English 3 INSTRUCTIONAL PLAN 3rd Quarter

Unit 3: Week 1 (Lesson 19)
Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Overview/ Literature: Read and write words, Identify the cause and the Read and write words, Read and write
objectives To Go or Not To Go phrases and sentences effect in sentences phrases and sentences with words, phrases and
(by Mil Flores-Ponciano) with oi and oy diphthongs oi and oy diphthongs sentences with oi and
Read and write words, oy diphthongs
Realize the things to do in phrases and sentences Identify and use descriptive
times of a typhoon with oi and oy diphthongs adjectives
Draw and write a possible

result for a Grade 3 student
for not remembering the
things to be done during
typhoons
Materials Word cards Activities 198 Pictures showing the Strips of sentences Learner’s Materials
details in the matrix of Learner’s Materials Activities 202-203
Learner’s Materials Weather Condition Activities 202-203
Activities 195-197
Word cards
Big strips of paper
Learner’s Materials
Activities 199-201
Procedure Unlocking of key word usig Review reading CVCe Presentation of pictures Presentation of Post pictures of a
context clues words highlighting the cause and descriptive adjectives from church crashed down,
effect the song ocean with big waves.
Motivation question Lead the class in the
decoding lesson using Direct teaching of the Presentation and explanation Use Activity 205 for
Motive question Activity 198 steps in finding the cause of what descriptive the sample.
and effect in a sentence adjectives are
Ask pupils to create
Read-aloud of the selection Matching of pictures and Using adjectives in sentences sentences using the
with discussion questions phrases to show a cause adjectives from the
and effect Writing sentences using web.
Post Reading: adjectives
Discussion of the selection Identification of the Show pictures and let
highlighting the importance cause and effect the children describe
of following the weather it to form sentences.
guide
Enrichment: Pupils draw

and write a possible result
for a Grade 3 student for
not remembering the things
to be done during typhoons.
To Go or Not To Go
Pre-Reading
1. Unlocking/Vocabulary & Concept Development

(PAGASA, typhoon signal)
Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and

Astronomical Services Administration. PAGASA is a Philippine national institution dedicated
to provide flood and typhoon warnings, public weather forecasts and advisories, and other
specialized information and services for the protection of life and property and in support of
economic, productivity and sustainable development.
Ask the following questions.

a.What is PAGASA?
b.What kind of office is it?
c. How does that office serve people?
Say: Let us see if you clearly remember what PAGASA is.

Refer the pupils to Activity 195 on page 224 for the word comprehension exercise.
2. Motivation:
When there is a typhoon signal, what do you do?
3. Motive Question:
In the selection, find out when you should not go to school when there is a typhoon.
During Reading
 Read aloud the selection.
To Go or Not To Go
Mil Flores-Ponciano
It is typhoon signal number 1 in North Luzon.
“Do I have to go to school today? Will there be classes?” Almira wonders.
Have you asked the same questions yourself? Use the guide from Philippine Atmospheric
Geophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to
school or not when there is a typhoon.
Listen to the weather forecast of PAGASA every six hours.
Guide the pupils in reading the text from matrix title, column headers, and column details to show
them how information in table form is read. Refer to Activity 196 page 225 for the matrix part
of the selection.
TYPHOON CONDITION GUIDE

Typhoo Weather Condition Class What I Can Do
n Signal Suspension
As A Grade 3
Pupil
1 pictures of  Preschool Bring an umbrella

and go to school.
 Twigs and branches of small trees may be broken.
 Some banana plants may be tilted.
 Some houses of very light materials (nipa and
cogon) may be partially unroofed.
2 pictures of  Preschool Stay at home.
 Elementary
 Some coconut trees may be tilted with few others  High
broken. School
 Few big trees may be uprooted.
 Many banana plants may be downed.
 Rice and corn may be badly affected.
 Large number of nipa houses may be partially or
totally unroofed.
3 pictures of Preschool to Prepare to evacuate
Tertiary (if needed).
 Many coconut trees may be broken or destroyed.
 A large number of trees may be uprooted.
Go with the family
 Rice and corn crops may suffer heavy losses.
 Majority of all nipa and cogon houses may be to strong buildings.
unroofed or destroyed.
 There may be widespread disruption of electrical
power and communication services.
4 pictures of All levels and Cancel all travels
Government and outdoor
 Many large trees may be uprooted. Offices (private activities.
 Rice and corn plantation may suffer severe losses.
and public)
 Most residences and buildings may be severely
damaged.
 Electrical power distribution and communication
services may be severely disrupted.
Post Reading
1. Discussion Questions
1. What was Almira’s problem?

2. What helped her solve her problem?
3. What is found on the Weather Condition Guide?
4. Describe the environment if it is signal number 1.
5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number
3? Signal number 4?
6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number
3? Signal number 4?
7. What would probably happen if preschoolers go to school?
8. What might happen if you would not bring an umbrella with you?
2. Engagement/Enrichment
Have the class go over the typhoon condition guide and have them answer the questions that
follow. Refer to Activity 196.
Group your pupils into four. Ask questions and provide activities to highlight the value of the
weather guide. Emphasize the value of following the guide after each group presentation.
Refer your pupils for group task to Activity 197.
Now you can decide on the things you need to do when there are typhoon signals.
Lesson 19 Day 2: Decoding/Fluency/Writing
Review of Decoding Lessons in Quarter 2

These include CVCe words with long a, e, i, o, and u sounds ending in silent e from Quarter 2 and
the Grade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes include
vocabulary words learned in the literature lesson in Day 1.)
Skill Lesson: Words with oi and oy diphthongs

Refer your pupils to Activity 198.
Lesson 19 Day 3: Identifying a Cause and Effect Relationship
Skill Lesson: Using Descriptive Words
1. Presentation/Introduction
Post the four pictures in random order on the board. Ask pupils to describe what each picture
shows.
Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe
what you see in the first picture. What typhoon signal do you think can make our surroundings
look like this? Post the strip of paper with “Typhoon Signal Number 1”.
(Use the same set of question and continue posting the strip of paper) until you reach Typhoon
signal number 4.
Say: While looking at the picture of the surroundings during typhoon signal number 1. Ask:
Why are some branches of trees broken? Wait for the answers and explain that it is because of
Typhoon signal number 1. Typhoon signal number 1 is the CAUSE and some branches of trees
are broken is the EFFECT or RESULT.
Why are roofs of some nipa houses gone? Wait for the answers and explain Because it is
Typhoon signal number 2 that is why roofs of nipa houses are gone. Typhoon signal number 2
is the CAUSE and the roof of nipa houses are gone is the EFFECT.
Why are many coconut trees broken and destroyed? Wait for the answers and explain Because
it is Typhoon signal number 3 that is why many coconut trees are broken and destroyed.
Typhoon signal number 3 is the CAUSE and many coconut trees are destroyed is the EFFECT.
Why are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal
number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and
large trees are uprooted is the EFFECT.
pictures of pictures of
Some coconut trees may be tilted with Twigs and branches of small trees may be
few others broken. broken.
Few big trees may be uprooted. Some banana plants may be tilted or
Many banana plants may be downed. downed.
Rice and corn may be badly affected. Some houses of very light materials (nipa
Large number of nipa houses may be and cogon) may be partially unroofed.
partially or totally unroofed.
pictures of pictures of
Many large trees may be uprooted. Many coconut trees may be broken or
Rice and corn plantation may suffer destroyed.
severe losses. A large number of trees may be uprooted.
Most residences and buildings may be Rice and corn crops may suffer heavy
severely damaged. losses.
Electrical power distribution and Majority of all nipa and cogon houses
may be unroofed or destroyed.
communication services may be There may be widespread disruption of
Refer pupils to Activity 199.
2. Modeling/Teaching
Say: There is a cause-effect relationship in the sentences for the pictures. A CAUSE tells the
reason why something happens or has to be done. An EFFECT tells the result or effect of an
event or an idea.
There are steps on how to identify a cause and an effect.

Refer the class to Activity 200.
3. Guided Practice
Form four groups of students. Let the pupils in each group identify the cause and the in columns
1 and 3 of the matrix in To Go or Not To Go.
Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card.
Tell which is the cause and which is the effect. Refer pupils to Activity 199B.
4. Independent Practice
Let pupils identify the cause and the effect in columns 1 and 4 of the matrix in To Go or Not To
Go. Refer pupils to Activity 200B,C, and D.
Say: Study the pictures and phrase cards. Pair them and tell which is the cause and which is the
effect.
Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives
Skill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy Diphthongs
Skill Lesson: Words with oi and oy diphthongs

Refer your pupils to Activity 202 A and B.
Skill Lesson: Descriptive Adjectives
1. Presentation
Read the following sentences:
1. There was a strong typhoon.
2. The big trees were uprooted.
3. There was heavy rain.
4. The streets were flooded.
5. The small houses were destroyed.
1. In the first sentence, what word tells about the typhoon? Underline.
2. In the second sentence, what word tells about the trees? Underline.
(Do the same until the fifth sentence.)
Say: Let us all read the underlined words together. (Repeat after me.) What do we call them?
What kind of words are these? What are adjectives? These are called adjectives.
Adjectives are words that describe.
Say: There are words that describe a person, a place, or an object. These words tell how
something or someone looks like or what something is. Words like: important, honest, fair, kind
and good are adjectives.
3. Guided Practice
Say: How do we know if a word is an adjective? Let us read the tips inside the box.
Refer pupils to Activity 202C.
Lesson 19 Day 5: Fluency/Forming sentences using adjectives
Skill Lesson: Words and a story with digraph oi as in oil and oy as in boy
Refer pupils to Activity 204A and B.
Skill Lesson:
Post pictures of a church crashed down, ocean with big waves, and provide words such as old
and big.
Say: Can you make a sentence out of these pictures and words? Or let the children think of other
adjective to describe the pictures.
Ex. The old church was crashed down.
Please refer to Activity 205 for the web and chart sample.
From the words in the web, help pupils form sentences with adjectives. Use the chart below.
Noun Linking Verbs Adjective Noun

Sandra had expensive watch
Ex. Sandra had an expensive watch.

Sandra had an expensive car.
3. Guided Practice
Ask pupils to create sentences using the adjectives from the web through the help of the chart.
Refer your pupils to Activity 205 for the sample chart.
Show pictures and let the children describe it to form sentences.

Overview/ Literature: Use descriptive Identify fact from opinion Write simple sentences Summative test
objectives A Learning Experience for adjectives and use correct
Malou Read words, phrases and punctuation marks
Read words, phrases sentences with au and ow
Read words, phrases and and sentences with dipthongs Read words, phrases
sentences with au and ow au and ow dipthongs and sentences with au
dipthongs and ow dipthongs
Materials Word cards Learner’s Materials Pictures showing the details in Copy of “Important
Activities 208-210 the matrix of Weather Rules” song
Learner’s Materials Condition
Activities 206-207 Strips of sentences
Word cards
Big strips of paper Activities 211-213
Activities 211-213
Procedure Unlocking of key word using Decoding Lesson Decoding lesson using Present sentences with
pictures using Activity 208 Activity 211. the following
punctuation marks:
Motivation question Present some Present some sentences to period, comma,
sentences with teach fact and opinion. question mark and
Motive question descriptive words exclamation point.
taken from the Differentiate an opinion from a
Read-aloud of the selection selection. fact. Discuss when to put
following DRTA each mark and what
Discuss what Have the class do Activity 212 type of sentence
Post Reading: describing words are with your guidance then requires each.
Discussion of the selection Activity 213 independently.
Have the class do
Have the class do Activity Activity 209 with Have the class do
207. your guidance then Activity 214.
Activity 210
independently.
A Learning Experience for Malou
Pre-Reading
1. Unlocking/Vocabulary and Concept Development

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

By: Dinah C. Bonao
Malou came home from school. She was very happy.
“You look so happy.” Mother noticed. “How was school?,” she added.
“It was fine, Mom. I learned many things in school today. I learned that a flag is a
national symbol. It represents our country,” replied Malou.
“ Yes, the Philippine flag is one of the most beautifully designed flags in the
world,” said Mother.
“Our flag is made up of three colors. These are blue, red and white with a golden
yellow sun. The sun has eight rays. These stand for the eight provinces that fought for the
freedom of the country. It has also three stars representing the three major islands of the
country—Luzon,Visayas and Mindanao,” said Malou.
Father added, “We Filipinos should respect our flag. Doing so shows that we love
our country.”
“Yes! I think Filipinos are the most patriotic people in the world. We are willing to
give up our lives for the Philippines,” Mother explained.
“ That’s right, Father. That is why I make sure that I always show my love for our
country,” Malou said proudly.
Post- Reading
Discussion Questions
1. Who is the girl in the story?

