Compilation English3 q4 Week1-4

3
English
Quarter 4
Module 1 to 6
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared
for you.
Pre-tests are provided to measure your prior knowledge on lessons
in each SLM. This will tell you if you need to proceed on completing
this module or if you need to ask your facilitator or your teacher’s
assistance for better understanding of the lesson. At the end of
each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher
are also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based
learning.
Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before
performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.
Thank you.
1
3
English
Quarter 3
Module 1
Degrees of Comparison
of Adjectives
2
English – Grade 3
Alternative Delivery Mode
Quarter 3 – Module 1:Degrees of Comparison of Adjectives
First Edition, 2021
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3
What I Need to Know
This module is designed and written to help you to learn new

words, to develop your vocabulary and use them effectively with
your fellow learners, teachers, parents, siblings, relatives, friends,
and all people around you. This will help you to improve your
confidence while using the English language.
As you go through this module, you are expected to learn:

1. adjectives (EN3G-IIIf-g-5);
2. use descriptive adjectives (EN3G-IIIf-g-5.3.1); and
3. use the degrees of adjectives in making comparisons (EN3GIVi-j-

5.2).
- positive degree, comparative degree and superlative degree
What I Know
Complete the sentences using the positive, comparative or

superlative degree of adjectives.
1. The Sinarapan is the __________ (small) fish found in the

Philippines.
2. My father is ___________ (old) than my mother.
3. The river is __________ (wide).
4. Marianne is the __________ (pretty) girl I have ever met.
5. I love to eat ___________ (sweet) delicacies.
4
Lesson
Degrees of Comparison of
1 Adjectives
Hello learner. How’s your day today? I hope you’re just fine.
Now, we will study about adjectives. What do we mean by

adjectives? Recall what you had learned in your second grade?
Ready? Oh, you are right. Adjectives are words that describe a
person, a thing, an animal, a place or an idea. In other words,
adjectives describe a noun or a pronoun.
In most sentences, an adjective comes before the word (noun or

pronoun) it describes, like these sentences.
1. The big boy carries a basket of fruits.
Adjective noun that it describes
2. There is a new game installed in my phone.

3. Joey has a cute dog.
In other sentences, adjectives are placed after the verbs am, is,
are, was, and were. These adjectives (words that are underlined
and written in bold letters) come after the noun or pronoun they
describe.
Examples:
1. I am smart.
2. The teacher is kind.
3. They are happy.
4. She was fine.
5. We were lucky to see you.
5
DEGREES OF COMPARISON OF ADJECTIVES
Adjectives can be used in comparing nouns (persons, animals,

places, things, or ideas). Comparing adjectives has three degrees
namely positive, comparative, and superlative.
On the positive degree of adjective, it describes a noun without

comparing it to another.
Examples:
1. The rosal is a fragrant flower.

2. Luis has a big ball.
3. Bicol express is a spicy dish.
The comparative degree of adjective, compares two people,

animals, places, things, or ideas. In order to form adjectives in the
comparative degree, we add the suffix –er at the end of some
adjectives or we can add more or less before the adjective.
Examples:
1. The ilang-ilang is more fragrant than rosal.

2. Rudy has bigger ball than Luis.
3. Sisig is less spicy dish than Bicol express.
The superlative degree on the other hand, compares three or

more people, animals, places, things, or ideas. To form the
superlative degree of adjectives, we add the suffix –est at the end
of some adjectives or add most or least before the adjective.
Examples:
1. The sampaguita is the most fragrant flower in the country.

2. George has the biggest ball among the three boys.
3. Caldereta is the least spicy dish from the country.
6
What’s In
Let’s test your skill. Read the poem below, understand and
determine all the describing words found in it. List all the adjectives
on a sheet of paper. Go on. You may start now.
All Things Bright and Beautiful
By: Cecil Frances Alexander
All things bright and beautiful,

All creatures great and small,
All things wise and wonderful,
The Lord God made them all.
Each little flower that opens,
Each little bird that sings,
He made their glowing colors,
He made their tiny wings.
The purple-headed mountain,
The river running by,
The morning and the sunset,
That brightens up the sky.
The cold wind in the winter,
The pleasant summer sun,
The ripe fruits in the garden,
He made them everyone.
The tall trees in the greenwood,
The meadows where we play,
The rushes by the water,
We gather every day.
He gave us eyes to see them,
And lips that we might tell,
How great is God Almighty,
Who has made all things well.
Answer these questions:
1. What are bright and beautiful mentioned in the poem?
2. Who made all these?
3. What did God give us to know these things around us?
4. Cite some examples of beautiful things around you.
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Now let’s check what you have listed in your paper. See if you got
it right. Here are the describing words.
1st stanza – bright, beautiful, great, small, wise, wonderful
2nd stanza – little, glowing, tiny
3rd stanza – purple-headed
4th stanza – cold, pleasant, ripe
5th stanza – tall
6th stanza – great, well
You have done well! Those words are adjectives.
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Notes to the Teacher
This module will help learners to know and learn the
words used in comparing things around them,
improve their vocabulary skills and knowledge, and
apply these skills for effective communication.
What’s New
Read the story about cats and monkey (story from English 3
Teacher’s Guide). This is a story written for you to read, understand
and enjoy. While reading, observe and study the words written in
bold letters. I hope you will like it!
Three clever cats lived in a house. The white cat was big. The
black cat was bigger than the white cat. The striped cat was the
biggest of the three.
One day they baked a cake for dinner, “I will eat all the
cake,” said the white cat in a loud voice.
9
“I will eat it alone,” said the black cat in a louder voice.
“I will eat it all by myself,” said the striped cat in the loudest
voice.
A clever monkey lived in a tree nearby. He was more clever

than the cats. In fact, he was the most clever monkey in the
world. He heard what the cats said and came into their house.
The cats were busy fighting among themselves. They did not see
the monkey. The monkey ate up the whole cake.
At last they stopped fighting. “Where’s the cake?” they

asked. “It ran away because you made too much noise,” said the
monkey.
Answer the questions below:
1. What adjective used to describe the three cats?

2. What are the adjectives used to compare the three cats?
3. What adjective is used to compare the monkey and the
cats? What adjective is used to compare the monkey with all
the monkeys in the world?
See if you got it right. Here are the answers.
1. Clever
2. Their size – big, bigger, biggest
Their voice – loud, louder, loudest
3. Clever, more clever, most clever
10
What is It
Study the illustrations below. Observe how the adjectives are used
in comparing two to three nouns.
Whose belt is longer? Whose belt is the longest?
Uncle
Leo’s belt Father’s Sam’s belt
1. Leo’s belt is long.

