ENGLISH Q3 GRADE 3 TG

GRADE 3 ENGLISH TEACHER’S GUIDE
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 s
with oi and oy diphthongs
Identify the cause and
the effect
relationshipin
sentences
phrases and
sentences with oi
and oy
diphthongsRead
and write words
with oi and oy
diphthongs
phrases and sentences with
oi and oy diphthongs
Read and write words with oi
and oy diphthongs
Identify and use descriptive
adjectives
• Read and
write words, phrases
and sentences with oi
and oy diphthongs
Read and write words
with oi and oy
diphthongs
Materials Word cards
Learner’s Materials
L19D1-Worksheet1, p._
L19D2-Worksheet2,
p._Activities 195-197
Activities 198 Pictures showing the
details in the matrix of
Weather Condition
Word cards
Big strips of paper
L19D3-Worksheet_,
p_
L19D3-Worksheet_,
p_Activities 199-201
Copy of “Important
Rules” song
Strips of sentences
Activities 202-
203L19D4-Worksheet_,
p_
L19D4-Worksheet_, p_
Activities 202-203
Procedures
(3 min)
Unlocking of key word
Review reading CVCe
words
Lead the class in the
(15 min)
Presentation of pictures
(10 min)
Singing of “Important Rules”
Post pictures of a
church crashed down,
ocean with big waves.

using context clues
Motivation question
Motive question
(10 min)
Read-aloud of the selection
with discussion questions
EXPLORE THIS
(20 min)
Post Reading:
Discussion of the selection
highlighting the importance
of following rulesthe
weather guide
APPLY THIS
(17 min)
Enrichment: Pupils draw
and write a possible result
for a Grade 3 student for
not remembering the things
to be done during typhoons.
decoding lesson using
Activity 198
highlighting the cause and
effect
KNOW THIS
(5 min)
Direct teaching of the
steps on in finding the
cause and effect in a
sentence
EXPLORE THIS
(15 min)
Matching of pictures and
phrases to show a cause
and- effect relationship
APPLY THIS
(15 min)
Identification of the
which tells a cause and
which tells an effect
song
Presentation of descriptive
adjectives from the song
KNOW THIS
(20 min)
Presentation and explanation
of ing and explaining what
descriptive adjectives are
EXPLORE THIS
(10 min)
Using of adjectives in
sentences
APPLY THIS
(10 min)
Writing sentences using
adjectives
Use Activity 205 for
the sample.
Ask pupils to create
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 an office that tells about a typhoon that
will come and how strong that typhoon is. 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 224L19D1-Worksheet1, page ___, for the w for
the word comprehension exercise.
2. Motivation:
When there is a typhoon signal, what do you doare you supposed to go to school?
Have you asked yourself questions like: “Do I have to go to school today? Will there be
classes?”
3. Motive Question:
In the selection, find out when you should not go to school when there is a typhoon.
In the selection that we will read, find out how the questions I asked will be answered.
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 L19D1-LM,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.
8. What would probably happen if pPreschoolers would go to school?
9. What might happen if you would not bring an umbrella with you?
2. Engagement/Enrichment
Refer the pupils to L19D1-Worksheet 3, LM page ___ for the activityHave the class go over the
typhoon condition guide and have them answer the questions that follow. Refer to Activity 196.
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.
TYPHOON CONDITION GUIDE
T
yp
hoo
n
Sig
nal
Weather Condition C
lass
Suspensio
n
W
hat 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 or
downed.
Some houses of very light materials (nipa
and cogon) may be partially unroofed..
P
reschool
Bri
ng my
umbrella and
go to school
2 pictures of
Some coconut trees may be tilted with
few others broken.
Few big trees may be uprooted.
P
reschool
E
lementary
H
Sta
y at home

Many banana plants may be downed.
Rice and corn may be badly affected.
Large number of nipa houses may be
partially or totally unroofed
igh School
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.
P
reschool
to Tertiary
Pre
pare 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.
A
ll levels
and
Governme
nt Offices
(private
and
public)
Ca
ncel all travels
and outdoor
activities.
Group your pupils into four. Ask questions and provide activities to highlight the value of the
weather guide.following rules. Emphasize the value of following the guide rules after each
group presentation.
Refer your pupils for group task to L19D1-Worksheet _, LM page_.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 Taught in Quarter 2
These include CVCe words with long a, e, Ii, 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 L19D2-Worksheet _, LM page_.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 at during typhoon signal number 1. Ask:
Why are some branches of trees broken and are some small plants drown? Wait for the
answers and explain that it is because it isof Typhoon signal number 1, that is why some
branches of trees are broken and some small plants are drown. Typhoon signal number 1 is the
CAUSE and some branches of trees are broken and some small plants are drown 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 down and destroyed.
Typhoon signal number 3 is the CAUSE and many coconut trees are destroyedsome branches
of trees are broken and some small plants are drown 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
some branches of trees are broken and some small plants are drownlarge 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 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.
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 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 L19D3 Worksheet 4Activity 199.
2. Modeling/Teaching
Say: There is a cause-effect relationship in some of what we readthe sentences for the pictures.
A CAUSE tells the reason why something happens or has to be done. An EFFECT tells the
result of or effect of a certain causean event or an idea.
There are steps on how to distinguish identify a cause from and an effect.
Refer the class to Activity 200.
Refer to L19D3, Worksheet 5
3. Guided Practice
Form four Arrange the pupils into four groups of students. Let the pupils in each group identify
the cause and the effect relationships fromin 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 L19D3-Worksheet 6_, LM
page ___.Activity 199B.
4. Independent Practice
Let pupils identify the cause and the effect relationship fromin columns 1 and 4 of the matrix in
To Go or Not To Go. Refer pupils to L19D3-Worksheet 7___, LM page ___.Activity 200B,C,
and D.
Say: Study the pictures and phrase cards. Pair them and tell which is a the cause and which is
an 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 L19D4-Worksheet7 _, LM page_.Activity 202 A and B.
Skill Lesson: Descriptive Adjectives

