English Grade 3 Lesson Plan

1. UNIT 1
Week1 (Day1)
I. Objectives:
· Admire the crowfor thinkingof asmart way to
solve hisproblem
· Draw and write a sentence aboutthe drawing
II. Literature:TheCrowand the Pitcher
(adaptedfromAesop)
· Picturesof a crow, pitcher
· Word cards
· Learner’sMaterials:Activity1,2
III. Procedures
Pre-Reading
1. Unlocking/Vocabulary& Concept
Development
(crow,beak,pitcher,narrow,thirsty,water)
(Note: Whenintroducingnew
words/expressions,have wordorphrase cards
ready.
Once the words are usedorally,showthe
word/phrase cardand helpchildrenreadit
aloud.Tack the card onthe boardto use for
reviewlater. Atthe endof the lesson,
add the vocabularycards to yourWord Tree
and leave themthere aslongas there is
space so childrencanpractice readingthem.)
Showa picture of a crow.Use it to unlockthe
wordscrow and beak.
Say: This is a crow.What can you say aboutthe
crow?Can you point to its wings?
Can you pointto its beak?
Showa picture of a pitcherwitha narrow neck
and half-filledwithwater.Use this
picture to unlockthe words pitcher,narrow,
water,and thirsty.
Say: This is a pitcher. Whatcan you say about
the pitcher?Can you put yourhand
inside the pitcher?Why not?No,we cannotput
ourhand inside the pitcherbecause
its neck is very narrow.Whatis inside the
pitcher?
Pretendthatyou are thirsty. Say: It‟s a hot
day. I amso thirsty.I need to drink
water.Will I behappy to see a pitcher of water?
Say: Let us see if you rememberthe wordswe
learned today.
Referthe pupilstoLM – Activity1on page 2 for
the word review exercise.
Look at the pictures. Readthe wordsaloud.
Connectthe picture to the wordthat tellsabout
it. Write youranswersinyour notebook.
2. MotivationQuestion
What do you do when you feel thirsty?
3. Motive Question
I will read a story abouta thirsty crow.Find out
whathe did to drink water.
(Note: Insteadof the MotivationQuestion-
Motive Questiontandem, youcanuse
semanticmappingasan alternative strategy.
Write the word thirsty on the board.

2. Have childrenthinkof wordsthatcome to their
mindwhentheyhearthe word
thirsty. Write theiranswersasstrandsaround
the word,as showninthe figure.Then
say: Inthe storyI will readtoyou, a crow was
thirsty.Findoutwhathe did.)
The Crow and the Pitcher
On a hot summerday,a thirstycrow lookedfor
waterto drink.
“It‟s hot!I am thirsty!”saidthe crow.“I needto
findwater.”
(Have the pupilspredict: Whatdo you thinkwill
the crowdo?)
The crow flewfromone place to another
lookingforwaterto drink.He
finallyfoundapitcherneara well.Butthere
was onlylittle waterinthe
pitcher.
He triedtodrinkfrom the pitcherbutno matter
howmuch he tried,he
couldnot reachthe water.
“My beakistoo big.The pitcher‟sneckisvery
narrow.How will Igetthe
water?”he thought.
(Have the pupilspredict: Whatdo you thinkwill
the crowdo so he
could reach the waterin the pitcher?)
Then an ideacame to the crow. He pickedup
some small stones.He
droppedthemintothe pitcherone byone.
(Have the pupilspredict: Afterhehad dropped
somestonesinto the
pitcher,whatdo you thinkwill happen?)
“One,two,three…”Plop,plip,plop. Little by
little,the waterrose inthe
pitcher.
“Four, five,six…”Plop,plip,plop.The water
rose some more.Soonthe
crow couldreach the water.
“Now,I can drink!”saidthe crow.“Ah! It‟scold
and good!”
Post Reading
1. DiscussionQuestions
1. At the beginningof the story,whatdidthe
thirstycrow do?
2. Where didhe findwater?
3. Couldhe drinkright away?Why not?
4. How do youthinkthe crow feltwhenhe
couldnot drink?
5. What did the crow dothen?
6. If youwere the crow, whatwouldyoudo?
7. What happenedwhenhe droppedstones
intothe pitcher?
8. How didthe crow feel inthe end?Why?
9. Do youthinkhe isa smart crow?Why?
10. In whatway can yoube smartlike the crow?
2. Engagement/Enrichment
Referthe pupilstoLM - Activity2 on page 3 for
the Writingto Learn activity.
B. Write a word to complete eachsentence.Get
the word fromA. Write youranswersinyour
notebook.
1. The crow has a big_______________.
2. The _______________ has a narrow neck.
3. The crow isthirsty. It wants
some_______________.

