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GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 1 (Lesson 19) 
Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 
Overview/ 
objectives 
Literature: 
To Go or Not To Go 
(by Mil Flores-Ponciano) 
Realize the things to do in 
times of a typhoon. 
Draw and write a possible 
result for a Grade 3 student 
for not remembering the 
things to be done during 
typhoons 
. 
Read and write words, 
phrases and sentences s 
with oi and oy diphthongs 
Identify the cause and 
the effect 
relationshipin 
sentences 
Read and write words, 
phrases and 
sentences with oi 
and oy 
diphthongsRead 
and write words 
with oi and oy 
diphthongs 
Read and write words, 
phrases and sentences with 
oi and oy diphthongs 
Read and write words with oi 
and oy diphthongs 
Identify and use descriptive 
adjectives 
· Read and 
write words, phrases 
and sentences with oi 
and oy diphthongs 
Read and write words 
with oi and oy 
diphthongs 
Materials Word cards 
Learner’s Materials 
L19D1-Worksheet1, p._ 
L19D2-Worksheet2, 
p._Activities 195-197 
Activities 198 Pictures showing the 
details in the matrix of 
Weather Condition 
Word cards 
Big strips of paper 
Learner’s Materials 
L19D3-Worksheet_, 
p_ 
L19D3-Worksheet_, 
p_Activities 199-201 
Copy of “Important 
Rules” song 
Strips of sentences 
Learner’s Materials 
Activities 202- 
203L19D4-Worksheet_, 
p_ 
L19D4-Worksheet_, p_ 
Learner’s Materials 
Activities 202-203 
Procedures 
(3 min) 
Unlocking of key word 
Review reading CVCe 
words 
Lead the class in the 
(15 min) 
Presentation of pictures 
(10 min) 
Singing of “Important Rules” 
Post pictures of a 
church crashed down, 
ocean with big waves.
GRADE 3 ENGLISH TEACHER’S GUIDE 
using context clues 
Motivation question 
Motive question 
(10 min) 
Read-aloud of the selection 
with discussion questions 
EXPLORE THIS 
(20 min) 
Post Reading: 
Discussion of the selection 
highlighting the importance 
of following rulesthe 
weather guide 
APPLY THIS 
(17 min) 
Enrichment: Pupils draw 
and write a possible result 
for a Grade 3 student for 
not remembering the things 
to be done during typhoons. 
decoding lesson using 
Activity 198 
highlighting the cause and 
effect 
KNOW THIS 
(5 min) 
Direct teaching of the 
steps on in finding the 
cause and effect in a 
sentence 
EXPLORE THIS 
(15 min) 
Matching of pictures and 
phrases to show a cause 
and- effect relationship 
APPLY THIS 
(15 min) 
Identification of the 
which tells a cause and 
which tells an effect 
song 
Presentation of descriptive 
adjectives from the song 
KNOW THIS 
(20 min) 
Presentation and explanation 
of ing and explaining what 
descriptive adjectives are 
EXPLORE THIS 
(10 min) 
Using of adjectives in 
sentences 
APPLY THIS 
(10 min) 
Writing sentences using 
adjectives 
Use Activity 205 for 
the sample. 
Ask pupils to create 
sentences using the 
adjectives from the 
web. 
Show pictures and let 
the children describe it 
to form sentences.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 1 (Lesson 19) 
To Go or Not To Go 
Pre-Reading 
1. Unlocking/Vocabulary & Concept Development 
(PAGASA, typhoon signal) 
Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and 
Astronomical Services Administration. PAGASA is an office that tells about a typhoon that 
will come and how strong that typhoon is. PAGASA is a Philippine national institution 
dedicated to provide flood and typhoon warnings, public weather forecasts and advisories, and 
other specialized information and services for the protection of life and property and in support 
of economic, productivity and sustainable development. 
Ask the following questions. 
a.What is PAGASA? 
b.What kind of office is it? 
c.How does that office serve people? 
Say: Let us see if you clearly remember what PAGASA is. 
Refer the pupils to Activity 195 on page 224L19D1-Worksheet1, page ___, for the w for 
the word comprehension exercise. 
2. Motivation: 
When there is a typhoon signal, what do you doare you supposed to go to school? 
Have you asked yourself questions like: “Do I have to go to school today? Will there be 
classes?” 
3. Motive Question: 
In the selection, find out when you should not go to school when there is a typhoon. 
In the selection that we will read, find out how the questions I asked will be answered. 
During Reading 
· Read aloud the selection. 
To Go or Not To Go 
Mil Flores-Ponciano 
It is typhoon signal number 1 in North Luzon. 
“Do I have to go to school today? Will there be classes?” Almira wonders. 
Have you asked the same questions yourself? Use the guide from Philippine Atmospheric 
Geophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to 
school or not when there is a typhoon. 
Listen to the weather forecast of PAGASA every six hours.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Guide the pupils in reading the text from matrix title, column headers, and column details to show 
them how information in table form is read. Refer to L19D1-LM,Activity 196 page ____ 225 
for the matrix part of the selection. 
TYPHOON CONDITION GUIDE 
Typhoo 
n Signal 
Weather Condition Class 
Suspension 
What I Can Do 
As A Grade 3 
Pupil 
1 pictures of 
· Twigs and branches of small trees may be broken. 
· Some banana plants may be tilted. 
· Some houses of very light materials (nipa and 
cogon) may be partially unroofed. 
· Preschool Bring an umbrella 
and go to school. 
2 pictures of 
· Some coconut trees may be tilted with few others 
broken. 
· Few big trees may be uprooted. 
· Many banana plants may be downed. 
· Rice and corn may be badly affected. 
· Large number of nipa houses may be partially or 
totally unroofed. 
· Preschool 
· Elementary 
· High 
School 
Stay at home. 
3 pictures of 
· Many coconut trees may be broken or destroyed. 
· A large number of trees may be uprooted. 
· Rice and corn crops may suffer heavy losses. 
· Majority of all nipa and cogon houses may be 
unroofed or destroyed. 
· There may be widespread disruption of electrical 
power and communication services. 
Preschool to 
Tertiary 
Prepare to evacuate 
(if needed). 
Go with the family 
to strong buildings. 
4 pictures of 
· Many large trees may be uprooted. 
· Rice and corn plantation may suffer severe losses. 
· Most residences and buildings may be severely 
damaged. 
· Electrical power distribution and communication 
services may be severely disrupted. 
All levels and 
Government 
Offices (private 
and public) 
Cancel all travels 
and outdoor 
activities. 
Post Reading 
1. Discussion Questions 
1. What was Almira’s problem? 
2. What helped her solve her problem? 
3. What is found on the Weather Condition Guide? 
4. Describe the environment if it is signal number 1.
GRADE 3 ENGLISH TEACHER’S GUIDE 
5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number 
3? Signal number 4? 
6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number 
3? Signal number 4? 
7. 
8. What would probably happen if pPreschoolers would go to school? 
9. What might happen if you would not bring an umbrella with you? 
2. Engagement/Enrichment 
Refer the pupils to L19D1-Worksheet 3, LM page ___ for the activityHave the class go over the 
typhoon condition guide and have them answer the questions that follow. Refer to Activity 196. 
To Go or Not To Go 
Mil Flores-Ponciano 
It is typhoon signal number 1 in North Luzon. 
“Do I have to go to school today? Will there be classes?” Almira wonders. 
Have you asked the same questions yourself? Use the guide from Philippine 
Atmospheric Geophysical and Astronomical Services Administration (PAGASA) to decide if 
you have to go to school or not when there is a typhoon. 
Listen to the weather forecast of PAGASA every six hours. 
TYPHOON CONDITION GUIDE 
Typhoon 
Signal 
Weather Condition Class Suspension What I Can Do 
As A Grade 3 Pupil 
1 pictures of 
Twigs and branches of small 
trees may be broken. 
Some banana plants may be 
tilted or downed. 
Some houses of very light 
materials (nipa and cogon) may 
be partially unroofed.. 
Preschool Bring my umbrella and go to 
school 
2 pictures of 
Some coconut trees may be tilted 
with few others broken. 
Few big trees may be uprooted. 
Many banana plants may be 
downed. 
Preschool 
Elementary 
High School 
Stay at home
GRADE 3 ENGLISH TEACHER’S GUIDE 
Rice and corn may be badly 
affected. 
Large number of nipa houses 
may be partially or totally 
unroofed 
3 pictures of 
Many coconut trees may be 
broken or destroyed. 
A large number of trees may be 
uprooted. 
Rice and corn crops may suffer 
heavy losses. 
Majority of all nipa and cogon 
houses may be unroofed or 
destroyed 
There may be widespread 
disruption of electrical power 
and communication services. 
Preschool to Tertiary Prepare to evacuate (if 
needed) 
Go with the family to strong 
buildings. 
4 pictures of 
Many large trees may be 
uprooted. 
Rice and corn plantation may 
suffer severe losses. 
Most residences and buildings 
may be severely damaged. 
Electrical power distribution and 
communication services may be 
severely disrupted. 
All levels and 
Government Offices 
(private and public) 
Cancel all travels and outdoor 
activities. 
Group your pupils into four. Ask questions and provide activities to highlight the value of the 
weather guide.following rules. Emphasize the value of following the guide rules after each 
group presentation. 
Refer your pupils for group task to L19D1-Worksheet _, LM page_.Activity 197. 
Now you can decide on the things you need to do when there are typhoon signals. 
Lesson 19 Day 2: Decoding/Fluency/Writing 
Review of Decoding Lessons Taught in Quarter 2
GRADE 3 ENGLISH TEACHER’S GUIDE 
These include CVCe words with long a, e, Ii, o, and u sounds ending in silent e from Quarter 2 and 
the Grade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes include 
vocabulary words learned in the literature lesson in Day 1.) 
Skill Lesson: Words with oi and oy diphthongs 
Refer your pupils to L19D2-Worksheet _, LM page_.Activity 198. 
Lesson 19 Day 3: Identifying a Cause and Effect Relationship 
Skill Lesson: Using Descriptive Words 
1. Presentation/Introduction 
Post the four pictures in random order on the board. Ask pupils to describe what each picture 
shows. 
Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe 
what you see in the first picture. What typhoon signal do you think can make our surroundings 
look like this? Post the strip of paper with “Typhoon Signal Number 1”. 
(Use the same set of question and continue posting the strip of paper) until you reach Typhoon 
signal number 4.) 
Say: While looking at the picture of the surroundings at during typhoon signal number 1. Ask: 
Why are some branches of trees broken and are some small plants drown? Wait for the 
answers and explain that it is because it isof Typhoon signal number 1, that is why some 
branches of trees are broken and some small plants are drown. Typhoon signal number 1 is the 
CAUSE and some branches of trees are broken and some small plants are drown is the 
EFFECT or RESULT. 
Say: While looking at the picture of the surroundings at during typhoon signal number 2. Ask: 
Why are roofs of some nipa houses gone? Wait for the answers and explain Because it is 
Typhoon signal number 2 that is why roofs of nipa houses are gone. Typhoon signal number 2 
is the CAUSE and the roof of nipa houses are gone is the EFFECT. 
Say: While looking at the picture of the surroundings at during typhoon signal number 3. Ask: 
Why are many coconut trees broken and destroyed? Wait for the answers and explain Because 
it is Typhoon signal number 3 that is why many coconut trees are broken down and destroyed. 
Typhoon signal number 3 is the CAUSE and many coconut trees are destroyedsome branches 
of trees are broken and some small plants are drown is the EFFECT. 
Say: While looking at the picture of the surroundings at during typhoon signal number 4. Ask: 
Why are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal 
number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and 
some branches of trees are broken and some small plants are drownlarge trees are uprooted is 
the EFFECT. 
pictures of 
Some coconut trees may be tilted with few others 
broken. 
Few big trees may be uprooted. 
Many banana plants may be downed. 
Rice and corn may be badly affected. 
Large number of nipa houses may be partially or 
totally unroofed. 
pictures of 
Twigs and branches of small trees may be broken. 
Some banana plants may be tilted or downed. 
Some houses of very light materials (nipa and cogon) 
may be partially unroofed.
GRADE 3 ENGLISH TEACHER’S GUIDE 
pictures of 
Many large trees may be uprooted. 
Rice and corn plantation may suffer severe losses. 
Most residences and buildings may be severely 
damaged. 
Electrical power distribution and communication 
services may be severely disrupted. 
Refer pupils to L19D3 Worksheet 4Activity 199. 
2. Modeling/Teaching 
pictures of 
Many coconut trees may be broken or destroyed. 
A large number of trees may be uprooted. 
Rice and corn crops may suffer heavy losses. 
Majority of all nipa and cogon houses may be 
unroofed or destroyed. 
There may be widespread disruption of electrical 
power and communication services. 
Say: There is a cause-effect relationship in some of what we readthe sentences for the pictures. 
A CAUSE tells the reason why something happens or has to be done. An EFFECT tells the 
result of or effect of a certain causean event or an idea. 
There are steps on how to distinguish identify a cause from and an effect. 
Refer the class to Activity 200. 
Refer to L19D3, Worksheet 5 
3. Guided Practice 
Form four Arrange the pupils into four groups of students. Let the pupils in each group identify 
the cause and the effect relationships fromin columns 1 and 3 of the matrix in To Go or Not To 
Go. 
Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card. 
Tell which is the cause and which is the effect. Refer pupils to L19D3-Worksheet 6_, LM 
page ___.Activity 199B. 
4. Independent Practice 
Let pupils identify the cause and the effect relationship fromin columns 1 and 4 of the matrix in 
To Go or Not To Go. Refer pupils to L19D3-Worksheet 7___, LM page ___.Activity 200B,C, 
and D. 
Say: Study the pictures and phrase cards. Pair them and tell which is a the cause and which is 
an the effect. 
Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives 
Skill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy Diphthongs
GRADE 3 ENGLISH TEACHER’S GUIDE 
Skill Lesson: Words with oi and oy diphthongs 
Refer your pupils to L19D4-Worksheet7 _, LM page_.Activity 202 A and B. 
Skill Lesson: Descriptive Adjectives 
1. Presentation/Introduction 
Read the following sentences: 
1. There was a strong typhoon. 
2. The big trees were uprooted. 
3. There was a heavy rain. 
4. The streets were flooded. 
5. The small houses were destroyed. 
2. Modeling/Teaching 
1. In the first sentence, what word tells about the typhoon? Underline. 
2. In the second sentence, what word tells about the trees? Underline. 
(Do the same as until the fifth sentence.) 
Say: Let us all read the underlined words together. (R (repeat after me.) what What do we call 
them? 
What kind of words are these? What are adjectives? These are called adjectives. 
Adjectives are words that describe. 
Say: There are words that describe a person, a place, or an object. These words tell how 
something or someone looks like or what something is. Words like: important, honest, fair, kind 
and good are adjectives. 
Additional lesson on adjectives from the selection to go or not to go. 
3. Guided Practice 
Say: How do we know is if a word is an adjective? Let us read the tips inside the box. 
Refer pupils to L19D4- Activity A, Worksheet 8__, LM page___.Activity 202C. 
4. Independent Practice 
Refer pupils to Activity 203. 
Refer Pupils to L19D4- Activity B, Worksheet 8___, LM page___
GRADE 3 ENGLISH TEACHER’S GUIDE 
Lesson 19 Day 5: Fluency/Forming sentences using adjectives 
Skill Lesson: Words and a story with diagraph oi as in oil and oy as in boy 
Refer pupils to L19D5-Worksheet _, LM pageActivity 204A and B_. 
Skill Lesson: 
1. Presentation/Introduction 
Post pictures of a church crashed down, ocean with big waves, and provide words such as; old 
and big. 
Say: Can you make a sentence out of these pictures and words? Or let the children think of other 
adjective to describe the pictures. 
Ex. The old church was crashed down. 
2. Modeling/Teaching 
Please refer L19D5, worksheet___to Activity 205 for the web and chart sample_. 
From the words on in the web, help pupils form sentences with adjectives. Use the .using the 
chart below. Please refer L19D5, Sheet____. 
Noun Linking Verbs Adjective Noun 
Sandra had expensive watch 
Ex. Sandra had an expensive watch. 
Sandra had an expensive car. 
3. Guided Practice 
Ask pupils to create sentences using the adjectives from the web through the help of the chart. 
Refer your pupils to Activity 205 for the sample chart.L19D5-Worksheet_, LM page_. 
4. Independent Practice 
Show pictures and let the children describe it to form sentences.) 
Refer your pupils to L19D5-Worksheet_, LM page_.
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 2 (Lesson 20) 
Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 
Overview/ 
objectives 
Literature: 
A Learning Experience for 
Malou 
Read words, phrases and 
sentences with au and 
ow dipthongs 
Use descriptive 
adjectives 
Read words, phrases and 
sentences with au 
and ow dipthongsau 
and ow dipthongs 
Identify fact from 
Opinionopinion 
Read words, phrases and 
sentences with au and 
ow dipthongsau and 
ow dipthongs 
Write simple 
sentences and 
use correct 
punctuation 
marks 
Read words, phrases 
and sentences 
with au and ow 
dipthongsau and 
ow dipthongs 
Summative 
test 
Materials Word cards 
Learner’s Materials 
Activities 206-207 
· Learner’s Materials 
L19D1-Worksheet1, p._ 
L19D2-Worksheet2, p._ 
Learner’s Materials 
Activities 208-210 
Pictures showing the details in 
the matrix of Weather 
Condition 
Word cards 
Big strips of paper 
Learner’s Materials 
Activities 211-213 
· Learner’s Materials 
L19D3-Worksheet_, p_ 
L19D3-Worksheet_, p_ 
Copy of “Important 
Rules” song 
Strips of sentences 
Learner’s Materials 
Activities 211-213 
· Learner’s Materials 
L19D4-Worksheet_, 
p_ 
L19D4-Worksheet_, 
p_ 
Procedures OPEN UP 
(3 min) 
Unlocking of key word using 
context cluespictures 
Decoding Lesson 
using Activity 208 
Present some 
sentences with 
OPEN UP 
(15 min) 
Presentation of pictures 
highlighting cause and effect 
Present sentences with 
the following 
punctuation marks: 
period, comma, 
question mark and
GRADE 3 ENGLISH TEACHER’S GUIDE 
Motivation question 
Motive question 
KNOW THIS 
(10 min) 
Read-aloud of the selection 
with discussion 
questionsfollowing DRTA 
EXPLORE THIS 
(20 min) 
Post Reading: 
Discussion of the selection 
highlighting the importance of 
following rules 
APPLY THIS 
(17 min) 
Enrichment: Pupils draw and 
write a possible result for a 
Grade 3 student for not 
remembering the things to be 
done during typhoonsHave the 
class do Activity 207. 
descriptive words 
taken from the 
selection. 
Discuss what 
describing words are 
Have the class do 
Activity 209 with 
your guidance then 
Activity 210 
independently. 
KNOW THIS 
(5 min) 
Direct teaching of steps on 
finding cause and effect 
EXPLORE THIS 
(15 min) 
Matching of pictures and 
phrases to show cause-effect 
relationship 
APPLY THIS 
(15 min) 
Identification of which tells a 
cause and which tells an 
effectDecoding lesson using 
Activity 211. 
Present some sentences to 
teach fact and opinion. 
Differentiate an opinion from a 
fact. 
Have the class do Activity 212 
with your guidance then 
Activity 213 independently. 
exclamation point. 
Discuss when to put 
each mark and what 
type of sentence 
requires each. 
Have the class do 
Activity 214.OPEN UP 
(10 min) 
Singing of “Important 
Rules” song 
Presentation of 
descriptive adjectives 
from the song 
KNOW THIS 
(20 min) 
Presenting and 
explaining what 
descriptive adjectives 
are 
EXPLORE THIS 
(10 min) 
Using of adjectives in 
sentences 
APPLY THIS 
(10 min) 
Writing sentences using 
adjectives
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 2 (Lesson 20) 
A Learning Experience for Malou 
Pre-Reading 
1. Unlocking/Vocabulary and Concept Development 
(freedom, patriotic, symbol) 
Show a picture of a dove. Say: This is a dove. It symbolizes peace. Dove is a symbol for 
peace. Show a cut-out of a heart. Say: This is a heart. It symbolizes Valentine’s Day. The cut-out 
of a heart is a symbol. A symbol is a thing that represents or stands for something else, 
especially a material object representing something abstract. Who can give me another symbol 
that you can see in our classroom or outside? 
Call a child in front of the class. (Before he says something, tell the child that he can only do or 
say something that is good in front of the class.) Say to the child: Do whatever you want but 
see see to it you don’t harm other children in the class or destroy the things inside the class. He 
can do whatever he wants that do not harm other people and property because he has freedom. 
Freedom is the power or right to act, speak, or think as one wants without hindrance or 
restraint. 
Show pictures of Philippine heroes. Say: Our heroes are patriotic. They fought for our 
country. Singing Lupang Hinirang with respect is a sign that you are patriotic. A person is 
patriotic if he expresses strong love for his country. Are you patriotic? How else do you show 
it?Unlock the vocabulary words found in the text using context clues. 
Refer the pupils to L20D1-Worksheet_1, LM pageActivity 206__ for the Vocabulary 
vocabulary Developmentdevelopment check up. 
2. Motivation Question: 
Describe how our Philippine flag looks like. What do the colors mean? 
3. Motive Question: 
What do the colors of our national flag mean? 
During Reading 
1. Read aloud the story using DRTA to let the pupils predict as they read along the story. 
A LEARNING EXPERIENCE FOR MALOU 
By: Dinah C. Bonao 
Malou came home from school. She was very happy. 
“You look so happy.” Mother noticed. “How was school?,” she added. 
“It was fine, Mom. I learned many things in school today. I learned that a flag is a national
GRADE 3 ENGLISH TEACHER’S GUIDE 
symbol. It represents our country,” replied Malou. 
“ Yes, the Philippine flag is one of the most beautifully designed flags in the world,” said 
Mother. 
“Our flag is made up of three colors. These are blue, red and white with a golden yellow 
sun. The sun has eight rays. These stand for the eight provinces that fought for the freedom of the 
country. It has also three stars representing the three major islands of the country—Luzon,Visayas 
and Mindanao,” said Malou. 
