The Scavenger Hunt

BASA PILIPINAS TEACHER’S GUIDE GRADE 3 ENGLISH

QUARTER 3

AUGUST 2015

This instructional material is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this material are the sole responsibility of the authors and do not necessarily reflect the views of USAID or the United States Government. TEACHER’S GUIDE GRADE 3 – ENGLISH

Grade 3 Quarter 3 Teacher’s Guide - English First Edition, 2015 Published by U.S. Agency for International Development (USAID) Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)

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Basa Pilipinas Program Office Address: 3/F L. Orosa Building, 1010 Meralco Avenue, Pasig City Telephone: +63 (2) 631-1970; 631-1871 E-mail Address: [email protected] GRADE 3 ENGLISH TEACHER’S GUIDE

CONTENTS

WEEK 21...... 1 Weekly Outline ...... 2 Lessons...... 12

WEEK 22...... 29 Weekly Outline ...... 30 Lessons...... 40

WEEK 23...... 59 Weekly Outline ...... 60 Lessons...... 70

WEEK 24...... 87 Weekly Outline ...... 88 Lessons...... 98

WEEK 25...... 117 Weekly Outline ...... 118 Lessons...... 128

WEEK 26...... 147 Weekly Outline ...... 148 Lessons...... 158

WEEK 27...... 177 Weekly Outline ...... 178 Lessons...... 188

WEEK 28...... 209 Weekly Outline ...... 210 Lessons...... 220

WEEK 29...... 239 Weekly Outline ...... 240 Lessons...... 248

QUARTER 3 WEEK 21

WEEK 21

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: POSITION OF A PERSON OR AN OBJECT IN RELATION TO A REFERENCE POINT LEVELED READER: THE SCAVENGER HUNT

1 TEACHER’S GUIDE GRADE 3 – ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 21 (50 MINUTES PER DAY)

• Teacher asks questions about the story, the After Reading Activities characters, and the setting, and invites pupils • Pupils answer questions about the story, to make predictions about where the next the characters, and the setting. They make clue will lead the characters. predictions about where the next clue will 3. Concluding the Session lead the characters.

• Homework: Answer the question: Where do you think the first clue will lead Jean and Lee? Explain your answer. Draw a picture to go with your answer. WC • EN3WC-Ia-j-4 Draw and write sentences about one’s drawing DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

2 QUARTER 3 WEEK 21

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 21 (50 MINUTES PER DAY)

3 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities V • EN1V-IIIa-c-13.1,13.2 • Leveled Reader: The Scavenger Hunt 1. Vocabulary I. Vocabulary Give the synonyms of some words • Using new vocabulary • Teacher leads students through a mini-lesson • Pupils learn about synonyms. and structures on synonyms. 2. Leveled Reader: The Scavenger Hunt V • EN1V-IIIa-j-25 • Sight words: read, again, find, lead 2. Leveled Reader: The Scavenger Hunt (pages 1 to 5) Show understanding of words (pages 1 to 5) with different long e vowel spelling • Vocabulary: Synonyms Pre-Reading Activities patterns (ee, ea, VCe) through Pre-Reading Activities Pupils recall the Listening Story. drawings, actions, and using them • • Teacher calls on pupils to recall the in sentences • Pupils review words that are unfamiliar. Listening Story. F • EN3F-IIIa-1.6 During Reading Activities Read Grade 3 level texts consisting • Teacher unlocks unfamiliar words of words with long e vowel spelling and expressions. • Group 1 pupils read the text individually patterns (ee, ea, VCe) with at least (pages 1 to 5) and with a partner from their During Reading Activities 95-100% accuracy levels, while Group 2 pupils share their OL • EN3OL-IIIb-i-1.2 • Teacher divides class into two groups drawings and sentences with a partner. Engage in a variety of ways to according to reading levels. share information (e.g. role playing, • Group 2 pupils read the text individually reporting, summarizing, retelling, • Teacher assists Group 1 in reading individually (pages 1 to 5) and with a partner from their and show and tell) then in pairs (pages 1 to 5), while Group 2 levels, while Group 1 pupils share their pupils share their drawings and sentences drawings and sentences with a partner. RC • EN3RC-IIIa 2.11 with their partners. Make inferences and draw • Pupils share their drawings and sentences 2 conclusions based on texts • Teacher assists Group 2 in reading individually with the class. (pictures, title, and content words) then in pairs (pages 1 to 5), while Group 1 After Reading Activities pupils in pairs share their drawings • EN3RC-II0-2.2 and sentences. Note details regarding character, • Pupils discuss the story and identify character traits, setting, and plot thus far. setting, and plot • Teacher asks a few pairs to share. 3. Concluding the Session After Reading Activities • Pupils discuss characters and setting. • Teacher asks questions to elicit oral and written details for the story’s literary • Homework: Answer one of the following elements (character traits, setting, questions: plot thus far). –– How did each character help to find the next 3. Concluding the Session clue in this chapter?

• Teacher asks follow-up questions to discuss –– What are three things Jean and Lee came characters and setting. across in this chapter? • Homework: Answer one of the following questions:

–– How did each character help to find the next clue in this chapter?

–– What are three things Jean and Lee came across in this chapter? DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

4 QUARTER 3 WEEK 21

• Teacher asks follow-up questions to discuss –– What are three things Jean and Lee came characters and setting. across in this chapter? • Homework: Answer one of the following questions:

–– How did each character help to find the next clue in this chapter?

5 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN3OL-IIIb-i-1.2 • Leveled Reader: The Scavenger Hunt I. Sharing a Homework I. Sharing a Homework Engage in a variety of ways to • Phonics: Long e vowel spelling • Teacher asks pupils in pairs to share their • Pupils share their answers to the questions share information (e.g. role playing, patterns (VCe, ee, ea) answers to the questions. Teacher asks a few with a partner. reporting, summarizing, retelling, pairs to share their answers to the class. and show and tell) • Pupils check their vocabulary exercise on PWR • Contrast words with long e vowel • Teacher asks pupils to check their vocabulary synonyms. spelling patterns (VCe, ee, ea) exercise on synonyms. 2. Phonics: Long e vowel spelling patterns S • EN3S-IIIa-d-4 2. Phonics: Long e vowel spelling patterns (VCe, ee, ea). Spell words that were introduced (VCe, ee, ea). during word recognition: Words • Pupils categorize, read, and participate in with different long e vowel spelling • Teacher writes words on board from leveled interactive word sort on board. patterns (VCe, ee, ea) reader and word list, and leads a word sort • Pupils sort a series of words on their own; on board. 3 they check together. • Teacher asks pupils to sort a series of words 3. Skill Builder Exercise on their own; they check together. • Pupils complete the Skill Builder Exercise on 3. Skill Builder Exercise Phonics: Fill in the blanks. • Teacher tells pupils to complete the Skill 4. Concluding the Session Builder Exercise on Phonics: Fill in the blanks. • Pupils practice dictating spelling words to 4. Concluding the Session each other in pairs. • Teacher asks pupils to practice dictating • Spelling words. Pupils practice spelling words words in pairs. using Look, Cover, Write, Check. • Teacher gives homework: Spelling words using Look, Cover, Write, Check. V • EN1V-IIIa-c-13.1,13.2. • Leveled Reader: The Scavenger Hunt I. Skill Builder Correction 1. Skill Builder Correction Give the synonyms of some words • Vocabulary: Synonyms • Teacher leads pupils through a correction of • Pupils check their Phonics Skill Builder. F • EN3F-IIIa-1.6 the Phonics Skill Builder. Read Grade 3 level texts consisting 2. Leveled Reader: The Scavenger Hunt of words with Long e vowel spelling 2. Leveled Reader: The Scavenger Hunt (pages 7 to 10). patterns (VCe, ee, ea) with at least (pages 7 to 10). Pre-Reading Activities 95-100% accuracy Pre-Reading Activities • Pupils review words that are unfamiliar. 4 • Teacher asks pupils to read words using their RC • EN3RC-IIIa 2.11 • Pupils talk about the illustrations in the story. phonics knowledge. Make inferences and draw During Reading Activities conclusions based on texts • Teacher unlocks unfamiliar words and (pictures, title, and content words) expressions. • Group 1 pupils read the text individually (pages 7 to 10) then with a partner from • EN3RC-IIc-e-2.2 • Teacher asks questions to recall what their levels, while Group 2 reread Note details in a given text happened before. (Chapter 1: pages 1 to 5) with a partner.

DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

6 QUARTER 3 WEEK 21

7 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities During Reading Activities • Group 2 pupils read the text individually (pages 7 to 10) then with a partner from • Teacher divides class into two groups their levels, while Group 1 pupils reread according to reading levels (Chapter 2: pages 7 to 10) with a partner. (Groups 1 and 2). After Reading Activities • Teacher assists Group 1 in reading individually then in pairs (pages 7 to 10), while Group 2 • Pupils scan for a specific word to answer a pupils reread in pairs question and discuss the character, setting (Chapter 1: pages 1 to 5). and plot, and note details. • Teacher assists Group 2 in reading individually • Pupils answer the question in writing: Where then in pairs (pages 7 to 10), while Group 1 do you think this next clue will lead Jean and Lee? pupils reread in pairs 3. Vocabulary (Chapter 2: pages 7 to 10). • Pupils generate synonyms to replace a word After Reading Activities in a sentence. • Teacher asks questions about details, • Pupils copy the Skill Builder Exercise on 4 character, the setting, and the plot. synonyms in their notebooks to complete • Teacher asks pupils to answer the question at home. in writing: Where do you think this next clue will 4. Concluding the Session lead Jean and Lee? • Homework: Complete Skill Builder Exercise 3. Vocabulary on synonyms at home. Practice their • Teacher leads a mini-lesson on synonyms. spelling words. • Teacher tells pupils to copy the Skill Builder Exercise on synonyms in their notebooks to complete at home. 4. Concluding the Session

• Homework: Teacher tells pupils to complete the Skill Builder Exercise on synonyms at home and tells them to practice their spelling words. V • EN1V-IIIa-c-13.1,13.2. • Leveled Reader: The Scavenger Hunt 1. Weekly Assessment I. Weekly Assessment Give the synonyms of some words • Phonics: Long e vowel spelling • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise. patterns (VCe, ee, ea,) board with pupils checking their work. 5 • Pupils do spelling test, then check each • Noting details regarding character, • Teacher gives spelling test, then partners other’s work. setting, and plot check each other’s work.

