REPUBLIC OF THE PHILIPPINES

Department of Education
Region V (Bicol) DIVISION OF LEGAZPI CITY
Legazpi City
Website: www.depedlegazpicity.ph Tel. No. (052) 481-7441 Email: deped_legazpicity@yahoo.com

PROTOTYPE 2C2IA LESSON PLANS IN ENGLISH III

NOT FOR SALE GOVERNMENT PROPERTY

Prepared and submitted by: Grade III - Teachers of DepEd - Legazpi City Division 2011
Edited by:
Mrs. Florentina B. Molet Mr. Melchizedek C. Tongco

FIRST GRADING PERIOD

2C2IA Lesson Plan in Grade III-English I. A. Objective 1. Answer wh-questions from the story listened to. 2. Talk about topic of interest 3. Write in cursive form legibly 4. Recognize words using spelling patterns a clues e.g. Diagraphs, CVC consonant clusters in initial /final exposure 5. Identify words with CVC pattern in story B. Strategies 1. Read aloud 2. Questioning C. Values: Showing Love and Care for Animals II. Subject Matter a. Story: Mon and His Dog b. Comprehension Skills/ Strategies: Answering wh-questions c. Language Structure: Talking About topic of interest d. Writing: Writing in cursive form legibly e. Reference: BEC/ PELC Grade III f. Materials: pictures, books, charts III. A. Discovering the Magic of Reading (DMR) 1. Pre-Reading 1.1 Motivation and Building Background a. Show a picture of animal such as dog, pig, cat and duck and ask: What animals are in the picture? What does each animal do? How do you show love and care for animals? b. Introduce the story Mon and His Dog Who among you have dogs at home? Do you love them? Do you take care of them? I will read to you a short story about Mon and His Dog. 1.2 Unlocking of new/ difficult words Draw a line. Match the meaning of the words in column A with their respective meaning in column B. Column A Column B cop a. provide for jog b. exercise feed c. policeman 1.3 Motive Question Present the story again. Where does Mon feed his dog? What do they do together? B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading of the story without interruption 2.2 Second Reading of the story to give the children a chance to interact with the text.

Mon and His Dog Mon is a cop He is a good Cop He has a dog named Bon Mon feeds his dog in a box When he jogs, Bon jogs with him , too. Bon helps him in his job Mon loves his dog, his job. Who is the cop? Is Mon a good cop? What is the name of the dog? Where does Mon feed his dog? Do you think Mon love his dog?

3. Post Reading 3.1 Lead pupils to answer the motive questions 3.2 Group the children into 4 groups for group activities Engagement I Small Group Activities Group I: Draw how Mon took good care of his dog on a piece of cartolina Group II: When Mon jogs, Bon jogs with him too Act out this part Group III: Draw Mon as a cop. Describe him. Group IV: Write a thank you note to Mon for being a good cop C. Developing English Language Competencies (DELC) 1. Preparatory Activities What is the story all about? Is it good to serve our community? In what way our community helpers help us? 1.1 Review Write the name of each picture using the configuration clue 2. Lesson Proper 2.1 Let the pupils read the sentence about Mon and His Dog 2.2 Discussion/ Analysis a. Choose the correct answer 1. Who is the cop? ( Mon, Bon ) 2. What is Bon? ( cat, dog ) 3. Where does Mon feed his dog? ( in a box, in a fox ) 4. What is Mon's job? ( a jog, a cop ) 5. What do they do together? ( hop , jog ) Discussion What is the story about? What does Mon do to his dog? What do you think they feel when they jog together? Do you think Mon is a good cop? Why? Why should we say thank our community helpers? Engagement II

Introduce the words answered were words in CVC pattern. Let the pupils enumerate the vowel/ consonant letters of the alphabet. 3. Oral Practice a. Reading words in CVC pattern. tab pan tap dab dan cap cab ham gap gab jam nap b. Let the pupils read the following words 1. hot, pet, kit, pot 2. get, big, van, Don 3. hot, mop, set, sun 4. bag, gun, dad 5. nut, nap, him 3.1 Generalization How can we identify CVC words? What should be considered in writing paragraph with a topic of your interest? 3.2 Guided Practice Choose one topic from the following make a short paragraph about it. a. The Community Helpers b. What I Want To Be Read the words . Check the words that have CVC pattern. ____gin ____gum ______hook ______bart ____dim ____gun ____gem ______shut ______ham ____ hon 3.3 Independent Practice. Name each picture. Box its name.

sun bun hon

won hon gun

bat pat leg

log wig jig

set pet wet

Ask the pupils to give more sentences using CVC pattern. 3.4 Application a. Distribute worksheet and let them do the exercise 1. Mon is a good ____________. 2. He has a dog named __________. 3. He feeds his dog in a _______. b. Read each presented sentences then write them two times in cursive form in your writing notebook. 4

3.5 Evaluation Read the following words. Ring the name of each picture.

pot, cot

hot, lot

sad, sud

wig , pig

D. DDSS 1. Presentation 1.1 Sound Presentation Let the pupils sing the following song to the tune of Peas Porridge Hot. Omar and Olive Omer fed the ox Olive fed the ostrich Oh, what a dog Feeding them all the way. a. Here are some words from the song. Listen as I read each words. b. Present some pictures. Let the pupils name each pictures 2. Practice Exercise 2.1 Present the activities Write the name of each picture. Using the configuration boxes.

2.2 Phoneme Task Substitute Present the pictures. Then read the word in each box. Tell the pupils to change letter to form the name of the second picture.

____ en

____op

____og 5

3. Writing Activity 3.1 Read each presented sentences then write them two times in cursive form in your writing notebook. 4. Generalization What letter/ words did we write? 5. Application Have the pupils look for things around the room that have CVC consonant clusters. 6. Fixing Skills a. Ask the class to look at the pictures found in their worksheet. Then let them connect with a line the phrases that tell about the pictures. a. a corn cob b. on the log c. a new top d. a pot with a dot e. a hot milk

b. Present the following and ask the pupils to answer the questions. 1. The hot milk is in the cup Is the milk in the pot? Where is the milk? What is in the cup? 2. The cop sits on the cot. Who sits on the cot? c. Show the pictures in the flip chart. Ask the pupils to name each pictures in the chart. top mop lot cob cab Bob not cot hob pot hot hat

7. Evaluation a. Read the following words. Encircle the name of each picture. b. Dictate the following words and let the pupils write them.

8. Differentiated Activities
Group I Seatwork 1 Read and match 1. log 2. pot 3. cob 4. dot 5. top Group 2 Oral work with the teacher Look at the picture in the chart. Choose the phrase that tells about the picture. log hot milk cop gold pot top a big log hot milk pot of gold a cop's cup Group 3 Seatwork 2 Say each picture name. Underline the words to complete the sentence. 1. He sits on the ( log, leg ). 2. Bob has a new ( tap, top). 3. My dad is a (cop, cup). 4. Mon has a (dog, dug ).

top cob log pot dot

a new top Oral work with the teacher Draw three things with CVC pattern

an old pot

Seatwork 1 Seatwork 2 Say each picture name. Circle Read the sentences. Match the correct word. each sentence with the picture. 1 pat pet pat 1. The boy has a top. 2. The milk is hot. 2. log log leg 3. The mop is wet. 4. The pot is in the oven. 3. tab tip tap 4. cob cab cob

Seatwork 2 Seatwork 1 Oral work with the teacher Read the phrases. Match the Tell something about the Listen as I say some words. phrases with the picture. picture. Repeat them after me. 1. a cup of hot milk. 2. a new top. top pot 3. an old pot. 4. a big cop. mop

Prepared by: Bogtong Elem. School Grade 3 Teachers Pawa Elem. School Grade 3 Teachers

I. A. Objectives. 1. Use courteous expression in appropriate situations. e.g. Inviting someone, accepting an invitation, turning down an invitation 2. Answer wh-questions from dialog listened to 3. Read orally with correct intonation, rhythm and stress 4. Spell words correctly 5. Identify and produce words consonant blends /bl/, /br/ 6. Writing sentences correctly B. Strategies Reading aloud, questioning, spelling writing sentences C. Values: Courtesy II. Subject Matter A. Dialog Author: Evelyn Angeles Illustrator: Rodelio Santos B. Comprehension Skills Answering wh-Question Inferring Character traits C. Language Structure Using courteous expressions in inviting someone, accepting an invitation and turning down an invitation. D. Deciphering and Decoding Identifying and producing consonant blends /bl/, /br/ E. Writing: Writing sentences correctly using courteous expressions F. References: PELC (Speaking) p.9 Eng. For All Times 3, Language p.5 G. Materials: textbooks, pictures, charts III. Learning Activities A. Discovering the magic of Reading (DMR) 1. Pre-Reading 1.1 Motivation Show pictures. Ask questions about the picture. 1.2 Unlocking of new words ( through facial expression, action context clues ) a. glad b. inviting c. courteous 1.3 Motive Question How will you ask someone to go to your house on your birthday? B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading of the dialog by the teacher without interruption.

2.2 Second Reading by the teacher but asking question after every paragraph Dialog Rosa meets Ana at the school playground. Rosa invites Ana to her birthday party. Rosa: Ana, I'm glad I finally saw you. Ana: Yes Rosa. What can I do for you? Rosa: May I invite you to my birthday party? Ana: When will that be? Rosa: It will be on Saturday in our house at 3:00 o'clock in the afternoon. Ana: Thank you for inviting me. I'll have to ask my mother first. Rosa: Please come. I will be happy if you are there. Ana: I'll tell you tomorrow if i can make it. Thanks for inviting me. Whom does Rosa meet? Why is Rosa looking for Ana? When will be the party? Where will it be held? What will Ana do first? How will Rosa feel if Ana will be there in her party? What courteous expressions were used in the dialog? If you were Ana, will you also ask your mother if you were invited by a friend? Why?

3. Post Reading 3.1. Answering the motive question. How will you invite/ ask someone to go to your house on your birthday? 3.2. Engagement Activities Divide the pupils into 3 groups. Act out the following: Group I Inviting someone to a fiesta celebration. Group 2 Inviting someone to a beach party Group 3 Inviting someone to a birthday party

C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Review: What expressions do you use when inviting someone? 2. Lesson Proper 2.1 Presentation Form group of six to read the dialog. It is Friday afternoon. Donna will celebrate her birthday on Sunday. She asks her classmates to attend her party. Let's read their dialogs. Donna: Are you coming to my birthday party on Sunday? Darwin: I'm sorry, I can't make it. We will visit grandmother in the hospital. She is sick. Mila: Yes, I will attend your birthday party. I will bring some cookies. Eric: I will be glad to come, too. Donna: How about you Doris and Gina? Doris: Sure, I will be there. Gina: I will be there, too. Donna: I hope to see you all on Sunday. 9

Ask the following questions. 1. Who will celebrate a birthday party on Sunday? 2. Who are invited to attend the party? 3. Who cannot attend the party? Why? 4. What will Mila bring? 5. How does Donna invite her classmates to her birthday party? 6. What courteous expressions did they use? 7. Darwin turned down the invitation, what did he say? 8. What are some expressions you can use when inviting someone? 2.2 Oral Practice Ask several groups of pupils to show to the class how to invite someone. Group 1: Inviting someone to a birthday party. Group 2: Inviting someone to a Fiesta. Group 3: Inviting someone to watch a school program. 2.3 Generalization What are the words or phrases can you use when inviting someone? * The words or phrases may I, can I and Please.... What some courteous expressions used in turning down or accepting an invitation? * I'm glad to attend; Yes, I will attend * I'm sorry, I can't make it. 2.4 Application- Oral Practice Get a pair then a present a conversation about inviting someone/ turning down an invitation using courteous expression. 2.5 Evaluation Fill the blank with the correct courteous expression. Ana: Lola, _________ invite you to my graduation day? Grandma: _________, I'm willing to come. Ana: How about Lolo, ________ invite him? Grandma: ________ he can't make it. He is in Manila. D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation Listening to the teacher produce sounds /bl/, /br/ then reading example of words with initial consonant blends /bl/, /br/ by the pupils. ( by individual, group, row ) /bl/ /br/ bland blur bring bra blend block bruise brand blue blast brat bread black blame brute broad 2. Practice Exercise a. Oral Listen to the teacher as she/he reads groups of words. Stand if it sounds /bl/. Clap if /br/ b. Form 3 groups then be able to give example of words with /bl/ and /br/. The most numbered of words listed, wins. 3. Writing Activity a. Write the correct spelling of words with initial consonant blend /bl/ and /br/ b. Write sentences using words with initial consonant blends /bl/ and /br/ 10

4. Generalization What initial consonant blend have you learned today? Give Examples. 5. Application a. Check the words with initial consonant blends /bl/ then draw a star before the word with initial consonant blend /br/. ____1. brick _____4. black ____2. blemish _____5. bridge ____3. brow b. Circle the words with initial consonant blends /bl/ and /br/ blow bound show pack bread glow back blot glass blame brush 6. Further Practice Each pupil will receive a strip of paper. Read the word written on it then tell what consonant blends is used. 7. Evaluation A. Copy the correct expression used in each sentences. 1. Please come to my farewell party. 2. Can you attend the wedding of my sister? 3. You may come to our family reunion. 4. I'm glad you invited me. 5. Thank you for inviting me. B. Fill the blank with the correct consonant blend /bl/, /br/ 1. ____ ue is the color of the sky. 2. Don't ____ame for not having a high grades. 3. I've got a ____uise when I fell from the stairs. 8. Differentiated Activities Group 1 Group 2 Seatwork 1 Oral work with the teacher Write sentences using Give simple sentences using courteous expressions. words with initial consonant blends /bl/, /br/ Oral work with the teacher Read the folowing words, phrases. 1. blaze 2. bring the black blazer. 3. blame the blind 4. breeze and bleach 5. the blind blame the brat

Group 3 Seatwork 2 List down words with initial consonant blends /bl/, /br/

Seatwork 2 Seatwork 1 Write the initial consonant blend Write words with /bl/, /br/ 1. _____ack blank,_____, _______, ______ 2._____ought _________, ________ 3. _____and brace, _____, ______, ______, 4. _____idge. ______, ________, 5. _____icks Prepared by: Juliet A. Molet Imalnod Elem. School Adina L. Rellermo - Imalnod Elem. School Marilyn Albaytar - Mariawa Elem. School 11

I. Objectives A. Skills 1. Give the meaning of words through action and pictures 2. Answer wh-questions about the selection read. 3. Read orally or commit to memory well-liked lines in a poem. 4. Respond to the poem through the following engagement activities. Group I- Draw clouds in the sky Group II Act out a part of the poem. Group III- Read orally or commit to memory well- liked lines in the poem. Group IV- Write a thank you letter to God for his creation. 5. Identify and write sentences that ask. 6. Identify and write words with diphthongs. ( oi, ou ) B. Strategies Read aloud, identifying / writing sentences Answering questions C. Values: Be Thankful for God's Creation II. Subject Matter A. Poem English 3 p.17 B. Comprehension Skill/ Strategies 1. Answering wh- questions 3. Identifying 2. Questioning C. Language Structure Asking Sentences D. Deciphering and Decoding Identifying words with dipthong E. Writing Writing Asking Sentences Writing words with dipthongs F. References: BEC PELC p.1 English 3 p 17 G. Materials: pictures, charts, poem III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-Reading 1.1 Motivation Let pupils go out of the room and look at the sky. Ask: What did you see in the sky? What color are they? 1.2 Unlocking of new/ difficult words Through pictures and action, unlock the meaning of the following words: sheep, wind, slowly, meadows, beasts 1.3 Motive Question What do you want to know about clouds? B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading of the poem Clouds 2.2 Second Reading of the poem this time with interaction with the text.

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CLOUDS White sheep, white sheep On a blue hill When the wind stops You all stand still When the wind blows You walk away slowly White sheep, white sheep Where do you go? White sheep, white sheep On low green hills Feeding on meadows Watered by rills You look like snow During sunny days You look like beasts During stormy days.

What animal was mentioned in the poem? What color is it? Where is it? What happens when the wind stops? What happens when the wind blows?

What does the sheep do on low green hills? What does it look like on sunny days? How about on a stormy days?

3. Post Reading 3.1 Let the pupils answer the motive question. 3.2 Group pupils into 4. Let them do the engagement activities
Engagement 1 Group 1 Draw clouds that you see in the sky. Discussion 1. What is the poem about? 2. Where are they? Why is the hill blue? green? 3. Do animals like sheep move only when wind blows? 4. Does the poet see sheep? If not what does she see instead of sheep? 5. What made you think and say that the poet is referring to clouds. Group 1 will present 1. What does the sheep do when the wind blows? 2. What does the sheep do on green meadows? 3. What does the sheep do when the wind blows? 4. How does the sheep look like during sunny days? During stormy days? Group 2 will present 1. What are your well-like lines in the poem? Why?

Group 2 Act Out

Group 3 Read orally well like lines in the poem. Group 4 Write a thank you letter to God for his Creation Dear God, _________________ _____________________ _________. Love. ____________

1. Who made the clouds , hills, meadows and all things around us? 2. Do we need all these creations like clouds? Why do we need them? 3. What should you do to thank God his Creation? Group 4 will present.

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C. Developing English Competencies (DELC) 1. Preparatory Activities 1.1 Drill Draw a line to connect the word in Group A that rhymes with the word in Group B. A. 1. song 2. walks 3. cheer 4. toys 5. plane 6. car 7. book B. a. boys b. long c. Jane d. talks e. far f. gear g. look

1. 2. In each group of words , encircle the words that rhyme? 1. park date plane dark 6. sell bell ball cool 2. bark fake wake pain 7. mate star send plate 3. mouse stop house cake 8. song long phone care 4. broke school pail stool 9. throw late glow see 5. sun tone bun coke 10. cake mill tea hill 1.3 Review Provide pictures of the words inside the box. Write a telling sentence about each picture.

