English 3 third quarter

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► English and Math ► 4 Grade English ► English Studies ► Textbook by Kate Castaños by jedith evangelisbbtayy SSaannbbddyyyy KKBBaeeatrrteettii llCCllooaabssytta aLññhooossRa
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by jedith evangelista by LhobbbRyyya LLL LhhhioooGRRRhaaaT LLLiiiGGGhhhTTT
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English 3 third quarter
by Kate Castaños , Teacher at Malabon Elementary School
on Sep 14, 2014
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ENGLISH 3 TG THIRD QUARTER
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12 hours ago Reply • Edit • Delete • Spam •
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badzmer
hi Ma'am Kate, pls send me a copy of english tg 3rd quarter and kung meron nrin po 4th, it
will be of great help for my wife teaching grade 3 here in puerto princesa city.thanx a lot and
GOD Bless!!! merbads@yahoo.com
53 minutes ago Reply
badzmer
hi ma'am, pls send me a copy of english 3 tg 3rd quarter and kung my 4th nrin po, kung
pwede po. It will be of great help for my wife who is a grade 3 teacher. She's here in pto.
princesa city. thanks a lot. merbads@yahoo.com
58 minutes ago Reply
analiza labastida , encoder
salamat mam kate...
6 hours ago Reply
Roan Tezuka , Teacher at Colegio de Sta. Ana de Victorias - Integrated School
TG po sana at LM...thank you po...
1 day ago Reply
Roan Tezuka , Teacher at Colegio de Sta. Ana de Victorias - Integrated School
Mam Kate.. pwede po mkahingi?pa send dn po sana..thank you po mam..malaking tulong po
2...
eto po email add ko.. meoww14_roan@yahoo.com
1 day ago Reply
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English 3 third quarter
Presentation Transcript
1. Unit 3: Week 1 (Lesson 19) Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Overview/ objectives
Literature: To Go or Not To Go (by Mil Flores-Ponciano) Realize the things to do in times of a typhoon
Draw and write a possible result for a Grade 3 student for not remembering the things to be done during
typhoons Read and write words, phrases and sentences with oi and oy diphthongs Identify the cause and
the effect in sentences Read and write words, phrases and sentences with oi and oy diphthongs Read and
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write words, phrases and sentences with oi and oy diphthongs Identify and use descriptive adjectives
Read and write words, phrases and sentences with oi and oy diphthongs Materials Word cards Learner’s
Materials Activities 195-197 Activities 198 Pictures showing the details in the matrix of Weather
Condition Word cards Big strips of paper Learner’s Materials Activities 199-201 Strips of sentences
Learner’s Materials Activities 202-203 Learner’s Materials Activities 202-203 Procedure Unlocking of
key word usig context clues Motivation question Motive question Read-aloud of the selection Review
reading CVCe words Lead the class in the decoding lesson using Activity 198 Presentation of pictures
highlighting the cause and effect Direct teaching of the steps in finding the cause and effect in a sentence
Matching of pictures and Presentation of descriptive adjectives from the song Presentation and
explanation of what descriptive adjectives are Using adjectives in sentences Post pictures of a church
crashed down, ocean with big waves. Use Activity 205 for the sample. Ask pupils to create sentences
using the
2. 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 remembering the things to be done during typhoons. phrases to show a cause and effect
Identification of the cause and effect Writing sentences using adjectives adjectives from the web. Show
pictures and let the children describe it to form sentences.
3. 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 Administration. 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 support 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
remember 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 Administration (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.
4. TYPHOON CONDITION GUIDE Typhoo n Signal Weather Condition Class Suspension What I Can
Do As A Grade 3 Pupil 1 pictures of 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. Preschool Bring an umbrella and go to school. 2 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 may be partially or totally
unroofed. Preschool Elementary High School Stay at home. 3 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 destroyed. There
may be widespread disruption of electrical power and communication services. Preschool to Tertiary
Prepare to evacuate (if needed). Go with the family to strong buildings. 4 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. All levels and Government Offices (private and public) Cancel all travels and outdoor
activities. Post Reading 1. Discussion Questions 1. What was Almira’s problem? 2. What helped her
solve her problem? 3. What is found on the Weather Condition Guide? 4. Describe the environment if it
is signal number 1.
