ENGLISH 3 2nd Rating

ENGLISH III
Date: ____________
I. OBJECTIVE:
Nothing details in poems listened to
II. SUBJECT MATTER:
Nothing Details
References:
Poem:
Materials:
PELC-BEC 4 p.13
Ice Cream Vendor
Developing Reading Power 3 p.69
chart, picture of an ice cream vendor, flashcards
III. LEARNING ACTIVITIES

A. Preliminary Activities:
1. Drill
Flash the following words and ask the pupils to read each word.
bird
burn
earn
dirt
burst
earth
2. Unlocking of Difficulties through context clues.
What is the meaning of the underline word?
1. During summer the people love to visit cool places like beaches and farms.
2. The vendor is busy sorting the fruits and vegetables on the fruit stand for the buyers to
see.
3. Motivation:
What do you like to eat during hot season?
B. Presentation:
1. Presentation / Discussion
Show a picture of an ice cream vendor.
Who is in the picture? Now, listen to a poem about him.
2. Motive question. What does an ice cream vendor do?
3. Recall of standards for listening.
4. Listen as the teacher reads the poem, The Ice Cream Vendor.
5. Comprehension Check-up.
a. Answering the motive question.
b. Where does the story in this poem take place? When?
C. Practice Exercises:
Present a poem to class and call on a pupil to read it oraaly.
1. Tell the pupils that they will have a game. Set four pupils holding the words what?, who?,
when?, and where? As markers
Direction: I will say words and phrases. When you hear each, go to the questions that it
answers.
a. God
d. at night
b. a short prayer
e. during the day
c. in the room
f. the child
D. Infusion Value:
1. How do you feel about the beautiful things around you?
2. Who gave them to you?
E. Generalization:
1. What do we refer to when we ask the questions What? Who? When? Where?
F. Writing Activity:
Copy the poem, The Ice Cream Vendor. Observe the correct capitalization and
punctuation. (on the chart)
IV. EVALUATION:
Listen carefully as the teacher reads the poem, The Mice then answer the following questions
by writing the letters only.
1. What are mice?
a. birds
b. insects
c. animals
2. Why do mice look harmless?
a. because they are big
b. because they are little
c. because they hide
V. ASSIGNMENT:
Memorize the poem, The Ice Cream Vendor.
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Note details in story listened to
II. SUBJECT MATTER:
Noting Details
References:
Selection:
Materials:
PELC-BELC 4 p.13
Developing Reading Power 3 p.69
President Quezon and the Venison
picture of President Manuel L. Quezon, chart

1. Drill
Show the words on the blackboard. Say each word and then have the pupils repeat it.
whale
why
what
when
which
whirl
whack
why
2. Review on answering WH questions
Ask the pupils to answer the following questions.
1. What time do you eat your breakfast?
2. Why should you eat fruits and vegetables?
3. Unlocking of difficulties through context clues.
What is the meaning of the underlined word?
a. People should obey the laws in order to have a peaceful country.
b. In order to have a productive and successful community, we need to
have a law-abiding citizens.
4. Motivation:
Who is the President of the Philippines? Can you name some of our past
presidents?
B. Presentation:
1. Presentation:
Show a picture of Manuel L. Quezon. Let the pupils identify him. Ask the pupils what
hey know about him.
2. Motive Question:
What character traits did President Manuel L. Quezon show to the people?
4. Listen as the teacher reads the story about. President Quezon and the Venison
5. Comprehension Check-up
b. What did people do to welcome Pres. Quezon?
C. Infusion Value:
Let them answer this question: If you were the host would you do the same thing? Why?
D. Practice Exercise:
Let the pupils listen to the story. And answer the question below.
a. What is the story about?
b. Where is Nias pet?
c. What are Purings pets?
d. Where does Leas pet live?
E. Generalization:
In answering WH questions what will you remember?
F. Writing Activity:
Copy the paragraph and observe the correct capitalization.
Arlene combed her hair and tied it with ribbon. She changed her sleeping clothes with
working clothes. She got a bolo and went to the garden. Are you going to help me today?
Father asked. Yes, Father I will help you and Nancy clean the garden.
IV. EVALUATION:
Listen carefully as I read the story. Be able to answer the questions about it by writing the later of
the correct answer.
1. What is a bee family called?
a. hive
b. workers
c. swarm
d. droves
2. What word tells about the bee family?
a. big
b. happy
c. little
d. angry
V. ASSIGNMENT:
Answer the following questions in your notebook.
1. What sounds do you hear early in the morning?
2. Why is it dark at night?
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Note details in paragraph listened to.
II. SUBJECT MATTER:
Nothing Details in the Paragraph Listened to
References:
Materials:
PELC-BELC 4 p.13
pictures of animals, chart

A. Preparatory Activities:
1. Drill: Punctuation Drill
blow
brown
blade
brick
blind
brush
2. Motivation:
Have you walked alone by the sea? Have you experienced shouting as loud s you can?
B. Presentation:
2. Motive Question
4. Listening to the selection
1. Who walked alone in the forest?
2. What did he hear in the forest?
3. What did he see in the forest?
C. Generalization:
What information answers the question what? Where? When? Where?
D. Application:
1. Group the class into five, make a word web about Pussy Cat. And answer the question
above.
a. What is the pet of the author?
b. Who has five new babies?
c. Where does the Pussy Cat stay?
d. Why cant she let anyone come near here corner?
IV. EVALUATION:
Listen as I read the selection and answer the questions that follows.
Taking Care of Animals pp. 64 of T.M.
1. Who lives on a farm?
2. Where does Jojo live?
3. Who is Jojos sister?
V. ASSIGNMENT:
Read the selection and answer the questions that follow.
Title: The Fowls T.M. pp. 64

1. What animals have two feet and two wings?
2. What covers their body?
3. What do they like to eat?
4. Where do ducks and geese like to stay?
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Use singular forms of nouns with verbs of being (is,was) correctly
II. SUBJECT MATTER:
Using Is and Was in Singular Nouns
References:
Materials:
PELC-BEC 4 p.13
Sample lesson Plan 3 p. 120
cut-outs of fruits, pictures

1. Pronunciation Drill:
squat
equal
squash
squa
quail
quarre
2. Review about nouns

Underline the nouns in the following sentences.
1. Minerva is a healthy girl.
2. Edward is fond of collecting toy guns.
3. Motivation:
Show some pictures of a ball and a dog to the pupils and ask them to tell something
about it.
Example: Janet has a pet dog.
B. Presentation:
Read the following sentences written on the board.
1. Aga is cheerful and healthy.
2. Hadjie is Igorot boy.
2. Discussion:
1. Who is healthy and cheerful in the first sentence?
2. What is the underlined word in the first sentence?
3. Why do you think is was used in the first sentence?
C. Generalization:
When do we use is?
When do we use was?
D. Practice Exercises:
Tell the pupils to pick cut outs of fruits in the basket with the word is and was written on
each fruit. Put the right fruit on the blank to complete each sentence.
1. Tony ____ trying to hit the ball over the field when they played at the park.
2. The baby _____ crying last night.
3. Yesterday the weather _____fine.
IV. EVALUATION:
Complete the sentences using is and was.
1. Monica ____ watering the plants.
2. The lady _____in charge of cooking our meal last night.
3. My nephew _______ in Grade V now.
V. ASSIGNMENT:
Write 3 sentences each using is and was.
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Use the singular form of nouns with verbs of being (is, was, has)
II. SUBJECT MATTER:
Using Is and Was and Has in Singular Nouns Copying a Paragraph
References:
Materials:
PELC-BEC 4.1, 4.4 p.13

Basic and Beyond Language 3, pp. 1-8
Skills Development Book in English 3 pp. 86-87
Chart, pictures of children doing different things

1. Drill
Naming real objects inside the classroom.
2. Review
Read the paragraph and pick the nouns.
Today is a fine day. The sun is bright. The children play outdoors. Noel and Joy in the
field.
3. Motivation:
Who is your teacher now? Last year? Who is your principal now?
B. Presentation:
Show pictures of children doing different things, then let the pupils read the sentences on the
board.
1. Dina is an industrious girl.
2. Wilma plants trees in the plaza with her classmates
3. Roger was scheduled last week to clean their backyard.
C. Discussion:
When do you use is? Was? Has?
D. Generalization:
We use is in the singular form of nouns.
We use was in singular form of nouns expressing past action.
We use has in the singular form of nouns.
E. Application:
1. Have you gone to a farm? Name some animals found in it.
Using a flannel board, paste drawing of animals one by one as they enumerate them.
Write the verbs of being and let them fill in the blanks with those verbs of being.
a. The meat stall of Mrs. Santos ____________many customers because of fine quality
meat.
b. The school ground ________ clean.
F. Infusion Values:
Ask each pupil to write which way he thinks to make his community clean and healthful.
Give them time to draw a simple illustration of a clean and healthy community.
IV. EVALUATION:
Finish the paragraph by filling the blanks with the correct word in the parenthesis.
Aling Rosa owns a small stall inside the market. He stall is full of customers because it _______
(is, are) complete with things needed in cooking. She ______ (was, has) different kinds of spices in
her stall. There ______ (is, are) a place for canned goods.
V. ASSIGNMENT:
Write 4-5 sentences using singular nouns with is, was, has in a paragraph form. Observe correct
punctuation, capitalization, margin and indention.
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Use the plural form of nouns ending in o.
Identify the plural of nouns that end in o.
II. SUBJECT MATTER:
Using the Plural Form of Nouns Ending in o.
References:
Materials:
BEC 4.2 p. 13, Building English Skills 3; Book 1 pp. 68-70.

pictures, chart.

