GRADE 3 ENGLISH TEACHER’S GUIDE Unit 2: Week 9 (Lesson 18)Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: “The Bundle of • Sequence series of events • Sequence series of events • Use verbs in their simple • Use verbs in their simple Materials Sticks” • Decode words with long • Decode words with long present and past tense present and past tense • Realize the importance of vowel words ending in vowel words ending in • Decode words with long • Decode words with long unity in achieving a goal silent e: long u as in cube silent e: long u as in cube vowel words ending in vowel words ending in silent silent e: long u as in cube e: long u as in cube • Copy of Literature L18D1 • Sentence Strips • Teacher Sequence Chart • L18D4 Worksheet 1 LM • L18D5 Worksheet 1 LM Worksheet 1 LM page __ • Teacher Sequence Chart • L18D3 Worksheet __ LM page __ for the poem page __ • Pictures of quarrel • Word Cards of key words page __ for the poem‘A ‘Cock-a-doodle doo House We Built Together’ • L18D4 Worksheet __ LM • Sentence strips page __.Procedures Pre-Reading • Word drill and exercises on • Word drill and exercises • Word drill and exercises • Allow pupils to work on words with long vowel on words with long vowel on words with long vowel • pairs in asking and • Present key words words ending in silent e: words ending in silent e: words ending in silent e: answering questions to through picture, realia, long u as in cube long u as in cube long u as in cube practice present and past demonstration and word form of verbs clues Introduction/ Presentation: Guided Practice: Presentation/ Introduction • Read Cock-a-doodle doo Let pupils write sentences Reading • Allow pupils to recall story • have pupils listen to a and use the sentences in using the correct form of the read by reading along story then present the poem to start lesson verb guided by time • Read aloud and stop at sentence strips expressions strategic points and ask Modeling/Teaching: Modeling/ Teaching questions to predict and • Allow them to paste/write • Discuss how Present and monitor comprehension • Discuss sequencing strips/ events on sequence story through a Sequence Chart chart Past Form of verb are used with time • Process responses/ expressions answers Post ReadingUnit II Just Do It!. Lesson 10 (Week 1) 1
GRADE 3 ENGLISH TEACHER’S GUIDE• Talk about story read • PWR through discussion questions Guided Practice: • Allow pupils to read along • (Phonics) a poem and fill in sequence chart• In a group, allow pupils PWR to write a 2-sentence note• Let pupils present work to class Independent Practice: • PWRUnit II Just Do It!. Lesson 10 (Week 1) 2
GRADE 3 ENGLISH TEACHER’S GUIDE Unit 2: Week 9 (Lesson 18) The Bundle of SticksPre-Reading A. Developing Concepts / Vocabulary Post on the board and read to the pupils the following words:bundle quarrel break failed chorusHave pupils repeat the words on their own.Talk about each of these words and what each of them means.1. bundle – things put together (through realia) Look at the bundle of Popsicle sticks. What can you say about the Popsicle sticks? Are they put together? What keeps them together? What does bundle mean?2. quarrel - fight (through picture) Look at the picture. (two boys fighting with each other) Who do you think are these? Is it good to quarrel with each other? Why? What does quarrel mean?3. break – destroy, separate (through demonstration) Who among you can break a stick from this broom? Show it in class. What happens when you break the single stick? Do you think you can break a bundle of broomstick in a single try? What does break mean? 4. failed – did not succeed (through context clues) My father wanted to divide the coconut fruit into halves using his hands. He tried many times but he failed. He did not succeed in dividing the coconut fruit into halves. Which words in the sentence mean failed? 5. chorus – together at the same time(through action) Look at the strip of paper. What is written on it? (For example: I’m sorry.) Read the words on it in chorus. Do it again. Everybody read. How did you read the words? What does ‘in chorus’ mean?B. Motivation Do you have brothers? Do you help your brothers?Unit II Just Do It!. Lesson 10 (Week 1) 1
GRADE 3 ENGLISH TEACHER’S GUIDE C. Motive Question Did the brothers in “The Bundle of Sticks” help each other at the start?ReadingRead the story aloud to the pupils. Stop after reading a part and ask questions to help thepupils predict and monitor their comprehension. Refer to LM Activity 185 on pages 213-214for the story.Suggested questions to predict and monitor comprehension: 1. What do you think will the father do next? 2. Who do you think can break the bundle? 3. What do you think will happen next? 4. What do you think will their father tell them? 5. How do you think will the story end?Post ReadingDiscussion Question 1. Who were the characters in the story? 2. Why was the father sad? 3. How did the father try to solve the problem? 4. What did he ask his three sons to do? 5. Were the sons able to break the bundle of sticks? Why? 6. How were they finally able to break the sticks? 7. What did their father tell them about the sticks? 8. What did the sons realize at the end? 9. Are you like the three brothers in the story?Engagement/Enrichment Divide the class in three groups. Have each group do the task. Observe how eachmember of the group shows teamwork in doing the task.Refer to LM Activity 185B on pages 214.Day 2(1st half): Reading Comprehension: Sequencing Series of EventsPresentation/Introduction Review the story read by calling on volunteers to read the lines of father, first son,second son and third son. Read along with the volunteers the story “The Bundle of Sticks” while the rest of theclass listen. Repeat the read along of the story with other volunteers to read the lines of thecharacters and 3 – 4 volunteers to serve as narrators (those lines read by the teacher).Unit II Just Do It!. Lesson 10 (Week 1) 2
GRADE 3 ENGLISH TEACHER’S GUIDEModeling /TeachingSay: Listen as I read the sentences on the strips of paper.Each son tried to break the bundle of sticks.Each son was able to break the stick very easily.The three sons always quarreled among themselves.Father pointed out the lesson – “United you stand, Dividedyou fall.”None of them could break the bundle of sticks.The sons promised not to quarrel again. He asked each of the sons to try and break the bundle of sticks. The father gave each of his sons only one stick from the bundle. Father showed them a bundle of sticks. Ask: Which of these events happened first in the story? Which happened next? Which happened last? Tell the pupils that A Sequence Chart is very helpful in showing a series of events inthe order in which they took place. It is used to outline the major events in a story as shownby the arrow. Details in the Sequence Chart may be used to retell the story to other pupils.Refer to LM Activity 186 on page 214. Ask pupils to paste the strips of paper on the appropriate box. Call on volunteers to read along the sequenced events. Call on a volunteer to retell the story using the sequenced events without looking atthe chart. Call on another volunteer to retell the story to the class using sequenced eventswithout looking at the chart.Unit II Just Do It!. Lesson 10 (Week 1) 3
GRADE 3 ENGLISH TEACHER’S GUIDEDay 2 (2nd half) Phonics/Word Recognition: Long u words like cubeRefer to LM Activity 187 on pages 215-216 for the reading exercise on long /u/ words likecube.Tell the pupils that these words have the long /u/ sound and that the final letter e in everyword is a silent letter.Model reading and tell pupils what these words are through pictures, word associations,sentence strips, demonstration, situation presentation.Day 3 (1st half) Reading Comprehension: Sequencing Series of EventsGuided Practice Instruct the pupils to work in triads. Read aloud to them a story. Have them fill in theSequence Chart with the events as they happened in the story through the sentence stripsbelow. The Fence One day while their father was away, the three sons agreed to put up a fenceto enclose their house. The eldest son took the bundle of sticks. The second son looked forbigger sticks for the posts. The youngest son got the hammer and some nails. They started working on the fence. They helped each other put the post inplace, line the sticks and hammer the nails on them. Before dark they finished the fence. Theyfelt tired but happy. When their father came home, he was surprised. His son really understoodwhat teamwork means. Show the pupils the strips of paper with the events written on them. Tell them to usethe Sequence Chart to show the sequence of events as they happened in the story.The three sons agreed to put up a fence.They felt tired but happy.They worked on the fence together.Father was surprised when he came home.They finished the fence before dark.Unit II Just Do It!. Lesson 10 (Week 1) 4
GRADE 3 ENGLISH TEACHER’S GUIDE Process the pupils’ answer. Let the pupils read the phrases. Refer to LM Activity 188A on pages 216.Independent Practice Engage the pupils in a read – along of the poem “A House We Built Together”. Referto LM Activity 188B on page 216. Let them do Activity 188C.Day 3 (2nd half)Refer to LM Activity 189 on pages 218 for the reading exercise on long /u/ words.For LM Activity 189B-C on page 218, allow the pupils to complete the sentences by fillingout the blanks and then read the sentences.Let the pupils do LM Activity 189A on page 219.Day 4 (1st half) Grammar: Using Verbs in their Simple Present and Past TensePresentation/ Introduction Read along the poem “Cock-a-doodle doo”. Refer to LM Activity 190B on page 219.Let us read these sentences from the poem. My dame lost her shoe. My dame found her shoe. My master lost his fiddling stick. My master finds his fiddling stick. My master found his fiddling stick. Ask: Which sentence uses a verb in the present tense? My master finds his fiddling stick. Ask: Which sentences use verbs in the past tense? My dame lost her shoe. My dame found her shoe. My master lost his fiddling stick. May master found his fiddling stick. Let us add time expressions in making sentences using verbs in simple present andpast. For example:Unit II Just Do It!. Lesson 10 (Week 1) 5
GRADE 3 ENGLISH TEACHER’S GUIDEMy master lost his fiddling stick yesterday. simple past time expressionRecall how verbs in the simple past are formed.My master finds his fiddling stick now. simple tense time expressionRecall now when the s form and base form of the verbs are used. Other time expressions used to tell whether the action is in the past are:Present Pasttoday yesterday long ago this morningthis time last______ sinceGuide the pupils in stating the generalization. Refer to LM Activity 191 on page 220.Day 4 (2nd half) 25 minutesRefer to LM Activity 192 on page 220 for the reading exercise on more words with the long/u/ sound like cube.Recall the words and phrases read in Day 2 and 3. Read the story “Muley the Mule and theDuke” and allow pupils to answer the questions that follow.Day 5 (1st half)Guided Practice: Work with your partner. Ask and answer questions using the correct form of the verb.Answer in complete sentences. Then, change roles. Pupil A: What do you do on Saturdays? Pupil B: I _________________ on Saturdays. Pupil A: Did you ____________ last Saturday? Pupil B: Yes, I did. or No, I didn’t. I __________ last Saturday.Independent Practice:Refer to LM Activity 193 on pages 221-222.Unit II Just Do It!. Lesson 10 (Week 1) 6
