English 3 tg 3rd quarter

Unit 3: Week 1 (Lesson 19)
Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Overview/
objectives
Literature:
To Go or Not To Go
(by Mil Flores-Ponciano)
Realize the things to do in
times of a typhoon
Draw and write a possible
result for a Grade 3 student
for not remembering the
things to be done during
typhoons
Read and write words,
phrases and sentences
with oi and oy diphthongs
Identify the cause and the
effect in sentences
with oi and oy diphthongs
phrases and sentences with
oi and oy diphthongs
Identify and use descriptive
adjectives
with oi and oy
diphthongs
Materials Word cards
Learner’s Materials
Activities 195-197
Activities 198 Pictures showing the
details in the matrix of
Weather Condition
Word cards
Big strips of paper
Activities 199-201
Strips of sentences
Activities 202-203
Activities 202-203
Procedure Unlocking of key word usig
context clues
Motivation question
Motive question
Review reading CVCe
words
Lead the class in the
decoding lesson using
Activity 198
Presentation of pictures
highlighting the cause and
effect
Direct teaching of the
steps in finding the cause
and effect in a sentence
Presentation of
descriptive adjectives from
the song
Presentation and explanation
of what descriptive
adjectives are
Post pictures of a
church crashed down,
ocean with big waves.
Use Activity 205 for
the sample.
Ask pupils to create

Read-aloud of the selection
with discussion questions
Post Reading:
Discussion of the selection
highlighting the importance
of following the weather
guide
Enrichment: Pupils draw
and write a possible result
for a Grade 3 student for
not remembering the things
to be done during typhoons.
Matching of pictures and
phrases to show a cause
and effect
Identification of the
cause and effect
Using adjectives in sentences
Writing sentences using
adjectives
sentences using the
adjectives from the
web.
Show pictures and let
the children describe it
to form sentences.

To Go or Not To Go
Pre-Reading
1. Unlocking/Vocabulary & Concept Development
(PAGASA, typhoon signal)
Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and
Astronomical Services Administration. PAGASA is a Philippine national institution dedicated
to provide flood and typhoon warnings, public weather forecasts and advisories, and other
specialized information and services for the protection of life and property and in support of
economic, productivity and sustainable development.
Ask the following questions.
a.What is PAGASA?
b.What kind of office is it?
c.How does that office serve people?
Say: Let us see if you clearly remember what PAGASA is.
Refer the pupils to Activity 195 on page 224 for the word comprehension exercise.
2. Motivation:
When there is a typhoon signal, what do you do?
3. Motive Question:
In the selection, find out when you should not go to school when there is a typhoon.
During Reading
· Read aloud the selection.
To Go or Not To Go
Mil Flores-Ponciano
It is typhoon signal number 1 in North Luzon.
“Do I have to go to school today? Will there be classes?” Almira wonders.
Have you asked the same questions yourself? Use the guide from Philippine Atmospheric
Geophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to
school or not when there is a typhoon.
Listen to the weather forecast of PAGASA every six hours.
Guide the pupils in reading the text from matrix title, column headers, and column details to show
them how information in table form is read. Refer to Activity 196 page 225 for the matrix part
of the selection.

TYPHOON CONDITION GUIDE
Typhoo
n Signal
Weather Condition Class
Suspension
What I Can Do
As A Grade 3
Pupil
1 pictures of
· Twigs and branches of small trees may be broken.
· Some banana plants may be tilted.
· Some houses of very light materials (nipa and
cogon) may be partially unroofed.
· Preschool Bring an umbrella
and go to school.
2 pictures of
· Some coconut trees may be tilted with few others
broken.
· Few big trees may be uprooted.
· Many banana plants may be downed.
· Rice and corn may be badly affected.
· Large number of nipa houses may be partially or
totally unroofed.
· Preschool
· Elementary
· High
School
Stay at home.
3 pictures of
· Many coconut trees may be broken or destroyed.
· A large number of trees may be uprooted.
· Rice and corn crops may suffer heavy losses.
· Majority of all nipa and cogon houses may be
unroofed or destroyed.
· There may be widespread disruption of electrical
power and communication services.
Preschool to
Tertiary
Prepare to evacuate
(if needed).
Go with the family
to strong buildings.
4 pictures of
· Many large trees may be uprooted.
· Rice and corn plantation may suffer severe losses.
· Most residences and buildings may be severely
damaged.
· Electrical power distribution and communication
services may be severely disrupted.
All levels and
Government
Offices (private
and public)
Cancel all travels
and outdoor
activities.
Post Reading
1. Discussion Questions
1. What was Almira’s problem?
2. What helped her solve her problem?
3. What is found on the Weather Condition Guide?
4. Describe the environment if it is signal number 1.
5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number
3? Signal number 4?
6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number
3? Signal number 4?
7. What would probably happen if preschoolers go to school?
8. What might happen if you would not bring an umbrella with you?

2. Engagement/Enrichment
Have the class go over the typhoon condition guide and have them answer the questions that
follow. Refer to Activity 196.
Group your pupils into four. Ask questions and provide activities to highlight the value of the
weather guide. Emphasize the value of following the guide after each group presentation.
Refer your pupils for group task to Activity 197.
Now you can decide on the things you need to do when there are typhoon signals.
Lesson 19 Day 2: Decoding/Fluency/Writing
Review of Decoding Lessons in Quarter 2
These include CVCe words with long a, e, i, o, and u sounds ending in silent e from Quarter 2 and
the Grade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes include
vocabulary words learned in the literature lesson in Day 1.)
Skill Lesson: Words with oi and oy diphthongs
Refer your pupils to Activity 198.
Lesson 19 Day 3: Identifying a Cause and Effect Relationship
Skill Lesson: Using Descriptive Words
1. Presentation/Introduction
Post the four pictures in random order on the board. Ask pupils to describe what each picture
shows.
Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe
what you see in the first picture. What typhoon signal do you think can make our surroundings
look like this? Post the strip of paper with “Typhoon Signal Number 1”.
(Use the same set of question and continue posting the strip of paper) until you reach Typhoon
signal number 4.
Say: While looking at the picture of the surroundings during typhoon signal number 1. Ask:
Why are some branches of trees broken? Wait for the answers and explain that it is because of
Typhoon signal number 1. Typhoon signal number 1 is the CAUSE and some branches of trees
are broken is the EFFECT or RESULT.
Why are roofs of some nipa houses gone? Wait for the answers and explain Because it is
Typhoon signal number 2 that is why roofs of nipa houses are gone. Typhoon signal number 2
is the CAUSE and the roof of nipa houses are gone is the EFFECT.

Why are many coconut trees broken and destroyed? Wait for the answers and explain Because
it is Typhoon signal number 3 that is why many coconut trees are broken and destroyed.
Typhoon signal number 3 is the CAUSE and many coconut trees are destroyed is the EFFECT.
Why are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal
number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and
large trees are uprooted is the EFFECT.
pictures of
Some coconut trees may be tilted with few others
broken.
Few big trees may be uprooted.
Many banana plants may be downed.
Rice and corn may be badly affected.
Large number of nipa houses may be partially or
totally unroofed.
pictures of
Many large trees may be uprooted.
Rice and corn plantation may suffer severe losses.
Most residences and buildings may be severely
damaged.
Electrical power distribution and communication
services may be severely disrupted.
Refer pupils to Activity 199.
2. Modeling/Teaching
pictures of
Twigs and branches of small trees may be broken.
Some banana plants may be tilted or downed.
Some houses of very light materials (nipa and cogon)
may be partially unroofed.
pictures of
Many coconut trees may be broken or destroyed.
A large number of trees may be uprooted.
Rice and corn crops may suffer heavy losses.
Majority of all nipa and cogon houses may be
unroofed or destroyed.
There may be widespread disruption of electrical
power and communication services.
Say: There is a cause-effect relationship in the sentences for the pictures. A CAUSE tells the
reason why something happens or has to be done. An EFFECT tells the result or effect of an
event or an idea.
There are steps on how to identify a cause and an effect.
Refer the class to Activity 200.
3. Guided Practice
Form four groups of students. Let the pupils in each group identify the cause and the in columns
1 and 3 of the matrix in To Go or Not To Go.
Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card.
Tell which is the cause and which is the effect. Refer pupils to Activity 199B.
4. Independent Practice
Let pupils identify the cause and the effect in columns 1 and 4 of the matrix in To Go or Not To
Go. Refer pupils to Activity 200B,C, and D.
Say: Study the pictures and phrase cards. Pair them and tell which is the cause and which is the
effect.

Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives
Skill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy Diphthongs
Skill Lesson: Words with oi and oy diphthongs
Refer your pupils to Activity 202 A and B.
Skill Lesson: Descriptive Adjectives
1. Presentation
Read the following sentences:
1. There was a strong typhoon.
2. The big trees were uprooted.
3. There was heavy rain.
4. The streets were flooded.
5. The small houses were destroyed.
1. In the first sentence, what word tells about the typhoon? Underline.
2. In the second sentence, what word tells about the trees? Underline.
(Do the same until the fifth sentence.)
Say: Let us all read the underlined words together. (Repeat after me.) What do we call them?
What kind of words are these? What are adjectives? These are called adjectives.
Adjectives are words that describe.
Say: There are words that describe a person, a place, or an object. These words tell how
something or someone looks like or what something is. Words like: important, honest, fair, kind
and good are adjectives.
3. Guided Practice
Say: How do we know if a word is an adjective? Let us read the tips inside the box.
Refer pupils to Activity 202C.

