english 3 tg 2nd quarter.pdf

Unit 2: Week 1 (Lesson 10)

Lesson Parts

Day 1 Day 2 Day 3 Day 4 Day 5

Overview/ Objectives

Literature:

Chocolate Milk for Danny

(adapted from Aesop)

Monitor and self-correct ones comprehension via

skimming (title and

text)

Appreciate how the character had been

truthful to her mother

Decode words with digraph /ch/ (initial) as

in chin (1st half)

Monitor and self-correct ones comprehension via

skimming (picture)

(2nd half)

Read words with digraph /ch/ (final) as

in catch (1st half)

Monitor and self-correct ones comprehension using scanning(2nd half)

Read words with digraph /ch/ (1st half)

Monitor and self-correct ones comprehension using

scanning (2nd half)

Monitor and self-correct ones comprehension using scanning and

skimming

Materials

A Chocolate Milk for Danny (Story)by: Dinah C. Bonao,

pictures

6-framed-story board of A Chocolate Milk for

Danny

Picture of a party Refer back to previous

lessons for text to be

scanned and skimmed

Procedure

(5 min)

Unlocking of key words in the story using

pictures and context

Motivation Question

Motive Question (skimming)

(15 min)

Read-aloud of the story with

some prediction questions at

certain points

(15 min)

Post Reading:

(10 min)

Word drill and exercises on words with

digraph /ch/ (initial) as

in chin (1st half), see

TG and LM

Show 3 story board and ask pupils to give the

general idea

(10 min)

Discuss how skimming is done using story

boards

(10min)

Word drill and exercises on words with

digraph /ch/ (initial) as

in chin (1st half), see

TG and LM

Review 6-framed-story board of A Chocolate

Milk for Danny

(10 min)

Discuss how scanning is

done using questions

(5 min)

Word drill and exercises on words

with digraph /ch/

(initial) as in chin (1st

half), see TG and LM

Show a picture of a party and ask pupils

(10 min)

Review how scanning is done

Show a recipe

(5 min)

Let pupils answer a questions

from the selection through

scanning and skimming

(10 min)

Reiterate how scanning and

skimming is done

Discussion of the story,

highlighting Almiras truthfulness to her mother

at the end of discussion

(15 min)

Pair and Share: Partners

take turns in answering

questions.

(15min)

Distribute to the pupils (in groups) the next 3

frames of the story

board to get the general

sense of the frame.

(15 min)

Allow pupils to share the output of the group

(10 min)

Pose specific questions for

pupils to answer by

scanning the text (group

activity)(20 min)

Let pupils do Q-A Activity

on short selections read

(10 min)

Let pupils identify

ingredients and procedure

in preparing the recipe for

egg sandwich

(25min)

Allow pupils to share

outputs

(15 min)

Let pupils share skimmed and

scanned Information

(20 min)

Ask pupils to share what they

did

Unit 2: Week 1 (Lesson 10) Chocolate Milk for Danny

Pre-Reading

Pre-Reading

1. Unlocking/Vocabulary & Concept Development (loaf, held, bought , patted)

Show a picture of a slice of bread.

Say: This is a slice of bread. Say it again. Say slice of bread.

Show a picture of a loaf of bread.

Say: This is a loaf of bread. Say it again. Say loaf of bread.

Ask: Let us count the slices on this loaf of bread. How many slices of bread

does this loaf of bread have?

Show a picture of Almira in front of a bakery with a loaf of bread.

Say: Almira bought a loaf of bread from the bakery yesterday.

Ask: When did Almira buy a loaf of bread from the bakery? (yesterday)

What did Almira do at the bakery? (bought)

Show a picture of Almira holding the hands of her brother while leaving the

bakery.

Say: Almira held the hand of her brother after she bought a loaf of bread.

Show the picture of mother patting Almiras shoulder.

Say: Mother patted Almiras shoulders. When do we pat someones shoulder? What do we mean to say when we pat someones shoulder?

Say: Let us see if you can remember the words we learned today.

Refer your pupils to LM-Activity 105 on page 112.

2. Motivation Question:

What do you want to buy from a market?

3. Motive Question:

What did Danny want to buy in the market?

During Reading

Read aloud the story. Stop at indicated points (*). Tell the pupils you will raise some

questions where you pause before continuing the story. They are to answer those

questions which will enable them to guess what might happen next.

Chocolate Milk for Danny

by Dinah C. Bonao

Almira, please go with your brother to the market and buy a loaf of bread for merienda, Mother said.

Along the way, Danny stopped at one of the stores.

Ate, please buy me that chocolate milk, he said. *

Ask: Where did motherask Almira to go?

Who went with Almira to the market?

What did he see along the way?

What word did Danny use to request for chocolate milk?

We need to buy the bread first, whispered Almira. She held the hand of his brother as they walked to the store. Finally, they bought the bread.

Ate, may I have my chocolate milk now? said Danny. *

Ask: Will Danny be able to enjoy the chocolate milk?

Sure, I still have my change here.

They walked home while Danny enjoyed the chocolate milk.

Were you able to buy the bread? asked mother. *

Ask: Where did Almira get the money to buy the chocolate milk?

Will Almira be honest in telling the truth about the change?

Yes, Mother, replied Almira, but Im sorry, I dont have the exact change. I bought chocolate milk for Danny without asking your permission.

*

Ask: How will mother respond to Almiras remark about the change?

Im proud of you for telling the truth. I know how much you want your little brother to be happy, Mother said as she patted Almiras shoulder.

Post Reading

1. Discussion Questions

Ask the pupils to answer the following questions orally.

1. What is the title of the story?

2. Who are the characters in the story?

3. Where did mother ask the children to go?

4. What did Danny want to buy?

5. What did her sister say?

6. Before going home, was Danny able to get what he wants? Why?

7. Why did Almira say Im sorry when they got home? Do you think

it is important? Why?

8. What was mothers reaction? What did she say?

9. In what other ways can you show that you are telling the truth?

2. Engagement/Enrichment

A. Pair and Share

Let the pupils share with a partner instances in their own life when they told the truth

and said they were sorry for what happened. Each partner will take his turn sharing

his experience. Go around and monitor if the pupils are doing the task correctly.

Allow them to use their native language if needs be in their sharing or ask you how to

say it in English if they so desire.

B. Draw your favorite character. Write two sentences about him/her. Refer your pupils to LM- Activity 106 on page 113.

Day 2

Decoding/Fluency Digraph ch as in chin and catch /

Writing/Skimming

Review/Introduction

Say: Remember the story we read yesterday? What did Almira buy for Danny in the

market? (Chocolate milk)

Note: Write the word chocolate on the board and underline ch. Let the pupils read the word chocolate.

Ask: What are the underlined letters? (ch)

Say again the word chocolate (emphasize /ch/) .

Ask: What is the sound of ch in the word chocolate?

Let the pupils sound /ch/. If they cant produce it, model how. Say: Lets have two more words from our story?

change much

Write the words change and much on the board. Ask volunteers to underline ch. Read the words and let the pupils say them after you.

Modeling/Teaching

Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can you

hear /h/? A different sound is given to ch. The sound of ch is /ch/.

Let the pupils sound it three times.

Model reading the words and let the pupils read after you.

Teaching Chart: Words with /ch/

chips check chop choose

chin chest chocolate chew

chick cherry chair cheese

chicken champ

children

Activity Say: Now lets identify the pictures by completing the words with ch. Read the words, then the phrases and the sentences with /ch/ in that order. Refer the pupils to LM Activity 107 on pages 114-115. Lesson: Skimming (2nd half)

1. Presentation/Introduction

Show the first three story boards one by one to the pupils and ask them questions

about the story to come up with the general idea. All answers are correct and

acceptable. Write the answers of the pupils on the board by completing the sentence

below and read them for oral fluency.

1. Look at the pictures.

2. What do you see in the pictures?

Story Board No. 1

Almira with younger

brother Danny wave

goodbye to their mother.

Story Board No. 3

Almira and Danny got

off in front of a

grocery store.

Story Board No. 2

Almira and Danny are

on a highway waiting

for a jeep.

