English 3 tg 3rd quarter

Unit 3: Week 1 (Lesson 19)

Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Overview/

objectives

Literature:

To Go or Not To Go

(by Mil Flores-Ponciano)

Realize the things to do in

times of a typhoon

Draw and write a possible

result for a Grade 3 student

for not remembering the

things to be done during

typhoons

Read and write words,

phrases and sentences

with oi and oy diphthongs

Identify the cause and the

effect in sentences



with oi and oy diphthongs


phrases and sentences with

oi and oy diphthongs

Identify and use descriptive

adjectives

Read and write

words, phrases and

sentences with oi and

oy diphthongs

Materials Word cards

Learner‘s Materials

Activities 195-197

Activities 198

Pictures showing the

details in the matrix of

Weather Condition

Word cards

Big strips of paper


Activities 199-201

Strips of sentences


Activities 202-203


Activities 202-203

Procedure Unlocking of key word usig

context clues

Motivation question

Motive question

Read-aloud of the selection

with discussion questions

Review reading CVCe

words

Lead the class in the

decoding lesson using

Activity 198

Presentation of pictures

highlighting the cause and

effect

Direct teaching of the

steps in finding the cause

and effect in a sentence

Matching of pictures and

phrases to show a cause

Presentation of

descriptive adjectives from

the song

Presentation and explanation

of what descriptive

adjectives are

Using adjectives in sentences

Post pictures of a

church crashed down,

ocean with big waves.

Use Activity 205 for

the sample.

Ask pupils to create

sentences using the

adjectives from the

Post Reading:

Discussion of the selection

highlighting the importance

of following the weather

guide

Enrichment: Pupils draw

and write a possible result

for a Grade 3 student for

not remembering the things

to be done during typhoons.

and effect

Identification of the

cause and effect

Writing sentences using

adjectives

web.

Show pictures and let

the children describe

it to form sentences.

Unit 3: Week 1 (Lesson 19) To Go or Not To Go

Pre-Reading

1. Unlocking/Vocabulary & Concept Development

(PAGASA, typhoon signal)

Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and

Astronomical Services Administration. PAGASA is a Philippine national institution dedicated

to provide flood and typhoon warnings, public weather forecasts and advisories, and other

specialized information and services for the protection of life and property and in support of

economic, productivity and sustainable development.

Ask the following questions.

a. What is PAGASA?

b. What kind of office is it?

c. How does that office serve people?

Say: Let us see if you clearly remember what PAGASA is.

Refer the pupils to Activity 195 on page 224 for the word comprehension exercise.

2. Motivation:

When there is a typhoon signal, what do you do?

3. Motive Question:

In the selection, find out when you should not go to school when there is a typhoon.

During Reading

Read aloud the selection.

To Go or Not To Go

Mil Flores-Ponciano

It is typhoon signal number 1 in North Luzon.

―Do I have to go to school today? Will there be classes?‖ Almira wonders.

Have you asked the same questions yourself? Use the guide from Philippine Atmospheric

Geophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to

school or not when there is a typhoon.

Listen to the weather forecast of PAGASA every six hours.

Guide the pupils in reading the text from matrix title, column headers, and column details to show

them how information in table form is read. Refer to Activity 196 page 225 for the matrix part

of the selection.

http://en.wikipedia.org/wiki/Philippines

http://en.wikipedia.org/wiki/Flood

http://en.wikipedia.org/wiki/Typhoon

http://en.wikipedia.org/wiki/Weather_forecast

TYPHOON CONDITION GUIDE

Typhoo

n Signal

Weather Condition Class

Suspension

What I Can Do

As A Grade 3

Pupil

1 pictures of

Twigs and branches of small trees may be broken.

Some banana plants may be tilted.

Some houses of very light materials (nipa and

cogon) may be partially unroofed.

Preschool Bring an umbrella

and go to school.

2 pictures of

Some coconut trees may be tilted with few others

broken.

Few big trees may be uprooted.

Many banana plants may be downed.

Rice and corn may be badly affected.

Large number of nipa houses may be partially or

totally unroofed.

Preschool

Elementary

High

School

Stay at home.

3 pictures of

Many coconut trees may be broken or destroyed.

A large number of trees may be uprooted.

Rice and corn crops may suffer heavy losses.

Majority of all nipa and cogon houses may be

unroofed or destroyed.

There may be widespread disruption of electrical

power and communication services.

Preschool to

Tertiary

Prepare to evacuate

(if needed).

Go with the family

to strong buildings.

4 pictures of

Many large trees may be uprooted.

Rice and corn plantation may suffer severe losses.

Most residences and buildings may be severely

damaged.

Electrical power distribution and communication

services may be severely disrupted.

All levels and

Government

Offices (private

and public)

Cancel all travels

and outdoor

activities.

Post Reading

1. Discussion Questions

1. What was Almira‘s problem?

2. What helped her solve her problem?

3. What is found on the Weather Condition Guide?

4. Describe the environment if it is signal number 1.

5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number

3? Signal number 4?

6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number 3?

Signal number 4?

7. What would probably happen if preschoolers go to school?

8. What might happen if you would not bring an umbrella with you?

2. Engagement/Enrichment

Have the class go over the typhoon condition guide and have them answer the questions that

follow. Refer to Activity 196.

Group your pupils into four. Ask questions and provide activities to highlight the value of the

weather guide. Emphasize the value of following the guide after each group presentation.

Refer your pupils for group task to Activity 197.

Now you can decide on the things you need to do when there are typhoon signals.

Lesson 19 Day 2: Decoding/Fluency/Writing

Review of Decoding Lessons in Quarter 2

These include CVCe words with long a, e, i, o, and u sounds ending in silent e from Quarter 2 and the

Grade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes include

vocabulary words learned in the literature lesson in Day 1.)

Skill Lesson: Words with oi and oy diphthongs

Refer your pupils to Activity 198.

Lesson 19 Day 3: Identifying a Cause and Effect Relationship Skill Lesson: Using Descriptive Words

1. Presentation/Introduction

Post the four pictures in random order on the board. Ask pupils to describe what each picture

shows.

Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe

what you see in the first picture. What typhoon signal do you think can make our surroundings

look like this? Post the strip of paper with ―Typhoon Signal Number 1‖.

(Use the same set of question and continue posting the strip of paper) until you reach Typhoon

signal number 4.

Say: While looking at the picture of the surroundings during typhoon signal number 1. Ask:

Why are some branches of trees broken? Wait for the answers and explain that it is because of

Typhoon signal number 1. Typhoon signal number 1 is the CAUSE and some branches of trees

are broken is the EFFECT or RESULT.


Why are roofs of some nipa houses gone? Wait for the answers and explain Because it is

Typhoon signal number 2 that is why roofs of nipa houses are gone. Typhoon signal number 2

is the CAUSE and the roof of nipa houses are gone is the EFFECT.


Why are many coconut trees broken and destroyed? Wait for the answers and explain Because

it is Typhoon signal number 3 that is why many coconut trees are broken and destroyed.

Typhoon signal number 3 is the CAUSE and many coconut trees are destroyed is the EFFECT.


Why are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal

number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and

large trees are uprooted is the EFFECT.

Refer pupils to Activity 199.

2. Modeling/Teaching

Say: There is a cause-effect relationship in the sentences for the pictures. A CAUSE tells the

reason why something happens or has to be done. An EFFECT tells the result or effect of an

event or an idea.

There are steps on how to identify a cause and an effect.

Refer the class to Activity 200.

3. Guided Practice

Form four groups of students. Let the pupils in each group identify the cause and the in columns

1 and 3 of the matrix in To Go or Not To Go.

Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card.

Tell which is the cause and which is the effect. Refer pupils to Activity 199B.

4. Independent Practice

Let pupils identify the cause and the effect in columns 1 and 4 of the matrix in To Go or Not To

Go. Refer pupils to Activity 200B,C, and D.

Say: Study the pictures and phrase cards. Pair them and tell which is the cause and which is the

effect.

Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives

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.

Skill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy Diphthongs

Skill Lesson: Words with oi and oy diphthongs

Refer your pupils to Activity 202 A and B.

Skill Lesson: Descriptive Adjectives

1. Presentation

Read the following sentences:

1. There was a strong typhoon.

2. The big trees were uprooted.

3. There was heavy rain.

4. The streets were flooded.

5. The small houses were destroyed.


1. In the first sentence, what word tells about the typhoon? Underline.

2. In the second sentence, what word tells about the trees? Underline.

(Do the same until the fifth sentence.)

Say: Let us all read the underlined words together. (Repeat after me.) What do we call them?

What kind of words are these? What are adjectives? These are called adjectives.

Adjectives are words that describe.

Say: There are words that describe a person, a place, or an object. These words tell how

something or someone looks like or what something is. Words like: important, honest, fair, kind

and good are adjectives.

3. Guided Practice

Say: How do we know if a word is an adjective? Let us read the tips inside the box.

Refer pupils to Activity 202C.



Lesson 19 Day 5: Fluency/Forming sentences using adjectives

Skill Lesson: Words and a story with digraph oi as in oil and oy as in boy

Refer pupils to Activity 204A and B.

Skill Lesson:


Post pictures of a church crashed down, ocean with big waves, and provide words such as old

and big.

Say: Can you make a sentence out of these pictures and words? Or let the children think of other

adjective to describe the pictures.

Ex. The old church was crashed down.


Please refer to Activity 205 for the web and chart sample.

From the words in the web, help pupils form sentences with adjectives. Use the chart below.

Noun Linking Verbs Adjective Noun

Sandra had expensive watch

Ex. Sandra had an expensive watch.

Sandra had an expensive car.

3. Guided Practice

Ask pupils to create sentences using the adjectives from the web through the help of the chart.

Refer your pupils to Activity 205 for the sample chart.


Show pictures and let the children describe it to form sentences.



Overview/

objectives

Literature:

A Learning Experience for

Malou

Read words, phrases and

sentences with au and ow

dipthongs

Use descriptive

adjectives

Read words, phrases

and sentences with

au and ow dipthongs

Identify fact from opinion

Read words, phrases and

sentences with au and ow

dipthongs

Write simple sentences

and use correct

punctuation marks

Read words, phrases

and sentences with au

and ow dipthongs

Summative test



Activities 206-207


Activities 208-210

Pictures showing the details in

the matrix of Weather

Condition

Word cards

Big strips of paper


Activities 211-213

Copy of ―Important

Rules‖ song

Strips of sentences


Activities 211-213

Procedure Unlocking of key word using

pictures

Motivation question

Motive question


following DRTA

Post Reading:


Decoding Lesson

using Activity 208

Present some

sentences with

descriptive words

taken from the

selection.

Discuss what

describing words are

Have the class do

Decoding lesson using

Activity 211.

Present some sentences to

teach fact and opinion.

Differentiate an opinion from a

fact.

Have the class do Activity 212

with your guidance then

Activity 213 independently.

Present sentences with

the following

punctuation marks:

period, comma,

question mark and

exclamation point.

Discuss when to put

each mark and what

type of sentence

requires each.

Have the class do Activity

207.

Activity 209 with

your guidance then

Activity 210

independently.

Have the class do

Activity 214.


A Learning Experience for Malou

Pre-Reading

1. Unlocking/Vocabulary and Concept Development

(freedom, patriotic, symbol)

Show a picture of a dove. Say: This is a dove. It symbolizes peace. Dove is a symbol for

peace. Show a cut-out of a heart. Say: This is a heart. It symbolizes Valentine‟s Day. The cut-

out of a heart is a symbol. A symbol is a thing that represents or stands for something else,

especially a material object representing something abstract. Who can give me another symbol

that you can see in our classroom or outside?

Call a child in front of the class. (Before he says something, tell the child that he can only do or

say something that is good in front of the class.) Say to the child: Do whatever you want but see

see to it you don‟t harm other children in the class or destroy the things inside the class. He can

do whatever he wants that do not harm other people and property because he has freedom.