Lesson 19 Day 5: Fluency/Forming sentences using adjectives
Skill Lesson: Words and a story with digraph oi as in oil and oy as in boy
Refer pupils to Activity 204A and B.
Skill Lesson:
Post pictures of a church crashed down, ocean with big waves, and provide words such as old
and big.
Say: Can you make a sentence out of these pictures and words? Or let the children think of other
adjective to describe the pictures.
Ex. The old church was crashed down.
Please refer to Activity 205 for the web and chart sample.
From the words in the web, help pupils form sentences with adjectives. Use the chart below.
Noun Linking Verbs Adjective Noun
Sandra had expensive watch
Ex. Sandra had an expensive watch.
Sandra had an expensive car.
3. Guided Practice
Ask pupils to create sentences using the adjectives from the web through the help of the chart.
Refer your pupils to Activity 205 for the sample chart.
Show pictures and let the children describe it to form sentences.

Overview/
objectives
Literature:
A Learning Experience for
Malou
Read words, phrases and
sentences with au and ow
dipthongs
Use descriptive
adjectives
Read words, phrases
and sentences with
au and ow dipthongs
Identify fact from opinion
Read words, phrases and
sentences with au and ow
dipthongs
Write simple sentences
and use correct
punctuation marks
Read words, phrases
and sentences with au
and ow dipthongs
Summative test
Activities 206-207
Activities 208-210
Pictures showing the details in
the matrix of Weather
Condition
Word cards
Big strips of paper
Activities 211-213
Copy of “Important
Rules” song
Strips of sentences
Activities 211-213
Procedure Unlocking of key word using
pictures
Motivation question
Motive question
following DRTA
Post Reading:
Decoding Lesson
using Activity 208
Present some
sentences with
descriptive words
taken from the
selection.
Discuss what
describing words are
Have the class do
Decoding lesson using
Activity 211.
Present some sentences to
teach fact and opinion.
Differentiate an opinion from a
fact.
Have the class do Activity 212
with your guidance then
Activity 213 independently.
Present sentences with
the following
punctuation marks:
period, comma,
question mark and
exclamation point.
Discuss when to put
each mark and what
type of sentence
requires each.

Have the class do Activity
207.
Activity 209 with
your guidance then
Activity 210
independently.
Have the class do
Activity 214.

A Learning Experience for Malou
Pre-Reading
1. Unlocking/Vocabulary and Concept Development
(freedom, patriotic, symbol)
Show a picture of a dove. Say: This is a dove. It symbolizes peace. Dove is a symbol for
peace. Show a cut-out of a heart. Say: This is a heart. It symbolizes Valentine’s Day. The cut-out
of a heart is a symbol. A symbol is a thing that represents or stands for something else,
especially a material object representing something abstract. Who can give me another symbol
that you can see in our classroom or outside?
Call a child in front of the class. (Before he says something, tell the child that he can only do or
say something that is good in front of the class.) Say to the child: Do whatever you want but
see see to it you don’t harm other children in the class or destroy the things inside the class. He
can do whatever he wants that do not harm other people and property because he has freedom.
Freedom is the power or right to act, speak, or think as one wants without hindrance or
restraint.
Show pictures of Philippine heroes. Say: Our heroes are patriotic. They fought for our
country. Singing Lupang Hinirang with respect is a sign that you are patriotic. A person is
patriotic if he expresses strong love for his country. Are you patriotic? How else do you show
it?
Refer the pupils to Activity 206 for the vocabulary development check up.
2. Motivation Question
Describe how our Philippine flag looks like.
3. Motive Question
What do the colors of our national flag mean?
During Reading
1. Read aloud the story using DRTA to let the pupils predict as they read along the story.
A LEARNING EXPERIENCE FOR MALOU
By: Dinah C. Bonao
Malou came home from school. She was very happy.
“You look so happy.” Mother noticed. “How was school?,” she added.

“It was fine, Mom. I learned many things in school today. I learned that a flag is a
national symbol. It represents our country,” replied Malou.
“ Yes, the Philippine flag is one of the most beautifully designed flags in the
world,” said Mother.
“Our flag is made up of three colors. These are blue, red and white with a golden
yellow sun. The sun has eight rays. These stand for the eight provinces that fought for the
freedom of the country. It has also three stars representing the three major islands of the
country—Luzon,Visayas and Mindanao,” said Malou.
Father added, “We Filipinos should respect our flag. Doing so shows that we love
our country.”
“Yes! I think Filipinos are the most patriotic people in the world. We are willing to
give up our lives for the Philippines,” Mother explained.
“ That’s right, Father. That is why I make sure that I always show my love for our
country,” Malou said proudly.
Post- Reading
Discussion Questions
1. Who is the girl in the story?
2. What did she learn? Why was she so happy in school?
3. What do the sun’s eight rays stand for?
4. What do the three stars represent?
5. Why are Filipinos considered as patriotic people?
4. Give three ways how to show respect for our flag.
5. How can you show your love and concern for your country?
Engagement Activity
Refer the pupils to Activity 207.
Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives
Skill Lesson: Words and Sentences with au and aw diphthongs
Skill Lesson: Using Descriptive Adjectives
Present the following sentence strips taken from the selection.
Describe the bag of Almira. Her bag
is _______. ( square)
1. Almira has a square bag.

2. Modeling/ Teaching
(Note: Ask the pupils to underline the descriptive words or words that describe. Draw out from
them that these words are adjectives. Pupils should be able to explain further that adjectives
describe a noun or a pronoun which show their color and shape. Give more examples of
descriptive adjectives.)
Ask: What are adjectives? (describing words)
Process this sentence by sentence:
1. In sentence 1, how does the adjective describe the bag?(by telling about it’s shape)
2. In sentence 2, how does the adjective describe the stars?(by telling about their color)
Sentence 3, 4, 5,
What words does an adjective describe? (noun or pronoun)
The girl is wearing a red dress.
Mother bakes five cupcakes.
Describe the stars on our flag.
( yellow)
What are the colors of our flag?
(blue, red and white)
What shape is our flag?
(rectangular)
What word describes the white part of
our flag? ( triangular)
2. The Philippine flag has yellow
stars.
3. Blue, red and white are the
three colors of our flag.
4. The Philippine flag is
rectangular.
5. The white part of our flag is
triangular.

I have a new toy.
3. Guided Practice
Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion
Skill Lesson: Sentences with au and aw diphthongs
Refer your pupils to LM Activity 211.
Skill Lesson: Fact and Opinion
1. Presentation/ Introduction
Present the following sentences on the board.
1. The Philippine flag is made up of three colors.
2. There are three major islands in our country.
3. The Philippine flag is one of the most beautifully designed flags in the world.
4. Ms. Almira Santos thinks that Filipinos are all very patriotic people.
5. Fr. Cruz believes that the Philippines is a peaceful country.
Ask:
What do you notice with the first two sentences?
Does it tell something that is already proven and accepted by everyone?
What do you notice with the third, fourth and fifth sentences?
Does it show judgment, feeling or attitude about someone or something?
What word/s in the sentence gives a clue that it is a thought or judgment?
Say: A sentence states a fact if it can truly happen and it can be proven.

A sentence states an opinion if it can happen only in the mind of a person and it cannot be
proven to be true. The words “I think, I believe, in my opinion, etc. signals an opinion
statement.
Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the
Guided Practice. Give more examples of fact and opinion statements.
3. Guided Practice:
4. Independent Practice:
Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks
1. Introduction/ Presentation/Modeling
Present sentence strips from the story “A Learning Experience for Almira."
1. The sun has eight rays. 2. Our flag is made up of
three colors.
3. Visayas is the smallest
island in our country.
4. Filipinos are the most
patriotic people in the
world.
Ask some students to read each sentence. Ask after each reading: What punctuation is used to
end that sentence.
The following sentences are telling sentences. We use a period to end each sentence.
Let us have some examples that use other punctuation marks. Ask some students to read the
sentences aloud.
The colors of the Philippine flag are white, yellow, and blue.
The three big islands in the Philippines are Luzon, Visayas, and Mindanao.
Ask: What punctuation mark is used to end the two sentences?
After the answer is given, say: These are telling sentences.
There is another punctuation mark that is used in the two sentences. What is that?
Can you tell us why we use comma in between those words? We use comma to separate ideas or
words that we are enumerating.

Let us have another set of sentences. Notice the punctuation marks in each sentence.
Ask some students to read the sentences aloud.
What is the capital city of the Philippines?
“We will fight for your honor!” our heroes pledged to our country.
Ask: What punctuation mark is used to end the first sentence? Why do you think we need to
use a question mark? It is a sentence that asks for something.
What punctuation mark is used to end the second sentence? Why do you think we need to use
an exclamation point at the end of this sentence? It is a sentence that tells a strong feeling..
2. Guided Practice:
Refer your pupils to LM Activity 214A.
Refer your pupils to LM Activity 214B.

