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Unit 2: Week 1 (Lesson 10)
Lesson Parts
Day 1 Day 2 Day 3 Day 4 Day 5
Overview/
Objectives
Literature:
Chocolate Milk for Danny
(adapted from Aesop)
• Monitor and
selfcorrect one’s
comprehension via
skimming (title and
text)
• Appreciate how the
character had been
truthful to her
mother
• Decode words with
digraph /ch/ (initial) as
in chin (1st
half)
• Monitor and
selfcorrect one’s
comprehension via
skimming (picture)
(2nd
half)
• Read words with
digraph /ch/ (final) as
in catch (1st
half)
• Monitor and self-correct
one’s comprehension
using scanning(2nd
half)
• Read words with
digraph /ch/ (1st
half)
• Monitor and selfcorrect
using scanning (2nd
half)
 Monitor and self-correct
using scanning and
skimming
Materials
 “A Chocolate Milk for
Danny” (Story)by:
Dinah C. Bonao,
pictures
 6-framed-story board
of
A Chocolate Milk for
Danny
Picture of a party Refer back to previous
lessons for text to be
scanned and skimmed
Procedure
(5 min)
• Unlocking of key words
in the story using
pictures and context
• Motivation Question
• Motive Question
(skimming)
(15 min)
Read-aloud of the story with
some prediction questions at
certain points
(15 min)
Post Reading:
(10 min)
• Word drill and exercises
on words with
in chin (1st
half), see
TG and LM
• Show 3 story board and
ask pupils to give the
general idea
(10 min)
 Discuss how
skimming
is done using story
boards
(10min)
on words with
in chin (1st
half), see
TG and LM
• Review 6-framed-story
board of A Chocolate
Milk for Danny
(10 min)
Discuss how scanning is
done using questions
(5 min)
• Word drill and
exercises on words
with digraph /ch/
(initial) as in chin (1st
half), see TG and LM
• Show a picture of a
party and ask
pupils
(10 min)
 Review how
scanning
is done 
Show a recipe
(5 min)
Let pupils answer a questio
from the selection through
scanning and skimming
(10 min)
Reiterate how scanning an
skimming is done

Discussion of the story,
highlighting Almira’s
truthfulness to her mother
at the end of discussion
(15 min)
Pair and Share: Partners
take turns in answering
questions.
(15min)
 Distribute to the pupils
(in groups) the next 3
frames of the story
board to get the general
sense of the frame.
(15 min)
 Allow pupils to share
the output of the group
(10 min)
Pose specific questions for
pupils to answer by
scanning the text (group
activity)(20 min)
Let pupils do Q-A Activity
on short selections read
(10 min)
Let pupils identify
ingredients and procedure
in preparing the recipe for
egg sandwich
(25min)
Allow pupils to share
outputs
(15 min)
Let pupils share skimmed an
scanned Information
(20 min)
Ask pupils to share what they
did

Pre-Reading
Pre-Reading
1. Unlocking/Vocabulary & Concept Development
(loaf, held, bought , patted)
Show a picture of a slice of bread.
Say: This is a slice of bread. Say it again. Say slice of bread.
Show a picture of a loaf of bread.
Say: This is a loaf of bread. Say it again. Say loaf of bread.
Ask: Let us count the slices on this loaf of bread. How many slices of bread
does this loaf of bread have?
Show a picture of Almira in front of a bakery with a loaf of bread.
Say: Almira bought a loaf of bread from the bakery yesterday. Ask:
When did Almira buy a loaf of bread from the bakery? (yesterday)
What did Almira do at the bakery? (bought)
Show a picture of Almira holding the hands of her brother while leaving the
bakery.
Say: Almira held the hand of her brother after she bought a loaf of bread.
Show the picture of mother patting Almira’s shoulder.
Say: Mother patted Almira’s shoulders. When do we pat someone’s shoulder?
What do we mean to say when we pat someone’s shoulder?
Say: Let us see if you can remember the words we learned today.
Refer your pupils to LM-Activity 105 on page 112.
2. Motivation Question:
What do you want to buy from a market?
3. Motive Question:
What did Danny want to buy in the market?
During Reading
Read aloud the story. Stop at indicated points (*). Tell the pupils you will raise some
questions where you pause before continuing the story. They are to answer those
questions which will enable them to guess what might happen next.

by Dinah C. Bonao
“Almira, please go with your brother to the market and buy a loaf of bread for
merienda,” Mother said.
Along the way, Danny stopped at one of the stores.
“Ate, please buy me that chocolate milk,” he said.
*
Ask: Where did motherask Almira to go?
Who went with Almira to the market?
What did he see along the way?
What word did Danny use to request for chocolate milk?
“We need to buy the bread first,” whispered Almira. She held the hand of his brother
as they walked to the store. Finally, they bought the bread.
“Ate, may I have my chocolate milk now?” said Danny.
*
Ask: Will Danny be able to enjoy the chocolate milk?
“Sure, I still have my change here.”
They walked home while Danny enjoyed the chocolate milk.
“Were you able to buy the bread?” asked mother.
*
Ask: Where did Almira get the money to buy the chocolate milk?
Will Almira be honest in telling the truth about the change?
“Yes, Mother,” replied Almira, “but I’m sorry, I don’t have the exact change. I
bought chocolate milk for Danny without asking your permission.” *
Ask: How will mother respond to Almira’s remark about the change?
“ I’m proud of you for telling the truth. I know how much you want your little brother
to be happy,” Mother said as she patted Almira’s shoulder.
Post Reading
1. Discussion Questions
Ask the pupils to answer the following questions orally.

1. What is the title of the story?
2. Who are the characters in the story?
3. Where did mother ask the children to go?
4. What did Danny want to buy?
5. What did her sister say?
6. Before going home, was Danny able to get what he wants? Why?
7. Why did Almira say I’m sorry when they got home? Do you think
it is important? Why?
8. What was mother’s reaction? What did she say?
9. In what other ways can you show that you are telling the truth?
2. Engagement/Enrichment
A. Pair and Share
Let the pupils share with a partner instances in their own life when they told the truth
and said they were sorry for what happened. Each partner will take his turn sharing
his experience. Go around and monitor if the pupils are doing the task correctly.
Allow them to use their native language if needs be in their sharing or ask you how to
say it in English if they so desire.
B. Draw your favorite character. Write two sentences about
him/her. Refer your pupils to LM- Activity 106 on page 113.
Day 2
Decoding/Fluency Digraph ch as in chin and catch /
Writing/Skimming
Review/Introduction
Say: Remember the story we read yesterday? What did Almira buy for Danny in the
market? (Chocolate milk)
Note: Write the word chocolate on the board and underline “ch”. Let the pupils read
the word chocolate.
Ask: What are the underlined letters? (ch) Say
again the word chocolate (emphasize /ch/) .
Ask: What is the sound of ch in the word chocolate?
Let the pupils sound /ch/. If they can’t produce it, model how.
Say: Let’s have two more words from our story?
change much

Write the words change and much on the board. Ask volunteers to underline ‘ch’.
Read the words and let the pupils say them after you.
Modeling/Teaching
Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can
you hear /h/? A different sound is given to ch. The sound of ch is /ch/.
Let the pupils sound it three times.
Model reading the words and let the pupils read after you.
Teaching Chart: Words with /ch/
chips check chop choose
chin chest chocolate chew
chick cherry chair cheese
chicken champ
children
Activity
Say: Now let’s identify the pictures by completing the words with ch. Read the
words, then the phrases and the sentences with /ch/ in that order.
Refer the pupils to LM Activity 107 on pages 114-115.
Lesson: Skimming (2nd
half)
1. Presentation/Introduction
Show the first three story boards one by one to the pupils and ask them questions
about the story to come up with the general idea. All answers are correct and
acceptable. Write the answers of the pupils on the board by completing the sentence
below and read them for oral fluency.
1. Look at the pictures.
2. What do you see in the pictures?
Story Board No. 1
Almira with younger
brother Danny wave
goodbye to their mother.
Story Board No. 2
Almira and Danny are
on a highway waiting
for a jeep.
Story Board No. 3
Almira and Danny got
off in front of a
grocery store.

1. Modeling/Teaching
Show the first story board. Ask the pupils to look quickly at the pictures and give the
big idea. Tell them that the activity that they did is skimming.
2. Guided Practice
Show the other two story boards one at a time. Ask five to ten pupils to share their
ideas about the pictures. Write all the answers of the pupils on the board. Let them
read the questions aloud and allow them to respond to the questions using the correct
intonation.
Distribute to the pupils in groups the next three frames of the story board to get the
general sense of the frame. Ask each group to give their opinion about the pictures
given to them. Write their answers on the board.
4. Independent Practice
Refer your pupils to LM- Activity 110 on page 118.
Lesson 10 Day 3: Scanning Pictures to Answer Question
Final Digraph /ch/
Skill Focus: Reading words with final consonant digraph /ch/ (1st
half)
A. Oral Reading of words with digraph ch (initial). (See teaching chart used
previously.)
B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or
demonstrate the meaning of each word before reading.
catch much bench
scratch such sketch
watch bunch reach
branch rich
ranch inch
1. Guided Practice

Say: Work with your seatmate. Read each word with your partner and match
the words with their pictures.
Refer your pupils to LM-Activity 111A on page 119.
Refer your pupils to LM-Activity 111B on page 119.
Skill: Scanning Pictures to Answer Questions
1. Presentation:
Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have
you seen a container of chocolate milk? What information can you see from its box?
Let us know the information in the chocolate milk drink tetra pack. (See to it that you
have an enlarged copy of this picture. Large enough that everybody can see the
information contained in the box. They may be provided with a copy.)
2. Teaching/Modeling
Guide the class to locate the answers in the following questions.
1. What is the name of the chocolate drink? What kind of drink is on the
picture?

2. Where was the drink made?
3. When will the drink expire?
4. What minerals can we get from this drink?
3. Guided Practice
Divide the class into three groups.
Day 4: Skimming and Scanning Other Reading Materials
Skill focus: Initial and Final Digraph /ch/ (1st
half)
Refer your pupils to LM-Acivity114 on page 123.
Skill focus: Skimming and Scanning Other Reading Materials (2nd
half)
Show a picture of a “Birthday Party”
Ask the class to look at the picture. Let the pupils answer the questions.
• What do you see in the picture?
• What do they celebrate?
• What are the things your parents do to make you happy on your birthday?
• Do you like to have a birthday party? Why?
• What food would you like served in your birthday party?
3. Development of the Lesson
Present to class the recipe of “Egg Sandwich”. Let the pupils scan the ingredients and
the procedure.

