English Grade 3

GRADE 3 ENGLISH TEACHER’S GUIDE Lesson 9 Day 5 (2nd half) Phonics/Word Recognition: Reading Simple Stories with Words with short o, short u, l blends, r blends, s blends, and final blends Today, you will write a simple story (by group). Here is a picture and the words you can use in writing your own story.Say: Look at the pictures and read the following words fills glass milk drink with all Look at the pictures very carefully. · Read the words. · Form phrases using the words. · Form sentences using the phrases. · Form the story using the sentences.Sample Story Clara fills the glass with milk. The glass of milk is for Bern. Bern drinks the milk. He drinks it all. Then, _______________________________________________ ________________________________________________________ Next, ____________________________________________________ _________________________________________________________ So, ____________________________________________________ _________________________________________________________ Lastly, ____________________________________________________ _________________________________________________________Unit 1

GRADE 3 ENGLISH TEACHER’S GUIDEUnit 1

Unit 2: Week 1 (Lesson 10) Lesson Day 1 Day 2 Day 3 Day 4 Day 5 Parts • Monitor and self-correct Literature: • Decode words with • Read words with • Read words withOverview/ Chocolate Milk for Danny digraph /ch/ (initial) as digraph /ch/ (final) as digraph /ch/ (1st half) one’s comprehensionObjectives (adapted from Aesop) in chin (1st half) in catch (1st half) using scanning and • Monitor and self- • Monitor and self- skimming Materials • Monitor and self- • Monitor and self-correct correct one’s correct one’s correct one’s one’s comprehension comprehension using Refer back to previousProcedure comprehension via comprehension via using scanning(2nd half) scanning (2nd half) lessons for text to be skimming (title and skimming (picture) scanned and skimmed text) (2nd half) (10min) Picture of a party (5 min) • Appreciate how the • Word drill and Let pupils answer a questions character had been • 6-framed-story board of (5 min) from the selection through truthful to her mother A Chocolate Milk for exercises on words with • Word drill and scanning and skimming • “A Chocolate Milk for Danny digraph /ch/ (initial) as Danny” (Story)by: in chin (1st half), see exercises on words (10 min) Dinah C. Bonao, (10 min) TG and LM with digraph /ch/ Reiterate how scanning and pictures (initial) as in chin (1st skimming is done (5 min) • Word drill and • Review 6-framed-story half), see TG and LM • Unlocking of key exercises on words with board of A Chocolate words in the story using digraph /ch/ (initial) as Milk for Danny • Show a picture of a pictures and context in chin (1st half), see party and ask pupils • Motivation Question TG and LM (10 min) • Motive Question (10 min) (skimming) • Show 3 story board and Discuss how scanning is ask pupils to give the done using questions • Review how scanning (15 min) general idea is done Read-aloud of the story with some prediction questions at (10 min) • Show a recipe certain points • Discuss how skimming (15 min) is done using story boards Post Reading:

Discussion of the story, (15min) (10 min) (10 min) (15 min)highlighting Almira’s Let pupils identifytruthfulness to her mother • Distribute to the pupils Pose specific questions for ingredients and procedure Let pupils share skimmed andat the end of discussion (in groups) the next 3 pupils to answer by in preparing the recipe for scanned Information frames of the story scanning the text (group egg sandwich(15 min) board to get the general activity)(20 min) (20 min)Pair and Share: Partners sense of the frame. (25min)take turns in answering Let pupils do Q-A Activity Ask pupils to share what theyquestions. (15 min) on short selections read Allow pupils to share did • Allow pupils to share outputs the output of the group

Unit 2: Week 1 (Lesson 10) Chocolate Milk for DannyPre-ReadingPre-Reading1. Unlocking/Vocabulary & Concept Development (loaf, held, bought , patted) Show a picture of a slice of bread. Say: This is a slice of bread. Say it again. Say slice of bread. Show a picture of a loaf of bread. Say: This is a loaf of bread. Say it again. Say loaf of bread. Ask: Let us count the slices on this loaf of bread. How many slices of bread does this loaf of bread have? Show a picture of Almira in front of a bakery with a loaf of bread. Say: Almira bought a loaf of bread from the bakery yesterday. Ask: When did Almira buy a loaf of bread from the bakery? (yesterday) What did Almira do at the bakery? (bought) Show a picture of Almira holding the hands of her brother while leaving the bakery. Say: Almira held the hand of her brother after she bought a loaf of bread. Show the picture of mother patting Almira’s shoulder. Say: Mother patted Almira’s shoulders. When do we pat someone’s shoulder? What do we mean to say when we pat someone’s shoulder? Say: Let us see if you can remember the words we learned today. Refer your pupils to LM-Activity 105 on page 112.2. Motivation Question: What do you want to buy from a market?3. Motive Question: What did Danny want to buy in the market?During ReadingRead aloud the story. Stop at indicated points (*). Tell the pupils you will raise somequestions where you pause before continuing the story. They are to answer thosequestions which will enable them to guess what might happen next.

Chocolate Milk for Danny by Dinah C. Bonao “Almira, please go with your brother to the market and buy a loaf of bread formerienda,” Mother said. Along the way, Danny stopped at one of the stores. “Ate, please buy me that chocolate milk,” he said. * Ask: Where did motherask Almira to go? Who went with Almira to the market? What did he see along the way? What word did Danny use to request for chocolate milk? “We need to buy the bread first,” whispered Almira. She held the hand of his brotheras they walked to the store. Finally, they bought the bread. “Ate, may I have my chocolate milk now?” said Danny. * Ask: Will Danny be able to enjoy the chocolate milk? “Sure, I still have my change here.” They walked home while Danny enjoyed the chocolate milk. “Were you able to buy the bread?” asked mother. * Ask: Where did Almira get the money to buy the chocolate milk? Will Almira be honest in telling the truth about the change? “Yes, Mother,” replied Almira, “but I’m sorry, I don’t have the exact change. Ibought chocolate milk for Danny without asking your permission.” * Ask: How will mother respond to Almira’s remark about the change? “ I’m proud of you for telling the truth. I know how much you want your little brotherto be happy,” Mother said as she patted Almira’s shoulder.Post Reading 1. Discussion Questions Ask the pupils to answer the following questions orally. 1. What is the title of the story?

