ENGLISH Teacher_s Guide-GRADE 3 (2nd Quarter)

Unit 2: Week 1 (Lesson 10)

Lesson Parts

Day 1 Day 2 Day 3 Day 4 Day 5

Overview/ Objectives

Literature:Chocolate Milk for Danny (adapted from Aesop) Monitor and self-

correct one’s comprehension via skimming (title and text)

Appreciate how the character had been truthful to her mother

Decode words with digraph /ch/ (initial) as in chin (1st half)

Monitor and self-correct one’s comprehension via skimming (picture)

(2nd half)

Read words with digraph /ch/ (final) as in catch (1st half)

Monitor and self-correct one’s comprehension using scanning(2nd half)

Read words with digraph /ch/ (1st half)

Monitor and self-correct one’s comprehension using scanning (2nd half)

Monitor and self-correct one’s comprehension using scanning and skimming

Materials “A Chocolate Milk for

Danny” (Story)by: Dinah C. Bonao, pictures

6-framed-story board of A Chocolate Milk for Danny

Picture of a party Refer back to previous lessons for text to be scanned and skimmed

Procedure

(5 min) Unlocking of key

words in the story using pictures and context

Motivation Question Motive Question

(skimming)

(15 min)Read-aloud of the story with some prediction questions at certain points

(15 min)

Post Reading:

(10 min)

Word drill and exercises on words with digraph /ch/ (initial) as in chin (1st half), see TG and LM

Show 3 story board and ask pupils to give the general idea

(10 min) Discuss how skimming

is done using story boards

(10min) Word drill and

exercises on words with digraph /ch/ (initial) as in chin (1st half), see TG and LM

Review 6-framed-story board of A Chocolate Milk for Danny

(10 min)

Discuss how scanning is done using questions

(5 min) Word drill and

exercises on words with digraph /ch/ (initial) as in chin (1st half), see TG and LM

Show a picture of a party and ask pupils

(10 min)

Review how scanning is done

Show a recipe

(5 min)

Let pupils answer a questions from the selection through scanning and skimming

(10 min)

Reiterate how scanning and skimming is done

Discussion of the story, highlighting Almira’s truthfulness to her mother at the end of discussion

(15 min)Pair and Share: Partners take turns in answering questions.

(15min)

Distribute to the pupils (in groups) the next 3 frames of the story board to get the general sense of the frame.

(15 min) Allow pupils to share

the output of the group

(10 min)

Pose specific questions for pupils to answer by scanning the text (group activity)(20 min)

Let pupils do Q-A Activity on short selections read

(10 min)Let pupils identify ingredients and procedure in preparing the recipe for egg sandwich

(25min)

Allow pupils to share outputs

(15 min)

Let pupils share skimmed and scanned Information

(20 min)

Ask pupils to share what they did

Unit 2: Week 1 (Lesson 10)Chocolate Milk for Danny

Pre-Reading

Pre-Reading

1. Unlocking/Vocabulary & Concept Development(loaf, held, bought , patted)

Show a picture of a slice of bread. Say: This is a slice of bread. Say it again. Say slice of bread.

Show a picture of a loaf of bread.Say: This is a loaf of bread. Say it again. Say loaf of bread. Ask: Let us count the slices on this loaf of bread. How many slices of bread does this loaf of bread have?

Show a picture of Almira in front of a bakery with a loaf of bread. Say: Almira bought a loaf of bread from the bakery yesterday.

Ask: When did Almira buy a loaf of bread from the bakery? (yesterday) What did Almira do at the bakery? (bought)

Show a picture of Almira holding the hands of her brother while leaving the bakery.Say: Almira held the hand of her brother after she bought a loaf of bread.

Show the picture of mother patting Almira’s shoulder.

Say: Mother patted Almira’s shoulders. When do we pat someone’s shoulder? What do we mean to say when we pat someone’s shoulder?

Say: Let us see if you can remember the words we learned today. Refer your pupils to LM-Activity 105 on page 112.

2. Motivation Question:What do you want to buy from a market?

3. Motive Question:What did Danny want to buy in the market?

During Reading

Read aloud the story. Stop at indicated points (*). Tell the pupils you will raise some questions where you pause before continuing the story. They are to answer those questions which will enable them to guess what might happen next.

Chocolate Milk for Dannyby Dinah C. Bonao

“Almira, please go with your brother to the market and buy a loaf of bread for merienda,” Mother said. Along the way, Danny stopped at one of the stores. “Ate, please buy me that chocolate milk,” he said.

* Ask: Where did motherask Almira to go? Who went with Almira to the market? What did he see along the way? What word did Danny use to request for chocolate milk?

“We need to buy the bread first,” whispered Almira. She held the hand of his brother as they walked to the store. Finally, they bought the bread.

“Ate, may I have my chocolate milk now?” said Danny. *

Ask: Will Danny be able to enjoy the chocolate milk?

“Sure, I still have my change here.”

They walked home while Danny enjoyed the chocolate milk. “Were you able to buy the bread?” asked mother.

* Ask: Where did Almira get the money to buy the chocolate milk? Will Almira be honest in telling the truth about the change?

“Yes, Mother,” replied Almira, “but I’m sorry, I don’t have the exact change. I bought chocolate milk for Danny without asking your permission.”

* Ask: How will mother respond to Almira’s remark about the change?

“ I’m proud of you for telling the truth. I know how much you want your little brother to be happy,” Mother said as she patted Almira’s shoulder.

Post Reading

1. Discussion Questions

Ask the pupils to answer the following questions orally.

1. What is the title of the story?

2. Who are the characters in the story?

3. Where did mother ask the children to go?

4. What did Danny want to buy?

5. What did her sister say?

6. Before going home, was Danny able to get what he wants? Why?

7. Why did Almira say I’m sorry when they got home? Do you think

it is important? Why?

8. What was mother’s reaction? What did she say?

9. In what other ways can you show that you are telling the truth?

2. Engagement/Enrichment

A. Pair and Share

Let the pupils share with a partner instances in their own life when they told the truth and said they were sorry for what happened. Each partner will take his turn sharing his experience. Go around and monitor if the pupils are doing the task correctly. Allow them to use their native language if needs be in their sharing or ask you how to say it in English if they so desire.

B. Draw your favorite character. Write two sentences about him/her.Refer your pupils to LM- Activity 106 on page 113.

Day 2Decoding/Fluency Digraph ch as in chin and catch /

Writing/Skimming

Review/Introduction

Say: Remember the story we read yesterday? What did Almira buy for Danny in the market? (Chocolate milk)

Note: Write the word chocolate on the board and underline “ch”. Let the pupils read the word chocolate.

Ask: What are the underlined letters? (ch) Say again the word chocolate (emphasize /ch/) .Ask: What is the sound of ch in the word chocolate?

Let the pupils sound /ch/. If they can’t produce it, model how. Say: Let’s have two more words from our story?

change much

Write the words change and much on the board. Ask volunteers to underline ‘ch’. Read the words and let the pupils say them after you.

Modeling/Teaching

Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can you hear /h/? A different sound is given to ch. The sound of ch is /ch/.

Let the pupils sound it three times. Model reading the words and let the pupils read after you.

Teaching Chart: Words with /ch/

chips check Chop choosechin chest chocolate chewchick cherry Chair cheese

chicken champ children

Activity

Say: Now let’s identify the pictures by completing the words with ch. Read the words, then the phrases and the sentences with /ch/ in that order.

Refer the pupils to LM Activity 107 on pages 114-115.

Lesson: Skimming (2nd half)

1. Presentation/Introduction

Show the first three story boards one by one to the pupils and ask them questions about the story to come up with the general idea. All answers are correct and acceptable. Write the answers of the pupils on the board by completing the sentence below and read them for oral fluency.

1. Look at the pictures.2. What do you see in the pictures?

Story Board No. 1

Almira with younger brother Danny wave

goodbye to their mother.

Story Board No. 3

Almira and Danny got off in front of a grocery store.

Story Board No. 2

Almira and Danny are on a highway waiting

for a jeep.

1. Modeling/Teaching Show the first story board. Ask the pupils to look quickly at the pictures and give the big idea. Tell them that the activity that they did is skimming.

2. Guided PracticeShow the other two story boards one at a time. Ask five to ten pupils to share their ideas about the pictures. Write all the answers of the pupils on the board. Let them read the questions aloud and allow them to respond to the questions using the correct intonation.

Distribute to the pupils in groups the next three frames of the story board to get the general sense of the frame. Ask each group to give their opinion about the pictures given to them. Write their answers on the board.

Refer your pupils to LM-Activity 109 on page 117.

4. Independent Practice

Refer your pupils to LM- Activity 110 on page 118.

Lesson 10 Day 3: Scanning Pictures to Answer QuestionFinal Digraph /ch/

Skill Focus: Reading words with final consonant digraph /ch/ (1st half)

A. Oral Reading of words with digraph ch (initial). (See teaching chart used previously.)

B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or demonstrate the meaning of each word before reading.

catch much benchscratch such sketchwatch bunch reachbranch richranch inch

1. Guided PracticeSay: Work with your seatmate. Read each word with your partner and match the words with their pictures.Refer your pupils to LM-Activity 111A on page 119.

2. Independent Practice Refer your pupils to LM-Activity 111B on page 119.

Skill: Scanning Pictures to Answer Questions 1. Presentation:

Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have you seen a container of chocolate milk? What information can you see from its box?Let us know the information in the chocolate milk drink tetra pack. (See to it that you have an enlarged copy of this picture. Large enough that everybody can see the information contained in the box. They may be provided with a copy.)

2. Teaching/Modeling

Guide the class to locate the answers in the following questions.

1. What is the name of the chocolate drink? What kind of drink is on the

picture?

2. Where was the drink made?

3. When will the drink expire?

4. What minerals can we get from this drink?

3. Guided Practice

Divide the class into three groups.




Day 4: Skimming and Scanning Other Reading Materials

Skill focus: Initial and Final Digraph /ch/ (1st half)

Refer your pupils to LM-Acivity114 on page 123.

Skill focus: Skimming and Scanning Other Reading Materials (2nd half)


Show a picture of a “Birthday Party”

2. Modeling/Teaching

Ask the class to look at the picture. Let the pupils answer the questions.

What do you see in the picture?

What do they celebrate?

What are the things your parents do to make you happy on your birthday?

Do you like to have a birthday party? Why?

What food would you like served in your birthday party?

3. Development of the Lesson

Present to class the recipe of “Egg Sandwich”. Let the pupils scan the ingredients and

the procedure.

Let the pupils identify the different ingredients of Egg Sandwich. Let them write their

answers on the board then ask the procedure by asking the pupils to give them orally.

When done, let them identify the action words used in the procedure. Write them on

the board and have them read orally after.

4. Guided Practice

Paper and Pen Activity

Ask the pupils the things they do to keep their food safe, clean and nutritious. Encourage them to give their answer in complete sentence. Let them use the action words inside the box in a sentence by writing it on the line provided.



Acting-Out

Have the pupils bring out the ingredients that they were asked to bring to class. Using the ingredients let the pupils do the procedure in preparing the recipe in two groups. After the activity, let the first group rate the recipe of the second group and vice versa. (Change to a simpler task if needed.)

Day 5: Skimming and Scanning a Selection


Ask the pupils to answer the following questions.

1. Did you enjoy listening to the story “ Chocolate Milk for Danny”?

2. What part of the story do you like most?

3. Who is the character you like best?

4. What lesson did you learn from the story?

5. Did you go fast over the pictures in each set to find out what it is all about?

6. Did you go fast over the text to find out specific information?


Tell the pupils that in the previous activities, they used skimming and scanning to understand the lessons.

Say that this time they will study further on skimming and scanning

Skimming is reading at the fastest speed where the eyes keep floating over the reading selection to locate information.

Scanning is reading moving your eyes. Quickly down the page to find one specific detail. This will lead you to find a single fact, date, name or word in a text and find that you need.

Guided Practice

Have the pupils identify what skill they will use in locating information from a given situation if they want to find specific information and if they want to have a general idea of what it is all about.



Lesson Parts



Monitor and self-correct one’s comprehension using questions

Use graphic organizers to show understanding of texts

Decode words with consonant digraphs: /ck/, /th/, and /ph/

Decode words with consonant digraph /sh/

Use action words in simple sentences






SUMMATIVE TEST

Materials A copy of the comic strip

“Bantay and Tagpi” by Roderick Motril Aguirre

Picture frames showing the major events of the literature for day 1.

Flash cards of words to be decoded (consonant digraphs

Pictures of action words from the literature for day 1.

Flash cards of verbs to match the pictures.

A cartoon image in 3 frames of a girl losing hair

Sentence strips with action words Trish and Her Wish

Procedures

(10 min)Let pupils… Analyze pictures showing

HONESTY Answer the MOTIVATION

QUESTIONS to process the pictures

Ponder over the MOTIVE QUESTION

(20 min) Have the pupils read the

comic strip. Make them stop at strategic points and

(5 min) Let pupils arrange the picture

frames based on the sequence of events of the literature for DAY 1.

(15 min)(Show a picture of Tagpi with labels of his body parts.) Have pupils focus on the

words back, teeth, and thigh (Discuss how to decode consonant digraphs with final and/or medial/initial /ck/, /th/, and /ph/.)

(10 min)(Show pictures of Tagpi and Bantay in motion) Let pupils tell what Tagpi

and Bantay are doing as shown in each picture.

(Facilitate pupils answer by posing leading and funneling questions)

Drill on words with final consonant digraph /sh/

(15 min)(Discuss what action verbs

(15 min)1st half Drill on words with consonant

digraph /sh/ Read the short story “Trish and Her

Wish” and answer WH- questions.2nd half Review action words through

reading of sentence strips.

(10 min)

Review verbs by acting out its meaning.

let them answer questions to help them monitor their comprehension.

(10 min) Let pupils answer the

comprehension questions

(10 min) Then, have them complete

the character map to yield the concept of honesty

Use the sentence with the word SHOUT from the story to introduce lesson on words with consonant digraph /sh/

Read words with initial consonant digraph /sh/..

(20 min) Have pupils practice sounding

out words with consonant digraphs

Let them complete the words by making them write the missing consonant digraphs. Have them match the completed words to the correct pictures they represent.

Guided PracticeActivity on words with consonant digraph /sh/

(10 min) Let the pupils accomplish the

consonant digraph activity sheet in their LM.

Independent Practice

Activity on words with consonant digraph /sh/

are) Act out some verbs. (TPR)

(10 min) Have pupils act out the

word you will say.

(15 min)Have the students…

Accomplish the letter-scrambled words sheet using picture clues

Let the pupils identify action words posted on the board.

Using the examples, allow pupils to further understand how action verbs are used in a sentence.

(10 min) Teacher chart exercises on

identifying action verbs in a sentence.

Guided practice on using verbs in simple sentences

(15 min) Allow pupils to work in groups. Ask

each group to write 2-3 sentences about the pictures to be given them.

Unit 2: Week 2 (Lesson 11)Bantay and Tagpi

Pre-Reading

1. Unlocking/Vocabulary & Concept Development

Unlock the word ‘honesty’ using pictures that show the concept and definition of this word.

Say: Look at these pictures. (girl and boy cheating in class, a boy returning a wallet to the owner).

Ask: Who does/do the right thing? Why?

When you return something that is not yours to the owner, you are honest.

2. Motivation Question

Which picture shows a good deed?

3. Motive Question/Statement

Say: Today we will read a comic strip about “Bantay and Tagpi”. These two dogs are best of friends. Which of the two dogs learned the value of HONESTY? Let us find out. Open your LM to page ___.

