english3thirdquarter-140914020946-phpapp02 (1).doc

8/10/2019 english3thirdquarter-140914020946-phpapp02 (1).doc

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Unit 3: Week 1 (Lesson 19)Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Overview/objectives

Literature:To Go or Not To Go(by Mil Flores-Ponciano)

Realize the things to do intimes o a ty!hoon

"ra# and #rite a !ossibleresult or a Grade $ student

or not remembering thethings to be done duringty!hoons

Read and #rite #ords% !hrases and sentences#ith oi and oy di!hthongs

&denti y the cause and thee ect in sentences

Read and #rite #ords% !hrases and sentences#ith oi and oydi!hthongs

Read and #rite #ords% !hrases and sentences #ithoi and oy di!hthongs

&denti y and use descri!ti'ead ecti'es

Read and#rite #ords% !hrasesand sentences #ith oiand oy di!hthongs

Materials ord cards

Learner*s Materials+cti'ities , .-, /

+cti'ities , 0 Pictures sho#ing thedetails in the matri1 o

eather 2ondition

ord cards

3ig stri!s o !a!er

Learner*s Materials+cti'ities , -45,

6tri!s o sentencesLearner*s Materials

+cti'ities 454-45$

Learner*s Materials+cti'ities 454-45$

Procedure

7nloc8ing o 8ey #ord usigconte1t clues

Moti'ation 9uestion

Re'ie# reading 2 2e#ords

Lead the class in thedecoding lesson using+cti'ity , 0

Presentation o !ictureshighlighting the cause ande ect

Presentation o descri!ti'ead ecti'es rom the song

Post !ictures o achurch crashed do#n%ocean #ith big #a'es;

7se +cti'ity 45. orthe sam!le;


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GRADE 3 ENGLISH TEACHERS GUIDE

Unit 3: Week 1 (Lesson 19)To Go or Not To Go

Pre Re!"in#

1$ Un%o&kin#' o&! *%!r+ , Con&e-t De.e%o-/ent(PA A!A" t#$%oon si&nal'


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YP OO0 O0D O0 D6

#$%oon !i&nal

7eat%er ondition lass!us$ension

7%at an Do

As A rade 3Pu$il

, $ictures o*

T#igs and branches o small trees may be bro8en; 6ome banana !lants may be tilted; 6ome houses o 'ery light materials (ni!a and

cogon) may be !artially unroo ed;

Preschool 3ring an umbrellaand go to school;

4 $ictures o*

6ome coconut trees may be tilted #ith e# others bro8en;

Fe# big trees may be u!rooted; Many banana !lants may be do#ned; Rice and corn may be badly a ected; Large number o ni!a houses may be !artially or

totally unroo ed;

Preschool


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9$ hat might ha!!en i you #ould not bring an umbrella #ith you=

2. En#!#e/ent'Enri&8/ent

@a'e the class go o'er the ty!hoon condition guide and ha'e them ans#er the 9uestions thatollo#; Re er to +cti'ity , C;

Grou! your !u!ils into our; +s8 9uestions and !ro'ide acti'ities to highlight the 'alue o the#eather guide;


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Post the our !ictures in random order on the board; +s8 !u!ils to describe #hat each !icturesho#s;

6ay: !ere are pictures showing how our surroundings loo li e if there is a typhoon. #escribewhat you see in the first picture. What typhoon signal do you thin can ma e our surroundingsloo li e this? Post the stri! o !a!er #ith >Ty!hoon 6ignal Number ,?;(7se the same set o 9uestion and continue !osting the stri! o !a!er) until you reach Ty!hoonsignal number A;

6ay: hile loo8ing at the !icture o the surroundings during ty!hoon signal number , ; +s8:Why are some branches of trees bro en? ait or the ans#ers and e1!lain that it is because of $yphoon signal number %. $yphoon signal number % is the &A'S( and some branches of treesare bro en is the ())(&$ or *(S'"$.

6ay: hile loo8ing at the !icture o the surroundings during ty!hoon signal number 4; +s8:Why are roofs of some nipa houses gone = ait or the ans#ers and e1!lain +ecause it is

$yphoon signal number that is why roofs of nipa houses are gone. $yphoon signal number isthe &A'S( and the roof of nipa houses are gone is the ())(&$.

6ay: hile loo8ing at the !icture o the surroundings during ty!hoon signal number $; +s8:Why are many coconut trees bro en and destroyed? ait or the ans#ers and e1!lain +ecauseit is $yphoon signal number - that is why many coconut trees are bro en and destroyed.$yphoon signal number - is the &A'S( and many coconut trees are destroyed is the ())(&$.

6ay: hile loo8ing at the !icture o the surroundings during ty!hoon signal number A; +s8:Why are large trees uprooted? ait or the ans#ers and e1!lain +ecause it is $yphoon signal number that is why large trees are uprooted.. $yphoon signal number is the &A'S( and

large trees are uprooted is the ())(&$.

Re er !u!ils to +cti'ity , ;

0$ o"e%in#'Te!&8in#

6ay / $here is a cause0effect relationship in the sentences for the pictures. A CAUSE tells thereason why something happens or has to be done. An EFFECT tells the result or effect of anevent or an idea.

pictures of So/e &o&on*t trees /!+ eti%te" it8 ;e ot8ers roken$

e i# trees /!+ e *-roote"$!n+ !n!n! -%!nts /!+ e

"o ne"$Ri&e !n" &orn /!+ e !"%+!


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There are ste!s on ho# to identi y a cause and an e ect;Re er the class to +cti'ity 455;

3$ G*i"e" Pr!&ti&eForm our grou!s o students; Let the !u!ils in each grou! identi y the cause and the in columns, and $ o the matri1 in $o Go or 1ot $o Go.

6ay: Loo8 at this umbled !hrase cards and !ictures; 2reate !airs o a !icture and a !hrase card;Tell #hich is the cause and #hich is the e ect; )e*er $u$ils to Activit# 1++8.

$ In"e-en"ent Pr!&ti&e

Let !u!ils identi y the cause and the e ect in columns , and A o the matri1 in $o Go or 1ot $oGo; )e*er $u$ils to Activit# 2998" " and D.

6ay: Study the pictures and phrase cards. Pair them and tell which is the cause and which is theeffect.

Lesson 19 D!+ : De&o"in#' %*en&+' Des&ri-ti.e A"=e&ti.es

Ski%% Lesson: Re!"in# !n" Writin# Wor"s> P8r!ses Senten&es it8 oi !n" o+Di-8t8on#s

68ill Lesson: ords #ith oi and oy di!hthongsRe er your !u!ils to +cti'ity 454 + and 3;

Ski%% Lesson: Des&ri-ti.e A"=e&ti.es

1$ Present!tion

Read the ollo#ing sentences:1$ There #as a strong ty!hoon;

0$ The big trees #ere u!rooted;

3$ There #as hea'y rain;

$ The streets #ere looded;

4$ The small houses #ere destroyed;

0$ o"e%in#'Te!&8in#


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,; &n the irst sentence% #hat #ord tells about the ty!hoon= 7nderline;4; &n the second sentence% #hat #ord tells about the trees= 7nderline;

("o the same until the i th sentence;)

6ay: "et us all read the underlined words together. 2*epeat after me.3 What do we call them?What ind of words are these? What are ad4ectives? $hese are called ad4ectives.

Ad4ectives are words that describe.6ay: $here are words that describe a person, a place, or an ob4ect. $hese words tell how

something or someone loo s li e or what something is. Words li e/ important, honest, fair, indand good are ad4ectives.

3$ G*i"e" Pr!&ti&e

6ay: !ow do we now if a word is an ad4ective? "et us read the tips inside the bo5.)e*er $u$ils to Activit# 292 .

$ In"e-en"ent Pr!&ti&e )e*er $u$ils to Activit# 293.

Lesson 19 D!+ 4: %*en&+' or/in# senten&es *sin# !"=e&ti.es

68ill Lesson: ords and a story #ith digra!h oi as in oil and oy as in boyRe er !u!ils to +cti'ity 45A+ and 3;

68ill Lesson:

1$ Present!tion'Intro"*&tion

Post !ictures o a church crashed do#n% ocean #ith big #a'es% and !ro'ide #ords such as oldand big;

6ay: 2an you ma8e a sentence out o these !ictures and #ords= Br let the children thin8 o other ad ecti'e to describe the !ictures;


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Please re*er to Activit# 295 *or t%e web and c%art sa,$le.

From the #ords in the #eb% hel! !u!ils orm sentences #ith ad ecti'es; 7se the chart belo#;

0oun Lin:in& ;erbs Adjective 0oun6andra had e1!ensi'e #atch


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Unit 3: Week 2 (Lesson 20)Lesson Parts DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Overview/objectives

Literature: A Learning Experience for Malou

Read #ords% !hrases andsentences #ith au and o#di!thongs

7se descri!ti'ead ecti'es

Read #ords% !hrases andsentences #ith auand o# di!thongs

&denti y act rom o!inion

Read #ords% !hrases andsentences #ith au and o#di!thongs

rite sim!le sentencesand use correct

!unctuation mar8s

Read #ords% !hrasesand sentences #ithau and o#di!thongs

6ummati'e test

Materials ord cards

Learner*s Materials+cti'ities 45C-45/

Learner*s Materials+cti'ities 450-4,5

Pictures sho#ing the details inthe matri1 o eather2ondition

ord cards

3ig stri!s o !a!er

Learner*s Materials+cti'ities 4,,-4,$

2o!y o >&m!ortantRules? song

6tri!s o sentences

Learner*s Materials+cti'ities 4,,-4,$

Procedure

7nloc8ing o 8ey #ord using !ictures

Moti'ation 9uestion

Moti'e 9uestion

"ecoding Lesson

using +cti'ity 450

Present somesentences #ithdescri!ti'e #ordsta8en rom theselection;

"ecoding lesson using

Present sentences #ith

the ollo#ing !unctuation mar8s: !eriod% comma%9uestion mar8 ande1clamation !oint;

"iscuss #hen to !uteach mar8 and #hat


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Read-aloud o the selectionollo#ing "RT+

Post Reading:"iscussion o the selection

@a'e the class do +cti'ity 45/;

"iscuss #hatdescribing #ords are

@a'e the class do+cti'ity 45 #ithyour guidance then+cti'ity 4,5inde!endently;

+cti'ity 4,,;

Present some sentences toteach act and o!inion;

"i erentiate an o!inion rom aact;

@a'e the class do +cti'ity 4,4#ith your guidance then

+cti'ity 4,$ inde!endently;

ty!e o sentencere9uires each;

@a'e the class do+cti'ity 4,A;


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Unit 3: Week 0 (Lesson 0?)