2. Lesson Proper 2.1 Presentation Go back to the poem Clouds. Ask: Who can read the sentence in line 8 of the Poem? Say, This sentence is called asking sentence. What punctuation mark do you see at the end of the sentence? 2.2 Exercises 2.2.1 Read this story . Encircle the asking sentence on the chart. Teddy was mixing a glass of orange juice. Suddenly, he said Oops! I put salt instead of sugar. What shall I do? Throw it away, said mother. Will I throw it away, Mother? said Teddy Yes throw it away. What kind of orange would that be? Make yourself another glassful and be careful this time, said mother. 14

Rearrange the words in the following sentences to make them correct. Begin with a capital letter and put the correct punctuation mark at the end of each sentence. 1. farmers rice when do plant 2. birds fly do 3. grade are what you in 4. your birthday is when 5. go to school why should you everyday 2.3 Generalization What is an asking sentence? What punctuation mark should you use at the end of the sentence? 2.4 Guided Practice Your school nurse will talk about nutrition. What would you like to ask her about food and nutrition? 2.5 Independent Practice Divide the class into 4 groups. Assign a picture to each group. Ask them to write asking sentence. 2.6 Application Put a check ( / ) before the number if the group of words are asking question and ( x ) if not. ____1. Mother keeps our house clean. ____2. Why were you absent yesterday. ____3. What day is today. ____4. There are many books in the library. ____5. Does fresh air make us healthy. 2.7 Evaluation A. Read the sentence. Write Q if it is a question and N if it is not. ____1. Maria and I drink milk everyday. ____2. What is your favorite food? ____3. Is sampaguita our national flower? ____4. Frogs croak on rainy days. ____5. May I borrow your eraser? B. Write an asking sentence about the following 1. your pet animal 4. your Family 2. Jose Rizal 5. your best friend 3. favorite color 2.8 Assignment Write 5 asking questions. D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Presentation Present words on the board. Let pupils read them orally. throat board brain needle dried boil 15

2. Presentation of words with diphthongs 2.1 Ask. What letters are grouped together and pronounced as one at the middle of the word? What do we call these words? How do we pronounce these vowel sounds? (Guide the pupils in producing the medial vowel sound of each word) 2.2 Read some words. Let pupils say YES if the word has medial vowel sound and NO if not. a. bell d. peel b. train e. chain c. peanut 2.3 What is the medial vowel sound of the following words? a. rooster b. bread c. rainbow d. bear 3. Writing words with diphtongs. Teacher will read words with diphtongs. Pupils will write them on their paper. 4. Guided Practice Look at the things around. Name things with diphtongs. Pupils will write them on the board Let pupils read orally all the words written on the board. 5. Differentiated Activities for group work Group 1 Complete the word. Refer your answer from the sentence given. 1. p __ __ l (an object used for fetching water) 2. n __ __ dle (used for sewing ) 3. t __ __d (an animal in the pond) Group 2 Create words using the following vowel sounds. ou oi ee oa ai 1. ______ _____ _____ _____ ______ 2. ______ _____ _____ _____ ______ Group 3 Guess the word. 1. part of the body used for eating 2. teaches children 3. opposite of shallow 6. Evaluation List words using the following medial sounds. ow 1. ____________ oi 2. ____________ ee 3. ____________ ai 4. ____________ ie 5. ____________

e. raincoat

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I. Objectives A. Skills 1. Answer wh-questions in a story listened to. 2. Identify the setting, characters, and event in the story. 3. Identify words that rhyme in poems heard/ read. 4. Recite short verses/ 1-2 stanza poems with correct intonation and stress 5. Identify different kinds of sentences 6. Write different kinds of sentences 7. Identify and produce words with initial consonant blends B. Strategies a. Read aloud b. Questioning C. Values: Be Happy for what you are. II. Subject Matter A. Story: Yuri, The Yellow Vinta B. Comprehension Skill: Answering wh-questions, Identifying setting, character and events in the story. C. Speaking: Reading short verse/ 1-2 stanza poems with correct intonation and stress D. Language: Identifying Different Kinds of Sentences E. Writing: Write Different kinds of Sentences F. DDSS: Identifying and producing words with initial consonant blends G. References: Big Book, PELC H. Materials: charts, activity sheets, pictures, big book, poems III. Learning Activities A. DMR 1. Pre-reading 1.1 Motivation Have you gone sailing? Where did you ride? How did you feel? Did you see things in the sea while sailing? What did you see? b. Introduce the big book Who is the author? What is the title? Who made the illustrations? 1.2 Unlocking of new/ difficult words vinta (through pictures) Ask: What is this? What can you tell about it? What makes it beautiful? What can we do with it? Would you like to ride in a vinta? What would you feel while riding in a vinta? b. bored/ excited (through illustration) Say: Something is wrong with the girl, what do you think is wrong? Why is she bored? What does the other girl feel? Why do you think she is excited? a.

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c. underwater (through picture) Ask: What do you see? Where do you see the fish, dolphins, turtles? What other things are underwater?

d. swarm (through illustration) Ask: What do you see in the picture? How many dolphins are there? Say: Oftentimes, dolphins swim in a group or in a swarm.

1.3. Motive Question Present the big book again. Then ask: If you were given a chance to ride in the yellow vinta, where do you want to go? In our story, Yuri, The Yellow Vinta what would you like to know? B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading Read the story without interruptions showing the illustration on each page. 2.2 Second Reading Read the story again to give the pupils a chance to interact with the text. After reading a page ask question to help pupils predict and to check their comprehension.
Yuri, the Yellow Vinta It is fishing time. Papa Vinta is ready to take the fishermen out to the sea. Yuri, the yellow vinta, is half-awake. Papa vinta calls. Yellow Yuri, get ready. The young boys will join their fathers to the sea. Yes, Papa Yuri obeys. But Yellow Yuri is not happy. He is not excited to go with Papa Vinta. In short, he is BORED. Why can't I do other things? he asks. Every day I sail in the same sea, see the same shores, the same rocks and the same sea animals and plants. Papa Vinta heard Yellow Yuri and gently says. Yellow Yuri, there's so much to see. There's so much to learn. All you need to do is look closely. Yellow Yuri looks around the wide blue sea. He spots a turtle family swimming together towards the big rock. What a happy family! he says quietly. Papa Turtle, Mama Turtle, and the little turtles are swimming together happily. Now, he looks farther and sees a swarm of blue dolphins. They are diving in and out. They are swimming out in the blue sea. Papa, look at the blue dolphins. Dolphins are friendly. They save people's lives, right? Papa Vinta nods and smiles.

* Do you think Yellow Yuri will join the fishermen?

* Why is Yellow Yuri bored?

* How does Yuri feel when he sees the turtle family?

* What does he see swimming in and out the blue sea?

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This time Yellow Yuri looks under the sea. He sees a lot of fish. Big fish and small fish, orange fish, spotted fish, stripped fish.... all sorts of fish. He sees stag corals and brain corals. He sees short and tall seaweeds. Papa, I think I know what my new sail will be? says Yuri as he imagines the picture of his sail. You have yet to see other things, my child, Papa Vinta tells Yuri. Look up and see the sky. Papa Vinta, birds are flying up in the sky, yellow Yuri says. Why do they fly together like letter V? He asks. See that one goose ahead of the rest? Papa Vinta explains. That goose is their leader. I see, Yuri says as he thinks about it. Yellow Yuri looks up the sky once more. He sees animal cloudsa yak, a giraffe, and a zebra. After sometime. Yuri smiles and says , What I see now I like best, Papa. Look! Papa Vinta looks up and sees clouds that form like him and Yellow Yuri gliding in the sea. See, Yellow Yuri. There's so much to see. There's so much to learn. If you'll only look closely, Papa Vinta says as he hugs Yuri. Now Yellow Yuri is excited to sail in the sea with Papa Vinta. Here come Abdul, Taha and Jomar. I can't wait sailing to the sea with them. Yellow Yuri says excitedly.

*What does he see under the sea?

* What does Yuri see flying up in the sky?

* What does Yuri see? * How does he feel?

* What does Papa Vinta see?

* How does Yuri feel now?

3. Post reading Lead pupils to answer the motive question. Divide the class into four groups. Each group will do an activity. Class discussion follows and the small group activities are presented while discussion is going on. Engagement 1 Group 1: Draw Papa Vinta, Yellow Yuri and other smaller vintas. Color the sails brightly Engagement 2 * Where do you think does the story happen? * What are Yuri and Papa Vinta? * What is a vinta? (Group 1 , present your work) * Why is Yellow Yuri bored? * Does Papa Vinta get angry with Yellow Yuri? * What does Yellow Yuri see? * How does he feel? ( Group 2, present your work) * When he looks further into the sea what does he see? *Are dolphins really friendly? Who has seen a dolphin? * What does he see when he look under the sea? ( Group 3, present your work) 19

Group 2: Act out a family of turtles, swarm of dolphins , fish swimming, birds flying

Group 3: Make cut-outs of underwater animals Yuri see and say each name aloud.

Group 4: Arrange the sentences as they happen in the story. 1. Yuri is excited to sail. 2. Yuri sees blue dolphins. 3, Yuri sees animal clouds. 4. Yuri is bored to sail. 5. Yuri sees a turtle family.

* What does he see flying up in the sky? Why do birds fly together? Where is the leader of the birds? What animal clouds does Yuri see? Which one does he like best? * How does Yuri feel now about going out to the sea? * If you were Yuri, would you feel the same ? Why? Let us see now if you remember the story. Group 4, present your work.

C. DELC 1. Preparatory Activities 1.1 Drill Look at the pictures. Read the sentences that tell about the picture. a. The ball is inside the box. b. Oh my, the boy is going to fall! c. Are the balls on the table? d. Kindly open the door, Jessie.

1.2 Review Clap your hands once if the one I will read is a sentence. Clap twice if it is not. a. That goose is the leader. b. See, Yellow Yuri c. I can't wait sailing to the sea. d. Flying up in the sky e. spotted fish Then ask: What makes up a sentence? What are the different kinds of sentences? 2. Lesson Proper 2.1 Presentation Say: Going back to our story, here are some examples of sentences. Let us read them and find out what kind of sentences they are. a. What I see now I like best, Papa, Look! b. They save peoples lives, right? c. That goose is their leader. d. Why do they fly together like letter V? e. What a happy family! 20

2.2 Discussion Ask: What do you observe about the sentences? What does sentence 1 tells about? What marks does it ends? Sentence 2? Sentence 3? Sentence 4? Sentence 5? Say: These sentences are examples of the kinds of sentences. 2.3 Oral Practice Call on pupils to give sentences orally. Let pupils pick out strips of paper. Written on it are the kind of sentences. Let them make a sentence based on the one they picked. Example: Declarative Sentence * I Spent my summer vacation in Baguio City. 2.4 Generalization What are the different kinds of Sentences? 2.5 Guided Practice Using the guide word my pet cat, make the following kinds of sentences: a. declarative b. interrogative c. exclamatory d. imperative Example: a. My pet cat is fat and cuddly. b. Where did my pet cat go? c. Oh my, I think my pet cat is hungry! d. Ana, can you please bring my pet cat to the veterinarian. 2.6 Application Look at the things around the classroom. Make different kinds of sentences about them. 2.7 Evaluation Read the sentences. Identify what kind of sentences they are. Write DECLARATIVE, INTERROGATIVE, EXCLAMATORY or IMPERATIVE on the space provided for. ___________a. Mother washes the clothes. ___________b. Go to the back of the line. ___________c. Whose books are these? ___________d. Ouch! My eyes hurt. ___________e. Clean the room for me. 2.8 Assignment Write 5 sentences for each kind

D. DDSS 1. Preparation Present words on the board, let the pupils read them orally. short swimming brain shore stripped swarm stag blue 21

2. Presentation of the beginning consonant sounds. 2.1 Ask: What letters does each words begin? What do we call these kind of words? How do we pronounce each consonant blends? (Guide the pupils in producing the sounds of each consonant blends) 2.2 I will read words, Say YES if the word has initial consonant blends, NO if not. a. desk b. write c. yolk d, story e. mark 2.3 What is the initial consonant blends of the following words? a. study b. thank c. friend d. play e. children 3. Writing words with initial consonant blends Teacher will read words with consonant blends. Pupils will write them on their paper. 4. Guided Practice Look at the things around you. Name things that begin with consonant blends. Write them on your notebook 5. Evaluation Create words using the following consonant blends. prknspflwr1. ________ __________ _________ ______ _______ 2. ________ __________ _________ ______ _______ 3. ________ __________ _________ ______ _______ 6. Differentiated Activities for Group work. Group 1 Complete the word. Base your answer from the sentence given. 1. ____ etty (the synonym of beautiful) 2. ____ared (What you feel whenever your alone in a dark place) 3. ___iend ( a person) Group 2 Create words using the following consonant blends) cl- sl- brgr1. 2. 3. 4. 5. Group 3 Guess the word 1. A number that comes after two. 2. The opposite of open. 3. Girls usually use this to match with their blouse. 4. It means not crooked. 5. The thing that we see in the sky that protects us from the heat of the sun.

Prepared by: GRADE III-ACS Teachers Mrs. Nora B. Mimay Mrs. Jane S. Tiansay Mrs. Teresita D. Moyano

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I. Objective A. Skills 1. Answers questions about the poem listened to/read. 2. Recite/ Read aloud well liked lines in the poem. 3. Name the parts of a letter. 4. Write legibly and neatly observing correct letter form, punctuation and capitalization Letter of Invitation 5. Identify words with final consonant sound /f/ 6. Pronounce words with /f/ in words ending in /f/ and /gh/ B. Strategies a. memorizing b. acting out c. questioning d. read-aloud C. Value: Love for Schooling II. Subject Matter A. Poem : Coming Back English for All Times (TM) B. Comprehension: Answering Questions about the poem C. Language: Naming the parts of a Letter D. DDSS: Identifying words with final /f/ sound (Words ending in /f/ and /gh/ E. Writing: Writing an Invitation Letter Writing sentences using words with final /f/ sound F. Reference: PELC, English for All Times G. Materials: chart, worksheets III. Learning Activities A. DMR 1. Pre Reading 1.1 Motivation a. How do you feel about coming back to school? Are you excited? Why or Why not? (Write answers on the board separate positive from negative) b. Tell pupils that you will read to them a poem entitled Coming Back. 1.2 Unlocking of words Unlock words through action, context clues or pictures a. buzz b. tough c. gentle d. appear 1.3 Motive Question What do you like to know about the poem Coming Back? B. CM 2. Active Reading 2.1 First Reading. Teacher reads without interruption. 2.2 Second Reading. Teacher reads for the second time, this time questions are asked from time to time.

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Coming Back I saw a leaf fall from a tree. I heard the buzz of a busy bee. I looked down the playground And I heard the children around. I heard them cough and laugh As they play games gentle and tough. I'm glad to see both girls and boys. Come back to school bringing their noise. I look forward for them to appear on the coming of each school year Good Morning, my dear children, During vacation, what had happened?

* What does the speaker saw from a tree? * What does the speaker see down the playground? * What were the children doing? * Was the speaker glad to see them? * What does the speaker look forward to? * Who is talking in the poem? * How does he/ she feels?

3. Post Reading 3.1 Answering of the motive question 3.2 Let pupils read or recite their well liked lines in the poem 3.3 Engagement Activities Engagement 1 Group 1 Draw how a school look like base from the poem you heard. ( Tell something about it ) Group 2 Draw the situation in the poem that you likes best. Tell something about it. Engagement 2 * What does the speaker saw and heard? * Where is the setting of the one being talked about in the poem? ( Group 1 will present ) * What were the children doing? * Was the speaker glad to see them? ( Group 2 will present)

Group 3 Act out the part where the speaker * Who is talking in the poem? said Good morning, my dear children. *What do you think is the feeling of the During vacation what had happened? speaker? ( Group 3 will present ) Group 4 Recite the poem in front of the class * Do you like the poem? Why?

C. DELC 1. Preparatory Activities 1.1 Let the class recite the poem they learned yesterday. 1.2 Review What should you remember when inviting someone or accepting and turning down invitation? 2. Lesson Proper 2.1 Presentation Study the letter on the board

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511 Rizal St. Legazpi City June 15, 2008 Dear Mart, It's my birthday on Sunday, June 21, 2008. I am inviting you to attend my birthday party. The party will be held at 10:00 o'clock in the morning in our house. Please be there. Your friend, Alexa Ask: To whom is the letter written? What is the letter all about? What part contains the writer's address and the date? What is the closing of the letter? What punctuation mark is often used in a letter? When are commas used? What kind of letter is this? This is an Invitation Letter. A letter has different parts. They are the heading, greeting, body, closing and signature.

Say:

2.2 Oral Practice Let the pupils read the letter of invitation you presented to them. 2.3 Generalization What is an invitation Letter? What are its parts? 2.4 Guided Practice Match the following. A B 1. Your friend, a. body 2. Dear Allan, b. closing 3. Please come on Saturday, c. greeting March 30 at 3:00 p.m for my d. heading birthday party. e. signature 4. Nena 5. Camalig, Albay March 11, 2008 2.5 Independent Practice Form four groups. Let each group make an invitation letter on the following: Group 1 : Christmas Party Group 2 : Graduation Day Group 3 : Fiesta Group 4: School Program 25

2.6 Application Copy the letter. Put correct punctuation mark and use capital letters when needed. 20 masunurin village Sta cruz , laguna june 20, 2008 dear allan It's my birthday on Saturday, june 30. I am inviting you to attend my party. the party will be held in our house at 4 :00 o'clock in the afternoon please come your friend xander

2.7 Further Practice Label the letter parts. 1. ______________________ ______________________ ______________________ ______________, 2. _________________________________________________ _____________________________3.____________________________ __________________________________________________________ _______________________. 4. ___________________, 5. ___________________

2.8 Evaluation Write an invitation letter following the correct format, capitalization and punctuation. 2.9 Assignment Write a letter to your teacher inviting her to attend a special gathering at your house. D. DDSS 1. Sound Presentation 1.1 Read the sentences taken from the poem. a. I saw a leaf fall from a tree. b. I heard them cough and laugh. c. As they play games gentle and tough. Ask: What words were underlined? What common final sound do you hear? 26

2. Oral Practice Read the sentences. 1. Mother prepared enough beef and loaf. 2. Father stopped eating beef and loaf because he had enough of them. 3. The tough deaf had a cough. 3. Practice Exercise Clap your hands ONCE if the word I will read ends with /f/ and TWICE if it ends with /gh/ 1. cough 4. rough 2. sniff 5. laugh 3. staff 4. Writing Activity Write sentences using the words with final consonant /f/ and blends /gh/ sounded as /f/. 5. Generalization What consonant sound did you learn today? What consonant letter or blends can you hear the /f/ sound? 6. Evaluation Listen carefully and write the words correctly. 1. stuff 2. puff 3. enough 7. Differentiated Activities Group 1 Oral work with the teacher. Write the correct spelling of the word i will read. 1. staff 2. enough 3. reef 4. sniff 5. cough Group 2 Seatwork Complete the word. 1. The lea__ fell from the tree. 2. I have a bad cou___ today. 3. I drink enou____ water. 4. The cli____ is dangerous. 5. I saw a tou____ guy on the road. Group 3 Seatwork Encircle the words that does not have /f/ sound. though cough sigh rough through tough

4. rough

5. Cliff

laugh

Seatwork Oral work with the teacher Seatwork Create words with final Show words with final /f/ /f/ sound ending with sound ending with /f/ and /gh/ to consonant /f/ and /gh/ the pupils. Let them read the words orally.

Prepared by: Anne Marie Antoinette R. Almayda ACS- Teacher III

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SECOND GRADING PERIOD

2C2IA Lesson Plan in Grade III-English I. Objective A. Skills 1. Give the meaning of new words through- acting out and pictures. 2. Respond to the selection/ poem through the following engagement activities I - Identifying the main idea; making a list of big and small ideas II- Demonstrating body movements/ acting out III- Depicting small ideas through drawing IV- Writing a thank you letter 3. Use the singular form of nouns with verbs of being. 4. Read words with phonic elements 5. Write sentences with words with silent letters B. Strategies 1. Answering 2. Demonstrating C. Values 1. Gratefulness 2. Personal Hygiene/ Body Care II. Subject Matter A. Poem : Our Muscles Easy Learning English 3 Activity Book by: Maria Alexandra Abril B. Comprehension Skills: Answer wh questions about the selection C. Language Structure: Using Singular Form of Nouns with verbs of being D. Deciphering and Decoding: Reading words with phonics Words with silent letters E. Writing: Writing sentences with words with silent letters F. References: PELC Grade III English for All Times Reading p. 178-179 English for All Times Language p. 38-42 G. Materials: Poem printed on Manila paper pictures, mini books III. Learning Activities A. DMR 1. Pre reading 1.1 Motivation What makes up our body? (Show picture of muscles) Do you know that the flesh or meat part of our body called muscles are very important? Our reading lesson today will tell how important our muscles are and how they work in our body.

