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5. english teacher s guide grade 3 (2nd quarter)

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5. english teacher s guide grade 3 (2nd quarter)

  1. 1. Unit 2: Week 1 (Lesson 10) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: Chocolate Milk for Danny (adapted from Aesop) • Monitor and self- correct one’s comprehension via skimming (title and text) • Appreciate how the character had been truthful to her mother • Decode words with digraph /ch/ (initial) as in chin (1st half) • Monitor and self- correct one’s comprehension via skimming (picture) (2nd half) • Read words with digraph /ch/ (final) as in catch (1st half) • Monitor and self-correct one’s comprehension using scanning(2nd half) • Read words with digraph /ch/ (1st half) • Monitor and self- correct one’s comprehension using scanning (2nd half) • Monitor and self-correct one’s comprehension using scanning and skimming Materials • “A Chocolate Milk for Danny” (Story)by: Dinah C. Bonao, pictures • 6-framed-story board of A Chocolate Milk for Danny Picture of a party Refer back to previous lessons for text to be scanned and skimmed Procedure (5 min) • Unlocking of key words in the story using pictures and context • Motivation Question • Motive Question (skimming) (15 min) Read-aloud of the story with some prediction questions at certain points (15 min) Post Reading: Discussion of the story, highlighting Almira’s truthfulness to her mother at the end of discussion (15 min) Pair and Share: Partners take turns in answering questions. (10 min) • Word drill and exercises on words with digraph /ch/ (initial) as in chin (1st half), see TG and LM • Show 3 story board and ask pupils to give the general idea (10 min) • Discuss how skimming is done using story boards (15min) • Distribute to the pupils (in groups) the next 3 frames of the story board to get the general sense of the frame. (15 min) • Allow pupils to share (10min) • Word drill and exercises on words with digraph /ch/ (initial) as in chin (1st half), see TG and LM • Review 6-framed-story board of A Chocolate Milk for Danny (10 min) Discuss how scanning is done using questions (10 min) Pose specific questions for pupils to answer by scanning the text (group activity)(20 min) Let pupils do Q-A Activity on short selections read (5 min) • Word drill and exercises on words with digraph /ch/ (initial) as in chin (1st half), see TG and LM • Show a picture of a party and ask pupils (10 min) • Review how scanning is done • Show a recipe (10 min) Let pupils identify ingredients and procedure in preparing the recipe for egg sandwich (25min) Allow pupils to share outputs (5 min) Let pupils answer a questions from the selection through scanning and skimming (10 min) Reiterate how scanning and skimming is done (15 min) Let pupils share skimmed and scanned Information (20 min) Ask pupils to share what they did
  2. 2. Unit 2: Week 1 (Lesson 10) Chocolate Milk for Danny Pre-Reading Pre-Reading 1. Unlocking/Vocabulary & Concept Development (loaf, held, bought , patted) Show a picture of a slice of bread. Say: This is a slice of bread. Say it again. Say slice of bread. Show a picture of a loaf of bread. Say: This is a loaf of bread. Say it again. Say loaf of bread. Ask: Let us count the slices on this loaf of bread. How many slices of bread does this loaf of bread have? Show a picture of Almira in front of a bakery with a loaf of bread. Say: Almira bought a loaf of bread from the bakery yesterday. Ask: When did Almira buy a loaf of bread from the bakery? (yesterday) What did Almira do at the bakery? (bought) Show a picture of Almira holding the hands of her brother while leaving the bakery. Say: Almira held the hand of her brother after she bought a loaf of bread. Show the picture of mother patting Almira’s shoulder. Say: Mother patted Almira’s shoulders. When do we pat someone’s shoulder? What do we mean to say when we pat someone’s shoulder? Say: Let us see if you can remember the words we learned today. Refer your pupils to LM-Activity 105 on page 112. 2. Motivation Question: What do you want to buy from a market? 3. Motive Question: What did Danny want to buy in the market? During Reading Read aloud the story. Stop at indicated points (*). Tell the pupils you will raise some questions where you pause before continuing the story. They are to answer those questions which will enable them to guess what might happen next.
  3. 3. Chocolate Milk for Danny by Dinah C. Bonao “Almira, please go with your brother to the market and buy a loaf of bread for merienda,” Mother said. Along the way, Danny stopped at one of the stores. “Ate, please buy me that chocolate milk,” he said. * Ask: Where did motherask Almira to go? Who went with Almira to the market? What did he see along the way? What word did Danny use to request for chocolate milk? “We need to buy the bread first,” whispered Almira. She held the hand of his brother as they walked to the store. Finally, they bought the bread. “Ate, may I have my chocolate milk now?” said Danny. * Ask: Will Danny be able to enjoy the chocolate milk? “Sure, I still have my change here.” They walked home while Danny enjoyed the chocolate milk. “Were you able to buy the bread?” asked mother. * Ask: Where did Almira get the money to buy the chocolate milk? Will Almira be honest in telling the truth about the change? “Yes, Mother,” replied Almira, “but I’m sorry, I don’t have the exact change. I bought chocolate milk for Danny without asking your permission.” * Ask: How will mother respond to Almira’s remark about the change? “ I’m proud of you for telling the truth. I know how much you want your little brother to be happy,” Mother said as she patted Almira’s shoulder. Post Reading 1. Discussion Questions Ask the pupils to answer the following questions orally. 1. What is the title of the story?
  4. 4. 2. Who are the characters in the story? 3. Where did mother ask the children to go? 4. What did Danny want to buy? 5. What did her sister say? 6. Before going home, was Danny able to get what he wants? Why? 7. Why did Almira say I’m sorry when they got home? Do you think it is important? Why? 8. What was mother’s reaction? What did she say? 9. In what other ways can you show that you are telling the truth? 2. Engagement/Enrichment A. Pair and Share Let the pupils share with a partner instances in their own life when they told the truth and said they were sorry for what happened. Each partner will take his turn sharing his experience. Go around and monitor if the pupils are doing the task correctly. Allow them to use their native language if needs be in their sharing or ask you how to say it in English if they so desire. B. Draw your favorite character. Write two sentences about him/her. Refer your pupils to LM- Activity 106 on page 113. Day 2 Decoding/Fluency Digraph ch as in chin and catch / Writing/Skimming Review/Introduction Say: Remember the story we read yesterday? What did Almira buy for Danny in the market? (Chocolate milk) Note: Write the word chocolate on the board and underline “ch”. Let the pupils read the word chocolate. Ask: What are the underlined letters? (ch) Say again the word chocolate (emphasize /ch/) .
  5. 5. Ask: What is the sound of ch in the word chocolate? Let the pupils sound /ch/. If they can’t produce it, model how. Say: Let’s have two more words from our story? change much Write the words change and much on the board. Ask volunteers to underline ‘ch’. Read the words and let the pupils say them after you. Modeling/Teaching Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can you hear /h/? A different sound is given to ch. The sound of ch is /ch/. Let the pupils sound it three times. Model reading the words and let the pupils read after you. Teaching Chart: Words with /ch/ chips check Chop choose chin chest chocolate chew chick cherry Chair cheese chicken champ children Activity Say: Now let’s identify the pictures by completing the words with ch. Read the words, then the phrases and the sentences with /ch/ in that order. Refer the pupils to LM Activity 107 on pages 114-115. Lesson: Skimming (2nd half) 1. Presentation/Introduction Show the first three story boards one by one to the pupils and ask them questions about the story to come up with the general idea. All answers are correct and acceptable. Write the answers of the pupils on the board by completing the sentence below and read them for oral fluency. 1. Look at the pictures. 2. What do you see in the pictures? Story Board No. 1 Almira with younger brother Danny wave goodbye to their mother. Story Board No. 3 Almira and Danny got off in front of a grocery store. Story Board No. 2 Almira and Danny are on a highway waiting for a jeep.
  6. 6. 1. Modeling/Teaching Show the first story board. Ask the pupils to look quickly at the pictures and give the big idea. Tell them that the activity that they did is skimming. 2. Guided Practice Show the other two story boards one at a time. Ask five to ten pupils to share their ideas about the pictures. Write all the answers of the pupils on the board. Let them read the questions aloud and allow them to respond to the questions using the correct intonation. Distribute to the pupils in groups the next three frames of the story board to get the general sense of the frame. Ask each group to give their opinion about the pictures given to them. Write their answers on the board. Refer your pupils to LM-Activity 109 on page 117. 4. Independent Practice Refer your pupils to LM- Activity 110 on page 118. Lesson 10 Day 3: Scanning Pictures to Answer Question Final Digraph /ch/ Skill Focus: Reading words with final consonant digraph /ch/ (1st half) A. Oral Reading of words with digraph ch (initial). (See teaching chart used previously.) B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or demonstrate the meaning of each word before reading. catch much bench scratch such sketch watch bunch reach branch rich ranch inch 1. Guided Practice Say: Work with your seatmate. Read each word with your partner and match the words with their pictures. Refer your pupils to LM-Activity 111A on page 119.
  7. 7. 2. Independent Practice Refer your pupils to LM-Activity 111B on page 119. Skill: Scanning Pictures to Answer Questions 1. Presentation: Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have you seen a container of chocolate milk? What information can you see from its box? Let us know the information in the chocolate milk drink tetra pack. (See to it that you have an enlarged copy of this picture. Large enough that everybody can see the information contained in the box. They may be provided with a copy.) 2. Teaching/Modeling Guide the class to locate the answers in the following questions. 1. What is the name of the chocolate drink? What kind of drink is on the picture?
  8. 8. 2. Where was the drink made? 3. When will the drink expire? 4. What minerals can we get from this drink? 3. Guided Practice Divide the class into three groups. Refer your pupils to LM-Activity 112 on page 121. 4. Independent Practice Refer your pupils to LM-Activity 113 on page 122. Day 4: Skimming and Scanning Other Reading Materials Skill focus: Initial and Final Digraph /ch/ (1st half) Refer your pupils to LM-Acivity114 on page 123. Skill focus: Skimming and Scanning Other Reading Materials (2nd half) 1. Presentation/Introduction Show a picture of a “Birthday Party” 2. Modeling/Teaching Ask the class to look at the picture. Let the pupils answer the questions. • What do you see in the picture? • What do they celebrate? • What are the things your parents do to make you happy on your birthday? • Do you like to have a birthday party? Why? • What food would you like served in your birthday party? 3. Development of the Lesson Present to class the recipe of “Egg Sandwich”. Let the pupils scan the ingredients and the procedure.