Father added, “We Filipinos should respect our flag. Doing so shows that we love our 
country.” 
“Yes! I think Filipinos are the most patriotic people in the world. We are willing to give up 
our lives for the Philippines,” Mother explained. 
“ That’s right, Father. That is why I make sure that I always show my love to for our 
country,” Malou said proudly. 
Post- Reading 
Discussion Questions 
1. Who is the girl in the story? 
2. What did she learn? W why she was she so happy in school? 
3. What do the sun’s eight rays stand for? 
4. What do the three stars represent? 
5. Why are Filipinos considered as patriotic people? 
4. Give three ways on how to show respect for our flag. 
5. How can you show your love and concern to for your country? 
Engagement Activity 
Refer the pupils to L20D1-Worksheet__, LM page__ for the Engagement Activityto Activity 
207. 
Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives 
Skill Lesson: Words and Sentences with au and ow aw diphthongs 
Refer your pupils to Activity 208L20D2-Worksheet _, LM page_. 
Skill Lesson: Using Descriptive Adjectives 
1. Presentation/Introduction 
Present the following sentence strips taken from the selection read. 
Describe the bag of Almira. Her bag 
is _______. ( square) 
1. Almira has a square bag.
GRADE 3 ENGLISH TEACHER’S GUIDE 
2. Modeling/ Teaching 
(Note: Ask the pupils to underline the descriptive words or words that describe. Draw out from 
them that these words are adjectives. Pupils should be able to explain further that adjectives 
describe a noun or a pronoun which show their color and shape. Give more examples of 
descriptive adjectives.) 
Ask: What are adjectives? (describing words) 
Process this sentence by sentence: 
1. In sentence 1, how does the adjective describe the bag?(by telling about it’s shape) 
2. In sentence 2, how does the adjective describe the stars?(by telling about their color) 
Sentence 3, 4, 5, 
What words does an adjective describe? (noun or pronoun) 
The girl is wearing a red dress. 
Mother bakes five cupcakes. 
Describe the stars on our flag. 
( yellow) 
What are the colors of our flag? 
(blue, red and white) 
What shape is our flag? 
(rectangularle) 
What word describes the white part of 
our flag? ( triangularle) 
2. The Philippine flag has yellow 
stars. 
3. Blue, red and white are the 
three colors of our flag. 
4. The Philippine flag is 
rectangularle. 
5. The white part of our flag is 
triangularle.
GRADE 3 ENGLISH TEACHER’S GUIDE 
I have a new toy. 
3. Guided Practice 
Refer your pupils to L20D2 Worksheet ___, LM page___ 
Say: Activity 209. 
4. Independent Practice 
Refer your pupils to Activity 210. 
Refer your pupils to L20D2 Worksheet ___, LM page___ 
Say: 
Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion 
Skill Lesson: Sentences with au and aw diphthongs 
Refer your pupils to LM Activity 211.20D3-Worksheet _, LM page_. 
Skill Lesson: Fact and Opinion 
1. Presentation/ Introduction 
Present the following sentences on the board. 
1. The Philippine flag is made up of three colors. 
2. There are three major islands in our country. 
3. The Philippine flag is one of the most beautifully designed flags in the world. 
4. Ms. Almira Santos thinks that Filipinos are all very patriotic people. 
5. Fr. Cruz believes that the Philippines is a peaceful country. 
2. Modeling/ Teaching 
Ask: 
What do you notice with the first two sentences? 
Does it tell something that the truth? Is itis already proven and accepted by everyone? 
What do you notice with the third, fourth and fifth sentences?
GRADE 3 ENGLISH TEACHER’S GUIDE 
Does it show judgment, feeling or attitude about someone or something? 
What word/s in the sentence gives a clue that it is a thought or judgment? 
Say: A sentence states a fact if it can truly happen and it can be proven. 
A sentence states an opinion if it can happen only in the mind of a 
person and it cannot be proven to be true. The words “I think, I believe, in my opinion, 
etc. signals an opinion statement. 
Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the 
Guided Practice. Give more examples of fact and opinion statements.) 
3. Guided Practice: 
Refer your pupils to L20D3: Worksheet__: LM page__Activity 212. 
Say: 
4. Independent Practice: 
Refer your pupils to L20D3: Worksheet__: LM page__ 
Say: 
Refer your pupils to Activity 213. 
Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks 
1. Introduction/ Presentation/Modeling 
Present sentence strips from the story “A Learning Experience for Almira." 
1. The Sun sun has eight 
rays. 
What has eight rays? ( the sun) 
2. Our flag is made up of 
three colors. 
4. Filipinos are the most 
patriotic people in the 
world. 
How many colors does our flag have? 
3. Visayas is the smallest 
island in our country. 
Ask some students to read each sentence. Ask after What each describes reading: Visayas?( What punctuation smallest 
is used to 
end that sentence. 
island in our country.) 
The following sentences are telling sentences. We use a period to end each sentence. 
W hat is smallest island in the country? 
Let us have some examples that use other punctuation ( Visayas). 
marks. Ask some students to read the 
sentences aloud. 
The colors of the Philippine flag are white, yellow, and blue. 
The three big islands in the Philippines are Luzon, Visayas, and Mindanao.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Ask: What punctuation mark is used to end the two sentences? 
After the answer is given, say: These are telling sentences. 
There is another punctuation mark that is used in the two sentences. What is that? 
Can you tell us why we use comma in between those words? We use comma to separate ideas or 
words that we are enumerating. 
Let us have another set of sentences. Notice the punctuation marks in each sentence. 
Ask some students to read the sentences aloud. 
What is the capital city of the Philippines? 
“We will fight for your honor!” our heroes pledged to our country. 
Ask: What punctuation mark is used to end the first sentence? Why do you think we need to 
use a question mark? It is a sentence that asks for something. 
What punctuation mark is used to end the second sentence? Why do you think we need to use 
an exclamation point at the end of this sentence? It is a sentence that tells a strong feeling.. 
What describes Filipinos?( They are the 
most patriotic people in the world.) 
W ho are the most patriotic people in 
the world? ( Filipinos). 
Say:“What can you say about these sentences?” 
2. Modeling/Teaching: 
Recall the structure of a sentence. 
Say: A simple sentence expresses one complete idea. It is composed of a simple subject and 
a simple predicate. 
Example: .White color symbolizes the purity of the heart of Filipinos. 
T:Say: “From the sentences above, what are the punctuation marks used?”
GRADE 3 ENGLISH TEACHER’S GUIDE 
3. Guided Practice: 
Refer your pupils to LM Activity 214A.20D4: Worksheet__: LM page__ 
Say 
4. Independent Practice: 
Refer your pupils to LM Activity 214B. 
Refer your pupils to L20D4: Worksheet__: LM page__ 
Say 
Lesson 20 DAY 5: Summative Test 
A. Encircle the descriptive adjective in the sentence. 
1. A Mango is sweet. 
2. Mang Max is a hard working man. He plants vegetables and fruits in his yard. 
3. Marlene bakes delicious cookies. 
4. Filipinos are patriotic people. 
5. The Kangaroo has two front feet and two hind legs. 
_______________________________________ 
__________________ __________________ 
__________________ ________________________ 
____________________________. 
__________________ 
B. Fill in the right adjective to make the sentences correct. Choose your answer inside the box. 
smarter , careful, most creative, resourceful, oldest 
1. Daniel is _______ in answering his test papers. 
2. Cjay is the ________________ student among them in napkin folding. 
3. Lola is the___________woman in the village. 
4. In our class, Zarena is ____________than Rochelle. 
5. Via Ann used the old roses in decorating her valentine card. She is ______________. 
C. Write F if it is a fact and O if it is an opinion. 
______________1. Trees provide us with oxygen.
GRADE 3 ENGLISH TEACHER’S GUIDE 
______________2. Girls are more studious than the boys. 
______________3. Visayas is the smallest island in the Philippines. 
______________4. I think my father is the best dad in the whole world. 
______________5. Ghosts do exist. 
D. Write a three-sentence paragraph describing about your bestfriend. Use the correct punctuation 
marks. 
___________________________________________________________________ 
___________________________________________________________________ 
___________________________________________________________________ 
___________________________________________________________________ 
___________________________________________________________________ 
___________________
GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 3 (Lesson 21) 
Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 
Overview/ 
objectives 
Literature: 
The Monster Who Came to 
School 
Realize the importance 
of following school 
rules 
Act outRole play the 
importance of 
following school 
rules 
Distinguish the a cause 
from an effect 
Read and write words 
with ou and ow 
diphthongs 
Identify and use 
adjectives in 
comparative degree 
Read and write words 
with ou and ow 
diphthongs 
Identifying simple 
and 
compound 
sentences 
Read words, 
phrases and 
story with ou 
and ow 
diphthongs 
Forming 
compound 
sentences 
sentences 
Read and write 
words, 
pharses and 
sentences 
with ou and 
ow 
diphthongs 
Materials Words in envelopes 
Detective Sinegata Chart 
Word cards 
Learner’s Materials 
Activities 215-216 
L21D1-Worksheet_ 
p_ 
C and E chart 
Sentence strips 
Learner’s Materials 
Activities 217-218 
L21D2-Worksheet_ p_ 
L21D2-Worksheet_ p_ 
L21D2-Worksheet_ p_ 
L21D2-Worksheet_ p_ 
L21D2-Worksheet_ p_ 
C and E chart 
Learner’s Materials 
Activities 219-221 
L21D3-Worksheet_ p_ 
L21D3-Worksheet_ p_ 
Worksheet_ p_ 
L21D4-Worksheet_ p_ 
Worksheet_ p_ 
L21D3-Worksheet_ p_ 
Worksheet_ p_ 
L21D3-Worksheet_ p_ 
Worksheet_ p_ 
L21D3-Worksheet_ p_ 
Worksheet_ p_ 
L21D3-Worksheet_ p_ 
Worksheet_ p_ 
L21D3-Worksheet_ p_ 
Sentence chart 
Learner’s Materials 
Activities 222-224 
L21D4- 
Worksheet_ p_ 
L21D4- 
Worksheet_ p_ 
Worksheet_ p_ 
L21D4- 
Worksheet_ p_ 
Worksheet_ p_ 
L21D4- 
Worksheet_ p_ 
Worksheet_ p_ 
L21D4- 
Worksheet_ p_ 
C and E chart 
Pictures 
Learner’s Materials 
Activities 225-227 
L21D5- 
Worksheet_ p_ 
L21D5- 
Worksheet_ p_
GRADE 3 ENGLISH TEACHER’S GUIDE 
Procedures OPEN UP 
(10 min) 
Unlocking of key words 
using the Think-Go-Stop 
Game 
Motivation question 
Motive question 
KNOW THIS 
(10 min) 
Read-aloud of the selection 
using DRTA 
EXPLORE THIS 
(15 min) 
Post Reading: 
Discussion of the selection 
highlighting the importance 
of school rules 
APPLY THIS 
(15 min) 
Enrichment: Act ouRole 
play t the importance of 
following school rules. 
OPEN UP 
(10 min) 
Presentation of sentences 
through the Say-Do-Don’t – 
Game 
KNOW THIS 
(10 min) 
Direct teaching of to 
distinguishing a cause from 
an effect 
EXPLORE THIS 
(15 min) 
Group Activity: 
Students have to distinguish 
which sentence is a cause 
and an effect 
APPLY THIS 
(15 min) 
Group Activity: 
Students have to complete 
the matrixa chart of school 
rules and effects if we break 
them. 
OPEN UP 
(10 min) 
Presentation of pictures 
highlighting cause and effect 
KNOW THIS 
(10 min) 
Direct teaching of steps on 
how to identify findingthe 
cause and effect in a sentence 
EXPLORE THIS 
(15 min) 
Matching of pictures and d 
phrases to show a cause-effect 
relationship 
APPLY THIS 
(15 min) 
Cause and Effect sentence 
identification 
OPEN UP 
(10 min) 
Presentation of a chart 
to show simple and 
compound sentences 
KNOW THIS 
(20 min) 
Presentation ing and 
explainationing of 
how compound 
sentences are is 
formed 
EXPLORE THIS 
(10 min) 
Combining simple 
sentences to form 
compound sentences 
APPLY THIS 
(10 min) 
Completing a chart 
with compound 
sentences 
OPEN UP 
(10 min) 
Completion of a 
table showing 
cartoon and 
sentences about the 
importance of 
following school 
rules 
KNOW THIS 
(10 min) 
Direct teaching of 
determining an 
effect based on a 
given cause 
EXPLORE THIS 
(15 min) 
Writing an effect 
based on a given 
cause 
APPLY THIS 
(15 min) 
Writing an effect 
based on a given 
cause
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 3 (Lesson 21) 
The Monster Who Came To School 
Pre-Reading 
1. Unlocking/Vocabulary & Concept Development 
Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U, 
L ,E , S will form the groups. 
(Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of 
letters are numbered from one to seven. If you hear the word THINK, listen for the clues 
about the word. If you hear the word GO -start arranging the letters and if you hear the word 
STOP- say the word.) 
Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The 
word starts with a “g” and ends with a “d”. This is the hint. Look at me. (Grab something in 
the table.) What did I do? Form the word GO. Give the group at least one minute to form the 
word, then say STOP. Ask the group one after the other to say the word that they formed. Go 
around to check their output. Put the first word in the web. 
Follow the procedure. Here are the suggested clues: 
Screamed – demonstration 
Pounded – demonstration 
Poked – demonstration 
Dumped - demonstration 
Words inside the envelope are grabbed, screamed, pounded, poked, dumped )These words 
should be written around the word Monster.)Model the unlocking through actions so children 
could have a hint. 
2. Motivation 
monste 
r
GRADE 3 ENGLISH TEACHER’S GUIDE 
Imagine a school with a monster, what do you think will happen? 
(Let pupils their share ideas about the given question. 
As partners share ideas about the question: Imagine a school with a monster. What do you think 
will happen? , pPost and use Detective Sinegata Chart for the pupils’ responses. Let pupils’ 
ideas freely flow.) 
3. Motive Question 
What do you think will Andy and his classmates feel meeting a monster at school? 
During Reading 
(Note: Before the reading time begins, the teacher assigns some pupils for the role play of some 
story parts.) 
The Monster Who Came to School 
When Andy got on the bus on the first day of school, he saw a monster! Andy was very 
surprised. He did not know that monsters were allowed to go to school. But there the monster 
was. It was making all kinds of noise and would not sit down. It climbed on the seats and put 
its head out the window. It took up so much room that Andy had no place to sit. 
“Wow, that monster sure is noisy! I’ll bet it isn’t even supposed to be here,” Andy whispered 
to Vicky. 
STOP AND ASK: What do you think thewill the teacher will feel when she sees seeing a 
monster at in school? 
But Andy’s teacher was not at all surprised to see the monster entered the classroom. It 
pushed ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy 
and the other children sat at their places, the monster started to throw the toys. 
Stop that!” said the teacher. “Even monsters are not allowed to throw toys.” 
The monster dropped the toys and started screaming. It screamed so loudly that no one could 
hear the teacher. “Be quiet!” the teacher finally said. 
The monster stopped screaming and the teacher said, “It’s time to play outside.” 
STOP AND ASK: What do you think would the monster do? 
Everyone stood up and walked to the door—everyone except the monster. It ran out the door 
without waiting for directions. 
Outside, the monster continued to behave like a monster. It pushed some children and took 
toys from others. It climbed up the slide the wrong way and sat at the top so no one else could 
slide down.
GRADE 3 ENGLISH TEACHER’S GUIDE 
When the students returned to the classroom, the teacher tried to read them a story. But the 
monster shouted and laughed and no one could hear. Then it pulled the toys off the shelves 
again. It would just not listen! 
At lunchtime, the monster grabbed other people’s sandwiches. It dropped food in on the floor 
on purpose and poured its milk on the table. Later, when it was time to paint, the monster ran 
around the room painting big, black lines on the other children’s pictures! When the children 
formed a circle and tried to sing, the monster jumped around and stepped on their toes. It 
pounded on the piano until the teacher had to close it. 
At rest time, the monster laughed and talked and poked the children and even pulled their 
hair. “Come here!” said the teacher, who was very angry. “You are a real monster! Monsters 
are not allowed at school. Go away and never come back!” 
STOP AND ASK: What do you think will happen to the monster do? 
The monster burst into tears! Everyone was astonished. “I’m sorry!” cried the monster. “I’ve 
never been to school before. I didn’t know it was against the rules to shout and run and push, or 
to grab and throw things. Please don’t tell me I can’t come back! I will try to learn if you all 
will help me.” 
The teacher asked the children what they thought. The children decided to make a list of rules. 
They would let the monster stay---if it followed the rules. The monster worked hard to learn 
how to behave, and soon it knew all the rules, just the way all the children did. 
Post Reading 
1. Discussion Questions 
1. How did Andy feel seeing a monster at school? 
2. How did the monster behave? 
3. 
3. Why do you think did the monster behaved that way? 
4. What did the monster really want? 
5. What rules inside the classroom did the monster learn? 
4. Why d it isis it important to follow school rules?
GRADE 3 ENGLISH TEACHER’S GUIDE 
Say: Let us look at the Detective Sinegata Chart again.what we have What have you written 
about the question: Imagine a school with a monster. What do you think will happen? 
Are your answers similar with to what happened to in the story? What are your proofs? 
How did the monster’s behavior change? 
Do you think following rules is important? Why? 
Say: This time, at the count of one, two, three, start working with your group mates. 
(Note: Have the pupils decide on what they should draw or role play an /act out/make a skit for 
the assigned story part. Before the presentation, ask what self-control is and remind pupils if the 
monster had self-control at the start of the story) 
2. Engagement Activity 
After discussing w/in their groups , whole class will listen to each group presentation and rate 
them after through rubrics. Refer your pupils on the parts of the story they have to /act out/draw 
to L21D1-Worksheet __: LM, page__ 
Group R Make a poster of at least 1 rule inside the class- 
Group U:Act out the part: 
Group L: Make a skit of the part: 
Group E: Draw the part: 
Group S: Act out a part: 
Refer to Activity 216. 
Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect 
Skill Lesson: Words with ou and ow diphthongs 
Refer your pupils to L21D4 Worksheet _, LM page_.Activity 217. 
Skill Lesson: Cause and Effect 
1. Presentation/Introduction Link-lines-in 
Say: Let us have the SAY DO- DON’T game. Say DO if the line I will read or illustration I will 
show is a good thing to be done in school and Don’t if it is not. Ready? 
1. I will walk at the corridor. 
2. I will chew gum during class hours.
GRADE 3 ENGLISH TEACHER’S GUIDE 
3. I will attend class regularly. 
4. I will be attentive during class discussion.. 
5. I will leave my desk clean and orderly. 
Ask: Why did you say Do ? 
Why did you say Don’t ? 
(Note: Post the Cause and Effect Chart. Then write pupil’s ideas on the chart.) 
Cause and Effect Chart 
Cause Effect 
(Note: Refer your pupils at the C and E Chart.) 
Say: 
If you chew gum during class, what will happen? 
If you run at the corridor, what will happen? 
If you attend to class regularly, what will happen? 
Do you r Remember the monster in the story, The Monster Who Came to School? How 
did it behave at school? 
The monster’s misbehavior had effects to on the children, teacher, and to on the school as a 
whole. 
Cause and Effect Chart 
Cause Effect 
The monster took so much space at the bus.
GRADE 3 ENGLISH TEACHER’S GUIDE 
The Monster screamed loudly. 
While the teacher was reading a story, 
Monster laughed and shouted. 
At rest time, the monster pulled children’s hair. 
2. Modeling/Teaching 
Say: In order to find the effect, ask what happens next? To find the cause, ask why something 
happeneds? 
There are some clue words for to identify the cause and effect. These are so, since, 
because and if. 
(Present some sentences with the aforementioned clue words.) 
Can we now complete the C and E Chart? 
Again, what question would you ask to find the cause? To find the effect? 
3. Guided Practice 
Say: At this moment, we are going to work in trios. To deepen our understanding about 
identifying cause and effect, we will have this activity called Show-Cause-Effect.Each group 
will be given an envelope containing different sentence strips. These strips can either show 
cause or an effect. The fFastest trio to get the right answers will receive a ‘Thumbs Up’ Card. 
Say: you You decide together to get the correct signal clue words for cause and effect. 
(Note: In envelopes, each group should receive 2 pairs of sentence strips. Pupils’ answers 
should be posted in the Cause and Effect Chart.) 
Sample sentence strips: 
You borrow a notebook from a friend and forget to 
return it.forget to return a borrowed book from a 
fYroiuern df.riend feels angry and will not talk to you. 
She feels hurt and avoids you. 
Your friend feels angry and will not talk to you. 
You tease a friend at school. 
you. 
The pupils listen attentively to the teacher. 
They easily understand the lessons. 
You tease a friend at school. 
You fell asleep in class.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Your teacher asked you to stay after class. 
Your socks don’t match. 
You feel uncomfortable. 
You spilled water on someone in the canteen. 
He was a bit angry. 
4. Independent Practice 
Refer your pupils to L21D2-Worksheet_:, LM page _Activity 218 
Say: This time, work in groups of six. Trios should join together to form the groupings. You will 
talk about the rules that you need to learn atfollow in school. 
Groups T and E: Complete the What if We Break the Rules Chart. 
What if We Break the Rules Chart 
Rules at school Effects if we break themthe rules 
Groups A and M: Make a Thumbs UP card for a person/ group/team who show obedience 
tofollow school rules. Then write a simple note showing your appreciation to them. 
(Note: The gGroup’s output should be presented before the class.)
GRADE 3 ENGLISH TEACHER’S GUIDE 
Lesson 21 Day 3: Fluency/Writing/Comparative Degree of Adjective 
Skill Lesson: ou and ow diphthongs 
(Note: Make sure that before asking the class to read the words in Activity 219, have some 
vocabulary development activity. You may show picture of each word, then ask the class to 
connect each word with the picture.) 
Refer your pupils to L21D4 Worksheet _, LM pageActivity 219_. 
Skill Lesson: Comparative Degree of Adjective 
1. Presentation/Introduction 
Before class begins, post the ‘More fun with things around usif we follow rules! Observe the 
pupils’ responses as they do the I-Stand activity. Write pupils’ ideas on the cause and effect 
chart 
More fun if we follow the ruleswith things around us! 