A Le!rnin# E@-erien&e ;or !%o*

Pre Re!"in#

1$ Un%o&kin#' o&! *%!r+ !n" Con&e-t De.e%o-/ent( reedom% !atriotic% symbol)

6ho# a !icture o a do'e; 6ay: $his is a dove. 6t symbolizes peace. #ove is a symbol for peace. 6ho# a cut-out o a heart; 6ay: $his is a heart. 6t symbolizes 7alentine8s #ay. $he cut0out of a heart is a symbol. A symbol is a thing that represents or stands for something else,especially a material ob4ect representing something abstract . Who can give me another symbol that you can see in our classroom or outside?

2all a child in ront o the class; (3e ore he says something% tell the child that he can only do or say something that is good in ront o the class;) 6ay to the child: #o whatever you want but

see see to it you don8t harm other children in the class or destroy the things inside the class. !ecan do whatever he wants that do not harm other people and property because he has freedom.

)reedom is the power or right to act, spea , or thin as one wants without hindrance or restraint.

6ho# !ictures o Phili!!ine heroes; Say/ 9ur heroes are patriotic. $hey fought for our country. Singing "upang !inirang with respect is a sign that you are patriotic. A person is

patriotic if he e5presses strong love for his country. Are you patriotic? !ow else do you showit?

Re er the !u!ils to +cti'ity 45C or the 'ocabulary de'elo!ment chec8 u!;

2. oti.!tion 2*estion

"escribe ho# our Phili!!ine lag loo8s li8e;

3$ oti.e 2*estion hat do the colors o our national lag mean=

D*rin# Re!"in#

,; Read aloud the story using "RT+ to let the !u!ils !redict as they read along the story;

+ L


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sun; The sun has eight rays; These stand or the eight !ro'inces that ought or the reedom o thecountry; &t has also three stars re!resenting the three ma or islands o the country Luzon% isayasand Mindanao%? said Malou;

Father added% > e Fili!inos should res!ect our lag; "oing so sho#s that #e lo'e ourcountry;?

> esH & thin8 Fili!inos are the most !atriotic !eo!le in the #orld; e are #illing to gi'e u!our li'es or the Phili!!ines%? Mother e1!lained;

> That*s right% Father; That is #hy & ma8e sure that & al#ays sho# my lo'e or our country%?Malou said !roudly;

Post Re!"in#"iscussion Duestions

,; ho is the girl in the story=

4; hat did she learn= hy #as she so ha!!y in school=$; hat do the sun*s eight rays stand or=A; hat do the three stars re!resent=.; hy are Fili!inos considered as !atriotic !eo!le=A; Gi'e three #ays ho# to sho# res!ect or our lag;.; @o# can you sho# your lo'e and concern or your country=

En#!#e/ent A&ti.it+

)e*er t%e $u$ils to Activit# 29


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0$ o"e%in#' Te!&8in#

(Note: +s8 the !u!ils to underline the descri!ti'e #ords or #ords that describe; "ra# out romthem that these #ords are ad ecti'es; Pu!ils should be able to e1!lain urther that ad ecti'esdescribe a noun or a !ronoun #hich sho# their color and sha!e; Gi'e more e1am!les o descri!ti'e ad ecti'es;)

+s8: hat are ad ecti'es= (describing #ords) Process this sentence by sentence: ,; &n sentence ,% ho# does the ad ecti'e describe the bag=(by telling about it*s sha!e) 4; &n sentence 4% ho# does the ad ecti'e describe the stars=(by telling about their color) 6entence $% A% .% hat #ords does an ad ecti'e describe= (noun or !ronoun)

The girl is #earing a red dress; Mother ba8es five cu!ca8es; & ha'e a new toy;

3$ G*i"e" Pr!&ti&eRe er your !u!ils to+cti'ity 45 ;

$ In"e-en"ent Pr!&ti&eRe er your !u!ils to +cti'ity 4,5;

Lesson 0? D!+ 3: De&o"in#' %*en&+'Writin#' !&t !n" -inion

Ski%% Lesson: Senten&es it8 !* !n" ! "i-8t8on#sRe er your !u!ils to LM +cti'ity 4,,;

Ski%% Lesson: !&t !n" -inion

1$ Present!tion' Intro"*&tionPresent the ollo#ing sentences on the board;1$ The Phili!!ine lag is made u! o three colors;0$ There are three ma or islands in our country;3$ The Phili!!ine lag is one o the most beauti ully designed lags in the #orld;

hat sha!e is our lag=

(rectangular)

hat #ord describes the #hite !art o our lag= ( triangular)

$ T8e P8i%i--ine B!# isre&t!n#*%!r%e$

4$ T8e 8ite -!rt o; o*r B!#is tri!n#*%!r%e$


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$ Ms; +lmira 6antos thin8s that Fili!inos are all 'ery !atriotic !eo!le;4$ Fr; 2ruz belie'es that the Phili!!ines is a !eace ul country;

0$ o"e%in#' Te!&8in#

+s8:hat do you notice #ith the irst t#o sentences=

"oes it tell something that is already !ro'en and acce!ted by e'eryone=

hat do you notice #ith the third% ourth and i th sentences="oes it sho# udgment% eeling or attitude about someone or something=

hat #ordJs in the sentence gi'es a clue that it is a thought or udgment=

6ay: + sentence states a *act i it can truly ha!!en and it can be !ro'en;

+ sentence states an o$inion i it can ha!!en only in the mind o a !erson and it cannot be !ro'en to be true; The #ords >& thin8% & belie'e% in my o!inion% etc; signals an o!inionstatement;

Guide the !u!ils to ma8e this generalization at the end o ModelingJ Teaching and be ore theGuided Practice; Gi'e more e1am!les o act and o!inion statements;

3$ G*i"e" Pr!&ti&e:)e*er #our $u$ils to Activit# 212.

$ In"e-en"ent Pr!&ti&e:

)e*er #our $u$ils to Activit# 213.

Lesson 0? DA : Writin# Si/-%e Senten&es !n" P*n&t*!tion !rks

1. Intro"*&tion' Present!tion' o"e%in#

Present sentence stri!s rom the story >+ Learning


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+s8 some students to read each sentence; +s8 a ter each reading: What punctuation is used toend that sentence.

$he following sentences are telling sentences. We use a period to end each sentence.

"et us have some e5amples that use other punctuation mar s. +s8 some students to read thesentences aloud;

The colors o the Phili!!ine lag are #hite% yello#% and blue;

The three big islands in the Phili!!ines are Luzon% isayas% and Mindanao;

+s8: What punctuation mar is used to end the two sentences?

+ ter the ans#er is gi'en% say: These are telling sentences

$here is another punctuation mar that is used in the two sentences. What is that?

&an you tell us why we use comma in between those words? e use comma to se!arate ideas or #ords that #e are enumerating;

"et us have another set of sentences. 1otice the punctuation mar s in each sentence.

+s8 some students to read the sentences aloud;

hat is the ca!ital city o the Phili!!ines=

> e #ill ight or your honorH? our heroes !ledged to our country;

+s8: What punctuation mar is used to end the first sentence? Why do you thin we need touse a :uestion mar ? &t is a sentence that as8s or something .

What punctuation mar is used to end the second sentence? Why do you thin we need to usean e5clamation point at the end of this sentence? &t is a sentence that tells a strong eeling; .

2.

3. G*i"e" Pr!&ti&e:

Re er your !u!ils to LM +cti'ity 4,A+;

4. In"e-en"ent Pr!&ti&e:

W8!t "es&ri es i%i-inosF( T8e+!re t8e /ost -!trioti& -eo-%e int8e or%"$)

W 8o !re t8e /ost -!trioti&-eo-%e in t8e or%"F ( i%i-inos)$


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Re er your !u!ils to LM +cti'ity 4,A3;

+;,;4;

3;

,; "aniel is IIIIIII in ans#ering his test !a!ers;

2;


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Overview/objectives

Literature:The Monster !ho Ca"e to

School

Realize the im!ortance oollo#ing school rules

Role !lay the im!ortance o ollo#ing school rules

"istinguish a cause rom ane ect

Read and #rite #ords #ithou and o# di!hthongs

&denti y and use ad ecti'es incom!arati'e degree

Read and #rite #ords #ith ouand o# di!hthongs

&denti y sim!le andcom!oundsentences

Read #ords% !hrasesand story #ith ouand o#di!hthongs

Form com!oundsentences

Read and #rite#ords% !harsesand sentences#ith ou and o#di!hthongs

Materials ords in en'elo!es

"etecti'e 6inegata 2hart

ord cards

Learner*s Materials+cti'ities 4,.-4,C

2 and < chart

6entence stri!s

Learner*s Materials+cti'ities 4,/-4,0

2 and < chart

Learner*s Materials+cti'ities 4, -44,

6entence chart

Learner*s Materials+cti'ities 444-44A

2 and < chart

Pictures

Learner*s Materials+cti'ities 44.-44/

Procedure7nloc8ing o 8ey #ordsusing the Thin8-Go-6to!Game

Moti'ation 9uestion

Moti'e 9uestion

Read-aloud o the selectionusing "RT+

Presentation o sentencesthrough the 6ay-"o-"on*t

Game

"irect teaching todistinguish a cause rom ane ect

Presentation o !ictureshighlighting cause and e ect

"irect teaching o ste!s onho# to identi y the cause ande ect in a sentence

Matching o !ictures and !hrases to sho# a cause-

Presentation o a chartto sho# sim!le andcom!ound sentences

Presentation ande1!lanation o ho#com!ound sentencesare ormed

2om!letion o atable sho#ingsentences about the

im!ortance oollo#ing school

rules

"irect teaching odetermining ane ect based on a


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Post Reading:"iscussion o the selectionhighlighting the im!ortanceo school rules


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Unit 3: Week 3 (Lesson 01)

T8e onster W8o C!/e To S&8oo%

Pre Re!"in#

1$ Un%o&kin#' o&! *%!r+ , Con&e-t De.e%o-/ent

6ay: "et us be energized by playing the !A1#0;61# W9*# game. Say * ' " ( S. All *, ', " ,( , S will form the groups.