Freedom is the power or right to act, speak, or think as one wants without hindrance or

restraint.

Show pictures of Philippine heroes. Say: Our heroes are patriotic. They fought for our

country. Singing Lupang Hinirang with respect is a sign that you are patriotic. A person is

patriotic if he expresses strong love for his country. Are you patriotic? How else do you show

it?

Refer the pupils to Activity 206 for the vocabulary development check up.

2. Motivation Question

Describe how our Philippine flag looks like.

3. Motive Question

What do the colors of our national flag mean?

During Reading

1. Read aloud the story using DRTA to let the pupils predict as they read along the story.

A LEARNING EXPERIENCE FOR MALOU

By: Dinah C. Bonao

Malou came home from school. She was very happy.

―You look so happy.‖ Mother noticed. ―How was school?,‖ she added.

―It was fine, Mom. I learned many things in school today. I learned that a flag is a

national symbol. It represents our country,‖ replied Malou.

― Yes, the Philippine flag is one of the most beautifully designed flags in the

world,‖ said Mother.

―Our flag is made up of three colors. These are blue, red and white with a golden

yellow sun. The sun has eight rays. These stand for the eight provinces that fought for the

freedom of the country. It has also three stars representing the three major islands of the

country—Luzon,Visayas and Mindanao,‖ said Malou.

Father added, ―We Filipinos should respect our flag. Doing so shows that we love

our country.‖

―Yes! I think Filipinos are the most patriotic people in the world. We are willing to

give up our lives for the Philippines,‖ Mother explained.

― That‘s right, Father. That is why I make sure that I always show my love for our

country,‖ Malou said proudly.

Post- Reading

Discussion Questions

1. Who is the girl in the story?

2. What did she learn? Why was she so happy in school?

3. What do the sun‘s eight rays stand for?

4. What do the three stars represent?

5. Why are Filipinos considered as patriotic people?

4. Give three ways how to show respect for our flag.

5. How can you show your love and concern for your country?

Engagement Activity

Refer the pupils to Activity 207.

Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives

Skill Lesson: Words and Sentences with au and aw diphthongs


Skill Lesson: Using Descriptive Adjectives


Present the following sentence strips taken from the selection.

Describe the bag of Almira. Her bag

is _______. ( square)

Describe the stars on our flag.

( yellow)

1. Almira has a square bag.

2. The Philippine flag has yellow

stars.

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.

I have a new toy.

3. Guided Practice




Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion

Skill Lesson: Sentences with au and aw diphthongs

Refer your pupils to LM Activity 211.

Skill Lesson: Fact and Opinion

1. Presentation/ Introduction

Present the following sentences on the board.

1. The Philippine flag is made up of three colors.

2. There are three major islands in our country.

What are the colors of our flag?

(blue, red and white)

What shape is our flag?

(rectangular)

What word describes the white part of

our flag? ( triangular)

3. Blue, red and white are the

three colors of our flag.

4. The Philippine flag is

rectangular.

5. The white part of our flag is

triangular.

3. The Philippine flag is one of the most beautifully designed flags in the world.

4. Ms. Almira Santos thinks that Filipinos are all very patriotic people.

5. Fr. Cruz believes that the Philippines is a peaceful country.


Ask:

What do you notice with the first two sentences?

Does it tell something that is already proven and accepted by everyone?

What do you notice with the third, fourth and fifth sentences?

Does it show judgment, feeling or attitude about someone or something?

What word/s in the sentence gives a clue that it is a thought or judgment?

Say: A sentence states a fact if it can truly happen and it can be proven.

A sentence states an opinion if it can happen only in the mind of a person and it cannot be

proven to be true. The words ―I think, I believe, in my opinion, etc. signals an opinion

statement.

Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the

Guided Practice. Give more examples of fact and opinion statements.

3. Guided Practice:


4. Independent Practice:


Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks

1. Introduction/ Presentation/Modeling

Present sentence strips from the story ―A Learning Experience for Almira."

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.

1. The sun has eight rays. 2. Our flag is made up of

three colors.

3. Visayas is the smallest

island in our country. 4. Filipinos are the most

patriotic people in the

world.

Let us have some examples that use other punctuation marks. Ask some students to read the

sentences aloud.

The colors of the Philippine flag are white, yellow, and blue.

The three big islands in the Philippines are Luzon, Visayas, and Mindanao.

Ask: What punctuation mark is used to end the two sentences?

After the answer is given, say: These are telling sentences.

There is another punctuation mark that is used in the two sentences. What is that?

Can you tell us why we use comma in between those words? We use comma to separate ideas or

words that we are enumerating.

Let us have another set of sentences. Notice the punctuation marks in each sentence.

Ask some students to read the sentences aloud.

What is the capital city of the Philippines?

―We will fight for your honor!‖ our heroes pledged to our country.

Ask: What punctuation mark is used to end the first sentence? Why do you think we need to

use a question mark? It is a sentence that asks for something.

What punctuation mark is used to end the second sentence? Why do you think we need to use

an exclamation point at the end of this sentence? It is a sentence that tells a strong feeling..

2. Guided Practice:

Refer your pupils to LM Activity 214A.


Refer your pupils to LM Activity 214B.



Overview/

objectives

Literature:

The Monster Who Came to

School

Realize the importance of

following school rules

Role play the importance of

following school rules

Distinguish a cause from an

effect

Read and write words with

ou and ow diphthongs

Identify and use adjectives in

comparative degree

Read and write words with ou

and ow diphthongs

Identify simple and

compound sentences

Read words, phrases

and story with ou and

ow diphthongs

Form compound

sentences

Read and write

words, pharses and

sentences with ou

and ow diphthongs

Materials Words in envelopes

Detective Sinegata Chart

Word cards


Activities 215-216

C and E chart

Sentence strips


Activities 217-218

C and E chart


Activities 219-221

Sentence chart


Activities 222-224

C and E chart

Pictures


Activities 225-227

Procedure Unlocking of key words

using the Think-Go-Stop

Game

Motivation question

Motive question


using DRTA

Post Reading:


Presentation of sentences

through the Say-Do-Don‘t –

Game

Direct teaching to

distinguish a cause from an

effect

Group Activity:

Students have to distinguish

which sentence is a cause

and an effect

Presentation of pictures

highlighting cause and effect

Direct teaching of steps on

how to identify the cause and

effect in a sentence

Matching of pictures and

phrases to show a cause-

effect relationship

Cause and Effect sentence

identification

Presentation of a chart

to show simple and

compound sentences

Presentation and

explanation of how

compound sentences

are formed

Combining simple

sentences to form

compound sentences

Completion of a

table showing

sentences about the

importance of

following school

rules

Direct teaching of

determining an

effect based on a

given cause

Writing an effect

highlighting the importance

of school rules

Enrichment: Role play the

importance of following

school rules.

Group Activity:

Students have to complete a

chart of school rules and

effects if we break them.

Completing a chart

with compound

sentences

based on a given

cause

Writing an effect

based on a given

cause


The Monster Who Came To School

Pre-Reading


Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U,

L ,E , S will form the groups.

(Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of

letters are numbered from one to seven. If you hear the word THINK, listen for the clues

about the word. If you hear the word GO -start arranging the letters and if you hear the word

STOP- say the word.)

Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The

word starts with a “g” and ends with a “d”. This is the hint. Look at me. (Grab something in

the table.) What did I do? Form the word GO. Give the group at least one minute to form the

word, then say STOP. Ask the group one after the other to say the word that they formed. Go

around to check their output. Put the first word in the web.

Follow the procedure. Here are the suggested clues:

Screamed – demonstration

Pounded – demonstration

Poked – demonstration

Dumped - demonstration

2. Motivation

Imagine a school with a monster, what do you think will happen?

Let pupils their share ideas about the given question.

As partners share ideas about the question, post and use the pupils‘ responses. Let pupils‘ ideas

freely flow.

3. Motive Question

What do you think will Andy and his classmates feel meeting a monster at school?

monster

During Reading

(Note: Before the reading time begins, the teacher assigns some pupils for the role play of some

story parts.)

The Monster Who Came to School

When Andy got on the bus on the first day of school, he saw a monster! Andy was very

surprised. He did not know that monsters were allowed to go to school. But there the monster

was. It was making all kinds of noise and would not sit down. It climbed on the seats and put

its head out the window. It took up so much room that Andy had no place to sit.

―Wow, that monster sure is noisy! I‘ll bet it isn‘t even supposed to be here,‖ Andy whispered to

Vicky.

STOP AND ASK: What do you think will the teacher feel when she sees a monster in

school?

But Andy‘s teacher was not at all surprised to see the monster entered the classroom. It pushed

ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy and the

other children sat at their places, the monster started to throw the toys.

Stop that!‖ said the teacher. ―Even monsters are not allowed to throw toys.‖

The monster dropped the toys and started screaming. It screamed so loudly that no one could

hear the teacher. ―Be quiet!‖ the teacher finally said.

The monster stopped screaming and the teacher said, ―It‘s time to play outside.‖

STOP AND ASK: What do you think would the monster do?

Everyone stood up and walked to the door—everyone except the monster. It ran out the door

without waiting for directions.

Outside, the monster continued to behave like a monster. It pushed some children and took toys

from others. It climbed up the slide the wrong way and sat at the top so no one else could slide

down.

When the students returned to the classroom, the teacher tried to read them a story. But the

monster shouted and laughed and no one could hear. Then it pulled the toys off the shelves

again. It would just not listen!

At lunchtime, the monster grabbed other people‘s sandwiches. It dropped food on the floor on

purpose and poured its milk on the table. Later, when it was time to paint, the monster ran

around the room painting big, black lines on the other children‘s pictures! When the children

formed a circle and tried to sing, the monster jumped around and stepped on their toes. It

pounded on the piano until the teacher had to close it.

At rest time, the monster laughed and talked and poked the children and even pulled their hair.

―Come here!‖ said the teacher, who was very angry. ―You are a real monster! Monsters are not

allowed at school. Go away and never come back!‖

STOP AND ASK: What do you think will the monster do?

The monster burst into tears! Everyone was astonished. ―I‘m sorry!‖ cried the monster. ―I‘ve

never been to school before. I didn‘t know it was against the rules to shout and run and push, or

to grab and throw things. Please don‘t tell me I can‘t come back! I will try to learn if you all

will help me.‖

The teacher asked the children what they thought. The children decided to make a list of rules.

They would let the monster stay---if it followed the rules. The monster worked hard to learn

how to behave, and soon it knew all the rules, just the way all the children did.

Post Reading


1. How did Andy feel seeing a monster at school?

2. How did the monster behave?

3. Why do you think did the monster behave that way?

4. What did the monster really want?

5. What rules inside the classroom did the monster learn?

3. Why is it important to follow school rules?

Say: Let us look at what we have written about the question: Imagine a school with a monster.

What do you think will happen?

Are your answers similar to what happened in the story? What are your proofs?

How did the monster‟s behavior change?

Say: This time, at the count of one, two, three, start working with your group mates.

(Note: Have the pupils decide on what they should draw or role play an assigned story part.)

2. Engagement Activity

Refer to Activity 216.

Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect

Skill Lesson: Words with ou and ow diphthongs


Skill Lesson: Cause and Effect

1. Presentation/Introduction Link-lines-in

Say: Let us have the SAY DO- DON‘T game. Say DO if the line I will read or illustration I will

show is a good thing to be done in school and Don‘t if it is not. Ready?

1. I will walk at the corridor.

2. I will chew gum during class hours.

3. I will attend class regularly.

4. I will be attentive during class discussion.

5. I will leave my desk clean and orderly.

Ask: Why did you say Do ?

Why did you say Don‘t ?