Let the pupils identify the different ingredients of Egg Sandwich. Let them write
their answers on the board then ask the procedure by asking the pupils to give them
orally.
When done, let them identify the action words used in the procedure. Write them on
the board and have them read orally after.
4. Guided Practice
Paper and Pen Activity
Ask the pupils the things they do to keep their food safe, clean and nutritious.
Encourage them to give their answer in complete sentence. Let them use the action
words inside the box in a sentence by writing it on the line provided.
Acting-Out
Have the pupils bring out the ingredients that they were asked to bring to class. Using
the ingredients let the pupils do the procedure in preparing the recipe in two groups.
After the activity, let the first group rate the recipe of the second group and vice
versa. (Change to a simpler task if needed.)
Day 5: Skimming and Scanning a Selection
Ask the pupils to answer the following questions.
1. Did you enjoy listening to the story “ Chocolate Milk for Danny”?
2. What part of the story do you like most?
3. Who is the character you like best?
4. What lesson did you learn from the story?
5. Did you go fast over the pictures in each set to find out what it is all about?
6. Did you go fast over the text to find out specific information?
Tell the pupils that in the previous activities, they used skimming and scanning to
understand the lessons.

Say that this time they will study further on skimming and scanning
Skimming is reading at the fastest speed where the eyes keep floating over the reading
selection to locate information.
Scanning is reading moving your eyes. Quickly down the page to find one specific
detail. This will lead you to find a single fact, date, name or word in a text and find
that you need.
Guided Practice
Have the pupils identify what skill they will use in locating information from a given
situation if they want to find specific information and if they want to have a general
idea of what it is all about.

Lesson
Parts
Overview/
Objectives
• Monitor and self-correct
one’s comprehension using
questions
• Use graphic organizers
to show understanding
of texts
consonant digraphs: /ck/,
/th/, and /ph/
consonant digraph /sh/
• Use action words in
simple sentences
consonant digraphs:
/ck/, /th/, and /ph/
• Use action words in simple
sentences
• Decode words with consonant
digraph /sh/
• Decode words with consonant
digraphs: /ck/, /th/, and /ph/
SUMMATIVE
TEST
Materials
 A copy of the comic
strip
“Bantay and Tagpi” by
Roderick Motril Aguirre
• Picture frames showing the
major events of the literature
for day 1.
• Flash cards of words to be
decoded (consonant digraphs
• Pictures of action words
from the literature for day
1.
• Flash cards of verbs to
match the pictures.
• A cartoon image in 3 frames of a girl
losing hair
• Sentence strips with action words
• Trish and Her Wish
Procedures
(10 min)
Let pupils…
• Analyze pictures showing
HONESTY
• Answer the MOTIVATION
QUESTIONS to process the
pictures
• Ponder over the MOTIVE
QUESTION
(20 min)
 Have the pupils read the
comic strip. Make them
stop at strategic points and
(5 min)
 Let pupils arrange the picture
frames based on the
sequence of events of the
literature for DAY 1.
(15 min)
(Show a picture of Tagpi with
labels of his body parts.)
 Have pupils focus on the
words back, teeth, and thigh
(Discuss how to decode consonant
digraphs with final and/or
medial/initial /ck/, /th/, and /ph/.)
(10 min)
(Show pictures of Tagpi and
Bantay in motion)
 Let pupils tell what
Tagpi and Bantay are doing as
shown in each picture.
(Facilitate pupils answer by
posing leading and funneling
questions)
Drill on words with final
(15 min)
(Discuss what action verbs
(15 min)
1st
half
• Drill on words with consonant
digraph /sh/
• Read the short story “Trish and Her
Wish” and answer WH- questions.
2nd
half
• Review action words through reading
of sentence strips.
(10 min)
 Review verbs by acting out its
meaning.

let them answer questions
to help them monitor their
comprehension.
(10 min)
 Let pupils answer the
comprehension questions
(10 min)
 Then, have them complete the
character map to yield
the concept of honesty
Use the sentence with the word
SHOUT from the story to introduce
lesson on words with consonant
digraph /sh/
Read words with initial consonant
digraph /sh/..
(20 min)
• Have pupils practice sounding
out words with consonant
digraphs
• Let them complete the words
by making them write the
missing consonant digraphs.
Have them match the
completed words to the
correct pictures they
represent.
• Guided Practice Activity on
words with
(10 min)
• Let the pupils accomplish the
consonant digraph activity
sheet in their LM.
• Independent Practice
Activity on words with
are)
 Act out some verbs.
(TPR)
(10 min)
 Have pupils act out the
word you will say.
(15 min)
Have the students…
 Accomplish the
letterscrambled words
sheet using picture
clues
• Let the pupils identify action words
posted on the board.
• Using the examples, allow pupils to
further understand how action verbs
are used in a sentence.
(10 min)
• Teacher chart exercises on
identifying action verbs in a
sentence.
• Guided practice on using verbs in
simple sentences
(15 min)
 Allow pupils to work in groups. Ask
each group to write 2-3 sentences
about the pictures to be given them.

Bantay and Tagpi
Pre-Reading
Unlock the word ‘honesty’ using pictures that show the concept and definition of this
word.
Say: Look at these pictures. (girl and boy cheating in class, a boy returning a wallet to
the owner).
Ask: Who does/do the right thing? Why?
When you return something that is not yours to the owner, you are honest.
2. Motivation Question
Which picture shows a good deed?
3. Motive Question/Statement
Say: Today we will read a comic strip about “Bantay and Tagpi”. These two dogs are
best of friends. Which of the two dogs learned the value of HONESTY? Let us find out.
Open your LM to page ___.
While Reading
Explain to the students that you will be stopping them at a certain frame in the comic
strip to ask or entertain questions from them.
Say: I will be stopping you at a certain frame to ask you some questions. I will also
answer questions from you if you need some clarification/s about the frames you have
just read.
FIRST STOP (Frame 4)
• How would you describe Bantay? How is he as a friend?
• Why did Bantay stop laughing when he saw Tagpi trip over the bones?
• How would you describe Tagpi? Is he a happy dog? What can you say about
him from his remarks about Bantay’s huge collection of bones?
SECOND STOP (Frame 9) 
What did Bantay and Tagpi do?
• What happened after their play?
• What did Tagpi do?
• What did Bantay find out when he got back to his collection of bones?
THIRD STOP (Frame 13)
• What happened to Tagpi?
• What was his reaction?

• What did Bantay do?
• Were they able to find the stray dog and Tagpi’s new blanket?
Post Reading
a. What was Bantay’s problem in the story?
b. What was Tagpi’s problem in the story?
c. What did Bantay do to help Tagpi?
d. What did Tagpi learn in the story?
2. Engagement/ Enrichment
Let the pupils accomplish the character map sheet on the character assigned to them.
Character map is a type of graphic organizer that helps pupils describe in detail the
character in the story they read. It also facilitates how they may organize their
thoughts and ideas.
Say: Accomplish the CHARACTER MAP for the character I will assign to you. Students
seated on the right are to accomplish the character map for Bantay. Those sitting on the
left are to work on the character map for Tagpi.
Lesson 11 Day 1: Decoding/Fluency/Writing
Consonant Digraph /ch/, /th/ and /ph/
1. Presentation
Have students arrange the picture frames based on the sequence of events in “Bantay
and Tagpi”.
Say: Turn your LM to Activity 119. Number the pictures based on the sequence of
events of the comic strip we read yesterday.
2. Modeling
Show a picture of Tagpi with labels of his body parts.
Say: These are Tagpi’s body parts. I will read each word and you repeat them after
me.
Point to the word when you read it then the part of the body it labels. Discuss how to
decode consonant digraphs in final or medial or initial position /ck/, /th/, and /ph/.)
Say: Now, look at this words that I will underline. (Underline the words back, teeth, and
thigh).
Say: The first word ends with the letter c and k but they only have one sound /k/.
Have pupils focus on the words back, teeth, and thigh.(Have students say the letters
aloud and then give the sound /k/ of the consonant digraph ck.

Say: The second word ends with letter t and h but they only have one sound / /. WhenƟ
the word begins with the letter t and h you also give th only one sound / /.Ɵ Let pupils
repeat the sound.
Write another word: photo.
Say: Now this word is read as photo. Have pupils repeat the word. This word begins
with the letters p and h but they are given only one sound /ph/ or /f/. Have pupils
produce the sound.
3. Guided Practice
Call attention to and have the pupils practice the single sound given to the consonant
digraphs ck, th, and ph. Then let them complete the words by writing on the board the
missing consonant digraphs for each word. Have them match the words with the
pictures they represent.
Say: I have here on the board a list of words and pictures they represent. I will read
each set of words three times. On my first reading just listen to me read the words. On
the second time, I will read each word and repeat after me. On the third time, you all
read the set by yourselves. We will do the same thing to the next to the next two sets of
words.
/ck/ /th/ /ph/
duck thirty pharmacy
clock cloth Philippines
lock teeth telephone
sack thigh photo
picture
picture
picture
picture

Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1st
half)
1. Review/Presentation
Say: Who was Tagpi’s friend in our story yesterday? (Bantay) Let’s have this sentence
from the story.
Tagpi shouts out to Bantay.
Write the sentence on the board and let the pupils read it.
Say: What did Tagpi do to Bantay? (shout) Write the answer on the board.
SHOUT
Underline sh. Say: The word shout has sh in the beginning. It has one sound. What’s
the sound of sh? Let the pupils sound it. If they can’t sound it, model the sound and ask
them to sound it three times.
Say: Let’s have more words with sh. Let the pupils read the words in a teaching chart.
Make sure that the pupils know the meaning of each word through vocabulary
development activities such as pictures, action and context.
Teaching Chart: Words with sh
ship shell shack shop shift shed shall
shore shrill shelf shape shock
shine sheet shake shut
3. Guided Practice
Refer the pupils to LM Activity 121A.
Refer the pupils to LM Activity 121B.
Lesson 11 Day 3: Using Action Words in Simple Sentences
Skill Lesson: Final Consonant Digraph /sh/ (1st
half)
1. Flash cards with words with initial consonant digraph /sh/, see teaching chart.
2. Show words with final consonant digraph /sh/. Model reading the words. Make
sure that the pupils know the meaning of each word through vocabulary
development activities such as pictures, action and context.
Teaching Chart: Words with sh

ash splash brush wish crash smash crush fish flash clash rush
dish trash wash bush finish
3. Guided Practice
Refer the pupils to LM Activity 122.
Skill Lesson: Using Action Words in Simple Sentences (2nd
half)
Show pictures of Tagpi and Bantay in motion.
Say: What are Tagpi and Bantay doing?
Let the pupils observe each picture and allow them to give verbs that describe Tagpi
and Bantay?
Say: Let’s have picture 1. Where is Tagpi? What is he doing? (running) Let’s have
picture 2? What is Bantay doing? (playing)
Highlight pupils’ answers by writing the words on the board.
Use the pupil’s answers as springboard to the lesson about verbs.
Say: Your answers are correct. These words are called action words or verbs.
To improve the listening and speaking skills of the pupils, employ the “Teach-Ok”
technique from Whole Brain Teaching. (This technique is a variation of Direct
Instruction and facilitates TPR) Here’s how this is done.
1. Have the pupils count off 1 with the pupil next to him/her saying
2. Tell them you will be saying these words Class, Teach, Switch. They are to do
something after those words are said following this script for each of the
sentences in the template.
Teacher: Class
Pupils: Yes
Teacher: (Says one of the sentences in the template and claps twice.) Teach!
Pupils: (Clap twice) Ok!
Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said.
Teacher : Switch!
Pupils: Oh! Switch!
Number 2 pupils (Repeats to number 1 pupils what they said.)
3. Template of the sentences to be said one at a time using the above script for each
sentence.

