Subject: MTB Grade Level: 3

Date: Quarter 2 Week 1 Day 1

The learner possesses expanding language skills and cultural
Content Standard awareness necessary to participate successfully in oral
communication in different contexts.

The learner demonstrates the ability to read grade level words with
sufficient accuracy speed, and expression to support
comprehension.
The learner has expanding oral language to name and describe
Performance Standard people, places, and concrete objects and communicate personal
experiences, ideas, thoughts, actions, and feelings in different
contexts.

The learner reads with sufficient speed, accuracy, and proper

expression in reading grade level text.
Identifies interrogative pronouns. MT3G-IIa-b-2.2.3
Learning Competency
Participates actively during class sharing on familiar topics by
making comments and asking questions using complete sentences/
paragraphs. MT3OL-Iia-6.2.2

I. Objectives
Knowledge: Identifies interrogative pronouns.
Answers questions using the interrogative pronouns.
Psychomotor:
Participates actively during class sharing on familiar topics by
Affective: making comments and asking questions using complete sentences/
paragraphs.

II. CONTENT
Interrogative Pronouns
A. Subject Matter
CG, LM p. 113-116
B. Reference
Pictures, PPT
C. Learning Materials

III. PROCEDURE

A. Preparation
Review:  How did you introduce yourself to your classmates and
friends?
 What are the important information you gave?

Motive Questions:  Unsa ang mga pangutana?

 Unsa ang gihatag nga mga tubag?
 Kon usa ka nila, unsa pa nga impormasyon ang imong
ipangutana?

B. PRESENTATION Let the pupils read the dialogue by dividing the class into
two. One group for the girls as Liza and group of boys.
(LM p. 113)
 Ako si Liza Kinsa ka?
Santos.

Nagpuyo ko
sa 76
Urgelio
Street,
Asa ka Cebu City.
nagpuyo?

Abstraction  Kinsa ang pangalan sa bata nga babaye?

 Asa nagpuyo ang batang lalaki?
 Unsa ang mga pangutana?
 Unsa ang gihatag nga mga tubag?
 Kon apil ka nila, unsa pa nga impormasyon ang imong
ipangutana?
 Unsa inyong nabantayan sa ilang mga pangutana?
(Teacher will discuss the Pangutanang Pulingan sa page
114)

C. PRACTICE Unang Buluhaton:(LM p. 115)

Pagsulat og mga pangutana nga nagsugod sa interrogative

pronouns o pangutanang pulingan sama sa kinsa, unsa, asa ug
kanus-a para sa mosunod nga mga pahayag.

1. Nahitabo ang sugilanon sa panimalay.

2. Mingbakasyon sila si Mildred ug Nestor og duha ka semana
kuyog sa ilang ig-agaw.
3. Namupo si Nestor og hinog nga mga prutas sa likod sa nataran.
4. Nanguli sila niadtong Domingo.
5. Niabiabi nila ang ilang inahan, amahan ug igsoon nga babaye sa
ganghaan.

(Please see LM page 115 for the continuation)

D. APPLICATION Pair Activity:

(Exchange partner. Look for a pair. Ask questions using the
interrogative pronoun and answer the questions in complete
sentence.)
 Pagkuha og kapares ug pagpinangutan-anay kamo ginamit ang
Pangutanang Pulingan nga Unsa, Asa ug Kanus-a.

E. GENERALIZATION
Hinumdomi Kini (LM p. 114)

Ang mga pulong pangutana nga Unsa, Asa, ug Kanus-a

gitawag og Pangutanang Pulingan.

Interrogative Pronoun o Pangutanang Pulingan ang tawag

sa mga pulong nga gamiton sa pagpangutana o pagsukot.

IV. EVALUATION A. Pagdugang og pangutanang pulingan nga mokompleto sa

mosunod nga mga pahayag. Sudli ang blangko og Kinsa,
unsa, asa ug kanus-a. (LM p.115-116)
1. ________ ang gusto nimong buhaton ugma?
2. ________ ang modala sa mga bulak ngadto sa
eskuylahan?
3. ________ moabot ang bag-ong magtutudlo?
4. ________ buhaton ang programa?
5. ________ nimo gibutang ang mga ballpen?
6. ________ ang bag-o nga membro sa banda?
7. ________ ang ulohan sa libro nga imong nabasa?
8. ________ ang imong adlaw ang natawhan?
9. ________ nimo gisulat ang imong assignment?
10. ________ nimo gihipos ang imong mga butang?

