Mama's Request

Lesson
Parts
Overview/
Objectives
Materials
Procedure
Day 1
Literature:
Chocolate Milk for Danny
(adapted from Aesop)
Monitor and selfcorrect ones
comprehension via
skimming (title and
text)
Appreciate how the
character had been
truthful to her mother
A Chocolate Milk for
Danny (Story)by:
Dinah C. Bonao,
pictures
(5 min)
Unlocking of key
words in the story using
pictures and context
Motivation Question
Motive Question
(skimming)
(15 min)
Read-aloud of the story with
some prediction questions at
certain points
(15 min)
Post Reading:
Discussion of the story,
Day 2
Decode words with

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

comprehension via
skimming (picture)
(2nd half)
6-framed-story board of
A Chocolate Milk for
Danny
(10 min)
Word drill and exercises

on words with
in chin (1st half), see TG
and LM
Show 3 story board and

ask pupils to give the
general idea
(10 min)
Discuss how skimming
is done using story
boards
Day 3
Read words with

digraph /ch/ (final) as
in catch (1st half)
Monitor and self-correct
ones comprehension
using scanning(2nd half)
Day 4
Read words with

digraph /ch/ (1st half)

comprehension using
scanning (2nd half)
Picture of a party
(10min)
Word drill and
exercises on words with
in chin (1st half), see
TG and LM
(5 min)
Word drill and
exercises on words
with digraph /ch/
(initial) as in chin (1st
half), see TG and LM
Review 6-framed-story
board of A Chocolate
Milk for Danny
Show a picture of a
party and ask pupils
(10 min)
(10 min)
Discuss how scanning is
done using questions
Review how scanning

is done
Show a recipe
(10 min)
Day 5

ones comprehension
using scanning and
skimming
Refer back to previous

lessons for text to be
scanned and skimmed
(5 min)
Let pupils answer a questions
from the selection through
scanning and skimming
(10 min)
Reiterate how scanning and
skimming is done
(15 min)
highlighting Almiras
truthfulness to her mother
at the end of discussion
(15 min)
Pair and Share: Partners
take turns in answering
questions.
(15min)
(10 min)
Pose specific questions for

pupils to answer by
scanning the text (group
activity)(20 min)
Distribute to the pupils

(in groups) the next 3
frames of the story
board to get the general
sense of the frame.
(15 min)
Allow pupils to share
the output of the group
Let pupils do Q-A Activity

on short selections read
Let pupils identify

ingredients and procedure
in preparing the recipe for
egg sandwich
Let pupils share skimmed and

scanned Information
(20 min)
(25min)
Allow pupils to share
outputs
Ask pupils to share what they

did
Unit 2: Week 1 (Lesson 10)

Pre-Reading
Pre-Reading
1.
Unlocking/Vocabulary & Concept Development

(loaf, held, bought , patted)
Show a picture of a slice of bread.

Say: This is a slice of bread. Say it again. Say slice of bread.
Show a picture of a loaf of bread.
Say: This is a loaf of bread. Say it again. Say loaf of bread.
Ask: Let us count the slices on this loaf of bread. How many slices of bread
does this loaf of bread have?
Show a picture of Almira in front of a bakery with a loaf of bread.
Say: Almira bought a loaf of bread from the bakery yesterday.
Ask: When did Almira buy a loaf of bread from the bakery? (yesterday)
What did Almira do at the bakery? (bought)
Show a picture of Almira holding the hands of her brother while leaving the
bakery.
Say: Almira held the hand of her brother after she bought a loaf of bread.
Show the picture of mother patting Almiras shoulder.
Say: Mother patted Almiras shoulders. When do we pat someones shoulder?
What do we mean to say when we pat someones shoulder?
Say: Let us see if you can remember the words we learned today.
Refer your pupils to LM-Activity 105 on page 112.
2.
Motivation Question:
What do you want to buy from a market?
3.
Motive Question:
What did Danny want to buy in the market?
During Reading
Read aloud the story. Stop at indicated points (*). Tell the pupils you will raise some
questions where you pause before continuing the story. They are to answer those
questions which will enable them to guess what might happen next.

by Dinah C. Bonao
Almira, please go with your brother to the market and buy a loaf of bread for
merienda, Mother said.
Along the way, Danny stopped at one of the stores.
Ate, please buy me that chocolate milk, he said.
*
Ask: Where did motherask Almira to go?
Who went with Almira to the market?
What did he see along the way?
What word did Danny use to request for chocolate milk?
We need to buy the bread first, whispered Almira. She held the hand of his brother
as they walked to the store. Finally, they bought the bread.
Ate, may I have my chocolate milk now? said Danny.
*
Ask: Will Danny be able to enjoy the chocolate milk?
Sure, I still have my change here.
They walked home while Danny enjoyed the chocolate milk.
Were you able to buy the bread? asked mother.
*
Ask: Where did Almira get the money to buy the chocolate milk?
Will Almira be honest in telling the truth about the change?
Yes, Mother, replied Almira, but Im sorry, I dont have the exact change. I bought
chocolate milk for Danny without asking your permission.
*
Ask: How will mother respond to Almiras remark about the change?
Im proud of you for telling the truth. I know how much you want your little brother
to be happy, Mother said as she patted Almiras shoulder.
Post Reading
1. Discussion Questions
Ask the pupils to answer the following questions orally.
1. What is the title of the story?
2. Who are the characters in the story?
3.
4.
5.
6.
7.
Where did mother ask the children to go?

What did Danny want to buy?
What did her sister say?
Before going home, was Danny able to get what he wants? Why?
Why did Almira say Im sorry when they got home? Do you think
it is important? Why?
8. What was mothers reaction? What did she say?
9. In what other ways can you show that you are telling the truth?
2. Engagement/Enrichment
A. Pair and Share
Let the pupils share with a partner instances in their own life when they told the truth
and said they were sorry for what happened. Each partner will take his turn sharing
his experience. Go around and monitor if the pupils are doing the task correctly.
Allow them to use their native language if needs be in their sharing or ask you how to
say it in English if they so desire.
B. Draw your favorite character. Write two sentences about him/her.
Refer your pupils to LM- Activity 106 on page 113.
Day 2
Decoding/Fluency Digraph ch as in chin and catch /
Writing/Skimming
Review/Introduction
Say: Remember the story we read yesterday? What did Almira buy for Danny in the
market? (Chocolate milk)
Note: Write the word chocolate on the board and underline ch. Let the pupils read
the word chocolate.
Ask: What are the underlined letters? (ch)
Say again the word chocolate (emphasize /ch/) .
Ask: What is the sound of ch in the word chocolate?
Let the pupils sound /ch/. If they cant produce it, model how.
Say: Lets have two more words from our story?
change
much
Write the words change and much on the board. Ask volunteers to underline ch.
Read the words and let the pupils say them after you.
Modeling/Teaching
Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can you
hear /h/? A different sound is given to ch. The sound of ch is /ch/.
Let the pupils sound it three times.
Model reading the words and let the pupils read after you.
Teaching Chart: Words with /ch/
chips
chin
chick
chicken
children
check
chest
cherry
Chop
chocolate
Chair
champ
choose
chew
cheese
Activity
Say: Now lets identify the pictures by completing the words with ch.
Read the words, then the phrases and the sentences with /ch/ in
that order.
Refer the pupils to LM Activity 107 on pages 114-115.
Lesson: Skimming (2nd half)
1. Presentation/Introduction
Show the first three story boards one by one to the pupils and ask them questions
about the story to come up with the general idea. All answers are correct and
acceptable. Write the answers of the pupils on the board by completing the sentence
below and read them for oral fluency.
1. Look at the pictures.
2. What do you see in the pictures?
Story Board No. 1
Story Board No. 2
Story Board No. 3
Almira with younger

brother Danny wave
goodbye to their mother.
Almira and Danny are

on a highway waiting
for a jeep.
Almira and Danny got

off in front of a
grocery store.
1. Modeling/Teaching
Show the first story board. Ask the pupils to look quickly at the pictures and give the
big idea. Tell them that the activity that they did is skimming.
2. Guided Practice
Show the other two story boards one at a time. Ask five to ten pupils to share their
ideas about the pictures. Write all the answers of the pupils on the board. Let them
read the questions aloud and allow them to respond to the questions using the correct
intonation.
Distribute to the pupils in groups the next three frames of the story board to get the
general sense of the frame. Ask each group to give their opinion about the pictures
given to them. Write their answers on the board.
4. Independent Practice
Refer your pupils to LM- Activity 110 on page 118.
Lesson 10 Day 3: Scanning Pictures to Answer Question
Final Digraph /ch/
Skill Focus: Reading words with final consonant digraph /ch/ (1st half)
A. Oral Reading of words with digraph ch (initial). (See teaching chart used
previously.)
B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or
demonstrate the meaning of each word before reading.
catch
scratch
watch
branch
ranch
much
such
bunch
rich
inch
bench
sketch
reach
1. Guided Practice
Say: Work with your seatmate. Read each word with your partner and match
the words with their pictures.
Refer your pupils to LM-Activity 111A on page 119.
Refer your pupils to LM-Activity 111B on page 119.
Skill: Scanning Pictures to Answer Questions
1. Presentation:
Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have
you seen a container of chocolate milk? What information can you see from its box?
Let us know the information in the chocolate milk drink tetra pack. (See to it that you
have an enlarged copy of this picture. Large enough that everybody can see the
information contained in the box. They may be provided with a copy.)
2. Teaching/Modeling
Guide the class to locate the answers in the following questions.

1. What is the name of the chocolate drink? What kind of drink is on the
picture?
2. Where was the drink made?
3. When will the drink expire?
4. What minerals can we get from this drink?
3. Guided Practice
Divide the class into three groups.
Day 4: Skimming and Scanning Other Reading Materials

Skill focus: Initial and Final Digraph /ch/ (1st half)
Refer your pupils to LM-Acivity114 on page 123.
Skill focus: Skimming and Scanning Other Reading Materials (2nd half)
Show a picture of a Birthday Party
Ask the class to look at the picture. Let the pupils answer the questions.
What do you see in the picture?

What do they celebrate?
What are the things your parents do to make you happy on your birthday?
Do you like to have a birthday party? Why?
What food would you like served in your birthday party?
3. Development of the Lesson

Present to class the recipe of Egg Sandwich. Let the pupils scan the ingredients and
the procedure.
Let the pupils identify the different ingredients of Egg Sandwich. Let them write their
answers on the board then ask the procedure by asking the pupils to give them orally.
When done, let them identify the action words used in the procedure. Write them on
the board and have them read orally after.
4. Guided Practice
Paper and Pen Activity
Ask the pupils the things they do to keep their food safe, clean and nutritious.
Encourage them to give their answer in complete sentence. Let them use the action
words inside the box in a sentence by writing it on the line provided.
Acting-Out
Have the pupils bring out the ingredients that they were asked to bring to class. Using
the ingredients let the pupils do the procedure in preparing the recipe in two groups.
After the activity, let the first group rate the recipe of the second group and vice versa.
(Change to a simpler task if needed.)
Day 5: Skimming and Scanning a Selection
Ask the pupils to answer the following questions.
1. Did you enjoy listening to the story Chocolate Milk for Danny?
2. What part of the story do you like most?
3. Who is the character you like best?
4. What lesson did you learn from the story?
5. Did you go fast over the pictures in each set to find out what it is all about?
6. Did you go fast over the text to find out specific information?
Tell the pupils that in the previous activities, they used skimming and scanning to
understand the lessons.
Say that this time they will study further on skimming and scanning
Skimming is reading at the fastest speed where the eyes keep floating over the reading
selection to locate information.
Scanning is reading moving your eyes. Quickly down the page to find one specific
detail. This will lead you to find a single fact, date, name or word in a text and find
that you need.
Guided Practice
Have the pupils identify what skill they will use in locating information from a given
situation if they want to find specific information and if they want to have a general
idea of what it is all about.

Lesson
Parts
Day 1
Overview/
Objectives
Materials
Day 2

ones comprehension using
questions
Use graphic organizers

to show understanding
of texts
A copy of the comic strip

Bantay and Tagpi by
Roderick Motril Aguirre
Procedures
(10 min)
Let pupils
Analyze pictures showing

HONESTY
Answer the MOTIVATION

QUESTIONS to process
the pictures
Ponder over the MOTIVE

QUESTION
(20 min)
Have the pupils read the

comic strip. Make them
Day 3
Decode words with

consonant digraphs: /ck/,
/th/, and /ph/
Decode words with
consonant digraph /sh/
Picture frames showing the

major events of the literature
for day 1.
Flash cards of words to be
decoded (consonant digraphs
(5 min)
Let pupils arrange the picture

frames based on the
sequence of events of the
literature for DAY 1.
(15 min)
(Show a picture of Tagpi with
labels of his body parts.)
Have pupils focus on the

words back, teeth, and thigh
(Discuss how to decode
consonant digraphs with final
Day 4
Use action words in

simple sentences
Decode words with
consonant digraphs:
/ck/, /th/, and /ph/
Decode words with
Pictures of action words

from the literature for day
1.
Flash cards of verbs to
match the pictures.
Use action words in simple

sentences
Decode words with consonant
digraph /sh/
Decode words with consonant
digraphs: /ck/, /th/, and /ph/
A cartoon image in 3 frames of a girl
losing hair
Sentence strips with action words
Trish and Her Wish
(10 min)
(Show pictures of Tagpi and
Bantay in motion)
Let pupils tell what Tagpi

and Bantay are doing as
shown in each picture.
(Facilitate pupils answer by
posing leading and funneling
questions)
(15 min)
1st half
Drill on words with consonant

digraph /sh/
Read the short story Trish and Her

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

reading of sentence strips.
Drill on words with final

(10 min)
(15 min)
Review verbs by acting out its
Day 5
SUMMATIVE
TEST
stop at strategic points and

let them answer questions
to help them monitor their
comprehension.
(10 min)
Let pupils answer the

comprehension questions
(10 min)
Then, have them complete

the character map to yield
the concept of honesty
and/or medial/initial /ck/, /th/,

and /ph/.)
Use the sentence with the word
SHOUT from the story to introduce
lesson on words with consonant
digraph /sh/
Read words with initial consonant
digraph /sh/..
(20 min)
Have pupils practice sounding

out words with consonant
digraphs
Let them complete the words

by making them write the
missing consonant digraphs.
Have them match the
completed words to the
correct pictures they
represent.
Guided Practice
Activity on words with
(10 min)
Let the pupils accomplish the

consonant digraph activity
sheet in their LM.
Independent Practice
Activity on words with
(Discuss what action verbs

are)
Act out some verbs. (TPR)
(10 min)
Have pupils act out the

word you will say.
(15 min)
Have the students
Accomplish the letterscrambled words sheet

using picture clues
meaning.
Let the pupils identify action words
posted on the board.
Using the examples, allow pupils to
further understand how action verbs
are used in a sentence.
(10 min)
Teacher chart exercises on

identifying action verbs in a
sentence.
Guided practice on using verbs in

simple sentences
(15 min)
Allow pupils to work in groups. Ask
each group to write 2-3 sentences
about the pictures to be given them.

Bantay and Tagpi
Pre-Reading
1.

Unlock the word honesty using pictures that show the concept and definition of this
word.
Say: Look at these pictures. (girl and boy cheating in class, a boy returning a wallet to
the owner).
Ask: Who does/do the right thing? Why?
When you return something that is not yours to the owner, you are honest.
2.
Motivation Question
Which picture shows a good deed?
3.
Motive Question/Statement
Say: Today we will read a comic strip about Bantay and Tagpi. These two dogs are
best of friends. Which of the two dogs learned the value of HONESTY? Let us find out.
Open your LM to page ___.
While Reading
Explain to the students that you will be stopping them at a certain frame in the comic
strip to ask or entertain questions from them.
Say: I will be stopping you at a certain frame to ask you some questions. I will also
answer questions from you if you need some clarification/s about the frames you have
just read.
FIRST STOP (Frame 4)
How would you describe Bantay? How is he as a friend?
Why did Bantay stop laughing when he saw Tagpi trip over the bones?
How would you describe Tagpi? Is he a happy dog? What can you say about him
from his remarks about Bantays huge collection of bones?
SECOND STOP (Frame 9)
What did Bantay and Tagpi do?
What happened after their play?
What did Tagpi do?
What did Bantay find out when he got back to his collection of bones?
THIRD STOP (Frame 13)
What happened to Tagpi?
What was his reaction?