3. Working by groups 4. Demonstrating 5. Distinguishing ideas

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1.2 Unlocking of new words a. Through acting out/demonstration 1. pull ( using the arm) 2. breathe (breathing exercise) 3. heart beat ( feeling the chest ) b. through examples and pictures 1. voluntary muscles ( arms, legs, thighs, etc....) 2. involuntary muscles ( heart, brain, intestines, lungs, etc....) 1.3 Motive Question How are muscles important in our body? How do muscles move our body? B. Constructing Meaning (CM) 2. Active Reading 2.1 First reading of the poem without interruption 2.2 Second reading. Reading the poem and guiding pupils to interact. OUR MUSCLES Touch yourself. Feel your body. What do you see? You have muscles everywhere! There are muscles in your legs. There are muscles in your face. There are muscles in your tongue. Remember, your heart is a muscle, too. Each set of muscles has work to do. Muscles in the front of the foot pull your toes up. Muscles on the back of thighs bend your knees. Muscles make your heart beat. Muscles move the food to your stomach. You need muscles to breathe. Without your muscles, you are a bag of bones! Muscles have names. Their names have to do with their work. Some muscles are called involuntary. These muscles work without help from you. The muscles in the heart are involuntary. The muscles in the stomach are involuntary ,too. Other muscles are called voluntary. You have to tell these muscles to move. Muscles in the arms are voluntary. Muscles in the feet are voluntary. Most muscles are hooked to the bones. You tell these muscles to move. * What muscles were mentioned? What can they do?

* Where are our muscles found? Could you show to us your muscles.

* How do muscles get their names? Why are some muscles called involuntary?

* What do you call the muscles which we can tell to move? Where are they found in the body?

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3. Post Reading A. Pupils are led to answer the motive questions. B. Grouping for group activity Divide the class into 4 groups. ENGAGEMENT I Group 1 Touch yourself. You have muscles everywhere. (Pictures may also be used) A. Muscles outside the body 1. 4. 2. 5. 3. B. Muscles inside the body 1. 4. 2. 5. 3. Group 2 Each set of muscles has work to do. Locate the set of muscles in your body and demonstrate how it works. ex. front of the foot back of the thighs upper arms

ENGAGEMENT 2 Group 1 will present their work What is the main idea of the selection? Where do we find muscles? Based on your list, what 2 big ideas do you notice as you listed your muscles? What do you call the muscles you listed, are they big ideas or small ideas? Group 2 will present their demonstration. How does muscles in front of the foot work? Your knees bend, why? What set of muscles pull your arms? What will happen to us if we don't have muscles? Group 3 will present their work Why are some muscles called voluntary muscles? Why are some muscles called involuntary muscles?

Group 3 There are two names of muscles according to their work. Draw examples of a. voluntary muscles b. involuntary muscles Group 4 You know that our muscles are important. They help our body parts move. They also cover our body. Write a letter to our muscles. Complete the letter below. Dear muscles, _______________________________ ___________________________________ ___________________________________ ___________. Love, my body

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C. Developing English Language Competencies (DELC) 1. Preparatory Activities Read the sentences below. 1. Her father is a doctor. 2. Mrs. Dolosa is our school principal. 3. Becky has a flower garden. 4. Mr. Abad was my teacher last year. 5. The baker has a bakery. * The underlined words are singular nouns. Give example of singular nouns. 2. Lesson Proper 2.1 Presentation Rina and Liza are talking to each other. Find out what they are talking about. Rina: My teacher is coming for a visit today. Liza: Oh, really! Did you do something wrong in school? Rina: No. The principal asked her to see my vegetable garden. Liza: Right. The principal has a project called Clean and Green. Rina: This project is not only for us, pupils. My mother was so happy to see me clean our yard and plant vegetables. Liza: Your garden has grown in a few day's time. It's beautiful. Rina: Thanks. Oh, Mrs.Mariano is coming. Liza: Let me show her your garden. 2.2 Oral Practice a. Answer these questions about the dialog 1. Who has a garden? 2. Who is coming for a visit? Why? 3. Who is happy about the project? b. Read the sentences about the dialog. Note the italicized words. 1. Rina has a garden. 2. Mrs. Mariano is Rina's teacher. 3. She was here for a visit yesterday. Ask: What word is used after Rina? After Mrs. Mariano? After She? Say: Rina and Mrs. Mariano are singular nouns. We use is and has after singular nouns. They are verbs which do not show actions. Is and has are called verbs of Being. Was is also a verb of being use together with a singular subject. We use it for telling past time. What is the clue word in telling past time in sentence 3? Has and is are used in telling about present time. Ex: My teacher is coming for a visit today. Linda has a new school bag 2.3 Generalization What are the verb of beings used for singular nouns? When do we use has and is? When do we use was? 31

2.4 Guided Practice A. Complete the sentences by using is, has, was. 1. The principal _____ the head of the school. 2. She____ a meeting with the teachers now. 3. The school janitor _____ grass cutter machine. 4. My friend _____ in Boracay last month. 5. Tita Dely _____ a midwife. B. Complete the paragraph below by using is, has, was. The town Mayor __________ Mr. Garcia. He ____ different helpers in the community. He ______ a meeting with them. He _______ a good project. It ______ called Clean and Green. Last year, he _______ the most outstanding mayor in the whole province.

2.5 Independent Practice Find a partner. Ask the questions below and have your partner answer you. Then exchange roles. a. Who is your best friend? b. Who has an umbrella? c. Who was absent yesterday? d. What is your favorite tv show? e. What was your grade last year? 2.6 Application Use is, has, and was to complete the sentences. 1. Mang Lucio ______ a farm. He ____ a farmer. He ____ a teacher before. 2. Mrs. Rosario ____ Libby's teacher. She ____ awarded for being Outstanding Teacher last month. Libby ____ a gift for her. 3. Pedring ____ a boy from the province. He ____ a cousin in the city. Pedring ____ in the city last year. 2.7 Evaluation Fill the blanks with the correct verb of being. ( is, has, was ) 1. Fr. Dennis _____ our Parish Priest. 2. He _____ in other town a year ago. 3. Now, he ____ a mission in our town. 4. Irene ____ a nurse.\ 5. She ____ in a remote island three years ago. 6. She ____ a good job now.

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D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation 1.1 Listen as I pronounce to you some words from the reading activity we had. muscles touch breathe tongue names beat each bones toes heart knees move Ask: What do you notice with the words I read to you? Were all the letters sounded in each word? Which letters were not sounded as pronounced? muscles - ( c, e ) should (u,e) knees (k) toes (e) heart (e) breathe (a,e)

We call these words with silent letters. Here are other words with silent letters. Pronounce them with me. would half psalm walk should cough calm talk could palm wrong Which letters are not sounded as pronounced? Do you know some words with silent letters? 1.2 Practice Exercise A. Read and do the action of the following verse. Move your toes Bend your knees Touch the muscles of your thighs and hips Then move around like a snake. Put out your tongue Touch your nose Bite the muscle of your lips Then do the twist. Put your palm on your heart Listen to the sound thub-thub-thub Then breathe, breathe, breathe Oh, how good it is! B. Ask the pupils to underline the words with silent letters found in the verse. 2. Writing Activity 2.1 I am going to dictate to you some sentences with words with silent letters. Write the sentences correctly. Sentences to be dictated: 1. The sea is calm. 2. I have a big palm. 3. Muscles are important 4. we need to breathe fresh air. 5. Walk with faith in your heart. 33

3. Generalization What do you call words in which some letters are not sounded when pronounced? Who can give examples of words with silent letters aside from what have been taken up. Write them on the board. 4. Application Complete the words with silent letters in the sentence. 1. Some pe_ple don't eat eggs. 2. I cannot to_ch the mus___ at my back. 3. We liv_ near the se__. 4. Cou__d you ple__se come. 5. I need one ha__f piece of paper. 5. Evaluation On your paper draw a star if the word I'm going to show to you has a silent letter. Draw a square if it has not. 1. father 6. clothes 2. peanut 7. book 3. church 8. clouds 4. happy 9. telephone 5. window 10. Television 6. Assignment Use your reading textbook, find atleast 10 words with silent letters and copy them in your notebook. Be sure to pronounce them correctly in class.

Prepared by: Gloria C. Valladolid Aneline J. Sarte Catalina B. Espartinez

34

I. Objectives A. Skills : Identify proper heading for related sentences. Use pronouns that agree in gender with its antecedent Note details in the selection listened to Write the correct spelling of words learned in listening, speaking and reading. B. Strategies: Predicting, inferring , analyzing C. Value: Eating Nutritious Foods II. Subject Matter A. Story: Home Away From Home Author: Evelyn B. Angeles B. Comprehension Skills: Noting Details C. Language Structure: Use of Pronouns that agree in gender with its antecedent D. deciphering and Decoding: Recognizing the correct spelling of words learned in the story. E. Writing: Write the correct spelling of words F. References: English for All Times Reading pp. 60-62 English for All Times Language G. Materials: pictures, activity sheets III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-reading 1.1 Motivation Have you ever visited your grandparents in faraway place? 1.2 Unlocking of new words Use pictures, sentences or demonstration to unlock the difficult words. plump homemade lid serves actual 1.3 Motive Question How did Elena and Ramon first feel about the place? B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading The class will read the story silently pp.60-62 2.2 Second Reading The class will read the story by paragraph, then asking question after each paragraph. Story Refer to English for All Times Reading Textbook p.61 2.3 Post Reading Guide the pupils to answer the motive question. Group pupils for engagement activities.

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Engagement 1 Group 1 Draw a farmhouse just like in the story Group 2 Describe the following a. Celso's village b. Celso's farmhouse from the outside c. The farmhouse Group 3 Draw the following feelings of Ramon and Elena: a. While on the bus b. upon seeing the old farmhouse c. when Celso led them to the big, cool kitchen

Engagement 2 Who went to Celso's farmhouse?

How did Elena and Ramon first feel about the place?

Group 4 Write a Thank You Letter to Celso for inviting Did they like their visit to the you( Ramon and Elena) to the farmhouse. farmhouse?

C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Drill how flashcards and let the children read each card. plump homemade lid

gloomy

serve

actual

1.2 Review Use the words in sentences. 2. Lesson Proper 2.1 Presentation Elena and Ramon could see the farm under the hot sun. They could see farmers working the fields. 2.2 Oral Practice Who saw the farmers working in the field? ( Elena and Ramon) Give me names of a girl, a boy, a thing or an object. Say: We use pronoun she to refer to a girl. We use pronoun he to refer to a boy. We use pronoun it to refer to an object or thing. 36

2.3 Generalization Lead the pupils to generalize that a pronoun has an antecedent. The antecedent is a noun that the pronoun refers to. The pronoun should agree with the antecedent in gender and number. 2.3 Guided Practice Encourage the children to talk about the story. Teacher asks question about the story. Let them identify the different pronouns used. 2.5 Application List down pronouns as many as you can and use them in sentences. 2.6 Evaluation Encircle the antecedent of each underlined pronoun. 1. Noel waits for his turn to recite. He behaves well in class. 2. Mang Pedring has a farm. It is a big farm. It is his. 3. Aling Maria takes care of a garden. It is a vegetable garden. The garden is hers. D. Deciphering and Decoding Strategies and Skills 1. Sound Presentation Present the following words: band sound tent brand found count kind rent Read the following words. Be sure to pronounce the final -nd, -nt 2. Oral Practice Let the children read the words by row. Be sure to pronounce the final consonant sounds. 3. Writing Activity Let the pupils classify the words in column. /nd/ /nt/

4. Generalization What are the final consonant sounds of the word? 5. Application Group the following under its proper heading HE SHE IT THEY

Ana priest Jose Pedro

boy Liza book

Ana and Marie brother and sister dog

grandmother girl nun

paper pencil

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6. Evaluation Refer to exercise 4 , English for All Times Reading pp.76-77 7. Differentiated Activities Divide the class into two groups. Seatwork 1: Copy the paragraph. Fill in the correct pronouns Narding and Mary are my parents. _____ love me and my siblings very much. _____ have 3 brothers and 3 sisters. ____ are 8 in the family. Seatwork 2: Spelling words taken from the selection Home Away from Home

Prepared by: Edna Ante Bagacay Elementary School Jeanifer Armario- Bariis Elementary School Joy Wilma Villegas - Bariis Elem. School

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I. Objectives: A. Skills 1. Note details in a selection listened to. 2. Use pronoun that agree in gender with its antecedent. 3. Write the correct spelling of words learned in listening, speaking and reading. B. Strategies 1. Read aloud 4. Acting out 2. Questioning 5. Decision Making 3. Retelling 6. Drawing C. Values Be Patient. II. Subject Matter A. Story: Home Sweet Home Author: Janette C. Posadas Book: Enjoying Reading 3, p. 123 B. Comprehension Skill: Answering wh-questions, outlining C. Language Structure: Pronoun that agree in gender with its antecedent D. Deciphering and Decoding: Words with consonant blends/ clusters E. Writing: Write the correct spelling of words learned F. Reference: BEC PELC Grade III G. Materials: Copy of the story, charts, flashcards III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-Reading 1.1. Motivation/ Building Background Have you experienced/ encountered in school that made you feel uncomfortable? What are those? How did you handle it? Today. Im going to read to you a story entitled Home Sweet Home 1.2 Unlocking of new words Cross out the word that tells the meaning of the underlined words. 1. Her alibi excuse her from joining the party. 2. A request is a favor to be asked. 3. Her desperation shows on her sad face. 4. A family reunion is a special gathering. 1.3 Motive Question Find out the reasons that made Ramiels day unpleasant. B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading of the story 2.2 Second Reading: Reading of the story again by the teacher , from time to time questions will be asked.

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Home Sweet Home Its time, children. Pass your papers now, Mrs. Arceo said. Ramiel felt bad. He studied until the early morning yet, he knew he would not get a grade he would be proud of. When he came to school that morning, his classmates teased him again. They had been teasing him since the day before because he did not go with them to the fair at the nearby school. He reasoned out that he had to prepare for their test, but his classmates thought it was not a good alibi. Ramiel did not feel good the whole day. He did not get a high score in the test despite his efforts. Worst, he was not able to finish the project that was due for submission. There were so many tasks to be done, and his classmates were giving him a hard time. Ramiel went home feeling very sad. He felt the whole world fell on his shoulders. And just as he was crossing the street to get to his school bus, it rained. It rained so hard that he was all wet. Whats the matter? It seemed everything is going against me, Ramiel said quite irritated. He was so frustrated that he wanted to cry. When he reached the school bus, he checked his bag. He found his books all wet and his unfinished project destroyed. Oh, my! said Ramiel in desperation. How unlucky can I get? Luckily for him, the extra shirt his mother wrapped in plastic bag did not get wet. With a sigh of relief, he changed his shirt immediately. Soon, the school bus was on its way. One by one, the children reached home. Ramiel patiently waited for his turn. He felt very tired and exhausted and he just wanted to be home. Being next to be dropped off was surely a relief. Just then the bus driver said Ramiel, Im sorry but youll have to wait a little longer. Vince mother asked me to take him home ahead of the rest of you because they will attend a family reunion. But Mang Carlito, Vince s home is too far away from mine, said Ramiel. Please take me home first. Just this once, Ramiel. Lets give it to Vince. Its a special request from his mother, said Mang Carlito. Ramiel knew there was nothing more he could do. So he just sat and waited. When it was his turn to be brought home, the bus had a flat tire. Again, his going home was delayed. I cant believe this. Whats going on? Ramiel said helplessly. After a while, the school bus was on its way again. Ramiel had never been this tired. He could hardly walk straight anymore when the bus dropped him off. His feet were heavy and he was hungry and very tired. On the driveway, he saw his mothers car.

* Who was the boy in the story? * What did he feel when his classmates tease him? * Why did his classmates teased him?

* What did Ramiel feel when he went home? * What happened when he was crossing the street to get to his school bus?

* What did Ramiel felt? *What does Ramiel wants? *What did the bus driver say to Ramiel? * Why was Ramiel not the next one to be dropped off?

* What happened to the school bus when it was Ramiels turn to be brought home? * How did Ramiel felt after being dropped off by the school bus?

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Good! he said to himself. But it was not only good, for as soon as he entered the house, the smell of delicious pancakes welcomed him. Ah! My favorite, he said. Then, he saw his mother and his pet dog running to welcome him. Mother had that refreshing smile on her face, Hello, Ramiel, mother said, How was your day? Terrible! Oh, mother, it was terrible. Its the worst day of my life. I got a not so high score in the test, my classmates wouldnt stop teasing me, I got wet in the rain and so are my books, my project got destroyed and I was the last to be brought home. How bad can it get, huh, mother? Ramiel complained. His mother just listened and looked at him with much concern. He saw how worried and affected she was. Ramiel didnt want his mother to be worrying like this. But thats okay, mother! Im home now and youre here. Ramiel said joyfully. Thats my son! Whatever happened today is over. Yesterday was not that bad, and tomorrow is another day. Right son? mother said. Yes mother, Ramiel said. Mother went to the kitchen to prepare his snack. Looking at mother and being home, Ramiel was relieved. It was indeed a home sweet home!

*What things brightened Ramiels day when he reached home?

* What did he tell his mother about his experiences for the day?

* What did Mother felt? * What did he say to his mother?

* How did mother comfort Ramiel? * What did Ramiel realized?