(Note: Post the Cause and Effect Chart. Then write pupil‘s ideas on the chart.)

Cause and Effect Chart

Cause Effect

Say:

If you chew gum during class, what will happen?

If you run at the corridor, what will happen?

If you attend class regularly, what will happen?

Do you remember the monster in the story, The Monster Who Came to School? How did it

behave at school?

The monster‘s misbehavior had effects on the children, teacher, and on the school as a whole.

Cause and Effect Chart

Cause Effect

The monster took so much space at the bus.

The Monster screamed loudly.

While the teacher was reading a story,

Monster laughed and shouted.

At rest time, the monster pulled children‘s

hair.


Say: In order to find the effect, ask what happens next? To find the cause, ask why something

happened?

There are some clue words to identify the cause and effect. These are so, since, because and if.

(Present some sentences with the aforementioned clue words.)

Can we now complete the C and E Chart?

Again, what question would you ask to find the cause? To find the effect?

3. Guided Practice

Say: At this moment, we are going to work in trios. To deepen our understanding about

identifying cause and effect, we will have this activity called Show-Cause-Effect.Each group

will be given an envelope containing different sentence strips. These strips can either show

cause or an effect. The fastest trio to get the right answers will receive a „Thumbs Up‟ Card.

Say: You decide together to get the correct clue words for cause and effect.

(Note: In envelopes, each group should receive 2 pairs of sentence strips. Pupils‘ answers

should be posted in the Cause and Effect Chart.)

Sample sentence strips:

You forget to return a borrowed book from a friend.

Your teacher asked you to stay after class.

They easily understand the lessons.

You fell asleep in class.

The pupils listen attentively to the teacher.

Your socks don’t match.

She feels hurt and avoids you.

You tease a friend at school.

you.

You tease a friend at school.


Refer your pupils to Activity 218

Say: This time, work in groups of six. Trios should join together to form the groups. You will

talk about the rules that you need to follow in school.

Groups T and E: Complete the What if We Break the Rules Chart.

What if We Break the Rules Chart

Rules at school Effects if we break the rules

Groups A and M: Make a Thumbs UP card for a person/ group/team who follow school rules.

Then write a simple note showing your appreciation to them.

(Note: The group‘s output should be presented before the class.)

Lesson 21 Day 3: Fluency/Writing/Comparative Degree of Adjective

Skill Lesson: ou and ow diphthongs

(Note: Make sure that before asking the class to read the words in Activity 219, have some

vocabulary development activity. You may show picture of each word, then ask the class to

connect each word with the picture.)


Skill Lesson: Comparative Degree of Adjective


Before class begins, post the ‗More fun with things around us! Observe the pupils‘ responses

as they do the I-Stand activity.

You feel uncomfortable.

You spilled water on someone in the canteen.

He was a bit angry.

More fun with 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.


Ask the following questions, then, write on the board pupils‘ answers.

Which are big?

Which are bigger?

Which is fragrant?

Which is more fragrant?

Which is tall?

Which is taller?

Which are fast?

Which are faster?

Suggested sentences.

The cat is big but the dog is bigger.

The goat is big but the carabao is bigger.

Or

The cat is big.

The dog is bigger than the cat.

One person Two persons, places or things

compared

big bigger

fragrant more fragrant

tall taller

fast faster

Ask:

How many animal is being described in the sentence the cat is big?

What adjective was used to describe the cat?

How many animals are being compared in the sentence, the dog is bigger than the cat?

What adjective was used to compare the dog with the cat? (bigger)

What happened to the adjective ―big‖ when we use it to compare two animals?

Use the same pattern of questions to the remaining sentences.

3. Guided Practice

Let your pupils form dyads. Each pair will be given description strip.




Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences

Skill Lesson: A Story with ou and ow Diphthongs

Refer your pupils to 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.

Pouting lips while teacher is explaining.

Staying out during class hours

Talking with the mouth full

Say: Look at the cause and its possible effects. So what are we going to do? We need to follow

rules. Always remind ourselves that following rules is important. Let us learn more about rules.


Say: Listen as I read the sentences in the chart.

Sentence Chart

Simple sentence Compound sentence

I run at the corridor I saw a monster so I run at the corridor.

I chew gum during class hours. I chew gum during class hours but my teacher

didn‘t notice me.

I listen attentively. I listen attentively and I join the discussion.

Say: Do you have any observations on the way the sentences under simple sentences are

formed? How about the sentences under compound sentences?

Let us study these.

I saw a monster./I run at the corridor.

I chew gum during class hours./My teacher didn‘t notice me.

I listen attentively to my teacher./I participate in the discussion.

Say: Compound sentences consist of two simple sentences or two independent clauses

3. Guided Practice


4. Independent Practice.


Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound Sentences

Skill Lesson: Words and Sentences with ou and ow Diphthongs


Skill Lesson: Compound Sentences


Present picture of a boy holding a stick and a girl holding a rug.

Say: Can you tell what the boy and the girl are holding? Can you form a sentence from

the

pictures?

Ex. The boy is holding a stick.

The girl is holding a rug.


Write their answers on the board for discussion.

Say: How many sentences do we have?

Can you make these two sentences into 1?how?

Show some helping words such as: for, and, nor, but, or, yet, and so to combine these

sentences.

Ex. The boy is holding a stick but the girl is holding a rug.

Let the children form sentences based on the new pictures.

3. Guided Practice

Refer your class to LM Activity 226.





Overview/

objectives

Literature:

The Country Mouse and the

City Mouse

Understand that contentment

and the ability to adapt are

important

Write a note on what to be done

by the Country Mouse

Read and write words with

oa digraph as in goat

Identify several effects based

on a given cause



―oa‖ diphthong

Identify and write

complex sentences



with ―oa‖ diphthong

Compare and contrast

objects, persons and

places



with ―oa‖ diphthong

Summative test



Activities 228-229

Diagram of the events in the

story used in Day 1


Activities 230-232

Sentence strips


Activities 233-234

Venn Diagram

Word wards

cell phone and

telephone

Learner‘s Materials:

Activities 235-236

Procedure Unlocking of words in the

story using context clues

Motivation Question

Motive Question

Reading of the story using

DRTA

Post Reading:

Discussion questions to

highlight the importance of

contentment and ability to adapt

Presentation and discussion

of the diagram of events of

the story The Country

Mouse and the City Mouse

highlighting an event that

show the cause and events

that show effects

Explanation that a cause may

have several effects and how

to identify the several effects

of a cause

Presentation of

sentences using big

strips of paper

Direct teaching of how

complex sentences are

formed

Interview of persons in

school

Writing a three-sentence

Presentation of cell

phone and telephone

to give avenue for

comparison and

contrast

Direct teaching on

comparison and

contrast

Listening to a story for

comparison and

Engagement Activity:

Writing a note on the right

thing the Country Mouse

should have done

Listening to a short story to

identify a cause and its

several effects

Presentation of a short

dialogue with cause and

several effects based on a

short story heard

paragraph using

complex sentences.

contrast

Presentation of a skit

showing how the

characters in the story

differ from one

another.


The Country Mouse and the City Mouse

Pre Reading


Unlock the difficult words below using pictures.

(feast, ham, jellies, nibbling)

Refer your pupils to LM Activity 228 to check if the words were understood.

2. Motivation Question:

Have you been in a city/province? What experiences did you have in the city/province?

3. Motive Questions:

What are the experiences of the City Mouse in the province?

What are the experiences of the Country Mouse in the city?

During Reading

Say: Listen as I read „The Country Mouse and the City Mouse‟.

During the question and answer part, use gestures and voice dynamics to further help the pupils

know the meaning of some difficult words in the text such as terrible, nibbling, etc. Limit the

responses of the pupils by calling only two in every question.

The Country Mouse and the City Mouse

Adapted

STOP AND ASK:

1. Who was invited for dinner?

2. What did the Country Mouse prepare for his friend?

3. Did the City Mouse get satisfied with what his friend offer? Why? Why not?

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.‖

The Country Mouse was so curious about the city life. So, he decided to go with his

friend.

When they arrived, the Country Mouse looked around the house and he was so

surprised! There were all kinds of food on the table. There were ham, cheese, jellies,

cakes, and fruits. The Country Mouse started nibbling the cheese.

―So delicious! I have never tasted anything like this,‖ he said.

STOP AND ASK:

1. Why did the Country Mouse decide to go to the city?

2. If you were the Country Mouse, would you stay long in the city? Why?

Suddenly, before the Country Mouse barely took another bite, he heard some

scratching sound. ―Meow! Meow!‖ the cat said, approaching the dining table.

―Run,‖ yelled the City Mouse.

They ran to the corner as fast as they could.

STOP AND ASK:

1. What did the two friends hear?

2. What did they do when they saw the cat?

3. If you were one of the mice, would you also run away from the cat? Why?

―What is that?‖ asked the Country Mouse shaking his body.

―A cat. Once he gets you, he‘ll eat you up,‖ said the City Mouse.

―This is terrible. I think I will go home. I‘d rather have corn and camote in peace

than sugar and cheese in danger,‖ said the Country Mouse to his friend. So, he went

back to his home with a happy heart.

STOP AND ASK:

1. What did the County Mouse decide to do?

2. What did the Country Mouse mean when he said ―I‟d rather have corn and camote in peace

than sugar and cheese in danger”?

3. If you were the Country Mouse, would you also decide to leave the city? Why? Why not?

Post Reading


How can you help the Country Mouse? Write him a short note of advice.

For the instruction of the activity, refer your pupils to LM Activity 229.

Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect

Skill Lesson: Words and Phrases with Digraph oa



(Note: Present the diagram of events of the story The Country Mouse and The City Mouse.)

Say: Let us go back to the story. What did the Country Mouse decide to do at the beginning of

the story? What were the results of the Country Mouse‘ decision/act?

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 diagram above, is it possible for a cause to have

several effects?

Remember:

A cause is why something happens. To find a cause, look for a reason why something

happened.

An effect is what happens because of the cause. To find an effect, look for the results of the

cause.

Usually, a cause always happens first. Then it is followed by the effect.

The Country Mouse went to the city.

The Country Mouse got surprised at

what he saw on the table.

The Country Mouse saw and ate a lot of

different food served on the table.

The Country Mouse together with the

City Mouse were chased by a big cat.

Clue words such as because, so, and so that are often used to help you understand cause and

effect in a sentence.

3. Guided Practice

Say: I will read a selection to you. Listen well and complete the diagram of Cause and Effect in

your notebook.

Refer your pupils to L22D2-Worksheet_, LM page_.

(Note: Read the selection aloud.)


Say: Listen as I read another selection to you. Based on the selection, present a short dialog

showing the cause and several effects.


Lesson 22 Day 3: Fluency/Writing/Complex Sentences

Skill Lesson: Phrases and Sentence with Digraph oa


Skill Lesson: Complex Sentences


Post three sentences about Why Things Happen When People Move to the City on the board.

Say: Let us read again some sentences from our paragraph yesterday.


Point to the first sentence.

Many people move to the city because they can find a better job.

Ask:

Things Happen When People Move to the City

Many people move to the city. Everything becomes different. The cities become

crowded; there are so many cars on the streets. Traffic moves slower. Collecting

garbage becomes a bigger problem.

Reasons Why People Move to the City

There are many reasons why people move to the city. There are lots of jobs in big

buildings, hospitals, schools, and offices. They move to the city because colorful

lights along its busy streets interest them. People are busy and active. The city is a

place where new things could be found.

How many ideas does the sentence give?

Which tells the first idea?

Which tells the second idea?

Which idea can stand alone?

Which idea cannot stand alone?

What word helps to connect the two ideas?

Say: Let us read the next sentence.

When people move to the city, the place becomes crowded.

Ask:

How many ideas does the sentence give?

Which tells the first idea?

Which tells the second idea?

Which idea can stand alone?