What did Bantay do?
Were they able to find the stray dog and Tagpis new blanket?
Post Reading
1. Discussion Questions
a. What was Bantays problem in the story?
b. What was Tagpis problem in the story?
c. What did Bantay do to help Tagpi?
d. What did Tagpi learn in the story?
2. Engagement/ Enrichment
Let the pupils accomplish the character map sheet on the character assigned to them.
Character map is a type of graphic organizer that helps pupils describe in detail the
character in the story they read. It also facilitates how they may organize their
thoughts and ideas.
Say: Accomplish the CHARACTER MAP for the character I will assign to you. Students
seated on the right are to accomplish the character map for Bantay. Those sitting on the
left are to work on the character map for Tagpi.
Lesson 11 Day 1: Decoding/Fluency/Writing
Consonant Digraph /ch/, /th/ and /ph/
1.
Presentation
Have students arrange the picture frames based on the sequence of events in Bantay
and Tagpi.
Say: Turn your LM to Activity 119. Number the pictures based on the sequence of
events of the comic strip we read yesterday.
2.
Modeling
Show a picture of Tagpi with labels of his body parts.
Say: These are Tagpis body parts. I will read each word and you repeat them after me.
Point to the word when you read it then the part of the body it labels. Discuss how to
decode consonant digraphs in final or medial or initial position /ck/, /th/, and /ph/.)
Say: Now, look at this words that I will underline. (Underline the words back, teeth, and
thigh).
Say: The first word ends with the letter c and k but they only have one sound /k/.
Have pupils focus on the words back, teeth, and thigh.(Have students say the letters
aloud and then give the sound /k/ of the consonant digraph ck.
Say: The second word ends with letter t and h but they only have one sound / /. When
the word begins with the letter t and h you also give th only one sound //. Let pupils
repeat the sound.
Write another word: photo.
Say: Now this word is read as photo. Have pupils repeat the word. This word begins
with the letters p and h but they are given only one sound /ph/ or /f/. Have pupils
produce the sound.
3.
Guided Practice
Call attention to and have the pupils practice the single sound given to the consonant
digraphs ck, th, and ph. Then let them complete the words by writing on the board the
missing consonant digraphs for each word. Have them match the words with the
pictures they represent.
Say: I have here on the board a list of words and pictures they represent. I will read
each set of words three times. On my first reading just listen to me read the words. On
the second time, I will read each word and repeat after me. On the third time, you all
read the set by yourselves. We will do the same thing to the next to the next two sets of
words.
/ck/
/th/
/ph/
picture duck
picture
thirty
picture
pharmacy
picture
picture
cloth
picture
Philippines
teeth
picture
telephone
thigh
picture
photo
clock
picture lock
picture
picture
sack
picture
Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1 st half)

1.
Review/Presentation
Say: Who was Tagpis friend in our story yesterday? (Bantay) Lets have this sentence
from the story.
Tagpi shouts out to Bantay.
Write the sentence on the board and let the pupils read it.
Say: What did Tagpi do to Bantay? (shout) Write the answer on the board.
SHOUT
2.
Modeling/Teaching
Underline sh. Say: The word shout has sh in the beginning. It has one sound. Whats the
sound of sh? Let the pupils sound it. If they cant sound it, model the sound and ask
them to sound it three times.
Say: Lets have more words with sh. Let the pupils read the words in a teaching chart.
Make sure that the pupils know the meaning of each word through vocabulary
development activities such as pictures, action and context.
Teaching Chart: Words with sh
ship
shift
shrill
shine
3.
shell
shed
shelf
sheet
shack
shall
shape
shake
shop
shore
shock
shut
Guided Practice
Refer the pupils to LM Activity 121A.
4.
Refer the pupils to LM Activity 121B.
Lesson 11 Day 3: Using Action Words in Simple Sentences

Skill Lesson: Final Consonant Digraph /sh/ (1 st half)
1.
Flash cards with words with initial consonant digraph /sh/, see teaching chart.
2.
Show words with final consonant digraph /sh/. Model reading the words. Make
sure that the pupils know the meaning of each word through vocabulary
development activities such as pictures, action and context.
Teaching Chart: Words with sh
ash
crash
flash
trash
3.
splash
smash
clash
wash
Guided Practice
Refer the pupils to LM Activity 122.
4.
brush
crush
rush
bush
wish
fish
dish
finish
Skill Lesson: Using Action Words in Simple Sentences (2 nd half)

1.
Presentation/Introduction
Show pictures of Tagpi and Bantay in motion.
Say: What are Tagpi and Bantay doing?
Let the pupils observe each picture and allow them to give verbs that describe Tagpi
and Bantay?
Say: Lets have picture 1. Where is Tagpi? What is he doing? (running) Lets have
picture 2? What is Bantay doing? (playing)
Highlight pupils answers by writing the words on the board.
2.
Modeling/Teaching
Use the pupils answers as springboard to the lesson about verbs.
Say: Your answers are correct. These words are called action words or verbs.
To improve the listening and speaking skills of the pupils, employ the Teach-Ok
technique from Whole Brain Teaching. (This technique is a variation of Direct
Instruction and facilitates TPR) Heres how this is done.
1. Have the pupils count off 1 with the pupil next to him/her saying
2. Tell them you will be saying these words Class, Teach, Switch. They are to do
something after those words are said following this script for each of the
sentences in the template.
Teacher: Class
Pupils: Yes
Teacher: (Says one of the sentences in the template and claps twice.) Teach!
Pupils: (Clap twice) Ok!
Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said.
Teacher : Switch!
Pupils: Oh! Switch!
Number 2 pupils (Repeats to number 1 pupils what they said.)
3. Template of the sentences to be said one at a time using the above script for each
sentence.
a. Verb is an action word.
b. The word play is an action word.
c. Play is a verb.
d. The word run is an action word.
e. Run is a verb.
In doing the WBT technique, let the pupils act out the verbs whenever they mention
each word. Model the gesture.
Say: What is verb? Is the word play a verb? (Yes) Why? (Because its an action word) Is
the word run a verb? (Yes) Why? (Because its an action word)
Say: Lets have more examples of verbs.
Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupils
read each verb.
3.
Picture
walk
(Pupils read)
Picture
eat
(Pupils read)
Picture
sit
(Pupils read)
Picture
eat
(Pupils read)
Picture
talk
(Pupils read)
Picture
think
(Pupils read)
Guided Practice
Read and Show
Say: I will use verbs in a sentence. Read the sentence and whenever you read the verb,
I want you to act it out. (Teacher models the activity)
(Sentences should be illustrated to facilitate pupils comprehension.)
4.
Ana hops.
The janitor cleans.
Alex sings.
The scouts work.
The pupils read together.
The kids dance.
The teacher writes.
Ricky drives.
My pet cat plays.
Raymond swims.
Say: I will show you some pictures. Identify the verb shown in every picture by
unscrambling the letters in the sentence.

Skill Lesson 1: Consonant digraph /sh/
1.
Introduction
Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3)
Say: Let us read the words with /sh/ which were given to you last time. (Allow pupils to
alternately read the words.)
2.
Modeling
Model reading the story Trish Has a Wish. Alternately read the story with the pupils.
Then allow a volunteer to read the story. Refer to LM Activity 125 for the copy.
3.
Guided Practice
Answer WH- questions about the story
4.
Pupils draw the dish of Trish and let them write something about their drawing.
Skill Lesson 1: Consonant digraphs /ck/, /th/, and /ph/
1.
Presentation/ Introduction
Flashcard drill on consonant digraphs /ck/, /th/, and /ph/ (previously learned words on
Day 2
Say: Let us read the words with /ck/, /th/, and /ph which were given to you last time.
(Allow pupils to alternately read the words.)
Let pupils match words with pictures to develop vocabulary of words with consonant
digraphs /ck/, /th/, and /ph. Refer to LM Activity 126.
2.
Modeling/ Teaching
Model and give more exercises on words and phrases with consonant digraphs /ck/, /th/,
and /ph. Refer to LM Activity 126A.
3.
Guided Practice
Write words and phrases with /ck/, /th/, and /ph. Refer to LM Activity 126B and C.
4.
Write phrases and sentences with words with /ck/, /th/, and /ph. Refer to LM Activity
127.
Skill Lesson 2: Use action words in simple sentences.
1.
Review pupils on action words introduced in Day 3 by allowing them to read words and
phrases with action words
2.
Say: Let us read the following sentence-strips.

Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
Modeling/ Teaching
Re-state the meaning of verbs.
Go back to sentences posted on the board and allow pupils to identify the verbs. Ask
them why those are verbs. Be sure that the pupils say that those are verbs because they
are action words.
Ask: What is the action word in the each sentence? Why do we call them action words?
Ask the class to do the actions signaled by each action words. Ask: Did you show
action to describe the meaning of each action word? Say: Action words are also called
verbs.
Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
Say: If we are going to remove the action words, what would the group of words
mean?(Emphasize that verbs play an important role in completing sentences.)
3.
Guided Practice
Let the pupils have more Teacher Chart Exercises on identifying verbs.
Tagpi tumbles down on Bantays collection of bones.
Bantay greets Tagpi.
Tagbi bounces up and down around Bantay.
Bantay and Tagpi play with the ball on the grass field.
He drops the ball.
Refer to Refer to LM Activity 128 for the additional guided practice on using verbs in
simple sentences.
4.
Allow pupils to work in groups. Ask the groups to write 2-3 sentences from pictures
given to them.
Say: In your groups, you are going to write 2-3 sentences telling about the pictures you
are holding.
Allow pupil to write one sentence on a picture shown.
Say: This time you are going to write a sentence on the picture shown.

Lesson Parts
Overview/
Objectives
Day 1
Literature: The Honest
Woodman
Appreciate the importance

of honesty
Materials
Procedure
Pictures of wood, axe,

fairy, reward
Copy of the story The

Honest Man
Honesty Character
Award
Pre-Reading
Present key words

through pictures and
word clues
Day 2
Day 3
Note details in a given text

Read and write words with
the long vowel /a/ in simple
stories
L12D2 Worksheet1 & 2 LM

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

Board
Introduction/ Presentation:
Have a flashback of the

story The Honest Man
through acting it out with
selected pupils
Allow pupils to study and

read the Guide Sheet
Use action words in simple

sentences
long vowel /a/ in simple
stories
Read aloud and stop at

strategic points and ask
questions to predict the
succeeding part of the
story
Post Reading
Talk about the story read

through discussion
questions
Post and allow pupils to

answer the Guide Sheet
questions
Guided Practice:
Do Detail Wheel Game

with the pupils
Flashcard drill on Brain
List
Show picture of cake and
lake for phonics lesson
Modeling/ Teaching
Write at least 3 sentences

sentences
Discuss verbs
Do Action Word Wheel
with the pupils
Allow pupils to answer
Action-Word-Sentence
Chart
Flashcard Drill on Brain
List
Read Cake for Kate and
answer discussion
question
Show picture and pupils
Day 5
Pictures of school gate,

dark cave, date, man
shaving
Modeling/Teaching:
Reading
Day 4
Post the Pupil of The

Month Chart and the
poster about honest and
ask pupils about what
they can say about what
they see
Modeling/ Teaching
Post pupils responses on

the Responses Chart
Reiterate that the poster

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

responses chart
Let pupils know how
declarative sentence are

sentences
Write at least three
sentences
Flashcards
Activity charts
Introduction
Do energy check to get

attention (Thumbs Up/Down
Activity)
Modeling/ Teaching
Re-state important points in

writing declarative sentences
by providing activities from
various sources
In pairs, let pupils decide

what among the group of
words are declarative
sentences
Allow the pupils to read their
work
Independent Practice:
In a group, make a
certificate of appreciation
for a class member
considered to be honest
Allow the pupils to award
the certificate
Explain Jake and Kate

showing acts of honesty
In groups write answers
on Detail Chart
read sentence about the

pictures shown
Do Does It Make Sense
by arranging words to
make a sensible sentence
written
Flashcard Drill on Brain
List
Read words, phrases and
sentences with long
vowel /a/
Do memory lane on words
with long vowel /a/
Flashcard Drill on Brain List

sentences with long vowel
/a/ in simple sentences
Do Does It Make Sense
Activity on words with long
vowel /a/

The Honest Woodman
Pre-Reading
1.

( Before the class begins, select among the pupils who will act out the scenes
between the Fairy and Caloy)
Say: Let us start with the BIG WORDS. These BIG WORDS are connected
with the story we are going to read. How shall we find out what these BIG
WORDS mean?
Say: We are going to play a Tickling mind game. Here are the steps in the
game.
Listen to the clues about the word.

Show Thumbs Up if you have the answer.
THE BIG WORDS
wood
axe
fairy
reward
Show pictures of wood, axe, fairy

Say: Please pay attention as I say the clues/show picture of the word. Ready?
Im thinking of a word that sounds like food. This four-letter word starts with
letter w. The word is ____________. ( wood) (show picture of wood)
I am thinking of a word that names something bigger than knife. It is used to
cut wood. This is a three-letter word that has ( e, a x). The word is _______.
( axe) ( show picture of axe)
I am thinking of a kind lady with magic wand. She is powerful. The five-letter
word starts with an f and ends with y.
I am thinking of a word that means a thing like a gift or good words you get when
you do something good.( Show picture of a fairy giving something for the man)
Let us read these words: wood, axe, fairy and reward
We will hear these words from the story I am about to read to you.
2. Motivation:
What is your favorite toy? What would you do if you lost your favorite toy?
Elicit answers from the pupils. Write their responses on the board.
3. Motive Question:
Say: The character in the story we have for this day does not have a toy he
truly loves. He has a very important tool his AXE. He has been using his axe
to earn a living for the family.
What if he lost his axe? What would he do? Let us find it out.
Read the story aloud .Stop at strategic points and ask questions.
The Honest Woodman
Adapted by Esperanza Diaz Cruz
Once, a poor woodman named Caloy went to the forest which was on the side
of a deep river. He was working all day long and he was tired. (Demonstrate
how it is to be tired.)
Suddenly his axe slipped from his hand and fell into the water. (Act it out before
the pupils)
"Oh! I have lost my axe," he cried. "I have nothing to use to earn my living!
What shall I do? The river is very deep and I am afraid to dive into it. Who can
help me?"
Stop and Ask: Who do you think would help the woodman? How would he do it?
Faye, a good fairy, heard the poor man's cries and appeared before him.
"Whats the matter, poor woodman?" she asked. "Why are you so sad?"
Caloy told her what happened and Faye promised to help him.
Stop and Ask: What would the fairy do? Can you guess?
She dived into the river and brought up a golden axe. "Is it yours?" she asked.
( Ask the girls in the class to say this line Is it yours?)
"No, that is not mine," answered Caloy.
( Ask the boys in the class to say this line-No, that is not mine)
Faye dived again and this time brought up a silver axe.
"Is it yours?" she asked, ( Remind the girls to say the line-Is it yours?)
and Caloy again answered "No."( Remind the boys to say the line-No.)
Stop and Ask: What do you think would the fairy do?
So Faye dived a third time and this time brought up the axe that had slipped
from Caloy's hand. "That is my axe," he cried . "Now I can work again."
Happy with Caloys acts, Faye gave him the two axes as a reward.
4.
Post Listening Discussion

Have the pupils discuss the story in class.
1. Who came to the forest?
2. Why did he go to the forest?
3. What happened to his axe? How do you think the woodman felt?
4. Who helped the woodman?
( Act out the scenes between Caloy and the Fairy)
5. Did the woodman get the axe that was not his? Do you think Caloy did the
right thing? Why do you say so?
6. Why do you think Faye the fairy thought of giving the three axes to the
woodman? If you were the fairy would you do that, too? Why?
7. Do you think you are an honest person if you do not get the things that are
not yours? Why?
5.
Post Listening Activity
Form groups of five. Say: Be creative in naming your group. Make a

Certificate of Appreciation for a class member whom the group believes showed acts
of honesty. Your group is expected to:
1. Give everyone a chance to make suggestions about the person/persons
whom the group thinks has been so honest
2. Talk together about what the certificate should look like and what it should
say.
3. Decide as a group who deserves the Certificate of Appreciation award
Certificate of Appreciation
for
_____________________________________________
for returning the_______________________
You are such an honest person.
Signed by: Write the name of each member for each one to affix his/her signature
above his/her name.
4. Have a mini-program and do the actual awarding of the Certificate of

Appreciation to an honest class member
Lesson 12 Day 2: Noting details in a given text

Reading and writing long vowel /a/ in simple stories
1.
Recalling the story

Let the children study the Guide sheet. Call volunteers to read the questions.
Refer the pupils to LM Activity 129 on page 151.
2.
Modeling
Get-theDetails
Say: To answer these questions, we need to remember some details from the text we
listened to or read about .Let us see if we remember the details from the story: The
honest woodman to get answers to the questions in the guide sheet.
Elicit answers from the pupils. Post their answers on the guide sheet.
Say: Let us read your answers. The ideas you have given are the details you
remember from the story. There are some simple ways of getting details.
Think about this. Details answer the who, what, when , where and how. The story
itself will help you find something about the WHO, WHAT, WHEN, WHERE, WHY,
HOW.
Refer the pupils to LM Activity 130 on page 152 for noting details activity.
Say: Details help us understand the story better. The details are the events that
happened in the story. Remember to always ask yourself: Does it make sense if I give
this detail for this question.
Discuss what type of detail is needed based on the type of question.
Who ( characters), when( date), where( place where the problem begins)
what ( problem),why( reasons), how ( process)
Phonics/Word Recognition
Present the pictures and the words. Let the class read the words.
cake
lake
2.
illustrate
take
illustrate
make
illustrate
rake
illustrate
bake
illustrate
shade
Teaching/Modelling
Model the correct way of reading the words. Sound the long a properly. Tell them
that these are long a words because the a is sounded as /ey/.
Refer to LM Activity 131 on pages 152-153.
3.
Explain the cartoon about Jake and Kate showing acts of honesty
Use cartoon in this activity.
Say: Let us work in groups. Then write your answers on the DETAIL
CHART.
Refer the pupils to LM Activity 132 on page 154 for independent practice on noting
details activity.
Lesson 12 Day 3: Use action words in simple sentence
Read and write long vowel /a/ in simple stories.