1. Drill
Have the pupil pronounce these words on flashcards correctly.
/sh/
/ch/
wash
march
hush
batch
dash
church
2. Review
Give the plural form of the following words.
a. chair
b. table
c. cabinet 3. Motivation:
Show picture of a farmer.
What does a farmer do?
What does a farmer plant? Today we are going to have an imaginary trip to see what
farmers plant in the garden.
B. Presentation:
1. Read the dialog written on the chart.
a. Where did the children go? What did they ride on?
b. What kind of vegetables did they find? Fruit trees?
C. Infusion of Values:
Make a word web regarding our farmers. Ask: How can we sow our love and respect to our
farmers?
D. Discussion:
What are the underlined words in the dialog?
What are the addend to the word potato to make it more than one?
E. Generalization:
What do we add to the nouns that end in o to make it mean more than one?
F. Application:
Prepare a box with different shapes in it. Write the following words at each back:
1. Mango 2. echo 3. hero 4. bolo 5. bamboo IV. EVALUATION:
Fill in the blanks with the correct plural form of the nouns inside the parenthesis.
Mang Carding has an orchard, a small poultry and a piggery in his backyard. He grows fruit
bearing trees like (mango) ___________, (chico) ________. He grows vegetables like (potato)
_________, (tomato) _________. He raised animals like (pogo) _______ and (carabao) ________.
V. ASSIGNMENT:
Write 5 nouns ending in o. form the plural of each noun.
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Use the plural form of nouns ending in y.
II. SUBJECT MATTER:
Using the Plural Form of Nouns Ending in y.
References:
Materials:
BEC 4.2 p. 13, Building English Skills 3; Book 1 pp. 68-70

pictures, chart.

1. Drill
Have the pupil pronounce these words on flashcards correctly.
candy
way
city
duty
ray
century
2. Review
Give the plural form of the following words.
a. Book
b. Flower
c. ball
3. Motivation:
Identify the following objects in the pictures. Ex. Butterfly
baby
boy
city
tray
city
key
fairy
toy
B. Presentation:
Have the pupils read the sentences written on the board.
Sunday is the first day of the week
There are seven days a week
One ray of the sun is violet.
The rays of the sun has many colors.
C. Discussion:
What are the nouns in the sentence in group A? in what letter do they end what letter is added
to form their plural?
D. Generalization:
Nouns ending in y with a vowel before y form their plural by adding s. most nouns ending in
y form their plural by changing y to I and add es.
E. Application:
Group the class into 5. Let them draw lots. Ask them to illustrate the word they pick in their
plural forms.
a. Kidney
c. sky
e. clay
b. body
d. fairy
F. Infusion of Values:
As a class, write a group paragraph describing them what kind of children they are when they
listen as the teacher explain their lessons.
IV. EVALUATION:
Fill in the blank to complete the sentence. Write on the blank the pupil of the nouns before each
sentence.
fly
family
ray
monkey
candy
1.
2.
3.
4.
5.
________ are harmful insects.

A community is composed of several ___________.
The sun in our flag has eight __________.
________ can hang on trees by their tails.
Eating _______ everyday can cause tooth decay.
V. ASSIGNMENT:
Make a list of plural nouns ending in y. use them in sentences.
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Use the plural form of nouns ending in f.
II. SUBJECT MATTER:
Using the Plural Form of Nouns Ending in F.
References:
Materials:
BEC 4.2 p.13, Building English Skills 3; Book 1 pp. 68-70

pictures, charts

1. Drill
Pronounce the following words on flashcards correctly.
knife
shelf
loaf
wife
2. Review (Group Game)
Give the floral form of the words.
a. baby
b. butterfly
c. city
3. Motivation:
Identify the following objects in the pictures
knife
leaf
dwarf
wolf
B. Presentation:
Have the pupils read the sentences written on the board.
A
A dwarf is a small being.
Dwarfs are said to live in mounds.
Theres a belief that fairies held good people.
Beliefs of fairies and elves are yet to be proven.
C. Discussion:
In what letter do the nouns in the sentence in group A end? How do these noun form their
plural? Nouns in the sentences in group B also end in f and fe. How do they form their plural?
D. Generalization:
Some nouns form their plural changing f to v and add es.
E. Application:
Divide the class into five groups. Give each group a word which will be written in plural
form in type and will also be drawn in a sheet of bond paper:
Group 1 proof
Group 2 scarf
Group 3 wolf
Group 4 leaf
Tell your experience in practicing accuracy in the performance of your work.
How about in forming the plural forms of nouns, should you also be accurate? Why?
IV. EVALUATION:
Write the plural form of the noun before each sentence on the blank.
wife
1. Some kings have many ________.
thief
2. The _______ were caught by the police.
elf
3. Do you believe that there are __________?
roof
4. The _________ of those houses are made of galvanized iron.
hoof
5. Pigs, horses and cows have ____________.
V. ASSIGNMENT:
Make a list of plural of nouns ending in f or fe. Use them in sentences.
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Note implied details from a story read.
II. SUBJECT MATTER:
How and Why Questions
References:
Materials:
Growing in English 3 Reading p. 94-96; Developing Reading Power 3 p.21, 149, 164
charts, flashcards

1. Pronunciation Drill
Read the words with /ow/ and /aw/ sounds.
/ow/
/aw/
low
brown
blow
crown
grow
clown
B. Presentation:
1. Unlocking of Difficulties
Tell something of the new word. It is suggested by the words around it.
Find the word or phrase that suggests or hints the meaning.
a. Im in Grade Three now. My former teacher in Grade Two said I should study hard.
b. A dentist fill the cavity in the tooth. If the activity is not filled, food gets into it. Then the
hole gets big.
2. Motivation
Do you visit your dentist? How many times do you visit him?
3. Giving the motive question:
We are going to read a story. Find out why everyone should visit a dentist.
4. Recalling the standards for silent reading.
5. Read the selection silently If Dr. Dario Is In, Whats Out?
C. Discussion:
1. Answering the motive question.
Why should everyone visit a dentist?
a. Why did mother Bring Bong to the dentist?
b. Why didnt the dentist pull his tooth?
c. How can Bong save this teeth? How can one prevent the teeth from getting weak?
D. Generalization:
Details not explicitly stated in the text can be deduced by inference.
F. Practice Exercise:
Have the pupils read the story silently. Then ask them to retell the story The New Brother
the way they understood it.
Then answer the following questions by group.
1. Why was mother in the hospital?

