English 3 Third Quarter

Unit 3: Week 1 (Lesson 19)

Lesson PartsDAY 1DAY 2DAY 3DAY 4DAY 5

Overview/ objectivesLiterature:

To Go or Not To Go

(by Mil Flores-Ponciano)

Realize the things to do in times of a typhoonDraw and write a possible result for a Grade 3 student for not remembering the things to be done during typhoons

Read and write words, phrases and sentences with oi and oy diphthongsIdentify the cause and the effect in sentencesRead and write words, phrases and sentences with oi and oy diphthongsRead and write words, phrases and sentences with oi and oy diphthongs

Identify and use descriptive adjectives Read and write words, phrases and sentences with oi and oy diphthongs

Materials Word cards Learners Materials

Activities 195-197Activities 198 Pictures showing the details in the matrix of Weather ConditionWord cardsBig strips of paperLearners Materials

Activities 199-201

Strips of sentences

Learners Materials

Activities 202-203

Learners Materials

Activities 202-203

Procedure

Unlocking of key word usig context cluesMotivation questionMotive question

Read-aloud of the selection with discussion questions

Post Reading:

Discussion of the selection highlighting the importance of following the weather guide

Enrichment: Pupils draw and write a possible result for a Grade 3 student for not remembering the things to be done during typhoons.Review reading CVCe wordsLead the class in the decoding lesson using Activity 198

Presentation of pictures highlighting the cause and effect

Direct teaching of the steps in finding the cause and effect in a sentence

Matching of pictures and phrases to show a cause and effect

Identification of the cause and effect

Presentation of descriptive adjectives from the song

Presentation and explanation of what descriptive adjectives are

Using adjectives in sentences

Writing sentences using adjectivesPost pictures of a church crashed down, ocean with big waves.Use Activity 205 for the sample.

Ask pupils to create sentences using the adjectives from the web.

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

Unit 3: Week 1 (Lesson 19)To Go or Not To GoPre-Reading1. Unlocking/Vocabulary & Concept Development

(PAGASA, typhoon signal)Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and Astronomical Services Administration. PAGASA is a Philippine national institution dedicated to provide flood and typhoon warnings, public weather forecasts and advisories, and other specialized information and services for the protection of life and property and in support of economic, productivity and sustainable development. Ask the following questions.

a. What is PAGASA?b. What kind of office is it?c. How does that office serve people?

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

Refer the pupils to Activity 195 on page 224 for the word comprehension exercise.

2. Motivation:

When there is a typhoon signal, what do you do?

3. Motive Question:

In the selection, find out when you should not go to school when there is a typhoon.

During Reading

Read aloud the selection. To Go or Not To Go

Mil Flores-Ponciano

It is typhoon signal number 1 in North Luzon.

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

Have you asked the same questions yourself? Use the guide from Philippine Atmospheric Geophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to school or not when there is a typhoon.

Listen to the weather forecast of PAGASA every six hours.Guide the pupils in reading the text from matrix title, column headers, and column details to show them how information in table form is read. Refer to Activity 196 page 225 for the matrix part of the selection. TYPHOON CONDITION GUIDE

Typhoon SignalWeather ConditionClass SuspensionWhat I Can Do

As A Grade 3 Pupil

1 pictures of

Twigs and branches of small trees may be broken.

Some banana plants may be tilted.

Some houses of very light materials (nipa and cogon) may be partially unroofed. Preschool Bring an umbrella and go to school.

2pictures of Some coconut trees may be tilted with few others broken.

Few big trees may be uprooted.

Many banana plants may be downed.

Rice and corn may be badly affected.

Large number of nipa houses may be partially or totally unroofed. Preschool

Elementary

High SchoolStay at home.

3pictures of Many coconut trees may be broken or destroyed.

A large number of trees may be uprooted.

Rice and corn crops may suffer heavy losses.

Majority of all nipa and cogon houses may be unroofed or destroyed.

There may be widespread disruption of electrical power and communication services.Preschool to TertiaryPrepare to evacuate (if needed).Go with the family to strong buildings.

4pictures of Many large trees may be uprooted.

Rice and corn plantation may suffer severe losses.

Most residences and buildings may be severely damaged.

Electrical power distribution and communication services may be severely disrupted.All levels and Government Offices (private and public)Cancel all travels and outdoor activities.

Post Reading

1. Discussion Questions1. What was Almiras problem?

2. What helped her solve her problem?

3. What is found on the Weather Condition Guide?

4. Describe the environment if it is signal number 1.

5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number 3? Signal number 4?6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number 3? Signal number 4?

7. What would probably happen if preschoolers go to school?

8. What might happen if you would not bring an umbrella with you?

2. Engagement/Enrichment

Have the class go over the typhoon condition guide and have them answer the questions that follow. Refer to Activity 196.

Group your pupils into four. Ask questions and provide activities to highlight the value of the weather guide. Emphasize the value of following the guide after each group presentation.

Refer your pupils for group task to Activity 197.Now you can decide on the things you need to do when there are typhoon signals.Lesson 19 Day 2: Decoding/Fluency/WritingReview of Decoding Lessons in Quarter 2These include CVCe words with long a, e, i, o, and u sounds ending in silent e from Quarter 2 and the Grade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes include vocabulary words learned in the literature lesson in Day 1.)

Skill Lesson: Words with oi and oy diphthongs

Refer your pupils to Activity 198. Lesson 19 Day 3:Identifying a Cause and Effect RelationshipSkill Lesson:Using Descriptive Words

1. Presentation/Introduction

Post the four pictures in random order on the board. Ask pupils to describe what each picture shows. Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe what you see in the first picture. What typhoon signal do you think can make our surroundings look like this? Post the strip of paper with Typhoon Signal Number 1.

(Use the same set of question and continue posting the strip of paper) until you reach Typhoon signal number 4.Say: While looking at the picture of the surroundings during typhoon signal number 1. Ask: Why are some branches of trees broken? Wait for the answers and explain that it is because of Typhoon signal number 1. Typhoon signal number 1 is the CAUSE and some branches of trees are broken is the EFFECT or RESULT.

Say: While looking at the picture of the surroundings during typhoon signal number 2. Ask: Why are roofs of some nipa houses gone? Wait for the answers and explain Because it is Typhoon signal number 2 that is why roofs of nipa houses are gone. Typhoon signal number 2 is the CAUSE and the roof of nipa houses are gone is the EFFECT.

Say: While looking at the picture of the surroundings during typhoon signal number 3. Ask:Why are many coconut trees broken and destroyed? Wait for the answers and explain Because it is Typhoon signal number 3 that is why many coconut trees are broken and destroyed. Typhoon signal number 3 is the CAUSE and many coconut trees are destroyed is the EFFECT.

Say: While looking at the picture of the surroundings during typhoon signal number 4. Ask:Why are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and large trees are uprooted is the EFFECT.

Refer pupils to Activity 199.2. Modeling/Teaching

Say: There is a cause-effect relationship in the sentences for the pictures. A CAUSE tells the reason why something happens or has to be done. An EFFECT tells the result or effect of an event or an idea.

There are steps on how to identify a cause and an effect.Refer the class to Activity 200.

3. Guided Practice

Form four groups of students. Let the pupils in each group identify the cause and the in columns 1 and 3 of the matrix in To Go or Not To Go. Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card. Tell which is the cause and which is the effect. Refer pupils to Activity 199B.4. Independent PracticeLet pupils identify the cause and the effect in columns 1 and 4 of the matrix in To Go or Not To Go. Refer pupils to Activity 200B,C, and D.

Say: Study the pictures and phrase cards. Pair them and tell which is the cause and which is the effect.Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives

Skill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy DiphthongsSkill Lesson: Words with oi and oy diphthongs

Refer your pupils to Activity 202 A and B.Skill Lesson: Descriptive Adjectives

1. PresentationRead the following sentences:

1. There was a strong typhoon.

2. The big trees were uprooted.

3. There was heavy rain.

4. The streets were flooded.

5. The small houses were destroyed.

2. Modeling/Teaching

1. In the first sentence, what word tells about the typhoon? Underline.

2. In the second sentence, what word tells about the trees? Underline.(Do the same until the fifth sentence.)

Say: Let us all read the underlined words together. (Repeat after me.) What do we call them?

What kind of words are these? What are adjectives? These are called adjectives.

Adjectives are words that describe.Say: There are words that describe a person, a place, or an object. These words tell how something or someone looks like or what something is. Words like: important, honest, fair, kind and good are adjectives.