3. Post Reading 1. Answering the motive question What are the things that made Ramiels day unpleasant? 2. Engagement Activities Group 1- After a very unpleasant day, Where did Ramiel want to go? Draw your answer. - List down the unpleasant things that happened to Ramiel. Group 2 Act out the conversation of Ramiel and his Mother - In the story, Ramiel was bothered by the unpleasant things that happened to him on that day. If you were Ramiel, What would you do so that your day would still be happy one? Write your answer. Group 3 Draw the things that brightened Ramiels day when he reached home C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Drill Give each group jumbled words from the story Home Sweet Home then let them form sentences out of the words given. They have to form the following sentences. 1. When Ramiel came to school, his classmates teased him. 2. The school bus was on its way. 3. Ramiel has a pet dog. It is a kind animal. 4. The children were noisy as they teased Ramiel. 41

1.2 Review Read the sentences formed by each group. Underline the pronoun used in each sentences. Draw a line to words referred to by the pronoun. 2. Lesson Proper Show pictures. Then read the sentences about it. Mang Pedro is a fisherman. He catches fish for a living. Aling Nena stays at home. She keeps house for the family. The children help their parents. They sell fruits and vegetables. The house is small. It is near the sea. What did you notice with the underlined words? ( They are pronouns) To whom does the pronoun refer to? What do we call the nouns referred to by the pronouns? ( antecedent ) What can you say about the pronouns used and their antecedent? What pronouns refer to female gender? Male genders? No gender? 2.2 Oral Practice Pair of pupil draws a piece of rolled paper from the box then read the pronoun and antecedent on it. Make a simple sentence using the pronoun and antecedent found on the rolled paper. Tell the gender of each pronoun. Rasheed- He Ex: Rasheed felt sad. He was crying. 2.3 Generalization What is a pronoun? A pronoun is a word used instead of noun. A pronoun agrees with its antecedent in gender. What is an antecedent? Antecedent is a word to which the pronouns refer. Masculine gender is indicated by he, him, his Feminine gender is indicated by she, her, hers Neuter is indicated by it and its. 2.4 Guided Practice Underline the pronoun and box its antecedent in each of the following sentences. 1. Mother keeps her house clean. 2. Edison left his car on the driveway. 3. Jane hears mass with her family. 4. Dolphy earned his millions by working hard. 5. Gina left her toys here. 2.5 Application Complete the following sentences with the correct pronoun. 1. Father opened ( my, his , her ) gifts before us. 2. Did Rowel leave ( my, his, our ) bag in the room. 3. Sister told ( her, his, my ) experiences when they went to the zoo. 4. Tita Cely and her friends brought ( their, her, his ) beautiful shoes in the party. 5. The curtain has lost ( its, her, his ) beautiful and glossy texture. 42

2.6 Evaluation Underline the pronoun and encircle its antecedent in the following sentences 1. The actor was studying his lines in the play. 2. Cora visited her grandmother in the province. 3. Lora showed her talent in magic. 4. The girls found their pens in the box. 5. Billy must bring his own book. D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation 1.1 Read the following sentences taken from the story Home Sweet Home then underline the words with initial consonant blend/cluster. 1. He was not able to finish the project. 2. He was so frustrated and he wanted to cry. 3. The shirt wrapped in a plastic bag did not get wet. 4. The driver was very kind. 5. He could hardly walk straight anymore when the bus dropped him off. 1.2 What sounds do you hear at the beginning of each word? 1.3 Write the words under the appropriate column. Give other example. pr project fr wr frustrated wrapped pl plastic dr driver str straight

1.4 Practice Exercise Each group will be given 5 words with initial consonant blend/ cluster. Let them use the words in a sentence. 2. Writing Activity Teacher read words. Let the pupils identify the initial consonant blend/ clusters and write it on their paper. 3. Generalization What consonant blend/ clusters did you learn today? Produce the sound of each consonant blend/ clusters learned. 4. Fixing Skills Give the appropriate consonant blend/cluster to complete the phrases/ sentence. a. Pass your ____oject on time. b. Always ___ay at night. c. She loves to ___ay the piano. d. A wonderful ____ace to live in. e. Walk ____aight ahead

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5. Application Write the missing letter for each word. 1. __ ___ plastic 2. ___ ___ ay 4. __ ___ eist 5. __ __ate 7. __ ___ __ aw 8. __ __ ing

3. ___ ___ iend 6. __ ___ink 9. __ __ ace 10. __ __ ank

6. Evaluation Write the correct spelling of the following words. 1. project 2. frustrated 3. straight 4. plastic 5. driver 6. wrapped 7. string 8. wrapped 9. place

10. drink

Prepared by: Meriam M. Azur San Francisco E/S Melody Banas- San Francisco E/S Elena Asiado Buenavista E/S Elmer Espares Estanza E/S

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THIRD GRADING PERIOD

2C2IA Lesson Plan in Grade III-English I. Objectives A. Skills : 1. Sequence events in the story listened to through pictures, group of sentences guided questions. 2. Retell best liked parts 3. Answer wh- questions about the story listened to. 4. Use the correct form of the verb that agree with the subject in n umber. 5. Answer the story through the following engagement activities Group 1- Arrange the events with the use of the strips of manila paper. Group 2- Act out any portion of the story you like best Group 3 Retell any of the best liked part of the story Group 4 Write a short paragraph about the story read. 6. Identify the correct form of verbs as simple form and s-form 7. Write short sentences using correct form of the verb that agrees with the subject in number taken from the story listened to. B. Strategies Read aloud Answering wh-questions Use of pictures, group of sentences/guided questions Predicting Outcomes C. Value: Be Merciful II. Subject Matter 1. Story about Emilio Jacinto when he was twelve. 2. Comprehension skills/ strategies: Answering wh-questions, predicting outcomes, sequencing events, summarizing 3. Language Structure: Present Form of the verb that agrees with the subject in number, 4. Writing words in sentences with correct form of the verb that agrees in number. 5. Reference: BEC 6. Materials: pictures, textbooks, word chart 7. III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre- reading 1.1 Motivation and Building Background a. Who among you have still have mother? Father? How do you feel about them? Look at this picture. Who among you know him? (Emilio Jacinto) Who can name the heroes who died for our country? b. Today Im going to read to you about Emilio Jacinto when he was still twelve years old. What is the title of the book? Who can read the title of the book? Who illustrated the stories here? authors of the book?

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1.2 Unlocking of new words: (through context clues) 1. arrive- Who came to the house of Emilio Jacinto? 2. loaned Josefa Dizon or Pangoy borrowed money amounting to 10 peso from Dona Achay. 3. worry when you cannot prepare your assignment you feel sad and uneasy because your teacher might punish you. 1.3 Motive Question Say: The title of the story we have today is Emilio Jacinto when he was twelve. What do you think happened to him when he was at this age? B. Constructing Meaning (CM ) 2. Active Reading 2.1 First Reading of the story Open the book and read the story without interruption showing the illustrations to the pupils. 2.2 Second Reading of the story Give the pupils the opportunity to interact with the text. After reading a paragraph, ask questions to enable them to predict and monitor their comprehension. (See story on page 124- English for All Times Reading TX for Grade Three ) Ask the following questions: Where is Emilio? Who arrives in his home? Did Dona Achay see Josefa Dizon/ Pangoy , Emilios mother? Why? What did Dona Achay do while his mother was away? What did she wanted from Pangoy? What did Emilio tell his mother while she is somewhere? Why was his mother sad about his sons news? What happen to Pangoy when Dona Achay comes back? Why did Emilio do to his mother? 3. Post Reading Lead the pupils to answer the motive questions. Divide the class into 4 groups and give each group activity. The discussion of the story follows and the small group activities presented as the discussion goes on. Engagement 1 Engagement 2 Small Group Activity Discussion of the story Group 1 - Arrange the sentences by numbering them orderly as they happen in * What is the story about? the story. Use 1,2,3,4,5 * Who arrived in Emilios house? ___ Emilio told his mother that he has still * What did she wanted from her many birthday to come. mother? ___ Dona Achay arrives in Emilios house. * What happened next? ___ Pangoy was sad and wanted to cry * Why was his mother sad and thinking of his sons birthday gift. about to cry? ___ Dona Achay forces Pangoy to pay the * What did Emilio do? 10 pesos he loaned from her. ( Let the group 1 show their work) ___ Dona Achay comes back to Pangoys house.

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Group 2: If you were Emilio, will you force mother to fulfill her promise to you or your birthday if she has no money? What will you do? Write your answers on the manila paper. Group 3: Dona Achay forced Pangoy to pay her debt, ten peso. Pangoy started to cry and was worried about her promise to her son on his birthday. Show the situation described above. Act it out.

* If you were Emilio Jacinto what will you do to your mother because she was not able to fulfill her promise to you? ( Group 2 will present their work) * Describe Dona Achay and Pangoys situation. * Did Pangoy pay her 10 peso debt from Dona Achay? What does she feel? What did Emilio do? ( Group 3 will present their work)

Group 4: When Emilio heard everything, What did he do? If you were Emilio are you * How does Emilio feel after he going to ask mother what she promise to you heard everything from Dona Achay on your birthday? and from his mother? What kind of boy is Emilio? Will you also do the same? ( Group 4 will present their work) C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Drill The teacher asks the pupils what they do in school every day? Look at the picture. The girl prays. The children pray. Ask: Who prays? What do the children do before and after classes? Let the pupils read the following: A dog barks. Two dogs bark. The monkey climbs. The monkeys climb. An earthworm crawls. Earthworms crawls. Bird flies. The birds fly. What did you observe with the phrases? 2. Lesson Proper Do you still remember the story about Emilio Jacinto? Look at the pictures What did Emilio tell Dona Achay? ( Emilio invites her to sit down.) What did she want from her mother? (She wants to see her mother.) Let the children read the words taken from the story. s-form- one subject looks tells arrives says asks knows Simple form more subjects look tell arrive say ask know

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Teacher reads the paragraph. Ramon lives in his town. The people in his town get water from an artesian well. They keep the water supply clean. Every resident bathes from the well. The Barangay Captain helps make the water supply clean everyday. He makes our town beautiful. Say: Repeat after me the underlined words. When do these actions happen? Who can give example of simple form of verbs? S-form of the verb? 3. Oral Practice Ask: Where do you go to school? Where do children read books? What does Ana do in the playground? What do birds do? What does Cherry do in the drugstore? 4. Generalization When the action word ends in s the subject \or the noun being talked about is one, and if the subject is more than the action word does not end in s. 5. Guided Practice Encourage the children to talk about the pictures on the chart. The teacher ask questions about the pictures to help construct sentences using the simple and s-form of the verb. Ex. The boys play ball. The girl cleans her shoes. 6. Independent Practice The teacher divides the class into 2 groups. Group 1: Acts as the s-form of the verb and group two acts as simple form of the verb A member from the group alternately gets a rolled paper with action words from the box, and they will use them in a sentence. (Group 1 gets the first rolled paper. He will give a correct sentence using the action word properly. If the member did not answer it properly the other group will be given a chance to give the correct sentence base on their form). 8. Application Choose the correct action word in each sentence. 1. The people (keep, keeps) the canal clean. 2. Mayor (visits, visit) the barangay everyday. 3. The children (sings, sing) the Philippine Anthem every morning. 9. Evaluation Say: Change the word in the parenthesis to form the correct form of the verb. 1. Mr. Torres (want) ____ to visit our school this week. 2. The girls ( clean) _____ the comfort room everyday. 3. My brother (make) _____ the garden at home every afternoon. 4. The doctors and nurses ( treat) ____ sick people. 5. Bryan ( burn) ___ the pieces of papers in our school yard. 48

D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Presentation 1.1 Sound Presentation Say: Do you still remember our story about Emilio Jacinto? Who is Emilios mother? Josefa Dizon Where is Josefa Dizon? somewhere What does Dona Achay wanted from Pangoy? To pay her ten peso loan. (Pronounce the words after the teacher; mother, somewhere, loan 1.2 Be sure to write the pupils answer on the board. What does Dona Achay wanted from Pangoy? Pay her loan. Where is Pangoy? Somewhere What did Dona Achay notice from Emilio? happy Why? It was his birthday the following day. (Let them read the underlined words.) 1.3 What common sounds do you hear on the following words. loan force ask house birthday say out What letters are found at the beginning ? 2. Practice Exercise Let the children read the words in the chart with initial sound like see, land, house, fat, hat, say, (initial sounds); hat, bag, dog, belt (final sounds) Say: Let the pupils give examples with initial sounds l, f. s, h, t, b and final sounds l, f, s, h, t, b Where can we find the initial consonant sounds? Final consonant sounds? 3. Application Give the initial consonant sounds of the following: tell bee see fat car Give the final consonant sounds of the following: pencil bar cat bag fat 4. Evaluation A. Write initial sound in each blank of the following words. go ___ house ___ land ___ cut _____ tent___ B. Give the final consonant sound of the following words: air___ eyes ____ rain ____ owl ___ fail___ 5. Differentiated Activities The teacher gives the pupils differentiated activities Group 1 : Read the words and produce the initial consonant sound car tea bed hill sun Group 2: Write the final consonant sound put ___ far____ desk ____ hair___ cap___ Group 3: Write I for initial consonant sound, F foe final consonant sound fall___ leg ___ rain ___ arm ___ hair___ Prepared by: Melba L. Herrera Violeta Carino Bitano Elementary School Teachers 49

I. Objectives A. Skills : 1. Sequence events in the story listened to through pictures/ giving of sentences/ guided questions. 2. Give the meaning of new words through pictures, context clues and realia. 3. Answer wh-questions about the story listened to 4. Interpret feelings of characters 5. Make predictions. 6. Responds to the story through the following engagement activities Group I- Draw the main event in the story Group II- Act out best liked part of the story Group III- Arrange events in the story Group IV- Write a different story ending 7. Use the past form of the regular verbs 8. Write a different story ending 9. Recognize ending consonant blends of /th/ and /nd/ B. Strategies Read aloud questioning predicting Use of visual and organizers Retelling/ Summarizing C. Values: Be Obedient II. Subject Matter A. Story: The Young Moth Author: Evelyn Angeles Illustrator: Rodelio Santos B. Comprehension Skills/ Strategies Answering wh- questions, predicting outcomes, sequencing events, Retelling C. Language Structure: Past Form of Regular Verb D. Deciphering and Decoding : Recognizing ending consonant blends of th and nd E. Writing: Write different story ending F. References: BEC PELC A.1, B1.2, C 3, D 3 G. Materials: Big Book, charts, real objects, pictures, flashcards III. Learning Activities A. Discovering the Magic of Reading 1. Pre- reading 1.1 Motivation and Building Background a. Ask: Do you know Dr. Jose Rizal? What do you think is his favorite story when he was still young? b. Say: Today, Im going to read to you this story. What do you see on the cover? Who can read the title? This was written by Evelyn Angeles and illustrated by Rodelio Santos. 1.2 Unlocking of new/ difficult words a. flame ( through picture) Say: The young moth loved to play around the flame of a lamp. Thats why, the young moth got burned. Ask: Why is flame dangerous? Do you also play with flame? 50

a. Young moth (through picture/real thing) Say: This is a moth. When do you see a moth? 1.3 Motive Question Say: The title is The Young Moth Ask: What do you think happened to the wings of the moth? B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading of the story 2.2 Second Reading of the story Reading by page with interaction
The Young Moth Last night, my brothers and sisters rested early. My mother told me a story. It was a young moth and its mother. Young moth loved to play around the flame of a lamp. Get away from the flame, said mother moth. You might get burned. Young moth did not listen. One night young moth played around the flame again. As it moved around, the flame rolled it golden tongue to one side. It reached young moths wings and burned them. Discussion Who rested early? What did mother do? What was it about? What did the young moth love to do? What did mother moth tell young moth? Did the young moth listened? What did it do one night? What happened to the young moth?

3. Post Reading Lead the pupils to answer the motive question. Divide the class into 4 groups. Give each group engagement activities.
Engagement I Small Group Activity Group I- Draw a moth flying around a lamp or a lighted candle. Tell something about your drawing. Group II-Act out best liked part of the story. Which part of the story you liked best? Engagement 2 Discussion * What is the story about? *Who are the characters? *What do the young moth want to do? * What did Mother moth tell the young moth? (Presenting the output) * If you were to analyze the story, what part do you like best? (Presentation) *What do you think would happen if the young moth did listen to its mother? ( Presentation ) * What do you think will happen if the moth obeyed his mother? (Presentation)

Group III- Arrange events in the story. Distribute strips with sentences on it . Identify each and arrange the events orderly. Group IV. Write a different story ending. If you were to make a different story ending, what would it be?

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C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Drill A pupil picks a paper fruit from the pabitin and reads the printed action and acts it out. Teacher leads by saying: What did Deo do? Pupil answers: He walked. 1.2 Review Say: Listen and look at the pictures as I say the sentences. Choose the action word that make each sentence correct. 1. Oscar (feed, feeds) the chicken 2. Liza (like, likes) chocolate. 3. The girls ( enjoy, enjoys ) talking about their doll collection. 4. Lea and Tessa ( keep, keeps) the house clean everyday. 5. Troy (help, helps) earn money for the family. 2. Lesson Proper 2.1 Presentation Say: Do you still remember our story about the Young Moth? Let us read these sentences. Note the underlined words. 1. Last night, my brother and sister rested early. 2. Young Moth loved to play around the flame. 3. I heard the moths story yesterday. Ask: What do the underlined words tell? Can you tell us more words that will show past action and past time? 3. Oral Practice Look at each picture below, Tell something about it. Use the correct form of the given verb and time expression for past time Picture of a boy playing last week, Picture of a girl cooking yesterday, last night etc. Picture of a boy praying

Then teachers says: I will read your sentences again. (Pupils read after the teacher while pointing to the words. Let us recall all the action words and past time in your sentences. (Teacher writes the action words and past time on the board). visited worked etc. last Saturday yesterday etc.. With what letters do the action words end? What expressions are used to signal that an action happened in the past? 4. Generalization What letter or letters do we add to the action word when the action happened in the past? What are the past time expressions used to signal past action?