(Note: % listen or the clues

about the #ord; & you hear the #ord O -start arranging the letters and i you hear the #ord! OP - say the #ord;)

+s8 the class to get the irst en'elo!; Tell them to get the letters inside the en'elo!; 6ay: $heword starts with a


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3$ oti.e 2*estion

hat do you thin8 #ill +ndy and his classmates eel meeting a monster at school=

D*rin# Re!"in#

(Note: 3e ore the reading time begins% the teacher assigns some !u!ils or the role !lay o somestory !arts;)

T8e onster W8o C!/e to S&8oo%

hen +ndy got on the bus on the irst day o school% he sa# a monsterH +ndy #as 'erysur!rised; @e did not 8no# that monsters #ere allo#ed to go to school; 3ut there the monster#as; &t #as ma8ing all 8inds o noise and #ould not sit do#n; &t climbed on the seats and !utits head out the #indo#; &t too8 u! so much room that +ndy had no !lace to sit;

> o#% that monster sure is noisyH &*ll bet it isn*t e'en su!!osed to be here%? +ndy #his!ered toic8y;

6TBP +N" +6 : 7%at do #ou t%in: will t%e teac%er *eel w%en s%e sees a ,onster insc%ool?

3ut +ndy*s teacher #as not at all sur!rised to see the monster entered the classroom; &t !ushedahead o e'eryone% grabbed a bo1 o toys% and dum!ed them on the loor; hen +ndy and theother children sat at their !laces% the monster started to thro# the toys;

6to! thatH? said the teacher; >


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+t rest time% the monster laughed and tal8ed and !o8ed the children and e'en !ulled their hair;>2ome hereH? said the teacher% #ho #as 'ery angry; > ou are a real monsterH Monsters are notallo#ed at school; Go a#ay and ne'er come bac8H?

! OP A0D A!>= 7%at do #ou t%in: will t%e ,onster do?

The monster burst into tearsH


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Re er to +cti'ity 4,C;

Lesson 01 D!+ 0: De&o"in#' %*en&+'Writin#'C!*se !n" E


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& you attend class regularly% #hat #ill ha!!en=

"o you remember the monster in the story% The Monster ho 2ame to 6chool= @o# did it beha'e at school=

The monster*s misbeha'ior had e ects on the children% teacher% and on the school as a #hole;

ause and 6**ect %art

2ause < ect

The monster too8 so much s!ace at the bus;

The Monster screamed loudly;

hile the teacher #as reading a story%Monster laughed and shouted;

+t rest time% the monster !ulled children*s hair;

0$ o"e%in#'Te!&8in#

6ay: 6n order to find the effect, as what happens ne5t? $o find the cause, as why somethinghappened?

$here are some clue words to identify the cause and effect. $hese are so, since, because and if.

(Present some sentences #ith the a orementioned clue #ords;)

&an we now complete the & and ( &hart?

+gain% #hat 9uestion #ould you as8 to ind the cause= To ind the e ect=

3$ G*i"e" Pr!&ti&e

6ay: At this moment, we are going to wor in trios. $o deepen our understanding aboutidentifying cause and effect, we will have this activity called Show0&ause0(ffect.(ach groupwill be given an envelope containing different sentence strips. $hese strips can either showcause or an effect. $he fastest trio to get the right answers will receive a >$humbs 'p8 &ard ;

6ay: ou decide together to get the correct clue words for cause and effect.

(Note: &n en'elo!es% each grou! should recei'e 4 !airs o sentence stri!s; Pu!ils* ans#ersshould be !osted in the 2ause and < ect 2hart;)

6am!le sentence stri!s:

You borrow a notebook from a friend and forget to

return it.forget to return a borrowed book from afriend.Your friend feels angry and will not talk to you.

Your friend feels angry and will not talk to you.

She feels hurt and avoids you.

You tease a friend at school.

ou.


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)e*er #our $u$ils to Activit# 21@

6ay: $his time, wor in groups of si5. $rios should 4oin together to form the groups. ou willtal about the rules that you need to follow in school.

Grou!s T and


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Grou!s + and M: Ma8e a Thumbs 7P card or a !ersonJ grou!Jteam #ho ollo# school rules;Then #rite a sim!le note sho#ing your a!!reciation to them;

(Note: The grou!*s out!ut should be !resented be ore the class;)

Lesson 01 D!+ 3: %*en&+'Writin#'Co/-!r!ti.e De#ree o; A"=e&ti.e

Ski%% Lesson: o* !n" o "i-8t8on#s

(Note: Ma8e sure that be ore as8ing the class to read the #ords in +cti'ity 4, % ha'e some'ocabulary de'elo!ment acti'ity; ou may sho# !icture o each #ord% then as8 the class toconnect each #ord #ith the !icture;)

Re er your !u!ils to +cti'ity 4, ;

Ski%% Lesson: Co/-!r!ti.e De#ree o; A"=e&ti.e1$ Present!tion'Intro"*&tion

3e ore class begins% !ost the More un #ith things around usH Bbser'e the !u!ils* res!onsesas they do the &-6tand acti'ity;

More *un wit% t%in&s around us

Gi'e each !u!il names o animals and other things that they can com!are;(


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As the children holding the animals to go to the right post/ big or bigger.

#o the same with the remaining pair of ad4ectives.

0$ o"e%in#'Te!&8in#

+s8 the ollo#ing 9uestions% then% #rite on the board !u!ils* ans#ers;

hich are big=hich are bigger=hich is ragrant=hich is more ragrant=hich is tall=hich is taller=hich are ast=hich are aster=

6uggested sentences;The cat is big but the dog is bigger;The goat is big but the carabao is bigger;

BrThe cat is big;The dog is bigger than the cat;

Bne !erson T#o !ersons% !laces or things com!ared

big bigger

ragrant more ragrant

tall taller

ast aster

+s8:@o# many animal is being described in the sentence the cat is big=

hat ad ecti'e #as used to describe the cat=@o# many animals are being com!ared in the sentence% the dog is bigger than the cat=

hat ad ecti'e #as used to com!are the dog #ith the cat= (bigger)hat ha!!ened to the ad ecti'e >big? #hen #e use it to com!are t#o animals=

7se the same !attern o 9uestions to the remaining sentences;


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An"+ onster


3$ G*i"e" Pr!&ti&eLet your !u!ils orm dyads;


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0$ o"e%in#'Te!&8in#

6ay: "isten as 6 read the sentences in the chart ;

!entence %art

!i,$le sentence o,$ound sentence

& run at the corridor & sa# a monster so & run at the corridor;

& che# gum during class hours; & che# gum during class hours but my teacher didn*tnotice me;

& listen attenti'ely; & listen attenti'ely and & oin the discussion;

6ay: #o you have any observations on the way the sentences under simple sentences are

formed? !ow about the sentences under compound sentences?

"et us study these.

& sa# a monster; /& run at the corridor;

& che# gum during class hours;JMy teacher didn*t notice me;

& listen attenti'ely to my teacher;J& !artici!ate in the discussion;

6ay: 2om!ound sentences consist o t#o sim!le sentences or t#o inde!endent clauses3$ G*i"e" Pr!&ti&e

Re er your !u!ils to LM +cti'ity 44$;

$ In"e-en"ent Pr!&ti&e$

Re er your !u!ils to LM +cti'ity 44A;

Lesson 21 Day : Fluency!"riting!Cause and E ect!Co#poundSentences

Ski%% Lesson: Wor"s !n" Senten&es it8 o* !n" o Di-8t8on#sRe er your !u!ils to LM +cti'ity 44.;

Ski%% Lesson: Co/-o*n" Senten&es1$ Present!tion'Intro"*&tion

Present !icture o a boy holding a stic8 and a girl holding a rug;6ay: 2an you tell #hat the boy and the girl are holding= 2an you orm a sentence rom the


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!ictures=


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Overview/objectives

Literature:The Countr# Mouse and theCit# Mouse

7nderstand that contentmentand the ability to ada!t areim!ortant

rite a note on #hat to be done by the 2ountry Mouse

Read and #rite #ords #ithoa digra!h as in goat

&denti y se'eral e ects basedon a gi'en cause

Read and #rite #ords% !hrases and sentences#ith >oa? di!hthong

&denti y and #ritecom!le1 sentences

Read and #rite #ords% !hrases andsentences #ith >oa?di!hthong

2om!are and contrastob ects% !ersonsand !laces

Read and #rite #ords% !hrases andsentences #ith>oa? di!hthong

6ummati'e test

Materials ord cardsLearner*s Materials+cti'ities 440-44

"iagram o the e'ents in thestory used in "ay ,

Learner*s Materials+cti'ities 4$5-4$4

6entence stri!s

Learner*s Materials+cti'ities 4$$-4$A

enn "iagramord #ards

cell !hone andtele!hone

Learner*s Materials:

+cti'ities 4$.-4$C

Procedure 7nloc8ing o #ords in the

story using conte1t clues Moti'ation Duestion Moti'e Duestion

Reading o the story using"RT+

Presentation and discussion

o the diagram o e'ents othe story The 2ountryMouse and the 2ity Mousehighlighting an e'ent thatsho# the cause and e'entsthat sho# e ects

Presentation o

sentences using bigstri!s o !a!er

"irect teaching o ho#com!le1 sentences are

ormed

Presentation o cell

!hone and tele!honeto gi'e a'enue orcom!arison andcontrast

"irect teaching oncom!arison and


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Post Reading:"iscussion 9uestions tohighlight the im!ortance ocontentment and ability to ada!t


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Unit 3: Week (Lesson 00)

T8e Co*ntr+ o*se !n" t8e Cit+ o*se

Pre Re!"in#1$ Un%o&kin#' o&! *%!r+ , Con&e-t De.e%o-/ent

7nloc8 the di icult #ords belo# using !ictures;( east% ham% ellies% nibbling)Re er your !u!ils to LM +cti'ity 440 to chec8 i the #ords #ere understood;

0$ oti.!tion 2*estion:@a'e you been in a cityJ!ro'ince= hat e1!eriences did you ha'e in the cityJ!ro'ince=

3$ oti.e 2*estions:hat are the e1!eriences o the 2ity Mouse in the !ro'ince=

hat are the e1!eriences o the 2ountry Mouse in the city=

D*rin# Re!"in#

6ay: "isten as 6 read >$he &ountry ;ouse and the &ity ;ouse8.