V. ASSIGNMENT Paggama og diyalogo na nagpangutan-ay gamit ang Pangutanang

pulingan.

VI. REFLECTION
Subject: MTB Grade Level: 3
Date: Quarter 2 Week 1 Day 2
The learner demonstrates understanding of grade level literary and
Content Standard informational texts.

The learner manifests positive attitude towards language, literacy,

and literature.
The learner comprehends and appreciates grade level narrative
Performance Standard and informational texts.

The learner sustains love and appreciation for language, literacy

and literature

Observes the conventions of writing in composing a 2 – paragraph

Learning Competency narrative that includes the elements of setting, characters, and plot.
MT3C-IIa-i-3.3

Identifies the important story elements. MT3LC-IIa-b-4.5, MT3RC-

IIab-4.5

Shows love for reading by listening attentively during story reading

and making comments or reactions. MT3A-IIa-i-4.2

I. Objectives
Knowledge: Observes the conventions of writing in composing a 2 – paragraph
narrative that includes the elements of setting, characters, and plot.
Identifies the important story elements.
Psychomotor:
Shows love for reading by listening attentively during story reading
Affective: and making comments or reactions.

II. CONTENT
Story Elements
A. Subject Matter (character, setting, plot)
CG, TG, BOW, LM p. 116-117
B. Reference
Pictures, Big Book, Projector
C. Learning Materials

III. PROCEDURE

B. Preparation
Motive Questions: Before reading the story let the pupils read the motive questions.

1. Unsa ang gusto ang buhaton ni Mila?

2. Ngano nga nagdala og mga bulak si Mila para sa iyang
magtutudlo?
3. Diin niya nakutlo ang mga bulak?
4. Giunsa niya pagkaamgo sa sayop niyang nabuhat?
5. Ngano nga motuman kita sa mga pahimangno sa publiko?
 Present the story to the class. (LM p.116-117)
B. PRESENTATION (The teacher reads the story as the model then followed by the
pupils.)
.  Basaha ang mubong asoy. Hatagi og konsiderasyon ang
importanteng mga bahin o elemento.

Ang Saad ni Mila

Sa iyang pagpadulong sa eskuylahan usa kabuntag niana,

naghunahuna si Mila sa pagpahimuot sa iyang magtutudlo nga si
Ginang Romero pinaagi sa pagdala niya og mga bulak para sa
iyang gamay nga tibod/vase. Miagi siya sa plasa sa lungsod diin
namuswak ang dagko nga mga gumamela. Nakita niya ang
pahibalo nga “Ginadili ang Pagkutlo sa mga Bulak!” Human niya
masuta nga walay nagtan-aw, sekreto siyang nikutlo sa pipila ka
bulak niini.

Mapasalamaton si Ginang Romero sa matahom nga mga

bulak nga gidala ni Mila sa eskuylahan. Gidayeg niya si Mila sa
iyang maayong gipakita. Wala damha, ang leksiyon nila nianang
adlawa mahitungod sa pagsunod sa mga publikong pahibalo ug
mga simbolo. Usa niini, mao ang pahibalong “Ginadili ang pagkutlo
sa mga bulak!”

Pagkahuman sa tin-aw nga pamahayag sa leksiyon, gibati

ni Mila ang kasubo sa iyang gibuhat. Nisaad siya sa iyang
kaugalingon nga dili na niya usbon ang nabuhat niya nga
kasaypanan.

Abstraction
 The teacher will discuss the story and ask questions.
6. Unsa ang gusto nga buhaton ni Mila?
7. Ngano nga nagdala og mga bulak si Mila para sa iyang
magtutudlo?
8. Diin niya nakutlo ang mga bulak?
9. Giunsa niya pagkaamgo sa sayop niyang nabuhat?
10. Ngano nga motuman kita sa mga pahimangno sa publiko?
11. Unsa ang inyong naobserbahan sa importanteng mga bahin
sa estorya? Aduna ba? Unsa ang mga element sa estorya?
12. Unsa ang ulohan sa estorya?
13. Kinsa ang mga importante nga tawo o characters sa
estorya?
14. Asa ug kanus-a kini nahitabo?
15. Kinsa sa inyo ang makasaysay og balik sa estorya na “Ang
Saad ni Mila”?
(The teacher will discuss the elements of the story on page
117.)

C. PRACTICE
 The pupils will answer the graphic organizer on page 118.
Buluhaton
 Gamita ang sugilanong “Saad ni Mila” isip dangpanan o
basehan. Kompletoha ang graphic organizer sa ubos. Isulat ang
ulohan sa sentro. Tubaga ang upat ka pangutana.