a. Verb is an action word.
b. The word “play” is an action word.
c. “Play” is a verb.
d. The word “run” is an action word.
e. “Run” is a verb.
In doing the WBT technique, let the pupils act out the verbs whenever they mention
each word. Model the gesture.
Say: What is verb? Is the word play a verb? (Yes) Why? (Because it’s an action word)
Is the word run a verb? (Yes) Why? (Because it’s an action word) Say: Let’s have
more examples of verbs.
Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupils
read each verb.
Picture - walk (Pupils read)
Picture - eat (Pupils read)
Picture - sit (Pupils read)
Picture - eat (Pupils read)
Picture - talk (Pupils read)
Picture - think (Pupils read)
3. Guided Practice
Read and Show
Say: I will use verbs in a sentence. Read the sentence and whenever you read the verb,
I want you to act it out. (Teacher models the activity)
(Sentences should be illustrated to facilitate pupil’s comprehension.)
Ana hops. The janitor cleans.
Alex sings. The scouts work.
The pupils read together. The kids dance.
The teacher writes. Ricky drives.
My pet cat plays. Raymond swims.
Say: I will show you some pictures. Identify the verb shown in every picture by
unscrambling the letters in the sentence.

Skill Lesson 1: Consonant digraph /sh/
1. Introduction
Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3)
Say: Let us read the words with /sh/ which were given to you last time. (Allow pupils to
alternately read the words.)
2. Modeling
Model reading the story Trish Has a Wish. Alternately read the story with the pupils.
Then allow a volunteer to read the story. Refer to LM Activity 125 for the copy.
3. Guided Practice
Answer WH- questions about the story
Pupils draw the dish of Trish and let them write something about their drawing.
Skill Lesson 1: Consonant digraphs /ck/, /th/, and /ph/
1. Presentation/ Introduction
Flashcard drill on consonant digraphs /ck/, /th/, and /ph/ (previously learned words on
Day 2
Say: Let us read the words with /ck/, /th/, and /ph which were given to you last time.
(Allow pupils to alternately read the words.)
Let pupils match words with pictures to develop vocabulary of words with consonant
digraphs /ck/, /th/, and /ph. Refer to LM Activity 126.
2. Modeling/ Teaching
Model and give more exercises on words and phrases with consonant digraphs /ck/, /th/,
and /ph. Refer to LM Activity 126A.
3. Guided Practice
Write words and phrases with /ck/, /th/, and /ph. Refer to LM Activity 126B and C.
Write phrases and sentences with words with /ck/, /th/, and /ph. Refer to LM Activity
127.

Skill Lesson 2: Use action words in simple sentences.
1. Presentation/ Introduction
Review pupils on action words introduced in Day 3 by allowing them to read words and
phrases with action words
Say: Let us read the following sentence-strips.
Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
Re-state the meaning of verbs.
Go back to sentences posted on the board and allow pupils to identify the verbs. Ask
them why those are verbs. Be sure that the pupils say that those are verbs because they
are action words.
Ask: What is the action word in the each sentence? Why do we call them action words?
Ask the class to do the actions signaled by each action words. Ask: Did you show
action to describe the meaning of each action word? Say: Action words are also called
verbs.
Danny and Ana clean the room.
Danny climbs a tree.
The boys play beside the canteen.
Tagpi barks.
Rona walks and sings along the bay.
Say: If we are going to remove the action words, what would the group of words
mean?(Emphasize that verbs play an important role in completing sentences.)
3. Guided Practice
Let the pupils have more Teacher Chart Exercises on identifying verbs.
Tagpi tumbles down on Bantay’s collection of bones.
Bantay greets Tagpi.
Tagbi bounces up and down around Bantay.
Bantay and Tagpi play with the ball on the grass field.
He drops the ball.
Refer to Refer to LM Activity 128 for the additional guided practice on using verbs in
simple sentences.
Allow pupils to work in groups. Ask the groups to write 2-3 sentences from pictures
given to them.

Say: In your groups, you are going to write 2-3 sentences telling about the pictures you
are holding.
Allow pupil to write one sentence on a picture shown.
Say: This time you are going to write a sentence on the picture shown.

Lesson Parts
Overview/
Objectives
Literature: “The Honest
Woodman”
 Appreciate the importance of
honesty
• Note details in a given text
• Read and write words with
the long vowel /a/ in simple
stories
• Use action words in simple
sentences
long vowel /a/ in simple
stories
• Write at least 3 sentences
sentences
sentences
• Write at least three
sentences
Materials
• Pictures of wood, axe,
fairy, reward  Copy of
the story “The Honest
Man’
• Honesty Character
Award
• L12D2 Worksheet1 & 2 LM
page _
• The Story Guide Chart
• Picture of cake and lake
• Detail Wheel Game Chart/
Board
 Pictures of school gate,
dark cave, date, man
shaving

Flashcards 
Activity
charts
Procedure
Pre-Reading
• Present key words
through pictures and
word clues
Reading
• Read aloud and stop at
strategic points and ask
questions to predict the
succeeding part of the
story
Post Reading
• Talk about the story read
through discussion
questions
Introduction/ Presentation:
• Allow pupils to study and
read the Guide Sheet
Modeling/Teaching:
• Post and allow pupils to
answer the Guide Sheet
questions
Guided Practice:
• Do Detail Wheel Game
with the pupils
• Flashcard drill on Brain
List
• Show picture of cake and
lake for phonics lesson
Independent Practice:
• Have a flashback of the
story The Honest Man
through acting it out with
selected pupils
Modeling/ Teaching
• Discuss verbs
• Do Action Word Wheel
with the pupils
• Allow pupils to answer
Action-Word-Sentence
Chart
• Flashcard Drill on Brain
List
• Read “Cake for Kate” and
answer discussion question
• Show picture and pupils
read sentence about the
Presentation/ Introduction
• Post the Pupil of The
Month Chart and the
poster about honest and
ask pupils about what they
can say about what they
see
Modeling/ Teaching
• Post pupils’ responses on
the Responses Chart
• Reiterate that the poster
about honesty, Pupil of the
month chart and headlines
are different
sources to get information
• Allow pupils to study
responses chart
• Let pupils know how
declarative sentence are
written
Introduction
• Do energy check to get
attention (Thumbs Up/Down
Activity)
Modeling/ Teaching
• Re-state important points in
writing declarative sentences
by providing activities from
various
sources
• In pairs, let pupils decide
what among the group of
words are declarative
sentences
• Allow the pupils to read their
work

•
•
In a group, make a
certificate of
appreciation for a class
member considered to
be honest Allow the
pupils to award the
certificate
•
•
Explain Jake and
Kate showing acts of
honesty In groups
write answers on
Detail Chart
 pictures shown
Do ‘Does It Make Sense’
by arranging words to
make a sensible
sentence
•
•
•
Flashcard Drill on Brain
List
Read words, phrases
and sentences with long
vowel /a/
Do memory lane on
words with long
vowel /a/
•
•
•
Flashcard Drill on Brain
List Read words, phrases
and sentences with long
vowel /a/ in simple
sentences Do ‘Does It
Make Sense’ Activity on
words with long vowel /a/

The Honest Woodman
Pre-Reading
( Before the class begins, select among the pupils who will act out the scenes
between the Fairy and Caloy)
Say: Let us start with the BIG WORDS. These BIG WORDS are connected
with the story we are going to read. How shall we find out what these BIG
WORDS mean?
Say: We are going to play a Tickling mind game. Here are the steps in the
game.
• Listen to the clues about the word.
• Show Thumbs Up if you have the answer.
THE BIG WORDS
wood axe fairy reward
Show pictures of wood, axe, fairy
Say: Please pay attention as I say the clues/show picture of the word. Ready?
I’m thinking of a word that sounds like food. This four-letter word starts with
letter w. The word is ____________. ( wood) (show picture of wood)
I am thinking of a word that names something bigger than knife. It is used to
cut wood. This is a three-letter word that has ( e, a x). The word is _______.
( axe) ( show picture of axe)
I am thinking of a kind lady with magic wand. She is powerful. The five-letter
word starts with an “f” and ends with y.
Let us read these words: wood, axe, fairy and reward
We will hear these words from the story I am about to read to you.
2. Motivation:
What is your favorite toy? What would you do if you lost your favorite toy?
Elicit answers from the pupils. Write their responses on the board.

3. Motive Question:
Say: The character in the story we have for this day does not have a toy he
truly loves. He has a very important tool his AXE. He has been using his axe
to earn a living for the family.
What if he lost his axe? What would he do? Let us find it out.
Read the story aloud .Stop at strategic points and ask questions.
The Honest Woodman
Adapted by Esperanza Diaz Cruz
Once, a poor woodman named Caloy went to the forest which was on the side
of a deep river. He was working all day long and he was tired. (Demonstrate
how it is to be tired.)
Suddenly his axe slipped from his hand and fell into the water. (Act it out before
the pupils)
"Oh! I have lost my axe," he cried. "I have nothing to use to earn my living!
What shall I do? The river is very deep and I am afraid to dive into it. Who
can help me?" Stop and Ask: Who do you think would help the woodman? How
would he do it?
Faye, a good fairy, heard the poor man's cries and appeared before him.
"What’s the matter, poor woodman?" she asked. "Why are you so sad?"
Caloy told her what happened and Faye promised to help him.
Stop and Ask: What would the fairy do? Can you guess?
She dived into the river and brought up a golden axe. "Is it yours?" she asked.
( Ask the girls in the class to say this line “Is it yours?”)
"No, that is not mine," answered Caloy.
( Ask the boys in the class to say this line-“No, that is not mine”)
Faye dived again and this time brought up a silver axe.
"Is it yours?" she asked, ( Remind the girls to say the line-“Is it yours?”)
and Caloy again answered "No."( Remind the boys to say the line-No.)
Stop and Ask: What do you think would the fairy do?
So Faye dived a third time and this time brought up the axe that had slipped
from Caloy's hand. "That is my axe," he cried . "Now I can work again."
Happy with Caloy’s acts, Faye gave him the two axes as a reward.