GRADE 3 ENGLISH TEACHER’S GUIDEDay 5 (2nd half)Refer to LM Activity 194 on page 222.Allow pupils to read the words and sentence strips on the words with long /u/ and tell them towrite at least 2 to 3 sentences using any of the words read.Unit II Just Do It!. Lesson 10 (Week 1) 7
GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 1 (Lesson 19) Formatted: Section start: Continuous, Width: 11\", Height: 8.5\"Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Formatted: Font color: AutoOverview/ Read and writeobjectives Literature: • Read and write Identify the cause words, phrases and sentences • Read and Formatted: Indent: Left: 0.02\", First line: 0\" To Go or Not To Go words, phrases and and the effect with oi and oy diphthongs write words, phrases Formatted: No bullets or numberingMaterials (by Mil Flores-Ponciano) sentences s with oi and oy relationshipin sentences and sentences with oi Formatted: Indent: Left: 0.02\" diphthongs • • Read and write and oy diphthongs Realize the things • Read and write words with oi and oy Read and write words to do in times of a typhoon. words, phrases and diphthongs with oi and oy • sentences with oi and oy • Identify and use diphthongs diphthongsRead and write descriptive adjectives Draw and write a words with oi and oy possible result for a Grade diphthongs • Copy of “Important 3 student for not Rules” song remembering the things to • Activities 198 Pictures showing • Strips of sentences Learner’s Formatted: No bullets or numbering be done during typhoons • Learner’s Materials Materials Formatted: No bullets or numbering •. the details in the matrix of Activities 202- • Activities Formatted: Indent: Left: 0.25\", No bullets or numbering 203L19D4-Worksheet_, 202-203 Formatted: No bullets or numbering Word cards Weather Condition p_ Formatted: No bullets or numbering • L19D4-Worksheet_, p_ Formatted: Indent: Left: 0\" • Learner’s Materials • Formatted: Font color: Auto L19D1-Worksheet1, p._ L19D2-Worksheet2, Word cards p._Activities 195-197 • Big strips of paper • • Learner’s Materials L19D3-Worksheet_, p_ L19D3-Worksheet_, p_Activities 199-201Procedures Review reading Post pictures Formatted: No bullets or numbering CVCe words of a church crashed (3 min) (15 min) (10 min) down, ocean with big Formatted: No bullets or numbering Unlocking of key • Lead the class in • Presentation of • Singing of waves. Formatted: No bullets or numbering Formatted: No bullets or numbering
GRADE 3 ENGLISH TEACHER’S GUIDEword using context clues the decoding lesson using pictures highlighting the “Important Rules” song Use Activity• Activity 198 cause and effect • Presentation of 205 for the sample. descriptive adjectives from Motivation KNOW THIS the song Ask pupils to Formatted: No bullets or numberingquestion (5 min) create sentences using Formatted: No bullets or numbering• • Direct teaching of KNOW THIS the adjectives from• Motive question the steps on in finding the (20 min) the web. cause and effect in a • Presentation and(10 min) sentence explanation of ing and • Show pictures Formatted: No bullets or numberingRead-aloud of the selection explaining what descriptive and let the childrenwith discussion questions EXPLORE THIS adjectives are describe it to form (15 min) sentences.EXPLORE THIS • Matching of EXPLORE THIS(20 min) pictures and phrases to (10 min) Formatted: No bullets or numberingPost Reading: show a cause and- effect • Using of adjectivesDiscussion of the selection relationship in sentences Formatted: No bullets or numberinghighlighting the importance Formatted: No bullets or numberingof following rulesthe APPLY THIS APPLY THISweather guide (15 min) (10 min) • Identification of • Writing sentencesAPPLY THIS the which tells a cause and using adjectives(17 min) which tells an effectEnrichment: Pupils drawand write a possible resultfor a Grade 3 student fornot remembering the thingsto be done during typhoons.
GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 1 (Lesson 19) Formatted: Font: Tw Cen MT Condensed Extra Bold, 11 pt, To Go or Not To Go Not Bold, Font color: Auto Formatted: Font: Tw Cen MT Condensed Extra BoldPre-Reading Formatted: Font: Tw Cen MT Condensed Extra Bold, 11 pt,1. Unlocking/Vocabulary & Concept Development Not Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, Not (PAGASA, typhoon signal) Bold Formatted: Font: Tw Cen MT Condensed Extra Bold Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and Astronomical Formatted: Indent: Left: 0\", Hanging: 0.38\" Services Administration. PAGASA is an office that tells about a typhoon that will come and how Formatted: Indent: Left: 0.38\" strong that typhoon is. PAGASA is a Philippine national institution dedicated to provide flood and Formatted: Font color: Auto typhoon warnings, public weather forecasts and advisories, and other specialized information and Formatted: Indent: Left: 0\", Hanging: 0.38\" services for the protection of life and property and in support of economic, productivity and Formatted: Indent: Left: 0.38\" sustainable development. Formatted: Font: Times New Roman, Italic Formatted: Font: Times New Roman, Italic Ask the following questions. Formatted: Font: Times New Roman, Italic a.What is PAGASA? Formatted: Font: Times New Roman, Italic b.What kind of office is it? Formatted: Font: Times New Roman, Italic c. How does that office serve people? Formatted: Font: Times New Roman, Italic Formatted: Font: Times New Roman, Italic Say: Let us see if you clearly remember what PAGASA is. Formatted: Font: Times New Roman, Italic Refer the pupils to Activity 195 on page 224L19D1-Worksheet1, page ___, for the w for the Formatted: Font: Times New Roman, Italic word comprehension exercise. Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Indent: Left: 0.38\", First line: 0\"2. Motivation: Formatted: Indent: Left: 0\", Hanging: 0.38\" When there is a typhoon signal, what do you doare you supposed to go to school? Formatted: Indent: Left: 0.38\", First line: 0\" Have you asked yourself questions like: “Do I have to go to school today? Will there be classes?” Formatted: Indent: Left: 0.38\" Formatted: Indent: Left: 0\", Hanging: 0.38\"3. Motive Question: Formatted: Font: Tw Cen MT Condensed Extra Bold In the selection, find out when you should not go to school when there is a typhoon. Formatted: Indent: Left: 0.38\" In the selection that we will read, find out how the questions I asked will be answered. Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Left: 0\", Hanging: 0.38\"During Reading Formatted: Indent: Left: 0.38\" Formatted: Font: Tw Cen MT Condensed Extra Bold, Not• Read aloud the selection. Bold Formatted: Indent: First line: 0.5\" To Go or Not To Go Mil Flores-Ponciano Formatted: Indent: First line: 0.5\" It is typhoon signal number 1 in North Luzon. Formatted: Font color: Auto Formatted: Indent: First line: 0.25\", No bullets or “Do I have to go to school today? Will there be classes?” Almira wonders. numbering Formatted: No bullets or numbering Have you asked the same questions yourself? Use the guide from Philippine Atmospheric Formatted: Indent: Left: 0.25\", No bullets or numberingGeophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to schoolor not when there is a typhoon. Listen to the weather forecast of PAGASA every six hours.
GRADE 3 ENGLISH TEACHER’S GUIDE Guide the pupils in reading the text from matrix title, column headers, and column details to showthem how information in table form is read. Refer to L19D1-LM,Activity 196 page ____ 225 forthe matrix part of the selection. Formatted: Font color: Auto• TYPHOON CONDITION GUIDETyphoo Weather Condition Class What I Can Don Signal Suspension As A Grade 3 Pupil1 pictures of • Preschool Bring an umbrella Formatted: Font color: Auto and go to school. Formatted: Font color: Auto Formatted: Font color: Auto • Twigs and branches of small trees may be broken. Formatted: Font color: Auto • Some banana plants may be tilted. Formatted: Font color: Auto • Some houses of very light materials (nipa and Formatted: Font color: Auto Formatted: Font color: Auto cogon) may be partially unroofed. Formatted: Font: Tw Cen MT Condensed Extra Bold, Not2 pictures of • Preschool Stay at home. Bold Formatted: Font: Tw Cen MT Condensed Extra Bold • Some coconut trees may be tilted with few others • Elementary Formatted: Indent: Left: 0\", Hanging: 0.31\" broken. • High Formatted: Indent: Left: 0.31\" • Few big trees may be uprooted. School • Many banana plants may be downed. • Rice and corn may be badly affected. • Large number of nipa houses may be partially or totally unroofed.3 pictures of Preschool to Prepare to evacuate Tertiary (if needed). • Many coconut trees may be broken or destroyed. • A large number of trees may be uprooted. Go with the family • Rice and corn crops may suffer heavy losses. to strong buildings. • Majority of all nipa and cogon houses may be unroofed or destroyed. • There may be widespread disruption of electrical power and communication services.4 pictures of All levels and Cancel all travels • Many large trees may be uprooted. Government and outdoor • Rice and corn plantation may suffer severe losses. Offices (private activities. • Most residences and buildings may be severely and public) damaged. • Electrical power distribution and communication services may be severely disrupted.Post Reading1. Discussion Questions1. What was Almira’s problem?
GRADE 3 ENGLISH TEACHER’S GUIDE2. What helped her solve her problem?3. What is found on the Weather Condition Guide?4. Describe the environment if it is signal number 1.5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number 3? Signal number 4?6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number 3? Signal number 4?6.7. What would probably happen if pPreschoolers would go to school?8. What might happen if you would not bring an umbrella with you?2. Engagement/Enrichment Formatted: Indent: Left: 0\", Hanging: 0.31\" Refer the pupils to L19D1-Worksheet 3, LM page ___ for the activityHave the class go over the Formatted: Font: Tw Cen MT Condensed Extra Bold typhoon condition guide and have them answer the questions that follow. Refer to Activity 196. Formatted: Font color: Auto Formatted: Indent: Left: 0.31\" Formatted: Indent: Left: 0.31\", First line: 0.69\" To Go or Not To Go Mil Flores-Ponciano It is typhoon signal number 1 in North Luzon. “Do I have to go to school today? Will there be classes?” Almira wonders. Have you asked the same questions yourself? Use the guide from Philippine Formatted: Font color: AutoAtmospheric Geophysical and Astronomical Services Administration (PAGASA) to decide if youhave to go to school or not when there is a typhoon. Formatted: Indent: Left: 0.07\", First line: 0.01\", Space Before: Auto, After: 0 pt, Line spacing: single Listen to the weather forecast of PAGASA every six hours. Formatted: Indent: Left: 0.07\", First line: 0.01\", Space Before: Auto, After: 0 pt, Line spacing: single TYPHOON CONDITION GUIDE Formatted: Indent: Left: 0.07\", First line: 0.01\", Space Before: Auto, After: 0 pt, Line spacing: singleTyphoon Weather Condition Class Suspension What I Can Do Formatted: Font color: Auto Signal pictures of • Preschool As A Grade 3 Pupil Formatted: Indent: Left: 0.07\", First line: 0.01\", Space 1 Bring my umbrella and go to Before: Auto, After: 0 pt, Line spacing: single • Twigs and branches of Formatted: Font color: Auto small trees may be broken. school Formatted: Font color: Auto • Some banana plants may be tilted or downed. • Some houses of very light materials (nipa and cogon) may be partially unroofed..2 pictures of • Preschool Stay at home • Some coconut trees may • Elementary be tilted with few others broken.