1.
Say: How does everyone feel today? Let us know.
We will have a flashback of the part of the story that we liked.
May I call two pupils to act out the fairys part from the story.
Partners who will act out the scenes of the woodman and the fairy
should have been informed about the activity before the class
begins.
Say: What did the pair do?
Elicit answers from the pupils.
2.
Modeling/Teaching
Say: What have you observed with the highlighted words used in
the sentences?
The axe slipped from his hand and fell into the water.
Faye dived into the river.
Elicit answers from the pupils and write their answers on the board.
Say: The words are examples of action words.
They show action that is done by the doer.
Let us have more examples.
Jake bakes a cake. What does Jake do?
Kate eats the cake. What does Kate do?
Pat sits on the rug. What does Pat do?
The nun runs under the sun. What does the nun do?
Let us be more engaged by doing this ACT IT OUT activity.
Say: I will show word cards. Read them and carry out or do the action mentioned in
each word.
walk
run
sing
bark
eat
hug hum
Remember, action words are doing words.

They denote some actions if we see them in sentences.
3.
Guided Practice
(Teacher prepares an Action Word Wheel.)
Say: We have another game for action words. Let us use Action Word Wheel.
Form groups. Be creative in giving names for your groups.
How to start the game:

a. Call a pupil to spin the wheel to reveal an action word.
b. Let them act out the word by group.
c. Then, have them come up with a sentence using that word.
Refer to LM Activity 133 on page 155.
Part B: Phonics/Word Instruction
Flash BRAIN LIST for fast reading ( flash words one by one)
run
fog
wash
wish
bake
Jake
fun
jog
cash
fish
take
Kate
fall
mash
dash
dish
make
mate
tall
rash
Say: Let us read these sentences again.

Mom, Kate and Jake baked the cake.
Who baked the cake?
Jake, Kate and Dave went to the lake.
Who went to the lake?
Mom, Kate, Jake and Dave ate the cake.
Who ate the cake?
This time show pictures of: , (show a sentence while flashing the
picture)
School
gate
Date ( June
13)
Dark
cave
The school
gate is
open.
The cave is
dark.
The date of
your birthday is
June 13.
Read these words.

Say:
Gate and date have this pattern
Say: Cave and shave have this pattern

m/a/te
g/a/ve
Man
shaving
Dad shaves
the hair in
his chin.
Man
shaving
l/a/te
D/a/ve
d/a/te
4.
Guided Practice
5.
Work in groups. Each group should have five members. Do the Does
it Make Sense activity?
Arrange the words in order to make a meaningful sentence.
Groups 1-3 Dave, cave, go, Kate , to, the
Groups 4-6- Jake, Kate, cake, Mom, gave , the
Present group outputs in class.
Lesson 12 Day 4: Write at least 3 sentences from various sources
(declarative)
Read and write long vowel a in simple sentences
Use of punctuation mark (.)
1.
Say: Hello kids! Is the energy level still high? How do you feel about
honest person?
We praise people who showed acts of honesty. Right? And in most
ways, we
appreciate them.
Let us take a close look at these.
Pupil of the month: Honest Person
Pupil of the month: Honesto Katapatan

Age: 9 years old
Good work shown: Returning the wallet he saw at the
gate
Reward: certificate of appreciation
Poster about honesty
( for the illustrator draw a girl who returned the 50 peso bill she
saw under her desk to her teacher)
Honest driver returns laptop,15k cash
Say: What can you say about the Pupil of the month chart? poster?
headline?
Describe each text shown.
While pupils give description about the texts, teacher writes their
answers on the board.
2.
Modeling/Teaching
Post pupils response on OUR RESPONSES CHART.
Separately write the sentences from phrases
TEXTS
OUR
RESPONSES
Pupil of the month chart

Poster about honesty
Honest driver returns
laptop,15k cash
Say: The Pupil of the Month Chart, poster about honesty and the
headline are
different sources we can possibly use to get information.
In order to get information from available texts , ask yourself
questions like:
What is the text about?
What does it show?
Who is in the text?
How can I say the idea of the text in my own words?
To present information clearer, we use declarative sentences.
1. Honest driver gets a reward.
Is the idea clear? Does it express complete thought? How does it
start and end?
How about in items 2 and 3. Ask: Does it express a complete
thought?
How does it start and end?
2. Honesto Katapatan received
3.Returned the fifty peso bill to her teacher.

Say: Item 1 is an example of a declarative sentence.
Items 2 and 3 are examples of phrases.
3.
Guided Practice
Let us study the OUR RESPONSES CHART.
Example:
Phrase
Sentence
an honest boy
Honesto Katapatan is honest.
an honest driver
The driver is honest.
What do you notice with the words under column Phrase?

Does it express complete thought?
Ask: How are declaratives formed?
Say: A declarative sentence states an idea. It does not give command nor
request.
It does not ask a question either. It ends with a period(.)
Flash BRAIN LIST for fast reading ( Flash one by one some words that
pupils have learned in previous weeks)
Say: Let us read these phrases.
the side of the lake
bake a cake
rake the grass
make a wish
wake up early
at a school gate.
( show pictures of cape, nape,grape,shape)
Say: Let us read the sentence under each picture.
cape
The cape is black.
hair.
shape
nape
The nape of his neck has
grapes
The shape of the table is square.
I like to eat grapes.
Say:Let us study these words: It also follows a pattern.

c/a/pe
n/a/pe
t/a/pe
gr/a/pe
sh/a/pe
4.
Let the children do the MEMORY LANE activity by completing the sentences to make
a story by arranging the jumbled words inside the parenthesis.
Refer the pupils to LM Activity 134 on page 155 for the writing to learn activity.
Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative)

1.
Say: Hello Kids! Hows the energy level today? Show THUMBS UP if you feel great
today and THUMBS DOWN if you are a little bit sad.
Lets have fun through this THUMBS UP and THUMBS DOWN activity.
Show Thumbs Up/Thumbs down hand signal if the actions display
honesty/dishonesty.
Examples:
Mateo misspelled the word but he said it was correct.
Almira admitted that she was late going to school.
Mateo ate the food that was not his.
Almira returned the purse that was not hers.
The children gave the purse to their teacher.
2.
Modeling/Teaching
Say: Look at this cartoon. Think what it is about.
Have the pupils share their ideas.

Say: We have here a verse about honesty: It is always good to be
honest in words and in actions. Think what it is about.
Have pupils express their ideas about the verse.
Say: We have here a public announcement.
Our school is looking for the most honest grade three pupil in
your class. S/he should have shown acts of honesty. If you
believe your classmate is or if you believe you are honest
then visit the office of the guidance counselor on Tuesday,
December 8.
Say: Think what it is about.
Write pupils responses on the board.
3.
Guided Practice
Say: Let us pause for a minute. Take a close look at your responses.
This time you are going to work in pairs.
Decide which declarative sentences from the responses are.
A verse about
honesty
Cartoon
Public
Announcement
Description
Say: Lets read your answers.

Flash the BRAIN LIST for fast reading.
/a/ke pattern
bake
cake
make
lake
sake
rake
wake
/ a/te pattern
gate
late
mate
date
Kate
rate
/a/ve pattern
save
gave
Dave
cave
Let us read and answer the questions orally.

Refer the pupils to LM Activities 135-136 on page 156.
Say: This time lets look at this long /a/ pattern in these words.
/a/pe
cape
tape
nape
/a/se
/a/ne
case
lane
base
cane
vase
mane
chase
pane
Activity: Refer the pupils to LM Activity 137A on page 157.

Explain the meaning of each word. You can show picture or act out if possible the
meaning of the word.
Show pictures of a vase ( flower vase), cat chasing rat , mane ( hair on the neck of a
lion), pane ( sheet of glass in window), pedestrian lane
Demonstrate lane, cane, base
Activity: Refer the pupils to LM Activity 137B on page 157.
Say: Work in pairs. Let us do the Does it make sense? activity.
Refer the pupils to LM Activity 137C on page 158.
4.
Form the groups of L, O, V, E.
Groups L and O: A yell for the person who showed honesty
(Arrange the word to form a yell)
First line: honest, true, and, stay
Second line: you, everyone, trust, will
Groups V and E: A two-line song about honesty( Adapt a tune)
Arrange the words to make a song
First line: be, to, honest, good, is
Second line: not, be, try, just, but, to, should

Lesson Parts
Overview/
Objectives
Day 1
Literature:
Preparing for the Big Day by
Ivy M. Romano
Get the general sense of

the story
Materials
Day 2
Copy of the story

Preparing for the Big
Day
Sample calendar
Pre-Reading
(5 min)
Day 3
Note details in a given

text (plot)
Long vowel word ending
in silent e: as in bake
Teaching chart about plot

as element of a story
Vocabulary Development
using Context Clues
Ladder of Events graphic

organizer
Copy of the story The Big
Day
Introduction/ Presentation
(5 min)
(5 min)
1st half

on words ending in silent
e: long /a/, see TG
Show a calendar to the

class and ask them WHquestions to build on
prior knowledge
Allow the pupils to recall

the story Preparing for the
Big Day by completing the
Ladder of Events graphic
organizer
Reading
(20 min)
Read the story using

DRTA approach, then
allow pupils read by
group and then whole
class approach
Post Reading
(15 min)
Allow pupils to answer
Word drill on words ending in

silent e: long /a/
2nd half
Recall the story Preparing

for the Big Day by
answering WH- questions
Post pupils answers on

the board
Modeling/Teaching: (20 min)
More word drill and

activities on words ending
in silent e: long /a/, see TG
Discuss plot as element of
a story by answering
questions about the story
Tell the main idea of a

short paragraph (story
theme)
Procedures
Day 4
(10 min)
Let the pupils brainstorm

about the big day in the
story
Reading the story The Big
Day
Party hat (see sample in

TG
Sample planner
Present regular verbs

used in sentences. Verbs
are in present and past
form shown in a twocolumn table.
Allow pupils to work in pair
and list down common
verbs they know.
Modeling/ Teaching
(10 min)
Form and use the past

tense of frequently
occurring regular verbs
(-ed)
(15 min)

on words ending in silent
e: long /a/, see TG
Day 5
Discuss frequently
occurring regular verbs
(15 min)
Write at least three

sentences from various
familiar sources
Use appropriate
punctuation marks (?)
Authentic invitation card,
picture of a birthday party
(5 min)
Show a picture of a birthday
party and ask the pupils if they
have experienced attending
such.
Modeling/ Teaching
(15 min)
Show an invitation card. Discuss
the details written in the invitation
card using wh-questions
Guided Writing
(15 min)
Through modeling, construct
basic wh-questions from the
given text.
questions about the story

to allow complete grasp
of the story
(15 min)
Group Activity
(15 min)
(10 min)
Let the pupils draw and

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

song and dance group
presentation about the
events in the story
Independent Group Activity

(15 min)
Presentation of outputs
Answering
Comprehension Questions
about the story
Discuss themeas element
of a story

(20 min)
Ask the pupils to make a

birthday hat and write an
action word on it. Then, let
each pass the hat to the
person on the right and have
him/her write its past form.
(Teacher modeling)
(10 min)
Allow pupils to present other

themes of the story through
chant, poster, song, skit and
poem
Based on the planner,

construct five simple
sentences with regular
verbs that tell what Gab
did in the past.
(Discussion on wh-questions)
Independent Group Practice
(15 min)
By group, construct three basic
wh-questions using any of the
given stimuli.
Birthday card
School announcement
Warning along the street

Preparing for the Big Day
Pre-Reading
1.

(excited, relative, planner)
Using context clues, allow pupils to give the meaning of the underlined word.
1. Ana will celebrate her birthday tomorrow and she feels excited.
a. sad
b. happy
c. frightened
2. Alex is my cousin. He is my relative.
a. enemy
b. family
c. best friend
3. My mother writes our daily activities on a planner.
a. diary
b. storybook
d. schedule notebook
Say: Let us see if you remember the words we learned today.
2.
Motivation Question:
Show a calendar to the class and ask the questions below. Make sure to use a recent
calendar showing the year and the month with complete number of days.
3.
Who has a calendar at home?

Why do we use calendar?
What is the importance of it?
Motive Question:
Why do you think Ana prepared so much for the big day?
During Reading
Read aloud the story and employ DRTA to let the pupils predict as they read along the
story. (see next page)
Assign certain groups to read the story part by part.
Say: Let us read the story together and find out how important it is to plan
ahead.
Refer the pupils to LM Activity 139 on page 160 for the copy of the story.
Post Reading
Discussion Questions
1. Who planned for the big day?
2. How many days did she prepare for the big day?
3. Why do you think Ana prepared so much for the big day?
4. What in the story could be the big day?

Note: Questions 5 and 6 are springboard to Infusion of Values.
5. What made it easier for Ana to prepare for the big day?
6. Why do you think it is important to plan ahead?
2.
Engagement/Enrichment
Have the pupils accomplish LM Activity 140 Draw and Write on page
161.
Preparing for the Big Day
By Ivy M. Romano
Everybody in the house was busy. There were only five
days before the big day, and Ana was excited. She
looked at her mini planner. She was eager to plan for
the things she has to do. She wanted everything to be
perfect.
Four days before the big day, Ana started to clean
the house. She mopped the floor. She placed the trash
out of the house.
Three days before the big day, she visited her
relatives and friends. She invited them to be present
on that very special day.
Two days before the big day, she practiced a song
with her friends. She wanted to dedicate this to her
special guest.
A day before the big day, she went to the market
with her mother. They thought of preparing something
extraordinary.
Then, came the big day. Everything was perfect.
Noting Details in a Given Text
Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half)
Introduction
Show a picture of a cake. Ask: What is in the picture? Write the word cake on the board.
Analyze the spelling pattern of the word.
Say: How many letters do we have in the word cake? (Four letters) What are these
letters? (c-a-k-e) How many consonants are there? (Two consonants) What are these
consonants? (c and k) Note: Ask a volunteer to underline the letter c and k. How many
vowels are there? (Two vowels) What are these vowels? (a and e) Note: Ask the
volunteer to encircle letters a and e on the board.
After doing the word structure analysis, let the pupils read the word three times. Teacher
may employ variation in reading the words like reading it soft, moderate or loud to
sustain the interest of the pupils. Remind the pupils that words with the same structure
have long /a/ sound.
Flash card drill on words with long /a/ previously learned on week 3.
Modeling/Teaching
Introduce more words with long /a/ and silent e in ame and ale family. Be sure to
illustrate or act out each word before the pupils read them.
Teaching Chart
-ame
-ale
dame
fame
game
flame
frame
name
shame
male
pale
sale
scale
stale
tale
whale
Guided Practice
Skill Lesson: Noting Details in a Given Text (2nd half)
Let us go back to the story, Preparing for the Big Day
What made everybody in the house busy?

