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School: GAPAN NORTH CENTRAL SCHOOL Grade Level: III

GRADES 1 to 12
Teacher: MICKEY MAUREEN A. DIZON Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: MARCH 18-22, 2024 (WEEK 8) Day 1-4 / 8:00-8:50 Quarter: 3RD QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards The learner demonstrates understanding The learner demonstrates understanding The learner demonstrates understanding The learner demonstrates understanding
of grammatical structures of English to of grammatical structures of English to of grammatical structures of English to of grammatical structures of English to
be be be be
able to communicate effectively in oral
able to communicate effectively in oral able to communicate effectively in oral able to communicate effectively in oral
and written forms.
and written forms. and written forms. and written forms.
B. Performance Standards The learner shows proficiency in The learner shows proficiency in The learner shows proficiency in The learner shows proficiency in
constructing grammatically correct constructing grammatically correct constructing grammatically correct constructing grammatically correct
sentences in varied theme-based oral and sentences in varied theme-based oral and sentences in varied theme-based oral and sentences in varied theme-based oral and
written activities.
written activities. written activities. written activities.
C. Learning Competencies Write a simple story. Write a simple story. Write a simple story. Write a simple story.

D. Learning Objectives At the end of the lesson, the learner At the end of the lesson, the learner At the end of the lesson, the learner At the end of the lesson, the learner
should be able to: should be able to: should be able to: should be able to:

1. write a simple story 1. write a simple story 1. write a simple story 1. write a simple story
2. be creative in creating a story 2. be creative in creating a story 2. be creative in creating a story 2. be creative in creating a story

II. CONTENT Simple Story
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages SLM pp. 36-38
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
B. Other Learning Resources
IV. PROCEDURE
A. Drill/Reviewing previous Directions: Read the story and answer
Lesson or presenting new the following questions.
Encircle the letter of the correct answer.
lesson
The Carrot Seed
By Ruth Krauss
One day, a little boy planted a carrot
seed. His mother said,
“I’m afraid it won’t come up.” His
father said, “I’m afraid it won’t
come up.” His brother said, “it won’t
come up”.
Every day, the little boy still waters
the ground and pulled up the weeds.
But nothing came up. And nothing
came up.
Simple Story
SLM pp. 36-38
Directions: Match the description in
column A with the correct term in
column B. Write the letter on your
answer
sheet.
A The Lost Kitten
1. It tells how the story ends
2. It gives values or lessons in the story.
3. It describes the persons who act in the
story.
4. It tells when and where the story takes
place.
5. It presents the order of events in the
story.
B stroked its fur, trying to comfort it.
Simple Story
SLM pp. 36-38
Directions: Read the story of Alice in
Wonderland, then answer the questions.
Alice’s Adventures in Wonderland
It sounded an excellent plan, no
doubt, and very neatly and simply
arranged; the only difficulty was, that
she had not the smallest idea how to
set about it; and while she was
peering about anxiously among the
trees, a little sharp bark just over her
head made her look up in a great
hurry.
An enormous puppy was looking
down at her with large round eyes,
and feebly stretching out one paw,
trying to touch her. ‘Poor little thing!’
Simple Story
SLM pp. 36-38
Directions: Read the story. Write the Catch Up Friday
story elements on the graphic organizer.
One sunny afternoon, Sarah was
playing in her backyard when she
heard a soft meowing coming from
behind the bushes. Curious, she
tiptoed closer and discovered a tiny,
fluffy kitten with big, green eyes. The
kitten looked scared and lost.
Sarah gently picked up the kitten and
 Everyone said it wouldn’t come up.
But every day, the little boy still
watered the ground and pulled out the
weeds. And then,
one day. A carrot plant came up. Just
as the little boy known it would.
1. Who is the main character in the
story?
A. father B. mother C. brother D. little
boy
2. Where does the story happened?
A. in the garden C. at home
B. in the church D. in the supermarket
3. What was the problem of the boy in
the story?
A. His parent wont believed in him.
B. The seed won’t come up.
C. Father, mother and brother were
quarreling.
D. The seed in the garden were
surrounded by weeds.
4. How did the boy solve the problem?
A. The boy visits the garden every day.
B. Father and mother water the plant.
C. The brother pulls the weeds every
afternoon.
D. The little waters and pulls out the
weeds every day.
5. Describe the main character in the
story?
A. respectful B. obedient C. lose hope
D. loving
B. Establishing a purpose for the In school and at home, you have probably
lesson read and listened to different stories.
From these stories, you may have learned
different
values and life lessons. At the same time,
you have possibly used these stories in
enhancing your comprehension skills by
noting details, and other relevant skills.
Sometimes, aside from reading or
A. moral
B. character
C. plot
D. ending
E. setting
In school and at home, you have probably
read and listened to different stories.
From these stories, you may have learned
different
values and life lessons. At the same time,
you have possibly used these stories in
enhancing your comprehension skills by
noting details, and other relevant skills.
Sometimes, aside from reading or
said Alice, in a coaxing tone, and she
tried hard to whistle to it; but she was
She knew she had to help the little
terribly frightened all the time at the
creature find its way back home. But
thought that it might be hungry, in
where did it belong?
which case it would be very likely to
eat her up in spite of all her coaxing.
Hardly knowing what she did, she With determination, Sarah set out on
picked up a little bit of stick, and held a mission to find the kitten's family.
it out to the puppy; whereupon the She knocked on her neighbors' doors,
puppy jumped into the air off all its asking if anyone had lost a kitten.
feet at once, with a yelp of delight, After searching for what felt like
and rushed at the stick, and made hours, Sarah finally found the kitten's
believe to worry it; then Alice dodged owner—a kind old lady who lived
behind a great thistle, to keep herself just down the street.
from being run over; and the moment
she appeared on the other side, the
The old lady's face lit up with joy
puppy made another rush at the stick,
when she saw her lost kitten. She
and tumbled head over
thanked Sarah for her kindness and
heels in its hurry to get hold of it;
gave her a big hug. Sarah felt proud
then Alice, thinking it was very like
knowing she had helped reunite the
having a game of play with a cart-
lost kitten with its family.
horse, and expecting every moment to
be trampled under its feet, ran round
the thistle again; then the puppy From that day on, Sarah and the old
began a series of short charges at the lady became good friends, and the
stick, running a very little way little lost kitten, now named
forwards each time and a long way Whiskers, had a loving home where it
back, and barking hoarsely all the belonged.
while, till at last it sat down a good
way off, panting, with its tongue
hanging out
of its mouth, and its great eyes half
shut.
This seemed to Alice a good
opportunity for making her escape; so
she set off at once, and ran till she
was quite tired and out of breath, and
till the puppy’s bark sounded quite
faint in the distance.
1. Setting:
Where do you think Alice is?
2. Characters:
Who are the characters in the passage?
3. Problem:
What is the problem Alice faces?
4. Solution:
How does Alice solve the problem?
In school and at home, you have probably In school and at home, you have probably
read and listened to different stories. read and listened to different stories.
From these stories, you may have learned From these stories, you may have learned
different different
values and life lessons. At the same time, values and life lessons. At the same time,
you have possibly used these stories in you have possibly used these stories in
enhancing your comprehension skills by enhancing your comprehension skills by
noting details, and other relevant skills. noting details, and other relevant skills.
Sometimes, aside from reading or Sometimes, aside from reading or