8 QUARTER 3 WEEK 21

9 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities S • EN3S-IIIa-d-4 2. Writing 2. Writing Spell words that were introduced • Teacher explains what makes a good riddle • Pupils listen and contribute ideas for writing during word recognition: Words and models how to write a good riddle. a riddle. with different long e vowel spelling patterns (Vce, ee, ea) • Teacher conducts guided practice of how to • Pupils contribute ideas, phrasing and spelling write a good riddle. for teacher guided practice on how to write • EN3S-IIIe-f-5 a good riddle. Spell some irregularly spelled words • Teacher assigns individual writing. (e.g. have, said, please, because) • Pupils brainstorm and choose a place or thing • Pre-writing: Ask pupils to brainstorm about a WC • EN3WC-IIa-b-1 to write a riddle on. place or thing to write a riddle on. Participate in generating ideas 3. Concluding the Session through pre-writing activities: 3. Concluding the Session: Sharing and Reading 5 • Pupils share their chosen place or thing to • EN3WC-IIa-1.1 • Teacher invites pupils to share their chosen write a riddle on. Brainstorming place or thing to write a riddle on. • Homework: Share riddle ideas with a • Write different forms of simple • Homework: Share your riddle ideas with a family member. composition as a response to family member. stories/poems listened to Note to Teacher: For this week’s Listening Stories • EN3WC-IIa-j-4 and Leveled Readers, it is assumed that the older Riddles: Making a book/card of brother, Steve is much older than the other siblings four riddles about objects in the and he is accompanying them during the Scavenger classroom or school yard or Hunt. It is suggested to highlight this to the pupils landmarks. Answers are provided during the processing of the story. on the back. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

10 QUARTER 3 WEEK 21

11 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES DAY OBJECTIVES • EN3OL-IIIc-1.16.2. Listen and respond to others • Give meaning of words used in Listening Stories and Leveled Reader 1 • EN3LC-Ia-j-2. Activate prior knowledge based on the stories to be read • EN3LC-IIIa-j-2.1. Listen to a variety of literary and expository texts and note important details • EN3LC-IIIe-f-2.4. Propose several predictions about texts/stories listened to • EN3WC-Ia-j-4. Draw and write sentences about one’s drawing

On-going Assessment: In Weeks 21 and 22, pupils practice using details from the text to make predictions about the story. BRIDGING WITH In the same weeks, the teacher focuses on asking five pupils a day SCIENCE to make predictions. The teacher uses the grid below to assess pupils’ use of the information in the text to justify their predictions. For the next two weeks, the class will be 1 2 talking about how to Does not cite Cites information describe the position Uses information any information (setting, plot, of people and objects from the text from the text character details) relative to a reference RC read to make to support from the text point (around, right, in predictions about predictions of to support the between, etc). Please the story the story predictions he or begin the week by she makes on the asking pupils what story they recall from their Science lessons on Note: In Weeks 21 and 22, the teacher will ask five pupils a day directions. to make predictions about what will happen next in the story and therefore all pupils will be assessed in the course of the two-week period.

SHARING INFORMATION NOTE TO TEACHER 1 In Week 21, observe • Teacher explains that the weekly theme will be about describing pupil’s use of information one’s position in relation to a reference point like a chair, a door, from the text during or another person. She or he stands next to the door and says: activities such as: I am standing next to the door. • Orally: After reading – • He or she points to a pupil and says: He is sitting on the bench. Comprehension questions • He or she asks the pupils to say hello to the pupil sitting on their • Written: Reading right and on their left. responses • He or she asks pupils to play a quick game: Simon Says. Ex. Simon says put your hand on your desk. Put your hand above your head. Simon says put your hand above your head.

• The teacher asks pupils if they know direction words in Filipino and English. He or she asks a few pupils to share their words and writes them on the board.

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NOTES 2 LISTENING STORY

PRE-READING ACTIVITIES a. Activating Prior Knowledge BRIDGING Teacher asks pupils if they’ve ever played a game with friends. He or she puts pupils into partnerships and asks pupils to tell their When explaining new partners what game they’ve played. He or she calls on a few pairs vocabulary, do not rely to share their games. on translation. Support pupils’ understanding Teacher says: Today we will hear about a game that a brother plays with hand gestures, with his younger brother and sister. pictures, objects, b. Unlocking Words and Expressions and movement as much as possible. Teacher says: Let’s talk about some words in the story and talk about their meanings. Teacher explains the following words and expressions and asks questions.

(1) creative Teacher says: When someone is creative, they have a lot of new and BRIDGING different ideas. For example, Severino Reyes, who created Lola Basyang, Some words are easy was very creative in making stories for children. Painters are very creative to explain by showing also. They can show what our world looks like through their art works. the picture in the book, Can you name someone you know who is creative? example: breakfast. (2) riddle Teacher says: A riddle is a sentence that asks you to guess the answer. It’s a puzzle of sort. He or she gives pupils an example of a riddle: I am not a school, I am not a classroom. But I have a pupil. What am I? Teacher calls on a pupil to answer the riddle. (Answer: The eye)

(2) scavenger hunt Teacher says: A scavenger hunt is a game where you go and find hidden objects along the way. There are written clues in chosen places which you have to solve to find out where to go next. For example, if the written clue says: “It is big, black, and the teacher writes on it,” you will know it is the backboard and you can find the next clue there. c. Linking with the Story • Teachers distributes copies of the Leveled Reader to pupils and says: Today we will hear a story about Steve, an older brother who sets up a scavenger hunt, or game, for his little brother and sister. We will hear about their first clue, then you should try to guess where the children will go to get the next clue. The name of the story is “The Scavenger Hunt.” It is written by Nathalie Louge and Suzanne Simard. The illustrator is Rea Diwata Mendoza. Let’s look at the front cover of the book. What do you think is happening at the beginning of the story?

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NOTES • Teacher asks several pupils to share their ideas based on the front cover of the reader.

DURING READING ACTIVITY

Teacher reads the following story out loud while pupils look at the picture on the front cover.

The Scavenger Hunt Steve is the greatest older brother. He loves his little brother, Lee, and sister, Jean. Steve is also very creative. That means he thinks up many new ideas. Today, Steve is organizing a scavenger hunt for Lee and Jean. In the early morning, while Lee and Jean are still asleep and dreaming, Steve carefully writes up some riddles. He swiftly collects things around the house. He goes outside to set up the scavenger hunt. He quickly walks left and right through the forest nearby. He hides the riddles and things so they cannot be seen easily. He walks down the street of the town. He again hides more riddles and objects so they cannot easily be seen. He quietly sneaks home in time for Lee and Jean to wake up. “I’ve organized a scavenger hunt!” Steve tells them as they are eating their breakfast. “A scavenger hunt?” squeals Jean. “I love scavenger hunts!” “What is a scavenger hunt?” Lee asks happily. “A scavenger hunt is a game where you have to read clues that lead you to a place,” Steve explains. “Yes! And when you get to that place, you find things there and more clues to lead you to the next place,” Jean adds quickly. “You’re so smart, Jean,” Steve says proudly. “Yes, she’s right. And at the end of this scavenger hunt, the things you find will turn into something you can make.” Jean and Lee are excited to begin the scavenger hunt.

Steve gives them their first clue. It reads, “In a deep place full of trees, there is a place where two trees lean. Step under this spot and see the next clue.” “A deep place full of trees?” Jean asks. Lee and Jean think.

AFTER READING ACTIVITIES a. Comprehension Check Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– Who sets up the scavenger hunt?

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–– How does Jean explain the scavenger hunt to Lee? NOTES –– Where does Steve go to hide objects? –– Do you think Steve is a good older brother? Why? –– Where do you think Jean and Lee will go to find all the clues? What is the first clue of the scavenger hunt? Where do you think the first clue will lead them? b. Activity: Making a Prediction • Teacher tells the pupils they will make a prediction as to where they think the clue is hidden using the information they learned in the story.

• He or she writes a question on the board for pupils to answer in their notebooks:

TIP For struggling readers, suggest the following sentence beginnings: Jean and Lee will go to______because the ______is ______.

3 CONCLUDING THE SESSION

Homework: Teacher asks pupils to answer the question in two or three sentences and draw a picture to go with their sentences.

OBJECTIVES DAY • EN1V-IIIa-c-13.1,13.2 Give the synonyms of some words • EN1V-IIIa-j-25 Show understanding of meaning of words with different less common long e vowel spelling patterns (ee, ea) through drawing, actions, 2 and using them in sentences • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with long e vowel spelling patterns (VCe, ee, ea) with at least 95-100% accuracy • EN3OL-IIIb-i-1.2 Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) • EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words) • EN3RC-II0-2.2 Note details regarding character, setting, and plot

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NOTES LEVELED READER: THE SCAVENGER HUNT 1 (CHAPTER 1: PAGES 1 TO 5)

NOTE TO TEACHER 1. Each title of the Leveled Reader has two levels. To distinguish one level from the other, look at the upper portion of back BRIDGING cover and identify the number of dots beside the grade level. The relatively easy level (for Group 1) is signified by a single Remember to let dot, while the relatively more challenging level (for Group 2) pupils use words or is signified by a double dot. These should look like the expressions in the following: Mother Tongue or in RADE Filipino, as needed. G Single dot Leveled Reader: Then, model how 3 Relatively easy level to say the words in RADE English. G Double dot Leveled Reader: 3 Relatively more challenging level

2. During the Listening Story, the pupils will look at the illustration on the front cover.

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher tells pupils that today they will read about where Jean and Lee go on their first scavenger hunt, what they find there, and the next clue they find.