While Reading

Explain to the students that you will be stopping them at a certain frame in the comic strip to ask or entertain questions from them.

Say: I will be stopping you at a certain frame to ask you some questions. I will also answer questions from you if you need some clarification/s about the frames you have just read.

FIRST STOP (Frame 4) How would you describe Bantay? How is he as a friend? Why did Bantay stop laughing when he saw Tagpi trip over the bones? How would you describe Tagpi? Is he a happy dog? What can you say about him from his remarks about Bantay’s huge collection of bones?

SECOND STOP (Frame 9) What did Bantay and Tagpi do? What happened after their play? What did Tagpi do? What did Bantay find out when he got back to his collection of bones?

THIRD STOP (Frame 13) What happened to Tagpi? What was his reaction?

What did Bantay do? Were they able to find the stray dog and Tagpi’s new blanket?

Post Reading

1. Discussion Questionsa. What was Bantay’s problem in the story?b. What was Tagpi’s problem in the story?c. What did Bantay do to help Tagpi?d. What did Tagpi learn in the story?

2. Engagement/ Enrichment

Let the pupils accomplish the character map sheet on the character assigned to them. Character map is a type of graphic organizer that helps pupils describe in detail the character in the story they read. It also facilitates how they may organize their thoughts and ideas.

Say: Accomplish the CHARACTER MAP for the character I will assign to you. Students seated on the right are to accomplish the character map for Bantay. Those sitting on the left are to work on the character map for Tagpi.

Lesson 11 Day 1: Decoding/Fluency/WritingConsonant Digraph /ch/, /th/ and /ph/

1. Presentation

Have students arrange the picture frames based on the sequence of events in “Bantay and Tagpi”.

Say: Turn your LM to Activity 119. Number the pictures based on the sequence of events of the comic strip we read yesterday.

2. Modeling

Show a picture of Tagpi with labels of his body parts.

Say: These are Tagpi’s body parts. I will read each word and you repeat them after me.

Point to the word when you read it then the part of the body it labels. Discuss how to decode consonant digraphs in final or medial or initial position /ck/, /th/, and /ph/.)

Say: Now, look at this words that I will underline. (Underline the words back, teeth, and thigh).

Say: The first word ends with the letter c and k but they only have one sound /k/.

Have pupils focus on the words back, teeth, and thigh.(Have students say the letters aloud and then give the sound /k/ of the consonant digraph ck.

Say: The second word ends with letter t and h but they only have one sound /Ɵ/. When the word begins with the letter t and h you also give th only one sound /Ɵ/. Let pupils repeat the sound.

Write another word: photo.

Say: Now this word is read as photo. Have pupils repeat the word. This word begins with the letters p and h but they are given only one sound /ph/ or /f/. Have pupils produce the sound.

3. Guided Practice

Call attention to and have the pupils practice the single sound given to the consonant digraphs ck, th, and ph. Then let them complete the words by writing on the board the missing consonant digraphs for each word. Have them match the words with the pictures they represent.

Say: I have here on the board a list of words and pictures they represent. I will read each set of words three times. On my first reading just listen to me read the words. On the second time, I will read each word and repeat after me. On the third time, you all read the set by yourselves. We will do the same thing to the next to the next two sets of words.

/ck/ /th/ /ph/

duck thirty pharmacy

clock cloth Philippines

lock teeth telephone

sack thigh photo

Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1st half)

1. Review/Presentation

Say: Who was Tagpi’s friend in our story yesterday? (Bantay) Let’s have this sentence from the story.

Tagpi shouts out to Bantay.

Write the sentence on the board and let the pupils read it.

Say: What did Tagpi do to Bantay? (shout) Write the answer on the board.

picture

picture

picture

picture

picture

picture

picture

picture

picture

picture

picture

picture

SHOUT


Underline sh. Say: The word shout has sh in the beginning. It has one sound. What’s the sound of sh? Let the pupils sound it. If they can’t sound it, model the sound and ask them to sound it three times.

Say: Let’s have more words with sh. Let the pupils read the words in a teaching chart. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures, action and context.

Teaching Chart: Words with sh

ship shell shack shopshift shed shall shoreshrill shelf shape shockshine sheet shake shut

3. Guided Practice

Refer the pupils to LM Activity 121A.


Refer the pupils to LM Activity 121B.

Lesson 11 Day 3: Using Action Words in Simple Sentences

Skill Lesson: Final Consonant Digraph /sh/ (1st half)

1. Flash cards with words with initial consonant digraph /sh/, see teaching chart.

2. Show words with final consonant digraph /sh/. Model reading the words. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures, action and context.

Teaching Chart: Words with sh

ash splash brush wishcrash smash crush fishflash clash rush dishtrash wash bush finish

3. Guided Practice

Refer the pupils to LM Activity 122.



Skill Lesson: Using Action Words in Simple Sentences (2nd half)


Show pictures of Tagpi and Bantay in motion.

Say: What are Tagpi and Bantay doing?

Let the pupils observe each picture and allow them to give verbs that describe Tagpi and Bantay?

Say: Let’s have picture 1. Where is Tagpi? What is he doing? (running) Let’s have picture 2? What is Bantay doing? (playing)

Highlight pupils’ answers by writing the words on the board.


Use the pupil’s answers as springboard to the lesson about verbs.

Say: Your answers are correct. These words are called action words or verbs.

To improve the listening and speaking skills of the pupils, employ the “Teach-Ok” technique from Whole Brain Teaching. (This technique is a variation of Direct Instruction and facilitates TPR) Here’s how this is done.

1. Have the pupils count off 1 with the pupil next to him/her saying 2. Tell them you will be saying these words Class, Teach, Switch. They are to do

something after those words are said following this script for each of the sentences in the template.Teacher: ClassPupils: YesTeacher: (Says one of the sentences in the template and claps twice.) Teach!Pupils: (Clap twice) Ok!Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said.Teacher : Switch!Pupils: Oh! Switch!Number 2 pupils (Repeats to number 1 pupils what they said.)

3. Template of the sentences to be said one at a time using the above script for each sentence.a. Verb is an action word.b. The word “play” is an action word.c. “Play” is a verb.d. The word “run” is an action word.e. “Run” is a verb.

In doing the WBT technique, let the pupils act out the verbs whenever they mention each word. Model the gesture.

Say: What is verb? Is the word play a verb? (Yes) Why? (Because it’s an action word) Is the word run a verb? (Yes) Why? (Because it’s an action word)

Say: Let’s have more examples of verbs.

Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupils read each verb.

Picture - walk (Pupils read)

Picture - eat (Pupils read)

Picture - sit (Pupils read)

Picture - eat (Pupils read)

Picture - talk (Pupils read)

Picture - think (Pupils read)

3. Guided Practice

Read and Show

Say: I will use verbs in a sentence. Read the sentence and whenever you read the verb, I want you to act it out. (Teacher models the activity)

(Sentences should be illustrated to facilitate pupil’s comprehension.)

Ana hops. The janitor cleans.

Alex sings. The scouts work.

The pupils read together. The kids dance.

The teacher writes. Ricky drives.

My pet cat plays. Raymond swims.

4. Independent PracticeSay: I will show you some pictures. Identify the verb shown in every picture by unscrambling the letters in the sentence.


Lesson 11 Day 4: Decoding/Fluency/Writing

Skill Lesson 1: Consonant digraph /sh/

1. Introduction

Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3)

Say: Let us read the words with /sh/ which were given to you last time. (Allow pupils to alternately read the words.)

2. Modeling

Model reading the story Trish Has a Wish. Alternately read the story with the pupils. Then allow a volunteer to read the story. Refer to LM Activity 125 for the copy.

3. Guided PracticeAnswer WH- questions about the story


4. Independent PracticePupils draw the dish of Trish and let them write something about their drawing.

Skill Lesson 1: Consonant digraphs /ck/, /th/, and /ph/

1. Presentation/ Introduction

Flashcard drill on consonant digraphs /ck/, /th/, and /ph/ (previously learned words on Day 2

Say: Let us read the words with /ck/, /th/, and /ph which were given to you last time. (Allow pupils to alternately read the words.)

Let pupils match words with pictures to develop vocabulary of words with consonant digraphs /ck/, /th/, and /ph. Refer to LM Activity 126.

2. Modeling/ Teaching

Model and give more exercises on words and phrases with consonant digraphs /ck/, /th/, and /ph. Refer to LM Activity 126A.

3. Guided Practice

Write words and phrases with /ck/, /th/, and /ph. Refer to LM Activity 126B and C.


Write phrases and sentences with words with /ck/, /th/, and /ph. Refer to LM Activity 127.

Skill Lesson 2: Use action words in simple sentences.


Review pupils on action words introduced in Day 3 by allowing them to read words and phrases with action words

Say: Let us read the following sentence-strips. Danny and Ana clean the room.Danny climbs a tree.The boys play beside the canteen.Tagpi barks.Rona walks and sings along the bay.


Re-state the meaning of verbs.

Go back to sentences posted on the board and allow pupils to identify the verbs. Ask them why those are verbs. Be sure that the pupils say that those are verbs because they are action words.

Ask: What is the action word in the each sentence? Why do we call them action words? Ask the class to do the actions signaled by each action words. Ask: Did you show action to describe the meaning of each action word? Say: Action words are also called verbs.

Danny and Ana clean the room.Danny climbs a tree.The boys play beside the canteen.Tagpi barks.Rona walks and sings along the bay.

Say: If we are going to remove the action words, what would the group of words mean?(Emphasize that verbs play an important role in completing sentences.)

3. Guided Practice

Let the pupils have more Teacher Chart Exercises on identifying verbs.

Tagpi tumbles down on Bantay’s collection of bones.Bantay greets Tagpi.Tagbi bounces up and down around Bantay.Bantay and Tagpi play with the ball on the grass field.He drops the ball.

Refer to Refer to LM Activity 128 for the additional guided practice on using verbs in simple sentences.


Allow pupils to work in groups. Ask the groups to write 2-3 sentences from pictures given to them.

Say: In your groups, you are going to write 2-3 sentences telling about the pictures you are holding.

Allow pupil to write one sentence on a picture shown.

Say: This time you are going to write a sentence on the picture shown.


Lesson PartsDay 1 Day 2 Day 3 Day 4 Day 5


Literature: “The Honest Woodman” Appreciate the importance

of honesty

Note details in a given text Read and write words with

the long vowel /a/ in simple stories


Read and write words with long vowel /a/ in simple stories

Write at least 3 sentences Read and write words with

long vowel /a/ in simple sentences

Read and write words with long vowel /a/ in simple sentences

Write at least three sentences

Materials

Pictures of wood, axe, fairy, reward

Copy of the story “The Honest Man’

Honesty Character Award

L12D2 Worksheet1 & 2 LM page _

The Story Guide Chart Picture of cake and lake Detail Wheel Game Chart/

Board

Pictures of school gate, dark cave, date, man shaving

Flashcards Activity charts

Procedure

Pre-Reading

Present key words through pictures and word clues

Reading

Read aloud and stop at strategic points and ask questions to predict the succeeding part of the story

Post Reading

Talk about the story read through discussion questions

In a group, make a

Introduction/ Presentation:

Allow pupils to study and read the Guide Sheet

Modeling/Teaching:

Post and allow pupils to answer the Guide Sheet questions

Guided Practice:

Do Detail Wheel Game with the pupils

Flashcard drill on Brain List

Show picture of cake and lake for phonics lesson

Independent Practice:

Explain Jake and Kate

Introduction/ Presentation: Have a flashback of the

story The Honest Man through acting it out with selected pupils

Modeling/ Teaching

Discuss verbs Do Action Word Wheel

with the pupils Allow pupils to answer

Action-Word-Sentence Chart

Flashcard Drill on Brain List

Read “Cake for Kate” and answer discussion question

Show picture and pupils read sentence about the pictures shown

Presentation/ Introduction Post the Pupil of The

Month Chart and the poster about honest and ask pupils about what they can say about what they see

Modeling/ Teaching Post pupils’ responses on

the Responses Chart Reiterate that the poster

about honesty, Pupil of the month chart and headlines are different sources to get information

Allow pupils to study responses chart

Let pupils know how declarative sentence are written

Flashcard Drill on Brain

Introduction Do energy check to get

attention (Thumbs Up/Down Activity)

Modeling/ Teaching Re-state important points in

writing declarative sentences by providing activities from various sources

In pairs, let pupils decide what among the group of words are declarative sentences

Allow the pupils to read their work

Flashcard Drill on Brain List

certificate of appreciation for a class member considered to be honest

Allow the pupils to award the certificate

showing acts of honesty In groups write answers

on Detail Chart

Do ‘Does It Make Sense’ by arranging words to make a sensible sentence

List Read words, phrases and

sentences with long vowel /a/

Do memory lane on words with long vowel /a/

Read words, phrases and sentences with long vowel /a/ in simple sentences

Do ‘Does It Make Sense’ Activity on words with long vowel /a/

Unit 2: Week 3 (Lesson 12)The Honest Woodman

Pre-Reading

1. Unlocking/Vocabulary & Concept Development

( Before the class begins, select among the pupils who will act out the scenes between the Fairy and Caloy)

Say: Let us start with the BIG WORDS. These BIG WORDS are connected with the story we are going to read. How shall we find out what these BIG WORDS mean?

Say: We are going to play a Tickling mind game. Here are the steps in the game.

Listen to the clues about the word. Show Thumbs Up if you have the answer.

THE BIG WORDS

wood axe fairy reward

Show pictures of wood, axe, fairy

Say: Please pay attention as I say the clues/show picture of the word. Ready?

I’m thinking of a word that sounds like food. This four-letter word starts with letter w. The word is ____________. ( wood) (show picture of wood)

I am thinking of a word that names something bigger than knife. It is used to cut wood. This is a three-letter word that has ( e, a x). The word is _______.

( axe) ( show picture of axe)

I am thinking of a kind lady with magic wand. She is powerful. The five-letter word starts with an “f” and ends with y.

I am thinking of a word that means a thing like a gift or good words you get when you do something good.( Show picture of a fairy giving something for the man)

Let us read these words: wood, axe, fairy and reward

We will hear these words from the story I am about to read to you.

2. Motivation:

What is your favorite toy? What would you do if you lost your favorite toy?

Elicit answers from the pupils. Write their responses on the board.

3. Motive Question:

Say: The character in the story we have for this day does not have a toy he truly loves. He has a very important tool his AXE. He has been using his axe to earn a living for the family.

What if he lost his axe? What would he do? Let us find it out.

Read the story aloud .Stop at strategic points and ask questions.

The Honest WoodmanAdapted by Esperanza Diaz Cruz

Once, a poor woodman named Caloy went to the forest which was on the side of a deep river. He was working all day long and he was tired. (Demonstrate how it is to be tired.)

Suddenly his axe slipped from his hand and fell into the water. (Act it out before the pupils)

"Oh! I have lost my axe," he cried. "I have nothing to use to earn my living! What shall I do? The river is very deep and I am afraid to dive into it. Who can help me?"

Stop and Ask: Who do you think would help the woodman? How would he do it?

Faye, a good fairy, heard the poor man's cries and appeared before him."What’s the matter, poor woodman?" she asked. "Why are you so sad?"

Caloy told her what happened and Faye promised to help him.

Stop and Ask: What would the fairy do? Can you guess?

She dived into the river and brought up a golden axe. "Is it yours?" she asked.

( Ask the girls in the class to say this line “Is it yours?”)

"No, that is not mine," answered Caloy.

( Ask the boys in the class to say this line-“No, that is not mine”)

Faye dived again and this time brought up a silver axe.