C. Presenting examples/ instances
of the new lesson
listening to stories, you may also be
asked to share your experiences, retell a
story or make your
own story.
Noting details helps you improve your
understanding about the story you are
reading. And by answering the questions
from
the story, it implies that you remember
and understand the important details of
the story.
SIMPLE STORY
A story is a text that narrates events.
Stories may either be
fictional or non-fictional. Fictional stories
are events that are imaginary.
Meanwhile, non-fictional stories are
those that are based on facts and
happen or have happened in real-life.
A simple story has the following basic
parts:
1. Title - presents the overview of the
story.
2. Characters - refer to the actors or
performers in a story. They may be
humans, animals, etc.
3. Setting - tells when and where the
story happened.
4. Events - refer to the occurrences in a
story. They are basically divided into
three parts: beginning, middle, and
ending.
 Beginning introduces the character/s
and the setting.
 Middle narrates what the characters do
and what happens to them.
 Ending tells how the story ends.
Usually, it also presents the lesson
learned by the characters (and the
readers).
Read the simple story below.
A Day in Our Garden
Ethan and Joy went to their
garden yesterday. They planted some
seedlings, Ethan picked up the dried
leaves and threw them
into the garbage bin. Joy
watered the plants and bushes.
After doing their tasks, they sat under
the tree and ate mangoes and
pineapples. They immediately went
back to their house because it rained.
What is the title of the story?
 Who are the characters in the story?
 What is its setting?
listening to stories, you may also be
asked to share your experiences, retell a
story or make your
own story.
Noting details helps you improve your
understanding about the story you are
reading. And by answering the questions
from
the story, it implies that you remember
and understand the important details of
the story.
SIMPLE STORY
A story is a text that narrates events.
Stories may either be
fictional or non-fictional. Fictional stories
are events that are imaginary.
Meanwhile, non-fictional stories are
those that are based on facts and
happen or have happened in real-life.
A simple story has the following basic
parts:
1. Title - presents the overview of the
story.
2. Characters - refer to the actors or
performers in a story. They may be
humans, animals, etc.
3. Setting - tells when and where the
story happened.
4. Events - refer to the occurrences in a
story. They are basically divided into
three parts: beginning, middle, and
ending.
 Beginning introduces the character/s
and the setting.
 Middle narrates what the characters do
and what happens to them.
 Ending tells how the story ends.
Usually, it also presents the lesson
learned by the characters (and the
readers).
Directions: Complete the story below.
The Helpful Boy
Bert is a helpful boy. Every time he sees
an old person
crossing the street, he will go there and
help him. One day, he saw his teacher
carrying heavy things,
_______________________. The
teacher
_____________________________. And
then,
_________________________________
________________.
listening to stories, you may also be
asked to share your experiences, retell a
story or make your
own story.
Noting details helps you improve your
understanding about the story you are
reading. And by answering the questions
from
the story, it implies that you remember
and understand the important details of
the story.
SIMPLE STORY
A story is a text that narrates events.
Stories may either be
fictional or non-fictional. Fictional stories
are events that are imaginary.
Meanwhile, non-fictional stories are
those that are based on facts and
happen or have happened in real-life.
A simple story has the following basic
parts:
1. Title - presents the overview of the
story.
2. Characters - refer to the actors or
performers in a story. They may be
humans, animals, etc.
3. Setting - tells when and where the
story happened.
4. Events - refer to the occurrences in a
story. They are basically divided into
three parts: beginning, middle, and
ending.
 Beginning introduces the character/s
and the setting.
 Middle narrates what the characters do
and what happens to them.
 Ending tells how the story ends.
Usually, it also presents the lesson
learned by the characters (and the
readers).
Directions: Read the two fictional
passages. Then, sort the underlined words
and phrases into the correct column of the
chart.
The Fastest Rider in Town
Alicia was the fastest bike rider in
town. No
one could beat her in a race. She won
every
trophy. But one day, Alicia was
riding at the park.
She was speeding on the trail, and she
put her
head back to feel the wind on her
face. Just then,
listening to stories, you may also be
asked to share your experiences, retell a
story or make your
own story.
Noting details helps you improve your
understanding about the story you are
reading. And by answering the questions
from
the story, it implies that you remember
and understand the important details of
the story.
SIMPLE STORY
A story is a text that narrates events.
Stories may either be
fictional or non-fictional. Fictional stories
are events that are imaginary.
Meanwhile, non-fictional stories are
those that are based on facts and
happen or have happened in real-life.
A simple story has the following basic
parts:
1. Title - presents the overview of the
story.
2. Characters - refer to the actors or
performers in a story. They may be
humans, animals, etc.
3. Setting - tells when and where the
story happened.
4. Events - refer to the occurrences in a
story. They are basically divided into
three parts: beginning, middle, and
ending.
 Beginning introduces the character/s
and the setting.
 Middle narrates what the characters do
and what happens to them.
 Ending tells how the story ends.
Usually, it also presents the lesson
learned by the characters (and the
readers).
Directions: Read the fictional passage.
Then, sort the underlined words and
phrases into the correct column of the
chart.
The Silly Clown Show
Once upon a time, in a colorful circus
tent, there were three silly clowns
named Benny, Molly, and Jolly. They
loved making people laugh with their
funny antics and colorful costumes.
Every day, the clowns would put on a
 The text above is an example of a simple her front tire hit a rock and her bike
story. It presents the characters Ethan and began to
Joy. It also shows the setting as to when special show for the circus visitors.
wobble. Alicia fell off her bike and
and where the story happened. As a story, Benny would juggle colorful balls,
landed on the
it is composed of several parts Molly would perform tricks on a
sidewalk. Her knees were scraped and
known as the beginning, the middle, and unicycle, and Jolly would make
her elbow
the ending. balloon animals for the children.
was hurt. Her friend helped her back
on the bike,
and they rode slowly and safely out One sunny afternoon, just before their
of the park. show was about to start, the clowns
realized that they had misplaced all
The Dictionary Kid their props! Benny couldn't find his
Caden knew how to spell big words, juggling balls, Molly's unicycle was
and he knew what the words meant. missing a wheel, and Jolly's bag of
When he took the vocabulary test in balloons had disappeared.
class last week, he was the first
kid in the class to finish. He turned it
The clowns panicked for a moment,
in quickly and didn’t check his work.
but then they remembered that the
When the teacher told him his grade,
show must go on! They quickly
Caden’s
improvised, using socks as juggling
face turned bright red. He had failed.
balls, a skateboard as Molly's
She told him that he could retake it.
unicycle, and blowing up colorful
Caden took his time and checked his
gloves as balloon animals.
work.
When the teacher gave him his grade,
it was a To their surprise, the audience loved
perfect score, just like he wanted. the impromptu performance even
more than their usual show! The
laughter echoed throughout the circus
tent as the clowns stumbled and
Chara Settin Probl Soluti
bumbled their way through their act.
cter g em on

