prototype 2c2ia lesson plan in english gr 3

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PROTOTYPE 2C2IA LESSON PLANS

IN ENGLISH III

NOT FOR SALE

GOVERNMENT PROPERTY

Prepared and submitted by:

Grade III - Teachers of

DepEd - Legazpi City Division

2011

Edited by:

Mrs. Florentina B. Molet

Mr. Melchizedek C. Tongco

REPUBLIC OF THE PHILIPPINES

Department of Education Region V – (Bicol)

DIVISION OF LEGAZPI CITY Legazpi City

2

FIRST GRADING PERIOD

2C2IA Lesson Plan in Grade III-English

I. A. Objective

1. Answer wh-questions from the story listened to.

2. Talk about topic of interest

3. Write in cursive form legibly

4. Recognize words using spelling patterns a clues

e.g. Diagraphs, CVC consonant clusters in initial /final exposure

5. Identify words with CVC pattern in story

B. Strategies

1. Read aloud

2. Questioning

C. Values: Showing Love and Care for Animals

II. Subject Matter

a. Story: Mon and His Dog

b. Comprehension Skills/ Strategies: Answering wh-questions

c. Language Structure: Talking About topic of interest

d. Writing: Writing in cursive form legibly

e. Reference: BEC/ PELC Grade III

f. Materials: pictures, books, charts

III. A. Discovering the Magic of Reading (DMR)

1. Pre-Reading

1.1 Motivation and Building Background

a. Show a picture of animal such as dog, pig, cat and duck and ask: What animals

are in the picture? What does each animal do? How do you show love and care for

animals?

b. Introduce the story “Mon and His Dog”

Who among you have dogs at home? Do you love them? Do you take care of

them? I will read to you a short story about Mon and His Dog.

1.2 Unlocking of new/ difficult words

Draw a line. Match the meaning of the words in column A with their respective

meaning in column B.

Column A Column B

cop a. provide for

jog b. exercise

feed c. policeman

1.3 Motive Question

Present the story again. Where does Mon feed his dog? What do they do together?

B. Constructing Meaning (CM)

2. Active Reading

2.1 First Reading of the story without interruption

2.2 Second Reading of the story to give the children a chance to interact with the text.

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Mon and His Dog

Mon is a cop

He is a good Cop

He has a dog named Bon

Mon feeds his dog in a box

When he jogs, Bon jogs with him , too.

Bon helps him in his job

Mon loves his dog, his job.

Who is the cop?

Is Mon a good cop?

What is the name of the dog?

Where does Mon feed his dog?

Do you think Mon love his dog?

3. Post Reading

3.1 Lead pupils to answer the motive questions

3.2 Group the children into 4 groups for group activities

Engagement I Engagement II

Small Group Activities Discussion

Group I: Draw how Mon took good care

of his dog on a piece of ¼ cartolina

Group II: When Mon jogs, Bon jogs

with him too

Act out this part

Group III: Draw Mon as a cop.

Describe him.

Group IV: Write a thank you note to Mon

for being a good cop

What is the story about?

What does Mon do to his dog?

What do you think they feel when they

jog together?

Do you think Mon is a good cop? Why?

Why should we say thank our community

helpers?

C. Developing English Language Competencies (DELC)

1. Preparatory Activities

What is the story all about?

Is it good to serve our community?

In what way our community helpers help us?

1.1 Review

Write the name of each picture using the configuration clue

2. Lesson Proper

2.1 Let the pupils read the sentence about Mon and His Dog

2.2 Discussion/ Analysis

a. Choose the correct answer

1. Who is the cop? ( Mon, Bon )

2. What is Bon? ( cat, dog )

3. Where does Mon feed his dog? ( in a box, in a fox )

4. What is Mon's job? ( a jog, a cop )

5. What do they do together? ( hop , jog )

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Introduce the words answered were words in CVC pattern.

Let the pupils enumerate the vowel/ consonant letters of the alphabet.

3. Oral Practice

a. Reading words in CVC pattern.

tab pan tap

dab dan cap

cab ham gap

gab jam nap

b. Let the pupils read the following words

1. hot, pet, kit, pot

2. get, big, van, Don

3. hot, mop, set, sun

4. bag, gun, dad

5. nut, nap, him

3.1 Generalization

How can we identify CVC words? What should be considered in writing

paragraph with a topic of your interest?

3.2 Guided Practice

Choose one topic from the following make a short paragraph about it.

a. The Community Helpers

b. What I Want To Be

Read the words . Check the words that have CVC pattern.

____gin ____gum ______hook ______bart ____dim

____gun ____gem ______shut ______ham ____ hon

3.3 Independent Practice. Name each picture. Box its name.

sun won bat log set

bun hon pat wig pet

hon gun leg jig wet

Ask the pupils to give more sentences using CVC pattern.

3.4 Application

a. Distribute worksheet and let them do the exercise

1. Mon is a good ____________.

2. He has a dog named __________.

3. He feeds his dog in a _______.

b. Read each presented sentences then write them two times in cursive form in

your writing notebook.

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3.5 Evaluation

Read the following words. Ring the name of each picture.

pot, cot hot, lot sad, sud wig , pig

D. DDSS

1. Presentation

1.1 Sound Presentation

Let the pupils sing the following song to the tune of “ Peas Porridge Hot”.

Omar and Olive

Omer fed the ox

Olive fed the ostrich

Oh, what a dog

Feeding them all the way.

a. Here are some words from the song. Listen as I read each words.

b. Present some pictures. Let the pupils name each pictures

2. Practice Exercise

2.1 Present the activities

Write the name of each picture. Using the configuration boxes.

2.2 Phoneme Task Substitute

Present the pictures. Then read the word in each box. Tell the pupils to change letter

to form the name of the second picture.

____ en ____op ____og

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3. Writing Activity

3.1 Read each presented sentences then write them two times in cursive form in

your writing notebook.

4. Generalization

What letter/ words did we write?

5. Application

Have the pupils look for things around the room that have CVC

consonant clusters.

6. Fixing Skills

a. Ask the class to look at the pictures found in their worksheet. Then let them

connect with a line the phrases that tell about the pictures.

a. a corn cob

b. on the log

c. a new top

d. a pot with a dot

e. a hot milk

b. Present the following and ask the pupils to answer the questions.

1. The hot milk is in the cup

Is the milk in the pot?

Where is the milk?

What is in the cup?

2. The cop sits on the cot.

Who sits on the cot?

c. Show the pictures in the flip chart. Ask the pupils to name each pictures in the chart.

top cob not pot

mop cab cot hot

lot Bob hob hat

7. Evaluation

a. Read the following words. Encircle the name of each picture.

b. Dictate the following words and let the pupils write them.

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8. Differentiated Activities

Group I Group 2 Group 3

Seatwork 1 Read and match

1. log top 2. pot cob

3. cob log 4. dot pot 5. top dot

Oral work with the teacher Look at the picture in the chart.

Choose the phrase that tells about the picture.

log hot milk cop gold pot top

a big log pot of gold hot milk a cop's cup

a new top an old pot

Seatwork 2 Say each picture name.

Underline the words to complete the sentence.

1. He sits on the ( log, leg ). 2. Bob has a new ( tap, top). 3. My dad is a (cop, cup).

4. Mon has a (dog, dug ).

Oral work with the teacher

Draw three things with CVC pattern

Seatwork 1 Say each picture name. Circle

the correct word. 1 pat pet pat

2. log log leg

3. tab tip tap 4. cob cab cob

Seatwork 2 Read the sentences. Match

each sentence with the picture. 1. The boy has a top.

2. The milk is hot. 3. The mop is wet. 4. The pot is in the oven.

Seatwork 2

Read the phrases. Match the phrases with the picture. 1. a cup of hot milk.

2. a new top. 3. an old pot.

4. a big cop.

Seatwork 1

Tell something about the picture.

top pot

mop


Listen as I say some words. Repeat them after me.

Prepared by:

Bogtong Elem. School Grade 3 Teachers

Pawa Elem. School Grade 3 Teachers

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I. A. Objectives.

1. Use courteous expression in appropriate situations.

e.g. Inviting someone, accepting an invitation, turning down an invitation

2. Answer wh-questions from dialog listened to

3. Read orally with correct intonation, rhythm and stress

4. Spell words correctly

5. Identify and produce words consonant blends /bl/, /br/

6. Writing sentences correctly

B. Strategies

Reading aloud, questioning, spelling

writing sentences

C. Values: Courtesy

II. Subject Matter

A. Dialog

Author: Evelyn Angeles

Illustrator: Rodelio Santos

B. Comprehension Skills

Answering wh-Question

Inferring Character traits

C. Language Structure

Using courteous expressions in inviting someone, accepting an invitation and turning

down an invitation.

D. Deciphering and Decoding

Identifying and producing consonant blends /bl/, /br/

E. Writing: Writing sentences correctly using courteous expressions

F. References: PELC (Speaking) p.9

Eng. For All Times 3, Language p.5

G. Materials: textbooks, pictures, charts

III. Learning Activities

A. Discovering the magic of Reading (DMR)

1. Pre-Reading

1.1 Motivation

Show pictures. Ask questions about the picture.

1.2 Unlocking of new words ( through facial expression, action context clues )

a. glad

b. inviting

c. courteous

1.3 Motive Question

How will you ask someone to go to your house on your birthday?


2. Active Reading

2.1 First Reading of the dialog by the teacher without interruption.

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2.2 Second Reading by the teacher but asking question after every paragraph

Dialog

Rosa meets Ana at the school playground. Rosa invites

Ana to her birthday party.

Rosa: Ana, I'm glad I finally saw you.

Ana: Yes Rosa. What can I do for you?

Rosa: May I invite you to my birthday party?

Ana: When will that be?

Rosa: It will be on Saturday in our house at 3:00

o'clock in the afternoon.

Ana: Thank you for inviting me. I'll have to ask my

mother first.

Rosa: Please come. I will be happy if you are there.

Ana: I'll tell you tomorrow if i can make it. Thanks for

inviting me.

Whom does Rosa meet?

Why is Rosa looking for Ana?

When will be the party?

Where will it be held?

What will Ana do first?

How will Rosa feel if Ana will be

there in her party?

What courteous expressions were used

in the dialog?

If you were Ana, will you also ask

your mother if you were invited by a

friend? Why?

3. Post Reading

3.1. Answering the motive question.

How will you invite/ ask someone to go to your house on your birthday?

3.2. Engagement Activities

Divide the pupils into 3 groups.

Act out the following:

Group I

Inviting someone to a

fiesta celebration.

Group 2

Inviting someone to a

beach party

Group 3

Inviting someone to

a birthday party



1.1 Review: What expressions do you use when inviting someone?

2. Lesson Proper

2.1 Presentation

Form group of six to read the dialog.

It is Friday afternoon. Donna will celebrate her birthday on Sunday. She asks her

classmates to attend her party. Let's read their dialogs.

Donna: Are you coming to my birthday party on Sunday?

Darwin: I'm sorry, I can't make it. We will visit grandmother in the hospital. She

is sick.

Mila: Yes, I will attend your birthday party. I will bring some cookies.

Eric: I will be glad to come, too.

Donna: How about you Doris and Gina?

Doris: Sure, I will be there.

Gina: I will be there, too.

Donna: I hope to see you all on Sunday.

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Ask the following questions.

1. Who will celebrate a birthday party on Sunday?

2. Who are invited to attend the party?

3. Who cannot attend the party? Why?

4. What will Mila bring?

5. How does Donna invite her classmates to her birthday party?

6. What courteous expressions did they use?

7. Darwin turned down the invitation, what did he say?

8. What are some expressions you can use when inviting someone?

2.2 Oral Practice

Ask several groups of pupils to show to the class how to invite someone.

Group 1: Inviting someone to a birthday party.

Group 2: Inviting someone to a Fiesta.

Group 3: Inviting someone to watch a school program.

2.3 Generalization

What are the words or phrases can you use when inviting someone?

* The words or phrases may I, can I and Please....

What some courteous expressions used in turning down or accepting an invitation?

* I'm glad to attend; Yes, I will attend

* I'm sorry, I can't make it.

2.4 Application- Oral Practice

Get a pair then a present a conversation about inviting someone/ turning down

an invitation using courteous expression.

2.5 Evaluation

Fill the blank with the correct courteous expression.

Ana: Lola, _________ invite you to my graduation day?

Grandma: _________, I'm willing to come.

Ana: How about Lolo, ________ invite him?

Grandma: ________ he can't make it. He is in Manila.

D. Deciphering and Decoding Strategies and Skills (DDSS)

1. Sound Presentation

Listening to the teacher produce sounds /bl/, /br/ then reading example of words with initial

consonant blends /bl/, /br/ by the pupils. ( by individual, group, row )

/bl/ /br/

bland blur bring bra

blend block bruise brand

blue blast brat bread

black blame brute broad


a. Oral

Listen to the teacher as she/he reads groups of words.

Stand if it sounds /bl/. Clap if /br/

b. Form 3 groups then be able to give example of words with /bl/ and /br/.

The most numbered of words listed, wins.

3. Writing Activity

a. Write the correct spelling of words with initial consonant blend /bl/ and /br/

b. Write sentences using words with initial consonant blends /bl/ and /br/

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4. Generalization

What initial consonant blend have you learned today? Give Examples.

5. Application

a. Check the words with initial consonant blends /bl/ then draw a star before the

word with initial consonant blend /br/.

____1. brick _____4. black

____2. blemish _____5. bridge

____3. brow

b. Circle the words with initial consonant blends /bl/ and /br/

blow bound show pack

bread glow back blot

glass blame brush

6. Further Practice

Each pupil will receive a strip of paper. Read the word written on it then tell

what consonant blends is used.

7. Evaluation

A. Copy the correct expression used in each sentences.

1. Please come to my farewell party.

2. Can you attend the wedding of my sister?

3. You may come to our family reunion.

4. I'm glad you invited me.

5. Thank you for inviting me.

B. Fill the blank with the correct consonant blend /bl/, /br/

1. ____ ue is the color of the sky.

2. Don't ____ame for not having a high grades.

3. I've got a ____uise when I fell from the stairs.


Group 1

Seatwork 1

Write sentences using

courteous expressions.

Group 2


Give simple sentences using

words with initial consonant

blends /bl/, /br/

Group 3

Seatwork 2

List down words with initial

consonant blends /bl/, /br/


Read the folowing words,

phrases.

1. blaze

2. bring the black blazer.

3. blame the blind

4. breeze and bleach 5. the blind blame the brat

Seatwork 2

Write the initial consonant blend

1. _____ack

2._____ought

3. _____and

4. _____idge.

5. _____icks

Seatwork 1

Write words with /bl/, /br/

blank,_____, _______, ______

_________, ________

brace, _____, ______, ______,

______, ________,

Prepared by:

Juliet A. Molet – Imalnod Elem. School

Adina L. Rellermo - Imalnod Elem. School

Marilyn Albaytar - Mariawa Elem. School

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I. Objectives

A. Skills

1. Give the meaning of words through action and pictures

2. Answer wh-questions about the selection read.

3. Read orally or commit to memory well-liked lines in a poem.

4. Respond to the poem through the following engagement activities.

Group I- Draw clouds in the sky

Group II – Act out a part of the poem.

Group III- Read orally or commit to memory well- liked lines in the poem.

Group IV- Write a thank you letter to God for his creation.

5. Identify and write sentences that ask.

6. Identify and write words with diphthongs. ( oi, ou )

B. Strategies

Read aloud, identifying / writing sentences

Answering questions

C. Values: Be Thankful for God's Creation

II. Subject Matter

A. Poem – English 3 p.17

B. Comprehension Skill/ Strategies

1. Answering wh- questions 3. Identifying

2. Questioning

C. Language Structure – Asking Sentences

D. Deciphering and Decoding – Identifying words with dipthong

E. Writing – Writing Asking Sentences

Writing words with dipthongs

F. References: BEC PELC p.1 English 3 p 17

G. Materials: pictures, charts, poem


A. Discovering the Magic of Reading (DMR)

1. Pre-Reading

1.1 Motivation

Let pupils go out of the room and look at the sky.

Ask: What did you see in the sky? What color are they?


Through pictures and action, unlock the meaning of the following words:

sheep, wind, slowly, meadows, beasts

1.3 Motive Question

What do you want to know about clouds?


2. Active Reading

2.1 First Reading of the poem “Clouds”

2.2 Second Reading of the poem this time with interaction with the text.

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CLOUDS

White sheep, white sheep

On a blue hill

When the wind stops

You all stand still

When the wind blows

You walk away slowly


Where do you go?


On low green hills

Feeding on meadows

Watered by rills

You look like snow

During sunny days

You look like beasts

During stormy days.

What animal was mentioned in the poem?

What color is it?

Where is it?

What happens when the wind stops?

What happens when the wind blows?

What does the sheep do on low green hills?

What does it look like on sunny days?

How about on a stormy days?

3. Post Reading

3.1 Let the pupils answer the motive question.

3.2 Group pupils into 4. Let them do the engagement activities

Engagement 1 Discussion

Group 1

Draw clouds that you see in

the sky.

1. What is the poem about?

2. Where are they? Why is the hill blue? green?

3. Do animals like sheep move only when wind blows?

4. Does the poet see sheep?

If not what does she see instead of sheep?

5. What made you think and say that the poet is referring to clouds.

Group 1 will present

Group 2

Act Out

1. What does the sheep do when the wind blows?

2. What does the sheep do on green meadows?

3. What does the sheep do when the wind blows?

4. How does the sheep look like during sunny days? During stormy

days?

Group 2 will present

Group 3

Read orally well like lines in

the poem.

1. What are your well-like lines in the poem? Why?

Group 4

Write a thank you letter to God

for his Creation

Dear God,

_________________

_____________________

_________.

Love.

____________

1. Who made the clouds , hills, meadows and all things around us?

2. Do we need all these creations like clouds? Why do we need

them?

3. What should you do to thank God his Creation?

Group 4 will present.

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C. Developing English Competencies (DELC)


1.1 Drill

Draw a line to connect the word in Group A that rhymes with the word in

Group B.

A. B.

1. song a. boys

2. walks b. long

3. cheer c. Jane

4. toys d. talks

5. plane e. far

6. car f. gear

7. book g. look

1. 2. In each group of words , encircle the words that rhyme?

1. park date plane dark 6. sell bell ball cool

2. bark fake wake pain 7. mate star send plate

3. mouse stop house cake 8. song long phone care

4. broke school pail stool 9. throw late glow see

5. sun tone bun coke 10. cake mill tea hill

1.3 Review

Provide pictures of the words inside the box.

Write a telling sentence about each picture.

2. Lesson Proper

2.1 Presentation

Go back to the poem “Clouds”. Ask: Who can read the sentence in line 8 of the

Poem? Say, “This sentence is called asking sentence. What punctuation mark do

you see at the end of the sentence?”

2.2 Exercises

2.2.1 Read this story . Encircle the asking sentence on the chart.

Teddy was mixing a glass of orange juice. Suddenly, he said “Oops! I put

salt instead of sugar. What shall I do?”

“ Throw it away”, said mother.

“Will I throw it away, Mother?” said Teddy

“Yes throw it away. What kind of orange would that be? Make yourself

another glassful and be careful this time”, said mother.

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Rearrange the words in the following sentences to make them correct.

Begin with a capital letter and put the correct punctuation mark at the end of each

sentence.

1. farmers rice when do plant

2. birds fly do

3. grade are what you in

4. your birthday is when

5. go to school why should you everyday

2.3 Generalization

What is an asking sentence? What punctuation mark should you use at the

end of the sentence?

2.4 Guided Practice

Your school nurse will talk about nutrition. What would you like to ask

her about food and nutrition?

2.5 Independent Practice

Divide the class into 4 groups. Assign a picture to each group. Ask them

to write asking sentence.

2.6 Application

Put a check ( / ) before the number if the group of words are asking question and

( x ) if not.

