English 3 Tg 3rd Quarter 6v5f2q

Unit 3: Week 1 (Lesson 19) Lesson Parts Overview/ objectives

DAY 1 Literature: To Go or Not To Go (by Mil Flores-Ponciano)

DAY 2 Read and write words, phrases and sentences with oi and oy diphthongs

Realize the things to do in times of a typhoon

DAY 3 Identify the cause and the effect in sentences



Read and write words, phrases and sentences with oi and oy diphthongs

Identify and use descriptive adjectives

Pictures showing the details in the matrix of Weather Condition

Strips of sentences Learner’s Materials Activities 202-203

Learner’s Materials Activities 202-203

Presentation of pictures highlighting the cause and effect

Presentation of descriptive adjectives from the song

Post pictures of a church crashed down, ocean with big waves.

Direct teaching of the steps in finding the cause and effect in a sentence

Presentation and explanation of what descriptive adjectives are

Use Activity 205 for the sample.

Draw and write a possible result for a Grade 3 student for not ing the things to be done during typhoons Materials

Word cards

Activities 198


Word cards Big strips of paper Learner’s Materials Activities 199-201 Procedure

Unlocking of key word usig context clues

Review reading CVCe words

Motivation question

Lead the class in the decoding lesson using Activity 198

Motive question

Ask pupils to create

Read-aloud of the selection with discussion questions Post Reading: Discussion of the selection highlighting the importance of following the weather guide Enrichment: Pupils draw and write a possible result for a Grade 3 student for not ing the things to be done during typhoons.

Matching of pictures and phrases to show a cause and effect Identification of the cause and effect

Using adjectives in sentences Writing sentences using adjectives

sentences using the adjectives from the web. Show pictures and let the children describe it to form sentences.

Unit 3: Week 1 (Lesson 19) To Go or Not To Go Pre-Reading 1.

Unlocking/Vocabulary & Concept Development (PAGASA, typhoon signal) Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and Astronomical Services istration. PAGASA is a Philippine national institution dedicated to provide flood and typhoon warnings, public weather forecasts and advisories, and other specialized information and services for the protection of life and property and in of economic, productivity and sustainable development. Ask the following questions. a.What is PAGASA? b.What kind of office is it? c. How does that office serve people? Say: Let us see if you clearly what PAGASA is. Refer the pupils to Activity 195 on page 224 for the word comprehension exercise.

2.

Motivation: When there is a typhoon signal, what do you do?

3.

Motive Question: In the selection, find out when you should not go to school when there is a typhoon.

During Reading 

Read aloud the selection. To Go or Not To Go Mil Flores-Ponciano It is typhoon signal number 1 in North Luzon. “Do I have to go to school today? Will there be classes?” Almira wonders.

Have you asked the same questions yourself? Use the guide from Philippine Atmospheric Geophysical and Astronomical Services istration (PAGASA) to decide if you have to go to school or not when there is a typhoon. Listen to the weather forecast of PAGASA every six hours. Guide the pupils in reading the text from matrix title, column headers, and column details to show them how information in table form is read. Refer to Activity 196 page 225 for the matrix part of the selection.

TYPHOON CONDITION GUIDE Typhoo n Signal

1

Weather Condition

pictures of

Class Suspension

What I Can Do



Preschool

Bring an umbrella and go to school.

  

Preschool Elementary High School

Stay at home.

  

2

Twigs and branches of small trees may be broken. Some banana plants may be tilted. Some houses of very light materials (nipa and cogon) may be partially unroofed. pictures of 

3

Some coconut trees may be tilted with few others broken.  Few big trees may be uprooted.  Many banana plants may be downed.  Rice and corn may be badly affected.  Large number of nipa houses may be partially or totally unroofed. pictures of    

4

Many coconut trees may be broken or destroyed. A large number of trees may be uprooted. Rice and corn crops may suffer heavy losses. Majority of all nipa and cogon houses may be unroofed or destroyed.  There may be widespread disruption of electrical power and communication services. pictures of    

Many large trees may be uprooted. Rice and corn plantation may suffer severe losses. Most residences and buildings may be severely damaged. Electrical power distribution and communication services may be severely disrupted.

Preschool to Tertiary

As A Grade 3 Pupil

Prepare to evacuate (if needed). Go with the family to strong buildings.

All levels and Government Offices (private and public)

Cancel all travels and outdoor activities.

Post Reading 1.

Discussion Questions 1. 2. 3. 4. 5.

What was Almira’s problem? What helped her solve her problem? What is found on the Weather Condition Guide? Describe the environment if it is signal number 1. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number 3? Signal number 4? 6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number 3? Signal number 4? 7. What would probably happen if preschoolers go to school? 8. What might happen if you would not bring an umbrella with you?

2.

Engagement/Enrichment Have the class go over the typhoon condition guide and have them answer the questions that follow. Refer to Activity 196. Group your pupils into four. Ask questions and provide activities to highlight the value of the weather guide. Emphasize the value of following the guide after each group presentation. Refer your pupils for group task to Activity 197. Now you can decide on the things you need to do when there are typhoon signals. Lesson 19 Day 2: Decoding/Fluency/Writing

Review of Decoding Lessons in Quarter 2 These include CVCe words with long a, e, i, o, and u sounds ending in silent e from Quarter 2 and the Grade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes include vocabulary words learned in the literature lesson in Day 1.) Skill Lesson: Words with oi and oy diphthongs Refer your pupils to Activity 198. Lesson 19 Day 3:

Identifying a Cause and Effect Relationship

Skill Lesson: Using Descriptive Words 1.

Presentation/Introduction Post the four pictures in random order on the board. Ask pupils to describe what each picture shows. Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe what you see in the first picture. What typhoon signal do you think can make our surroundings look like this? Post the strip of paper with “Typhoon Signal Number 1”. (Use the same set of question and continue posting the strip of paper) until you reach Typhoon signal number 4. Say: While looking at the picture of the surroundings during typhoon signal number 1. Ask: Why are some branches of trees broken? Wait for the answers and explain that it is because of Typhoon signal number 1. Typhoon signal number 1 is the CAUSE and some branches of trees are broken is the EFFECT or RESULT. Say: While looking at the picture of the surroundings during typhoon signal number 2. Ask: Why are roofs of some nipa houses gone? Wait for the answers and explain Because it is Typhoon signal number 2 that is why roofs of nipa houses are gone. Typhoon signal number 2 is the CAUSE and the roof of nipa houses are gone is the EFFECT. Say: While looking at the picture of the surroundings during typhoon signal number 3. Ask:

Why are many coconut trees broken and destroyed? Wait for the answers and explain Because it is Typhoon signal number 3 that is why many coconut trees are broken and destroyed. Typhoon signal number 3 is the CAUSE and many coconut trees are destroyed is the EFFECT. Say: While looking at the picture of the surroundings during typhoon signal number 4. Ask: Why are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and large trees are uprooted is the EFFECT. pictures of Some coconut trees may be tilted with few others broken. Few big trees may be uprooted. Many banana plants may be downed. Rice and corn may be badly affected. Large number of nipa houses

pictures of Twigs and branches of small trees may be broken. Some banana plants may be tilted or downed. Some houses of very light materials (nipa and cogon) may be partially unroofed.

pictures of Many large trees may be uprooted. Rice and corn plantation may suffer severe losses. Most residences and buildings may be severely damaged. Electrical power distribution and

pictures of Many coconut trees may be broken or destroyed. A large number of trees may be uprooted. Rice and corn crops may suffer heavy losses. Majority of all nipa and cogon houses may be unroofed or

Refer pupils to Activity 199. 2.

Modeling/Teaching Say: There is a cause-effect relationship in the sentences for the pictures. A CAUSE tells the reason why something happens or has to be done. An EFFECT tells the result or effect of an event or an idea. There are steps on how to identify a cause and an effect. Refer the class to Activity 200.

3.

Guided Practice Form four groups of students. Let the pupils in each group identify the cause and the in columns 1 and 3 of the matrix in To Go or Not To Go. Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card. Tell which is the cause and which is the effect. Refer pupils to Activity 199B.

4.

Independent Practice Let pupils identify the cause and the effect in columns 1 and 4 of the matrix in To Go or Not To Go. Refer pupils to Activity 200B,C, and D. Say: Study the pictures and phrase cards. Pair them and tell which is the cause and which is the effect.

Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives Skill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy Diphthongs Skill Lesson: Words with oi and oy diphthongs Refer your pupils to Activity 202 A and B. Skill Lesson: Descriptive Adjectives 1.

Presentation Read the following sentences: 1. There was a strong typhoon. 2. The big trees were uprooted. 3. There was heavy rain. 4. The streets were flooded. 5. The small houses were destroyed.

2. Modeling/Teaching 1. In the first sentence, what word tells about the typhoon? Underline. 2. In the second sentence, what word tells about the trees? Underline. (Do the same until the fifth sentence.) Say: Let us all read the underlined words together. (Repeat after me.) What do we call them? What kind of words are these? What are adjectives? These are called adjectives. Adjectives are words that describe. Say: There are words that describe a person, a place, or an object. These words tell how something or someone looks like or what something is. Words like: important, honest, fair, kind and good are adjectives. 3.

Guided Practice Say: How do we know if a word is an adjective? Let us read the tips inside the box. Refer pupils to Activity 202C.

4.

Independent Practice Refer pupils to Activity 203.

Lesson 19 Day 5: Fluency/Forming sentences using adjectives Skill Lesson: Words and a story with digraph oi as in oil and oy as in boy Refer pupils to Activity 204A and B. Skill Lesson: 1.

Presentation/Introduction Post pictures of a church crashed down, ocean with big waves, and provide words such as old and big. Say: Can you make a sentence out of these pictures and words? Or let the children think of other adjective to describe the pictures. Ex. The old church was crashed down.

2.

Modeling/Teaching Please refer to Activity 205 for the web and chart sample. From the words in the web, help pupils form sentences with adjectives. Use the chart below. Noun Sandra

Linking Verbs had

Adjective expensive

Noun watch

Ex. Sandra had an expensive watch. Sandra had an expensive car. 3.

Guided Practice Ask pupils to create sentences using the adjectives from the web through the help of the chart. Refer your pupils to Activity 205 for the sample chart.

4.

Independent Practice Show pictures and let the children describe it to form sentences.


Materials

DAY 1 Literature: A Learning Experience for Malou Read words, phrases and sentences with au and ow dipthongs Word cards

DAY 2 Use descriptive adjectives Read words, phrases and sentences with au and ow dipthongs Learner’s Materials Activities 208-210


DAY 3 Identify fact from opinion Read words, phrases and sentences with au and ow dipthongs Pictures showing the details in the matrix of Weather Condition

DAY 4 Write simple sentences and use correct punctuation marks Read words, phrases and sentences with au and ow dipthongs Copy of “Important Rules” song Strips of sentences

Word cards Big strips of paper


Learner’s Materials Activities 211-213 Procedure

Unlocking of key word using pictures

Decoding Lesson using Activity 208

Decoding lesson using Activity 211.

Motivation question

Present some sentences with descriptive words taken from the selection.

Present some sentences to teach fact and opinion.

Discuss what describing words are

Have the class do Activity 212 with your guidance then Activity 213 independently.

Motive question Read-aloud of the selection following DRTA Post Reading: Discussion of the selection

Have the class do

Differentiate an opinion from a fact.

Present sentences with the following punctuation marks: period, comma, question mark and exclamation point. Discuss when to put each mark and what type of sentence requires each.

DAY 5 Summative test

Have the class do Activity 207.

Activity 209 with your guidance then Activity 210 independently.

Have the class do Activity 214.

Unit 3: Week 2 (Lesson 20) A Learning Experience for Malou Pre-Reading 1.

Unlocking/Vocabulary and Concept Development (freedom, patriotic, symbol) Show a picture of a dove. Say: This is a dove. It symbolizes peace. Dove is a symbol for peace. Show a cut-out of a heart. Say: This is a heart. It symbolizes Valentine’s Day. The cutout of a heart is a symbol. A symbol is a thing that represents or stands for something else, especially a material object representing something abstract. Who can give me another symbol that you can see in our classroom or outside? Call a child in front of the class. (Before he says something, tell the child that he can only do or say something that is good in front of the class.) Say to the child: Do whatever you want but see see to it you don’t harm other children in the class or destroy the things inside the class. He can do whatever he wants that do not harm other people and property because he has freedom. Freedom is the power or right to act, speak, or think as one wants without hindrance or restraint. Show pictures of Philippine heroes. Say: Our heroes are patriotic. They fought for our country. Singing Lupang Hinirang with respect is a sign that you are patriotic. A person is patriotic if he expresses strong love for his country. Are you patriotic? How else do you show it? Refer the pupils to Activity 206 for the vocabulary development check up.