"uring the 9uestion and ans#er !art% use gestures and 'oice dynamics to urther hel! the !u!ils8no# the meaning o some di icult #ords in the te1t such as terrible, nibbling % etc; Limit theres!onses o the !u!ils by calling only t#o in e'ery 9uestion;

%e ountr# Mouse and t%e it# Mouse+da!ted

! OP A0D A!>=

1$ 4; ho #as in'ited or dinner=3$ hat did the 2ountry Mouse !re!are or his riend=

$ "id the 2ity Mouse get satis ied #ith #hat his riend o er= hy= hy not=

Bne summer% the 2ountry Mouse in'ited his riend% the 2ity Mouse% to ha'e dinner athome; 6o% the 2ountry Mouse !re!ared corn and camote or dinner; hile eating% the2ity Mouse said% > ou hardly ha'e anything to eat here; 2ome to the city and & #illsho# you such rich east in my !lace;?

The 2ountry Mouse #as so curious about the city li e; 6o% he decided to go #ith hisriend;

hen they arri'ed% the 2ountry Mouse loo8ed around the house and he #as sosur!risedH There #ere all 8inds o ood on the table; There #ere ham% cheese% ellies%ca8es% and ruits; The 2ountry Mouse started nibbling the cheese;

>6o deliciousH & ha'e ne'er tasted anything li8e this%? he said;


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! OP A0D A!>=

1$ hy did the 2ountry Mouse decide to go to the city=0$ 3$

$ & you #ere the 2ountry Mouse% #ould you stay long in the city= hy=

6uddenly% be ore the 2ountry Mouse barely too8 another bite% he heard some scratchingsound; >Meo#H Meo#H? the cat said% a!!roaching the dining table;

>Run%? yelled the 2ity Mouse;

They ran to the corner as ast as they could;

! OP A0D A!>=

,; hat did the t#o riends hear=4; hat did they do #hen they sa# the cat=$; & you #ere one o the mice% #ould you also run a#ay rom the cat= hy=

> hat is that=? as8ed the 2ountry Mouse sha8ing his body;

>+ cat; Bnce he gets you% he*ll eat you u!%? said the 2ity Mouse;

>This is terrible; & thin8 & #ill go home; &*d rather ha'e corn and camote in !eace thansugar and cheese in danger%? said the 2ountry Mouse to his riend; 6o% he #ent bac8 to hishome #ith a ha!!y heart;

! OP A0D A!>=

,; hat did the 2ounty Mouse decide to do=4; hat did the 2ountry Mouse mean #hen he said > 68d rather have corn and camote in peace

than sugar and cheese in danger=?$; & you #ere the 2ountry Mouse% #ould you also decide to lea'e the city= hy= hy not=


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Post Re!"in#

1$ En#!#e/ent A&ti.it+@o# can you hel! the 2ountry Mouse= rite him a short note o ad'ice;For the instruction o the acti'ity% re er your !u!ils to LM +cti'ity 44 ;

Lesson 00 D!+ 0: De&o"in#' %*en&+'Writin#'C!*se !n" E


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a; The 2ountry Mouse decided to 'isit the city because he #as too curious about #hatthe city loo8s li8e;

b; The 2ity Mouse and the 2ountry Mouse ran to the corner o the house so they canhide rom the cat;

c; !o t%at 2ountry Mouse can ha'e !eace o mind% he decided to go bac8 to the arm;

"iscuss ho# the clue #ords (because% so% so that) can hel! the !u!ils ind out #hich !art othe sentence tells the cause or the e ect;

3y sim!ly e1amining the cause-and-e ect diagram abo'e% is it !ossible or a cause to ha'ese'eral e ects=Remember: + cause is #hy something ha!!ens; To ind a cause% loo8 or a reason #hy something

ha!!ened; +n e ect is #hat ha!!ens because o the cause; To ind an e ect% loo8 or the results o

the cause; 7sually% a cause al#ays ha!!ens irst; Then it is ollo#ed by the e ect; 2lue #ords such as because, so, and so that are o ten used to hel! you understand cause

and e ect in a sentence;

3$ G*i"e" Pr!&ti&e6ay: 6 will read a selection to you. "isten well and complete the diagram of &ause and (ffect in

your noteboo .Re er your !u!ils to L44"4- or8sheetI% LM !ageI;(Note: Read the selection aloud;)


6ay: "isten as 6 read another selection to you. +ased on the selection, present a short dialog showing the cause and several effects.

Re er your class to LM +cti'ity 4$4;

Things @a!!en hen Peo!le Mo'e to the 2ity

Many !eo!le mo'e to the city;


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Lesson 00 D!+ 3: %*en&+'Writin#'Co/-%e@ Senten&es

Ski%% Lesson: P8r!ses !n" Senten&e it8 Di#r!-8 o!Re er your !u!ils to LM +cti'ity 4$$;

Ski%% Lesson: Co/-%e@ Senten&es

1$ Present!tion'Intro"*&tionPost three sentences about Why $hings !appen When People ;ove to the &ity on the board;

6ay: "et us read again some sentences from our paragraph yesterday.

0$ o"e%in#'Te!&8in# Point to the irst sentence;

Man# people "ove to the cit# $ecause the# can find a $etter %o$

+s8: @o# many ideas does the sentence gi'e= hich tells the irst idea= hich tells the second idea= hich idea can stand alone= hich idea cannot stand alone= hat #ord hel!s to connect the t#o ideas=

6ay: "et us read the ne5t sentence.

7%en $eo$le ,ove to t%e cit#" t%e $lace beco,es crowded.

+s8: @o# many ideas does the sentence gi'e= hich tells the irst idea= hich tells the second idea= hich idea can stand alone= hich idea cannot stand alone= hat #ord hel!s to connect the t#o ideas=

6ay: These sentences com!le1 sentences; e combine t#o sim!le sentences using con unctionsto orm a com!le1 sentence;


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+ com!le1 sentence is made u! o t#o !arts% an inde!endent clause and a de!endent clause oined by lin8ing #ords or con unction;

ords li8e because, when, after, though, as soon as and so that are e1am!les o con unctionsthat can be used in a com!le1 sentence; These con unctions ma8e one !art o the sentence

subordinate to the other !art;

3$ G*i"e" Pr!&ti&e "et us have a fun activity. 6nterview anyone in the school about/

hat does sJhe #ant to do=

hat #ould ha!!en i sJhe continues doing it=

hat does she #ant= hat #ould ha!!en i sJhecontinue doing it=


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Ski%% Lesson: Co/-!rison !n" Contr!st

1$ Present!tion'Intro"*&tion Post on the board an em!ty enn diagram; 6ho# your !u!ils t#o ob ects #ith similar and

di erent eatures - a cell !hone and a tele!hone;6ay: & ha'e here a cell !hone and a tele!hone; Let us com!are and contrast them;

&n #hat #ays are the cell !hone and the tele!hone the same= Let us co,$are them; (Tac8 onthe board the #ord > co,$areB. )(can be used to tal8 #ith !eo!le a#ay rom you)(can hel! you communicate #ith !eo!le)

rite the !u!ils* res!onses at the center s!ace o the enn diagram;&n #hat #ays are they di erent= Let us contrast them; (Tac8 on the board the #ord contrast. )(+ cell !hone can be used in te1ting #hile a tele!hone cannot be used as such;)(+ cell !hone is mo'able #hile a tele!hone is stationary;)

rite your students* descri!tions or the cell !hone on the le t circle and the descri!tions or thetele!hone on the right circle;

0$ o"e%in#'Te!&8in#

hat do #e sho# or describe #hen #e com!are= (the similarities)hat do #e sho# or describe #hen #e contrast= (the di erences)

6ay: When we tal about two things, we co"pare and contrast them. When we co"pare , we saythe si"ilarities . When we contrast , we tell the differences .

6ho# your !u!ils a !encil and a crayon

6ay: "oo at this pencil and this crayon. &ompare them.

3$ G*i"e" Pr!&ti&e

6ay: "et me see if you can compare and contrast the two characters in the story that 6 will readto you. &omplete the 7enn diagram in your noteboo .

Re er the class to LM +cti'ity 4$C;

rien"s8i- on"

For many years% +li and Leah ha'e been good riends though they di er in many #ays;

+li is a Muslim #hile Leah is a 2hristian; +li goes to the mos9ue on Fridays and Leah goes tochurch on 6undays; +li is t#o years older than Leah although she is shorter than Leah; +lie1cels more in Mathematics than Leah though Leah !er orms better in +rts; Leah lo'es to eat

ood li8e +dobong Mano8; Bn the other hand% +li li8es to eat ruits and 'egetables;

For them% it does not matter ho# di erent !ersons are as long as they understand each other;This is #hat ma8es their riendshi! last;


6ho# a short s8it sho#ing ho# the characters in the story di er rom each other;


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Lesson Parts Da# 1 Da# 2 Da# 3 Da# 4 Da# 5

Overview/Objectives

Literature: + "ayat the Par8?