1. Modeling/Teaching Show the first story board. Ask the pupils to look quickly at the pictures and give the

big idea. Tell them that the activity that they did is skimming.

2. Guided Practice

Show the other two story boards one at a time. Ask five to ten pupils to share their

ideas about the pictures. Write all the answers of the pupils on the board. Let them

read the questions aloud and allow them to respond to the questions using the correct

intonation.

Distribute to the pupils in groups the next three frames of the story board to get the

general sense of the frame. Ask each group to give their opinion about the pictures

given to them. Write their answers on the board.


4. Independent Practice

Refer your pupils to LM- Activity 110 on page 118.

Lesson 10 Day 3: Scanning Pictures to Answer Question

Final Digraph /ch/

Skill Focus: Reading words with final consonant digraph /ch/ (1st half)

A. Oral Reading of words with digraph ch (initial). (See teaching chart used previously.)

B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or demonstrate the meaning of each word before reading.

catch much bench

scratch such sketch

watch bunch reach

branch rich

ranch inch

1. Guided Practice

Say: Work with your seatmate. Read each word with your partner and match

the words with their pictures.

Refer your pupils to LM-Activity 111A on page 119.


Refer your pupils to LM-Activity 111B on page 119.

Skill: Scanning Pictures to Answer Questions

1. Presentation:

Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have you

seen a container of chocolate milk? What information can you see from its box?

Let us know the information in the chocolate milk drink tetra pack. (See to it that you

have an enlarged copy of this picture. Large enough that everybody can see the

information contained in the box. They may be provided with a copy.)

2. Teaching/Modeling

Guide the class to locate the answers in the following questions.

1. What is the name of the chocolate drink? What kind of drink is on the

picture?

2. Where was the drink made?

3. When will the drink expire?

4. What minerals can we get from this drink?

3. Guided Practice

Divide the class into three groups.




Day 4: Skimming and Scanning Other Reading Materials

Skill focus: Initial and Final Digraph /ch/ (1st half)

Refer your pupils to LM-Acivity114 on page 123.

Skill focus: Skimming and Scanning Other Reading Materials (2nd half)


Show a picture of a Birthday Party

2. Modeling/Teaching

Ask the class to look at the picture. Let the pupils answer the questions.

What do you see in the picture?

What do they celebrate?

What are the things your parents do to make you happy on your birthday?

Do you like to have a birthday party? Why?

What food would you like served in your birthday party?

3. Development of the Lesson

Present to class the recipe of Egg Sandwich. Let the pupils scan the ingredients and

the procedure.

Let the pupils identify the different ingredients of Egg Sandwich. Let them write their

answers on the board then ask the procedure by asking the pupils to give them orally.

When done, let them identify the action words used in the procedure. Write them on

the board and have them read orally after.

4. Guided Practice

Paper and Pen Activity

Ask the pupils the things they do to keep their food safe, clean and nutritious.

Encourage them to give their answer in complete sentence. Let them use the action

words inside the box in a sentence by writing it on the line provided.



Acting-Out

Have the pupils bring out the ingredients that they were asked to bring to class. Using

the ingredients let the pupils do the procedure in preparing the recipe in two groups.

After the activity, let the first group rate the recipe of the second group and vice versa.

(Change to a simpler task if needed.)

Day 5: Skimming and Scanning a Selection


Ask the pupils to answer the following questions.

1. Did you enjoy listening to the story Chocolate Milk for Danny?

2. What part of the story do you like most?

3. Who is the character you like best?

4. What lesson did you learn from the story?

5. Did you go fast over the pictures in each set to find out what it is all about?

6. Did you go fast over the text to find out specific information?


Tell the pupils that in the previous activities, they used skimming and scanning to

understand the lessons.

Say that this time they will study further on skimming and scanning

Skimming is reading at the fastest speed where the eyes keep floating over the reading

selection to locate information.

Scanning is reading moving your eyes. Quickly down the page to find one specific

detail. This will lead you to find a single fact, date, name or word in a text and find

that you need.

Guided Practice

Have the pupils identify what skill they will use in locating information from a given

situation if they want to find specific information and if they want to have a general

idea of what it is all about.



Lesson Parts

Day 1 Day 2 Day 3 Day 4 Day 5


Monitor and self-correct ones comprehension using questions

Use graphic organizers to show understanding of texts

Decode words with consonant digraphs: /ck/, /th/, and /ph/

Decode words with consonant digraph /sh/

Use action words in simple sentences






SUMMATIVE

TEST

Materials

A copy of the comic strip Bantay and Tagpi by Roderick Motril Aguirre

Picture frames showing the major events of the literature for day 1.

Flash cards of words to be decoded (consonant digraphs

Pictures of action words from the literature for day 1.

Flash cards of verbs to match the pictures.

A cartoon image in 3 frames of a girl losing hair

Sentence strips with action words

Trish and Her Wish

Procedures

(10 min) Let pupils

Analyze pictures showing HONESTY

Answer the MOTIVATION QUESTIONS to process the pictures

Ponder over the MOTIVE QUESTION

(20 min)

Have the pupils read the comic strip. Make them stop at strategic points and

(5 min)

Let pupils arrange the picture frames based on the sequence of events of the literature for DAY 1.

(15 min) (Show a picture of Tagpi with labels of his body parts.)

Have pupils focus on the words back, teeth, and thigh

(Discuss how to decode consonant digraphs with final and/or medial/initial /ck/, /th/, and /ph/.)

(10 min) (Show pictures of Tagpi and Bantay in motion)

Let pupils tell what Tagpi and Bantay are doing as shown in each picture.

(Facilitate pupils answer by posing leading and funneling questions) Drill on words with final consonant digraph /sh/

(15 min) (Discuss what action verbs

(15 min) 1st half

Drill on words with consonant digraph /sh/

Read the short story Trish and Her Wish and answer WH- questions.

2nd half

Review action words through reading of sentence strips.

(10 min)

Review verbs by acting out its meaning.

let them answer questions to help them monitor their comprehension.

(10 min)

Let pupils answer the comprehension questions

(10 min)

Then, have them complete the character map to yield the concept of honesty

Use the sentence with the word SHOUT from the story to introduce lesson on words with consonant digraph /sh/ Read words with initial consonant digraph /sh/..

(20 min)

Have pupils practice sounding out words with consonant digraphs

Let them complete the words by making them write the missing consonant digraphs. Have them match the completed words to the correct pictures they represent.

Guided Practice Activity on words with consonant digraph /sh/

(10 min)

Let the pupils accomplish the consonant digraph activity sheet in their LM.

Independent Practice Activity on words with consonant digraph /sh/

are)

Act out some verbs. (TPR)

(10 min)

Have pupils act out the word you will say.

(15 min) Have the students

Accomplish the letter-scrambled words sheet using picture clues

Let the pupils identify action words posted on the board.

Using the examples, allow pupils to further understand how action verbs are used in a sentence.

(10 min)

Teacher chart exercises on identifying action verbs in a sentence.

Guided practice on using verbs in simple sentences

(15 min)

Allow pupils to work in groups. Ask each group to write 2-3 sentences about the pictures to be given them.

Unit 2: Week 2 (Lesson 11) Bantay and Tagpi

Pre-Reading

1. Unlocking/Vocabulary & Concept Development

Unlock the word honesty using pictures that show the concept and definition of this word. Say: Look at these pictures. (girl and boy cheating in class, a boy returning a wallet to

the owner).

Ask: Who does/do the right thing? Why?

When you return something that is not yours to the owner, you are honest.

2. Motivation Question

Which picture shows a good deed?

3. Motive Question/Statement

Say: Today we will read a comic strip about Bantay and Tagpi. These two dogs are best of friends. Which of the two dogs learned the value of HONESTY? Let us find out.

Open your LM to page ___.

While Reading

Explain to the students that you will be stopping them at a certain frame in the comic

strip to ask or entertain questions from them.

Say: I will be stopping you at a certain frame to ask you some questions. I will also

answer questions from you if you need some clarification/s about the frames you have

just read.

FIRST STOP (Frame 4)

How would you describe Bantay? How is he as a friend?