  9. 9. Let the pupils identify the different ingredients of Egg Sandwich. Let them write their answers on the board then ask the procedure by asking the pupils to give them orally. When done, let them identify the action words used in the procedure. Write them on the board and have them read orally after. 4. Guided Practice Paper and Pen Activity Ask the pupils the things they do to keep their food safe, clean and nutritious. Encourage them to give their answer in complete sentence. Let them use the action words inside the box in a sentence by writing it on the line provided. Refer your pupils to LM-Activity 115 on page 124. 5. Independent Practice Acting-Out Have the pupils bring out the ingredients that they were asked to bring to class. Using the ingredients let the pupils do the procedure in preparing the recipe in two groups. After the activity, let the first group rate the recipe of the second group and vice versa. (Change to a simpler task if needed.) Day 5: Skimming and Scanning a Selection 1. Presentation/Introduction Ask the pupils to answer the following questions. 1. Did you enjoy listening to the story “ Chocolate Milk for Danny”? 2. What part of the story do you like most? 3. Who is the character you like best? 4. What lesson did you learn from the story? 5. Did you go fast over the pictures in each set to find out what it is all about? 6. Did you go fast over the text to find out specific information? 2. Modeling/Teaching Tell the pupils that in the previous activities, they used skimming and scanning to understand the lessons.
  10. 10. Say that this time they will study further on skimming and scanning Skimming is reading at the fastest speed where the eyes keep floating over the reading selection to locate information. Scanning is reading moving your eyes. Quickly down the page to find one specific detail. This will lead you to find a single fact, date, name or word in a text and find that you need. Guided Practice Have the pupils identify what skill they will use in locating information from a given situation if they want to find specific information and if they want to have a general idea of what it is all about. Refer your pupils to LM-Activity 116 on page 125.
  11. 11. Unit 2: Week 2 (Lesson 11) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives • Monitor and self-correct one’s comprehension using questions • Use graphic organizers to show understanding of texts • Decode words with consonant digraphs: /ck/, /th/, and /ph/ • Decode words with consonant digraph /sh/ • Use action words in simple sentences • Decode words with consonant digraphs: /ck/, /th/, and /ph/ • Decode words with consonant digraph /sh/ • Use action words in simple sentences • Decode words with consonant digraph /sh/ • Decode words with consonant digraphs: /ck/, /th/, and /ph/ SUMMATIVE TEST Materials • A copy of the comic strip “Bantay and Tagpi” by Roderick Motril Aguirre • Picture frames showing the major events of the literature for day 1. • Flash cards of words to be decoded (consonant digraphs • Pictures of action words from the literature for day 1. • Flash cards of verbs to match the pictures. • A cartoon image in 3 frames of a girl losing hair • Sentence strips with action words • Trish and Her Wish Procedures (10 min) Let pupils… • Analyze pictures showing HONESTY • Answer the MOTIVATION QUESTIONS to process the pictures • Ponder over the MOTIVE QUESTION (20 min) • Have the pupils read the comic strip. Make them (5 min) • Let pupils arrange the picture frames based on the sequence of events of the literature for DAY 1. (15 min) (Show a picture of Tagpi with labels of his body parts.) • Have pupils focus on the words back, teeth, and thigh (Discuss how to decode consonant digraphs with final (10 min) (Show pictures of Tagpi and Bantay in motion) • Let pupils tell what Tagpi and Bantay are doing as shown in each picture. (Facilitate pupils answer by posing leading and funneling questions) Drill on words with final consonant digraph /sh/ (15 min) (Discuss what action verbs (15 min) 1st half • Drill on words with consonant digraph /sh/ • Read the short story “Trish and Her Wish” and answer WH- questions. 2nd half • Review action words through reading of sentence strips. (10 min) • Review verbs by acting out its
  12. 12. stop at strategic points and let them answer questions to help them monitor their comprehension. (10 min) • Let pupils answer the comprehension questions (10 min) • Then, have them complete the character map to yield the concept of honesty and/or medial/initial /ck/, /th/, and /ph/.) Use the sentence with the word SHOUT from the story to introduce lesson on words with consonant digraph /sh/ Read words with initial consonant digraph /sh/.. (20 min) • Have pupils practice sounding out words with consonant digraphs • Let them complete the words by making them write the missing consonant digraphs. Have them match the completed words to the correct pictures they represent. • Guided Practice Activity on words with consonant digraph /sh/ (10 min) • Let the pupils accomplish the consonant digraph activity sheet in their LM. • Independent Practice Activity on words with are) • Act out some verbs. (TPR) (10 min) • Have pupils act out the word you will say. (15 min) Have the students… • Accomplish the letter- scrambled words sheet using picture clues meaning. • Let the pupils identify action words posted on the board. • Using the examples, allow pupils to further understand how action verbs are used in a sentence. (10 min) • Teacher chart exercises on identifying action verbs in a sentence. • Guided practice on using verbs in simple sentences (15 min) • Allow pupils to work in groups. Ask each group to write 2-3 sentences about the pictures to be given them.
  13. 13. consonant digraph /sh/
  14. 14. Unit 2: Week 2 (Lesson 11) Bantay and Tagpi Pre-Reading 1. Unlocking/Vocabulary & Concept Development Unlock the word ‘honesty’ using pictures that show the concept and definition of this word. Say: Look at these pictures. (girl and boy cheating in class, a boy returning a wallet to the owner). Ask: Who does/do the right thing? Why? When you return something that is not yours to the owner, you are honest. 2. Motivation Question Which picture shows a good deed? 3. Motive Question/Statement Say: Today we will read a comic strip about “Bantay and Tagpi”. These two dogs are best of friends. Which of the two dogs learned the value of HONESTY? Let us find out. Open your LM to page ___. While Reading Explain to the students that you will be stopping them at a certain frame in the comic strip to ask or entertain questions from them. Say: I will be stopping you at a certain frame to ask you some questions. I will also answer questions from you if you need some clarification/s about the frames you have just read. FIRST STOP (Frame 4) • How would you describe Bantay? How is he as a friend? • Why did Bantay stop laughing when he saw Tagpi trip over the bones? • How would you describe Tagpi? Is he a happy dog? What can you say about him from his remarks about Bantay’s huge collection of bones? SECOND STOP (Frame 9) • What did Bantay and Tagpi do? • What happened after their play? • What did Tagpi do? • What did Bantay find out when he got back to his collection of bones? THIRD STOP (Frame 13) • What happened to Tagpi?
  15. 15. • What was his reaction? • What did Bantay do? • Were they able to find the stray dog and Tagpi’s new blanket? Post Reading 1. Discussion Questions a. What was Bantay’s problem in the story? b. What was Tagpi’s problem in the story? c. What did Bantay do to help Tagpi? d. What did Tagpi learn in the story? 2. Engagement/ Enrichment Let the pupils accomplish the character map sheet on the character assigned to them. Character map is a type of graphic organizer that helps pupils describe in detail the character in the story they read. It also facilitates how they may organize their thoughts and ideas. Say: Accomplish the CHARACTER MAP for the character I will assign to you. Students seated on the right are to accomplish the character map for Bantay. Those sitting on the left are to work on the character map for Tagpi. Lesson 11 Day 1: Decoding/Fluency/Writing Consonant Digraph /ch/, /th/ and /ph/ 1. Presentation Have students arrange the picture frames based on the sequence of events in “Bantay and Tagpi”. Say: Turn your LM to Activity 119. Number the pictures based on the sequence of events of the comic strip we read yesterday. 2. Modeling Show a picture of Tagpi with labels of his body parts. Say: These are Tagpi’s body parts. I will read each word and you repeat them after me. Point to the word when you read it then the part of the body it labels. Discuss how to decode consonant digraphs in final or medial or initial position /ck/, /th/, and /ph/.) Say: Now, look at this words that I will underline. (Underline the words back, teeth, and thigh). Say: The first word ends with the letter c and k but they only have one sound /k/. Have pupils focus on the words back, teeth, and thigh.(Have students say the letters aloud and then give the sound /k/ of the consonant digraph ck.
  16. 16. Say: The second word ends with letter t and h but they only have one sound / /. WhenƟ the word begins with the letter t and h you also give th only one sound / /.Ɵ Let pupils repeat the sound. Write another word: photo. Say: Now this word is read as photo. Have pupils repeat the word. This word begins with the letters p and h but they are given only one sound /ph/ or /f/. Have pupils produce the sound. 3. Guided Practice Call attention to and have the pupils practice the single sound given to the consonant digraphs ck, th, and ph. Then let them complete the words by writing on the board the missing consonant digraphs for each word. Have them match the words with the pictures they represent. Say: I have here on the board a list of words and pictures they represent. I will read each set of words three times. On my first reading just listen to me read the words. On the second time, I will read each word and repeat after me. On the third time, you all read the set by yourselves. We will do the same thing to the next to the next two sets of words. /ck/ /th/ /ph/ duck thirty pharmacy clock cloth Philippines lock teeth telephone sack thigh photo Lesson 11 Day 2: Skill Lesson: Consonant digraph /sh/ (initial) (1st half) 1. Review/Presentation Say: Who was Tagpi’s friend in our story yesterday? (Bantay) Let’s have this sentence from the story. Tagpi shouts out to Bantay. Write the sentence on the board and let the pupils read it. picture picture picture picture picture picture picture picture picture picture picture picture
  17. 17. Say: What did Tagpi do to Bantay? (shout) Write the answer on the board. SHOUT 2. Modeling/Teaching Underline sh. Say: The word shout has sh in the beginning. It has one sound. What’s the sound of sh? Let the pupils sound it. If they can’t sound it, model the sound and ask them to sound it three times. Say: Let’s have more words with sh. Let the pupils read the words in a teaching chart. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures, action and context. Teaching Chart: Words with sh ship shell shack shop shift shed shall shore shrill shelf shape shock shine sheet shake shut 3. Guided Practice Refer the pupils to LM Activity 121A. 4. Independent Practice Refer the pupils to LM Activity 121B. Lesson 11 Day 3: Using Action Words in Simple Sentences Skill Lesson: Final Consonant Digraph /sh/ (1st half) 1. Flash cards with words with initial consonant digraph /sh/, see teaching chart. 2. Show words with final consonant digraph /sh/. Model reading the words. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures, action and context. Teaching Chart: Words with sh ash splash brush wish crash smash crush fish flash clash rush dish trash wash bush finish 3. Guided Practice Refer the pupils to LM Activity 122.