2. What did she learn? Why was she so happy in school?
3. What do the sun’s eight rays stand for?
4. What do the three stars represent?
5. Why are Filipinos considered as patriotic people?
4. Give three ways how to show respect for our flag.
5. How can you show your love and concern for your country?
Engagement Activity
Refer the pupils to Activity 207.
Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives
Skill Lesson: Words and Sentences with au and aw diphthongs

Skill Lesson: Using Descriptive Adjectives

Present the following sentence strips taken from the selection.
1. Almira has a square bag.

Describe the bag of Almira. Her bag
is _______. ( square)
2. The Philippine flag has yellow

stars.
Describe the stars on our flag.
( yellow)
3. Blue, red and white are the What are the colors of our flag?
three colors of our flag. (blue, red and white)
4. The Philippine flag is

What shape is our flag?
rectangular. (rectangular)
5. The white part of our flag is What word describes the white part of
triangular. our flag? ( triangular)
2. Modeling/ Teaching
(Note: Ask the pupils to underline the descriptive words or words that describe. Draw out from
them that these words are adjectives. Pupils should be able to explain further that adjectives
describe a noun or a pronoun which show their color and shape. Give more examples of
descriptive adjectives.)
Ask: What are adjectives? (describing words)

Process this sentence by sentence:
1. In sentence 1, how does the adjective describe the bag?(by telling about it’s shape)
2. In sentence 2, how does the adjective describe the stars?(by telling about their color)
Sentence 3, 4, 5,
What words does an adjective describe? (noun or pronoun)
The girl is wearing a red dress.

Mother bakes five cupcakes.
I have a new toy.
3. Guided Practice
Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion
Skill Lesson: Sentences with au and aw diphthongs

Refer your pupils to LM Activity 211.
Skill Lesson: Fact and Opinion
1. Presentation/ Introduction
Present the following sentences on the board.
1. The Philippine flag is made up of three colors.
2. There are three major islands in our country.
3. The Philippine flag is one of the most beautifully designed flags in the world.
4. Ms. Almira Santos thinks that Filipinos are all very patriotic people.
5. Fr. Cruz believes that the Philippines is a peaceful country.
Ask:
What do you notice with the first two sentences?
Does it tell something that is already proven and accepted by everyone?
What do you notice with the third, fourth and fifth sentences?
Does it show judgment, feeling or attitude about someone or something?
What word/s in the sentence gives a clue that it is a thought or judgment?
Say: A sentence states a fact if it can truly happen and it can be proven.
A sentence states an opinion if it can happen only in the mind of a person and it cannot be
proven to be true. The words “I think, I believe, in my opinion, etc. signals an opinion
statement.
Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the
Guided Practice. Give more examples of fact and opinion statements.
3. Guided Practice:
4. Independent Practice:
Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks
1. Introduction/ Presentation/Modeling
Present sentence strips from the story “A Learning Experience for Almira."
1. The sun has eight rays. 2. Our flag is made up of

three colors.
3. Visayas is the smallest

4. Filipinos are the most
island in our country. patriotic people in the
world.
Ask some students to read each sentence. Ask after each reading: What punctuation is used to
end that sentence.
The following sentences are telling sentences. We use a period to end each sentence.
Let us have some examples that use other punctuation marks. Ask some students to read the
sentences aloud.
The colors of the Philippine flag are white, yellow, and blue.
The three big islands in the Philippines are Luzon, Visayas, and Mindanao.
Ask: What punctuation mark is used to end the two sentences?
After the answer is given, say: These are telling sentences.
There is another punctuation mark that is used in the two sentences. What is that?
Can you tell us why we use comma in between those words? We use comma to separate ideas or
words that we are enumerating.
Let us have another set of sentences. Notice the punctuation marks in each sentence.
Ask some students to read the sentences aloud.
What is the capital city of the Philippines?
“We will fight for your honor!” our heroes pledged to our country.
Ask: What punctuation mark is used to end the first sentence? Why do you think we need to
use a question mark? It is a sentence that asks for something.
What punctuation mark is used to end the second sentence? Why do you think we need to use
an exclamation point at the end of this sentence? It is a sentence that tells a strong feeling..
2. Guided Practice:
Refer your pupils to LM Activity 214A.
Refer your pupils to LM Activity 214B.

Overview/ Literature: Distinguish a cause from an Identify and use adjectives in Identify simple and Form compound
objectives The Monster Who Came to effect comparative degree compound sentences sentences
School
Read and write words with Read and write words with ou Read words, phrases Read and write
Realize the importance of ou and ow diphthongs and ow diphthongs and story with ou and words, pharses and
following school rules ow diphthongs sentences with ou
and ow diphthongs
Role play the importance of
following school rules
Materials Words in envelopes C and E chart C and E chart Sentence chart C and E chart
Detective Sinegata Chart Sentence strips Learner’s Materials Learner’s Materials Pictures
Activities 219-221 Activities 222-224
Word cards Learner’s Materials Learner’s Materials
Activities 217-218 Activities 225-227
Activities 215-216
Procedure Unlocking of key words Presentation of sentences Presentation of pictures Presentation of a chart Completion of a
using the Think-Go-Stop through the Say-Do-Don’t – highlighting cause and effect to show simple and table showing
Game Game compound sentences sentences about the
Direct teaching of steps on importance of
Motivation question Direct teaching to how to identify the cause and Presentation and following school
distinguish a cause from an effect in a sentence explanation of how rules
Motive question effect compound sentences
Matching of pictures and are formed Direct teaching of
Read-aloud of the selection Group Activity: phrases to show a cause- determining an
using DRTA Students have to distinguish effect relationship Combining simple effect based on a
which sentence is a cause sentences to form given cause
Post Reading: and an effect Cause and Effect sentence compound sentences
Discussion of the selection identification Writing an effect
highlighting the importance Group Activity: Completing a chart based on a given
of school rules Students have to complete a with compound cause
chart of school rules and sentences
Enrichment: Role play the effects if we break them. Writing an effect
importance of following based on a given
school rules. cause
The Monster Who Came To School
Pre-Reading
Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U,
L ,E , S will form the groups.
(Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of
letters are numbered from one to seven. If you hear the word THINK, listen for the clues
about the word. If you hear the word GO -start arranging the letters and if you hear the word
STOP- say the word.)
Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The
word starts with a “g” and ends with a “d”. This is the hint. Look at me. (Grab something in
the table.) What did I do? Form the word GO. Give the group at least one minute to form the
word, then say STOP. Ask the group one after the other to say the word that they formed. Go
around to check their output. Put the first word in the web.
Follow the procedure. Here are the suggested clues:
Screamed – demonstration
Pounded – demonstration
Poked – demonstration
Dumped - demonstration
monste
r
2. Motivation
Imagine a school with a monster, what do you think will happen?
Let pupils their share ideas about the given question.
As partners share ideas about the question, post and use the pupils’ responses. Let pupils’
ideas freely flow.
3. Motive Question
What do you think will Andy and his classmates feel meeting a monster at school?
During Reading
(Note: Before the reading time begins, the teacher assigns some pupils for the role play of some
story parts.)
The Monster Who Came to School
When Andy got on the bus on the first day of school, he saw a monster! Andy was very
surprised. He did not know that monsters were allowed to go to school. But there the monster
was. It was making all kinds of noise and would not sit down. It climbed on the seats and put
its head out the window. It took up so much room that Andy had no place to sit.
“Wow, that monster sure is noisy! I’ll bet it isn’t even supposed to be here,” Andy whispered to
Vicky.
STOP AND ASK: What do you think will the teacher feel when she sees a monster in
school?
But Andy’s teacher was not at all surprised to see the monster entered the classroom. It pushed
ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy and the
other children sat at their places, the monster started to throw the toys.
Stop that!” said the teacher. “Even monsters are not allowed to throw toys.”
The monster dropped the toys and started screaming. It screamed so loudly that no one could
hear the teacher. “Be quiet!” the teacher finally said.
The monster stopped screaming and the teacher said, “It’s time to play outside.”
STOP AND ASK: What do you think would the monster do?
Everyone stood up and walked to the door—everyone except the monster. It ran out the door
without waiting for directions.
Outside, the monster continued to behave like a monster. It pushed some children and took toys
from others. It climbed up the slide the wrong way and sat at the top so no one else could slide
down.
When the students returned to the classroom, the teacher tried to read them a story. But the
monster shouted and laughed and no one could hear. Then it pulled the toys off the shelves
again. It would just not listen!
At lunchtime, the monster grabbed other people’s sandwiches. It dropped food on the floor on
purpose and poured its milk on the table. Later, when it was time to paint, the monster ran
around the room painting big, black lines on the other children’s pictures! When the children
formed a circle and tried to sing, the monster jumped around and stepped on their toes. It
pounded on the piano until the teacher had to close it.
At rest time, the monster laughed and talked and poked the children and even pulled their hair.
“Come here!” said the teacher, who was very angry. “You are a real monster! Monsters are not
allowed at school. Go away and never come back!”
STOP AND ASK: What do you think will the monster do?
The monster burst into tears! Everyone was astonished. “I’m sorry!” cried the monster. “I’ve
never been to school before. I didn’t know it was against the rules to shout and run and push, or
to grab and throw things. Please don’t tell me I can’t come back! I will try to learn if you all
will help me.”
The teacher asked the children what they thought. The children decided to make a list of rules.
They would let the monster stay---if it followed the rules. The monster worked hard to learn
how to behave, and soon it knew all the rules, just the way all the children did.
Post Reading
1. How did Andy feel seeing a monster at school?

2. How did the monster behave?
3. Why do you think did the monster behave that way?
4. What did the monster really want?
5. What rules inside the classroom did the monster learn?
3. Why is it important to follow school rules?
Say: Let us look at what we have written about the question: Imagine a school with a monster.
What do you think will happen?
Are your answers similar to what happened in the story? What are your proofs?
How did the monster’s behavior change?
Say: This time, at the count of one, two, three, start working with your group mates.
(Note: Have the pupils decide on what they should draw or role play an assigned story part.)
2. Engagement Activity
Refer to Activity 216.
Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect
Skill Lesson: Words with ou and ow diphthongs

Skill Lesson: Cause and Effect

1. Presentation/Introduction Link-lines-in
Say: Let us have the SAY DO- DON’T game. Say DO if the line I will read or illustration I will
show is a good thing to be done in school and Don’t if it is not. Ready?
1. I will walk at the corridor.