Letter en'elo!e

Learner*s Materials+cti'ities 4A0-4A

ProcedurePre-Reading

7nloc8 8ey #ords through#ord cards and sentencestri!s;

6ho# a !icture o butter lyand cater!illar;

Reading

Phonics lesson

6ho# a enn diagram o thestory read to ocus onsimilarities and di erences;

Form grou!s and !resentline stri!s rom the story

read;

Phonics Lesson

&ntroductionJ Presentation:

Present mon8ey- toys andallo# !u!ils to describe thetoys according to size;

Read a story on mon8eys;

Phonics Lesson

PresentationJ &ntroduction

Read the story >+ "ay atthe Par8?;

+llo# !u!ils to ans#er9uestions about the te1t;

Phonics Lesson

6ho# a letter-en'elo!e andas8 9uestions on it to

um!start lesson;

"iscuss the !arts o a letter



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Read aloud the story andsto! at indicated !oints or 9uestions to identi ysimilarities and di erenceso butter ly and cater!illar;

Post ReadingLet !u!ils ans#er the

discussion 9uestions andha'e !u!ils describe thecharacters through acom!arison chart;

Let !u!ils do +cti'ity inthe LM intended or theday;

ModelingJTeaching:

+s8 grou!s to dra#J get onerom the !osted stri!s and

let them ans#er the9uestions;

+llo# !u!ils to organize

their ans#ers through achart;Tell !u!ils ho# in erring isdone;

+llo# !u!ilsto do in erring

acti'ities;

ModelingJTeaching:

"iscuss degrees ocom!arison o ad ecti'esusing a chart;

+llo# !u!ils to re#ritesentences using thecom!arati'e and su!erlati'edegrees o ad ecti'es;

+llo# !u!ils to #ritecom!arati'e and su!erlati'edegrees o ad ecti'es;

Let !u!ils !resent #or8


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sipped

drank ate tasted

e$clai#ed

%&ispered s&outed en'oyed

as&a#ed

proud

e#(arrassed

angry

#unc&ed

c&e%ed drank sipped

continued

paused e$tendedstopped


Lesson 03 D!+ 1: Liter!t*re: T8e *tterB+ !n" t8e C!ter-i%%!r

Pre Re!"in#

,; Un%o&kin#' o&! *%!r+ , Con&e-t De.e%o-/ent(Note: @a'e the children choose the meaning o the underlined #ord;)

,; The boy si!!ed the cold drin8 o ered to him on a hot day;a; dran8 in small 9uantity

b; atec; tasted

4; My best riend smiled and e1claimed > o#H? #hen & sho#ed the dress & #ore last 2hristmas;a; #his!ered b; shoutedc; en oyed

$;

The boy #as ashamed to sho# his !oor grades to his mother;

a; !roud

b; embarrassedc; angry

A; 6heila munched on some coo8ies or snac8s;d; che#ede; dran8

; si!!ed

.;


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6ho# a !icture o a butter ly and a !icture o a cater!illar; (Re er to +cti'ity 4$0;)6ay: What are in the picture? 6n what ways are the caterpillar and butterfly similar?different?

$; oti.e 2*estion:Today% our story is about a butter ly and a cater!illar; Find out in the story their similarities anddi erences;

D*rin# Re!"in#

6ay: "isten to the story that 6 will read to you. +e sure to find out the similarities anddifferences of the two characters.

&n bet#een readings% as8 the children to act out the ollo#ing scenes:

Para&ra$% 1 2=The butter ly sa# the cater!illar and it #as so ashamed to be seen #ith the cater!illar Para&ra$% 4=The butter ly sa# a 'ery di erent creature;Para&ra$% 5=The cater!illar told the butter ly ho# they #ere the same a #ee8 ago;Para&ra$% =The cater!illar told the butter ly to go% ly but not to be !roud;

%e 8utter*l# and t%e ater$illar

an ada$tation b# Cose$% Lauren

Bne summer morning% a butter ly rested on a beauti ul rose; hile she si!!ed the

s#eet nectar rom the lo#er% she sa# a cater!illar cra#l u! the garden #all;

>@orrorsH? the butter ly e1claimed% >6to!H "on*t come near me; &*m ashamed to be

seen #here you are;?

+s8: 7%# do #ou t%in: was t%e butter*l# as%a,ed?

The cater!illar continued cra#ling; @e munched on the lea #ithout listening to the

butter ly*s cry;

> here are your #ings= hat are you eating=? the butter ly as8ed;

+s8: Does t%e cater$illar %ave win&s? * %e %as as t%e butter*l# clai,ed

t%en"w%ere are t%e#?


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The cater!illar #al8ed ahead; Then he said% >&*m sure my #ings #ould be brighter and more beauti ul than yours;

6o% go% ly but try not to be so !roud;


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$ En#!#e/ent A&ti.it+

Re er the class to +cti'ity 4$ ;

Lesson 03 D!+ 0: De&o"in#' %*en&+'Writin#'In;errin#

Ski%% Lesson: Wor"s !n" -8r!ses it8 "i#r!-8 ee)e*er #our $u$ils to Activit# 249.

Ski%% Lesson: In;errin#

1$ Present!tion'Intro"*&tion6ho# the enn "iagram o the butter ly and the cater!illar rom yesterday*s discussion;( rite in the middle !art the similarities bet#een the cater!illar and the butter ly; They cane1!lore the good 9ualities they share together;)

Form our grou!s; Get lines rom the !re'ious story and #rite them on stri!s o !a!er;

"rite in t&e #iddle part t&esi#ilarities (et%een t&e caterpillarand t&e (utter y. . )&ey can e$ploret&e good *ualities t&ey s&are toget&er.

>@orrorsH? the butter ly e1claimed% >6to!H "on*t come near me;&*m ashamed to be seen #here you are;?

> here are your #ings= hat are you eating=?

>&*m sure my #ings #ould be brighter and more beauti ulthan yours; 6o% go% ly but try not to be so !roud;


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0$ o"e%%in#'Te!&8in#+s8 each grou! to !ic8 one; hile holding the story !art% let them ans#er the ollo#ing9uestions:

,; hat do you thin8 does this character really meant by saying that=4; hy did this character (act% thin8% tal8) that #ay=$; hat does this character #ant to do=A; hat do you thin8 this character might do=.; hat is the author really trying to say=Let each grou! !resent their ans#ers; Ta8e note o the children*s ans#ers and organize theirans#ers into the chart; (Re er the class to +cti'ity 4A, or the co!y o the chart;)

6ay: !ow do we infer?$here are steps on how it is done. )irst, read the sentence@s. $hen, ma e a guess of


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1$ Present!tion'Intro"*&tion(Note: Place three toy mon8eys% each one bigger than the other%in a bag; Let the class describe the mon8eys and com!are them according to size;)

+s8: What do you now about mon eys? !ow are they characterized in most stories that you read?

6ay: 6 will read to you a short story about mon eys. "isten well.

Three clever cats li'ed in a house; The #hite cat #as bi&; The blac8 cat is bi&&er than the #hite cat; The stri!ed cat #as the bi&&est o the three;

Bne day they ba8ed a ca8e or dinner; >& #ill eat all the ca8e?% said the #hite cat in aloud 'oice;

>& #ill eat it alone?% said the blac8 cat in a louder 'oice;>& #ill eat it all by mysel ? said the stri!ed cat in the loudest 'oice;+ clever mon8ey li'ed in a tree nearby; @e #as ,ore clever than the cats; &n act% he

#as the ,ost clever mon8ey in the #orld; @e heard #hat the cats said and came into their

house; The cats #ere busy ighting among themsel'es; They did not see the mon8ey; Themon8ey ate u! the #hole ca8e;

+t last they sto!!ed ighting; > here*s the ca8e=? they said; >&t ran a#ay becauseyou made too much noise%? said the mon8ey;

0$ o"e%in#'Te!&8in#

7sing the charts belo# lead the class in ans#ering the ollo#ing 9uestions;

+s8: hat are the ad ecti'es used to com!are the three cats=Three cats hite cat 3lac8 cat 6tri!ed cat

%eir voice

hat ad ecti'e is used to com!are the mon8ey and the cats= hat ad ecti'e is used tocom!are the mon8ey #ith all mon8eys in the #orld=

Mon8ey Mon8ey and the cats Mon8ey and all themon8eys in the #orld

C PARATI ESUPERLATI E


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+ ter the children gi'e their ans#ers% #rite on the orange bo1 PB6&T&


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Lesson 03 D!+ : Writin#'Co/-%e@ Senten&es

Ski%% Lesson: Co/-%e@ Senten&es


Read the story >+ "ay at the Par8? to students6ay: Today% & am going to read to you a short story; Listen #ell because & #ill as8 a e#9uestions about it;


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$o combine the two simple sentences we used the mar er $ecause .

Say/ A clause can be dependent because of the presence of a/

;ar er Word 2+efore, after, because, since, in order to, although, though, whenever,wherever, whether, while, even though, even if3

&on4unction 2And, or, nor, but, yet3

"et us have the ne5t group of words.

e !layed bas8etball; e !layed or t#o hours; &t is hot;

The ne# sentence is: e !layed bas8etball or t#o hours e'en i it*s hot; !ow did we do it? We combined the three sentences. 1ow, we have an independent clause

"e!endent 2lause &nde!endent 2lause Ne# 6entences3ecause Roy brought his

bas8etball%e !layed bas8etball;

+ ter riding our bi8es% e !layed 'olleyball;+lthough it is raining% &t is un to be #ith riends in


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the !ar8;3e ore dinner time% & should be home to meet my

cousins #ho come rom the !ro'ince;


@a'e students ind com!le1 sentences in the boo8s they are reading; @a'e them co!y them intheir noteboo8; @a'e them se!arate the t#o clauses in each sentence;

Lesson 03 D!+ 4: Writin#

1$ Present!tion'Intro"*&tion+s8: What comes to mind when you see the ob4ect below?

What is inside the envelope? When do you write a letter? #o you write a letters too?

0$ o"e%in#'Te!&8in#6ay: A letter has parts :

6am!le letter

February , % 45,A ( %eadin&) 8e!"in##reetin#

8e!"in#


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+miable Ma*am +na% ( &reetin&)

&t*s hard to ha'e true riends #hom #e could com!letely count on but & #as luc8y enough toind you; & lately realized ho# s!ecial riends are until & #as cared and sa'ed by an angel li8e

you; & #ill 8ee! you sa e #ith me ore'er;

+l#ays ta8e care and may God al#ays bless youH

our Friend% ( closin&)

Rennie


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Pre!are a sim!le letter o in'itation; 2ut them out by !arts; Then% ha'e the class rearrange it tocome u! #ith the com!lete letter;

$ In"e-en"ent Pr!&ti&eRe er your !u!ils to LM +cti'ity 4A0 and 4A ;


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Overview/Objectives

Literature:Two Friends* +ne !orld

Get the general sense o thestory

Ma8es in erences and dra#conclusions based on te1ts(!ictures% title and content#ords)

7se !ersonal !ronouns(!erson)

Read and #rite #ords% !hrases and short sentences

#ith ea diagra!hs


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!icture;

Reading

Teacher reads aloud thestory >T#o Friends% Bne

orld? (Francisca*s 6tory)#J correct intonation;

(Please re er bac8 to !astlessons on deli'ering readaloud stories;)

Post Reading

Let the !u!ils ans#er9uestions to allo#com!lete gras! o thestory

Grou! or8 ,; +ct out the e'ent in the

story #hich sho#sem!athy

4; "ra# sim!le scene#hich sho#s em!athy

students ha'e to in er ordra# conclusionse;g;

& the grassho!!er isn*tcolor greenIIIIIIIII

The irst grou! to ind theirgrou! match #ins the game;

ModelingJTeaching:

"iscuss ho# to gi'ein erences; 6ee TG

Guided +cti'ity

Let the !u!ils gi'ein erences orally based romsim!les stories;

7sing enn "iagram%com!are Francisca and+ntonio by: #hat they bothha'e and can do-#hat they

sentences on ho# to usethese !ronouns to re!lacenouns;

Guided Practice

6tudents #ill !ic8 sentencestri!s in the treasure bo1;

From a sentence stri!% e;g>@erbert is good in !layingchess;?