____1. Mother keeps our house clean.

____2. Why were you absent yesterday.

____3. What day is today.

____4. There are many books in the library.

____5. Does fresh air make us healthy.

2.7 Evaluation

A. Read the sentence. Write Q if it is a question and N if it is not.

____1. Maria and I drink milk everyday.

____2. What is your favorite food?

____3. Is sampaguita our national flower?

____4. Frogs croak on rainy days.

____5. May I borrow your eraser?

B. Write an asking sentence about the following

1. your pet animal 4. your Family

2. Jose Rizal 5. your best friend

3. favorite color

2.8 Assignment

Write 5 asking questions.


1. Presentation

Present words on the board. Let pupils read them orally.

throat board brain

needle dried boil

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2. Presentation of words with diphthongs

2.1 Ask. What letters are grouped together and pronounced as one at the middle of the

word? What do we call these words? How do we pronounce these vowel sounds? (Guide the

pupils in producing the medial vowel sound of each word)

2.2 Read some words. Let pupils say YES if the word has medial vowel sound and NO

if not.

a. bell d. peel

b. train e. chain

c. peanut

2.3 What is the medial vowel sound of the following words?

a. rooster b. bread c. rainbow d. bear e. raincoat

3. Writing words with diphtongs.

Teacher will read words with diphtongs.

Pupils will write them on their paper.

4. Guided Practice

Look at the things around. Name things with diphtongs.

Pupils will write them on the board

Let pupils read orally all the words written on the board.

5. Differentiated Activities for group work

Group 1 – Complete the word. Refer your answer from the sentence given.

1. p __ __ l (an object used for fetching water)

2. n __ __ dle (used for sewing )

3. t __ __d (an animal in the pond)

Group 2 – Create words using the following vowel sounds.

ou oi ee oa ai

1. ______ _____ _____ _____ ______

2. ______ _____ _____ _____ ______

Group 3 – Guess the word.

1. part of the body used for eating

2. teaches children

3. opposite of shallow

6. Evaluation

List words using the following medial sounds.

ow 1. ____________

oi 2. ____________

ee 3. ____________

ai 4. ____________

ie 5. ____________

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I. Objectives

A. Skills

1. Answer wh-questions in a story listened to.

2. Identify the setting, characters, and event in the story.

3. Identify words that rhyme in poems heard/ read.

4. Recite short verses/ 1-2 stanza poems with correct intonation and stress

5. Identify different kinds of sentences

6. Write different kinds of sentences

7. Identify and produce words with initial consonant blends

B. Strategies

a. Read aloud b. Questioning

C. Values: Be Happy for what you are.

II. Subject Matter

A. Story: Yuri, The Yellow Vinta

B. Comprehension Skill: Answering wh-questions, Identifying setting, character and

events in the story.

C. Speaking: Reading short verse/ 1-2 stanza poems with correct intonation and stress

D. Language: Identifying Different Kinds of Sentences

E. Writing: Write Different kinds of Sentences

F. DDSS: Identifying and producing words with initial consonant blends

G. References: Big Book, PELC

H. Materials: charts, activity sheets, pictures, big book, poems


A. DMR

1. Pre-reading

1.1 Motivation

Have you gone sailing? Where did you ride? How did you feel? Did you see

things in the sea while sailing? What did you see?

b. Introduce the big book

Who is the author? What is the title? Who made the illustrations?


a. vinta (through pictures)

Ask: What is this? What can you tell about it? What makes

it beautiful? What can we do with it? Would you like to ride in a

vinta? What would you feel while riding in a vinta?

b. bored/ excited (through illustration)

Say: Something is wrong with the girl, what do you think

is wrong? Why is she bored? What does the other girl feel? Why

do you think she is excited?

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c. underwater (through picture)

Ask: What do you see? Where do you see the fish,

dolphins, turtles? What other things are underwater?

d. swarm (through illustration)

Ask: What do you see in the picture? How many dolphins

are there? Say: Oftentimes, dolphins swim in a group or in a

swarm.

1.3. Motive Question

Present the big book again. Then ask: If you were given a chance to ride in the

yellow vinta, where do you want to go? In our story, “Yuri, The Yellow Vinta” what

would you like to know?


2. Active Reading

2.1 First Reading

Read the story without interruptions showing the illustration on each page.

2.2 Second Reading

Read the story again to give the pupils a chance to interact with the text. After

reading a page ask question to help pupils predict and to check their comprehension.

Yuri, the Yellow Vinta

It is fishing time. Papa Vinta is ready to take the fishermen out

to the sea. Yuri, the yellow vinta, is half-awake. Papa vinta calls.

“Yellow Yuri, get ready. The young boys will join their fathers to the

sea.”

“Yes, Papa” Yuri obeys.

But Yellow Yuri is not happy. He is not excited to go with Papa

Vinta. In short, he is BORED.

“Why can't I do other things?” he asks.

“Every day I sail in the same sea, see the same shores, the same

rocks and the same sea animals and plants.”

Papa Vinta heard Yellow Yuri and gently says. “Yellow Yuri, there's

so much to see. There's so much to learn. All you need to do is look

closely.”

Yellow Yuri looks around the wide blue sea. He spots a turtle

family swimming together towards the big rock. “What a happy

family!” he says quietly. Papa Turtle, Mama Turtle, and the little

turtles are swimming together happily. Now, he looks farther and

sees a swarm of blue dolphins. They are diving in and out. They are

swimming out in the blue sea.

“Papa, look at the blue dolphins. Dolphins are friendly. They

save people's lives, right?” Papa Vinta nods and smiles.

* Do you think Yellow Yuri will

join the fishermen?

* Why is Yellow Yuri bored?

* How does Yuri feel when he

sees the turtle family?

* What does he see swimming

in and out the blue sea?

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This time Yellow Yuri looks under the sea. He sees a lot of fish.

Big fish and small fish, orange fish, spotted fish, stripped fish.... all

sorts of fish. He sees stag corals and brain corals. He sees short and

tall seaweeds.

“Papa, I think I know what my new sail will be?” says Yuri as he

imagines the picture of his sail. “You have yet to see other things,

my child,” Papa Vinta tells Yuri. “Look up and see the sky.”

“Papa Vinta, birds are flying up in the sky,” yellow Yuri says.

“Why do they fly together like letter V? He asks.

“See that one goose ahead of the rest?” Papa Vinta explains.

“That goose is their leader.”

“I see,” Yuri says as he thinks about it.

Yellow Yuri looks up the sky once more. He sees animal clouds-

a yak, a giraffe, and a zebra. After sometime. Yuri smiles and says ,

“ What I see now I like best, Papa. Look!”

Papa Vinta looks up and sees clouds that form like him and Yellow

Yuri gliding in the sea.

“See, Yellow Yuri. There's so much to see. There's so much to

learn. If you'll only look closely,” Papa Vinta says as he hugs Yuri.

Now Yellow Yuri is excited to sail in the sea with Papa Vinta. “Here

come Abdul, Taha and Jomar. I can't wait sailing to the sea with

them.” Yellow Yuri says excitedly.

*What does he see under the

sea?

* What does Yuri see flying up

in the sky?

* What does Yuri see?

* How does he feel?

* What does Papa Vinta see?

* How does Yuri feel now?

3. Post reading

Lead pupils to answer the motive question. Divide the class into four groups.

Each group will do an activity. Class discussion follows and the small group activities

are presented while discussion is going on.

Engagement 1 Engagement 2

Group 1:

Draw Papa Vinta, Yellow Yuri and other smaller

vintas. Color the sails brightly

* Where do you think does the story

happen?

* What are Yuri and Papa Vinta?

* What is a vinta?

(Group 1 , present your work)

Group 2:

Act out a family of turtles, swarm of

dolphins , fish swimming, birds flying

Group 3:

Make cut-outs of underwater animals Yuri

see and say each name aloud.

* Why is Yellow Yuri bored?

* Does Papa Vinta get angry with

Yellow Yuri?

* What does Yellow Yuri see?

* How does he feel?

( Group 2, present your work)

* When he looks further into the sea

what does he see?

*Are dolphins really friendly? Who

has seen a dolphin?

* What does he see when he look

under the sea?

( Group 3, present your work)

20

Group 4: Arrange the sentences as they happen in the

story.

1. Yuri is excited to sail.

2. Yuri sees blue dolphins.

3, Yuri sees animal clouds.

4. Yuri is bored to sail.

5. Yuri sees a turtle family.

* What does he see flying up in the

sky? Why do birds fly together?

Where is the leader of the birds?

What animal clouds does Yuri see?

Which one does he like best?

* How does Yuri feel now about

going out to the sea?

* If you were Yuri, would you feel the

same ? Why?

Let us see now if you remember the

story. Group 4, present your work.

C. DELC


1.1 Drill

Look at the pictures. Read the sentences that tell about the picture.

a. The ball is inside the box.

b. Oh my, the boy is going to fall!

c. Are the balls on the table?

d. Kindly open the door, Jessie.

1.2 Review

Clap your hands once if the one I will read is a sentence. Clap twice if it is not.

a. That goose is the leader.

b. See, Yellow Yuri

c. I can't wait sailing to the sea.

d. Flying up in the sky

e. spotted fish

Then ask: What makes up a sentence? What are the different kinds of sentences?

2. Lesson Proper

2.1 Presentation

Say: Going back to our story, here are some examples of sentences.

Let us read them and find out what kind of sentences they are.

a. What I see now I like best, Papa, Look!

b. They save peoples lives, right?

c. That goose is their leader.

d. Why do they fly together like letter V?

e. What a happy family!

21

2.2 Discussion

Ask: What do you observe about the sentences?

What does sentence 1 tells about? What marks does it ends? Sentence 2?

Sentence 3? Sentence 4? Sentence 5?

Say: These sentences are examples of the kinds of sentences.

2.3 Oral Practice

Call on pupils to give sentences orally.

Let pupils pick out strips of paper. Written on it are the kind of sentences.

Let them make a sentence based on the one they picked.

Example:

Declarative Sentence * I Spent my summer vacation in Baguio City.

2.4 Generalization

What are the different kinds of Sentences?

2.5 Guided Practice

Using the guide word “my pet cat…”, make the following kinds of sentences:

a. declarative b. interrogative

c. exclamatory d. imperative

Example:

a. My pet cat is fat and cuddly.

b. Where did my pet cat go?

c. Oh my, I think my pet cat is hungry!

d. Ana, can you please bring my pet cat to the veterinarian.

2.6 Application

Look at the things around the classroom. Make different kinds of sentences about

them.

2.7 Evaluation

Read the sentences. Identify what kind of sentences they are. Write

DECLARATIVE, INTERROGATIVE, EXCLAMATORY or IMPERATIVE on the

space provided for.

___________a. Mother washes the clothes.

___________b. Go to the back of the line.

___________c. Whose books are these?

___________d. Ouch! My eyes hurt.

___________e. Clean the room for me.

2.8 Assignment

Write 5 sentences for each kind

D. DDSS

1. Preparation

Present words on the board, let the pupils read them orally.

short swimming brain shore

stripped swarm stag blue

22

2. Presentation of the beginning consonant sounds.

2.1 Ask: What letters does each words begin?

What do we call these kind of words?

How do we pronounce each consonant blends?

(Guide the pupils in producing the sounds of each consonant blends)

2.2 I will read words, Say YES if the word has initial consonant blends,

NO if not.

a. desk b. write

c. yolk d, story e. mark

2.3 What is the initial consonant blends of the following words?

a. study b. thank c. friend

d. play e. children

3. Writing words with initial consonant blends

Teacher will read words with consonant blends. Pupils will write them on their paper.

4. Guided Practice

Look at the things around you. Name things that begin with consonant blends.

Write them on your notebook

5. Evaluation

Create words using the following consonant blends.

pr- kn- sp- fl- wr-

1. ________ __________ _________ ______ _______

2. ________ __________ _________ ______ _______

3. ________ __________ _________ ______ _______

6. Differentiated Activities for Group work.

Group 1

Complete the word. Base

your answer from the

sentence given.

1. ____ etty (the synonym of

beautiful)

2. ____ared (What you feel

whenever your alone

in a dark place)

3. ___iend ( a person)

Group 2

Create words using the

following consonant

blends)

cl- sl- br- gr-

1.

2.

3.

4.

5.

Group 3

Guess the word

1. A number that comes after

two.

2. The opposite of open.

3. Girls usually use this to

match with their blouse.

4. It means not crooked.

5. The thing that we see in the

sky that protects us from the

heat of the sun.

Prepared by:

GRADE III-ACS Teachers

Mrs. Nora B. Mimay

Mrs. Jane S. Tiansay

Mrs. Teresita D. Moyano

23

I. Objective

A. Skills

1. Answers questions about the poem listened to/read.

2. Recite/ Read aloud well liked lines in the poem.

3. Name the parts of a letter.

4. Write legibly and neatly observing correct letter form, punctuation and

capitalization – Letter of Invitation

5. Identify words with final consonant sound /f/

6. Pronounce words with /f/ in words ending in /f/ and /gh/

B. Strategies

a. memorizing b. acting out

c. questioning d. read-aloud

C. Value: Love for Schooling

II. Subject Matter

A. Poem : Coming Back

English for All Times (TM)

B. Comprehension: Answering Questions about the poem

C. Language: Naming the parts of a Letter

D. DDSS: Identifying words with final /f/ sound

(Words ending in /f/ and /gh/

E. Writing: Writing an Invitation Letter

Writing sentences using words with final /f/ sound

F. Reference: PELC, English for All Times

G. Materials: chart, worksheets


A. DMR

1. Pre Reading

1.1 Motivation

a. How do you feel about coming back to school?

Are you excited? Why or Why not?

(Write answers on the board separate positive from negative)

b. Tell pupils that you will read to them a poem entitled “Coming Back”.

1.2 Unlocking of words

Unlock words through action, context clues or pictures

a. buzz b. tough c. gentle d. appear

1.3 Motive Question

What do you like to know about the poem “Coming Back”?

B. CM

2. Active Reading

2.1 First Reading. Teacher reads without interruption.

2.2 Second Reading. Teacher reads for the second time, this time questions are asked

from time to time.

24

Coming Back

I saw a leaf fall from a tree.

I heard the buzz of a busy bee.

I looked down the playground

And I heard the children around.

I heard them cough and laugh

As they play games gentle and tough.

I'm glad to see both girls and boys.

Come back to school bringing their noise.

I look forward for them to appear

on the coming of each school year

“ Good Morning, my dear children,

During vacation, what had happened?”

* What does the speaker saw from

a tree?

* What does the speaker see down

the playground?

* What were the children doing?

* Was the speaker glad to see

them?

* What does the speaker look

forward to?

* Who is talking in the poem?

* How does he/ she feels?

3. Post Reading

3.1 Answering of the motive question

3.2 Let pupils read or recite their well liked lines in the poem

3.3 Engagement Activities


Group 1

Draw how a school look like base

from the poem you heard.

( Tell something about it )

* What does the speaker saw and heard?

* Where is the setting of the one being

talked about in the poem?

( Group 1 will present )

Group 2

Draw the situation in the poem that

you likes best. Tell something about it.

* What were the children doing?

* Was the speaker glad to see them?

( Group 2 will present)

Group 3

Act out the part where the speaker

said “ Good morning, my dear children.

During vacation what had happened?”

* Who is talking in the poem?

*What do you think is the feeling of the

speaker?


Group 4

Recite the poem in front of the class

* Do you like the poem? Why?

C. DELC


1.1 Let the class recite the poem they learned yesterday.

1.2 Review

What should you remember when inviting someone or accepting and turning

down invitation?

2. Lesson Proper

2.1 Presentation

Study the letter on the board

25

511 Rizal St. Legazpi City

June 15, 2008

Dear Mart,

It's my birthday on Sunday, June 21, 2008. I am inviting you

to attend my birthday party. The party will be held at 10:00 o'clock

in the morning in our house.

Please be there.

Your friend,

Alexa

Ask: To whom is the letter written?

What is the letter all about?

What part contains the writer's address and the date?

What is the closing of the letter?

What punctuation mark is often used in a letter?

When are commas used?

What kind of letter is this?

Say: This is an Invitation Letter. A letter has different parts.

They are the heading, greeting, body, closing and signature.

2.2 Oral Practice

Let the pupils read the letter of invitation you presented to them.

2.3 Generalization

What is an invitation Letter? What are its parts?

2.4 Guided Practice

Match the following.

A B

1. Your friend, a. body

2. Dear Allan, b. closing

3. Please come on Saturday, c. greeting

March 30 at 3:00 p.m for my d. heading

birthday party. e. signature

4. Nena

5. Camalig, Albay

March 11, 2008


Form four groups. Let each group make an invitation letter on the following:

Group 1 : Christmas Party

Group 2 : Graduation Day

Group 3 : Fiesta

Group 4: School Program

26

2.6 Application

Copy the letter. Put correct punctuation mark and use capital letters when needed.

20 masunurin village

Sta cruz , laguna

june 20, 2008

dear allan

It's my birthday on Saturday, june 30. I am inviting you to attend

my party. the party will be held in our house at 4 :00 o'clock in the

afternoon please come

your friend

xander

2.7 Further Practice

Label the letter parts.

1. ______________________

______________________

______________________

______________, 2.

_________________________________________________

_____________________________3.____________________________

__________________________________________________________

_______________________.

4. ___________________,

5. ___________________

2.8 Evaluation

Write an invitation letter following the correct format, capitalization and

punctuation.

2.9 Assignment

Write a letter to your teacher inviting her to attend a special gathering at

your house.

D. DDSS


1.1 Read the sentences taken from the poem.

a. I saw a leaf fall from a tree.

b. I heard them cough and laugh.

c. As they play games gentle and tough.

Ask: What words were underlined? What common final sound do you hear?

27

2. Oral Practice

Read the sentences.

1. Mother prepared enough beef and loaf.

2. Father stopped eating beef and loaf because he had enough of them.

3. The tough deaf had a cough.


Clap your hands ONCE if the word I will read ends with /f/ and TWICE if it

ends with /gh/

1. cough 4. rough

2. sniff 5. laugh

3. staff

4. Writing Activity

Write sentences using the words with final consonant /f/ and blends /gh/ sounded as /f/.

5. Generalization

What consonant sound did you learn today?

What consonant letter or blends can you hear the /f/ sound?

6. Evaluation

Listen carefully and write the words correctly.

1. stuff 2. puff 3. enough 4. rough 5. Cliff


Group 1

Oral work with the teacher.

Write the correct spelling

of the word i will read.

1. staff

2. enough

3. reef

4. sniff

5. cough

Group 2

Seatwork

Complete the word.

1. The lea__ fell from the tree.

2. I have a bad cou___ today.

3. I drink enou____ water.

4. The cli____ is dangerous.

5. I saw a tou____ guy on the

road.

Group 3

Seatwork

Encircle the words that

does not have /f/ sound.

though cough

sigh rough laugh

through tough

Seatwork

Create words with final

/f/ sound ending with

consonant /f/ and /gh/


Show words with final /f/

sound ending with /f/ and /gh/ to

the pupils. Let them read the

words orally.

Seatwork

Prepared by:

Anne Marie Antoinette R. Almayda

ACS- Teacher III

28

SECOND GRADING PERIOD 2C2IA Lesson Plan in Grade III-English

I. Objective

A. Skills

1. Give the meaning of new words through- acting out and pictures.

2. Respond to the selection/ poem through the following engagement activities

I - Identifying the main idea; making a list of big and small ideas

II- Demonstrating body movements/ acting out

III- Depicting small ideas through drawing

IV- Writing a thank you letter

3. Use the singular form of nouns with verbs of being.

4. Read words with phonic elements

5. Write sentences with words with silent letters

B. Strategies

1. Answering 3. Working by groups

2. Demonstrating 4. Demonstrating

5. Distinguishing ideas

C. Values

1. Gratefulness

2. Personal Hygiene/ Body Care

II. Subject Matter

A. Poem : Our Muscles

Easy Learning English 3 Activity Book

by: Maria Alexandra Abril

B. Comprehension Skills: Answer wh questions about the selection

C. Language Structure: Using Singular Form of Nouns with verbs of being

D. Deciphering and Decoding: Reading words with phonics

Words with silent letters

E. Writing: Writing sentences with words with silent letters

F. References: PELC Grade III

English for All Times Reading p. 178-179

English for All Times Language p. 38-42

G. Materials: Poem printed on Manila paper

pictures, mini books


A. DMR

1. Pre reading

1.1 Motivation

What makes up our body? (Show picture of muscles)

Do you know that the flesh or meat part of our body called “muscles” are very

important? Our reading lesson today will tell how important our muscles are and how

they work in our body.