Read the following sentences:
1. There was a strong typhoon.
2. The big trees were uprooted.
3. There was a 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 as until the fifth sentence.)
Say: Let us all read the underlined words together. (R (repeat after me.) what 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.
Additional lesson on adjectives from the selection to go or not to go.
3. Guided Practice
Say: How do we know is if a word is an adjective? Let us read the tips inside the box.
Refer pupils to L19D4- Activity A, Worksheet 8__, LM page___.Activity 202C.
Refer pupils to Activity 203.
Refer Pupils to L19D4- Activity B, Worksheet 8___, LM page___
Lesson 19 Day 5: Fluency/Forming sentences using adjectives

Skill Lesson: Words and a story with diagraph oi as in oil and oy as in boy
Refer pupils to L19D5-Worksheet _, LM pageActivity 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 L19D5, worksheet___to Activity 205 for the web and chart sample_.
From the words on in the web, help pupils form sentences with adjectives. Use the .using the
chart below. Please refer L19D5, Sheet____.
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.L19D5-Worksheet_, LM page_.
Show pictures and let the children describe it to form sentences.)
Refer your pupils to L19D5-Worksheet_, LM page_.

Overview/
objectives
Literature:
A Learning Experience for
Malou
Read words, phrases and
sentences with au and
ow dipthongs
Use descriptive
adjectives
sentences with au
and ow dipthongsau
and ow dipthongs
Identify fact from
Opinionopinion
sentences with au and
ow dipthongsau and
ow dipthongs
Write simple
sentences and
use correct
punctuation
marks
Read words, phrases
and sentences
with au and ow
dipthongsau and
ow dipthongs
Summative
test
Activities 206-207
• Learner’s Materials
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
L19D4-Worksheet_,
p_
L19D4-Worksheet_,
p_
Procedures OPEN UP
(3 min)
Unlocking of key word using
context cluespictures
Decoding Lesson
using Activity 208
Present some
sentences with
OPEN UP
(15 min)
highlighting cause and effect
Present sentences with
the following
punctuation marks:
period, comma,
question mark and

Motivation question
Motive question
KNOW THIS
(10 min)
with discussion
questionsfollowing DRTA
EXPLORE THIS
(20 min)
Post Reading:
highlighting the importance of
following rules
APPLY THIS
(17 min)
Enrichment: Pupils draw and
write a possible result for a
Grade 3 student for not
remembering the things to be
done during typhoonsHave the
class do Activity 207.
descriptive words
taken from the
selection.
Discuss what
describing words are
Have the class do
Activity 209 with
your guidance then
Activity 210
independently.
KNOW THIS
(5 min)
Direct teaching of steps on
finding cause and effect
EXPLORE THIS
(15 min)
Matching of pictures and
phrases to show cause-effect
relationship
APPLY THIS
(15 min)
Identification of which tells a
cause and which tells an
effectDecoding 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.
exclamation point.
Discuss when to put
each mark and what
type of sentence
requires each.
Have the class do
Activity 214.OPEN UP
(10 min)
Singing of “Important
Rules” song
Presentation of
descriptive adjectives
from the song
KNOW THIS
(20 min)
Presenting and
explaining what
descriptive adjectives
are
EXPLORE THIS
(10 min)
Using of adjectives in
sentences
APPLY THIS
(10 min)
Writing sentences using
adjectives

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?Unlock the vocabulary words found in the text using context clues.
Refer the pupils to L20D1-Worksheet_1, LM pageActivity 206__ for the Vocabulary
vocabulary Developmentdevelopment check up.
2. Motivation Question:
Describe how our Philippine flag looks like. What do the colors mean?
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 to for our
country,” Malou said proudly.
Post- Reading
Discussion Questions
1. Who is the girl in the story?
2. What did she learn? W why she 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 on how to show respect for our flag.
5. How can you show your love and concern to for your country?
Engagement Activity
Refer the pupils to L20D1-Worksheet__, LM page__ for the Engagement Activityto Activity
207.
Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives
Skill Lesson: Words and Sentences with au and ow aw diphthongs
Refer your pupils to Activity 208L20D2-Worksheet _, LM page_.
Skill Lesson: Using Descriptive Adjectives
Present the following sentence strips taken from the selection read.
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?
(rectangularle)
What word describes the white part of
our flag? ( triangularle)
2. The Philippine flag has yellow
stars.
3. Blue, red and white are the
three colors of our flag.
4. The Philippine flag is
rectangularle.
5. The white part of our flag is
triangularle.