Let the student re#rite thesentence using thea!!ro!riate !ronoun li8e>@e is good in !layingchess;?

+ ter all o them had #ritese'eral sentences% let themtal8 #ith their grou! and

@o# do you eel i u metne# riends rom other

!ro'inces=

6ho# a sam!le ournalentry to the class and let a'olunteer read it; +s8 @-9uestions about the ournal

entry;

Let students guess di erentacial e1!ressions; &nstruct

them to log do#n theireelings;

Let the students log do#ntheir eelings and o!inionsand let them tal8 it #iththeir grou!;

Prom!t:

ou sa# a beggar in themar8et; hat should youdo=


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$; 6entence 2om!letion

a) & & ha'e a riend #hoha'e no baon illIIIIII

b) & & ha'e a classmate#ho #as bullied illIIIIII

don*t ha'e and can*t do;

&ndi'idual #or8

Let us t#ist the story;

&nde!endent Practice

+s8ing &n erentialDuestions rom 4 or $sentences story;They #ill com!ose9uestions about the !icture;

discuss about the !ronounsthey used;


Pro'ide di erent !ictures#ith nouns to the !u!ils; Letstudents choose se'eral

!ictures they #ant; Let them#rite about the !icture using

!ronoun;


Let the !u!ils #rite a ournal entry;

Prom!t:

$he best thing you did to your friend.


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Lesson 2+ Day 1: Literature: )%o Friends, -ne "orld

re/0eading

1$ o&! *%!r+ De.e%o-/ent

+s8 the class to mention the body !arts% then% as8 them to connect some body !arts #ith the#ords that are connected to them;

Pictures Related ords1$ eyes eel0$ ears smell3$ nose sound

$ tongue taste4$ s8in see

,;

0$ oti.!tion 2*estion

ho is your best riend= hat are the things you do together=

0$ oti.e 2*estion

hat do you thin8 do the characters in our story lo'e doing together=

D*rin# Re!"in#

Note: 3e ore and #hile reading% lead the class in ma8ing in erences;

Teacher reads aloud the story >T#o Friends% Bne orld? (Francisca*s 6tory)


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T#o Friends% Bne orldFrancisca*s 6tory

by Ramon 2; 6unico and oanne de leon

& ha'e a riend #ho li'es in another #orld; @is name is +ntonio; The #orld he li'esin is ull o sounds and smells and tastes and eeling;

My #orld is also ull o sounds and smells and tastes and eeling% but sometimes% &am too busy seeing to notice these other things;

6hh Francisca% listenH There issomething mo'ing in the grass;?

> here% #here= & can*t see anythingH? & com!lained;

>+y na8u; Francisca% 9uiet or you*ll scare it a#ay; Loo8 #ith your ears irst andthen #ith your eyes; Try to listen to yoursel breathe and all the other sounds #ill

ollo#;?

+nd sure enough% & heard something small mo'ing the dried grass aside; & ollo#edthe sound% irst #ith my ears and then #ith my eyes; 6lo#ly% 'ery slo#ly; +nd #hen& could only hear +ntonio and me breathing% & sa# the grassho!!er-all green and

!ointed% #ith red stri!e do#n its bac8;

+nd & than8ed +ntonio or sho#ing me ho# to ind the !lace #here thegrassho!!ers hide;

+nd he smiled the same smile he smiles a ter tasting a cool% ri!e mango;

Bne day% & #ill tell him that% maybe% #e do not li'e in t#o #orlds;

+ ter all% #e meet e'ery 6aturday a ternoon; hat & can see% he can hear or taste or smell or touch; hat he cannot see% & can bring to him #ith #ords;

Bne day% #e #ill meet one 6aturday a ternoon and & #ill tell him that% maybe thereis only one #orld; 3ut it is so big and beauti ul and there are so many things goingon inside it% that it ta8es t#o riends to en oy it*s s#eetness li8e a great% cool% s#eet%smooth% golden-yello# mango;


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Post Re!"in#

Dis&*ssion 2*estions +s8:

ho is the >&? in the story= ho is her riend=

@o# did Francisca describe the !lace +ntonio li'es in = @o# #ill you describe +ntonio= here do they go e'ery 6aturday a ternoon=@o# #ill you describe Francisca% the main character in the story= & you #ere Francisca% ho# are you going to treat +ntonio=

hat did +ntonio sho# Francisca= hat did Francisca learn rom +ntonio=

En#!#e/ent'Enri&8/ent

Grou! or8 ,; Role !lay the e'ent in the story #hich sho#s understanding o other*s eeling;4; "ra# a sim!le scene #hich sho#s understanding o other*s eeling;$; 6entence 2om!letion (2om!lete the sentences by #riting #hat you eel in each situationO

a; & my classmate lost his money & #illIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII; b; & my classmate #as bullied & #illIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII;

c)d)

Presentation o out!uts

Lesson 0 D!+ 0

Ski%% Lesson: !kin# in;eren&es !n" "r! in# &on&%*sions !se" on te@ts(-i&t*res> tit%e !n" &ontent or"s)


Pro'ide the students #ith incom!lete statements to in er or dra# conclusions;

2om!lete the ollo#ing statements by !utting the missing #ords; 2hoose your ans#er rom the#ords in the bo1;

Leah*s 3irthday


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LeahQs mother !uts icing on theIIIIIIIII; 6he !uts eight IIIIIIIII on the ca8e; + ter she setsthe ca8e on theIIIIIIII% e'eryone sings to Leah; The lit candles ma8e her aceIIIIIIII ;Leah blo#s out the candles andIIIIIIIIIIII;

table candles smiles glo# ca8e

LeahQs mother !uts icing on the ca8e; 6he !uts eight candles on the ca8e; + ter she sets the ca8eon the table% e'eryone sings to Leah; The lit candles ma8e her ace glo#; Leah blo#s out thecandles and smiles;

hen is LeahQs birthday=

a; Tomorro#

$ Toda#c; Ne1t #ee8 d; esterday

0$3$ o"e%in#'Te!&8in#

6ay: Why do you thin today@yesterday@or tomorrow etc. was her birthday?What made you say that today is "eah8s birthday? &an we cite the evidences found in the story?

Was it easy to infer?

What :uestions usually come up in our mind?

What do we need to thin first when we are inferring?

"iscuss #hat in erence is; 6ee teaching chart;

$ G*i"e" Pr!&ti&e

Read each !assage belo#; Let the !u!ils gi'e their in erences orally;

,;+ll elt #onder ul to be outside; 6#imming suits and trun8s #ere saleable in the mar8et; &t*sthe best time to !lay outdoor games in IIIIIIIIIIIIIII; (a; summer b; rain all)

4;Mr; 6un reaches out his hand;


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Re er the !u!ils to LM +cti'ity 4.5 or the ne1t set o acti'ity;

4$ In"e-en"ent Pr!&ti&e

Re er the !u!ils to LM +cti'ity 4.,;

Lesson 0 D!+ 3

Ski%% Lesson: Wor"s> P8r!ses !n" Senten&es it8 e! Di#r!-8Re er your !u!ils to LM +cti'ity 4.4;

Ski%% Lesson: Usin# Person!% Prono*ns (-erson)

1$ Present!tion'Intro"*&tion7se the story o Francisca and +ntonio as s!ringboard or this lesson;

,; +ntonio goes to the !ar8 e'ery a ternoon; @e !lays #ith Francisca;

4; Francisca !lays #ith +ntonio; 6he li8es to tal8 to him;

$; The grassho!!er is on the grass;&t ho!s around%

0$ Te!&8in#' o"e%in# From our sentencesO


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,; ho goes to the !ar8 e'ery a ternoon= 7nderline it

4; ;$; ho !lays #ith Francisca=


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3$ G*i"e" Pr!&ti&e

6tudents #ill !ic8 sentence stri!s in the treasure bo1;

6am!le sentences:

Cenn# is beauti*ul.

)a#,ond reads boo:s ever#da#.

Cenn# and )a#,ond $la# to&et%er.

%e cat runs *ast.

From a sentence stri!% e;g >@erbert is good in !laying chess%? let a !air o students re#rite thesentence using a!!ro!riate !ronoun li8e >@e is good in !laying chess;?

+ ter all o them had #ritten se'eral sentences% let them tal8 #ith their grou! and discuss aboutthe !ronouns they used;


Pro'ide di erent !ictures #ith nouns to the !u!ils; Let the students choose se'eral !ictures they#ant; Let them #rite something about the !icture using !ronouns in their noteboo8;

Lesson 0 D!+

Ski%% Lesson: Poe/s it8 e! "i#r!-8Re er your !u!ils to LM +cti'ity 4.$;

Ski%% Lesson: E@-ressin# ;ee%in#s !n" o-inions t8ro*#8 %o#s1$ Present!tion'Intro"*&tion

6ho# !ictures or situations and let students e1!ress #hat they eel about it;

e;g @o# do you eel i you met ne# riends rom other !ro'inces=0$ o"e%in#'Te!&8in#

+s8 a 'olunteer to read a ournal entry o Francisca;

Note: This should be #ritten on a manila !a!er or on the board;

#ecember , B%-

#ear friend,


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68m so happy today. 6 went to the par earlier with Antonio, my best friend. 6 saw a grasshopper earlier. 6t was my first time to see this ind of insect when Antonio told me about it. 1ow 6 now what a grasshopper loo s li e. 6 than Antonio for showing me how to find the place where the grasshoppers hide. 6 hope to see Antonio again ne5t wee .

our friend,

)rancisca

+s8: Who wrote the letter? #escribe how the writer feels when she wrote the letter? Why is shehappy?

