Toaz - Info Grade 3 3rd Quarter DLP in English Final PDF PR

Detailed Lesson Plan in English Grade 3
Quarter 3, Week 1, Day 2
I. OBJECTIVES
A. Content Standards The learner
Demonstrates understanding of grammatical

structures of English to be able to communicate
effectively in oral and written forms
B. Performance Standards The learner
Shows proficiency in constructing grammatically

correct sentences in varied theme-based oral
and written activities
C. Learning Read words with long a ,i, o, u sound ending in

Competencies/Objectives e.
(Write the LC code for each) Spell words with long a sound
II. CONTENT
Reading and Spelling Words with long a
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Let‘s Get Better in English 3 p. 146, 155
3. Textbook Pages
4. Additional Materials from the
LR Portal
5. Other Learning Resources
IV. PROCEDURE Advanced Learners Average
Learners
A. Reviewing the previous lesson
or presenting the new lesson Pretend Play
Say: Do you know what apple pickers are?

They are the one who pick apples from the
orchard. Let‘s pretend we are apple pickers,
pick some apple from the tree, open the apple
and read the word written inside.
case
kite
rose
dude
B. Establishing a purpose for the Ask the pupils to read all the words in the apple.
lesson
Ask: What is common to all the words? (all the
words has a long a,i,o,u sound and ends in e)
C. Presenting
examples/instances of the new (Teacher may now present the objectives of the
lesson lesson)
Say: Today, you will learn to participate

in reading and spelling words with long a,i,o,u
sound ending in e.
D. Discussing new concepts and
practicing new skills #1 Present words to the pupils.
Let‘s read the words orally and be able to
sound out the long a sound. (class, group,
individual)
cake lake rake

bike like hide
nose hose pose
cube cute muse
E. Discussing new concepts and Show some pictures.

practicing new skills #2 Say: Look at the pictures let‘s name them,
choose your answer inside the box then read
the words after.
1. rake
2. hike
3. cone
4. note
5. mute
F. Developing mastery (Leads to
Formative Assessment 3) Word Hunt Read the
words. Cross
Look for the words with long a out the words
ending in e in the puzzle. Copy that do not
every word you see in your have long a
notebook. Spell the words sound.
correctly.
cake
c a k e s a m e like
f l i k e e a s
a f w h p l l e male
m e w a t b e l dude
o k c u t e a e
d a l k l a m d
cute
e t e z e m e u mode
g e l a m e f d
G. Finding practical application of

concepts and skills in daily living Look around you, can you name objects that
have long a,I,o,u sound ending in e.
H. Making generalizations of What the medial sound of the words like

concepts and skills in daily living make,kite,mole,flute?
These words ends in what letter?
Why does the letter e at the end of the word not

sounded?
I. Evaluating learning Look for the words inside the box with long a
sound ending in e. Write it in your notebook.
Spell the words correctly.
name pale
bile dike
sell frame
sit hole
bond mule
J. Additional activities for

application or remediation Name 5 objects that have long a,i,o,u sound
and ends in e inside your house. List it down
in your notebook.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80%

on the formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
F. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I encounter

which my
supervisor/principal/department head
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.
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help me solve?
materials did I use/discover which
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 1, Day 3
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
grammatical structures of English to be able
to communicate effectively in oral and written
forms.
The learner demonstrates understanding of

narrative and informational texts for appreciation
of literacy-related activities/tasks
B. Performance Standards The learner shows proficiency in
constructing grammatically correct
sentences in varied theme-based oral and
written activities.
The learner makes personal journals, diaries,

portfolios and logs, etc. as expression of
enthusiasm in reading books both for
pleasure
and learning.
C. Learning Competencies/Objectives Read sentences, stories and poems
(Write the LC code for consisting of long a words and questions
each) about them.
EN3PWRIIIc11,12,13
II. CONTENT Slice of Cake by Cindy B Albaytar

References
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
IV. PROCEDURE Advanced Average Learners
Learners
A. Reviewing the previous lesson Make Read the following words:
or presenting the new lesson phrases/sentences 1. fame
using the following 2. lite
words: 3. home
1. bake 4. duke
2. like 5. site
3. come
4. cute
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5. hide
B. Establishing a purpose for the Listen as your teacher reads these words. Read
lesson them after him/her.
take bike hose pose luke
sake nike nose cope cure
lake site core hope pure
C. Presenting examples/instances Cake for Duke
of the new lesson Jake bake a cake for the sake of Duke.
He takes the cake to the lake where the
Duke is;
“Did you bake the cake Jake? ”Duke asks.
“Yes,” he says.
Together, Jake and Duke eat the cake.
The hose of party has a pointed nose. He
speaks the core of the occasion. “A
birthday toast and pose for the celebrant!”
Everybody hope that Duke will be in his
best again. Maybe he can cope up and be
cure and heled in his disease. All of them
had pure prayers for him.
“It is your birthday Duke, let’s celebrate”
Jake smiles.
D. Discussing new concepts and 1. Who bakes a cake? 1. Who bakes a cake?
practicing new skills #1 2. Who eats the cake? a. Duke b. Jake
3. Who got sick? 2. Who eats the cake?
4. What is a. Jake and Duke
everybody wishing b. Kate and Jake
and praying for? 3. Who got sick?
a. Duke b. Dave
4. What is
everybody wishing
and praying for?
a. Jake will be healed
b. Duke will be healed
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E. Discussing new concepts and Say these words with the long a,I,o,u sound.
practicing new skills #2 Can you point out what is common to the words
in each column.
/a/+se /i/+ne /o/ +me /u/ +be

case line home cube
base fine come tube
vase mine dome jube
chase vine Rome babe
Read the phrases:

came la not the same
the name of the game not wild but tame
the picture frame burst into flames
for males only stale fish
a tale about a whale is to blame
on sale
F. Developing mastery (Leads Find words with long a sound in the puzzle
to Formative Assessment 3) below. Write the words on your paper.
g a t E s A
r g m T a P
a e l A m e
p c a P e a
e a t E n t
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n m e A I e
G. Finding practical Give words with long a sound that we often use
application of concepts and or encounter daily.
skills in daily living
H. Making generalizations of
concepts and skills in daily
living
I. Evaluating learning Read the sentences and circle the word/s with
long a sound.
1. Mother bakes a cake.
2. The ape went inside the cage.
3. Dave like the tale about the whale.
4. She was late for the game.
5. The picture frame is on sale.
J. Additional activities for Read the poem and look for words with long
application or remediation a sound.
Slice of Cake
By Cindy B Albaytar
Jane and Kate went to the lake and brought a
slice of cake.
They passed by a cage and entered a gate
where they saw an ape.
They became mates and played a game when
suddenly a rain came.
Kate ran fast and gave a wave for she is already
late
In their haste to leave the lake, they forgot the
slice of cake.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
C. Did the remedial lesson/s
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
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F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
materials did I use/discover
which I wish to share with other
teachers?.
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I. OBJECTIVES
grammatical structures of English to be able to
communicate effectively in oral and written
forms.

narrative and informational texts for
appreciation of literacy-related activities/tasks
B. Performance Standards The learner shows proficiency in constructing
grammatically correct sentences in varied
theme-based oral and written activities.

enthusiasm in reading books both for pleasure
and learning.
C. Learning Use personal pronouns (e.g. I, you, he, she, it,
Competencies/Objectives we, they) EN3G-IIIcd-4.2.3
(Write the LC code for
each)
II. CONTENT Slice of Cake by Cindy B Albaytar
Two Friends, One World (Francisca‘s Story)
By: Ramon C. Sunico and Joanne De Leon

References
1. Teacher’s Guide Pages 284-285
2. Learner’s Materials Pages 289
3. Textbook Pages 289
LR Portal
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the previous Read the poem and the words with long a
lesson or presenting the new sound.
lesson Slice of Cake
By Cindy B Albaytar
Jane and Kate went to the lake and brought a
slice of cake.
They passed by a cage and entered a gate
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where they saw an ape.
They became mates and played a game when
suddenly a rain came.
Kate ran fast and gave a wave for she is
already late
In their haste to leave the lake, they forgot the
slice of cake.
B. Establishing a purpose for Who is your best friend? What are the things
the lesson you do together?
(Let the pupils share their ideas about the
given question.)
C. Presenting Provide pictures of (Best friends, Park, Girl,

examples/instances of the Boy, Grasshopper). Let the pupils choose a
new lesson picture they want. Let them write something/ a
sentence about the picture.
D. Discussing new concepts Read the story Two Friends, One World
and practicing new skills #1 (Francisca‘s Story)
(Use it as springboard for this lesson)
Discuss questions:
 Who is the I in the story?
 Who is her friend?
 How did Francisca described the place
Antonio lives in?
 How will you describe Antonio?
 How will you describe Francisca?
 If you were Francisca, how are you
going to treat Antonio?
 What did Antonio show Francisca?
 What did Francisca learn from Antonio?
E. Discussing new concepts Read the following sentences:
and practicing new skills #2 1. Antonio goes to the park every afternoon.
He plays with Francisca
2. Francisca plays with Antonio.
She likes to talk to him.
3. The grasshopper is on the grass.
It hops around.
Answer the questions from the sentences:

 Who goes to the park every afternoon?
Underline it.
 Who plays with Francisca? Encircle it.
 What word was used to replace the
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name Antonio in this sentence?
 Who plays with Antonio? Underline it.
 Who likes to talk to him? Encircle it.
name Francisca in this sentence?
 What is in the grass? Underline it.
 What hops around? Encircle it.
name grasshopper in this sentence?
Read the words that you underlined.
Read the words that you encircled.
What do we call them?
He, She, It are called PRONOUNS.
F. Developing mastery (Leads Pupils will pick sentence strips from the
to Formative Assessment 3) treasure box.
Sample sentences:
Jenny is beautiful.
Raymond reads book every day.
Jenny and Raymond play together.
The cat run fast.
From the sentence strip, e.g., ‖Herbert is good
in playing chess,‖ let a pair of student rewrite
the sentence using the appropriate pronoun
like ―He is a good in playing chess.‖
After all of them had written several sentences,

let them talk with their group and discuss about
the pronouns they used.
G. Finding practical When do we use He, She, It, They and We in

application of concepts and our daily conversation?
H. Making generalizations of Personal pronouns are words used in place of
concepts and skills in daily nouns in sentences.
living  The word he is a personal pronoun. He
is for a boy.
 The word she is a personal pronoun.
She is for a girl.
 The word it is a personal pronoun. It is
used to replace a thing or an animal
 The word they is a personal pronoun.
They is used to replace the name of
more than one animal or thing.
The word we is a personal pronoun.
We is used to replace the name of
more than one person.
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I. Evaluating learning Make one sentence Write the appropriate
for each of the personal pronouns to
following personal replace the nouns in
pronouns. the parentheses.
1. she 1. (Shiela) is
2. he dreaming.
3. it 2. (The
4. they blackboard) is
5. we green.
3. (The dog) is
running.
4. (Henry) is
riding a bike.
5. (My mother and
I) are watching
Honesto.
application or remediation
V. REMARKS
VI. REFLECTION

80% on the formative assessment
No. of learners who have caught
up with the lesson
require remediation
E. Which of my teaching strategies
worked well? Why did this work?

which my
head help me solve?
I wish to share with other
teachers?.
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I. OBJECTIVES
grammatical structures of English to be able to
communicate effectively in oral and written
forms.

narrative and informational texts for
appreciation of literacy-related activities/tasks
B. Performance Standards The learner shows proficiency in constructing
theme-based oral and written activities.

enthusiasm in reading books both for pleasure
and learning.
C. Learning Increase vocabulary through Synonyms (e.g.
Competencies/Objectives quick/fast) and antonyms (e.g. big/small)
(Write the LC code for EN3V-IIIbd-13
each)
II. CONTENT Two Friends, One World (Francisca‘s Story)

References
3. Textbook Pages
the LR Portal
A. Reviewing the previous Review personal pronouns by letting the pupils
lesson or presenting the new read the following sentence strips. Identify the
lesson personal pronouns used in each strip.
Sentence Strip 1: My name is Dang. I live in

Pangasinan.
Sentence Strip 2: Cris is my brother. He is
older than I am.
Sentence Strip 3: Wing and Mong are brothers.
They are playing.
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Sentence Strip 4: Gel is a girl. She is a happy
girl.
Sentence Strip 5: My friends and I are going to
the market. We are going to buy eggs.
B. Establishing a purpose for Ask the pupils to read the following sentences
the lesson from the story ―Two Friends, One World‖
 Papa says, I have such a big eyes.
 Antonio teaches me to be quiet.
 It is so big and beautiful and there are
so many things going on inside it.
Ask the pupils to read the underline words
twice.
C. Presenting Pupils will need to understand the meaning of

examples/instances of the following words in able to do the next activity:
new lesson  Synonym
 Antonym
 Similar
 Opposite
Put the words big, quiet, beautiful, many on the
board and pupil will be asked to orally give the
synonyms and antonyms of the words based
on their prior knowledge.
D. Discussing new concepts The teacher will be distributing letter cards with
and practicing new skills #1 the letters ―S‖ and ―A‖ and pupils will be
playing a game. Raise ―S‖ letter card if the
words that will be shown by the teacher is
synonyms or same meaning, and ―A‖ if it is
antonyms or has different meaning.
Sample Words:
Big-Small
Beautiful-
Pretty Quiet-
Silent Many-
Few
E. Discussing new concepts The teacher will create 18 index cards for this
and practicing new skills #2 activity. Write the words on the card(one word
per card)
1. tidy
2. clean
3. messy
4.dirty
4. happy
5.sad
6. joyful
7.gloomy/down
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8. costly
9.cheap
10.Inexpensive
11.expensive
12.pretty
13. beautiful
14.ugly
15.near
16.far
17.distant
18.clo
Give an index card to each pupil. Have them

read the word on their card themselves and tell
them to think about words they know that have
similar meanings.
Set the timer 60 seconds. Tell the pupils that

they need to find their card‘s buddy before the
timer goes off. Their card buddy is a synonym
because they have similar definitions.
Repeat this process for antonyms. However

instead of saying buddy, say foe. This is
because antonyms have opposite meanings.
F. Developing mastery (Leads Unscramble the letters to form the synonyms

to Formative Assessment 3) and antonyms of given word.
Given Word Synonym Antonym
Tidy lcena ytrid
Pretty lufituaeb guly
Plenty myan wef
G. Finding practical Give examples of words that we often use in

application of concepts and school that has same and different meaning.
H. Making generalizations of What is synonyms?
concepts and skills in daily Synonyms- a word or phrase that means
living exactly or nearly the same as another word.
What is antonyms?
Antonyms- a word opposite in meaning to
another.
I. Evaluating learning A. Replace the underlined word with a
synonym inside the parenthesis. Be guided by
the context clues.
1. My aged grandfather can hardly stand on
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her own feet. (young, old)
2. Keep your room tidy.(clean, dirty)
3. Antonio has been very silent.(quiet, noisy)
4. My classmate‘s new bag is costly
(expensive, cheap)
5. The baby girl has a pretty face. (beautiful,
ugly)
B. Write the antonym of each word. Get your
answer from the box.
messy cold sad

rich bad
6. clean
7. poor
8. good
9. hot
10.good

V. REMARKS
VI. REFLECTION

up with the lesson
require remediation
which my
head help me solve?
teachers?.
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I.OBJECTIVES
A. Content Standards Demonstrates understanding of grammatical structures
of English to be able to communicate effectively in oral
and written forms
B. Performance Shows proficiency in constructing grammatically correct
Standards sentences in varied theme-based oral and written
activities
C. Learning Listen to a variety of literary and expository texts
Competencies/ EN3LC-IIIaj-2.1
Objectives. a. Note important details
b. Retell some parts of the story
II.CONTENT ―Preparing for the Big Day‖ (Reading)

III.LEARNING
RESOURCES
A.References
1.Teacher‘s Guide
pages
2.Learner‘s Materials Let‘s Get Better in English

pages p. 153-160
3.Textbook pages Let‘s Get Better in English

p. 153-160
4.Additional Resources
from Learning
Resources (LR) Portal
5. Other Learning Powerpoint, pictures, charts

Resources
IV.PROCEDURES Average Learners Advanced Learners
A. Review previous
lesson or presenting the  Show the pupils a picture of a birthday party.
new lesson.  Then ask: ―What gift would you like to receive
on your birthday?‖
 Let the pupils share something about the
preparations they usually do every birthday party.
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B. Establishing the Unlocking of Difficulty
purpose to the lesson. Write the letter that gives the meaning of the underlined
word in each number. Pick out from the sentence the
clues that helped you guess the meaning of these words.
1. Ana will celebrate her birthday tomorrow and she feels

excited.
a. sad
b. happy
c. frightened
2. Alex is my cousin. He is my relative.

a. enemy
b. family
c. best friend
3. My mother writes our daily activities on a planner.

a. diary
b. storybook
c. schedule notebook.
C. Presenting Present the story to the pupils.

examples/ instances of Preparing for the Big Day
the new lesson
Everybody in the house was busy. There
were only five days before the big day, and Ana was
excited. She looked at her mini planner. She was
eager to plan for the things she had to do. She
wanted everything to be perfect.
Four days before the big day, Ana started to

clean the house. She swept the floor. She placed
the trash out of the house.
Three days before the big day, she visited her

relatives and friends. She invited them to be present
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on that very special day.
Two days before the big day, she practiced a

song with her friends. She wanted to dedicate this to
her special guests.
A day before the big day, she went to the

market with her mother. They thought of preparing
something extraordinary. Then, came the big day.
Everything was perfect.
D. Discussing new  Let the pupils listen the story.

concepts and practicing  Ask questions while the teacher reads the
new skills # 1 story.
E. Discussing new Comprehension Check
concepts and practicing 1. Who was busy in the house?
new skills # 2 2. When did Ana start to clean the house? visit
her relatives and friends? practice a song with her
friends?
3. What did Ana do a day before the big day?
4. Why are they busy in the house?
5. How did Ana prepare for the coming big day?
What preparations did she do?
F. Developing Mastery  How can you understand the story better?

(Leads to Formative  What questions should you ask to know if you
Assessment 3 understood what you heard or listened to?
(Teacher presents the important of noting details of

the story)
Noting details is an important reading skill for

children to learn. We note details by asking
wh-questions who, what, where, when and
how.
G. Finding practical Retell the story by (Group Activity)

applications of filling in the organizer
concepts and skills in with the things Ana did Divide the class in three
daily living in preparation for the groups.
Group 1 –Role Play
big day.
Let them retell the story,
The Big Day ―The Big Day‖ by acting
out the scenarios/events
1. that
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happened in the story.
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2.
3. Group 2 – Organizer
4. Fill in the organizer with the
5. events that happened in the
story. Read your answer to
She practiced a the class.
song number with
The Big Day
She cleaned the 1.
2.
house.
3.
She visited and 4.
invited her 5.
relatives.
Group 3: Draw
Retell the events in the story
Ana went to the through a drawing. Present it
market with her to the class.
mother.
She looked at her

mini planner.
H. Making  How do we understand a story?

generalizations and  How do we note details?
abstractions about the
lesson
I. Evaluating learning Listen to the story of Ana‘s Big Day then answer the
questions about it.
The Big Day
A man stood by the gate along with huge bags.

He looked taller. He seemed very familiar. Everyone
around started to clap their hands. Everybody was happy
and excited seeing the man.
The man smiled at Ana. She pinched herself, not
believing what she saw.
Teary-eyed, the man walked toward Ana who
stood still. He grabbed Ana‘s hand and hugged her with
so much joy.
Tears rolled down Ana‘s face.
―Father, you really are home!‖, she exclaimed.
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Questions
1. Who stood by the gate during Ana‘s big day?
2. What did Ana felt when she saw the man?
3. Why did she cried when she recognized the man?
4. If you are Ana, how would you feel about it?

application or
remediation
V. REMARKS
VI. REFLECTION

up with the lesson
require remediation
which my
head help me solve?
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I.OBJECTIVES
A. Content Demonstrates understanding of grammatical structures of
Standards English to be able to communicate effectively in oral and
written forms
activities
C. Learning Give the synonyms and antonyms of some words
Competencies/ EN1V-IIIac-13.1,13.2
Objectives. Increase vocabulary through Synonyms (e.g. quick/fast)
and antonyms (e.g. big/small)
EN3V-IIIbd-13
II.CONTENT Synonyms and Antonyms

III.LEARNING
RESOURCES
A. References
1.Teacher‘s Guide
pages
2.Learner‘s
Materials pages
3.Textbook pages
4.Additional
Resources from
Learning
Resources (LR)
Portal
5. Other Learning  https://examples.yourdictionary.com/examples-of-

Resources antonyms-synonyms-and-homonyms-for-kids.html
 https://www.pinterest.ph/pin/204913851768225382/?lp
=true
 https://www.biglearners.com/?blKey=showWSPDFOnP
age&wsCatCode=4b7fd490a328320c7d5c330c3322b8f
2
 https://www.biglearners.com/?blKey=showWSPDFOnP
age&wsCatCode=197506ebdc6fffeb36729228fb3c03ac
 Pictures
A. Review (Have a short recall the story about Preparing
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previous lesson for the Big Day.
or presenting the Ask pupils to track their comprehension.)
new lesson.
B. Establishing the  Present to the song to the pupils.
purpose to the  Let them sing the song.
lesson. (Teacher may sing first the song if the pupils are
not familiar with the tune)
Synonyms and Antonyms

(to the tune of London Bridge)
Synonyms are similar-

Truth and fact
Perform and act
Synonyms are similar
Split and crack!
Antonyms are opposites-

Huge and tiny,
Dull and shiny
Antonyms are opposites
Smooth and spiny!
 Ask the pupils to sing the song. Have a short

comprehension questions about the song.
C. Presenting  What is the song about?

examples/  Present A chart of synonyms and antonyms to the
instances of the pupils
new lesson
SYNONYMS ANTONYMS
 L
e
t
t
he pupils pick out the pair of words on synonyms
and antonyms from the song.
 Ask the pupils to write it on the chart on the chart.
(Teacher can also use meta cards and paste it to
the chart)
D. Discussing new
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concepts and Let the pupils read the following sentences.
practicing new 1. Anna begged her friend to tell the truth.
skills # 1 2. She knew the fact that her friend cheated during
the examination.
3. The grade 3 pupils perform well during the cheer
dance competition.
4. Coco Martin and James Reid act great in their
movies.
5. Giants are huge creatures. while dwarfs are tiny.
6. Jackfruits have spiny coverings while apples have
smooth.
 (Teacher may provide pictures of the words in the

sentence. Showing the pictures, let the pupils
analyze the difference of synonyms and
antonyms)
 What can you tell about synonyms or antonyms?
 Teacher give emphasis on the meaning of
synonyms and antonyms
E. Discussing
new concepts and Synonyms are words that have the same or almost the
practicing new same meanings.
skills # 2 Examples:
1. afraid-scared
2. garbage-trash
3. large-huge
4. visitor-guest
5. small-tiny
6. look-see
7. hear-listen
8. happy-glad
9. empty-vacant
Antonyms are words that have opposite meaning.

Examples:
1. happy-sad
2. right-wrong
3. happy-sad
4. clean-dirty
5. close-open
6. hot-cold
7. high-low
8. dark-light
9. day-night
10. fat-skinny
(Ask the pupils add pair of synonyms and antonyms)
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F. Developing A. Underline the correct synonyms of the bolded word.
Mastery (Leads to 1. Correct (join, right, write, release)
Formative 2. Expert (exact, skillful, export, extra)
Assessment 3 3. Merry (happy, afraid, shy, scared)
4. Evil (good, bad, noble, upright)
5. Neat (dirty, clean, dull, muddy)
B. Read softly the short poem written by Rabindranath

Tagore. Encircle the words that are antonyms. Then, write
them on the line below the poem.
1. My fancies are fireflies
Specks of living light
Twinkling in the dark
2. My heart today smiles at its past night of tears like

a wet tree glistening in the sun after the rain is
over
G. Finding Group the class into Group the class into two.
practical three.
applications of Group 1-Antonyms Group 1 (Antonyms)
concepts and Draw a line from each Read a selection from the
skills in daily living word to its antonyms. Bible, which explains what
1. noisy happens at certain times.
a. deep Pick out the antonyms of the
2. thin given words below to
b. right complete the pair.
3. left
c. poor The Wisdom of Ecclesiastes
4. rich 3
d. fat There is a time for everything
5. shallow And a season for every
e. quiet activity under heaven:
A time to be born and a time
Group 2-Synonyms to die,
Draw a line from each A time to kill and a time to
word to its synonyms. heal,
1. gift A time to tear down and a
a. leap time to heal,
2. difficult A time to weep and a time to
b. cold laugh,
3. jump A time to mourn and a time to
c. present dance,
4. fast A time to scatter stones and a
d. hard time to gather them,
5. icy
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e. speedy Write the antonym of the
following words.
Group 3 – Synonyms 1. born -
and Antonyms 2. embrace -
Identify whether the 3. kill -
following words are 4. laugh -
synonyms or antonyms. 5. mourn -
Write S for synonyms
and A for antonyms. Group 2 (Synonyms)
1. below- For each problem, circle the
beneath synonyms.
2. common-
ordinary 1. wealth 2. big
3. alive-dead
4. help- love zero
assist
5. sun-night sadness nothing
small
3. tree
little
soft
H. Making How would you know a synonym from antonyms?

generalizations
and abstractions
about the lesson
I. Evaluating Directions- Choose a Give the synonyms of the
learning synonym from the box to following words.
replace the underlined 1. visitor-
word in each sentence.
_
vacant safe 2. tiny -
_
rich new 3. happy-
polite
_
1) The guards made sure Give the antonyms of the

the plane was secure. following words.
4. healthy -
2) The family wanted to _
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buy a modern home. 5. bad -
_
3) A wealthy man flew
around the world.
B. Circle the correct

antonym for the
underlined word.
4. Ashton could not
watch a movie because
his room was messy.
a. dirty
b. cold
c. clean
d. awful
5. The room was very
dark when the
electricity went out.
a. light
b. black
c. dirty
d. big
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% on the

formative assessment
B. No. of learners who require activities for
remediation
C. Did the remedial lesson/s work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
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F. What difficulties did I encounter which my
supervisor/principal/department head help
me solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?.
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I.OBJECTIVES
written forms
Standards sentences in varied theme-based oral and written activities
C. Learning Read words with long i sound (long i ending in e)
Competencies/ EN3PWRIIId-24
Objectives. Read grade 3 level texts consisting of words with long vowel
sound with at least 95- 100% accuracy EN3F-IIIa1.6
II.CONTENT Long Vowel Words (i ending in e)
III.LEARNING
RESOURCES
A. References
1.Teacher‘s Guide p. 167-168
pages
2.Learner‘s Let‘s Get Better in English 3

Materials pages p. 167-168
p. 172-172
3.Textbook pages Let‘s Get Better in English 3
p. 167-168
p. 172-172
4.Additional
Resources from
Learning
Resources (LR)
Portal
5. Other Learning  https://www.spellzone.com/unit07/page13.cfm
Resources  https://www.youtube.com/watch?v=YEVPVf5jptI
 https://www.myteachingstation.com/vowels-short-or-long-i-
sound-words
 https://www.pinterest.ph/pin/569916527819981957/?lp=true
 flash cards, PowerPoint, pictures, charts
IV.PROCEDURES Average Advanced Learners

Learners
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A. Review previous  Show a picture of a bike, kite, rice and a baby crying.
lesson or  Say: What is in the pictures?
presenting the new
 Let the pupils write the word:
lesson
1. kite
2. bike
3. rice
4. cries
B. Establishing the
purpose to the
 Have you ride on a bike? Let the pupils about it.
lesson.
 Present the story Mike Rides a Bike.
 Teacher reads the story aloud and emulate the correct
pronunciation of words with /i/ sound and proper
intonation.
 Ask pupils of the standards in listening.
Mike Rides a Bike
Mike rides a bike and flies a kite.
The kite flies high in the sky.
Mike rides his bike.
He finds it hard to ride his bike and fly the kite.
Mike falls off his bike and loses his kite.
Mike cries on his way home.
He tells his mom what happened.
 Ask comprehension questions about the story listened

to.
C. Presenting
examples/  Tell the pupils that they will read the story aloud in
instances of the groups then in pair.
new lesson  Teacher will observe the proper intonation and
pronunciation of words with /i/ sounds ending in e.
 Ask the pupils to pick out the words with /i/ sounds
ending in e.
 Then, allow the pupils to read the words given.
D. Discussing new Ask the pupils to read the words with /i/ sound ending in e.
concepts and (refer to LM page 167)
practicing new skills pine lie like nice
#1
line pie bike rice
fine tie bite ride
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dine cries 93
slide
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E. Discussing new (Tell the pupils (Tell the pupils to read the questions with
concepts and to read the the correct pronunciation and intonation of
practicing new skills phrases with /i/ /i/ sounds ending in e.
#2 sounds ending in Group the class into two. Take turns in
e.) reading and answering these questions.
1. Do you know how to ride a bike?
Read these 2. Do you know how to fly a kite?
phrases. 3. Do you know how to tie a string to
1. to ride a the kite?
bike 4. Would you like some hot rice when
2. to fly a we dine?
kite 5. Would you like to lie down under
3. to lie the tall pine tree?
down 6. Would you like to slide down this
4. to tie a hill?
string 7. What would you do to stop the loud
5. to cries of your hungry baby brother?
slide
down
6. hot rice
7. nice pie
8. tall pine
tree
9. a big bite
10. loud cries
F. Developing
Mastery (Leads to  Ask the pupils to give words with /i/ sounds ending in
Formative e.
Assessment 3  How do we read or pronounce words with /i/ ending in
e?
G. Finding practical Group the class Group the class into two.
applications of into three. Group 1: Let the pupils read the words
concepts and skills Each group with long /i/ sound. (choral reading)
in daily living should have a https://www.pinterest.ph/pin/569916527819981
representative. 957/?lp=true
The teacher will shine line
flash some bride die
words/ pictures dine cries
with long like lie
/i/sound. Ask
dime flies
them to read the
word. dive untie
Pick 3 words and use it in a sentence.
Then, ask a
volunteer to use Group 2: Encircle the words with
it in a meaningful long/i/sound.
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sentence. https://www.myteachingstation.com/vowels-
short-or-long-i-sound-words
bite bit
kit kite
dim dime
fine fin
hide hid
Use the words with long /i/ sound in a

sentence.
H. Making How do we pronounce the long /i/ sound?

generalizations and
abstractions about
the lesson
I. Evaluating Name the picture. Write the letter in the blank to complete its
learning name. Then read the words that you wrote. (Refer to LM page
172-173)
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

remediation
lesson
remediation
F. What difficulties did I encounter which
my supervisor/principal/department head
help me solve?
did I use/discover which I wish to share
with other teachers?.
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I.OBJECTIVES
A. Content Standards Demonstrates understanding of grammatical structures
of English to be able to communicate effectively in oral
and written forms
activities
C. Learning Use personal pronouns (e.g. I, you, he, she, it, we, they)
Competencies/ EN3G-IIIcd-4.2.3
Objectives.
II.CONTENT Personal Pronouns
III.LEARNING
RESOURCES
A. References
1.Teacher‘s Guide pages
2.Learner‘s Materials Let‘s Get Better in English

pages p. 289
3.Textbook pages Let‘s Get Better in English

p. 289
4.Additional Resources
from Learning Resources
(LR) Portal
5. Other Learning Kto12 Curriculum Compliant Third

Resources Edition English This Way
The New Grade 3
p. 76-82
A. Review previous Let the pupils read the paragraph.