After the show, the circus manager

praised the clowns for their creativity
and quick thinking. From that day on,
the three silly clowns became known
as the most entertaining performers in
the circus, proving that sometimes,
the best moments are the ones you
least expect.

Chara Settin Probl Soluti

cter g em on

D. Discussing new concepts and Learning Task: Directions: Match the Directions: Identify the elements of a Directions: Read the story below, then Directions: Read the story below, then
practicing new skills.#1 descriptions in Column A with the terms story described in each statement. Choose answer the questions. answer the questions.
referred to in Column B. Write the letters your answer below:
of your answers in your notebook.
Setting characters plot ending moral
Column A Column B
_____1. presents A. setting The Silly Science Experiment
___________1. Snow White and the
the overview B. title Prince live happily ever after.
of the story C. characters ___________2. Cinderella has two One sunny day at Maplewood
_____2. refer to the actors in a story stepsisters who look unpleasant. Elementary School, Mrs. Johnson's
_____3. tells when and where the story ___________3. The prince saw a third-grade class was buzzing with
happened beautiful princess sleeping in a castle. excitement. Today was the day of the
___________4. The story of Snow white much-awaited science experiment.
1. What is the setting of the story?
happened in the forest where Mrs. Johnson had set up a table at the
2. Who is the main character in the story?
the elves live. front of the classroom with beakers,
3. What problem did the main character
___________5. Real beauty comes from test tubes, and colorful liquids.
face?
within.
4. How was the problem solve?
As the class gathered around, Mrs.
Johnson explained the experiment.
They were going to mix different
liquids together to create a fizzy
reaction. Everyone was eager to
participate, especially Tommy, the
class clown.