6ay: #o you also write a 4ournal? Cournal writing is one way of sharing how you feel. ou canalso write your opinions about something. Writing your feeling or sharing your opinion is a

good way of e5pressing yourself.

3$ En#!#e/ent A&ti.it+

Let students guess di erent acial e1!ressions;

,; @a'e one 'olunteer student% !in an emotion card on his bac8 and let him turn to sho# the#ord on his classmates many times as needed ;

4; Let the class sho# the acial e1!ression and the 'olunteer #ill identi y #hat e1!ression it#as;

$; & it is a irst time acti'ity% gi'e the 'olunteer a clue by as8ing his classmates > ho has aclue or 3ert=? +nd his classmates #ill say >& eel that #ay #hen &IIIII?

$ G*i"e" Pr!&ti&e

Let the students log do#n their eelings and o!inions and let them tal8 about it #ith their grou!mates;

Note: Pro'ide manila !a!er to the !u!ils to let them #rite their out!ut;

Prom!t:

ou sa# a beggar in the mar8et; hat should you do= @o# do you eel=

4$ In"e-en"ent Pr!&ti&e


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Re er the class to LM +cti'ity 4.A;


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Overview/Objectives

Literature: -Mateo)sFavorite Clothes(

+dmire the main characteror being generous

"etermine #hether a storyis real or a antasy(characters and setting)

Read and #rite #ords%

!hrases and sentences#ith ei and ie diagra!h

"etermine #hether a storyis realistic or antasy(characters and setting)



7se !ersonal !ronouns(Gender and Person)



7se !ersonal !ronouns(Gender and Person)

Read and #rite #ords% !hrases and sentences

#ith ei and ie diagra!h

Materials

&llustrations o Mateo%Mateo*s mother and @isclothes

2o!y o the story >6u!erRR? or listening acti'ity

Learner*s Materials+cti'ities 4..-4.C+

6tri!s o realistic andantasy descri!tions

Realist ic and FantasyGra!hic organizer

Learner*s Materials+cti'ities 4.C3-4./

6entence stri!s

Teacher 2hart

Learner*s Materials+cti'ity 4.0


Present 8ey #ords throughconte1t clues;

Reading

Read aloud the story

&ntroductionJPresentation:

6ho# !ictures o thecharacters and setting o thestory read to recall somee'ents;

+llo# !u!ils to listen to thestory >6u!er RR?;

Guided Practice:

+llo# !u!ils to !ostdescribing stri!s on a

antasy and realisticorganizer;

PresentationJ&ntroduction

Re'ie# !ronouns and !ersonal !ronouns throughsentence stri!s #ith

!ersonal !ronouns;

ModelingJ Teaching

Re'ie# !ersonal !ronouns byallo#ing !u!ils to read si1sentence stri!s

+llo# !u!ils to #or8 in grou!s:

a; ournal #riting


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Post ReadingLet !u!ils ans#er thediscussion 9uestions

+llo# !u!ils to read andchec8 their guesses #ritten

on the board about #hatMateo #ould do #ith hisa'ourite clothes;

+llo# !u!ils to !resenttheir #or8 to class bygrou!s;

6ho# Real and Fantasy2hart and as8 !u!ils to #ritethe characters and setting o the stories;

ModelingJTeaching:

7se the Real and Fantasy2hart to discuss the lesson;

P R

Guided Practice

&nde!endent Practice:

Let !u!ils do Relay Game*on identi ying realistic and

antasy characters andsettings;

P R

Reiterate ho# !ersonal !ronouns &% he% she% it% #e%theyare used throughdiscussion;

+llo# !u!ilsto #or8 in !airs in using thea!!ro!riate !ersonal

!ronouns in LM;

Let !u!ils #rite sentencesusing !ersonal !ronouns(6G);

@a'e !u!ils !resent their#or8 to class;

b; &nter!retati'ereading

c; Letter o in'itation

P R


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Unit III

Lesson 04 D!+ 1 Liter!t*re: !teos !.orite C%ot8es

Pre Re!"in#

1$ Un%o&kin# o&! *%!r+ !n" Con&e-t De.e%o-/ent( a'orite% itting% e'acuation center)

a. *avoriteMarlon has red% blue% green and blac8 toy cars;


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>&*m ta8ing your old clothes to the e'acuation center; Many children lost their clothes becauseo the ty!hoon%> Mother e1!lained to him;

>3ut #ait% MomH They still it me; Loo8%? Mateo said a ter itting on his old red shirt;>Grandma ga'e this to me; &t*s my a'orite%? Mateo added;

Mateo tried !utting on his old ac8et% !airs o !ants and sli!!ers; They still it me; Mateo

remembered #ho ga'e them and #hen he recei'ed those items;>Bh did & gro# so much= & lo'e these clothes; >Mateo told his mother;>B8% you can ta8e them bac8%? Mother told Mateo;6o Mateo got the bo1 #ith his old shirt% ac8et% !ants and sli!!ers in it;The ne1t day Mother as8ed Mateo #here the bo1 #as; 6he ho!ed that Mateo #ould change

his mind;>Mama% the bo1 #as gone; & #asn*t able to ta8e it to the e'acuation center%? Mateo said;>Bh% #hat ha!!ened=? Mother as8ed; >Bn my #ay to the e'acuation center% & ound a child

#ho really needed some clothes; & ga'e the bo1 to him%? Mateo said;

Post Re!"in#

Dis&*ssion 2*estions:

,; ho are the characters in the story=4; here did the story ha!!en=$; hen did it ha!!en=A; hy did Mateo*s mother get his old clothes rom the cabinet=.; "id Mateo gi'e his old clothes at once= hy= hy notC; & you #ere Mateo% #ould you also 8ee! your a'orite clothes= hy=/; "id Mateo change his mind=0; hat did he do #ith his old clothes=

; "id Mateo ma8e a 9uic8 and right decision about his a'orite clothes=

,5; "o you ha'e any e1!erience similar to Mateo*s= 6hare it #ith your classmates;

En#!#e/ent'Enri&8/ent

Go bac8 to the !u!ils* guesses on the tag boards; +s8 them to chec8 their res!onses;

Lesson 04 D!+ 0:Re!"in# Co/-re8ension: Deter/ine 8et8er ! stor+ is re!%isti&or ! ;!nt!s+

(C8!r!&ters !n" Settin#)

,; Present!tion' Intro"*&tion

6ay: *emember the story we had yesterday? 68ll show you the pictures of the characters and the setting of the story. $ell something about each one.

Ma8e illustrationo Mateo

Ma8e illustrationo Mateo*s mother

Ma8e illustrationo Mateo*s mother

getting his oldclothes rom the

cabinet;


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Sa#. After you have said something about the characters and setting of the story we had yesterday, 6 would li e you to listen to this story. As you listen, please find out the differencebetween the characters and setting of ;ateo8s )avorites &lothes and the story of Super **.

! P6) )) 3y: elly 6ore

$hat Sunday night, ;ateo had a dream. !e dreamed about *oc y, the boy to whom he gave a bo5 of clothes. When *oc y wore ;ateo8s old red shirt, *oc y transformed into a superhero. Super **, short for Super *ed *oc y was on his shirt. !e had a pair of red pants, a golden cap and a golden cape. !e flew on top of a golden mountain and loo ed at the villagewith his pair of red eyeglass. $here was a flood. !e saw people on top of their houses. $heywere as ing for help. Super ** too off his pair of golden shoes and changed them in to two

shiny red boats. 6n a few minutes, he reached the village and saved hundreds of people. ;ateowas one of them. Cust then, ;ateo8s cloc rang. ;ateo opened his eyes. 6t was already a bright

;onday morning.

ave t%e class answer t%ese Fuestions=,; ho is 6u!er RR=4; "escribe him;$; here did 6u!er RR go=A; hat did he see=.; @o# did he hel! the !eo!le=

6ho# the Realistic and- Fantasy 2hart

)ealistic and antas# %art

)6AL ! A0 A!YCharacters. Characters.

Setting. Setting.

Lead the !u!ils to #rite the characters and setting o Mateo*s Fa'orite 2lothes on the realisticcolumn and the characters and setting o 6u!er RR on Fantasy 2olumn;

4; o"e%in#'Te!&8in#

+s8 = +etween ;ateo and Super **, who is real? Who is 4ust a ma e0believe character?What did ;ateo have that made you thin he is real? Write your answer beside his name on thechart. !ow about Super **? What fantastic things did he have? Write your answer on thechart.

Lead !u!ils* attention to the setting o the story=


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+s8: Where and when did the story of ;ateo8s )avorite &lothes happen?Write the answer on the chart.

!ow about the story of Super **? #o you thin the top of the golden mountain is real? &an we find it in a real world?

Loo8ing at the characters and setting o Mateo*s Fa'orite 2lothes and 6u!er RR% #hich storyis true or realistic= hich is ust a ma8e-belie'e or antasy= hy=

Ski%% Lesson: ei !n" ie "i#r!-8Re;er +o*r -*-i%s to L A&ti.it+ 044 !n" 045$

Lesson 04 D!+ 3: %*en&+'Writin#'Re!%isti& or !nt!s+

1$ En#!#e/ent A&ti.it+

6ho# the !hrases in the lashcards; +s8 the !u!ils to decide #hat is described by each !hrase;Lead them to !ut their ans#er in the !ro!er bo1 in the organizer;

ha!!ens in real li e real #orld

cannot really ha!!en ma8e-belie'e #orld

Real not real

strange things real things

2haracters andsetting o a

realistic story

2haracters and

setting o a antasystory

/ote to the teacher.

Lead the !u!ils to ormulate the conce!t that the characters and setting o a story arerealistic i they can be ound in a real #orld #hile the characters and setting o a antasy storycan be ound only in a ma8e belie'e #orld;


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Grou! the !u!ils into t#o grou!s;Tell them that they #ill do the >Message Relay?;@ere is ho# to do it:


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2ountry Mouse3lind +ntonio in Francisca*s

6tory

in a shi! named 2ombo in school

0$3$

$4$ In"e-en"ent Pr!&ti&e

Re er the class to LM +cti'ity 4.C3;

Ski%% Lesson: ei !n" ie "i#r!-8Re;er +o*r -*-i%s to L A&ti.it+ 046$

Lesson 04 D!+ : %*en&+'Writin#' Use o; -erson!% -rono*ns (-erson !n"#en"er)

1$ Present!tion' Intro"*&tion

6ho# the !ictures used or the stories Mateo*s Fa'orite 2lothes* and 6u!er RR* to start thelesson;

6ay: "et us list the characters in


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;ateo is a boy. ,e is a boy !e is used because ;ateo is a boy@ male. ;other is happy. She is happyShe is used because ;other is a woman@ female

!ow about Gradma? What is the pronoun that we could use to replace the word Grandma? !ow about for *oc y?