2.

Motivation Question Describe how our Philippine flag looks like.

3.

Motive Question What do the colors of our national flag mean? During Reading

1.

Read aloud the story using DRTA to let the pupils predict as they read along the story. A LEARNING EXPERIENCE FOR MALOU By: Dinah C. Bonao Malou came home from school. She was very happy. “You look so happy.” Mother noticed. “How was school?,” she added. “It was fine, Mom. I learned many things in school today. I learned that a flag is a national symbol. It represents our country,” replied Malou. “ Yes, the Philippine flag is one of the most beautifully designed flags in the world,” said Mother. “Our flag is made up of three colors. These are blue, red and white with a golden yellow sun. The sun has eight rays. These stand for the eight provinces that fought for the

freedom of the country. It has also three stars representing the three major islands of the country—Luzon,Visayas and Mindanao,” said Malou. Father added, “We Filipinos should respect our flag. Doing so shows that we love our country.” “Yes! I think Filipinos are the most patriotic people in the world. We are willing to give up our lives for the Philippines,” Mother explained. “ That’s right, Father. That is why I make sure that I always show my love for our country,” Malou said proudly.

Post- Reading Discussion Questions 1. 2. 3. 4. 5. 4. 5.

Who is the girl in the story? What did she learn? Why was she so happy in school? What do the sun’s eight rays stand for? What do the three stars represent? Why are Filipinos considered as patriotic people? Give three ways how to show respect for our flag. How can you show your love and concern for your country? Engagement Activity Refer the pupils to Activity 207. Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives

Skill Lesson: Words and Sentences with au and aw diphthongs Refer your pupils to Activity 208. Skill Lesson: Using Descriptive Adjectives 1. Presentation/Introduction Present the following sentence strips taken from the selection.

1. Almira has a square bag. Describe the bag of Almira. Her bag is _______. ( square)

2. The Philippine flag has yellow stars. Describe the stars on our flag. ( yellow)

3. Blue, red and white are the three colors of our flag.

What are the colors of our flag? (blue, red and white)

2.

4. The Philippine flag is rectangular.

What shape is our flag? (rectangular)

5. The white part of our flag is triangular.

What word describes the white part of our flag? ( triangular)

Modeling/ Teaching (Note: Ask the pupils to underline the descriptive words or words that describe. Draw out from them that these words are adjectives. Pupils should be able to explain further that adjectives describe a noun or a pronoun which show their color and shape. Give more examples of descriptive adjectives.) Ask: What are adjectives? (describing words) Process this sentence by sentence: 1. In sentence 1, how does the adjective describe the bag?(by telling about it’s shape) 2. In sentence 2, how does the adjective describe the stars?(by telling about their color) Sentence 3, 4, 5, What words does an adjective describe? (noun or pronoun) The girl is wearing a red dress. Mother bakes five cupcakes. I have a new toy.

3.

Guided Practice Refer your pupils to Activity 209.

4.

Independent Practice Refer your pupils to Activity 210. Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion

Skill Lesson: Sentences with au and aw diphthongs Refer your pupils to LM Activity 211. Skill Lesson: Fact and Opinion 1.

Presentation/ Introduction Present the following sentences on the board. 1. The Philippine flag is made up of three colors. 2. There are three major islands in our country. 3. The Philippine flag is one of the most beautifully designed flags in the world. 4. Ms. Almira Santos thinks that Filipinos are all very patriotic people. 5. Fr. Cruz believes that the Philippines is a peaceful country.

2.

Modeling/ Teaching Ask: What do you notice with the first two sentences? Does it tell something that is already proven and accepted by everyone? What do you notice with the third, fourth and fifth sentences? Does it show judgment, feeling or attitude about someone or something? What word/s in the sentence gives a clue that it is a thought or judgment? Say: A sentence states a fact if it can truly happen and it can be proven. A sentence states an opinion if it can happen only in the mind of a person and it cannot be proven to be true. The words “I think, I believe, in my opinion, etc. signals an opinion statement. Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the Guided Practice. Give more examples of fact and opinion statements.

3.

Guided Practice: Refer your pupils to Activity 212.

4.

Independent Practice: Refer your pupils to Activity 213.

Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks

1.

Introduction/ Presentation/Modeling Present sentence strips from the story “A Learning Experience for Almira." 1. The sun has eight

rays.

3. Visayas is the

smallest island in our country.

2. Our flag is made up of three colors.

4. Filipinos are the most patriotic people in the world.

Ask some students to read each sentence. Ask after each reading: What punctuation is used to end that sentence. The following sentences are telling sentences. We use a period to end each sentence. Let us have some examples that use other punctuation marks. Ask some students to read the sentences aloud. The colors of the Philippine flag are white, yellow, and blue.

The three big islands in the Philippines are Luzon, Visayas, and Mindanao. Ask: What punctuation mark is used to end the two sentences? After the answer is given, say: These are telling sentences. There is another punctuation mark that is used in the two sentences. What is that? Can you tell us why we use comma in between those words? We use comma to separate ideas or words that we are enumerating. Let us have another set of sentences. Notice the punctuation marks in each sentence. Ask some students to read the sentences aloud. What is the capital city of the Philippines? “We will fight for your honor!” our heroes pledged to our country. Ask: What punctuation mark is used to end the first sentence? Why do you think we need to use a question mark? It is a sentence that asks for something. What punctuation mark is used to end the second sentence? Why do you think we need to use an exclamation point at the end of this sentence? It is a sentence that tells a strong feeling.. 2.

Guided Practice: Refer your pupils to LM Activity 214A.

3.

Independent Practice: Refer your pupils to LM Activity 214B.


DAY 1

DAY 2 Distinguish a cause from an effect

DAY 3 Identify and use adjectives in comparative degree

DAY 4 Identify simple and compound sentences

DAY 5 Form compound sentences

Read and write words with ou and ow diphthongs

Read and write words with ou and ow diphthongs

Read words, phrases and story with ou and ow diphthongs

Read and write words, pharses and sentences with ou and ow diphthongs

Role play the importance of following school rules Words in envelopes

C and E chart

C and E chart

Sentence chart

C and E chart

Detective Sinegata Chart

Sentence strips



Pictures

Word cards


Literature: The Monster Who Came to School Realize the importance of following school rules

Materials


Learner’s Materials Activities 215-216 Procedure

Unlocking of key words using the Think-Go-Stop Game

Presentation of sentences through the Say-Do-Don’t – Game

Motivation question

Direct teaching to distinguish a cause from an effect

Motive question Read-aloud of the selection using DRTA Post Reading: Discussion of the selection

Group Activity: Students have to distinguish which sentence is a cause and an effect

Presentation of pictures highlighting cause and effect Direct teaching of steps on how to identify the cause and effect in a sentence Matching of pictures and phrases to show a causeeffect relationship Cause and Effect sentence identification

Presentation of a chart to show simple and compound sentences Presentation and explanation of how compound sentences are formed Combining simple sentences to form compound sentences

Completion of a table showing sentences about the importance of following school rules Direct teaching of determining an effect based on a given cause Writing an effect

highlighting the importance of school rules Enrichment: Role play the importance of following school rules.

Group Activity: Students have to complete a chart of school rules and effects if we break them.

Completing a chart with compound sentences

based on a given cause Writing an effect based on a given cause

Unit 3: Week 3 (Lesson 21) The Monster Who Came To School

Pre-Reading 1.

Unlocking/Vocabulary & Concept Development Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U, L ,E , S will form the groups. (Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of letters are numbered from one to seven. If you hear the word THINK, listen for the clues about the word. If you hear the word GO -start arranging the letters and if you hear the word STOP- say the word.) Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The word starts with a “g” and ends with a “d”. This is the hint. Look at me. (Grab something in the table.) What did I do? Form the word GO. Give the group at least one minute to form the word, then say STOP. Ask the group one after the other to say the word that they formed. Go around to check their output. Put the first word in the web. Follow the procedure. Here are the suggested clues: Screamed – demonstration Pounded – demonstration Poked – demonstration Dumped - demonstration

monst er

2.

Motivation Imagine a school with a monster, what do you think will happen? Let pupils their share ideas about the given question. As partners share ideas about the question, post and use the pupils’ responses. Let pupils’ ideas freely flow.

3.

Motive Question What do you think will Andy and his classmates feel meeting a monster at school?

During Reading (Note: Before the reading time begins, the teacher assigns some pupils for the role play of some story parts.) The Monster Who Came to School When Andy got on the bus on the first day of school, he saw a monster! Andy was very surprised. He did not know that monsters were allowed to go to school. But there the monster was. It was making all kinds of noise and would not sit down. It climbed on the seats and put its head out the window. It took up so much room that Andy had no place to sit. “Wow, that monster sure is noisy! I’ll bet it isn’t even supposed to be here,” Andy whispered to Vicky. STOP AND ASK: What do you think will the teacher feel when she sees a monster in school? But Andy’s teacher was not at all surprised to see the monster entered the classroom. It pushed ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy and the other children sat at their places, the monster started to throw the toys. Stop that!” said the teacher. “Even monsters are not allowed to throw toys.” The monster dropped the toys and started screaming. It screamed so loudly that no one could hear the teacher. “Be quiet!” the teacher finally said. The monster stopped screaming and the teacher said, “It’s time to play outside.” STOP AND ASK: What do you think would the monster do? Everyone stood up and walked to the door—everyone except the monster. It ran out the door without waiting for directions. Outside, the monster continued to behave like a monster. It pushed some children and took toys from others. It climbed up the slide the wrong way and sat at the top so no one else could slide down. When the students returned to the classroom, the teacher tried to read them a story. But the monster shouted and laughed and no one could hear. Then it pulled the toys off the shelves again. It would just not listen! At lunchtime, the monster grabbed other people’s sandwiches. It dropped food on the floor on purpose and poured its milk on the table. Later, when it was time to paint, the monster ran around the room painting big, black lines on the other children’s pictures! When the children formed a circle and tried to sing, the monster jumped around and stepped on their toes. It pounded on the piano until the teacher had to close it. At rest time, the monster laughed and talked and poked the children and even pulled their hair. “Come here!” said the teacher, who was very angry. “You are a real monster! Monsters are not allowed at school. Go away and never come back!” STOP AND ASK: What do you think will the monster do?

The monster burst into tears! Everyone was astonished. “I’m sorry!” cried the monster. “I’ve never been to school before. I didn’t know it was against the rules to shout and run and push, or to grab and throw things. Please don’t tell me I can’t come back! I will try to learn if you all will help me.” The teacher asked the children what they thought. The children decided to make a list of rules. They would let the monster stay---if it followed the rules. The monster worked hard to learn how to behave, and soon it knew all the rules, just the way all the children did.

Post Reading 1.

Discussion Questions 1. 2. 3. 4. 5. 3.

How did Andy feel seeing a monster at school? How did the monster behave? Why do you think did the monster behave that way? What did the monster really want? What rules inside the classroom did the monster learn? Why is it important to follow school rules?

Say: Let us look at what we have written about the question: Imagine a school with a monster. What do you think will happen? Are your answers similar to what happened in the story? What are your proofs? How did the monster’s behavior change? Say: This time, at the count of one, two, three, start working with your group mates. (Note: Have the pupils decide on what they should draw or role play an assigned story part.) 2.

Engagement Activity Refer to Activity 216.

Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect Skill Lesson: Words with ou and ow diphthongs Refer your pupils to Activity 217. Skill Lesson: Cause and Effect 1. Presentation/Introduction Link-lines-in Say: Let us have the SAY DO- DON’T game. Say DO if the line I will read or illustration I will show is a good thing to be done in school and Don’t if it is not. Ready? 1. 2. 3. 4.

I will walk at the corridor. I will chew gum during class hours. I will attend class regularly. I will be attentive during class discussion.

5.

I will leave my desk clean and orderly.

Ask: Why did you say Do ? Why did you say Don’t ? (Note: Post the Cause and Effect Chart. Then write pupil’s ideas on the chart.)