Why did Bantay stop laughing when he saw Tagpi trip over the bones?

How would you describe Tagpi? Is he a happy dog? What can you say about him from his remarks about Bantays huge collection of bones?

SECOND STOP (Frame 9)

What did Bantay and Tagpi do?

What happened after their play?

What did Tagpi do?

What did Bantay find out when he got back to his collection of bones?

THIRD STOP (Frame 13)

What happened to Tagpi?

What was his reaction?

What did Bantay do?

Were they able to find the stray dog and Tagpis new blanket?

Post Reading

1. Discussion Questions a. What was Bantays problem in the story? b. What was Tagpis problem in the story? c. What did Bantay do to help Tagpi? d. What did Tagpi learn in the story?

2. Engagement/ Enrichment

Let the pupils accomplish the character map sheet on the character assigned to them.

Character map is a type of graphic organizer that helps pupils describe in detail the

character in the story they read. It also facilitates how they may organize their

thoughts and ideas.

Say: Accomplish the CHARACTER MAP for the character I will assign to you. Students

seated on the right are to accomplish the character map for Bantay. Those sitting on the

left are to work on the character map for Tagpi.

Lesson 11 Day 1: Decoding/Fluency/Writing Consonant Digraph /ch/, /th/ and /ph/

1. Presentation

Have students arrange the picture frames based on the sequence of events in Bantay and Tagpi.

Say: Turn your LM to Activity 119. Number the pictures based on the sequence of

events of the comic strip we read yesterday.

2. Modeling

Show a picture of Tagpi with labels of his body parts.

Say: These are Tagpis body parts. I will read each word and you repeat them after me.

Point to the word when you read it then the part of the body it labels. Discuss how to

decode consonant digraphs in final or medial or initial position /ck/, /th/, and /ph/.)

Say: Now, look at this words that I will underline. (Underline the words back, teeth, and

thigh).

Say: The first word ends with the letter c and k but they only have one sound /k/.

Have pupils focus on the words back, teeth, and thigh.(Have students say the letters

aloud and then give the sound /k/ of the consonant digraph ck.

Say: The second word ends with letter t and h but they only have one sound //. When the word begins with the letter t and h you also give th only one sound //. Let pupils repeat the sound.

Write another word: photo.

Say: Now this word is read as photo. Have pupils repeat the word. This word begins

with the letters p and h but they are given only one sound /ph/ or /f/. Have pupils

produce the sound.

3. Guided Practice

Call attention to and have the pupils practice the single sound given to the consonant

digraphs ck, th, and ph. Then let them complete the words by writing on the board the

missing consonant digraphs for each word. Have them match the words with the

pictures they represent.

Say: I have here on the board a list of words and pictures they represent. I will read

each set of words three times. On my first reading just listen to me read the words. On

the second time, I will read each word and repeat after me. On the third time, you all

read the set by yourselves. We will do the same thing to the next to the next two sets of

words.

/ck/ /th/ /ph/

duck thirty pharmacy

clock cloth Philippines

lock teeth telephone

sack thigh photo

Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1st half)

1. Review/Presentation

Say: Who was Tagpis friend in our story yesterday? (Bantay) Lets have this sentence from the story.

Tagpi shouts out to Bantay.

Write the sentence on the board and let the pupils read it.

Say: What did Tagpi do to Bantay? (shout) Write the answer on the board.

SHOUT

picture

picture

picture

picture

picture

picture

picture

picture

picture

picture

picture

picture


Underline sh. Say: The word shout has sh in the beginning. It has one sound. Whats the sound of sh? Let the pupils sound it. If they cant sound it, model the sound and ask them to sound it three times.

Say: Lets have more words with sh. Let the pupils read the words in a teaching chart. Make sure that the pupils know the meaning of each word through vocabulary

development activities such as pictures, action and context.

Teaching Chart: Words with sh

ship shell shack shop

shift shed shall shore

shrill shelf shape shock

shine sheet shake shut

3. Guided Practice

Refer the pupils to LM Activity 121A.


Refer the pupils to LM Activity 121B.

Lesson 11 Day 3: Using Action Words in Simple Sentences

Skill Lesson: Final Consonant Digraph /sh/ (1st half)

1. Flash cards with words with initial consonant digraph /sh/, see teaching chart.

2. Show words with final consonant digraph /sh/. Model reading the words. Make

sure that the pupils know the meaning of each word through vocabulary

development activities such as pictures, action and context.

Teaching Chart: Words with sh

ash splash brush wish

crash smash crush fish

flash clash rush dish

trash wash bush finish

3. Guided Practice

Refer the pupils to LM Activity 122.



Skill Lesson: Using Action Words in Simple Sentences (2nd half)


Show pictures of Tagpi and Bantay in motion.

Say: What are Tagpi and Bantay doing?

Let the pupils observe each picture and allow them to give verbs that describe Tagpi

and Bantay?

Say: Lets have picture 1. Where is Tagpi? What is he doing? (running) Lets have picture 2? What is Bantay doing? (playing)

Highlight pupils answers by writing the words on the board.


Use the pupils answers as springboard to the lesson about verbs.

Say: Your answers are correct. These words are called action words or verbs.

To improve the listening and speaking skills of the pupils, employ the Teach-Ok technique from Whole Brain Teaching. (This technique is a variation of Direct

Instruction and facilitates TPR) Heres how this is done.

1. Have the pupils count off 1 with the pupil next to him/her saying 2. Tell them you will be saying these words Class, Teach, Switch. They are to do

something after those words are said following this script for each of the

sentences in the template.

Teacher: Class

Pupils: Yes

Teacher: (Says one of the sentences in the template and claps twice.) Teach!

Pupils: (Clap twice) Ok!

Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said.

Teacher : Switch!

Pupils: Oh! Switch!

Number 2 pupils (Repeats to number 1 pupils what they said.)

3. Template of the sentences to be said one at a time using the above script for each sentence.

a. Verb is an action word.

b. The word play is an action word. c. Play is a verb. d. The word run is an action word. e. Run is a verb.

In doing the WBT technique, let the pupils act out the verbs whenever they mention

each word. Model the gesture.

Say: What is verb? Is the word play a verb? (Yes) Why? (Because its an action word) Is the word run a verb? (Yes) Why? (Because its an action word)

Say: Lets have more examples of verbs.

Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupils

read each verb.

Picture - walk (Pupils read)

Picture - eat (Pupils read)

Picture - sit (Pupils read)

Picture - eat (Pupils read)

Picture - talk (Pupils read)

Picture - think (Pupils read)

3. Guided Practice

Read and Show

Say: I will use verbs in a sentence. Read the sentence and whenever you read the verb, I

want you to act it out. (Teacher models the activity)

(Sentences should be illustrated to facilitate pupils comprehension.)

Ana hops. The janitor cleans.

Alex sings. The scouts work.

The pupils read together. The kids dance.

The teacher writes. Ricky drives.

My pet cat plays. Raymond swims.

4. Independent Practice Say: I will show you some pictures. Identify the verb shown in every picture by

unscrambling the letters in the sentence.


Lesson 11 Day 4: Decoding/Fluency/Writing Skill Lesson 1: Consonant digraph /sh/

1. Introduction

Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3)

Say: Let us read the words with /sh/ which were given to you last time. (Allow pupils to

alternately read the words.)

2. Modeling

Model reading the story Trish Has a Wish. Alternately read the story with the pupils.

Then allow a volunteer to read the story. Refer to LM Activity 125 for the copy.

3. Guided Practice

Answer WH- questions about the story

Refer the pupils to LM Activity 125B.

4. Independent Practice Pupils draw the dish of Trish and let them write something about their drawing.

Skill Lesson 1: Consonant digraphs /ck/, /th/, and /ph/

1. Presentation/ Introduction

Flashcard drill on consonant digraphs /ck/, /th/, and /ph/ (previously learned words on

Day 2

Say: Let us read the words with /ck/, /th/, and /ph which were given to you last time.

(Allow pupils to alternately read the words.)

Let pupils match words with pictures to develop vocabulary of words with consonant

digraphs /ck/, /th/, and /ph. Refer to LM Activity 126.