"Is it yours?" she asked, ( Remind the girls to say the line-“Is it yours?”)

and Caloy again answered "No."( Remind the boys to say the line-No.)

Stop and Ask: What do you think would the fairy do?

So Faye dived a third time and this time brought up the axe that had slipped from Caloy's hand. "That is my axe," he cried . "Now I can work again."

Happy with Caloy’s acts, Faye gave him the two axes as a reward.

4. Post Listening Discussion

Have the pupils discuss the story in class.

1. Who came to the forest?2. Why did he go to the forest?3. What happened to his axe? How do you think the woodman felt?4. Who helped the woodman?( Act out the scenes between Caloy and the Fairy)5. Did the woodman get the axe that was not his? Do you think Caloy did the right thing? Why do you say so?6. Why do you think Faye the fairy thought of giving the three axes to the woodman? If you were the fairy would you do that, too? Why?7. Do you think you are an honest person if you do not get the things that arenot yours? Why?

5. Post Listening Activity

Form groups of five. Say: Be creative in naming your group. Make a Certificate of Appreciation for a class member whom the group believes showed acts of honesty. Your group is expected to:

1. Give everyone a chance to make suggestions about the person/persons whom the group thinks has been so honest

2. Talk together about what the certificate should look like and what it should say.

3. Decide as a group who deserves the Certificate of Appreciation award

Certificate of Appreciation

for

_____________________________________________

for returning the_______________________

You are such an honest person.

Signed by: Write the name of each member for each one to affix his/her signature above his/her name.

4. Have a mini-program and do the actual awarding of the Certificate of Appreciation to an honest class member

Lesson 12 Day 2: Noting details in a given textReading and writing long vowel /a/ in simple stories

1. Recalling the story

Let the children study the Guide sheet. Call volunteers to read the questions.

Refer the pupils to LM Activity 129 on page 151.

2. Modeling

Get-the–Details

Say: To answer these questions, we need to remember some details from the text we listened to or read about .Let us see if we remember the details from the story: The honest woodman to get answers to the questions in the guide sheet.

Elicit answers from the pupils. Post their answers on the guide sheet.

Say: Let us read your answers. The ideas you have given are the details you remember from the story. There are some simple ways of getting details.

Think about this. Details answer the who, what, when , where and how. The story itself will help you find something about the WHO, WHAT, WHEN, WHERE, WHY, HOW.

Refer the pupils to LM Activity 130 on page 152 for noting details activity.

Say: Details help us understand the story better. The details are the events that happened in the story. Remember to always ask yourself: Does it make sense if I give this detail for this question.

Discuss what type of detail is needed based on the type of question.

Who ( characters), when( date), where( place where the problem begins)

what ( problem),why( reasons), how ( process)

Phonics/Word Recognition


Present the pictures and the words. Let the class read the words.

cake

lake

illustrate take

illustrate make

illustrate rake

illustrate bake

illustrate shade

2. Teaching/Modelling

Model the correct way of reading the words. Sound the long ‘a’ properly. Tell them that these are long ‘a’ words because the a is sounded as /ey/.Refer to LM Activity 131 on pages 152-153.


Explain the cartoon about Jake and Kate showing acts of honesty

Use cartoon in this activity.

Say: Let us work in groups. Then write your answers on the DETAIL CHART.

Refer the pupils to LM Activity 132 on page 154 for independent practice on noting details activity.

Lesson 12 Day 3: Use action words in simple sentenceRead and write long vowel /a/ in simple stories.


Say: How does everyone feel today? Let us know.We will have a flashback of the part of the story that we liked. May I call two pupils to act out the fairy’s part from the story.

Partners who will act out the scenes of the woodman and the fairy should have been informed about the activity before the class begins.

Say: What did the pair do?

Elicit answers from the pupils.


Say: What have you observed with the highlighted words used in the sentences?

The axe slipped from his hand and fell into the water.

Faye dived into the river.

Elicit answers from the pupils and write their answers on the board.

Say: The words are examples of action words. They show action that is done by the doer.

Let us have more examples.

Jake bakes a cake. What does Jake do?

Kate eats the cake. What does Kate do?

Pat sits on the rug. What does Pat do?

The nun runs under the sun. What does the nun do?

Let us be more engaged by doing this ACT IT OUT activity.

Say: I will show word cards. Read them and carry out or do the action mentioned in each word.

walk run sing bark eat hug hum

Remember, action words are doing words. They denote some actions if we see them in sentences.

3. Guided Practice

(Teacher prepares an Action Word Wheel.)

Say: We have another game for action words. Let us use Action Word Wheel. Form groups. Be creative in giving names for your groups.

How to start the game: a. Call a pupil to spin the wheel to reveal an action word.

b. Let them act out the word by group. c. Then, have them come up with a sentence using that word.

4. Independent PracticeRefer to LM Activity 133 on page 155.

Part B: Phonics/Word InstructionFlash BRAIN LIST for fast reading ( flash words one by one)

run fog wash wish bake Jake

fun jog cash fish take Kate

fall mash dash dish make mate

tall rash

Say: Let us read these sentences again.

Mom, Kate and Jake baked the cake.

Who baked the cake?

Jake, Kate and Dave went to the lake.

Who went to the lake?

Mom, Kate, Jake and Dave ate the cake.

Who ate the cake?

This time show pictures of: , (show a sentence while flashing the picture)

Read these words.

Say: Gate and date have this pattern

Say: Cave and shave have this pattern

m/a/te g/a/ve

l/a/te D/a/ve

d/a/te

4. Guided Practice

Man shaving

School gate

Date ( June 13)

Dark cave

The cave is dark.

Man shaving

The school gate is open.

Dad shaves the hair in his chin.

The date of your birthday is June 13.

Refer to LM Activity 134 on page 155.


Work in groups. Each group should have five members. Do the Does it Make Sense activity?

Arrange the words in order to make a meaningful sentence.

Groups 1-3 – Dave, cave, go, Kate , to, the

Groups 4-6- Jake, Kate, cake, Mom, gave , the

Present group outputs in class.

Lesson 12 Day 4: Write at least 3 sentences from various sources(declarative)

Read and write long vowel a in simple sentencesUse of punctuation mark (.)


Say: Hello kids! Is the energy level still high? How do you feel about honest person?

We praise people who showed acts of honesty. Right? And in most ways, we appreciate them.Let us take a close look at these.

Pupil of the month: Honest Person

Poster about honesty

( for the illustrator – draw a girl who returned the 50 peso bill she saw under her desk to her teacher)

Honest driver returns laptop,15k cash

Say: What can you say about the Pupil of the month chart? poster? headline?Describe each text shown.

While pupils give description about the texts, teacher writes their answers on the board.

Pupil of the month: Honesto Katapatan

Age: 9 years old

Good work shown: Returning the wallet he saw at the gate

Reward: certificate of appreciation


Post pupils’ response on OUR RESPONSES CHART.

Separately write the sentences from phrases

TEXTS OUR RESPONSES

Pupil of the month chart

Poster about honesty

Honest driver returns laptop,15k cash

Say: The Pupil of the Month Chart, poster about honesty and the headline are different sources we can possibly use to get information.

In order to get information from available texts , ask yourself questions like:

What is the text about?

What does it show?

Who is in the text?

How can I say the idea of the text in my own words?

To present information clearer, we use declarative sentences.

1. Honest driver gets a reward. Is the idea clear? Does it express complete thought? How does it start and end?

How about in items 2 and 3. Ask: Does it express a complete thought?

How does it start and end?

2. Honesto Katapatan received

3.Returned the fifty peso bill to her teacher.

Say: Item 1 is an example of a declarative sentence.

Items 2 and 3 are examples of phrases.

3. Guided Practice

Let us study the OUR RESPONSES CHART.

Example:

Phrase Sentence

an honest boy

an honest driver

Honesto Katapatan is honest.

The driver is honest.

What do you notice with the words under column Phrase?

Does it express complete thought?

Ask: How are declaratives formed?

Say: A declarative sentence states an idea. It does not give command nor request. It does not ask a question either. It ends with a period(.)

Part B: Phonics/Word Instruction

Flash BRAIN LIST for fast reading ( Flash one by one some words that pupils have learned in previous weeks)

Say: Let us read these phrases.

the side of the lake

bake a cake

rake the grass

make a wish

wake up early

at a school gate.

( show pictures of cape, nape,grape,shape)

Say: Let us read the sentence under each picture.

The cape is black. The nape of his neck has hair.

The shape of the table is square. I like to eat grapes.

Say:Let us study these words: It also follows a pattern.

c/a/pe

n/a/pe

t/a/pe

gr/a/pe

cape nape

grapesshape

sh/a/pe


Let the children do the MEMORY LANE activity by completing the sentences to make a story by arranging the jumbled words inside the parenthesis.

Refer the pupils to LM Activity 134 on page 155 for the writing to learn activity.

Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative)


Say: Hello Kids! How’s the energy level today? Show THUMBS UP if you feel great today and THUMBS DOWN if you are a little bit sad.

Let’s have fun through this THUMBS UP and THUMBS DOWN activity.

Show Thumbs Up/Thumbs down hand signal if the actions display honesty/dishonesty.

Examples:

Mateo misspelled the word but he said it was correct.

Almira admitted that she was late going to school.

Mateo ate the food that was not his.

Almira returned the purse that was not hers.

The children gave the purse to their teacher.


Say: Look at this cartoon. Think what it is about.

Have the pupils share their ideas.

Say: We have here a verse about honesty: “It is always good to be honest in words and in actions.” Think what it is about.

Have pupils express their ideas about the verse.

Say: We have here a public announcement.

Our school is looking for the most honest grade three pupil in your class. S/he should have shown acts of honesty. If you believe your classmate is or if you believe you are honest then visit the office of the guidance counselor on Tuesday, December 8.

Say: Think what it is about.

Write pupils’ responses on the board.

3. Guided Practice

Say: Let us pause for a minute. Take a close look at your responses. This time you are going to work in pairs.

Decide which declarative sentences from the responses are.

A verse about honesty

Cartoon Public Announcement

Description

Say: Let’s read your answers.

Part B: Phonics/Word Instruction

Flash the BRAIN LIST for fast reading.

/a/ke pattern / a/te pattern /a/ve pattern /a/pe

bake gate save capecake late gave tapemake mate Dave napelake date cavesake Kate rake ratewake

Let us read and answer the questions orally.

Refer the pupils to LM Activities 135-136 on page 156.

Say: This time let’s look at this long /a/ pattern in these words.

/a/se /a/ne

case lane

base cane

vase mane

chase pane

Activity: Refer the pupils to LM Activity 137A on page 157.

Explain the meaning of each word. You can show picture or act out if possible the meaning of the word.

Show pictures of a vase ( flower vase), cat chasing rat , mane ( hair on the neck of a lion), pane ( sheet of glass in window), pedestrian lane

Demonstrate lane, cane, base

Activity: Refer the pupils to LM Activity 137B on page 157.

Say: Work in pairs. Let us do the “Does it make sense?” activity.

Refer the pupils to LM Activity 137C on page 158.


Form the groups of L, O, V, E.

Groups L and O: A yell for the person who showed honesty(Arrange the word to form a yell)

First line: honest, true, and, stay Second line: you, everyone, trust, will

Groups V and E: A two-line song about honesty( Adapt a tune) Arrange the words to make a song

First line: be, to, honest, good, is Second line: not, be, try, just, but, to, should




Literature:Preparing for the Big Day by Ivy M. Romano Get the general sense of

the story

Note details in a given text (plot)

Long vowel word ending in silent e: as in bake

Tell the main idea of a short paragraph (story theme)


Form and use the past tense of frequently occurring regular verbs (-ed)


Write at least three sentences from various familiar sources

Use appropriate punctuation marks (?)

Materials

Copy of the story “Preparing for the Big Day”

Sample calendar

Teaching chart about plot as element of a story

Ladder of Events graphic organizer

Copy of the story “The Big Day”

Party hat (see sample in TG

Sample planner

Authentic invitation card, picture of a birthday party

Procedures

Pre-Reading(5 min)

Vocabulary Development using Context Clues

Show a calendar to the class and ask them WH- questions to build on prior knowledge

Reading (20 min)

Read the story using DRTA approach, then allow pupils read by group and then whole class approach

Post Reading (15 min)

Allow pupils to answer questions about the story

Introduction/ Presentation(5 min)

1st half

Word drill on words ending in silent e: long /a/ 2nd half Recall the story “Preparing

for the Big Day” by answering WH- questions

Post pupils’ answers on the board

Modeling/Teaching: (20 min)

More word drill and activities on words ending in silent e: long /a/, see TG

Discuss plot as element of a story by answering questions about the story

Introduction/ Presentation(5 min)

Word drill and exercises on words ending in silent e: long /a/, see TG

Allow the pupils to recall the story “Preparing for the Big Day” by completing the ‘Ladder of Events’ graphic organizer

(10 min)

Let the pupils brainstorm about the big day in the story

Reading the story “The Big Day”

(15 min)

Presentation/ Introduction (15 min) Word drill and exercises

on words ending in silent e: long /a/, see TG

Present regular verbs used in sentences. Verbs are in present and past form shown in a two-column table.

Allow pupils to work in pair and list down common verbs they know.

Modeling/ Teaching (10 min)

Discuss frequently occurring regular verbs

(15 min)Ask the pupils to make a

Presentation/ Introduction

(5 min)

Show a picture of a birthday party and ask the pupils if they have experienced attending such.

Modeling/ Teaching(15 min)

Show an invitation card. Discuss the details written in the invitation card using wh-questions

Guided Writing

(15 min)

Through modeling, construct basic wh-questions from the given text.

(Discussion on wh-questions)

to allow complete grasp of the story

(10 min) Let the pupils draw and

write a sentence about a gift they want to receive on their birthday.

Group Activity

(15 min)

Allow pupils to prepare song and dance group presentation about the events in the story

Independent Group Activity(15 min)

Presentation of outputs

Answering Comprehension Questions about the story

Discuss themeas element of a story

Independent Group Activity

(20 min)

Allow pupils to present other themes of the story through chant, poster, song, skit and poem

birthday hat and write an action word on it. Then, let each pass the hat to the person on the right and have him/her write its past form.

(Teacher modeling)

Independent Practice(10 min)

Based on the planner, construct five simple sentences with regular verbs that tell what Gab did in the past.

Independent Group Practice(15 min)

By group, construct three basic wh-questions using any of the given stimuli.

Birthday card School announcement Warning along the street

Unit 2: Week 4 (Lesson 13)Preparing for the Big Day

Pre-Reading

1. Unlocking/Vocabulary & Concept Development(excited, relative, planner)

Using context clues, allow pupils to give the meaning of the underlined word.

1. Ana will celebrate her birthday tomorrow and she feels excited.a. sad b. happy c. frightened

2. Alex is my cousin. He is my relative.a. enemy b. family c. best friend

3. My mother writes our daily activities on a planner.a. diary b. storybook d. schedule notebook

Say: Let us see if you remember the words we learned today.Refer the pupils to LM Activity 138 on page 159.

2. Motivation Question:Show a calendar to the class and ask the questions below. Make sure to use a recent calendar showing the year and the month with complete number of days.

Who has a calendar at home? Why do we use calendar? What is the importance of it?

3. Motive Question:Why do you think Ana prepared so much for the big day?

During Reading

Read aloud the story and employ DRTA to let the pupils predict as they read along the story. (see next page)

Assign certain groups to read the story part by part.

Say: Let us read the story together and find out how important it is to plan ahead.

Refer the pupils to LM Activity 139 on page 160 for the copy of the story.