Overview/
objectives
Literature:
The Monster Who Came to
School
Realize the importance of
following school rules
Role play the importance of
following school rules
Distinguish a cause from an
effect
Read and write words with
ou and ow diphthongs
Identify and use adjectives in
comparative degree
Read and write words with ou
and ow diphthongs
Identify simple and
compound sentences
Read words, phrases
and story with ou and
ow diphthongs
Form compound
sentences
Read and write
words, pharses and
sentences with ou
and ow diphthongs
Materials Words in envelopes
Detective Sinegata Chart
Word cards
Activities 215-216
C and E chart
Sentence strips
Activities 217-218
C and E chart
Activities 219-221
Sentence chart
Activities 222-224
C and E chart
Pictures
Activities 225-227
Procedure Unlocking of key words
using the Think-Go-Stop
Game
Motivation question
Motive question
using DRTA
Post Reading:
Presentation of sentences
through the Say-Do-Don’t –
Game
Direct teaching to
distinguish a cause from an
effect
Group Activity:
Students have to distinguish
which sentence is a cause
and an effect
Presentation of pictures
highlighting cause and effect
Direct teaching of steps on
how to identify the cause and
effect in a sentence
Matching of pictures and
phrases to show a cause-effect
relationship
Cause and Effect sentence
identification
Presentation of a chart
to show simple and
compound sentences
Presentation and
explanation of how
compound sentences
are formed
Combining simple
sentences to form
compound sentences
Completion of a
table showing
sentences about the
importance of
following school
rules
Direct teaching of
determining an
effect based on a
given cause
Writing an effect

highlighting the importance
of school rules
Enrichment: Role play the
importance of following
school rules.
Group Activity:
Students have to complete a
chart of school rules and
effects if we break them.
Completing a chart
with compound
sentences
based on a given
cause
Writing an effect
based on a given
cause

The Monster Who Came To School
Pre-Reading
Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U,
L ,E , S will form the groups.
(Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of
letters are numbered from one to seven. If you hear the word THINK, listen for the clues
about the word. If you hear the word GO -start arranging the letters and if you hear the word
STOP- say the word.)
Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The
word starts with a “g” and ends with a “d”. This is the hint. Look at me. (Grab something in
the table.) What did I do? Form the word GO. Give the group at least one minute to form the
word, then say STOP. Ask the group one after the other to say the word that they formed. Go
around to check their output. Put the first word in the web.
Follow the procedure. Here are the suggested clues:
Screamed – demonstration
Pounded – demonstration
Poked – demonstration
Dumped - demonstration
2. Motivation
Imagine a school with a monster, what do you think will happen?
Let pupils their share ideas about the given question.
As partners share ideas about the question, post and use the pupils’ responses. Let pupils’
ideas freely flow.
3. Motive Question
monste
r

What do you think will Andy and his classmates feel meeting a monster at school?
During Reading
(Note: Before the reading time begins, the teacher assigns some pupils for the role play of some
story parts.)
The Monster Who Came to School
When Andy got on the bus on the first day of school, he saw a monster! Andy was very
surprised. He did not know that monsters were allowed to go to school. But there the monster
was. It was making all kinds of noise and would not sit down. It climbed on the seats and put
its head out the window. It took up so much room that Andy had no place to sit.
“Wow, that monster sure is noisy! I’ll bet it isn’t even supposed to be here,” Andy whispered to
Vicky.
STOP AND ASK: What do you think will the teacher feel when she sees a monster in
school?
But Andy’s teacher was not at all surprised to see the monster entered the classroom. It pushed
ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy and the
other children sat at their places, the monster started to throw the toys.
Stop that!” said the teacher. “Even monsters are not allowed to throw toys.”
The monster dropped the toys and started screaming. It screamed so loudly that no one could
hear the teacher. “Be quiet!” the teacher finally said.
The monster stopped screaming and the teacher said, “It’s time to play outside.”
STOP AND ASK: What do you think would the monster do?
Everyone stood up and walked to the door—everyone except the monster. It ran out the door
without waiting for directions.
Outside, the monster continued to behave like a monster. It pushed some children and took toys
from others. It climbed up the slide the wrong way and sat at the top so no one else could slide
down.
When the students returned to the classroom, the teacher tried to read them a story. But the
monster shouted and laughed and no one could hear. Then it pulled the toys off the shelves
again. It would just not listen!
At lunchtime, the monster grabbed other people’s sandwiches. It dropped food on the floor on
purpose and poured its milk on the table. Later, when it was time to paint, the monster ran
around the room painting big, black lines on the other children’s pictures! When the children
formed a circle and tried to sing, the monster jumped around and stepped on their toes. It
pounded on the piano until the teacher had to close it.
At rest time, the monster laughed and talked and poked the children and even pulled their hair.
“Come here!” said the teacher, who was very angry. “You are a real monster! Monsters are not
allowed at school. Go away and never come back!”

STOP AND ASK: What do you think will the monster do?
The monster burst into tears! Everyone was astonished. “I’m sorry!” cried the monster. “I’ve
never been to school before. I didn’t know it was against the rules to shout and run and push, or
to grab and throw things. Please don’t tell me I can’t come back! I will try to learn if you all
will help me.”
The teacher asked the children what they thought. The children decided to make a list of rules.
They would let the monster stay---if it followed the rules. The monster worked hard to learn
how to behave, and soon it knew all the rules, just the way all the children did.
Post Reading
1. Discussion Questions
1. How did Andy feel seeing a monster at school?
2. How did the monster behave?
3. Why do you think did the monster behave that way?
4. What did the monster really want?
5. What rules inside the classroom did the monster learn?
3. Why is it important to follow school rules?
Say: Let us look at what we have written about the question: Imagine a school with a monster.
What do you think will happen?
Are your answers similar to what happened in the story? What are your proofs?
How did the monster’s behavior change?
Say: This time, at the count of one, two, three, start working with your group mates.
(Note: Have the pupils decide on what they should draw or role play an assigned story part.)
2. Engagement Activity
Refer to Activity 216.
Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect
Skill Lesson: Words with ou and ow diphthongs
Skill Lesson: Cause and Effect
1. Presentation/Introduction Link-lines-in

Say: Let us have the SAY DO- DON’T game. Say DO if the line I will read or illustration I will
show is a good thing to be done in school and Don’t if it is not. Ready?
1. I will walk at the corridor.
2. I will chew gum during class hours.
3. I will attend class regularly.
4. I will be attentive during class discussion.
5. I will leave my desk clean and orderly.
Ask: Why did you say Do ?
Why did you say Don’t ?
(Note: Post the Cause and Effect Chart. Then write pupil’s ideas on the chart.)
Cause and Effect Chart
Cause Effect
Say:
If you chew gum during class, what will happen?
If you run at the corridor, what will happen?
If you attend class regularly, what will happen?
Do you remember the monster in the story, The Monster Who Came to School? How did it
behave at school?
The monster’s misbehavior had effects on the children, teacher, and on the school as a whole.
Cause and Effect Chart
Cause Effect

The monster took so much space at the bus.
The Monster screamed loudly.
While the teacher was reading a story,
Monster laughed and shouted.
At rest time, the monster pulled children’s
hair.
Say: In order to find the effect, ask what happens next? To find the cause, ask why something
happened?
There are some clue words to identify the cause and effect. These are so, since, because and if.
(Present some sentences with the aforementioned clue words.)
Can we now complete the C and E Chart?
Again, what question would you ask to find the cause? To find the effect?
3. Guided Practice
Say: At this moment, we are going to work in trios. To deepen our understanding about
identifying cause and effect, we will have this activity called Show-Cause-Effect.Each group
will be given an envelope containing different sentence strips. These strips can either show
cause or an effect. The fastest trio to get the right answers will receive a ‘Thumbs Up’ Card.
Say: You decide together to get the correct clue words for cause and effect.
(Note: In envelopes, each group should receive 2 pairs of sentence strips. Pupils’ answers
should be posted in the Cause and Effect Chart.)
Sample sentence strips:
You forget to return a borrowed book from a friend.
She feels hurt and avoids you.
You tease a friend at school.
you.
The pupils listen attentively to the teacher.
They easily understand the lessons.
You tease a friend at school.
You fell asleep in class.

Your teacher asked you to stay after class.
Your socks don’t match.
You feel uncomfortable.
You spilled water on someone in the canteen.
He was a bit angry.
Refer your pupils to Activity 218
Say: This time, work in groups of six. Trios should join together to form the groups. You will
talk about the rules that you need to follow in school.
Groups T and E: Complete the What if We Break the Rules Chart.
What if We Break the Rules Chart
Rules at school Effects if we break the rules
Groups A and M: Make a Thumbs UP card for a person/ group/team who follow school rules.
Then write a simple note showing your appreciation to them.
(Note: The group’s output should be presented before the class.)
Lesson 21 Day 3: Fluency/Writing/Comparative Degree of Adjective
Skill Lesson: ou and ow diphthongs
(Note: Make sure that before asking the class to read the words in Activity 219, have some
vocabulary development activity. You may show picture of each word, then ask the class to
connect each word with the picture.)

Skill Lesson: Comparative Degree of Adjective
Before class begins, post the ‘More fun with things around us! Observe the pupils’ responses
as they do the I-Stand activity.
More fun with things around us!
Give each pupil names of animals and other things that they can compare.
(Examples:
dog – cat
Rose – Sampaguita
carabao - goat
1liter bottle - 500mL bottle
horse – goat
helicopter - airplane
Assign some pupils to serve as post. Each of them will be holding each of the following
adjectives:
big - bigger fragrant – more fragrant
tall - taller
fast - faster
Say: I will be giving you names/pictures of some objects or things, and animals. While
holding it, think how these objects/animals are different from each other.
Ask the pupils holding the pair of adjectives to go in front of the class one after the other.
Say: Listen to my questions.
Ask: Which is bigger? Dog or cat?
Carabao or goat?
Ask the children holding the animals to go to the right post: big or bigger.
Do the same with the remaining pair of adjectives.

Ask the following questions, then, write on the board pupils’ answers.
Which are big?
Which are bigger?
Which is fragrant?
Which is more fragrant?
Which is tall?
Which is taller?
Which are fast?
Which are faster?
Suggested sentences.
The cat is big but the dog is bigger.
The goat is big but the carabao is bigger.
Or
The cat is big.
The dog is bigger than the cat.
One person Two persons, places or things
compared
big bigger
fragrant more fragrant
tall taller
fast faster
Ask:

How many animal is being described in the sentence the cat is big?
What adjective was used to describe the cat?
How many animals are being compared in the sentence, the dog is bigger than the cat?
What adjective was used to compare the dog with the cat? (bigger)
What happened to the adjective “big” when we use it to compare two animals?
Use the same pattern of questions to the remaining sentences.
3. Guided Practice
Let your pupils form dyads. Each pair will be given description strip.
Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences
Skill Lesson: A Story with ou and ow Diphthongs
Skill Lesson: Cause and Effect
Post the Cause and Effect chart completed yesterday by each group.
Cause Effect
Talking or laughing loud during class discussion.
Pouting lips while teacher is explaining.
Staying out during class hours
Talking with the mouth full

Say: Look at the cause and its possible effects. So what are we going to do? We need to follow
rules. Always remind ourselves that following rules is important. Let us learn more about rules.
Say: Listen as I read the sentences in the chart.
Sentence Chart
Simple sentence Compound sentence
I run at the corridor I saw a monster so I run at the corridor.
I chew gum during class hours. I chew gum during class hours but my teacher
didn’t notice me.
I listen attentively. I listen attentively and I join the discussion.
Say: Do you have any observations on the way the sentences under simple sentences are
formed? How about the sentences under compound sentences?
Let us study these.
I saw a monster./I run at the corridor.
I chew gum during class hours./My teacher didn’t notice me.
I listen attentively to my teacher./I participate in the discussion.
Say: Compound sentences consist of two simple sentences or two independent clauses
3. Guided Practice
4. Independent Practice.
Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound Sentences
Skill Lesson: Words and Sentences with ou and ow Diphthongs
Skill Lesson: Compound Sentences
Present picture of a boy holding a stick and a girl holding a rug.