Kinsa? Unsa?

Asa? Kanus-a?

D. APPLICATION Group Activity:

Group 1
Using the story “Ang Saad ni Mila” compose 2 paragraphs in
retelling the story with the use of the elements of the story.

Group 2
Using the story “Ang Saad ni Mila” identify the title, setting,
characters and plot by using this format.

Setting o
Ulohan Nahimutangan

Characters o mga Tawo

Plot o Panghitabo

E. GENERALIZATION
Hinumdomi Kini (LM p. 117)

Ang importanteng mga bahin sa estorya mao ang setting, mga

tawo o characters u gang plot.(Please see the continuation on page
117)

IV. EVALUATION Basaha ang mubong asoy. Ilha ang mga bahin sa estorya; setting,
characters ug plot. Paghunahuna ug hatagi og husto nga ulohan
 ang matag pagsugilon.

Ang mga tinun-an ni Ginang Lopez. Nag-andam og usa ka

halandomon nga programa sa ilang pista sa St. John Bosco
gahapon. Gimugna kini nila sa ilang classroom inubanan sa mga
pagkaon nga mabitbit lang ug mainom. Wala nila pakyasa ang pag-
abli ug pagsera sa kasaulogan pinaagi sa pagpasalamat sa Diyos
pahinungod sa ilang patron.

Setting o
Ulohan
Nahimutangan

Characters o mga Tawo

Plot o Panghitabo

V. ASSIGNMENT Look for a short story and give the elements of the story:

Title:
Setting:
Characters:
Plot:

VI. REFLECTION
Subject: MTB Grade Level: 3
Date: Quarter 2 Week 1 Day 3
The learner demonstrates extending knowledge and use of
Content Standard appropriate grade level vocabulary concepts.

The learner demonstrates understanding of grade level literary and

informational texts.

The learner demonstrates the ability to read grade level words with
sufficient accuracy speed, and expression to support
comprehension.
The learner uses extending vocabulary knowledge and skills in
Performance Standard both oral and written form.

The learner comprehends and appreciates grade level narrative

and informational texts.

The learner reads with sufficient speed, accuracy, and proper

expression in reading grade level text.
Reads aloud grade level text with an accuracy of 95 - 100%.
Learning Competency MT3F-IIa-c-1.4

Identifies the important story elements. MT3RC-IIab-4.5

Uses words unlocked during story reading in meaningful texts.

MT3VCD-IIab-1.4

I. Objectives
Knowledge: Identify the important story elements such as setting, character,
and plot.
Use words unlocked during story reading in meaningful contexts.
Psychomotor:
Read aloud grade level text with an accuracy of 95 – 100% with
Affective: proper expression.

II. CONTENT
Elements of the Story
A. Subject Matter
TG p. 137 – 140, LM p.117, CG
B. Reference
Pictures, meta cards
C. Learning Materials

III. PROCEDURE

C. Preparation
Unlocking of Make the pupils understand the meaning of some words through
Difficulties: pictures and demonstration/ TPR.
1. pick (through a picture of a girl picking a flower)
2. thought (through a picture of a boy and his bright idea aided
by symbol that signifies idea)
 3. thankful (through a picture of a birthday girl smiling after
receiving a gift from a friend / through demonstration)
4. obeying (through demonstration)

Encourage the pupils to use these words in their own sentences.

What signs do you know or have seen around your community?

In school?
Motivation: Do you obey these signs? Why? Why not?

What questions come to mind about the story we are going to read
today?

B. PRESENTATION 1. During Reading

1st Reading of the story: The teacher will read the story
first for model reading.
2nd Reading will be done by volunteers.

(Refer to LMs, page __116__)

Mila’s Promise

On her way to school one morning, Mila thought of

pleasing her teacher, Ms. Romero, by bringing her
flowers for her vase. Mila passed by the town plaza
where big gumamela flowers were in bloom. There was
a big sign that say “Don’t pick flowers!” in a post nearby.
Mila looked around. After making sure no one was
looking, she took some of gumamela and hurriedly
continued her way to school.

Ms. Romero was thankful for the beautiful flowers Mila

brought. She praised Mila for her thoughtfulness.

Ms. Romero’s lesson for the day was about obeying

public signs and symbols. One of these was, “Don’t
pick flowers!” Ms. Romero explained how important it is
to follow these signs. She remembered what she did
that morning. Mila was very sorry. She silently promised
to always obey public signs.

Discussion of the Text/ Other Activities

Based on this short story, complete the table below
by answering the questions.