Post Reading

Discussion Questions

1. Who planned for the big day?2. How many days did she prepare for the big day?3. Why do you think Ana prepared so much for the big day?

4. What in the story could be the ‘big day’?

Note: Questions 5 and 6 are springboard to Infusion of Values.

5. What made it easier for Ana to prepare for the big day? 6. Why do you think it is important to plan ahead?


Have the pupils accomplish LM Activity 140 “Draw and Write” on page 161.


Preparing for the Big DayBy Ivy M. Romano

Everybody in the house was busy. There were only five days before the big day, and Ana was excited. She looked at her mini planner. She was eager to plan for the things she has to do. She wanted everything to be perfect.

Four days before the big day, Ana started to clean the house. She mopped the floor. She placed the trash out of the house.

Three days before the big day, she visited her relatives and friends. She invited them to be present on that very special day.

Two days before the big day, she practiced a song with her friends. She wanted to dedicate this to her special guest.

A day before the big day, she went to the market with her mother. They thought of preparing something extraordinary.

Then, came the big day. Everything was perfect.

Noting Details in a Given Text

Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half)

Introduction

Show a picture of a cake. Ask: What is in the picture? Write the word cake on the board. Analyze the spelling pattern of the word.

Say: How many letters do we have in the word cake? (Four letters) What are these letters? (c-a-k-e) How many consonants are there? (Two consonants) What are these consonants? (c and k) Note: Ask a volunteer to underline the letter c and k. How many vowels are there? (Two vowels) What are these vowels? (a and e) Note: Ask the volunteer to encircle letters a and e on the board.

After doing the word structure analysis, let the pupils read the word three times. Teacher may employ variation in reading the words like reading it soft, moderate or loud to sustain the interest of the pupils. Remind the pupils that words with the same structure have long /a/ sound.

Flash card drill on words with long /a/ previously learned on week 3.

Modeling/Teaching

Introduce more words with long /a/ and silent e in –ame and –ale family. Be sure to illustrate or act out each word before the pupils read them.

Teaching Chart

-ame -ale

dame malefame palegame saleflame scaleframe stalename taleshame whale

Guided Practice




Skill Lesson: Noting Details in a Given Text (2nd half)

Presentation/Introduction

Let us go back to the story, “Preparing for the Big Day”

What made everybody in the house busy? What was the first thing Ana did for the big day? What were the things Ana did as written in her planner? Did she do each of them?

Elicit answers from the pupils then write each on the board.

Possible answers:

1.

2.

3.

Modeling/Teaching

Say: Now, what were the things we have written on the board?

These events make up the story plot of ‘Preparing for the Big Day’. Let us study the plot by answering the following.”

1. What do you mean by ‘plot’?

2. What does the plot provide the readers?

3. Would you be able to understand the story, without knowing the plot?

4. Why is it important to know the plot in a story?

Let the pupils generalize by reading the chart about plot.

Everybody was preparing for the big day.

Ana planned the things to be done for the big day.

1st – She cleaned the house.

2nd – She visited and invite her relatives.

3rd – She practiced a song number with her friends.

4th - Ana went to the market with her Mother.

Plot is the series of events in a story.

It provides the details of a story.

No, knowing the important details and events leads to an understanding of what the story is trying to tell us.

Aside from characters and setting, the plot is also an element of a story which presents the problem among the characters and how it is resolved.

(Note: Guide the students to make this generalization at the end of Modeling/Teaching and beforeGuided Practice. It will help to have the generalization shown in a Teaching Chart for ease in reference, and for use in future lessons. )

3. Guided/Independent Practice

Now that you have learned what a plot is, I would like you to go back to the story, and creatively present its events through song and dance.

Group 1: What Ana did five days before the big day?Group 2: What Ana did four day before the big day?Group 3: What Ana did three day before the big day?Group 4: What Ana did two day before the big day?Group 5: What Ana did a day before the big day?

Lesson 13 Day 3: Giving the Main Idea of a Paragraph

Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half)

Introduction

Show a picture of a boy and a picture of a candle with a flame.

Say: What is in picture A? (a boy) A boy is also called male. What is in picture B? (a candle) the candle has a flame.

Teaching Chart: Plot

Plot is the series of events in a story. It provides the details of a story. Knowing the important details and events leads to

better understanding of the story. Aside from characters and setting, plot is also an

element of a story.

Note: Write the word male and flame on the board.

Ask: What is the sound of /a/ in the words male and flame. Note: Let the pupils sound it three times.

ModelingFlash card drill on words with long /a/ previously learned on day 2, see teaching chart.Provide corrective feedback if necessary.

Guided Practice

Let the pupils read words with long /a/ and silent e used in phrases and in sentences.



Let the pupils list and classify the words from Activity A and B into –ame family and –ale family.


Skill Lesson: Giving the Main Idea of a Paragraph (2nd half)

5. Review

Do you still remember the story that we read last time? I have here a ‘Ladder of Events’ graphic organizer. Recall the story Preparing for the Big Day and help Ana do her task.



Say: Are you curious as to what the big day is in the story? What makes it so special that everybody is excited about it? Why did Ana prepare so much for it?

Now, brainstorm with your groupmates. Make a guess about what the ‘big day’ is. Be able to share the idea of the group with the class.

As the groups share their guesses, write on the board the guess of each group. Later in the lesson, you may refer to it to determine which group made the correct guess.

7. Development of the Lesson

Say: Let us read the story and find out what is the big day Ana referring to.


Let us answer the following:

1. What “big day” was the story talking about?2. Why do you think Ana prepared so much for her father’s homecoming?3. Where do you think her Father came from? What was his job?4. Have you ever experienced missing someone? Who is she/he?5. What makes you miss someone?6. If you were Ana and you did not see your Father for quite a long time, would you

also do what Ana did?7. If you were Ana’s father, how would you feel?

This time, let us help Ana find her way to her Father by identifying the things she did in preparation for his homecoming.

Refer the pupils to LM Activity 147 on page 166. Why do you think Ana did everything she did for her Father’s homecoming?

The Big DayBy Ivy M. Romano

A man stood by the gate along with huge bags. He looked taller. He seemed very familiar. Everyone around started to clap his hands. Everybody was happy and excited seeing the man.

The man smiled at Ana. She pinched herself, not believing what she saw.

Teary-eyed, the man walked toward Ana who stood still. He grabbed Ana’s hands and hugged her with so much joy.

Tears rolled down Ana’s face.

“Father, you really are home!” she exclaimed.

What does the story tell us?

Write on the board the best answer that can be elicited from the pupils. Let them read it and tell them that it is the theme of the story. Then, ask the idea of the class about story theme.

Say: Let us talk about the ‘theme’ by answering the following questions:

What does ‘story theme’ mean? What details of the story should you consider to help you identify the theme? It is possible to have several themes in a story?

Discuss another theme of the story for the pupils to understand that a story can have several themes. You may add the themes such as a daughter’s longing for her father, a daughter’s love for her father, excitement on father’s homecoming, a father’s longing for her daughter, missing a parent, etc.

8. Independent Group Activity

Can you think of another theme of the story The Big Day? Work with your group mates. Be able to present as follows the theme you brainstormed about:

Group 1: ChantGroup 2: PosterGroup 3: SongGroup 4: Short skitGroup 5: Poem

Lesson 13 Day 4: Grammar

Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half)Materials: flash cards of words with long /a/ sound and silent e, pocket chart

1. Flash words with long /a/ sound and silent e under –ame and –ale family (see teaching chart). Ask volunteers to read each word. After each word is read, ask the pupils to display the word card/flash card under its word family in the pocket chart.

4. Read the story Kale. Use the Stop and Read approach. Whenever the teacher stops, the pupils continue. See a copy of the text in the LM. The underlined words will be read by the pupils.

Generalization:

Theme gives the idea that is central to a story. It tells what the story is mostly about. It often gives a sense of value that is likely appealing to the readers. A story can have more than one theme.


Note: After group reading, ask volunteers to read the entire story. 5. Activity

A. Let the pupils answer WH- questions about the story KaleB. Let the pupils make a list of their daily schedule in their notebook.

Refer the pupils to LM Activity 148B-C on page 168. Skill Lesson: Forming and Using the Past Tense of Frequently Occurring

Regular Verbs (-ed) (2nd half)


Say: Let us study the table below by answering the following question.(The table below must be presented on the board for the pupils to see it.)

A B

Classes start at 6:00 o’clock in the morning.

Yesterday, our class started earlier than the usual.

I want to come to school early. Last Monday, I really wanted to be the first to arrive in school.

I clean our classroom every day before everyone arrives.

A month ago, Mikka and I were the one who cleaned our classroom.

What are the italicized words in column A? What does each tell? Are there clues that tell when the actions happened? What are they? What time of action does each clue word or expression signify? What have you noticed about the action words in column B? What time of action does each signify? What clues tell that the actions were already done in the past? How do we form the past of regular verbs?

Say: Let us work in pairs. List down two common verbs you know.

As the pupils share their output, write on the board the verbs by sorting them as to regular and irregular verbs (e.g. jump and run). Ask the class to form the past of the regular verbs they listed.


During the discussion, for better understanding, lead the pupils to arrive at the following ideas:

A verb is a word that mentions an action. It tells you to move or do something. However, there are some verbs, which do not require you to move like think, remember, etc.

The activities that you do every day and those you do habitually express present time.

The activities that you have done before the actual time of speaking express past time.

Regularly occurring verbs form their past by adding –ed at the end such as ask-asked, clear-cleared, repeat-repeated, etc.

If time permits, you may also discuss the pronunciation of the last two letters (-ed), in asked (t), cleared (d), and repeated(ed) by providing more examples and letting the pupils read them.

-ed sounded as /t/ -ed sounded as /d/ -ed sounded as /ed/

asked cleared acted

helped frightened added

invited

3. Guided Practice

Say: Let’s pretend that we are in a birthday party. Let us play a game using a party hat. Think of an action word then write it on the party hat(front side). On cue, each should pass the hat to the person on the right and have him/her write its past form on the back part of the party hat and say the word aloud or write /d/, /t/ or /Id/ after the past form of the verb.

Make a Party Hat as illustrated below:

Front Back

For modeling, do the first trial. Limit the time of the pupils in doing the activity. After which, collect the party hat and tell whether the past from of the regularly occurring verb is correct. If it is not, ask/guide somebody to make the necessary correction.



Instruct the pupils to write five simple sentences that tell what Gab did in the past based on the planner.


Skill Lesson: Use appropriate punctuation marks (?)Write at least three sentences from various familiar sources(interrogatives)


Say: Let us look at the picture.

Have you ever experienced attending a birthday party? What common things can you find there? How do you feel about attending a birthday party?

If the class has no idea what a birthday party is or none of the pupils has been to such, direct the class by showing pictures or things that can be found in there, and then tell them the things that children do in a birthday party.


Say: Do you know that you cannot just simply attend a birthday party without being invited? The birthday celebrator usually gives out invitation to those s/he wanted to be present in her/his party.

Now, let us take a look of what I have here.

For the illustrator

Draw here a typical birthday party including happy children in their party hat holding balloons, the birthday celebrator’s blowing the candles in her cake, etc.

October 9, 2014

Dear Gab, Hi! I will be turning eight on October 13. My mother

plans to prepare a simple party for me in our house. The fun will start at 1:00 in the afternoon.

I will be happy if you could join us in celebrating this very special day.

Thanks, Lani

What occasion is reflected in the invitation? Who will be celebrating her birthday? When is Lani’s birthday? Where will she have her party? For whom is the birthday invitation? Why do you think Lani wanted to be with her friends on her special day? What do you think is Gab’s gift for Lani? If you were Gab, would you take a gift with you for Lani? Why? What important details should we remember in writing a birthday

invitation?

During the asking and answering questions about the given text, write some questions in the Q & A Chart, as well as the response of the pupils.

Say:Let us study the Q & A chart we made while we were talking about the Birthday Invitation Card above by answering the following.

When do we ask ‘what’ questions? What is the expected answer for ‘what’ questions? When do we ask ‘who’ questions? What is the expected answer for ‘who’ questions? When do we ask ‘when’ questions?

Q & A Chart

Questions Answers

What occasion is reflected in the invitation?

Birhday

Who will be celebrating her birthday? Lani

When is Lani’s birthday? October 13

Where will she have her party? At their house

Why do you think Lani wanted to be with her friends on her special day?

She wants to have some fun.

Teaching Chart: Interrogatives

What- for thingsWho-for personsWhen-for timeWhere-for placesWhy-for reasons or causesHow-for manner

What is the expected answer for ‘when’ questions? When do we ask ‘where’ questions? What is the expected answer for ‘where’ questions? When do we ask ‘why’ questions? What is the expected answer for ‘why’ questions?

Say: We ask question whenever we want/request for information. The information may be provided in the form of a response or an answer.

We start our question with What if we want to know an object, idea, or action.

We start our question with Who if we want to know a person/s.

We start our question with When if we want to know the time.

We start our question with Where if we want to know the place.

We start our question with Why if we want to know the reason.

(You may also include the How in the discussion.)We start our question with How if we want the answer the manner of a certain act.

3. Guided Practice


Say: This time, let us try writing/making question. Unlike the first one we did, answers are given; try to write the question that would give the answer on the right.

4. Independent Group Practice


Say: By group, construct three basic wh-questions using any of the given stimuli.

Birthday card School announcement Warning along the street

Use genuine birthday cards, school announcements, and warning signs that can be found inside the school premises so that the pupils can relate and attentively participate.


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


Literature: “Fast Forward”by Leah N. Bautista

Decode cvc words with long /i/

Decode cvc words with long /i/

Sequence/Retell some events as they happened in the story

Read and write words, phrases and sentences containing words with long /i/ sound

Read and write words, phrases and sentences containing words with long /i/ sound

Materials

Words cards, phrase cards or strips

FlashcardsPictures

FlashcardsPicturesTeacher Chart

PictureWord cardsTeaching ChartBingo game card

Teaching ChartPhrase and sentence strips

Procedures

Pre-Reading

Unlock key words through pictures and word/context clues.

Reading

Read aloud the story and stop at indicated points for questions to monitor comprehension.

Post ReadingLet the pupils answer discussion questions.


Review of Decoding lessons in Grade 2.

Flashcard Drill on sight words and words from the word tree.

Modeling/Teaching:

Read the words and phrases with the long /i/ sound.

Read and write sentences with words with long /i/ sound.


Review of Decoding lessons in Grade 2

Flashcard Drill on sight words and words from the word tree.

Modeling/Teaching:

Read words and phrases with the long /i/ sound.

Read and write sentences with words with long /i/ sound.


Show a picture of a chime with a caption chime

Modeling/ TeachingModel reading words with long /i/ sounds.

Present key words- chimed, nine and night.

Present the teaching chart for words with long/i/ sounds in reading exercises.

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 sharing how they differ.

Post phrase strips for pupils to combine to make a sentence.

Allow pupils to draw and say something about what tells them the time.

Draw, write and tell something using words with long /i/ sounds.

Read and write sentences with long /i/ words.

Draw, write and tell something using words with long /i/ sounds.

Presentation/ Introduction:

Show illustrations of the events in the story and allow the pupils to find out if they are arranged in order.

Arrange the pictures with the pupils and present sentence strips corresponding to the picture to discuss sequencing and retelling.

Allow pupils to present scenes from the story read through a tableau.

Let the pupils retell events of the story

Let the pupils arrange events in sequential order.

Allow the pupils to give the

Allow pupils to go over the reading activities for further practice.

Let pupils draw, write sentence and read them

Allow pupils to write 1-2 sentences on the garbage problem.

Do activities to highlight the value of resourcefulness.