2. I will chew gum during class hours.
3. I will attend class regularly.
4. I will be attentive during class discussion.
5. I will leave my desk clean and orderly.
Ask: Why did you say Do ?
Why did you say Don’t ?
(Note: Post the Cause and Effect Chart. Then write pupil’s ideas on the chart.)
Cause and Effect Chart
Cause Effect
Say:
If you chew gum during class, what will happen?
If you run at the corridor, what will happen?
If you attend class regularly, what will happen?
Do you remember the monster in the story, The Monster Who Came to School? How did it
behave at school?
The monster’s misbehavior had effects on the children, teacher, and on the school as a whole.
Cause and Effect Chart
Cause Effect
The monster took so much space at the bus.

The Monster screamed loudly.
While the teacher was reading a story,

Monster laughed and shouted.
At rest time, the monster pulled children’s

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

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

Skill Lesson: Comparative Degree of Adjective
Before class begins, post the ‘More fun with things around us! Observe the pupils’ responses
as they do the I-Stand activity.
More fun with things around us!
Give each pupil names of animals and other things that they can compare.
(Examples:
dog – cat Rose – Sampaguita horse – goat

carabao - goat 1liter bottle - 500mL bottle helicopter - airplane
Assign some pupils to serve as post. Each of them will be holding each of the following
adjectives:
big - bigger fragrant – more fragrant fast - faster

tall - taller
Say: I will be giving you names/pictures of some objects or things, and animals. While
holding it, think how these objects/animals are different from each other.
Ask the pupils holding the pair of adjectives to go in front of the class one after the other.
Say: Listen to my questions.

Ask: Which is bigger? Dog or cat?
Carabao or goat?
Ask the children holding the animals to go to the right post: big or bigger.
Do the same with the remaining pair of adjectives.
Ask the following questions, then, write on the board pupils’ answers.
Which are big?

Which are bigger?
Which is fragrant?
Which is more fragrant?
Which is tall?
Which is taller?
Which are fast?
Which are faster?
Suggested sentences.
The cat is big but the dog is bigger.
The goat is big but the carabao is bigger.
Or
The cat is big.
The dog is bigger than the cat.
One person Two persons, places or things

compared
big bigger
fragrant more fragrant
tall taller
fast faster
Ask:
How many animal is being described in the sentence the cat is big?
What adjective was used to describe the cat?
How many animals are being compared in the sentence, the dog is bigger than the cat?
What adjective was used to compare the dog with the cat? (bigger)
What happened to the adjective “big” when we use it to compare two animals?
Use the same pattern of questions to the remaining sentences.
3. Guided Practice
Let your pupils form dyads. Each pair will be given description strip.
Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences
Skill Lesson: A Story with ou and ow Diphthongs

Skill Lesson: Cause and Effect
Post the Cause and Effect chart completed yesterday by each group.
Cause Effect
Talking or laughing loud during class discussion.

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

Skill Lesson: Compound Sentences
Present picture of a boy holding a stick and a girl holding a rug.
Say: Can you tell what the boy and the girl are holding? Can you form a sentence from
the
pictures?
Ex. The boy is holding a stick.
The girl is holding a rug.
Write their answers on the board for discussion.

Say: How many sentences do we have?
Can you make these two sentences into 1?how?
Show some helping words such as: for, and, nor, but, or, yet, and so to combine these
sentences.
Ex. The boy is holding a stick but the girl is holding a rug.
Let the children form sentences based on the new pictures.

3. Guided Practice
Refer your class to LM Activity 226.
Overview/ Literature: Read and write words with Identify and write Compare and contrast Summative test
objectives The Country Mouse and the oa digraph as in goat complex sentences objects, persons and
City Mouse places
Identify several effects based Read and write words,
Understand that contentment on a given cause phrases and sentences Read and write words,
and the ability to adapt are with “oa” diphthong phrases and sentences
important Read and write words, with “oa” diphthong
phrases and sentences with
Write a note on what to be done “oa” diphthong
by the Country Mouse
Materials Word cards Diagram of the events in the Sentence strips Venn Diagram
Learner’s Materials story used in Day 1 Word wards
Activities 228-229 Learner’s Materials
Learner’s Materials Activities 233-234 cell phone and
Activities 230-232 telephone
Learner’s Materials:
Activities 235-236
Procedure  Unlocking of words in the Presentation and discussion Presentation of Presentation of cell
story using context clues of the diagram of events of sentences using big phone and telephone
 Motivation Question the story The Country strips of paper to give avenue for
 Motive Question Mouse and the City Mouse comparison and
highlighting an event that Direct teaching of how contrast
Reading of the story using show the cause and events complex sentences are
DRTA that show effects formed Direct teaching on
comparison and
Post Reading: Explanation that a cause may Interview of persons in contrast
Discussion questions to have several effects and how school
highlight the importance of to identify the several effects Listening to a story for
contentment and ability to adapt of a cause Writing a three-sentence comparison and
Engagement Activity: Listening to a short story to paragraph using contrast
Writing a note on the right identify a cause and its complex sentences.
thing the Country Mouse several effects Presentation of a skit
should have done showing how the
Presentation of a short characters in the story
dialogue with cause and differ from one
several effects based on a another.
short story heard
The Country Mouse and the City Mouse
Pre Reading
Unlock the difficult words below using pictures.
(feast, ham, jellies, nibbling)

Refer your pupils to LM Activity 228 to check if the words were understood.
2. Motivation Question:
Have you been in a city/province? What experiences did you have in the city/province?
3. Motive Questions:
What are the experiences of the City Mouse in the province?
What are the experiences of the Country Mouse in the city?
During Reading
Say: Listen as I read ‘The Country Mouse and the City Mouse’.
During the question and answer part, use gestures and voice dynamics to further help the pupils
know the meaning of some difficult words in the text such as terrible, nibbling, etc. Limit the
responses of the pupils by calling only two in every question.
The Country Mouse and the City Mouse

Adapted
One summer, the Country Mouse invited his friend, the City Mouse, to have dinner at
home. So, the Country Mouse prepared corn and camote for dinner. While eating, the
City Mouse said, “You hardly have anything to eat here. Come to the city and I will
show you such rich feast in my place.”
STOP AND ASK:
1. Who was invited for dinner?

2. What did the Country Mouse prepare for his friend?
3. Did the City Mouse get satisfied with what his friend offer? Why? Why not?
The Country Mouse was so curious about the city life. So, he decided to go with his
friend.
When they arrived, the Country Mouse looked around the house and he was so
surprised! There were all kinds of food on the table. There were ham, cheese, jellies,
cakes, and fruits. The Country Mouse started nibbling the cheese.
“So delicious! I have never tasted anything like this,” he said.

STOP AND ASK:
1. Why did the Country Mouse decide to go to the city?

2. If you were the Country Mouse, would you stay long in the city? Why?
Suddenly, before the Country Mouse barely took another bite, he heard some
scratching sound. “Meow! Meow!” the cat said, approaching the dining table.
“Run,” yelled the City Mouse.
They ran to the corner as fast as they could.
STOP AND ASK:
1. What did the two friends hear?

2. What did they do when they saw the cat?
3. If you were one of the mice, would you also run away from the cat? Why?
“What is that?” asked the Country Mouse shaking his body.
“A cat. Once he gets you, he’ll eat you up,” said the City Mouse.
“This is terrible. I think I will go home. I’d rather have corn and camote in peace
than sugar and cheese in danger,” said the Country Mouse to his friend. So, he went
back to his home with a happy heart.
STOP AND ASK:
1. What did the County Mouse decide to do?

2. What did the Country Mouse mean when he said “I’d rather have corn and camote in peace
than sugar and cheese in danger”?
3. If you were the Country Mouse, would you also decide to leave the city? Why? Why not?
Post Reading
How can you help the Country Mouse? Write him a short note of advice.
For the instruction of the activity, refer your pupils to LM Activity 229.
Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect
Skill Lesson: Words and Phrases with Digraph oa

(Note: Present the diagram of events of the story The Country Mouse and The City Mouse.)
Say: Let us go back to the story. What did the Country Mouse decide to do at the beginning of
the story? What were the results of the Country Mouse’ decision/act?
The Country Mouse got surprised at what

he saw on the table.
The Country Mouse saw and ate a lot of

The Country Mouse went to the city. different food served on the table.
The Country Mouse together with the

City Mouse were chased by a big cat.
Ask: What are the results or the effects of the Country Mouse’ visit to the city?
Let us take a look at the sentences that we formed from the diagram.
a. The Country Mouse decided to visit the city because he was too curious about what
the city looks like.
b. The City Mouse and the Country Mouse ran to the corner of the house so they can
hide from the cat.
c. So that Country Mouse can have peace of mind, he decided to go back to the farm.
Discuss how the clue words (because, so, so that) can help the pupils find out which part of
the sentence tells the cause or the effect.
By simply examining the cause-and-effect diagram above, is it possible for a cause to have
several effects?
Remember:
 A cause is why something happens. To find a cause, look for a reason why something
happened.
 An effect is what happens because of the cause. To find an effect, look for the results of
the cause.
 Usually, a cause always happens first. Then it is followed by the effect.
 Clue words such as because, so, and so that are often used to help you understand cause
and effect in a sentence.
3. Guided Practice
Say: I will read a selection to you. Listen well and complete the diagram of Cause and Effect in
your notebook.
Refer your pupils to L22D2-Worksheet_, LM page_.
(Note: Read the selection aloud.)
Reasons Why People Move to the City
There are many reasons why people move to the city. There are lots of jobs in big
buildings, hospitals, schools, and offices. They move to the city because colorful
lights along its busy streets interest them. People are busy and active. The city is a
place where new things could be found.
Say: Listen as I read another selection to you. Based on the selection, present a short dialog
showing the cause and several effects.
Things Happen When People Move to the City
Many people move to the city. Everything becomes different. The cities become
crowded; there are so many cars on the streets. Traffic moves slower. Collecting
garbage becomes a bigger problem.
Lesson 22 Day 3: Fluency/Writing/Complex Sentences
Skill Lesson: Phrases and Sentence with Digraph oa

Skill Lesson: Complex Sentences
Post three sentences about Why Things Happen When People Move to the City on the board.
Say: Let us read again some sentences from our paragraph yesterday.
Point to the first sentence.
Many people move to the city because they can find a better job.
Ask:
 How many ideas does the sentence give?
 Which tells the first idea?
 Which tells the second idea?
 Which idea can stand alone?
 Which idea cannot stand alone?
 What word helps to connect the two ideas?
Say: Let us read the next sentence.
When people move to the city, the place becomes crowded.
Ask:
 How many ideas does the sentence give?
 Which tells the first idea?
 Which tells the second idea?
 Which idea can stand alone?
 Which idea cannot stand alone?
 What word helps to connect the two ideas?
Say: These sentences complex sentences. We combine two simple sentences using conjunctions
to form a complex sentence.
A complex sentence is made up of two parts, an independent clause and a dependent clause
joined by linking words or conjunction.
Words like because, when, after, though, as soon as and so that are examples of conjunctions
that can be used in a complex sentence. These conjunctions make one part of the sentence
subordinate to the other part.
3. Guided Practice
Let us have a fun activity. Interview anyone in the school about:
 What does s/he want to do?
 What would happen if s/he continues doing it?
What does she want? What would happen if s/he

continue doing it?
Ex. Drawing dresses dolls could have many

clothes
Let the children form complex sentences based on the answers from their interviewee.
Forming Complex sentence
1. She wants to draw dresses so that her dolls could have many clothes.
Let the class write their answers in their notebook.
Guide the children in forming complex sentences especially in the use of conjunctions.
Refer the class to LM Activity 234.
Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast
Skill Lesson: Poem with oa digraph

Skill Lesson: Comparison and Contrast
Post on the board an empty Venn diagram. Show your pupils two objects with similar and
different features - a cell phone and a telephone.
Say: I have here a cell phone and a telephone. Let us compare and contrast them.
In what ways are the cell phone and the telephone the same? Let us compare them. (Tack on
the board the word “compare”.)
(can be used to talk with people away from you)
(can help you communicate with people)
Write the pupils’ responses at the center space of the Venn diagram.
In what ways are they different? Let us contrast them. (Tack on the board the word contrast.)
(A cell phone can be used in texting while a telephone cannot be used as such.)
(A cell phone is movable while a telephone is stationary.)
Write your students’ descriptions for the cell phone on the left circle and the descriptions for the
telephone on the right circle.
What do we show or describe when we compare? (the similarities)

What do we show or describe when we contrast? (the differences)
Say: When we talk about two things, we compare and contrast them. When we compare, we say
the similarities. When we contrast, we tell the differences.
Show your pupils a pencil and a crayon
Say: Look at this pencil and this crayon. Compare them.
3. Guided Practice
Say: Let me see if you can compare and contrast the two characters in the story that I will read
to you. Complete the Venn diagram in your notebook.