2. Father’s belt is longer than Leo’s belt.
3. Uncle Sam’s belt is the longest of all.
Whose shoes is more durable? Whose shoes is the most durable?
Susie’s
Lyka’s Paula’s
1. Lyka’s shoes are durable.

2. Susie’s shoes are more durable than Lyka’s shoes.
3. Paula’s shoes are the most durable among them all.
Whose perfume is less expensive? Whose perfume is the least

expensive?
P5,800.00 P4,500.00 P3,500.00
Jen’s Ann’s Con’s

f
1. Jen’s perfume is expensive.

2. Ann’s perfume is less expensive than Jen’s perfume.
3. Con’s perfume is the least expensive of all.
11
What’s More
On a sheet of paper, write the correct adjective to complete

each sentence. Select from the choices inside the parenthesis.
1. The (tall, taller, tallest) trees in the world can be found in the
rainforest.
2. Rex is (young, younger, youngest) than his brother Mario.
3. Mother cooked a (delicious, more delicious, most delicious)
meal for the family.
4. Diamond is the (precious, more precious, most precious)
stone in the world.
5. Luisa prayed for a (fine, finer, finest) weather for our trip in
Boracay.
12
What I Have Learned
Complete the sentences by filling up the blanks.
Adjectives are words that ___________________________. In

comparing adjectives, there are three forms namely____________,
___________, and ___________degrees.
The ____________degree describes a noun or pronoun without
comparing it to another.
The ____________degree compares two nouns or pronouns while
the ______________degree compares three or more nouns or
pronouns.
13
What I Can Do
Do you know what this is? Yes, a crossword puzzle. I’m sure you
know how to play this. Look for all the adjectives you could find in
the puzzle. Afterwards, copy and fill out the chart with the degrees
of comparison of adjectives. The first one is done for you. Start.
S L H G A W I O G T M J H
S I I V H E K L N F D C A
D P M N V A H R I C H U N
C O L P S K U A Q R A Y D
I U S O L Q O E R F H S S
O K C W H E A V Y U T W O
B D E B T R T Y K L O P M
N H A I E F B U A F E R E
I N T E R E S T I N G N N
Positive Comparative Superlative
weak weaker weakest
14
Assessment
On a sheet of paper, fill in the blanks using the words at the left.
Write the correct answer only.
cheap 1. Fruits are ____________ in the wet market than

in the supermarket.
obedient 2. Dianne is the _____________ pupil among the

Grade 3-1 class.
clear 3. Teacher Joel speaks in a _____________ voice.
beautiful 4. Cindy is _____________ than her younger sister

Cathy.
strong 5. Carlito is the ______________ man that can lift a

hundred kilograms weight for two minutes
among the participants.
15
Additional Activities
You know now how to construct sentences. Compare the

illustrations below using the degrees of adjectives. Write your
sentences on a piece of paper.
16
17
What I Can Do:
Assessment:
Additional Activities: Positive Comparati Superlative
1. cheaper ve
- answers may vary 2. most simple simpler simplest
depends on the obedient heavy heavier heaviest
answer of the learner 3. clear
handsome more most
4. more
handsome handsome
beautiful
rich richer richest
5. strongeste
interesting more Most
interesting interesting
What’s More:
What is It: What I Know:
1. tallest What’s In:
1. more popular 1. smallest
2. younger little
2. narrow
3. delicious 2. older
3. least exciting wondering
4. most tiny 3. wide
4. mightier
precious witching 4. prettiest
5. highest
5. fine tropical 5. sweet
Answer Key
References
Department of Education (DepEd). K to 12 Curriculum Guide.
English. 2016
Department of Education (DepEd). Guide for English Teachers in

Using the Most Essential Learning Competencies (MELCs).
2020
Department of Education (DepEd). Let’s Get Better in English -

Grade 3 Teacher’s Guide. First Edition. 2015
Department of Education (DepEd). Benita N. Miranda. English For

You and Me, Reading Textbook, Grade Four. 2008
Department of Education (DepEd). Benita N. Miranda. English For

You and Me, Language Textbook, Grade Four. 2008
Osmunda L. Pineda/Rio Ann B. Avena. FNB Educational, Inc.

English Basics and Beyond 2 Integrated Reading and
Language. 2013
Diwa Textbooks. Effective English for Lifelong Learning
18
3
English
Quarter 4
Module 2
Recognize Adverb
s of Manner
19
Science – Grade 3
Quarter 4 – Module 2: Recognize Adverbs of Manner
First Edition, 2021
over them.

Author : Pamela E. Aguas

Co-Author - Content Editor : Irene M. Oligo
Co-Author - Language Reviewer : Jennifer J. Comia
Co-Author - Illustrator : Pamela E. Aguas
Co-Author - Layout Artist : Pamela E. Aguas

District Supervisor, Assigned District : Ronie S. Mendoza
Teacher District LRMDS Coordinator : Mayrica S. Pineda


Telefax: (047) 237-2102
20
What I Need to Know
This module was designed and written to help you recognize

adverbs of manner.
Specifically, after working this module, it is expected that you learn
the following objectives:
1. recognize adverbs of manner used in a sentence EN3G-

IVi-j-6.1;
2. complete sentences using adverbs of manner and;
3. list some adverbs of manner
What I Know
Read the following sentences. Underline the adverbs.
1. The girls danced gracefully.
2. The children listen attentively.
3. Alex runs quickly.
4. Ana cooks deliciously.
5. My cousin sings beautifully.
21
Lesson
Recognize Adverbs of
1 Manner
Adverb of manner tells us the way something is done. It answers

the question how. For example, in the sentence “Lina drives
dangerously”, dangerously means “in a dangerous way”.
What’s In
Direction: Rewrite each sentence using either the comparative or
superlative form of the adjective. Do this on a piece of paper.
1. Luzon is ___________ (large) than Visayas.

2. My purse is ________(small) than yours.
3. The Cheetah is the ___________(fast) animal in the world.
4. Your dog runs________ (slow) than Leo's dog.
5. Rolly is the _____________ (tall) spare guy among his classmates.

