TG - Mtb-Mle 3 - Q4

2.
Presentation:
Have the class go to the page asked by the teacher. Let the pupils go over each
section and let them find out the information given in each page.
Ask:
What information is given in the (front page)?
Why do you think a newspaper has included this section?
Example:
a. front page d. entertainment page e. ads
b. news page e. sports page
c. editorial page d. business page
Further explanations are given by the teacher.
3. Practice:
Guided Practice
Group the class into 4.
Give each group clippings taken from different parts of a newspaper.
Let the group post the clipping on the proper section on a chart.
Pupils may have their own way of presenting the chart. ( graphic organizer)
Group presentation of output.
Independent Practice:
( Refer to LM, Activity 3 & 4)
4. Evaluation:
Refer to LM Activity 5, Page _____
Quarter 4
Week 31
Theme: Our Community Resources
Genre: Folktale
I. Objectives
A. Oral Language
 Relate one’s own experiences and ideas related to the topics using a variety
of words with proper phrasing and intonation.
B. Fluency
 Read aloud grade level text with an accuracy of 95-100%
C. Spelling
 Correctly spell words in the list of vocabulary words and the words in the
selection read.
D. Composing
 Write a 3-5 sentence paragraph using signal words such as first, last, then
and next.
E. Grammar
 Identify and use adjectives appropriate for the grade level.
F. Vocabulary and Concept Development
 Use words unlocked during story reading in meaningful texts.
G. Listening/Reading Comprehension
 Perceive cause- effect relationship
H. Attitude towards Literacy, Literature and Language
 Express interest in texts by reading available print materials.
I. Study Skills
 Make a two-level outline for report.
II. Subject Matter
A. Topics
3-5 Step Procedural Paragraph
Adjectives
Perceive Cause-Effect relationship
Two-Level Outline
Value Focus: conserving water and other resources
A. Reference
http://folktales.webmanila.com
B. Materials
graphic organizers, folktales “Why The Sea Is Salty” & “The First Pineapple” , charts,
pictures, sample outlines
III. Procedure
Day 1
Objectives
 Relate one’s own experiences and ideas related to the topics ( Water) using a variety
of words with proper phrasing and intonation.
 Use words unlocked during story reading in meaningful contexts.
A. Pre-assessment
Put as many words as you can in the following chart that you can associate “Water” with:
B. Developmental Activities
Oral Language
 Tell what you know about the following: ( show pictures of clean water and dirty
water)
Ask:
1. What do you see in the pictures?

2. What causes the water to be dirty?
3. What may happen if the water is dirty?
Vocabulary Development
 Let the pupils say something about the following pictures. Let them describe what
they see.
illus of water on a dirty
river
Ask:
1. What object is common to the pictures?

2. Is water important? Why?
 The teacher reads the following dialog while the pupils listen.
Myra: Jason, you forgot to turn off the faucet. Look, you have wasted too
much water.
Jason: I’m sorry. There was no water earlier that’s why I forgot to turn it off.
Myra: It’s alright but we should remember not to waste even a drop of
water.
Jason: A drop? Oh! But there’s much water around. Look, even the rain
gives us much water.
Myra: Jason, if we will not take care of our water resources, years from
now, we may no longer have clean water.
Jason: How could it be? We have rivers, springs, waterfalls and even the
oceans. They are all sources of water.
Myra: But it would be a big help if we still conserve water today. People,
animals and plants would not survive if there is no water.
Comprehension check:
Ask:
1. Who forgot to turn off the faucet?

2. What water resources were mentioned in the dialog?
3. What might happen if people would not conserve water?
 The pupils read again then act out the dialog by pairs.
Think-Pair- Share (Independent Activity)
Question: What ways would you do to help conserve water?
Pair work: Pupils find a pair and then talk and answer the given question.
Share: Each pair will report on what they have talked about.
Day 2
Objectives:

Perceive cause and effect relationship in a folktale listened to.

Identify and use adjectives

Correctly spell words in the list of vocabulary words and the words in the selection
read or heard.
A. Preliminary Activities
1. Spelling
Unscramble the following words. Clues are given so you can give the words correctly.
c d l o ( When the weather is warm, it is good to drink ___ water)
y t r i d ( Water and food that are ____ can make us sick)
t e s t s l e a s
( No one would like a food that is _____ )
l e c a
( Even if water is _______, it may not be clean)
u p r e
( If water is clean, then it is ______)
i y t n
( A word which means “small”)
a y s t l
( A word that tells about the sea water)
e r o n o s m u
( A word which means big)
1. Listening
a. Unlocking of Difficulties
( Unlock the following words using picture clues)
ferocious enormous stretched out
tiny island drowned
( Unlock the following words using context clues or real objects)
salty tasteless
( Unlock the following words using action)
scratch chatted
b. Activating Prior Knowledge / Motivation
Show some salt to the class. Ask: “What are the uses of salt? Where does salt come
from?”
c. Set purpose:
You are going to listen to a folktale. It’s title is “Why the Sea Is Salty?”
d. Motive Question
Why is the sea salty?
e. Listening Phase
The teacher reads the following folktale:
Why the Sea is Salty
Many years ago, the sea tasted like ordinary rainwater. It was bland and tasteless.
Fortunately, the people living in the islands knew about a friendly giant who kept mounds of
salt in his cave. The people would cross the ocean on their boats to reach the gentle giant's
island, and that is how they were able to bring salt back to their villages, in order to prepare
tastier meals.
One time, however, the ocean was rough and they could not sail out to gather salt.
They eventually ran out of salt and the villagers no longer enjoyed their tasteless meals. They
wondered how they could get salt again, when a child suggested they ask the giant to stretch
out his legs over the ocean so that they could walk to his island instead.
The kind giant agreed, and villagers with empty salt sacks walked along the giant's leg.
Unfortunately, the giant's foot landed on an anthill, and the ferocious red ants started biting the
enormous leg.
"Hurry!" pleaded the giant, who strained to keep his itchy legs still. As soon as the
people reached the giant's island, he immediately withdrew his foot and scratched the itchy
bites. The villages just smiled at how a giant could be bothered by tiny ants.
Anyway, the people got their salt and the giant again stretched his leg over the ocean.
Immediately, the ants began biting his swollen foot. Once again, the giant asked the people to
hurry up, but the heavy salt sacks slowed them down.
Besides, the people didn't believe that the tiny ants could really affect the giant, so they
idly chatted away, and walked rather slowly.
Before the villagers could cross the ocean, the giant cried out and thrust his ant-bitten
foot into the ocean. All the packed salt fell into the plain-water sea and melted.
The giant saved the people from drowning, but no one was able to recover the spilled
salt. From that day onwards, the sea became salty.
Retold Stories Copyright © 2001-2005

by http://folktales.webmanila.com
f. Comprehension Check
Ask:
1. How did the seawater taste before?

2. Where did the people get salt?
3. How did the giant help them?
4. What happened to the giant while helping the people cross the sea?
5. Why did the seawater get salty?
6. Do you think this story really happened?
7. If all our waters got salty, what do you think would happen to us?
8. If there would be no more salt, what might happen to us?
Valuing:
Water and salt are some resources that we can find on earth. What must we
do with these resources?
g. Skill development: ( Perceiving Cause and effect relationship)

Answer these questions:
1. Why would people cross the ocean to go to the giant’s island?
2. Why could people prepare tastier meals?
3. Why could the people not sail out to gather salt?
4. Why did the giant stretch out his leg over the ocean?
Cause answers the question why.
It gives the reason.
Answer these questions:
1. What happened when the villagers ran out of the salt?

2. What happened when the ferocious ants bit the giant’s leg?
3. What happened when all the sat fell into the water?
Effect gives the result. It answers the question what

happened?
h. Practice
In the chart below, write the CAUSE for its EFFECT and the EFFECT FOR ITS
CAUSE
Cause Effect
The people could not enjoy their

meals
The people were able to walk to
the giant’s island
Write the effect of its cause.
Cause Effect
Ferocious red ants bit the

giant’s leg.
The giant cried and thrust

his ant-bitten foot into the
water
The packed salt fell into

the water
2. Grammar
a. Preparation
Group the class into three. Give each group a word card. Let each group list down as
many wors as they can remember that tells about the word assigned to their group.
Group 1 -
giant
sea
Group 2 -
Group 3 -
ants
Have each group present their work to the class.
b. Presentation
Study the words below:
giant - big, friendly, gentle
sea - bland, tasteless, salty
ants - tiny, ferocious
What words describe “giant”?
What words describe “sea”?

What words describe “ants”?
c. Abstraction:
Lead the class to the illustration in the LM, page ___
Study further the following underlined words:
 There are seven yellow ducks in the pond.

 The pond is wide and the water is clean.
 There is a tall tree beside the pond.
 Three boys are sitting on a long bench near the pond.
 Some green frogs are jumping near a big rock. .
Use the underlined words to complete the following chart. Number one sentence is done for you.
Underlined Kind of word

Characteristics being
words Words referred to by the referred to by
pointed out by the
underlined words the underline
underlined word
word
seven number ducks noun
yellow color ducks noun
What do the underlined words do? What kind of words are referred to by the underlined words? What
characteristics of the noun are pointed out by the underlined words? The underlined words are
adjectives.
What do adjectives do? What kind of words are described by adjectives? What characteristics are
pointed out by adjectives?
d. Generalization:
Adjectives are words that describe nouns or pronouns. Adjectives tell or point out the
number, the size, the color, the height or the kind of noun being described.
e. Guided Practice:
( Refer to LM, Activity 3, page ___ )
3. Evaluation:
Copy on your paper all the adjectives used in the following paragraph:
(Refer to LM, Activity 4, page ____ )
4. Assignment:
What is your favorite toy? Tell what kind of toy it is. Describe its color and size. Tell also
why it is your favorite toy. Write it on a paper.
Day 3
Objectives:
1. Read aloud grade level text with an accuracy of 95-100%

2. Express interest in texts by reading available print materials.
3. Use words unlocked during story reading in meaningful texts.
4. Perceive cause-effect relationship
5. Identify and use adjectives appropriate for the grade level.
6. Correctly spell words in the list of vocabulary words and the words in the selection read.
1. Spelling test ( Refer to list in Day 2)
2. Checking of assignments
1. Pre-reading
a. Unlocking of Difficulties
industrious numerous regret deep sigh
grumbling disappeared mumbling
Activating Prior Knowledge
Show the class a real pineapple or a picture of a pineapple. How does it look like?
b. Motive Question
Why does the pineapple have plenty of “eyes”?
2. During Reading
The First Pineapple
Once there lived a family in a far village. Mang Andres was an industrious farmer
while Aling Sebya was a hardworking housewife. They had a young daughter named
Josefina. She was fondly called Pina by her parents and friends.
Since there was no one to help Aling Sebya, Pina had to help in the chores. She
swept the floor, washed dishes and sometimes helped her mother cook. But there was
one trait that Pina’s parents didn’t like about her. She would often complain about her
tasks. She also had the habit of saying, “I don’t know” or “I cannot find it” whenever she
was asked to look for something.
One day, while Pina was lying in bed, her mother asked her to look for a pair of
scissors. Pina started grumbling and mumbling words. Mother became angry. She
wished for Pina to have numerous eyes so that she could find things without lifting a
finger.
The moment she spoke these words, a loud thunder was heard. Suddenly, Pina
disappeared from sight.
Mother looked everywhere but Pina was nowhere in sight. She sat on the very
spot where she saw her daughter last. After a few minutes, she saw something unusual in
a corner. She bent and picked up what looked like a fruit. It was oblong and was yellow in
color. It had brown spots all over that looked like eyes. Suddenly Mother remembered her
last words to her daughter. With a deep sigh of regret, she cried out her daughter’s name.
And that was how the first pineapple or “pinya” came to be.
Adapted
3. Post Reading
Comprehension Check
Ask:
1. Who are the characters of the story?

2. Where did the story happen?
3. What kind of girl was Pina?
4. What attitude did Pina have that her parents disliked?
5. Were there instances that you grumbled when you were asked to do something?
6. What must the person feel if you grumble to him while doing the errand?
7. What did Mother do when she heard Pina grumble while doing her errand?
8. What happened to Pina?
Valuing: Why must we obey our parents?
4. Practice 1
Refer to LM, Activity 5 & 6, page _______
Grammar
Group the class into two. Give each group a chart to complete:
Group 1
Complete the web. Describe Pina. Write adjectives

on the circles. You may add more circles.
Pina
Group 1
Complete the web. Describe the pineapple. Write

them on the circles. You may add more circles.
pineapple
5. Recall of Concept:
Processing of group outputs.
What words tell about Pina? Do you think Group 1 gave the correct words that tell about
Pina? Why?
What words tell about the pineapple? Do you think Group 2 gave the correct words that about
the pineapple? Why?
What do you call the words that tell about Pina and the pineapple?
Why are they called describing words? What characteristics of a noun that could be
described?
What are describing words?
6. Guided Practice:
Evaluation:
( Refer to LM, Activity 8, page ____ )
Assignment:
Describe your favorite dress / clothing. Be ready to share it with the class tomorrow.
Day 4
Objectives:
2. Note important details in grade level informational texts read.
3. Write a 3-5 sentence procedural paragraph using signal words such as first, next, then and
last.
A. Preliminary Activity
1. Spelling ( Refer to the list)
2. Sharing to the class of the assignments written by the pupils.
B. Developmental Activity
1. Review:
Have the class reread “The First Pineapple”.
What happened to Pina?
Why do you think Pina became a pineapple?
Can this story be true? Why?
2. Skill development
Read the following events from the story:
- Mother looked everywhere but Pina was nowhere in sight.

- Pina started grumbling.
- Mother asked Pina to look for a pair of scissors.
- Mother became angry and a loud thunder was heard.
- She saw an oblong, yellow fruit with brown spots all over that looked like eyes.
Are the events arranged according to how they happened in the story? How are we going
to arrange these events?
Have the class collaboratively arrange these events by putting numbers before the
sentences.
Let the class study the following paragraph:
First, mother asked Pina to look for a pair of scissors. Next, Pina started grumbling.
So mother became angry and a loud thunder was heard. Then, mother looked everywhere but
Pina was nowhere in sight. Finally, she saw an oblong, yellow fruit with brown spots all over that
looked like eyes.
Ask:
1. What have been formed out of the sentences?

2. Can events of a story be arranged through a paragraph?
3. Were numbers used to sequence the events?
4. What words were used instead of numbers?
The words, first, then, so, next and finally are words that can be used to sequence events.
They are called signal words.
Can you give other signal words?
3. Practice:
Form the following sentences into a paragraph. Use signal words to tell its order.

Evaluation:
Assignment:
Write a paragraph that tells about how you prepare before school. Use signal words to tell the
order of the events.
Day 5
Objective:
1. Note important details in stories read.

2. Make a two-level outline for report.
1. Post Spelling test
2. Ask the pupils to read to the class the answers to the given assignment.
1. Presentation:
Here is an outline of the story “Why the Sea is Salty”
I. How the people got salt

A. People crossed to the ocean to go to the gentle giant’s island.
B. The giant allowed the people to get salt from his cave.
C. The people brought back salt to the village.
II. What the giant did to help the villagers to go to his island
A. He stretched his leg across the ocean to serve as bridge.
B. He let the villagers to walk on his leg so they could go to his island.
C. He let them walk on his leg again to go back home with the sacks of salt.
2. Discussion:
What is the topic or main idea of Roman Numeral I?
How many details are given under Roman Numeral I?
What is the topic or main idea of Roman Numeral II?
How many details are given under II?
3. Generalization:
An outline is a skeleton of a story or a paragraph.
A two-point outline has a main idea and supporting details as shown below:
I. __________________
A. ________________
B. ________________
II. __________________
A. ________________
B. ________________
A Roman Numeral precedes the main idea or topic. The details are preceded by
capital letters such as A, B, C, etc.
4. Practice:
Make a two-point outline of the following selection:
Refer to LM, Activity 11, page _____
Evaluation:
( Refer to LM, Activity 7, page ______ )
Week 32
Theme: Community Livelihood/Occupation/Trade and Industry
Genre: Flyers/Advertisement of Product/ Announcements
Objectives
A. Oral Language
 Participate in and initiate more extended social conversation or dialogue with
peers, adults on unfamiliar topics by asking and answering questions,
restating and soliciting information
B. Fluency
C. Spelling
selection read.
D. Composing
 Write a 3-5 sentence procedural paragraph using signal words such as first,
next, then and last.
E. Grammar
 Compare adjectives .
 Get synonyms and antonyms of words.
 Differentiate between fact and opinion in selections heard.
I. Study Skills
 Write an announcement.
II. Subject Matter
A. Topics
1. 3-5 step Procedural Paragraph
2. Adjectives
3. Synonyms and antonyms
4. Fact and Opinion
5. Two-level Outline
Value Focus: Courtesy, Honesty, Helpfulness, Unity
B. Reference
C. Materials
word puzzle, charts, sample advertisements and announcements
III. Procedure
Day 1
Objective:
Oral Language
 Participate in and initiate more extended social conversation or dialogue with peers,
adults on unfamiliar topics by asking and answering questions, restating and soliciting
information
A. Pre-Assessment
Find words that tell kinds of occupation or community helpers. Put a line through the
word. It may be in a horizontal, vertical, diagonal, bottom-to-top order.
Key:
f t r a r w g h t v
a i q a o x b m b c
r t s c d o s p a n
m d g h n p p t k u
e r a t e a c h e r
r o z c v r s l r s
f t b v r s m y r e
g c l b e t a a d s
p o l i c e m a n j
h d b u t c h e r c
1. Oral Language & Vocabulary Development
a. Preparation:
Show the class pictures of community helpers.
Ask: Who are in the pictures?
What do they do?
b. Presentation:
Let the class listen to a dialog. Selected pupils read while the rest of the class listen:
Teacher: Among the community workers, who is the most useful?
Pupil 1 : I think a doctor is the most useful. Without a doctor, nobody will treat
sick people.
Pupil 2 : An engineer is the most useful. Who will build the bridges and roads
without him?
Pupil 3 : It’s the policeman who is the most useful. It’s not an easy work to
maintain peace and order.
Pupil 4: A teacher teaches children. She’s the most useful.
Pupil 5: A farmer plants the food we eat. He is the best.
Teacher: All community workers help build our community. We need all of
them.
c. Discussion:
Why are the community helpers needed by the people? What would happen if there
is no community helper?
What kind of community helper would you want to be when you grow up? Why?
d. Practice / Activity:
Puzzle Game
Group the class into ten. Give each group an envelope with the pieces of puzzle
inside. At a signal, each group put the pieces together to form the figure. Then, they
would name the figure formed. The first group to form the puzzle, name it and tells
what it one does wins.
The following community helper must be formed by the puzzles:
doctor teacher vendor butcher farmer
engineer nurse fisherman policeman baker
Evaluation:
The pupils ar evaluated based on the team work of the group and clarity of ideas presented.
Assignment:
Ask your parents’ opinion on the following:
1. How are community leaders like the town mayor or barangay chairman selected?
2. What qualifications must community leaders have?
3. How do the town mayor and the barangay chairman help the community?
Day 2
Objectives
 Give one’s reaction to an event or issue heard.
 Identify synonyms and antonyms
1. Spelling ( Refer to the list of community helpers as words for the week)
2. Sharing of assignments. The teacher calls for volunteers to read to the class the
answers to the questions given as assignment.
1. Unlocking of word difficulties
The following words are unlocked through contextual clues:
tax campaign
aware involve
2. Activating Prior Knowledge
Have you heard conversation of adults, or on the radio or TV issues about tax? What is it
all about? Who pays the taxes? Are children required to pay taxes? Why?
3. Motive Question
What upcoming activity is announced?
4. Listening to an announcement / advertisement:

The pupils listen to the following announcement. ( pre-recorded or read by the teacher)
Are you a conscientious tax-payer?