29

1.2 Unlocking of new words

a. Through acting out/demonstration

1. pull ( using the arm)

2. breathe (breathing exercise)

3. heart beat ( feeling the chest )

b. through examples and pictures

1. voluntary muscles ( arms, legs, thighs, etc....)

2. involuntary muscles ( heart, brain, intestines, lungs, etc....)

1.3 Motive Question

How are muscles important in our body?

How do muscles move our body?


2. Active Reading

2.1 First reading of the poem without interruption

2.2 Second reading. Reading the poem and guiding pupils to interact.

OUR MUSCLES

Touch yourself. Feel your body.

What do you see? You have muscles everywhere!

There are muscles in your legs.

There are muscles in your face.

There are muscles in your tongue.

Remember, your heart is a muscle, too.

Each set of muscles has work to do.

Muscles in the front of the foot pull your toes up.

Muscles on the back of thighs bend your knees.

Muscles make your heart beat.

Muscles move the food to your stomach.

You need muscles to breathe.

Without your muscles, you are a bag of bones!

Muscles have names.

Their names have to do with their work.

Some muscles are called involuntary.

These muscles work without help from you.

The muscles in the heart are involuntary.

The muscles in the stomach are involuntary ,too.

Other muscles are called voluntary.

You have to tell these muscles to move.

Muscles in the arms are voluntary.

Muscles in the feet are voluntary.

Most muscles are hooked to the bones.

You tell these muscles to move.

* Where are our muscles

found?

Could you show to us your

muscles.

* What muscles were

mentioned?

What can they do?

* How do muscles get their

names?

Why are some muscles called

involuntary?

* What do you call the muscles

which we can tell to move?

Where are they found in the

body?

30

3. Post Reading

A. Pupils are led to answer the motive questions.

B. Grouping for group activity

Divide the class into 4 groups.

ENGAGEMENT I ENGAGEMENT 2

Group 1

Touch yourself. You have muscles everywhere.

(Pictures may also be used)

A. Muscles outside the body

1. 4.

2. 5.

3.

B. Muscles inside the body

1. 4.

2. 5.

3.

Group 1 will present their work

What is the main idea of the

selection?

Where do we find muscles?

Based on your list, what 2 big ideas

do you notice as you listed your

muscles?

What do you call the muscles you

listed, are they big ideas or small

ideas?

Group 2

Each set of muscles has work to do. Locate the

set of muscles in your body and demonstrate how

it works.

ex. front of the foot

back of the thighs

upper arms

Group 2 will present their

demonstration.

How does muscles in front of the

foot work?

Your knees bend, why?

What set of muscles pull your arms?

What will happen to us if we don't

have muscles?

Group 3

There are two names of muscles according to

their work. Draw examples of

a. voluntary muscles

b. involuntary muscles

Group 3 will present their work


voluntary muscles?


involuntary muscles?

Group 4

You know that our muscles are important. They

help our body parts move. They also cover our

body.

Write a letter to our muscles. Complete the

letter below.

Dear muscles,

_______________________________

___________________________________

___________________________________

___________.

Love,

my body

31



Read the sentences below.

1. Her father is a doctor.

2. Mrs. Dolosa is our school principal.

3. Becky has a flower garden.

4. Mr. Abad was my teacher last year.

5. The baker has a bakery.

* The underlined words are singular nouns. Give example of singular nouns.

2. Lesson Proper

2.1 Presentation

Rina and Liza are talking to each other. Find out what they are talking about.

Rina: My teacher is coming for a visit today.

Liza: Oh, really! Did you do something wrong in school?

Rina: No. The principal asked her to see my vegetable garden.

Liza: Right. The principal has a project called Clean and Green.

Rina: This project is not only for us, pupils. My mother was so happy to see

me clean our yard and plant vegetables.

Liza: Your garden has grown in a few day's time. It's beautiful.

Rina: Thanks. Oh, Mrs.Mariano is coming.

Liza: Let me show her your garden.

2.2 Oral Practice

a. Answer these questions about the dialog

1. Who has a garden?

2. Who is coming for a visit? Why?

3. Who is happy about the project?

b. Read the sentences about the dialog. Note the italicized words.

1. Rina has a garden.

2. Mrs. Mariano is Rina's teacher.

3. She was here for a visit yesterday.

Ask: What word is used after Rina? After Mrs. Mariano? After She?

Say: Rina and Mrs. Mariano are singular nouns. We use is and has after singular

nouns. They are verbs which do not show actions. Is and has are called verbs of

Being. Was is also a verb of being use together with a singular subject. We use it

for telling past time.

What is the clue word in telling past time in sentence 3?

Has and is are used in telling about present time.

Ex: My teacher is coming for a visit today.

Linda has a new school bag

2.3 Generalization

What are the verb of beings used for singular nouns?

When do we use has and is?

When do we use was?

32

2.4 Guided Practice

A. Complete the sentences by using is, has, was.

1. The principal _____ the head of the school.

2. She____ a meeting with the teachers now.

3. The school janitor _____ grass cutter machine.

4. My friend _____ in Boracay last month.

5. Tita Dely _____ a midwife.

B. Complete the paragraph below by using is, has, was.

The town Mayor __________ Mr. Garcia. He ____ different helpers in

the community. He ______ a meeting with them. He _______ a good project. It

______ called Clean and Green. Last year, he _______ the most outstanding

mayor in the whole province.


Find a partner. Ask the questions below and have your partner answer you. Then

exchange roles.

a. Who is your best friend?

b. Who has an umbrella?

c. Who was absent yesterday?

d. What is your favorite tv show?

e. What was your grade last year?

2.6 Application

Use is, has, and was to complete the sentences.

1. Mang Lucio ______ a farm.

He ____ a farmer.

He ____ a teacher before.

2. Mrs. Rosario ____ Libby's teacher.

She ____ awarded for being Outstanding Teacher last month.

Libby ____ a gift for her.

3. Pedring ____ a boy from the province.

He ____ a cousin in the city.

Pedring ____ in the city last year.

2.7 Evaluation

Fill the blanks with the correct verb of being. ( is, has, was )

1. Fr. Dennis _____ our Parish Priest.

2. He _____ in other town a year ago.

3. Now, he ____ a mission in our town.

4. Irene ____ a nurse.\

5. She ____ in a remote island three years ago.

6. She ____ a good job now.

33



1.1 Listen as I pronounce to you some words from the reading activity we had.

muscles touch breathe tongue names beat

each bones toes heart knees move

Ask: What do you notice with the words I read to you? Were all the letters

sounded in each word? Which letters were not sounded as pronounced?

muscles - ( c, e ) knees (k) heart (e)

should (u,e) toes (e) breathe (a,e)

We call these words with silent letters. Here are other words with silent letters.

Pronounce them with me.

would half psalm walk

should cough calm talk

could palm wrong

Which letters are not sounded as pronounced? Do you know some words with

silent letters?

1.2 Practice Exercise

A. Read and do the action of the following verse.

Move your toes

Bend your knees

Touch the muscles of your thighs and hips

Then move around like a snake.

Put out your tongue

Touch your nose

Bite the muscle of your lips

Then do the twist.

Put your palm on your heart

Listen to the sound “thub-thub-thub”

Then breathe, breathe, breathe

Oh, how good it is!

B. Ask the pupils to underline the words with silent letters found in the verse.

2. Writing Activity

2.1 I am going to dictate to you some sentences with words with silent letters. Write the

sentences correctly.

Sentences to be dictated:

1. The sea is calm.

2. I have a big palm.

3. Muscles are important

4. we need to breathe fresh air.

5. Walk with faith in your heart.

34

3. Generalization

What do you call words in which some letters are not sounded when pronounced?

Who can give examples of words with silent letters aside from what have been taken up.

Write them on the board.

4. Application

Complete the words with silent letters in the sentence.

1. Some pe_ple don't eat eggs.

2. I cannot to_ch the mus___ at my back.

3. We liv_ near the se__.

4. Cou__d you ple__se come.

5. I need one ha__f piece of paper.

5. Evaluation

On your paper draw a star if the word I'm going to show to you has a silent

letter. Draw a square if it has not.

1. father 6. clothes

2. peanut 7. book

3. church 8. clouds

4. happy 9. telephone

5. window 10. Television

6. Assignment

Use your reading textbook, find atleast 10 words with silent letters and copy them in

your notebook. Be sure to pronounce them correctly in class.

Prepared by:

Gloria C. Valladolid

Aneline J. Sarte

Catalina B. Espartinez

35

I. Objectives

A. Skills : Identify proper heading for related sentences.

Use pronouns that agree in gender with its antecedent

Note details in the selection listened to

Write the correct spelling of words learned in listening, speaking and reading.

B. Strategies:

Predicting, inferring , analyzing

C. Value: Eating Nutritious Foods

II. Subject Matter

A. Story: Home Away From Home

Author: Evelyn B. Angeles

B. Comprehension Skills: Noting Details

C. Language Structure: Use of Pronouns that agree in gender with its antecedent

D. deciphering and Decoding: Recognizing the correct spelling of words learned in the story.

E. Writing: Write the correct spelling of words

F. References: English for All Times Reading pp. 60-62

English for All Times Language

G. Materials: pictures, activity sheets



1. Pre-reading

1.1 Motivation

Have you ever visited your grandparents in faraway place?


Use pictures, sentences or demonstration to unlock the difficult words.

plump homemade lid serves actual

1.3 Motive Question

How did Elena and Ramon first feel about the place?


2. Active Reading

2.1 First Reading

The class will read the story silently pp.60-62

2.2 Second Reading

The class will read the story by paragraph, then asking question after each

paragraph. Story Refer to English for All Times Reading Textbook p.61

2.3 Post Reading

Guide the pupils to answer the motive question. Group pupils for engagement

activities.

36


Group 1

Draw a farmhouse just like in the story

Who went to Celso's farmhouse?

Group 2

Describe the following

a. Celso's village

b. Celso's farmhouse from the outside

c. The farmhouse

Group 3

Draw the following feelings of Ramon and

Elena:

a. While on the bus

b. upon seeing the old farmhouse

c. when Celso led them to the big, cool

kitchen

How did Elena and Ramon first

feel about the place?

Group 4

Write a Thank You Letter to Celso for inviting

you( Ramon and Elena) to the farmhouse.

Did they like their visit to the

farmhouse?



1.1 Drill

how flashcards and let the children read each card.

plump homemade lid

gloomy serve actual

1.2 Review

Use the words in sentences.

2. Lesson Proper

2.1 Presentation

Elena and Ramon could see the farm under the hot sun.

They could see farmers working the fields.

2.2 Oral Practice

Who saw the farmers working in the field? ( Elena and Ramon)

Give me names of a girl, a boy, a thing or an object.

Say: We use pronoun she to refer to a girl.

We use pronoun he to refer to a boy.

We use pronoun it to refer to an object or thing.

37

2.3 Generalization

Lead the pupils to generalize that a pronoun has an antecedent. The antecedent is

a noun that the pronoun refers to. The pronoun should agree with the antecedent in

gender and number.

2.3 Guided Practice

Encourage the children to talk about the story. Teacher asks question about the

story. Let them identify the different pronouns used.

2.5 Application

List down pronouns as many as you can and use them in sentences.

2.6 Evaluation

Encircle the antecedent of each underlined pronoun.

1. Noel waits for his turn to recite. He behaves well in class.

2. Mang Pedring has a farm. It is a big farm. It is his.

3. Aling Maria takes care of a garden. It is a vegetable garden. The garden is hers.

D. Deciphering and Decoding Strategies and Skills


Present the following words:

band sound tent

brand found count

kind rent

Read the following words. Be sure to pronounce the final -nd, -nt

2. Oral Practice

Let the children read the words by row. Be sure to pronounce the final consonant sounds.

3. Writing Activity

Let the pupils classify the words in column.

4. Generalization

What are the final consonant sounds of the word?

5. Application

Group the following under its proper heading

HE SHE IT THEY

Ana boy Ana and Marie grandmother

priest Liza brother and sister girl paper

Jose book dog nun pencil

Pedro

/nd/ /nt/

38

6. Evaluation

Refer to exercise 4 , English for All Times Reading pp.76-77


Divide the class into two groups.

Seatwork 1: Copy the paragraph. Fill in the correct pronouns

Narding and Mary are my parents. _____ love me and my siblings

very much. _____ have 3 brothers and 3 sisters. ____ are 8 in the family.

Seatwork 2: Spelling words taken from the selection “Home Away from Home”

Prepared by:

Edna Ante – Bagacay Elementary School

Jeanifer Armario- Bariis Elementary School

Joy Wilma Villegas - Bariis Elem. School

39

I. Objectives:

A. Skills

1. Note details in a selection listened to.

2. Use pronoun that agree in gender with its antecedent.

3. Write the correct spelling of words learned in listening, speaking and reading.

B. Strategies

1. Read aloud 4. Acting out

2. Questioning 5. Decision Making

3. Retelling 6. Drawing

C. Values

Be Patient.

II. Subject Matter

A. Story: Home Sweet Home

Author: Janette C. Posadas

Book: Enjoying Reading 3, p. 123

B. Comprehension Skill: Answering wh-questions, outlining

C. Language Structure: Pronoun that agree in gender with its antecedent

D. Deciphering and Decoding: Words with consonant blends/ clusters

E. Writing: Write the correct spelling of words learned

F. Reference: BEC PELC Grade III

G. Materials: Copy of the story, charts, flashcards



1. Pre-Reading

1.1. Motivation/ Building Background

Have you experienced/ encountered in school that made you feel uncomfortable?

What are those? How did you handle it?

Today. I‟m going to read to you a story entitled “ Home Sweet Home”


Cross out the word that tells the meaning of the underlined words.

1. Her alibi excuse her from joining the party.

2. A request is a favor to be asked.

3. Her desperation shows on her sad face.

4. A family reunion is a special gathering.

1.3 Motive Question

Find out the reasons that made Ramiel‟s day unpleasant.


2. Active Reading

2.1 First Reading of the story

2.2 Second Reading: Reading of the story again by the teacher , from time to time

questions will be asked.

40

Home Sweet Home

“ It‟s time, children. Pass your papers now,” Mrs.

Arceo said. Ramiel felt bad. He studied until the early

morning yet, he knew he would not get a grade he

would be proud of. When he came to school that

morning, his classmates teased him again. They had

been teasing him since the day before because he did not

go with them to the fair at the nearby school. He

reasoned out that he had to prepare for their test, but his

classmates thought it was not a good alibi.

Ramiel did not feel good the whole day. He did

not get a high score in the test despite his efforts. Worst,

he was not able to finish the project that was due for

submission. There were so many tasks to be done, and

his classmates were giving him a hard time. Ramiel

went home feeling very sad. He felt the whole world fell

on his shoulders. And just as he was crossing the street

to get to his school bus, it rained.

It rained so hard that he was all wet. “ What‟s

the matter? It seemed everything is going against me,”

Ramiel said quite irritated. He was so frustrated that he

wanted to cry. When he reached the school bus, he

checked his bag. He found his books all wet and his

unfinished project destroyed. “Oh, my!” said Ramiel in

desperation. “ How unlucky can I get?” Luckily for him,

the extra shirt his mother wrapped in plastic bag did not

get wet. With a sigh of relief, he changed his shirt

immediately. Soon, the school bus was on its way. One

by one, the children reached home. Ramiel patiently

waited for his turn. He felt very tired and exhausted and

he just wanted to be home. Being next to be dropped off

was surely a relief. Just then the bus driver said “

Ramiel, I‟m sorry but you‟ll have to wait a little longer.

Vince mother asked me to take him home ahead of the

rest of you because they will attend a family reunion.”

“But Mang Carlito, Vince „s home is too far

away from mine,” said Ramiel. “ Please take me home

first.” “Just this once, Ramiel. Let‟s give it to Vince. It‟s

a special request from his mother,” said Mang Carlito.

Ramiel knew there was nothing more he could do. So he

just sat and waited. When it was his turn to be brought

home, the bus had a flat tire. Again, his going home was

delayed. “I can‟t believe this. What‟s going on?” Ramiel

said helplessly.

After a while, the school bus was on its way again.

Ramiel had never been this tired. He could hardly walk

straight anymore when the bus dropped him off. His feet

were heavy and he was hungry and very tired.

On the driveway, he saw his mother‟s car. “

* Who was the boy in the story?

* What did he feel when his

classmates tease him?

* Why did his classmates teased

him?

* What did Ramiel feel when he

went home?

* What happened when he was

crossing the street to get to his

school bus?

* What did Ramiel felt?

*What does Ramiel wants?

*What did the bus driver say to

Ramiel?

* Why was Ramiel not the next one

to be dropped off?

* What happened to the school bus

when it was Ramiel‟s turn to be

brought home?

* How did Ramiel felt after being

dropped off by the school bus?

41

Good!” he said to himself. But it was not only good, for

as soon as he entered the house, the smell of delicious

pancakes welcomed him. “Ah! My favorite,” he said.

Then, he saw his mother and his pet dog running to

welcome him. Mother had that refreshing smile on her

face, “ Hello, Ramiel,” mother said, “ How was your

day?”

“Terrible! Oh, mother, it was terrible. It‟s the worst

day of my life. I got a not so high score in the test, my

classmates wouldn‟t stop teasing me, I got wet in the

rain and so are my books, my project got destroyed and

I was the last to be brought home. How bad can it get,

huh, mother?” Ramiel complained.

His mother just listened and looked at him with

much concern. He saw how worried and affected she

was. Ramiel didn‟t want his mother to be worrying like

this. “ But that‟s okay, mother! I‟m home now and

you‟re here.” Ramiel said joyfully. “ That‟s my son!

Whatever happened today is over. Yesterday was not

that bad, and tomorrow is another day. Right son?”

mother said.

“ Yes mother,” Ramiel said. Mother went to the

kitchen to prepare his snack. Looking at mother and

being home, Ramiel was relieved. It was indeed a home

sweet home!

*What things brightened Ramiel‟s

day when he reached home?

* What did he tell his mother about

his experiences for the day?

* What did Mother felt?

* What did he say to his mother?

* How did mother comfort Ramiel?

* What did Ramiel realized?

3. Post Reading

1. Answering the motive question

What are the things that made Ramiel‟s day unpleasant?

2. Engagement Activities

Group 1- After a very unpleasant day, Where did Ramiel want to go?

Draw your answer.

- List down the unpleasant things that happened to Ramiel.

Group 2 – Act out the conversation of Ramiel and his Mother

- In the story, Ramiel was bothered by the unpleasant things that

happened to him on that day. If you were Ramiel, What would you do

so that your day would still be happy one? Write your answer.

Group 3 – Draw the things that brightened Ramiel‟s day when he reached home



1.1 Drill

Give each group jumbled words from the story “Home Sweet Home” then let them form

sentences out of the words given. They have to form the following sentences.

1. When Ramiel came to school, his classmates teased him.

2. The school bus was on its way.

3. Ramiel has a pet dog. It is a kind animal.

4. The children were noisy as they teased Ramiel.

42

1.2 Review

Read the sentences formed by each group. Underline the pronoun used in each

sentences. Draw a line to words referred to by the pronoun.