2. Who are the characters in the story?3. Where did mother ask the children to go?4. What did Danny want to buy?5. What did her sister say?6. Before going home, was Danny able to get what he wants? Why?7. Why did Almira say I’m sorry when they got home? Do you think it is important? Why?8. What was mother’s reaction? What did she say?9. In what other ways can you show that you are telling the truth? 2. Engagement/Enrichment A. Pair and ShareLet the pupils share with a partner instances in their own life when they told the truthand said they were sorry for what happened. Each partner will take his turn sharinghis experience. Go around and monitor if the pupils are doing the task correctly.Allow them to use their native language if needs be in their sharing or ask you how tosay it in English if they so desire. B. Draw your favorite character. Write two sentences about him/her. Refer your pupils to LM- Activity 106 on page 113. Day 2 Decoding/Fluency Digraph ch as in chin and catch / Writing/SkimmingReview/IntroductionSay: Remember the story we read yesterday? What did Almira buy for Danny in themarket? (Chocolate milk)Note: Write the word chocolate on the board and underline “ch”. Let the pupils readthe word chocolate.Ask: What are the underlined letters? (ch)Say again the word chocolate (emphasize /ch/) .Ask: What is the sound of ch in the word chocolate?Let the pupils sound /ch/. If they can’t produce it, model how.Say: Let’s have two more words from our story?change much

Write the words change and much on the board. Ask volunteers to underline ‘ch’.Read the words and let the pupils say them after you.Modeling/TeachingSay: How are ch sounded in chocolate, change and much? Can you hear /c/? Can youhear /h/? A different sound is given to ch. The sound of ch is /ch/.Let the pupils sound it three times.Model reading the words and let the pupils read after you. Teaching Chart: Words with /ch/ chips check Chop choose chin chest chocolate chew chick cherry Chair cheese chicken champ childrenActivitySay: Now let’s identify the pictures by completing the words with ch. Read thewords, then the phrases and the sentences with /ch/ in that order.Refer the pupils to LM Activity 107 on pages 114-115.Lesson: Skimming (2nd half)1. Presentation/IntroductionShow the first three story boards one by one to the pupils and ask them questionsabout the story to come up with the general idea. All answers are correct andacceptable. Write the answers of the pupils on the board by completing the sentencebelow and read them for oral fluency.1. Look at the pictures.2. What do you see in the pictures?Story Board No. 1 Story Board No. 2 Story Board No. 3 Almira with younger Almira and Danny are Almira and Danny got brother Danny wave on a highway waiting off in front of agoodbye to their mother. grocery store. for a jeep.

1. Modeling/TeachingShow the first story board. Ask the pupils to look quickly at the pictures and give thebig idea. Tell them that the activity that they did is skimming.2. Guided PracticeShow the other two story boards one at a time. Ask five to ten pupils to share theirideas about the pictures. Write all the answers of the pupils on the board. Let themread the questions aloud and allow them to respond to the questions using the correctintonation.Distribute to the pupils in groups the next three frames of the story board to get thegeneral sense of the frame. Ask each group to give their opinion about the picturesgiven to them. Write their answers on the board.Refer your pupils to LM-Activity 109 on page 117.4. Independent PracticeRefer your pupils to LM- Activity 110 on page 118. Lesson 10 Day 3: Scanning Pictures to Answer Question Final Digraph /ch/Skill Focus: Reading words with final consonant digraph /ch/ (1st half)A. Oral Reading of words with digraph ch (initial). (See teaching chart used previously.)B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or demonstrate the meaning of each word before reading.catch much benchscratch such sketchwatch bunch reachbranch richranch inch1. Guided Practice Say: Work with your seatmate. Read each word with your partner and match the words with their pictures. Refer your pupils to LM-Activity 111A on page 119.2. Independent Practice Refer your pupils to LM-Activity 111B on page 119.Skill: Scanning Pictures to Answer Questions 1. Presentation:

Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have youseen a container of chocolate milk? What information can you see from its box?Let us know the information in the chocolate milk drink tetra pack. (See to it that youhave an enlarged copy of this picture. Large enough that everybody can see theinformation contained in the box. They may be provided with a copy.) 2. Teaching/Modeling Guide the class to locate the answers in the following questions. 1. What is the name of the chocolate drink? What kind of drink is on the picture? 2. Where was the drink made? 3. When will the drink expire? 4. What minerals can we get from this drink? 3. Guided Practice

Divide the class into three groups.Refer your pupils to LM-Activity 112 on page 121. 4. Independent PracticeRefer your pupils to LM-Activity 113 on page 122. Day 4: Skimming and Scanning Other Reading MaterialsSkill focus: Initial and Final Digraph /ch/ (1st half)Refer your pupils to LM-Acivity114 on page 123.Skill focus: Skimming and Scanning Other Reading Materials (2nd half)1. Presentation/Introduction Show a picture of a “Birthday Party”2. Modeling/TeachingAsk the class to look at the picture. Let the pupils answer the questions. • What do you see in the picture? • What do they celebrate? • What are the things your parents do to make you happy on your birthday? • Do you like to have a birthday party? Why? • What food would you like served in your birthday party?3. Development of the LessonPresent to class the recipe of “Egg Sandwich”. Let the pupils scan the ingredients andthe procedure.Let the pupils identify the different ingredients of Egg Sandwich. Let them write theiranswers on the board then ask the procedure by asking the pupils to give them orally.When done, let them identify the action words used in the procedure. Write them onthe board and have them read orally after.4. Guided Practice

Paper and Pen ActivityAsk the pupils the things they do to keep their food safe, clean and nutritious.Encourage them to give their answer in complete sentence. Let them use the actionwords inside the box in a sentence by writing it on the line provided.Refer your pupils to LM-Activity 115 on page 124.5. Independent PracticeActing-OutHave the pupils bring out the ingredients that they were asked to bring to class. Usingthe ingredients let the pupils do the procedure in preparing the recipe in two groups.After the activity, let the first group rate the recipe of the second group and vice versa.(Change to a simpler task if needed.) Day 5: Skimming and Scanning a Selection1. Presentation/Introduction Ask the pupils to answer the following questions. 1. Did you enjoy listening to the story “ Chocolate Milk for Danny”? 2. What part of the story do you like most? 3. Who is the character you like best? 4. What lesson did you learn from the story? 5. Did you go fast over the pictures in each set to find out what it is all about? 6. Did you go fast over the text to find out specific information?2. Modeling/TeachingTell the pupils that in the previous activities, they used skimming and scanning tounderstand the lessons.Say that this time they will study further on skimming and scanningSkimming is reading at the fastest speed where the eyes keep floating over the readingselection to locate information.Scanning is reading moving your eyes. Quickly down the page to find one specificdetail. This will lead you to find a single fact, date, name or word in a text and findthat you need.Guided Practice

Have the pupils identify what skill they will use in locating information from a givensituation if they want to find specific information and if they want to have a generalidea of what it is all about.Refer your pupils to LM-Activity 116 on page 125.

Unit 2: Week 2 (Lesson 11) Lesson Day 1 Day 2 Day 3 Day 4 Day 5 Parts • Monitor and self-correct • Decode words with • Use action words in • Use action words in simple SUMMATIVEOverview/ simple sentences sentences TESTObjectives one’s comprehension using consonant digraphs: /ck/, • Decode words with • Decode words with consonant Materials questions /th/, and /ph/ consonant digraphs: digraph /sh/ • Use graphic organizers • Decode words with /ck/, /th/, and /ph/ • Decode words with consonant to show understanding consonant digraph /sh/ • Decode words with digraphs: /ck/, /th/, and /ph/ consonant digraph /sh/ of texts • A copy of the comic strip • Picture frames showing the • Pictures of action words • A cartoon image in 3 frames of a girl “Bantay and Tagpi” by losing hair Roderick Motril Aguirre major events of the literature from the literature for day • Sentence strips with action words for day 1. 1. • Trish and Her Wish • Flash cards of words to be • Flash cards of verbs to decoded (consonant digraphs match the pictures.Procedures (10 min) (5 min) (10 min) (15 min) Let pupils… • Let pupils arrange the picture (Show pictures of Tagpi and 1st half • Analyze pictures showing Bantay in motion) • Drill on words with consonant frames based on the • Let pupils tell what Tagpi HONESTY sequence of events of the digraph /sh/ • Answer the MOTIVATION literature for DAY 1. and Bantay are doing as • Read the short story “Trish and Her shown in each picture. QUESTIONS to process (15 min) (Facilitate pupils answer by Wish” and answer WH- questions. the pictures (Show a picture of Tagpi with posing leading and funneling 2nd half • Ponder over the MOTIVE labels of his body parts.) questions) • Review action words through QUESTION • Have pupils focus on the Drill on words with final reading of sentence strips. (20 min) words back, teeth, and thigh consonant digraph /sh/ • Have the pupils read the (Discuss how to decode consonant (10 min) digraphs with final and/or (15 min) comic strip. Make them medial/initial /ck/, /th/, and /ph/.) (Discuss what action verbs • Review verbs by acting out its stop at strategic points and meaning.