3. Guided Practice

Say: How do we know if a word is an adjective? Let us read the tips inside the box.

Refer pupils to Activity 202C.4. Independent Practice

Refer pupils to Activity 203.

Lesson 19 Day 5: Fluency/Forming sentences using adjectivesSkill Lesson: Words and a story with digraph oi as in oil and oy as in boyRefer pupils to Activity 204A and B.Skill Lesson:

1.Presentation/Introduction

Post pictures of a church crashed down, ocean with big waves, and provide words such as old and big.

Say: Can you make a sentence out of these pictures and words? Or let the children think of other adjective to describe the pictures.Ex. The old church was crashed down.

2.Modeling/TeachingPlease refer to Activity 205 for the web and chart sample.

From the words in the web, help pupils form sentences with adjectives. Use the chart below. NounLinking VerbsAdjectiveNoun

Sandra hadexpensivewatch

Ex. Sandra had an expensive watch.

Sandra had an expensive car.

3. Guided Practice

Ask pupils to create sentences using the adjectives from the web through the help of the chart. Refer your pupils to Activity 205 for the sample chart.4. Independent PracticeShow pictures and let the children describe it to form sentences.


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


A Learning Experience for MalouRead words, phrases and sentences with au and ow dipthongsUse descriptive adjectivesRead words, phrases and sentences with au and ow dipthongsIdentify fact from opinionRead words, phrases and sentences with au and ow dipthongsWrite simple sentences and use correct punctuation marksRead words, phrases and sentences with au and ow dipthongsSummative test

Materials Word cards Learners Materials

Activities 206-207

Learners Materials

Activities 208-210

Pictures showing the details in the matrix of Weather ConditionWord cardsBig strips of paperLearners Materials

Activities 211-213

Copy of Important Rules songStrips of sentencesLearners Materials

Activities 211-213

Procedure

Unlocking of key word using picturesMotivation questionMotive question

Read-aloud of the selection following DRTA

Post Reading:

Discussion of the selection

Have the class do Activity 207.Decoding Lesson using Activity 208Present some sentences with descriptive words taken from the selection.

Discuss what describing words are

Have the class do Activity 209 with your guidance then Activity 210 independently.

Decoding lesson using Activity 211.Present some sentences to teach fact and opinion.

Differentiate an opinion from a fact.Have the class do Activity 212 with your guidance then Activity 213 independently.

Present sentences with the following punctuation marks:

period, comma, question mark and exclamation point.

Discuss when to put each mark and what type of sentence requires each.Have the class do Activity 214.


A Learning Experience for MalouPre-Reading

1. Unlocking/Vocabulary and Concept Development

(freedom, patriotic, symbol)

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

During Reading

1. Read aloud the story using DRTA to let the pupils predict as they read along the story.

A LEARNING EXPERIENCE FOR MALOU

By: Dinah C. Bonao

Malou came home from school. She was very happy.

You look so happy. Mother noticed. How was school?, she added.

It was fine, Mom. I learned many things in school today. I learned that a flag is a national symbol. It represents our country, replied Malou.

Yes, the Philippine flag is one of the most beautifully designed flags in the world, said Mother.

Our flag is made up of three colors. These are blue, red and white with a golden yellow sun. The sun has eight rays. These stand for the eight provinces that fought for the freedom of the country. It has also three stars representing the three major islands of the countryLuzon,Visayas and Mindanao, said Malou.

Father added, We Filipinos should respect our flag. Doing so shows that we love our country.

Yes! I think Filipinos are the most patriotic people in the world. We are willing to give up our lives for the Philippines, Mother explained.

Thats right, Father. That is why I make sure that I always show my love for our country, Malou said proudly.

Post- Reading

Discussion Questions

1. Who is the girl in the story?

2. What did she learn? Why was she so happy in school? 3. What do the suns eight rays stand for?

4. What do the three stars represent?

5. Why are Filipinos considered as patriotic people?

4. Give three ways how to show respect for our flag.5. How can you show your love and concern for your country?

Engagement Activity

Refer the pupils to Activity 207.Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives

Skill Lesson: Words and Sentences with au and aw diphthongsRefer your pupils to Activity 208.

Skill Lesson: Using Descriptive Adjectives


Present the following sentence strips taken from the selection.

Describe the bag of Almira. Her bag is _______. ( square)

Describe the stars on our flag. ( yellow)

What are the colors of our flag?

(blue, red and white)

What shape is our flag?

(rectangular)

What word describes the white part of our flag? ( triangular)

2. Modeling/ Teaching

(Note: Ask the pupils to underline the descriptive words or words that describe. Draw out from them that these words are adjectives. Pupils should be able to explain further that adjectives describe a noun or a pronoun which show their color and shape. Give more examples of descriptive adjectives.)

Ask: What are adjectives? (describing words)

Process this sentence by sentence:

1. In sentence 1, how does the adjective describe the bag?(by telling about its shape)

2. In sentence 2, how does the adjective describe the stars?(by telling about their color)

Sentence 3, 4, 5,

What words does an adjective describe? (noun or pronoun)

The girl is wearing a red dress.

Mother bakes five cupcakes.

I have a new toy.

3. Guided Practice

Refer your pupils to Activity 209.4. Independent Practice

Refer your pupils to Activity 210.

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

Skill Lesson: Sentences with au and aw diphthongs

Refer your pupils to LM Activity 211.Skill Lesson: Fact and Opinion

1. Presentation/ Introduction

Present the following sentences on the board.

1. The Philippine flag is made up of three colors.

2. There are three major islands in our country.

3. The Philippine flag is one of the most beautifully designed flags in the world.

4. Ms. Almira Santos thinks that Filipinos are all very patriotic people.

5. Fr. Cruz believes that the Philippines is a peaceful country.

2. Modeling/ Teaching

Ask: What do you notice with the first two sentences? Does it tell something that is already proven and accepted by everyone? What do you notice with the third, fourth and fifth sentences? Does it show judgment, feeling or attitude about someone or something? What word/s in the sentence gives a clue that it is a thought or judgment?

Say: A sentence states a fact if it can truly happen and it can be proven.

A sentence states an opinion if it can happen only in the mind of a person and it cannot be proven to be true. The words I think, I believe, in my opinion, etc. signals an opinion statement.

Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the Guided Practice. Give more examples of fact and opinion statements.3. Guided Practice:


4. Independent Practice:


Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks

1. Introduction/ Presentation/ModelingPresent sentence strips from the story A Learning Experience for Almira."

Ask some students to read each sentence. Ask after each reading: What punctuation is used to end that sentence.

The following sentences are telling sentences. We use a period to end each sentence. Let us have some examples that use other punctuation marks. Ask some students to read the sentences aloud.The colors of the Philippine flag are white, yellow, and blue.

The three big islands in the Philippines are Luzon, Visayas, and Mindanao.Ask: What punctuation mark is used to end the two sentences?After the answer is given, say: These are telling sentences.There is another punctuation mark that is used in the two sentences. What is that?Can you tell us why we use comma in between those words? We use comma to separate ideas or words that we are enumerating.Let us have another set of sentences. Notice the punctuation marks in each sentence.Ask some students to read the sentences aloud.What is the capital city of the Philippines?We will fight for your honor! our heroes pledged to our country.Ask: What punctuation mark is used to end the first sentence? Why do you think we need to use a question mark? It is a sentence that asks for something.What punctuation mark is used to end the second sentence? Why do you think we need to use an exclamation point at the end of this sentence? It is a sentence that tells a strong feeling..

2.

3. Guided Practice:

Refer your pupils to LM Activity 214A.

4. Independent Practice:

Refer your pupils to LM Activity 214B.

A. 1. 2. 3. 4. 5.

B.

C.




The Monster Who Came to SchoolRealize the importance of following school rulesRole play the importance of following school rulesDistinguish a cause from an effectRead and write words with ou and ow diphthongsIdentify and use adjectives in comparative degreeRead and write words with ou and ow diphthongsIdentify simple and compound sentencesRead words, phrases and story with ou and ow diphthongsForm compound sentencesRead and write words, pharses and sentences with ou and ow diphthongs

Materials Words in envelopesDetective Sinegata ChartWord cardsLearners MaterialsActivities 215-216

C and E chartSentence stripsLearners MaterialsActivities 217-218

C and E chartLearners Materials

Activities 219-221

Sentence chartLearners Materials

Activities 222-224

C and E chartPicturesLearners MaterialsActivities 225-227

Procedure

Unlocking of key words using the Think-Go-Stop GameMotivation questionMotive question

Read-aloud of the selection using DRTA

Post Reading:

Discussion of the selection highlighting the importance of school rules

Enrichment: Role play the importance of following school rules.