When it was Tommy's turn, he

poured a blue liquid into the beaker,
followed by a yellow one. The class
held their breath as Tommy added the
final ingredient—a green liquid. But
instead of a fizzy reaction, the
mixture started to bubble and foam
uncontrollably.

The class erupted into giggles as

foam spilled over the table and onto
the floor. Mrs. Johnson tried to
contain the mess, but it was too late.
Soon, the entire classroom was
covered in foam.

Despite the chaos, Mrs. Johnson

couldn't help but smile. "Well, that
wasn't quite the reaction we were
expecting," she chuckled. "But that's
the fun of science—sometimes
experiments don't go as planned!"

With the help of the students, Mrs.

Johnson cleaned up the mess and
decided to try the experiment again
the next day. And although it didn't
turn out the way they had hoped, the
silly science experiment became a
memorable moment for everyone in
the class.

1 Where does the story take place?


E. Discussing new concepts and
practicing new skills #2.
Learning Task 2: Write a simple story
using the pictures below. Then, provide
your own title, and identify your own
characters and setting.
Do this in your notebook.
Directions: Read the story below. Write
the story elements on the graphic
organizer.
The Golden Fish Keeps a Promise
By L. M. Gask
Upon a certain island in the middle of
the sea lived a fisherman and his
wife. They were so poor they often
went without bread when the fishing
did not go well.
One day when the man had been
fishing for many hours without any
luck, he hooked a small golden fish
with eyes as bright as diamonds.
“Let me go, kind fisherman,” the little
creature cried. “I would not even
make a single mouthful for your
dinner.”
The man was so moved by the beauty
of the golden fish that he let him go.
Before he swam away, the fish
promised that he would come back if
the fisherman ever needed help.
The fisherman laughed, for he could
not think how a little fish could
help him, other than providing a bit of
food. He went home and told his wife
about his adventure.
“What!” she cried. “You let him go?
We have not a scrap of food in the
house, and I suppose that now we
must starve.”
The fisherman’s wife continued to
fuss at him until, finally, he decided
to go and put the little fish to the test.
He hurried down to the seashore, and
stood at the edge of the waves.
“Golden Fish, Golden Fish! Come
and help me, please,” he called. The
last word was not out of his mouth
when the little fish popped its head up
out of the water.
“You see I have kept my promise,”
said the fish. “How can I help you,
Directions: Read the story below.
The Crocodile and the Fly
Crocodile was the biggest animal in the
swamp. He spent most of his time in the
cool, shady parts of a green pool. When
he was hungry, he slithered into the
sunshine towards the drinking hole where
all the animals gathered to sip the
clear water on hot days. Crocodile was
very sneaky and kept only his eyes above
the water as he moved towards the other
animals. Then SNAP! His big jaws
closed in on some unlucky bird or frog
that didn’t see him coming.
“I’m so strong that no one can escape
me!” Crocodile bragged.
All of the animals were afraid of
Crocodile.
One day, Fly noticed Crocodile creeping
up on the other animals. Fly buzzed
around Crocodile’s eyes to get his
attention.
“You might be strong, but I bet you
won’t catch anything today!” Fly teased.
She flew in circles and figure-eights
around Crocodile’s face.
Crocodile rose up out of the water a bit so
he could talk to Fly. “Of course I will,”
said Crocodile. “I’m the strongest animal
in the swamp. I can catch any animal I
want,” Crocodile bragged.
Fly zipped past Crocodile’s nose. “I don’t
think so,” she said. Fly flew vary close to
Crocodile’s ear and tickled him with her
buzzing wings.
2 Who are the main characters in the
story?
3 What challenge does the class face
during the science experiment?
4 How do they handle the problem?
5 What is the main idea or lesson of the
story?
Directions: Read the story below. Write
the story elements on the graphic
organizer.
The Magical Puppet Show
In the heart of Littleton Town, there
was a small theater where children
gathered every Saturday morning to
watch their favorite puppet show. The
show was hosted by Mr. Tickles, a
jolly puppeteer who could make the
puppets come to life with just a flick
of his wrist.
One Saturday, as the children settled
into their seats, they noticed
something strange. Mr. Tickles was
nowhere to be found! Instead, a
mischievous monkey puppet named
Coco stood on stage, holding a note.
"I'm sorry, my friends," Coco said in
a squeaky voice. "Mr. Tickles is
feeling under the weather today, but
he asked me to host the show in his
place."
At first, the children were
disappointed. They loved Mr. Tickles
and his silly antics. But as Coco
began to perform, they soon found
themselves laughing and cheering
along.
With Coco's help, the puppets
danced, sang, and told funny stories.
They even invited some of the
children onto the stage to join in the
fun. By the end of the show, the
children were clapping and cheering
louder than ever before.
As the children filed out of the
theater, they couldn't stop talking
about how much they had enjoyed the
show. And even though Mr. Tickles
my friend?” And when the fisherman
made his request, the fish simply said,
“Don’t worry about that. There will
be plenty of food when you get
home.”
And strangely enough, when the
fisherman arrived home, there was a
basket of bread on the table, and
cheese and fruit as well.
“Stop that!” Crocodile shouted. Two was missed, they were grateful to
birds looked up from the drinking hole Coco for filling in and bringing joy to
and blinked. They couldn’t see anything their Saturday morning.
unusual, but their ears were never wrong
about danger. They flew to the treetops
just in case.
Fly danced on the air just in front of
Crocodile’s snout. “Being strong isn’t
everything, you know.” And with that,
Fly landed delicately on the tip of
Crocodile’s snout. She tickled his
leathery skin with her wings.
Crocodile did not like being teased.
“How would you like if I eat YOU?” he
roared. Crocodile opened his powerful
jaws wide and snapped at the air. He
thrashed about in the water and raised a
ruckus as he tried to bite down on Fly.
The rabbits and frogs at the watering hole
looked up and saw a terrifying sight.
Crocodile was splashing and trying to
catch something. In a flash, they all
hopped away and hid.
Fly held fast to Crocodile’s nose.
Eventually, Crocodile stopped biting at
the air and gave up, panting and tired. Fly
laughed. “You can’t catch me or you’d
bite your own nose off,” she said. “And
now you’ve made so much noise trying to
show off that your lunch ran away.” With
that, Fly flew away, laughing on the
breeze.
Crocodile sulked and swam back into the
shade, hungry and unhappy that he had
been outsmarted by such a small creatur
F. Developing Mastery
important details while listening and be
(Lead to Formative Assessment 3)
ready to answer the questions that I will
ask later.
Read the story. Write down some
the story elements on the graphic
organizer.
The Crow and the Pitcher
Adopted by Aesop
By Dinah C. Bonao
On a hot summer day, a thirsty crow
looked for water to drink.
“It’s hot! I am thirsty!” said the crow,
I need to find water”.
The crow flew from place to another
looking for water to
drink. He finally found a pitcher near
a well. But there was only a little
water in the pitcher.
He tried to drink from the pitcher but
no matter how much he tried, he
could not reach the water.
“My beak is too big. The pitcher’s
neck is very narrow. How will I get
the water? “he thought.
Then the idea came to the crow. He
picked some small
stones. He dropped them into the
pitcher one by one.
“One, two, three...” Plop, plip, plop.
Little by little, the water rose in the