Do you know where your tax goes?
Then, be aware!
Join the Tax-Use Awareness Campaign on November 9, 2013, Saturday,
2:00 to 5:00 pm at the Town Plaza.
Be involved! Be responsive! Be there!
5. Comprehension Check;
Ask:
1. What upcoming activity had been announced?
2. When is it going to be held?
3. Where is it going to be held?
4. What is the purpose of an announcement?
5. What does the announcement expect people to do?
6. What are announcements for?
7. What details are included in an announcement?
Valuing: Who pay the taxes? What may happen if many people do not pay taxes? Since you
are not paying taxes yet, how may you help your community? Why must we take
care of structures that were built from people’s taxes?
6. Grammar Awareness:
a. Preparation:
The pupils listen again to the announcement. Have them identify adjectives used in
the announcement.
Ask: What adjectives were used in the announcement?
b. Presentation and Abstraction:

Here are the adjectives in the announcement. Try to understand the meaning of each.
Choose a word from Box A that has its similar meaning. Then, choose from Box B a
word that has its opposite meaning. Write it in the chart. The sentences will help you.
A B
alert engaged indifferent lazy
diligent mindful unaware uninvolved
 Father is a conscientious worker. He works even if it is late. He never stops

unless he is done.
 Many people are now aware that the environment should be taken care of.
 Everyone should be involved helping the victims of earthquake in Bohol.
 The government is calling for all people to take care of the rivers and
streams. We have to be responsive by not throwing any trash into the rivers
and streams.
( Note: The answers were given as guide to the teacher but should be
presented to the class without the answers.)
Adjectives Similar Meaning Opposite Meaning
conscientious diligent lazy
aware mindful unaware
involved engaged uninvolved
responsive alert indifferent
What do you call the words at the first column? What are adjectives?
Words having similar meanings are called synonyms.
Words having opposite meanings are called antonyms.
c. Generalization:
Synonyms are words that have similar meanings
Antonyms are words that have opposite meanings
d. Practice:
( Refer to LM, Activity 1, page ___)
Evaluation:
Assignment:
Describe two persons that you know very well. Use at least two adjectives that are synonyms
and two adjectives that are antonyms in describing them.
Day 3
Objectives
 Use words unlocked during story reading in meaningful texts.
 Give one’s reaction to an event or issue read.
 Identify synonyms and antonyms of grade-level adjectives.
 Correctly spell words in the list of vocabulary words and the words in the selection
read.
1. Spelling test ( Refer to the list of community helpers as words for the week)
2. Sharing of assignments. The teacher calls for volunteers to read to the class the answers
to the questions given as assignment.
1. Reading
a. Unlocking of Word Difficulties
The following words are unlocked using contextual clues.
professional model sincere honest
salary polite benefits
b. Activating Prior Knowledge

Do you join clubs in school? What club would you be interested to join?
c. Motive Question:
How do you join a club?
d. During Reading
Read the following:
Do you have a sweet singing voice? Are you a graceful dancer? Can you act well?
Then, be one of us. THE GIFTED GUILD is in need of members.
There will be auditions on December 16, Monday at 1:00 to 5:00 in the afternoon at
Santa Teresa School Gym.
Be confident!
Be involved!
Be YOU!
e. Comprehension check:
1. What kind of selection have you read?
2. What is the purpose of the announcement?
3. Do you think you would qualify as a member of this club? Why?
f. Skill development:
Group the class into three. Give each group a task card.
Group 1:
Honesto found a wallet with P500 in front of the school gate. What must
Honesto do?
Group 2:
Pieces of paper, food wrappers and fruit peelings litter the sidewalk near your
house. What must you do?
Group 3:
It’s Teachers’ Day. You want to give your teacher some flowers. Is it all right
if you pick flowers from your neighbor’s garden? What should you do?
Evaluation: The pupils are evaluated based on the group reporting.
2. Grammar
Find-a-Pair Game
The teacher distributes word cards with synonyms and antonyms of the words used
in the advertisement. The teacher flashes the word, then says “synonym” or
“antonym”. A pupil who holds the word card with the synonym or antonym of the
given word must give the word card to the teacher. ( give incentive such as star cut-
outs to pupils who can give the correct pair)
good high diligent
honest many best
Practice:
(Refer to LM, Activity 3, page ____ )

Evaluation:
( Refer to LM, Activity 4, page _____ )
Assignment:
Look for advertisements on newspapers. Cut out at least two samples of

advertisements of items for sale which you wish to buy. Paste them on short bond
paper. Then underline the adjectives used in the advertisement.
Day 4
Objectives
 Give one’s reaction to an event or issue read.
 Identify synonyms and antonyms.
 Correctly spell words in the list of vocabulary words and the words in the selection read.
Spelling test (Refer to the list of community helpers as words for the week)
1. Preparation
Have the pupils post their cut-out advertisements on the “Ads Corner” (prepared
beforehand by the teacher)
2. Strengthening of Skill
 Group the class into three or four. ( Small group is suggested)
 Give each group a cartolina or manila paper.
 Alternately assign each group to visit the Ads Corner.
 Let each group list down the adjectives they could find in the advertisements
posted.
 After each group had visited the Ads Corner, let them give as many
synonyms and antonyms as they know about the adjectives in a chart like
below
Advertisements Synonyms / Antonyms Community Helpers
 Presentation and processing of group outputs

3. Think-Pair-Share
Form dyads. Let each pair discuss and share ideas on the following:
- How can you be a community helper when you grow up?

- As a community helper, what characteristics must you have to be a good
community helper? Why?
- Why should a community helper be honest, courteous and helpful?
4. Big group sharing

Pairs will join two more pairs and share what they have shared to the other pairs.
5. Evaluation is based on the processing of the big group sharing of the pupils.
Day 5
Objective:
1. Write an announcement.
Spelling Post Test
1. Have the class reread the following announcement:
Do you have a sweet singing voice? Are you a graceful dancer? Can you act
well? Then, be one of us. THE GIFTED GUILD is in need of members.
There will be auditions on December 16, Monday at 1:00 to 5:00 in the

afternoon at Santa Teresa School Gym.
Be confident!
Be involved!
2. Strengthening of Skill
What is the
Beannouncement
YOU! about?
What information must be included in the announcement?
Why should we be specific on the date, time and place of the activity?
3. Practice:
Evaluation:
Assignment:
1. Make an announcement for a clean-up drive on your barangay. Write it on a clean manila
paper or cartolina.
2. Bring to the class your recent water and electric bills.
Week 33
Theme: Energy Sources: electricity, gas/wood for cooking/wind/solar
Genre : Stories in the Community
Objectives:
A. Oral Language
 Participate in and initiate more extended social conversation or dialogue with
peers, adults on unfamiliar topics by asking and answering questions,
restating and soliciting information
B. Fluency
C. Spelling
selection read.
D. Composing
next, then and last.
E. Grammar Awareness
 Compare adjectives
 Use synonyms and antonyms in sentences.
 Give one’s reaction to an event or issue by expressing a fact or an opinion
I. Study Skills
 Make a two-level outline for report.
II. Subject Matter
A. Topics
B. 3-5 step procedural paragraph
C. Degrees of Comparison
D. Fact / Opinion
E. Two-level outline
Value Focus: Energy Conservation
Taking Care of Resources
B. References
C. Materials: cross-word puzzle, brown envelopes, letter-cards, two big and small pails, word
cards inside the pails,
III. Procedure
Day 1
Objective:
Participate in and initiate more extended social conversation or dialogue with peers, adults on
unfamiliar topics by asking and answering questions, restating and soliciting information
A. Pre-Assessment
1. Oral Language and Vocabulary Development
a. Preparation
 Have each pupil bring out their recent water and electric bills. ( pre-assigned)
 The teacher will ask the class what the bills are for.
 Have the pupils compare their electric and water bills. Let them find out who
among from them has the highest water bill, highest electric bill. Let them
look for a pupil whose water, electric bill is the lowest.
 The teacher asks the class, “Why do you think ____ family has the highest
water bill? electric bill?”
b. Brain Walk Activity

Group the class into three. Give each group an envelope with two sheets of
paper inside. The following question is printed on one paper: “What are different
sources of electricity?” and “How can you help conserve electrical energy?” on the
other sheet. At the teacher’s signal, the envelope should be opened by the assigned
leader. Then, the sheets of paper should be passed around and each group member
should write his / her answer on the sheet of paper. After five minutes, the teacher
rings a bell or says “stop”. The leader puts back the sheets of paper into the envelope
and submits it to the teacher.
The envelope of Group 1 will be given to Group 2, Group 2’s envelope will be
given to Group 3 and Group 3’s to Group 1. The same procedure will be done.
After the third round, the envelope will be given to the original group. Then
the group summarizes the ideas in a manila paper.
Group reporting follows.
2. Evaluation: Pupils will be evaluated based on the group cooperation and presentation of
ideas.
3. Assignment: Ask your parents or any adult at home other resources at home.
Day 2
Objectives:
1. Give one’s reaction to an event or issue heard.
2. Identify synonyms and antonyms
3. the words in the selection read.
1. Spelling
Make-A-Word Game:
The teacher will distribute letter-cards to the pupils. Then, they will try to make or form a
word out of the letters given by the teacher. Then, post the words on the board.
(The process is repeatedly done for every word to be formed.)
The following words are suggested as spelling words:
miserable great loud large
destructive quiet safe dangerous
Pupils read and spell orally the spelling words for the week.
2. The teacher calls volunteers to share to the class their assignment.
1. Unlocking of word difficulties
The following words are unlocked using contextual clues
fault calamity befall discharged destructive overload

Had there been fire incident in your place? What was the cause of the fire? Can electricity
cause fire? How? Why?
3. Motive Question
What is Ben’s fault?
4. Listening to a story
Ben’s Fault
by: Gretel Laura M. Cadiong
“Fire! Fire!”
The loud shout woke Ben up. He heard again louder shouts. Immediately, he
got up and ran out of the room. A thick smoke met him. Ben could hardly breathe and
started coughing. “Mother! Mother! Please help me,” he shouted. The last thing he
remembered was a black shadow coming to him.
When he woke up, he was in a hospital bed. His sad mother was beside him. “Thank
God, Ben, you are now safe,” mother told him.
“What happened, Mother?” The silent reply of his mother told Ben a great
misfortune befell their family.
After Ben was discharged from the hospital, they went home into the evacuation
area
5. where more thanCheck
Comprehension twenty families were sharing. Like Ben’s family, their houses and
a. What calamity
their belongings were eatenaffected
up byBen’s family?
the big fire.
b. What happened to Ben during the fire incident?
c. One day,did
Where some
Ben firemen came stay
and his family to the evacuation
after center. their
a big fire burned Theyhouse?
told the people
d. destructive
that the What causedfire the
wasbig fire? by an overload of electrical appliances.
caused
e. Why did Ben feel sad?
f. What
Ben felt could be
miserable. HeBen’s fault? remembered the computer, the TV set and his
suddenly
cellphone charger that he did not unplug the night before the fire broke out.
Valuing:
Why should we avoid plugging several electrical appliances in one outlet?
How can we conserve electrical energy?
Why must we conserve it?
6. Group Sharing
Group the class by four’s or five’s. Assign a leader and a secretary to each group. Assign
a task to each group.
Group 1 Decide what your group will do on the following issue:
A family was caught by the authorities using a “jumper”, a device that taps
electrical connection. This act is considered stealing.
Should the family be penalized or punished? Why?
Group 2 Your family pays three thousand pesos every month for the electric bill.
Suggest ways so that your family will consume less electricity and thus, pay lesser
electric bill.
Group 3 Every Christmas, your family decorates the house with many Christmas
lights. This year, your parents decide not to buy new Christmas lights and instead use the
old lights.
Do you think this is good? Why? What must your family do?
7. Have each group report to the class the ideas or opinions of the group regarding the
issues.
8. Grammar
a. The teacher rereads the story. The pupils will list down the adjectives they would
hear from the story.
b. Have the pupils write on the board the adjectives they listed down.
loud safe twenty miserable destructive
great
thick silent big sad black
Let the pupils find words that can be paired off as synonyms or antonyms.
What are synonyms? What are antonyms?
c. Practice: ( Refer to LM, Activity 1, page ____ )

Word Puzzle Game
2s 1g l a 5d
m a
a 3s 2t h i n
1w l o g
3h e l p f u 4l e
i t a r
4t i n y r o
e g u
5q u i e t s
Across
1. antonym of miserable or sad

2. antonym of thick
3. antonym of destructive
4. antonym of big or great
5. synonym of silent
Down
1. antonym of black
2. synonym of tiny
3. antonym of loud
4. synonym of big
5. synonym of destructive
Evaluation:
Tell an opposite idea or opinion on the following. Explain why you have that opinion.
Electricity is unimportant. There are other resources that we can utilize to make our
appliances work.
Assignment:
List down some ways that can be done to avoid fire due to electricity.
Day 3
Objectives:
 Read aloud with an accuracy of 95-100%

 Give one’s reaction to an event or issue read
 Identify synonyms and antonyms.
 Use synonyms and antonyms in sentences.
1. Spelling
The teacher conducts a spelling test on the words for the week ( refer to Day 2)
2. The teacher calls volunteers to share to the class their assignment
1. Unlocking of Word Difficulties
The following words are unlocked through contextual clues
wasteful overflowing continually

Why is water important? Can we consider water as an energy source? Why?
3. Motive Question
Why is the story entitled “Wasteful Maki”?
4. Reading of a story
The pupils read the following story:
Wasteful Maki
One day, Maki opened the faucet and thought “I wonder if the water would
run out if I would not turn the faucet off.” So he turned on the faucet and let the
water continually flow. Ten minutes… twenty minutes…thirty minutes… one hour
passed but the water continued to flow. “Oh, I think this would never stop.”, Maki
said.
One, two… two more hours passed but the water never stopped. While
waiting for the water to stop, Maki fell asleep. Suddenly, the water stopped. No
more flow. No more water “Aha!” Maki said, “At last you stopped flowing!”
Suddenly Maki felt thirsty. But there was no water in the pitcher. There was
no water in the faucet. He ran outside to ask water from his neighbors. But there
was no water everywhere.
“Please give me some water.”, Maki shouted and cried.

“Maki! Maki!”, called Mother.
 What did Maki Makido?

suddenly woke up. “Why are you crying?”, Mother asked. “The pail is
 Whyoverflowing
did he let the
withwater flow
water. Youcontinuously?
have not turned off the faucet again,” Mother added.
 What happened to Maki?
 Where did he“Oh, go to ask you,
thank for water?
Mother. At last the water is back,” Maki said.
 Who woke him up?
 Why was he happyMotherwhen his mother
wondered told him
why Maki saidthat
it. the water was still flowing from the faucet?
 Is it possible that water will run out? Why?
Valuing: Why must we conserve water?
Aside from using water to clean, to cook and to keep people, animals and plants
alive, what does it serve us?
Ma. Cristina Falls provide electricity to some places in Mindanao. Do you know of
other places that get their electricity from water?
5. Fetch-A-Pair Relay
Materials:
- two small pails

- two big pails
- word cards inside the small and big pails that can be paired off as synonyms or
antonyms.
Group the class into two. Give each group a small pail. The group will have a race to fetch
a synonym or antonym from the “well”. ( a bigger pail )
The first pupil in the line will run to the “well” bringing the pail. Next, he or she will look for
the synonym or antonym of the word that will be flashed by the teacher. After getting or
“fetching” a word, the pupil will put it in their pail, runs back to the line, then give the pail to
the next pupil who will again “fetch” a synonym or “antonym”. The procedure is done until
all the members of the group is able to “fetch” a synonym or antonym.
The group who gets the most number of correct answers wins.
Evaluation: Have the pupils use the words they “fetched” in sentences.
Assignment: List down some of the practices you do at home to:

a. conserve water
b. conserve electricity
Day 4
Objectives:
1. Give one’s reaction to an event or issue read

2. Write a 3-5 sentence procedural paragraph using signal words such as first, next, then and
last.
1. Spelling
Conduct a spelling test on the words for the week (refer to Day 2)
2. Call volunteers to read to the class the answer of the given assignment
1. Preparation/ Recall of concept:
Have the class reread the story “Wasteful Maki”
Let the pupils arrange the following events taken from the story:
- Maki fell asleep

- Mother woke him up
- Maki opened the faucet and let the water flow to see if it will run out of water.
- He asked for water but there was no water
- He was happy there was water.
Ask the pupils to write a paragraph using these sentences.
What signals words were used?
2. Strengthening of Skill:
Have you heard about people getting sick because of dirty water? What do you think is
the cause?
Most of the people affected with sickness due to dirty water are those who temporarily live
in evacuation centers. Why do you think so?
What should the government do so that this can be avoided?
If you would be asked, what advice can you give so that people can avoid getting sick
due to dirty water?
Ask the pupils to express their opinions on these issues.

Read the following:
What must you do when you are not sure that the water is not safe for drinking? Here are
the ways to do it.
1. Bring water to boil.