4. Post Listening Discussion
Have the pupils discuss the story in class.
1. Who came to the forest?
2. Why did he go to the forest?
3. What happened to his axe? How do you think the woodman felt?
4. Who helped the woodman?
( Act out the scenes between Caloy and the Fairy)
5. Did the woodman get the axe that was not his? Do you think Caloy did the right
thing? Why do you say so?
6. Why do you think Faye the fairy thought of giving the three axes to the woodman?
If you were the fairy would you do that, too? Why?
7. Do you think you are an honest person if you do not get the things that are not
yours? Why?
5. Post Listening Activity
Form groups of five. Say: Be creative in naming your group. Make a
Certificate of Appreciation for a class member whom the group believes showed acts
of honesty. Your group is expected to:
1. Give everyone a chance to make suggestions about the person/persons whom the
group thinks has been so honest
2. Talk together about what the certificate should look like and what it should say.
3. Decide as a group who deserves the Certificate of Appreciation award
4. Have a mini-program and do the actual awarding of the Certificate of Appreciation
to an honest class member
Lesson 12 Day 2: Noting details in a given text
Reading and writing long vowel /a/ in simple stories
Certificate of Appreciation
for
_____________________________________________
for returning the_______________________
You are such an honest person.
Signed by: Write the name ofeach memberfor each one to affix his/her signature
above his/her name.

1. Recalling the story
Let the children study the Guide sheet. Call volunteers to read the questions.
Refer the pupils to LM Activity 129 on page 151.
2. Modeling Get-the–
Details
Say: To answer these questions, we need to remember some details from the text we
listened to or read about .Let us see if we remember the details from the story: The
honest woodman to get answers to the questions in the guide sheet.
Elicit answers from the pupils. Post their answers on the guide sheet.
Say: Let us read your answers. The ideas you have given are the details you
remember from the story. There are some simple ways of getting details.
Think about this. Details answer the who, what, when , where and how. The story
itself will help you find something about the WHO, WHAT, WHEN, WHERE,
WHY, HOW.
Refer the pupils to LM Activity 130 on page 152 for noting details activity.
Say: Details help us understand the story better. The details are the events that
happened in the story. Remember to always ask yourself: Does it make sense if I give
this detail for this question.
Discuss what type of detail is needed based on the type of question. Who
( characters), when( date), where( place where the problem begins) what
( problem),why( reasons), how ( process)
Phonics/Word Recognition
Present the pictures and the words. Let the class read the words.

cake
lake
illustrate take
illustrate make
illustrate rake
illustrate bake
illustrate shade
2. Teaching/Modelling
Model the correct way of reading the words. Sound the long ‘a’ properly. Tell them
that these are long ‘a’ words because the a is sounded as /ey/.
Refer to LM Activity 131 on pages 152-153.
Explain the cartoon about Jake and Kate showing acts of honesty
Use cartoon in this activity.
Say: Let us work in groups. Then write your answers on the DETAIL CHART.
Refer the pupils to LM Activity 132 on page 154 for independent practice on noting
details activity.
Lesson 12 Day 3: Use action words in simple sentence
Read and write long vowel /a/ in simple stories.
Say: How does everyone feel today? Let us know.

We will have a flashback of the part of the story that we liked.
May I call two pupils to act out the fairy’s part from the story.
Partners who will act out the scenes of the woodman and the fairy should have
been informed about the activity before the class begins.
Say: What did the pair do?
Elicit answers from the pupils.
Say: What have you observed with the highlighted words used in the sentences?
The axe slipped from his hand and fell into the water.
Faye dived into the river.
Elicit answers from the pupils and write their answers on the board.
Say: The words are examples of action words.
They show action that is done by the doer.
Let us have more examples.
Jake bakes a cake. What does Jake do?
Kate eats the cake. What does Kate do?
Pat sits on the rug. What does Pat do?
The nun runs under the sun. What does the nun do?
Let us be more engaged by doing this ACT IT OUT activity.
Say: I will show word cards. Read them and carry out or do the action mentioned in
each word.
walk run sing bark eat hug hum
Remember, action words are doing words.
They denote some actions if we see them in sentences.
3. Guided Practice
(Teacher prepares an Action Word Wheel.)
Say: We have another game for action words. Let us use Action Word Wheel.
Form groups. Be creative in giving names for your groups.
How to start the game:
a. Call a pupil to spin the wheel to reveal an action word.
b. Let them act out the word by group.
c. Then, have them come up with a sentence using that word.
Refer to LM Activity 133 on page 155.

Part B: Phonics/Word Instruction
Flash BRAIN LIST for fast reading ( flash words one by one)
run fog wash wish bake Jake
fun jog cash fish take Kate
fall mash dash dish make mate
tall rash
Say: Let us read these sentences again.
Mom, Kate and Jake baked the cake.
Who baked the cake?
Jake, Kate and Dave went to the lake.
Who went to the lake?
Mom, Kate, Jake and Dave ate the cake.
Who ate the cake?
This time show pictures of: , (show a sentence while flashing the picture)
Read these words.
Say: Gate and date have this pattern
Say: Cave and shave have this pattern
m/a/te g/a/ve l/a/te
D/a/ve
d/a/te
School
gate
Dark cave
Man
shaving
The school gate
is open.
The cave is
dark.

4. Guided Practice
Refer to LM Activity 134 on page 155.
Work in groups. Each group should have five members. Do the Does it Make
Sense activity?
Arrange the words in order to make a meaningful sentence.
Groups 1-3 – Dave, cave, go, Kate , to, the Groups
4-6- Jake, Kate, cake, Mom, gave , the
Present group outputs in class.
Lesson 12 Day 4: Write at least 3 sentences from various sources
(declarative)
Read and write long vowel a in simple sentences
Use of punctuation mark (.)
Say: Hello kids! Is the energy level still high? How do you feel about honest person?
We praise people who showed acts of honesty. Right? And in most ways, we
appreciate them.
Let us take a close look at these.
Poster about honesty
( for the illustrator – draw a girl who returned the 50 peso bill she saw under her
desk to her teacher)
Honest driver returns laptop,15k cash
Say: What can you say about the Pupil of the month chart? poster? headline?
Describe each text shown.
Pupil of the month: Honest Person
Pupil of the month: Honesto Katapatan
Age: 9 years old
Good work shown: Returning the wallet he saw at the gate
Reward: certificate of appreciation

While pupils give description about the texts, teacher writes their answers on the
board.
Post pupils’ response on OUR RESPONSES CHART.
Separately write the sentences from phrases
TEXTS OUR RESPONSES
Pupil of the month chart
Poster about honesty
Honest driver returns
laptop,15k cash
Say: The Pupil of the Month Chart, poster about honesty and the headline are
different sources we can possibly use to get information.
In order to get information from available texts , ask yourself questions like:
What is the text about?
What does it show?
Who is in the text?
How can I say the idea of the text in my own words?
To present information clearer, we use declarative sentences.
1. Honest driver gets a reward.
Is the idea clear? Does it express complete thought? How does it start and
end?
How about in items 2 and 3. Ask: Does it express a complete thought?
How does it start and end?
2. Honesto Katapatan received
3.Returned the fifty peso bill to her teacher.
Say: Item 1 is an example of a declarative sentence.
Items 2 and 3 are examples of phrases.
3. Guided Practice
Let us study the OUR RESPONSES CHART.

Example:
Phrase Sentence
an honest boy an
honest driver
Honesto Katapatan is honest.
The driver is honest.
What do you notice with the words under column Phrase?
Does it express complete thought?
Ask: How are declaratives formed?
Say: A declarative sentence states an idea. It does not give command nor request.
It does not ask a question either. It ends with a period(.)
Flash BRAIN LIST for fast reading ( Flash one by one some words that pupils have
learned in previous weeks)
Say: Let us read these phrases.
the side of the lake
bake a cake rake
the grass make a
wish wake up
early at a school
gate.
( show pictures of cape, nape,grape,shape)
Say: Let us read the sentence under each picture.
The cape is black. The nape of his neck has hair.
The shape of the table is square. I like to eat grapes.
cape
grapes

Say:Let us study these words: It also follows a pattern.
c/a/pe
n/a/pe
t/a/pe
gr/a/pe
sh/a/pe
Let the children do the MEMORY LANE activity by completing the sentences to make
a story by arranging the jumbled words inside the parenthesis.
Refer the pupils to LM Activity 134 on page 155 for the writing to learn activity.
Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative)
Say: Hello Kids! How’s the energy level today? Show THUMBS UP if you feel great
today and THUMBS DOWN if you are a little bit sad.
Let’s have fun through this THUMBS UP and THUMBS DOWN activity.
Show Thumbs Up/Thumbs down hand signal if the actions display
honesty/dishonesty.
Examples:
Mateo misspelled the word but he said it was correct.
Almira admitted that she was late going to school.
Mateo ate the food that was not his.
Almira returned the purse that was not hers.
The children gave the purse to their teacher.
Say: Look at this cartoon. Think what it is about.
Have the pupils share their ideas.
Say: We have here a verse about honesty: “It is always good to be honest in words
and in actions.” Think what it is about.
shape