2. Why did Rene run upstairs shouting?
3. How would mother feel about Renes spelling grade?
IV. EVALUATION:
Read the story. Choose the correct answer to the questions that follow.
A Bus Ride
At a bus stop, a tired woman crying a big bundle got on the bus and hurriedly looked for a seat.
Finding no vacant seat, she stood on the aisle, one hand holding tightly on one of the seats and the
other clutching her bundle.
Six-year old Mario and his Mother were on the same bus. Before mother could ask. TM.
pp.72
1. What do you think did Mario feel after giving up his seat?
a. very tired
c. sorry
b. happy
d. lonely
2. What do you think did Mother feel about Mario?
a. proud of him
c. ashamed of him
b. angry with him
V. ASSIGNMENT:
Read the story carefully, the answer the questions.
Planning for a Picnic
The third grade children were very happy planning for a picnic in the field.
I will bring a box of chocolate Ester said.
I will bring fried chicken Norma said.
Mother promised to cook enough rice for all of us. Ernesto said.TM. pp.72
1. Why cant Nelly bring anything for the picnic?
2. Why can Carina bring something for Nelly and herself?
3. Why were the third grade children very happy?
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Use the correct past time expression.
II. SUBJECT MATTER:
Using Correct Past Time Expression
References:
Materials:
PELC 6.1 Speaking BEC p.14

pictures, flashcards

Read the following words with /ed/
ed /t/
ed /d/
finished
whistled
looked
potted
2. Review
What new words can you form out of these words?
1. spelling
2. order
3. proper
B. Presentation:
1. Unlocking of difficulties:
Give the meaning of the underlined word in each sentence.
1. The robber got the money in the bank.
2. There are many beggars who ask for help.
2. Motivation:
Show a picture and let the pupils describe.
3. Giving the motive question:
How did the Beggars of Glee find happiness at last?
4. Setting standards for silent reading.
C. Discussion:
- Why did the carabao leave the master?
- Why did the turkey leave the master?
- What happened when the four animals cried out loud by the tent?
D. Generalization:
Prefixes are syllable added at the beginning of the words.
E. Application:
Form new words by adding in-, un-, dis- or im- before each word below. Write its meaning.
Divide the class into 5 rows. Tell them to follow the above instructions:
1. equal = _______ = __________

2. complete = _______ = __________
3. finished = _______ = __________
IV. EVALUATION:
Make each sentence correct by filling in the blanks with the correct word. Choose the words in
the box?
1. Use Sir or Maam. Dont be ____________
2. Bad men ________ good men.
3. The sickly girl looks __________.
4. The boy scouts wearing __________ uniform was reprimanded.
5. Gases cannot be seen. They are ___________.
V. ASSIGNMENT:
Write five words with prefixes. Underline the prefixes used.
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Decode words using compound words
II. SUBJECT MATTER:
Compound Words
References:
Materials:
PELC B.2b p. 36 Developing Reading Power 3, p. 11 & 79

flashcards, pictures and charts

1. Drill
Short a sound
rat
map
bad manners
national flag
gas
lamb
plastic map
rat eats plants
2. Review
What are nouns? Can you give some examples of nouns?
B. Pre-Reading:
1. Unlocking of Difficulties:
Arrange the jumbled letters and write them in boxes to form the words
dehsalphs
- caused to received the impact of drops of liquid and so be made wet.
Tying
- caused to receive the impact of drops of liquid and so be made wet.
C. During Reading:
Read the selection orally as the pupils listen.
Rushing to the School TM. pp. 75
D. Post Reading :
Tony realized that he should not watch late television show again.
Answer the questions in complete sentence.
1. Who was late in going to school?
2. Where was the sun when Tony woke up?
3. When did Tony get out of bed?
3. Skills and Development:
Here are some compound words found in the selection.
bathroom
bedroom
downstairs
breakfast
E. Generalization:
What word is formed when two nouns are put together?
What happens to the meaning of these nouns if they are put together?
F. Practice Exercises:
Pick-out the compound word inside the box to complete each sentence:
someone everybody
necklace
blackboard
workbook
1. One must eat ________ before going to school.
2. Answer the exercises in your __________.
3. Please erase the writings on the ________.
breakfast
G. Writing Activity:
Copy the paragraph then underline the compound words. Observe indention capitalization
and punctuation marks.
The Newsboy
At five oclock in the afternoon, the train arrives in Naga City. The train carries the
newspapers from Manila. Alfredo, a grade four pupil, sells newspapers after class in the
afternoon. He works for two hours. At several oclock he goes home. He has time to study his
lessons.
IV. EVALUATION:
Underline the compound words in the following sentences.
1. Scarecrows are often seen in the fields.
2. The children made a pineapple pie.
3. There was nobody home when we called on Ralph.
4. The sunset made the sky very red.
5. Mother bought some vitamins at the drugstore.
V. ASSIGNMENT:
Make a list of 10 compound words. Choose 5 and use them in sentences.
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Note explicit details from a story read.
II. SUBJECT MATTER:
How and Why Questions
References:
Materials:
Growing in English Reading p. 7, 195-197, 199-216

charts, flashcards

Read the following words with a short A sound.
rat
bad manner
gas
plastic map
map
national flag
2. Review
Ask each questions and have the pupils answer.
a. What do birds eat?
b. Who is the Vice President of the Philippines?
c. When do we celebrate Bonifacio Day?
B. Presentation:
Read each sentence. Then think of the meaning of the word.
1. The master treated his servant cruelly.
2. The servant complained to the police.
3. The kind lady got a reward for her good needs.
2. Reading standard for silent reading.
3. Motivation:
Have you received a gift? What is it?
4. Giving the motive question.
We are going to read a story. Why did Lyra become happy at last?
5. Reading the selection silently-Lyra and the Cats
C. Discussion:
Why did Lyra become happy at last?
2. Comprehension Check-up.
Why did Lyra leave her master?
Why did Big Cat reward her?
Why did Pola go to the forest?
D. Generalization:
In reading, what are you going to do in order to understand what the selection is all about?
E. Application:
1. Let the pupils read the story about BIBBO.
2. Give them time to make them understand the story.
3. Ask pupils to retell this story.

IV. EVALUATION:
Anna wanted to earn some money to by her school materials. Anna had an idea. She collected
small rocks. Decorated them gaily with ribbons, laces and colored buttons. She told these calling
them pet rocks.
Many children and even old people.TM. pp. 78
1. Why does Anna want to earn money?
2. How did Anna make the rock attractive?
3. Why was Anna happy about her pet rock?
V. ASSIGNMENT:
Read the paragraph then answer the questions
Rushing to School
The sun was shining through the window when Tony woke up. He jumped out of bed. He pulled a
towel and ran to the bathroom to take a bath. He looked at the wall clock. It was seven-twenty in the
morning.
Only then minutes more, he said to himself. So he just splashed water on his face. He ran back
to the bedroom to change his clothes..TM. pp.78
1. Where was the sun when Tony woke up?
a. just rising
b. shinning through the window
c. low in the east.
2. How did Tony get out of bed?
a. slowly
b. lazily
c. jumped out
Remarks:
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ENGLISH III
Date: ____________
I. OBJECTIVE:
Copy a paragraph with 4-5 sentences.
II. SUBJECT MATTER:
Writing Paragraphs
References:
Materials:
BEC-PELC IV B.3.1 BES Book 2 p.96

pictures showing how to conserve our resources

1. Drill
Read the following sentences then write the correct punctuation mark each
sentence:
1. Who is your father?
2. The book is new
3. Francis Miguel is an intelligent boy
2. Review
Write the words that are needed to be written with capital letters.
1. Kristine joy lives in olonggapo city
2. my sisters name is Sharon
3. Motivation:
Show a picture of our natural resources. What can you see in the picture? (tree)
B. Presentation:
1. Read the paragraph. Why Forest Are Important. TM. pp. 79
C. Discussion:
What is the importance of forests, rivers and other natural resources?
D. Generalization:
How do we write a paragraph? When do we use capital letters? What punctuation mark is
used at the end of each sentences?
E. Practice Exercises:
Use the paragraph about How We Can Keep Our Rivers Clean. Call on pupils to answer
what the question asks on the blackboard:
1. What is the title of the paragraph?
Where do we write it? How do we write the title?
2. What do we do after the title?
3. What is the first sentence? What do we do with the first word?
F. Application:
Dictate the paragraph and let the pupils write each sentence on the board afterwards.
IV. EVALUATION:
Copy the paragraph Why Birds Are Important and check the work of the pupils using the
following checklist.
1. Did you use capital letters where these are needed?
2. Did you indent the first sentence of your paragraph?
3. Did you use periods, commas and question marks correctly?
4. Did you spell the words correctly?
5. Did you have margins on both side of your paper?
V. ASSIGNMENT:
Write three to four sentences about your favorite food.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Copy a paragraph with three to four sentences.
II. SUBJECT MATTER:
Copying a Paragraph From a Model
References:
Materials:
BEC 4.4 p. 13; BES 3.Bk pp. 87-89; BES 3 TM pp. 32-33
chart