Cause and Effect Chart Cause

Effect

Say: If you chew gum during class, what will happen? If you run at the corridor, what will happen? If you attend class regularly, what will happen? Do you the monster in the story, The Monster Who Came to School? How did it behave at school? The monster’s misbehavior had effects on the children, teacher, and on the school as a whole. Cause and Effect Chart Cause The monster took so much space at the bus. The Monster screamed loudly. While the teacher was reading a story, Monster laughed and shouted. At rest time, the monster pulled children’s hair.

Effect

2.

Modeling/Teaching Say: In order to find the effect, ask what happens next? To find the cause, ask why something happened? There are some clue words to identify the cause and effect. These are so, since, because and if. (Present some sentences with the aforementioned clue words.) Can we now complete the C and E Chart? Again, what question would you ask to find the cause? To find the effect?

3.

Guided Practice Say: At this moment, we are going to work in trios. To deepen our understanding about identifying cause and effect, we will have this activity called Show-Cause-Effect.Each group will be given an envelope containing different sentence strips. These strips can either show cause or an effect. The fastest trio to get the right answers will receive a ‘Thumbs Up’ Card. Say: You decide together to get the correct clue words for cause and effect. (Note: In envelopes, each group should receive 2 pairs of sentence strips. Pupils’ answers should be posted in the Cause and Effect Chart.) Sample sentence strips: You forget to return a borrowed book from a friend. She feels hurt and avoids you.

You tease friend at school.to the teacher. The pupils alisten attentively you. They easily understand the lessons. You tease a friend at school. You fell asleep in class. Your teacher asked you to stay after class.

Your socks don’t match. You feel uncomfortable.

You spilled water on someone in the canteen. He was a bit angry.

4.

Independent Practice Refer your pupils to Activity 218 Say: This time, work in groups of six. Trios should together to form the groups. You will talk about the rules that you need to follow in school. Groups T and E: Complete the What if We Break the Rules Chart. What if We Break the Rules Chart Rules at school

Effects if we break the rules

Groups A and M: Make a Thumbs UP card for a person/ group/team who follow school rules. Then write a simple note showing your appreciation to them. (Note: The group’s output should be presented before the class.)

Lesson 21 Day 3: Fluency/Writing/Comparative Degree of Adjective Skill Lesson: ou and ow diphthongs (Note: Make sure that before asking the class to read the words in Activity 219, have some vocabulary development activity. You may show picture of each word, then ask the class to connect each word with the picture.) Refer your pupils to Activity 219. Skill Lesson: Comparative Degree of Adjective 1. Presentation/Introduction Before class begins, post the ‘More fun with things around us! Observe the pupils’ responses as they do the I-Stand activity. More fun with things around us! Give each pupil names of animals and other things that they can compare.

(Examples: dog – cat carabao - goat

Rose – Sampaguita 1liter bottle - 500mL bottle

horse – goat helicopter - airplane

Assign some pupils to serve as post. Each of them will be holding each of the following adjectives: big - bigger

fragrant – more fragrant tall - taller

fast - faster

Say: I will be giving you names/pictures of some objects or things, and animals. While holding it, think how these objects/animals are different from each other. Ask the pupils holding the pair of adjectives to go in front of the class one after the other. Say: Listen to my questions. Ask: Which is bigger? Dog or cat? Carabao or goat? Ask the children holding the animals to go to the right post: big or bigger. Do the same with the remaining pair of adjectives. 2. Modeling/Teaching Ask the following questions, then, write on the board pupils’ answers. Which are big? Which are bigger? Which is fragrant? Which is more fragrant? Which is tall? Which is taller? Which are fast? Which are faster? Suggested sentences. The cat is big but the dog is bigger. The goat is big but the carabao is bigger. Or The cat is big. The dog is bigger than the cat. One person

Two persons, places or things compared

big

bigger

fragrant

more fragrant

tall

taller

fast

faster

Ask: How many animal is being described in the sentence the cat is big? What adjective was used to describe the cat? How many animals are being compared in the sentence, the dog is bigger than the cat? What adjective was used to compare the dog with the cat? (bigger) What happened to the adjective “big” when we use it to compare two animals? Use the same pattern of questions to the remaining sentences. 3.

Guided Practice Let your pupils form dyads. Each pair will be given description strip. Refer pupils to Activity 220.

4.

Independent Practice Refer pupils to Activity 221. Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences

Skill Lesson: A Story with ou and ow Diphthongs Refer your pupils to LM Activity 222. Skill Lesson: Cause and Effect 1.

Presentation/Introduction Post the Cause and Effect chart completed yesterday by each group. Cause

Effect

Talking or laughing loud during class discussion. Pouting lips while teacher is explaining. Staying out during class hours Talking with the mouth full

Say: Look at the cause and its possible effects. So what are we going to do? We need to follow rules. Always remind ourselves that following rules is important. Let us learn more about rules. 2.

Modeling/Teaching Say: Listen as I read the sentences in the chart. Sentence Chart Simple sentence

Compound sentence

I run at the corridor

I saw a monster so I run at the corridor.

I chew gum during class hours.

I chew gum during class hours but my teacher

didn’t notice me. I listen attentively.

I listen attentively and I the discussion.

Say: Do you have any observations on the way the sentences under simple sentences are formed? How about the sentences under compound sentences? Let us study these. I saw a monster./I run at the corridor. I chew gum during class hours./My teacher didn’t notice me. I listen attentively to my teacher./I participate in the discussion.

Say: Compound sentences consist of two simple sentences or two independent clauses 3.

Guided Practice Refer your pupils to LM Activity 223.

4.

Independent Practice. Refer your pupils to LM Activity 224.

Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound Sentences Skill Lesson: Words and Sentences with ou and ow Diphthongs Refer your pupils to LM Activity 225. Skill Lesson: Compound Sentences 1. Presentation/Introduction Present picture of a boy holding a stick and a girl holding a rug. Say: Can you tell what the boy and the girl are holding? Can you form a sentence from the pictures? Ex. The boy is holding a stick. The girl is holding a rug. 2. Modeling/Teaching Write their answers on the board for discussion. Say: How many sentences do we have? Can you make these two sentences into 1?how? Show some helping words such as: for, and, nor, but, or, yet, and so to combine these sentences. Ex. The boy is holding a stick but the girl is holding a rug.

3. 4.

Let the children form sentences based on the new pictures. Guided Practice Refer your class to LM Activity 226. Independent Practice Refer your class to LM Activity 227.


DAY 1 Literature: The Country Mouse and the City Mouse Understand that contentment and the ability to adapt are important

Materials

Write a note on what to be done by the Country Mouse Word cards Learner’s Materials Activities 228-229

DAY 2 Read and write words with oa digraph as in goat

DAY 3 Identify and write complex sentences

Identify several effects based on a given cause

Read and write words, phrases and sentences with “oa” diphthong

Read and write words, phrases and sentences with “oa” diphthong Diagram of the events in the story used in Day 1 Learner’s Materials Activities 230-232

Sentence strips Learner’s Materials Activities 233-234

DAY 4 Compare and contrast objects, persons and places Read and write words, phrases and sentences with “oa” diphthong

Venn Diagram Word wards cell phone and telephone Learner’s Materials: Activities 235-236

Procedure



Presentation of sentences using big strips of paper

Reading of the story using DRTA

Presentation and discussion of the diagram of events of the story The Country Mouse and the City Mouse highlighting an event that show the cause and events that show effects

Post Reading: Discussion questions to highlight the importance of contentment and ability to adapt

Explanation that a cause may have several effects and how to identify the several effects of a cause

Interview of persons in school

 

Unlocking of words in the story using context clues Motivation Question Motive Question

Direct teaching of how complex sentences are formed

Writing a three-sentence

Presentation of cell phone and telephone to give avenue for comparison and contrast Direct teaching on comparison and contrast Listening to a story for comparison and

DAY 5 Summative test

Engagement Activity: Writing a note on the right thing the Country Mouse should have done

Listening to a short story to identify a cause and its several effects Presentation of a short dialogue with cause and several effects based on a short story heard

paragraph using complex sentences.

contrast Presentation of a skit showing how the characters in the story differ from one another.

Unit 3: Week 4 (Lesson 22) The Country Mouse and the City Mouse Pre Reading 1. Unlocking/Vocabulary & Concept Development Unlock the difficult words below using pictures. (feast, ham, jellies, nibbling) Refer your pupils to LM Activity 228 to check if the words were understood. 2.

Motivation Question: Have you been in a city/province? What experiences did you have in the city/province?

3.

Motive Questions: What are the experiences of the City Mouse in the province? What are the experiences of the Country Mouse in the city?

During Reading Say: Listen as I read ‘The Country Mouse and the City Mouse’. During the question and answer part, use gestures and voice dynamics to further help the pupils know the meaning of some difficult words in the text such as terrible, nibbling, etc. Limit the responses of the pupils by calling only two in every question. The Country Mouse and the City Mouse Adapted One summer, the Country Mouse invited his friend, the City Mouse, to have dinner at home. So, the Country Mouse prepared corn and camote for dinner. While eating, the City Mouse said, “You hardly have anything to eat here. Come to the city and I will show you such rich feast in my place.”

STOP AND ASK: 1. Who was invited for dinner? 2. What did the Country Mouse prepare for his friend? 3. Did the City Mouse get satisfied with what his friend offer? Why? Why not?

The Country Mouse was so curious about the city life. So, he decided to go with his friend. When they arrived, the Country Mouse looked around the house and he was so surprised! There were all kinds of food on the table. There were ham, cheese, jellies, cakes, and fruits. The Country Mouse started nibbling the cheese. “So delicious! I have never tasted anything like this,” he said.

STOP AND ASK: 1. 2.

Why did the Country Mouse decide to go to the city? If you were the Country Mouse, would you stay long in the city? Why?

Suddenly, before the Country Mouse barely took another bite, he heard some scratching sound. “Meow! Meow!” the cat said, approaching the dining table. “Run,” yelled the City Mouse. They ran to the corner as fast as they could.

STOP AND ASK: 1. What did the two friends hear? 2. What did they do when they saw the cat? 3. If you were one of the mice, would you also run away from the cat? Why? “What is that?” asked the Country Mouse shaking his body. “A cat. Once he gets you, he’ll eat you up,” said the City Mouse. “This is terrible. I think I will go home. I’d rather have corn and camote in peace than sugar and cheese in danger,” said the Country Mouse to his friend. So, he went back to his home with a happy heart.

STOP AND ASK: 1. What did the County Mouse decide to do? 2. What did the Country Mouse mean when he said “I’d rather have corn and camote in peace than sugar and cheese in danger”? 3. If you were the Country Mouse, would you also decide to leave the city? Why? Why not? Post Reading 1.

Engagement Activity How can you help the Country Mouse? Write him a short note of advice. For the instruction of the activity, refer your pupils to LM Activity 229.

Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect

Skill Lesson: Words and Phrases with Digraph oa Refer your pupils to LM Activity 230. 1.

Presentation/Introduction

(Note: Present the diagram of events of the story The Country Mouse and The City Mouse.) Say: Let us go back to the story. What did the Country Mouse decide to do at the beginning of the story? What were the results of the Country Mouse’ decision/act?

The Country Mouse got surprised at what he saw on the table.

The Country Mouse went to the city.

The Country Mouse saw and ate a lot of different food served on the table.

The Country Mouse together with the City Mouse were chased by a big cat.

Ask: What are the results or the effects of the Country Mouse’ visit to the city? 2.

Modeling/Teaching Let us take a look at the sentences that we formed from the diagram. a. The Country Mouse decided to visit the city because he was too curious about what the city looks like. b. The City Mouse and the Country Mouse ran to the corner of the house so they can hide from the cat. c. So that Country Mouse can have peace of mind, he decided to go back to the farm. Discuss how the clue words (because, so, so that) can help the pupils find out which part of the sentence tells the cause or the effect. By simply examining the cause-and-effect diagram above, is it possible for a cause to have several effects? :  A cause is why something happens. To find a cause, look for a reason why something happened.  An effect is what happens because of the cause. To find an effect, look for the results of the cause.  Usually, a cause always happens first. Then it is followed by the effect.  Clue words such as because, so, and so that are often used to help you understand cause and effect in a sentence.

3.