I have a new toy.
3. Guided Practice
Refer your pupils to L20D2 Worksheet ___, LM page___
Say: Activity 209.
Refer your pupils to Activity 210.
Refer your pupils to L20D2 Worksheet ___, LM page___
Say:
Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion
Skill Lesson: Sentences with au and aw diphthongs
Refer your pupils to LM Activity 211.20D3-Worksheet _, LM page_.
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.
2. Modeling/ Teaching
Ask:
What do you notice with the first two sentences?
Does it tell something that the truth? Is itis 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:
Refer your pupils to L20D3: Worksheet__: LM page__Activity 212.
Say:
4. Independent Practice:
Refer your pupils to L20D3: Worksheet__: LM page__
Say:
Refer your pupils to Activity 213.
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."
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.
1. The Sun sun has eight
rays.
What has eight rays? ( the sun)
2. Our flag is made up of
three colors.
How many colors does our flag have?
3. Visayas is the smallest
island in our country.
What describes Visayas?( smallest
island in our country.)
W hat is smallest island in the country?
( Visayas).
4. Filipinos are the most
patriotic people in the
world.

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..
Say:“What can you say about these sentences?”
2. Modeling/Teaching:
Recall the structure of a sentence.
Say: A simple sentence expresses one complete idea. It is composed of a simple subject and
a simple predicate.
Example: .White color symbolizes the purity of the heart of Filipinos.
T:Say: “From the sentences above, what are the punctuation marks used?”
What describes Filipinos?( They are the
most patriotic people in the world.)
W ho are the most patriotic people in
the world? ( Filipinos).

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________
3. Guided Practice:
Refer your pupils to LM Activity 214A.20D4: Worksheet__: LM page__
Say
4. Independent Practice:
Refer your pupils to LM Activity 214B.
Refer your pupils to L20D4: Worksheet__: LM page__
Say
Lesson 20 DAY 5: Summative Test
A. Encircle the descriptive adjective in the sentence.
1. A Mango is sweet.
2. Mang Max is a hard working man. He plants vegetables and fruits in his yard.
3. Marlene bakes delicious cookies.
4. Filipinos are patriotic people.
5. The Kangaroo has two front feet and two hind legs.
_______________________________________
__________________ __________________
__________________ ________________________
____________________________.
__________________
B. Fill in the right adjective to make the sentences correct. Choose your answer inside the box.
smarter , careful, most creative, resourceful, oldest
1. Daniel is _______ in answering his test papers.
2. Cjay is the ________________ student among them in napkin folding.
3. Lola is the___________woman in the village.
4. In our class, Zarena is ____________than Rochelle.
5. Via Ann used the old roses in decorating her valentine card. She is ______________.
C. Write F if it is a fact and O if it is an opinion.
______________1. Trees provide us with oxygen.
______________2. Girls are more studious than the boys.
______________3. Visayas is the smallest island in the Philippines.
______________4. I think my father is the best dad in the whole world.
______________5. Ghosts do exist.
D. Write a three-sentence paragraph describing about your bestfriend. Use the correct punctuation
marks.

Overview/
objectives
Literature:
The Monster Who Came to
School
Realize the importance
of following school
rules
Act outRole play the
importance of
following school
rules
Distinguish the a cause
from an effect
with ou and ow
diphthongs
Identify and use
adjectives in
comparative degree
with ou and ow
diphthongs
Identifying simple
and
compound
sentences
Read words,
phrases and
story with ou
and ow
diphthongs
Forming
compound
sentences
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
L21D1-Worksheet_
p_
C and E chart
Sentence strips
Activities 217-218
L21D2-Worksheet_ p_
L21D2-Worksheet_ p_
L21D2-Worksheet_ p_
L21D2-Worksheet_ p_
L21D2-Worksheet_ p_
C and E chart
Activities 219-221
L21D3-Worksheet_ p_
L21D3-Worksheet_ p_
Worksheet_ p_
L21D4-Worksheet_ p_
Worksheet_ p_
L21D3-Worksheet_ p_
Worksheet_ p_
L21D3-Worksheet_ p_
Worksheet_ p_
L21D3-Worksheet_ p_
Worksheet_ p_
L21D3-Worksheet_ p_
Worksheet_ p_
L21D3-Worksheet_ p_
Sentence chart
Activities 222-224
L21D4-
Worksheet_ p_
L21D4-
Worksheet_ p_
Worksheet_ p_
L21D4-
Worksheet_ p_
Worksheet_ p_
L21D4-
Worksheet_ p_
Worksheet_ p_
L21D4-
Worksheet_ p_
C and E chart
Pictures
Activities 225-227
L21D5-
Worksheet_ p_
L21D5-
Worksheet_ p_