pitcher.
“Four, five six.” Plop, plip, plop. The
water rose some more. The
crow could now reach the water.
Now, I can drink!” said the crow.
“Ah! It’s cold and good!’’
Directions: Read the story below. Write
note its story elements.
The Littlest Dragon
The littlest dragon on the mountain
was called Sparkle, because his hide
was pure white, and sparkly. Some of
the dragons were blue, some
were green, and some were red. But
Sparkle was the only all-white dragon
in their group.
One sunny day, Sparkle climbed up
to the top of the mountain. He sat
down on a big rock and looked out at
the ocean. The mountain was on an
island with long sandy beaches.
Sparkle shook his head. He was
worried. It
was almost time for their group of
dragons to fly south for the winter,
and
Sparkle had not yet learned to fly. His
mom had tried to teach him. His dad
had tried to teach him. His big sister
had tried to teach him. But every time
Sparkle jumped up and flapped his
wings, he just tumbled down the hill.
Sparkle heard a sound, and turned to
look. A gray seagull had flown
down, and was perched on the rock
beside the little dragon. It was a big
seagull, but compared to Sparkle it
was quite small. The seagull was
about
as big as one of Sparkle’s feet.
“Why were you shaking your head?”
Directions: Name your favorite story and Directions: Read the story below. Answer
the questions. Choose the letter of the
correct answer.
Name of the story:
Characters:
A Day in Japan
Setting:
Events:
Sarah was excited because her family
was going on a trip to Japan. She had
read about Japan in her books and
couldn't wait to experience the beautiful
culture firsthand.
When they arrived in Japan, Sarah was
amazed by the bustling streets filled with
colorful signs and friendly faces. She
tried sushi for the first time and
discovered that she loved it. Then, they
visited a traditional Japanese garden,
where Sarah marveled at the tranquil
ponds and carefully trimmed bonsai trees.
Later in the day, they went to a temple
where Sarah learned about the customs of
Japanese culture. She watched as people
rang the temple bell for good luck and
tossed coins into the offering box. Sarah
closed her eyes and made a wish, hoping
it would come true.
As the sun began to set, Sarah and her
family watched a mesmerizing
performance of traditional Japanese
dance. The dancers moved gracefully to
the sound of drums and flutes, and Sarah
couldn't help but clap along with the
Guided practice 1:
Answer the following questions about the
story.
1. Who is the main character of the story?
2. What did the Crow find it?
3. Where is the story happened?
4. How do you think the crow felt when
he could not drink?
5. Did the Crow quench his thirst?
Guided Practice 2:
Answer the following questions about the
story.
1. In the beginning of the story, why was
the crow unable to
reach the water?
2. What was the problem when he found
out a water jar?
3. What character traits is described by
the following
sentences?
A. The crow comes up with an idea to put
small stones
in the pitcher so that water level rises up.
B. The crow finally gets the water level
to rise and
started to drink the water.
4. How did the crow feel in the end?
5. Do you think he is smart crow? Why?
the seagull asked.
“I have a bit of a problem,” said
audience.
Sparkle. “But who are you?”
“I am Sage,” the seagull said. “I am
called Sage because I am very wise. As they returned to their hotel, Sarah felt
What is your problem? Maybe I can grateful for the opportunity to experience
help you with it.” Japan's rich culture. She couldn't wait to
Sparkle lowered his large head. “I tell her friends all about her adventures
can’t learn to fly,” he said. when she got back home.
“Everyone has tried to teach me. But
when I jump up in the air, I just
1. Where does the story take place?
tumble
down the hill.”
a. China b. Japan c. Singapore
Sage moved his head slowly up and
2. Who are the main characters in the
down, thinking. Then he looked at
story?
Sparkle. “Will you show me your
take-off?” he asked.
a. Sarah and her friends
Sparkle stood up. He jumped as hard
b. Sarah and her cousins
as he could and started flapping
c. Sarah and her family
his wings. He tumbled down the hill.
Again Sage moved his head slowly
3. Which event happened first?
up and down. “I think I have the
answer!” Sage cried. “You’re trying
a. Sarah went to a temple and learned the
to push yourself up with your legs.
Japanese culture.
You have to pull yourself up with
b. Sarah tried sushi for the first time.
your wings! You have to start by
c. Sarah watched a traditional Japanese
raising your wings up high. Then
dance.
move your wings down hard. You
only have to jump a little bit.”
4. Which idea is not related to the story?
Sparkle climbed back up the hill. He
looked at Sage for a minute. He
a. Sarah read about Japan in her books.
raised his wings up high. Then he
b. Sarah and her family saw Mt. Fuji.
pushed his wings down hard, and
c. They visited a Japanese garden.
jumped just a little bit. He felt the air
5. How did Sarah feel after visiting
moving under his wings, and he
Japan?
flapped them some more. Then he
a. frustrated
stretched his wings out and soared.
b. grateful
Sparkle was flying!
c. boastful
Sage flew up and joined his new
friend, Sparkle. They flew up high.
They flew down close to the ocean.
They sailed around in circles.
After a while, Sage called, “Time for
me to go home, Sparkle!”
“Goodbye, Sage!” Sparkle called
back. “And thank you for this gift of
flying! You are very wise!
G. Finding practical application of Directions: Identify the elements
concepts and skills in daily described in each
sentence. Write S for setting, C for
living
character, and P for plot.
_____1. The story took place in a
beautiful kingdom.
_____2. Princess Sarah is a beautiful lady
in the whole kingdom.
_____3. One day, the palace held a feast
for the princess. Everyone
enjoyed it while the servants served
delicious food.
_____4. King Mori and Queen Jasheen
are very generous to their
people.
_____5. The prince saw the princess, and
suddenly, his heartbeat so
fast. He could not explain why he felt that
way.
Directions: All the short sentences below
have at least one character. Circle the
letter of the character or
characters in the sentence.
1. Lou ran past the trees to the house.
A. Lou B. trees C. house
2. Later that night the owl left its nest.
A. night B. owl C. nest
3. Susan and John played in the sand on
the beach.
A. Susan B. John C. sand D. beach
4. The boy told his friend a secret.
A. boy B. friend C. secret
5. The dish ran away with the spoon.
A. dish B. away C. spoon
Directions: Read the story and complete
the graphic organizer that follows.
Directions: Read the story below.
The Cloud Family
In the vast blue sky above, there lived
a family of clouds. Papa Cloud,
Mama Cloud, and their little Cloud
children—Fluffy, Misty, and
Cumulus.
Every day, the Cloud family would
float across the sky, changing shape
and playing games together. Fluffy
loved to make shapes like animals,
while Misty enjoyed hiding in the sky
and surprising people below.
Cumulus was the youngest and
smallest of the Cloud children, but he
was always full of energy and
mischief.
One day, as the Cloud family drifted
lazily through the sky, they noticed
something unusual. The sky was
turning dark, and loud rumbles
echoed through the air. It was a
thunderstorm!
Papa Cloud gathered his family close
and explained that they needed to
work together to bring rain to the dry
earth below. Fluffy, Misty, and
Cumulus joined hands (or rather,
clouds) and began to sprinkle
raindrops down to the earth.
As the rain fell, the parched earth
drank it up eagerly, and the flowers
and trees rejoiced. The Cloud family
smiled proudly, knowing they had
helped bring life-giving water to the
land below.
After the storm passed, the sun
emerged from behind the clouds,

