English 3 PDF

K to 12 BASIC EDUCATION CURRICULUM
GRADE 3
1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation
The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
Grade Level Standards
structure in oral and written communication, and reads with comprehension
Learning Competencies
WEE PWR
LC RC WC Phonics and F G V A
K OL SS
Listening Reading Writing/ Word Vocabulary
Oral Language Fluency Grammar Attitude Study Strategy
Compre hension Comprehension Composition Recognition and Develop ment
Spelling
EN3FL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text EN3PW-Ia-b- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b- EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will 7 3.5.1 Sentences 01 Participate/eng Arrange words
conversations knowledge read should be Review Read grade 3 Give the age in a read- with a different
controlled
1 with peers in a based on the reading and level texts EN3G-Ia-1.1 meaning of along of texts first letter in
depending on the
variety of stories to be PWR lesson.) writing short consisting of 2- Distinguish words used in (e.g. poetry, alphabetical
school settings read e, a and i syllable words sentences from stories repetitive text) order
Read simple words in CVC with short non-sentences listened to
EN3FL-Ib-3.6 Listen to a sentences and pattern vowel sound EN3G-Ib-1 EN3SS-Ia-6
Express ideas variety of levelled stories with at least Sentences Monitor and
in a literary and and EN3PW-Ib-d- 95-100% EN1V-Ib-23 self-correct
conversational expository EN3RC-I0- 19 accuracy EN3G-Ib-1.4 Show one’s
manner texts 2.2 Read words Construct understanding comprehension
EN3LC-Ia-j- a. note details with short o EN3F-Ia-j- simple of meaning of by scanning
EN3OL-Ib- 2.1 regarding sounds in CVC 1.10.1 sentences short o words and skimming
1.19 a. note character, pattern and Read aloud through
Express one’s important setting and phrases and from familiar EN3G-Ib- drawing, EN3SS-Ia-e-
2 ideas by details plot sentences prose and 1.4.1 actions, and 1.1
presenting a EN3LC-Ia-j- EN3RC-I0- containing poetry Use a using them in Follow
skit 2.7 2.10 these words Consisting of declarative sentences instructions
b. sequence b. sequence 3 Long vowel sentence given orally
BEAM ENG3 DLP 55 at least 3 EN3PW-Ib-d- words with
Writing Utterances events
In A Given Situation
events (Note: different 19.1 fluency, EN3G-Ib-
Comic Strip using comprehension Recognize appropriate 1.4.1.1
Presented signal skills may recur more common rhythm, pacing Differentiate a
words in different sight words in and intonation declarative
quarters) order to read from an
K to 12 English Curriculum Guide December 2013 Page 36 of 171

WEE PWR
K OL SS
Spelling
EN3LC-Ia-j- simple phrases interrogative
2.6 and sentences sentence
c. retell some
parts of the EN3G-Ib-1.6
story Use proper
EN3LC-Ia-j- punctuation for
3.15 declarative and
d. differentiat interrogative
e real from sentences
make-
believe EN3G-Ib-
EN3LC-Ia-j- 1.4.7
2.8 Construct
e. infer declarative and
feelings interrogative
and traits sentences
of
characters EN3G-Ib-
EN3LC-Ia-j- 1.4.8
2.16 Identify an
f. identify exclamatory
cause and sentence
EN3OL-Ic-1.3 effect EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant EN3LC-Ia-j- 2.1 Identify an Show
information 2.17 Describe imperative understanding
g. draw literary sentence of meaning of
conclusions elements of short u words
texts including EN3G-Ic-1.3 through
Listen to characters Use different drawing,
poems and setting and plot kinds of actions, and
3 EN3LC-Ic- sentences (e.g. using them in
2.18 declarative, sentences
a. identify the interrogative,
rhyming exclamatory,
words imperative)
EN3LC-Ic-
3.11 BEAM ENG3 DLP 39
Recodnizing ,
give a simple
Telling and Asking
paraphrase Sentences

WEE PWR
K OL SS
Spelling
BEAM ENG3 DLP 41

Recognizing
Imperative and
Exclamatory
Sentences
EN3OL-Id- EN3F-Id-e- EN3G-Id-1
1.8 Recount 1.10 Sentences
specific/signific Read aloud
ant events short EN3G-Id-1.6
stories/poems Use
consisting of appropriate
4
short a,e,i and punctuation
o words with marks (e.g.
speed, period, comma,
accuracy and question mark,
proper exclamation
intonation point)
EN3OL-Ie- EN3PW-Ie-3 EN3G-Ie-2 EN2V-Ie-14
1.10 Read words EN3F-Ie-j- Nouns Classify
Synthesize and with short u 4.3 common words
Restate sound in CVC Read with EN3G-Ie-2.4 into conceptual
information pattern accuracy, Use nouns categories (e.g.
shared by speed and (e.g. people, animals, foods,
others proper animals, toys)
5 phrasing places,, things
sentences and events) in EN2V-Ie-j-
stories with simple 4.1 Show
short u words sentences understanding
and other of meaning of
words BEAM ENG3 DLP 17 2-syllable
Looking for Name
previously Words
words
studied consisting of
EN3RC-If-j- EN3PW-If-g- EN3G-If-2.2
2.8 17.1 Use common short e to u
6 EN3F-Ie-j- words through
Make and Differentiate and proper
4.2.1 drawing,
confirm words with nouns
Read with actions, and
predictions different EN2G-Ig-h-2
accuracy, using them in
about texts medial vowels .3
7 appropriate correctly in
(eg: cap- cop- Use plural form
speed and sentences
of regular
WEE PWR
K OL SS
Spelling
BEAM ENG3 DLP 50 cup; fan-fin, correct nouns by
Giving Appropriate
Ending For A Given
fun) intonation 2- adding /s/ or
Situation syllable words /es/ (e.g., dog,
EN3PW-Ig-h- consisting of dogs; wish,
20.1 short e to u wishes)
Read phrases, words
8 sentences and BEAM ENG3 DLP 19
Using Plural of
short stories Nouns
consisting of
short vowel
words and the
questions
about them
EN3OL-Ii-j- EN3PW-Ii-15 EN3G-Ii-j-2.4
1.10.3 Read 2-syllable Use plural from
Connect words of frequently
information consisting of occurring
9
heard to short e to u irregular nouns
personal sound (basket, (e.g. children,
experience hotdog, sunset, feet, teeth)
etc.)

Write different EN3PW-Ij-21
forms of simple Read phrases,
composition sentences and
as a response short stories
to stories/ consisting of 2-
poems listened syllable words
to and the
questions
EN3WC-Ia-j- about them
4
BEAM ENG3 DLP 3
a. draw and Decoding New
write Words with Pattern
sentences
about one’s
drawing
EN3WC-Ia-j-
5
b. a note of
advice
EN3WC-Ia-j-
6
10 c. Thank you
letter
EN3WC-Ia-j-
7
d. descriptive
paragraph
EN3WC-Ia-j-
8
e. another
ending for a
story
EN3WC-Ia-j-
2.2
f. a diary
EN3WC-Ia-j-
9
g. a short
paragraph,
etc.

2nd Quarter: Continuation of Beginning Literacy
LC RC PWR
WEEK OL WC PA F S G V A SS
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Compre Compre Word Fluency Spelling Grammar Attitude
Language Composition Awareness Development Strategy
hension hension Recognition
EN3OL- EN3LC- (Note: The EN3WC- EN3PW- EN3PWR- EN3F-IIa- EN3S-IIa- EN3G-IIa- EN3V-IIa- EN3A-IIa- EN3SS-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 j-3.5.1 b-4 c-3 b-5 b-1 IIa-b-1.1
1 1.17.2 Follow a set they will Participate Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should in spoken with initial 3 level texts to- two understandi engage in a words with
questions three-step be generating words are consonant consisting syllable EN3G-IIa- ng of read-along the same
directions controlled ideas represented blends (l, r of 2-syllable words with b-3.4 meaning of of texts first letter
BEAM ENG3 with picture depending through by written and s words with consonant Use the be- words with (e.g. poetry, but a
DLP 42 Using
Do/ Does in
cues on the PWR prewriting letters that blends) long vowel blends (e.g. verbs (am, initial repetitive different
Asking lesson.) activities are EN3PWR- sound with pl, tr) is, are was, consonant text) second
Questions EN3LC- a. EN3WC- arranged in IIa-b-23 at least 95- were) blends letter in
2 IIc-e-1.1 EN3RC- IIa-1.1 a specific followed by 100% correctly in through alphabeti
BEAM ENG3
DLP 48 Activate IIa-b-2.19 brainstor order short vowel accuracy sentences drawing, cally order
Following Two- prior Rereads, ming sounds (e.g. actions,
step Direction knowledge monitors b. EN3WC- black, frog, EN3F-IIa- and using
based on and self- IIb-1.2 step) j-1.10.1 them in
new correct webbing Read aloud sentences
knowledge one’s c. EN3WC- EN3PWR- from EN3G-IIc- EN3V-IIc- EN3A-IIc- EN3LC-IIc-
formed comprehens IIc-1.3 IIc-24 familiar d-3.4 6 2 3.6
ion drawing Read prose and Identify and Derive Revisit Follow one-
EN3LC- phrases, poetry use action meaning favorite to-three
IIa-j-2 EN3RC- EN3WC- sentences Consisting words in from books, step
Activate IIc-e-2.2 IId-h-3 and short of simple repetitive songs, directions
prior Note details Write at stories Long vowel sentences language rhymes
knowledge in a given least three consisting of words with structures EN3RC-
based on text sentences words with fluency, review IIc-d-2.15
the stories from various initial appropriate Use graphic
3 to be read EN3RC- familiar rhythm,
consonant organizers
IIa-b-2.8 sources blends pacing and to show
Listen to a Make simple intonation EN3G-IId- understandi
variety of predictions Write f-3.2 ng of texts
literary and different EN3F-IIa- Form and
expository Read simple forms of c-4.4 use the past
texts sentences simple Read with tense of
EN3LC- and levelled composition accuracy, frequently
IIa-j-2.1 stories and as a speed and occurring
response to proper regular
LC RC PWR
a. note EN3RC- stories/ phrasing verbs (walk
important II0-2.2 poems sentences – walked,
details a. note listened to and stories etc)
EN3LC- details EN3WC- with words
IIa-j-2.7 regarding IIa-j-4 beginning in EN3G-IIe-
b. sequence character a. draw and consonant f-3.2.1.1
at least 3 , setting write blends and Use verbs in
events and plot sentence other words simple
using EN3RC-II0 s about previously present
signal -2.10 one’s studied tense
EN3OL- words b. sequence drawing EN3PWR- EN3F-IId- EN3S-IId- EN3V-IId- EN3A-IId-
IId-e- EN3LC- 3 events EN3WC- IId-e-1.1 e-4.4.1 e-4.1 e-5.1 f-7
4 1.17.1 IIa-j-2.6 (Note: IIa-j-5 Read words Read with Spell words Show Identify
Give one- c. retell different b. a note of with final accuracy, with ending understandi favorite
to-three some comprehensio advice blends (-st, speed and consonant ng of authors and
n skills may EN3PA-
step parts of EN3WC- -lt, -nd, -nt, proper blends meaning of stories
recur in
directions the story IIa-j-6 IIe-f-4.1 -ft.. ) phrasing words with
different
EN3LC- quarters) c. Thank Identify preceded by sentences final
BEAM ENG3 IIa-j-3.15 you sounds and short e, a, and stories consonant
DLP 57 Givng d. differentia letter count i,o and u consisting of blends
Short
Commands or te real EN3WC- syllables in words (belt, words with through
5 Directions from IIa-j-7 words sand, raft) ending drawing,
make- d. descripti consonant actions,
believe ve blends and using
EN3LC- paragrap and other them in
IIa-j-2.8 h words sentences
e. infer EN3WC- previously
feelings IIa-j-8 studied
EN3OL- and traits e. another EN3PW- EN3SS-IIf-
IIf-1.11 of ending IIf-1.1 h-1.5
Restate and character for a Read Locate
retell s story phrases, information
information EN3LC- EN3WC- sentences using print
IIa-j-2.16 IIa-j-2.2 and short and non-
6 f. identify f. a diary stories print
cause and EN3WC- consisting of sources
effect IIa-j-9 words with
EN3LC- g. a short final
IIa-j-2.17 paragrap consonant
h, etc. blends and
LC RC PWR
g. draw other words
conclusio EN3WC- previously
ns IIi-j-2.6 studied and
Use the
EN3LC- appropriate questions
IIf-h- 2.8 punctuation about them
EN3WC- Make simple marks EN3PWR- EN3F-IIg- EN3S-IIg- EN3G-IIe- EN3V-IIg-
7 IIg-h-2.1 inferences IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
Recall and about Read words Read with Spell words Use verbs in Show
share thoughts with initial accuracy, with simple understandi
experiences, and feelings and final speed and consonant present and ng of
film viewed based from consonant proper digraphs ch past tense meaning of
and story texts digraph ch phrasing and sh words with
read/listene viewed/ sentences BEAM ENG3 consonant
DLP 37 Using
d to as listened to and stories Present Tense
digraphs ch
springboard with words of the verb through
8 for writing EN3LC-IIi- consisting of drawing,
initial and BEAM ENG3 actions,
j-2.7 DLP 49 Using
Sequence a final ch and Simple Past and using
series of sh and Tense of them in
other words Regular Verbs sentences
events
viewed/ previously
listened to studied
EN3A-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi- EN3G-IIi- EN3V-IIi-
j-3 IIi-j-22.1 4.4.2 j-4.3 j-3.2.2 j-5.3
9 Retell Read Read with Spell words Use verbs Show
familiar phrases, accuracy, with initial in simple understandi
stories to sentences speed and and future tense ng of
other and short proper finalconsona meaning of
children stories phrasing nt blends words with
consisting of sentences and consonant
EN3RC- words with and stories consonant digraphs sh
IIi-j-2.10 consonant with words digraphs through
Sequence a digraph ch consisting of drawing,
10 series of and sh and l ch and sh actions,
events in a other words wordsand and using
literary previously other words them in
selection studied and previously sentences
the studied with
speed,
LC RC PWR
BEAM ENG3 questions accuracy
DLP 33-34
Sequencing
about them and proper
Events phrasing
3rd Quarter: Developing Reading and Writing
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
EN3LC- (Note: The EN3WC- EN3PW- EN3F-IIIa- EN3S-IIIa- EN3G-IIIa- EN3V-IIIa- EN3A-IIIa- EN3SS-
IIIa-b-2.1 text that they IIIa-1 IIIa-b-5 1.6 d-4 b-4.2.1 7 7 IIIa-1.3
Recall details will read Participate in Read words Read grade Spell words Use Recognize Identify Get
1 from texts should be generating with long a 3 level texts that were demonstrativ some words favorite information
viewed/ controlled ideas through sound (long a consisting of introduced e pronouns represented authors and from index
listened to depending on prewriting ending in e) words with during word (this,/that, by common stories and table of
the PWR activities long vowel recognition these/those) abbreviations contents
EN3LC- lesson.) EN3WC- sound with at (e.g. Mr. EN3LC- EN3OL-
IIIb-2.19 IIIb-c-3 least 95- Ave., Oct.) IIIb- c-2.9 IIIb-i-1.2
Identify EN3RC-IIIa Write at least 100% Take part in Engage in a
possible 2.7.1 three accuracy EN1V-IIIa- creative variety of
solutions to Identify sentences c-13.1,13.2 responses to ways to share
problems several from various EN3F-IIIa- Give the stories like information
effects based familiar j-3.5.1 synonyms preparing (e.g. role
EN3LC- on a given sources Read grade and logs, journal playing,)
IIIb-4 cause 3 level texts antonyms of and other reporting,
2 Infer print consisting of somewords oral summarizing,
sources EN3RC-IIIa 2-syllable presentations retelling and
2.11 words with EN1V-IIIa- show and tell
EN3LC-IIIc- Make long vowel j-25
d-2.5 inferences sound with at Show
Validate ideas and draw least 95- understandin
made after conslusions 100% g of meaning
listening to a based on accuracy of long vowel
story texts words (a, i, o,
(pictures, title and u)
PWR
WEEK LC RC WC V
Recognition
EN3LC- and content EN3F-IIIa- through
IIIa-j-1.1 words) j-1.10.1 drawing,
Activate prior Read aloud actions, and
knowledge EN3RC-IIIa from familiar using them in
based on 2.13 prose and sentences
new Distinguish poetry
knowledge fact from Consisting of EN3V-IIIb-
formed opinion Long vowel d-13
words with Increase
EN3LC- EN3RC- fluency, vocabulary
IIIa-j-2 IIIa-b-2.13 appropriate through
Activate prior Identify rhythm, Synonyms
knowledge cause and pacing and (e.g.
based on the effect intonation quick/fast)
EN3OL- stories to be EN3PWR- EN3G-IIIc- and
IIIc-1.16.2 read. IIIc- d-4.2.3 antonyms
Listen and Listen to a 11,12,13 Use personal (e.g.
respond to variety of Read pronouns big/small)
others literary and sentences, (e.g. I, you,
expository stories and he, she, it,
3 texts poems we, they)
EN3LC- consisting of
IIIa-j-2.1 long a words
a. note and
important questions
details about them
EN3OL- EN3LC- EN3WC- EN3PWR- EN3A-IIId-
IIId-1.16.3 IIIa-j-2.7 IIId-e-2.6 IIId-24 h-6
Follow and b. sequence Use Read words Take books
4 at least 3
explain appropriate with long i from home to
processes events punctuation sound (long i school or
using marks ending in e) EN3F-IIIe- vice-versa for
EN3OL- signal EN3RC- EN3PWR- f-1.8 EN3S-IIIe- EN3G-IIIe- independent
IIIe-1.16.4 words IIIe-f-2.11 IIIe-25 Read with f-5 f-4.2.4 EN3V-IIIe- / shared
Express EN3LC- Make Read automaticity Spell some Use f13.6 extra reading
opinions and IIIa-j-2.6 inferences sentences, 100 2nd and irregularly - commonly Homonyms
5 c. retell 3rd grade (e.g.
feelings and draw stories and spelled words used
about other’s some conclusions poems high- (e.g. have, possessive flower/flour)
ideas parts of based from consisting of frequency/sig said, please, pronouns
the story texts long i words ht words because)
PWR
WEEK LC RC WC V
Recognition
EN3LC- and
IIIa-j-3.15 BEAM ENG3 DLP questions
66 Give an
d. differenti Appropriate
about them
ate real Ending to a Given
from Situation
EN3OL-IIIf- make- EN3PWR- EN3G-IIIf- EN3A-IIIf-
1.16.5 believe IIIf-26 g-5 g-1
Engage in EN3LC- Read words Adjectives Express
6
discussions IIIa-j-2.8 with long o feelings,
about specific e. infer sound (long a EN3G-IIIf- opinions
topics feelings ending in e) g-5.3.1 through
EN1LC- and traits EN3RC- EN3PWR- EN3F-IIIg- EN3S-IIIg- Use journals, logs
IIIg-h-3.2 of IIIg-j-2.5 IIIg-26.1 j-1.11 j-2.5 descriptive EN3V-IIIg- etc.
Ask and characters Use different Read Observe the Use adjectives h-13.7
respond to EN3LC- sources of sentences, use of capitalization Homographs
questions IIIa-j-2.16 information in stories and punctuations rules in word BEAM ENG3 DLP (e.g., read-
64 Identifying
7 about f. identify reading poems including and sentence Adjectives
read)
informational cause consisting of commas, level (e.g.
texts listened and Read simple long o words periods and proper and
to effect sentences And question common
(environment EN3LC- and levelled questions marks to nouns,
, health, IIIa-j-2.17 stories and about them guide reading beginning
how-to’s, g. draw EN3RC- EN3WC- EN3PWR- for fluency words in
etc.) conclusions III0-2.2 IIIh-2.4 IIIh-26.2 sentences)
a. note Complete Read words
EN3LC- details patterned with long u
8 IIIe-f-2.4 regarding poems using sound (long a
Propose character, appropriate ending in e)
several setting rhyming
predictions and plot words
EN3OL-IIIi- about EN3RC-III0 EN3PWR-
j-1.9 texts/stories -2.10 IIIi-26.3 EN3V-IIIi-j-
Compare and listened to b. sequence Read words 13.7
contrast 3 events with long a, i, Hyponyms-
information EN3LC- (Note: o, and u and type of (e.g.
9 IIIg-h-3.15 different guava - type
heard phrases,
Determine comprehension of fruit)
sentences
skills may recur
whether a and stories
in different
story is quarters) containing
these words.

