CLASS GRADE 3A

SUBJECT ELA
TOPIC ELA: MAMMALS
NO OF PERIODS 4
DURATION 40MIN/PERIOD
WEEK 7
DATE 30th October – 3rd November, 2021
PERFORMANCE At the end of the lesson, pupils should be able to,
OBJECTIVE
i. identify sequential connections among sentences
and paragraphs.
ii. Recognize time-order words that signal a series of
events.
iii. Ask and answer questions while reading
iv. Differentiate between narrative nonfiction and
poetry.
v. Identify and use action verbs and being verbs and
identify their function.
vi. Read fluently with an appropriate reading rate.
vii. Read irregularly spelled multisyllable words with VCV
pattern.
viii. Write a response paragraph.

PREVIOUS Pupils can identify settings, characters, plots, of a story. They

KNOWLEDGE can also tell characters feelings, traits and motivations.
Pupils can define nouns and list their types.

INSTRUCTIONAL Pupil’s Practice Book, Journeys Teacher’s Edition, charts,

MATERIALS videos, worksheets. Vocabulary words flash cards.
Projectables.

ENTRY Teacher asks pupils questions based on their previous

BEHAVIOR knowledge. She also asks them to mention the two parts of a
complete sentence.

PRESENTATION TARGET SKILLS: SEQUENCE OF EVENTS

TARGET STRATEGY: QUESTION
 DAY 1
STEP 1. Teacher shares learning objectives with the pupils.

STEP 2. Teacher introduces the vocabulary words. She uses the

Vocabulary Cards and dictionary to guide pupils state the
meaning and use them to make sentences.

Detail each part of several items of information

Squeak a short, high-pitched sound

Echoes repeating sounds caused by the rebounding of sound

waves from a surface

Swoops to descend quickly with a sweeping motion

Twitch to move with a slight jerk

Slithers to move in a slippery way

Doze to sleep lightly

Snuggles to curl up closely.

STEP 3. Teacher reads this week’s Read Aloud “Bats are the
Best Beast”. She explains that when good readers read aloud,
they adjust their reading rate based on the type of text they
are reading. She adds that good readers speed up or slow
down their reading to match the content of the text. For
example, if a story character is panicked and running from
danger, a good reader will read at a faster rate. The reader will
slow down when the text tells about something suspenseful
and mysterious. As teacher reads, she models how to read
with appropriate rate that suits the text. Teacher pauses at
regular interval to discuss and ask questions.
STEP 4. Teacher define sequence of events as the order in
which actions happen in a story. She will explain that when
authors describe animal behavior, they often report what the
animal does in a sequence, or time order, so the information
is easier to understand and remember.

Teacher will emphasize that recognizing time-order signal

words such as now, then, and soon, helps readers track what
is happening and make connections between sentences and
paragraphs.

STEP 5. Teacher explains that as they read any text, pausing

periodically to ask themselves questions is a good strategy to
use while reading nonfiction selections. She will tell pupils that
questioning the text before, during, and after reading can help
them focus on the topic and better understand the selection.

STEP 6. Teacher preview the Topic: Mammals. She will read

the information at the top of Student Book p. 209 with pupils.
Then write on the board the terms warm blooded and
vertebrates. Have pupils explain their understanding of these
terms using the information in the text and what they already
know about mammals.

Teacher will discuss with pupils how the photo on Student

Book p. 209 relates to the topic of bats or other mammals.
Provide the following prompt: Birds and bats both fly, but
birds are not mammals. In which ways are birds different from
bats? They have feathers and lay egg.

STEP 8. Teacher draws pupils’ attention to the • Point out the

graphic organizer on p. 208. She tells pupils that as they read
“Bats Loves the Night,” they can use a flow chart like this one,
to list each important event in order. She adds that recording
events in sequence can help students understand how bats
behave.
STEP 9. Together as a class they will read the story and pause
at regular interval to answer some questions and record the
sequence of events in the correct order. They will also discuss
Essential Questions.