• Teacher distributes the Leveled Readers to pupils according to their reading levels (Levels 1 and 2).

• Teacher asks pupils what happened in the story read yesterday. • He or she tells pupils to look at the first page of their books. He or she asks them to read the first two sentences.

NOTE TO TEACHER • Teacher then does guided visualization. He or she says: Using your mind like a television screen, imagine what you can see in a “deep place full of Make sure that pupils trees”. What does it look like? What do you see in a place full of trees? are separated by reading How many trees are there? Can you see the trunks? Branches? Leaves? levels and two groups- How close are the trees to one another? Group 1 and Group 2. Group 1 pupils will be Teacher asks: Where could this place be? reading the relatively He or he asks a few pupils to share their answers. easy Leveled Reader and Group 2 will be reading • Teacher tells the pupils to keep visualizing when they read the the relatively challenging story and to pay attention to the details because this will help them Leveled Reader. figure out the clues in the story.

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b. Word Identification NOTES • Teacher writes the following words on the board: read again find next a lot want something onto another under

• Teacher points to each word and asks the pupils to read it together twice. He or she tells the pupils they will be reading these words in the text and will study some of them tomorrow. c. Unlocking Words and Expressions • Teacher explains the following words and expressions and asks questions.

(1) peek Teacher says: To peek at something is to look at it quickly. I peek into the trees would mean that I quickly looked up into the trees to find something. Teacher can also act out peeking through the door.

(2) leaning Teacher leans on her desk and says: I am leaning on this desk. BRIDGING To lean means to bend toward something. Some words are easy (3) middle to explain by showing the picture in the book, Teacher points to a pupil sitting between two other pupils and example: forest, trees. says: This pupil is sitting in the middle of these two pupils.

(4) kneel Teacher kneels on the floor and says:I am kneeling.

(5) east Teacher says: There are four directions: North, South, East, and West. To go east means to travel in that direction. What is to the east of this school?

(6) mist Teacher asks pupils to think back to the story about Mr. Champ’s restaurant. He or she asks: When the soup disappeared from the pot, what happened to the water?

Teacher explains: When water boils, there is steam that comes up. When water falls in big quantities, there is a cloud that forms like steam. That is called mist.

(7) clue Teacher says: A clue is a something that gives you an idea about the answer to a riddle or a puzzle. Lee and Jean are using Steve’s clues to find out where to go next in the story.

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NOTES d. Linking with the Story Teacher says: In our story, look out for the clues Jean and Lee need to find as they go through the scavenger hunt.

DURING READING ACTIVITIES NOTE TO TEACHER • Teacher explains to the pupils that they will be working in two Pupils who are not yet separate groups. While he or she works with Group 1, Group 2 able to read the text can will share their homework responses with a partner. Then, they preview the story by will switch. looking and talking about the pictures. Group 1 Group 2 Teacher asks Group 1 pupils Group 2 pupils share their to read the text individually drawings and responses (Chapter 1: pages 1 to 5) from their homework with a partner. Then, he or she asks pupils to read in pairs. Teacher walks around to listen to Group 1 pupils read. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. Group 1 shares their Teacher asks Group 2 pupils drawings and responses to read the text individually from their homework with a (Chapter 1: pages 1 to 5) partner. Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word.

• Teacher asks a few pairs to share their reading responses with the whole class.

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AFTER READING ACTIVITIES NOTES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension. –– Where does Lee think the clue leads them at first? Who guesses the clue correctly?

–– Where do they go to find the next clue? What does Lee think is “two trees that lean” at first?

–– Where do they find the next clue? What do they find with the clue? –– What does the next clue say? Where do you think they should go next? b. Deepening Understanding: Getting the Main Events

Teacher asks pupils to write down a one-sentence answer NOTE TO TEACHER regarding the plot by answering the question: For pupils who are What are the three important events that more advanced writers, happened in this chapter? ask them to write two or three sentences to c. Vocabulary: Synonyms respond to the question. Teacher says: Solving a riddle can be difficult. It can be hard. He or she explains: Difficult and hard both mean not easy. These words which mean the same thing are called synonyms.

• Teacher then writes the following words on the board: BRIDGING puzzle peek squeal place Ask pupils if they know two words in the Mother Tongue or in Filipino that mean the • He or she asks the pupils to work with a partner to find the words same thing. that mean the same thing. For example, another word for puzzle is Ask them for a few riddle. Pupils will choose their answers from the box below: examples.

riddle look yell scream spot position cry peep mystery area

• Teacher asks pupils to exchange their notebooks with their partners to check the vocabulary exercise on synonyms. He or she leads the class in checking the vocabulary exercise.

• He or she concludes by explaining that using synonyms when writing makes a text more interesting to read.

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NOTES 3 CONCLUDING THE SESSION • Teacher asks follow-up questions to elicit a discussion on characters and the setting:

–– How did each character help find the next clue in this chapter? –– What are three things that Jean and Lee came across in this chapter?

Homework: Teacher asks pupils to write two to three sentences to answer one of the questions on the setting or the characters. He or she reminds them to use synonyms in their writing to make the writing more interesting.

DAY OBJECTIVES • EN3OL-IIIb-i-1.2. Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) 3 • Contrast words with different long e vowel spelling patterns (VCe, ee, ea) • EN3S-IIIa-d-4. Spell words that were introduced during word recognition: words with different long e vowel spelling patterns (VCe, ee, ea)

1 SHARING OF HOMEWORK Teacher asks pupils in pairs to share their sentences from NOTE TO TEACHER their homework. Then, he or she asks a few pairs to share with the class. Ask some pupils to share the synonyms they used in their writing. 2 PHONICS • Teacher writes the following words on the board: mean, seen, here, easy, Jean, Lee, Steve, eat, sneak, squeal, lead, deep, tree, lean, see, greet, green, scene, peek, speed, weed, least, kneel, reach, seek, stream, east, steep, team, need, bread, steady

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I am writing “ea” at the top of the third column because the long e sound in NOTES “mean” is made by the letters “ea”.

• Teacher points to the “Irregular” column and explains that there are words that do not follow these spelling patterns but have a long e sound, or have the given spelling pattern but not have the long e sound.

VCe ee ea Irregular here seen mean bread

• Teacher asks pupils to copy the table in their notebooks and to write the remaining words on the board under the correct columns. He or she reminds pupils to pay attention to the spelling patterns to help them sort.

• Teacher asks pupils to explain their sorts to their partners. He or she calls on several pupils to come and write the words under the appropriate columns. He or she asks each pupil to explain his or her answer by sounding the word and pointing at the spelling pattern. The rest of the pupils check their work. The answer key is provided below.

A NOTE ON THIS SORT Point out to the pupils that the long e can be spelled several ways. For the “ea” and “ee” spellings, like words mean and seen, both have double vowels to spell the long e sound. However, in words like here, the e at the end, is silent but makes the e sound in the middle long.

ea ee VCe Irregular mean seen here bread easy Lee Steve Jean deep scene steady eat tree sneak see squeal greet lead green lean peek least speed reach weed stream kneel east seek team steep need

21 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES 3 SKILL BUILDER EXERCISE

Teacher tells pupils to copy and complete the Skill Builder Exercise. He or she goes around and helps pupils. Fill in the missing letters to make the long e sound, then copy the words in your notebook.

NOTE TO TEACHER str_ _m tr_ _s gr_ _ted h_re If pupils don’t have b_ _ns st_ _p _ _st n_ _d tth_se enough time, please use the extra time at the end CONCLUDING THE SESSION of the week to help them 4 complete this exercise. Spelling words: read, find, which, here, east, green, me, tree, eat, these

Spelling activity. Teacher asks pupils to get into pairs and to take turns dictating spelling words of their choice. They correct their spellings together.

Homework: Teacher asks pupils to copy the spelling words in their notebook and practice their spelling by sorting them by spelling patterns.

DAY OBJECTIVES • EN1V-IIIa-c-13.1,13.2 Give the synonyms of some words • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with long e 4 vowel spelling patterns (VCe, ee, ea) with at least 95-100% accuracy • EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words) • EN3RC-IIc-e-2.2 Note details in a given text

1 SKILL BUILDER CHECKING

Teacher leads pupils through the checking of the Phonics Skill Builder.

22 QUARTER 3 WEEK 21

NOTES LEVELED READER: THE SCAVENGER HUNT 2 (CHAPTER 2: PAGES 7 TO 10)

PRE-READING ACTIVITIES a. Activating Prior Knowledge

• Teacher tells pupils that today they will read about where Jean and BRIDGING Lee go next in their scavenger hunt, what they find there, and what the next clue is. Remember to let pupils use words or • Teacher distributes the Leveled Readers (Group 1 and expressions in Mother Group 2) to pupils according to their reading levels. Tongue or Filipino. • Teacher asks pupils what happened in the previous chapter. Then, model how to say the words in • Teacher asks pupils to look at the pictures on pages 7 to 10. English. He or she explains that they will use the information to add to the sequence of events, their ideas about the characters, and the setting of the story.

b. Decoding Strategies • Teacher pairs pupils according to their levels (Group 1 or BRIDGING Group 2) and asks pupils to look at the pictures. Some words are easy • Teacher asks pupils to look at page 7 and say what words they to explain by showing know to their partners. the picture in the book. • Teacher asks pupils to look back at the word sort in their Example: waterfall, notebooks. He or she reminds them to use their knowledge of the stream, lemons different long vowel spelling patterns to help them read new words.

c. Unlocking Words and Expressions • Teacher reviews words from the last chapter: east, steam, mist, clue

(1) to cross Teacher says: To cross something is to move from one side to the other. When you go over a bridge, you cross it from one side to the other. If you cross the school yard, you go from one side to the other.

(2) to be fearful Teacher puts a scared look on his or her face. She or he says: I am fearful. That means to be scared of something. What makes you fearful? Teacher calls on a few pupils to answer.