5. 5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number 3?
Signal number 4? 6. What should you do if there is typhoon signal number 1? Signal number 2? Signal
number 3? Signal number 4? 7. What would probably happen if preschoolers go to school? 8. What
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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
6. 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 may pictures of unroofed. Many large trees may be uprooted. Rice and
corn plantation may suffer be partially or totally unroofed. severe losses. Most residences and buildings
may be severely damaged. Electrical power distribution and Refer pupils to Activity 199. communication
services may be 2. Modeling/Teaching 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 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 destroyed. There may be widespread disruption severely disrupted. 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 of electrical power and
communication services. 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.
7. 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
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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.
8. 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 Linking Verbs Adjective Noun Sandra had expensive watch
9. 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.
10. Unit 3: Week 2 (Lesson 20) Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Overview/
objectives Literature: A Learning Experience for Malou Read words, phrases and sentences with au and
ow dipthongs Use descriptive adjectives Read words, phrases and sentences with au and ow dipthongs
Identify fact from opinion Read words, phrases and sentences with au and ow dipthongs Write simple
sentences and use correct punctuation marks Read words, phrases and sentences with au and ow dipthongs
Summative test Materials Word cards Learner’s Materials Activities 206-207 Learner’s Materials
Activities 208-210 Pictures showing the details in the matrix of Weather Condition Word cards Big strips
of paper Learner’s Materials Activities 211-213 Copy of “Important Rules” song Strips of sentences
Learner’s Materials Activities 211-213 Procedure Unlocking of key word using pictures Motivation
question Motive question Read-aloud of the selection following DRTA Post Reading: Discussion of the
selection Have the class do Activity 207. Decoding Lesson using Activity 208 Present some sentences
with descriptive words taken from the selection. Discuss what describing words are Have the class do
Activity 209 with your guidance then Decoding lesson using Activity 211. Present some sentences to
teach fact and opinion. Differentiate an opinion from a fact. Have the class do Activity 212 with your
guidance then Activity 213 independently. 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. Have the class do Activity 214.
11. Activity 210 independently.
12. 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 cut-out 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.
13. “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. Who is the girl in
the story? 2. What did she learn? Why was she so happy in school? 3. What do the sun’s eight rays stand
for? 4. What do the three stars represent? 5. Why are Filipinos considered as patriotic people? 4. Give
three ways how to show respect for our flag. 5. 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. Describe the bag
of Almira. Her bag is _______. ( square) Describe the stars on our flag. ( yellow) 1. Almira has a square
bag. 2. The Philippine flag has yellow stars.
14. 3. Blue, red and white are the three colors of our flag. 4. The Philippine flag is rectangular. 5. The
white part of our flag is triangular. 2. Modeling/ Teaching What are the colors of our flag? (blue, red
and white) What shape is our flag? (rectangular) What word describes the white part of our flag? (
triangular) (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
15. 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. 2. Our
flag is made up of three colors.
16. 3. Visayas is the smallest island in our country. 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: 4. Filipinos are the most
patriotic people in the world.
17. Refer your pupils to LM Activity 214B.
objectives Literature: The Monster Who Came to School Realize the importance of following school
rules Role play the importance of following school rules Distinguish a cause from an effect Read and
write words with ou and ow diphthongs Identify and use adjectives in comparative degree Read and write
words with ou and ow diphthongs Identify simple and compound sentences Read words, phrases and
story with ou and ow diphthongs Form compound sentences Read and write words, pharses and sentences
with ou and ow diphthongs Materials Words in envelopes Detective Sinegata Chart Word cards Learner’s
Materials Activities 215-216 C and E chart Sentence strips Learner’s Materials Activities 217-218 C and
E chart Learner’s Materials Activities 219-221 Sentence chart Learner’s Materials Activities 222-224 C
and E chart Pictures Learner’s Materials Activities 225-227 Procedure Unlocking of key words using the
Think-Go-Stop Game Motivation question Motive question Read-aloud of the selection using DRTA Post
Reading: Discussion of the selection highlighting the importance of school rules Presentation of sentences
through the Say-Do-Don’t – Game Direct teaching to distinguish a cause from an effect Group Activity:
Students have to distinguish which sentence is a cause and an effect Group Activity: Students have to
complete a 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 cause-effect
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 Completing a chart with compound 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 based on a given cause
19. Enrichment: Role play the importance of following school rules. chart of school rules and effects if
we break them. sentences Writing an effect based on a given cause
20. 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 2. Motivation monster 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.