DAY 2
STEP 1. Teacher Reviews Previous Lesson.

STEP 2. Teacher and pupils read this week’s Paired Selection,

“A Bat is Born.” she explains that a poet uses the sounds and
rhythms of words to create images in the reader’s mind.
Teacher will have them to visualize the images of the mother
bat and her baby as they read.

STEP 3. Teacher will have pupils discuss the images they

pictured. Use the following prompts to guide the discussion:
What words does the poet use to describe the bat’s
movements? In what part of the poem did you find this
imagery?

STEP 4. Teacher will make a Column Chart to record pupils’

responses. She will label the columns Beginning, Middle, and
Ending. Then discuss how the images progress throughout the
poem.

STEP 4. Teacher engages pupils with independent work.

DAY 3
VERB

STEP 1. Teacher shares learning objectives with the pupils.

STEP 2. Teacher reviews proper and common nouns.

STEP 3. Teacher explains that a verb is a word that tells what

someone or something does or is. Words that show action, or
what someone does, are action verbs.

Teacher models action verbs in these example sentences: Bat

hangs upside down. Bat flies at night.

Think Aloud: To identify an action verb, I ask this Thinking

Question: What is the subject doing? Bat hangs upside down.
Bat flies at night.

STEP 4. Teacher will have pupils use the Thinking Question to

identify the action verb in each sentence on page 72 of their
book.

STEP 5. Teacher will play the video on verbs to pupils. She will
explain as they watch.

STEP 6. Teacher reminds pupils that some verbs do not show

action, they are called being verbs. The being verbs am, is,
are, was, and were are forms of the verb be. They tell what
someone or something is or was.

Teacher models forms of the verb be in these example

sentences:

I am happy with my seats. I was late to the bat show.

You are the best observer. You were first in your seat.

He is good at spotting bats. We were very interested.

Am, is, and are show present time. Was and were show past
time.

Think Aloud: To identify a being verb, I ask this Thinking

Question: What does the sentence tell me about what the
subject is or was? Usually, the word or words that follow the
being verb describe what the subject is or was. I am happy.
The word happy describes the subject. We were late. The
word late describes the subject

STEP 8. Teacher will have pupils complete other examples on

page 73 of their book. she will have pupils use the Thinking
Question to identify the being verb in each sentence
2nd period

STEP 9. Teacher reviews previous lesson

STEP 9. Teacher will review with pupils how to identify action

verbs as words that tell what the subject is doing, while
being verbs tell what something is or was. Being verbs are
forms of the verb be.

Teacher will write the following sentences on the board: I

observe how the bat flies. I was tired.

She will work with pupils to use and identify the action and
being verbs, as well as the tense. observe, present; was, past
What is the subject doing? observing What is or was the
subject? tired

• For each sentence, have pupils discuss how the verb

functions as part of the predicate in the sentence

STEP 10. Teacher have pupils open to page 79 of their book

and use the Thinking Question to write the plural form of the
nouns underlined.

STEP 11. Teacher reviews and discuss with pupils that a

sentence is a group of words that tells a complete thought and
has a complete subject and a complete predicate.

Teacher remind pupils that the subject tells whom or what

the sentence is about and that the predicate tells what the
subject does or is, and can be one word or more than one
word.

examples: The students gathered facts about bats. They

wrote the facts on cards.
Subjects: The students, They

Predicates: gathered facts, wrote the facts on card

STEP 12. Teacher have pupils open page 82 and answer the
questions on using commas.

DAY 4

PHONICS: VCV WORDS WITH LONG AND SHORT VOWELS.

STEP 1. Teacher shares learning objectives with the pupils.

STEP 2. Teacher reviews short and long vowel sounds using

cards: elephant, eagle, apple, acorn, igloo, ice cream, ostrich,
ocean, umbrella, and uniform.