2. Let the water keep boiling for 5 minutes
3. After 5 minutes, lower the fire and let it boil for 5 minutes more.
4. Cool the water in the boiling pot.
5. After it cools down, place the water in clean containers.
6. Chill it before drinking.
3. Abstraction:
What is the selection about? ( It is about sterilizing or purifying water to drink.)
What do the sentences in the text explain? ( a process or a procedure)
How are the steps in a process given? ( in sequence)
What signal words may be used to show the different steps?
4. Practice:
Guide the class in writing a procedural paragraph using the above steps by suggesting
correct signal words.
The paragraph should be written collaboratively on the board which may appear like this:
What must you do when you are not sure that the water is not safe for drinking? Here are
the ways to do it. First, bring water to boil. Second, let the water keep boiling for 5
minutes. After 5 minutes, lower the fire and let it boil for 5 minutes more. Next, cool the
water on the boiling pot. After it cools down, place the water on clean containers. Lastly,
chill it before drinking.
Evaluation:
Assignment:
Write a paragraph on what you do to prepare for school.
Day 5
Objective:
1. Make a two-level outline for a report
1. Spelling
Conduct a post test on the words for the week
2. Call on volunteers to share to the class their assignment
1. Preparation:
Have the class read the following paragraph:
How To Make a Paper Bag Mask
First, put the paper bag on your head. Next, point to the center of both eyes then
draw a dot on the bag. Third, point to the center of the mouth and draw a line. Next,
remove the paper bag from your head. Then, draw the mask features. After that, cut out
the eye holes and mouth hole. Lastly, decorate your mask.
2. Recall of concept:
What does the paragraph tell?
Show the following to the class:
How To Make a Paper Bag Mask
1. Put on the paper bag on your head.
2. Point to the center of both eyes then draw a dot on the bag.
3. Point to the center of the mouth and draw a line.
4. Remove the paper bag from your head.
5. Draw the mask features.

The teacher asks the class what other ways can they prepare to present or show the
6.
steps. Cut out the eye holes and mouth hole.
7. them
Show Decorate your mask.
the following:
I. How To Make a Paper Bag Mask
A. Put on the paper bag on your head.
B. Point to the center of both eyes then draw a dot on the bag.
C. Point to the center of the mouth and draw a line.
D. Remove the paper bag from your head.

What do you call this? What is an outline?
E. Draw the mask features.
Can you still remember how to make an outline?
F. Cut out the eye holes and mouth hole.
3. Practice:
G. Decorate
Make an outline of the your mask.
following paragraph:
What must you do when you are not sure that the water is not safe for drinking? Here
are the ways to do it. First, bring water to boil. Second, let the water keep boiling for 5
minutes. After 5 minutes, lower the fire and let it boil for 5 minutes more. Next, cool the
water on the boiling pot. After it cools down, place the water on clean containers. Lastly,
chill it before drinking.
Evaluation:

Quarter IV
Week: 34
Theme: Conserving energy and other resources
Genre: Story (Energy Consumption)
Objectives:
A. Oral Language
 Talk about famous people, places, events, etc. using expanding vocabulary
in complete sentences/paragraph.
B. Fluency
 Read aloud grade level text with appropriate speed* (note: should include
benchmarks on number of words per minute once research and data have
been gathered)*
C. Spelling
selections read
D. Composing
next, then and last
E. Grammar
 Use correctly different degrees of comparison of adjectives (same degree,
comparative, superlative)
 Use the combination of affixes get the meaning of words
 Infer important details from an informational text
I. Study Skills
 Identify and discuss information from simple line and bar graphs.
II. Subject Matter:

A. Topics:
1. Talking about famous people, places, events, etc. using expanding vocabulary in
complete sentences/paragraph
2. Writing a 3-5 sentence procedural paragraph using signal words such as first,
next, then and last
3. Using correctly different degrees of comparison of adjectives (positive degree,
4. Using the combination of affixes and root words as clues to get the meaning of
words (note: align with specific competencies in grammar awareness)
5. Inferring important details from an informational text
6. Expressing interest in texts by reading available print materials
7. Identifying and discussing information from simple line and bar graphs.
Value Focus: Use energy resources wisely.
B. Reference:
C. Materials:
III. Procedure
Day 1
Objectives:
 Talk about famous people, places, events, etc. using expanding vocabulary in complete
sentences/paragraph
 Correctly spell words in the list of vocabulary words and the words in the selections
read
A. Pre-assessment:
Unscramble the letters to form a word. Use the clues given.
1. tawre
A very important resource that man, animals and plants need in order to live.
2. oodf
We may live for a number of days even without taking it but we would surely get
weak and sick.
3. telrciceity
It is an energy that makes appliances such as TV, refrigerator and rice cooker
work.
4. ncevores
A very important reminder for everyone that we should take care of our
resources.
B. Learning Activities
1. Oral Language and Vocabulary Development:
A. Guessing game: “Pinoy Henyo Game”
Mechanics of the game:
1. Let each pupil find a pair.

2. Ask for the first to volunteer to do the Pinoy Henyo game.
3. One of the pairs will be the guesser, where the word to be guessed printed on a card will
be on her forehead, while the other one is the one who will give the clues so that the
guesser can give the right word. Words that are related with energy and other resources
must be used, ( water, food, electricity, gas, etc. be given)
4. Have other pupils who are not on board with the guessing game refrain from coaching.
5. Pairs who give the right word get a prize.
B. Processing of the game is done.

Why do you think your partner was able to give the correct word? What do you
think one must do so that others will understand what you want to him/her to do?
As the guesser, what helped you gave the word correctly?
2. Vocabulary Development
illus sun
appliances water faucet Liquified Petroleum Solar
Gas
a. TV sets computer and refrigerator are electric ________________.

b. Turn off the _______ when not in use.
c. Most homes use ______ to cook meals.
d. Energy that comes from the sun is called ______ energy.
Day 2
Objectives:
 Use correctly different degrees of comparison of adjectives (positive degree,
read
Learning Activities:
A. Preliminary Activities:
Spelling Lesson:
Study the following words.

a. intelligent
b. imaginative
c. happiest
d. wonderful
e. meaningful
f. hopeful
g. attractive
h. symbolic
B. Developmental Activities:
Listening to narrative or informational text
1. Unlocking of Difficulties: ( thru contextual clues)

Replace each italicized word or words with the correct synonym from the box.
. theme factual traditional bronze statue
masterpiece
The 1986 EDSA Revolution sculptor achievement
was a true happening.
a. Evelyn talked about different mammals in her report. Animals were the subject of her
report.
b. The design of the house is fashioned after our ancestors’ house. It is a conventional
house.
c. His accomplishment is indeed great.
d. Guillermo Tolentino is a known craftsman.
e. It’s not easy to design the best piece of work.
f. Tolentino’s works are not exactly abstract.
2. Motivation:
a. Listening to music.
Close your eyes for a minute and listen to a music played for you. While listening, pretend
you are a sculptor and try to do your masterpiece mentally. When the music stops, open your
eyes and tell the class about your winning piece of work.
b. Show pictures of the “The Oblation” and “The Cry of Balintawak”

Ask: Have you seen these monuments?
Where is each monument found?
What does the Oblation symbolize?
What historical event is shown by the Cry of Balintawak monument?
Who made the monuments?
3. Raising of Motive Question:

The highest honor a Filipino artist can receive is to win the National Artist
Award. This award was given to the famous Filipino artist in the selection you will be
listening to. He received many awards because of his amazing and artistic works.
What would you like to ask about the text?
Expected Motive Questions:
Why is Guillermo Tolentino called the “Father of Philippine Arts”?
4. Listening to the story:

Have pupils listen attentively as you read the story to the class.
The Father of Phillippine Arts
( by Mrs. Raquel C. Solis)
A famous Filipino sculptor, Guillermo Tolentino is known as the “Father of

Philippine Arts.” He got the highest honor as an artist.
His first national award was in 1930 for his of the Bonifacio Monument in
Caloocan City. Next, was “The Oblation” life-size statue of a naked man in UP.
This big bronze statue is regarded by the students as the symbol of youths’ high
aspirations for truth. Then he got another outstanding achievement in his Bonifacio
monument in Liwasang Bonifacio in front of the tall Philpost building..
The Cry of Balintawak was the theme of his winning design in the contest
for the most symbolic interpretation of the Supremo of the Katipunan. This was the
most imaginative representation of factual and traditional events.
He has a way of creating masterpieces. He first devoted a great portion of

his time to read more books. Next he approached some more reliable sources than
himself for first-hand enlightenment. Then he began to formulate simpler designs
than the one he would originally make. Afterwards, he made little monuments and
lastly made the masterpiece.
5. Comprehension check:
a. Answer the motive questions orally.
Who was this Filipino artist?
What were the awards that he received?
b. Answering other questions about the text.
What title has been given to Guillermo Tolentino?
Did he deserve the title? Explain
What is the historical significance of each monument or statue he designed?
In your opinion, why was Tolentino’s work chosen for the national award?
Is this story about Tolentino real or fanciful? Explain your answer.
c. Engagement Activity
Group the class into three. Give each group a task card. Let each group
brainstorm their opinions about the given to their group.
- Group 1: The following statement is taken from the text listened to. Tell something
about it.
Guillermo Tolentino got the highest award as a Filipino artist. Why do you
think he received the highest award?
about it.
He read more books before designing his masterpiece. Why was there a need for
him to read books?
about it.
Guillermo Tolentino is known as the “Father of Philippine Arts.” Do you think
he deserves it.
6. Skill Development: ( Expressing Fact and Opinion)
Read the following sentences:
 The Cry of Balintawak is the most symbolic interpretation of the Supremo of the
Katipunan.
 The Cry of Balintawak the most symbolic interpretation of the Supremo of the
Katipunan.
B
 Guillermo Tolentino got the highest honor as an artist.

 His first national award was in 1930 for his of the Bonifacio Monument in
Caloocan City.
Which sentence can be proven true? Which sentence is based on one’s

judgment?
A fact is true. It can be checked and proven.

An opinion is an idea, a belief or a judgment that cannot be proved.
The following statements are taken from the selection. Tell whether each one is a fact or
an opinion. Explain your answer.
a. Guillermo Tolentino was a Filipino sculptor.

b. Guillermo Tolentino was given the National Artist Award for making the Bonifacio
Monument in Caloocan City.
c. “The Oblation” is a life-size statue of a naked man which is found in the UP Campus.
d. This big bronze statue is regarded as the symbol of the youth’s high aspirations for
truth.
e. He is known as the “Father of the Philippine Arts”.
How do you know it is a fact? it is an opinion?
1. Preparation:
Have the pupils underline all the describing words in the selection they read.
What do describing words do?
What are describing words called?

What are adjectives?
2. Presentation:
Read the sentences and notice the underlined adjectives. Tell which word is
described in each sentence and encircle it.
a.
Guillermo Tolentino was a famous sculptor.
b.
His designs were simple.
c.
He began to formulate simpler designs than the one he would originally make.
d.
He approached more reliable sources than himself for first-hand enlightenment.
e.
He got the highest award as an artist.
f.
The Cry of Balintawak monument was the most symbolic interpretation of the
Supremo of Katipunan.
3. What word is described in sentence a? sentence b?
The adjectives are in positive degree.
They are in the simple form or positive degree.

What words are described in sentence c? sentence d?
Are they being compared?
The adjectives are in comparative degree.
What suffix was added to the adjective in sentence c?
What word was added to the adjective in sentence d?
What word is described in sentence e? sentence f?
The adjectives are in superlative degree.
What suffix was added to the adjective in sentence e?
What word was added to the adjective in sentence f?
Fill out the chart. Compare how the three degrees of comparison are used:
Positive Degree Comparative Degree Superlative Degree
-Adding the suffix –er - Adding the suffix –est
simple simpler simplest
high higher highest
-Adding more or less - Adding most or least before

before the word the word
more famous most famous

famous
more reliable most reliable
reliable
Generalization:
Adjectives are the words used to describe nouns and pronouns

Degrees of adjectives are: positive degree; comparative degree and superlative
degree
Positive degree is the primary form of adjective, it has no comparison or relation with
others
Comparative Degree – shows relationship; a comparison of two things, places,
events, groups and others by adding the suffix –er or adding more or less to the
adjective.
Superlative – uses an expression that is in the highest degree or highest order of all.
The suffix –est is added to the adjective or the words most or least are added before
the adjective
Guided Practice:
( Refer to LM, Activity 1, page _____)
Evaluation: To complete each sentence, add –er, -est, more or most to the adjective in
parenthesis.
(Refer to LM, Activity 2, page _____)
Assignment: Use the following adjectives to compare the given noun. Use the three degrees of
comparison:
Example: hair – long – Mina, Nena, Lyka
Mina has long hair.
Nena has a longer hair than Mina.
Lyka has the longest of them three.
1. house – big – Mr. Santos, Mr. Salcedo, Mr. Lim

2. shirt - loose – Ramon, Jerry, Kit
3. delicious – spaghetti, cake, chicken
Day 3
Objectives:
Read aloud grade level text with appropriate speed

Use the affixes to get the meaning of words
Infer important details from a narrative
Correctly spell words in the list of vocabulary words and the words in the selections
read
 Spelling Lesson:
Test again on the descriptive words found in the texts.
(Please refer to the list of spelling words in the first day)
 Checking and discussion of the assignment
1. Pre- Reading of a story
 Unlocking of Difficulties ( use pictures and context clues)
heaved a deep sigh

conserve
scattered
unused
 Motivation / Activating Prior Knowledge

Has there been any brownout in your place?
Show picture of places where there is shortage of water supply or there is a

brownout.
What do you experience when there is a brownout? / shortage of water supply?
Why are electricity and water very important resources?
 Motive Question:
What made Teresa realized her mistakes?
2. During Reading:
Reading by the pupils: by class; by group; by pair; individually
Dark Light
Teresa hurriedly gathered her books and placed them in her bag. “Bye, mother, I have to
go now,” she said while kissing Aling Tina.
Aling Tina heaved a deep sigh as she went into her daughter’s room and started keeping
it in order. A heap of clothes on her bed, scattered unused paper on the floor, dripping water from
the faucet and the uncovered tube of toothpaste were usual sights every morning. As she went
into the kitchen, Teresa’s half-eaten breakfast was still on the table. Aling Tina shook her head.
“Oh, when will Teresa ever learn to conserve all these things?”, she told herself.
One day, Teresa went home with a letter from the school. She excitedly asked her
mother, “Will you permit me to join a Girl Scout activity on Saturday and Sunday in Barangay
Limasawa Mother?” Aling Tina thought for a while but said, “ I will permit you Teresa but never
disobey what your teacher tells you to do.”
The following Saturday, Teresa with some Girl Scouts was set for the Scout Activity. Not
long after, the group was in Barangay Limasawa, the farthest barangay in their town.
With eagerness, Teresa thought they would pitch a tent where they could sleep and rest.
But to her surprise, her teacher announced that each of them would separately stay in the house
of the residents.
Soon, Teresa stayed with Mang Tony and Aling Dora’s family. She found out that the
barangay has no electrical and water supply so she had to wake up early to fetch water for
bathing. During the night, she missed watching some of her favorite TV programs and could not
play video games. But most of all, the dark night caused difficulty in doing the activities the
teacher asked them to do. “Kerosene lamps have dark lights.” , Teresa thought.
The two-day camping soon ended. Teresa was very happy to be home. She decided to do something. The dark
light made her saw the right thing to do.
3. Post Reading Activities

 Why was Teresa in a hurry?

 What things were not taken care of by Teresa? Why do you say so?
 What activity did she join?
 What was the source of light in the barangay at night? Why was it so?
 What kind of light did the kerosene lamp have?
 Did Teresa enjoy her camping experience? Why or why not?
 What lesson did she learn from her camping experience?
 Why is there a need to conserve electricity and water?
 What other things or resources do we have to conserve? Why must we do it?
4. Skill development: ( Making Inferences)

To infer is to guess something that is not explicitly
stated in the text.
 Have the class reread the following parts of the story:

a. A heap of clothes on her bed, scattered unused paper on the floor, dripping water
from the faucet and the unclosed tube of toothpaste were usual sight every morning.
As she went into the kitchen, Teresa’s half-eaten breakfast was still on the table.
The teacher asks the class: “What kind of person Teresa is? Why do you have such a
guess? What helped you make such a guess?
b. Teresa gathered her books and placed them in her bag

Where do you think Teresa is going? Why do you have such a guess? What helped
you make such a guess?
c. Teresa was very happy to be home. She decided to do something. The dark light
made her saw the right thing to do.
What do you think Teresa is going to do? Why do you have such a guess? What
situations helped you come up with such a guess?
Were your guesses based on the situations you observed? What kind of guess do
you make? Why are they called educated guess?
5. Generalization:
A guess based on the situations that have been observed is called an inference. It is an
educated guess.
6. Application:
 Give your inferences on the following situations:
a. The table has books opened to pages with highlighted texts. The paper has some
notes written on it. The study lamp was on.
What could the person using the table be doing? Why do you say so?
b. Erlin’s sweat dropped to her brow. It was noontime but there were still some packs of
delicacies on her basket. She shouted all the more, “suman, suman, delicious
suman!”
What could be Erlin’s work? Why do you say so?
c. Allan was surprised. The money her mother gave her was not inside his pocket.
When he dug deeper into the pocket, she felt there was a hole.
What must have happened to Allan’s money? Why do you say so?
C. Evaluation:
Give an inference on the following situation:
1. Nerissa stood in front of the class. She read a story. Then, she told the children to
write something on their paper.
What do you Nerissa is doing in front of the class?
2. Drops of water came out from the faucet even if it was unopened. It went on for
the whole month.
What do you might have happened at the end of the month?
D. Assignment:
List down on the following chart some of the ways you and your family conserve water and
electricity and other resources that have to be conserved. Do it on your notebook.
Ways to Conserve Electricity Ways to Conserve Water Other resources at home

that we conserve
Day 4
Objectives:

 Write a 3-5 sentence procedural paragraph using signal words such as first, next,
then and last.
 Use correctly different degrees of comparison of adjectives (positive degree,
read.
Learning Activities :
A. Preliminary Activity:
Spelling of the words studied in the previous days ( see list )
Use mini board for the pupils to write the dictated spelling words.
1. Preparation: Have pupils share practices their family do to conserve water and electricity
and have them tell the class what other resources at home they conserve.
2. Strengthening of Concept / Skill:
 Group the class into four. Give each group a task card. After 6 minutes, ask the
group to present to the class their output.
Group 1 – List down as many inferences as you can if electricity would not be
conserved.
Group 2 – List down as many inferences as you can if water would not be
conserved.
Group 3 - Make a comparison of a place with and without water supply. Use
adjectives in different degrees of comparison.
Group 4 – Make a comparison of a place with and without electric supply. Use
adjectives in different degrees of comparison.
 Processing of group outputs.

