antonio show Francisca?

6. What did Francisca learn from Antonio?
Engagement/Enrichment
Group Work
1. Role playAct out the event in the story which shows of understanding of others feeling.
2. Draw a simple scene which shows understanding of others feeling.
3. Sentence Completion (Complete the sentences by writing what you feel in each situations;
a. If my classmate lost his money I will________________________________.
b. If my classmate was bullied I will___________________________________.
c) If I have a friend who have no baon I will_____
d) If I have a classmate who was bullied I will______
Presentation of outputs
Lesson 24 Day 2
Skill Lesson: Making inferences and drawing conclusions based on texts

(pictures, title and content words)
Group-matching
Provide the students with incomplete statements sentences, Students have to infer or draw
conclusions. by finding it with other group.
e.g.
Complete the following statements by putting the missing words. Choose your answer from the
words in the box.
Leahs Birthday
Leah's mother puts icing on ices the_________---- . She puts eight _________------- on the cake.
After she sets the cake on the________ -----, everyone sings to Leah. The lit candles make her
face_________ ----. Leah blows out the candles and____________ ------.
table candles smiles glow cake
table Candles smiles glow Cake
Leah's mother ices puts icing on the cake. She puts eight candles on the cake. After she sets the
cake on the table, everyone sings to Leah. The lit candles make her face glow. Leah blows out
the candles and smiles.
When is Leah's birthday?
a. Tomorrow
b. Today
c. Next week
d. Yesterday
2. If the grasshopper isnt color green_________

3.
4. The first group to find their group match wins the game.
5.
Say: Why do you think today/yesterday/or tomorrow etc. was her birthday?
What made you say that today is Leahs birthday? Can we cite the evidences found in the story?
Teaching Chart: Inferences
Was it easy to infer?
: the act or process of reaching a
What questions do usually comes up in our mind? conclusion about something from the
given information
What do we need to think first when we are inferring?
: a conclusion or opinion that is formed
Discuss what inference is. See teaching chart. based from the given information
Inferences
7. Guided Practice
Read each passage below. Let the pupils give their inferences orally.
Say: where do you think the passage is happening ?
1.All felt wonderful to be outside. Swimming suits and trunks were saleable in the market. Its
the best time to play outdoor games toin _______________.
(a. summer b. rainfall)
2.Mr. Sun reaches out his hand. Everyone is on their way to work. It is ________________.
(a. morning b. night)
3.I am so hungry! Its almost half of the day of school. I will be good to _______________.
(a. play around b. eat something)
4.All the items to buy are everywhere. Mom put everything in the cart everything we need for
the whole week. I kept the cart going straight as it got heavier and heavier. They are in a
__________.
( a. (a.pharmacy b. grocery store)
Lets play volleyball along the beach.

a. Summer
b. Rainfall
The sun shines brightly.

What time is it?
a. Morning
b. Night
Im hungry!
What will I do?
a. Play around
b. Eat something
Using Venn Diagram, compare Francisca and Antonio by what they both have and can do-what
they dont have and cant do.
Refer the pupils to L24D2-Worksheet , LM page
Individual work
Let usmake a twist in the story.
Situation:
What if Francisca was the blind.

How does it feel to be like Francisca and you as Antonio, what will you do? Write your answer.
Refer the pupils to LM Activity 250 for the next set of activity.
Refer the pupils to LM Activity 251.24D2-Worksheet , LM page
Group Work
1. Asking Inferential Questions from 2 or 3-sentence story.

They will compose questions about the picture.
Raymond woke up early. He took a bath and ate his breakfast. He took his
bag and he was ready to go.
Individual Work
1. Asking Inferential Questions from 2 or 3 sentence-story.

They will compose questions about the picture.
Different color of balloons are scattered around. Kids were playing here and
there. A clown is entertaining the crowd.
Lesson 24 Day 3
Skill Lesson: Words, Phrases and Sentences with ea digraphDigraph

Skill Lesson: Using Personal Pronouns (person)
Use the story of Francisca and Antonio as springboard for this lesson.
1. Antonio goes to the park every afternoon.
He plays with Francisca.
2. Francisca plays with Antonio.
She likes to talk to him.
3. 3. The grasshopper is on the grass.
It hops around,
2. Teaching/Modeling
From our sentences;
1. Who goes to the park every afternoon? Underline it._____________

2. .
3. Who plays with FranciscaFrancisca? Encircle it.
4. What word was used to replace the name Antonio in this sentence?
5.
6. Who plays with Antonio? Underline it.
7. Who likes to talk to him? Encircle it.
8. What word was used to replace the name Francisca in this sentence?
9.
10. What is in the grass? Underline it.
11. Who What hops around? Encircle it.
12. What word was used to replace the name grasshopper in this sentence?
Read the words that you underlined.

Read the words that you encircled.
What do we call them?
He, She and It are called pronouns.
Teaching Chart: Personal Pronoun
Personal Pronouns are used to replace the name of a noun.
Examples:
_______________________________________________________________________
Alex plays a lot. He plays a lot
The word he is a personal pronoun. He is for a boy.
Ana plays a lot. She plays a lot.
The word she is a personal pronoun. She is for a girl.
This dog plays a lot. It plays a lot.
The word it is a personal pronoun. It is used to replace a thing or an animal.
The boys play a lot. They play a lot.
The word they is a personal pronoun. They is used to replace the name of more than
one animal or thing.
The boys and I play a lot. We play a lot.
The word we is a personal pronoun. We is used to replace name of more than one
person.
3. Guided Practice
Students will pick sentence strips in the treasure box.
Sample sentences:
Jenny is beautiful.
Raymond reads books everyday.
Jenny and Raymond play together.
The cat runs fast.
From a sentence strip, e.g Herbert is good in playing chess, let a pair of the sstudents rewrite
the sentence using appropriate pronoun like He is good in playing chess.
After all of them had written several sentences, let them talk with their group and discuss about
the pronouns they used.
Provide different pictures with nouns to the pupils. Let the students choose several pictures they
want. Let them write something in their notebook about the picture using pronouns in their
notebook.
Lesson 24 Day 4
Skill Lesson: Poems with ea digraph