  18. 18. 4. Independent Practice Refer the pupils to LM Activity 123. Skill Lesson: Using Action Words in Simple Sentences (2nd half) 1. Presentation/Introduction Show pictures of Tagpi and Bantay in motion. Say: What are Tagpi and Bantay doing? Let the pupils observe each picture and allow them to give verbs that describe Tagpi and Bantay? Say: Let’s have picture 1. Where is Tagpi? What is he doing? (running) Let’s have picture 2? What is Bantay doing? (playing) Highlight pupils’ answers by writing the words on the board. 2. Modeling/Teaching Use the pupil’s answers as springboard to the lesson about verbs. Say: Your answers are correct. These words are called action words or verbs. To improve the listening and speaking skills of the pupils, employ the “Teach-Ok” technique from Whole Brain Teaching. (This technique is a variation of Direct Instruction and facilitates TPR) Here’s how this is done. 1. Have the pupils count off 1 with the pupil next to him/her saying 2. Tell them you will be saying these words Class, Teach, Switch. They are to do something after those words are said following this script for each of the sentences in the template. Teacher: Class Pupils: Yes Teacher: (Says one of the sentences in the template and claps twice.) Teach! Pupils: (Clap twice) Ok! Number 1 Pupils: (Repeats to Number 2 pupils the sentence the teacher said. Teacher : Switch! Pupils: Oh! Switch! Number 2 pupils (Repeats to number 1 pupils what they said.)
  19. 19. 3. Template of the sentences to be said one at a time using the above script for each sentence. a. Verb is an action word. b. The word “play” is an action word. c. “Play” is a verb. d. The word “run” is an action word. e. “Run” is a verb. In doing the WBT technique, let the pupils act out the verbs whenever they mention each word. Model the gesture. Say: What is verb? Is the word play a verb? (Yes) Why? (Because it’s an action word) Is the word run a verb? (Yes) Why? (Because it’s an action word) Say: Let’s have more examples of verbs. Flash pictures of Tagpi and Bantay and label each picture with verbs. Let the pupils read each verb. Picture - walk (Pupils read) Picture - eat (Pupils read) Picture - sit (Pupils read) Picture - eat (Pupils read) Picture - talk (Pupils read) Picture - think (Pupils read) 3. Guided Practice Read and Show Say: I will use verbs in a sentence. Read the sentence and whenever you read the verb, I want you to act it out. (Teacher models the activity) (Sentences should be illustrated to facilitate pupil’s comprehension.) Ana hops. The janitor cleans. Alex sings. The scouts work. The pupils read together. The kids dance. The teacher writes. Ricky drives. My pet cat plays. Raymond swims. 4. Independent Practice
  20. 20. Say: I will show you some pictures. Identify the verb shown in every picture by unscrambling the letters in the sentence. Refer the pupils to LM Activity 124. Lesson 11 Day 4: Decoding/Fluency/Writing Skill Lesson 1: Consonant digraph /sh/ 1. Introduction Flashcard drill on consonant digraphs /sh/ (previously learned words on Day 2 and 3) Say: Let us read the words with /sh/ which were given to you last time. (Allow pupils to alternately read the words.) 2. Modeling Model reading the story Trish Has a Wish. Alternately read the story with the pupils. Then allow a volunteer to read the story. Refer to LM Activity 125 for the copy. 3. Guided Practice Answer WH- questions about the story Refer the pupils to LM Activity 125B. 4. Independent Practice Pupils draw the dish of Trish and let them write something about their drawing. Skill Lesson 1: Consonant digraphs /ck/, /th/, and /ph/ 1. Presentation/ Introduction Flashcard drill on consonant digraphs /ck/, /th/, and /ph/ (previously learned words on Day 2 Say: Let us read the words with /ck/, /th/, and /ph which were given to you last time. (Allow pupils to alternately read the words.) Let pupils match words with pictures to develop vocabulary of words with consonant digraphs /ck/, /th/, and /ph. Refer to LM Activity 126. 2. Modeling/ Teaching Model and give more exercises on words and phrases with consonant digraphs /ck/, /th/, and /ph. Refer to LM Activity 126A. 3. Guided Practice
  21. 21. Write words and phrases with /ck/, /th/, and /ph. Refer to LM Activity 126B and C. 4. Independent Practice Write phrases and sentences with words with /ck/, /th/, and /ph. Refer to LM Activity 127. Skill Lesson 2: Use action words in simple sentences. 1. Presentation/ Introduction Review pupils on action words introduced in Day 3 by allowing them to read words and phrases with action words Say: Let us read the following sentence-strips. Danny and Ana clean the room. Danny climbs a tree. The boys play beside the canteen. Tagpi barks. Rona walks and sings along the bay. 2. Modeling/ Teaching Re-state the meaning of verbs. Go back to sentences posted on the board and allow pupils to identify the verbs. Ask them why those are verbs. Be sure that the pupils say that those are verbs because they are action words. Ask: What is the action word in the each sentence? Why do we call them action words? Ask the class to do the actions signaled by each action words. Ask: Did you show action to describe the meaning of each action word? Say: Action words are also called verbs. Danny and Ana clean the room. Danny climbs a tree. The boys play beside the canteen. Tagpi barks. Rona walks and sings along the bay. Say: If we are going to remove the action words, what would the group of words mean?(Emphasize that verbs play an important role in completing sentences.) 3. Guided Practice Let the pupils have more Teacher Chart Exercises on identifying verbs. Tagpi tumbles down on Bantay’s collection of bones. Bantay greets Tagpi. Tagbi bounces up and down around Bantay. Bantay and Tagpi play with the ball on the grass field. He drops the ball.
  22. 22. Refer to Refer to LM Activity 128 for the additional guided practice on using verbs in simple sentences. 4. Independent Practice Allow pupils to work in groups. Ask the groups to write 2-3 sentences from pictures given to them. Say: In your groups, you are going to write 2-3 sentences telling about the pictures you are holding. Allow pupil to write one sentence on a picture shown. Say: This time you are going to write a sentence on the picture shown.
  23. 23. Unit 2: Week 3 (Lesson 12) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: “The Honest Woodman” • Appreciate the importance of honesty • Note details in a given text • Read and write words with the long vowel /a/ in simple stories • Use action words in simple sentences • Read and write words with long vowel /a/ in simple stories • Write at least 3 sentences • Read and write words with long vowel /a/ in simple sentences • Read and write words with long vowel /a/ in simple sentences • Write at least three sentences Materials • Pictures of wood, axe, fairy, reward • Copy of the story “The Honest Man’ • Honesty Character Award • L12D2 Worksheet1 & 2 LM page _ • The Story Guide Chart • Picture of cake and lake • Detail Wheel Game Chart/ Board • Pictures of school gate, dark cave, date, man shaving • Flashcards • Activity charts Procedure Pre-Reading • Present key words through pictures and word clues Reading • Read aloud and stop at strategic points and ask questions to predict the succeeding part of the story Post Reading • Talk about the story read through discussion questions Introduction/ Presentation: • Allow pupils to study and read the Guide Sheet Modeling/Teaching: • Post and allow pupils to answer the Guide Sheet questions Guided Practice: • Do Detail Wheel Game with the pupils • Flashcard drill on Brain List • Show picture of cake and lake for phonics lesson Introduction/ Presentation: • Have a flashback of the story The Honest Man through acting it out with selected pupils Modeling/ Teaching • Discuss verbs • Do Action Word Wheel with the pupils • Allow pupils to answer Action-Word-Sentence Chart • Flashcard Drill on Brain List • Read “Cake for Kate” and answer discussion question • Show picture and pupils Presentation/ Introduction • Post the Pupil of The Month Chart and the poster about honest and ask pupils about what they can say about what they see Modeling/ Teaching • Post pupils’ responses on the Responses Chart • Reiterate that the poster about honesty, Pupil of the month chart and headlines are different sources to get information • Allow pupils to study responses chart • Let pupils know how declarative sentence are Introduction • Do energy check to get attention (Thumbs Up/Down Activity) Modeling/ Teaching • Re-state important points in writing declarative sentences by providing activities from various sources • In pairs, let pupils decide what among the group of words are declarative sentences • Allow the pupils to read their work
  24. 24. • In a group, make a certificate of appreciation for a class member considered to be honest • Allow the pupils to award the certificate Independent Practice: • Explain Jake and Kate showing acts of honesty • In groups write answers on Detail Chart read sentence about the pictures shown • Do ‘Does It Make Sense’ by arranging words to make a sensible sentence written • Flashcard Drill on Brain List • Read words, phrases and sentences with long vowel /a/ • Do memory lane on words with long vowel /a/ • Flashcard Drill on Brain List • Read words, phrases and sentences with long vowel /a/ in simple sentences • Do ‘Does It Make Sense’ Activity on words with long vowel /a/
  25. 25. Unit 2: Week 3 (Lesson 12) The Honest Woodman Pre-Reading 1. Unlocking/Vocabulary & Concept Development ( Before the class begins, select among the pupils who will act out the scenes between the Fairy and Caloy) Say: Let us start with the BIG WORDS. These BIG WORDS are connected with the story we are going to read. How shall we find out what these BIG WORDS mean? Say: We are going to play a Tickling mind game. Here are the steps in the game. • Listen to the clues about the word. • Show Thumbs Up if you have the answer. THE BIG WORDS wood axe fairy reward Show pictures of wood, axe, fairy Say: Please pay attention as I say the clues/show picture of the word. Ready? I’m thinking of a word that sounds like food. This four-letter word starts with letter w. The word is ____________. ( wood) (show picture of wood) I am thinking of a word that names something bigger than knife. It is used to cut wood. This is a three-letter word that has ( e, a x). The word is _______. ( axe) ( show picture of axe) I am thinking of a kind lady with magic wand. She is powerful. The five-letter word starts with an “f” and ends with y. I am thinking of a word that means a thing like a gift or good words you get when you do something good.( Show picture of a fairy giving something for the man) Let us read these words: wood, axe, fairy and reward We will hear these words from the story I am about to read to you. 2. Motivation: What is your favorite toy? What would you do if you lost your favorite toy?
  26. 26. Elicit answers from the pupils. Write their responses on the board. 3. Motive Question: Say: The character in the story we have for this day does not have a toy he truly loves. He has a very important tool his AXE. He has been using his axe to earn a living for the family. What if he lost his axe? What would he do? Let us find it out. Read the story aloud .Stop at strategic points and ask questions. The Honest Woodman Adapted by Esperanza Diaz Cruz Once, a poor woodman named Caloy went to the forest which was on the side of a deep river. He was working all day long and he was tired. (Demonstrate how it is to be tired.) Suddenly his axe slipped from his hand and fell into the water. (Act it out before the pupils) "Oh! I have lost my axe," he cried. "I have nothing to use to earn my living! What shall I do? The river is very deep and I am afraid to dive into it. Who can help me?" Stop and Ask: Who do you think would help the woodman? How would he do it? Faye, a good fairy, heard the poor man's cries and appeared before him. "What’s the matter, poor woodman?" she asked. "Why are you so sad?" Caloy told her what happened and Faye promised to help him. Stop and Ask: What would the fairy do? Can you guess? She dived into the river and brought up a golden axe. "Is it yours?" she asked. ( Ask the girls in the class to say this line “Is it yours?”) "No, that is not mine," answered Caloy. ( Ask the boys in the class to say this line-“No, that is not mine”) Faye dived again and this time brought up a silver axe. "Is it yours?" she asked, ( Remind the girls to say the line-“Is it yours?”) and Caloy again answered "No."( Remind the boys to say the line-No.) Stop and Ask: What do you think would the fairy do?