let them answer questions Use the sentence with the word are) • Let the pupils identify action words to help them monitor their SHOUT from the story to introduce • Act out some verbs. (TPR) posted on the board. comprehension. lesson on words with consonant digraph /sh/ • Using the examples, allow pupils to(10 min) further understand how action verbs• Let pupils answer the are used in a sentence. comprehension questions Read words with initial consonant (10 min) digraph /sh/.. • Have pupils act out the(10 min)• Then, have them complete word you will say. (10 min) • Teacher chart exercises on the character map to yield (20 min) (15 min) the concept of honesty • Have pupils practice sounding Have the students… identifying action verbs in a sentence. out words with consonant • Accomplish the letter- • Guided practice on using verbs in digraphs scrambled words sheet simple sentences • Let them complete the words using picture clues by making them write the (15 min) missing consonant digraphs. • Allow pupils to work in groups. Ask Have them match the completed words to the each group to write 2-3 sentences correct pictures they about the pictures to be given them. represent. • Guided Practice Activity on words with consonant digraph /sh/ (10 min) • Let the pupils accomplish the consonant digraph activity sheet in their LM. • Independent Practice Activity on words with consonant digraph /sh/

Unit 2: Week 2 (Lesson 11) Bantay and TagpiPre-Reading1. Unlocking/Vocabulary & Concept Development Unlock the word ‘honesty’ using pictures that show the concept and definition of this word. Say: Look at these pictures. (girl and boy cheating in class, a boy returning a wallet to the owner). Ask: Who does/do the right thing? Why? When you return something that is not yours to the owner, you are honest.2. Motivation Question Which picture shows a good deed?3. Motive Question/Statement Say: Today we will read a comic strip about “Bantay and Tagpi”. These two dogs are best of friends. Which of the two dogs learned the value of HONESTY? Let us find out. Open your LM to page ___.While Reading Explain to the students that you will be stopping them at a certain frame in the comic strip to ask or entertain questions from them. Say: I will be stopping you at a certain frame to ask you some questions. I will also answer questions from you if you need some clarification/s about the frames you have just read. FIRST STOP (Frame 4) • How would you describe Bantay? How is he as a friend? • Why did Bantay stop laughing when he saw Tagpi trip over the bones? • How would you describe Tagpi? Is he a happy dog? What can you say about him from his remarks about Bantay’s huge collection of bones? SECOND STOP (Frame 9) • What did Bantay and Tagpi do? • What happened after their play? • What did Tagpi do? • What did Bantay find out when he got back to his collection of bones? THIRD STOP (Frame 13) • What happened to Tagpi? • What was his reaction? • What did Bantay do?

• Were they able to find the stray dog and Tagpi’s new blanket?Post Reading 1. Discussion Questions a. What was Bantay’s problem in the story? b. What was Tagpi’s problem in the story? c. What did Bantay do to help Tagpi? d. What did Tagpi learn in the story? 2. Engagement/ Enrichment Let the pupils accomplish the character map sheet on the character assigned to them. Character map is a type of graphic organizer that helps pupils describe in detail the character in the story they read. It also facilitates how they may organize their thoughts and ideas. Say: Accomplish the CHARACTER MAP for the character I will assign to you. Students seated on the right are to accomplish the character map for Bantay. Those sitting on the left are to work on the character map for Tagpi. Lesson 11 Day 1: Decoding/Fluency/Writing Consonant Digraph /ch/, /th/ and /ph/1. PresentationHave students arrange the picture frames based on the sequence of events in “Bantayand Tagpi”. Say: Turn your LM to Activity 119. Number the pictures based on the sequence of events of the comic strip we read yesterday.2. ModelingShow a picture of Tagpi with labels of his body parts.Say: These are Tagpi’s body parts. I will read each word and you repeat them afterme.Point to the word when you read it then the part of the body it labels. Discuss how todecode consonant digraphs in final or medial or initial position /ck/, /th/, and /ph/.)Say: Now, look at this words that I will underline. (Underline the words back, teeth, andthigh).Say: The first word ends with the letter c and k but they only have one sound /k/.Have pupils focus on the words back, teeth, and thigh.(Have students say the lettersaloud and then give the sound /k/ of the consonant digraph ck.Say: The second word ends with letter t and h but they only have one sound / Ɵen/. Whthe word begins with the letter t and h you also give th only one sound / ƟL/e.t pupilsrepeat the sound.

Write another word: photo. Say: Now this word is read as photo. Have pupils repeat the word. This word begins with the letters p and h but they are given only one sound /ph/ or /f/. Have pupils produce the sound.3. Guided Practice Call attention to and have the pupils practice the single sound given to the consonant digraphs ck, th, and ph. Then let them complete the words by writing on the board the missing consonant digraphs for each word. Have them match the words with the pictures they represent. Say: I have here on the board a list of words and pictures they represent. I will read each set of words three times. On my first reading just listen to me read the words. On the second time, I will read each word and repeat after me. On the third time, you all read the set by yourselves. We will do the same thing to the next to the next two sets of words. /ck/ /th/ /ph/picture duck picture thirty picture pharmacypicture clock picture cloth picture Philippinespicture lock picture telephonepicture sack teeth picture photo picture thigh picture Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1st half)1. Review/Presentation Say: Who was Tagpi’s friend in our story yesterday? (Bantay) Let’s have this sentence from the story. Tagpi shouts out to Bantay. Write the sentence on the board and let the pupils read it. Say: What did Tagpi do to Bantay? (shout) Write the answer on the board. SHOUT

2. Modeling/Teaching Underline sh. Say: The word shout has sh in the beginning. It has one sound. What’s the sound of sh? Let the pupils sound it. If they can’t sound it, model the sound and ask them to sound it three times. Say: Let’s have more words with sh. Let the pupils read the words in a teaching chart. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures, action and context. Teaching Chart: Words with sh ship shell shack shop shift shed shall shore shrill shelf shape shock shine sheet shake shut3. Guided PracticeRefer the pupils to LM Activity 121A.4. Independent Practice Refer the pupils to LM Activity 121B. Lesson 11 Day 3: Using Action Words in Simple SentencesSkill Lesson: Final Consonant Digraph /sh/ (1st half)1. Flash cards with words with initial consonant digraph /sh/, see teaching chart.2. Show words with final consonant digraph /sh/. Model reading the words. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures, action and context. Teaching Chart: Words with sh ash splash brush wish crash smash crush fish flash clash rush dish trash wash bush finish3. Guided Practice Refer the pupils to LM Activity 122.4. Independent PracticeRefer the pupils to LM Activity 123.