Skill Lesson: Expresses Expressing feelings and , opinions through logs

Show pictures or -situations and let students express what they feel about it.
e.g How do you feel if you met new friends from other provinces?
Ask a volunteer to read a journal entry of Francisca.
Note: This should be written on a manila paper or on the board.
December 5, 2013
Dear friend,
Im so happy today. I went to the park earlier with Antonio, my best friend. I saw a
grasshopper earlier. It was my first time to see this kind of insect when Antonio told me about it.
Now I know what a grasshopper looks like. I thank Antonio for showing me how to find the
place where the grasshoppers hide. I hope to see Antonio again next week.
Your friend,
Francisca
Ask: Who wrote the letter? Describe how the writer feels when she wrote the letter? Why is she
happy?
Say: Do you also write a journal? Journal writing is one way of sharing how you feel. You can
also write your opinions about something. Writing your feeling or sharing your opinion is a
good way of expressing yourself.
Let students guess different facial expressions.
1. Have one volunteer student, pin an emotion card on his back and let him turn to show the
word on his classmates many times as needed .
2. Let the class show the facial expression and the volunteer will identify what expression
was it was.
3. If it is a first time activity, give the volunteer a clue by asking his classmates Who has a
clue for Bert? And his classmates will say I feel that way when I_____
Was it easy to infer feelings and emotions?
What were the things you did to easily infer?

Can you log them down?
4. Guided Practice
Let the students log down their feelings and opinions and let them talk about it with their group
mates.
Note: Provide manila paper to the pupils to let them write their output.
Prompt:
You saw a beggar in the market. What should you do? How do you feel?
Let the pupils write a journal entry.
Prompt:
The best thing you did to your friend.
Refer the class to LM Activity 254.


L
Lesson Parts 25
Literature: Mateos Determine whether a story Determine whether a story Use pPersonal Pronouns Use personal pronouns
Favorite Clothes is realistic or a fantasy is realistic or fantasy pronouns (Gender and Personal Pronouns
Overview/ (characters and setting) (characters and setting) Person) (Gender and Person)
Objectives Admire the main character
for making the right Read and write words, Read and write words, Read and write words,
decision for the phrases and sentences phrases and sentences Read and write words, phrases and sentences
needybeing generous with ei and ie diagraph with ei and ie phrases and sentences with ei and ie
diagraphei and ie with ei and ie diagraphPWR
diagraph diagraphei and ie
diagraph
L25 D1 Worksheet 1 Illustrations of Mateo, Strips of realistic and L25 D4 Worksheet 1A & B
LM page __ Mateos mother and His fantasy descriptions LM page ___
clothes Sentence strips
Materials Realistic and Fantasy
Copy of the story Super Graphic organizer Teacher Chart
RR for listening activity
Learners Materials Learners Materials
Learners Materials Activities 256B-257 Activity 258
Activities 255-256A
Procedures
Pre-Reading Introduction/ Presentation: Presentation/ Introduction
Guided Practice: Review on Ppersonal
Present key words through Show pictures of the Review on pronouns and pronouns by allowing
context clues. characters and setting of the Allow pupils to post personal pronouns through pupils to read six sentence
story read to recall some describing strips to on a sentence strips with strips
events. fantasy and realistic personal pronouns.
organizer.
Allow pupils to listen to the

Reading story Super RR.
Allow pupils to work in
Read aloud the story Show Real and Fantasy Modeling/ Teaching groups:
Chart and ask pupils to write Reiterate how personal a. Journal writing
the characters and setting of pronouns I, he, she, it, we, b. Interpretative
the stories. they- are used through reading
Post Reading Let pupils do Relay Game discussion. c. Letter of invitation
Let pupils answer the on identifying realistic and
discussion questions fantasy characters and
settings.
Modeling/Teaching: Allow pupils to work in
pairs in filling withusing PWR
Use the Real and Fantasy the appropriate personal
Allow pupils to read and Chart to discuss the lesson. pronouns in LM.
check their guesses written
on the board about what
Mateo would do with his
favourite clothes.
Allow pupils to present Let pupils write sentences

PWR PWR using personal pronouns
their work to class by
groups. (SG).
Guided Practicece:
Have pupils present their
work to class.
PWR
Independent Practice:
Unit III
Lesson 25 Day 1 Literature: Mateos Favorite Clothes
Pre-Reading
1. Unlocking Vocabulary and Concept Development

(favorite, fitting, evacuation center)
Show the words on the flashcards. Model reading each word. Then ask the pupils to
read the words on the flashcard in unison. Tell them that they will find out the meaning of the
words they read.
favorite fitting evacuation center
a. favorite
Marlon has red, blue, green and black toy cars. Every morning he looks at his toy cars in the
cabinet. He likes them all but the red one is his favorite. The red toy car is the one he likes
most. What does favorite mean?
b. evacuation center
Look at the picture. What do you see? Can you describe the weather? Where do people go to
keep themselves safe when there is a typhoon?
c. fitting
Ask a child to come up front. Tell him to fit each shirt on the table. As he is trying to wear
each shirt, ask the pupils of what is he doing. Guide the pupils to say that the child is fitting
each shirt.
Show the words on the flashcards. Model reading each word. Then ask the pupils to
read the words on the flashcard in unison. Tell them that they will find out the meaning of the
words they read.
2. Motivation
Ask: Do you have favorite clothes? What do you do with them?
3. Motive Question
Ask: What do you think would Mateo do with his favorite clothes? Write the guesses of the
pupils on the board.
During Reading:
Say: I will read a story. In the end, think for a moment and be ready to answer the questions
that I will ask. Refer to L25D1 Worksheet 1 LM page ___ for the selection- Mateos Favorite
Clothes.
to be transferred to TG
Read the story.
Mateos Favorite Clothes