GRADE 3 ENGLISH TEACHER’S GUIDE • Few big trees may be • High School uprooted. • Many banana plants may be downed. • Rice and corn may be badly affected. • Large number of nipa houses may be partially or totally unroofed3 pictures of Preschool to Tertiary Prepare to evacuate (if Formatted: Font color: Auto needed) Formatted: Font color: Auto • Many coconut trees may Go with the family to strong Formatted: Indent: Left: 0.07\", First line: 0.01\", Space be broken or destroyed. Before: Auto, After: 0 pt, Line spacing: single buildings. • A large number of trees may be uprooted. • Rice and corn crops may suffer heavy losses. • Majority of all nipa and cogon houses may be unroofed or destroyed • There may be widespread disruption of electrical power and communication services.4 pictures of All levels and Cancel all travels and Formatted: Indent: Left: 0.07\", First line: 0.01\", Space Government Offices outdoor activities. Before: Auto, After: 0 pt, Line spacing: single • Many large trees may be (private and public) Formatted: Font color: Auto uprooted. Formatted: Font color: Auto • Rice and corn plantation may suffer severe losses. • Most residences and buildings may be severely damaged. • Electrical power distribution and communication services may be severely disrupted. Formatted: Indent: Left: 0.31\", Space Before: Auto
GRADE 3 ENGLISH TEACHER’S GUIDEGroup your pupils into four. Ask questions and provide activities to highlight the value of the Formatted: Indent: Left: 0.31\"weather guide.following rules. Emphasize the value of following the guide rules after each grouppresentation. Formatted: Font color: Auto Formatted: Indent: First line: 0.31\"Refer your pupils for group task to L19D1-Worksheet _, LM page_.Activity 197. Formatted: Indent: First line: 0.31\"Now you can decide on the things you need to do when there are typhoon signals. Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold Lesson 19 Day 2: Decoding/Fluency/Writing Formatted: Font: Tw Cen MT Condensed Extra Bold, Not BoldReview of Decoding Lessons Taught in Quarter 2These include CVCe words with long a, e, Ii, o, and u sounds ending in silent e from Quarter 2 and the Formatted: Font color: AutoGrade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes includevocabulary words learned in the literature lesson in Day 1.) Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, NotSkill Lesson: Words with oi and oy diphthongs BoldRefer your pupils to L19D2-Worksheet _, LM page_.Activity 198. Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Lesson 19 Day 3: Identifying a Cause and Effect Relationship Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, NotSkill Lesson: Using Descriptive Words Bold Formatted: Indent: Left: 0\", Hanging: 0.38\"1. Presentation/Introduction Formatted: Indent: Left: 0.38\" Post the four pictures in random order on the board. Ask pupils to describe what each picture Formatted: Indent: Left: 0\", Hanging: 0.38\" shows. Formatted: Indent: Left: 0.38\" Formatted: Font color: Auto Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe what Formatted: Font color: Auto you see in the first picture. What typhoon signal do you think can make our surroundings look like Formatted: Indent: Left: 0\", Hanging: 0.38\" this? Post the strip of paper with “Typhoon Signal Number 1”. Formatted: Indent: Left: 0.38\" (Use the same set of question and continue posting the strip of paper) until you reach Typhoon Formatted: Font color: Auto signal number 4.) Formatted: Font color: Auto Formatted: Font color: AutoSay: While looking at the picture of the surroundings at during typhoon signal number 1. Ask: Why Formatted: Indent: Left: 0\", Hanging: 0.38\"are some branches of trees broken and are some small plants drown? Wait for the answers and Formatted: Indent: Left: 0.38\"explain that it is because it isof Typhoon signal number 1, that is why some branches of trees are Formatted: Font color: Autobroken and some small plants are drown. Typhoon signal number 1 is the CAUSE and some Formatted: Font color: Autobranches of trees are broken and some small plants are drown is the EFFECT or RESULT. Formatted: Font color: Auto Formatted: Indent: Left: 0\", Hanging: 0.38\"Say: While looking at the picture of the surroundings at during typhoon signal number 2. Ask: Why Formatted: Indent: Left: 0.38\", First line: 0\"are roofs of some nipa houses gone? Wait for the answers and explain Because it is Typhoon signal Formatted: Font color: Autonumber 2 that is why roofs of nipa houses are gone. Typhoon signal number 2 is the CAUSE and Formatted: Font color: Autothe roof of nipa houses are gone is the EFFECT. Formatted: Indent: Left: 0.38\" Formatted: Font color: AutoSay: While looking at the picture of the surroundings at during typhoon signal number 3. Ask:Why are many coconut trees broken and destroyed? Wait for the answers and explain Because it isTyphoon signal number 3 that is why many coconut trees are broken down and destroyed. Typhoon
GRADE 3 ENGLISH TEACHER’S GUIDEsignal number 3 is the CAUSE and many coconut trees are destroyedsome branches of trees are Formatted: Indent: Left: 0\", Hanging: 0.38\"broken and some small plants are drown is the EFFECT. Formatted: Font color: Auto Formatted: Indent: Left: 0.38\", First line: 0\"Say: While looking at the picture of the surroundings at during typhoon signal number 4. Ask: Formatted: Font color: AutoWhy are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal Formatted: Indent: Left: 0.38\"number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and some Formatted: Font color: Autobranches of trees are broken and some small plants are drownlarge trees are uprooted is the Formatted: Indent: Left: 0\", Hanging: 0.38\"EFFECT. Formatted: Indent: First line: 0.31\"pictures of pictures of Formatted: Font: Tw Cen MT Condensed Extra BoldSome coconut trees may be tilted with few others Twigs and branches of small trees may be broken. Formatted: Indent: Left: 0\", Hanging: 0.31\"broken. Some banana plants may be tilted or downed. Formatted: Indent: Left: 0.31\"Few big trees may be uprooted. Some houses of very light materials (nipa and cogon)Many banana plants may be downed. may be partially unroofed. Formatted: Indent: Left: 0\", Hanging: 0.31\"Rice and corn may be badly affected.Large number of nipa houses may be partially or pictures of Formatted: Indent: Left: 0.31\", First line: 0\"totally unroofed. Many coconut trees may be broken or destroyed. Formatted: Indent: Left: 0\", Hanging: 0.31\" A large number of trees may be uprooted. Formatted: Indent: Left: 0\", Hanging: 0.31\", No bullets orpictures of Rice and corn crops may suffer heavy losses. numberingMany large trees may be uprooted. Majority of all nipa and cogon houses may be Formatted: Indent: Left: 0\", Hanging: 0.31\"Rice and corn plantation may suffer severe losses. unroofed or destroyed. Formatted: Font: Tw Cen MT Condensed Extra Bold, NotMost residences and buildings may be severely There may be widespread disruption of electrical Bolddamaged. power and communication services. Formatted: Indent: Left: 0.31\"Electrical power distribution and communication Formatted: Indent: Left: 0\", Hanging: 0.31\"services may be severely disrupted. Formatted: Indent: Left: 0.31\", First line: 0\" Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Refer pupils to L19D3 Worksheet 4Activity 199. Bold2. Modeling/Teaching Formatted: Indent: Left: 0\", Hanging: 0.31\" Formatted: Font: Tw Cen MT Condensed Extra BoldSay: There is a cause-effect relationship in some of what we readthe sentences for the pictures. ACAUSE tells the reason why something happens or has to be done. An EFFECT tells the result ofor effect of a certain causean event or an idea.There are steps on how to distinguish identify a cause from and an effect. Refer the class to Activity 200.Refer to L19D3, Worksheet 51.3. Guided Practice Form four Arrange the pupils into four groups of students. Let the pupils in each group identify the cause and the effect relationships fromin columns 1 and 3 of the matrix in To Go or Not To Go. Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card. Tell which is the cause and which is the effect. Refer pupils to L19D3-Worksheet 6_, LM page ___.Activity 199B.4. Independent Practice
GRADE 3 ENGLISH TEACHER’S GUIDELet pupils identify the cause and the effect relationship fromin columns 1 and 4 of the matrix in To Formatted: Indent: Left: 0.31\"Go or Not To Go. Refer pupils to L19D3-Worksheet 7___, LM page ___.Activity 200B,C, andD.Say: Study the pictures and phrase cards. Pair them and tell which is a the cause and which is an theeffect. Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives Formatted: Font: Tw Cen MT Condensed Extra Bold, NotSkill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy Diphthongs BoldSkill Lesson: Words with oi and oy diphthongs Formatted: Font color: AutoRefer your pupils to L19D4-Worksheet7 _, LM page_.Activity 202 A and B. Formatted: Font: Tw Cen MT Condensed Extra Bold, NotSkill Lesson: Descriptive Adjectives Bold1. Presentation/Introduction Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Hanging: 0.25\" Read the following sentences: Formatted: Font: Tw Cen MT Condensed Extra Bold 1. There was a strong typhoon. Formatted: Font: Tw Cen MT Condensed Extra Bold 2. The big trees were uprooted. 3. There was a heavy rain. Formatted: Font: Tw Cen MT Condensed Extra Bold, Not 4. The streets were flooded. Bold 5. The small houses were destroyed. Formatted: Indent: Left: 0\", Tab stops: Not at 0.21\" + 0.58\"2. Modeling/Teaching Formatted: Indent: Left: 0.25\" 1. In the first sentence, what word tells about the typhoon? Underline. 2. In the second sentence, what word tells about the trees? Underline. Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, Font (Do the same as until the fifth sentence.) color: Auto Say: Let us all read the underlined words together. (R (repeat after me.) what What do we call them? What kind of words are these? What are adjectives? These are called adjectives. Adjectives are words that describe. Say: There are words that describe a person, a place, or an object. These words tell how something or someone looks like or what something is. Words like: important, honest, fair, kind and good are adjectives.Additional lesson on adjectives from the selection to go or not to go.