Presentation of sentences through the Say-Do-Dont Game

Direct teaching to distinguish a cause from an effect

Group Activity:

Students have to distinguish which sentence is a cause and an effect

Group Activity:

Students have to complete a chart of school rules and effects if we break them.

Presentation of pictures highlighting cause and effect

Direct teaching of steps on how to identify the cause and effect in a sentence

Matching of pictures and phrases to show a cause-effect relationship

Cause and Effect sentence identification

Presentation of a chart to show simple and compound sentences

Presentation and explanation of how compound sentences are formed

Combining simple sentences to form compound sentences

Completing a chart with compound sentences

Completion of a table showing sentences about the importance of following school rules

Direct teaching of determining an effect based on a given cause

Writing an effect based on a given cause

Writing an effect based on a given cause


The Monster Who Came To School

Pre-Reading

1. Unlocking/Vocabulary & Concept Development

Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U, L ,E , S will form the groups.

(Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of letters are numbered from one to seven. If you hear the word THINK, listen for the clues about the word. If you hear the word GO -start arranging the letters and if you hear the word STOP- say the word.)Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The word starts with a g and ends with a d. This is the hint. Look at me. (Grab something in the table.) What did I do? Form the word GO. Give the group at least one minute to form the word, then say STOP. Ask the group one after the other to say the word that they formed. Go around to check their output. Put the first word in the web.Follow the procedure. Here are the suggested clues:

Screamed demonstration

Pounded demonstration

Poked demonstration

Dumped - demonstration

2. MotivationImagine a school with a monster, what do you think will happen?

Let pupils their share ideas about the given question.

As partners share ideas about the question, post and use the pupils responses. Let pupils ideas freely flow.3. Motive Question

What do you think will Andy and his classmates feel meeting a monster at school?

During Reading

(Note: Before the reading time begins, the teacher assigns some pupils for the role play of some story parts.)

The Monster Who Came to School

When Andy got on the bus on the first day of school, he saw a monster! Andy was very surprised. He did not know that monsters were allowed to go to school. But there the monster was. It was making all kinds of noise and would not sit down. It climbed on the seats and put its head out the window. It took up so much room that Andy had no place to sit.

Wow, that monster sure is noisy! Ill bet it isnt even supposed to be here, Andy whispered to Vicky.

STOP AND ASK: What do you think will the teacher feel when she sees a monster in school?

But Andys teacher was not at all surprised to see the monster entered the classroom. It pushed ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy and the other children sat at their places, the monster started to throw the toys.

Stop that! said the teacher. Even monsters are not allowed to throw toys.

The monster dropped the toys and started screaming. It screamed so loudly that no one could hear the teacher. Be quiet! the teacher finally said.

The monster stopped screaming and the teacher said, Its time to play outside.

STOP AND ASK: What do you think would the monster do?Everyone stood up and walked to the dooreveryone except the monster. It ran out the door without waiting for directions.

Outside, the monster continued to behave like a monster. It pushed some children and took toys from others. It climbed up the slide the wrong way and sat at the top so no one else could slide down.

When the students returned to the classroom, the teacher tried to read them a story. But the monster shouted and laughed and no one could hear. Then it pulled the toys off the shelves again. It would just not listen!At lunchtime, the monster grabbed other peoples sandwiches. It dropped food on the floor on purpose and poured its milk on the table. Later, when it was time to paint, the monster ran around the room painting big, black lines on the other childrens pictures! When the children formed a circle and tried to sing, the monster jumped around and stepped on their toes. It pounded on the piano until the teacher had to close it.

At rest time, the monster laughed and talked and poked the children and even pulled their hair. Come here! said the teacher, who was very angry. You are a real monster! Monsters are not allowed at school. Go away and never come back! STOP AND ASK: What do you think will the monster do?

The monster burst into tears! Everyone was astonished. Im sorry! cried the monster. Ive never been to school before. I didnt know it was against the rules to shout and run and push, or to grab and throw things. Please dont tell me I cant come back! I will try to learn if you all will help me.The teacher asked the children what they thought. The children decided to make a list of rules. They would let the monster stay---if it followed the rules. The monster worked hard to learn how to behave, and soon it knew all the rules, just the way all the children did.Post Reading

1. Discussion Questions

1. How did Andy feel seeing a monster at school?

2. How did the monster behave?3. Why do you think did the monster behave that way?

4. What did the monster really want?5. What rules inside the classroom did the monster learn?

3. Why is it important to follow school rules?

Say: Let us look at what we have written about the question: Imagine a school with a monster. What do you think will happen?

Are your answers similar to what happened in the story? What are your proofs?

How did the monsters behavior change?

Say: This time, at the count of one, two, three, start working with your group mates.

(Note: Have the pupils decide on what they should draw or role play an assigned story part.)

2. Engagement Activity

Refer to Activity 216.Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect

Skill Lesson: Words with ou and ow diphthongsRefer your pupils to Activity 217.Skill Lesson: Cause and Effect

1. Presentation/Introduction Link-lines-in

Say: Let us have the SAY DO- DONT game. Say DO if the line I will read or illustration I will show is a good thing to be done in school and Dont if it is not. Ready?

1. I will walk at the corridor.

2. I will chew gum during class hours.

3. I will attend class regularly.

4. I will be attentive during class discussion.5. I will leave my desk clean and orderly.

Ask: Why did you say Do ?

Why did you say Dont ?

(Note: Post the Cause and Effect Chart. Then write pupils ideas on the chart.)Cause and Effect Chart

Cause Effect

Say: If you chew gum during class, what will happen?

If you run at the corridor, what will happen?

If you attend class regularly, what will happen?

Do you remember the monster in the story, The Monster Who Came to School? How did it behave at school?

The monsters misbehavior had effects on the children, teacher, and on the school as a whole.

Cause and Effect Chart

Cause Effect

The monster took so much space at the bus.

The Monster screamed loudly.

While the teacher was reading a story,

Monster laughed and shouted.

At rest time, the monster pulled childrens hair.


Say: In order to find the effect, ask what happens next? To find the cause, ask why something happened?

There are some clue words to identify the cause and effect. These are so, since, because and if.(Present some sentences with the aforementioned clue words.)Can we now complete the C and E Chart?

Again, what question would you ask to find the cause? To find the effect?

3. Guided Practice

Say: At this moment, we are going to work in trios. To deepen our understanding about identifying cause and effect, we will have this activity called Show-Cause-Effect.Each group will be given an envelope containing different sentence strips. These strips can either show cause or an effect. The fastest trio to get the right answers will receive a Thumbs Up Card.

Say: You decide together to get the correct clue words for cause and effect.

(Note: In envelopes, each group should receive 2 pairs of sentence strips. Pupils answers should be posted in the Cause and Effect Chart.)

Sample sentence strips:

4. Independent Practice

Refer your pupils to Activity 218Say: This time, work in groups of six. Trios should join together to form the groups. You will talk about the rules that you need to follow in school.

Groups T and E: Complete the What if We Break the Rules Chart.

What if We Break the Rules Chart

Rules at schoolEffects if we break the rules

Groups A and M: Make a Thumbs UP card for a person/ group/team who follow school rules. Then write a simple note showing your appreciation to them.

(Note: The groups output should be presented before the class.)

Lesson 21 Day 3: Fluency/Writing/Comparative Degree of AdjectiveSkill Lesson: ou and ow diphthongs(Note: Make sure that before asking the class to read the words in Activity 219, have some vocabulary development activity. You may show picture of each word, then ask the class to connect each word with the picture.)Refer your pupils to Activity 219.

Skill Lesson: Comparative Degree of Adjective


Before class begins, post the More fun with things around us! Observe the pupils responses as they do the I-Stand activity. More fun with things around us!Give each pupil names of animals and other things that they can compare. (Examples:dog cat

carabao - goatRose Sampaguita1liter bottle - 500mL bottlehorse goathelicopter - airplane

Assign some pupils to serve as post. Each of them will be holding each of the following adjectives:

big - bigger

fragrant more fragranttall tallerfast - faster

Say: I will be giving you names/pictures of some objects or things, and animals. While holding it, think how these objects/animals are different from each other.

Ask the pupils holding the pair of adjectives to go in front of the class one after the other.

Say: Listen to my questions.

Ask: Which is bigger? Dog or cat?

Carabao or goat?

Ask the children holding the animals to go to the right post: big or bigger.