This module helps the students recognize adverbs of
manner used in a sentence.
22
What’s New
Read the paragraph below and take note of the highlighted words in
the text.
I want you to be happy in this school but that does not mean
you can behave in any way you like. We have school rules that you
must follow. You must come to school regularly. You must arrive at
school punctually, that is, before the school bell rings at 7:00 am. While
you are at the school, you must listen to your teachers attentively. You
must speak with everyone politely. You must do all your work carefully
and not do them carelessly just for the sake of finishing your work.
Study the following sentences. Write the appropriate answer on the

blank based on the listed sentences.
1. You must come to school regularly.
How do you must come to school? ____________________
2. While you are at the school, you must listen to your teachers
attentively.
How do you must listen to your teachers? ___________________
3. You must speak in everyone politely.

How do you must speak in everyone? ________________
23
What is It
Words that answer the question “How?” are called adverbs of

manner. They tell us the way or how something is done. Usually,
these adverbs are formed by adding -ly to the end of an
adjective.
adjective + ly = adverb
beautiful + ly = beautifully
soft + ly = softly
Let’s read these examples:
Ana plays piano beautifully. (How did Ana play piano? beautifully)
Ana plays piano softly. (How did Ana play piano? softly)
Remember:
Adverb of manner is an adverb that describes how and
in what way the action is done. Most adverbs of manner
are formed from adjectives.
Examples: brave-bravely kind-kindly
gentle-gently generous-
generously
24
What’s More
A. Copy the sentences on a piece of paper. Box the adverb of

manner in each sentence.
1. Miya joyously watched the firework.
2. The boy speaks harshly.
3. Our visitor speaks softly.
4. My parents were happily married.
5. The Grade 3 pupils walk quietly along the corridor.
B. Copy the words below and circle five adverbs of manner from
the list. Do this on a piece of paper.
a. carefully f. polite
b. bad g. friendly
c. likely h. sudden
d. good i. badly
e. dangerously j. quick
25
What I Have Learned
Read each sentence carefully and take note of the underlined

words.
1. The Sinulog festival was celebrated happily.
2. The people in the mosque pray silently.
3. Mrs. Santos asked her pupils to write neatly.
4. They finished their work hurriedly.
5. Hilda cheerfully approached the principal.
Answer the following questions on a piece of paper.

1. How was the Sinulog festival celebrated?
2. How do the people pray in the mosque?
3. How did Mrs. Santos asked her pupils to write?
4. How did they finished their work?
5. How did Hilda approach the principal?
What do you call the underlined words?

What do they tell?
What question do they answer?
26
What I Can Do
A. Change the underlined words into adverbs of manner. Do this

on a piece of paper.
1. The doctor spoke calm to the patient.
2. The singer sings soft.
3. Father called us loud.
4. Karen writes her sentence meaningful.
5. She quick cooked the food.
B. Underline the correct adverb of manner in italics to complete

the sentences below. Do this on a piece of paper.
1. Mia was late so she had to dress quick / quicker / quickly.
2. Albert stood up and walked slow / slowly / slower out of the
room.
3. Robert easy / easier / easily passed the exam.
4. The choir sang the carols merrily / merrier / merry.
5. It rained heavy / heavier / heavily last night.
27
Assessment
Choose the correct adverb of manner from the box below and
write it on the blank to complete each sentence. Do this on a
piece of paper.
patiently easily loudly

quickly eagerly
1. The deer run _________ in to the dense forest.

2. The singers ____________ followed the directions of their
conductor.
3. The audience cheered __________.
4. Children ____________ joined the parlor games.
5. Participants waited for their turn _____________.
28
A. Write a sentence using each of the following adverbs of

manner.
1. honestly
2. beautifully
3. slowly
4. quickly
5. calmly
B. List at least five adverbs of manner that is different from the

examples above.
29
30
Assessment
1. quickly
2. easily
Additional Activities 3. loudly
Answers may vary 4. eagerly
5. patiently
What I Can Do What’s More
A.
A.
1. joyously
1. sadly 2. harshly
2. softly What I Have Learned
3. softly
3. loudly 4. happily
1. happily
4. meaningfully 5. quietly
2. silently
5. quickly
3. neatly
B.
4. hurriedly
B.
5. cheerfully 1. carefully
1. quickly
2. slowly 2. likely
3. easily 3.
dangerously
4. merrily
4. friendly
5. heavily
5. badly
What’s In: What I Know:
What’s New 1. largest 1. gracefully
1. regularly 2. longer 2. attentively
2. attentively 3. fastest 3. quickly
3. politely 4. wider 4. deliciously
5. tallest 5. beautifully
Answer Key
References
DepEd (2015). Let’s Get Better in English 3. Teacher’s Guide. First
Edition
DepEd (2015). Let’s Get Better in English 3. Learner’s Material. First

Edition
“Text for teaching Adverbs of manner - ESL worksheet by supria”.

Eslprintables.com, 2021.
https://www.eslprintables.com/grammar_worksheets/adverbs/a
dverbs_of_manner/Text_for_teaching_Adverbs_of_m_52673
7/
31
3
English
Quarter 4
Module 3
Interpreting simple maps of
unfamiliar places, sign and symbols.
32
English – Grade 3
Quarter 4 – Module 3: Interpret simple maps of unfamiliar places, sign and symbols.
First Edition, 2021
over them.

Author : Randy B. Gamboa

Co-Author - Content Editor : Irene M. Oligo
Co-Author - Language Reviewer : Jennifer J. Comia
Co-Author - Illustrator : Randy B. Gamboa
Co-Author - Layout Artist : Randy B. Gamboa

District Supervisor, Assigned District : Ronnie S. Mendoza
District SLM Language Reviewer : Marieta L. Tubig
District SLM Book Designer : Mayrica S. Pineda


Telefax: (047) 237-2102
33
What I Need to Know
This module was designed and written to help you understand

and interpret simple maps of unfamiliar places, signs and symbols.
At the end of this module, you are being able to:

1. Interpret simple maps of unfamiliar places, signs and
symbols.
34
What I Know
Direction: Match column A with column B. Write your answer on

your test notebook.
Column A Column B.
a. Parking Area
1.
b. Slippery
2.
c. No Facemask No Entry
3.
d. No Smoking
4.
e. Poisonous
5.
35
Lesson
Interpreting simple maps of
1 unfamiliar places, sign and symbols.
Signs and symbols are everywhere. Have you ever wondered

what do those symbols and signs mean? Or have you ever tried to
look at and understand a simple map?
(vignette.wikia.nocookie.net, n.d.)