(3) to be out of sight Teacher explains: To be out of sight means to not be seen by others. When you hide under something, you are out of sight. People cannot see you.

23 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES DURING READING ACTIVITIES

Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1, Group 2 will reread Chapter 1 (pages 1 to 5) with a partner. Then, they will switch.

Group 1 Group 2 Teacher asks Group 1 pupils Teacher asks Group 2 to read the text individually pupils to reread the text (Chapter 2: pages 7 to 10) (Chapter 1: pages 1 to 5) in pairs. Then, he or she asks pupils to read in pairs. Teacher walks around to listen to Group 1 pupils read. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. Teacher asks Group 1 pupils Teacher asks Group 2 pupils to reread the text (Chapter to read the text individually 2: pages 7 to 10) in pairs. (Chapter 2: pages 7 to 10). Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word.

AFTER READING ACTIVITIES a. Comprehension • Teacher asks questions to check the pupils’ reading comprehension and to elicit details from the text.

–– Where does the clue lead Jean and Lee? –– Why does Lee think their next clue is a waterfall?

24 QUARTER 3 WEEK 21

–– What is Lee afraid of crossing? NOTES Who comforts Lee of his fear of crossing the river?

–– Where does Jean find the next clue? –– What do they find in front of the waterfall? What do they have to carry with them?

–– What is their next clue? Where do you think this next clue will lead them?

b. Activity: Making Inferences Teacher asks pupils to write down a one-sentence answer to make inferences about where they think the next clue will lead Jean and NOTE TO TEACHER Lee. He or she reminds pupils to use story details and context clues to help them figure out where Jean and Lee will go next. For pupils who are more advanced writers, Where do you think this next clue ask them to write two will lead Jean and Lee? or three sentences to respond to the question. 3 VOCABULARY: SYNONYMS • Teacher writes the following sentences on the board:

Steve gives them a puzzle. BRIDGING Jean and Lee search for clues. Ask pupils if there are They run to find the stream. synonyms to words they know in Filipino. • Teacher asks pupils to think of words that could replace those underlined using vocabulary they know in English or learned in the story. For example: Steve gives them a puzzle. The word “puzzle” can be replaced by the word “riddle” since it means the same thing. It’s a synonym.

• Teacher tells pupils to copy the Skill Builder Exercise on page 11 NOTE TO TEACHER in their notebooks. He or she tells them to complete the exercise at home. If pupils do not have enough time, please use the extra time at the end CONCLUDING THE SESSION of the week to help pupils 4 complete this exercise. Teacher asks a few pupils to share their inferences on where they think the next clue will lead the characters.

Homework: Teacher reminds pupils to complete the Skill Builder Exercise on Synonyms and tells them to practice their spelling words using the strategy: Look, Cover, Write, Check.

25 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES DAY OBJECTIVES • EN1V-IIIa-c-13.1,13.2 Give the synonyms of some words • EN3S-IIIa-d-4 Spell words with long e vowel spelling patterns 5 (VCe, ee, ea) • EN3S-IIIe-f-5 Spell some irregularly–spelled words (e.g. have, said, please, because) • EN3WC-IIa-b-1 Participate in generating ideas through Prewriting Activities: Brainstorming • EN3WC-IIa-j-4 Write different forms of simple composition as a response to stories/poems listened to: Riddles – Making a book/card of four riddles about objects in the classroom, or school yard, or landmarks

1 WEEKLY ASSESSMENT a. Vocabulary • Teacher writes the answers to the Skill Builder on synonyms. Pupils check their answers with their partners.

• Teacher distributes the Leveled Reader (Groups 1 and 2) to pupils according to their reading levels.

• He or she encourages pupils to engage in “extra fun” activities on page 23 of their readers.

b. Spelling Teacher gives spelling test using words from the spelling list. He or she uses each word in a sentence. Then partners check each other’s work. 2 WRITING A RIDDLE a. Introduction • Teacher explains that they will write a riddle which their classmates will try to figure out. He or she says:Puzzles may take many forms, like word search, crossword, or a mystery challenge. Today we will learn one form of a puzzle – the riddle.

CRITERIA FOR WRITING A RIDDLE • Has one answer • Contains just enough detail to help someone guess the answer

• Does not easily give away the answer • Is short • Is interesting

26 QUARTER 3 WEEK 21

• Teacher explains that a good riddle has enough information to NOTES help someone guess the answer, but not too much so it’s not too easy. A good riddle is short and fun for the person reading it. He or she will want to try to answer it and succeed.

• Teacher gives the criteria for writing a good riddle. b. Guided Practice • Teacher leads the pupils on how to write a riddle. He or she explains that you write the question on one side of the page and then the answer on the back. Guide letters appear on top of each page: letter “Q” for Question and letter “A” for Answer.

• Teacher explains that a riddle can be about anything. They can rhyme or they can be funny. Most riddles have a question that uses one of the following question words: What, Why, How, or Where.

• He or she explains that to think up a good riddle, you must first think of a theme that you want your riddle to be about. In the case of the Scavenger Hunt, Steve’s riddles were about places. For their practice, the class is going to write a riddle about a thing in the classroom.

• Teacher explains that next you need to think of the answer to your riddle. In this case, the answer will be a “window”.

• He or she explains that next you need to think of how to describe that place or the answer. To do this, you can use sentences like:

–– I look like… –– I sound like… –– You find me… –– I have… –– I am… • Teacher asks how we would describe a window by answering these questions: Where is it located in the classroom? What is a window used for?

• He or she writes the pupils’ answers on the board. • He or she then shows the pupils an example of a riddle where “window” is the answer.

27 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES FRONT BACK Q: I am square. A: A window I can open and shut. (INSERT DRAWING OF WINDOW) You find me in many rooms. I am between walls. I let light and wind in. What am I?

c. Individual Writing Teacher asks pupils to think about a place or a thing they want to write a riddle about. He or she asks pupils to write down that place or thing in their notebooks and to start thinking about words to describe that place or thing.

CONCLUDING THE SESSION: 3 SHARING AND READING

Teacher invites a few pupils to share their chosen place or thing with the class. He or she provides vocabulary words if needed.

Homework: Share your ideas for your riddle with a family member.

28 QUARTER 3 WEEK 22

WEEK 22

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: POSITION OF A PERSON OR AN OBJECT IN RELATION TO A REFERENCE POINT LEVELED READER: THE SCAVENGER HUNT

29 TEACHER’S GUIDE GRADE 3 – ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 22 (50 MINUTES PER DAY)

Theme: Position of a person or an object in relation to a reference point Leveled Reader: The Scavenger Hunt (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Rea Diwata Mendoza) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN3OL-IIIc-1.16.2 • Listening Story: The Scavenger Hunt 1. Locating Words 1. Locating Words Listen and respond to others • Using new vocabulary • Teacher asks pupils to locate words in • Pupils locate words in Chapter 2: V • Give meaning of words used in and structures Chapter 2: pages 7 to 10. pages 7 to 10. Listening Stories and leveled text reader • Identifying the elements of a story 2. Listening Story: The Scavenger Hunt 2. Listening Story: The Scavenger Hunt LC • EN3LC-IIIa-j-1.1 • Writing a response to a story Pre-Reading Activities Pre-Reading Activities Activate prior knowledge based on listened to new knowledge formed • Teacher asks pupils to make predictions • Pupils make predictions about where they about where they think the characters will think the characters will find the next clue. • Listen to a variety of literary and find the next clue. expository texts • Pupils listen to the teacher using words, • Teacher unlocks unfamiliar words phrases, or expressions that are unfamiliar. • EN3LC-IIIa-j-2.1 and expressions. Note important details • Pupils talk about words, phrases, or WC • Write different forms of simple During Reading Activities expressions that are unfamiliar. composition as a response to • Teacher reads Listening Story to pupils and During Reading Activity stories/poems listened to: pauses to check for understanding. • Pupils listen attentively to the story read and • EN3WC-IIa-j-4 After Reading Activities answer questions. 1 Draw and write sentences about one’s drawing • Teacher asks questions about the story, After Reading Activities the characters, and the setting. Pupils make • Riddles – Making a book/card • Pupils answer questions about the story, predictions about where the next clue will of four riddles about objects in the characters, and the setting. They make lead the characters. the classroom or school yard or predictions about where the next clue will landmarks • Teacher leads pupils in writing a first draft of lead the characters. their riddles. 3. Writing a Riddle 4. Concluding the Session • Pupils write a first draft of their riddles. • Teacher asks pupils to make predictions 4. Concluding the Session about the story. • Pupils make predictions about the story. • Homework: Answer the question: Where do you think the following clue will lead Jean and • Homework: Pupils answer the question: Lee? Where the bread is white and they bake a Where do you think the following clue will lead pie. You will find your next clue in a pile of limes. Jean and Lee? Where the bread is white and they Explain your answer. bake a pie. You will find your next clue in a pile of limes. Explain your answer. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

30 QUARTER 3 WEEK 22

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 22 (50 MINUTES PER DAY)

31 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN3OL-IIIc-1.16.2 • Leveled Reader: The Scavenger Hunt 1. Retelling the Story 1. Retelling the Story Listen and respond to others • Using new vocabulary • Teacher asks pupils to share their predictions • Pupils share their predictions from V • Give meaning of words used in and structures from their homework. their homework. Listening Stories and Leveled Reader • Sight words: think, together, where 2. Revisions to Riddles 2. Revision to Riddles WC • Write different forms of simple • Teacher leads pupils in revising their riddles. • Pupils revise their riddles. composition as a response to stories/poems listened to 3. Leveled Reader: The Scavenger Hunt 3. Leveled Reader: The Scavenger Hunt (Chapter 3: pages 12 to 15) (Chapter 3: pages 12 to 15) • EN3WC-IIa-j-4 Riddles – Making a book/card Pre-Reading Activities Pre-Reading Activities of four riddles about objects in the classroom or school yard or • Teacher asks pupils to make predictions • Pupils make predictions about the story using landmarks. Answers are about the story using the pictures. the pictures. on the back. • Teacher unlocks unfamiliar words • Pupils review words that are unfamiliar. F • EN3F-IIIa-1.6 and expressions. Read Grade 3 level texts consisting During Reading Activities During Reading Activities of words with long a vowel spelling • Group 1 pupils read the text individually patterns (VCe, ie, igh) with at least • Teacher divides class into two groups (pages 12 to 15) then with a partner from 95-100% accuracy according to reading levels (Group 1 and their levels, while Group 2 pupils work on RC • Read simple sentences and Group 2). their revisions to their riddles individually. Leveled Readers 2 • Teacher assists Group 1 in reading individually • Group 2 pupils read the text individually • EN3RC-II0-2.2 then in pairs (pages 12 to 15), while Group 2 (pages 12 to 15) then with a partner from Note details regarding character, pupils work on their revisions to their their levels, while Group 1 pupils work on setting, and plot riddles individually. their revisions to their riddles individually.