Guided Practice

Say: I will read a selection to you. Listen well and complete the diagram of Cause and Effect in your notebook. Refer your pupils to L22D2-Worksheet_, LM page_. (Note: Read the selection aloud.)

Reasons Why People Move to the City There are many reasons why people move to the city. There are lots of jobs in big buildings, hospitals, schools, and offices. They move to the city because colorful lights along its busy streets interest them. People are busy and active. The city is a place where new things could be found. 4.

Independent Practice Say: Listen as I read another selection to you. Based on the selection, present a short dialog showing the cause and several effects. Refer your class to LM Activity 232. Things Happen When People Move to the City Many people move to the city. Everything becomes different. The cities become crowded; there are so many cars on the streets. Traffic moves slower. Collecting garbage becomes a bigger problem.

Lesson 22 Day 3: Fluency/Writing/Complex Sentences Skill Lesson: Phrases and Sentence with Digraph oa Refer your pupils to LM Activity 233. Skill Lesson: Complex Sentences 1.

Presentation/Introduction Post three sentences about Why Things Happen When People Move to the City on the board. Say: Let us read again some sentences from our paragraph yesterday.

2.

Modeling/Teaching Point to the first sentence. Many people move to the city because they can find a better job. Ask:  How many ideas does the sentence give?  Which tells the first idea?  Which tells the second idea?  Which idea can stand alone?  Which idea cannot stand alone?



What word helps to connect the two ideas?

Say: Let us read the next sentence. When people move to the city, the place becomes crowded. Ask:  How many ideas does the sentence give?  Which tells the first idea?  Which tells the second idea?  Which idea can stand alone?  Which idea cannot stand alone?  What word helps to connect the two ideas? Say: These sentences complex sentences. We combine two simple sentences using conjunctions to form a complex sentence. A complex sentence is made up of two parts, an independent clause and a dependent clause ed by linking words or conjunction. Words like because, when, after, though, as soon as and so that are examples of conjunctions that can be used in a complex sentence. These conjunctions make one part of the sentence subordinate to the other part. 3.

Guided Practice Let us have a fun activity. Interview anyone in the school about:  What does s/he want to do?  What would happen if s/he continues doing it? What does she want?

What would happen if s/he continue doing it?

Ex. Drawing dresses

dolls could have many clothes

Let the children form complex sentences based on the answers from their interviewee. Forming Complex sentence 1. She wants to draw dresses so that her dolls could have many clothes. Let the class write their answers in their notebook. Guide the children in forming complex sentences especially in the use of conjunctions. 4.

Independent Practice Refer the class to LM Activity 234.

Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast Skill Lesson: Poem with oa digraph Refer your pupils to LM Activity 235. Skill Lesson: Comparison and Contrast 1.

Presentation/Introduction Post on the board an empty Venn diagram. Show your pupils two objects with similar and different features - a cell phone and a telephone. Say: I have here a cell phone and a telephone. Let us compare and contrast them. In what ways are the cell phone and the telephone the same? Let us compare them. (Tack on the board the word “compare”.) (can be used to talk with people away from you) (can help you communicate with people) Write the pupils’ responses at the center space of the Venn diagram. In what ways are they different? Let us contrast them. (Tack on the board the word contrast.) (A cell phone can be used in texting while a telephone cannot be used as such.) (A cell phone is movable while a telephone is stationary.) Write your students’ descriptions for the cell phone on the left circle and the descriptions for the telephone on the right circle.

2.

Modeling/Teaching What do we show or describe when we compare? (the similarities) What do we show or describe when we contrast? (the differences) Say: When we talk about two things, we compare and contrast them. When we compare, we say the similarities. When we contrast, we tell the differences. Show your pupils a pencil and a crayon Say: Look at this pencil and this crayon. Compare them.

3.

Guided Practice Say: Let me see if you can compare and contrast the two characters in the story that I will read to you. Complete the Venn diagram in your notebook. Refer the class to LM Activity 236. Friendship Bond For many years, Ali and Leah have been good friends though they differ in many ways. Ali is a Muslim while Leah is a Christian. Ali goes to the mosque on Fridays and Leah goes to church on Sundays. Ali is two years older than Leah although she is shorter than Leah. Ali

excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat food like Adobong Manok. On the other hand, Ali likes to eat fruits and vegetables. For them, it does not matter how different persons are as long as they understand each other. This is what makes their friendship last. 4.

Independent Practice Show a short skit showing how the characters in the story differ from each other.

Unit 3: Week 5 (Lesson 23) Lesson Parts

Day 1 Literature: “The Butterfly and the Caterpillar”

Day 2

Day 3

Read words, phrases, sentences and stories containing words with digraph ee as in sheep

Read words, phrases, sentences and stories containing words with digraph ee as in sheep Degrees of Comparison of Adjectives

Sentence strips

Venn Diagram

Monkey- toys

Word cards

Sentence/ line strips from story read

Overview/ Objectives

Materials Pictures of butterfly and caterpillar

Day 4 Read words, phrases, sentences and stories containing words with digraph ee as in sheep Complex Sentences

Copy of the story “ A Day at the Park”


Day 5 Read words, phrases, sentences and stories containing words with digraph ee as in sheep Locate the main idea in a paragraph

Letter envelope Learner’s Materials Activities 248-249


Learner’s Materials Activities 237-239 Pre-Reading Procedure

Phonics lesson

Phonics Lesson

Phonics Lesson

Phonics Lesson

Unlock key words through word cards and sentence strips.

Show a Venn diagram of the story read to focus on similarities and differences.

Introduction/ Presentation:

Presentation/ Introduction Read the story “A Day at the Park”.

Show a picture of butterfly and caterpillar.

Form groups and present line strips from the story read.

Present monkey- toys and allow pupils to describe the toys according to size.

Show a letter-envelope and ask questions on it to jumpstart lesson.

Read a story on monkeys.

Allow pupils to answer questions about the text.

Reading Modeling/ Teaching

Discuss the parts of a letter through a poem. Allow pupils to label parts of the letter.

Read aloud the story and stop at indicated points for questions to identify similarities and differences of butterfly and caterpillar. Post Reading Let pupils answer the discussion questions and have pupils describe the characters through a comparison chart. Let pupils do Activity in the LM intended for the day.

Modeling/Teaching: Ask groups to draw/ get one from the posted strips and let them answer the questions. Allow pupils to organize their answers through a chart. Tell pupils how inferring is done.

Allow pupils to do inferring activities.

Modeling/Teaching: Discuss degrees of comparison of adjectives using a chart. Allow pupils to rewrite sentences using the comparative and superlative degrees of adjectives. Allow pupils to write comparative and superlative degrees of adjectives. Let pupils present work Engage pupils in writing sentences using adjectives.

Discuss how complex sentences are written by combining sentences and by using a chart/ table. Allow pupils to combine sentences and write complex sentences. Allow pupils to find complex sentences from the books they are reading.

Lesson 23 Day 1:

Literature: The Butterfly and the Caterpillar

Pre-Reading 1.

Unlocking/Vocabulary & Concept Development (Note: Have the children choose the meaning of the underlined word.) 1. The boy sipped the cold drink offered to him on a hot day. a. drank in small quantity b. ate c. tasted 2. My best friend smiled and exclaimed “Wow!” when I showed the dress I wore last Christmas. a. whispered b. shouted c. enjoyed 3. The boy was ashamed to show his poor grades to his mother. a. proud b. embarrassed c. angry 4. Sheila munched on some cookies for snacks. d. chewed e. drank f. sipped 5. Even when he was sleepy, Father continued telling us the story of the moth. a. stopped b. paused c. kept on Refer the class to Activity 237 to test their understanding of the words they learned.

2.

Motivation Question Show a picture of a butterfly and a picture of a caterpillar. (Refer to Activity 238.) Say: What are in the picture? In what ways are the caterpillar and butterfly similar?different?

3.

Motive Question: Today, our story is about a butterfly and a caterpillar. Find out in the story their similarities and differences.

During Reading Say: Listen to the story that I will read to you. Be sure to find out the similarities and differences of the two characters. In between readings, ask the children to act out the following scenes: Paragraph 1-2: The butterfly saw the caterpillar and it was so ashamed to be seen with the caterpillar Paragraph 4: The butterfly saw a very different creature. Paragraph 5:

The caterpillar told the butterfly how they were the same a week ago. Paragraph 6: The caterpillar told the butterfly to go, fly but not to be proud.

The Butterfly and the Caterpillar an adaptation by Joseph Lauren One summer morning, a butterfly rested on a beautiful rose. While she sipped the sweet nectar from the flower, she saw a caterpillar crawl up the garden wall. “Horrors!” the butterfly exclaimed, “Stop! Don’t come near me. I’m ashamed to be seen where you are.” Ask: Why do you think was the butterfly ashamed? The caterpillar continued crawling. He munched on the leaf without listening to the butterfly’s cry. “Where are your wings? What are you eating?” the butterfly asked. Ask: Does the caterpillar have wings?If he has as the butterfly claimed then,where are they? The caterpillar walked ahead. Then he said, “Eight days ago, young butterfly, you were the same as I am. One night from today, my wings will grow. I would fly and see all the bright and beautiful flowers.” Ask: How did the butterfly looks like eight days ago? “I’m sure my wings would be brighter and more beautiful than yours. So, go, fly but try not to be so proud. Each caterpillar is given a chance to become a butterfly. We are but the same. ” Ask: What will happen to caterpillar in the days to come? What should all butterflies need to while flying?

Post Reading A. Comprehension Check Say: Let us talk about the story.

1. Who are the characters in the story? 2. When did the story happen? 3. Why was the butterfly ashamed to be seen by the caterpillar? 4. How do you think did the caterpillar feel when the butterfly told him not to come near it? 5. What was the response of the caterpillar? 6. Can the caterpillar be like a butterfly? After reading, have the children describe the characters Butterfly appearance

Caterpillar

movement Food they eat

Say: Let’s go back to the activity that you answered before we read the story. From the comparison chart, the children would be able to say that the caterpillar and the butterfly are different from each other. Let the children find the similarities through the part of the story: “Eight days ago, young butterfly, you were same as I am. One night from today, my wings will grow. I would fly and see all the bright and beautiful flowers.”

B.

Engagement Activity Refer the class to Activity 239.

Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring Skill Lesson: Words and phrases with digraph ee Refer your pupils to Activity 240. Skill Lesson: Inferring 1.

Presentation/Introduction Show the Venn Diagram of the butterfly and the caterpillar from yesterday’s discussion. (Write in the middle part the similarities between the caterpillar and the butterfly. They can explore the good qualities they share together.) Form four groups. Get lines from the previous story and write them on strips of paper. “Horrors!” the butterfly exclaimed, “Stop! Don’t come near me. I’m ashamed to be seen where you are.”

“Where are your wings? What are you eating?” “Eight days ago, young butterfly, you were the same as I am. One night from today, my wings will grow. I would fly and see all the bright and beautiful flowers.”

“I’m sure my wings would be brighter and more beautiful than yours. So, go, fly but try not to be so proud. Each caterpillar is given a chance to become a butterfly. We are but the same. ”

2.

Modelling/Teaching Ask each group to pick one. While holding the story part, let them answer the following questions: 1. What do you think does this character really meant by saying that? 2. Why did this character (act, think, talk) that way? 3. What does this character want to do? 4. What do you think this character might do? 5. What is the author really trying to say? Let each group present their answers. Take note of the children’s answers and organize their answers into the chart. (Refer the class to Activity 241 for the copy of the chart.)

Say: How do we infer?There are steps on how it is done. First, read the sentence/s. Then, make a guess of “what else” the sentence/s tells. Ex. Butterfly thinks that the caterpillar is ugly that is why she is ashamed. 3.

Guided Practice Refer your pupils to LM Activity 242

4.

Independent Practice Refer your pupils to LM Activity 243.

Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives

Skill Lesson: Words, Phrases and Sentences with Digraph ee Refer your pupils to LM Activity 244. Skill Lesson: Degrees of Comparison of Adjectives 1.