What was the first thing Ana did for the big day?
What were the things Ana did as written in her planner? Did she do each of them?
Elicit answers from the pupils then write each on the board.
Possible answers:
1.
2.
3.
Everybody was preparing for the big day.

Ana planned the things to be done for the big day.
1st She cleaned the house.
2nd She visited and invite her relatives.
3rd She practiced a song number with her friends.
4th - Ana went to the market with her Mother.
Modeling/Teaching
Say: Now, what were the things we have written on the board?
These events make up the story plot of Preparing for the Big Day. Let us study the plot by
answering the following.
1. What do you mean by plot?
Plot is the series of events in a
story.
2. What does the plot provide the readers?
It provides the details of a
3. Would you be able to understand the story, without knowing the
story.
plot?
No, knowing the important details and events leads to an
understanding of what the story is trying to tell us.
4. Why is it important to know the plot in a story?
Aside from characters and setting, the plot is also an
element of a story which presents the problem among
the characters
how it isthe
resolved.
Let the pupils
generalizeand
by reading
chart about plot.
(Note: Guide the students to make this generalization at the end of Modeling/Teaching and before
Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in
reference, and for use in future lessons. )
Teaching Chart: Plot
Plot is the series of events in a story.

It provides the details of a story.
Knowing the important details and events
leads to better understanding of the story.
Aside from characters and setting, plot is also
an element of a story.
3.
Guided/Independent Practice
Now that you have learned what a plot is, I would like you to go back
to the story, and creatively present its events through song and
dance.
Group
Group
Group
Group
Group
1:
2:
3:
4:
5:
What
What
What
What
What
Ana
Ana
Ana
Ana
Ana
did
did
did
did
did
Lesson 13 Day 3:
five days before the big day?

four day before the big day?
three day before the big day?
two day before the big day?
a day before the big day?
Giving the Main Idea of a Paragraph
Introduction
Show a picture of a boy and a picture of a candle with a flame.
Say: What is in picture A? (a boy) A boy is also called male. What is in picture B? (a
candle) the candle has a flame.
Note: Write the word male and flame on the board.

Ask: What is the sound of /a/ in the words male and flame. Note: Let the pupils sound
it three times.
Modeling
Flash card drill on words with long /a/ previously learned on day 2, see teaching chart.
Provide corrective feedback if necessary.
Guided Practice
Let the pupils read words with long /a/ and silent e used in phrases and in sentences.
Let the pupils list and classify the words from Activity A and B into ame family and
ale family.
Skill Lesson: Giving the Main Idea of a Paragraph (2nd half)
5. Review
Do you still remember the story that we read last time?
I have here a Ladder of Events graphic organizer. Recall the story
Preparing for the Big Day and help Ana do her task.
Say: Are you curious as to what the big day is in the story? What
makes it so special that everybody is excited about it? Why did Ana
prepare so much for it?
Now, brainstorm with your groupmates. Make a guess about what
the big day is. Be able to share the idea of the group with the
class.
As the groups share their guesses, write on the board the guess of each group. Later in
the lesson, you may refer to it to determine which group made the correct guess.
7. Development of the Lesson
Say: Let us read the story and find out what is the big day Ana
referring to.
The Big Day

By Ivy M. Romano
A man stood by the gate along with huge
bags. He looked taller. He seemed very
familiar. Everyone around started to clap his
hands. Everybody was happy and excited
seeing the man.
The man smiled at Ana. She pinched
herself, not believing what she saw.
Teary-eyed, the man walked toward Ana
who stood still. He grabbed Anas hands and
hugged her with so much joy.
Tears rolled down Anas face.
Father, you really are home! she
exclaimed.
Let us answer the following:
1. What big day was the story talking about?
2. Why do you think Ana prepared so much for her fathers
homecoming?
3. Where do you think her Father came from? What was his job?
4. Have you ever experienced missing someone? Who is she/he?
5. What makes you miss someone?
6. If you were Ana and you did not see your Father for quite a long
time, would you also do what Ana did?
7. If you were Anas father, how would you feel?
This time, let us help Ana find her way to her Father by identifying the
things she did in preparation for his homecoming.

Why do you think Ana did everything she did for her Fathers
homecoming?
What does the story tell us?
Write on the board the best answer that can be elicited from the pupils.
Let them read it and tell them that it is the theme of the story. Then, ask
the idea of the class about story theme.
Say: Let us talk about the theme by answering the following questions:
What does story theme mean?

What details of the story should you consider to help you identify
the theme?
It is possible to have several themes in a story?
Generalization:
Theme gives the idea that is central to a story. It tells what the
story is mostly about. It often gives a sense of value that is likely
appealing to the readers. A story can have more than one
theme.
Discuss another theme of the story for the pupils to understand that a
story can have several themes. You may add the themes such as a
daughters longing for her father, a daughters love for her father,
excitement on fathers homecoming, a fathers longing for her daughter,
missing a parent, etc.
8. Independent Group Activity
Can you think of another theme of the story The Big Day? Work with
your group mates. Be able to present as follows the theme you
brainstormed about:
Group
Group
Group
Group
Group
1:
2:
3:
4:
5:
Chant
Poster
Song
Short skit
Poem
Lesson 13 Day 4:
Grammar
Materials: flash cards of words with long /a/ sound and silent e, pocket chart
1. Flash words with long /a/ sound and silent e under ame and ale family (see teaching
chart). Ask volunteers to read each word. After each word is read, ask the pupils to display
the word card/flash card under its word family in the pocket chart.
4. Read the story Kale. Use the Stop and Read approach. Whenever the teacher stops, the
pupils continue. See a copy of the text in the LM. The underlined words will be read by
the pupils.
Note: After group reading, ask volunteers to read the entire story.
5. Activity
A. Let the pupils answer WH- questions about the story Kale
B. Let the pupils make a list of their daily schedule in their notebook.
Refer the pupils to LM Activity 148B-C on page 168.
Skill Lesson: Forming and Using the Past Tense of Frequently Occurring
Regular Verbs (-ed) (2nd half)
Say: Let us study the table below by answering the following question.
(The table below must be presented on the board for the pupils to see it.)
A
Classes start at 6:00 oclock in the

morning.
Yesterday, our class started earlier

than the usual.
I want to come to school early.
Last Monday, I really wanted to be

the first to arrive in school.
I clean our classroom every day

before everyone arrives.
A month ago, Mikka and I were the

one who cleaned our classroom.
What are the italicized words in column A?

What does each tell?
Are there clues that tell when the actions happened? What are
they?
What time of action does each clue word or expression
signify?
What have you noticed about the action words in column B?
What time of action does each signify?
What clues tell that the actions were already done in the past?
How do we form the past of regular verbs?
Say: Let us work in pairs. List down two common verbs you know.
As the pupils share their output, write on the board the verbs by sorting
them as to regular and irregular verbs (e.g. jump and run). Ask the class
to form the past of the regular verbs they listed.
During the discussion, for better understanding, lead the pupils to arrive
at the following ideas:
A verb is a word that mentions an action. It tells you to move or do

something. However, there are some verbs, which do not require
you to move like think, remember, etc.
The activities that you do every day and those you do habitually
express present time.
The activities that you have done before the actual time of speaking
express past time.
Regularly occurring verbs form their past by adding ed at the end
such as ask-asked, clear-cleared, repeat-repeated, etc.
If time permits, you may also discuss the pronunciation of the last two
letters (-ed), in asked (t), cleared (d), and repeated(ed) by providing more
examples and letting the pupils read them.
-ed sounded as /t/
-ed sounded as /d/
-ed sounded as /ed/
asked
cleared
acted
helped
frightened
added
invited
3. Guided Practice
Say: Lets pretend that we are in a birthday party. Let us play a game
using a party hat. Think of an action word then write it on the party
hat(front side). On cue, each should pass the hat to the person on the
right and have him/her write its past form on the back part of the party
hat and say the word aloud or write /d/, /t/ or /Id/ after the past form of
the verb.
Make a Party Hat as illustrated below:
Front
Back
For modeling, do the first trial. Limit the time of the pupils in doing the
activity. After which, collect the party hat and tell whether the past from of
the regularly occurring verb is correct. If it is not, ask/guide somebody to
make the necessary correction.
Instruct the pupils to write five simple sentences that tell what Gab did in the past
based on the planner.
Lesson 13 Day 5:
Decoding/Fluency/Writing
Skill Lesson: Use appropriate punctuation marks (?)

Write at least three sentences from various familiar sources
(interrogatives)
Say: Let us look at the picture.
For the illustrator
Draw here a typical birthday party including happy
children in their party hat holding balloons, the birthday
celebrators blowing the candles in her cake, etc.
Have you ever experienced attending a birthday party?

What common things can you find there?
How do you feel about attending a birthday party?
If the class has no idea what a birthday party is or none of the pupils has
been to such, direct the class by showing pictures or things that can be
found in there, and then tell them the things that children do in a birthday
party.
Say: Do you know that you cannot just simply attend a birthday party
without being invited? The birthday celebrator usually gives out invitation
to those s/he wanted to be present in her/his party.
Now, let us take a look of what I have here.
October 9, 2014
Dear Gab,
Hi!
I will be turning eight on October 13. My mother plans to
prepare a simple party for me in our house. The fun will start at
1:00 in the afternoon.
I will be happy if you could join us in celebrating this
very special day.
Thanks,
Lani
What occasion is reflected in the invitation?

Who will be celebrating her birthday?
When is Lanis birthday?
Where will she have her party?
For whom is the birthday invitation?
Why do you think Lani wanted to be with her friends on her
special day?
What do you think is Gabs gift for Lani?
If you were Gab, would you take a gift with you for Lani? Why?
What important details should we remember in writing a
birthday invitation?
During the asking and answering questions about the given text, write
some questions in the Q & A Chart, as well as the response of the pupils.
Say:Let us study the Q & A chart we made while we were talking about
the Birthday Invitation Card above by answering the following.
Q & A Chart
Questions
Answers
What occasion is reflected in the

invitation?
Birhday
Who will be celebrating her

birthday?
Lani
When is Lanis birthday?
October 13
Where will she have her party?
At their house
Why do you think Lani wanted to

be with her friends on her special
day?
She wants to have some fun.
en do we ask what questions?

What is the expected answer for what questions?
When do we ask who questions?
Teaching Chart: Interrogatives
What is the expected answer for who questions?
What- for things
When do we ask when questions?
Who-for persons
What is the expected answer for when questions?
When-for time
When do we ask where questions?
Where-for places
What is the expected answer for where questions?
Why-for reasons or causes
When do we ask why questions?
How-for manner
What is the expected answer for why questions?
Say: We ask question whenever we want/request for information. The

information may be provided in the form of a response or an answer.
We start our question with What if we want to know an object, idea, or
action.
We start our question with Who if we want to know a person/s.
We start our question with When if we want to know the time.
We start our question with Where if we want to know the place.
We start our question with Why if we want to know the reason.
(You may also include the How in the discussion.)
We start our question with How if we want the answer the manner of a
certain act.
W
h
3. Guided Practice
Say: This time, let us try writing/making question. Unlike the first one we
did, answers are given; try to write the question that would give the
answer on the right.
4. Independent Group Practice
Say: By group, construct three basic wh-questions using any of the given
stimuli.
Birthday card
School announcement
Warning along the street
Use genuine birthday cards, school announcements, and warning signs
that can be found inside the school premises so that the pupils can relate
and attentively participate.

Lesson Parts
Day 1
Literature: Fast Forward
by Leah N. Bautista
Day 2
Day 3
Decode cvc words with long Decode cvc words with long
/i/
/i/
Overview/
Objectives
Sequence/Retell some
events as they happened in
the story
Read and write words,

phrases and sentences
containing words with
long /i/ sound
Teaching Chart
Phrase and sentence strips
Flashcards
Pictures
Flashcards
Pictures
Teacher Chart
Picture
Word cards
Teaching Chart
Bingo game card
Pre-Reading
Review of Decoding lessons

in Grade 2.
Review of Decoding lessons

in Grade 2
Flashcard Drill on sight

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

words and words from the
word tree.
Modeling/Teaching:
Modeling/Teaching:
Read the words and phrases

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

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

with words with long /i/
sound.

with words with long /i/
sound.
Unlock key words through

pictures and word/context
clues.
Reading
Read aloud the story and
stop at indicated points for
questions to monitor
comprehension.
Post Reading
Let the pupils answer
discussion questions.
Day 5
Read and write words,

phrases and sentences
containing words with
long /i/ sound
Words cards, phrase cards

or strips
Materials
Procedures
Day 4
Show a picture of a
chime with a caption
chime
Modeling/ Teaching
Model reading words with
long /i/ sounds.
Present key words- chimed,
nine and night.
Present the teaching chart
for words with long/i/
sounds in reading
exercises.
Recall the story Fast

Forward by asking pupils to
tell what they can recall.
List phrases and sentence
answers of pupils.
Discuss phrase and sentence
by sharing how they differ.
Post phrase strips for pupils to
combine to make a sentence.
Allow pupils to write 1-2
Allow pupils to draw and

say something about what
tells them the time.
Draw, write and tell

something using words with
long /i/ sounds.

with long /i/ words.
Draw, write and tell
something using words with
long /i/ sounds.
Presentation/ Introduction:
Show illustrations of the
events in the story and
allow the pupils to find out
if they are arranged in order.
Arrange the pictures with
the pupils and present
sentence strips
corresponding to the picture
to discuss sequencing and
retelling.
Allow pupils to present
scenes from the story read
through a tableau.
Let the pupils retell events
of the story
Let the pupils arrange
events in sequential order.
Allow the pupils to give the
Allow pupils to go over

the reading activities for
further practice.
Let pupils draw, write
sentence and read them
sentences on the garbage

problem.
Do activities to highlight the
value of resourcefulness.
Allow the pupils to plan a
project that utilizes recyclable
materials to find out how
resourceful they are.
generalization on
sequencing and retelling

Fast Forward
Pre-Reading
1.
(clock, moved fast, hour hand , fast forward, and chimed)

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

hour hand and fast forward.
Say: This is a clock. What do you see in the clock? How many hands
does it have? Point at the hour hand; Point at the second hand. Which
moves faster?
Show a real clock. Use this to unlock the word wink and chimed.
Picture of a
clock
Say: This is a clock. What does the clock tell us? How many hands do the clock has?
What does the long and thin hand tell us? How about the other long hand? What about
the short hand?
What time do you go to school? Let us say that your call time in school is 7 oclock.
You saw the clock that it is almost 7. What would you feel? What will you do?
Say: Let us see if you remember the words we learned today.
Refer the pupils to LM Lesson 14-Activity 1 on page ____ for the word review
exercise.
2.
Motivation Question
What do you do so that you will not be late in going to school?

3.
Motive Question
What did the grasshopper do so that he wont be late to school?

(Note: Instead of the Motivation Question-Motive Question tandem, you can use semantic mapping as an
alternative strategy. Write the word clock on the board. Have children think of words that come to their
mind when they hear the word clock. Write their answers as strands around the word, as shown in the
figure. Then say: In the story I will read to you, Slick the grasshopper was almost late for school. Find out
what father did to teach him how to manage his time.)
clock
(Possible answers: fast forward, moved fast, chimed)
During Reading
Read aloud the story (see next page). Stop at indicated points to ask the children what they
think will happen next in the story.
Post Reading
1.
Discussion Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2.
Who is the main character of the story?