lesson or presenting the
new lesson. Hello! My name is Carlos Cortez. I am nine years
old. I am a grade 3 pupil at St. Francis School.My
teacher is Miss Angela Barraquias. She teaches
Reading and Language. My best friend is Rene. He
goes to St. Francis School, too. Rene and I love to play
basketball. We are both members of the school team,
and we attend practice session diligently. The other
members of the team are Mikko, Ben, Paolo, and Bryan.
They are also our friends. We always do our best in all
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our games.
 Ask a short comprehension questions about the

selection.
B. Establishing the Ask the pupils to read the words in bold letters.
purpose to the lesson.  What do we call these words?
 What do they do for the underlined nouns?
C. Presenting examples/
instances of the new Tell the pupils to study the chart and the sentences
lesson below.
Let them relate the sentences with the underlined
nouns.
Ask: What noun is replace by I in the sentence? (Ask
the same questions for the other sentences)
Person Singular Plural
First Person I We
(the speaker or
speakers)
Second Person ( the You You
person or person
spoken to)
Third Person (the He They
person or persons She
spoken about) It
Examples:
I like basketball.
She teaches Reading and Language.
He goes to St. Francis School.
We are members of the school team.
They are also our friends.
You are a grade 3 pupil.
It is our favorite sport.
D. Discussing new Things you should know about pronouns:

concepts and practicing 1. Pronouns are words that take the place of nouns
new skills # 1 in sentences.
2. Some pronouns are singular. Example of these
pronouns are I, He, She, and It.
3. Some pronouns are plural. The examples are we
and they.
4. The pronouns you could be singular or plural.
5. The pronoun I is always capitalized.
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E. Discussing new Ask the pupils to make sentences using the following
concepts and practicing pronoun.
new skills # 2  I
 You
 He
 She
 They
 We
 It
F. Developing Mastery Underline all the pronouns Replace the underlined
(Leads to Formative used in the following words with personal
Assessment 3 sentences. pronouns.
1. Nelly and I went to 1. Marites and Beth
the zoo. were invited to a
2. We saw many party.
animals there. 2. The party was a
3. There was a snake. costume party.
It was very long. 3. Marites did not
4. There were have a costume.
monkeys, too. They 4. Beth had done.
were inside a large 5. The costume was a
cage. bear suit.
5. There was also a 6. However, my
crocodile. It was in mother was home.
the water. 7. Father was home,
6. She was watching too.
the seals. 8. Could Father and
7. Later, father came Mother help
to pick up. He was Marites make a
right on time. costume?
8. We saw some 9. Father, Mother and
giraffes. They have I took out some
long necks. clothes, yarn, and
ribbon from the
closet.
10. Soon the costume
was finished. The
costume was a
clown‘s suit.
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G. Finding practical In groups, use the In groups, use the
applications of concepts personal pronouns in personal pronouns in
and skills in daily living sentence. sentence. Present the
sentence strips to the
he she class.
he she
it
it
Group 1: he and it
Group 2: they and she they you
Group 3: we and you we
H. Making How do we identify pronouns?
generalizations and When do we use pronouns?
abstractions about the What are some the personal pronouns?
lesson
I. Evaluating learning Encircle the correct Replace the underlined
pronoun for the underlined words with the correct
words. pronoun.
(We, They) 1. Leo, Ana 1. Leo, Ana and Rene
and Rene went to the went to the circus.
circus. 2. Anna bought some
(She, You) 2. Anna bought peanuts.
some peanuts. 3. Leo wanted some
(I, He) 3. Leo wanted cotton candy.
some cotton candy. 4. The cotton candy was
(It, They) 4. The cotton too sweet.
candy was too sweet. 5. “The Caterpillar and
(They, It) 5. “The the Space Shuttle can
Caterpillar and the Space turn 360 degrees! said
Shuttle can turn 360 Rene.
degrees! said Rene.
J. Additional activities for Write in your notebook the appropriate personal

application or remediation pronouns to replace the nouns in parentheses.
1. (Sheila) is dreaming.
2. (The background) is green.
3. (The picture frames) are on the wall.
4. (The dog) is running.
5. (My mother and I) are watching
Honesto.
6. (The flowers) are in the garden.
7. (Hesed) is riding his bike.
8. (Gerlie) is from Pangasinan.
(Refer to LM, page 289)
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V. REMARKS
VI. REFLECTION

up with the lesson
require remediation
which my
head help me solve?
teachers?.
10
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I.OBJECTIVES
written forms
Standards sentences in varied theme-based oral and written activities
C. Learning Use personal pronouns
Competencies/ EN3G-IIIcd-4.2.3
Objectives. Use appropriate punctuation marks
(EN3WCIIId-e-2.6)
II.CONTENT Personal Pronouns
Punctuation Marks
III.LEARNING
RESOURCES
A. References
1.Teacher‘s Guide
pages
2.Learner‘s Materials
pages
3.Textbook pages
4.Additional
Resources from
Learning Resources
(LR) Portal
5. Other Learning  Kto12 Curriculum Compliant Third

Resources Edition English This Way
The New Grade 3
p. 85-90
 https://www.google.com/search?q=girl+and+boy+with+san
dwich+clipart&sxsrf=ACYBGNRX2zDrbtRLCg3pCIsNSq8F
PP_CmQ:1569545995284&source=lnms&tbm=isch&sa=X
&ved=0ahUKEwiSrIe85u_kAhXCZt4KHY67AI4Q_AUIEigB
&biw=1366&bih=657#imgrc=ib1noDGHnwRBnM:
 https://www.google.com/search?biw=1366&bih=657&tbm=i
sch&sxsrf=ACYBGNSoDpYG2oPzySLx48DkuN5iMOAlqg
%3A1569545998370&sa=1&ei=Dl-
NXaqZFpGKr7wPg5W60Ao&q=a+man+offering+his+seat+
to+an+old+woman+clipart&oq=a+man+offering+his+seat+t
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o+an+old+woman+clipart&gs_l=img.3. .256218.267409..26
7848...1.0..0.348.7346.0j29j11j1......0....1..gws-wiz-
img......35i39j0i67j0j0i7i30j0i7i5i30j0i8i7i30j0i5i30j0i8i30.o
4iqd1qZhrM&ved=0ahUKEwiq2MO95u_kAhURxYsBHYOK
DqoQ4dUDCAc&uact=5#imgrc=wERrcjTrDYaTWM:
 Powerpoint presentation, Pictures
A. Review previous  Recall the meaning of pronouns.

lesson or presenting  Ask the pupils to give examples of personal
the new lesson. pronouns.
 Show the pupils some pictures and flashcard with
pronouns. Ask the pupils to make and recite a
sentence/s.
she
he they
B. Establishing the Study the pictures and the sentences

purpose to the that follow.
lesson. 1. Maria went to Jose. She gave him a
sandwich.
2. The man saw the tired woman

enter the room. He offered her a seat.
3. Mrs. Chavez served the children some cold

juice and cookies. She also prepared
cupcakes and ice cream for them.
4. The principal congratulated Mark and me. She came to us

after the game.
Ask the pupils:

a. What do we call the words in bold letter?
b. What are the words they refer to in the first
sentences?
c. What are the words that come before him and her?
d. What are the words that come before them and us?
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C. Presenting Study the chart.
examples/ instances Person Singular
of the new lesson First Person me
Second Person you
Third Person him
her
it
D. Discussing new Things you should know about pronouns:
concepts and 1. Pronouns are words that take the place of nouns in
practicing new skills sentences.
#1 2. Some pronouns are singular. Example of these
pronouns are me, you, him, her and it.
3. Some pronouns are plural. The examples are us, you
and them.
4. The pronouns you could be singular or plural.
E. Discussing new Punctuation Marks

concepts and  The period (.) is placed at the end of declarative
practicing new skills sentences, statements thought to be complete and
#2 after many abbreviations.
 Use a question mark (?) to indicate a direct question

when placed at the end of a sentence.
 The exclamation point (!) is used when a person

wants to express a sudden outcry or add emphasis.
Ask the pupils to give examples of sentences using the

following personal pronouns.
 Me
 Us
 You
 Him
 Her
 It
 Them
Let them use correct punctuation marks in the sentences.
F. Developing Underline the personal pronouns/s used in the sentence.

Mastery (Leads to Write the correct punctuation mark.
Formative 1. Dad wrote her a letter_
Assessment 3 2. These flowers were given to me _
3. Did you like it _
4. Anna sang to him softly_
5. Edna called them about the project_
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G. Finding practical Group the class into Group the class into two.
applications of two. Group 1: Write a dialog about lost
concepts and skills in Group 1: Construct and found items inside the
daily living sentences about the classroom. Use personal pronouns
following pictures. Use in your dialog.
personal pronouns and Group 2: Pretend that you have
appropriate punctuation won a shopping spree prize at a
marks in making the major mall. They will not be giving
sentence. you the money in cash, but you
will be allowed to shop for gifts for
your friends, family members,
teachers, classmates, and
anybody else you would want to
give a gift to. Talk about what you
will buy for each of your chosen
recipients. Choose at least five
individuals and two different
groups of people. First, use the
recipient‘s name and describe the
gift. Then, replace the recipient‘s
names with the correct pronouns.
Make sure you consider your
recipients‘ interest and
preferences when choosing
your gifts.
Group 2: Ex.
I will give my sister, Rita, a
complete oil paint set. I will give
her a complete oil paint set.
H. Making  What are personal pronouns?

generalizations and  What are examples of singular personal pronouns?
abstractions about plural personal pronouns?
the lesson  What are some of the punctuation marks used in a
sentence?
I. Evaluating learning A. Circle the pronoun in Complete the sentences with the
10
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each sentence. appropriate personal pronouns.
1. Mary gave me the Write the correct punctuation mark
letter. at the end of the sentence.
2. You can sit down by 1. Ernie has a new watch. He
the fire. bought with his
3. Peter and Cindy can savings
go with us tomorrow. 2. When Mr. Cruz, the principal,
4. Jerry and Mark went talked to Ariane, she was calm.
to the school play with We all listened to when
them on Monday. she related the incident
5. Aunt Marie baked
him a delicious 3. Dodong and Cocoy are waiting
chocolate cake. for you. I saw at the
library
B. Write the correct
punctuation to complete 4. Mar
the sentence.
(.) (!) (?)
1. A big lion is roaring

in the cage
2. Oh_ A sweet chick
on a brown hen
3. Can I have this
dance
4. Girl love playing
with dolls
5. Wow, she won the
contest
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

up with the lesson
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require remediation

which my
head help me solve?
I
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I. OBJECTIVES
speech cues for clear expression of ideas
and understanding of different listening
strategies to comprehend texts
B. Performance Standards The learner uses speaking skills and
strategies appropriately to communicate
ideas in varied theme-based tasks and
uses information from texts viewed or
listened to in preparing logs and journals.
C. Learning 1. Express opinions and feelings about
Competencies/Objectives others ideas
(Write the LC code for each) EN3OL-IIIe-1.16.4
2. Retell some parts of the story
EN3LC-IIIa-j-2.6
II. CONTENT Express Opinions and Feelings

Retell Some Parts of the Story

References
3. Textbook Pages
LR Portal
5. Other Learning Resources bowl/box, questions/topics written on a
piece of paper, rubrics, sash/paper crown,
copy of the passage, graphic organizer,
pictures

Learners
A. Reviewing the previous Spelling Activity:
lesson or presenting the new 1. sad 4. opinion
lesson 2. angry 5. feelings
3.retell
B. Establishing a purpose for Today, our lesson will be about expressing

the lesson opinions and feelings about others ideas
and retelling some parts of the story. What
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do you expect to learn from the lesson?
C. Presenting I know that you are familiar with the Miss Q

examples/instances of the new & A and now Mr. Q & A segment in a
lesson noontime show. Let us make some
revisions on the rules and the segment
itself. Let‘s call our version as Little Boy &
Girl Q & A. Each contestant will be given a
minute to react to each other‘s answer.
Then, your classmates will be the judges.
(Please refer to the attached rubrics.)
 Questions will be picked based from

the topics below.
 Time limit  No time

will be given. limit.
Suggested Topics
1. What value should children possess?
2. Which do you prefer riding a bicycle or
playing mobile legends?
3. Should children under 14 y/o be allowed
to use Facebook? Why?
4. Should children be forced to eat
vegetables? Why?
5. Why should junk food be banned in
schools?
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D. Discussing new concepts Unlocking of Difficulties (Using Pictures)
and practicing new skills #1
1.calm
Look at the picture.
The sea is calm.

How are you going to describe a calm sea?
2.boulevard
Let‘s have another one.
Are you familiar with this place? What

makes a boulevard different from other
streets or roads?
3.choked
Look at the child in this picture.
This child choked.

What could be the cause?
4.wrapped
This baby is wrapped by a towel.

When something is wrapped it means it is
.
Motivation:
Do you always follow your parents?
How do you think they would feel if you will
disobey them?
Motive Question:
As you read the story, find out what Lance
and Mel Rose did in a calm and cloudy
day?
Reading of the Text.

 First reading will be done by the
teacher
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 Second reading will be done by the
class
(Standards must be set in listening and
reading aloud of the story.)
BEST FRIENDS IN TROUBLE
It was a calm and cloudy morning when

Lance and Mel Rose went biking at the
boulevard while their parents were away.
They saw that the water was clear and blue
so they jumped to swim. It was almost dark
when they decided to go home. While they
were about to go back to the shore, large
waves rolled toward them. Mel Rose had hit
her head on the boat, drank some water
and choked. Lance carried Mel Rose and
swam toward the shore. Just then, he
heard voices. There were some neighbors
who noticed their bikes and called for help.
In a few minutes the two were wrapped in
blankets.
A.1. What did Lance and Mel Rose do?

2. What can you say about what they did?
3. Do you agree with what your classmate
said? Why/why not?
4. If you were Lance & Mel Rose, would
you do the same? Why or why not?
5. How do you think their parents feel?
6. What is the moral of the story?
7. Is it correct to do things without parent‘s
permission?
E. Discussing new GROUP ACTIVITY:

concepts and practicing Fill up the graphic organizer then, use it to
new skills #2 retell the story
Title
Setting Characters Plot
Problem
Solution
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Ending
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G. Finding practical application What is an opinion?
of concepts and skills in daily In what particular situations do we express
living opinions?
H. Making generalizations of Activity: Dyad on Expressing One‘s Opinion

living Situation: Two Grade 3 pupils are talking
about what they do at home during
weekends.
Pupil A: Tomorrow is a Saturday. Do you

help your parents in doing the household
chores?
Pupil B:
Pupil A: (opinion to the answer of Pupil B)
Pupil B: (opinion to the answer of Pupil

A)
Questions:
1. Why is it important to express your
opinions and feelings about others ideas?
2. How should you express your opinions
and feelings?
I. Evaluating learning The activity output of the learners may be

considered in assessing them formatively.
J. Additional activities for Interview a family member and ask what is

application or remediation the healthiest beverage for children?
V. REMARKS
VI. REFLECTION
11
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with the lesson
require remediation
which my
head help me solve?
I
Other Sources Used:

SCORING RUBRICS for the Little Boy & Girl Q and A
and Dyad on Expressing One‟s Opinion
SCORES
CRITERIA
Organization Logical, Logical and Lacked Lacked
coherent and conveyed the organization organization
conveyed the message and someand all main
message clearly. main points
points were
clearly. were unclear.unclear.
Quality of Solid, well- Developed Used Gave a list of
Opinion reasoned and supporting information in
single,
sequential arguments an effort to undeveloped
argument. without lapses state a clearideas, with an
in sequence. opinion. attempt to
state an
opinion.
Voice Consistent and Loud and Could be Low volume,
effective clear enough heard most of the audience
volume, to be easily the time, but had difficulty
articulation and understood. at certain part hearing and/or
expression. was inaudible. understanding.
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I. OBJECTIVES
the elements of literary and expository texts
for creative interpretation.
B. Performance Standards The learner uses information derived from

texts in presenting varied oral and written
activities.
C. Learning Make inferences and draw conclusions

Competencies/Objectives based form the texts.
(Write the LC code for each) EN3RC-IIIe-f-2.11
II. CONTENT Make Inferences and Conclusions
References
3. Textbook Pages
LR Portal
5. Other Learning Resources activity cards, pictures/illustrations of a
withered tree on a morning summertime & a
dirty wet dog on a doorstep, copy of the
passage and questions

A. Reviewing the previous What is the healthiest beverage for children?
lesson or presenting the new
lesson
B. Establishing a purpose for The teacher presents the meanings of the
the lesson following words: inference and conclusion
Inference is the act or process of reaching a

conclusion about something from the given
information.
A conclusion or opinion that is formed based

from the given information.
C. Presenting What is your favorite primetime program on

examples/instances of the new tv?
lesson Based on the last episode, what do you think
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will happen tonight?
D. Discussing new concepts Let us recall some events from the story we
and practicing new skills #1 had yesterday entitled ―BEST FRIENDS IN
TROUBLE‖.
(Let the learners write Read:
some events from the 1. Lance and Mel
story.) Rose went biking
while their parents
1. Why do you think were away.
the two decided to go 2. It was almost
home late? dark when they
2. What made you say decided to go home.
that they enjoyed 3. Mel Rose had hit
swimming? her head, swallowed
3. Cite evidences some water and
found in the story. choked.
(Teacher discusses 1. Why do you

the difference think the two
between inference decided to
and conclusion and go home
gives examples to late?
prepare the learners A. They
for the next activity.) enjoyed
swimming.
B. They do not
know their
way home.
C. There were
big waves.
2.What made
you say that
they enjoyed
swimming?
A. There were
also other
children
swimming.
B. The water
was calm
and clear.
C. The weather
was cold.
2. What
evidences
are found in
the story that
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would
support your
answer?
A. They were
in the
boulevard.
B. There were
children
swimming
with them
and they did
not notice
the time.
C. It was a
calm and
cloudy
morning and
the water
was clear
and blue.
(Teacher discusses
the difference
between inference
and conclusion and
gives examples to
prepare the learners
for the next activity.)
D. Discussing new concepts GROUP ACTIVITY GROUP ACTIVITY

and practicing new skills #1 1. Divide the class into 1. Divide the class
four (4). into four (4).
2. Each group will be 2. Each group will
given varied activities be given varied
to work on. activities to work on.
3. Let them do the 3. Let them do the
activity assigned to activity assigned to
their group at the their group at the
designated area. designated area.
4. Give other 4. Give other
necessary instructions necessary
in doing the activity instructions in doing
(i.e. allotted time the activity (i.e.
for the activity, group allotted time
presenter/member‘s for the activity,
role/responsibility etc.) group
6. Let them agree on presenter/member‘s
the rubrics on how role/responsibility
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they wanted their etc.)
group to be rated. 6. Let them agree
on the rubrics on
how they wanted
I – There will be a their group to be
summative tomorrow rated.
but Joem has
forgotten to bring his I – Read the
books. ―Oh well, I‘ll passage and write
just play ML tonight.‖ your inference and
he said. conclusion. Use
1.Joem will probably appropriate
punctuation marks.
.
Johan accidentally
II – Write where you broke an empty soft
think the story is drinks bottle. Then
happening. Explain he left the broken
your answer. pieces scattered all
around the floor.
It was a cloudy day
and how fun and
exciting to be outside.
Children are running II – Give your
everywhere. Some are inference and
on the slides while conclusion on the
others are on the passage below.
swings.
A woman in the
III – Finish the market shouts
statement. ―Come here! Come
here! My vegetables
There are signs along are fresh and
the streets so that cheap.
The woman is
her fish.
IV – Choose what
will happen next. III - A boy is going to
Explain your answer. school. He looks
The sun has set. The outside, and then
sky has turned dark. puts on a raincoat
The moon shines and gets an
brightly in the sky. umbrella. Ask
A. Stars will appear. students, "What is
B. It will rain. going on?‖
C. The sun will rise.
D.A typhoon will
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come.
IV- Lenard planted
some pechay in a
pot. He did not
water it every day.
What will happen to
the pechay?
E. Discussing new concepts 5 Steps to Make an Inference

and practicing new skills #2 1. Read the text.
2. Read the question
3. List relevant details.
4. Put details together.
5. Determine what they mean
F. Developing mastery (Leads (Note to teacher: This is a picture-assisted
to Formative Assessment 3) activity.)
VISUAL CLUES – ―Picture This‖
Look at the picture carefully. Using your white

board answer the questions that I am going
to post. Illustration of a
dog which is dirty
1.What do you think
happened to the dog? & wet sitting on a
2.What do you think will doorstep
happen next?
Illustration of
withered
1. What season is it?
2. When is it? trees during
3. Why do the trees summertime
look that way? (morning)
NOTE: Average learners may be given

choices if they find it difficult to answer.
G. Finding practical application Group Activity:

of concepts and skills in daily Each group is shown a situation or signage
living inside the school and the task is to make
inferences and draw conclusions based on
what the learners have actually seen.
I-Anti-Bullying Poster
If there will be no bullies, children will
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II- Wellness Campaign Tarpaulin
If children will exercise daily, they will be
III- Trash Bins

If all the classrooms will have all the 3 trash
bins, what will happen?
IV-Vegetable Garden
If we all have vegetable garden, what will
happen?
H. Making generalizations of Why is making inference and drawing

concepts and skills in daily living conclusion important to you as Grade 3
learners?
I. Evaluating learning Read the selection, Read the selection,
then write the right then write the letter
inference/conclusion. of the right
inference/conclusion.
Deana had a pet puppy named Fury.
Her neighbor who is an architect, would like to
buy Fury for P1, 000.00 but Deana never
agreed. She loved Fury so much and would not
let anybody take Fury away from her. But one
day, Deana’s baby brother got sick. They don’t
have money for the doctor and medicine.
Deana saw tears falling from her mother’s
eyes.
After a while, Deana got Fury. She
kissed and hugged him. Then she said “I love
1.Deana never liked 1.Deana never liked
to be away from Fury to be away from Fury
because because:
. A. he loved Fury
2.Deana‘s mother B. Fury is a sweet
had tears in her eyes puppy
because C. Fury is a great
. help to her
3.Deana kissed and
hugged Fury because 2.Deana‘s mother
she wanted to had tears in her eyes
because:
. A. her child died
4.Deana was willing B. she was hopeless
to sell Fury so that C. something
entered & hurt her
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. eyes
5.Deana could lost 3.Deana kissed and

her puppy but her hugged Fury
brother could because she wanted
. to :
A. feed him
B. play with him
C. say goodbye to
him
4.Deana was willing

to sell Fury so that:
A. her sister would
get well
B. Fury cannot bite
her brother
C. she could buy
toys and clothes
5.Deana could lost

her puppy but her
brother could :
A. go to school
B. be given food to
eat
C. be treated by a
doctor
J. Additional activities for A woman finished A woman finished
application or remediation reading and closed reading and closed
the book. About 15 the book. About 15
children got up from children got up from
the mat and went to a the mat and went to
corner of the room. a corner of the room.
They began getting They began getting
their bags and their bags and
wearing their shoes wearing their shoes
and then, they lined and then, they lined
up. up.
1. Where are the 1. Where are the
children going? children going?
2. How do you now? A. canteen
B. home
c. school
2. How do you
know?
A. There are 15
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children that lined
up, wore their shoes
with their bags.
B. The children lined
up.
C. A woman read a
book and that‘s the
mother.
V. REMARKS
VI. REFLECTION

with the lesson
require remediation

which my
head help me solve?
teachers?.
Other Sources Used:
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I. OBJECTIVES
processes in sight word recognition or
phonic analysis to read and understand words,
punctuation marks, rhythm, pacing,
intonation and vocal patterns as guide for fluent
reading and speaking and letter sequence in
words to get meaning.
B. Performance Standards The learner uses word recognition techniques to
read and understand words that contain
complex letter combinations, affixes and
contractions through theme-based activities,
accurately and fluently reads aloud literary and
informational texts and hears and records
sounds in words.
C. Learning 1. Read sentences, stories and poems
Competencies/Objectives consisting of long i words and questions about
(Write the LC code for them
each) EN3PWRIIIe-25
2. Read with automaticity 100 2nd and
3rd grade high frequency/sight words
EN3F-IIIef-1.8
3. Spell some irregularly -spelled words
(e.g. have, said, please, because)
EN3S-IIIef-5
II. CONTENT Long I Words
100 2nd and 3rd Grade High Frequency/Sight
Words
Irregularly-Spelled Words
References
3. Textbook Pages
the LR Portal
5. Other Learning Resources copy of the passage, chart of long I words, sight
words & sentences, activity cards, flashcard &
strips of words, bingo cards, fly swats, tic-tac-
toe board, improvised fishing rod,
sightwords.com
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Learners
A. Reviewing the previous Arrange jumbled letters to form words.
lesson or presenting the new (meanings can be given as clues)
lesson 1. thgim – force or strength
2. hgis - to take audible breath
3. verne – not ever
4. xis - the number 6
5. thgilf – the ability to fly
B. Establishing a purpose for Today, our lesson will be about long I words,
the lesson high frequency/sight words and irregularly-
spelled words.
(objectives of the lesson will be posted)
C. Presenting Unlocking of Difficulties (Using Pictures)
examples/instances of the
new lesson Look at each picture to be able to get the
meaning of the word. Choose your answer from
the box below.
1.fight
2.tight
3.fright
a feeling of sudden fear
strongly held
battle
Motivation:
Who among you are afraid of dogs?
Why are you afraid?
Motive Question:
As you read the short paragraph, find out who
was afraid of dogs?
D. Discussing new concepts It was night when the dogs had a fight. Romer
and practicing new skills #1 held tight to her mother‘s arm because of fright.
It was just right when his father arrived. He
switched on the light and the dogs ended their
fight.
1. Who was afraid of dogs?
2. Why was Romer afraid of the dogs?
3. How did he hold to her mother‘s arm?
4. What made the dogs end their fight?
(Learners‘ answers will be written on the board.)
Read the following words taken from the

paragraph.
night fight tight fright right
How do we pronounce the letter i in each word?
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Read the following words:
A. long i words
high, nigh, night, light, fight, tight, thigh, high,
right, sight, bright, delight, might
B. high frequency/sight words
always been both laugh
buy call before best
around because done together
(sightwords.com)
etc.
(by class, by group, individually)
E. Discussing new concepts A. Read the following sentences. Answer the
and practicing new skills #2 questions.
1. The teacher said. ―Please switch off the
lights when not in use.‖
What should be switched off when not in
use?
2. Before a fight, Manny Pacquiao would kneel
and ask for God‘s guidance and blessing.
What would Manny Pacquiao do before a
fight?
3. Both the old man and his friend gave the
visitor a sigh.
Who gave a sigh?
4.Children have to get out of the room because
it‘s too hot.
Why do the children have to go out?
B. This time let us spell some words taken from
our story and sentences. Use your whiteboard
in writing the word.
have said please because both

F. Developing mastery GROUP ACTIVITY
(Leads to Formative
Assessment 3) 1. Divide the class into four (4).
2. Each group will be given varied of activities to
work on.
3. Let them do the activity assigned to their
group at the designated area.
4. Give other necessary instructions in doing the
activity (i.e. allotted time
for the activity, group leader/member‘s
role/responsibility etc.)
5. Let them agree on the rubrics on how they
wanted their group to be rated.
I-Sight Words/Words Fishing

(Each pupil catches a fish, then reads the word
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on the fish in order to keep his/her catch.)
II- Sight Words/Words Tic-Tac-Toe

(The pupil must say the sight word prior to
selecting a box. Members can be divided into 2
groups.)
III- Sight Words/Words Fly Swat

(the leader says a word, and members have to
spot the word and splat it with a fly swat)
IV- Sight Words/Words Bingo

(Each learner gets his or her own Bingo Card
with a set of words printed on a grid on the face
of the card. The leader calls out words one at a
time, and each time the pupil hears a word that
is on their card, they cover the word with a chip.
When the chips line up to make a complete row
(horizontal, vertical, or diagonal), the pupil yells
―Bingo!‖ and declared the winner of that round.)
G. Finding practical How are you going to apply your skill in reading
application of concepts and and spelling in real life?
H. Making generalizations of Why is reading and spelling important?
living
I. Evaluating learning A. Individual Reading
1. The opposite of wrong is right.
What is the opposite of wrong?
2. It is dark at night.
When is it dark?
3. It was a bright day when she woke.
What kind of day was it?
B. Spell the following words correctly:

1.both
2.please
3.because
4.said
5.would
J. Additional activities for Learners will be given a list of the 100 2nd and
application or remediation 3rd grade high frequency/sight words to be read
at home.
V. REMARKS
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VI. REFLECTION

this work?

which my
head help me solve?
teachers?.
APPENDIX
Dolch Sight Words

Second Grade (46 words)
always or
around pull
because read
been right
before sing
best sit
both sleep
buy tell
call their
cold these
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does those
don‟t upon
fast us
first use
five very
found wash
gave which
goes why
green wish
its work
made would
many write
off your
Dolch Sight Words

Third Grade (41 words)
about laugh
better light
bring long
carry much
clean myself
cut never
done only
draw own
drink pick
eight seven
fall shall
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far show
full six
got small
grow start
hold ten
hot today
hurt if keep together

kind try warm
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I. OBJECTIVES
grammatical structures of English to be able
to communicate effectively in oral and
written forms.
B. Performance Standards The learner shows proficiency in
constructing grammatically correct
sentences in varied theme-based oral and
written activities.
C. Learning Use commonly used possessive pronouns
Competencies/Objectives EN3G-IIIef-4.2.4
(Write the LC code for each)
II. CONTENT Commonly Used Possessive Pronouns
References
3. Textbook Pages
4. Additional Materials from the LR
Portal
5. Other Learning Resources tic-tac-toe board, copy of the dialog, activity
cards, chart of activities
Learners
A. Reviewing the previous lesson or Spelling:
presenting the new lesson Let us play Tic-Tac-Toe
The first to get the correct spelling of the
word that I am going to say will write his/her
name on the empty squares. The first pupil
to get 3 of her/his marks in a row (up, down,
across, or diagonally) is the winner.
1.have
2.because
3. said
4.please
5. laugh
B. Establishing a purpose for the Today‘s lesson would be about using
lesson commonly used possessive pronouns.
What will be your learning target for today?
C. Presenting examples/instances Read the dialog and notice the underlined
of the new lesson words.
The SRES Raging Raven Claw
Marching Band just got home from a
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competition. Kuya Jay, their trainer helped
them get off the jeepney.
Kuya Jay : Who owns this pink towel?
Keerah : That‘s mine Sir Jay. My name
is written on it.
Kuya Jay : How about this drum
beater?
Andrew : I think that is yours, Tobi.
Tobi : No it isn‘t.
Cheska : Oh! That‘s Ralph‘s drum
beater. That is his.
Ralph : Yes, that‘s mine. I‘m sorry Sir
Jay.
I left it because I had to help
Kholie with her bag.
Kuya Jay : Oh! I see, next time secure
your things first.
Ralph : Yes Sir Jay, I will.
Kuya Jay : That‘s a true Roquenian!
D. Discussing new concepts and
practicing new skills #1 What are the
underlined my mine
words? (Keerah
What do they ) pink
show? towel
What do they
replace? your yours
These are (Tobi)
called drum
possessive beater
pronouns.
What does the Ralph‟s his
possessive drum
pronoun mine beater
replace? Is
mine singular How do we call the words
or plural? Etc. mine, yours and his?
Possessive pronouns
show possession or
ownership.
What does the possessive
pronoun mine replace? Is
mine singular or plural?
Etc.
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Mine, yours, his, hers, are singular
possessive pronouns; ours and theirs are
plural. These cannot be used before a
noun.
E. Discussing new concepts and GROUP ACTIVITY
practicing new skills #2 I – Construct sentences about the pictures
using possessive pronouns.
II - Fill in the blank with the proper

possessive pronoun.
1. I paid for my snacks, so it is .
2. Pick any of these toys. The choice is
.
3. The Science book belongs to Mariz. It is
.
4. We all love video games. Playing them is
a favorite pastime of .
5. Ian left his book at the covered court.
Definitely no one will get it because it is
.
III – Write a sentence with each of the

given possessive pronouns.
1. my
2. your
3. his
4. her
5. our
IV – Choose the possessive pronoun that

best completes each sentence.
1. The store belongs to our family. It is (our,
ours.)
2. (Ours, our) is a variety store. It is different
from your store.
3. (You, Yours) is a convenient store.
4. (Their, Theirs) may be bigger than 5.
(our, ours) but we have lots of buyers.
F. Developing mastery (Leads to Using your white board or any piece of