This module is preparing the learner to identify, differentiate and
use the common nouns and proper nouns in a sentence.
36
What’s New
Hello learners! Let’s help our friend Randal to find his treasures by
using the map below. Please use your fingertip while following the
line.
https://www.pinterest.ph/pin/483644447455299103/
37
What is It
Maps contain lots of useful information. Map

reading and understanding are significant in
our daily lives.
The importance of maps is to visualize what
things on the ground look. Thus, maps use
symbols like lines and different colors to feature
such as rivers, roads, cities, or mountains. These
symbols give us easy understanding and
reading of the map.
(vertyr, n.d.)
The picture on the left shows symbols of direction that are

commonly found on maps.
 W – stands for West
 N – stands for North
 E – stands for East
 S – stands for South
The following are some examples of situations where maps are

extremely useful.
 If you are planning to go to a hill or cycling, you must
know how lofty the place is and how long it will take
you to cover it.
 If you are about to plan to go out of town, you will
need a map for you to find the best route and to
estimate your travel time.
38
SIGNS AND SYMBOLS
The use of symbols, signs, and abbreviations are as old as the use
of alphabets. Meaning, since the beginning of mankind, symbols
and signs existed a long time ago. These are universal language
understood by people all over the world.
Symbols and signs convey ideas and messages, also portrays
warning or information. We recognize hundreds of them every day
from road signs, currency signs, keyboards, cellphones, etc.
Symbols - Definition
(Russel, 2014)What are symbols? The definition of a symbol is
something that represents something else through association or
resemblance. A symbol is a sign, emblem or an image. In writing,
letters or characters are symbols. Businesses and other
organizations use logos to identify and represent their name or
brand.
Signs - Definition
(Russel, 2014)What is a sign? A sign can be described as an
indicator, a clue, hint, reminder, gesture or a cue. A sign used by a
brand is known as a trademark. Signs refer to objects in a more
literal way, such as pointing something out or standing for
something.
39
The following are some example of signs and symbols
- No Smoking - Poisonous
- Parking Areas - No
Facemask No Entry
- Slippery - Comfort Room
- And -(PWD)
Person with Disability
- Bluetooth - Plus
40
What I Have Learned
Write the letter of the correct answer. Just take your time. You can
do it!
1. It is use to visualize what things on the ground look like. It uses

symbols like lines and different colors to features such as
rivers, roads, cities, or mountains.
a. Symbols b. Signs c. Maps
2. It is something that represents something else through
association or resemblance. A sign, emblem or image.
a. Signs b. Symbols c. Maps
3. It can be described as an indicator, a clue, hint, reminder,
gesture or a cue.
a. Maps b. Symbols c. Signs
41
Assessment
Hello! This time you are encourage to interpret the map and
answer questions below. Just take your time. You did a great job
on your last activity. I believe this time; it would be easier for you.
You can do it!
1. What place do you see on East?

2. In what direction can we locate Ariana’s house?
3. David’s house is located in what direction?
4. In what direction can we locate the park?
5. What place have you seen on the South?
42
43
What I Know:
Assessment: 1. B
What I have
2. C
1. Supermarket learned: 3. A
2. West 4. C
3. North 1. C
2. B 5. D
4. Northeast
5. School 3. C
Answer Key
References
Department of Education (DepEd). K to 12 Curriculum Guides: English, 2016.
Department of Education (DepEd). Guide for English Teachers in Using the
Most Essential Learning Competencies (MELCs), 2020
Russel, M. (2014, June 11 11). signology.org/. Retrieved from
http://www.signology.org/:
http://www.signology.org/#:~:text=Symbols,%20Signs%20and%20Abbreviatio
ns%20have%20been%20used%20for,be%20used%20to%20represent%20a%20l
ong%20Latin%20phrase.
vertyr. (n.d.). shutterstock. Retrieved from www.shutterstock.com:

https://www.shutterstock.com/image-vector/vector-set-illustration-abstract-
artistic-drawings-136232504
vignette.wikia.nocookie.net. (n.d.). Retrieved from vignette.wikia.nocookie.net:

https://vignette.wikia.nocookie.net/doratheexplorer/images/5/55/404_La_M
aestra_de_M%C3%BAsica_Map.jpg/revision/latest?cb=20190708135601
44
3
English
Quarter 4
Module 4
Interpret Simple Graphs, Tables, and
Pictographs
45
English – Grade 3
Quarter 4 – Module 4: Interpret Simple Graphs, Tables, and Pictographs
First Edition, 2021
over them.

Author : Rosalie A. Bigueras

Co- Author-Content Editor : Grace S. Ponce
Co-Author-Language Reviewer : Ma. Concepcion F. Deveraturda
Co-Author- Illustrator : Marie Rose Anne S. Epistola
Co-Author-Layout Artist : Rosalie A. Bigueras



Telefax: (047) 237-2102
46
What I Need to Know
This module was designed and written to help you analyze and
understand the meaning presented in the tables and different
kinds of graphs.
Information that we encounter in our daily lives is not only

presented through texts or sentences. It may also be presented
through different forms like tables, and graphs.
At the end of this module, you are expected to learn to:

1. interpret a pictograph (EN3SS- IVcd-1.2.7);
2. interpret simple tables (EN3SS- IVef -1.2.2); and
3. interpret a bar graph (EN3SS- IVgh -1.2.1).
47
What I Know
Some Grade 3 pupils participated in a Save Earth – Plant a Tree

Program done in Barangay Masagana. The chairman of the
program summarized in this graph the list of children who joined
and the number of seedlings each one has planted.
Dan Seedlings Planted
She
Gil
Ben
Roy
Ana
Papaya Mango
0 1 2 3 4 5
Based on the graph answer the following questions.
1. How many Grade 3 pupils participated in the Clean and

Green Program?
a. 3 b. 4 c. 5 d. 6
2. How many papaya seedlings did Gil plant?
a. 1 b. 2 c. 3 4. 4
3. Who among the children planted five papaya and two
mango seedlings?
a. Dan B. Gil c. Roy d. Ana
4. Who planted the least number of seedlings?
a. Ana b. Ben c. Dan D.
Gil
5. What are the two kinds of seedlings the children planted?
a. avocado and grapes c. papaya and mango
b. santol and mango d. rambutan and papaya
48
Lesson
Interpret Simple Graphs,
1 Tables, and Pictographs
Graphs, tables and pictographs are creative ways in displaying
data. Reading and interpreting data from these tables and
graphs are important in order to get the correct information.
Tables and graphs are visual representations of information. Data-
gathering helps us learn different information. Interpreting the
data from these tables and charts can help for better
understanding of the given ideas which can be used in real-life
situations.
49
What’s In
In your past lesson in Grade 2, you have learned about
pictograph.
What are the different parts of a pictograph? Copy the boxes 1-3
on your notebook, then name the parts found in a pictograph.
1 Choose
from the
choices
below.
2
- bars
- pictures
- title
3 - shapes
- legend