2. Modeling/ Teaching

Model and give more exercises on words and phrases with consonant digraphs /ck/, /th/,

and /ph. Refer to LM Activity 126A.

3. Guided Practice

Write words and phrases with /ck/, /th/, and /ph. Refer to LM Activity 126B and C.


Write phrases and sentences with words with /ck/, /th/, and /ph. Refer to LM Activity

127.

Skill Lesson 2: Use action words in simple sentences.

1. Presentation/ Introduction

Review pupils on action words introduced in Day 3 by allowing them to read words and

phrases with action words

Say: Let us read the following sentence-strips.

Danny and Ana clean the room.

Danny climbs a tree.

The boys play beside the canteen.

Tagpi barks.

Rona walks and sings along the bay.

2. Modeling/ Teaching

Re-state the meaning of verbs.

Go back to sentences posted on the board and allow pupils to identify the verbs. Ask

them why those are verbs. Be sure that the pupils say that those are verbs because they

are action words.

Ask: What is the action word in the each sentence? Why do we call them action words?

Ask the class to do the actions signaled by each action words. Ask: Did you show

action to describe the meaning of each action word? Say: Action words are also called

verbs.

Danny and Ana clean the room.

Danny climbs a tree.

The boys play beside the canteen.

Tagpi barks.

Rona walks and sings along the bay.

Say: If we are going to remove the action words, what would the group of words

mean?(Emphasize that verbs play an important role in completing sentences.)

3. Guided Practice

Let the pupils have more Teacher Chart Exercises on identifying verbs.

Tagpi tumbles down on Bantays collection of bones. Bantay greets Tagpi.

Tagbi bounces up and down around Bantay.

Bantay and Tagpi play with the ball on the grass field.

He drops the ball.

Refer to Refer to LM Activity 128 for the additional guided practice on using verbs in

simple sentences.


Allow pupils to work in groups. Ask the groups to write 2-3 sentences from pictures

given to them.

Say: In your groups, you are going to write 2-3 sentences telling about the pictures you

are holding.

Allow pupil to write one sentence on a picture shown.

Say: This time you are going to write a sentence on the picture shown.


Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5


Literature: The Honest Woodman

Appreciate the importance of honesty

Note details in a given text

Read and write words with the long vowel /a/ in simple stories


Read and write words with long vowel /a/ in simple stories

Write at least 3 sentences

Read and write words with long vowel /a/ in simple sentences

Read and write words with long vowel /a/ in simple sentences

Write at least three sentences

Materials

Pictures of wood, axe, fairy, reward

Copy of the story The Honest Man

Honesty Character Award

L12D2 Worksheet1 & 2 LM page _

The Story Guide Chart

Picture of cake and lake

Detail Wheel Game Chart/ Board

Pictures of school gate, dark cave, date, man shaving

Flashcards

Activity charts

Procedure

Pre-Reading

Present key words through pictures and word clues

Reading

Read aloud and stop at strategic points and ask questions to predict the succeeding part of the story

Post Reading

Talk about the story read through discussion questions

Introduction/ Presentation:

Allow pupils to study and read the Guide Sheet

Modeling/Teaching:

Post and allow pupils to answer the Guide Sheet questions

Guided Practice:

Do Detail Wheel Game with the pupils

Flashcard drill on Brain List

Show picture of cake and lake for phonics lesson

Independent Practice:


Have a flashback of the story The Honest Man

through acting it out with selected pupils

Modeling/ Teaching

Discuss verbs

Do Action Word Wheel with the pupils

Allow pupils to answer Action-Word-Sentence Chart

Flashcard Drill on Brain List

Read Cake for Kate and answer discussion question

Show picture and pupils read sentence about the

Presentation/ Introduction

Post the Pupil of The Month Chart and the poster about honest and ask pupils about what they can say about what they see

Modeling/ Teaching

Post pupils responses on the Responses Chart

Reiterate that the poster about honesty, Pupil of the month chart and headlines are different sources to get information

Allow pupils to study responses chart

Let pupils know how declarative sentence are written

Introduction

Do energy check to get attention (Thumbs Up/Down Activity)

Modeling/ Teaching

Re-state important points in writing declarative sentences by providing activities from various sources

In pairs, let pupils decide what among the group of words are declarative sentences

Allow the pupils to read their work

In a group, make a certificate of appreciation for a class member considered to be honest

Allow the pupils to award the certificate

Explain Jake and Kate showing acts of honesty

In groups write answers on Detail Chart

pictures shown

Do Does It Make Sense by arranging words to make a sensible sentence


Read words, phrases and sentences with long vowel /a/

Do memory lane on words with long vowel /a/


Read words, phrases and sentences with long vowel /a/ in simple sentences

Do Does It Make Sense Activity on words with long vowel /a/

Unit 2: Week 3 (Lesson 12) The Honest Woodman

Pre-Reading


( Before the class begins, select among the pupils who will act out the scenes

between the Fairy and Caloy)

Say: Let us start with the BIG WORDS. These BIG WORDS are connected

with the story we are going to read. How shall we find out what these BIG

WORDS mean?

Say: We are going to play a Tickling mind game. Here are the steps in the

game.

Listen to the clues about the word.

Show Thumbs Up if you have the answer.

THE BIG WORDS

wood axe fairy reward

Show pictures of wood, axe, fairy

Say: Please pay attention as I say the clues/show picture of the word. Ready?

Im thinking of a word that sounds like food. This four-letter word starts with letter w. The word is ____________. ( wood) (show picture of wood)

I am thinking of a word that names something bigger than knife. It is used to

cut wood. This is a three-letter word that has ( e, a x). The word is _______.

( axe) ( show picture of axe)

I am thinking of a kind lady with magic wand. She is powerful. The five-letter

word starts with an f and ends with y.

I am thinking of a word that means a thing like a gift or good words you get when you do something good.( Show picture of a fairy giving something for the man)

Let us read these words: wood, axe, fairy and reward

We will hear these words from the story I am about to read to you.

2. Motivation:

What is your favorite toy? What would you do if you lost your favorite toy?

Elicit answers from the pupils. Write their responses on the board.

3. Motive Question:

Say: The character in the story we have for this day does not have a toy he

truly loves. He has a very important tool his AXE. He has been using his axe

to earn a living for the family.

What if he lost his axe? What would he do? Let us find it out.

Read the story aloud .Stop at strategic points and ask questions.

The Honest Woodman

Adapted by Esperanza Diaz Cruz

Once, a poor woodman named Caloy went to the forest which was on the side

of a deep river. He was working all day long and he was tired. (Demonstrate

how it is to be tired.)

Suddenly his axe slipped from his hand and fell into the water. (Act it out before

the pupils)

"Oh! I have lost my axe," he cried. "I have nothing to use to earn my living!

What shall I do? The river is very deep and I am afraid to dive into it. Who

can help me?"

Stop and Ask: Who do you think would help the woodman? How would he do it?

Faye, a good fairy, heard the poor man's cries and appeared before him.

"Whats the matter, poor woodman?" she asked. "Why are you so sad?"

Caloy told her what happened and Faye promised to help him.

Stop and Ask: What would the fairy do? Can you guess?

She dived into the river and brought up a golden axe. "Is it yours?" she asked.

( Ask the girls in the class to say this line Is it yours?)

"No, that is not mine," answered Caloy.

( Ask the boys in the class to say this line-No, that is not mine)

Faye dived again and this time brought up a silver axe.

"Is it yours?" she asked, ( Remind the girls to say the line-Is it yours?)

and Caloy again answered "No."( Remind the boys to say the line-No.)

Stop and Ask: What do you think would the fairy do?

So Faye dived a third time and this time brought up the axe that had slipped

from Caloy's hand. "That is my axe," he cried . "Now I can work again."

Happy with Caloys acts, Faye gave him the two axes as a reward.

4. Post Listening Discussion

Have the pupils discuss the story in class.

1. Who came to the forest?

2. Why did he go to the forest?

3. What happened to his axe? How do you think the woodman felt?

4. Who helped the woodman?

( Act out the scenes between Caloy and the Fairy)

5. Did the woodman get the axe that was not his? Do you think Caloy did the

right thing? Why do you say so?