What is an inference? Why were you able to come up with those inferences?
What degrees of comparison were used? What does a superlative degree of

adjective tell? What does a comparative degree of adjective tell?
 Have the class read the following events taken from the story “Dark Night”. Let
the pupils arrange it according to how it happened in the story and write it into a
paragraph.
( Note: the following sentences should be written on the board or on a chart)
___Teresa attended a Girl Scout activity.
___Teresa did not know how to care for things at home.
___The group stayed in a place with no electric and water supply.
___Teresa decided to change her attitude.
___She fetched water every morning and could not watch her favorite TV
shows.
 What signal words were used?
3. Evaluation:
Write the following sentences in a paragraph form using the correct signal words.
Then answer the questions that follow:
She placed the eggs on a pan.
At 6 o’clock in the morning, Mother bought some eggs.
The eggs were brought to boil.
She put some water on the pan and added little salt.
After several minutes, the boiled eggs were placed in a bowl with cold water.
The boiled eggs were served.
a. What kind of meal do you think was served?

b. Give at least two reasons for your inference.
4. Assignment:
Find out how much is your electrical bill from the month of August of the current year to
December. List it down on your notebook.
Day 5
Objectives:
1. Identify and discuss information from simple line and bar graphs.
2. Correctly spell words in the list of vocabulary words and the words in the selections read.
Spelling Post Test
1. Preparation:
Have the class present or share the previous day’s assignment.
Ask the class what could be an easier and more comprehensive way to show the
monthly bill of a household?
Recall to the class the use of a bar graph.
2. Presentation:
Study the following graph that shows the monthly electric bills of three families.
Electric Bills of Three Families
3. Abstraction:
What do you see? What information is given by the illustration?
What does the vertical line with numbers show?
What does the horizontal line with months mean?
What does the whole bar graph tells?
Whose family is represented by the blue bar? by the red bar? by the green bar?
Whose family has the biggest bill on the month of September? October? November?
December?
Whose family has the least bill on the month of September? October? November?
December?
From among the three families, whose bills were the highest? lowest?
Which month has the bill of the families very high?
Why do you think so?
4. Generalization:
How are the data presented in a bar graph?
How could data be presented in a clearer, organized way?
What is a graph?
5. Application:
Group the class into four. Let them choose three familes from among their members.
Using their electric bills and have each group present the data through a bar graph.
Processing of output is done. Questions about the graph presented by each group
should be asked.
6. Evaluation:
Read and study the following bar graph then answer the questions that follow:
Water Bills for the Months of September to December 2012
1. What is the graph about?

2. Whose family has the highest bill on November?
3. Whose family has the least bill on December?
4. Whose family has the least consumption of water?
5. Whose family has the greatest consumption of water?
Week: 35
Genre: Feature Story
Theme: Helping My Community
Objectives:
A. Oral Language
 Talk about famous people, places, events, etc. using expanding vocabulary in
B. Fluency
 Read aloud grade level text with appropriate speed* (note: should include
benchmarks on number of words per minute once research and data have been
gathered)*
C. Spelling
selections read.
D. Composing
 Write a 3-5 sentence procedural paragraph using signal words such as first, last,
then and next.
E. Grammar
 Identify and use adverbs of time, place and manner.
 Use affixes to get the meaning of words
 Sequence events in an informational text through discussion, illustration, song,
dramatization and art.
I. Study Skills
 Identify and discuss information from simple line and bar graphs.
II. Subject Matter:

A. Topics:
1. Talking about famous people, places, events, etc. using expanding vocabulary in
2. Writing a 3-5 procedural paragraph using signal words such as first, last, then and next
3. Identifying and using adverbs in different degrees of comparison (manner)
4. Using the combination of affixes and root words as clues to get the meaning of words
5. Sequencing events in an informational text through discussion, illustration, song,
dramatization and art
6. Expressing interest in texts by reading available print materials
7. Identifying and discussing information from simple line and bar graphs
Value Focus: Let’s keep our community clean and green.

B. Reference:
C. Materials: rolled sheets with topics, small basket, copies of stories
III. Procedure
Day 1
Objectives:
 Talk about famous people, places, events, etc. using expanding vocabulary in complete
sentences/paragraph
 Correctly spell words in the list of vocabulary words and the words in the selections read.
A. Pre-assessment:
Group the class into four. Have them answer the following:
Write YES if your group agrees with the statement. Write NO if your group disagrees with the
statement.
____ 1. The teacher patiently waited for the pupils to finish their work. The underlined word is
an adverb of manner.
____ 2. “The rabbit runs faster than the dog.” This statement expresses comparison of
adverb of manner.
____ 3. An autobiography is a story about a person’s life written by another person.
____ 4. The words first, second, next and finally will help sequence events in a paragraph.
____ 5. A graph cannot help present data systematically.
The group will be asked to present their answers and be made to give short explanation for
such answers.
1. Oral Language and vocabulary development:

See and Tell
Present some pictures of recent happenings in different parts of the country.
In small groups, have the pupils do a Picture Walk.
Ask: What does each picture show?

What do the people do?
What feeling or mood is shown in each picture?
Listen and Repeat ( Vocabulary Development)
illus of a church and illus of a very big, high

homes destroyed by wave while there is a
earthquake typhoon
destructive ruins filled with fear storm surge
Complete each sentence with the right word or expression.

1. Typhoons and earthquakes are __________. They destroy lives and properties.
2. The people were _______ as they witnessed armed men fighting.
3. The earthquake left the old churches in __________.
4. Because of very strong wind, water from the sea rose up to the lands and caused
_____________.
Listen and Read

Dina: Did you hear the news today, Roy?
Roy: Yes, I saw on TV how destructive typhoon Yolanda was.
Dina: That was terrible. A storm surge caused very high flood that covered almost all the
places in Tacloban City and some parts of Leyte and Eastern Samar.
Roy: Have you seen the dead and injured? People were filled with fear.
Dina: Yes. I saw the ruins of many houses and buildings.
Roy: We have to find ways how we can help the people there.
What news did Dina and Roy learn?
What caused the high flood in Tacloban City and some parts of Leyte and Eastern
Samar?
What did Roy want to do?
Think-Pair and Share

Reflect on these questions:
What should be done when a disaster like typhoon comes?
What help can we give the typhoon victims?
Pair up with a classmate and talk about these.
Share with the group what you discussed.
Evaluation:
The teacher should rate pupils according to how their ideas are presented and teamwork
shown.
Assignment:
Listen to a news report tonight. In your assignment notebook, write at least three sentences
that tell about the news report.
Day 2
Objectives:

 Identify and use adverbs of place and time correctly
 Correctly spell the words in the list of vocabulary words and the words in the selection
read
1. Spelling Test
2. Presentation and sharing of assignments
1. Listening to narrative or informational text
 Unlocking of Difficulties:
a. Mario felt the camera slipped through his hand so he immediately caught it
with his other hand.
b. Pick up pieces of paper and food wrappers scattered around.
c. The tourists were amazed when they saw the beautiful place inside the cave.
d. Their home is not far. They live nearby.
e. The dog was trapped by a fallen branch of a tree.
 Motivation:
Show the class pictures of some flooded areas.

Ask: What do you think are the causes of these situations?
What shall we do to the plastics scattered in the environment?
 Raising of Motive Question:
Let’s read a story of a certain boy who had a dream about plastic or cellophane.
In his dream, the plastic told something to him. He felt afraid on what he learned.
What would you like to ask about the story?
Expected Questions:
a. What was his dream all about?

b. What did the plastic tell to him?
c. Why was he afraid of his dream?
 During Listening:
Teacher reads the following story while pupils listen attentively.
Plastiko
(Mrs. Raquel C. Solis)
One fine morning, as Plas walked fast along Camino Street., his small bag slipped
through his hand. Things from his bag scattered on the ground while a five-peso coin rolled
towards a trash can nearby. Hurriedly, he gathered first his notebooks and pen. Next, he went
to pick his coin up.
While picking up the coin, he saw a piece of dirty plastic lying under the trash bin. To
his surprise he heard the plastic saying, “Friend I’m Plastiko. Please put me in the proper
place.”
Plas was very amazed. In his shock, he said, “Why should I?”
Plastiko answered, “If you leave me here, I might be blown by the strong wind later or
tomorrow. Then together with my friends we would be trapped along water ways and would
obstruct water to flow.” Plastiko answered.
Plas suddenly opened his eyes. He looked around to see where Plastiko was. Then
he sighed, “Oh I must have been dreaming!”
The next day, Plas was thinking of an important mission to do.
 Post Listening
 Comprehension Check
Answering of the motive questions:
a. What was his dream all about?
b. What did the plastic tell him?
c. Why was he afraid of his dream?
Answering of other questions;
1. Who are the main characters of the story?

2. Explain how Plastiko and his friends could create problems in the environment?
3. What could be these problems? Give examples.
4. Compare this story to reality. Do you think this would happen? Prove your
answers.
 Skill development:
Group the class into three. Assign each group to do a task.
Group 1: Show a short dramatization of the story listened to from the first event
to the last event.
Group 1: Retell the story heard through a rap.
Group 3: Retell the story heard through an invented song.
 Preparation:
Study the word / phrases taken from the story “Plastiko”. Notice the word being
described or referred to by these words / phrases.
Phrases that indicate Word referred to Phrases/ word that Word referred to
place by the phrase tell time by the phrase
to school walking one morning walking
along Carmino street walking later trapped
on the ground scattered tomorrow trapped
towards a trash can rolled next day thinking
under the trash bin lying
along water ways trapped
 Presentation
Have the class study the phrases and the word referred to by each phrase or wo
 Abstraction:
What kind of words is being referred to by the phrases or words? Do they denote
action? If that is so, what words are being described by the phrases or words?
The phrases and words are called adverbs.

What do adverbs describe?
What do the adverbs in the first column express?
They are called adverb of place.
Why are they called adverb of place?
What do the adverbs in the second column express?
They are called adverb of time.
Why are they called adverb of time?
 Generalization:
Adverbs are words that describe verbs, adjectives and other adverbs.
Adverbs of time tell when the action takes place.
Adverbs of place tell where the action takes place.
 Application:
Guided Practice 1
Evaluation: ( Refer to LM, Activity 2, page ___ )
Assignment:
Use in sentences the following adverbs of time and place.
1. in the trash can

2. in the ocean
3. late in the evening
4. early
Day 3
Objectives:
 Read aloud grade level text with appropriate speed

 Use the combination of affixes and root words as clues to get the meaning of words
 Identify and use adverbs of manner.
read
1. Spelling Lesson:
1. Unlocking of Difficulties:
Choose the correct meaning of the underlined word in the sentences.
a. The principal relayed the information to the grade three pupils after flag
ceremony.
( sent copied wrote memorized)
b. The grade three pupils participated in the singing contest.
( attacked joined connected attended)
c. The theme of the contest was “Clean and Green”.
( leader result beginning subject)
2. Motivation:
Game: Word Web
Ask: What kind of words did you connect to the word at the center?
Have you experienced joining a contest? What contest was it? Did you win or lose?
How did you feel? How do your parents feel about your participation in the contest?
3. Raising of Motive Question:
You will now read another autobiography written by a grade three pupil. The author of
this autobiography participated in a contest. Her parents were very proud of her.
What would you like to ask about the autobiography?
Expected:
What contest did she participate in?
Why were her parents very proud of her?
4. Reading of the text:
Reading the autobiography by the teacher or by a model reader, next by class, by group,
and/ or individually.
My Life Story
My name is Jiezel Saavedra. I was born on September 21, 2005 in Gabi, Cordova
Cebu. We are five in the family. My father is a seaman and is presently employed in a
private company. My mother is a teacher in Gabi Elementary School, the school where I
study.
When I was four years old, I voluntarily participated in an Art contest in a Kinder
school. Contest details were incompletely relayed to me. Theme was improperly told by the
school janitor. I just learned the theme during the opening program.
I thought I made my design imperfectly. To my surprise, they greatly admired my

work. First, I confidently drew a big heart-shaped figure on the cartolina. Then, I carefully
placed photos of my family at the center. Next, I clearly designed angel on the right upper
portion of the cartolina. Finally, in bold letters I plainly wrote a caption that goes “I love my
family”.
Awarding ceremony finally came. Art winning pieces were proudly brought on
stage. I felt more nervous because my work was there. The host then announced the final
winners. My goodness! I was the champion. The crowd clapped most loudly when my work
was shown. Mama ran to me quickly and hugged me tightly. We came up the stage to
receive the award. My parents were very proud of me.
5. Post Reading
6. Discussion of the text:
Answering motive questions:
What contest did Jiezel join?

Why were her parents very proud of her?
Answer the following questions:
What was her winning piece?

Why do you think did Jiezel win?
Is it good to join school activities? Why?
a. Presentation:
The teacher directs the pupils to be able to give the following words by asking
questions like below: The words should be written on the board as pupils give
them.
How did Jiezel join the contest? ( voluntarily)
How were the guidelines and the theme relayed to her?
( incompletely, improperly)
How did she think her design was? ( imperfectly)
How did the people admire her work? (greatly)
How did Jiezel make her work? ( confidently)
The teacher continues asking the questions until all adverbs of manner have been
given by the pupils.
b. Abstraction:
Ask:
1. What do these words tell?

2. Do they tell us how the something has been done?
3. Do these words describe?
4. How do these words describe?
These words are adverbs of manner.
What are adverbs of manner?
The teacher asks the pupils to underline the root word of each adverb. What affixes
were added to the words?
Did the suffix –ly change the meaning of the root word? What could it mean when one
says greatly, quickly, etc.?
Words ending in -ly normally tell how or how often something is done.
c. Generalization:
Adverbs of manner describe or tell how an action is done.
The suffix –ly added to adjective changes it into an adverb.

d. Application:
Refer to LM, Activity 3 and 4 page ______
C. Evaluation:
( Refer to LM, Activity 5, page _____)
Assignment:
Think of other adverbs of manner and use them in sentences
Day: 4
Objectives:

read
1. Spelling of the words ( see list for the week)
1. Rereading of the story by the pupils with appropriate speed.
2. Individual Activity: Balloon of Understanding:
Directions: Pick a balloon that tells an event from the autobiography being studied.
(Refer to LM page _____)
Group Activity:
Direct the class to reread autobiography. Group them into four. Give each group a task
card.
Group 1 : Role play the part where the character joined the contest.
Group 2 : Show through an artwork how the winning piece of the character
must have looked like.
Group 3 : Illustrate the part where the character was given the award.
Group 4 : Role play the awarding part of the story
3. The teacher directs the class to read the following paragraph from the autobiography:
First, I confidently drew a big heart-shaped figure on the cartolina. Then, I carefully
placed photos of my family at the center. Next, I clearly designed angel on the right upper
portion of the cartolina. Finally, in bold letters I plainly wrote a caption that goes “I love my
family”.
Have the pupils underline words that help tell the order of events.
What do the words first, then, next and finally tell? How do they help us understand
how the events of the story happened?
4. Practice: ( Refer to LM, Activity 6, page ___ )
5. Evaluation:
( Refer toLM Activity 7, page ____)
Assignment:
Complete the sentences by filling up the correct degree of adverbs of manner. Do this
orally.
1. The grade three pupils performed their dance number _______________.

(beautifully more beautifully most beautifully)
2. Rhea sings ______________ than Elma.

(sweetly more sweetly most sweetly)
3. The class president ______________ planned their trip.

(carefully more carefully most carefully)
4. Father painted their kitchen ______________ among the guys.

(badly more badly most badly)
5. He skipped ___________________ down to the road.

(happily more happily most happily)
6. Uncle Lito drove _____________ among the four newly hired drivers.
( fast faster fastest)
Day 5
Objectives:
1. Identify and discuss information from simple line and bar graphs
2. Correctly spell words in the list of vocabulary words and the words in the selections read
A. Learning Activities
1. Preliminary Activities
Spelling of words for the week
Study the graph that shows the number of households having good practices in keeping the
community clean.
Explain to the class the data shown on the bar graph.

A graph helps in presenting data clearly and comprehensively.
This is an example of a bar graph.
Ask:
1. How many households practice putting their garbage in proper places?