Presentation/Introduction (Note: Place three toy monkeys, each one bigger than the other, in a bag. Let the class describe the monkeys and compare them according to size.) Ask: What do you know about monkeys? How are they characterized in most stories that you read? Say: I will read to you a short story about monkeys. Listen well. Three clever cats lived in a house. The white cat was big. The black cat is bigger than the white cat. The striped cat was the biggest of the three. One day they baked a cake for dinner. “I will eat all the cake”, said the white cat in a loud voice. “I will eat it alone”, said the black cat in a louder voice. “I will eat it all by myself” said the striped cat in the loudest voice. A clever monkey lived in a tree nearby. He was more clever than the cats. In fact, he was the most clever monkey in the world. He heard what the cats said and came into their house. The cats were busy fighting among themselves. They did not see the monkey. The monkey ate up the whole cake. At last they stopped fighting. “Where’s the cake?” they said. “It ran away because you made too much noise,” said the monkey.

2.

Modeling/Teaching Using the charts below lead the class in answering the following questions. Ask: What are the adjectives used to compare the three cats? Three cats

White cat

Black cat

Striped cat

Their voice

What adjective is used to compare the monkey and the cats? What adjective is used to compare the monkey with all monkeys in the world?

Monkey

POSITIVE

Monkey and the cats

COMPARATIVE

Monkey and all the monkeys in the world

SUPERLATIVE

After the children give their answers, write on the orange box POSITIVE, on the green box COMPARATIVE and on the red box SUPERLATIVE . Then, ask the children what were added to form the comparative and superlative forms and how many were being compared. Say: Comparing using adjectives has three degrees. These are the positive, comparative, and superlative degrees. We use adjectives in the positive degree if we are describing only one thing or person. We say Ann is tall. We use adjectives in the comparative degree if we are describing two objects or persons. We say The monkey was more clever than the cats. We use adjectives in the superlative degree if we are describing three or more things and person. We say In fact, he was the most clever monkey in the world. For comparative degree of adjective, we add er at the end of some adjectives. We can also add more before some adjectives. In sentences using this degree of comparison, we use the word than. For superlative degree of adjective, we add est at the end of some adjectives. We can also add most before some adjectives. In sentences using this degree of comparison, we use the word of all. 3.

Guided Practice Group students into fours and let them think of adjectives and its degrees of comparison. After the given time, group presentation follows. Any group who has the same adjective with other group should cross it out. The group with the most remaining list, wins. POSITIVE

COMPARATIVE

SUPERLATIVE

Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of each adjective. 4.

Independent Practice Refer your pupils to LM Activity 247.

Lesson 23 Day 4: Writing/Complex Sentences Skill Lesson: Complex Sentences 1.

Presentation/Introduction Read the story “A Day at the Park” to students Say: Today, I am going to read to you a short story. Listen well because I will ask a few questions about it. A Day at the Park I went to the park. I went on Saturday. I went with my friends. My friends are Marie, Connie, and Roy. We rode our bikes. I rode my new bike. Roy brought his basketball. We played basketball. We played for two hours. It was hot. We were thirsty. Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for lunch. We had a lot of fun. Explain to the students that, many times, weak stories are full of very short, choppy sentences. One way writers can make these stories stronger is to combine short sentences into longer sentences.

2.

Modeling/Teaching Let us compare some group of words from the story. I went to the park. It is Saturday I went to the park because it is Saturday. We combined the two simple sentences. Now, we have I went to the park as the independent clause. It expresses a complete thought. Because it is Saturday is a dependent clause. It does not express complete thought. The marker because suggest that because it is Saturday is a dependent clause. To combine the two simple sentences we used the marker because.

Say: A clause can be dependent because of the presence of a:  

Marker Word (Before, after, because, since, in order to, although, though, whenever, wherever, whether, while, even though, even if) Conjunction (And, or, nor, but, yet)

Let us have the next group of words. We played basketball. We played for two hours. It is hot. The new sentence is: We played basketball for two hours even if it’s hot.

How did we do it? We combined the three sentences. Now, we have an independent clause “We played basketball for two hours” and dependent clause “even if it’s hot”. The marker “even if” tell us that even if it’s hot is a dependent clause. Let us have the next independent and dependent clauses. Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for lunch. The new sentence is: Connie and Roy’s mom brought us lemonade that we ate for lunch. How did we do it? What words were omitted? What word did we use to combine the two sentences? 3.

Guided Practice In small groups, have the class combine the set of dependent and independent clauses below. Dependent Clause Because Roy brought his basketball, After riding our bikes, Although it is raining, Before dinner time,

4.

Independent Clause We played basketball.

New Sentences

We played volleyball. It is fun to be with friends in the park. I should be home to meet my cousins who come from the province.

Independent Practice Have students find complex sentences in the books they are reading. Have them copy them in their notebook. Have them separate the two clauses in each sentence.

Lesson 23 Day 5: Writing 1.

Presentation/Introduction Ask: What comes to mind when you see the object below?

What is inside the envelope? When do you write a letter? Do you write a letters too?

2.

Modeling/Teaching Say: A letter has 5 parts: Sample letter February 19, 2014 (heading) Amiable Ma’am Ana, (greeting) It’s hard to have true friends whom we could completely count on but I was lucky enough to find you. I lately realized how special friends are until I was cared and saved by an angel like you. I will keep you safe with me forever. Always take care and may God always bless you!

Your Friend, (closing) Rennie Enriquez (signature) Lead the class to recite the poem below. The HEADING has the date The heading has the date Hi, ho the letter parts The HEADING has the date. The GREETING says Dear Friend, The greeting says Dear Friend, Hi, ho the letter parts The greeting says Dear Friend. The BODY is the message The body is the message Hi, ho the letter parts The body is the message. The CLOSING says Sincerely, The closing says Sincerely, Hi, ho the letter parts The closing says Sincerely. The SIGNATURE is my name The signature is my name Hi, ho the letter parts The signature is my name.

body

3.

Guided Practice Prepare a simple letter of invitation. Cut them out by parts. Then, have the class rearrange it to come up with the complete letter.

4.

Independent Practice Refer your pupils to LM Activity 248 and 249.


Day 1 Literature: Two Friends, One World


Get the general sense of the story

Copy of the story Two Friends, One World Materials

Pictures

Day 2

Day 3

Day 4

Makes inferences and draw conclusions based on texts (pictures, title and content words)

Use personal pronouns (person)

Express feelings, opinions through logs

Read and write words, phrases and short sentences with ea diagraphs

Read and write words, phrases and short sentences with ea diagraphs

Word strips

treasure box with sentence strips

Sample journal entry

Manila paper with incomplete sentences

Manila paper Learner’s Materials Activity 252

Venn Diagram

Learner’s Materials Activity 253-254

Pictures Learner’s Materials Activities 250-251 Pre-Reading Procedure

Pupils guess pictures provided for. Group the class and let them discuss their inferences about the picture. Reading

Introduction/ Presentation


Presentation/ Introduction

Group-matching

Discuss personal pronouns and provide examples of sentences on how to use these pronouns to replace nouns.

Show picture-situations and let students express what they feel about it. e.g How do you feel if u met new friends from other provinces?

Provided the pupils with incomplete sentences, students have to infer or draw conclusions e.g.

Day 5 SUMMATIVE TEST

If the grasshopper isn’t color green_________ Teacher reads aloud the story “Two Friends, One World” (Francisca’s Story) w/ correct intonation.

The first group to find their group match wins the game.

(Please refer back to past lessons on delivering read aloud stories.) Modeling/Teaching:

Guided Practice Students will pick sentence strips in the treasure box.

Show a sample journal entry to the class and let a volunteer read it. Ask WHquestions about the journal entry.

From a sentence strip, e.g “Herbert is good in playing chess.”

Let students guess different facial expressions. Instruct them to log down their feelings.

Let the student rewrite the sentence using the appropriate pronoun like “He is good in playing chess.”

Let the students log down their feelings and opinions and let them talk it with their group.

Post Reading 

Let the pupils answer questions to allow complete grasp of the story

Group Work 1. Act out the event in the story which shows empathy 2. Draw simple scene which shows empathy 3. Sentence Completion a) If I have a friend who have no baon I will______ b) If I have a classmate who was bullied I

Discuss how to give inferences. See TG Guided Activity Let the pupils give inferences orally based from simples stories. Using Venn Diagram, compare Francisca and Antonio by: what they both have and can do-what they don’t have and can’t do. Individual work Let us twist the story. Independent Practice

After all of them had write several sentences, let them talk with their group and discuss about the pronouns they used.

Prompt: You saw a beggar in the market. What should you do? Independent Practice

Independent Practice Provide different pictures with nouns to the pupils. Let students choose several pictures they want. Let them

Let the pupils write a journal entry. Prompt: The best thing you did to your friend.

will______ Asking Inferential Questions from 2 or 3 sentences story. They will compose questions about the picture.

write about the picture using pronoun.

Lesson 24 Day 1: Literature: Two Friends, One World Pre-Reading 1. Vocabulary Development Ask the class to mention the body parts, then, ask them to connect some body parts with the words that are connected to them. Pictures 1. eyes 2. ears 3. nose 4. tongue 5. skin

2.

Related Words feel smell sound taste see

Motivation Question Who is your best friend? What are the things you do together?

1.

Motive Question What do you think do the characters in our story love doing together?

During Reading Note: Before and while reading, lead the class in making inferences. Teacher reads aloud the story “Two Friends, One World” (Francisca’s Story) Two Friends, One World Francisca’s Story by Ramon C. Sunico and Joanne de leon I have a friend who lives in another world. His name is Antonio. The world he lives in is full of sounds and smells and tastes and feeling. My world is also full of sounds and smells and tastes and feeling, but sometimes, I am too busy seeing to notice these other things. Every Saturday afternoon, as the sun is about to go down, his mama brings him to the park where I am already waiting. I can see him from far away because, Papa says, I have such big eyes. I run to him and take his hand and his Mama lets us walk around. Antonio teaches me to be quiet- so quiet I can hear the wind talk to the leaves, so quiet I can feel the air turn cooler as the sun leaves the sky.

Antonio cannot see. He cannot see but he can smell the white flowers of the rosal bush growing beside the broken wall of an old church behind the park –before I can even come close enough to see the church. He knows when papa has brought mangoes for us to eat, even when these are still in the basket. One day, he showed me my first grasshopper. I was trying to tell him what a mountain looked like when he said suddenly, “Shh Francisca, listen! There is something moving in the grass.” “Where, where? I can’t see anything!” I complained. “Ay naku. Francisca, quiet or you’ll scare it away. Look with your ears first and then with your eyes. Try to listen to yourself breathe and all the other sounds will follow.” And sure enough, I heard something small moving the dried grass aside. I followed the sound, first with my ears and then with my eyes. Slowly, very slowly. And when I could only hear Antonio and me breathing, I saw the grasshopper-all green and pointed, with red stripe down its back. And I thanked Antonio for showing me how to find the place where the grasshoppers hide. And he smiled the same smile he smiles after tasting a cool, ripe mango. One day, I will tell him that, maybe, we do not live in two worlds. After all, we meet every Saturday afternoon. What I can see, he can hear or taste or smell or touch. What he cannot see, I can bring to him with words. One day, we will meet one Saturday afternoon and I will tell him that, maybe there is only one world. But it is so big and beautiful and there are so many things going on inside it, that it takes two friends to enjoy it’s sweetness like a great, cool, sweet, smooth, golden-yellow mango. Post Reading Discussion Questions Ask:  Who is the “I” in the story?  Who is her friend?  How did Francisca describe the place Antonio lives in ?  How will you describe Antonio?  Where do they go every Saturday afternoon?  How will you describe Francisca, the main character in the story?  If you were Francisca, how are you going to treat Antonio?  What did Antonio show Francisca?  What did Francisca learn from Antonio? Engagement/Enrichment

Group Work 1. Role play the event in the story which shows understanding of other’s feeling. 2. Draw a simple scene which shows understanding of other’s feeling. 3. Sentence Completion (Complete the sentences by writing what you feel in each situation; a. If my classmate lost his money I will________________________________. b. If my classmate was bullied I will___________________________________. Presentation of outputs Lesson 24 Day 2 Skill Lesson: Making inferences and drawing conclusions based on texts (pictures, title and content words) 1.

Presentation/Introduction Provide the students with incomplete statements to infer or draw conclusions. Complete the following statements by putting the missing words. Choose your answer from the words in the box. Leah’s Birthday Leah's mother puts icing on the_________. She puts eight _________ on the cake. After she sets the cake on the________, everyone sings to Leah. The lit candles make her face________ . Leah blows out the candles and____________. table

candles

smiles

glow

cake

Leah's mother puts icing on the cake. She puts eight candles on the cake. After she sets the cake on the table, everyone sings to Leah. The lit candles make her face glow. Leah blows out the candles and smiles. When is Leah's birthday? a. b. c. d. 2.