PWR
WEEK LC RC WC V
Recognition
realistic or EN3PWR-
fantasy IIIj-27
Read
BEAM ENG3 DLP
69 Distinguishing
sentences,
Real and Fantasy stories and
poems
EN3LC-IIIi- consisting of
j-3.7 long u words
Identify and and
use the questions
elements of about them
an
10 informational EN3PWR-
/factual text IIIj-15
heard Read 2-
syllable
words
(fireman)
with long
vowel sound
BEAM ENG3 DLP
5 Identifying
Words with Initial
Consonant Blends

4th Quarter: Developing Reading and Writing
PWR
WEEK LC RC WC V
Recognition
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PW- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3AT- IVa EN3SS- IVa
1 e-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 –c-7 -1.3
Present Identify and will read Write a Read words Read grade Spell words Give the Identify Follow simpl
information in use the simple story with vowel 3level texts that were correct favorite e written
should be
varied artistic elements of digraphs ai consisting of introduced meaning of authors and directions
ways (e.g. an controlled (pail), ay words with during word homonyms stories
role playing, informational depending on (bay) vowel recognition (pail,pale) EN3SS-
2 show and /factual text the PWR digraphs and IVa-b -1.2.3
tell, radio heard lesson.) diphthongs EN3V-IVa-j- Interpret
play/podcast/ with at least 12.3 simple maps
broadcast/ EN3LC- IVb 95-100% Use clues of places
reporting/ -3.7.1 EN3RC-IVa- accuracy from the
poster Informational b-2.13 EN3PWR- context to EN3SS- IVc-
presenta Reports Identify IVc-2 EN3F-IVc- figure out d-1.2.7
tions) (School cause and Match words, d-1.4 what words Interpret a
events, effect phrases and Read aloud mean pictograph
EN3OL-IVa- sports, sentences from familiar
j-5 projects) EN3RC- IVa containing prose and EN3V-IVa-j-
Engage in a –b-2.14 these words poetry with 12.3
variety of EN3LC-IVc- Show with pictures fluency, Determine
ways to share 3.7.2 understandin appropriate what words
3 information Three-step rhythm, mean based
g of a story EN3PWR-
(e.g. role directions by present IVc-28 pacing and on how they
playing,) EN3LC- IVd ing them in Read stories intonation are used in a
reporting, -3.7.3 through containing sentence
summarizing, Conversation dramatization these words EN3F-IVa-j-
retelling and s , role playing and other 3.5.1
show and tell etc. words Read grade
(depending EN3LC-IVa- previously 3 level texts
on th e j-1.1 Read simple learned consisting of
selection Activate prior sentences EN3PWR- 2-syllable EN2S-IVd-f- EN3AT-IVd-
presented) knowledge and levelled IVd-e-22 words with 5 f- 2.9
4 based on stories and and 29 long vowel Spell some Take part in
new EN3RC-I0- Read words sound with at irregularly - creative
2.2 with vowel least 95- spelled words responses to

PWR
WEEK LC RC WC V
Recognition
EN3OL-IVa- knowledge a. note digraphs ea 100% (e.g. have, stories like EN3SS-
j-3.2 formed details and ee and accuracy said, please, preparing IVe-f -1.2.2
Ask and EN3LC-IVa- regarding phrases, because) logs, journal Interpret
5 respond to j-2 character, sentences EN3F-IVa-j- and other
simple
questions Activate prior setting and stories 1.10.1 oral
about knowledge and plot containing Read aloud presentations tables
informational based on the EN3RC-I0 - these words. from familiar
texts listened stories to be 2.10 EN2WC-IVf- EN3PW-IVf- prose and EN1V-IVf-g-
to read. b. sequence j-2.3 g-8 poetry 13.6
6 (environment Listen to a 3 events Make a card Read words Consisting of Use
, health, variety of (Note: for various with vowel Long vowel homonyms
how-to’s, etc) literary and different occasions digraphs words with correctly
expository comprehension (birthday, oo(food), oa fluency, (meat- meet,
skills may recur EN3S-IVg-i- EN3G-IVg-7 EN3AT-IVg- EN3SS-
EN3OL-IV texts Christmas, (road) appropriate 2.5 Preposition road, -rode) i-6 IVg-h -1.2.1
in different
a-j-1.9 EN3LC-IVa- quarters) New Year, rhythm, Use s Take books Interpret a
Compare and j-2.1 etc) EN3PWR- pacing and capitalization EN3V-IVg-i- from home to bar graphs
contrast a. note EN3RC - IVg-2 intonation rules in word EN3G-IVg- 9 school or
information important IVc-d-1.2 Match words, and sentence h-7.3 Use known vice-versa for
heard details Interpret phrases and EN2F-IVa-j- level (e.g. Use the most words to independent
EN3LC-IVa- simple maps sentences 1.8 proper and frequently perform / shared
j-2.7 of unfamiliar containing Read with common occurring artistic extra reading
b. sequence places, signs these words automaticity nouns, prepositions( theme-based
at least 3 and symbols with pictures 100 2nd and beginning e.g. towards, activities(e.g.
7 events 3rd grade words in beside,, into, interviews,
using EN3PWR- high- sentences) etc.) telephone
signal EN3RC - IVg-28 frequency/ conversation,
words IVe-g-1.2 Read stories sight words role-play,
EN3LC-IVa- Interpret etc.) using
containing
j-2.6 pictographs EN3FL-IVa- common
c. retell these words j-1.11 sight words
some and other Use
parts of words punctuations
the story previously including
EN3LC-IVa- learned commas,
j-3.15 periods and
d. differentia EN2PW- question EN1V-Ih-i-
te real IVh-i-6 marks to EN3G-IVh- 26
from Read words guide reading 5.6 Show
8
make- with vowel for fluency Give the understandin
believe diphthongs synonyms g of the

PWR
WEEK LC RC WC V
Recognition
EN3LC-IVa- EN3RC - Oy (boy), oi EN3F-IVi-j- and meaning of
j-2.8 IVh-j-1.2 (boil), ou 5 antonyms of words with
e. infer Interpret (out) Read poems common vowel
feelings simple graphs Ow (bow) with fluency, adjectives diphthongs
and traits and tables appropriate by using
of EN3PWR- rhythm,pacin EN3G-IVi-j- them in
characters IVi-2 g and 5.2 correct
EN3LC-IVa- Match these intonation Use the sentences in
j-2.16 words with degrees of correct
f. identify the adjectives in sentences
cause and appropriate making
effect pictures comparisons
EN3LC-IVa- (positive,
j-2.17 comparative,
g. draw EN3PWR- superlative)
conclusions IVi-21
Read EN3G-IVi-6
9 EN3LC- phrases, Adverbs
IVe-f-3.7. sentences
Personal EN3G-IVi-j-
and short
Recounts 6.1
(anecdotes, stories
Recognize
past consisting of adverbs of
experiences) these words manner
and other
EN3LC-IVg- words
h-3.7.5
previously
Explanation
studied
(life cycles,
water cycle)
EN3PWR- EN1V-IVj-
EN3LC-IVi- IVj-22 27
j-3.5 Recognize Read word
Restate facts and read with affixes
from some
10 informational irregularly
texts (climate spelled words
change, (e.g. such as
children’s enough,
through,
beautiful)
PWR
WEEK LC RC WC V
Recognition
rights, traffic
safety, etc.)
GRADE 4
FIRST QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets
relevant information from various text types.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN4LC-Ia- EN4OL-Ia- EN4V-Ia-13. EN4RC-Ia- EN4F-Ia-1.6 EN4G-Ia-2.2 EN4WC-Ia- EN4A-Ia-16
2.2.1 1.14.1 1 2.1.1 Read aloud Compose clear 2.2.1 Observe
Identify the Speak clearly Use context Analyze a grade level and coherent Write 2-3 politeness at all
elements of a using clues narrative in texts with sentences connected times
fable appropriate (synonym) to terms of its accuracy rate using sentences
rate and voice find the setting of 95-100 appropriate
projection meaning of percent grammatical
unfamiliar structures:
1 EN4OL-Ia- words - Kinds of
1.14.2 nouns
Speak clearly BEAM ENG4 DLP
Module 2
using Using Synonyms
appropriate
pitch
EN4OL-Ia-
1.14.3

SUMMARY OF LEARNING COMPETENCIES PER QUARTER (ENGLISH 3)
UNIT 1 (Lessons 1-7)

LESSON LISTENING ORAL LANGUAGE VOCABULARY READING GRAMMAR WRITING
NO.
Noting details in Reading words with Giving the meaning of Noting details and Distinguishing Drawing and writing
1 the poem short /a/, /e/, /i/, /o/, /u/ words in the story read retelling a story read phrases from phrases and sentences
in CVC pattern through pictures sentences
Differentiating Reading words with Giving the meaning of Noting important Constructing simple Writing a note or a
2 real from make- short /u/ sound words through picture details sentences short letter
believe Sequencing events
using signal words
Identifying Reading words with Giving the meaning of Identifying Distinguishing Arranging words with a
3 cause and effect short /u/ in CVC words in the story read characters and between telling and different first letter in
pattern settings in the story asking sentences alphabetical order
Listening to the Reading aloud short Determining the meaning Describing literary Identifying imperative Writing a note of advice
4 poem read and poem with fluency, of new words through elements in a and exclamatory
identifying appropriate rhythm, pictures selection read sentences
rhyming words pacing and intonation Using appropriate
punctuation marks in
sentences
Synthesizing Reading words with L- Giving the meaning of Describing literary Identifying and giving Writing a thank you
5 and restating blends words using context clues texts including examples of nouns letter
information from characters, settings
the selection and plot
listened to
Listening to infer Reading words with R- Giving the meaning of Identifying elements Distinguishing Writing another ending
feelings and blends words used in the story of the story between common to a story
6 traits of read and proper nouns
character Using capitalization
rules in word level
(proper and common
nouns)
Synthesizing Reading two-syllable Decoding vocabulary Identifying story Using plural form of Understanding and
7 and restating words consisting of words by using it in a elements by using irregular nouns writing a short
information short /a/, /e/, and /i/ sentence story staircase paragraph
shared by other sound organizer
NO.
Noting details in Reading words with Giving meaning of words Following at least Identifying and using Writing at least three
8 the poem short /a/, /e/, /i/, /o/, /u/ used in the story read three directions with linking verbs and sentences from various
in CVC pattern through drawings, actions picture action words in familiar sources
and using it in a sentence simple sentences
Recalling prior Reading words with Deriving meaning from Noting important Using be-verbs Writing a diary journal
9 knowledge final blends st, lt, repetitive language details in a given correctly in
based on the nt,nd, and ft structure text read sentences
new knowledge
heard
Listening to a Reading words with Deriving meaning from Making simple Using action words in Writing at least three
10 variety of consonant digraph sh repetitive language predictions from text simple sentences sentences from various
expository text structure review read familiar sources
Predicting Reading words with Deriving meaning from Sequencing at least Forming and using Writing different forms
outcomes based initial consonant blend repetitive language review three events using the past tense of of simple compositions
on fable listened signal words frequently occurring as a response to
11 to regular verbs /ed/ stories, poem listened
Telling the main idea to
and other parts of a
descriptive
paragraph
Listening to a Blending phonemes in Showing understanding of Inferring feelings Using verbs in simple Locating information
12 variety of literary CVCC words meaning of words through and traits of the present tense using print and non-
expository texts drawing and using them in characters in the print sources
a sentence story
Making simple Decoding words with Giving the meaning of Identifying cause Using verbs in simple Using appropriate
13 inferences about long vowel /u/ sound words used in stories and effect in a past tense punctuation marks
thoughts and ending in silent e listened to through selection read
feelings based drawings, actions and Using verbs in simple
from texts using them in a sentence future tense
listened to
NO.
Recalling details Reading words with Showing understanding of Identifying cause Identifying and using Using appropriate
14 from a text listened long a sounds meaning of words through and effect in a personal pronouns punctuation marks
to drawings selection read (period and comma)
Identifying Reading words with Making inference and draw Giving appropriate Identifying and using Using appropriate
15 solutions to the long e sounds conclusion from a selection synonyms of some possessive pronouns punctuation marks
problems in the read words (question mark and
story listened to exclamation)
Validating ideas Reading words with Giving antonyms of words Distinguishing facts Using adjectives in Using proper
16 made after long i sounds rom opinions sentences capitalization
listening to a story
Predicting Reading words with Showing understanding of Sequencing at least Using comparative Completing patterned
outcomes based long o sounds long /o/ through pictures 3 events from the and superlative form poems using
on fable listened to story read of adjective appropriate rhyming
17 Activate prior words
knowledge based
on new knowledge
formed
Telling and Reading words with Identifying meaning words Differentiating reality Using adjectives in a Inhering from a print
18 explaining long u sounds through contextual clues from fantasy in the series source
processes in doing story read
things from a
selection listened
to
Expressing Reading words and Identifying homonyms Using adjectives in Engaging in pre- Writing about elements
19 opinions and phrases with /homographs writing sentences writing activities of a story based on
feelings about diphthongs movie watched
others
Noting important Reading words and Forming compound words Drawing conclusion Using demonstrative Reading aloud one’s
20 details phrases with from the story read pronouns this/ that/ work
digraphs these/ those
LESSO LISTENING ORAL LANGUAGE VOCABULARY READING GRAMMAR WRITING
N NO.
Identifying and use Reading words with Matching words, Giving correct Using the most Following simple directions
21 elements of an vowel digraphs /ai/ pail sentences meaning of frequently occurring Note important details from
informational/factual text /ay/ (bay) containing these homonyms preposition of place the wordless picture
heard (School words with Use clues from the presented
events/sports) pictures context to figure out
what words mean
Following three-steps Reading and matching Making Giving appropriate Identifying and using Using appropriate
22 direction words, phrases and inference and synonyms of some possessive punctuation marks
sentences with long draw conclusion words pronouns (question mark and
vowel digraphs /ea/ and from a selection exclamation)
/ee/ read
Activating prior Reading words with Matching words, Matching words, Identifying adverbs Taking part in creative
23 knowledge based on the digraph /oo/ and /oa/ sentences sentences of manner responses to stories like
stories (literary or Show understanding of containing these containing these preparing journal and logs
expository test) listened the meaning of words words with words with pictures Answer questions from an
to with diphthongs /au/ pictures advertisement
and /aw/ by using them
incorrect sentences
Noting important details Reading words with Matching words, Sequencing 3 Using degrees of Sequencing events using
in a selection listened to vowel diphthongs /oy/ sentences events from the Comparison of wordless pictures
24 boy /oi/ boil /ow/ bow containing these story read Adverbs
words with Identify affixes and
pictures root words
Sequencing at least 3 Recognizing and Identifying Interpreting simple Identifying and Making an invitation card
25 events using signal words reading some prefixes maps of unfamiliar Using adverbs of Write ideas from the article
from a story listened to irregularly spelled places based on a manner read
words (enough, through short story read
)
Retelling some parts of Reading aloud familiar Identifying Interpreting signs Identifying and using Making a card for various
26 the story listened to prose and poetry with suffixes and symbols read adverbs of time occasions (birthday)
fluency, appropriate Write insight from a poster
rhythm, pacing and presented
intonation
Inferring feelings and Recognizing Interpreting Identifying and using Making a card for various
27 traits of characters in the misspelled pictographs adverbs of degree occasions (Christmas)
story listened to words Note details from a slogan
presented
28 Explaining (life cycles, Recognizing Reading and Using conjunctions Explaining what process is
water cycle) from the Palindromes Interpreting simple in sentences through a diagram
details listened to graphs presented
Use the dictionary to find the meaning and part of s
UNIT 1
WONDERS OF NATURE
"Let nature be your teacher in discovering the

joy, excitement, and mystery of the world."
Lesson 1 School is Here Once Again
Unit I: WONDERS OF NATURE
Lesson 1: School is Here Once Again
I. Objectives:
A. Listening: Note details in the poem listened to
B. Speaking: Read words short /a/, /e/, /i/, /o/ and /u/ in CVC pattern
C. Vocabulary: Give the meaning of words used in the story read
D. Reading : Note details and retell a story read through pictures
E. Grammar: Distinguish phrases from sentences
F. Writing: Draw and write phrases and sentences about one’s back to school
experience
II. Subject Matter:

Topics:
A. Poem: School is Here Once Again
B. Words with short a, e, i, o, and u in CVC pattern
C. full of spirit, waved, jumped
D. Tonette’s Back to School Adventure
E. Phrases and Sentences
F. Drawing and writing phrases and sentences
Materials: flash cards of words with long a, e, i, o and u in CVC pattern

picture of a school and a school bus
copy of the poem “School is Here Once Again”
copy of the phrases and sentences, Tonette’s Back to School Adventure
References: Textbook pages 2-11
III. Procedure:
LISTENING
A. Preparatory Activity:
Show the class pictures of school and school bus.
Let the class say something about the pictures.
Ask: Are you excited to go back to school?
What do you like about school?
2
B. Developmental activities:
1. Motivation;
Ask: Do you enjoy vacation time?
How about school time?
2. Presentation:
Have the class listen to the poem, School is Here Once Again.
School is Here Once Again
June is here and so is school.

Welcome children
Welcome all.
Your vacation is over, fun and full,
Start the real life, brave the adventure.
Let us now study it’s you future.
School has begun.
3. Lesson Proper:
Discuss
- What are the things you missed about school while you are on summer
vacation?
- Why is it important to go back to school after a long vacation?
4. Generalization:
School has begun
Ask: What must you do to have a bright future?
5. Value Integration:
Ask: Why is it important to study?
SPEAKING
A. Preparatory Activities
Have the pupils read the following sentences in CVC pattern.
3
1. The sun is hot. 4. The pig is in the pen
2. Sam has a dog. 5. Jim has a net.
3. Tom sat on a log.
B. Developmental Activities
1. Motivation
Read aloud the words and phrases short a, e, i, o, and u in CVC pattern on page 3 of
textbook.
2. Lesson Proper
Let the teacher read first then have the pupils read the words and phrases by group and
by individual.
3. Generalization
How do you pronounced words with CVC pattern?
Reading - Vocabulary
A. Preparatory Activities:
Ask:
How did you spent your summer vacation?
1. Motivation;
Are you excited that finally summer vacation is over and school is back? Why?
2. Presentation:
Read the story on page 4 of text book entitled, Tonette’s Back to School Adventure.
3. Lesson Proper:
A. Have the class answer the Comprehension check on page 5 of textbook.
B. Answer word hub on page 5 of text book
Answer Key
4
C. Arrange the events of the story under Learn and Grow by writing first and second
on page 6 of text book.
4. Generalization:
What is noting details?
How do we sequence events in the story?
Have the pupils answer Let’s Reflect on page 11 of text book
6. Evaluation:
1. Arrange the pictures on page 6 of text book
Answer Key
Picture 1: 4th Picture 2: 2nd Picture 3: 1st Picture 4: 3rd
2. Do Activity 1 on page 6 of text book.