2. Lesson Proper

Show pictures. Then read the sentences about it.

Mang Pedro is a fisherman. He catches fish for a living.

Aling Nena stays at home. She keeps house for the family.

The children help their parents. They sell fruits and vegetables.

The house is small. It is near the sea.

What did you notice with the underlined words? ( They are pronouns)

To whom does the pronoun refer to?

What do we call the nouns referred to by the pronouns? ( antecedent )

What can you say about the pronouns used and their antecedent?

What pronouns refer to female gender? Male genders? No gender?

2.2 Oral Practice

Pair of pupil draws a piece of rolled paper from the box then read the pronoun and

antecedent on it. Make a simple sentence using the pronoun and antecedent found on the

rolled paper. Tell the gender of each pronoun.

Rasheed- He

Ex: Rasheed felt sad. He was crying.

2.3 Generalization

What is a pronoun?

A pronoun is a word used instead of noun.

A pronoun agrees with its antecedent in gender.

What is an antecedent?

Antecedent is a word to which the pronouns refer.

Masculine gender is indicated by he, him, his Feminine gender is indicated by she, her, hers

Neuter is indicated by it and its.

2.4 Guided Practice

Underline the pronoun and box its antecedent in each of the following sentences.

1. Mother keeps her house clean.

2. Edison left his car on the driveway.

3. Jane hears mass with her family.

4. Dolphy earned his millions by working hard.

5. Gina left her toys here.

2.5 Application

Complete the following sentences with the correct pronoun.

1. Father opened ( my, his , her ) gifts before us.

2. Did Rowel leave ( my, his, our ) bag in the room.

3. Sister told ( her, his, my ) experiences when they went to the zoo.

4. Tita Cely and her friends brought ( their, her, his ) beautiful shoes in the party.

5. The curtain has lost ( its, her, his ) beautiful and glossy texture.

43

2.6 Evaluation

Underline the pronoun and encircle its antecedent in the following sentences

1. The actor was studying his lines in the play.

2. Cora visited her grandmother in the province.

3. Lora showed her talent in magic.

4. The girls found their pens in the box.

5. Billy must bring his own book.



1.1 Read the following sentences taken from the story Home Sweet Home then

underline the words with initial consonant blend/cluster.

1. He was not able to finish the project.

2. He was so frustrated and he wanted to cry.

3. The shirt wrapped in a plastic bag did not get wet.

4. The driver was very kind.

5. He could hardly walk straight anymore when the bus dropped him off.

1.2 What sounds do you hear at the beginning of each word?

1.3 Write the words under the appropriate column. Give other example.

pr fr wr pl dr str

project frustrated wrapped plastic driver straight


Each group will be given 5 words with initial consonant blend/ cluster. Let them

use the words in a sentence.

2. Writing Activity

Teacher read words. Let the pupils identify the initial consonant blend/ clusters

and write it on their paper.

3. Generalization

What consonant blend/ clusters did you learn today? Produce the sound of each

consonant blend/ clusters learned.

4. Fixing Skills

Give the appropriate consonant blend/cluster to complete the phrases/ sentence.

a. Pass your ____oject on time.

b. Always ___ay at night.

c. She loves to ___ay the piano.

d. A wonderful ____ace to live in.

e. Walk ____aight ahead

44

5. Application

Write the missing letter for each word.

1. __ ___ plastic 2. ___ ___ ay 3. ___ ___ iend

4. __ ___ eist 5. __ __ate 6. __ ___ink

7. __ ___ __ aw 8. __ __ ing 9. __ __ ace 10. __ __ ank

6. Evaluation

Write the correct spelling of the following words.

1. project 2. frustrated 3. straight

4. plastic 5. driver 6. wrapped

7. string 8. wrapped 9. place 10. drink

Prepared by:

Meriam M. Azur – San Francisco E/S

Melody Banas- San Francisco E/S

Elena Asiado – Buenavista E/S

Elmer Espares – Estanza E/S

45

THIRD GRADING PERIOD 2C2IA Lesson Plan in Grade III-English

I. Objectives

A. Skills :

1. Sequence events in the story listened to through pictures, group of sentences guided

questions.

2. Retell best liked parts

3. Answer wh- questions about the story listened to.

4. Use the correct form of the verb that agree with the subject in n umber.

5. Answer the story through the following engagement activities

Group 1- Arrange the events with the use of the strips of manila paper.

Group 2- Act out any portion of the story you like best

Group 3 – Retell any of the best liked part of the story

Group 4 – Write a short paragraph about the story read.

6. Identify the correct form of verbs as simple form and s-form

7. Write short sentences using correct form of the verb that agrees with the subject in number

taken from the story listened to.

B. Strategies

Read aloud Answering wh-questions

Use of pictures, group of sentences/guided questions

Predicting Outcomes

C. Value: Be Merciful

II. Subject Matter

1. Story about Emilio Jacinto when he was twelve.

2. Comprehension skills/ strategies: Answering wh-questions, predicting outcomes,

sequencing events, summarizing

3. Language Structure: Present Form of the verb that agrees with the subject in number,

4. Writing words in sentences with correct form of the verb that agrees in number.

5. Reference: BEC

6. Materials: pictures, textbooks, word chart

7.



1. Pre- reading


a. Who among you have still have mother? Father? How do you feel about them? Look

at this picture. Who among you know him? (Emilio Jacinto) Who can name the heroes

who died for our country?

b. Today I‟m going to read to you about Emilio Jacinto when he was still twelve years

old. What is the title of the book? Who can read the title of the book? Who illustrated the

stories here? authors of the book?

46

1.2 Unlocking of new words: (through context clues)

1. arrive- Who came to the house of Emilio Jacinto?

2. loaned – Josefa Dizon or Pangoy borrowed money amounting to 10 peso from Dona

Achay.

3. worry – when you cannot prepare your assignment you feel sad and uneasy because

your teacher might punish you.

1.3 Motive Question

Say: The title of the story we have today is Emilio Jacinto when he was twelve.

What do you think happened to him when he was at this age?

B. Constructing Meaning (CM )

2. Active Reading


Open the book and read the story without interruption showing the illustrations

to the pupils.

2.2 Second Reading of the story

Give the pupils the opportunity to interact with the text. After reading a

paragraph, ask questions to enable them to predict and monitor their comprehension.

(See story on page 124- English for All Times Reading TX for Grade Three )

Ask the following questions:

Where is Emilio? Who arrives in his home?

Did Dona Achay see Josefa Dizon/ Pangoy , Emilio‟s mother? Why?

What did Dona Achay do while his mother was away?

What did she wanted from Pangoy?

What did Emilio tell his mother while she is somewhere?

Why was his mother sad about his son‟s news?

What happen to Pangoy when Dona Achay comes back?

Why did Emilio do to his mother?

3. Post Reading

Lead the pupils to answer the motive questions.

Divide the class into 4 groups and give each group activity. The discussion of the

story follows and the small group activities presented as the discussion goes on.

Engagement 1

Small Group Activity

Engagement 2

Discussion of the story

Group 1 - Arrange the sentences by

numbering them orderly as they happen in

the story. Use 1,2,3,4,5

___ Emilio told his mother that he has still

many birthday to come.

___ Dona Achay arrives in Emilio‟s house.

___ Pangoy was sad and wanted to cry

thinking of his son‟s birthday gift.

___ Dona Achay forces Pangoy to pay the

10 pesos he loaned from her.

___ Dona Achay comes back to Pangoy‟s

house.

* What is the story about?

* Who arrived in Emilio‟s house?

* What did she wanted from her

mother?

* What happened next?

* Why was his mother sad and

about to cry?

* What did Emilio do?

( Let the group 1 show their work)

47

Group 2: If you were Emilio, will you force

mother to fulfill her promise to you or your

birthday if she has no money?

What will you do? Write your answers on the

manila paper.

Group 3: Dona Achay forced Pangoy to pay

her debt, ten peso. Pangoy started to cry and

was worried about her promise to her son on

his birthday.

Show the situation described above. Act it

out.

Group 4: When Emilio heard everything,

What did he do? If you were Emilio are you

going to ask mother what she promise to you

on your birthday?

* If you were Emilio Jacinto what

will you do to your mother because

she was not able to fulfill her

promise to you?

( Group 2 will present their work)

* Describe Dona Achay and

Pangoy‟s situation.

* Did Pangoy pay her 10 peso debt

from Dona Achay? What does she

feel? What did Emilio do?


* How does Emilio feel after he

heard everything from Dona Achay

and from his mother? What kind of

boy is Emilio? Will you also do the

same?




1.1 Drill

The teacher asks the pupils what they do in school every day?

Look at the picture.

The girl prays.

The children pray. Ask: Who prays? What do the children do before and after classes?

Let the pupils read the following:

A dog barks. Two dogs bark.

The monkey climbs. The monkeys climb.

An earthworm crawls. Earthworms crawls.

Bird flies. The birds fly.

What did you observe with the phrases?

2. Lesson Proper

Do you still remember the story about Emilio Jacinto?

Look at the pictures

What did Emilio tell Dona Achay? ( Emilio invites her to sit down.)

What did she want from her mother? (She wants to see her mother.)

Let the children read the words taken from the story.

s-form- one subject Simple form – more subjects

looks tells arrives says

asks knows

look tell arrive say

ask know

48

Teacher reads the paragraph.

Ramon lives in his town. The people in his town get water from an artesian well.

They keep the water supply clean. Every resident bathes from the well. The Barangay

Captain helps make the water supply clean everyday. He makes our town beautiful.

Say: Repeat after me the underlined words. When do these actions happen? Who can

give example of simple form of verbs? S-form of the verb?

3. Oral Practice

Ask: Where do you go to school?

Where do children read books?

What does Ana do in the playground?

What do birds do?

What does Cherry do in the drugstore?

4. Generalization

When the action word ends in s the subject \or the noun being talked about is one, and if

the subject is more than the action word does not end in s.

5. Guided Practice

Encourage the children to talk about the pictures on the chart.

The teacher ask questions about the pictures to help construct sentences using the simple

and s-form of the verb.

Ex. The boys play ball.

The girl cleans her shoes.

6. Independent Practice

The teacher divides the class into 2 groups.

Group 1: Acts as the s-form of the verb and group two acts as simple form of the verb

A member from the group alternately gets a rolled paper with action words from

the box, and they will use them in a sentence. (Group 1 gets the first rolled paper.

He will give a correct sentence using the action word properly. If the member did

not answer it properly the other group will be given a chance to give the correct

sentence base on their form).

8. Application

Choose the correct action word in each sentence.

1. The people (keep, keeps) the canal clean.

2. Mayor (visits, visit) the barangay everyday.

3. The children (sings, sing) the Philippine Anthem every morning.

9. Evaluation

Say: Change the word in the parenthesis to form the correct form of the verb.

1. Mr. Torres (want) ____ to visit our school this week.

2. The girls ( clean) _____ the comfort room everyday.

3. My brother (make) _____ the garden at home every afternoon.

4. The doctors and nurses ( treat) ____ sick people.

5. Bryan ( burn) ___ the pieces of papers in our school yard.

49


1. Presentation

1.1 Sound Presentation

Say: Do you still remember our story about Emilio Jacinto?

Who is Emilio‟s mother? Josefa Dizon

Where is Josefa Dizon? somewhere

What does Dona Achay wanted from Pangoy? To pay her ten peso loan.

(Pronounce the words after the teacher; mother, somewhere, loan

1.2 Be sure to write the pupils answer on the board.

What does Dona Achay wanted from Pangoy? Pay her loan.

Where is Pangoy? Somewhere

What did Dona Achay notice from Emilio? happy

Why? It was his birthday the following day.

(Let them read the underlined words.)

1.3 What common sounds do you hear on the following words.

loan force ask house

birthday say out

What letters are found at the beginning ?


Let the children read the words in the chart with initial sound like see, land,

house, fat, hat, say, (initial sounds); hat, bag, dog, belt (final sounds)

Say: Let the pupils give examples with initial sounds l, f. s, h, t, b and final

sounds l, f, s, h, t, b

Where can we find the initial consonant sounds? Final consonant sounds?

3. Application

Give the initial consonant sounds of the following:

tell bee see fat car

Give the final consonant sounds of the following:

pencil bar cat bag fat

4. Evaluation

A. Write initial sound in each blank of the following words.

go ___ house ___ land ___ cut _____ tent___

B. Give the final consonant sound of the following words:

air___ eyes ____ rain ____ owl ___ fail___


The teacher gives the pupils differentiated activities

Group 1 : Read the words and produce the initial consonant sound

car tea bed hill sun

Group 2: Write the final consonant sound

put ___ far____ desk ____ hair___ cap___

Group 3: Write I for initial consonant sound, F foe final consonant sound

fall___ leg ___ rain ___ arm ___ hair___

Prepared by:

Melba L. Herrera

Violeta Carino

Bitano Elementary School Teachers

50

I. Objectives

A. Skills :

1. Sequence events in the story listened to through pictures/ giving of sentences/ guided

questions.

2. Give the meaning of new words through pictures, context clues and realia.

3. Answer wh-questions about the story listened to

4. Interpret feelings of characters

5. Make predictions.

6. Responds to the story through the following engagement activities

Group I- Draw the main event in the story

Group II- Act out best liked part of the story

Group III- Arrange events in the story

Group IV- Write a different story ending

7. Use the past form of the regular verbs

8. Write a different story ending

9. Recognize ending consonant blends of /th/ and /nd/

B. Strategies

Read aloud questioning predicting

Use of visual and organizers Retelling/ Summarizing

C. Values: Be Obedient

II. Subject Matter

A. Story: The Young Moth

Author: Evelyn Angeles

Illustrator: Rodelio Santos

B. Comprehension Skills/ Strategies

Answering wh- questions, predicting outcomes, sequencing events, Retelling

C. Language Structure: Past Form of Regular Verb

D. Deciphering and Decoding : Recognizing ending consonant blends of –th and –nd

E. Writing: Write different story ending

F. References: BEC PELC A.1, B1.2, C 3, D 3

G. Materials: Big Book, charts, real objects, pictures, flashcards


A. Discovering the Magic of Reading

1. Pre- reading


a. Ask: Do you know Dr. Jose Rizal? What do you think is his favorite story

when he was still young?

b. Say: Today, I‟m going to read to you this story. What do you see on the cover?

Who can read the title? This was written by Evelyn Angeles and illustrated by

Rodelio Santos.


a. flame ( through picture)

Say: The young moth loved to play around the flame of a lamp. That‟s

why, the young moth got burned.

Ask: Why is flame dangerous? Do you also play with flame?

51

a. Young moth (through picture/real thing)

Say: This is a moth. When do you see a moth?

1.3 Motive Question

Say: The title is “The Young Moth“

Ask: What do you think happened to the wings of the moth?


2. Active Reading


2.2 Second Reading of the story – Reading by page with interaction

The Young Moth Discussion

Last night, my brothers and sisters rested early. My mother

told me a story. It was a young moth and its mother.

Young moth loved to play around the flame of a lamp. “

Get away from the flame,” said mother moth. “ You might get

burned.”

Young moth did not listen. One night young moth played

around the flame again. As it moved around, the flame rolled it

golden tongue to one side. It reached young moth‟s wings and

burned them.

Who rested early?

What did mother do?

What was it about?

What did the young moth love to

do?

What did mother moth tell young

moth?

Did the young moth listened?

What did it do one night?

What happened to the young

moth?

3. Post Reading

Lead the pupils to answer the motive question.

Divide the class into 4 groups. Give each group engagement activities. Engagement I

Small Group Activity

Engagement 2

Discussion

Group I- Draw a moth flying around a lamp or a

lighted candle.

Tell something about your drawing.

Group II-Act out best liked part of the story.

Which part of the story you liked best?

Group III- Arrange events in the story.

Distribute strips with sentences on it

. Identify each and arrange the events

orderly.

Group IV. – Write a different story ending.

If you were to make a different story

ending, what would it be?

* What is the story about?

*Who are the characters?

*What do the young moth

want to do?

* What did Mother moth

tell the young moth?

(Presenting the output)

* If you were to analyze the

story, what part do you like

best?

(Presentation)

*What do you think would

happen if the young moth

did listen to its mother?

( Presentation )

* What do you think will

happen if the moth obeyed

his mother?

(Presentation)

52



1.1 Drill

A pupil picks a paper fruit from the pabitin and reads the printed action and acts

it out. Teacher leads by saying: What did Deo do?

Pupil answers: He walked.

1.2 Review

Say: Listen and look at the pictures as I say the sentences. Choose the action

word that make each sentence correct.

1. Oscar (feed, feeds) the chicken

2. Liza (like, likes) chocolate.

3. The girls ( enjoy, enjoys ) talking about their doll collection.

4. Lea and Tessa ( keep, keeps) the house clean everyday.

5. Troy (help, helps) earn money for the family.

2. Lesson Proper

2.1 Presentation

Say: Do you still remember our story about the Young Moth?

Let us read these sentences. Note the underlined words.

1. Last night, my brother and sister rested early.

2. Young Moth loved to play around the flame.

3. I heard the moth‟s story yesterday.

Ask: What do the underlined words tell?

Can you tell us more words that will show past action and past time?

3. Oral Practice

Look at each picture below, Tell something about it. Use the correct form of the given

verb and time expression for past time

Picture of a boy

playing

Picture of a girl

cooking

Picture of a boy

praying

last week, yesterday, last night etc….

Then teachers says: I will read your sentences again.

(Pupils read after the teacher while pointing to the words. Let us recall all the action

words and past time in your sentences.

(Teacher writes the action words and past time on the board).

visited worked etc….

last Saturday yesterday etc…..

With what letters do the action words end?

What expressions are used to signal that an action happened in the past?

4. Generalization

What letter or letters do we add to the action word when the action happened in the past?

What are the past time expressions used to signal past action?

53

5. Guided Practice

Look at the pictures

Make sentences telling past actions. Use the given verbs and time expressions.

pray (last night) wash (this morning)

clean (last Saturday) watch (last Sunday)

practice (last week)


Divide the class into 4 groups

Group 1: Ask the questions Group 2 answers ( then vice versa )

Group 3: ask the question Group 4 answers ( then vice versa )

Structure: What did you do yesterday?

I watered the plants yesterday.

On the board are action words and words that tell time to help the children in

the activity.

Example:

walked cleaned last night

jumped watered yesterday

washed erased last week

served attended last Sunday

cried dusted this morning

7. Application

Add –d or -ed to the action word used in the sentence to show past action.

Apolinario Mabini ( want ) to study in a big school, So he ( work ) as a

house helper in Manila. He ( save ) money to buy books. He (walk ) to and from

school to save money.

8. Evaluation

Write on your answer sheet the correct form of the verb that will make the sentence

correct.

1. Susan ( washed, washes ) the clothes yesterday.

2. Father ( cooked, cook ) menudo for supper last Sunday.

3. Rey ( played, play ) soccer last Saturday.

4. Mang Tino ( harvest, harvested ) vegetables last week.

5. Mother ( work, worked) is the office last weekend.



1.1 Say: Do you still remember the story about the Young Moth?

1. What did the young moth love to do?

2. Who tell her to get away from the flame?

3. When the young moth moved around the flame of the lamp, what happened?

1.2 Be sure to write the pupils‟ answer on the board.

Say: Listen as your teacher say the words below. Pay attention to the ending

sounds.

/th/ /nd/ moth around

both brand

path land

54

1.3 Ask: What sound is common in moth, both and path? Around, brand, land?

(Write letter /th/ and /nd/ on the board to connect it with the ending sound. Then,

let the pupils read the words again after you).

Say: Here are words. Listen carefully as I read them.

booth grand

teeth sound

bath ground

health round

What ending sound can you hear from these words?