• Teacher assists Group 1 in reading individually After Reading Activities then in pairs (pages 12 to 15), while Group 2 • Pupils discuss the story and identify character pupils work on their revisions to their traits, setting, and plot thus far. riddles individually. • Pupils write their predictions based on the After Reading Activities following question: Where do you think this • Teacher asks questions to elicit details about final clue will lead them? Explain your answer. the story’s literary elements (character traits, 4. Concluding the Session setting, plot thus far). • Homework: Take riddle drafts home and • Teacher asks pupils to write their predictions continue to make the revisions. based on the following question: Where do you think this final clue will lead them? Explain your answer. 4. Concluding the Session

• Homework: Take riddle drafts home and continue to make the revisions. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

32 QUARTER 3 WEEK 22

33 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • Acquire and use vocabulary and • Leveled Reader: The Scavenger Hunt 1. Shared Writing 1. Shared Writing structures related to theme • Using new vocabulary • Teacher asks pupils to share their revised • Pupils share their revised drafts with a and stories and structures drafts with a partner. Teacher asks a few pairs partner. Some pairs share in class. • EN3OL-IIIc-1.16.2 to share their revised riddles to the class. • Sight words: think, together, where 2. Shared Reading Listen and respond to others 2. Shared Reading F • EN3F-IIIa-1.6 • Pupils reread Chapter 3: pages 12 to 15 in Read Grade 3 level texts consisting • Teacher asks pupils to reread Chapter 3: pairs according to their reading levels. of words with long i vowel spelling pages 12 to 15 in pairs according to their 3. Phonics: Long i vowel spelling patterns patterns (VCe, ie, igh) with at least reading levels. (VCe, ie, igh) 95-100% accuracy 3. Phonics: Long i vowel spelling patterns PWR • Contrast words with different long i • Pupils categorize, read, and participate in (VCe, ie, igh) vowel spelling patterns interactive word sort on the board. (VCe, ie, igh) • Teacher writes words from the Leveled • Pupils sort a series of words on their own; S • EN3S-IIIa-d-4 Reader and word list and leads pupils in an they check together. 3 Spell words that were introduced interactive word sort on the board. during word recognition: Words 4. Skill Builder Exercise • Teacher asks pupils to sort a series of words with different long i vowel spelling on their own; they check together. patterns (VCe, ie, igh) • Pupils complete the Phonics Skill Builder Exercise on page 16: Search through the text 4. Skill Builder Exercise • EN3S-IIIe-f-5 and find three words with each of the given Spell some irregularly spelled words • Teacher tells pupils to complete the Phonics spelling patterns. (e.g. have, said, please, because) Skill Builder Exercise on page 16: Search 5. Concluding the Session through the text and find three words with each of the given spelling patterns. • Pupils practice their spelling words through the Team A, Team B game. 5. Concluding the Session • Homework: Spelling words review doing a • Teacher asks pupils to practice their spelling writing sort. words through the Team A, Team B game.

• Teacher gives homework: Spelling words review doing a writing sort. WC • Write different forms of simple • Leveled Reader: The Scavenger Hunt I. Shared Writing I. Shared Writing composition as a response to • Identifying adverbs of manner • Teacher asks pupils to share their revised • Pupils exchange their revised riddles in pairs stories/poems listened to in sentences riddles in pairs. and try to guess their partner’s riddles. • EN3WC-IIa-j-4 • Phonics: Long i vowel spelling 2. Phonics 2. Phonics Riddles – Making a book/card patterns (VCe, ie, igh) 4 of four riddles about objects in • Teacher leads pupils through a correction of • Pupils check their Phonics Skill Builder. the classroom or school yard or • Noting details regarding character, the Phonics Skill Builder. • Pupils locate phonics words in Chapter 3 of landmarks. Answers are on setting, and plot the back. • Teacher asks pupils to locate phonics words their text. in Chapter 3 of their text. V • EN3V-IIIb-d-13 3. Leveled Reader: The Scavenger Hunt Increase vocabulary through 3. Leveled Reader: The Scavenger Hunt (Chapter 4: pages 17 to 21) synonyms (e.g. quick/fast) (Chapter 4: pages 17 to 21) DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

34 QUARTER 3 WEEK 22

35 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities G • EN3G-IVi-6 Pre-Reading Activities Pre-Reading Activities Use adverbs of manner correctly • Teacher asks pupils to make predictions • Pupils make predictions about the story using F • EN3F-IIIa-1.6 about the story using the pictures in the text. the pictures. Read Grade 3 level texts consisting of words with long i vowel spelling • Teacher unlocks unfamiliar words • Pupils learn new words and expressions. patterns (VCe, ie, igh) with at least and expressions. During Reading Activities 95-100% accuracy During Reading Activities RC • EN3RC-III0 -2.10 • Group 1 pupils read the text individually Sequence three events • Teacher divides class up into two groups (pages 17 to 21) then with a partner from according to reading levels (Group 1 and their levels, while Group 2 pupils reread • EN3RC-IIIa 2.11 Group 2). Chapter 3: pages 12 to 15 with a partner. Make inferences and draw conclusions based on texts • Teacher assists Group 1 in reading individually • Group 2 pupils read the text individually (pictures, title, and content words) then in pairs (pages 17 to 21), while Group 2 (pages 17 to 21) then with a partner from pupils reread Chapter 3: pages 12 to 15 their levels, while Group 1 pupils reread in pairs. Chapter 4: 17 to 21 with a partner.

• Teacher assists Group 2 in reading individually After Reading Activities then in pairs (pages 17 to 21), while Group 1 • Pupils scan for a specific word to answer a pupils reread Chapter 4: pages 17 to 21 question and discuss the character, setting 4 in pairs. and plot, and note details. After Reading Activities • Pupils answer the question in writing: • Teacher asks questions about details, Was your prediction of the final clue correct? character, the setting, and the plot. Why or why not?

• Teacher asks pupils to answer the question • Pupils learn about adverbs. in writing: Was your prediction of the final clue • Pupils copy the Skill Builder Exercise in their correct? Why or why not? notebooks. • Teacher leads a mini-lesson on adverbs. 3. Concluding the Session • Teacher tells pupils to copy the Skill Builder • Homework: Complete Skill Builder Exercise Exercise in their notebooks to complete on adverbs of manner and practice their at home. spelling words. 3. Concluding the Session

• Homework: Teacher tells pupils to complete the Skill Builder Exercise on adverbs of manner at home and tells them to practice their spelling words. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

36 QUARTER 3 WEEK 22

37 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities G • EN3G-IVi-6 • Leveled Reader: The Scavenger Hunt I. Weekly Assessment 1. Weekly Assessment Adverbs • Noting details regarding character, • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise. S • EN3S-IIIa-d-4 setting, and plot board with pupils checking their work. Spell words that were introduced • Pupils do spelling test, then check each during word recognition: Words • Teacher gives spelling test, then partners other’s work. with different long i vowel spelling check each other’s work. Pupils locate certain words from patterns (VCe, ie, igh) • • Teacher asks pupils to locate certain words Chapters 3-4: pages 12 to 21. • EN3S-IIIe-f-5 from Chapters 3-4: pages 12 to 21. 2. Writing Spell some irregularly spelled words 2. Writing 5 (e.g. have, said, please, because) • Pupils put their riddles in good copy. WC • Write different forms of simple • Teacher shows pupils how to put their riddles 3. Concluding the Session: Sharing and Reading composition as a response to in good copy. stories/poems listened to • Pupils share their riddles with a partner and 3. Concluding the Session: Sharing and Reading some pairs present to the class. • EN3WC-IIa-j-4 Riddles – Making a book/card • Teacher invites pupils to share their riddles of four riddles about objects in with a partner and asks some pairs to present the classroom or school yard or to the class. landmarks. Answers are on the back DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

38 QUARTER 3 WEEK 22

39 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES DAY OBJECTIVES • EN3OL-IIIc-1.16.2 Listen and respond to others • Give meaning of words used in Listening Stories and Leveled Text read 1 • EN3LC-IIIa-j-1.1. Activate prior knowledge based on new knowledge formed • EN3LC-IIIa-j-2.1. Listen to a variety of literary and expository texts and note important details • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Riddles – Making a book/card of 4 riddles of object in classroom, school yard, or landmarks

On-going Assessment: In Weeks 21 and 22, pupils practice using details from the text to make predictions about the story. In the same weeks, the teacher focuses on asking five pupils a day to make predictions and use the grid below to assess their use of the information in the text to justify their predictions.

1 2 NOTE TO TEACHER Cites information Uses information Does not cite (setting, plot, In Week 22, observe from the text any information character details) pupil’s use of information RC read to make from the text from the text from the text during predictions to support to support the activities such as: about the story predictions of the predictions he or • Orally: After reading story she makes on the – Comprehension story questions Note: In Weeks 21 and 22, the teacher will ask five pupils a day • Written: Reading to make predictions about what will happen next in the story and responses therefore all pupils will be assessed in the course of the two-week period. 1 LOCATING WORDS IN TEXT • Teacher distributes the Leveled Reader The Scavenger Hunt and asks pupils to read in pairs (Chapter 2: pages 7 to 10).