Which idea cannot stand alone?

What word helps to connect the two ideas?

Say: These sentences complex sentences. We combine two simple sentences using conjunctions

to form a complex sentence.

A complex sentence is made up of two parts, an independent clause and a dependent clause

joined by linking words or conjunction.

Words like because, when, after, though, as soon as and so that are examples of conjunctions

that can be used in a complex sentence. These conjunctions make one part of the sentence

subordinate to the other part.

3. Guided Practice

Let us have a fun activity. Interview anyone in the school about:

What does s/he want to do?

What would happen if s/he continues doing it?

What does she want? What would happen if s/he

continue doing it?

Ex. Drawing dresses

dolls could have many

clothes

Let the children form complex sentences based on the answers from their interviewee.

Forming Complex sentence

1. She wants to draw dresses so that her dolls could have many clothes.

Let the class write their answers in their notebook.

Guide the children in forming complex sentences especially in the use of conjunctions.


Refer the class to LM Activity 234.

Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast

Skill Lesson: Poem with oa digraph


Skill Lesson: Comparison and Contrast


Post on the board an empty Venn diagram. Show your pupils two objects with similar and

different features - a cell phone and a telephone.

Say: I have here a cell phone and a telephone. Let us compare and contrast them.

In what ways are the cell phone and the telephone the same? Let us compare them. (Tack on

the board the word ―compare”.)

(can be used to talk with people away from you)

(can help you communicate with people)

Write the pupils‘ responses at the center space of the Venn diagram.

In what ways are they different? Let us contrast them. (Tack on the board the word contrast.)

(A cell phone can be used in texting while a telephone cannot be used as such.)

(A cell phone is movable while a telephone is stationary.)

Write your students‘ descriptions for the cell phone on the left circle and the descriptions for the

telephone on the right circle.


What do we show or describe when we compare? (the similarities)

What do we show or describe when we contrast? (the differences)

Say: When we talk about two things, we compare and contrast them. When we compare, we say

the similarities. When we contrast, we tell the differences.

Show your pupils a pencil and a crayon

Say: Look at this pencil and this crayon. Compare them. 3. Guided Practice

Say: Let me see if you can compare and contrast the two characters in the story that I will read

to you. Complete the Venn diagram in your notebook.


Friendship Bond

For many years, Ali and Leah have been good friends though they differ in many ways.

Ali is a Muslim while Leah is a Christian. Ali goes to the mosque on Fridays and Leah goes to

church on Sundays. Ali is two years older than Leah although she is shorter than Leah. Ali

excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat

food like Adobong Manok. On the other hand, Ali likes to eat fruits and vegetables.

For them, it does not matter how different persons are as long as they understand each other.

This is what makes their friendship last.


Show a short skit showing how the characters in the story differ from each other.

Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5

Overview/

Objectives

Literature: “The Butterfly

and the Caterpillar”

Read words, phrases,

sentences and stories

containing words with

digraph ee as in sheep

Read words,

phrases, sentences

and stories

containing words

with digraph ee as

in sheep Degrees of

Comparison of

Adjectives



containing words with

digraph ee as in sheep

Complex Sentences



containing words

with digraph ee as in

sheep Locate the

main idea in a

paragraph

Materials

Sentence strips

Word cards

Pictures of butterfly and

caterpillar


Activities 237-239

Venn Diagram

Sentence/ line strips from

story read


Activities 240-243

Monkey- toys


Activities 244-247

Copy of the story ―

A Day at the Park‖

Letter envelope


Activities 248-249

Procedure

Pre-Reading

Unlock key words through

word cards and sentence

strips.

Show a picture of butterfly

and caterpillar.

Reading

Phonics lesson

Show a Venn diagram of the

story read to focus on

similarities and differences.

Form groups and present

line strips from the story

read.

Phonics Lesson

Introduction/ Presentation:

Present monkey- toys and

allow pupils to describe the

toys according to size.

Read a story on monkeys.

Phonics Lesson

Presentation/ Introduction

Read the story ―A Day at

the Park‖.

Allow pupils to answer

questions about the text.

Phonics Lesson

Show a letter-envelope and

ask questions on it to

jumpstart lesson.

Discuss the parts of a letter

through a poem.

Allow pupils to label parts of


Read aloud the story and

stop at indicated points for

questions to identify

similarities and differences

of butterfly and caterpillar.

Post Reading

Let pupils answer the

discussion questions and

have pupils describe the

characters through a

comparison chart.

Let pupils do Activity in

the LM intended for the

day.

Modeling/Teaching:

Ask groups to draw/

get one from the

posted strips and let

them answer the

questions.

Allow pupils to

organize their

answers through a

chart. Tell pupils

how inferring is

done.

Allow pupils to do

inferring activities.

Modeling/Teaching:

Discuss degrees of

comparison of

adjectives using a

chart.

Allow pupils to

rewrite sentences

using the

comparative and

superlative degrees

of adjectives.

Allow pupils to

write comparative

and superlative

degrees of

adjectives.

Let pupils present

work

Engage pupils in

writing sentences

using adjectives.

Modeling/ Teaching

Discuss how complex

sentences are written by

combining sentences and

by using a chart/ table.

Allow pupils to

combine sentences

and write complex

sentences.

Allow pupils to

find complex

sentences from the

books they are

reading.

the letter.

Lesson 23 Day 1: Literature: The Butterfly and the Caterpillar Pre-Reading


(Note: Have the children choose the meaning of the underlined word.)

1. The boy sipped the cold drink offered to him on a hot day.

a. drank in small quantity

b. ate

c. tasted

2. My best friend smiled and exclaimed ―Wow!‖ when I showed the dress I wore last Christmas.

a. whispered

b. shouted

c. enjoyed

3. The boy was ashamed to show his poor grades to his mother.

a. proud

b. embarrassed

c. angry

4. Sheila munched on some cookies for snacks.

d. chewed

e. drank

f. sipped

5. Even when he was sleepy, Father continued telling us the story of the moth.

a. stopped

b. paused

c. kept on

Refer the class to Activity 237 to test their understanding of the words they learned.


Show a picture of a butterfly and a picture of a caterpillar. (Refer to Activity 238.)

Say: What are in the picture? In what ways are the caterpillar and butterfly similar?different?

3. Motive Question:

Today, our story is about a butterfly and a caterpillar. Find out in the story their similarities and differences.

During Reading

Say: Listen to the story that I will read to you. Be sure to find out the similarities and differences of the two

characters.

In between readings, ask the children to act out the following scenes:

Paragraph 1-2:

The butterfly saw the caterpillar and it was so ashamed to be seen with the caterpillar

Paragraph 4:

The butterfly saw a very different creature.

Paragraph 5:

The caterpillar told the butterfly how they were the same a week ago.

Paragraph 6:

The caterpillar told the butterfly to go, fly but not to be proud.

The Butterfly and the Caterpillar

an adaptation by Joseph Lauren

One summer morning, a butterfly rested on a beautiful rose. While she sipped the

sweet nectar from the flower, she saw a caterpillar crawl up the garden wall.

“Horrors!” the butterfly exclaimed, “Stop! Don‟t come near me. I‟m ashamed to be

seen where you are.”

Ask: Why do you think was the butterfly ashamed?

The caterpillar continued crawling. He munched on the leaf without listening to

the butterfly’s cry.

“Where are your wings? What are you eating?” the butterfly asked.

Ask: Does the caterpillar have wings?If he has as the butterfly claimed then,where

are they?

The caterpillar walked ahead. Then he said, “Eight days ago, young butterfly, you

were the same as I am. One night from today, my wings will grow. I would fly and

see all the bright and beautiful flowers.”

Ask: How did the butterfly looks like eight days ago?

“I‟m sure my wings would be brighter and more beautiful than yours.

So, go, fly but try not to be so proud. Each caterpillar is given a chance to become

a butterfly. We are but the same. ”

Ask: What will happen to caterpillar in the days to come? What should all

butterflies need to remember while flying?

Post Reading A. Comprehension Check

Say: Let us talk about the story.

1. Who are the characters in the story?

2. When did the story happen?

3. Why was the butterfly ashamed to be seen by the caterpillar?

4. How do you think did the caterpillar feel when the butterfly told him not to come near it?

5. What was the response of the caterpillar?

6. Can the caterpillar be like a butterfly?

After reading, have the children describe the characters

Butterfly Caterpillar

appearance

movement

Food they eat

Say: Let‟s go back to the activity that you answered before we read the story.

From the comparison chart, the children would be able to say that the caterpillar and the butterfly are

different from each other. Let the children find the similarities through the part of the story:

B. Engagement Activity


Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring

Skill Lesson: Words and phrases with digraph ee


Skill Lesson: Inferring


Show the Venn Diagram of the butterfly and the caterpillar from yesterday‘s discussion.

“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.”

(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.

2. Modelling/Teaching

Ask each group to pick one. While holding the story part, let them answer the following questions:

1. What do you think does this character really meant by saying that?

2. Why did this character (act, think, talk) that way?

3. What does this character want to do?

4. What do you think this character might do?

5. What is the author really trying to say?

Let each group present their answers. Take note of the children‘s answers and organize their answers into the

chart. (Refer the class to Activity 241 for the copy of the chart.)

Say: How do we infer?There are steps on how it is done. First, read the sentence/s. Then, make a guess of

“what else” the sentence/s tells.

Ex. Butterfly thinks that the caterpillar is ugly that is why she is ashamed.

3. Guided Practice

Refer your pupils to LM Activity 242



―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. ‖

Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives Skill Lesson: Words, Phrases and Sentences with Digraph ee


Skill Lesson: Degrees of Comparison of Adjectives 1. Presentation/Introduction

(Note: Place three toy monkeys, each one bigger than the other,

in a bag. Let the class describe the monkeys and compare them according to size.)

Ask: What do you know about monkeys? How are they characterized in most stories that you read?

Say: I will read to you a short story about monkeys. Listen well.

Three clever cats lived in a house. The white cat was big. The black cat is bigger than the white

cat. The striped cat was the biggest of the three.

One day they baked a cake for dinner. ―I will eat all the cake‖, said the white cat in a loud voice.

―I will eat it alone‖, said the black cat in a louder voice.

―I will eat it all by myself‖ said the striped cat in the loudest voice.

A clever monkey lived in a tree nearby. He was more clever than the cats. In fact, he was the most

clever monkey in the world. He heard what the cats said and came into their house. The cats were busy

fighting among themselves. They did not see the monkey. The monkey ate up the whole cake.

At last they stopped fighting. ―Where‘s the cake?‖ they said. ―It ran away because you made too

much noise,‖ said the monkey.


Using the charts below lead the class in answering the following questions.

Ask: What are the adjectives used to compare the three cats?

Three cats White cat Black cat Striped cat

Their voice

What adjective is used to compare the monkey and the cats? What adjective is used to compare the monkey

with all monkeys in the world?

Monkey Monkey and the cats Monkey and all the

monkeys in the world

After the children give their answers, write on the orange box POSITIVE, on the green box

COMPARATIVE and on the red box SUPERLATIVE . Then, ask the children what were added to form

the comparative and superlative forms and how many were being compared.

Say: Comparing using adjectives has three degrees. These are the positive, comparative, and superlative

degrees. We use adjectives in the positive degree if we are describing only one thing or person. We say

Ann is tall. We use adjectives in the comparative degree if we are describing two objects or persons. We

say The monkey was more clever than the cats. We use adjectives in the superlative degree if we are

describing three or more things and person. We say In fact, he was the most clever monkey in the world.

For comparative degree of adjective, we add er at the end of some adjectives. We can also add more before

some adjectives. In sentences using this degree of comparison, we use the word than.

For superlative degree of adjective, we add est at the end of some adjectives. We can also add most before

some adjectives. In sentences using this degree of comparison, we use the word of all.