2. How many households recycle their garbage?
3. Tell the number of households that practice segregation of waste.
4. Identify the number of households that uses paper bags.
3. Practice:
4. Evaluation:
( Refer to LM, Activity 9 page _____ )
Week: 36
Genre: Autobiography
Theme: Helping our Community
I. Objectives:
A. Oral Language:
 Use expressions appropriate to the grade level to explain or give reasons to
issues, events, news articles, etc
B. Fluency:
 Read grade level texts with appropriate speed
C. Spelling:
 Correctly spell the words in the list of vocabulary words and the words in the
selection read
D. Composing:
 Write a 3-5 step procedural paragraph using signal words such as first, last,
then and next
E. Grammar Awareness:
 Use adverbs of manner in different degrees of comparison
F. Vocabulary and Concept Development:
 Identify and use personification, hyperbole, and idiomatic expressions in
sentences
G. Listening/Reading Comprehension:
 Draw out conclusions from selections heard
H. Attitudes towards literacy, literature and language
 Express interest in texts by reading available print materials
I. Study Skill:
 Identify and discuss information from simple line and bar graphs
II. Subject Matter:

A. Topics:
1. Giving reasons to issues, events, and news articles
2. Identifying and Using Adverbs of place and time
3. Identifying Personification, Hyperbole and Idiomatic Expressions
4. Writing paragraph using signal words
5. Drawing out conclusions
6. Expressing interest in text through Reading
7. Interpreting Ideas Through Line and Bar Graphs
Value Focus: Giving good service to the community
B. Reference:
C. Materials: pictures of a child throwing garbage to the river, flooded area
news report, bar and line graphs, brown envelopes, colored papers and
pentel pens, autobiography “I Am Me”, news article
III. Procedure:
Day 1:
Objectives:
 Use expressions appropriate to the grade level to explain or give reasons to issues,
events, news articles, etc
read
Pre-assessment:
Show a like sign if you say yes to the statement. Show an unlike sign if you say no to the
statement.
1. Adverbs describe verbs, adjectives and another adverb.
2. “The trees stood proudly among the grasses.” This statement is a personification.
3. “I am so happy, I almost reached the sky” states a hyperbole.
4. Lina ran fast to the line. The phrase to the line is an adverb of time.
5. Greg will arrive tomorrow. The word tomorrow is an adverb of place.
Learning Activities
A. Oral Language and Vocabulary Development:
1. Vocabulary Development / Spelling Pre-test

Put letter cut-outs that will form the words below inside small envelopes. Place the small
envelopes inside a bigger envelope. Group the class into three. Give each group the
envelope and have them form the words by arranging the letters. The first group to finish and
form the words correctly wins.
1. excitedly 5. carefully 9. immediately

2. sensitively 6. intelligently 10. quickly
3. sincerely 7. confidently
4. patiently 8. faster
The teacher gives contextual clues to help the pupils understand the meaning of the words.
 Next month is my birthday. Mother said there will be a big party. I excitedly tell
my friends about it.
 Even if I don’t tell what I feel or what I need, Mother could sense it. She
sensitively knows what I feel or what I need.
 Melani is true to her words. She sincerely does what she promised.
 It was almost two hours but Ramon was patiently waiting for his sister.
 Father slept while reading on the chair. So I carefully removed his eyeglasses.
 Greg knows many things. He intelligently explained why earthquake happens.
 Karen mastered the song so she confidently sang it.
 Dogs run faster than cats.
 I ran immediately to the building when the rain poured suddenly.
 Father quickly put out the fire on the burning grasses.
Have the pupils say sentences using these words.
2. Oral Language Development

“Idea Walk” Activity
Materials:
4 short brown envelope, pentel pens, green,yellow, pink and blue colored
papers, stop watch and a call bell.
Mechanics:
 Divide the class into four. Name each group as “Green”, “Yellow”, “Pink” and
“Blue”. Let each group choose a leader, a secretary and a reporter. Then let
each group to sit on the floor on a circular position.
 Prepare four questions and write each on the front surface of a brown
envelope. Inside the envelope are four colored papers with the different
colors that correspond to group’s names.
 Put one envelope at the center of the group without showing the surface
where the question is printed.
 At a signal, have all groups read the question, brainstorm their answer/s, then
print their ideas on the colored paper that corresponds to their group’s name.
 After five minutes, ring the bell. Group Green will hand in the envelope to
Group Yellow, Group Yellow to Group Pink, Group Pink to Group Blue, Group
Blue to Group Green.
 The Group will be given again 5 minutes to brainstorm the next question and
print their answer on the colored paper of the Group’s color.
 The same process is done until all the four envelopes had been answered by
each group.
 Group reporting will be done on the different ideas or opinions of the different
groups.
The following situations / questions should be written on the envelope:

Envelope 1:
There had been a fish kill in your town. According to the findings, the wastes from a
factory near the sea caused the incident. What do you think should the people do?
Envelope 2:
Your town mayor issued a new ordinance that youth ages 18 below should observe
curfew hours at 10pm. What can you say about this?
Envelope 3:
Your town had recently been affected by a strong typhoon. Many of the agricultural
areas were damaged. You learned that there may be a rice shortage in the next few
months. As school children, what can you do to help?
Envelope 4 :
There are many tourist spots in your community. But these places are not taken care
of by the people. The places are dirty, there is no enough lighting during the night and
there are no personnel who safeguard these places. As a group, what can you do to call
the attention of the authorities?
Evaluation:
The teacher will evaluate the pupils based on the team work of the group, the way
ideas were given and how it was presented to the class.
Assignment:
Look for pictures about caring the environment. Paste these pictures on
bond papers and be ready to tell to the class where and when the activities
happened.
Day 2
Objectives:
Draw out conclusions on selection heard

Identify and use adverbs in different degrees of comparison (manner)
Correctly spell words in the list of vocabulary words and the words in the selections
read
a. Spelling Test:
( Refer to the list on Day 1)
b. Sharing to the class the assignments of volunteer pupils.
A. Listening to a narrative or informational text
1. Unlocking of Difficulties through context clues:
Directions: Match the words in column A with their meanings in column B. The
sentences below the box will help you.
A B
___ weird a. description or events in one’s life written
by another person
___ mingle b. talking with others
___ autobiography c. not common or supernatural
___ biography d. group of special talented pupils

___ SPED class e. description or events in one’s life written
by the person himself
a. Dara is a weird girl. She does things not usually done by girls of her age.
b. I plan to write the biography of San Lorenzo Ruiz, the first Filipino saint.
c. Carlo is a friendly person. He easily mingles with others.
d. In our school, we have SPED classes, where talented pupils or pupils with
certain disabilities are enrolled.
e. Mother wrote her autobiography, narrating events in her life.
2. Motivation:
Have you tried writing the happenings of your life?
If you write something about yourself what would be your writings about? (sad
moments, happy moments, about your school, about your family etc)
If the events and happenings in your life will be written by another person that is
called BIOGRAPHY
But if the happenings and events of your life will be written by you then it is called
AUTOBIOGRAPHY.
3. Raising of Motive Questions:

The autobiography that we will read today is about a grade three
pupil. His parents considered him talented but his classmates considered him weird.
The title of the story is “I Am Me”
Is there anything you would like to know about the boy?
Expected motive questions:
Why is the person in the autobiography thought of as weird?
4. The teacher reads the autobiography to the class while asking questions occasionally to
get the pupils’ attention.
I Am Me
I was born in a very cold day of December 1992. Once, I heard my mother told
someone that she almost gave up her life when she gave birth to me.
I have two younger sisters who love me sincerely. I am very lucky to have a mother
who sensitively provides my needs. She is always there the moment I need her. She teaches
me many things. She patiently teaches me how to take care of myself. She carefully trains
me how to set the table. She even teaches me simple cooking. Most of all she always
reminds me to deal with others respectfully and lovingly. I don’t like toys. Instead, I
interestingly read books of any level. My mother said, of us three siblings, I learned the
quickest. I learned how to read even before I went school. I can read faster than my
classmates. I write most legibly in the class. I love to stay at home. I seldom mingle with
others. I love music. I can read musical notes better than my father even if I was eight years
old that time. Isn’t it great? I am weird according to my father but my mother confidently
believes I am a talented boy.
I am really different. In fact, I was enrolled in SPED class in Grades I and II. I am glad
I am now in grade three regular class. I like to sit in the classes of higher grades. There I can
ask questions more intelligently than others. At first they happily answered but later they felt
bored. I am different they say. My mother is the only person who can get into my world.
5. Discussion of the text:

e. Directions: Answer the motive questions:
Why is the person in the autobiography thought of as weird?
f. Answering other questions:

 Why does he consider himself a lucky person?
 What does his mother teach him?
 Who calls him weird? Why do you think so?
 Do you believe he is a talented boy? Why?
 Do you think it’s fair for him to be enrolled in a SPED class?
Give your reasons.
6. Skill development: ( Drawing out conclusions)

Based on the selection you listened to, why do you think the boy prefers to stay at home?
Think of activities he would prefer to do.
Why were you able to come up to such ideas?
Explain to the class that they are making conclusions.
Drawing conclusions refers to information that is implied or inferred. This means

that the information is never clearly stated.
Inference is just a big word that means a conclusion or judgment. If you infer that
something has happened, you do not see, hear, feel, smell, or taste the actual event. But
from what you know, it makes sense to think that it has happened.
To draw out conclusion is to infer based on what you hear or read. Writers often
tell you more than they say directly. They give you hints or clues that help you "read
between the lines."
7. Practice:
Guided Practice:
Picture Game
Show the class some pictures. Help them make conclusions by asking the questions that
follow.
Where could the children be?
What could they be doing?
What kind of story must they be reading?
illus of a woman in the market, her face showing disappointment as she

discovered a hole in her pocket.
Where could the woman be?
What could she be doing?
What problem must she have encountered?
What could the people be doing?
What must have happened to the place?
Listen to the selection read by the teacher then give answer the given questions:
(The following selections are to be read only by the teacher.)
1. Joe went into the kitchen to see what smelled so good. There were eggs shells,
milk on the table and the oven was on. He asked his brother who was cleaning up, what he
was making. His brother smiled mysteriously and replied, “You’ll see! It’s something for Daddy’s
birthday. Say, I wonder if we have any little candles.”
What was Joe’s brother making?
a. fruit salad b. a cake c. a birthday card
2. When Fred arrived in the classroom, the other boys and girls did not pay the
slightest bit of attention to him. They were all on their hands and knees, peering behind
bookshelves and snooping into cabinets. It was Fred’s job to feed the hamster, so he went
straight into its cage. As soon as he saw its open door, he knew what had happened.
What happened?
a. The hamster had already been fed.
b. Someone had lost money.
c. The hamster had escaped from its cage.
B. Grammar Awareness:
1. Preparation:
Ask the class to listen again to the autobiography. Ask them to list down all the
adverbs of manner heard.
sincerely intelligently
sensitively legibly
respectfully happily
lovingly confidently
2. Presentation
Have the class recall the autobiography listened to in the previous day. Let them read
the following sentences taken from the autobiography.
a. I can read faster than my classmates.

b. I can read musical notes better than my father.
c. Of the three siblings, I learned the quickest.
d. I can ask questions more intelligently than others.
e. I write most legibly in the class.
3. Abstraction / Discussion:
The teacher asks the pupils to fill in the following chart:
( Note: the chart below is filled in to guide the teacher, but should be presented without
contents to the pupils)
Adverb of Manner Word described by the adverb How the adverb is
used
1. faster read To compare the
person with his
classmates
2. better read To compare the
person with his father
3. quickest learned To compare the
person with his two
other siblings
4. more ask To compare the
intelligently person with others
5. most legibly write To compare the

person with all pupils
in the class
How are the adverbs of manner used in the sentences?
What suffix is added to the word faster? How many are being compared?
What are being compared with the word “better”? What degree of comparison is this?
What do you think is the positive form of better when not used to compare? (good)
What word is used to compare more than two persons or things? (best)
What suffix is added to the word quickest? How many are being compared? What
degree of comparison is shown by the word?
What words are added to the word “intelligently” and “legibly”?
4. Generalization:
Adverbs of manner can be expressed in different degrees of comparison:

 Positive Degree – is the primary form of adverbs, it has no comparison or
relation with others.
 Comparative Degree – shows relationship; a comparison of two things,
places, events, groups and others.
- To state this degree, one-or two-syllable adverbs are added with
suffix –er.
- To state comparative degree of three- or more syllable adverbs, the
word “more” is used.
 Superlative Degree – uses an expression that is in the highest degree or
highest order of all
-To state this degree, one-or two-syllable adverbs are added with
suffix –est.
-To state superlative degree of three- or more syllable adverbs, the
word “most” is used.
 There are some adverbs whose spellings are changed when used in
comparative and superlative degree.
Example: well / good – better – best
bad – worse - worst
5. Guided Practice:
Have an oral practice on using adverbs of different degrees of comparison.
Identify the adverb in each sentence and tell whether it is in positive, comparative and
superlative degree. (Refer to LM page ____)
Day 3:
Objectives:

 Identify and use personification in sentences
read
1. Spelling Test ( Refer to the spelling list)
2. Presentation and sharing of assignments
a. Pre-Reading Activities
 Unlocking of Difficulties: (through situations and context clues)
irritating examinee staring
burden browse stirred
examiner midnight
 Motivation:
What do you feel when you are about to take the test?
How do you prepare for a test?
 Raising of Motive Question:

Who is the new doctor?
What did he do to prepare for the test?
b. During Reading
Reading of a story by the pupils.
The New Doctor
It was past midnight but Luis was still wide awake. The soft buzz of the air conditioning
unit whispered annoying noise that added to the burden Luis felt. He switched on the light and
was met with the pile of papers on the table watching widely at him. He sat on the chair and
started going through the tons of papers. “Ah, this examination is killing me.” he said.
The next day, Luis got up early. With lack of sleep, he felt his head swimming in
a pool of dark waters. It was a big rock to carry. The hot shower woke up his senses. As he
kissed his mother’s hand, she said, “You will make it Luis. God be with you.”
Soon he found himself sitting in a wide classroom. The examiner started distributing
the test booklets. Luis heard his heart playing a wild beat… a loud deafening beat. The cold
sweat on his hands reminded him that his examination was about to begin.
Luis said a silent prayer then he got his pencil. As he opened the test booklet, he felt
the page warmed him with courage as he started to read the questions which seemed to be
quite familiar. All the things he read after months of review flooded into his mind. As hours
passed, nothing…no one moved in the examination room except the ticking of the clock, telling
silently how much time was left to finish the test. Soon, one by one, the examinees gave the
test booklet to the examiner. Meanwhile, Luis used his extra time to look through some test
items while making sure he made the right answers.
Months passed. “Luis, you made it!” shouted mother. “Thank you God, my son is now a
doctor!” she added.
 Comprehension Check
 Answering Motive Questions
o Who is the new doctor?
o What did he do to prepare for the test?
Other Questions:
o What were Luis’ sacrifices while preparing for the test?
o How did he take the test?
o What did he do before answering the test?
o Do you also pray before taking a test? Why do you do it?
o What must have Luis felt before the test? after the test?
o Would Luis be a big help to the community? Why?
o If you grow up, what plans do you have to help your community?
 Skill development
a. Presentation
Read the following phrases taken from the story “The New Doctor”
- the soft buzz of the air conditioning unit whispered irritating noise
- the pile of papers on the table staring widely at him
- This examination is killing me
- His head was swimming on a pool of dark waters
- He heard his heart playing a wild beat
- the cold sweat on his hands reminded him that his examination was about to begin
- the page warmed him with courage
- things he read flooded into his mind
- the ticking of the clock, telling silently how much time was left
b. Abstraction
Can the air conditioning unit whisper? What must the author want to express in this
line? Who has the ability to whisper?
Can pile of papers stare at someone? What must the author want to tell? Who has
the ability to stare at somebody?
What does the character want to express in saying that the examination was killing
him? Could it really kill?
Could a head swim? What does this line mean?
Could a heart play a beat? What does this mean?
(The teacher asks similar questions for the other phrases)
Whose characteristics were given to the objects in the phrases?
These lines are figurative language expressed in personification.
Why do you think it is called personification?
c. Generalization:
Personification is a figurative language that gives
human characteristics and qualities to non-living objects.
d. Application:
(Refer to LM, Activity 2, page ___ )

Evaluation:
( Refer to LM, Activity 3, page ____)
Assignment:
a. Write sentences. Use the following adverbs to compare the given nouns. Provide an
appropriate verb.
1. slow - pig, turtle, snail

2. creatively - Mon, Ron, Lito
3. fast - MRT, airplane, spaceship
b. Underline the phrase that shows personification:

1. Tall bamboos along the road bow before the passers-by.
2. Its green leaves dance gracefully with the wind.
3. The stars wink at me.
Day 4
Objectives:
 Identify and use hyperbole in sentences.
 Draw out conclusions from selection read.
selection read
1. Spelling Test ( Refer to the spelling list for the week)
2. Presentation and sharing of assignments (Review of personification)
1. Figurative Language
 Preparation
Have pupils reread the story “The New Doctor”
Ask the class to identify the phrases expressed in personification. Why are they called
personification?
 Presentation;
a. Let the pupils read and study the following phrases taken from the story:
- he started going through tons of papers
- His head was a big rock to carry
- his heart played a loud deafening beat
- nothing.. no one stirred in the room…
 Abstraction:
What does “tons of paper” mean? Would it really mean “tons” of paper? How is this
phrase expressed?
Could a head be carried heavy like a rock? What could this phrase mean? How is the
phrase expressed?
Can our hearts play a loud deafening beat? What could this phrase mean?
How is the phrase expressed?
Could it be possible that no one would make even a slight move in a room? What does
this phrase want to tell? How is it expressed?
These phrases are examples of figurative language expressed in exaggeration.
They are called hyperbole.
Why are they called hyperbole?
 Generalization:
Hyperbole is a figurative language that is expressed in exaggeration.
 Application:
2. Skill Development ( Drawing out conclusion)

Have the class read the first paragraph of the story “The New Doctor”
It was past midnight but Luis was still wide awake. The soft buzz of the air conditioning
unit whispered annoying noise that added to the burden Luis felt. He switched on the light and
was met with the pile of papers on the table watching widely at him. He sat on the chair and
started going through the tons of papers. “Ah, this examination is killing me.” he said.
What must Luis be doing?

How must he felt that night?
What helped you make your conclusion?
What is conclusion?
3. Generalization:
A conclusion is a decision about what may happen or might have happened or the
result of an event may have.
How to draw a conclusion:
ur own experiences
false based on the information in the passage

4. Practice:
Read the following paragraph then choose the letter of the correct answer of the
given questions below:
Jaime is only eleven years old but he already knows how to appreciate works of art.
Oftentimes, he would draw whatever picture may come to his mind. He can paint beautiful
scenes.
One day, he went with his grandmother to the province. How he loved the wide horizon,
the green fields, the rugged mountains and the peaceful atmosphere of the countryside.
1. What do you think did Jaime do upon reaching his grandmother’s home in the
province?
a. He slept the whole day.
b. He grumbled because he was tired.
c. He sat down to paint the beautiful things he saw.
2. What do you think will Jaime be when he grows up?

a. an engineer b. an architect c. a painter
3. Do you think Jaime enjoyed his vacation?

a. Yes b. No. c. Maybe
Evaluation:
(Refer to LM, Activity 6, page __________)
Assignment:
Express the following in hyperbole:
1. you are very tired
2. you have so many assignments
Day 5
Objectives:
 Identify and discuss information from simple line and bar graphs
 Answer test questions on the learned skills
1. Spelling post test
2. Checking and discussion of homework
3. Study Skill:
a. Recall of concept:
Show a bar graph.
Ask the class what data is shown on the graph.
What data is shown by this graph?

Ask a volunteer to tell what information is given by the graph.
What kind of graph is this?
Why is it called a bar graph?
b. Skill development
Have the class study the following graph:
Is this graph similar to a bar graph? Why?