Say: Can you tell what the boy and the girl are holding? Can you form a sentence from
the
pictures?
Ex. The boy is holding a stick.
The girl is holding a rug.
Write their answers on the board for discussion.
Say: How many sentences do we have?
Can you make these two sentences into 1?how?
Show some helping words such as: for, and, nor, but, or, yet, and so to combine these
sentences.
Ex. The boy is holding a stick but the girl is holding a rug.
Let the children form sentences based on the new pictures.
3. Guided Practice
Refer your class to LM Activity 226.

Overview/
objectives
Literature:
The Country Mouse and the
City Mouse
Understand that contentment
and the ability to adapt are
important
Write a note on what to be done
by the Country Mouse
Read and write words with
oa digraph as in goat
Identify several effects based
on a given cause
“oa” diphthong
Identify and write
complex sentences
with “oa” diphthong
Compare and contrast
objects, persons and
places
with “oa” diphthong
Summative test
Activities 228-229
Diagram of the events in the
story used in Day 1
Activities 230-232
Sentence strips
Activities 233-234
Venn Diagram
Word wards
cell phone and
telephone
Learner’s Materials:
Activities 235-236
Procedure · Unlocking of words in the
story using context clues
· Motivation Question
· Motive Question
Reading of the story using
DRTA
Post Reading:
Discussion questions to
highlight the importance of
contentment and ability to adapt
Presentation and discussion
of the diagram of events of
the story The Country
Mouse and the City Mouse
highlighting an event that
show the cause and events
that show effects
Explanation that a cause may
have several effects and how
to identify the several effects
of a cause
Presentation of
sentences using big
strips of paper
Direct teaching of how
complex sentences are
formed
Interview of persons in
school
Writing a three-sentence
Presentation of cell
phone and telephone
to give avenue for
comparison and
contrast
Direct teaching on
comparison and
contrast
Listening to a story for
comparison and

Engagement Activity:
Writing a note on the right
thing the Country Mouse
should have done
Listening to a short story to
identify a cause and its
several effects
Presentation of a short
dialogue with cause and
several effects based on a
short story heard
paragraph using
complex sentences.
contrast
Presentation of a skit
showing how the
characters in the story
differ from one
another.

The Country Mouse and the City Mouse
Pre Reading
Unlock the difficult words below using pictures.
(feast, ham, jellies, nibbling)
Refer your pupils to LM Activity 228 to check if the words were understood.
2. Motivation Question:
Have you been in a city/province? What experiences did you have in the city/province?
3. Motive Questions:
What are the experiences of the City Mouse in the province?
What are the experiences of the Country Mouse in the city?
During Reading
Say: Listen as I read ‘The Country Mouse and the City Mouse’.
During the question and answer part, use gestures and voice dynamics to further help the pupils
know the meaning of some difficult words in the text such as terrible, nibbling, etc. Limit the
responses of the pupils by calling only two in every question.
The Country Mouse and the City Mouse
Adapted
One summer, the Country Mouse invited his friend, the City Mouse, to have dinner at
home. So, the Country Mouse prepared corn and camote for dinner. While eating, the
City Mouse said, “You hardly have anything to eat here. Come to the city and I will
show you such rich feast in my place.”
STOP AND ASK:
1. Who was invited for dinner?
2. What did the Country Mouse prepare for his friend?
3. Did the City Mouse get satisfied with what his friend offer? Why? Why not?
The Country Mouse was so curious about the city life. So, he decided to go with his
friend.
When they arrived, the Country Mouse looked around the house and he was so
surprised! There were all kinds of food on the table. There were ham, cheese, jellies,
cakes, and fruits. The Country Mouse started nibbling the cheese.
“So delicious! I have never tasted anything like this,” he said.

STOP AND ASK:
1. Why did the Country Mouse decide to go to the city?
2. If you were the Country Mouse, would you stay long in the city? Why?
Suddenly, before the Country Mouse barely took another bite, he heard some
scratching sound. “Meow! Meow!” the cat said, approaching the dining table.
“Run,” yelled the City Mouse.
They ran to the corner as fast as they could.
STOP AND ASK:
1. What did the two friends hear?
2. What did they do when they saw the cat?
3. If you were one of the mice, would you also run away from the cat? Why?
“What is that?” asked the Country Mouse shaking his body.
“A cat. Once he gets you, he’ll eat you up,” said the City Mouse.
“This is terrible. I think I will go home. I’d rather have corn and camote in peace
than sugar and cheese in danger,” said the Country Mouse to his friend. So, he went
back to his home with a happy heart.
STOP AND ASK:
1. What did the County Mouse decide to do?
2. What did the Country Mouse mean when he said “I’d rather have corn and camote in peace
than sugar and cheese in danger”?
3. If you were the Country Mouse, would you also decide to leave the city? Why? Why not?
Post Reading

How can you help the Country Mouse? Write him a short note of advice.
For the instruction of the activity, refer your pupils to LM Activity 229.
Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect
Skill Lesson: Words and Phrases with Digraph oa
(Note: Present the diagram of events of the story The Country Mouse and The City Mouse.)
Say: Let us go back to the story. What did the Country Mouse decide to do at the beginning of
the story? What were the results of the Country Mouse’ decision/act?
The Country Mouse went to the city.
Ask: What are the results or the effects of the Country Mouse’ visit to the city?
Let us take a look at the sentences that we formed from the diagram.
a. The Country Mouse decided to visit the city because he was too curious about what
the city looks like.
The Country Mouse got surprised at what
he saw on the table.
The Country Mouse saw and ate a lot of
different food served on the table.
The Country Mouse together with the
City Mouse were chased by a big cat.

b. The City Mouse and the Country Mouse ran to the corner of the house so they can
hide from the cat.
c. So that Country Mouse can have peace of mind, he decided to go back to the farm.
Discuss how the clue words (because, so, so that) can help the pupils find out which part of
the sentence tells the cause or the effect.
By simply examining the cause-and-effect diagram above, is it possible for a cause to have
several effects?
Remember:
· A cause is why something happens. To find a cause, look for a reason why something
happened.
· An effect is what happens because of the cause. To find an effect, look for the results of
the cause.
· Usually, a cause always happens first. Then it is followed by the effect.
· Clue words such as because, so, and so that are often used to help you understand cause
and effect in a sentence.
3. Guided Practice
Say: I will read a selection to you. Listen well and complete the diagram of Cause and Effect in
your notebook.
Refer your pupils to L22D2-Worksheet_, LM page_.
(Note: Read the selection aloud.)
Reasons Why People Move to the City
There are many reasons why people move to the city. There are lots of jobs in big
buildings, hospitals, schools, and offices. They move to the city because colorful
lights along its busy streets interest them. People are busy and active. The city is a
place where new things could be found.

Say: Listen as I read another selection to you. Based on the selection, present a short dialog
showing the cause and several effects.
Things Happen When People Move to the City
Many people move to the city. Everything becomes different. The cities become
crowded; there are so many cars on the streets. Traffic moves slower. Collecting
garbage becomes a bigger problem.
Lesson 22 Day 3: Fluency/Writing/Complex Sentences
Skill Lesson: Phrases and Sentence with Digraph oa
Skill Lesson: Complex Sentences
Post three sentences about Why Things Happen When People Move to the City on the board.
Say: Let us read again some sentences from our paragraph yesterday.
Point to the first sentence.
Many people move to the city because they can find a better job.
Ask:
· How many ideas does the sentence give?
· Which tells the first idea?
· Which tells the second idea?
· Which idea can stand alone?
· Which idea cannot stand alone?
· What word helps to connect the two ideas?
Say: Let us read the next sentence.
When people move to the city, the place becomes crowded.
Ask:
· How many ideas does the sentence give?

· Which tells the first idea?
· Which tells the second idea?
· Which idea can stand alone?
· Which idea cannot stand alone?
· What word helps to connect the two ideas?
Say: These sentences complex sentences. We combine two simple sentences using conjunctions
to form a complex sentence.
A complex sentence is made up of two parts, an independent clause and a dependent clause
joined by linking words or conjunction.
Words like because, when, after, though, as soon as and so that are examples of conjunctions
that can be used in a complex sentence. These conjunctions make one part of the sentence
subordinate to the other part.
3. Guided Practice
Let us have a fun activity. Interview anyone in the school about:
 What does s/he want to do?
· What would happen if s/he continues doing it?
What does she want? What would happen if s/he
continue doing it?
Ex. Drawing dresses dolls could have many
clothes
Let the children form complex sentences based on the answers from their interviewee.
Forming Complex sentence
1. She wants to draw dresses so that her dolls could have many clothes.
Let the class write their answers in their notebook.
Guide the children in forming complex sentences especially in the use of conjunctions.
Refer the class to LM Activity 234.

Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast
Skill Lesson: Poem with oa digraph
Skill Lesson: Comparison and Contrast
Post on the board an empty Venn diagram. Show your pupils two objects with similar and
different features - a cell phone and a telephone.
Say: I have here a cell phone and a telephone. Let us compare and contrast them.
In what ways are the cell phone and the telephone the same? Let us compare them. (Tack on
the board the word “compare”.)
(can be used to talk with people away from you)
(can help you communicate with people)
Write the pupils’ responses at the center space of the Venn diagram.
In what ways are they different? Let us contrast them. (Tack on the board the word contrast.)
(A cell phone can be used in texting while a telephone cannot be used as such.)
(A cell phone is movable while a telephone is stationary.)
Write your students’ descriptions for the cell phone on the left circle and the descriptions for the
telephone on the right circle.
What do we show or describe when we compare? (the similarities)
What do we show or describe when we contrast? (the differences)
Say: When we talk about two things, we compare and contrast them. When we compare, we say
the similarities. When we contrast, we tell the differences.
Show your pupils a pencil and a crayon
Say: Look at this pencil and this crayon. Compare them.
3. Guided Practice
Say: Let me see if you can compare and contrast the two characters in the story that I will read
to you. Complete the Venn diagram in your notebook.
Friendship Bond
For many years, Ali and Leah have been good friends though they differ in many ways.
Ali is a Muslim while Leah is a Christian. Ali goes to the mosque on Fridays and Leah goes to
church on Sundays. Ali is two years older than Leah although she is shorter than Leah. Ali
excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat
food like Adobong Manok. On the other hand, Ali likes to eat fruits and vegetables.

For them, it does not matter how different persons are as long as they understand each other.
This is what makes their friendship last.
Show a short skit showing how the characters in the story differ from each other.

Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5
Overview/
Objectives
Literature: “The Butterfly
and the Caterpillar”
Read words, phrases,
sentences and stories
containing words with
digraph ee as in sheep
Read words,
phrases, sentences
and stories
containing words
with digraph ee as
in sheep Degrees of
Comparison of
Adjectives
containing words with
digraph ee as in sheep
Complex Sentences
containing words
with digraph ee as in
sheep Locate the
main idea in a
paragraph
Materials
Sentence strips
Word cards
Pictures of butterfly and
caterpillar
Activities 237-239
Venn Diagram
Sentence/ line strips from
story read
Activities 240-243
Monkey- toys
Activities 244-247
Copy of the story “
A Day at the Park”
Letter envelope
Activities 248-249
Procedure
Pre-Reading
Unlock key words through
word cards and sentence
strips.
Show a picture of butterfly
and caterpillar.
Reading
Phonics lesson
Show a Venn diagram of the
story read to focus on
similarities and differences.
Form groups and present
line strips from the story
read.
Phonics Lesson
Introduction/ Presentation:
Present monkey- toys and
allow pupils to describe the
toys according to size.
Read a story on monkeys.
Phonics Lesson
Presentation/ Introduction
Read the story “A Day at
the Park”.
Allow pupils to answer
questions about the text.
Phonics Lesson
Show a letter-envelope and
ask questions on it to
jumpstart lesson.
Discuss the parts of a letter
through a poem.
Allow pupils to label parts of

Read aloud the story and
stop at indicated points for
questions to identify
similarities and differences
of butterfly and caterpillar.
Post Reading
Let pupils answer the
discussion questions and
have pupils describe the
characters through a
comparison chart.
Let pupils do Activity in
the LM intended for the
day.
Modeling/Teaching:
Ask groups to draw/
get one from the
posted strips and let
them answer the
questions.
Allow pupils to
organize their
answers through a
chart. Tell pupils
how inferring is
done.
Allow pupils to do
inferring activities.
Modeling/Teaching:
Discuss degrees of
comparison of
adjectives using a
chart.
Allow pupils to
rewrite sentences
using the
comparative and
superlative degrees
of adjectives.
Allow pupils to
write comparative
and superlative
degrees of
adjectives.
Let pupils present
work
Engage pupils in
writing sentences
using adjectives.
Modeling/ Teaching
Discuss how complex
sentences are written by
combining sentences and
by using a chart/ table.
Allow pupils to
combine sentences
and write complex
sentences.
Allow pupils to
find complex
sentences from the
books they are
reading.
the letter.

Lesson 23 Day 1: Literature: The Butterfly and the Caterpillar
Pre-Reading
(Note: Have the children choose the meaning of the underlined word.)
1. The boy sipped the cold drink offered to him on a hot day.
a. drank in small quantity
b. ate
c. tasted
2. My best friend smiled and exclaimed “Wow!” when I showed the dress I wore last
Christmas.
a. whispered
b. shouted
c. enjoyed
3. The boy was ashamed to show his poor grades to his mother.
a. proud
b. embarrassed
c. angry
4. Sheila munched on some cookies for snacks.
d. chewed
e. drank
f. sipped
5. Even when he was sleepy, Father continued telling us the story of the moth.
a. stopped
b. paused
c. kept on
Refer the class to Activity 237 to test their understanding of the words they learned.

Show a picture of a butterfly and a picture of a caterpillar. (Refer to Activity 238.)
Say: What are in the picture? In what ways are the caterpillar and butterfly similar?different?
3. Motive Question:
Today, our story is about a butterfly and a caterpillar. Find out in the story their similarities and
differences.
During Reading
Say: Listen to the story that I will read to you. Be sure to find out the similarities and
differences of the two characters.
In between readings, ask the children to act out the following scenes:
Paragraph 1-2:
The butterfly saw the caterpillar and it was so ashamed to be seen with the caterpillar
Paragraph 4:
The butterfly saw a very different creature.
Paragraph 5:
The caterpillar told the butterfly how they were the same a week ago.
Paragraph 6:
The caterpillar told the butterfly to go, fly but not to be proud.
The Butterfly and the Caterpillar
an adaptation by Joseph Lauren
One summer morning, a butterfly rested on a beautiful rose. While she sipped the
sweet nectar from the flower, she saw a caterpillar crawl up the garden wall.
“Horrors!” the butterfly exclaimed, “Stop! Don’t come near me. I’m ashamed to be
seen where you are.”
Ask: Why do you think was the butterfly ashamed?
The caterpillar continued crawling. He munched on the leaf without listening to
the butterfly’s cry.
“Where are your wings? What are you eating?” the butterfly asked.
Ask: Does the caterpillar have wings?If he has as the butterfly claimed then,where
are they?
The caterpillar walked ahead. Then he said, “Eight days ago, young butterfly, you

were the same as I am. One night from today, my wings will grow. I would fly and
see all the bright and beautiful flowers.”
Ask: How did the butterfly looks like eight days ago?
“I’m sure my wings would be brighter and more beautiful than yours.
So, go, fly but try not to be so proud. Each caterpillar is given a chance to
become a butterfly. We are but the same. ”
Ask: What will happen to caterpillar in the days to come? What should all
butterflies need to remember while flying?
Post Reading
A. Comprehension Check
Say: Let us talk about the story.
1. Who are the characters in the story?
2. When did the story happen?
3. Why was the butterfly ashamed to be seen by the caterpillar?
4. How do you think did the caterpillar feel when the butterfly told him not to come near
it?
5. What was the response of the caterpillar?
6. Can the caterpillar be like a butterfly?
After reading, have the children describe the characters
Butterfly Caterpillar
appearance
movement
Food they eat
Say: Let’s go back to the activity that you answered before we read the story.
From the comparison chart, the children would be able to say that the caterpillar and the
butterfly are different from each other. Let the children find the similarities through the part
of the story:
“Eight days ago, young butterfly, you were same as I am. One night from today, my
wings will grow. I would fly and see all the bright and beautiful flowers.”

B. Engagement Activity
Refer the class to Activity 239.
Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring
Skill Lesson: Words and phrases with digraph ee
Skill Lesson: Inferring
Show the Venn Diagram of the butterfly and the caterpillar from yesterday’s discussion.
(Write in the middle part the similarities between the caterpillar and the butterfly. They can
explore the good qualities they share together.)
Form four groups. Get lines from the previous story and write them on strips of paper.
“Horrors!” the butterfly exclaimed, “Stop! Don’t come near me.
I’m ashamed to be seen where you are.”
“Where are your wings? What are you eating?”
“Eight days ago, young butterfly, you were the same as I
am. One night from today, my wings will grow. I would
fly and see all the bright and beautiful flowers.”
“I’m sure my wings would be brighter and more beautiful
than yours. So, go, fly but try not to be so proud. Each
caterpillar is given a chance to become a butterfly. We
are but the same. ”
2. Modelling/Teaching
Ask each group to pick one. While holding the story part, let them answer the following
questions:
1. What do you think does this character really meant by saying that?
2. Why did this character (act, think, talk) that way?
3. What does this character want to do?
4. What do you think this character might do?
5. What is the author really trying to say?
Let each group present their answers. Take note of the children’s answers and organize their
answers into the chart. (Refer the class to Activity 241 for the copy of the chart.)

Say: How do we infer?There are steps on how it is done. First, read the sentence/s. Then, make
a guess of “what else” the sentence/s tells.
Ex. Butterfly thinks that the caterpillar is ugly that is why she is ashamed.
3. Guided Practice
Refer your pupils to LM Activity 242
Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives
Skill Lesson: Words, Phrases and Sentences with Digraph ee
Skill Lesson: Degrees of Comparison of Adjectives
(Note: Place three toy monkeys, each one bigger than the other,
in a bag. Let the class describe the monkeys and compare them according to size.)
Ask: What do you know about monkeys? How are they characterized in most stories that you
read?
Say: I will read to you a short story about monkeys. Listen well.
Three clever cats lived in a house. The white cat was big. The black cat is bigger
than the white cat. The striped cat was the biggest of the three.
One day they baked a cake for dinner. “I will eat all the cake”, said the white cat in a
loud voice.
“I will eat it alone”, said the black cat in a louder voice.
“I will eat it all by myself” said the striped cat in the loudest voice.
A clever monkey lived in a tree nearby. He was more 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 said. “It ran away because
you made too much noise,” said the monkey.
Using the charts below lead the class in answering the following questions.