3. Guided Practice

Group students into fours and let them think of adjectives and its degrees of comparison. After the given

time, group presentation follows. Any group who has the same adjective with other group should cross it out.

The group with the most remaining list, wins.

POSITIVE COMPARATIVE SUPERLATIVE

Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of each

adjective.

POSITIVE COMPARATIVE SUPERLATIVE



Lesson 23 Day 4: Writing/Complex Sentences

Skill Lesson: Complex Sentences


Read the story ―A Day at the Park‖ to students

Say: Today, I am going to read to you a short story. Listen well because I will ask a few questions about it.

Explain to the students that, many times, weak stories are full of very short, choppy sentences. One way

writers can make these stories stronger is to combine short sentences into longer sentences.


Let us compare some group of words from the story.

I went to the park. It is Saturday

I went to the park because it is Saturday.

We combined the two simple sentences. Now, we have I went to the park as the independent clause. It

expresses a complete thought. Because it is Saturday is a dependent clause. It does not express complete

thought. The marker because suggest that because it is Saturday is a dependent clause.

To combine the two simple sentences we used the marker because.

Say: A clause can be dependent because of the presence of a:

Marker Word (Before, after, because, since, in order to, although, though, whenever, wherever,

whether, while, even though, even if)

Conjunction (And, or, nor, but, yet)

Let us have the next group of words.

We played basketball. We played for two hours. It is hot.

A Day at the Park

I went to the park. I went on Saturday. I went with my friends. My friends are

Marie, Connie, and Roy. We rode our bikes. I rode my new bike. Roy brought his

basketball. We played basketball. We played for two hours. It was hot. We were

thirsty. Connie and Roy‘s mom brought us lemonade and sandwiches. We ate them for

lunch. We had a lot of fun.

The new sentence is: We played basketball for two hours even if it‘s hot.

How did we do it? We combined the three sentences. Now, we have an independent clause “We played

basketball for two hours” and dependent clause “even if it’s hot”. The marker “even if” tell us that even if

it’s hot is a dependent clause.

Let us have the next independent and dependent clauses.

Connie and Roy‘s mom brought us lemonade and sandwiches. We ate them for lunch.

The new sentence is: Connie and Roy‟s mom brought us lemonade that we ate for lunch.

How did we do it? What words were omitted? What word did we use to combine the two sentences?

3. Guided Practice

In small groups, have the class combine the set of dependent and independent clauses below.

Dependent Clause Independent Clause New Sentences

Because Roy brought his

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.


Have students find complex sentences in the books they are reading. Have them copy them in their notebook.

Have them separate the two clauses in each sentence.

Lesson 23 Day 5: Writing


Ask: What comes to mind when you see the object below?

What is inside the envelope? When do you write a letter? Do you write a letters too?


Say: A letter has 5 parts:

Sample letter

February 19, 2014 (heading)

Amiable Ma‘am Ana, (greeting)

It‘s hard to have true friends whom we could completely count on but I was lucky enough to find you. I lately

realized how special friends are until I was cared and saved by an angel like you. I will keep you safe with me

forever.

Always take care and may God always bless you!

Your Friend, (closing)

Rennie Enriquez (signature)

Lead the class to recite the poem below.

The HEADING has the date

The heading has the date

Hi, ho the letter parts

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.

body

The SIGNATURE is my name

The signature is my name


The signature is my name.

3. Guided Practice

Prepare a simple letter of invitation. Cut them out by parts. Then, have the class rearrange it to come up with

the complete letter.


Refer your pupils to LM Activity 248 and 249.



Overview/

Objectives

Literature:

Two Friends, One World

Get the general sense of the

story

Makes inferences and draw

conclusions based on texts

(pictures, title and content

words)

Use personal pronouns

(person)


phrases and short sentences

with ea diagraphs

Express feelings, opinions

through logs


phrases and short sentences

with ea diagraphs

SUMMATIVE

TEST

Materials

Copy of the story Two

Friends, One World

Pictures

Word strips

Manila paper with

incomplete sentences

Venn Diagram

Pictures


Activities 250-251

treasure box with sentence

strips


Activity 252

Sample journal entry

Manila paper


Activity 253-254

Procedure

Pre-Reading

Pupils guess pictures

provided for.

Group the class and let

them discuss their

inferences about the

picture.

Reading

Introduction/ Presentation

Group-matching

Provided the pupils with

incomplete sentences,

students have to infer or

draw conclusions

e.g.


Discuss personal pronouns

and provide examples of

sentences on how to use

these pronouns to replace

nouns.


Show picture-situations and

let students express what

they feel about it.

e.g

How do you feel if u met

new friends from other

provinces?

Teacher reads aloud the

story ―Two Friends, One

World‖ (Francisca‘s Story)

w/ correct intonation.

(Please refer back to past

lessons on delivering read

aloud stories.)

Post Reading

Let the pupils answer

questions to allow

complete grasp of the

story

Group Work

1. Act out the event in the

story which shows

empathy

2. Draw simple scene

which shows empathy

3. Sentence Completion

a) If I have a friend who

have no baon I

will______

b) If I have a classmate

who was bullied I

If the grasshopper isn‘t

color green_________

The first group to find their

group match wins the game.

Modeling/Teaching:

Discuss how to give

inferences. See TG

Guided Activity

Let the pupils give

inferences orally based from

simples stories.

Using Venn Diagram,

compare Francisca and

Antonio by: what they both

have and can do-what they

don‘t have and can‘t do.

Individual work

Let us twist the story.

Independent Practice

Guided Practice

Students will pick sentence

strips in the treasure box.

From a sentence strip, e.g

―Herbert is good in playing

chess.‖

Let the student rewrite the

sentence using the

appropriate pronoun like

―He is good in playing

chess.‖

After all of them had write

several sentences, let them

talk with their group and

discuss about the pronouns

they used.


Provide different pictures

with nouns to the pupils. Let

students choose several

Show a sample journal

entry to the class and let a

volunteer read it. Ask WH-

questions about the journal

entry.

Let students guess different

facial expressions. Instruct

them to log down their

feelings.

Let the students log down

their feelings and opinions

and let them talk it with

their group.

Prompt:

You saw a beggar in the

market. What should you

do?


Let the pupils write a

journal entry.

Prompt:

The best thing you did to

your friend.

will______

Asking Inferential

Questions from 2 or

3 sentences story.

They will compose

questions about the

picture.

pictures they want. Let them

write about the picture using

pronoun.

Lesson 24 Day 1: Literature: Two Friends, One World

Pre-Reading

1. Vocabulary Development

Ask the class to mention the body parts, then, ask them to connect some body parts with the

words that are connected to them.

Pictures Related Words

1. eyes feel

2. ears smell

3. nose sound

4. tongue taste

5. skin see


Who is your best friend? What are the things you do together?

1. Motive Question

What do you think do the characters in our story love doing together?

During Reading

Note: Before and while reading, lead the class in making inferences.

Teacher reads aloud the story ―Two Friends, One World‖ (Francisca‘s Story)

Two Friends, One World

Francisca‘s Story

by Ramon C. Sunico and Joanne de leon

I have a friend who lives in another world. His name is Antonio. The world he lives

in is full of sounds and smells and tastes and feeling.

My world is also full of sounds and smells and tastes and feeling, but sometimes, I

am too busy seeing to notice these other things.

Every Saturday afternoon, as the sun is about to go down, his mama brings him to

the park where I am already waiting. I can see him from far away because, Papa

says, I have such big eyes.

I run to him and take his hand and his Mama lets us walk around. Antonio teaches

me to be quiet- so quiet I can hear the wind talk to the leaves, so quiet I can feel the

air turn cooler as the sun leaves the sky.

Antonio cannot see. He cannot see but he can smell the white flowers of the rosal

bush growing beside the broken wall of an old church behind the park –before I can

even come close enough to see the church. He knows when papa has brought

mangoes for us to eat, even when these are still in the basket.

One day, he showed me my first grasshopper. I was trying to tell him what a

mountain looked like when he said suddenly, ―Shh Francisca, listen! There is

something moving in the grass.‖

―Where, where? I can‘t see anything!‖ I complained.

―Ay naku. Francisca, quiet or you‘ll scare it away. Look with your ears first and

then with your eyes. Try to listen to yourself breathe and all the other sounds will

follow.‖

And sure enough, I heard something small moving the dried grass aside. I followed

the sound, first with my ears and then with my eyes. Slowly, very slowly. And

when I could only hear Antonio and me breathing, I saw the grasshopper-all green

and pointed, with red stripe down its back.

And I thanked Antonio for showing me how to find the place where the

grasshoppers hide.

And he smiled the same smile he smiles after tasting a cool, ripe mango.

One day, I will tell him that, maybe, we do not live in two worlds.

After all, we meet every Saturday afternoon. What I can see, he can hear or taste or

smell or touch. What he cannot see, I can bring to him with words.

One day, we will meet one Saturday afternoon and I will tell him that, maybe there

is only one world. But it is so big and beautiful and there are so many things going

on inside it, that it takes two friends to enjoy it‘s sweetness like a great, cool, sweet,

smooth, golden-yellow mango.

Post Reading

Discussion Questions

Ask:

Who is the ―I‖ in the story?

Who is her friend?

How did Francisca describe the place Antonio lives in ?

How will you describe Antonio?

Where do they go every Saturday afternoon?

How will you describe Francisca, the main character in the story?

If you were Francisca, how are you going to treat Antonio?

What did Antonio show Francisca?

What did Francisca learn from Antonio?

Engagement/Enrichment

Group Work

1. Role play the event in the story which shows understanding of other‘s feeling.

2. Draw a simple scene which shows understanding of other‘s feeling.

3. Sentence Completion (Complete the sentences by writing what you feel in each situation;

a. If my classmate lost his money I will________________________________.

b. If my classmate was bullied I will___________________________________.

Presentation of outputs

Lesson 24 Day 2

Skill Lesson: Making inferences and drawing conclusions based on texts (pictures, title and content words)


Provide the students with incomplete statements to infer or draw conclusions.

Complete the following statements by putting the missing words. Choose your answer from the

words in the box.

Leah‘s Birthday

Leah's mother puts icing on the_________. She puts eight _________ on the cake. After she

sets the cake on the________, everyone sings to Leah. The lit candles make her face________ .

Leah blows out the candles and____________.

table candles smiles glow cake

Leah's mother puts icing on the cake. She puts eight candles on the cake. After she sets the cake

on the table, everyone sings to Leah. The lit candles make her face glow. Leah blows out the

candles and smiles.

When is Leah's birthday?

a. Tomorrow

b. Today

c. Next week

d. Yesterday


Say: Why do you think today/yesterday/or tomorrow etc. was her birthday?

What made you say that today is Leah‟s birthday? Can we cite the evidences found in the story?

Was it easy to infer?

What questions usually come up in our mind?

Teaching Chart: Inferences

: the act or process of reaching a

conclusion about something from the

given information

: a conclusion or opinion that is formed

based from the given information

http://www.helpteaching.com/questions/47373/leahs-mother-ices-the-cake-she-puts-eight-candles-on-the-cak




What do we need to think first when we are inferring?

Discuss what inference is. See teaching chart.

3. Guided Practice

Read each passage below. Let the pupils give their inferences orally.

1. All felt wonderful to be outside. Swimming suits and trunks were saleable in the market. It‘s

the best time to play outdoor games in _______________.

(a. summer b. rainfall)

2. Mr. Sun reaches out his hand. Everyone is on their way to work. It is ________________.

(a. morning b. night)

3. I am so hungry! It‘s almost half of the day of school. I will be good to _______________.

(a. play around b. eat something)

4. All the items to buy are everywhere. Mom put in the cart everything we need for the whole

week. I kept the cart going straight as it got heavier and heavier. They are in a __________.