What is used to present the data?
This is called a line graph.
The teacher helps the class understand the data presented by asking the following
questions:
a. What does the line indicate?
b. In which month was there a biggest number of pupils who got sick with dengue?
c. In which month was there a least number of pupils who got sick with dengue?
d. What could be the reason why June has the most number of pupils who got sick with
dengue?
Practice
Evaluation:
Week 37
Theme: Helping My Community- Tree Planting
I. Objectives:
A. Oral Language:
B. Fluency:
C. Spelling:
selection read
D. Composing:
then and next
sentences
 Give another title for literary or informational text
I. Attitudes towards literacy, literature and language
J. Study Skill:
 Use appropriate graphic organizers
II. Subject Matter:

A. Topics:
1. Giving reasons to issues, events, and news articles
2. Writing paragraph using signal words
3. Identifying and using adverbs of place and time
4. Identifying personification, hyperbole and idiomatic expressions
5. Giving another title for literary or informational text
6. Expressing interest in text through reading
7. Using appropriate graphic organizers
Value Focus: Helping the community through tree planting
B. Reference:
C. Materials: footages (i.e. pictures or videos) on some words to be unlocked, Tree Talk
corner, different samples of graphic organizers, charts
Poem: “Trees” by Joyce Kilmer
Story: “The Unwanted Mango Tree” by Gretel Laura M. Cadiong
III. Procedure:
Day 1
Objective:
1. Use expressions appropriate to the grade level to explain or give reasons to issues,
events, news articles, etc
Activities:
B. Pre-assessment:
Draw if you say yes to the statement. Draw if you say no to the statement.
a. Trees are important to life.
b. “The people rallied in front of the city hall.” The phrase “in front of the city hall” is an
adverb.
c. This statement is an example of a personification: “The leaves of the trees danced
with the wind.
d. “It is raining cats and dogs.” is an example of a hyperbole.
e. Tomorrow is a word that indicates adverb of place
C. Oral Language and Vocabulary Development:
3. Vocabulary Development ( footages ( pictures or videos) may be shown to help pupils

understand the words)
a. Show a picture of a mountain with cut down trees.
Tell the class that the mountain is denuded.
What does denuded mean?
What might happen if a land area is denuded?
Construct a sentence using the word denuded.
b. Some mountains are rich in minerals like gold, ore and silver. To get these minerals,
some people dig them out under the soil. They do mining.
What does mining mean?
What might happen if there would be continuous mining on a mountain?
Make your own sentence using the word mining.
c. Show this illustrations to the class:
mountain before quarrying mountain after quarrying

Quarrying of mountains is done to cut down or turn them into plains.
How do people quarry a mountain?
Aside from turning them into plains, what could be the other purposes why mountains
are being quarried?
4. Oral development
I Spy Game
a. Tell the class that a certain forest area or mountain ( name it according to the
locality) has been reported denuded and is endangered of landslides when heavy
and continuous rainfall happens.
b. Group the class by 4s or 5s ( depending on the class size) Tell the class that you
will send them into a mission as “spies” to find out what the people near the area
are doing that caused the mountain or forest to get denuded.
c. The group should survey the place or interview people living near the place by
going around the classroom.
(Note: The Teacher should prepare the classroom by posting in different
areas of the classroom various pictures of possible causes of forest / mountain
denudation such as tree-cutting, mining, quarrying, kaingin. )
Post selected pupils in the area where pictures have been displayed whom
the “spies” can interview). Pupils will form their ideas through the pictures and the
“interview” they will conduct.
Note: Pupils who will be interviewed should be oriented beforehand by the
teacher as to the “causes”.
d. Reporting of “group findings”.

Pupils or the spies should tell the class of the reasons why the place has been
denuded.
5. Evaluation: ( Oral Test)

Draw out more ideas from the pupils through the questions below:
a. What are the main causes why mountains and forests are denuded?
b. Who mainly do these activities?
c. If you were to help prevent or stop forest and mountain denudation, what are the
things that you would do?
d. How would quarrying or mining be minimized?
e. Compare a denuded forest with a virgin one. Cite the advantages and disadvantages
of both to animal and human lives.
Assignment:
Read books or surf through internet on some facts about trees. Choose one
extraordinary fact about them. Then write it on a colored paper. Put some decorations on it.
Day 2
Objectives:
 Give another title for literary or informational text listened to.
 Correctly spell the words in the list of vocabulary words.
Activities:
Preliminary Activities
Pupils share their assignments to the class about different facts about trees. Have the pupil
post his / her assignment on the “Tree Talk” corner.
(Note: Teacher must prepare the “Tree Talk” ahead. Design may be decided by the teacher
himself.)
Examples:
Source: http://sharpexblog.com/2011/10/10-amazing-facts-about-trees/
1. Trees are the longest living organism on earth. They don’t die of old age. They are killed
by insects, diseases or by people. Some of the oldest known trees like the California
Bristlecone Pines and the Giant Sequoias have lived between 4000 to 5000 years!
2. A mature leafy tree produces oxygen for 10 people to inhale in a year. One acre of tree
can remove up to 2.6 tons of carbon dioxide every year.
3. An average tree absorbs approx. 2000 liters of water every year.
4. A single edition of a major daily newspaper uses wood from 500 trees for its paper.
5. Trees receive only 10% of their nutrition from soil and 90% from air.
6. Trees grow from top not from the bottom. It takes about 1000 years for a branches height
on the trunk to move up just a few inches.
7. There are about 20,000 tree species in the world. India has the largest varieties of trees
in the world. Second is US.
8. The Amazon basin has the largest area under forest – around 81.5 million acres.
9. Some trees can communicate with each other. When Willows (a type of deciduous trees
found primarily in moist soils) are attached by worms and caterpillars they emit a chemical
that alerts other trees in the neighboring region. The other trees then respond by pushing
more tannin in their leaves which makes them difficult to be digested by insects.
10. The most massive living thing on earth is the Giant Sequoia in the Redwood Forest of
California. It stands nearly 30 stories tall and 82.3 feet in circumference. Its weight is
estimated at 2,756 tons.
Developmental Activities
A. Listening to a short story
1. Pre-listening Activities
 Unlocking of Difficulties: ( through pictures, situations and context clues)
sturdy foliage continuous appealing exclude
For context clues, the following sentences may be used:
This tree is sturdy. The very strong typhoon was not able to blow it down.
a. big b. strong c. stout
Birds make their nest on trees that have thick foliage so they cannot be immediately
seen.
a. trunk b. branches c. leaves
The heavy rain was continuous. It caused the flood.

a. non-stop b. broken c. hard
The colourful icing of the cake is very appealing to the eyes, making us long to eat it.
a. disgusting b. hungry c. attractive
This mango is rotten. Exclude that from the basket.

a. reject b. put in c. keep
 Activating Prior Knowledge:

Have you ever climbed on trees? Why did you do it?
 Motivation:
What is your favorite tree?
Describe it. Why is it your favorite?
In the selection that you are going to listen to, describe the mango tree.
Why was it not a favorite tree at the start of the selection?
2. Listening to a short story

The Unwanted Mango Tree
There was once a mango tree that stood near the plaza. It was big and sturdy and
had thick foliage. But the mango tree was unhappy because for several years it never bore
any fruit.
One day, the mango tree heard some people talking. “We will make our basketball
court on this area. So this mango tree had to be cut down next week.”, said a tall slim man.
“You are right. Besides, this tree is useless. It blocks people from watching performances on
the stage.”, a stocky man added. “I do not know why we let this mango tree grow here. It had
never bore fruit anyway.”
The mango tree was very sad. He knew his days were numbered for he would soon
be cut down. While in deep thought, he heard some boys running towards him. Soon, they
were climbing on his branches. He was happy that some children enjoyed climbing up and
sitting on his big branches. But he heard one of the boys said, “There is no fruit on this tree.
Why did we climb here?” Another boy answered, “Come, let us go to the guava tree near
Mang Ambo’s house. I saw some ripe fruits on it.” The mango tree became very sad. He
thought, “They are right. I should be cut down for I am useless.”
The next day a heavy, continuous rain fell. Soon, the streets started to get flooded.
The floodwater rose up fast. So people came out from their houses and look for a safe higher
place.
Suddenly, the mango tree heard some people getting near him. One by one, they
helped each other climb up on his big branches. They stayed there until some rescuers found
them.
After several days, the flood subsided. The weather was fine again. The mango tree
became very sad. He knew his days would soon be over.
Soon, some people came. The mango tree heard one said, “Sir, this is the tree that
saved my family during the flood. My children could have drowned had we not climbed up and
stayed on its branches until the rescuers found us. I am appealing that we exclude this area
when we build our basketball court.”
The basketball court was constructed but the tree was spared. The mango tree was
overjoyed. From then on, he was contented and never thought of things he could never do but
focused more on things he was capable of doing.
3. Post Listening
Comprehension Questions:
a. What are the words that describe the mango tree?
b. What made the mango tree feel useless?
c. Why did the people want to cut down the mango tree?
d. Why was the mango tree spared from being cut down?
e. Have you ever felt unwanted like the mango tree? Why?
f. What is the best lesson the story of the mango tree taught us?
What is the title of the story?
Why do you think it was entitled “The Unwanted Mango Tree”?
Can you think of another title that you can give the story?
Why did you think of such title?
What idea could the title of a story or selection give the readers?
5. Generalization:
Other titles could be given to some selections.
The title gives the main idea of the selection.
B. Grammar Awareness:
1. Recall of concept:
The following sentences should be written on the board or on a chart.
Read the following sentences taken from the story you heard:
A
A mango tree stood near the plaza.
We will make our basketball court on this area.
He heard some boys running towards him.
People came out from their houses.
Ask:
Where was the mango tree? Underline your answer.
Where would the basketball court be constructed? Underline it.
( Ask similar question for the two other sentences)
What do we call the underlined words?
What do adverbs of place tell?
B
The mango tree will be cut down next week.
Soon, some people came.
The next day a heavy, continuous rain fell.
Ask:
When would the mango tree be cut down? Encircle your answer.
( Ask similar questions for the two other sentences)
What do we call the words you encircled?
What do adverbs of time tell?
2. Strengthening of Skill:
Show the class different pictures. Ask the pupils to tell something about the picture:
a. picture of a family attending a mass / service

b. picture of people having fun at the park
c. picture of a teacher going to school
What adverbs of time did you use to tell something about the pictures?
What adverbs of place did you use to tell something about the pictures?
What do adverbs of time tell?
What do adverbs of place tell?
What do adverbs modify?
What are adverbs?
Why are they called adverbs?
3. Generalization:
Adverbs modify verbs, adjectives and another adverb. It tells when and where action
happens.
Adverbs of time tell when the actions take place.
Adverbs of place tell where actions take place.
4. Guided Practice:
Activity 1: Study the following pictures. Make a sentence about it.
(Refer to Activity 1 LM page ___)
Activity 2: Fill in the missing letter to complete the adverb of time and place:
(Refer to Activity 2 LM page ___)
Evaluation:
A. Listen to the short selection. Write your own title.
What would life be without trees? Think about this.
Trees give us food. They provide us wood for building our houses and furniture. Many
trees are sources of medicines. They cool us by providing us fresh air and shade us from the
sun’s heat. No paper and books would ever be made without trees. Because of trees, soil
erosion is prevented.
Trees are man’s best friends. They are real, selfless and sincere friends who give
much, yet expect nothing in return.
B. Choose the correct adverb of time / place to complete the sentence.

1. The teacher teaches the pupils ( in the classroom, in the room, in the church)
2. ( Every morning, every afternoon, every night) mother prepares our breakfast.
3. Karen placed the fruits ( on the wall, on the floor, on the basket)
4. We will have a picnic ( on Monday, on Sunday, everyday)
Assignment:
a. Explain your reasons on the following issues. Make sure you use adverb of time and
adverb of place on your statements.
1. Children may watch late night TV shows on Sundays.
2. Next school year, school opening must start on September instead of
June to avoid the rainy season.
3. Father could go to the office whenever he likes it.
b. Practice spelling the following words / phrases:
tomorrow nearby
yesterday outside
soon anywhere
later behind
today abroad
Day 3
Objectives:
 Give another title for literary or informational text read.
 Write a 3-5 step procedural paragraph using signal words such as first, last, then, and
next.
Activities:
1. Review about adverbs.
Let the pupils share the reasons for the issues given in the assignment. Ask the class
what adverbs were used on the statements.
Example:
Issue No. 1:
Children may watch late night TV shows on Sundays.
Reason/ Explanation:
Children should not watch late night TV shows on Sundays because they
have to go to school early the next day.
Adverb of Time used: the next day
Adverb of place used: to school
Spelling of phrases/ words that tell adverbs of time and place:

tomorrow nearby
yesterday outside
soon anywhere
later behind
today abroad
2. Let the pupils visit the “Tree Talk Corner”. Have them choose an information about trees
that they like most.
Ask the pupils why they like the information they chose more than the other facts in
the TREE TALK corner.
1. Pre-reading Activities
1. The mother carries her baby on her bosom. She embraced the baby closely
to her.
a. hands b. breast c. on her lap.
2. Show a picture of robins up in a tree.
Say: There are robins in the nest up in the tree.
 Motivation:
Have you seen different kind of trees? Can you describe them?
 Motive Question:
In what way could trees be like human beings?
2. During Reading:
Reading / Reciting of the poem
( Reciting by the teacher for modelling, reciting by the whole class, reciting by groups.
Trees
by: Joyce Kilmer
I think that I shall never see

A poem lovely as a tree.
A tree whose hungry mouth is pressed

Against the earth's sweet flowing breast;
A tree that looks at God all day,

And lifts her leafy arms to pray;
A tree that may in summer wear

A nest of robins in her hair;
Upon whose bosom snow has lain;

Who intimately lives with rain.
Poems are made by fools like me,

But only God can make a tree.
3. Post Reading:
Discussion/Ask:
1. Do you agree that there is nothing lovelier than a tree? Why do you say so?
2. In what ways are trees like human beings?
3. Where do trees get food in order to grow?
4. Why must we plant trees?
5. What do you think must be done so that there will be minimal cutting down of
trees?
Value Focus:
Why must we plant trees/ why must we let trees grow?
4. Skill development:
a. Do you know how to plant a tree?
b. Let us read the procedure.
First, have a seedling of the kind of tree you want to plant. Second, dig a hole
on the soil using a shovel. Next put the seedling in the hole. Then, fill the soil back to the
hole. Make sure the soil is not tight enough to let air and water seep into it. Then, put
enough water. Lastly, put a tree guard around it.
After you’ve done all these steps and you take care of your tree, it would
grow into a healthy tree
c. What are the steps in planting a tree?

What words were used to tell the order of steps in planting a tree?
Look at the underlined words.
How do these words help tell order of events or procedures?
d. How are these words used? Would it help you describe procedure of how to do
things? What other signal words can you use when writing a paragraph?
How did you give the title of this paragraph? Why did you use the words “How to..”?
e. Generalization:
The words used to tell the order of steps are called signal words. These words will
help us write a paragraph when describing particular procedure of doing things.
Some of the examples are first, second, last, next, then, lastly, after, finally.
Paragraphs that tell procedures can be given a title using the words “How to..”
5. Application:
a. Group the class into 3. Give each group a task card, pentel pen and a manila paper.
Group 1:
Read the following steps of making an egg sandwich. Write them in a
paragraph form. Use signal words. Give your paragraph a title.
1. Spread butter or mayonnaise on the two slices of bread.

2. Oil and heat a medium sized pan. Break two eggs in the heated pan and flick a
dab of cooking oil on top of the egg yolks.
3. Fry your eggs to your liking.
4. Place the two eggs on one slice of bread. Dab any toppings you wish or anything
else you want to add in your sandwich, for example lettuce or tomatoes.
5. Turn the other slice of bread over, so that the buttered side is towards the eggs.
Cut your sandwich in half and enjoy.
Group 2:
Read the following steps of how to cook rice. Write them in a paragraph form.
Use signal words. Give your paragraph a title.
1. Pour two (2) cups of rice in a cooking pot and wash or rinse it.
2. After washing the rice, put water amounting to the measure of the rice.
3. Place the mixture in a stove set to medium fire and cover it.
4. Wait for the mixture to boil and uncover it letting it simmer but setting the fire
lower.
5. After three (3) to five (5) minutes, set fire to the 'lowest' possible heat then
place the cover back. Within eight (8) to 10 (ten) minutes time, rice is now ready
to serve.
Group 3:
Read the following steps of how to make a kite. Write them in a paragraph
form. Use signal words. Give your paragraph a title.
1. Take a piece of square paper of any color.
2. Glue 2 sticks on the paper on a criss-cross position.
3. Roll a long string on an empty toilet paper roll or an empty plastic bottle.
4. Attach the string to the toilet paper roll or empty plastic bottle and roll the
string onto it. Attach the other end of the string to the end of the stick.
5. Fly your kite!
b. Presentation of group outputs.
Evaluation:
Read the following steps on how to make a paper hat. Write a paragraph about it using signal
words. Give your paragraph a title.
( Refer to Activity 3 LM page ___)
Assignment:
Practice reciting the poem “Trees”
Day 4
Objectives:
 Use expressions appropriate to the grade level to explain or give reasons to issues,
events, news articles. etc.
 Identify and use personifications, hyperbole and idiomatic expressions in sentences.
Activities:
1. Spelling of adverbs of time and place ( see list on Day 3)
2. Bring the class to the group activity done the day before. Let them reread the paragraphs
they wrote on doing some things.
Ask: What signal words may be used to organize steps into a paragraph?
What title may be given to paragraphs that tell procedure of doing things?
What was the paragraph about written by group 1? group 2? 3?
3. Reciting of the poem “Trees”
1. Preparation:
Ask: What makes a tree like a human being?
2. Presentation:
Study these lines:
 whose hungry mouth is pressed against the earth’s sweet
flowing breast
 looks at God all day
 lifts her leafy arms to pray
 a nest of robins in her hair
 whose bosom snow has lain
 intimately lives with rain
Look at the first phrase. Do trees have mouths? Why is the tree likened to a baby
feeding on a mother’s breast? What does this line mean?
Read the second line. Can a tree “look”? What do you think does this line mean?
Read the third line, do trees have arms? What parts of the tree serve as its arms?
Read the fourth line. What could be a tree’s hair?
Read the fifth line. What could a tree’s bosom? What does this line mean?
Read the sixth line. Can trees live with rain? What does this line mean?
These lines are examples of personification.
Why are they called personifications?
What is a personification?
Read these lines:
 I think that I shall never see, a poem lovely as a tree.

 Poems are made by fools like me.
Ask:
1. Can man make a tree?
2. Who can make a tree?
3. Does the author express exaggeration?
4. Would these words be taken literally? Why?
This is a hyperbole.
1. Why is it called a hyperbole?
2. What is a hyperbole?
3. Can you think of other examples of hyperbole?
Have the class read the poem. Call on groups of pupils to read the poem. Have pairs, then
individual pupils read the poem.
4. Generalization:
Personification is a figure of speech that gives attributes of human beings to things
and animals.
Hyperbole is a figure of speech that uses an exaggerated or extravagant statement to
create a strong emotional response but not intended to be taken literally.
5. Application:
 Underline the phrase that gives a human attribute to an object.

( Refer to LM Activity 4, page ___ )
 Group the class into 4. Give each group a task card. Let each group express the
given objects or persons in personification and hyperbole.
personification
a. the soft blow of the wind
b. the rows of trees on the roadside
c. butterflies fluttering from one flower to another
hyperbole
d. a hungry person
e. the weight of a heavy bag
f. a very fat girl
Group 1: ( Writes their answers on green metacards.)