GRADE 3 ENGLISH TEACHER’S GUIDE3. Guided Practice Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Font: Tw Cen MT Condensed Extra Bold Say: How do we know is if a word is an adjective? Let us read the tips inside the box. Formatted: Indent: Left: 0.31\" Refer pupils to L19D4- Activity A, Worksheet 8__, LM page___.Activity 202C. Formatted: Font: Tw Cen MT Condensed Extra Bold4. Independent Practice Formatted: Font: Tw Cen MT Condensed Extra BoldRefer pupils to Activity 203.Refer Pupils to L19D4- Activity B, Worksheet 8___, LM page___ Lesson 19 Day 5: Fluency/Forming sentences using adjectives Formatted: Font: Tw Cen MT Condensed Extra Bold, Not BoldSkill Lesson: Words and a story with diagraph oi as in oil and oy as in boyRefer pupils to L19D5-Worksheet _, LM pageActivity 204A and B_. Formatted: Font color: AutoSkill Lesson: Formatted: Font: Tw Cen MT Condensed Extra Bold1. Presentation/Introduction Formatted: Indent: Left: 0\", Hanging: 0.31\" Formatted: Font: Tw Cen MT Condensed Extra Bold Post pictures of a church crashed down, ocean with big waves, and provide words such as; old and Formatted: Indent: Left: 0.31\" big. Formatted: Font: Tw Cen MT Condensed Extra Bold Say: Can you make a sentence out of these pictures and words? Or let the children think of other Formatted: Indent: Left: 0\", Hanging: 0.31\" adjective to describe the pictures. Formatted: Font: Tw Cen MT Condensed Extra Bold Ex. The old church was crashed down. Formatted: Indent: Left: 0.31\" Formatted: Indent: Left: 0.31\"2. Modeling/Teaching Formatted Table Please refer L19D5, worksheet___to Activity 205 for the web and chart sample_. Formatted: CenteredFrom the words on in the web, help pupils form sentences with adjectives. Use the .using the chartbelow. Please refer L19D5, Sheet____.Noun Linking Verbs Adjective Noun Sandra had expensive watch
GRADE 3 ENGLISH TEACHER’S GUIDE Ex. Sandra had an expensive watch. Formatted: Indent: Left: 0.31\" Sandra had an expensive car. Formatted: Font: Tw Cen MT Condensed Extra Bolda.3. Guided Practice Formatted: Indent: Left: 0\", Hanging: 0.31\", Outline Ask pupils to create sentences using the adjectives from the web through the help of the chart. numbered + Level: 2 + Numbering Style: 1, 2, 3, … + Refer your pupils to Activity 205 for the sample chart.L19D5-Worksheet_, LM page_. Aligned at: 0.75\" + Indent at: 1\" Formatted: Indent: Left: 0.31\"4. Independent Practice Formatted: Font: Tw Cen MT Condensed Extra Bold Show pictures and let the children describe it to form sentences.) Formatted: Indent: Left: 0\", Hanging: 0.31\", Outline Refer your pupils to L19D5-Worksheet_, LM page_. numbered + Level: 2 + Numbering Style: 1, 2, 3, … + Aligned at: 0.75\" + Indent at: 1\" Formatted: Indent: Hanging: 0.19\" Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Left: 0.31\", No bullets or numbering Formatted: Indent: Hanging: 0.19\"
GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 2 (Lesson 20) Formatted: Font color: Auto Formatted: Width: 11\", Height: 8.5\" Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Formatted: No bullets or numberingOverview/ Literature: • Summati Formatted: Font: Bold, Italicobjectives A Learning Experience for Use Identify fact from Write simple ve test Malou descriptive Opinionopinion sentences and use Formatted: No bullets or numberingMaterials adjectives • correct punctuation • Formatted: Indent: Left: -0.01\", No bullets or numbering • Read words, phrases • • Read words, phrases marksProcedures and sentences with au and ow • Read words, and sentences with au and ow • Formatted: No bullets or numbering dipthongs phrases and dipthongsau and ow dipthongs • Read words, Formatted: No bullets or numbering sentences with au phrases and sentences Formatted: No bullets or numbering Word cards and ow dipthongsau with au and ow Formatted: Indent: Left: 0.25\", No bullets or numbering and ow dipthongs dipthongsau and ow Formatted: Indent: Left: 0.25\", No bullets or numbering Learner’s Materials dipthongs • Activities 206-207 Learner’s Materials Pictures showing the • Learner’s Materials Activities 208-210 details in the matrix of Copy of Weather Condition “Important Rules” song L19D1-Worksheet1, p._ • • L19D2-Worksheet2, p._ • Strips of Word cards sentences • • Learner’s Materials Big strips of paper Activities 211-213 Learner’s Materials • Learner’s Materials Formatted: No bullets or numbering Activities 211-213 L19D4-Worksheet_, • p_ • Learner’s Materials L19D4-Worksheet_, p_ L19D3-Worksheet_, p_ L19D3-Worksheet_, p_ OPEN UP Decoding OPEN UP Present • Formatted: No bullets or numbering (3 min) Lesson using (15 min) sentences with the Formatted: No bullets or numbering Activity 208 • Presentation of following punctuation Formatted: Indent: Left: 0.25\", No bullets or numbering Unlocking of key pictures highlighting cause and marks: Formatted: No bullets or numbering word using context Present effect Formatted: No bullets or numbering cluespictures some sentences with period, comma, • descriptive words KNOW THIS question mark and exclamation point. Motivation question
GRADE 3 ENGLISH TEACHER’S GUIDE• taken from the (5 min) Discuss when to Formatted: No bullets or numbering• Motive question selection. • Direct teaching of put each mark and what steps on finding cause and type of sentence Formatted: No bullets or numberingKNOW THIS Discuss effect requires each. Formatted: No bullets or numbering(10 min) what describing Formatted: No bullets or numberingRead-aloud of the selection words are EXPLORE THIS Have the class do Formatted: Indent: Left: 0\"with discussion (15 min) Activity 214.OPEN UP Formatted: No bullets or numberingquestionsfollowing DRTA • Have the • Matching of pictures (10 min) class do Activity and phrases to show cause- • Singing of Formatted: Indent: Left: 0\"EXPLORE THIS 209 with your effect relationship “Important Rules” song Formatted: No bullets or numbering(20 min) guidance then • Presentation of Formatted: Indent: Left: 0\"Post Reading: Activity 210 APPLY THIS descriptive adjectives Formatted: No bullets or numberingDiscussion of the selection independently. (15 min) from the songhighlighting the importance offollowing rules Identification of which KNOW THIS tells a cause and which tells an (20 min)APPLY THIS effectDecoding lesson using • Presenting and(17 min) Activity 211. explaining whatEnrichment: Pupils draw and descriptive adjectiveswrite a possible result for a Present some areGrade 3 student for not sentences to teach fact andremembering the things to be opinion. EXPLORE THISdone during typhoonsHave the (10 min)class do Activity 207. Differentiate an • Using of opinion from a fact. adjectives in sentences • Have the class do APPLY THIS Activity 212 with your (10 min) guidance then Activity 213 • Writing independently. sentences using adjectives
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 2 (Lesson 20) Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold, Font color: Auto A Learning Experience for Malou Formatted: Width: 8.5\", Height: 11\" Formatted: Font: Tw Cen MT Condensed Extra Bold, NotPre-Reading Bold1. Unlocking/Vocabulary and Concept Development Formatted: Font: Tw Cen MT Condensed Extra Bold (freedom, patriotic, symbol) Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Indent: Left: 0.38\" Show a picture of a dove. Say: This is a dove. It symbolizes peace. Dove is a symbol for peace. Formatted: Font: Italic Show a cut-out of a heart. Say: This is a heart. It symbolizes Valentine’s Day. The cut-out of a Formatted: Font: Italic heart is a symbol. A symbol is a thing that represents or stands for something else, especially a Formatted: Font: Times New Roman, Italic material object representing something abstract. Who can give me another symbol that you can see Formatted: Font: Italic in our classroom or outside? Formatted: Font: Times New Roman Call a child in front of the class. (Before he says something, tell the child that he can only do or say Formatted: Font: Times New Roman something that is good in front of the class.) Say to the child: Do whatever you want but see see to Formatted: Font: Italic it you don’t harm other children in the class or destroy the things inside the class. He can do Formatted: Font color: Auto whatever he wants that do not harm other people and property because he has freedom. Freedom Formatted: Font: Italic is the power or right to act, speak, or think as one wants without hindrance or restraint. Formatted: Font color: Auto Formatted: Font: Italic Show pictures of Philippine heroes. Say: Our heroes are patriotic. They fought for our country. Formatted: Font: Times New Roman, Italic Singing Lupang Hinirang with respect is a sign that you are patriotic. A person is patriotic if he Formatted: Font: Century Gothic, 12 pt, Italic expresses strong love for his country. Are you patriotic? How else do you show it?Unlock the Formatted: Font color: Auto vocabulary words found in the text using context clues. Formatted: Font: Times New Roman, 11 pt Formatted: Font: Times New Roman, 11 pt Refer the pupils to L20D1-Worksheet_1, LM pageActivity 206__ for the Vocabulary vocabulary Formatted: Font: Italic Developmentdevelopment check up. Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Font: Not Bold2. Motivation Question: Formatted: Indent: Left: 0.38\" Formatted: Font: Not Bold Describe how our Philippine flag looks like. What do the colors mean? Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Font: Tw Cen MT Condensed Extra Bold3. Motive Question: Formatted: Indent: Left: 0.38\" What do the colors of our national flag mean? Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Font: Tw Cen MT Condensed Extra Bold During Reading Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Left: 0.38\"1. Read aloud the story using DRTA to let the pupils predict as they read along the story. Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted Table A LEARNING EXPERIENCE FOR MALOU By: Dinah C. Bonao Malou came home from school. She was very happy. “You look so happy.” Mother noticed. “How was school?,” she added. “It was fine, Mom. I learned many things in school today. I learned that a flag is a
GRADE 3 ENGLISH TEACHER’S GUIDEnational symbol. It represents our country,” replied Malou. “ Yes, the Philippine flag is one of the most beautifully designed flags in theworld,” said Mother. “Our flag is made up of three colors. These are blue, red and white with a goldenyellow sun. The sun has eight rays. These stand for the eight provinces that fought for thefreedom of the country. It has also three stars representing the three major islands of thecountry—Luzon,Visayas and Mindanao,” said Malou. Father added, “We Filipinos should respect our flag. Doing so shows that we loveour country.” “Yes! I think Filipinos are the most patriotic people in the world. We are willing togive up our lives for the Philippines,” Mother explained. “ That’s right, Father. That is why I make sure that I always show my love to forour country,” Malou said proudly.Post- Reading Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Discussion Questions Bold Formatted: Indent: Left: 0.25\"1. Who is the girl in the story? Formatted: Indent: Left: 0\", Hanging: 0.25\"2. What did she learn? W why she was she so happy in school? Formatted: Indent: Left: 0.25\", Hanging: 0.25\"3. What do the sun’s eight rays stand for?4. What do the three stars represent? Formatted: Font: Tw Cen MT Condensed Extra Bold5. Why are Filipinos considered as patriotic people? Formatted: Indent: First line: 0.25\"4. Give three ways on how to show respect for our flag. Formatted: Indent: First line: 0.25\"5. How can you show your love and concern to for your country? Formatted: Font: Tw Cen MT Condensed Extra Bold, NotEngagement Activity Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Refer the pupils to L20D1-Worksheet__, LM page__ for the Engagement Activityto Activity Bold, Font color: Auto207. Formatted: Font color: Auto Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives Bold, Font color: Auto Formatted: Font color: AutoSkill Lesson: Words and Sentences with au and ow aw diphthongs Formatted: Font: Tw Cen MT Condensed Extra Bold, NotRefer your pupils to Activity 208L20D2-Worksheet _, LM page_. Bold, Font color: Auto Formatted: Font color: AutoSkill Lesson: Using Descriptive Adjectives Formatted: Font: Tw Cen MT Condensed Extra Bold1. Presentation/Introduction Formatted: Indent: Left: 0\", Hanging: 0.38\", Tab stops: Not at 0.5\"Present the following sentence strips taken from the selection read.1. Almira has a square bag. Describe the bag of Almira. Her bag is _______. ( square)2. The Philippine flag has yellowstars.