Allow the pupils to plan a project that utilizes recyclable materials to find out how resourceful they are.

generalization on sequencing and retelling

Unit 2: Week 5 (Lesson 14)Fast Forward

Pre-Reading

1. Unlocking/Vocabulary & Concept Development(clock, moved fast, hour hand , fast forward, and chimed)

(Note: When introducing new words/expressions, have word or phrase cards ready. Once the words are used orally, show the word/phrase card and help children read it aloud. Tack the card on the board to use for review later. At the end of the lesson, add the vocabulary cards to your Word Tree and leave them there as long as there is space so children can practice reading them.)

Show a picture of a clock. Use it to unlock the words moved fast, hour hand and fast forward. Say: This is a clock. What do you see in the clock? How many hands does it have? Point at the hour hand; Point at the second hand. Which moves faster?

Show a real clock. Use this to unlock the word wink and chimed.

Say: This is a clock. What does the clock tell us? How many hands do the clock has?What does the long and thin hand tell us? How about the other long hand? What about the short hand?

What time do you go to school? Let us say that your call time in school is 7 o’clock. You saw the clock that it is almost 7. What would you feel? What will you do?

Say: Let us see if you remember the words we learned today.

Refer the pupils to LM Lesson 14-Activity 1 on page ____ for the word review exercise.

2. Motivation QuestionWhat do you do so that you will not be late in going to school?

3. Motive Question

What did the grasshopper do so that he won’t be late to school?

(Note: Instead of the Motivation Question-Motive Question tandem, you can use semantic mapping as an alternative strategy. Write the word clock on the board. Have children think of words that come to their mind when they hear the word clock. Write their answers as strands around the word, as shown in the figure. Then say: In the story I will read to you, Slick the grasshopper was almost late for school. Find out what father did to teach him how to manage his time.)

Picture of a clock

(Possible answers: fast forward, moved fast, chimed)During Reading

Read aloud the story (see next page). Stop at indicated points to ask the children what they think will happen next in the story.

Post Reading

1. Discussion Questions

1. Who is the main character of the story?2. Why did Slick the grasshopper jump with joy?3. What did he do with his friends?4. What did he forget to do?5. What did father tell Slick to teach him a lesson?6. Why did Slick have to move fast? 7. Did Slick sleep well?8. How did the minute hand move?9. How did Slick feel when he arrived home?10. What is the lesson of the story?


Refer the pupils to LM Lesson 14-Activity 2 on page ____ for the Writing to Learn activity.

Fast Forwardby Leah N. Bautista

“Classes will start late tomorrow.” Slick jumped with joy. He said, “I need not hurry. I’ll take it easy. I have lots of time to get things done.” So he played with his friends in the yard. They talked and had fun until dinner time.

“Uh-huh,” Slick’s father said. “Look at the clock’s long minute hand. Fast forward it goes. It warns us that time flies by fast. So do first what has to be done while you have time to do it.” He cleaned the Grandfather’s clock which chimed ten times.

Slick did not listen. Later, he had to move fast forward like the minute hand of the clock. He worked fast on his homework to get it done. He had to get up early and dress up fast hoping he would not miss the school bus.

But the bus was gone so Slick skipped breakfast and walked fast forward to school so he would not be late.

Tired and hungry Slick said, “The lesson I learned today so we need not move fast if we just manage our time well and do first things first.”

clock


Review of Decoding Lessons Taught in Grade 2(These include CVC words with long i, and sight words for pre-primer, primer, and Grade 1 levels of the Dolch Basic Sight Words list. The exercises in this lesson also sometimes include vocabulary words learned in the literature lesson in Day 1. Two-syllable words containing two CVC pattern are also used. For this purpose, it would be good to have flashcards for each of the sight words and for the phonics word families).

1. Start with a flashcard drill of long I words as shown in LM, Lesson 154. Review their meanings, as needed.

A. Have the children read aloud the words in A, by columns. Then call on the whole class, small groups, and individual children to read a column of words at a time. If needed, you can model how a word should be read. Note that the vowel i in the word pine is given the a long i sound.

B. Do the same with the phrases in B. Ask questions to see if pupils know the meaning of the phrases.

C. Say: Do you have a bike? Do you also fly kite? Have the pupils pair off and take turns reading and answering questions with their partner. Now we will read a story about a boy riding on a bike and flying a kite.

Refer the pupils to LM Activity 154D. Have alternate oral reading of the story. Start by reading the first stanza, and then have the class read stanza 2; the boys read stanza 3 and the girls read the last stanza. Then have the whole class read the entire poem.

Discuss the story using the comprehension questions on to LM Activity 154D.

Add more questions as needed.

D. Say: In the peom, the boy rides a bike and at the same time flies a kite. Is it right to ride a bike and fly a kite at the same time? Do you also ride a bike? Do you like to fly a kite?Which do you prefer? Draw and write a sentence about what you like. Have the pupils do the activity in to LM Activity 155. Ask pupils to share their drawings and sentences after they are done.

Lesson 14 Day 3: Decoding/Fluency/WritingSequencing/Retelling

Skill Lesson: Decoding/Fluency/Writing

1. More Review of Decoding Lessons Taught in Grade 2

Have a flashcard drill of selected sight words as shown in to LM Activity 156A. Note that the word basket, which has a CVC-CVC pattern, is also included. Again, give opportunities for the pupils to read the words on sight, from whole class, small groups, and individual children. If needed, model how a word should be read, especially the words around, funny, happy, and basket. Point out that don’t is a short version of do not.

Discuss their meanings, as needed.

A. Do the same with the phrases in B and with the sentences in C. Ask questions to see if pupils know the meaning of the phrases.

Skill Lesson: Sequencing/Retelling

(Materials: Pictures showing 3 events from The Fast Forward)


Show the pictures one at a time, in random order. Ask what is happening in each picture. Say: Remember the story we read yesterday? Here are some pictures showing events from the story. Look at each picture. Tell what is happening in the picture.


Say: The pictures do not show the correct order in which the events happened in the story. Which picture shows what happened first? Which picture shows what happened next? Which picture shows what happened last? Let us arrange them in the correct order


Allow pupils to arrange the pictures of the events in order.

Say: Now we can use the pictures to help us retell the story. Let us use Picture 1 to tell what happened.Do the same with the next two pictures. Guide the children in answering the questions so they come up with sentences similar to the following

Picture 1 First, Slick stayed up late chatting and playing with his friends.

Picture 2 Next, Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson.

Picture 3 Finally, Slick went home tired and hungry. He now learned his lesson to “do first things first”.

(Note: Guide the students to make this generalization at the end of Modeling/Teaching and beforeGuided Practice. It will help to have the generalization shown in a Teaching Chart for ease in reference, and for use in future lessons on sequencing. )

Slick stayed up late chatting and playing with his

friends. Event 1

Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson. Event 2

Slick went home tired and hungry. He now learned his lesson to do better with his activities.Event 3

4. Guided Practice

Group the pupils with 10 members each. Let each group show three scenes from the story “Fast Forward” through a tableau. Let one member retell the story using the three scenes formed. Make sure that the scenes are presented in the correct order.


Refer the pupils to to LM Activity 157A.

A. Say: How do we arrange or retell events in a story in the right order? Let’s read the tips inside the box.

Help the children read the reminders.Read to the children the instructions for the sequencing exercise.Point out where they should write the number of the event.

B. When the children have numbered all the events, call on them to retell the story using the pictures. Have one child retell what happened in each event.

End the activity by having the children repeat the tips for sequencing and retelling.


Skill Lesson: Reading and Writing Words with Long /i/


Say: Do you still remember the story “Fast Forward”? Who was the main character in the story? What are the things he did?


Teaching Chart: Sequencing

How do we tell events in a story in the right order? First, we think of what happened in the beginning. Next, we think of what happened in the middle.Then we think of what happened at the end.

Say: Read the word under the picture. Model how the word should be read. Let us spell chime: c-h-i-m-e. Point to the letters as you do so. What is the vowel in the middle? What is the sound of iin chime? Read the word again.

Read the following sentences and present the flashcard of the highlighted word as you say it then put each word in the pocket chart or board.

The grasshopper has a clock with a chime.The clock chimed nine times at night.

Say: Read all the words in the pocket chart. What happened to the clock at night? (chimed) Get the word card. Read it When did the clock chime? (night) Get the word card and read it..How many times did the clock chime at night? (nine) Get the word card. Read it.

3. Guided Practice

Present the Teaching Chart for the words with long /i/.

Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures, action, and context.

After initial reading and vocabulary study, provide practice in reading the words, through flashcard drills, or teaching charts. Have the pupils read words by word families first before presenting them with various combinations of words.

Refer the pupils to LM Activity 158D.

Have children do Exercise D, then read the words aloud after they have completed them.

Game: Word Bingo

Prepare a 3 x 3 grid like the one shown below on the board.

chimed nine night

Teaching Chart

chime night sight

time bright light

nine child slide

fight bite ride

Prepare flashcards of words with long i. Divide the class into two groups. Call the first group to read the first card. If the group reads correctly, they can draw any symbol on any box drawn on the board (e.g., star, heart). Then call the next group and repeat the procedure until all the cells are filled. The group with the most number of symbols is the winner.

This game can also be played in small groups. Prepare the grid on a whole sheet of paper. Give a set of word cards and the bingo grid to each group. The same procedure is followed.


Ask children to read the phrases using various formats as you did in previous lessons. Make sure that the meanings of the phrases are understood.


Refer the pupils to LM Activity 158E.Have the pupils share their drawings when they are done. Have each pupilread the sentence that tells about his or her drawing.

Lesson 14 Day 5: Grammar: Collaborative Learning/Values Infusion

Skill Lesson: Differentiate between a phrase and a sentence Read phrases and sentences using combinations of sight words

and decoding words learned Apply the values of resourcefulness and teach works through a group project


Say: Can you still remember the story “Fast Forward”? What happened to Slick, the Grasshopper?

Let the pupils give details about the story. They may answer in phrases or in complete sentences. Write their answers on the board putting phrases in one column and sentences in another column.

Possible answers:

A B1. will start late 1. Classes will start late tomorrow.2. played with friends 2. He played with his friends in the yard.3. talked and had fun 3. They talked and had fun until dinner time.

Say: I wrote them on the board. Let’s read your answers again.


Say: Read number one in column A. Read number one in column B. Which is longer? A1 or B1?Which tells a complete thought? Let’s read B1 again. What else do you notice about B1? (B1 begins with a capital letter and ends with a period.) This is what you call a sentence. A sentence gives a complete thought.

Write the word sentence on the board and have children read it.

Say: Is A1 a sentence? Why not? Does it say a complete thought like B1? Does it begin with a capital letter? Does it end with a period? So, is it a sentence? This is what you call a phrase. A phrase doesn’t give a complete thought.

Write the word phrase on the board and have children read it.

Read the group of words. Write P if is a phrase, S if it is a sentence.

1. played with his friend2. had fun until dinner time3. He worked fast on his homework.4. Slick, The Grasshopper, jumped with joy.5. He cleaned the Grandfather’s clock.

Have the pupils give the generalization:Ask: What is a phrase? What is a sentence? See the teaching chart about phrase and sentence. Help the students read the Teaching Chart.

3. Guided Practice

Present the following phrases. Combine them to make a sentence.

A B1. Slick, the Grasshopper, a. chimed ten times2. Grandfather’s Clock b. manage our time well3. We just c. jumped with joy4. But the bus d. talked and had fun5. They all e. was gone

Say: Give now the sentences that you have formed.1. Slick, the Grasshopper jumped with joy.2. Grandfather’s Clock chimed ten times.3. We just manage our time well.4. But the bus was gone.5. They all talked and fun.

Say: Look at the sentence. Does it give a complete thought?Yes, it does. But there is something wrong with the sentence. Can you tell?What should we do to make it correct?

(Make the word “the” begin with a capital letter. Add a period at the end of the sentence.)Now let’s choose the verbs in the given sentences. How do the words end? What did we add? (We add d or ed to the simple form of the verb to form its past tense.)

Teaching Chart

A phrase doesn’t have a complete thought. It doesn’t end with a punctuation mark.

A sentence has a complete thought. It ends with a punctuation mark like period (.), question mark (?) or exclamation point (!).

Say: Read the following sentences. Do they give complete thought? How are the verbs written to show that the action took place in the past? 1. thousands of years ago, the early Filipinos lived in caves2. they hunted wild animals with their bows and arrows3. they cooked food by roasting them4. sometimes they picked fruits5. they used the leaves of plants for medicine

Divide the class into two groups. Each group will combine phrases to make sentences. The sentences should make sense. Each sentence should begin with a capital letter and end with a period.

Match A with column B to form a sentence. Write the sentences correctly. Usecapital letters and punctuation marks if needed.

GROUP IA B

1. nita cleaned a. the trash in a pit2. she buried b. their yard3. thousands of years ago c. some vegetables in the garden4. maria gathered d. some people lived in caves5. last Saturday e. I scrambled eggs for breakfast

GROUP IIA B

1. Yesterday, Father a. the yard2. He cleaned b. the plates3. I washed c. stayed at home4. She counted d. the ripe guavas they picked5. Romy and Bert walked e. to school together last Monday

Have groups present their outputs. Guide the class in giving feedback on whether the sentences formed make sense.


Refer the pupils to LM Activity 159.Guide them to read the strategy for differentiating between phrases and sentences before they do the exercise.

Infusion of Values/Collaborative Work (15 min)(Materials: recyclable materials available in the classroom like plastics, papers, bottle etc.)

1. Introduction/Presentation

Review part of the story “Fast Forward” that focuses on the crow’s resourcefulness.

Say: In our story “Fast Forward,” What was the problem of Slick? What did his father do to solve Slick’s problem? Did it help him solve the problem? We say that father is resourceful. To be resourceful means to find quick and smart ways to solve problem. Follow after me (say the

word by syllable: RE-SOURCE-FUL). Give a clap as you say each syllable. (Pupils give one clap for each syllable.) How many syllables does the word resourceful have? Now, let us spell the word resourceful.


Write the word resourceful with some missing letters like below.Say: The word “resourceful” is a long word so it may be hard to read. Look at different parts of the word to help you. There are 3 syllables in the word. Read the middle syllable (source). What vowel follows the letter r in the first syllable?

Call on a pupil to write it on the board.

The last syllable is –ful. What do you think is the missing letter? Call on another pupil to write f on the blank.

Say: Now we have the complete word. Read the syllables. Read the whole word. Read it again.

3. Guided Activity

Say: Are you resourceful? In what ways are you resourceful?Show a picture of a boy and a girl who do recycling.

Say: These are Anne and Roy. They are helping solve our garbage problem. They collect plastics, bottles and paper to do their project in Science.

4. Independent Group Activity

Say: It’s your turn to help save our environment. I will give you some recyclable items. Discuss with your group mates what you can do to make use of recyclable materials. Draw your project in a manila paper, which you will present next week.

Provide recyclable materials to the pupils and give them 10 minutes to plan and draw their project. Refer the pupils to LM Activity 160.

Have pupils use this as a guide for their project, which they will submit on ¼ Manila paper the following week.

r __ s o u r c e __ u l


Lesson Parts



Interpret Non-Print Sources Infer Print Sources Identify and write imperative sentences

(request and command)

Form and use the past tense of frequently occurring irregular verbs (eat - ate)

Materials

Varied pictures (posters, sticks orcartoon drawings, paintings)

chart( table with 2 columns, varied no. of rows)

Varied print sources (leaflets style, posters,)

Small strips(draw lots)

Graphic organizer

Manila paper (excuse letter)

Strips(pictures, words and sentences)

Pictures (dog and cat)

Word strips of irregular verbs and their past form

Selection about Kurt

Procedure

Detect non verbal cues.