One Saturday afternoon, Mateo found his Mother getting old clothes from his cabinet.
What are you doing, Mama? Mateo asked.
Im taking your old clothes to the evacuation center. Many children lost their clothes because
of the typhoon, Mother explained to him.
But wait, Mom! They still fit me. Look, Mateo said after fitting on his old red shirt.
Grandma gave this to me. Its my favorite, Mateo added.
Mateo tried putting on his old jacket, pairs of pants and slippers. They are still fit meokay.
Mateo remembered who gave them and when he received those items.
Oh why did I grow so much? I love these clothes. Mateo told his mother.
Ok, you can take them back, Mother told Mateo.
So Mateo got the box with his old shirt, jacket, pants and slippers in it.
The next day Mother asked Mateo where the box was. She hoped that Mateo would change
his mind.
Mama, the box was gone. I wasnt able to take it to the evacuation center, Mateo said.
Oh, what happened? Mother asked. On my way to the evacuation center, I found a child
who really needed some new clothes. I gave the box to him, Mateo said.
Post Reading
Discussion Questions:
1. Who are the characters in the story?

2. Where did the story happen?
3. When did it happen?
4. Why did Mateos mother get his old clothes from the cabinet?
5. Did Mateo give his old clothes at once? Why? Why not
6. If you were Mateo, would you also keep your favorite clothes? Why?
7. Did Mateo change his mind?
8. What did he do with his old clothes?
9. Did Mateo make a quick and right decision about his favorite clothes?
10. Do you have any experience similar to Mateos? Share it with your classmates.
Engagement/Enrichment
Go back with to the pupils guesses on the tag boards. Ask them to check their responses.
Lesson 25 Day 2:Reading Comprehension: Determine whether a story is realistic

or a fantasy
(characters Characters and settingSetting)
Say: Remember the story we had yesterday? Ill show you the pictures of the characters and the
setting of the story. Tell something about each one.
Make illustration
of Mateos mother
Make illustration Make illustration
getting his old
of Mateo of Mateos mother
clothes from the
cabinet.
Say: after After you have said something about the characters and setting of the story we had
yesterday, I would like you to listen to this story. As you listen, please find out the difference
between the characters and setting of Mateos Favorites Clothes and the story of Super RR.
SUPER RR
By: Jelly Sore
That Sunday night, Mateo had a dream. He dreamed about Rocky, the boy to whom he
gave a box of clothes. When Rocky wore Mateos old red shirt, Rocky transformed into a
superhero. Super RR, short for Super Red Rocky was on his shirt. He had a pair of red pants, a
golden cap and a golden cape. He flew a on top of a golden mountain and looked at the village
with his pair of red eyeglass. There was a flood. He saw people on top of their houses. They
were asking for help. Super RR took off his pair of golden shoes and changed them to in to two
shiny red boats. In a few minutes, he reached the village and saved hundreds of people. Mateo
was one of them. Just then, Mateos clock rang. Mateo opened his eyes. It was already a bright
Monday morning.
Have the class aAnswer these questions:

1. Who is Super RR?
2. Describe him.
3. Where did Super RR go?
4. What did he see?
5. How did he help the people?
Show the realistic Realistic and- Fantasy Chart
Realistic and- Fantasy Chart

REALISTIC FANTASY
Characters: Characters:
Setting: Setting:
Lead the Ask the pupils to write the characters and setting of Mateos Favorite Clothes on the
realistic column and the characters and setting of Super RR on Fantasy Column.
Ask: Between Mateo and Super RR, who is real? Who is just a make-believe character?
What did Mateo have that made you think he is real? Write your answer beside his name on the
chart. How about Super RR? What fantastic things did he have? Write your answer on the
chart.
Lead pupils attention on to the setting of the story?
Ask: Where and when did the story of Mateos Favorite Clothes happen?
Write the answer on the chart.
How about the story of Super RR?
Do you think the top of the golden mountain is real? Can we find it in a real world?
Looking at the characters and setting of Mateos Favorite Clothes and Super RR,
which story is true or realistic? Which is just a make-believe or fantasy? Why?
Note to the teacher:
Lead the pupils to formulate the concept that the characters and setting of a story are
realistic if they can be found in a real world while the characters and setting of a fantasy story
can be found only in a make believe world.
Skill Lesson: ei and ie digraph

Refer your pupils to LM Activity 25525D2-Worksheet_, LM page_ and 256.
Lesson 25 Day 3: fluencyFluency/writingWriting/realistic Realistic or

fantasyFantasy
Reading Comprehension: Determine whether a story is realistic or fantasy. (Characters and setting)
Show the phrases on in the flashcards. Ask the pupils to decide what is described by each
phrase. Lead them to put their answer on in the proper box in the the proper organizer.
happens in realCharacters
life and real world
setting of a
realistic story
cannot really happen make-believe world
Real not real
strange things real things
Characters and
setting of a fantasy
story
Engagement Activity
Group the pupils into two groups.
Tell them that they will do the Message Relay.
Here is how to do it:
Each group will choose a leader and a secretary.

The leader will ask his groups member to get fall in line.
The secretary will stay in front to write whatever the last child on the line will tell him
or her.
The teacher will ask the leader of each group to get a piece of paper with the same
number. They will determine whether the characters or setting written on it is reality or
fantasy. Each group leader will whisper the answer to the next pupil on the line and so
on. The last child will run up front and he/she will whisper the answer to the secretary.
Then, she will write it on the board.
The child who whispers the answer to the secretary will take a seat.
The relay will continue until all pieces of paper are drawn in the box.
The group with the highest number of correct responses will be the winner.
Use the character and setting of stories which are familiar to the pupils or the characters and
setting of stories from their previous lessons.
Example:
the monster who came to school

Captain Goat
Blind Antonio in Franciscas

Country Mouse
Story
in a ship named Combo in school
2.
3.
4.
Read each story. Determine whether the character or setting is real or fantasy. Refer the class
to LM Activity 256B.