GRADE 3 ENGLISH TEACHER’S GUIDE Describe the stars on our flag. ( yellow)3. Blue, red and white are the What are the colors of our flag?three colors of our flag. (blue, red and white)4. The Philippine flag is What shape is our flag?rectangularle. (rectangularle)5. The white part of our flag is What word describes the white part oftriangularle. our flag? ( triangularle)2. Modeling/ Teaching Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Left: 0\", Hanging: 0.38\", Tab stops: (Note: Ask the pupils to underline the descriptive words or words that describe. Draw out from Not at 0.5\" them that these words are adjectives. Pupils should be able to explain further that adjectives Formatted: Indent: Left: 0.38\" describe a noun or a pronoun which show their color and shape. Give more examples of descriptive adjectives.) Formatted: Indent: Left: 0.75\", Tab stops: Not at 0.5\" Formatted: Font: Tw Cen MT Condensed Extra Bold Ask: What are adjectives? (describing words) Formatted: Indent: Left: 0\", Hanging: 0.38\", Tab stops: Process this sentence by sentence: Not at 0.5\" 1. In sentence 1, how does the adjective describe the bag?(by telling about it’s shape) Formatted: Indent: Left: 0.38\", Tab stops: Not at 0.5\" 2. In sentence 2, how does the adjective describe the stars?(by telling about their color) Formatted: Indent: Left: 0\", Hanging: 0.38\", Tab stops: Sentence 3, 4, 5, Not at 0.5\" What words does an adjective describe? (noun or pronoun) Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: First line: 0.38\", No bullets or The girl is wearing a red dress. numbering Mother bakes five cupcakes. I have a new toy.3. Guided Practice Refer your pupils to L20D2 Worksheet ___, LM page___ Say: Activity 209.4. Independent Practice Refer your pupils to Activity 210.
GRADE 3 ENGLISH TEACHER’S GUIDE Refer your pupils to L20D2 Worksheet ___, LM page___ Formatted: Indent: Left: 0.38\", Tab stops: Not at 0.5\" Say: Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion Bold Formatted: Font: Tw Cen MT Condensed Extra BoldSkill Lesson: Sentences with au and aw diphthongs Formatted: Font: Tw Cen MT Condensed Extra Bold, NotRefer your pupils to LM Activity 211.20D3-Worksheet _, LM page_. Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, NotSkill Lesson: Fact and Opinion Bold, Font color: Auto Formatted: Font color: Auto1. Presentation/ Introduction Formatted: Font color: Auto Present the following sentences on the board. Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold 1. The Philippine flag is made up of three colors. Formatted: Font: Tw Cen MT Condensed Extra Bold, Not 2. There are three major islands in our country. Bold 3. The Philippine flag is one of the most beautifully designed flags in the world. Formatted: Indent: Left: 0\", Hanging: 0.38\" 4. Ms. Almira Santos thinks that Filipinos are all very patriotic people. Formatted: Indent: Left: 0.38\", First line: 0\" 5. Fr. Cruz believes that the Philippines is a peaceful country. Formatted: Indent: Left: 0.38\" Formatted: Font: Tw Cen MT Condensed Extra Bold, Not2. Modeling/ Teaching Bold Formatted: Indent: Left: 0\", Hanging: 0.38\" Ask: Formatted: Indent: Left: 0.38\" What do you notice with the first two sentences? Does it tell something that the truth? Is itis already proven and accepted by everyone? Formatted: Indent: Left: 0\", First line: 0.38\" What do you notice with the third, fourth and fifth sentences? Formatted: Indent: Left: 0.38\" Does it show judgment, feeling or attitude about someone or something? What word/s in the sentence gives a clue that it is a thought or judgment? Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold Say: A sentence states a fact if it can truly happen and it can be proven. Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Indent: Left: 0.38\" A sentence states an opinion if it can happen only in the mind of a Formatted: Font: Tw Cen MT Condensed Extra Bold, Not person and it cannot be proven to be true. The words “I think, I believe, in my opinion, etc. Bold Formatted: Indent: Left: 0\", Hanging: 0.38\" signals an opinion statement. Formatted: Indent: Left: 0.38\" Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the Guided Practice. Give more examples of fact and opinion statements.)3. Guided Practice: Refer your pupils to L20D3: Worksheet__: LM page__Activity 212. Say:4. Independent Practice: Refer your pupils to L20D3: Worksheet__: LM page__ Say: Refer your pupils to Activity 213.
GRADE 3 ENGLISH TEACHER’S GUIDELesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks Formatted: Font: Tw Cen MT Condensed Extra Bold, Not1. Introduction/ Presentation/Modeling Bold Formatted: Font: Tw Cen MT Condensed Extra BoldPresent sentence strips from the story “A Learning Experience for Almira.\" Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold1. The Sun sun has eight 2.WOhuartflhaagsiseimghatdreayusp?o(fthe sun) Formatted: Indent: Left: 0\", Hanging: 0.38\"rays three colors. Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold3. Visayas is the smallest 4. FHiloipwinmosaanryectohloerms doostes our flag have? Formatted: Indent: First line: 0.38\"island in our country. patriotic people in the world. Formatted: Font: Italic Formatted: Left, Indent: Left: 0.38\", First line: 0\"Ask some students to read each sentence. Ask afWterheaatcdheresacdriibnegs: VWishaaytapsu?n(cstumaatilolensits used to endthat sentence. Formatted: Indent: Left: 0.38\", First line: 0\" island in our country.) Formatted: Font: Italic Formatted: Indent: First line: 0.38\"The following sentences are telling sentences. WWe uhseataipsesrmioadllteosetnidsleaancdhisnenthteencceo.untry?Let us have some examples that use other pu(nVctiusaatyioans).marks. Ask some students to read the Formatted: Font: Italicsentences aloud. Formatted: Font: Not Bold Formatted: Font: ItalicThe colors of the Philippine flag are white, yellow, and blue. Formatted: Font: Not Bold Formatted: Indent: Left: 0.38\", First line: 0\"The three big islands in the Philippines are Luzon, Visayas, and Mindanao. Formatted: Font: ItalicAsk: What punctuation mark is used to end the two sentences? Formatted: Font: Not ItalicAfter the answer is given, say: These are telling sentences. Formatted: Font: Not ItalicThere is another punctuation mark that is used in the two sentences. What is that?Can you tell us why we use comma in between those words? We use comma to separate ideas orwords that we are enumerating.Let us have another set of sentences. Notice the punctuation marks in each sentence.Ask some students to read the sentences aloud.What is the capital city of the Philippines?“We will fight for your honor!” our heroes pledged to our country.Ask: What punctuation mark is used to end the first sentence? Why do you think we need to use aquestion mark? It is a sentence that asks for something.