This module prepares pupils to understand, interpret
and construct simple graphs, tables and pictographs.
50
What’s New
Let us read a short story about Miguel. Let us find out what keeps
him busy.
Miguel’s Vegetable Garden
Nowadays, Miguel cannot play around with his playmates
outside their house due to
community quarantine caused
by pandemic COVID-19. He
finds a way to do something
productive.
As his father's income from
carpentry decreased due to
lockdown, Miguel decided to
make a vegetable garden on
their backyard so they could have something healthy to eat. Since
Miguel likes vegetables, his father helped him to create a plot and
plant different kinds of vegetables. His garden has tomatoes,
eggplants, okra and carrots. He happily waters the plants
everyday.
After two months of gardening, he noticed that his vegetables
have grown big. He started harvesting from his garden. That night,
he drew his plants and created graphs and tables to record his
harvest.
51
What is It
Here is what Miguel has made.
Kinds of Vegetable Plant Number of Vegetables

Harvested
tomato 20
okra 30
eggplant 25
carrot 10
The table represents the number of vegetables Miguel harvested
after two months. Tables are used to present information in an
organized way.
He also created a pictograph. A pictograph is a presentation of

data using images or symbols. Legends or keys are needed when
the pictures or symbols are used to represent more than one
quantity.
Miguel’s Vegetable Garden
Vegetable Number of Vegetables Harvested
Tomato
Okra
Eggplant
Carrot
Legend: 1 vegetable = 5
52
What is the pictograph about?
Let us count the number of vegetable plants that Miguel has.
Remember that each vegetable represents 5. How many
tomatoes are there?
5 + 5 + 5 + 5 = 20 or 5 x 4 = 20
Let’s continue. How many okras are there? eggplants? carrots?
How many vegetables did Miguel plant in all?
This is another representation of Miguel’s vegetable garden using a

line graph.
Miguel's Vegetable Garden

40
30
20
10
0
Tomato Okra Eggplant Carrot
Number of Vegetables Havested
A line graph is a type of chart used to show information using

several points connected by lines. A line graph is also known as a
line plot or line chart.
Here is another representation of Miguel’s vegetable garden using
a bar graph.
53
Miguel's Vegetable Garden
35
30
25
20
15
10
5
0
Tomato Okra Eggplant Carrot
Number of Vegetables Harvested
A bar graph is a chart that plots data using rectangular bars or

columns also called bins. It presents categorical data with bars
vertically or horizontally shown with heights or lengths proportional
to the values that they represent.
Whether Miguel used the table, pictograph, line graph or bar
graph, the information it delivers is the same. Each type shows the
total number of vegetables Miguel harvested from his garden
although presented in different styles and formats.
54
What’s More
Miguel’s friend named Mark has a vegetable garden too. These are
his vegetable plants. They are all vines. Let us analyze.
Vegetables Number of Vegetables Planted
Beans
Ampalaya
Patola
Squash
Legend: 1 vegetable = 5 vegetables

Answer the following questions on your notebook.
1. What is the pictograph about?
2. What is meant by the given legend?
3. How many string beans did Mark plant?
4. How many ampalayas did Mark plant?
5. How many patolas did Mark plant?
6. How many squashes did Mark plant?
55
What I Have Learned
Complete the concept by filling up the missing word that will
complete the sentence. Choose from the choices in the box.
How do information title

you interpret data using graphs, tables legend
and
pictographs?
We interpret data using graphs, tables and pictographs by
means of identifying the _______________, understanding the
_________________ and the _____________ found from it.
56
What I Can Do
Study the pictograph carefully. Then, answer the following
questions below.
Carbonara
Hamburger
Fries
Spaghetti
Chickenjoy
Legend: = 1 person
Questions:
1. What is the graph about?
2. What does each legend represent?
3. What is the most favorite snack of Grade 3 pupils?
4. How many pupils liked carbonara?
5. What is the least favorite snack of Grade 3 pupils?
57
Assessment
Read and analyze the pictograph below. Then, answer the
questions that follow.
Legend: = 3 positive COVID cases

Based from the data in the pictograph below, answer the
following questions by choosing the letter of the correct answer.
Pictograph: Positive COVID Cases in the 5 Towns of Bataan
Mariveles
Bagac
Balanga
Samal
Orani
1. What is the title of the graphs?

a. Negative COVID cases in the 5 towns of Bataan
b. Positive COVID cases in the 5 towns of Bataan
c. Number of Deaths in the 5 towns of Bataan
d. Number of PUI in the 5 towns of Bataan
2. How many positive COVID cases in Mariveles?
a. 3 b. 6 c. 9 d. 15
3. What town has the most number of positive COVID cases in
Bataan?
a. Bagac b. Mariveles c. Orani d.
Samal
4. What towns have equal number of positive COVID cases in
Bataan?
a. Balanga and Samal c. Mariveles and Orani
b. Mariveles and Balanga d. Orani and Bagac
5. What is the total number of positive COVID cases in 5 towns
of Bataan?
a. 3 b. 6 c. 9 d. 27
58
Create your own pictograph and bar graph showing the number
of pupils in Grade 3 of Magsaysay Elementary School with this
data: 3-Diamond-31 pupils, 3-Emerald-29 pupils, 3- Ruby-35 pupils,
3-Topaz-28 pupils, 3 -Sapphire-34 pupil. Be sure to write the title
and include a legend.
59
60
What I Can Do What's More What I Know
1. Pictograph 1. Number of 1. d
2. Number of Person vegetables planted 2. b
3. Hamburger 2. Equivalent number 3. c
4. 4 of vegetables 4. c
5. Spaghetti 3. 20 string beans 5. c
4. 30 ampalayas
5. 30 patolas
Assessment 6. 15 squash What’s In
1. b What I Have Learned 1. Title
2. a 2. Pictures
3. c 1. Title 3. Legend
4. b 2. Information
5. d 3. Legend What is It
1. About Vegetable plant
2. 4 tomatoes
Additional Activities 3. 6 okras
4. 5 eggplants
{Pupils may Vary) 5. 2 carrots
6. 85 vegetables in all
Answer Key
References
Ponciano, Mil Flores., Diaz-Cruz, Esperanza., Caspi, Ana Lou., and
Josie Mendoza, Department of Education, First Edition 2015,
DepEd (2013). English Teachers’ Guide.
Ponciano, Mil Flores., Diaz-Cruz, Esperanza., Caspi, Ana Lou., and