Refer your pupils to LM Activity 25725D3-Worksheet_, LM page_.
Lesson 25 Day 4: fluencyFluency/writingWriting/ Use of personal pronouns

(person and gender)
Show the pictures used for the stories Mateos Favorite Clothes and Super RR to start the
lesson. and :
Say: Let us list the characters in Mateos Favorite Clothes and Super RR
You may use a chart or the board to enumerate the characters in the story.
Name of Character Gender Pronoun
Mateo Male
Mother Female
Grandma Female
Children Neuter
Rocky Male
For review: Use the chart used in enumerating the characters in the story and tell the pupils that
they can use pronouns to replace the nouns.
Mateo is a boy.
He is a boy
He is used because Mateo is a boy/ male.
Mother is happy.
She is happy
She is used because Mother is a woman/ female
How about Gradma? What is the pronoun that we could use to take the place ofreplace the
word Grandma?
How about for Rocky?
How about for the noun children?

We use the pronoun they to refer to persons or people we talk about.
The children are noisy.
They are noisy.
Juriel, Gab and Rey are playing.
They are playing
How about when I am talking about myself?

When I am going to talk about myself then I should use I.
I(the person talking) am glad to be here.
How about if I am talking about thereferring to the persons or people I talk to?
We use you to refer to persons or people we talk to. You use you when you directly talk to
person/s.
Ace (directly talking to Ace) to stop dancing.
You stop dancing.
Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas.
You go to the town and buy a basket of bananas.
How about if I am talking about a thing?

We use the pronoun it to refer to a thing.
The book is on the table.
It is on the table.
How about if I am referring to manyon things?\

We use they to refer to things.
The books are on the table.
They books are on the table.
We use we when we refer to persons including usourselves.

My friends and I are singing a song.
We are singing a song.
3. Guided Practice:
Refer to LM Activity 258A.25D5 Worksheet __ LM page __
Refer to LM Activity 258B.
Refer to L25D5 Worksheet __ LM page __

Refer your pupils to L25D4-Worksheet_, LM pageLM Activity 257_.
Lesson 25 Day 5: Use personal pronouns (person and gender)
1. Guided Practice:
Review on personal pronouns by letting the pupils read the following sentence strips. Make a
point for every strip.
Sentence/s Strip 1: My name is Dang. I live in Pangasinan.

Sentence/s Strip 2: Cris is my brother. He is older than me.
Sentence/s Strip 3: Wing and Mong are brothers. They are playing.
Sentence/s Strip 4: Gel is a girl. She is a happy girl.
Sentence/s Strip 5: My friends and I are going to market. We are going to buy eggs.
Sentence/s Strip 6: Ben and Greg, stop talking. You are noisy.
Allow pupils to work in groups for to do the following:
Group 1: Journal Writing

Tell pupils that they are going write a journal and they should start with the personal pronoun I
with in their sentences.
I learned about _______________ today.

I feel happy that __________________.
I want to ________________________.
Group 2: Interpretative Reading:

Allow pupils to practice for five minutes to read the following poem interpretatively
Group 3: Letter of Invitation Writing
Tell Group three that they will write a letter to the Principal informing him/her to allow them to
collect unused books from all grade levels for the typhoon victims Yolanda.
Dear _______,
Our class will be conducting ______________________________________. We would

like to ______________________________________.
You are ________________________.
Truly yours,
____________

L 26
Lesson Parts
Literature: A Brave Little Determining Determine DecodingDecode/WriteFlueDecode/Write words with Phrases and sentences
Girl whether a story is ncy/Writing words digraph ai as in pail Reading and writing write
Overview/ realistic or fantasy with digraph ai as in Decoding/Fluency/Writing words, phrases and
Objectives Appreciate the bravery of pail words with digraph ai as in sentences with long /i/
Trina in saving his Decode/Write words with pail sounds
brothers from fire digraph ai as in Use pPersonal
pailDecoding/Fluency/ Pronounspronouns Use personal pronounsPersonal
Writing words with Pronouns
digraph ai as in pail
Pictures of boy and girl Pictures of a dog sitting on a Flashcards Picture Teaching Chart
scouts riding on a truck, sofa, dog reading a book,
rescuers, buildings that school riding on a flying Pictures Word cards Phrase and sentence strips
Materials collapse, a man grabbing a banana leaf, school children
bag riding in a tricycle going to Teacher Chart Teaching Chart
school, a frog playing ball, a
Copy of the story A frog chasing an insect Bingo game card
Brave Little Girl Learners Materials
Learners Materials Activity 262
Learners Materials Activity 260 Learners Materials
Activity 259 L8 D2 Worksheet __ LM L8 D3 Worksheet __ LM Activities 261, 263, 264
page ___ page ___
L8 D3 Worksheet __ LM L8 D4 Worksheet __ LM
page ___ page ___
Procedures
Pre-Reading Introduction/ Presentation: Introduction/ Presentation: Recall the story Fast
Flash picture cards for Introduction/ Presentation: Forward by asking pupils to
Unlock key words through pupils to tell whether these Flashcard Drill on sight tell what they can recall.
pictures, demonstration and are real or make believe. words and words from the Flashcard Drill on sight List phrases and sentence
word/context clues. word tree words and words from the answers of pupils.
word tree
Modeling/Teaching:
Reading Modeling/Teaching: Discuss phrase and sentence
Ask pupils whether the by talking about how they
Read aloud the story and vents in the story rea are Read words and phrases differ.
stop at indicated points for real or fantacyfantasy. with digraph ai as in pail.
questions to monitor Read and write sentences
comprehension. Review on events that are with digraph ai as in pail.
real and a fantasy.
Post phrase strips for pupils
to combine to make a
Post Reading sentence.
Let pupils answer Read and write sentences
discussion questions. with digraph ai as in pail.
Present and read a different