Give each pupil names of animals and other things that they can compare. 
(Examples: 
dog – cat 
Rose – Sampaguita 
carabao - goat 
1liter bottle - 500mL bottle 
horse – goat 
helicopter - airplane 
Assign some pupils to serve as post. Each of them will be holding each of the following 
adjectives: 
big - bigger fragrant – more fragrant 
tall -– taller 
fast - faster 
Say: I will be giving you names/pictures of some objects or things, and animals. While 
holding it, think how these objects/animals are different from each other. 
Ask the pupils holding the pair of adjectives to go in front of the class one after the other.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Say: Listen to my questions. 
Ask: Which is bigger? Dog or cat? 
Carabao or goat? 
Ask the children holding the animals to go to the right post: big or bigger. 
Do the same with the remaining pair of adjectives.Can we read this? How is it related to our 
exciting activity today? Any guess? 
We will do the I-STAND-LINE Two lines showing I am and I am more. How would we do it? 
I will say the rule and see if you feel you are obedient and more obedient; punctual or more 
punctual; active or more active ;attentive or more attentive; responsible or more responsible, 
then stand to that line. 
Rule no.1: Come to class regularly. 
Line 1: I am obedient. Line 2 : I am more obedient 
Rule no. 2: Participate in class discussion. 
Line 3: I am active Line 4: I am more active. 
Rule no. 3: Listen to someone speaking during class discussion. 
Line 5: I am attentive Line 6: I am more attentive. 
Rule no. 4: Follow instructions always. 
Line 6: I am responsible. Line 7: I am more 
responsible. 
2. Modeling/Teaching
GRADE 3 ENGLISH TEACHER’S GUIDE 
Ask the following questions, then, write on the board pupils’ answers. 
Say: I see ( name of pupils) standing in Line 1: I am obedient to rule number 1 however I 
observe that (name of pupil) standing in Line 2: I am more obedient to rule number 1. 
Let us take a close look at this observation. 
1. Kimberly is obedient . 
How many persons are involved in sentence number 1? Who is she? Who is obedient? 
2. Carlo is more obedient than Kimberly. 
How many persons are involved in sentence number 2? Who are they? Who is more 
obedient? 
Which are big? 
Which are bigger? 
Which is fragrant? 
Which is more fragrant? 
Which is tall? 
Which is taller? 
Which are fast? 
Which are faster? 
Suggested sentences. 
The cat is big but the dog is bigger. 
The goat is big but the carabao is bigger. 
Or 
The cat is big. 
The dog is bigger than the cat. 
Let us study these sentences. 
( Name of pupil) is active. ( Name of pupil) is more active than ( name of pupil).
GRADE 3 ENGLISH TEACHER’S GUIDE 
( Name of pupil) is happy. ( Name of pupil) is happier than ( name of pupil) 
Dear Kids, you see these children have something in common. Can you tell us what is it? 
They are both responsible, active and obedient. The only difference is that pupil is more 
active, more responsible and more obedient. 
One person Two persons, places or things compared 
Obedientbig More obedientbigger 
Activefragrant More activemore fragrant 
Happytall Happiertaller 
Attentivefast More attentivefaster 
Ask: 
How many animal is being described in the sentence the cat is big? 
What adjective was used to describe the cat? 
How many animals are being compared in the sentence, the dog is bigger than the cat? 
What adjective was used to compare the dog with the cat? (bigger) 
What happened to the adjective “big” when we use it to compare two animals? 
Use the same pattern of questions to the remaining sentences. 
What word do we add before the adjective if two persons are being compared? Example: Cindy is 
happy. Lea is happier than Cindy. Encourage pupils ’responses to deepen their understanding in 
making comparisons of adjectives. Sentence examples should be from the pupils themselves. 
3. Guided Practice 
Let your pupils form dyads. Each pair will be given description strip. 
Refer pupils to Activity 220. 
Refer your pupils to L21D3-Worksheet_:, LM page_.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Say: You will decide which description is for Andy and for the Monster. If you think that the 
description is for both Andy and the monster, then post the description at the middle of the two 
overlapping circles. 
Andy Monster 
More obedient student 
More responsible student 
Students 
Noisy 
Loud 
Naughty 
Willing to learn 
Playful 
Say: Again, Andy and monster are both students. However, Andy is more obedient and 
responsible student than the monster. Why do you think? 
You see when we compare two persons, animals or objects, we can spot their similarities and 
differences. 
4. Independent Practice 
Refer pupils to Activity 221. 
This time, partners will do the Spot the difference and similarities by citing three descriptions 
for themselves and classmates.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Refer your pupils to L21D3-Worksheet_:, LM page _. 
Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences 
Skill Lesson: A Story with ou and ow diphthongsDiphthongs 
Refer your pupils to L21D4 Worksheet _, LM page_.LM Activity 222. 
Skill Lesson: Cause and Effect 
1. Presentation/Introduction 
(Post the Cause and Effect chart completed yesterday by each group.) 
Cause Effect 
Talking or laughing loud during class discussion. 
PWith pouting lips while teacher is explaining. 
Staying out during class hours 
Talking with the mouth full 
Say: Look at the Cause cause and its possible effects. So what are we going to do? We need to 
follow rules. Always remind ourselves that following rules is important. Let us learn more 
about rules. 
2. Modeling/Teaching 
Say: Listen as I read the sentences in the chart. 
Sentence Chart 
Simple sentence Compound sentence 
I run at the corridor I saw a monster so I run at the corridor. 
I chew gum during class hours. I chew gum during class hours but my teacher didn’t
GRADE 3 ENGLISH TEACHER’S GUIDE 
notice me. 
I listen attentively. I listen attentively , and I join the discussion. 
Say: Do you have any observations on the way the sentences under simple sentences are 
formed? How about the sentences under compound sentences? 
Let us study these. 
I saw a monster./ I run at the corridor. 
I chew gum during class hours. /my My teacher didn’t notice me. 
I listen attentively to my teacher. /I participate in the discussion. .. 
Say: Compound sentences are sentences which consist of 2 two simple sentences or 2two 
independent clauses 
3. Guided Practice 
Refer your pupils to L21D4, Worksheet 9, LM page_.LM Activity 223. 
4. Independent Practice. 
Refer your pupils to LM Activity 224. 
Refer your pupils to L21D4 , Worksheet 10, LM page_. 
Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound Sentences 
Skill Lesson: Words and Sentences with ou and ow diphthongsDiphthongs 
Refer your pupils to LM Activity 225.21D4 Worksheet _, LM page_. 
Skill Lesson: Compound Sentences 
1. Presentation/Introduction 
Present picture of a boy holding a stick and a girl holding a rug. 
Say: Can you tell what the boy and the girl are holding? Can you form a sentence out offrom 
the 
pictures? 
Ex. The boy is holding a stick.
GRADE 3 ENGLISH TEACHER’S GUIDE 
The girl is holding a rug. 
____________________________________________________________ 
____________________________________________________________ 
____________________________________________________________ 
____________________________________________________________ 
_________________________________________________ 
rules
GRADE 3 ENGLISH TEACHER’S GUIDE 
2. Modeling/Teaching 
Write their answers on the board for discussion. 
Say: How many sentences do we have? 
Can you make these two sentences into 1?how? 
Show some helping words such as:; for, and, nor, but, or, yet, and so to combine these 
sentences. 
Ex. The boy is holding a stick but the girl is holding a rug. 
Let the children form sentences based on from the new pictures.Do the same procedure for 
eliciting. 
Refer your pupils to L21D5 Worksheet _, LM page_ 
3. Guided Practice 
Help Refer your class to LM Activity 226. 
children form simple and compound sentences. 
Refer your pupils to L21D5 Worksheet _, LM page_ 
4. Independent Practice 
Refer your class to LM Activity 227. 
Refer your pupils to L21D5 Worksheet _, LM page_
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 4 (Lesson 22) 
Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 
Overview/ 
objectives 
Literature: 
The Country Mouse and the 
City Mouse 
Understand that 
contentment and the 
ability to adapt are 
important 
Write a note on the right 
thing on what to be 
done by the Country 
Mouse 
Read and write words 
with oa digraph as in 
goat 
Identify several effects 
based on a given 
cause 
Read and write words, 
phrases and 
sentences with “oa” 
diphthong 
Identify and write 
complex 
sentences 
Read and write 
words, phrases 
and sentences 
with “oa” 
diphthong 
Compare and 
contrast 
objects, 
persons and 
places 
Read and write 
words, phrases 
and sentences 
with “oa” 
diphthong 
Summative 
test 
Materials Word cards 
Learner’s Materials 
Activities 228-229: 
L22D1-Worksheet_, p_ 
L22D1-Worksheet_, p_ 
Diagram of the events in the 
story used in Day 1 
Learner’s Materials: 
Activities 230-232 
L22D1-Worksheet_, p_ 
L22D1-Worksheet_, p_ 
Sentence strips 
Learner’s Materials: 
Activities 233-234 
L22D3-Worksheet_, p_ 
L22D3-Worksheet_, 
p_ 
Venn Diagram 
Word wards 
Objects: cell phone 
and telephone 
Learner’s Materials: 
Activities 235-236 
L22D4- 
Worksheet_, p_ 
L22D4- 
Worksheet_, p 
Procedures OPEN UP 
(15 min) 
· Unlocking of words in the 
story using context clues 
· Motivation Question 
OPEN UP 
(15 min) 
Presentation and discussion 
of the diagram of events of 
the story The Country 
OPEN UP 
(5 min) 
Presentation of 
sentences using big 
strips of paper 
OPEN UP 
(10 min) 
Presentation of cell 
phone and telephone 
to give avenue for
GRADE 3 ENGLISH TEACHER’S GUIDE 
· Motive Question 
KNOW THIS 
(20 min) 
Reading of the story using 
DRTA 
EXPLORE THIS 
(5 min) 
Post Reading: 
Discussion questions to 
highlight the importance of 
contentment and ability to adapt 
APPLY THIS 
(10 min) 
Engagement Activity: 
Writing a note on the right 
thing the Country Mouse 
should have done 
Mouse and the City Mouse 
highlighting an event that 
show the cause and events 
that show effects 
KNOW THIS 
(15 min) 
Explanation that a cause may 
have several effects and how 
to identify the several effects 
of a cause 
EXPLORE THIS 
(10 min) 
Listening to a short story to 
identify a cause and its 
several effects 
APPLY THIS 
(10 min) 
Presentation of a short 
dialogue with cause and 
several effects based on a 
short story heard 
KNOW THIS 
(15 min) 
Direct teaching of how 
complex sentences are 
formed 
EXPLORE THIS 
(15 min) 
Interview ofing persons 
in school 
APPLY THIS 
(15 min) 
Writing a three-sentence 
paragraph with using 
complex sentences. 
comparison and 
contrast 
KNOW THIS 
(5 min) 
Direct teaching on 
comparison and 
contrast 
EXPLORE THIS 
(15 min) 
Listening to a story for 
comparison and 
contrast 
APPLY THIS 
(20 min) 
Presentation of a skit 
showing how the 
characters in the story 
differ from one 
another.
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 4 (Lesson 22) 
The Country Mouse and The the City Mouse 
Pre Reading 
1. Unlocking/Vocabulary & Concept Development 
Unlock the difficult words below using pictures. 
(feast, ham, jellies, nibblenibbling, mouse) 
Refer your pupils to LM Activity 228 to check if the words were understood.L22D1- 
Worksheet_, LM page_. 
2. Motivation Question: 
Have you been in a city/province? What experiences did you have in the city/province? 
3. Motive Questions: 
What are the experiences of the City Mouse in the province? 
What are the experiences of the Country Mouse in the city? 
During Reading 
Say: Listen as I read ‘The Country Mouse and the City Mouse’. 
During the question and answer part, use gestures and voice dynamics to further help the pupils 
know the meaning of some difficult words in the text such as terrible, nibbling, etc. Limit the 
responses of the pupils by calling only two in every question. 
The Country Mouse and the City Mouse 
Adapted 
One summer, the Country Mouse invited his friend, the City Mouse, to have dinner at 
home. So, the Country Mouse prepared corn and camote for dinner. While eating, the 
City Mouse said, “You hardly have anything to eat here. Come to the city and I will 
show you such rich feast in my place.” 
STOP AND ASK: 
1. Who invited his friend to have a dinner? 
2. Who was invited for dinner?
GRADE 3 ENGLISH TEACHER’S GUIDE 
3. What did the Country Mouse prepare for his friend? 
4. Did the City Mouse get satisfied with what his friend offer? Why? Why not? 
The Country Mouse was so curious about the city life. So, he decided to go with his 
friend. 
When they arrived, the Country Mouse looked around the house and he was so 
surprised! There were all kinds of food on the table. There were ham, cheese, jellies, 
cakes, and fruits. The Country Mouse started nibbling the cheese. 
“So delicious! I have never tasted anything like this,” he said. 
STOP AND ASK: 
1. Why did the Country Mouse decide to go to the city? 
2. What were the things the Country Mouse find in the city? 
3. What did the Country Mouse feel about the city? 
4. If you were the Country Mouse, would you stay long in the city? Why? 
Suddenly, before the Country Mouse barely took another bite, he heard some scratching 
sound. “Meow! Meow!” the cat said, approaching the dining table. 
“Run,” yelled the City Mouse. 
They ran to the corner as fast as they could. 
STOP AND ASK:
GRADE 3 ENGLISH TEACHER’S GUIDE 
1. What did the two friends hear ? 
2. What did they do when they saw the catmouse? 
3. If you were the one of the mice, would you also run away from the cat? Why? 
“What is that?” asked the Country Mouse shaking his body. 
“A cat. Once he gets you, he’ll eat you up,” said the City Mouse. 
“This is terrible. I think I will go home. I’d rather have corn and camote in peace than 
sugar and cheese in danger,” said the Country Mouse to his friend. So, he went back to his 
home with a happy heart. 
STOP AND ASK: 
1. What did the County Mouse decide to do? 
2. What did the Country Mouse mean when he said “I’d rather have corn and camote in peace 
than sugar and cheese in danger”? 
3. If you were the Country Mouse, would you also decide to leave the city? Why? Why not? 
Post Reading 
1. Engagement Activity 
How can you help the Country Mouse? Write him a short note of advice. 
For the instruction of the activity, Refer refer your pupils to LM Activity 229.22D1- 
Worksheet_, LM, page_. 
Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect 
Skill Lesson: Words and Phrases with Ddigraph oa as in goat 
Refer your pupils to LM Activity 230.22D2-Worksheet_, LM page_. 
1. Skill Lesson: Cause and Effect Presentation/Introduction 
(Note: Present the diagram of events of the story The Country Mouse and The City Mouse.)
GRADE 3 ENGLISH TEACHER’S GUIDE 
Say: Let us go back to the story. What did the Country Mouse decide to do at the beginning of 
the story? What were the results of the Country Mouse’ decision/act? 
The Country Mouse went to the city. 
The Country Mouse got surprised of at 
what he see saw on the table. 
The Country Mouse saw and ate a lot of 
different kinds of food served on the 
table. 
The Country Mouse together with the 
City Mouse were chased by a big cat. 
Ask: What are the results or the effects of the Country Mouse’ visit to the city? 
2. Modeling/Teaching 
Let us take a look at the sentences that we formed from the diagram. 
a. The Country Mouse decided to visit the city because he was too curious about what 
the city looks like. 
b. The City Mouse and the Country Mouse ran to the corner of the house so they can 
hide from the cat. 
c. So that Country Mouse can have peace of mind, he decided to go back to the farm. 
Discuss how the clue words (because, so, so that) can help the pupils find out which part of 
the sentence tells the cause or the effect. 
By simply examining the cause-and-effect chart diagram above, is it possible for a cause to 
have several effects?
GRADE 3 ENGLISH TEACHER’S GUIDE 
Remember: 
· A cause is why something happens. To find a cause, look for a reason that why something 
happened. 
· An effect is what happens because of the cause. To find an effect, look for something that 
happened.the results of the cause. 
· Usually, a cause always happens first. T, then it will beis followed by an the effect. 
· Clue words such as because, so, and so that are often used to help you understand cause 
and effect in a sentence. 
3. Guided Practice 
Say: I will read to you a selection to you. Listen well and complete the diagram of Cause and 
Effect on in your notebook. 
Refer your pupils to L22D2-Worksheet_, LM page_. 
(Note: Read the selection aloud.) 
There are many reasons why people move to the city. There are lots of jobs in big 
buildings, hospitals, schools, and offices, . They move in to the city because 
colorful lights along its busy streets interest them. People are busyier and more 
active. because they work harder. The cCity is a place where new things could be 
found. 
4. Independent Practice 
Reasons Why People Move to the City 
Say:. Listen as I read another selection to you. Based on the selection, present a short dialog 
showing the cause and several effects. 
Refer your class to LM Activity 232. 
Things Happen When People Move to the City 
Many people move in to the city. Everything becomes different. The cities become 
crowded; there are so many cars on the streets. Traffic moves slower. Collecting 
garbage becomes a bigger problem.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Refer your pupils to L22D2-Worksheet_, LM page_. 
Lesson 22 Day 3: Fluency/Writing/Complex Sentences 
Skill Lesson: Phrases and Sentence with Ddigraph oa as in goat 
Refer your pupils to LM Activity 233.22D3-Worksheet_, LM page_. 
Skill Lesson: Complex Sentences 
1. Presentation/Introduction 
Post three sentences about Why and Things Happen When People Move to the City on the 
board. 
Say: Let us read again some sentences from our paragraph yesterday. 
2. Modeling/Teaching 
Point to the first sentence. 
Many people move to the city because they can find a better job. 
Ask: 
· Who How many ideas does the sentence give? 
· Which tells the first idea? 
· Which tells the second idea? 
· Which idea can stand alone for meaning? 
· Which idea cannot stand alone for meaning? 
· What word helps to connect the two ideas? 
Say: Let us read the next sentence. 
When people move to the city, the place becomes crowded. 
Ask:
GRADE 3 ENGLISH TEACHER’S GUIDE 
· Who How many ideas does the sentence give? 
· Which tells the first idea? 
· Which tells the second idea? 
· Which idea can stand alone for meaning? 
· Which idea cannot stand alone for meaning? 
· What word helps to connect the two ideas? 
Say: This These sentences is called complex sentences. We combine two simple sentences 
using conjunctions to form a complex sentence. 
A complex sentence is made up of two parts, an independent calause and a dependent clause 
joined by linking words or conjunction. 
Words like because, when, after, though, as soon as and so that are examples of conjunctions 
that can be used in a complex sentence. These conjunctions make one part of the sentence 
subordinate to the other part. 
3. Guided Practice 
Let us have a fun activity. Interview anyone in the school about: 
1. What does s/he want to do? 
· 
· 3. What would happen if s/he continues doing it? 
What does she want? What would happen if s/he 
continue doing it? 
Ex. Drawing dresses dolls could have many 
clothes 
Let the children form complex sentences based on from the answers of from their interviewee. 
Forming Complex sentence 
1. She wants to draw dresses so that her dolls could have many clothes. 
Let the class w Write their answers on in your their notebook. 
Refer your pupils to L22D3-Worksheet_, LM page_. 
Guide the children in forming complex sentences especially in the use of conjunctions. 
4. Independent Practice 
Write on the board some of their answers for discussion, label the parts of the sentence.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Based from the interview conducted, let us now write a short three-sentence paragraph with 
complex sentences. Refer the class to LM Activity 234. 
Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast 
Skill Lesson: Poem with oa digraph as in goat 
Refer your pupils to LM Activity 235.22D4-Worksheet_, LM page_. 
. 
Skill Lesson: Comparison and Contrast 
1. Presentation/Introduction 
Post on the board an empty Venn diagram. Show your pupils two objects with similar and 
different features - a cell phone and a telephone. 
Say: I have here a cell phone and a telephone. Let us compare and contrast them. 
In what ways are the cell phone and the telephone the same? Let us compare them. (Tack on 
the board the word “compare”.) 
(can be used to talk with people away from you) 
(can help you communicate with people) 
Write the pupils’ responses at the center space of the Venn diagram. 
In what ways are they different? Let us contrast them. (Tack on the board the word contrast.) 
(A cell phone can be used in texting while a telephone cannot be used as such is not.) 
(A cell phone is movable while a telephone is stationary.) 
Write your students’ descriptions for the cell phone on the left circle and the descriptions for the 
telephone on the right circle. 
2. Modeling/Teaching 
What do we tell show or describe when we compare? (the similarities) 
What do we show or describetell when we contrast? (the differences) 
Say: When we talk about two things, we compare and contrast them. When we compare, we say 
the similarities. When we contrast, we tell the differences. 
Show your pupils a pencil and a crayon 
Say: Look at this pencil and this crayon. Compare them. 
3. Guided Practice 
Say: Let me see if you can compare and contrast the two characters in the story that I will read 
to you. Complete the Venn diagram on in your notebook.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Refer your pupils to L22D4-Worksheet_, LM page_.Refer the class to LM Activity 236. 
Friendship Bond 
For many years, Ali and Leah have been good friends though they differ in many ways. 
Ali is a Muslim while Leah is a Christian. Ali goes to the mosque on Fridays and Leah goes to 
church on Sundays. Ali is two years older than Leah although she is shorter than Leahshe is. Ali 
excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat 
foods like Adobong Manok. On the other hand, Ali likes to eat fruits and vegetables. 
For them, it does not matter how different persons are as long as they understand each other. 
This is what makes their friendship last. 