  27. 27. So Faye dived a third time and this time brought up the axe that had slipped from Caloy's hand. "That is my axe," he cried . "Now I can work again." Happy with Caloy’s acts, Faye gave him the two axes as a reward. 4. Post Listening Discussion Have the pupils discuss the story in class. 1. Who came to the forest? 2. Why did he go to the forest? 3. What happened to his axe? How do you think the woodman felt? 4. Who helped the woodman? ( Act out the scenes between Caloy and the Fairy) 5. Did the woodman get the axe that was not his? Do you think Caloy did the right thing? Why do you say so? 6. Why do you think Faye the fairy thought of giving the three axes to the woodman? If you were the fairy would you do that, too? Why? 7. Do you think you are an honest person if you do not get the things that are not yours? Why? 5. Post Listening Activity Form groups of five. Say: Be creative in naming your group. Make a Certificate of Appreciation for a class member whom the group believes showed acts of honesty. Your group is expected to: 1. Give everyone a chance to make suggestions about the person/persons whom the group thinks has been so honest 2. Talk together about what the certificate should look like and what it should say. 3. Decide as a group who deserves the Certificate of Appreciation award Certificate of Appreciation for _____________________________________________ for returning the_______________________ You are such an honest person. Signed by: Write the name of each member for each one to affix his/her signature above his/her name.
  28. 28. 4. Have a mini-program and do the actual awarding of the Certificate of Appreciation to an honest class member Lesson 12 Day 2: Noting details in a given text Reading and writing long vowel /a/ in simple stories 1. Recalling the story Let the children study the Guide sheet. Call volunteers to read the questions. Refer the pupils to LM Activity 129 on page 151. 2. Modeling Get-the–Details Say: To answer these questions, we need to remember some details from the text we listened to or read about .Let us see if we remember the details from the story: The honest woodman to get answers to the questions in the guide sheet. Elicit answers from the pupils. Post their answers on the guide sheet. Say: Let us read your answers. The ideas you have given are the details you remember from the story. There are some simple ways of getting details. Think about this. Details answer the who, what, when , where and how. The story itself will help you find something about the WHO, WHAT, WHEN, WHERE, WHY, HOW. Refer the pupils to LM Activity 130 on page 152 for noting details activity. Say: Details help us understand the story better. The details are the events that happened in the story. Remember to always ask yourself: Does it make sense if I give this detail for this question. Discuss what type of detail is needed based on the type of question. Who ( characters), when( date), where( place where the problem begins) what ( problem),why( reasons), how ( process)
  29. 29. Phonics/Word Recognition 3. Presentation/Introduction Present the pictures and the words. Let the class read the words. cake lake illustrate take illustrate make illustrate rake illustrate bake illustrate shade 2. Teaching/Modelling Model the correct way of reading the words. Sound the long ‘a’ properly. Tell them that these are long ‘a’ words because the a is sounded as /ey/. Refer to LM Activity 131 on pages 152-153. 3. Independent Practice Explain the cartoon about Jake and Kate showing acts of honesty Use cartoon in this activity.
  30. 30. Say: Let us work in groups. Then write your answers on the DETAIL CHART. Refer the pupils to LM Activity 132 on page 154 for independent practice on noting details activity. Lesson 12 Day 3: Use action words in simple sentence Read and write long vowel /a/ in simple stories. 1. Presentation/Introduction Say: How does everyone feel today? Let us know. We will have a flashback of the part of the story that we liked. May I call two pupils to act out the fairy’s part from the story. Partners who will act out the scenes of the woodman and the fairy should have been informed about the activity before the class begins. Say: What did the pair do? Elicit answers from the pupils. 2. Modeling/Teaching Say: What have you observed with the highlighted words used in the sentences? The axe slipped from his hand and fell into the water. Faye dived into the river. Elicit answers from the pupils and write their answers on the board. Say: The words are examples of action words. They show action that is done by the doer. Let us have more examples. Jake bakes a cake. What does Jake do? Kate eats the cake. What does Kate do? Pat sits on the rug. What does Pat do? The nun runs under the sun. What does the nun do? Let us be more engaged by doing this ACT IT OUT activity. Say: I will show word cards. Read them and carry out or do the action mentioned in each word.
  31. 31. walk run sing bark eat hug hum Remember, action words are doing words. They denote some actions if we see them in sentences. 3. Guided Practice (Teacher prepares an Action Word Wheel.) Say: We have another game for action words. Let us use Action Word Wheel. Form groups. Be creative in giving names for your groups. How to start the game: a. Call a pupil to spin the wheel to reveal an action word. b. Let them act out the word by group. c. Then, have them come up with a sentence using that word. 4. Independent Practice Refer to LM Activity 133 on page 155. Part B: Phonics/Word Instruction Flash BRAIN LIST for fast reading ( flash words one by one) run fog wash wish bake Jake fun jog cash fish take Kate fall mash dash dish make mate tall rash Say: Let us read these sentences again. Mom, Kate and Jake baked the cake. Who baked the cake? Jake, Kate and Dave went to the lake. Who went to the lake? Mom, Kate, Jake and Dave ate the cake. Who ate the cake? This time show pictures of: , (show a sentence while flashing the picture) Man shaving School gate Date ( June 13) Dark cave The cave is dark. Man shaving The school gate is open. Dad shaves the hair in his chin. The date of your birthday is June 13.
  32. 32. Read these words. Say: Gate and date have this pattern Say: Cave and shave have this pattern m/a/te g/a/ve l/a/te D/a/ve d/a/te 4. Guided Practice Refer to LM Activity 134 on page 155. 5. Independent Practice Work in groups. Each group should have five members. Do the Does it Make Sense activity? Arrange the words in order to make a meaningful sentence. Groups 1-3 – Dave, cave, go, Kate , to, the Groups 4-6- Jake, Kate, cake, Mom, gave , the Present group outputs in class. Lesson 12 Day 4: Write at least 3 sentences from various sources (declarative) Read and write long vowel a in simple sentences Use of punctuation mark (.) 1. Presentation/Introduction Say: Hello kids! Is the energy level still high? How do you feel about honest person? We praise people who showed acts of honesty. Right? And in most ways, we appreciate them. Let us take a close look at these. Pupil of the month: Honest Person Pupil of the month: Honesto Katapatan Age: 9 years old Good work shown: Returning the wallet he saw at the gate Reward: certificate of appreciation
  33. 33. Poster about honesty ( for the illustrator – draw a girl who returned the 50 peso bill she saw under her desk to her teacher) Honest driver returns laptop,15k cash Say: What can you say about the Pupil of the month chart? poster? headline? Describe each text shown. While pupils give description about the texts, teacher writes their answers on the board. 2. Modeling/Teaching Post pupils’ response on OUR RESPONSES CHART. Separately write the sentences from phrases TEXTS OUR RESPONSES Pupil of the month chart Poster about honesty Honest driver returns laptop,15k cash Say: The Pupil of the Month Chart, poster about honesty and the headline are different sources we can possibly use to get information. In order to get information from available texts , ask yourself questions like: What is the text about? What does it show? Who is in the text? How can I say the idea of the text in my own words? To present information clearer, we use declarative sentences. 1. Honest driver gets a reward.
  34. 34. Is the idea clear? Does it express complete thought? How does it start and end? How about in items 2 and 3. Ask: Does it express a complete thought? How does it start and end? 2. Honesto Katapatan received 3.Returned the fifty peso bill to her teacher. Say: Item 1 is an example of a declarative sentence. Items 2 and 3 are examples of phrases. 3. Guided Practice Let us study the OUR RESPONSES CHART. Example: Phrase Sentence an honest boy an honest driver Honesto Katapatan is honest. The driver is honest. What do you notice with the words under column Phrase? Does it express complete thought? Ask: How are declaratives formed? Say: A declarative sentence states an idea. It does not give command nor request. It does not ask a question either. It ends with a period(.) Part B: Phonics/Word Instruction Flash BRAIN LIST for fast reading ( Flash one by one some words that pupils have learned in previous weeks) Say: Let us read these phrases. the side of the lake bake a cake rake the grass make a wish wake up early at a school gate. ( show pictures of cape, nape,grape,shape) Say: Let us read the sentence under each picture.
  35. 35. The cape is black. The nape of his neck has hair. The shape of the table is square. I like to eat grapes. Say:Let us study these words: It also follows a pattern. c/a/pe n/a/pe t/a/pe gr/a/pe sh/a/pe 4. Independent Practice Let the children do the MEMORY LANE activity by completing the sentences to make a story by arranging the jumbled words inside the parenthesis. Refer the pupils to LM Activity 134 on page 155 for the writing to learn activity. Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative) 1. Presentation/Introduction Say: Hello Kids! How’s the energy level today? Show THUMBS UP if you feel great today and THUMBS DOWN if you are a little bit sad. Let’s have fun through this THUMBS UP and THUMBS DOWN activity. Show Thumbs Up/Thumbs down hand signal if the actions display honesty/dishonesty. Examples: Mateo misspelled the word but he said it was correct. Almira admitted that she was late going to school. Mateo ate the food that was not his. Almira returned the purse that was not hers. The children gave the purse to their teacher. cape nape grapesshape
  36. 36. 2. Modeling/Teaching Say: Look at this cartoon. Think what it is about. Have the pupils share their ideas. Say: We have here a verse about honesty: “It is always good to be honest in words and in actions.” Think what it is about. Have pupils express their ideas about the verse. Say: We have here a public announcement. Our school is looking for the most honest grade three pupil in your class. S/he should have shown acts of honesty. If you believe your classmate is or if you believe you are honest then visit the office of the guidance counselor on Tuesday, December 8. Say: Think what it is about. Write pupils’ responses on the board. 3. Guided Practice Say: Let us pause for a minute. Take a close look at your responses. This time you are going to work in pairs. Decide which declarative sentences from the responses are. A verse about honesty Cartoon Public Announcement Description Say: Let’s read your answers. Part B: Phonics/Word Instruction Flash the BRAIN LIST for fast reading. /a/ke pattern / a/te pattern /a/ve pattern /a/pe bake gate save cape cake late gave tape make mate Dave nape lake date cave sake Kate rake rate wake Let us read and answer the questions orally.