Skill Lesson: Using Action Words in Simple Sentences (2nd half)1. Presentation/Introduction Show pictures of Tagpi and Bantay in motion. Say: What are Tagpi and Bantay doing? Let the pupils observe each picture and allow them to give verbs that describe Tagpi and Bantay? Say: Let’s have picture 1. Where is Tagpi? What is he doing? (running) Let’s have picture 2? What is Bantay doing? (playing) Highlight pupils’ answers by writing the words on the board.2. Modeling/Teaching Use the pupil’s answers as springboard to the lesson about verbs. Say: Your answers are correct. These words are called action words or verbs. To improve the listening and speaking skills of the pupils, employ the “Teach-Ok” technique from Whole Brain Teaching. (This technique is a variation of Direct Instruction and facilitates TPR) Here’s how this is done. 1. Have the pupils count off 1 with the pupil next to him/her saying 2. Tell them you will be saying these words Class, Teach, Switch. They are to do something after those words are said following this script for each of the sentences in the template. Teacher: Class Pupils: Yes Teacher: (Says one of the sentences in the template and claps twice.) Teach! Pupils: (Clap twice) Ok! Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said. Teacher : Switch! Pupils: Oh! Switch! Number 2 pupils (Repeats to number 1 pupils what they said.) 3. Template of the sentences to be said one at a time using the above script for each sentence. a. Verb is an action word. b. The word “play” is an action word. c. “Play” is a verb. d. The word “run” is an action word. e. “Run” is a verb. In doing the WBT technique, let the pupils act out the verbs whenever they mention each word. Model the gesture. Say: What is verb? Is the word play a verb? (Yes) Why? (Because it’s an action word) Is the word run a verb? (Yes) Why? (Because it’s an action word) Say: Let’s have more examples of verbs.

Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupilsread each verb.Picture - walk (Pupils read)Picture - eat (Pupils read)Picture - sit (Pupils read)Picture - eat (Pupils read)Picture - talk (Pupils read)Picture - think (Pupils read)3. Guided PracticeRead and ShowSay: I will use verbs in a sentence. Read the sentence and whenever you read the verb, Iwant you to act it out. (Teacher models the activity)(Sentences should be illustrated to facilitate pupil’s comprehension.)Ana hops. The janitor cleans.Alex sings. The scouts work.The pupils read together. The kids dance.The teacher writes. Ricky drives.My pet cat plays. Raymond swims.4. Independent Practice Say: I will show you some pictures. Identify the verb shown in every picture by unscrambling the letters in the sentence. Refer the pupils to LM Activity 124. Lesson 11 Day 4: Decoding/Fluency/WritingSkill Lesson 1: Consonant digraph /sh/1. Introduction Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3) Say: Let us read the words with /sh/ which were given to you last time. (Allow pupils to alternately read the words.)

2. Modeling Model reading the story Trish Has a Wish. Alternately read the story with the pupils. Then allow a volunteer to read the story. Refer to LM Activity 125 for the copy.3. Guided Practice Answer WH- questions about the story Refer the pupils to LM Activity 125B.4. Independent Practice Pupils draw the dish of Trish and let them write something about their drawing. Skill Lesson 1: Consonant digraphs /ck/, /th/, and /ph/1. Presentation/ Introduction Flashcard drill on consonant digraphs /ck/, /th/, and /ph/ (previously learned words on Day 2 Say: Let us read the words with /ck/, /th/, and /ph which were given to you last time. (Allow pupils to alternately read the words.) Let pupils match words with pictures to develop vocabulary of words with consonant digraphs /ck/, /th/, and /ph. Refer to LM Activity 126.2. Modeling/ Teaching Model and give more exercises on words and phrases with consonant digraphs /ck/, /th/, and /ph. Refer to LM Activity 126A.3. Guided Practice Write words and phrases with /ck/, /th/, and /ph. Refer to LM Activity 126B and C.4. Independent Practice Write phrases and sentences with words with /ck/, /th/, and /ph. Refer to LM Activity 127. Skill Lesson 2: Use action words in simple sentences.1. Presentation/ Introduction Review pupils on action words introduced in Day 3 by allowing them to read words and phrases with action words Say: Let us read the following sentence-strips. Danny and Ana clean the room. Danny climbs a tree. The boys play beside the canteen. Tagpi barks. Rona walks and sings along the bay.

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

Unit 2: Week 3 (Lesson 12) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: “The Honest • Note details in a given text • Use action words in simple • Write at least 3 sentences • Read and write words with Woodman” • Read and write words with • sentences • Read and write words with • long vowel /a/ in simple Materials • Appreciate the importance the long vowel /a/ in simple Read and write words with long vowel /a/ in simple sentences stories long vowel /a/ in simple sentences Write at least threeProcedure of honesty stories sentences • Pictures of wood, axe, • L12D2 Worksheet1 & 2 LM • Pictures of school gate, Presentation/ Introduction • Flashcards fairy, reward page _ dark cave, date, man • Post the Pupil of The • Activity charts shaving Month Chart and the • Copy of the story “The • The Story Guide Chart poster about honest and Introduction Honest Man’ • Picture of cake and lake Introduction/ Presentation: ask pupils about what • Do energy check to get • Detail Wheel Game Chart/ • Have a flashback of the they can say about what • Honesty Character they see attention (Thumbs Up/Down Award Board story The Honest Man Activity) Introduction/ Presentation: through acting it out with Modeling/ Teaching Pre-Reading selected pupils • Post pupils’ responses on Modeling/ Teaching • Allow pupils to study and • Re-state important points in • Present key words read the Guide Sheet the Responses Chart through pictures and • Reiterate that the poster writing declarative word clues Modeling/Teaching: sentences by providing about honesty, Pupil of activities from various Reading • Post and allow pupils to Modeling/ Teaching the month chart and sources answer the Guide Sheet headlines are different • Read aloud and stop at questions • Discuss verbs sources to get information • In pairs, let pupils decide strategic points and ask • Do Action Word Wheel what among the group of questions to predict the Guided Practice: • Allow pupils to study words are declarative succeeding part of the with the pupils responses chart sentences story • Do Detail Wheel Game • Allow pupils to answer with the pupils • Let pupils know how • Allow the pupils to read their Post Reading Action-Word-Sentence declarative sentence are work • Flashcard drill on Brain Chart written • Talk about the story read List • Flashcard Drill on Brain through discussion List questions • Show picture of cake and • Read “Cake for Kate” and lake for phonics lesson answer discussion question Independent Practice: • Show picture and pupils read sentence about the

• In a group, make a • Explain Jake and Kate pictures shown • Flashcard Drill on Brain • Flashcard Drill on Brain List certificate of appreciation showing acts of honesty for a class member • Do ‘Does It Make Sense’ List • Read words, phrases and considered to be honest • In groups write answers on Detail Chart by arranging words to • Read words, phrases and sentences with long vowel• Allow the pupils to award the certificate make a sensible sentence sentences with long /a/ in simple sentences vowel /a/ • Do ‘Does It Make Sense’ • Do memory lane on words Activity on words with long with long vowel /a/ vowel /a/