4. Independent Practice 
Show a short skit showing how the characters in the story differ from each other.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 
Overview/ 
Objectives 
Literature: “The Butterfly 
and the Caterpillar” 
Decoding/ Fluency/ 
Writing/ Inferring 
Read words, phrases, 
sentences and stories 
containing words with 
digraph ee as in sheep 
Read words, phrases, 
sentences and stories 
containing words with 
digraph ee as in sheep 
Read words, phrases, 
sentences and stories 
containing digraph ee 
as in sheep 
Degrees of Comparison of 
Adjectives 
Read words, phrases, 
sentences and stories 
containing words with 
digraph ee as in sheep 
Read words, phrases, 
sentences and stories 
containing digraph ee 
as in sheep 
Complex Sentences 
Read words, phrases, 
sentences and stories 
containing words with 
digraph ee as in sheep 
Read words, phrases, 
sentences and stories 
containing digraph ee as 
in sheep 
Locate the ing main Ideaidea 
in a paragraph 
Materials 
Sentence –strips 
Word cards 
Pictures of butterfly and 
caterpillar 
Learner’s Materials 
Activities 237-239 
Venn Diagram 
Sentence/ line strips from 
story read 
Learner’s Materials 
Activities 240-243 
L23D1 Worksheet __, LM 
page __ 
Monkey- toys 
Learner’s Materials 
Activities 244-247 
Copy of the story “ 
A Day at the Park” 
Letter envelope 
Learner’s Materials 
Activities 248-249 
Unit 3: Week 5 (Lesson 23)L 23
GRADE 3 ENGLISH TEACHER’S GUIDE 
Procedures 
Pre-Reading 
Unlock key words through 
word cards and sentence 
strips. 
Show a picture of butterfly 
and caterpillar. 
Reading 
Read aloud the story and 
stop at indicated points for 
questions to identify 
similarities and differences 
of butterfly and caterpillar. 
Post Reading 
Let pupils answer the 
discussion questions and 
have pupils describe the 
characters through a 
comparison chart (see TG 
L23 D1.) 
(25 min) 
Phonics lesson 
Show a Venn diagram of the 
story read showing to focus 
on similarities and 
differences. 
Form groups and present 
line strips from the story 
read. 
Modeling/Teaching: 
Ask groups to draw/ 
get one from the 
posted strips and let 
them answer the 
questions. 
Allow pupils to 
organize their 
answers through a 
chart. (see TG L23 
D2) 
Tell pupils how 
inferring is done. 
25 min) 
Phonics Lesson 
Introduction/ Presentation: 
Present monkey- toys and 
allow pupils to describe the 
toys according to size. 
Read a story on monkeys. 
Modeling/Teaching: 
Discuss Degrees 
degrees of 
comparison of 
Adjectives 
adjectives using a 
comparison chart. 
(25 min) 
Phonics Lesson 
Presentation/ Introduction 
Read the story “A Day at 
the Park”. 
Allow pupils to answer 
questions on about the text. 
Modeling/ Teaching 
Discuss how complex 
sentences are written by 
combining sentences and 
by using a chart/ table. 
Allow pupils to 
combine sentences 
on the story read 
toand write 
complex sentences. 
(25 min) 
Phonics Lesson 
Show a letter-envelope and 
ask questions on it to 
jumpstart lesson. 
Discuss the parts of a letter 
through a poem. 
Allow pupils to label parts of 
the letter. 
L23D5 
Do activities to reiterate the
GRADE 3 ENGLISH TEACHER’S GUIDE 
Let pupils do L23D1 
Worksheet __ LM page 
__Activity in the LM 
intended for the day. 
L23 D2 LM 
Allow pupils to do 
inferring activities. 
Allow pupils to 
rewrite sentences 
using the 
comparative and 
superlative degrees 
of adjectives. 
Allow pupils to 
write as many 
comparative and 
superlative degrees 
of adjectives. 
Let pupils present 
work 
Engage pupils in 
writing sentences 
using adjectives. 
Allow pupils to 
find complex 
sentences from the 
books they are 
reading. 
value of resourcefulness 
Allow pupils to plan for a 
project from recyclable 
materials to find out how 
resourceful they are
GRADE 3 ENGLISH TEACHER’S GUIDE 
sipped 
drank ate tasted 
exclaimed 
whispered shouted enjoyed 
ashamed 
proud 
embarrassed 
angry 
Lesson 23 Day 1: Literature: The Butterfly and the Caterpillar 
Pre-Reading 
1. Unlocking/Vocabulary & Concept Development 
(Note: Have the children choose the synonym of the flashedmeaning of the underlined word. 
Use the words in a sentence. Then, the children would choose from the sentence the word or 
word phrase as a clue to the word’s meaning.) 
1. The boy sipped the cold drink offered to him on a hot day. 
a. drank in small quantity 
b. ate 
c. tasted 
2. . My best friend smiled and exclaimed , “Wow!”, when I showed the dress I wore last 
Christmas. 
a. whispered 
b. shouted 
c. enjoyed 
3. 
3. The boy was ashamed to show his poor grades to his mother. 
a. proud 
b. embarrassed 
c. angry
GRADE 3 ENGLISH TEACHER’S GUIDE 
munched 
4. 4. Sheila munched on some cookies for snacks. 
chewed drank sipped 
continued 
stopped paused extended 
d. chewed 
e. drank 
f. sipped 
5. Even when he was sleepy, Father continued telling us the story of the moth. 
a. stopped 
b. paused 
c. kept on 
Refer the class to Activity 237 to test their understanding of the words they learned. 
2. Motivation Question 
Show a picture of a butterfly and a picture of a caterpillar. (Refer to Activity 238.) 
Say: What are in the picture? In what ways are the caterpillar and butterfly similar?different?
GRADE 3 ENGLISH TEACHER’S GUIDE 
3. Motive Question: 
Today, our story is about a butterfly and a caterpillar. Find out in the story their similarities and 
differences. 
During Reading: 
Say: Listen to the story that I will read to you. Be sure to find out the similarities and 
differences of the two characters. 
In between readings, ask the children to act out the following scenes: 
Paragraph 1-2: 
The butterfly saw the caterpillar and it was so ashamed to be seen with the caterpillar 
Paragraph 4: 
The butterfly saw a very different creature. 
Paragraph 5: 
The caterpillar told the butterfly how they were the same a week ago. 
Paragraph 6: 
The caterpillar told the butterfly to go, fly but not to be proud. 
The Butterfly and the Caterpillar 
an adaptation by Joseph Lauren 
One summer morning, a butterfly rested on a beautiful rose. While she sipped the 
sweet nectar from the flower, she saw a caterpillar crawl up the garden wall. 
“Horrors!” the butterfly exclaimed, “Stop! Don’t come near me. I’m ashamed to be 
seen where you are.” 
Ask: Why do you think the butterfly was the butterfly ashamed? 
The caterpillar continued crawling. He munched on the leaf without listening to the 
butterfly’s cry. 
“Where are your wings? What are you eating?” the butterfly asked. 
Ask: Does the caterpillar have wings?If he have has as the butterfly claimed 
then,where are they?
GRADE 3 ENGLISH TEACHER’S GUIDE 
The caterpillar walked ahead. Then he said, “Eight days ago, young butterfly, you 
were the same as I am. One night from today, my wings will grow. I would fly and 
see all the bright and beautiful flowers.” 
Ask: How do did the butterfly looks like eight days ago? 
“I’m sure my wings would be brighter and more beautiful than yours. 
So, go, fly but try not to be so proud. Each caterpillar is given a chance to become a 
butterfly. We are but the same. ” 
Ask: what What will happen to caterpillar in the days to come? What should all 
butterflies need to remember while flying? 
Post Reading 
A. Comprehension Check 
Say: Let us talk about the story. 
1. Who are the characters in the story? 
2. When did the story happen? 
3. Why was the butterfly ashamed to be seen by the caterpillar? 
4. How do you think did the caterpillar feel when the butterfly tell told him 
nnot to come near it? 
5. What was the response of the caterpillar? 
6. Can the caterpillar be like a butterfly? 
After reading, have the children describe the characters 
Butterfly Caterpillar 
appearance 
movement 
Food they eat 
Refer your pupils to L23D1-Worksheet_, LM page_. 
Say: Let’s go back to the activity that you answered before we read the story. 
From the comparison chart, the children would be able to say that the caterpillar and the 
butterfly are different from each other. Let the children find the similarities through the part 
of the story: 
“Eight days ago, young butterfly, you were same as I am. One night from today, my 
wings will grow. I would fly and see all the bright and beautiful flowers.”
GRADE 3 ENGLISH TEACHER’S GUIDE 
B. Engagement Activity 
Refer the class to Activity 239. 
Refer your pupils to L23D1Worksheet_, LM page_. 
Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring 
Skill Lesson: Words and phrases with digraph ee as in sheep 
Refer your pupils to Activity 240. L23D2-Worksheet_, LM page_ 
Skill Lesson: Inferring 
1. Presentation/Introduction 
Show the Venn Diagram of the butterfly and the caterpillar from yesterday’s discussion. 
(Write in the middle part the similarities between the caterpillar and the butterfly. They can 
explore the good qualities they share together.) 
caterpillar 
butterfly 
Write in the middle part the similarities between the 
caterpillar and the butterfly. . They can explore the 
good qualities they share together. 
Form four groups. Get lines from the previous story and write them on strips of paper. 
“Horrors!” the butterfly exclaimed, “Stop! Don’t come near me. 
I’m ashamed to be seen where you are.” 
“Where are your wings? What are you eating?” 
“Eight days ago, young butterfly, you were the same as I 
am. One night from today, my wings will grow. I would 
fly and see all the bright and beautiful flowers.” 
“I’m sure my wings would be brighter and more beautiful 
than yours. So, go, fly but try not to be so proud. Each 
caterpillar is given a chance to become a butterfly. We 
are but the same. ”
GRADE 3 ENGLISH TEACHER’S GUIDE 
2. Modelling/Teaching 
Ask each group to pick one. While holding the story part, let them answer the following 
questions: 
1. What do you think does this character really meant by saying that? 
2. Why did this character (act, think, talk) that way? 
3. What does this character want to do? 
4. What do you think this character might do? 
5. What is the author really trying to say? 
Let each group present their answers. Take note of the children’s answers and organize their 
answers into the chart. (Refer the class to Activity 241 for the copy of the chart.) 
Character Movement Feelings Reasons for his 
Actions 
Butterfly 
Caterpillar 
Say: How do we infer? 
There are steps on how it is done. First, read the sentence/s. Then, make a guess of “what else” 
the sentence/s tells. 
Ex. Butterfly thinks that she the caterpillar is ugly that is why she is ashamed. 
3. Guided Practice 
Refer your pupils to L23D2-Worksheet _, LM page_.LM Activity 242 
4. Independent Practice 
Refer your pupils to LM Activity 243.23D2-Worksheet _, LM page_. 
Making Inferences
GRADE 3 ENGLISH TEACHER’S GUIDE 
Say: I will read a story about Melissa. Infer what kind of person Melissa is. Write it in your 
notebook. 
Melissa sat on the window. She was starring at a small bird outside. The bird kept chirping 
and hopping around in the bushes. 
This chirping and hopping made the tip of Melissa’s tail twist and turn 
The rest of her kept still. If the window had not been in the way, Melissa would have jumped 
right out with the bird. 
B. Infer the trait of the character in each number. 
1. Mother praised me for my good grades. My mother was _______. 
(appreciative, busy, industrious) 
2. I received a gift from my godfather. My godfather was ________. 
(kind, thoughtful, forgetful) 
3. Shaina has a new toy. She went around and showed her new 
toy to her friends. Shaina was _________. 
(proud, playful, selfish) 
4. Paolo found a twenty-peso bill in the room. He picked it up at gave 
it to the teacher. Paolo was __________. 
(obedient, forgetful, honest) 
5. Agatha always comes to school early. She arranges the books in 
the bookshelf and cleans the blackboard. Agatha is ___________. 
(industrious, respectful, obedient) 
Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives 
Skill Lesson: Words, Phrases and Sentences with Ddigraph ee as in sheep 
Refer your pupils to L23D3-Worksheet_, LM page_LM Activity 244. 
Skill Lesson: Degrees of Comparison of Adjectives 
1. Presentation/Introduction 
(Note: Place three toy monkeys, each one bigger than the other, 
in a bag. Let the class describe the monkeys and compare them according to size.) 
Ask: What do you know about monkeys? How are they 
characterized in most stories that you read? 
Say: I will read to you a short story about monkeys. Listen well. 
Three clever cats lived in a house. The white cat was big. The black cat is bigger 
than the white cat. The striped cat was the biggest of the three. 
One day they baked a cake for dinner. “I will eat all the cake”, said the white cat in a 
loud voice. 
“I will eat it alone”, said the black cat in a louder voice.
GRADE 3 ENGLISH TEACHER’S GUIDE 
“I will eat it all by myself” said the striped cat in the loudest voice. 
A clever monkey lived in a tree nearby. He was more more clever than the cats. In 
fact, he was the most clever monkey in the world. He heard what the cats said and came into 
their house. The cats were busy fighting among themselves. They did not see the monkey. 
The monkey ate up the whole cake. 
At last they stopped fighting. “Where’s the cake?” they said. “It ran away because 
you made too much noise,” said the monkey. 
2. Modeling/Teaching 
Using the charts below lead the class in t them answering the following questions. 
Ask: What are the adjectives used to compare the three cats? 
Three cats White cat Black cat Striped cat 
Their voice 
What adjective is used to compare the monkey and the cats? What adjective is used to 
compare the monkey with all monkeys in the world? 
Monkey Monkey and the cats Monkey and all the 
monkeys in the world 
POSITIVE COMPARATIVE SUPERLATIVE 
After the children gave give their answers, write on the orange box POSITIVE, on the green 
box COMPARATIVE and on the red box SUPERLATIVE . Then, ask the children what were 
added to form the comparative and superlative forms and , how many were being compared.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Say: Comparing with using adjectives has three degrees. They These are the positive, 
comparative, and superlative degrees. We use adjectives in the positive degree if we are 
describing only one thing or person. We say Ann is tall. We use adjectives in the comparative 
degree if we are describing two objects or persons. We say The monkey was more clever than 
the cats. We say Sam is taller than Ann. We use adjectives in the superlative degree if we are 
describing three or more things and person. We say In fact, he was the most clever monkey in 
the world. 
For comparative degree of adjective, we add er at the end of some adjectives. We can also 
add more before some adjectives. In sentences using this degree of comparison, we use the 
word than. 
For superlative degree of adjective, we add est at the end of some adjectives. We can also add 
most before some adjectives. In sentences using this degree of comparison, we use the word 
of all.Tom is the tallest among them. 
3. Guided Practice 
Group students into fours and let them think of adjectives and its degrees of comparison. After 
the given time, group presentation follows. Any group who has the same adjective with other 
group should cross it out. The group with the most remaining list, wins. 
POSITIVE COMPARATIVE SUPERLATIVE 
Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of 
each adjective. 
Rewrite each sentence using either the comparative or superlative form of the adjective on your 
notebook. 
Refer your pupils to L23D3-Worksheet_, LM page _. 
4. Independent Practice 
Refer your pupils to LM Activity 247. 
A. Group students into four and let them think of adjectives and its degrees of comparison as 
many as they can. After the given time, group presentation follows. Any group who has the 
same adjective with other group should cross it out. The group with the most remaining list, 
wins. 
POSITIVE COMPARATIVE SUPERLATIVE
GRADE 3 ENGLISH TEACHER’S GUIDE 
B. 
Challenge them to write atleast 2 or 3 sentences using the comparative and 
superlative form of each adjective. 
Lesson 23 Day 4: Fluency/Writing/Complex Sentences 
Skill Lesson: digraph ee as in sheep 
Refer your pupils to L23D4-Worksheet_, LM page_ 
Skill Lesson: Complex Sentences 
1. Presentation/Introduction 
Read the story “A Day at the Park” to students 
Say: Today, I am going to read to you a short story. Listen well because I will ask a few 
questions about it. 
I went to the park. I went on Saturday. I went with my friends. My friends are 
Marie, Connie, and Roy. We rode our bikes. I rode my new bike. Roy brought his 
basketball. We played basketball. We played for two hours. We wereIt was hot. We 
were thirsty. Connie and Roy’s mom brought us lemonade and sandwiches. We ate 
them for lunch. We had a lot of fun. 
Ask: 
What can you say about the story? 
How did it sound? 
What did you notice about it? 
A Day at the Park 
Explain to the students that, many times, weak stories are full of very short, choppy sentences. 
One way writers can make these stories stronger is to learn how to combine short sentences into 
longer sentences. 
2. Modeling/Teaching 
Let us compare some group of words from the story. 
I went to the park. It is Saturday 
I went to the park because it is Saturday.
GRADE 3 ENGLISH TEACHER’S GUIDE 
We combined the two simple sentences. Now, we have I went to the park as the independent 
clause. It expresses a complete thought. Because it is Saturday is a dependent clause. It does 
not express complete thought. The marker because suggest that because it is Saturday is a 
dependent clause. 
To combine the two simple sentences we used the marker because. 
Say: A clause can be dependent because of the presence of a: 
· Marker Word (Before, after, because, since, in order to, although, though, 
whenever, wherever, whether, while, even though, even if) 
· Conjunction (And, or, nor, but, yet) 
Let us have the next group of words. 
We played basketball. We played for two hours. It is hot. 
The new sentence is: We played basketball for two hours even if it’s hot. 
How did we do it? We combined the three sentences. Now, we have an independent clause 
“We played basketball for two hours” and dependent clause “even if it’s hot”. The marker 
“even if” tell us that even if it’s hot is a dependent clause. 
Let us have the next independent and dependent clauses. 
Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for lunch. 
Ask the children to combine sentences below using the chart provided . 
· The butterfly shouted. He saw the caterpillar crawling up the 
· garden wall. 
· The caterpillar did not listen to the butterfly’s cry. He knew he can be a butterfly one day. 
· The caterpillar is wiser than the butterfly. He knew they are the 
same. 
First Sentence Use because or when Second Sentence 
Ex. The butterfly shouted When He saw the caterpillar crawling 
up the garden wall 
The new sentence is: Connie and Roy’s mom brought us lemonade that we ate for lunch. 
How did we do it? What words were omitted? What word did we use to combine the two 
sentences?
GRADE 3 ENGLISH TEACHER’S GUIDE 
Ask: How many sentences were combined? What combine the sentences together? Did the sentences 
sound better than when they are apart? 
Explain to the children that when we combine independent and dependent clauses together we form 
a complex sentence.) 
Say: When we combine independent and dependent clauses together we form a complex sentence. 
3. Guided Practice 
In small groups, have the class combine the set of dependent and independent clauses below. 
Dependent Clause Independent Clause New Sentences 
Because Roy brought his 
We played basketball. 
basketball, 
After riding our bikes, We played volleyball. 
Although it is raining, It is fun to be with friends in 
the park. 
Before dinner time, I should be home to meet my 
cousins who come from the 
province. 
students revise the story by combining independent and dependent clauses into complex 
sentences. 
4. Independent Practice 
Have students find complex sentences in the books they are reading. Have them copy them on 
in their notebook. Have them separate the two clauses in each sentence.bookmarks 
.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Lesson 23 Day 5: Fluency/Writing/Main Idea 
Skill Lesson: digraph ee as in sheep 
Refer your pupils to L23D5-Worksheet_, LM page_ 
Skill Lesson: Main Idea 
1. Presentation/Introduction 
Ask: What comes to mind when you see the object below? 
What is inside the envelope? When do you write a letter? Do you write a letters too?? 
2. Modeling/Teaching 
Say: a A letter has 5 parts: 
Sample letter 
February 19, 2014 (heading) 
heading 
Ms. Ana Lou N. Caspi 
Amiable Ma’am Ana, (greeting) 
It’s hard to have true friends whom we could completely count on but I was lucky enough to 
find you. I lately realized how special friends are until I was cared and saved by an angel liked 
you. I will keep you safe with me forever. 
Always take care and may God will always bless you! 
Your Friend, (closing) 
greeting heading 
body 
closing 
signature body
GRADE 3 ENGLISH TEACHER’S GUIDE 
Rennie Enriquez (signature) 
Lead the class to recite the poem below. 
The HEADING has the date 
The heading has the date 
Hi, ho the letter parts 
The HEADING has the date. 
The GREETING says Dear Friend, 
The greeting says Dear Friend, 
Hi, ho the letter parts 
The greeting says Dear Friend., 
The BODY is the message 
The body is the message 
Hi, ho the letter parts 
The body is the message. 
The CLOSING says Sincerely, 
The closing says Sincerely, 
Hi, ho the letter parts 
The closing says Sincerely., 
The SIGNATURE is my name 
The signature is my name 
Hi, ho the letter parts 
The signature is my name. 
3. Guided Practice 
Prepare a simple letter of invitation. Cut them out by parts. Then, have the class rearrange it to 
come up with the complete letter. 
Label the parts of the letter. 
Refer your pupils to L23D5-Worksheet_, LM page_. 
4. Independent Practice 
Refer your pupils to LM Activity 248 and 249. 
Write a thank you letter to a friend. 
Refer your pupils to L23D5-Worksheet_, LM page_.
GRADE 3 ENGLISH TEACHER’S GUIDE
GRADE 3 ENGLISH TEACHER’S GUIDE 
Unit 3: Week 6 (Lesson 24)L 24 
Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 
Overview/ 
Objectives 
Literature: 
Two Friends, One World 
Get the general sense of the 
story 
Makes inferences and draw 
conclusions based on texts 
(pictures, title and content 
words) 
Use personal pronouns 
(person) 
Read and write words, 
phrases and short sentences 
with ea diagraphs 
Express feelings, opinions 
through logs 
Read and write words, 
phrases and short sentences 
with ea diagraphsea 
diagraphs 
SUMMATIVE 
TEST 
Materials 
Copy of the story Two 
Friends, One World 
Pictures 
Word strips 
Manila paper with 
incomplete sentences 
Venn Diagram 
Pictures 
Learner’s Materials 
Activities 250-251 
treasure box with sentence 
strips 
Learner’s Materials 
Activity 252 
Sample journal entry 
Manila paper 
Learner’s Materials 
Activity 253-254 
Procedures 
Pre-Reading 
(5 min) 
Pupils guess pictures 
provided for. 
Group the class and let 
Introduction/ Presentation 
(10 min) 
Group-matching 
Provided the pupils with 
Introduction/ Presentation 
(10 min) 
Picture-words (person/s) 
will be posted within the 
walls in the room. While 
Presentation/ Introduction 
(10 min) 
Show picture-situations and 
let students express what 
they feel about it. 
e.g
GRADE 3 ENGLISH TEACHER’S GUIDE 
them discuss their 
inferences about the 
picture. 