6. Why do you think Faye the fairy thought of giving the three axes to the

woodman? If you were the fairy would you do that, too? Why?

7. Do you think you are an honest person if you do not get the things that are

not yours? Why?

5. Post Listening Activity

Form groups of five. Say: Be creative in naming your group. Make a

Certificate of Appreciation for a class member whom the group believes showed acts

of honesty. Your group is expected to:

1. Give everyone a chance to make suggestions about the person/persons

whom the group thinks has been so honest

2. Talk together about what the certificate should look like and what it should

say.

3. Decide as a group who deserves the Certificate of Appreciation award

Certificate of Appreciation

for

_____________________________________________

for returning the_______________________

You are such an honest person.

Signed by: Write the name of each member for each one to affix his/her signature

above his/her name.

4. Have a mini-program and do the actual awarding of the Certificate of

Appreciation to an honest class member

Lesson 12 Day 2: Noting details in a given text

Reading and writing long vowel /a/ in simple stories

1. Recalling the story

Let the children study the Guide sheet. Call volunteers to read the questions.

Refer the pupils to LM Activity 129 on page 151.

2. Modeling

Get-theDetails

Say: To answer these questions, we need to remember some details from the text we

listened to or read about .Let us see if we remember the details from the story: The

honest woodman to get answers to the questions in the guide sheet.

Elicit answers from the pupils. Post their answers on the guide sheet.

Say: Let us read your answers. The ideas you have given are the details you

remember from the story. There are some simple ways of getting details.

Think about this. Details answer the who, what, when , where and how. The story

itself will help you find something about the WHO, WHAT, WHEN, WHERE,

WHY, HOW.

Refer the pupils to LM Activity 130 on page 152 for noting details activity.

Say: Details help us understand the story better. The details are the events that

happened in the story. Remember to always ask yourself: Does it make sense if I give

this detail for this question.

Discuss what type of detail is needed based on the type of question.

Who ( characters), when( date), where( place where the problem begins)

what ( problem),why( reasons), how ( process)

Phonics/Word Recognition


Present the pictures and the words. Let the class read the words.

cake

lake

illustrate take

illustrate make

illustrate rake

illustrate bake

illustrate shade

2. Teaching/Modelling

Model the correct way of reading the words. Sound the long a properly. Tell them that these are long a words because the a is sounded as /ey/.

Refer to LM Activity 131 on pages 152-153.


Explain the cartoon about Jake and Kate showing acts of honesty

Use cartoon in this activity.

Say: Let us work in groups. Then write your answers on the DETAIL CHART.

Refer the pupils to LM Activity 132 on page 154 for independent practice on noting

details activity.

Lesson 12 Day 3: Use action words in simple sentence Read and write long vowel /a/ in simple stories.


Say: How does everyone feel today? Let us know. We will have a flashback of the part of the story that we liked. May I call two pupils to act out the fairys part from the story.

Partners who will act out the scenes of the woodman and the fairy should have been informed about the activity before the class begins.

Say: What did the pair do?

Elicit answers from the pupils.


Say: What have you observed with the highlighted words used in the sentences?

The axe slipped from his hand and fell into the water.

Faye dived into the river.

Elicit answers from the pupils and write their answers on the board.

Say: The words are examples of action words.

They show action that is done by the doer.

Let us have more examples.

Jake bakes a cake. What does Jake do?

Kate eats the cake. What does Kate do?

Pat sits on the rug. What does Pat do?

The nun runs under the sun. What does the nun do?

Let us be more engaged by doing this ACT IT OUT activity.

Say: I will show word cards. Read them and carry out or do the action mentioned in

each word.

walk run sing bark eat hug hum

Remember, action words are doing words.

They denote some actions if we see them in sentences.

3. Guided Practice

(Teacher prepares an Action Word Wheel.)

Say: We have another game for action words. Let us use Action Word Wheel.

Form groups. Be creative in giving names for your groups.

How to start the game:

a. Call a pupil to spin the wheel to reveal an action word.

b. Let them act out the word by group.

c. Then, have them come up with a sentence using that word.


Refer to LM Activity 133 on page 155.

Part B: Phonics/Word Instruction Flash BRAIN LIST for fast reading ( flash words one by one)

run fog wash wish bake Jake

fun jog cash fish take Kate

fall mash dash dish make mate

tall rash

Say: Let us read these sentences again.

Mom, Kate and Jake baked the cake.

Who baked the cake?

Jake, Kate and Dave went to the lake.

Who went to the lake?

Mom, Kate, Jake and Dave ate the cake.

Who ate the cake?

This time show pictures of: , (show a sentence while flashing the picture)

Read these words.

Say: Gate and date have this pattern

Say: Cave and shave have this pattern

m/a/te g/a/ve

l/a/te D/a/ve

d/a/te

Man shaving

School gate

Date ( June 13)

Dark cave

The cave is dark.

Man shaving

The school gate is open.

Dad shaves the hair in his chin.

The date of your birthday is June 13.

4. Guided Practice Refer to LM Activity 134 on page 155.


Work in groups. Each group should have five members. Do the Does it Make Sense activity?

Arrange the words in order to make a meaningful sentence.

Groups 1-3 Dave, cave, go, Kate , to, the

Groups 4-6- Jake, Kate, cake, Mom, gave , the

Present group outputs in class.

Lesson 12 Day 4: Write at least 3 sentences from various sources (declarative)

Read and write long vowel a in simple sentences

Use of punctuation mark (.)


Say: Hello kids! Is the energy level still high? How do you feel about honest person?

We praise people who showed acts of honesty. Right? And in most ways, we appreciate them. Let us take a close look at these.

Pupil of the month: Honest Person

Poster about honesty

( for the illustrator draw a girl who returned the 50 peso bill she saw under her desk to her teacher)

Honest driver returns laptop,15k cash

Say: What can you say about the Pupil of the month chart? poster? headline? Describe each text shown.

While pupils give description about the texts, teacher writes their answers on the board.

Pupil of the month: Honesto Katapatan

Age: 9 years old

Good work shown: Returning the wallet he saw at the gate

Reward: certificate of appreciation


Post pupils response on OUR RESPONSES CHART.

Separately write the sentences from phrases

TEXTS OUR RESPONSES

Pupil of the month chart

Poster about honesty

Honest driver returns laptop,15k cash

Say: The Pupil of the Month Chart, poster about honesty and the headline are different sources we can possibly use to get information.

In order to get information from available texts , ask yourself questions like:

What is the text about?

What does it show?

Who is in the text?

How can I say the idea of the text in my own words?

To present information clearer, we use declarative sentences.

1. Honest driver gets a reward.

Is the idea clear? Does it express complete thought? How does it start and

end?

How about in items 2 and 3. Ask: Does it express a complete thought?

How does it start and end?

2. Honesto Katapatan received

3.Returned the fifty peso bill to her teacher.

Say: Item 1 is an example of a declarative sentence.

Items 2 and 3 are examples of phrases.

3. Guided Practice

Let us study the OUR RESPONSES CHART.

Example:

Phrase Sentence

an honest boy

an honest driver

Honesto Katapatan is honest.

The driver is honest.

What do you notice with the words under column Phrase?

Does it express complete thought?

Ask: How are declaratives formed?

Say: A declarative sentence states an idea. It does not give command nor request. It does not ask a question either. It ends with a period(.) Part B: Phonics/Word Instruction

Flash BRAIN LIST for fast reading ( Flash one by one some words that pupils have learned in previous weeks)

Say: Let us read these phrases.

the side of the lake

bake a cake

rake the grass

make a wish

wake up early

at a school gate.

( show pictures of cape, nape,grape,shape)

Say: Let us read the sentence under each picture.

The cape is black. The nape of his neck has hair.

The shape of the table is square. I like to eat grapes.

Say:Let us study these words: It also follows a pattern.

c/a/pe

n/a/pe

t/a/pe

gr/a/pe

cape nape

grapes shape

sh/a/pe


Let the children do the MEMORY LANE activity by completing the sentences to make

a story by arranging the jumbled words inside the parenthesis.