1. Drill
Read the following words with /ey/ sound.
late
same
mate
came
2. Review
Ask pupils to recall the meaning of a paragraph. Show them a copy of story on a manila
paper. Let them point the paragraphs found in the story.
3. Motivation:
You have just learned what a paragraph is. Now lets learn to write a paragraph correctly
observing correct punctuation, capitalization, indention and margin.
B. Presentation:
1. Reading the paragraph on p.88 of the text.
a. Who made paper boats?
b. When did they do with the paper boats?
c. What did they do with the paper boats?
C. Discussion:
a. How does the first sentence begin? Where is it written? How does it end?
Look at the other sentences. How do they start? How do they end? What do
you find on both sides?
D. Generalization:
What are the rules in writing a paragraph?
E. Application:
Let the pupils copy neatly the paragraph on p.69 of the textbook. Call their attention to
observe correct punctuation, capitalization and indention. Have them exchange papers and
critique their work cooperatively.
Ask pupils to make a word bank, from PARAGRAPH, giving emphasis on what to observe in
writing a paragraph.
IV. EVALUATION:
Rewrite the following paragraph correctly. Use one whole sheet of pad paper.
When I grow up I want to be a clown. the circus clown makes children happy I will paint my face
to look funny. I will play tricks, stunts, and wild magics. Do you like to be a clown, too.
V. ASSIGNMENT:
Copy a paragraph from the text on a whole sheet of paper. Use the guide for writing a correct
paragraph.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Talk about ways of conserving our natural resources.
II. SUBJECT MATTER:
Conserving Our Natural Resources
References: BEC 4. p. 13; BES 3 Bk.2 pp. 92-93
Materials: pictures, flashcards, charts
1. Drill
Reading the following phrases on the flashcards.
dumping rubbish
plant new trees
keep picnic grounds clean killing birds for fun
2. Review
Guidelines on mechanics in writing a paragraph.
3. Motivation
Show different pictures of animals in the forest, rivers, lakes and seas. Ask the pupils
what the picture is about.
B. Presentation:
Read the paragraph written on the chart.
Helping Conserving Our Resources
We need to protect animals and birds in our forests. We should not kill birds fir fun. We have
to take care of our trees. We should replace cut-down trees. We have to keep our rivers, lakes and
seas clean. Avoid throwing waste and dead animals on these places. The animals, trees, fish,
rivers, lakes and seas are our resources.
Comprehension Check-up
1. What are our natural resources?
2. How can you protect our fishes, trees, animals, lakes, rivers and seas?
3. Why should we need to conserve our natural resources?
C. Discussion:
a. How should we start a sentence? What do we put at the end of a sentence? When do we use
capital letters?
b. Ask the pupils to tell two sentences about the picture shown by the teacher.
D. Generalization:
What are the important things remember in writing a sentence?
E. Infusion of Values:
Create a WORD WEB/SEMANTIC MAPPING on the topic about Natural Resources. Tell
pupils to group themselves into 4 teams, first.
F. Practice Exercises:
Tell pupils to draw an OWL. The show sentences erroneously written. Let the pupils rewrite
them correctly. Then tell them to arrange it as a paragraph observing correct indention,
capitalization and punctuations.
1. - and owl looks like a wise bird quiet and still
2. the owl sits and scares during the day
3. its eyes cannot see during the daylight 3 hours.
G. Application:
Write three to four sentences about the ways on how to take care of o natural resources in a
paragraph form.
IV. EVALUATION:
Study the pictures on pages 71-74 of textbook Bk. 2. Ask the pupils to write three to four
sentences in a paragraph form show what they can do to protect our fishes, trees, animals, lakes,
rivers and seas. Observe correct margin, punctuation a capitalization.
V. ASSIGNMENT:
Write a short paragraph on what you can to protect our resources in your community.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Give the main idea of a poem listened to
II. SUBJECT MATTER:
Giving the Main Idea of a Poem Listened to
References: PELC BEC 5.1
Building English Skills Bk. 1 pp. 57-58
Materials:
charts, pictures

grow
day
proper
glow
play
sunlight
2. Review
What shall be remembered in reading a poem?
B. Presentation:
1.
Unlocking of difficulties
Use pictures or actual objects.
a. proper foods d. stretch
b. grow
e. fresh air
c. glow
2. Motivation
Show pictures of healthy children. Ask:
a. Describe the children in the pictures.
b. What makes the children healthy?
c. How many hours should you sleep each day?
d. Is it good to eat fruits and vegetables? Why?
C. During Listening:
1. Teacher will read the poem on page 57 and 58 without reading the title.
2. Answer the following:
a. What should children do in order to grow healthy?
b. What kind of food should you eat?
c. How many hours should you sleep each day?
D. Generalization:
What should we remember when we listen to a poem?
E. Exercises:
What should we remember when we listen to a poem?
Read another poem and let the pupils listen. Ask: What is the poem all about?
Sweet fruits and sour fruits can be found anywhere
Plant them, nurture them and we will have more.
Fresh fruits are good for your health and mine, Plant more, eat more and you'll grow tall.
Good sources of vitamins and other nutrients too,

Eat them; share them with all who love you.
F. During Writing:
Present these sentences on the board. Let the pupils observe. Ask: What punctuation marks
are used at the end of the sentence?
1. Little children should eat the right kind of foods.
2. What kind of exercise a child need?
IV. EVALUATION:
Health makes you happy and alive.
More than money, jobs and position in life. Health allows you to move, to play and work. Health
allows you to thank God in your daily life.
Eat good foods needed by your body
Have enough rest and sleep daily.
Avoid too much time watching TV or playing with computers
Avoid too much time in playing and have sleepless nights
Health will surely stay with you today and the future.
1. What is the poem all about?
a. About watching TV and playing computers.
b. Our health is wealth.
c. Health will make us beautiful an rich.
V. ASSIGNMENT:
Practice reading the poem with correct intonation. Be ready to recite it in class
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Give the main idea of a paragraph listened to
II. SUBJECT MATTER:
Giving the Main Idea of a Paragraph Listened to
Reference: PELC BEC 5.2
Materials: charts, pictures
witch
lunch
match
church
hatch
children
2. Review
How do we get the main idea of poem listened to?
3. Checking of assignment
Ask the pupils to recite the poem with correct intonation..
B. Listening and Speaking:
1. Motivation
Show picture of a witch. Let the pupils describe what's in the picture. Ask them their idea
about the witch. Ask them also if they have seen one or if it is just a fantasy or not true.
2. Teacher reads the paragraph while the pupils listen.
Old Impong Berta Lived alone in a little nipa hut. No one earned fir her. She had no
friends and relatives. She was stingy, wicked old woman. The people in their place called her
a witch. That is why the children were afraid of her.
3. Ask
a. Who lived alone in a little nipa hut?
b. What did the people call her? Why?
c. What is the paragraph all about?
C. Reading Activity:
Let the children read the paragraph written on the chart.
Animals help man in many ways. The dog guards his house at night. The carabao t him plow
the field. The carabao pulls the cart that transport the farmers' products over hills and mountains.
The horse pulls the calesa or the caretela. The cow gives him milk, meat and leather for his shoes.
1. a. Who help man in many ways?
b. What dies the carabao do to help transport the farmers product over hills and mountains?
c. Who give milk and meat
2. Skill Development:
What is the main idea of the paragraph?
a. The usefulness of dogs
b. The usefulness of cows
c. The usefulness of animals to man
D. Writing Activity:
Read and copy the main idea in this paragraph.
Berto is the son of Mr. And Mrs. Santos. He is nine years old. While Mr. and Mrs. Santos are
busy working on the farm, Berto sits under a tree. He watches the clouds sailing in the sky, the
birds and insects flying. Berto does not work at all. They call him Lazy Berto.
a. Lazy Berto
b. The Sick Boy
c. Rich Boy
IV. EVALUATION:
Read and copy the main idea in the following paragraph:
1. Liza wakes up early in the morning. She cleans the house and waters the plants in the garden. She
helps mother cook the food. Liza prepares the table and eats her breakfast early. She goes to
school everyday.
a. The Lazy Girl
b. The Honest Girl
c. An Industrious Girl
2. Animals need food in order to grow. They need shelter or a place to stay in. They also need love
and care.
a. Where Animals Stay
b. What Animals Need
c. What animals Eat
V. ASSIGNMENT:
Copy the paragraph with correct letter formation in your writing notebook and underline the main
idea in the paragraph.
Reference: Building English Skills Bk. 1
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Give the main idea of a story listened to
II. SUBJECT MATTER:
Giving the Main Idea of a Story Listened to
Reference:
Materials:
PELC - BEC 5.3 Developing Reading Power

charts, flashcards, pictures

Say each word and have the pupil repeat it.
Animals sounds
Dog grr, grr aw aw
Carabao moo, moo, moo
Goat meeh, meeh
2. Review
How do we identify the main idea a paragraph listened to?
B. Pre-listening:
1. Motivation
Let the pupils listen to the selected but before reading the short selected ask the following
questions:
1. Are there animals that sounds?
2. What animals make sound?
3. What is the reason why make sounds?
C. During Listening:
Let the pupils listen to the selection first then have them after the teacher read the selection.
Reading Activity:
1. Present this selection on chart and let the pupils read.
Penny is cat. It's Anne's pet. Its color is white. It likes to play with Anne. Penny looks
clean and fat. It eats fish, rice and meat. Anne loves Penny, her pet cat.
2
a. What is Anne's pet?
b. Describe how Penny look like.
c. Do all animals be pets? Why?
a. Ask the pupils if animals are important to human being.
b. How do animals help man?
4. Generalization
1. What should we remember when we listen to a story?
2. What is the main idea of the selection?
Post Reading Activity