Unit 2: Week 3 (Lesson 12) The Honest WoodmanPre-Reading1. Unlocking/Vocabulary & Concept Development ( Before the class begins, select among the pupils who will act out the scenes between the Fairy and Caloy) Say: Let us start with the BIG WORDS. These BIG WORDS are connected with the story we are going to read. How shall we find out what these BIG WORDS mean? Say: We are going to play a Tickling mind game. Here are the steps in thegame. • Listen to the clues about the word. • Show Thumbs Up if you have the answer. THE BIG WORDSwood axe fairy rewardShow pictures of wood, axe, fairySay: Please pay attention as I say the clues/show picture of the word. Ready?I’m thinking of a word that sounds like food. This four-letter word starts withletter w. The word is ____________. ( wood) (show picture of wood)I am thinking of a word that names something bigger than knife. It is used tocut wood. This is a three-letter word that has ( e, a x). The word is _______.( axe) ( show picture of axe)I am thinking of a kind lady with magic wand. She is powerful. The five-letterword starts with an “f” and ends with y. Let us read these words: wood, axe, fairy and reward We will hear these words from the story I am about to read to you.2. Motivation: What is your favorite toy? What would you do if you lost your favorite toy? Elicit answers from the pupils. Write their responses on the board.

3. Motive Question: Say: The character in the story we have for this day does not have a toy he truly loves. He has a very important tool his AXE. He has been using his axe to earn a living for the family. What if he lost his axe? What would he do? Let us find it out. Read the story aloud .Stop at strategic points and ask questions. The Honest Woodman Adapted by Esperanza Diaz Cruz Once, a poor woodman named Caloy went to the forest which was on the side of a deep river. He was working all day long and he was tired. (Demonstrate how it is to be tired.) Suddenly his axe slipped from his hand and fell into the water. (Act it out before the pupils) \"Oh! I have lost my axe,\" he cried. \"I have nothing to use to earn my living! What shall I do? The river is very deep and I am afraid to dive into it. Who can help me?\" Stop and Ask: Who do you think would help the woodman? How would he do it? Faye, a good fairy, heard the poor man's cries and appeared before him. \"What’s the matter, poor woodman?\" she asked. \"Why are you so sad?\" Caloy told her what happened and Faye promised to help him. Stop and Ask: What would the fairy do? Can you guess? She dived into the river and brought up a golden axe. \"Is it yours?\" she asked. ( Ask the girls in the class to say this line “Is it yours?”) \"No, that is not mine,\" answered Caloy. ( Ask the boys in the class to say this line-“No, that is not mine”) Faye dived again and this time brought up a silver axe. \"Is it yours?\" she asked, ( Remind the girls to say the line-“Is it yours?”) and Caloy again answered \"No.\"( Remind the boys to say the line-No.) Stop and Ask: What do you think would the fairy do? So Faye dived a third time and this time brought up the axe that had slipped from Caloy's hand. \"That is my axe,\" he cried . \"Now I can work again.\" Happy with Caloy’s acts, Faye gave him the two axes as a reward.

4. Post Listening Discussion Have the pupils discuss the story in class. 1. Who came to the forest? 2. Why did he go to the forest? 3. What happened to his axe? How do you think the woodman felt? 4. Who helped the woodman? ( Act out the scenes between Caloy and the Fairy) 5. Did the woodman get the axe that was not his? Do you think Caloy did the right thing? Why do you say so? 6. Why do you think Faye the fairy thought of giving the three axes to the woodman? If you were the fairy would you do that, too? Why? 7. Do you think you are an honest person if you do not get the things that are not yours? Why?5. Post Listening Activity Form groups of five. Say: Be creative in naming your group. Make aCertificate of Appreciation for a class member whom the group believes showed actsof honesty. Your group is expected to: 1. Give everyone a chance to make suggestions about the person/persons whom the group thinks has been so honest 2. Talk together about what the certificate should look like and what it should say. 3. Decide as a group who deserves the Certificate of Appreciation award Certificate of Appreciation for _____________________________________________ for returning the_______________________ You are such an honest person.Signed by: Write the name of each member for each one to affix his/her signatureabove his/her name. 4. Have a mini-program and do the actual awarding of the Certificate of Appreciation to an honest class member

Lesson 12 Day 2: Noting details in a given text Reading and writing long vowel /a/ in simple stories1. Recalling the story Let the children study the Guide sheet. Call volunteers to read the questions. Refer the pupils to LM Activity 129 on page 151.2. Modeling Get-the–Details Say: To answer these questions, we need to remember some details from the text we listened to or read about .Let us see if we remember the details from the story: The honest woodman to get answers to the questions in the guide sheet. Elicit answers from the pupils. Post their answers on the guide sheet. Say: Let us read your answers. The ideas you have given are the details you remember from the story. There are some simple ways of getting details. Think about this. Details answer the who, what, when , where and how. The story itself will help you find something about the WHO, WHAT, WHEN, WHERE, WHY, HOW. Refer the pupils to LM Activity 130 on page 152 for noting details activity. Say: Details help us understand the story better. The details are the events that happened in the story. Remember to always ask yourself: Does it make sense if I give this detail for this question. Discuss what type of detail is needed based on the type of question. Who ( characters), when( date), where( place where the problem begins) what ( problem),why( reasons), how ( process)

Phonics/Word Recognition3. Presentation/Introduction Present the pictures and the words. Let the class read the words. cake lakeillustrate takeillustrate makeillustrate rakeillustrate bakeillustrate shade2. Teaching/Modelling Model the correct way of reading the words. Sound the long ‘a’ properly. Tell them that these are long ‘a’ words because the a is sounded as /ey/. Refer to LM Activity 131 on pages 152-153.3. Independent Practice Explain the cartoon about Jake and Kate showing acts of honesty Use cartoon in this activity. Say: Let us work in groups. Then write your answers on the DETAIL CHART. Refer the pupils to LM Activity 132 on page 154 for independent practice on notingdetails activity.

Lesson 12 Day 3: Use action words in simple sentenceRead and write long vowel /a/ in simple stories.1. Presentation/Introduction Say: How does everyone feel today? Let us know. We will have a flashback of the part of the story that we liked. May I call two pupils to act out the fairy’s part from the story. Partners who will act out the scenes of the woodman and the fairy should have been informed about the activity before the class begins. Say: What did the pair do? Elicit answers from the pupils.2. Modeling/Teaching Say: What have you observed with the highlighted words used in the sentences? The axe slipped from his hand and fell into the water. Faye dived into the river. Elicit answers from the pupils and write their answers on the board. Say: The words are examples of action words. They show action that is done by the doer. Let us have more examples. Jake bakes a cake. What does Jake do? Kate eats the cake. What does Kate do? Pat sits on the rug. What does Pat do? The nun runs under the sun. What does the nun do? Let us be more engaged by doing this ACT IT OUT activity. Say: I will show word cards. Read them and carry out or do the action mentioned ineach word. walk run sing bark eat hug hum Remember, action words are doing words. They denote some actions if we see them in sentences.3. Guided Practice (Teacher prepares an Action Word Wheel.) Say: We have another game for action words. Let us use Action Word Wheel. Form groups. Be creative in giving names for your groups.