• Teacher asks pupils to locate the following words: need their think get want hand look found fast out could

• Every time the teacher says a word, the pupils find it and put their fingers on it. The teacher then asks what page it is on and shows the pupils where it is. He or she asks the pupils who had not found the word to turn to the given page. (Some words may appear more than once.)

40 QUARTER 3 WEEK 22

NOTES 2 LISTENING STORY: THE SCAVENGER HUNT

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher explains that the weekly theme is still about describing one’s position in relation to a reference point like a chair, a door, or another person.

• Teacher asks pupils to get into pairs and to make predictions about where they think Jean and Lee will go next to find their next clue.

• Teacher goes around the class to monitor the activity. He or she asks a few pairs to share some of their predictions.

b. Unlocking Words and Expressions Teacher says: Let’s reviews some words and their meanings from last BRIDGING week’s lessons. Some words are easy • Teacher reviews words from previous lessons: riddle, clue, out of to explain by showing sight, middle, gather the picture in the book, example: building, roof Teacher says: Let’s talk about some words in the story and talk about their meanings.

• Teacher explains the following words and expressions and asks questions.

(1) confidently Teacher says: To be confident is when you are sure of yourself. You do not feel shy. I can speak confidently. What are you confident about?

(2) bright Teacher points to the sun and says: The sun is bright. It gives off a lot of light. What other things are bright?

(3) elevator Teacher says: An elevator is a moving box that takes you up and down tall buildings. Have you ever seen or been in an elevator?

(4) pie Teacher says: A pie is a baked dish with fruit or meat and vegetables. There are many types of pies. Have you ever had pie? If so, what is your favorite kind of pie?

(5) figure it out Teacher says: To figure something out means to find the answer to a problem. I figured out this math problem or I figured out how to make bread.

41 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES c. Linking with the Story • Teachers distributes copies of the Leveled Reader to pupils and says: Let’s look at the inside of the back cover of the book. What do you think the children are doing when we begin this second part of the story?

• Teacher asks several pupils to share their ideas based on the inside of the back cover of the reader.

DURING READING ACTIVITY

• Teacher reads the following story to the pupils while they look at the picture on the inside of the back cover of their Leveled Readers. The Scavenger Hunt Jean and Lee quickly gather to solve the riddle. Lee reads the clue again, “Up high in the sky, where it is bright, you can see everyone in town but you are out of sight.” “The clue says it is in town,” Jean says confidently. “Yes, and ’up high in the sky’ means we can’t be on the street,” Lee says. “And, it says where it’s bright.” Jean says. “That means there will be a lot of light.” They both think and think. Suddenly, Lee smiles widely. “I know where it is.” “Where, Lee, where?” Jean asks. “It’s on the top floor of the tall building in town. The top floor is up high, where it’s bright,” Lee says proudly. “Yes, and you can see everyone from the top floor but no one can see you… you are out of sight,” Jean says. “Nice job, Lee,” Steve says.

They all walk to the highest building in town. They quickly ride up the elevator to the top floor. The sun shines brightly. They find a bag of rice. “A bag of rice,” Lee says. “We now have beans, mangoes, and rice. What will we make with these?” Lee wonders. “I don’t know,” Jean says. “Read the new clue,” Lee says. Jean reads the clue, “Where the bread is white and they bake a pie, you will find your next clue in a pile of lemons.”

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NOTES “Hmm, I like bread,” Jean says. “And I like pies,” Lee says cheerfully. “Hmm, where is the bread white and pies baked?” Jean asks. They both gather again to think. “I know you will both figure it out,” Steve says with a smile.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– Where does the clue lead Jean and Lee at the beginning of this story? –– How do they figure out that the next clue is on the rooftop? –– What do they take to get to the rooftop? –– What do they find in the middle of the rooftop? –– What does the next clue say? Where do you think the next clue will take them? b. Writing: Drafting a Riddle • Teacher asks pupils to bring out their initial ideas for their riddle. • Teacher shows them how they can fill in some of these sentences to describe the answer to their riddle:

–– I look like… –– I sound like… –– You find me… –– I have… –– I am… • As pupils draft their riddles, teacher reminds them to think of the following criteria:

–– Does my riddle describe my answer? –– Does my riddle give enough information for others to figure out the answer?

–– Does my riddle give too much information? If yes, what description/s can I remove?

–– Is my riddle interesting and fun?

43 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES • Teacher goes around and helps pupils while they work on NOTE TO TEACHER their riddles. For pupils who are more advanced writers, CONCLUDING THE SESSION ask them to write two 3 riddles. • Teacher tells the pupils they will make a prediction as to where they think the next clue is using the information they learned in the story. He or she writes a question on the board for pupils to copy and answer in their notebooks: Where do you think the following clue will lead Jean and Lee? NOTE TO TEACHER Where the bread is white and they bake a pie. You will find your next clue in a pile of limes. For pupils who are Explain your answer. more advanced writers, ask them to write two or three sentences to Homework: Teacher asks pupils to answer the question respond to the question. in writing.

DAY OBJECTIVES • EN3OL-IIIc-1.16.2. Listen and respond to others • Give meaning of words used in Listening Stories and Leveled Text read 2 • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Riddles – Making a book/card of four riddles of objects in the classroom, school yard, or landmarks. • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with long i vowel spelling patterns (VCe, igh) with at least 95-100% accuracy • EN3RC-II0-2.2. Read simple sentences and Leveled Readers, and note details regarding character, setting, and plot

1 RETELLING THE STORY

• Teacher asks pupils in pairs to share their answer to the question from their homework and comment on their partners’ answers. Teacher asks a few pairs to share their answers and comments with the class.

• He or she calls on pupils to retell the story of the Scavenger Hunt and asks them what information they used from the story to make their predictions.

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NOTES 2 WRITING A RIDDLE: REVISION

• Teacher asks pupils to take out their draft riddles and to read it to their partners.

• Then, he or she asks pupils to tell their partners what they liked about the riddles and suggest how their partners can make these better, like adding synonyms or more details to the riddles to help make these easier (but not too easy) to figure out.

• Teacher shows an example.

FRONT BACK

Q: I am a square or a A: A window rectangle.

I can open or close. You find me in many rooms. I am between walls. I let light and wind in. I am see-through. What am I?

LEVELED READER: THE SCAVENGER HUNT 3 (CHAPTER 3: PAGES 12 TO 15)

NOTE TO TEACHER BRIDGING 1. Each title of the Leveled Reader has two levels. To distinguish Remember to let one level from the other, look at the upper portion of back pupils use words or cover and identify the number of dots beside the grade level. expressions in the The relatively easy level (for Group 1) is signified by a single Mother Tongue or in dot, while the relatively more challenging level (for Group 2) Filipino, as needed. is signified by a double dot. These should look like the Then, model how following: to say the words in English. RADE G Single dot Leveled Reader: 3 Relatively easy level

RADE G Double dot Leveled Reader: 3 Relatively more challenging level

2. During the Listening Story, the pupils will look at the illustration on the right inside cover found on page 25.

45 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher tells pupils that today they will read about where Jean and Lee go to find the next clue where the bread is white and pies are baked.

• Teacher distributes the Leveled Readers (Group 1 and Group 2) The Scavenger Hunt to pupils according to their reading levels.

• He or she then asks pupils to look at the pictures on pages 12 to 15.

• He or she picks a few pairs to answer questions about the pictures: –– Where are Jean and Lee on page 13? –– Who do you think is the man on page 13? –– What are Jean and Lee eating on page 14?

b. Decoding Strategies • Teacher writes the following words on the board: think where white pile pie Mike ride right chime slice wide fire

• Teacher points to each word and asks the pupils to read it together.

• Teacher asks pupils to scan through Chapter 3: pages 12 to 15 and to find these words in the text.

c. Unlocking Words and Expressions BRIDGING • Teacher reviews words from previous lessons: clue, pie, middle, beans. Some words are easy • Teacher explains the following words and expressions and to explain by showing asks questions. the picture in the book, example: pie, chimes, (1) wide bakery. Teacher holds his or her hands far apart and says: There is a wide space between my hands. Teacher holds his or her hands close together and says: Now, the space between them is not wide.

(2) burn Teacher says: To burn is when something is on fire. A fire burns.

46 QUARTER 3 WEEK 22

(3) guide NOTES Teacher says: To guide someone is to show someone the way. If you’re lost or need help knowing where to find something, you ask someone to guide you.

Teacher asks: In our story, who or what guides Jean and Lee to the next clue?

DURING READING ACTIVITIES

• Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1, Group 2 will continue working on their riddles. Then, they will switch.

Group 1 Group 2 NOTE TO TEACHER Teacher asks Group 1 pupils Group 2 pupils work on to read the text individually their revisions of their Pupils who are not yet (Chapter 3: pages 12 to 15). riddles. able to read the text can preview the story by Then, he or she asks pupils looking and talking about to read in pairs. the pictures. Teacher helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. Group 1 pupils work on Teacher asks Group 2 pupils their revisions of their to read the text individually riddles. (Chapter 3: pages 12 to 15).

Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word.

47 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension: –– Where do Jean and Lee go to find where the bread is white and pies are baked?

–– Who runs the bakery? –– Where does Uncle Mike guide the children to? –– What does Uncle Mike give them to eat? NOTE TO TEACHER –– What does Uncle Mike give them in addition to the lemon pie? For pupils who are –– What does the next clue say? more advanced writers, Where do you think the next clue will lead Jean and Lee? ask them to write two or three sentences to • Teacher picks words from the text and asks pupils what they respond to the question. mean: bakery, ring, looking for, guide, room.

b. Activity: Making a Prediction • Teacher asks pupils to write down one-sentence answers to make inferences or predictions about where they think the next clue will lead Jean and Lee. He or she reminds pupils to use the details and context clues to help them figure out where the characters will go next. Where do you think this final clue will lead Jean and Lee? Explain your answer.

