Unit 2 Lesson 10: Chocolate Milk for Danny

Unit 2: Week 1 (Lesson 10)
Lesson Day 1 Day 2 Day 3 Day 4 Day 5

Parts
Literature:  Decode words with  Read words with  Read words with  Monitor and self-correct
Chocolate Milk for Danny digraph /ch/ (initial) as digraph /ch/ (final) as digraph /ch/ (1st half) one’s comprehension
Overview/ (adapted from Aesop) in chin (1st half) in catch (1st half) using scanning and
Objectives  Monitor and self-  Monitor and self- skimming
correct one’s  Monitor and self-  Monitor and self-correct correct one’s
comprehension via correct one’s one’s comprehension comprehension using
skimming (title and comprehension via using scanning(2nd half) scanning (2nd half)
text) skimming (picture)
 Appreciate how the (2nd half)
character had been
truthful to her mother
 “A Chocolate Milk for  6-framed-story board of Picture of a party Refer back to previous
Materials Danny” (Story)by: A Chocolate Milk for lessons for text to be
Dinah C. Bonao, Danny scanned and skimmed
pictures
(5 min) (10 min) (10min) (5 min) (5 min)
 Unlocking of key  Word drill and  Word drill and
words in the story using  Word drill and exercises on words with exercises on words Let pupils answer a questions
pictures and context exercises on words with digraph /ch/ (initial) as with digraph /ch/ from the selection through
 Motivation Question digraph /ch/ (initial) as in chin (1st half), see (initial) as in chin (1st scanning and skimming
 Motive Question in chin (1st half), see TG TG and LM half), see TG and LM
(skimming) and LM
Procedure
 Review 6-framed-story  Show a picture of a
(15 min)  Show 3 story board and board of A Chocolate party and ask pupils
Read-aloud of the story with ask pupils to give the Milk for Danny (10 min)
some prediction questions at general idea (10 min)
certain points Reiterate how scanning and
(10 min) (10 min)  Review how scanning skimming is done
(15 min)  Discuss how skimming is done
is done using story Discuss how scanning is  Show a recipe
Post Reading: boards done using questions
Discussion of the story, (15 min)
highlighting Almira’s (15min) (10 min) (10 min)
truthfulness to her mother Let pupils identify Let pupils share skimmed and
at the end of discussion  Distribute to the pupils Pose specific questions for ingredients and procedure scanned Information
(in groups) the next 3 pupils to answer by in preparing the recipe for
(15 min) frames of the story scanning the text (group egg sandwich (20 min)
Pair and Share: Partners board to get the general activity)(20 min)
take turns in answering sense of the frame. (25min) Ask pupils to share what they
questions. Let pupils do Q-A Activity did
(15 min)
on short selections read Allow pupils to share
 Allow pupils to share
the output of the group outputs
Chocolate Milk for Danny
Pre-Reading
Pre-Reading
1. Unlocking/Vocabulary & Concept Development

(loaf, held, bought , patted)
Show a picture of a slice of bread.

Say: This is a slice of bread. Say it again. Say slice of bread.
Show a picture of a loaf of bread.

Say: This is a loaf of bread. Say it again. Say loaf of bread.
Ask: Let us count the slices on this loaf of bread. How many slices of bread does
this loaf of bread have?
Show a picture of Almira in front of a bakery with a loaf of bread.

Say: Almira bought a loaf of bread from the bakery yesterday.
Ask: When did Almira buy a loaf of bread from the bakery? (yesterday)
What did Almira do at the bakery? (bought)
Show a picture of Almira holding the hands of her brother while leaving the
bakery.
Say: Almira held the hand of her brother after she bought a loaf of bread.
Show the picture of mother patting Almira’s shoulder.
Say: Mother patted Almira’s shoulders. When do we pat someone’s shoulder?

What do we mean to say when we pat someone’s shoulder?
Say: Let us see if you can remember the words we learned today.
Refer your pupils to LM-Activity 105 on page 112.
2. Motivation Question:
What do you want to buy from a market?
3. Motive Question:
What did Danny want to buy in the market?
During Reading
Read aloud the story. Stop at indicated points (*). Tell the pupils you will raise some
questions where you pause before continuing the story. They are to answer those
questions which will enable them to guess what might happen next.
Chocolate Milk for Danny

by Dinah C. Bonao
“Almira, please go with your brother to the market and buy a loaf of bread for
merienda,” Mother said.
Along the way, Danny stopped at one of the stores.
“Ate, please buy me that chocolate milk,” he said.

*
Ask: Where did motherask Almira to go?
Who went with Almira to the market?
What did he see along the way?
What word did Danny use to request for chocolate milk?
“We need to buy the bread first,” whispered Almira. She held the hand of his brother as
they walked to the store. Finally, they bought the bread.
“Ate, may I have my chocolate milk now?” said Danny.

*
Ask: Will Danny be able to enjoy the chocolate milk?
“Sure, I still have my change here.”
They walked home while Danny enjoyed the chocolate milk.
“Were you able to buy the bread?” asked mother.

*
Ask: Where did Almira get the money to buy the chocolate milk?
Will Almira be honest in telling the truth about the change?
“Yes, Mother,” replied Almira, “but I’m sorry, I don’t have the exact change. I bought
chocolate milk for Danny without asking your permission.”
*
Ask: How will mother respond to Almira’s remark about the change?
“ I’m proud of you for telling the truth. I know how much you want your little brother to
be happy,” Mother said as she patted Almira’s shoulder.
Post Reading
1. Discussion Questions
Ask the pupils to answer the following questions orally.
1. What is the title of the story?

2. Who are the characters in the story?
3. Where did mother ask the children to go?
4. What did Danny want to buy?
5. What did her sister say?
6. Before going home, was Danny able to get what he wants? Why?
7. Why did Almira say I’m sorry when they got home? Do you think it is
important? Why?
8. What was mother’s reaction? What did she say?
9. In what other ways can you show that you are telling the truth?
2. Engagement/Enrichment
A. Pair and Share

Let the pupils share with a partner instances in their own life when they told the truth and
said they were sorry for what happened. Each partner will take his turn sharing his
experience. Go around and monitor if the pupils are doing the task correctly. Allow them
to use their native language if needs be in their sharing or ask you how to say it in
English if they so desire.
B. Draw your favorite character. Write two sentences about him/her.

Refer your pupils to LM- Activity 106 on page 113.
Day 2
Decoding/Fluency Digraph ch as in chin and catch /
Writing/Skimming
Review/Introduction
Say: Remember the story we read yesterday? What did Almira buy for Danny in the
market? (Chocolate milk)
Note: Write the word chocolate on the board and underline “ch”. Let the pupils read the
word chocolate.
Ask: What are the underlined letters? (ch)

Say again the word chocolate (emphasize /ch/) .
Ask: What is the sound of ch in the word chocolate?
Let the pupils sound /ch/. If they can’t produce it, model how.
Say: Let’s have two more words from our story?
change much
Write the words change and much on the board. Ask volunteers to underline ‘ch’. Read
the words and let the pupils say them after you.
Modeling/Teaching
Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can you
hear /h/? A different sound is given to ch. The sound of ch is /ch/.
Let the pupils sound it three times.

Model reading the words and let the pupils read after you.
Teaching Chart: Words with /ch/
chips check Chop choose

chin chest chocolate chew
chick cherry Chair cheese
chicken champ
children
Activity
Say: Now let’s identify the pictures by completing the words with ch. Read the words,
then the phrases and the sentences with /ch/ in that order.
Refer the pupils to LM Activity 107 on pages 114-115.
Lesson: Skimming (2nd half)
1. Presentation/Introduction
Show the first three story boards one by one to the pupils and ask them questions about
the story to come up with the general idea. All answers are correct and acceptable. Write
the answers of the pupils on the board by completing the sentence below and read them
for oral fluency.
1. Look at the pictures.
2. What do you see in the pictures?
Story Board No. 1 Story Board No. 2 Story Board No. 3

Almira with younger Almira and Danny are Almira and Danny got
brother Danny wave on a highway waiting off in front of a
goodbye to their mother. for a jeep. grocery store.
1. Modeling/Teaching
Show the first story board. Ask the pupils to look quickly at the pictures and give the big
idea. Tell them that the activity that they did is skimming.
2. Guided Practice
Show the other two story boards one at a time. Ask five to ten pupils to share their ideas
about the pictures. Write all the answers of the pupils on the board. Let them read the
questions aloud and allow them to respond to the questions using the correct intonation.
Distribute to the pupils in groups the next three frames of the story board to get the
general sense of the frame. Ask each group to give their opinion about the pictures given
to them. Write their answers on the board.
4. Independent Practice
Refer your pupils to LM- Activity 110 on page 118.
Lesson 10 Day 3: Scanning Pictures to Answer Question

Final Digraph /ch/
Skill Focus: Reading words with final consonant digraph /ch/ (1st half)
A. Oral Reading of words with digraph ch (initial). (See teaching chart used previously.)
B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or
demonstrate the meaning of each word before reading.
catch much bench

scratch such sketch
watch bunch reach
branch rich
ranch inch
1. Guided Practice
Say: Work with your seatmate. Read each word with your partner and match the
words with their pictures.
Refer your pupils to LM-Activity 111A on page 119.
Refer your pupils to LM-Activity 111B on page 119.
Skill: Scanning Pictures to Answer Questions

1. Presentation:
Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have you
seen a container of chocolate milk? What information can you see from its box?
Let us know the information in the chocolate milk drink tetra pack. (See to it that you
have an enlarged copy of this picture. Large enough that everybody can see the
information contained in the box. They may be provided with a copy.)
2. Teaching/Modeling
Guide the class to locate the answers in the following questions.
1. What is the name of the chocolate drink? What kind of drink is on the
picture?
2. Where was the drink made?
3. When will the drink expire?
4. What minerals can we get from this drink?
3. Guided Practice
Divide the class into three groups.

Day 4: Skimming and Scanning Other Reading Materials
Skill focus: Initial and Final Digraph /ch/ (1st half)
Refer your pupils to LM-Acivity114 on page 123.
Skill focus: Skimming and Scanning Other Reading Materials (2nd half)
Show a picture of a “Birthday Party”
Ask the class to look at the picture. Let the pupils answer the questions.
 What do you see in the picture?

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

1. Did you enjoy listening to the story “ Chocolate Milk for Danny”?
2. What part of the story do you like most?
3. Who is the character you like best?
4. What lesson did you learn from the story?
5. Did you go fast over the pictures in each set to find out what it is all about?
6. Did you go fast over the text to find out specific information?
Tell the pupils that in the previous activities, they used skimming and scanning to
understand the lessons.
Say that this time they will study further on skimming and scanning
Skimming is reading at the fastest speed where the eyes keep floating over the reading
selection to locate information.
Scanning is reading moving your eyes. Quickly down the page to find one specific detail.
This will lead you to find a single fact, date, name or word in a text and find that you
need.
Guided Practice
Have the pupils identify what skill they will use in locating information from a given
situation if they want to find specific information and if they want to have a general idea
of what it is all about.
Parts
 Monitor and self-correct  Decode words with  Use action words in  Use action words in simple
one’s comprehension using consonant digraphs: /ck/, simple sentences sentences SUMMATIVE
questions TEST
/th/, and /ph/  Decode words with  Decode words with consonant
Overview/  Use graphic organizers  Decode words with consonant digraphs: digraph /sh/
Objectives to show understanding consonant digraph /sh/ /ck/, /th/, and /ph/  Decode words with consonant
of texts  Decode words with digraphs: /ck/, /th/, and /ph/
consonant digraph /sh/
 A copy of the comic strip  Picture frames showing the  Pictures of action words  A cartoon image in 3 frames of a girl
“Bantay and Tagpi” by major events of the literature from the literature for day losing hair
Materials  Sentence strips with action words
Roderick Motril Aguirre for day 1. 1.
 Flash cards of words to be  Flash cards of verbs to  Trish and Her Wish
decoded (consonant digraphs match the pictures.
(10 min) (5 min) (10 min) (15 min)

Let pupils…  Let pupils arrange the picture (Show pictures of Tagpi and 1st half
 Analyze pictures showing frames based on the Bantay in motion)  Drill on words with consonant
HONESTY sequence of events of the  Let pupils tell what Tagpi digraph /sh/
 Answer the MOTIVATION literature for DAY 1. and Bantay are doing as  Read the short story “Trish and Her
Procedures QUESTIONS to process shown in each picture. Wish” and answer WH- questions.
the pictures (Facilitate pupils answer by 2nd half
 Ponder over the MOTIVE posing leading and funneling  Review action words through
QUESTION questions) reading of sentence strips.
(15 min)
(Show a picture of Tagpi with
labels of his body parts.)
 Have pupils focus on the Drill on words with final
(20 min) words back, teeth, and thigh consonant digraph /sh/ (10 min)
 Have the pupils read the (Discuss how to decode
comic strip. Make them consonant digraphs with final (15 min)  Review verbs by acting out its
stop at strategic points and and/or medial/initial /ck/, /th/, (Discuss what action verbs meaning.
let them answer questions and /ph/.) are)  Let the pupils identify action words
to help them monitor their  Act out some verbs. (TPR) posted on the board.
comprehension. Use the sentence with the word  Using the examples, allow pupils to
SHOUT from the story to introduce further understand how action verbs
lesson on words with consonant are used in a sentence.
digraph /sh/
(10 min)
(10 min) Read words with initial consonant  Have pupils act out the
 Let pupils answer the digraph /sh/.. word you will say. (10 min)
comprehension questions  Teacher chart exercises on
identifying action verbs in a
sentence.
 Guided practice on using verbs in
(20 min) simple sentences
(10 min)  Have pupils practice sounding (15 min)
 Then, have them complete out words with consonant Have the students…
the character map to yield digraphs
the concept of honesty  Let them complete the words  Accomplish the letter-
by making them write the scrambled words sheet (15 min)
missing consonant digraphs. using picture clues  Allow pupils to work in groups. Ask
Have them match the each group to write 2-3 sentences
completed words to the about the pictures to be given them.
correct pictures they
represent.
 Guided Practice
Activity on words with
(10 min)
 Let the pupils accomplish the
consonant digraph activity
sheet in their LM.
 Independent Practice
Activity on words with