Formative Assessment 3) paper, write the correct possessive pronoun
that would complete each sentence.
1. I have my cellphone and you have
.
2. You have your homework, but he
doesn‘t have .
3. Belle likes her teacher-adviser, but
Jonathan doesn‘t like .
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4. I‘m not sure if this soda is or
not.
5. We don‘t remember this package if
this is .
G. Finding practical application of In what particular situations at home or in
concepts and skills in daily living any place can you use the possessive
pronouns? Give examples.
H. Making generalizations of What is the importance of using possessive
concepts and skills in daily living pronouns?
I. Evaluating learning Write a Choose the possessive
sentence with pronoun that best
each of the completes each sentence.
given Write your answer on your
possessive paper.
pronouns. 1. You have to check this
1. mine bag if it is (yours, his).
2. yours 2. Mariz bought pants for
3. theirs a full price, I bought (ours,
4. hers mine) on sale.
5. ours 3. Mr. Londonio bought
that house last year. It is
now (his, ours).
4. This book belongs to
Mr. & Mrs. Sabanal. It is
(hers, theirs).
5. I saw Jane dropped her
wallet. I think this is (hers,
yours).
J. Additional activities for Write five Fill in with mine, yours,

application or remediation sentences his, hers, ours or theirs.
using 1. Is this my pen?
possessive No, it is .
pronouns. Yours is in your bag.
2.Someone forgot this
cap. Is it your
brother‘s?
Yes, I think it is .
3.Teacher is looking
for her eyeglasses.
Are these ?
4. Whose books are
these?
They are . We
we‘re looking for them
for some time.
5. Does the red lunch
box belong to you?
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Yes, it is .
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% on

the formative assessment
B. No. of learners who require activities
for remediation
C. Did the remedial lesson/s work? No.
of learners who have caught up with the
lesson
require remediation

which my
help me solve?
materials did I use/discover which I wish
to share with other teachers?.
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I. OBJECTIVES
A. Content Standards The learner demonstrates understanding
of English vocabulary used in both oral and
written language in a given context.
B. Performance Standards The learner uses English vocabulary in
varied and creative oral and written
activities.
C. Learning Use homonyms (e.g. flower/flour)
Competencies/Objectives EN3V-IIIe-f13.6
II. CONTENT Homonyms
References
3. Textbook Pages
LR Portal
5. Other Learning Resources activity cards, pictures, bowl/box,
words/homonyms written on pieces of
paper, chart with written activities
A. Reviewing the previous Checking of the assignment.
lesson or presenting the new
lesson
B. Establishing a purpose for the Today‘s lesson would be about using
lesson homonyms.What will be your learning
target for today?
C. Presenting Spelling Activity: Using your white board
examples/instances of the new write the words that I am going to say.
lesson 1. sea
2. deer
3. know
4. i
5. too
What did you notice with your answers?
We‘re you able to spell the words
correctly? Why not?
D. Discussing new concepts and Read the following pair of words.
practicing new skills #1 sea – see
deer – dear
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know –
no i – eye
too – two
What do you noticed with the pairs of
words?
Do they have the same meaning?
These are what we call homonyms.
What are homonyms?
Who can give other examples of
homonyms? Who can use any of these
pairs in sentences? Etc.
E. Discussing new concepts and GROUP ACTIVITY GROUP ACTIVITY
practicing new skills #2
1. Divide the class 1. Divide the class
into four (4). into four (4).
2. Each group will be 2. Each group will
given varied of
be given varied of
activities to work on. activities to work
3. Let them do the on.
activity assigned to 3. Let them do the
their group at the activity assigned to
designated area. their group at the
4. Give designated area.
other
necessary 4. Give other
instructions in doing necessary
the activity (i.e.
instructions in doing
allotted time the activity (i.e.
for the activity, groupallotted time
presenter/member‘s for the activity,
role/responsibility group
etc.) presenter/member‘s
6. Let them agree on role/responsibility
the rubrics on how etc.)
they wanted their 6. Let them agree
group to be rated. on the rubrics on
how they wanted
I – Circle the their group to be
correct word whose rated.
definition is given.
1. this is the past I – Circle the
tense of the verb ―to correct word that
eat‖ best completes
ate eight each sentence.
2. it means that it‘s 1. At 9:00, we (ate,
not covered eight) dinner.
bear bare 2. Do you (too, two)
3. this is the want to come
shortened ―goodbye‖ along?
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buy bye 3. Erica shouted,
4.a mythical creature ―Come over (hear,
that can often do here). I‘m going to
magic buy ice cream‖.
ferry fairy 4. I don‘t know if the
5.this is the main (whether, weather)
ingredient in bread will be good
flour flower tomorrow.
5. We read from left
II – Write the to (right, write).
correct word that
best completes the II – Ring the word
sentence. Use the that matches the
words from the list. picture. Then use
each in a simple
waste waist sentence.
tale tail
stair stare won
board bored one
brake break
1. Please do not
see
that last glass
sea
of water.
2. Tishea drew a
monkey with a very mail
long . male
3. It is not polite to
at people.
meet
4. I am advanced in
Mathematics so, I meat
often get in
tow
class.
5. Father is fixing my toe
bike‘s for my
safety. III- Match the words
that sound the
III- Complete the same but mean and
puzzle by giving the spelled differently.
homonym of the Use five words from
words below. Then the list in a simple
use your answers in sentence.
meaningful
sentences. brake through
past eight
threw sole
ate break
soul passed
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IV-Look for the
word that sounds
the same but mean
differently. Use
each word in a
sentence.
DOWN C A X N
1 red H E A R
2 right O S S E
U T U M
ACROSS R D N L
3 blue T B U Y
4 deer H L E F
5 mite
1. by
IV – Write a 2. son
sentence using each 3. do
homonym. 4. our
1.week-weak 5. here
2.there-their
3.our-hour
4.wait-weight
5. pair-pear
F. Developing mastery (Leads In a form of a game Using your white
to Formative Assessment 3) a volunteer pupil will board write the
pick a word from the correct word to
bowl of homonyms complete each
and will use it in a sentence.
sentence. 1. I told mother to
His/her classmates buy some for
will guess the word my teachers for the
and write it on their World Teachers‘
white board. The Day on Oct. 5.
first to get it correctly flower flour
wins and also the 2. Teachers are
one who used it to me
correctly in a because of their
sentence. Other role in the society.
pupil volunteers may deer dear
be called. 3. Teachers need
of paint for
their classrooms.
pale pail
4. I love listening to
my teacher‘s fairy
stories.
tail tale
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5. We do
noticed the
sacrifices made by
the teachers just to
let us learn.
knot not
G. Finding practical application How are you going to apply your
of concepts and skills in daily knowledge about homonyms in your daily
living life?
H. Making generalizations of Why is it important to use homonyms
concepts and skills in daily living properly?
I. Evaluating learning Use the following Circle the
pair of homonyms in homonyms to make
meaningful the sentence
sentences. correct.
1.write-right 1. The children
2.read-red were
3.pair-pear restless when the
teacher gave them
a surprise quiz.
a. vary b. very
2. History is all
about what
happened in the
.
a. passed b. past
3. The children are

noisy. They are
talking in the
classroom.
a. two b. too
4. If you don‘t
the meaning of a
word, look it up in
the dictionary.
a. know b.no
5.The rainy
Make me
uncomfortable in
going out.
a.weather
b.whether
J. Additional activities for List down five pairs Use at least two
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application or remediation of homonyms and pairs of homonyms
use them in that you learned
sentences. today in sentences.
V. REMARKS
VI. REFLECTION

with the lesson
require remediation

which my
head help me solve?
I
Other Sources Used:
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I. OBJECTIVES
of processes and information in text for
articulation of ideas
B. Performance Standards The learner presents information in

varied ways.
C. Learning Express opinions and feelings about

Competencies/Objectives other‘s ideas
(Write the LC code for each) EN3OL-IIIe1.16.4
Make inferences and draw conclusions

based from texts
EN3RCIIIe-f-2.11
II. CONTENT Literature: Literature: Two Friends, One

World
References
2. Learner’s Materials Pages Let‘s Get Better in English, p. 279
3. Textbook Pages Let‘s Get Better in English, p. 279
4. Additional Materials from the LR Copy of the Story, Picture of two (2)
Portal friends
IV. PROCEDURE Advanced/Average Learners
A. Reviewing the previous lesson Pupils guess pictures provided for.
or presenting the new lesson
Unlocking/Vocabulary &
Concept Development
The teacher will present the body
parts, then, will be asking them to
connect some body parts with the
words that are connected to them.
Pictures Related Words

1.
taste
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2.
smell
3.
sound
4. See
B. Establishing a purpose for the

lesson Motivation Question
Ask: Who is your best friend?
What are the things you do together?
C. Presenting examples/instances Motive Question:

of the new lesson Ask: What do you think the
characters in the story love doing
together?
(The teacher may now present the
objectives of the lesson.)
D. Discussing new concepts and During Reading:

practicing new skills #1 Before and while reading, the
teacher will lead the class in making
inferences.
(Teacher reads aloud the story

―Two Friends, One World‖
(Francisca‘s Story.)
Two Friends, One World

Francisca‘s Story
by Ramon C. Sunico and Joanne de
Leon
I have a friend who lives in another

world. His name is Antonio. The world
he lives in is full of sounds and smells
and tastes and feeling.
My world is also full of sounds and

smells and tastes and feeling, but
sometimes, I am too busy seeing to
notice these other things.
Every Saturday afternoon, as the sun

is about to go down, his mama brings
him to the park where I am already
waiting. I can see him from far away
because, Papa says, I have such big
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eyes.
I run to him and take his hand and his

Mama lets us walk around. Antonio
teaches me to be quiet- so quiet I can
hear the wind talk to the leaves, so
quiet I can feel the air turn cooler as
the sun leaves the sky.
Antonio cannot see. He cannot see

but he can smell the white flowers of
the rosal bush growing beside the
broken wall of an old church behind
the park –before I can even come
close enough to see the church. He
knows when papa has brought
mangoes for us to eat, even when
these are still in the basket.
One day, he showed me my first

grasshopper. I was trying to tell him
what a mountain looked like when he
said suddenly, ―Shh Francisca, listen!
There is something moving in the
grass.‖
―Where, where? I can‘t see anything!‖

I complained.
―Ay naku. Francisca, quiet or you‘ll

scare it away. Look with your ears first
and then with your eyes. Try to listen
to yourself breathe and all the other
sounds will follow.‖
And sure enough, I heard something
small moving the dried grass aside. I
followed the sound, first with my ears
and then with my eyes. Slowly, very
slowly. And when I could only hear
Antonio and me breathing, I saw the
grasshopper-all green and pointed,
with red stripe down its back.
And I thanked Antonio for showing me

how to find the place where the
grasshoppers hide.
And he smiled the same smile he
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smiles after tasting a cool, ripe mango.
One day, I will tell him that, maybe, we

do not live in two worlds.
After all, we meet every Saturday

afternoon. What I can see, he can
hear or taste or smell or touch. What
he cannot see, I can bring to him with
words.
One day, we will meet one Saturday

afternoon and I will tell him that,
maybe there is only one world. But it is
so big and beautiful and there are so
many things going on inside it, that it
takes two friends to enjoy it‘s
sweetness like a great, cool, sweet,
smooth, golden-yellow mango.
E. Discussing new concepts and Motive Question:

practicing new skills #2 Ask: What do you think the characters
in the story love doing together?
Discussion Questions
Ask:
 Who is the ―I‖ in the story?
 Who is her friend?
 How did Francisca describe the
place Antonio lives in ?
 How will you describe Antonio?
 Where do they go every
Saturday afternoon?
 How will you describe
Francisca, the main character
in the story?
 If you were Francisca, how are
you going to treat Antonio?
 What did Antonio show
Francisca?
 What did Francisca learn from
Antonio?
F. Developing mastery (Leads to ADVANCED LEARNERS

Formative Assessment 3)
The teacher will ask the pupils to draw
a Venn Diagram in their notebook.
Using the Venn Diagram, compare
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Francisca and Antonio. You may use
the given questions as your guide.
1. What do both of them have?

2. What can both of them do?
FRANCISCA ANTONIO
3. What if Francisca was the blind

person? How would it feel like to
be Francisca and Antonio? Write
your answer in your notebook.
4. What if Francisca was the blind

person? How would it feel like to
be Francisca and Antonio? Write
your answer in your notebook.
AVERAGE LEARNERS
Write at least three (3) descriptions for

Francisca and Antonio.
FRANCISCA ANTONIO
a. a.
b. b.
c. c.
G. Finding practical application of

concepts and skills in daily living Group Work
Work in groups. Do the ―Does it
Make Sense Activity‖.
Group 1 & 3:
Act out the event in the story which
shows empathy.
Group 2 & 4:
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Draw simple scene which shows
empathy.
Let the pupils present their group
outputs in class.
H. Making generalizations of Based from the story that you have
concepts and skills in daily living read, how will you make inference?
How will you end the story?
ADVANCED LEARNERS
Sentence Completion: What will you
do in the following situations? Write
your answer.
A pupil with
difficulty in Math or
any subject
A pupil with
difficulty in reading
AVERAGE LEARNERS
What is happening in the picture?
Color your guess.
1.
The boy finished
drinking his milk
tea.
A boy whose
shirt got stained
by milk tea.
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2.
a girl who is
surprised.
The girl is sad.
3.
The frog does not
want to catch the
fly.
a frog about to
catch a fly
4.
The boy is
hungry.
a boy who
spilled his milk
5.
The baby is
crying because
her baby sister
a baby crying
because of hunger

application or remediation Pupils will be asked to draw at least 5
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pictures which show generosity.
V. REMARKS
VI. REFLECTION

of learners who have caught up with
the lesson
require remediation

which my
help me solve?
Other Sources Used:
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I. OBJECTIVES
of punctuation marks, rhythm, pacing,
intonation and vocal patterns as guide for
fluent reading and speaking.
B. Performance Standards The learner accurately and fluently reads

aloud literary and informational text.
C. Learning Infer feelings and traits of characters

Competencies/Objectives EN3LC-IIIa-j-2.8
Makes inferences and draw conclusions
based from texts (pictures, title and
content words)
EN3RCIIIe-f-2.11
II. CONTENT Inferring

References
2. Learner’s Materials Pages Let‘s Get Better in English, pp.279-280
Activities 250-251
3. Textbook Pages Let‘s Get Better in English, pp.279-280
Activities 250-251
4. Additional Materials from the LR Word strips
Portal Manila Paper with incomplete sentences
Venn Diagram
Pictures

IV. PROCEDURE ADVANCED/AVERAGE LEARNERS
A. Reviewing the previous lesson Group-matching
or presenting the new lesson The teacher will provide the pupils with
incomplete sentences, pupils have to
infer or draw the correct conclusion.
The first group to find their group match
wins the game.
1. The floor is wet.
14
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Jake spilled his juice.
Jake played ball.
Jake sang a song.
2. He cooks food all day long.

a. He works in a clothing store.
b. He works in a restaurant.
c. He works at the zoo.
3. Pam packed a basket with food.

a. Pam is going to take a nap.
b. Pam is going on a picnic.
c. Pam is going to the bank.
B. Establishing a purpose for the Say: Today, you will learn how to
lesson make inference and draw conclusion
from the statement/simple story
provided.
Complete the following statements by
putting the missing words. Choose your
answer from the words in the box.
Leah’s Birthday
Leah's mother puts icing on
the . She puts eight
on the cake. After she sets
the cake on the , everyone
sings to Leah. The lit candles make her
face . Leah blows out the
candles and .
table candles smiles glow cake
(Leah's mother puts icing on the cake.

She puts eight candles on the cake.
After she sets the cake on the table,
everyone sings to Leah. The lit candles
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make her face glow. Leah blows out
the candles and smiles.)
C. Presenting examples/instances Say: From the short story you that you
of the new lesson have just read, try to answer this
question.
When is Leah‘s birthday?
a. Tomorrow
b. Today
c. Next week
d. Yesterday
D. Discussing new concepts and Ask: Why do you think

practicing new skills #1 today/yesterday/or tomorrow etc. was
her birthday?
What made you say that today is Leah’s
birthday? Can we cite the evidences
found in the story?
Was it easy to infer?
What questions usually come up in our

mind?
What do we need to think first when we

are inferring?
E. Discussing new concepts and The teacher discusses what inference

practicing new skills #2 is.
Teaching Chart: Inferences
reaching a conclusion
about something from the
given information
 A conclusion or opinion
that is formed based from
the given information
Examples:
1. You see a dog sitting by a door

-you figure out (infer) that the dog wants
to go outside / inside
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2. You see someone wearing shorts
and a T-shirt
-you figure out that the weather is warm
F. Developing mastery (Leads to ADVANCED LEARNERS

What you will do in the given
statements? Write your answer on the
space provided.
1. John wanted to buy some candy at
the store, but he forgot his money at
home. What do you think will
happen next?
2. Luis had been waiting all week to go

to the beach. He was all ready to go
when his mom said, ―I have some
bad news.‖ What do you think will
happen next?
3. Edward was all alone in the

classroom and it was dark. The only
thing she could hear was a small
scratching sound. What do you think
will happen next?
AVERAGE LEARNERS
Say: Read each passage below. Give
your inferences orally.
1. All felt wonderful to be outside.
Swimming suits and trunks were
saleable in the market. It‘s the best
time to play outdoor games in
.
(a. summer b. rainfall)
2. Mr. Sun reaches out his hand.
Everyone is on their way to work. It
is .
(a. Morning b. night)
3.I am so hungry! It‘s almost half of
the day of school. I am going to
.
(a. play around b. eat something)
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4. All the items to buy are everywhere.
Mom put in the cart everything we
need for the whole week. I kept the
cart going straight as it got heavier
and
heavier. They are in a .
( a. pharmacy b. grocery store)
G. Finding practical application of Read each story and color the best
concepts and skills in daily living answer.
My father gave me a new bike. It is

red and white. I needed a new
1. bike. My old bike was too small.
I can’t wait to ride my new bike.
Here comes my dad now.
a. Our family
is going on
a bike ride.
b. Yesterday I
tripped on a
rock.
c. My shoes are too

small for me.
2. I am Sam the Fireman. I work

in a big fire station. I have a lot
of friends there. We help
people by putting out fires. We
help people by doing other
things, too.
a. I love to
swim.
b. Sometimes we
get cats out of
trees.
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c. I saw a
good movie
today.
H. Making generalizations of Ask:

concepts and skills in daily living
Was it easy for you to conclude the
story?
What questions usually come up in your

mind after taking a look at the picture or
situation?
What do we need to think first when

we are inferring?
I. Evaluating learning ADVANCED LEARNERS

Directions:
Read each given sentence below and
write an inference about what would
happen next in that scenario.
1. I forgot to bring my basketball shoes

to the game.
Inference: .
2. I forgot to bring my lunch box in
going to school.
Inference: .
3. I studied hard for the exam.
Inference: .
4. My dad got upset that I got low
grades on my report card.
Inference: .
5. I got the highest score in Math.
Inference: .
AVERAGE LEARNERS
1. The grass on the school‘s front lawn
is wet.
a. It rained.
b. The sprinkler was on.
c. The dog urinated on the grass.
2.Your cell phone is ringing in class.
a. Someone is making a call.
b. Someone is playing with my phone.
c. Someone hide my phone.
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3. Mary was crying in the dentist waiting
room.
a. Mary was scared of seeing the
dentist.
b. Mary was crying because she had a
toothache.
c. Mary was crying because her Mom
left her.
4. Liza saw him put the money in his
pocket.
a. He wants the money.
b. He wants to buy something.
c. He is hungry.
5. Ana collected shells. Then she went
for a swim in the cool, salty water.
a. Ana is at the pool.
b. Ana is at the river.
c. Ana is at the ocean.
J. Additional activities for Make an inference based from the

application or remediation situation given. Draw your answer.
1.Your classmate says, ―How can
you think and tap that pencil at the
same time?‖ What should you do
next?
a.Stop tapping your pencil because
it is annoying your classmates.
b.Explain to him how easy it is to
tap and think at the same time.
c.Tap your head on the desk
instead.
2. Dad says, ―You‘re going to ruin
your hearing.‖ What should you do
next?
a. Close the door.
b. Put on some different music.
c. Turn the volume down.
3. Your sister asks, ―Could you give
me a hand?‖ What should you do
next?
a. Applaud her for carrying such a
heavy box.
b. Give her a high five.
c. Help her open the door.
4. Your mom says, ―Honey, it‘s
getting dark!‖ What should you do
next?
a. Get your flashlight so you can
see.
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b. Go to your friend‘s house to play.
c. Stop playing and go inside.
5. Your mom says, ―We‘re leaving for
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the picnic in twenty minutes.‖ What
should you do next?
a. Get in the car now and wait for
twenty minutes.
b. Read for twenty more minutes
and then start getting ready for the
picnic.
c.Start getting ready now so you
can leave in twenty minutes.
V. REMARKS
VI. REFLECTION

for remediation
the lesson
require remediation
which my
help me solve?
I
Other Sources Used:
15
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I. OBJECTIVES
A. Content Standards The learner demonstrates
understanding of punctuation marks,
rhythm, pacing, intonation and vocal
patterns as guide for fluent reading and
speaking.
B. Performance Standards The learner expresses ideas in various

speaking tasks.
C. Learning Competencies/Objectives -Read and write words, phrases,

(Write the LC code for each) sentences with /ea/ digraph
Use personal pronouns (person)

(e.g. I, you, he, she, it, we, they)
EN3G-IIIc-d-4.2.3
Read grade 3 level texts consisting of 2-

syllable words with long vowel sound
with at least 95-100% accuracy
EN3F-IIIa-j-3.5.1
II. CONTENT Using Personal Pronoun
Words, Phrases and Sentences with
/ea/ Digraph

References
2. Learner’s Materials Pages Let‘s Get Better in English, pp. 281-282
Activity 252
3. Textbook Pages Let‘s Get Better in English, pp. 281-282
4. Additional Materials from the LR Treasure box with sentence strips inside
Portal
IV. PROCEDURE
A. Reviewing the previous lesson or (The teacher will ask the pupils what
presenting the new lesson they have learned about yesterday’s
lesson.)
Ask: Class, with the varied activities
that were given to you yesterday,
How did you to infer?
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What do you usually think when
making a conclusion?
What do you need to think first when
you infer?
B. Establishing a purpose for the Say:

lesson Today, you will read and write words,
phrases, sentences with /ea/ digraph.
You will also learn more on how to
make use of personal pronouns in
sentences.
(The teacher presents the objectives

of the lesson.)
Let‘s read the following words with
/ea/ digraphs.
beach beak meat

year ear beast
(All pupils will be asked to read the
phrases.)
1. crowded beach
2. the coming year
3. a slice of meat
4. a kind of beast
5. a clean ear
6. the cow‘s beak
C. Presenting examples/instances of Say:
the new lesson Class, do you still remember the
story of Francisca and Antonio? Let‘s
read the following sentences.
(Copy of the sentences should be
posted on the board.)
1. Antonio goes to the park every
afternoon.
He plays with Francisca.
2. Francisca plays with Antonio.
She likes to talk to him.
3. The grasshopper is on the grass.
It hops around.
D. Discussing new concepts and Say:
practicing new skills #1 From the three (3) sentences you
have read let‘s try to answer these
questions.
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1. Who goes to the park every
afternoon? (underline it)
2. Who plays with Francisca?
(encircle it)
3. What word was used to replace
the name Antonio in this
sentence?
4. Who plays with Antonio?
(underline it)
5. Who likes to talk to him?
(encircle it)
the name Francisca in this
sentence?
7. What is in the grass? (underline
it)
8. What hops around? (encircle it)
the name grasshopper in this
sentence? (encircle it)
E. Discussing new concepts and Say:

practicing new skills #2 Read again the words that you
underlined. (Antonio, Francisca,
grasshopper)
Read again the words that you

encircled. (Antonio, Francisca,
grasshopper)
What do we call them?

He, She and It are called pronouns.
Teaching Chart: Personal Pronoun
Personal Pronouns are used to

replace the name of a noun.
Examples:
Alex plays a lot.
He plays a lot
The word he is a personal pronoun.
He is for a boy.
Ana plays a lot.
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She plays a lot.
The word she is a personal pronoun.
She is for a girl.
This dog plays a lot.

It plays a lot.
The word it is a personal pronoun.
―It‖ is used to replace a thing or
an animal.
The boys play a lot.

They play a lot.
The word they is a personal pronoun.
―They‖ is used to replace the
name of more than one animal or
thing.
The boys and I play a lot.

We play a lot.
The word we is a personal pronoun.
―We‖ is used to replace name
of more than one person.
F. Developing mastery (Leads to The teacher will put out the
Formative Assessment 3) ―treasure box‖. Inside the ―treasure
box‖ are sentences written on a
strips of colored papers. Pupils will
pick sentence strips in the treasure
box.
Jenny is beautiful.
Raymond reads books everyday.
Jenny and Raymond play together.
The cat runs fast.
Say:
Can you read the sentence that you
picked inside the treasure box?
(Each pupil will be asked to post the
strip of paper on the board. Pupil
reads the sentence.)
Can you identify the nouns in the

sentence?
(Ask the pupils to identify the noun/s
in the sentence.)
Ask:
What pronoun will you use to replace
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the noun in each sentence?
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(The teacher will ask the pupils to
read the sentence and replace the
noun with the correct pronoun.)
G. Finding practical application of ADVANCED LEARNERS
(Pupils will be asked to answer the
activity in their notebooks.)
Use a personal pronoun to complete

each sentence.
1.(The saleslady)
gave me a pair of pants.
2.(Jake and I) will play

with Peter tomorrow.
3.(Mikel) asked for a

new bike for his birthday.
4.(Max and Hunter)

hiked up the mountain.
5.((Amanda) broke
her new toy.
AVERAGE LEARNERS
Choose the correct answer inside the

Word Bank.
He She They
1. This is Sherry.
is happy.
2. This is Bob and Mimie.

are singing.
3.This is Thomas.
likes to play his
guitar.
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4. This is Rizza. loves
reading books.
5. This is Tom and

Jenny. are
cleaning the house
together.
H. Making generalizations of What is a pronoun?

When do we use personal pronouns?
(We use personal pronouns to

replace the name of a noun.)
I. Evaluating learning ADVANCED LEARNERS
Write the correct pronoun.
1. This ball is small.

is small.
2. This rose is red.

is red.
3. My father is a lawyer.
is a lawyer.
4. My mother is loving.
is loving.
5. This kitten is my favorite

pet.
is my favorite pet.
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AVERAGE LEARNERS
Choose the correct pronoun inside

the balloon.
He SheA lawyerIt
1.
2.
A kitten
3.
A rose
4.
A boy
_
5. A book
J. Additional activities for application Replace the underlined word with a

or remediation pronoun.
1. My brother is tall.
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2. The butterfly was pretty.
3. My mom is a nurse.
4. The firemen put out the
fire.
5. My sister is six years old.
V. REMARKS
VI. REFLECTION

lesson
remediation

help me solve?
Other Sources Used:
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I. OBJECTIVES
sentences and paragraphs in expressing ideas.
B. Performance Standards The learner composes three-five sentence

paragraph.
C. Learning - Read and write words, phrases, and short

Competencies/Objectives sentences with /ea/ digraph
(Write the LC code for
each) Express feelings, opinions through journals, logs
EN3A-IIIf-g-1
II. CONTENT Complex Sentences
III. LEARNING
RESOURCES
References
2. Learner’s Materials Let‘s Get Better in English, pp. 282-284
Pages
3. Textbook Pages Let‘s Get Better in English, pp. 282-284
4. Additional Materials from Laptop
the LR Portal Multimedia Projector
Pictures of different facial expressions
Journal Notebook
Learner‘s Materials
Activity 253-254
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous (The teacher will
lesson or presenting the ask the pupils what they have learned about
new lesson yesterday’s lesson.)
Say: What is a pronoun?
When do we use personal pronouns?
(We use personal pronouns to replace the name
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of a noun.)
Can you give examples of these personal

pronouns?
(The teacher calls some pupils to give examples

of personal pronouns.)
Can you make a sentence using personal

pronouns?
(The teacher calls some pupils to give sentences

using pronouns.)
B. Establishing a purpose Say: Today you will learn how to write

for the lesson short sentences expressing about your feelings
and opinions from a particular topic given.
(The teacher presents the objectives of the

lesson.)
C. Presenting (The teacher asks the pupils to read the poem.)
examples/instances of the
new lesson Say: Class let‘s read the poem entitled
―Jean‖, later I will ask you to identify the words
having the sound of /ea/ digraphs.
Jean
Mil Flores-Ponciano and Leo Go
Eat, eat, eat

Jeans eat meat.
Beach, beach, beach

Jean goes to the beach.
Seat, seat, seat

Jean reads on a clean seat.
Say: From the poem that you have read can you
identify the words with /ea/ digraphs?
(The teacher calls some volunteers to give

examples.)
(Jean, eat, meat, beach, seat, reads, clean)
Say: Who can answer the following questions

based from the poem?
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1. What does Jean eat?
2. Where does Jean go?
3. Who plays under the heat?
4. Where does Jean play?
5. What does Jean do on a clean seat?
ADVANCED LEARNERS
D. Discussing new concepts
and practicing new skills #1 (The teacher will show pictures or situations and
let the pupils express what they feel about it.)
How do you feel about each picture?
You received a surprise gift

from your mother.
Your dad hugged you when he

arrives home.
You met new friends from

other schools.
AVERAGE LEARNERS
(The teacher will show pictures or situations and

let the pupils choose how they will feel about it.)
How do you feel about each

picture? Choose your answer.
You received a surprise gift

from your mother.
a. I will be sad.
16 165
8 b. I will be happy.
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DailyLessonPlan/2019-2020 c. I will be angry.
Your dad hugged you when he
arrives home.
a. I will be mad.
b. I will be sad.
c. I will be angry.
You met new friends from

other schools.
a. I will be shy.
d. I will be excited.
e. I will be afraid.
E. Discussing new concepts (The teacher will ask a volunteer to read a

and practicing new skills #2 journal entry of Francisca.)
(This should be written on a manila paper or

flashed on the screen with the aid of multimedia
projector.)
December 5, 2018
Dear friend,
I’m so happy today. I went to the park

earlier with Antonio, my best friend. I saw a
grasshopper earlier. It was my first time to see
this kind of insect when Antonio told me about
it. Now I know what a grasshopper looks like.
I thank Antonio for showing me how to find
the place where the grasshoppers hide. I hope
to see Antonio again next week.
Your friend,
Francisca
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Ask:
Who wrote the letter?
Describe how the writer feels when she wrote
the letter?
Why is she happy?
Say:
Do you also write a journal?
F. Developing mastery ADVANCED LEARNERS

(Leads to Formative
Assessment 3) Let pupils guess different facial expressions.
(The teacher will have different pictures of facial

expressions.)
1. Have one volunteer pupil, pin an

emotion card on his back and let him
turn to show the word on his classmates
many times as needed .
2. Let the class show the facial expression
and the volunteer will identify what
expression it was.
3. If it is a first time activity, give the
volunteer a clue by asking his
classmates ―Who has a clue for Bert?‖
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And his classmates will say ―I feel
that way when I ‖
4. Let the pupils express their feelings on
the emotion card pinned on their back.
5.
AVERAGE LEARNERS
Read the emotions below and stick on the

matching picture.
1. Excited
2. Happy
3. Embarrassed
4. Confused
5. Surprised
G. Finding practical Journal Writing:

application of concepts and
skills in daily living Write a journal entry.
Prompt: The best thing you did to your friend.
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My Journal
_
Date
Dear Friend,
_
_
_
_
.
Your friend,
_
(The teacher will ask some volunteers to read

and present their work to the class.)
H. Making generalizations of What is the importance of journal writing?

living (Journal writing is one way of sharing how
you feel. You can also write your opinions
about something. Writing your feeling or
sharing your opinion is a good way of
expressing yourself.)
Why do we need to make use of emotions?
I. Evaluating learning GROUP WORK:
The teacher will let the pupils log down their

feelings and opinions and let them talk about it
with their group mates.
(The teacher should provide manila paper to the

pupils to let them write their output.
Prompt:
You saw a beggar in the market. What should

you do? How do you feel?

V. REMARKS
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VI. REFLECTION

80% on the formative
assessment
this work?
encounter which my
head help me solve?
teachers?.
Other Sources Used:
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I. OBJECTIVES
A. Content Standards Follow the directions in answering the
summative test.
B. Performance Standards Be able to answer the summative test.
C. Learning Competencies/Objectives Make inferences and draw conclusions

(Write the LC code for each) based from texts
EN3RCIIIe-f-2.11
II. CONTENT
Summative Test
References
3. Textbook Pages
4. Additional Materials from the LR Test
Portal
IV. PROCEDURE
A. Reviewing the previous lesson or Ask one (1) pupil to lead the
presenting the new lesson prayer before taking the test.
B. Establishing a purpose for the How do we take the test?

lesson
C. Presenting examples/instances of What are the things to be followed
the new lesson in answering the test?
Who can give me one?
( The teacher solicits answers

from the pupils.)
D. Discussing new concepts and The teacher discusses the

practicing new skills #1 procedures/steps in taking the test
briefly.
(The pupils will now answer the

summative test.)
E. Discussing new concepts and
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F. Developing mastery (Leads to

G. Finding practical application of  Checking of test papers
concepts and skills in daily living  Recording of test result
H. Making generalizations of concepts
and skills in daily living
I. Evaluating learning a. Pupils‘ responses
b. Sample item analysis
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess

yourself as a teacher. Think about your
pupils’ progress. What help can be
extended in order to make your pupils’
learning improve? Identify what help
your instructional supervisors can
provide for you, so when you meet
them, you can ask them relevant
questions. Indicate below whichever
is/are appropriate.

remediation
lesson
remediation

help me solve?
Other Sources Used:
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I. OBJECTIVES
A. Content Standards PWR - Demonstrates understanding of
processes in sight word recognition or phonic
analysis to read and understand words
LC - Demonstrates understanding of different

listening strategies to comprehend texts
B. Performance Standards PWR - Uses word recognition techniques to
read and understand words that contain
complex letter combinations, affixes and
contractions through theme-based activities
LC – Uses information from texts viewed or

listened to in preparing logs and journals
C. Learning Read sentences, stories and poems
Competencies/Objectives consisting of long o words and questions
(Write the LC code for each) about them
EN3PWR-IIIg-26.1
Infer feelings and traits of characters

EN3LC-IIIa-j-2.8
II. CONTENT Reading Sentences, Stories and Poems
Consisting of Long O words and Questions
About Them
Inferring Feelings and Traits of Characters

References
3. Textbook Pages English 4 LM p. 34
LR Portal
5. Other Learning Resources pictures, copy of the poem, sentence strips,
chart
Learners
A. Reviewing the previous Let the pupils tell the feelings shown by the
lesson or presenting the new faces below:
lesson
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Ask:
When do you feel happy?
When do you feel Sad?
When do you feel excited?
When do you feel afraid?
B. Establishing a purpose for Post a poem. Recite it first, then the pupils
the lesson after.
Who‘s Afraid?
Grace U. Rabelas
One day I heard a different tone

It woke me up
It chilled me to the bone
―What could it be?‖ I spoke alone.
Will I open
Or close tightly my door?
After a while I heard it no more
Well, I hope it‘s just Rome
With a brand new joke
Every time he comes home.
C. Presenting Ask: What are the words in the poem with
examples/instances of the new long o vowel sound?
lesson
Post printed charts of words, phrases and
sentences with long o vowel sound. Have the
pupils read them in unison and by group.
Words
tone
woke
bone
alone
open
no
more
joke
home
Phrases
different tone
the dog‘s bone
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spoke alone
open the door
a brand new joke
Sentences
I heard a different tone.
I gave my dog a bone.
Clean your room alone.
Will I open my door?
Lito has a brand new joke.
In the poem, what did the poet hear one day?