4 CONCLUDING THE SESSION Homework: Teacher asks pupils to take their riddle drafts home and continue to make the revisions.

DAY OBJECTIVES • Acquire and use vocabulary and structures related to theme and stories • EN3OL-IIIc-1.16.2. Listen and respond to others 3 • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with long i vowel spelling patterns (VCe, ie, igh) with at least 95-100% accuracy • Contrast words with different long i vowel spelling patterns (VCe, ie, igh) • EN3S-IIIa-d-4. Spell words that were introduced during word recognition: Words with different long i vowel spelling patterns (VCe, ie, igh) • EN3S-IIIe-f-5. Spell some irregularly spelled words (e.g. have, said, please, because)

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NOTES 1 SHARED WRITING

• Teacher asks pupils in pairs to share their revised drafts of their riddles. He or she goes around and checks pupils’ work. He or she makes suggestions about using synonyms or adding more descriptions to make the riddles easier to answer.

• Then, he or she asks a few pairs to share with the class.

2 SHARED READING

• Teacher distributes the two levels of text The Scavenger Hunt (Group 1 and Group 2) and pairs pupils according to their levels (Group 1 or Group 2).

• Teacher asks pupils to reread the story in pairs (Chapter 3: pages 12 to 15). They take turns reading as fast as they can.

3 PHONICS

• Teacher writes the following words on the board: ride pie bright white pile light sight rice tie right chime give guide wide fire night spice piece

• Teacher points to each word and asks pupils to read the words together.

• Teacher draws columns on the board and fills in header words. For each word, he or she explains why they are writing this heading at the top of each column. Ex. I am writing “VCe” at the top of the first column because the long i sound in “ride” is made by adding letter “e” at the end of the word, after the consonant. I am writing “ie” at the top of the second column because the long i sound in “pie” is made by the letters “ie”. I am writing “igh” at the top of the third column because the long i sound in “bright” is made by the letters “igh”.

• Teacher points to the “Irregular” column and explains that there are words that do not follow these spelling patterns but have a long i sound, or have the given spelling pattern but not have the long i sound.

49 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES VCe ie igh Irregular ride pie bright give

A NOTE ON THIS SORT Point out to the pupils that the long i can be spelled several ways. Groups of letters, like ie and igh, give the long i sound. In words like ride, the e at the end is silent but makes the i sound long.

Answer Key:

VCe ie igh Irregular ride pie bright give white tie light piece pile sight rice right chime night guide wide fire

spice

NOTE TO TEACHER 4 SKILL BUILDER EXERCISE If pupils don’t have enough time, please use Teacher tells pupils to copy and complete the Skill Builder the extra time at the end Exercise. They will check the next day. of the week to help pupils Search through texts at home and find three complete this exercise. words with each of these spelling patterns:

VCe (ride) ie (pie) igh (bright)

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NOTES 5 CONCLUDING THE SESSION

• Spelling words: think, together, where, night, rice, bright, smile, right, spice, kind

• Teacher asks pupils to practice their spelling words by playing Team A and Team B. • Teacher divides the class into two teams: Team A and Team B. • He or she invites two pupils from each team to the board. • Teacher calls out a spelling word. Every pupil writes it in his or her notebook but the two upfront wait.

• When everyone is done (or after a reasonable time, say ten seconds), the two pupils write the words on the board.

• The team who writes the word correctly on the board gets a point. Pupils in their seats check their work.

• Teacher calls on a different set of team representative for every turn. The team with the most points at the end of the game wins.

OBJECTIVES DAY • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Riddles – Making a book/card of four riddles of objects in classroom or school yard or landmarks. 4 • EN3V-IIIb-d-13. Increase vocabulary through synonyms (e.g. quick/fast) • EN3G-IVi-6. Use adverbs of manner • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with long i vowel spelling patterns (VCe, igh) with at least 95-100% accuracy • EN3RC-III0-2.10. Sequence three events • EN3RC-IIIa-2.11. Make inferences and draw conclusions based on texts (pictures, title, and content words)

1 SHARED WRITING • Teacher asks pupils in pairs to share their revised drafts of their riddles with a partner who tries to guess the riddle. Teacher goes around and checks pupils’ work. He or she makes suggestions about using synonyms and sufficient descriptions to solve the riddle. Then, he or she asks a few pairs to share with the class.

51 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES 2 PHONICS a. Skill Builder Correction Teacher leads pupils in checking the Phonics Skill Builder.

b. Locating words • Teacher distributes the two levels of The Scavenger Hunt (Group 1 and Group 2) and pairs pupils according to their levels (Group 1 or Group 2). (Chapter 3: pages 12 to 15)

• Teacher asks pupils to locate two words with igh and two words with VCe.

LEVELED READER: THE SCAVENGER HUNT 3 (CHAPTER 4: PAGES 18 TO 21)

PRE-READING ACTIVITIES a. Activating Prior Knowledge BRIDGING • Teacher tells pupils that today they will read about where the final Remember to let clue leads Jean and Lee and what the characters will do with all of pupils use words or the bags of food they’ve picked up along the way. expressions in the Mother Tongue or in • Teacher then asks pupils to look at the pictures on pages 17 to 21. Filipino. Then, model He or she asks: Where does the last clue seem to lead them? What does it how to say the words look like they will do with the bags of food? What do they all do at the end? in English. b. Decoding Strategies • Teacher tells the pupils to look at page 18 and say what words they know to their partners.

• Teacher asks pupils to look back at the word sort in their notebooks and reminds them to use their knowledge of the different word endings to help them read new words.

c. Unlocking Words and Expressions • Teacher reviews words from previous lessons: clue, beans. BRIDGING Some words are easy • Teacher explains the following words and expressions to explain by showing and asks questions. the picture in the book, (1) smart example: spices, kitchen, meal. Teacher says: To be smart is to know a lot about something or to be intelligent. Jean and Lee show they are smart by solving Steve’s riddles. They use the clues and what they know to come up with the right answers.

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(2) bright NOTES Teacher says: The word bright has a couple of meanings. In the first meaning we studied, the word bright meant something that gives off a lot of light. In this case, Steve calls his brother and sister “smart and bright”. Here, the word bright means to be smart or intelligent.

(3) proudly Teacher says: To be proud means to feel happy about what we’ve done. When you do something proudly, you feel good about doing it.

(4) neatly Teacher says: Being neat means to be in order. When you do something neatly, you do it properly and in an orderly way. For example, if one sets the table neatly, it means the table is set in a way that has a certain order to it.

DURING READING ACTIVITIES

• Teacher explains to the pupils that they will be working in two separate groups. While he or she works with Group 1, Group 2 pupils will reread Chapter 3: pages 12 to 15 with a partner. Then, they will switch.

Group 1 Group 2 Teacher asks Group 1 pupils Teacher asks Group 2 pupils to read the text individually to reread the text (Chapter (Chapter 4: pages 17 to 21). 3: pages 12 to 15) in pairs. Then, he or she asks pupils to read in pairs. Teacher helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures.

Teacher asks Group 1 pupils Teacher asks Group 2 pupils to reread the text (Chapter to read the text individually 4: pages 17 to 21) in pairs. (Chapter 4: pages 17 to 21). Then, he or she asks pupils to read in pairs.

53 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word.

AFTER READING ACTIVITIES a. Comprehension • Teacher asks questions to check pupils’ reading comprehension and to help elicit details from the text:

–– Where does the final clue lead Jean and Lee? –– At what time of day do Lee, Jean, and Steve get back home? –– What does Jean and Lee do with their beans, mangoes, rice, flour, and spices?

–– What does each one prepare or cook? –– Who comes to dinner? What do they talk about as they eat the meal? –– What does Jean say she learned from the scavenger hunt? –– How would you describe Steve as an older brother? • Teacher picks words from the text and asks pupils what they mean: night, kitchen, ready, trip, answer.

b. Writing • Teacher asks pupils to write down one-sentence answers to say whether their predictions for the final clue was correct or not, and why. He or she reminds pupils to use the details and context of the story to help them explain their answers.

NOTE TO TEACHER Was your prediction of the final clue correct? Why or why not? For pupils who are more advanced writers, ask them to write two c. Grammar: Adverbs of Manner or three sentences to • Teacher writes the following sentences on the board. respond to the questions. –– They happily walk home. –– Lee gently pushes the door. –– They quickly ride up the elevator.

–– They carefully step out onto the roof.

• Teacher asks the pupils to read these sentences aloud with him or her.

54 QUARTER 3 WEEK 22

Teacher asks: NOTES –– How do they walk home? (happily) –– How does Lee push the door? (gently) –– How do they ride up the elevator? (quickly) –– How do they step out onto the roof? (carefully) • Teacher puts these information in a chart:

Adverb of Manner Verb (Action Word) happily walk gently push quickly ride up carefully step out

• Teacher explains: “Happily” describes how they walk home; “gently” the way Lee push the door; “quickly” how they ride up the elevator; and, “carefully” how they step out onto the rooftop.

• Teacher explains that these words are called adverbs of manner. These words change the meaning of the verb to show how something is done or the manner it is done. For example, in the sentence, “They happily walk home,” the word happily tells us in what mood they are walking home.

• Then, teacher guides the pupils to see where the adverbs of manner are usually found in the sentence. He or she asks: Look back at the sentences. Where is the adverb of manner found in each sentence? (Answer: Before the verb)

• Adverbs of manner also usually end with -ly. (But not always!) d. Additional Exercises on Adverbs of Manner/ Adverbs that Tell How People Do Things Teacher tells pupils to copy the Skill Builder Exercise on adverbs of manner in their notebooks to complete at home. Find three adverbs that tell how actions are done. Circle them.

carefully always easy hurry correctly very early fly happily

Use the adverbs you encircled above to finish these sentences. a. Jean read the directions ______so she wouldn’t miss a clue. (carefully) b. As a result, she guessed the riddles ______. (correctly)

55 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES c. She ______took home the delicious prize. (happily)

NOTE TO TEACHER 4 CONCLUDING THE SESSION If pupils don’t have enough time, please use Teacher asks a few pupils to share their answers on whether they the extra time at the end guessed the final clue correctly or not. of the week to help pupils Homework: Teacher reminds pupils to complete the Skill complete this exercise. Builder Exercise at home.

