English Grade 3

Lesson 13 Day 5: Decoding/Fluency/WritingSkill Lesson: Use appropriate punctuation marks (?) Write at least three sentences from various familiar sources (interrogatives) 1. Presentation/Introduction Say: Let us look at the picture. For the illustrator Draw here a typical birthday party including happy children in their party hat holding balloons, the birthday celebrator’s blowing the candles in her cake, etc. • Have you ever experienced attending a birthday party? • What common things can you find there? • How do you feel about attending a birthday party?If the class has no idea what a birthday party is or none of the pupils has been to such,direct the class by showing pictures or things that can be found in there, and then tellthem the things that children do in a birthday party. 2. Modeling/TeachingSay: Do you know that you cannot just simply attend a birthday party without beinginvited? The birthday celebrator usually gives out invitation to those s/he wanted to bepresent in her/his party.Now, let us take a look of what I have here. October 9, 2014 Dear Gab, Hi! I will be turning eight on October 13. My mother plans to prepare a simple party for me in our house. The fun will start at 1:00 in the afternoon. I will be happy if you could join us in celebrating this very special day. Thanks, Lani

• What occasion is reflected in the invitation?• Who will be celebrating her birthday?• When is Lani’s birthday?• Where will she have her party?• For whom is the birthday invitation?• Why do you think Lani wanted to be with her friends on her special day?• What do you think is Gab’s gift for Lani?• If you were Gab, would you take a gift with you for Lani? Why?• What important details should we remember in writing a birthday invitation?During the asking and answering questions about the given text, write some questionsin the Q & A Chart, as well as the response of the pupils.Say:Let us study the Q & A chart we made while we were talking about the BirthdayInvitation Card above by answering the following. Q & A ChartQuestions AnswersWhat occasion is reflected in the Birhdayinvitation?Who will be celebrating her birthday? LaniWhen is Lani’s birthday? October 13Where will she have her party? At their houseWhy do you think Lani wanted to be She wants to have some fun.with her friends on her special day?• When do we ask ‘what’ questions? Teaching Chart: Interrogatives• What is the expected answer for ‘what’ questions?• When do we ask ‘who’ questions? What- for things• What is the expected answer for ‘who’ questions? Who-for persons• When do we ask ‘when’ questions? When-for time• What is the expected answer for ‘when’ questions? Where-for places• When do we ask ‘where’ questions? Why-for reasons or causes• What is the expected answer for ‘where’ questions? How-for manner• When do we ask ‘why’ questions?• What is the expected answer for ‘why’ questions?

Say: We ask question whenever we want/request for information. The information may beprovided in the form of a response or an answer.We start our question with What if we want to know an object, idea, or action.We start our question with Who if we want to know a person/s.We start our question with When if we want to know the time.We start our question with Where if we want to know the place.We start our question with Why if we want to know the reason.(You may also include the How in the discussion.)We start our question with How if we want the answer the manner of a certain act.3. Guided Practice Refer the pupils to LM Activity 150 on page 170.Say: This time, let us try writing/making question. Unlike the first one we did, answers aregiven; try to write the question that would give the answer on the right.4. Independent Group Practice Refer the pupils to LM Activity 151 on page 170.Say: By group, construct three basic wh-questions using any of the given stimuli. • Birthday card • School announcement • Warning along the streetUse genuine birthday cards, school announcements, and warning signs that can befound inside the school premises so that the pupils can relate and attentivelyparticipate.

Unit 2: Week 5 (Lesson 14)Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Literature: “Fast Forward” Decode cvc words with long Decode cvc words with long Read and write words, Read and write words, Objectives by Leah N. Bautista /i/ /i/ phrases and sentences phrases and sentences containing words with long containing words with long Sequence/Retell some /i/ sound /i/ sound events as they happened in the story Words cards, phrase cards Flashcards Flashcards Picture Teaching Chart Pictures Word cards Phrase and sentence strips or strips Pictures Teacher Chart Teaching Chart Bingo game card MaterialsProcedures Pre-Reading Introduction/ Presentation: Introduction/ Presentation: Presentation/ Introduction Unlock key words through Review of Decoding lessons Review of Decoding lessons • Show a picture of a Recall the story “Fast pictures and word/context in Grade 2. in Grade 2 chime with a caption Forward” by asking pupils to clues. chime tell what they can recall. Flashcard Drill on sight Flashcard Drill on sight Reading words and words from the words and words from the Modeling/ Teaching List phrases and sentence word tree. word tree. Model reading words with answers of pupils. Read aloud the story and long /i/ sounds. stop at indicated points for Modeling/Teaching: Modeling/Teaching: Discuss phrase and sentence questions to monitor Present key words- chimed, by sharing how they differ. comprehension. Read the words and phrases Read words and phrases nine and night. with the long /i/ sound. with the long /i/ sound. Post phrase strips for pupils Post Reading Present the teaching chart to combine to make a Let the pupils answer Read and write sentences Read and write sentences for words with long/i/ sentence. discussion questions. with words with long /i/ with words with long /i/ sounds in reading sound. sound. exercises.

Allow pupils to draw and Draw, write and tell Read and write sentences Allow pupils to go over Allow pupils to write 1-2say something about what the reading activities for sentences on the garbagetells them the time. something using words with with long /i/ words. further practice. problem. long /i/ sounds. Let pupils draw, write Do activities to highlight the sentence and read them value of resourcefulness. Draw, write and tell something using words with Allow the pupils to plan a long /i/ sounds. project that utilizes recyclable materials to find out how Presentation/ Introduction: resourceful they are. Show illustrations of the events in the story and allow the pupils to find out if they are arranged in order. Arrange the pictures with the pupils and present sentence strips corresponding to the picture to discuss sequencing and retelling. Allow pupils to present scenes from the story read through a tableau. Let the pupils retell events of the story Let the pupils arrange events in sequential order.

Allow the pupils to give thegeneralization onsequencing and retelling

Unit 2: Week 5 (Lesson 14) Fast ForwardPre-Reading1. Unlocking/Vocabulary & Concept Development (clock, moved fast, hour hand , fast forward, and chimed) (Note: When introducing new words/expressions, have word or phrase cards ready. Once the words are used orally, show the word/phrase card and help children read it aloud. Tack the card on the board to use for review later. At the end of the lesson, add the vocabulary cards to your Word Tree and leave them there as long as there is space so children can practice reading them.) Show a picture of a clock. Use it to unlock the words moved fast, hour hand and fast forward. Say: This is a clock. What do you see in the clock? How many hands does it have? Point at the hour hand; Point at the second hand. Which moves faster? Show a real clock. Use this to unlock the word wink and chimed. Picture of a clock Say: This is a clock. What does the clock tell us? How many hands do the clock has?What does the long and thin hand tell us? How about the other long hand? What about the short hand? What time do you go to school? Let us say that your call time in school is 7 o’clock. You saw the clock that it is almost 7. What would you feel? What will you do? Say: Let us see if you remember the words we learned today. Refer the pupils to LM Lesson 14-Activity 1 on page ____ for the word review exercise.2. Motivation Question What do you do so that you will not be late in going to school?3. Motive Question What did the grasshopper do so that he won’t be late to school? (Note: Instead of the Motivation Question-Motive Question tandem, you can use semantic mapping as an alternative strategy. Write the word clock on the board. Have children think of words that come to their mind when they hear the word clock. Write their answers as strands around the word, as shown in the figure. Then say: In the story I will read to you, Slick the grasshopper was almost late for school. Find out what father did to teach him how to manage his time.)