What do you think was the feeling of the poet
when he hear the different tone?
D. Discussing new concepts Read the paragraph to the pupils.
and practicing new skills #1
Ricardo wakes up early in the morning. He
feeds the ducks and the chickens. He fetches
water from the well. He waters the plants
before he goes to school.
Ask:
 What does Ricardo do early in the
morning?
 What trait does Ricardo have?
 How can you say that Ricardo is
industrious?
E. Discussing new concepts Call on some pupils to Listen carefully as
and practicing new skills #2 act out the feelings or I read some
trait shown in the situations. Guess
situations below. the feeling or trait
(The teacher will read the of the character.
situations to the pupils.)
1. ―Leave me
1. ―Leave me alone, alone, I don‘t want
I don‘t want to see to see you again.‖
you again.‖ (happy, angry,
surprised)
2. ―Mother! Mother! I
won the first place in the 2. ―Mother!
slogan making contest.‖ Mother! I won the
first place in the
3. ―Oh, thank you for slogan making
lending me a ballpen. I contest.‖
could not have finished (happy, angry,
my work.‖ sad)
3. ―Oh, thank you

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for lending me a
ballpen. I could
not have finished
my work.‖
(surprised,
thankful, mad)
F. Developing mastery (Leads Group Activity Infer the feeling or
to Formative Assessment 3) traits of the
character.
Group 1 1. Joan found a

Infer the feelings and five-peso coin
traits of the character. in the room.
Choose the correct She picked it up
answer from the box and gave it to
below. the teacher.
a. kind
b. honest
Polite c. selfish
Responsible
Selfish 2. Daniella spent
Helpful most spent most
worried of her money in
giving parties to
1. Lita doesn‘t like to her friends. She
share her toys to her bought expensive
sisters. things too.
a. thrifty
2. Carlo saw a little boy b. kind
crying. The boy had lost c. wasteful
his money. Alex helped
the boy look for it. 3. My teacher
gave me a smile
3. Alex greets his and she said,
teachers every day. ―You topped the
test.‖
4. Ben kept looking at his a. happy
watch. His brother was b. angry
running late, and it was c. worried
getting dark.
4. Lolita ran into
5. Mom is sick today. her bedroom and
Ana prepared her little hid under the bed
brother‘s things for trembling.
school. a. worried
b. afraid
Group 2 c. excited
Draw five (5) things that
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made you happy and five 5. Brenda sells
(5) things that made you rice cakes for her
sad. aunt every
Saturday. Her
aunt gives her
Group 3 twenty pesos
Write down five (5) every time she
experiences of yours that works for her.
made you afraid or Brenda deposits
nervous. what she earns in
a savings bank.
a. intelligent
b. thrifty
c. beautiful
G. Finding practical application How should one react in every situation that
of concepts and skills in daily we experience or encounter?
living
H. Making generalizations of How can we infer or guess the traits and
concepts and skills in daily feeling of the character?
living
I. Evaluating learning Listen as your teacher reads the following
statements. Infer for the feelings being
conveyed by each statement. Write the letter
of your answer on the space provided before
each number.
A. happy
B. sad
C. angry
D. afraid
E. worried
1. ―Leave me alone, I don‘t want to

see you anymore.‖
2. ―There are two men following us.‖
3. ―You made it to the

top! Congratulations.‖
4. ―Hurry up! I don‘t want to be late

for class.‖
5. ―I can‘t join the field trip because

I am sick‖.
J. Additional activities for Read a short story, then infer the feelings or
application or remediation traits of the character.
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V. REMARKS
VI. REFLECTION

with the lesson
require remediation

which my
head help me solve?
teachers?.
Other Sources Used:

https://www.google.com/search?q=emoticons+images&rlz=1C1CHBD_enPH701PH701&sour
ce=lnms&tbm=isch&sa=X&ved=0ahUKEwiT1czo0MfkAhUMHXAKHfN2Cg0Q_AUIEigB&biw=
1517&bih=730#imgdii=vTLYiR15M8ZKBM:&imgrc=oN7WHkAnaJ9feM:
https://www.google.com/search?rlz=1C1CHBD_enPH701PH701&biw=1517&bih=675&tbm=i
sch&sa=1&ei=rU94XZH0H42B0wSVoYO4CQ&q=excited+emoticons&oq=excited&gs_l=img.
1.0.0i67l7j0l3.306110.308512..310236...0.0..0.150.941.0j7......0 1..gws-wiz-
img.sqR6rPrkxCU#imgrc=ILIW3oWrozcR8M:
https://www.google.com/search?rlz=1C1CHBD_enPH701PH701&biw=1517&bih=675&tbm=i
sch&sa=1&ei=5FB4Xf6EMrPpmAW01aSgDw&q=afraid+emoticons&oq=afraid+emoticons&gs
_l=img.3..0l3.95683.96815..98351...0.0..0.197.804.0j6......0....1..gws-wiz-
img......0i7i30j0i7i5i30j0i8i7i30.tnJLdeP2Ku0&ved=0ahUKEwj-
ht6C0sfkAhWzNKYKHbQqCfQQ4dUDCAY&uact=5#imgrc=OJaXtnEW84QssM:
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I. OBJECTIVES
A. Content Standards G - Demonstrates understanding of
grammatical structures of English to be
able to communicate effectively in oral
and written forms
B. Performance Standards G - Shows proficiency in constructing
theme-based and written activities
C. Learning Identify adjectives
Competencies/Objectives EN3G-IIIf-g-5
Use descriptive adjectives in sentences
EN3G-IIIf-g5.3.1
II. CONTENT Identifying Adjectives
Using Descriptive Adjectives in Sentences

References
3. Textbook Pages
Portal
5. Other Learning Resources Meta cards, pictures, sentences written on
a piece of manila paper or cartolina, copy
of the short story
Learners
A. Reviewing the previous lesson Ask:
or presenting the new lesson  Can you describe the things or
people you saw on your way to
school?
 What can you say about your
classroom?
 What words will describe your
classmate/s?
(Write the answers of the pupils on the

board.)
B. Establishing a purpose for the Let the pupils read their answers.
lesson
Ask:
 When do we use these words?
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Based from the questions and your
answers what do you think is our
lesson/topic for today?
C. Presenting examples/instances Unlocking of Difficulties

of the new lesson
Unscramble the letters to come up with
the correct word. Use the meaning as a
clue.
FLPPOY – soft and flexible
STBUBY – short and thick
HYBUS – very thick and
full Show a picture of a
dog.
Ask: What can you say about the picture?
Tell the class that today they will read a

short story about a dog.
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D. Discussing new concepts and Remind the class the standards in oral
practicing new skills #1 reading.
Let the pupils read the short story.
BANTAY
I have a dog. His name is Bantay.
Bantay has shiny white fur, long floppy
ears, and stubby legs. Bantay is very
playful. Whenever I come home from
school, he never fails to meet me at the
gate. I know that he is happy because he
wags his long bushy tail.
Ask:
 Why do you think Bantay is happy
to see his owner?
 What kind of fur does Bantay
have?
 What kind of ears does he have?
 What word is use to describe
Bantay‘s legs?
 What describing words are used
for his tail?
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 What are the underlined words in
the story?
 What do they do to the words fur,
ears, legs, Bantay and tail?
 What do you call describing
words?
Explain to the pupils that adjectives are

used to describe nouns or pronouns.
E. Discussing new concepts and Group Activity Group Activity

Divide the class Group 1
into three (3) Write two descriptive
groups. adjectives to
Group 1 – describe each
Writers‘ Group picture.
Group 2 –
Artists‘ Group
Group 3 –
Musicians‘ Group.
Give each group

five words to
describe. Writers‘
Group will present
their answer
through writing
sentences; Artists‘
Group through
drawings or
sketches and
Musicians‘ Group
through rap or
song.
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Group 2
Underline the
descriptive adjective
used in each
sentence.
1. Albay is a
beautiful place.
2. Filipinos
are
hospitable.
3. One of the
famous delicacies
in Albay is Bicol
Express.
4. Butanding is the
biggest fish.
5. Sili ice cream
is delicious.
Group 3
Write a descriptive
adjective to
complete the
statement.
1. Mangoes are
.
2. I am and
.
3.Chili pepper tastes
.
4. Our teachers are
.
F. Developing mastery (Leads to Think of a Encircle the
Formative Assessment 3) descriptive descriptive adjective
adjective for each used in each
noun. Use it in a sentence.
meaningful
sentence. 1. Mayon Volcano is
one of the famous
Mayon Volcano tourist spots in
Sampaguita Bicol.
Eagle
Lollipop 2. Sampaguita
Bicolano smells fragrant.
3. An eagle has a
pointed beak.
4. There are colorful

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lollipops in the store.
6. Bicolanos
are brave.
7.
G. Finding practical application of Are adjectives important? Why or why
concepts and skills in daily living not?
H. Making generalizations of What is an adjective?

concepts and skills in daily living When do we use adjective?
I. Evaluating learning Underline the adjective in each sentence.

1. I have a cute puppy.
2. Nilo chased the noisy dogs away.
3. The eagle has a sharp beak.
4. Ana is carrying a heavy bag.
5. Pepe and I set to work in our big yard.
J. Additional activities for Write five (5) sentences using descriptive

application or remediation adjective.
V. REMARKS
VI. REFLECTION
for remediation
lesson
require remediation
which my
help me solve?
teachers?.
Other Sources Used:
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I. OBJECTIVES
A. Content Standards OL - Demonstrates understanding of
speech cues for clear expression of
ideas
Demonstrates understanding of
processes and information in text for
articulation of ideas
LC - Demonstrates understanding of
different listening strategies to
comprehend texts
B. Performance Standards OL - Uses speaking skills and strategies
appropriately to communicate ideas in
varied theme-based tasks
Creatively presents information in varied

ways
LC - Uses information from texts viewed

or listened to in preparing logs and
journals
C. Learning Ask and respond to questions about
Competencies/Objectives informational texts listened to
(Write the LC code for each) (environment, health, how-to‘s etc.)
EN3OL-IIIg-h-3.2
Identify cause and effect

EN3LC-IIIa-j-2.16
II. CONTENT Asking and Responding to Questions
About Informational Texts Listened to
Identifying Cause and Effect

References
3. Textbook Pages
Portal
5. Other Learning Resources picture, sentence strips, chart
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Learners
A. Reviewing the previous lesson Show any picture about great flood in our
or presenting the new lesson country. Let the pupils look and react
about the picture.
B. Establishing a purpose for the Ask:
lesson  What can you say about the
picture?
 Have you experienced the same?
 What did you or your family do?
 Was there someone you helped

you?
As a grade 3 pupil, how can you help the

flood victims?
C. Presenting examples/instances Post the news article about flooding.
of the new lesson Read and ask the pupils to remember
the information stated in the article.
„Ondoy‟ Floods Metro Manila

Abs-cbnNEWS.com
Posted at 09/26/2009 2:26 PM l Updated
as of 09/26/2009 9:58 PM
https://news.abs-cbn.com/nation/metro-
manila/09/26/09/ondoy-floods-metro-
manila
(an excerpt)
Heavy and continuous rains

brought on by Tropical Storm ―Ondoy‖
on Saturday flooded communities in
Metro Manila and have rendered many
roads impassable.
Initial reports from weather bureau
PAGASA said the volume of rainfall
measured from 8 a.m. to 11 a.m. was
already equivalent to rains experienced
in the past two weeks.
Muntinlupa Mayor Aldrin San
Pedro reported that roads in 8 villages in
the city are no longer passable due to
waist-deep flood waters. These include
barangays Tunasan, Putatan,
Bayanihan, Cupang, Buli and Sucat.
Parañaque City Mayor Florencio
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Bernabe was also reported by dzMM to
have said that 16 barangays in the city
are already flooded especially those near
creeks and rive channels. The radio
report cited flooded areas as Sun Valley,
Moonwalk, Sucat, San Dionisio, Tambo
and areas in Quirino Avenue. Many
roads in the city were also reported
impassable due to waist-deep floods.
Many areas in Manila and Quezon
City were also reported to have already
been flooded and thousands of
commuters and private vehicles were
stranded in major roads. –reports from
dzMM
Ask:
What is the title of the news article?
Where did the article come from?
Who reported it?
According to PAGASA, what was the
volume of rainfall measured from 8:00
am – 11:00 am?
What happen when heavy and
continuous rains fall in Metro Manila?
Why the roads in eight (8) villages in
Muntinlupa are no longer passable?
D. Discussing new concepts and (The teacher uses the sentences
practicing new skills #1 answered by the pupils in the
comprehension check-up)
1. Heavy and continuous rains brought

on by Tropical Storm ―Ondoy‖ flooded
communities in Metro Manila.
2. The roads in eight villages in

Muntinlupa are no longer passable due
to waist-deep flood waters.
Ask:
 What do the sentences show?
 What do they describe?
 What do the words ―what
happen‖ denote?
 What do the words ―why
it happen‖ denote?
 What is the cause in sentence no.
1? What is the effect?
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 What is the cause in sentence no.
2? What is the effect?
(Explain to the pupils that cause-effect

relationship describes something that
happens and why it happens.)
E. Discussing new concepts and Group Activity Group Activity

practicing new skills #2 Divide the class
into three (3) Read the pairs of
groups. sentences. Write C
before the
Group 1 sentence that tells
Teacher writes the cause and E
sentences on strips before the
of paper that show sentence that tells
cause and effect as the effect.
shown below. Give
these strips to the 1.Heavy
members of Group rains fell for hours
1. Ask them to find Then, floods
their partners to occurred in many
show the cause- place.
effect relationship.
2. The
If one lacks children kissed
sleep, and hugged
The children are mother.
laughing. It was
It started to rain. Mother‘s birthday.
Mae was sick.
The alarm clock 3. Carlos
did not ring. caught a cold.
He walked
in the rain.
I had to run
home
4. Children
The body
fly kites on
becomes weak.
summer.
The show is
Summer
funny.
winds are strong.
We were late for
school.
5. Ronel was
She missed the troublesome in
test.
class.
Everyone
Group 2
hates him.
Complete the
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sentences by
adding a cause or
an effect.
1. Sheila took a
bath because
.
2. Roy went to bed

early so that
.
3. Romeo got high

score in English
because .
4. Mother bought
Nena a new doll
because .
5. Mother removes
the weeds in the
garden so that
.
Group 3
Read the
sentences.
Underline the part
of the sentence that
show cause and
encircle the part
that shows effect.
1. Maria was
wearing pajamas
because she was
going to bed.
2. Raul hurt his leg
when he fell off his
bike.
3. Norma took her
umbrella with her
as it began to rain.
4. Noel had to
clean his bedroom
because it was
messy.
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5. Mother opened
the storeroom to
get some old
clothes.
F. Developing mastery (Leads to I will read to you some clauses and

Formative Assessment 3) phrases. Clap your hands for cause and
stamp your feet for effect.
1. so we switch on the light

2. she is so beautiful
3. the glass was broken
4. because it is very warm
5. I did not do my homework
G. Finding practical application of What are the causes of flood in our
concepts and skills in daily living country?
As a grade 3 pupil, how can you help
prevent flooding in your community?
H. Making generalizations of What is cause-effect relationship?
concepts and skills in daily living How can we identify the statements/
events that show the cause?
How can we identify the statements/
events that show the effect?
I. Evaluating learning I will read to you some
statements/events. Put a check (/) before
the number if the statements/ events
show cause-effect relationship. If not, put
a cross (X).
1. Edna was sick yesterday so she

missed the outing.
2. Since I have no homework, I will

sleep early tonight.
3. I love to swim in the river. Pia

loves it, too.
4. The rain was too strong. There

was a storm coming.
5. The leaders had a meeting. They

planted trees.
J. Additional activities for Identify the cause and the effect in each
application or remediation sentence.
1. Due to the bridge expansion being

done, traffic is rerouted along floodway.
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Cause:
Effect:
2. Carol has a toothache because she

ate too much candies.
Cause:
Effect:
3. Marissa studied her lessons well so

that she will past the test.
Cause:
Effect:
V. REMARKS
VI. REFLECTION
the lesson
require remediation
which my
help me solve?
I
Other Sources Used:
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I. OBJECTIVES
A. Content Standards V - Demonstrates understanding of English
vocabulary used in both oral and written
language in a given context.
B. Performance Standards V - Proficiency uses English vocabulary in
varied and creative oral and written
activities
C. Learning Identify the different meanings given to a
Competencies/Objectives word in a dictionary
Use context to determine meanings of
multiple meaning words
EN3V-IIIfg-h-13.7
II. CONTENT Homographs
References
3. Textbook Pages English 4 LM pp. 356-357
English This Way 3 (Reading) pp. 149-151
Portal
5. Other Learning Resources Meta cards, pictures, chart
Learners
A. Reviewing the previous lesson Show a dictionary to the class.
Ask:
 What do you know about
dictionary?
 Have you tried to look at a word in a
dictionary and find out that it has
several meanings or definitions?
B. Establishing a purpose for the Let the pupils look at these pictures:
lesson
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Ask:
What is the name of the animal in the first
picture?
What is the name of the thing in the second
picture?
(Tell the pupils that these pictures show the

multiple meaning of the word ―bat‖ which
can either be a thing or an animal.)
Ask: Based from the pictures, questions

and your answers, what do you think is our
topic/lesson for today?
C. Presenting examples/instances (Present to the class this dictionary entry.)
of the new lesson
Star (star) n. 1. Heavenly body of burning
gases that can be seen in the sky; 2. A
figure with ten sides; vt. 1. To play the
most important role in a movie, play, etc.
Ask:
How many meanings are given to the word
star?
What part of speech are listed?
D. Discussing new concepts and Let the pupils read the following sentences.
1. At night, they gazed up at the stars.
2. Our mathematics teacher tells us to

draw star.
3. Kathryn Bernardo stars the box office hit

movie ―Hello Love, Goodbye‖.
Ask:
 What does the word star mean in
the 1st sentence? 2nd sentence? 3rd
sentence?
 How is the word round in the first
sentence used?
 How about in the second sentence?
 How about in the third sentence?
 Is the spelling of the word star in
the three sentences different?
 How many meanings does a
dictionary give to a specific word?
 What do you notice about the
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meaning of a word?
(Explain to the class that words that have

the same spelling but different meanings
are called homographs.)
 How will you select an appropriate

meaning of a word from a several
meanings given?
E. Discussing new concepts and Group Activity Read the
practicing new skills #2 following
Divide the class into sentences. Then
three (3) groups. copy the number
of the correct
Group 1 meaning of the
Using a dictionary, underlined word.
find at least two
different meanings of Ring
the following words. v 1. to draw a
circle
1. Hand n 2. a piece of
2. Key jewelry
3. Goal
4. Ring The ring on
5. Apply her finger shows
that she is a
Group 2 married woman.
Look at the multiple Ring the
meaning cards. Given correct answer.
is a set of meanings
for a certain word. Model
Guess the word and v 1. to make a
write it on a blank small copy
card. The first letter of of
the missing word is something
given. n 2. a person
who poses
1. an open for
space in
the city
painters,
sculptors,
a figure with photography

four equal adj 3. right or
sides perfect especially
in conduct
to agree in The
every point
calendar has
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beautiful pictures
of models.
The pupils
modeled animals
in clay.
S Juana is a
model child. She
is polite, kind and
obedient.
2.
the upper part

of the nose
a card game
a structure for
crossing a river
3.
a bomb placed
under the surface
of the sea
a deep hole for

digging out coal,
gold etc.
Belonging to
me
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Group 3
Two words are
missing in each
sentence. Choose the
words from the box to
make sensible
sentences.
apply raise
average key
1-2. The to
solving the mystery is
the missing
to the door.
3-4. To for
this job, you must
know how to
paint.
5-6. This company

plans to its
prices and give the
workers a .
7-8. I am an _
player, but my coach
thinks my batting
is high.
F. Developing mastery (Leads to Below is a dictionary entry with multiple

Formative Assessment 3) meanings. Read the sentences that follow
and decide which meaning is used in each
sentence. Write the number of the
meaning.
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Round
1. shaped like a circle
2. to go around
3. one part of a game
1. The Barangay Tanod makes a

round in the barangay to catch the robber.
2. Judy Ann‘s face is round.
3. Manny Pacquiao won the game
for only two rounds.
G. Finding practical application of Do we need patience and perseverance in

concepts and skills in daily living analyzing a sentence to know the precise
meaning of a multiple meaning word?
H. Making generalizations of What did you learn about the dictionary?

concepts and skills in daily living What are homographs?
I. Evaluating learning Choose the correct meaning of the word in

bold letters as used in the sentence. Write
the letter of your answer on the blank
provided before each number.
Tip a. to give money for service

performed
b. the end part
1. Give the waiter a tip please.

2. Only the tip of the comet could be
seen by the naked eye.
Bank a. where money is kept

b. the edge of a river
c. depend
3. Can I bank on you for support?

4. Do you keep your money in a
bank?
5. We sat near the bank of a river.
J. Additional activities for Look for pictures that will show

application or remediation homographs. You may get pictures from a
magazine or print photos from the internet.
Paste the pictures on a short bond paper
with the meaning written below the picture
and construct a sentence using the word.
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V. REMARKS
VI. REFLECTION
with the lesson
require remediation
which my
help me solve?
teachers?.
Other Sources Used:

https://www.google.com/search?q=bat&tbm=isch&chips=q:bat,g_1:drawing:5nUWgazED6Y%3D&hl=en
&ved=2ahUKEwjS-
7H3zPXkAhUNT5QKHcmlAzMQ4lZ6BAgBECM&biw=1349&bih=657#imgrc=BBnRXqzlbZsVOM
https://www.google.com/search?q=bat+baseball+drawing&tbm=isch&ved=2ahUKEwj4gqmczfXkAhU9w
4sBHS5JAEIQ2-
cCegQIABAA&oq=bat+baseball+drawin&gs_l=img.1.0.0j0i8i30l9.5873.7757..10780...0.0..0.159.728.5j2.
.....0....1..gws-wiz-
img.......0i67.e6M7YNwlXGg&ei=4GmQXfiSEL2Gr7wPrpKBkAQ&bih=657&biw=1349&hl=en#imgrc=hZ
NMfYEJLWtkjM
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I. OBJECTIVES
A. Content Standards F - Demonstrates understanding of
punctuation marks, rhythm, pacing,
intonation and vocal patterns as guide for
fluent reading and speaking
S - Demonstrates understanding of letter

sequence in words to get meaning
B. Performance Standards F - Fluently expresses ideas in various
speaking tasks
Accurately and fluently reads aloud

literary and informational texts
S – hears and records sounds in words

C. Learning Observe the use of punctuations including
Competencies/Objectives commas, periods and question marks to
(Write the LC code for each) guide reading for fluency
EN3F-IIIg-j-1.11
Use capitalization rules in word and

sentence level (e.g. proper and common
nouns, beginning words in the sentences)
EN3S-IIIg-j2.5
II. CONTENT Observing the Use of Punctuations
Including Commas, Periods and Question
Marks to Guide Reading for Fluency
Using Capitalization Rules in Word and

Sentence Level
References
3. Textbook Pages English This Way 3 (Language) pp.294-
296; 298-299
Portal
5. Other Learning Resources Pictures, meta cards, chart
Learners
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A. Reviewing the previous lesson Unlock key words (bowl, aquarium, basin)
Bowl
Rico has a goldfish in a bowl and he calls

it Sam.
-Present the word card with word ―bowl‖
and ask: what do we mean by the word
bowl?
Ask: What is this? What animal you

usually see in an aquarium? What other
animals can be seen in an aquarium?
Ask: What is this? What are the uses of

basin?
B. Establishing a purpose for the

lesson
Ask: What are in the picture?

Say: These animals in the picture can be
one of our pets.
Ask:
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 Do you have pet/s at home?
 What is/are your pet/s?
 How do you take good care of
your pet/s?
Say: Today, we are going to read a

paragraph about pets. Let‘s find out what
are the pets of the author.
C. Presenting examples/instances Post the paragraph. Read it first, then the

of the new lesson pupils after. Remind the pupils to observe
the use of punctuations to guide reading
for fluency.
My Pets
Do you have pet animals? I have

four. I have a goldfish in a bowl, and I call
it Sam. I feed Sam once a day, and I
clean its bowl at least once a week.
Beside Sam‘s bowl is a rectangular
aquarium containing two turtles. The
bigger turtle is Toll and the smaller one is
Tar. My turtles love leafy vegetables. I
give them various chopped vegetables
twice a week. Once a week, I fill the basin
with water and let them swim for a few
minutes.
My other pet is Kitty. She was
actually our neighbor‘s cat. One day, she
refused to return to our neighbor‘s house.
She has become one of my pets since
then. I give Kitty some milk every morning
and I rub her fur with a damp cloth to
clean her. I also brush her fur until it
becomes shiny. Kitty likes my dog Rocky.
It is not difficult to like Rocky as he is
gentle and kind. Rocky likes to be given
baths, which he gets every Saturday. Kitty
and Rocky get along well. They would
oftentimes sleep side by side near the
doghouse. I think my pets like me a lot
and I return their love by taking good care
of them.
D. Discussing new concepts and Ask:

practicing new skills #1 What are the pets of the author?
How do the author take good care of
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his/her pets?
Why do we keep pets at home? What can
pets do for us?
What are the names of the author‘s pets?
Have the pupils look at the paragraph.

Ask:
How were the names of the author‘s pet
written?
How were the first letters of the first words
of each sentence written?
.
E. Discussing new concepts and Discuss the rules on capitalization.
Capitalization Rules
1. Capitalize the first letters of names of
gods and of words referring to deity.
Muslims pray to Allah.
God Almighty is merciful.
2. Capitalize the pronoun I.

Salvacion and I are very good
friends.
3. Capitalize the first letter of the first word

of each sentence.
My mother cooks delicious food.
4. Capitalize the first letter of names of

people, organizations, and places.
Jessie went to Baguio to attend a
seminar at the University of the
Cordilleras.
5. Capitalize the first letter of the names

of the months and the days of the week.
My favorite holiday is Christmas.
My sister was born on March 4,
2005.
F. Developing mastery (Leads to Group Activity Copy the following
Formative Assessment 3) sentences. Apply
Group 1 the rules of
Rewrite the capitalization in
following items writing them.
correctly. Apply the
rules on 1. last saturday, we
capitalization. had an exciting
family outing.
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1. dr. jose rizal
2. we went to a
beautiful beach in
2. sorsogon city sorsogon.
3. monica is
3. september industrious while
jason is lazy.
4. maria and i 4. We celebrate

christmas every
25th of december.
5. second of march
Group 2
Read the following
sentences carefully.
Check (/) the space
provided before the
sentences that are
correctly written. If
the sentence is
incorrect, rewrite it
on the line.
1. This is my
teacher, miss cruz.
2. Our camping
will be on the third
Friday of October.
3. My father
was born in legazpi
city.
Group 3
Read the paragraph
and encircle all the
errors.
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gab went to
tagaytay for the first
time. he was
delighted to see the
taal volcano from
the people‘s park.
He was thrilled to
visit the Puzzle
Mansion and try the
rides in Skyranch.
G. Finding practical application of Is it important to follow the rules on

concepts and skills in daily living capitalization? Why or why not?
H. Making generalizations of What did you learn about capitalization?

concepts and skills in daily living When do we use capitalization?
I. Evaluating learning Rewrite the following sentences. Apply

the rules of capitalization.
1. the reyes family is going to albay this

weekend.
2. father just arrived home from manila.
3. Our family watched a concert last
Friday.
4. mother and i cleaned the house.
5. Rosario is in masbate.

V. REMARKS
VI. REFLECTION

for remediation
lesson
require remediation
which my
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help me solve?
teachers?.
Other Sources Used:

https://www.google.com/search?q=fish+in+a+bowl&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiq-
N6I8O_kAhUZPnAKHc9CADcQ_AUIEigB&biw=1366&bih=657#imgrc=3FASjx_nleFF2M
https://www.google.com/search?q=aquarium&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjp-
bPG8e_kAhUWfXAKHQs3BdMQ_AUIEigB&biw=1366&bih=608#imgrc=c9lu7neodFMfzM&imgdii=t49jw
9MF3j_YdM
https://www.google.com/search?q=basin&tbm=isch&chips=q:basin,g_1:water:2Aoj_7gC_WE%3D&hl=e
n&ved=2ahUKEwiYz6ra8u_kAhXHgpQKHf10BXYQ4lZ6BAgBEB4&biw=1349&bih=608#imgrc=Yf0CuP
8jCtiXvM
https://www.google.com/search?q=pets&tbm=isch&ved=2ahUKEwit-t_i8u_kAhXexIsBHZ_kCj8Q2-
cCegQIABAA&oq=pets&gs_l=img.3..0l10.682173.687515..690754...1.0..4.790.3955.1j2j1j0j1j1j3......0...
.1..gws-wiz-img.....0..0i67j0i10.dBQn7g9mg7M&ei=8WuNXe29J96Jr7wPn8mr-
AM&bih=608&biw=1349&hl=en#imgrc=00lBpIqp24nCzM&imgdii=8oqtvZwhglNARM
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I. OBJECTIVES
A. Content Standard Demonstrates understanding of different listening
strategies to comprehend texts
B. Performance Uses information from texts viewed or listened to in
Standard preparing logs and journals
C. Learning Draw conclusions
Competencies/Object EN3LC-IIIa-j-2.17
ives
II. CONTENT Drawing Conclusions
III. LEARNING
RESOURCES
A. References
1. Teacher‘s Guide K to 12 English Curriculum Guide May 2016
pages Pages 62 – 63
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning brown paper bags containing some items on chosen
Resources category, printed paper copies of the worksheets,
picture of Detective Conan
A. Reviewing previous
lesson or presenting the LITTLE DETECTIVES
new lesson Let them act as
Little Detectives in the classroom. Choose a
category for the game such as Occupation, Sports,
Food and etc.
Introduce to the pupils the game entitled, Paper Bag

Mystery Person.
Put few items inside a brown paper bag. Tell the

pupils that each bag belongs to a person. Their job is
to tell something about the person and to tell who the
person is.
Call some volunteer pupils who will examine the items
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inside the mystery bag.
Let them take out item one by one by and talk about it.
PAPER BAG MYSTERY PERSON #1
(This bag belongs to a teacher)
PAPER BAG MYSTERY PERSON # 2
(This bag belongs to an artist or a painter.)

