Here is the guided practice activity with the problems and solutions filled in: Passage Problem Solution 1. Jonh didn’t know what to take to He asked his mother for an idea. She suggested to take the ribbon his dog won at the pet parade. 2. Emily knew she needed money to buy a new notebook for school. She asked her neighbor if she could babysit for some extra money.

1. THIRD QUARTER/WEEK 3
DAY 1
LEARNING OBJECTIVES:
PROVIDE EVIDENCE TO SUPPORT UNDERSTANDING

2. SETTING THE STAGE
• DO YOU GO CHURCH EVERY SUNDAY?
• TODAY YOU WILL BE ABLE TO LISTEN TO THE STORY AND YOU WILL
PROVIDE EVIDENCE TO SUPPORT UNDERSTANDING BASE ON THE STORY YOU
HAVE LISTEN TO.
Explaining the students what to do.
Listen to the story.
Answer the comprehension check up.
Let the pupils provide evidence from their answer to support understanding
on the story listened to.

3. • LISTEN TO THE STORY. ANSWER THE QUESTION AND PROVIDE EVIDENCE
FOR YOUR ANSWER.
•
• THE BIG, PINK BUNDLE OF JOY
• MOTHER HAS BEEN THERE FOR FIVE DAYS, SHE COULD HARDLY WAIT
TO BRING THE BIG, PINK BUNDLE OF JOY TO THE CHILDREN. MOTHER
HELD THE PINK BUNDLE LOVINGLY TO HER BOSOM WHILE FATHER
CALLED A TAXI.
•
• WHERE WERE FATHER AND MOTHER?
• WHY WERE THERE?
• WHERE WERE THEY GOING?

4. GUIDED PRACTICE
GROUP ACTIVITY
• LISTEN AS THE TEACHER READ THE STORY. BASE FROM THE STORY LISTENED TO, THE PUPILS WILL CREATE
THEIR OWN QUESTION YOUR ANSWER MUST PROVIDE EVIDENCE TO SUPPORT UNDERSTANDING.
446
• A BOOKWORM
• VICENTE IS A BOOKWORM. HE LIKES TO READ ABOUT ALMOST EVERYTHING. HE LIKES TO READ
ADVENTURE STORIES, NATURE STORIES, FAIRY TALES, AND BIOGRAPHIES. WHENEVER HE GETS HOLD OF A
BOOK, NOTHING COULD STOP HIM FROM FINISHING IT. HE OVERWORKS HIS EYES BY READING. HE READS
EVEN WHEN THE LIGHT IS DIM.
•
• WHAT DO YOU THINK WILL HAPPEN TO VICENTE?
• WHAT SHOULD VICENTE DO TO SAVE HIS EYES?
• DOES VICENTE KNOW HOW TO TAKE CARE OF HIS EYES?

5. INDEPENDENT PRACTICE
• LISTEN TO THE STORY USING TAPE RECORDER.
• BASE FROM THE STORY LISTENED TO ANSWER THE FOLLOWING QUESTION AND PROVIDE EVIDENCE FROM YOUR
ANSWER.
•
• THE FERRIS WHEEL RIDE
•
• MYRNA WAS SCARED TO RIDE ON THE FERRIS WHEEL. ONE FIESTA DAY, HER COUSIN ASKED HER TO RIDE ON THE
FERRIS WHEEL. WHEN THE FERRIS WHEEL TURNED AROUND, MYRNA FELT DIZZY. SHE COULDN’T LOOK DOWN. SHE
FELT AS IF SHE WAS FALLING.
•
• WHAT DO YOU THINK DID MRYNA WISH?
• DID MYRNA ENJOY HER RIDE ON THE FERRIS WHEEL?
• WHAT WOULD MYRNA DO NEXT TIME?