Friendship Bond
For many years, Ali and Leah have been good friends though they differ in many ways.
Ali is a Muslim while Leah is a Christian. Ali goes to the mosque on Fridays and Leah goes to
church on Sundays. Ali is two years older than Leah although she is shorter than Leah. Ali
excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat
food like Adobong Manok. On the other hand, Ali likes to eat fruits and vegetables.
For them, it does not matter how different persons are as long as they understand each other.
This is what makes their friendship last.
Show a short skit showing how the characters in the story differ from each other.
Lesson Parts
Day 1 Day 2 Day 3 Day 4 Day 5
Literature: “The Butterfly Read words, phrases, Read words, Read words, phrases, Read words, phrases,
and the Caterpillar” sentences and stories phrases, sentences sentences and stories sentences and stories
Overview/ containing words with and stories containing words with containing words
Objectives digraph ee as in sheep digraph ee as in sheep
containing words with digraph ee as in
Complex Sentences
with digraph ee as sheep Locate the
in sheep Degrees of main idea in a
Comparison of paragraph
Adjectives
Sentence strips Venn Diagram Monkey- toys Copy of the story “ Letter envelope
A Day at the Park”
Word cards Sentence/ line strips from
Materials story read Learner’s Materials Learner’s Materials
Pictures of butterfly and Activities 244-247 Activities 248-249
caterpillar Learner’s Materials
Activities 240-243
Activities 237-239
Pre-Reading Phonics lesson Phonics Lesson Phonics Lesson Phonics Lesson
Procedure Unlock key words through Show a Venn diagram of the Introduction/ Presentation: Presentation/ Introduction Show a letter-envelope and
word cards and sentence story read to focus on ask questions on it to
strips. similarities and differences. Present monkey- toys and Read the story “A Day at jumpstart lesson.
allow pupils to describe the the Park”.
Show a picture of butterfly Form groups and present toys according to size. Discuss the parts of a letter
and caterpillar. line strips from the story Allow pupils to answer through a poem.
read. Read a story on monkeys. questions about the text.
Reading Allow pupils to label parts of
Modeling/ Teaching the letter.
Read aloud the story and Modeling/Teaching: Modeling/Teaching:
stop at indicated points for Discuss how complex
questions to identify Ask groups to draw/ Discuss degrees of sentences are written by
similarities and differences get one from the comparison of combining sentences and
of butterfly and caterpillar. posted strips and let adjectives using a by using a chart/ table.
them answer the chart.
Allow pupils to
questions.
Post Reading combine sentences
Let pupils answer the Allow pupils to
and write complex
discussion questions and Allow pupils to rewrite sentences
sentences.
have pupils describe the organize their using the
characters through a answers through a comparative and
comparison chart. Allow pupils to
chart. Tell pupils superlative degrees
find complex
how inferring is of adjectives.
Let pupils do Activity in sentences from the
done.
the LM intended for the books they are
day. Allow pupils to
reading.
write comparative
and superlative
Allow pupils to do
degrees of
inferring activities.
adjectives.
Let pupils present

work
Engage pupils in
writing sentences
using adjectives.
Lesson 23 Day 1: Literature: The Butterfly and the Caterpillar
Pre-Reading

(Note: Have the children choose the meaning of the underlined word.)
1. The boy sipped the cold drink offered to him on a hot day.
a. drank in small quantity
b. ate
c. tasted
2. My best friend smiled and exclaimed “Wow!” when I showed the dress I wore last
Christmas.
a. whispered
b. shouted
c. enjoyed
3. The boy was ashamed to show his poor grades to his mother.
a. proud
b. embarrassed
c. angry
4. Sheila munched on some cookies for snacks.

d. chewed
e. drank
f. sipped
5. Even when he was sleepy, Father continued telling us the story of the moth.
a. stopped
b. paused
c. kept on
Refer the class to Activity 237 to test their understanding of the words they learned.
Show a picture of a butterfly and a picture of a caterpillar. (Refer to Activity 238.)

Say: What are in the picture? In what ways are the caterpillar and butterfly similar?different?
3. Motive Question:
Today, our story is about a butterfly and a caterpillar. Find out in the story their similarities and
differences.
During Reading
Say: Listen to the story that I will read to you. Be sure to find out the similarities and
differences of the two characters.
In between readings, ask the children to act out the following scenes:
Paragraph 1-2:
The butterfly saw the caterpillar and it was so ashamed to be seen with the caterpillar
Paragraph 4:
The butterfly saw a very different creature.
Paragraph 5:
The caterpillar told the butterfly how they were the same a week ago.
Paragraph 6:
The caterpillar told the butterfly to go, fly but not to be proud.
The Butterfly and the Caterpillar

an adaptation by Joseph Lauren
One summer morning, a butterfly rested on a beautiful rose. While she sipped the
sweet nectar from the flower, she saw a caterpillar crawl up the garden wall.
“Horrors!” the butterfly exclaimed, “Stop! Don’t come near me. I’m ashamed to be
seen where you are.”
Ask: Why do you think was the butterfly ashamed?
The caterpillar continued crawling. He munched on the leaf without listening to

the butterfly’s cry.
“Where are your wings? What are you eating?” the butterfly asked.
Ask: Does the caterpillar have wings?If he has as the butterfly claimed then,where
are they?
The caterpillar walked ahead. Then he said, “Eight days ago, young butterfly, you
were the same as I am. One night from today, my wings will grow. I would fly and
see all the bright and beautiful flowers.”
Ask: How did the butterfly looks like eight days ago?
“I’m sure my wings would be brighter and more beautiful than yours.
So, go, fly but try not to be so proud. Each caterpillar is given a chance to become
a butterfly. We are but the same. ”
Ask: What will happen to caterpillar in the days to come? What should all
butterflies need to remember while flying?
Post Reading
A. Comprehension Check
Say: Let us talk about the story.
1. Who are the characters in the story?
2. When did the story happen?
3. Why was the butterfly ashamed to be seen by the caterpillar?
4. How do you think did the caterpillar feel when the butterfly told him not to come near
it?
5. What was the response of the caterpillar?
6. Can the caterpillar be like a butterfly?
After reading, have the children describe the characters

Butterfly Caterpillar
appearance
movement
Food they eat
Say: Let’s go back to the activity that you answered before we read the story.
From the comparison chart, the children would be able to say that the caterpillar and the
butterfly are different from each other. Let the children find the similarities through the part
of the story:
“Eight days ago, young butterfly, you were same as I am. One night from today, my
wings will grow. I would fly and see all the bright and beautiful flowers.”
B. Engagement Activity
Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring
Skill Lesson: Words and phrases with digraph ee

Skill Lesson: Inferring
Show the Venn Diagram of the butterfly and the caterpillar from yesterday’s discussion.
(Write in the middle part the similarities between the caterpillar and the butterfly. They can
explore the good qualities they share together.)
Form four groups. Get lines from the previous story and write them on strips of paper.
“Horrors!” the butterfly exclaimed, “Stop! Don’t come near me.

I’m ashamed to be seen where you are.”
“Where are your wings? What are you eating?”
“Eight days ago, young butterfly, you were the same as I

am. One night from today, my wings will grow. I would
fly and see all the bright and beautiful flowers.”
“I’m sure my wings would be brighter and more beautiful

than yours. So, go, fly but try not to be so proud. Each
caterpillar is given a chance to become a butterfly. We are
but the same. ”
2. Modelling/Teaching
Ask each group to pick one. While holding the story part, let them answer the following
questions:
1. What do you think does this character really meant by saying that?
2. Why did this character (act, think, talk) that way?
3. What does this character want to do?
4. What do you think this character might do?
5. What is the author really trying to say?
Let each group present their answers. Take note of the children’s answers and organize their
answers into the chart. (Refer the class to Activity 241 for the copy of the chart.)
Say: How do we infer?There are steps on how it is done. First, read the sentence/s. Then, make
a guess of “what else” the sentence/s tells.
Ex. Butterfly thinks that the caterpillar is ugly that is why she is ashamed.
3. Guided Practice
Refer your pupils to LM Activity 242
Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives
Skill Lesson: Words, Phrases and Sentences with Digraph ee

Skill Lesson: Degrees of Comparison of Adjectives
(Note: Place three toy monkeys, each one bigger than the other,
in a bag. Let the class describe the monkeys and compare them according to size.)
Ask: What do you know about monkeys? How are they characterized in most stories that you
read?
Say: I will read to you a short story about monkeys. Listen well.
Three clever cats lived in a house. The white cat was big. The black cat is bigger
than the white cat. The striped cat was the biggest of the three.
One day they baked a cake for dinner. “I will eat all the cake”, said the white cat in a
loud voice.
“I will eat it alone”, said the black cat in a louder voice.
“I will eat it all by myself” said the striped cat in the loudest voice.
A clever monkey lived in a tree nearby. He was more clever than the cats. In fact, he
was the most clever monkey in the world. He heard what the cats said and came into their
house. The cats were busy fighting among themselves. They did not see the monkey. The
monkey ate up the whole cake.
At last they stopped fighting. “Where’s the cake?” they said. “It ran away because
you made too much noise,” said the monkey.
Using the charts below lead the class in answering the following questions.
Ask: What are the adjectives used to compare the three cats?
Three cats White cat Black cat Striped cat
Their voice
What adjective is used to compare the monkey and the cats? What adjective is used to
compare the monkey with all monkeys in the world?
Monkey Monkey and the cats Monkey and all the
monkeys in the world
POSITIVE
COMPARATIVE SUPERLATIVE
After the children give their answers, write on the orange box POSITIVE, on the green box
COMPARATIVE and on the red box SUPERLATIVE . Then, ask the children what were
added to form the comparative and superlative forms and how many were being compared.
Say: Comparing using adjectives has three degrees. These are the positive, comparative, and
superlative degrees. We use adjectives in the positive degree if we are describing only one
thing or person. We say Ann is tall. We use adjectives in the comparative degree if we are
describing two objects or persons. We say The monkey was more clever than the cats. We use
adjectives in the superlative degree if we are describing three or more things and person. We
say In fact, he was the most clever monkey in the world.
For comparative degree of adjective, we add er at the end of some adjectives. We can also
add more before some adjectives. In sentences using this degree of comparison, we use the
word than.
For superlative degree of adjective, we add est at the end of some adjectives. We can also add
most before some adjectives. In sentences using this degree of comparison, we use the word
of all.
3. Guided Practice
Group students into fours and let them think of adjectives and its degrees of comparison. After
the given time, group presentation follows. Any group who has the same adjective with other
group should cross it out. The group with the most remaining list, wins.
POSITIVE COMPARATIVE SUPERLATIVE
Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of
each adjective.
Lesson 23 Day 4: Writing/Complex Sentences
Skill Lesson: Complex Sentences
Read the story “A Day at the Park” to students

Say: Today, I am going to read to you a short story. Listen well because I will ask a few
questions about it.
A Day at the Park
I went to the park. I went on Saturday. I went with my friends. My friends are
Marie, Connie, and Roy. We rode our bikes. I rode my new bike. Roy brought his
basketball. We played basketball. We played for two hours. It was hot. We were
thirsty. Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for
lunch. We had a lot of fun.
Explain to the students that, many times, weak stories are full of very short, choppy sentences.
One way writers can make these stories stronger is to combine short sentences into longer
sentences.
Let us compare some group of words from the story.
I went to the park. It is Saturday
I went to the park because it is Saturday.
We combined the two simple sentences. Now, we have I went to the park as the independent
clause. It expresses a complete thought. Because it is Saturday is a dependent clause. It does
not express complete thought. The marker because suggest that because it is Saturday is a
dependent clause.
To combine the two simple sentences we used the marker because.
Say: A clause can be dependent because of the presence of a:
 Marker Word (Before, after, because, since, in order to, although, though,
whenever, wherever, whether, while, even though, even if)
 Conjunction (And, or, nor, but, yet)
Let us have the next group of words.
We played basketball. We played for two hours. It is hot.