clockDuring Reading (Possible answers: fast forward, moved fast, chimed) Read aloud the story (see next page). Stop at indicated points to ask the children what they think will happen next in the story.Post Reading1. Discussion Questions 1. Who is the main character of the story? 2. Why did Slick the grasshopper jump with joy? 3. What did he do with his friends? 4. What did he forget to do? 5. What did father tell Slick to teach him a lesson? 6. Why did Slick have to move fast? 7. Did Slick sleep well? 8. How did the minute hand move? 9. How did Slick feel when he arrived home? 10. What is the lesson of the story?2. Engagement/EnrichmentRefer the pupils to LM Lesson 14-Activity 2 on page ____ for the Writing to Learn activity. Fast Forward by Leah N. Bautista “Classes will start late tomorrow.” Slick jumped with joy. He said, “I need not hurry. I’lltake it easy. I have lots of time to get things done.” So he played with his friends in theyard. They talked and had fun until dinner time. “Uh-huh,” Slick’s father said. “Look at the clock’s long minute hand. Fast forward itgoes. It warns us that time flies by fast. So do first what has to be done while you havetime to do it.” He cleaned the Grandfather’s clock which chimed ten times. Slick did not listen. Later, he had to move fast forward like the minute hand of theclock. He worked fast on his homework to get it done. He had to get up early and dress upfast hoping he would not miss the school bus. But the bus was gone so Slick skipped breakfast and walked fast forward to school sohe would not be late. Tired and hungry Slick said, “The lesson I learned today so we need not move fast if wejust manage our time well and do first things first.”

Lesson 14 Day 2: Decoding/Fluency/WritingReview of Decoding Lessons Taught in Grade 2(These include CVC words with long i, and sight words for pre-primer, primer, and Grade 1 levels of the DolchBasic Sight Words list. The exercises in this lesson also sometimes include vocabulary words learned in theliterature lesson in Day 1. Two-syllable words containing two CVC pattern are also used. For this purpose, itwould be good to have flashcards for each of the sight words and for the phonics word families). 1. Start with a flashcard drill of long I words as shown in LM, Lesson 154. Review their meanings, as needed. A. Have the children read aloud the words in A, by columns. Then call on the whole class, small groups, and individual children to read a column of words at a time. If needed, you can model how a word should be read. Note that the vowel i in the word pine is given the a long i sound. B. Do the same with the phrases in B. Ask questions to see if pupils know the meaning of the phrases. C. Say: Do you have a bike? Do you also fly kite? Have the pupils pair off and take turns reading and answering questions with their partner. Now we will read a story about a boy riding on a bike and flying a kite. Refer the pupils to LM Activity 154D. Have alternate oral reading of the story. Start by reading the first stanza, and then have the class read stanza 2; the boys read stanza 3 and the girls read the last stanza. Then have the whole class read the entire poem. Discuss the story using the comprehension questions on to LM Activity 154D. Add more questions as needed. D. Say: In the peom, the boy rides a bike and at the same time flies a kite. Is it right to ride a bike and fly a kite at the same time? Do you also ride a bike? Do you like to fly a kite? Which do you prefer? Draw and write a sentence about what you like. Have the pupils do the activity in to LM Activity 155. Ask pupils to share their drawings and sentences after they are done. Lesson 14 Day 3: Decoding/Fluency/Writing Sequencing/RetellingSkill Lesson: Decoding/Fluency/Writing1. More Review of Decoding Lessons Taught in Grade 2 Have a flashcard drill of selected sight words as shown in to LM Activity 156A. Note that the word basket, which has a CVC-CVC pattern, is also included. Again, give opportunities for the pupils to read the words on sight, from whole class, small groups, and individual children. If needed, model how a word should be read, especially the words around, funny, happy, and basket. Point out that don’t is a short version of do not. Discuss their meanings, as needed.

A. Do the same with the phrases in B and with the sentences in C. Ask questions to see if pupils know the meaning of the phrases. Skill Lesson: Sequencing/Retelling(Materials: Pictures showing 3 events from The Fast Forward)1. Presentation/Introduction Show the pictures one at a time, in random order. Ask what is happening in each picture. Say: Remember the story we read yesterday? Here are some pictures showing events from the story. Look at each picture. Tell what is happening in the picture.Father Grasshopper Slick went home Slick stayed upcleaned his tired and hungry. He late chatting andgrandfather’s clock now learned his playing with histo teach his son a lesson to do betterlesson. with his activities. friends. Event 1Event 2 Event 32. Modeling/Teaching Say: The pictures do not show the correct order in which the events happened in the story. Which picture shows what happened first? Which picture shows what happened next? Which picture shows what happened last? Let us arrange them in the correct order3. Modeling/ TeachingAllow pupils to arrange the pictures of the events in order.Say: Now we can use the pictures to help us retell the story. Let us use Picture 1 to tell whathappened.Do the same with the next two pictures. Guide the children in answering the questions so theycome up with sentences similar to the followingPicture 1 First, Slick stayed up late chatting and playing with his friends.Picture 2 Next, Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson.Picture 3 Finally, Slick went home tired and hungry. He now learned his lesson to “do firstthings first”.(Note: Guide the students to make this generalization at the end of Modeling/Teaching and beforeGuided Practice. It will help to have the generalization shown in a Teaching Chart for ease inreference, and for use in future lessons on sequencing. )

Teaching Chart: Sequencing How do we tell events in a story in the right order? First, we think of what happened in the beginning. Next, we think of what happened in the middle. Then we think of what happened at the end.4. Guided Practice Group the pupils with 10 members each. Let each group show three scenes from the story “Fast Forward” through a tableau. Let one member retell the story using the three scenes formed. Make sure that the scenes are presented in the correct order.5. Independent Practice Refer the pupils to to LM Activity 157A. A. Say: How do we arrange or retell events in a story in the right order? Let’s read the tips inside the box. Help the children read the reminders. Read to the children the instructions for the sequencing exercise. Point out where they should write the number of the event. B. When the children have numbered all the events, call on them to retell the story using the pictures. Have one child retell what happened in each event. End the activity by having the children repeat the tips for sequencing and retelling. Lesson 14 Day 4: Decoding/Fluency/WritingSkill Lesson: Reading and Writing Words with Long /i/1. Presentation/Introduction Say: Do you still remember the story “Fast Forward”? Who was the main character in the story? What are the things he did?2. Modeling/Teaching Say: Read the word under the picture. Model how the word should be read. Let us spell chime: c-h-i-m-e. Point to the letters as you do so. What is the vowel in the middle? What is the sound of iin chime? Read the word again. Read the following sentences and present the flashcard of the highlighted word as you say it then put each word in the pocket chart or board. The grasshopper has a clock with a chime. The clock chimed nine times at night.