6. CLOSURE/ASSESSMENT
• WHAT HAVE YOU LEARNED FROM TODAY’S LESSON?

7. EVALUATION
LISTEN AS THE TEACHER READ THE SELECTION
AND ANSWER THE FOLLOWING QUESTION.
•
• INSECTS
•
• INSECTS ARE FOUND ANYWHERE. THEY ARE EITHER HARMFUL OR BENEFICIAL.
• THE BUTTERFLY AND THE BEE ARE BENEFICIAL. THEY HELP POLLINATE THE FLOWERS.
• THE DRAGONFLY IS ALSO A HELPFUL INSECT. IT EATS OTHER INSECTS THAT DESTROY PLANTS.
• ANTS, FLIES, COCKROACHES, APHIDS, TERMITES AND MOSQUITOES ARE INSECT
• PESTS. THEY DESTROY OUR CROPS AND HOMES, CAUSE ILLNESSES, AND KILL OUR PLANTS.
• THEY ARE HARMFUL TO MEN, ANIMALS, AND PLANTS.
•
• 1. WHAT WORD THAT ELLS WHERE INSECTS CAN BE FOUND?
• 2 .WRITE THREE BENEFICIAL INSECTS.
• 3. PROVIDE EVIDENCE THAT DRAGONFLY IS ALSO A HELPFUL INSECT.
• 4. NAME TWO THINGS WHICH INSECTS DESTROY.
• 5. COPY THE LETTER THAT TELLS WHAT INSECTS MAY CAUSE.
• A. FLOODS B. ILLNESS C. RAIN D,TSUNAMI

8. THIRD QUARTER/WEEK 3
DAY 2
• LEARNING OBJECTIVES
INFER THE MEANING OF UNFAMILIAR WORD BASED ON THE GIVEN CONTEXT
CLUES SYNONYMS
AND ANTONYMS.

9. SETTING THE STAGE
• READ THE FOLLOWING PAIR OF WORDS
• SMALL – TINY BEAUTIFUL - UGLY
• SHINY – SPARKLING THICK – THIN
• AT THE END OF THE LESSON YOU WILL BE ABLE TO COMPARE SYNONYMS AND
ANTONYMS.

10. • EXPLAINING THE STUDENT WHAT TO DO
• DISTRIBUTE EACH LETTER TO PUPILS.
• ARRANGE THE LETTER AND GIVE THE MEANING OF THE WORD.
•
• NIIHGSN____________1. SPARKLING
• GEELTAN___________2. GRACEFUL
• EAAADPTLB_________3. PLIANT
• LYVELO ___________4. BEAUTIFUL
• TRANFRAG__________5. SWEET

11. EXPLAINING THE STUDENT WHAT TO DO
DISTRIBUTE EACH LETTER TO PUPILS.
• ARRANGE THE LETTER AND GIVE THE MEANING OF THE WORD.
•
• (LOVELY) LYVELO ___________1. BEAUTIFUL
• (ELEGANT) GEELTAN___________2. GRACEFUL
• (ADAPTABLE) EAAADPTLB_________3. PLIANT
• (FRAGRANT) TRANFRAG__________4. SWEET
• (SHINING) NIIHGSN____________5. SPARKLING
•

12. LET THE PUPILS READ THE POEM “ MY NATIVE
LAND” ( OBSERVE PROPER PHRASING)
•
• MY NATIVE LAND
• HOW BEAUTIFUL ARE HER MOUNTAINS GRAND
• THE PEACEFUL VALLEYS BETWEEN
• HER SPARKLING SUN AND COOLING RAINS
• THAT BATHE THE FERTILE PLAINS-
•
•
• HOW GRACEFUL ARE HER STATELY PLAINS
• HER TOWERING EMERALD TREES
• HOW PLIANT HER RUSTLING BAMBOOS GREEN
• DANCING BLISSFULLY IN THE BREEZE
•
• HOW PRETTY HER WHITE SAMPAGUITAS
• AND FRAGRANT ORCHIDS SO RARE
• HOW MODEST AND SWEET HER DAUGHTERS
• WHO HARVEST THE GOLDEN GRAIN-
•

13. IDENTIFY THE WORDS THAT HAVE SIMILAR
MEANING AS THE UNDERLINED WORDS.
• THE GRAND MOUNTAINS ARE BEAUTIFUL.
• ATTRACTIVE B. MARVELOUS C. ELEGANT D. RADIANT
• HOW GRACEFUL ARE HER STATELY PLAINS.
• WILLOWY B. OBEDIENT C. DELICATE D. REFINED
• HOW PLIANT ARE HER RUSTLING BAMBOOS GREEN!
• WAVERING B. OBEDIENT C. YIELDING D. LOOSENING
• HOW PRETTY ARE HER WHITE SAMPAGUITAS.
• LOVELY B. CHEERFUL C. AMPLE D. CONSIDERABLE
• HOW SWEET AND MODEST ARE HER DAUGHTERS WHO HARVEST THE GOLDEN GRAIN!
• DARLING B. PURE C. HARMONIOUS D. FRAGRANT