Let me read the words again. Repeat after me. Then let the pupils sound /th/

and /nd/ correctly.

a. Say these phrase with a classmate

young moth‟s wings a grand band

shiny teeth a round island

health and wealth sacks of sand

b. Say the following sentences aloud

1. Take a bath everyday.

2. Remember to brush your teeth three times a day.

3. Practicing proper hygiene can lead a good health.

4. Sacks of sands were found around the playground.

5. Spend a day around the bend.

2. Writing Activity

2.1 Make your own sentences. Using the words with /th/ and /nd/ ending sound.

2.2 Writing the correct spelling of the following words with /th/ and /nd/ ending sounds

on a sheet of paper.

island math

pond booth

stand tooth

3. Generalization

What sounds did you learn today? /th/ and /nd/

What do you call these sounds? Consonant blends

Where can you find them? At the end of the words

What are they called? They are called ending consonant blends.

4. Fixing Skills

Directions: Say the name of each pictures. Write /th/ in column A if the word

ends in /th/ sound and write /nd/ in column B if the word ends in /nd/ sound.

1. sand

2. teeth

3. playground

4. moth

5. island

55

5. Application

5.1 Harvest Time

Say: Rhoda is in the farm. He will harvest corn. Let‟s help him in gathering the

corn that contain pictures with names that ends in /th/ and /nd/. Thus, on the board, with

/th/, if the sound ends in /th/ and /nd/, if the sounds ends in /nd/.

cloth found sound

spend myth wealth

5.2 Let‟s go Fishing

Say: Nona is in the river. She is catching a fish. Let‟s join her catch the fish with

picture names that ends with /th/ and /nd/. Then below each picture, write /nd/ or /th/

where they are needed to complete the picture name.

(sand) (land) ( smooth )

sa____ la___ smoo____

( bath ) ( thousand ) (sound)

ba___ thousa_____ sou____

6. Evaluation

Say: On your paper write letter T if the name of the picture ends with the sound

/th/ and small letter n , if it ends with the sound /nd/. Show the picture one at a time.

______1. tamarind _____4 booth

______2. bath _____5. hand

______3. band


Group 1 Group 2 Group 3

Oral work with teacher Seatwork 1 Seatwork 2

Look at each picture and

name it. If the picture

name ends with /th/,

place the picture in the

left box. If it end

with/nd/, place it in the

right box.

hand broth

land round

growth island

sound band

tenth breath

Encircle B if the picture name

ends with/th/, encircle E if it ends

in /nd/.

1. ground B E

2. math B E

3. bend B E

4. math B E

5. breath B E

6. sand B E

7. tooth B E

8. brand B E

9. sound B E

10.bend B E

Write the missing letter

for the names of the

pictures.

pond po____

teeth tee___

stand sta____

bath ba____

island isla___

Seatwork 2

Write big letter H on

your paper, if the picture

name ends with /th/; and

write small letter d, if it

ends with /nd/


Look at the picture on the chart.

Get one and name it. If the

picture name ends in/th/ put it at

the left under ending /th/. If it

ends in /nd/ put it at the right

Seatwork 1

Write the /th/ and /nd/

where it is missing

fou__

heal___

spe___

56

____1. bend

____2. playground

____3. booth

____4. teeth

____5. moth

under the ending /nd/

Ending /th/ Ending /nd/

stand, math, land, bath

pond, teeth, grand

weal___

arou___

Seatwork 1

Write on your paper the

missing letter in each

word below the picture.

la___

broo___

too____

bra____

sou____

Seatwork 2

On your paper write the missing

letter in each picture

weal___

grow___

ten___

grou___

leng___

Oral work with teacher

Look at the pictures and

match their names.

band booth

teeth ground

booth island

island teeth

ground band

Prepared by:

Jean Lleno

Austria Abino

Marivic Marjalino

Ibalon Central School Teachers

57

I. Objectives

A. Skills :

1. Give new meaning of new words through picture, context clues and realia


3. Identify simple past forms of the verb

4. Use the past form of the verb correctly


6. Recognize and produce beginning blends /st/, /sm/, /sh/

7. Spell words with beginning consonant blends /st/, /sm/, /sh/

B. Strategies

Read aloud Questioning

Predicting Retelling

Summarizing Use of pictures// Venn Diagram

C. Value : Sportsmanship

II. Subject Matter

A. Story: Rene and Ronnie

B. Comprehension Skill/ Strategies

Answering wh-questions, predicting/inferring character traits

C. Language Structure: Past Form of the Verb


Beginning Consonant Blends (/st/, /sm/,/sh/ )

E. Writing: Spelling words with beginning consonant blends (/st/, /sm/, /sh/ )

F. Reference: BEC, Fun in English Language

G. Materials: Big book, charts, real objects, pictures


A. Discovering the Magic of Reading

1. Pre-Reading

1.1. Motivation

Ask: Who among you have watched a car race? Do you enjoy watching

it? What other things or animals are used for racing? Today, I am going to read

to you this story. What do you see on the cover? Who can read the title?

1.2 Unlocking of words

a. surprised. (through pictures)

Say: It is Anne‟s birthday. She does not know that her mother is preparing

a party for her. She was surprised to see the foods and gifts on the table.

Why was Anne surprised? When do you feel surprised?

b. Sticky mud. (through realia )

Say: This is mud. It‟s sticky. When you step on the mud it will stick to

your shoes.

What other things are sticky?

c. car race, tailing behind

Say: This is a care race. The car which ran fastest is the winner.

Which ran the faster? Which is tailing behind?

58

1.3 Motive Question

Whose car do you think will win the race?

B. Constructing Meaning

2. Active Reading

2.1 First Reading – The teacher reads without interruption

2.2 Second Reading- Teacher reads again. Questions are asked from time to time to

monitor their comprehension.

Interacting with the text:

Where are Rene and Ronnie?

Did the rain stop?

What did the two boys play?

What happened to Rene‟s car? Why?

What did he do?

Do you think Rene‟s car win the race?

What happened to Ronnie‟s car?

Does Ronnie‟s car win the race? Why?

3. Post Reading

3.1 Let the pupils answer the motive question?

3.2 Divide the class into 4 groups and give each group an activity.


Group 1- Draw a race, color the cars blue and red.

Group 2- if you were Rene and Ronnie, what

would you love to do when it rains?

What I love to do in a rainy day

1.

2.

3.

4.

Group 3 – Rene and Ronnie had a car race. They

kept shouting during the race. Ronnie won the

race.

Draw the situation described above. Or dramatize

this portion of the story.

Group 4: Ronnie won the race, if you are Rene,

what will you say?

Write a congratulatory letter.


Who are the two boys ?

What do they want to do one early morning?

Where do they want to play?

Are they able to play in the park? Why?

What do Rene and Ronnie do?

If you were Rene and Ronnie what would you

do?

Describe Rene and Ronnie „s car.

Does Rene‟s car win the race? Why?

Is Ronnie happy to see his car tailing behind?

Why ?

What kind of car does Ronnie have?

How does Ronnie feel after the race?

How about Rene?

What kind of boy is Rene?

Will you do the same?

59

C. Deciphering and Decoding Language Competencies ( DDLC)


1.1. Drill

Whisper Wish

A pupil draws a piece of rolled paper from a box and gives it to the teacher.

Teacher will whisper the word to the pupil. The pupil gets a flashcard with printed action

and acts it out. Teacher leads by saying: What did your classmate do?

(He jumped.) play, walk, shout, dance etc….

1.2 Review:

Read the sentences and choose the action word that will make each sentences

complete.

1. He ( clean, cleans ) the room well.

2. Rene and Ronnie (play , plays ) in the park.

3. The girl ( run, runs ) fast.

4. He ( pray, prays ) every day.

5. Ronnie ( win, wins ) the car race.

2. Lesson Proper

2.1 Presentation

Say: Do you still remember our story about the car race? Let us look at the

picture of the cars in the chart. What color is the car that won the race? I will

read the words and repeat after me.

started removed reached

called shouted

After the car race, Rene and Ronnie went home for the weekend. They were very

busy during the weekend. Listen as I read what they did. (Read about the Busy

Weekend)

Ask: When did those actions happen?

Say: Let us recall what Rene and Ruby did last Saturday. Guide children in

saying:

Rene ___________ the ___________ last Saturday.

Ruby ___________ the ___________ last Saturday.

Say: Can you tell us more words that shows past time?

Last Monday, last week, yesterday, etc…

Busy Weekend

Last Saturday Rene helped in the house chores. He scrubbed the floor. He

cleaned the room. He watered the plants. He pulled the tall grasses in the garden.

Ruby, his sister, washed the dishes. She wiped the furniture. She placed fresh

flowers in a vase.

Mother and father were very happy for they have good and helpful children.

60

3. Oral Practice

Ask: Who among you are like Rene and Ruby?

What do you do to help your parents?

Guide children to say:

I ______________ the _________________ last ___________.

(Write pupils‟ answer on the board).

Let pupils read all sentences on the board

When did all the actions happen?

What is the action words used in each sentences?

With what letters do the action words end?

If we remove the -d or -ed from each action word in the list. What is left?

4. Generalization

What letter do we add to the action word when the action happened in the past?

5. Guided Practice

Show picture. Let pupils write sentence about the picture. Indicate time expression.

1. The dog jumped over the fence

2. Lita danced with her father.

3. Father planted vegetables on the farm.

4. Mother cooked food for breakfast this morning.

5. The boys played basketball yesterday.


Pupil draws a rolled paper from the box. Pupil will make a sentence (orally) on the

action word / time expression picked.

Ex. walked – this morning

painted – last week

received – yesterday

cried - last night

7. Application

Change the action word to its past form

1. Mother and I ( pray ) in the church.

2. The baby (dance ) happily.

3. Gary ( remove ) his hat.

4. The man ( reach ) the finish line.

5. Father ( call ) me up by phone.

8. Evaluation

Choose the correct form of the verb.

1. Lina ( washed, washes ) the clothes yesterday.

2. Mother ( cooked, cooks ) adobo for dinner last Monday.

3. Bong ( played, plays ) basketball the other day.

4. Mang Ambo ( plant, planted 0 vegetables in his yard last Saturday.

5. Father ( work, worked ) in the office last weekend.

61

D. Deciphering and Decoding Strategies and Skills (DDSS )


1.1 Do you still remember the story about the car race?

Why did Ronnie and Rene aren‟t able to play? It started to rain.

What did they do to let the rain stop? Shouted a chant.

What happened next? The rain stopped.

What got in under Rene‟s car? Sticky mud.

In what lane did Ronnie‟s car moved faster and faster? In a smooth lane.

(Read the underlined words with emphasis on the beginning consonant blends)

1.2 What common sounds do you hear at the beginning of each word?

Here are other words with the same beginning consonant blends. Let us read the

following words.

study small shake

smell shell stare

share smart stamp


Write /st/ if the word I will read has /st/ as the beginning sound,/sl/ or /sm/

______1. start _____ 4. study

______2. shame _____ 5. smell

______3. smart

2. Writing Activity

I will write words with /st/, /sl/ and /sm/ beginning consonant sounds. Write it on

your paper.

1. ___________ 3. __________

2. ___________ 4. __________ 5. ____________

3. Generalization

What sound did you hear today?

4. Fixing Skills

Group 1 : Recall the /sm/, /sl/, and /sh/ beginning consonant sound.

ex: smart stage share

smooth study short

smear start shout

smith stop shame

smell step should

Group 2: Use each set of words in a sentence.

smart stage share

smooth study short

smear start shout

smith stop shame

smell step should

Group 3: Read the following words. Pronounce the /st/, /sm/ /sh/ correctly.

stand shine smile

short stage

62

Group 4: Add /st/, /sm/ and /sh/ to the beginning of each word.

_____and ____art

_____ine ____ell _____ ile

5. Evaluation

Choose the correct letter.

1. Please ______ and greet our teacher.

a. shout b. stand c. smile d. smell

2. The children built sand castle on the ____

a. street b. strand c. stage d. shore

3. The children _____ their lessons in school

a. start b. study c. stand d. share

4. My teachers ____ at me.

a. stop b. share c. smile d. start

5. The sun _____ everyday.

a. shouts b. smiles c. shines d. study

Prepared by:

Teresita A. Bahoy

Lydia A. Aringo

63

I. Objectives

A. Skills :

1. Sequence events in the story listened to through pictures/ group of sentences/guided

questions.

2. Give the meaning of new words through pictures, context clues



5. Make predictions

6. Respond to the story through the following engagement activities:

Group 1; visualize events using a checklist.

Group 2: Draw the main events in the story

Group 3; Write a thank you note to express hospitality and kindness

Group 4; Dramatize portion of the story.

7. Use past form of irregular verbs

8. Recognize and produce consonant blends (/br/ and /bl/ )

9. Write a simple letter for a given purpose (Thank You letter )

B. Strategies

Read a loud Use of visual and organizer

Questioning Predicting

Listening

C. Values; Hospitality / Kindness

II. Subject Matter:

A. Story : The Sultan‟s Son

Ref: Fun in English 3 ( Reading ) pp. 98-105

B. Comprehension skills/ Strategies: Answering wh-questions, predicting,

Sequencing events

C. Language Structure: Past Form of Irregular Verbs

D. Deciphering and Decoding : Consonant Blends ( br-bl)

E. Writing: Writing a Thank You Letter\

F. Reference: BEC-PELC

G. Materials: pictures/ charts

II. Learning Activities

A. Discovering the magic of Reading (DMR )

1. Pre reading


a. If someone will visit your house what are most probable things that your

parents would do?

b. Today, I‟m going to read a story, but before that let us first know some

new or difficult words we might encounter during the reading of the story.

1.2 Unlocking of new words / difficult words

a. stranger

Say: Jose saw a man approaching him whom he did not know.

The man was a stranger.

64

b. surprised

Say: It‟s Rosa‟s birthday. She does not know that mother is preparing a party

for her. That‟s why Rosa was surprised to see the food and gifts on the table.

1.3 Motive Question

Our story today is in titled “ The Sultan‟s Son” How will you describe him?


2. Active Reading



Give the pupils the opportunity to interact with the text. After reading a page or

several questions to enable them to predict and monitor their comprehension.

What kind of ruler was Sultan Abdullah/

Who was his son?

What did Alino do one day?

What happened while Alino was riding on his horse?

Who helped Alino during the storm/

How did the two boys help Alino?

Who took Alino to the palace?

Why was the fisher surprised?

How did the Sultan feel upon seeing his son?

3. Post Reading

(Answering of the motive question)

Divide the class into four (4) groups, and give them an activity.


Group 1: Draw Alino riding on his

horse.

Group 2: If you were Bane and

Rashid, what would you do to

help Alino?

Group 3: Dramatize how Bane and

Rashid helped him.

Group 4 : If you were Alino, what

will you say? Write a thank

you letter.


Who are the characters in the

story?

What does Alino want to do

everyday?

Where does Alino go everyday?

65

C. Developing English Language Competencies (DELC )


1.1 Drill

Whisper Wish

A pupil draws a piece of rolled paper from the box and gives it to the

teacher who whispers the word to the pupil. The pupils get the flashcards with

the printed action word and act it out. Teacher leads by saying: What did Rico

do?

Pupils answer: He ate.

eat go ride sing run

2. Lesson Proper;

Let us read the words written on the board.

swam drank taught slept

came dug sat

2.1 Presentation

Let us read a short paragraph about the “Sultan‟s Son”

One day Alino rode his horse around the big lake. It

was too late when he realized that he had gone so far away.

A storm was on its way. Soon the wind blew hard and

heavy rain fell. It was not easy for Alino to go home to find

his way .

Say: I will read the underlined action words. Repeat after me. When did those

actions happen? Can you tell us more words that show past time?

2.2 Oral Practice

Ask: What do you do during weekends?

(Generate as many answers as possible)

(Teacher writes the pupil‟s answer/ sentences on the board )

o When did all the actions happen?

o What happened to the verb in the past tense?

3. Generalization

Say: How do we form the past tense of irregular verbs?

Other verbs form therein past tense by changing their spelling.

4. Guided Practice

The Grade III pupils had a program to honor the Philippine heroes.

Study the pictures. They show what some boys and girls did during the program. On a

paper, write sentences telling what they did. Use the past form of verbs.

sing – Lito drink- Ana run – Rosa


Divide the class into 4 groups.

Group I and II – asks the questions

Group III and IV – Answers the questions (then vice versa)

66

Structure: What did you do the other day? On the board are action words and words that

tell time to help the children in this activity.

Examples:

Verbs Time Expressions

ran bought last night

drank sang yesterday

swam sat this morning

6. Application

Write the past form of the verb in the parentheses:

1. Aling Nita ( buy ) books for her children.

2. She ( go ) to the bookstore.

3. Mary ( sit ) under the tree.

4. Remos ( drink ) his coffee a while ago.

5. Anne ( sing ) a beautiful love song.

7. Evaluation

Change the verbs in the parentheses in to their past form.

(sleep) 1. The babies _________ for an hour.

(teach) 2. Mrs. Pascual ________ English last year.

(keep) 3. Mother _____ her bag in the closet.

(bring) 4. I ________ my sister to the school yesterday.

(creep) 5. The vine _____ on the stairs.

C. Deciphering and Decoding Strategies and Skills (DDSS)


Repeat the following words after the teacher

branch brave bloom blouse

bread bright blow blind

brown break blame blade

What common sound do you hear in the first set of words? in the second

set of words?


Add bl- or br- to the beginning of each word. Read the words you have written

and write them on your paper.

1. ____ur _____own

2. ____oom _____ook

3. ____oil _____ave

4. ____ight _____ush

5. ____ow _____ought

3. Writing Activity

Teacher will read words with bl- or br- initial consonant blend. Write the words

heard on the board.

4. Generalization

What consonant blends did you learn today?

How are these sounds produced?

67

5. Fixing Skills

Give 5 words with initial consonant blends /br/ and /bl/

/br/ /bl/

1. _____________ 1. ___________

2.______________ 2. ___________

3. _____________ 3. ___________

4. _____________ 4. ___________

5. _____________ 5. ___________

6. Application

6.1 Let‟s go fishing

Say: Pilar is in the river. She is catching fish. Let‟s join her catch the fish

with picture name that has a consonant blends /br/ and /bl/.

7. Evaluation

Complete each sentence. Use a word beginning with /br/ or /bl/. Write the

answers on a piece of paper.

1. We should ____ush our teeth 3 times a day.

2. Andres Bonifacio is a ____ ight hero.

3. Rosa wears a pair of ____ack leather shoes.

4. Be careful. The glass might ____eak.

5. The boys wrote their name on the ____ack board.

8. Differentiated Activities for Group Work

Prepared by:

Mary Jane Celosa

Evelyn m. Rivero

Rechilda Ramos- Siazar

Group 1 Group 2 Group3


Look at the pictures. Get one and name it. If

the pictures has a consonant blend/br/ put it at

the left under /br/ If the picture has a

consonant /bl/ put it at the right side.

Seatwork1

Create words with initial

consonant blends/bl/ and /br/

Seatwork 1

Provide the missing consonant blend

to complete each sentence.

1. My dress is color bl__.

2. The br____ taste good.

3. Did you br___ your teeth.

4. The sky is bl___.

5. I br___the vase.

Seatwork 1

Write B if the picture name begins with /br/ E

if it begins with /bl/

a. blouse d. bread

b. b. branch e. blade

c. branch


Teacher will read words with

initial consonant blends /br/ /bl/.

Clap your hands once if the

word has /br/ sound. Twice if the

word has /bl/ sound.

Seatwork 2

Write on your paper the missing letter in each

word.

1._____ ue

2._____eeze

3. _____own

4._____oom

5._____ead

Seatwork 2

Cross out the words with br-

consonant blend.

bring blame broke

brace blaze

Oral work with the teacher. Using

window cards read the words with br/

bl

br___ ag

bl___ eak

ing

oom

anch

68

I. Objectives

A. Skills:

1. Give the meaning of new words through pictures, context clues and realia.

2. Answer wh-question about the story listened to

3. Interpret feelings of character

4. Sequence events in the story listened to through pictures, group of sentences, guided

questions.