Brainstorm and outline what the pupils know from what they see and what else they want to know about the picture.

Interpret non print sources:1. orally (IW)2. in simple sentence

constructions (SG)

Syllabicate words extracted from the discussion.

Free speech and expressionGuessing what the picture tells the viewer

Brainstorm about the story, the values and importance of print texts.

Infer print source (headline news).

Evaluate and interpret print texts using practical/ intellectual and aesthetic knowledge.

Group presentation:State what varied print materials (leaflets, street/wall posters, weather forecasts) tell us.

Interact and retell the thought of the passage.

Identify requests and commands elicited from the passage

Indicate what an imperative sentence does.

Base method

(Group Work)

Identify requests and commands and classify them in the right columns of the chart

Sort out request and command strips.

Note the appropriate past form of irregular verbs in a selection.

(GW) Jump on the right past form of irregular verb.

Fill in the past form of irregular verbs

Sentence completion using the past form of irregular verbs

Individual ActivityInterpret the pictures in 2-3 sentences

(10 min)

Construct 3 imperative sentences/phrases (ways on how to pass projects on time)

Identify and write imperative sentences

Unit 2: Week 6 (Lesson 15)Non-Print Sources

1. Presentation

Show a picture of a grade 3 girl rushing to catch her school bus. Refer to LM Activity 161A for the said picture.

Say: Can you “ read” a picture? Does the picture tell something? (Show the picture to the class.) Can you tell what the picture is trying to say?

2. Modeling

Brainstorm what the children know or think about the picture they see and write it under column WHAT I KNOW. Under column WHAT ELSE I WANT TO KNOW ABOUT IT, write what are the things they still want to learn or discover about the details of the picture.

Write their answers on the board with this format.

What I know What else I want to know about it

e.g. she’s late Why was she late?

Say: Look at the picture again. Let us guess what information it tells us. What does the picture tell? Do you know how to guess what a non-print material (picture) tells? What are non-print materials, by the way?

Non-print sources are materials that tell something without the use of words. These sources use pictures, graphs, posters, movie and the like. There are 4 steps to take so we can make sense about it.1. Look at the whole picture.2. Describe the details. 2.1 If there are persons or animals, describe what they are doing or their faces to

tell what they feel. 2.2 Describe the setting or place where the person in the picture is.3. Using your observations earlier, you can now make an intelligent guess/infer as to what the picture tells us.

Show again the picture in Activity 161A.Say: Let us infer what the picture tells us.

What do you see in the picture?Are there persons or animals?What do you think is the girl doing?Where is she?

Why do you think the girl was running?Is she in a hurry? Why?Have you also experienced rushing to catch your school bus?

How would you interpret what the picture is trying to say?What are the bases for your interpretation?

Ask: Can we get information through pictures or non-print materials?What are the things we have to do in order to understand what non-print sources tell us?

3. Guided Practice

Now let us try another one and carefully examine the details of the picture.What is the boy holding? Refer to the pictures in LM Activity 161B.

Go with your groups and write in one sentence, what you think the picture is about.

Say: Was it easy to interpret what the picture was trying to tell us?

Say: In picture A, how will you describe the boy ?

What can you say about his grade in the card? Is it high or low?

What you should do to get high grades?

(Do the same processing with pictures B and C.)


Study the pictures and guess what information they tell. Write your answers in your notebook.

Refer your pupils to LM Activity 161C and D.

Lesson 15 Day 2: Inferring Information from a Print Source

1. Presentation

Post the poster on the board.

Say: This is a signage. What do you see in a signage? The words you see in a signage are called print. A signage is a Print Source of information. What does the signage tell you? Let us state in another way what the information given in this signage.

2. Modeling

Ask: What is inferring? How do we infer information from a print source?

No I.D.No Entry

Prepare strips of Manila paper. Write the lines of each character on the strips and stick them on a Manila paper for easy removal and classification of the sentences (a request or a command) in a follow up activity later.

Say: Inferring is making a guess about what something tells. We can infer from a print source of information. Print source of information tells us something in just a few words. Samples of print sources are signage, posters, brochures, and the like. There are 4 questions that you need to answer in order to infer information from a print source. 1. What does the print tell you? 2. Why does the print tell you that? 3. Does the print explain this clearly? 4. How else can you say what the print says?

Say: Answering these questions make state in full what the print tells.Let us look at the signage again and mention what it tells. (Point the pupils to the signage you posted on the board.) Read the print.Ask the four questions one-by-one. Accept the pupil’s responses.

What does the print tell you? Why does the print tell you that? Does the print explain this clearly? How else can you say what the print says?

3. Guided Practice

Refer your pupils to LM Activity 162.

4. Independent


Lesson 15 Day 3: Form and use of the past tense of frequently used irregular

verbs (eat-ate)

1. Presentation

Say: Let us read the dialog together.

The class of Miss Luz starts the lesson by checking the homework.

Miss Luz : Bring out your assignment, class.Johny: I am sorry ma’am, I don’t have an assignment.Miss Luz: Will you please tell me why?Johny: I played all day and I got tired.

When I got home I just slept. May I pass my assignment tomorrow?

Please give me another chance Miss Luz.Miss Luz: Next time, do your assignment first.

Stay at home and finish it. Ask your brothers and sisters to help you with your assignment.

Johny: Yes ma’am I won’t forget what you advised me about getting my assignments done on time.

Ask: What should Johnny do to show that he learned his lesson?

2. Modeling

Use some of the strips to elicit answers from your students that lead to the understanding the difference between a request and a command.

Say: Let us read strip number 1. (Remove it from the manila paper and post it on the board. Do the same with strip numbers 8, 9, 10)

Ask: What do these sentences tell us ?

Say: These sentences are command. Write “Commands” on the board. Commands tell what someone must do.

Say: Let us read strip number 3. (Remove it from the manila paper and post it on the board. Do the same with strip number 7.)

Ask: What do these sentences tell?

Say: These sentences are requests. Write “Requests” on the board. Requests tell politely what we want someone to do.

3. Guided Practice

Say: Let us see if you can tell if a sentence is a command or a request. Draw a sun or a moon on each blank.

Refer the class to LM Activity 164A.


Refer your pupils to LM Activity 164B.

Lesson 15 Day 4: Form and use past tense of frequently occurring irregular verbs (eat - ate)

1. Presentation

Post a copy of the selection on the board.

Say: Let us read the short selection on the board together.

Kurt hurt himself when he was playing.He said “Please help me get to the clinic!”One of his group mates rushed to carry him and laid him on bed.”I’m afraid I might have broken my arms,” Kurt said. “Put your things down, relax, breath and smile,” his friend Rene said. “Hand me your project so you won’t be late in passing them,” he added.

Ask: Can you identify the two types of imperative sentence?

Say: You can see them in our selection. Write them under the right column.

Request Command

2. Modeling

Say: What happened to Kurt while he was playing? Why? Why did they lay him on the bed? What kind of injury was he afraid he incurred? To calm him, what did Rene ask him to do?

Activity 1

Among the words on the board, look for the right past form of the following irregular verbs:

Irregular verbs Past Form

hurt _________

lay _________

break _________

put _________

After the children have chosen the right answers, ask them:

What did you notice with the verbs when they are in the past form?

What two verbs remained the same in their past form?

What two verbs showed a change in their past form? What change took place?

Group Activity

Say: Now let us play like a cat and dog. One volunteer from each group will be the “It” or the cat. They have to jump on the right past form of the verb they are holding in order to get the bone. If they jump on to the wrong verb, they will fall and the dog will get the bone instead.

Say: What did you notice about the past form of the verbs? What was added at the end of the verbs? Why? What do we call this verb then?

3. Guided Practice

Say: Let us try again but now let us work together with our groups. Choose the right past form of the irregular verbs.

Refer the class to LM Activity 166.


Say: You’re doing great! Now let us work on Activity 167.

fight fighted

blow blowedblew

ride roderides

fought




Literature: “The Adventures of the Animal Band”

Realize the importance of teamwork

Sequence series of events

Read words with the long vowel /o/ and ending in silent e as in hose



Irregular Verbs

Write sentences with proper punctuation marks

Materials

Copy of story

Pictures of life vest, a sinking ship and people abandoning it going to lifeboats

Story Cards for every animal dialog

Picture of animals in the story

Question strips

Illustration of the animals in the story

Question strips

Activity Sheets

Irregular Verb chart

Activity Sheets

Sentence strips

Cooperation Thermometer

Pictures for Independent Practice activity

Procedure

Pre-ReadingPresent key words through pictures, demonstration and word clues.

ReadingRead aloud and stop at indicated points and ask questions to predict and monitor comprehension of the story.

Post ReadingLet pupils talk about the story read through SG activities:

a. Act b. Drawc. Singd. Happy face Cut Out

Allow pupils to present their work to the class by groups.

Word drill and exercises on words with long vowel /o/ and ending in silent e as in hose.


Allow pupils to read parts of the story by their animal grouping.

Modeling/Teaching:

Talk about the story read through discussions questions to reiterate sequencing .

Guided Practice:

Let pupils do sequencing of events using the sequence chart.



Guided Practice:

Let pupils do dramatic reading of the lines of Ratty Rat.

Do Ratty Rat game to talk about the story.

Flashcard Drill on Brain List Read words, phrases and sentences.

Let the pupils do word games.

Read and write words with s- blends.

Let the pupils learn how to do syllable count through the Chin



Read the first paragraph of the story to jump start the lesson.

Modeling/ TeachingDiscuss how the past forms of irregular verbs are formed.

Allow the pupils to list that indicate what they do every day.

In groups, allow pupils to locate and write verbs (see LM)

Allow pupils to do a guessing game by sentence strip reading and guessing the names of animals

Let the pupils write sentences using the correct form of the verb guided by time expressions.

Discuss how past forms of verbs are used in sentences and the appropriate punctuations.

Let the pupils write the different forms of sentences (declarative, interrogative, etc.).

Let the pupils measure level of cooperation of their team through the Cooperation Thermometer

Make a sequence chart of the adventures of the animal band from day 1 to day 7.

Method

Allow the pupils to read and write words and sentences with s- blends

Unit 2: Week 7 (Lesson 16)The Adventures of the Animal Band

Pre-Reading

1. Unlocking/Vocabulary & Concept Development(life vest, sinking, abandon)

After unlocking the following words make sure that you tack them in the Word Tree so children can practice reading them.

a. life vest Show a picture of a man wearing a life vest. Say: What does the man wear? It is called a life vest. When and where is it necessary to wear a life vest? How will it help the person wearing it?

b. sinking In a glass of water put a small paper boat upside down. Let the pupils observe what happens to the paper boat. Tell them that the paper boat is sinking.

c. abandon Say: Look at the picture. What do you see? (People leaving a sinking ship) What are they doing? Why are they leaving the ship?Now, let’s pretend that we are on the ship. The ship is about to sink. When I say “Abandon ship” What will you do? Let’s do it! When we leave the ship, we abandon it.

2. MotivationWhat comes to your mind when you see the word band. (Write the responses of the pupils in a web.

3. Motive Question:Say: Today, you are going to listen to a story about “The Adventure of the Animal Band”. (Show the picture of the animal band. Refer to LM)

Ask: Who do you think are the animals in the Animal Band?

Band

During Reading

Read aloud the story. Stop at indicated points to ask the children questions on the story.

Refer LM Activity 168B for the copy of the story.

Questions for Paragraphs 1-3 Where did the horse and his friends go? What did the horse say? What do you think will happen to the animals?Questions for Paragraph Number 4 What happened to the animals? How did each one of them reach a safe place? If you were the carabao would you allow the monkey to stay on your back? Why?Questions for Paragraph Numbers 5-7 Who thanked God? It is right to thank God all the time? Why? What do you think will the animals do on the second day?Questions for Paragraph Number 8 (Day 2) What did the animal do on the second day? How would you feel if you could see only the deep blue sea around you? What do you think will they eat?Questions for Paragraph Number 9 (Day 3) Have you seen a sea urchin? Describe it. What other things do you think will they find on the island?Question for Paragraph Number 10 (Day 4) What do you think will happen next?Questions for Paragraph Numbers 11 & 12 (Days 5 and 6) How did they feel about their new home? Why? What do you think will they do next?Questions for Paragraph Number 13 What do you think were their musical instruments? What musical instruments can you play? How do you think their musical instruments could help them?Questions for Paragraphs 14 – 17 Why did the ship stop? Let’s find out? How long did the animals stay on the island? If you would be asked to join the animals to their trip to the island, would you do it? Why?

Post Reading

Engagement Activities (Small group)

Say: I am going to divide you into 4 groups. Each group will do one of the activities.

Group 1 – Act it

Act out this part of the story.(Give group a strip of this activity.)

They were all looking at the deep blue sea. Suddenly, they heard a short but loud echoing sound. The ship hit a big hard rock. Captain Goat told them “Put your life vest on! We are sinking! We must abandon the ship now! Swim! Swim for your lives!

Group 2 - Draw it

Draw what the animals did on the first seven days of their stay on the island.

Group 3 –Sing it

Sing a song that you think the animals could have sung in the story. Accompany your song with materials that you could use as musical instruments in the classroom.

Group 4 – Make it Make cut-outs of the happy faces of the members of the animal band.

Engagement Activity (Whole Class)

We will have the discussion of the outputs from each group. Pay attention to the question that I will ask.

Group 1

1. What is the story about?2. Who were the characters in the story?3. Where did they ride?4. What happened to the ship?

Group 2

5. What did the animal do to survive?6. How did they help each other?7. Were they able to reach a safe place?8. What did the animals do on their first seven days of stay on the island?

Group 3

9. What did the animals do on the 7th day on the island?

10. Were they able to come home?11. What do you think did the animals feel?

Group 4 Will show and tell

UNIT II

Lesson 16 Day 2: Alphabetizing words in the second letter

1. Presentation/ IntroductionSay: Let us read the paragraph.The animals jumped from the ship and swam and swam. Soon they reached a safe place.Say: Let us read the words. ship, swam, shipAsk: What do you notice? Yes they all start in S.

2. Modeling

Say: If we alphabetize these three words, we have to look at the second letters: ship, swam, safe.

Ask: Which one will be the first word? Yes, safe, because s is followed by a. Which one will be second? Yes, ship because it’s second letter is h. So the alphabetized order is: safe, ship, swam.

3. Guided PracticeSay: Let us alphabetize these sets of words.a. shelter, sea, swimb. boat, back, bigc. life, leave, lookd. fly, find, feel

4. Independent Practice Refer the class to LM Activity 170.

Lesson 16 Day 3: Decoding/Fluency/Writing of words with long o sounds ending with silent e as in hose



2. Modeling

Say: Sometimes, letter o, in words that end in e like bone and cone, is pronounced as /ow/. Let us say the following words correctly.

bone cone honelone tone phone

3. Guided Practice

Refer the class to LM, Lesson 171B.


Refer the class to LM, Lesson 171C.

Lesson 16 Day 4: Irregular Verbs/ Decoding/Fluency/Writing of Words with Long o Sounds Ending with Silent e as in Hose

Skill Lesson: Decoding/Fluency/Writing of Words with Long o Sounds Ending with Silent e as in Hose (1st half)

1. Presentation/IntroductionPost words that has a long o sounds ending with silent e on the board. Say: Let us read the following words. bone throne stone phone smoke

Post the picture of each word on the board.Say: Study each picture. Match the words with the pictures that they name.

2. ModelingAsk: How do we pronounce the letter o in the word bone? Say: Letter o is pronounced as /ow/ in words that end with silent e.