Reading 
(10 min) 
Teacher reads aloud the 
story “Two Friends, One 
World” (Francisca’s Story) 
w/ correct intonation. 
(Please refer back to past 
lessons on delivering read 
aloud stories.) 
Post Reading 
(15 min) 
· Let the pupils answer 
questions to allow 
complete grasp of the 
story 
(20 min) 
Group Work 
incomplete sentences, 
students have to infer or 
draw conclusions by finding 
it with other group. 
e.g. 
If the grasshopper isn’t 
color green_________ 
The first group to find their 
group match wins the game. 
Modeling/Teaching: 
(20 min) 
Discuss how to give 
inferences. See TG 
Guided Activity 
(10 min) 
Let the pupils give 
walking around, students 
infer who is doing the 
action in the picture and 
write down the nouns they 
encounter. 
(20 min) 
Discuss personal pronouns 
and provide examples of 
sentences on how to use 
these pronouns to replace 
nouns. 
Guided Practice 
(10 min) 
Students will pick sentence 
strips in the treasure box. 
How do you feel if u met 
new friends from other 
provinces? 
(10 min) 
Show a sample journal 
entry to the class and let a 
volunteer read it. Ask WH-questions 
about the journal 
entry. 
(20 min) 
Let students guess different 
facial expressions. Instruct 
them to log down their 
feelings. 
Let the students log down 
their feelings and opinions 
and let them talk it with 
their group. 
Prompt:
GRADE 3 ENGLISH TEACHER’S GUIDE 
1. Act out the event in the 
story which shows 
empathy 
2. Draw simple scene 
which shows empathy 
3. Sentence Completion 
a) If I have a friend who 
have no baon I 
will______ 
b) If I have a classmate 
who was bullied I 
will______ 
inferences orally based from 
simples stories. 
Using Venn Diagram, 
compare Francisca and 
Antonio by: what they both 
have and can do-what they 
don’t have and can’t do. 
Individual work 
Let us twist the story. 
Situation: 
Francisca was the blind. 
How does it feel to be like 
Francisca and you as 
Antonio? 
From a sentence strip, e.g 
“Herbert is good in playing 
chess.” 
Let the student rewrite the 
sentence using the 
appropriate pronoun like 
“He is good in playing 
chess.” 
After all of them had write 
several sentences, let them 
talk with their group and 
discuss about the pronouns 
they used. 
Independent Practice 
(10 min) 
You saw a beggar in the 
market. What should you 
do? 
Independent Practice 
(10 min) 
Let the pupils write a 
journal entry. 
Prompt: 
The best thing you did to 
your friend.
GRADE 3 ENGLISH TEACHER’S GUIDE 
Independent Practice 
(10 min) 
Asking Inferential 
Questions from 2 or 3 
sentences story. 
They will compose 
questions about the picture. 
Provide different pictures 
with nouns to the pupils. Let 
students choose several 
pictures they want. Let them 
write about the picture using 
pronoun.
GRADE 3 ENGLISH TEACHER’S GUIDE
Lesson 24 Day 1: Literature: Two Friends, One World 
Pre-Reading 
Pre-Reading Activity 
1. Vocabulary Development 
Ask the class to mention the body parts, then, ask them to connect some body parts with the 
words that are connected to them. 
Pictures Related Words 
1. eyes feel 
2. ears smell 
3. nose sound 
4. tongue taste 
5. skin see 
Ask the class, to pick word strips. Talk over with their seatmates and decide if their word 
matches or describes about the picture. If they match the word right, they geot a prize. 
Let the students guess the picture: 
For the illlustrator 
1.two friends(boy and girl) 
1.asilently feeling the presence of the grasshopper in a grass, 
1.b together holding a tree, 
1.c happily wandering 
2.mother and a boy: 
2.a In a market, 
2.b in a park 
Group the class into four and let them pick any of these picture. 
Let them discuss within their group what is happening in the picture. 
Orally by group, let them discuss it in class their inferences about their picture. 
(make it sure that words wanted to be elicited should be represented with right and clear 
representation of the picture, if hard to- use arrows or gestures ) 
For the illustrator: Illustrate the following: 
rosal bush 
Girl and boy breathing - breathe 
dried grass 
grasshopper in a red stripe 
I complained- show situation(A boy complaining that he can’t find his lunch box during snack 
time) 
grasshopper hide 
golden-yellow- sun 
2. Motivation Question
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English tg 3 third quarter

  • 1. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 1 (Lesson 19) Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Overview/ objectives Literature: To Go or Not To Go (by Mil Flores-Ponciano) Realize the things to do in times of a typhoon. Draw and write a possible result for a Grade 3 student for not remembering the things to be done during typhoons . Read and write words, phrases and sentences s with oi and oy diphthongs Identify the cause and the effect relationshipin sentences Read and write words, phrases and sentences with oi and oy diphthongsRead and write words with oi and oy diphthongs Read and write words, phrases and sentences with oi and oy diphthongs Read and write words with oi and oy diphthongs Identify and use descriptive adjectives · Read and write words, phrases and sentences with oi and oy diphthongs Read and write words with oi and oy diphthongs Materials Word cards Learner’s Materials L19D1-Worksheet1, p._ L19D2-Worksheet2, p._Activities 195-197 Activities 198 Pictures showing the details in the matrix of Weather Condition Word cards Big strips of paper Learner’s Materials L19D3-Worksheet_, p_ L19D3-Worksheet_, p_Activities 199-201 Copy of “Important Rules” song Strips of sentences Learner’s Materials Activities 202- 203L19D4-Worksheet_, p_ L19D4-Worksheet_, p_ Learner’s Materials Activities 202-203 Procedures (3 min) Unlocking of key word Review reading CVCe words Lead the class in the (15 min) Presentation of pictures (10 min) Singing of “Important Rules” Post pictures of a church crashed down, ocean with big waves.
  • 2. GRADE 3 ENGLISH TEACHER’S GUIDE using context clues Motivation question Motive question (10 min) Read-aloud of the selection with discussion questions EXPLORE THIS (20 min) Post Reading: Discussion of the selection highlighting the importance of following rulesthe weather guide APPLY THIS (17 min) Enrichment: Pupils draw and write a possible result for a Grade 3 student for not remembering the things to be done during typhoons. decoding lesson using Activity 198 highlighting the cause and effect KNOW THIS (5 min) Direct teaching of the steps on in finding the cause and effect in a sentence EXPLORE THIS (15 min) Matching of pictures and phrases to show a cause and- effect relationship APPLY THIS (15 min) Identification of the which tells a cause and which tells an effect song Presentation of descriptive adjectives from the song KNOW THIS (20 min) Presentation and explanation of ing and explaining what descriptive adjectives are EXPLORE THIS (10 min) Using of adjectives in sentences APPLY THIS (10 min) Writing sentences using adjectives Use Activity 205 for the sample. Ask pupils to create sentences using the adjectives from the web. Show pictures and let the children describe it to form sentences.
  • 3. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 1 (Lesson 19) To Go or Not To Go Pre-Reading 1. Unlocking/Vocabulary & Concept Development (PAGASA, typhoon signal) Explain that PAG-ASA is an acronym for Philippine Astronomic Geophysical and Astronomical Services Administration. PAGASA is an office that tells about a typhoon that will come and how strong that typhoon is. PAGASA is a Philippine national institution dedicated to provide flood and typhoon warnings, public weather forecasts and advisories, and other specialized information and services for the protection of life and property and in support of economic, productivity and sustainable development. Ask the following questions. a.What is PAGASA? b.What kind of office is it? c.How does that office serve people? Say: Let us see if you clearly remember what PAGASA is. Refer the pupils to Activity 195 on page 224L19D1-Worksheet1, page ___, for the w for the word comprehension exercise. 2. Motivation: When there is a typhoon signal, what do you doare you supposed to go to school? Have you asked yourself questions like: “Do I have to go to school today? Will there be classes?” 3. Motive Question: In the selection, find out when you should not go to school when there is a typhoon. In the selection that we will read, find out how the questions I asked will be answered. During Reading · Read aloud the selection. To Go or Not To Go Mil Flores-Ponciano It is typhoon signal number 1 in North Luzon. “Do I have to go to school today? Will there be classes?” Almira wonders. Have you asked the same questions yourself? Use the guide from Philippine Atmospheric Geophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to school or not when there is a typhoon. Listen to the weather forecast of PAGASA every six hours.
  • 4. GRADE 3 ENGLISH TEACHER’S GUIDE Guide the pupils in reading the text from matrix title, column headers, and column details to show them how information in table form is read. Refer to L19D1-LM,Activity 196 page ____ 225 for the matrix part of the selection. TYPHOON CONDITION GUIDE Typhoo n Signal Weather Condition Class Suspension What I Can Do As A Grade 3 Pupil 1 pictures of · Twigs and branches of small trees may be broken. · Some banana plants may be tilted. · Some houses of very light materials (nipa and cogon) may be partially unroofed. · Preschool Bring an umbrella and go to school. 2 pictures of · Some coconut trees may be tilted with few others broken. · Few big trees may be uprooted. · Many banana plants may be downed. · Rice and corn may be badly affected. · Large number of nipa houses may be partially or totally unroofed. · Preschool · Elementary · High School Stay at home. 3 pictures of · Many coconut trees may be broken or destroyed. · A large number of trees may be uprooted. · Rice and corn crops may suffer heavy losses. · Majority of all nipa and cogon houses may be unroofed or destroyed. · There may be widespread disruption of electrical power and communication services. Preschool to Tertiary Prepare to evacuate (if needed). Go with the family to strong buildings. 4 pictures of · Many large trees may be uprooted. · Rice and corn plantation may suffer severe losses. · Most residences and buildings may be severely damaged. · Electrical power distribution and communication services may be severely disrupted. All levels and Government Offices (private and public) Cancel all travels and outdoor activities. Post Reading 1. Discussion Questions 1. What was Almira’s problem? 2. What helped her solve her problem? 3. What is found on the Weather Condition Guide? 4. Describe the environment if it is signal number 1.
  • 5. GRADE 3 ENGLISH TEACHER’S GUIDE 5. What level of classes is suspended if it is signal number 1? Signal number 2? Signal number 3? Signal number 4? 6. What should you do if there is typhoon signal number 1? Signal number 2? Signal number 3? Signal number 4? 7. 8. What would probably happen if pPreschoolers would go to school? 9. What might happen if you would not bring an umbrella with you? 2. Engagement/Enrichment Refer the pupils to L19D1-Worksheet 3, LM page ___ for the activityHave the class go over the typhoon condition guide and have them answer the questions that follow. Refer to Activity 196. To Go or Not To Go Mil Flores-Ponciano It is typhoon signal number 1 in North Luzon. “Do I have to go to school today? Will there be classes?” Almira wonders. Have you asked the same questions yourself? Use the guide from Philippine Atmospheric Geophysical and Astronomical Services Administration (PAGASA) to decide if you have to go to school or not when there is a typhoon. Listen to the weather forecast of PAGASA every six hours. TYPHOON CONDITION GUIDE Typhoon Signal Weather Condition Class Suspension What I Can Do As A Grade 3 Pupil 1 pictures of Twigs and branches of small trees may be broken. Some banana plants may be tilted or downed. Some houses of very light materials (nipa and cogon) may be partially unroofed.. Preschool Bring my umbrella and go to school 2 pictures of Some coconut trees may be tilted with few others broken. Few big trees may be uprooted. Many banana plants may be downed. Preschool Elementary High School Stay at home
  • 6. GRADE 3 ENGLISH TEACHER’S GUIDE Rice and corn may be badly affected. Large number of nipa houses may be partially or totally unroofed 3 pictures of Many coconut trees may be broken or destroyed. A large number of trees may be uprooted. Rice and corn crops may suffer heavy losses. Majority of all nipa and cogon houses may be unroofed or destroyed There may be widespread disruption of electrical power and communication services. Preschool to Tertiary Prepare to evacuate (if needed) Go with the family to strong buildings. 4 pictures of Many large trees may be uprooted. Rice and corn plantation may suffer severe losses. Most residences and buildings may be severely damaged. Electrical power distribution and communication services may be severely disrupted. All levels and Government Offices (private and public) Cancel all travels and outdoor activities. Group your pupils into four. Ask questions and provide activities to highlight the value of the weather guide.following rules. Emphasize the value of following the guide rules after each group presentation. Refer your pupils for group task to L19D1-Worksheet _, LM page_.Activity 197. Now you can decide on the things you need to do when there are typhoon signals. Lesson 19 Day 2: Decoding/Fluency/Writing Review of Decoding Lessons Taught in Quarter 2
  • 7. GRADE 3 ENGLISH TEACHER’S GUIDE These include CVCe words with long a, e, Ii, o, and u sounds ending in silent e from Quarter 2 and the Grade 1 levels of the Dolch Basic Sight Word List. The exercises in this lesson sometimes include vocabulary words learned in the literature lesson in Day 1.) Skill Lesson: Words with oi and oy diphthongs Refer your pupils to L19D2-Worksheet _, LM page_.Activity 198. Lesson 19 Day 3: Identifying a Cause and Effect Relationship Skill Lesson: Using Descriptive Words 1. Presentation/Introduction Post the four pictures in random order on the board. Ask pupils to describe what each picture shows. Say: Here are pictures showing how our surroundings look like if there is a typhoon. Describe what you see in the first picture. What typhoon signal do you think can make our surroundings look like this? Post the strip of paper with “Typhoon Signal Number 1”. (Use the same set of question and continue posting the strip of paper) until you reach Typhoon signal number 4.) Say: While looking at the picture of the surroundings at during typhoon signal number 1. Ask: Why are some branches of trees broken and are some small plants drown? Wait for the answers and explain that it is because it isof Typhoon signal number 1, that is why some branches of trees are broken and some small plants are drown. Typhoon signal number 1 is the CAUSE and some branches of trees are broken and some small plants are drown is the EFFECT or RESULT. Say: While looking at the picture of the surroundings at during typhoon signal number 2. Ask: Why are roofs of some nipa houses gone? Wait for the answers and explain Because it is Typhoon signal number 2 that is why roofs of nipa houses are gone. Typhoon signal number 2 is the CAUSE and the roof of nipa houses are gone is the EFFECT. Say: While looking at the picture of the surroundings at during typhoon signal number 3. Ask: Why are many coconut trees broken and destroyed? Wait for the answers and explain Because it is Typhoon signal number 3 that is why many coconut trees are broken down and destroyed. Typhoon signal number 3 is the CAUSE and many coconut trees are destroyedsome branches of trees are broken and some small plants are drown is the EFFECT. Say: While looking at the picture of the surroundings at during typhoon signal number 4. Ask: Why are large trees uprooted? Wait for the answers and explain Because it is Typhoon signal number 4 that is why large trees are uprooted.. Typhoon signal number 4 is the CAUSE and some branches of trees are broken and some small plants are drownlarge trees are uprooted is the EFFECT. pictures of Some coconut trees may be tilted with few others broken. Few big trees may be uprooted. Many banana plants may be downed. Rice and corn may be badly affected. Large number of nipa houses may be partially or totally unroofed. pictures of Twigs and branches of small trees may be broken. Some banana plants may be tilted or downed. Some houses of very light materials (nipa and cogon) may be partially unroofed.
  • 8. GRADE 3 ENGLISH TEACHER’S GUIDE pictures of Many large trees may be uprooted. Rice and corn plantation may suffer severe losses. Most residences and buildings may be severely damaged. Electrical power distribution and communication services may be severely disrupted. Refer pupils to L19D3 Worksheet 4Activity 199. 2. Modeling/Teaching pictures of Many coconut trees may be broken or destroyed. A large number of trees may be uprooted. Rice and corn crops may suffer heavy losses. Majority of all nipa and cogon houses may be unroofed or destroyed. There may be widespread disruption of electrical power and communication services. Say: There is a cause-effect relationship in some of what we readthe sentences for the pictures. A CAUSE tells the reason why something happens or has to be done. An EFFECT tells the result of or effect of a certain causean event or an idea. There are steps on how to distinguish identify a cause from and an effect. Refer the class to Activity 200. Refer to L19D3, Worksheet 5 3. Guided Practice Form four Arrange the pupils into four groups of students. Let the pupils in each group identify the cause and the effect relationships fromin columns 1 and 3 of the matrix in To Go or Not To Go. Say: Look at this jumbled phrase cards and pictures. Create pairs of a picture and a phrase card. Tell which is the cause and which is the effect. Refer pupils to L19D3-Worksheet 6_, LM page ___.Activity 199B. 4. Independent Practice Let pupils identify the cause and the effect relationship fromin columns 1 and 4 of the matrix in To Go or Not To Go. Refer pupils to L19D3-Worksheet 7___, LM page ___.Activity 200B,C, and D. Say: Study the pictures and phrase cards. Pair them and tell which is a the cause and which is an the effect. Lesson 19 Day 4: Decoding/Fluency/ Descriptive Adjectives Skill Lesson: Reading and Writing Words, Phrases Sentences with oi and oy Diphthongs
  • 9. GRADE 3 ENGLISH TEACHER’S GUIDE Skill Lesson: Words with oi and oy diphthongs Refer your pupils to L19D4-Worksheet7 _, LM page_.Activity 202 A and B. Skill Lesson: Descriptive Adjectives 1. Presentation/Introduction Read the following sentences: 1. There was a strong typhoon. 2. The big trees were uprooted. 3. There was a heavy rain. 4. The streets were flooded. 5. The small houses were destroyed. 2. Modeling/Teaching 1. In the first sentence, what word tells about the typhoon? Underline. 2. In the second sentence, what word tells about the trees? Underline. (Do the same as until the fifth sentence.) Say: Let us all read the underlined words together. (R (repeat after me.) what What do we call them? What kind of words are these? What are adjectives? These are called adjectives. Adjectives are words that describe. Say: There are words that describe a person, a place, or an object. These words tell how something or someone looks like or what something is. Words like: important, honest, fair, kind and good are adjectives. Additional lesson on adjectives from the selection to go or not to go. 3. Guided Practice Say: How do we know is if a word is an adjective? Let us read the tips inside the box. Refer pupils to L19D4- Activity A, Worksheet 8__, LM page___.Activity 202C. 4. Independent Practice Refer pupils to Activity 203. Refer Pupils to L19D4- Activity B, Worksheet 8___, LM page___
  • 10. GRADE 3 ENGLISH TEACHER’S GUIDE Lesson 19 Day 5: Fluency/Forming sentences using adjectives Skill Lesson: Words and a story with diagraph oi as in oil and oy as in boy Refer pupils to L19D5-Worksheet _, LM pageActivity 204A and B_. Skill Lesson: 1. Presentation/Introduction Post pictures of a church crashed down, ocean with big waves, and provide words such as; old and big. Say: Can you make a sentence out of these pictures and words? Or let the children think of other adjective to describe the pictures. Ex. The old church was crashed down. 2. Modeling/Teaching Please refer L19D5, worksheet___to Activity 205 for the web and chart sample_. From the words on in the web, help pupils form sentences with adjectives. Use the .using the chart below. Please refer L19D5, Sheet____. Noun Linking Verbs Adjective Noun Sandra had expensive watch Ex. Sandra had an expensive watch. Sandra had an expensive car. 3. Guided Practice Ask pupils to create sentences using the adjectives from the web through the help of the chart. Refer your pupils to Activity 205 for the sample chart.L19D5-Worksheet_, LM page_. 4. Independent Practice Show pictures and let the children describe it to form sentences.) Refer your pupils to L19D5-Worksheet_, LM page_.