3. UNIT 1
Week1 (Day2)
I. Objectives:
-Readwordswithshorta, e, andi inCVC
pattern
-Readselectedsightwordsfromthe Dolchlist
- Readwords,phrases,sentencesandstories
containingthe CVCwordsandsightwords
·-Differentiate sentencesfromphrases
II.
Word cards
TeachingChart onthe DifferencesBetweena
Phrase and a Sentence
· LM Activities3,4
· LM Activities5A,5B,5C, and 5D
III. Procedures
1. Presentation/Introduction
Say: Can you still rememberthe story “The
Crowand the Pitcher?” Whathappened
to the crow?
Let the pupilsgive detailsaboutthe story.They
may answerinphrasesor incomplete
sentences.Write theiranswersonthe board
puttingphrasesinone columnand
sentencesinanothercolumn.
Possible answers:
A B
1. thirstycrow 1. A thirstycrow looked
for water.
2. narrow pitcher 2. Where isthe narrow
pitcher?
3. can drink 3. Now,the crow can
drink!
Say: I wrotethemon the board.Let‟s read your
answersagain.
2. Modeling/Teaching
Say: Read numberonein column A.Read
numberonein column B. Which tells more
aboutthecrow?Let‟s read B1 again.What
else do you notice aboutB1?(B1 beginswith
a capital letterandendswitha period.) Thisis
whatyou call a sentence. A sentence
expressesa complete thought. Write the word
sentence onthe board and have childrenread
it.
Say: IsA1 a sentence?Why not?Does it say a
completethoughtlike B1? Doesit
begin with a capital letter? Doesit end with a
period?So,is it a sentence?This is
whatyou call a phrase. A phrasedoesn‟t
expressa completethought.Writethe word
phrase on the boardand have childrenreadit.
Do the same withA2 and B2 , thenA3 and B3.
Note that forB2, the punctuation
mark isa questionmark.ForB3, the
exclamationpointisused.Have the pupilsgive
the generalization(seeTeachingChart).
3. GuidedPractice
Presentthe followingphrase cardsand have
childrenreadthem.
ExplainthatSox isthe name of a town.
Say: Read a card.Is thisa phraseor a
sentence?Why?
Do thiswitheachphrase.Thensay: Do you
know thatyou can combinetwo phrases
to makea sentence.Forexample,if I put“two
cops”and “go to Sox”together (illustrate this by
puttingthe twophrase cards together),itwill
makea sentence.Let‟s read thesentence.

4. Say: Lookat the sentence.Doesit give a
completethought?
Yes, it does.But there is something wrong with
the sentence.Can you tell?
Whatshould we do to makeit correct?
(Make the word“the”beginwitha capital
letter.Adda periodatthe endof the
sentence.)
Divide the classintosmall groups.Eachgroup
will combine phrasestomake
sentences.Eachgroupshouldwrite two
sentences.The sentencesshould make sense.
Each sentence shouldbeginwithacapital letter
and endwitha period.
The big potis so hot.
The water isso hot.
Two copsgo to Sox.
The crow and the fox go to Sox.
Two copsare in the lot.
The crow and the fox are inthe lot.
Have groups presenttheiroutputs.Guide the
classin givingfeedbackonwhetherthe
sentencesformedmake sense.
Referthe pupilstoLM – Activity3 , page 3 for
anotherguidedpractice exercise.
DECODING/FLUENCY
Readwithyour teacherthe followinggroupsof
words.Whichgroup hasphrases?Whichgroup
has sentences?
A. 1. lookedforwater
2. near the well
3. pickedsome stones
4. my beak
B. 1. The crow lookedforwater.
2. There was a pitchernearthe well.
3. The crowpickedsome stones.
4. My beakisshort.
Reviewof DecodingLessonsTaught in Grade 2
(Activity4, pages4-5)
1. Have a flashcarddrill of sightwordsas
showninLM – Activity5on page 6, and
selectedCVCwordsfromthe shorta, e,and i
wordfamilies.Review theirmeanings.