chimed nine nightSay: Read all the words in the pocket chart.What happened to the clock at night? (chimed) Get the word card. Read itWhen did the clock chime? (night) Get the word card and read it..How many times did the clock chime at night? (nine) Get the word card. Read it.3. Guided Practice Present the Teaching Chart for the words with long /i/. Teaching Chart chime night sight time bright light nine child slide fight bite rideMake sure that the pupils know the meaning of each word through vocabulary developmentactivities such as pictures, action, and context.After initial reading and vocabulary study, provide practice in reading the words, throughflashcard drills, or teaching charts. Have the pupils read words by word families first beforepresenting them with various combinations of words.Refer the pupils to LM Activity 158D.Have children do Exercise D, then read the words aloud after they have completed them.Game: Word BingoPrepare a 3 x 3 grid like the one shown below on the board.Prepare flashcards of words with long i. Divide the class into two groups. Call the first groupto read the first card. If the group reads correctly, they can draw any symbol on any box

drawn on the board (e.g., star, heart). Then call the next group and repeat the procedure until all the cells are filled. The group with the most number of symbols is the winner. This game can also be played in small groups. Prepare the grid on a whole sheet of paper. Give a set of word cards and the bingo grid to each group. The same procedure is followed. Refer the pupils to LM Activity 158B. Ask children to read the phrases using various formats as you did in previous lessons. Make sure that the meanings of the phrases are understood.4. Independent Practice Refer the pupils to LM Activity 158E. Have the pupils share their drawings when they are done. Have each pupil read the sentence that tells about his or her drawing. Lesson 14 Day 5: Grammar: Collaborative Learning/Values InfusionSkill Lesson: Differentiate between a phrase and a sentence Read phrases and sentences using combinations of sight words and decoding words learned Apply the values of resourcefulness and teach works through a group project1. Presentation/IntroductionSay: Can you still remember the story “Fast Forward”? What happened to Slick, theGrasshopper?Let the pupils give details about the story. They may answer in phrases or in completesentences. Write their answers on the board putting phrases in one column and sentences inanother column. Possible answers: A B 1. will start late 1. Classes will start late tomorrow. 2. played with friends 2. He played with his friends in the yard. 3. talked and had fun 3. They talked and had fun until dinner time. Say: I wrote them on the board. Let’s read your answers again.2. Modeling/TeachingSay: Read number one in column A. Read number one in column B. Which is longer? A1or B1?Which tells a complete thought? Let’s read B1 again. What else do you notice aboutB1? (B1 begins with a capital letter and ends with a period.) This is what you call a sentence.A sentence gives a complete thought.Write the word sentence on the board and have children read it.

Say: Is A1 a sentence? Why not? Does it say a complete thought like B1? Does it begin with acapital letter? Does it end with a period? So, is it a sentence? This is what you call a phrase.A phrase doesn’t give a complete thought.Write the word phrase on the board and have children read it.Read the group of words. Write P if is a Teaching Chartphrase, S if it is a sentence.1. played with his friend A phrase doesn’t have a complete2. had fun until dinner time thought. It doesn’t end with a3. He worked fast on his homework. punctuation mark.4. Slick, The Grasshopper, jumped with joy. A sentence has a complete thought. It5. He cleaned the Grandfather’s clock. ends with a punctuation mark like period (.), question mark (?) orHave the pupils give the generalization: exclamation point (!).Ask: What is a phrase? What is a sentence?See the teaching chart about phrase and sentence.Help the students read the Teaching Chart.3. Guided PracticePresent the following phrases. Combine them to make a sentence. A B1. Slick, the Grasshopper, a. chimed ten times2. Grandfather’s Clock b. manage our time well3. We just c. jumped with joy4. But the bus d. talked and had fun5. They all e. was gone Say: Give now the sentences that you have formed.1. Slick, the Grasshopper jumped with joy.2. Grandfather’s Clock chimed ten times.3. We just manage our time well.4. But the bus was gone.5. They all talked and fun.Say: Look at the sentence. Does it give a complete thought?Yes, it does. But there is something wrong with the sentence. Can you tell?What should we do to make it correct?(Make the word “the” begin with a capital letter. Add a period at the end of the sentence.)Now let’s choose the verbs in the given sentences. How do the words end? What did weadd? (We add d or ed to the simple form of the verb to form its past tense.)Say: Read the following sentences. Do they give complete thought? How are the verbs writtento show that the action took place in the past?1. thousands of years ago, the early Filipinos lived in caves2. they hunted wild animals with their bows and arrows3. they cooked food by roasting them4. sometimes they picked fruits5. they used the leaves of plants for medicine

Divide the class into two groups. Each group will combine phrases to make sentences. Thesentences should make sense. Each sentence should begin with a capital letter and end with aperiod.Match A with column B to form a sentence. Write the sentences correctly. Usecapital letters and punctuation marks if needed. A GROUP I B1. nita cleaned the trash in a pit2. she buried a. their yard3. thousands of years ago b. some vegetables in the garden4. maria gathered c. some people lived in caves5. last Saturday d. I scrambled eggs for breakfast e. A GROUP II B1. Yesterday, Father the yard2. He cleaned a. the plates3. I washed b. stayed at home4. She counted c. the ripe guavas they picked5. Romy and Bert walked d. to school together last Monday e. Have groups present their outputs. Guide the class in giving feedback on whether the sentences formed make sense.4. Independent PracticeRefer the pupils to LM Activity 159.Guide them to read the strategy for differentiating between phrases and sentences before theydo the exercise.Infusion of Values/Collaborative Work (15 min)(Materials: recyclable materials available in the classroom like plastics, papers, bottle etc.)1. Introduction/Presentation Review part of the story “Fast Forward” that focuses on the crow’s resourcefulness. Say: In our story “Fast Forward,” What was the problem of Slick? What did his father do to solve Slick’s problem? Did it help him solve the problem? We say that father is resourceful. To be resourceful means to find quick and smart ways to solve problem. Follow after me (say the word by syllable: RE-SOURCE-FUL). Give a clap as you say each syllable. (Pupils give one clap for each syllable.) How many syllables does the word resourceful have? Now, let us spell the word resourceful.

2. Modeling/Teaching Write the word resourceful with some missing letters like below. Say: The word “resourceful” is a long word so it may be hard to read. Look at different parts of the word to help you. There are 3 syllables in the word. Read the middle syllable (source). What vowel follows the letter r in the first syllable? Call on a pupil to write it on the board. The last syllable is –ful. What do you think is the missing letter? Call on another pupil to write f on the blank. r __ s o u r c e __ u l Say: Now we have the complete word. Read the syllables. Read the whole word. Read it again.3. Guided Activity Say: Are you resourceful? In what ways are you resourceful? Show a picture of a boy and a girl who do recycling. Say: These are Anne and Roy. They are helping solve our garbage problem. They collect plastics, bottles and paper to do their project in Science.4. Independent Group Activity Say: It’s your turn to help save our environment. I will give you some recyclable items. Discuss with your group mates what you can do to make use of recyclable materials. Draw your project in a manila paper, which you will present next week. Provide recyclable materials to the pupils and give them 10 minutes to plan and draw their project. Refer the pupils to LM Activity 160. Have pupils use this as a guide for their project, which they will submit on ¼ Manila paper the following week.