Do the same with the remaining pair of adjectives.


Ask the following questions, then, write on the board pupils answers.

Which are big?Which are bigger?

Which is fragrant?

Which is more fragrant?

Which is tall?

Which is taller?

Which are fast?

Which are faster?

Suggested sentences.

The cat is big but the dog is bigger.

The goat is big but the carabao is bigger.

Or

The cat is big.

The dog is bigger than the cat.

One personTwo persons, places or things compared

bigbigger

fragrantmore fragrant

talltaller

fastfaster

Ask:How many animal is being described in the sentence the cat is big?

What adjective was used to describe the cat?

How many animals are being compared in the sentence, the dog is bigger than the cat?What adjective was used to compare the dog with the cat? (bigger)

What happened to the adjective big when we use it to compare two animals?

Use the same pattern of questions to the remaining sentences.

3. Guided Practice

Let your pupils form dyads. Each pair will be given description strip.Refer pupils to Activity 220.


Refer pupils to Activity 221.

Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences

Skill Lesson: A Story with ou and ow DiphthongsRefer your pupils to LM Activity 222.

Skill Lesson: Cause and Effect1. Presentation/Introduction

Post the Cause and Effect chart completed yesterday by each group. CauseEffect

Talking or laughing loud during class discussion. Pouting lips while teacher is explaining.

Staying out during class hours

Talking with the mouth full

Say: Look at the cause and its possible effects. So what are we going to do? We need to follow rules. Always remind ourselves that following rules is important. Let us learn more about rules.


Say: Listen as I read the sentences in the chart.

Sentence Chart

Simple sentenceCompound sentence

I run at the corridorI saw a monster so I run at the corridor.

I chew gum during class hours.I chew gum during class hours but my teacher didnt notice me.

I listen attentively.I listen attentively and I join the discussion.

Say: Do you have any observations on the way the sentences under simple sentences are formed? How about the sentences under compound sentences?

Let us study these.

I saw a monster./I run at the corridor.

I chew gum during class hours./My teacher didnt notice me.

I listen attentively to my teacher./I participate in the discussion.

Say: Compound sentences consist of two simple sentences or two independent clauses 3. Guided Practice

Refer your pupils to LM Activity 223.4. Independent Practice.

Refer your pupils to LM Activity 224.

Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound SentencesSkill Lesson: Words and Sentences with ou and ow DiphthongsRefer your pupils to LM Activity 225.Skill Lesson: Compound Sentences1. Presentation/Introduction

Present picture of a boy holding a stick and a girl holding a rug.

Say: Can you tell what the boy and the girl are holding? Can you form a sentence from the

pictures?

Ex. The boy is holding a stick. The girl is holding a rug.


Write their answers on the board for discussion.

Say: How many sentences do we have?

Can you make these two sentences into 1?how?

Show some helping words such as: for, and, nor, but, or, yet, and so to combine these sentences.

Ex. The boy is holding a stick but the girl is holding a rug.

Let the children form sentences based on the new pictures.

3. Guided Practice

Refer your class to LM Activity 226.

4. Independent PracticeRefer your class to LM Activity 227.




The Country Mouse and the City MouseUnderstand that contentment and the ability to adapt are importantWrite a note on what to be done by the Country MouseRead and write words with oa digraph as in goatIdentify several effects based on a given causeRead and write words, phrases and sentences with oa diphthong Identify and write complex sentencesRead and write words, phrases and sentences with oa diphthongCompare and contrast objects, persons and placesRead and write words, phrases and sentences with oa diphthongSummative test

Materials Word cards

Learners MaterialsActivities 228-229

Diagram of the events in the story used in Day 1Learners MaterialsActivities 230-232

Sentence strips

Learners MaterialsActivities 233-234

Venn Diagram

Word wardscell phone and telephoneLearners Materials:Activities 235-236

Procedure

Unlocking of words in the story using context clues

Motivation Question

Motive Question

Reading of the story using DRTA

Post Reading:

Discussion questions to highlight the importance of contentment and ability to adapt

Engagement Activity:

Writing a note on the right thing the Country Mouse should have done

Presentation and discussion of the diagram of events of the story The Country Mouse and the City Mouse highlighting an event that show the cause and events that show effects

Explanation that a cause may have several effects and how to identify the several effects of a cause

Listening to a short story to identify a cause and its several effects

Presentation of a short dialogue with cause and several effects based on a short story heard

Presentation of sentences using big strips of paper

Direct teaching of how complex sentences are formed

Interview of persons in school

Writing a three-sentence paragraph using complex sentences.

Presentation of cell phone and telephone to give avenue for comparison and contrast

Direct teaching on comparison and contrast

Listening to a story for comparison and contrast

Presentation of a skit showing how the characters in the story differ from one another.


The Country Mouse and the City Mouse

Pre Reading

1. Unlocking/Vocabulary & Concept DevelopmentUnlock the difficult words below using pictures.(feast, ham, jellies, nibbling)

Refer your pupils to LM Activity 228 to check if the words were understood.2. Motivation Question:

Have you been in a city/province? What experiences did you have in the city/province?

3. Motive Questions:

What are the experiences of the City Mouse in the province?

What are the experiences of the Country Mouse in the city?

During Reading

Say: Listen as I read The Country Mouse and the City Mouse.During the question and answer part, use gestures and voice dynamics to further help the pupils know the meaning of some difficult words in the text such as terrible, nibbling, etc. Limit the responses of the pupils by calling only two in every question.

The Country Mouse and the City Mouse

Adapted

STOP AND ASK:

1. 2. Who was invited for dinner?

3. What did the Country Mouse prepare for his friend?

4. Did the City Mouse get satisfied with what his friend offer? Why? Why not?

STOP AND ASK:

1. Why did the Country Mouse decide to go to the city?

2. 3. 4. If you were the Country Mouse, would you stay long in the city? Why?

Suddenly, before the Country Mouse barely took another bite, he heard some scratching sound. Meow! Meow! the cat said, approaching the dining table.

Run, yelled the City Mouse.

They ran to the corner as fast as they could.

STOP AND ASK:

1. What did the two friends hear?

2. What did they do when they saw the cat?3. If you were one of the mice, would you also run away from the cat? Why?

What is that? asked the Country Mouse shaking his body.

A cat. Once he gets you, hell eat you up, said the City Mouse.

This is terrible. I think I will go home. Id rather have corn and camote in peace than sugar and cheese in danger, said the Country Mouse to his friend. So, he went back to his home with a happy heart.

STOP AND ASK:

1. What did the County Mouse decide to do?

2. What did the Country Mouse mean when he said Id rather have corn and camote in peace than sugar and cheese in danger?3. If you were the Country Mouse, would you also decide to leave the city? Why? Why not?

Post Reading


How can you help the Country Mouse? Write him a short note of advice. For the instruction of the activity, refer your pupils to LM Activity 229.Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect

Skill Lesson: Words and Phrases with Digraph oa

Refer your pupils to LM Activity 230.1. Presentation/Introduction

(Note: Present the diagram of events of the story The Country Mouse and The City Mouse.)

Say: Let us go back to the story. What did the Country Mouse decide to do at the beginning of the story? What were the results of the Country Mouse decision/act?

Ask: What are the results or the effects of the Country Mouse visit to the city?

2. Modeling/TeachingLet us take a look at the sentences that we formed from the diagram.a. The Country Mouse decided to visit the city because he was too curious about what the city looks like.b. The City Mouse and the Country Mouse ran to the corner of the house so they can hide from the cat.

c. So that Country Mouse can have peace of mind, he decided to go back to the farm.Discuss how the clue words (because, so, so that) can help the pupils find out which part of the sentence tells the cause or the effect.By simply examining the cause-and-effect diagram above, is it possible for a cause to have several effects?

Remember:

A cause is why something happens. To find a cause, look for a reason why something happened.

An effect is what happens because of the cause. To find an effect, look for the results of the cause. Usually, a cause always happens first. Then it is followed by the effect.

Clue words such as because, so, and so that are often used to help you understand cause and effect in a sentence.3. Guided Practice

Say: I will read a selection to you. Listen well and complete the diagram of Cause and Effect in your notebook.

Refer your pupils to L22D2-Worksheet_, LM page_.

(Note: Read the selection aloud.)


Say: Listen as I read another selection to you. Based on the selection, present a short dialog showing the cause and several effects. Refer your class to LM Activity 232.