Bantay and Tagpi
Pre-Reading
Unlock the word ‘honesty’ using pictures that show the concept and definition of this
word.
Say: Look at these pictures. (girl and boy cheating in class, a boy returning a wallet to
the owner).
Ask: Who does/do the right thing? Why?
When you return something that is not yours to the owner, you are honest.
2. Motivation Question
Which picture shows a good deed?
3. Motive Question/Statement
Say: Today we will read a comic strip about “Bantay and Tagpi”. These two dogs are
best of friends. Which of the two dogs learned the value of HONESTY? Let us find out.
Open your LM to page ___.
While Reading
Explain to the students that you will be stopping them at a certain frame in the comic
strip to ask or entertain questions from them.
Say: I will be stopping you at a certain frame to ask you some questions. I will also
answer questions from you if you need some clarification/s about the frames you have
just read.
FIRST STOP (Frame 4)

 How would you describe Bantay? How is he as a friend?
 Why did Bantay stop laughing when he saw Tagpi trip over the bones?
 How would you describe Tagpi? Is he a happy dog? What can you say about him
from his remarks about Bantay’s huge collection of bones?
SECOND STOP (Frame 9)

 What did Bantay and Tagpi do?
 What happened after their play?
 What did Tagpi do?
 What did Bantay find out when he got back to his collection of bones?
THIRD STOP (Frame 13)

 What happened to Tagpi?
 What was his reaction?
 What did Bantay do?
 Were they able to find the stray dog and Tagpi’s new blanket?
Post Reading
a. What was Bantay’s problem in the story?
b. What was Tagpi’s problem in the story?
c. What did Bantay do to help Tagpi?
d. What did Tagpi learn in the story?
2. Engagement/ Enrichment
Let the pupils accomplish the character map sheet on the character assigned to them.
Character map is a type of graphic organizer that helps pupils describe in detail the
character in the story they read. It also facilitates how they may organize their
thoughts and ideas.
Say: Accomplish the CHARACTER MAP for the character I will assign to you. Students
seated on the right are to accomplish the character map for Bantay. Those sitting on the
left are to work on the character map for Tagpi.
Lesson 11 Day 1: Decoding/Fluency/Writing

Consonant Digraph /ch/, /th/ and /ph/
1. Presentation
Have students arrange the picture frames based on the sequence of events in “Bantay
and Tagpi”.
Say: Turn your LM to Activity 119. Number the pictures based on the sequence of
events of the comic strip we read yesterday.
2. Modeling
Show a picture of Tagpi with labels of his body parts.
Say: These are Tagpi’s body parts. I will read each word and you repeat them after
me.
Point to the word when you read it then the part of the body it labels. Discuss how to
decode consonant digraphs in final or medial or initial position /ck/, /th/, and /ph/.)
Say: Now, look at this words that I will underline. (Underline the words back, teeth, and
thigh).
Say: The first word ends with the letter c and k but they only have one sound /k/.
Have pupils focus on the words back, teeth, and thigh.(Have students say the letters
aloud and then give the sound /k/ of the consonant digraph ck.
Say: The second word ends with letter t and h but they only have one sound /Ɵ/. When
the word begins with the letter t and h you also give th only one sound /Ɵ/. Let pupils
repeat the sound.
Write another word: photo.
Say: Now this word is read as photo. Have pupils repeat the word. This word begins
with the letters p and h but they are given only one sound /ph/ or /f/. Have pupils
produce the sound.
3. Guided Practice
Call attention to and have the pupils practice the single sound given to the consonant
digraphs ck, th, and ph. Then let them complete the words by writing on the board the
missing consonant digraphs for each word. Have them match the words with the
pictures they represent.
Say: I have here on the board a list of words and pictures they represent. I will read
each set of words three times. On my first reading just listen to me read the words. On
the second time, I will read each word and repeat after me. On the third time, you all
read the set by yourselves. We will do the same thing to the next to the next two sets of
words.
/ck/ /th/ /ph/
picture duck picture thirty picture pharmacy
picture clock picture cloth picture Philippines
picture lock teeth picture telephone

picture
picture sack thigh picture photo

picture
Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1st half)
1. Review/Presentation
Say: Who was Tagpi’s friend in our story yesterday? (Bantay) Let’s have this sentence
from the story.
Tagpi shouts out to Bantay.
Write the sentence on the board and let the pupils read it.
Say: What did Tagpi do to Bantay? (shout) Write the answer on the board.
SHOUT
Underline sh. Say: The word shout has sh in the beginning. It has one sound. What’s
the sound of sh? Let the pupils sound it. If they can’t sound it, model the sound and ask
them to sound it three times.
Say: Let’s have more words with sh. Let the pupils read the words in a teaching chart.
Make sure that the pupils know the meaning of each word through vocabulary
development activities such as pictures, action and context.
Teaching Chart: Words with sh
ship shell shack shop

shift shed shall shore
shrill shelf shape shock
shine sheet shake shut
3. Guided Practice
Refer the pupils to LM Activity 121A.
Refer the pupils to LM Activity 121B.
Lesson 11 Day 3: Using Action Words in Simple Sentences
Skill Lesson: Final Consonant Digraph /sh/ (1st half)
1. Flash cards with words with initial consonant digraph /sh/, see teaching chart.
2. Show words with final consonant digraph /sh/. Model reading the words. Make
sure that the pupils know the meaning of each word through vocabulary
development activities such as pictures, action and context.
Teaching Chart: Words with sh
ash splash brush wish

crash smash crush fish
flash clash rush dish
trash wash bush finish
3. Guided Practice
Refer the pupils to LM Activity 122.
Skill Lesson: Using Action Words in Simple Sentences (2nd half)
Show pictures of Tagpi and Bantay in motion.
Say: What are Tagpi and Bantay doing?
Let the pupils observe each picture and allow them to give verbs that describe Tagpi
and Bantay?
Say: Let’s have picture 1. Where is Tagpi? What is he doing? (running) Let’s have
picture 2? What is Bantay doing? (playing)
Highlight pupils’ answers by writing the words on the board.
Use the pupil’s answers as springboard to the lesson about verbs.
Say: Your answers are correct. These words are called action words or verbs.
To improve the listening and speaking skills of the pupils, employ the “Teach-Ok”
technique from Whole Brain Teaching. (This technique is a variation of Direct
Instruction and facilitates TPR) Here’s how this is done.
1. Have the pupils count off 1 with the pupil next to him/her saying
2. Tell them you will be saying these words Class, Teach, Switch. They are to do
something after those words are said following this script for each of the
sentences in the template.
Teacher: Class
Pupils: Yes
Teacher: (Says one of the sentences in the template and claps twice.) Teach!
Pupils: (Clap twice) Ok!
Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said.
Teacher : Switch!
Pupils: Oh! Switch!
Number 2 pupils (Repeats to number 1 pupils what they said.)
3. Template of the sentences to be said one at a time using the above script for each
sentence.
a. Verb is an action word.
b. The word “play” is an action word.
c. “Play” is a verb.
d. The word “run” is an action word.
e. “Run” is a verb.
In doing the WBT technique, let the pupils act out the verbs whenever they mention
each word. Model the gesture.
Say: What is verb? Is the word play a verb? (Yes) Why? (Because it’s an action word)
Is the word run a verb? (Yes) Why? (Because it’s an action word)
Say: Let’s have more examples of verbs.
Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupils
read each verb.
Picture - walk (Pupils read)
Picture - eat (Pupils read)
Picture - sit (Pupils read)
Picture - eat (Pupils read)
Picture - talk (Pupils read)
Picture - think (Pupils read)
3. Guided Practice
Read and Show
Say: I will use verbs in a sentence. Read the sentence and whenever you read the verb,
I want you to act it out. (Teacher models the activity)
(Sentences should be illustrated to facilitate pupil’s comprehension.)
Ana hops. The janitor cleans.
Alex sings. The scouts work.
The pupils read together. The kids dance.
The teacher writes. Ricky drives.
My pet cat plays. Raymond swims.
Say: I will show you some pictures. Identify the verb shown in every picture by
unscrambling the letters in the sentence.
Skill Lesson 1: Consonant digraph /sh/
1. Introduction
Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3)
Say: Let us read the words with /sh/ which were given to you last time. (Allow pupils
to alternately read the words.)
2. Modeling
Model reading the story Trish Has a Wish. Alternately read the story with the pupils.
Then allow a volunteer to read the story. Refer to LM Activity 125 for the copy.
3. Guided Practice
Answer WH- questions about the story
Pupils draw the dish of Trish and let them write something about their drawing.
Skill Lesson 1: Consonant digraphs /ck/, /th/, and /ph/
1. Presentation/ Introduction
Flashcard drill on consonant digraphs /ck/, /th/, and /ph/ (previously learned words on
Day 2
Say: Let us read the words with /ck/, /th/, and /ph which were given to you last time.
(Allow pupils to alternately read the words.)
Let pupils match words with pictures to develop vocabulary of words with consonant
digraphs /ck/, /th/, and /ph. Refer to LM Activity 126.
2. Modeling/ Teaching
Model and give more exercises on words and phrases with consonant digraphs /ck/, /th/,
and /ph. Refer to LM Activity 126A.
3. Guided Practice
Write words and phrases with /ck/, /th/, and /ph. Refer to LM Activity 126B and C.
Write phrases and sentences with words with /ck/, /th/, and /ph. Refer to LM Activity
127.
Skill Lesson 2: Use action words in simple sentences.
Review pupils on action words introduced in Day 3 by allowing them to read words and
phrases with action words
Say: Let us read the following sentence-strips.
Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
Re-state the meaning of verbs.
Go back to sentences posted on the board and allow pupils to identify the verbs. Ask
them why those are verbs. Be sure that the pupils say that those are verbs because they
are action words.
Ask: What is the action word in the each sentence? Why do we call them action words?
Ask the class to do the actions signaled by each action words. Ask: Did you show
action to describe the meaning of each action word? Say: Action words are also called
verbs.
Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
Say: If we are going to remove the action words, what would the group of words
mean?(Emphasize that verbs play an important role in completing sentences.)
3. Guided Practice
Let the pupils have more Teacher Chart Exercises on identifying verbs.
Tagpi tumbles down on Bantay’s collection of bones.

Bantay greets Tagpi.
Tagbi bounces up and down around Bantay.
Bantay and Tagpi play with the ball on the grass field.
He drops the ball.
Refer to Refer to LM Activity 128 for the additional guided practice on using verbs in
simple sentences.
Allow pupils to work in groups. Ask the groups to write 2-3 sentences from pictures
given to them.
Say: In your groups, you are going to write 2-3 sentences telling about the pictures you
are holding.
Allow pupil to write one sentence on a picture shown.
Say: This time you are going to write a sentence on the picture shown.
Lesson Parts
Day 1 Day 2 Day 3 Day 4 Day 5
Literature: “The Honest  Note details in a given text  Use action words in simple  Write at least 3 sentences  Read and write words with
Woodman”  Read and write words with sentences  Read and write words with long vowel /a/ in simple
Overview/  Appreciate the importance the long vowel /a/ in simple  Read and write words with long vowel /a/ in simple sentences
Objectives of honesty stories long vowel /a/ in simple sentences  Write at least three
stories sentences
 Pictures of wood, axe,  L12D2 Worksheet1 & 2 LM  Pictures of school gate,  Flashcards
fairy, reward page _ dark cave, date, man  Activity charts
 Copy of the story “The  The Story Guide Chart shaving
Materials Honest Man’  Picture of cake and lake
 Honesty Character  Detail Wheel Game Chart/
Award Board
Pre-Reading Introduction/ Presentation: Introduction/ Presentation: Presentation/ Introduction Introduction
 Have a flashback of the  Post the Pupil of The  Do energy check to get
Procedure  Present key words  Allow pupils to study and story The Honest Man Month Chart and the attention (Thumbs Up/Down
through pictures and read the Guide Sheet through acting it out with poster about honest and Activity)
word clues selected pupils ask pupils about what
Modeling/Teaching: they can say about what Modeling/ Teaching
Reading they see  Re-state important points in
 Post and allow pupils to Modeling/ Teaching writing declarative sentences
 Read aloud and stop at answer the Guide Sheet Modeling/ Teaching by providing activities from
strategic points and ask questions  Discuss verbs  Post pupils’ responses on various sources
questions to predict the  Do Action Word Wheel the Responses Chart
succeeding part of the with the pupils  Reiterate that the poster  In pairs, let pupils decide
story Guided Practice:  Allow pupils to answer about honesty, Pupil of what among the group of
Action-Word-Sentence the month chart and words are declarative
Post Reading  Do Detail Wheel Game Chart headlines are different sentences
with the pupils  Flashcard Drill on Brain sources to get information  Allow the pupils to read their
 Talk about the story read  Flashcard drill on Brain List work
through discussion List  Read “Cake for Kate” and  Allow pupils to study
questions  Show picture of cake and answer discussion responses chart
lake for phonics lesson question  Let pupils know how
Independent Practice:  Show picture and pupils declarative sentence are
read sentence about the written  Flashcard Drill on Brain List
 In a group, make a  Explain Jake and Kate pictures shown  Flashcard Drill on Brain  Read words, phrases and
certificate of appreciation showing acts of honesty  Do ‘Does It Make Sense’ List sentences with long vowel
for a class member  In groups write answers by arranging words to  Read words, phrases and /a/ in simple sentences
considered to be honest on Detail Chart make a sensible sentence sentences with long  Do ‘Does It Make Sense’
 Allow the pupils to award vowel /a/ Activity on words with long
the certificate  Do memory lane on words vowel /a/
with long vowel /a/
The Honest Woodman
Pre-Reading
( Before the class begins, select among the pupils who will act out the scenes
between the Fairy and Caloy)
Say: Let us start with the BIG WORDS. These BIG WORDS are connected
with the story we are going to read. How shall we find out what these BIG
WORDS mean?
Say: We are going to play a Tickling mind game. Here are the steps in the
game.
 Listen to the clues about the word.