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5. Guided Practice Look at the pictures Make sentences telling past actions. Use the given verbs and time expressions. pray (last night) wash (this morning) clean (last Saturday) watch (last Sunday) practice (last week) 6. Independent Practice Divide the class into 4 groups Group 1: Ask the questions Group 2 answers ( then vice versa ) Group 3: ask the question Group 4 answers ( then vice versa ) Structure: What did you do yesterday? I watered the plants yesterday. On the board are action words and words that tell time to help the children in the activity. Example: walked cleaned last night jumped watered yesterday washed erased last week served attended last Sunday cried dusted this morning 7. Application Add d or -ed to the action word used in the sentence to show past action. Apolinario Mabini ( want ) to study in a big school, So he ( work ) as a house helper in Manila. He ( save ) money to buy books. He (walk ) to and from school to save money. 8. Evaluation Write on your answer sheet the correct form of the verb that will make the sentence correct. 1. Susan ( washed, washes ) the clothes yesterday. 2. Father ( cooked, cook ) menudo for supper last Sunday. 3. Rey ( played, play ) soccer last Saturday. 4. Mang Tino ( harvest, harvested ) vegetables last week. 5. Mother ( work, worked) is the office last weekend. D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation 1.1 Say: Do you still remember the story about the Young Moth? 1. What did the young moth love to do? 2. Who tell her to get away from the flame? 3. When the young moth moved around the flame of the lamp, what happened? 1.2 Be sure to write the pupils answer on the board. Say: Listen as your teacher say the words below. Pay attention to the ending sounds. /th/ /nd/ moth around both brand path land 53

1.3 Ask: What sound is common in moth, both and path? Around, brand, land? (Write letter /th/ and /nd/ on the board to connect it with the ending sound. Then, let the pupils read the words again after you). Say: Here are words. Listen carefully as I read them. booth grand teeth sound bath ground health round What ending sound can you hear from these words? 1.4 Practice Exercise Let me read the words again. Repeat after me. Then let the pupils sound /th/ and /nd/ correctly. a. Say these phrase with a classmate young moths wings a grand band shiny teeth a round island health and wealth sacks of sand b. Say the following sentences aloud 1. Take a bath everyday. 2. Remember to brush your teeth three times a day. 3. Practicing proper hygiene can lead a good health. 4. Sacks of sands were found around the playground. 5. Spend a day around the bend. 2. Writing Activity 2.1 Make your own sentences. Using the words with /th/ and /nd/ ending sound. 2.2 Writing the correct spelling of the following words with /th/ and /nd/ ending sounds on a sheet of paper. island math pond booth stand tooth 3. Generalization What sounds did you learn today? /th/ and /nd/ What do you call these sounds? Consonant blends Where can you find them? At the end of the words What are they called? They are called ending consonant blends. 4. Fixing Skills Directions: Say the name of each pictures. Write /th/ in column A if the word ends in /th/ sound and write /nd/ in column B if the word ends in /nd/ sound. 1. sand 2. teeth 3. playground 4. moth 5. island

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5. Application 5.1 Harvest Time Say: Rhoda is in the farm. He will harvest corn. Lets help him in gathering the corn that contain pictures with names that ends in /th/ and /nd/. Thus, on the board, with /th/, if the sound ends in /th/ and /nd/, if the sounds ends in /nd/. cloth spend found myth sound wealth

5.2 Lets go Fishing Say: Nona is in the river. She is catching a fish. Lets join her catch the fish with picture names that ends with /th/ and /nd/. Then below each picture, write /nd/ or /th/ where they are needed to complete the picture name. (sand) sa____ ( bath ) ba___ 6. Evaluation Say: On your paper write letter T if the name of the picture ends with the sound /th/ and small letter n , if it ends with the sound /nd/. Show the picture one at a time. ______1. tamarind _____4 booth ______2. bath _____5. hand ______3. band 7. Differentiated Activities
Group 1 Oral work with teacher Look at each picture and name it. If the picture name ends with /th/, place the picture in the left box. If it end with/nd/, place it in the right box. hand broth land round growth island sound band tenth breath Seatwork 2 Write big letter H on your paper, if the picture name ends with /th/; and write small letter d, if it ends with /nd/ Group 2 Seatwork 1 Encircle B if the picture name ends with/th/, encircle E if it ends in /nd/. 1. ground B E 2. math B E 3. bend B E 4. math B E 5. breath B E 6. sand B E 7. tooth B E 8. brand B E 9. sound B E 10.bend B E Oral work with the teacher Look at the picture on the chart. Get one and name it. If the picture name ends in/th/ put it at the left under ending /th/. If it ends in /nd/ put it at the right Group 3 Seatwork 2 Write the missing letter for the names of the pictures. pond teeth stand bath island po____ tee___ sta____ ba____ isla___

(land) la___ ( thousand ) thousa_____

( smooth ) smoo____ (sound) sou____

Seatwork 1 Write the /th/ and /nd/ where it is missing fou__ heal___ spe___

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____1. bend ____2. playground ____3. booth ____4. teeth ____5. moth

under the ending /nd/ Ending /th/ Ending /nd/

weal___ arou___

stand, math, land, bath pond, teeth, grand Seatwork 2 On your paper write the missing letter in each picture weal___ grow___ ten___ grou___ leng___ Oral work with teacher Look at the pictures and match their names. band teeth booth island ground booth ground island teeth band

Seatwork 1 Write on your paper the missing letter in each word below the picture. la___ broo___ too____ bra____ sou____

Prepared by: Jean Lleno Austria Abino Marivic Marjalino Ibalon Central School Teachers

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I. Objectives A. Skills : 1. Give new meaning of new words through picture, context clues and realia 2. Answer wh-questions about the story listened to 3. Identify simple past forms of the verb 4. Use the past form of the verb correctly 5. Interpret feelings of characters 6. Recognize and produce beginning blends /st/, /sm/, /sh/ 7. Spell words with beginning consonant blends /st/, /sm/, /sh/ B. Strategies Read aloud Predicting Summarizing C. Value : Sportsmanship II. Subject Matter A. Story: Rene and Ronnie B. Comprehension Skill/ Strategies Answering wh-questions, predicting/inferring character traits C. Language Structure: Past Form of the Verb D. Deciphering and Decoding Beginning Consonant Blends (/st/, /sm/,/sh/ ) E. Writing: Spelling words with beginning consonant blends (/st/, /sm/, /sh/ ) F. Reference: BEC, Fun in English Language G. Materials: Big book, charts, real objects, pictures III. Learning Activities A. Discovering the Magic of Reading 1. Pre-Reading 1.1. Motivation Ask: Who among you have watched a car race? Do you enjoy watching it? What other things or animals are used for racing? Today, I am going to read to you this story. What do you see on the cover? Who can read the title? 1.2 Unlocking of words a. surprised. (through pictures) Say: It is Annes birthday. She does not know that her mother is preparing a party for her. She was surprised to see the foods and gifts on the table. Why was Anne surprised? When do you feel surprised? b. Sticky mud. (through realia ) Say: This is mud. Its sticky. When you step on the mud it will stick to your shoes. What other things are sticky? c. car race, tailing behind Say: This is a care race. The car which ran fastest is the winner. Which ran the faster? Which is tailing behind? 57

Questioning Retelling Use of pictures// Venn Diagram

1.3 Motive Question Whose car do you think will win the race? B. Constructing Meaning 2. Active Reading 2.1 First Reading The teacher reads without interruption 2.2 Second Reading- Teacher reads again. Questions are asked from time to time to monitor their comprehension. Interacting with the text: Where are Rene and Ronnie? Did the rain stop? What did the two boys play? What happened to Renes car? Why? What did he do? Do you think Renes car win the race? What happened to Ronnies car? Does Ronnies car win the race? Why? 3. Post Reading 3.1 Let the pupils answer the motive question? 3.2 Divide the class into 4 groups and give each group an activity.
Engagement 1 Group 1- Draw a race, color the cars blue and red. Engagement 2 What is the story about? Who are the two boys ? What do they want to do one early morning? Where do they want to play? Are they able to play in the park? Why? What do Rene and Ronnie do? If you were Rene and Ronnie what would you do?

Group 2- if you were Rene and Ronnie, what would you love to do when it rains? What I love to do in a rainy day 1. 2. 3. 4. Group 3 Rene and Ronnie had a car race. They kept shouting during the race. Ronnie won the race. Draw the situation described above. Or dramatize this portion of the story. Group 4: Ronnie won the race, if you are Rene, what will you say? Write a congratulatory letter.

Describe Rene and Ronnie s car. Does Renes car win the race? Why? Is Ronnie happy to see his car tailing behind? Why ? What kind of car does Ronnie have? How does Ronnie feel after the race? How about Rene? What kind of boy is Rene? Will you do the same?

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C. Deciphering and Decoding Language Competencies ( DDLC) 1. Preparatory Activities 1.1. Drill Whisper Wish A pupil draws a piece of rolled paper from a box and gives it to the teacher. Teacher will whisper the word to the pupil. The pupil gets a flashcard with printed action and acts it out. Teacher leads by saying: What did your classmate do? (He jumped.) play, walk, shout, dance etc. 1.2 Review: Read the sentences and choose the action word that will make each sentences complete. 1. He ( clean, cleans ) the room well. 2. Rene and Ronnie (play , plays ) in the park. 3. The girl ( run, runs ) fast. 4. He ( pray, prays ) every day. 5. Ronnie ( win, wins ) the car race. 2. Lesson Proper 2.1 Presentation Say: Do you still remember our story about the car race? Let us look at the picture of the cars in the chart. What color is the car that won the race? I will read the words and repeat after me. started removed reached called shouted After the car race, Rene and Ronnie went home for the weekend. They were very busy during the weekend. Listen as I read what they did. (Read about the Busy Weekend) Ask: When did those actions happen? Busy Weekend Last Saturday Rene helped in the house chores. He scrubbed the floor. He cleaned the room. He watered the plants. He pulled the tall grasses in the garden. Ruby, his sister, washed the dishes. She wiped the furniture. She placed fresh flowers in a vase. Mother and father were very happy for they have good and helpful children. Say: Let us recall what Rene and Ruby did last Saturday. Guide children in saying: Rene ___________ the ___________ last Saturday. Ruby ___________ the ___________ last Saturday. Say: Can you tell us more words that shows past time? Last Monday, last week, yesterday, etc

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3. Oral Practice Ask: Who among you are like Rene and Ruby? What do you do to help your parents? Guide children to say: I ______________ the _________________ last ___________. (Write pupils answer on the board). Let pupils read all sentences on the board When did all the actions happen? What is the action words used in each sentences? With what letters do the action words end? If we remove the -d or -ed from each action word in the list. What is left? 4. Generalization What letter do we add to the action word when the action happened in the past? 5. Guided Practice Show picture. Let pupils write sentence about the picture. Indicate time expression. 1. The dog jumped over the fence 2. Lita danced with her father. 3. Father planted vegetables on the farm. 4. Mother cooked food for breakfast this morning. 5. The boys played basketball yesterday. 6. Independent Practice Pupil draws a rolled paper from the box. Pupil will make a sentence (orally) on the action word / time expression picked. Ex. walked this morning painted last week received yesterday cried last night 7. Application Change the action word to its past form 1. Mother and I ( pray ) in the church. 2. The baby (dance ) happily. 3. Gary ( remove ) his hat. 4. The man ( reach ) the finish line. 5. Father ( call ) me up by phone. 8. Evaluation Choose the correct form of the verb. 1. Lina ( washed, washes ) the clothes yesterday. 2. Mother ( cooked, cooks ) adobo for dinner last Monday. 3. Bong ( played, plays ) basketball the other day. 4. Mang Ambo ( plant, planted 0 vegetables in his yard last Saturday. 5. Father ( work, worked ) in the office last weekend.

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D. Deciphering and Decoding Strategies and Skills (DDSS ) 1. Sound Presentation 1.1 Do you still remember the story about the car race? Why did Ronnie and Rene arent able to play? It started to rain. What did they do to let the rain stop? Shouted a chant. What happened next? The rain stopped. What got in under Renes car? Sticky mud. In what lane did Ronnies car moved faster and faster? In a smooth lane. (Read the underlined words with emphasis on the beginning consonant blends) 1.2 What common sounds do you hear at the beginning of each word? Here are other words with the same beginning consonant blends. Let us read the following words. study small shake smell shell stare share smart stamp 1.3 Practice Exercise Write /st/ if the word I will read has /st/ as the beginning sound,/sl/ or /sm/ ______1. start _____ 4. study ______2. shame _____ 5. smell ______3. smart 2. Writing Activity I will write words with /st/, /sl/ and /sm/ beginning consonant sounds. Write it on your paper. 1. ___________ 3. __________ 2. ___________ 4. __________ 5. ____________ 3. Generalization What sound did you hear today? 4. Fixing Skills Group 1 : Recall the /sm/, /sl/, and /sh/ beginning consonant sound. ex: smart stage share smooth study short smear start shout smith stop shame smell step should Group 2: Use each set of words in a sentence. smart stage share smooth study short smear start shout smith stop shame smell step should Group 3: Read the following words. Pronounce the /st/, /sm/ /sh/ correctly. stand shine smile short stage 61

Group 4: Add /st/, /sm/ and /sh/ to the beginning of each word. _____and ____art _____ine ____ell _____ ile 5. Evaluation Choose the correct letter. 1. Please ______ and greet our teacher. a. shout b. stand c. smile 2. The children built sand castle on the ____ a. street b. strand c. stage 3. The children _____ their lessons in school a. start b. study c. stand 4. My teachers ____ at me. a. stop b. share c. smile 5. The sun _____ everyday. a. shouts b. smiles c. shines

d. smell d. shore d. share d. start d. study

Prepared by: Teresita A. Bahoy Lydia A. Aringo

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I. Objectives A. Skills : 1. Sequence events in the story listened to through pictures/ group of sentences/guided questions. 2. Give the meaning of new words through pictures, context clues 3. Answer wh-questions about the story listened to 4. Interpret feelings of characters 5. Make predictions 6. Respond to the story through the following engagement activities: Group 1; visualize events using a checklist. Group 2: Draw the main events in the story Group 3; Write a thank you note to express hospitality and kindness Group 4; Dramatize portion of the story. 7. Use past form of irregular verbs 8. Recognize and produce consonant blends (/br/ and /bl/ ) 9. Write a simple letter for a given purpose (Thank You letter ) B. Strategies Read a loud Use of visual and organizer Questioning Predicting Listening C. Values; Hospitality / Kindness

II. Subject Matter: A. Story : The Sultans Son Ref: Fun in English 3 ( Reading ) pp. 98-105 B. Comprehension skills/ Strategies: Answering wh-questions, predicting, Sequencing events C. Language Structure: Past Form of Irregular Verbs D. Deciphering and Decoding : Consonant Blends ( br-bl) E. Writing: Writing a Thank You Letter\ F. Reference: BEC-PELC G. Materials: pictures/ charts II. Learning Activities A. Discovering the magic of Reading (DMR ) 1. Pre reading 1.1 Motivation and Building Background a. If someone will visit your house what are most probable things that your parents would do? b. Today, Im going to read a story, but before that let us first know some new or difficult words we might encounter during the reading of the story. 1.2 Unlocking of new words / difficult words a. stranger Say: Jose saw a man approaching him whom he did not know. The man was a stranger. 63

b. surprised Say: Its Rosas birthday. She does not know that mother is preparing a party for her. Thats why Rosa was surprised to see the food and gifts on the table. 1.3 Motive Question Our story today is in titled The Sultans Son How will you describe him? B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading of the story 2.2 Second Reading of the story Give the pupils the opportunity to interact with the text. After reading a page or several questions to enable them to predict and monitor their comprehension. What kind of ruler was Sultan Abdullah/ Who was his son? What did Alino do one day? What happened while Alino was riding on his horse? Who helped Alino during the storm/ How did the two boys help Alino? Who took Alino to the palace? Why was the fisher surprised? How did the Sultan feel upon seeing his son? 3. Post Reading (Answering of the motive question) Divide the class into four (4) groups, and give them an activity. Engagement 1 Engagement 2 Group 1: Draw Alino riding on his What is the story about? horse. Who are the characters in the Group 2: If you were Bane and story? Rashid, what would you do to What does Alino want to do help Alino? everyday? Where does Alino go everyday? Group 3: Dramatize how Bane and Rashid helped him. Group 4 : If you were Alino, what will you say? Write a thank you letter.

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C. Developing English Language Competencies (DELC ) 1. Preparatory Activities 1.1 Drill Whisper Wish A pupil draws a piece of rolled paper from the box and gives it to the teacher who whispers the word to the pupil. The pupils get the flashcards with the printed action word and act it out. Teacher leads by saying: What did Rico do? Pupils answer: He ate. eat go ride sing run

2. Lesson Proper; Let us read the words written on the board. swam drank taught came dug sat

slept

2.1 Presentation Let us read a short paragraph about the Sultans Son One day Alino rode his horse around the big lake. It was too late when he realized that he had gone so far away. A storm was on its way. Soon the wind blew hard and heavy rain fell. It was not easy for Alino to go home to find his way .

Say: I will read the underlined action words. Repeat after me. When did those actions happen? Can you tell us more words that show past time? 2.2 Oral Practice Ask: What do you do during weekends? (Generate as many answers as possible) (Teacher writes the pupils answer/ sentences on the board ) o When did all the actions happen? o What happened to the verb in the past tense? 3. Generalization Say: How do we form the past tense of irregular verbs? Other verbs form therein past tense by changing their spelling. 4. Guided Practice The Grade III pupils had a program to honor the Philippine heroes. Study the pictures. They show what some boys and girls did during the program. On a paper, write sentences telling what they did. Use the past form of verbs. sing Lito drink- Ana run Rosa 5. Independent Practice Divide the class into 4 groups. Group I and II asks the questions Group III and IV Answers the questions (then vice versa) 65

Structure: What did you do the other day? On the board are action words and words that tell time to help the children in this activity. Examples: Verbs Time Expressions ran bought last night drank sang yesterday swam sat this morning 6. Application Write the past form of the verb in the parentheses: 1. Aling Nita ( buy ) books for her children. 2. She ( go ) to the bookstore. 3. Mary ( sit ) under the tree. 4. Remos ( drink ) his coffee a while ago. 5. Anne ( sing ) a beautiful love song. 7. Evaluation Change the verbs in the parentheses in to their past form. (sleep) 1. The babies _________ for an hour. (teach) 2. Mrs. Pascual ________ English last year. (keep) 3. Mother _____ her bag in the closet. (bring) 4. I ________ my sister to the school yesterday. (creep) 5. The vine _____ on the stairs. C. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation Repeat the following words after the teacher branch brave bloom bread bright blow brown break blame

blouse blind blade

What common sound do you hear in the first set of words? in the second set of words? 2. Practice Exercise Add bl- or br- to the beginning of each word. Read the words you have written and write them on your paper. 1. ____ur _____own 2. ____oom _____ook 3. ____oil _____ave 4. ____ight _____ush 5. ____ow _____ought 3. Writing Activity Teacher will read words with bl- or br- initial consonant blend. Write the words heard on the board. 4. Generalization What consonant blends did you learn today? How are these sounds produced?

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5. Fixing Skills Give 5 words with initial consonant blends /br/ and /bl/ /br/ /bl/ 1. _____________ 1. ___________ 2.______________ 2. ___________ 3. _____________ 3. ___________ 4. _____________ 4. ___________ 5. _____________ 5. ___________ 6. Application 6.1 Lets go fishing Say: Pilar is in the river. She is catching fish. Lets join her catch the fish with picture name that has a consonant blends /br/ and /bl/. 7. Evaluation Complete each sentence. Use a word beginning with /br/ or /bl/. Write the answers on a piece of paper. 1. We should ____ush our teeth 3 times a day. 2. Andres Bonifacio is a ____ ight hero. 3. Rosa wears a pair of ____ack leather shoes. 4. Be careful. The glass might ____eak. 5. The boys wrote their name on the ____ack board. 8. Differentiated Activities for Group Work
Group 1 Oral work with the teacher Look at the pictures. Get one and name it. If the pictures has a consonant blend/br/ put it at the left under /br/ If the picture has a consonant /bl/ put it at the right side. Group 2 Seatwork1 Create words with initial consonant blends/bl/ and /br/ Group3 Seatwork 1 Provide the missing consonant blend to complete each sentence. 1. My dress is color bl__. 2. The br____ taste good. 3. Did you br___ your teeth. 4. The sky is bl___. 5. I br___the vase.

Seatwork 1 Write B if the picture name begins with /br/ E if it begins with /bl/ a. blouse d. bread b. b. branch e. blade c. branch Seatwork 2 Write on your paper the missing letter in each word. 1._____ ue 2._____eeze 3. _____own 4._____oom 5._____ead

Oral work with the teacher Teacher will read words with initial consonant blends /br/ /bl/. Clap your hands once if the word has /br/ sound. Twice if the word has /bl/ sound. Seatwork 2 Cross out the words with brconsonant blend. bring blame broke brace blaze

Oral work with the teacher. Using window cards read the words with br/ bl br___ ag bl___ eak ing oom anch

Prepared by: Mary Jane Celosa Evelyn m. Rivero Rechilda Ramos- Siazar

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I. Objectives A. Skills: 1. Give the meaning of new words through pictures, context clues and realia. 2. Answer wh-question about the story listened to 3. Interpret feelings of character 4. Sequence events in the story listened to through pictures, group of sentences, guided questions. 5. Respond to the story through the following engagement activities: Group 1: Sequence events in the story Group 2: Draw the main event in the story Group 3: Act out portion of the story Group 4: Draw pictures of food 6. Use the correct time expression to tell action in the past. 7. Recognizing word with initial and final sound of ch 8. Write a different story ending B. Strategies Read aloud Questioning Use of visual (pictures) II. Subject Matter A. Story : A Good Lunch Author: Evelyn B. Angelo, Agnes Galapon, Rodelio Santos Illustrator: JTW Corporation Comprehension Skills/ Strategies: Answering wh-question, Sequencing Language Structure: Time Expression to tell the action in the past. Deciphering and Decoding : Beginning and ending ch Writing: Write different story ending Reference: BEC PELC A.1, B 1.2, D 3 Materials : books, charts, pictures

Sequencing Writing Recognizing

B. C. D. E. F. G.

III. A. Discovering the Magic of Reading (DMR) 1. Pre-Reading 1.1 Motivation and Building Background Ask: Who cooks your food for lunch? What time do you eat lunch? Say: Today. Im going to read to you this story. Who can read the title? This was written by Evelyn B. Angeles and illustrated by JTW Corporation 1.2 Unlocking of Difficult Words a. lunch Say: Grandmother cooked lunch for Dan and Grandfather. She prepared the table at around 11:30 in the morning. Ask: Why did Grandmother prepared lunch for them? Do you always eat your lunch? Why?