Answer Key: Let the students express their thoughts.
IV. Assignment
Have the pupils answer Let Ideas Flow on pages 9-10 of text book
Answer Key
1. Kate ate her breakfast 3. She brushed her hair.
2. She got dressed. 4. She went to school.
GRAMMAR - Writing
Ask pupils to read the groups of words in column A and column B on page 7 of text book.
1. Motivation
Give the class strips of colored papers with sentences and phrases written on it.
Ask: Which groups of words expresses a complete thought? Which do not express a
complete thought?
Example:
The children are happily playing. happily playing.
5
Sentence Phrase
2. Presentation:
Read:
 The groups of words in column A are called sentences.
 The groups of words in column B are phrases.
 Sentences and phrases are groups of words. Sentences give a complete
thought while phrases do not.
3. Lesson Proper:
Discuss phrases and sentences on pages 7-8 of textbook
4. Generalization:
What is a phrase?
What is a sentence?
What is the difference between a phrase and a sentence?
Why should we like school time as much as summertime?
6. Evaluation:
Do Practices 1 and 2 on page 8 of text book
Answer Key
Practice 1
1. P 6. S
2. S 7. S
3. P 8. P
4. S 9. P
5. S 10. S
IV. Assignment:
Do Practice 2 on page 9 of text book
Answer Key
1. C 4. G 7. D 10. I
6
2. E 5. J 8. B
3. F 6. A 9. h
7
Lesson 2 The Three Little Pigs
Lesson 2: The Three Little Pigs
I. Objectives:
A. Listening: Differentiate real from make-believe in the story listened to
B. Speaking: Read words short /u/ sound
C. Vocabulary: Give the meaning of words through pictures
D. Reading : Note important details from the literary texts read
Sequence events using signal words
E. Grammar: Construct simple sentences
F. Writing: Write a note or a short letter to someone
II. Subject Matter:

Topics:
A. Story: School is Here Once Again
B. Words with short u sound
C. Connect words and pictures
D. The Three Little Pigs
E. Simple Sentences
F. Writing note or short letter
Materials: chart of words and sentences with long u sound

enlarge picture of the maze on page 12 of textbook
pictures of pigs, straw house, stick house, brick house, wolf
copy of the short stories about pigs
sentence strips
I. Procedure:
LISTENING
Show the class pictures of pigs, wolf, straw house, stick house and brick house.
Ask: What can you say about the picture?
8
What are the characteristics of pigs? How about the wolf?
Which is sturdy among these three houses?
1. Motivation;
Show the class the enlarge picture of the maze.
Ask: Can you help the two little pigs get to their brother’s brick house?
2. Presentation:
Have the class listen to the two stories about pigs.
Story 2
Story 1
Pigs are mammals with stocky
The three little pigs build three
bodies, flat snouts, small eyes and
houses with different materials.
large ears. They are highly intelligent,
A big bad wolf came and
social animals, and are found all over
destroyed the houses of the
the world.
first two little pigs that were
made of straws and sticks but Pigs are intelligent animals. They are,
he was not able to blow down and ham. Some people like to keep
the house of the third pig that pigs as pets. Pigs can pass on a
was made of bricks. variety of diseases to humans.
3. Lesson Proper:
Discuss Real and Make-believe on page 20 of textbook
9
4. Generalization:
Ask: What is the difference between Real and Make-believe?
Let the pupils do Think Pair Share on Page 13.
SPEAKING
C. Preparatory Activities
Have the pupils supply the missing letter of the following words.
m ___ g b __ g s___ n
D. Developmental Activities
4. Motivation
Read aloud the words and sentences with short u sound on page13 of textbook.
5. Lesson Proper
Let the teacher read first then have the pupils read the words and sentences by group
and by individual.
6. Generalization
How do we pronounce short /u/ sound?
7. Evaluation
Read the poem “I’m Blooming” on page 14 of textbook. Underline the two-syllable words
and encircle the short vowel sounds in the poem.
Answer Key
Two-syllable words words with short vowel sound
10
planted loving get you
healthy teaching and mom
someday blooming care lots
succeed growing arms out
tender stretching lots fun
learning toward how sun
Ask:
What will you do if one of your family members or friends need help?
1. Motivation
Why is there a need to have a sequence or order of events?
Are all stories happened in real life or not?
2. Presentation:
Read the story on pages14-15 of text book entitled, The Three Little Pigs.
3. Lesson Proper:
a. Have the class answer the Comprehension check on page 15 of textbook.
b. Answer word hub on page 16 of text book
Answer Key
sticks, pigs, wolf, bricks, houses, straw, pot, chimney
c. Complete the sentences on page 17 of text book
Answer Key
1. three 3. sticks 5. chimney
2. straw 4. bricks
4. Generalization:
How do we sequence events from the story?
11
6. Evaluation:
Answer pages 18-19 of textbook
Answer Key
Sentence 1: Real Sentence 6: make-believe
Sentence 2: make-believe Sentence 7: real
Sentence 3: make- believe Sentence 8: make-believe
Sentence 4: make-believe Sentence9: real
Sentence 5: real Sentence 10: real
Answer Key
Practice 2
1. M 2. M 3. R 4. M 5. M
V. Assignment
Have the pupils answer Activity 1 on page 20 of text book.
Answer Key
1. Make-believe 2. Real
GRAMMAR - Writing
Have the pupils read the sentences on page 21 of text book
1. Motivation;
 Who built different houses?
 Who came and blew the houses?
2. Presentation:
Read the sentences on page 21 of textbook.
3. Lesson Proper:
Discuss sentence on page 21 of textbook
Discuss Let Ideas Flow on page 22 of textbook
4. Generalization:
12
What is a sentence?
What are the parts of a sentence?
How do we begin our sentence?
How can you protect yourself from danger?
6. Evaluation:
Do Practice 1 and 2 on pages 21-22 of text book
Answer Key
Practice 1
1. The first pig built a straw house.
2. The big bad wolf chased the pigs.
3. The wisest of the three pigs built a brick house.
4. The pigs won over the wolf.
5. The second pig built a house of sticks.
Answer Key
Practice 2
1. His drawing won first place. 4. The brown umbrella was missing.
2. The dog’s fur is very soft. 5. A huge wolf came knocking at the door.
3. It was a rainy day.
Assignment:
Do Practice 1 page 23 of text book
Answer Key
1. The pigs cannot build houses.
2. It is more fun in the Philippines.
3. Mathematics is my favorite subject.
4. I love the song “Our Father.”
5. My best friend’s name is Karen
13
Lesson 3 The Rainbow Fish Lesson 3: The Rainbow Fish
I. Objectives:
A. Listening: Identify cause and effect in a selection listened to
B. Speaking: Read words short /u/ in CVC pattern
D. Reading : Identify characters and setting in the story read
E. Grammar: Distinguish between telling and asking sentences
F. Writing: Arrange words with a different first letter in alphabetical order
II. Subject Matter:

Topics:
A. Selection: Anatomy of Fish
B. Words with short u in CVC pattern
C. Fill in the missing words
D. The Rainbow Fish
E. Telling and Asking Sentences
F. Words in alphabetical order
Materials: flash cards of words with short u in CVC pattern

picture of a rainbow fish
copy of the selection Anatomy of Fish
diagram of elements of a story
VI. Procedure:
LISTENING
Show the class picture of a rainbow fish
Ask: Have you seen a fish like this?
14
1. Motivation;
Let the students read the poem on page 25.
Ask: What type of animals are fish?
2. Presentation:
Label the parts of a fish on page 26 of textbook.
Have the class listen to the selection, Anatomy of Fish.
Anatomy of Fish
Fish are vertebrate animals that live in the water. Vertebrate means they
have a spinal cord surrounded by bone or cartilage.
Fish have gills that extract oxygen from the water around them. Fish have
eyes to see, just like we do. Fish have mouths to eat their food. Fish breathe in
water with their gills. Fish are covered in scales which are often covered in a layer
of slime to help their movement through water for protection. Fins (dorsal, pectoral,
pelvic) help fish to swim in water. Just like their other fins, a tail fin help fish to
swim.
3. Lesson Proper:
Discuss cause and effect relationship on page 26 of textbook
4. Generalization:
Ask: What are cause and effect?
How do we identify cause and effect?
Ask: Why are fish important?
SPEAKING
Show real objects of mug, cup, rug
Have the pupils name the objects presented.
15
1. Motivation
Read aloud the words with short u in CVC pattern on page27 of textbook.
2. Lesson Proper
Let the teacher read first then have the pupils read the words by group and by individual.
3. Generalization
How do we pronounce words with short /u/ sound?
4. Evaluation
Do Practice 1 on page 27 of text book
Answer Key
Practice 1
1. The fish have eyes so they can see.
2. They have scales on their skin for protection.
3. The tail of the fish helps them for swimming.
4. They also have fins so they can swim in the water.
5. Fish makes a good pet because they can relieve stress.
Ask:
Do you have a best friend?
What are his or her characteristics?
1. Motivation;
Ask: Is it alright to be kind at all times? Why?
2. Presentation:
Read the story on pages 27-29 of text book entitled, The Rainbow Fish.
3. Lesson Proper:
16
A. Have the class answer the Comprehension check on pages 29-30 of
textbook.
Answer Key
green play sad
went shared
C. Answer the word search on page 30 of text book
D. Discuss Cause and Effect Relationship on page 26 of textbook
E. Discuss Learn and Grow on page 31 of textbook
4. Generalization:
What are cause and effect?
Let the pupils answer Let’s Reflect on page 35 of textbook.
6. Evaluation:
Have the pupils answer practice 1 on page 27 of textbook
Answer Key
1. Cause: The fish have eyes
Effect: so they can see
2. Cause: They have scales on their skin
Effect: for protection
3. Cause: The tail of the fish them
Effect: for swimming
4. Cause: They also have fins
Effect: so they can swim in the water.
5. Cause: Fish makes a good pets
Effect: because they can relieve stress.
IV. Assignment
Have the pupils answer Identify the elements of the story on page 32 of textbook
17
GRAMMAR - Writing
Ask pupils to read Kinds of Sentences on pages 32-33 of text book
1. Motivation
Ask and Tell Game: Prepare cards with simple questions written on it. Let the pupils pick
out a card and read the question then call a classmate to answer it.
Examples:
What is How often When is

your do you your
favourite eat ice birthday?
subject? cream?
2. Presentation:
Read:
1. I am beautiful.
2. Can you give me one of your shiny scales?
3. Lesson Proper:
Discuss telling and asking sentences on page 32-33 of textbook
4. Generalization:
What is telling sentence?
What is asking sentence?
Why is it important to be kind?
6. Evaluation:
Do Practice 1 A and B on pages 33-34 of text book
Answer Key
Practice A
1. Telling
2. Asking
18
3. Telling
4. Asking
5. Telling
Practice B
1. I have never been to a party. (Telling) 6. Can we go to the party now? (Asking)
2. Will you go with me? (Asking) 7. Yes, now we are ready. (Telling)
3. I will go with you. (Telling) 8. This will be a fun party. (Asking)
4. It is time to get ready. (Telling) 9. The rug is dirty. (Telling)
5. Do I look beautiful? (Asking) 10. Do we have any milk? (Asking)
V. Assignment:
Do Activity 1 on page 34 of text book
Answer Key
Asking Sentences Telling Sentences

Can I ask a cup of sugar? The three little pigs leave their mother and father.
Are you hungry? The first pig made his house using straw.
Do you want to play hide and seek? I am very tired.
Can we eat now? I made my house out of bricks.
Is that my tie? I am very hungry.
19
Lesson 4 Why Dogs Wag Their Tails
Lesson 4: Why Dogs Wag Their Tails
I. Objectives:
A. Listening: Listen to the poem read and identify rhyming words
B. Speaking: Read aloud short poem with fluency, appropriate rhythm, pacing
and intonation
C. Vocabulary: Determine the meaning of new words through pictures
D. Reading : Describe literary elements in a selection read
E. Grammar: Identify imperative and exclamatory sentences
Use appropriate punctuation marks in sentences
F. Writing: Write a note of advice
II. Subject Matter:

Topics:
A. Poem: My Favorite Things
B. Words with short /o/ sound
C. Reluctant, cunning, convent, guilty, bade, plunge
D. Why Dogs Wag Their Tails
E. Imperative and Exclamatory Sentences
Appropriate Punctuation Marks
F. Note of Advice
Materials: flash cards of words with long o CVC pattern

picture of dog and cat
copy of the poem “My Favorite Things”
III. Procedure:
LISTENING
Show the class real objects of some of your favorite things.
Tell: These are some of my favorite things. Do you also have favorite things?
20
1. Motivation;
Ask: What are your favourite things?
2. Presentation:
Have the class listen to the poem, My Favorite Things.
My Favorite Things
by: Florencia C. Domingo
My favourite things The brown slippers

You will agree, I love to wear,
Are beautiful The book of poems,

And nice to see, Mom gave to me,
My pink school bag The twin, soft pillows

And blue umbrella, And rosary.
My pretty doll These are among

And dog named Thrilla. My favourite things,
My short skirt I like them all,

And new sweater, I love them dearly.
3. Lesson Proper:
Discuss
What are the favorite things of the author of the poem?
What were the colors of her favorite bag and umbrella?
What was the name of her dog?
What does her mom gave to her?
21
4. Generalization:
Ask: Why do you have favorite among your things?
Ask: How will you take care of your favorite things?
SPEAKING
Have the pupils supply the word with missing letter o.
B __ b h __ g c __ p
1. Motivation
Read aloud the words, phrases and sentences with short /o/ sound on page 37 of
textbook.
2. Lesson Proper
Let the teacher read first then have the pupils read by group and by individual.
3. Generalization
How do you pronounce words with short o sound in CVC pattern?
4. Evaluation
Encircle all the rhyming words in the poem “At School” on page 36 of textbook.
Answer Key:
song-wrong fun-sun well-tell
face-place learn-turn time-rhyme
Ask:
Was there a time that you are assigned to do something important at home or in school?
Did you accomplished that assigned task or did you failed?
22
1. Motivation;
What should you do if you are given an important task and you failed to accomplished it?
2. Presentation:
Read the story on pages 38-39 of text book entitled, Why Dog’s Wag Their Tails.
3. Lesson Proper:
Answer Key
Reluctant- picture 2 guilty- picture 4
Cunning- picture 3 bade- picture 6
Convent- picture 1 plunge- picture 5
C. Discuss Learn and Grow on page 41 of textbook
D. Discuss Letter Writing on pages 46-47 of textbook
4. Generalization:
What are the elements of a story?
What are the parts of a letter?
6. Evaluation:
Complete the story map under Learn and Grow on page 41 of text book
Answer Key:
Title: Why Dogs Wag Their Tails Author: Mabel Cook Cole
Who Setting
Main Characters: Dog and Cat Where (place) River
Other Character: Rich Man When (time) One day
23
IV. Assignment
Have the pupils answer the questions on page 46 of text book
GRAMMAR - Writing
Ask pupils to read the sentences inside the chart on page 42 of text book
1. Motivation:
Ask: What are the words used when you ask something?
How about when you make a request?
2. Presentation:
Read:
Please kindly wow! Oh!
3. Lesson Proper:
Discuss imperative and exclamatory sentences on page 43 of text book
Discuss punctuation marks on page 43 of textbook
Discuss parts of a letter on page 47 of textbook
4. Generalization:
What is an imperative sentence?
What punctuation mark to be used in an imperative sentence?
What is exclamatory sentence?
What punctuation mark to be used in an exclamatory sentence?
5. Evaluation:
Answer Key
Practice 1 A Practice 1 B
1. Wow! 1. Request
2. Oh! 2. Request
3. Gosh 3. Command
4. Wow! 4. Command
5. Wow! 5. Command
24
Practice 2
1. Is it sunny outside? 4. The house is on Fire!
2. I am in grade three. 5. My mother cooks breakfast.
3. Where have you been?
IV. Assignment:
Answer Let Ideas Flow on pages 45 of text book
25
Lesson 5 Dream, Believe, Survive
Lesson 5: Dream, Believe, Survive
I. Objectives:
A. Listening: Synthesize and restate information from the selection listened to
B. Speaking: Read words with L- blends
C. Vocabulary: Give the meaning of words using context clues
D. Reading : Describe literary texts including characters, settings and plot in a
selection read
E. Grammar: Identify and give examples of nouns
F. Writing: Write a thank you letter
II. Subject Matter:

Topics:
A. Poem: There’s Time
B. Words with L- blends
C. Responsibility, ambition, lucrative, poverty, luxurious
D. Dream, Believe, Survive Phrases and Sentences
E. Thank you letter
Materials: flash cards of words with L- blends

Copy of the poem “There’s Time”
copy of the song “I Have a Dream ” by ABBA
Diagram of literary text (character, setting and plot)
II. Procedure:
LISTENING
Let the class listen to the song I Have a Dream by ABBA.
Ask: Do you have dreams?
What are your dreams?
26
1. Motivation:
Ask: Do you know that there is time for everything? Why?
2. Presentation:
Have the class listen to the poem, “There’s Time.”
There’s Time
By: Florencia C. Domingo
There’s time to study,

Read the books and think,
There’s time to listen
To understand and speak.
There’s time to dream,

Wish the best for us, then
There’s time to imagine
To make good things happen.
There’s a time to play,

Be happy, spend the day,
There’s time to be with God

To thank him as we pray.
3. Lesson Proper:
Discuss
What are the times mentioned in the poem?
Can you bring back time once it passed?
4. Generalization:
Ask: What must you do to manage your time for everything you do?
Ask: Why time is important?
SPEAKING
27
Have the pupils name the following pictures
1. Motivation
Read aloud the words, phrases and sentences with L- blends on page 51 of textbook.
2. Lesson Proper
Let the teacher read first then have the pupils read the words, phrases and sentences by
group and by individual.
Discuss word blends
3. Generalization
What are word blends?
Ask:
Are dreams impossible to happen? Why?
Are dreams possible to happen?
What must one do in order for his dreams to come true?
1. Motivation;
What are some of your dreams?
Is it good dreams or bad dreams?
2. Presentation:
Read the story on pages 49-50 of text book entitled, Dream, Believe, Survive
28
3. Lesson Proper:
B. Answer word hub on pages 50-51 of text book
Answer Key
1. a
2. Let the students share their answer
3. a
4. b
5. a
C. Discuss literary elements on page 52 of textbook
4. Generalization:
What are the literary elements of a story?
What is a character?
What is setting?
What is a plot?
Have the pupils answer Let’s Reflect on writing a journal entry about your dreams in
life on page 59 of text book
6. Evaluation:
Do Activity 1 on page 53 of text book
Answer Key
Activity 1
Let the pupils give their on answer with the teacher’s guidance
GRAMMAR - Writing
Ask pupils to read the sentences on page 54 of text book
1. Motivation:
What are the things you see around?
Can you name them?
29
2. Presentation:
Tell the students to fill out the table with words from the story Dream, Believe, Survive on
page 54 of the text book.
3. Lesson Proper:
Discuss Nouns on pages 54-55 of textbook
4. Generalization:
What are nouns?
6. Evaluation:
Do Activities 1 and 2 on pages 55-56 of text book
Answer Key
Activity 1
Accept the students answer if it is relevant to what is asked.
Activity 2
Animals Place
Chimpanzees, Kangaroos, Zebra, Zoo,
Lion, Giraffe
Things Events
leaves trip
IV. Assignment:
Have the pupils do Let’s Reflect write a thank you letter to your best friend on page 59 of
textbook.
30
Lesson 6 The Busy Spider
Lesson 6: The Busy Spider
I. Objectives:
A. Listening: Listen to infer feelings and traits of characters
B. Speaking: Read words with R- blends
D. Reading : Identify elements of a story
E. Grammar: Distinguish between common and proper nouns
Use capitalization rules in word level (proper and common nouns)
F. Writing: Write another ending to a story
II. Subject Matter:

Topics:
A. Nursery Rhyme: “Old Mac Donald”
B. Words, phrases and sentences with R- blends
C. full of spirit, waved, jumped
D. The Busy Spider
E. Common and Proper Nouns
F. Write another ending to a story
Materials: flash cards of words with R- blends

picture of a spider
copy of the nursery rhyme “Old Mac Donald”
III. Procedure:
LISTENING
Have the pupils sing the song Old Mac Donald
1. Motivation;
Ask: What are the animals mentioned in the song?
31
2. Presentation:
Have the class listen to the nursery rhyme, Old Mac Donald.
Old Mac Donald
Old MacDonald had a farm, E-I-E-I-O Old MacDonald had a farm, E-I-E-I-O
And on his farm he had a cow, E-I-E-I-O And on his farm he had a duck, E-I-E-I-O
With a moo-moo here and a moo-moo there With a moo-moo here and a quack-quack there
Here a moo Here a quack
There a moo There a quack
Everywhere moo-moo Everywhere quack-quack
And on his farm he had a pig, E-I-E-I-O And on his farm he had a horse, E-I-E-I-O
With an oink-oink here and an oink-oink there With a neigh-neigh here and a neigh-neigh
Here an oink there
There an oink Here a neigh
Everywhere oink-oink There a neigh
Old MacDonald had a farm, E-I-E-I-O Everywhere neigh-neigh
Old MacDonald had a farm, E-I-E-I-O
3. Lesson Proper:
Discuss
What are the animals mentioned in the nursery rhyme Old Mac Donald?
4. Generalization:
Ask: What are the different sounds produced by the animals mentioned in the rhyme
How are animals important to human beings?
SPEAKING
32
Present mixed words with R blends and without.
Have the pupils encircle the word with R blends.
1. Motivation
Read aloud the words phrases and sentences with R blends on page 63
2. Lesson Proper
by individual.
3. Generalization
How do we pronounce words with R blends?
Have the pupils arranged the jumbled letters to form a word
PERSEVERANCE
(Encourage pupils to share their understanding of what perseverance is?)
1. Motivation;
Ask: Have you ever caught a spider?
How many have you caught?
2. Presentation:
Read the story on page 61 of text book entitled, The Very Busy Spider
3. Lesson Proper:
Answer Key
1. The Very Busy Spider
33
2. beautiful
3. Horse
4. Grass
5. Goat
6. chase, cat
7. duck
8. web, fly
9. pig
10. owl
C. Discuss Learn and Grow on page 64 of textbook
4. Generalization:
Ask: How to predict outcome?
Have the pupils answer Let Ideas Flow on page 68 of text book
6. Evaluation:
Do Practice on page 65 of text book
Answer Key
1. B 2. B 3. C
IV. Assignment
GRAMMAR - Writing
Present an illustration of common noun and proper noun
1. Motivation;
Ask: What are the things shown in the illustration?
2. Presentation:
Read words in the column common noun and proper noun
34
3. Lesson Proper:
Discuss common and proper nouns on pages 65-66 of textbook
4. Generalization:
What are common nouns?
What are proper nouns?
5. Evaluation:
Have the pupils answer Practice A and B on page 67 of textbook
Answer Key
Practice A (Pupils answer may vary)
Practice B
1. j 6. c
2. h 7. d
3. f 8. b
4. g 9. e
5. i 10. a
35
Lesson 7 Fulfill Your Promise
Lesson 7: Fulfill Your Promise
I. Objectives:
A. Listening: Synthesize and restate information shared by others
B. Speaking: Read two-syllable words consisting of short /a/, /e/, and /i/ sound
C. Vocabulary: Decode vocabulary words by using them in a sentence
D. Reading : Identify literary elements using story-staircase organizer
E. Grammar: Use plural form of irregular nouns
F. Writing: Understand and write a short paragraph
II. Subject Matter:

Topics:
A. Poem: A Teacher’s Promise to Her Pupils
B. Words with short a, e, and i sound
C. Deluge, magnitude, ravages, assure, offering
D. Rainbow- A Reminder of God’s Promise
E. Plural form of irregular nouns
F. Short paragraph
Materials: flash cards of words with long a, e, i, o and u in CVC pattern

Picture of a rainbow
Copy of the poem A Teacher’s Promise to her Pupils
Copy of the story Rainbow-A Reminder of God’s Promise

III. Procedure:
LISTENING
Ask: Have you heard the saying “Promises are made to be broken”
1. Motivation;
Ask: Have you ever made a promise to anyone, especially to your
parents when you did something wrong and was corrected by them?
36
2. Presentation:
Have the class listen to the poem, A Teacher’s Promise to Her Pupils.
A Teacher’s Promise to Her Pupils
I promise to teach you everything I know.

I promise to care each and every one of you.
I promise to always be gentle and patient with all of you.
I promise to make our everyday lessons interesting, fun, and exciting.
I promise to do my best to help you succeed.
I promise to be always fair and considerate.
I promise to help you always especially during the times when you are experiencing difficulties.
I promise that whatever happens, I will always be your parent in school. Always there for you
whenever you need someone to listen to.
And lastly, I promise to be always a loving teacher to you.
3. Lesson Proper:
Discuss
- Why is it important to fulfill your promise?
- Share with your seatmate what you learned from the poem.
4. Generalization:
Ask: Are promises meant to be broken or not? Why?
Ask: What will you do to fulfil your promise?
SPEAKING
Present to the class the words with short /a/, /e/, /i/, /o/ and /u/
37
1. Motivation
Have the class read the words with short /a/, /e/,/i/, /o/ and /u/ on page 73 of textbook
2. Lesson Proper
by individual.
3. Generalization
How do we pronounce words with short /a/,/e/,/i/, /o/ and /u/ sound?
Ask: Have you seen a rainbow?
What are the colors of the rainbow?
1. Motivation;
There is a saying that goes, “There is a rainbow after the rain”
Ask: What does it mean?
2. Presentation:
Read the story on page 170 of text book entitled, Rainbow – A Reminder of God’s Promise
3. Lesson Proper:
Answer Key
1. flood
2. big extent
3. destroy
4. promise
5. giving
C. Discuss story elements under Learn and Grow on page 74 of textbook
4. Generalization:
What are the elements of a story?
38
6. Evaluation:
Complete the story ladder under Learn and Grow on page 74 of textbook
GRAMMAR – Writing
Present Irregular nouns taken from the story, Rainbow – A Reminder of God’s Promise on page 74 of
textbook
1. Motivation;
Ask: What have you noticed with the nouns in column A? How about in column B?
2. Presentation: Read the words in column A and column B.
Example: Child - children
3. Lesson Proper:
Discuss irregular nouns on pages 75-75 of textbook
Discuss Let Ideas Flow on pages 78 -79of textbook
4. Generalization:
Ask: How do we form the plural of irregular nouns?
What is a paragraph?
What are the parts of a paragraph?
5. Evaluation:
Answer Key
Practice 1
1. loaves 6, women
2. thousands 7. teeth
3. phenomena 8, shelves
4. fishes 9. policemen
5. children 10. crisis
Practice 2
1. men 4. geese
2. teeth 5. Feet
3. mice
39
III. Assignment:
Have the pupils write a short paragraph with the following topics:
1. My Pet Dog
2. My Favorite Person
3. The Subject I Like Best
SUMMATIVE TEST
F.
Answer Key
26. Cause
A.
27. Effect
1. /a/ 2. /e/ 3. /i/ 4. /o/ 5. /u/
cat met pit cot cut28. Effect
map pet dig log 29. Cause
sun
bat get hip mop bug
30. Effect
pan set lip cop cup
G.
31. Telling
B.
6. P 7. S 8. S 9. P 10. P 32. Exclamatory
33. Interrogative
34. Exclamatory
11. 12. 13. 14. 15.
35. Imperative
D. F. H.
16. My pet Lizzy plays with the ball. 26. Cause 36. b
17. Myla and Sam went to Boracay last summer.
27. Effect 37. e
18. I love ice cream and pizza.
28. Effect 38. d
19. The children are happily playing at the park.
20. The sidewalks are full of vendors. 29. Cause 39. a
30. Effect 40. c
E. G.
21. The girls enjoyed watering the plants.
31. Telling
22. Mother went to the market to buy food for lunch.
32. Exclamatory
23. Do you have guitar at home?
24. Let us plant trees this afternoon. 33. Interrogative
25. What happened to Mrs. Gomez? 34. Exclamatory
35. Imperative
40 H.
36. b
UNIT 2
PASSPORT TO
THE WORLD
"The more you READ,

the more things you KNOW.
The more you LEARN,
the more places you’ll GO."
– Dr. Seuss
41
Lesson 8 Road to Learning
UNIT 2: Passport to the World
Lesson 8: Road to Learning
I. Objectives:
A. Listening: Note details in a story listened to
B. Speaking: Ask and answer questions about a selection read
C. Vocabulary: Give meaning of words used in a story read through
drawing, actions, and using them in sentences
D. Reading: Follow at least three steps directions with pictures
E. Grammar: Identify and use linking verbs and action words in simple
sentences
F. Writing: Write at least three sentences from various familiar sources
II. Subject Matter:

Topics
A. Story: Fieldtrip
B. Words with ch, sh, th, ph, gh, and wh digraph
C. Gobble, fright, dreadful, squeak, dine
D. The Country Mouse and the City Mouse
E. Verbs
F. Writing three sentences
Materials: copy of the story “Fieldtrip.”
copy of the story “The Country Mouse and The City Mouse.”
Graphic organizer of initial Ch digraph
Strips of words with initial ch digraph
References: Textbook 84-100
III. Procedure:
LISTENING
Ask: If your life is a journey are you enjoying it?
What are the signs that guide people to a happy life?
42
B. Developmental Activities:
1. Motivation:
Ask: Have you been to a fieldtrip?
Where did you go?
2. Presentation:
Have the class listen to a short selection “”Fieldtrip.”
Fieldtrip
Good morning everyone! I am Carmel and I will be your guide

for this tour. And as your tour guide it is my responsibility to tell you
all about the things that you are going to see. If you have any
questions or concerns feel free to ask me and I will be happy to
answer them all.
Please fasten your seatbelt we are about to begin this

journey. Remember you are only allowed to unfasten your seatbelt
when the bus will come to a full stop.
Just a few reminders, you are not allowed to take pictures

inside the museum. It is a big no, no also to eat inside. For your own
safety please stay in group and follow the allotted time as to not
delay the tour. Please do not leave any garbage inside the bus and
look after your belongings.
Now I’d like to familiarize you to the area we are heading. In a

few minutes we will be pulling up to our first stop. So seatback and
enjoy the view outside your window. Enjoy the trip everyone.
3. Lesson Proper
Discuss:
 What was the name of the tour guide?
 What are the reminders while you are inside the museum?
4. Generalization
What learnings you have gained after the trip?
5. Values Integration
Why is it important to follow rules?
43
SPEAKING
A, Preparatory Activity
Have the pupils name the following pictures.
1. Motivation:
Read aloud the poem on page 85 of textbook
Read aloud the words with initial ch digraph on page 86 of textbook
2. Lesson Proper
Let the teacher read first then by groups and by individuals
3. Generalization
How do you pronounce words with initial ch digraph?
4. Evaluation
Do Activity 1 and 2 on page 86-87 of textbook
Answer Key
chin, chair, chin, cheese,
READING – VOCABULARY
A. Preparatory Activity
Show pictures of a country and a city.
Ask: What can you say about the pictures?
1. Motivation
Ask: Which do you prefer to live in the city or in the country?
2. Presentation
Read the story on pages 88-89 of textbook, The Country Mouse and the City
Mouse.
3. Lesson Proper
44
a. Have the class answer the Comprehension check on page 90 of textbook
b. Answer word hub on page 90 of textbook
Answer Key:
Picture 1 – gobble 3. Picture 3 – dreadful Picture 5 - dine
Picture 2 – fright 4. Picture 4 – squeak
4. Generalization
What have you learned from the story The Country Mouse and The City
Mouse?
Why is it important to follow direction?
5. Value Integration
Have the pupils answer Let’s Reflect on page 100 -101 of textbook
6. Evaluation
Do Activity 1 on page 92 of textbook
Answer Key
Accept the pupils answer as long as the answer corresponds to the
questions.
IV. Assignment:
Answer Let Ideas Flow on page 99 of textbook.
GRAMMAR – WRITING
Ask the pupils to read the sentences taken from the story The Country
Mouse and The City Mouse.
B. Developmental Activities:
1. Motivation
What are the italicized words in each sentence?
Do you what are those words?
2. Presentation:
Read : plays, chases, is, lived, ran, is, were, see
3. Lesson Proper
Discuss Verbs on page 94 of textbook
45
4. Generalization
What are actions?
What are linking verbs or helping verbs?
What moral lesson have you learned from the story?
6. Evaluation
Do practice 1 and 2 on pages 95- 96 of textbook.
Answer Key
Practice 1 A
1. take 2. brush 3. Eat 4. go 5. Study
Practice 1 B
1. was 2. is 3. are 4. was 5. Are
Practice 2
1. chase 2. Invited 3. Eat 4. visits 5. ran
V. Assignment
Have the pupils do Activity on page 96 of textbook.
46
Lesson 9 Fair Decision
Lesson 9: Fair Decision
I. Objectives:
A. Listening: Recall prior knowledge based on the new knowledge heard
B. Speaking: Read words with final blends st, lt,nt, nd, and ft
C. Vocabulary: Derive meaning from repetitive language structure
D. Reading: Note details in a given text read
E. Grammar: Use Be-verbs correctly in sentences
F. Writing: Write a diary journal
Write at least three sentences from various sources
II. Subject Matter:

Topics
Poem: “A Wise Advice”
Words with final blends st, nt, nd, ft
Clever, fair, weeping, guilty, decision
Story: The Wise Judge
Be-Verbs
Diary Journal
Materials: copy of the poem

Copy of the story The Wise Judge
Video clip of words with final blends or pictures
Sample diary or journal
Picture of a King
Reference: Textbook 102-113
III. Procedure
LISTENI NG
Ask: Was there a time your mother scolded you?
1. Motivation
Ask: Have you received advices from your parents or other person in
authority?
What are those advices?
2. Presentation
Have the class listen to a poem entitled A Wise Advice.
47
A Wise Advice
The Lord God gave us two eyes to see more,
Two ears to listen carefully and deeply,
and only one mouth to speak with.
The two eyes and two ears were farther from each
other. He gave us two eyes and two ears
so we can look and listen more. He gave us one mouth so
as not to speak bad and hurt one another.
So listen to this advice and treat each other fairly.
3. Lesson Proper
Discuss
- What are the parts of our body that God gave us in pairs?
- Why do you think we have only one mouth?
- Why do we have two eyes and two ears?
4. Generalization
Ask: As a child are you going to follow this advice? Why?
Ask: Why is it important to follow advices?
SPEAKING
Present a video clip of words with final blends.
https://www.youtube.com/watch?v=k-
1rmuOxGE8&list=PLr8_5HYa7f2I0OEnEYzDtFAQa-TzztD1X
1. Motivation
Read aloud the words with final blends –st, -lt, -nd, and –ft on page 103 of
textbook
2. Lesson Proper
48
Let the teacher read first then have the pupils read by group and by individual.
3. Generalization
Ask: How do we pronounce final blends?
4. Evaluation
Answer Activity 1 on page 103 and Practice on page 104 of textbook
Have the pupils read the quotation “Wisdom is the ability to judge fairly and to
understand and make wise use of facts.”
Do you understand the statement?
1. Motivation
Show picture of a king.
Ask: What are the qualities of a king?
2. Presentation
Read the story entitled The Wise Judge on page 105 of textbook.
3. Lesson Proper
A. Have the pupils answer the comprehension check on page 105-106 of
textbook.
B. Answer Word Hub on page 106 of textbook
C. G
4. Generalization
Ask: What are the important details in the story?
5. Values Integration
Have the pupils Let’s Reflect on page 113 of textbook.
6. Evaluation
Do Learn and Grow on page 107 of textbook
49
Answer Key
1. C 2. B 3. A 4. B 5. B
IV. Assignment
Read Let Ideas Flow on page 110 of textbook.

Do Writing Time on page 112 of textbook
GRAMMAR
Ask the pupils to read the sentences from the selection on page 107 of textbook.
1. Motivation
Ask: What is the subject in sentence number 1?
Is it singular or plural?
What is the subject in sentence number 2?
Is it singular or plural?
What be-verb is used when the subject is singular?
What be-verb is used when the subject is plural?
2. Presentation
Read: is are was were am
3. Lesson Proper
Discuss Be-Verbs on page 108 of textbook
4. Generalization
Ask: What are Be-Verbs?

What are its uses?
Ask: If you were in King Solomon shoes would you also make the same
decision? Why?
6. Evaluation
Do Practice 1 and 2 on page 109 of textbook
50
Answer Key
Practice 1
1. Am 6. was
2. Is 7. Looked
3. Are 8. smells
4. Was 9. are
5. Were 10. Seemed
Practice 2
1. Are 6. am
2. Looks 7. smells
3. Is 8. looks
4. Is 9. is
5. Were 10.seem
V. Assignment
Do Activity on page 110 of textbook.
51
Lesson 10 Happiness is... Singing Your Heart Out
Lesson 10: Happiness is … Singing Your Heart Out
I. Objectives:
A. Listening: Listen to a variety of expository text
B. Speaking: Read words with consonant digraph sh
C. Vocabulary: Derive meaning from repetitive language structure review
D. Reading: Make simple predictions from text read
E. Grammar: Use action words in simple sentences
F. Writing: Write at least three sentences from various familiar sources
II. Subject Matter

Topics:
A. Story: Blue Whales
B. Words with consonant digraph –sh
C. Gobble, giggle, race, jump, pick
D. Story: Singing Billy
E. Action words
F. Writing sentences
Materials: bingo cards