 Show Thumbs Up if you have the answer.
THE BIG WORDS
wood axe fairy reward
Show pictures of wood, axe, fairy

Say: Please pay attention as I say the clues/show picture of the word. Ready?
I’m thinking of a word that sounds like food. This four-letter word starts with
letter w. The word is ____________. ( wood) (show picture of wood)
I am thinking of a word that names something bigger than knife. It is used to
cut wood. This is a three-letter word that has ( e, a x). The word is _______.
( axe) ( show picture of axe)
I am thinking of a kind lady with magic wand. She is powerful. The five-letter
word starts with an “f” and ends with y.
I am thinking of a word that means a thing like a gift or good words you get when
you do something good.( Show picture of a fairy giving something for the man)
Let us read these words: wood, axe, fairy and reward
We will hear these words from the story I am about to read to you.
2. Motivation:
What is your favorite toy? What would you do if you lost your favorite toy?
Elicit answers from the pupils. Write their responses on the board.
3. Motive Question:
Say: The character in the story we have for this day does not have a toy he
truly loves. He has a very important tool his AXE. He has been using his axe
to earn a living for the family.
What if he lost his axe? What would he do? Let us find it out.
Read the story aloud .Stop at strategic points and ask questions.
The Honest Woodman
Adapted by Esperanza Diaz Cruz
Once, a poor woodman named Caloy went to the forest which was on the side
of a deep river. He was working all day long and he was tired. (Demonstrate
how it is to be tired.)
Suddenly his axe slipped from his hand and fell into the water. (Act it out before
the pupils)
"Oh! I have lost my axe," he cried. "I have nothing to use to earn my living!
What shall I do? The river is very deep and I am afraid to dive into it. Who
can help me?"
Stop and Ask: Who do you think would help the woodman? How would he do it?
Faye, a good fairy, heard the poor man's cries and appeared before him.
"What’s the matter, poor woodman?" she asked. "Why are you so sad?"
Caloy told her what happened and Faye promised to help him.
Stop and Ask: What would the fairy do? Can you guess?
She dived into the river and brought up a golden axe. "Is it yours?" she asked.
( Ask the girls in the class to say this line “Is it yours?”)
"No, that is not mine," answered Caloy.
( Ask the boys in the class to say this line-“No, that is not mine”)
Faye dived again and this time brought up a silver axe.
"Is it yours?" she asked, ( Remind the girls to say the line-“Is it yours?”)
and Caloy again answered "No."( Remind the boys to say the line-No.)
Stop and Ask: What do you think would the fairy do?
So Faye dived a third time and this time brought up the axe that had slipped
from Caloy's hand. "That is my axe," he cried . "Now I can work again."
Happy with Caloy’s acts, Faye gave him the two axes as a reward.
4. Post Listening Discussion

Have the pupils discuss the story in class.
1. Who came to the forest?
2. Why did he go to the forest?
3. What happened to his axe? How do you think the woodman felt?
4. Who helped the woodman?
( Act out the scenes between Caloy and the Fairy)
5. Did the woodman get the axe that was not his? Do you think Caloy did the
right thing? Why do you say so?
6. Why do you think Faye the fairy thought of giving the three axes to the
woodman? If you were the fairy would you do that, too? Why?
7. Do you think you are an honest person if you do not get the things that are
not yours? Why?
5. Post Listening Activity
Form groups of five. Say: Be creative in naming your group. Make a

Certificate of Appreciation for a class member whom the group believes showed acts
of honesty. Your group is expected to:
1. Give everyone a chance to make suggestions about the person/persons

whom the group thinks has been so honest
2. Talk together about what the certificate should look like and what it should
say.
3. Decide as a group who deserves the Certificate of Appreciation award
Certificate of Appreciation
for
_____________________________________________
for returning the_______________________
You are such an honest person.
Signed by: Write the name of each member for each one to affix his/her signature
above his/her name.
4. Have a mini-program and do the actual awarding of the Certificate of

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

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

Read and write long vowel /a/ in simple stories.
Say: How does everyone feel today? Let us know.

We will have a flashback of the part of the story that we liked.
May I call two pupils to act out the fairy’s part from the story.
Partners who will act out the scenes of the woodman and the fairy should have
been informed about the activity before the class begins.
Say: What did the pair do?
Elicit answers from the pupils.
Say: What have you observed with the highlighted words used in the sentences?
The axe slipped from his hand and fell into the water.
Faye dived into the river.
Elicit answers from the pupils and write their answers on the board.
Say: The words are examples of action words.

They show action that is done by the doer.
Let us have more examples.
Jake bakes a cake. What does Jake do?
Kate eats the cake. What does Kate do?
Pat sits on the rug. What does Pat do?
The nun runs under the sun. What does the nun do?
Let us be more engaged by doing this ACT IT OUT activity.
Say: I will show word cards. Read them and carry out or do the action mentioned in
each word.
walk run sing bark eat hug hum
Remember, action words are doing words.

They denote some actions if we see them in sentences.
3. Guided Practice
(Teacher prepares an Action Word Wheel.)
Say: We have another game for action words. Let us use Action Word Wheel.
Form groups. Be creative in giving names for your groups.
How to start the game:

a. Call a pupil to spin the wheel to reveal an action word.
b. Let them act out the word by group.
c. Then, have them come up with a sentence using that word.
Refer to LM Activity 133 on page 155.
Part B: Phonics/Word Instruction

Flash BRAIN LIST for fast reading ( flash words one by one)
run fog wash wish bake Jake
fun jog cash fish take Kate
fall mash dash dish make mate
tall rash
Say: Let us read these sentences again.
Mom, Kate and Jake baked the cake.
Who baked the cake?
Jake, Kate and Dave went to the lake.
Who went to the lake?
Mom, Kate, Jake and Dave ate the cake.
Who ate the cake?
This time show pictures of: , (show a sentence while flashing the picture)
School Dark cave Date ( June Man

Man
gate 13) shaving
shaving
The school The cave is The date of your Dad shaves the
gate is open. dark. birthday is June hair in his chin.
13.
Read these words.
Say: Gate and date have this pattern
Say: Cave and shave have this pattern
m/a/te g/a/ve
l/a/te D/a/ve
d/a/te
4. Guided Practice
Work in groups. Each group should have five members. Do the Does it Make
Sense activity?
Arrange the words in order to make a meaningful sentence.
Groups 1-3 – Dave, cave, go, Kate , to, the
Groups 4-6- Jake, Kate, cake, Mom, gave , the
Present group outputs in class.
Lesson 12 Day 4: Write at least 3 sentences from various sources

(declarative)
Read and write long vowel a in simple sentences
Use of punctuation mark (.)
Say: Hello kids! Is the energy level still high? How do you feel about honest person?
We praise people who showed acts of honesty. Right? And in most ways, we
appreciate them.
Let us take a close look at these.
Pupil of the month: Honest Person
Pupil of the month: Honesto Katapatan
Age: 9 years old
Good work shown: Returning the wallet he saw at the gate
Reward: certificate of appreciation
Poster about honesty
( for the illustrator – draw a girl who returned the 50 peso bill she saw under her
desk to her teacher)
Honest driver returns laptop,15k cash
Say: What can you say about the Pupil of the month chart? poster? headline?
Describe each text shown.
While pupils give description about the texts, teacher writes their answers on
the board.
Post pupils’ response on OUR RESPONSES CHART.
Separately write the sentences from phrases

TEXTS OUR RESPONSES
Pupil of the month chart
Poster about honesty
Honest driver returns

laptop,15k cash
Say: The Pupil of the Month Chart, poster about honesty and the headline are
different sources we can possibly use to get information.
In order to get information from available texts , ask yourself questions like:
What is the text about?
What does it show?
Who is in the text?
How can I say the idea of the text in my own words?
To present information clearer, we use declarative sentences.
1. Honest driver gets a reward.

Is the idea clear? Does it express complete thought? How does it start and
end?
How about in items 2 and 3. Ask: Does it express a complete thought?
How does it start and end?
2. Honesto Katapatan received
3.Returned the fifty peso bill to her teacher.
Say: Item 1 is an example of a declarative sentence.
Items 2 and 3 are examples of phrases.
3. Guided Practice
Let us study the OUR RESPONSES CHART.
Example:
Phrase Sentence
an honest boy Honesto Katapatan is honest.
an honest driver
The driver is honest.
What do you notice with the words under column Phrase?
Does it express complete thought?
Ask: How are declaratives formed?
Say: A declarative sentence states an idea. It does not give command nor request.
It does not ask a question either. It ends with a period(.)
Flash BRAIN LIST for fast reading ( Flash one by one some words that pupils have
learned in previous weeks)
Say: Let us read these phrases.
the side of the lake
bake a cake
rake the grass
make a wish
wake up early
at a school gate.
( show pictures of cape, nape,grape,shape)
Say: Let us read the sentence under each picture.
cape nape
The cape is black. The nape of his neck has hair.
shape grapes
The shape of the table is square. I like to eat grapes.
Say:Let us study these words: It also follows a pattern.
c/a/pe
n/a/pe
t/a/pe
gr/a/pe
sh/a/pe
Let the children do the MEMORY LANE activity by completing the sentences to make
a story by arranging the jumbled words inside the parenthesis.
Refer the pupils to LM Activity 134 on page 155 for the writing to learn activity.
Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative)
Say: Hello Kids! How’s the energy level today? Show THUMBS UP if you feel great
today and THUMBS DOWN if you are a little bit sad.
Let’s have fun through this THUMBS UP and THUMBS DOWN activity.
Show Thumbs Up/Thumbs down hand signal if the actions display

honesty/dishonesty.
Examples:
Mateo misspelled the word but he said it was correct.
Almira admitted that she was late going to school.
Mateo ate the food that was not his.
Almira returned the purse that was not hers.
The children gave the purse to their teacher.
Say: Look at this cartoon. Think what it is about.
Have the pupils share their ideas.
Say: We have here a verse about honesty: “It is always good to be honest in words
and in actions.” Think what it is about.
Have pupils express their ideas about the verse.
Say: We have here a public announcement.
Our school is looking for the most honest grade three pupil in your class.
S/he should have shown acts of honesty. If you believe your classmate is
or if you believe you are honest then visit the office of the guidance
counselor on Tuesday, December 8.
Say: Think what it is about.
Write pupils’ responses on the board.
3. Guided Practice
Say: Let us pause for a minute. Take a close look at your responses.
This time you are going to work in pairs.
Decide which declarative sentences from the responses are.
A verse about Cartoon Public Announcement

honesty
Description
Say: Let’s read your answers.
Flash the BRAIN LIST for fast reading.
/a/ke pattern / a/te pattern /a/ve pattern /a/pe
bake gate save cape

cake late gave tape
make mate Dave nape
lake date cave
sake Kate
rake rate
wake
Let us read and answer the questions orally.
Refer the pupils to LM Activities 135-136 on page 156.
Say: This time let’s look at this long /a/ pattern in these words.
/a/se /a/ne
case lane
base cane
vase mane
chase pane
Activity: Refer the pupils to LM Activity 137A on page 157.
Explain the meaning of each word. You can show picture or act out if possible the
meaning of the word.
Show pictures of a vase ( flower vase), cat chasing rat , mane ( hair on the neck of a
lion), pane ( sheet of glass in window), pedestrian lane
Demonstrate lane, cane, base
Activity: Refer the pupils to LM Activity 137B on page 157.
Say: Work in pairs. Let us do the “Does it make sense?” activity.
Refer the pupils to LM Activity 137C on page 158.
Form the groups of L, O, V, E.
Groups L and O: A yell for the person who showed honesty

(Arrange the word to form a yell)
First line: honest, true, and, stay

Second line: you, everyone, trust, will
Groups V and E: A two-line song about honesty( Adapt a tune)

Arrange the words to make a song
First line: be, to, honest, good, is

Second line: not, be, try, just, but, to, should
Lesson Parts
Literature:  Note details in a given  Tell the main idea of a  Form and use the past  Write at least three
Preparing for the Big Day by text (plot) short paragraph (story tense of frequently sentences from various
Overview/ Ivy M. Romano  Long vowel word ending theme) occurring regular verbs familiar sources
Objectives  Get the general sense of in silent e: as in bake  Long vowel word ending (-ed)  Use appropriate
the story in silent e: as in bake  Long vowel word ending punctuation marks (?)
in silent e: as in bake
 Copy of the story  Teaching chart about plot  Ladder of Events graphic  Party hat (see sample in  Authentic invitation card,
“Preparing for the Big as element of a story organizer TG picture of a birthday party
Day”  Copy of the story “The Big  Sample planner
Materials  Sample calendar Day”
Pre-Reading Introduction/ Presentation Introduction/ Presentation Presentation/ Introduction Presentation/ Introduction

(5 min) (5 min) (5 min) (15 min)
Procedures  Word drill and exercises (5 min)
 Vocabulary Development 1st half  Word drill and exercises on words ending in silent
using Context Clues on words ending in silent e: long /a/, see TG Show a picture of a birthday
Word drill on words ending in e: long /a/, see TG party and ask the pupils if they
 Show a calendar to the silent e: long /a/  Present regular verbs have experienced attending
class and ask them WH-  Allow the pupils to recall used in sentences. Verbs such.
questions to build on 2nd half the story “Preparing for the are in present and past
prior knowledge  Recall the story “Preparing Big Day” by completing the form shown in a two- Modeling/ Teaching
for the Big Day” by ‘Ladder of Events’ graphic column table. (15 min)
Reading answering WH- questions organizer  Allow pupils to work in pair
(20 min)  Post pupils’ answers on and list down common Show an invitation card. Discuss
the board verbs they know. the details written in the invitation
 Read the story using (10 min) card using wh-questions
DRTA approach, then Modeling/Teaching: (20 min) Modeling/ Teaching
allow pupils read by  Let the pupils brainstorm (10 min) Guided Writing
group and then whole  More word drill and about the big day in the
class approach activities on words ending story  Discuss frequently (15 min)
in silent e: long /a/, see TG  Reading the story “The Big occurring regular verbs
Post Reading Day” Through modeling, construct
(15 min)  Discuss plot as element of basic wh-questions from the
a story by answering given text.
 Allow pupils to answer questions about the story (15 min)
(Discussion on wh-questions)
questions about the story (15 min) Ask the pupils to make a Independent Group Practice
to allow complete grasp birthday hat and write an (15 min)
of the story Group Activity  Answering action word on it. Then, let
Comprehension Questions each pass the hat to the By group, construct three basic
(15 min) about the story person on the right and have wh-questions using any of the
(10 min)  Discuss themeas element him/her write its past form. given stimuli.
 Let the pupils draw and of a story
write a sentence about a  Allow pupils to prepare (Teacher modeling)  Birthday card
gift they want to receive song and dance group  School announcement
on their birthday. presentation about the Independent Group Activity  Warning along the street
events in the story Independent Practice
(20 min) (10 min)
Independent Group Activity
(15 min)  Based on the planner,
construct five simple
Presentation of outputs Allow pupils to present other sentences with regular
themes of the story through verbs that tell what Gab
chant, poster, song, skit and did in the past.
poem
Preparing for the Big Day
Pre-Reading

(excited, relative, planner)
Using context clues, allow pupils to give the meaning of the underlined word.
1. Ana will celebrate her birthday tomorrow and she feels excited.
a. sad b. happy c. frightened
2. Alex is my cousin. He is my relative.
a. enemy b. family c. best friend
3. My mother writes our daily activities on a planner.
a. diary b. storybook d. schedule notebook
Say: Let us see if you remember the words we learned today.