The new sentence is: We played basketball for two hours even if it’s hot.
How did we do it? We combined the three sentences. Now, we have an independent clause
“We played basketball for two hours” and dependent clause “even if it’s hot”. The marker
“even if” tell us that even if it’s hot is a dependent clause.
Let us have the next independent and dependent clauses.
Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for lunch.
The new sentence is: Connie and Roy’s mom brought us lemonade that we ate for lunch.
How did we do it? What words were omitted? What word did we use to combine the two
sentences?
3. Guided Practice
In small groups, have the class combine the set of dependent and independent clauses below.
Dependent Clause Independent Clause New Sentences

Because Roy brought his We played basketball.
basketball,
After riding our bikes, We played volleyball.
Although it is raining, It is fun to be with friends in
the park.
Before dinner time, I should be home to meet my
cousins who come from the
province.
Have students find complex sentences in the books they are reading. Have them copy them in
their notebook. Have them separate the two clauses in each sentence.
Lesson 23 Day 5: Writing
Ask: What comes to mind when you see the object below?
What is inside the envelope? When do you write a letter? Do you write a letters too?
Say: A letter has 5 parts:
Sample letter
February 19, 2014 (heading)
Amiable Ma’am Ana, (greeting)
It’s hard to have true friends whom we could completely count on but I was lucky enough to
find you. I lately realized how special friends are until I was cared and saved by an angel like
you. I will keep you safe with me forever.
Always take care and may God always bless you!
Your Friend, (closing)

body
Rennie Enriquez (signature)
Lead the class to recite the poem below.
The HEADING has the date

The heading has the date
Hi, ho the letter parts
The HEADING has the date.
The GREETING says Dear Friend,

The greeting says Dear Friend,
The greeting says Dear Friend.
The BODY is the message

The body is the message
The body is the message.
The CLOSING says Sincerely,

The closing says Sincerely,
The closing says Sincerely.
The SIGNATURE is my name

The signature is my name
The signature is my name.
3. Guided Practice
Prepare a simple letter of invitation. Cut them out by parts. Then, have the class rearrange it to
come up with the complete letter.
Refer your pupils to LM Activity 248 and 249.
Lesson Parts
Literature: Makes inferences and draw Use personal pronouns Express feelings, opinions
Two Friends, One World conclusions based on texts (person) through logs SUMMATIVE
Overview/ (pictures, title and content TEST
Objectives Get the general sense of the words) Read and write words, Read and write words,
story phrases and short sentences phrases and short sentences
with ea diagraphs with ea diagraphs
Copy of the story Two Word strips treasure box with sentence Sample journal entry
Friends, One World strips
Manila paper with Manila paper
Materials Pictures incomplete sentences Learner’s Materials
Activity 252 Learner’s Materials
Venn Diagram Activity 253-254
Pictures
Activities 250-251
Pre-Reading Introduction/ Presentation Introduction/ Presentation Presentation/ Introduction
Procedure Pupils guess pictures Group-matching Discuss personal pronouns Show picture-situations and
provided for. and provide examples of let students express what
Provided the pupils with sentences on how to use they feel about it.
Group the class and let incomplete sentences, these pronouns to replace e.g
them discuss their students have to infer or nouns. How do you feel if u met
inferences about the draw conclusions new friends from other
picture. e.g. provinces?
Reading
If the grasshopper isn’t Guided Practice Show a sample journal
color green_________ entry to the class and let a
Teacher reads aloud the Students will pick sentence volunteer read it. Ask WH-
story “Two Friends, One strips in the treasure box. questions about the journal
World” (Francisca’s Story) The first group to find their entry.
w/ correct intonation. group match wins the game.
(Please refer back to past From a sentence strip, e.g Let students guess different
lessons on delivering read “Herbert is good in playing facial expressions. Instruct
aloud stories.) chess.” them to log down their
Modeling/Teaching: feelings.
Post Reading
Discuss how to give Let the student rewrite the Let the students log down
 Let the pupils answer inferences. See TG sentence using the their feelings and opinions
questions to allow appropriate pronoun like and let them talk it with
complete grasp of the their group.
“He is good in playing
story Guided Activity
chess.”
Prompt:
Let the pupils give
After all of them had write
inferences orally based from You saw a beggar in the
several sentences, let them
simples stories. market. What should you
Group Work talk with their group and do?
Using Venn Diagram,
1. Act out the event in the discuss about the pronouns
compare Francisca and
story which shows they used.
empathy Antonio by: what they both
Independent Practice
2. Draw simple scene have and can do-what they
which shows empathy don’t have and can’t do. Let the pupils write a
3. Sentence Completion Independent Practice journal entry.
Individual work
a) If I have a friend who Prompt:
have no baon I Let us twist the story. Provide different pictures
will______ with nouns to the pupils. Let The best thing you did to
b) If I have a classmate Independent Practice
students choose several your friend.
who was bullied I
pictures they want. Let them
will______ write about the picture using
Asking Inferential pronoun.
Questions from 2 or
3 sentences story.
They will compose
questions about the
picture.
Lesson 24 Day 1: Literature: Two Friends, One World
Pre-Reading
1. Vocabulary Development
Ask the class to mention the body parts, then, ask them to connect some body parts with the
words that are connected to them.
Pictures Related Words

1. eyes feel
2. ears smell
3. nose sound
4. tongue taste
5. skin see
Who is your best friend? What are the things you do together?
1. Motive Question
What do you think do the characters in our story love doing together?
During Reading
Note: Before and while reading, lead the class in making inferences.
Teacher reads aloud the story “Two Friends, One World” (Francisca’s Story)
Two Friends, One World

Francisca’s Story
by Ramon C. Sunico and Joanne de leon
I have a friend who lives in another world. His name is Antonio. The world he lives
in is full of sounds and smells and tastes and feeling.
My world is also full of sounds and smells and tastes and feeling, but sometimes, I
am too busy seeing to notice these other things.
Every Saturday afternoon, as the sun is about to go down, his mama brings him to
the park where I am already waiting. I can see him from far away because, Papa
says, I have such big eyes.
I run to him and take his hand and his Mama lets us walk around. Antonio teaches
me to be quiet- so quiet I can hear the wind talk to the leaves, so quiet I can feel the
air turn cooler as the sun leaves the sky.
Antonio cannot see. He cannot see but he can smell the white flowers of the rosal
bush growing beside the broken wall of an old church behind the park –before I can
even come close enough to see the church. He knows when papa has brought
mangoes for us to eat, even when these are still in the basket.
One day, he showed me my first grasshopper. I was trying to tell him what a
mountain looked like when he said suddenly, “Shh Francisca, listen! There is
something moving in the grass.”
“Where, where? I can’t see anything!” I complained.
“Ay naku. Francisca, quiet or you’ll scare it away. Look with your ears first and
then with your eyes. Try to listen to yourself breathe and all the other sounds will
follow.”
And sure enough, I heard something small moving the dried grass aside. I followed
the sound, first with my ears and then with my eyes. Slowly, very slowly. And
when I could only hear Antonio and me breathing, I saw the grasshopper-all green
and pointed, with red stripe down its back.
And I thanked Antonio for showing me how to find the place where the
grasshoppers hide.
And he smiled the same smile he smiles after tasting a cool, ripe mango.
One day, I will tell him that, maybe, we do not live in two worlds.
After all, we meet every Saturday afternoon. What I can see, he can hear or taste or
smell or touch. What he cannot see, I can bring to him with words.
One day, we will meet one Saturday afternoon and I will tell him that, maybe there
is only one world. But it is so big and beautiful and there are so many things going
on inside it, that it takes two friends to enjoy it’s sweetness like a great, cool, sweet,
smooth, golden-yellow mango.
Post Reading
Discussion Questions
Ask:
 Who is the “I” in the story?
 Who is her friend?
 How did Francisca describe the place Antonio lives in ?
 How will you describe Antonio?
 Where do they go every Saturday afternoon?
 How will you describe Francisca, the main character in the story?
 If you were Francisca, how are you going to treat Antonio?
 What did Antonio show Francisca?
 What did Francisca learn from Antonio?
Engagement/Enrichment
Group Work
1. Role play the event in the story which shows understanding of other’s feeling.
2. Draw a simple scene which shows understanding of other’s feeling.
3. Sentence Completion (Complete the sentences by writing what you feel in each situation;
a. If my classmate lost his money I will________________________________.
b. If my classmate was bullied I will___________________________________.
Presentation of outputs
Lesson 24 Day 2
Skill Lesson: Making inferences and drawing conclusions based on texts (pictures, title and content
words)
Provide the students with incomplete statements to infer or draw conclusions.
Complete the following statements by putting the missing words. Choose your answer from the
words in the box.
Leah’s Birthday
Leah's mother puts icing on the_________. She puts eight _________ on the cake. After she
sets the cake on the________, everyone sings to Leah. The lit candles make her face________ .
Leah blows out the candles and____________.
table candles smiles glow cake
Leah's mother puts icing on the cake. She puts eight candles on the cake. After she sets the cake
on the table, everyone sings to Leah. The lit candles make her face glow. Leah blows out the
candles and smiles.
When is Leah's birthday?
a. Tomorrow
b. Today
c. Next week
d. Yesterday
Say: Why do you think today/yesterday/or tomorrow etc. was her birthday?
What made you say that today is Leah’s birthday? Can we cite the evidences found in the story?
Teaching Chart: Inferences
Was it easy to infer?
: the act or process of reaching a
What questions usually come up in our mind? conclusion about something from the
given information
: a conclusion or opinion that is formed

based from the given information
What do we need to think first when we are inferring?
Discuss what inference is. See teaching chart.
3. Guided Practice
Read each passage below. Let the pupils give their inferences orally.
1.All felt wonderful to be outside. Swimming suits and trunks were saleable in the market. It’s
the best time to play outdoor games in _______________.
(a. summer b. rainfall)
2.Mr. Sun reaches out his hand. Everyone is on their way to work. It is ________________.
(a. morning b. night)
3.I am so hungry! It’s almost half of the day of school. I will be good to _______________.
(a. play around b. eat something)
4.All the items to buy are everywhere. Mom put in the cart everything we need for the whole
week. I kept the cart going straight as it got heavier and heavier. They are in a __________.
( a. pharmacy b. grocery store)
Refer the pupils to LM Activity 250 for the next set of activity.
Refer the pupils to LM Activity 251.
Lesson 24 Day 3
Skill Lesson: Words, Phrases and Sentences with ea Digraph

Skill Lesson: Using Personal Pronouns (person)
Use the story of Francisca and Antonio as springboard for this lesson.
1. Antonio goes to the park every afternoon.
He plays with Francisca.
2. Francisca plays with Antonio.
She likes to talk to him.
3. The grasshopper is on the grass.
It hops around,
2. Teaching/Modeling
From our sentences;
1. Who goes to the park every afternoon? Underline it.