Josie Mendoza, Department of Education, First Edition (2013).
English. Learners Material. Let’s Get Better in English Textbook .
Let’s Begin Reading in English2, Learners Materials, Bureau of

Learning Resources,blr.Irqad@deped.gov.ph
Powerradio 104.5 FM- Bataan (Based on Gov. Abet Garcia

Update)
(Accessed 05 May 2020)
Hopkins, Johns University & Medicine, Coronavirus Resource

Center https://coronavirus.jhu.edu/map.html
61
3
English
Quarter 4
Module 5
Restate Facts from Informational
Texts
62
English – Grade 3
Quarter 4 – Module 5: Restate Facts from Informational Text
First Edition, 2021
over them.

Author : Dino Dominic Santos

Co-Author - Content Editor : Josephine S. Hunter / Abby J. Manlangit
Co-Author - Language Reviewer : Eula S. Pineda / Miriam E. Castillo
Co-Author - Illustrator : Melvie Lyn Nuqui
Co-Author - Layout Artist : Dino Dominic Santos

District Supervisor, Assigned District : Ronie S.Mendoza
Teacher District LRMDS Coordinator : Mayrica S.Pineda


Telefax: (047) 237-2102
63
What I Need to Know
This module is designed and written to help you focus on how you
restate facts from informational/factual text. These information are
necessary for you to know.
After this module, you are expected to learn:

1. Restate facts from informational text. EN3LC-IVi-j-3.5
64
What I Know
I. Let us study some examples of sentences using cause and

effect.
1. Dominique studied her spelling words so he got an A on the test.
Cause: Dominique studied her spelling words
Effect: ____________________________
2. Dendred quickly learned how to play the guitar because he

signed up for guitar lessons.
Cause: ____________________________
Effect: Dendred quickly learned how to play the guitar
3. I didn’t water the tomato plants so their leaves started to turn

brown.
Cause: ____________________________
Effect: ____________________________
65
Lesson
Restate Facts from
1 Informational Texts
When we read informational texts, we learn about the natural and

social world and give us information about a specific topic. These
information are necessary for you to know.
As we go along, we will explore ways to restate facts or ideas and
condense large amounts of information into a summary of main
points from informational texts. Are you ready? Here we go!
66
What’s In
Read the text below then, answer the following questions. Choose
the best answer to each question, and write your answers in your
notebook.
Seasons
Most places on Earth have four seasons. These seasons include
spring, summer, autumn, and winter. Each season might be short or
long in different places.
Spring is known for being warm. This is when flowers begin to
bloom. Grass and leaves grow. Animals such as cows and goats
have offspring.
Summer is known for being hotter than spring. During the
summer we have the summer solstice. This is when the days have
the most sunlight.
Autumn is called fall. When autumn comes the temperature
begins to cool down. Leaves change from green to brown, red, or
yellow.
Winter is the coldest of the four seasons. During the winter we
have winter solstice. This is when the days have the least sunlight.
Seasons don’t always happen at the same time around the
world. If you live above the equator, you have spring, and summer
from March to September. If you live below the equator, you have
autumn and winter between these months.
This is because of the tilt of the earth on its axis. While one part
of earth is tilted toward the sun, the other part of Earth is tilted away
from the sun.
67
Not all places have four full seasons. If you lived at the North
Pole you would mostly have winter. In other places, like Hawaii or
Egypt you would have warm weather all year long.
Answer the following:
1. Which is the most eventful season?
.
2. Why autumn referred to as fall?
.
3. Seasons don’t always happen at the same time around the
world. Why?
.

This module discusses how to restate facts from
informational texts to the learners.
68
What’s New
Read the texts below. Answer the following questions.
Let’s Plant A Garden!

It’s spring. Let’s plant a garden. It’s fun and easy to grow
colorful flowers, scented herbs and healthy food.
Where will you plant your garden? Most plants need a lot of
sunlight. Find a space in your yard that faces south. It gets the most
sun.
Before you can plant outside, you need to till the soil. This gets
it ready for planting. Don’t forget to dig up weeds. This makes your
plant ready for planting.
Don’t have room for a garden? If your town has a community
garden ask a parent or guardian if you can get space there.
Answer the following:
1. What is the topic of the text that you have read?
2.Give the first fact about the text you’ve read.
3. How about the second fact you’ve read?
4. What is the favorite thing you learned?
5. Something you wonder from the texts?
69
What is It
Let us discuss!
Read:
When we restate facts from informational texts, you’re going
to start by restating the Topic. What was the book or texts mostly
about? Then you’re going to restate couple of facts from the texts.
The most important facts. You can choose to restate two or three
facts. After that, you can restate your favorite thing you learned in
For examples
the arelast
texts, and yourthing
answers in your previous
is restating activity:
something that you wonder
Let’s Plant A Garden!
about the texts.
The text was mostly about how to get started with your
garden.
(This is the first thing you have to find out, the topic of the
texts)
Gardens need sunlight. Plant your garden in a sunny place.
(The first fact you can find from the texts)
Make sure you till the soil and get rid of the weeds.
(The second fact which you can restate from the text)
If you don’t have space for a garden, see if your community
has a garden.
(This time, you can restate you’re favorite thing you learned
from the texts)
5. Are you wondering something from the texts?
I wonder what tools are needed to start a garden.
(This would be the last part in restating facts from
informational texts you have find, something that you wonder from
the texts)
70
Notes to the Learner
Well done! You discover new knowledge about restating facts
from informational texts. Let’s see if you can now restate facts
from another informational texts!
71
What’s More
Read the texts below. Answer the following questions.
The Talented Dog