2. Motivation Question:
Show a calendar to the class and ask the questions below. Make sure to use a recent
calendar showing the year and the month with complete number of days.
 Who has a calendar at home?

 Why do we use calendar?
 What is the importance of it?
3. Motive Question:
Why do you think Ana prepared so much for the big day?
During Reading
Read aloud the story and employ DRTA to let the pupils predict as they read along the
story. (see next page)
Assign certain groups to read the story part by part.
Say: Let us read the story together and find out how important it is to plan
ahead.
Refer the pupils to LM Activity 139 on page 160 for the copy of the story.
Post Reading
Discussion Questions
1. Who planned for the big day?

2. How many days did she prepare for the big day?
3. Why do you think Ana prepared so much for the big day?
4. What in the story could be the ‘big day’?
Note: Questions 5 and 6 are springboard to Infusion of Values.
5. What made it easier for Ana to prepare for the big day?
6. Why do you think it is important to plan ahead?
Have the pupils accomplish LM Activity 140 “Draw and Write” on page 161.
Preparing for the Big Day

By Ivy M. Romano
Everybody in the house was busy. There were only five days before
the big day, and Ana was excited. She looked at her mini planner.
She was eager to plan for the things she has to do. She wanted
everything to be perfect.
Four days before the big day, Ana started to clean the house. She
mopped the floor. She placed the trash out of the house.
Three days before the big day, she visited her relatives and
friends. She invited them to be present on that very special day.
Two days before the big day, she practiced a song with her
friends. She wanted to dedicate this to her special guest.
A day before the big day, she went to the market with her
mother. They thought of preparing something extraordinary.
Then, came the big day. Everything was perfect.
Noting Details in a Given Text
Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half)
Introduction
Show a picture of a cake. Ask: What is in the picture? Write the word cake on the board.
Analyze the spelling pattern of the word.
Say: How many letters do we have in the word cake? (Four letters) What are these
letters? (c-a-k-e) How many consonants are there? (Two consonants) What are these
consonants? (c and k) Note: Ask a volunteer to underline the letter c and k. How many
vowels are there? (Two vowels) What are these vowels? (a and e) Note: Ask the
volunteer to encircle letters a and e on the board.
After doing the word structure analysis, let the pupils read the word three times. Teacher
may employ variation in reading the words like reading it soft, moderate or loud to
sustain the interest of the pupils. Remind the pupils that words with the same structure
have long /a/ sound.
Flash card drill on words with long /a/ previously learned on week 3.
Modeling/Teaching
Introduce more words with long /a/ and silent e in –ame and –ale family. Be sure to
illustrate or act out each word before the pupils read them.
Teaching Chart
-ame -ale
dame male
fame pale
game sale
flame scale
frame stale
name tale
shame whale
Guided Practice
Independent Practice

Skill Lesson: Noting Details in a Given Text (2nd half)
Presentation/Introduction
Let us go back to the story, “Preparing for the Big Day”
 What made everybody in the house busy?

 What was the first thing Ana did for the big day?
 What were the things Ana did as written in her planner? Did she do each of them?
Elicit answers from the pupils then write each on the board.
Possible answers:
1. Everybody was preparing for the big day.
2.
Ana planned the things to be done for the big day.
3.
1st – She cleaned the house.
2nd – She visited and invite her relatives.
3rd – She practiced a song number with her friends.
4th - Ana went to the market with her Mother.
Modeling/Teaching
Say: Now, what were the things we have written on the board?
These events make up the story plot of ‘Preparing for the Big Day’. Let us study the plot by
answering the following.”
1. What do you mean by ‘plot’?
Plot is the series of events in a story.
2. What does the plot provide the readers?
It provides the details of a story.

3. Would you be able to understand the story, without knowing the plot?
No, knowing the important details and events leads to an

understanding of what the story is trying to tell us.
4. Why is it important to know the plot in a story?
Aside from characters and setting, the plot is also an element of a

story which presents the problem among the characters and how it
is resolved.
Let the pupils generalize by reading the chart about plot.
(Note: Guide the students to make this generalization at the end of Modeling/Teaching and before
Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in
reference, and for use in future lessons. )
Teaching Chart: Plot
 Plot is the series of events in a story.

 It provides the details of a story.
 Knowing the important details and events leads to
better understanding of the story.
 Aside from characters and setting, plot is also an
element of a story.
3. Guided/Independent Practice
Now that you have learned what a plot is, I would like you to go back to the story,
and creatively present its events through song and dance.
Group 1: What Ana did five days before the big day?
Group 2: What Ana did four day before the big day?
Group 3: What Ana did three day before the big day?
Group 4: What Ana did two day before the big day?
Group 5: What Ana did a day before the big day?
Lesson 13 Day 3: Giving the Main Idea of a Paragraph
Introduction
Show a picture of a boy and a picture of a candle with a flame.

Say: What is in picture A? (a boy) A boy is also called male. What is in picture B? (a
candle) the candle has a flame.
Note: Write the word male and flame on the board.
Ask: What is the sound of /a/ in the words male and flame. Note: Let the pupils sound
it three times.
Modeling
Flash card drill on words with long /a/ previously learned on day 2, see teaching chart.
Provide corrective feedback if necessary.
Guided Practice
Let the pupils read words with long /a/ and silent e used in phrases and in sentences.
Let the pupils list and classify the words from Activity A and B into –ame family and
–ale family.
Skill Lesson: Giving the Main Idea of a Paragraph (2nd half)
5. Review
Do you still remember the story that we read last time?

I have here a ‘Ladder of Events’ graphic organizer. Recall the story Preparing for
the Big Day and help Ana do her task.
Say: Are you curious as to what the big day is in the story? What makes it so special
that everybody is excited about it? Why did Ana prepare so much for it?
Now, brainstorm with your groupmates. Make a guess about what the ‘big day’ is.
Be able to share the idea of the group with the class.
As the groups share their guesses, write on the board the guess of each group. Later in
the lesson, you may refer to it to determine which group made the correct guess.
7. Development of the Lesson
Say: Let us read the story and find out what is the big day Ana referring to.
The Big Day

By Ivy M. Romano
A man stood by the gate along with huge bags. He

looked taller. He seemed very familiar. Everyone
around started to clap his hands. Everybody was
happy and excited seeing the man.
The man smiled at Ana. She pinched herself, not

believing what she saw.
Teary-eyed, the man walked toward Ana who

stood still. He grabbed Ana’s hands and hugged her
with so much joy.
Tears rolled down Ana’s face.
“Father, you really are home!” she exclaimed.
Let us answer the following:
1. What “big day” was the story talking about?

2. Why do you think Ana prepared so much for her father’s homecoming?
3. Where do you think her Father came from? What was his job?
4. Have you ever experienced missing someone? Who is she/he?
5. What makes you miss someone?
6. If you were Ana and you did not see your Father for quite a long time, would you
also do what Ana did?
7. If you were Ana’s father, how would you feel?
This time, let us help Ana find her way to her Father by identifying the things she did in
preparation for his homecoming.
 Why do you think Ana did everything she did for her Father’s homecoming?
 What does the story tell us?
Write on the board the best answer that can be elicited from the pupils. Let them read it
and tell them that it is the theme of the story. Then, ask the idea of the class about story
theme.
Say: Let us talk about the ‘theme’ by answering the following questions:
 What does ‘story theme’ mean?

 What details of the story should you consider to help you identify the theme?
 It is possible to have several themes in a story?
Generalization:
Theme gives the idea that is central to a story. It tells what the story is mostly
about. It often gives a sense of value that is likely appealing to the readers. A
story can have more than one theme.
Discuss another theme of the story for the pupils to understand that a story can have
several themes. You may add the themes such as a daughter’s longing for her father, a
daughter’s love for her father, excitement on father’s homecoming, a father’s longing for
her daughter, missing a parent, etc.
8. Independent Group Activity
Can you think of another theme of the story The Big Day? Work with your group
mates. Be able to present as follows the theme you brainstormed about:
Group 1: Chant
Group 2: Poster
Group 3: Song
Group 4: Short skit
Group 5: Poem
Lesson 13 Day 4: Grammar
Materials: flash cards of words with long /a/ sound and silent e, pocket chart
1. Flash words with long /a/ sound and silent e under –ame and –ale family (see teaching
chart). Ask volunteers to read each word. After each word is read, ask the pupils to display
the word card/flash card under its word family in the pocket chart.
4. Read the story Kale. Use the Stop and Read approach. Whenever the teacher stops, the
pupils continue. See a copy of the text in the LM. The underlined words will be read by
the pupils.
Note: After group reading, ask volunteers to read the entire story.
5. Activity
A. Let the pupils answer WH- questions about the story Kale
B. Let the pupils make a list of their daily schedule in their notebook.
Refer the pupils to LM Activity 148B-C on page 168.

Skill Lesson: Forming and Using the Past Tense of Frequently Occurring
Regular Verbs (-ed) (2nd half)
Say: Let us study the table below by answering the following question.
(The table below must be presented on the board for the pupils to see it.)
A B
Classes start at 6:00 o’clock in the Yesterday, our class started earlier than
morning. the usual.
I want to come to school early. Last Monday, I really wanted to be the

first to arrive in school.
I clean our classroom every day before A month ago, Mikka and I were the one
everyone arrives. who cleaned our classroom.
 What are the italicized words in column A?

 What does each tell?
 Are there clues that tell when the actions happened? What are they?
 What time of action does each clue word or expression signify?
 What have you noticed about the action words in column B?
 What time of action does each signify?
 What clues tell that the actions were already done in the past?
 How do we form the past of regular verbs?
Say: Let us work in pairs. List down two common verbs you know.
As the pupils share their output, write on the board the verbs by sorting them as to
regular and irregular verbs (e.g. jump and run). Ask the class to form the past of the
regular verbs they listed.
During the discussion, for better understanding, lead the pupils to arrive at the
following ideas:
 A verb is a word that mentions an action. It tells you to move or do something.

However, there are some verbs, which do not require you to move like think,
remember, etc.
 The activities that you do every day and those you do habitually express present
time.
 The activities that you have done before the actual time of speaking express past
time.
 Regularly occurring verbs form their past by adding –ed at the end such as ask-
asked, clear-cleared, repeat-repeated, etc.
If time permits, you may also discuss the pronunciation of the last two letters (-ed), in
asked (t), cleared (d), and repeated(ed) by providing more examples and letting the
pupils read them.
-ed sounded as /t/ -ed sounded as /d/ -ed sounded as /ed/
asked cleared acted
helped frightened added
invited
3. Guided Practice
Say: Let’s pretend that we are in a birthday party. Let us play a game using a party hat.
Think of an action word then write it on the party hat(front side). On cue, each should pass
the hat to the person on the right and have him/her write its past form on the back part of
the party hat and say the word aloud or write /d/, /t/ or /Id/ after the past form of the
verb.
Make a Party Hat as illustrated below:
Front Back
For modeling, do the first trial. Limit the time of the pupils in doing the activity. After
which, collect the party hat and tell whether the past from of the regularly occurring
verb is correct. If it is not, ask/guide somebody to make the necessary correction.
Instruct the pupils to write five simple sentences that tell what Gab did in the past
based on the planner.
Skill Lesson: Use appropriate punctuation marks (?)

Write at least three sentences from various familiar sources
(interrogatives)
Say: Let us look at the picture.
For the illustrator
Draw here a typical birthday party including happy children in their

party hat holding balloons, the birthday celebrator’s blowing the
candles in her cake, etc.
 Have you ever experienced attending a birthday party?

 What common things can you find there?
 How do you feel about attending a birthday party?
If the class has no idea what a birthday party is or none of the pupils has been to such,
direct the class by showing pictures or things that can be found in there, and then tell
them the things that children do in a birthday party.
Say: Do you know that you cannot just simply attend a birthday party without being
invited? The birthday celebrator usually gives out invitation to those s/he wanted to be
present in her/his party.
Now, let us take a look of what I have here. October 9, 2014
Dear Gab,
Hi!
I will be turning eight on October 13. My mother plans to
prepare a simple party for me in our house. The fun will start at
1:00 in the afternoon.
I will be happy if you could join us in celebrating this
very special day.
Thanks,
Lani
 What occasion is reflected in the invitation?
 Who will be celebrating her birthday?
 When is Lani’s birthday?
 Where will she have her party?
 For whom is the birthday invitation?
 Why do you think Lani wanted to be with her friends on her special day?
 What do you think is Gab’s gift for Lani?
 If you were Gab, would you take a gift with you for Lani? Why?
 What important details should we remember in writing a birthday
invitation?
During the asking and answering questions about the given text, write some questions
in the Q & A Chart, as well as the response of the pupils.
Say:Let us study the Q & A chart we made while we were talking about the Birthday
Invitation Card above by answering the following.
Q & A Chart
Questions Answers
What occasion is reflected in the Birhday

invitation?
Who will be celebrating her birthday? Lani
When is Lani’s birthday? October 13
Where will she have her party? At their house
Why do you think Lani wanted to be She wants to have some fun.
with her friends on her special day?
 When do we ask ‘what’ questions? Teaching Chart: Interrogatives

 What is the expected answer for ‘what’ questions?
What- for things
 When do we ask ‘who’ questions?
Who-for persons
When-for time
Where-for places
Why-for reasons or causes
How-for manner
 What is the expected answer for ‘who’ questions?
 When do we ask ‘when’ questions?
 What is the expected answer for ‘when’ questions?
 When do we ask ‘where’ questions?
 What is the expected answer for ‘where’ questions?
 When do we ask ‘why’ questions?
 What is the expected answer for ‘why’ questions?
Say: We ask question whenever we want/request for information. The information may be
provided in the form of a response or an answer.
We start our question with What if we want to know an object, idea, or action.
We start our question with Who if we want to know a person/s.
We start our question with When if we want to know the time.
We start our question with Where if we want to know the place.
We start our question with Why if we want to know the reason.
(You may also include the How in the discussion.)