Why did Slick the grasshopper jump with joy?
What did he do with his friends?
What did he forget to do?
What did father tell Slick to teach him a lesson?
Why did Slick have to move fast?
Did Slick sleep well?
How did the minute hand move?
How did Slick feel when he arrived home?
What is the lesson of the story?
Refer the pupils to LM Lesson 14-Activity 2 on page ____ for the Writing to Learn activity.
Fast Forward
by Leah N. Bautista
Classes will start late tomorrow. Slick jumped with joy. He said, I
need not hurry. Ill take it easy. I have lots of time to get things done.
So he played with his friends in the yard. They talked and had fun until
dinner time.
Uh-huh, Slicks father said. Look at the clocks long minute hand.
Fast forward it goes. It warns us that time flies by fast. So do first what
has to be done while you have time to do it. He cleaned the
Grandfathers clock which chimed ten times.
Slick did not listen. Later, he had to move fast forward like the minute
hand of the clock. He worked fast on his homework to get it done. He
had to get up early and dress up fast hoping he would not miss the
school bus.
But the bus was gone so Slick skipped breakfast and walked fast
forward to school so he would not be late.
Tired and hungry Slick said, The lesson I learned today so we need
not move fast if we just manage our time well and do first things first.
Lesson 14 Day 2:
Review of Decoding Lessons Taught in Grade 2

(These include CVC words with long i, and sight words for pre-primer, primer, and Grade 1 levels of the Dolch
Basic Sight Words list. The exercises in this lesson also sometimes include vocabulary words learned in the
literature lesson in Day 1. Two-syllable words containing two CVC pattern are also used. For this purpose, it
would be good to have flashcards for each of the sight words and for the phonics word families).
1. Start with a flashcard drill of long I words as shown in LM, Lesson 154. Review their
meanings, as needed.
A. Have the children read aloud the words in A, by columns. Then call on the whole class,
small groups, and individual children to read a column of words at a time. If needed, you
can model how a word should be read. Note that the vowel i in the word pine is given the
a long i sound.
B. Do the same with the phrases in B. Ask questions to see if pupils know the meaning of
the phrases.
C. Say: Do you have a bike? Do you also fly kite? Have the pupils pair off and take turns
reading and answering questions with their partner. Now we will read a story about a boy
riding on a bike and flying a kite.
Refer the pupils to LM Activity 154D. Have alternate oral reading of the story. Start by
reading the first stanza, and then have the class read stanza 2; the boys read stanza 3 and
the girls read the last stanza. Then have the whole class read the entire poem.
Discuss the story using the comprehension questions on to LM Activity 154D.
Add more questions as needed.
D. Say: In the peom, the boy rides a bike and at the same time flies a kite. Is it right to ride
a bike and fly a kite at the same time? Do you also ride a bike? Do you like to fly a kite?
Which do you prefer?
Draw and write a sentence about what you like.
Have the pupils do the activity in to LM Activity 155. Ask pupils to share their drawings
and sentences after they are done.
Sequencing/Retelling
Skill Lesson: Decoding/Fluency/Writing
1.
More Review of Decoding Lessons Taught in Grade 2

Have a flashcard drill of selected sight words as shown in to LM Activity 156A. Note that the
word basket, which has a CVC-CVC pattern, is also included. Again, give opportunities for the
pupils to read the words on sight, from whole class, small groups, and individual children. If
needed, model how a word should be read, especially the words around, funny, happy, and
basket. Point out that dont is a short version of do not.
Discuss their meanings, as needed.
A. Do the same with the phrases in B and with the sentences in C. Ask questions to
see if pupils know the meaning of the phrases.
Skill Lesson: Sequencing/Retelling
(Materials: Pictures showing 3 events from The Fast Forward)
1.
Show the pictures one at a time, in random order. Ask what is happening in
each picture. Say: Remember the story we read yesterday? Here are some pictures
showing events from the story. Look at each picture. Tell what is happening in the picture.
2.
Father
Grasshopper
cleaned his
grandfathers
clock to teach
his son a lesson.
Slick went home

tired and hungry.
He now learned
his lesson to do
better with his
activities.
Event 2
Event 3
Slick stayed up
late chatting
and playing with
his friends.
Event 1
Modeling/Teaching
Say: The pictures do not show the correct order in which the events happened in the story.
Which picture shows what happened first? Which picture shows what happened next? Which
picture shows what happened last? Let us arrange them in the correct order
3.
Modeling/ Teaching
Allow pupils to arrange the pictures of the events in order.
Say: Now we can use the pictures to help us retell the story. Let us use Picture 1 to tell what
happened.
Do the same with the next two pictures. Guide the children in answering the questions so they
come up with sentences similar to the following
Picture 1
First, Slick stayed up late chatting and playing with his friends.
Picture 2 Next, Father Grasshopper cleaned his grandfathers clock to teach his son a lesson.
Picture 3 Finally, Slick went home tired and hungry. He now learned his lesson to do first
things first.
(Note: Guide the students to make this generalization at the end of Modeling/Teaching and before
Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in
reference, and for use in future lessons on sequencing. )
Teaching Chart: Sequencing

How do we tell events in a story in the right order?
First, we think of what happened in the beginning.
Next, we think of what happened in the middle.
Then we think of what happened at the end.
4.
Guided Practice
Group the pupils with 10 members each. Let each group show three scenes from the story
Fast Forward through a tableau. Let one member retell the story using the three scenes
formed. Make sure that the scenes are presented in the correct order.
5.
Refer the pupils to to LM Activity 157A.
A. Say: How do we arrange or retell events in a story in the right order?
Lets read the tips inside the box.
Help the children read the reminders.
Read to the children the instructions for the sequencing exercise.
Point out where they should write the number of the event.
B. When the children have numbered all the events, call on them to retell the story using the
pictures. Have one child retell what happened in each event.
End the activity by having the children repeat the tips for sequencing and retelling.
Lesson 14 Day 4:
Skill Lesson: Reading and Writing Words with Long /i/

1.
Say: Do you still remember the story Fast Forward? Who was the main character in the
story? What are the things he did?
2.
Modeling/Teaching
Say: Read the word under the picture. Model how the word should be read. Let us spell chime:
c-h-i-m-e. Point to the letters as you do so. What is the vowel in the middle? What is the sound
of iin chime? Read the word again.
Read the following sentences and present the flashcard of the highlighted word as you say it
then put each word in the pocket chart or board.
The grasshopper has a clock with a chime.
The clock chimed nine times at night.
nine
night
chimed
Say: Read all the words in the pocket chart.
What happened to the clock at night? (chimed) Get the word card. Read it
When did the clock chime? (night) Get the word card and read it..
How many times did the clock chime at night? (nine) Get the word card. Read it.
3.
Guided Practice
Present the Teaching Chart for the words
with long /i/.
Teaching Chart
chime
night
sight
time
bright
light
nine
child
slide
fight
bite
ride
Make sure that the pupils know the meaning of each word through vocabulary development
activities such as pictures, action, and context.
After initial reading and vocabulary study, provide practice in reading the words, through
flashcard drills, or teaching charts. Have the pupils read words by word families first before
presenting them with various combinations of words.
Refer the pupils to LM Activity 158D.
Have children do Exercise D, then read the words aloud after they have completed them.
Game: Word Bingo
Prepare a 3 x 3 grid like the one shown below on the board.
Prepare flashcards of words with long i. Divide the class into two groups. Call the first group
to read the first card. If the group reads correctly, they can draw any symbol on any box
drawn on the board (e.g., star, heart). Then call the next group and repeat the procedure until
all the cells are filled. The group with the most number of symbols is the winner.
This game can also be played in small groups. Prepare the grid on a whole sheet of paper.
Give a set of word cards and the bingo grid to each group. The same procedure is followed.
Ask children to read the phrases using various formats as you did in previous lessons. Make
sure that the meanings of the phrases are understood.
4.
Refer the pupils to LM Activity 158E.
Have the pupils share their drawings when they are done. Have each pupil
read the sentence that tells about his or her drawing.
Lesson 14 Day 5:
Grammar: Collaborative Learning/Values Infusion
Skill Lesson:
Differentiate between a phrase and a sentence

Read phrases and sentences using combinations of sight words
and decoding words learned
Apply the values of resourcefulness and teach works through a
group project
1.
Say: Can you still remember the story Fast Forward? What happened to Slick, the
Grasshopper?
Let the pupils give details about the story. They may answer in phrases or in complete
sentences. Write their answers on the board putting phrases in one column and sentences in
another column.
Possible answers:
A
1. will start late
2. played with friends
3. talked and had fun
Say:
B
1. Classes will start late tomorrow.
2. He played with his friends in the yard.
3. They talked and had fun until dinner time.
I wrote them on the board. Lets read your answers again.
2.
Modeling/Teaching
Say:
Read number one in column A. Read number one in column B. Which is longer? A1
or B1?Which tells a complete thought? Lets read B1 again. What else do you notice about
B1? (B1 begins with a capital letter and ends with a period.) This is what you call a sentence.
A sentence gives a complete thought.
Write the word sentence on the board and have children read it.
Say: Is A1 a sentence? Why not? Does it say a complete thought like B1? Does it begin with a
capital letter? Does it end with a period? So, is it a sentence? This is what you call a phrase.
A phrase doesnt give a complete thought.
Write the word phrase on the board and have children read it.
Read the group of words. Write P if is a
phrase, S if it is a sentence.
1.
2.
3.
4.
5.
Teaching Chart
played with his friend

had fun until dinner time
He worked fast on his homework.
Slick, The Grasshopper, jumped with joy.
He cleaned the Grandfathers clock.
Have the pupils give the generalization:

Ask: What is a phrase? What is a sentence?
See the teaching chart about phrase and sentence.
Help the students read the Teaching Chart.
3.
A phrase doesnt have a

complete thought. It doesnt end
with a punctuation mark.
A sentence has a complete
thought. It ends with a
punctuation mark like period (.),
question mark (?) or
exclamation point (!).
Guided Practice
Present the following phrases. Combine them to make a sentence.
1.
2.
3.
4.
5.
A
Slick, the Grasshopper,
Grandfathers Clock
We just
But the bus
They all
1.
2.
3.
4.
5.
Say: Give now the sentences that you have formed.

Slick, the Grasshopper jumped with joy.
Grandfathers Clock chimed ten times.
We just manage our time well.
But the bus was gone.
They all talked and fun.
a. chimed ten times

b. manage our time well
c. jumped with joy
d. talked and had fun
e. was gone
Say: Look at the sentence. Does it give a complete thought?

Yes, it does. But there is something wrong with the sentence. Can you tell?
What should we do to make it correct?
(Make the word the begin with a capital letter. Add a period at the end of the sentence.)
Now lets choose the verbs in the given sentences. How do the words end? What did we
add? (We add d or ed to the simple form of the verb to form its past tense.)
Say: Read the following sentences. Do they give complete thought? How are the verbs written
to show that the action took place in the past?
1. thousands of years ago, the early Filipinos lived in caves
2. they hunted wild animals with their bows and arrows
3. they cooked food by roasting them
4. sometimes they picked fruits
5. they used the leaves of plants for medicine
Divide the class into two groups. Each group will combine phrases to make sentences. The
sentences should make sense. Each sentence should begin with a capital letter and end with a
period.
Match A with column B to form a sentence. Write the sentences correctly. Use
capital letters and punctuation marks if needed.
GROUP I
A
nita cleaned
she buried
thousands of years ago
maria gathered
5. last Saturday
1.
2.
3.
4.
B
the trash in a pit
their yard
some vegetables in the garden
some people lived in caves
e. I scrambled eggs for breakfast
a.
b.
c.
d.
GROUP II
1.
2.
3.
4.
5.
A
Yesterday, Father
He cleaned
I washed
She counted
Romy and Bert walked
B
a.
b.
c.
d.
e.
the yard
the plates
stayed at home
the ripe guavas they picked
to school together last Monday
Have groups present their outputs. Guide the class in giving feedback on whether the
sentences formed make sense.
4.
Guide them to read the strategy for differentiating between phrases and sentences before they
do the exercise.
Infusion of Values/Collaborative Work (15 min)

(Materials: recyclable materials available in the classroom like plastics, papers, bottle etc.)
1.
Introduction/Presentation
Review part of the story Fast Forward that focuses on the crows resourcefulness.
Say: In our story Fast Forward, What was the problem of Slick? What did his father do to
solve Slicks problem? Did it help him solve the problem? We say that father is resourceful. To
be resourceful means to find quick and smart ways to solve problem. Follow after me (say the
word by syllable: RE-SOURCE-FUL). Give a clap as you say each syllable. (Pupils give one
clap for each syllable.) How many syllables does the word resourceful have? Now, let us spell
the word resourceful.
2.
Modeling/Teaching
Write the word resourceful with some missing letters like below.
Say: The word resourceful is a long word so it may be hard to read. Look at different parts of
the word to help you. There are 3 syllables in the word. Read the middle syllable (source). What
vowel follows the letter r in the first syllable?
Call on a pupil to write it on the board.
The last syllable is ful. What do you think is the missing letter? Call on another pupil to write f
on the blank.
r __ s o u r c e __ u l
Say: Now we have the complete word. Read the syllables. Read the whole word. Read it
again.
3.
Guided Activity
Say: Are you resourceful? In what ways are you resourceful?
Show a picture of a boy and a girl who do recycling.
Say: These are Anne and Roy. They are helping solve our garbage problem. They collect
plastics, bottles and paper to do their project in Science.
4.

Say: Its your turn to help save our environment. I will give you some recyclable items. Discuss
with your group mates what you can do to make use of recyclable materials. Draw your project
in a manila paper, which you will present next week.
Provide recyclable materials to the pupils and give them 10 minutes to plan and draw their
project. Refer the pupils to LM Activity 160.
Have pupils use this as a guide for their project, which they will submit on Manila paper the
following week.

Lesson
Parts
Day 1
Day 2
Procedure
Day 4
Interpret Non-Print Sources
Infer Print Sources
Identify and write

imperative sentences
(request and command)
Form and use the past tense

of frequently occurring
irregular verbs (eat - ate)
Pictures (dog and cat)
Overview/
Objectives
Materials
Day 3
Varied pictures
(posters, sticks or
cartoon drawings,
paintings)
chart( table with 2
columns, varied no. of
rows)
Detect non verbal cues.
Brainstorm and outline
what the pupils know from
what they see and what else
they want to know about
the picture.
Interpret non print sources:
1. orally (IW)
2. in simple sentence
constructions (SG)
Syllabicate words extracted
from the discussion.
Free speech and expression
Guessing what the picture
Varied print sources

(leaflets style, posters,)
Small strips
(draw lots)
Graphic organizer
Brainstorm about the story,

the values and importance
of print texts.
Infer print source (headline
news).
Evaluate and interpret print
texts using practical/
intellectual and aesthetic
knowledge.
Manila paper (excuse

letter)
Strips(pictures, words
and sentences)
Selection about Kurt

Interact and retell the
thought of the passage.
Sort out request and

command strips.
Identify requests and

commands elicited from the
passage
Note the appropriate past

form of irregular verbs in a
selection.
Indicate what an imperative

sentence does.
Base method
Group presentation:
State what varied print
materials (leaflets,
street/wall posters, weather
forecasts) tell us.
Word strips of irregular

verbs and their past form
(Group Work)
Identify requests and
commands and classify
them in the right columns of
the chart
(GW) Jump on the right

past form of irregular verb.
Fill in the past form of

irregular verbs
Sentence completion using
the past form of irregular
verbs
Day 5
tells the viewer

Individual Activity
Interpret the
pictures in 2-3 sentences
(10 min)
Construct 3 imperative
sentences/phrases (ways on
how to pass projects on
time)
Identify and write
imperative sentences

Non-Print Sources
1.
Presentation
Show a picture of a grade 3 girl rushing to catch her school bus. Refer to LM Activity
161A for the said picture.
Say: Can you read a picture? Does the picture tell something? (Show the picture to
the class.) Can you tell what the picture is trying to say?
2.
Modeling
Brainstorm what the children know or think about the picture they see and write it under
column WHAT I KNOW. Under column WHAT ELSE I WANT TO KNOW
ABOUT IT, write what are the things they still want to learn or discover about the
details of the picture.
Write their answers on the board with this format.
What I know
e.g. shes late
What else I want to know about it
Why was she late?
Say: Look at the picture again. Let us guess what information it tells us. What does the
picture tell? Do you know how to guess what a non-print material (picture) tells? What
are non-print materials, by the way?
Non-print sources are materials that tell something without the use of words. These
sources use pictures, graphs, posters, movie and the like. There are 4 steps to take so
we can make sense about it.
1. Look at the whole picture.
2. Describe the details.
2.1 If there are persons or animals, describe what they are doing or their faces to
tell what they feel.
2.2 Describe the setting or place where the person in the picture is.
3. Using your observations earlier, you can now make an intelligent guess/infer as to
what the picture tells us.
Show again the picture in Activity 161A.
Say: Let us infer what the picture tells us.
What do you see in the picture?
Are there persons or animals?
What do you think is the girl doing?
Where is she?
Why do you think the girl was running?
Is she in a hurry? Why?
Have you also experienced rushing to catch your school bus?
How would you interpret what the picture is trying to say?