5. Respond to the story through the following engagement activities:

Group 1: Sequence events in the story

Group 2: Draw the main event in the story

Group 3: Act out portion of the story

Group 4: Draw pictures of food

6. Use the correct time expression to tell action in the past.

7. Recognizing word with initial and final sound of ch

8. Write a different story ending

B. Strategies

Read aloud Sequencing

Questioning Writing

Use of visual (pictures) Recognizing

II. Subject Matter

A. Story : A Good Lunch

Author: Evelyn B. Angelo, Agnes Galapon, Rodelio Santos

Illustrator: JTW Corporation

B. Comprehension Skills/ Strategies: Answering wh-question, Sequencing

C. Language Structure: Time Expression to tell the action in the past.

D. Deciphering and Decoding : Beginning and ending ch

E. Writing: Write different story ending

F. Reference: BEC PELC A.1, B 1.2, D 3

G. Materials : books, charts, pictures

III. A. Discovering the Magic of Reading (DMR)

1. Pre-Reading


Ask: Who cooks your food for lunch? What time do you eat lunch?

Say: Today. I‟m going to read to you this story. Who can read the title? This was written

by Evelyn B. Angeles and illustrated by JTW Corporation

1.2 Unlocking of Difficult Words

a. lunch

Say: Grandmother cooked lunch for Dan and Grandfather. She prepared the table at

around 11:30 in the morning.

Ask: Why did Grandmother prepared lunch for them? Do you always eat your

lunch? Why?

69

b. pork chops

Say: This is pork. It comes from pig.

1.3 Motive Question

Say: The title of the story I will read to you is “ A Good Lunch “

Ask: Why do you think they consider their lunch as a good lunch?

B. Constructing Meaning ( CM )

2. Active Reading

2.1 First Reading of the Story

2.2 Second Reading of the Story

Give the pupils the opportunity to interact with the text. After reading ask

questions to enable them to monitor their comprehension.

A Good Lunch

Grandmother cooked for Dan and Grandfather. The pan did not

have a lid in it. Grandfather said, “ I can tell we have pork chops for

lunch!” He looked into the pan. “Well, well! Pork Chops an inch

thick! We are in luck, Dan!

Dan went and sat in a chain pan lunch. Grandfather sat with

him. Grandmother fixed the chops with a pinch of this and a pinch

of that. Then she took them to grandfather. “Pass the pork chops to

Dan,” she said.

So Grandfather passed the pork chops. Grandmother picked up

a jug and filled a mug. Have a glass of juice, Dan, she said. “Thank

you grandmother,” he said. Dan licked his lips. You have a

handkerchief for that, said grandmother.

What was grandmother doing?

Describe the pork chop.

Where did they sat for lunch?

How did grandmother fixed the

chops?

Why did Dan said thank you to his

grandmother?

C. Post Reading

Lead the pupils to answer the motive question.

Divide the class into 4 groups and give each group an activity. Engagement 1

(Small group activities)

Engagement 2

Discussion

Group 1: Grandmother picked up the jug and filled a mug.

Have a glass of juice Dan. Thank you grandmother. Dan

took a sip.

Arrange the events in order:

* Thank you Grandmother.

* Have a glass of juice, Dan!

* Dan took a sip

* Grandmother picked up a jug and filled a

mug.

Why did Grandmother took care of

Dan?

What does Grandmother do?

(Group 1 will present their work)

Group 2: Draw Grandmother cooking a pork chop.

What do you think was the taste of Grandmother‟s

pork chops?


Who are the characters?


Group 3: Dan took a sip of juice and said, ”It‟s good!”. Act

out this portion of the story.

What does Dan do?

What did he say?

( Group 3 will do their presentation)

Group 4: Grandmother cooked pork chops for

lunch. Draw what grandmother cooked and

your favorite food your mother or

grandmother cook for you.

What did grandmother do one morning?

If you were grandmother what would

you feel?


70



1.1 Drill

Pass the Message

The Teacher whispers a word to a pupil in front and passes it to the next pupil

unto the last pupil in the row. Then, the last pupil in the row will act out the whispered

word. Teacher leads by saying: What did Andrea do?

Pupil answers: She drew.

1.2 Review

Say: Listen and look at the pictures as I say the sentences. Choose the action

word that will make each sentence correct.

1. He ( climb, climbs ) the tree.

2. Grace ( dance, dances) gracefully.

3. May and Annie ( run, runs) fast to the park.

4. Amy ( cook, cooks ) their breakfast.

5. Sarah ( speak, speaks ) very loud

2. Lesson Proper

2.1 Presentation

Say: Do you still remember our story about a good lunch?

Let us look at the picture of the tables and chairs in the chart. I will read the words

written on the tables and chairs. Repeat after me.

After lunch Dan and his grandfather went to the sala and had a conversation. As they

exchanged stories Dan remembered what happened to him the other day. Listen as I read what

happened.

My Bestfriend

Dan went to the plaza the other day. He saw there his bestfriend Lito, who just came

back from Manila. It‟s been a long time since they did not see each other because Lito‟s family

transferred to Manila when he graduated elementary. They went to Lito‟s house and had a

merienda. Lito helped his mother prepare the merienda. After eating, they talked and shared

experiences. They were so happy. Dan went home filled with enjoyment.

cooked

looked

picked filled fixed

went

took said sat

passed

licked

71

Say: I will read the underlined action words. Repeat after me.

Ask: When did these actions happen?

Say: Let us recall what Dan and Lito did the other day.

Guide children in saying:

Lito _______ his mother _______ the merienda the other day. Dan and

Lito _____ and experiences the other day.

Say: Can you tell us more words that will show past time?

Expected answers: last Monday last Month

last year last weekend

the other day yesterday

2.2 Oral Practice

Ask: Who among you had an experience like Dan‟s?

(Teacher writes the pupil‟s answer/ sentences on the board. )

Say: I will read your sentences again.

Where did all the actions happen?

Let us recall all the action words in your sentences.

3. Generalization

What letter or letters do we add to the action word when the action happened in the past?

4. Guided Practice

Encourage children to talk about the pictures in the charts. Add –d or –ed to form

the past tense of the action words that you will use in telling about the picture.

Teacher asks guide questions about the picture to help children in constructing

sentences.

5. Application

Add –d or –ed to the action word used in the sentence to show past action.

1. Mother and I (pray ) _________ in the church.

2. The baby (dance ) _________ happily.

3. Rolly ( remove ) ____________ his belt.

4.The man ( call ) ______ me up by phone.

6. Evaluation

Write on your answer sheet the correct form of the verb that will make the

sentence correct.

1. Dina ( washes, washed ) the clothes yesterday.

2. Mother ( cooked, cooks ) caldereta for dinner last Tuesday.

3. Ricky ( played, plays ) basketball the other day.

4. Mang Dexter ( plant, planted ) vegetables in his backyard last Sunday.

72

D. Deciphering and Decoding Strategies and Skills ( DDSS )


1.1 Listen to some words taken from the story you learned in our past lesson.

A B

chops lunch

chair pinch

inch

1.2 Ask: What common sound do you hear at the beginning of the words I read in

Column A? What about the sound at the end of the words in Column B?

1.3 Let us read the words again. Repeat after me. Then let the pupils sound /ch/

correctly in words with /ch/ in the beginning and words with/ch/ at the end.


a. Let us recite this rhyme.

Cross Patch, Lift the latch

Cross patch, Lift the latch

Sit on the chair

By fire and spin

Take a cup and, drink it up

Then call your neighbors in.

b. Say the name of each picture to yourself. Put a check on the line below if the

picture name has /ch/ sound and across if it is not.

2. Say: Children , can you sound again /ch/? Let the pupils produce the /ch/ sound altogether,

by group, then individually.

Mostly words with /ch/ sound begins or ends with what letters?

3. Writing Exercise

Write some examples of words with /ch/ beginning or ending sound.

chief fetch church

chart watch cheer

4. Generalization

What sounds did you learn today?

chalk cheese skip

chick chill

73

5. Fixing Skills

Direction: Read the words on the strips. Put a check on the space provided if the words

have /ch/ sound and cross if it does not have.

1. chat ____ 2. scrunch ____

3. shell ____ 4. clutch _____

5. raddish ___

6. Application

Let‟s go treasure hunting

Say: Justin is in the island. He is going for a treasure hunt. Let‟s join him. Pick the

treasure chest with picture name with /ch/ sound. Then, below each picture, write /ch/

where it is needed to complete the name.

7. Evaluation

Direction: Read the words carefully. Encircle the words with /ch/ in the given set.

1. shell, cheat, flick 2. chirp, sheet, crush

3. stitch, fish, shirt 4. sprint, clutch, glass

5. clock, cloth, chart



Look at the word strips on the chart.

Get one and read it. If the word has /ch/

sound , put it on the left under column A. If

it does not , put it at the right under column

B

A B

scratch sheen

chin cream

match mass

Seat work 1

Draw a if the

picture has /ch/ sound and

if it does not have.

____1. chain

____2. fish

____3. cherry

____4. scratch

____ 5. plant

Seatwork 2

Write the names of the

pictures.

(bench) _________

(chocolate)_______

(chess board)______

(chase) __________

(churn ) __________

Seatwork 1

Encircle / if the picture name has /ch/ sound.

Encircle x if it doesn‟t have /ch/ sound.

1. ship / x

2. cheese / x

3. chip / x

4. clip / x

5. beach / x


Look at the words on the

board. Read the/ch/ words

aloud and encircle it.

drench cheer

chase

hush crane

Seatwork 2

Write 5 examples of /ch/

words.

Seat work 2 Seatwork 1 Oral work with the teacher

(cheek)

_____ eek

(watch )

wat____

(chicken )

__icken

(brooch)

broo___ (chipmunk)

___ipmunk

__

74

Draw 5 pictures / things with /ch/ sound in

their picture names.

Write the names of each

picture.

1. (cheese)

2. (catch)

3. (chain)

4. (branch)

5. (match)

Find the name of the

picture with/ch/ from the

choices given. Write the

name on the chalkboard

1. (church )

a. chipmunk

b. church

c. chisel

2. (patch )

a. badge

b. match

c. patch

3. (chin )

a. cheek

b. chin

c. chores

Prepared by:

Andrea M. Banares

Melanie Anza

Ma. Vanesa Echalag

MES Teachers- Leg. Port I

75

I. Objectives

A. Skills :

1. Shows enjoyment in listening to a story.

2. Sequence events as they happen in the story

3. Identify and use language clues that signifies cause-effect relationship

4. Construct sentences with simple subject and simple predicate

5. Write sentences about a given situation

B. Strategies


Sequencing Use of visual and organizer

Constructing Sentences

C. Values: Care for animals

II. Subject Matter

A. Story The Boy and the Frogs

B. Comprehension Skills: Answering wh-questions

Sequencing Events

C. Language Skills: Constructing sentences with simple subject and simple predicate

D. Writing: Writing sentences about a given situation

E. References: PELC

F. Materials: pictures, charts, flashcards



1. Pre-Reading

1.1 Motivation

Ask: When you go home. Where do you pass by?

What do you see in that place?

1.2 Unlocking of difficult words

a. passed by a pond ( through picture)

Where did the children pass by?

b. throw stone ( through action)

c. side of the road ( through picture )

1.3 Motive Question

How did the boys realize that what they do is bad?

B. Constructing Meaning ( CM )

2. Active Reading



Pupils read and interact with the text.

Who were going home from school?

Where did they pass by?

What did he see on the street?

What did he see in the pond?

What did they do to them?

76

3. Post Reading

3.1. Answering of the motive question.

3.2. Engagement Activity

Group the pupils into 6 and have them do the following:

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

Road Signs I Hear You Where do

you live

Same at This is the

way

In my Heart

Draw the

road signs on

the street and

explain their

meanings

Imitate the

sounds

made by

animals

Classify

the

animals

according

to their

habitat

Create

figures that

are

symmetrical

in design

Act out the

movement

of various

animals

Write down

the good

things you do

everyday.

Present and discuss each group work

What are road

signs?

Where can we

see them?

What should

we do if we

see them?

What did

Carlos do ?

What did he

see in the

pond?

What sounds

did he hear?

What were

the sounds of

the animals?

Do animals

have the

same sound?

Where do

animals

live?

What do

we call the

animals

that live on

land?

In water?

What did

Carlos do

with the

frogs?

What did

he get?

Why will

he throw

stones?

What is

the shape

of the

stone he

get?

What did

the frogs

do when

they throw

stones at

them?

What are the

movements

of animals

Why do you

think they

differ in

movements?

What did he

hear? Where

did he run?

Why?

What should

we do to the

people?

Who should

we obey?

Why?

If you were

Carlos, will

you do the

same things

as he did?

Why or why

not?

Why should

we care for

animals?



1.1 Review

Recall the story read.

Sequence the events as they happen in the story.

2. Lesson Proper

2.1 Presentation

Ask: Who passed by the pond?

What did Carlos see?

77

What did he do with the frogs?

What did the frogs do?

(Write the answers on the board )

Use the questions above again to identify the subject and he predicate from the

given answers)

2.2 Oral Practice

Show some pictures. Give the subject to complete the sentences. Read each

sentences.

(flower) a. _____- is red. (dogs) d. ______ are barking

(children) b. _______ are playing. (father) e. ______ works in the office.

(park) c. _______ is clean.

(Another set of pictures) Give a predicate to complete each sentences.

a. Birds _______________ . d. Mother_____________.

b. She is _______________. e. The pupils __________.

c. They are _____________.

3. Generalization

What do we call the part of the sentence that tells about what we are talking about?

(subject)

What do we call the part of the sentence that tells something about the subject?

(predicate )

What is a subject? What is a predicate?

4. Guided Practice

Ask the following set of questions:

a. Who passed by the pond?

What did he see?

b. What did Carlos do?

What did the frogs do?

c. What did he hear?

Where did he go?

(Show the answers using illustration below

Carlos was going home

CAUSE EFFECT

a. He passed by a pond so that He saw frogs

b. Carlos throw stones so that The frogs jumped

c. He heard a voice so that He ran home.

Ask: What can you say about the sentences on the left? On the right?

Which is the subject? The predicate?

How are they related?

What do we call them?

What language clues can we use?

78

5. Application

Construct a sentence with simple subject and predicate.

6. Evaluation

Encircle the subject and underline the predicate.

a. The sun is a hot ball of gases.

b. The fishermen catch fish.

c. Our school is big.

d. Mother cooks food.



Review the different letters of the alphabet and sound. Using flashcards, produce the

sound of the consonant blends.

/fr/ /br/ /cr/ /dr/ /gr/

2. Practice

What words in the story having the above consonant blends?

Identify the picture. Give the initial consonant blend.

drum (dr) brain (br) grass (gr)

crab (cr) frame (fr)

3. Writing

Model the proper way of writing above consonant blends.

4. Generalization

What is a consonant blend? How many consonants are there in a blend?

Where is the position of the consonants in initial consonant blend?

5. Application

Give the complete word by giving he initial consonant blend. Refer to the picture

(ice cream ) ___eam (dress) ___ess

( tree ) ___ee (grandmother) ___andmother

6. Further Practice

Give examples of words having the following initial consonant blends.

br cr dr fr gr pr tr

7. Evaluation

Choose the correct initial consonant blend to complete the sentence.

1. ____ ees are very important because they give us shade.

2. The ____ een ___asses in the park are beautiful to look at.

3. She received a beautiful ___ess on her birthday.

4. ____ogs say kokak! Kokak!

5. ____int your name.

79

8. Differentiated Activities for Group work

Oral Work with the

teacher

Read the following

words with consonant

blends /br/, /cr/, /dr/,

/fr/, /tr/, /pr/ , /gr/

Seatwork 1

Identify the subject and the

predicate.

Seatwork 2

Use language clues to

identify cause and effect

Seatwork2

Use language clues to

identify cause and

effect.


Complete the words by

giving the correct initial

consonant blends.

Seatwork 1

Identify the subject by

encircling and

underlining the predicate.

Seatwork 1

Give the cause and

effect.

Seatwork 2

Give words for the

following consonant blends

/br/ /fr/ /cr/ /dr/

/tr/ /pr/ /gr/

Oral work with the

teacher

Let children read a

paragraph with words

having consonant blends.


Mrs. Jean Bitancur

Mrs. Judith Nunez

Mrs. Angelita Isidro

Mrs. Ma. Anastacia Arjona

Mrs. Sarah Capinig

80

I. Objectives

A. Skills :

1. Answer wh-questions about the story listened to.

2. Perceive cause-effect relationship

3. Identify cause and effect in a sentence

4. Give possible cause and/ or effect in a situation‟


6. Respond to the story through the following engagement activities

Group I: Dramatize the portion of the story you like best.

Group II: Act-out the given sentences

Group III: Write a thank you letter to your lola thanking her of what she did

Group IV: Draw and write another possible ending story from the story read

7. Construct sentences with simple subject and simple predicate.

8. Identify words with initial consonant blends /gr/ and /dr/

B. Strategies

Read aloud Constructing correct sentences with simple

Questioning subject and simple predicate

Perceiving relationship

C. Values: Taking care of our body using safe medicine

II. Subject Matter

A. Story: “Truly Wonderful”

Fun in English 3 Reading pp 154-158


Perceiving cause-effect relationship, answering wh-questions, identifying

cause-effect , constructing sentences

C. Language Structure: Construct sentences with simple subject and simple predicate

D. Writing words with initial consonant blends /gr/ and /dr/

E. Reference: BEC handbook Reading Grade 3

F. Materials: EFAT (Reading ) 154-158, 118-121

Language pp 150-155, charts, pictures



1. Pre-Reading


a. Get a partner and follow these dialogues

A. What happens when it rains? B. Children cannot play outside.

A. Why do we get sick? B. Because we do not eat nutritious food.

b. Today, I‟m going to read to you this story. Who can read the title.


a. stomachache

Maria is crying because her stomach is aching. She has a stomachache.

b. upset

Mother is upset because Raul did not do the household chores.

c. pain

I cried in pain because of my stomachache

81

d. tablet

Mother gave me medicine tablet instead of herbal tea for my stomachache.

1.3 Motive Question

Why was Carlo upset one morning?.


1. Active Reading



Give the pupils the opportunity to interact with the text. After reading a page

or several page, ask questions about it. Truly Wonderful

It is Carlo‟s second week in the barrio where his

grandparents live. He was enjoying every minute

of his visit…. Until this morning. His grandmother

noticed that Carlo was upset.

“Why didn‟t you join your cousins in going to

the farm? I heard you were going to have a picnic

there,” lola said.

“ Lola, I have a stomachache,” Carlo answered.

“ I think I ate too much last night” explained

Carlo.

“ Don‟t get upset. You‟ll be all right. Just go to

bed and rest, advised Lola as she hurriedly went

out.

Carlo opened his eyes and saw Lola standing

there. She was holding a cup.

“ Drink this for your stomachache,” lola offered.

“ What‟s this lola?” asked Carlo. “It‟s avocado

tea”, replied Lola. “ I boiled some avocado leaves

from our tree.

Carlo hesitated to drink the tea. He explained. “

Mother never gives me avocado tea. She gives me

tablets instead.

“ Try this anyway,” Lola suggested. Then rest

some more.”

Carlo opened his eyes. Again Lola was standing

by offering a second cup of avocado tea.

“ How many times must I take this?” Carlo asked.

“ Three times a day, or until the pain is gone,” Lola

answered.

“But Lola, the pain is gone!” cried Carlo happily. “

Drink this to be sure the pain won‟t come back”

Carlo got up and eagerly emptied the cup.

“Gee, avocado tea is a wonderful medicine! Lola,

you‟re a wonderful doctor,” Carlo concluded.

“ City people can learn from us, barrio folks,”

Lola said with a smile.

Where does his grandparents

live.

What did his grandmother

notice?

Why was Carlo upset one

morning?

What is the reason of his

stomachache ?

What did Lola gave him to

drink?