Ask: What are the adjectives used to compare the three cats?
Three cats White cat Black cat Striped cat
Their voice
What adjective is used to compare the monkey and the cats? What adjective is used to
compare the monkey with all monkeys in the world?
Monkey Monkey and the cats Monkey and all the
monkeys in the world
POSITIVE COMPARATIVE SUPERLATIVE
After the children give their answers, write on the orange box POSITIVE, on the green box
COMPARATIVE and on the red box SUPERLATIVE . Then, ask the children what were
added to form the comparative and superlative forms and how many were being compared.
Say: Comparing using adjectives has three degrees. These are the positive, comparative, and
superlative degrees. We use adjectives in the positive degree if we are describing only one
thing or person. We say Ann is tall. We use adjectives in the comparative degree if we are
describing two objects or persons. We say The monkey was more clever than the cats. We use
adjectives in the superlative degree if we are describing three or more things and person. We
say In fact, he was the most clever monkey in the world.
For comparative degree of adjective, we add er at the end of some adjectives. We can also
add more before some adjectives. In sentences using this degree of comparison, we use the
word than.

For superlative degree of adjective, we add est at the end of some adjectives. We can also add
most before some adjectives. In sentences using this degree of comparison, we use the word
of all.
3. Guided Practice
Group students into fours and let them think of adjectives and its degrees of comparison. After
the given time, group presentation follows. Any group who has the same adjective with other
group should cross it out. The group with the most remaining list, wins.
POSITIVE COMPARATIVE SUPERLATIVE
Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of
each adjective.
Lesson 23 Day 4: Writing/Complex Sentences
Skill Lesson: Complex Sentences
Read the story “A Day at the Park” to students
Say: Today, I am going to read to you a short story. Listen well because I will ask a few
questions about it.
Explain to the students that, many times, weak stories are full of very short, choppy sentences.
One way writers can make these stories stronger is to combine short sentences into longer
sentences.
Let us compare some group of words from the story.
I went to the park. It is Saturday
A Day at the Park
I went to the park. I went on Saturday. I went with my friends. My friends are
Marie, Connie, and Roy. We rode our bikes. I rode my new bike. Roy brought his
basketball. We played basketball. We played for two hours. It was hot. We were
thirsty. Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for
lunch. We had a lot of fun.

I went to the park because it is Saturday.
We combined the two simple sentences. Now, we have I went to the park as the independent
clause. It expresses a complete thought. Because it is Saturday is a dependent clause. It does
not express complete thought. The marker because suggest that because it is Saturday is a
dependent clause.
To combine the two simple sentences we used the marker because.
Say: A clause can be dependent because of the presence of a:
· Marker Word (Before, after, because, since, in order to, although, though,
whenever, wherever, whether, while, even though, even if)
· Conjunction (And, or, nor, but, yet)
Let us have the next group of words.
We played basketball. We played for two hours. It is hot.
The new sentence is: We played basketball for two hours even if it’s hot.
How did we do it? We combined the three sentences. Now, we have an independent clause
“We played basketball for two hours” and dependent clause “even if it’s hot”. The marker
“even if” tell us that even if it’s hot is a dependent clause.
Let us have the next independent and dependent clauses.
Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for lunch.
The new sentence is: Connie and Roy’s mom brought us lemonade that we ate for lunch.
How did we do it? What words were omitted? What word did we use to combine the two
sentences?
3. Guided Practice
In small groups, have the class combine the set of dependent and independent clauses below.
Dependent Clause Independent Clause New Sentences
Because Roy brought his
We played basketball.
basketball,
After riding our bikes, We played volleyball.
Although it is raining, It is fun to be with friends in
the park.
Before dinner time, I should be home to meet my
cousins who come from the
province.

Have students find complex sentences in the books they are reading. Have them copy them in
their notebook. Have them separate the two clauses in each sentence.
Lesson 23 Day 5: Writing
Ask: What comes to mind when you see the object below?
What is inside the envelope? When do you write a letter? Do you write a letters too?
Say: A letter has 5 parts:
Sample letter
February 19, 2014 (heading)
Amiable Ma’am Ana, (greeting)
It’s hard to have true friends whom we could completely count on but I was lucky enough to
find you. I lately realized how special friends are until I was cared and saved by an angel like
you. I will keep you safe with me forever.
Always take care and may God always bless you!
Your Friend, (closing)
Rennie Enriquez (signature)
Lead the class to recite the poem below.
The HEADING has the date
The heading has the date
Hi, ho the letter parts
body

The HEADING has the date.
The GREETING says Dear Friend,
The greeting says Dear Friend,
The greeting says Dear Friend.
The BODY is the message
The body is the message
The body is the message.
The CLOSING says Sincerely,
The closing says Sincerely,
The closing says Sincerely.
The SIGNATURE is my name
The signature is my name
The signature is my name.
3. Guided Practice
Prepare a simple letter of invitation. Cut them out by parts. Then, have the class rearrange it to
come up with the complete letter.
Refer your pupils to LM Activity 248 and 249.

Overview/
Objectives
Literature:
Two Friends, One World
Get the general sense of the
story
Makes inferences and draw
conclusions based on texts
(pictures, title and content
words)
Use personal pronouns
(person)
phrases and short sentences
with ea diagraphs
Express feelings, opinions
through logs
phrases and short sentences
with ea diagraphs
SUMMATIVE
TEST
Materials
Copy of the story Two
Friends, One World
Pictures
Word strips
Manila paper with
incomplete sentences
Venn Diagram
Pictures
Activities 250-251
treasure box with sentence
strips
Activity 252
Sample journal entry
Manila paper
Activity 253-254
Procedure
Pre-Reading
Pupils guess pictures
provided for.
Group the class and let
them discuss their
inferences about the
picture.
Reading
Introduction/ Presentation
Group-matching
Provided the pupils with
incomplete sentences,
students have to infer or
draw conclusions
e.g.
Introduction/ Presentation
Discuss personal pronouns
and provide examples of
sentences on how to use
these pronouns to replace
nouns.
Show picture-situations and
let students express what
they feel about it.
e.g
How do you feel if u met
new friends from other
provinces?

Teacher reads aloud the
story “Two Friends, One
World” (Francisca’s Story)
w/ correct intonation.
(Please refer back to past
lessons on delivering read
aloud stories.)
Post Reading
· Let the pupils answer
questions to allow
complete grasp of the
story
Group Work
1. Act out the event in the
story which shows
empathy
2. Draw simple scene
which shows empathy
3. Sentence Completion
a) If I have a friend who
have no baon I
will______
b) If I have a classmate
who was bullied I
If the grasshopper isn’t
color green_________
The first group to find their
group match wins the game.
Modeling/Teaching:
Discuss how to give
inferences. See TG
Guided Activity
Let the pupils give
inferences orally based from
simples stories.
Using Venn Diagram,
compare Francisca and
Antonio by: what they both
have and can do-what they
don’t have and can’t do.
Individual work
Let us twist the story.
Independent Practice
Guided Practice
Students will pick sentence
strips in the treasure box.
From a sentence strip, e.g
“Herbert is good in playing
chess.”
Let the student rewrite the
sentence using the
appropriate pronoun like
“He is good in playing
chess.”
After all of them had write
several sentences, let them
talk with their group and
discuss about the pronouns
they used.
Provide different pictures
with nouns to the pupils. Let
students choose several
pictures they want. Let them
Show a sample journal
entry to the class and let a
volunteer read it. Ask WH-questions
about the journal
entry.
Let students guess different
facial expressions. Instruct
them to log down their
feelings.
Let the students log down
their feelings and opinions
and let them talk it with
their group.
Prompt:
You saw a beggar in the
market. What should you
do?
Let the pupils write a
journal entry.
Prompt:
The best thing you did to
your friend.

will______
Asking Inferential
Questions from 2 or
3 sentences story.
They will compose
questions about the
picture.
write about the picture using
pronoun.

Lesson 24 Day 1: Literature: Two Friends, One World
Pre-Reading
1. Vocabulary Development
Ask the class to mention the body parts, then, ask them to connect some body parts with the
words that are connected to them.
Pictures Related Words
1. eyes feel
2. ears smell
3. nose sound
4. tongue taste
5. skin see
Who is your best friend? What are the things you do together?
1. Motive Question
What do you think do the characters in our story love doing together?
During Reading
Note: Before and while reading, lead the class in making inferences.
Teacher reads aloud the story “Two Friends, One World” (Francisca’s Story)
Two Friends, One World
Francisca’s Story
by Ramon C. Sunico and Joanne de leon
I have a friend who lives in another world. His name is Antonio. The world he lives
in is full of sounds and smells and tastes and feeling.
My world is also full of sounds and smells and tastes and feeling, but sometimes, I
am too busy seeing to notice these other things.
Every Saturday afternoon, as the sun is about to go down, his mama brings him to
the park where I am already waiting. I can see him from far away because, Papa
says, I have such big eyes.