21. 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
22. 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
monste r! 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. How did Andy feel seeing a monster at school? 2. How did the monster behave?
3. Why do you think did the monster behave that way? 4. What did the monster really want? 5. What
rules inside the classroom did the monster learn? 3. 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
23. 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. I will walk at the corridor. 2. I will chew gum during class hours. 3. I will
attend class regularly. 4. I will be attentive during class discussion. 5. I will leave my desk clean and
orderly. Ask: Why did you say Do ? Why did you say Don’t ? (Note: Post the Cause and Effect Chart.
Then write pupil’s ideas on the chart.) Cause 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 remember the monster in the story, The Monster Who Came to
School? How did it behave at school?
24. The monster’s misbehavior had effects on the children, teacher, and on the school as a whole. Cause
and Effect Chart Cause Effect The monster took so much space at the bus. The Monster screamed loudly.
While the teacher was reading a story, Monster laughed and shouted. At rest time, the monster pulled
children’s hair. 2. Modeling/Teaching 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 a friend at school. you.
25. The pupils listen attentively to the teacher. They easily understand the lessons. You fell asleep in
class. Your teacher asked you to stay after class. Your socks don’t match. You feel uncomfortable. You
spilled water on someone in the canteen. He was a bit angry. 4. Independent Practice Refer your pupils to
Activity 218 Say: This time, work in groups of six. Trios should join 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
26. 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.
27. 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.
28. 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 join the discussion.
29. 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. Let the children form sentences based on the new pictures. 3. Guided Practice
30. Refer your class to LM Activity 226. 4. Independent Practice Refer your class to LM Activity 227.
objectives Literature: The Country Mouse and the City Mouse Understand that contentment and the
ability to adapt are important Write a note on what to be done by the Country Mouse Read and write
words with oa digraph as in goat Identify several effects based on a given cause Read and write words,
phrases and sentences with “oa” diphthong Identify and write complex sentences Read and write words,
phrases and sentences with “oa” diphthong Compare and contrast objects, persons and places Read and
write words, phrases and sentences with “oa” diphthong Summative test Materials Word cards Learner’s
Materials Activities 228-229 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 Venn Diagram Word wards
cell phone and telephone Learner’s Materials: Activities 235-236 Procedure Unlocking of words in the
story using context clues Motivation Question Motive Question Reading of the story using DRTA
Post Reading: Discussion questions to highlight the importance of contentment and ability to adapt
Engagement Activity: Writing a note on the right 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 Explanation that a cause may have several effects and how to identify the several effects
of a cause Listening to a short story to identify a cause and its Presentation of sentences using big strips
of paper Direct teaching of how complex sentences are formed Interview of persons in school Writing a
three-sentence paragraph using 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 contrast
32. thing the Country Mouse should have done several effects Presentation of a short dialogue with cause
and several effects based on a short story heard complex sentences. Presentation of a skit showing how
the characters in the story differ from one another.
33. 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.

34. STOP AND ASK: 1. Why did the Country Mouse decide to go to the city? 2. 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.
35. 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 went to the city. The Country Mouse got surprised
at what he saw on the table. 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.
36. By simply examining the cause-and-effect diagram above, is it possible for a cause to have several
effects? Remember: 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.) 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 Reasons Why People Move to the City 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
37. 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

joined 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?
38. 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.)
39. 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.
40. Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: “The Butterfly and
the Caterpillar” 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 Read words, phrases, sentences and stories containing words with digraph ee as
in sheep Complex Sentences Read words, phrases, sentences and stories containing words with digraph ee
as in sheep Locate the main idea in a paragraph Materials Sentence strips Word cards Pictures of
butterfly and caterpillar Learner’s Materials Activities 237-239 Venn Diagram Sentence/ line strips from
story read Learner’s Materials Activities 240-243 Monkey- toys Learner’s Materials Activities 244-247
Copy of the story “ A Day at the Park” Letter envelope Learner’s Materials Activities 248-249 Procedure
Pre-Reading Unlock key words through word cards and sentence strips. Show a picture of butterfly and
caterpillar. Reading Read aloud the story and stop at indicated points for questions to identify similarities
and differences Phonics lesson Show a Venn diagram of the story read to focus on similarities and
differences. Form groups and present line strips from the story read. Modeling/Teaching: Ask groups to
draw/ get one from the posted strips and Phonics Lesson Introduction/ Presentation: Present monkey-toys
and allow pupils to describe the toys according to size. Read a story on monkeys.