GRADE 3 ENGLISH TEACHER’S GUIDEWhat punctuation mark is used to end the second sentence? Why do you think we need to use anexclamation point at the end of this sentence? It is a sentence that tells a strong feeling.. Formatted: Indent: Left: 0.38\", First line: 0\" What describes Filipinos?( They are the Formatted: Centered most patriotic people in the world.) W ho are the most patriotic people in Formatted: Font: Tw Cen MT Condensed Extra Bold the world? ( Filipinos). Formatted: Indent: Left: 0\", Hanging: 0.38\", Space After: 10 pt, Line spacing: Multiple 1.15 li Say:“What can you say about these sentences?” Formatted: Indent: Left: 0\", Hanging: 0.38\"2. Modeling/Teaching: Formatted: Font: Tw Cen MT Condensed Extra Bold, NotRecall the structure of a sentence. BoldSay: A simple sentence expresses one complete idea. It is composed of a simple subject and a simple predicate. Formatted: Font: Tw Cen MT Condensed Extra Bold Example: .White color symbolizes the purity of the heart of Filipinos.T:Say: “From the sentences above, what are the punctuation marks used?”3.2. Guided Practice: Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold Refer your pupils to LM Activity 214A.20D4: Worksheet__: LM page__ Say Formatted: Indent: Left: 0\", Hanging: 0.38\", Space After: 10 pt, Line spacing: Multiple 1.15 li4.3. Independent Practice: Formatted: Font: Not Bold Refer your pupils to LM Activity 214B. Refer your pupils to L20D4: Worksheet__: LM page__ Formatted: Indent: Left: 0.38\" Say Formatted: Font: Not Bold Formatted: Indent: Left: 0.5\" Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold Formatted: Indent: Left: 0\", Hanging: 0.38\", Space After: 10 pt, Line spacing: Multiple 1.15 li, Tab stops: Not at 0.5\" Formatted: Indent: First line: 0.38\", No bullets or numbering Formatted: Indent: Left: 1\", No bullets or numbering
GRADE 3 ENGLISH TEACHER’S GUIDELesson 20 DAY 5: Summative Test A. Encircle the descriptive adjective in the sentence. 1. A Mango is sweet. 2. Mang Max is a hard working man. He plants vegetables and fruits in his yard. 3. Marlene bakes delicious cookies. 4. Filipinos are patriotic people. 5. The Kangaroo has two front feet and two hind legs._________________________________________________________ ____________________________________ ____________________________________________________.__________________B. Fill in the right adjective to make the sentences correct. Choose your answer inside the box. smarter , careful, most creative, resourceful, oldest 1. Daniel is _______ in answering his test papers. 2. Cjay is the ________________ student among them in napkin folding. 3. Lola is the___________woman in the village. 4. In our class, Zarena is ____________than Rochelle. 5. Via Ann used the old roses in decorating her valentine card. She is ______________. C. Write F if it is a fact and O if it is an opinion. ______________1. Trees provide us with oxygen. ______________2. Girls are more studious than the boys. ______________3. Visayas is the smallest island in the Philippines. ______________4. I think my father is the best dad in the whole world. ______________5. Ghosts do exist.D. Write a three-sentence paragraph describing about your bestfriend. Use the correct punctuation marks. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 3 (Lesson 21) Formatted: Width: 11\", Height: 8.5\" Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 Formatted: Font color: AutoOverview/ Identifyingobjectives Literature: Distinguish the a Identify and use simple and compound DAY 5 The Monster Who Came to cause from an effect adjectives in comparative sentences FormingMaterials School degree • Read and write • Read words, compound sentences Formatted: Font: Bold, Italic Realize the words with ou and ow • Read and write words phrases and story sentences importance of following diphthongs with ou and ow diphthongs with ou and ow school rules diphthongs • Read and Formatted: No bullets or numbering • • Act outRole play Sentence chart write words, pharses the importance of following • school rules • Learner’s and sentences with Materials Words in envelopes Activities 222-224 ou and ow • L21D4- diphthongs Detective Sinegata Worksheet_ p_ Chart C and E chart C and E chart C and E Formatted: No bullets or numbering • • • L21D4- chart Formatted: No bullets or numbering • Learner’s Materials Worksheet_ p_ • Formatted: No bullets or numbering Word cards Sentence strips Activities 219-221 Worksheet_ p_ Formatted: No bullets or numbering • • Pictures Formatted: No bullets or numbering L21D3-Worksheet_ p_ L21D4- • Formatted: No bullets or numbering Learner’s Materials Learner’s Materials L21D3-Worksheet_ p_ Worksheet_ p_ • Activities 215-216 Activities 217-218 Worksheet_ p_ Worksheet_ p_ Learner’s Formatted: No bullets or numbering • L21D4-Worksheet_ p_ Materials L21D1-Worksheet_ Worksheet_ p_ L21D4- Activities 225-227 Formatted: Indent: Left: 0\" p_ L21D2-Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_ • L21D2-Worksheet_ p_ Worksheet_ p_ Worksheet_ p_ L21D2-Worksheet_ p_ L21D3-Worksheet_ p_ L21D5- L21D2-Worksheet_ p_ Worksheet_ p_ L21D4- Worksheet_ p_ L21D2-Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_ Worksheet_ p_ L21D5- L21D3-Worksheet_ p_ Worksheet_ p_ Worksheet_ p_ L21D3-Worksheet_ p_Procedures OPEN UP OPEN UP OPEN UP OPEN UP OPEN UP
GRADE 3 ENGLISH TEACHER’S GUIDE(10 min) (10 min) (10 min) (10 min) (10 min) Formatted: No bullets or numbering Unlocking of key Presentation of sentences • Presentation of • Presentation • Completion Formatted: No bullets or numbering through the Say-Do-Don’t – pictures highlighting cause of a chart to show of a table showing Formatted: No bullets or numberingwords using the Think-Go- Game and effect simple and compound cartoon and Formatted: No bullets or numberingStop Game sentences sentences about the• KNOW THIS KNOW THIS importance of Formatted: No bullets or numbering (10 min) (10 min) KNOW THIS following school Formatted: No bullets or numbering Motivation Direct teaching of to • Direct teaching of (20 min) rulesquestion distinguishing a cause from steps on how to identify • Presentation Formatted: No bullets or numbering• an effect findingthe cause and effect in ing and KNOW THIS• Motive question a sentence explainationing of (10 min) Formatted: No bullets or numbering EXPLORE THIS how compound • DirectKNOW THIS (15 min) EXPLORE THIS sentences are is teaching of(10 min) Group Activity: (15 min) formed determining anRead-aloud of the selection Students have to distinguish • Matching of pictures effect based on ausing DRTA which sentence is a cause and d phrases to show a EXPLORE THIS given cause and an effect cause-effect relationship (10 min)EXPLORE THIS • Combining EXPLORE THIS Formatted: No bullets or numbering(15 min) APPLY THIS APPLY THIS simple sentences to (15 min)Post Reading: (15 min) (15 min) form compound • Writing an Formatted: No bullets or numberingDiscussion of the selection Group Activity: • Cause and Effect sentences effect based on a Formatted: No bullets or numberinghighlighting the importance Students have to complete sentence identification given causeof school rules the matrixa chart of school APPLY THIS rules and effects if we break (10 min) APPLY THIS Formatted: No bullets or numberingAPPLY THIS them. • Completing a (15 min) Formatted: No bullets or numbering(15 min) chart with compound • Writing anEnrichment: Act ouRole sentences effect based on aplay t the importance of given causefollowing school rules.
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 3 (Lesson 21) Formatted: Font: Tw Cen MT Condensed Extra Bold The Monster Who Came To School Formatted: Width: 8.5\", Height: 11\" Formatted: Font: Tw Cen MT Condensed Extra Bold, NotPre-Reading Bold, Font color: Auto1. Unlocking/Vocabulary & Concept Development Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U, L ,E Formatted: Font: Tw Cen MT Condensed Extra Bold , S will form the groups. Formatted: Indent: Left: 0\", Hanging: 0.38\" (Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of letters are numbered from one to seven. If you hear the word THINK, listen for the clues about Formatted: Indent: Left: 0.38\" the word. If you hear the word GO -start arranging the letters and if you hear the word STOP- say the word.) Formatted: Font: Italic Formatted: Font: Italic Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The word starts with a “g” and ends with a “d”. This is the hint. Look at me. (Grab something in the table.) What did I do? Form the word GO. Give the group at least one minute to form the word, then say STOP. Ask the group one after the other to say the word that they formed. Go around to check their output. Put the first word in the web. Follow the procedure. Here are the suggested clues: Screamed – demonstration Pounded – demonstration Poked – demonstration Dumped - demonstration Words inside the envelope are grabbed, screamed, pounded, poked, dumped )These words should be written around the word Monster.)Model the unlocking through actions so children could have a hint. monster
GRADE 3 ENGLISH TEACHER’S GUIDE2. Motivation Formatted: Font: Tw Cen MT Condensed Extra Bold Imagine a school with a monster, what do you think will happen? Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Font: Tw Cen MT Condensed Extra Bold (Let pupils their share ideas about the given question. Formatted: Indent: Left: 0.38\" Formatted: Indent: First line: 0.38\" As partners share ideas about the question: Imagine a school with a monster. What do you think Formatted: Indent: Left: 0.38\" will happen? , pPost and use Detective Sinegata Chart for the pupils’ responses. Let pupils’ ideas freely flow.) Formatted: Font: Tw Cen MT Condensed Extra Bold3. Motive Question Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Font: Tw Cen MT Condensed Extra Bold What do you think will Andy and his classmates feel meeting a monster at school? Formatted: Indent: Left: 0.38\" During Reading Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: First line: 0.38\" (Note: Before the reading time begins, the teacher assigns some pupils for the role play of some Formatted: Indent: Left: 0.38\" story parts.) Formatted: Font: Tw Cen MT Condensed Extra Bold The Monster Who Came to School Formatted: Indent: Left: 0.38\" When Andy got on the bus on the first day of school, he saw a monster! Andy was very surprised. Formatted: Font: Not Bold He did not know that monsters were allowed to go to school. But there the monster was. It was Formatted: Indent: First line: 0.38\" making all kinds of noise and would not sit down. It climbed on the seats and put its head out the Formatted: Font: Bold window. It took up so much room that Andy had no place to sit. Formatted: Indent: Left: 0.38\" “Wow, that monster sure is noisy! I’ll bet it isn’t even supposed to be here,” Andy whispered to Vicky. STOP AND ASK: What do you think thewill the teacher will feel when she sees seeing a monster at in school? But Andy’s teacher was not at all surprised to see the monster entered the classroom. It pushed ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy and the other children sat at their places, the monster started to throw the toys. Stop that!” said the teacher. “Even monsters are not allowed to throw toys.” The monster dropped the toys and started screaming. It screamed so loudly that no one could hear the teacher. “Be quiet!” the teacher finally said. The monster stopped screaming and the teacher said, “It’s time to play outside.” STOP AND ASK: What do you think would the monster do? Everyone stood up and walked to the door—everyone except the monster. It ran out the door without waiting for directions.