14. IDENTIFY THE ANTONYM OF EACH OF THE
UNDERLINED WORDS.
• HOW PEACEFUL THE VALLEYS BETWEEN HER SPARKLING SUN AND COOLING RAINS.
• VIOLENT B. DISTURBED C. NOISY D. TROUBLED
• HOW GRACEFUL ARE HER TOWERING EMERALD TREES!
• BRIEF B. LITTLE C. TINY D. LOW
• HOW PRETTY ARE HER FRAGRANT ORCHIDS SO RARE.
• FREQUENT B. REPEATED C. PERIODIC D. COMMON
• HOW SWEET AND MODEST HER DAUGHTERS ARE!
• UNCHASTE B. BOASTFUL C. GRAND D. EXCESSIVE
• HOW I LOVE THIS DEAR PHILIPPINES, HOME ON THIS TROUBLED EARTH.
• PEACEFUL B. RESTFUL C. DIGNIFIED D. GRACIOUS

15. • SYNONYM - ARE WORDS THAT ARE SIMILAR IN MEANING.
• ANTONYM - ARE WORDS THAT ARE OPPOSITE IN MEANING.

16. A. Guided Practice
a. Group the class into four groups.
b. Pick out a card that has the same meaning and place it on the correct strand of the
web.
wide
faster
loses increase
There are words given in the pocket chart like:
quicker heightens falls
large raises swifter
more rapid misses drops
broad goes up universal

17. INDEPENDENT PRACTICE
MATCH THE WORD AT THE LEFT WITH THEIR
ANTONYMS AT THE RIGHT. THEN USE EACH WORD
IN A SENTENCE. WRITE THE LETTERS OF THE
ANSWER ON A PIECE OF PAPER.
•
• DEPENDENT A. ORDINARY
• START B. INDEPENDENT
• UNWISE C. END
• SPECIAL D. CONSERVE
• WASTE E. SENSIBLE

18. CLOSURE/ASSESSMENT
• WHAT HAVE YOU LEARNED FROM TODAY’S LESSON?

19. EVALUATION
LOOK FOR THE MEANING OF THE UNDERLINED
WORD FROM THE SENTENCE.
• WINNIE AGGRAVATES AND ANNOYS EVERYONE.
• FREDO IS SO ABSENTMINDED THAT HE FORGETS WHERE THINGS ARE.
• THE TWINS WORK STEADILY WITHOUT STOPPING UNTIL THEY FINISH.
• LOOK FOR THE ANTONYM OF THE UNDERLINED WORD.
• MANNY PACQUIAO IS A RICH MAN BUT BEFORE HE IS POOR.
• MY MOTHER ALWAYS WANT TO BUY CHEAP CLOTHES AND MY FATHER’S LIKE
EXPENSIVE CLOTHES.

20. THIRD QUARTER/WEEK 3
DAY 3
• LEARNING OBJECTIVES
• READ GRADE LEVEL TEXT WITH ACCURACY, APPROPRIATE AND PROPER
EXPRESSION.
• SHOW TACTFULNESS WHEN COMMUNICATING WITH OTHERS.

21. SETTING THE STAGE
• TODAY YOU ARE GOING TO READ ORALLY ABOUT THE STORY OF “ THE
EYEBROW” WITH ACCURACY,
• APPROPRIATE AND PROPER EXPRESSION.
• SHOW A PICTURE OF AN EYEBROW.
• IN WHAT PART OF OUR BODY CAN YOU SEE THE EYEBROW?

22. EXPLAINING THE STUDENT WHAT TO DO
READ THE VOCABULARY WORDS
• BEAUTY SWEAT PROTECTION RID
• LET THE PUPILS READ THE STORY.
• AFTER EVERYBODY READ THE STORY, DIVIDE THE CLASS IN FIVE GROUPS.
• EACH GROUP WILL READ THE STORY WITH ACCURACY, APPROPRIATE AND
PROPER EXPRESSION.
• ANSWER THE COMPREHENSION CHECK UP.