Tomorrow Today Next week Yesterday

Modeling/Teaching Say: Why do you think today/yesterday/or tomorrow etc. was her birthday? What made you say that today is Leah’s birthday? Can we cite the evidences found in the story? Teaching Chart: Inferences Was it easy to infer? What questions usually come up in our mind?

: the act or process of reaching a conclusion about something from the given information : a conclusion or opinion that is formed based from the given information

What do we need to think first when we are inferring? Discuss what inference is. See teaching chart.

3.

Guided Practice Read each age below. Let the pupils give their inferences orally. 1.All felt wonderful to be outside. Swimming suits and trunks were saleable in the market. It’s the best time to play outdoor games in _______________. (a. summer b. rainfall) 2.Mr. Sun reaches out his hand. Everyone is on their way to work. It is ________________. (a. morning b. night) 3.I am so hungry! It’s almost half of the day of school. I will be good to _______________. (a. play around b. eat something) 4.All the items to buy are everywhere. Mom put in the cart everything we need for the whole week. I kept the cart going straight as it got heavier and heavier. They are in a __________. ( a. pharmacy b. grocery store) Refer the pupils to LM Activity 250 for the next set of activity.

4.

Independent Practice Refer the pupils to LM Activity 251. Lesson 24 Day 3

Skill Lesson: Words, Phrases and Sentences with ea Digraph Refer your pupils to LM Activity 252. Skill Lesson: Using Personal Pronouns (person) 1.

Presentation/Introduction Use the story of Francisca and Antonio as springboard for this lesson. 1. Antonio goes to the park every afternoon. He plays with Francisca. 2. Francisca plays with Antonio. She likes to talk to him. 3. The grasshopper is on the grass. It hops around,

2.

Teaching/Modeling From our sentences; 1. 2.

Who goes to the park every afternoon? Underline it. Who plays with Francisca? Encircle it.

3. 4. 5. 6. 7. 8. 9.

What word was used to replace the name Antonio in this sentence? Who plays with Antonio? – Underline it. Who likes to talk to him? – Encircle it. What word was used to replace the name Francisca in this sentence? What is in the grass? Underline it. What hops around? Encircle it. What word was used to replace the name grasshopper in this sentence?

Read the words that you underlined. Read the words that you encircled. What do we call them? He, She and It are called pronouns.

Teaching Chart: Personal Pronoun Personal Pronouns are used to replace the name of a noun. Examples: Alex plays a lot.

He plays a lot

The word he is a personal pronoun. He is for a boy. Ana plays a lot.

She plays a lot.

The word she is a personal pronoun. She is for a girl. This dog plays a lot.

It plays a lot.

The word it is a personal pronoun. “It” is used to replace a thing or an animal. The boys play a lot.

They play a lot.

The word they is a personal pronoun. “They” is used to replace the name of more than one animal or thing. The boys and I play a lot.

We play a lot.

The word we is a personal pronoun. We is used to replace name of more than one person.

3.

Guided Practice Students will pick sentence strips in the treasure box. Sample sentences: Jenny is beautiful. Raymond reads books everyday.

Jenny and Raymond play together. The cat runs fast. From a sentence strip, e.g “Herbert is good in playing chess,” let a pair of students rewrite the sentence using appropriate pronoun like “He is good in playing chess.” After all of them had written several sentences, let them talk with their group and discuss about the pronouns they used. 4.

Independent Practice Provide different pictures with nouns to the pupils. Let the students choose several pictures they want. Let them write something about the picture using pronouns in their notebook. Lesson 24 Day 4

Skill Lesson: Poems with ea digraph Refer your pupils to LM Activity 253.

Skill Lesson: Expressing feelings and opinions through logs 1. Presentation/Introduction Show pictures or situations and let students express what they feel about it. e.g How do you feel if you met new friends from other provinces? 2.

Modeling/Teaching Ask a volunteer to read a journal entry of Francisca. Note: This should be written on a manila paper or on the board. December 5, 2013 Dear friend, I’m so happy today. I went to the park earlier with Antonio, my best friend. I saw a grasshopper earlier. It was my first time to see this kind of insect when Antonio told me about it. Now I know what a grasshopper looks like. I thank Antonio for showing me how to find the place where the grasshoppers hide. I hope to see Antonio again next week. Your friend, Francisca Ask: Who wrote the letter? Describe how the writer feels when she wrote the letter? Why is she happy?

Say: Do you also write a journal? Journal writing is one way of sharing how you feel. You can also write your opinions about something. Writing your feeling or sharing your opinion is a good way of expressing yourself.

3.

Engagement Activity Let students guess different facial expressions. 1.

Have one volunteer student, pin an emotion card on his back and let him turn to show the word on his classmates many times as needed . 2. Let the class show the facial expression and the volunteer will identify what expression it was. 3. If it is a first time activity, give the volunteer a clue by asking his classmates “Who has a clue for Bert?” And his classmates will say “I feel that way when I_____” 4.

Guided Practice Let the students log down their feelings and opinions and let them talk about it with their group mates. Note: Provide manila paper to the pupils to let them write their output. Prompt: You saw a beggar in the market. What should you do? How do you feel?

5.

Independent Practice Refer the class to LM Activity 254.


Day 1 Literature: “Mateo’s Favorite Clothes”


ire the main character for being generous

Day 2

Day 3

Day 4

Determine whether a story is real or a fantasy (characters and setting)

Determine whether a story is realistic or fantasy (characters and setting)

Read and write words, phrases and sentences with ei and ie diagraph

Read and write words, phrases and sentences with ei and ie diagraph

Illustrations of Mateo, Mateo’s mother and His clothes

Strips of realistic and fantasy descriptions

Copy of the story “Super RR” for listening activity

Realistic Fantasy organizer

Materials

Learner’s Materials Activities 255-256A

Use personal pronouns (Gender and Person) Read and write words, phrases and sentences with ei and ie diagraph

Day 5 Use personal pronouns (Gender and Person) Read and write words, phrases and sentences with ei and ie diagraph

Sentence strips Teacher Chart

and Learner’s Materials Graphic Activity 258

Learner’s Materials Activities 256B-257

Procedure

Pre-Reading

Introduction/ Presentation:

Present key words through context clues.

Show pictures of the characters and setting of the story read to recall some

Guided Practice: Allow pupils to post describing strips on a fantasy and

Presentation/ Introduction Review pronouns and personal pronouns through sentence strips with

Review personal pronouns by allowing pupils to read six sentence strips Allow pupils to work in

Reading

events.

realistic organizer.

personal pronouns.

Read aloud the story

Allow pupils to listen to the story “Super RR”.

Post Reading Let pupils answer the discussion questions

Show Real and Fantasy Chart and ask pupils to write the characters and setting of the stories.

Let pupils do ‘Relay Game’ on identifying realistic and fantasy characters and settings.

Modeling/ Teaching Reiterate how personal pronouns –I, he, she, it, we, they- are used through discussion. Allow pupils to work in pairs in using the appropriate personal pronouns in LM.

Allow pupils to read and check their guesses written on the board about what Mateo would do with his favourite clothes.

Modeling/Teaching: Use the Real and Fantasy Chart to discuss the lesson.

Allow pupils to present their work to class by groups. PWR

Guided Practice Independent Practice:

PWR

Let pupils write sentences using personal pronouns (SG). Have pupils present their work to class.

groups: a. Journal writing b. Interpretative reading c. Letter of invitation PWR

Unit III Lesson 25 Day 1

Literature: “Mateo’s Favorite Clothes”

Pre-Reading 1.

Unlocking Vocabulary and Concept Development (favorite, fitting, evacuation center) favorite

fitting

evacuation center

a. favorite Marlon has red, blue, green and black toy cars. Every morning he looks at his toy cars in the cabinet. He likes them all but the red one is his favorite. The red toy car is the one he likes most. What does favorite mean? b. evacuation center Look at the picture. What do you see? Can you describe the weather? Where do people go to keep themselves safe when there is a typhoon? c. fitting Ask a child to come up front. Tell him to fit each shirt on the table. As he is trying to wear each shirt, ask the pupils what is he doing. Guide the pupils to say that the child is fitting each shirt. Show the words on the flashcards. Model reading each word. Then ask the pupils to read the words on the flashcard in unison. Tell them that they will find out the meaning of the words they read. 2.

Motivation Ask: Do you have favorite clothes? What do you do with them?

3.

Motive Question Ask: What do you think would Mateo do with his favorite clothes? Write the guesses of the pupils on the board.

During Reading: Say: I will read a story. In the end, think for a moment and be ready to answer the questions that I will ask.

Mateo’s Favorite Clothes One Saturday afternoon, Mateo found his Mother getting old clothes from his cabinet. “What are you doing, Mama?” Mateo asked. “I’m taking your old clothes to the evacuation center. Many children lost their clothes because of the typhoon,“ Mother explained to him.

“But wait, Mom! They still fit me. Look,” Mateo said after fitting on his old red shirt. “Grandma gave this to me. It’s my favorite,” Mateo added. Mateo tried putting on his old jacket, pairs of pants and slippers. They still fit me. Mateo ed who gave them and when he received those items. “Oh did I grow so much? I love these clothes. “Mateo told his mother. “Ok, you can take them back,” Mother told Mateo. So Mateo got the box with his old shirt, jacket, pants and slippers in it. The next day Mother asked Mateo where the box was. She hoped that Mateo would change his mind. “Mama, the box was gone. I wasn’t able to take it to the evacuation center,” Mateo said. “Oh, what happened?” Mother asked. “On my way to the evacuation center, I found a child who really needed some clothes. I gave the box to him,” Mateo said. Post Reading Discussion Questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Who are the characters in the story? Where did the story happen? When did it happen? Why did Mateo’s mother get his old clothes from the cabinet? Did Mateo give his old clothes at once? Why? Why not If you were Mateo, would you also keep your favorite clothes? Why? Did Mateo change his mind? What did he do with his old clothes? Did Mateo make a quick and right decision about his favorite clothes? Do you have any experience similar to Mateo’s? Share it with your classmates.

Engagement/Enrichment Go back to the pupils’ guesses on the tag boards. Ask them to check their responses. Lesson 25 Day 2:Reading Comprehension: Determine whether a story is realistic or a fantasy (Characters and Setting) 1.

Presentation/ Introduction Say: the story we had yesterday? I’ll show you the pictures of the characters and the setting of the story. Tell something about each one.

Make illustration of Mateo

Make illustration of Mateo’s mother

Make illustration of Mateo’s mother getting his old clothes from the cabinet.

Say: After you have said something about the characters and setting of the story we had yesterday, I would like you to listen to this story. As you listen, please find out the difference between the characters and setting of Mateo’s Favorites Clothes and the story of Super RR. SUPER RR By: Jelly Sore

That Sunday night, Mateo had a dream. He dreamed about Rocky, the boy to whom he gave a box of clothes. When Rocky wore Mateo’s old red shirt, Rocky transformed into a superhero. Super RR, short for Super Red Rocky was on his shirt. He had a pair of red pants, a golden cap and a golden cape. He flew on top of a golden mountain and looked at the village with his pair of red eyeglass. There was a flood. He saw people on top of their houses. They were asking for help. Super RR took off his pair of golden shoes and changed them in to two shiny red boats. In a few minutes, he reached the village and saved hundreds of people. Mateo was one of them. Just then, Mateo’s clock rang. Mateo opened his eyes. It was already a bright Monday morning. Have the class answer these questions: 1. Who is Super RR? 2. Describe him. 3. Where did Super RR go? 4. What did he see? 5. How did he help the people? Show the Realistic –and- Fantasy Chart Realistic andFantasy Chart REALISTIC

FANTASY

Characters:

Characters:

Setting:

Setting:

Lead the pupils to write the characters and setting of Mateo’s Favorite Clothes on the realistic column and the characters and setting of Super RR on Fantasy Column. 2.