How to start the game: a. Call a pupil to spin the wheel to reveal an action word. b. Let them act out the word by group. c. Then, have them come up with a sentence using that word.4. Independent Practice Refer to LM Activity 133 on page 155.Part B: Phonics/Word InstructionFlash BRAIN LIST for fast reading ( flash words one by one)run fog wash wish bake Jake take Katefun jog cash fish make matefall mash dash dishtall rashSay: Let us read these sentences again.Mom, Kate and Jake baked the cake.Who baked the cake?Jake, Kate and Dave went to the lake.Who went to the lake?Mom, Kate, Jake and Dave ate the cake.Who ate the cake?This time show pictures of: , (show a sentence while flashing the picture)School Dark cave Date ( June Mangate 13) shavingThe school The cave is The date of your Dad shavesgate is open. dark. birthday is June the hair in his 13. chin.Read these words.Say: Gate and date have this patternSay: Cave and shave have this patternm/a/te g/a/vel/a/te D/a/ved/a/te

4. Guided Practice Refer to LM Activity 134 on page 155.5. Independent Practice Work in groups. Each group should have five members. Do the Does it Make Sense activity? Arrange the words in order to make a meaningful sentence. Groups 1-3 – Dave, cave, go, Kate , to, the Groups 4-6- Jake, Kate, cake, Mom, gave , the Present group outputs in class. Lesson 12 Day 4: Write at least 3 sentences from various sources (declarative) Read and write long vowel a in simple sentences Use of punctuation mark (.)1. Presentation/Introduction Say: Hello kids! Is the energy level still high? How do you feel about honest person? We praise people who showed acts of honesty. Right? And in most ways, we appreciate them. Let us take a close look at these. Pupil of the month: Honest Person Pupil of the month: Honesto Katapatan Age: 9 years old Good work shown: Returning the wallet he saw at the gate Reward: certificate of appreciation Poster about honesty ( for the illustrator – draw a girl who returned the 50 peso bill she saw under her desk to her teacher) Honest driver returns laptop,15k cash Say: What can you say about the Pupil of the month chart? poster? headline? Describe each text shown. While pupils give description about the texts, teacher writes their answers on the board.

2. Modeling/TeachingPost pupils’ response on OUR RESPONSES CHART.Separately write the sentences from phrasesTEXTS OUR RESPONSESPupil of the month chartPoster about honestyHonest driver returnslaptop,15k cash Say: The Pupil of the Month Chart, poster about honesty and the headline are different sources we can possibly use to get information. In order to get information from available texts , ask yourself questions like: What is the text about? What does it show? Who is in the text? How can I say the idea of the text in my own words? To present information clearer, we use declarative sentences. 1. Honest driver gets a reward. Is the idea clear? Does it express complete thought? How does it start and end? How about in items 2 and 3. Ask: Does it express a complete thought? How does it start and end? 2. Honesto Katapatan received 3.Returned the fifty peso bill to her teacher. Say: Item 1 is an example of a declarative sentence. Items 2 and 3 are examples of phrases.3. Guided Practice Let us study the OUR RESPONSES CHART. Example:

Phrase Sentencean honest boy Honesto Katapatan is honest.an honest driver The driver is honest.What do you notice with the words under column Phrase?Does it express complete thought?Ask: How are declaratives formed?Say: A declarative sentence states an idea. It does not give command nor request.It does not ask a question either. It ends with a period(.)Part B: Phonics/Word InstructionFlash BRAIN LIST for fast reading ( Flash one by one some words that pupils havelearned in previous weeks)Say: Let us read these phrases. the side of the lake bake a cake rake the grass make a wish wake up early at a school gate.( show pictures of cape, nape,grape,shape)Say: Let us read the sentence under each picture. cape nape The cape is black. The nape of his neck has hair. shape grapes The shape of the table is square. I like to eat grapes.Say:Let us study these words: It also follows a pattern.c/a/pen/a/pet/a/pegr/a/pe

sh/a/pe4. Independent Practice Let the children do the MEMORY LANE activity by completing the sentences to make a story by arranging the jumbled words inside the parenthesis. Refer the pupils to LM Activity 134 on page 155 for the writing to learn activity. Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative)1. Presentation/Introduction Say: Hello Kids! How’s the energy level today? Show THUMBS UP if you feel great today and THUMBS DOWN if you are a little bit sad. Let’s have fun through this THUMBS UP and THUMBS DOWN activity. Show Thumbs Up/Thumbs down hand signal if the actions display honesty/dishonesty. Examples: Mateo misspelled the word but he said it was correct. Almira admitted that she was late going to school. Mateo ate the food that was not his. Almira returned the purse that was not hers. The children gave the purse to their teacher.2. Modeling/Teaching Say: Look at this cartoon. Think what it is about. Have the pupils share their ideas. Say: We have here a verse about honesty: “It is always good to be honest in words and in actions.” Think what it is about. Have pupils express their ideas about the verse. Say: We have here a public announcement. Our school is looking for the most honest grade three pupil in your class. S/he should have shown acts of honesty. If you believe your classmate is or if you believe you are honest then visit the office of the guidance counselor on Tuesday, December 8.

Say: Think what it is about.Write pupils’ responses on the board.3. Guided Practice Say: Let us pause for a minute. Take a close look at your responses. This time you are going to work in pairs. Decide which declarative sentences from the responses are. A verse about Cartoon Public Announcement honestyDescriptionSay: Let’s read your answers.Part B: Phonics/Word InstructionFlash the BRAIN LIST for fast reading./a/ke pattern / a/te pattern /a/ve pattern /a/pebake gate save capecake late gave tapemake mate Dave napelake date cavesake Katerake ratewakeLet us read and answer the questions orally.Refer the pupils to LM Activities 135-136 on page 156.Say: This time let’s look at this long /a/ pattern in these words./a/se /a/necase lanebase canevase manechase paneActivity: Refer the pupils to LM Activity 137A on page 157.

Explain the meaning of each word. You can show picture or act out if possible the meaning of the word. Show pictures of a vase ( flower vase), cat chasing rat , mane ( hair on the neck of a lion), pane ( sheet of glass in window), pedestrian lane Demonstrate lane, cane, base Activity: Refer the pupils to LM Activity 137B on page 157. Say: Work in pairs. Let us do the “Does it make sense?” activity. Refer the pupils to LM Activity 137C on page 158.4. Independent Practice Form the groups of L, O, V, E. Groups L and O: A yell for the person who showed honesty (Arrange the word to form a yell) First line: honest, true, and, stay Second line: you, everyone, trust, will Groups V and E: A two-line song about honesty( Adapt a tune) Arrange the words to make a song First line: be, to, honest, good, is Second line: not, be, try, just, but, to, should