ending of the story read and Allow pupils to write 1-2
ask pupils to determine sentences on the garbage
Let pupils make a puppet which of the flashed events problem
of Trina and write 2 are real and or a fantasy.
Presentation/ Introduction:
sentences about Trina.
Allow pupils to read
sentences on about
pPersonal pronouns from L8
D3.
Do activities to reiterate the
Presentation/ Introduction: value of resourcefulness.\
Allow pupils to determine
which of the event-pictures
are real and or a fantasy. Review on Ppersonal
Reiterate the difference of pronouns from L7 TG
whats real and whats
fantasy.
Allow pupils to plan for a
project on how to recycle

materials to show how
Introduction/ Presentation: Allow pupils to do activity resourceful they are from
in L8D4 Worksheet ___ LM recyclable materials to find
Review of Ddecoding Post a table showing how page__ (A) out how resourceful they are.
lessons in Grade 2. correct personal pronouns
Flashcard Drill on sight replace nouns in sentences.
words and words from the
word tree.
Allow pupils to do activity

in L8D4 Worksheet ___ LM
page__ (B)
Allow pupils to do the
Modeling/Teaching: activity on Personal
personal Pronouns pronouns
Read words and phrases from L8D3 Worksheets for
with digraph ai as in pail. guided and independent
practice.
Read and write sentences

with digraph ai as in pail.

UNIT III
Lesson 26 Day 1 The Brave Little Girl
Pre Reading
1. Unlocking Vocabulary and Concept Development
( , grabbed, rescuers, brave, collapsed)
We have some words that you need to know more to understand the story well. Let us find out
the following.
a. a.grabbed took a seized by or as if sudden motion or grasp.( demonstrate or by pictures)

Show a picture of a man who grabs a bag from a lady
The man grabbed the bag of the lady.
What did the man do with the bag?
Call pupils to demonstrate the following:
- grab a key
- grab a child by the wrist
Ask: What is another word for grabbed? Took
b. rescuers savers
Show pictures of rescuers
c. brave courageous, fearless, not afraid

(Show through pictures or context clues)
Say: The rescuers saved the flood victims and brought them to the evacuation center.
The rescuers are brave. They are not afraid of the raging waters.
Ask: Which word from the sentence helps you understand the meaning of the word
rescuers and brave?
d.d. collapsed fell ( through pictures and demonstration)
Show picture of building that collapsed during an earthquake.
Say: Look at the picture. What happened to the buildings? Fell

Another word for fell is collapsed.
Call 5 five pupils to pretend as to be houses and another 10 pupils to pretend as to be strong
winds. The 10 pupils will blow air as hard as they could on the houses. The houses will
collapse as the strong wind blows.
2. 2.Motivation Questions:
Have you heard about stories of people who saved lives? Who are they?
3. Motive Questions
Today, we shall read a story about A Brave Little Girl. What do you want to know about the
story?
List at least 3 three questions that the pupils will give and let them have guesses about the
questions.
Our Questions Our Guesses What Really Happened
During Reading
Listen as I read a the story about A Brave Little Girl
Note to the Teacher:

Read the story aloud. Questions may be asked to the pupils to enable them to predict and to
interact with the text.
A Brave Little Girl
It was already seven oclock in the evening. But Trinas parents have not
yet arrived home yet from work. She called her three younger brothers for dinner
but still mother isnt home until they got slept.
Ask: What time of the night was it?

Why did Trina call her younger brothers?
After two hours, Trina woke up feeling hot.. When she opened her eyes, she saw
that their house was on fire.
Ask: What happened after two hours?

What did Trina see? What do you think, will she do?
She immediately got up, grabbed the youngest brother and ran out of the
house. Trina suffered from majored burns but her brother wasnt hurt. She tried to
get back to the house to get her two other brothers. A neighbor saw her. He warned
and held her tightly. She cried hard while calling the names of her two brothers.
Ask: What did Trina do with her youngest brother?

Why did Tina try to go back to their house?
Was she able to get back to their house? Why?
What do you think would happen next?
Soon, rescuers arrived and tried to put off the fire. But after some
minutes, their house collapsed. Trinas parents arrived from work. They
embraced Trina and brought her to the hospital.
Ask: Why did the mayor offer help to Trinas family?

How did the mayor help Tina and her family?
Because of Trinas bravery their town mayor offered help to her

family. They built their new home and gave money to support Trina and her
brothers schooling.
Ask: Why did the mayor offer help to Trinas family?

How did the mayor help Trina and her family?
Note: Before proceeding to the next activity, go back to the questions

that the pupils gave before listening to the story.
Say: Let us go back to our chart earlier. Let us fill out the third column
What Really Happened
Post Reading
Discussion Questions:
1. What is the story all about?
2. Who is the main character in the story?
3. What can you say about Trina as the oldest sister?
4. Why was Trinas parent not around at the time when the house got burned?
5. What did Trina do when she saw that their house was on fire?
6. If you were Trina, would you do the same? Why? Why not?
7. Was Trina able to save her two brothers? Why? Why not?
8.
9. How did the mayor recognize and reward Trinas bravery?
10. If you were the mayor would you do the same?
11. If you were Trinas neighbor, how would you help Trina and her family?
12. What character traits did Trina show in our story?
Let us go back to our chart earlier. Let us fill out the third column
What Really Happened
Writing to Learn Activity
Refer the class to LM Activity 259.