Group 2: ( on blue metacards)
Group 3: (Write them on pink metacards)
Group 4: ( on yellow metacards)
Group 5: ( on lavender/ violet metacards )
Group 6: ( on orange metacards)
6. Group presentation and processing of outputs. Each group posts the metacards on the
“trees” like below.
Hyperbole Tree
Tree of Personifications
Evaluation:
Write a personification or hyperbole that would tell about the following pictures:
Refer to LM Activity 5, page _____
Day 5
Objectives:
1. Use expressions appropriate to the grade level to explain or give reasons to issues, events,
news articles, etc.
2. Identify and use personification, hyperbole and idiomatic expressions in sentences.
3. Use appropriate graphic organizers to express concepts or ideas.
4. Correctly spell the words in the list of vocabulary words and the words in the selection read.
Activities:
1. Spelling:
Conduct a mastery test on spelling the following words:
tomorrow nearby
yesterday outside
soon anywhere
later behind
today abroad
2. Recitation of the poem “Trees”
4. Preparation:
Let the pupils recall the lines in the poem “Trees” that show personification and
hyperbole.
Bring the class’ attention to the chart of personification and hyperbole used the day
before. Let them read again how the statements are stated in figures of speech.
5. Skill Formation (Study Skill)
Ask: Where did you post your answers yesterday?
What is the name of our charts?
If someone would see and read these charts, would she be able to understand the
activity you did yesterday even if she did not know what you have been doing? Why?
Can ideas be presented on charts like these?
How would charts like these be helpful in organizing many ideas?
These are graphic organizers.
6. Generalization:
In what way can ideas or concepts be presented in a more systematic and attractive
way?
How would graphic organizers help you in your studies?
Would other graphics or illustrations be used to present a concept or ideas?
What are graphic organizers?
7. Application:
a. Guided Practice:
Describe the following objects and animals using personifications. Present your ideas on
this graphic organizer:
( Refer to Activity 6 LM page ____ )

b. Independent Practice:
Group the class into four. Give each group a task card that should be done in 10
minutes:
Group 1:
Present your ideas on a graphic organizer how to save trees by reducing the
use of papers in our home, in school and in the offices. Give it a title.
Group 2:
Present your ideas on a graphic organizer on how to plant a tree. Give it a

title.
Group 3:
Present your ideas on a graphic organizer on how to save trees by

minimizing the use of wood in constructions and furniture-making. Give it a title.
Group 4:
Present your ideas on a graphic organizer on how to cook rice on a stove.

Give it a title.
c. Group presentation and processing of group outputs
Evaluation:
In a graphic organizer, present your ideas or learning of what adverbs are.
( Refer to Activity 7, LM page ____ )
Week 38
Theme: Helping my Community- Vegetable Growing
I. Objectives:
A. Oral Language:
B. Fluency:
 Read grade level texts with appropriate intonation, expression, and punctuation
cues when applicable.
C. Spelling:
selection read
D. Composing:
 Write a 3-5 step procedural paragraph using signal words such as first, last, then
and next
 Identify and use correctly prepositions and prepositional phrase.
sentences
 Identify the author’s purpose for writing a selection.
H. Attitudes towards literacy, literature and language
I. Study Skill:
II. Subject Matter:

g. Topics:
 Giving reasons to issues, events, and news articles
 Spelling words on the vocabulary list.
 Writing paragraph using signal words
 Identifying and Using prepositions and prepositional phrase
 Identifying Personification, Hyperbole and Idiomatic Expressions
 Identifying the author’s purpose for writing a selection
 Expressing interest in text through Reading
 Using appropriate graphic organizers
Value Focus: Helping the community through vegetable growing
h. Reference:
i. Materials: cross-word puzzle, realia / real vegetables, treasure bag, news article
pictures, charts and graphic organizers
Story: “The Treasures” by Gretel Laura M. Cadiong
III. Procedure:
Day 1:
Objective:
Use expressions appropriate to the grade level to explain or give reasons to issues, events,
news articles, etc
Activities:
A. Pre-assessment:
Find the missing words in the puzzle below:
( See Activity 1 LM page ___ for the unanswered puzzle)
1h
y 3a 6i
1p e 2r s 5o n
e o f
r o 4a t
2b e t w e e 7n
o 3a n e
l 4b y v
e e
5a d v e r b
down:
1. a figure of speech which expresses exaggeration that is not meant to be taken literally.
2. part of a plant that sips the water and mineral from the soil
3. a preposition that can be used to compare
4. a word which means go far or be gone
5. an adverb which mean” repeatedly”
6. a preposition which means” inside”
7. an adverb which means” not at all”
across:
1. to whom an object is being compared to in a figure of speech called personification

2. a preposition which means “in the middle”
3. a preposition used to introduce a noun
4. a preposition which means “through”
5. a word used to describe a verb, an adjective or another adverb
B. Oral Language and Vocabulary Development:

1. Vocabulary Development
Preparation: Do you like vegetables? Why? Why not?
Activity: Play a Treasure Bag Game

a. Bring to the class a “treasure bag” with different vegetables inside it.
b. Let the pupils guess what the treasures are inside the bag. Let everyone say his
guess. Ask them what made them say such guess.
c. Ask volunteers to touch, feel or hold the objects inside the bag without peeping
into it.
d. Let the pupil describe to his/her classmates what he/she can feel or touch inside
the bag. Let him/her name the object. If the guess is right, give the child a prize.
e. Ask another pupil to describe or tell some more about the object guessed by the
volunteer.
2. Oral development
Let each pupil choose the vegetable he/she eats or is often prepared at home. Group
the pupils according to the vegetable they have chosen.
Example: Squash Group, Eggplant Group, Petsay Group, Sitaw Group, etc.
Give each group a task card. Let them do the following:

a. Describe your vegetable as to the size, color, taste, etc.
b. Tell where this vegetable come from.
c. Give an idea how the vegetable is grown.
d. Explain why this vegetable will make you healthy.
Group reporting is done. As much as possible, let each member in the group say
something.
3. Evaluation: ( Oral Test)

Complete the sentence:
“If I were a vegetable, I would be a_____, because………”
Day 2
Objectives:
 Identify through listening the author’s purpose for writing a selection.
read
Activities:
Preliminary Activities
1. Spelling:
Write correctly the words described:
( Refer to Activity 2 LM page ____)
Developmental Activities
A. Listening to a selection
1. Pre-listening Activities
food consumption healthy diet
survey micro-nutrient deficiency
decreased non-communicable diseases
decline recommended
Do you eat vegetables? What kind of vegetables do you like to eat?
Why should you eat vegetables?
 Motivation:
Why should vegetables be included in our meals?
2. Listening to a short selection
FILIPINO EATS LESS VEGGIES TODAY
by: Thelma Diego www. dost.gov.ph/
Survey revealed that vegetable consumption of Filipinos declined within the

past 30 years as conducted by Food and Nutrition Research Institute (FNRI) in 2008.
According to World Health Organization (WHO), the recommended amount of
vegetable and fruit intake is at the average of 400 grams each day. This serving may
help prevent non-communicable diseases such as heart disease, cancer, diabetes
and obesity, as well as prevent and alleviate several micronutrient deficiencies,
especially in our country.
3. Post Listening
Comprehension Check:
a. What was the finding of the FNRI survey?
b. Are you one of these Filipinos who eat less vegetable or not at all?
c. What is the recommended amount of vegetable and fruits that we should take?
d. Why must we eat this amount of vegetable daily?
e. Aside from the Nutrition Month celebrated in schools, what should we do to
encourage Filipinos to eat more vegetables daily?
4. Skill development ( Stating the Author’s Purpose)

Why do you think the author wrote this article?
Does the author inform the readers? Or does the author convince the readers to do what
he believe is right? Or does he only want to entertain his readers?
5. Generalization:
Why do authors write articles?
Authors write articles to inform readers, to convince readers or to entertain readers.
If the author wishes to inform the readers, what kind of articles would he write? Why?
If the author wishes to convince the readers, what kind of articles would he make? Why?
If the author entertains the readers, what kind of articles does he make? Why?
6. Application:
Listen to these lines. Stand if the purpose is to inform, jump if its purpose is to entertain
and clap twice if its purpose is to convince.
a. Carrots are rich in beta carotene which is good for our skin and for our vision.
b. Eat more vegetables daily … and be healthy!
c. Once there was a girl who does not want to eat vegetables. One day, she got a
dream that the squash, the cucumber, carrots, and many other kinds of vegetables
were angrily running after her. The girl was so frightened. From then on, she ate lots
of vegetables daily.
d. “Malunggay can be the solution to many of our country’s problems. Malunggay feeds,
oils, fertilizes, heals, purifies and can generate income. Let’s take malunggay
seriously,” said Senator Legarda.
C. Grammar Awareness:
1. Preparation:
Play a “Vegetable Race” game
Materials: two baskets
real or plastic vegetables
two small chairs
two plates
4 plastic glasses
Procedure:
a. Group the class into two
b. Put one basket of vegetables, one plate and two plastic glasses on each
group. Put one chair far from each line of pupils.
c. At a signal ( ring of a bell or any sound), the pupils on each group should
be able to do what the teacher will say. But should stop when the stop
signal is given. The group who continues to do the task will lose a point.
The group who could perfectly follow all the instructions will be the
winner.
- Put the tomatoes inside the basket.
- Put the squash on the plate
- Put the carrot under the chair
- Put the eggplant between the two glasses
d. The group who could perfectly do all the tasks wins.
2. Presentation:
Present the chart. Have the pupils fill in the missing information through the following
questions:
Where are the tomatoes?
Where is the squash?
Where can you find the carrot?
Where is the eggplant?
Vegetables Words that tell where the vegetables are

tomatoes inside
squash on
carrot under
eggplant between
3. Abstraction:
Have the pupils look at the chart.
What words tell where the vegetables are?
What do we call these words?
What word is before the preposition?
What word follows the preposition?
What connects the two nouns in the sentence?
What do prepositions tell?
What is preposition?
Ask the pupils to read the phrases in the sentences with the prepositions:
inside the basket
on the plate
under the chair
between two glasses
What words compose the phrase?

What does the preposition do to the word that follows it?
If these words are made up of a preposition and a noun or pronoun, what is a
prepositional phrase then?
4. Generalization:
Prepositions connect nouns, pronouns, and phrases with other words in a sentence.
It gives information about location, time, or space.
A prepositional phrase is a group of words made up of a preposition and a noun or
a pronoun it modifies.
5. Application:
Guided Practice 1:
(Refer to LM Activity 3, page ____)
Guided Practice 2:
Follow-Me Game
( Refer to LM Activity 4, page ___)
Evaluation:
A. (Oral )
Let the pupils listen to the following. Let them tell the author’s purpose in writing it.
1. Are you looking for the best place to dine in? Then visit Jollyplace, the best place
to be! With good food, clean place and best services. Jollyplace, the best!
2. Squash is a nutritious vegetable. It will help make our eyes and skin healthy.
B. ( Written)
Choose the correct phrase that would tell about the picture.
( Refer to LM Activity 5 page ___ )
a. books on the shelf.

b. books in the shelf
c. books under the shelf
a. a cat under the table

b. a cat on the table
c. a cat between the tables
a. a boy between two girls

b. a boy among girls
c. a boy going to the girls
Assignment:
Underline the prepositional phrases in the following sentences:
1. Leo hid behind the cabinet.
2. This is the holder of the key I lost.
3. Father placed the match near the stove.
4. Please go to the store and buy some sugar.
5. I want to know what is in the box.
Day 3
Objectives:
 Read grade level texts with appropriate intonation, expression, and punctuation cues
when applicable.
 Identify and use personification, hyperbole, and idiomatic expressions in sentences
Activities:
1. Spelling
Spell the following words correctly:
a. squash f. nutritious
b. cabbage g. vitamins
c. eggplant h. healthy
d. lettuce i. disease
e. carrot j. vegetables
2. Developmental Activities:
B. Pre-reading Activities
The following words will be unlocked using context clues and pictures
treasure shovel abound crawling proceeds
 Motivation:
What are buried treasures?
Do you believe in buried treasures?
 Motive question: In the story, what are the treasures?
C. During Reading:
The Treasures
The sun had barely awakened but Mang Nilo was already up. He got his bolo and
shovel and went down from the house. He started weeding and loosening the soil of his
plants. All around him were vegetable plants of various kinds. Lined like soldiers, the healthy
tomatoes, eggplants and okra were at the sides of the fences. The crawling string beans,
ampalaya, and patola occupied the middle part of the lot with its fruits pealing like bells of
different shapes and sizes. The dwarf calamansi trees that abound with big and healthy fruits
stood proudly along the path.
“Nena, wake up.” Mang Nilo called his daughter. “Please water the plants.” But
Nena stayed on bed. His father’s call fell on deaf ears. So Mang Nilo watered the plants
himself.
One day, Nena heard her parents talking. “Nilo, our daughter Nemia needs a large
sum for her school fees. If she can’t pay, it would be the end of the world.” Aling Perla said.
“The money I saved from the rice may fall short,” she added. Mang Nilo said, “Don’t worry
Perla, we have treasures on our backyard. We could get and sold them and it could add to
our savings.”
Nena was bowled over by what she heard. “A treasure in our yard?” she thought.
“Father must have buried a chest of gold in the ground.” she excitedly told herself.
Early the next day, her parents were busy as bees harvesting the vegetables from
their garden. Soon, there was a vegetable truck to load all the vegetables her parents
harvested. Later, Mang Nilo and Aling Perla were counting the proceeds from the vegetables
they sold.
Aling Perla smiled, “There, we have more than enough money for Nemia. We can
even buy Nena some of her school materials.”, she said.
“We should never worry, Perla. As long as we have these treasures on our yard, we
will always have something to lean on.” Mang Nilo replied.
Nena realized what the treasures were. From then on, she lent a hand in taking care
of the plants on their yard.
D. Post Reading:
The teacher may ask the following questions to facilitate the discussion:
a. What were the treasures in the story?
b. Why did Mang Nilo consider the vegetables as treasures?
c. If Mang Nilo and Aling Perla had no vegetables grown on the yard, what
could have been the source of the money they needed?
d. If Mang Nilo thought it wise to have some vegetables grown on their yard,
should other people do the same? Why?
e. One of the problems in our country is hunger and poverty. How would
backyard vegetable-planting help?
g. What other ways could people do if there are no available lots to plant vegetables?
Value Focus:
How would vegetable-growing be helpful to us?
E. Skill Development:
a. What is the purpose of the author for writing the selection you read?
Why do you say it entertains? In what way did it entertain the readers?
Why do you say it informs? In what did it inform the readers?
Why do you say it convinces? In what way did it convince the readers?
b. (Reinforcement) Ask the pupils to reread the story to look for some hyperbole and
personification.
Hyperbole Personification
If she can’t pay, it would the sun had barely awakened

be the end of the world.
tomatoes, eggplants and okra were lined like soldiers at the
sides of the fences
Lined like soldiers, the healthy tomatoes, eggplants and okra
were at the sides of the fences
the crawling string beans, ampalaya, and patola
fruits pealing like bells of different shapes and sizes
the dwarf calamansi trees stood proudly
What is meant by the statement in the first column?

How did the speaker express her feelings in this statement?
What figure of speech is shown?
What is a hyperbole?
Let the pupils read the phrases on the second column.

Whose characteristics these objects in the statements are being compared to?
What do you call these expressions?
Why is it called a personification?
Why are personification and hyperbole examples of figurative language?
Can we consider the title of the story you read “The Treasures” a figurative language?
Why?
a. ( New lesson) Bring the pupils to read the phrases taken from the story. Ask pupils to
fill up the second column of the chart. Afterwhich, the teacher writes the correct
meaning of these idioms:
Phrases How I Understand the word Meaning

fell on deaf ears
large sum
busy as bees
something to lean on
fall short
lent a hand
What meaning have you given to the phrases?
What is the correct meaning of each phrase?
Are your meanings different from the meanings given by the teacher?
Why do you think your given meanings are incorrect?
Are these phrases examples of figurative language? Why?
They are called idioms.
What are idioms?
b. Generalization:
Figurative language is a word or phrase that does not have its r literal
meaning used to make stories more interesting. Examples are simile, metaphor,
personification, hyperbole and even idioms.
Idioms are expressions whose meanings are not predictable from the usual
meanings of the usual words.
Idioms are examples of figurative language.
F. Application:
a. Read each sentence carefully. Copy the idiom on your notebook then choose its
meaning inside the box that follows:
b. Group the class into three. Give each group a task card. Let them do the work for
5 minutes.
Read the following selection. Be able to do the following:
- tell the author’s purpose - copy all prepositional phrases
-list down all the figurative language used
Group 1:
The wind blew softly and Belen heard its whisper, telling her
to go home. She thought deeply, “How could I go back home. My
parents had already buried their memory of me.” She walked like a
snail, going nowhere.
Group 2:
Had the plants survived long enough to flower, they would
have betrayed a distinctly yellow tint in the otherwise white part of
the grain. That is because the rice is endowed with a gene from
corn and another from a bacterium, making it the only variety in
existence to produce beta carotene, the source of vitamin A. Its
developers call it “Golden Rice.”
Group 3:
A boy asks his father, “Dad, are bugs good to eat?”
“Don’t talk about things like that over dinner, it turns my

stomach” the dad replies.
After dinner the father asks, “Now, son, what did you want
to ask me?”
c. “Oh, nothing,”
Presentation the boy says.
of and processing “Thereoutputs.
of group was a bug in your soup,
but now it’s gone.”
Evaluation:
Assignment:
List down on your notebook common idiomatic expressions with their meanings.
Day 4
Objectives:
 Write a 3-5 step procedural paragraph using signal words such as first, last, then and
next
Activities:
1. Preparation:
What was the title of the story we read yesterday?
What lesson was taught to us?
The teacher asks the pupils to read the following sentences taken from the story “The
Treasures”
a. Nena did not get up to help her father water the plants.
b. Mang Nilo asked Nena to water the plants.
c. Nena heard her mother telling her father that they need money for her sister Nemia.
d. Mang Nilo woke up early to take care of his vegetable garden.
e. Mang Nilo told Aling Perla not to worry because they have treasures on their yard.
Let a volunteer pupil write a paragraph using the statements above.

Ask another volunteer to underline all the prepositions used in the paragraph.
2. Skill Development:
Are the statements arranged according to how they happened in the story?
If we will write a paragraph using these statements, what signal words may be used?
Why must you use signal words? How would the signal words help you arrange
statements according to how they happen?
3. Application:
Group the class into four. Give each group an activity card, manila paper and a pentel
pen.
Group 1:
This is Mina. She goes to school early.