Unit 2: Week 4 (Lesson 13) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: • Note details in a given • Tell the main idea of a • Form and use the past • Write at least three Preparing for the Big Day by text (plot) short paragraph (story tense of frequently sentences from various Materials Ivy M. Romano theme) occurring regular verbs familiar sourcesProcedures • Long vowel word ending (-ed) • Get the general sense of in silent e: as in bake • Long vowel word ending • Use appropriate the story in silent e: as in bake • Long vowel word ending punctuation marks (?) in silent e: as in bake • Copy of the story • Teaching chart about plot • Ladder of Events graphic • Party hat (see sample in • Authentic invitation card, “Preparing for the Big picture of a birthday party Day” as element of a story organizer TG • Sample calendar • Copy of the story “The Big • Sample planner Day” Pre-Reading Introduction/ Presentation Introduction/ Presentation Presentation/ Introduction Presentation/ Introduction (5 min) (5 min) (5 min) (15 min) • Word drill and exercises (5 min) • Vocabulary Development 1st half • Word drill and exercises using Context Clues on words ending in silent on words ending in silent Show a picture of a birthday Word drill on words ending in e: long /a/, see TG e: long /a/, see TG party and ask the pupils if they • Show a calendar to the silent e: long /a/ have experienced attending class and ask them WH- • Allow the pupils to recall • Present regular verbs such. questions to build on 2nd half the story “Preparing for the used in sentences. Verbs prior knowledge • Recall the story “Preparing Big Day” by completing the are in present and past Modeling/ Teaching ‘Ladder of Events’ graphic form shown in a two- (15 min) Reading for the Big Day” by organizer column table. (20 min) answering WH- questions Show an invitation card. Discuss • Post pupils’ answers on • Allow pupils to work in pair the details written in the invitation • Read the story using the board and list down common card using wh-questions DRTA approach, then verbs they know. allow pupils read by Modeling/Teaching: (20 min) Guided Writing group and then whole (10 min) Modeling/ Teaching class approach • More word drill and (10 min) (15 min) activities on words ending Post Reading in silent e: long /a/, see TG • Let the pupils brainstorm • Discuss frequently Through modeling, construct (15 min) about the big day in the occurring regular verbs basic wh-questions from the • Discuss plot as element of story given text. • Allow pupils to answer • Reading the story “The Big (Discussion on wh-questions) Day” (15 min)

questions about the story a story by answering (15 min) Ask the pupils to make a Independent Group Practiceto allow complete grasp questions about the story birthday hat and write an (15 min)of the story • Answering action word on it. Then, let Comprehension Questions each pass the hat to the By group, construct three basic(10 min) Group Activity about the story person on the right and have wh-questions using any of the • Let the pupils draw and him/her write its past form. given stimuli. write a sentence about a (15 min) • Discuss themeas element gift they want to receive of a story (Teacher modeling) • Birthday card on their birthday. • Allow pupils to prepare • School announcement song and dance group Independent Group Activity • Warning along the street presentation about the (20 min) Independent Practice events in the story (10 min) Independent Group Activity Allow pupils to present other • Based on the planner, (15 min) themes of the story through construct five simple chant, poster, song, skit and sentences with regular Presentation of outputs poem verbs that tell what Gab did in the past.

Unit 2: Week 4 (Lesson 13) Preparing for the Big DayPre-Reading1. Unlocking/Vocabulary & Concept Development (excited, relative, planner)Using context clues, allow pupils to give the meaning of the underlined word.1. Ana will celebrate her birthday tomorrow and she feels excited. a. sad b. happy c. frightened2. Alex is my cousin. He is my relative. a. enemy b. family c. best friend3. My mother writes our daily activities on a planner. a. diary b. storybook d. schedule notebookSay: Let us see if you remember the words we learned today.Refer the pupils to LM Activity 138 on page 159.2. Motivation Question: Show a calendar to the class and ask the questions below. Make sure to use a recent calendar showing the year and the month with complete number of days. • Who has a calendar at home? • Why do we use calendar? • What is the importance of it?3. Motive Question: Why do you think Ana prepared so much for the big day?During Reading Read aloud the story and employ DRTA to let the pupils predict as they read along the story. (see next page) Assign certain groups to read the story part by part. Say: Let us read the story together and find out how important it is to plan ahead. Refer the pupils to LM Activity 139 on page 160 for the copy of the story.Post ReadingDiscussion Questions 1. Who planned for the big day? 2. How many days did she prepare for the big day?

3. Why do you think Ana prepared so much for the big day? 4. What in the story could be the ‘big day’?Note: Questions 5 and 6 are springboard to Infusion of Values. 5. What made it easier for Ana to prepare for the big day? 6. Why do you think it is important to plan ahead?2. Engagement/Enrichment Have the pupils accomplish LM Activity 140 “Draw and Write” on page 161. Preparing for the Big Day By Ivy M. Romano Everybody in the house was busy. There were only five days before the big day, and Ana was excited. She looked at her mini planner. She was eager to plan for the things she has to do. She wanted everything to be perfect. Four days before the big day, Ana started to clean the house. She mopped the floor. She placed the trash out of the house. Three days before the big day, she visited her relatives and friends. She invited them to be present on that very special day. Two days before the big day, she practiced a song with her friends. She wanted to dedicate this to her special guest. A day before the big day, she went to the market with her mother. They thought of preparing something extraordinary. Then, came the big day. Everything was perfect.

Lesson 13 Day 2: Decoding/Fluency/Writing Noting Details in a Given TextSkill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half)IntroductionShow a picture of a cake. Ask: What is in the picture? Write the word cake on the board.Analyze the spelling pattern of the word.Say: How many letters do we have in the word cake? (Four letters) What are theseletters? (c-a-k-e) How many consonants are there? (Two consonants) What are theseconsonants? (c and k) Note: Ask a volunteer to underline the letter c and k. How manyvowels are there? (Two vowels) What are these vowels? (a and e) Note: Ask thevolunteer to encircle letters a and e on the board.After doing the word structure analysis, let the pupils read the word three times. Teachermay employ variation in reading the words like reading it soft, moderate or loud tosustain the interest of the pupils. Remind the pupils that words with the same structurehave long /a/ sound.Flash card drill on words with long /a/ previously learned on week 3.Modeling/TeachingIntroduce more words with long /a/ and silent e in –ame and –ale family. Be sure toillustrate or act out each word before the pupils read them. Teaching Chart -ame -ale dame male fame pale game sale flame scale frame stale name tale shame whaleGuided PracticeRefer the pupils to LM Activity 141 on page 161.Independent PracticeRefer the pupils to LM Activity 142 on page 161.

Skill Lesson: Noting Details in a Given Text (2nd half)Presentation/IntroductionLet us go back to the story, “Preparing for the Big Day” • What made everybody in the house busy? • What was the first thing Ana did for the big day? • What were the things Ana did as written in her planner? Did she do each of them?Elicit answers from the pupils then write each on the board.Possible answers:1. Everybody was preparing for the big day.2. Ana planned the things to be done for the big day.3. 1st – She cleaned the house. 2nd – She visited and invite her relatives. 3rd – She practiced a song number with her friends. 4th - Ana went to the market with her Mother.Modeling/TeachingSay: Now, what were the things we have written on the board?These events make up the story plot of ‘Preparing for the Big Day’. Let us study the plot byanswering the following.” 1. What do you mean by ‘plot’? Plot is the series of events in a story. 2. What does the plot provide the readers? It provides the details of a story. 3. Would you be able to understand the story, without knowing the plot? No, knowing the important details and events leads to an understanding of what the story is trying to tell us. 4. Why is it important to know the plot in a story? Aside from characters and setting, the plot is also an element of a story which presents the problem among the characters and how it is resolved.