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b. pork chops Say: This is pork. It comes from pig. 1.3 Motive Question Say: The title of the story I will read to you is A Good Lunch Ask: Why do you think they consider their lunch as a good lunch? B. Constructing Meaning ( CM ) 2. Active Reading 2.1 First Reading of the Story 2.2 Second Reading of the Story Give the pupils the opportunity to interact with the text. After reading ask questions to enable them to monitor their comprehension.
A Good Lunch Grandmother cooked for Dan and Grandfather. The pan did not have a lid in it. Grandfather said, I can tell we have pork chops for lunch! He looked into the pan. Well, well! Pork Chops an inch thick! We are in luck, Dan! Dan went and sat in a chain pan lunch. Grandfather sat with him. Grandmother fixed the chops with a pinch of this and a pinch of that. Then she took them to grandfather. Pass the pork chops to Dan, she said. So Grandfather passed the pork chops. Grandmother picked up a jug and filled a mug. Have a glass of juice, Dan, she said. Thank you grandmother, he said. Dan licked his lips. You have a handkerchief for that, said grandmother. What was grandmother doing? Describe the pork chop.

Where did they sat for lunch? How did grandmother fixed the chops?

Why did Dan said thank you to his grandmother?

C. Post Reading Lead the pupils to answer the motive question. Divide the class into 4 groups and give each group an activity.
Engagement 1 (Small group activities) Group 1: Grandmother picked up the jug and filled a mug. Have a glass of juice Dan. Thank you grandmother. Dan took a sip. Arrange the events in order: * Thank you Grandmother. * Have a glass of juice, Dan! * Dan took a sip * Grandmother picked up a jug and filled a mug. Group 2: Draw Grandmother cooking a pork chop. What do you think was the taste of Grandmothers pork chops? Group 3: Dan took a sip of juice and said, Its good!. Act out this portion of the story. Group 4: Grandmother cooked pork chops for lunch. Draw what grandmother cooked and your favorite food your mother or grandmother cook for you. Engagement 2 Discussion Why did Grandmother took care of Dan? What does Grandmother do? (Group 1 will present their work)

What is the story about? Who are the characters? (Group 2 will present their work) What does Dan do? What did he say? ( Group 3 will do their presentation) What did grandmother do one morning? If you were grandmother what would you feel? (Group 4 will present their work)

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C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Drill Pass the Message The Teacher whispers a word to a pupil in front and passes it to the next pupil unto the last pupil in the row. Then, the last pupil in the row will act out the whispered word. Teacher leads by saying: What did Andrea do? Pupil answers: She drew. 1.2 Review Say: Listen and look at the pictures as I say the sentences. Choose the action word that will make each sentence correct. 1. He ( climb, climbs ) the tree. 2. Grace ( dance, dances) gracefully. 3. May and Annie ( run, runs) fast to the park. 4. Amy ( cook, cooks ) their breakfast. 5. Sarah ( speak, speaks ) very loud 2. Lesson Proper 2.1 Presentation Say: Do you still remember our story about a good lunch? Let us look at the picture of the tables and chairs in the chart. I will read the words written on the tables and chairs. Repeat after me. looked cooked filled went

picked

fixed

passed sat

took

said

licked
After lunch Dan and his grandfather went to the sala and had a conversation. As they exchanged stories Dan remembered what happened to him the other day. Listen as I read what happened. My Bestfriend Dan went to the plaza the other day. He saw there his bestfriend Lito, who just came back from Manila. Its been a long time since they did not see each other because Litos family transferred to Manila when he graduated elementary. They went to Litos house and had a merienda. Lito helped his mother prepare the merienda. After eating, they talked and shared experiences. They were so happy. Dan went home filled with enjoyment.

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Say: I will read the underlined action words. Repeat after me. Ask: When did these actions happen? Say: Let us recall what Dan and Lito did the other day. Guide children in saying: Lito _______ his mother _______ the merienda the other day. Dan and Lito _____ and experiences the other day. Say: Can you tell us more words that will show past time? Expected answers: last Monday last Month last year last weekend the other day yesterday 2.2 Oral Practice Ask: Who among you had an experience like Dans? (Teacher writes the pupils answer/ sentences on the board. ) Say: I will read your sentences again. Where did all the actions happen? Let us recall all the action words in your sentences. 3. Generalization What letter or letters do we add to the action word when the action happened in the past? 4. Guided Practice Encourage children to talk about the pictures in the charts. Add d or ed to form the past tense of the action words that you will use in telling about the picture. Teacher asks guide questions about the picture to help children in constructing sentences. 5. Application Add d or ed to the action word used in the sentence to show past action. 1. Mother and I (pray ) _________ in the church. 2. The baby (dance ) _________ happily. 3. Rolly ( remove ) ____________ his belt. 4.The man ( call ) ______ me up by phone. 6. Evaluation Write on your answer sheet the correct form of the verb that will make the sentence correct. 1. Dina ( washes, washed ) the clothes yesterday. 2. Mother ( cooked, cooks ) caldereta for dinner last Tuesday. 3. Ricky ( played, plays ) basketball the other day. 4. Mang Dexter ( plant, planted ) vegetables in his backyard last Sunday.

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D. Deciphering and Decoding Strategies and Skills ( DDSS ) 1. Sound Presentation 1.1 Listen to some words taken from the story you learned in our past lesson. A B chops lunch chair pinch inch 1.2 Ask: What common sound do you hear at the beginning of the words I read in Column A? What about the sound at the end of the words in Column B? 1.3 Let us read the words again. Repeat after me. Then let the pupils sound /ch/ correctly in words with /ch/ in the beginning and words with/ch/ at the end. 1.4 Practice Exercise a. Let us recite this rhyme. Cross Patch, Lift the latch Cross patch, Lift the latch Sit on the chair By fire and spin Take a cup and, drink it up Then call your neighbors in. b. Say the name of each picture to yourself. Put a check on the line below if the picture name has /ch/ sound and across if it is not. chalk chick

cheese

skip

chill

2. Say: Children , can you sound again /ch/? Let the pupils produce the /ch/ sound altogether, by group, then individually. Mostly words with /ch/ sound begins or ends with what letters? 3. Writing Exercise Write some examples of words with /ch/ beginning or ending sound. chief fetch church chart watch cheer 4. Generalization What sounds did you learn today?

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5. Fixing Skills Direction: Read the words on the strips. Put a check on the space provided if the words have /ch/ sound and cross if it does not have. 1. chat ____ 2. scrunch ____ 3. shell ____ 4. clutch _____ 5. raddish ___ 6. Application Lets go treasure hunting Say: Justin is in the island. He is going for a treasure hunt. Lets join him. Pick the treasure chest with picture name with /ch/ sound. Then, below each picture, write /ch/ where it is needed to complete the name. (chicken ) __icken
(chipmunk) ___ipmunk

(cheek) _____ eek (brooch) broo___

(watch ) wat____

__ 7. Evaluation Direction: Read the words carefully. Encircle the words with /ch/ in the given set. 1. shell, cheat, flick 2. chirp, sheet, crush 3. stitch, fish, shirt 4. sprint, clutch, glass 5. clock, cloth, chart 8. Differentiated Activities Oral work with the teacher Look at the word strips on the chart. Get one and read it. If the word has /ch/ sound , put it on the left under column A. If it does not , put it at the right under column B A B scratch sheen chin cream match mass Seatwork 1 Encircle / if the picture name has /ch/ sound. Encircle x if it doesnt have /ch/ sound. 1. ship / x 2. cheese / x 3. chip / x 4. clip / x 5. beach / x Seat work 2 Seat work 1 Draw a if the picture has /ch/ sound and if it does not have. ____1. chain ____2. fish ____3. cherry ____4. scratch ____ 5. plant Seatwork 2 Write the names of the pictures. (bench) _________ (chocolate)_______ (chess board)______ (chase) __________ (churn ) __________

Oral work with the teacher Seatwork 2 Look at the words on the board. Read the/ch/ words aloud and encircle it. drench cheer chase hush crane Seatwork 1 Write 5 examples of /ch/ words.

Oral work with the teacher 73

Draw 5 pictures / things with /ch/ sound in their picture names.

Write the names of each picture. 1. (cheese) 2. (catch) 3. (chain) 4. (branch) 5. (match)

Find the name of the picture with/ch/ from the choices given. Write the name on the chalkboard 1. (church ) a. chipmunk b. church c. chisel 2. (patch ) a. badge b. match c. patch 3. (chin ) a. cheek b. chin c. chores

Prepared by: Andrea M. Banares Melanie Anza Ma. Vanesa Echalag MES Teachers- Leg. Port I

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I. Objectives A. Skills : 1. Shows enjoyment in listening to a story. 2. Sequence events as they happen in the story 3. Identify and use language clues that signifies cause-effect relationship 4. Construct sentences with simple subject and simple predicate 5. Write sentences about a given situation B. Strategies Read aloud Questioning Sequencing Use of visual and organizer Constructing Sentences C. Values: Care for animals II. Subject Matter A. Story The Boy and the Frogs B. Comprehension Skills: Answering wh-questions Sequencing Events C. Language Skills: Constructing sentences with simple subject and simple predicate D. Writing: Writing sentences about a given situation E. References: PELC F. Materials: pictures, charts, flashcards III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-Reading 1.1 Motivation Ask: When you go home. Where do you pass by? What do you see in that place? 1.2 Unlocking of difficult words a. passed by a pond ( through picture) Where did the children pass by? b. throw stone ( through action) c. side of the road ( through picture ) 1.3 Motive Question How did the boys realize that what they do is bad? B. Constructing Meaning ( CM ) 2. Active Reading 2.1 First Reading of the story 2.2 Second Reading of the story Pupils read and interact with the text. Who were going home from school? Where did they pass by? What did he see on the street? What did he see in the pond? What did they do to them?

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3. Post Reading 3.1. Answering of the motive question. 3.2. Engagement Activity Group the pupils into 6 and have them do the following: Group 1 Group 2 Group 3 Group 4 Road Signs I Hear You Where do Same at you live Draw the Imitate the Classify Create road signs on sounds the figures that the street and made by animals are explain their animals according symmetrical meanings to their in design habitat

Group 5 This is the way Act out the movement of various animals

Group 6 In my Heart Write down the good things you do everyday.

Present and discuss each group work What are road What were Where do What did What are the signs? the sounds of animals the frogs movements the animals? live? do when of animals Where can we Do animals What do they throw Why do you see them? have the we call the stones at think they What should same sound? animals them? differ in we do if we that live on movements? see them? land? What did he What did In water? hear? Where Carlos do ? What did did he run? What did he Carlos do Why? see in the with the pond? frogs? What sounds What did did he hear? he get? Why will he throw stones? What is the shape of the stone he get? C. Developing English Language Competencies (DELC ) 1. Preparatory Activities 1.1 Review Recall the story read. Sequence the events as they happen in the story. 2. Lesson Proper 2.1 Presentation Ask: Who passed by the pond? What did Carlos see?

What should we do to the people? Who should we obey? Why? If you were Carlos, will you do the same things as he did? Why or why not? Why should we care for animals?

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What did he do with the frogs? What did the frogs do? (Write the answers on the board ) Use the questions above again to identify the subject and he predicate from the given answers) 2.2 Oral Practice Show some pictures. Give the subject to complete the sentences. Read each sentences. (flower) a. _____- is red. (dogs) d. ______ are barking (children) b. _______ are playing. (father) e. ______ works in the office. (park) c. _______ is clean. (Another set of pictures) Give a predicate to complete each sentences. a. Birds _______________ . d. Mother_____________. b. She is _______________. e. The pupils __________. c. They are _____________. 3. Generalization What do we call the part of the sentence that tells about what we are talking about? (subject) What do we call the part of the sentence that tells something about the subject? (predicate ) What is a subject? What is a predicate? 4. Guided Practice Ask the following set of questions: a. Who passed by the pond? What did he see? b. What did Carlos do? What did the frogs do? c. What did he hear? Where did he go? (Show the answers using illustration below Carlos was going home

CAUSE a. He passed by a pond b. Carlos throw stones c. He heard a voice so that so that so that

EFFECT He saw frogs The frogs jumped He ran home.

Ask: What can you say about the sentences on the left? On the right? Which is the subject? The predicate? How are they related? What do we call them? What language clues can we use? 77

5. Application Construct a sentence with simple subject and predicate. 6. Evaluation a. b. c. d. Encircle the subject and underline the predicate. The sun is a hot ball of gases. The fishermen catch fish. Our school is big. Mother cooks food.

D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation Review the different letters of the alphabet and sound. Using flashcards, produce the sound of the consonant blends. /fr/ /br/ /cr/ /dr/ /gr/ 2. Practice What words in the story having the above consonant blends? Identify the picture. Give the initial consonant blend. drum (dr) brain (br) grass (gr) crab (cr) frame (fr) 3. Writing Model the proper way of writing above consonant blends. 4. Generalization What is a consonant blend? How many consonants are there in a blend? Where is the position of the consonants in initial consonant blend? 5. Application Give the complete word by giving he initial consonant blend. Refer to the picture (ice cream ) ___eam (dress) ___ess ( tree ) ___ee (grandmother) ___andmother 6. Further Practice Give examples of words having the following initial consonant blends. br cr dr fr gr pr tr

7. Evaluation Choose the correct initial consonant blend to complete the sentence. 1. ____ ees are very important because they give us shade. 2. The ____ een ___asses in the park are beautiful to look at. 3. She received a beautiful ___ess on her birthday. 4. ____ogs say kokak! Kokak! 5. ____int your name. 78

8. Differentiated Activities for Group work Oral Work with the teacher Read the following words with consonant blends /br/, /cr/, /dr/, /fr/, /tr/, /pr/ , /gr/ Seatwork2 Use language clues to identify cause and effect. Seatwork 1 Give the cause and effect. Seatwork 1 Identify the subject and the predicate. Seatwork 2 Use language clues to identify cause and effect

Oral work with the teacher Complete the words by giving the correct initial consonant blends. Seatwork 2 Give words for the following consonant blends /br/ /fr/ /cr/ /dr/

Seatwork 1 Identify the subject by encircling and underlining the predicate. Oral work with the teacher Let children read a paragraph with words having consonant blends.

/tr/

/pr/

/gr/

Prepared and submitted by: Mrs. Jean Bitancur Mrs. Judith Nunez Mrs. Angelita Isidro Mrs. Ma. Anastacia Arjona Mrs. Sarah Capinig

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I. Objectives A. Skills : 1. Answer wh-questions about the story listened to. 2. Perceive cause-effect relationship 3. Identify cause and effect in a sentence 4. Give possible cause and/ or effect in a situation 5. Interpret feelings of characters 6. Respond to the story through the following engagement activities Group I: Dramatize the portion of the story you like best. Group II: Act-out the given sentences Group III: Write a thank you letter to your lola thanking her of what she did Group IV: Draw and write another possible ending story from the story read 7. Construct sentences with simple subject and simple predicate. 8. Identify words with initial consonant blends /gr/ and /dr/ B. Strategies Read aloud Constructing correct sentences with simple Questioning subject and simple predicate Perceiving relationship C. Values: Taking care of our body using safe medicine

II. Subject Matter A. Story: Truly Wonderful Fun in English 3 Reading pp 154-158 B. Comprehension Skills/ Strategies Perceiving cause-effect relationship, answering wh-questions, identifying cause-effect , constructing sentences C. Language Structure: Construct sentences with simple subject and simple predicate D. Writing words with initial consonant blends /gr/ and /dr/ E. Reference: BEC handbook Reading Grade 3 F. Materials: EFAT (Reading ) 154-158, 118-121 Language pp 150-155, charts, pictures III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-Reading 1.1 Motivation and Building Background a. Get a partner and follow these dialogues A. What happens when it rains? B. Children cannot play outside. A. Why do we get sick? B. Because we do not eat nutritious food. b. Today, Im going to read to you this story. Who can read the title. 1.2 Unlocking of new/ difficult words a. stomachache Maria is crying because her stomach is aching. She has a stomachache. b. upset Mother is upset because Raul did not do the household chores. c. pain I cried in pain because of my stomachache 80

d. tablet Mother gave me medicine tablet instead of herbal tea for my stomachache. 1.3 Motive Question Why was Carlo upset one morning?. B. Constructing Meaning (CM) 1. Active Reading 1.1 First Reading of the story 1.2 Second Reading of the story Give the pupils the opportunity to interact with the text. After reading a page or several page, ask questions about it.
Truly Wonderful It is Carlos second week in the barrio where his grandparents live. He was enjoying every minute of his visit. Until this morning. His grandmother noticed that Carlo was upset. Why didnt you join your cousins in going to the farm? I heard you were going to have a picnic there, lola said. Lola, I have a stomachache, Carlo answered. I think I ate too much last night explained Carlo. Dont get upset. Youll be all right. Just go to bed and rest, advised Lola as she hurriedly went out. Carlo opened his eyes and saw Lola standing there. She was holding a cup. Drink this for your stomachache, lola offered. Whats this lola? asked Carlo. Its avocado tea, replied Lola. I boiled some avocado leaves from our tree. Carlo hesitated to drink the tea. He explained. Mother never gives me avocado tea. She gives me tablets instead. Try this anyway, Lola suggested. Then rest some more. Carlo opened his eyes. Again Lola was standing by offering a second cup of avocado tea. How many times must I take this? Carlo asked. Three times a day, or until the pain is gone, Lola answered. But Lola, the pain is gone! cried Carlo happily. Drink this to be sure the pain wont come back Carlo got up and eagerly emptied the cup. Gee, avocado tea is a wonderful medicine! Lola, youre a wonderful doctor, Carlo concluded. City people can learn from us, barrio folks, Lola said with a smile.

Where does his grandparents live. What did his grandmother notice?

Why was Carlo upset one morning? What is the reason of his stomachache ?

What did Lola gave him to drink? What did his mother gave him when he is not feeling well.

How many times must Carlo have to drink the avocado tea?