23. MODELING FOR STUDENT
LET THE PUPILS READ ANOTHER STORY “ A
VISIT TO THE CITY”
• A VISIT TO THE CITY
• MANG TIBO HAD NOT VISITED THE CITY LATELY. EVERYTIME HE CAME
TO THE CITY, HE WOULD WRITE HIS SON TO PICK HIM UP IN THE
STATION. BECAUSE HE WANTED TO SURPRISE HIS SON, HE DID NOT WRITE
HIM ABOUT HIS COMING THIS TIME
• MANG TIBO WAS SURPRISED TO SEE THE MANY CHANGES IN THE CITY.
WHEN HE GOT DOWN THE BUS, HE DID NOT KNOW WHERE TO GO.
•
•
•

24. • ANSWER THE FOLLOWING QUESTION:
• WHAT HAPPENED TO MANG TIBO?
• HE GOT LOST.
• HE ENJOYED LOOKING AROUND
• HE TOOK A WALK AROUND THE PLACE
• WHAT SHOULD MANG TIBO HAVE DONE?
• A. GONE TO THE NEAREST RADIO AND TV STATION
• B. GONE BACK TO THE PROVINCE AT ONCE
• C. LOOK FOR A POLICEMAN AND ASKED FOR HELP
• 3. WHAT WAS MANG TIBO LIKELY TO DECIDE?
• A. NEVER COME TO THE CITY AGAIN.
• B. NEVER LEAVE THE PROVINCE.
• C. NEVER COME TO THE CITY WITHOUT ASKING HIS TO MEET HIM.

25. • WHAT HAVE YOU NOTICE WHILE YOU ARE READING THE STORY?
• IS IT PROPER TO READ THE STORY WITH ACCURACY,
APPROPRIATE AND PROPER
• EXPRESSION?
• IN WHAT PART OF THE STORY YOU USE ACCURACY,
APPROPRIATE AND PROPER
• EXPRESSION?

26. GUIDED PRACTICE
• LET THE PUPILS READ AGAIN THE STORY “A VISIT TO THE CITY” WITH
ACCURACY, APPROPRIATE AND PROPER EXPRESSION.
•
• INDEPENDENT PRACTICE
• THE PUPILS READ A SHORT PARAGRAPH WRITTEN ON THE META CARD WITH
ACCURACY, APPROPRIATE AND PROPER EXPRESSION.

27. CLOSURE/ASSESSMENT
• WHAT YOU HAVE LEARNED FROM TODAY’S LESSON?

28. EVALUATION
READ A SHORT STORY WITH ACCURACY,
APPROPRIATE AND PROPER EXPRESSION AND
ANSWER THE FOLLOWING QUESTION.
•
• AIR POLLUTION
•
• TODAY, IN MOST CITIES SMOKE AND EXHAUST FUMES FILL THE AIR AND ENDANGER THE HEALTH AND WELL-BEING OF THE PEOPLE. SMOKE AND EXHAUST FUMES CONTAIN HARMFUL BY-
PRODUCTS FROM GASOLINE BURNED IN CARS AND FROM FACTORIES.
• AIR POLLUTION OR SMOG IS A SERIOUS PROBLEM IN SOME CITIES. SMOG CONSISTS OF SMOKE AND EXHAUST FUMES MIXED WITH FOG.
• TO CONTROL AIR POLLUTION, SMOKE ORDINANCES HAVE BEEN PASSED. SMOKE-BELCHING
• VEHICLES ARE CHECKED AND FACTORIES ARE REQUIRED TO REDUCE FUMES EMANATING FROM THEM.
•
• CHOOSE THE LETTER OF THE CORRECT ANSWER.
• SMOKE AND EXHAUST FUMES ARE USUALLY ABUNDANT IN______________.
• CITIES B. FARMS C. TOWNS
• POLLUTION IS NOT GOOD FOR OUR____________.
• HEALTH B. MIND C. SPIRIT
• SMOKE AND EXHAUST FUMES CONTAIN MUCH___________.
• OXYGEN B. WATER VAPOR C. HARMFUL GAS
• AIR POLLUTION CAN MAKE US __________.
• ACTIVE B. SLEEPY C. SICK
• WHEN GASOLINE IS BURNED, BY-PRODUCTS ARE GIVEN OFF SUCH AS_________.