Lesson 22 Day 3: Fluency/Writing/Complex Sentences

Skill Lesson: Phrases and Sentence with Digraph oa Refer your pupils to LM Activity 233.Skill Lesson: Complex Sentences


Post three sentences about Why Things Happen When People Move to the City on the board.

Say: Let us read again some sentences from our paragraph yesterday.2. Modeling/Teaching

Point to the first sentence.

Many people move to the city because they can find a better job.

Ask:

How many ideas does the sentence give?

Which tells the first idea?

Which tells the second idea?

Which idea can stand alone?

Which idea cannot stand alone?

What word helps to connect the two ideas?

Say: Let us read the next sentence.

When people move to the city, the place becomes crowded.

Ask:

How many ideas does the sentence give?

Which tells the first idea?

Which tells the second idea?

Which idea can stand alone?

Which idea cannot stand alone?

What word helps to connect the two ideas?

Say: These sentences complex sentences. We combine two simple sentences using conjunctions to form a complex sentence.

A complex sentence is made up of two parts, an independent clause and a dependent clause joined by linking words or conjunction.

Words like because, when, after, though, as soon as and so that are examples of conjunctions that can be used in a complex sentence. These conjunctions make one part of the sentence subordinate to the other part.

3. Guided Practice

Let us have a fun activity. Interview anyone in the school about:

What does s/he want to do? What would happen if s/he continues doing it?What does she want?What would happen if s/he continue doing it?

Ex. Drawing dressesdolls could have many clothes

Let the children form complex sentences based on the answers from their interviewee.

Forming Complex sentence

1. She wants to draw dresses so that her dolls could have many clothes.Let the class write their answers in their notebook.

Guide the children in forming complex sentences especially in the use of conjunctions.


Refer the class to LM Activity 234.Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast

Skill Lesson: Poem with oa digraph Refer your pupils to LM Activity 235.

Skill Lesson: Comparison and Contrast


Post on the board an empty Venn diagram. Show your pupils two objects with similar and different features - a cell phone and a telephone.

Say: I have here a cell phone and a telephone. Let us compare and contrast them.

In what ways are the cell phone and the telephone the same? Let us compare them. (Tack on the board the word compare.)

(can be used to talk with people away from you)

(can help you communicate with people)

Write the pupils responses at the center space of the Venn diagram.

In what ways are they different? Let us contrast them. (Tack on the board the word contrast.)

(A cell phone can be used in texting while a telephone cannot be used as such.)

(A cell phone is movable while a telephone is stationary.)

Write your students descriptions for the cell phone on the left circle and the descriptions for the telephone on the right circle.


What do we show or describe when we compare? (the similarities)

What do we show or describe when we contrast? (the differences)

Say: When we talk about two things, we compare and contrast them. When we compare, we say the similarities. When we contrast, we tell the differences.

Show your pupils a pencil and a crayon

Say: Look at this pencil and this crayon. Compare them.

3. Guided Practice

Say: Let me see if you can compare and contrast the two characters in the story that I will read to you. Complete the Venn diagram in your notebook.

Refer the class to LM Activity 236.Friendship Bond

For many years, Ali and Leah have been good friends though they differ in many ways.

Ali is a Muslim while Leah is a Christian. Ali goes to the mosque on Fridays and Leah goes to church on Sundays. Ali is two years older than Leah although she is shorter than Leah. Ali excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat food like Adobong Manok. On the other hand, Ali likes to eat fruits and vegetables.

For them, it does not matter how different persons are as long as they understand each other. This is what makes their friendship last.


Show a short skit showing how the characters in the story differ from each other.

Lesson PartsDay 1Day 2Day 3Day 4Day 5

Overview/ ObjectivesLiterature: The Butterfly and the Caterpillar

Read words, phrases, sentences and stories containing words with digraph ee as in sheepRead words, phrases, sentences and stories containing words with digraph ee as in sheep Degrees of Comparison of Adjectives

Read words, phrases, sentences and stories containing words with digraph ee as in sheep Complex SentencesRead words, phrases, sentences and stories containing words with digraph ee as in sheep Locate the main idea in a paragraph

Materials

Sentence stripsWord cardsPictures of butterfly and caterpillarLearners Materials

Activities 237-239

Venn DiagramSentence/ line strips from story readLearners Materials

Activities 240-243

Monkey- toysLearners Materials

Activities 244-247

Copy of the story A Day at the Park Letter envelopeLearners Materials

Activities 248-249

Procedure

Pre-Reading

Unlock key words through word cards and sentence strips.Show a picture of butterfly and caterpillar.

Reading

Read aloud the story and stop at indicated points for questions to identify similarities and differences of butterfly and caterpillar.

Post Reading

Let pupils answer the discussion questions and have pupils describe the characters through a comparison chart.

Let pupils do Activity in the LM intended for the day.

Phonics lesson

Show a Venn diagram of the story read to focus on similarities and differences.Form groups and present line strips from the story read.Modeling/Teaching:

Ask groups to draw/ get one from the posted strips and let them answer the questions.Allow pupils to organize their answers through a chart. Tell pupils how inferring is done.

Allow pupils to do inferring activities.

Phonics Lesson

Introduction/ Presentation:

Present monkey- toys and allow pupils to describe the toys according to size.Read a story on monkeys.

Modeling/Teaching:

Discuss degrees of comparison of adjectives using a chart.

Allow pupils to rewrite sentences using the comparative and superlative degrees of adjectives.

Allow pupils to write comparative and superlative degrees of adjectives.Let pupils present work

Engage pupils in writing sentences using adjectives.

Phonics Lesson

Presentation/ Introduction

Read the story A Day at the Park.Allow pupils to answer questions about the text.

Modeling/ TeachingDiscuss how complex sentences are written by combining sentences and by using a chart/ table.

Allow pupils to combine sentences and write complex sentences.

Allow pupils to find complex sentences from the books they are reading.

Phonics Lesson

Show a letter-envelope and ask questions on it to jumpstart lesson.

Discuss the parts of a letter through a poem.Allow pupils to label parts of the letter.

Lesson 23 Day 1: Literature: The Butterfly and the Caterpillar

Pre-Reading

1. Unlocking/Vocabulary & Concept Development

(Note: Have the children choose the meaning of the underlined word.)

1. The boy sipped the cold drink offered to him on a hot day.a. drank in small quantityb. ate

c. tasted

2. My best friend smiled and exclaimed Wow! when I showed the dress I wore last Christmas.a. whispered

b. shouted

c. enjoyed

3.

The boy was ashamed to show his poor grades to his mother.a. proud

b. embarrassed

c. angry

4. Sheila munched on some cookies for snacks.d. chewed

e. drank

f. sipped

5. Even when he was sleepy, Father continued telling us the story of the moth.

a. stoppedb. paused

c. kept onRefer the class to Activity 237 to test their understanding of the words they learned.2. Motivation Question

Show a picture of a butterfly and a picture of a caterpillar. (Refer to Activity 238.)Say: What are in the picture? In what ways are the caterpillar and butterfly similar?different?

3. Motive Question:

Today, our story is about a butterfly and a caterpillar. Find out in the story their similarities and differences.

During ReadingSay: Listen to the story that I will read to you. Be sure to find out the similarities and differences of the two characters.

In between readings, ask the children to act out the following scenes:

Paragraph 1-2:

The butterfly saw the caterpillar and it was so ashamed to be seen with the caterpillar

Paragraph 4:

The butterfly saw a very different creature.

Paragraph 5:

The caterpillar told the butterfly how they were the same a week ago.

Paragraph 6:

The caterpillar told the butterfly to go, fly but not to be proud.

The Butterfly and the Caterpillar

an adaptation by Joseph LaurenOne summer morning, a butterfly rested on a beautiful rose. While she sipped the sweet nectar from the flower, she saw a caterpillar crawl up the garden wall.

Horrors! the butterfly exclaimed, Stop! Dont come near me. Im ashamed to be seen where you are.Ask: Why do you think was the butterfly ashamed?The caterpillar continued crawling. He munched on the leaf without listening to the butterflys cry. Where are your wings? What are you eating? the butterfly asked.Ask: Does the caterpillar have wings?If he has as the butterfly claimed then,where are they?The caterpillar walked ahead. Then he said, Eight days ago, young butterfly, you were the same as I am. One night from today, my wings will grow. I would fly and see all the bright and beautiful flowers. Ask: How did the butterfly looks like eight days ago?Im sure my wings would be brighter and more beautiful than yours. So, go, fly but try not to be so proud. Each caterpillar is given a chance to become a butterfly. We are but the same. Ask: What will happen to caterpillar in the days to come? What should all butterflies need to remember while flying?