Modeling/Teaching: Discuss degrees of comparison of adjectives using a chart. Phonics Lesson
Presentation/ Introduction Read the story “A Day at the Park”. Allow pupils to answer questions about
the text. Modeling/ Teaching Discuss how complex sentences are written by combining sentences and
Phonics Lesson Show a letter-envelope and ask questions on it to jumpstart lesson. Discuss the parts of a

letter through a poem. Allow pupils to label parts of the letter. Unit 3: Week 5 (Lesson 23)
41. 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. 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. 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. 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.
42. 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.
43. 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. ”
44. Ask: What will happen to caterpillar in the days to come? What should all butterflies need to
remember 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 Caterpillar appearance 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 be autiful flowe rs .” 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.
45. 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
46. 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
47. 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 Monkey and the cats Monkey and all the
monkeys in the world POSITIVE COMPARATIVE 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.
48. 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.
49. 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
mark er “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 Independent Clause New Sentences Because Roy brought his We played basketball. basketball,
After riding our bikes, We played volleyball. Although it is raining, It is fun to be with friends in the
park.
50. Before dinner time, I should be home to meet my cousins who come from the province. 4.
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!
51. 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. 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. body
52. Unit 3: Week 6 (Lesson 24) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives
Literature: Two Friends, One World Get the general sense of the story Makes inferences and draw
conclusions based on texts (pictures, title and content words) Use personal pronouns (person) Read and
write words, phrases and short sentences with ea diagraphs Express feelings, opinions through logs Read
and write words, phrases and short sentences with ea diagraphs SUMMATIVE TEST Materials Copy of
the story Two Friends, One World Pictures Word strips Manila paper with incomplete sentences Venn
Diagram Pictures Learner’s Materials Activities 250-251 treasure box with sentence strips Learner’s
Materials Activity 252 Sample journal entry Manila paper Learner’s Materials Activity 253-254
Procedure Pre-Reading Pupils guess pictures provided for. Group the class and let them discuss their
inferences about the picture. Reading Introduction/ Presentation Group-matching Provided the pupils
with incomplete sentences, students have to infer or draw conclusions e.g. If the grasshopper isn’t
Introduction/ Presentation Discuss personal pronouns and provide examples of sentences on how to use

these pronouns to replace nouns. Guided Practice Presentation/ Introduction 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? Show a sample journal
53. Teacher reads aloud the story “Two Friends, One World” (Francisca’s Story) w/ correct intonation.
(Please refer back to past lessons on delivering read aloud stories.) 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 will______ color green_________
The first group to find their group match wins the game. Modeling/Teaching: 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 Asking Inferential
Students will pick sentence strips in the treasure box. From a sentence strip, e.g “Herbert is good in
playing chess.” Let the student rewrite the sentence using the appropriate pronoun like “He is good in
playing chess.” After all of them had write several sentences, let them talk with their group and discuss
about the pronouns they used. Independent Practice Provide different pictures with nouns to the pupils.
Let students choose several pictures they want. Let them write about the picture using pronoun. entry to
the class and let a volunteer read it. Ask WH-questions about the journal entry. Let students guess
different facial expressions. Instruct them to log down their feelings. Let the students log down their
feelings and opinions and let them talk it with their group. Prompt: You saw a beggar in the market.
What should you do? Independent Practice Let the pupils write a journal entry. Prompt: The best thing
you did to your friend.
54. Questions from 2 or 3 sentences story. They will compose questions about the picture.
55. 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 Related Words 1. eyes feel 2. ears smell 3. nose sound 4. tongue taste 5. skin
see 2. 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.
56. 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?