Unit 2: Week 6 (Lesson 15) Lesson Day 1 Day 2 Day 3 Day 4 Day 5 Parts Interpret Non-Print Sources Infer Print Sources Identify and write Form and use the past tenseOverview/Objectives imperative sentences of frequently occurring Materials (request and command) irregular verbs (eat - ate)Procedure • Varied pictures • Varied print sources • Manila paper (excuse Pictures (dog and cat) (posters, sticks or (leaflets style, posters,) letter) cartoon drawings, Word strips of irregular paintings) • Small strips • Strips(pictures, words verbs and their past form (draw lots) and sentences) • chart( table with 2 Selection about Kurt columns, varied no. of • Graphic organizer rows) Interact and retell the Sort out request and Brainstorm about the story, thought of the passage. command strips. Detect non verbal cues. the values and importance of print texts. Identify requests and Note the appropriate past Brainstorm and outline what the pupils know from Infer print source (headline commands elicited from the form of irregular verbs in a what they see and what else news). they want to know about passage selection. the picture. Evaluate and interpret print texts using practical/ (GW) Jump on the right Interpret non print sources: intellectual and aesthetic Indicate what an imperative past form of irregular verb. 1. orally (IW) knowledge. sentence does. 2. in simple sentence constructions (SG) Base method Fill in the past form of irregular verbs Syllabicate words extracted Group presentation: (Group Work) from the discussion. State what varied print Sentence completion using materials (leaflets, Identify requests and the past form of irregular Free speech and expression street/wall posters, weather commands and classify verbs Guessing what the picture forecasts) tell us. them in the right columns of tells the viewer the chart

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

Unit 2: Week 6 (Lesson 15) Non-Print Sources1. PresentationShow a picture of a grade 3 girl rushing to catch her school bus. Refer to LM Activity161A for the said picture. Say: Can you “ read” a picture? Does the picture tell something? (Show the picture to the class.) Can you tell what the picture is trying to say?2. ModelingBrainstorm what the children know or think about the picture they see and write it undercolumn WHAT I KNOW. Under column WHAT ELSE I WANT TO KNOWABOUT IT, write what are the things they still want to learn or discover about thedetails of the picture.Write their answers on the board with this format. What I know What else I want to know about ite.g. she’s late Why was she late? Say: Look at the picture again. Let us guess what information it tells us. What does the picture tell? Do you know how to guess what a non-print material (picture) tells? What are non-print materials, by the way? Non-print sources are materials that tell something without the use of words. These sources use pictures, graphs, posters, movie and the like. There are 4 steps to take so we can make sense about it. 1. Look at the whole picture. 2. Describe the details. 2.1 If there are persons or animals, describe what they are doing or their faces to tell what they feel. 2.2 Describe the setting or place where the person in the picture is. 3. Using your observations earlier, you can now make an intelligent guess/infer as to what the picture tells us.Show again the picture in Activity 161A.Say: Let us infer what the picture tells us. What do you see in the picture? Are there persons or animals? What do you think is the girl doing? Where is she? Why do you think the girl was running? Is she in a hurry? Why? Have you also experienced rushing to catch your school bus? How would you interpret what the picture is trying to say?

What are the bases for your interpretation? Ask: Can we get information through pictures or non-print materials? What are the things we have to do in order to understand what non-print sources tell us?3. Guided Practice Now let us try another one and carefully examine the details of the picture. What is the boy holding? Refer to the pictures in LM Activity 161B. Go with your groups and write in one sentence, what you think the picture is about. Say: Was it easy to interpret what the picture was trying to tell us? Say: In picture A, how will you describe the boy ? What can you say about his grade in the card? Is it high or low? What you should do to get high grades? (Do the same processing with pictures B and C.)4. Independent Practice Study the pictures and guess what information they tell. Write your answers in your notebook. Refer your pupils to LM Activity 161C and D. Lesson 15 Day 2: Inferring Information from a Print Source1. PresentationPost the poster on the board.Say: This is a signage. What do you see in a signage? The words you see in a signageare called print. A signage is a Print Source of information. What does the signage tellyou? Let us state in another way what the information given in this signage.2. Modeling No I.D. No EntryAsk: What is inferring? How do we infer information from a print source?

Say: Inferring is making a guess about what something tells. We can infer from a print source of information. Print source of information tells us something in just a few words. Samples of print sources are signage, posters, brochures, and the like. There are 4 questions that you need to answer in order to infer information from a print source. 1. What does the print tell you? 2. Why does the print tell you that? 3. Does the print explain this clearly? 4. How else can you say what the print says? Say: Answering these questions make state in full what the print tells. Let us look at the signage again and mention what it tells. (Point the pupils to the signage you posted on the board.) Read the print. Ask the four questions one-by-one. Accept the pupil’s responses. What does the print tell you? Why does the print tell you that? Does the print explain this clearly? How else can you say what the print says?3. Guided Practice Refer your pupils to LM Activity 162.4. Independent Refer your pupils to LM Activity 163.Lesson 15 Day 3: Form and use of the past tense of frequently used irregular verbs (eat-ate)1. PresentationPrepare strips of Manila paper. Write the lines of each character on the strips andstick them on a Manila paper for easy removal and classification of the sentences (arequest or a command) in a follow up activity later.Say: Let us read the dialog together.The class of Miss Luz starts the lesson by checking the homework.Miss Luz : Bring out your assignment, class.Johny: I am sorry ma’am, I don’t have an assignment.Miss Luz: Will you please tell me why?Johny: I played all day and I got tired. When I got home I just slept. May I pass my assignment tomorrow?

Miss Luz: Please give me another chance Miss Luz.Johny: Next time, do your assignment first. Stay at home and finish it. Ask your brothers and sisters to help you with your assignment. Yes ma’am I won’t forget what you advised me about getting my assignments done on time. Ask: What should Johnny do to show that he learned his lesson?2. ModelingUse some of the strips to elicit answers from your students that lead to the understanding thedifference between a request and a command.Say: Let us read strip number 1. (Remove it from the manila paper and post it on the board. Dothe same with strip numbers 8, 9, 10)Ask: What do these sentences tell us ?Say: These sentences are command. Write “Commands” on the board. Commands tell whatsomeone must do.Say: Let us read strip number 3. (Remove it from the manila paper and post it on the board. Dothe same with strip number 7.)Ask: What do these sentences tell?Say: These sentences are requests. Write “Requests” on the board. Requests tell politely whatwe want someone to do.3. Guided Practice Say: Let us see if you can tell if a sentence is a command or a request. Draw a sun or a moon on each blank. Refer the class to LM Activity 164A.4. Independent Practice Refer your pupils to LM Activity 164B. Lesson 15 Day 4: Form and use past tense of frequently occurring irregular verbs (eat - ate)1. Presentation Post a copy of the selection on the board. Say: Let us read the short selection on the board together.

Kurt hurt himself when he was playing.He said “Please help me get to the clinic!”One of his group mates rushed to carry him and laid him on bed.”I’m afraid I might have broken my arms,” Kurt said.“Put your things down, relax, breath and smile,” his friend Rene said.“Hand me your project so you won’t be late in passing them,” he added.Ask: Can you identify the two types of imperative sentence?Say: You can see them in our selection. Write them under the right column.Request Command2. Modeling Say: What happened to Kurt while he was playing? Why? Why did they lay him on the bed? What kind of injury was he afraid he incurred? To calm him, what did Rene ask him to do? Activity 1 Among the words on the board, look for the right past form of the following irregular verbs:Irregular verbs Past Formhurt _________lay _________break _________put _________After the children have chosen the right answers, ask them:What did you notice with the verbs when they are in the past form?What two verbs remained the same in their past form?What two verbs showed a change in their past form? What change took place?

Group ActivitySay: Now let us play like a cat and dog. One volunteer from each group will be the “It” or thecat. They have to jump on the right past form of the verb they are holding in order to get thebone. If they jump on to the wrong verb, they will fall and the dog will get the bone instead.ride rides rodeblow blew blowedfight fighted fought Say: What did you notice about the past form of the verbs? What was added at the end of the verbs? Why? What do we call this verb then?3. Guided Practice Say: Let us try again but now let us work together with our groups. Choose the right past form of the irregular verbs. Refer the class to LM Activity 166.4. Independent Practice Say: You’re doing great! Now let us work on Activity 167.