We start our question with How if we want the answer the manner of a certain act.
3. Guided Practice
Say: This time, let us try writing/making question. Unlike the first one we did, answers are
given; try to write the question that would give the answer on the right.
4. Independent Group Practice
Say: By group, construct three basic wh-questions using any of the given stimuli.
 Birthday card
 School announcement
 Warning along the street
Use genuine birthday cards, school announcements, and warning signs that can be
found inside the school premises so that the pupils can relate and attentively
participate.
Lesson Parts
Literature: “Fast Forward” Decode cvc words with long Decode cvc words with long Read and write words, Read and write words,
by Leah N. Bautista /i/ /i/ phrases and sentences phrases and sentences
Overview/ containing words with containing words with
Objectives Sequence/Retell some long /i/ sound long /i/ sound
events as they happened in
the story
Words cards, phrase cards Flashcards Flashcards Picture Teaching Chart

or strips Pictures Pictures Word cards Phrase and sentence strips
Teacher Chart Teaching Chart
Materials Bingo game card
Pre-Reading Introduction/ Presentation: Introduction/ Presentation: Presentation/ Introduction
Procedures Unlock key words through Review of Decoding lessons Review of Decoding lessons  Show a picture of a
pictures and word/context in Grade 2. in Grade 2 chime with a caption Recall the story “Fast
clues. chime Forward” by asking pupils to
Flashcard Drill on sight Flashcard Drill on sight tell what they can recall.
Reading words and words from the words and words from the Modeling/ Teaching
word tree. word tree. Model reading words with List phrases and sentence
Read aloud the story and long /i/ sounds. answers of pupils.
stop at indicated points for Modeling/Teaching: Modeling/Teaching:
questions to monitor Present key words- chimed,
comprehension. Read the words and phrases Read words and phrases nine and night. Discuss phrase and sentence
with the long /i/ sound. with the long /i/ sound. by sharing how they differ.
Post Reading Present the teaching chart
Let the pupils answer Read and write sentences Read and write sentences for words with long/i/
discussion questions. with words with long /i/ with words with long /i/ sounds in reading Post phrase strips for pupils to
sound. sound. exercises. combine to make a sentence.
Allow pupils to write 1-2
Allow pupils to draw and Draw, write and tell Read and write sentences Allow pupils to go over sentences on the garbage
say something about what something using words with with long /i/ words. the reading activities for problem.
tells them the time. long /i/ sounds. Draw, write and tell further practice.
something using words with Do activities to highlight the
long /i/ sounds. Let pupils draw, write value of resourcefulness.
Presentation/ Introduction: sentence and read them
Show illustrations of the Allow the pupils to plan a

events in the story and project that utilizes recyclable
allow the pupils to find out materials to find out how
if they are arranged in order. resourceful they are.
Arrange the pictures with

the pupils and present
sentence strips
corresponding to the picture
to discuss sequencing and
retelling.
Allow pupils to present

scenes from the story read
through a tableau.
Let the pupils retell events

of the story
Let the pupils arrange
events in sequential order.
Allow the pupils to give the

generalization on
sequencing and retelling
Fast Forward
Pre-Reading

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

During Reading
Read aloud the story (see next page). Stop at indicated points to ask the children what they
think will happen next in the story.
Post Reading
1. Who is the main character of the story?

2. Why did Slick the grasshopper jump with joy?
3. What did he do with his friends?
4. What did he forget to do?
5. What did father tell Slick to teach him a lesson?
6. Why did Slick have to move fast?
7. Did Slick sleep well?
8. How did the minute hand move?
9. How did Slick feel when he arrived home?
10. What is the lesson of the story?
Refer the pupils to LM Lesson 14-Activity 2 on page ____ for the Writing to Learn activity.
Fast Forward
by Leah N. Bautista
“Classes will start late tomorrow.” Slick jumped with joy. He said, “I need not hurry. I’ll
take it easy. I have lots of time to get things done.” So he played with his friends in the
yard. They talked and had fun until dinner time.
“Uh-huh,” Slick’s father said. “Look at the clock’s long minute hand. Fast forward it
goes. It warns us that time flies by fast. So do first what has to be done while you have
time to do it.” He cleaned the Grandfather’s clock which chimed ten times.
Slick did not listen. Later, he had to move fast forward like the minute hand of the
clock. He worked fast on his homework to get it done. He had to get up early and dress up
fast hoping he would not miss the school bus.
But the bus was gone so Slick skipped breakfast and walked fast forward to school so
he would not be late.
Tired and hungry Slick said, “The lesson I learned today so we need not move fast if we
just manage our time well and do first things first.”
Review of Decoding Lessons Taught in Grade 2

(These include CVC words with long i, and sight words for pre-primer, primer, and Grade 1 levels of the Dolch
Basic Sight Words list. The exercises in this lesson also sometimes include vocabulary words learned in the
literature lesson in Day 1. Two-syllable words containing two CVC pattern are also used. For this purpose, it
would be good to have flashcards for each of the sight words and for the phonics word families).
1. Start with a flashcard drill of long I words as shown in LM, Lesson 154. Review their
meanings, as needed.
A. Have the children read aloud the words in A, by columns. Then call on the whole class,
small groups, and individual children to read a column of words at a time. If needed, you
can model how a word should be read. Note that the vowel i in the word pine is given the
a long i sound.
B. Do the same with the phrases in B. Ask questions to see if pupils know the meaning of
the phrases.
C. Say: Do you have a bike? Do you also fly kite? Have the pupils pair off and take turns
reading and answering questions with their partner. Now we will read a story about a
boy riding on a bike and flying a kite.
Refer the pupils to LM Activity 154D. Have alternate oral reading of the story. Start by
reading the first stanza, and then have the class read stanza 2; the boys read stanza 3 and
the girls read the last stanza. Then have the whole class read the entire poem.
Discuss the story using the comprehension questions on to LM Activity 154D.
Add more questions as needed.
D. Say: In the peom, the boy rides a bike and at the same time flies a kite. Is it right to ride
a bike and fly a kite at the same time? Do you also ride a bike? Do you like to fly a kite?
Which do you prefer?
Draw and write a sentence about what you like.
Have the pupils do the activity in to LM Activity 155. Ask pupils to share their drawings
and sentences after they are done.

Sequencing/Retelling
Skill Lesson: Decoding/Fluency/Writing
1. More Review of Decoding Lessons Taught in Grade 2
Have a flashcard drill of selected sight words as shown in to LM Activity 156A. Note that the
word basket, which has a CVC-CVC pattern, is also included. Again, give opportunities for the
pupils to read the words on sight, from whole class, small groups, and individual children. If
needed, model how a word should be read, especially the words around, funny, happy, and
basket. Point out that don’t is a short version of do not.
Discuss their meanings, as needed.

A. Do the same with the phrases in B and with the sentences in C. Ask questions to
see if pupils know the meaning of the phrases.
Skill Lesson: Sequencing/Retelling
(Materials: Pictures showing 3 events from The Fast Forward)
Show the pictures one at a time, in random order. Ask what is happening in each picture.
Say: Remember the story we read yesterday? Here are some pictures showing events from the
story. Look at each picture. Tell what is happening in the picture.
Father Grasshopper Slick went home Slick stayed up

cleaned his tired and hungry. He late chatting and
grandfather’s clock now learned his playing with his
to teach his son a lesson to do better friends.
lesson. with his activities.
Event 1
Event 2 Event 3
Say: The pictures do not show the correct order in which the events happened in the story.
Which picture shows what happened first? Which picture shows what happened next? Which
picture shows what happened last? Let us arrange them in the correct order
Allow pupils to arrange the pictures of the events in order.
Say: Now we can use the pictures to help us retell the story. Let us use Picture 1 to tell what
happened.
Do the same with the next two pictures. Guide the children in answering the questions so they
come up with sentences similar to the following
Picture 1 First, Slick stayed up late chatting and playing with his friends.
Picture 2 Next, Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson.
Picture 3 Finally, Slick went home tired and hungry. He now learned his lesson to “do first
things first”.
(Note: Guide the students to make this generalization at the end of Modeling/Teaching and before
Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in
reference, and for use in future lessons on sequencing. )
Teaching Chart: Sequencing
How do we tell events in a story in the right order?

First, we think of what happened in the beginning.
Next, we think of what happened in the middle.
Then we think of what happened at the end.
4. Guided Practice
Group the pupils with 10 members each. Let each group show three scenes from the story
“Fast Forward” through a tableau. Let one member retell the story using the three scenes
formed. Make sure that the scenes are presented in the correct order.
Refer the pupils to to LM Activity 157A.
A. Say: How do we arrange or retell events in a story in the right order?

Let’s read the tips inside the box.
Help the children read the reminders.
Read to the children the instructions for the sequencing exercise.
Point out where they should write the number of the event.
B. When the children have numbered all the events, call on them to retell the story using the
pictures. Have one child retell what happened in each event.
End the activity by having the children repeat the tips for sequencing and retelling.
Skill Lesson: Reading and Writing Words with Long /i/
Say: Do you still remember the story “Fast Forward”? Who was the main character in the
story? What are the things he did?
Say: Read the word under the picture. Model how the word should be read. Let us spell chime:
c-h-i-m-e. Point to the letters as you do so. What is the vowel in the middle? What is the sound
of iin chime? Read the word again.
Read the following sentences and present the flashcard of the highlighted word as you say it
then put each word in the pocket chart or board.
The grasshopper has a clock with a chime.

The clock chimed nine times at night.
chimed nine night
Say: Read all the words in the pocket chart.

What happened to the clock at night? (chimed) Get the word card. Read it
When did the clock chime? (night) Get the word card and read it..
How many times did the clock chime at night? (nine) Get the word card. Read it.
3. Guided Practice
Present the Teaching Chart for the words

with long /i/.
Teaching Chart
chime night sight

time bright light
nine child slide
fight bite ride
Make sure that the pupils know the meaning of each word through vocabulary development
activities such as pictures, action, and context.
After initial reading and vocabulary study, provide practice in reading the words, through
flashcard drills, or teaching charts. Have the pupils read words by word families first before
presenting them with various combinations of words.
Refer the pupils to LM Activity 158D.
Have children do Exercise D, then read the words aloud after they have completed them.
Game: Word Bingo
Prepare a 3 x 3 grid like the one shown below on the board.

Prepare flashcards of words with long i. Divide the class into two groups. Call the first group
to read the first card. If the group reads correctly, they can draw any symbol on any box
drawn on the board (e.g., star, heart). Then call the next group and repeat the procedure until
all the cells are filled. The group with the most number of symbols is the winner.
This game can also be played in small groups. Prepare the grid on a whole sheet of paper.
Give a set of word cards and the bingo grid to each group. The same procedure is followed.
Ask children to read the phrases using various formats as you did in previous lessons. Make
sure that the meanings of the phrases are understood.
Refer the pupils to LM Activity 158E.

Have the pupils share their drawings when they are done. Have each pupil
read the sentence that tells about his or her drawing.
Lesson 14 Day 5: Grammar: Collaborative Learning/Values Infusion
Skill Lesson: Differentiate between a phrase and a sentence

Read phrases and sentences using combinations of sight words
and decoding words learned
Apply the values of resourcefulness and teach works through a group project
Say: Can you still remember the story “Fast Forward”? What happened to Slick, the
Grasshopper?
Let the pupils give details about the story. They may answer in phrases or in complete
sentences. Write their answers on the board putting phrases in one column and sentences in
another column.
Possible answers:
A B
1. will start late 1. Classes will start late tomorrow.
2. played with friends 2. He played with his friends in the yard.
3. talked and had fun 3. They talked and had fun until dinner time.
Say: I wrote them on the board. Let’s read your answers again.
Say: Read number one in column A. Read number one in column B. Which is longer? A1
or B1?Which tells a complete thought? Let’s read B1 again. What else do you notice about
B1? (B1 begins with a capital letter and ends with a period.) This is what you call a sentence.
A sentence gives a complete thought.
Write the word sentence on the board and have children read it.
Say: Is A1 a sentence? Why not? Does it say a complete thought like B1? Does it begin with a
capital letter? Does it end with a period? So, is it a sentence? This is what you call a phrase.
A phrase doesn’t give a complete thought.
Write the word phrase on the board and have children read it.
Read the group of words. Write P if is a Teaching Chart

phrase, S if it is a sentence.
A phrase doesn’t have a complete
1. played with his friend
2. had fun until dinner time thought. It doesn’t end with a
3. He worked fast on his homework. punctuation mark.
4. Slick, The Grasshopper, jumped with joy. A sentence has a complete thought. It
5. He cleaned the Grandfather’s clock. ends with a punctuation mark like
period (.), question mark (?) or
Have the pupils give the generalization: exclamation point (!).
Ask: What is a phrase? What is a sentence?
See the teaching chart about phrase and sentence.
Help the students read the Teaching Chart.
3. Guided Practice
Present the following phrases. Combine them to make a sentence.
A B
1. Slick, the Grasshopper, a. chimed ten times
2. Grandfather’s Clock b. manage our time well
3. We just c. jumped with joy
4. But the bus d. talked and had fun
5. They all e. was gone
Say: Give now the sentences that you have formed.

1. Slick, the Grasshopper jumped with joy.
2. Grandfather’s Clock chimed ten times.
3. We just manage our time well.
4. But the bus was gone.
5. They all talked and fun.
Say: Look at the sentence. Does it give a complete thought?