Refer the pupils to LM Activity 134 on page 155 for the writing to learn activity.

Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative)


Say: Hello Kids! Hows the energy level today? Show THUMBS UP if you feel great today and THUMBS DOWN if you are a little bit sad.

Lets have fun through this THUMBS UP and THUMBS DOWN activity.

Show Thumbs Up/Thumbs down hand signal if the actions display

honesty/dishonesty.

Examples:

Mateo misspelled the word but he said it was correct.

Almira admitted that she was late going to school.

Mateo ate the food that was not his.

Almira returned the purse that was not hers.

The children gave the purse to their teacher.


Say: Look at this cartoon. Think what it is about.

Have the pupils share their ideas.

Say: We have here a verse about honesty: It is always good to be honest in words and in actions. Think what it is about.

Have pupils express their ideas about the verse.

Say: We have here a public announcement.

Our school is looking for the most honest grade three pupil in your class. S/he should have shown acts of honesty. If you believe your classmate is or if you believe you are honest then visit the office of the guidance counselor on Tuesday, December 8.

Say: Think what it is about.

Write pupils responses on the board.

3. Guided Practice

Say: Let us pause for a minute. Take a close look at your responses.

This time you are going to work in pairs.

Decide which declarative sentences from the responses are. A verse about

honesty Cartoon Public Announcement

Description

Say: Lets read your answers.

Part B: Phonics/Word Instruction

Flash the BRAIN LIST for fast reading.

/a/ke pattern / a/te pattern /a/ve pattern /a/pe

bake gate save cape

cake late gave tape

make mate Dave nape

lake date cave

sake Kate

rake rate

wake

Let us read and answer the questions orally.

Refer the pupils to LM Activities 135-136 on page 156.

Say: This time lets look at this long /a/ pattern in these words.

/a/se /a/ne

case lane

base cane

vase mane

chase pane

Activity: Refer the pupils to LM Activity 137A on page 157.

Explain the meaning of each word. You can show picture or act out if possible the

meaning of the word.

Show pictures of a vase ( flower vase), cat chasing rat , mane ( hair on the neck of a

lion), pane ( sheet of glass in window), pedestrian lane

Demonstrate lane, cane, base

Activity: Refer the pupils to LM Activity 137B on page 157.

Say: Work in pairs. Let us do the Does it make sense? activity.

Refer the pupils to LM Activity 137C on page 158.


Form the groups of L, O, V, E.

Groups L and O: A yell for the person who showed honesty

(Arrange the word to form a yell)

First line: honest, true, and, stay

Second line: you, everyone, trust, will

Groups V and E: A two-line song about honesty( Adapt a tune)

Arrange the words to make a song

First line: be, to, honest, good, is

Second line: not, be, try, just, but, to, should




Literature: Preparing for the Big Day by Ivy M. Romano

Get the general sense of the story

Note details in a given text (plot)

Long vowel word ending in silent e: as in bake

Tell the main idea of a short paragraph (story theme)


Form and use the past tense of frequently occurring regular verbs (-ed)


Write at least three sentences from various familiar sources

Use appropriate punctuation marks (?)

Materials

Copy of the story Preparing for the Big Day

Sample calendar

Teaching chart about plot as element of a story

Ladder of Events graphic organizer

Copy of the story The Big Day

Party hat (see sample in TG

Sample planner

Authentic invitation card, picture of a birthday party

Procedures

Pre-Reading (5 min)

Vocabulary Development using Context Clues

Show a calendar to the class and ask them WH- questions to build on prior knowledge

Reading (20 min)

Read the story using DRTA approach, then allow pupils read by group and then whole class approach

Post Reading (15 min)

Allow pupils to answer

Introduction/ Presentation (5 min) 1st half Word drill on words ending in silent e: long /a/ 2nd half

Recall the story Preparing for the Big Day by answering WH- questions

Post pupils answers on the board

Modeling/Teaching: (20 min)

More word drill and activities on words ending in silent e: long /a/, see TG

Discuss plot as element of

Introduction/ Presentation (5 min)

Word drill and exercises on words ending in silent e: long /a/, see TG

Allow the pupils to recall the story Preparing for the Big Day by completing the Ladder of Events graphic organizer

(10 min)

Let the pupils brainstorm about the big day in the story

Reading the story The Big Day

Presentation/ Introduction (15 min)

Word drill and exercises on words ending in silent e: long /a/, see TG

Present regular verbs used in sentences. Verbs are in present and past form shown in a two-column table.

Allow pupils to work in pair and list down common verbs they know.

Modeling/ Teaching (10 min)

Discuss frequently occurring regular verbs

(15 min)


(5 min)

Show a picture of a birthday party and ask the pupils if they have experienced attending such. Modeling/ Teaching (15 min) Show an invitation card. Discuss the details written in the invitation card using wh-questions Guided Writing

(15 min)

Through modeling, construct basic wh-questions from the given text.

(Discussion on wh-questions)

questions about the story to allow complete grasp of the story

(10 min)

Let the pupils draw and write a sentence about a gift they want to receive on their birthday.

a story by answering questions about the story

Group Activity

(15 min)

Allow pupils to prepare song and dance group presentation about the events in the story

Independent Group Activity (15 min) Presentation of outputs

(15 min)

Answering Comprehension Questions about the story

Discuss themeas element of a story

Independent Group Activity

(20 min)

Allow pupils to present other themes of the story through chant, poster, song, skit and poem

Ask the pupils to make a birthday hat and write an action word on it. Then, let each pass the hat to the person on the right and have him/her write its past form.

(Teacher modeling)

Independent Practice (10 min)

Based on the planner, construct five simple sentences with regular verbs that tell what Gab did in the past.

Independent Group Practice (15 min) By group, construct three basic wh-questions using any of the given stimuli.

Birthday card

School announcement

Warning along the street

Unit 2: Week 4 (Lesson 13) Preparing for the Big Day

Pre-Reading

1. Unlocking/Vocabulary & Concept Development (excited, relative, planner)

Using context clues, allow pupils to give the meaning of the underlined word.

1. Ana will celebrate her birthday tomorrow and she feels excited. a. sad b. happy c. frightened

2. Alex is my cousin. He is my relative. a. enemy b. family c. best friend

3. My mother writes our daily activities on a planner. a. diary b. storybook d. schedule notebook

Say: Let us see if you remember the words we learned today.


2. Motivation Question:

Show a calendar to the class and ask the questions below. Make sure to use a recent

calendar showing the year and the month with complete number of days.

Who has a calendar at home?

Why do we use calendar?

What is the importance of it?

3. Motive Question:

Why do you think Ana prepared so much for the big day?

During Reading

Read aloud the story and employ DRTA to let the pupils predict as they read along the

story. (see next page)

Assign certain groups to read the story part by part.

Say: Let us read the story together and find out how important it is to plan

ahead.

Refer the pupils to LM Activity 139 on page 160 for the copy of the story.

Post Reading Discussion Questions

1. Who planned for the big day?

2. How many days did she prepare for the big day?

3. Why do you think Ana prepared so much for the big day?

4. What in the story could be the big day?

Note: Questions 5 and 6 are springboard to Infusion of Values.

5. What made it easier for Ana to prepare for the big day? 6. Why do you think it is important to plan ahead?

2. Engagement/Enrichment

Have the pupils accomplish LM Activity 140 Draw and Write on page 161.

Preparing for the Big Day By Ivy M. Romano

Everybody in the house was busy. There were only five

days before the big day, and Ana was excited. She

looked at her mini planner. She was eager to plan for the

things she has to do. She wanted everything to be

perfect.

Four days before the big day, Ana started to clean

the house. She mopped the floor. She placed the trash

out of the house.

Three days before the big day, she visited her

relatives and friends. She invited them to be present on

that very special day.

Two days before the big day, she practiced a song

with her friends. She wanted to dedicate this to her

special guest.

A day before the big day, she went to the market

with her mother. They thought of preparing something

extraordinary.

Then, came the big day. Everything was perfect.

Lesson 13 Day 2: Decoding/Fluency/Writing Noting Details in a Given Text

Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half)

Introduction

Show a picture of a cake. Ask: What is in the picture? Write the word cake on the board.