B. Establishing a purpose Let them share to the class how they found out the
for the lesson owners of the mystery bags.
C. Presenting examples or Show a picture to the class.
instances of the new
lesson
Ask: Who among you here are familiar with him?
Say: He is Detective Conan. To solve cases, he

gathers information by investigating. He also makes
associations to objects he gathered before he makes
a conclusion.
D. Discussing new Say: Let us pretend to be Say: Let us
concepts and practicing Detective Conan for today. pretend to be
new skills # 1 Detective Conan
(The pupils will listen to the for today.
teacher as he/she reads the
scenario.) (The pupils will
listen to the
Let them analyze the scenario teacher as he/she
and draw a possible conclusion. reads the
scenario.)
Let them analyze

the scenario and
draw a possible
conclusion.
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Pacita likes
collecting books.
Mother received a letter She already read all
from her relatives in the the books in her
province. She opened it mini library. She
excitedly. really likes to learn
Later, her excitement a lot by reading
was filled with sadness as books.
tears rolled down her face. She would ask
Suddenly, mother went her parents to buy
up the house and packed her books on her
her things. birthdays as their
-Edna B. Salomon gifts instead of
buying her toys.
-Edna B. Salomon
(The teacher may think of some
other examples making the (The teacher may
pupils realize that the lesson is think of some
useful in day to day living.) other examples
making the pupils
Ask: Based on the scenario what realize that the
conclusion can you draw about lesson is useful in
the letter? day to day living.)
a. Mother received a sad Ask: What
news from her relatives in conclusion can
the province. you draw about
b. Mother is expecting some Pacita?
visitors.
Let them talk about the clue

a. Pacita likes to
words they used in drawing
collect books
possible conclusion.
for her mini
library.
b. Pacita likes to
collect books
since she loves
reading
and learning
new things.
Let them talk

about the clue
words they used in
drawing possible
conclusion.
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E. Discussing new Say: ―Good readers are like detectives. They fill in
concepts and practicing what is not being said.‖
new skills # 2 In drawing conclusion, you are:
F. Developing mastery Listening Activity

(leads to formative Analyze the scenario.
assessment 3)
Mother removed her
shoes and placed her bag on
the table then sat on the sofa.
She looked so tired because
of her paper works.
Mother most likely had been in the .

a. church
b. office
c. market
Karla received her test

papers excitedly. She went
home so happily. She smiled
as she gave her envelope to
her mother.
Karla‘s test results must be .

a. high
b. low
Lina woke up and

hurriedly took a bath. She put
her things inside the bag. She
went to school without eating
her breakfast.
Lina must be in school.

a. early
late
G. Finding practical Divide the class into six (6) groups. Ask them to draw
applications of concepts a conclusion based on the scenario they have listened
and skills in daily living to.
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TELL WHAT‟S HAPPENING
GROUP 1 & 2:
Scenario # 1
You saw some balloons
and cake as you entered
your house. Father and
mother were smiling while
giving you some gifts.
What is happening?
_
GROUP 3 & 4:
Scenario # 2
Your mom takes your
temperature. You have been
staying home in bed all day.
You eat soup and take
medicine.
What is happening?
GROUP 5 &6:
Scenario # 3
Houses and some
buildings were destroyed by
heavy rains and strong wind.
Branches of trees and trash
can be seen everywhere.
Classes are still suspended
and there is no electricity
and water supply in the
place.
What is happening?
H. Making generalizations Call some pupils to share what they have learned
and abstractions about from the lesson.
the lesson
Let them begin their statement with:
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My piece of cake for this morning/afternoon
Share to the class the

Quotes for the Day.
(The teacher should link the quotes to the lesson )
“We live by how we think

and do not by how others
think and say.”
-Edna B. Salomon
I. Evaluating learning Listen to the short story then Listen to each

make a possible conclusion. situation. Draw a
Express your answer through possible
drawing and writing a conclusion by
sentence about it. writing the letter
of the correct
Little Pepito answer.
Edna B. Salomon 1. I get a piece of
It‘s dinner time. Pepito‘s bread. I cut some
mother cooked sinigang and cheese and put it
fish. But little Pepito did not on the bread. Then
eat dinner and went straight I put another piece
to his bed. of bread on top.
Mother immediately got What did I make?
up from bed when she heard a. some bread
a sound from the kitchen. b. cheese
―Somebody must be in the c. a sandwich
kitchen‖, she said while going
to the kitchen with care. As 2. It is a warm,
she reached the kitchen, she sunny day. Maria
saw Pepito smiling while sits on a blanket
holding a plate of rice. ‖I am on the sand. She
sorry mother!‖, said Pepito. can see water
close by. Where is
Why was Pepito in the kitchen? Maria?
Draw your answer. a. on a boat
b. at the beach
SCORING RUBRICS c. in his bedroom
SKILL POINTS 3. Elsa will cook

Making Appropriate tinola for lunch.
3 She prepared a list
Conclusion
Clarity of the ideas 3 for the ingredients.
Artistry and She took her
3 basket and went
Creativity
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Neatness and out. Where is she
3
Organization going?
Punctuality in a. to school
submission of the 3 b. to the market
output c. to the hospital
TOTAL POINTS 15
4. Mang Kanor
3 – Very Good digs in the garden.
2 – Good He pulls up
1 – Needs Improvement something long
and orange. He
washes it off then
he eats. a large
piece. What did
Mang Kanor eat?
a. a carrot
b. a flower
c. a worm
5. Lito was riding

his bike. He fell
over. His leg was
cut.
a. Lito was hurt
b. Lito was hungry.
c. Lito was sad.
J. Additional Activities for

application or
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
required additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
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continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which is
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to share
with other teachers?
Other Sources Used
Photo Credits
https://brownsackclipart.com/?
https://deconcraft.com/home-design/?
https://detectivconan.fandom.com/wiki/Conan_Edogawa
https://www.tes.com/lessons/dmeNCqDXtlkw8A/lesson-19-panthers-broncos-
conclusions
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ATTACHMENT A
Discussing new concepts and practicing new skills # 1
(Advanced Learners)
Based on the scenario what

conclusion can you draw
Mother received a letter from about the letter?
our relatives in the province.
She opened it excitedly. a. Mother received a sad news
Later, her excitement was filled from her relatives in the
province.
with sadness as the tears rolled
b. Mother is expecting some
down her face. visitors.
Suddenly, mother went up the
house and packed her things.
-Edna B. Salomon
(Average Learners)
What conclusion can you draw

Pacita likes collecting books. about Pacita?
She already read all the books in
her mini library. She really likes to a. Pacita likes to collect books
learn a lot by reading books. for her mini library.
She would ask her parents to b. Pacita likes to collect books
buy her books on her birthdays as since she loves reading and
their gifts instead of buying her learning new things.
toys.
-Edna B. Salomon
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ATTACHMENT B
Finding practical applications of concepts and skills in daily living
Average Learners
TELL WHAT‟S HAPPENING
GROUP 1 & 2:
Scenario # 1
You saw some balloons and cake as you entered
your house. Father and mother were smiling while
giving you some gifts.
What is happening?
GROUP 3 & 4:
Scenario # 2
Your mom takes your temperature. You have been
staying home in bed all day. You eat soup and take
medicine.
What is happening?
GROUP 5 &6:
Scenario # 3
Houses and some buildings were destroyed by
heavy rains and strong wind. Branches of trees and
trash can be seen everywhere. Classes are still
suspended and there is no electricity and water
supply in the place.
What is happening?
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ATTACHMENT C
Evaluating Learning
Advanced Learners
Read the short story then make a conclusion by drawing.

Write a sentence about the drawing.
Little Pepito
Edna B. Salomon
It‘s dinner time. Pepito‘s mother cooked sinigang and

fish. But little Pepito did not eat dinner and went straight
to his bed.
Mother immediately got up from bed when she

heard a sound from the kitchen. ―Somebody must be in
the kitchen‖, she said while going to the kitchen with
care. As she reached the kitchen, she saw Pepito
smiling while holding a plate of rice. ‖I am sorry mother!
‖, said Pepito.
Why was Pepito in the kitchen?

Draw your answer.
SCORING RUBRICS
SKILL POINTS
Making Appropriate Conclusion 3
Clarity of the ideas 3
Artistry and Creativity 3
Neatness and Organization 3
Punctuality in submission of the
3
output
TOTAL POINTS 15
3 – Very Good
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2 – Good
1 – Needs Improvement
ATTACHMENT D
Evaluating Learning
Average Learners
Draw a conclusion based on each the given situation. Encircle the letter of the
correct answer.
1. I get a piece of bread. I cut some cheese and put it on the bread. Then I put
another piece of bread on top. What did I make?
a. some bread
b. cheese
c. a sandwich
2. It is a warm, sunny day. Maria sits on a blanket on the sand. She can see
water close by. Where is Maria?
a. on a boat
b. at the beach
in his bedroom
3. Elsa will cook tinola for lunch. She prepared a list for the ingredients. She
took her basket and went out. Where is she going?
a. to school
b. to the market
c. to the hospital
3. Mang Kanor digs in the garden. He pulls up something long and orange. He
watches it off. Then he eats a large piece. What did Mang Kanor eat?
a. a carrot
b. a flower
c. a worm
4. Lito was riding his bike. It fell over. His leg was cut.
a. Lito was hurt
b. Lito was hungry.
c. Lito was sad.
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I. OBJECTIVES
A. Content Standard Demonstrates understanding of the elements of literary and
expository texts for creative interpretation
B. Performance Uses information derived from texts in presenting varied oral
Standard and written activities
C. Learning Note details regarding character, setting and plot
Competencies/Object EN3RC-III02-.10
ives
II. CONTENT Identifying Elements of the Story (Character, Setting and
Plot)
III. LEARNING
RESOURCES
A. References
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning pictures associated to persons (characters), place and time
Resources (setting of the story) and events (plot), printed paper copies
of the story
A. Reviewing previous Note to Teacher: Provide pictures describing the underlined
lesson or presenting the words in the sentences.
new lesson
UNLOCKING OF DIFFICULTIES
Identify the meaning of the words in each sentence. Choose
the meaning inside the box.
1. The villagers help the boy.
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2. The wolf attacked the animals.
3. The horses stay in the pasture.
4. The animals had a feast.
5. The people are amused by the show.
WORD MEANINGS
a. a special meal
b. a large wild animal
c. to make someone laugh or smile
d. people who live in the village
e. a large area of land where animals feed on the
grass
B. Establishing a SETTING STANDARDS IN LISTENING TO A STORY
purpose for the Remind the pupils of the standards to follow in listening to a
lesson story.
C. Presenting examples MOTIVATION AND MOTIVE QUESTION
or instances of the Ask: What do you do when you are bored?
new lesson
Say: As you listen to the story find out what the boy did
when he got bored.
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D. Discussing new Comprehension Check up
concepts and 1. What did the boy do when he got bored?
practicing new skills # 2. Describe the boy in the story.
1 3. What did the villagers do when the boy cried for help
the second time?
4. What is the lesson in the story?
E. Discussing new Say: Look for some information mentioned in the story
concepts and related to things, animals and people, time and places and
practicing new skills # events.
2
Examples:
THINGS/ANIMALS/PEOPLE
boy
villagers
wolf
sheep
TIME & PLACES

pasture
village
once
EVENTS
The boy amused himself.
The villagers would stop what they were doing and run to
save the sheep from the wolf‘s jaw.
The wolf had a feast of sheep that day
Say: Things, animals and people in the story are the called
characters, The time and place where the story happened
is the setting and the important events are part of the plot
of the story.
F. Developing mastery Let them take note of the following details:

(leads to formative
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assessment 3) CHARACTERS
 are the people, animals,
strange creatures or
objects in the story
 answer the questions that
begin with ‗who‟
Ask: Who among you here can give examples of famous

characters in some stories?
(Answers may vary)
SETTING
 tells the time and place
the story happened
 it answers the question
that begin with ‗when‟
and
‗where‟
Ask: When and where did the story, Cinderella happen?
(The teacher may use any other stories that pupils are
familiar with)
Answer: The story happened long time ago in a faraway

kingdom.
PLOT
 includes the important
events that happened in
the story.
 a plot has the
BEGINNING PART,
MIDDLE PART and
ENDING PART of the
story
Example:
PLOT
BEGINNING: The boy amused himself.
MIDDLE: The villagers would stop what they were doing
and run to save the sheep from the wolf‘s jaw.
ENDING: The wolf had a feast of sheep that day
Ask: What is your favorite part in the story, Cinderella?
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(Answers may vary)
IT‟S TRIVIA TIME!

Say: The story that we have read was written by Aesop.
Aesop wrote stories about talking animals to teach children
some important lessons.
G. Finding practical Divide the pupils into six (6) groups. Distribute to each group
applications of the copy of the story and the worksheet.
concepts and skills in
daily living The Man and the Wood
A man came into the woods one day with an axe in

his hand and begged all the trees to give him a small
branch, which he wanted for a particular purpose.
The trees were good-natured and gave him one of

their branches. What did the man do but put it into an
axe head, and soon set to work cutting down tree after
tree. Then the trees saw how foolish they had been in
giving their enemy the means of destroying themselves.
GROUP 1 & 2: DRAW AND TELL ME

Draw the characters in the story. Write the name of each
character below the drawing.
GROUP 3 & 4: DRAW AND FIND ME

Find out the setting of the story read. Draw the setting using
the worksheet given.
GROUP 5 & 6: TELL ME

Write the events according to its order. Use the chart below
as your guide.
 The trees saw how foolish they had been in giving their
enemy the means of destroying themselves.
 A man came into the woods one day with an axe in his
hand and begged all the trees to give him a small
branch.
 The trees were good-natured and gave him one of their
branches.
BEGINNING
MIDDLE
ENDING
H. Making REMEMBER
generalizations and  Ideas related to things, animals and people in the story
abstractions about are the characters. The time and place where the story
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the lesson happened is the setting and the important events are
part of the plot of the story.
Share the Quotes for the Day:

Beware what
you give to future.
-The Man and the Wood
I. Evaluating learning Read the story silently then Read the story silently
complete the chart below by then answer the
writing the answers. questions below.
Little Pepito Encircle the letter of the
Edna B. Salomon correct answer.
It‘s dinner time. Pepito‘s Little Pepito
mother cooked sinigang and Edna B. Salomon
fish. But little Pepito did not It‘s dinner time.
eat dinner and went straight Pepito‘s
to his bed.
Mother immediately got mother cooked
up from bed when she heard sinigang and fish. But
a sound from the kitchen. little Pepito did not
―Somebody must be in the eat dinner and went
kitchen‖, she said while straight to his bed.
going to the kitchen with Mother
care. As she reached the immediately got up
kitchen, she saw Pepito from bed when she
smiling while holding a plate heard a sound from
of rice. ‖I am sorry mother!‖, the kitchen.
said Pepito. ―Somebody must be
in the kitchen‖, she
A. CHARACTERS said while going to
1. the kitchen with care.
2. As she reached the
kitchen, she saw
B. SETTING Pepito smiling while
3. When: holding a plate of
4. Where: rice. ‖I am sorry
mother!‖, said Pepito.
C. PLOT 1. When did the
5. Beginning: story happen?
a. dinnertime
b. lunchtime
6. Middle: c. midnight
2. What did mother

cook
7. Ending:
a. sinigang
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b. fish
c. sinigang and
fish
 Mother immediately got up 3. Why was Pepito
from bed when she heard a in the kitchen at
sound from the kitchen. midnight?
 As she reached the kitchen, a. He was
she saw Pepito smiling while hungry.
holding a plate of rice. b. He was
Pepito‘s mother cooked thirsty.
sinigang and fish. c. He was
 Pepito‘s mother cooked looking for a
sinigang and fish. plate.
4. Who
immediately got
up from bed
when she heard
a noise?
a. Mother
b. Pepita
c. Sister
5. What was the
ending of the
story?
a. Pepito
apologized
to mother.
b. Mother hit
Pepito on his
head.
c. Pepito slept
on his bed.
J. Additional Activities
for application or
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
required additional
activities for
remediation
C. Did the remedial
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learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which is
principal or
supervisor can help
me solve?
Other Sources Used
Photo Credits
https://etc.usf.edu/lit2go/35/aesops-fables/647/the-man-and-the-wood/
Illustrator
(Pictures for Unlocking of Difficulties)
Marlon Esquivel Arabaca
Bogna, Legazpi City
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ATTACHMENT A
Evaluating learning
Advanced Learners
Read the story silently then complete the chart below by writing the answers.
Little Pepito
Edna B. Salomon
It‘s dinner time. Pepito‘s mother cooked sinigang and fish. But little Pepito did no
Mother immediately got up from bed when she heard a sound from the kitchen. ―
A. CHARACTERS
1.
2.
B. SETTING
3. When:
4. Where:
C. PLOT
5. Beginning:
6. Middle:
7. Ending:
 Mother immediately got up from bed when she heard a sound from the kitchen.
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 As she reached the kitchen, she saw Pepito smiling while holding a plate of rice.
Pepito‘s mother cooked sinigang and fish.
 Pepito‘s mother cooked sinigang and fish.
ATTACHMENT B
Evaluating learning
Average Learners
Read the story silently then complete the chart below by writing the answers.
Little Pepito
Edna B. Salomon
It‘s dinner time. Pepito‘s mother cooked sinigang and fish. But
little Pepito did not eat dinner and went straight to his bed.
Mother immediately got up from bed when she heard a sound

from the kitchen. ―Somebody must be in the kitchen‖, she said
while going to the kitchen with care. As she reached the kitchen,
she saw Pepito smiling while holding a plate of rice. ‖I am sorry
mother!‖, said Pepito.
1. When did the story happen?

a. dinnertime
b. lunchtime
c. midnight
2. What did mother cook

a. sinigang
b. fish
c. sinigang and fish
3. Why was Pepito in the kitchen at midnight?
a. He was hungry.
b. He was thirsty.
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c. He was looking for a plate.
4. Who immediately got up from bed when she heard a noise?
a. Mother
b. Pepita
c. Sister
5. What was the ending of the story?
a. Pepito apologized to mother.
b. Mother hit Pepito on his head.
c. Pepito slept on his bed.
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I. OBJECTIVES
A. Content Demonstrates understanding of sentences and paragraphs in
Standard expressing ideas
B. Performance Composes three-five sentence paragraph
Standard
C. Learning Complete patterned poems using appropriate rhyming words
Competencies/ EN3WC-IIIh-2.4
Objectives
II. CONTENT Completing a Poem Using Rhyming Words
III. LEARNING
RESOURCES
A. References
1. Teacher‘s K to 12 English Curriculum Guide May 2016
Guide pages Pages 62 – 63
2. Learner‘s
Materials
pages
3. Textbook Learning and Intensifying English Today 2 by Norma J.
pages Serrano
pages 5–8
Mother Goose Rhymes
Story and Verse for Children by Miriam Blanton Huber
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning
Resources
A. Reviewing 1. Tongue Twisters 1. Tongue Twisters
previous lesson Recite the following tongue Recite the following
or presenting the twisters. tongue twisters.
new lesson
I scream, you scream, I scream, you
we all scream for ice scream, we all
cream. scream for ice
cream.
She sells some
seashells by the She sells some
seashore. seashells by the
seashore.
Mick‘s men met Mike‘s
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team. Purple paper people
Fix Mike‘s kite, feed Flies fly but fly flies.

Meg‘s hen.
2. Unlocking of
Kick, Kip, keep Kip‘s kin Difficulties
Find the meaning of the
Flies fly but fly flies. underlined words by
matching Column A to
2. Unlocking of Difficulties Column B.
Find the meaning of the
underlined words by Column A
matching Column A to
Column B. 1. Lara bought some
chewing gum in the
Column A market.
2. You are not allowed
1. Lara bought some to chew gum in the
chewing gum in the class.
market. 3. I accidentally cut my
2. You are not allowed to thumb.
chew gum in the class. 4. We must follow the
3. I accidentally cut my traffic rules to avoid
thumb. accidents.
4. We must follow the 5. He was afraid to
traffic rules to avoid disobey his father.
accidents.
5. He was afraid to Column B
disobey his father.
a. a prescribed guide
Column B for conduct and
action
a. a prescribed guide for b. to bite on, to cut food
conduct and action using one‘s teeth
b. to bite on, to cut food c. the short, thick finger
using one‘s teeth on the side of the
c. the short, thick finger on hand
the side of the hand d. to refuse or not to
d. to refuse or not to follow follow
e. a flavored and e. a flavored and
sweetened substance sweetened
substance
Let them practice reading the
words. Let them practice reading
the words.
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B. Establishing a Remind them of the Standards in Oral Reading.
purpose for the
lesson Ask: Why do you think this is A Bad Hair Day?
A Bad Hair Day
Johnny chews some gum in school

He disobeys the rule!
Now there‘s gum on Teacher‘s chair,
and some in Johnny‘s hair!
He chews, chews, chews his gum.
He pulls it with his thumb.
Now his gum is everywhere,
but most is in his hair.
-Cherry Carl, 2012
C. Presenting Comprehension Check-up:

examples or 1. Why do you think it‘s A Bad Hair Day?
instances of the 2. Who disobey the rule?
new lesson 3. What did Johnny chew?
4. What did Johnny do when the gum is on his hair?
5. What do you think will be if we disobey the rules?
D. Discussing new Go back to the poem, A Bad Hair Day.

concepts and
practicing new Let the pupils write the pairs of ending words used in a poem
skills # 1 that sound musically when read.
examples:
stay –
pay hi –
pie
late – skate
Answer:
school – rule
chair – hair
gum – everywhere – hair
E. Discussing new Say: The pairs of words that Say: The pairs of words that
concepts and you have written on the board you have written on the board
practicing new are called Rhyming Words. are called Rhyming Words.
skills # 2 Ask: Based on the given
Ask: Based on the given examples, what are Rhyming
examples, what are Rhyming Words?
Words?
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Rhyming Words are
Rhyming Words are endi ending words used in a
words used in a poem th poem that sound musically
sound musically when th when they rhyme. They
rhyme. They have the sa have the same ending
ending (final) sounds. (final) sounds.
Let them read the rhyming Let them read the rhyming
words. words.
sun – done sun – done
cricket – ticket cricket – ticket
clean – green clean – green
grow – blow grow – blow
pronounce – announce pronounce – announce
shine – mine shine – mine
stay – say stay – say
Answer: Do they have the

same ending (final) sounds? Answer: Do they have the
same ending (final) sounds?
Answer: Yes, teacher.
Answer: Yes, teacher.
F. Developing ORAL PRACTICE: ORAL PRACTICE:
mastery (leads to
formative Let the pupils read the short Read the following pair of
assessment 3) poems. Ask them to identify words. Tell whether pairs of
the rhymes words found in the words rhyme together.
poem.
toast – boast
melt – felt
SAMPLE A sand – sun
On a bright sunny day leap – left
Children go out to play. through – true
Laughter, jokes, and cheer four – more
Are all you can hear.
Answer:
Answer:
day – play Yes
cheer – hear Yes
No
SAMPLE B No
Bessie, my playful puppy Yes
With a tail long and curly Yes
Running after a ball
Oh, she just loves to roll.
Answer:
puppy – curly
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ball – roll
G. Finding practical
applications of Divide the pupils into four (4) groups. Distribute the worksheets
concepts and to the groups.
skills in daily
living GROUP 1 & 2: MATCHING COLORS
Color the rhyming bubbles using matching colors.
cane
plane
fat
day
hen
cat
clay
stop
hop
hen
GROUP 3 & 4: RHYME TIME

Draw a line to connect the pair of rhyming words.
A B
1. jump look
2. book bump
3. clap seat
4. beat bound
5. sound lap
H. Making
generalizations
and abstractions
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about the lesson Rhyming Words
 are ending words used in a
poem that sound musically when
they rhyme.
Share to the class the Quotes for the Day.
Ask: What are the rhyming words?

I. Evaluating Complete the short poem by Complete the short poem by
learning writing the rhyming word on the writing the rhyming word on
blank. the blank. . Choose the
answer below each picture.
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Read each short poem. Encircle the word that rhymes with the
J. Additional underlined word in each number.
Activities for 1. This rose is red. That violet is blue.
application or Sugar is sweet and so are you.
remediation 2. There was an old woman
who lived in a shoe.
She had so many children she didn‘t know what to do.
3. She gave them some brother without any bread.
Then kissed them all soundly and sent them to bed.
V. REMARKS
VI. REFLECTION
VII. OTHERS
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A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who required
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which is principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?
Other Sources Used
Poem
A Bad Hair Day
Cherry Carl, 2012
https://www.engvid.com/english-resource/50-tongue-twisters-improve-pronunciation/
Photo Credits
https://www.ixl.com/ela/grade-1/complete-the-poem-with-a-word-that-rhymes
http://msmoem.com/2015/quotes/rhyming-quotes/forget-the-rest-rhyming-motivation/
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ATTACHMENT A
A Bad Hair Day
Johnny chews some gum in school

He disobeys the rule!
Now there‘s gum on Teacher‘s chair,
and some in Johnny‘s hair!
He chews, chews, chews his gum.
He pulls it with his thumb.
Now his gum is everywhere,
but most is in his hair.
-Cherry Carl, 2012
Comprehension Check-up:
1. Why do you think it‘s A Bad Hair Day?
2. Who disobey the rule?
3. What did Johnny chew?
4. What did Johnny do when the gum is on his hair?
5. What do you think will be if we disobey the rules?
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ATTACHMENT B
GROUP ACTIVITIES
ATTACHMENT B
GROUP 1 & 2: MATCHING COLORS
Color the rhyming bubbles using matching colors.
plane cane
fat
day
hen
cat
clay
stop
hop
hen
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ATTACHMENT C
GROUP 3 & 4: RHYME TIME
Draw a line to connect the pair of rhyming words.
A B
1. jump look
2. book bump
3. clap seat
4. beat bound
5. sound lap
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ATTACHMENT C
Evaluating learning
Complete the short poem by writing the rhyming word on the blank. Choose the
answer below each picture.
Note: For Advanced Learners, remove the options
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I. OBJECTIVES
A. Content Standard Demonstrates understanding of familiar sight and
irregularly spelled words for automatic recognition
B. Performance Uses familiar sight and irregularly spelled words in
Standard meaningful oral and written tasks
C. Learning Read words with long a sound (long a sound ending
Competencies/Objectiv e)
es EN3PWR-IIIh-26.2
II. CONTENT Reading Words with Long /a/ Sound Ending in e
III. LEARNING
RESOURCES
A. References
A. Teacher‘s Guide pages K to 12 English Curriculum Guide May 2016
Pages 62 – 63
1. Learner‘s Materials
pages
2. Textbook pages
3. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning pictures and names of objects with long a sound
Resources ending in e , picture and a copy of the trivia for
developing numeracy skill, printed paper copies of
the worksheets
A. Reviewing previous
lesson or presenting the 4PICS1WORD PICKY–MATCHY
new lesson Ask the pupils to guess the Present some
word by looking at the set of pictures to the
pictures and clue letters. class. Let the
(sample pictures) pupils name the
pictures.
Let the class read

the words
properly.
Encourage the
pupils to use the
words in
meaningful
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A P E sentences.
Let the pupils read the words

properly.
Encourage the pupils to use

the words in meaningful
sentences.
B. Establishing a purpose
for the lesson Ask: What did you notice from these words?
Answer: The words end in e and have long a sound.

C. Presenting examples or
instances of the new Show to the class the following symbols:
lesson
/a/ /a/
Ask: What did you notice from the first symbol?
Second symbol?
Answer: The first letter a has a curve line on top.

The second one a has a straight line on top.
Say: This symbol is called a breve and the other

one is a macron.
A breve is a curve
/a/
mark used to
indicate short
vowel.
/a/ A macron is a mark

placed over a vowel
to indicate that
the vowel is long.
D. Discussing new Read the following words to the Read the following
concepts and practicing class and ask them to read by words to the class
new skills # 1 class, group, pairs and and ask them to
individually. read by class,
group, pairs and
fade late gate individually.
date fake blame
made skate name fade late
rate lake flame gate
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cane cave flakes date fake
frame plane take blame made
cake game sake skate name
bake same state rate lake
tape cape vane flame
face race cage cane cave
tale rake safe flakes
wake gave case frame
plane take
Ask: Do these words have cake
short or long a sound? game sake
Choose some words from the

chart. Show them how macron Ask: Do these
is placed on top of the vowel words have short
with long sound (long a sound). or long a sound?
Examples: Choose some

words from the
chart. Show them
Ask: Who can come to the how macron is
board and put a macron on top placed on top of
of the long vowel? the vowel with
long sound (long a
sound).
Examples:
Ask: Who can

come to the board
and put a macron
on top of the long
vowel?
E. Discussing new
concepts and practicing Introduce to the
new skills # 2 class the „Magic e‟ concept.
(The teacher can creatively make a magic e wand.)
(For more details on Magic e visit

www.maketaketeach.com)
Say: Magic e has magic powers! It can turn some

words with short a sound into words with long a
sound.
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Examples:
1. van + e = vane
2. tap + e = tape
3. cap + e = cape
4. plan + e = plane
5. can + e = cane
Tell them to take note of the spelling pattern: a_e for

some words with long a sound.
Let them also give their own examples.
(Note: ‘Magic e’ is only applicable to few words)

F. Developing mastery Let them answer the activity.
(leads to formative LET US TRY!
assessment 3) Read each word softly. Encircle the word with long a
sound in each number.
1. big bake red
2. read grate said
3. flat tap pale
4. came leap cap
5. table gap sap
G. Finding practical Let the pupils recall the Standards for Group Activity
applications of concepts
and skills in daily living Divide the class into six (6) groups. Let them work
on the given activity.
GROUP 1 & 2: SPOT ME

Color the five (5) words with long a sound.
take tape
bite sip
name
sick
rate rat
tap
cane
GROUP 3 & 4: DRAW ME

Draw five (5) objects with long a sound ending in e.
Write the names of the objects below the pictures.
1. 4.
2. 5.
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GROUP 5 & 6: READ ME
Read the short story properly. Pay attention to the
words with long a sound.
Ben and his Cape

Edna B. Salomon
Ben has a red cape. He

wears it with a happy face. He
pretends to be a superhero in
fact, his name is Super Ben.
He runs out the gate to save
people and make them feel safe.
He saves little kids just the same
of his age.
Ben is really a superhero
though you think he is fake.
H. Making generalizations Which of the following set of words have long a

and abstractions about sound?
the lesson
SET A SET B
tale dad
male tag
sale lad
ace sad
Share to the class the Quotes for the Day

Kind words are like music to our ears.
Edna B. Salomon
I. Evaluating learning Let the pupils read the Let the pupils read
following words individually. the following words
The scores correspond to the individually. The
words they read correctly. scores correspond
to the words they
A. Vocabulary Reading read correctly.
A. Vocabulary
Reading
244 245 Name: Section:
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DailyLessonPlan/2019-2020 fade skate frame
late name plane
gate lake take
date flame cake
fake cane game
blame cave same
Name: Section:
VOCABULARY # 1
fade skate frame

late name plane
gate lake take
date flame cake
fake cane game
blame cave same
made flakes
First Reading : /20

Second Reading : /20
Remarks :
B. Listen as the
B. Encircle the word with long teacher reads each
a sound in each number. word. Put a check
1. The boy put some jam (/) on the blank if the
on his plate. pair of words have
2. Dan was late long a sound and
in school. cross (x) if it is not.
3. The cat ate the rat. 1. mad –
4. The dog ran to the made
gate. 2. hate – cake
5. Mario gave the bat to 3. ate – seat
Joy. 4. flakes –
lake
5. can - save
J. Additional Activities for Second Reading of the Second Reading of

application or Vocabulary # 1 can be done the Vocabulary # 1
remediation as remediation for those who can be done as
got scores below 16. remediation for
those who got
scores below 16.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
required additional
activities for
remediation
C. Did the remedial
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learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which is
principal or supervisor
can help me solve?
Other Sources Used:

Photo Credits
4PICS1WORD
https://www.123rf.com/photo_47221560_stock-vector-cute-happy-airplane-pilot-
waving.html
http://clipart-library.com/airplane-cliparts.html
http://clipart-library.com/cliparts-travel-luggage.html
http://clipart-library.com/clipart/791821.htm
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ATTACHMENT A
Name:_Section:__
VOCABULARY # 1
fade skate frame

late name plane
gate lake take
date flame cake
fake cane game
blame cave same
made flakes
First Reading Second

: /20
Reading Remarks
: /20
:
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I. OBJECTIVES
A. Content Standard Demonstrates understanding of punctuation marks, rhythm,
pacing, intonation and vocal patterns as guide for fluent reading
and speaking
B. Performance Fluently expresses ideas in various speaking tasks
Standard
C. Learning Observe the use of punctuation marks including commas,
Competencies/O periods and question mark to guide reading for fluency
bjectives EN3F-IIIg-j-1.11
II. CONTENT Observing Punctuation Marks in Reading for Fluency
III. LEARNING
RESOURCES
A. References
2.Learner‘s Materials
pages
2. Textbook pages SuccessMaker Copyright © 2006 Pearson Education, Inc.
New Dynamic Series in English 2
pages 93–94
4.Additional Materials
from Learning Resource
(LR) portal
5. Other Learning powerpoint presentation, pictures showing association to
Resources punctuation marks, pictures of the different punctuation marks,
printed paper copies of the reading materials
A. Reviewing previous Present some words to the pupils with long a sound. Let them
lesson or presenting practice reading the words correctly.
the new lesson
B. Establishing a Show some symbols to the class.
purpose for the
lesson
, . ! ?
Ask: What do you call these symbols?
Answer: These are called Punctuation Marks.
TEAM GAME TOURNAMENT

Introduce to the class the game, MARK MY WORDS!
Divide the class into four (4) groups. Provide them some
flashcards of the different punctuation marks (. , ! and ?)
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Using a powerpoint presentation, the teacher will show some
sentences to the class. Each group will decide what appropriate
punctuation mark will complete each sentence. The group to get
the most number of correct answers will be declared as the
winner.
Examples:
1. Oh, how happy I am
today
2. Did you come late today
3. I like salad ice cream and
chocolates.
4. Hurry up, we must be late
now
5. Oh, that‘s an interesting
story
C. Presenting (Based on the given activity given, the teacher can identify
examples or whether the pupils know the uses of the given punctuation
instances of the marks.)
new lesson Ask: What are punctuation marks?
Answer: Punctuation marks are symbols or marking used to

separate ideas or words, phrases or sentences.
Say: Each punctuation mark has its own use.