Make a stick puppet of Trina. Write a 1-2 sentence about her.
My Sentence:
Lesson 26 Day 2: ( 1st Half):

Determines whether a story is realistic or fantasy
Some stories are about real things. Some stories are about make believe things. Sometimes, the
pictures in a story can help you decide whether a story is real or make believe.
I am going to share with you some pictures. Show me a thumbs up sign if it is realistic and
stamp your right foot once if it is a fantasy.
picture of a dog sitting on a picture of a dog reading a

sofa book
Picture of a school boy School children riding in a

riding in a flying banana leaf tricycle going to school
\
A frog playing ball A frog chasing an insect
Say: Let us recall our story about The Brave Little Girl
Is the story of The Brave Little Girl realistic or fantasy? Why do you say so?
Say: Are the characters in our story realistic or fancifula fantasy? Why do you say so?
I have changed the ending of our story with this paragraph. Let us read.
Trina could not just stare at their burning house while she knew
her two other brothers were there. She turned as swift as she could and
lo! An aluminum basin dropped where she stood and said Come Trina,
we will help your brothers.
Trina hopped on to the basin and flew fast to their burning

house. The people were in panic that no one ever noticed Trina and the
flying basin. After a couple of minutes, Trina was back riding in the
flying basin with her two brothers free from any burn.
Flash words with the character, setting and some events in the story.
Say: I will be distributing letter cards with the R and F and we will be playing a
game. Raise your R letter card if it is realistic and F letter card if it is
a fantasy.
Trina Talking Aluminum Basin
In front of the burning house Trina could not just stare at

their burning house.
The people were in panic. The basin said Come Trina,

we will save your brother.
Trina rode on a flying basin
Ask: How will you know that if the characters, setting or event is realistic or a fantasy?
Let
Let the
the pupils
pupils understand
understand that
that the
the characters,
characters, setting
setting or
or events
events are
are realistic
realistic ifif
they
they are
are real
real and
and can
can happen
happen inin real
real life.
life. On
On the
the other
other hand,
hand, they
they are
are aa fantasy
fantasy ifif
they are make-believe and only are products of ones imagination.
they are make-believe and only are products of ones imagination.
Skill Lesson: ai digraph

Refer your pupils to L26D2-Worksheet_, LM page_.to LM Activity 260.
Lesson 26 Day 3: Personal Pronouns

Skill Lesson: Personal Pronouns
1. Presentation/ Introduction:
Review on the lesson presented on Week of Quarter 3 about personal pronouns. Reiterate that
the lessons that will be given for this day will be practice exercises to enhance their capabilities
in appropriately using personal pronouns.
2. Teaching/ Modeling:
What are personal pronouns? Post the table below

Name of Character Gender Pronoun
Mateo Male He
Mother Female She
Grandma Female She
Children Female/ Male They
Rocky Male He
My friends and I Female/ Male We
Recall the sentences given. Make sentence strips of those sentences. Allow pupils to read them.
Mateo is a boy.
He is a boy
Mother is happy.
She is happy
The children are noisy.

They are noisy.
Juriel, Gab and Rey are playing.

They are playing
When I am going to talk about myself then I should use I.

I(the person talking) am glad to be here.
Ace (directly talking to Ace) stop dancing.

You stop dancing.
Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas.
You go to the town and buy a basket of bananas.
The book is on the table.

It is on the table.
The books are on the table.

They books are on the table.
My friends and I are singing a song.

We are singing a song.
3. Guided Practice:
Allow pupils to do LM Activity 262.L26 D3 Worksheet ___ on Personal pronouns. Guide them
and lead them to the correct answer. After answering, let pupils read the sentences and explain
the answers.

Lesson 26 Day 4: Personal Pronouns

Refer your pupils to LM Activity 261 and 263.
Recall the lessons presented on pronouns by reading the activity-sentences in on Day 3. Let the
pupils recall the different personal pronouns. Post the personal pronouns on the board when
deemed necessary.
Let the pupils do L26 D4 Worksheet ___ A and B on LM page ___ for the Personal pronouns
activity.LM Activity 264.
Guide them on the Activity B which is on guided writing using personal pronouns. You may review
on how a paragraph is formed.
ENGLISH GRADE 3 LEARNERS MATERIALS
L 27
Lesson Parts
Literature: UReading comprehension Use demonstrative pronouns Express feelings and Express feelings and opinions
Peaflorida, A using se different sources of opinions through journal through journal writing s
Overview/ Modern Hero information in reading Read and write words, writings
Objectives Appreciate heroism phrases and sentences with
showed by the Read and write words, ay diagraphay diagraphs
character phrases and sentences with
ay diagraphs
Copy of the story Pictures taken from the Pictures Cluster map provided in the Activity 271 and 272
Peaflorida, A Modern selection Peaflorida, A Activity 267 and 268 LM
Hero Modern Hero
Materials Activity 266 Sample journal entry
Posters about a polluted Activity 269 and 270
environment, placards,
crayon, picture of a social
worker, pushcart, and
coupon bond
Activity 265
Procedures
Pre-Reading Presentation/ Introduction
(10 min) Introduction/ Presentation Introduction/ Presentation (10 min) Presentation/ Introduction
(10 min) (5 min) (5 min)
Vocabulary Development: Recall the selection
social worker, dynamic, Post enlarged copies of Let the pupils look at Peaflorida, A Modern Present a sample jounal entry.
pushcart, extraordinary, and pictures taken from the pictures and read the Hero through
scholarship, see TG. selection Peaflorida, A sentences about each questions
Modern Hero. picture.
(10 min)
Reading
(20 min) Modeling/Teaching: Recall and discuss the
(20 min) (15 min) mechanics in writing a
16
Read the selection aloud to (20 min) journal entry.
the pupils using the Read of words taken from Introduce journal writing to
chunking method. the selection. Discuss demonstrative the pupils.
pronouns by giving
Ask prediction questions on Use the words in writing examples and providing Guide the pupils in
every story stop. sentences. sentences. thinking of topics through
clustering. (15 min)
Allow pupils to make a