What are the bases for your interpretation?
Ask: Can we get information through pictures or non-print materials?
What are the things we have to do in order to understand what non-print sources tell
us?
3.
Guided Practice
Now let us try another one and carefully examine the details of the picture.
What is the boy holding? Refer to the pictures in LM Activity 161B.
Go with your groups and write in one sentence, what you think the picture is about.
Say: Was it easy to interpret what the picture was trying to tell us?
Say: In picture A, how will you describe the boy ?
What can you say about his grade in the card? Is it high or low?
What you should do to get high grades?
(Do the same processing with pictures B and C.)
4.
Study the pictures and guess what information they tell. Write your answers in your
notebook.
Refer your pupils to LM Activity 161C and D.
Lesson 15 Day 2:
1.
Inferring Information from a Print Source
Presentation
Post the poster on the board.

Say: This is a signage. What do you see in a signage? The words you see in a signage
are called print. A signage is a Print Source of information. What does the signage tell
you? Let us state in another way what the information given in this signage.
2.
Modeling
No I.D.
No Entry
Ask: What is inferring? How do we infer information from a print source?
Say: Inferring is making a guess about what something tells. We can infer from a print
source of information. Print source of information tells us something in just a few
words. Samples of print sources are signage, posters, brochures, and the like. There are
4 questions that you need to answer in order to infer information from a print source.
1. What does the print tell you?
2. Why does the print tell you that?
3. Does the print explain this clearly?
4. How else can you say what the print says?
Say: Answering these questions make state in full what the print tells.
Let us look at the signage again and mention what it tells. (Point the pupils to the
signage you posted on the board.) Read the print.
Ask the four questions one-by-one. Accept the pupils responses.
What does the print tell you?
Why does the print tell you that?
Does the print explain this clearly?
How else can you say what the print says?
3.
Guided Practice
Refer your pupils to LM Activity 162.

4.
Independent
Lesson 15 Day 3: Form and use of the past tense of frequently used
irregular
verbs (eat-ate)
1.
Presentation
Prepare strips of Manila paper. Write the lines of each character on the strips and stick
them on a Manila paper for easy removal and classification of the sentences (a request
or a command) in a follow up activity later.
Say: Let us read the dialog together.
The class of Miss Luz starts the lesson by checking the homework.
Miss Luz : Bring out your assignment, class.
Johny:
I am sorry maam, I dont have an assignment.
Miss Luz: Will you please tell me why?
Johny:
I played all day and I got tired.
Miss Luz:
Johny:
When I got home I just slept.

May I pass my assignment tomorrow?
Please give me another chance Miss Luz.
Next time, do your assignment first.
Stay at home and finish it.
Ask your brothers and sisters to help you with your assignment.
Yes maam I wont forget what you advised me about getting my
assignments done on time.
Ask: What should Johnny do to show that he learned his lesson?

2.
Modeling
Use some of the strips to elicit answers from your students that lead to the understanding the
difference between a request and a command.
Say: Let us read strip number 1. (Remove it from the manila paper and post it on the board. Do
the same with strip numbers 8, 9, 10)
Ask: What do these sentences tell us ?
Say: These sentences are command. Write Commands on the board. Commands tell what
someone must do.
Say: Let us read strip number 3. (Remove it from the manila paper and post it on the board. Do
the same with strip number 7.)
Ask: What do these sentences tell?
Say: These sentences are requests. Write Requests on the board. Requests tell politely what
we want someone to do.
3.
Guided Practice
Say: Let us see if you can tell if a sentence is a command or a request. Draw a sun or a moon
on each blank.
Refer the class to LM Activity 164A.
4.
Refer your pupils to LM Activity 164B.
Lesson 15 Day 4: Form and use past tense of frequently occurring irregular
verbs (eat - ate)
1.
Presentation
Post a copy of the selection on the board.

Say: Let us read the short selection on the board together.
Kurt hurt himself when he was playing.
He said Please help me get to the clinic!
One of his group mates rushed to carry him and laid him on bed.
Im afraid I might have broken my arms, Kurt said.
Put your things down, relax, breath and smile, his friend Rene said.
Hand me your project so you wont be late in passing them, he added.
Ask: Can you identify the two types of imperative sentence?
Say: You can see them in our selection. Write them under the right column.
Request
2.
Command
Modeling
Say: What happened to Kurt while he was playing? Why?
Why did they lay him on the bed?
What kind of injury was he afraid he incurred?
To calm him, what did Rene ask him to do?
Activity 1
Among the words on the board, look for the right past form of the following irregular verbs:
Irregular verbs
Past Form
hurt
_________
lay
_________
break
_________
put
_________
After the children have chosen the right answers, ask them:
What did you notice with the verbs when they are in the past form?
What two verbs remained the same in their past form?
What two verbs showed a change in their past form? What change took place?
Group Activity
Say: Now let us play like a cat and dog. One volunteer from each group will be the It or the
cat. They have to jump on the right past form of the verb they are holding in order to get the
bone. If they jump on to the wrong verb, they will fall and the dog will get the bone instead.
ride
blow
fight
rides
rode
blew
blowed
fighted
fought
Say: What did you notice about the past form of the verbs?
What was added at the end of the verbs? Why?
What do we call this verb then?
3.
Guided Practice
Say: Let us try again but now let us work together with our groups.
Choose the right past form of the irregular verbs.
Refer the class to LM Activity 166.
4.
Say: Youre doing great! Now let us work on Activity 167.

Lesson Parts
Day 1
Literature: The Adventures
of the Animal Band
Overview/
Objectives
Realize the importance of

teamwork
Copy of story
Materials
Pictures of life vest, a sinking

ship and people abandoning
it going to lifeboats
Day 2
Sequence series of events
Read words with the long vowel
/o/ and ending in silent e as in
hose
Story Cards for every animal
dialog
Picture of animals in the story
Day 3
Day 4
Read words with the long

vowel /o/ and ending in silent e
as in hose

as in hose
Procedure
Reading
indicated points and ask
questions to predict and
monitor comprehension of the
story.
Post Reading
Let pupils talk about the story
read through SG activities:
a. Act
b. Draw
c. Sing
d. Happy face Cut Out
Question strips
Irregular Verb chart
Sentence strips
Illustration of the animals in the

story
Activity Sheets
Cooperation Thermometer
Pictures for Independent Practice
activity
Allow pupils to present their

work to the class by groups.
Word drill and exercises on

words with long vowel /o/ and
ending in silent e as in hose.
Activity Sheets

Guided Practice:
Allow pupils to read parts of the

story by their animal grouping.
Let pupils do dramatic reading

of the lines of Ratty Rat.
Read the first paragraph of the

story to jump start the lesson.
Modeling/Teaching:
Do Ratty Rat game to talk

about the story.
Talk about the story read

through discussions questions
to reiterate sequencing .
Flashcard Drill on Brain List

sentences.
Guided Practice:
Let pupils do sequencing of
events using the sequence
chart.
Write sentences with proper

punctuation marks
Irregular Verbs
Question strips
Pre-Reading
Present key words through
pictures, demonstration and
word clues.
Day 5
Let the pupils do word games.

Read and write words with sblends.
Let the pupils learn how to do
syllable count through the Chin
Modeling/ Teaching
Discuss how the past forms of
irregular verbs are formed.
Allow pupils to do a guessing

game by sentence strip reading
and guessing the names of
animals
Let the pupils write sentences
using the correct form of the verb
guided by time expressions.
Discuss how past forms of verbs
are used in sentences and the
appropriate punctuations.
Allow the pupils to list that

indicate what they do every
day.
Let the pupils write the different

forms of sentences (declarative,
interrogative, etc.).
In groups, allow pupils to

locate and write verbs (see
LM)
Let the pupils measure level of

cooperation of their team through
the Cooperation Thermometer
Make a sequence chart of the

adventures of the animal band
from day 1 to day 7.
Method
Allow the pupils to read and
write words and sentences
with s- blends

The Adventures of the Animal Band
Pre-Reading
1.

(life vest, sinking, abandon)
After unlocking the following words make sure that you tack them in the Word Tree so
children can practice reading them.
a. life vest
Show a picture of a man wearing a life vest. Say: What does the man wear? It is
called a life vest. When and where is it necessary to wear a life vest? How will it
help the person wearing it?
b. sinking
In a glass of water put a small paper boat upside down. Let the pupils observe what
happens to the paper boat. Tell them that the paper boat is sinking.
c.
2.
abandon
Say: Look at the picture. What do you see? (People leaving a sinking ship) What are
they doing? Why are they leaving the ship?
Now, lets pretend that we are on the ship. The ship is about to sink. When I say
Abandon ship What will you do? Lets do it! When we leave the ship, we abandon
it.
Motivation
What comes to your mind when you see the word band. (Write the responses of the
pupils in a web.
Band
3.
Motive Question:
Say:
Today, you are going to listen to a story about The Adventure of the Animal
Band. (Show the picture of the animal band. Refer to LM)
Ask:
Who do you think are the animals in the Animal Band?
During Reading
Read aloud the story. Stop at indicated points to ask the children questions on the story.
Refer LM Activity 168B for the copy of the story.
Questions for Paragraphs 1-3
Where did the horse and his friends go?
What did the horse say?
What do you think will happen to the animals?

Questions for Paragraph Number 4
What happened to the animals?
How did each one of them reach a safe place?
If you were the carabao would you allow the monkey to stay on your back? Why?
Questions for Paragraph Numbers 5-7
Who thanked God?
It is right to thank God all the time? Why?
What do you think will the animals do on the second day?
Questions for Paragraph Number 8 (Day 2)
What did the animal do on the second day?
How would you feel if you could see only the deep blue sea around you?
What do you think will they eat?
Questions for Paragraph Number 9 (Day 3)
Have you seen a sea urchin? Describe it.
What other things do you think will they find on the island?
Question for Paragraph Number 10 (Day 4)
What do you think will happen next?
Questions for Paragraph Numbers 11 & 12 (Days 5 and 6)
How did they feel about their new home? Why?
What do you think will they do next?
Questions for Paragraph Number 13
What do you think were their musical instruments?
What musical instruments can you play?
How do you think their musical instruments could help them?
Questions for Paragraphs 14 17
Why did the ship stop? Lets find out?
How long did the animals stay on the island?
If you would be asked to join the animals to their trip to the island, would you do it?
Why?
Post Reading
Engagement Activities (Small group)
Say:
I am going to divide you into 4 groups. Each group will do one of the
activities.
Group 1 Act it
Act out this part of the story.
(Give group a strip of this activity.)
They were all looking at the deep blue sea. Suddenly, they heard a short but loud
echoing sound. The ship hit a big hard rock. Captain Goat told them Put your life vest
on! We are sinking! We must abandon the ship now! Swim! Swim for your lives!
Group 2 - Draw it
Draw what the animals did on the first seven days of their stay on the island.
Group 3 Sing it
Sing a song that you think the animals could have sung in the story. Accompany your
song with materials that you could use as musical instruments in the classroom.
Group 4 Make it
Make cut-outs of the happy faces of the members of the animal band.
Engagement Activity (Whole Class)
We will have the discussion of the outputs from each group. Pay attention to the
question that I will ask.
Group 1
1.
2.
3.
4.
What is the story about?

Who were the characters in the story?
Where did they ride?
What happened to the ship?
Group 2
5. What did the animal do to survive?
6. How did they help each other?
7. Were they able to reach a safe place?
8. What did the animals do on their first seven days of stay on the island?
Group 3
9. What did the animals do on the 7th day on the island?
10. Were they able to come home?

11. What do you think did the animals feel?
Group 4 Will show and tell
UNIT II
Lesson 16 Day 2: Alphabetizing words in the second letter
1.
Say: Let us read the paragraph.
The animals jumped from the ship and swam and swam. Soon they reached a safe
place.
Say: Let us read the words.
ship, swam, ship
Ask: What do you notice? Yes they all start in S.
2.
Modeling
Say: If we alphabetize these three words, we have to look at the second letters: ship,
swam, safe.
Ask: Which one will be the first word? Yes, safe, because s is followed by a. Which one
will be second? Yes, ship because its second letter is h. So the alphabetized order is:
safe, ship, swam.
3.
Guided Practice
Say: Let us alphabetize these sets of words.
a. shelter, sea, swim
b. boat, back, big
c. life, leave, look
d. fly, find, feel
4.
Refer the class to LM Activity 170.
Lesson 16 Day 3: Decoding/Fluency/Writing of words with long o sounds

ending
with silent e as in hose
1.
2.
Modeling
Say: Sometimes, letter o, in words that end in e like bone and cone, is pronounced as
/ow/.
Let us say the following words correctly.
bone
lone
3.
cone
tone
hone
phone
Guided Practice
Refer the class to LM, Lesson 171B.
4.
Refer the class to LM, Lesson 171C.
Lesson 16 Day 4:
Irregular Verbs/ Decoding/Fluency/Writing of Words
with Long o Sounds Ending with Silent e as in Hose
Skill Lesson: Decoding/Fluency/Writing of Words with Long o Sounds
Ending with Silent e as in Hose (1st half)
1.
Post words that has a long o sounds ending with silent e on the board.
Say: Let us read the following words.
bone throne
stone
phone
smoke
Post the picture of each word on the board.
Say: Study each picture. Match the words with the pictures that they name.
2.
Modeling
Ask: How do we pronounce the letter o in the word bone?
Say: Letter o is pronounced as /ow/ in words that end with silent e.
3.
Guided Practice
Refer your pupils to LM Activity 172A-C.
4.
Refer your pupils to LM Activity 172D-E.
Skill Lesson: Irregular Verbs (2nd half)

1.
Post a picture of all the characters in the story The Adventure of the Animal Band
Ask: What do you remember about these animals?
Say: I listed words that you mentioned while you were talking about the story we read
last lime. Let us read them.
went
were
told
rode
hit
held
was
said
What do you call these words? (Verbs)

2.
Modeling/ Teaching
Say: Some verbs form their past tense by changing a vowel.
Call two girls. Ask them to hold a book.
Say: Say something about what they do.
(The girls hold a toy.)
In what tense is the verb hold?
Ask the two girls to go back on their seats.
Ask: What did the girls do a while ago?
(The girls held a toy yesterday.)
In what tense is the verb now?
What do you notice with the verb hold when put in the past tense?
(There is a change in the vowel.)
Say: Let us study the following examples.
run-ran
get-got
give-gave
ride-rode
know-knew
3.
ring-rang
rise-rose
sing-sang
sit-sat
throw-threw
swim-swam
wake-woke
write-wrote
win-won
drive-drove
Guided Practice
Divide the class into 4 groups. Let each group perform the activity below
1. Think of the activities/ tasks/ work you did with your friends/classmates.
2. List five action words that tell about what you did.
3. From the list you have, select the irregular verbs and give the past form.
4. Write a sentence using the past form of the verb.
My List
Past form
My sentences
1.
2.
3.
4.
5.
4.
Refer the class to LM Activity 173 for the group activities.
Lesson 16 Day 5: Sentence Writing and Punctuation

1.
Do you remember the characters of The Adventure of the Animal Band? Lets have a
guessing game. I am going to flash a strip of cartolina and you read the sentences and
guess who said that.
Flash the sentence strips:
1.
2.
3.
4.
5.
6.
7.
8.
9.
2.
Put your life vest on! We are sinking! Abandon ship!