29. THIRD QUARTER/WEEK 3
DAY 4
• OBJECTIVES
• DISTINGUISH TEXT TYPES ACCORDING TO FEATURES PROBLEM
SOLUTION

30. SETTING THE STAGE
A. Setting the stage
1. What image have you seen?
What is written inside the arrow?
Problem
Solution
At the end of the lesson you will be able to distinguish text type according to
problem and solution by reading the story “Caps for Sale”
2. Show a picture of a peddler who sold the caps.

31. EXPLAINING THE STUDENTS WHAT TO DO
• READ THE STORY CAPS FOR SALE.
• ANSWER THE COMPREHENSION CHECK UP.
• LET THE PUPILS PICK OUT THE PROBLEM ENCOUNTERED BY THE PEDDLER.
• IS THERE A SOLUTION ABOUT THE PROBLEM OF THE PEDDLER?

32. MODELING FOR STUDENTS
LET THE PUPILS READ A SHORT STORY.
•
• JOSE RIZAL OWNED A HORSE WHEN HE WAS STUDYING IN MADRID. WHEN
• HIS ALLOWANCE DID NOT COME ONE DAY, HE DID NOT HAVE ENOUGH MONEY FOR FOOD.
•
• WHAT PROBLEM ENCOUNTERED BY JOSE RIZAL?
•
• IS THERE A POSSIBLE SOLUTION FOR HIS PROBLEM?
• WHAT SOLUTION CAN YOU GIVE.
• TOTOY NEEDS A NEW SCHOOL BAG. HE DID NOT HAVE ENOUGH MONEY TO BUY
• THE BAG. THEN HE HEARD THAT THEIR NEIGHBOR WAS LOOKING FOR A BABY –SITTER
• FOR HER LITTLE CHILD. SHE WAS WILLING TO PAY A FEW PESOS TO THE BABY-SITTER.
•
• WHAT IS TOTOY’S PROBLEM?
• DO YOU THINK TOTOY SOLVE HIS PROBLEM?
• WHAT DID TOTOY DO TO SOLVE HIS PROBLEM?

33. GUIDED PRACTICE
FOR EACH PASSAGE BELOW, WRITE THE
PROBLEM AND SOLUTION IN THE CORRECT
COLUMN.
Passage Problem
1.Jonh didn’t know what to take to
To take to school for Show and
tell. He asked his mother for
an idea. She suggested to take
the ribbon his dog won at the
pet parade.
2.Emiily knew she had to get to
school on time, but her mother
said she couldn’t drive her. Emily
decided to leave early and walk
to school.
3.Mrs. Anderson wanted a fresh
pineapple for her cake. The store
near her did not have any fresh
one, so she went to another store
and bought it there.
4.Robert was afraid the flooding
river would reach his home.
His parents were away, and he
was watching with his little sister.
He saddled his horse, and he and
His sister rode to the top of the
Hill.

34. GROUP ACTIVITY
EACH GROUP WILL PICK OUT ONE STORY
PROVIDED BY THE TEACHER.
THEN DO THE FOLLOWING:

35. IDEPENDENT PRACTICE
READ THE FOLLOWING PASSAGE.ANSWER THE FOLLOWING
QUESTIONS.
Jenny’s family moved to a new city. She felt lonely because
she had to leave her friends. She used to love playing
soccer in the park with them. She was known as the
greatest goalkeeper. At her new school, she overhead
some of the girls complaining. They were upset because
their soccer team didn’t have a goalkeeper. If they didn’t
find one soon, the team wouldn’t be able to complete.
Jenny couldn’t believe her ears. She could be the
goalkeeper. She found the coach and asked if she could try
out for the position. The following Saturday the team won
the game. Jenny blocked, won the game, and became the
hero. Jenny was no longer lonely; she had many new
friends.
Problem
Solution
Problem
What problem does the
character have?
Events:
What did Jenny bear?
Why was this so important to
her?
What did Jenny do?
Solution
How did this solve her problem?