  • 11. GRADE 3 ENGLISH TEACHER’S GUIDE
  • 12. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 2 (Lesson 20) Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Overview/ objectives Literature: A Learning Experience for Malou Read words, phrases and sentences with au and ow dipthongs Use descriptive adjectives Read words, phrases and sentences with au and ow dipthongsau and ow dipthongs Identify fact from Opinionopinion Read words, phrases and sentences with au and ow dipthongsau and ow dipthongs Write simple sentences and use correct punctuation marks Read words, phrases and sentences with au and ow dipthongsau and ow dipthongs Summative test Materials Word cards Learner’s Materials Activities 206-207 · Learner’s Materials L19D1-Worksheet1, p._ L19D2-Worksheet2, p._ Learner’s Materials Activities 208-210 Pictures showing the details in the matrix of Weather Condition Word cards Big strips of paper Learner’s Materials Activities 211-213 · Learner’s Materials L19D3-Worksheet_, p_ L19D3-Worksheet_, p_ Copy of “Important Rules” song Strips of sentences Learner’s Materials Activities 211-213 · Learner’s Materials L19D4-Worksheet_, p_ L19D4-Worksheet_, p_ Procedures OPEN UP (3 min) Unlocking of key word using context cluespictures Decoding Lesson using Activity 208 Present some sentences with OPEN UP (15 min) Presentation of pictures highlighting cause and effect Present sentences with the following punctuation marks: period, comma, question mark and
  • 13. GRADE 3 ENGLISH TEACHER’S GUIDE Motivation question Motive question KNOW THIS (10 min) Read-aloud of the selection with discussion questionsfollowing DRTA EXPLORE THIS (20 min) Post Reading: Discussion of the selection highlighting the importance of following rules APPLY THIS (17 min) Enrichment: Pupils draw and write a possible result for a Grade 3 student for not remembering the things to be done during typhoonsHave the class do Activity 207. descriptive words taken from the selection. Discuss what describing words are Have the class do Activity 209 with your guidance then Activity 210 independently. KNOW THIS (5 min) Direct teaching of steps on finding cause and effect EXPLORE THIS (15 min) Matching of pictures and phrases to show cause-effect relationship APPLY THIS (15 min) Identification of which tells a cause and which tells an effectDecoding lesson using Activity 211. Present some sentences to teach fact and opinion. Differentiate an opinion from a fact. Have the class do Activity 212 with your guidance then Activity 213 independently. exclamation point. Discuss when to put each mark and what type of sentence requires each. Have the class do Activity 214.OPEN UP (10 min) Singing of “Important Rules” song Presentation of descriptive adjectives from the song KNOW THIS (20 min) Presenting and explaining what descriptive adjectives are EXPLORE THIS (10 min) Using of adjectives in sentences APPLY THIS (10 min) Writing sentences using adjectives
  • 14. GRADE 3 ENGLISH TEACHER’S GUIDE
  • 15. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 2 (Lesson 20) A Learning Experience for Malou Pre-Reading 1. Unlocking/Vocabulary and Concept Development (freedom, patriotic, symbol) Show a picture of a dove. Say: This is a dove. It symbolizes peace. Dove is a symbol for peace. Show a cut-out of a heart. Say: This is a heart. It symbolizes Valentine’s Day. The cut-out of a heart is a symbol. A symbol is a thing that represents or stands for something else, especially a material object representing something abstract. Who can give me another symbol that you can see in our classroom or outside? Call a child in front of the class. (Before he says something, tell the child that he can only do or say something that is good in front of the class.) Say to the child: Do whatever you want but see see to it you don’t harm other children in the class or destroy the things inside the class. He can do whatever he wants that do not harm other people and property because he has freedom. Freedom is the power or right to act, speak, or think as one wants without hindrance or restraint. Show pictures of Philippine heroes. Say: Our heroes are patriotic. They fought for our country. Singing Lupang Hinirang with respect is a sign that you are patriotic. A person is patriotic if he expresses strong love for his country. Are you patriotic? How else do you show it?Unlock the vocabulary words found in the text using context clues. Refer the pupils to L20D1-Worksheet_1, LM pageActivity 206__ for the Vocabulary vocabulary Developmentdevelopment check up. 2. Motivation Question: Describe how our Philippine flag looks like. What do the colors mean? 3. Motive Question: What do the colors of our national flag mean? During Reading 1. Read aloud the story using DRTA to let the pupils predict as they read along the story. A LEARNING EXPERIENCE FOR MALOU By: Dinah C. Bonao Malou came home from school. She was very happy. “You look so happy.” Mother noticed. “How was school?,” she added. “It was fine, Mom. I learned many things in school today. I learned that a flag is a national
  • 16. GRADE 3 ENGLISH TEACHER’S GUIDE symbol. It represents our country,” replied Malou. “ Yes, the Philippine flag is one of the most beautifully designed flags in the world,” said Mother. “Our flag is made up of three colors. These are blue, red and white with a golden yellow sun. The sun has eight rays. These stand for the eight provinces that fought for the freedom of the country. It has also three stars representing the three major islands of the country—Luzon,Visayas and Mindanao,” said Malou. Father added, “We Filipinos should respect our flag. Doing so shows that we love our country.” “Yes! I think Filipinos are the most patriotic people in the world. We are willing to give up our lives for the Philippines,” Mother explained. “ That’s right, Father. That is why I make sure that I always show my love to for our country,” Malou said proudly. Post- Reading Discussion Questions 1. Who is the girl in the story? 2. What did she learn? W why she was she so happy in school? 3. What do the sun’s eight rays stand for? 4. What do the three stars represent? 5. Why are Filipinos considered as patriotic people? 4. Give three ways on how to show respect for our flag. 5. How can you show your love and concern to for your country? Engagement Activity Refer the pupils to L20D1-Worksheet__, LM page__ for the Engagement Activityto Activity 207. Lesson 20 Day 2: Decoding/Fluency/Writing/ Descriptive Adjectives Skill Lesson: Words and Sentences with au and ow aw diphthongs Refer your pupils to Activity 208L20D2-Worksheet _, LM page_. Skill Lesson: Using Descriptive Adjectives 1. Presentation/Introduction Present the following sentence strips taken from the selection read. Describe the bag of Almira. Her bag is _______. ( square) 1. Almira has a square bag.
  • 17. GRADE 3 ENGLISH TEACHER’S GUIDE 2. Modeling/ Teaching (Note: Ask the pupils to underline the descriptive words or words that describe. Draw out from them that these words are adjectives. Pupils should be able to explain further that adjectives describe a noun or a pronoun which show their color and shape. Give more examples of descriptive adjectives.) Ask: What are adjectives? (describing words) Process this sentence by sentence: 1. In sentence 1, how does the adjective describe the bag?(by telling about it’s shape) 2. In sentence 2, how does the adjective describe the stars?(by telling about their color) Sentence 3, 4, 5, What words does an adjective describe? (noun or pronoun) The girl is wearing a red dress. Mother bakes five cupcakes. Describe the stars on our flag. ( yellow) What are the colors of our flag? (blue, red and white) What shape is our flag? (rectangularle) What word describes the white part of our flag? ( triangularle) 2. The Philippine flag has yellow stars. 3. Blue, red and white are the three colors of our flag. 4. The Philippine flag is rectangularle. 5. The white part of our flag is triangularle.
  • 18. GRADE 3 ENGLISH TEACHER’S GUIDE I have a new toy. 3. Guided Practice Refer your pupils to L20D2 Worksheet ___, LM page___ Say: Activity 209. 4. Independent Practice Refer your pupils to Activity 210. Refer your pupils to L20D2 Worksheet ___, LM page___ Say: Lesson 20 Day 3: Decoding/Fluency/Writing/ Fact and Opinion Skill Lesson: Sentences with au and aw diphthongs Refer your pupils to LM Activity 211.20D3-Worksheet _, LM page_. Skill Lesson: Fact and Opinion 1. Presentation/ Introduction Present the following sentences on the board. 1. The Philippine flag is made up of three colors. 2. There are three major islands in our country. 3. The Philippine flag is one of the most beautifully designed flags in the world. 4. Ms. Almira Santos thinks that Filipinos are all very patriotic people. 5. Fr. Cruz believes that the Philippines is a peaceful country. 2. Modeling/ Teaching Ask: What do you notice with the first two sentences? Does it tell something that the truth? Is itis already proven and accepted by everyone? What do you notice with the third, fourth and fifth sentences?
  • 19. GRADE 3 ENGLISH TEACHER’S GUIDE Does it show judgment, feeling or attitude about someone or something? What word/s in the sentence gives a clue that it is a thought or judgment? Say: A sentence states a fact if it can truly happen and it can be proven. A sentence states an opinion if it can happen only in the mind of a person and it cannot be proven to be true. The words “I think, I believe, in my opinion, etc. signals an opinion statement. Guide the pupils to make this generalization at the end of Modeling/ Teaching and before the Guided Practice. Give more examples of fact and opinion statements.) 3. Guided Practice: Refer your pupils to L20D3: Worksheet__: LM page__Activity 212. Say: 4. Independent Practice: Refer your pupils to L20D3: Worksheet__: LM page__ Say: Refer your pupils to Activity 213. Lesson 20 DAY 4: Writing Simple Sentences and Punctuation Marks 1. Introduction/ Presentation/Modeling Present sentence strips from the story “A Learning Experience for Almira." 1. The Sun sun has eight rays. What has eight rays? ( the sun) 2. Our flag is made up of three colors. 4. Filipinos are the most patriotic people in the world. How many colors does our flag have? 3. Visayas is the smallest island in our country. Ask some students to read each sentence. Ask after What each describes reading: Visayas?( What punctuation smallest is used to end that sentence. island in our country.) The following sentences are telling sentences. We use a period to end each sentence. W hat is smallest island in the country? Let us have some examples that use other punctuation ( Visayas). marks. Ask some students to read the sentences aloud. The colors of the Philippine flag are white, yellow, and blue. The three big islands in the Philippines are Luzon, Visayas, and Mindanao.
  • 20. GRADE 3 ENGLISH TEACHER’S GUIDE Ask: What punctuation mark is used to end the two sentences? After the answer is given, say: These are telling sentences. There is another punctuation mark that is used in the two sentences. What is that? Can you tell us why we use comma in between those words? We use comma to separate ideas or words that we are enumerating. Let us have another set of sentences. Notice the punctuation marks in each sentence. Ask some students to read the sentences aloud. What is the capital city of the Philippines? “We will fight for your honor!” our heroes pledged to our country. Ask: What punctuation mark is used to end the first sentence? Why do you think we need to use a question mark? It is a sentence that asks for something. What punctuation mark is used to end the second sentence? Why do you think we need to use an exclamation point at the end of this sentence? It is a sentence that tells a strong feeling.. What describes Filipinos?( They are the most patriotic people in the world.) W ho are the most patriotic people in the world? ( Filipinos). Say:“What can you say about these sentences?” 2. Modeling/Teaching: Recall the structure of a sentence. Say: A simple sentence expresses one complete idea. It is composed of a simple subject and a simple predicate. Example: .White color symbolizes the purity of the heart of Filipinos. T:Say: “From the sentences above, what are the punctuation marks used?”
  • 21. GRADE 3 ENGLISH TEACHER’S GUIDE 3. Guided Practice: Refer your pupils to LM Activity 214A.20D4: Worksheet__: LM page__ Say 4. Independent Practice: Refer your pupils to LM Activity 214B. Refer your pupils to L20D4: Worksheet__: LM page__ Say Lesson 20 DAY 5: Summative Test A. Encircle the descriptive adjective in the sentence. 1. A Mango is sweet. 2. Mang Max is a hard working man. He plants vegetables and fruits in his yard. 3. Marlene bakes delicious cookies. 4. Filipinos are patriotic people. 5. The Kangaroo has two front feet and two hind legs. _______________________________________ __________________ __________________ __________________ ________________________ ____________________________. __________________ B. Fill in the right adjective to make the sentences correct. Choose your answer inside the box. smarter , careful, most creative, resourceful, oldest 1. Daniel is _______ in answering his test papers. 2. Cjay is the ________________ student among them in napkin folding. 3. Lola is the___________woman in the village. 4. In our class, Zarena is ____________than Rochelle. 5. Via Ann used the old roses in decorating her valentine card. She is ______________. C. Write F if it is a fact and O if it is an opinion. ______________1. Trees provide us with oxygen.
  • 22. GRADE 3 ENGLISH TEACHER’S GUIDE ______________2. Girls are more studious than the boys. ______________3. Visayas is the smallest island in the Philippines. ______________4. I think my father is the best dad in the whole world. ______________5. Ghosts do exist. D. Write a three-sentence paragraph describing about your bestfriend. Use the correct punctuation marks. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________
  • 23. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 3 (Lesson 21) Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Overview/ objectives Literature: The Monster Who Came to School Realize the importance of following school rules Act outRole play the importance of following school rules Distinguish the a cause from an effect Read and write words with ou and ow diphthongs Identify and use adjectives in comparative degree Read and write words with ou and ow diphthongs Identifying simple and compound sentences Read words, phrases and story with ou and ow diphthongs Forming compound sentences sentences Read and write words, pharses and sentences with ou and ow diphthongs Materials Words in envelopes Detective Sinegata Chart Word cards Learner’s Materials Activities 215-216 L21D1-Worksheet_ p_ C and E chart Sentence strips Learner’s Materials Activities 217-218 L21D2-Worksheet_ p_ L21D2-Worksheet_ p_ L21D2-Worksheet_ p_ L21D2-Worksheet_ p_ L21D2-Worksheet_ p_ C and E chart Learner’s Materials Activities 219-221 L21D3-Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_ L21D4-Worksheet_ p_ Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_ L21D3-Worksheet_ p_ Worksheet_ p_ L21D3-Worksheet_ p_ Sentence chart Learner’s Materials Activities 222-224 L21D4- Worksheet_ p_ L21D4- Worksheet_ p_ Worksheet_ p_ L21D4- Worksheet_ p_ Worksheet_ p_ L21D4- Worksheet_ p_ Worksheet_ p_ L21D4- Worksheet_ p_ C and E chart Pictures Learner’s Materials Activities 225-227 L21D5- Worksheet_ p_ L21D5- Worksheet_ p_
  • 24. GRADE 3 ENGLISH TEACHER’S GUIDE Procedures OPEN UP (10 min) Unlocking of key words using the Think-Go-Stop Game Motivation question Motive question KNOW THIS (10 min) Read-aloud of the selection using DRTA EXPLORE THIS (15 min) Post Reading: Discussion of the selection highlighting the importance of school rules APPLY THIS (15 min) Enrichment: Act ouRole play t the importance of following school rules. OPEN UP (10 min) Presentation of sentences through the Say-Do-Don’t – Game KNOW THIS (10 min) Direct teaching of to distinguishing a cause from an effect EXPLORE THIS (15 min) Group Activity: Students have to distinguish which sentence is a cause and an effect APPLY THIS (15 min) Group Activity: Students have to complete the matrixa chart of school rules and effects if we break them. OPEN UP (10 min) Presentation of pictures highlighting cause and effect KNOW THIS (10 min) Direct teaching of steps on how to identify findingthe cause and effect in a sentence EXPLORE THIS (15 min) Matching of pictures and d phrases to show a cause-effect relationship APPLY THIS (15 min) Cause and Effect sentence identification OPEN UP (10 min) Presentation of a chart to show simple and compound sentences KNOW THIS (20 min) Presentation ing and explainationing of how compound sentences are is formed EXPLORE THIS (10 min) Combining simple sentences to form compound sentences APPLY THIS (10 min) Completing a chart with compound sentences OPEN UP (10 min) Completion of a table showing cartoon and sentences about the importance of following school rules KNOW THIS (10 min) Direct teaching of determining an effect based on a given cause EXPLORE THIS (15 min) Writing an effect based on a given cause APPLY THIS (15 min) Writing an effect based on a given cause
  • 25. GRADE 3 ENGLISH TEACHER’S GUIDE
  • 26. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 3 (Lesson 21) The Monster Who Came To School Pre-Reading 1. Unlocking/Vocabulary & Concept Development Say: Let us be energized by playing the HAND-MIND WORD game. Say R U L E S. All R, U, L ,E , S will form the groups. (Note: Each group will be given five (5) sets of jumbled letters inside the envelope. The sets of letters are numbered from one to seven. If you hear the word THINK, listen for the clues about the word. If you hear the word GO -start arranging the letters and if you hear the word STOP- say the word.) Ask the class to get the first envelop. Tell them to get the letters inside the envelop. Say: The word starts with a “g” and ends with a “d”. This is the hint. Look at me. (Grab something in the table.) What did I do? Form the word GO. Give the group at least one minute to form the word, then say STOP. Ask the group one after the other to say the word that they formed. Go around to check their output. Put the first word in the web. Follow the procedure. Here are the suggested clues: Screamed – demonstration Pounded – demonstration Poked – demonstration Dumped - demonstration Words inside the envelope are grabbed, screamed, pounded, poked, dumped )These words should be written around the word Monster.)Model the unlocking through actions so children could have a hint. 2. Motivation monste r
  • 27. GRADE 3 ENGLISH TEACHER’S GUIDE Imagine a school with a monster, what do you think will happen? (Let pupils their share ideas about the given question. As partners share ideas about the question: Imagine a school with a monster. What do you think will happen? , pPost and use Detective Sinegata Chart for the pupils’ responses. Let pupils’ ideas freely flow.) 3. Motive Question What do you think will Andy and his classmates feel meeting a monster at school? During Reading (Note: Before the reading time begins, the teacher assigns some pupils for the role play of some story parts.) The Monster Who Came to School When Andy got on the bus on the first day of school, he saw a monster! Andy was very surprised. He did not know that monsters were allowed to go to school. But there the monster was. It was making all kinds of noise and would not sit down. It climbed on the seats and put its head out the window. It took up so much room that Andy had no place to sit. “Wow, that monster sure is noisy! I’ll bet it isn’t even supposed to be here,” Andy whispered to Vicky. STOP AND ASK: What do you think thewill the teacher will feel when she sees seeing a monster at in school? But Andy’s teacher was not at all surprised to see the monster entered the classroom. It pushed ahead of everyone, grabbed a box of toys, and dumped them on the floor. When Andy and the other children sat at their places, the monster started to throw the toys. Stop that!” said the teacher. “Even monsters are not allowed to throw toys.” The monster dropped the toys and started screaming. It screamed so loudly that no one could hear the teacher. “Be quiet!” the teacher finally said. The monster stopped screaming and the teacher said, “It’s time to play outside.” STOP AND ASK: What do you think would the monster do? Everyone stood up and walked to the door—everyone except the monster. It ran out the door without waiting for directions. Outside, the monster continued to behave like a monster. It pushed some children and took toys from others. It climbed up the slide the wrong way and sat at the top so no one else could slide down.
  • 28. GRADE 3 ENGLISH TEACHER’S GUIDE When the students returned to the classroom, the teacher tried to read them a story. But the monster shouted and laughed and no one could hear. Then it pulled the toys off the shelves again. It would just not listen! At lunchtime, the monster grabbed other people’s sandwiches. It dropped food in on the floor on purpose and poured its milk on the table. Later, when it was time to paint, the monster ran around the room painting big, black lines on the other children’s pictures! When the children formed a circle and tried to sing, the monster jumped around and stepped on their toes. It pounded on the piano until the teacher had to close it. At rest time, the monster laughed and talked and poked the children and even pulled their hair. “Come here!” said the teacher, who was very angry. “You are a real monster! Monsters are not allowed at school. Go away and never come back!” STOP AND ASK: What do you think will happen to the monster do? The monster burst into tears! Everyone was astonished. “I’m sorry!” cried the monster. “I’ve never been to school before. I didn’t know it was against the rules to shout and run and push, or to grab and throw things. Please don’t tell me I can’t come back! I will try to learn if you all will help me.” The teacher asked the children what they thought. The children decided to make a list of rules. They would let the monster stay---if it followed the rules. The monster worked hard to learn how to behave, and soon it knew all the rules, just the way all the children did. Post Reading 1. Discussion Questions 1. How did Andy feel seeing a monster at school? 2. How did the monster behave? 3. 3. Why do you think did the monster behaved that way? 4. What did the monster really want? 5. What rules inside the classroom did the monster learn? 4. Why d it isis it important to follow school rules?
  • 29. GRADE 3 ENGLISH TEACHER’S GUIDE Say: Let us look at the Detective Sinegata Chart again.what we have What have you written about the question: Imagine a school with a monster. What do you think will happen? Are your answers similar with to what happened to in the story? What are your proofs? How did the monster’s behavior change? Do you think following rules is important? Why? Say: This time, at the count of one, two, three, start working with your group mates. (Note: Have the pupils decide on what they should draw or role play an /act out/make a skit for the assigned story part. Before the presentation, ask what self-control is and remind pupils if the monster had self-control at the start of the story) 2. Engagement Activity After discussing w/in their groups , whole class will listen to each group presentation and rate them after through rubrics. Refer your pupils on the parts of the story they have to /act out/draw to L21D1-Worksheet __: LM, page__ Group R Make a poster of at least 1 rule inside the class- Group U:Act out the part: Group L: Make a skit of the part: Group E: Draw the part: Group S: Act out a part: Refer to Activity 216. Lesson 21 Day 2: Decoding/Fluency/Writing/Cause and Effect Skill Lesson: Words with ou and ow diphthongs Refer your pupils to L21D4 Worksheet _, LM page_.Activity 217. Skill Lesson: Cause and Effect 1. Presentation/Introduction Link-lines-in Say: Let us have the SAY DO- DON’T game. Say DO if the line I will read or illustration I will show is a good thing to be done in school and Don’t if it is not. Ready? 1. I will walk at the corridor. 2. I will chew gum during class hours.
  • 30. GRADE 3 ENGLISH TEACHER’S GUIDE 3. I will attend class regularly. 4. I will be attentive during class discussion.. 5. I will leave my desk clean and orderly. Ask: Why did you say Do ? Why did you say Don’t ? (Note: Post the Cause and Effect Chart. Then write pupil’s ideas on the chart.) Cause and Effect Chart Cause Effect (Note: Refer your pupils at the C and E Chart.) Say: If you chew gum during class, what will happen? If you run at the corridor, what will happen? If you attend to class regularly, what will happen? Do you r Remember the monster in the story, The Monster Who Came to School? How did it behave at school? The monster’s misbehavior had effects to on the children, teacher, and to on the school as a whole. Cause and Effect Chart Cause Effect The monster took so much space at the bus.
  • 31. GRADE 3 ENGLISH TEACHER’S GUIDE The Monster screamed loudly. While the teacher was reading a story, Monster laughed and shouted. At rest time, the monster pulled children’s hair. 2. Modeling/Teaching Say: In order to find the effect, ask what happens next? To find the cause, ask why something happeneds? There are some clue words for to identify the cause and effect. These are so, since, because and if. (Present some sentences with the aforementioned clue words.) Can we now complete the C and E Chart? Again, what question would you ask to find the cause? To find the effect? 3. Guided Practice Say: At this moment, we are going to work in trios. To deepen our understanding about identifying cause and effect, we will have this activity called Show-Cause-Effect.Each group will be given an envelope containing different sentence strips. These strips can either show cause or an effect. The fFastest trio to get the right answers will receive a ‘Thumbs Up’ Card. Say: you You decide together to get the correct signal clue words for cause and effect. (Note: In envelopes, each group should receive 2 pairs of sentence strips. Pupils’ answers should be posted in the Cause and Effect Chart.) Sample sentence strips: You borrow a notebook from a friend and forget to return it.forget to return a borrowed book from a fYroiuern df.riend feels angry and will not talk to you. She feels hurt and avoids you. Your friend feels angry and will not talk to you. You tease a friend at school. you. The pupils listen attentively to the teacher. They easily understand the lessons. You tease a friend at school. You fell asleep in class.
  • 32. GRADE 3 ENGLISH TEACHER’S GUIDE Your teacher asked you to stay after class. Your socks don’t match. You feel uncomfortable. You spilled water on someone in the canteen. He was a bit angry. 4. Independent Practice Refer your pupils to L21D2-Worksheet_:, LM page _Activity 218 Say: This time, work in groups of six. Trios should join together to form the groupings. You will talk about the rules that you need to learn atfollow in school. Groups T and E: Complete the What if We Break the Rules Chart. What if We Break the Rules Chart Rules at school Effects if we break themthe rules Groups A and M: Make a Thumbs UP card for a person/ group/team who show obedience tofollow school rules. Then write a simple note showing your appreciation to them. (Note: The gGroup’s output should be presented before the class.)