Have pupils express their ideas about the verse.
Say: We have here a public announcement.
Our school is looking for the most honest grade three pupil in your class.
S/he should have shown acts of honesty. If you believe your classmate is
or if you believe you are honest then visit the office of the guidance
counselor on Tuesday, December 8.
Say: Think what it is about.
Write pupils’ responses on the board.
3. Guided Practice
Say: Let us pause for a minute. Take a close look at your responses.
This time you are going to work in pairs.
Decide which declarative sentences from the responses are.
A verse about
honesty
Cartoon Public Announcement
Description
Say: Let’s read your answers.
Flash the BRAIN LIST for fast reading.
/a/ke pattern / a/te pattern /a/ve pattern /a/pe
bake gate save cape
cake late gave tape
make mate Dave nape
lake date cave sake
Kate rake rate
wake
Let us read and answer the questions orally.
Refer the pupils to LM Activities 135-136 on page 156.
Say: This time let’s look at this long /a/ pattern in these words.
/a/se /a/ne
case lane
base cane

vase mane
chase pane
Activity: Refer the pupils to LM Activity 137A on page 157.
Explain the meaning of each word. You can show picture or act out if possible the
meaning of the word.
Show pictures of a vase ( flower vase), cat chasing rat , mane ( hair on the neck of a
lion), pane ( sheet of glass in window), pedestrian lane
Demonstrate lane, cane, base
Activity: Refer the pupils to LM Activity 137B on page 157.
Say: Work in pairs. Let us do the “Does it make sense?” activity.
Refer the pupils to LM Activity 137C on page 158.
Form the groups of L, O, V, E.
Groups L and O: A yell for the person who showed honesty
(Arrange the word to form a yell)
First line: honest, true, and, stay
Second line: you, everyone, trust, will
Groups V and E: A two-line song about honesty( Adapt a tune)
Arrange the words to make a song
First line: be, to, honest, good, is
Second line: not, be, try, just, but, to, should

Lesson Parts
Overview/
Objectives
Literature:
Preparing for the Big Day by
Ivy M. Romano
 Get the general sense of
the story
• Note details in a given
text (plot)
• Long vowel word ending
in silent e: as in bake
• Tell the main idea of a
short paragraph (story
theme)
• Form and use the past
tense of frequently
occurring regular verbs
(-ed)
• Write at least three
sentences from various
familiar sources
• Use appropriate
punctuation marks (?)
Materials
• Copy of the story
“Preparing for the Big
Day”
• Sample calendar
 Teaching chart about plot
as element of a story
• Ladder of Events graphic
organizer
• Copy of the story “The Big
Day”
• Party hat (see sample in
TG
• Sample planner
 Authentic invitation card, picture
of a birthday party
Procedures
Pre-Reading
(5 min)
• Vocabulary Development
using Context Clues
• Show a calendar to the
class and ask them WH-
questions to build on
prior knowledge
Reading
(20 min)
 Read the story using
DRTA approach, then
allow pupils read by
group and then whole
class approach
Post Reading
(15 min)
 Allow pupils to answer
Introduction/ Presentation
(5 min)
1st
half
Word drill on words ending in
silent e: long /a/
2nd
half
• Recall the story “Preparing
for the Big Day” by
answering WH- questions
• Post pupils’ answers on
the board
Modeling/Teaching: (20 min)
• More word drill and
activities on words ending
in silent e: long /a/, see TG
• Discuss plot as element of
Introduction/ Presentation
(5 min)
on words ending in silent
e: long /a/, see TG
• Allow the pupils to recall
the story “Preparing for the
Big Day” by completing the
‘Ladder of Events’ graphic
organizer
(10 min)
 Let the pupils
brainstorm about the big day in
the story  Reading the
story “The Big Day”
(15 min)
on words ending in silent
e: long /a/, see TG
• Present regular verbs used
in sentences. Verbs are in
present and past form
shown in a twocolumn
table.
• Allow pupils to work in pair
and list down common
verbs they know.
Modeling/ Teaching
(10 min)
 Discuss frequently
occurring regular verbs
(15 min)
(5 min)
Show a picture of a birthday party
and ask the pupils if they have
experienced attending such.
Modeling/ Teaching
(15 min)
Show an invitation card. Discuss
the details written in the invitation
card using wh-questions
Guided Writing
(15 min)
Through modeling, construct
basic wh-questions from the
given text.
(Discussion on wh-questions)

questions about the story
to allow complete grasp
of the story
(10 min)
 Let the pupils draw and
write a sentence about a
gift they want to receive
on their birthday.
a story by answering
questions about the story
Group Activity
(15 min)
 Allow pupils to prepare
song and dance group
presentation about the
events in the story
Independent Group Activity
(15 min)
Presentation of outputs
(15 min)
• Answering
Comprehension Questions
about the story
• Discuss themeas element
of a story
Independent Group Activity
(20 min)
Allow pupils to present other
themes of the story through
chant, poster, song, skit and
poem
Ask the pupils to make a
birthday hat and write an
action word on it. Then, let
each pass the hat to the
person on the right and have
him/her write its past form.
(Teacher modeling)
Independent Practice
(10 min)
 Based on the planner,
construct five simple
sentences with regular
verbs that tell what Gab
did in the past.
Independent Group Practice
(15 min)
By group, construct three basic
wh-questions using any of the
given stimuli.
• Birthday card
• School announcement
• Warning along the street

Preparing for the Big Day
Pre-Reading
(excited, relative, planner)
Using context clues, allow pupils to give the meaning of the underlined word.
1. Ana will celebrate her birthday tomorrow and she feels excited.
a. sad b. happy c. frightened
2. Alex is my cousin. He is my relative.
a. enemy b. family c. best friend
3. My mother writes our daily activities on a planner.
a. diary b. storybook d. schedule notebook
Say: Let us see if you remember the words we learned today.
2. Motivation Question:
Show a calendar to the class and ask the questions below. Make sure to use a recent
calendar showing the year and the month with complete number of days.
• Who has a calendar at home?
• Why do we use calendar?
• What is the importance of it?
3. Motive Question:
Why do you think Ana prepared so much for the big day?
During Reading
Read aloud the story and employ DRTA to let the pupils predict as they read along the
story. (see next page)
Assign certain groups to read the story part by part.
Say: Let us read the story together and find out how important it is to plan
ahead.
Refer the pupils to LM Activity 139 on page 160 for the copy of the story.
Post Reading
Discussion Questions
1. Who planned for the big day?
2. How many days did she prepare for the big day?

3. Why do you think Ana prepared so much for the big day?
4. What in the story could be the ‘big day’?
Note: Questions 5 and 6 are springboard to Infusion of Values.
5. What made it easier for Ana to prepare for the big day?
6. Why do you think it is important to plan ahead?
Have the pupils accomplish LM Activity 140 “Draw and Write” on page 161.
Preparing for the Big Day
By Ivy M. Romano
Everybody in the house was busy. There were only five
days before the big day, and Ana was excited. She
looked at her mini planner. She was eager to plan for the
things she has to do. She wanted everything to be perfect.
Four days before the big day, Ana started to clean
the house. She mopped the floor. She placed the trash
out of the house.
Three days before the big day, she visited her relatives
and friends. She invited them to be present on that very
special day.
Two days before the big day, she practiced a song
with her friends. She wanted to dedicate this to her special
guest.
A day before the big day, she went to the market with
her mother. They thought of preparing something
extraordinary.
Then, came the big day. Everything was perfect.

Noting Details in a Given Text
Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st
half)
Introduction
Show a picture of a cake. Ask: What is in the picture? Write the word cake on the board.
Analyze the spelling pattern of the word.
Say: How many letters do we have in the word cake? (Four letters) What are these
letters? (c-a-k-e) How many consonants are there? (Two consonants) What are these
consonants? (c and k) Note: Ask a volunteer to underline the letter c and k. How many
vowels are there? (Two vowels) What are these vowels? (a and e) Note: Ask the
volunteer to encircle letters a and e on the board.
After doing the word structure analysis, let the pupils read the word three times. Teacher
may employ variation in reading the words like reading it soft, moderate or loud to
sustain the interest of the pupils. Remind the pupils that words with the same structure
have long /a/ sound.
Flash card drill on words with long /a/ previously learned on week 3.
Modeling/Teaching
Introduce more words with long /a/ and silent e in –ame and –ale family. Be sure to
illustrate or act out each word before the pupils read them.
Teaching Chart
-ame -ale
dame male
fame pale
game sale
flame scale
frame stale
name tale
shame whale

Guided Practice
Skill Lesson: Noting Details in a Given Text (2nd
half)
Presentation/Introduction
Let us go back to the story, “Preparing for the Big Day”
• What made everybody in the house busy?
• What was the first thing Ana did for the big day?
• What were the things Ana did as written in her planner? Did she do each of them?
Elicit answers from the pupils then write each on the board.
Possible answers:
1.
2.
3.
1st
– She cleaned the house.
2nd
– She visited and invite her relatives.
3rd
– She practiced a song number with her friends.
4th
- Ana went to the market with her Mother.
Modeling/Teaching
Say: Now, what were the things we have written on the board?
These events make up the story plot of ‘Preparing for the Big Day’. Let us study the plot by
answering the following.”
1. What do you mean by ‘plot’?
Plot is the series of events in a story.
2. What does the plot provide the readers?
It provides the details of a story.
3. Would you be able to understand the story, without knowing the plot?
Ana planned the things to be done for the big day.

No, knowing the important details and events leads to an
understanding of what the story is trying to tell us.
4. Why is it important to know the plot in a story?
Aside from characters and setting, the plot is also an element of a
story which presents the problem among the characters and how it is
resolved.
Let the pupils generalize by reading the chart about plot.
(Note: Guide the students to make this generalization at the end of Modeling/Teaching and before
Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in reference,
and for use in future lessons. )
Teaching Chart: Plot
 Plot is the series of events in a story.
 It provides the details of a story.
 Knowing the important details and events leads to
better understanding of the story.
 Aside from characters and setting, plot is also an
element of a story.
3. Guided/Independent Practice
Now that you have learned what a plot is, I would like you to go back to the story,
and creatively present its events through song and dance.
Group 1: What Ana did five days before the big day?
Group 2: What Ana did four day before the big day?
Group 3: What Ana did three day before the big day?
Group 4: What Ana did two day before the big day?
Group 5: What Ana did a day before the big day?
Lesson 13 Day 3: Giving the Main Idea of a Paragraph
half)
Introduction
Show a picture of a boy and a picture of a candle with a flame.
Say: What is in picture A? (a boy) A boy is also called male. What is in picture B? (a
candle) the candle has a flame.