GRADE 3 ENGLISH TEACHER’S GUIDE Outside, the monster continued to behave like a monster. It pushed some children and took toys Formatted: Indent: Left: 0.38\", First line: 0\"from others. It climbed up the slide the wrong way and sat at the top so no one else could slide Formatted: Indent: Left: 0.38\"down.When the students returned to the classroom, the teacher tried to read them a story. But the monstershouted and laughed and no one could hear. Then it pulled the toys off the shelves again. It wouldjust not listen! At lunchtime, the monster grabbed other people’s sandwiches. It dropped food in on the floor onpurpose and poured its milk on the table. Later, when it was time to paint, the monster ran aroundthe room painting big, black lines on the other children’s pictures! When the children formed acircle and tried to sing, the monster jumped around and stepped on their toes. It pounded on thepiano until the teacher had to close it. At rest time, the monster laughed and talked and poked the children and even pulled their hair. Formatted: Font: Bold“Come here!” said the teacher, who was very angry. “You are a real monster! Monsters are not Formatted: Font: Boldallowed at school. Go away and never come back!”STOP AND ASK: What do you think will happen to the monster do?The monster burst into tears! Everyone was astonished. “I’m sorry!” cried the monster. “I’venever been to school before. I didn’t know it was against the rules to shout and run and push, or tograb and throw things. Please don’t tell me I can’t come back! I will try to learn if you all will helpme.”The teacher asked the children what they thought. The children decided to make a list of rules.They would let the monster stay---if it followed the rules. The monster worked hard to learn how tobehave, and soon it knew all the rules, just the way all the children did. Post Reading Formatted: Font: Tw Cen MT Condensed Extra Bold1. Discussion Questions Formatted: Indent: Left: 0\", Hanging: 0.38\", Numbered + 1.1. How did Andy feel seeing a monster at school? Level: 1 + Numbering Style: 1, 2, 3, … + Start at: 1 + 2. How did the monster behave? Alignment: Left + Aligned at: 0.25\" + Indent at: 0.5\" Formatted: Indent: Left: 0.38\" 3. Formatted: Indent: Left: 0.38\", No bullets or numbering 3. Why do you think did the monster behaved that way? Formatted: Indent: Left: 0.38\", First line: 0\" 4. What did the monster really want? Formatted: Indent: Left: 0.38\" 5. What rules inside the classroom did the monster learn? Formatted: Indent: Left: 0.38\", First line: 0\" Formatted: Indent: Left: 0.38\" 4.3. Why d it isis it important to follow school rules? Formatted: Indent: Left: 0.38\", Hanging: 0.19\"
GRADE 3 ENGLISH TEACHER’S GUIDESay: Let us look at the Detective Sinegata Chart again.what we have What have you written about Formatted: Indent: Left: 0.38\"the question: Imagine a school with a monster. What do you think will happen? Formatted: Indent: Left: 0.38\", First line: 0\"Are your answers similar with to what happened to in the story? What are your proofs? Formatted: Indent: Left: 0.38\"How did the monster’s behavior change? Formatted: Indent: Left: 0.38\", First line: 0\" Formatted: Indent: Left: 0.38\"Do you think following rules is important? Why? Formatted: Indent: Left: 0\", Hanging: 0.38\" Say: This time, at the count of one, two, three, start working with your group mates. Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold (Note: Have the pupils decide on what they should draw or role play an /act out/make a skit for the Formatted: Indent: Left: 0.38\" assigned story part. Before the presentation, ask what self-control is and remind pupils if the monster had self-control at the start of the story)2. Engagement Activity After discussing w/in their groups , whole class will listen to each group presentation and rate them after through rubrics. Refer your pupils on the parts of the story they have to /act out/draw to L21D1-Worksheet __: LM, page__ Group R Make a poster of at least 1 rule inside the class- Group U:Act out the part: Group L: Make a skit of the part:Group E: Draw the part: Group S: Act out a part: Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold Refer to Activity 216. Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect Bold, Font color: AutoSkill Lesson: Words with ou and ow diphthongs Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Refer your pupils to L21D4 Worksheet _, LM page_.Activity 217. Bold, Font color: AutoSkill Lesson: Cause and Effect1. Presentation/Introduction Link-lines-in Formatted: Font color: Auto Say: Let us have the SAY DO- DON’T game. Say DO if the line I will read or illustration I will Formatted: Indent: First line: 0.5\" show is a good thing to be done in school and Don’t if it is not. Ready? Formatted: Font color: Auto Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Indent: Left: 0.38\"
GRADE 3 ENGLISH TEACHER’S GUIDE1. I will walk at the corridor. Formatted: Indent: Left: 0.38\"2. I will chew gum during class hours. Formatted: Indent: Left: 0.38\"3. I will attend class regularly.4. I will be attentive during class discussion..5. I will leave my desk clean and orderly.Ask: Why did you say Do ? Why did you say Don’t ?(Note: Post the Cause and Effect Chart. Then write pupil’s ideas on the chart.)Cause Cause and Effect Chart Effect (Note: Refer your pupils at the C and E Chart.) Formatted: Indent: First line: 0.5\" Say: If you chew gum during class, what will happen? If you run at the corridor, what will happen? If you attend to class regularly, what will happen? Do you r Remember the monster in the story, The Monster Who Came to School? How did it behave at school? The monster’s misbehavior had effects to on the children, teacher, and to on the school as awhole. Cause and Effect Chart
GRADE 3 ENGLISH TEACHER’S GUIDE Cause Effect The monster took so much space at the bus. The Monster screamed loudly. While the teacher was reading a story, Monster laughed and shouted. At rest time, the monster pulled children’s hair.2. Modeling/Teaching Formatted: Font: Tw Cen MT Condensed Extra Bold Say: In order to find the effect, ask what happens next? To find the cause, ask why something Formatted: Indent: Left: 0\", Hanging: 0.38\" happeneds? Formatted: Font: Italic Formatted: Indent: Left: 0.38\", First line: 0\" There are some clue words for to identify the cause and effect. These are so, since, because and if. Formatted: Indent: Left: 0.38\" Formatted: Font: Italic (Present some sentences with the aforementioned clue words.) Formatted: Font: Italic Formatted: Font: Not Italic Can we now complete the C and E Chart? Formatted: Font: Italic Again, what question would you ask to find the cause? To find the effect? Formatted: Indent: Left: 0.38\", First line: 0\"3. Guided Practice Formatted: Indent: First line: 0.38\" Say: At this moment, we are going to work in trios. To deepen our understanding about Formatted: Font: Tw Cen MT Condensed Extra Bold, Not identifying cause and effect, we will have this activity called Show-Cause-Effect.Each group will be Bold given an envelope containing different sentence strips. These strips can either show cause or an Formatted: Indent: Left: 0\", Hanging: 0.38\" effect. The fFastest trio to get the right answers will receive a ‘Thumbs Up’ Card. Formatted: Indent: Left: 0.38\" Formatted: Font: Italic Say: you You decide together to get the correct signal clue words for cause and effect. Formatted: Font: Italic Formatted: Font: Italic (Note: In envelopes, each group should receive 2 pairs of sentence strips. Pupils’ answers should be Formatted: Font: Italic posted in the Cause and Effect Chart.) Formatted: Indent: First line: 0.38\" Formatted: Font: Italic Sample sentence strips: Formatted: Font: Italic Formatted: Indent: Left: 0.38\" You borrow a notebook from a friend and forget to YSohuerffereilesnhdufretealsndanagvroyidasnydowu.ill not talk to you.The pupils listen attentively to the teacher.
GRADE 3 ENGLISH TEACHER’S GUIDE They easily understand the lessons. You fell asleep in class. Your teacher asked you to stay after class. Your socks don’t match. You feel uncomfortable. You spilled water on someone in the canteen. He was a bit angry.4. Independent Practice Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Left: 0\", Hanging: 0.38\"Refer your pupils to L21D2-Worksheet_:, LM page _Activity 218 Formatted: Font: Tw Cen MT Condensed Extra Bold, Not BoldSay: This time, work in groups of six. Trios should join together to form the groupings. You will talkabout the rules that you need to learn atfollow in school. Formatted: Indent: Left: 0.38\"Groups T and E: Complete the What if We Break the Rules Chart. Formatted Table What if We Break the Rules ChartRules at school Effects if we break themthe rules
GRADE 3 ENGLISH TEACHER’S GUIDEGroups A and M: Make a Thumbs UP card for a person/ group/team who show obedience tofollow Formatted: Indent: Left: 0.38\"school rules. Then write a simple note showing your appreciation to them.(Note: The gGroup’s output should be presented before the class.) Lesson 21 Day 3: Fluency/Writing/Comparative Degree of Adjective Formatted: Font: Tw Cen MT Condensed Extra Bold, NotSkill Lesson: ou and ow diphthongs Bold (Note: Make sure that before asking the class to read the words in Activity 219, have some Formatted: Font: Tw Cen MT Condensed Extra Bold, Font vocabulary development activity. You may show picture of each word, then ask the class to color: Auto connect each word with the picture.) Formatted: Font: Tw Cen MT Condensed Extra Bold, Font color: Auto Refer your pupils to L21D4 Worksheet _, LM pageActivity 219_. Formatted: Font: Not BoldSkill Lesson: Comparative Degree of Adjective Formatted: Indent: Left: 0.38\" 1. Presentation/Introduction Formatted: Font: Not Bold, Font color: Auto Formatted: Indent: First line: 0.38\" Before class begins, post the ‘More fun with things around usif we follow rules! Observe the Formatted: Font: Not Bold pupils’ responses as they do the I-Stand activity. Write pupils’ ideas on the cause and effect chart Formatted: Font: Not Bold, Font color: Auto Formatted: Font color: AutoMore fun if we follow the ruleswith things around us! Formatted: Font: Tw Cen MT Condensed Extra Bold, Not BoldGive each pupil names of animals and other things that they can compare.(Examples: Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Bold Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Font: Not Bolddog – cat Rose – Sampaguita horse – goatcarabao - goat 1liter bottle - 500mL bottle helicopter - airplaneAssign some pupils to serve as post. Each of them will be holding each of the followingadjectives:big - bigger fragrant – more fragrant fast - faster tall -– taller
GRADE 3 ENGLISH TEACHER’S GUIDESay: I will be giving you names/pictures of some objects or things, and animals. While holdingit, think how these objects/animals are different from each other.Ask the pupils holding the pair of adjectives to go in front of the class one after the other.Say: Listen to my questions.Ask: Which is bigger? Dog or cat?Carabao or goat?Ask the children holding the animals to go to the right post: big or bigger.Do the same with the remaining pair of adjectives.Can we read this? How is it related to our Formatted: Font: Italicexciting activity today? Any guess? Formatted: Indent: Left: 0.5\"We will do the I-STAND-LINE Two lines showing I am and I am more. How would we do it? Iwill say the rule and see if you feel you are obedient and more obedient; punctual or more Formatted: Font: Tw Cen MT Condensed Extra Boldpunctual; active or more active ;attentive or more attentive; responsible or more responsible,then stand to that line.Rule no.1: Come to class regularly. Line 2 : I am more obedientLine 1: I am obedient.Rule no. 2: Participate in class discussion.Line 3: I am active Line 4: I am more active.Rule no. 3: Listen to someone speaking during class discussion.Line 5: I am attentive Line 6: I am more attentive.Rule no. 4: Follow instructions always. Line 6: I am responsible. Line 7: I am more responsible.2. Modeling/TeachingAsk the following questions, then, write on the board pupils’ answers.Say: I see ( name of pupils) standing in Line 1: I am obedient to rule number 1 however Iobserve that (name of pupil) standing in Line 2: I am more obedient to rule number 1.Let us take a close look at this observation.1. Kimberly is obedient .How many persons are involved in sentence number 1? Who is she? Who is obedient?2. Carlo is more obedient than Kimberly.How many persons are involved in sentence number 2? Who are they? Who is more obedient?Which are big?