  37. 37. Refer the pupils to LM Activities 135-136 on page 156. Say: This time let’s look at this long /a/ pattern in these words. /a/se /a/ne case lane base cane vase mane chase pane Activity: Refer the pupils to LM Activity 137A on page 157. Explain the meaning of each word. You can show picture or act out if possible the meaning of the word. Show pictures of a vase ( flower vase), cat chasing rat , mane ( hair on the neck of a lion), pane ( sheet of glass in window), pedestrian lane Demonstrate lane, cane, base Activity: Refer the pupils to LM Activity 137B on page 157. Say: Work in pairs. Let us do the “Does it make sense?” activity. Refer the pupils to LM Activity 137C on page 158. 4. Independent Practice Form the groups of L, O, V, E. Groups L and O: A yell for the person who showed honesty (Arrange the word to form a yell) First line: honest, true, and, stay Second line: you, everyone, trust, will Groups V and E: A two-line song about honesty( Adapt a tune) Arrange the words to make a song First line: be, to, honest, good, is Second line: not, be, try, just, but, to, should
  38. 38. Unit 2: Week 4 (Lesson 13) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: Preparing for the Big Day by Ivy M. Romano • Get the general sense of the story • Note details in a given text (plot) • Long vowel word ending in silent e: as in bake • Tell the main idea of a short paragraph (story theme) • Long vowel word ending in silent e: as in bake • Form and use the past tense of frequently occurring regular verbs (-ed) • Long vowel word ending in silent e: as in bake • Write at least three sentences from various familiar sources • Use appropriate punctuation marks (?) Materials • Copy of the story “Preparing for the Big Day” • Sample calendar • Teaching chart about plot as element of a story • Ladder of Events graphic organizer • Copy of the story “The Big Day” • Party hat (see sample in TG • Sample planner • Authentic invitation card, picture of a birthday party Procedures Pre-Reading (5 min) • Vocabulary Development using Context Clues • Show a calendar to the class and ask them WH- questions to build on prior knowledge Reading (20 min) • Read the story using DRTA approach, then allow pupils read by group and then whole class approach Post Reading (15 min) • Allow pupils to answer Introduction/ Presentation (5 min) 1st half Word drill on words ending in silent e: long /a/ 2nd half • Recall the story “Preparing for the Big Day” by answering WH- questions • Post pupils’ answers on the board Modeling/Teaching: (20 min) • More word drill and activities on words ending in silent e: long /a/, see TG • Discuss plot as element of Introduction/ Presentation (5 min) • Word drill and exercises on words ending in silent e: long /a/, see TG • Allow the pupils to recall the story “Preparing for the Big Day” by completing the ‘Ladder of Events’ graphic organizer (10 min) • Let the pupils brainstorm about the big day in the story • Reading the story “The Big Day” Presentation/ Introduction (15 min) • Word drill and exercises on words ending in silent e: long /a/, see TG • Present regular verbs used in sentences. Verbs are in present and past form shown in a two- column table. • Allow pupils to work in pair and list down common verbs they know. Modeling/ Teaching (10 min) • Discuss frequently occurring regular verbs (15 min) Presentation/ Introduction (5 min) Show a picture of a birthday party and ask the pupils if they have experienced attending such. Modeling/ Teaching (15 min) Show an invitation card. Discuss the details written in the invitation card using wh-questions Guided Writing (15 min) Through modeling, construct basic wh-questions from the given text.
  39. 39. questions about the story to allow complete grasp of the story (10 min) • Let the pupils draw and write a sentence about a gift they want to receive on their birthday. a story by answering questions about the story Group Activity (15 min) • Allow pupils to prepare song and dance group presentation about the events in the story Independent Group Activity (15 min) Presentation of outputs (15 min) • Answering Comprehension Questions about the story • Discuss themeas element of a story Independent Group Activity (20 min) Allow pupils to present other themes of the story through chant, poster, song, skit and poem Ask the pupils to make a birthday hat and write an action word on it. Then, let each pass the hat to the person on the right and have him/her write its past form. (Teacher modeling) Independent Practice (10 min) • Based on the planner, construct five simple sentences with regular verbs that tell what Gab did in the past. (Discussion on wh-questions) Independent Group Practice (15 min) By group, construct three basic wh-questions using any of the given stimuli. • Birthday card • School announcement • Warning along the street
  40. 40. Unit 2: Week 4 (Lesson 13) Preparing for the Big Day Pre-Reading 1. Unlocking/Vocabulary & Concept Development (excited, relative, planner) Using context clues, allow pupils to give the meaning of the underlined word. 1. Ana will celebrate her birthday tomorrow and she feels excited. a. sad b. happy c. frightened 2. Alex is my cousin. He is my relative. a. enemy b. family c. best friend 3. My mother writes our daily activities on a planner. a. diary b. storybook d. schedule notebook Say: Let us see if you remember the words we learned today. Refer the pupils to LM Activity 138 on page 159. 2. Motivation Question: Show a calendar to the class and ask the questions below. Make sure to use a recent calendar showing the year and the month with complete number of days. • Who has a calendar at home? • Why do we use calendar? • What is the importance of it? 3. Motive Question: Why do you think Ana prepared so much for the big day? During Reading Read aloud the story and employ DRTA to let the pupils predict as they read along the story. (see next page) Assign certain groups to read the story part by part. Say: Let us read the story together and find out how important it is to plan ahead. Refer the pupils to LM Activity 139 on page 160 for the copy of the story. Post Reading Discussion Questions 1. Who planned for the big day? 2. How many days did she prepare for the big day?
  41. 41. 3. Why do you think Ana prepared so much for the big day? 4. What in the story could be the ‘big day’? Note: Questions 5 and 6 are springboard to Infusion of Values. 5. What made it easier for Ana to prepare for the big day? 6. Why do you think it is important to plan ahead? 2. Engagement/Enrichment Have the pupils accomplish LM Activity 140 “Draw and Write” on page 161. Preparing for the Big Day By Ivy M. Romano Everybody in the house was busy. There were only five days before the big day, and Ana was excited. She looked at her mini planner. She was eager to plan for the things she has to do. She wanted everything to be perfect. Four days before the big day, Ana started to clean the house. She mopped the floor. She placed the trash out of the house. Three days before the big day, she visited her relatives and friends. She invited them to be present on that very special day. Two days before the big day, she practiced a song with her friends. She wanted to dedicate this to her special guest. A day before the big day, she went to the market with her mother. They thought of preparing something extraordinary. Then, came the big day. Everything was perfect.
  42. 42. Lesson 13 Day 2: Decoding/Fluency/Writing Noting Details in a Given Text Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half) Introduction Show a picture of a cake. Ask: What is in the picture? Write the word cake on the board. Analyze the spelling pattern of the word. Say: How many letters do we have in the word cake? (Four letters) What are these letters? (c-a-k-e) How many consonants are there? (Two consonants) What are these consonants? (c and k) Note: Ask a volunteer to underline the letter c and k. How many vowels are there? (Two vowels) What are these vowels? (a and e) Note: Ask the volunteer to encircle letters a and e on the board. After doing the word structure analysis, let the pupils read the word three times. Teacher may employ variation in reading the words like reading it soft, moderate or loud to sustain the interest of the pupils. Remind the pupils that words with the same structure have long /a/ sound. Flash card drill on words with long /a/ previously learned on week 3. Modeling/Teaching Introduce more words with long /a/ and silent e in –ame and –ale family. Be sure to illustrate or act out each word before the pupils read them. Teaching Chart -ame -ale dame male fame pale game sale flame scale frame stale name tale shame whale Guided Practice Refer the pupils to LM Activity 141 on page 161. Independent Practice
  43. 43. Refer the pupils to LM Activity 142 on page 161. Skill Lesson: Noting Details in a Given Text (2nd half) Presentation/Introduction Let us go back to the story, “Preparing for the Big Day” • What made everybody in the house busy? • What was the first thing Ana did for the big day? • What were the things Ana did as written in her planner? Did she do each of them? Elicit answers from the pupils then write each on the board. Possible answers: 1. 2. 3. Modeling/Teaching Say: Now, what were the things we have written on the board? These events make up the story plot of ‘Preparing for the Big Day’. Let us study the plot by answering the following.” 1. What do you mean by ‘plot’? 2. What does the plot provide the readers? 3. Would you be able to understand the story, without knowing the plot? Everybody was preparing for the big day. Ana planned the things to be done for the big day. 1st – She cleaned the house. 2nd – She visited and invite her relatives. 3rd – She practiced a song number with her friends. 4th - Ana went to the market with her Mother. Plot is the series of events in a story. It provides the details of a story. No, knowing the important details and events leads to an understanding of what the story is trying to tell us.
  44. 44. 4. Why is it important to know the plot in a story? Let the pupils generalize by reading the chart about plot. (Note: Guide the students to make this generalization at the end of Modeling/Teaching and before Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in reference, and for use in future lessons. ) 3. Guided/Independent Practice Now that you have learned what a plot is, I would like you to go back to the story, and creatively present its events through song and dance. Group 1: What Ana did five days before the big day? Group 2: What Ana did four day before the big day? Group 3: What Ana did three day before the big day? Group 4: What Ana did two day before the big day? Teaching Chart: Plot • Plot is the series of events in a story. • It provides the details of a story. • Knowing the important details and events leads to better understanding of the story. • Aside from characters and setting, plot is also an Aside from characters and setting, the plot is also an element of a story which presents the problem among the characters and how it is resolved.