Modeling/Teaching Ask: Between Mateo and Super RR, who is real? Who is just a make-believe character? What did Mateo have that made you think he is real? Write your answer beside his name on the chart. How about Super RR? What fantastic things did he have? Write your answer on the chart. Lead pupils’ attention to the setting of the story? Ask: Where and when did the story of Mateo’s Favorite Clothes happen? Write the answer on the chart. How about the story of Super RR? Do you think the top of the golden mountain is real? Can we find it in a real world?

Looking at the characters and setting of Mateo’s Favorite Clothes and Super RR, which story is true or realistic? Which is just a make-believe or fantasy? Why? Note to the teacher: Lead the pupils to formulate the concept that the characters and setting of a story are realistic if they can be found in a real world while the characters and setting of a fantasy story can be found only in a make believe world.

Skill Lesson: ei and ie digraph Refer your pupils to LM Activity 255 and 256.

Lesson 25 Day 3: Fluency/Writing/Realistic or Fantasy 1.

Engagement Activity Show the phrases in the flashcards. Ask the pupils to decide what is described by each phrase. Lead them to put their answer in the proper box in the organizer.

happens in real life

real world

cannot really happen

make-believe world

Real

not real

strange things

real things

Characters and setting of a realistic story

Characters and setting of a fantasy story

Group the pupils into two groups. Tell them that they will do the “Message Relay”. Here is how to do it:    

  

Each group will choose a leader and a secretary. The leader will ask his group member to fall in line. The secretary will stay in front to write whatever the last child on the line will tell him or her. The teacher will ask the leader of each group to get a piece of paper with the same number. They will determine whether the characters or setting written on it is reality or fantasy. Each group leader will whisper the answer to the next pupil on the line and so on. The last child will run up front and he/she will whisper the answer to the secretary. Then, she will write it on the board. The child who whispers the answer to the secretary will take a seat. The relay will continue until all pieces of paper are drawn in the box. The group with the highest number of correct responses will be the winner.

Use the character and setting of stories which are familiar to the pupils or the characters and setting of stories from their previous lessons. Example:

Captain Goat

the monster who came to school

Country Mouse

Blind Antonio in Francisca’s Story

in a ship named Combo

in school

2.

Independent Practice Refer the class to LM Activity 256B.

Skill Lesson: ei and ie digraph Refer your pupils to LM Activity 257.

Lesson 25 Day 4: Fluency/Writing/ Use of personal pronouns (person and gender) 1.

Presentation/ Introduction Show the pictures used for the stories ‘Mateo’s Favorite Clothes’ and ‘Super RR’ to start the lesson. Say: Let us list the characters in “Mateo’s Favorite Clothes” and “Super RR” You may use a chart or the board to enumerate the characters in the story. Name of Character

2.

Gender

Mateo

Male

Mother

Female

Grandma

Female

Children

Neuter

Rocky

Male

Pronoun

Modeling/ Teaching For review: Use the chart used in enumerating the characters in the story and tell the pupils that they can use pronouns to replace the nouns. Mateo is a boy. He is a boy He is used because Mateo is a boy/ male. Mother is happy. She is happy She is used because Mother is a woman/ female How about Gra? What is the pronoun that we could use to replace the word Grandma?

How about for Rocky? How about for the noun children? We use the pronoun they to refer to persons or people we talk about. The children are noisy. They are noisy. Juriel, Gab and Rey are playing. They are playing How about when I am talking about myself? When I am going to talk about myself then I should use I. I(the person talking) am glad to be here. How about if I am referring to the persons or people I talk to? We use you to refer to persons or people we talk to. You use you when you directly talk to person/s. Ace (directly talking to Ace) to stop dancing. You stop dancing. Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas. You go to the town and buy a basket of bananas. How about if I am talking about a thing? We use the pronoun it to refer to a thing. The book is on the table. It is on the table. How about if I am referring to many things? We use they to refer to things. The books are on the table. They are on the table. We use we when we refer to persons including ourselves. My friends and I are singing a song. We are singing a song. 3.

Guided Practice: Refer to LM Activity 258A.

4.

Independent Practice: Refer to LM Activity 258B.

Skill Lesson: ei and ie digraph Refer your pupils to LM Activity 257. Lesson 25 Day 5: Use personal pronouns (person and gender) 1.

Guided Practice

Review personal pronouns by letting the pupils read the following sentence strips. Make a point for every strip. Sentence/s Strip 1: Sentence/s Strip 2: Sentence/s Strip 3: Sentence/s Strip 4: Sentence/s Strip 5: Sentence/s Strip 6: 2.

My name is Dang. I live in Pangasinan. Cris is my brother. He is older than me. Wing and Mong are brothers. They are playing. Gel is a girl. She is a happy girl. My friends and I are going to market. We are going to buy eggs. “Ben and Greg, stop talking. You are noisy.”

Independent Practice Allow pupils to work in groups to do the following: Group 1: Journal Writing Tell pupils that they are going write a journal and they should start with the personal pronoun I in their sentences. I learned about _______________ today. I feel happy that __________________. I want to ________________________. Group 2: Interpretative Reading: Allow pupils to practice for five minutes to read the following poem interpretatively Group 3: Letter Writing Tell Group three that they will write a letter to the Principal informing him/her to allow them to collect unused books from all grade levels for the typhoon victims Yolanda. Dear _______, Our class will be conducting ______________________________________. We would like to ______________________________________. You are ________________________. Truly yours, ____________


Day 1 Literature: “A Brave Little Girl”


Materials

Appreciate the bravery of Trina in saving his brothers from fire

Pictures of boy and girl scouts riding on a truck, rescuers, buildings that collapse, a man grabbing a bag Copy of the story “A Brave Little Girl” Learner’s Materials Activity 259

Pre-Reading Procedure

Unlock key words through pictures, demonstration and word/context clues.

Day 2

Day 3

Determine whether a story is realistic or fantasy

Decode/Write words with digraph ai as in pail

Decode/Write words with digraph ai as in pail

Use personal pronouns

Pictures of a dog sitting on a sofa, dog reading a book, school riding on a flying banana leaf, school children riding in a tricycle going to school, a frog playing ball, a frog chasing an insect Learner’s Materials Activity 260

Introduction/ Presentation Flash picture cards for pupils to tell whether these are real or make believe.

Day 4 Decode/Write words with digraph ai as in pail Use personal pronouns

Day 5 Read and write words, phrases and sentences with long /i/ sounds

Flashcards

Picture

Teaching Chart

Pictures

Word cards

Teacher Chart

Teaching Chart

Phrase and sentence strips

Learner’s Materials Activity 262

Bingo game card Learner’s Materials Activities 261, 263, 264



Flashcard Drill on sight words and words from the word tree

Flashcard Drill on sight words and words from the word tree

Recall the story ‘Fast Forward’ by asking pupils to tell what they can recall. List phrases and sentence answers of pupils.

Modeling/Teaching: Reading Read aloud the story and

Ask pupils whether the vents in the

Modeling/Teaching: Read words and

Read and write sentences with

Discuss phrase and sentence by talking about how they differ.

stop at indicated points for questions to monitor comprehension. Post Reading Let pupils answer discussion questions. Let pupils make a puppet of Trina and write 2 sentences about Trina.

story are real or fantasy. Review events that are real and a fantasy. Present and read a different ending of the story read and ask pupils to determine which of the flashed events are real or a fantasy. Allow pupils to determine which of the event-pictures are real or a fantasy. Reiterate the difference of what’s real and what’s fantasy. Introduction/ Presentation Review decoding lessons in Grade 2. Flashcard Drill on sight words and words from the word tree.

phrases with digraph ai as in pail.

digraph ai as in pail.

Presentation/ Introduction Read and write sentences with digraph ai as in pail. Presentation/ Introduction Review personal pronouns from L7 TG Post a table showing how personal pronouns replace nouns in sentences.

Allow pupils to do the activity on personal pronouns from L8D3 Worksheets for guided and independent

Allow pupils to read sentences about personal pronouns from L8 D3. Allow pupils to do activity Allow pupils to do activity

Post phrase strips for pupils to combine to make a sentence. Allow pupils to write 1-2 sentences on the garbage problem Do activities to reiterate the value of resourcefulness. Allow pupils to plan a project on how to recycle materials to show how resourceful they are.

Modeling/Teaching Read words and phrases with digraph ai as in pail.

Read and write sentences with digraph ai as in pail.

practice.

UNIT III Lesson 26 Day 1 –The Brave Little Girl Pre Reading 1. Unlocking Vocabulary and Concept Development (grabbed, rescuers, brave, collapsed) We have some words that you need to know more to understand the story well. Let us find out the following. a. grabbed – took a seized by or as if sudden motion or grasp.( demonstrate )

The man grabbed the bag of the lady. What did the man do with the bag? Call pupils to demonstrate the following: - grab a key - grab a child by the wrist Ask: What is another word for grabbed? Took b. rescuers – savers

Show pictures of rescuers c. brave – courageous, fearless, not afraid (Show through pictures or context clues) Say: Ask:

The rescuers saved the flood victims and brought them to the evacuation center. The rescuers are brave. They are not afraid of the raging waters. Which word from the sentence helps you understand the meaning of the word rescuers and brave?

d. collapsed – fell ( through pictures and demonstration)

Show picture of building that collapsed during an earthquake. Say:

Look at the picture. What happened to the buildings? Fell Another word for fell is collapsed.

Call five pupils to pretend to be houses and another 10 pupils to pretend to be strong winds. The 10 pupils will blow air as hard as they could on the houses. The houses will collapse as the strong wind blows. 2.

Motivation Questions: Have you heard about stories of people who saved lives? Who are they?

3.

Motive Questions Today, we shall read a story about “A Brave Little Girl”. What do you want to know about the story? List at least three questions that the pupils will give and let them have guesses about the questions. Our Questions

Our Guesses

What Really Happened

During Reading Listen as I read the story about “ A Brave Little Girl” Note to the Teacher: Read the story aloud. Questions may be asked to the pupils to enable them to predict and to interact with the text. A Brave Little Girl It was already seven o’clock in the evening. But Trina’s parents have not yet arrived home from work. She called her three younger brothers for dinner but still mother isn’t home until they slept. Ask:

What time of the night was it? Why did Trina call her younger brothers? After two hours, Trina woke up feeling hot. When she opened her eyes, she saw that their house was on fire.

Ask:

What happened after two hours? What did Trina see? What do you think, will she do? She immediately got up, grabbed the youngest brother and ran out of the house. Trina suffered from major burns but her brother wasn’t hurt. She tried to get back to the house to get her two other brothers. A neighbor saw her. He warned and held her tightly. She cried hard while calling the names of her two brothers.

Ask:

What did Trina do with her youngest brother? Why did Tina try to go back to their house? Was she able to get back to their house? Why?

What do you think would happen next? Soon, rescuers arrived and tried to put off the fire. But after some minutes, their house collapsed. Trina’s parents arrived from work. They embraced Trina and brought her to the hospital.

Because of Trina’s bravery their town mayor offered help to her family. They built their new home and gave money to Trina and her brother’s schooling. Ask:

Why did the mayor offer help to Trina’s family? How did the mayor help Trina and her family?

Note: Before proceeding to the next activity, go back to the questions that the pupils gave before listening to the story. Post Reading Discussion Questions: 1. What is the story all about? 2. Who is the main character in the story? 3. What can you say about Trina as the oldest sister? 4. Why was Trina’s parent not around at the time the house got burned? 5. What did Trina do when she saw that their house was on fire? 6. If you were Trina, would you do the same? Why? Why not? 7. Was Trina able to save her two brothers? Why? Why not? 8. How did the mayor recognize and reward Trina’s bravery? 9. If you were the mayor would you do the same? 10. If you were Trina’s neighbor, how would you help Trina and her family? 11. What character traits did Trina show in our story? Let us go back to our chart earlier. Let us fill out the third column “What Really Happened” Writing to Learn Activity Refer the class to LM Activity 259.

Lesson 26 Day 2: ( 1st Half):

Determine whether a story is realistic or fantasy 1.

Presentation/Introduction Some stories are about real things. Some stories are about make believe things. Sometimes, the pictures in a story can help you decide whether a story is real or make believe. I am going to share with you some pictures. Show me a “thumbs up” sign if it is realistic and “stamp your right foot” if it is a fantasy. picture of a dog sitting on a sofa

picture of a dog reading a book

Picture of a school boy riding in a flying banana leaf

School children riding in a tricycle going to school

A frog playing ball

A frog chasing an insect

Say: Let us recall our story about “The Brave Little Girl” Is the story of “The Brave Little Girl” realistic or fantasy? Why do you say so? 2.