Analyze the spelling pattern of the word.

Say: How many letters do we have in the word cake? (Four letters) What are these

letters? (c-a-k-e) How many consonants are there? (Two consonants) What are these

consonants? (c and k) Note: Ask a volunteer to underline the letter c and k. How many

vowels are there? (Two vowels) What are these vowels? (a and e) Note: Ask the

volunteer to encircle letters a and e on the board.

After doing the word structure analysis, let the pupils read the word three times. Teacher

may employ variation in reading the words like reading it soft, moderate or loud to

sustain the interest of the pupils. Remind the pupils that words with the same structure

have long /a/ sound.

Flash card drill on words with long /a/ previously learned on week 3.

Modeling/Teaching

Introduce more words with long /a/ and silent e in ame and ale family. Be sure to illustrate or act out each word before the pupils read them.

Teaching Chart

-ame -ale

dame male

fame pale

game sale

flame scale

frame stale

name tale

shame whale

Guided Practice


Independent Practice


Skill Lesson: Noting Details in a Given Text (2nd half)

Presentation/Introduction

Let us go back to the story, Preparing for the Big Day

What made everybody in the house busy?

What was the first thing Ana did for the big day?

What were the things Ana did as written in her planner? Did she do each of them?

Elicit answers from the pupils then write each on the board.

Possible answers:

1.

2.

3.

Modeling/Teaching

Say: Now, what were the things we have written on the board?

These events make up the story plot of Preparing for the Big Day. Let us study the plot by answering the following.

1. What do you mean by plot?

2. What does the plot provide the readers?

3. Would you be able to understand the story, without knowing the plot?

4. Why is it important to know the plot in a story?

Everybody was preparing for the big day.

Ana planned the things to be done for the big day.

1st She cleaned the house.

2nd She visited and invite her relatives.

3rd She practiced a song number with her friends.

4th - Ana went to the market with her Mother.

Plot is the series of events in a story.

It provides the details of a story.

No, knowing the important details and events leads to an understanding of what the story is trying to tell us.

Aside from characters and setting, the plot is also an element of a

story which presents the problem among the characters and how it

is resolved.

Let the pupils generalize by reading the chart about plot.

(Note: Guide the students to make this generalization at the end of Modeling/Teaching and before

Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in

reference, and for use in future lessons. )

3. Guided/Independent Practice

Now that you have learned what a plot is, I would like you to go back to the story, and creatively present its events through song and dance. Group 1: What Ana did five days before the big day? Group 2: What Ana did four day before the big day? Group 3: What Ana did three day before the big day? Group 4: What Ana did two day before the big day? Group 5: What Ana did a day before the big day?

Lesson 13 Day 3: Giving the Main Idea of a Paragraph


Introduction

Show a picture of a boy and a picture of a candle with a flame.

Say: What is in picture A? (a boy) A boy is also called male. What is in picture B? (a

candle) the candle has a flame.

Note: Write the word male and flame on the board.

Ask: What is the sound of /a/ in the words male and flame. Note: Let the pupils sound

it three times.

Modeling

Flash card drill on words with long /a/ previously learned on day 2, see teaching chart.

Provide corrective feedback if necessary.

Teaching Chart: Plot

Plot is the series of events in a story.

It provides the details of a story.

Knowing the important details and events leads to

better understanding of the story.

Aside from characters and setting, plot is also an

element of a story.

Guided Practice

Let the pupils read words with long /a/ and silent e used in phrases and in sentences.


Independent Practice

Let the pupils list and classify the words from Activity A and B into ame family and ale family.


Skill Lesson: Giving the Main Idea of a Paragraph (2nd half)

5. Review

Do you still remember the story that we read last time? I have here a Ladder of Events graphic organizer. Recall the story Preparing for the Big Day and help Ana do her task.



Say: Are you curious as to what the big day is in the story? What makes it so special that everybody is excited about it? Why did Ana prepare so much for it?

Now, brainstorm with your groupmates. Make a guess about what the big day is. Be able to share the idea of the group with the class.

As the groups share their guesses, write on the board the guess of each group. Later in

the lesson, you may refer to it to determine which group made the correct guess.

7. Development of the Lesson

Say: Let us read the story and find out what is the big day Ana referring to.


Let us answer the following:

1. What big day was the story talking about?

2. Why do you think Ana prepared so much for her fathers homecoming?

3. Where do you think her Father came from? What was his job?

4. Have you ever experienced missing someone? Who is she/he?

5. What makes you miss someone?

6. If you were Ana and you did not see your Father for quite a long time, would you

also do what Ana did?

7. If you were Anas father, how would you feel?

This time, let us help Ana find her way to her Father by identifying the things she did in preparation for his homecoming.


Why do you think Ana did everything she did for her Fathers homecoming? What does the story tell us?

Write on the board the best answer that can be elicited from the pupils. Let them read it and tell them that it is the theme of the story. Then, ask the idea of the class about story theme.

Say: Let us talk about the theme by answering the following questions:

What does story theme mean?

What details of the story should you consider to help you identify the theme?

The Big Day By Ivy M. Romano

A man stood by the gate along with huge bags. He looked taller. He seemed very familiar. Everyone around started to clap his hands. Everybody was happy and excited seeing the man.

The man smiled at Ana. She pinched herself, not believing what she saw.

Teary-eyed, the man walked toward Ana who stood still. He grabbed Anas hands and hugged her with so much joy.

Tears rolled down Anas face.

Father, you really are home! she exclaimed.

It is possible to have several themes in a story?

Discuss another theme of the story for the pupils to understand that a story can have several themes. You may add the themes such as a daughters longing for her father, a daughters love for her father, excitement on fathers homecoming, a fathers longing for her daughter, missing a parent, etc.

8. Independent Group Activity

Can you think of another theme of the story The Big Day? Work with your group mates. Be able to present as follows the theme you brainstormed about:

Group 1: Chant Group 2: Poster Group 3: Song Group 4: Short skit Group 5: Poem

Lesson 13 Day 4: Grammar


Materials: flash cards of words with long /a/ sound and silent e, pocket chart

1. Flash words with long /a/ sound and silent e under ame and ale family (see teaching chart). Ask volunteers to read each word. After each word is read, ask the pupils to display

the word card/flash card under its word family in the pocket chart.

4. Read the story Kale. Use the Stop and Read approach. Whenever the teacher stops, the pupils continue. See a copy of the text in the LM. The underlined words will be read by

the pupils.


Note: After group reading, ask volunteers to read the entire story.

5. Activity

A. Let the pupils answer WH- questions about the story Kale

B. Let the pupils make a list of their daily schedule in their notebook.

Refer the pupils to LM Activity 148B-C on page 168.

Generalization: Theme gives the idea that is central to a story. It tells what the story is mostly about. It often gives a sense of value that is likely appealing to the readers. A story can have more than one theme.

Skill Lesson: Forming and Using the Past Tense of Frequently Occurring

Regular Verbs (-ed) (2nd half)


Say: Let us study the table below by answering the following question. (The table below must be presented on the board for the pupils to see it.)

What are the italicized words in column A? What does each tell? Are there clues that tell when the actions happened? What are they? What time of action does each clue word or expression signify? What have you noticed about the action words in column B? What time of action does each signify? What clues tell that the actions were already done in the past? How do we form the past of regular verbs?

Say: Let us work in pairs. List down two common verbs you know.

As the pupils share their output, write on the board the verbs by sorting them as to regular and irregular verbs (e.g. jump and run). Ask the class to form the past of the regular verbs they listed.


During the discussion, for better understanding, lead the pupils to arrive at the following ideas:

A verb is a word that mentions an action. It tells you to move or do something.

However, there are some verbs, which do not require you to move like think,

remember, etc.

The activities that you do every day and those you do habitually express present

time.

The activities that you have done before the actual time of speaking express past

time.

A B

Classes start at 6:00 oclock in the morning.

Yesterday, our class started earlier than the usual.

I want to come to school early. Last Monday, I really wanted to be the first to arrive in school.