Copy of the story Blue Whales
Copy of the story Singing Billy
Puzzle cut-outs of a blue whale
Fish bowl with action words written in a shape of a
fish
Reference: Textbook pages 114-124
III. Procedures
LISTENING
Ask: Do you know what the largest mammal ever to inhabit the earth?
1. Motivation
Have pupils create a puzzle of a blue whale using cut-out illustration.
Ask: What have you formed?
Do you think it is the largest mammal on earth?
2. Presentation
52
Have the class listen to a story entitled Blue Whale.
Blue Whales
Adopted
Blue whales are big. They can get between 70 to 80 feet in length (the
longest one ever recorded was 106 feet long.) Get a ruler out and measure
that. Blue whales can weigh as much as 90 to 150 tons. With a body that big,
you might think that whales eat other big animals. Actually, these enormous
mammals eat tiny organisms, like plankton and krill, which they filter through
baleen plates. Baleen plates are filters that are in place of their teeth. A blue
whale can eat up to 7,715 pounds of krill (small shrimp-like creatures) per day.
Blue whales are found throughout the world’s oceans. These gentle
giants have grayish-blue skin with light spots. They live in small groups called
“pod.” The number of blue whales in the world’s oceans has dropped greatly.
Blue whales are dying in fishing nets and being hunted illegally. Most
scientists believe there are only 2000 to 5000 blue whales left in the oceans.
3.
3. Lesson Proper
Discuss:
- What do blue whales eat?
- What are some reasons why blue whales are disappearing?
- How big was the longest whale ever recorded?
- What are small groups of whales called?
4. Generalization
Ask: What is a blue whale?
Can you name other mammals?
Ask: How would you care for the endangered mammals?
SPEAKING
Supply the missing letters to name the pictures.
53
B.
__ i p __ ot __ ark
1. Motivation
Read the words with consonant digraph –sh in bingo card page 115 of textbook
2. Lesson Proper
Let the teacher read first then have the pupils read the words by group
and by individual.
3. Generalization
Ask: How do we pronounce words with consonant digraph –sh?
4. Evaluation
Do Activity 1 on page 115 of textbook.
Have the class sing a song, If You’re Happy.
https://www.youtube.com/watch?v=GfCMRk-osJ8
1. Motivation:
Ask: What makes you happy?
2. Presentation
Reading of the story, Singing Billy on page 116 of textbook.
3. Lesson Proper
A. Have the class the Comprehension Check on page 116-117 of textbook
B. Answer Word Hub on page 117 of textbook
Answer Key
1. Gobble 2. Giggle 3. Race 4. Jump pick
54
4. Generalization
Ask: How do you predict outcome?
Do Let’s Reflect on page 124 of textbook.
6. Evaluation
Do Activity 1 on pages 118-119 of textbook
Answer Key
(Let the teacher decide if the answer is correct)
IV. Assignment
Read Let Ideas Flow on page 112 of textbook and answer Activity and Writing Time
page 123 of textbook.
GRAMMAR
Ask the class to pick out a paper fish from the fish bowl. Act the word written on it.
Example
JUMP
:
1. Motivation
Ask: What did you do a while ago?
Do you know what those words are?
2. Presentation
Read: clap, jump, cry, crawl, jog, walk, write
3. Lesson Proper
Discuss action words or verbs on pages 120-121 of textbook
4. Generalization
Ask: What are verbs?
55
5. Evaluation
Do Practice A page 121 of textbook
Answer Key
Practice A
1. Listens 6. examines
2. Hits 7. sings
3. Grunts 8. dashes
4. Leaks 9. Reads
5. Searcher 10. Buys
IV. Assignment
Do Practice B on page 122 of textbook
Answer Key
1. Action Verb 6. Action Verb

2. Action Verb 7. Action Verb
3. Action Verb 8, Noun
4. Noun 9. Action Verb
5. Noun 10. Action Verb
56
Lesson 11 Stories That Teach
Lesson 11: Stories That Teach
I. Objectives
A. Listening: Predict outcomes based on a fable listened to
B. Speaking: Read words with initial consonant blend
C. Vocabulary: Derive meaning from repetitive language structure
review
D. Reading: Sequence at least three events using signal words
Tell the main idea and other parts of a descriptive paragraph
E. Grammar: Form and use the past tense of frequently occurring regular verbs
(ed)/
F. Writing: Write different forms of simple composition as a response to stories,
poem listened to
II. Subject Matter

Topics:
A. Story: The Ant and The Grasshopper
B. Words with initial consonant blend
C. Stretch, pour, invite, paint, wonderful
D. Story: Why the Sun and the Moon Live in the Sky
E. Past tense of frequently occurring regular verbs (ed)
F. Writing different forms of simple composition
Materials:
Copy of the story The Ant and the Grasshopper
Copy of the story Why the Sun and the Moon Lived in the Sky
Accordion of words with initial consonant blend
Pictures of words with initial consonant blend
Video clip of the story The Ant and the Grasshopper (Youtube Videos)
Chart, tarpapel
III. Procedure
LISTENING:
Ask: Do you love reading myths and fables?
Who do you think are the characters of myth or fable?
57
1. Motivation:
Ask: Are you familiar with the story The Ant and The Grasshopper?
Have the class watch the video clip and or listen to the story The Ant and the
Grasshopper.
2. Presentation
The Ant and the Grasshopper
In a field one summer's day a Grasshopper was hopping about, chirping and
singing to its heart's content. An Ant passed by, bearing along with great toil an ear of
corn he was taking to the nest.
"Why not come and chat with me," said the Grasshopper, "instead of toiling and
moiling in that way?"
"I am helping to lay up food for the winter," said the Ant, "and recommend you to
do the same."
"Why bother about winter?" said the Grasshopper; "We have got plenty of food at
present." But the Ant went on its way and continued its toil.
When the winter came the Grasshopper had no food and found itself dying of
hunger - while it saw the ants distributing every day corn and grain from the stores
they had collected in the summer. Then the Grasshopper knew: It is best to prepare
for days of need.
3. Lesson Proper
Discuss
- What did the grasshopper do as the ant work to save food for the rainy
season?
- What would happen if the ant did not work like the grasshopper before
the rains?
4. Generalization:
58
Ask: What usually happen to lazy people?
Ask: Do you think that always prepared important? Why?
SPEAKING
Have the pupils recite the tongue twisters with initial consonant blend
/bl/ /cl/
Blue blurry vines Clean clams

blind crammed in clean
cans
1. Motivation
Read aloud the words with initial consonant blends
2. Lesson Proper
Let the teacher read first then have the pupils read the words by group and by
individual.
Ask: What have you notice with the group of words?
3. Generalization
Ask How do we pronounce words with initial consonant blends?
4. Evaluation
Color the correct initial consonant blends for the picture on page 126 of textbook.
Ask: Who created the sun, the moon and the sky?
1. Motivation
59
Ask: The sun and the moon appear on the sky. But why can’t the sun and the moon
stay with us?
Why didn’t they ever think of living on earth?
2. Presentation
Reading of the story entitled Why the Sun and the Moon Live in the Sky on pages
127-128 of textbook.
3. Lesson Proper
A. Have the class answer the Comprehension Check on pages 128-129 of textbook
B. Answer Word Hub on page 129 of the textbook.
(Dictionary)
C. Discuss Signal Words and Main Idea under Learn and Grow on page 129 -130 of
textbook
4. Generalization
Ask: How do you sequence events in the story?
How do you get the main idea of the paragraph?
Have the class answer Activity 2 on page 130 of textbook
6. Evaluation
Have the class answer Activity 1 and Activity 3 on pages 130-131 of textbook
Answer Key
Activity 1
Picture of the Sun, Picture of the Sun Picture of the water

Moon, and water visited the water visited the house of
playing and dancing house the sun and the moon
1. The sun, the moon, and the water lived together on earth.
2. The sun visited the house of the water to invite him to visit their house.
3. The water visited the house of the sun and the moon and was covered with water
that the sun and moon had to sit on the roof.
Answer Key
Activity 3
1. Topic: Thunderstorms
Main Idea: Thunderstorms are dangerous.
2. Topic: Kenneth’s messy room
Main Idea: Kenneth would never get his room clean.
60
3. Topic: Family outing
Main Idea: The family were very happy and they have a great time.
IV. Assignment
Have the pupils read Let Ideas Flow on page 135 of textbook.
Do Activity 1 and Activity 2 on pages 136-137 of textbook
Answer Key
Activity 1
1. The life cycle of a frog.
2. A. The life cycle begins when a female frog lays eggs.
B. Tadpoles swim out of the eggs in the second stage.
C. Most tadpoles change into an adult grog within a few months.
3. This process of changing from an egg to a tadpole, to an adult frog is also

known as metamorphosis.
Activity 2
I. a. Mud walls b. grass roof 3. Bamboo strips floor

II. a. Through the use of a drum
b. The drummer beats the drum very fast sometimes
c. The drummer beats the drum very slow sometimes
GRAMMAR – WRITING
Ask the pupils to read the sentences on page 132 of textbook
1. Motivation
What are the underlined words?
2. Presentation
Read: danced, played, lived, visited, invited, entered
3. Lesson Proper
Discuss
- What do the underlined words tell?
Ask the pupils to read the sentences:
1. We listened to the weather forecast yesterday.

2. I am invited to a party last night
Discuss
61
- What time expressions did we use in the sentence?
- What other time expressions show past action?
Discuss
- Past Tense of Regular Verbs on pages 132-133 of textbook
4. Generalization
Ask: When do we used past tense of regular verbs?
5. Evaluation
Do Activity and Practice on page 134 of textbook
Answer Key
Activity
1. Cried (check picture 2)

2. Sipped (check picture 1)
3. Played (check picture 3)
4. Prepared (check picture 3)
5. Worked (check picture 1)
Practice
1. played 4. asked
2. collected 5. walked
3. invited
IV. Assignment
Do Let’s Reflect on page 138 of textbook
62
Lesson 12 Opportunity that Learning Provides
Lesson 12: Opportunity that Learning Provides
I. Objectives
A. Listening: Listen to a variety of literary expository texts
B. Speaking: Blend phonemes in CVCC words
C. Vocabulary: Show understanding of meaning of words through drawing and
using them in a sentence
D. Reading: Infer feelings and traits of the characters in the story
E. Grammar: Use verbs in simple present tense
F. Writing: Locate information using print and non-print sources
II. Subject Matter

Topics:
A. Poem: There is no Frigate Like a Book
B. Blend phonemes in CVCC pattern
C. Parable, mesmerized, uneven, challenged, rough
D. Story: The Parable of the Most Beautiful Heart
E. Simple present tense of the verb
F. Print and non-print sources
Materials:
Copy of the poem There is no Frigate Like a Book
Copy of the story the Parable of the Most Beautiful Heart
Pictures of words with phonemes blend in CVCC pattern
Word card of verbs
III. Procedure
LISTENING
Ask: Who loves to read books?
Why do you love to read?
1. Motivation:
Ask: What can reading give us?
2. Presentation
Listen as the teacher reads the poem
63
There is no Frigate Like a Book
By: Emily Dickenson
There is no frigate like a Book

To take us Lands away
Nor any Coursers like a Page
Of prancing Poetry-
This Traverse may the poorest take
Without oppress of Toll-
How frugal is the Chariot
That bears the Human Soul-
3. Lesson Proper 3.
Discuss:
- What can reading give us?

- How do books take us lands away?
- What kinds of vehicles are mentioned in the poem?
- What is the cheapest means of travelling? Explain why?
- Are you ready to listen to another text about books?
4. Generalization
Ask: Where books take us?
If you borrowed books, what is the important thing that you should do?
SPEAKING
Let pupils name the pictures.
64
1. Motivation
Let the pupils read the words with CVCC sound on page 140 of textbook
2. Lesson Proper
Let the teacher read first then have the pupils read the words by group and by
individual
3. Generalization
Ask. How do we pronounce words with CVCC sound?
4. Evaluation
Do Activity on pages 140-141 of textbook
Answer Key
1. desk 2. rock 3. tent 4. belt 5. Farm
Ask: We love to see beautiful pictures, sceneries and faces, but how can we say that
something is beautiful?
1. Motivation:
Ask: Does being beautiful means being flawless and perfect?
2. Presentation
Read the story entitled Parable of the Most Beautiful Heart on pages 141 -142 of
textbook
3. Lesson Proper
A. Have the class answer the Comprehension Check on page 142 of textbook
B. Answer Word Hub (insert words on page 143 missing)
Answer Key
1. c 2. a 3. b 4.d
C. Discuss making inferences on page 143 of textbook
4. Generalization
Ask: How do you infer feelings and traits of a character in the story?
65
5. Evaluation
Do Activities 1 and 2 on pages 143 -145 of textbook

Answer Key
Activity 1
1. The dog saw a cat.
2. It will rain.
3. The boys play at the beach.
4. The boy is eating ice cream
5. Father entered the room.
Activity 2
1. Classroom 4. zoo
2. Dentist 5. kite
3. Christmas 6. Dog
GRAMMAR – WRITING
Have the pupils read the sentences on page 146 of textbook
1. Motivation
Ask: What are the underlined words in the sentence?
What do you call these words?
2. Presentation
Read: rides, rises, needs, are, want
3. Lesson Proper
Discuss
- the uses of simple present tense of the verb on page 146-147 of

textbook
- Discuss Let Ideas Flow on page 148 of textbook
4. Generalization
Ask: When do we use simple present tense of the verb?
5. Evaluation
Do Practice on page 148 and Activity 1 on page 149 of textbook
66
Answer Key
Practice
1. catch 6. bring
2. sings 7. rings
3. play 8. loves
4. wish 9. teaches
5. washes 10. Grow
Activity
1. The man cuts tree.

2. The man runs after the bus.
3. Mother gives a doll to her daughter.
4. The family is having dinner together.
5. The children are studying their lesson.
IV. Assignment
67
Lesson 13 Study Hard While Young
Lesson 13: Study Hard While Young
I. Objectives
A. Listening: Make simple inferences about thoughts and feelings based
from texts listened to
B. Speaking: Decode words with long vowel /u/ sound ending in silent e
C. Vocabulary: Give meaning of words used in stories listened to through
drawing, actions, and use them in a sentence
D. Reading: Identify cause and effect in a selection read
E. Grammar: Use verbs in simple past tense
Use verbs in simple future tense
F. Writing: Use appropriate punctuation marks
II. Subject Matter

Topics:
A. Poem: Monsoon Rain
B. Words with long vowel /u/ sound ending in silent e
C. Bellowed, twitched, pounced, grunt, glistened, roar, pheasant, fowls
D. Story: Little Tiger Big Tiger
E. Verbs in simple past tense
Verbs in simple future tense
F. Punctuation marks
Materials:
Copy of the poem “Monsoon Rain
Copy of the story Little Tiger Big Tiger
Find my Key (Strips in a shape of a key)
Bubble map words with long u vowel sound that ends with silent e
III. Procedure
LISTENING
68
Ask: What comes on your mind when you noticed that the clouds are dark and
heavy?
1. Motivation
Ask: Do you love to play under the rain? Why?
2. Presentation
Have the pupils listen to the poem, Monsoon Rain.
MOONSOON RAIN
Monsoon rain, monsoon rain… You are seasonal but
you’ve made known your presence when thunder booms.
When you strikes nothing can be done.
Blowing your wind with so much might.
Then suddenly a heavy downpour can be felt.
That cause heavy traffic because of flooding streets.
You suspended classes when you arrived.
You bring coughs and colds to many children and adults alike.
Whenever you paid a visit we can do nothing.
3. Lesson Proper
Discuss:
- What follows after a strong wind?
- What do you usually feel when you hear the sound of thunder?
- What will happen when there is heavy rain?
- How do children feel when classes are suspended?
- How do teachers feel when classes are suspended?
4. Generalization
Ask: What usually happen when classes are suspended?
69
Ask: What are the things that we must prepare if we experienced heavy rain?
SPEAKING
Show real objects and have the pupils name it.

Example: cube, tube, fuse
1. Motivation
Read aloud the words with long u vowel sound ending in e on page 152 of
textbook
2. Lesson Proper
Let the teacher read first and then have the pupils read the words by group and
by individual
3. Generalization
Ask: How do you pronounce words with long u vowel sound ending in e?
Show picture of a tiger
Have the pupils describe the picture
1. Motivation
Ask: What do you think are the qualities of a tiger?
2. Presentation
Reading of the story entitled Little Tiger Big Tiger on page 152-154 of textbook
3. Lesson Proper
A. Have the class answer the Comprehension Check on page 154 of textbook
B. Answer Word Hub on page 154- 155 of textbook
Answer Key
1. b 5. b
2. a 6. c
70
3. c 7. c
4. a 8. A
C. Discuss Learn and Grow on pages 155-156 of textbook
4. Generalization
Ask: What are cause and effect?
Have the pupils do Let’s Reflect on page 163 of textbook
6. Evaluation
Do Activities A and B on pages 156-157 of textbook
Answer Key
Activity A
(Accept varied answers of pupils)
Activity B
(Accept varied answers from pupils)
GRAMMAR – WRITING
Read the sentences taken from the story Little Tiger Big Tiger on pages 157-158
of textbook
1. Motivation
Ask: What have you noticed of the underlined words?
2. Presentation
Read: lived, hunted, stayed, waited, twitched, pounced, called, hopped, chased,
watched, walked, smiled
3. Lesson Proper
Discuss the uses of verbs in simple past tense and in simple future tense on
pages 158-159 of textbook
4. Generalization
71
Ask: When do we use verbs in simple past tense? Simple future tense?
5. Evaluation
Do Practice on page 159 and page 161 of textbook
Answer Key
Practice (Page 159)
1. pulled 6. painted
2. listened 7. visited
3. looked 8. played
4. asked 9. worked
5. laughed 10. Invited
Practice (Page 161)
1. will 6. will
2. won’t 7. shall
3. shall 8. will
4. will 9. will
5. will 10. Will
IV. Assignment
Have the pupils do Writing Time on page 162 of textbook
72
SUMMATIVE TEST
A.
1. sun 6. hand
2. nest 7. tent
3. frog 8. table
4. snail 9. scissors
5. belt 10. Pail
B.
11. It’s raining hard one Thursday afternoon. Catlyn forgot to bring her umbrella
that day. She did not expect that it will rain.
So, she went home very wet that afternoon.
12. Catlyn catches a cold after she got wet from the rain.
Her mother told her not to forget her umbrella ever again or she will be sick
again.
13. She was absent from school because she was not feeling well.
Her teacher told her to stay at home and take some rest, drink lots of water and
take her medicines so she will feel better.
14. When Catlyn came back to school after being absent for about a week it’s
already their first periodical test. Even though she was absent from the class she
was able to passed the test
because her best friend let her borrow her notes so she can study,
15. Catlyn went home that afternoon feeling happy

because she passed the exam. She thanked her mother for taking good care of her
when she was sick.
73
C.
16. __E__ Pencil 18. _C__ rose 20. _E__ Rizal

__C__ Notebook _D__ santan _B__ Bonifacio
__A__ Ballpen _A_ camia _D__ Mabini
__B__ Eraser _B__ gumamela _C__ Lapu-Lapu
__D__ paper _E__ yellow bell _A__ Aguinaldo
17. __D__ clock 19. _E__ sun

__E__ cloud _A__ sand
__A__clap _C_ sky
__C__clip _D__ summer
__B__ class _B__ skirt
D.
21. sleeps 24. dance
22. play 25. clap
23. cleans
E.
26. are 27. look 28. am 29. is 30. is
F.
31. went 34. swam
32. visited 35. ate
33. enjoyed
G.
36. will buy 39. will teach
37, will play 40. will enjoy
38. will invite
H.
41. Joined 42. Will play 43. Teaches 44. Practiced 45. runs
74
UNIT 3
The World AROUND US
"The world around us is as beautiful as

the world within us."
Lesson 14 Loving our Environment
UNIT 3 : The World around us
Lesson 14 : Loving our Environment
I. Objectives:
A. Listening: Recall details from a text listened to
B. Speaking: Read words with long a sounds
C. Vocabulary: Show understanding of meaning of words through drawings
D. Reading : Identify cause and effect in a selection read
E. Grammar: Identify and use personal pronouns
F. Writing: Use appropriate punctuation marks (period and comma)
II. Subject Matter:

Topics:
A. Story: Loving Our Environment
B. Words with long a sound
C. Factories, engines or vehicles
D. Save the Environment!
E. Personal Pronouns
F. Period and Comma
Materials: picture of words with long a sound

copy of the story “Loving the Environment”
copy of the paragraph, Save the Environment
graphic organizers
References: Textbook page 168-179
III. Procedure:
LISTENING
Have the class look at the picture of a happy family in a beach on textbook page 168.
Ask : What comes to your mind when you those kind of pictures?
Have you been to this place?
76
1. Motivation;
Ask: Would you like to visit the place again?
2. Presentation:
Have the class listen to the story, Loving the Environment.
Loving the Environment
Kyla loves to go to beach. She likes to see the sunrise and sunset. She
enjoys the sound of the waves as it touches the sand. She appreciates the shells
she sees by the sea.
Her family decided to go to the beach that day. Kyla was so excited. She
brought her camera so she could take pictures.
When she gets to the beach, she was disappointed to see bottles of
drinking water, plastic candy wrappers and empty foils of chips swimming in the
sea.
3. Lesson Proper:
Discuss
- Who likes to go to the beach?
- What does she like about the beach?
- Why do you think she was disappointed?
4. Generalization:
Ask: What must everyone do to protect and maintain the cleanliness of the
beaches?
Ask: Why is it important to protect the beaches?
SPEAKING
77
1. Motivation
Read aloud the words and phrases long a sound on page169 of textbook.
2. Lesson Proper
by individual.
3. Generalization
How do we pronounce /a/?
4. Evaluation
Do Activity on page 169 of text book
Answer Key
way table braid baby sail
Ask:
How did you spend your last summer vacation? Did you experience the too much heat
from the sun?
How about during the rainy days, did you notice that it rained too hard? What happened
to some places of the country?
1. Motivation;
What might have caused these things?
2. Presentation:
Read the story on page 170 of text book entitled, Save the Environment
3. Lesson Proper:
Answer Key
vehicle engine factory
factory vehicle
c. Complete the diagram on page 172 of text book
78
4. Generalization:
What are cause and effect?
6. Evaluation:
Do Activity 1 and Activity 2 on page 173 of text book
Answer Key
Activity 1
1. The farmers have no place to relax because the landlord cut down the trees.
2. People dump their trash in drainage that results to floods everywhere.
3. Trees were cut down causing land slide from the mountains.
4. Small fishes are killed by dynamite fishing.
5. Jason had asthma attack because of the toxic gases coming out from the factory.
Activity 2
Let the pupils freely express their opinions.
IV. Assignment
Have the pupils answer Writing Time on page 178 of text book
GRAMMAR - Writing
Ask pupils to read the paragraph on page 173-174 of text book
1. Motivation;
Who will be hosting the cleanup drive?
What is his position in the Students Government?
How will you describe Jowie?
Who is the adviser of Jowie?
What words are used to replace the name of Jowie?
What words are used to replace the name of Mrs. Ignacio?
79
2. Presentation:
Read:
he she it they
3. Lesson Proper:
Discuss the uses of pronouns on page 174 of textbook
4. Generalization:
What are pronouns?
What are personal pronouns? What are its uses?
How can you take care of the environment?
6. Evaluation:
Answer Key
Activity 1 Activity 2
1. It 1. They
2. We 2. He
3. Her 3. We
4. Us 4. She
5. I 5. They
IV. Assignment:
Answer Key
1. His 1. She
2. Her 2. He
3. Me 3. Them
4. Him 4. They
5. Us 5. Him
80
Lesson 15
Lesson 15 : Protecting our Nature
Protecting our Nature
I. Objectives:
A. Listening: Identify solutions to the problems in the story listened to
B. Speaking: Read words with long e sounds
C. Reading: Make inference and draw conclusion from a selection read
D. Vocabulary: Give appropriate synonyms of some words
E. Grammar: Identify and use possessive pronouns
F. Writing: Use appropriate punctuation marks (question mark and
exclamation point)
II. Subject Matter:

Topics:
A. Story: Protecting our Nature
B. Words with long e sound
C. Story: The Wind and The Sun
D. Synonyms
E. Possessive Pronouns
F. Question Mark and Exclamation Point
Materials: picture of words with long e sound

copy of the story Protecting our Nature
copy of the story, The Wind and The Sun
III. Procedure:
LISTENING
Ask : Have you been to any province or rural community?
Can you describe your experience?
1. Motivation;
Ask: Which do you prefer, living in the city or in the province? Why
81
2. Presentation:
Have the class listen to the story, Protecting our Nature.
Protecting our Nature
Barangay Matiwasay is an ideal community. The people who live here are
hardworking farmers. They plant grains, root crops and some vegetables. The
families are all living a simple but healthy life because of the bountiful harvest.
But few weeks ago, they noticed that something unusual is happening.
They see rats everywhere in the fields. They also see some snakes crawling in the
vines of vegetables. These situations alarmed the people of Barangay Matiwasay.
They have learned from their barangay Captain that the mountain near their
place is undergoing deforestation because it will be converted into subdivision.
3. Lesson Proper:
Discuss
- How will you describe Barangay Matiwasay at the start of the story?
- What is the situation of the barangay right now?
- What might have caused the problems in Barangay Matiwasay?
- What will be the best solution to this problem?
- Can a pupil in Grade Three like you help in the situation? How?
4. Generalization:
Ask: How can we protect our nature?
Ask: Why is it important to protect our nature?
SPEAKING
C. Preparatory Activities
82
D. Developmental Activities
5. Motivation
Read aloud the words and phrases long e sound on page181 of textbook.
6. Lesson Proper
by individual.
7. Generalization
How do we pronounce /e/?
8. Evaluation
Ask: Which do you think is more powerful, the wind or the sun?
1. Motivation;
What will happen if the wind and the sun had a competition?
2. Presentation:
Read the story on page 183 of textbook entitled, The Wind and the Sun
3. Lesson Proper:
b. Discuss Synonyms on page 184 of textbook
Answer Key
fast – quick small – tiny sad – lonely
thin – skinny big – huge exhausted – tired
c. Discuss Learn and Grow on page 185 of textbook
Answer Key
1. Yes 4. No
2. Yes 5. Yes
3. Yes
83
4. Generalization:
How do you make inferences or draw conclusions?
Have the pupils answer Let’s Reflect on page 190 of textbook
6. Evaluation:
Answer Key
Activity
1. B
2. B
3. C
4. A
5. A
IV. Assignment
Do Writing Time on page 189 of textbook
GRAMMAR - Writing
Ask pupils to read the short story on page 187 of text book
1. Motivation;
Where did Rhea come from?
What are the thing she brought for her friends?
What are the words she used to show ownership?
2. Presentation:
Read the sentences on age 187 of textbook
3. Lesson Proper:
Discuss the uses of possessive pronouns on page 188 of textbook
84
4. Generalization:
What are possessive pronouns?
When do we use question mark? Exclamation point?
How can you protect our nature?
6. Evaluation:
Do Activity on page 188 of textbook
Answer Key
1. Hers
2. His
3. Mine
4. Ours
5. Theirs
V. Assignment:
1. !
2. ?
3. ?
4. !
5. ?
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Lesson 16
Lesson 16 : Protecting the Animals
Protecting the Animals
I. Objectives:
A. Listening: Validate ideas made after listening to a story
B. Speaking: Read words with long i sounds
C. Vocabulary: Give antonyms of words
D. Reading : Distinguish facts rom opinions
E. Grammar: Use adjectives in sentences
F. Writing: Use proper capitalization
II. Subject Matter:

Topics:
A. Story: Saved by the Dog
B. Words with long i sound
C. Antonyms
D. The Boy Who Cried Wolf
E. Adjectives
F. Proper Capitalization
Materials: picture of favorite pet

copy of the story Saved by the Dog
copy of the story, The Boy who cried Wolf

III. Procedure:
LISTENING
Ask : Do you have pets at home?
What is the name of your pet?
1. Motivation;
Ask: How much do you love your pet?
Do you play together?
86
2. Presentation:
Have the class listen to the story, Saved by the Dog
Saved by the Dog
Ignacio family has a dog that they loved most. The dog’s name is Poochie.
Poochie is almost the age of the youngest in Ignacio, his name is Kyle. Poochie is
a loving, sweet and playful dog. Kyle and Poochie always find time to play in the
backyard. Poochie is not just a dog but a family member.
One day, the members of the family went to school and office for work. The
Grandmother is the only person left at home with Poochie. The Grandmother felt
uneasy and collapsed due to high blood pressure. Poochie did what a family
member should do.
The dog played dead to get the attention of drivers who are passing that
time. One man stopped and checked on Poochie thinking that the dog was dead.
Poochie caught the attention of the driver and guided him towards Grandmother.
Grandmother was brought to hospital and was safe. Kyle and the whole
family were so thankful to Poochie.
3. Lesson Proper:
Do Activity on page 191
4. Generalization:
Ask: How important our pets are?
Ask: How do we take care of our pets?
SPEAKING
Teacher will read words on page 192
1. Motivation
Read aloud the words and phrases long i sound on page192 of textbook.
87
2. Lesson Proper
Read and Sing the song on page 192-193
3. Generalization
How do we pronounce /i/?
4. Evaluation
Group the pupils into five then perform the song in front of class
Ask:
Why is it important to tell the truth?
1. Motivation;
What will happen if we do not tell the truth?
2. Presentation:
Read the story on page 193 of text book entitled, The Boy who cried wolf
3. Lesson Proper:
b. Discuss word hub on page 195-196 of text book
Answer Key
Activity 1
1. fast – slow
2. loud – quiet
3. right – wrong
4. young – old
5. dry – wet
c. Read and discuss fact and opinion on page 196
Answer Key
1. O
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2. F
3. F
4. O
5. O
4. Generalization:
What are facts and opinions?
What have you learned from the story?
6. Evaluation:
Answer Key
Activity
1. Fact
2. Opinion
3. Opinion
4. Fact
5. Opinion
IV. Assignment
Have the pupils answer Writing Time on page 200 of text book
GRAMMAR - Writing
Ask pupils to do the activity on page 198 of text book
1. Motivation;
Read the sentences on page 198-199 of textbook
2. Lesson Proper:
What are the words that describe the animals?
3. Generalization:
What are adjectives?
89
Ask pupils to answer “Let’s Reflect” on page 202 of textbook
5. Evaluation:
Ask pupils to do the Activity on page 199 of textbook
Answer Key
Turtle Elephant
light huge
green black
slow gentle
Kangaroo Whale
big fat
brown blue
springy speeding
Giraffe
tall
orange
fast
VI. Assignment:
90
Lesson 17 Saving the Wildlife
Lesson 17: Saving the Wildlife
I. Objectives:
A. Listening: Activate prior knowledge based on new knowledge formed
B. Speaking: Read words with long o sounds
C. Vocabulary: Show understanding of long /o/ through pictures
D. Reading: Sequence at least 3 events from the story read
E. Grammar: Use comparative and superlative form of adjective
F. Writing: Complete patterned poems using appropriate rhyming words
II. Subject Matter:

Topics:
A. Article: The Philippine Wildlife: Rare Animals in the Philippines
B. Words with long o sound
C. The City Mouse and the Country Mouse
D. Comparative and Superlative form of Adjective
E. Rhyming Words
Materials: picture of rare animals in the Philippines

copy of the Article: The Philippine Wildlife: Rare Animals in the Philippines
graphic organizers
References: Textbook page 203 - 213
A. Procedure:
LISTENING
Show pictures of kagwang, pilandok, pawikan and tamaraw
1. Motivation;
Ask: Are you familiar with these animals? Have you seen any of them? Where?
2. Presentation:
Have the class listen to the article , The Philippine Wildlife :: Rare Animals in the
Philippines
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The Philippine Wildlife :: Rare Animals in the Philippines
(source : http://hubpages.com/education/The-Philippine-Wildlife-or-Rare-Anima)
The Philippines is indeed a haven for wonderful animals whether they thrive in water or in land. The
country boasts of many animals endemic to her, great or small. But the denudation of the forests due to
illegal logging, slash-and-burn farming, and urbanization is stripping her fabulous animals of their natural
habitats and sanctuaries. Additionally, illegal poaching and over hunting is also wreaking disorder on the
conservation efforts of the country’s environmentalists as well as the concerned non-governmental groups.
The Philippine Flying Lemur or Colugo - Also known as Kagwang by local folks, this fascinating
mammal can be mistaken as a big bird as they are like flying gracefully in mid-air.
Kagwang has a head that resembles like that of dog and its body can be likened to the Canadian
flying lemur. The Kagwang is actually gliding in the air not flying and it is adept in doing so.
The Philippine Sea Turtle – Also called here as Pawikan this marine creature patrols the open sea
and when hungry will stalk on small fishes, crustaceans and jellyfishes. It is saddening to know that some of
these dies of suffocation by eating plastic or balloons (the busted ones that find its way in the sea or ocean),
that are mistaken as a delectable jellyfish.
The Philippine Mouse Deer – In other countries this animal is also called chevrotain but in the
Philippines it is called Pilandok. Although, not really a species of deer, Pilandok can only be found in the
Philippines. The right tag for this awesome creature is a mouse deer, to be precise and accurate. The male
ones don’t grow horns but will rely more on its larger front canine tusk-like teeth on its upper jaw to fend off
the attacks of predators. Other types of mouse deer can also be found in Southeast Asia, Sri Lanka and
India.
The cousin of the water buffalo, carabao, or the so-called “Beast of Burden,” tamaraw is endemic
only to the Philippines and to be specific in Mindoro. It is recognizable by its “V” form horn and it is usually
smaller than the carabao. Now critically endangered, this rare bovine can measure up to five to six feet in
length and can weigh up to 300 kgs.
3. Lesson Proper:
Discuss
What are the rare animals mentioned in the article?
Tell something about them
4. Generalization:
Ask: What have people done that led to the destruction of habitat of rare
animals?
Do Let’s Reflect on page 213
SPEAKING
92
1. Motivation
Read aloud the words and phrases with long i sound on page204 of textbook.
2. Lesson Proper
Ask pupils to read the words and phrases by group then by individual
3. Generalization
How do we pronounce /o/?
4. Evaluation
Ask: Have you experienced being in danger because of a wrong decision?
1. Motivation;
What do you do to come up with the correct decision?
2. Presentation:
Read the story on page 205 of text book entitled, The City Mouse and The Country
Mouse
3. Lesson Proper:
b. Discuss Learn and Grow on pages 206
4. Generalization:
How do you sequence events?
Where do you prefer living, in a city or in a country?
6. Evaluation:
93
GRAMMAR - Writing
Ask pupils to read the poem on page 207-208 of text book
1. Motivation;
What are Almighty God’s creations? What are so amazing about them?
2. Presentation:
Read page 209 Degrees of Comparison
3. Lesson Proper:
a. Discuss the Degrees of Comparison
b. Do Let Ideas flow on page 212 of textbook
4. Generalization:
What are the degree of comparison? How do we use them?
How amazing are God’s creations?
6. Evaluation:
Do Activities on pages 211-212 of text book
Answer Key
Activity A Activity B
1. faster 1. most colorful
2. bigger 2. most loved
3. scarier 3. prettiest
4. more lovable 4. smallest
5. stronger 5. most intelligent
G. Assignment:
Do Writing Time on page 213 of text book
94
Lesson 18
Lesson 18: Caring for Plants
Caring for Plants
I. Objectives:
A. Listening: Tell and explain processes in doing things from a selection
listened to
B. Speaking: Read words with long u sounds
C. Vocabulary: Identify meaning words through contextual clues
D. Reading: Differentiate reality from fantasy in the story read
E. Grammar: Use adjectives in a series
F. Writing: Infer from a print source
II. Subject Matter:
Topics:
A. Article: Plant a tree seed, save a planet
B. Words with long u sound
C. The Upo Plant
D. Reality and Fantasy
E. Adjectives in Series
Materials: picture of words with long u sound

copy of the article: Plant a tree seed, save a planet
puzzle
III. Procedure:
LISTENING
Have a short trip to the school garden
1. Motivation;
Ask: Have you tried planting vegetables and other plants in your backyard? What
happened? Did they grow to be big plants? How do you feel looking at the plants
grow?
2. Presentation:
Have the class listen to the text, Plant a Tree Seed, Save a Planet.
95
Plant a tree seed, save a planet
Source WWF © Malcolm Romain / istockphoto
It's the smallest thing but possibly the grandest gesture you can do today... Plant a tree
seed.
All you have to do is make sure they are the seeds of trees that found naturally - or
"native" - to the place in which you live.
But where do you plant it?
On the side of the street, in your garden, in the park, by a lay-by, on the side of a field or next
to a wood... anywhere where there's space and light. Then all you have to do is
1. bend down,
2. push your finger into the soil about to about 2cm (1 inch) depth - or use a pen - and pop
that seed in.
3. Then stand on the hole to close it over and tuck it in.
That's it.
That's all you have to do.
You've taken a step, an action, that helps our only planet - the planet we depend on and cling to -
breathe a little easier (quite literally).
It may be a simple act.
It may have been easy to carry out. But given half a chance that seed will grow and grow
and mean more and more as your life goes on.
Your one single action gains significance as it grows, as you grow.
3. Lesson Proper:
Discuss
- What does the campaign tell us about?
- Is the activity easy to do?
- What are the steps to follow in planting a seed?
- Will it be fun doing the said activity?
4. Generalization:
Ask: How to plant a seed?
Ask: Why is it important to plant a tree?
96
SPEAKING
1. Motivation
Read aloud the words and phrases with long u sound on page 215 of textbook.
2. Lesson Proper
3. Generalization
How do we pronounce /u/?
4. Evaluation
Do the puzzle on page 216 of textbook
Ask:
Do you love eating vegetables?
What is your favorite vegetable?
1. Motivation;
Are you familiar with vegetable “upo”?
Do you eat “upo”?
2. Presentation:
Read the story on page 216 of text book entitled, The Upo Plant
3. Lesson Proper:
b. Discuss word hub on page 218 of text book then answer
Activities on pages 219-220
97
Answer Key
Activity A Activity B
1. b 1. saw
2. a 2. hat
3. a 3. prepare
4. c 4. raw
5. c 5. eager
c. Discuss Learn and Grow on pages 220-221
4. Generalization:
What are contextual clues?
What are reality and fantasy?
6. Evaluation:
Do Activity on page 221-222 of text book
Answer Key
1. reality 6. reality
2. fantasy 7. fantasy
3. fantasy 8. reality
4. reality 9. reality
5. fantasy 10. fantasy
GRAMMAR - Writing
Ask pupils to read the paragraph on page 222 of text book
1. Motivation;
What are the adjectives used to describe the roses? Flowers?
2. Presentation:
How are the adjectives arranged?
3. Lesson Proper:
Discuss the adjectives in series on page 223 of textbook
4. Generalization:
How are adjectives arranged in order?
98
5. Evaluation:
Do Activity on pages 223-224 of text book
Answer Key
Activity 1
1. little, white, fragrant
2. old, fascinating, Victorian
3. cute, little, Persian
4. long, red, party
5. pink, rubber, Hello Kitty
VII. Assignment:
Do Writing Time on page 224 of text book
99
Lesson 18
Lesson 19 : Sharing with Neighbors
Sharing with Neighbors
I. Objectives:
A. Listening: Express opinions and feelings about others
B. Speaking: Read words and phrases with diphthongs
C. Vocabulary: Identify homonyms/homographs
D. Reading : Use adjectives in writing sentences
E. Grammar: Engage in pre-writing activities
F. Writing: Write about elements of a story based on movie watched
II. Subject Matter:

Topics:
A. Poem: My Neighbors and Friends
B. Diphthongs
C. Homonyms/homographs
D. Story : The Good Samaritan
E. Adjectives
F. Elements of Story
Materials:
copy of the poem “My Neighbors and Friends”
copy of the story, The Good Samaritan
graphic organizers
References: Textbook pages 226 - 248
III. Procedure:
LISTENING
Have the class look at the picture of neighbors doing activities together.
1. Motivation;
Ask: Do you spend time playing with your neighbors? How do you feel playing
with them?
100
2. Presentation:
Have the class listen to the story, My Neighbors and Friends.
My Neighbors and Friends

by Ellen Bailey
My neighbors and my friends are very dear to me

They are always there whenever there is a need
We talk to each other and we borrow and lend
Such treasures they are, my neighbors and friends
I sing when they sing and I laugh when they laugh

We do things for each other on the other's behalf
They share with me their many worries and fears
I share with them my compassion and my tears
How lonely and cheerless a place my soul would be