5. 2. Referthe pupilstoLM – Activity5A and 5B,
page 6.
A. Have childrenreadaloudthe wordsin
Exercise A,bycolumns.Then,call onthe
whole class,small groups, andindividual
childrentoreada columnof wordsat a
time.If needed,youcanmodel howaword
shouldbe read. Note that the word
say is pronouncedwithalong a butthe word
says is pronouncedwithashort e
/sez/.Pointoutthatthe word can’t is a short
versionof the wordcannot.
B. Do the same withthe phrasesin Exercise B.
Askquestionstosee if pupilsknow
the meaningof the phrases.
C. Say: Do you havepets? Tell the classabout
them.Nowwe will read a story abouttwo cats.
My Two PetCats
by N.N. Hermosa
I have twopet cats.
Tintinismy white cat.
Bimbimismytan cat.
TintinWhite Catsitson a red mat.
She isfat and pretty.
She likestositon the red mat.
BimbimTanCat walksby.
He jumpsonthe mat.
Andnow Tintinis mad.
“You can‟t have my mat!”
she says to Bimbim.
Bimbimissad.
He doesnotwant the redmat.
He justwantsto playwithTintin.
1. How many petcats do I have?Whoare they?
2. Tell somethingabouteachcat.
3. Why didTintingetmad?
4. Why was Bimbimsad?
5. Which cat do youlike?Why?
D. Have the independentpractice on
distinguishingphrasesandsentenceswith
phrasesandsentencestakenfromthe story
“My TwoPetCats”. Referthe pupils
to LM – Activity5D,page 8.
Read the groupsof wordsfromthe story.
Write P in yournotebookif the groupof words
isa
phrase.Write S if it isa sentence.
1. two petcats
2. Bimbimismy tan cat.
3. to sit on the redmat
4. fat and pretty
5. my white cat
6. Tintinismad.
7. You can‟t have mymat!
8. Bimbimissad.
9. doesnot want
10. Didthe twocats play?

6. UNIT 1
Week1 (Day3)
I. Objectives:
· Readselectedsightwordsandphrases
· Reada decodable storyandanswer
comprehensionquestionsaboutit
· Sequence 3-4eventsusingpictures
· Retell astoryusingpictures
II. Decoding/Fluency/Writing
Sequencing/Retelling
Learner‟Materials:
Activity6, p.9-11
* LM Activities7-8
* Picturesshowingthree eventsfrom TheCrow
and the Pitcher
· TeachingChart onSequencing/Strategy
· Activity6C,p. 10
III. Procedures
DECODING/FLUENCY/READING
COMPREHENSION/GRAMMAR
1. More Reviewof DecodingLessonsTaughtin
Grade 2
Have a flashcarddrill of sightwordsasshownin
LM, page 9, and
selectedCVCwordsfromthe shorta, e,and i
wordfamiliesnotusedinthe Day2
review.Discusstheirmeanings,asneeded.
2. Referthe pupilsto LM – Activity 6, page 9.
around
basket
black
but
crow
do
don‟t
funny
happy
into
jump
oh
swim
that
to
too
with
what
A. Have childrenreadaloudthe words in
Exercise A,bycolumns.These are sight words
that shouldhave beenlearnedinGrade 2. Note
that the wordbasket,which hasa CVC-CVC
pattern,isalsoincluded.Again,givemany
opportunitiesforthe pupilstoreadthe words
by sight,fromwhole class, small groups,and
individualchildren.If needed,modelhow a
wordshouldbe read,especiallythe words
around, funny,happy, and basket.Pointout
that don‟tis a short versionof do
not.
B. Do the same withthe phrasesin Exercise B.
Askquestionsto see if pupilsknow
the meaningof the phrases.
C. Say: Do you rememberthe story The Crow
and the Pitcher?
Whatkind of crow wasin thatstory? (smart)
Here is anotherstory abouta crow.
Referthe pupilstoLM – Activity6C,page 10.
Say: Let‟s read the title of the story. (Funny
Macmac). Find outwhy Macmacis a
funny crow.Guide the childreninreadingthe
storyaloud.Take note of the
children‟soral reading.Be sure thattheyread
withproperphrasingand
intonation.
Funny Macmac
by N.N.Hermosa
Macmac isa blackcrow. She isa funnycrow.
Macmac likestogo to the well.
She likestorun aroundthe well.
TedseesMacmac run aroundthe well.
Tedyells,“Macmac, don‟trun aroundthe
well!”
Macmac fallsintothe well!Oh,oh!
She can‟t swim.What to do,what to do?
Tedgets a bignet.
He getsMacmac out of the well.That‟sgood.
Macmac iswetbut happy.Tedis happy,too.
D. Referthe pupilstoLM – Activity6D, page 11.
Guide theminunderstandingthe directionsfor
the activity.
1. Macmac isa ____________.
a. brownhen
b. blackcrow
c. funnycrow