3. Guided Practice

Refer your pupils to LM Activity 172A-C.

4. Independent PracticeRefer your pupils to LM Activity 172D-E.

Skill Lesson: Irregular Verbs (2nd half)

1. Introduction/ Presentation

Post a picture of all the characters in the story “The Adventure of the Animal Band”

Ask: What do you remember about these animals?Say: I listed words that you mentioned while you were talking about the story we read last lime. Let us read them.

went told hit waswere rode held said

What do you call these words? (Verbs)

2. Modeling/ TeachingSay: Some verbs form their past tense by changing a vowel.

Call two girls. Ask them to hold a book.

Say: Say something about what they do. (The girls hold a toy.) In what tense is the verb “hold”?

Ask the two girls to go back on their seats.

Ask: What did the girls do a while ago? (The girls held a toy yesterday.) In what tense is the verb now? What do you notice with the verb “hold” when put in the past tense? (There is a change in the vowel.)

Say: Let us study the following examples.

run-ran ring-rang swim-swamget-got rise-rose wake-woke

give-gave sing-sang write-wroteride-rode sit-sat win-won

know-knew throw-threw drive-drove

3. Guided Practice

Divide the class into 4 groups. Let each group perform the activity below1. Think of the activities/ tasks/ work you did with your friends/classmates.2. List five action words that tell about what you did.3. From the list you have, select the irregular verbs and give the past form.

4. Write a sentence using the past form of the verb.

My List Past form My sentences

1.

2.

3.

4.

5.

4. Independent PracticeRefer the class to LM Activity 173 for the group activities.

Lesson 16 Day 5: Sentence Writing and Punctuation


Do you remember the characters of “The Adventure of the Animal Band”? Let’s have a guessing game. I am going to flash a strip of cartolina and you read the sentences and guess who said that.

Flash the sentence strips:

1. Put your life vest on! We are sinking! Abandon ship!2. Thanks God, we’re alive!3. We swam all day and all night.4. I climbed a tree and all I saw was a deep blue sea.5. Ouch! My belly was hit by a sea-urchin.6. Huh, I walked, ran and flew!7. Who knows how we can stop the next ship!8. Would you like another adventure?9. Hip hip hurray! Hip hip hurray!

2. Modeling/ TeachingLet us read the sentences

1. We swam all day and all night.2. Who knows how we can stop the next ship?3. Would you like another adventure?4. Ouch! My belly was hit by a sea-urchin.

5. We walked and ran! Ducky flew at times.

Let us talk about each sentence What kind of sentence is in number 1?What punctuation mark is used?(Do the same in sentence 2, 3, 4)

Now, take a look at the picture.

Ask: What did the dog, duck and frog do together?(Write the pupils answer on the board)

Ask: What kind of sentence is this?What kind of punctuation mark is found separating the series of names of the

animals? When did we use a comma? What punctuation mark is used in the end?

Lead the pupils to understand that there are four kinds of sentences. These sentences differ according to their use. They also end with different punctuation marks.

3. Guided Practice

Mini – tour

Group yourselves into 4. Have a mini-tour outside the room. Each member writes sentences on his own task card. Then the group agrees on the 6.

Set the number of minutes for the mini-tour of the and the preparation of their group output

My Sentences (Individual)

Declarative Sentence (Using a period)

Imperative sentence

Declarative Sentence (Using a comma and period)

Interrogative sentences

Exclamatory Sentences(Using Exclamation point)

Exclamatory Sentences(Using a comma and exclamation

point)

Illus. of dog duck and frog swimming together

Illus. The dog, duck and frog swimming together.

4. Independent PracticeValues Infusion

What can be used to measure the level of cooperation in your Group? Let us use the Cooperation Thermometer.

What would be the thermometer’s reading for your group? Why?

1. Enrichment Activities

Group the class into 4. Give one picture to each group. Instruct the groups that they are to write sentences about the picture using the kind of sentences assigned to them.

Group 1 – Declarative Sentence Group 2 – Interrogative sentence

____________

Group 3 – Imperative sentence Group 4 - Exclamatory sentence

Picture of a boy and a girl watching the display of top cars.




Literature:The Enormous Carrots

Get the general sense of the story

Use verbs in simple present tense


Retell familiar stories to other children

Use Verbs in simple past tense

Blend phonemes (sounds) in CVCCC words

Note that some words may have opposite meaning


Write at least three sentences from various sources (declarative, exclamatory, interrogative)

Uses appropriate punctuation marks (period, comma, and exclamation point)


SUMMATIVE TEST

Materials

Copy of the story “The Enormous Carrots”Task card

Word cardTag board

Word cardTeaching chart: Verbs

Task cardManila paper

Procedure

Pre-Reading

Unlock vocabulary through pictures, context clues and demonstration.

Let the pupils fill in the chart about carrots to activate prior knowledge.

Present the cover of the big book “The Enormous Carrot” Let the pupils read the title.

ReadingRead the story to the class and ask them questions to interact with the text.

Word drill and exercise on words with long vowel /o/ ending in silent e as in hose

Introduction/ Presentation

Act and Guess Game (see TG for the steps)Spelling

Modeling/Teaching:

Present a paragraph to the class. Use the sentences from the paragraph as springboard to the lesson on verbs.

Discuss verbs in simple present


Introduction/ Presentation

Pupils read a paragraph and pupils answer WH- questions.

Pupils read verbs from the paragraph read.

Discuss verbs in the simple past tense.

Let the pupils read words from the paragraph with CVCCC pattern.


Introduction

Group the class into 5 groups. Assign parts of the story to be read by each group.

Presentation

Present jumbled words to the class and let the pupils arrange the words to form a sentence.

Unit II Just Do It!. Lesson 10 (Week 1) 1

Post Reading Let the pupils answer questions to ensure a complete grasp of the story. Pupils answer by group.

Group the pupils into four groups and provide task cards to work on. a. Draw b. Act Outc. Sequence Picturesd. Prepare a “Thank You” card

tense.

Guided Activity

Let the pupils use verbs in writing sentences about pictures.

Independent Group Activity

Group 1 – Make 5 sentences about the community helpers in the picture.

Group 2- Complete the poem with the correct form of the verb in the parenthesis, and then read the poem to the class.

Present and discuss words with antonyms from te paragraph.

Guided Practice

Provide activities about verbs, words with CVCCC pattern and antonyms.


Activities on verbs, words with CVCCC pattern and antonyms.

Modeling/ Teaching

Discuss kinds of sentences.

Group the class into 3. Let each group write sentences from the story.


Group yourselves into 4. Have a mini tour of the school. Each member writes sentences on his/her own task card. After 3 minutes, the members of the group agree on the four best sentences (declarative, imperative, question, exclamatory) for the group output. The group secretary will write the group output while the reporter be the one to present the group work.


Unit 2: Week 8 (Lesson 17)The Enormous Carrots

Pre-Reading

1. Unlocking/Vocabulary & Concept Development(enormous, pulled, could not believe her eyes)

a. Enormous (through picture, real object action)

Show a small stone and a rock

Say: I have here a stone. What can you say about this stone? Is it big or small?

Here is a rock, this is an enormous rock? What can you say about this rock? What is another word for enormous? (Bigger than usual, huge gigantic)

Show other pictures like small house and big mansion. Let the pupils identify which of the objects is enormous in size. Through action, let the pupils demonstrate the word enormous.

b. Pulled and pulled (through demonstration)

Using a hammer, demonstrate pulling a nail which is deeply tucked in a wood.

Say: I pulled and pulled the nail but I could not pull it out.

Call other pupils to pull out an old plant from a flower pat.

Ask: Can you easily pull out the plant? Why?

c. Could not believe her eyes (through pictures, action)

Show a picture of a woman who saw a treasure. Let the pupils pay attention to the reaction of the woman.

Say: The woman could not believe her eyes about what she saw. What do you think the woman felt?

Give a situation and let the pupils act out the phrase “could not believe her eyes”

2. Motivation Question

Have you seen a carrot? What can you say about the carrot? Let’s fill in the chart.


3. Developing Purpose for Reading Present the cover of the big book “The Enormous Carrot” Let the pupils read the title.

Ask: What question about the story comes to your mind when you see this picture?


4. Motive Questions

Why is it called an enormous carrot?

What will the hen do with the carrot?

During Reading

Listen as I read the story “The enormous carrot”. Read the story aloud.

After reading a page or several pages, ask questions to enable the pupils to interact with the text.

Refer the pupils to LM Activity 176A for the copy of the text. Note the questions to ask after reading about the indicated sentences.

The Enormous Carrot

Once upon a time there was a hen who wanted to grow carrots. So, she planted some carrot seeds on her garden.

Ask: What do you think happened to the carrot seed?

The carrot seed grew and grew.

One day the hen went out to check her carrots. She could not believe her eyes. There was an enormous carrot!

Ask: What do you think will the hen do with the enormous carrot?

The hen pulled and pulled it again. But she could not pull up the enormous carrot.

Ask: What do you think will the hen do next?

So, she went to the dog. “Help me pull up that enormous carrot,” she said.

“I will help you,” said the dog.

Ask: Do you think the hen and the dog will be able to pull up the

enormous carrot?

The hen and the dog pulled and pulled it together. But they still could not pull it up

Ask: What do you think will the hen do next?

So the hen went to the cat. “Help us pull up that that enormous carrot” she said.

“I will help you,” said the cat.


Ask: Do you think they will be able to pull up the enormous carrot?

All three of them pulled and pulled it together but the carrot wouldn’t still come out of the ground.

Ask: Who else do you think will help them to pull up the carrot?

So the hen went to the mouse. “Help us pull up that enormous carrot,”she said.

“I will help you” said the mouse.

Ask: Do you think the four animals will be able to pull up the enormous carrot?

The hen, dog, cat, and mouse pulled and pulled it together. Up came the enormous carrot!

Ask: What do you think will the animals do next

That evening they cooked the enormous carrot and ate it all together.

Note: Go back to the questions raised for pupils to answer before listening to the story. Ask pupils to answer those two motive questions.

Post Reading

I’ll ask some questions, and then I’ll call the groups to present their answers to the set of questions directed to them.

Group A

What is the story about?What are the characters in the story?

Group B

What did the hen plant one day?

What happened to the carrot seeds?

Why couldn’t the hen believe what she saw?

Who helped the hen pull up the enormous carrot?

Group C

Why couldn’t hen pull the carrot by herself?

Who helped the hen first? Second? Third?


What did the animals do after they have pull up the enormous carrot?

Group D

If the dog, cat, and mouse did not help the hen, what do you think would happen?

What could be done so the hen could succeed in getting the carrot by herself even without the help of the other animals?

What trait did the animals in the story show?

If you were the dog, cat, and the mouse would you help the hen why?

If you were the hen, how would you thank the three animals who helped you?

Infusion of Values

How is cooperation shown in our story? Where or when else can you show cooperation?

Engagement/Enrichment

Refer to LM Activity 176B. Give time to the pupils to prepare their output.

Lesson 17 Day 2: PhonicsUsing Verbs in Simple Present Tense

Skill Lesson: Using Verbs in Simple Present Tense


Game: Act and Guess

Divide the pupils into 2 groups. Each group will agree on 5 action words that they are to act out and the other group to guess the action they showed or performed.

Spelling

(Note: Using the word cards, flash words with consonant blend taken from the story; conduct the spelling lesson using the following steps.

1. Flash the word

planted grew ground check still

2. Let pupils read the words

3. Let them identify the number of syllables in the word

4. Let them spell the word as they look at the printed copy


5. Remove the copy of the word and let the pupils spell the word

6. Let them write the word on their tag board or on their paper

7. Show again the printed word and let them check whether they have spelled the word correctly

Say: I am going to flash words one at a time. You are to read the word aloud. Then, tell the number of syllables the word has. Now, let us spell the word together as you look at its written form in the flashcard. The time, I’ll remove the flashcard, can you still spell the word? Let us try. Now, write the word on your paper or on your tag board.

Note: Do the same with the remaining words.

After all the words have been presented show again their printed form on the flashcards and let the pupils check whether they have spelled the words correctly.

Individual pupils may be called to spell the words.


Show a composite picture of farm animals. Let the pupils talk about the animals in the pictures.

Say: Who are the animals in our story the Enormous Carrots? I have here a photograph about the farm animals. Let us read this together.

(This should be written on the board or on a Manila paper)

Ask: What animal crows to wake everyone up? What does mother hen do? Who go with mother hen? Why do the hen and chicks scratch the ground? Why do the animals sleep early?

Let the pupils read some sentences taken from the paragraph.

a. The roaster crows.b. Mother hen starts to look for food.c. The chicks go with mother hen.d. They scratch the ground.e. The animals keep themselves busy.

Unit II Just Do It!. Lesson 10 (Week 1)

“Tiktilaok, Tiktilaok!“

The rooster wakes everyone up. All the farm animals get up. Mother hen starts to look for food. The baby chicks go with mother hen. They scratch the ground for grains and crumbs. All the other animals keep themselves busy looking for something to eat. At night time, they all sleep early so as to be ready for the next day.

5

f. They all sleep early

Let the pupils identify the action word in each sentence. Let them also identify the subject in each sentence.

Ask: What is talked about in sentence 1? How many roasters are mentioned? What action word is used? With what letter does the action word end? What about in sentence 2? How many hens are talked about? What do you notice with the action word? In what letter does it end?

Study sentences 3, 4, 5, 6,

What is talked about in each sentence? What do you notice with the action words? Do they end in – s?

Note: Tell the pupils that the verbs in the sentences are in the simple present tense.

Let us study the chart below.

Provide other examples for the pupils.

Let’s read the sentences:

Rowena sweeps the floor.


SUBJECT HOW MANY ACTION WORD/Verb

roaster

hen

chicks

they

animals

they

one

one

more than one

more than one

more than one

more than one

crows

start s

go

scratch

keep

sleep

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Jane dusts the shelves.

The other boys arrange the chair.

They all keep their room clean and tidy.

Ask: Who is talked about in each sentence? What form of the verb is used when talking about only one person? (-s form) What form of the verb is used when talking about two or more persons? (simple form)

Say: The verb sweeps, dusts, arrange and keep are all in the simple present tense.

Lead the pupils to understand that the – s form of the verb is used when talking about one person or thing in the present tense.

The simple form of the verb is used when talking about two or more persons or things in the present tense.

2. Guided Practice

Get one picture from the chart make a sentence about it using the simple present form. Write your sentences in your notebook

ILLUSTRATIONS




Skill Lesson 2: Phonics

Refer the pupils to LM Activity 178 for the phonics exercises for Day 2.

Using flashcard, drill the students on the words they will meet in the selections to be taken up from day 2 to Day 4. If time allows, have the pupils read the sentences.

Allow pupils to read the phrases in A and make clarification in case there are words/ phrases they do not understand.

Read the story/ poem ‘Horsey, the King’ and allow them to answer by groups the questions that follow.

Lesson 17 Day 3

Skill Lesson: Retell familiar stories to other childrenUse verbs in the simple past tenseBlend phonemes to read (CVCCC) wordsIdentify and produce the sound given to the vowel digraphs oo and ou and the final ed in verbs in the past tense

1. Review

Remember our story “The Enormous Carrots”?

Let’s find out whether you can retell it to the class. I am going to begin the story. All you have to do is to add the next event until we finish the whole story.

(Note : Start telling the story by giving the first event then call on one pupil at a time to give the events that follow until the whole story is complete.)



Present a paragraph.

In our story the four animals had a nice time that evening. Let’s read this paragraph that gives what each animal did after they were able to pull up the enormous carrot.