Post Reading

A. Comprehension Check

Say: Let us talk about the story.

1. Who are the characters in the story?

2. When did the story happen?

3. Why was the butterfly ashamed to be seen by the caterpillar?

4. How do you think did the caterpillar feel when the butterfly told him not to come near it?

5. What was the response of the caterpillar?

6. Can the caterpillar be like a butterfly?

After reading, have the children describe the characters

ButterflyCaterpillar

appearance

movement

Food they eat

Say: Lets go back to the activity that you answered before we read the story.

From the comparison chart, the children would be able to say that the caterpillar and the butterfly are different from each other. Let the children find the similarities through the part of the story:

B. Engagement Activity

Refer the class to Activity 239.

Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring

Skill Lesson: Words and phrases with digraph ee Refer your pupils to Activity 240. Skill Lesson: Inferring


Show the Venn Diagram of the butterfly and the caterpillar from yesterdays discussion.

(Write in the middle part the similarities between the caterpillar and the butterfly. They can explore the good qualities they share together.)

Form four groups. Get lines from the previous story and write them on strips of paper.

2. Modelling/Teaching

Ask each group to pick one. While holding the story part, let them answer the following questions:

1. What do you think does this character really meant by saying that?

2. Why did this character (act, think, talk) that way?

3. What does this character want to do?

4. What do you think this character might do?

5. What is the author really trying to say?

Let each group present their answers. Take note of the childrens answers and organize their answers into the chart. (Refer the class to Activity 241 for the copy of the chart.)

Say: How do we infer?There are steps on how it is done. First, read the sentence/s. Then, make a guess of what else the sentence/s tells.

Ex. Butterfly thinks that the caterpillar is ugly that is why she is ashamed.

3. Guided Practice

Refer your pupils to LM Activity 242



B.

Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives

Skill Lesson: Words, Phrases and Sentences with Digraph ee Refer your pupils to LM Activity 244.Skill Lesson: Degrees of Comparison of Adjectives


(Note: Place three toy monkeys, each one bigger than the other,

in a bag. Let the class describe the monkeys and compare them according to size.)

Ask: What do you know about monkeys? How are they characterized in most stories that you read?

Say: I will read to you a short story about monkeys. Listen well.

Three clever cats lived in a house. The white cat was big. The black cat is bigger than the white cat. The striped cat was the biggest of the three.

One day they baked a cake for dinner. I will eat all the cake, said the white cat in a loud voice. I will eat it alone, said the black cat in a louder voice. I will eat it all by myself said the striped cat in the loudest voice.

A clever monkey lived in a tree nearby. He was more clever than the cats. In fact, he was the most clever monkey in the world. He heard what the cats said and came into their house. The cats were busy fighting among themselves. They did not see the monkey. The monkey ate up the whole cake. At last they stopped fighting. Wheres the cake? they said. It ran away because you made too much noise, said the monkey.

2. Modeling/TeachingUsing the charts below lead the class in answering the following questions.

Ask: What are the adjectives used to compare the three cats?

Three catsWhite catBlack catStriped cat

Their voice

What adjective is used to compare the monkey and the cats? What adjective is used to compare the monkey with all monkeys in the world?

MonkeyMonkey and the catsMonkey and all the monkeys in the world

After the children give their answers, write on the orange box POSITIVE, on the green box COMPARATIVE and on the red box SUPERLATIVE . Then, ask the children what were added to form the comparative and superlative forms and how many were being compared.

Say: Comparing using adjectives has three degrees. These are the positive, comparative, and superlative degrees. We use adjectives in the positive degree if we are describing only one thing or person. We say Ann is tall. We use adjectives in the comparative degree if we are describing two objects or persons. We say The monkey was more clever than the cats. We use adjectives in the superlative degree if we are describing three or more things and person. We say In fact, he was the most clever monkey in the world.For comparative degree of adjective, we add er at the end of some adjectives. We can also add more before some adjectives. In sentences using this degree of comparison, we use the word than.For superlative degree of adjective, we add est at the end of some adjectives. We can also add most before some adjectives. In sentences using this degree of comparison, we use the word of all.3. Guided PracticeGroup students into fours and let them think of adjectives and its degrees of comparison. After the given time, group presentation follows. Any group who has the same adjective with other group should cross it out. The group with the most remaining list, wins.

POSITIVECOMPARATIVESUPERLATIVE

Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of each adjective.



Lesson 23 Day 4: Writing/Complex Sentences

Skill Lesson: Complex Sentences


Read the story A Day at the Park to students

Say: Today, I am going to read to you a short story. Listen well because I will ask a few questions about it.

Explain to the students that, many times, weak stories are full of very short, choppy sentences. One way writers can make these stories stronger is to combine short sentences into longer sentences.2. Modeling/Teaching

Let us compare some group of words from the story.I went to the park. It is SaturdayI went to the park because it is Saturday. We combined the two simple sentences. Now, we have I went to the park as the independent clause. It expresses a complete thought. Because it is Saturday is a dependent clause. It does not express complete thought. The marker because suggest that because it is Saturday is a dependent clause.To combine the two simple sentences we used the marker because.Say: A clause can be dependent because of the presence of a:

Marker Word (Before, after, because, since, in order to, although, though, whenever, wherever, whether, while, even though, even if)

Conjunction (And, or, nor, but, yet)

Let us have the next group of words.

We played basketball. We played for two hours. It is hot.The new sentence is: We played basketball for two hours even if its hot.How did we do it? We combined the three sentences. Now, we have an independent clause We played basketball for two hours and dependent clause even if its hot. The marker even if tell us that even if its hot is a dependent clause.Let us have the next independent and dependent clauses.Connie and Roys mom brought us lemonade and sandwiches. We ate them for lunch.

The new sentence is: Connie and Roys mom brought us lemonade that we ate for lunch.

How did we do it? What words were omitted? What word did we use to combine the two sentences?

3. Guided Practice

In small groups, have the class combine the set of dependent and independent clauses below.

Dependent ClauseIndependent ClauseNew Sentences

Because Roy brought his basketball, We played basketball.

After riding our bikes,We played volleyball.

Although it is raining,It is fun to be with friends in the park.

Before dinner time,I should be home to meet my cousins who come from the province.


Have students find complex sentences in the books they are reading. Have them copy them in their notebook. Have them separate the two clauses in each sentence.

Lesson 23 Day 5: Writing


Ask: What comes to mind when you see the object below?

What is inside the envelope? When do you write a letter? Do you write a letters too?2. Modeling/Teaching

Say: A letter has 5 parts:

Sample letter

February 19, 2014 (heading)

Amiable Maam Ana, (greeting)

Its hard to have true friends whom we could completely count on but I was lucky enough to find you. I lately realized how special friends are until I was cared and saved by an angel like you. I will keep you safe with me forever. Always take care and may God always bless you!

Your Friend, (closing)Rennie Enriquez (signature)Lead the class to recite the poem below.The HEADING has the date

The heading has the date

Hi, ho the letter parts

The HEADING has the date.

The GREETING says Dear Friend,

The greeting says Dear Friend,


The greeting says Dear Friend.

The BODY is the message

The body is the message


The body is the message.

The CLOSING says Sincerely,

The closing says Sincerely,


The closing says Sincerely.

The SIGNATURE is my name

The signature is my name


The signature is my name.3. Guided Practice

Prepare a simple letter of invitation. Cut them out by parts. Then, have the class rearrange it to come up with the complete letter.


Refer your pupils to LM Activity 248 and 249.


Overview/ ObjectivesLiterature:

Two Friends, One World

Get the general sense of the story

Makes inferences and draw conclusions based on texts (pictures, title and content words)Use personal pronouns (person) Read and write words, phrases and short sentences with ea diagraphs

Express feelings, opinions through logs

Read and write words, phrases and short sentences with ea diagraphsSUMMATIVE TEST

Materials

Copy of the story Two Friends, One WorldPictures Word stripsManila paper with incomplete sentencesVenn DiagramPicturesLearners Materials

Activities 250-251

treasure box with sentence stripsLearners Materials

Activity 252

Sample journal entryManila paperLearners Materials

Activity 253-254

Procedure

Pre-Reading

Pupils guess pictures provided for.Group the class and let them discuss their inferences about the picture.

Reading

Teacher reads aloud the story Two Friends, One World (Franciscas Story) w/ correct intonation.

(Please refer back to past lessons on delivering read aloud stories.)