1. Read the selection again silently.
2. Write 5 sentences or more that retells the story. Do it in your own word the way you
understand it.
IV. EVALUATION:
1. Read this selection and write the main idea after reading it.
Taking Care of Animals
Victor lives on a farm. He lives with his parents in a little nipa house. Victor has an older
sister named Nora. Victor and . Nora help their parents. They help take care of their animals.
They have a carabao, a horse, a goat and some chickens.pp 87
2. a. Who help take care of the animals?
b. Who takes care of the horse? Chicken? Goat? Horse?
c. Why are the animals fat and healthy?
V. ASSIGNMENT:
Listen to the selection and give the main idea.
The Bees
The bees live in a big family. There are many bees in the family. We cannot count them. The bee
family is called a swarm. The swarm lives in the hive. The hive hangs on tree. Each swarm has a
mother bee. She is called the queen bee. She is the mother of all bees in the swarm. There are two
kinds of bees. The busy bees are called the workers. The lazy bees are called droves. The workers do
not like the droves. They sting the lazy droves. The workers gather nectar from the flowers. They put
the nectar in the hive. The bees make the nectar into the honey. Honey is sweet. It is the food of the
young bees.
a.
b.
c.
d.
The bees live in a big family.

The bees make the honey for the young bees.
The busy bees are called workers.
They sting the lazy drones.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Use possessive pronouns mine, yours, his, hers, their and ours
II. SUBJECT MATTER:
Using Possessive Pronouns Mine, His, Hers, Their, Yours and Ours
Reference: PELC - BEC 5.2.1 p. 20
Building English Skills Bk. 2 pp 106-115
Childrens' reading laboratory Bk III pp. 37-38
bake
take
lake
cake
sake fake
B. Presentation:
1. Reading:
Read the dialogue on pp. 106-107 of the text.
2. Discussion:
a. What is the dialogue all about?
b. What did Nilda answer when she was asked by Ramon on the first dialogue?
c. Nilda asked what Ramon's price was. What did she say?
3. Skill Development
a. This is my bag. This bag is mine.
b. This pair of shoes is yours.
c. This pencil is this.
4. Generalization
When do we use the possessive pronoun mine, yours, his, hers, theirs, ours?
5. Application
In pairs, tell the pupils to write a dialogue using the possessive pronouns mine, yours,
his, hers, theirs and ours.
IV. EVALUATION:
Read the sentences. Copy and complete each sentence by using appropriate possessive pronouns.
1. These toys belong to him. It is _____________.
2. That hat belongs to you. It is ____________.
3. That umbrella belongs to Brenda. It is ____________.
V. ASSIGNMENT:
Use mine, yours, her, ours, theirs in a sentence.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Use pronouns that agree in gender with its antecedent
II. SUBJECT MATTER:
Using Pronouns that Agree in Gender with its Antecedent
Reference: PELC - BEC 5.1
Building English Skills II, Bk. 2, pp. 122-129
1. Drill
Reading a poem
Other Children by: Helen Wing
Answer the following question:
1. What is the title of the poem?
2. Who are the children mentioned in the poem? Name their countries.
2. Review
What is a noun? Can you identify the nouns in the poem?
3. Motivation
Do you have a friend from other places?
4. Reading
Read the paragraphs on pp. 123-125 of the text.
5. Discussion
a. What are the places mentioned in the poem?
b. What are the things they love to do?
a. What word takes place after the name of Lubo? Boed? Omar? Kalim? Beatriz? And
Patricia? What do you call them?
b. What word takes the place of the name of person?
7. Practice Exercise:
Point out the personal pronoun.
a. We live in a comfortable home.
b. My father is a lawyer. He is bent over his work. His forehead lined in deep thought.
8. Generalization:
What word take the place of the name of person?
9. Application:
a. Ask pupils about the thing they can see on a farm. Lead them to include carabao on their
list.
b. Give them time to create a word/semantic web about the carabao
IV. EVALUATION:
Change the underlined words with correct personal pronoun.
1. Dante likes to climb the coconut trees. Dante picks young coconut for his sister.
2. Charissa Kate loves to read fairy tales. Charissa Kate enjoys reading.
3. Ian Czar and Ben are brothers. Ian Czar and Ben love to play car racing.
V. ASSIGNMENT:
Write a short paragraph about what you and your friends do on weekends. Use I, he, she, they, we
in your sentences.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Group similar ideas that fall under a big idea
II. SUBJECT MATTER:
Similar Ideas that Fall under a Big Idea
References:
Materials:
PELC
Building English Skills 3 Bk. 2 pp. 60-64
Pictures of different objects or concrete objects

Reading of words with /ow/ and /aw/ sounds.
/ow/
/aw/
low
brown
blow
crown
Unlock the meaning of the following words through context clues.
picks
market
sells
ideas
3. Motivation:
Show pictures of different objects or concrete objects.
Ask: What can you see in the picture? Or what can you see on the table?
4. Motive question
What kind of boy is Jose? Find out in the paragraph.
B. During Reading:
Reading the short paragraph orally.
Every Saturday morning Jose picks fruits from their trees. He picks guava, mangoes, duhat
and makopa. He sells them in the market.
C. Post Reading:
1. Discussion
What kind of a boy is Jose?
2. Answering the Comprehension Checkup:
1. What does Jose do every Saturday?
2. What kind of fruits does he picks?
3. What does he do with the fruits?
Will you name again the fruits that Jose picks every Saturday morning?
Write the name of the fruits in one column.
What heading or title can we give for these groups? Write fruits above the name of the fruits.
4. Generalization:
What ideas can be group under one big idea?
IV. EVALUATION:
Group the class into three. Introduce the words to them in the pocket chart. Tell them that each
member of the group will pick the words one by one and place them under their PROPER
GROUP/HEADING
kangaroo
arms
ears
nose
forehead
eyes
mango
atis
face
santol
mouth
cheek
goose
papaya
deer
puppies
rooster
mouth
Animals
Trees
Parts of the Body
V. ASSIGNMENT:
Write a short paragraph about what you and your friends do on weekends. Use I, he, she, they, we
in your sentences.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Distinguish big ideas from small ideas
II. SUBJECT MATTER:
Distinguishing Big Ideas from small Ideas
References: PELC BEC 5 p. 14
Building English Skills 3 Bk. 2 pp.143-146
Materials: flashcards, manila paper, pentel pen, drawing of big dipper and small dipper
1. Pronunciation Drill Reading of words with final /ch/
batch latch patch
catch much snatch
hatch watch bunch
2. Unlocking of difficulties
Unlock the meaning of the following words through pictures.
a. dipper
b. spring
c. brooks
3. Motivation
Show the drawing of the big dipper and the little dipper to the class.
Ask: What does the picture show? Which of them is the big dipper? Little dipper? Where
do we see these big dipper and little dipper?
4. Motive Question
Where do the big dipper or little dipper came from?
B. During Reading:
Silent reading of the story "The Diamond Dipper" see pages 146-153 of Building Skills Bk.2
Post Reading:
1. Discussion:
b. Where did the big dipper come from?
c. Answering the comprehension check-up
In the story you have just read, you can say that the big dipper is somewhat similar to the big
ideas or the main ideas. Tell what is the story about. The big idea maybe found in the first or last
sentence.
3. Generalization:
How do you distinguish big ideas from small ideas?
4. Application:
Divide the class into 3 groups. They will classify the words as phrases whether they are big
ideas or small ideas. Each group will write the answer on manila paper.
vegetables
balls
learning
games
volleyball
Mathematics
books
toys
fruits
avocado
rosal
flowers
5. Enrichment Activity:
Ask pupils to make word bank/word wall on the following big ideas:
a. Vehicle
b. Months of the Year
c. A week
d. Vegetables
e. Fruits
IV. EVALUATION:
What is the big idea of each selection? Write the letter of the correct answer.
1. Raja's people send messages by drums. A drummer beats the drum very fast. Sometimes he beats
them very slowly. The people know what the drums are telling them.
a. The drummer beats the drums.
b. Sending message by drums.
c. The beating of the drums.
2. The mountain people gather some fruits in the forest. They dig roots of wild plant. They go to the
river to catch fish.
a. The wild fruits in the forest
b. Fishing in the river
c. How mountain people gather food
V. ASSIGNMENT:
Make a list of 3 big ideas and small ideas.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Give an appropriate title for a paragraph read
II. SUBJECT MATTER:
Appropriate Title for a Paragraph
Reference:
Materials:
PELC
Building English Skills III pp. 102-105
paragraph written on a piece of cartolina