GRADE 3 ENGLISH TEACHER’S GUIDEWhich are bigger?Which is fragrant?Which is more fragrant?Which is tall?Which is taller?Which are fast?Which are faster?Suggested sentences.The cat is big but the dog is bigger.The goat is big but the carabao is bigger.OrThe cat is big.The dog is bigger than the cat.Let us study these sentences.( Name of pupil) is active. ( Name of pupil) is more active than ( name of pupil).( Name of pupil) is happy. ( Name of pupil) is happier than ( name of pupil)Dear Kids, you see these children have something in common. Can you tell us what is it?They are both responsible, active and obedient. The only difference is that pupil is more active,more responsible and more obedient.One person Two persons, places or things Formatted Table compared Formatted: Indent: Left: 0.38\"Obedientbig More obedientbigger Formatted: Indent: Left: 0.38\", Tab stops: 0.38\", Left Formatted: Indent: Left: 0\", Hanging: 0.38\"Activefragrant More activemore fragrantHappytall HappiertallerAttentivefast More attentivefaster Ask: How many animal is being described in the sentence the cat is big?What adjective was used to describe the cat?How many animals are being compared in the sentence, the dog is bigger than the cat?What adjective was used to compare the dog with the cat? (bigger)What happened to the adjective “big” when we use it to compare two animals?Use the same pattern of questions to the remaining sentences.
GRADE 3 ENGLISH TEACHER’S GUIDEWhat word do we add before the adjective if two persons are being compared? Example: Cindy is happy. Formatted: Font: Tw Cen MT Condensed Extra Bold Lea is happier than Cindy. Encourage pupils ’responses to deepen their understanding in making Formatted: Indent: Left: 0.38\" comparisons of adjectives. Sentence examples should be from the pupils themselves.3. Guided Practice Let your pupils form dyads. Each pair will be given description strip. Refer pupils to Activity 220. Refer your pupils to L21D3-Worksheet_:, LM page_. Say: You will decide which description is for Andy and for the Monster. If you think that the description is for both Andy and the monster, then post the description at the middle of the two overlapping circles. Andy Monster More obedient student Formatted: Font: Tw Cen MT Condensed Extra Bold More responsible student Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Indent: First line: 0.38\", No bullets or Students numbering Noisy Formatted: Indent: Left: 0.38\" Loud Naughty Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Willing to learn Bold Playful Say: Again, Andy and monster are both students. However, Andy is more obedient and responsible student than the monster. Why do you think? You see when we compare two persons, animals or objects, we can spot their similarities and differences.4. Independent Practice Refer pupils to Activity 221. This time, partners will do the Spot the difference and similarities by citing three descriptions for themselves and classmates. Refer your pupils to L21D3-Worksheet_:, LM page _. Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences
GRADE 3 ENGLISH TEACHER’S GUIDESkill Lesson: A Story with ou and ow diphthongsDiphthongs Formatted: Font: Tw Cen MT Condensed Extra Bold, Font Refer your pupils to L21D4 Worksheet _, LM page_.LM Activity 222. color: Auto Formatted: Font: Tw Cen MT Condensed Extra Bold, FontSkill Lesson: Cause and Effect color: Auto Formatted: Font: Tw Cen MT Condensed Extra Bold, Font1. Presentation/Introduction color: Auto Formatted: Font color: Auto(Post the Cause and Effect chart completed yesterday by each group.) Formatted: Indent: First line: 0.5\" Formatted: Font: Tw Cen MT Condensed Extra Bold, NotCause Effect Bold Formatted: Font: Tw Cen MT Condensed Extra Bold, Not Talking or laughing loud during class discussion. BoldPWith pouting lips while teacher is explaining. Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Indent: First line: 0.38\"Staying out during class hours Formatted: Indent: First line: 0.5\" Formatted TableTalking with the mouth full Formatted: Font: Italic Formatted: Font: Not Italic Formatted: Font: Not Italic Formatted: Font: Italic Formatted: Font: Not Italic Say: Look at the Cause cause and its possible effects. So what are we going to do? We need to Formatted: Indent: Left: 0.38\" follow rules. Always remind ourselves that following rules is important. Let us learn more about rules. Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Left: 0\", Hanging: 0.38\"2. Modeling/Teaching Formatted: Indent: Left: 0.38\" Formatted TableSay: Listen as I read the sentences in the chart. Sentence Chart Simple sentence Compound sentence I run at the corridor I saw a monster so I run at the corridor.I chew gum during class hours. I chew gum during class hours but my teacher didn’t notice me. I listen attentively. I listen attentively , and I join the discussion.
GRADE 3 ENGLISH TEACHER’S GUIDESay: Do you have any observations on the way the sentences under simple sentences are Formatted: Font: Not Boldformed? How about the sentences under compound sentences? Formatted TableLet us study these. I saw a monster./ I run at the corridor. I chew gum during class hours. /my My teacher didn’t notice me. I listen attentively to my teacher. /I participate in the discussion. .. Say: Compound sentences are sentences which consist of 2 two simple sentences or 2two Formatted: Indent: Left: 0.38\" independent clauses3. Guided Practice Formatted: Font: Tw Cen MT Condensed Extra Bold Refer your pupils to L21D4, Worksheet 9, LM page_.LM Activity 223. Formatted: Indent: Left: 0\", Hanging: 0.38\" Formatted: Font: Not Bold4. Independent Practice. Formatted: Indent: First line: 0.13\" Refer your pupils to LM Activity 224. Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Left: 0\", Hanging: 0.38\" Refer your pupils to L21D4 , Worksheet 10, LM page_. Formatted: Indent: First line: 0.38\", No bullets or Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound Sentences numberingSkill Lesson: Words and Sentences with ou and ow diphthongsDiphthongs Formatted: Indent: First line: 0.13\" Refer your pupils to LM Activity 225.21D4 Worksheet _, LM page_. Formatted: Font: Tw Cen MT Condensed Extra BoldSkill Lesson: Compound Sentences Formatted: Font: Tw Cen MT Condensed Extra Bold, Font1. Presentation/Introduction color: Auto Formatted: Font color: Auto Present picture of a boy holding a stick and a girl holding a rug. Formatted: Font: Tw Cen MT Condensed Extra Bold, Font Say: Can you tell what the boy and the girl are holding? Can you form a sentence out offrom the color: Auto pictures? Formatted: Font color: Auto 2.Ex. The boy is holding a stick. Formatted: Font: Tw Cen MT Condensed Extra Bold, Font color: Auto 3. The girl is holding a rug. Formatted: Font: Not Bold, Font color: Auto Formatted: Indent: First line: 0.5\" ___________________________________________________________ Formatted: Font: Not Bold, Font color: Auto ___________________________________________________________ Formatted: Font color: Auto ___________________________________________________________ Formatted: Font: Tw Cen MT Condensed Extra Bold ___________________________________________________________ Formatted: Indent: Left: 0\", Hanging: 0.38\" _____________________________________________________ Formatted: Indent: First line: 0.13\" Formatted: Indent: First line: 0.38\" Formatted: Indent: Left: 0.38\", No bullets or numbering Formatted: Indent: Left: 0.38\" Formatted: Indent: Left: 0.38\", No bullets or numbering Formatted: Indent: First line: 0.25\"
GRADE 3 ENGLISH TEACHER’S GUIDE rules Formatted: Indent: Left: 0.5\"4.2. Modeling/Teaching Formatted: Indent: Left: 0\", Hanging: 0.38\" Write their answers on the board for discussion. Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Tab stops: 0.38\", Left
GRADE 3 ENGLISH TEACHER’S GUIDE Say: How many sentences do we have? Formatted: Indent: Left: 0.38\" Can you make these two sentences into 1?how? Show some helping words such as:; for, and, nor, but, or, yet, and so to combine these Formatted: Tab stops: 0.38\", Left sentences. Formatted: Indent: Left: 0.38\" Ex. The boy is holding a stick but the girl is holding a rug. Formatted: Font: Tw Cen MT Condensed Extra Bold Formatted: Indent: Left: 0\", Hanging: 0.38\", Tab stops: Let the children form sentences based on from the new pictures.Do the same procedure for 0.38\", Left eliciting. Formatted: Indent: Left: 0\", First line: 0.38\" Formatted: List Paragraph, Indent: Left: 0\", First line: Refer your pupils to L21D5 Worksheet _, LM page_ 0.38\", Tab stops: Not at 4.37\"5.3. Guided Practice Formatted: Font: Tw Cen MT Condensed Extra Bold Help Refer your class to LM Activity 226. Formatted: Indent: Left: 0\", Hanging: 0.38\" children form simple and compound sentences. Formatted: Indent: First line: 0.38\", No bullets or Refer your pupils to L21D5 Worksheet _, LM page_ numbering Formatted: Font: Tw Cen MT Condensed Extra Bold4. Independent Practice Formatted: Indent: Left: 0.38\", No bullets or numbering Refer your class to LM Activity 227. 6. Refer your pupils to L21D5 Worksheet _, LM page_
GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 4 (Lesson 22) Formatted: Font color: Auto Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Formatted: Width: 11\", Height: 8.5\"Overview/ Literature: •objectives The Country Mouse and the Read and write • • Summativ City Mouse words with oa digraph as in Identify and Compare andMaterials goat contrast objects, e test Formatted: Font: Bold, Italic Understand that • write complex sentences persons and placesProcedures contentment and the ability to Formatted: Font: Bold, Italic adapt are important Identify several • Read and write • Read and Formatted: No bullets or numbering • effects based on a given words, phrases and write words, phrases • Write a note on the cause sentences with “oa” and sentences with • Formatted: No bullets or numbering right thing on what to be done diphthong “oa” diphthong by the Country Mouse • Read and write Formatted: No bullets or numbering • Word cards words, phrases and sentences • Sentence strips • Venn Diagram Formatted: No bullets or numbering with “oa” diphthong Word wards Formatted: Indent: Left: 0.02\", No bullets or numbering Learner’s Materials • Learner’s Formatted: Indent: Left: 0\" • Activities 228-229: Diagram of the Materials: • Formatted: Indent: Left: 0\" L22D1-Worksheet_, p_ events in the story used in Activities 233-234 Objects: cell Formatted: Indent: Left: 0\" Day 1 L22D3-Worksheet_, p_ L22D1-Worksheet_, p_ • phone and telephone • Learner’s Materials: L22D3-Worksheet_, • OPEN UP Activities 230-232 p_ • Learner’s (15 min) L22D1-Worksheet_, p_ Materials: • Unlocking of words in the L22D1-Worksheet_, p_ story using context clues • Motivation Question OPEN UP OPEN UP Activities 235-236 • Formatted: Indent: Left: 0.02\", No bullets or numbering • Motive Question (15 min) (5 min) Presentation and discussion Presentation of L22D4- Formatted: Indent: Left: 0.25\", No bullets or numbering of the diagram of events of sentences using big Worksheet_, p_ Formatted: Indent: Left: 0.25\", No bullets or numbering the story The Country strips of paper • L22D4- Mouse and the City Mouse Worksheet_, p highlighting an event that KNOW THIS OPEN UP (10 min) Presentation of cell phone and telephone to give avenue for comparison and contrast
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