What did his mother gave him

when he is not feeling well.

How many times must Carlo

have to drink the avocado tea?

82

3. Post Reading

Pupils answer the motive question.

Divide the class into 4 groups and give each group an activity.

Engagement Activity 1 Engagement Activity 2

Group 1: Dramatize the portion of the story

you like best.

Group 2: Act-out these sentences.

1. Drinking tea can cure stomachache.

2. Eating too much can upset your stomach

Group 3: Because of the avocado tea Lola

gave Carlo, he got well. Write a thank

you letter to Lola thanking her of what

she did?

Group 4: Draw and write another possible

ending story from the story you read

earlier.


Who went to the barrio?

Do you like the story? What

part of the story you like

best?

( let us see the

dramatization of Group I)

What happened to Carlo

one morning?

Why did Carlo experience

stomachache?

Do you feel happy

whenever you have

stomachache? What do you

do?

(Group 2 will present )

What did Lola gave Carlo

to drink?

Did Carlo drank it

immediately?

What did he told Lola?

What was Lola‟s answer?

What happened to Carlo

after drinking the tea?

Did he felt happy about it?

If you were Carlo what

would you say to your

Lola?

(Group 3 will present)

What do you think will

happen to Carlo if he didn‟t

drink the avocado tea?




1.1 Drill

Showing a picture. Let pupils study the picture. Then answer the question that

follows. (Please refer to the EFAT pp 151 ( Language )

83

1.2 Review

Choose the correct time expression that will make each sentences correct.

1. My mother prepares my baon (yesterday, everyday).

2. We attend the Holy mass (last Sunday, every Sunday).

3. We kiss mother goodbye (every morning, every year).

2. Lesson Proper

2.1 Presentation

( Show a picture of a small community )

Read this:

Write on the board these sentences.

Mr. Aldo Locsin is our barangay captain.

They all entertain people who go to their house.

Barangay Malikhain is a clean and peaceful place.

Ask: What can you say about the italicized words/ phrases?

What about the underlined phrases?

3. Oral Practice

Let pupils construct simple sentences, then let the pupils identify the subject and

the predicate.

4. Generalization

How do you construct a simple sentence?

5. Guided Practice

Present a chart of exercises

a. Encourage children to form a simple sentence using a simple subject and simple

predicate.

b. Game: Finding Partners

Form 2 groups. The 1st group has strips with simple subject while the

2nd

group has the strips with simple predicate.

1st Group 2

nd Group

The ship is carrying many tourists.

A horn blows loudly.

The passengers are enjoying the trip

The sea is very calm.

The captain assures them safe travel.

This is Barangay Malikhain. It is a clean and beautiful place. My family lives

here. Our relatives live here, too. We are very happy in the barangay.

Mr. Aldo Locsin is our barangay captain. He works hard for the barangay.

His wife, Mrs Locsin is a school teacher. She helps her husband attend people‟s

needs. Their children help them, too. They all entertain people who go to their

house asking for help, assistance and advice.

84


Complete these sentences.

1. The visitors___________________.

2. A big lion ____________________.

3. The stars_____________________.

4. Miko and Leo __________________.

5. The bell ______________________.

7. Application

Match each subject in the left column with a predicate in the right column. Write

each sentence on the space provided.

1. My cat‟s name a. sells different sports item.

2. This store b. is my birthday.

3. Today c. contain different items.

4. The boxes d. is very playful.

5. My brother e. is kitty.

1. ________________________________

2. ________________________________.

3. ________________________________.

4. ________________________________.

5. ________________________________.

8. Evaluation

Underline the phrase that will complete each sentence.

1. My umbrella __________________.

a. protects me from the sun and rain.

b. are red and white

c. called me.

2. The ball_____________.

a. bounce on the ground.

b. bounces on the ground.

c. bouncing on the ground.

3. The farmer_________________.

a. works hard b. working hard c. work hard

4. __________ cried loudly.

a. The car b. The frog c. The baby

5. ____________opened the door for us.

a. The security guard b. The dog c. The baby



1.1 Do you still remember the story “Truly Wonderful”?

1. Who lives in the barrio?

2. Who noticed that Carlo was upset?

3. What did he do with the avocado tea?

1.2 Write answers of the pupils on the board.

Grandparent grandmother drink

85

Say: Let me read to you these words. Listen carefully. Read the words with

emphasis on the initial/ beginning sound.

1.3 Ask: What common sound do you hear at the beginning of these words?

(Write /gr/ and /dr/ on the board to connect it with the sound. Then let the pupils

read the words after you. )

Say: Here are other words, Listen carefully as I read them.

green, ground, grow, great

drive, drink, draw, drought

Where can we find the sound of /gr/ in these words? The/dr/?

Let us read the words again. Repeat after me. Then let the pupils sound /gr/ and

/dr/ correctly in words.


Let‟s read these words.

/gr/ /dr/

grill grain drug drill

grab group dream drawn

grace grapes dress drift

a. Using the picture put a check on the line below if the name begins with

/gr/ and cross if the name begins with /dr/

grasshopper grocery drink grapes dress

_________ ________ _______ ________ _______

b. Say: Circle the consonant letters if you hear the /gr/ sound at the

beginning of the words and underline the /dr/ sound

grain… drive… groom… drawn… growl

2. Writing Activity

2.1 Make your own sentences using words beginning with /gr/ and /dr/

2.2 Write the correct spelling of the following words

grandfather dragon group

drainage grave

3. Generalization

What sounds did you learn today? Can you sound it? What do you call these sounds?

What part of the word can you find it?

4. Fixing Skills

Say the name of each picture. Write /gr/ in column A if the word begin with /gr/ and

write /dr/ in column B if the word begins with/dr/.

Column A Column B

1. grandmother _______ ________

2. grind _______ ________

3. Dracula _______ ________

4. graph _______ ________

5. drops _______ ________

5. Application

5.1 Carlo is on his grandparents farm. He will harvest grapes. Let‟s help him by

gathering the grape that contain names that begins with /gr/ and /dr/. (Teacher can use

other words with /gr/ and /dr/ sounds).

86

5.2 Playing Time

Ana is at the park. She is playing with her friends . Let‟s join them. Catch the

ball and give a word that begins with /gr/ and /dr/ as fast as you can.

6. Evaluation

On your paper write gr- if the name of the picture begins with the gr sound and dr-

if the name of the picture begins with the dr- sound. Show the pictures one at a time.

a. grab

b. dribble

c. granary

d. drain

e. gram



Look at the pictures on the chart. Get one and

name it. If the picture name begins with gr- put

it at the left. If the picture name begins with

dr- put it at the right.

/gr/ /dr/

growth dream

grab drip

Seatwork 1

Write A if the picture begins

with gr- and write B if the

picture begins with dr-.

____1. dried

____2. grain

____3. grass

____4. drift

____5. grow

Seatwork 2

Write the missing letter for the

names of the pictures.

(dress) ___ess

(grapes) ___apes

(Dracula) ___acula

(drink) ___ink

(grain) ___ain

Seatwork 2

Box gr- if the picture name begins with gr- ;

Circle dr- if it begins with dr-

1. grass gr dr

2.dried gr dr

3. grain gr dr

4. dress gr dr

5. drum gr dr


Look at each picture and name

it. Write the beginning sound.

dress

drum

grave

drop

grab

Seatwork 1

Write the beginning sound for

the names of the pictures

grandfather

dream

grain

grow

drip

Seatwork 1

Write on your paper the missing letter in each

word.

1. ___asshopper

2. ___ive

3. ___aw

4. ___ound

5. ___ill

Seatwork 2

On your paper write the missing

letter in each picture.

1. ___ip

2. ___ass

3. ___um

4. ___ive

5. ___ain


Find the name of the picture

from the choices given. Write

the name on the board.

(grass ) (dress)

grass drum

ground dream

green dress

(grandpa) (drum)

grand drum

grandpa dream

grow dress

Prepared by:

Joyce Loria Molo

Marichu Lelis

Amelia Bahoy

Cabangnan Elem. School Teachers

87

I. Objectives

A. Skills:

1. Give the meaning of words through pictures

2. Answer wh-questions about a story read

3. Infer feelings of characters


Group 1: Making a weather chart

Group 2: Presenting a dialogue on the selected part of the story

Group 3: Acting out how Annie Ant crossed the river

5. Construct sentences with simple subject and predicate using simple form of the verb.

6. Recognize words with final consonant blends /sh/, /ld/, /st/

7. Write a sentence with simple subject and simple predicate

B. Strategies

Read aloud Questioning Role Playing

C. values : Being Prepared in times of need

II. Subject Matter

A. Story : Annie Ant

Author: Purificacion Balingit

Illustrator: Jomar S. Montinola

B. Comprehension Skills / Strategies

Answering wh-question

Getting the meaning of words through picture clues

Inferring Character Traits

C. Language Structure: Constructing Sentences with simple subject and simple predicate

using simple form of the verb

D. Decoding: Final Consonant Blends /sh/, /ld/ , /st/

E. Writing: Write Sentences with simple subject and predicate

F. References: BEC PELC, Speaking 1.3, Reading , Writing 1.0

G. Materials: big book, cut outs, pictures, manila paper, pentel pen, activity sheets



1. Pre Reading


What insects do you see everywhere? They are small. Some are red and

some are black. They bite. Can you guess what they are?

Present the big book. Read aloud the title, author and illustrator.

What do you see in the picture? What do you think is the story about?


a. grains of rice ( real grains )

b. rocking ( ask a pupil to sit on the chair and another pupil to move the

chair. What is the second pupil doing with the chair? What happens to the

chair?

c. paddle ( showing pictures of a boy riding in a boat and using a paddle.)

1.3 Motive Question

What do you think is the problem of Annie Ant? What does Annie Ant do

to solve her problem?

88


2. Active Reading

2.1 First Reading

2.2 Second Reading of the story to give pupils the chance to interact with the text, ask

questions to predict and monitor their comprehension.

Questions:

What does Annie Ant want to do?

What does she find?

What is Annie Ant‟s problem?

Did the rat help Annie Ant?

What does Annie see on her way?

What does she do with the leaf?

What happens to the leaf?

What do you think will she feel while on the water?

What does the ant see floating on the water?

Is Annie Ant able to go home? 3. Post Reading

3.1 Lead the pupils to answer the motive question

3.2 I am going to divide you into three groups. Each group will do an activity


Group 1 : Make a weather chart

Group2: Act out the part where Annie Ant

met fatty rat and say the dialog.

Group3: Show how Annie Ant cross the river

Sing: Row, row, your boat


When does the story happen?

(Group 1 will make a weather chart )

What happens to the river?

Can Annie Ant cross the river? Why?

Who does she see?

(Let us see the presentation of Group 2 )

How does Annie Ant cross the river?

If you were the ant, would you also

prepare and save food for your family?




1.1 Drill

Present a dialogue between two pupils using simple subject and predicate

1.2 Review

(Recall the story of Annie Ant) What does Annie Ant want to do?

Does the rat help Annie Ant?

(Let the pupils write their answer on the board)

2. Lesson Proper

2.1 Presentation

Show a picture of Annie Ant and her family.

89

Focus the pupils attention on the sentences presented on a chart.

a. Annie Ant goes home

b. The leaf is floating on the water.

c. The ants save food for their family.

Does each group of words make sense? Why?

Point out conditions on the grammar focus.

2.2 Oral Practice

Read the sentences. Find the simple subject and simple predicate in each

sentence.

The ball bounces on the ground.

My friends help me carry the heavy box.

The farmer works hard.

We will join the school activity.

My brother is hiding from me.

3. Generalization

What are the two parts of a sentence?

When do we say a sentence has a simple subject and a simple predicate?

4. Guided Practice

Match each subject in the left column with a predicate in the right column.

1. Elena a. is delicious.

2. The boys b. bark at night.

3. Mother and I c. went to church.

4. The food d. is watching TV

5. The dogs e. play basketball

5. Application

Complete these sentence parts.

1. The visitors ___________________.

2. A big lion _____________________.

3. The stars______________________.

4. ____________ sang lively song.

5. ____________ works in the farm.

6. Evaluation

Encircle the simple subject and underline the simple predicate.

1. She brings many present.

2. The winners bring home a trophy.

3. They often go to the plaza.

4. We have a smart teacher.

5. The cheerful baby played.

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A Pet Fish

My only wish is to have a fish.

Placed in a dish as fresh as it is.

I was told, not to hold the mold

Or else that fish will turn into gold.

Read the underlined words.

What common sound do you hear in the first group of words?

How about in the second group of words?


Fill in the missing consonant blend.

1. po___ 3. sco_____ 5. bui____

2. bru___ 4. ca______

3. Writing Activity

Use the following words in a sentence.

fish…. wind…. fresh…. told…..gold….post

4. Generalization

What sound did you learn today?

Can everybody sound it?

5. Fixing Skills

Read the following phrases and use it in a meaningful sentence

trash on the bag build a house

fold the paper give a cash

6. Evaluation

Choose from the following /sh/ and /ld/

1. sma___ 3. wa____ 5. fi____

2. fo____ 4. mo____ 6. pu__



Listen carefully as the teacher says the

words. Write the final consonant blends

that you hear.

1. post

2. fold

3. mold

4. cash

5. squash

Seatwork 1

Box the word with final

consonant blends /sh/, /ld/, /st/ in

each phrase.

1.Plant a squash.

2. give a cash

3.two fold umbrella

4. straight post

5. hold your tongue

Seatwork 2

Add the final consonant blend

6. thru___

7. sma___

8. bo____

9. roa____

10. fo_____

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Seatwork 2

Match the picture with the given words

1.wrist

2.bald

3. cash

4. post

5. trash

Seatwork 1

Supply the missing final consonant

blends

/sh/ /st/ /ld/

1. spla___

2. fi___

3. lea____

4. squa___

5. wri___

Seatwork 1

Pronounce the words and

identify the consonant blends

1.coast

2.splash

3.feast

4.told

5.bald


Listen as I say the words. Clap if

it ends with /sh/, /st/ /ld/

1.plant

2. fresh

3. card

4. fist

5. wild


Write words that ends with

/st/ , /sh/ , /ld/

Seatwork 2

Put a check if the word has

consonant blends /sh/ /ld/ st/

1. built

2. mold

3. smash

4. kept

5. sold

Prepared by:

Mengelyn Basaysay

Puro Elem. School

Cecile B. Dote

Dap-Dap Elem. School

92

FOURTH GRADING PERIOD 2C2IA Lesson Plan in Grade III-English

1.Objectives

A. Skills :

1. Give the meaning of each phrase through pictures

2. Answer wh-question from the story listened to

3. Infer insights from what is read or observed


Group 1: Drawing Animals in the farm

Group 2: Imitating Animal Movement

Group 3: Emoting Excitement

Group 4: Acting Out a part of the story

5. Use words that describe persons, places, animals , ideas, events

6. Identify initial consonant blend /sh/

7. Write words with initial consonant blend sh using the cursive form

B. Strategies

Read aloud Graphic Organizer

Predicting Questioning

C. Values: be contented of what you have, teamwork/ unity

II. Subject Matter

A. Story : The Goose and the Golden Egg

Author: Lily N. Nodalo

Illustrators: Ma. Bernadette Ganaban

Bernardo V. Placido Jr.


Answering wh-questions

Inferring insights from what is read or observed

C. Language Structure: Using words that describe persons, places, animals, ideas, events


Initial consonant blend /sh/

E. Writing : Writing words with Initial Consonant Blend sh using the cursive form

F. Reference : PELC – Listening, Speaking, Reading 1.2

G. Materials: storybook, pictures, cut outs, charts

III, Learning Activities

A. Discovering the Magic of Reading (DMR )

1. Motivation and Building Background

a. Show a picture of a goose. Ask: What comes to your mind when you see this

picture?

b. Introduce the big book. Say: Today, I am going to read a story. The title is “ The

Goose and the Golden Egg.” This story is written by Lily n. Nodalo and illustrated

by Ma. Bernadette Ganaban and Bernardo Placido Jr.

c.

2. Unlocking of difficulties

a. poultry farm

Show a picture of a poultry farm

93

Ask: What animals can you see in this farm?

b. golden egg

Show a picture of a golden egg and a white egg.

Ask: Which of these is a golden egg?

c. Played a joke

The teacher will share a joke

Ask volunteer pupil to share another joke

d. sharpened knife

Show an actual knife

Ask: What can you say about this object?

3. Motive Question

The story is about a goose that laid a golden egg. Find out what the farmer did to the

goose.


1. Active Reading

1.1 First Reading

Read the story to the pupils as you show the illustration on each page

1.2 Second Reading

Give them the opportunity to interact with the text. After Reading a page or

several pages, ask questions to help them predict and to monitor their comprehension.

The Goose and the Golden Egg

There was a farmer who had a poultry farm. He had

many chickens and geese. Every morning, he went

around his farm and saw to it that his pets had enough

food to eat.

One day, he saw something shining in the goose‟s

nest. He touched it. It was heavy. “This is gold”, he said.

“ Somebody had played a joke on me.”

He got the gold and showed it to his wife. He kept the

gold. The next day, he found again another golden egg.

He couldn‟t believe that his goose was laying golden

eggs.

The following day, he got up early. He went to his

poultry house and watched the goose. When the goose

left the nest, he found again another golden egg. This

time, he believed that his goose was laying a golden

egg.

He was so happy and said to himself, “ I will be a

rich man soon. I will have plenty of gold.”

That night he could not sleep well. He was thinking

of the golden egg he found everyday. He wanted to get

all the golden eggs in the goose‟s stomach.

He said, “ I know now what will I do. I‟m going to

kill the goose”

The next morning he caught the goose. With a

sharpened knife he killed the goose. He opened its

stomach. He was thinking that there were golden eggs in

it.

Do you know what he found? Nothing. There was no

golden egg.

Who had a poultry farm?

What did he do every morning in the

farm?

What did he see one day in the

farm?

Do you think the farmer was

satisfied having a golden egg

everyday?

Why did he kill the goose?

What happened after he killed the

goose?

What do you think the farmer said to

himself?

If you were the farmer, would you

have killed the goose? What would

you do?

94

4. Post Reading

2.1 Guide the pupils to answer the motive question.

2.2 Engagement Activities


Group 1: Create a poultry farm. Draw

animals in the poultry farm and

other things you see there.

Group 2: The chickens and geese walk, the birds

fly and the ducks waggle. Show how they move

as you sing “Look at Me”

Look at me (2x)

I can walk like chickens and geese (2x)

Can fly like a bird

Can waggle like a duck

Group 3: Draw the surprised faces of the farmer

when he saw the golden egg.

Group 4: The farmer was so happy and excited

with all the golden eggs laid by his goose. What

did he do upon seeing it? Act out this part.


Where does the story happen?

When does it happen?

Who are the characters in the story?

( Group I will present their work)

What do the animals do when they play?

How do they move?

( Group 2 will present their presentation )

How did the farmer feel when he saw

something shining in the goose‟s nest?

( Group 3 will do their presentation)

Was the farmer happy about the golden

egg?

What was his reaction?

What did he do?


1. Preparatory Activity

Look at the pictures. Make comparisons. Use the correct word to describe each object.

thin tall big short thick

2. Lesson Proper

2.1 Presentation

Read these sentences. Note the underlined words.

a. The goose was laying golden eggs.

b. The rich farmer was so happy.

c. He will have plenty of gold.

d. With a sharpened knife he killed the goose.

2.2 Oral Practice

Read each sentence. Study the underlined adjective. Use the same sentence but

replace another adjective for the underlined adjective. Do not change the meaning of

the sentence.

a. Mother bought pretty dress for me.

b. My younger sister is smart.

95

c. My father is hardworking.

d. I belong to a large family.

e. Her grandmother is rich.

3. Generalization

What is an adjective?

A word that describes a noun or a pronoun is called an adjective. It gives a clear

picture of the word described.