1. Drill
Words with initial and final /th/
thin
both
third
teeth
thick
faith
2. Review
a. Retell the class:
Its a ball of fire. It shines brightly and its very hot. What is it?
b. Show the paragraph on a piece of cartolina.
The sun is like a ball of fire. It shine brightly. It is very hot.
Which sentence in the paragraph give the main idea?
B. Presentation:
a. Ask the pupils to read again the paragraph.
What is the key sentence in the paragraph?
What is the paragraph all about?
2. Generalization:
How will you give title to a paragraph?
What should you remember in giving title to a paragraph?
3. Application:
Show this paragraph.
Plants need sunlight in order to grow People need sunlight to become strong and healthy.
Animals need sunlight, too. Plant and animals as well as people cannot live without sunlight.
a. Cluster the class into groups of 6. retell the paragraph together which will explain
information in their own words. Give preference on what the paragraph is about. Give
the title of the paragraph.
4. Enrichment Activity:
a. Create a word web about water.
b. Write a paragraph about the word web formed on water.
c. Give the best title for the paragraph.
IV. EVALUATION:
1. Rudy is very helpful. He helps mother doing household work. He helps teachers in the school. He
also helps classmates.
a. A Bright Boy
b. Rudy and his Mother
c. A Helpful Boy
2. Pollution is one of our big problems. C Rivers are dying because people throw the garbage there.
Factories also throw the waste products into it. The air surrounding gives unpleasant odor. It
makes some people sick.
a. problem
b. pollution
c. river
V. ASSIGNMENT:
Write a short paragraph about our school.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Identify the key sentence in the paragraph read
II. SUBJECT MATTER:
Key Sentence in the Paragraph Read Reading a Description: The Sun
Reference:
PELC 5 p. 14
Building English Skills III pp. 162-168

1. Pronunciation Drill:
Reading of words with CVC pattern
work
task
farm
bark
park
tart
wind
bath
Unlock the meaning of words and phrases by the use of pictures or by means of action.
a. gases
c. distance
b. sun
d. living things
3. Motivation:
When the sun shines brightly, how did we feel? Why? What can you say about the sun?
4. Motive Question:
What is the sun made off?
B. During Reading:
Have the pupils read the description The Sun orally.
C. Post Reading:
1. Discussion
a. Answering the motive question: What is the sun made of?
b. Answering
the
comprehension check-up.
a. What are the characteristics of the gases that make up the sun?
b. What is the size of the sun?
Have the pupils read the first paragraph "The Sun".
3. Practice Exercises:
Read the paragraph below and identify the key sentence.
Ronnie is a good pitcher. He is a fast runner too. He is a good athlete.
4. Generalization
How can we identify the key sentence in a paragraph? Where can we find the key
sentence in a paragraph?
5. Application:
Ask the pupils to read the second and fourth paragraph of The Sun. What is
the key sentence in the second paragraph? Fourth?
IV. EVALUATION:
Identify the key sentence in the paragraph.
It is a stormy week. Heavy rain falls and strong wind whistles on the rooftops. The wind sways
the branches of trees and carries their leaves, flowers and seeds far away.
V. ASSIGNMENT:
Read paragraph 4 on page 168 of the textbook, Building English Skills Bk. I and write the key,
sentence of the paragraph in your notebook.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Write different kinds of sentences with correct punctuation marks
II. SUBJECT MATTER:
Writing Different Kinds of Sentences with Correct Punctuation Marks
Reference:
PELC 5
Building English Skills Bk. I page 77

1. Spelling
sentence
command
principal
question
office
period
2. Review:
What is a sentence? Give example of sentences.
3. Motivation:
Do you have a pet at home? How do you take cake of your pet?
4. Reading:
Ask pupils to read the short paragraph about Dannys pet on p. 77.
5. Discussion:
What is Dannys pet?
How did Danny take good care of his pet?
B. During Writing:
Ask pupils to read the following on the board:
1. Are there birds that live near your home?
2. Do they build their nest in the trees?
3. Can you hear their songs early in the morning?
C. Post Writing:
1. Exercises:
Let the children from four groups. Let them pick the sentence they want to present to the
class.
Tell them that theyll going to make a dialogue and act it out. Be sure that each sentence
will be the content of the dialogue.
1. Where did you go last night?
2. What is your favorite subject?
3. Return that umbrella at the principals office.
2. Generalization:
What are the two kinds of sentences we discussed? How each sentence written?
IV. EVALUATION:
Copy the sentences following the standards for writing.
1. How much do you get that stuff?
2. Please give me that red carpet.
3. Visit your dentist twice a year.
4. How far is the earth from the sun?
5. Please keep the surroundings clean.
V. ASSIGNMENT:
Write sentences asking question, command sentences and request sentences. Use and follow
standards for writing.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Sequence events in the story listened to through groups of sentences.
II. SUBJECT MATTER:
Sequencing Events through Groups of Sentences
References: PELC 6 p. 11 Building English Skills 3 pp. 139-143
1. Drill
The teacher reads the sentence and the pupils will answer the questions orally.
1. Every morning, before Emy went to school, she watered the vegetable garden. What did
Emy do first?
2. Tina started by sweeping the ceiling next she cleaned the windows. What did she do last?
a. She cleaned the windows
b. She swept the ceiling
2. Review
Arrange the pictures to show the story of the plant.
3. Motivation
Do you have a flower garden at home? Did you enjoy gardening? Why? Have a field trip
to the school garden. The teacher ask the pupils. What are the things found in the garden?
B. During Listening:
Listen carefully because I will read a story about a "Big Mistake". Find out what Susan's big
mistake. The teacher reads the story on pp. 140-141 Building English Skills 3 Bk.1
C. Post Listening:
a. Why was Susan unhappy one morning?
b. What flowers did Susan bring to school?
c. What did the class say about the orchids?
2. Practice Exercises
a. Read this story orally:
Spider run as quick as flash through the window and cud up to the highest part of the
ceiling. Leopard could not catch him even though he tried and tried. Spider was warm
and dry and safe in the ceiling. He decided to live there.
b. Present these sentences on strips of cartolina.
1. Leopard could not catch him.
2. Spider run as quick as flash.
D. Generalization:
What did we use with the events in the story? (We arrange the events as to its order)
E. Application:
Group pupils into pairs. Read the written paragraph on the board. Tell them to work
cooperatively in sequencing events regarding the paragraph.
IV. EVALUATION:
Arrange the events in their proper order by writing 1 to 5 on the blank after listening to the story:
Rico heard a puppy's yelp as he walked down the road. He found a dirty young puppy under a
thick bush. Rico knelt on the ground to pick the poor thing up.
_____ He looked around to see where it coming from.
_____ Rico knelt on the ground.
_____ He found a dirty puppy under a bush.
_____ Rico picked up the puppy.
V. ASSIGNMENT:
Copy the sentences telling about Rico and the Puppy. Write them as they happened in the story in
paragraph from on a whole sheet of paper.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Sequence events in the story listened to through pictures.
II. SUBJECT MATTER:
Sequencing Events Through Pictures
References: PELC 6 p. 14 Building English Skills 3 pp. 103-105
1. Drill
Listen carefully as I read the pair of words. Say yes if the two words end with the same
sound and no if they don't.
a. match - hatch
b. catch - batch
c. batch - bats
2. Motivation:
What do you see in the picture? Do you play spiders? Where can you find them?
With the use of the picture, develop the meaning of the following words.
grasshopper
aquarium
spider web
sticky
terrarium
1. Presentation:
Today Im going to read a story A Silk Thread Home Find out what spiders home is
made of. The teacher reads the story.
C. Post Listening:
a. What did the children do with the spider?
b. What did the spider do in its new home?
c. What happened to the mother spider?
2. Skills Development
1. What happened first?
2. What happened next?
3. Study the pictures after each number. Rearrange them in the order in which they happened in
the story. (Building English Skills 3 pp. 105)
4. Practice Exercises:
a. Look at the pictures. These pictures show the story of a plant. Tell a story about the
pictures: (illustrated on the chart)
Which picture should be first?