2. Who plays with Francisca? Encircle it.
3. What word was used to replace the name Antonio in this sentence?
4. Who plays with Antonio? – Underline it.
5. Who likes to talk to him? – Encircle it.
6. What word was used to replace the name Francisca in this sentence?
7. What is in the grass? Underline it.
8. What hops around? Encircle it.
9. What word was used to replace the name grasshopper in this sentence?
Read the words that you underlined.

Read the words that you encircled.
What do we call them?
He, She and It are called pronouns.
Teaching Chart: Personal Pronoun
Personal Pronouns are used to replace the name of a noun.
Examples:
Alex plays a lot. He plays a lot
The word he is a personal pronoun. He is for a boy.
Ana plays a lot. She plays a lot.
The word she is a personal pronoun. She is for a girl.
This dog plays a lot. It plays a lot.
The word it is a personal pronoun. “It” is used to replace a thing or an animal.
The boys play a lot. They play a lot.
The word they is a personal pronoun. “They” is used to replace the name of more than
one animal or thing.
The boys and I play a lot. We play a lot.
The word we is a personal pronoun. We is used to replace name of more than one
person.
3. Guided Practice
Students will pick sentence strips in the treasure box.
Sample sentences:
Jenny is beautiful.
Raymond reads books everyday.

Jenny and Raymond play together.
The cat runs fast.
From a sentence strip, e.g “Herbert is good in playing chess,” let a pair of students rewrite the
sentence using appropriate pronoun like “He is good in playing chess.”
After all of them had written several sentences, let them talk with their group and discuss about
the pronouns they used.
Provide different pictures with nouns to the pupils. Let the students choose several pictures they
want. Let them write something about the picture using pronouns in their notebook.
Lesson 24 Day 4
Skill Lesson: Poems with ea digraph

Skill Lesson: Expressing feelings and opinions through logs

Show pictures or situations and let students express what they feel about it.
e.g How do you feel if you met new friends from other provinces?
Ask a volunteer to read a journal entry of Francisca.
Note: This should be written on a manila paper or on the board.
December 5, 2013
Dear friend,
I’m so happy today. I went to the park earlier with Antonio, my best friend. I saw a
grasshopper earlier. It was my first time to see this kind of insect when Antonio told me about it.
Now I know what a grasshopper looks like. I thank Antonio for showing me how to find the
place where the grasshoppers hide. I hope to see Antonio again next week.
Your friend,
Francisca
Ask: Who wrote the letter? Describe how the writer feels when she wrote the letter? Why is she
happy?
Say: Do you also write a journal? Journal writing is one way of sharing how you feel. You can
also write your opinions about something. Writing your feeling or sharing your opinion is a
good way of expressing yourself.
Let students guess different facial expressions.
1. Have one volunteer student, pin an emotion card on his back and let him turn to show the
word on his classmates many times as needed .
2. Let the class show the facial expression and the volunteer will identify what expression it
was.
3. If it is a first time activity, give the volunteer a clue by asking his classmates “Who has a
clue for Bert?” And his classmates will say “I feel that way when I_____”
4. Guided Practice
Let the students log down their feelings and opinions and let them talk about it with their group
mates.
Note: Provide manila paper to the pupils to let them write their output.
Prompt:
You saw a beggar in the market. What should you do? How do you feel?

Lesson Parts
Literature: “Mateo’s Determine whether Determine whether Use personal pronouns Use personal pronouns
Favorite Clothes” a story is real or a a story is realistic or (Gender and Person) (Gender and Person)
Overview/ fantasy (characters fantasy (characters
Objectives Admire the main character Read and write words, Read and write
and setting) and setting)
for being generous phrases and sentences with words, phrases
ei and ie diagraph and sentences with
Read and write Read and write
ei and ie diagraph
words, phrases and words, phrases and
sentences with ei sentences with ei
and ie diagraph and ie diagraph
Illustrations of Mateo, Strips of realistic Sentence strips

Mateo’s mother and His and fantasy
clothes descriptions Teacher Chart
Materials
Copy of the story “Super
RR” for listening activity Realistic and
Fantasy Graphic Learner’s Materials
Activity 258
Learner’s Materials organizer
Activities 255-256A
Activities 256B-257
Pre-Reading Introduction/ Presentation: Guided Practice: Presentation/ Introduction Review personal pronouns
by allowing pupils to read
Procedure Present key words through Show pictures of the Allow pupils to post Review pronouns and six sentence strips
context clues. characters and setting of the describing strips on personal pronouns through
story read to recall some a fantasy and sentence strips with Allow pupils to work in
Reading events. realistic organizer. personal pronouns. groups:
a. Journal writing
Read aloud the story Allow pupils to listen to the Modeling/ Teaching b. Interpretative
Let pupils do
story “Super RR”. Reiterate how personal reading
‘Relay Game’ on pronouns –I, he, she, it, we, c. Letter of invitation
Post Reading Show Real and Fantasy identifying realistic they- are used through
Let pupils answer the Chart and ask pupils to write and fantasy discussion. PWR
discussion questions the characters and setting of characters and Allow pupils to
the stories. settings. work in pairs in
Allow pupils to read and using the
check their guesses written Modeling/Teaching:
appropriate
on the board about what
Mateo would do with his Use the Real and personal pronouns
PWR
favourite clothes. Fantasy Chart to in LM.
discuss the lesson.
Allow pupils to present
their work to class by
groups. Let pupils write
PWR sentences using
personal pronouns
Guided Practice (SG).
Independent Practice: Have pupils present

their work to class.
Unit III
Lesson 25 Day 1 Literature: “Mateo’s Favorite Clothes”
Pre-Reading
1. Unlocking Vocabulary and Concept Development

(favorite, fitting, evacuation center)
favorite fitting evacuation center
a. favorite
Marlon has red, blue, green and black toy cars. Every morning he looks at his toy cars in the
cabinet. He likes them all but the red one is his favorite. The red toy car is the one he likes
most. What does favorite mean?
b. evacuation center
Look at the picture. What do you see? Can you describe the weather? Where do people go to
keep themselves safe when there is a typhoon?
c. fitting
Ask a child to come up front. Tell him to fit each shirt on the table. As he is trying to wear
each shirt, ask the pupils what is he doing. Guide the pupils to say that the child is fitting each
shirt.
Show the words on the flashcards. Model reading each word. Then ask the pupils to
read the words on the flashcard in unison. Tell them that they will find out the meaning of the
words they read.
2. Motivation
Ask: Do you have favorite clothes? What do you do with them?
3. Motive Question
Ask: What do you think would Mateo do with his favorite clothes? Write the guesses of the
pupils on the board.
During Reading:
Say: I will read a story. In the end, think for a moment and be ready to answer the
questions that I will ask.
Mateo’s Favorite Clothes
One Saturday afternoon, Mateo found his Mother getting old clothes from his cabinet.
“What are you doing, Mama?” Mateo asked.
“I’m taking your old clothes to the evacuation center. Many children lost their clothes because
of the typhoon,“ Mother explained to him.
“But wait, Mom! They still fit me. Look,” Mateo said after fitting on his old red shirt.
“Grandma gave this to me. It’s my favorite,” Mateo added.
Mateo tried putting on his old jacket, pairs of pants and slippers. They still fit me. Mateo
remembered who gave them and when he received those items.
“Oh did I grow so much? I love these clothes. “Mateo told his mother.
“Ok, you can take them back,” Mother told Mateo.
So Mateo got the box with his old shirt, jacket, pants and slippers in it.
The next day Mother asked Mateo where the box was. She hoped that Mateo would change
his mind.
“Mama, the box was gone. I wasn’t able to take it to the evacuation center,” Mateo said.
“Oh, what happened?” Mother asked. “On my way to the evacuation center, I found a child
who really needed some clothes. I gave the box to him,” Mateo said.
Post Reading
Discussion Questions:
1. Who are the characters in the story?

2. Where did the story happen?
3. When did it happen?
4. Why did Mateo’s mother get his old clothes from the cabinet?
5. Did Mateo give his old clothes at once? Why? Why not
6. If you were Mateo, would you also keep your favorite clothes? Why?
7. Did Mateo change his mind?
8. What did he do with his old clothes?
9. Did Mateo make a quick and right decision about his favorite clothes?
10. Do you have any experience similar to Mateo’s? Share it with your classmates.
Engagement/Enrichment
Go back to the pupils’ guesses on the tag boards. Ask them to check their responses.
Lesson 25 Day 2:Reading Comprehension: Determine whether a story is realistic or a fantasy

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

1. Who is Super RR?
2. Describe him.
3. Where did Super RR go?
4. What did he see?
5. How did he help the people?
Show the Realistic –and- Fantasy Chart
Realistic andFantasy Chart

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

Lesson 25 Day 3: Fluency/Writing/Realistic or Fantasy
Show the phrases in the flashcards. Ask the pupils to decide what is described by each phrase.
Lead them to put their answer in the proper box in the organizer.
happens in real life real world
cannot really happen make-believe world
Real not real
strange things real things

Characters and
setting of a
realistic story
Characters and
setting of a fantasy
story
Group the pupils into two groups.

Tell them that they will do the “Message Relay”.
Here is how to do it:
 Each group will choose a leader and a secretary.

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

Country Mouse
Story
in a ship named Combo in school
Refer the class to LM Activity 256B.

Lesson 25 Day 4: Fluency/Writing/ Use of personal pronouns (person and gender)
Show the pictures used for the stories ‘Mateo’s Favorite Clothes’ and ‘Super RR’ to start the
lesson.
Say: Let us list the characters in “Mateo’s Favorite Clothes” and “Super RR”
You may use a chart or the board to enumerate the characters in the story.
Name of Character Gender Pronoun
Mateo Male
Mother Female
Grandma Female
Children Neuter
Rocky Male
For review: Use the chart used in enumerating the characters in the story and tell the pupils that
they can use pronouns to replace the nouns.
Mateo is a boy.
He is a boy
He is used because Mateo is a boy/ male.
Mother is happy.
She is happy
She is used because Mother is a woman/ female
How about Gradma? What is the pronoun that we could use to replace the word Grandma?
How about for Rocky?
How about for the noun children?

We use the pronoun they to refer to persons or people we talk about.
The children are noisy.
They are noisy.
Juriel, Gab and Rey are playing.
They are playing
How about when I am talking about myself?

When I am going to talk about myself then I should use I.
I(the person talking) am glad to be here.
How about if I am referring to the persons or people I talk to?

We use you to refer to persons or people we talk to. You use you when you directly talk to
person/s.
Ace (directly talking to Ace) to stop dancing.
You stop dancing.
Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas.
You go to the town and buy a basket of bananas.
How about if I am talking about a thing?