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3. Post Reading Pupils answer the motive question. Divide the class into 4 groups and give each group an activity. Engagement Activity 1 Engagement Activity 2 Group 1: Dramatize the portion of the story What is the story about? you like best. Who went to the barrio? Do you like the story? What part of the story you like best? ( let us see the dramatization of Group I) Group 2: Act-out these sentences. 1. Drinking tea can cure stomachache. 2. Eating too much can upset your stomach What happened to Carlo one morning? Why did Carlo experience stomachache? Do you feel happy whenever you have stomachache? What do you do? (Group 2 will present ) What did Lola gave Carlo to drink? Did Carlo drank it immediately? What did he told Lola? What was Lolas answer? What happened to Carlo after drinking the tea? Did he felt happy about it? If you were Carlo what would you say to your Lola? (Group 3 will present) What do you think will happen to Carlo if he didnt drink the avocado tea? (Group 4 will present)

Group 3: Because of the avocado tea Lola gave Carlo, he got well. Write a thank you letter to Lola thanking her of what she did?

Group 4: Draw and write another possible ending story from the story you read earlier.

C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Drill Showing a picture. Let pupils study the picture. Then answer the question that follows. (Please refer to the EFAT pp 151 ( Language )

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1.2 Review Choose the correct time expression that will make each sentences correct. 1. My mother prepares my baon (yesterday, everyday). 2. We attend the Holy mass (last Sunday, every Sunday). 3. We kiss mother goodbye (every morning, every year). 2. Lesson Proper 2.1 Presentation ( Show a picture of a small community ) Read this: This is Barangay Malikhain. It is a clean and beautiful place. My family lives here. Our relatives live here, too. We are very happy in the barangay. Mr. Aldo Locsin is our barangay captain. He works hard for the barangay. His wife, Mrs Locsin is a school teacher. She helps her husband attend peoples needs. Their children help them, too. They all entertain people who go to their house asking for help, assistance and advice. Write on the board these sentences. Mr. Aldo Locsin is our barangay captain. They all entertain people who go to their house. Barangay Malikhain is a clean and peaceful place. Ask: What can you say about the italicized words/ phrases? What about the underlined phrases? 3. Oral Practice Let pupils construct simple sentences, then let the pupils identify the subject and the predicate. 4. Generalization How do you construct a simple sentence? 5. Guided Practice Present a chart of exercises a. Encourage children to form a simple sentence using a simple subject and simple predicate. b. Game: Finding Partners Form 2 groups. The 1st group has strips with simple subject while the 2nd group has the strips with simple predicate. 1st Group 2nd Group The ship is carrying many tourists. A horn blows loudly. The passengers are enjoying the trip The sea is very calm. The captain assures them safe travel.

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6. Independent Practice Complete these sentences. 1. The visitors___________________. 2. A big lion ____________________. 3. The stars_____________________. 4. Miko and Leo __________________. 5. The bell ______________________. 7. Application Match each subject in the left column with a predicate in the right column. Write each sentence on the space provided. 1. My cats name a. sells different sports item. 2. This store b. is my birthday. 3. Today c. contain different items. 4. The boxes d. is very playful. 5. My brother e. is kitty. 1. ________________________________ 2. ________________________________. 3. ________________________________. 4. ________________________________. 5. ________________________________. 8. Evaluation Underline the phrase that will complete each sentence. 1. My umbrella __________________. a. protects me from the sun and rain. b. are red and white c. called me. 2. The ball_____________. a. bounce on the ground. b. bounces on the ground. c. bouncing on the ground. 3. The farmer_________________. a. works hard b. working hard 4. __________ cried loudly. a. The car b. The frog 5. ____________opened the door for us. a. The security guard b. The dog D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation 1.1 Do you still remember the story Truly Wonderful? 1. Who lives in the barrio? 2. Who noticed that Carlo was upset? 3. What did he do with the avocado tea? 1.2 Write answers of the pupils on the board. Grandparent grandmother drink 84

c. work hard c. The baby c. The baby

Say: Let me read to you these words. Listen carefully. Read the words with emphasis on the initial/ beginning sound. 1.3 Ask: What common sound do you hear at the beginning of these words? (Write /gr/ and /dr/ on the board to connect it with the sound. Then let the pupils read the words after you. ) Say: Here are other words, Listen carefully as I read them. green, ground, grow, great drive, drink, draw, drought Where can we find the sound of /gr/ in these words? The/dr/? Let us read the words again. Repeat after me. Then let the pupils sound /gr/ and /dr/ correctly in words. 1.4 Practice Exercise Lets read these words. /gr/ /dr/ grill grain drug drill grab group dream drawn grace grapes dress drift a. Using the picture put a check on the line below if the name begins with /gr/ and cross if the name begins with /dr/ grasshopper _________ grocery ________ drink _______ grapes dress

________ _______

b. Say: Circle the consonant letters if you hear the /gr/ sound at the beginning of the words and underline the /dr/ sound grain drive groom drawn growl 2. Writing Activity 2.1 Make your own sentences using words beginning with /gr/ and /dr/ 2.2 Write the correct spelling of the following words grandfather dragon group drainage grave 3. Generalization What sounds did you learn today? Can you sound it? What do you call these sounds? What part of the word can you find it? 4. Fixing Skills Say the name of each picture. Write /gr/ in column A if the word begin with /gr/ and write /dr/ in column B if the word begins with/dr/. Column A Column B 1. grandmother _______ ________ 2. grind _______ ________ 3. Dracula _______ ________ 4. graph _______ ________ 5. drops _______ ________ 5. Application 5.1 Carlo is on his grandparents farm. He will harvest grapes. Lets help him by gathering the grape that contain names that begins with /gr/ and /dr/. (Teacher can use other words with /gr/ and /dr/ sounds). 85

5.2 Playing Time Ana is at the park. She is playing with her friends . Lets join them. Catch the ball and give a word that begins with /gr/ and /dr/ as fast as you can. 6. Evaluation On your paper write gr- if the name of the picture begins with the gr sound and drif the name of the picture begins with the dr- sound. Show the pictures one at a time. a. grab b. dribble c. granary d. drain e. gram 7. Differentiated Activities for Group Work
Oral work with the teacher Look at the pictures on the chart. Get one and name it. If the picture name begins with gr- put it at the left. If the picture name begins with dr- put it at the right. /gr/ /dr/ growth dream grab drip Seatwork 2 Box gr- if the picture name begins with gr- ; Circle dr- if it begins with dr1. grass gr dr 2.dried gr dr 3. grain gr dr 4. dress gr dr 5. drum gr dr Seatwork 1 Write on your paper the missing letter in each word. 1. ___asshopper 2. ___ive 3. ___aw 4. ___ound 5. ___ill Seatwork 1 Write A if the picture begins with gr- and write B if the picture begins with dr-. ____1. dried ____2. grain ____3. grass ____4. drift ____5. grow Oral work with the teacher Look at each picture and name it. Write the beginning sound. dress drum grave drop grab Seatwork 2 On your paper write the missing letter in each picture. 1. ___ip 2. ___ass 3. ___um 4. ___ive 5. ___ain Seatwork 2 Write the missing letter for the names of the pictures. (dress) ___ess (grapes) ___apes (Dracula) ___acula (drink) ___ink (grain) ___ain Seatwork 1 Write the beginning sound for the names of the pictures grandfather dream grain grow drip Oral work with the teacher Find the name of the picture from the choices given. Write the name on the board. (grass ) (dress) grass drum ground dream green dress (grandpa) (drum) grand drum grandpa dream grow dress

Prepared by: Joyce Loria Molo Marichu Lelis Amelia Bahoy Cabangnan Elem. School Teachers 86

I. Objectives A. Skills: 1. Give the meaning of words through pictures 2. Answer wh-questions about a story read 3. Infer feelings of characters 4. Respond to the story through the following engagement activities Group 1: Making a weather chart Group 2: Presenting a dialogue on the selected part of the story Group 3: Acting out how Annie Ant crossed the river 5. Construct sentences with simple subject and predicate using simple form of the verb. 6. Recognize words with final consonant blends /sh/, /ld/, /st/ 7. Write a sentence with simple subject and simple predicate B. Strategies Read aloud Questioning Role Playing C. values : Being Prepared in times of need II. Subject Matter A. Story : Annie Ant Author: Purificacion Balingit Illustrator: Jomar S. Montinola B. Comprehension Skills / Strategies Answering wh-question Getting the meaning of words through picture clues Inferring Character Traits C. Language Structure: Constructing Sentences with simple subject and simple predicate using simple form of the verb D. Decoding: Final Consonant Blends /sh/, /ld/ , /st/ E. Writing: Write Sentences with simple subject and predicate F. References: BEC PELC, Speaking 1.3, Reading , Writing 1.0 G. Materials: big book, cut outs, pictures, manila paper, pentel pen, activity sheets III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre Reading 1.1 Motivation and Building Background What insects do you see everywhere? They are small. Some are red and some are black. They bite. Can you guess what they are? Present the big book. Read aloud the title, author and illustrator. What do you see in the picture? What do you think is the story about? 1.2 Unlocking of new/ difficult words a. grains of rice ( real grains ) b. rocking ( ask a pupil to sit on the chair and another pupil to move the chair. What is the second pupil doing with the chair? What happens to the chair? c. paddle ( showing pictures of a boy riding in a boat and using a paddle.) 1.3 Motive Question What do you think is the problem of Annie Ant? What does Annie Ant do to solve her problem? 87

B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading 2.2 Second Reading of the story to give pupils the chance to interact with the text, ask questions to predict and monitor their comprehension. Questions: What does Annie Ant want to do? What does she find? What is Annie Ants problem? Did the rat help Annie Ant? What does Annie see on her way? What does she do with the leaf? What happens to the leaf? What do you think will she feel while on the water? What does the ant see floating on the water? Is Annie Ant able to go home? 3. Post Reading 3.1 Lead the pupils to answer the motive question 3.2 I am going to divide you into three groups. Each group will do an activity Engagement 1 Engagement 2 Group 1 : Make a weather chart What is the story about? When does the story happen? (Group 1 will make a weather chart ) Group2: Act out the part where Annie Ant met fatty rat and say the dialog. What happens to the river? Can Annie Ant cross the river? Why? Who does she see? (Let us see the presentation of Group 2 ) How does Annie Ant cross the river? If you were the ant, would you also prepare and save food for your family? (Group 3 will present)

Group3: Show how Annie Ant cross the river Sing: Row, row, your boat

C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Drill Present a dialogue between two pupils using simple subject and predicate 1.2 Review (Recall the story of Annie Ant) What does Annie Ant want to do? Does the rat help Annie Ant? (Let the pupils write their answer on the board)

2. Lesson Proper 2.1 Presentation Show a picture of Annie Ant and her family. 88

Focus the pupils attention on the sentences presented on a chart. a. Annie Ant goes home b. The leaf is floating on the water. c. The ants save food for their family. Does each group of words make sense? Why? Point out conditions on the grammar focus. 2.2 Oral Practice Read the sentences. Find the simple subject and simple predicate in each sentence. The ball bounces on the ground. My friends help me carry the heavy box. The farmer works hard. We will join the school activity. My brother is hiding from me. 3. Generalization What are the two parts of a sentence? When do we say a sentence has a simple subject and a simple predicate? 4. Guided Practice Match each subject in the left column with a predicate in the right column. 1. Elena a. is delicious. 2. The boys b. bark at night. 3. Mother and I c. went to church. 4. The food d. is watching TV 5. The dogs e. play basketball 5. Application Complete these sentence parts. 1. The visitors ___________________. 2. A big lion _____________________. 3. The stars______________________. 4. ____________ sang lively song. 5. ____________ works in the farm. 6. Evaluation Encircle the simple subject and underline the simple predicate. 1. She brings many present. 2. The winners bring home a trophy. 3. They often go to the plaza. 4. We have a smart teacher. 5. The cheerful baby played.

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D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation A Pet Fish My only wish is to have a fish. Placed in a dish as fresh as it is. I was told, not to hold the mold Or else that fish will turn into gold. Read the underlined words. What common sound do you hear in the first group of words? How about in the second group of words? 2. Practice Exercise Fill in the missing consonant blend. 1. po___ 3. sco_____ 5. bui____ 2. bru___ 4. ca______ 3. Writing Activity Use the following words in a sentence. fish. wind. fresh. told..gold.post 4. Generalization What sound did you learn today? Can everybody sound it? 5. Fixing Skills Read the following phrases and use it in a meaningful sentence trash on the bag build a house fold the paper give a cash 6. Evaluation Choose from the following /sh/ and /ld/ 1. sma___ 3. wa____ 5. fi____ 2. fo____ 4. mo____ 6. pu__

7. Differentiated Activities for Group Work

Oral work with the teacher Listen carefully as the teacher says the words. Write the final consonant blends that you hear. 1. post 2. fold 3. mold 4. cash 5. squash Seatwork 1 Box the word with final consonant blends /sh/, /ld/, /st/ in each phrase. 1.Plant a squash. 2. give a cash 3.two fold umbrella 4. straight post 5. hold your tongue Seatwork 2 Add the final consonant blend 6. 7. 8. 9. 10. thru___ sma___ bo____ roa____ fo_____

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Seatwork 2 Match the picture with the given words 1.wrist 2.bald 3. cash 4. post 5. trash Seatwork 1 Supply the missing final consonant blends /sh/ /st/ /ld/ 1. spla___ 2. fi___ 3. lea____ 4. squa___ 5. wri___

Seatwork 1 Pronounce the words and identify the consonant blends 1.coast 2.splash 3.feast 4.told 5.bald Oral work with the teacher Listen as I say the words. Clap if it ends with /sh/, /st/ /ld/ 1.plant 2. fresh 3. card 4. fist 5. wild

Oral work with the teacher Write words that ends with /st/ , /sh/ , /ld/

Seatwork 2 Put a check if the word has consonant blends /sh/ /ld/ st/ 1. 2. 3. 4. 5. built mold smash kept sold

Prepared by: Mengelyn Basaysay Puro Elem. School Cecile B. Dote Dap-Dap Elem. School

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FOURTH GRADING PERIOD

2C2IA Lesson Plan in Grade III-English 1.Objectives A. Skills : 1. Give the meaning of each phrase through pictures 2. Answer wh-question from the story listened to 3. Infer insights from what is read or observed 4. Respond to the story through the following engagement activities Group 1: Drawing Animals in the farm Group 2: Imitating Animal Movement Group 3: Emoting Excitement Group 4: Acting Out a part of the story 5. Use words that describe persons, places, animals , ideas, events 6. Identify initial consonant blend /sh/ 7. Write words with initial consonant blend sh using the cursive form B. Strategies Read aloud Graphic Organizer Predicting Questioning C. Values: be contented of what you have, teamwork/ unity II. Subject Matter A. Story : The Goose and the Golden Egg Author: Lily N. Nodalo Illustrators: Ma. Bernadette Ganaban Bernardo V. Placido Jr. B. Comprehension Skills/ Strategies Answering wh-questions Inferring insights from what is read or observed C. Language Structure: Using words that describe persons, places, animals, ideas, events D. Deciphering and Decoding Initial consonant blend /sh/ E. Writing : Writing words with Initial Consonant Blend sh using the cursive form F. Reference : PELC Listening, Speaking, Reading 1.2 G. Materials: storybook, pictures, cut outs, charts III, Learning Activities A. Discovering the Magic of Reading (DMR ) 1. Motivation and Building Background a. Show a picture of a goose. Ask: What comes to your mind when you see this picture? b. Introduce the big book. Say: Today, I am going to read a story. The title is The Goose and the Golden Egg. This story is written by Lily n. Nodalo and illustrated by Ma. Bernadette Ganaban and Bernardo Placido Jr. c. 2. Unlocking of difficulties a. poultry farm Show a picture of a poultry farm 92

Ask: What animals can you see in this farm? b. golden egg Show a picture of a golden egg and a white egg. Ask: Which of these is a golden egg? c. Played a joke The teacher will share a joke Ask volunteer pupil to share another joke d. sharpened knife Show an actual knife Ask: What can you say about this object? 3. Motive Question The story is about a goose that laid a golden egg. Find out what the farmer did to the goose. B. Constructing Meaning (CM) 1. Active Reading 1.1 First Reading Read the story to the pupils as you show the illustration on each page 1.2 Second Reading Give them the opportunity to interact with the text. After Reading a page or several pages, ask questions to help them predict and to monitor their comprehension.
The Goose and the Golden Egg There was a farmer who had a poultry farm. He had many chickens and geese. Every morning, he went around his farm and saw to it that his pets had enough food to eat. One day, he saw something shining in the gooses nest. He touched it. It was heavy. This is gold, he said. Somebody had played a joke on me. He got the gold and showed it to his wife. He kept the gold. The next day, he found again another golden egg. He couldnt believe that his goose was laying golden eggs. The following day, he got up early. He went to his poultry house and watched the goose. When the goose left the nest, he found again another golden egg. This time, he believed that his goose was laying a golden egg. He was so happy and said to himself, I will be a rich man soon. I will have plenty of gold. That night he could not sleep well. He was thinking of the golden egg he found everyday. He wanted to get all the golden eggs in the gooses stomach. He said, I know now what will I do. Im going to kill the goose The next morning he caught the goose. With a sharpened knife he killed the goose. He opened its stomach. He was thinking that there were golden eggs in it. Do you know what he found? Nothing. There was no golden egg.

Who had a poultry farm? What did he do every morning in the farm? What did he see one day in the farm? Do you think the farmer was satisfied having a golden egg everyday? Why did he kill the goose? What happened after he killed the goose? What do you think the farmer said to himself? If you were the farmer, would you have killed the goose? What would you do?

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4. Post Reading 2.1 Guide the pupils to answer the motive question. 2.2 Engagement Activities Engagement 1 Engagement 2 Group 1: Create a poultry farm. Draw What is the story about? animals in the poultry farm and Where does the story happen? other things you see there. When does it happen? Who are the characters in the story? ( Group I will present their work) Group 2: The chickens and geese walk, the birds fly and the ducks waggle. Show how they move as you sing Look at Me Look at me (2x) I can walk like chickens and geese (2x) Can fly like a bird Can waggle like a duck Group 3: Draw the surprised faces of the farmer when he saw the golden egg. What do the animals do when they play? How do they move? ( Group 2 will present their presentation )

How did the farmer feel when he saw something shining in the gooses nest? ( Group 3 will do their presentation)

Group 4: The farmer was so happy and excited with all the golden eggs laid by his goose. What did he do upon seeing it? Act out this part.

Was the farmer happy about the golden egg? What was his reaction? What did he do?

C. Developing English Language Competencies (DELC) 1. Preparatory Activity Look at the pictures. Make comparisons. Use the correct word to describe each object. thin tall big short thick 2. Lesson Proper 2.1 Presentation Read these sentences. Note the underlined words. a. The goose was laying golden eggs. b. The rich farmer was so happy. c. He will have plenty of gold. d. With a sharpened knife he killed the goose. 2.2 Oral Practice Read each sentence. Study the underlined adjective. Use the same sentence but replace another adjective for the underlined adjective. Do not change the meaning of the sentence. a. Mother bought pretty dress for me. b. My younger sister is smart. 94

c. My father is hardworking. d. I belong to a large family. e. Her grandmother is rich. 3. Generalization What is an adjective? A word that describes a noun or a pronoun is called an adjective. It gives a clear picture of the word described. 4. Guided Practice Look for the nouns in these sentences. Underline them. Then look for the words that describe them. Draw a circle around them. a. We saw a huge red balloon. b. We live in a beautiful town. c. The large house stands beside the road. d. The long story has a happy ending. e. The thick forest has many tall trees. 5. Application Study the underlined words in the first sentences. Then complete the second sentences by writing the opposite of these underlined words. a. The story has a happy ending. That story has a ________ ending. b. We live in a small house. Its backyard is ____ with many fruit trees. c. My report is not long. It is _____ but it has pictures. d. My school bag is heavy. My lunchbox is ________. e. Mountains are high. Hills are ______. 6. Evaluation Rewrite the same sentence but use another adjective for the underlined adjective. a. This test is difficult. b. Her house is clean. c. She is a jolly woman. d. A truthful woman is loved by many. e. My father loves to stay in a quiet place.