( a. pharmacy b. grocery store)

Refer the pupils to LM Activity 250 for the next set of activity.


Refer the pupils to LM Activity 251.

Lesson 24 Day 3

Skill Lesson: Words, Phrases and Sentences with ea Digraph


Skill Lesson: Using Personal Pronouns (person)


Use the story of Francisca and Antonio as springboard for this lesson.

1. Antonio goes to the park every afternoon.

He plays with Francisca.

2. Francisca plays with Antonio.

She likes to talk to him.

3. The grasshopper is on the grass.

It hops around,

2. Teaching/Modeling

From our sentences;

1. Who goes to the park every afternoon? Underline it.

2. Who plays with Francisca? Encircle it.

3. What word was used to replace the name Antonio in this sentence?

4. Who plays with Antonio? – Underline it.

5. Who likes to talk to him? – Encircle it.

6. What word was used to replace the name Francisca in this sentence?

7. What is in the grass? Underline it.

8. What hops around? Encircle it.

9. What word was used to replace the name grasshopper in this sentence?

Read the words that you underlined.

Read the words that you encircled.

What do we call them?

He, She and It are called pronouns.

Teaching Chart: Personal Pronoun

Personal Pronouns are used to replace the name of a noun.

Examples:

Alex plays a lot. He plays a lot

The word he is a personal pronoun. He is for a boy.

Ana plays a lot. She plays a lot.

The word she is a personal pronoun. She is for a girl.

This dog plays a lot. It plays a lot.

The word it is a personal pronoun. ―It‖ is used to replace a thing or an animal.

The boys play a lot. They play a lot.

The word they is a personal pronoun. ―They‖ is used to replace the name of more than

one animal or thing.

The boys and I play a lot. We play a lot.

The word we is a personal pronoun. We is used to replace name of more than one

person.

3. Guided Practice

Students will pick sentence strips in the treasure box.

Sample sentences:

Jenny is beautiful.

Raymond reads books everyday.

Jenny and Raymond play together.

The cat runs fast.

From a sentence strip, e.g ―Herbert is good in playing chess,‖ let a pair of students rewrite the

sentence using appropriate pronoun like ―He is good in playing chess.‖

After all of them had written several sentences, let them talk with their group and discuss about

the pronouns they used.


Provide different pictures with nouns to the pupils. Let the students choose several pictures they

want. Let them write something about the picture using pronouns in their notebook.

Lesson 24 Day 4

Skill Lesson: Poems with ea digraph


Skill Lesson: Expressing feelings and opinions through logs


Show pictures or situations and let students express what they feel about it.

e.g How do you feel if you met new friends from other provinces?


Ask a volunteer to read a journal entry of Francisca.

Note: This should be written on a manila paper or on the board.

December 5, 2013

Dear friend,

I‟m so happy today. I went to the park earlier with Antonio, my best friend. I saw a

grasshopper earlier. It was my first time to see this kind of insect when Antonio told me about it.

Now I know what a grasshopper looks like. I thank Antonio for showing me how to find the

place where the grasshoppers hide. I hope to see Antonio again next week.

Your friend,

Francisca

Ask: Who wrote the letter? Describe how the writer feels when she wrote the letter? Why is she

happy?

Say: Do you also write a journal? Journal writing is one way of sharing how you feel. You can

also write your opinions about something. Writing your feeling or sharing your opinion is a

good way of expressing yourself.


Let students guess different facial expressions.

1. Have one volunteer student, pin an emotion card on his back and let him turn to show the

word on his classmates many times as needed .

2. Let the class show the facial expression and the volunteer will identify what expression it

was.

3. If it is a first time activity, give the volunteer a clue by asking his classmates ―Who has a

clue for Bert?‖ And his classmates will say ―I feel that way when I_____‖

4. Guided Practice

Let the students log down their feelings and opinions and let them talk about it with their group

mates.

Note: Provide manila paper to the pupils to let them write their output.

Prompt:

You saw a beggar in the market. What should you do? How do you feel?





Overview/

Objectives

Literature: “Mateo’s

Favorite Clothes”

Admire the main character

for being generous

Determine whether

a story is real or a

fantasy (characters

and setting)

Read and write

words, phrases and

sentences with ei

and ie diagraph

Determine whether

a story is realistic or

fantasy (characters

and setting)

Read and write

words, phrases and

sentences with ei

and ie diagraph


(Gender and Person)



ei and ie diagraph


(Gender and Person)

Read and write

words, phrases

and sentences with

ei and ie diagraph

Materials

Illustrations of Mateo,

Mateo‘s mother and His

clothes

Copy of the story ―Super

RR‖ for listening activity


Activities 255-256A

Strips of realistic

and fantasy

descriptions

Realistic and

Fantasy Graphic

organizer


Activities 256B-257

Sentence strips

Teacher Chart


Activity 258

Procedure

Pre-Reading

Present key words through

context clues.

Reading

Read aloud the story

Post Reading

Let pupils answer the

discussion questions

Allow pupils to read and

check their guesses written

on the board about what

Mateo would do with his

favourite clothes.

Allow pupils to present

their work to class by

groups.

Introduction/ Presentation:

Show pictures of the

characters and setting of the

story read to recall some

events.

Allow pupils to listen to the

story ―Super RR‖.

Show Real and Fantasy

Chart and ask pupils to write

the characters and setting of

the stories.

Modeling/Teaching:

Use the Real and

Fantasy Chart to

discuss the lesson.

PWR

Guided Practice

Independent Practice:

Guided Practice:

Allow pupils to post

describing strips on

a fantasy and

realistic organizer.

Let pupils do

‗Relay Game‘ on

identifying realistic

and fantasy

characters and

settings.

PWR


Review pronouns and

personal pronouns through

sentence strips with

personal pronouns.

Modeling/ Teaching

Reiterate how personal

pronouns –I, he, she, it, we,

they- are used through

discussion.

Allow pupils to

work in pairs in

using the

appropriate

personal pronouns

in LM.

Let pupils write

sentences using

personal pronouns

(SG).

Have pupils present

their work to class.

Review personal pronouns

by allowing pupils to read

six sentence strips

Allow pupils to work in

groups:

a. Journal writing

b. Interpretative

reading

c. Letter of invitation

PWR

Unit III

Lesson 25 Day 1 Literature: “Mateo’s Favorite Clothes”

Pre-Reading

1. Unlocking Vocabulary and Concept Development

(favorite, fitting, evacuation center)

a. favorite

Marlon has red, blue, green and black toy cars. Every morning he looks at his toy cars in the

cabinet. He likes them all but the red one is his favorite. The red toy car is the one he likes

most. What does favorite mean?

b. evacuation center

Look at the picture. What do you see? Can you describe the weather? Where do people go to

keep themselves safe when there is a typhoon?

c. fitting

Ask a child to come up front. Tell him to fit each shirt on the table. As he is trying to wear

each shirt, ask the pupils what is he doing. Guide the pupils to say that the child is fitting each

shirt.

Show the words on the flashcards. Model reading each word. Then ask the pupils to

read the words on the flashcard in unison. Tell them that they will find out the meaning of the

words they read.

2. Motivation

Ask: Do you have favorite clothes? What do you do with them?

3. Motive Question

Ask: What do you think would Mateo do with his favorite clothes? Write the guesses of the

pupils on the board.

During Reading:

Say: I will read a story. In the end, think for a moment and be ready to answer the

questions that I will ask.

Mateo’s Favorite Clothes

One Saturday afternoon, Mateo found his Mother getting old clothes from his cabinet.

―What are you doing, Mama?‖ Mateo asked.

favorite fitting evacuation center

―I‘m taking your old clothes to the evacuation center. Many children lost their clothes because

of the typhoon,― Mother explained to him.

―But wait, Mom! They still fit me. Look,‖ Mateo said after fitting on his old red shirt.

―Grandma gave this to me. It‘s my favorite,‖ Mateo added.

Mateo tried putting on his old jacket, pairs of pants and slippers. They still fit me. Mateo

remembered who gave them and when he received those items.

―Oh did I grow so much? I love these clothes. ―Mateo told his mother.

―Ok, you can take them back,‖ Mother told Mateo.

So Mateo got the box with his old shirt, jacket, pants and slippers in it.

The next day Mother asked Mateo where the box was. She hoped that Mateo would change

his mind.

―Mama, the box was gone. I wasn‘t able to take it to the evacuation center,‖ Mateo said.

―Oh, what happened?‖ Mother asked. ―On my way to the evacuation center, I found a child

who really needed some clothes. I gave the box to him,‖ Mateo said.

Post Reading

Discussion Questions:

1. Who are the characters in the story?

2. Where did the story happen?

3. When did it happen?

4. Why did Mateo‘s mother get his old clothes from the cabinet?

5. Did Mateo give his old clothes at once? Why? Why not

6. If you were Mateo, would you also keep your favorite clothes? Why?

7. Did Mateo change his mind?

8. What did he do with his old clothes?

9. Did Mateo make a quick and right decision about his favorite clothes?

10. Do you have any experience similar to Mateo‘s? Share it with your classmates.

Engagement/Enrichment

Go back to the pupils‘ guesses on the tag boards. Ask them to check their responses.

Lesson 25 Day 2:Reading Comprehension: Determine whether a story is realistic or a fantasy

(Characters and Setting)


Say: Remember the story we had yesterday? I‟ll show you the pictures of the characters and the

setting of the story. Tell something about each one.

Make illustration

of Mateo

Make illustration

of Mateo‘s mother

Make illustration

of Mateo‘s mother

getting his old

clothes from the

cabinet.

Say: After you have said something about the characters and setting of the story we had

yesterday, I would like you to listen to this story. As you listen, please find out the difference

between the characters and setting of Mateo‟s Favorites Clothes and the story of Super RR.

SUPER RR

By: Jelly Sore

That Sunday night, Mateo had a dream. He dreamed about Rocky, the boy to whom he

gave a box of clothes. When Rocky wore Mateo‟s old red shirt, Rocky transformed into a

superhero. Super RR, short for Super Red Rocky was on his shirt. He had a pair of red pants, a

golden cap and a golden cape. He flew on top of a golden mountain and looked at the village

with his pair of red eyeglass. There was a flood. He saw people on top of their houses. They

were asking for help. Super RR took off his pair of golden shoes and changed them in to two

shiny red boats. In a few minutes, he reached the village and saved hundreds of people. Mateo

was one of them. Just then, Mateo‟s clock rang. Mateo opened his eyes. It was already a bright

Monday morning.

Have the class answer these questions:

1. Who is Super RR?

2. Describe him.

3. Where did Super RR go?

4. What did he see?

5. How did he help the people?

Show the Realistic –and- Fantasy Chart

Realistic andFantasy Chart

REALISTIC FANTASY

Characters:

Characters:

Setting:

Setting:

Lead the pupils to write the characters and setting of Mateo‘s Favorite Clothes on the realistic

column and the characters and setting of Super RR on Fantasy Column.


Ask: Between Mateo and Super RR, who is real? Who is just a make-believe character?

What did Mateo have that made you think he is real? Write your answer beside his name on the

chart. How about Super RR? What fantastic things did he have? Write your answer on the

chart.

Lead pupils‘ attention to the setting of the story?

Ask: Where and when did the story of Mateo‟s Favorite Clothes happen?

Write the answer on the chart.

How about the story of Super RR?

Do you think the top of the golden mountain is real? Can we find it in a real world?

Looking at the characters and setting of Mateo‘s Favorite Clothes and Super RR, which story

is true or realistic? Which is just a make-believe or fantasy? Why?

Skill Lesson: ei and ie digraph


Lesson 25 Day 3: Fluency/Writing/Realistic or Fantasy


Show the phrases in the flashcards. Ask the pupils to decide what is described by each phrase.