She writes figure but do not say the word. Point out the VCV
pattern in the word and write V under vowels i and u and C
under the consonant between them. Point out that the word
has two vowel sounds and two syllables.

STEP 3. Teacher will tell pupils that to figure out how to

pronounce the word, you will divide the word into syllables
and try vowel sounds. Draw a slash after the i and pronounce
the word with a long i. Explain that figure doesn’t sound like a
real word that you know. Then divide the word after the g and
pronounce it with a short i, fIg/ure. Point out that figure is a
word you recognize. Tell students to use these same steps
whenever they need to decide how to pronounce a VCV word.

She will continue modeling, using the example words below;

camel clever final silence flavor.

STEP 4. Teacher guides pupils to DECODE LONGER WORDS.

She will write holiday and put a V under o, i, and a. Write C
under the consonants that are between vowels (l and d).
Model how to divide the word into syllables to decode it. She
will have pupils list other words with the VCV and divide them
into syllabus.

STEP 5. Teacher ask pupils to open to page 71, 74, 76, 80, and
83 of Readers Notebook. Together as a class they carry out the
activities.

STEP 7. Teacher dictates the spelling words for the week and
have pupils write them down and use them in sentences.

DAY 5

OPINION WRITING - RESPONSE PARAGRAPH

STEP 1. Teacher shares learning objectives with the pupils.

STEP 2. Teacher will display and read aloud Projectable 6.3.

Use the labels for Paragraph 1 and 2 on the projectable to
identify the topic sentence, linking words, reasons, and
concluding statement.

STEP 3. Teacher reads and reviews What Makes a Great

Response Paragraph With the pupils.

• A topic sentence answers the question.

• Reasons support the opinion.

• Linking words and phrases, such as because, therefore,

since, and for example, connect the opinion and the reasons.
• A concluding statement.

STEP 4. Teacher explains that when they write a response to a

question, they must support their ideas with details and
examples from the selection. She will explain that details and
examples help the reader understand the idea you’re trying to
express. Strong examples and convincing details can lead
readers to decide that your opinion makes sense.

She uses the example below to illustrate:

Connect to Bat Loves the Night
Instead of this.. ...the author uses details and
examples to tell more

Bats do not use their eyes to “They carry a sound picture

find their way of all her voice has touched.
Listening hard, Bat can hear
every detail, the smallest
twigs, the shape of leaves.”
p. 216

STEP 5. Teacher will explain to pupils that good writers end

their paragraphs with concluding statements that restate the
opinion in a new way or give new.
She uses the chart below to illustrate:
Strong Concluding Statement
Weak Concluding Statement

This is what I believe. Based on the examples given,

bats are unique and
interesting animals
 STEP 6. Teacher uses page 75 to guide pupils add details and
examples that support the writer’s idea.

STEP 7. Teacher will have pupils begin drafting their own

response paragraphs to WHAT IS A BATS’S HOME LIKE?
Remind pupils that they should include a topic sentence that
clearly states an opinion. Linking words will connect those
opinions to details.

ACTIVITY
Activities are embedded in the lessons

CONCLUSION
Teacher concludes by highlighting important points on all the
topic.

VOCABULARY Cause, effect, singular nouns, plural nouns,

EVALUATION Have pupils complete the work on reader’s Notebook Vol. 1 p.

57-70

ASSIGNMENT Appropriate worksheet

LESSON NOTE SEQUENCY OF EVENTS

sequence of events the order in which actions happen

domain-specific vocabulary words related to a specific topic,

such as science

VERB

VERB- a verb is a word that tells what people or things do.

Action verb- is a word that shows action, or something that is

done. Examples are, play, blinked, sleep, jump, thinking, etc

Being verb- is a word that tell what someone or something is

or was. Examples are, am, are, was, were, is

What Makes a Great Response Paragraph?

• A topic sentence answers the question.

• Reasons support the opinion.

• Linking words and phrases, such as because, therefore,

since, and for example, connect the opinion and the reasons.

• A concluding statement.