That evening, the four animals cooked the enormous carrot. The Hen gently poured the hot carrot soup on four small bowls. The dog and the cat prepared a bottle of cold bubbly juice. The mouse helped set the table. They all had a happy time together.

Ask question about the paragraph.When did the animals cook the enormous carrot?What did the hen do with the hot carrot soup?What did the cat and the dog prepare?How did the mouse help?What are the action words/verbs in the paragraph?


1. Let’s read the action words/verbs in our paragraph.

Ask: What do you noticed about these action words. Let’s study the chart below.

Base Form Add Past Form

cook -ed cooked

pour -ed poured

prepare -ed prepared

help -ed helped

These verbs tell action that happened in the past. They are in the simple past form.How do we form the simple past tense of the verb?

Note: To form the simple past tense of the regular verb we add d or ed to its based form.


cooked

prepared

helped

poured

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Let pupils give sentences using the simple past form of regular verbs using the simple past form of regular verbs.

Present words from the paragraph with the CVCCC pattern.

Here are words taken from the paragraph. How many syllables does each word have?

What spelling pattern do these words have? Let’s blend the sound given to the consonants that come aone after another in the inderlined syllables of these words?

/g/e/n/t/l/y/ =

/b/u/b/b/l/y/=

Now, clap your hands every time you say blend sounds in the words that I’ll flash. Then read the whole word.

Present the pairs of antonyms from the paragraph.

enormous - small hot – cold

Ask: What do you call these pairs of words? Do they have the same meaning?

Can you give other pairs of words with opposite meaning?

4. Guided Practice


Get picture from the chart. Make sentences about them using pairs of antonyms in your notebook.


gently

bubbly

tenths

tight

rafts sixths

humbly

gifts

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5. Independent PracticeActivity 1: Verbs in Simple Past Form

Divide the class into four. Let each group create a four lines song about the things they did to make the classroom clean. Tell them to use the past form of the verb. They may adopt a familiar tense.

Activity 2: CVCC Words

Flash cards will CVCCC words.Let pupils blend the phonemes and read the word.

Activity 3:AntonymsComplete each sentence with the opposite of the word in the box. Choose your answer from the list.

1. I found a pair of shoes to replace my _____ one.

2. The waves carried the ___ fish to the shore.

3. The man thanked the ____boy who helped him cross the street.

4. The grasshopper learned a lesson from the _______ ant.

5. The room became ______after the cleaners helped one another.


new

huge

old

lazy

messy

nights

lights warmth

pastrybirths

tidy small

red young

wide industrious

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Skill Leson 2: PhonicsRefer the pupils to LM Activity 180 for the Day 3 activities in Phonics.

Refer the class to LM Activity 181 for the copy of the story. Group pupils to six to read one of the first six lines and one of the last 6 lines. Read along the story.Group 1: Boney Horse GroupGroup 2: Boney Ratty GroupGroup 3: Boney Monkey GroupGroup 4: Boney Froggy GroupGroup 5: Boney Carabao GroupGroup 6: Boney Turtle Group

Lesson 17 Day 4

Skill Lesson: Write at least three sentences from various sources (declarative,

exclamatory, interrogative)Use appropriate punctuation marks (period, comma, and exclamation point)

1. Introduction

Group the class into 5. Assign part of the story to be read by each group.

Group 1 – Will be the narrator Group 4 – Will be the CatGroup 2 - Will be the Hen Group 5 – Will be the MouseGroup 3 - Will be the Dog

Say: Today, we will have a choral reading of the story “The Enormous Carrot.” The members of the group will read the part of the story assigned to them. Let’s Begin.

2. Presentation

Present jumbled words to the class, let the pupils arrange the words to form a sentence.

Say: I have a jumbled words from the story, “The Enormous Carrot” Can you assemble the words to make a sentence?

Modeling/Teaching


planted some she carrot seeds

Teaching Chart: Kinds of Sentences

Declarative Sentence.A declarative sentence makes a statement. It ends with period (.)

Imperative Sentence. An imperative sentence is a command or a polite request. It may end with a period (.) or a question mark (?) if you want to express surprise as to why the command or request was given.

Exclamatory Sentence. An exclamatory sentence expresses great emotion or excitement. It ends with exclamation point (!).

Interrogative Sentence.An interrogative sentence asks a question. It ends with a question mark (?)

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Say: What sentence have you formed? Who can write the sentence on the board? What kind of sentence is this? What punctuation mark is usedin a declarative sentence?

(Present interrogative and exclamatory sentences and let the pupils identify thepunctuation mark used)

3. Guided Practice

Group the class into 3. Let each group write sentences from the story.

Say: There are three different kinds of sentences in our story. Can you name them?

Each group will write sentences from the story that fall under the correct heading. Tell them to be sure to use the correct punctuation mark.

Refer the pupils to LM Activity 182A.

Inasmuch as there were no interrogative sentences in the story, let’s try making interrogative sentences.

The sentences in column B are answers to the questions. Write the interrogative sentences which will give the sentence in column B. The first one is done for you.



Group yourselves into 4. Have a mini tour of the school. Each member writes sentences on his/her own task card. After 3 minutes, the members of the group agree on the four best sentences for the group output. The group secretary will write the group output while the reporter will be the one to present the group work.

Declarative Imperative Exclamatory Interrogative



Skill Lesson 2: Phonics

Refer the pupils to LM Activity 184 for the Phonics activity. Conduct a flashcard drill on all the words learned with the long vowel words /o/ and ending in silent e as in hose. Allow enough time for the writing activity.

Then ask the pupils to go to their group and write 10 of their best sentences on a Manila paper. Let them share their sentences with the class.


GRADE 3 ENGLISH TEACHER’S GUIDE




Literature: “The Bundle of Sticks” Realize the importance of

unity in achieving a goal

Sequence series of events Decode words with long

vowel words ending in silent e: long u as in cube

Sequence series of events Decode words with long

vowel words ending in silent e: long u as in cube

Use verbs in their simple present and past tense

Decode words with long vowel words ending in silent e: long u as in cube

Use verbs in their simple present and past tense

Decode words with long vowel words ending in silent e: long u as in cube

Materials

Copy of Literature L18D1 Worksheet 1 LM page __

Pictures of quarrel Word Cards of key words

Sentence Strips Teacher Sequence Chart

Teacher Sequence Chart L18D3 Worksheet __ LM

page __ for the poem‘A House We Built Together’

Sentence strips

L18D4 Worksheet 1 LM page __ for the poem ‘Cock-a-doodle doo

L18D4 Worksheet __ LM page __.

L18D5 Worksheet 1 LM page __

ProceduresPre-Reading

Present key words through picture, realia, demonstration and word clues

Reading

Read aloud and stop at strategic points and ask questions to predict and monitor comprehension story

Post Reading

Word drill and exercises on words with long vowel words ending in silent e: long u as in cube


Allow pupils to recall story read by reading along

Modeling/Teaching:

Discuss sequencing through a Sequence Chart


Guided Practice:

have pupils listen to a story then present sentence strips

Allow them to paste/write strips/ events on sequence chart

Process responses/ answers


Presentation/ Introduction Read Cock-a-doodle doo

and use the sentences in the poem to start lesson

Modeling/ Teaching Discuss how Present and

Past Form of verb are used with time expressions

Allow pupils to work on pairs in asking and answering questions to practice present and past form of verbs

Let pupils write sentences using the correct form of the verb guided by time expressions



Talk about story read through discussion questions

In a group, allow pupils to write a 2-sentence note

Let pupils present work to class

Guided Practice:

(Phonics)


Allow pupils to read along a poem and fill in sequence chart

PWR

PWR

PWR


bundle


Unit 2: Week 9 (Lesson 18)The Bundle of Sticks

Pre-Reading

A. Developing Concepts / Vocabulary

Post on the board and read to the pupils the following words:

Have pupils repeat the words on their own.

Talk about each of these words and what each of them means.

1. bundle – things put together (through realia)Look at the bundle of Popsicle sticks. What can you say about the

Popsicle sticks? Are they put together? What keeps them together? What does bundle mean?

2. quarrel - fight (through picture)Look at the picture. (two boys fighting with each other) Who do you

think are these? Is it good to quarrel with each other? Why? What does quarrel mean?

3. break – destroy, separate (through demonstration)

Who among you can break a stick from this broom? Show it in class. What happens when you break the single stick? Do you think you can break a bundle of broomstick in a single try? What does break mean?

4. failed – did not succeed (through context clues)My father wanted to divide the coconut fruit into halves using his

hands. He tried many times but he failed. He did not succeed in dividing the coconut fruit into halves. Which words in the sentence mean failed?

5. chorus – together at the same time(through action)Look at the strip of paper. What is written on it? (For example: I’m

sorry.) Read the words on it in chorus. Do it again. Everybody read. How did you read the words? What does ‘in chorus’ mean?

B. Motivation

Do you have brothers? Do you help your brothers?


quarrel break failed chorus

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C. Motive Question

Did the brothers in “The Bundle of Sticks” help each other at the start?

Reading

Read the story aloud to the pupils. Stop after reading a part and ask questions to help the pupils predict and monitor their comprehension. Refer to LM Activity 185 on pages 213-214 for the story.

Suggested questions to predict and monitor comprehension:

1. What do you think will the father do next?2. Who do you think can break the bundle?3. What do you think will happen next?4. What do you think will their father tell them?5. How do you think will the story end?

Post Reading

Discussion Question

1. Who were the characters in the story?2. Why was the father sad?3. How did the father try to solve the problem?4. What did he ask his three sons to do?5. Were the sons able to break the bundle of sticks? Why?6. How were they finally able to break the sticks?7. What did their father tell them about the sticks?8. What did the sons realize at the end?9. Are you like the three brothers in the story?

Engagement/Enrichment

Divide the class in three groups. Have each group do the task. Observe how each member of the group shows teamwork in doing the task.

Refer to LM Activity 185B on pages 214.

Day 2(1st half): Reading Comprehension: Sequencing Series of Events

Presentation/Introduction

Review the story read by calling on volunteers to read the lines of father, first son, second son and third son.

Read along with the volunteers the story “The Bundle of Sticks” while the rest of the class listen.

Repeat the read along of the story with other volunteers to read the lines of the characters and 3 – 4 volunteers to serve as narrators (those lines read by the teacher).

Modeling /Teaching



Say: Listen as I read the sentences on the strips of paper.

Ask: Which of these events happened first in the story?Which happened next?Which happened last?

Tell the pupils that A Sequence Chart is very helpful in showing a series of events in the order in which they took place. It is used to outline the major events in a story as shown by the arrow. Details in the Sequence Chart may be used to retell the story to other pupils. Refer to LM Activity 186 on page 214.

Ask pupils to paste the strips of paper on the appropriate box.Call on volunteers to read along the sequenced events.Call on a volunteer to retell the story using the sequenced events without looking at

the chart.Call on another volunteer to retell the story to the class using sequenced events

without looking at the chart.


Each son tried to break the bundle of sticks.

Each son was able to break the stick very easily.

Father showed them a bundle of sticks.

The sons promised not to quarrel again.

The father gave each of his sons only one stick from the bundle.

The three sons always quarreled among themselves.

He asked each of the sons to try and break the bundle of sticks.

None of them could break the bundle of sticks.

Father pointed out the lesson – “United you stand, Divided you fall.”

Each son tried to break the bundle of sticks.

Each son was able to break the stick very easily.

Father showed them a bundle of sticks.

The sons promised not to quarrel again.

The father gave each of his sons only one stick from the bundle.

The three sons always quarreled among themselves.

He asked each of the sons to try and break the bundle of sticks.

None of them could break the bundle of sticks.

Father pointed out the lesson – “United you stand, Divided you fall.”

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Day 2 (2nd half) Phonics/Word Recognition: Long u words like cube

Refer to LM Activity 187 on pages 215-216 for the reading exercise on long /u/ words like cube.

Tell the pupils that these words have the long /u/ sound and that the final letter e in every word is a silent letter.

Model reading and tell pupils what these words are through pictures, word associations, sentence strips, demonstration, situation presentation.

Day 3 (1st half) Reading Comprehension: Sequencing Series of Events

Guided Practice

Instruct the pupils to work in triads. Read aloud to them a story. Have them fill in the Sequence Chart with the events as they happened in the story through the sentence strips below.

The Fence

One day while their father was away, the three sons agreed to put up a fence to enclose their house. The eldest son took the bundle of sticks. The second son looked for bigger sticks for the posts. The youngest son got the hammer and some nails.

They started working on the fence. They helped each other put the post in place, line the sticks and hammer the nails on them. Before dark they finished the fence. They felt tired but happy.

When their father came home, he was surprised. His son really understood what teamwork means.

Show the pupils the strips of paper with the events written on them. Tell them to use the Sequence Chart to show the sequence of events as they happened in the story.


Father was surprised when he came home.

They finished the fence before dark.

They worked on the fence together.

They felt tired but happy.

The three sons agreed to put up a fence.

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Process the pupils’ answer. Let the pupils read the phrases. Refer to LM Activity 188A on pages 216.


Engage the pupils in a read – along of the poem “A House We Built Together”. Refer to LM Activity 188B on page 216. Let them do Activity 188C.

Day 3 (2nd half)

Refer to LM Activity 189 on pages 218 for the reading exercise on long /u/ words.For LM Activity 189B-C on page 218, allow the pupils to complete the sentences by filling out the blanks and then read the sentences.

Let the pupils do LM Activity 189A on page 219.

Day 4 (1st half)

Grammar: Using Verbs in their Simple Present and Past Tense


Read along the poem “Cock-a-doodle doo”. Refer to LM Activity 190B on page 219.Let us read these sentences from the poem.

My dame lost her shoe.My dame found her shoe.

My master lost his fiddling stick.My master finds his fiddling stick.My master found his fiddling stick.

Ask: Which sentence uses a verb in the present tense?

My master finds his fiddling stick.

Ask: Which sentences use verbs in the past tense?My dame lost her shoe.My dame found her shoe.

My master lost his fiddling stick.May master found his fiddling stick.

Let us add time expressions in making sentences using verbs in simple present and past.

For example:

My master lost his fiddling stick yesterday.



simple past time expression

Recall how verbs in the simple past are formed.

My master finds his fiddling stick now.

simple tense time expression

Recall now when the s form and base form of the verbs are used.Other time expressions used to tell whether the action is in the past are:

Guide the pupils in stating the generalization. Refer to LM Activity 191 on page 220.

Day 4 (2nd half) 25 minutes

Refer to LM Activity 192 on page 220 for the reading exercise on more words with the long /u/ sound like cube.

Recall the words and phrases read in Day 2 and 3. Read the story “Muley the Mule and the Duke” and allow pupils to answer the questions that follow.

Day 5 (1st half)

Guided Practice:

Work with your partner. Ask and answer questions using the correct form of the verb. Answer in complete sentences. Then, change roles.

Pupil A: What do you do on Saturdays?Pupil B: I _________________ on Saturdays.Pupil A: Did you ____________ last Saturday?Pupil B: Yes, I did. or No, I didn’t. I __________ last Saturday.


Refer to LM Activity 193 on pages 221-222.

Day 5 (2nd half)


Present

todaythis time

yesterday long ago this morninglast______ since

Past

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Refer to LM Activity 194 on page 222. Allow pupils to read the words and sentence strips on the words with long /u/ and tell them to write at least 2 to 3 sentences using any of the words read.


ENGLISH Teacher_s Guide-GRADE 3 (2nd Quarter)

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Transcript of ENGLISH Teacher_s Guide-GRADE 3 (2nd Quarter)