Telling Sentence
*it tells about .
something Period
Examples:
1. English is my favorite
subject.
2. Mt. Mayon is perfect cone
volcano.
Separates series
of words or ,
ideas in the Comma
sentences
Examples:
1. Pepito, Jose and Lito are friends.
2. Mango, durian and santol are my
favorite fruits.
Asking Sentence ?
*it asks a question mark
question
Examples:
1. What is your favorite
subject.
2. Who knocked on the door?
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Exclamatory !
Sentence exclamation point
*it expresses a
strong feeling or
emotion
Examples:
1. The house is on fire!
2. Yipee! We won!
Present some sentences to the class. Let them read the

sentences properly. Let them decide what punctuation mark is
suited in each sentence.
Examples:
1. I like cherries strawberries and grapes.
2. Who is going to represent our class
3. Hurry get the ball
now
4. How can I help you
5. The baby is playing with her toy
D. Discussing new Say: We need to know the uses of the punctuation marks in
concepts and order for us to read well. We should observe punctuation marks
practicing new skills when reading sentences, paragraphs and stories.
#1
Introduce to the class the use of single bar (/) and the double bar
(//).
(Give emphasis to the pupils that these symbols serve only as

our guide in reading properly. This should not be used in writing
sentences.
/ - single bar
Single bar indicates short pause usually after commas and the
words before the word and and or in sentences.
Examples:
1. I like salad, / ice cream / and
chocolates.
2. I like cherries, /
strawberries / and grapes.
3. Do you like papayas / or
bananas?
// - double bar
Double bar indicates long pause after the punctuation marks
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period (.) , question mark (?) and exclamation point (!) at the end
of the sentences.
Examples:
1. I am so happy today! //
2. Did you come late today? //
E. Discussing new Go back to previous sentences, ask the pupils to rewrite put a
concepts and single and double bar properly in the given sentences earlier.
practicing new skills
#2 Examples:
1. I like cherries, / strawberries / and
grapes. //
2. Who is going to represent our class? //
3. Hurry, / get the ball now! //
4. How can I help you? //
5. The baby is playing with her
toy. //
F. Developing mastery (Do the modelling when reading the sentences and the short
(leads to formative story.)
assessment 3)
Let them read the sentences by observing proper phrasing or
pausing. Remind them to show appropriate facial expressions
and emotions when reading the sentences.
Examples:
1. Help! // Help! //
2. Are you afraid of the dark? //
3.Squash, / malunggay /
carrots, / and cabbage / are
healthy foods. //
4. Hello! // What is your
name? //
5. Wolf, / wolf, / there is a
wolf! //
6. Smash! //
7. Ouch! //
G. Finding practical GROUP READING TEST
applications of Divide the class into four (4) groups. Let them read the short properly.
concepts and skills
The Book and It‟s Parts
in daily living (an excerpt)
One busy morning, / many children were
reading books inside the library. //
―Good morning, / children,‖ / greeted Mrs.
Campos, / the school librarian. //
―Good morning, / Ma‘am,‖ / greeted the
children. //
―I‘m glad to see you here. ― // You make
this place happier,‖ / said Mrs. Campos. //
The children smiled. //
New Dynamic Series in English 2 pages 93–94
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Pronunciation
Expression &
Intonation
Emotions/
Phrasing/
Feelings
Pausing
Facial
Total
3 – Very Good
2 – Good
H. Making When do we use these punctuation marks?
generalizations and 1. period
abstractions about 2. comma
the lesson 3. single bar
4. double bar
Remember:
*We use comma (,) to separate ideas in the
sentence.
*We use period (.) for telling sentence,
exclamation point (!) for exclamatory sentences
and question mark (?) for asking sentences.
Single bar (/)

*indicates short pause
Double bar (//)
*indicates long pause
Share to the class the

Quotes for the Day.
I. Evaluating learning
INDIVIDUAL READING TEST INDIVIDUAL READING
TEST
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Pronunciation
Expression &
Intonation
Emotions/
Phrasing/
Feelings
Pausing
Facial
Total
Pronunciation
Expression &
Intonation
Emotions/
Phrasing/
Feelings
Pausing
Facial
Total
3 – Very Good
2 – Good
3 – Very Good 1 – Needs Improvement
2 – Good
J. Additional Activities
for application or
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who required
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which is principal
or supervisor can
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help me solve?
G. What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?
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Other Sources Used:
SuccessMaker Copyright © 2006 Pearson Education, Inc.
New Dynamic Series in English 2
pages 93–94
ATTACHMENT A
Finding practical applications of concepts and skills in daily living
English 3
GROUP READING TEST
The Book and It‟s Parts

(an excerpt)
One busy morning, / many children were reading books inside

the library. //
―Good morning, / children,‖ / greeted Mrs. Campos, / the school
librarian. //
―Good morning, / Ma‘am,‖ / greeted the children. //
―I‘m glad to see you here. ― // You make this place happier,‖ /
said Mrs. Campos. // The children smiled. //
New Dynamic Series in English 2 pages 93–94

Pronun
Emotio
s sion
Intonat
ciation
Phrasi
Facial
Feelin
Pausi
Total
Expre
ion
ng/
ng
gs
ns/
&
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3 – Very Good 2 – Good 1 – Needs
Improvement
ATTACHMENT B
Evaluating learning for Advanced Learners
English 3
Name: Section: _
READING TEST # 1
Facial Emotions/ Phrasing/ Pronunciation Intonation Total

Expressions/ Feelings Pausing
Gestures
15
3 – Very Good 2 – Good 1 – Needs

Improvement
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Remarks :
Note: Reading Test can be done once in every quarter.

ATTACHMENT C
Evaluating learning for Average Learners
English 3
Name: Section: _
READING TEST # 1
Facial Emotions/ Phrasing/ Pronunciation Intonation Total

Expressions/ Feelings Pausing
Gestures
15
3 – Very Good Improvement

2 – Good 1 – Needs
Remarks :
Note: Reading Test can be done once in every quarter

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VII. OBJECTIVES
A. Content Standards Demonstrates understanding of process
and information in text for articulation of
ideas
Demonstrates understanding of different
listening strategies to comprehend texts
Demonstrates understanding of narrative
and informational texts for appreciation of
literacy-related activities/tasks
B. Performance Standards Creatively presents information in varied

ways
Uses information from texts viewed or
listened to in preparing logs and journals
Makes personal journals, diaries, portfolios
and logs, etc. as expression of enthusiasm
in reading books both for pleasure and
learning
C. Learning EN3LC-IIIi-j-3.7
Competencies/Objective Identify and use the elements of an
s informational/factual text.
(Write the LC code for EN3A-IIIf-g-1
each) Express feelings, opinions through journals,
logs etc.
I. CONTENT Informational Texts

References
2. Learner’s Materials
Pages
3. Textbook Pages
the LR Portal
5. Other Learning charts, activity sheets (group activity), copy
Resources of the informational texts made by Pauline
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E. Ascutia
I. PROCEDURE Advanced Average Learners
Learners
A. Reviewing the previous Review on the past lessons on week 8.
lesson or presenting the
new lesson
B. Establishing a purpose Ask:
for the lesson What news report have you heard today?
(Let the pupils share to the class the news
they have heard)
C. Presenting Present a news report. Then, call a pupil to

examples/instances of the present the news report acting as a
new lesson reporter.
Weather News Report:

Good morning to all our radio
listeners! Here is our weather update today.
A super typhoon is expected to enter
the Philippine Area of Responsibility by
Wednesday, and will be named Typhoon
Nonong. According to PAG-ASA, Typhoon
Nonong will pass through some parts of
Luzon and Visayas at around 9:00 o‘clock
of Wednesday morning and will possibly
leave the country by the following day. If the
typhoon will sustain its strength, it will be
categorized as Signal no. 2 typhoon.
Classes in all levels will be
suspended in all affected areas. Pre-
emptive measures are likewise advised to
all affected residents especially those
barangay located near rivers and coastal
areas. Evacuation is also advised to those
in danger zones because of possible floods
and landslides due to the amount of water
the typhoon is set to release.
This is Anna Reyes, reporting!
D. Discussing new Ask:

concepts and practicing 1. Who is giving the news report?
new skills #1 2. What is the news report about?
3. What is the name of the typhoon?
4. When will it enter the Philippine Area
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of Responsibility?
5. What areas will be affected by the
typhoon?
6. Who should evacuate?
7. What could the typhoon cause in
those affected areas?
8. Why is there a need to have some
pre-emptive measures?
9. Why should classes be suspended?
10. What does the news report give us?
11. Is it important to be informed? Why?
Say:
We call this informational texts. Why do you
think this is called as such?
Present the chart for further understanding
after the pupils have given their own ideas
of this topic.
Informational texts give us information

about a topic. Some topics that may be
used are news articles, feature articles,
Science facts, Mathematical concepts and
History.
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E. Discussing new Read the text and do the following group
concepts and practicing activities.
new skills #2
The Three Basic Food Groups
By: Pauline E. Ascutia
Food from the basic food groups are

important for the growth and development
of our body. Each food group has a role in
helping our body organs function normally.
Thus, it provides nutrients which are
essential in keeping one‘s body become
healthy and strong.
Go foods provide the body with the
heat and energy in order to be on the ―go‖.
Rice, bread, pasta, cereals and root crops
such as potato are some examples of go
foods. The main nutrients in this food group
are carbohydrates which give the muscles
the strength to do different activities such
as walking, running, jumping and
swimming.
Grow foods are high in protein and
minerals needed by the body to ―grow‖
bigger and stronger. Grow foods include
fish, chicken, meat, egg and cheese. This
food group is rich in protein which helps the
body build stronger bones and teeth.
Glow foods are rich in vitamins,
minerals and fiber needed by the body to
maintain its ―glow‖. They strengthen the
immune system so that the body can fight
against illness. Glow foods include fruits
such as orange, banana, apple, strawberry
and mango as well as green and leafy
vegetables such as malunggay, squash and
bitter gourd.
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Group 1: Group 1:
Make a True or False
poster that 1. Go foods are good
will show source of carbohydrates.
the three 2. Grow foods are rich in
basic food vitamins and minerals.
groups. 3. Vegetables and fruits are
examples of glow foods.
Group 2: 4. Meat and fish are good
Write a source of protein.
short poem 5. The three basic food
about the groups help keep the
three basic body healthy and strong.
food groups.
Group 2:
Group 3: Answer the following
Write a questions:
journal 1. What food group is rich in
about what vitamins and minerals?
you have 2. What food group helps
learned from our bones become
the given strong?
text. 3. What food group is rich in
carbohydrates?
4. Give two examples of go
foods.
5. What does grow food
give our body?
Group 3:
Identify the food whether
it belongs to go, grow or
glow food.
1. fish
2. mango
3. rice
4. malunggay
5. potato
F. Developing mastery Read the Read the text and write T is
(Leads to Formative text and the statement tells a fact and
Assessment 3) answer the F if it doesn‘t.
following
questions.
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Keeping Oneself Healthy
Health is wealth. Good health

condition always brings happiness and a
feeling of contentment. So, how does one
keep oneself healthy?
One of the most effective ways to
become healthy is by eating a balanced
and healthy diet. The food intake of a
person plays a vital role towards the total
development of the body. Go, grow and
glow foods should always be present in
every meal. As much as possible,
processed foods should be avoided.
Having sufficient sleep is also a
major factor towards achieving a healthy
body. It is through sleep when the body
recharges energy which people use during
work and other activities. A good sleep
should be at least 8 to 10 hours a day and if
possible should be spent in complete
darkness.
It is also good if one does exercise
such as walking, swimming, cycling and
playing sports. Doing exercise helps
maintain good health as well as reduces the
risk of developing certain diseases such as
heart attack.
It may be difficult to keep oneself
healthy in a society we have today yet, it is
still possible to become healthy if one has
the motivation and discipline.
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1. How 1. One must eat a balanced
many and healthy diet.
hours 2. Walking is a good
should exercise.
one 3. One should sleep at least
spend in 5 hours a day.
sleeping 4. Sleeping allows our body
? to rest and recharge
2. Give one energy.
exercise A healthy person will
mentione develop disease such as
d in the heart attack.
text.
3-5List
down three
things one
must do in
order to
achieve
good health.
G. Finding practical Why is it important that we are informed
application of sconcepts about the things happening around us?
H. Making generalizations What does informational text give us?
of concepts and skills in What happens when a person is well-
daily living informed?
I. Evaluating learning A. Read the A. Read the text then put a √

text and if the sentence states a fact
answer the and X if it doesn‘t state a
following fact.
questions.
Animals and Their Habitat

A habitat is a place where living

things live. Different animals live in different
places. There are animals living on land, in
water and air. Animals that live on land are
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called terrestrials. Some of these animals
are cats, dogs, cows and carabaos. These
animals get their food from the land.
Animals that live in water are called aquatic
animals. Some of these animals are fish,
shark, whale and octopus. Just like the
terrestrial animals, aquatic animals get their
food in the water. Lastly, animals living in
the air are called aerial animals. Some of
these are birds, bats, insects and
pterosaurs. These animals have the ability
to fly or glide in the air. From this, we can
conclude that different animals live in
different places
Advance Learners:
1. It is the place where animals live.
2. What do you call animals living on land?
3-4Give two examples of animals living on
land.
5. What do you call animals living in water?
6-7Give two examples of animals living in
water.
8. What do you call animals living in the
air?
9-10Give two examples of animals living in
the air.
B. Write a journal about barangay.

Average Learner
1. Habitat is the place where animals live.

2. Animals living on land are called aquatic
animals.
3. Cats and dogs are terrestrial animals.
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4. Animals living in water are called aquatic
animals.
5. Sharks and whales are aerial animals.
6. Insects are examples of terrestrial
animals.
7. Animals get their food in the place
where they live.
8. Different animals live in different places.
9. Birds are aerial animals.
10. Octopus lives in the water.
B. Write a journal about your barangay.
J. Additional activities for Write two paragraphs about our national

application or remediation hero. The first paragraph should contain
details about Dr. Jose P. Rizal while on the
second paragraph, write your opinions as to
why is he our national hero.
IV. REMARKS
V. REFLECTION
A. No. of Learners who

earned 80% on the formative
assessment
work? No. of learners who
have caught up with the lesson
continue to require remediation
strategies worked well? Why
did this work?
encounter which my
head help me solve?
localized materials did I
use/discover
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teachers?
RUBRICS FOR GROUP ACTIVITY

POINTS DESCRIPTION
20 POINTS The output was presented well and perfectly.
15 POINTS The output was presented with 1 wrong answer.
10 POINTS The output was presented with 2 wrong answers.
5 POINTS The output was presented with 3-4 wrong answers.
0 No output presented
Other Sources Used:
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I. OBJECTIVES
A. Content Standards Demonstrates understanding of paragraph
development to identify text types
Demonstrates understanding of punctuation marks,
rhythm, pacing, intonation and vocal patterns as
guide for fluent reading and speaking
B. Performance Identifies correctly how paragraphs/texts are
Standards developed
Accurately and fluently reads aloud literary and
informational texts
C. Learning EN3RC-III0-2.10
Competencies/Objecti Sequence three (3) events
ves EN3F-IIIg-j-1.11
(Write the LC code Observe the use of punctuations including commas,
for each) periods and question marks to guide reading for
fluency
II. CONTENT Sequencing three (3) events
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
Pages
3. Textbook Pages
from the LR Portal
5. Other Learning charts, sentence strips, activity sheets (group
Resources activity), copy of ―Going to School‖ by Pauline E.
AScutia
A. Reviewing the Talk about informational texts by presenting a
previous lesson or paragraph about Dr. Jose P. Rizal.
presenting the new Say:
lesson I have here a paragraph about our National Hero-Dr.
Jose P. Rizal. Let us read it and then later on we are
going to answer questions that you will pick from the
fish bowl.
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Dr. Jose P. Rizal
Jose Protasio Rizal Mercado y

Alonso Realonda or popularly known as Dr.
Jose P. Rizal is our national hero. He was
born on June 19, 1861 at Calamba, Laguna.
He was a Filipino nationalist during the
Spanish colonial period in the Philippines.
He is an ophthalmologist and a great writer
too. Noli me Tangere and El Filibusterismo
were his two great works.
Let the pupils pick questions from the fish bowl

containing the following questions. Then, call
someone to answer it.
1. What is the full given name of Dr. Jose P.
Rizal?
2. When was he born?
3. Where was he born?
4. What was his profession?
5. What were his two great works?
B. Establishing a Ask:
purpose for the What are the preparations that you do every
lesson morning?
(Let the pupils share to the class the things they
have done in preparation to coming to school)
Present the action song ―This is the Way‖ and let the
pupils sing it altogether while doing the actions.
(This is the way I wash my face, brush my teeth,
comb my hair, put on socks, fix my clothes…etc.)
Ask:
1. What is the first event mentioned in the song?
2. What is the second event? third event? etc.
3.
C. Presenting Present the paragraph below and let the pupils read
examples/instances it aloud with proper pronunciation and phrasing.
of the new lesson Remind the pupils as to the standards to be
observed when reading aloud.
1. Pronounce the words correctly.
2. Take note of the punctuation marks.
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3. Observe proper phrasing and intonation.
Going to School
Jella is a grade three pupil of Hope

Elementary School. She wakes up early every day.
Jella fixes her bed and goes to the bathroom to wash
her face and brush her teeth. Then, she eats her
breakfast and goes to the bath room and takes a
bath. Finally, she wears her uniform and goes to
school.
D. Discussing new Let the pupils sing the song ―This is the Way‖ with
concepts and action.
practicing new skills Ask:
#1 12. What grade is Jella?
13. Where does she study?
14. What is the first thing that Jella does when
she wakes up in the morning?
15. What is the next thing she does?
16. What is the third things she does?
17. Do you do the same thing before going to
school?
18. Is it important to have a daily routine? Why?
19. What should you remember in sequencing
events?
20. What are the punctuation marks used in the
short paragraph? What does these
punctuation marks signal?
Say:
This time let us sequence these sentence strips as
presented in the paragraph entitled ―Going to
School‖.
(Allow the children to be the one to arrange the
sentence strips)
Jella eats her breakfast and goes to the

bath room and takes a bath.
Jella wears her uniform and goes to

school.
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Jella fixes her bed and goes to the
bathroom to wash her face and brush her teeth.
Ask:
How did we arrange the events?
What are the things that we should remember in
sequencing events?
Paste the chart for further understanding.
In sequencing events, one should remember the

proper order in the selection read.
E. Discussing new Read the text and Read the text and
concepts and perform the following perform the following
practicing new skills group activities. Observe group activities.
#2 proper use of Group 1:
punctuations. Sequence the events by
numbering 1 to 3.
Proper Hand Washing
Group 1:
Write three steps Wash your hands with
showing the proper hand clean water and soap.
washing.
Wipe your hands with
Group 2: clean towel.
Write three steps
showing the proper
brushing of teeth. Rub every finger and
thoroughly rinse with
Group 3: clean water.
Write three steps
showing the proper Group 2:
washing of the face. Sequence the events
by numbering 1 to 3.
Proper Tooth brushing

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Gargle three to five
times with clean
water.
Brush your teeth as

well as your tongue.
Get a glass of water

and put a small
amount of toothpaste
in the toothbrush.
Group 3:
Sequence the events
by numbering 1 to 3.
Proper Washing of the
Face
Apply some soap and
massage your face.
Get a basin and wash

your face with clean
water.
Rinse your face

thoroughly with clean
water and wipe
excess water with
F. Developing Read the paragraph Read the paragraph

mastery (Leads to below and fill out the below and sequence the
Formative boxes by sequencing the events using the numbers
Assessment 3) events happened. 1 to 3.
Observe proper use of
punctuations.
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In the Garden
Janette was in the garden. There, she

saw colorful and beautiful flowers. She picked
some flowers and gave them to her mother.
She saw colorful

and beautiful
flowers.
She gave the

flowers to her
mother.
Janette was in the

garden.
G. Finding practical Why is it important to have some routines?

application of What happens when these routines are broken?
concepts and skills in In life, why do we need to follow correct sequence of
daily living things such as before or after classes or even during
classes?
What routines at home do you perform?
(Allow the pupils to share their routines at home)
H. Making How do we sequence events?

generalizations of What are the things that we must remember in
concepts and skills in reading a paragraph?
daily living
I. Evaluating learning Write a sequence of Sequence the following
events on how your events by rewriting it into
mother prepares food for a paragraph. Observe
the family. Observe proper use of
proper use of punctuations.
punctuations. 1. Mother starts to cook
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food for the family.
2. Mother serves the
food for the family.
3. Mother goes to the
market to buy some
fish, meat, fruits and
vegetables.
J. Additional Write three things that Draw three things you do

activities for you do after school. after school. Write a
application or Observe proper use of sentence about it
remediation punctuations. observing proper use of
punctuations.
V. REMARKS
VI. REFLECTION

earned 80% on the
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
continue to require
remediation
strategies worked well?
Why did this work?

encounter which my
supervisor/principal/depa
rtment head help me
solve?
use/discover which I wish
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to share with other
teachers?

POINTS DESCRIPTION
Other Sources Used
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I. OBJECTIVES
A. Content Standards Demonstrates understanding of sentences and
paragraphs in expressing ideas
Demonstrates understanding of processes in sight
word recognition or phonic analysis to read and
understand words
B. Performance Composes three-to-five sentence paragraph

Standards Uses word recognition techniques to read and
understand words that contain complex letter
combinations, affixes and contractions through
theme-based activities
C. Learning EN3WC-IIIh-2.4
Competencies/Objecti Identify rhyming words
ves Complete patterned poem using rhyming words
(Write the LC code EN3PWR-IIIg-j-27
for each) Read sentences, stories and poems consisting of
long u words and ask questions about them
II. CONTENT Rhyming Words and Words with long ―u sound

III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from the LR Portal
5. Other Learning pictures (iStock, www.alamy.com, dreamstime.com),
Resources charts, activity sheets (group activity), copy of poems
by Pauline E. Ascutia

A. Reviewing the Talk about sequencing events by letting the pupils
previous lesson arrange the pictures and say something about it.
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or presenting the
new lesson
iStock www.alamy.com dreamstime.com
purpose for the Do you have friends?
lesson What do you do whenever you are with your friends?
What characteristics do you like about your friends?
(Let the pupils share to the class their experience
with their friends)
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C. Presenting Present the poem entitled ―Friends‖ by Pauline E.
examples/instances Ascutia.
of the new lesson Unlocking of difficulties through context clues.
Say:
I will use these words in a sentence then you are
going to choose the correct meaning of each word.
1. treasure
Children are the parent‘s greatest treasure.
a. valuable
b. valueless
2. wit
She is a woman full of wit and wisdom.
a. anger
b. intelligence
3. polite
Patricia is a polite girl because she always
answers with ―po‖ and ―opo‖.
a. respectful
b. helpful
4. fend
You are old enough to fend for yourself.
a. take care of oneself
b. pay for oneself
5. depend
New born babies depend on their mother and
father.
a. walk away
b. rely on
Setting of standards in reading a poem.
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Friends
Friends are gifts given to us by God above,

We need to show them respect and love,
Just like diamonds, true friends are hard to
find,
That‘s why we need to treasure them and
be kind.
Friends are there whenever you are happy,

Especially at times when you are lonely,
Having friends is like having a family,
For sure, they‘ll give us love
unconditionally.
My friend Jella is cute and sweet,

She‘s our muse and has a lot of wit,
Whenever we see each other,
We share stories and play together.
Job is another friend of mine,

He cracks a lot of joke which makes me
feel fine,
Job is honest, polite and tall,
He loves to play games such as basketball.
Let me introduce my new found friend,

His name is Jian and he loves to fend,
When we are together, we dance and sing,
Use musical instruments from vibrating
string.
Each one of us needs a friend,

A person whom you can count on and
depend,
A friend who can cure our sadness,
And turn loneliness into happiness.

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concepts and 21. What is the title of the poem?
practicing new skills 22. Who are the friends mentioned by the author?
#1 23. Describe Jella, Job and Jian.
24. What are the words having the same ending
sound?
25. What do we call these words with the same
ending sound?
26. What are the words with long ―u‖ sound in the
poem?
Let the pupils read the rhyming words and words
with long ―u‖ sound.
Ask:
1. Why is it called rhyming words?
2. How do we pronounce words with long
―u‖ sound?
3. Give other words with long ―u‖ sound.
4. Give pairs of words that rhyme.
5. Use them in a sentence.
Present the chart for further understanding.
Rhyming words are words with the same final

sound.
Examples:
cure-sure round-bound
sweet-cheat friend-depend
E. Discussing new Write a one-stanza Supply the missing words

concepts and poem using the given with some rhyming
practicing new skills rhyming words. words.
#2 Group 1:
Group 1:
Pat the Cat

cat mat rat hat Pat is a _.
She sleeps on the
_.
She likes to wear a
Group 2: _.
She runs after the
day play _.
happy lovely
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Group 3:
Group 2:
cake chocolate
bite appetite A Happy Day
It‘s a sunny .
What a nice time to
_.
Boys and girls are
_.
For a day so
wonderful and
_.
Group 3:
A Slice of Cake
Mother bake a
_.
It is made of .
I would like to have
one _ _.
Just to satisfy my
_.
F. Developing A. Use the following A. Read the sentence

mastery (Leads to words in a sentence. and encircle the words
Formative 1. tube with long ―u‖ sound.
Assessment 3) 2. huge 1. A tube was inserted in
3. cube his mouth to help him
4. pure breathe.
5. mute 2. Bryan‘s eyes looked
B. Think of a word that huge whenever she‘s
rhymes with the given afraid.
word. 3. Martha made some
1. beauty ice cube in the fridge.
2. class 4. Mother used pure
3. heart honey for her coffee.
4. soap 5. Deaf-mute people use
5. plane sign language in order
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to communicate.
B. Connect the words in
column A to the words
with the same rhyme
in column B.
Column A Column B
1. beauty a. start
2. class b. main
3. heart c. brass
4. rope d. honesty
5. plane e. soap
G. Finding practical Give examples of rhyming words and tell how these
application of words help you in your daily living.
concepts and skills in
daily living
H. Making What are rhyming words?
generalizations of Give examples of rhyming words.
concepts and skills in Give examples of words with long ―u‖ sound.
daily living
I. Evaluating learning A. Read the poem below A. Read the poem below
and complete it with and complete it with
words that would rhyme words that would
with the last word. rhyme with the last
word. Choose your
answer from the box.
My Pet
I have a pet ,
His name is ,
His eyes are ,
He likes to run ,
And when I am home after ,

He waits at the gate, I think that‘s ,
How lucky I am to have such a good .
Whenever I‘m in trouble, I know he‘ll
.
B. Read the sentences

and answer the
questions.
1. The farmer is
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walking with his
mule. Who is with
the farmer?
2. Anna‘s pet dog is dog
cute. Describe defend
Anna‘s pet dog. round
3. The huge tree was school
cut down. Describe Blog
the tree. cool
4. Duke will join the
around
singing contest. Who
friend
will join the singing
contest?
5. The water was clean B. Read the sentences
and pure. Describe and answer the
the water. questions.
1. The farmer is walking
with his mule. Who is
with the farmer?
2. Anna‘s pet dog is
cute. Describe
Anna‘s pet dog.
3. The huge tree was
cut down. Describe
the tree.
4. Duke will join the
singing contest. Who
will join the singing
contest?
5. The water was clean
and pure. Describe
the water.
J. Additional Look for a poem and copy it in your notebook. Then,

activities for write down the rhyming words and words with long u
application or sound found in the poem.
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
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remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did this work?

encounter which my
rtment head help me
solve?
to share with other
teachers?

POINTS DESCRIPTION
Other Sources Used:
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I. OBJECTIVES
A. Content Demonstrates understanding of processes in sight
Standards word recognition or phonic analysis to read and
understand words
Demonstrates understanding of English vocabulary
used in both oral and written language in a given
context
B. Performance Uses word recognition techniques to read and

Standards understand words that contain complex letter
combinations, affixes and contractions through
theme-based activities
Proficiency uses English vocabulary in varied and
creative oral and written activities
C. Learning EN3PWR-IIIj-15
Competencies/O Determine and read 2-syllable words (fireman) with
bjectives long vowel sound
(Write the LC EN3V-IIIi-j-13.7
code for each) Identify hyponyms
II. CONTENT 2-syllable words with long vowel sound and
Hyponyms
III. LEARNING
RESOURCES
References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
the LR Portal
5. Other Learning charts, pictures (www.zazzle.ca), activity sheets
Resources (group activity), copy of the poem ―A Sunny Day‖ by
Pauline E. Ascutia, copy of the selection ―The Three
Basic Food Groups‖ by Pauline E. Ascutia
IV. PROCEDUR Advanced Learners Average Learners

E
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A. Reviewing the Talk about rhyming words and words with long ―u‖
previous lesson or sound by letting the pupils pick words from the fish
presenting the new bowl.
lesson Instructions: Pick one word and think of a word that
rhymes with it.
B. Establishing a Let the pupils sing the song ―What is the Weather
purpose for the Today?‖ to identify the present weather condition.
lesson What is the weather, the weather today?
What is the weather, the weather today?
What is the weather, the weather today?
It‘s a (sunny, rainy, windy, cloudy)
day.
Present a picture of a sunny day.
www.zazzle.com
Ask:
1. What can you see in the picture?
2. What do you usually do during sunny days?
Unlocking of difficulties.
C. Presenting Arrange the jumbled words in order to give the
examples/instances of meaning of the following words:
the new lesson
1. hide isldeh
2. seek acsrhe
Prese3n.t tfheearpsoem. iesrrow
4. troubles blepborms
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A Sunny Day
Oh! It‘s a sunny day!

What a nice time to play,
Different games like hide and seek,
Jumping rope that will make you skip.
Sunny day makes children smile,

And takes a break for a while,
Ask:
1. What is the title of the poem?
2. Who is the author of the poem?
3. What is the poem all about?
4. What are the underlined words in the poem?
Let the children read them.
5. Allow the children to group the words
according to their sound with the use of a
flashcard. And let them read it aloud.
6.
words
with words words
with words words
long /a/ with lone
lone /i/ with with
sound /e/
sound lone /o/ lone /u/
day sound sound
play seek hide sound
games nice hope sure
make time pure
break smile cure
while
7. What common sound did you hear in the first
group of words? second group of words?
third? fourth? and fifth?
8. This time, think of word that you can combine
to these words to make it into a 2-syllable
word.
D. Discussing new Say:

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concepts and I have here another set of words. What you need to
practicing new skills do is to group them according to their sound.
#1 (Let the children group the words according to the
following chart below)
words with words with words
long “a” long “e” with long
sound sound “i” sound
rail wheel fire
plane sea night
sail pea light
cake bee sight
mate see life
words with words with

long “o” long “u”
sound sound
pole luke
bow sure
home cube
boat news
oat blue
Ask:
1. What common sound did you hear in the first
group of words? second group of words?
third? fourth? and fifth?
2. Now, think of some words that can be put
together with the given words in order to form
2-syllable words.
Possible answers:
Long “a” sound – railway, airplane,
sailboat, cupcake classmate
Long “e” sound – wheelchair, seashore,
peacock, beehive, seesaw
Long “i” sound – firefly, goodnight,
headlight, eyesight, lifetime
Long “o” sound – flagpole, rainbow,
homework, boatman, oatmeal
Long “u” sound – lukewarm, cocksure
, flashcube, newsprint, bluetooth
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3. From the words you have formed, let us
classify these words accordingly.
Examples:
Airplane is a type of vehicle.
Cupcake is a type of pastry.
Firefly is an insect.
4. What do we call this process of classifying

objects?
Present the chart after the pupils have given their
answer for further understanding.
Hyponym is a term used to classify a

particular member of a broader class.
Examples:
1. Sampaguita and gumamela are flowers.
2. Narra and acacia are trees.
3. Dogs and cats are land animals.
E. Discussing new Write five (5) examples in Do the following group

concepts and each classification. activities.
#2 Group 1: Group 1:
Terrestrial Animals Identify the

hyponym of each
word
Group 2: 1. carabao
2. rose
Aquatic Animals
3. mango
4. doctor
Group 3: 5. spider
Aerial Animals
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Group 2:
Give one example

in each
classification.
1. cooking utensils
2. colors
3. fruits
4. vegetables
5. birds
Group 3:
Match the object

with its correct
hyponym.
1. cake a. hero
2. salt b. toy
3. pink c.
condiments
4. doll d.
dessert
F. Developing A. Form a 2-syllable word C. Read the sentences

mastery (Leads to using the given words with and encircle the 2-
Formative long vowel sound. syllable word with
Assessment 3) 6. tie long vowel sound.
7. tray 6. The waiter is
8. coat wearing a bowtie.
9. cheese 7. The ashtray was
10. tea filled with cigarette
B. Give at least two filters.
examples in each 8. Marianne wears a
category. raincoat during rainy
1. Go foods days.
2. Grow foods 9. Jenny loves to eat
3. Glow foods cheesecake.
4. Living things 10. Mother bought a
5. Non-living things new set of teapot.
D. Identify the hyponym
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of each set of words.
Choose your answer
from the box.
1. rice and bread
2. milk and cheese
3. fruits and vegetables
4. plants and animals
5. house and car
living things
go foods
non-living things
glow foods
grow foods
G. Finding practical Why is it important that we know how to

application of classify/categorize our things?
concepts and skills
in daily living
H. Making What is a hyponym?
generalizations of Give examples of hyponyms.
concepts and skills
in daily living
I. Evaluating A. Read the paragraph A. Read the paragraph
learning below. Box the hyponym below. Box the
and encircle its examples. hyponym and
encircle its examples.
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The Three Basic Food Groups
Food from the basic food groups are important for the growth and
development of our body. Each food group has a role in helping our body organs
function normally. Thus, it provides nutrients which are essential in keeping one‘s
body become healthy and strong.
Go foods provide the body with the heat and energy in order to be on the
―go‖. Rice, bread, pasta, cereals and root crops such as potato are some
examples of go foods. The main nutrients in this food group are carbohydrates which
give the muscles the strength to do different activities such as walking, running,
jumping and swimming.
Grow foods are high in protein and minerals needed by the body to
―grow‖ bigger and stronger. Grow foods include fish, chicken, meat, egg and cheese.
This food group is rich in protein which helps the body build stronger bones and
teeth.
Glow foods are rich in vitamins, minerals and fiber needed by the body to
maintain its ―glow‖. They strengthen the immune system so that the body can
fight against illness. Glow foods include fruits such as orange, banana, apple,
strawberry and mango as well as green and leafy vegetables such as malunggay,
squash and bitter gourd.
B. Make a 2-syllable word B. Make a 2-syllable

using the words below. compound word with
Then use it in a long vowel sounds.
sentence. Choose your answer
1. side from the box below.
2. flies 1. side
3. made 2. flies
4. bone 3. made
5. week 4. bone
5. week
end
line
house
back
hand
J. Additional Look for five pictures in any of the following
activities for hyponyms. Paste it in your notebook.
application or 1. fruits
remediation 2. vegetables
3. flowers
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4. fruit-bearing trees
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?

encounter which my
supervisor/principal/dep
artment head help me
solve?
use/discover which I
wish to share with other
teachers?