D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation 1.1 Say: Listen to some words taken from the story. I will say them twice. shine sharp. show 1.2 Ask: What sound do you hear at the beginning of the words? 2. Practice Exercise 2.1 Look at the pictures. Name them. Where do you hear the /sh/ sound? shadow sheep shrimp shoes 3. Writing Activity Writing words with initial consonant blends. 3.1 Practice writing these words on a piece of paper. Use cursive form. she shy shine shower shown shall share shock should shop 95

3.2 Copy the following phrases. Use the cursive form. a. shells and shrimps. b. Shanes shelf c. shining his shoes d. shark on the shore 4. Generalization What is the common sound you hear? Where do you hear the /sh/ sound? What do you call this sound? It is called initial consonant blend /sh/. 5. Application Ask and answer the questions. Then draw a line to connect the picture to the sentence that describes it. a. What is Mother cooking? She is cooking shells and shrimp b. Where is the ball? It is inside the shelf. c. Where was the shark? It was on the shore. 6. Further Practice Study the pictures. What action word do these pictures show? Draw a line to match the word with the picture. a. shake b. shampoo c. shout 7. Evaluation Read each sentence below. Then underline the words with initial consonant blend /sh/ a. Sheila is sharpening her pencil. b. She had no money to buy a pair of shoes for his son. c. You should not wash the dishes. d. Let us go to the shopping mall. e. They use shovel and bolos to clean the yard. 8. Differentiated Activities Oral work with the teacher Put / if the word has initial consonant blend /sh/ ___ wash _____walk ___ shave _____she ___finish Seatwork 2 Provide a worksheet with the following pictures. Color the pictures with names that begins with/sh/ Seatwork 1 Name each picture . Write the missing letter to its name. (shell ) ___ell (ship ) ___ip (shark) ___ark Oral Work with the teacher Say the names of the pictures. Choose the beginning sound. Seatwork 2 Shade the words that begin with /sh/ shout should rash shy wish

Seatwork 1 Name each picture. Write the missing 96

Encircle it. 1. 2. 3. 4. 5. shoes shrimps wash shell wish 1. 2. 3. 4. 5. ship shoes shell shark harsh

letter to its name. (shoe ) ___oe (shrimp) ___rimp (shelf) ____elf

Seatwork 1 Provide a worksheet with the following pictures. Write the missing letters or consonant blends 1. (ship) ___ip 2. (shoe) ___oe 3. (shell) ___ell

Seatwork 2 Encircle the initial consonant blend 1. show 2. shower 3. shout 4. shape 5. shall

Oral work with the teacher Show pictures of the following . Ask pupils to name the pictures 1. shell 2. ship 3. shark 4. shovel 5. shampoo

Prepared and submitted by: Lina Tanada Fatima Lana Imelda B. Llorando Sonia Perea Gogon Central School Teachers

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I. Objectives A. Skills : 1. Give the meaning of new words through pictures. 2. Answer wh-questions from the story listened to. 3. Identify the setting of the story 4. Infer character traits/ feelings in the story 5. Organize ideas under proper heading 6. Respond to the story through the following engagement activities Group 1: Creating a Palace Scene Group 2: Imitating Kings faces Group 3: Emoting feeling of unhappiness Group 4: Acting out / pantomime 7. Use words that describes persons, place, animals, ideas, events 8. Write sentences using words that describes 9. Identify and produce words with initial and final consonant blends /ch/ B. Strategies Read aloud Predicting Questioning C. Values: Simplicity/ Be contented with what you have. III. Subject Matter A. Story : The Golden Touch Author: Nerissa Forbes- Cachero B. comprehension Strategies/ Skills Answering wh-questions C. Language Structure: Using words that describes persons, places animals , ideas events D. Deciphering and Decoding: Initial and Final Consonant blend /ch/ E. Writing : Writing sentences using adjectives F. Reference: BEC PELC B.5.4 pp 106-108 Fun in English Language G. Materials: storybooks, pictures, flashcards, real objects, cut outs IV. Learning Activities A. Discovering the Magic of Reading (DMR ) 1. Pre-Reading 1.1 Motivation and Building Background Ask: Do you know a king? Can you tell us about him? a. Show picture of palace. Ask: What comes to your mind when you see this picture? b. Introduce the big book. Say: Today, Im going to read to you a story. The title is The Golden Touch. This story is written by Nerissa Forbes-Cachero. What do you see on the cover? Talk about it. Tell the pupils that the story took place in a palace. Have them find clues on the cover that suggest the palace setting. 1.2 Unlocking of new words a. king Show a picture of a king. Look at the king. Ask: What does a king do? A king rules a country. Can you act out as a king? Who would like to be a king? 98

b. golden /gold Show an object made of gold. Let the pupils touch it . Ask: What can you say about the object? c. unhappy/ sad/ lonely Show a picture of an unhappy child. How does the child feel? Why do you think the child is unhappy? What makes you unhappy? 1.3 Motive Question Present the book again and ask whether we are rich or poor, we all have wishes in life. In this story, we will find what is the ultimate wish of King Midas. B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading 2.2 Second Reading Give the children opportunity to interact with the story. After reading a paragraph. Ask questions to help them predict and monitor their comprehension. The Golden Touch A long, long time ago there lived a very rich king named Midas. He loved gold more than anything. His little daughter, Marygold, was the only thing he loved as much as he loved gold. King Midas has a room where he kept his bags of gold. One day as he was sitting in his gold room, he saw a strange man who said, You are a very rich man, King Midas. Yes , but the gold I have is not enough. How I wish I had the Golden Touch, replied Midas. Very well, tomorrow at sunrise you shall have the golden touch, promised the man. Early next morning, King Midas jumped out of his bed. He touched a chair, a bed and they all turned to gold. His whole garden turned into gold as he touched every leaf and flower. When he sat down to eat breakfast, the water , fish, egg and plate became hard and golden. When Marygold came out to have breakfast, she touched her fathers hand and immediately she, too, turned to gold. King Midas became the most unhappy man in the world. He pleaded with the strange man to take away his Golden Touch.

Who was the king in the story? What do he loved most? Where did KING Midas keep his bags of gold? Who gave him the power of a golden touch? What happened to the things King Midas touched? What do you think happened at the end of the story? What lesson did King Midas learned? If you were King Midas, would you also wish for the same thing? How would you feel if the one that you love turned into gold?

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3. Post Reading 3.1 Guide the pupils to answer the motive questions 3.2 Divide the pupils into groups. Each group will do an activity.

Engagement1 Group 1: Draw a castle and other things that you can see in the castle.

Engagement 2 What is the story about? Where did the story happened? Who are the characters in the story? ( Group 1 will present ) What do King Midas loved most? Was he contented about the things that he have? ( group 2 will present ) What happened when King Midas touched the things around him? How does he feel when things turned to gold? When Marygold turned into gold, what does he feel? ( Group 3 will show different faces of King Midas ) What lesson did King Midas learned? Do you think he will ask for more gold? (Group 4 will act out )

Group 2: Make sentences about the things you wish or like most. 1._________________ 2. ________________ 3._________________ Group 3: Draw the faces of King Midas as the things he touched turned to gold

Group 4: All the things in the earth turned into gold. Marygold also turned into gold. Act out the part of the story wherein King Midas pleaded to the man to change things to its normal self..

C. Developing English Language Competencies (DELC ) 1. Preparatory Activities 1.1 Drill a. Read and track the words that describe. Tell them to draw a line to connect the words to person, place, or a thing being described. cute rough kind wide yellow beautiful (animal ) (person) (place ) (thing ) wild quiet soft long cheap wonderful

b. Group the pupils and let each member of the group takes turn in giving a word that describes and another member is telling whether the word described a person or a thing. 100

1.2 Review a. Present Jane Jans Collection in a box. Ask the pupils to take out a thing from the box and describe it using the words outside the box. Paper Stone Book orange eraser doll pillow chalk mirror pencil ring toy car

straight black circle soft white skinny hard long b. Let the pupils work in groups to give more answer such as: ( flower ) - small, yellow, beautiful (ring ) - thin, round, shiny 2. Lesson Proper 2.1 Presentation a. Reread story, The Golden Touch b. Ask: What is the story about? Who is very rich king in the story? How would you describe King Midas? Who is his daughter? Describe Marygold. Describe King Midas 3. Generalization Ask: How are persons, animals, places, and things described? (persons, animals, places, and things are described according to their number, size, shape, kind and color) 4. Guided Practice 1. color : _____ gumamela 2. number : ____ table 3. kind: _____ books 4. size: _____ house 5. shape: ______ ball 5. Independent Practice Read the words in each gold bag. Circle each word that is being asked for

Color blue small big oval

Size small round green

Kind two pink new

6. Application Choose the word that best describe the picture. 1. (Rose) wilted 2. (shoes) dirty fresh new old expensive

3. (toy gun) dull circle new 101

4. ( house) big tall small

5. (bag ) new wide short

7. Evaluation Pick out the adjectives in the following sentence 1. Sing a new song for me, Ana. 4. James owns a valuable watch. 2. I heard a loud cry of a baby. 5. Beautiful sceneries attracted the tourist 3. We strolled down the dusty lane. D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Sound Presentation 1.1 Say: Listen to some words taken from the story. I will say them twice. chair touch chapel rich chamber much 1.2 Ask: What consonant blend do you hear at the beginning of the words? At the end of the words? 1.3 Present a set of picture with name that ends or begins with /ch/. Listen as I say them chapel church chimpanzee much bunch crunch Ask: What beginning and ending consonant blend do you hear? Listen a I name the pictures again. Then repeat after me. Let us now say the beginning and ending consonant blends together. 2. Guided Practice Here are words that begin/end with /ch/. Put the words with beginning consonant at the right side on the board. Put the words with ending consonant blends/ch/ at the left side of the board torch branch chop chip chef munch hunch watch check bunch

3. Presentation of Syllable Splitting 3.1 Clapping Syllable of words Say words that begins/ends with /ch/. Make the children clap according to the number of syllables in the word. Example: chamber ; cham / ber Children say the word and say it by syllables at the same time clapping two beats. Let them clap one or twice as the case may be. Suggested words: bunch challenge chalk bunch puncher champion China munch lunch chip touch watch chapel branch branch

4. Generalization Ask: What consonant blend did we learn today? Where do you find /ch/ in words? 102

5. Writing Let the pupils write sentence with beginning/final consonant blend /ch/ 6. Evaluation A. Syllable tallying Tally the number of syllables of words presented. 1. championship 4. punch 2. touch 5. branch 3. chopping B. Write the word being described 1. Talking with someone - _________________ 2. Hitting someone - _______________________ 3. My dress cost less. It is __________________ 4. A mark to show that your answer is correct - ________ 5. Use to write on the board- _________________ 7. Differentiated Activities Oral work with the teacher Show picture of the following. Ask pupils to name the picture. Tell where the /ch/ can be found 1. hunch 2. punch 3. church 4. check 5. chip Seatwork 1 Seatwork 2

Seatwork2 Give the answer to each riddle. 1. It is where people pray. 2.You get the first prize . You are the ______ 3. A country; 4. A monkey; 5. Part of a tree

Make the children check Put a check in the box if the picture the number of boxes that begins with /ch/ and x if the picture corresponds to the ends with /ch/ number of syllables in the word. 1. torch 2. cheat 1. championship 3. watch 2. chop 4. much 3. checker 5. branch 4. China 5. chat Seatwork1 Oral work with the Circle the words that begine with teacher /ch/ and box the word that ends Give the name of the with /ch/ pictures 1. chat (church) 2. chatteu (torch) 3. challenge (chalk) 4. crunch (cheap) 5. hunch (cheat)

Prepared by: Nancy Alagaban Jemma Balila Teresita Almayda Emily Bron 103

1. Objectives A. Skills : 1. Give the meaning of words through context clues 2. Answer questions from the story listened to 3. Act out best part of the story 4. Identify animal movement 5. Respond to the story through engagement activities 6. Use positive, comparative and superlative adjectives 7. Write words with beginning / final consonant blends 8. Identify and produce words with consonant blends at the beginning and at the end of a word. B. Strategies Read aloud Questioning Predicting C. Values: Cooperation/ Teamwork II. Subject Matter A. Story: Mans Faithful Friend Author: Nerissa Forbes- Cachero B. Comprehension Skills/ Strategies Answering questions based from the story C. Language Structure: Degrees of Comparison in Adjectives D. Deciphering and decoding : Beginning and ending consonant blends E. Writing: Writing words with beginning / final consonant blends F. Reference: PELC G. Materials: story book, pictures, cut outs III. Learning Activities A. Discovering the Magic of Reading (DMR ) 1. Pre Reading 1.1 Motivation Do you have friends? Among your friends, who is your favorite or your best friend? Why? I am going to read to you a story entitled Mans faithful Friend. This was written by Nerissa Forbes- Cachero 1.2. Unlocking of difficulties Choose the meaning of the following words. a. Trust The lady really trust the bank. She left her money in it. (rely, hate, late ) b. companion Nenes companion in the house is her cousin Mila. They go together anywhere. (tutor, friend, enemy ) c. Faithful Aling Nena is a faithful servant of Cruz Family. She has stayed with them for almost 20 years. (relative, lazy, loyal )

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1.3. Motive Question Who is mans faithful friend in the story and why it is called as such? B. Constructing Meaning ( CM) 2. Active Reading 2.1 First Reading (Reading of the story by the teacher and at the same time showing the illustration of what she is reading) 2.2 Second Reading (Reading the story again by the teacher and from time to time she must give some questions to the pupils about what she is reading.)
Mans Faithful Friend Dogs and People have been companions for thousands of years. Dogs have been known as Mans Best Friend They have won mans love and respect because of their faithfulness. Many dogs have given their lives to save their masters. People sometimes feel that dogs are even better friends than human beings. A dog never scolds you or lies at you. A dog never judge you for what you can do. It never take notice of what you wear or how you cut your hair. A dog doesnt care how rich or poor you are or what kind of grades you get on your school report card. In other words the dog loves you for what you are. Once the dog has learned to trust a person, it seems that almost nothing can break the friendship between them.

What has been mans best friend? What did dogs do for their masters?

Why are dogs said to be better friends than human beings?

3. Post Reading 3.1 Guide the pupils to answer the motive question 3.2 Divide the class into groups for group activity
Engagement 1 Group 1: Draw the main character in the story. Engagement 2 What is the story about? Who was the main character in the story? Draw it in your paper. I think everybody knows what a dog is. How do dogs move - especially when his master arrives. - when there are people unknown to them. In the story, which part do you like most? Why? What do you think will happen to the dogs master if the dog does not trust him?

Group 2: Imitate how the dog moves.

Group 3: Act out well- liked part from the story

Group 4: Write down in one paragraph about Dog as Mans best friend.

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C. Developing English Language Competencies (DELC ) 1. Preparatory Activity 1.1 Review of the past lesson 2. Lesson Proper 2.1 Presentation It is a fine day. Mila and Nilo are talking about the new trains. Mila: The trains are new, arent they? Nilo: Yes they are. They are fast and convenient, too Mila: Look at the train. It looks very modern. Nilo: But that old train doesnt look very modern. Mila: Take a look at the blue train, surely its the longest among the three. Nilo: No doubt about that. 2.2 Oral Practice Read these sentences. Note the italicized words. The trains are new. They are fast. They are convenient. The words new, fast, and convenient are adjectives because it describe nouns. Now take a look at these. ( Teacher will show 3 different pictures of trees ) *The santol tree is strong. * The guava tree is stronger than the santol tree * The narra tree is the strongest among the trees. In sentence 1. Strong describes the santol tree ( Positive Degree) In sentence 2: Compares the santol tree and the guava tree. What adjective is used? What is added to the word strong? When we add -er at the end of an adjective, what does it show? (comparative degree) In sentence 3: Compares the narra tree with the other two trees. What happened to the adjective strong? (superlative degree) 3. Generalization What are the different comparisons in adjective? How will you know that the adjective is in the positive degree? comparative degree? superlative degree? What is added to the adjective in comparative degree? superlative degree? 4. Guided Practice Study the list of common adjectives in their comparative and superlative forms A: bravebraver bravest nice nicer nicest B. bigbigger biggest hothotterhottest C. happyhappier happiest tiny tinnier tinniest Which group of adjectives doubles the last letter before adding er and est? Is there a letter dropped in group B before er and est are aadded? What do we change to y before adding er and est in group C?

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Now try to do these.. 1. large : _________ 2. glad: _________ 3. lonely: _________

__________ __________ __________

5. Application Show the following adjectives in different degrees of comparison Positive Cold Tall Short Sweet pretty Comparative colder shorter sweeter prettiest Superlative tallest

6. Evaluation Choose the correct form of adjectives in the parethesis 1. Mother is ( young, younger) than Father. 2. Lance is ( healthy, healthier ) boy. \ 3. Marikina City is ( cleaner, cleanest ) than Valenzuela and Pasay City. 4. A stone is ( heavy, heavier ) than cotton. 5. Coconut tree is ( tall, taller ) than mango tree. D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Presentation Listen to these words taken from the story . I will read them to you. Companions thousands known best Friends respect faith scold 2. Oral Practice Let children read the words on the board by group, or individual to be assisted by the teacher. girl best ring climb thief luck rank 2. Writing Activity Using your manila paper and pen. You need to group the words on manila paper into two. On the left side of your paper, write down those words with consonant blends at the beginning and on the right side of your paper write those with consonant blends at the end. 3. Generalization What kind of words did we learn today/ Based from those simple words, where can we find the consonant blends of each words? 4. Fixing Skills (Teacher will show some pictures to the pupils and let them identify the name of that certain picture. ) Ex. break words fly 107

5. Differentiated Activities Oral work with the teacher Show picture. Ask pupils to name the pictures 6. flag 7. crown 8. princess 9. shoes 10. mask Seatwork 1 Circle the words with consonant blends 1. finger 2. program 3. xylophone 4. paper 5. slippers Oral work with the teacher Ask pupils to give the correct pronunciation of the following words 1. free 2.blown 3. thorn 4. black 5. crayon Seatwork 2 Box the consonant blends in the following. 1. brown 2. dress 3. straight 4. train 5. nurse Seatwork 1 Fill up the blank with correct letters to form A word with consonant blend 1. ap___e 2. da___ 3. um ___ella 4. ___iaght 5. ____ants

Seatwork 2 Underline the consonant blend 1. playground 2. airport 3. blouse 4. bottle 5. drawn

Prepared by: Carol An Serrano San Joaquin Elem School

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