Thanks God, were alive!
We swam all day and all night.
I climbed a tree and all I saw was a deep blue sea.
Ouch! My belly was hit by a sea-urchin.
Huh, I walked, ran and flew!
Who knows how we can stop the next ship!
Would you like another adventure?
Hip hip hurray! Hip hip hurray!
Modeling/ Teaching
Let us read the sentences
1.
2.
3.
4.
5.
We swam all day and all night.

Who knows how we can stop the next ship?
Would you like another adventure?
Ouch! My belly was hit by a sea-urchin.
We walked and ran! Ducky flew at times.
Let us talk about each sentence
What kind of sentence is in number 1?

What punctuation mark is used?
(Do the same in sentence 2, 3, 4)
Illus. of dog duck and frog

swimming together
Now, take a look at the picture.
Ask: What did the dog, duck and frog do together?

(Write the pupils answer on the board)
Illus. The dog, duck and
frog swimming together.
Ask:
What kind of sentence is this?

What kind of punctuation mark is found separating the series of names of the
animals? When did we use a comma? What punctuation mark is used in the end?
Lead the pupils to understand that there are four kinds of sentences. These sentences
differ according to their use. They also end with different punctuation marks.
3.
Guided Practice
Mini tour
Group yourselves into 4. Have a mini-tour outside the room. Each member writes
sentences on his own task card. Then the group agrees on the 6.
My Sentences (Individual)
Declarative Sentence
(Using a period)
Imperative sentence
Declarative Sentence
(Using a comma and period)
Interrogative sentences
Exclamatory Sentences
(Using Exclamation point)
Exclamatory Sentences
(Using a comma and exclamation
point)
Set the number of minutes for the mini-tour of the and the preparation of their group
output
4.
Values Infusion
What can be used to measure the level of cooperation in your Group?

Let us use the Cooperation Thermometer.
What would be the thermometers reading for your group? Why?
1. Enrichment Activities
Group the class into 4. Give one picture to each group. Instruct the groups that they are
to write sentences about the picture using the kind of sentences assigned to them.
Group 1 Declarative Sentence
____________
Group 3 Imperative sentence
Group 2 Interrogative sentence
Picture of a boy and a

girl watching the
display of top cars.
Group 4 - Exclamatory sentence

Lesson Parts
Overview/
Objectives
Day 1
Day 2
Day 3
Literature:
The Enormous Carrots
Use verbs in simple present

tense
Retell familiar stories to other

children
Get the general sense of the

story
Read words with the long vowel

/o/ and ending in silent e as in
hose
Use Verbs in simple past tense

Blend phonemes (sounds) in
CVCCC words
Note that some words may
have opposite meaning
Materials
Copy of the story The

Enormous Carrots
Task card
Pre-Reading
Procedure
Unlock vocabulary through

pictures, context clues and
demonstration.
Let the pupils fill in the chart
about carrots to activate prior
knowledge.
Present the cover of the big
book The Enormous Carrot
Let the pupils read the title.
Reading
Read the story to the class and
ask them questions to interact
with the text.
Unit II
Just Do It!.
Word card
Tag board

as in hose
Word card
Teaching chart: Verbs
Day 4
Write at least three sentences
from various sources
(declarative, exclamatory,
interrogative)

vowel /o/ and ending in silent
e as in hose
Task card
Manila paper
Word drill and exercise on

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

Introduction
Act and Guess Game (see TG

for the steps)
Spelling
Pupils read a paragraph and

pupils answer WH- questions.
Group the class into 5 groups.

Assign parts of the story to be
read by each group.
Modeling/Teaching:
Present a paragraph to the
class. Use the sentences from
the paragraph as springboard
to the lesson on verbs.
Discuss verbs in simple present
Lesson 10 (Week 1)
Discuss verbs in the simple

past tense.
SUMMATIVE TEST
Uses appropriate punctuation

marks (period, comma, and
exclamation point)

Pupils read verbs from the

paragraph read.
Day 5
Presentation
Present jumbled words to the
class and let the pupils
arrange the words to form a
sentence.
Let the pupils read words from

the paragraph with CVCCC
pattern.
Post Reading
Let the pupils answer
questions to ensure a
complete grasp of the story.
Pupils answer by group.
Group the pupils into four
groups and provide task cards
to work on.
a. Draw
b. Act Out
c. Sequence Pictures
d. Prepare a Thank You card
tense.
Guided Activity
Let the pupils use verbs in
writing sentences about
pictures.
Group 1 Make 5 sentences
about the community helpers in
the picture.
Group 2- Complete the poem
with the correct form of the verb
in the parenthesis, and then
read the poem to the class.
Unit II
Just Do It!.
Lesson 10 (Week 1)
Present and discuss words

with antonyms from te
paragraph.
Modeling/ Teaching
Discuss kinds of sentences.
Guided Practice
Provide activities about verbs,
words with CVCCC pattern and
antonyms.
Group the class into 3. Let

each group write sentences
from the story.
Activities on verbs, words with

CVCCC pattern and antonyms.
Group yourselves into 4. Have

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

The Enormous Carrots
Pre-Reading
1.

(enormous, pulled, could not believe her eyes)
a. Enormous (through picture, real object action)
Show a small stone and a rock
Say: I have here a stone. What can you say about this stone? Is it big or small?
Here is a rock, this is an enormous rock? What can you say about this rock? What is
another word for enormous? (Bigger than usual, huge gigantic)
Show other pictures like small house and big mansion. Let the pupils identify which of
the objects is enormous in size. Through action, let the pupils demonstrate the word
enormous.
b. Pulled and pulled (through demonstration)
Using a hammer, demonstrate pulling a nail which is deeply tucked in a wood.
Say: I pulled and pulled the nail but I could not pull it out.
Call other pupils to pull out an old plant from a flower pat.
Ask: Can you easily pull out the plant? Why?
c. Could not believe her eyes (through pictures, action)
Show a picture of a woman who saw a treasure. Let the pupils pay attention to the
reaction of the woman.
Say: The woman could not believe her eyes about what she saw.
the woman felt?
What do you think
Give a situation and let the pupils act out the phrase could not believe her eyes
2.
Motivation Question
Have you seen a carrot? What can you say about the carrot? Lets fill in the chart.
3.
Developing Purpose for Reading

Present the cover of the big book The Enormous Carrot Let the pupils read the title.
Ask: What question about the story comes to your mind when you see this picture?
4.
Unit II
Motive Questions
Just Do It!.
Lesson 10 (Week 1)
Why is it called an enormous carrot?

What will the hen do with the carrot?
During Reading
Listen as I read the story The enormous carrot. Read the story aloud.
After reading a page or several pages, ask questions to enable the pupils to interact with
the text.
Refer the pupils to LM Activity 176A for the copy of the text. Note the questions to ask
after reading about the indicated sentences.
The Enormous Carrot

Once upon a time there was a hen who wanted to grow carrots. So, she planted
some carrot seeds on her garden.
Ask: What do you think happened to the carrot seed?
The carrot seed grew and grew.
One day the hen went out to check her carrots. She could not believe her eyes.
There was an enormous carrot!
Ask: What do you think will the hen do with the enormous carrot?
The hen pulled and pulled it again. But she could not pull up the enormous
carrot.
Ask: What do you think will the hen do next?
So, she went to the dog. Help me pull up that enormous carrot, she said.
I will help you, said the dog.
Ask: Do you think the hen and the dog will be able to pull up the
enormous carrot?
The hen and the dog pulled and pulled it together. But they still could not pull it
up
Ask: What do you think will the hen do next?
So the hen went to the cat. Help us pull up that that enormous carrot she said.
I will help you, said the cat.
Unit II
Just Do It!.
Lesson 10 (Week 1)
Ask: Do you think they will be able to pull up the enormous carrot?
All three of them pulled and pulled it together but the carrot wouldnt still
come out of the ground.
Ask: Who else do you think will help them to pull up the carrot?
So the hen went to the mouse. Help us pull up that enormous carrot,she said.
I will help you said the mouse.
Ask: Do you think the four animals will be able to pull up the
enormous carrot?
The hen, dog, cat, and mouse pulled and pulled it together. Up came the
enormous carrot!
Ask: What do you think will the animals do next
That evening they cooked the enormous carrot and ate it all together.
Note: Go back to the questions raised for pupils to answer before listening to the story.
Ask pupils to answer those two motive questions.
Post Reading
Ill ask some questions, and then Ill call the groups to present their answers to the set
of questions directed to them.
Group A
What is the story about?
What are the characters in the story?
Group B
What did the hen plant one day?
What happened to the carrot seeds?
Why couldnt the hen believe what she saw?
Who helped the hen pull up the enormous carrot?
Group C
Why couldnt hen pull the carrot by herself?
Who helped the hen first? Second? Third?
Unit II
Just Do It!.
Lesson 10 (Week 1)
What did the animals do after they have pull up the enormous carrot?
Group D
If the dog, cat, and mouse did not help the hen, what do you think would happen?
What could be done so the hen could succeed in getting the carrot by herself even
without the help of the other animals?
What trait did the animals in the story show?
If you were the dog, cat, and the mouse would you help the hen why?
If you were the hen, how would you thank the three animals who helped you?
Infusion of Values
How is cooperation shown in our story? Where or when else can you show cooperation?
Refer to LM Activity 176B. Give time to the pupils to prepare their output.
Lesson 17 Day 2: Phonics

Using Verbs in Simple Present Tense
Skill Lesson: Using Verbs in Simple Present Tense
1.
Game: Act and Guess

Divide the pupils into 2 groups. Each group will agree on 5 action words that they are to
act out and the other group to guess the action they showed or performed.
Spelling
(Note: Using the word cards, flash words with consonant blend taken from the story;
conduct the spelling lesson using the following steps.
1. Flash the word
planted
2.
3.
4.
5.
Unit II
grew
ground
check
still
Let pupils read the words

Let them identify the number of syllables in the word
Let them spell the word as they look at the printed copy
Remove the copy of the word and let the pupils spell the word
Just Do It!.
Lesson 10 (Week 1)
6. Let them write the word on their tag board or on their paper
7. Show again the printed word and let them check whether they have spelled the
word correctly
Say: I am going to flash words one at a time. You are to read the word aloud. Then, tell
the number of syllables the word has. Now, let us spell the word together as you look at
its written form in the flashcard. The time, Ill remove the flashcard, can you still spell
the word? Let us try. Now, write the word on your paper or on your tag board.
Note: Do the same with the remaining words.
After all the words have been presented show again their printed form on the flashcards
and let the pupils check whether they have spelled the words correctly.
Individual pupils may be called to spell the words.
2.
Modeling/Teaching
Show a composite picture of farm animals. Let the pupils talk about the animals in the
pictures.
Say: Who are the animals in our story the Enormous Carrots? I have here a photograph
about the farm animals. Let us read this together.
(This should be written on the board or on a Manila paper)
Tiktilaok, Tiktilaok!
The rooster wakes everyone up. All the farm animals get up.
Mother hen starts to look for food. The baby chicks go with
mother hen. They scratch the ground for grains and crumbs. All
the other animals keep themselves busy looking for something to
eat. At night time, they all sleep early so as to be ready for the
next day.
Ask: What animal crows to wake everyone up? What does mother hen do? Who go with
mother hen? Why do the hen and chicks scratch the ground? Why do the animals sleep
early?
Let the pupils read some sentences taken from the paragraph.
a.
b.
c.
d.
e.
f.
Unit II
The roaster crows.

Mother hen starts to look for food.
The chicks go with mother hen.
They scratch the ground.
The animals keep themselves busy.
They all sleep early
Just Do It!.
Lesson 10 (Week 1)
Let the pupils identify the action word in each sentence. Let them also identify the
subject in each sentence.
Ask: What is talked about in sentence 1? How many roasters are mentioned? What
action word is used? With what letter does the action word end? What about in
sentence 2? How many hens are talked about? What do you notice with the action
word? In what letter does it end?
Study sentences 3, 4, 5, 6,
What is talked about in each sentence? What do you notice with the action words? Do they end
in s?
Note: Tell the pupils that the verbs in the sentences are in the simple present tense.
Let us study the chart below.

SUBJECT
HOW MANY
ACTION
WORD/Verb
roaster
one
crows
hen
one
start s
chicks
more than one
go
they
more than one
scratch
animals
more than one
keep
they
more than one
sleep
Provide other examples for the pupils.

Lets read the sentences:
Rowena sweeps the floor.
Jane dusts the shelves.
Unit II
Just Do It!.
Lesson 10 (Week 1)
The other boys arrange the chair.

They all keep their room clean and tidy.
Ask: Who is talked about in each sentence? What form of the verb is used when talking
about only one person? (-s form) What form of the verb is used when talking about two
or more persons? (simple form)
Say: The verb sweeps, dusts, arrange and keep are all in the simple present tense.
Lead the pupils to understand that the s form of the verb is used when talking about
one person or thing in the present tense.
The simple form of the verb is used when talking about two or more persons or things
in the present tense.
2.
Guided Practice
Get one picture from the chart make a sentence about it using the simple present form.
Write your sentences in your notebook
ILLUSTRATIONS
Unit II
Just Do It!.
Lesson 10 (Week 1)
3.
Skill Lesson 2: Phonics

Refer the pupils to LM Activity 178 for the phonics exercises for Day 2.
Using flashcard, drill the students on the words they will meet in the selections to be
taken up from day 2 to Day 4. If time allows, have the pupils read the sentences.
Allow pupils to read the phrases in A and make clarification in case there are words/
phrases they do not understand.
Read the story/ poem Horsey, the King and allow them to answer by groups the
questions that follow.
Lesson 17 Day 3
Skill Lesson: Retell familiar stories to other children
Use verbs in the simple past tense
Blend phonemes to read (CVCCC) words
Identify and produce the sound given to the vowel digraphs oo and ou and the
final ed in verbs in the past tense
1.
Review
Remember our story The Enormous Carrots?
Lets find out whether you can retell it to the class. I am going to begin the story. All
you have to do is to add the next event until we finish the whole story.
(Note : Start telling the story by giving the first event then call on one pupil at a time to
give the events that follow until the whole story is complete.)
2.
Unit II
Just Do It!.
Lesson 10 (Week 1)
Present a paragraph.
In our story the four animals had a nice time that evening. Lets read this paragraph
that gives what each animal did after they were able to pull up the enormous carrot.
That evening, the four animals cooked the enormous carrot. The Hen gently poured
the hot carrot soup on four small bowls. The dog and the cat prepared a bottle of cold
bubbly juice. The mouse helped set the table. They all had a happy time together.
Ask question about the paragraph.