I run to him and take his hand and his Mama lets us walk around. Antonio teaches
me to be quiet- so quiet I can hear the wind talk to the leaves, so quiet I can feel the
air turn cooler as the sun leaves the sky.
Antonio cannot see. He cannot see but he can smell the white flowers of the rosal
bush growing beside the broken wall of an old church behind the park –before I can
even come close enough to see the church. He knows when papa has brought
mangoes for us to eat, even when these are still in the basket.
One day, he showed me my first grasshopper. I was trying to tell him what a
mountain looked like when he said suddenly, “Shh Francisca, listen! There is
something moving in the grass.”
“Where, where? I can’t see anything!” I complained.
“Ay naku. Francisca, quiet or you’ll scare it away. Look with your ears first and
then with your eyes. Try to listen to yourself breathe and all the other sounds will
follow.”
And sure enough, I heard something small moving the dried grass aside. I followed
the sound, first with my ears and then with my eyes. Slowly, very slowly. And
when I could only hear Antonio and me breathing, I saw the grasshopper-all green
and pointed, with red stripe down its back.
And I thanked Antonio for showing me how to find the place where the
grasshoppers hide.
And he smiled the same smile he smiles after tasting a cool, ripe mango.
One day, I will tell him that, maybe, we do not live in two worlds.
After all, we meet every Saturday afternoon. What I can see, he can hear or taste or
smell or touch. What he cannot see, I can bring to him with words.
One day, we will meet one Saturday afternoon and I will tell him that, maybe there
is only one world. But it is so big and beautiful and there are so many things going
on inside it, that it takes two friends to enjoy it’s sweetness like a great, cool, sweet,
smooth, golden-yellow mango.
Post Reading
Discussion Questions
Ask:
· Who is the “I” in the story?
· Who is her friend?
· How did Francisca describe the place Antonio lives in ?
· How will you describe Antonio?
· Where do they go every Saturday afternoon?
· How will you describe Francisca, the main character in the story?

· If you were Francisca, how are you going to treat Antonio?
· What did Antonio show Francisca?
· What did Francisca learn from Antonio?
Engagement/Enrichment
Group Work
1. Role play the event in the story which shows understanding of other’s feeling.
2. Draw a simple scene which shows understanding of other’s feeling.
3. Sentence Completion (Complete the sentences by writing what you feel in each situation;
a. If my classmate lost his money I will________________________________.
b. If my classmate was bullied I will___________________________________.
Presentation of outputs
Lesson 24 Day 2
Skill Lesson: Making inferences and drawing conclusions based on texts (pictures, title and
content words)
Provide the students with incomplete statements to infer or draw conclusions.
Complete the following statements by putting the missing words. Choose your answer from the
words in the box.
Leah’s Birthday
Leah's mother puts icing on the_________. She puts eight _________ on the cake. After she
sets the cake on the________, everyone sings to Leah. The lit candles make her face________ .
Leah blows out the candles and____________.
table candles smiles glow cake
Leah's mother puts icing on the cake. She puts eight candles on the cake. After she sets the cake
on the table, everyone sings to Leah. The lit candles make her face glow. Leah blows out the
candles and smiles.
When is Leah's birthday?
a. Tomorrow
b. Today
c. Next week
d. Yesterday

Say: Why do you think today/yesterday/or tomorrow etc. was her birthday?
What made you say that today is Leah’s birthday? Can we cite the evidences found in the story?
Was it easy to infer?
What questions usually come up in our mind?
What do we need to think first when we are inferring?
Discuss what inference is. See teaching chart.
3. Guided Practice
Read each passage below. Let the pupils give their inferences orally.
1. All felt wonderful to be outside. Swimming suits and trunks were saleable in the market. It’s
the best time to play outdoor games in _______________.
(a. summer b. rainfall)
2. Mr. Sun reaches out his hand. Everyone is on their way to work. It is ________________.
(a. morning b. night)
3. I am so hungry! It’s almost half of the day of school. I will be good to _______________.
(a. play around b. eat something)
4. All the items to buy are everywhere. Mom put in the cart everything we need for the whole
week. I kept the cart going straight as it got heavier and heavier. They are in a __________.
( a. pharmacy b. grocery store)
Refer the pupils to LM Activity 250 for the next set of activity.
Refer the pupils to LM Activity 251.
Lesson 24 Day 3
Skill Lesson: Words, Phrases and Sentences with ea Digraph
Skill Lesson: Using Personal Pronouns (person)
Use the story of Francisca and Antonio as springboard for this lesson.
1. Antonio goes to the park every afternoon.
He plays with Francisca.
Teaching Chart: Inferences
: the act or process of reaching a
conclusion about something from the
given information
: a conclusion or opinion that is formed
based from the given information

2. Francisca plays with Antonio.
She likes to talk to him.
3. The grasshopper is on the grass.
It hops around,
2. Teaching/Modeling
From our sentences;
1. Who goes to the park every afternoon? Underline it.
2. Who plays with Francisca? Encircle it.
3. What word was used to replace the name Antonio in this sentence?
4. Who plays with Antonio? – Underline it.
5. Who likes to talk to him? – Encircle it.
6. What word was used to replace the name Francisca in this sentence?
7. What is in the grass? Underline it.
8. What hops around? Encircle it.
9. What word was used to replace the name grasshopper in this sentence?
Read the words that you underlined.
Read the words that you encircled.
What do we call them?
He, She and It are called pronouns.
Teaching Chart: Personal Pronoun
Personal Pronouns are used to replace the name of a noun.
Examples:
Alex plays a lot. He plays a lot
The word he is a personal pronoun. He is for a boy.
Ana plays a lot. She plays a lot.
The word she is a personal pronoun. She is for a girl.
This dog plays a lot. It plays a lot.
The word it is a personal pronoun. “It” is used to replace a thing or an animal.
The boys play a lot. They play a lot.
The word they is a personal pronoun. “They” is used to replace the name of more than
one animal or thing.
The boys and I play a lot. We play a lot.
The word we is a personal pronoun. We is used to replace name of more than one
person.

3. Guided Practice
Students will pick sentence strips in the treasure box.
Sample sentences:
Jenny is beautiful.
Raymond reads books everyday.
Jenny and Raymond play together.
The cat runs fast.
From a sentence strip, e.g “Herbert is good in playing chess,” let a pair of students rewrite the
sentence using appropriate pronoun like “He is good in playing chess.”
After all of them had written several sentences, let them talk with their group and discuss about
the pronouns they used.
Provide different pictures with nouns to the pupils. Let the students choose several pictures they
want. Let them write something about the picture using pronouns in their notebook.
Lesson 24 Day 4
Skill Lesson: Poems with ea digraph
Skill Lesson: Expressing feelings and opinions through logs
Show pictures or situations and let students express what they feel about it.
e.g How do you feel if you met new friends from other provinces?
Ask a volunteer to read a journal entry of Francisca.
Note: This should be written on a manila paper or on the board.
December 5, 2013
Dear friend,

I’m so happy today. I went to the park earlier with Antonio, my best friend. I saw a
grasshopper earlier. It was my first time to see this kind of insect when Antonio told me about
it. Now I know what a grasshopper looks like. I thank Antonio for showing me how to find the
place where the grasshoppers hide. I hope to see Antonio again next week.
Your friend,
Francisca
Ask: Who wrote the letter? Describe how the writer feels when she wrote the letter? Why is she
happy?
Say: Do you also write a journal? Journal writing is one way of sharing how you feel. You can
also write your opinions about something. Writing your feeling or sharing your opinion is a
good way of expressing yourself.
Let students guess different facial expressions.
1. Have one volunteer student, pin an emotion card on his back and let him turn to show the
word on his classmates many times as needed .
2. Let the class show the facial expression and the volunteer will identify what expression it
was.
3. If it is a first time activity, give the volunteer a clue by asking his classmates “Who has a
clue for Bert?” And his classmates will say “I feel that way when I_____”
4. Guided Practice
Let the students log down their feelings and opinions and let them talk about it with their group
mates.
Note: Provide manila paper to the pupils to let them write their output.
Prompt:
You saw a beggar in the market. What should you do? How do you feel?

Overview/
Objectives
Literature: “Mateo’s
Favorite Clothes”
Admire the main character
for being generous
Determine whether
a story is real or a
fantasy (characters
and setting)
Read and write
words, phrases and
sentences with ei
and ie diagraph
Determine whether
a story is realistic or
fantasy (characters
and setting)
Read and write
words, phrases and
sentences with ei
and ie diagraph
(Gender and Person)
ei and ie diagraph
(Gender and Person)
Read and write
words, phrases and
sentences with ei
and ie diagraph
Materials
Illustrations of Mateo,
Mateo’s mother and His
clothes
Copy of the story “Super
RR” for listening activity
Activities 255-256A
Strips of realistic
and fantasy
descriptions
Realistic and
Fantasy Graphic
organizer
Activities 256B-257
Sentence strips
Teacher Chart
Activity 258

Procedure
Pre-Reading
Present key words through
context clues.
Reading
Read aloud the story
Post Reading
Let pupils answer the
discussion questions
Allow pupils to read and
check their guesses written
on the board about what
Mateo would do with his
favourite clothes.
Allow pupils to present
their work to class by
groups.
Introduction/ Presentation:
Show pictures of the
characters and setting of the
story read to recall some
events.
Allow pupils to listen to the
story “Super RR”.
Show Real and Fantasy
Chart and ask pupils to write
the characters and setting of
the stories.
Modeling/Teaching:
Use the Real and
Fantasy Chart to
discuss the lesson.
PWR
Guided Practice
Independent Practice:
Guided Practice:
Allow pupils to post
describing strips on
a fantasy and
realistic organizer.
Let pupils do
‘Relay Game’ on
identifying realistic
and fantasy
characters and
settings.
PWR
Review pronouns and
personal pronouns through
sentence strips with
personal pronouns.
Modeling/ Teaching
Reiterate how personal
pronouns –I, he, she, it, we,
they- are used through
discussion.
Allow pupils to
work in pairs in
using the
appropriate
personal pronouns
in LM.
Let pupils write
sentences using
personal pronouns
(SG).
Have pupils present
their work to class.
Review personal pronouns
by allowing pupils to read
six sentence strips
Allow pupils to work in
groups:
a. Journal writing
b. Interpretative
reading
c. Letter of invitation
PWR