cluster of topics for their
Post Reading journal entry.
(10 min) Guided Practice
(10 min) (15 min)
Answer WHWh- questions
about the story. Guided Activity
(10 min) Group Activity (20 min)
Pupils use demonstrative Let the pupils write a sample
Guided practice on words
(10 min) pronouns by completing Show a sample journal journal entry following the
with digraph /ay/
sentences. entry provided in the LM. rules in writing sentences
Pupils draw and color their
hero/the person who has Ask questions about the
done well something good mechanics of writing.
to them.
Let the pupils write two Independent Practice

sentences that tell about (15 min)
their hero.
Refer to LM for the (10 min)
independent practice.
Read the journal entry.
17
Lesson 27 Day 1: Literature: Penaflorida, A Modern Hero
Pre-Reading
1.
2.
3.
4. Vocabulary and Concept Development
Say:(Read with the pupils the flashcards with the following words social worker, dynamic,
pushcart, extraordinary and scholarship.)
What are these words? Let us talk about them.
(Show a picture of a woman talking to a mother and a child. Ask:)Who do you think is this
woman? (point on to the social worker in the picture) what What does she do? Do you have a
social worker in your barangay or town? What do they do to help the children and women?
What does a social worker mean?
(For the word dynamic read with them the following :)
My father is a dynamic man. He works all day in the farm. He also attends
meetings on Saturdays. He goes to church on Sundays. He keeps himself
busy. He is a strong man.
What things does father do? What does the word DYNAMIC mean? (Allow pupils to give the
correct response. Show choices: active, healthy.
)
(For the word pushcart show a picture of a boy pushing his pushcart. ) What is this?
(Guide them to give the correct response.)
What can you say about a pushcart? How is it moved? What does is a pushcart mean?
(show choices: active, healthy,handcart,bicycle)
(For the word extraordinary, unlock through context clues. Read with the pupils the following
sentences. ) (choices: amazing, large)
My grandfather has an extraordinary banana plant. It has so many fruits that

looks like patola..
How does the fruit look like?
Is the banana plant ordinary? What does extraordinary mean?
16
(For the word scholarship unlock through examples.)
Is there anyone other than your parents who sends you to school for free? The persons or
groups who support your education are your sponsors. The pupils whom they sponsor are
called scholars. The scholar is in school for free because of the scholarship.
Who among you have scholarships grants?? What does scholarship mean?
5. Motivation:
Can each one of us be a hero? How?
6. Motive Question:
In the story that I am going to read to you, Teacher Efren is a hero. Why do you think he is he
considered as a hero?
(Guide pupils to like to find out Hhow did Teacher Efren become a hero?)
During Reading
(Read the selection aloud to the pupils using the Chunking Method. Ask a prediction question
on every stop. All responses are correct.)
Peaflorida, A Modern Hero
Efren Geronimo Peaflorida, Jr. is a Filipino teacher and a social worker in

our country. He and his friends from Dynamic Teen Company teach children during
Saturdays in their community. They use the pushcart as their classroom. The pushcart
is loaded with books, pens, tables, and chairs
What do you think will happen to Teacher Efren?
Because of Teacher Efrens extraordinary way of helping, the children learned

better, h. He was named CNN Hero of the Year for 2009. He received an award and
money from the Cable News Network to support his pushcart classroom. President
Gloria Arroyo gave teacher Efren the award Order of Lakandula at Malacaang
Palace.
Do you think Teacher Efren comes ame from a rich family?
Young Efren came from a poor family in Cavite. His father, Efren
Peaflorida, Sr., was a tricycle driver. His mother Lucita Geronimo Peaflorida was a
housekeeper. He helped his parents in their small noodle business.
What do you think did Efren does as a pupil?
He was a very bright pupil. He received several class awards and honors
when he was a grader until he finished college. He deserved the scholarship and the
financial support given to him by his sponsors.
What do you think does Teacher Efren want for children like you?
After high school, Teacher Efren founded the Dynamic Teen Company. Its
members were his classmates. Their group wanted most of the children to be good and 17
responsible in whatever they do.
Post Reading
1. Discussion Questions:
Who is Efren Peaflorida, Jr.?

What does the Dynamic Teen Company do?
Why is the pushcart an important thing in Teacher Efrens life?
What was the result of his extraordinary work?
Was Teacher Efren a helpful boy when he was young? How did he show it?
Why was did Teacher Efren deserving deservefor the scholarship he was givenhad?
How can you help Teacher Efren achieve his dream for children like you?
How can you be a hero like Teacher Efren?
2. Engagement/ Enrichment Activity:
Allow pupils to draw and color their hero/ the person who has done good to them. Let them
write two sentences that tell about him/her.
Lesson 27 Day 2 : Reading Comprehension Using Different Sources of

Information in Reading
(Post enlarged copies of the pictures below one by one on the board and ask questions about
those pictures.)
Look at the pictures. These are the pictures taken from the selection Peaflorida, A Modern
Hero.
Illustration
an
18
(Ask pupils to say something about each picture. After that flash the following list of words
using flashcards
Say: Here are important words taken from the selection. Let us read them.
Refer to L27D2 worksheet
Say: We will use these words in sentences.
Lead the class to Try reading the following se sentences. (Refer to L27D2 Worksheet ___,
page ___. Call on pupils to read by group, by pair and individually.)
Teacher Efren is a teacher.