When did the animals cook the enormous carrot?
What did the hen do with the hot carrot soup?
What did the cat and the dog prepare?
How did the mouse help?
What are the action words/verbs in the paragraph?
3.
Modeling/Teaching
1. Lets read the action words/verbs in our paragraph.
cooked
prepared
helped
poured
Ask: What do you noticed about these action words. Lets study the chart below.
Base Form
Add
Past Form
cook
-ed
cooked
pour
-ed
poured
prepare
-ed
prepared
help
-ed
helped
These verbs tell action that happened in the past. They are in the simple past form.
How do we form the simple past tense of the verb?
Note: To form the simple past tense of the regular verb we add d or ed to its based
form.
Unit II
Just Do It!.
Lesson 10 (Week 1)
Let pupils give sentences using the simple past form of regular verbs using the simple
past form of regular verbs.
Present words from the paragraph with the CVCCC pattern.
Here are words taken from the paragraph. How many syllables does each word have?
What spelling pattern do these words have? Lets blend the sound given to the
consonants that come aone after another in the inderlined syllables of these words?
/g/e/n/t/l/y/ =
gently
/b/u/b/b/l/y/=
bubbly
Now, clap your hands every time you say blend sounds in the words that Ill flash. Then
read the whole word.
tenths
sixths
rafts
humbly
tight
gifts
Present the pairs of antonyms from the paragraph.

enormous - small
hot cold
Ask: What do you call these pairs of words? Do they have the same meaning?
Can you give other pairs of words with opposite meaning?
4.
Guided Practice
Get picture from the chart. Make sentences about them using pairs of antonyms in your
notebook.
Unit II
Just Do It!.
Lesson 10 (Week 1)
10
5.
Activity 1: Verbs in Simple Past Form
Divide the class into four. Let each group create a four lines song about the things they
did to make the classroom clean. Tell them to use the past form of the verb. They may
adopt a familiar tense.
Activity 2: CVCC Words
Flash cards will CVCCC words.
Let pupils blend the phonemes and read the word.
nights
births
lights
pastry
warmth
Activity 3:Antonyms
Complete each sentence with the opposite of the word in the box. Choose your answer
from the list.
1. I found a
2. The
new
pair of shoes to replace my _____ one.
huge
waves carried the ___ fish to the shore.
3. The
old
man thanked the ____boy who helped him cross the street.
4. The
lazy
grasshopper learned a lesson from the _______ ant.
5. The
messy
room became ______after the cleaners helped one another.
tidy
Unit II
Just Do It!.
red
wide
small
young
Lesson 10 (Week 1)
industrious
11
Skill Leson 2: Phonics

Refer the pupils to LM Activity 180 for the Day 3 activities in Phonics.
Refer the class to LM Activity 181 for the copy of the story. Group pupils to six to read
one of the first six lines and one of the last 6 lines. Read along the story.
Group 1: Boney Horse Group
Group 2: Boney Ratty Group
Group 3: Boney Monkey Group
Group 4: Boney Froggy Group
Group 5: Boney Carabao Group
Group 6: Boney Turtle Group
Lesson 17 Day 4
Write at least three sentences from various sources

(declarative,
exclamatory, interrogative)
Use appropriate punctuation marks (period, comma, and
exclamation point)
Skill Lesson:
1.
Introduction
Group the class into 5. Assign part of the story to be read by each group.
Group 1 Will be the narrator
Group 2 - Will be the Hen
Group 3 - Will be the Dog
Group 4 Will be the Cat

Group 5 Will be the Mouse
Say: Today, we will have a choral reading of the story The Enormous Carrot. The
members of the group will read the part of the story assigned to them. Lets Begin.
2.
Presentation
Present jumbled words to the class, let the pupils arrange the words to form a sentence.
Teaching Chart: Kinds of Sentences
Say: I have a jumbled words from the story, The Enormous Carrot Can you assemble
Declarative Sentence.A declarative sentence makes
the words to make a sentence?
a statement. It ends with period (.)
planted
some
she
carrot Imperative
seeds Sentence. An imperative sentence is a
command or a polite request. It may end with a
period (.) or a question mark (?) if you want to
express surprise as to why the command or request
was given.
Modeling/Teaching
Say: What sentence have you formed?
Unit II
Just Do It!.
Exclamatory Sentence. An exclamatory sentence

expresses great emotion or excitement. It ends with
exclamation point (!).
Lesson 10 (Week 1)
Interrogative Sentence.An interrogative sentence

asks a question. It ends with a question mark (?)
12
Who can write the sentence on the

board?
What kind of sentence is this?
What punctuation mark is used
in a declarative sentence?
(Present interrogative and
exclamatory sentences and
let the pupils identify the
punctuation mark used)
3.
Guided Practice
Group the class into 3. Let each group write sentences from the story.
Say: There are three different kinds of sentences in our story. Can you name them?
Each group will write sentences from the story that fall under the correct heading. Tell
them to be sure to use the correct punctuation mark.
Refer the pupils to LM Activity 182A.
Inasmuch as there were no interrogative sentences in the story, lets try making
interrogative sentences.
The sentences in column B are answers to the questions. Write the interrogative
sentences which will give the sentence in column B. The first one is done for you.
4.
Group yourselves into 4. Have a mini tour of the school. Each member writes sentences
on his/her own task card. After 3 minutes, the members of the group agree on the four
best sentences for the group output. The group secretary will write the group output
while the reporter will be the one to present the group work.
Declarative
Imperative
Exclamatory
Interrogative
Skill Lesson 2: Phonics
Unit II
Just Do It!.
Lesson 10 (Week 1)
13
Refer the pupils to LM Activity 184 for the Phonics activity. Conduct a flashcard drill
on all the words learned with the long vowel words /o/ and ending in silent e as in hose.
Allow enough time for the writing activity.
Then ask the pupils to go to their group and write 10 of their best sentences on a Manila
paper. Let them share their sentences with the class.
Unit II
Just Do It!.
Lesson 10 (Week 1)
14
GRADE 3 ENGLISH
TEACHERS GUIDE

Lesson Parts
Overview/
Objectives
Day 1
Literature: The Bundle of
Sticks
Realize the importance of

unity in achieving a goal
Materials
Copy of Literature L18D1

Worksheet 1 LM page __
Pictures of quarrel
Word Cards of key words
Day 2
Day 3
Day 4

Decode words with long
vowel words ending in
silent e: long u as in cube

Sentence Strips
Teacher Sequence Chart
Teacher Sequence Chart

L18D3 Worksheet __ LM
page __ for the poemA
House We Built Together
Sentence strips
Day 5
Use verbs in their simple

present and past tense
L18D4 Worksheet 1 LM
page __ for the poem
Cock-a-doodle doo
L18D4 Worksheet __ LM
page __.
L18D5 Worksheet
page __
Allow pupils to work on

pairs in asking and
answering questions to
practice present and past
form of verbs
Let pupils write sentences

using the correct form of the
verb guided by time
expressions
Use verbs in their simple

present and past tense
vowel words ending in silent
e: long u as in cube
1
LM
Procedures
Pre-Reading
Present key words

through picture, realia,
demonstration and word
clues

words with long vowel
words ending in silent e:
long u as in cube
Allow pupils to recall story

read by reading along
Guided Practice:
Reading

strategic points and ask
questions to predict and
monitor comprehension
story

on words with long vowel
long u as in cube
Modeling/Teaching:
Discuss sequencing
through a Sequence Chart
have pupils listen to a

story then present
sentence strips
Allow them to paste/write
strips/ events on sequence
chart
Process responses/
answers

on words with long vowel
long u as in cube
Read Cock-a-doodle doo

and use the sentences in
the poem to start lesson
Modeling/ Teaching
Discuss how Present and

Past Form of verb are
used with time
expressions
Post Reading
Unit II
Just Do It!.
Lesson 10 (Week 1)
GRADE 3 ENGLISH
Talk about story read

through discussion
questions
TEACHERS GUIDE
Guided Practice:
(Phonics)
Allow pupils to read along

a poem and fill in
sequence chart
PWR
PWR
PWR
Unit II
In a group, allow pupils

to write a 2-sentence
note
Let pupils present work
to class
Just Do It!.
Lesson 10 (Week 1)
GRADE 3 ENGLISH
TEACHERS GUIDE

The Bundle of Sticks
Pre-Reading
A. Developing Concepts / Vocabulary
Post on the board and read to the pupils the following words:
bundle
quarrel
break
failed
chorus
Have pupils repeat the words on their own.

Talk about each of these words and what each of them means.
1. bundle things put together (through realia)
Look at the bundle of Popsicle sticks. What can you say about the
Popsicle sticks? Are they put together? What keeps them together? What does
bundle mean?
2. quarrel - fight (through picture)
Look at the picture. (two boys fighting with each other) Who do you
think are these? Is it good to quarrel with each other? Why? What does quarrel
mean?
3. break destroy, separate (through demonstration)
Who among you can break a stick from this broom? Show it in class.
What happens when you break the single stick? Do you think you can break a
bundle of broomstick in a single try? What does break mean?
4. failed did not succeed (through context clues)
My father wanted to divide the coconut fruit into halves using his
hands. He tried many times but he failed. He did not succeed in dividing the
coconut fruit into halves. Which words in the sentence mean failed?
5. chorus together at the same time(through action)
Look at the strip of paper. What is written on it? (For example: Im
sorry.) Read the words on it in chorus. Do it again. Everybody read. How did
you read the words? What does in chorus mean?
B. Motivation
Do you have brothers? Do you help your brothers?
Unit II
Just Do It!.
Lesson 10 (Week 1)
GRADE 3 ENGLISH
TEACHERS GUIDE
C. Motive Question
Did the brothers in The Bundle of Sticks help each other at the start?
Reading
Read the story aloud to the pupils. Stop after reading a part and ask questions to help the
pupils predict and monitor their comprehension. Refer to LM Activity 185 on pages 213-214
for the story.
Suggested questions to predict and monitor comprehension:
1.
2.
3.
4.
5.
What do you think will the father do next?

Who do you think can break the bundle?
What do you think will happen next?
What do you think will their father tell them?
How do you think will the story end?
Post Reading
Discussion Question
1.
2.
3.
4.
5.
6.
7.
8.
9.
Who were the characters in the story?

Why was the father sad?
How did the father try to solve the problem?
What did he ask his three sons to do?
Were the sons able to break the bundle of sticks? Why?
How were they finally able to break the sticks?
What did their father tell them about the sticks?
What did the sons realize at the end?
Are you like the three brothers in the story?
Divide the class in three groups. Have each group do the task. Observe how each
member of the group shows teamwork in doing the task.
Refer to LM Activity 185B on pages 214.
Day 2(1st half): Reading Comprehension: Sequencing Series of Events
Review the story read by calling on volunteers to read the lines of father, first son,
second son and third son.
Read along with the volunteers the story The Bundle of Sticks while the rest of the
class listen.
Repeat the read along of the story with other volunteers to read the lines of the
characters and 3 4 volunteers to serve as narrators (those lines read by the teacher).
Modeling /Teaching
Unit II
Just Do It!.
Lesson 10 (Week 1)
GRADE 3 ENGLISH
TEACHERS GUIDE
Say: Listen as I read the sentences on the strips of paper.

Each son tried to break the bundle of sticks.
Each son was able to break the stick very easily.
The three sons always quarreled among themselves.

Father pointed out the lesson United you stand, Divided
you fall.
None of them could break the bundle of sticks.
The sons promised not to quarrel again.
He asked each of the sons to try and break the bundle of

sticks.
The father gave each of his sons only one stick from the
bundle.
Father showed them a bundle of sticks.
Ask:
Which of these events happened first in the story?

Which happened next?
Which happened last?
Tell the pupils that A Sequence Chart is very helpful in showing a series of events in
the order in which they took place. It is used to outline the major events in a story as shown
by the arrow. Details in the Sequence Chart may be used to retell the story to other pupils.
Ask pupils to paste the strips of paper on the appropriate box.
Call on volunteers to read along the sequenced events.
Call on a volunteer to retell the story using the sequenced events without looking at
the chart.
Call on another volunteer to retell the story to the class using sequenced events
without looking at the chart.
Day 2 (2nd half)
Unit II
Just Do It!.
Phonics/Word Recognition: Long u words like cube
Lesson 10 (Week 1)
GRADE 3 ENGLISH
TEACHERS GUIDE
Refer to LM Activity 187 on pages 215-216 for the reading exercise on long /u/ words like
cube.
Tell the pupils that these words have the long /u/ sound and that the final letter e in every
word is a silent letter.
Model reading and tell pupils what these words are through pictures, word associations,
sentence strips, demonstration, situation presentation.
Day 3 (1st half)
Reading Comprehension: Sequencing Series of Events
Guided Practice
Instruct the pupils to work in triads. Read aloud to them a story. Have them fill in the
Sequence Chart with the events as they happened in the story through the sentence strips
below.
The Fence
One day while their father was away, the three sons agreed to put up a fence
to enclose their house. The eldest son took the bundle of sticks. The second son looked for
bigger sticks for the posts. The youngest son got the hammer and some nails.
They started working on the fence. They helped each other put the post in
place, line the sticks and hammer the nails on them. Before dark they finished the fence. They
felt tired but happy.
When their father came home, he was surprised. His son really understood
what teamwork means.
Show the pupils the strips of paper with the events written on them. Tell them to use
the Sequence Chart to show the sequence of events as they happened in the story.
The three sons agreed to put up a fence.

They felt tired but happy.
They worked on the fence together.
Father was surprised when he came home.
They finished the fence before dark.

Process the pupils answer.
Let the pupils read the phrases. Refer to LM Activity 188A on pages 216.
Unit II
Just Do It!.
Lesson 10 (Week 1)
GRADE 3 ENGLISH
TEACHERS GUIDE
Engage the pupils in a read along of the poem A House We Built Together. Refer
to LM Activity 188B on page 216. Let them do Activity 188C.
Day 3 (2nd half)
Refer to LM Activity 189 on pages 218 for the reading exercise on long /u/ words.
For LM Activity 189B-C on page 218, allow the pupils to complete the sentences by filling
out the blanks and then read the sentences.
Let the pupils do LM Activity 189A on page 219.
Day 4 (1st half)
Grammar: Using Verbs in their Simple Present and Past Tense
Read along the poem Cock-a-doodle doo. Refer to LM Activity 190B on page 219.
Let us read these sentences from the poem.
My dame lost her shoe.
My dame found her shoe.
My master lost his fiddling stick.
My master finds his fiddling stick.
My master found his fiddling stick.
Ask: Which sentence uses a verb in the present tense?
My master finds his fiddling stick.
Ask: Which sentences use verbs in the past tense?
My dame lost her shoe.
My dame found her shoe.
My master lost his fiddling stick.
May master found his fiddling stick.
Let us add time expressions in making sentences using verbs in simple present and
past.
For example:
My master lost his fiddling stick yesterday.
simple past
Unit II
Just Do It!.
time expression
Lesson 10 (Week 1)
GRADE 3 ENGLISH
TEACHERS GUIDE
Recall how verbs in the simple past are formed.
My master finds his fiddling stick now.

simple tense
time expression
Recall now when the s form and base form of the verbs are used.
Other time expressions used to tell whether the action is in the past are:
Past
Present
today
this time
yesterday
last______
long ago
since
this morning
Guide the pupils in stating the generalization. Refer to LM Activity 191 on page 220.
Day 4 (2nd half) 25 minutes
Refer to LM Activity 192 on page 220 for the reading exercise on more words with the
long /u/ sound like cube.
Recall the words and phrases read in Day 2 and 3. Read the story Muley the Mule and the
Duke and allow pupils to answer the questions that follow.
Day 5 (1st half)
Guided Practice:
Work with your partner. Ask and answer questions using the correct form of the verb.
Answer in complete sentences. Then, change roles.
Pupil A:
Pupil B:
Pupil A:
Pupil B:
What do you do on Saturdays?

I _________________ on Saturdays.
Did you ____________ last Saturday?
Yes, I did. or No, I didnt. I __________ last Saturday.
Refer to LM Activity 193 on pages 221-222.
Day 5 (2nd half)
Unit II
Just Do It!.
Lesson 10 (Week 1)
GRADE 3 ENGLISH
TEACHERS GUIDE
Allow pupils to read the words and sentence strips on the words with long /u/ and tell them to
write at least 2 to 3 sentences using any of the words read.
Unit II
Just Do It!.
Lesson 10 (Week 1)

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Lesson

Decode words with

Monitor and selfcorrect ones

Word drill and exercises

Show 3 story board and

Read words with

Read words with

Monitor and selfcorrect ones

Review how scanning

Monitor and self-correct

Refer back to previous

Pose specific questions for

Distribute to the pupils

Let pupils do Q-A Activity

Let pupils identify

Let pupils share skimmed and

Ask pupils to share what they

Unit 2: Week 1 (Lesson 10)

Unlocking/Vocabulary & Concept Development

Show a picture of a slice of bread.

Chocolate Milk for Danny

Where did mother ask the children to go?

Story Board No. 2

Story Board No. 3

Almira with younger

Almira and Danny are

Almira and Danny got

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

Day 4: Skimming and Scanning Other Reading Materials

What do you see in the picture?

3. Development of the Lesson

Unit 2: Week 2 (Lesson 11)

Monitor and self-correct

Use graphic organizers

A copy of the comic strip

Analyze pictures showing

Answer the MOTIVATION

Ponder over the MOTIVE

Have the pupils read the

Decode words with

Picture frames showing the

Let pupils arrange the picture

Have pupils focus on the

Use action words in

Pictures of action words

Use action words in simple

Let pupils tell what Tagpi

Drill on words with consonant

Read the short story Trish and Her

Review action words through

Drill on words with final

Review verbs by acting out its

stop at strategic points and

Let pupils answer the

Then, have them complete

and/or medial/initial /ck/, /th/,

Have pupils practice sounding

Let them complete the words

Let the pupils accomplish the

(Discuss what action verbs

Act out some verbs. (TPR)

Have pupils act out the

Accomplish the letterscrambled words sheet

Teacher chart exercises on

Mama's Request

Mama's Request