Let the pupils generalize by reading the chart about plot. (Note: Guide the students to make this generalization at the end of Modeling/Teaching and before Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in reference, and for use in future lessons. ) Teaching Chart: Plot • Plot is the series of events in a story. • It provides the details of a story. • Knowing the important details and events leads to better understanding of the story. • Aside from characters and setting, plot is also an element of a story.3. Guided/Independent Practice Now that you have learned what a plot is, I would like you to go back to the story, and creatively present its events through song and dance. Group 1: What Ana did five days before the big day? Group 2: What Ana did four day before the big day? Group 3: What Ana did three day before the big day? Group 4: What Ana did two day before the big day? Group 5: What Ana did a day before the big day? Lesson 13 Day 3: Giving the Main Idea of a ParagraphSkill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half) Introduction Show a picture of a boy and a picture of a candle with a flame. Say: What is in picture A? (a boy) A boy is also called male. What is in picture B? (a candle) the candle has a flame. Note: Write the word male and flame on the board. Ask: What is the sound of /a/ in the words male and flame. Note: Let the pupils sound it three times.Modeling Flash card drill on words with long /a/ previously learned on day 2, see teaching chart. Provide corrective feedback if necessary.

Guided Practice Let the pupils read words with long /a/ and silent e used in phrases and in sentences. Refer the pupils to LM Activity 143 on page 162.Independent Practice Let the pupils list and classify the words from Activity A and B into –ame family and –ale family. Refer the pupils to LM Activity 144 on page 163.Skill Lesson: Giving the Main Idea of a Paragraph (2nd half) 5. Review Do you still remember the story that we read last time? I have here a ‘Ladder of Events’ graphic organizer. Recall the story Preparing for the Big Day and help Ana do her task. Refer the pupils to LM Activity 145 on page 164. 6. Presentation/Introduction Say: Are you curious as to what the big day is in the story? What makes it so special that everybody is excited about it? Why did Ana prepare so much for it? Now, brainstorm with your groupmates. Make a guess about what the ‘big day’ is. Be able to share the idea of the group with the class. As the groups share their guesses, write on the board the guess of each group. Later in the lesson, you may refer to it to determine which group made the correct guess. 7. Development of the Lesson Say: Let us read the story and find out what is the big day Ana referring to. Refer the pupils to LM Activity 146 on page 165.

The Big Day By Ivy M. Romano A man stood by the gate along with huge bags. He looked taller. He seemed very familiar. Everyone around started to clap his hands. Everybody was happy and excited seeing the man. The man smiled at Ana. She pinched herself, not believing what she saw. Teary-eyed, the man walked toward Ana who stood still. He grabbed Ana’s hands and hugged her with so much joy. Tears rolled down Ana’s face. “Father, you really are home!” she exclaimed.Let us answer the following: 1. What “big day” was the story talking about? 2. Why do you think Ana prepared so much for her father’s homecoming? 3. Where do you think her Father came from? What was his job? 4. Have you ever experienced missing someone? Who is she/he? 5. What makes you miss someone? 6. If you were Ana and you did not see your Father for quite a long time, would you also do what Ana did? 7. If you were Ana’s father, how would you feel?This time, let us help Ana find her way to her Father by identifying the things she did inpreparation for his homecoming.Refer the pupils to LM Activity 147 on page 166. • Why do you think Ana did everything she did for her Father’s homecoming? • What does the story tell us?Write on the board the best answer that can be elicited from the pupils. Let them read itand tell them that it is the theme of the story. Then, ask the idea of the class about storytheme.Say: Let us talk about the ‘theme’ by answering the following questions: • What does ‘story theme’ mean? • What details of the story should you consider to help you identify the theme?

• It is possible to have several themes in a story? Generalization: Theme gives the idea that is central to a story. It tells what the story is mostly about. It often gives a sense of value that is likely appealing to the readers. A story can have more than one theme. Discuss another theme of the story for the pupils to understand that a story can have several themes. You may add the themes such as a daughter’s longing for her father, a daughter’s love for her father, excitement on father’s homecoming, a father’s longing for her daughter, missing a parent, etc. 8. Independent Group Activity Can you think of another theme of the story The Big Day? Work with your group mates. Be able to present as follows the theme you brainstormed about: Group 1: Chant Group 2: Poster Group 3: Song Group 4: Short skit Group 5: Poem Lesson 13 Day 4: Grammar Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half) Materials: flash cards of words with long /a/ sound and silent e, pocket chart 1. Flash words with long /a/ sound and silent e under –ame and –ale family (see teaching chart). Ask volunteers to read each word. After each word is read, ask the pupils to display the word card/flash card under its word family in the pocket chart. 4. Read the story Kale. Use the Stop and Read approach. Whenever the teacher stops, the pupils continue. See a copy of the text in the LM. The underlined words will be read by the pupils. Refer the pupils to LM Activity 148 on page 167. Note: After group reading, ask volunteers to read the entire story.5. Activity A. Let the pupils answer WH- questions about the story Kale B. Let the pupils make a list of their daily schedule in their notebook. Refer the pupils to LM Activity 148B-C on page 168.

Skill Lesson: Forming and Using the Past Tense of Frequently Occurring Regular Verbs (-ed) (2nd half) 1. Presentation/IntroductionSay: Let us study the table below by answering the following question.(The table below must be presented on the board for the pupils to see it.) A BClasses start at 6:00 o’clock in themorning. Yesterday, our class started earlier thanI want to come to school early. the usual.I clean our classroom every day before Last Monday, I really wanted to be theeveryone arrives. first to arrive in school. A month ago, Mikka and I were the one who cleaned our classroom. • What are the italicized words in column A? • What does each tell? • Are there clues that tell when the actions happened? What are they? • What time of action does each clue word or expression signify? • What have you noticed about the action words in column B? • What time of action does each signify? • What clues tell that the actions were already done in the past? • How do we form the past of regular verbs?Say: Let us work in pairs. List down two common verbs you know.As the pupils share their output, write on the board the verbs by sorting them as toregular and irregular verbs (e.g. jump and run). Ask the class to form the past of theregular verbs they listed. 2. Modeling/TeachingDuring the discussion, for better understanding, lead the pupils to arrive at thefollowing ideas: • A verb is a word that mentions an action. It tells you to move or do something. However, there are some verbs, which do not require you to move like think, remember, etc. • The activities that you do every day and those you do habitually express present time. • The activities that you have done before the actual time of speaking express past time.

• Regularly occurring verbs form their past by adding –ed at the end such as ask- asked, clear-cleared, repeat-repeated, etc.If time permits, you may also discuss the pronunciation of the last two letters (-ed), inasked (t), cleared (d), and repeated(ed) by providing more examples and letting thepupils read them.-ed sounded as /t/ -ed sounded as /d/ -ed sounded as /ed/asked cleared actedhelped frightened added invited 3. Guided PracticeSay: Let’s pretend that we are in a birthday party. Let us play a game using a party hat.Think of an action word then write it on the party hat(front side). On cue, each should passthe hat to the person on the right and have him/her write its past form on the back part ofthe party hat and say the word aloud or write /d/, /t/ or /Id/ after the past form of theverb.Make a Party Hat as illustrated below: Front BackFor modeling, do the first trial. Limit the time of the pupils in doing the activity. Afterwhich, collect the party hat and tell whether the past from of the regularly occurringverb is correct. If it is not, ask/guide somebody to make the necessary correction. 4. Independent Practice Refer the pupils to LM Activity 149 on page 169. Instruct the pupils to write five simple sentences that tell what Gab did in the past based on the planner.