We use the pronoun it to refer to a thing.
The book is on the table.
It is on the table.
How about if I am referring to many things?

We use they to refer to things.
The books are on the table.
They are on the table.
We use we when we refer to persons including ourselves.

My friends and I are singing a song.
We are singing a song.
3. Guided Practice:
Refer to LM Activity 258A.
Refer to LM Activity 258B.

Lesson 25 Day 5: Use personal pronouns (person and gender)
1. Guided Practice
Review personal pronouns by letting the pupils read the following sentence strips. Make a point
for every strip.
Sentence/s Strip 1: My name is Dang. I live in Pangasinan.

Sentence/s Strip 2: Cris is my brother. He is older than me.
Sentence/s Strip 3: Wing and Mong are brothers. They are playing.
Sentence/s Strip 4: Gel is a girl. She is a happy girl.
Sentence/s Strip 5: My friends and I are going to market. We are going to buy eggs.
Sentence/s Strip 6: “Ben and Greg, stop talking. You are noisy.”
Allow pupils to work in groups to do the following:
Group 1: Journal Writing

Tell pupils that they are going write a journal and they should start with the personal pronoun I
in their sentences.
I learned about _______________ today.

I feel happy that __________________.
I want to ________________________.
Group 2: Interpretative Reading:

Allow pupils to practice for five minutes to read the following poem interpretatively
Group 3: Letter Writing

Tell Group three that they will write a letter to the Principal informing him/her to allow them to
collect unused books from all grade levels for the typhoon victims Yolanda.
Dear _______,
Our class will be conducting ______________________________________. We would

like to ______________________________________.
You are ________________________.
Truly yours,
____________
Lesson Parts
Literature: “A Brave Little Determine whether Decode/Write Decode/Write words with Read and write
Girl” a story is realistic or words with digraph digraph ai as in pail words, phrases and
Overview/ fantasy ai as in pail sentences with
Objectives Appreciate the bravery of Use personal pronouns long /i/ sounds
Trina in saving his brothers
from fire Decode/Write Use personal
words with digraph pronouns
ai as in pail
Pictures of boy and girl Pictures of a dog sitting on a Flashcards Picture Teaching Chart
scouts riding on a truck, sofa, dog reading a book,
rescuers, buildings that school riding on a flying Pictures Word cards Phrase and sentence
Materials collapse, a man grabbing a banana leaf, school children strips
bag riding in a tricycle going to
school, a frog playing ball, a Teacher Chart Teaching Chart
Copy of the story “A frog chasing an insect
Brave Little Girl” Bingo game card
Learner’s Materials Learner’s Materials
Learner’s Materials Activity 260 Activity 262
Activity 259 Learner’s Materials
Activities 261, 263, 264
Pre-Reading Introduction/ Presentation Introduction/ Presentation Introduction/ Presentation Recall the story ‘Fast
Flash picture cards for Forward’ by asking pupils to
Procedure Unlock key words through pupils to tell whether these Flashcard Drill on sight Flashcard Drill on sight tell what they can recall.
pictures, demonstration and are real or make believe. words and words from the words and words from the List phrases and sentence
word/context clues. word tree word tree answers of pupils.
Modeling/Teaching:
Reading Read and write Discuss phrase and sentence
Ask pupils whether Modeling/Teaching: sentences with by talking about how they
Read aloud the story and the vents in the digraph ai as in pail. differ.
stop at indicated points for story are real or Read words and
questions to monitor phrases with Post phrase strips for pupils
fantasy.
comprehension. digraph ai as in pail. to combine to make a
Presentation/ Introduction sentence.
Post Reading Review events that
Let pupils answer are real and a Allow pupils to read Allow pupils to write 1-2
discussion questions. fantasy. sentences about sentences on the garbage
Present and read a personal pronouns problem
Let pupils make a puppet different ending of Read and write from L8 D3.
of Trina and write 2 sentences with Do activities to reiterate the
the story read and
sentences about Trina. digraph ai as in pail. value of resourcefulness.
ask pupils to Allow pupils to do
determine which of activity Allow pupils to plan a project
the flashed events Allow pupils to do on how to recycle materials
Presentation/ Introduction
are real or a fantasy. activity to show how resourceful they
Allow pupils to Review personal are.
determine which of pronouns from L7
the event-pictures TG
are real or a fantasy. Post a table
Reiterate the showing how
difference of what’s personal pronouns
real and what’s replace nouns in
fantasy. sentences.
Introduction/ Presentation
Allow pupils to do
Review decoding lessons in the activity on
Grade 2. personal pronouns
Flashcard Drill on sight
from L8D3
words and words from the
word tree. Worksheets for
guided and
independent
Modeling/Teaching practice.
Read words and
phrases with
digraph ai as in pail.
Read and write

sentences with
digraph ai as in pail.
UNIT III
Lesson 26 Day 1 –The Brave Little Girl
Pre Reading
1. Unlocking Vocabulary and Concept Development
(grabbed, rescuers, brave, collapsed)
We have some words that you need to know more to understand the story well. Let us find out
the following.
a. grabbed – took a seized by or as if sudden motion or grasp.( demonstrate )
The man grabbed the bag of the lady.

What did the man do with the bag?
Call pupils to demonstrate the following:
- grab a key
- grab a child by the wrist
Ask: What is another word for grabbed? Took
b. rescuers – savers
Show pictures of rescuers
c. brave – courageous, fearless, not afraid

(Show through pictures or context clues)
Say: The rescuers saved the flood victims and brought them to the evacuation center.
The rescuers are brave. They are not afraid of the raging waters.
Ask: Which word from the sentence helps you understand the meaning of the word
rescuers and brave?
d. collapsed – fell ( through pictures and demonstration)
Show picture of building that collapsed during an earthquake.
Say: Look at the picture. What happened to the buildings? Fell

Another word for fell is collapsed.
Call five pupils to pretend to be houses and another 10 pupils to pretend to be strong winds.
The 10 pupils will blow air as hard as they could on the houses. The houses will collapse as
the strong wind blows.
2. Motivation Questions:
Have you heard about stories of people who saved lives? Who are they?
3. Motive Questions
Today, we shall read a story about “A Brave Little Girl”. What do you want to know about the
story?
List at least three questions that the pupils will give and let them have guesses about the
questions.
Our Questions Our Guesses What Really Happened
During Reading
Listen as I read the story about “ A Brave Little Girl”
Note to the Teacher:

Read the story aloud. Questions may be asked to the pupils to enable them to predict and to
interact with the text.
A Brave Little Girl
It was already seven o’clock in the evening. But Trina’s parents have not
yet arrived home from work. She called her three younger brothers for dinner but
still mother isn’t home until they slept.
Ask: What time of the night was it?

Why did Trina call her younger brothers?
After two hours, Trina woke up feeling hot. When she opened her eyes, she saw that
their house was on fire.
Ask: What happened after two hours?

What did Trina see? What do you think, will she do?
She immediately got up, grabbed the youngest brother and ran out of the
house. Trina suffered from major burns but her brother wasn’t hurt. She tried to get
back to the house to get her two other brothers. A neighbor saw her. He warned
and held her tightly. She cried hard while calling the names of her two brothers.
Ask: What did Trina do with her youngest brother?

Why did Tina try to go back to their house?
Was she able to get back to their house? Why?
What do you think would happen next?
Soon, rescuers arrived and tried to put off the fire. But after some
minutes, their house collapsed. Trina’s parents arrived from work. They
embraced Trina and brought her to the hospital.
Because of Trina’s bravery their town mayor offered help to her

family. They built their new home and gave money to support Trina and her
brother’s schooling.
Ask: Why did the mayor offer help to Trina’s family?

How did the mayor help Trina and her family?
Note: Before proceeding to the next activity, go back to the questions that the pupils gave
before listening to the story.
Post Reading
Discussion Questions:
1. What is the story all about?
2. Who is the main character in the story?
3. What can you say about Trina as the oldest sister?
4. Why was Trina’s parent not around at the time the house got burned?
5. What did Trina do when she saw that their house was on fire?
6. If you were Trina, would you do the same? Why? Why not?
7. Was Trina able to save her two brothers? Why? Why not?
8. How did the mayor recognize and reward Trina’s bravery?
9. If you were the mayor would you do the same?
10. If you were Trina’s neighbor, how would you help Trina and her family?
11. What character traits did Trina show in our story?
Let us go back to our chart earlier. Let us fill out the third column
“What Really Happened”
Writing to Learn Activity

Lesson 26 Day 2: ( 1st Half):
Determine whether a story is realistic or fantasy
Some stories are about real things. Some stories are about make believe things. Sometimes, the
pictures in a story can help you decide whether a story is real or make believe.
I am going to share with you some pictures. Show me a “thumbs up” sign if it is realistic and
“stamp your right foot” if it is a fantasy.
picture of a dog sitting on a picture of a dog reading a

sofa book
Picture of a school boy School children riding in a

riding in a flying banana leaf tricycle going to school
A frog playing ball A frog chasing an insect
Say: Let us recall our story about “The Brave Little Girl”
Is the story of “The Brave Little Girl” realistic or fantasy? Why do you say so?
Say: Are the characters in our story realistic or a fantasy? Why do you say so?
I have changed the ending of our story with this paragraph. Let us read.
Trina could not just stare at their burning house while she knew
her two other brothers were there. She turned as swift as she could and
lo! An aluminum basin dropped where she stood and said “Come Trina,
we will help your brothers”.
Trina hopped on to the basin and flew fast to their burning

house. The people were in panic that no one ever noticed Trina and the
flying basin. After a couple of minutes, Trina was back riding in the
flying basin with her two brothers free from any burn.
Flash words with the character, setting and some events in the story.
Say: I will be distributing letter cards with the “R” and “F” and we will be playing a
game. Raise your “R” letter card if it is realistic and “F” letter card if it is
a fantasy.
Trina Talking Aluminum Basin
In front of the burning house Trina could not just stare at

their burning house.
The people were in panic. The basin said “Come Trina,

we will save your brother.”
Trina rode on a flying basin
Ask: How will you know if the characters, setting or event is realistic or a fantasy?
Let the pupils understand that the characters, setting or events are realistic if
they are real and can happen in real life. On the other hand, they are a fantasy if
they are make-believe and are products of one’s imagination.
Skill Lesson: ai digraph

Lesson 26 – Day 3: Personal Pronouns

Skill Lesson: Personal Pronouns
Reviewthe lesson presented on Week of Quarter 3 about personal pronouns. Reiterate that the
lessons that will be given for this day will be practice exercises to enhance their capabilities in
appropriately using personal pronouns.
2. Teaching/ Modeling
What are personal pronouns? Post the table below

Name of Character Gender Pronoun
Mateo Male He
Mother Female She
Grandma Female She
Children Female/ Male They

Rocky Male He
My friends and I Female/ Male We
Recall the sentences given. Make sentence strips of those sentences. Allow pupils to read them.
Mateo is a boy.
He is a boy
Mother is happy.
She is happy
The children are noisy.

They are noisy.
Juriel, Gab and Rey are playing.

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

I(the person talking) am glad to be here.
Ace (directly talking to Ace) stop dancing.

You stop dancing.
Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas.
You go to the town and buy a basket of bananas.
The book is on the table.

It is on the table.
The books are on the table.

They are on the table.
My friends and I are singing a song.