Modeling/Teaching Say: Are the characters in our story realistic or a fantasy? Why do you say so? I have changed the ending of our story with this paragraph. Let us read.

Trina could not just stare at their burning house while she knew her two other brothers were there. She turned as swift as she could and lo! An aluminum basin dropped where she stood and said “Come Trina, we will help your brothers”. Trina hopped on to the basin and flew fast to their burning house. The people were in panic that no one ever noticed Trina and the flying basin. After a couple of minutes, Trina was back riding in the flying basin with her two brothers free from any burn.

Flash words with the character, setting and some events in the story. Say: I will be distributing letter cards with the “R” and “F” and we will be playing a game. Raise your “R” letter card if it is realistic and “F” letter card if it is a fantasy.

Trina

Talking Aluminum Basin

In front of the burning house

Trina could not just stare at their burning house.

The people were in panic.

The basin said “Come Trina, we will save your brother.”

Trina rode on a flying basin

Ask:

How will you know if the characters, setting or event is realistic or a fantasy? Let Let the the pupils pupils understand understand that that the the characters, characters, setting setting or or events events are are realistic realistic ifif they are real and can happen in real life. On the other hand, they are a they are real and can happen in real life. On the other hand, they are a fantasy fantasy ifif they they are are make-believe make-believe and and are are products products of of one’s one’s imagination. imagination.

Skill Lesson: ai digraph Refer your pupils to LM Activity 260. Lesson 26 – Day 3: Personal Pronouns Skill Lesson: Personal Pronouns 1.

Presentation/Introduction Reviewthe lesson presented on Week of Quarter 3 about personal pronouns. Reiterate that the lessons that will be given for this day will be practice exercises to enhance their capabilities in appropriately using personal pronouns.

2.

Teaching/ Modeling What are personal pronouns? Post the table below Name of Character Gender

Pronoun

Mateo

Male

He

Mother

Female

She

Grandma

Female

She

Children

Female/ Male

They

Rocky

Male

He

My friends and I

Female/ Male

We

Recall the sentences given. Make sentence strips of those sentences. Allow pupils to read them. Mateo is a boy. He is a boy Mother is happy. She is happy The children are noisy. They are noisy. Juriel, Gab and Rey are playing. They are playing When I am going to talk about myself then I should use I. I(the person talking) am glad to be here. Ace (directly talking to Ace) stop dancing. You stop dancing. Janica, Kat and Marie (to the girls I am talking to), go to the town and buy a basket of bananas. You go to the town and buy a basket of bananas. The book is on the table. It is on the table. The books are on the table. They are on the table. My friends and I are singing a song. We are singing a song. 3.

Guided Practice Allow pupils to do LM Activity 262. Guide them and lead them to the correct answer. After answering, let pupils read the sentences and explain the answers. Lesson 26– Day 4: Personal Pronouns

Skill Lesson: ai digraph Refer your pupils to LM Activity 261 and 263. Recall the lessons presented on pronouns by reading the activity-sentences on Day 3. Let the pupils recall the different personal pronouns. Post the personal pronouns on the board when deemed necessary.

Let the pupils do LM Activity 264.



Day 1

Day 2

Literature:  Peñaflorida, A Modern Hero  Appreciate heroism showed by the character

Use different sources of information in reading

Copy of the story Peñaflorida, A Modern Hero

Pictures taken from the selection “Peñaflorida, A Modern Hero” Activity 266

Materials

Read and write words, phrases and sentences with “ay” diagraph

Day 3 Use demonstrative pronouns Read and write words, phrases and sentences with “ay” diagraph

Pictures Activity 267 and 268

Posters about a polluted environment, placards, crayon, picture of a social worker, pushcart, and coupon bond

Day 4 Express feelings and opinions through journal writing

Cluster map provided in the LM Sample journal entry

Day 5 Express feelings and opinions through journal writing

Activity 271 and 272

Activity 269 and 270

Activity 265

Procedure

Pre-Reading





Vocabulary Development: social worker, dynamic, pushcart, extraordinary, and scholarship

Post enlarged copies of pictures taken from the selection “Peñaflorida, A Modern Hero”.

Let the pupils look at pictures and read the sentences about each picture.

Recall the selection “Peñaflorida, A Modern Hero”

Present a sample jounal entry.

Reading Read the selection aloud to the pupils using the chunking method.

Modeling/Teaching: Read words taken from the selection.

Ask prediction questions on Use the words in writing every story stop. sentences. Post Reading Answer Wh- questions

Guided Activity

Discuss demonstrative pronouns by giving examples and providing sentences. Guided Practice

Introduce journal writing to the pupils. Guide the pupils’ thinking of topics through clustering. Show a sample journal entry provided in the LM. Ask questions about the mechanics of writing.

Recall and discuss the mechanics in writing a journal entry. Allow pupils to make a cluster of topics for their journal entry. Let the pupils write a sample journal entry following the rules in writing sentences

about the story. Pupils draw and color their hero/the person who has done something good to them. Let the pupils write two sentences that tell about their hero.

Group Activity Guided practice on words with digraph /ay/

Pupils use demonstrative pronouns by completing sentences. Independent Practice Refer to LM for the independent practice.

Read the journal entry.

Lesson 27 Day 1: Literature: “Penaflorida, A Modern Hero” Pre-Reading 1.

Vocabulary and Concept Development Read with the pupils the flashcards with the following words social worker, dynamic, pushcart, extraordinary and scholarship. What are these words? Let us talk about them. Show a picture of a woman talking to a mother and a child. Ask:Who do you think is this woman? (point to the social worker in the picture) What does she do? Do you have a social worker in your barangay or town? What do they do to help the children and women? What does a social worker mean? For the word dynamic read with them the following : My father is a dynamic man. He works all day in the farm. He also attends meetings on Saturdays. He goes to church on Sundays. He keeps himself busy. He is a strong man.

What things does father do? What does the word DYNAMIC mean? Allow pupils to give the correct response. Show choices: active, healthy.

For the word pushcart show a picture of a boy pushing his pushcart. What is this? Guide them to give the correct response. What can you say about a pushcart? How is it moved? What is a pushcart? For the word extraordinary, unlock through context clues. Read with the pupils the following sentences. (choices: amazing, large) My grandfather has an extraordinary banana plant. It has so many fruits that looks like patola. How does the fruit look like? Is the banana plant ordinary? What does extraordinary mean? For the word scholarship unlock through examples. Is there anyone other than your parents who sends you to school? The persons or groups who your education are your sponsors. The pupils whom they sponsor are called scholars. The scholar is in school for free because of the scholarship. Who among you have scholarships? What does scholarship mean?

2.

Motivation Can each one of us be a hero? How?

3.

Motive Question In the story that I am going to read to you, Teacher Efren is a hero. Why do you think is he considered a hero? Guide pupils to find out how Teacher Efren become a hero?)

During Reading Read the selection aloud to the pupils using the Chunking Method. Ask a prediction question on every stop. All responses are correct.

Peňaflorida, A Modern Hero Efren Geronimo Peňaflorida, Jr. is a Filipino teacher and a social worker in our country. He and his friends from Dynamic Teen Company teach children during Saturdays in their community. They use the pushcart as their classroom. The pushcart is loaded with books, pens, tables, and chairs What do you think will happen to Teacher Efren? Because of Teacher Efren’s extraordinary way of helping the children learned better, he was named CNN Hero of the Year for 2009. He received an award and money from the Cable News Network to his pushcart classroom. President Gloria Arroyo gave teacher Efren the award Order of Lakandula at Malacaňang Palace. Do you think Teacher Efren comes from a rich family? Young Efren came from a poor family in Cavite. His father, Efren Peňaflorida, Sr., was a tricycle driver. His mother Lucita Geronimo Peňaflorida was a housekeeper. He helped his parents in their small noodle business. What do you think did Efren do as a pupil? He was a very bright pupil. He received several class awards and honors when he was a grader until he finished college. He deserved the scholarship and the financial given to him by his sponsors. What do you think does Teacher Efren want for children like you? After high school, Teacher Efren founded the Dynamic Teen Company. Its were his classmates. Their group wanted most of the children to be good and responsible in whatever they do.

Post Reading 1.

Discussion Questions  Who is Efren Peňaflorida, Jr.?

       2.

What does the Dynamic Teen Company do? Why is the pushcart an important thing in Teacher Efren’s life? What was the result of his extraordinary work? Was Teacher Efren a helpful boy when he was young? How did he show it? Why did Teacher Efren deserve the scholarship he was given? How can you help Teacher Efren achieve his dream for children like you? How can you be a hero like Teacher Efren?

Engagement/ Enrichment Activity: Allow pupils to draw and color their hero/ the person who has done good to them. Let them write two sentences that tell about him/her.

Lesson 27 Day 2 : Reading Comprehension Using Different Sources of Information in Reading 1.

Presentation/Introduction Post enlarged copies of the pictures below one by one on the board and ask questions about the pictures. Look at the pictures. These are the pictures taken from the selection “Peňaflorida, A Modern Hero.”

an

2.

Modeling/ Teaching Say: Here are important words taken from the selection. Let us read them.

Refer the class to Activity 265. Say: We will use these words in sentences. Lead the class to read the following sentences. Call on pupils to read by group, by pair and individually.         3.

Teacher Efren is a teacher. He has a pushcart classroom. He is also a social worker. He helps in an extraordinary way. He received an award. They had a noodle business. He was an honor pupil. He had a scholarship.He wanted children to be responsible Guided Practice Refer to LM Activity 266.

Skill Lesson: Words, and Sentences with ay Digraph Refer your pupils to LM Activity 267.

Lesson 27 Day 3: Grammar: Using Demonstrative Pronouns 1.

Presentation/ Introduction Ask pupils to look at the pictures. Read with the pupils the sentences about each. Refer the class to Activity 268A. Which words are used to point out to objects or friends?

2.

Modeling/ Teaching Observe carefully how near or far the objects or people are from the person speaking. Where is Teacher Efren? Is he near or far? Where are the pupils? Are they near or far? Where is the house? Is it near or far from Teacher Efren? Where are Teacher Efren’s friend?

Are they near or far from him? Tell the pupils that the words this, these, that and those are Demonstrative Pronouns. They tell how far or near the objects or persons from someone speaking. This and that are used to point to one person or object which are near to someone speaking. These and those are used to point to more than one objects or persons far from someone speaking. Help pupils state the generalization. 3.

Guided Practice Group the pupils into 5 . Do the following: a. Hold an object. Pupils Say: This is a/an ________.

Hold two or more objects. Pupils say: These are ________. b. Look outside. Point to a thing or a person. Pupils say: That is a/an ________. c. Look outside. Point to many things or persons. Pupils say: Those are _________. 4.

Independent Practice Refer the class to Activity 268B.

Skill Lesson: Phrases and Sentences with ay Digraph Refer your pupils to LM Activity 269A, B, and C.

Lesson 27 Day 4 : Writing: Express Feelings and Opinions through Journal Writing 1.

Presentation/ Introduction Let us recall the selection “Penaflorida, A Modern Hero”. Answer the following questions orally. What did Teacher Efren do to help the children? How was he awarded for his extraordinary work?

How do you think did he feel?

2.

Modeling/ Teaching Today, you will write a journal entry of your own. A journal could either be a notebook or a folder with pages in it. In a journal, you write how you feel and what you do on certain days. Make a cluster to help you think of topics for a journal entry. Think of things you have done today and how you feel about them. Refer the class to LM Activity 270A.

3.

Guided Practice Refer the class to LM Activity 270B. Let us read the journal entry. Were you able to say what you wanted to say?\ Do you want to add something? If we have nothing more to add, let us check the journal entry again. Is there a date written? Did we use capitalization correctly? Did we use comma and periods correctly? Then, let us make a final copy of the journal entry.

Skill Lesson: Poem with ay Digraph Refer your pupils to LM Activity 271.

Lesson 27 Day 5: Writing: Express Feelings and Opinions through Journal Writing 1.

Independent Practice Recall the journal entry made yesterday. Ask pupils for the essentials of a journal entry- what to write and how to write sentences. Tell them that they are going to write their own journal entry. Guide the pupils by showing them again the cluster. Have them fill it out and write them as the class did it yesterday.

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