Abstraction
 Story Question Answer
Element
Setting Where and when town plaza/school one morning
did the event
happen?
Character/s Who are the Mila and Miss Romero
characters in the
story?
Plot What important 1. Mila thought of bringing
events happened flowers for her teacher’s vase.
in the short story? 2. She ignored the sign,
“Don’t pick flowers!” and
picked some flowers.
3. Miss Romero
appreciated the gesture of
Mila.
4. They had a discussion
on the importance of public
signs and symbols.
5. Mila realized
her mistake.
 What are the elements of a story?
What interrogative pronoun do we use to ask about
the setting? characters? plot?

C. PRACTICE
Read and use the narrative in completing the chart. Ask questions
to identify the different elements of the story.

One Friday morning, Lawrence got up early, excited

about the stage play he and his classmates will watch in school.
The play is entitled, “Huli Bully”. They enjoyed the realistic role
portrayal of the cast. From the stage play, they learned that
bullying won’t do them any good. They went home happy and
contented after watching the play.

Element Question Answer

Character
Setting
Plot

D. APPLICATION
Have pupils retell or summarize the story “Mila’s Promise” in their
own words.

E. GENERALIZATION Generalization (Refer to LMs, page __117_)

The important elements of a story are setting,
characters and plot.
Setting refers to the where and when the story/
event happened. The interrogative pronouns where
and when are used to ask about the setting.

Characters refer to the persons who played roles in

the story. The interrogative pronoun who is used to
ask about the characters.

Plot refers to the events that happened in the story.

The interrogative pronoun what is used to ask about
the plot.

IV. EVALUATION Ilha ang mga bahin sa estorya; setting, characters ug plot.

Sa niagi nga Domingo, ang tibuok pamilya Fernandez niadto sa

Baguio para sa taas-taas nga bakasyon. Nitambong una sila og
misa. Pagkahuman niana, nalingaw sila sa pagsakay sa
mabulokon nga mga sakayan sa parke sa Burnham, nagsuroy-
suroy sa Pine’s View ug nag-shopping sa SM Mall.
Element Question Answer
Character Kinsa ang mga importanteng
tawo ang gihisgotan sa estorya?
 Setting Kanus-a ug asa kini nahitabo?
Plot Unsa ang panghitabo?

V. ASSIGNMENT Write your own short story with the elements of the story.

VI. REFLECTION
Subject: MTB Grade Level: 3
Date: Quarter 2 Week 1 Day 4
The learner demonstrates the ability to formulate ideas following
Content Standard the conventional format/patterns of written language.

The learner demonstrates accurate spelling of grade level words.

The learner uses expanding knowledge and skills to write clear
Performance Standard coherent sentences, paragraphs, short stories, letters, and poems
from a variety of stimulus materials.

The learner spells grade level words with accuracy.

Observes the conventions of writing in composing a 2 – paragraph
Learning Competency narrative that includes the elements of setting, characters, and plot.
MT3C-IIa-i-3.3

Correctly spells the words in the list of vocabulary words and the
words in the selections read. MT3F-IVa-i-1.6

I. Objectives
Knowledge: Observe the conventions of writing a two-paragraph narrative.

Correctly spell the words in the list of vocabulary words and the
Psychomotor: words in the selections read.

Cite the importance in obeying public signs.

Affective:

II. CONTENT
Writing a 2 paragraph narrative
A. Subject Matter
TG p 152-153, LM p.117, CG
B. Reference
Strips, graphic chart
C. Learning Materials

III. PROCEDURE

D. Preparation
Review: What are the elements of the story?

Who can retell the story?

Motivation:

B. PRESENTATION
Review the story about “Ang Saad ni Mila”
 Abstraction A. Discussion of the Text (Continuation)
Answer the following questions about the story read previously.
Note: Use a graphic chart on story map to ask the following
questions:
1. Who brought flowers for her teacher?
2. Where did she pick the flowers?
3. Who was pleased to see the flowers?
4. When did she realize her mistake?
5. What made her realize her misconduct?
6. Why should we obey public signs?

B. Discuss with class the conventions of writing a narrative.

• When you write a narrative, you are telling a story.

• The verbs need to be vivid and precise.
• Usually, a story has these elements: setting,
characters, and plot.
• What do we call the part which tells us When and
Where the story happened? The people in the
story? The different events in the story?
• All of the details relate to the main point the writer is
attempting to make.