4. Guided Practice

Look for the nouns in these sentences. Underline them. Then look for the words

that describe them. Draw a circle around them.

a. We saw a huge red balloon.

b. We live in a beautiful town.

c. The large house stands beside the road.

d. The long story has a happy ending.

e. The thick forest has many tall trees.

5. Application

Study the underlined words in the first sentences. Then complete the second

sentences by writing the opposite of these underlined words.

a. The story has a happy ending. That story has a ________ ending.

b. We live in a small house. It‟s backyard is ____ with many fruit trees.

c. My report is not long. It is _____ but it has pictures.

d. My school bag is heavy. My lunchbox is ________.

e. Mountains are high. Hills are ______.

6. Evaluation

Rewrite the same sentence but use another adjective for the underlined adjective.

a. This test is difficult. d. A truthful woman is loved by many.

b. Her house is clean. e. My father loves to stay in a quiet place.

c. She is a jolly woman.



1.1 Say: Listen to some words taken from the story. I will say them twice.

shine… sharp…. show

1.2 Ask: What sound do you hear at the beginning of the words?


2.1 Look at the pictures. Name them. Where do you hear the /sh/ sound?

3. Writing Activity

Writing words with initial consonant blends.

3.1 Practice writing these words on a piece of paper. Use cursive form.

she shy shine shower shown

shall share shock should shop

shadow sheep shrimp shoes

96

3.2 Copy the following phrases. Use the cursive form.

a. shells and shrimps.

b. Shane‟s shelf

c. shining his shoes

d. shark on the shore

4. Generalization

What is the common sound you hear?

Where do you hear the /sh/ sound?

What do you call this sound? It is called initial consonant blend /sh/.

5. Application

Ask and answer the questions. Then draw a line to connect the picture to the sentence

that describes it.

a. What is Mother cooking?

She is cooking shells and shrimp

b. Where is the ball?

It is inside the shelf.

c. Where was the shark?

It was on the shore.

6. Further Practice

Study the pictures. What action word do these pictures show? Draw a line to match the

word with the picture.

a. shake

b. shampoo

c. shout

7. Evaluation

Read each sentence below. Then underline the words with initial consonant blend /sh/

a. Sheila is sharpening her pencil.

b. She had no money to buy a pair of shoes for his son.

c. You should not wash the dishes.

d. Let us go to the shopping mall.

e. They use shovel and bolos to clean the yard.



Put / if the word has initial consonant

blend /sh/

___ wash _____walk

___ shave _____she

___finish

Seatwork 2

Provide a worksheet with the following

pictures. Color the pictures with names

that begins with/sh/

Seatwork 1

Name each picture . Write the

missing letter to its name.

(shell ) ___ell

(ship ) ___ip

(shark) ___ark

Oral Work with the teacher

Say the names of the pictures.

Choose the beginning sound.

Seatwork 2

Shade the words that

begin with /sh/

shout shy

should wish

rash

Seatwork 1

Name each picture.

Write the missing

97

1. shoes

2. shrimps

3. wash

4. shell

5. wish

Seatwork 1

Provide a worksheet with the following

pictures. Write the missing letters or

consonant blends

1. (ship) ___ip

2. (shoe) ___oe

3. (shell) ___ell

Encircle it.

1. ship

2. shoes

3. shell

4. shark

5. harsh

Seatwork 2

Encircle the initial consonant

blend

1. show

2. shower

3. shout

4. shape

5. shall

letter to its name.

(shoe ) ___oe

(shrimp) ___rimp

(shelf) ____elf

Oral work with the

teacher

Show pictures of the

following . Ask pupils

to name the pictures

1. shell

2. ship

3. shark

4. shovel

5. shampoo


Lina Tanada

Fatima Lana

Imelda B. Llorando

Sonia Perea

Gogon Central School Teachers

98

I. Objectives

A. Skills :

1. Give the meaning of new words through pictures.

2. Answer wh-questions from the story listened to.

3. Identify the setting of the story

4. Infer character traits/ feelings in the story

5. Organize ideas under proper heading


Group 1: Creating a Palace Scene

Group 2: Imitating Kings faces

Group 3: Emoting feeling of unhappiness

Group 4: Acting out / pantomime

7. Use words that describes persons, place, animals, ideas, events

8. Write sentences using words that describes

9. Identify and produce words with initial and final consonant blends /ch/

B. Strategies

Read aloud

Predicting

Questioning

C. Values: Simplicity/ Be contented with what you have.

III. Subject Matter

A. Story : The Golden Touch

Author: Nerissa Forbes- Cachero

B. comprehension Strategies/ Skills

Answering wh-questions

C. Language Structure: Using words that describes persons, places animals , ideas events

D. Deciphering and Decoding: Initial and Final Consonant blend /ch/

E. Writing : Writing sentences using adjectives

F. Reference: BEC PELC B.5.4 pp 106-108 Fun in English Language

G. Materials: storybooks, pictures, flashcards, real objects, cut outs

IV. Learning Activities

A. Discovering the Magic of Reading (DMR ) 1. Pre-Reading


Ask: Do you know a king? Can you tell us about him?

a. Show picture of palace. Ask: What comes to your mind when you see this

picture?

b. Introduce the big book. Say: Today, I‟m going to read to you a story. The title is

“ The Golden Touch”. This story is written by Nerissa Forbes-Cachero. What do

you see on the cover? Talk about it. Tell the pupils that the story took place in a

palace. Have them find clues on the cover that suggest the palace setting.


a. king

Show a picture of a king. Look at the king.

Ask: What does a king do? A king rules a country. Can you act out as a king?

Who would like to be a king?

99

b. golden /gold

Show an object made of gold. Let the pupils touch it .

Ask: What can you say about the object?

c. unhappy/ sad/ lonely

Show a picture of an unhappy child. How does the child feel? Why do

you think the child is unhappy? What makes you unhappy?

1.3 Motive Question

Present the book again and ask whether we are rich or poor, we all have

wishes in life. In this story, we will find what is the ultimate wish of King Midas.


2. Active Reading

2.1 First Reading

2.2 Second Reading

Give the children opportunity to interact with the story. After reading a

paragraph. Ask questions to help them predict and monitor their comprehension.

The Golden Touch

A long, long time ago there lived a very rich king

named Midas. He loved gold more than anything. His

little daughter, Marygold, was the only thing he loved

as much as he loved gold. King Midas has a room

where he kept his bags of gold. One day as he was

sitting in his gold room, he saw a strange man who

said, “You are a very rich man, King Midas.” “Yes ,

but the gold I have is not enough. How I wish I had

the Golden Touch,” replied Midas. “Very well,

tomorrow at sunrise you shall have the golden touch,”

promised the man. Early next morning, King Midas

jumped out of his bed. He touched a chair, a bed and

they all turned to gold. His whole garden turned into

gold as he touched every leaf and flower. When he sat

down to eat breakfast, the water , fish, egg and plate

became hard and golden. When Marygold came out to

have breakfast, she touched her father‟s hand and

immediately she, too, turned to gold. King Midas

became the most unhappy man in the world. He

pleaded with the strange man to take away his Golden

Touch.

Who was the king in the story?

What do he loved most?

Where did KING Midas keep his

bags of gold?

Who gave him the power of a

golden touch?

What happened to the things King

Midas touched?

What do you think happened at the

end of the story?

What lesson did King Midas

learned?

If you were King Midas, would

you also wish for the same thing?

How would you feel if the one that

you love turned into gold?

100

3. Post Reading

3.1 Guide the pupils to answer the motive questions

3.2 Divide the pupils into groups. Each group will do an activity.

Engagement1 Engagement 2

Group 1: Draw a castle and other things that

you can see in the castle.

Group 2: Make sentences about the things

you wish or like most.

1._________________

2. ________________

3._________________

Group 3: Draw the faces of King Midas as the

things he touched turned to gold

Group 4: All the things in the earth turned into

gold. Marygold also turned into gold. Act out

the part of the story wherein King Midas

pleaded to the man to change things to its

normal self..


Where did the story happened?

Who are the characters in the story?


What do King Midas loved most?

Was he contented about the things

that he have?

( group 2 will present )

What happened when King Midas

touched the things around him?

How does he feel when things

turned to gold?

When Marygold turned into gold,

what does he feel?

( Group 3 will show different faces

of King Midas )

What lesson did King Midas

learned?

Do you think he will ask for more

gold?

(Group 4 will act out )



1.1 Drill

a. Read and track the words that describe. Tell them to draw a line to connect the

words to person, place, or a thing being described.

cute (animal ) wild

rough (person) quiet

kind (place ) soft

wide (thing ) long

yellow cheap

beautiful wonderful

b. Group the pupils and let each member of the group takes turn in giving a word

that describes and another member is telling whether the word described a person

or a thing.

101

1.2 Review

a. Present “ Jane Jan‟s Collection” in a box. Ask the pupils to take out a thing

from the box and describe it using the words outside the box.

Paper eraser chalk ring

Stone doll mirror toy car

Book pillow pencil

orange straight black circle soft white

skinny hard long

b. Let the pupils work in groups to give more answer such as:

( flower ) - small, yellow, beautiful

(ring ) - thin, round, shiny

2. Lesson Proper

2.1 Presentation

a. Reread story, “The Golden Touch”

b. Ask: What is the story about? Who is very rich king in the story? How would

you describe King Midas? Who is his daughter? Describe Marygold. Describe

King

Midas

3. Generalization

Ask: How are persons, animals, places, and things described? (persons, animals,

places, and things are described according to their number, size, shape, kind and

color)

4. Guided Practice

1. color : _____ gumamela

2. number : ____ table

3. kind: _____ books

4. size: _____ house

5. shape: ______ ball


Read the words in each gold bag. Circle each word that is being asked for

6. Application

Choose the word that best describe the picture.

1. (Rose) wilted 2. (shoes) dirty 3. (toy gun) dull

fresh new circle

old expensive new

Color

blue small

big oval

Size

small

round

green

Kind

two

pink

new

102

4. ( house) big 5. (bag ) new

tall wide

small short

7. Evaluation

Pick out the adjectives in the following sentence

1. Sing a new song for me, Ana. 4. James owns a valuable watch.

2. I heard a loud cry of a baby. 5. Beautiful sceneries attracted the tourist

3. We strolled down the dusty lane.



1.1 Say: Listen to some words taken from the story. I will say them twice.

chair touch chapel rich

chamber much

1.2 Ask: What consonant blend do you hear at the beginning of the words? At the end

of the words?

1.3 Present a set of picture with name that ends or begins with /ch/. Listen as I say them

chapel church chimpanzee

much bunch crunch

Ask: What beginning and ending consonant blend do you hear?

Listen a I name the pictures again. Then repeat after me. Let us now say the

beginning and ending consonant blends together.

2. Guided Practice

Here are words that begin/end with /ch/. Put the words with beginning consonant

at the right side on the board. Put the words with ending consonant blends/ch/

at the left side of the board

3. Presentation of Syllable Splitting

3.1 Clapping Syllable of words

Say words that begins/ends with /ch/. Make the children clap according to

the number of syllables in the word.

Example: chamber ; cham / ber

Children say the word and say it by syllables at the same time clapping two

beats. Let them clap one or twice as the case may be.

4. Generalization

Ask: What consonant blend did we learn today?

Where do you find /ch/ in words?

torch chop chef hunch check

branch chip munch watch bunch

Suggested words:

bunch champion touch

challenge China watch

chalk munch chapel

bunch lunch branch

puncher chip branch

103

5. Writing

Let the pupils write sentence with beginning/final consonant blend /ch/

6. Evaluation

A. Syllable tallying

Tally the number of syllables of words presented.

1. championship 4. punch

2. touch 5. branch

3. chopping

B. Write the word being described

1. Talking with someone - _________________

2. Hitting someone - _______________________

3. My dress cost less. It is __________________

4. A mark to show that your answer is correct - ________

5. Use to write on the board- _________________



Show picture of the

following. Ask pupils to

name the picture. Tell where

the /ch/ can be found

1. hunch 4. check

2. punch 5. chip

3. church

Seatwork2

Give the answer to each

riddle.

1. It is where people pray.

2.You get the first prize .

You are the ______

3. A country;

4. A monkey;

5. Part of a tree

Seatwork 1

Make the children check

the number of boxes that

corresponds to the

number of syllables in

the word.

1. championship

2. chop

3. checker

4. China

5. chat

Oral work with the

teacher

Give the name of the

pictures

(church)

(torch)

(chalk)

(cheap)

(cheat)

Seatwork 2

Put a check in the box if the picture

begins with /ch/ and x if the picture

ends with /ch/

1. torch

2. cheat

3. watch

4. much

5. branch

Seatwork1

Circle the words that begine with

/ch/ and box the word that ends

with /ch/

1. chat

2. chatteu

3. challenge

4. crunch

5. hunch

Prepared by:

Nancy Alagaban

Jemma Balila

Teresita Almayda

Emily Bron

104

1. Objectives

A. Skills :

1. Give the meaning of words through context clues

2. Answer questions from the story listened to

3. Act out best part of the story

4. Identify animal movement

5. Respond to the story through engagement activities

6. Use positive, comparative and superlative adjectives

7. Write words with beginning / final consonant blends

8. Identify and produce words with consonant blends at the beginning and at the end of a

word.

B. Strategies


Predicting

C. Values: Cooperation/ Teamwork

II. Subject Matter

A. Story: Man‟s Faithful Friend

Author: Nerissa Forbes- Cachero


Answering questions based from the story

C. Language Structure: Degrees of Comparison in Adjectives

D. Deciphering and decoding : Beginning and ending consonant blends

E. Writing: Writing words with beginning / final consonant blends

F. Reference: PELC

G. Materials: story book, pictures, cut outs


A. Discovering the Magic of Reading (DMR )

1. Pre Reading

1.1 Motivation

Do you have friends? Among your friends, who is your favorite or your best friend?

Why? I am going to read to you a story entitled “Man‟s faithful Friend”. This was

written by Nerissa Forbes- Cachero

1.2. Unlocking of difficulties

Choose the meaning of the following words.

a. Trust – The lady really trust the bank. She left her money in it.

(rely, hate, late )

b. companion – Nene‟s companion in the house is her cousin Mila. They go together

anywhere. (tutor, friend, enemy )

c. Faithful – Aling Nena is a faithful servant of Cruz Family. She has stayed with them

for almost 20 years.

(relative, lazy, loyal )

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1.3. Motive Question

Who is man‟s faithful friend in the story and why it is called as such?

B. Constructing Meaning ( CM)

2. Active Reading

2.1 First Reading

(Reading of the story by the teacher and at the same time showing the illustration

of what she is reading)

2.2 Second Reading

(Reading the story again by the teacher and from time to time she must give

some questions to the pupils about what she is reading.)

3. Post Reading

3.1 Guide the pupils to answer the motive question

3.2 Divide the class into groups for group activity


Group 1: Draw the main character in the story.

Group 2: Imitate how the dog moves.

Group 3: Act out well- liked part from the story

Group 4: Write down in one paragraph about

Dog as Man‟s best friend.


Who was the main character in the story?

Draw it in your paper.

I think everybody knows what a dog is….

How do dogs move…

- especially when his master arrives.

- when there are people unknown to them.

In the story, which part do you like most?

Why?

What do you think will happen to the dog‟s

master if the dog does not trust him?

Man‟s Faithful Friend

Dogs and People have been companions for thousands of years.

Dogs have been known as “ Man‟s Best Friend “ They have won

man‟s love and respect because of their faithfulness. Many dogs have

given their lives to save their masters.

People sometimes feel that dogs are even better friends than human

beings. A dog never scolds you or lies at you. A dog never judge you

for what you can do. It never take notice of what you wear or how

you cut your hair. A dog doesn‟t care how rich or poor you are or

what kind of grades you get on your school report card. In other

words the dog loves you for what you are.

Once the dog has learned to trust a person, it seems that almost

nothing can break the friendship between them.

What has been man‟s best

friend?

What did dogs do for their

masters?

Why are dogs said to be

better friends than human

beings?

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1. Preparatory Activity

1.1 Review of the past lesson

2. Lesson Proper

2.1 Presentation

It is a fine day. Mila and Nilo are talking about the new trains.

Mila: The trains are new, aren‟t they?

Nilo: Yes they are. They are fast and convenient, too

Mila: Look at the train. It looks very modern.

Nilo: But that old train doesn‟t look very modern.

Mila: Take a look at the blue train, surely it‟s the longest among the three.

Nilo: No doubt about that.

2.2 Oral Practice

Read these sentences. Note the italicized words.

The trains are new.

They are fast.

They are convenient.

The words new, fast, and convenient are adjectives because it describe nouns.

Now take a look at these. ( Teacher will show 3 different pictures of trees )

*The santol tree is strong.

* The guava tree is stronger than the santol tree

* The narra tree is the strongest among the trees.

In sentence 1. Strong describes the santol tree ( Positive Degree)

In sentence 2: Compares the santol tree and the guava tree. What

adjective is used? What is added to the word strong? When we add -er at

the end of an adjective, what does it show? (comparative degree)

In sentence 3: Compares the narra tree with the other two trees. What

happened to the adjective strong? (superlative degree)

3. Generalization

What are the different comparisons in adjective?

How will you know that the adjective is in the positive degree? comparative degree?

superlative degree?

What is added to the adjective in comparative degree? superlative degree?

4. Guided Practice

Study the list of common adjectives in their comparative and superlative forms

A: brave- braver - bravest

nice - nicer - nicest

B. big- bigger - biggest

hot- hotter- hottest

C. happy- happier - happiest

tiny - tinnier - tinniest

Which group of adjectives doubles the last letter before adding –er and –est?

Is there a letter dropped in group B before –er and –est are aadded?

What do we change to –y before adding –er and –est in group C?

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Now try to do these…..

1. large : _________ __________

2. glad: _________ __________

3. lonely: _________ __________

5. Application

Show the following adjectives in different degrees of comparison

Positive Comparative Superlative

Cold

Tall

Short

Sweet

pretty

colder

shorter

sweeter

tallest

prettiest

6. Evaluation

Choose the correct form of adjectives in the parethesis

1. Mother is ( young, younger) than Father.

2. Lance is ( healthy, healthier ) boy.

\ 3. Marikina City is ( cleaner, cleanest ) than Valenzuela and Pasay City.

4. A stone is ( heavy, heavier ) than cotton.

5. Coconut tree is ( tall, taller ) than mango tree.


1. Presentation

Listen to these words taken from the story . I will read them to you.

Companions thousands known best

Friends respect faith scold

2. Oral Practice

Let children read the words on the board by group, or individual to be assisted by the

teacher.

girl best ring climb

thief luck rank

2. Writing Activity

Using your manila paper and pen. You need to group the words on manila paper into

two. On the left side of your paper, write down those words with consonant blends at the

beginning and on the right side of your paper write those with consonant blends at the end.

3. Generalization

What kind of words did we learn today/

Based from those simple words, where can we find the consonant blends of each words?

4. Fixing Skills

(Teacher will show some pictures to the pupils and let them identify the name of that

certain picture. )

Ex. break words fly

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Show picture. Ask pupils to name

the pictures

6. flag

7. crown

8. princess

9. shoes

10. mask

Seatwork 2

Underline the consonant blend

1. playground

2. airport

3. blouse

4. bottle

5. drawn

Seatwork 1

Circle the words with

consonant blends

1. finger

2. program

3. xylophone

4. paper

5. slippers

Oral work with the

teacher

Ask pupils to give the

correct pronunciation of

the following words

1. free

2.blown

3. thorn

4. black

5. crayon

Seatwork 2

Box the consonant

blends in the following.

1. brown

2. dress

3. straight

4. train

5. nurse

Seatwork 1

Fill up the blank with

correct letters to form

A word with consonant

blend

1. ap___e

2. da___

3. um ___ella

4. ___iaght

5. ____ants

Prepared by:

Carol An Serrano

San Joaquin Elem School

prototype 2c2ia lesson plan in english gr 3

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