Procedures OPEN UP
(10 min)
Unlocking of key words
using the Think-Go-Stop
Game
Motivation question
Motive question
KNOW THIS
(10 min)
using DRTA
EXPLORE THIS
(15 min)
Post Reading:
highlighting the importance
of school rules
APPLY THIS
(15 min)
Enrichment: Act ouRole
play t the importance of
following school rules.
OPEN UP
(10 min)
Presentation of sentences
through the Say-Do-Don’t –
Game
KNOW THIS
(10 min)
Direct teaching of to
distinguishing a cause from
an effect
EXPLORE THIS
(15 min)
Group Activity:
Students have to distinguish
which sentence is a cause
and an effect
APPLY THIS
(15 min)
Group Activity:
Students have to complete
the matrixa chart of school
rules and effects if we break
them.
OPEN UP
(10 min)
highlighting cause and effect
KNOW THIS
(10 min)
Direct teaching of steps on
how to identify findingthe
cause and effect in a sentence
EXPLORE THIS
(15 min)
Matching of pictures and d
phrases to show a cause-
effect relationship
APPLY THIS
(15 min)
Cause and Effect sentence
identification
OPEN UP
(10 min)
Presentation of a chart
to show simple and
compound sentences
KNOW THIS
(20 min)
Presentation ing and
explainationing of
how compound
sentences are is
formed
EXPLORE THIS
(10 min)
Combining simple
sentences to form
compound sentences
APPLY THIS
(10 min)
Completing a chart
with compound
sentences
OPEN UP
(10 min)
Completion of a
table showing
cartoon and
sentences about the
importance of
following school
rules
KNOW THIS
(10 min)
Direct teaching of
determining an
effect based on a
given cause
EXPLORE THIS
(15 min)
Writing an effect
based on a given
cause
APPLY THIS
(15 min)
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
Words inside the envelope are grabbed, screamed, pounded, poked, dumped )These words
should be written around the word Monster.)Model the unlocking through actions so children
could have a hint.
2. Motivation
monste
r

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: Imagine a school with a monster. What do you think
will happen? , pPost and use Detective Sinegata Chart for the pupils’ responses. Let pupils’
ideas freely flow.)
3. Motive Question
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 thewill the teacher will feel when she sees seeing a
monster at 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 in 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 happen to 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.
3. Why do you think did the monster behaved that way?
4. What did the monster really want?
5. What rules inside the classroom did the monster learn?
4. Why d it isis it important to follow school rules?

Say: Let us look at the Detective Sinegata Chart again.what we have What have you written
about the question: Imagine a school with a monster. What do you think will happen?
Are your answers similar with to what happened to in the story? What are your proofs?
How did the monster’s behavior change?
Do you think following rules is important? Why?
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 /act out/make a skit for
the assigned story part. Before the presentation, ask what self-control is and remind pupils if the
monster had self-control at the start of the story)
2. Engagement Activity
After discussing w/in their groups , whole class will listen to each group presentation and rate
them after through rubrics. Refer your pupils on the parts of the story they have to /act out/draw
to L21D1-Worksheet __: LM, page__
Group R Make a poster of at least 1 rule inside the class-
Group U:Act out the part:
Group L: Make a skit of the part:
Group E: Draw the part:
Group S: Act out a part:
Refer to Activity 216.
Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect
Skill Lesson: Words with ou and ow diphthongs
Refer your pupils to L21D4 Worksheet _, LM page_.Activity 217.
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
(Note: Refer your pupils at the C and E Chart.)
Say:
If you chew gum during class, what will happen?
If you run at the corridor, what will happen?
If you attend to class regularly, what will happen?
Do you r Remember the monster in the story, The Monster Who Came to School? How
did it behave at school?
The monster’s misbehavior had effects to on the children, teacher, and to 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
happeneds?
There are some clue words for 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 fFastest trio to get the right answers will receive a ‘Thumbs Up’ Card.
Say: you You decide together to get the correct signal 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 borrow a notebook from a friend and forget to
return it.forget to return a borrowed book from a
friend.Your friend feels angry and will not talk to you.
Your friend feels angry and will not talk to you.
They easily understand the lessons.
You fell asleep in class.
The pupils listen attentively to the teacher.
She feels hurt and avoids you.
You tease a friend at school.
you.
You tease a friend at school.

Refer your pupils to L21D2-Worksheet_:, LM page _Activity 218
Say: This time, work in groups of six. Trios should join together to form the groupings. You will
talk about the rules that you need to learn atfollow 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 themthe rules
Groups A and M: Make a Thumbs UP card for a person/ group/team who show obedience
tofollow school rules. Then write a simple note showing your appreciation to them.
(Note: The gGroup’s output should be presented before the 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.

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.)
Refer your pupils to L21D4 Worksheet _, LM pageActivity 219_.
Skill Lesson: Comparative Degree of Adjective
Before class begins, post the ‘More fun with things around usif we follow rules! Observe the
pupils’ responses as they do the I-Stand activity. Write pupils’ ideas on the cause and effect
chart
More fun if we follow the ruleswith things around us!
Give each pupil names of animals and other things that they can compare.
(Examples:
dog – cat
carabao - goat
Rose – Sampaguita
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.Can we read this? How is it related to our
exciting activity today? Any guess?
We will do the I-STAND-LINE Two lines showing I am and I am more. How would we do it?
I will say the rule and see if you feel you are obedient and more obedient; punctual or more
punctual; active or more active ;attentive or more attentive; responsible or more responsible,
then stand to that line.
Rule no.1: Come to class regularly.
Line 1: I am obedient. Line 2 : I am more obedient
Rule no. 2: Participate in class discussion.
Line 3: I am active Line 4: I am more active.
Rule no. 3: Listen to someone speaking during class discussion.
Line 5: I am attentive Line 6: I am more attentive.
Rule no. 4: Follow instructions always.
Line 6: I am responsible. Line 7: I am more
responsible.