  45. 45. Group 5: What Ana did a day before the big day? Lesson 13 Day 3: Giving the Main Idea of a Paragraph Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half) Introduction Show a picture of a boy and a picture of a candle with a flame. Say: What is in picture A? (a boy) A boy is also called male. What is in picture B? (a candle) the candle has a flame. Note: Write the word male and flame on the board. Ask: What is the sound of /a/ in the words male and flame. Note: Let the pupils sound it three times. Modeling Flash card drill on words with long /a/ previously learned on day 2, see teaching chart. Provide corrective feedback if necessary. Guided Practice Let the pupils read words with long /a/ and silent e used in phrases and in sentences. Refer the pupils to LM Activity 143 on page 162. Independent Practice Let the pupils list and classify the words from Activity A and B into –ame family and –ale family. Refer the pupils to LM Activity 144 on page 163. Skill Lesson: Giving the Main Idea of a Paragraph (2nd half) 5. Review Do you still remember the story that we read last time? I have here a ‘Ladder of Events’ graphic organizer. Recall the story Preparing for the Big Day and help Ana do her task. Refer the pupils to LM Activity 145 on page 164. 6. Presentation/Introduction
  46. 46. Say: Are you curious as to what the big day is in the story? What makes it so special that everybody is excited about it? Why did Ana prepare so much for it? Now, brainstorm with your groupmates. Make a guess about what the ‘big day’ is. Be able to share the idea of the group with the class. As the groups share their guesses, write on the board the guess of each group. Later in the lesson, you may refer to it to determine which group made the correct guess. 7. Development of the Lesson Say: Let us read the story and find out what is the big day Ana referring to. Refer the pupils to LM Activity 146 on page 165. Let us answer the following: 1. What “big day” was the story talking about? The Big Day By Ivy M. Romano A man stood by the gate along with huge bags. He looked taller. He seemed very familiar. Everyone around started to clap his hands. Everybody was happy and excited seeing the man. The man smiled at Ana. She pinched herself, not believing what she saw. Teary-eyed, the man walked toward Ana who stood still. He grabbed Ana’s hands and hugged her with so much joy. Tears rolled down Ana’s face. “Father, you really are home!” she exclaimed.
  47. 47. 2. Why do you think Ana prepared so much for her father’s homecoming? 3. Where do you think her Father came from? What was his job? 4. Have you ever experienced missing someone? Who is she/he? 5. What makes you miss someone? 6. If you were Ana and you did not see your Father for quite a long time, would you also do what Ana did? 7. If you were Ana’s father, how would you feel? This time, let us help Ana find her way to her Father by identifying the things she did in preparation for his homecoming. Refer the pupils to LM Activity 147 on page 166. • Why do you think Ana did everything she did for her Father’s homecoming? • What does the story tell us? Write on the board the best answer that can be elicited from the pupils. Let them read it and tell them that it is the theme of the story. Then, ask the idea of the class about story theme. Say: Let us talk about the ‘theme’ by answering the following questions: • What does ‘story theme’ mean? • What details of the story should you consider to help you identify the theme? • It is possible to have several themes in a story? Discuss another theme of the story for the pupils to understand that a story can have several themes. You may add the themes such as a daughter’s longing for her father, a daughter’s love for her father, excitement on father’s homecoming, a father’s longing for her daughter, missing a parent, etc. 8. Independent Group Activity Can you think of another theme of the story The Big Day? Work with your group mates. Be able to present as follows the theme you brainstormed about: Generalization: Theme gives the idea that is central to a story. It tells what the story is mostly about. It often gives a sense of value that is likely appealing to the readers. A story can have more than one theme.
  48. 48. Group 1: Chant Group 2: Poster Group 3: Song Group 4: Short skit Group 5: Poem Lesson 13 Day 4: Grammar Skill Lesson: Long Vowel Words Ending in Silent e: long /a/ as in bake (1st half) Materials: flash cards of words with long /a/ sound and silent e, pocket chart 1. Flash words with long /a/ sound and silent e under –ame and –ale family (see teaching chart). Ask volunteers to read each word. After each word is read, ask the pupils to display the word card/flash card under its word family in the pocket chart. 4. Read the story Kale. Use the Stop and Read approach. Whenever the teacher stops, the pupils continue. See a copy of the text in the LM. The underlined words will be read by the pupils. Refer the pupils to LM Activity 148 on page 167. Note: After group reading, ask volunteers to read the entire story. 5. Activity A. Let the pupils answer WH- questions about the story Kale B. Let the pupils make a list of their daily schedule in their notebook. Refer the pupils to LM Activity 148B-C on page 168. Skill Lesson: Forming and Using the Past Tense of Frequently Occurring Regular Verbs (-ed) (2nd half) 1. Presentation/Introduction Say: Let us study the table below by answering the following question. (The table below must be presented on the board for the pupils to see it.) A B Classes start at 6:00 o’clock in the morning. Yesterday, our class started earlier than the usual. I want to come to school early. Last Monday, I really wanted to be the first to arrive in school. I clean our classroom every day before everyone arrives. A month ago, Mikka and I were the one who cleaned our classroom.
  49. 49. • What are the italicized words in column A? • What does each tell? • Are there clues that tell when the actions happened? What are they? • What time of action does each clue word or expression signify? • What have you noticed about the action words in column B? • What time of action does each signify? • What clues tell that the actions were already done in the past? • How do we form the past of regular verbs? Say: Let us work in pairs. List down two common verbs you know. As the pupils share their output, write on the board the verbs by sorting them as to regular and irregular verbs (e.g. jump and run). Ask the class to form the past of the regular verbs they listed. 2. Modeling/Teaching During the discussion, for better understanding, lead the pupils to arrive at the following ideas: • A verb is a word that mentions an action. It tells you to move or do something. However, there are some verbs, which do not require you to move like think, remember, etc. • The activities that you do every day and those you do habitually express present time. • The activities that you have done before the actual time of speaking express past time. • Regularly occurring verbs form their past by adding –ed at the end such as ask- asked, clear-cleared, repeat-repeated, etc. If time permits, you may also discuss the pronunciation of the last two letters (-ed), in asked (t), cleared (d), and repeated(ed) by providing more examples and letting the pupils read them. -ed sounded as /t/ -ed sounded as /d/ -ed sounded as /ed/ asked cleared acted helped frightened added invited 3. Guided Practice
  50. 50. Say: Let’s pretend that we are in a birthday party. Let us play a game using a party hat. Think of an action word then write it on the party hat(front side). On cue, each should pass the hat to the person on the right and have him/her write its past form on the back part of the party hat and say the word aloud or write /d/, /t/ or /Id/ after the past form of the verb. Make a Party Hat as illustrated below: For modeling, do the first trial. Limit the time of the pupils in doing the activity. After which, collect the party hat and tell whether the past from of the regularly occurring verb is correct. If it is not, ask/guide somebody to make the necessary correction. 4. Independent Practice Refer the pupils to LM Activity 149 on page 169. Instruct the pupils to write five simple sentences that tell what Gab did in the past based on the planner. Lesson 13 Day 5: Decoding/Fluency/Writing Skill Lesson: Use appropriate punctuation marks (?) Write at least three sentences from various familiar sources (interrogatives) 1. Presentation/Introduction Say: Let us look at the picture. Front Back For the illustrator Draw here a typical birthday party including happy children in their party hat holding balloons, the birthday celebrator’s blowing the candles in her cake, etc.
  51. 51. • Have you ever experienced attending a birthday party? • What common things can you find there? • How do you feel about attending a birthday party? If the class has no idea what a birthday party is or none of the pupils has been to such, direct the class by showing pictures or things that can be found in there, and then tell them the things that children do in a birthday party. 2. Modeling/Teaching Say: Do you know that you cannot just simply attend a birthday party without being invited? The birthday celebrator usually gives out invitation to those s/he wanted to be present in her/his party. Now, let us take a look of what I have here. • What occasion is reflected in the invitation? • Who will be celebrating her birthday? • When is Lani’s birthday? • Where will she have her party? • For whom is the birthday invitation? • Why do you think Lani wanted to be with her friends on her special day? • What do you think is Gab’s gift for Lani? • If you were Gab, would you take a gift with you for Lani? Why? • What important details should we remember in writing a birthday invitation? October 9, 2014 Dear Gab, Hi! I will be turning eight on October 13. My mother plans to prepare a simple party for me in our house. The fun will start at 1:00 in the afternoon. I will be happy if you could join us in celebrating this very special day. Thanks, Lani
  52. 52. During the asking and answering questions about the given text, write some questions in the Q & A Chart, as well as the response of the pupils. Say:Let us study the Q & A chart we made while we were talking about the Birthday Invitation Card above by answering the following. • When do we ask ‘what’ questions? • What is the expected answer for ‘what’ questions? • When do we ask ‘who’ questions? • What is the expected answer for ‘who’ questions? • When do we ask ‘when’ questions? • What is the expected answer for ‘when’ questions? • When do we ask ‘where’ questions? • What is the expected answer for ‘where’ questions? Q & A Chart Questions Answers What occasion is reflected in the invitation? Birhday Who will be celebrating her birthday? Lani When is Lani’s birthday? October 13 Where will she have her party? At their house Why do you think Lani wanted to be with her friends on her special day? She wants to have some fun. Teaching Chart: Interrogatives What- for things Who-for persons When-for time Where-for places Why-for reasons or causes How-for manner
  53. 53. • When do we ask ‘why’ questions? • What is the expected answer for ‘why’ questions? Say: We ask question whenever we want/request for information. The information may be provided in the form of a response or an answer. We start our question with What if we want to know an object, idea, or action. We start our question with Who if we want to know a person/s. We start our question with When if we want to know the time. We start our question with Where if we want to know the place. We start our question with Why if we want to know the reason. (You may also include the How in the discussion.) We start our question with How if we want the answer the manner of a certain act. 3. Guided Practice Refer the pupils to LM Activity 150 on page 170. Say: This time, let us try writing/making question. Unlike the first one we did, answers are given; try to write the question that would give the answer on the right. 4. Independent Group Practice Refer the pupils to LM Activity 151 on page 170. Say: By group, construct three basic wh-questions using any of the given stimuli. • Birthday card
  54. 54. • School announcement • Warning along the street Use genuine birthday cards, school announcements, and warning signs that can be found inside the school premises so that the pupils can relate and attentively participate.
  55. 55. Unit 2: Week 5 (Lesson 14) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: “Fast Forward” by Leah N. Bautista Decode cvc words with long /i/ Decode cvc words with long /i/ Sequence/Retell some events as they happened in the story Read and write words, phrases and sentences containing words with long /i/ sound Read and write words, phrases and sentences containing words with long /i/ sound Materials Words cards, phrase cards or strips Flashcards Pictures Flashcards Pictures Teacher Chart Picture Word cards Teaching Chart Bingo game card Teaching Chart Phrase and sentence strips Procedures Pre-Reading Unlock key words through pictures and word/context clues. Reading Read aloud the story and stop at indicated points for questions to monitor comprehension. Post Reading Let the pupils answer discussion questions. Introduction/ Presentation: Review of Decoding lessons in Grade 2. Flashcard Drill on sight words and words from the word tree. Modeling/Teaching: Read the words and phrases with the long /i/ sound. Read and write sentences with words with long /i/ sound. Introduction/ Presentation: Review of Decoding lessons in Grade 2 Flashcard Drill on sight words and words from the word tree. Modeling/Teaching: Read words and phrases with the long /i/ sound. Read and write sentences with words with long /i/ sound. Presentation/ Introduction • Show a picture of a chime with a caption chime Modeling/ Teaching Model reading words with long /i/ sounds. Present key words- chimed, nine and night. Present the teaching chart for words with long/i/ sounds in reading exercises. Recall the story “Fast Forward” by asking pupils to tell what they can recall. List phrases and sentence answers of pupils. Discuss phrase and sentence by sharing how they differ. Post phrase strips for pupils to combine to make a sentence. Allow pupils to write 1-2
  56. 56. Allow pupils to draw and say something about what tells them the time. Draw, write and tell something using words with long /i/ sounds. Read and write sentences with long /i/ words. Draw, write and tell something using words with long /i/ sounds. Presentation/ Introduction: Show illustrations of the events in the story and allow the pupils to find out if they are arranged in order. Arrange the pictures with the pupils and present sentence strips corresponding to the picture to discuss sequencing and retelling. Allow pupils to present scenes from the story read through a tableau. Let the pupils retell events of the story Let the pupils arrange events in sequential order. Allow pupils to go over the reading activities for further practice. Let pupils draw, write sentence and read them sentences on the garbage problem. Do activities to highlight the value of resourcefulness. Allow the pupils to plan a project that utilizes recyclable materials to find out how resourceful they are.