!ow about for the noun children?We use the pronoun the# to refer to persons or people we tal about.$he children are noisy.The# are noisy.

Curiel, Gab and *ey are playing.The# are playing

!ow about when 6 am tal ing about myself?When 6 am going to tal about myself then 6 should use &

& 2the person tal ing3 am glad to be here.

!ow about if 6 am referring to the persons or people 6 tal to?We use #ou to refer to persons or people we tal to. ou use you when you directly tal to

person@s.

Ace 2 directly tal8ing to +ce 3 to stop dancing.0ou stop dancing. Canica, Dat and ;arie 2 to the girls & am tal8ing to 3, go to the town and buy a bas et of bananas.0ou go to the town and buy a bas et of bananas.

!ow about if 6 am tal ing about a thing?We use the pronoun it to refer to a thing. $he boo is on the table.

&t is on the table.

!ow about if 6 am referring to many things?We use the# to refer to things.$he boo s are on the table.The# are on the table.

We use we when we refer to persons including ourselves. ;y friends and 6 are singing a song.!e are singing a song.

3$ G*i"e" Pr!&ti&e:Re er to LM +cti'ity 4.0+;

$ In"e-en"ent Pr!&ti&e:


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Re er to LM +cti'ity 4.03;

Ski%% Lesson: ei !n" ie "i#r!-8Re er your !u!ils to LM +cti'ity 4./;

Lesson 04 D!+ 4: Use -erson!% -rono*ns (-erson !n" #en"er)

1. G*i"e" Pr!&ti&e

Re'ie# !ersonal !ronouns by letting the !u!ils read the ollo#ing sentence stri!s; Ma8e a !ointor e'ery stri!;

6entenceJs 6tri! ,: My name is "ang; li'e in Pangasinan;

6entenceJs 6tri! 4: 2ris is my brother; e is older than me;6entenceJs 6tri! $: ing and Mong are brothers; %e# are !laying;6entenceJs 6tri! A: Gel is a girl; !%e is a ha!!y girl;6entenceJs 6tri! .: My riends and & are going to mar8et; 7e are going to buy eggs;6entenceJs 6tri! C: >3en and Greg% sto! tal8ing; You are noisy;?

2. In"e-en"ent Pr!&ti&e

+llo# !u!ils to #or8 in grou!s to do the ollo#ing:

Grou! ,: ournal ritingTell !u!ils that they are going #rite a ournal and they should start #ith the !ersonal !ronoun &in their sentences;

& learned about IIIIIIIIIIIIIII today;& eel ha!!y that IIIIIIIIIIIIIIIIII;& #ant to IIIIIIIIIIIIIIIIIIIIIIII;

Grou! 4: &nter!retati'e Reading:+llo# !u!ils to !ractice or i'e minutes to read the ollo#ing !oem inter!retati'ely

Grou! $: Letter riting

Tell Grou! three that they #ill #rite a letter to the Princi!al in orming himJher to allo# them tocollect unused boo8s rom all grade le'els or the ty!hoon 'ictims olanda;

"ear IIIIIII%

Bur class #ill be conducting IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII; e #ouldli8e to IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII;

ou are IIIIIIIIIIIIIIIIIIIIIIII;


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Truly yours% IIIIIIIIIIII


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L 05Unit 3: Week 8 (Lesson 26)


Overview/Objectives

Literature: -A 1rave LittleGirl(

+!!reciate the bra'ery oTrina in sa'ing his

brothers rom ire

"etermine #hether a storyis realistic or antasy

"ecodeJ rite #ords #ithdigra!h ai as in !ail


7se !ersonal !ronouns


7se !ersonal !ronouns

Read and #rite #ords% !hrases and sentences#ith long JiJ sounds

Materials

Pictures o boy and girlscouts riding on a truc8%rescuers% buildings thatcolla!se% a man grabbing a

bag

2o!y o the story >+3ra'e Little Girl?

Learner*s Materials+cti'ity 4.

Pictures o a dog sitting on aso a% dog reading a boo8%school riding on a lying

banana lea % school childrenriding in a tricycle going toschool% a rog !laying ball% a

rog chasing an insect

Learner*s Materials+cti'ity 4C5

Flashcards

Pictures

Teacher 2hart

Learner*s Materials+cti'ity 4C4

Picture

ord cards

Teaching 2hart

3ingo game card

Learner*s Materials+cti'ities 4C,% 4C$% 4CA

Teaching 2hart

Phrase and sentence stri!s


7nloc8 8ey #ords through !ictures% demonstration and#ordJconte1t clues;

Reading

Read aloud the story and

&ntroductionJPresentationFlash !icture cards or

!u!ils to tell #hether theseare real or ma8e belie'e;

ModelingJTeaching:

&ntroductionJ Presentation

Flashcard "rill on sight#ords and #ords rom the#ord tree

ModelingJTeaching:


Flashcard "rill on sight#ords and #ords rom the#ord tree

Recall the story ) ast For#ard* by as8ing !u!ils totell #hat they can recall;List !hrases and sentenceans#ers o !u!ils;

"iscuss !hrase and sentence by tal8ing about ho# they


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sto! at indicated !oints or9uestions to monitorcom!rehension;

Post ReadingLet !u!ils ans#erdiscussion 9uestions;

Let !u!ils ma8e a !u!!eto Trina and #rite 4sentences about Trina;

+s8 !u!ils #hether the'ents in the story are real or

antasy;

Re'ie# e'ents that are realand a antasy;

Present and read a di erentending o the story read andas8 !u!ils to determine#hich o the lashed e'entsare real or a antasy;

+llo# !u!ils to determine#hich o the e'ent-!icturesare real or a antasy;Reiterate the di erence o#hat*s real and #hat*s

antasy;


Re'ie# decoding lessons inGrade 4;Flashcard "rill on sight

Read #ords and !hrases#ith digra!h ai as in !ail;

Read and #rite sentences#ith digra!h ai as in !ail;


Re'ie# !ersonal !ronounsrom L/ TG

Post a table sho#ing ho# !ersonal !ronouns re!lacenouns in sentences;

+llo# !u!ils to do theacti'ity on !ersonal

!ronouns rom L0"$or8sheets or guided and

inde!endent !ractice;



+llo# !u!ils to readsentences about !ersonal

!ronouns rom L0 "$;

+llo# !u!ils to do acti'ity

+llo# !u!ils to do acti'i t y

di er;

Post !hrase stri!s or !u!ilsto combine to ma8e asentence;

Allow pupils to write %0

sentences on the garbage problem

"o acti'ities to reiterate the'alue o resource ulness;

+llo# !u!ils to !lan a !ro ecton ho# to recycle materialsto sho# ho# resource ul theyare;


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#ords and #ords rom the#ord tree;

ModelingJTeaching

Read #ords and !hrases#ith digra!h ai as in !ail;



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UNIT IIILesson 05 D!+ 1 JT8e r!.e Litt%e Gir%

Pre Re!"in#1$ Un%o&kin# o&! *%!r+ !n" Con&e-t De.e%o-/ent

(grabbed% rescuers% bra'e% colla!sed)

We have some words that you need to now more to understand the story well. "et us find outthe following.

a; grabbed too8 a seized by or as i sudden motion or gras!;( demonstrate )

$he man grabbed the bag of the lady.What did the man do with the bag?2all !u!ils to demonstrate the ollo#ing:- grab a 8ey- grab a child by the #rist+s8: What is another word for grabbed? $oo

b; rescuers sa'ers

c; bra'e courageous% earless% not a raid (6ho# through !ictures or conte1t clues)

6ay: $he rescuers saved the flood victims and brought them to the evacuation center.$he rescuers are brave. $hey are not afraid of the raging waters.

+s8: Which word from the sentence helps you understand the meaning of the wordrescuers and brave?

d; colla!sed ell ( through !ictures and demonstration)

6ay: "oo at the picture. What happened to the buildings? )ell Another word for fell is collapsed.

2all i'e !u!ils to !retend to be houses and another ,5 !u!ils to !retend to be strong #inds;The ,5 !u!ils #ill blo# air as hard as they could on the houses; The houses #ill colla!se asthe strong #ind blo#s;

0$ oti.!tion 2*estions:

6ho# a !icture o a man #ho grabs a bag rom a lady

6ho# !ictures o rescuers

6ho# !icture o building that colla!sed during an earth9ua8e;


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@a'e you heard about stories o !eo!le #ho sa'ed li'es= ho are they=

3$ oti.e 2*estions

Today% #e shall read a story about >+ 3ra'e Little Girl?; hat do you #ant to 8no# about thestory=

List at least three 9uestions that the !u!ils #ill gi'e and let them ha'e guesses about the9uestions;

Bur Duestions Bur Guesses hat Really @a!!ened

D*rin# Re!"in#Listen as & read the story about > + 3ra'e Little Girl?

Note to the Teacher:Read the story aloud; Duestions may be as8ed to the !u!ils to enable them to !redict and to

interact #ith the te1t;

+s8: What time of the night was it?Why did $rina call her younger brothers?

+s8: What happened after two hours?What did $rina see? What do you thin , will she do?

+ 3ra'e Little Girl

&t #as already se'en o*cloc8 in the e'ening; 3ut Trina*s !arents ha'e notyet arri'ed home rom #or8; 6he called her three younger brothers or dinner butstill mother isn*t home until they sle!t;

+ ter t#o hours% Trina #o8e u! eeling hot; hen she o!ened her eyes% she sa# thattheir house #as on ire;

6he immediately got u!% grabbed the youngest brother and ran out o thehouse; Trina su ered rom ma or burns but her brother #asn*t hurt; 6he tried to get

bac8 to the house to get her t#o other brothers; + neighbor sa# her; @e #arned andheld her tightly; 6he cried hard #hile calling the names o her t#o brothers;


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+s8: What did $rina do with her youngest brother?Why did $ina try to go bac to their house?Wa

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