H. Making Generalizations and
Abstraction about the Lesson.
I. Evaluating Learning
To wrap up everything that we have
talked about in this lesson, let us always
remember that
Noting details helps you improve your
understanding about the story you are
reading. When you read a selection or a
story always look for the important
details. These details give a complete
picture of the story.
A story has a character, setting and plot.
In noting details, you have to know who
the characters are.
Characters are the people or animals
involve in the story. Looking out for the
setting also helps you understand the
story. Setting tells when and where the
story happens. The plot is the sequence of
events that takes place in the story.
Plot is also an element of the story.
Any fictional story has certain elements
that make it a story.
Among these essential elements are plot
and setting. The plot is the what of the
story, and the setting is the where and
when. The plot includes the elements of
conflict, rising action, climax, falling
action and resolution.
Directions: Read the story and answer the
following questions. Encircle the letter of
the correct answer.
Fast Forward
By Leah N. Bautista
To wrap up everything that we have
talked about in this lesson, let us always
remember that
Noting details helps you improve your
understanding about the story you are
reading. When you read a selection or a
story always look for the important
details. These details give a complete
picture of the story.
A story has a character, setting and plot.
In noting details, you have to know who
the characters are.
Characters are the people or animals
involve in the story. Looking out for the
setting also helps you understand the
story. Setting tells
when and where the story happens. The
plot is the sequence of events that takes
place in the story.
Plot is also an element of the story.
Any fictional story has certain elements
that make it a story.
Among these essential elements are plot
and setting. The plot is the what of the
story, and the setting is the where and
when. The plot includes the elements of
conflict, rising action, climax, falling
action and resolution.
Directions: For each passage below, write
the setting, or time and place, in the
correct column.
To wrap up everything that we have
talked about in this lesson, let us always
remember that
Noting details helps you improve your
understanding about the story you are
reading. When you read a selection or a
story always look for the important
details. These details give a complete
picture of the story.
A story has a character, setting and plot.
In noting details, you have to know who
the characters are.
Characters are the people or animals
involve in the story. Looking out for the
setting also helps you understand the
story. Setting tells
when and where the story happens. The
plot is the sequence of events that takes
place in the story.
Plot is also an element of the story.
Any fictional story has certain elements
that make it a story.
Among these essential elements are plot
and setting. The plot is the what of the
story, and the setting is the where and
when. The plot includes the elements of
conflict, rising action, climax, falling
action and resolution.
Directions: Read the story below
carefully. Answer the questions that
follow.
casting a beautiful rainbow across the
sky. The Cloud family cheered with
delight, knowing that their hard work
had brought beauty and joy to the
world.
From that day on, the Cloud family
continued to float across the sky,
bringing rain and sunshine wherever
they went.
Questions:
Where does the story take place?
Who are the main characters in the
story?
3 What challenge does the Cloud
family face in the story?
How do they solve the problem?
5 What is the main idea or lesson of the
story?
To wrap up everything that we have
talked about in this lesson, let us always
remember that
Noting details helps you improve your
understanding about the story you are
reading. When you read a selection or a
story always look for the important
details. These details give a complete
picture of the story.
A story has a character, setting and plot.
In noting details, you have to know who
the characters are.
Characters are the people or animals
involve in the story. Looking out for the
setting also helps you understand the
story. Setting tells
when and where the story happens. The
plot is the sequence of events that takes
place in the story.
Plot is also an element of the story.
Any fictional story has certain elements
that make it a story.
Among these essential elements are plot
and setting. The plot is the what of the
story, and the setting is the where and
when. The plot includes the elements of
conflict, rising action, climax, falling
action and resolution.
Directions: Read the story below
carefully then complete the graphic
organizer that follows.
 “Classes will start late tomorrow.”
Slick jumped with joy. He said,” I
need not to 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
minutes.
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 and walk fast forward to
school so he would not be late.
Tired and hungry Slick said,” the
lesson I learned today is we need not
move fast if we just manage our time
and do first things first.”
1. Who is the main character in the story?
A. Slick B. Honey C. Shrick D. Belly
2. Describe the main character in the
story?
A. honest B. obedient C. playful D.
loving
3. Where is the story happened?
A. in the church C. at home
B. in school D. in the playground
4. What did he forget to do?
A. He forget to do his homework.
B. He forget to do his project.
C. He forget to clean the house.
D. He forget to lock the room.
5. What is lesson of the story?
A. Obey your parents.
B. Be respectful to elders.
C. Know how to manage your time
D. Time is gold.
PASSAGE
1. As the night ended, the sun
splashed across Casey’s bed. He
opened his eyes slowly. The first
thing he saw was the beautiful blue
ribbon on his bookshelf.
2. Jenny ran as fast as she could
down the path. There were trees in
front of her, trees behind her, and
trees on both sides. While the snow
was falling heavily in the valley, only
a few snowflakes made it to the
ground around her.
3. Oscar thought it was time to get a
breath of air, so he began to make his
way to the surface. Before he reached
it, a large shadow came toward him.
Was it a shark? He thought of his
parents on the beach.
Would this be the end of vacation?
4. Kwamba the lion cub rolled around
near her mother’s feet. Her mother
would be leaving soon to
start to hunt. While humans could not
see in the darkness, it was easy for
lions. Kwamba hoped her
mother would get a gazelle. Those
were her favorite dinners
TIME PLACE
The Magical Garden
Once upon a time, in a small village
nestled between green hills, there was
a young girl named Lily. Lily loved
flowers more than anything else in
the world. Her favorite place to be
was in her grandmother's garden,
which was filled with colorful
blossoms of all shapes and sizes.
One sunny morning, as Lily was
wandering through the garden, she
noticed a peculiar flower she had
never seen before. It was glowing
with a soft, golden light and seemed
to dance in the breeze. Curious, Lily
reached out to touch it. As soon as
her fingers brushed against the petals,
she felt a tingling sensation, and
before she knew it, she was
surrounded by a shimmering light.
When the light faded, Lily found
herself in a magical garden unlike any
she had ever seen. The flowers were
enormous, and their petals sparkled
like jewels. Butterflies as big as birds
fluttered around her, and the air was
filled with the sweet scent of nectar.
Excitedly, Lily explored the magical
garden, marveling at its beauty. She
danced with the butterflies, sang with
the birds, and even had a tea party
with a family of friendly rabbits. But
soon, she realized that it was getting
late, and she needed to find her way
back home.
Just as she began to worry, Lily
spotted the glowing flower in the
distance. With a grateful smile, she
hurried toward it and reached out to
touch its petals once more. In an
instant, she was back in her
grandmother's garden, surrounded by
familiar flowers and familiar sounds.
Breathless with excitement, Lily ran
to tell her grandmother all about her
adventure in the magical garden.
The Adventure in Ancient Egypt
One sunny afternoon, Sarah and her
classmates embarked on a thrilling
journey through time to Ancient
Egypt. They stepped through a
magical portal and found themselves
in the land of pharaohs, pyramids,
and mummies.
Their first stop was the majestic
pyramids of Giza, where Sarah
marveled at the towering structures
that seemed to touch the sky. Their
guide, an ancient Egyptian named
Amun, explained how the pyramids
were built as tombs for the pharaohs
and filled with treasures for the
afterlife.
Next, they visited the bustling city of
Thebes, where they explored the
grand temples and learned about the
gods and goddesses worshipped by
the ancient Egyptians. Sarah was
fascinated by the stories of Isis,
Osiris, and Ra, and she couldn't wait
to share them with her friends back
home.
As they wandered through the busy
streets, Sarah and her classmates
stumbled upon a hidden tomb. With
bated breath, they entered the dark
chamber and discovered the resting
place of a long-forgotten pharaoh.
The walls were adorned with intricate
hieroglyphics, telling the story of the
pharaoh's life and journey to the
afterlife.
Suddenly, they heard a rumbling
sound and felt the ground shake
beneath them. It was an earthquake!
With Amun's guidance, they quickly
made their way out of the tomb and
back to the safety of their own time.
As they bid farewell to Ancient
Egypt, Sarah couldn't help but feel
grateful for the incredible adventure
they had experienced. She knew that
she would cherish the memories of