Note: Write the word male and flame on the board.
Ask: What is the sound of /a/ in the words male and flame. Note: Let the pupils sound
it three times.
Modeling
Flash card drill on words with long /a/ previously learned on day 2, see teaching chart.
Provide corrective feedback if necessary.
Guided Practice
Let the pupils read words with long /a/ and silent e used in phrases and in sentences.
Let the pupils list and classify the words from Activity A and B into –ame family and
–ale family.
Skill Lesson: Giving the Main Idea of a Paragraph (2nd
half)
5. Review
Do you still remember the story that we read last time?
I have here a ‘Ladder of Events’ graphic organizer. Recall the story Preparing for
the Big Day and help Ana do her task.
Say: Are you curious as to what the big day is in the story? What makes it so special
that everybody is excited about it? Why did Ana prepare so much for it?
Now, brainstorm with your groupmates. Make a guess about what the ‘big day’ is.
Be able to share the idea of the group with the class.
As the groups share their guesses, write on the board the guess of each group. Later in
the lesson, you may refer to it to determine which group made the correct guess.
7. Development of the Lesson
Say: Let us read the story and find out what is the big day Ana referring to.

The Big Day
By Ivy M. Romano
A man stood by the gate along with huge bags. He looked
taller. He seemed very familiar. Everyone around started to
clap his hands. Everybody was happy and excited seeing the
man.
The man smiled at Ana. She pinched herself, not believing what
she saw.
Teary-eyed, the man walked toward Ana who
stood still. He grabbed Ana’s hands and hugged her
with so much joy.
Tears rolled down Ana’s face.
“Father, you really are home!” she exclaimed.
Let us answer the following:
1. What “big day” was the story talking about?
2. Why do you think Ana prepared so much for her father’s homecoming?
3. Where do you think her Father came from? What was his job?
4. Have you ever experienced missing someone? Who is she/he?
5. What makes you miss someone?
6. If you were Ana and you did not see your Father for quite a long time, would you
also do what Ana did?
7. If you were Ana’s father, how would you feel?

This time, let us help Ana find her way to her Father by identifying the things she did in
preparation for his homecoming.
• Why do you think Ana did everything she did for her Father’s homecoming? 
What does the story tell us?
Write on the board the best answer that can be elicited from the pupils. Let them read it
and tell them that it is the theme of the story. Then, ask the idea of the class about story
theme.
Say: Let us talk about the ‘theme’ by answering the following questions:
• What does ‘story theme’ mean?
• What details of the story should you consider to help you identify the theme?
• It is possible to have several themes in a story?
Discuss another theme of the story for the pupils to understand that a story can have
several themes. You may add the themes such as a daughter’s longing for her father, a
daughter’s love for her father, excitement on father’s homecoming, a father’s longing for
her daughter, missing a parent, etc.
8. Independent Group Activity
Can you think of another theme of the story The Big Day? Work with your group
mates. Be able to present as follows the theme you brainstormed about:
Group 1: Chant
Group 2: Poster
Group 3: Song
Group 4: Short skit
Group 5: Poem
Lesson 13 Day 4: Grammar
half)
Materials: flash cards of words with long /a/ sound and silent e, pocket chart
1. Flash words with long /a/ sound and silent e under –ame and –ale family (see teaching
chart). Ask volunteers to read each word. After each word is read, ask the pupils to display
the word card/flash card under its word family in the pocket chart.
Generalization:
Theme gives the idea that is central to a story. It tells what the story is
mostly about. It often gives a sense of value that is likely appealing to the
readers. A story can have more than onetheme.

4. Read the story Kale. Use the Stop and Read approach. Whenever the teacher stops, the
pupils continue. See a copy of the text in the LM. The underlined words will be read by
the pupils.
Note: After group reading, ask volunteers to read the entire story.
5. Activity
A. Let the pupils answer WH- questions about the story Kale
B. Let the pupils make a list of their daily schedule in their notebook.
Refer the pupils to LM Activity 148B-C on page 168.
Skill Lesson: Forming and Using the Past Tense of Frequently Occurring
Regular Verbs (-ed) (2nd
half)
Say: Let us study the table below by answering the following question.
(The table below must be presented on the board for the pupils to see it.)
A B
Classes start at 6:00 o’clock in the
morning.
Yesterday, our class started earlier than
the usual.
I want to come to school early. Last Monday, I really wanted to be the
first to arrive in school.
I clean our classroom every day before
everyone arrives.
A month ago, Mikka and I were the one
who cleaned our classroom.
• What are the italicized words in column A?
• What does each tell?
• Are there clues that tell when the actions happened? What are they?
• What time of action does each clue word or expression signify?
• What have you noticed about the action words in column B?
• What time of action does each signify?
• What clues tell that the actions were already done in the past?
• How do we form the past of regular verbs?
Say: Let us work in pairs. List down two common verbs you know.
As the pupils share their output, write on the board the verbs by sorting them as to
regular and irregular verbs (e.g. jump and run). Ask the class to form the past of the
regular verbs they listed.

During the discussion, for better understanding, lead the pupils to arrive at the
following ideas:
• A verb is a word that mentions an action. It tells you to move or do something.
However, there are some verbs, which do not require you to move like think,
remember, etc.
• The activities that you do every day and those you do habitually express present
time.
• The activities that you have done before the actual time of speaking express past
time.
• Regularly occurring verbs form their past by adding –ed at the end such as
askasked, clear-cleared, repeat-repeated, etc.
If time permits, you may also discuss the pronunciation of the last two letters (-ed), in
asked (t), cleared (d), and repeated(ed) by providing more examples and letting the
pupils read them.
-ed sounded as /t/ -ed sounded as /d/ -ed sounded as /ed/
asked cleared acted
helped frightened added
invited
3. Guided Practice
Say: Let’s pretend that we are in a birthday party. Let us play a game using a party hat.
Think of an action word then write it on the party hat(front side). On cue, each should pass
the hat to the person on the right and have him/her write its past form on the back part of
the party hat and say the word aloud or write /d/, /t/ or /Id/ after the past form of the
verb.

For modeling, do the first trial. Limit the time of the pupils in doing the activity. After
which, collect the party hat and tell whether the past from of the regularly occurring
verb is correct. If it is not, ask/guide somebody to make the necessary correction.
Instruct the pupils to write five simple sentences that tell what Gab did in the past
based on the planner.
Skill Lesson: Use appropriate punctuation marks (?)
Write at least three sentences from various familiar sources
(interrogatives)
Say: Let us look at the picture.
For the illustrator
Draw here a typical birthday party including happy children in their
party hat holding balloons, the birthday celebrator’s blowing the
candles in her cake, etc.
• Have you ever experienced attending a birthday party?
• What common things can you find there?
• How do you feel about attending a birthday party?
Make a Party Hat as illustrated below:
Front Back

If the class has no idea what a birthday party is or none of the pupils has been to such,
direct the class by showing pictures or things that can be found in there, and then tell
them the things that children do in a birthday party.
Say: Do you know that you cannot just simply attend a birthday party without being
invited? The birthday celebrator usually gives out invitation to those s/he wanted to be
present in her/his party.
• What occasion is reflected in the invitation?
• Who will be celebrating her birthday?
• When is Lani’s birthday?
• Where will she have her party?
• For whom is the birthday invitation?
• Why do you think Lani wanted to be with her friends on her special day?
• What do you think is Gab’s gift for Lani?
• If you were Gab, would you take a gift with you for Lani? Why?
• What important details should we remember in writing a birthday invitation?
During the asking and answering questions about the given text, write some questions
in the Q & A Chart, as well as the response of the pupils.
Say:Let us study the Q & A chart we made while we were talking about the Birthday
Invitation Card above by answering the following.
Q & A Chart
Questions Answers
Now, let us take a look of what I have here.
October9, 2014
Dear Gab,
Hi!
I will be turningeight on October 13. My mother plans to
prepare a simple party for me in our house. The fun will start at
1:00in the afternoon.
us in celebratingthisI will be happyif you couldjoin
very special day.
Thanks,
Lani

What occasion is reflected in the
invitation?
Birhday
Who will be celebrating her
birthday?
Lani
When is Lani’s birthday? October 13
Where will she have her party? At their house
Why do you think Lani wanted to be
with her friends on her special day?
She wants to have some fun.
• When do we ask ‘what’ questions?
• What is the expected answer for ‘what’ questions?
• When do we ask ‘who’ questions?
• What is the expected answer for ‘who’ questions?
• When do we ask ‘when’ questions?
• What is the expected answer for ‘when’ questions?
• When do we ask ‘where’ questions?
• What is the expected answer for ‘where’ questions?
• When do we ask ‘why’ questions?
• What is the expected answer for ‘why’ questions?
Say: We ask question whenever we want/request for information. The information may be
provided in the form of a response or an answer.
We start our question with What if we want to know an object, idea, or action.
We start our question with Who if we want to know a person/s.
We start our question with When if we want to know the time.
We start our question with Where if we want to know the place.
We start our question with Why if we want to know the reason.
(You may also include the How in the discussion.)
We start our question with How if we want the answer the manner of a certain act.
Teaching Chart: Interrogatives
What- for things
Who-for persons
When-for time
Where-for places
Why-for reasons or causes
How-for manner

3. Guided Practice
Say: This time, let us try writing/making question. Unlike the first one we did, answers are
given; try to write the question that would give the answer on the right.
4. Independent Group Practice
Say: By group, construct three basic wh-questions using any of the given stimuli.
• Birthday card
• School announcement
• Warning along the street
Use genuine birthday cards, school announcements, and warning signs that can be
found inside the school premises so that the pupils can relate and attentively
participate.

Lesson Parts
Overview/
Objectives
Literature: “Fast Forward”
by Leah N. Bautista
Decode cvc words with long
/i/
Decode cvc words with long
/i/
Sequence/Retell some
events as they happened in
the story
Read and write words,
phrases and sentences
containing words with long
/i/ sound
Read and write words,
phrases and sentences
containing words with long
/i/ sound
Materials
Words cards, phrase cards
or strips
Flashcards
Pictures
Flashcards
Pictures
Teacher Chart
Picture
Word cards
Teaching Chart
Bingo game card
Teaching Chart
Phrase and sentence strips
Procedures
Pre-Reading
Unlock key words through
pictures and word/context
clues.
Reading
Read aloud the story and
stop at indicated points for
questions to monitor
comprehension.
Post Reading
Let the pupils answer
discussion questions.
Review of Decoding lessons
in Grade 2.
Flashcard Drill on sight
words and words from the
word tree.
Modeling/Teaching:
Read the words and phrases
with the long /i/ sound.
Read and write sentences
with words with long /i/
sound.
Review of Decoding lessons
in Grade 2
Flashcard Drill on sight
words and words from the
word tree.
Modeling/Teaching:
Read words and phrases
with the long /i/ sound.
with words with long /i/
sound.
 Show a picture of a
chime with a caption
chime
Modeling/ Teaching
Model reading words with
long /i/ sounds.
Present key words- chimed,
nine and night.
Present the teaching chart
for words with long/i/
sounds in reading
exercises.
Recall the story “Fast
Forward” by asking pupils to
tell what they can recall.
List phrases and sentence
answers of pupils.
Discuss phrase and sentence
by sharing how they differ.
Post phrase strips for pupils
to combine to make a
sentence.