Unit 2: Week 7 (Lesson 16)Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: “The Adventures Sequence series of events Read words with the long Read words with the long Write sentences with proper of the Animal Band” vowel /o/ and ending in silent e vowel /o/ and ending in silent e punctuation marks Materials Read words with the long vowel as in hose as in hose Realize the importance of /o/ and ending in silent e as in Procedure teamwork hose Irregular Verbs Copy of story Story Cards for every animal Question strips Irregular Verb chart Sentence strips dialog Pictures of life vest, a sinking Illustration of the animals in the Activity Sheets Cooperation Thermometer ship and people abandoning Picture of animals in the story story it going to lifeboats Pictures for Independent Practice activity Question strips Pre-Reading Word drill and exercises on Activity Sheets Word drill and exercises on Allow pupils to do a guessing Present key words through words with long vowel /o/ and Word drill and exercises on words with long vowel /o/ and game by sentence strip reading pictures, demonstration and ending in silent e as in hose. words with long vowel /o/ and ending in silent e as in hose. and guessing the names of word clues. ending in silent e as in hose. animals Introduction/ Presentation: Presentation/ Introduction Reading Guided Practice: Let the pupils write sentences Read aloud and stop at Allow pupils to read parts of the Read the first paragraph of the using the correct form of the verb indicated points and ask story by their animal grouping. Let pupils do dramatic reading story to jump start the lesson. guided by time expressions. questions to predict and of the lines of Ratty Rat. monitor comprehension of the story. Modeling/Teaching: Do Ratty Rat game to talk Modeling/ Teaching Discuss how past forms of verbs about the story. Discuss how the past forms of are used in sentences and the Post Reading Talk about the story read irregular verbs are formed. appropriate punctuations. Let pupils talk about the story through discussions questions Flashcard Drill on Brain List read through SG activities: to reiterate sequencing . Read words, phrases and Allow the pupils to list that Let the pupils write the different sentences. indicate what they do every forms of sentences (declarative, a. Act Guided Practice: day. interrogative, etc.). b. Draw Let the pupils do word games. c. Sing Let pupils do sequencing of In groups, allow pupils to Let the pupils measure level of d. Happy face Cut Out events using the sequence Read and write words with s- locate and write verbs (see cooperation of their team through chart. blends. LM) the Cooperation Thermometer Allow pupils to present their work to the class by groups. Independent Practice: Let the pupils learn how to do syllable count through the Chin

Make a sequence chart of the Methodadventures of the animal bandfrom day 1 to day 7. Allow the pupils to read and write words and sentences with s- blends

Unit 2: Week 7 (Lesson 16) The Adventures of the Animal BandPre-Reading1. Unlocking/Vocabulary & Concept Development (life vest, sinking, abandon) After unlocking the following words make sure that you tack them in the Word Tree so children can practice reading them. a. life vest Show a picture of a man wearing a life vest. Say: What does the man wear? It is called a life vest. When and where is it necessary to wear a life vest? How will it help the person wearing it? b. sinking In a glass of water put a small paper boat upside down. Let the pupils observe what happens to the paper boat. Tell them that the paper boat is sinking. c. abandon Say: Look at the picture. What do you see? (People leaving a sinking ship) What are they doing? Why are they leaving the ship? Now, let’s pretend that we are on the ship. The ship is about to sink. When I say “Abandon ship” What will you do? Let’s do it! When we leave the ship, we abandon it.2. Motivation What comes to your mind when you see the word band. (Write the responses of the pupils in a web. Band3. Motive Question: Say: Today, you are going to listen to a story about “The Adventure of the Animal Band”. (Show the picture of the animal band. Refer to LM) Ask: Who do you think are the animals in the Animal Band?

During Reading Read aloud the story. Stop at indicated points to ask the children questions on the story. Refer LM Activity 168B for the copy of the story. Questions for Paragraphs 1-3 • Where did the horse and his friends go? • What did the horse say? • What do you think will happen to the animals? Questions for Paragraph Number 4 • What happened to the animals? • How did each one of them reach a safe place? • If you were the carabao would you allow the monkey to stay on your back? Why? Questions for Paragraph Numbers 5-7 • Who thanked God? • It is right to thank God all the time? Why? • What do you think will the animals do on the second day? Questions for Paragraph Number 8 (Day 2) • What did the animal do on the second day? • How would you feel if you could see only the deep blue sea around you? • What do you think will they eat? Questions for Paragraph Number 9 (Day 3) • Have you seen a sea urchin? Describe it. • What other things do you think will they find on the island? Question for Paragraph Number 10 (Day 4) • What do you think will happen next? Questions for Paragraph Numbers 11 & 12 (Days 5 and 6) • How did they feel about their new home? Why? • What do you think will they do next? Questions for Paragraph Number 13 • What do you think were their musical instruments? • What musical instruments can you play? • How do you think their musical instruments could help them? Questions for Paragraphs 14 – 17 • Why did the ship stop? Let’s find out? • How long did the animals stay on the island? • If you would be asked to join the animals to their trip to the island, would you do it? Why?

Post Reading Engagement Activities (Small group) Say: I am going to divide you into 4 groups. Each group will do one of the activities. Group 1 – Act it Act out this part of the story. (Give group a strip of this activity.) They were all looking at the deep blue sea. Suddenly, they heard a short but loud echoing sound. The ship hit a big hard rock. Captain Goat told them “Put your life vest on! We are sinking! We must abandon the ship now! Swim! Swim for your lives! Group 2 - Draw it Draw what the animals did on the first seven days of their stay on the island. Group 3 –Sing it Sing a song that you think the animals could have sung in the story. Accompany your song with materials that you could use as musical instruments in the classroom. Group 4 – Make it Make cut-outs of the happy faces of the members of the animal band. Engagement Activity (Whole Class) We will have the discussion of the outputs from each group. Pay attention to the question that I will ask. Group 1 1. What is the story about? 2. Who were the characters in the story? 3. Where did they ride? 4. What happened to the ship? Group 2 5. What did the animal do to survive? 6. How did they help each other? 7. Were they able to reach a safe place? 8. What did the animals do on their first seven days of stay on the island? Group 3 9. What did the animals do on the 7th day on the island?

10. Were they able to come home? 11. What do you think did the animals feel? Group 4 Will show and tell UNIT IILesson 16 Day 2: Alphabetizing words in the second letter1. Presentation/ Introduction Say: Let us read the paragraph. The animals jumped from the ship and swam and swam. Soon they reached a safe place. Say: Let us read the words. ship, swam, ship Ask: What do you notice? Yes they all start in S.2. Modeling Say: If we alphabetize these three words, we have to look at the second letters: ship, swam, safe. Ask: Which one will be the first word? Yes, safe, because s is followed by a. Which one will be second? Yes, ship because it’s second letter is h. So the alphabetized order is: safe, ship, swam.3. Guided Practice Say: Let us alphabetize these sets of words. a. shelter, sea, swim b. boat, back, big c. life, leave, look d. fly, find, feel4. Independent Practice Refer the class to LM Activity 170.Lesson 16 Day 3: Decoding/Fluency/Writing of words with long o sounds ending with silent e as in hose1. Presentation/Introduction Refer your pupils to LM Activity 171.2. Modeling Say: Sometimes, letter o, in words that end in e like bone and cone, is pronounced as /ow/.

Let us say the following words correctly.bone cone honelone tone phone3. Guided Practice Refer the class to LM, Lesson 171B.4. Independent Practice Refer the class to LM, Lesson 171C.Lesson 16 Day 4: Irregular Verbs/ Decoding/Fluency/Writing of Words with Long o Sounds Ending with Silent e as in HoseSkill Lesson: Decoding/Fluency/Writing of Words with Long o Sounds Ending with Silent e as in Hose (1st half)1. Presentation/IntroductionPost words that has a long o sounds ending with silent e on the board.Say: Let us read the following words.bone throne stone phone smoke Post the picture of each word on the board. Say: Study each picture. Match the words with the pictures that they name.2. Modeling Ask: How do we pronounce the letter o in the word bone? Say: Letter o is pronounced as /ow/ in words that end with silent e.3. Guided Practice Refer your pupils to LM Activity 172A-C.4. Independent Practice Refer your pupils to LM Activity 172D-E.