He has a pushcart classroom.
He is also a social worker.
He helps in an extraordinary way.
He received an award.
They had a noodle business.
He was an honor pupil.
He had a scholarship.He wanted children to be responsible
3. Guided Practice
(Refer to LM Activity 266.
27D2 Worksheet ___ page ___ for the group activities on this lesson.)
Skill Lesson: Words, and Sentences with ay digraphDigraph

Refer your pupils to LM Activity 267.27D2 Worksheet ___ , LM page ___.
Lesson 27 Day 3: Grammar: Using Demonstrative Pronouns
Ask pupils to look at the pictures. Read with the pupils the sentences about each. Refer the class
to Activity 268A.to L27D3 Worksheet ___ page ____ for this activity.
19
Which words are used to point out to objects or friends?
(Observe carefully how near or far the objects or people are from the person speaking.)
T: Where is Teacher Efren?
Is he near or far?
Where are the pupils?
Are they near or far?
Where is the house?
Is it near or far from Teacher Efren?
Where are Teacher Efrens friend?
Are they near or far from him?
Tell the pupils that the words this, these, that and those are Demonstrative Pronouns. They
tell how far or near the objects or persons from someone speaking.
This and that are used to point to one person or object which are near to someone speakingus
.
These and those are used to point to more than one objects or persons far from someone
speakingus.
Help pupils state the generalization.
3. Guided Practice
(Group the pupils into 5 members. Do the following:
a. Hold an object.
Pupils Say: This is a/an ________.
Hold two or more objects.
Pupils say: These are ________.
b. Look outside. Point to a thing or a person.
Pupils say: That is a/an ________.
c. Look outside. Point to many things or persons.
Pupils say: Those are _________.
20
Refer the class to Activity 268B.
Refer to L27D3 Worksheet ___ page ___ for the Independent Practice.
Skill Lesson: Phrases and Sentences with ay digraphDigraph
Refer your pupils to LM Activity 269A, B, and C.27D3 Worksheet ___ , LM page ___.
Lesson 27 Day 4 : Writing: Express feelings Feelings and opinions Opinions

through journalsJournal Writing
Let us recall the selection Penaflorida, A Modern Hero. Answer the following questions
orally.
What did Teacher Efren do to help the children?
How was he awarded for his extraordinary work?
How do you think did he feel?
Today, you will write a journal entry of your own. A journal could either be a notebook or a
folder with pages in it. In a journal, you write how you feel and what you do on certain days.
Make a cluster to help you think of topics for a journal entry. Think of things you have done
today and how you feel about them.
Refer the class to LM Activity 27027D4A Worksheet ___ page___ for the journal sample.
Refer to L27D4 Worksheet ___ page ___ for the clustering.
3. Guided Practice
RRefer the class to LM Activity 270B.
efer to L27D4 Worksheet ___ page___ for the journal sample for reiterating the lesson.
Let us read the journal entry.
Were you able to say what you wanted to say?\
Do you want to add something?
If we have nothing more to add, let us check the journal entry again.
21
Is there a date written?
Did we use the capitalization correctly?
Did we use the comma and periods correctly?
Then, let us make a final copy of the journal entry.
Skill Lesson: Poem with ay digraphDigraph
Refer your pupils to LM Activity 27127D4 Worksheet ___ , LM page ___.
Lesson 27 Day 5: WWriting: Express feelings Feelings and opinions Opinions

through journalsJournal Writing
Recall the journal entry made yesterday. . Ask pupils for the essentials of a journal entry-
What what to write and how to write sentences.
Tell them that they are going to write their own journal entry.
Guide the puupils by showing them again the cluster. Have them fill it up out and write them
as the class did it yesterday.
22

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GRADE 3 ENGLISH TEACHERS GUIDE

Unit 3: Week 1 (Lesson 19)

Procedures Review reading CVCe Post pictures of a

Unit 3: Week 1 (Lesson 19)

1. Unlocking/Vocabulary & Concept Development

Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and

Ask the following questions.

Say: Let us see if you clearly remember what PAGASA is.

Read aloud the selection.

It is typhoon signal number 1 in North Luzon.

Do I have to go to school today? Will there be classes? Almira wonders.

TYPHOON CONDITION GUIDE

Typhoo Weather Condition Class What I Can Do

1 pictures of Preschool Bring an umbrella

1. What was Almiras problem?

It is typhoon signal number 1 in North Luzon.

Do I have to go to school today? Will there be classes? Almira wonders.

Listen to the weather forecast of PAGASA every six hours.

Some banana plants may be tilted or

Some houses of very light materials (nipa

Rice and corn may be badly affected.

Large number of nipa houses may be

A large number of trees may be uprooted. Go

There may be widespread disruption of

Electrical power distribution and

Refer your pupils for group task to L19D1-Worksheet _, LM page_.Activity 197.

Lesson 19 Day 2: Decoding/Fluency/Writing

Review of Decoding Lessons Taught in Quarter 2

Skill Lesson: Words with oi and oy diphthongs

Lesson 19 Day 3: Identifying a Cause and Effect Relationship

Skill Lesson: Using Descriptive Words

Refer pupils to L19D3 Worksheet 4Activity 199.

Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives

Skill Lesson: Words with oi and oy diphthongs

Skill Lesson: Descriptive Adjectives

Read the following sentences:

1. There was a strong typhoon.

2. The big trees were uprooted.

3. There was a heavy rain.

4. The streets were flooded.

5. The small houses were destroyed.

Additional lesson on adjectives from the selection to go or not to go.

Refer pupils to Activity 203.

Lesson 19 Day 5: Fluency/Forming sentences using adjectives

Noun Linking Verbs Adjective Noun

Ex. Sandra had an expensive watch.

Show pictures and let the children describe it to form sentences.)

Refer your pupils to L19D5-Worksheet_, LM page_.

Unit 3: Week 2 (Lesson 20)

Procedures OPEN UP Decoding Lesson OPEN UP Present sentences with

Motive question selection. Direct teaching of steps on Discuss when to put

Unit 3: Week 2 (Lesson 20)

A Learning Experience for Malou

1. Unlocking/Vocabulary and Concept Development

Refer the pupils to L20D1-Worksheet_1, LM pageActivity 206__ for the Vocabulary

A LEARNING EXPERIENCE FOR MALOU

1. Who is the girl in the story?

Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives

Skill Lesson: Words and Sentences with au and ow aw diphthongs

Skill Lesson: Using Descriptive Adjectives

1. Almira has a square bag.

2. The Philippine flag has yellow

4. The Philippine flag is

Ask: What are adjectives? (describing words)

Refer your pupils to LM Activity 214A.20D4: Worksheet: LM page