J. Additional Activities for In your notebook, complete the paragraph
Application or Remediation by selecting your
answers from the choices below.
characters story beginning
A (1)__________ is a text that narrates
events. It may be fictional
or non-fictional. A simple story has the
following basic parts: title,
(2)__________, setting, and events.
These events are divided into three
important parts: (3)__________, middle,
and ending.
From that day on, whenever she their journey for years to come.
visited her grandmother's garden, she
would always look for the glowing
flower, hoping to return to the
magical world once again.
1. Where does the story take
place?
2. Who are the main characters
in the story?
3. What challenge does Lily face
in the story?
4. How does Lily solve the
problem?
5. What is the main idea or
lesson of the story?
6. What was your favorite part of
the story and why?
7. What magical things would
you like to find in your own
garden?
Directions: Recall your favorite story. Read the story below then answer the Directions: Read the story below then
Make your own version and make a home questions. answer the questions.
reading report. Take note of the elements
of the story.
Home Reading Report
Title: A Day on Boracay Island
_________________________________
_______________ Boracay Island is a magical place
Characters: with crystal-clear waters and powdery
_________________________________ white sand beaches. Riza and her
________ 1. Who were the characters in the story? family were thrilled to spend their
Setting: 2. Who was the main character? vacation there, exploring the wonders
_________________________________ 3. Where is the setting of the story? of this tropical paradise.
____________ 4. When were they playing kickball?
Plot: 5. What is the problem in the story?
_________________________________ 6. How was the problem resolved? As they arrived on the island, Riza's
_______________ eyes widened with excitement. Palm
Moral: trees swayed gently in the warm
_________________________________ breeze, and colorful boats bobbed in
_____________ the clear blue sea. Riza couldn't wait
to dip her toes in the sparkling water
and build sandcastles on the shore.
The family spent the day snorkeling
among vibrant coral reefs, marveling
at the colorful fish that darted beneath
 the waves. Riza squealed with delight
as she spotted a playful sea turtle
gliding gracefully through the water.