Ask the following questions, then, write on the board pupils’ answers.
Say: I see ( name of pupils) standing in Line 1: I am obedient to rule number 1 however I
observe that (name of pupil) standing in Line 2: I am more obedient to rule number 1.
Let us take a close look at this observation.
1. Kimberly is obedient .
How many persons are involved in sentence number 1? Who is she? Who is obedient?
2. Carlo is more obedient than Kimberly.
How many persons are involved in sentence number 2? Who are they? Who is more
obedient?
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.
Let us study these sentences.

( Name of pupil) is active. ( Name of pupil) is more active than ( name of pupil).
( Name of pupil) is happy. ( Name of pupil) is happier than ( name of pupil)
Dear Kids, you see these children have something in common. Can you tell us what is it?
They are both responsible, active and obedient. The only difference is that pupil is more
active, more responsible and more obedient.
One person Two persons, places or things compared
Obedientbig More obedientbigger
Activefragrant More activemore fragrant
Happytall Happiertaller
Attentivefast More attentivefaster
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.
What word do we add before the adjective if two persons are being compared? Example: Cindy is
happy. Lea is happier than Cindy. Encourage pupils ’responses to deepen their understanding in
making comparisons of adjectives. Sentence examples should be from the pupils themselves.
3. Guided Practice
Let your pupils form dyads. Each pair will be given description strip.
Refer your pupils to L21D3-Worksheet_:, LM page_.

Andy Monster
Say: You will decide which description is for Andy and for the Monster. If you think that the
description is for both Andy and the monster, then post the description at the middle of the two
overlapping circles.
More obedient student
More responsible student
Students
Noisy
Loud
Naughty
Willing to learn
Playful
Say: Again, Andy and monster are both students. However, Andy is more obedient and
responsible student than the monster. Why do you think?
You see when we compare two persons, animals or objects, we can spot their similarities and
differences.
This time, partners will do the Spot the difference and similarities by citing three descriptions
for themselves and classmates.

Refer your pupils to L21D3-Worksheet_:, LM page _.
Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences
Skill Lesson: A Story with ou and ow diphthongsDiphthongs
Refer your pupils to L21D4 Worksheet _, LM page_.LM Activity 222.
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.
PWith pouting lips while teacher is explaining.
Staying out during class hours
Talking with the mouth full
Say: Look at the Cause 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 My teacher didn’t notice me.
I listen attentively to my teacher. /I participate in the discussion. ..
Say: Compound sentences are sentences which consist of 2 two simple sentences or 2two
independent clauses
3. Guided Practice
Refer your pupils to L21D4, Worksheet 9, LM page_.LM Activity 223.
4. Independent Practice.
Refer your pupils to LM Activity 224.
Refer your pupils to L21D4 , Worksheet 10, LM page_.
Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound Sentences
Skill Lesson: Words and Sentences with ou and ow diphthongsDiphthongs
Refer your pupils to LM Activity 225.21D4 Worksheet _, LM page_.
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 out offrom
the
pictures?
Ex. The boy is holding a stick.

The girl is holding a rug.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_________________________________________________
rules

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 from the new pictures.Do the same procedure for
eliciting.
Refer your pupils to L21D5 Worksheet _, LM page_
3. Guided Practice
Help Refer your class to LM Activity 226.
children form simple and compound sentences.
Refer your class to LM Activity 227.

Overview/
objectives
Literature:
The Country Mouse and the
City Mouse
Understand that
contentment and the
ability to adapt are
important
Write a note on the right
thing on what to be
done by the Country
Mouse
with oa digraph as in
goat
Identify several effects
based on a given
cause
phrases and
sentences with “oa”
diphthong
Identify and write
complex
sentences
Read and write
words, phrases
and sentences
with “oa”
diphthong
Compare and
contrast
objects,
persons and
places
Read and write
words, phrases
and sentences
with “oa”
diphthong
Summative
test
Activities 228-229:
Diagram of the events in the
story used in Day 1
Learner’s Materials:
Activities 230-232
Sentence strips
Activities 233-234
L22D3-Worksheet_,
p_
Venn Diagram
Word wards
Objects: cell phone
and telephone
Activities 235-236
L22D4-
Worksheet_, p_
L22D4-
Worksheet_, p
Procedures OPEN UP
(15 min)
• Unlocking of words in the
story using context clues
• Motivation Question
OPEN UP
(15 min)
Presentation and discussion
of the diagram of events of
the story The Country
OPEN UP
(5 min)
Presentation of
sentences using big
strips of paper
OPEN UP
(10 min)
Presentation of cell
phone and telephone
to give avenue for

• Motive Question
KNOW THIS
(20 min)
Reading of the story using
DRTA
EXPLORE THIS
(5 min)
Post Reading:
Discussion questions to
highlight the importance of
contentment and ability to adapt
APPLY THIS
(10 min)
Engagement Activity:
Writing a note on the right
thing the Country Mouse
should have done
Mouse and the City Mouse
highlighting an event that
show the cause and events
that show effects
KNOW THIS
(15 min)
Explanation that a cause may
have several effects and how
to identify the several effects
of a cause
EXPLORE THIS
(10 min)
Listening to a short story to
identify a cause and its
several effects
APPLY THIS
(10 min)
Presentation of a short
dialogue with cause and
several effects based on a
short story heard
KNOW THIS
(15 min)
Direct teaching of how
complex sentences are
formed
EXPLORE THIS
(15 min)
Interview ofing persons
in school
APPLY THIS
(15 min)
Writing a three-sentence
paragraph with using
complex sentences.
comparison and
contrast
KNOW THIS
(5 min)
Direct teaching on
comparison and
contrast
EXPLORE THIS
(15 min)
Listening to a story for
comparison and
contrast
APPLY THIS
(20 min)
Presentation of a skit
showing how the
characters in the story
differ from one
another.