Post Reading

Let the pupils answer questions to allow complete grasp of the story

Group Work

1. Act out the event in the story which shows empathy

2. Draw simple scene which shows empathy

3. Sentence Completion

a) If I have a friend who have no baon I will______

b) If I have a classmate who was bullied I will______

Introduction/ Presentation

Group-matching

Provided the pupils with incomplete sentences, students have to infer or draw conclusions e.g.

If the grasshopper isnt color green_________

The first group to find their group match wins the game.

Modeling/Teaching:

Discuss how to give inferences. See TG

Guided Activity

Let the pupils give inferences orally based from simples stories.

Using Venn Diagram, compare Francisca and Antonio by: what they both have and can do-what they dont have and cant do.

Individual work

Let us twist the story.

Independent Practice

Asking Inferential Questions from 2 or 3 sentences story.

They will compose questions about the picture.

Introduction/ Presentation

Discuss personal pronouns and provide examples of sentences on how to use these pronouns to replace nouns.

Guided Practice

Students will pick sentence strips in the treasure box.

From a sentence strip, e.g Herbert is good in playing chess.

Let the student rewrite the sentence using the appropriate pronoun like He is good in playing chess.

After all of them had write several sentences, let them talk with their group and discuss about the pronouns they used.


Provide different pictures with nouns to the pupils. Let students choose several pictures they want. Let them write about the picture using pronoun.


Show picture-situations and let students express what they feel about it.

e.g

How do you feel if u met new friends from other provinces?

Show a sample journal entry to the class and let a volunteer read it. Ask WH- questions about the journal entry.

Let students guess different facial expressions. Instruct them to log down their feelings.

Let the students log down their feelings and opinions and let them talk it with their group.

Prompt:

You saw a beggar in the market. What should you do?


Let the pupils write a journal entry.

Prompt:

The best thing you did to your friend.

Lesson 24 Day 1: Literature: Two Friends, One WorldPre-Reading

1.Vocabulary DevelopmentAsk the class to mention the body parts, then, ask them to connect some body parts with the words that are connected to them.PicturesRelated Words

1. eyesfeel

2. earssmell

3. nosesound

4. tonguetaste

5. skinsee

1.

2.

2. Motivation Question

Who is your best friend? What are the things you do together?

3. Motive Question

What do you think do the characters in our story love doing together?

During Reading

Note: Before and while reading, lead the class in making inferences. Teacher reads aloud the story Two Friends, One World (Franciscas Story)Two Friends, One World

Franciscas Story

by Ramon C. Sunico and Joanne de leon

I have a friend who lives in another world. His name is Antonio. The world he lives in is full of sounds and smells and tastes and feeling.My world is also full of sounds and smells and tastes and feeling, but sometimes, I am too busy seeing to notice these other things.Every Saturday afternoon, as the sun is about to go down, his mama brings him to the park where I am already waiting. I can see him from far away because, Papa says, I have such big eyes.I run to him and take his hand and his Mama lets us walk around. Antonio teaches me to be quiet- so quiet I can hear the wind talk to the leaves, so quiet I can feel the air turn cooler as the sun leaves the sky.Antonio cannot see. He cannot see but he can smell the white flowers of the rosal bush growing beside the broken wall of an old church behind the park before I can even come close enough to see the church. He knows when papa has brought mangoes for us to eat, even when these are still in the basket.One day, he showed me my first grasshopper. I was trying to tell him what a mountain looked like when he said suddenly, Shh Francisca, listen! There is something moving in the grass.Where, where? I cant see anything! I complained.Ay naku. Francisca, quiet or youll scare it away. Look with your ears first and then with your eyes. Try to listen to yourself breathe and all the other sounds will follow.And sure enough, I heard something small moving the dried grass aside. I followed the sound, first with my ears and then with my eyes. Slowly, very slowly. And when I could only hear Antonio and me breathing, I saw the grasshopper-all green and pointed, with red stripe down its back.And I thanked Antonio for showing me how to find the place where the grasshoppers hide.And he smiled the same smile he smiles after tasting a cool, ripe mango.One day, I will tell him that, maybe, we do not live in two worlds.After all, we meet every Saturday afternoon. What I can see, he can hear or taste or smell or touch. What he cannot see, I can bring to him with words.One day, we will meet one Saturday afternoon and I will tell him that, maybe there is only one world. But it is so big and beautiful and there are so many things going on inside it, that it takes two friends to enjoy its sweetness like a great, cool, sweet, smooth, golden-yellow mango.

Post Reading

Discussion Questions

Ask:

Who is the I in the story?

Who is her friend?

How did Francisca describe the place Antonio lives in ? How will you describe Antonio? Where do they go every Saturday afternoon?

How will you describe Francisca, the main character in the story?

If you were Francisca, how are you going to treat Antonio?

What did Antonio show Francisca?

What did Francisca learn from Antonio?

Engagement/Enrichment

Group Work

1. Role play the event in the story which shows understanding of others feeling.2. Draw a simple scene which shows understanding of others feeling.

3. Sentence Completion (Complete the sentences by writing what you feel in each situation;

a. If my classmate lost his money I will________________________________.

b. If my classmate was bullied I will___________________________________.

c) d) Presentation of outputs

Lesson 24 Day 2Skill Lesson: Making inferences and drawing conclusions based on texts (pictures, title and content words)1. Presentation/Introduction

Provide the students with incomplete statements to infer or draw conclusions.

Complete the following statements by putting the missing words. Choose your answer from the words in the box.

Leahs Birthday

Leah's mother puts icing on the_________. She puts eight _________ on the cake. After she sets the cake on the________, everyone sings to Leah. The lit candles make her face________ . Leah blows out the candles and____________.tablecandlessmilesglowcake

Leah's mother puts icing on the cake. She puts eight candles on the cake. After she sets the cake on the table, everyone sings to Leah. The lit candles make her face glow. Leah blows out the candles and smiles.When is Leah's birthday?

. Tomorrow

a. Today

b. Next week

c. Yesterday2. 3. 4. Modeling/TeachingSay: Why do you think today/yesterday/or tomorrow etc. was her birthday?What made you say that today is Leahs birthday? Can we cite the evidences found in the story?

Was it easy to infer?

What questions usually come up in our mind?

What do we need to think first when we are inferring?

Discuss what inference is. See teaching chart.

5. Guided Practice

Read each passage below. Let the pupils give their inferences orally.

c. All felt wonderful to be outside. Swimming suits and trunks were saleable in the market. Its the best time to play outdoor games in _______________. (a. summer b. rainfall)

c. Mr. Sun reaches out his hand. Everyone is on their way to work. It is ________________.c. morningb. night)

c. I am so hungry! Its almost half of the day of school. I will be good to _______________.c. play around b. eat something)

c. All the items to buy are everywhere. Mom put in the cart everything we need for the whole week. I kept the cart going straight as it got heavier and heavier. They are in a __________.( a. pharmacy b. grocery store)

Refer the pupils to LM Activity 250 for the next set of activity.


Refer the pupils to LM Activity 251.

1.

1.

Lesson 24 Day 3Skill Lesson: Words, Phrases and Sentences with ea DigraphRefer your pupils to LM Activity 252.Skill Lesson: Using Personal Pronouns (person)


Use the story of Francisca and Antonio as springboard for this lesson.

1. Antonio goes to the park every afternoon.

He plays with Francisca.2. Francisca plays with Antonio. She likes to talk to him.3. The grasshopper is on the grass. It hops around,

2. Teaching/Modeling From our sentences;

1. Who goes to the park every afternoon? Underline it2. .3. Who plays with Francisca? Encircle it.4. What word was used to replace the name Antonio in this sentence?

5. Who plays with Antonio? Underline it.

6. Who likes to talk to him? Encircle it.7. What word was used to replace the name Francisca in this sentence?

8. What is in the grass? Underline it.

9. What hops around? Encircle it.10. What word was used to replace the name grasshopper in this sentence?

Read the words that you underlined.

Read the words that you encircled.

What do we call them?

He, She and It are called pronouns.

Teaching Chart: Personal Pronoun

Personal Pronouns are used to replace the name of a noun.

Examples:

Alex plays a lot.

He plays a lot

The word he is a personal pronoun. He is for a boy.Ana plays a lot.

She plays a lot.

The word she is a personal pronoun. She is for a girl.This dog plays a lot.

It plays a lot.

The word it is a personal pronoun. It is used to replace a thing or an animal.The boys play a lot.

They play a lot.

The word they is a personal pronoun. They is used to replace the name of more than one animal or thing.The boys and I play a lot.