Write a paragraph on how Mina
prepares for school. Make sure to use signal
words. Underline all the prepositions you used.
Group 2:
This is mother. Everyday she cooks

rice for us.
Write a paragraph to tell how Mother
cooks rice. Make sure to use signal words.
Underline all the prepositions used.
Group 3:
This is Erwin. He made his own

kite.
Write a paragraph to tell how Erwin
made his kite. Make to sure to use signal
words. Underline all the prepositions used.
Evaluation:
(Refer to LM, Activity 8, page ____)
Assignment:
Ask your mother how to wash clothes properly. Then write a paragraph how to wash clothes.
Give it a title. Use signal words. Encircle all the prepositions you used on your paragraph.
Day 5
Objectives:
 Use appropriate graphic organizers to present ideas and concepts.
Activities:
1. Spelling:
Conduct a Mastery test on spelling the following words:
Ask the pupils to read their homework before the class.
1. Preparation:
Read the steps how to wash clothes.
( Refer to LM page ____)
How are the steps presented?
What is called to this illustration?
How do graphic organizers help?
2. Deepening of Concept/Strengthening of Skill:

What do you call these illustrations?
Have you ever tried using a graphic organizer?
Why do you use it?
How do they help organize ideas?
3. Generalization:
What are graphic organizers?
Why are they called graphic organizers?
4. Application:
 Guided Practice:
( Refer to Activity 9, LM page ___ )
 Group the class into 3. Give each group a task.
Group 1:
Choose from the graphic organizers shown or make your own graphic
organizer to show your ideas about adverbs.
Group 2:
organizer to show your understanding on figurative language.
Group 3:
organizer to show your understanding on signal words and its uses.
5. Presentation and processing of group outputs
Evaluation:
Week 39
Theme: Disaster Preparedness: Weather and Natural Phenomena

I. Objectives:
A. Oral Language:
 Recognize appropriate ways of speaking that vary according to purposes,
audiences and subject matter.
 Speak clearly and comprehensively by using standard language and appropriate
grammatical forms, pitch and modulation.
B. Fluency:
 Read grade level texts with appropriate intonation, expression, and
punctuation cues when applicable.
C. Spelling:
selections read
D. Composing:
then and next
 Use the different parts of speech correctly in writing for a variety of purposes.
 Identify and use words with multiple meanings in sentences.
 Describe and react to the author’s writing style.
I. Attitudes towards literacy, literature and language
J. Study Skill:
III. Subject Matter:

A. Topics:
1. Recognizing appropriate ways of speaking that vary according to purposes,
audiences and subject matter
2. Speaking clearly and comprehensively by using standard language and appropriate
grammatical forms, pitch and modulation.
3. Reading grade level texts with appropriate intonation, expression, and punctuation
cues when applicable
4. Spelling the words correctly in the list of vocabulary words and the words in the
selections read
5. Writing a 3-5 step procedural paragraph using signal words such as first, last, then
and next
6. Using the different parts of speech correctly in writing for a variety of purposes
7. Identifying and using words with multiple meanings in sentences
8. Describing and reacting to the author’s writing style
9. Expressing interest in text through Reading
10. Using appropriate graphic organizers
Value Focus: Preparing for Weather and Natural Disasters
B. Reference:
C. Materials: news article, word puzzle, story, “The Falling Mountain”, graphic organizers,
charts, pictures
III. Procedure:
Day 1
Objective:
 Recognize appropriate ways of speaking that vary according to purposes, audiences
and subject matter.
 Speak clearly and comprehensively by using standard language and
appropriate grammatical forms, pitch and modulation.
Activities:
A. Pre-assessment:
Put a ( / )before the statement if you think it is right.
Put an ( x ) before the statement if think it is wrong.
___ 1. These statements use the word match in similar meaning:
“Please get a match so we can light the candle.”
“We will watch a basketball match tonight.”
___ 2. A person should use well-modulated voice when talking to
someone
over the telephone.
___ 3. A graphic organizer help keep one’s memory sharp.
___ 4. Verbs and adjectives may be used similarly to present ideas in
sentences/ articles.
___ 5. Typhoon is a natural calamity.
B. Oral Language and Vocabulary Development:

C. Vocabulary Development
1. Preparation:
Have you ever experienced a very strong typhoon? What did you and your
family do?
Activity: Pantomime
Let the pupils do any action that one possibly does when the following
occurs:
a. earthquake d. landslide
b. fire e. strong typhoon
c. flood
Ask the class why they did those actions. Let the pupils give their own
explanation.
D. Oral development
a. Preparation
In what ways can we be notified or can we tell others if something happens?
Will telephone calls help? How?
Will news reporting help? How?
Will speeches or in public help? How?
b. Activity:
Group the class into four. Instruct the class the task that will be done.. Give the
groups task cards. Give each group 10 minutes to do the task and 5 minutes to
present.
Group 1:
A strong typhoon is about to fall to your place. You are news
reporters on radio. Present how the public will be aware about this so that they
can make the necessary preparations.
Group 2:
Your school is on fire. You have to notify your parents about the
incident. Use the telephone to tell your parents about it.
Group 3:
A strong earthquake just occurred in a nearby area. Your place has
not been directly hit but report says a strong tsunami may occur. As TV anchors
and reporters how would you make the public aware of this possible incident?
Present it before the class.
Group 4:
Your teacher asked you to make a school report on different natural disasters
such typhoon, tsunami, landslide and earthquakes. Your group will do the
reporting to the class.
c. Abstraction:
Group presentation and processing of presentations
Ask:
1. In what way is the radio news reporting done?
2. How do the radio reporters do it?
3. Will the listening public understand them? Why/ Why not?
Ask:
1. In what way is the TV news reporting done?
2. How do the TV reporters do it?
3. Will the viewing public understand them? Why/ Why not?
Ask:
1. Are the telephone conversations effective in notifying the parents about the
fire?
2. How does each member of the group tell the news?
3. Do they speak clearly? Are they understood?
4. How does each pupil make the report to the class? Are the ideas presented
clearly? Why / Why not?
d. Generalization:
How do we convey messages clearly through speaking?
What kind of voice must be used when speaking through the telephone, when
giving a class report or when speaking to a friend near you?
Why must we speak clearly?
E. Evaluation: ( Oral Test)

You are to tell the importance of preparing for any disaster that might occur. How
would you do it if you are speaking to:
a. a friend
b. the whole class
c. to the public through radio
Day 2
Objectives:
 Describe and react to the author’s writing style from selections listened to.
read
Activities:
Spelling:
Words to find: earthquake aid evacuate flood

tsunami shield evacuees disaster
storm
1. Preparation
magnitude epicenter tectonic casualties damage

Have you ever experienced an earthquake? What did you do?
 Motivation:
Find out one incident of an earthquake in a news report you will hear.
2. Listening to a news story
Eastern Samar Hits by a 5.5 Earthquake

by Ed Umba
Eastern Samar was hit by a magnitude 5.5 earthquake on December 5, 2012 morning
according to the Philippine Institute of Volcanology and Seismology (Phivolcs). The epicenter
of the earthquake was located at 138 kilometers northeast of Guiuan and occurred at around
8:43 AM.
Phivolcs confirmed that the earquake was tectonic in origin caused by the movement
of a local fault. The Eastern Samar earthquake had a depth of 20 kms. As of press time there’s no
reported damages or casualties in the reported earthquake.
3. Comprehension Check
The teacher facilitates the discussion through the following questions:
a. What calamity affected the province of Eastern Samar?
b. When did it happen?
c. How strong was the earthquake?
d. What was the origin of the earthquake?
e. Were there reported damages and casualties?
f. Why do you think earthquakes happen?
g. How should people keep themselves safe when earthquake occurs?
h. If you were in a situation like this, what would you do?
Did the author write the news clearly? Why? / Why not?
How do you think should authors write so that listeners or readers will understand
their writings?
Why should authors write simply and clearly?
What words were used to tell the story efficiently?
What words were used that made the news clear to the listeners?
Listen again. Find out and write down nouns, verbs, adjective and adverbs that were
used in the news.
Were the words used correctly? Did these words help make the selection
understandable?
5. Generalization:
How does an author’s writing style affect the listeners?
What kind of words would be used to write a paragraph, story or any selection that may
be understood well by the listeners?
An author’s writing style could effectively persuade people to listen or read a certain
article.
Using the different parts of speech such as nouns, verbs, adjectives and adverbs
correctly will contribute to the effectiveness of an author’s writing style.
6. Application:
Listen to these short selections. Then say something about how it was
written.
a. Doggie is a dog. It is a big dog. It is a white dog. It likes to play and run
after a ball. It is my pet. I love my pet.
b. One of the things I love about mother is the way she does her daily
work. She sings while cleaning our house. She sings while doing the
laundry. She sings while cooking. She even sings to her plants. I have
never seen her get tired of her work. Maybe because she does her
work happily.
c. Marissa goes to school early. Marissa never gets late. She is happy
always in school. She goes home everyday. Her teachers like her very
much.
d. The best dress? Hah! Karen is wrong to say she would have the best
dress in the party. Wait till you see me, I thought. I‘m sure, everybody
will have their eyes on me once I wear my red silk dress. My mother
had it sewn during my birthday and those who have seen me wore that
dress had nothing but praises to me.
Evaluation:
Listen to the following paragraph.
Glenda loves to eat ice cream. Glenda eats ice cream daily. When Glenda’s mother
would not buy her ice cream, she will cry. Ice cream is Glenda’s favorite food.
Do the following:
1. Do you like how the selection was written? Why/ Why not?
2. What part of speech needs to be changed? What word should be used?
Day 3
Objectives:
 Read grade level texts with appropriate intonation, expression, and punctuation cues
when applicable.
 Describe and react to the author’s writing style from selections read.
Activities:
1. Spelling
a. earthquake d. aid g. flood
b. tsunami e. shield h. evacuees
c. storm f. evacuate i. disaster
2. Developmental Activities:
B. Pre-reading Activities
 Unlocking of difficulties
spare continuous huddled crumbling evacuate landslide
 Motivation
Show a picture of a landslide.
What do you see? What must have happened to the place?

Have you ever heard someone tell his experience about a calamity his / her family
faced?
 Motive question:
What was Noel’s terrifying experience?
C. During Reading:
( Refer to LM for story, “The Falling Mountain”, page ___)
D. Post Reading:
Check the pupils’ comprehension on the selection read through the following
questions:
Let the pupils answer the motive question given.
a. To what the falling mountain is referred to?
b. If Noel and his family had not awakened, what do you think could have
happen?
c. What do you think saved Noel’s family from the landslide? Why?
d. How did the people must have saved themselves?
e. Has there been a landslide that occurred in or near your place?
f. Why do landslides happen?
f. If calamities occur, like landslides, what must you do?
g. Why must we prepare ourselves for incidents like this?
Value Focus:
What is the best preparation for calamities like this?
Aside from the preparations we do, why must we always pray to ask God for our
safety?
3. Skill Development:
How did the author write the story “The Falling Mountain”?
Was the author effective enough in telling somebody’s experience about the landslide?
Why / Why not?
Ask the class to write on the chart the underlined phrase with the underlined words on the
story. Help the class give the meaning of each.
Words Meaning as used in the sentence
spare us from danger to save us from danger
I rose I stood up
huddled together get close
way going far road going far
a mass of soil a heap of soil
see our place inspect our place
showed us the way guided our way
Let the pupil read the following sentences using the same words. Have them find out
if the meanings are the same.
Have them fill up a chart.
(Refer to LM, page_____)
1. Mario needs a spare tire for his car.

2. The water level on the river rose after it rained for several days.
3. The boy huddled under the table so he won’t be seen.
4. This is the way we cook rice.
5. The family attended the mass.
6. We will see our grandparents today.
7. Lea Salonga has a show on TV.
Key:
Meaning as used in the first Meaning as used in the second
Words
sentence sentence
spare save extra
rose stood up Increased in level
huddled get close together hunched; crouched
way road procedure
mass heap, amount Holy Eucharist
see inspect visit
showed guide program
Are the meanings of the same word similar to the two sentences?
What caused the change in the meaning of the words?

Some words have multiple meanings.
4. Generalization:
Words with multiple meanings give several meanings depending on how they are used in
a sentence.
5. Application:
 Guided Practice
 Group the class into four. Give each group a paragraph to read. Let each group find a
word that has multiple meanings. Let each group fill out a table like below:
Phrase or sentence
Word with Multiple
where the word is Meaning
Meaning
used
Group 1:
Mr. Royo is the barangay chairman in our village. He runs the community
very well. He has many programs and projects that improved our place. Many
people run to him for help. If Mr. Royo will run again as barangay chairman in the
next election, he is sure to win.
Group 2:
A group of campers went hiking. They cleared some bushes and plants
where they can put up tents. They made the wider area their mess hall. After two
days, they left the place in mess. So when the authorities found out, the campers
were in a real mess.
Group 3:
Father is the head of our family. He works hard in the office so he can
provide for our needs. Everyday he heads to the office early. Father may have a
bald head but for me he is the best-looking man in the entire universe.
Group 4:
Many parents attended the meeting at the second floor of the building. They
were given the chance to air out some problems. Once a parent raised his hand,
he was given the floor to speak out his ideas. The meeting was successful but it
caused the place to get dirty, soiling the tiled floor.
c. Presentation and processing of group outputs.
Evaluation:
Read the following selection. Then write on a paper the phrase with the word with
multiple meanings. Give the meaning of each.
( Refer to LM, Activity 3, page ____)
Assignment:
Day 4
Objectives:
selections read.
 Describe and react to the author’s writing style from selections read.
 Write a 3-5 step procedural paragraph using signal words such as first, last, then and
next
Activities:
Checking of the assignment.

Ask: What are some of the words that have multiple meanings?
Why are they called words with multiple words?
1. Preparation:
What was the title of the story we read yesterday?
The teacher asks the pupils to reread the story “The Falling Mountain”
Ask the pupils to describe what Noel must have felt during the incident and
after the incident.
2. Skill Development: ( Strengthening of Skill)

Read the following events in the story “The Falling Mountain”. Arrange them
according to how they happened in the story. Write a paragraph
using signal words.
a. Father told us to go out from the house quickly.
b. Noel and his family were spared from the landslide.
c. Noel woke up his sister and his parents.
d. Noel awoke because of a loud, thudding sound.
e. Large mass of soil and big chunks of rocks covered Noel’s and his neighbors’
houses.
Ask:
1. How did you arrange the sentences?
2. What signal words were used?
3. Did you organize your paragraph correctly?
4. What words (parts of speech) were used in your paragraph?
5. Were there words with multiple meanings used in the paragraph? What are these
words? What are their meanings as used in the sentence? What other meanings
do they have?
6. Will readers understand your paragraph? Why?
Application:
 Do the following task by pair:
Write a short paragraph about how you prepare yourself for school. Underline all
signal words used. Use the following words with multiple meanings in your paragraph.
Below your paragraph, write the meaning of these words as they are used in the
paragraph.
prepare
way
 Let each pair present their output. Display the pair’s work on the board ( or output
corner). .
 Processing is done
What signal words were used? What is the meaning of the given words as
they were used on the paragraph?
Was the paragraph written clearly? Will be understood easily by the
readers? Why?
Evaluation:
( Refer to LM, Activity 5 page ____ )
Assignment:
Keep a list on your notebook of words with multiple meanings.
Day 5
Objectives:
 Use appropriate graphic organizers to present ideas and concepts.
Activities:
1. Spelling:
Conduct a Mastery test on spelling the following words:
Sharing of the list of words with multiple meanings.

Pupils read before the class the list of words with multiple meanings that they made.
1. Preparation:
Show the class the following:
What ideas are presented in the illustration?

What do you call this illustration? (graphic organizer)
2. Deepening of Concept/Strengthening of Skill:

Ask:
1. Why is it called a graphic organizer?
2. How do graphic organizers help?
3. What were the graphic organizers have we used before?
4. Do they help make an idea presented in a clearer way? Why?
3. Application:
 Group the class into 4. Instruct the class to present the given words below with
their multiple meanings in a graphic organizer like shown in the sample. The
group could make their own graphic organizer.
Group 1: show
Group 2: trunk
Group 3: rose
Group 4: mass
 Presentation and processing of group outputs
Evaluation:
Show in a graphic organizer your ideas on how we can prepare for weather or natural
calamities. Design your own graphic organizer.
IV. Post Assessment
Put a ( / )before the statement if you think it is right.
Put an ( x ) before the statement if think it is wrong.
___1. These statements use the word match in similar meaning:
“Please get a match so we can light the candle.”
“We will watch a basketball match tonight.”
____2. A person should use loud but well-modulated voice when talking to a big audience.
____3. A graphic organizer help helps present ideas in a clearer, systematic way.
____4. Verbs and adjectives may be used similarly to present ideas in sentences/ articles.
____5. Calamities like typhoon and earthquakes should be prepared for.

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2.

Further explanations are given by the teacher.

Group presentation of output.

Theme: Our Community Resources

II. Subject Matter

Perceive Cause-Effect relationship

Value Focus: conserving water and other resources

1. What do you see in the pictures?

1. What object is common to the pictures?

1. Who forgot to turn off the faucet?

Question: What ways would you do to help conserve water?

c d l o ( When the weather is warm, it is good to drink ___ water)

y t r i d ( Water and food that are ____ can make us sick)

Why the Sea is Salty

Retold Stories Copyright © 2001-2005

1. How did the seawater taste before?

g. Skill development: ( Perceiving Cause and effect relationship)

1. Why would people cross the ocean to go to the giant’s island?

2. Why could people prepare tastier meals?

3. Why could the people not sail out to gather salt?

Cause answers the question why.

It gives the reason.

Answer these questions:

1. What happened when the villagers ran out of the salt?

Effect gives the result. It answers the question what

The people could not enjoy their

Write the effect of its cause.

Ferocious red ants bit the

The giant cried and thrust

The packed salt fell into

Have each group present their work to the class.

giant - big, friendly, gentle

sea - bland, tasteless, salty

ants - tiny, ferocious

What words describe “giant”?

What words describe “sea”?

Study further the following underlined words:

 There are seven yellow ducks in the pond.

Underlined Kind of word

seven number ducks noun

yellow color ducks noun

(Refer to LM, Activity 4, page ____ )

1. Read aloud grade level text with an accuracy of 95-100%

grumbling disappeared mumbling

Activating Prior Knowledge

The First Pineapple

1. Who are the characters of the story?

Complete the web. Describe Pina. Write adjectives

Complete the web. Describe the pineapple. Write

What are describing words?

( Refer to LM, Activity 8, page ____ )

What happened to Pina?

Why do you think Pina became a pineapple?

Can this story be true? Why?

- Mother looked everywhere but Pina was nowhere in sight.

Let the class study the following paragraph:

1. What have been formed out of the sentences?

Can you give other signal words?

( Refer to LM, Activity 9, page ____ )