C. PRACTICE
Can you identify the elements of the narrative text below?

While having dinner at home last night, little Gerald

accidentally broke a glass. His brother Luis brought him away from
the broken glass. Sister Jane hurriedly got a soft broom and a dust
pan to clean the mess. Father and Mother watched them looking
pleased and happy.

Process the story by asking the following questions:

1. Where and when did the story happen? What story element
tells about at home and last night?
2. Who broke the glass? Who brought him away from the broken
glass? Who got a broom? Who were happy? What do we
call these names of people?
3. What happened at the beginning of the story? What did the
family members do? What do we call these events in the
story?
D. APPLICATION C. (This could be done in dyads, triads or group activity).
1. Choose one of the titles from the list below. Think of
appropriate story elements that will fit the title by answering
the questions that follow. Then write a short narrative for the
title using the elements you listed.
 What will be the setting?
Who will be the characters?
What will happen in the story? How will it end?

2. Write sentences for each of your answers then put them

together as a short narrative. Be sure all story elements are
present in your narrative.

3. Share your story to the class.

D. Spelling
Drill the pupils more on the words in the vocabulary building
part by giving the same words in the spelling activity.
1. vacation 6. pick
2. excited 7. thought
3. attest 8. thankful
4. cozy 9. obeying
5. routine 10. story
E. GENERALIZATION
 Unsa ang narrative paragraph?
 Unsaon pagsulat ang narrative paragraph?

Spell the following words.

IV. EVALUATION 1. vacation 6.pick
2. excited 7.thought
3. attest 8.thankful
4. cozy 9.obeying
5. routine 10.story

V. ASSIGNMENT Write a narrative paragraph about your community?

VI. REFLECTION
Subject: MTB Grade Level: 3
Date: Quarter 2 Week 1 Day 5
The learner demonstrates expanding knowledge and skills to listen,
Content Standard read, and write for specific purposes.
The learner has expanding knowledge and skills to listen, read, and
Performance Standard write for specific purposes.
Gets information from published announcements. MT3SS-IIa-c-4.4
Learning Competency

I. Objectives
Knowledge: Identify the information needed in publishing an announcements.
Get information from published announcements.
Psychomotor:
Participate actively in group activity.
Affective:

II. CONTENT
Get information from published announcements.
A. Subject Matter
TG p 117-118, LM, CG
B. Reference
Chart, Pictures
C. Learning Materials

III. PROCEDURE

E. Preparation
Motivation: Ask:
• Do you know what an announcement is?
• Where can you find announcements?
• What does an announcement contain?

B. PRESENTATION Let the pupils read the sample announcement.

Announcement!
To all the pupils of Malimgas Elementary School.
You are invited to join in the No-Littering Campaign Project of
the Supreme Pupil Government.
The campaign will officially start on Monday, September 30,
2013. The Opening Program will be at 8:00 am right after
the flag ceremony at the school open stage.
Come and be a part of making the school clean and beautiful!

How can an announcement be effective?

What questions of the readers should it answer?

Expected answers:
(For an announcement to be effective, it must be clear.
Abstraction: It must also contain the important information and should
answer the questions who, what, where, when and why. Example:
Who is the announcement addressed to? What is going to
happen? Where will it happen? When? Why?
 QUESTION ANSWER
C. PRACTICE What is the announcement
about?
Who are initiating the activity?
Whom is the
announcement
addressed to?
Where and when will the
activity be held?
omplete the table below with the pupils.

D. APPLICATION Group Activity:

Group 1:
Write an announcement for a spelling bee contest that will be held
in your class. Supply the needed information for the announcement
to be effective.

Group 2:
Write an announcement for a poster making contest that will be
held in your class. Supply the needed information for the
announcement to be effective.

Group 3:
Write an announcement for a Math Quiz contest that will be held in
your class. Supply the needed information for the announcement to
be effective.

E. GENERALIZATION
How can an announcement be effective?
What questions of the readers should it answer?

IV. EVALUATION Get the information in the announcement to answer the questions
in the table.

Announcement!
To all the pupils of San Roque Elementary School.
You are invited to join in San Roquenians School
Paper Writers.
Please submit your write - ups on Friday, July 5,
2019 to Ms. Beverly A. Mariveles, the School
Paper Adviser.
Come and be a part of making the school updated!
 QUESTION ANSWER
What is the announcement
about?
Who are initiating the activity?
Whom is the announcement
addressed to?
Where and when will the
activity be held?

V. ASSIGNMENT Write an announcement for a Damath contest that will be held in

your class. Supply the needed information for the announcement to
be effective.

VI. REFLECTION