7. 2. What doesMacmac like todo?
a. She likestojumpon the well.
b. She likestorun aroundthe well.
c. She likestoswiminthe well.
3. What doesTed see?
a. He seesMacmac runaround the well.
b. He seesMacmac fall intothe well.
c. He seesMacmac playbythe well.
4. Ted getsMacmac out of the
well____________.
a. witha bignet
b. witha basket
c. withtwonets
5. In the end,______________________
a. Macmac and Ted are mad.
b. Macmac and Tedare wet.
c. Macmac and Ted are happy.
Afterthe pupilsare done,gothroughthe
questionsone ata time.
Processanyanswersthat were notcorrect.
Have pupilswhogave wronganswers
go back to the part of the storythat showsthe
correct information.
E. Referthe pupilstoLM – Activity7,page 12.
These are additional independent
exercisesondistinguishingphrasesand
sentences,requiringchildrentowrite.
WritingPhrases and Sentences
A. Complete eachincompletesentence
witha word inthe box. Write your
answersinyournotebook.
net swim happy Macmac funny
1. __________ isa blackcrow.
2. Macmac can‟t __________.
3. She isa __________ crow.
4. Ted getsa __________.
5. Ted is__________ too,at the end.
B. 1. Write yourownphrase about Macmac.
2. Write your own phrase aboutTed.
3. Write your ownsentence aboutcrows.
READING COMPREHENSION
Skill Lesson: Sequencing/Retelling
(Materials: Picturesshowing3eventsfrom The
Crow and the Pitcher)
1. Presentation/Introduction
Show the picturesone at a time,inrandom
order. Ask whatishappeningineach picture.
Say: Rememberthe story we read yesterday?
Here aresome picturesshowing eventsfromthe
story.Lookat each picture. Tell whatis
happening in the picture.
2. Modeling/Teaching
Say: The pictures do notshow the correct order
in which theeventshappened in the story.
Which picture showswhathappenedfirst?
Which picture showswhathappenednext?
Which picture showswhathappenedlast?Let
us arrangethemin the correct order.
Allow volunteerpupilstoarrange the pictures
of the storyeventsinorder.
Say: Now we can use thepictures to help us
retell the story.Let us usePicture 1 to
tell whathappened.
Do the same withthe nexttwo pictures.Guide
the childreninansweringthe questionssothey
come up withsentencessimilartothe
following:
Picture 1 First, a thirstycrow founda pitcherof
water.He triedtodrinkbut he couldnot reach
the water.
Picture 2 Next,the crow droppedsome small
stonesintothe pitcher.The waterrose.
Picture 3 At last, the crow coulddrink.He was
not thirstyanymore.
(Note: Guide the studentstomake this
generalizationatthe endof Modeling/Teaching
and before Guided Practice.Itwill helptohave
the generalizationshowninaTeachingChart