36. CLOSURE/ASSESSMENT
• WHAT HAVE YOU LEARNED FROM TODAY’S LESSON?

37. EVALUATION
WRITE THE PROBLEM AND SOLUTION BASED ON THE
SHORT STORY.
THE YOUNG MAN IS KIND-HEARTED. ONE DAY, HE HEARD A LITTLE BOY CRYING OUTSIDE HIS WINDOW. THE YOUNG MAN FOUND OUT THAT THE CHILD WAS BEING
TEASED BY THE BIGGER BOYS. THE YOUNG MAN WENT OUT.
• PROBLEM________________________________
• SOLUTION________________________________
JOSE RIZAL OWNED A HORSE WHEN HE WAS STUDYING IN MADRID. WHEN HIS ALLOWANCE DID NOT COME ONE DAY, HE DID NOT HAVE ENOUGH MONEY FOR FOOD.
• PROBLEM________________________________
• SOLUTION________________________________
TOTOY NEEDS A NEW SCHOOL BAG. HE DID NOT HAVE ENOUGH MONEY TO BUY THE BAG. THEN HE HEARD THAT THEIR NEIGHBOR WAS LOOKING FOR A BABY-
SITTER FOR HER LITTLE CHILD. SHE WAS WILLING TO PAY A FEW PESOS TO THE BABY- SITTER.
• PROBLEM_________________________________
• SOLUTION_________________________________
JUN AND JERRY STARTED ARGUING OVER THE NEW TOY. JUN WANTED TO KEEP IT BUT JERRY DISAGREED SINCE HE WANTED TO KEEP THE TOY FOR HIMSELF. MOTHER
CAME TO THE SCENE AND ADVISED THE BOYS TO SHARE THE TOY TRAIN. BUT THE BOYS WENT WITH THE QUARREL. BEFORE THEY KNEW IT, MOTHER WAS BACK
HOLDING ONE OF THE SLIPPERS.
• PROBLEM_________________________________________
• SOLUTION_________________________________________
THE DOGS WERE PLAYING WILDLY IN THE YARD. FATHER DROVE THEM AWAY. HOWEVER, THE DOGS RAN TOWARDS THE PATCH OF VEGETABLES WHERE THEY
CONTINUED LUNGING AT EACH OTHER.
• PROBLEM__________________________________________
• SOLUTION__________________________________________

38. THIRD QUARTER/ WEEK 3
DAY 5
• LEARNING OBJECTIVES
• USE A PARTICULAR KIND OF SENTENCE FOR SPECIFIC PURPOSE AND AUDIENCE
ASKING PERMISSION, MAKING REQUEST.

39. SETTING THE STAGE
• LET THE PUPILS READ THE FOLLOWING SENTENCES.
• CAN I ASK QUESTION PLEASE?
• MAY I BORROW YOUR BOOK?
• AT THE END OF THE LESSON YOU WILL BE ABLE TO USE CAN AND MAY AS
MODAL AUXILIARIES IN ASKING PERMISSION AND MAKING REQUEST.

40. EXPLAINING THE STUDENTS WHAT TO DO
• USE A PICTURE CLUE DIALOG.
1. I_________ a letter to my friend.
A dog ______ barks if he sees a stranger.
1. I_______ help my teacher.

41. 1. You_______ go home now.
_______ sing our national anthem.

42. •Modeling the students
Read the following sentences.
A B
Can I ask a question ? Could you take a
message ?
Could I ask a question ? Would you carry this for
me?
May I ask question? Can you take the
message?
What is the use of can? Could? May?
We use can, could, and may to ask permission to do something.
How about the use of could you? Would you?
We use could you and would you as a polite ways of telling or asking someone to
do something or request

43. GUIDED PRACTICE
MAY CAN
Asking Permission Asking Permission
Asking Permission Asking Permission
Asking Permission Asking Permission
COULD YOU WOULD YOU
Request Request
Request Request
Request Request
MAY & CAN
•Present another sets of sentences and use the correct modal to complete the
sentence. ( provided by the teacher)
•Group Activity
Group 1 and 2 will write sentences using can and may.
Group 3 and 4 will write sentences using could you and would you.
COULD YOU & WOULD YOU

44. A. Independent Practice
These are the activities a child in grade five may do at home. Make your own
sentence.
Play
I
May Watch tv.
We
Read books

45. CLOSURE/ASSESSMENT
• WHAT HAVE YOU LEARN FROM TODAY’S LESSON?

46. EVALUATION
• ANSWER EACH QUESTION CAREFULLY.
• WHAT CAN YOU DO FOR MOTHER TODAY?
• WHAT MAY YOU DO ON RAINY DAYS?
• WHO CAN ALWAYS HELP US?
• WHO CAN GIVE ME A PET?
• WHO MAY PLAY BASKETBALL?
•
•