  • 33. GRADE 3 ENGLISH TEACHER’S GUIDE Lesson 21 Day 3: Fluency/Writing/Comparative Degree of Adjective Skill Lesson: ou and ow diphthongs (Note: Make sure that before asking the class to read the words in Activity 219, have some vocabulary development activity. You may show picture of each word, then ask the class to connect each word with the picture.) Refer your pupils to L21D4 Worksheet _, LM pageActivity 219_. Skill Lesson: Comparative Degree of Adjective 1. Presentation/Introduction Before class begins, post the ‘More fun with things around usif we follow rules! Observe the pupils’ responses as they do the I-Stand activity. Write pupils’ ideas on the cause and effect chart More fun if we follow the ruleswith things around us! Give each pupil names of animals and other things that they can compare. (Examples: dog – cat Rose – Sampaguita carabao - goat 1liter bottle - 500mL bottle horse – goat helicopter - airplane Assign some pupils to serve as post. Each of them will be holding each of the following adjectives: big - bigger fragrant – more fragrant tall -– taller fast - faster Say: I will be giving you names/pictures of some objects or things, and animals. While holding it, think how these objects/animals are different from each other. Ask the pupils holding the pair of adjectives to go in front of the class one after the other.
  • 34. GRADE 3 ENGLISH TEACHER’S GUIDE Say: Listen to my questions. Ask: Which is bigger? Dog or cat? Carabao or goat? Ask the children holding the animals to go to the right post: big or bigger. Do the same with the remaining pair of adjectives.Can we read this? How is it related to our exciting activity today? Any guess? We will do the I-STAND-LINE Two lines showing I am and I am more. How would we do it? I will say the rule and see if you feel you are obedient and more obedient; punctual or more punctual; active or more active ;attentive or more attentive; responsible or more responsible, then stand to that line. Rule no.1: Come to class regularly. Line 1: I am obedient. Line 2 : I am more obedient Rule no. 2: Participate in class discussion. Line 3: I am active Line 4: I am more active. Rule no. 3: Listen to someone speaking during class discussion. Line 5: I am attentive Line 6: I am more attentive. Rule no. 4: Follow instructions always. Line 6: I am responsible. Line 7: I am more responsible. 2. Modeling/Teaching
  • 35. GRADE 3 ENGLISH TEACHER’S GUIDE Ask the following questions, then, write on the board pupils’ answers. Say: I see ( name of pupils) standing in Line 1: I am obedient to rule number 1 however I observe that (name of pupil) standing in Line 2: I am more obedient to rule number 1. Let us take a close look at this observation. 1. Kimberly is obedient . How many persons are involved in sentence number 1? Who is she? Who is obedient? 2. Carlo is more obedient than Kimberly. How many persons are involved in sentence number 2? Who are they? Who is more obedient? Which are big? Which are bigger? Which is fragrant? Which is more fragrant? Which is tall? Which is taller? Which are fast? Which are faster? Suggested sentences. The cat is big but the dog is bigger. The goat is big but the carabao is bigger. Or The cat is big. The dog is bigger than the cat. Let us study these sentences. ( Name of pupil) is active. ( Name of pupil) is more active than ( name of pupil).
  • 36. GRADE 3 ENGLISH TEACHER’S GUIDE ( Name of pupil) is happy. ( Name of pupil) is happier than ( name of pupil) Dear Kids, you see these children have something in common. Can you tell us what is it? They are both responsible, active and obedient. The only difference is that pupil is more active, more responsible and more obedient. One person Two persons, places or things compared Obedientbig More obedientbigger Activefragrant More activemore fragrant Happytall Happiertaller Attentivefast More attentivefaster Ask: How many animal is being described in the sentence the cat is big? What adjective was used to describe the cat? How many animals are being compared in the sentence, the dog is bigger than the cat? What adjective was used to compare the dog with the cat? (bigger) What happened to the adjective “big” when we use it to compare two animals? Use the same pattern of questions to the remaining sentences. What word do we add before the adjective if two persons are being compared? Example: Cindy is happy. Lea is happier than Cindy. Encourage pupils ’responses to deepen their understanding in making comparisons of adjectives. Sentence examples should be from the pupils themselves. 3. Guided Practice Let your pupils form dyads. Each pair will be given description strip. Refer pupils to Activity 220. Refer your pupils to L21D3-Worksheet_:, LM page_.
  • 37. GRADE 3 ENGLISH TEACHER’S GUIDE Say: You will decide which description is for Andy and for the Monster. If you think that the description is for both Andy and the monster, then post the description at the middle of the two overlapping circles. Andy Monster More obedient student More responsible student Students Noisy Loud Naughty Willing to learn Playful Say: Again, Andy and monster are both students. However, Andy is more obedient and responsible student than the monster. Why do you think? You see when we compare two persons, animals or objects, we can spot their similarities and differences. 4. Independent Practice Refer pupils to Activity 221. This time, partners will do the Spot the difference and similarities by citing three descriptions for themselves and classmates.
  • 38. GRADE 3 ENGLISH TEACHER’S GUIDE Refer your pupils to L21D3-Worksheet_:, LM page _. Lesson 21 Day 4: Fluency/Writing/Simple and Compound Sentences Skill Lesson: A Story with ou and ow diphthongsDiphthongs Refer your pupils to L21D4 Worksheet _, LM page_.LM Activity 222. Skill Lesson: Cause and Effect 1. Presentation/Introduction (Post the Cause and Effect chart completed yesterday by each group.) Cause Effect Talking or laughing loud during class discussion. PWith pouting lips while teacher is explaining. Staying out during class hours Talking with the mouth full Say: Look at the Cause cause and its possible effects. So what are we going to do? We need to follow rules. Always remind ourselves that following rules is important. Let us learn more about rules. 2. Modeling/Teaching Say: Listen as I read the sentences in the chart. Sentence Chart Simple sentence Compound sentence I run at the corridor I saw a monster so I run at the corridor. I chew gum during class hours. I chew gum during class hours but my teacher didn’t
  • 39. GRADE 3 ENGLISH TEACHER’S GUIDE notice me. I listen attentively. I listen attentively , and I join the discussion. Say: Do you have any observations on the way the sentences under simple sentences are formed? How about the sentences under compound sentences? Let us study these. I saw a monster./ I run at the corridor. I chew gum during class hours. /my My teacher didn’t notice me. I listen attentively to my teacher. /I participate in the discussion. .. Say: Compound sentences are sentences which consist of 2 two simple sentences or 2two independent clauses 3. Guided Practice Refer your pupils to L21D4, Worksheet 9, LM page_.LM Activity 223. 4. Independent Practice. Refer your pupils to LM Activity 224. Refer your pupils to L21D4 , Worksheet 10, LM page_. Lesson 21 Day 5: Fluency/Writing/Cause and Effect/Compound Sentences Skill Lesson: Words and Sentences with ou and ow diphthongsDiphthongs Refer your pupils to LM Activity 225.21D4 Worksheet _, LM page_. Skill Lesson: Compound Sentences 1. Presentation/Introduction Present picture of a boy holding a stick and a girl holding a rug. Say: Can you tell what the boy and the girl are holding? Can you form a sentence out offrom the pictures? Ex. The boy is holding a stick.
  • 40. GRADE 3 ENGLISH TEACHER’S GUIDE The girl is holding a rug. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _________________________________________________ rules
  • 41. GRADE 3 ENGLISH TEACHER’S GUIDE 2. Modeling/Teaching Write their answers on the board for discussion. Say: How many sentences do we have? Can you make these two sentences into 1?how? Show some helping words such as:; for, and, nor, but, or, yet, and so to combine these sentences. Ex. The boy is holding a stick but the girl is holding a rug. Let the children form sentences based on from the new pictures.Do the same procedure for eliciting. Refer your pupils to L21D5 Worksheet _, LM page_ 3. Guided Practice Help Refer your class to LM Activity 226. children form simple and compound sentences. Refer your pupils to L21D5 Worksheet _, LM page_ 4. Independent Practice Refer your class to LM Activity 227. Refer your pupils to L21D5 Worksheet _, LM page_
  • 42. GRADE 3 ENGLISH TEACHER’S GUIDE
  • 43. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 4 (Lesson 22) Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Overview/ objectives Literature: The Country Mouse and the City Mouse Understand that contentment and the ability to adapt are important Write a note on the right thing on what to be done by the Country Mouse Read and write words with oa digraph as in goat Identify several effects based on a given cause Read and write words, phrases and sentences with “oa” diphthong Identify and write complex sentences Read and write words, phrases and sentences with “oa” diphthong Compare and contrast objects, persons and places Read and write words, phrases and sentences with “oa” diphthong Summative test Materials Word cards Learner’s Materials Activities 228-229: L22D1-Worksheet_, p_ L22D1-Worksheet_, p_ Diagram of the events in the story used in Day 1 Learner’s Materials: Activities 230-232 L22D1-Worksheet_, p_ L22D1-Worksheet_, p_ Sentence strips Learner’s Materials: Activities 233-234 L22D3-Worksheet_, p_ L22D3-Worksheet_, p_ Venn Diagram Word wards Objects: cell phone and telephone Learner’s Materials: Activities 235-236 L22D4- Worksheet_, p_ L22D4- Worksheet_, p Procedures OPEN UP (15 min) · Unlocking of words in the story using context clues · Motivation Question OPEN UP (15 min) Presentation and discussion of the diagram of events of the story The Country OPEN UP (5 min) Presentation of sentences using big strips of paper OPEN UP (10 min) Presentation of cell phone and telephone to give avenue for
  • 44. GRADE 3 ENGLISH TEACHER’S GUIDE · Motive Question KNOW THIS (20 min) Reading of the story using DRTA EXPLORE THIS (5 min) Post Reading: Discussion questions to highlight the importance of contentment and ability to adapt APPLY THIS (10 min) Engagement Activity: Writing a note on the right thing the Country Mouse should have done Mouse and the City Mouse highlighting an event that show the cause and events that show effects KNOW THIS (15 min) Explanation that a cause may have several effects and how to identify the several effects of a cause EXPLORE THIS (10 min) Listening to a short story to identify a cause and its several effects APPLY THIS (10 min) Presentation of a short dialogue with cause and several effects based on a short story heard KNOW THIS (15 min) Direct teaching of how complex sentences are formed EXPLORE THIS (15 min) Interview ofing persons in school APPLY THIS (15 min) Writing a three-sentence paragraph with using complex sentences. comparison and contrast KNOW THIS (5 min) Direct teaching on comparison and contrast EXPLORE THIS (15 min) Listening to a story for comparison and contrast APPLY THIS (20 min) Presentation of a skit showing how the characters in the story differ from one another.
  • 45. GRADE 3 ENGLISH TEACHER’S GUIDE
  • 46. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 4 (Lesson 22) The Country Mouse and The the City Mouse Pre Reading 1. Unlocking/Vocabulary & Concept Development Unlock the difficult words below using pictures. (feast, ham, jellies, nibblenibbling, mouse) Refer your pupils to LM Activity 228 to check if the words were understood.L22D1- Worksheet_, LM page_. 2. Motivation Question: Have you been in a city/province? What experiences did you have in the city/province? 3. Motive Questions: What are the experiences of the City Mouse in the province? What are the experiences of the Country Mouse in the city? During Reading Say: Listen as I read ‘The Country Mouse and the City Mouse’. During the question and answer part, use gestures and voice dynamics to further help the pupils know the meaning of some difficult words in the text such as terrible, nibbling, etc. Limit the responses of the pupils by calling only two in every question. The Country Mouse and the City Mouse Adapted One summer, the Country Mouse invited his friend, the City Mouse, to have dinner at home. So, the Country Mouse prepared corn and camote for dinner. While eating, the City Mouse said, “You hardly have anything to eat here. Come to the city and I will show you such rich feast in my place.” STOP AND ASK: 1. Who invited his friend to have a dinner? 2. Who was invited for dinner?
  • 47. GRADE 3 ENGLISH TEACHER’S GUIDE 3. What did the Country Mouse prepare for his friend? 4. Did the City Mouse get satisfied with what his friend offer? Why? Why not? The Country Mouse was so curious about the city life. So, he decided to go with his friend. When they arrived, the Country Mouse looked around the house and he was so surprised! There were all kinds of food on the table. There were ham, cheese, jellies, cakes, and fruits. The Country Mouse started nibbling the cheese. “So delicious! I have never tasted anything like this,” he said. STOP AND ASK: 1. Why did the Country Mouse decide to go to the city? 2. What were the things the Country Mouse find in the city? 3. What did the Country Mouse feel about the city? 4. If you were the Country Mouse, would you stay long in the city? Why? Suddenly, before the Country Mouse barely took another bite, he heard some scratching sound. “Meow! Meow!” the cat said, approaching the dining table. “Run,” yelled the City Mouse. They ran to the corner as fast as they could. STOP AND ASK:
  • 48. GRADE 3 ENGLISH TEACHER’S GUIDE 1. What did the two friends hear ? 2. What did they do when they saw the catmouse? 3. If you were the one of the mice, would you also run away from the cat? Why? “What is that?” asked the Country Mouse shaking his body. “A cat. Once he gets you, he’ll eat you up,” said the City Mouse. “This is terrible. I think I will go home. I’d rather have corn and camote in peace than sugar and cheese in danger,” said the Country Mouse to his friend. So, he went back to his home with a happy heart. STOP AND ASK: 1. What did the County Mouse decide to do? 2. What did the Country Mouse mean when he said “I’d rather have corn and camote in peace than sugar and cheese in danger”? 3. If you were the Country Mouse, would you also decide to leave the city? Why? Why not? Post Reading 1. Engagement Activity How can you help the Country Mouse? Write him a short note of advice. For the instruction of the activity, Refer refer your pupils to LM Activity 229.22D1- Worksheet_, LM, page_. Lesson 22 Day 2: Decoding/Fluency/Writing/Cause and Effect Skill Lesson: Words and Phrases with Ddigraph oa as in goat Refer your pupils to LM Activity 230.22D2-Worksheet_, LM page_. 1. Skill Lesson: Cause and Effect Presentation/Introduction (Note: Present the diagram of events of the story The Country Mouse and The City Mouse.)
  • 49. GRADE 3 ENGLISH TEACHER’S GUIDE Say: Let us go back to the story. What did the Country Mouse decide to do at the beginning of the story? What were the results of the Country Mouse’ decision/act? The Country Mouse went to the city. The Country Mouse got surprised of at what he see saw on the table. The Country Mouse saw and ate a lot of different kinds of food served on the table. The Country Mouse together with the City Mouse were chased by a big cat. Ask: What are the results or the effects of the Country Mouse’ visit to the city? 2. Modeling/Teaching Let us take a look at the sentences that we formed from the diagram. a. The Country Mouse decided to visit the city because he was too curious about what the city looks like. b. The City Mouse and the Country Mouse ran to the corner of the house so they can hide from the cat. c. So that Country Mouse can have peace of mind, he decided to go back to the farm. Discuss how the clue words (because, so, so that) can help the pupils find out which part of the sentence tells the cause or the effect. By simply examining the cause-and-effect chart diagram above, is it possible for a cause to have several effects?
  • 50. GRADE 3 ENGLISH TEACHER’S GUIDE Remember: · A cause is why something happens. To find a cause, look for a reason that why something happened. · An effect is what happens because of the cause. To find an effect, look for something that happened.the results of the cause. · Usually, a cause always happens first. T, then it will beis followed by an the effect. · Clue words such as because, so, and so that are often used to help you understand cause and effect in a sentence. 3. Guided Practice Say: I will read to you a selection to you. Listen well and complete the diagram of Cause and Effect on in your notebook. Refer your pupils to L22D2-Worksheet_, LM page_. (Note: Read the selection aloud.) There are many reasons why people move to the city. There are lots of jobs in big buildings, hospitals, schools, and offices, . They move in to the city because colorful lights along its busy streets interest them. People are busyier and more active. because they work harder. The cCity is a place where new things could be found. 4. Independent Practice Reasons Why People Move to the City Say:. Listen as I read another selection to you. Based on the selection, present a short dialog showing the cause and several effects. Refer your class to LM Activity 232. Things Happen When People Move to the City Many people move in to the city. Everything becomes different. The cities become crowded; there are so many cars on the streets. Traffic moves slower. Collecting garbage becomes a bigger problem.
  • 51. GRADE 3 ENGLISH TEACHER’S GUIDE Refer your pupils to L22D2-Worksheet_, LM page_. Lesson 22 Day 3: Fluency/Writing/Complex Sentences Skill Lesson: Phrases and Sentence with Ddigraph oa as in goat Refer your pupils to LM Activity 233.22D3-Worksheet_, LM page_. Skill Lesson: Complex Sentences 1. Presentation/Introduction Post three sentences about Why and Things Happen When People Move to the City on the board. Say: Let us read again some sentences from our paragraph yesterday. 2. Modeling/Teaching Point to the first sentence. Many people move to the city because they can find a better job. Ask: · Who How many ideas does the sentence give? · Which tells the first idea? · Which tells the second idea? · Which idea can stand alone for meaning? · Which idea cannot stand alone for meaning? · What word helps to connect the two ideas? Say: Let us read the next sentence. When people move to the city, the place becomes crowded. Ask:
  • 52. GRADE 3 ENGLISH TEACHER’S GUIDE · Who How many ideas does the sentence give? · Which tells the first idea? · Which tells the second idea? · Which idea can stand alone for meaning? · Which idea cannot stand alone for meaning? · What word helps to connect the two ideas? Say: This These sentences is called complex sentences. We combine two simple sentences using conjunctions to form a complex sentence. A complex sentence is made up of two parts, an independent calause and a dependent clause joined by linking words or conjunction. Words like because, when, after, though, as soon as and so that are examples of conjunctions that can be used in a complex sentence. These conjunctions make one part of the sentence subordinate to the other part. 3. Guided Practice Let us have a fun activity. Interview anyone in the school about: 1. What does s/he want to do? · · 3. What would happen if s/he continues doing it? What does she want? What would happen if s/he continue doing it? Ex. Drawing dresses dolls could have many clothes Let the children form complex sentences based on from the answers of from their interviewee. Forming Complex sentence 1. She wants to draw dresses so that her dolls could have many clothes. Let the class w Write their answers on in your their notebook. Refer your pupils to L22D3-Worksheet_, LM page_. Guide the children in forming complex sentences especially in the use of conjunctions. 4. Independent Practice Write on the board some of their answers for discussion, label the parts of the sentence.
  • 53. GRADE 3 ENGLISH TEACHER’S GUIDE Based from the interview conducted, let us now write a short three-sentence paragraph with complex sentences. Refer the class to LM Activity 234. Lesson 22 Day 4: Fluency/Writing/Comparison and Contrast Skill Lesson: Poem with oa digraph as in goat Refer your pupils to LM Activity 235.22D4-Worksheet_, LM page_. . Skill Lesson: Comparison and Contrast 1. Presentation/Introduction Post on the board an empty Venn diagram. Show your pupils two objects with similar and different features - a cell phone and a telephone. Say: I have here a cell phone and a telephone. Let us compare and contrast them. In what ways are the cell phone and the telephone the same? Let us compare them. (Tack on the board the word “compare”.) (can be used to talk with people away from you) (can help you communicate with people) Write the pupils’ responses at the center space of the Venn diagram. In what ways are they different? Let us contrast them. (Tack on the board the word contrast.) (A cell phone can be used in texting while a telephone cannot be used as such is not.) (A cell phone is movable while a telephone is stationary.) Write your students’ descriptions for the cell phone on the left circle and the descriptions for the telephone on the right circle. 2. Modeling/Teaching What do we tell show or describe when we compare? (the similarities) What do we show or describetell when we contrast? (the differences) Say: When we talk about two things, we compare and contrast them. When we compare, we say the similarities. When we contrast, we tell the differences. Show your pupils a pencil and a crayon Say: Look at this pencil and this crayon. Compare them. 3. Guided Practice Say: Let me see if you can compare and contrast the two characters in the story that I will read to you. Complete the Venn diagram on in your notebook.
  • 54. GRADE 3 ENGLISH TEACHER’S GUIDE Refer your pupils to L22D4-Worksheet_, LM page_.Refer the class to LM Activity 236. Friendship Bond For many years, Ali and Leah have been good friends though they differ in many ways. Ali is a Muslim while Leah is a Christian. Ali goes to the mosque on Fridays and Leah goes to church on Sundays. Ali is two years older than Leah although she is shorter than Leahshe is. Ali excels more in Mathematics than Leah though Leah performs better in Arts. Leah loves to eat foods like Adobong Manok. On the other hand, Ali likes to eat fruits and vegetables. For them, it does not matter how different persons are as long as they understand each other. This is what makes their friendship last. 4. Independent Practice Show a short skit showing how the characters in the story differ from each other.