The Country Mouse and The the City Mouse
Pre Reading
Unlock the difficult words below using pictures.
(feast, ham, jellies, nibblenibbling, mouse)
Refer your pupils to LM Activity 228 to check if the words were understood.L22D1-
Worksheet_, LM page_.
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
STOP AND ASK:
1. Who invited his friend to have a dinner?
2. Who was invited for dinner?
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.”

3. What did the Country Mouse prepare for his friend?
4. Did the City Mouse get satisfied with what his friend offer? Why? Why not?
STOP AND ASK:
1. Why did the Country Mouse decide to go to the city?
2. What were the things the Country Mouse find in the city?
3. What did the Country Mouse feel about the city?
4. 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:
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.

1. What did the two friends hear ?
2. What did they do when they saw the catmouse?
3. If you were the 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
1. Engagement Activity
How can you help the Country Mouse? Write him a short note of advice.
For the instruction of the activity, Refer refer your pupils to LM Activity 229.22D1-
Worksheet_, LM, page_.
Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect
Skill Lesson: Words and Phrases with Ddigraph oa as in goat
Refer your pupils to LM Activity 230.22D2-Worksheet_, LM page_.
1. Skill Lesson: Cause and Effect Presentation/Introduction
(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?
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.
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 chart diagram above, is it possible for a cause to
have several effects?
The Country Mouse went to the city.
The Country Mouse got surprised of at
what he see saw on the table.
The Country Mouse saw and ate a lot of
different kinds of food served on the
table.
The Country Mouse together with the
City Mouse were chased by a big cat.

Remember:
• A cause is why something happens. To find a cause, look for a reason that why something
happened.
• An effect is what happens because of the cause. To find an effect, look for something that
happened.the results of the cause.
• Usually, a cause always happens first. T, then it will beis followed by an 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 to you a selection to you. Listen well and complete the diagram of Cause and
Effect on in your notebook.
(Note: Read the selection aloud.)
Say:. Listen as I read another selection to you. Based on the selection, present a short dialog
showing the cause and several effects.
Refer your class to LM Activity 232.
Things Happen When People Move to the City
Many people move in 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.
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 in to the city because
colorful lights along its busy streets interest them. People are busyier and more
active. because they work harder. The cCity is a place where new things could be
found.

Lesson 22 Day 3: Fluency/Writing/Complex Sentences
Skill Lesson: Phrases and Sentence with Ddigraph oa as in goat
Skill Lesson: Complex Sentences
Post three sentences about Why and 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:
• Who How many ideas does the sentence give?
• Which tells the first idea?
• Which tells the second idea?
• Which idea can stand alone for meaning?
• Which idea cannot stand alone for meaning?
• 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:

• Who How many ideas does the sentence give?
• Which tells the first idea?
• Which tells the second idea?
• Which idea can stand alone for meaning?
• Which idea cannot stand alone for meaning?
• What word helps to connect the two ideas?
Say: This These sentences is called 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 calause 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:
1. What does s/he want to do?

•
• 3. 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 from the answers of from their interviewee.
Forming Complex sentence
1. She wants to draw dresses so that her dolls could have many clothes.
Let the class w Write their answers on in your their notebook.
Guide the children in forming complex sentences especially in the use of conjunctions.
Write on the board some of their answers for discussion, label the parts of the sentence.

Based from the interview conducted, let us now write a short three-sentence paragraph with
complex sentences. Refer the class to LM Activity 234.
Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast
Skill Lesson: Poem with oa digraph as in goat
.
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 is not.)
(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 tell show or describe when we compare? (the similarities)
What do we show or describetell 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 on in your notebook.

Refer your pupils to L22D4-Worksheet_, LM page_.Refer the class to LM Activity 236.
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 Leahshe is. Ali
excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat
foods 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”
Decoding/ Fluency/
Writing/ Inferring
Read words, phrases,
sentences and stories
containing words with
digraph ee as in sheep
containing digraph ee
as in sheep
Degrees of Comparison of
Adjectives
containing digraph ee
as in sheep
Complex Sentences
containing digraph ee as
in sheep
Locate the ing main Ideaidea
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
L23D1 Worksheet __, LM
page __
Monkey- toys
Activities 244-247
Copy of the story “
A Day at the Park”
Letter envelope
Activities 248-249
Unit 3: Week 5 (Lesson 23)L 23