Yes, it does. But there is something wrong with the sentence. Can you tell?
What should we do to make it correct?
(Make the word “the” begin with a capital letter. Add a period at the end of the sentence.)
Now let’s choose the verbs in the given sentences. How do the words end? What did we
add? (We add d or ed to the simple form of the verb to form its past tense.)
Say: Read the following sentences. Do they give complete thought? How are the verbs written
to show that the action took place in the past?
1. thousands of years ago, the early Filipinos lived in caves
2. they hunted wild animals with their bows and arrows
3. they cooked food by roasting them
4. sometimes they picked fruits
5. they used the leaves of plants for medicine
Divide the class into two groups. Each group will combine phrases to make sentences. The
sentences should make sense. Each sentence should begin with a capital letter and end with a
period.
Match A with column B to form a sentence. Write the sentences correctly. Use
capital letters and punctuation marks if needed.
GROUP I
A B
1. nita cleaned a. the trash in a pit
2. she buried b. their yard
3. thousands of years ago c. some vegetables in the garden
4. maria gathered d. some people lived in caves
5. last Saturday e. I scrambled eggs for breakfast
GROUP II
A B
1. Yesterday, Father a. the yard
2. He cleaned b. the plates
3. I washed c. stayed at home
4. She counted d. the ripe guavas they picked
5. Romy and Bert walked e. to school together last Monday
Have groups present their outputs. Guide the class in giving feedback on whether the
sentences formed make sense.

Guide them to read the strategy for differentiating between phrases and sentences before they
do the exercise.
Infusion of Values/Collaborative Work (15 min)

(Materials: recyclable materials available in the classroom like plastics, papers, bottle etc.)
1. Introduction/Presentation
Review part of the story “Fast Forward” that focuses on the crow’s resourcefulness.
Say: In our story “Fast Forward,” What was the problem of Slick? What did his father do to
solve Slick’s problem? Did it help him solve the problem? We say that father is resourceful. To
be resourceful means to find quick and smart ways to solve problem. Follow after me (say the
word by syllable: RE-SOURCE-FUL). Give a clap as you say each syllable. (Pupils give one
clap for each syllable.) How many syllables does the word resourceful have? Now, let us spell
the word resourceful.
Write the word resourceful with some missing letters like below.
Say: The word “resourceful” is a long word so it may be hard to read. Look at different parts
of the word to help you. There are 3 syllables in the word. Read the middle syllable (source).
What vowel follows the letter r in the first syllable?
Call on a pupil to write it on the board.
The last syllable is –ful. What do you think is the missing letter? Call on another pupil to write f
on the blank.
r __ s o u r c e __ u l
Say: Now we have the complete word. Read the syllables. Read the whole word. Read it
again.
3. Guided Activity
Say: Are you resourceful? In what ways are you resourceful?

Show a picture of a boy and a girl who do recycling.
Say: These are Anne and Roy. They are helping solve our garbage problem. They collect
plastics, bottles and paper to do their project in Science.
4. Independent Group Activity
Say: It’s your turn to help save our environment. I will give you some recyclable items. Discuss
with your group mates what you can do to make use of recyclable materials. Draw your project
in a manila paper, which you will present next week.
Provide recyclable materials to the pupils and give them 10 minutes to plan and draw their
project. Refer the pupils to LM Activity 160.
Have pupils use this as a guide for their project, which they will submit on ¼ Manila paper the
following week.
Parts
Interpret Non-Print Sources Infer Print Sources Identify and write Form and use the past tense
imperative sentences of frequently occurring
Overview/ (request and command) irregular verbs (eat - ate)
Objectives
 Varied pictures  Varied print sources  Manila paper (excuse Pictures (dog and cat)
(posters, sticks or (leaflets style, posters,) letter)
cartoon drawings,  Small strips  Strips(pictures, words Word strips of irregular
paintings) (draw lots) and sentences) verbs and their past form
Materials
 chart( table with 2  Graphic organizer Selection about Kurt
columns, varied no. of
rows)
Detect non verbal cues. Brainstorm about the story, Interact and retell the Sort out request and
the values and importance thought of the passage. command strips.
Brainstorm and outline of print texts.
what the pupils know from Identify requests and Note the appropriate past
what they see and what else Infer print source (headline commands elicited from the form of irregular verbs in a
they want to know about news). passage selection.
the picture.
Procedure Evaluate and interpret print (GW) Jump on the right
Interpret non print sources: texts using practical/ Indicate what an imperative past form of irregular verb.
1. orally (IW) intellectual and aesthetic sentence does.
2. in simple sentence knowledge.
constructions (SG)
Base method Fill in the past form of
Syllabicate words extracted Group presentation: irregular verbs
State what varied print (Group Work)
from the discussion.
materials (leaflets, Sentence completion using
Identify requests and the past form of irregular
street/wall posters, weather commands and classify verbs
Free speech and expression forecasts) tell us.
Guessing what the picture them in the right columns of
the chart
tells the viewer
Individual Activity
Interpret the (10 min)
pictures in 2-3 sentences
Construct 3 imperative
sentences/phrases (ways on
how to pass projects on
time)
Identify and write

imperative sentences
Non-Print Sources
1. Presentation
Show a picture of a grade 3 girl rushing to catch her school bus. Refer to LM Activity
161A for the said picture.
Say: Can you “ read” a picture? Does the picture tell something? (Show the picture to the
class.) Can you tell what the picture is trying to say?
2. Modeling
Brainstorm what the children know or think about the picture they see and write it under
column WHAT I KNOW. Under column WHAT ELSE I WANT TO KNOW ABOUT
IT, write what are the things they still want to learn or discover about the details of the
picture.
Write their answers on the board with this format.
What I know What else I want to know about it

e.g. she’s late Why was she late?
Say: Look at the picture again. Let us guess what information it tells us. What does the
picture tell? Do you know how to guess what a non-print material (picture) tells? What are
non-print materials, by the way?
Non-print sources are materials that tell something without the use of words. These
sources use pictures, graphs, posters, movie and the like. There are 4 steps to take so we
can make sense about it.
1. Look at the whole picture.
2. Describe the details.
2.1 If there are persons or animals, describe what they are doing or their faces to tell
what they feel.
2.2 Describe the setting or place where the person in the picture is.
3. Using your observations earlier, you can now make an intelligent guess/infer as to what
the picture tells us.
Show again the picture in Activity 161A.

Say: Let us infer what the picture tells us.
What do you see in the picture?
Are there persons or animals?
What do you think is the girl doing?
Where is she?
Why do you think the girl was running?
Is she in a hurry? Why?
Have you also experienced rushing to catch your school bus?
How would you interpret what the picture is trying to say?
What are the bases for your interpretation?
Ask: Can we get information through pictures or non-print materials?

What are the things we have to do in order to understand what non-print sources tell us?
3. Guided Practice
Now let us try another one and carefully examine the details of the picture.
What is the boy holding? Refer to the pictures in LM Activity 161B.
Go with your groups and write in one sentence, what you think the picture is about.
Say: Was it easy to interpret what the picture was trying to tell us?
Say: In picture A, how will you describe the boy ?
What can you say about his grade in the card? Is it high or low?
What you should do to get high grades?
(Do the same processing with pictures B and C.)
Study the pictures and guess what information they tell. Write your answers in your
notebook.
Refer your pupils to LM Activity 161C and D.
Lesson 15 Day 2: Inferring Information from a Print Source
1. Presentation
Post the poster on the board.
Say: This is a signage. What do you see in a signage? The words you see in a signage are
called print. A signage is a Print Source of information. What does the signage tell you?
Let us state in another way what the information given in this signage.
No I.D.
No Entry
2. Modeling
Ask: What is inferring? How do we infer information from a print source?
Say: Inferring is making a guess about what something tells. We can infer from a print
source of information. Print source of information tells us something in just a few words.
Samples of print sources are signage, posters, brochures, and the like. There are 4
questions that you need to answer in order to infer information from a print source.
1. What does the print tell you?
2. Why does the print tell you that?
3. Does the print explain this clearly?
4. How else can you say what the print says?
Say: Answering these questions make state in full what the print tells.
Let us look at the signage again and mention what it tells. (Point the pupils to the signage
you posted on the board.) Read the print.
Ask the four questions one-by-one. Accept the pupil’s responses.
What does the print tell you?

Why does the print tell you that?
Does the print explain this clearly?
How else can you say what the print says?
3. Guided Practice
Refer your pupils to LM Activity 162.
4. Independent
Lesson 15 Day 3: Form and use of the past tense of frequently used irregular
verbs (eat-ate)
1. Presentation
Prepare strips of Manila paper. Write the lines of each character on the strips and
stick them on a Manila paper for easy removal and classification of the sentences (a
request or a command) in a follow up activity later.
Say: Let us read the dialog together.

The class of Miss Luz starts the lesson by checking the homework.
Miss Luz : Bring out your assignment, class.

Johny: I am sorry ma’am, I don’t have an assignment.
Miss Luz: Will you please tell me why?
Johny: I played all day and I got tired.
When I got home I just slept.
May I pass my assignment tomorrow?
Please give me another chance Miss Luz.
Miss Luz: Next time, do your assignment first.
Stay at home and finish it.
Ask your brothers and sisters to help you with your assignment.
Johny: Yes ma’am I won’t forget what you advised me about getting my assignments
done on time.
Ask: What should Johnny do to show that he learned his lesson?
2. Modeling
Use some of the strips to elicit answers from your students that lead to the understanding the
difference between a request and a command.
Say: Let us read strip number 1. (Remove it from the manila paper and post it on the board. Do the
same with strip numbers 8, 9, 10)
Ask: What do these sentences tell us ?
Say: These sentences are command. Write “Commands” on the board. Commands tell what
someone must do.
Say: Let us read strip number 3. (Remove it from the manila paper and post it on the board. Do the
same with strip number 7.)
Ask: What do these sentences tell?
Say: These sentences are requests. Write “Requests” on the board. Requests tell politely what we
want someone to do.
3. Guided Practice
Say: Let us see if you can tell if a sentence is a command or a request. Draw a sun or a moon on
each blank.
Refer the class to LM Activity 164A.
Refer your pupils to LM Activity 164B.
Lesson 15 Day 4: Form and use past tense of frequently occurring irregular verbs (eat - ate)
1. Presentation
Post a copy of the selection on the board.
Say: Let us read the short selection on the board together.
Kurt hurt himself when he was playing.

He said “Please help me get to the clinic!”
One of his group mates rushed to carry him and laid him on bed.
”I’m afraid I might have broken my arms,” Kurt said.
“Put your things down, relax, breath and smile,” his friend Rene said.
“Hand me your project so you won’t be late in passing them,” he added.
Ask: Can you identify the two types of imperative sentence?
Say: You can see them in our selection. Write them under the right column.
Request Command
2. Modeling
Say: What happened to Kurt while he was playing? Why?

Why did they lay him on the bed?
What kind of injury was he afraid he incurred?
To calm him, what did Rene ask him to do?
Activity 1
Among the words on the board, look for the right past form of the following irregular verbs:
Irregular verbs Past Form

hurt _________
lay _________
break _________
put _________
After the children have chosen the right answers, ask them:
What did you notice with the verbs when they are in the past form?
What two verbs remained the same in their past form?
What two verbs showed a change in their past form? What change took place?
Group Activity
Say: Now let us play like a cat and dog. One volunteer from each group will be the “It” or the cat.
They have to jump on the right past form of the verb they are holding in order to get the bone. If
they jump on to the wrong verb, they will fall and the dog will get the bone instead.
ride rides rode
blow blew blowed
fight fighted fought
Say: What did you notice about the past form of the verbs?
What was added at the end of the verbs? Why?
What do we call this verb then?
3. Guided Practice
Say: Let us try again but now let us work together with our groups.
Choose the right past form of the irregular verbs.
Refer the class to LM Activity 166.
Say: You’re doing great! Now let us work on Activity 167.

Lesson Parts
Literature: “The Adventures Sequence series of events Read words with the long Read words with the long Write sentences with proper
of the Animal Band” vowel /o/ and ending in silent e vowel /o/ and ending in silent e punctuation marks
Overview/ Read words with the long vowel as in hose as in hose
Objectives Realize the importance of /o/ and ending in silent e as in
teamwork hose Irregular Verbs
Copy of story Story Cards for every animal Question strips Irregular Verb chart Sentence strips
dialog
Pictures of life vest, a sinking Illustration of the animals in the Activity Sheets Cooperation Thermometer
Materials ship and people abandoning Picture of animals in the story story
it going to lifeboats Pictures for Independent Practice
Question strips activity
Activity Sheets
Pre-Reading Word drill and exercises on Word drill and exercises on Word drill and exercises on Allow pupils to do a guessing
Present key words through words with long vowel /o/ and words with long vowel /o/ and words with long vowel /o/ and game by sentence strip reading
Procedure pictures, demonstration and ending in silent e as in hose. ending in silent e as in hose. ending in silent e as in hose. and guessing the names of
word clues. animals
Introduction/ Presentation: Guided Practice: Presentation/ Introduction
Reading Let the pupils write sentences
Read aloud and stop at Allow pupils to read parts of the Let pupils do dramatic reading Read the first paragraph of the using the correct form of the verb
indicated points and ask story by their animal grouping. of the lines of Ratty Rat. story to jump start the lesson. guided by time expressions.
questions to predict and
monitor comprehension of the Modeling/Teaching: Do Ratty Rat game to talk Discuss how past forms of verbs
story. about the story. Modeling/ Teaching are used in sentences and the
Talk about the story read Discuss how the past forms of appropriate punctuations.
Post Reading through discussions questions Flashcard Drill on Brain List irregular verbs are formed.
Let pupils talk about the story to reiterate sequencing . Read words, phrases and
read through SG activities: sentences. Allow the pupils to list that Let the pupils write the different
a. Act indicate what they do every forms of sentences (declarative,
b. Draw Guided Practice: day. interrogative, etc.).
c. Sing Let the pupils do word games.
d. Happy face Cut Out Let pupils do sequencing of In groups, allow pupils to Let the pupils measure level of
events using the sequence Read and write words with s- locate and write verbs (see cooperation of their team through
chart. blends. LM) the Cooperation Thermometer
Allow pupils to present their
work to the class by groups. Independent Practice: Let the pupils learn how to do
syllable count through the Chin
Make a sequence chart of the Method
adventures of the animal band
from day 1 to day 7.
Allow the pupils to read and
write words and sentences
with s- blends
The Adventures of the Animal Band
Pre-Reading

(life vest, sinking, abandon)
After unlocking the following words make sure that you tack them in the Word Tree so
children can practice reading them.
a. life vest
Show a picture of a man wearing a life vest. Say: What does the man wear? It is
called a life vest. When and where is it necessary to wear a life vest? How will it
help the person wearing it?
b. sinking
In a glass of water put a small paper boat upside down. Let the pupils observe what
happens to the paper boat. Tell them that the paper boat is sinking.
c. abandon
Say: Look at the picture. What do you see? (People leaving a sinking ship) What
are they doing? Why are they leaving the ship?
Now, let’s pretend that we are on the ship. The ship is about to sink. When I say
“Abandon ship” What will you do? Let’s do it! When we leave the ship, we
abandon it.
2. Motivation
What comes to your mind when you see the word band. (Write the responses of the
pupils in a web.
Band
3. Motive Question:
Say: Today, you are going to listen to a story about “The Adventure of the Animal
Band”. (Show the picture of the animal band. Refer to LM)
Ask: Who do you think are the animals in the Animal Band?
During Reading
Read aloud the story. Stop at indicated points to ask the children questions on the story.
Refer LM Activity 168B for the copy of the story.
Questions for Paragraphs 1-3

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

Say: I am going to divide you into 4 groups. Each group will do one of the
activities.
Group 1 – Act it
Act out this part of the story.