Allow pupils to draw and
say something about what
tells them the time.
Draw, write and tell
something using words with
long /i/ sounds.
with long /i/ words.
Draw, write and tell
something using words with
long /i/ sounds.
Presentation/ Introduction:
Show illustrations of the
events in the story and allow
the pupils to find out if they
are arranged in order.
Arrange the pictures with
the pupils and present
sentence strips
corresponding to the picture
to discuss sequencing and
retelling.
Allow pupils to present
scenes from the story read
through a tableau.
Let the pupils retell events
of the story
Let the pupils arrange
events in sequential order.
Allow pupils to go over
the reading activities for
further practice.
Let pupils draw, write
sentence and read them
Allow pupils to write 1-2
sentences on the garbage
problem.
Do activities to highlight the
value of resourcefulness.
Allow the pupils to plan a
project that utilizes recyclable
materials to find out how
resourceful they are.

Allow the pupils to give the
generalization on
sequencing and retelling

Fast Forward
Pre-Reading
(clock, moved fast, hour hand , fast forward, and chimed)
(Note: When introducing new words/expressions, have word or phrase cards ready. Once the
words are used orally, show the word/phrase card and help children read it aloud. Tack the card
on the board to use for review later. At the end of the lesson, add the vocabulary cards to your
Word Tree and leave them there as long as there is space so children can practice reading them.)
Show a picture of a clock. Use it to unlock the words moved fast, hour hand and
fast forward.
Say: This is a clock. What do you see in the clock? How many hands does it have?
Point at the hour hand; Point at the second hand. Which moves faster?
Show a real clock. Use this to unlock the word wink and chimed.
Picture of a clock
Say: This is a clock. What does the clock tell us? How many hands do the clock has?
What does the long and thin hand tell us? How about the other long hand? What about
the short hand?
What time do you go to school? Let us say that your call time in school is 7 o’clock.
You saw the clock that it is almost 7. What would you feel? What will you do?
Say: Let us see if you remember the words we learned today.
Refer the pupils to LM Lesson 14-Activity 1 on page ____ for the word review
exercise.
2. Motivation Question
What do you do so that you will not be late in going to school?
3. Motive Question
What did the grasshopper do so that he won’t be late to school?
(Note: Instead of the Motivation Question-Motive Question tandem, you can use semantic mapping as an
alternative strategy. Write the word clock on the board. Have children think of words that come to their
mind when they hear the word clock. Write their answers as strands around the word, as shown in the
figure. Then say: In the story I will read to you, Slick the grasshopper was almost late for school. Find
out what father did to teach him how to manage his time.)

(Possible answers: fast forward, moved fast, chimed)
During Reading
Read aloud the story (see next page). Stop at indicated points to ask the children what they
think will happen next in the story.
Post Reading
1. Who is the main character of the story?
2. Why did Slick the grasshopper jump with joy?
3. What did he do with his friends?
4. What did he forget to do?
5. What did father tell Slick to teach him a lesson?
6. Why did Slick have to move fast?
7. Did Slick sleep well?
8. How did the minute hand move?
9. How did Slick feel when he arrived home?
10. What is the lesson of the story?
Refer the pupils to LM Lesson 14-Activity 2 on page ____ for the Writing to Learn activity.
Fast Forward
by Leah N. Bautista
“Classes will start late tomorrow.” Slick jumped with joy. He said, “I need not hurry. I’ll take it
easy. I have lots of time to get things done.” So he played with his friends in the
yard. They talked and had fun until dinner time.
“Uh-huh,” Slick’s father said. “Look at the clock’s long minute hand. Fast forward it
goes. It warns us that time flies by fast. So do first what has to be done while you have time
to do it.” He cleaned the Grandfather’s clock which chimed ten times.
Slick did not listen. Later, he had to move fast forward like the minute hand of the
clock. He worked fast on his homework to get it done. He had to get up early and dress up
fast hoping he would not miss the school bus.
But the bus was gone so Slick skipped breakfast and walked fast forward to school so
he would not be late.
Tired and hungry Slick said, “The lesson I learned today so we need not move fast if we just
manage our time well and do first things first.”
clock

Review of Decoding Lessons Taught in Grade 2
(These include CVC words with long i, and sight words for pre-primer, primer, and Grade 1 levels of the Dolch
Basic Sight Words list. The exercises in this lesson also sometimes include vocabulary words learned in the
literature lesson in Day 1. Two-syllable words containing two CVC pattern are also used. For this purpose, it
would be good to have flashcards for each of the sight words and for the phonics word families).
1. Start with a flashcard drill of long I words as shown in LM, Lesson 154. Review their
meanings, as needed.
A. Have the children read aloud the words in A, by columns. Then call on the whole class,
small groups, and individual children to read a column of words at a time. If needed, you
can model how a word should be read. Note that the vowel i in the word pine is given the
a long i sound.
B. Do the same with the phrases in B. Ask questions to see if pupils know the meaning of
the phrases.
C. Say: Do you have a bike? Do you also fly kite? Have the pupils pair off and take turns
reading and answering questions with their partner. Now we will read a story about a
boy riding on a bike and flying a kite.
Refer the pupils to LM Activity 154D. Have alternate oral reading of the story. Start by
reading the first stanza, and then have the class read stanza 2; the boys read stanza 3 and
the girls read the last stanza. Then have the whole class read the entire poem.
Discuss the story using the comprehension questions on to LM Activity 154D.
Add more questions as needed.
D. Say: In the peom, the boy rides a bike and at the same time flies a kite. Is it right to ride
a bike and fly a kite at the same time? Do you also ride a bike? Do you like to fly a kite?
Which do you prefer?
Draw and write a sentence about what you like.
Have the pupils do the activity in to LM Activity 155. Ask pupils to share their drawings
and sentences after they are done.
Sequencing/Retelling
Skill Lesson: Decoding/Fluency/Writing
1. More Review of Decoding Lessons Taught in Grade 2
Have a flashcard drill of selected sight words as shown in to LM Activity 156A. Note that the
word basket, which has a CVC-CVC pattern, is also included. Again, give opportunities for the
pupils to read the words on sight, from whole class, small groups, and individual children. If
needed, model how a word should be read, especially the words around, funny, happy, and
basket. Point out that don’t is a short version of do not.
Discuss their meanings, as needed.

A. Do the same with the phrases in B and with the sentences in C. Ask questions to
see if pupils know the meaning of the phrases.
Skill Lesson: Sequencing/Retelling
(Materials: Pictures showing 3 events from The Fast Forward)
Show the pictures one at a time, in random order. Ask what is happening in each picture.
Say: Remember the story we read yesterday? Here are some pictures showing events from the
story. Look at each picture. Tell what is happening in the picture.
Father Grasshopper
cleaned his
grandfather’s clock
to teach his son a
lesson.
Event 2
Slick went home
tired and hungry.
He now learned his
lesson to do better
with his activities.
Event 3
Slick stayed up
late chatting and
playing with his
friends.
Event 1
Say: The pictures do not show the correct order in which the events happened in the story.
Which picture shows what happened first? Which picture shows what happened next? Which
picture shows what happened last? Let us arrange them in the correct order
Allow pupils to arrange the pictures of the events in order.
Say: Now we can use the pictures to help us retell the story. Let us use Picture 1 to tell what
happened.
Do the same with the next two pictures. Guide the children in answering the questions so they
come up with sentences similar to the following
Picture 1 First, Slick stayed up late chatting and playing with his friends.
Picture 2 Next, Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson.
Picture 3 Finally, Slick went home tired and hungry. He now learned his lesson to “do first
things first”.
(Note: Guide the students to make this generalization at the end of Modeling/Teaching and before
Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in
reference, and for use in future lessons on sequencing. )

Teaching Chart: Sequencing
How do we tell events in a story in the right order?
First, we think of what happened in the beginning.
Next, we think of what happened in the middle. Then
we think of what happened at the end.
4. Guided Practice
Group the pupils with 10 members each. Let each group show three scenes from the story
“Fast Forward” through a tableau. Let one member retell the story using the three scenes
formed. Make sure that the scenes are presented in the correct order.
Refer the pupils to to LM Activity 157A.
A. Say: How do we arrange or retell events in a story in the right order?
Let’s read the tips inside the box.
Help the children read the reminders.
Read to the children the instructions for the sequencing exercise.
Point out where they should write the number of the event.
B. When the children have numbered all the events, call on them to retell the story using the
pictures. Have one child retell what happened in each event.
End the activity by having the children repeat the tips for sequencing and retelling.
Skill Lesson: Reading and Writing Words with Long /i/
Say: Do you still remember the story “Fast Forward”? Who was the main character in the
story? What are the things he did?
Say: Read the word under the picture. Model how the word should be read. Let us spell chime:
c-h-i-m-e. Point to the letters as you do so. What is the vowel in the middle? What is the sound
of iin chime? Read the word again.
Read the following sentences and present the flashcard of the highlighted word as you say it
then put each word in the pocket chart or board.

The grasshopper has a clock with a chime.
The clock chimed nine times at night.
chimed nine night
Say: Read all the words in the pocket chart.
What happened to the clock at night? (chimed) Get the word card. Read it
When did the clock chime? (night) Get the word card and read it..
How many times did the clock chime at night? (nine) Get the word card. Read it.
3. Guided Practice
Present the Teaching Chart for the words
with long /i/.
Teaching Chart
chime night sight time
bright light nine
child slide
fight bite ride
Make sure that the pupils know the meaning of each word through vocabulary development
activities such as pictures, action, and context.
After initial reading and vocabulary study, provide practice in reading the words, through
flashcard drills, or teaching charts. Have the pupils read words by word families first before
presenting them with various combinations of words.
Refer the pupils to LM Activity 158D.
Have children do Exercise D, then read the words aloud after they have completed them.
Game: Word Bingo
Prepare a 3 x 3 grid like the one shown below on the board.

