CURRICULUM GUIDE School
Based
Weekly Learning Plan
I. OBJECTIVES
Content Standards
Performance Standards
Learning Competencies/
Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
SAPINIT ELEMENTARY SCHOOL
Teacher
Teaching Dates and Time
MONDAY
The learner demonstrates
understanding of different listening
strategies to comprehend texts
uses information from texts viewed or
listened to in preparing logs and
journals
• Enjoys listening to a story
• Note details in the story
listened
Appreciate Tuko‟s effort to fulfill his
dream
( EN3LC – Ia-j-2 )
Tuko, the Tenor Wanna Be
Kindly read the words with different
medial sound.
Fan-fin-fun
Grade Level & Section
JANE CHARISH B. OCMER
October 17-21, 2022
(Monday-Friday)
TUESDAY
The learner demonstrates
understanding of grammatical
structures of English to be able to
communicate effectively in oral and
written forms
The learner shows proficiency in
constructing grammatically correct
sentences in varied theme-based oral
and written activities
Use plural form of nouns.
( EN2G – Ig –h-2.3 )
Plural form of nouns ending in -y
What lesson did you learned from our
yesterday’s lesson?
Grade III-ELIZABETH
Subject ENGLISH 3
Quarter FIRST QUARTER – WEEK 8
WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding The learner demonstrates understanding
of grammatical structures of English to be of paragraph development to identify text
able to communicate effectively in oral types
and written forms
The learner shows proficiency in The learner uses information derived
constructing grammatically correct from texts in presenting varied oral and
sentences in varied theme-based oral and written activities
written activities
Use plural form of nouns. Make and confirm predictions.
( EN2G – Ig –h-2.3 ) ( EN3RC – If – j-2.8 )
Plural form of nouns ending in -o Fourth Summative Test
Change the following singular nouns into Let students recall the story about Tuko
plural nouns. by asking them to predict and confirm
1. Lily- their predictions to the ending part of
2. Fairy- Tuko‟s story.

b. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Tap-tip-top
Lag-leg-log
Hat-hit-hut
Bat-bet-but
Unlocking /Vocabulary & Concept
Development (opera house, conductor,
recital, tenor, giggle, tuko) using
pictures Refer the pupils to LM –
Activity 83 on page 92. (look at the
screen if there is no book.)
Listen as the teacher tell you a story.
1. What did Tuko want to be?
2. What did Tuko do to fulfill his
dream?
3. What did his mother and friends tell
him?
Do you have friends of families that is
like tuko?
What did tuko realize in the end?
What advice can you give to your
friends or families that is same with
tuko?
What lesson you learned today?
3. Army-
4. Factory-
5. Lady
Let pupils name the pictures. Look at the pictures on the screen. Do Post a strips of sentences that contains the
Let pupils work on “The Star Award you know the name of the pictures? events of the short story “ My name is
for Tuko” (LM Activity 85) Wait”
Refer the pupils to LM – Activity 85
on page 93. (look at the screen if there
is no book.)
Present words with singular/plural Let us read the name of the pictures. What do you think will happen in the end
form to pupils Potato to Wait?
Tomato
Hero
How do we change nouns ending in y If we want to change singular nouns Are your predictions are correct?
into plural forms? ending with -o into plural nouns we need
to add -es.
Potato-Potatoes
Tomato-Tomatoes
Hero-Heroes
But there are singular nouns ending with -
o that you only need to add -s like photo-
photos
Present a video for examples.
Let the pupils answer the activity Listen to the teacher as she gives singular How can we come up and make
orally. noun ending with -o predictions?
Try to give the correct answer.
Let pupils work by pairs on the The skies are gray and the wind is cold.
singular/plural form of words in Ana’s mother ask her to bring raincoat
activity sheet to be flash on the screen. and umbrella.
Why do you think Ana’s mother told her
to bring the coat and umbrella?
If the singular noun is ending in -y. READ ALOUD SAY IT AGAIN
What are we going to do to make it If we want to change singular nouns Predictions are to declare or tell in
plural? ending with -o into plural nouns we need advance; prophesy; foretell: to predict the
to add -es. weather; to predict the fall of a
Potato-Potatoes civilization. to foretell the future; make a
Tomato-Tomatoes prediction.
Hero-Heroes
But there are singular nouns ending with -
o that you only need to add -s like photo-
photos
I. Evaluating learning If you really listen to the story write Answer the activity posted on the board. Make a prediction on the situations that
your favorite part of the story and will be given by your teacher.
afterwards we will read and share it to
class one by one.

J. Additional activities for Pantomine Tuko in the story.

application or remediation

POINT
S
DEBO
RAH
ESTHE
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ELIZA
BETH
ISAIA
H
ABRA
HAM MASTERY LEVEL POINT
S
DEBO
RAH
ESTHE
R
ELIZA
BETH
ISAIA
H
ABRA
HAM
POINT
S
DEBO
RAH
ESTHE
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ELIZA
BETH
ISAIA
H
ABRA
HAM
V. REMARKS POINT
S
DEBO
RAH
ESTHE
R
ELIZA
BETH
ISAIA
H
ABRA
HAM
5 5 5
4 5 4 4
3& 4 3& 3&
BE 3& BE BE
LO BE LO LO
W LO W W
% W % %
MASTERY LEVEL % MASTERY LEVEL MASTERY LEVEL

VI. REFLECTION

No. of learners who earned

80% in the evaluation

No. of learners who require

additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

PREPARED BY:

JANE CHARISH B. OCMER CHECKED AND VERIFIED BY:

ENGLISH TEACHER
ZENAIDA R. CANDIDO
MT 1/SCHOOL ENGLISH COORDINATOR