Lead them to put their answer in the proper box in the organizer.

happens in real life real world

cannot really happen make-believe world

Real not real

strange things real things

Note to the teacher:

Lead the pupils to formulate the concept that the characters and setting of a story are

realistic if they can be found in a real world while the characters and setting of a fantasy story

can be found only in a make believe world.

Group the pupils into two groups.

Tell them that they will do the ―Message Relay‖.

Here is how to do it:

Each group will choose a leader and a secretary.

The leader will ask his group member to fall in line.

The secretary will stay in front to write whatever the last child on the line will tell him

or her.

The teacher will ask the leader of each group to get a piece of paper with the same

number. They will determine whether the characters or setting written on it is reality or

fantasy. Each group leader will whisper the answer to the next pupil on the line and so

on. The last child will run up front and he/she will whisper the answer to the secretary.

Then, she will write it on the board.

The child who whispers the answer to the secretary will take a seat.

The relay will continue until all pieces of paper are drawn in the box.

The group with the highest number of correct responses will be the winner.

Characters and

setting of a realistic

story

Characters and

setting of a fantasy

story

Use the character and setting of stories which are familiar to the pupils or the characters and

setting of stories from their previous lessons.

Example:

Captain Goat

the monster who came to school

Country Mouse

Blind Antonio in Francisca‘s

Story

in a ship named Combo

in school


Refer the class to LM Activity 256B.



Lesson 25 Day 4: Fluency/Writing/ Use of personal pronouns (person and gender)


Show the pictures used for the stories ‗Mateo‘s Favorite Clothes‘ and ‗Super RR‘ to start the

lesson.

Say: Let us list the characters in “Mateo‟s Favorite Clothes” and “Super RR”

You may use a chart or the board to enumerate the characters in the story.

Name of Character Gender Pronoun

Mateo Male

Mother Female

Grandma Female

Children Neuter

Rocky Male


For review: Use the chart used in enumerating the characters in the story and tell the pupils that

they can use pronouns to replace the nouns.

Mateo is a boy.

He is a boy

He is used because Mateo is a boy/ male.

Mother is happy.

She is happy

She is used because Mother is a woman/ female

How about Gradma? What is the pronoun that we could use to replace the word Grandma?

How about for Rocky?

How about for the noun children?

We use the pronoun they to refer to persons or people we talk about.

The children are noisy.

They are noisy.

Juriel, Gab and Rey are playing.

They are playing

How about when I am talking about myself?

When I am going to talk about myself then I should use I.

I(the person talking) am glad to be here.

How about if I am referring to the persons or people I talk to?

We use you to refer to persons or people we talk to. You use you when you directly talk to

person/s.

Ace (directly talking to Ace) to stop dancing.

You stop dancing.

Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas.

You go to the town and buy a basket of bananas.

How about if I am talking about a thing?

We use the pronoun it to refer to a thing.

The book is on the table.

It is on the table.

How about if I am referring to many things?

We use they to refer to things.

The books are on the table.

They are on the table.

We use we when we refer to persons including ourselves.

My friends and I are singing a song.

We are singing a song.

3. Guided Practice:

Refer to LM Activity 258A.


Refer to LM Activity 258B.



Lesson 25 Day 5: Use personal pronouns (person and gender)

1. Guided Practice

Review personal pronouns by letting the pupils read the following sentence strips. Make a point

for every strip.

Sentence/s Strip 1: My name is Dang. I live in Pangasinan.

Sentence/s Strip 2: Cris is my brother. He is older than me.

Sentence/s Strip 3: Wing and Mong are brothers. They are playing.

Sentence/s Strip 4: Gel is a girl. She is a happy girl.

Sentence/s Strip 5: My friends and I are going to market. We are going to buy eggs.

Sentence/s Strip 6: ―Ben and Greg, stop talking. You are noisy.‖


Allow pupils to work in groups to do the following:

Group 1: Journal Writing

Tell pupils that they are going write a journal and they should start with the personal pronoun I

in their sentences.

I learned about _______________ today.

I feel happy that __________________.

I want to ________________________.

Group 2: Interpretative Reading:

Allow pupils to practice for five minutes to read the following poem interpretatively

Group 3: Letter Writing

Tell Group three that they will write a letter to the Principal informing him/her to allow them to

collect unused books from all grade levels for the typhoon victims Yolanda.

Dear _______,

Our class will be conducting ______________________________________. We would

like to ______________________________________.

You are ________________________.

Truly yours,

____________



Overview/

Objectives

Literature: “A Brave Little

Girl”

Appreciate the bravery of

Trina in saving his brothers

from fire

Determine whether

a story is realistic or

fantasy

Decode/Write

words with digraph

ai as in pail

Decode/Write

words with digraph

ai as in pail

Use personal

pronouns

Decode/Write words with

digraph ai as in pail


Read and write

words, phrases and

sentences with long

/i/ sounds

Materials

Pictures of boy and girl

scouts riding on a truck,

rescuers, buildings that

collapse, a man grabbing a

bag

Copy of the story ―A

Brave Little Girl‖


Activity 259

Pictures of a dog sitting on a

sofa, dog reading a book,

school riding on a flying

banana leaf, school children

riding in a tricycle going to

school, a frog playing ball, a

frog chasing an insect


Activity 260

Flashcards

Pictures

Teacher Chart


Activity 262

Picture

Word cards

Teaching Chart

Bingo game card


Activities 261, 263, 264

Teaching Chart

Phrase and sentence

strips

Procedure

Pre-Reading

Unlock key words through

pictures, demonstration and

word/context clues.

Reading

Read aloud the story and

stop at indicated points for

questions to monitor

comprehension.

Post Reading

Let pupils answer

discussion questions.

Let pupils make a puppet

of Trina and write 2

sentences about Trina.


Flash picture cards for

pupils to tell whether these

are real or make believe.

Modeling/Teaching:

Ask pupils whether

the vents in the

story are real or

fantasy.

Review events that

are real and a

fantasy.

Present and read a

different ending of

the story read and

ask pupils to

determine which of

the flashed events

are real or a fantasy.

Allow pupils to

determine which of

the event-pictures

are real or a fantasy.


Flashcard Drill on sight

words and words from the

word tree

Modeling/Teaching:

Read words and

phrases with

digraph ai as in pail.

Read and write

sentences with



Review personal

pronouns from L7

TG

Post a table

showing how

personal pronouns

replace nouns in




word tree

Read and write

sentences with



Allow pupils to read

sentences about

personal pronouns

from L8 D3.

Allow pupils to do

activity

Allow pupils to do

activity

Recall the story ‗Fast

Forward‘ by asking pupils to

tell what they can recall.

List phrases and sentence

answers of pupils.

Discuss phrase and sentence

by talking about how they

differ.

Post phrase strips for pupils

to combine to make a

sentence.

Allow pupils to write 1-2

sentences on the garbage

problem

Do activities to reiterate the

value of resourcefulness.

Allow pupils to plan a project

on how to recycle materials

to show how resourceful they

are.

Reiterate the

difference of what‘s

real and what‘s

fantasy.


Review decoding lessons in

Grade 2.



word tree.

Modeling/Teaching

Read words and

phrases with


Read and write

sentences with


sentences.

Allow pupils to do

the activity on

personal pronouns

from L8D3

Worksheets for

guided and

independent

practice.

UNIT III

Lesson 26 Day 1 –The Brave Little Girl

Pre Reading

1. Unlocking Vocabulary and Concept Development

(grabbed, rescuers, brave, collapsed)

We have some words that you need to know more to understand the story well. Let us find out

the following.

a. grabbed – took a seized by or as if sudden motion or grasp.( demonstrate )

The man grabbed the bag of the lady.

What did the man do with the bag?

Call pupils to demonstrate the following:

- grab a key

- grab a child by the wrist

Ask: What is another word for grabbed? Took

b. rescuers – savers

c. brave – courageous, fearless, not afraid

(Show through pictures or context clues)

Say: The rescuers saved the flood victims and brought them to the evacuation center.

The rescuers are brave. They are not afraid of the raging waters.

Ask: Which word from the sentence helps you understand the meaning of the word

rescuers and brave?

d. collapsed – fell ( through pictures and demonstration)

Say: Look at the picture. What happened to the buildings? Fell

Another word for fell is collapsed.

Call five pupils to pretend to be houses and another 10 pupils to pretend to be strong winds.

The 10 pupils will blow air as hard as they could on the houses. The houses will collapse as

the strong wind blows.

2. Motivation Questions:

Have you heard about stories of people who saved lives? Who are they?

Show pictures of rescuers

Show picture of building that collapsed during an earthquake.

3. Motive Questions

Today, we shall read a story about ―A Brave Little Girl‖. What do you want to know about the

story?

List at least three questions that the pupils will give and let them have guesses about the

questions.

Our Questions Our Guesses What Really Happened

During Reading

Listen as I read the story about ― A Brave Little Girl‖

Note to the Teacher:

Read the story aloud. Questions may be asked to the pupils to enable them to predict and to

interact with the text.

Ask: What time of the night was it?

Why did Trina call her younger brothers?

Ask: What happened after two hours?

What did Trina see? What do you think, will she do?

Ask: What did Trina do with her youngest brother?

Why did Tina try to go back to their house?

A Brave Little Girl

It was already seven o‘clock in the evening. But Trina‘s parents have not

yet arrived home from work. She called her three younger brothers for dinner but

still mother isn‘t home until they slept.

After two hours, Trina woke up feeling hot. When she opened her eyes, she saw that

their house was on fire.

She immediately got up, grabbed the youngest brother and ran out of the

house. Trina suffered from major burns but her brother wasn‘t hurt. She tried to get

back to the house to get her two other brothers. A neighbor saw her. He warned

and held her tightly. She cried hard while calling the names of her two brothers.

Was she able to get back to their house? Why?

What do you think would happen next?

Ask: Why did the mayor offer help to Trina‟s family?

How did the mayor help Trina and her family?

Note: Before proceeding to the next activity, go back to the questions that the pupils gave

before listening to the story.

Post Reading

Discussion Questions:

1. What is the story all about?

2. Who is the main character in the story?

3. What can you say about Trina as the oldest sister?

4. Why was Trina‘s parent not around at the time the house got burned?

5. What did Trina do when she saw that their house was on fire?

6. If you were Trina, would you do the same? Why? Why not?

7. Was Trina able to save her two brothers? Why? Why not?

8. How did the mayor recognize and reward Trina‘s bravery?

9. If you were the mayor would you do the same?

10. If you were Trina‘s neighbor, how would you help Trina and her family?

11. What character traits did Trina show in our story?

Let us go back to our chart earlier. Let us fill out the third column

“What Really Happened”

Writing to Learn Activity


Soon, rescuers arrived and tried to put off the fire. But after some

minutes, their house collapsed. Trina‘s parents arrived from work. They

embraced Trina and brought her to the hospital.

Because of Trina‘s bravery their town mayor offered help to her

family. They built their new home and gave money to support Trina and her

brother‘s schooling.

Lesson 26 Day 2: ( 1st Half):

Determine whether a story is realistic or fantasy


Some stories are about real things. Some stories are about make believe things. Sometimes, the

pictures in a story can help you decide whether a story is real or make believe.

I am going to share with you some pictures. Show me a ―thumbs up‖ sign if it is realistic and

―stamp your right foot‖ if it is a fantasy.

Say: Let us recall our story about “The Brave Little Girl”

Is the story of “The Brave Little Girl” realistic or fantasy? Why do you say so?


Say: Are the characters in our story realistic or a fantasy? Why do you say so?

I have changed the ending of our story with this paragraph. Let us read.

Trina could not just stare at their burning house while she knew

her two other brothers were there. She turned as swift as she could and

lo! An aluminum basin dropped where she stood and said ―Come Trina,

we will help your brothers‖.