We are singing a song.
3. Guided Practice
Allow pupils to do LM Activity 262. Guide them and lead them to the correct answer. After
answering, let pupils read the sentences and explain the answers.
Lesson 26– Day 4: Personal Pronouns
Skill Lesson: ai digraph

Recall the lessons presented on pronouns by reading the activity-sentences on Day 3. Let the
pupils recall the different personal pronouns. Post the personal pronouns on the board when
deemed necessary.
Let the pupils do LM Activity 264.

Lesson Parts
Literature: Use different sources of Use demonstrative pronouns Express feelings and Express feelings and opinions
 Peñaflorida, A information in reading opinions through journal through journal writing
Overview/ Modern Hero Read and write words, writing
Objectives  Appreciate heroism Read and write words, phrases and sentences with
showed by the phrases and sentences with “ay” diagraph
character “ay” diagraph
Copy of the story Pictures taken from the Pictures Cluster map Activity 271 and 272
Peñaflorida, A Modern selection “Peñaflorida, A Activity 267 and 268 provided in the LM
Hero Modern Hero” Sample journal
Materials Activity 266
entry
Posters about a polluted
environment, placards, Activity 269 and 270
crayon, picture of a social
worker, pushcart, and
coupon bond
Activity 265
Pre-Reading Introduction/ Presentation Introduction/ Presentation Presentation/ Introduction Presentation/ Introduction
Procedure Vocabulary Development: Post enlarged copies of Let the pupils look at Recall the selection Present a sample jounal entry.
social worker, dynamic, pictures taken from the pictures and read the “Peñaflorida, A Modern
pushcart, extraordinary, and selection “Peñaflorida, A sentences about each Hero” Recall and discuss the
scholarship Modern Hero”. picture. mechanics in writing a
Introduce journal writing to journal entry.
Reading Modeling/Teaching: Discuss the pupils.
Read the selection aloud to demonstrative Allow pupils to make a
the pupils using the Read words taken from the pronouns by giving Guide the pupils’ thinking cluster of topics for their
chunking method. selection. of topics through clustering. journal entry.
examples and
Ask prediction questions on Use the words in writing providing Show a sample journal Let the pupils write a sample
every story stop. sentences. sentences. entry provided in the LM. journal entry following the
rules in writing sentences
Post Reading Guided Activity Ask questions about the
Answer Wh- questions Guided Practice mechanics of writing.
about the story. Guided practice on words Group Activity
with digraph /ay/
Pupils draw and color their Pupils use demonstrative Read the journal entry.
hero/the person who has pronouns by completing
done something good to sentences.
them.
Independent Practice
Let the pupils write two
sentences that tell about Refer to LM for the
their hero. independent practice.
Lesson 27 Day 1: Literature: “Penaflorida, A Modern Hero”
Pre-Reading
1. Vocabulary and Concept Development
Read with the pupils the flashcards with the following words social worker, dynamic,
pushcart, extraordinary and scholarship.
What are these words? Let us talk about them.
Show a picture of a woman talking to a mother and a child. Ask:Who do you think is this
woman? (point to the social worker in the picture) What does she do? Do you have a social
worker in your barangay or town? What do they do to help the children and women? What does
a social worker mean?
For the word dynamic read with them the following :
My father is a dynamic man. He works all day in the farm. He also attends
meetings on Saturdays. He goes to church on Sundays. He keeps himself
busy. He is a strong man.
What things does father do? What does the word DYNAMIC mean? Allow pupils to give the
correct response. Show choices: active, healthy.
For the word pushcart show a picture of a boy pushing his pushcart. What is this?
Guide them to give the correct response.
What can you say about a pushcart? How is it moved? What is a pushcart?
For the word extraordinary, unlock through context clues. Read with the pupils the following
sentences. (choices: amazing, large)
My grandfather has an extraordinary banana plant. It has so many fruits that

looks like patola.
How does the fruit look like?
Is the banana plant ordinary? What does extraordinary mean?
For the word scholarship unlock through examples.
Is there anyone other than your parents who sends you to school? The persons or groups who
support your education are your sponsors. The pupils whom they sponsor are called scholars.
The scholar is in school for free because of the scholarship.
Who among you have scholarships? What does scholarship mean?

2. Motivation
Can each one of us be a hero? How?
3. Motive Question
In the story that I am going to read to you, Teacher Efren is a hero. Why do you think is he
considered a hero?
Guide pupils to find out how Teacher Efren become a hero?)
During Reading
Read the selection aloud to the pupils using the Chunking Method. Ask a prediction question on
every stop. All responses are correct.
Peňaflorida, A Modern Hero
Efren Geronimo Peňaflorida, Jr. is a Filipino teacher and a social worker in

our country. He and his friends from Dynamic Teen Company teach children during
Saturdays in their community. They use the pushcart as their classroom. The pushcart
is loaded with books, pens, tables, and chairs
What do you think will happen to Teacher Efren?
Because of Teacher Efren’s extraordinary way of helping the children learned

better, he was named CNN Hero of the Year for 2009. He received an award and
money from the Cable News Network to support his pushcart classroom. President
Gloria Arroyo gave teacher Efren the award Order of Lakandula at Malacaňang
Palace.
Do you think Teacher Efren comes from a rich family?
Young Efren came from a poor family in Cavite. His father, Efren
Peňaflorida, Sr., was a tricycle driver. His mother Lucita Geronimo Peňaflorida was a
housekeeper. He helped his parents in their small noodle business.
What do you think did Efren do as a pupil?
He was a very bright pupil. He received several class awards and honors
when he was a grader until he finished college. He deserved the scholarship and the
financial support given to him by his sponsors.
What do you think does Teacher Efren want for children like you?
After high school, Teacher Efren founded the Dynamic Teen Company. Its
members were his classmates. Their group wanted most of the children to be good and
responsible in whatever they do.
Post Reading
 Who is Efren Peňaflorida, Jr.?

 What does the Dynamic Teen Company do?
 Why is the pushcart an important thing in Teacher Efren’s life?
 What was the result of his extraordinary work?
 Was Teacher Efren a helpful boy when he was young? How did he show it?
 Why did Teacher Efren deserve the scholarship he was given?
 How can you help Teacher Efren achieve his dream for children like you?
 How can you be a hero like Teacher Efren?
2. Engagement/ Enrichment Activity:
Allow pupils to draw and color their hero/ the person who has done good to them. Let them
write two sentences that tell about him/her.
Lesson 27 Day 2 : Reading Comprehension Using Different Sources of Information in Reading
Post enlarged copies of the pictures below one by one on the board and ask questions about the
pictures.
Look at the pictures. These are the pictures taken from the selection “Peňaflorida, A Modern
Hero.”
an
Say: Here are important words taken from the selection. Let us read them.

Say: We will use these words in sentences.
Lead the class to read the following sentences. Call on pupils to read by group, by pair and
individually.
 Teacher Efren is a teacher.

 He has a pushcart classroom.
 He is also a social worker.
 He helps in an extraordinary way.
 He received an award.
 They had a noodle business.
 He was an honor pupil.
 He had a scholarship.He wanted children to be responsible
3. Guided Practice
Refer to LM Activity 266.
Skill Lesson: Words, and Sentences with ay Digraph

Lesson 27 Day 3: Grammar: Using Demonstrative Pronouns
Ask pupils to look at the pictures. Read with the pupils the sentences about each. Refer the class
to Activity 268A.
Which words are used to point out to objects or friends?
Observe carefully how near or far the objects or people are from the person speaking.
Where is Teacher Efren?
Is he near or far?
Where are the pupils?
Are they near or far?
Where is the house?
Is it near or far from Teacher Efren?
Where are Teacher Efren’s friend?
Are they near or far from him?

Tell the pupils that the words this, these, that and those are Demonstrative Pronouns. They
tell how far or near the objects or persons from someone speaking.
This and that are used to point to one person or object which are near to someone speaking.
These and those are used to point to more than one objects or persons far from someone
speaking.
Help pupils state the generalization.
3. Guided Practice
Group the pupils into 5 members. Do the following:
a. Hold an object.
Pupils Say: This is a/an ________.
Hold two or more objects.
Pupils say: These are ________.
b. Look outside. Point to a thing or a person.
Pupils say: That is a/an ________.
c. Look outside. Point to many things or persons.
Pupils say: Those are _________.
Refer the class to Activity 268B.
Skill Lesson: Phrases and Sentences with ay Digraph
Refer your pupils to LM Activity 269A, B, and C.
Lesson 27 Day 4 : Writing: Express Feelings and Opinions through Journal Writing
Let us recall the selection “Penaflorida, A Modern Hero”. Answer the following questions
orally.
What did Teacher Efren do to help the children?
How was he awarded for his extraordinary work?
How do you think did he feel?

Today, you will write a journal entry of your own. A journal could either be a notebook or a
folder with pages in it. In a journal, you write how you feel and what you do on certain days.
Make a cluster to help you think of topics for a journal entry. Think of things you have done
today and how you feel about them.
Refer the class to LM Activity 270A.
3. Guided Practice
Refer the class to LM Activity 270B.
Let us read the journal entry.
Were you able to say what you wanted to say?\
Do you want to add something?
If we have nothing more to add, let us check the journal entry again.
Is there a date written?
Did we use capitalization correctly?
Did we use comma and periods correctly?
Then, let us make a final copy of the journal entry.
Skill Lesson: Poem with ay Digraph
Lesson 27 Day 5: Writing: Express Feelings and Opinions through Journal Writing
Recall the journal entry made yesterday. Ask pupils for the essentials of a journal entry- what
to write and how to write sentences.
Tell them that they are going to write their own journal entry.
Guide the pupils by showing them again the cluster. Have them fill it out and write them as the
class did it yesterday.

English 3 INSTRUCTIONAL PLAN 3rd Quarter

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Unit 3: Week 1 (Lesson 19)

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

Draw and write a possible

Big strips of paper

Enrichment: Pupils draw

1. Unlocking/Vocabulary & Concept Development

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

Ask the following questions.

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

 Read aloud the selection.

It is typhoon signal number 1 in North Luzon.

“Do I have to go to school today? Will there be classes?” Almira wonders.

TYPHOON CONDITION GUIDE

1 pictures of  Preschool Bring an umbrella

1. What was Almira’s problem?

Refer your pupils for group task to Activity 197.

Lesson 19 Day 2: Decoding/Fluency/Writing

Review of Decoding Lessons in Quarter 2

Skill Lesson: Words with oi and oy diphthongs

Lesson 19 Day 3: Identifying a Cause and Effect Relationship

Skill Lesson: Using Descriptive Words

Refer pupils to Activity 199.

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

Skill Lesson: Words with oi and oy diphthongs

Skill Lesson: Descriptive Adjectives

Read the following sentences:

1. There was a strong typhoon.

2. The big trees were uprooted.

3. There was heavy rain.

4. The streets were flooded.

5. The small houses were destroyed.

Noun Linking Verbs Adjective Noun

Ex. Sandra had an expensive watch.

Refer your pupils to Activity 205 for the sample chart.

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

A Learning Experience for Malou

1. Unlocking/Vocabulary and Concept Development

Describe how our Philippine flag looks like.

A LEARNING EXPERIENCE FOR MALOU

1. Who is the girl in the story?

Refer the pupils to Activity 207.

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

Skill Lesson: Words and Sentences with au and aw diphthongs

Skill Lesson: Using Descriptive Adjectives

Present the following sentence strips taken from the selection.

1. Almira has a square bag.

2. The Philippine flag has yellow

4. The Philippine flag is

Ask: What are adjectives? (describing words)

The girl is wearing a red dress.

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

Skill Lesson: Sentences with au and aw diphthongs

Skill Lesson: Fact and Opinion

Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks

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

3. Visayas is the smallest

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