Procedures
Pre-Reading
Unlock key words through
word cards and sentence
strips.
Show a picture of butterfly
and caterpillar.
Reading
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 (see TG
L23 D1.)
(25 min)
Phonics lesson
Show a Venn diagram of the
story read showing to focus
on similarities and
differences.
Form groups and present
line strips from the story
read.
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. (see TG L23
D2)
Tell pupils how
inferring is done.
25 min)
Phonics Lesson
Introduction/ Presentation:
Present monkey- toys and
allow pupils to describe the
toys according to size.
Read a story on monkeys.
Modeling/Teaching:
Discuss Degrees
degrees of
comparison of
Adjectives
adjectives using a
comparison chart.
(25 min)
Phonics Lesson
Presentation/ Introduction
Read the story “A Day at
the Park”.
Allow pupils to answer
questions on about the text.
Modeling/ Teaching
Discuss how complex
sentences are written by
combining sentences and
by using a chart/ table.
Allow pupils to
combine sentences
on the story read
toand write
complex sentences.
(25 min)
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
the letter.
L23D5
Do activities to reiterate the

Let pupils do L23D1
Worksheet __ LM page
__Activity in the LM
intended for the day.
L23 D2 LM
Allow pupils to do
inferring activities.
Allow pupils to
rewrite sentences
using the
comparative and
superlative degrees
of adjectives.
Allow pupils to
write as many
comparative and
superlative degrees
of adjectives.
Let pupils present
work
Engage pupils in
writing sentences
using adjectives.
Allow pupils to
find complex
sentences from the
books they are
reading.
value of resourcefulness
Allow pupils to plan for a
project from recyclable
materials to find out how
resourceful they are

sipped
drank ate tasted
exclaimed
whispered shouted enjoyed
ashamed
proud
embarrassed
angry
Lesson 23 Day 1: Literature: The Butterfly and the Caterpillar
Pre-Reading
(Note: Have the children choose the synonym of the flashedmeaning of the underlined word.
Use the words in a sentence. Then, the children would choose from the sentence the word or
word phrase as a clue to the word’s meaning.)
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.
3. The boy was ashamed to show his poor grades to his mother.
a. proud
b. embarrassed
c. angry

munched
chewed drank sipped
continued
paused extendedstopped
4. 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.
2. Motivation Question
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 the butterfly 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 have 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 do 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 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 tell told him
nnot 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.
Refer your pupils to L23D1Worksheet_, LM page_.
Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring
Skill Lesson: Words and phrases with digraph ee as in sheep
Refer your pupils to Activity 240. L23D2-Worksheet_, LM page_
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.
Write in the middle part the similarities between the
caterpillar and the butterfly. . They can explore the
good qualities they share together.
“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. ”
caterpillar
butterfly

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.)
Character Movement Feelings Reasons for his
Actions
Butterfly
Caterpillar
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 she the caterpillar is ugly that is why she is ashamed.
3. Guided Practice
Refer your pupils to L23D2-Worksheet _, LM page_.LM Activity 242
Refer your pupils to LM Activity 243.23D2-Worksheet _, LM page_.
Making Inferences

Say: I will read a story about Melissa. Infer what kind of person Melissa is. Write it in your
notebook.
Melissa sat on the window. She was starring at a small bird outside. The bird kept chirping
and hopping around in the bushes.
This chirping and hopping made the tip of Melissa’s tail twist and turn
The rest of her kept still. If the window had not been in the way, Melissa would have jumped
right out with the bird.
B. Infer the trait of the character in each number.
1. Mother praised me for my good grades. My mother was _______.
(appreciative, busy, industrious)
2. I received a gift from my godfather. My godfather was ________.
(kind, thoughtful, forgetful)
3. Shaina has a new toy. She went around and showed her new
toy to her friends. Shaina was _________.
(proud, playful, selfish)
4. Paolo found a twenty-peso bill in the room. He picked it up at gave
it to the teacher. Paolo was __________.
(obedient, forgetful, honest)
5. Agatha always comes to school early. She arranges the books in
the bookshelf and cleans the blackboard. Agatha is ___________.
(industrious, respectful, obedient)
Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives
Skill Lesson: Words, Phrases and Sentences with Ddigraph ee as in sheep
Refer your pupils to L23D3-Worksheet_, LM page_LM Activity 244.
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 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 t them 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
After the children gave 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.
POSITIVE COMPARATIVE SUPERLATIVE

Say: Comparing with using adjectives has three degrees. They 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 say Sam is taller than Ann. 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.Tom is the tallest among them.
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.
Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of
each adjective.
Rewrite each sentence using either the comparative or superlative form of the adjective on your
notebook.
Refer your pupils to L23D3-Worksheet_, LM page _.
Refer your pupils to LM Activity 247.
A. Group students into four and let them think of adjectives and its degrees of comparison as
many as they can. 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.

B.
Challenge them to write atleast 2 or 3 sentences using the comparative and
superlative form of each adjective.
Lesson 23 Day 4: Fluency/Writing/Complex Sentences
Skill Lesson: digraph ee as in sheep
Refer your pupils to L23D4-Worksheet_, LM page_
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.
Ask:
What can you say about the story?
How did it sound?
What did you notice 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 learn how 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
I went to the park because 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. We wereIt 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.

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.
Ask the children to combine sentences below using the chart provided .
• The butterfly shouted. He saw the caterpillar crawling up the
• garden wall.
• The caterpillar did not listen to the butterfly’s cry. He knew he can be a butterfly one day.
• The caterpillar is wiser than the butterfly. He knew they are the
same.
First Sentence Use because or when Second Sentence
Ex. The butterfly shouted When He saw the caterpillar
crawling up the garden wall
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?