(Give group a strip of this activity.)
They were all looking at the deep blue sea. Suddenly, they heard a short but loud
echoing sound. The ship hit a big hard rock. Captain Goat told them “Put your life vest
on! We are sinking! We must abandon the ship now! Swim! Swim for your lives!
Group 2 - Draw it
Draw what the animals did on the first seven days of their stay on the island.
Group 3 –Sing it
Sing a song that you think the animals could have sung in the story. Accompany your
song with materials that you could use as musical instruments in the classroom.
Group 4 – Make it
Make cut-outs of the happy faces of the members of the animal band.
Engagement Activity (Whole Class)
We will have the discussion of the outputs from each group. Pay attention to the
question that I will ask.
Group 1
1. What is the story about?
2. Who were the characters in the story?
3. Where did they ride?
4. What happened to the ship?
Group 2
5. What did the animal do to survive?
6. How did they help each other?
7. Were they able to reach a safe place?
8. What did the animals do on their first seven days of stay on the island?
Group 3
9. What did the animals do on the 7th day on the island?
10. Were they able to come home?
11. What do you think did the animals feel?
Group 4 Will show and tell
UNIT II
Lesson 16 Day 2: Alphabetizing words in the second letter
Say: Let us read the paragraph.
The animals jumped from the ship and swam and swam. Soon they reached a safe
place.
Say: Let us read the words.
ship, swam, ship
Ask: What do you notice? Yes they all start in S.
2. Modeling
Say: If we alphabetize these three words, we have to look at the second letters: ship,
swam, safe.
Ask: Which one will be the first word? Yes, safe, because s is followed by a. Which
one will be second? Yes, ship because it’s second letter is h. So the alphabetized order
is: safe, ship, swam.
3. Guided Practice
Say: Let us alphabetize these sets of words.
a. shelter, sea, swim
b. boat, back, big
c. life, leave, look
d. fly, find, feel
Refer the class to LM Activity 170.
Lesson 16 Day 3: Decoding/Fluency/Writing of words with long o sounds ending

with silent e as in hose
2. Modeling
Say: Sometimes, letter o, in words that end in e like bone and cone, is pronounced as
/ow/.
Let us say the following words correctly.
bone cone hone

lone tone phone
3. Guided Practice
Refer the class to LM, Lesson 171B.
Refer the class to LM, Lesson 171C.
Lesson 16 Day 4: Irregular Verbs/ Decoding/Fluency/Writing of Words with Long o

Sounds Ending with Silent e as in Hose
Skill Lesson: Decoding/Fluency/Writing of Words with Long o Sounds Ending with Silent e
as in Hose (1st half)
Post words that has a long o sounds ending with silent e on the board.
Say: Let us read the following words.
bone throne stone phone smoke
Post the picture of each word on the board.

Say: Study each picture. Match the words with the pictures that they name.
2. Modeling
Ask: How do we pronounce the letter o in the word bone?
Say: Letter o is pronounced as /ow/ in words that end with silent e.
3. Guided Practice
Refer your pupils to LM Activity 172A-C.
Refer your pupils to LM Activity 172D-E.
Skill Lesson: Irregular Verbs (2nd half)
1. Introduction/ Presentation
Post a picture of all the characters in the story “The Adventure of the Animal Band”
Ask: What do you remember about these animals?

Say: I listed words that you mentioned while you were talking about the story we read
last lime. Let us read them.
went told hit was

were rode held said
What do you call these words? (Verbs)

Say: Some verbs form their past tense by changing a vowel.
Call two girls. Ask them to hold a book.
Say: Say something about what they do.

(The girls hold a toy.)
In what tense is the verb “hold”?
Ask the two girls to go back on their seats.
Ask: What did the girls do a while ago?

(The girls held a toy yesterday.)
In what tense is the verb now?
What do you notice with the verb “hold” when put in the past tense?
(There is a change in the vowel.)
Say: Let us study the following examples.
run-ran ring-rang swim-swam

get-got rise-rose wake-woke
give-gave sing-sang write-wrote
ride-rode sit-sat win-won
know-knew throw-threw drive-drove
3. Guided Practice
Divide the class into 4 groups. Let each group perform the activity below
1. Think of the activities/ tasks/ work you did with your friends/classmates.
2. List five action words that tell about what you did.
3. From the list you have, select the irregular verbs and give the past form.
4. Write a sentence using the past form of the verb.
My List Past form My sentences
1.
2.
3.
4.
5.
Refer the class to LM Activity 173 for the group activities.
Lesson 16 Day 5: Sentence Writing and Punctuation
Do you remember the characters of “The Adventure of the Animal Band”? Let’s have
a guessing game. I am going to flash a strip of cartolina and you read the sentences
and guess who said that.
Flash the sentence strips:
1. Put your life vest on! We are sinking! Abandon ship!

2. Thanks God, we’re alive!
3. We swam all day and all night.
4. I climbed a tree and all I saw was a deep blue sea.
5. Ouch! My belly was hit by a sea-urchin.
6. Huh, I walked, ran and flew!
7. Who knows how we can stop the next ship!
8. Would you like another adventure?
9. Hip hip hurray! Hip hip hurray!
Let us read the sentences
1. We swam all day and all night.

2. Who knows how we can stop the next ship?
3. Would you like another adventure?
4. Ouch! My belly was hit by a sea-urchin.
5. We walked and ran! Ducky flew at times.
Let us talk about each sentence

What kind of sentence is in number 1?
What punctuation mark is used?
(Do the same in sentence 2, 3, 4) Illus. of dog duck and frog
swimming together
Now, take a look at the picture.
Ask: What did the dog, duck and frog do together?

(Write the pupils answer on the board)
Illus. The dog, duck and frog
swimming together.
Ask: What kind of sentence is this?

What kind of punctuation mark is found separating the series of names of the
animals? When did we use a comma? What punctuation mark is used in the end?
Lead the pupils to understand that there are four kinds of sentences. These sentences
differ according to their use. They also end with different punctuation marks.
3. Guided Practice
Mini – tour
Group yourselves into 4. Have a mini-tour outside the room. Each member writes
sentences on his own task card. Then the group agrees on the 6.
My Sentences (Individual)
Declarative Sentence Imperative sentence

(Using a period)
Declarative Sentence Interrogative sentences

(Using a comma and period)
Exclamatory Sentences Exclamatory Sentences

(Using Exclamation point) (Using a comma and exclamation
point)
Set the number of minutes for the mini-tour of the and the preparation of their group
output
Values Infusion
What can be used to measure the level of cooperation in your Group?

Let us use the Cooperation Thermometer.
What would be the thermometer’s reading for your group? Why?
1. Enrichment Activities
Group the class into 4. Give one picture to each group. Instruct the groups that they are
to write sentences about the picture using the kind of sentences assigned to them.
Group 1 – Declarative Sentence Group 2 – Interrogative sentence
Picture of a boy and a girl

watching the display of top
____________ cars.
Group 3 – Imperative sentence Group 4 - Exclamatory sentence

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

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

The Enormous Carrots
Pre-Reading

(enormous, pulled, could not believe her eyes)
a. Enormous (through picture, real object action)
Show a small stone and a rock

Say: I have here a stone. What can you say about this stone? Is it big or small?
Here is a rock, this is an enormous rock? What can you say about this rock? What is
another word for enormous? (Bigger than usual, huge gigantic)
Show other pictures like small house and big mansion. Let the pupils identify which of
the objects is enormous in size. Through action, let the pupils demonstrate the word
enormous.
b. Pulled and pulled (through demonstration)
Using a hammer, demonstrate pulling a nail which is deeply tucked in a wood.

Say: I pulled and pulled the nail but I could not pull it out.
Call other pupils to pull out an old plant from a flower pat.
Ask: Can you easily pull out the plant? Why?
c. Could not believe her eyes (through pictures, action)
Show a picture of a woman who saw a treasure. Let the pupils pay attention to the
reaction of the woman.
Say: The woman could not believe her eyes about what she saw. What do you think
the woman felt?
Give a situation and let the pupils act out the phrase “could not believe her eyes”
Have you seen a carrot? What can you say about the carrot? Let’s fill in the chart.
3. Developing Purpose for Reading

Present the cover of the big book “The Enormous Carrot” Let the pupils read the title.
Ask: What question about the story comes to your mind when you see this picture?

4. Motive Questions
Why is it called an enormous carrot?

What will the hen do with the carrot?
During Reading
Listen as I read the story “The enormous carrot”. Read the story aloud.
After reading a page or several pages, ask questions to enable the pupils to interact with
the text.
Refer the pupils to LM Activity 176A for the copy of the text. Note the questions to ask
after reading about the indicated sentences.
The Enormous Carrot

Once upon a time there was a hen who wanted to grow carrots. So, she planted
some carrot seeds on her garden.
Ask: What do you think happened to the carrot seed?
The carrot seed grew and grew.
One day the hen went out to check her carrots. She could not believe her eyes.
There was an enormous carrot!
Ask: What do you think will the hen do with the enormous carrot?
The hen pulled and pulled it again. But she could not pull up the enormous
carrot.
Ask: What do you think will the hen do next?
So, she went to the dog. “Help me pull up that enormous carrot,” she said.
“I will help you,” said the dog.
Ask: Do you think the hen and the dog will be able to pull up the
enormous carrot?
The hen and the dog pulled and pulled it together. But they still could not pull
it up
Ask: What do you think will the hen do next?
So the hen went to the cat. “Help us pull up that that enormous carrot” she said.
“I will help you,” said the cat.

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

What did the animals do after they have pull up the enormous carrot?
Group D
If the dog, cat, and mouse did not help the hen, what do you think would happen?
What could be done so the hen could succeed in getting the carrot by herself even
without the help of the other animals?
What trait did the animals in the story show?
If you were the dog, cat, and the mouse would you help the hen why?
If you were the hen, how would you thank the three animals who helped you?
Infusion of Values
How is cooperation shown in our story? Where or when else can you show
cooperation?
Engagement/Enrichment
Refer to LM Activity 176B. Give time to the pupils to prepare their output.
Lesson 17 Day 2: Phonics

Using Verbs in Simple Present Tense
Skill Lesson: Using Verbs in Simple Present Tense
Game: Act and Guess

Divide the pupils into 2 groups. Each group will agree on 5 action words that they are to
act out and the other group to guess the action they showed or performed.
Spelling
(Note: Using the word cards, flash words with consonant blend taken from the story;
conduct the spelling lesson using the following steps.
1. Flash the word
planted grew ground check still
2. Let pupils read the words

3. Let them identify the number of syllables in the word
4. Let them spell the word as they look at the printed copy

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

b. Mother hen starts to look for food.
c. The chicks go with mother hen.
d. They scratch the ground.
e. The animals keep themselves busy.

f. They all sleep early
Let the pupils identify the action word in each sentence. Let them also identify the
subject in each sentence.
Ask: What is talked about in sentence 1? How many roasters are mentioned? What
action word is used? With what letter does the action word end? What about in
sentence 2? How many hens are talked about? What do you notice with the action
word? In what letter does it end?
Study sentences 3, 4, 5, 6,
What is talked about in each sentence? What do you notice with the action words? Do they end
in – s?
Note: Tell the pupils that the verbs in the sentences are in the simple present tense.
Let us study the chart below.
SUBJECT HOW MANY ACTION

WORD/Verb
roaster one crows

hen one start s
chicks more than one go
they more than one scratch
animals more than one keep
they more than one sleep
Provide other examples for the pupils.
Let’s read the sentences:

Rowena sweeps the floor.

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

Skill Lesson 2: Phonics

Refer the pupils to LM Activity 178 for the phonics exercises for Day 2.
Using flashcard, drill the students on the words they will meet in the selections to be
taken up from day 2 to Day 4. If time allows, have the pupils read the sentences.
Allow pupils to read the phrases in A and make clarification in case there are words/
phrases they do not understand.
Read the story/ poem ‘Horsey, the King’ and allow them to answer by groups the
questions that follow.
Lesson 17 Day 3
Skill Lesson: Retell familiar stories to other children

Use verbs in the simple past tense
Blend phonemes to read (CVCCC) words
Identify and produce the sound given to the vowel digraphs oo and ou and the
final ed in verbs in the past tense
1. Review
Remember our story “The Enormous Carrots”?
Let’s find out whether you can retell it to the class. I am going to begin the story. All
you have to do is to add the next event until we finish the whole story.
(Note : Start telling the story by giving the first event then call on one pupil at a time to
give the events that follow until the whole story is complete.)