POINTS DESCRIPTION
Other Sources Use
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I. OBJECTIVES
A. Content Standards Demonstrates understanding of letter sequence in
words to get meaning
Demonstrates understanding of grammatical
effectively in oral and written forms
B. Performance Hears and records sounds in words

Standards Shows proficiency in constructing grammatically
correct sentences in varied theme-based oral and
written activities
C. Learning EN3S-IIIg-j-2.5
Competencies/Obj Use capitalization rules in word and sentence level
ectives (e.g. proper and common nouns, beginning words in
(Write the LC code sentences)
for each)
EN3G-IIIf-g-5.3.1
Distinguish and use descriptive adjectives in one‘s
own sentence
II. CONTENT Descriptive Adjectives

III. LEARNING
RESOURCES
References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from the
LR Portal
5. Other Learning charts,activity sheets (group activity),pictures (vectortoons,
Resources how2drawanimals.com,123rf stock
photos,pinart,eddystoneps.wa.edu.au),copy of ―My Family‖
and ―Paula‘s Birthday Party by Pauline E. Ascutia
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A. Reviewing the Talk about hyponyms and 2-syllable words with long
previous lesson or vowel sound using flashcards.
presenting the new Instructions: The teacher will flash a word. The pupils
lesson will think of a word that matches with the word in
order to make a 2-syllable words with long vowel
sound. Then, they will identify its hyponym.
purpose for the 1. Who are the members of your family?
lesson 2. Describe every member of your family.
(Teacher will make use of a hand puppet in order to
guide the pupils in describing their family members.)
C. Presenting Unlocking of difficulties through defining its meaning.

examples/instances
of the new lesson Pair Word: Divide the class into eight groups which
correspond to these eight words and let them look
for their partner in order to define the meaning of
each word.
Column A Column B
1. delicious a. kindhearted
2. motivating b. strengthen
3. magnificent c. spectacular
4. benevolent d. flavorsome
Setting of standards in reading a poem.

Present the poem ―My Family‖ by Pauline E.
Ascutia.
My Family
I have a small family,

But we are always happy,
We always make each other smile,
And find a reason to inspire.
Meet my mother Vicky,

A woman so kind and very pretty,
Every day she cooks delicious food,
And I must say, it taste so good.
Let me introduce to you my father,

His name is Paul and he‘s a teacher,
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A father who is loving and caring,
His words are really motivating.
Patricia is my beautiful sister,

We are happy when we are together,
We love playing our magnificent toys,
Indeed! My heart is filled with joy.
Now, I am going to talk about my brother,

His name is Matt and he‘s a very good singer,
A brother gifted with great talent,
Yet, he remain to be benevolent.
My name is Anne and I‘m the youngest,

I consider my family as one of the best,
I may be small but I know how to help my family,
That‘s one way of doing my responsibility.
Our families may differ with each other,

But I know love will keep us together,
Truly, a family is God‘s gift to us,
I thank God for giving me this much.

concepts and 5. What is the title of the poem?
practicing new skills 6. Who are mentioned in the poem?
#1 7. How are their names written?
8. How are each line written?
9. When do we capitalize words?
10. Why do we need to write their names in capital
letter?
11. What do we call these kind of nouns?
12. What do they show?
Present the chart for further understanding.
Proper nouns should always be capitalized

while common nouns should not be
capitalized. Likewise, beginning of the sentence
should always be capitalized.
Examples:
mother-Vicky
My mother Vicky is kind and pretty.
13. This time, describe the characters mentioned

in the poem.
14. What do you call the words which describe the
characters/nouns?
15. What are adjectives?
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16. What do adjectives show?
Present the chart for further understanding based
from the answer of the pupil.
Adjectives are words that describe nouns.

Examples:
beautiful clean big tall sweet
17. This time, each of you will tell something about

yourself using adjectives.
E. Discussing new Do the following group Do the following group
concepts and activities. activities.
#2 Group 1: Group 1:
Write ten (10) Write five (5)

adjectives that best adjectives that best
describe your friends. describe your friends.
Use them in a Use them in a
sentence. Observe sentence. Observe
proper capitalization. proper capitalization.
Group 2: Group 2:

describe your family. describe your family.
Group 3: Group 3:

describe your class. describe your class.
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F. Developing A. Write at least two (2) A. Write one (1) word
mastery (Leads to words that best describe that best describe
Formative each picture. Use it in a each picture. Use it in
Assessment 3) sentence. Observe a sentence. Observe
1. 1.
vectortoons vectortoons
2. 2.
how2drawanimals.com how2drawanimals.com
3. 3.
123rf stock photos 123rf stock photos
4. 4.
pinart pinart
5. 5.
eddystoneps.wa.edu.au eddystoneps.wa.edu.au
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G. Finding practical Why is it important that you know adjectives and be
application of aware on rules in capitalization?
concepts and skills How will these help you in daily living?
in How would life be if we don‘t make use of adjectives?
daily living
H. Making What is an adjective?
generalizations of When do we use adjectives?
concepts and skills Give examples of adjectives.
in daily living When should you capitalize words?
I. Evaluating learning A. Read the paragraph C. Read each sentence

below and encircle the and encircle the
adjectives. Then choose adjectives. Use the
five adjectives and use adjectives in a
them in a sentence. sentence. Observe
Observe proper proper capitalization.
capitalization. 1. Karen saw colourful
flowers in the garden.
2. The mad dog barks at
the stranger.
Paula‟s Birthday Party 3. The birds ate the
By: Pauline E. Ascutia sweet fruits.
4. The girl slipped
Last Saturday was because the floor was
Paula‘s birthday wet.
celebration. A week 5. Rosie saw small fish
before Saturday, she and in the aquarium.
her wonderful family had
planned for a big party.
Her loving mother helped
her in making colorful
invitation cards for her
visitors. Before the party
started, she decorated
their big house with pink
and purple balloons.
Paula felt happy
and excited with the
birthday party. At 3:00
o‘clock in the sunny
afternoon, Paula‘s jolly
friends and kind
neighbours started to
arrive. They gave Paula
fantastic gifts. Some gifts
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were big and some were
small. She liked them all
the same.
Everyone was
happy at the party. They
ate delicious spaghetti,
crispy fried chicken,
creamy salad and had
some cold juice. Paula‘s
friends enjoyed the
games as well as the
show of the funny clown.
The visitors were all
happy because they all
got sweet treats as
giveaways.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did this work?

encounter which my
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rtment head help me
solve?
to share with other
teachers?
For Advanced Learners:

POINTS DESCRIPTION
For Average Learners:

POINTS DESCRIPTION
Other Sources Used:
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I.OBJECTIVES
A. Content The learner…
Standards demonstrates understanding of speech cues for
clear expression of ideas.
demonstrates understanding of different listening
strategies to comprehend text.
demonstrates understanding of narrative and
informational texts for appreciation of literacy-
related activities/ task.
B. Performance The learner…
Standards uses speaking skills and strategies appropriately
to communicate ideas in varied theme-based.
Uses information from texts viewed or listened to
in preparing logs and journals.
makes personal journals, diaries, portfolios, and
logs.etc.as expression of enthusiasm in reading
books both for pleasure and learning.
C. Learning Oral Language –Compare and Contrast information.
Competencies/ EN3OL-IIIi-j-1.9
Objectives Listening Comprehension- Identify and use the
elements of an informational/ factual text heard.
EN3LC-IIIi-j-3.7
Attitude- Express feelings, opinions through journals
logs, etc. EN3A-IIIf-g-1
II. CONTENT Compare and Contrast information.

EN3OL-IIIi-j-1.9
III. LEARNING
RESOURCES
A. References
1. Teacher‘s TG pp.
Guide pages
2. Learner‘s LM pp.268-269
Materials
pages
3. Textbook CG
pages
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4. Additional https://americanliterature.com/author/aesop/short-
Materials story/the-ant-and-the-grasshopper
from https://americanliterature.com/author/aesop/short-
Learning story/the-ant-and-the-grasshopper
Resource
(LR) Portal https://www.pinterest.ph/readingvine/compare-and-
contrast-reading-comprehension-passage/
5. Other Learning Pictures, Flash cards, Stories/ Selection (Reading
Resources Material), Venn Diagram, Meta Cards
III. PROCEDURES Advanced Learners Average Learners
A. Reviewing the Ask: What do you do
previous lesson or during your extra time? Ask: What do you do during
presenting the new your extra time?
lesson Let the pupils answer
freely. Let the pupils answer
freely.
The teacher will flash a
meta card and let the The teacher will flash a
children complete the meta card and let the
sentence. children complete the
sentence.
During my extra
time, I During my extra
_ time, I
because I want to _
_. because I want to
_.
B. Establishing a
purpose for the Unlocking of Difficulties Unlocking of Difficulties
lesson
Look for the meaning of Look for the meaning of the
the underlined words used underlined words used in
in the sentence from the the sentence from the list of
list of the words in the box. the words in the box.
Seed Seed
Lively Lively
A kind of Season A kind of Season
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1. Autumn 1. Autumn
It was during autumn It was during autumn
when I saw him. when I saw him.
2. Bustling 2. Bustling
Ants were bustling Ants were bustling
about in the warm about in the warm
sunshine, drying out the sunshine, drying out the
grain they had stored up grain they had stored up
during the summer. during the summer.
3. Grain 3. Grain
The ants carried with The ants carried with
them the grain that they them the grain that they
found. found.
Activating Prior Knowledge Activating Prior Knowledge
Ask: Ask:
Is it good to play during Is it good to play during
working hours or study working hours or study
period? Why or why not? period? Why or why not?
Forming the jigsaw puzzle. Forming the jigsaw puzzle.
Contest drill in forming a Contest drill in forming a

puzzle using cut out pieces puzzle using cut off pieces
of pictures shown below. of pictures shown below.
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https://americanliterature.com/ https://stunningmotivation.com/
author/aesop/short-story/the- golden-lesson-from-the-story-of-
ant-and-the-grasshopper grasshopper-and-ant/
Ask:
What have your formed? Ask:
Are you familiar with What have your formed?
these animals? Do you Are you familiar with
know of a story whose these animals? Do you
characters are the ants know of a story whose
and the grasshopper? characters are the ants
and the grasshopper?
At the end of this lesson,
you will be able to: At the end of this lesson,
Compare and contrast you will be able to:
information heard. Compare and contrast
Identify and use the information heard. Identify
elements of an and use the elements of an
informational / factual text informational / factual text
heard. heard.
C. Presenting Say:
examples/instances Say:
of the new lesson Today we shall listen to a
Today we shall listen to a story about the Ants and
story about the Ants and the Grasshopper for you to
the Grasshopper for you to find out the importance of
find out the importance of doing our work well and to
doing our work well and to be focused to our tasks.
be focused to our tasks.
Motive Question
Motive Question
What kind of attitude do the
What kind of attitude do ants and the grasshopper
the ants and the possess?
grasshopper possess?
Setting of standards for
Setting of standards for Listening.
Listening.
Read the selection aloud to
Read the selection aloud the pupils.
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to the pupils.
(The Ant and the (The Ant and the

Grasshopper, also known Grasshopper, also known
as The Grasshopper and the as The Grasshopper and the
Ant (or Ants) is one of the Ant (or Ants) is one of the
most famous of Aesop's most famous of Aesop's
Fables. This fable's moral Fables. This fable's moral
lesson emphasizes the twin lesson emphasizes the twin
values of hard work and values of hard work and
planning for the future.) planning for the future.)
The Ant and The Grasshopper
by Aesop
One bright day in late autumn a family of Ants were bustling about in
the warm sunshine, drying out the grain they had stored up during the
summer, when a starving Grasshopper, his fiddle under his arm, came up
and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for
the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so
busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they
turned their backs on the Grasshopper and went on with their work.
There's a time for work and a time for play.
https://americanliterature.com/author/aesop/short-story/the-ant-and-the-
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D. Discussing new
concepts and Let them answer the Let them answer the
practicing new following questions right following questions right
skills #1 after the story: after the story:
1. What attitude does the . What attitude does the

grasshopper possess? grasshopper possess? How
How about the ants? about the ants?
2. Why do you think that 2. Why do you think that
we need to focus first on we need to focus first on
our work before playing or our work before playing or
before doing anything before doing anything else?
else? 3.Why did the Grasshopper
3.Why did the show up and humbly
Grasshopper show up and begged for a bite to eat?
humbly begged for a bite 4. Why was the Ant
to eat? disappointed of the
4. Why was the Ant Grasshopper?
disappointed of the 5. If you were the
Grasshopper? Grasshopper, are you
5. If you were the going to just play or do
Grasshopper, are you nothing during your extra
going to just play or do time? Why? Why not?
nothing during your extra 6. Who among you here
time? Why? Why not? are like the grasshoppers?
6. Who among you here Ants? Who would you like
are like the grasshoppers? to be? Why or Why not?
Ants? Who would you like 7. What lesson did you
to be? Why or Why not? learn from this selection?
7. What lesson did you
learn from this selection?
E. Discussing new Group the class into two Group the class into two
concepts and (2). Give each group a (2). Give each group a
practicing new clear/ specific instruction to clear/ specific instruction to
skills #2 do. Set standards for do. Set standards for pupils
pupils to follow to follow
Group 1: Make a Group 1: Make a

simple dialogue simple dialogue
about the story. about the story.
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Group 3. Give a Group 3. Give a
message to the message to the
grade 3 pupils about grade 3 pupils about
the lesson of the the lesson of the
story. story.
F. Developing
mastery
(Leads to Using the VENN DIAGRAM, compare the
Formative
Assessment 3) Grasshopper and the Ant. Give the similarities and
differences of the two.
Grasshopper Ant
G. Finding
practical Ask:
application of While were listening to the selection, what particular
concepts and skills lesson did you learn from the selection? How would you
in daily living apply it in your real life?
H. Making Ask: How do we give the Ask: How do we give the

generalizations of
concepts and skills similarities and differences similarities and differences
in daily living of the characters in a story of the characters in a story
heard? heard?
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I. Evaluating Using a VENN Using the VENN
learning
DIAGRAM, compare the DIAGRAM, compare Sam
characters from the story and Buster using the story
“A Town Mouse and A below. Give the
Country Mouse” using similarities and
the story below. Give the differences of the two.
similarities and
differences of the two
characters.
A Town Mouse and A

Country Mouse
A Town Mouse and a

Country Mouse were
friends. The Country
Mouse one day invited his
friend to come and see
him at his home in the https://www.pinterest.ph/rea
fields.
dingvine/compare-and-
contrast-reading-
The Town Mouse came comprehension-passage/
and they sat down to a
dinner of barleycorns and
roots the latter of which
had a distinctly earthy
flavor.
The flavor was not

much to the taste of the
guest and presently he
broke out with ―My poor
dear friend, you live here
no better than the ants.
Now, you should just see
how I fare! My larder is a
regular horn of plenty. You
must come and stay with
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me and I promise you shall
live on the fat of the land."
So when he returned to
town he took the Country
Mouse with him and
showed him into a larder
containing flour and
oatmeal and figs and
honey and dates.
The Country Mouse

had never seen anything
like it and sat down to
enjoy the luxuries his
friend provided. But before
they had well begun, the
door of the larder opened
and someone came in.
The two Mice scampered
off and hid themselves in a
narrow and exceedingly
uncomfortable hole.
Presently, when all was
quiet, they ventured out
again. But someone else
came in, and off they
scuttled again. This was
too much for the visitor.
"Good bye," said he, "I'm
off. You live in the lap of
luxury, I can see, but you
are surrounded by dangers
whereas at home I can
enjoy my simple dinner of
roots and corn in peace."
Moral: Safety is the first

importance.
http://www.english-for-
students.com/A-Town-Mouse-
and-A-Country-Mouse.html
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J. Additional
activities for Read the selection and Read the selection and
application or complete the Venn complete the Venn diagram
remediation diagram using the given using the given information
(Optional) information in the text. in the text.
The Fox and the Crow
A fox was walking through

the forest when he saw a
crow sitting on a tree
branch with a fine piece of
cheese in her beak. The
fox wanted the cheese and
decided he would be
clever enough to outwit the
bird. ―What a noble and
gracious bird I see in the https://www.pinterest.ph/readin
tree!‖ proclaimed the fox, gvine/compare-and-contrast-
―What exquisite beauty! reading-comprehension-
What fair plumage! If her passage/
voice is as lovely as her
beauty, she would no
doubt be the jewel of all
birds!‖ The crow was so
flattered by all this talk that
she opened her beak and
gave a cry to show the fox
her voice. ―Caw! Caw!‖
she cried, as the cheese
dropped to the ground for
the fox to grab.
www.education.com
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V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
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I. OBJECTIVES
A. Content The learner…..
Standards demonstrates understanding of the elements of
literary and expository texts for creative
interpretation.
B. Performance The learner….

Standards uses information derived from texts in presenting
varied oral and written activities.
C. Learning Reading Comprehension- Sequence events of the story

Competencies/
Objectives listened to or read.
EN3RC-III0-2.10
III. CONTENT Sequencing Events. EN3RC-III0-2.10
III. LEARNING
RESOURCES
A. References
1. Teacher‘s Guide Let‘s Get Better in English TG
pages
2. Learner‘s Let‘s Get Better in English LM
Materials pages
3. Textbook pages English 3 (Let‘s Get Better in English)
4. Additional www.k12reader.com
Materials from www.teach-nology.com
Learning Resource
(LR) Portal
5. Other Learning Pictures, Sentence Strips, Stories and Worksheets, Cover

Resources page of the story book

A. Reviewing the Conduct a guessing game Conduct a guessing game
previous lesson or
presenting the new about the characters of the about the characters of the
lesson selection listened to. selection listened to.
RegionV/
Motivation Motivation
B. Establishing a Ask: Ask:

purpose for the lesson
What do you do upon What do you do upon waking
waking up? Do you fix up? Do you fix your bed? How
your bed? How do you fix do you fix it?
it?
Let the children sing the song:
Let the children sing the This is the way…..
song: This is the way…..
Song:
Song: This is the way I brush my
This is the way I brush my teeth…brush my teeth.
teeth…brush my teeth. Brush my teeth.
Brush my teeth. So early in the morning.
So early in the morning.
This is the way I comb my
This is the way I comb my hair. Comb my hair…comb my
hair. Comb my hair…comb hair. So early in the morning.
my hair. So early in the
morning. This is the way I fix my bed.
Fix my bed…fix my bed. So
This is the way I fix my early in the morning.
bed. Fix my bed…fix my
bed. So early in the etc…….
morning. (Teacher‘s choice to add)
etc…….
(Teacher‘s choice to add) The teacher will post the big
strips one at a time on the
board and let them arrange it
The teacher will post the through their experience in
big strips one at a time on fixing the bed.
the board and let them
arrange it through their
experience in fixing the
bed.
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RegionV/
www.HaveFunTeaching. www.HaveFunTeaching.co
com m
Song: Song:
This is the way I fix my This is the way I fix my bed

bed …fix my bed…fix my …fix my bed…fix my bed
bed
The children will continue
The children will continue singing while some pupils will
singing while some pupils arrange the strips of paper on
will arrange the strips of the board.
paper on the board.
C. Presenting Unclocking of Unclocking of Difficulties

examples/instances of Difficulties
the new lesson (Group Game)
(Group Game)
Arrange the following jumbled
Arrange the following words with the help of their
jumbled words with the meaning beside it.
help of their meaning
beside it. Each pupils shall hold a letter
for them to arrange
Each pupils shall hold a themeselves.
letter for them to arrange
themeselves.
1. WPAS- hand / claw of
1. WPAS- hand / claw of an animal
an animal
2. IRFGHT- afraid or fear
3. ROUSGEEN- the one

who give ans share.
https://www.google.com/search
4. KINGSTALK- to follow ?q=paws&source=lnms&tbm=isc
h&sa=X&ved=0ahUKEwi_wKK5tq
5. YPRE- an animal taken LkAhVOE4gKHZTmC4MQ_AUIES
by a predator or another
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animal as food. gB#imgrc=dHnp7P-5iw3oIM:
5. MIDTI- lack of self-

confidence 2. IRFGHT- afraid or fear
Motivation
Ask: Where do we usually
see Lion? How about a
mouse?
Show a picture of “The

Lion and the Mouse” https://www.google.com/search
and let them differentiate ?biw=1024&bih=624&tbm=isch
the two animals using a &sa=1&ei=BM9kXfKgDbzfmAWnl
Venn Diagram on the LfYAQ&q=fright+&oq=fright+&gs
board.
_l=img.3..0l10.20300.21392..226
74...0.0..0.101.711.7j1......0....1..
gws-wiz- img.
............0i10i24j0i8i30j0i10.YJbP
A4dXcdk&ved=0ahUKEwjyssi-
t6LkAhW8L6YKHSfKDRsQ4dUDC
AY&uact=5#imgrc=F_Vtmh88EM
B0kM:
3. ROUSGEEN- the one who

give and share.
https://www.youtube.com/
watch?v=xa39AlPCgLU
At the end of this lesson,

you will be able to:
Sequence events in the
story. https://slate.com/human-
interest/2015/12/how-to-raise-
generous-kids-and-teach-
empathy-and-charity-toward-
the-less-fortunate.html
4. KINGSTALK- to follow
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https://www.canstockphoto.co
m/stalker-11408738.html
5. YPRE- an animal taken by

a predator or another animal
as food.
https://www.dreamstime.com/r
oyalty-free-stock-images-cat-
mouse-image1952919
5. MIDTI- lack of self-

confidence
https://www.dreamstime.com/c
ute-blonde-girl-looking-shy-
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timid-camera-white-background-
human-emotions-close-up-
portrait-cute-young-shy-
image117813433
Motivation
Ask: Where do we usually see
Lion? How about a mouse?
Show a picture of “The

Lion and the Mouse” and
let them differentiate the two
animals using a Venn
Diagram on the board.
https://www.youtube.com/watc
h?v=xa39AlPCgLU
At the end of this lesson, you

will be able to: Sequence
events in the story.
D. Discussing new Motive Question Motive Question

concepts and
practicing new skills #1 Ask: Ask:
1. How did the Mouse help 1. How did the Mouse help the
the Lion? Lion?
Read the story Read the story entitled “The

entitled “The Lion and Lion and The Mouse” using
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The Mouse” using the the Chunking Method. Ask a
Chunking Method. Ask a prediction question on every
prediction question on stop.
every stop.
Introduce Aesop to
the pupils.
Introduce Aesop
to the pupils. Aesop was a Greek
writer who wrote stories called
Aesop was a fables. A fable is a story that
Greek writer who wrote gives a lesson at the end.
stories called fables. A Here is one of Aesop‘s fables.
fable is a story that gives a
lesson at the end. Here is The Lion and the Mouse
one of Aesop‘s fables.
A Lion lay asleep in
The Lion and the Mouse the forest, his great head
resting on his paws. A timid
A Lion lay asleep little Mouse came upon him
in the forest, his great unexpectedly, and in her fright
head resting on his paws. and haste to get away, ran
A timid little Mouse came across the Lion‘s nose.
upon him unexpectedly, Roused from his nap, the Lion
and in her fright and haste laid his huge paw angrily on
to get away, ran across the tiny creature to kill her.
the Lion‘s nose. Roused
from his nap, the Lion laid
his huge paw angrily on
the tiny creature to kill her. Why did the mouse beg to
the lion? What did he beg
about?
Why did the mouse beg
to the lion? What did he
beg about? ―Spare me!‖ begged the
poor Mouse. ―Please let me
―Spare me!‖ begged go and someday I will surely
the poor Mouse. ―Please repay you.‖
let me go and someday I
will surely repay you.‖ Why did the Lion finally let
go of the Mouse?
Why did the Lion finally
let go of the Mouse? The Lion was much
amused to think that a Mouse
The Lion was much could ever help him. But he
amused to think that a was generous and finally let
Mouse could ever help the Mouse go.
him. But he was generous
and finally let the Mouse What did the Mouse do to
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go. help the Lion?
What did the Mouse do Some days later, while

to help the Lion? stalking his prey in the forest,
the Lion was caught in the
Some days later, toils of a hunter‘s net. Unable
while stalking his prey in to free himself, he filled the
the forest, the Lion was forest with his angry roaring.
caught in the toils of a The Mouse knew the voice
hunter‘s net. Unable to and quickly found the Lion
free himself, he filled the struggling in the net. Running
forest with his angry to one of the great ropes that
roaring. The Mouse knew bound him, she gnawed it until
the voice and quickly it parted, and soon the Lion
found the Lion struggling was free.
in the net. Running to one
of the great ropes that Why do we need to be kind?
bound him, she gnawed it
until it parted, and soon
the Lion was free. ―You laughed when I said I
would repay you,‖ said the
Mouse. ―Now you see that
Why do we need to be even a Mouse can help a
kind? Lion.‖
―You laughed when I Lesson: Kindness begets

said I would repay you,‖ kindness.
said the Mouse. ―Now you
see that even a Mouse www.k12reader.com
can help a Lion.‖
Lesson: Kindness begets

kindness.
www.k12reader.com
Comprehension Check: Comprehension Check:
E. Discussing new
concepts and
Answer the following Answer the following
questions based from the questions based from the
story read. story read.
1. How did the Mouse 2. How did the Mouse help
help the Lion? the Lion?
2. Why did the Lion finally 2. Why did the Lion finally let
let go of the Mouse? go of the Mouse?
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3. If you were in the place 3. If you were in the place of
of the Lion, are you going the Lion, are you going to free
to free the mouse also the mouse also even if you
even if you are so hungry? are so hungry? Why and Why
Why and Why not? not?
4. What did the Mouse do 4. What did the Mouse do to

to help the Lion? help the Lion?
5. Why do we need to be 5. Why do we need to be

kind? kind?
7. If you were the Mouse, 7. If you were the Mouse,

would you help the Lion would you help the Lion also?
also? Why and Why not? Why and Why not?
8. What‘s the most 8. What‘s the most important

important lesson that you lesson that you learned from
learned from this this selection?
selection?
F. Developing mastery
(Leads to Formative Arrange the following incidents according to how they
Assessment 3) happened in the story by writing the number on the
blank.
Let‘s answer it through a game by asking the children to

hold a strip of paper where the events are written and let
them arrange themselves.
A. The Mouse found the Lion in the net.

B. The Lion roared with anger.
C. The Mouse promises to help the Lion
someday if he will let her go.
D. The Lion was asleep.
E. The Lion laid his paw on the Mouse.
F. The Mouse chewed the net to free the
Lion.
G. The Lion went hunting and got caught
in a net.
H. The Lion let the Mouse go.
I. The Mouse ran across the Lion‘s nose.
J. The Lion woke up.
G. Finding practical Ask: What specific lesson did you get from the story? Who
application of concepts would you want to be-the lion or the mouse? Why?
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How do we give the How do we give the correct
H. Making
generalizations of correct sequence of the sequence of the story read?
concepts and skills in story read?
daily living *We can give the correct
*We can give the correct sequence of the story by
sequence of the story by reading the story well and
reading the story well and through taking down the
through taking down the important details of the story.
important details of the
Ask:
story.
Why do we need to do things
Ask:
step by step?
Why do we need to do
things step by step?
I. Evaluating learning
Read the story and Read the story and give
give the correct the correct sequence of
sequence of the story. the story.
When Lightning Cameron the Relay

Strikes! Machine
Story Events
Cameron was a star
The sky was gray
swimmer at Eldred Middle
and getting darker as
School. He had been
black clouds past
swimming competitively
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overhead. I was in an since he was five years
open field when the rain old. He was to swim in
suddenly began pouring three events and one
down on me. A huge relay at the meet on
gust of wind came up Tuesday.
and blew off my hat. Just As always, Cameron had
then, I heard the his signature bowl of
thunder. Boom! Boom! spaghetti and meatballs
Boom! I jumped. It sure before preparing for the
sounded like a bomb had meet. He also always has
just blown. a Rice Krispies bar
immediately following his
I tried to run back to warm up routine.
my cabin, but the
screeching wind t was When he prepares for a
pushing me back. One meet, the first thing that he
second later lightning does is stretch his muscles
struck a tree and started and warm-up by running in
it on fire. I was really place, immediately after
scared, but I couldn't stretching. Then, he does
move for some strange ten push-ups followed by a
reason. The wind had run up and down the
stopped, but the rain was middle school bleachers.
still going at full force. I
finally dragged my tired Cameron swam well.
body back to the small He placed first twice and
cabin. I opened the door got a third place in the 500-
and my Mom screamed meter butterfly stroke. He
because she didn't know truly dominated the relay
it was me. After I had getting his team a two lap
cleaned up, she told I lead by the time he got out
had looked horrible. I of the water.
laughed and put my
freezing cold body in my Place the events in order (1
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nice little sleeping bag! being first) by using 1-6:
PLACE THE EVENTS Cameron ate a Rice

IN THE CORRECT Krispies bar.
SEQUENCE BY Cameron ran up and
USING THE down the bleachers.
NUMBERS 1-6: He did pushups.
Cameron won his first
The rain swimming event.
poured on the author. Cameron ate
meatballs and spaghetti.
The lightning He stretched his
struck a tree. muscles.
The wind
began to make strong www.teach-nology.com
gusts.
The author
got in a sleeping bag.
It became
very dark.
The thunder
began to crash.
www.teach-nology.com
J. Additional activities
for application or
remediation
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Mother told his son Diego to go to
the Market and budget the Php 500.00 bill
to buy their lunch for today. He went
directly to Aling Martha, the fish vendor
and bought 2 kilos of tilapia amounting
Php 130.00 per kilo. Next, he bought 1
kilo oil with the price of Php 50.00 for half
a kilo. Then, buy 2 pieces of fish crispy fry
powder (Php 30.00 each). Finally, Diego
bought 2.5 kilos of rice with the amount of
Php 48.00 per klilo.
CHECK IF THE EVENTS
CHECK IF THE EVENTS IN
IN THE STORY ARE
THE STORY ARE
CORRECTLY PLACED. IF
COPRRECTLY PLACED. IF
NOT, GIVE THE
NOT, GIVE THE CORRECT
CORRECT SEQUENCE
SEQUENCE OF THE STORY
OF THE STORY USING
USING THE NUMBERS 1-5:
THE NUMBERS 1-5:
1. Diego bought 2.5 1. Diego bought 2.5 kilos
kilos of rice with the of rice with the amount of Php
amount of Php 48.00 per 48.00 per klilo.
klilo.
2. Mother told his son
2. Mother told his son
Diego to go to the Market
Diego to go to the
and budget the Php
Market and budget
500.00 bill to buy their
the Php 500.00 bill to
lunch for today.
buy their lunch for
3. Buy 2 pieces of fish
today.
crispy fry powder (Php
3. Buy 2 pieces of fish
30.00 each).
crispy fry powder
4. He went directly to
(Php 30.00 each).
Aling Martha, the vendor
4. He went directly to
of fish and bought 2 kilos
Aling Martha, the
of tilapia amounting Php
vendor of fish and
130.00 per kilo.
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bought 2 kilos of 5. Diego bought 1 kilo
tilapia amounting Php oil with the price of Php
130.00 per kilo. 50.00 for half a kilo.
5. Diego bought 1 kilo
oil with the price of
Php 50.00 for half a
kilo.
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
encounter which my
principal or supervisor
can help me solve?
use/discover which I
wish to share with
other teachers?
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I. OBJECTIVES
A. Content The learner…
Standards demonstrates understanding of processes in sight
word recognition or phonic analysis.
demonstrates understanding of punctuation
marks, rhythm, pacing, intonation, and vocal
patterns as guide for fluent reading and speaking.
B. Performance The learner…..