Without such neighbors and good friends as these
I cherish them all and take each one into my heart
Feeling the love and kindness each in turn imparts
3. Lesson Proper:
Discuss
- How important are your neighbors for you?
- What are the things you enjoy doing with them?
- How would you feel if you do not have neighbors?
4. Generalization:
Ask: How much do you appreciate your neighbors?
Ask: Why is it important to love our neighbors?
SPEAKING
1. Motivation
101
Read aloud the words and phrases on page 227 of textbook.
2. Lesson Proper
3. Generalization
How do we pronounce diphthongs?
4. Evaluation
Answer Key
1. saw 6. Crown
2. law 7. cloud
3. chew 8. House
4. throw 9. Count
5. round 10. found
Ask:
If a stranger asked for your help, what will you do? Why?
1. Motivation;
Will you be happy if you help a stranger? Explain your answer.
2. Presentation:
Read the story on page 228-229 of text book entitled, The Good Samaritan
3. Lesson Proper:
Answer Key
1. rode 1. b - a
102
2. hair 2. b - a
3. flower 3. a - b
4. wood 4. b - a
5. aunt 5. b - a
4. Generalization:
What are homophones? Homographs?
6. Evaluation:
Answer Key
Activity
1. homophones 4. homographs
2. homophones 5. homophones
3. homophones
GRAMMAR - Writing
Ask pupils to read the paragraph on page 233 of text book
1. Motivation;
Read the sentences on page 233
2. Presentation:
Ask pupils to describe the
1. butterflies – garden
2. man – street
3. Mrs. Reyes
4. Children – park
5. Animals - forest
103
3. Lesson Proper:
- Guide the pupils in expanding the sentences on page 223 by adding descriptions or
adjectives
- Recall the elements of a story
4. Generalization:
How do we expand sentences?
What are the elements of story?
5. Evaluation:
104
Lesson 20 Cherishing our Friends
Lesson 20 : Cherishing our Friends
I. Objectives:
A. Listening: Note important details
B. Speaking: Read words and phrases with digraphs
C. Vocabulary: Form compound words
D. Reading : Draw conclusion from the story read
E. Grammar: Use demonstrative pronouns this/ that/ these/ those
F. Writing: Read aloud one’s work
Topics:
A. Song: You're My Best Friend Lyrics by Nelson del Castillo
B. Digraphs
C. Compound words
D. Story : The Lion and The Mouse
E. Demonstrative pronouns
Materials:
copy of the song “You're My Best Friend Lyrics by Nelson del Castillo”
copy of the story, The Lion and The Mouse
graphic organizers
II. Procedure:
LISTENING
Do you have friends at home?
1. Motivation;
Ask: Do you have friends in school?
What are the things that you love to do together?
105
2. Presentation:
Have the class listen to the song You're My Best Friend Lyrics by Nelson del Castillo.
You're My Best Friend

Lyrics by Nelson del Castillo
Many people say true friends are hard to find
But I know I'm not that kind
They come and go and sometimes leave us behind
Like a wind that passes by
Chorus
(Cause)When you need a friend, That you can depend
You can count on me because, you're my best friend
When you're feeling down, And your heart is hurt
You can call on me and, i'll be there for you friend
Good things may come and then bad things may go

Like a birth a long time ago
You're like the ship that's sailing across the sea
To the waves that's so unkind
3. Lesson Proper:
Discuss
- Why did the singer say true friends are hard to find?
- What are the things you can do with your friend?
- What do you think is the meaning of “best friend”?
4. Generalization:
Ask: How much do you appreciate your friends?
Ask: Why is it important to love our friends?
SPEAKING
1. Motivation
106
Read aloud the words and phrases on page 238 of textbook.
2. Lesson Proper
3. Generalization
How do we pronounce digraphs?
4. Evaluation
Answer Key
1. ck 6. sh
2. th 7. ck
3. th 8. sh
4. ch 9. ck
5. ch
Ask:
If a stranger asked for your help, what will you do? Why?
1. Motivation;
Ask : Can enemies be friends? Can you trust your enemy for your life?
2. Presentation:
Read the story on page 239-240 of text book entitled, The Good Samaritan
3. Lesson Proper:
b. Study the pictures on page 241
4. Generalization:
What are compound words?
107
6. Evaluation:
Answer Key
1. starfish 1. Airplane 6. fireman
2. butterfly 2. Footprint 7. backbone
3. armchair 3. Eyeball 8. sunshine
4. sunflower 4. Outdoor 9. goldfish
5. cupboard 5. Waterfalls 10. flashlight
GRAMMAR - Writing
Ask pupils to study pictures on page 244 of text book
1. Motivation;
2. Presentation:
How many are we talking about when we use this and that? These and those?
How near or far are we talking about when we use this and that? These and those?
3. Lesson Proper:
Discuss what demonstrative pronouns are and their uses.
4. Generalization:
How do we use this is, that is, these are and those are?
5. Evaluation:
108
Answer Key
Activity
A. 1. This B. 1. Those C. 1. these
2. these 2. This 2. that
3. those 3. That 3. these
4. that 4. Those 4. that
5. these 5. These 5. Those
6. Assignment
D0 Let Ideas Flow on page 247 of textbook
SUMMATIVE TEST
A. 1. bat 2. bread 3. hint 4. mouth 5.

hunger
B.
Cause Effect
6. It rained yesterday The farmers are happy
7. He didn’t bring umbrella So he went home wet
8. He went home wet That is why he got fever
9. Because of the rain The cars got stranded
10. Because of nonstop heavy rain La mesa dam overflow
C. 11. Julia and Jeffrey

12. They came home wet from school due to heavy rain.
13. the house cat ate the egg sandwich of Julia and Jeffrey
14. Yes, I will chase the cat too.
15. they, her, their, he, she
D. 16. Mine 17. They 18. His 19. We 20. Our
E. 21. Homonyms 22. Antonyms 23. Homographs 24. Anonyms 25. synonyms
F. 26. 27. 28. 29. 30.
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G. 31. Pretty 32. Green 33. Sweet 34. Three 35. Persian
H. 36. D 37. A 38. C 39. E 40. B
I. 41. Most intelligent

42. better
43. industrious
44. prettier
45. tallest
110
UNIT 4
Beyond Imagination
"Through our imagination,

we can make new creation,
Then everything is possible
and magic is believable."
111
Lesson 21 Make me Believe
UNIT 4 : BEYOND IMAGINATION
Lesson 21: Make Me Believe

I. Objectives:
A. Listening: Identify and use elements of an informational/factual text heard (School
events/sports)
B. Speaking: Read words with vowel digraphs /ai/ pail /ay/ (bay)
C. Vocabulary: Match words, sentences containing these words with pictures
D. Reading : Give correct meaning of homonyms
Use clues from the context to figure out what words mean
E. Grammar: Use the most frequently occurring preposition of place
F. Writing: Follow simple directions
Note important details from the wordless picture presented
II. Subject Matter:

Topics:
A. Words with digraphs /ai/ pail /ay/ (bay)
B. Story : The Legend of Makahiya
C. Homonyms
D. Prepositions
E. Following Directions
Materials: picture of words with long a sound

copy of an announcement
copy of the story, The Legend of Makahiya
graphic organizers
pictures
III. Procedure:
LISTENING
Ask : Does your school celebrate “Book Fair”?
112
1. Motivation;
Ask: Do you dress up like any book character during the “Book Parade”?
2. Presentation:
Have the class listen to this announcement
In line with the National Reading Month, Masayahin Elementary School is holding a
“Book Fair”
What : Book Fair
When : November 7-11
Activities : Monday “Book Parade”
Tuesday “Share a Story Win a Buddy”
Wednesday “ Character Sketching”
Thursday Launching of Project “ANA (Aba Nakakabasa Na
Ako)
Friday Closing Program
3. Lesson Proper:
Discuss
1. What is going to happen in Masayahin Elementary School?
2. How long is the event?
3. In what celebration the “Book Fair” is related?
4. What are the activities lined up for the said event?
5. Do you think you will enjoy the event? Why?
4. Generalization:
Ask: What is Book Fair?
Ask: Why is it important to celebrate Book Fair?
113
SPEAKING
What are the kids doing in the picture?
1. Motivation
Read aloud the words and phrases with digraph /ai/ and /ay/ on page255 of textbook.
2. Lesson Proper
by individual.
3. Generalization
How do we pronounce /a/?
4. Evaluation
Answer Key
pain from sprain braid my hair
play all day say okay
rainy day slips on the way
Ask:
Have you ever wondered where things around us originated?
1. Motivation;
114
Show picture of Makahiya then ask the pupils if they are familiar with the plant.
2. Presentation:
Read the story on pages 258-259 of text book entitled, The Legend ofMakahiya
3. Lesson Proper:
Answer Key
1. c 2. d 3. b 4. E 5. A
c. Do Activity on pages 260-261 of text book

Answer Key
1. b 2. a 3. a 4. a 5. b
4. Generalization:
What are the important events in the story?
What are homonyms?
Have the pupils answer Learn and Grow on page 261-262 of text book
Answer Key
CDBAE
6. Evaluation:
Do Let Ideas Flow on page2 265-266 of text book
IV. Assignment
Have the pupils answer Writing Time on page 267 and Let’s Reflect on page 268of text
book.
GRAMMAR - Writing
Ask pupils to study the pictures on page 263 of text book
115
1. Motivation;
Where can you find the Makahiya plant in different pictures?
2. Presentation:
Read:
in on beside between
3. Lesson Proper:
When do we use the words : in on beside between?
4. Generalization:
What are prepositions?
When do we use prepositions?
What are the ideal characteristics of a young lady based from the story?
6. Evaluation:
Do Activities on page 264 of text book
Answer Key
1. under
2. on
3. beside
4. in
5. in front
Practice
1. on 6. on
2. under 7. between
3. in front 8. on
4. beside 9. in
5. over 10. under
IV. Assignment:
116
Answer Key
1. His 1. She
2. Her 2. He
3. Me 3. Them
4. Him 4. They
5. Us 5. Him
117
Lesson 22 Color my World
Lesson 22 : Color My World
I. Objectives:
A. Listening: Follow three-steps direction
B. Speaking: Read and match words, phrases and sentences with long vowel
digraphs /ea/ and /ee/
C. Reading: Show understanding of the story read by presenting them through
dramatization, role playing
D. Vocabulary: Use homonyms in sentences correctly
E. Grammar: Use the most frequently occurring prepositions of time
F. Writing: Identify and describe favourite authors and stories
Not details from an announcement
II. Subject Matter:
Topics:
A. Game: “Simon Says:”
B. Words with digraphs /ea/ and /ee/
C. Story: The Rainbow Legend
D. Homonyms
E. Prepositions
F. Announcements
Materials: picture of words with digraphs /ea/ and /ee/

copy of the story, The Rainbow Legend
III. Procedure:
LISTENING
Ask : Can you follow simple directions?
Why is it important to follow directions?
118
1. Motivation;
Ask: Do you know the game “Simon Says”
2. Presentation:
Listen carefully as your teacher gives the rules of the game..
How to Play “Simon Says:”

1. Gather your group of players.
2. Designate someone as Simon.
3. Understand the role of Simon. Simon is the leader and commander of the group of
listeners. Simon gives commands to the group of listeners.
4. Understand the role of the listeners. Listeners must listen closely to what the
leader, Simon, commands them to do. If Simon gives a command by first stating,
“Simon says…” the listeners must obey Simon’s command.[4] If Simon gives a
command without first saying, “Simon says…” the listeners must not obey his
command.[5]
5. Give commands as Simon.
a. Touch your toes
b. Hop on one foot.
c. Dance around the room
d. Do some jumping jacks.
e. Give yourself a hug.
6. Obey commands as a listener. As a listener, you have to listen and pay attention
very carefully to the commands given by Simon. Simon will try to trick you into
obeying commands you shouldn’t by giving the commands very quickly.
7. Start a new game. Keep playing until there is one remaining listener left.
 Play the Game
3. Lesson Proper:
Discuss
Did you enjoy the game “Simon Says”?
Who won the game? What do you think is his strategy to win the game?
What must you do to win the game?
119
4. Generalization:
Ask: Why is it important that you listen attentively?
Ask: Why is it important to follow directions properly?
SPEAKING
Teacher will read words on page 270 of textbook
1. Motivation
Read aloud the words and phrases on page 270 of textbook
2. Lesson Proper
Ask pupils to read the words and phrases by group then by individual.
3. Generalization
How do we pronounce words with digraphs /ea/ and /ee/?
4. Evaluation
Do Activity on pages 271-272of text book
Answer Key
A. teeth bee
wreath peach
meat seed
beat leaf
knee three
B. We love the beach and the sea.

Let us have a tea party.
I love to sleep and eat.
The team practice weekly.
The sheep needs food to eat.
120
Ask: Do you love staring at rainbows?
1. Motivation;
How you ever wondered how rainbows are made?
Is it true that rainbows can only be seen after the rain?
2. Presentation:
Read the story on pages 273-274 of textbook entitled, The Rainbow Legend
3. Lesson Proper:
b. Discuss Homonyms/homographs on page 274 of textbook
Answer Key
1. c
2. a
3. c
4. a
5. b
4. Generalization:
How do you understand the story?
How do you whenever you see rainbow?
6. Evaluation:
Do Learn and Grow on page 276 of textbook
7. Assignment
Do Let Ideas Flow on page 278 of textbook
121
GRAMMAR - Writing
Study page 276 of text book
1. Motivation;
What do you notice with the underlined words?
2. Presentation:
Read the sentences on age 276 of textbook
3. Lesson Proper:
Discuss the uses of prepositions on page 276 of textbook
Do Watch and Learn on page 279 of textbook
4. Generalization:
When do use prepositions at, in and on?
5. Evaluation:
Answer Key
1. In 6. On
2. On 7. At
3. On 8. On
4. In 9. In
5. On 10. at
1. on 2. at 3. at 4. In 5. in
V. Assignment:
122
Lesson 23 My Hero
Lesson 23 : My Hero
I. Objectives:
A. Listening: Activate prior knowledge based on the stories (literary or
expository test) listened to
B. Speaking: Read words with digraph /oo/ and /oa/
Show understanding of the meaning of words with diphthongs /au/
and /aw/ by using them incorrect sentences
C. Vocabulary: Match words, sentences containing these words with
pictures
D. Reading : Note important details regarding character, setting and plot in the
story read
E. Grammar: Identify adverbs of manner
F. Writing: Take part in creative responses to stories like preparing journal
and logs
Answer questions from an advertisement
II. Subject Matter:
Topics:
A. Story: An excerpt from My Personal Hero
B. Words with digraph /oo/ and /oa/
Words with diphthongs /au/ and /aw/
C. Bidasari
D. Adverbs of Manner
E. Advertisement
Materials: pictures
copy of the story An excerpt from My Personal Hero
copy of the story, Bidasari
puzzle, Word Bingo
123
III. Procedure:
LISTENING
Ask : Who is your favourite hero?
What are the super powers of your favourite hero? (sharing)
1. Motivation;
Look at the picture in your book on page 283.
What can you say about the “Mom”?
2. Presentation:
Have the class listen to the story.
An excerpt from My Personal Hero

By Mary Ellen Dillon
Everyone has someone they look up to and want to be just like one day and
everyone has different opinions and who a true hero is. My personal hero is my
mother. My mom is my favorite person in the world because she is always there
when I need her most and I don’t know where I would be today without her. She
has blessed me with a great life and I am forever thankful for all she does for me.
Nobody could ever compare to my mother. She is the most caring, loving, and
genuine person I know and that is why she is my hero.
A hero to me is a person that is there for you no matter what; they will always be
by your side even if times do get tough. My mom has a never left my side, and I
know she will always be there for me whether I am upset and crying or I am
celebrating a new accomplishment in my life. I have never met someone who is so
selfless as her. She has always put me first in her life and done everything she
could to be the best mother and give me the best life. Putting up with me is not
easy. I am moody, stubborn, and at times I think I know everything. My mother
and I don’t have the perfect relationship. We get in arguments and disagree on a
lot of things, but no matter how big of a fight we get in we always make up by the
end of the day because we both know we couldn’t live without each other.
3. Lesson Proper:
Discuss
Who is referred to as “my personal hero”?
124
Why is she considered ‘hero’?
What are her special qualities?
4. Generalization:
Ask: What are Moms’ super powers?
Ask: How about you, can you call your Mom a ‘hero’? Why?
SPEAKING
1. Motivation
Read aloud the words and phrases long i sound on page 282 of textbook.
2. Lesson Proper
Do word Bingo on page 283
3. Generalization
How do we pronounce digraph /oo/ and /oa/?
4. Evaluation
Answer Key
toad spoon hook
coach rooster railroad
Ask: Do you love listening to stories of love and adventure?
125
1. Motivation;
What are epics?
2. Presentation:
Read the story on pages 284-286 of text book entitled, Bidasari
3. Lesson Proper:
b. Discuss word hub on page 287 of text book
Answer Key
1. C 6. C
2. A 7. A
3. A 8. B
4. C 9. B
5. C 10. A
c. Read and discuss diphthongs on page 288-289
Answer Key
1. August 6. draw
2. vault 7. faucet
3. law 8. jaw
4. yawn 9. dawn
5. sauce 10. Caught
d. Do Learn and Grow on page 289-290 of text book
4. Generalization:
Describe the characters in the story?
What lesson have you learned from the story?
6. Evaluation:
Do Let Ideas Flow on page 293 of text book
IV. Assignment
Have the pupils answer Watch & Learn on page 294 of text book
126
GRAMMAR - Writing
Ask pupils to read the paragraph on page 291 of textbook
1. Motivation;
Do the activity on page 291 of text book
Answers
1. today 5. Patiently
2. carefully 6. Eagerly
3. slowly 7. Fast
4. quickly
2. Lesson Proper:
What are the words that you come up after rearranging the letters?
3. Generalization:
What are adverbs?
Do you also help your mother at home? How?
5. Evaluation:
Do the Activity on page 292 of textbook
Answer Key
1. quietly - went out 6. Inside - went
2. gently - handled 7. Briefly – stopped
3. foolishly – acted 8. Almost – convinced
4. easily – believed 9. Instantly – fell
5. yesterday – planned 10. Poorly – decided
VI. Assignment:
127
Lesson 24 Heroes of Our Land
Lesson 24 : Heroes of our Land
I. Objectives:
A. Listening: Note important details in a selection listened to
B. Speaking: Read words with vowel diphthongs /oy/ boy /oi/ boil /ow/ bow
C. Vocabulary: Match words, sentences containing these words with pictures
D. Reading: Sequence 3 events from the story read
Identify affixes and root words
E. Grammar: Use degrees of Comparison of Adverbs
F. Writing: Sequence events using wordless pictures
II. Subject Matter:

Topics:
A. Article: Efren Peñaflorida
B. Words with vowel diphthongs /oy/ boy /oi/ boil /ow/ bow
C. A Yolanda victim becomes a Hero
D. Affixes and Root words
E. Degrees of Comparison of Adverbs
Materials: picture of Efren Peñaflorida

copy of the Article: Efren Peñaflorida
pictures of heroes
References: Textbook page 296 - 307
A. Procedure:
LISTENING
Show pictures of heroes
Ask : What are the qualities of a hero?
1. Motivation;
Show picture of Dr. Jose P. Rizal
Ask : Are you familiar with the person on the picture?
128
2. Presentation:
Have the class listen to the article ,
3. Lesson Proper:
Discuss
What makes Kuya Efren different from others?
What is his project that made him famous?
What are the awards that he received?
Can we consider him a modern hero? Why?
Can you be a modern hero too? How?
4. Generalization:
Ask: What are the qualities of a hero?
129
SPEAKING
1. Motivation
Read aloud the words and phrases with vowel diphthongs /oy/ boy /oi/ boil /ow/ bow
by group then by individual on page 297 of textbook.
2. Lesson Proper
Ask pupils to answer activity on page 298 of textbook
3. Generalization
How do we pronounce vowel diphthongs /oy/ /oi/ /ow/ ?
4. Evaluation
Answer Key
cowboy toy soy
coil oil boil
crown brow cow
owl coin boy
Read the short introduction about our country being an archipelago and its effect on
page 300 of textbook?
1. Motivation;
Are you familiar with the typhoon Yolanda?
Dis your mother tell story about this typhoon?
130
2. Presentation:
Read the story on pages 300-301 of text book entitled, A Yolanda Victim becomes a
Hero
3. Lesson Proper:
b. Discuss Word Hub on pages 302
4. Generalization:
Can anyone be a hero? How?
What are affixes? root words?
How can you be a hero in simplest possible way?
6. Evaluation:
Do Learn and Grow on page 303-304 of text book
GRAMMAR - Writing
1. Motivation;
Discuss the questions on page 304
2. Presentation:
Read page 305 Degrees of Comparison in Adverbs
3. Lesson Proper:
a. Discuss the Degrees of Comparison
Do Activity on page 305of textbook
131
4. Generalization:
What are the degrees of comparison in Adverbs? How do we use them?
Do Let Ideas Flow on page 306
6. Evaluation:
Answer Key
1. later 6. More correctly
2. beautifully 7. More carefully
3. best 8. Calmly
4. clearly 9. Fast
5. well 10. Most happily
132
Lesson 25 Going to Places
Lesson 25: Going to Places
I. Objectives:
A. Listening: Sequence at least 3 events using signal words from a story
listened to
B. Speaking: Recognize and read some irregularly spelled words (enough,
through )
C. Vocabulary: Identify prefixes
D. Reading: Interpret simple maps of unfamiliar places based on a short story
read
E. Grammar: Identify and Use adverbs of manner
F. Writing: Make an invitation card
Write ideas from the article read
II. Subject Matter:
Topics:
A. Article: Blast from the past
B. Irregularly spelled words (enough, through )
C. Prefixes
D. Story : The Proud King
E. Simple maps
F. Adverbs of manner
Materials: copy of the article: Blast from the past

Flood hazard map
III. Procedure:
LISTENING
Look at the picture on page 308 of textbook
1. Motivation;
Ask: What do you think is happening in the picture?
Who are these two persons?
133
2. Presentation:
Have the class listen to the text, Plant a Tree Seed, Save a Planet.
Blast from the past
It was almost past eight in the evening when I realized I was walking alone in the
middle of nowhere. It was raining with flashes of lightning that served as my guide to see the path
since I was surrounded by darkness.
I heard footsteps from behind and I don’t want to take a look because it gives me a
creepy feeling. I made big and quick steps to escape the coming sound of footsteps. Then I
decided to run as the sound becomes closer.
A tap on my shoulder made me stop and glanced behind. I almost cried for help
but it was my father.
3. Lesson Proper:
Discuss
Did the story give you a feeling of excitement or fear?
Recall what happened in the story then complete the diagram.
(See page 309 of textbook)
4. Generalization:
Ask: Why does it give you a feeling of excitement/fear?
SPEAKING
1. Motivation
Read aloud the words and phrases with long u sound on page 309 of textbook.
2. Lesson Proper
134
3. Generalization
How do we make sure words are spelled correctly?
4. Evaluation
Do activity on page 310 of textbook
Ask:
Do you love eating vegetables?
What is your favorite vegetable?
1. Motivation;
Look at the map on page 310 of textbook
2. Presentation:
Read the paragraph on page 310 then study the map to answer the questions
3. Lesson Proper:
b. Answer Activity on page 311
c. Discuss word hub on page 312 of text book
d. Answer Activity on page 313 of textbook
4. Generalization:
How do we understand map?
What are prefixes?
Why is it important that we know how to read maps?
6. Evaluation:
135
Answer Key
1. unwrap 6. behaved
2. preheat 7. dishonest
3. return 8. replay
4. unable 9. unmatched
5. untie 10. recycled
7. Assignment
GRAMMAR – Writing
Ask pupils to read the story “The Proud King” on page 314 of text book
1. Motivation;
What are the characteristics a good King must have?
2. Presentation:
Read the story “The Proud King” on pages 314-315 of textbook
3. Lesson Proper:
Read the sentences on page 315 then discuss the adverbs used.
4. Generalization:
How are Adverbs of manner?
5. Evaluation:
Answer Key
1. quickly 6. Clearly
2. carefully 7. Desperately
136
3. quietly 8. Innocently
4. happily 9. Loudly
5. hardly 10. Sadly
VII. Assignment:
Writing Time on page 318 of text book
137
Lesson 26 Take it Easy with Technology
Lesson 26 : Take it Easy with Technology
I. Objectives:
A. Listening: Retell some parts of the story listened to
B. Speaking: Read aloud familiar prose and poetry with fluency, appropriate
rhythm, pacing and intonation
C. Vocabulary: Identify suffixes
D. Reading : Interpret signs and symbols read
E. Grammar: Identify and use adverbs of time
F. Writing: Make a card for various occasions (birthday)
Write insight from a poster presented
II. Subject Matter:

Topics:
A. Story: THE RED MOON
B. Suffixes
C. Signs and Symbols
D. Adverbs of time Adjectives
Materials:
copy of the story “THE RED MOON”
Signs and Symbols
posters
III. Procedure:
LISTENING
Ask : Have you ever wondered what life would be in the moon or other planets?.
1. Motivation;
138
Ask: If given the chance to fly to the moon, what would be the first thing that you
will do?
2. Presentation:
Have the class listen to the story, THE RED MOON
THE RED MOON

There was once a little grey planet that was very sad. The people living there
hadn't looked after it, despite them having all the inventions and space ships you could
ever need. They had contaminated the whole countryside so much with rubbish and
pollution that there were no plants or animals left.
One day, a little boy was walking on the planet, when he passed a cave and
noticed a small red flower inside. The flower was very sick - almost dying - so the boy
carefully dug up the flower, with roots, soil and everything. Then, he started looking for a
place where he could look after it. He searched all over the planet, but everywhere was so
contaminated that there was no place the flower could possibly live in. Then he looked up
at the sky and noticed the moon. It seemed to the boy that maybe the plant could survive
there.
So the little boy put on his astronaut suit, and climbed into a space ship. He put
the little red flower in the back, and off they went to the moon.
Far away from all that pollution - and with the boy visiting it every day to tend it -
the flower started to grow. The flower was so well cared for, that it had soon germinated,
giving birth to others, and these other flowers spread onto other flowers. Before long, the
whole moon was completely covered with flowers.
3. Lesson Proper:
Discuss
Recall the story then complete the diagram on page 320of your textbook
4. Generalization:
Ask: What are the elements of a story?
Ask: What must we do with our planet?
139
SPEAKING
Teacher will read poem “My Way, Your Way” on page 321 of textbook
1. Motivation
Read the poem “My Way, Your Way” on page 321 of textbook.
2. Lesson Proper
Ask pupils to read the poem “My Way, Your Way” by group then by individual
3. Generalization
How do we read poems?
4. Evaluation
Poem reading
Ask: Are you familiar with the signs? (see signs on page 322 of textbook)
1. Motivation;
Where do we usually see them? Wjat are the meaning of each symbol?
2. Presentation:
Read the paragraph on page 322 of text book
3. Lesson Proper:
a. Have the class answer the Activity on page 323 of textbook.
b. Discuss word hub on page 324 of text book
Answer Key
1. rode 1. b - a
140
2. hair 2. b - a
3. flower 3. a - b
4. wood 4. b - a
5. aunt 5. b - a
4. Generalization:
What are signs and symbols?
What are suffixes?
Why are signs and symbols important to us?
6. Evaluation:
Answer Key
1. portable 6. drummer
2. beautiful 7. Acceptable
3. heartless 8. Childish
4. fearless 9. Painter
5. careful 10. hopeful
7. Assignment
Do Let’s reflect on page 330 of textbook
GRAMMAR – Writing
1. Motivation;
What do the underlined words describe?
What do we call the underlined words?
2. Presentation:
What do we call the underlined words?
141
3. Lesson Proper:
- Discuss page 327
4. Generalization:
What are adverbs of time?
5. Evaluation:
Answer Key
1. last year – visited
2. Several weeks – waiting
3. tonight - will have
4. since Monday – raining
5. now – go
1. early
2. soon
3. today
4. late
5. Sometimes
6. Assignment
Do Let Ideas flow on page 329 of textbooks
142
Lesson 27 Outside the Planet
Lesson 27 : Outside the Planet
I. Objectives:
A. Listening: Infer feelings and traits of characters in the story listened to
B. Vocabulary: Recognize misspelled words
C. Reading : Interpret pictographs
D. Grammar: Identify and use adverbs of degree
E. Writing: Make a card for various occasions (Christmas)
Note details from a slogan presented
Topics:
A. Story: The Sun and the Moon A Visayan Folk Tale Digraphs
B. Pictographs
C. Adverbs of degree
D. Card for various occasions (Christmas)
Materials: copy of the story “The Sun and the Moon A Visayan Folk Tale Digraphs”
Word Bingo
Adverb Dice
II. Procedure:
LISTENING
The sun and the moon are very important not only to us human being but also to other
creations on Earth.
1. Motivation;
Here is an interesting story about the sun and the moon, listen as your teacher read it for
you.
2. Presentation:
Have the class listen to the story The Sun and the Moon.
143
The Sun and the Moon[1]
A Visayan Folk Tale
Once upon a time the Sun and the Moon were married, and they had many
children who were the stars. The Sun was very fond of these children, but whenever he
tried to embrace any of them, he was so hot that he burned them up. This made the Moon
so angry that finally she forbade him to touch them again, and he was greatly grieved.
One day the Moon went down to the spring to do some washing, and when she
left she told the sun that he must not touch any of their children in her absence. When she
returned, however, she found that he had disobeyed her, and several of the children in
had perished.
She was very angry, and picked up a banana tree to strike him, whereupon he
threw sand in her face, and to this day you can see the dark marks on the face of the
Moon.
Then the Sun started to chase her, and they have been going ever since.
Sometimes he gets so near that he almost catches her, but she escapes, and bay and
bay she is far ahead again.
3. Lesson Proper:
From the story read by your teacher, describe the traits of the sun and the moon. Also,
take note how they felt for each other. Write them inside the picture.
4. Generalization:
What are the traits of the Sun? Moon?
Ask: Read the paragraph on page 332 of textbook
1. Motivation;
Study the pictograph on page 332 of textbook
144
2. Presentation:
Discuss pictographs on page 332 of textbook
3. Lesson Proper:
a. Have the class answer the questions about pictograph on pages 332-333 of
textbook.
b. Study and discuss pictograph on page 333
4. Generalization:
What are pictographs?
6. Evaluation:
GRAMMAR - Writing
Ask pupils to study word bingo on page 335 of text book
1. Motivation;
2. Presentation:
Read sentences on page 336
3. Lesson Proper:
Discuss what adverbs of degree are and their uses.
4. Generalization:
What are adverbs of degree?
5. Evaluation:
145
Answer Key
1. just
2. completely
3. almost
4. very
5. very
Assignment
Do Writing Time on page 339
146
Lesson 28 Wonders of Science
Lesson 28 : Wonders of Science
I. Objectives:
A. Listening: Explain (life cycles, water cycle) from the details listened to
B. Vocabulary: Recognize Palindromes
C. Reading: Read and Interpret simple graphs
Use the dictionary to find the meaning and part of speech
of words
D. Grammar: Use conjunctions in sentences
E. Writing: Explain what process is through a diagram presented
Topics:
A. Life Cycle of a Butterfly
B. Palindromes
C. Simple graphs
D. Dictionary
E. Conjunctions
Materials:
copy of the . Life Cycle of a Butterfly
diagram
Graphs
III. Procedure:
LISTENING
Examine the picture on page 340 of textbook
1. Motivation;
Let’s explore a butterfly’s life cycle in detail, including all four stages of life. All butterflies have
"complete metamorphosis." To grow into an adult they go through 4 stages: egg, larva, pupa
and adult.
147
2. Presentation:
Have the class listen to the Life Cycle of a Butterfly
Life Cycle of a Butterfly
The First Stage: The Egg
A butterfly starts life as a very small, round, oval or cylindrical egg. The coolest thing
about butterfly eggs, especially monarch butterfly eggs, is that if you look close enough you can
actually see the tiny caterpillar growing inside of it. Some butterfly eggs may be round, some oval
and some may be ribbed while others may have other features. The egg shape depends on the
type of butterfly that laid the egg.
Butterfly eggs are usually laid on the leaves of plants, so if you are actively searching for
these very tiny eggs, you will have to take some time and examine quite a few leaves in order to
find some.
The Second Stage: The Larva (Caterpillar)

When the egg finally hatches, most of you would expect for a butterfly to emerge,
right? Well, not exactly. In the butterfly’s life cycle, there are four stages and this is only
the second stage. Butterfly larvae are actually what we call caterpillars. Caterpillars do
not stay in this stage for very long and mostly, in this stage all they do is eat.
When the egg hatches, the caterpillar will start his work and eat the leaf they were
born onto. This is really important because the mother butterfly needs to lay her eggs on
the type of leaf the caterpillar will eat – each caterpillar type likes only certain types of
leaves. Since they are tiny and can not travel to a new plant, the caterpillar needs to hatch
on the kind of leaf it wants to eat.
Caterpillars need to eat and eat so they can grow quickly. When a caterpillar is
born, they are extremely small. When they start eating, they instantly start growing and
expanding. Their exoskeleton (skin) does not stretch or grow, so they grow by “molting”
(sheding the outgrown skin) several times while it grows.
148
The Third Stage: Pupa (Chrysalis)
Fun article explains the Butterfly Life Cycle, has LOTS of life cycle images and a coloring
page too! Caterpillar Becoming a Chrysalis
The pupa stage is one of the coolest stages of a butterfly’s life. As soon as a caterpillar is
done growing and they have reached their full length/weight, they form themselves into a pupa,
also known as a chrysalis. From the outside of the pupa, it looks as if the caterpillar may just be
resting, but the inside is where all of the action is. Inside of the pupa, the caterpillar is rapidly
changing.
Monarch Caterpillar Becoming a Chrysalis
Now, as most people know, caterpillars are short, stubby and have no wings at all. Within the
chrysalis the old body parts of the caterpillar are undergoing a remarkable transformation, called
‘metamorphosis,’ to become the beautiful parts that make up the butterfly that will emerge. Tissue,
limbs and organs of a caterpillar have all been changed by the time the pupa is finished, and is
now ready for the final stage of a butterfly’s life cycle.
The Fourth Stage: Adult Butterfly
Finally, when the caterpillar has done all of its forming and changing inside the pupa, if you
are lucky, you will get to see an adult butterfly emerge. When the butterfly first emerges from the
chrysalis, both of the wings are going to be soft and folded against its body. This is because the
butterfly had to fit all its new parts inside of the pupa.
As soon as the butterfly has rested after coming out of the chrysalis, it will pump blood into
the wings in order to get them working and flapping – then they get to fly. Usually within a three or
four-hour period, the butterfly will master flying and will search for a mate in order to reproduce.
When in the fourth and final stage of their lives, adult butterflies are constantly on the look
out to reproduce and when a female lays their eggs on some leaves, the butterfly life cycle will start
all over.
3. Lesson Proper:
Complete the diagram on page 340 of textbook
4. Generalization:
Explain the Life cycle of a butterfly
5. Assignment
Do Watch and Learn on page 350
Vocabulary
Do the activity on page 341
1. Motivation;
Can you read the sentences backwards?
149
What does it tell?
(see page 341 of textbook)
2. Presentation:
Discuss Palindrome on page 341 of textbook
3. Lesson Proper:
a. Have the class read examples of Palindromes on page 341 of textbook
b. Analyze riddles on page 342 of textbooks
4. Generalization:
What are Palindrome?
6. Evaluation:
Reading
Ask pupils to read problem on page 343 of text book
1. Motivation;
Analyze the problem on page 343
2. Presentation:
What are the flowering plants mentioned?
Which has the most number of flowering plant?
What has the least number of flowering plant?
3. Lesson Proper:
Discuss bar graphs on page 344
4. Generalization:
What are bar graphs?
5. Evaluation:
150
Grammar
Ask pupils to read sentences on page 347 of text book
1. Motivation;
Read the underlined words in each sentences
2. Presentation:
What are the uses of the underlined words?
What are their use in the sentence?
3. Lesson Proper:
Discuss the uses of conjunctions.
4. Generalization:
What are conjunctions?
5. Evaluation:
Do Activity on page 348of text book
Answer Key
1. and
2. but
3. so
4. yet
5. so
Assignment
Do Let Ideas Flow on page 349
SUMMATIVE TEST
A. 1. Praise
2. road
3. spoon
4. fault
5. clown
B. 6. Up 9. on
7. under 10. in
8. over
151
C. 11. B
12. d
13. e
14. a
15. c
D. 16. Land along a body of water

17. sway back and forth
18. large machine that lift object
19. piece of wood to light a fire
20. sum of money owed
E. 21. Quickly - prepared

22. slowly – entered
23. carefully – decorated
24. today – will be performing
25. really – love
F. 26. Regained
27. indefinitely
28. misunderstanding
29. miscommunication
30. impolitely
G. 31. worse worst

32. less least
33. more most
34. more quickly most quickly
35. more carefully most carefully
H. 36. Favorite Snacks of Grade Three

37. Arroz Caldo, boiled saba, sopas, fried camote, palabok, sandwich
38. sopas
39. sandwich
40. 115
152

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K to 12 BASIC EDUCATION CURRICULUM

1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation

K to 12 English Curriculum Guide December 2013 Page 36 of 171

K to 12 English Curriculum Guide December 2013 Page 37 of 171

BEAM ENG3 DLP 41

K to 12 English Curriculum Guide December 2013 Page 39 of 171

K to 12 English Curriculum Guide December 2013 Page 40 of 171

2nd Quarter: Continuation of Beginning Literacy

3rd Quarter: Developing Reading and Writing

K to 12 English Curriculum Guide December 2013 Page 46 of 171

K to 12 English Curriculum Guide December 2013 Page 47 of 171

4th Quarter: Developing Reading and Writing

K to 12 English Curriculum Guide December 2013 Page 48 of 171

K to 12 English Curriculum Guide December 2013 Page 49 of 171

K to 12 English Curriculum Guide December 2013 Page 51 of 171

UNIT 1 (Lessons 1-7)

"Let nature be your teacher in discovering the

II. Subject Matter:

Materials: flash cards of words with long a, e, i, o and u in CVC pattern

References: Textbook pages 2-11

School is Here Once Again

June is here and so is school.

3. Tom sat on a log.

2. Do Activity 1 on page 6 of text book.

II. Subject Matter:

Materials: chart of words and sentences with long u sound

References: Textbook pages 12-24

was made of bricks. variety of diseases to humans.

II. Subject Matter:

Materials: flash cards of words with short u in CVC pattern

References: Textbook pages 25-35

What is How often When is

Asking Sentences Telling Sentences

II. Subject Matter:

Materials: flash cards of words with long o CVC pattern

References: Textbook pages 36-47

by: Florencia C. Domingo

My favourite things The brown slippers

Are beautiful The book of poems,

My pink school bag The twin, soft pillows

My pretty doll These are among

My short skirt I like them all,

II. Subject Matter:

Materials: flash cards of words with L- blends

References: Textbook pages 48-59

There’s time to study,

There’s time to dream,

There’s a time to play,

There’s time to be with God

II. Subject Matter:

Materials: flash cards of words with R- blends

References: Textbook pages 60-69

Old Mac Donald

II. Subject Matter:

Materials: flash cards of words with long a, e, i, o and u in CVC pattern

References: Textbook pages 70-79

A Teacher’s Promise to Her Pupils

I promise to teach you everything I know.

I promise to make our everyday lessons interesting, fun, and exciting.

I promise to do my best to help you succeed.

I promise to be always fair and considerate.

And lastly, I promise to be always a loving teacher to you.

"The more you READ,