Present a paragraph.
In our story the four animals had a nice time that evening. Let’s read this paragraph
that gives what each animal did after they were able to pull up the enormous carrot.
That evening, the four animals cooked the enormous carrot. The Hen gently poured
the hot carrot soup on four small bowls. The dog and the cat prepared a bottle of cold
bubbly juice. The mouse helped set the table. They all had a happy time together.
Ask question about the paragraph.

When did the animals cook the enormous carrot?
What did the hen do with the hot carrot soup?
What did the cat and the dog prepare?
How did the mouse help?
What are the action words/verbs in the paragraph?
1. Let’s read the action words/verbs in our paragraph.
cooked helped
prepared poured
Ask: What do you noticed about these action words. Let’s study the chart below.
Base Form Add Past Form
cook -ed cooked
pour -ed poured
prepare -ed prepared
help -ed helped
These verbs tell action that happened in the past. They are in the simple past form.
How do we form the simple past tense of the verb?

Note: To form the simple past tense of the regular verb we add d or ed to its based
form.
Let pupils give sentences using the simple past form of regular verbs using the simple
past form of regular verbs.
Present words from the paragraph with the CVCCC pattern.
Here are words taken from the paragraph. How many syllables does each word have?
What spelling pattern do these words have? Let’s blend the sound given to the
consonants that come aone after another in the inderlined syllables of these words?
/g/e/n/t/l/y/ = gently
/b/u/b/b/l/y/=
bubbly
Now, clap your hands every time you say blend sounds in the words that I’ll flash. Then
read the whole word.
tenths sixths rafts gifts
humbly tight
Present the pairs of antonyms from the paragraph.
enormous - small
hot – cold
Ask: What do you call these pairs of words? Do they have the same meaning?
Can you give other pairs of words with opposite meaning?
4. Guided Practice
Get picture from the chart. Make sentences about them using pairs of antonyms in your
notebook.

Activity 1: Verbs in Simple Past Form
Divide the class into four. Let each group create a four lines song about the things they
did to make the classroom clean. Tell them to use the past form of the verb. They may
adopt a familiar tense.
Activity 2: CVCC Words
Flash cards will CVCCC words.

Let pupils blend the phonemes and read the word.
nights births pastry
lights warmth
Activity 3:Antonyms
Complete each sentence with the opposite of the word in the box. Choose your answer
from the list.
1. I found a new pair of shoes to replace my _____ one.

huge
2. The waves carried the ___ fish to the shore.
3. The old man thanked the ____boy who helped him cross the street.
4. The lazy grasshopper learned a lesson from the _______ ant.
messy

5. The room became ______after the cleaners helped one another.
tidy small
red young
wide industrious
Skill Leson 2: Phonics

Refer the pupils to LM Activity 180 for the Day 3 activities in Phonics.
Refer the class to LM Activity 181 for the copy of the story. Group pupils to six to read
one of the first six lines and one of the last 6 lines. Read along the story.
Group 1: Boney Horse Group
Group 2: Boney Ratty Group
Group 3: Boney Monkey Group
Group 4: Boney Froggy Group
Group 5: Boney Carabao Group
Group 6: Boney Turtle Group
Lesson 17 Day 4
Skill Lesson: Write at least three sentences from various sources (declarative,
exclamatory, interrogative)
Use appropriate punctuation marks (period, comma, and exclamation point)
1. Introduction
Group the class into 5. Assign part of the story to be read by each group.
Group 1 – Will be the narrator Group 4 – Will be the Cat

Group 2 - Will be the Hen Group 5 – Will be the Mouse
Group 3 - Will be the Dog
Say: Today, we will have a choral reading of the story “The Enormous Carrot.” The
members of the group will read the part of the story assigned to them. Let’s Begin.
2. Presentation
Teaching Chart: Kinds of Sentences
Present jumbled words to the class, let the pupils arrange the words to form a sentence.
Declarative Sentence.A declarative sentence makes
a statement. It ends with period (.)
Say: I have a jumbled words from the story, “The Enormous Carrot” Can you assemble
the words to make a sentence? Imperative Sentence. An imperative sentence is a
command or a polite request. It may end with a
planted some she carrot period
seeds
(.) or a question mark (?) if you want to
express surprise as to why the command or request
was given.
Modeling/Teaching Exclamatory Sentence. An exclamatory sentence
expresses great emotion or excitement. It ends with
exclamation point (!).
Interrogative Sentence.An interrogative sentence
asks a question. It ends with a question mark (?)
Say: What sentence have you formed?
Who can write the sentence on the
board?
What kind of sentence is this?
What punctuation mark is used
in a declarative sentence?
(Present interrogative and

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

Skill Lesson 2: Phonics
Refer the pupils to LM Activity 184 for the Phonics activity. Conduct a flashcard drill
on all the words learned with the long vowel words /o/ and ending in silent e as in hose.
Allow enough time for the writing activity.
Then ask the pupils to go to their group and write 10 of their best sentences
on a Manila paper. Let them share their sentences with the class.

GRADE 3 ENGLISH TEACHER’S GUIDE

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

 Talk about story read

through discussion  PWR
questions Guided Practice:  Allow pupils to read along
a poem and fill in
 (Phonics) sequence chart
 In a group, allow pupils PWR

to write a 2-sentence
note
 Let pupils present work
to class
Independent Practice:
 PWR


The Bundle of Sticks
Pre-Reading
A. Developing Concepts / Vocabulary
Post on the board and read to the pupils the following words:
bundle
quarrel break failed chorus
Have pupils repeat the words on their own.
Talk about each of these words and what each of them means.
1. bundle – things put together (through realia)

Look at the bundle of Popsicle sticks. What can you say about the
Popsicle sticks? Are they put together? What keeps them together? What does
bundle mean?
2. quarrel - fight (through picture)

Look at the picture. (two boys fighting with each other) Who do you
think are these? Is it good to quarrel with each other? Why? What does quarrel
mean?
3. break – destroy, separate (through demonstration)
Who among you can break a stick from this broom? Show it in class.
What happens when you break the single stick? Do you think you can break a
bundle of broomstick in a single try? What does break mean?
4. failed – did not succeed (through context clues)

My father wanted to divide the coconut fruit into halves using his
hands. He tried many times but he failed. He did not succeed in dividing the
coconut fruit into halves. Which words in the sentence mean failed?
5. chorus – together at the same time(through action)

Look at the strip of paper. What is written on it? (For example: I’m
sorry.) Read the words on it in chorus. Do it again. Everybody read. How did
you read the words? What does ‘in chorus’ mean?
B. Motivation
Do you have brothers? Do you help your brothers?

C. Motive Question
Did the brothers in “The Bundle of Sticks” help each other at the start?
Reading
Read the story aloud to the pupils. Stop after reading a part and ask questions to help the
pupils predict and monitor their comprehension. Refer to LM Activity 185 on pages 213-214
for the story.
Suggested questions to predict and monitor comprehension:
1. What do you think will the father do next?
2. Who do you think can break the bundle?
3. What do you think will happen next?
4. What do you think will their father tell them?
5. How do you think will the story end?
Post Reading
Discussion Question
1. Who were the characters in the story?

2. Why was the father sad?
3. How did the father try to solve the problem?
4. What did he ask his three sons to do?
5. Were the sons able to break the bundle of sticks? Why?
6. How were they finally able to break the sticks?
7. What did their father tell them about the sticks?
8. What did the sons realize at the end?
9. Are you like the three brothers in the story?
Engagement/Enrichment
Divide the class in three groups. Have each group do the task. Observe how each
member of the group shows teamwork in doing the task.
Refer to LM Activity 185B on pages 214.
Day 2(1st half): Reading Comprehension: Sequencing Series of Events
Presentation/Introduction
Review the story read by calling on volunteers to read the lines of father, first son,
second son and third son.
Read along with the volunteers the story “The Bundle of Sticks” while the rest of the
class listen.
Repeat the read along of the story with other volunteers to read the lines of the
characters and 3 – 4 volunteers to serve as narrators (those lines read by the teacher).
Modeling /Teaching

Say: Listen as I read the sentences on the strips of paper.
Each son tried to break the bundle of sticks.
Each son was able to break the stick very easily.
The three sons always quarreled among themselves.
Father pointed out the lesson – “United you stand, Divided

you fall.”
None of them could break the bundle of sticks.
The sons promised not to quarrel again.
He asked each of the sons to try and break the bundle of

sticks.
The father gave each of his sons only one stick from the
bundle.
Father showed them a bundle of sticks.
Ask: Which of these events happened first in the story?

Which happened next?
Which happened last?
Tell the pupils that A Sequence Chart is very helpful in showing a series of events in
the order in which they took place. It is used to outline the major events in a story as shown
by the arrow. Details in the Sequence Chart may be used to retell the story to other pupils.
Ask pupils to paste the strips of paper on the appropriate box.
Call on volunteers to read along the sequenced events.
Call on a volunteer to retell the story using the sequenced events without looking at
the chart.
Call on another volunteer to retell the story to the class using sequenced events
without looking at the chart.

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

Process the pupils’ answer.

Let the pupils read the phrases. Refer to LM Activity 188A on pages 216.
Engage the pupils in a read – along of the poem “A House We Built Together”. Refer
to LM Activity 188B on page 216. Let them do Activity 188C.
Day 3 (2nd half)
Refer to LM Activity 189 on pages 218 for the reading exercise on long /u/ words.
For LM Activity 189B-C on page 218, allow the pupils to complete the sentences by filling
out the blanks and then read the sentences.
Let the pupils do LM Activity 189A on page 219.
Day 4 (1st half)
Grammar: Using Verbs in their Simple Present and Past Tense
Presentation/ Introduction
Read along the poem “Cock-a-doodle doo”. Refer to LM Activity 190B on page 219.
Let us read these sentences from the poem.
My dame lost her shoe.

My dame found her shoe.
My master lost his fiddling stick.

My master finds his fiddling stick.
My master found his fiddling stick.
Ask: Which sentence uses a verb in the present tense?
My master finds his fiddling stick.
Ask: Which sentences use verbs in the past tense?

My dame lost her shoe.
My dame found her shoe.
My master lost his fiddling stick.

May master found his fiddling stick.
Let us add time expressions in making sentences using verbs in simple present and
past.
For example:
My master lost his fiddling stick yesterday.

simple past time expression
Recall how verbs in the simple past are formed.
My master finds his fiddling stick now.
simple tense time expression
Recall now when the s form and base form of the verbs are used.
Other time expressions used to tell whether the action is in the past are:
Present Past
today yesterday long ago this morning
this time last______ since
Guide the pupils in stating the generalization. Refer to LM Activity 191 on page 220.
Day 4 (2nd half) 25 minutes
Refer to LM Activity 192 on page 220 for the reading exercise on more words with the
long /u/ sound like cube.
Recall the words and phrases read in Day 2 and 3. Read the story “Muley the Mule and the
Duke” and allow pupils to answer the questions that follow.
Day 5 (1st half)
Guided Practice:
Work with your partner. Ask and answer questions using the correct form of the verb.
Answer in complete sentences. Then, change roles.
Pupil A: What do you do on Saturdays?

Pupil B: I _________________ on Saturdays.
Pupil A: Did you ____________ last Saturday?
Pupil B: Yes, I did. or No, I didn’t. I __________ last Saturday.
Independent Practice:
Refer to LM Activity 193 on pages 221-222.
Day 5 (2nd half)

Allow pupils to read the words and sentence strips on the words with long /u/ and tell them to
write at least 2 to 3 sentences using any of the words read.

Unit 2 Lesson 10: Chocolate Milk for Danny

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Unit 2 Lesson 10: Chocolate Milk for Danny

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Unit 2: Week 1 (Lesson 10)

Lesson Day 1 Day 2 Day 3 Day 4 Day 5

1. Unlocking/Vocabulary & Concept Development

Show a picture of a slice of bread.

Show a picture of a loaf of bread.

Show a picture of Almira in front of a bakery with a loaf of bread.

Show the picture of mother patting Almira’s shoulder.

Say: Mother patted Almira’s shoulders. When do we pat someone’s shoulder?

Chocolate Milk for Danny

Along the way, Danny stopped at one of the stores.

“Ate, please buy me that chocolate milk,” he said.

“Ate, may I have my chocolate milk now?” said Danny.

“Sure, I still have my change here.”

They walked home while Danny enjoyed the chocolate milk.

“Were you able to buy the bread?” asked mother.

Ask the pupils to answer the following questions orally.

1. What is the title of the story?

A. Pair and Share

B. Draw your favorite character. Write two sentences about him/her.

Ask: What are the underlined letters? (ch)

Let the pupils sound it three times.

Teaching Chart: Words with /ch/

chips check Chop choose

Refer the pupils to LM Activity 107 on pages 114-115.

Lesson: Skimming (2nd half)

Story Board No. 1 Story Board No. 2 Story Board No. 3

Lesson 10 Day 3: Scanning Pictures to Answer Question

catch much bench

Skill: Scanning Pictures to Answer Questions

Divide the class into three groups.

Refer your pupils to LM-Activity 113 on page 122.

Day 4: Skimming and Scanning Other Reading Materials

Skill focus: Initial and Final Digraph /ch/ (1st half)

Refer your pupils to LM-Acivity114 on page 123.

Show a picture of a “Birthday Party”

 What do you see in the picture?

3. Development of the Lesson

Day 5: Skimming and Scanning a Selection

Ask the pupils to answer the following questions.

(10 min) (5 min) (10 min) (15 min)

Activity on words with

1. Unlocking/Vocabulary & Concept Development

Ask: Who does/do the right thing? Why?

Which picture shows a good deed?

FIRST STOP (Frame 4)

SECOND STOP (Frame 9)

THIRD STOP (Frame 13)

Lesson 11 Day 1: Decoding/Fluency/Writing

Show a picture of Tagpi with labels of his body parts.

Write another word: photo.

/ck/ /th/ /ph/

picture duck picture thirty picture pharmacy

picture clock picture cloth picture Philippines

picture lock teeth picture telephone

picture sack thigh picture photo

Tagpi shouts out to Bantay.

Teaching Chart: Words with sh

ship shell shack shop

Refer the pupils to LM Activity 121A.

Refer the pupils to LM Activity 121B.

Lesson 11 Day 3: Using Action Words in Simple Sentences

Skill Lesson: Final Consonant Digraph /sh/ (1st half)

Teaching Chart: Words with sh