Which picture should be second?
Which picture should be the third? fourth? fifth? and the last?
D. Generalization:
How do we sequence events?
IV. EVALUATION:
Listen carefully as I read the selection. Then be able to arrange the pictures in the correct order
about the story:
Listen carefully as I read the selection. Then be able to arrange the pictures in the correct order
about the story:
I am going to the market, mother said. Can we go too? asked Lina and Shiela. Yes, you may,
mother answered. Mother, Tina and Shiela rode in the jeepney. Tina saw a girl selling plastic bags as
they entered the market. Mother bought meat from the meat shop. Shiela saw all the kinds of fish at
the fish stall. There were many people buying.
Mother, let's buy some watermelon, Tina said. So they went to the fruit stand and bought fruits,
Oh! Almost forgot to buy vegetables, mother said. The two girls and their mother went to the
vegetable shop. Sheila said, I'm thirsty. Can we rest now? So mother took them to a cafeteria and
bought cold halo-halo. It was so delicious.
V. ASSIGNMENT:
Draw and show the life cycle of a bird inside the box.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Sequence events in the story listened to through guided questions.
II. SUBJECT MATTER:
Sequencing Events Through Guided Questions.
References: PELC 6 p. 14 Building English Skills 3 Bk. 1 pp. 158-162
Materials: pictures, flashcards, cutouts
1. Drill
Pronounce the words correctly on the flashcards.
write
know
eight
wrong
knock
weight
wrap
knee
weighing
2. Motivation:
Sow a picture c a nurse. Ask the pupils who is in the picture. (nurse)
Do you want to be a nurse? Who is our school nurse? What does she do to the children?
3. Unlocking of Difficulties
With the use of pictures and real objects, develop the meaning of the following words:
1. weighing scale (picture)
2. fresh air (gesture or picture)
3. check-up (gesture)
1. Today I'm going to read a story about the activities of a nurse in school. Find out why did the
nurse look at the children's eyes, ears, mouth, arms and legs.
C. Post Listening:
1. How did the children greet when they saw Miss Perez?
2. What did Miss Perez do to the children and Miss Abad?
2. Infusion of Values
Tell pupils to show/bring out the different toiletries you assigned to them yesterday.
Ask them to stand one by one and tell the use of each toiletries in their proper grooming?
Let them "Act-out" the different ways of taking care of themselves.
3. Skills Development
Distribute to the pupils by group the different questions you'll going to ask about the
selection. Let them answer the question and sequence the events as it happened in the story.
4. Practice Exercises
1) Group the pupils into 5. Present the questions on strips of cartolina. 2) Distribute the
strips to the 5 groups. 3) Let them read each orally. 4) Show the paragraph. Let them read it.
5) Let the pupils answer the questions. 6) Sequence the answers as based on the paragraph. 7)
Let them post the answers on the board.
D. Generalization:
How do we sequence events?
IV. EVALUATION:
Listen carefully. The teacher will read the story. Then arrange the sentences as they happen in the
story by answering the questions.
A Trip to the City
One day, Ben went to the city with his father. They rode in a jeepney. They went to S.M. for a
snack and went around the city. It was Bens first day in the city. He was surprised to see many things
in the city. Ben asked his father to buy him a toy gun and a pair of shoes. They went to another store.
Ben saw a big toy gun. He loved it very much. His father bought the toy gun.
a. Where did Ben go one day?
b. Where did they ride?
c. What did Ben asked form his father?
d. What did they see when they went to another store?
V. ASSIGNMENT:
Read the story of Lupa, Araw, and Buwan Building English Skills 3 Bk. 1 pp. 156-162. Write
questions based on the following sentences as they happen in the story.
1. Araw started to go west.
2. Lupa, Araw and Buwan Quarrel
3. Bathala turned Araw into a ball of fire.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Identify the simple form of verb/s or es form of verb in a sentence.
II. SUBJECT MATTER:
Agreement Between Subject and Verb.
References:
Materials:
PELC 6.1 Speaking

BEC p.14
charts

1. Drill
Free communication (Guessing Game)
Ex. Do some actions then, ask: What am I doing? (Pupils tell the action) You are
Walking.
2. Review:
What are verbs? Give examples of action verbs.
3. Motivation:
We have already learned about verbs. Today, we will use verbs in sentences.
B. During Speaking:
1. Presentation:
Have the pupils read the sentences written on the board/chart.
C. Post Speaking:
1. Discussion:
1. What are the subjects in the sentence under group I?
2. What are the subjects in the sentences under group II?
3. Are they singular or plural?
D. Generalization:
What form of verb is used when the subject is singular? When the subject is plural?
E. Application:
Choose a leader form the class. Let him lead his classmates to answer the following by
choosing that should go together with the noun.
1. Marinao
a. know many kinds of animals and birds.
b. knows many kinds of animals and birds.
2. Most birds
a. build their nests in trees.
b. builds their nests in trees.
IV. EVALUATION:
Select the correct form of verb inside the parenthesis. Write the correct answer in the blank
provided for.
1. He ________ (keep, keeps) the canals clean.

2. A father quail _________(bring, brings) food for the baby quails.
3. They _________ (cry, cries) when they are hungry.
V. ASSIGNMENT:
Write 3 sentences using the simple form of verb and 3 sentences using the -s form of verb.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. OBJECTIVE:
Used the correct present time expression
II. SUBJECT MATTER:
Using Correct Present Time Expression
References:
Materials:


1. Checking of assignment
2. Review (group work)
Write the correct form of the verb to complete each sentence in the paragraph.
People Build Our Nation
People with different occupation help build our nation. An engineer _______ (build)
roads and bridges. A doctor _________ (cure) the sick. A teacher ________ (teach) school
children. A lawyer (defend) our rights as Filipino citizens. A policeman __________ (protect)
us from trouble makers.
B. During Speaking:
Read the sentences that ell something about the pictures
- My father works everyday
- Grandmother goes to church every Sunday
- The parrot sing every morning.
C. Post Speaking:
1. Discussion:
a. When does parrot work?
b. When does grandmother go to church?
c. When does parrot sing?
2. Giving more examples using the present time expression.
daily
yearly
weekly
annually
monthly
every month
3. Generalization:
When do we use present time expressions? What form of verb is used to express present
time expression?
4. Application:
a. Tell pupils to group themselves into five. Let them draw lots as to number of sentence
they have to act-out and tell whether verb is on the present time.
1. The dogs bark everyday.
2. He rides to school every morning.
3. Cora visit her grandmother every month.
5. Value Infusion:
Let pupils be divided into 4 groups. Let them dramatize the different household chores
they perform at home.
IV. EVALUATION:
Fill in the blanks with the correct present time expressions. Choose your answer from the words
below.
1. Nene goes to school __________________________.
2. We go swimming in the beach _______________________.
3. My sister eats her lunch _____________________.
4. My mother goes to the market ________________.
5. I eat breakfast ______________.
V. ASSIGNMENT:
Write 2 sentences each using the following present time expressions.
every month
every week
every summer
daily
yearly
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. Objective:
Use the correct past time expression.
Values:
Helpfulness and Cooperation
II. Subject Matter:

Using Correct Past Time Expression
References:
Materials:

III. Learning Activities

1. Drill (Picking Fruits)
Have the pupils pick fruits in a tree with words written on them. Ask them to read the
word aloud then give its past tense.
2. Review (Group Game)
Question and answer using the present time expression.
3. Motivation:
Today, we are going to learn the form of verb to be used in talking about actions that
happened in the past.
B. During Speaking:
Read the following sentences after the teacher.
1. Umba and his family lived in a small cave thousand years ago.
2. Mother cooked adobo last night.
C. Post Speaking:
1. Discussion:
a. Where did Umba and his family live? What did mother cook? What did they watch?
b. What verb is used in each sentence? When did the action happened? What words tell that
the actions happened in the past?
2. Generalization:
When do we use past time expression in a sentence?
3. Application:
a. Guided Exercises:
Let them raise the red flaglet if they think past time expression is not used in the
sentence and green flaglet if the sentence use a past time expression:
____ 1. We left last week.
____ 2. Last year, the children visited the zoo.
b. Independent Exercises:
Think of five sentences you can write with the following part time expression in
sentences.
1. yesterday
2. last week
4. Value Infusion:
Dramatize the ways how people helped one another long time ago.
IV. Evaluation:
Write an appropriate past time expression to complete the idea of the sentence.
1. We had our family reunion _____________.
2. ________, the Reyes family went to Baguio.
3. ________, a visitor came to our house.
V. Assignment:
Write a 5-10 sentence paragraph about the lives of our ancestors using the past time expressions.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. Objective:
Use the correct future time expression.
Values:
Promptness and Use Wise Time
II. Subject Matter:

Using Correct Future Time Expression
References:
Materials:


1. Drill (Words written on flashcards)
Read then tell when the following occasions happen:
Christmas
Valentines Day
Holy Week
New Year
2. Review
Question and answer using the past time expression.
3. Motivation:
Your father tells you to invite your friends on your birthday.
What will you do?
What will you say to your friends?
B. During Speaking:
Read the sentences on the chart.
1. I will go to Manila next Christmas
2. He will see the doctor tomorrow.
C. Post Speaking:
1. Discussion:
a. Give the verb used in each sentence.
b. What word is used before the verb?
2. Generalization:
How do you form sentences using future time expression?
3. Application:
I will go - the clothes on Sunday
Mary will clean - to Boracay on Summer
Tell them that they will playa game: Set three (3) pupils holding the words
PRESENT TENSE, PAST TENSE, and FUTURE TENSE as markers.
4. Value Infusion:
Group pupils into 5. Give them enough time to list down things which you will do
tomorrow.
Tell them to make schedules indicating the time frame when to begin and when to end.
IV. Evaluation:
Read the sentences. Encircle the correct form of verb inside the parenthesis to make the
sentence correct.
1. Father and I (go, will go) to the park tomorrow.
2. John (studies, will study) his lessons everyday.
3. We (get, win get) our prizes next week.
V. Assignment:
Write 5 sentences using the future time expressions.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. Objective:
Use the correct form of verb that agrees with the subject in number.
Values:
Kindness to animals
II. Subject Matter:

Using the Correct Form of Verb that Agrees with the Subject in Number
References:
Materials:
Poem:
PELC 6.1 Speaking, BEC p. 14; Building English Skills III, Bk. 2 p. 112
Pictures of Animals
Sounds they Make

1. Drill: Free Communication
Ask:
1. How does the author treat her pet?
2. Do you have pet at home?
2. Review (a verb game)
Let's play a game with t e sentences written on the flashcard One of you will do what the
sentence on the flashcard tells you to d Another one will ask a classmate what you did. The
one who gives correct answer will do the one number.
3. Motivation:
(Talk about animals.) What animals have you seen? Do you know its sounds? Lets
find out what sounds they make.
Use the following words in sentences.
a. gabble - Frightened turkeys gobble
b. hoot - Owl hoots during night time.
B. During Speaking:
Assign a pupil to read the poem orally while the rest of the pupils read silently. "Sounds They
Make", Building Skills III, Bk. 2, p. 112
C. Post Speaking:
1. Discussion:
What are the verbs used in the poem? (Answers are written on the board)
A
B
A turkey gobbles.
Dogs bark
A hen clucks.
Cats meow
2. Generalization:
What important thing should be remembered when a noun or pronoun is plural in
number? Singular in number?

3. Application:
Supply plural subject and singular subject on the blanks.
1. ______ recite/recites poem.
2. ______ draw/draws cartoon characters.
Form a sentence using a singular subject with the -s form of the verb and a sentence
using a plural subject with the simple form of the verb.
IV. Evaluation:
Write the correct form of the verb in the blank.
1. Dina and Troy _______ Mrs. Tuazon pictures of their family. (show)
2. They _____ to her while waiting for mother. (talk)
3. She ______ Mr. Santos to the terrace. (usher)
V. Assignment:
Write a short paragraph about your pets at home. Use the simple form of verb and the -s form of
verb.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. Objective:
Use verbs correctly
Values:
Respect
II. Subject Matter:

Using The Correct Form of Verb
References:
Materials:

flashcards, cut-outs of fruits

1. Drill (Find your partner)
Distribute cut outs of fruits (divided into halves), then find your partner to complete the
word.
2. Review
Raise your right hand if the future time expression is used in the sentence and hands
down if not.
1. I will go to market tomorrow.
2. Lito watered the plants yesterday.
B. During Speaking:
Read the sentences. Observe the verb used. in each sentence.
1. Jose greets his teacher everyday.
2. He greeted his teacher yesterday.
He will greet his teacher tomorrow.
C. Post Speaking:
1. Discussion:
1. Did you notice the use of verbs each sentence?
2. When did the actions happen each sentence?
2. Generalization:
What form of verb should be u~ when the subject is singular? Plural?
3. Application:
Give the right verbs as teacher show the strips of car: with sentences in them.
1. Tina _____ fruits everyday.
2. Fahter _____ his bath early everyday.
4. Value Infusion:
Dramatize the situation where the flag is being raised.
IV. Evaluation:
Pick a flashcard inside the box. Tell whether the verb is in the present, past or future tense. Use
the verb in a sentence.
dance
will sing
run
will write
cook
clapped
walk
will play
fly
buy
V. Assignment:
Write 5 sentences using the correct form of verb.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH III
Date: ____________
I. Objective:
Write the correct spelling of the verbs used in the sentences/paragraphs
Values:
Cleanliness and neatness
II. Subject Matter:

Using the Correct Form of Verb
1. Drill (a verb game)
2. Review:
Choose the correct verb for each sentence:
1. In most places today, carpenters (dig, digs) canals for the people.
2. The spider (spin, spins) a web of silk thread.
3. Motivation:
Look at me. What am I doing class?
Example: standing
sitting
dancing
reading
sweeping
B. During Speaking:
1. Presentation:
The teacher reads the sentences in the flashcards. Ask the pupils to identify the verbs used
in the sentences. Let the pupils I7vrite them on the blackboard with correct spelling of the
words.
a. The little girl jumps over the window.
b. A caterpillar sleeps in a leaf cocoon.
C. Post Writing:
1. Application:
Divide the pupils into 5 groups. Assign each group to write 3 sentences about the
following verbs.
Group 1 - was
Group 4 - climb
2 - writes
5 - picks
3 - clean
D. Independent Practice:
Read the paragraph and choose the correct verb form for each sentences. Write your answer
on a sheet of paper.
Candy (wakes, wake) up early in the morning. Candy and her mother (cook, cooks) the food.
They (prepare, prepares) them for breakfast. Then, she (wash, washes) the dishes and her younger
sister (feed, feeds) the dog.
IV. Evaluation:
The teacher reads the sentences on -= flashcard. Let the pupils choose the verb u and write them
correctly in their answer sheet.
1. Mark cuts the all grasses in front of their house.
2. Felix waters the plants everyday.
3. Tina and her sister Fe help mother cook food.
V. Assignment:
Use the following verbs in sentences. Write them correctly in your notebook:
1. walk
2. pulls
3. speaks
4. reads
5. drinks
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

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ENGLISH III

III. LEARNING ACTIVITIES

III. LEARNING ACTIVITIES

III. LEARNING ACTIVITIES

Title: The Fowls T.M. pp. 64

III. LEARNING ACTIVITIES

2. Review about nouns

PELC-BEC 4.1, 4.4 p.13

III. LEARNING ACTIVITIES

BEC 4.2 p. 13, Building English Skills 3; Book 1 pp. 68-70.

III. LEARNING ACTIVITIES

BEC 4.2 p. 13, Building English Skills 3; Book 1 pp. 68-70

III. LEARNING ACTIVITIES

________ are harmful insects.

BEC 4.2 p.13, Building English Skills 3; Book 1 pp. 68-70

III. LEARNING ACTIVITIES

III. LEARNING ACTIVITIES

1. Why was mother in the hospital?

PELC 6.1 Speaking BEC p.14

III. LEARNING ACTIVITIES

1. equal = _______ = __________

PELC B.2b p. 36 Developing Reading Power 3, p. 11 & 79

III. LEARNING ACTIVITIES

Growing in English Reading p. 7, 195-197, 199-216

III. LEARNING ACTIVITIES

3. Ask pupils to retell this story.

BEC-PELC IV B.3.1 BES Book 2 p.96

III. LEARNING ACTIVITIES

III. LEARNING ACTIVITIES

III. LEARNING ACTIVITIES

Good sources of vitamins and other nutrients too,

PELC - BEC 5.3 Developing Reading Power

III. LEARNING ACTIVITIES

Post Reading Activity

The bees live in a big family.

III. LEARNING ACTIVITIES

Parts of the Body

III. LEARNING ACTIVITIES

III. LEARNING ACTIVITIES

III. LEARNING ACTIVITIES

Which picture should be first?

PELC 6.1 Speaking

III. LEARNING ACTIVITIES

1. He ________ (keep, keeps) the canals clean.

PELC 6.2 Speaking BEC p.14

III. LEARNING ACTIVITIES

Helpfulness and Cooperation

II. Subject Matter:

PELC 6.1 Speaking BEC p.14

III. Learning Activities

Promptness and Use Wise Time

II. Subject Matter:

PELC 6.1 Speaking BEC p.14

III. Learning Activities

II. Subject Matter:

III. Learning Activities

number? Singular in number?

II. Subject Matter:

PELC 6.1 Speaking BEC p.14

1. equal = _ = ____