8. for ease inreference,andforuse infuture
lessonsonsequencing.)
Teaching Chart: Sequencing
How do we tell eventsin a story inthe right
order?
First, we think of what happenedin the
beginning.
Next,we thinkof what happenedinthe
middle.
Then, we think of what happenedat the end.
3. GuidedPractice
Group the pupilswith10 memberseach.Let
each groupshowthree scenesfromthe story
“The Crowand the Pitcher”througha tableau.
Let one memberretell the story usingthe three
scenesformed.Make sure thatthe scenesare
presentedinthe correct order.
4. IndependentPractice
Referthe pupilstoLM – Activity8,page 13.
A. Say:How do we arrangeor retell eventsin a
story in the right order?
Let‟s read thetips inside the box.
Helpthe childrenreadthe reminders.
Read to the childrenthe instructionsforthe
sequencingexercise.
Pointout where theyshouldwrite the number
of the event.
First, Next,Last
Remember:
Howdo we tell eventsinthe correctorder?
First,thinkof what happenedinthe beginning
of the story.
Next,thinkof what happenedinthe middle.
There can be
more than one event.
Then,thinkof what happenedatthe end.
B. Whenthe childrenhave numberedall the
events,call onthemto retell the storyusingthe
pictures.Have one childretell whathappened
ineach event.
End the activityby havingthe childrenrepeat
the tipsfor sequencingandretelling.
Here are fourpicturesfromthe story “Funny
Macmac.” Write number1 in the picture that
happenedfirst.Write number2 inthe picture
that happenednext.Write number 3inthe
picture that happenednexttonumber2. Write
number4 in the picture that happenedlast.

9. UNIT 1
Week1 (Day4)
I. Objectives
· Readwordswithshort o inCVC pattern
· Readphrases,sentencesandstoriesusing
short a e i o CVC incombinationwithsight
wordsand
vocabularywordslearnedfromthe literature
· Differentiate sentencesfromphrases
II. · Decoding/Fluency/Writing
· Word cards for sightwords
· Pictures·Word cards and teachingchart for –
ox, -op,and –ot wordfamilies
· Learner‟sMaterials:Activity9,10 pp. 1417
III. Procedures
1. Presentation/Introduction
Say: This week wehavemet many interesting
animals. Can you namethem? (smart
crow, Macmac the funnycrow,Tintinthe white
cat, and Bimbimthe tancat).
Now,I‟ll introduceyou to anotheranimal.Do
you knowwhatthisis?
(Showthe picture of a fox withthe caption fox.)
2. Modeling/Teaching
Say: Read the word underthe picture. Model
howthe word shouldbe read. Let us
spell fox:f-o-x. Pointtothe lettersasyoudo so.
Whatis the vowelin the middle?
Whatis the sound of o in fox?Read the word
again.
Tell the followingstoryandpresentthe
flashcardof the highlightedwordasyousay
it,and put eachin the pocket chart or board.
Say: Read all the wordsin thepocketchart.
Who can hop? (fox) Getthe word card.Read it.
Whatcan the fox do? (hop) Getthe word card.
Read it.
On whatkind of day doesthe fox hop? (hot) Get
the word card and readit.
named Roxanne.)
Afterinitial readingandvocabularystudy,
provide practice inreadingthe words, through
flashcarddrills,orteachingcharts.Have pupils
readwords byword familiesfirstbefore
presentingthemwithvariouscombinationsof
words.
More GuidedPractice
Game: Word Bingo
Materials:Prepare a3 x 3 gridon the board like
the one shownbelow.
Prepare flashcardsof wordswithshorto CVC
pattern.Divide the classintotwo
groups.Call the firstgroup toread the firstcard.
If the groupreadscorrectly,theycan
draw anysymbol onany box drawn onthe
board (e.g.,star,heart).Thencall the next
groupand repeatthe procedure until all the
cellsare filled.The groupwiththe most
numberof symbolsisthe winner.
Thisgame can alsobe playedinsmall groups.
Prepare the gridon a whole sheetof
paper.Give a setof wordcards and the bingo
gridto each group.The same procedure
isfollowed.
Referthe pupilstoLM – Activity9, pages14-15.
Guide themindoingthe various
exercisesinthe worksheet.Addmore examples
as needed.
Name the picture.Copythe namesof the
picturesin yournotebook. Write the letter oin
the blankto complete itsname.Thenreadthe
wordsthat you made.