Standards uses word recognition techniques to read and
understand words that contain complex letter
combinations, affixes, and contractions through
theme-based activities.
fluently expresses ideas in various speaking tasks
C. Learning Phonics and Word Recognition – Read sentences,

Competencie stories, and poems consisting of long u words and
s/ Objectives questions about them.
EN3PWR-IIIj-27
Fluency- Observe the use of punctuations including

commas, periods and question marks to guide
reading for fluency. EN3F-IIIg-j-1.11
II. CONTENT
Long U Words EN3PWR-IIIj-27
III. LEARNING
RESOURCES
A. References
1. Teacher‘s TG
Guide pages
2. Learner‘s LM pp. 221
Materials
pages
3. Textbook English 3
pages
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5. Additional https://www.stickyball.net/esl-phonics/long-vowels/long-
Materials from u-story.html
Learning
https://www.education.com/worksheets/long-short-u/
Resource (LR)
Portal https://www.youtube.com/watch?v=h2IWQvCkHgc
B. Other Charts, pictures, sentences written on a piece of manila

Learning paper or cartolina, flash cards, Activity Sheets, Story, LM
Resources
A. Reviewing the Read the sentences Read the sentences
previous lesson or
presenting the new correctly. correctly.
lesson
https://www.teacherspayteache
rs.com/Product/Short-U-Word-
https://www.google.com/sear List-Writing-Center-3830789
ch?q=short+u+words+list&sou
rce=lnms&tbm=isch&sa=X&ve
d=0ahUKEwibveS9k57kAhXDf
XAKHY0cDdcQ_AUIESgB&biw
=1920&bih=920#imgrc=1xq2n
xcLzVS62M:
B. Establishing a Unlocking of Difficulties Unlocking of Difficulties

purpose for the Give the meaning of the Give the meaning of the
lesson
following words using following words using
context clues. context clues.
a. Mule a. Mule
b. Perfume b. Perfume
c. Duke c. Duke
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d. Kingdom d. Kingdom
https://store.safariltd.com/prod https://store.safariltd.com/prod
ucts/safari-farm-mule-figurines- ucts/safari-farm-mule-figurines-
249429 249429
There was a king who There was a king who

owned a cute mule. He owned a cute mule. He
named it Muley. It looks named it Muley. It looks like
like a donkey. a donkey.
Ask: What is a mule? Ask: What is a mule? What

What is the name of the is the name of the mule?
mule? Who owned the Who owned the mule?
mule?
https://ph.priceprice.com/Lanvi
https://ph.priceprice.com/Lanvi n-ECLAT-D-ARPEGE-21474/
n-ECLAT-D-ARPEGE-21474/
She got a bottle of perfume.
She got a bottle of She sprayed it on her
perfume. She sprayed it on dress. It is in a bottle and it
her dress. It is in a bottle has a sweet smell.
and it has a sweet smell.
Ask: What is a perfume?
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Ask: What is a perfume? What did she do with the
What did she do with the perfume? Where did she
perfume? Where did she sprayed it? What is the
sprayed it? What is the smell of the perfume?
smell of the perfume?
https://core.ac.uk/download/pd
https://core.ac.uk/download/p f/43660814.pdf
df/43660814.pdf
She gave the perfume to
She gave the perfume to the duke. He is the highest
the duke. He is the highest male leader or ruler.
male leader or ruler.
Ask: What is a duke? What
Ask: What is a duke? What did she give to the duke?
did she give to the duke?
http://toursdepartingdaily.com/
http://toursdepartingdaily.com/ castle-at-magic-hour-in-
castle-at-magic-hour-in- disneyland/
disneyland/
They wanted to visit the
They wanted to visit the amazing Kingdom. It is like
amazing Kingdom. It is a palace headed by King
like a palace headed by and Queen.
King and Queen.
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Ask: What is kingdom? Ask: What is kingdom?
Who was headed by the Who was headed by the
Kingdom? Kingdom?
Motivation
Motivation Ask: Have you ever seen a
Ask: Have you ever seen a donkey?
donkey? Show a picture of a mule
and let them say
Show a picture of a mule something about it.
and let them say
something about it.
http://didyk.info/information-
about-mules/
http://didyk.info/information-
about-mules/ At the end of this lesson,
you will be able to: Read
At the end of this lesson, sentences, stories, and
you will be able to: Read poems consisting of long u
sentences, stories, and words and questions about
poems consisting of long u them.
words and questions about
them.
C. Presenting
examples/instances Motive Question Motive Question
of the new lesson
Ask: Ask:
1. Why did the King 1. Why did the King excuse

excuse himself in the himself in the middle of the
middle of the celebration? celebration?
Reading the Story Reading the Story entitled

entitled “Muley, the Mule “Muley, the Mule and the
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and the Duke” on page Duke” on page 221 of LM
221 of LM English 3. English 3.
Teacher reads first
the story followed by the Teacher reads first
pupils by groups/ rows/ the story followed by the
individual. pupils by groups/ rows/
individual.
https://www.slideshare.net/rho
nabasoc/3-englm-mod2v10 https://www.slideshare.net/rho
nabasoc/3-englm-mod2v10
Ask the class to read again
the story together with the Ask the class to read again
use of punctuations
the story together with the
including commas, periods
and question marks to use of punctuations
guide reading for fluency. including commas, periods
and question marks to
guide reading for fluency.
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D. Discussing new Comprehension Check: Comprehension Check:
concepts and
practicing new Based from the given Based from the given
skills #1
story, answer the following story, answer the following
questions. questions.
1. Why did the King 1. Why did the King excuse
excuse himself in the himself in the middle of the
middle of the celebration?
celebration?
2. Who owns Muley, the
2. Who owns Muley, the mule?
mule?
3. Where did the duke and
3. Where did the duke and Muley, the mule, go?
Muley, the mule, go?
4. Why did they go there?
4. Why did they go there?
5. What did the muse give
5. What did the muse give to the king and Muley?
to the king and Muley?
6. If you were in the middle

of a celebration, would you
excuse yourself also just to
do what you want even if
others are waiting for you?
Why and why not?
E. Discussing new Group the class into three Group the class into three
concepts and (3). Give each group some (3). Give each group some
practicing new specific/ clear instructions specific/ clear instructions
skills #2 to do. to do.
Let the pupils be the one Let the pupils be the one to
to set the standards to set the standards to follow.
follow.
Give them the copy of the
Give them the copy of the story wherein there are
story wherein there are words with long u sound.
words with long u sound. Let them identify the words
Let them identify the words with Long U sounds and
with Long U sounds and read it in class later. Give at
read it in class later. Give least 5 words and use it in a
at least 5 words and use it sentence.
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in a sentence.
Presentation of Group
Presentation of Group outputs.
outputs.
F. Developing Let them read the sentences with Long U sound.

mastery
(Leads to
Formative
Assessment 3)
https://www.stickyball.net/esl-phonics/long-vowels/long-
u.html
G. Finding
practical Game by group/ row: Give as many words as they can
application of be using the long U sounds.
concepts and skills
in daily living Write two to three sentences using any of the words with
long u words.
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The teacher can also present a video clip regarding Long
U Words.
videoplayback (3).mp4
https://www.youtube.com/watch?v=h2IWQvCkHgc
H. Making Ask: Ask:

generalizations of
concepts and skills How do we read the
How do we read the words
in daily living words with Long vowel
with Long vowel sound?
sound?
I. Evaluating Read all the words with Read all the words with
learning
Long U sound and encircle Long U sound and encircle
it / color it in the word the correct word that
search below. correspond to the given
picture..
https://www.education.com/do
https://www.pinterest.ph/pin/2
wnload/worksheet/18586/word
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-search-u.pdf 90622982201111793/?lp=true
J. Additional
activities for
application or
remediation
https://www.englishworksheets http://www.softschools.com/lan
land.com/topics/1/longu/3long guage_arts/phonics/worksheets/
uwords.pdf long_vowel_completing_words_
worksheets/long_vowel_u_com
pleting_words_worksheet.html
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
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E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
336
RegionV/
I. OBJECTIVES
A. Content The learner….
Standards demonstrates understanding of grammatical
effectively in oral and written forms.
B. Performance The learner…

Standards shows proficiency in constructing grammatically
correct sentences in varied theme-based oral and
written activities.
C. Learning Grammar – Identify and Use Descriptive Adjectives

Competencie
s/ Objectives EN3G-IIIf-g-5.3.1
II. CONTENT Descriptive Adjectives EN3G-IIIf-g-5.3.1
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner‘s LM pp. 235
Materials
pages
3. Textbook English 3
pages
4. Additional www.k5learning.com file:///D:/DLP%203/DLP
Materials from %203%20new/grammar
Learning -descriptive-words-1.pdf
Resource (LR)
Portal
B. Other Flashcards/ Meta cards, pictures, worksheets/ activity
Learning sheets,
Resources
IV. .
PROCEDURES Advanced Learners Average Learners
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A. Reviewing the Do you still Do you still
previous lesson or remember the story remember the story
presenting the new of ―“Muley, Mule of ―“Muley, Mule
lesson and the Duke”? and the Duke”?
Can you describe Can you describe
the Mule and the the Mule and the
Duke again? Duke again?
Let us have a short Let us have a short recall

recall about the about the story yesterday
story yesterday and talk about it for our
through a game. lesson today.
Divide the class into Divide the class into three

three groups and let groups and let the children
the children give give words with Long U
words with Long U sound. The group that can
sound. The group give at least 10 long u
that can give at words are the sure winner.
least 10 long u
words are the sure
winner.
B. Establishing a Ask: Ask:

purpose for the
lesson What are the things that What are the things that are
are beautiful to you? Name beautiful to you? Name
those and try to describe those and try to describe
each. each.
Unlocking of Difficulties Unlocking of Difficulties

1. pleasant  pleasing 1. pleasant  pleasing
behavior behavior
2. ripe  fully grown 2. ripe  fully grown
You will listen to a poem You will listen to a poem

entitled: All Things Bright entitled: All Things Bright
and Beautiful by Cecil and Beautiful by Cecil
Frances Alexander. Frances Alexander.
At the end of this lesson, At the end of this lesson,

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you will be able to Identify you will be able to Identify
and Use the Descriptive and Use the Descriptive
Adjective. Adjective.
C. Presenting Motive Question: Motive Question:
examples/instances
of the new lesson Ask: Ask:
What are the things that What are the things that are
are bright and beautiful? bright and beautiful?
All Things Bright and All Things Bright and

Beautiful Beautiful
By Cecil Frances By Cecil Frances Alexander
Alexander
All things bright and
All things bright and beautiful
beautiful All creatures great and
All creatures great and small,
small, All things wise and
All things wise and wonderful,
wonderful, The Lord God made them
The Lord God made them all.
all.
Each little flower that
Each little flower that opens,
opens, Each little bird that sings,
Each little bird that sings, He made their glowing
He made their glowing colors,
colors, He made their tiny wings.
He made their tiny wings.
The purple-headed
The purple-headed mountain,
mountain, The river running by,
The river running by, The sunset, and the
The sunset, and the morning,
morning, That brightens up the sky;
That brightens up the sky;
The cold wind in the winter,
The cold wind in the The pleasant summer sun,
winter, The ripe fruits in the
The pleasant summer garden,
sun, He made them every one.
The ripe fruits in the
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garden, He gave us eyes to see
He made them every one. them,
And lips that we might tell,
He gave us eyes to see How great is God Almighty,
them, Who has made all things
And lips that we might tell, well.
How great is God
Almighty,
Who has made all things
well.
D. Discussing new Comprehension Check: . Comprehension Check:
concepts and
practicing new
skills #1 1. What are the things that 1. What are the things that
are bright and beautiful? are bright and beautiful?
2. Why did God give us 2. Why did God give us

eyes? eyes?
3. Who made all things 3. Who made all things
well? well?
4. Do you really consider 4. Do you really consider
that all things are bright that all things are bright and
and beautiful? Why or why beautiful? Why or why not?
not? 5. What lesson can we get
5. What lesson can we get from the poem?
from the poem?
Ask:
Ask: 1. What are the words
1. What are the words being described in the
being described in the poem?
poem? 2. What words did we use
2. What words did we use to describe them?
to describe them? 3. What do we call these
3. What do we call these underlined words?
underlined words?
Everything around us has a
Everything around us has name and we usually
describe it afterwards.
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a name and we usually People, animals, places
describe it afterwards. and things have names that
People, animals, places we call nouns. But if we
and things have names describe them already, we
that we call nouns. But if call these words that
we describe them already, describes as Adjectives.
we call these words that
describes as Adjectives. What are Adjectives?
What are Adjectives?
Let‘s analyze the following
Let‘s analyze the following sentences based from the
sentences based from the poem:
poem:
All creatures great
and small,
All things wise and

wonderful,
Each little flower

that opens,
He made their He made their tiny

glowing colors, wings.
He made their tiny

The purple-headed
wings.
mountain,
The purple-headed
He made their
mountain,
glowing colors,
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The cold wind in The pleasant
the winter, summer sun,
The pleasant
summer sun, The ripe fruits in the
garden,
The ripe fruits in the

garden, The cold wind in
the winter,
So what do we call these

underlined words? What So what do we call these
do they do to the nouns? underlined words? What do
What are Adjectives they do to the nouns? What
again? are Adjectives again?
Let us analyze the Let us analyze the
following sentences. following sentences.
E. Discussing new Kindly stand if there‘s an Kindly stand if there‘s an
concepts and adjective in the sentence adjective in the sentence
practicing new
skills #2 that the teacher will post that the teacher will post
on the board and remain on the board and remain
seated if there‘s no seated if there‘s no
adjective mentioned in adjective mentioned in the
the sentence. sentence.
1. My cat is near 1. That was a

the red brick house. tasty steak.
2. That was a 2. Tommy painted

tasty steak. the old paint.
3. Tommy painted
the old paint. 3. My family goes on
special trip.
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4. My family goes
4. My sister likes to
on special trip.
read long story
books.
5. My sister likes to
5. My family goes on read long story books.
special trip.
F. Developing
mastery Think Pair and Share!
(Leads to Look for a partner. Encircle the adjective in each
Formative sentence.
Assessment 3)
G. Finding Look around the classroom and the surroundings.

practical
application of List in your notebook as many objects and describe
concepts and skills them using Descriptive Adjective.
in daily living
Ask: Ask:
H. Making
generalizations of What is Descriptive What is Descriptive
concepts and skills
in daily living Adjective? How do we Adjective? How do we
easily identify the adjective easily identify the adjective
in the sentence? in the sentence?
* Descriptive Adjective * Descriptive Adjective

are words that describe or are words that describe or
tell something about tell something about
persons, places, things, or persons, places, things, or
animals. There are tips in animals. There are tips in
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knowing if a word is an knowing if a word is an
adjective or not. adjective or not.
1. Read the phrase.

2. Look for the name of a
1. Read the phrase.
person, place, thing or
2. Look for the name of a
animal.
person, place, thing or
3. See if the word before it
animal.
tells something about or
3. See if the word before it
describes it.
tells something about or
4. If it does, that word is an
describes it.
adjective.
4. If it does, that word is an
adjective.
Fill in the blanks with
I. Evaluating
learning the correct descriptive
adjective to complete
the sentence. Choose
your answer inside the
box.
Intelligent
multiplication
Shy
1. puppies hide in
corners.
2. The
problem is very difficult to
solve.
3.
person is always the file:///D:/DLP%203/DLP%20
3%20new/grammar-
leader in each group. descriptive-words-1.pdf
Complete the sentences Box the descriptive
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J. Additional with the correct adjective in each
activities for
application or descriptive adjective. sentence.
remediation
1. My friend is
1. After walking all day,
always beside me.
his feet were tired.
2. He is the _
2. She couldn‘t believe
Mom in the world.
what a boring day it
3. food is for
was.
everybody.
3. Carrie‘s shoes are
uncomfortable.
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
345
RegionV/
localized materials
did I use/discover
which I wish to
share with other
teachers?
346
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I. OBJECTIVES
A. Content The learner….
Standards demonstrates understanding of letter sequence in
words to get meaning.
demonstrates understanding of sentences and
paragraphs in expressing the ideas.
B. Performance The learner….

Standards hears and records sounds in words.
composes three-to-five paragraphs.
C. Learning Spelling- Use capitalization rules in word and

Competencie
s/ Objectives sentence level. EN3S-IIIg-j-2.5
Writing / Composition – Complete patterned poems
using appropriate rhyming words. EN3WC-IIIh-2.4
II. CONTENT Use capitalization rules in word and sentence level.

EN3S-IIIg-j-2.5
Complete patterned poems using appropriate

rhyming words. EN3WC-IIIh-2.4
III. LEARNING
RESOURCES
A. References
Guide pages
2. LM
3. Learner‘s
Materials
pages
4. Textbook English IV
pages
6. Additional https://www.education.com/download/worksheet/67383/corre
Materials ct-capitalization-stinky-skunk.pdf
from
347
RegionV/
Learning
Resource
(LR) Portal
B. Other activity cards and flashcards, pictures, Charts, Poems,
Learning Cover of the Book ―Bed In Summer‖ ,
Resources
IV..
PROCEDURES Advanced Learners Average Learners
A. Reviewing the
previous lesson or Have a quick review Have a quick review about
presenting the new about yesterday‘s lesson yesterday‘s lesson through
lesson through a game called a game called FIND MY
FIND MY DESCRIPTION. DESCRIPTION.
Say: Say:
I‘d like you to look for a I‘d like you to look for a
descriptive adjective descriptive adjective under
under your desk that will your desk that will suit to
suit to the given picture the given picture on the
on the board. board.
1. 1.
https://www.easyflowers.com. https://www.easyflowers.com.
au/category/6/Birthday au/category/6/Birthday
COLORFUL COLORFUL
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2. 2.
https://www.deviantart.com/to
https://www.deviantart.com/to hokari-steel/journal/Fate-
hokari-steel/journal/Fate- Shatter-Fiction-Berserker-of-
Shatter-Fiction-Berserker-of- Jewel-Hulk-566459533
Jewel-Hulk-566459533
STRONG
STRONG
3.
3.
https://www.whitemillvets.co.uk
https://www.whitemillvets.co.u
/small-animals/small-furry-
k/small-animals/small-furry-
creatures/index.html
creatures/index.html
CUTE
CUTE
Present a nursery rhyme: Present a nursery rhyme:

B. Establishing a
purpose for the
lesson One two One two
buckle my shoe. buckle my shoe.
Three four Three four
knock at the door knock at the door
Five Six Five Six
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pick up sticks pick up sticks
Seven eight Seven eight
Lay them straight Lay them straight
Nine ten Nine ten
A big fat hen. A big fat hen.
Ask:
Why is it that it‘s Ask:
sometimes nice to hear Why is it that it‘s sometimes
words that rhyme? nice to hear words that
rhyme?
Present again the poem
that we read yesterday. Present again the poem
that we read yesterday.
Today you will learn about
complete patterned poems Today you will learn about
using appropriate rhyming complete patterned poems
words and use using appropriate rhyming
capitalization rules in word words and use
and sentences. capitalization rules in word
and sentences.
C. Presenting Unlocking of Difficulties . Unlocking of Difficulties

examples/instances
of the new lesson 1. small, little 1. small, little
t n t n y
2. smart 2. smart
w s w i s
D. Discussing new Motive Question Motive Question

concepts and
practicing new 1. What are the words 1. What are the words
skills #1 with the same with the same sound
sound on the on the poem?
poem?
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The teacher will read the The teacher will read the
poem. poem.
All Things Bright and Beautiful
By Cecil Frances Alexander
Each little bird that sings,
The river running by,
The pleasant summer sun,
The ripe fruits in the garden,
He made them every one.
He gave us eyes to see them,
How great is God Almighty,
Who has made all things well.
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Ask: Ask:
E. Discussing new
concepts and 1. What are the words 1. What are the words
practicing new with the same with the same sound
skills #2 sound on the on the poem? What
poem? What do do we call them?
we call them? 2. What did you
2. What did you observe with the first
observe with the letter of each
first letter of each sentence?
sentence?
Say: Say:
 In each stanza, let  In each stanza, let

us observe the us observe the
words at the end of words at the end of
the sentences. the sentences.
 Give the words with  Give the words with

the same sound in the same sound in
each stanza. Write each stanza. Write it
it on the board. on the board.
beautiful-wonderful beautiful-wonderful
small-all small-all
sings- wings sings- wings
by-sky by-sky
sun-one sun-one
tell-well tell-well
 Let them also

 Let them also observe the letter at
observe the letter at the beginning of
the beginning of each sentence.
each sentence. Explain that it must
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Explain that it must be capitalized.
be capitalized.

First Stanza
Each little bird that sings,
Second Stanza
Third Stanza
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Fourth Stanza

The pleasant summer sun,
The ripe fruits in the garden,
He made them every one.
Fifth Stanza
He gave us eyes to see them,

How great is God Almighty,
Who has made all things well.
Sixth Stanza
https://www.pinterest.ph/pi
a
n/183521753542790406/?
utologin=true
https://www.pinterest.
ph/pin/1835217535427
90406/?autologin=true
F. Developing Group Activity:
mastery
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(Leads to Divide the class into three (3) and let them do the activity
Formative below by completing the poem using the appropriate
Assessment 3) rhyming words. Give the correct capital letter of each
word to complete the sentence.
Group 1
Happy Thoughts
The world is so
Of a number of ,
I'm sure we should
Be as happy as .
~ by Robert Louis Stevenson
all
kings
things
full
There Was A Crooked Man

here was a crooked man, and he walked a crooked ,
Group 2
e found a crooked sixpence upon a crooked ;
He bought a crooked cat, which caught a crooked ,

nd they all lived together in a little crooked
house A
stile T
mouse H
mile
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Group 3
Wee Willie Winkie
wee Willie Winkie runs through the

town,
upstairs and down stairs, in his night-
,
rapping at the window, crying through
the lock:
'are the children in their beds, for its
past eight o’ .'
Instruction: Capitalized the underlined

words and fill in the appropriate
rhyming word on the blank.
Presentation of Outputs
G. Finding Ask: Why is it important to sometimes listen or read

practical words that rhyme? Do you know also a song or a poem
application of that rhyme?
concepts and
skills
in daily living
Ask: Ask:
H. Making
generalizations of How do you capitalize How do you capitalize the
concepts and skills
in daily living the words in each words in each sentence?
sentence? How did you How did you easily
easily complete the complete the patterned
patterned poem? poem?
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https://english.tutorvista.com/ https://english.tutorvista.com/g
grammar/capitalization- rammar/capitalization-
rules.html rules.html
We can easily complete We can easily complete the

the patterned poems using patterned poems using the
the rhyming words. rhyming words.
Rhyming words are the Rhyming words are the

words with the same words with the same
sounds. sounds.
A. Read the poem and A. Read the poem and

I. Evaluating
learning Complete the sentence Complete the sentence by
by using the appropriate using the appropriate
rhyming words. rhyming words.
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https://www.teachthis.com.au/ https://www.teacherspayteach
products/aussie-christmas- ers.com/Product/Writing-
poem-rhyming-words Poems-with-Rhyming-Words-
3468836
B. Use the capitalization

B. Use the capitalization
rule in each item.
rule in each item.
1.
1.
https://www.pinterest.ph/pin/5 https://www.pinterest.ph/pin/5
7843176437190206/?lp=true 7843176437190206/?lp=true
A. Capitalization A. Capitalization
J. Additional
activities for
application or
remediation
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https://www.education.com/do https://www.education.com/do
wnload/worksheet/67383/ wnload/worksheet/67383/corre
correct-capitalization- ct-capitalization-stinky-skunk.pdf
stinky-skunk.pdf
B. Rhyme A. Rhyme
Peas and Honey

Peas and Honey I eat my peas with ,
I eat my peas with , I've done it all my .
I've done it all my . It makes the peas taste ,
It makes the peas taste But it keeps them on my
, .
But it keeps them on my
.
funny life
funny life honey knife
honey knife
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
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who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
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SCHOOLS DIVISION OF LEGAZPI CITY
Legazpi City
QUARTER 3
ENGLISH III
POST-ASSESSMENT
I. A. Listen as the teacher reads the story. Answer the questions that follow.
AN ACCIDENT
Letty heard a jeep stop very suddenly in front of their house.
Then there was a loud cry. She ran to the window to see what
happened.
There was already a crowd of people. Many more people were
running to see what happened. Someone was crying loudly.
―Call an ambulance quickly!‖ somebody shouted.
Source:
Developing Reading Power
I. A. 1. What did Letty hear stop in front of her house?

a. a bus b. a jeepney c. a motorcycle d. an
ambulance
2. What did Letty see when she look outside?

a. a dead person c. a child crying
b. a crowd of people d. an injured person
B. 3. What do you think happened?

a. A child got into the jeep. c. The jeepney driver got
robbed. b. The jeep bumped into somebody. d. The jeep picked up a
passenger.
4. How did the story end?

a. The ambulance arrived. c. The people did not
help at all.
b. Nobody called the ambulance. d. A doctor came to help
the victim.
C. 5. What usually happens when someone had an accident?
a. There are people who get hurt. c. Vehicles get
damaged.
b. An ambulance comes to the rescue. d. All of the above.
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6. Which CANNOT happen in real life?
a. Victims of accidents are usually hurt badly.
b. Bystanders take pictures before calling for help.
c. Victims can be brought to the hospital in a speed of light.
d. Victims of accidents have to wait for a long time before help
comes.
II. A. 7. Choose the sentence that is a fact.

a. Legazpi City has many malls.
b. Legazpi City is much too crowded and noisy.
c. Legazpi City is the most exciting city on earth!
d. If you can succeed in your own city, you can succeed anywhere.
8. My brother found a little puppy in the middle of the street today. He was
shaking so my brother wrapped him in a blanket. Mom said that we cannot keep him
because he belongs to another family. He is the cutest puppy I have ever seen! I do
not want to give him back.
Which sentence from the paragraph above is an OPINION?
a. He is the cutest puppy I have ever seen!

b. He was shivering so my brother wrapped him in a blanket.
c. My brother found a little puppy in the middle of the street today.
d. Mom said that we cannot keep him because he belongs to another
family.
B. 9. Regina is reading father‘s letter. She is smiling. Why is Regina smiling?

a. because father is coming home soon.
b. because the letter has money inside it.
c. because father is telling a very sad news.
d. because father is going to buy Regina a new cell phone.
10. Knoll is weak and sickly. She is often absent from her class. She does
not like to eat vegetables. She likes to eat candies, cakes and other junk foods.
Sometimes her tooth aches.
Which is the possible effect of the situation above?
a. Knoll is weak and sickly.

b. She does not like to eat vegetables.
c. She likes to eat candies, cakes and other junk foods.
d. none of the above.
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C. 11. Gary received an award for best attendance. He was given five hundred
pesos by the principal. His teachers and parents were very proud of him.
What did Gary do to earn such reward?
a. Gary does his chores well.

b. Gary always prepares his homework.
c. Gary comes to school late sometimes.
d. Gary is never absent and comes to school early.
12. A dog found a small turtle beside a pond. The dog sniffed the top of the
turtle‘s shell. The turtle hid its legs, tail and head inside the shell.
a. The turtle was sleeping.

b. The dog was happy to see the turtle.
c. The turtle wanted to protect itself from the dog.
d. The dog was playing hide-and-seek with the turtle.
III. A. 13. Which of the following is a digraph?

a. great b. lover c. enter d. champion
14. Which is the appropriate word with digraph?

Andrew every night before going to bed.
a. plays b. prays c. sways d. delays
B. 15. Read the sentences. Identify the correct spelling of the underlined words.
Fleaze pass me the bowl of rice.
a. pleese b. pleece c. pleaze d.
please
16. I had to visit my grandmother in the province becauze she was sick.
Which word is not correctly spelled?
a. visit b. becauze c. province d.
grandmother
C. 17. Read the sentences carefully and put the comma (,) to correctly
separate the ideas.
Luzon Visayas and Mindanao are the three major islands in the
Philippines.
a. Luzon, Visayas and Mindanao are the three major islands in the
Philippines.
b. Luzon, Visayas and Mindanao are the three major islands, in the
Philippines.
c. Luzon, Visayas, and Mindanao are the three, major islands in the
Philippines.
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d. Luzon, Visayas and Mindanao, are the three major islands in the
Philippines.
18. Identify the error in the sentence.
Michael and rona like to go biking at the park every morning.

a b c d
IV. A. 19. Identify the descriptive adjective used in the sentence.

Mother buys fresh and leafy vegetables every Saturday..
a. Mother b. fresh and leafy c. vegetables d. every
20. Choose the appropriate adjective to complete the sentence.

The old man is . He cannot lift heavy objects.
a. tall b. weak c. short d. strong
B. 21. Complete the sentences by choosing the correct degree of comparison of

adjective.
The grade three room is the of all the rooms in school.
a. clean b. cleaner c. cleanest d. cleaning
22. Coconut trees are the trees compared to mango tree, avocado
tree, lanzones tree and caimito tree.
a. tall b. taller c. tallest d. most tall
C. Rewrite the sentences by changing the underlined word or words to a

personal pronoun.
23. My brothers and I met up with my cousins. My brother and I had dinner
with my cousins.
a. I – we b. I – they c. We – they d. We – them
24. Mr. Bautista wanted to buy me and my sister toys. Mr. Bautista is a very
generous man.
a. He b. It c. She d. They
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D. Look at the pictures. Write a question and an answer using demonstrative
pronoun.
Example : What is this?
This is a cake.
25. ?
26. ?
V. A. Read the story. Then, complete the sentences with the synonyms of the
underlined words in the story.
A NEW KITE
It was a bright, breezy day. Two boys are flying their kites. The string
1.
of the little boy‘s kite snapped and the wind blew his kite away. The little boy
was sad. The kind boy gave the little boy a new kite
2. Source :
Reading for Meaning
27. It was a bright day.

28. The little boy was .
B. Choose the antonyms of the underlined word in each sentence.
29. Ted always pays attention when others are speaking.

a. never b. often c. seldom d. usually
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30. Captain Medrano is known for making the city a dangerous place to live
in.
a. safe b. quiet c. harmful d. pleasant
C. Choose the correct homonyms to complete the sentences.

31. My mother had to the blue button onto my sweater
a. so b. saw c. sew d. sue
32. Can you please help me brush my ?

a. air b. hair c. hare d. heir
VI. A. Look at the sample index and table of contents below. Answer the
questions that follow.
Source : google.com
33. In what page can we find Important Safety Instructions?

a. 6 b. 36 c. 39 d. 56-57
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Source:
google.com
34. In what page can we find the List of Plates and List of Tables?
a. 3-7 b. 3-15 c. 7-3 d. 16
B. Rewrite the sentences . Use capital letters and punctuation marks correctly.
35. dr jose rizal is our national hero
36. schools streets and awards were named in honor of dr jose rizal
C. Complete the poem using appropriate rhyming words.
Fall
Leaves are falling.
Leaves are falling
To the gr _ _ nd (37)
Without a s _ _ nd. (38)
Days are getting sh _ _ _ er.(39)

Nights are getting lo_ _ er. (40)
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SCHOOLS DIVISION OF LEGAZPI
Legazpi City
TABLE OF SPECIFICATION IN ENGLISH III
POST - ASSESSMENT
Fourth Quarter
SKILLS/ ITEM
PLACEMENT
No. of Percentage No. of Items
Understanding
Remembering
COMPETENCIES
Evaluating
DOMAINS days per per
Analyzing
Applying
Creating
(25%)
(10%)
(10%)
(10%)
(20%)
(25%)
taugh Competenc Competenc
t y y
I. A. Identifies and uses elements of

2 5% 2 1,2
a story heard.
Listening
Comprehension B. Three - step directions 2 5% 2 3,4
C. Personal recounts ( anecdotes, past

2 5% 2 5,6
experiences)
Phonics and Word

Recognition II. A. Reads words with affixes. 2 7,8
III.A. Interprets simple maps of

2 5% 2 9,10
unfamiliar places, signs and
symbols.
Reading
Comprehension
B. Interprets pictographs 2 5% 2 11, 12
C. Interprets simple graphs and tables. 2 5% 2 13,14
IV. A. spells one-to-two syllable

2 5% 2 15,
words with consonant digraphs. 16
B. Spells some irregularly spelled

Spelling 2 5% 2 17. 18
words (e.g. have said, please,
because)
C. Uses capitalization rules in word
and
sentence level (e.g. proper and 2 5% 2 19, 20
common nouns, beginning words
in sentences)
V. A. Uses question words
2 5% 2 21,22
(interrogatives) (e.g. who, what, when,
B. Uses the most frequently occurring
prepositions (e.g towards, besside, 2 5% 2 23, 24
Grammar into,
etc.)
C. Recognizes adverbs of manner

2 5% 2 25, 26
and frequency
VI. Increases vocabulary through :
A. Metonyms - part of a hand

2 5% 2 27, 28
Vocabulary B. Uses clues from the context to
figure out what words mean. 2 5% 2 29, 30
C. determines what words mean

2 5% 2 31, 32
based on how they are used in a
sentence.
VII. A. Uses index and table of contents 2 5% 2 33,

34
Study Strategies
B. . Engages in a variety of ways to
share information ( e.g 2 5% 2 35,
summarizing, retelling) 36
37,
VIII. A. Makes a card for various
38,
Writing Composition occasions (e.g. birthday, 4 10 % 4
39,
Christmas, graduation)
40.
TOTAL 40 40 4 4 4 10 8 10
LEGEND :
92 and above Full Mastery 75 - 82 Mastery
83 - 91 Near Full Mastery 57 - 74 Near Mastery
Prepared by :
MARY CATHYRENE C. RIVERO
368
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Victory Village Elementary School
369
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Detailed Lesson Plan in English Grade 3

Quarter 3, Week 1, Day 2

Demonstrates understanding of grammatical

B. Performance Standards The learner

Shows proficiency in constructing grammatically

C. Learning Read words with long a ,i, o, u sound ending in

Say: Do you know what apple pickers are?

Say: Today, you will learn to participate

cake lake rake

E. Discussing new concepts and Show some pictures.

G. Finding practical application of

H. Making generalizations of What the medial sound of the words like

These words ends in what letter?

Why does the letter e at the end of the word not

J. Additional activities for

A. No. of Learners who earned 80%

F. What difficulties did I encounter

The learner demonstrates understanding of

The learner makes personal journals, diaries,

III. LEARNING RESOURCES

/a/+se /i/+ne /o/ +me /u/ +be

Read the phrases:

The learner demonstrates understanding of

The learner makes personal journals, diaries,

III. LEARNING RESOURCES

C. Presenting Provide pictures of (Best friends, Park, Girl,

Answer the questions from the sentences:

After all of them had written several sentences,

G. Finding practical When do we use He, She, It, They and We in

A. No. of Learners who earned

F. What difficulties did I encounter

The learner demonstrates understanding of

The learner makes personal journals, diaries,

III. LEARNING RESOURCES

Sentence Strip 1: My name is Dang. I live in

C. Presenting Pupils will need to understand the meaning of

Give an index card to each pupil. Have them

Set the timer 60 seconds. Tell the pupils that

Repeat this process for antonyms. However

F. Developing mastery (Leads Unscramble the letters to form the synonyms

Pretty lufituaeb guly

Plenty myan wef

G. Finding practical Give examples of words that we often use in

messy cold sad

J. Additional activities for

A. No. of Learners who earned

II.CONTENT ―Preparing for the Big Day‖ (Reading)

2.Learner‘s Materials Let‘s Get Better in English

3.Textbook pages Let‘s Get Better in English

5. Other Learning Powerpoint, pictures, charts

IV.PROCEDURES Average Learners Advanced Learners

1. Ana will celebrate her birthday tomorrow and she feels

2. Alex is my cousin. He is my relative.

3. My mother writes our daily activities on a planner.

C. Presenting Present the story to the pupils.

Four days before the big day, Ana started to

Three days before the big day, she visited her

Two days before the big day, she practiced a

A day before the big day, she went to the