57. 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. Tomorrow b. Today c. Next week d. Yesterday 2. Modeling/Teaching
58. 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? Was it easy to infer? What
questions usually come up in our mind? What do we need to think first when we are inferring? Discuss
what inference is. See teaching chart. 3. Guided Practice Teaching Chart: Inferences : 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 Read each passage 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.
59. 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. Who goes to
the park every afternoon? Underline it. 2. Who plays with Francisca? Encircle it. 3. What word was used
to replace the name Antonio in this sentence? 4. Who plays with Antonio? – Underline it. 5. Who likes to
talk to him? – Encircle it. 6. What word was used to replace the name Francisca in this sentence? 7. What
is in the grass? Underline it. 8. What hops around? Encircle it. 9. 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
60. 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
61. 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.
62. 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.
63. Unit 3: Week 7 (Lesson 25) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives
Literature: “Mateo’s Favorite Clothes” Admire the main character for being generous Determine whether
a story is real or a fantasy (characters and setting) Read and write words, phrases and sentences with ei
and ie diagraph Determine whether a story is realistic or fantasy (characters and setting) Read and write
words, phrases and sentences with ei and ie diagraph Use personal pronouns (Gender and Person) Read
and write words, phrases and sentences with ei and ie diagraph Use personal pronouns (Gender and
Person) Read and write words, phrases and sentences with ei and ie diagraph Materials Illustrations of
Mateo, Mateo’s mother and His clothes Copy of the story “Super RR” for listening activity Learner’s
Materials Activities 255-256A Strips of realistic and fantasy descriptions Realistic and Fantasy Graphic
organizer Learner’s Materials Activities 256B-257 Sentence strips Teacher Chart Learner’s Materials
Activity 258 Procedure Pre-Reading Present key words through context clues. Reading Read aloud the
story Post Reading Let pupils answer the discussion questions Introduction/ Presentation: Show pictures
of the characters and setting of the story read to recall some events. Allow pupils to listen to the story
“Super RR”. Show Real and Fantasy Chart and ask pupils to write the characters and setting of Guided
Practice: Allow pupils to post describing strips on a fantasy and realistic organizer. Let pupils do ‘Relay
Game’ on identifying realistic and fantasy characters and settings. PWR Presentation/ Introduction
Review pronouns and personal pronouns through sentence strips with personal pronouns. Modeling/
Teaching Reiterate how personal pronouns –I, he, she, it, we, they- are used through discussion. Allow
pupils to work in Review personal pronouns by allowing pupils to read six sentence strips Allow pupils
to work in groups: a. Journal writing b. Interpretative reading c. Letter of invitation PWR
64. Allow pupils to read and check their guesses written on the board about what Mateo would do with
his favourite clothes. Allow pupils to present their work to class by groups. the stories.
Modeling/Teaching: Use the Real and Fantasy Chart to discuss the lesson. PWR Guided Practice
Independent Practice: pairs in using the appropriate personal pronouns in LM. Let pupils write sentences
using personal pronouns (SG). Have pupils present their work to class.
65. 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. Mate
o’s Favorite Clothe s One Saturday afternoon, Mateo found his Mother getting old clothes from his
cabinet. “What are you doing, Mama?” Mateo asked.
66. “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 remembered 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. Who are the
characters in the story? 2. Where did the story happen? 3. When did it happen? 4. Why did Mateo’s
mother get his old clothes from the cabinet? 5. Did Mateo give his old clothes at once? Why? Why not 6.
If you were Mateo, would you also keep your favorite clothes? Why? 7. Did Mateo change his mind? 8.
What did he do with his old clothes? 9. Did Mateo make a quick and right decision about his favorite
clothes? 10. 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: Remember 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
67. 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, Rock y 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.
68. 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? 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 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.
69. 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:
70. 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)
71. 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
Gender Pronoun Mateo Male Mother Female Grandma Female Children Neuter Rocky Male 2.
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 Gradma? 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.
72. 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: My name
is Dang. I live in Pangasinan. Sentence/s Strip 2: Cris is my brother. He is older than me. Sentence/s
Strip 3: Wing and Mong are brothers. They are playing. Sentence/s Strip 4: Gel is a girl. She is a happy
girl. Sentence/s Strip 5: My friends and I are going to market. We are going to buy eggs.
73. Sentence/s Strip 6: “Ben and Greg, stop talking. You are noisy.” 2. 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

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