No animal is more faithful and helpful to people than a dog.
One helping ability of dogs is their great sense of smell. A dog
can sniff out any good treats you may have in your pocket. It can
also sniff out many other things. The police dog, for example, is
sometimes useful in finding missing people.
Some dogs help people who have handicaps. Seeing Eye
dogs become the eyes for people who blind. Other service or
helping dogs pick up dropped objects for their owners. Dogs can
be trained to retrieve things like shoes, newspaper, and even the
telephone. Loyal dogs can help people out of chairs. Dogs can
open and close doors. They can even turn the lights on or off.
Dogs make a great companion for people living alone.
Maybe you have a dog. If you do, it may have helped you smile
and laugh when you were feeling lonely or sad.
Indeed, dogs have many talents that can brighten the lives of
others.
Answer the following. Write your answer in a paragraph form in the
space provided below.
72
What I Have Learned
When we restate an informational text, we think about, remember

and restate the main topics and key details. Readers stop and
restate throughout a text to help them understand the text better
and remember it. Restating means expressing the same idea in
different words, but not necessarily in a shorter form. Restating is a
strategy reader use to think about what they are reading
73
What I Can Do
Read the texts below in front of your one (1) or two (2) elders.
Answer the following questions.
Forests
Forests are part of the world that have lot of trees. Some forests
are smaller than others, but a popular characteristic of all forest is
to have lots of trees and vegetation, or plant life.
In a forest, there are tons of different trees, plants, and
animals. Animals in forest range from different types of mammals,
birds, and insects. One of the most popular types of forest are rain
forests.
Other types of forest are deciduous forest, taiga forests and
coniferous forests.
Answer the following. Write your answer in a paragraph form on
the space provided below.
74
Assessment
Read the texts below. Restate facts from the texts you will read
and write your answer in a paragraph form. Write your answer in
your notebook.
Octopus
Octopus live in the ocean. They have eight legs and very big
head.
Small octopus are about one foot long and six ponds. Big
octopuses can be 16 feet long and over 100 pounds.
Octopus are carnivores, which means they eat meat. They
like lobsters, fish, and birds. They have predators like sharks, eels,
and large fish.
Octopuses can change color to blend in and hide from their
enemies, which is called “camouflaging”.
They are good fitting into small spaces. They also squirt ink at
their enemies.
75
Find and read one (1) example of informational text. Read and
restate facts from that informational texts using the “Five Finger
Restate” questions. Write your answer on your notebook.
76
77
Additional Activities:
Answers may
vary
Assesment: What’s More:
What Can I Do:
Answers may Answers may vary Answers may
vary vary
What’s New: What’s In: What I Know:
1. The text was mostly about how to get 1. Spring is the most 1. He got an A on
started with your garden. eventful season the test.
2. Gardens need sunlight. Plant your 2. Autumn is reffered 2. He signed up for
garden in a sunny place. to as fall, as the guitar lessons
3. Make sure you till the soil and get rid falling of leaves and 3. I didn’t water
of the weeds. seeds is typical to this the tomato
4. If you don’t have space for a season. plants
garden, see if your community has a 3. We experience 4. Their leaves
garden. different seasons in started to turn
5. I wonder what tools are needed to different parts of the brown
start a garden. Earth due to the tilt
of the Earth’s axis.
Answer Key
References
Department of Education (October 2009) Learning Guide.
Department of Education (2016) Grade 3 Teacher’s Guide
Department of Education (2013). K to 12 Curriculum Guide. English
78
3
English
Quarter 4
Module 6
Read Words Containing Vowel
Digraphs-ai,ay,ea,ee,oo,oa
79
English – Grade 3
Quarter 4 – Module 6: Read Words Containing Vowel Digraphs-ai, ay, ea, ee, oo, oa
First Edition, 2021
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Such agency or office may, among other things, impose as a condition the payment of
royalties.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Author : Maria Micaela O. Silva

Co-Author - Content Editor : Josephine S. Hunter | Abby J. Manlangit
Co-Author - Language Reviewer : Eula S. Pineda | Miriam E. Castillo
Co-Author - Illustrator : Alma F. Garcia
Co-Author - Layout Artist : Maria Micaela O. Silva


Telefax: (047) 237-2102
80
What I Need to Know
This module provides you with activities that will teach you to
appreciate reading. All the activities were designed to help you
learn to read more about words containing vowel digraphs-ai, ay,
ea, ee, oo, oa.
At the end of this module, you are expected to:
1. Read words containing vowel digraphs-ai, ay, ea, ee, oo,
oa.
2. Identify vowel digraphs used in each word.
81
What I Know
Let’s Try . . .
Help me match the words with their sounds . . .
Write your answers in your paper, and then read after.
1.
p__l ay
ai
2.
sh _ _p ae
ee
3. h__ ay
ae
4.
h__d ea
ee
5.
c__t oa oo
82
Lesson Read Words Containing
1 Vowel Digraphs-
ai,ay,ea,ee,oo,oa
Learning to read words containing vowel digraphs is a skill that
each learner should learn. Knowing how sounds are produced
can be a great help in reading.
What’s In
Write the name of each picture. Then use it in a sentence. Write
your answer in your notebook.
1. 2. 3.
4. 5. 6.
83
The teacher must consider the prerequisite skills needed in
the development of this competency including the schema or
background knowledge which may reinforce learning. This
module will help the learners bridge the gap of learning to attain
mastery of the lesson in its spiral progression.
What’s New
Copy all the words containing vowel digraph on the poem
below then read with your learning facilitator. Write your answer in
your notebook.
God’s Blessing
By: Maria Micaela O. Silva
Too excited to wake up each day

To see God’s creation and to feel that He loves me constantly.
I thank Thee and worship Thee with the whole family.
To all the blessings that He gives me every day.
I go with Dad to the farm daily.

With my dog that makes me happy and gay.
As we run and stumble down at the hay.
Sometimes under the rain, we also play.
84
At the farm, we received blessings steadily.
We have sheep and goats that give us milk and meat.
We have chickens that Mom cooks even the feet.
And lots of trees that give us food to eat.
At night, I look up at the sky.