Unit III
Lesson 25 Day 1 Literature: “Mateo’s Favorite Clothes”
Pre-Reading
1. Unlocking Vocabulary and Concept Development
(favorite, fitting, evacuation center)
favorite fitting evacuation center
a. favorite
Marlon has red, blue, green and black toy cars. Every morning he looks at his toy cars in the
cabinet. He likes them all but the red one is his favorite. The red toy car is the one he likes
most. What does favorite mean?
b. evacuation center
Look at the picture. What do you see? Can you describe the weather? Where do people go to
keep themselves safe when there is a typhoon?
c. fitting
Ask a child to come up front. Tell him to fit each shirt on the table. As he is trying to wear
each shirt, ask the pupils what is he doing. Guide the pupils to say that the child is fitting each
shirt.
Show the words on the flashcards. Model reading each word. Then ask the pupils to
read the words on the flashcard in unison. Tell them that they will find out the meaning of the
words they read.
2. Motivation
Ask: Do you have favorite clothes? What do you do with them?
3. Motive Question
Ask: What do you think would Mateo do with his favorite clothes? Write the guesses of the
pupils on the board.
During Reading:
Say: I will read a story. In the end, think for a moment and be ready to answer the
questions that I will ask.
Mateo’s Favorite Clothes

One Saturday afternoon, Mateo found his Mother getting old clothes from his cabinet.
“What are you doing, Mama?” Mateo asked.
“I’m taking your old clothes to the evacuation center. Many children lost their clothes because
of the typhoon,“ Mother explained to him.
“But wait, Mom! They still fit me. Look,” Mateo said after fitting on his old red shirt.
“Grandma gave this to me. It’s my favorite,” Mateo added.
Mateo tried putting on his old jacket, pairs of pants and slippers. They still fit me. Mateo
remembered who gave them and when he received those items.
“Oh did I grow so much? I love these clothes. “Mateo told his mother.
“Ok, you can take them back,” Mother told Mateo.
So Mateo got the box with his old shirt, jacket, pants and slippers in it.
The next day Mother asked Mateo where the box was. She hoped that Mateo would change
his mind.
“Mama, the box was gone. I wasn’t able to take it to the evacuation center,” Mateo said.
“Oh, what happened?” Mother asked. “On my way to the evacuation center, I found a child
who really needed some clothes. I gave the box to him,” Mateo said.
Post Reading
Discussion Questions:
1. Who are the characters in the story?
2. Where did the story happen?
3. When did it happen?
4. Why did Mateo’s mother get his old clothes from the cabinet?
5. Did Mateo give his old clothes at once? Why? Why not
6. If you were Mateo, would you also keep your favorite clothes? Why?
7. Did Mateo change his mind?
8. What did he do with his old clothes?
9. Did Mateo make a quick and right decision about his favorite clothes?
10. Do you have any experience similar to Mateo’s? Share it with your classmates.
Engagement/Enrichment
Go back to the pupils’ guesses on the tag boards. Ask them to check their responses.

Lesson 25 Day 2:Reading Comprehension: Determine whether a story is realistic or a
fantasy
(Characters and Setting)
Say: Remember the story we had yesterday? I’ll show you the pictures of the characters and the
setting of the story. Tell something about each one.
Make illustration
of Mateo
Make illustration
of Mateo’s mother
Make illustration
of Mateo’s mother
getting his old
clothes from the
cabinet.
Say: After you have said something about the characters and setting of the story we had
yesterday, I would like you to listen to this story. As you listen, please find out the difference
between the characters and setting of Mateo’s Favorites Clothes and the story of Super RR.
SUPER RR
By: Jelly Sore
That Sunday night, Mateo had a dream. He dreamed about Rocky, the boy to whom he
gave a box of clothes. When Rocky wore Mateo’s old red shirt, Rocky transformed into a
superhero. Super RR, short for Super Red Rocky was on his shirt. He had a pair of red pants, a
golden cap and a golden cape. He flew on top of a golden mountain and looked at the village
with his pair of red eyeglass. There was a flood. He saw people on top of their houses. They
were asking for help. Super RR took off his pair of golden shoes and changed them in to two
shiny red boats. In a few minutes, he reached the village and saved hundreds of people. Mateo
was one of them. Just then, Mateo’s clock rang. Mateo opened his eyes. It was already a bright
Monday morning.
Have the class answer these questions:
1. Who is Super RR?
2. Describe him.
3. Where did Super RR go?
4. What did he see?
5. How did he help the people?
Show the Realistic –and- Fantasy Chart
Realistic andFantasy Chart

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

Refer your pupils to LM Activity 255 and 256.
Lesson 25 Day 3: Fluency/Writing/Realistic or Fantasy
Show the phrases in the flashcards. Ask the pupils to decide what is described by each phrase.
Lead them to put their answer in the proper box in the organizer.
happens in real life real world
cannot really happen make-believe world
Real not real
strange things real things
Characters and
setting of a
realistic story
Characters and
setting of a fantasy
story

Group the pupils into two groups.
Tell them that they will do the “Message Relay”.
Here is how to do it:
· Each group will choose a leader and a secretary.
· The leader will ask his group member to fall in line.
· The secretary will stay in front to write whatever the last child on the line will tell him
or her.
· The teacher will ask the leader of each group to get a piece of paper with the same
number. They will determine whether the characters or setting written on it is reality or
fantasy. Each group leader will whisper the answer to the next pupil on the line and so
on. The last child will run up front and he/she will whisper the answer to the secretary.
Then, she will write it on the board.
· The child who whispers the answer to the secretary will take a seat.
· The relay will continue until all pieces of paper are drawn in the box.
· The group with the highest number of correct responses will be the winner.
Use the character and setting of stories which are familiar to the pupils or the characters and
setting of stories from their previous lessons.
Example:
Captain Goat the monster who came to school
Country Mouse
Blind Antonio in Francisca’s
Story
in school

in a ship named Combo
Refer the class to LM Activity 256B.
Lesson 25 Day 4: Fluency/Writing/ Use of personal pronouns (person and gender)
Show the pictures used for the stories ‘Mateo’s Favorite Clothes’ and ‘Super RR’ to start the
lesson.
Say: Let us list the characters in “Mateo’s Favorite Clothes” and “Super RR”
You may use a chart or the board to enumerate the characters in the story.
Name of Character Gender Pronoun
Mateo Male
Mother Female
Grandma Female
Children Neuter
Rocky Male
For review: Use the chart used in enumerating the characters in the story and tell the pupils that
they can use pronouns to replace the nouns.
Mateo is a boy.
He is a boy
He is used because Mateo is a boy/ male.
Mother is happy.
She is happy

She is used because Mother is a woman/ female
How about Gradma? What is the pronoun that we could use to replace the word Grandma?
How about for Rocky?
How about for the noun children?
We use the pronoun they to refer to persons or people we talk about.
The children are noisy.
They are noisy.
Juriel, Gab and Rey are playing.
They are playing
How about when I am talking about myself?
When I am going to talk about myself then I should use I.
I(the person talking) am glad to be here.
How about if I am referring to the persons or people I talk to?
We use you to refer to persons or people we talk to. You use you when you directly talk to
person/s.
Ace (directly talking to Ace) to stop dancing.
You stop dancing.
Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas.
You go to the town and buy a basket of bananas.
How about if I am talking about a thing?
We use the pronoun it to refer to a thing.
The book is on the table.
It is on the table.
How about if I am referring to many things?
We use they to refer to things.
The books are on the table.
They are on the table.
We use we when we refer to persons including ourselves.
My friends and I are singing a song.
We are singing a song.
3. Guided Practice:
Refer to LM Activity 258A.
Refer to LM Activity 258B.

Lesson 25 Day 5: Use personal pronouns (person and gender)
1. Guided Practice
Review personal pronouns by letting the pupils read the following sentence strips. Make a point
for every strip.
Sentence/s Strip 1: My name is Dang. I live in Pangasinan.
Sentence/s Strip 2: Cris is my brother. He is older than me.
Sentence/s Strip 3: Wing and Mong are brothers. They are playing.
Sentence/s Strip 4: Gel is a girl. She is a happy girl.
Sentence/s Strip 5: My friends and I are going to market. We are going to buy eggs.
Sentence/s Strip 6: “Ben and Greg, stop talking. You are noisy.”
Allow pupils to work in groups to do the following:
Group 1: Journal Writing
Tell pupils that they are going write a journal and they should start with the personal pronoun I
in their sentences.
I learned about _______________ today.
I feel happy that __________________.
I want to ________________________.
Group 2: Interpretative Reading:
Allow pupils to practice for five minutes to read the following poem interpretatively
Group 3: Letter Writing
Tell Group three that they will write a letter to the Principal informing him/her to allow them to
collect unused books from all grade levels for the typhoon victims Yolanda.
Dear _______,
Our class will be conducting ______________________________________. We would
like to ______________________________________.
You are ________________________.
Truly yours,
____________

Overview/
Objectives
Literature: “A Brave Little
Girl”
Appreciate the bravery of
Trina in saving his brothers
from fire
Determine whether
a story is realistic or
fantasy
Decode/Write
words with digraph
ai as in pail
Decode/Write
words with digraph
ai as in pail
Use personal
pronouns
Decode/Write words with
digraph ai as in pail
Read and write
words, phrases and
sentences with long
/i/ sounds
Materials
Pictures of boy and girl
scouts riding on a truck,
rescuers, buildings that
collapse, a man grabbing a
bag
Copy of the story “A
Brave Little Girl”
Activity 259
Pictures of a dog sitting on a
sofa, dog reading a book,
school riding on a flying
banana leaf, school children
riding in a tricycle going to
school, a frog playing ball, a
frog chasing an insect
Activity 260
Flashcards
Pictures
Teacher Chart
Activity 262
Picture
Word cards
Teaching Chart
Bingo game card
Activities 261, 263, 264
Teaching Chart
Phrase and sentence
strips

English 3 tg 3rd quarter

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