Skill Lesson: Irregular Verbs (2nd half)1. Introduction/ PresentationPost a picture of all the characters in the story “The Adventure of the Animal Band”Ask: What do you remember about these animals?Say: I listed words that you mentioned while you were talking about the story we readlast lime. Let us read them.went told hit waswere rode held said What do you call these words? (Verbs)2. Modeling/ Teaching Say: Some verbs form their past tense by changing a vowel.Call two girls. Ask them to hold a book.Say: Say something about what they do. (The girls hold a toy.) In what tense is the verb “hold”?Ask the two girls to go back on their seats.Ask: What did the girls do a while ago? (The girls held a toy yesterday.) In what tense is the verb now? What do you notice with the verb “hold” when put in the past tense? (There is a change in the vowel.)Say: Let us study the following examples. run-ran ring-rang swim-swam wake-woke get-got rise-rose write-wrote give-gave sing-sang win-won drive-drove ride-rode sit-sat know-knew throw-threw3. Guided Practice Divide the class into 4 groups. Let each group perform the activity below 1. Think of the activities/ tasks/ work you did with your friends/classmates. 2. List five action words that tell about what you did. 3. From the list you have, select the irregular verbs and give the past form. 4. Write a sentence using the past form of the verb.

My List Past form My sentences1.2.3.4.5.4. Independent Practice Refer the class to LM Activity 173 for the group activities.Lesson 16 Day 5: Sentence Writing and Punctuation1. Presentation/ IntroductionDo you remember the characters of “The Adventure of the Animal Band”? Let’s have aguessing game. I am going to flash a strip of cartolina and you read the sentences andguess who said that.Flash the sentence strips: 1. Put your life vest on! We are sinking! Abandon ship! 2. Thanks God, we’re alive! 3. We swam all day and all night. 4. I climbed a tree and all I saw was a deep blue sea. 5. Ouch! My belly was hit by a sea-urchin. 6. Huh, I walked, ran and flew! 7. Who knows how we can stop the next ship! 8. Would you like another adventure? 9. Hip hip hurray! Hip hip hurray!2. Modeling/ Teaching Let us read the sentences 1. We swam all day and all night. 2. Who knows how we can stop the next ship? 3. Would you like another adventure? 4. Ouch! My belly was hit by a sea-urchin. 5. We walked and ran! Ducky flew at times. Let us talk about each sentence What kind of sentence is in number 1?

What punctuation mark is used? Illus. of dog duck and frog(Do the same in sentence 2, 3, 4) swimming togetherNow, take a look at the picture.Ask: What did the dog, duck and frog do together?(Write the pupils answer on the board) Illus. The dog, duck and frog swimming together. Ask: What kind of sentence is this? What kind of punctuation mark is found separating the series of names of the animals? When did we use a comma? What punctuation mark is used in the end? Lead the pupils to understand that there are four kinds of sentences. These sentences differ according to their use. They also end with different punctuation marks.3. Guided Practice Mini – tour Group yourselves into 4. Have a mini-tour outside the room. Each member writes sentences on his own task card. Then the group agrees on the 6.My Sentences (Individual)Declarative Sentence Imperative sentence(Using a period)Declarative Sentence Interrogative sentences(Using a comma and period)Exclamatory Sentences Exclamatory Sentences(Using Exclamation point) (Using a comma and exclamation point)Set the number of minutes for the mini-tour of the and the preparation of their groupoutput

4. Independent Practice Values Infusion What can be used to measure the level of cooperation in your Group? Let us use the Cooperation Thermometer. What would be the thermometer’s reading for your group? Why? 1. Enrichment Activities Group the class into 4. Give one picture to each group. Instruct the groups that they areto write sentences about the picture using the kind of sentences assigned to them. Group 1 – Declarative Sentence Group 2 – Interrogative sentence____________ Picture of a boy and a girl watching the display of top cars.Group 3 – Imperative sentence Group 4 - Exclamatory sentence

Unit 2: Week 8 (Lesson 17)Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Literature: SUMMATIVE TEST Objectives The Enormous Carrots Use verbs in simple present Retell familiar stories to other Write at least three sentences Get the general sense of the tense children from various sources 1 Materials story (declarative, exclamatory, Read words with the long vowel Use Verbs in simple past tense interrogative) Copy of the story “The /o/ and ending in silent e as in Enormous Carrots” hose Blend phonemes (sounds) in Uses appropriate punctuation Task card CVCCC words marks (period, comma, and exclamation point) Note that some words may have opposite meaning Read words with the long vowel /o/ and ending in silent Word card Read words with the long e as in hose Tag board vowel /o/ and ending in silent e as in hose Task card Word card Manila paper Teaching chart: VerbsProcedure Pre-Reading Word drill and exercise on Word drill and exercise on Word drill and exercise on words with long vowel /o/ words with long vowel /o/ words with long vowel /o/ Unlock vocabulary through ending in silent e as in hose ending in silent e as in hose ending in silent e as in hose pictures, context clues and demonstration. Introduction/ Presentation Introduction/ Presentation Introduction Let the pupils fill in the chart Act and Guess Game (see TG Pupils read a paragraph and Group the class into 5 groups. about carrots to activate prior for the steps) pupils answer WH- questions. Assign parts of the story to be knowledge. Spelling read by each group. Pupils read verbs from the Present the cover of the big Modeling/Teaching: paragraph read. Presentation book “The Enormous Carrot” Let the pupils read the title. Present a paragraph to the Discuss verbs in the simple Present jumbled words to the class. Use the sentences from past tense. class and let the pupils Reading the paragraph as springboard arrange the words to form a Read the story to the class and to the lesson on verbs. Let the pupils read words from sentence. ask them questions to interact the paragraph with CVCCC with the text. Discuss verbs in simple presentUnit II Just Do It!. Lesson 10 (Week 1)

Post Reading tense. pattern. Modeling/ TeachingLet the pupils answerquestions to ensure a Guided Activity Present and discuss words Discuss kinds of sentences.complete grasp of the story. with antonyms from tePupils answer by group. Let the pupils use verbs in paragraph. Group the class into 3. Let writing sentences about each group write sentencesGroup the pupils into four pictures. Guided Practice from the story.groups and provide task cardsto work on. Independent Group Activity Provide activities about verbs, Independent Practicea. Draw words with CVCCC pattern andb. Act Out Group 1 – Make 5 sentences antonyms. Group yourselves into 4. Havec. Sequence Pictures about the community helpers in a mini tour of the school. Eachd. Prepare a “Thank You” card the picture. Independent Practice member writes sentences on his/her own task card. After 3 Group 2- Complete the poem Activities on verbs, words with minutes, the members of the with the correct form of the verb CVCCC pattern and antonyms. group agree on the four best in the parenthesis, and then sentences (declarative, read the poem to the class. imperative, question, exclamatory) for the group output. The group secretary will write the group output while the reporter be the one to present the group work.Unit II Just Do It!. Lesson 10 (Week 1) 2