To see the moon and stars twinkling up high.
It seems like they wave me good night.
Telling me to sleep tight for the rest of the night.
What is It
What is a digraph? Let us study it . . .
Vowel Digraphs
-ai
-oa
-ay -ea -ee -oo
Vowel digraphs are two vowels that when placed together
produced one sound. A long vowel sound is usually formed in
vowel digraphs. As mentioned above, this rule is simply put as
“when two vowels go walking, the first one does the talking. This
means that when you see a word with two vowels next to each
other, you say the first vowel sound, not the second.
In the word beak, E is the In the word road, O is the

first vowel you see, so the E first vowel you see, so the O
is the one that is talking is the one that is talking
and the A listens. and the A listens.
85
What’s More
Helps me to complete the sentence . . .
Guided Activity 1
Read each sentence. Fill in the blanks with the words containing
vowel digraphs. Write your answers in your paper. Read your
answers afterward.
1. When I’m hungry, my mother makes me delicious

_______.
2. Mother teaches me to use fork and ____________

when eating.
3. When I get dirty after eating, she cleans me with

____________.
4. When I am bored, we go sailing using our

______________.
5. It’s fun reading a ___________ while riding on a

boat.
Guided Activity 2
Look at the picture and say the words. Choose a vowel that goes
with each picture. Write the word in your notebook.
Picture Vowel Word
ai
ea
86
ee
ea
ai
ay
ee
ea
ee
ea
What I Have Learned
Let’s Read
Words with Vowel Digraphs

“ai” train, paint, brain, snail, chain, rain
“ay” say, hay, day, lay, away, clay,
“ea” read, bean, neat, weak, cheat, beach
“ee” meet, week, feet, peek, sleep, teeth
“oo” look, hook, book, pool, stool, foot
“oa” goat, boat, goal, soap, road, loan
87
What I Can Do
Look for the word containing vowel digraph in the sentence. Read
and match the sound. Write your answer in your notebook.
Example: The pail is full of rain
/ ai / /ea /
Answer: pail-rain =/ai/
1. Look at the book on the stool.
/ oa / /oo/
2. Last week, mother bought the feet of the sheep.
/ea / / ee /
3. Shan soak the coat with soap.
/oa / / oo /
4. One day, we play on the hay.
/ ai / / ay /
5. Speak softly, while we read on the beach.
/ ai / / ea /
Assessment
Read the sentence and copy the words with vowel digraph in
your notebook. Read it aloud in front of your learning facilitator.
1. I see a mango seed under a tree.
2. A seal is in the beach.
3. There was a goat that passed on the road.
4. Don’t stay away from me.
5. I washed the stain on my shirt under the rain.
88
Copy the words listed in your notebook. Read it with your learning
facilitator.
/ai/ /ay/ /ea/ /ee/ /oa/ /oo/

gain ray bean greet boast boot
frail day seal teeth foam hook
maid clay seam sweet goal took
mail stay team need toad shook
stain spray peal weed float crook
89
90
Additional activities
What I Know What's More
Pupils read listed words Activity 1
1. ai
with their learning
2. ee 1. food
3. ay 2. spoon
4. ea What’s New 3. soap
5. oa too see 4. boat
feel thee 5. book
happy gay Activity2
What I Can Do hay rain 1. ai-chain
play steadily 2. ea-read
1. Look, book, stool=/oo/ 3. ay-play
sheep goat
2. Week,feet,sheep =/ee/ meat feet 4. ea-leaf
trees food 5. ee-jeep
3. Soak, coat, soap eat look
=/oap/ moon seems
sleep
4. Day, play, hay= /ay/
Assessment
5 Speak read beach = /
1. See, seed, tree
What’s In 2. Seal, beach
What I Have Learned 3. Goat, road
Different answers from the 4. Stay, away
pupils Pupils read the words 5. Stain, rain
listed
Answer Key
References
Department of Education (2013). K to 12 Curriculum Guide. English
Department of Education (DepEd). Guidelines on the use of the

Most Essential Learning Competencies (MELCs),2020
John Edelson. Vowel Diagraph Practice List, 2008.

https://www.spellingcity.com/digraphs.html#:~:text=Vowel%
20digraphs%20are%20two%20vowels,oa%E2%80%9D%20in%2
0%E2%80%9Cboat%E2%80%9D
For inquiries or feedback, please write or call:
Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph
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3

Published by the Department of Education

ELEMENTARY MODULE DEVELOPMENT TEAM

Author : Jennifer A. Calica.

DISTRICT MANAGEMENT TEAM:

DIVISION MANAGEMENT TEAM:

Printed in the Philippines by Department of Education – Schools Division of Bataan

This module is designed and written to help you to learn new

As you go through this module, you are expected to learn:

2. use descriptive adjectives (EN3G-IIIf-g-5.3.1); and

3. use the degrees of adjectives in making comparisons (EN3GIVi-j-

- positive degree, comparative degree and superlative degree

Complete the sentences using the positive, comparative or

1. The Sinarapan is the __________ (small) fish found in the

2. My father is ___________ (old) than my mother.

3. The river is __________ (wide).

4. Marianne is the __________ (pretty) girl I have ever met.

5. I love to eat ___________ (sweet) delicacies.

Now, we will study about adjectives. What do we mean by

In most sentences, an adjective comes before the word (noun or

1. The big boy carries a basket of fruits.

Adjective noun that it describes

2. There is a new game installed in my phone.

Adjective noun that it describes

Adjective noun that it describes

Adjectives can be used in comparing nouns (persons, animals,

On the positive degree of adjective, it describes a noun without

1. The rosal is a fragrant flower.

The comparative degree of adjective, compares two people,

1. The ilang-ilang is more fragrant than rosal.

The superlative degree on the other hand, compares three or

1. The sampaguita is the most fragrant flower in the country.

All things bright and beautiful,

1st stanza – bright, beautiful, great, small, wise, wonderful

2nd stanza – little, glowing, tiny

3rd stanza – purple-headed

4th stanza – cold, pleasant, ripe

5th stanza – tall

6th stanza – great, well

You have done well! Those words are adjectives.

A clever monkey lived in a tree nearby. He was more clever

At last they stopped fighting. “Where’s the cake?” they

Answer the questions below:

1. What adjective used to describe the three cats?

See if you got it right. Here are the answers.

Whose belt is longer? Whose belt is the longest?

1. Leo’s belt is long.

Whose shoes is more durable? Whose shoes is the most durable?

1. Lyka’s shoes are durable.

Whose perfume is less expensive? Whose perfume is the least

Jen’s Ann’s Con’s

1. Jen’s perfume is expensive.

On a sheet of paper, write the correct adjective to complete

Adjectives are words that ___________________________. In

cheap 1. Fruits are ____________ in the wet market than

obedient 2. Dianne is the _____________ pupil among the

clear 3. Teacher Joel speaks in a _____________ voice.

beautiful 4. Cindy is _____________ than her younger sister

strong 5. Carlito is the ______________ man that can lift a

You know now how to construct sentences. Compare the

Department of Education (DepEd). Guide for English Teachers in

Department of Education (DepEd). Let’s Get Better in English -

Department of Education (DepEd). Benita N. Miranda. English For

Department of Education (DepEd). Benita N. Miranda. English For