Prepare flashcards of words with long i. Divide the class into two groups. Call the first group
to read the first card. If the group reads correctly, they can draw any symbol on any box
drawn on the board (e.g., star, heart). Then call the next group and repeat the procedure until
all the cells are filled. The group with the most number of symbols is the winner.
This game can also be played in small groups. Prepare the grid on a whole sheet of paper.
Give a set of word cards and the bingo grid to each group. The same procedure is followed.
Ask children to read the phrases using various formats as you did in previous lessons. Make
sure that the meanings of the phrases are understood.
Refer the pupils to LM Activity 158E.
Have the pupils share their drawings when they are done. Have each pupil
read the sentence that tells about his or her drawing.
Lesson 14 Day 5: Grammar: Collaborative Learning/Values Infusion
Skill Lesson: Differentiate between a phrase and a sentence
Read phrases and sentences using combinations of sight words
and decoding words learned
Apply the values of resourcefulness and teach works through a group
project
Say: Can you still remember the story “Fast Forward”? What happened to Slick, the
Grasshopper?
Let the pupils give details about the story. They may answer in phrases or in complete
sentences. Write their answers on the board putting phrases in one column and sentences in
another column.
Possible answers:
A B
1. will start late 1. Classes will start late tomorrow.
2. played with friends 2. He played with his friends in the yard.
3. talked and had fun 3. They talked and had fun until dinner time.
Say: I wrote them on the board. Let’s read your answers again.
Say: Read number one in column A. Read number one in column B. Which is longer? A1
or B1?Which tells a complete thought? Let’s read B1 again. What else do you notice about

B1? (B1 begins with a capital letter and ends with a period.) This is what you call a sentence.
A sentence gives a complete thought.
Write the word sentence on the board and have children read it.
Say: Is A1 a sentence? Why not? Does it say a complete thought like B1? Does it begin with a
capital letter? Does it end with a period? So, is it a sentence? This is what you call a phrase.
A phrase doesn’t give a complete thought.
Write the word phrase on the board and have children read it.
Read the group of words. Write P if is a phrase, S if it is a sentence.
1. played with his friend
2. had fun until dinner time
3. He worked fast on his homework.
4. Slick, The Grasshopper, jumped with joy.
5. He cleaned the Grandfather’s clock.
Have the pupils give the generalization:
Ask: What is a phrase? What is a sentence?
See the teaching chart about phrase and sentence.
Help the students read the Teaching Chart.
3. Guided Practice
Present the following phrases. Combine them to make a sentence.
A B
1. Slick, the Grasshopper, a. chimed ten times
2. Grandfather’s Clock b. manage our time well
3. We just c. jumped with joy
4. But the bus d. talked and had fun
5. They all e. was gone
Say: Give now the sentences that you have formed.
1. Slick, the Grasshopper jumped with joy.
2. Grandfather’s Clock chimed ten times.
3. We just manage our time well.
4. But the bus was gone.
5. They all talked and fun.
Teaching Chart
A phrase doesn’t have a complete
thought. It doesn’t end with a
punctuation mark.
A sentence has a complete thought. It
ends with a punctuation mark like period
(.), question mark (?) or exclamation
point (!).

Say: Look at the sentence. Does it give a complete thought?
Yes, it does. But there is something wrong with the sentence. Can you tell?
What should we do to make it correct?
(Make the word “the” begin with a capital letter. Add a period at the end of the sentence.)
Now let’s choose the verbs in the given sentences. How do the words end? What did we
add? (We add d or ed to the simple form of the verb to form its past tense.)
Say: Read the following sentences. Do they give complete thought? How are the verbs
written to show that the action took place in the past?
1. thousands of years ago, the early Filipinos lived in caves
2. they hunted wild animals with their bows and arrows
3. they cooked food by roasting them
4. sometimes they picked fruits
5. they used the leaves of plants for medicine
Divide the class into two groups. Each group will combine phrases to make sentences. The
sentences should make sense. Each sentence should begin with a capital letter and end with a
period.
Match A with column B to form a sentence. Write the sentences correctly. Use
capital letters and punctuation marks if needed.
GROUP I
A B
1. nita cleaned a. the trash in a pit
2. she buried b. their yard
3. thousands of years ago c. some vegetables in the garden
4. maria gathered d. some people lived in caves
5. last Saturday e. I scrambled eggs for breakfast
GROUP II
A B
1. Yesterday, Father a. the yard
2. He cleaned b. the plates
3. I washed c. stayed at home
4. She counted d. the ripe guavas they picked
5. Romy and Bert walked e. to school together last Monday
Have groups present their outputs. Guide the class in giving feedback on whether the
sentences formed make sense.
Guide them to read the strategy for differentiating between phrases and sentences before they
do the exercise.
Infusion of Values/Collaborative Work (15 min)
(Materials: recyclable materials available in the classroom like plastics, papers, bottle etc.)

1. Introduction/Presentation
Review part of the story “Fast Forward” that focuses on the crow’s resourcefulness.
Say: In our story “Fast Forward,” What was the problem of Slick? What did his father do to
solve Slick’s problem? Did it help him solve the problem? We say that father is resourceful. To
be resourceful means to find quick and smart ways to solve problem. Follow after me (say the
word by syllable: RE-SOURCE-FUL). Give a clap as you say each syllable. (Pupils give one
clap for each syllable.) How many syllables does the word resourceful have? Now, let us spell
the word resourceful.
Write the word resourceful with some missing letters like below.
Say: The word “resourceful” is a long word so it may be hard to read. Look at different parts
of the word to help you. There are 3 syllables in the word. Read the middle syllable (source).
What vowel follows the letter r in the first syllable?
Call on a pupil to write it on the board.
The last syllable is –ful. What do you think is the missing letter? Call on another pupil to write f
on the blank.
r __ s o u r c e __ u l
Say: Now we have the complete word. Read the syllables. Read the whole word. Read it
again.
3. Guided Activity
Say: Are you resourceful? In what ways are you resourceful?
Show a picture of a boy and a girl who do recycling.
Say: These are Anne and Roy. They are helping solve our garbage problem. They collect
plastics, bottles and paper to do their project in Science.
4. Independent Group Activity
Say: It’s your turn to help save our environment. I will give you some recyclable items. Discuss
with your group mates what you can do to make use of recyclable materials. Draw your project
in a manila paper, which you will present next week.
Provide recyclable materials to the pupils and give them 10 minutes to plan and draw their
project. Refer the pupils to LM Activity 160.

Have pupils use this as a guide for their project, which they will submit on ¼ Manila paper the
following week.

Lesson
Parts
Overview/
Objectives
Interpret Non-Print Sources Infer Print Sources Identify and write
imperative sentences
(request and command)
Form and use the past tense
of frequently occurring
irregular verbs (eat - ate)
Materials
• Varied pictures
(posters, sticks or
cartoon drawings,
paintings)
• chart( table with 2
columns, varied no. of
rows)
• Varied print sources
(leaflets style, posters,)
• Small strips
(draw lots)
• Graphic organizer
• Manila paper (excuse
letter)
• Strips(pictures, words
and sentences)
Pictures (dog and cat)
Word strips of irregular
verbs and their past form
Selection about Kurt
Procedure
Detect non verbal cues.
Brainstorm and outline
what the pupils know from
what they see and what else
they want to know about
the picture.
Interpret non print sources:
1. orally (IW)
2. in simple sentence
constructions (SG)
Syllabicate words extracted
from the discussion.
Free speech and expression
Guessing what the picture
tells the viewer
Brainstorm about the story,
the values and importance
of print texts.
Infer print source (headline
news).
Evaluate and interpret print
texts using practical/
intellectual and aesthetic
knowledge.
Group presentation: State
what varied print materials
(leaflets, street/wall
posters, weather forecasts)
tell us.
Interact and retell the
thought of the passage.
Identify requests and
commands elicited from the
passage
Indicate what an imperative
sentence does.
Base method
(Group Work)
Identify requests and
commands and classify them
in the right columns of the
chart
Sort out request and
command strips.
Note the appropriate past
form of irregular verbs in a
selection.
(GW) Jump on the right
past form of irregular verb.
Fill in the past form of
irregular verbs
Sentence completion using
the past form of irregular
verbs

Individual Activity
Interpret the
pictures in 2-3 sentences
(10 min)
Construct 3 imperative
sentences/phrases (ways on
how to pass projects on
time)
Identify and write
imperative sentences

Non-Print Sources
1. Presentation
Show a picture of a grade 3 girl rushing to catch her school bus. Refer to LM Activity
161A for the said picture.
Say: Can you “ read” a picture? Does the picture tell something? (Show the picture to
the class.) Can you tell what the picture is trying to say?
2. Modeling
Brainstorm what the children know or think about the picture they see and write it
under
column WHAT I KNOW. Under column WHAT ELSE I WANT TO KNOW
ABOUT IT, write what are the things they still want to learn or discover about the
details of the picture.
Write their answers on the board with this format.
What I know What else I want to know about it
e.g. she’s late Why was she late?
Say: Look at the picture again. Let us guess what information it tells us. What does the
picture tell? Do you know how to guess what a non-print material (picture) tells? What
are non-print materials, by the way?
Non-print sources are materials that tell something without the use of words. These
sources use pictures, graphs, posters, movie and the like. There are 4 steps to take so
we can make sense about it.
1. Look at the whole picture.
2. Describe the details.
2.1 If there are persons or animals, describe what they are doing or their faces to tell
what they feel.
2.2 Describe the setting or place where the person in the picture is.
3. Using your observations earlier, you can now make an intelligent guess/infer as to
what the picture tells us.
Show again the picture in Activity 161A.
Say: Let us infer what the picture tells us.
What do you see in the picture?
Are there persons or animals?
What do you think is the girl doing?
Where is she?
Why do you think the girl was running?
Is she in a hurry? Why?

Have you also experienced rushing to catch your school bus?
How would you interpret what the picture is trying to say?
What are the bases for your interpretation?
Ask: Can we get information through pictures or non-print materials?
What are the things we have to do in order to understand what non-print sources tell
us?
3. Guided Practice
Now let us try another one and carefully examine the details of the picture.
What is the boy holding? Refer to the pictures in LM Activity 161B.
Go with your groups and write in one sentence, what you think the picture is about.
Say: Was it easy to interpret what the picture was trying to tell us?
Say: In picture A, how will you describe the boy ?
What can you say about his grade in the card? Is it high or low?
What you should do to get high grades?
(Do the same processing with pictures B and C.)
Study the pictures and guess what information they tell. Write your answers in your
notebook.
Refer your pupils to LM Activity 161C and D.
Lesson 15 Day 2: Inferring Information from a Print Source
1. Presentation
Post the poster on the board.
Say: This is a signage. What do you see in a signage? The words you see in a signage
are called print. A signage is a Print Source of information. What does the signage tell
you? Let us state in another way what the information given in this signage.
No I.D.

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