We play a lot.

The word we is a personal pronoun. We is used to replace name of more than one person.

3. Guided Practice

Students will pick sentence strips in the treasure box.

Sample sentences:

Jenny is beautiful.

Raymond reads books everyday.

Jenny and Raymond play together.

The cat runs fast.

From a sentence strip, e.g Herbert is good in playing chess, let a pair of students rewrite the sentence using appropriate pronoun like He is good in playing chess.

After all of them had written several sentences, let them talk with their group and discuss about the pronouns they used.4. Independent PracticeProvide different pictures with nouns to the pupils. Let the students choose several pictures they want. Let them write something about the picture using pronouns in their notebook.

Lesson 24 Day 4

Skill Lesson: Poems with ea digraph

Refer your pupils to LM Activity 253.Skill Lesson: Expressing feelings and opinions through logs1. Presentation/IntroductionShow pictures or situations and let students express what they feel about it.

e.g How do you feel if you met new friends from other provinces?


Ask a volunteer to read a journal entry of Francisca.

Note: This should be written on a manila paper or on the board.

December 5, 2013

Dear friend,

Im so happy today. I went to the park earlier with Antonio, my best friend. I saw a grasshopper earlier. It was my first time to see this kind of insect when Antonio told me about it. Now I know what a grasshopper looks like. I thank Antonio for showing me how to find the place where the grasshoppers hide. I hope to see Antonio again next week.

Your friend,

FranciscaAsk: Who wrote the letter? Describe how the writer feels when she wrote the letter? Why is she happy?

Say: Do you also write a journal? Journal writing is one way of sharing how you feel. You can also write your opinions about something. Writing your feeling or sharing your opinion is a good way of expressing yourself.


Let students guess different facial expressions.

1. Have one volunteer student, pin an emotion card on his back and let him turn to show the word on his classmates many times as needed .

2. Let the class show the facial expression and the volunteer will identify what expression it was.

3. If it is a first time activity, give the volunteer a clue by asking his classmates Who has a clue for Bert? And his classmates will say I feel that way when I_____

4. Guided Practice

Let the students log down their feelings and opinions and let them talk about it with their group mates.

Note: Provide manila paper to the pupils to let them write their output.

Prompt:

You saw a beggar in the market. What should you do? How do you feel?5. Independent Practice

Refer the class to LM Activity 254.


Overview/ ObjectivesLiterature: Mateos Favorite ClothesAdmire the main character for being generousDetermine whether a story is real or a fantasy (characters and setting)Read and write words, phrases and sentences with ei and ie diagraph

Determine whether a story is realistic or fantasy (characters and setting)Read and write words, phrases and sentences with ei and ie diagraphUse personal pronouns (Gender and Person)Read and write words, phrases and sentences with ei and ie diagraphUse personal pronouns (Gender and Person)Read and write words, phrases and sentences with ei and ie diagraph

Materials

Illustrations of Mateo, Mateos mother and His clothesCopy of the story Super RR for listening activityLearners Materials

Activities 255-256A

Strips of realistic and fantasy descriptionsRealistic and Fantasy Graphic organizerLearners Materials

Activities 256B-257

Sentence stripsTeacher ChartLearners Materials

Activity 258

Procedure

Pre-Reading

Present key words through context clues.

Reading

Read aloud the story

Post Reading

Let pupils answer the discussion questions

Allow pupils to read and check their guesses written on the board about what Mateo would do with his favourite clothes.Allow pupils to present their work to class by groups.

Introduction/ Presentation:

Show pictures of the characters and setting of the story read to recall some events.Allow pupils to listen to the story Super RR.Show Real and Fantasy Chart and ask pupils to write the characters and setting of the stories.

Modeling/Teaching:

Use the Real and Fantasy Chart to discuss the lesson.

PWR

Guided Practice

Independent Practice:Guided Practice:

Allow pupils to post describing strips on a fantasy and realistic organizer.

Let pupils do Relay Game on identifying realistic and fantasy characters and settings.PWR


Review pronouns and personal pronouns through sentence strips with personal pronouns.

Modeling/ Teaching

Reiterate how personal pronouns I, he, she, it, we, they- are used through discussion.

Allow pupils to work in pairs in using the appropriate personal pronouns in LM.

Let pupils write sentences using personal pronouns (SG).Have pupils present their work to class.

Review personal pronouns by allowing pupils to read six sentence strips

Allow pupils to work in groups:

a. Journal writing

b. Interpretative reading

c. Letter of invitation

PWR

Unit IIILesson 25 Day 1Literature: Mateos Favorite ClothesPre-Reading

1. Unlocking Vocabulary and Concept Development

(favorite, fitting, evacuation center)

a. favorite

Marlon has red, blue, green and black toy cars. Every morning he looks at his toy cars in the cabinet. He likes them all but the red one is his favorite. The red toy car is the one he likes most. What does favorite mean?

b. evacuation center

Look at the picture. What do you see? Can you describe the weather? Where do people go to keep themselves safe when there is a typhoon?

c. fitting

Ask a child to come up front. Tell him to fit each shirt on the table. As he is trying to wear each shirt, ask the pupils what is he doing. Guide the pupils to say that the child is fitting each shirt.

Show the words on the flashcards. Model reading each word. Then ask the pupils to read the words on the flashcard in unison. Tell them that they will find out the meaning of the words they read.

2. Motivation

Ask: Do you have favorite clothes? What do you do with them?

3. Motive Question

Ask: What do you think would Mateo do with his favorite clothes? Write the guesses of the pupils on the board.

During Reading:Say: I will read a story. In the end, think for a moment and be ready to answer the questions that I will ask.

Mateos Favorite Clothes

One Saturday afternoon, Mateo found his Mother getting old clothes from his cabinet.

What are you doing, Mama? Mateo asked.

Im taking your old clothes to the evacuation center. Many children lost their clothes because of the typhoon, Mother explained to him.

But wait, Mom! They still fit me. Look, Mateo said after fitting on his old red shirt. Grandma gave this to me. Its my favorite, Mateo added.

Mateo tried putting on his old jacket, pairs of pants and slippers. They still fit me. Mateo remembered who gave them and when he received those items.

Oh did I grow so much? I love these clothes. Mateo told his mother.

Ok, you can take them back, Mother told Mateo.

So Mateo got the box with his old shirt, jacket, pants and slippers in it.

The next day Mother asked Mateo where the box was. She hoped that Mateo would change his mind.

Mama, the box was gone. I wasnt able to take it to the evacuation center, Mateo said.

Oh, what happened? Mother asked. On my way to the evacuation center, I found a child who really needed some clothes. I gave the box to him, Mateo said.

Post Reading

Discussion Questions:

1. Who are the characters in the story?

2. Where did the story happen?

3. When did it happen?

4. Why did Mateos mother get his old clothes from the cabinet?

5. Did Mateo give his old clothes at once? Why? Why not6. If you were Mateo, would you also keep your favorite clothes? Why?

7. Did Mateo change his mind?

8. What did he do with his old clothes?

9. Did Mateo make a quick and right decision about his favorite clothes?

10. Do you have any experience similar to Mateos? Share it with your classmates.

Engagement/Enrichment Go back to the pupils guesses on the tag boards. Ask them to check their responses. Lesson 25 Day 2:Reading Comprehension: Determine whether a story is realistic or a fantasy(Characters and Setting)

1. Presentation/ Introduction

Say: Remember the story we had yesterday? Ill show you the pictures of the characters and the setting of the story. Tell something about each one.

Make illustration of MateoMake illustration of Mateos motherMake illustration of Mateos mother getting his old clothes from the cabinet.

Say: After you have said something about the characters and setting of the story we had yesterday, I would like you to listen to this story. As you listen, please find out the difference between the characters and setting of Mateos Favorites Clothes and the story of Super RR.

SUPER RR

By: Jelly Sore

That Sunday night, Mateo had a dream. He dreamed about Rocky, the boy to whom he gave a box of clothes. When Rocky wore Mateos old red shirt, Rocky transformed into a superhero. Super RR, short for Super Red Rocky was on his shirt. He had a pair of red pants, a golden cap and a golden cape. He flew on top of a golden mountain and looked at the village with his pair of red eyeglass. There was a flood. He saw people on top of their houses. They were asking for help. Super RR took off his pair of golden shoes and changed them in to two shiny red boats. In a few minutes, he reached the village and saved hundreds of people. Mateo was one of them. Just then, Mateos clock rang. Mateo opened his eyes. It was alrea

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English 3 Third Quarter