Afterward, they enjoyed a delicious

seafood lunch at a beachfront
restaurant, savoring the flavors of
freshly caught fish and succulent
shrimp. Riza licked her lips and
declared it the best meal she had ever
tasted.

As the sun began to set, Riza and her

family strolled along the beach,
collecting seashells and watching as
the sky turned shades of pink and
orange. They ended the day by
building a bonfire on the beach and
roasting marshmallows under the
starlit sky, creating memories that
would last a lifetime.

1Where does the story take place?

2 Who are the main characters in the
story?
3 Is there a problem or challenge in
the story? If so, what is it?
4 How is any problem or challenge
resolved?
5 What is the main idea or lesson of the
story?
What was your favorite part of
Riza's day on Boracay Island and why?
7 What are some of the natural
wonders Riza encounters during her
vacation on Boracay?
V. REMARKS

VI. REFLECTION
A.No. of learners who earned 80% in the ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above
evaluation ___ of Learners who earned 80% above
above

B.No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional
activities for remediation who scored activities for remediation activities for remediation additional activities for remediation activities for remediation activities for remediation
below 80%

C.Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson lesson

D.No. of learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
remediation

E.Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? __Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share

F.What difficulties did I encounter which __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension
my principal or supervisor can help me __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
solve?

G.What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
with other teachers? __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation

Prepared by: Noted by:

MICKEY MAUREEN A. DIZON LUCILA O. ANGELO

Adviser School Principal IV