  • 55. GRADE 3 ENGLISH TEACHER’S GUIDE Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: “The Butterfly and the Caterpillar” Decoding/ Fluency/ Writing/ Inferring Read words, phrases, sentences and stories containing words with digraph ee as in sheep Read words, phrases, sentences and stories containing words with digraph ee as in sheep Read words, phrases, sentences and stories containing digraph ee as in sheep Degrees of Comparison of Adjectives Read words, phrases, sentences and stories containing words with digraph ee as in sheep Read words, phrases, sentences and stories containing digraph ee as in sheep Complex Sentences Read words, phrases, sentences and stories containing words with digraph ee as in sheep Read words, phrases, sentences and stories containing digraph ee as in sheep Locate the ing main Ideaidea in a paragraph Materials Sentence –strips Word cards Pictures of butterfly and caterpillar Learner’s Materials Activities 237-239 Venn Diagram Sentence/ line strips from story read Learner’s Materials Activities 240-243 L23D1 Worksheet __, LM page __ Monkey- toys Learner’s Materials Activities 244-247 Copy of the story “ A Day at the Park” Letter envelope Learner’s Materials Activities 248-249 Unit 3: Week 5 (Lesson 23)L 23
  • 56. GRADE 3 ENGLISH TEACHER’S GUIDE Procedures Pre-Reading Unlock key words through word cards and sentence strips. Show a picture of butterfly and caterpillar. Reading Read aloud the story and stop at indicated points for questions to identify similarities and differences of butterfly and caterpillar. Post Reading Let pupils answer the discussion questions and have pupils describe the characters through a comparison chart (see TG L23 D1.) (25 min) Phonics lesson Show a Venn diagram of the story read showing to focus on similarities and differences. Form groups and present line strips from the story read. Modeling/Teaching: Ask groups to draw/ get one from the posted strips and let them answer the questions. Allow pupils to organize their answers through a chart. (see TG L23 D2) Tell pupils how inferring is done. 25 min) Phonics Lesson Introduction/ Presentation: Present monkey- toys and allow pupils to describe the toys according to size. Read a story on monkeys. Modeling/Teaching: Discuss Degrees degrees of comparison of Adjectives adjectives using a comparison chart. (25 min) Phonics Lesson Presentation/ Introduction Read the story “A Day at the Park”. Allow pupils to answer questions on about the text. Modeling/ Teaching Discuss how complex sentences are written by combining sentences and by using a chart/ table. Allow pupils to combine sentences on the story read toand write complex sentences. (25 min) Phonics Lesson Show a letter-envelope and ask questions on it to jumpstart lesson. Discuss the parts of a letter through a poem. Allow pupils to label parts of the letter. L23D5 Do activities to reiterate the
  • 57. GRADE 3 ENGLISH TEACHER’S GUIDE Let pupils do L23D1 Worksheet __ LM page __Activity in the LM intended for the day. L23 D2 LM Allow pupils to do inferring activities. Allow pupils to rewrite sentences using the comparative and superlative degrees of adjectives. Allow pupils to write as many comparative and superlative degrees of adjectives. Let pupils present work Engage pupils in writing sentences using adjectives. Allow pupils to find complex sentences from the books they are reading. value of resourcefulness Allow pupils to plan for a project from recyclable materials to find out how resourceful they are
  • 58. GRADE 3 ENGLISH TEACHER’S GUIDE sipped drank ate tasted exclaimed whispered shouted enjoyed ashamed proud embarrassed angry Lesson 23 Day 1: Literature: The Butterfly and the Caterpillar Pre-Reading 1. Unlocking/Vocabulary & Concept Development (Note: Have the children choose the synonym of the flashedmeaning of the underlined word. Use the words in a sentence. Then, the children would choose from the sentence the word or word phrase as a clue to the word’s meaning.) 1. The boy sipped the cold drink offered to him on a hot day. a. drank in small quantity b. ate c. tasted 2. . My best friend smiled and exclaimed , “Wow!”, when I showed the dress I wore last Christmas. a. whispered b. shouted c. enjoyed 3. 3. The boy was ashamed to show his poor grades to his mother. a. proud b. embarrassed c. angry
  • 59. GRADE 3 ENGLISH TEACHER’S GUIDE munched 4. 4. Sheila munched on some cookies for snacks. chewed drank sipped continued stopped paused extended d. chewed e. drank f. sipped 5. Even when he was sleepy, Father continued telling us the story of the moth. a. stopped b. paused c. kept on Refer the class to Activity 237 to test their understanding of the words they learned. 2. Motivation Question Show a picture of a butterfly and a picture of a caterpillar. (Refer to Activity 238.) Say: What are in the picture? In what ways are the caterpillar and butterfly similar?different?
  • 60. GRADE 3 ENGLISH TEACHER’S GUIDE 3. Motive Question: Today, our story is about a butterfly and a caterpillar. Find out in the story their similarities and differences. During Reading: Say: Listen to the story that I will read to you. Be sure to find out the similarities and differences of the two characters. In between readings, ask the children to act out the following scenes: Paragraph 1-2: The butterfly saw the caterpillar and it was so ashamed to be seen with the caterpillar Paragraph 4: The butterfly saw a very different creature. Paragraph 5: The caterpillar told the butterfly how they were the same a week ago. Paragraph 6: The caterpillar told the butterfly to go, fly but not to be proud. The Butterfly and the Caterpillar an adaptation by Joseph Lauren One summer morning, a butterfly rested on a beautiful rose. While she sipped the sweet nectar from the flower, she saw a caterpillar crawl up the garden wall. “Horrors!” the butterfly exclaimed, “Stop! Don’t come near me. I’m ashamed to be seen where you are.” Ask: Why do you think the butterfly was the butterfly ashamed? The caterpillar continued crawling. He munched on the leaf without listening to the butterfly’s cry. “Where are your wings? What are you eating?” the butterfly asked. Ask: Does the caterpillar have wings?If he have has as the butterfly claimed then,where are they?
  • 61. GRADE 3 ENGLISH TEACHER’S GUIDE The caterpillar walked ahead. Then he said, “Eight days ago, young butterfly, you were the same as I am. One night from today, my wings will grow. I would fly and see all the bright and beautiful flowers.” Ask: How do did the butterfly looks like eight days ago? “I’m sure my wings would be brighter and more beautiful than yours. So, go, fly but try not to be so proud. Each caterpillar is given a chance to become a butterfly. We are but the same. ” Ask: what What will happen to caterpillar in the days to come? What should all butterflies need to remember while flying? Post Reading A. Comprehension Check Say: Let us talk about the story. 1. Who are the characters in the story? 2. When did the story happen? 3. Why was the butterfly ashamed to be seen by the caterpillar? 4. How do you think did the caterpillar feel when the butterfly tell told him nnot to come near it? 5. What was the response of the caterpillar? 6. Can the caterpillar be like a butterfly? After reading, have the children describe the characters Butterfly Caterpillar appearance movement Food they eat Refer your pupils to L23D1-Worksheet_, LM page_. Say: Let’s go back to the activity that you answered before we read the story. From the comparison chart, the children would be able to say that the caterpillar and the butterfly are different from each other. Let the children find the similarities through the part of the story: “Eight days ago, young butterfly, you were same as I am. One night from today, my wings will grow. I would fly and see all the bright and beautiful flowers.”
  • 62. GRADE 3 ENGLISH TEACHER’S GUIDE B. Engagement Activity Refer the class to Activity 239. Refer your pupils to L23D1Worksheet_, LM page_. Lesson 23 Day 2: Decoding/Fluency/Writing/Inferring Skill Lesson: Words and phrases with digraph ee as in sheep Refer your pupils to Activity 240. L23D2-Worksheet_, LM page_ Skill Lesson: Inferring 1. Presentation/Introduction Show the Venn Diagram of the butterfly and the caterpillar from yesterday’s discussion. (Write in the middle part the similarities between the caterpillar and the butterfly. They can explore the good qualities they share together.) caterpillar butterfly Write in the middle part the similarities between the caterpillar and the butterfly. . They can explore the good qualities they share together. Form four groups. Get lines from the previous story and write them on strips of paper. “Horrors!” the butterfly exclaimed, “Stop! Don’t come near me. I’m ashamed to be seen where you are.” “Where are your wings? What are you eating?” “Eight days ago, young butterfly, you were the same as I am. One night from today, my wings will grow. I would fly and see all the bright and beautiful flowers.” “I’m sure my wings would be brighter and more beautiful than yours. So, go, fly but try not to be so proud. Each caterpillar is given a chance to become a butterfly. We are but the same. ”
  • 63. GRADE 3 ENGLISH TEACHER’S GUIDE 2. Modelling/Teaching Ask each group to pick one. While holding the story part, let them answer the following questions: 1. What do you think does this character really meant by saying that? 2. Why did this character (act, think, talk) that way? 3. What does this character want to do? 4. What do you think this character might do? 5. What is the author really trying to say? Let each group present their answers. Take note of the children’s answers and organize their answers into the chart. (Refer the class to Activity 241 for the copy of the chart.) Character Movement Feelings Reasons for his Actions Butterfly Caterpillar Say: How do we infer? There are steps on how it is done. First, read the sentence/s. Then, make a guess of “what else” the sentence/s tells. Ex. Butterfly thinks that she the caterpillar is ugly that is why she is ashamed. 3. Guided Practice Refer your pupils to L23D2-Worksheet _, LM page_.LM Activity 242 4. Independent Practice Refer your pupils to LM Activity 243.23D2-Worksheet _, LM page_. Making Inferences
  • 64. GRADE 3 ENGLISH TEACHER’S GUIDE Say: I will read a story about Melissa. Infer what kind of person Melissa is. Write it in your notebook. Melissa sat on the window. She was starring at a small bird outside. The bird kept chirping and hopping around in the bushes. This chirping and hopping made the tip of Melissa’s tail twist and turn The rest of her kept still. If the window had not been in the way, Melissa would have jumped right out with the bird. B. Infer the trait of the character in each number. 1. Mother praised me for my good grades. My mother was _______. (appreciative, busy, industrious) 2. I received a gift from my godfather. My godfather was ________. (kind, thoughtful, forgetful) 3. Shaina has a new toy. She went around and showed her new toy to her friends. Shaina was _________. (proud, playful, selfish) 4. Paolo found a twenty-peso bill in the room. He picked it up at gave it to the teacher. Paolo was __________. (obedient, forgetful, honest) 5. Agatha always comes to school early. She arranges the books in the bookshelf and cleans the blackboard. Agatha is ___________. (industrious, respectful, obedient) Lesson 23 Day 3: Fluency/Writing/Degrees of Comparison of Adjectives Skill Lesson: Words, Phrases and Sentences with Ddigraph ee as in sheep Refer your pupils to L23D3-Worksheet_, LM page_LM Activity 244. Skill Lesson: Degrees of Comparison of Adjectives 1. Presentation/Introduction (Note: Place three toy monkeys, each one bigger than the other, in a bag. Let the class describe the monkeys and compare them according to size.) Ask: What do you know about monkeys? How are they characterized in most stories that you read? Say: I will read to you a short story about monkeys. Listen well. Three clever cats lived in a house. The white cat was big. The black cat is bigger than the white cat. The striped cat was the biggest of the three. One day they baked a cake for dinner. “I will eat all the cake”, said the white cat in a loud voice. “I will eat it alone”, said the black cat in a louder voice.
  • 65. GRADE 3 ENGLISH TEACHER’S GUIDE “I will eat it all by myself” said the striped cat in the loudest voice. A clever monkey lived in a tree nearby. He was more more clever than the cats. In fact, he was the most clever monkey in the world. He heard what the cats said and came into their house. The cats were busy fighting among themselves. They did not see the monkey. The monkey ate up the whole cake. At last they stopped fighting. “Where’s the cake?” they said. “It ran away because you made too much noise,” said the monkey. 2. Modeling/Teaching Using the charts below lead the class in t them answering the following questions. Ask: What are the adjectives used to compare the three cats? Three cats White cat Black cat Striped cat Their voice What adjective is used to compare the monkey and the cats? What adjective is used to compare the monkey with all monkeys in the world? Monkey Monkey and the cats Monkey and all the monkeys in the world POSITIVE COMPARATIVE SUPERLATIVE After the children gave give their answers, write on the orange box POSITIVE, on the green box COMPARATIVE and on the red box SUPERLATIVE . Then, ask the children what were added to form the comparative and superlative forms and , how many were being compared.
  • 66. GRADE 3 ENGLISH TEACHER’S GUIDE Say: Comparing with using adjectives has three degrees. They These are the positive, comparative, and superlative degrees. We use adjectives in the positive degree if we are describing only one thing or person. We say Ann is tall. We use adjectives in the comparative degree if we are describing two objects or persons. We say The monkey was more clever than the cats. We say Sam is taller than Ann. We use adjectives in the superlative degree if we are describing three or more things and person. We say In fact, he was the most clever monkey in the world. For comparative degree of adjective, we add er at the end of some adjectives. We can also add more before some adjectives. In sentences using this degree of comparison, we use the word than. For superlative degree of adjective, we add est at the end of some adjectives. We can also add most before some adjectives. In sentences using this degree of comparison, we use the word of all.Tom is the tallest among them. 3. Guided Practice Group students into fours and let them think of adjectives and its degrees of comparison. After the given time, group presentation follows. Any group who has the same adjective with other group should cross it out. The group with the most remaining list, wins. POSITIVE COMPARATIVE SUPERLATIVE Challenge them to write at least 2 or 3 sentences using the comparative and superlative form of each adjective. Rewrite each sentence using either the comparative or superlative form of the adjective on your notebook. Refer your pupils to L23D3-Worksheet_, LM page _. 4. Independent Practice Refer your pupils to LM Activity 247. A. Group students into four and let them think of adjectives and its degrees of comparison as many as they can. After the given time, group presentation follows. Any group who has the same adjective with other group should cross it out. The group with the most remaining list, wins. POSITIVE COMPARATIVE SUPERLATIVE
  • 67. GRADE 3 ENGLISH TEACHER’S GUIDE B. Challenge them to write atleast 2 or 3 sentences using the comparative and superlative form of each adjective. Lesson 23 Day 4: Fluency/Writing/Complex Sentences Skill Lesson: digraph ee as in sheep Refer your pupils to L23D4-Worksheet_, LM page_ Skill Lesson: Complex Sentences 1. Presentation/Introduction Read the story “A Day at the Park” to students Say: Today, I am going to read to you a short story. Listen well because I will ask a few questions about it. I went to the park. I went on Saturday. I went with my friends. My friends are Marie, Connie, and Roy. We rode our bikes. I rode my new bike. Roy brought his basketball. We played basketball. We played for two hours. We wereIt was hot. We were thirsty. Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for lunch. We had a lot of fun. Ask: What can you say about the story? How did it sound? What did you notice about it? A Day at the Park Explain to the students that, many times, weak stories are full of very short, choppy sentences. One way writers can make these stories stronger is to learn how to combine short sentences into longer sentences. 2. Modeling/Teaching Let us compare some group of words from the story. I went to the park. It is Saturday I went to the park because it is Saturday.
  • 68. GRADE 3 ENGLISH TEACHER’S GUIDE We combined the two simple sentences. Now, we have I went to the park as the independent clause. It expresses a complete thought. Because it is Saturday is a dependent clause. It does not express complete thought. The marker because suggest that because it is Saturday is a dependent clause. To combine the two simple sentences we used the marker because. Say: A clause can be dependent because of the presence of a: · Marker Word (Before, after, because, since, in order to, although, though, whenever, wherever, whether, while, even though, even if) · Conjunction (And, or, nor, but, yet) Let us have the next group of words. We played basketball. We played for two hours. It is hot. The new sentence is: We played basketball for two hours even if it’s hot. How did we do it? We combined the three sentences. Now, we have an independent clause “We played basketball for two hours” and dependent clause “even if it’s hot”. The marker “even if” tell us that even if it’s hot is a dependent clause. Let us have the next independent and dependent clauses. Connie and Roy’s mom brought us lemonade and sandwiches. We ate them for lunch. Ask the children to combine sentences below using the chart provided . · The butterfly shouted. He saw the caterpillar crawling up the · garden wall. · The caterpillar did not listen to the butterfly’s cry. He knew he can be a butterfly one day. · The caterpillar is wiser than the butterfly. He knew they are the same. First Sentence Use because or when Second Sentence Ex. The butterfly shouted When He saw the caterpillar crawling up the garden wall The new sentence is: Connie and Roy’s mom brought us lemonade that we ate for lunch. How did we do it? What words were omitted? What word did we use to combine the two sentences?
  • 69. GRADE 3 ENGLISH TEACHER’S GUIDE Ask: How many sentences were combined? What combine the sentences together? Did the sentences sound better than when they are apart? Explain to the children that when we combine independent and dependent clauses together we form a complex sentence.) Say: When we combine independent and dependent clauses together we form a complex sentence. 3. Guided Practice In small groups, have the class combine the set of dependent and independent clauses below. Dependent Clause Independent Clause New Sentences Because Roy brought his We played basketball. basketball, After riding our bikes, We played volleyball. Although it is raining, It is fun to be with friends in the park. Before dinner time, I should be home to meet my cousins who come from the province. students revise the story by combining independent and dependent clauses into complex sentences. 4. Independent Practice Have students find complex sentences in the books they are reading. Have them copy them on in their notebook. Have them separate the two clauses in each sentence.bookmarks .
  • 70. GRADE 3 ENGLISH TEACHER’S GUIDE Lesson 23 Day 5: Fluency/Writing/Main Idea Skill Lesson: digraph ee as in sheep Refer your pupils to L23D5-Worksheet_, LM page_ Skill Lesson: Main Idea 1. Presentation/Introduction Ask: What comes to mind when you see the object below? What is inside the envelope? When do you write a letter? Do you write a letters too?? 2. Modeling/Teaching Say: a A letter has 5 parts: Sample letter February 19, 2014 (heading) heading Ms. Ana Lou N. Caspi Amiable Ma’am Ana, (greeting) It’s hard to have true friends whom we could completely count on but I was lucky enough to find you. I lately realized how special friends are until I was cared and saved by an angel liked you. I will keep you safe with me forever. Always take care and may God will always bless you! Your Friend, (closing) greeting heading body closing signature body
  • 71. GRADE 3 ENGLISH TEACHER’S GUIDE Rennie Enriquez (signature) Lead the class to recite the poem below. The HEADING has the date The heading has the date Hi, ho the letter parts The HEADING has the date. The GREETING says Dear Friend, The greeting says Dear Friend, Hi, ho the letter parts The greeting says Dear Friend., The BODY is the message The body is the message Hi, ho the letter parts The body is the message. The CLOSING says Sincerely, The closing says Sincerely, Hi, ho the letter parts The closing says Sincerely., The SIGNATURE is my name The signature is my name Hi, ho the letter parts The signature is my name. 3. Guided Practice Prepare a simple letter of invitation. Cut them out by parts. Then, have the class rearrange it to come up with the complete letter. Label the parts of the letter. Refer your pupils to L23D5-Worksheet_, LM page_. 4. Independent Practice Refer your pupils to LM Activity 248 and 249. Write a thank you letter to a friend. Refer your pupils to L23D5-Worksheet_, LM page_.
  • 72. GRADE 3 ENGLISH TEACHER’S GUIDE
  • 73. GRADE 3 ENGLISH TEACHER’S GUIDE Unit 3: Week 6 (Lesson 24)L 24 Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: Two Friends, One World Get the general sense of the story Makes inferences and draw conclusions based on texts (pictures, title and content words) Use personal pronouns (person) Read and write words, phrases and short sentences with ea diagraphs Express feelings, opinions through logs Read and write words, phrases and short sentences with ea diagraphsea diagraphs SUMMATIVE TEST Materials Copy of the story Two Friends, One World Pictures Word strips Manila paper with incomplete sentences Venn Diagram Pictures Learner’s Materials Activities 250-251 treasure box with sentence strips Learner’s Materials Activity 252 Sample journal entry Manila paper Learner’s Materials Activity 253-254 Procedures Pre-Reading (5 min) Pupils guess pictures provided for. Group the class and let Introduction/ Presentation (10 min) Group-matching Provided the pupils with Introduction/ Presentation (10 min) Picture-words (person/s) will be posted within the walls in the room. While Presentation/ Introduction (10 min) Show picture-situations and let students express what they feel about it. e.g
  • 74. GRADE 3 ENGLISH TEACHER’S GUIDE them discuss their inferences about the picture. Reading (10 min) Teacher reads aloud the story “Two Friends, One World” (Francisca’s Story) w/ correct intonation. (Please refer back to past lessons on delivering read aloud stories.) Post Reading (15 min) · Let the pupils answer questions to allow complete grasp of the story (20 min) Group Work incomplete sentences, students have to infer or draw conclusions by finding it with other group. e.g. If the grasshopper isn’t color green_________ The first group to find their group match wins the game. Modeling/Teaching: (20 min) Discuss how to give inferences. See TG Guided Activity (10 min) Let the pupils give walking around, students infer who is doing the action in the picture and write down the nouns they encounter. (20 min) Discuss personal pronouns and provide examples of sentences on how to use these pronouns to replace nouns. Guided Practice (10 min) Students will pick sentence strips in the treasure box. How do you feel if u met new friends from other provinces? (10 min) Show a sample journal entry to the class and let a volunteer read it. Ask WH-questions about the journal entry. (20 min) Let students guess different facial expressions. Instruct them to log down their feelings. Let the students log down their feelings and opinions and let them talk it with their group. Prompt:
  • 75. GRADE 3 ENGLISH TEACHER’S GUIDE 1. Act out the event in the story which shows empathy 2. Draw simple scene which shows empathy 3. Sentence Completion a) If I have a friend who have no baon I will______ b) If I have a classmate who was bullied I will______ inferences orally based from simples stories. Using Venn Diagram, compare Francisca and Antonio by: what they both have and can do-what they don’t have and can’t do. Individual work Let us twist the story. Situation: Francisca was the blind. How does it feel to be like Francisca and you as Antonio? From a sentence strip, e.g “Herbert is good in playing chess.” Let the student rewrite the sentence using the appropriate pronoun like “He is good in playing chess.” After all of them had write several sentences, let them talk with their group and discuss about the pronouns they used. Independent Practice (10 min) You saw a beggar in the market. What should you do? Independent Practice (10 min) Let the pupils write a journal entry. Prompt: The best thing you did to your friend.
  • 76. GRADE 3 ENGLISH TEACHER’S GUIDE Independent Practice (10 min) Asking Inferential Questions from 2 or 3 sentences story. They will compose questions about the picture. Provide different pictures with nouns to the pupils. Let students choose several pictures they want. Let them write about the picture using pronoun.
  • 77. GRADE 3 ENGLISH TEACHER’S GUIDE
  • 78. Lesson 24 Day 1: Literature: Two Friends, One World Pre-Reading Pre-Reading Activity 1. Vocabulary Development Ask the class to mention the body parts, then, ask them to connect some body parts with the words that are connected to them. Pictures Related Words 1. eyes feel 2. ears smell 3. nose sound 4. tongue taste 5. skin see Ask the class, to pick word strips. Talk over with their seatmates and decide if their word matches or describes about the picture. If they match the word right, they geot a prize. Let the students guess the picture: For the illlustrator 1.two friends(boy and girl) 1.asilently feeling the presence of the grasshopper in a grass, 1.b together holding a tree, 1.c happily wandering 2.mother and a boy: 2.a In a market, 2.b in a park Group the class into four and let them pick any of these picture. Let them discuss within their group what is happening in the picture. Orally by group, let them discuss it in class their inferences about their picture. (make it sure that words wanted to be elicited should be represented with right and clear representation of the picture, if hard to- use arrows or gestures ) For the illustrator: Illustrate the following: rosal bush Girl and boy breathing - breathe dried grass grasshopper in a red stripe I complained- show situation(A boy complaining that he can’t find his lunch box during snack time) grasshopper hide golden-yellow- sun 2. Motivation Question