Unit 2: Week 8 (Lesson 17) The Enormous CarrotsPre-Reading1. Unlocking/Vocabulary & Concept Development (enormous, pulled, could not believe her eyes) a. Enormous (through picture, real object action) Show a small stone and a rock Say: I have here a stone. What can you say about this stone? Is it big or small? Here is a rock, this is an enormous rock? What can you say about this rock? What is another word for enormous? (Bigger than usual, huge gigantic) Show other pictures like small house and big mansion. Let the pupils identify which of the objects is enormous in size. Through action, let the pupils demonstrate the word enormous. b. Pulled and pulled (through demonstration) Using a hammer, demonstrate pulling a nail which is deeply tucked in a wood. Say: I pulled and pulled the nail but I could not pull it out. Call other pupils to pull out an old plant from a flower pat. Ask: Can you easily pull out the plant? Why? c. Could not believe her eyes (through pictures, action) Show a picture of a woman who saw a treasure. Let the pupils pay attention to the reaction of the woman. Say: The woman could not believe her eyes about what she saw. What do you think the woman felt? Give a situation and let the pupils act out the phrase “could not believe her eyes”2. Motivation Question Have you seen a carrot? What can you say about the carrot? Let’s fill in the chart. Refer the pupils to LM Activity 175.3. Developing Purpose for Reading Present the cover of the big book “The Enormous Carrot” Let the pupils read the title. Ask: What question about the story comes to your mind when you see this picture?4. Motive QuestionsUnit II Just Do It!. Lesson 10 (Week 1) 1

Why is it called an enormous carrot? What will the hen do with the carrot?During Reading Listen as I read the story “The enormous carrot”. Read the story aloud. After reading a page or several pages, ask questions to enable the pupils to interact with the text. Refer the pupils to LM Activity 176A for the copy of the text. Note the questions to ask after reading about the indicated sentences. The Enormous Carrot Once upon a time there was a hen who wanted to grow carrots. So, she plantedsome carrot seeds on her garden. Ask: What do you think happened to the carrot seed? The carrot seed grew and grew. One day the hen went out to check her carrots. She could not believe her eyes.There was an enormous carrot! Ask: What do you think will the hen do with the enormous carrot? The hen pulled and pulled it again. But she could not pull up the enormouscarrot. Ask: What do you think will the hen do next? So, she went to the dog. “Help me pull up that enormous carrot,” she said. “I will help you,” said the dog. Ask: Do you think the hen and the dog will be able to pull up the enormous carrot? The hen and the dog pulled and pulled it together. But they still could not pullit up Ask: What do you think will the hen do next? So the hen went to the cat. “Help us pull up that that enormous carrot” she said. “I will help you,” said the cat.Unit II Just Do It!. Lesson 10 (Week 1) 2

Ask: Do you think they will be able to pull up the enormous carrot? All three of them pulled and pulled it together but the carrot wouldn’t stillcome out of the ground.Ask: Who else do you think will help them to pull up the carrot?So the hen went to the mouse. “Help us pull up that enormous carrot,”she said.“I will help you” said the mouse.Ask: Do you think the four animals will be able to pull up the enormouscarrot? The hen, dog, cat, and mouse pulled and pulled it together. Up came theenormous carrot!Ask: What do you think will the animals do next That evening they cooked the enormous carrot and ate it all together. Note: Go back to the questions raised for pupils to answer before listening to the story. Ask pupils to answer those two motive questions.Post Reading I’ll ask some questions, and then I’ll call the groups to present their answers to the set of questions directed to them. Group A What is the story about? What are the characters in the story? Group B What did the hen plant one day? What happened to the carrot seeds? Why couldn’t the hen believe what she saw? Who helped the hen pull up the enormous carrot? Group C Why couldn’t hen pull the carrot by herself? Who helped the hen first? Second? Third?Unit II Just Do It!. Lesson 10 (Week 1) 3

What did the animals do after they have pull up the enormous carrot?Group DIf the dog, cat, and mouse did not help the hen, what do you think would happen?What could be done so the hen could succeed in getting the carrot by herself evenwithout the help of the other animals?What trait did the animals in the story show?If you were the dog, cat, and the mouse would you help the hen why?If you were the hen, how would you thank the three animals who helped you?Infusion of Values How is cooperation shown in our story? Where or when else can you show cooperation?Engagement/Enrichment Refer to LM Activity 176B. Give time to the pupils to prepare their output. Lesson 17 Day 2: Phonics Using Verbs in Simple Present TenseSkill Lesson: Using Verbs in Simple Present Tense1. Presentation/Introduction Game: Act and Guess Divide the pupils into 2 groups. Each group will agree on 5 action words that they are to act out and the other group to guess the action they showed or performed. Spelling (Note: Using the word cards, flash words with consonant blend taken from the story; conduct the spelling lesson using the following steps. 1. Flash the word planted grew ground check still 2. Let pupils read the words 3. Let them identify the number of syllables in the word 4. Let them spell the word as they look at the printed copyUnit II Just Do It!. Lesson 10 (Week 1) 4

5. Remove the copy of the word and let the pupils spell the word 6. Let them write the word on their tag board or on their paper 7. Show again the printed word and let them check whether they have spelled the word correctly Say: I am going to flash words one at a time. You are to read the word aloud. Then, tell the number of syllables the word has. Now, let us spell the word together as you look at its written form in the flashcard. The time, I’ll remove the flashcard, can you still spell the word? Let us try. Now, write the word on your paper or on your tag board. Note: Do the same with the remaining words. After all the words have been presented show again their printed form on the flashcards and let the pupils check whether they have spelled the words correctly. Individual pupils may be called to spell the words.2. Modeling/Teaching Show a composite picture of farm animals. Let the pupils talk about the animals in the pictures. Say: Who are the animals in our story the Enormous Carrots? I have here a photograph about the farm animals. Let us read this together. (This should be written on the board or on a Manila paper) “Tiktilaok, Tiktilaok!“ The rooster wakes everyone up. All the farm animals get up. Mother hen starts to look for food. The baby chicks go with mother hen. They scratch the ground for grains and crumbs. All the other animals keep themselves busy looking for something to eat. At night time, they all sleep early so as to be ready for the next day.Ask: What animal crows to wake everyone up? What does mother hen do? Who go withmother hen? Why do the hen and chicks scratch the ground? Why do the animals sleepearly?Let the pupils read some sentences taken from the paragraph.a. The roaster crows.b. Mother hen starts to look for food.c. The chicks go with mother hen.d. They scratch the ground.e. The animals keep themselves busy.f. They all sleep earlyUnit II Just Do It!. Lesson 10 (Week 1) 5

Let the pupils identify the action word in each sentence. Let them also identify thesubject in each sentence.Ask: What is talked about in sentence 1? How many roasters are mentioned? Whataction word is used? With what letter does the action word end? What about insentence 2? How many hens are talked about? What do you notice with the actionword? In what letter does it end?Study sentences 3, 4, 5, 6,What is talked about in each sentence? What do you notice with the action words? Do they endin – s?Note: Tell the pupils that the verbs in the sentences are in the simple present tense.Let us study the chart below.SUBJECT HOW MANY ACTION WORD/Verbroaster one crowshen one start schicks more than one gothey more than one scratchanimals more than one keepthey more than one sleepProvide other examples for the pupils.Let’s read the sentences: Rowena sweeps the floor. Jane dusts the shelves. The other boys arrange the chair. They all keep their room clean and tidy.Ask: Who is talked about in each sentence? What form of the verb is used when talkingabout only one person? (-s form) What form of the verb is used when talking about twoor more persons? (simple form)Say: The verb sweeps, dusts, arrange and keep are all in the simple present tense.Unit II Just Do It!. Lesson 10 (Week 1) 6