Ask: How many sentences were combined? What combine the sentences together? Did the sentences
sound better than when they are apart?
Explain to the children that when we combine independent and dependent clauses together we form
a complex sentence.)
Say: When we combine independent and dependent clauses together we form a complex sentence.
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
basketball,
We played 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.
students revise the story by combining independent and dependent clauses into complex
sentences.
Have students find complex sentences in the books they are reading. Have them copy them on
in their notebook. Have them separate the two clauses in each sentence.bookmarks
.

Lesson 23 Day 5: Fluency/Writing/Main Idea
Skill Lesson: digraph ee as in sheep
Refer your pupils to L23D5-Worksheet_, LM page_
Skill Lesson: Main Idea
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 A letter has 5 parts:
Sample letter
February 19, 2014 (heading)
Ms. Ana Lou N. Caspi
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 liked
you. I will keep you safe with me forever.
Always take care and may God will always bless you!
Your Friend, (closing)
heading
greeting
heading
body
closing
signature body

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
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.
Label the parts of the letter.
Refer your pupils to LM Activity 248 and 249.
Write a thank you letter to a friend.

Unit 3: Week 6 (Lesson 24)L 24
Lesson Parts
Day 1 Day 2 Day 3 Day 4 Day 5
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 diagraphsea
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
Procedures
Pre-Reading
(5 min)
Pupils guess pictures
provided for.
Group the class and let
Introduction/ Presentation
(10 min)
Group-matching
Provided the pupils with
Introduction/ Presentation
(10 min)
Picture-words (person/s)
will be posted within the
walls in the room. While
Presentation/ Introduction
(10 min)
Show picture-situations and
let students express what
they feel about it.
e.g

them discuss their
inferences about the
picture.
Reading
(10 min)
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
(15 min)
• Let the pupils answer
questions to allow
complete grasp of the
story
(20 min)
Group Work
incomplete sentences,
students have to infer or
draw conclusions by finding
it with other group.
e.g.
If the grasshopper isn’t
color green_________
The first group to find their
group match wins the game.
Modeling/Teaching:
(20 min)
Discuss how to give
inferences. See TG
Guided Activity
(10 min)
Let the pupils give
walking around, students
infer who is doing the
action in the picture and
write down the nouns they
encounter.
(20 min)
Discuss personal pronouns
and provide examples of
sentences on how to use
these pronouns to replace
nouns.
Guided Practice
(10 min)
Students will pick sentence
strips in the treasure box.
How do you feel if u met
new friends from other
provinces?
(10 min)
Show a sample journal
entry to the class and let a
volunteer read it. Ask WH-
questions about the journal
entry.
(20 min)
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:

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
will______
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.
Situation:
Francisca was the blind.
How does it feel to be like
Francisca and you as
Antonio?
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.
Independent Practice
(10 min)
You saw a beggar in the
market. What should you
do?
(10 min)
Let the pupils write a
journal entry.
Prompt:
The best thing you did to
your friend.

(10 min)
Asking Inferential
Questions from 2 or 3
sentences story.
They will compose
questions about the picture.
Provide different pictures
with nouns to the pupils. Let
students choose several
pictures they want. Let them
write about the picture using
pronoun.

Lesson 24 Day 1: Literature: Two Friends, One World
Pre-Reading
Pre-Reading Activity
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
Ask the class, to pick word strips. Talk over with their seatmates and decide if their word
matches or describes about the picture. If they match the word right, they geot a prize.
Let the students guess the picture:
For the illlustrator
1.two friends(boy and girl)
1.asilently feeling the presence of the grasshopper in a grass,
1.b together holding a tree,
1.c happily wandering
2.mother and a boy:
2.a In a market,
2.b in a park
Group the class into four and let them pick any of these picture.
Let them discuss within their group what is happening in the picture.
Orally by group, let them discuss it in class their inferences about their picture.
(make it sure that words wanted to be elicited should be represented with right and clear
representation of the picture, if hard to- use arrows or gestures )
For the illustrator: Illustrate the following:
rosal bush
Girl and boy breathing - breathe
dried grass
grasshopper in a red stripe
I complained- show situation(A boy complaining that he can’t find his lunch box during snack
time)
grasshopper hide
golden-yellow- sun
2. Motivation Question

Who is your best friend? What are the things you do together?
3. 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. inferring the whereabouts
of the story
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.
(see next page for the copy of the story below)
Refer the pupils to L24D1-Worksheet 1, LM page 2-3
Post Reading
Discussion Questions
Ask:
• Who is the “I” in the story?
• Who is her friend?
?
• 3. 3.How did Francisca describe the place Antonio lives in ?
• 4. How will you describe Antonio?
• 5. Where do they go every Saturday afternoon?
• 6.How will you describe Francisca, the main character in the story?
• 7. If you were Francisca, how are you going to treat Antonio?
• 8.What did Antonio show Francisca?
• 6. What did Francisca learn from Antonio?
Engagement/Enrichment
Group Work
1. Role playAct out the event in the story which shows of understanding of other’s feeling.
2. Draw a simple scene which shows understanding of other’s feeling.

ENGLISH Q3 GRADE 3 TG

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie ENGLISH Q3 GRADE 3 TG

Ähnlich wie ENGLISH Q3 GRADE 3 TG (20)

Mehr von JMarie Fernandez

Mehr von JMarie Fernandez (10)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

ENGLISH Q3 GRADE 3 TG