I clean our classroom every day before everyone arrives.

A month ago, Mikka and I were the one who cleaned our classroom.

Regularly occurring verbs form their past by adding ed at the end such as ask-

asked, clear-cleared, repeat-repeated, etc.

If time permits, you may also discuss the pronunciation of the last two letters (-ed), in asked (t), cleared (d), and repeated(ed) by providing more examples and letting the pupils read them.

-ed sounded as /t/ -ed sounded as /d/ -ed sounded as /ed/

asked cleared acted

helped frightened added

invited

3. Guided Practice

Say: Lets pretend that we are in a birthday party. Let us play a game using a party hat. Think of an action word then write it on the party hat(front side). On cue, each should pass the hat to the person on the right and have him/her write its past form on the back part of the party hat and say the word aloud or write /d/, /t/ or /Id/ after the past form of the verb.

Make a Party Hat as illustrated below:

For modeling, do the first trial. Limit the time of the pupils in doing the activity. After which, collect the party hat and tell whether the past from of the regularly occurring verb is correct. If it is not, ask/guide somebody to make the necessary correction.



Instruct the pupils to write five simple sentences that tell what Gab did in the past

based on the planner.

Front Back

Lesson 13 Day 5: Decoding/Fluency/Writing

Skill Lesson: Use appropriate punctuation marks (?)

Write at least three sentences from various familiar sources

(interrogatives)


Say: Let us look at the picture.

Have you ever experienced attending a birthday party?

What common things can you find there?

How do you feel about attending a birthday party?

If the class has no idea what a birthday party is or none of the pupils has been to such, direct the class by showing pictures or things that can be found in there, and then tell them the things that children do in a birthday party.


Say: Do you know that you cannot just simply attend a birthday party without being invited? The birthday celebrator usually gives out invitation to those s/he wanted to be present in her/his party.

Now, let us take a look of what I have here.

For the illustrator

Draw here a typical birthday party including happy children in their party hat holding balloons, the birthday celebrators blowing the candles in her cake, etc.

October 9, 2014

Dear Gab,

Hi!

I will be turning eight on October 13. My mother plans to

prepare a simple party for me in our house. The fun will start at

1:00 in the afternoon.

I will be happy if you could join us in celebrating this

very special day.

Thanks, Lani

What occasion is reflected in the invitation? Who will be celebrating her birthday? When is Lanis birthday? Where will she have her party? For whom is the birthday invitation? Why do you think Lani wanted to be with her friends on her special day? What do you think is Gabs gift for Lani? If you were Gab, would you take a gift with you for Lani? Why? What important details should we remember in writing a birthday

invitation?

During the asking and answering questions about the given text, write some questions in the Q & A Chart, as well as the response of the pupils.

Say:Let us study the Q & A chart we made while we were talking about the Birthday Invitation Card above by answering the following.

When do we ask what questions?

What is the expected answer for what questions?

When do we ask who questions?

What is the expected answer for who questions?

When do we ask when questions?

What is the expected answer for when questions?

When do we ask where questions?

What is the expected answer for where questions?

When do we ask why questions?

What is the expected answer for why questions?

Q & A Chart

Questions Answers

What occasion is reflected in the invitation?

Birhday

Who will be celebrating her birthday? Lani

When is Lanis birthday? October 13

Where will she have her party? At their house

Why do you think Lani wanted to be with her friends on her special day?

She wants to have some fun.

Teaching Chart: Interrogatives

What- for things

Who-for persons

When-for time

Where-for places

Why-for reasons or causes

How-for manner

Say: We ask question whenever we want/request for information. The information may be provided in the form of a response or an answer. We start our question with What if we want to know an object, idea, or action. We start our question with Who if we want to know a person/s. We start our question with When if we want to know the time. We start our question with Where if we want to know the place. We start our question with Why if we want to know the reason. (You may also include the How in the discussion.) We start our question with How if we want the answer the manner of a certain act.

3. Guided Practice


Say: This time, let us try writing/making question. Unlike the first one we did, answers are given; try to write the question that would give the answer on the right.

4. Independent Group Practice


Say: By group, construct three basic wh-questions using any of the given stimuli.

Birthday card

School announcement

Warning along the street

Use genuine birthday cards, school announcements, and warning signs that can be found inside the school premises so that the pupils can relate and attentively participate.



Overview/

Objectives

Literature: Fast Forward by Leah N. Bautista

Decode cvc words with long

/i/

Decode cvc words with long

/i/

Sequence/Retell some

events as they happened in

the story

Read and write words,

phrases and sentences

containing words with long

/i/ sound

Read and write words,

phrases and sentences

containing words with long

/i/ sound

Materials

Words cards, phrase cards

or strips

Flashcards

Pictures

Flashcards

Pictures

Teacher Chart

Picture

Word cards

Teaching Chart

Bingo game card

Teaching Chart

Phrase and sentence strips

Procedures

Pre-Reading

Unlock key words through

pictures and word/context

clues.

Reading

Read aloud the story and

stop at indicated points for

questions to monitor

comprehension.

Post Reading

Let the pupils answer

discussion questions.


Review of Decoding lessons

in Grade 2.

Flashcard Drill on sight

words and words from the

word tree.

Modeling/Teaching:

Read the words and phrases

with the long /i/ sound.

Read and write sentences

with words with long /i/

sound.


Review of Decoding lessons

in Grade 2

Flashcard Drill on sight

words and words from the

word tree.

Modeling/Teaching:

Read words and phrases

with the long /i/ sound.


with words with long /i/

sound.


Show a picture of a chime with a caption

chime

Modeling/ Teaching

Model reading words with

long /i/ sounds.

Present key words- chimed,

nine and night.

Present the teaching chart

for words with long/i/

sounds in reading

exercises.

Recall the story Fast Forward by asking pupils to tell what they can recall.

List phrases and sentence

answers of pupils.

Discuss phrase and sentence

by sharing how they differ.

Post phrase strips for pupils

to combine to make a

sentence.

Allow pupils to draw and

say something about what

tells them the time.

Draw, write and tell

something using words with

long /i/ sounds.


with long /i/ words.

Draw, write and tell

something using words with

long /i/ sounds.

Presentation/ Introduction:

Show illustrations of the

events in the story and

allow the pupils to find out

if they are arranged in order.

Arrange the pictures with

the pupils and present

sentence strips

corresponding to the picture

to discuss sequencing and

retelling.

Allow pupils to present

scenes from the story read

through a tableau.

Let the pupils retell events

of the story

Let the pupils arrange

events in sequential order.

Allow pupils to go over

the reading activities for

further practice.

Let pupils draw, write

sentence and read them

Allow pupils to write 1-2

sentences on the garbage

problem.

Do activities to highlight the

value of resourcefulness.

Allow the pupils to plan a

project that utilizes recyclable

materials to find out how

resourceful they are.

Allow the pupils to give the

generalization on

sequencing and retelling

Unit 2: Week 5 (Lesson 14) Fast Forward

Pre-Reading


(clock, moved fast, hour hand , fast forward, and chimed)

(Note: When introducing new words/expressions, have word or phrase cards ready. Once the words are used orally, show the word/phrase card and help children read it aloud. Tack the card on the board to use for review later. At the end of the lesson, add the vocabulary cards to your Word Tree and leave them there as long as there is space so children can practice reading them.)

Show a picture of a clock. Use it to unlock the words moved fast, hour hand and fast forward. Say: This is a clock. What do you see in the clock? How many hands does it have? Point at the hour hand; Point at the second hand. Which moves faster? Show a real clock. Use this to unlock the word wink and chimed.

Say: This is a clock. What does the clock tell us? How many hands do the clock

has?What does the long and thin hand tell us? How about the other long hand? What

about the short hand?

What time do you go to school? Let us say that your call time in school is 7 oclock. You saw the clock that it is almost 7. What would you feel? What will you do?

Say: Let us see if you remember the words we learned today.

Refer the pupils to LM Lesson 14-Acti

english 3 tg 2nd quarter.pdf

Documents

loaf of bread

half monitor

slice of bread

skimming picture

slices of bread

danny picture

digraph ch initial

scanning2nd half