10. 4. IndependentPractice
Remember:
A phrase doesnotexpressacomplete thought.
It doesnotendwitha punctuationmark.
A sentence expressesacomplete thought.It
endswitha period(.), ora questionmark(?),or
an exclamationpoint(!).Itstartswitha capital
letter.
Readthe groupsof words.
Is ita phrase?Write a Ö underPhrase.
Is ita sentence?Write aÖunderSentence.
Numbers1 and 2 are done for you.Do the
remainingnumbersinyournotebook.

11. UNIT 1
Week1 (Day5)
I. Objectives
· Differentiate betweenaphrase anda sentence
· Readphrasesand sentencesusing
combinationsof sightwordsanddecoding
wordslearned
· Applythe valuesof resourcefulnessandteam
worksthrougha groupproject
II. Grammar
Collaborative Learning/ValuesInfusion
· Phrase and sentence cards
· Recyclable items
· Learner‟sMaterials:
Activity11, p.18
* LM Activity12 p.19
III. Procedures
Reviewpartof the story “The Pitcherand the
Crow” that focusesonthe crow‟s
resourcefulness.
Say: In our story “The Crowand the Pitcher,”
whatwasthe problemof the crow?
Whatdid the crowdo to solvehis problem?Did
he solvehis problem?We say that
the crowis resourceful.To be resourcefulmeans
to find quick and smartwaysto
solvea problem.Followafter me (saythe word
by syllable: RE-SOURCE-FUL).
Give a clap as you say each syllable. (Pupilsgive
one clap foreach syllable.) How
many syllablesdoesthe word resourcefulhave?
Now,let us spell the word
resourceful.
2. Modeling/Teaching
Write the word resourceful withsomemissing
letterslike the one below.
Say: The word “resourceful”is a long word so it
may be hard to read.Lookat
differentpartsof the word to help you.There
are 3 syllablesin the word.Whatdo
you think followsthe letter r?
Call on a pupil towrite iton the blank. The last
syllable is –ful. Whatdo you think is
the missing letter? Call on anotherpupil to
write fon the blank.
r __ s o u r c e __ u l
Say: Now we havethecomplete word. Read
the syllables.Read the wholeword. Read it
again.
3. GuidedActivity
Say: Are you resourceful?In whatwaysareyou
resourceful?
Show a picture of a boyand a girl who do
recycling.
Picture of a boy
and a girl
whodo
recycling
Supposeyou and yourgroupmateswould like
to makea projectwhereyou use asmaterials
thingsyou usually throw away butwhich can be
recycled to help saveourenvironmentfrom
being filled with garbage.Lookforthingsin your
surroundingsthatyou can recycle,like plastic
cups,empty bottles,boxes,newspapers,etc.to
makeyourproject.
4. IndependentGroupActivity
Say: It’s yourturn to help save ournvironment.
Supposeyou and yourgroupmates would liketo
makea projectwhereyou use as materials
thingsyou usually throw away butwhich can be
recycled to help saveourenvironmentfrom
being filled with garbage.Lookforthingsin your
surroundingsthatyou can recycle,like plastic
cups, empty bottles,newspapers,and others.
Discusswith yourgroup matesaboutwhat
you can do using theserecyclable materials.
Draw yourprojectin a manila paper, which you
will presentnextweek.
ReferpupilstoLM – Activity12 (Be resourceful,
Recycle!),page 19. Have pupilsuse thisasa

12. guide fortheirproject,whichtheywill submit
on ¼ Manila paperthe followingweek.