Lead the pupils to understand that the – s form of the verb is used when talking about one person or thing in the present tense. The simple form of the verb is used when talking about two or more persons or things in the present tense.2. Guided Practice Get one picture from the chart make a sentence about it using the simple present form. Write your sentences in your notebookILLUSTRATIONSUnit II Just Do It!. Lesson 10 (Week 1) 7

3. Independent Practice Refer the pupils to LM Activity 177. Skill Lesson 2: Phonics Refer the pupils to LM Activity 178 for the phonics exercises for Day 2. Using flashcard, drill the students on the words they will meet in the selections to be taken up from day 2 to Day 4. If time allows, have the pupils read the sentences. Allow pupils to read the phrases in A and make clarification in case there are words/ phrases they do not understand. Read the story/ poem ‘Horsey, the King’ and allow them to answer by groups the questions that follow. Lesson 17 Day 3Skill Lesson: Retell familiar stories to other children Use verbs in the simple past tense Blend phonemes to read (CVCCC) words Identify and produce the sound given to the vowel digraphs oo and ou and the final ed in verbs in the past tense1. Review Remember our story “The Enormous Carrots”? Let’s find out whether you can retell it to the class. I am going to begin the story. All you have to do is to add the next event until we finish the whole story. (Note : Start telling the story by giving the first event then call on one pupil at a time to give the events that follow until the whole story is complete.)2. Presentation/Introduction Present a paragraph. In our story the four animals had a nice time that evening. Let’s read this paragraph that gives what each animal did after they were able to pull up the enormous carrot. That evening, the four animals cooked the enormous carrot. The Hen gently poured the hot carrot soup on four small bowls. The dog and the cat prepared a bottle of cold bubbly juice. The mouse helped set the table. They all had a happy time together.Unit II Just Do It!. Lesson 10 (Week 1) 8

Ask question about the paragraph. When did the animals cook the enormous carrot? What did the hen do with the hot carrot soup? What did the cat and the dog prepare? How did the mouse help? What are the action words/verbs in the paragraph?3. Modeling/Teaching 1. Let’s read the action words/verbs in our paragraph. cooked helped prepared pouredAsk: What do you noticed about these action words. Let’s study the chart below. Base Form Add Past Form cook -ed cooked pour -ed poured prepare -ed prepared help -ed helpedThese verbs tell action that happened in the past. They are in the simple past form.How do we form the simple past tense of the verb?Note: To form the simple past tense of the regular verb we add d or ed to its basedform.Let pupils give sentences using the simple past form of regular verbs using the simplepast form of regular verbs. Present words from the paragraph with the CVCCC pattern.Here are words taken from the paragraph. How many syllables does each word have?What spelling pattern do these words have? Let’s blend the sound given to theconsonants that come aone after another in the inderlined syllables of these words?Unit II Just Do It!. Lesson 10 (Week 1) 9

/g/e/n/t/l/y/ = gently/b/u/b/b/l/y/= bubblyNow, clap your hands every time you say blend sounds in the words that I’ll flash. Thenread the whole word.tenths sixths rafts gifts humbly tight Present the pairs of antonyms from the paragraph. enormous - small hot – cold Ask: What do you call these pairs of words? Do they have the same meaning? Can you give other pairs of words with opposite meaning?4. Guided Practice Refer the pupils to LM Activity 179. Get picture from the chart. Make sentences about them using pairs of antonyms in your notebook.Unit II Just Do It!. Lesson 10 (Week 1) 10

5. Independent Practice Activity 1: Verbs in Simple Past Form Divide the class into four. Let each group create a four lines song about the things they did to make the classroom clean. Tell them to use the past form of the verb. They may adopt a familiar tense. Activity 2: CVCC WordsFlash cards will CVCCC words.Let pupils blend the phonemes and read the word.nights births pastrylights warmthActivity 3:AntonymsComplete each sentence with the opposite of the word in the box. Choose your answerfrom the list. 1. I found a new pair of shoes to replace my _____ one. 2. The huge waves carried the ___ fish to the shore. 3. The old man thanked the ____boy who helped him cross the street. 4. The lazy grasshopper learned a lesson from the _______ ant. 5. The messy room became ______after the cleaners helped one another. tidy small red young wide industriousSkill Leson 2: Phonics Refer the pupils to LM Activity 180 for the Day 3 activities in Phonics.Unit II Just Do It!. Lesson 10 (Week 1) 11

Refer the class to LM Activity 181 for the copy of the story. Group pupils to six to readone of the first six lines and one of the last 6 lines. Read along the story.Group 1: Boney Horse GroupGroup 2: Boney Ratty GroupGroup 3: Boney Monkey GroupGroup 4: Boney Froggy GroupGroup 5: Boney Carabao GroupGroup 6: Boney Turtle Group Lesson 17 Day 4Skill Lesson: Write at least three sentences from various sources (declarative, exclamatory, interrogative) Use appropriate punctuation marks (period, comma, and exclamation point)1. IntroductionGroup the class into 5. Assign part of the story to be read by each group.Group 1 – Will be the narrator Group 4 – Will be the CatGroup 2 - Will be the Hen Group 5 – Will be the MouseGroup 3 - Will be the Dog Say: Today, we will have a choral reading of the story “The Enormous Carrot.” The members of the group will read the part of the story assigned to them. Let’s Begin.2. PresentationPresent jumbled words to the class, let the pupils arrange the words to form a sentence.Say: I have a jumbled words from the story, “The Enormous Carrot” Can you assemblethe words to make a sentence? planted some she carrot seedsModeling/Teaching Teaching Chart: Kinds of SentencesSay: What sentence have you formed? Declarative Sentence.A declarative sentence makesWho can write the sentence on the a statement. It ends with period (.)board?What kind of sentence is this? Imperative Sentence. An imperative sentence is aWhat punctuation mark is used command or a polite request. It may end with ain a declarative sentence? period (.) or a question mark (?) if you want to express surprise as to why the command or request(Present interrogative and was given.exclamatory sentences andlet the pupils identify the Exclamatory Sentence. An exclamatory sentencepunctuation mark used) expresses great emotion or excitement. It ends with exclamation point (!). Interrogative Sentence.An interrogative sentence asks a question. It ends with a question mark (?)Unit II Just Do It!. Lesson 10 (Week 1) 12

3. Guided Practice Group the class into 3. Let each group write sentences from the story. Say: There are three different kinds of sentences in our story. Can you name them? Each group will write sentences from the story that fall under the correct heading. Tell them to be sure to use the correct punctuation mark. Refer the pupils to LM Activity 182A. Inasmuch as there were no interrogative sentences in the story, let’s try making interrogative sentences. The sentences in column B are answers to the questions. Write the interrogative sentences which will give the sentence in column B. The first one is done for you. Refer the pupils to LM Activity 182B.4. Independent PracticeGroup yourselves into 4. Have a mini tour of the school. Each member writes sentenceson his/her own task card. After 3 minutes, the members of the group agree on the fourbest sentences for the group output. The group secretary will write the group outputwhile the reporter will be the one to present the group work.Declarative Imperative Exclamatory Interrogative Refer the pupils to LM Activity 183.Skill Lesson 2: Phonics Refer the pupils to LM Activity 184 for the Phonics activity. Conduct a flashcard drill on all the words learned with the long vowel words /o/ and ending in silent e as in hose. Allow enough time for the writing activity. Then ask the pupils to go to their group and write 10 of their best sentences on a Manila paper. Let them share their sentences with the class.Unit II Just Do It!. Lesson 10 (Week 1) 13