  57. 57. Allow the pupils to give the generalization on sequencing and retelling
  58. 58. Unit 2: Week 5 (Lesson 14) Fast Forward Pre-Reading 1. Unlocking/Vocabulary & Concept Development (clock, moved fast, hour hand , fast forward, and chimed) (Note: When introducing new words/expressions, have word or phrase cards ready. Once the words are used orally, show the word/phrase card and help children read it aloud. Tack the card on the board to use for review later. At the end of the lesson, add the vocabulary cards to your Word Tree and leave them there as long as there is space so children can practice reading them.) Show a picture of a clock. Use it to unlock the words moved fast, hour hand and fast forward. Say: This is a clock. What do you see in the clock? How many hands does it have? Point at the hour hand; Point at the second hand. Which moves faster? Show a real clock. Use this to unlock the word wink and chimed. Say: This is a clock. What does the clock tell us? How many hands do the clock has? What does the long and thin hand tell us? How about the other long hand? What about the short hand? What time do you go to school? Let us say that your call time in school is 7 o’clock. You saw the clock that it is almost 7. What would you feel? What will you do? Say: Let us see if you remember the words we learned today. Refer the pupils to LM Lesson 14-Activity 1 on page ____ for the word review exercise. 2. Motivation Question What do you do so that you will not be late in going to school? 3. Motive Question What did the grasshopper do so that he won’t be late to school? (Note: Instead of the Motivation Question-Motive Question tandem, you can use semantic mapping as an alternative strategy. Write the word clock on the board. Have children think of words that come to their mind when they hear the word clock. Write their answers as strands around the word, as shown in the Picture of a clock
  59. 59. figure. Then say: In the story I will read to you, Slick the grasshopper was almost late for school. Find out what father did to teach him how to manage his time.) (Possible answers: fast forward, moved fast, chimed) During Reading Read aloud the story (see next page). Stop at indicated points to ask the children what they think will happen next in the story. Post Reading 1. Discussion Questions 1. Who is the main character of the story? 2. Why did Slick the grasshopper jump with joy? 3. What did he do with his friends? 4. What did he forget to do? 5. What did father tell Slick to teach him a lesson? 6. Why did Slick have to move fast? 7. Did Slick sleep well? 8. How did the minute hand move? 9. How did Slick feel when he arrived home? 10. What is the lesson of the story? 2. Engagement/Enrichment Refer the pupils to LM Lesson 14-Activity 2 on page ____ for the Writing to Learn activity. Fast Forward by Leah N. Bautista “Classes will start late tomorrow.” Slick jumped with joy. He said, “I need not hurry. I’ll take it easy. I have lots of time to get things done.” So he played with his friends in the yard. They talked and had fun until dinner time. “Uh-huh,” Slick’s father said. “Look at the clock’s long minute hand. Fast forward it goes. It warns us that time flies by fast. So do first what has to be done while you have time to do it.” He cleaned the Grandfather’s clock which chimed ten times. Slick did not listen. Later, he had to move fast forward like the minute hand of the clock. He worked fast on his homework to get it done. He had to get up early and dress up fast hoping he would not miss the school bus. But the bus was gone so Slick skipped breakfast and walked fast forward to school so he would not be late. Tired and hungry Slick said, “The lesson I learned today so we need not move fast if we just manage our time well and do first things first.” clock
  60. 60. Lesson 14 Day 2: Decoding/Fluency/Writing Review of Decoding Lessons Taught in Grade 2 (These include CVC words with long i, and sight words for pre-primer, primer, and Grade 1 levels of the Dolch Basic Sight Words list. The exercises in this lesson also sometimes include vocabulary words learned in the literature lesson in Day 1. Two-syllable words containing two CVC pattern are also used. For this purpose, it would be good to have flashcards for each of the sight words and for the phonics word families). 1. Start with a flashcard drill of long I words as shown in LM, Lesson 154. Review their meanings, as needed. A. Have the children read aloud the words in A, by columns. Then call on the whole class, small groups, and individual children to read a column of words at a time. If needed, you can model how a word should be read. Note that the vowel i in the word pine is given the a long i sound. B. Do the same with the phrases in B. Ask questions to see if pupils know the meaning of the phrases. C. Say: Do you have a bike? Do you also fly kite? Have the pupils pair off and take turns reading and answering questions with their partner. Now we will read a story about a boy riding on a bike and flying a kite. Refer the pupils to LM Activity 154D. Have alternate oral reading of the story. Start by reading the first stanza, and then have the class read stanza 2; the boys read stanza 3 and the girls read the last stanza. Then have the whole class read the entire poem. Discuss the story using the comprehension questions on to LM Activity 154D. Add more questions as needed. D. Say: In the peom, the boy rides a bike and at the same time flies a kite. Is it right to ride a bike and fly a kite at the same time? Do you also ride a bike? Do you like to fly a kite? Which do you prefer? Draw and write a sentence about what you like. Have the pupils do the activity in to LM Activity 155. Ask pupils to share their drawings and sentences after they are done. Lesson 14 Day 3: Decoding/Fluency/Writing Sequencing/Retelling Skill Lesson: Decoding/Fluency/Writing 1. More Review of Decoding Lessons Taught in Grade 2 Have a flashcard drill of selected sight words as shown in to LM Activity 156A. Note that the word basket, which has a CVC-CVC pattern, is also included. Again, give opportunities for the pupils to read the words on sight, from whole class, small groups, and individual children. If
  61. 61. needed, model how a word should be read, especially the words around, funny, happy, and basket. Point out that don’t is a short version of do not. Discuss their meanings, as needed. A. Do the same with the phrases in B and with the sentences in C. Ask questions to see if pupils know the meaning of the phrases. Skill Lesson: Sequencing/Retelling (Materials: Pictures showing 3 events from The Fast Forward) 1. Presentation/Introduction Show the pictures one at a time, in random order. Ask what is happening in each picture. Say: Remember the story we read yesterday? Here are some pictures showing events from the story. Look at each picture. Tell what is happening in the picture. 2. Modeling/Teaching Say: The pictures do not show the correct order in which the events happened in the story. Which picture shows what happened first? Which picture shows what happened next? Which picture shows what happened last? Let us arrange them in the correct order 3. Modeling/ Teaching Allow pupils to arrange the pictures of the events in order. Say: Now we can use the pictures to help us retell the story. Let us use Picture 1 to tell what happened. Do the same with the next two pictures. Guide the children in answering the questions so they come up with sentences similar to the following Picture 1 First, Slick stayed up late chatting and playing with his friends. Picture 2 Next, Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson. Picture 3 Finally, Slick went home tired and hungry. He now learned his lesson to “do first things first”. (Note: Guide the students to make this generalization at the end of Modeling/Teaching and before Guided Practice. It will help to have the generalization shown in a Teaching Chart for ease in reference, and for use in future lessons on sequencing. ) Slick stayed up late chatting and playing with his friends. Event 1 Father Grasshopper cleaned his grandfather’s clock to teach his son a lesson. Event 2 Slick went home tired and hungry. He now learned his lesson to do better with his activities. Event 3
  62. 62. 4. Guided Practice Group the pupils with 10 members each. Let each group show three scenes from the story “Fast Forward” through a tableau. Let one member retell the story using the three scenes formed. Make sure that the scenes are presented in the correct order. 5. Independent Practice Refer the pupils to to LM Activity 157A. A. Say: How do we arrange or retell events in a story in the right order? Let’s read the tips inside the box. Help the children read the reminders. Read to the children the instructions for the sequencing exercise. Point out where they should write the number of the event. B. When the children have numbered all the events, call on them to retell the story using the pictures. Have one child retell what happened in each event. End the activity by having the children repeat the tips for sequencing and retelling. Lesson 14 Day 4: Decoding/Fluency/Writing Skill Lesson: Reading and Writing Words with Long /i/ 1. Presentation/Introduction Teaching Chart: Sequencing How do we tell events in a story in the right order? First, we think of what happened in the beginning. Next, we think of what happened in the middle. Then we think of what happened at the end.