Trina hopped on to the basin and flew fast to their burning

house. The people were in panic that no one ever noticed Trina and the

flying basin. After a couple of minutes, Trina was back riding in the

flying basin with her two brothers free from any burn.

Flash words with the character, setting and some events in the story.

Say: I will be distributing letter cards with the “R” and “F” and we will be playing a

game. Raise your “R” letter card if it is realistic and “F” letter card if it is

a fantasy.

picture of a dog sitting on a

sofa

picture of a dog reading a

book

Picture of a school boy

riding in a flying banana leaf

School children riding in a

tricycle going to school

A frog playing ball A frog chasing an insect

Ask: How will you know if the characters, setting or event is realistic or a fantasy?

Skill Lesson: ai digraph


Lesson 26 – Day 3: Personal Pronouns

Skill Lesson: Personal Pronouns


Reviewthe lesson presented on Week of Quarter 3 about personal pronouns. Reiterate that the

lessons that will be given for this day will be practice exercises to enhance their capabilities in

appropriately using personal pronouns.

2. Teaching/ Modeling

What are personal pronouns? Post the table below

Name of Character Gender Pronoun

Mateo Male He

Mother Female She

Grandma Female She

Trina

Talking Aluminum Basin

In front of the burning house Trina could not just stare at

their burning house.

The people were in panic. The basin said ―Come Trina,

we will save your brother.‖

Trina rode on a flying basin

Let the pupils understand that the characters, setting or events are realistic if

they are real and can happen in real life. On the other hand, they are a fantasy if

they are make-believe and are products of one‘s imagination.

Children Female/ Male They

Rocky Male He

My friends and I Female/ Male We

Recall the sentences given. Make sentence strips of those sentences. Allow pupils to read them.

Mateo is a boy.

He is a boy

Mother is happy.

She is happy

The children are noisy.

They are noisy.

Juriel, Gab and Rey are playing.

They are playing

When I am going to talk about myself then I should use I.

I(the person talking) am glad to be here.

Ace (directly talking to Ace) stop dancing.

You stop dancing.

Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas.

You go to the town and buy a basket of bananas.

The book is on the table.

It is on the table.

The books are on the table.

They are on the table.

My friends and I are singing a song.

We are singing a song.

3. Guided Practice

Allow pupils to do LM Activity 262. Guide them and lead them to the correct answer. After

answering, let pupils read the sentences and explain the answers.

Lesson 26– Day 4: Personal Pronouns

Skill Lesson: ai digraph


Recall the lessons presented on pronouns by reading the activity-sentences on Day 3. Let the

pupils recall the different personal pronouns. Post the personal pronouns on the board when

deemed necessary.

Let the pupils do LM Activity 264.



Overview/

Objectives

Literature:

Peñaflorida, A

Modern Hero

Appreciate heroism

showed by the

character

Use different sources of

information in reading



―ay‖ diagraph

Use demonstrative pronouns



―ay‖ diagraph

Express feelings and

opinions through journal

writing

Express feelings and opinions

through journal writing

Materials

Copy of the story

Peñaflorida, A Modern

Hero

Posters about a polluted

environment, placards,

crayon, picture of a social

worker, pushcart, and

coupon bond

Activity 265

Pictures taken from the

selection ―Peñaflorida, A

Modern Hero‖

Activity 266

Pictures

Activity 267 and 268

Cluster map

provided in the LM

Sample journal

entry



Procedure

Pre-Reading

Vocabulary Development:

social worker, dynamic,

pushcart, extraordinary, and

scholarship

Reading

Read the selection aloud to

the pupils using the

chunking method.

Ask prediction questions on

every story stop.


Post enlarged copies of

pictures taken from the

selection ―Peñaflorida, A

Modern Hero‖.

Modeling/Teaching:

Read words taken from the

selection.

Use the words in writing

sentences.


Let the pupils look at

pictures and read the

sentences about each

picture.

Discuss

demonstrative

pronouns by giving

examples and

providing

sentences.


Recall the selection

―Peñaflorida, A Modern

Hero‖

Introduce journal writing to

the pupils.

Guide the pupils‘ thinking

of topics through clustering.

Show a sample journal

entry provided in the LM.


Present a sample jounal entry.

Recall and discuss the

mechanics in writing a

journal entry.

Allow pupils to make a

cluster of topics for their

journal entry.

Let the pupils write a sample

journal entry following the

rules in writing sentences

Post Reading

Answer Wh- questions

about the story.

Pupils draw and color their

hero/the person who has

done something good to

them.

Let the pupils write two

sentences that tell about

their hero.

Guided Activity

Guided practice on words

with digraph /ay/

Guided Practice

Group Activity

Pupils use demonstrative

pronouns by completing

sentences.


Refer to LM for the

independent practice.

Ask questions about the

mechanics of writing.

Read the journal entry.

Lesson 27 Day 1: Literature: “Penaflorida, A Modern Hero”

Pre-Reading

1. Vocabulary and Concept Development

Read with the pupils the flashcards with the following words social worker, dynamic,

pushcart, extraordinary and scholarship.

What are these words? Let us talk about them.

Show a picture of a woman talking to a mother and a child. Ask:Who do you think is this

woman? (point to the social worker in the picture) What does she do? Do you have a social

worker in your barangay or town? What do they do to help the children and women? What does

a social worker mean?

For the word dynamic read with them the following :

What things does father do? What does the word DYNAMIC mean? Allow pupils to give the

correct response. Show choices: active, healthy.

For the word pushcart show a picture of a boy pushing his pushcart. What is this?

Guide them to give the correct response.

What can you say about a pushcart? How is it moved? What is a pushcart?

For the word extraordinary, unlock through context clues. Read with the pupils the following

sentences. (choices: amazing, large)

How does the fruit look like?

Is the banana plant ordinary? What does extraordinary mean?

For the word scholarship unlock through examples.

Is there anyone other than your parents who sends you to school? The persons or groups who

support your education are your sponsors. The pupils whom they sponsor are called scholars.

The scholar is in school for free because of the scholarship.

Who among you have scholarships? What does scholarship mean?

My father is a dynamic man. He works all day in the farm. He also attends

meetings on Saturdays. He goes to church on Sundays. He keeps himself

busy. He is a strong man.

My grandfather has an extraordinary banana plant. It has so many fruits that

looks like patola.

2. Motivation

Can each one of us be a hero? How?

3. Motive Question

In the story that I am going to read to you, Teacher Efren is a hero. Why do you think is he

considered a hero?

Guide pupils to find out how Teacher Efren become a hero?)

During Reading

Read the selection aloud to the pupils using the Chunking Method. Ask a prediction question on

every stop. All responses are correct.

Post Reading


Who is Efren Peňaflorida, Jr.?

Peňaflorida, A Modern Hero

Efren Geronimo Peňaflorida, Jr. is a Filipino teacher and a social worker in

our country. He and his friends from Dynamic Teen Company teach children during

Saturdays in their community. They use the pushcart as their classroom. The pushcart

is loaded with books, pens, tables, and chairs

What do you think will happen to Teacher Efren?

Because of Teacher Efren‘s extraordinary way of helping the children learned

better, he was named CNN Hero of the Year for 2009. He received an award and

money from the Cable News Network to support his pushcart classroom. President

Gloria Arroyo gave teacher Efren the award Order of Lakandula at Malacaňang

Palace.

Do you think Teacher Efren comes from a rich family?

Young Efren came from a poor family in Cavite. His father, Efren

Peňaflorida, Sr., was a tricycle driver. His mother Lucita Geronimo Peňaflorida was a

housekeeper. He helped his parents in their small noodle business.

What do you think did Efren do as a pupil?

He was a very bright pupil. He received several class awards and honors

when he was a grader until he finished college. He deserved the scholarship and the

financial support given to him by his sponsors.

What do you think does Teacher Efren want for children like you?

After high school, Teacher Efren founded the Dynamic Teen Company. Its

members were his classmates. Their group wanted most of the children to be good and

responsible in whatever they do.

What does the Dynamic Teen Company do?

Why is the pushcart an important thing in Teacher Efren‘s life?

What was the result of his extraordinary work?

Was Teacher Efren a helpful boy when he was young? How did he show it?

Why did Teacher Efren deserve the scholarship he was given?

How can you help Teacher Efren achieve his dream for children like you?

How can you be a hero like Teacher Efren?

2. Engagement/ Enrichment Activity:

Allow pupils to draw and color their hero/ the person who has done good to them. Let them

write two sentences that tell about him/her.

Lesson 27 Day 2 : Reading Comprehension Using Different Sources of Information in Reading


Post enlarged copies of the pictures below one by one on the board and ask questions about the

pictures.

Look at the pictures. These are the pictures taken from the selection “Peňaflorida, A Modern

Hero.”


Say: Here are important words taken from the selection. Let us read them.


an

award.

Say: We will use these words in sentences.

Lead the class to read the following sentences. Call on pupils to read by group, by pair and

individually.

Teacher Efren is a teacher.

He has a pushcart classroom.

He is also a social worker.

He helps in an extraordinary way.

He received an award.

They had a noodle business.

He was an honor pupil.

He had a scholarship.He wanted children to be responsible

3. Guided Practice

Refer to LM Activity 266.

Skill Lesson: Words, and Sentences with ay Digraph Refer your pupils to LM Activity 267.

Lesson 27 Day 3: Grammar: Using Demonstrative Pronouns


Ask pupils to look at the pictures. Read with the pupils the sentences about each. Refer the class

to Activity 268A.

Which words are used to point out to objects or friends?


Observe carefully how near or far the objects or people are from the person speaking.

Where is Teacher Efren?

Is he near or far?

Where are the pupils?

Are they near or far?

Where is the house?

Is it near or far from Teacher Efren?

Where are Teacher Efren’s friend?

Are they near or far from him?

Tell the pupils that the words this, these, that and those are Demonstrative Pronouns. They

tell how far or near the objects or persons from someone speaking.

This and that are used to point to one person or object which are near to someone speaking.

These and those are used to point to more than one objects or persons far from someone

speaking.

Help pupils state the generalization.

3. Guided Practice

Group the pupils into 5 members. Do the following:

a. Hold an object.

Pupils Say: This is a/an ________.

Hold two or more objects.

Pupils say: These are ________.

b. Look outside. Point to a thing or a person.

Pupils say: That is a/an ________.

c. Look outside. Point to many things or persons.

Pupils say: Those are _________.


Refer the class to Activity 268B.

Skill Lesson: Phrases and Sentences with ay Digraph

Refer your pupils to LM Activity 269A, B, and C.

Lesson 27 Day 4 : Writing: Express Feelings and Opinions through Journal Writing


Let us recall the selection “Penaflorida, A Modern Hero”. Answer the following questions

orally.

What did Teacher Efren do to help the children?

How was he awarded for his extraordinary work?

How do you think did he feel?


Today, you will write a journal entry of your own. A journal could either be a notebook or a

folder with pages in it. In a journal, you write how you feel and what you do on certain days.

Make a cluster to help you think of topics for a journal entry. Think of things you have done

today and how you feel about them.

Refer the class to LM Activity 270A.

3. Guided Practice

Refer the class to LM Activity 270B.

Let us read the journal entry.

Were you able to say what you wanted to say?\

Do you want to add something?

If we have nothing more to add, let us check the journal entry again.

Is there a date written?

Did we use capitalization correctly?

Did we use comma and periods correctly?

Then, let us make a final copy of the journal entry.

Skill Lesson: Poem with ay Digraph


Lesson 27 Day 5: Writing: Express Feelings and Opinions through Journal Writing


Recall the journal entry made yesterday. Ask pupils for the essentials of a journal entry- what

to write and how to write sentences.

Tell them that they are going to write their own journal entry.

Guide the pupils by showing them again the cluster. Have them fill it out and write them as the

class did it yesterday.

English 3 tg 3rd quarter

Education

Transcript of English 3 tg 3rd quarter