  63. 63. Say: Do you still remember the story “Fast Forward”? Who was the main character in the story? What are the things he did? 2. Modeling/Teaching Say: Read the word under the picture. Model how the word should be read. Let us spell chime: c-h-i-m-e. Point to the letters as you do so. What is the vowel in the middle? What is the sound of iin chime? Read the word again. Read the following sentences and present the flashcard of the highlighted word as you say it then put each word in the pocket chart or board. The grasshopper has a clock with a chime. The clock chimed nine times at night. Say: Read all the words in the pocket chart. What happened to the clock at night? (chimed) Get the word card. Read it When did the clock chime? (night) Get the word card and read it.. How many times did the clock chime at night? (nine) Get the word card. Read it. 3. Guided Practice Present the Teaching Chart for the words with long /i/. Make sure that the pupils know the meaning of each word through vocabulary development activities such as pictures, action, and context. After initial reading and vocabulary study, provide practice in reading the words, through flashcard drills, or teaching charts. Have the pupils read words by word families first before presenting them with various combinations of words. Refer the pupils to LM Activity 158D. Have children do Exercise D, then read the words aloud after they have completed them. Game: Word Bingo Prepare a 3 x 3 grid like the one shown below on the board. chimed nine night Teaching Chart chime night sight time bright light nine child slide fight bite ride
  64. 64. Prepare flashcards of words with long i. Divide the class into two groups. Call the first group to read the first card. If the group reads correctly, they can draw any symbol on any box drawn on the board (e.g., star, heart). Then call the next group and repeat the procedure until all the cells are filled. The group with the most number of symbols is the winner. This game can also be played in small groups. Prepare the grid on a whole sheet of paper. Give a set of word cards and the bingo grid to each group. The same procedure is followed. Refer the pupils to LM Activity 158B. Ask children to read the phrases using various formats as you did in previous lessons. Make sure that the meanings of the phrases are understood. 4. Independent Practice Refer the pupils to LM Activity 158E. Have the pupils share their drawings when they are done. Have each pupil read the sentence that tells about his or her drawing. Lesson 14 Day 5: Grammar: Collaborative Learning/Values Infusion Skill Lesson: Differentiate between a phrase and a sentence Read phrases and sentences using combinations of sight words and decoding words learned Apply the values of resourcefulness and teach works through a group project 1. Presentation/Introduction Say: Can you still remember the story “Fast Forward”? What happened to Slick, the Grasshopper? Let the pupils give details about the story. They may answer in phrases or in complete sentences. Write their answers on the board putting phrases in one column and sentences in another column. Possible answers: A B
  65. 65. 1. will start late 1. Classes will start late tomorrow. 2. played with friends 2. He played with his friends in the yard. 3. talked and had fun 3. They talked and had fun until dinner time. Say: I wrote them on the board. Let’s read your answers again. 2. Modeling/Teaching Say: Read number one in column A. Read number one in column B. Which is longer? A1 or B1?Which tells a complete thought? Let’s read B1 again. What else do you notice about B1? (B1 begins with a capital letter and ends with a period.) This is what you call a sentence. A sentence gives a complete thought. Write the word sentence on the board and have children read it. Say: Is A1 a sentence? Why not? Does it say a complete thought like B1? Does it begin with a capital letter? Does it end with a period? So, is it a sentence? This is what you call a phrase. A phrase doesn’t give a complete thought. Write the word phrase on the board and have children read it. Read the group of words. Write P if is a phrase, S if it is a sentence. 1. played with his friend 2. had fun until dinner time 3. He worked fast on his homework. 4. Slick, The Grasshopper, jumped with joy. 5. He cleaned the Grandfather’s clock. Have the pupils give the generalization: Ask: What is a phrase? What is a sentence? See the teaching chart about phrase and sentence. Help the students read the Teaching Chart. 3. Guided Practice Present the following phrases. Combine them to make a sentence. A B 1. Slick, the Grasshopper, a. chimed ten times 2. Grandfather’s Clock b. manage our time well 3. We just c. jumped with joy 4. But the bus d. talked and had fun 5. They all e. was gone Say: Give now the sentences that you have formed. 1. Slick, the Grasshopper jumped with joy. 2. Grandfather’s Clock chimed ten times. 3. We just manage our time well. 4. But the bus was gone. 5. They all talked and fun. Say: Look at the sentence. Does it give a complete thought? Teaching Chart A phrase doesn’t have a complete thought. It doesn’t end with a punctuation mark. A sentence has a complete thought. It ends with a punctuation mark like period (.), question mark (?) or exclamation point (!).
  66. 66. Yes, it does. But there is something wrong with the sentence. Can you tell? What should we do to make it correct? (Make the word “the” begin with a capital letter. Add a period at the end of the sentence.) Now let’s choose the verbs in the given sentences. How do the words end? What did we add? (We add d or ed to the simple form of the verb to form its past tense.) Say: Read the following sentences. Do they give complete thought? How are the verbs written to show that the action took place in the past? 1. thousands of years ago, the early Filipinos lived in caves 2. they hunted wild animals with their bows and arrows 3. they cooked food by roasting them 4. sometimes they picked fruits 5. they used the leaves of plants for medicine Divide the class into two groups. Each group will combine phrases to make sentences. The sentences should make sense. Each sentence should begin with a capital letter and end with a period. Match A with column B to form a sentence. Write the sentences correctly. Use capital letters and punctuation marks if needed. GROUP I A B 1. nita cleaned a. the trash in a pit 2. she buried b. their yard 3. thousands of years ago c. some vegetables in the garden 4. maria gathered d. some people lived in caves 5. last Saturday e. I scrambled eggs for breakfast GROUP II A B 1. Yesterday, Father a. the yard 2. He cleaned b. the plates 3. I washed c. stayed at home 4. She counted d. the ripe guavas they picked 5. Romy and Bert walked e. to school together last Monday Have groups present their outputs. Guide the class in giving feedback on whether the sentences formed make sense. 4. Independent Practice Refer the pupils to LM Activity 159. Guide them to read the strategy for differentiating between phrases and sentences before they do the exercise. Infusion of Values/Collaborative Work (15 min) (Materials: recyclable materials available in the classroom like plastics, papers, bottle etc.) 1. Introduction/Presentation
  67. 67. Review part of the story “Fast Forward” that focuses on the crow’s resourcefulness. Say: In our story “Fast Forward,” What was the problem of Slick? What did his father do to solve Slick’s problem? Did it help him solve the problem? We say that father is resourceful. To be resourceful means to find quick and smart ways to solve problem. Follow after me (say the word by syllable: RE-SOURCE-FUL). Give a clap as you say each syllable. (Pupils give one clap for each syllable.) How many syllables does the word resourceful have? Now, let us spell the word resourceful. 2. Modeling/Teaching Write the word resourceful with some missing letters like below. Say: The word “resourceful” is a long word so it may be hard to read. Look at different parts of the word to help you. There are 3 syllables in the word. Read the middle syllable (source). What vowel follows the letter r in the first syllable? Call on a pupil to write it on the board. The last syllable is –ful. What do you think is the missing letter? Call on another pupil to write f on the blank. Say: Now we have the complete word. Read the syllables. Read the whole word. Read it again. 3. Guided Activity Say: Are you resourceful? In what ways are you resourceful? Show a picture of a boy and a girl who do recycling. Say: These are Anne and Roy. They are helping solve our garbage problem. They collect plastics, bottles and paper to do their project in Science. 4. Independent Group Activity Say: It’s your turn to help save our environment. I will give you some recyclable items. Discuss with your group mates what you can do to make use of recyclable materials. Draw your project in a manila paper, which you will present next week. Provide recyclable materials to the pupils and give them 10 minutes to plan and draw their project. Refer the pupils to LM Activity 160. r __ s o u r c e __ u l
  68. 68. Have pupils use this as a guide for their project, which they will submit on ¼ Manila paper the following week.
  69. 69. Unit 2: Week 6 (Lesson 15) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Interpret Non-Print Sources Infer Print Sources Identify and write imperative sentences (request and command) Form and use the past tense of frequently occurring irregular verbs (eat - ate) Materials • Varied pictures (posters, sticks or cartoon drawings, paintings) • chart( table with 2 columns, varied no. of rows) • Varied print sources (leaflets style, posters,) • Small strips (draw lots) • Graphic organizer • Manila paper (excuse letter) • Strips(pictures, words and sentences) Pictures (dog and cat) Word strips of irregular verbs and their past form Selection about Kurt Procedure Detect non verbal cues. Brainstorm and outline what the pupils know from what they see and what else they want to know about the picture. Interpret non print sources: 1. orally (IW) 2. in simple sentence constructions (SG) Syllabicate words extracted from the discussion. Free speech and expression Guessing what the picture Brainstorm about the story, the values and importance of print texts. Infer print source (headline news). Evaluate and interpret print texts using practical/ intellectual and aesthetic knowledge. Group presentation: State what varied print materials (leaflets, street/wall posters, weather forecasts) tell us. Interact and retell the thought of the passage. Identify requests and commands elicited from the passage Indicate what an imperative sentence does. Base method (Group Work) Identify requests and commands and classify them in the right columns of the chart Sort out request and command strips. Note the appropriate past form of irregular verbs in a selection. (GW) Jump on the right past form of irregular verb. Fill in the past form of irregular verbs Sentence completion using the past form of irregular verbs
  70. 70. tells the viewer Individual Activity Interpret the pictures in 2-3 sentences (10 min) Construct 3 imperative sentences/phrases (ways on how to pass projects on time) Identify and write imperative sentences
  71. 71. Unit 2: Week 6 (Lesson 15) Non-Print Sources 1. Presentation Show a picture of a grade 3 girl rushing to catch her school bus. Refer to LM Activity 161A for the said picture. Say: Can you “ read” a picture? Does the picture tell something? (Show the picture to the class.) Can you tell what the picture is trying to say? 2. Modeling Brainstorm what the children know or think about the picture they see and write it under column WHAT I KNOW. Under column WHAT ELSE I WANT TO KNOW ABOUT IT, write what are the things they still want to learn or discover about the details of the picture. Write their answers on the board with this format. What I know What else I want to know about it e.g. she’s late Why was she late? Say: Look at the picture again. Let us guess what information it tells us. What does the picture tell? Do you know how to guess what a non-print material (picture) tells? What are non-print materials, by the way? Non-print sources are materials that tell something without the use of words. These sources use pictures, graphs, posters, movie and the like. There are 4 steps to take so we can make sense about it. 1. Look at the whole picture. 2. Describe the details. 2.1 If there are persons or animals, describe what they are doing or their faces to tell what they feel. 2.2 Describe the setting or place where the person in the picture is. 3. Using your observations earlier, you can now make an intelligent guess/infer as to what the picture tells us. Show again the picture in Activity 161A. Say: Let us infer what the picture tells us. What do you see in the picture? Are there persons or animals? What do you think is the girl doing? Where is she? Why do you think the girl was running? Is she in a hurry? Why? Have you also experienced rushing to catch your school bus?
  72. 72. How would you interpret what the picture is trying to say? What are the bases for your interpretation? Ask: Can we get information through pictures or non-print materials? What are the things we have to do in order to understand what non-print sources tell us? 3. Guided Practice Now let us try another one and carefully examine the details of the picture. What is the boy holding? Refer to the pictures in LM Activity 161B. Go with your groups and write in one sentence, what you think the picture is about. Say: Was it easy to interpret what the picture was trying to tell us? Say: In picture A, how will you describe the boy ? What can you say about his grade in the card? Is it high or low? What you should do to get high grades? (Do the same processing with pictures B and C.) 4. Independent Practice Study the pictures and guess what information they tell. Write your answers in your notebook. Refer your pupils to LM Activity 161C and D. Lesson 15 Day 2: Inferring Information from a Print Source 1. Presentation Post the poster on the board. Say: This is a signage. What do you see in a signage? The words you see in a signage are called print. A signage is a Print Source of information. What does the signage tell you? Let us state in another way what the information given in this signage. 2. Modeling Ask: What is inferring? How do we infer information from a print source? No I.D. No Entry

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