DAY OBJECTIVES • EN3G-IVi-6. Use adverbs correctly • EN3S-IIIa-d-4. Spell words that were introduced during word recognition: 5 Words with different long i vowel spelling patterns (VCe, ie, igh) • EN3S-IIIe-f-5. Spell some irregularly spelled words (e.g. have, said, please, because) • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Riddles – Making a book/card of four riddles of objects in the classroom, school yard, or landmarks

1 WEEKLY ASSESSMENT a. Grammar Teacher writes the answers to the Skill Builder Exercise on adverbs of manner. Pupils check their answers with their partners.

b. Spelling Teacher gives a spelling test using words from the spelling list. He or she uses each word in a sentence. Then partners check each other’s work.

c. Finding Words • Teacher distributes Leveled Reader The Scavenger Hunt (Group 1 and Group 2) and asks pupils to reread the story in pairs by levels (Chapters 3 and 4: pages 12 to 21).

• Teacher asks pupils to locate any word with VCe, ie, and igh. He or she asks what page it is on and checks. He or she then asks the pupils who had not yet found the word to locate it.

56 QUARTER 3 WEEK 22

NOTES 2 WRITING A RIDDLE: FINAL CLEAN COPY

• Teacher shows pupils how to write their revised riddle in good copy, with clean lettering and no spelling mistakes. He or she reminds them to write the answer on the back.

• Pupils complete their good copy while teacher goes around and helps.

FRONT BACK Q: I am a square or a A: A window rectangle. I can open or close. You find me in many rooms.

I am between walls. I let light and wind in. I am see-through. What am I?

Rubric for 1 2 Clear Diagram Has no answer Answer is written written on the back on the back and is Has one answer or riddle can have specific to the clues more than one given answer Does not describe Adequately the answer; does describes the not give enough answer; includes Contains enough description or detail enough detail to detail to help the reader help the reader figure out the figure out the answer answer Too short or Short enough to be NOTE TO TEACHER Is of good length too long fun to read Collect the riddles and Not interesting Interesting and use the assessment grid or fun; reader can written in a clever Is interesting above to rate each pupil guess too quickly or way; fun to guess 1 or 2. cannot guess at all

57 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES CONCLUDING THE SESSION: 3 SHARING AND READING

• Teacher invites pupils in pairs to present their riddles which the class answers.

• Teacher puts the riddles in a special box for pupils to read in their spare time.

58 QUARTER 3 WEEK 23

WEEK 23

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: MAKING THINGS MOVE LEVELED READER: THE MAGIC SHOW

59 TEACHER’S GUIDE GRADE 3 – ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 23 (50 MINUTES PER DAY)

Theme: Making things move Leveled Reader: The Magic Show (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Hannah Manaligod) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • Give meaning of words used in • Listening Story: The Magic Show 1. Sharing Information I. Sharing information Listening Stories and Leveled Text • Using new vocabulary • Teacher explains that they will talk about • Pupils share what they know about how read and structures what makes objects move. objects move or the things that make LC • EN3LC-Ia-j-2 objects move. Activate prior knowledge based on • Identifying the elements of a story • Teacher introduces new vocabulary by playing the stories to be read a miming game. • Pupils learn new vocabulary through a • Writing a response to a story miming game. • Listen to a variety of literary and listened to 2. Listening Story: The Magic Show expository texts; and 2. Listening Story: The Magic Show Pre-Reading Activities • EN3LC-IIIa-j-2.1 Pre-Reading Activities Teacher unlocks unfamiliar words Note important details • and expressions. • Pupils listen to the teacher using words, • EN3LC-IIIb-c-2.9 phrases, or expressions that are unfamiliar. During Reading Activity Take part in creative responses to • Pupils talk about words, phrases, or stories like preparing logs, journals, • Teacher reads Listening Story to pupils and expressions that are unfamiliar. and other oral presentations pauses to check pupils’ understanding. 1 ATR • EN3A-IIIf-g-1 During Reading Activity Express feelings and opinions After Reading Activities • Pupils listen attentively to the story read and through journals, logs etc. • Teacher asks questions about the story, the answer questions. WC • EN3WC-Ia-j-4 characters, and the setting, and invites pupils Draw and write sentences about to note the important details and make After Reading Activities one’s drawing predictions about what kind of magic tricks • Pupils answer questions about the story, Claire and Paul will see. the characters, and the setting. They note 3. Concluding the Session important details and make predictions about what kind of magic tricks Claire and Paul • Homework: Answer the question: will see. What do you think one of the magic tricks will be? Explain your answer. Draw a picture to 3. Concluding the Session go with your answer. • Homework: Pupils answer the question: What do you think one of the magic tricks will be? Explain your answer. Draw a picture to go with your answer. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

60 QUARTER 3 WEEK 23

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 23 (50 MINUTES PER DAY)

61 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities G • Use the past tense of irregular • Leveled Reader: The Magic Show 1. Grammar I. Grammar verbs (e.g., take/took; write/wrote) • Using new vocabulary • Teacher leads students through a mini-lesson • Pupils learn about the past tense of V • EN1V-IIIa-j-25 and structures on past tense of irregular verbs. irregular verbs. Show understanding of meaning of words with the CVVC pattern • Vocabulary: Homonyms 2. Leveled Reader: The Magic Show 2. Leveled Reader: The Magic Show through drawings and in actions, (pages 1 to 5) (pages 1 to 5) and using them in sentences Pre-Reading Activities Pre-Reading Activities F • EN3F-IIIa-1.6 Read Grade 3 level texts consisting • Teacher calls on pupils to recall the • Pupils recall the Listening Story. of words with CVVC pattern with Listening Story. at least 95-100% accuracy • Pupils review words that are unfamiliar. • Teacher unlocks unfamiliar words OL • EN3OL-IIIb-i-1.2 During Reading Activities and expressions. Engage in a variety of ways to • Group 1 pupils read the text individually share information (e.g. role playing, During Reading Activities reporting, summarizing, retelling, (pages 1 to 5) then with a partner from and show and tell) • Teacher divides class into two groups their levels, while Group 2 pupils share their according to reading levels drawings and sentences with a partner. (Group 1 and Group 2). • Group 2 pupils read the text individually • Teacher assists Group 1 in reading individually (pages 1 to 5) then with a partner from then in pairs (pages 1 to 5). their levels, while Group 1 pupils share their drawings and sentences with a partner. 2 After Reading Activities • Pupils share their drawings and sentences • Teacher asks questions to elicit oral and with the class. written details for the story’s literary elements (character traits, setting, plot thus After Reading Activities far), and discuss cause and effect. • Pupils discuss the story and identify 3. Concluding the Session character traits, setting, plot thus far, and cause and effect. • Teacher asks follow-up questions to discuss characters and setting. 3. Concluding the Session

• Homework: Answer one of the following • Pupils discuss characters and setting. questions: • Homework: Answer one of the following –– Why do you think Paul and Claire sneaked questions: under the stage? –– Why do you think Paul and Claire sneaked –– Why do you think Claire and Paul wanted to under the stage? show their classmates how to make a feather –– Why do you think Claire and Paul wanted to float or stay down? show their classmates how to make a feather float or stay down?

RC • EN3RC-IIIa-b-2.13 Identify cause and effect DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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63 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN3OL-IIIb-i-1.2 • Leveled Reader: The Magic Show I. Sharing a Homework 1. Sharing a Homework Engage in a variety of ways to • Phonics: words with VVC pattern • Teacher asks pupils in pairs to share their • Pupils share their answers with a partner. share information (e.g. role playing, answers to the questions. Teacher asks a few reporting, summarizing, retelling, • Pupils check their vocabulary exercise pairs to share their answers to the class. and show and tell) on synonyms. PWR • Review words with CVVC pattern • Teacher asks pupils to check their vocabulary 2. Phonics: words with VVC pattern S • EN3S-IIIa-d-4 exercise on synonyms. Spell words that were introduced • Pupils categorize, read, and participate in 2. Phonics: words with VVC pattern during word recognition (words interactive word sort on the board. with CVVC pattern) • Teacher writes words from the Leveled • Pupils sort a series of words on their own; Reader and word list, and leads a word sort they check together. on the board. 3. Skill Builder Exercise • Teacher asks pupils to sort a series of words 3 on their own; they check together. • Pupils complete the Phonics Skill Builder Exercises. 3. Skill Builder Exercise • Pupils make cards and play Go Fish. • Teacher tells pupils to complete the Phonics Skill Building Exercise. 4. Concluding the Session

• Teacher instructs pupils to make cards and • Pupils practice dictating spelling words to play Go Fish. each other in pairs.

4. Concluding the Session • Spelling words. Pupils practice spelling words using Look, Cover, Write, Check. • Teacher asks pupils to practice dictating words in pairs.

• Teacher gives homework: Spelling words using Look, Cover, Write, Check. V • EN3V-IIIe-f13.6 • Leveled Reader: The Magic Show I. Skill Builder Correction 1. Skill Builder Correction Supply the homonyms (e.g. flower/ • Vocabulary: Antonyms • Teacher leads pupils through a correction of • Pupils check their Phonics Skill Builder. flour) for the given words the Phonics Skill Builder. PWR • EN3PWR-IIIe-25 • Phonics: words with VVC pattern 2. Leveled Reader: The Magic Show Read sentences, stories, and poems, 2. Leveled Reader: The Magic Show (pages 7 to 10) • Noting details regarding character, 4 and questions about them (pages 7 to 10) setting, and plot Pre-Reading Activities F • EN3F-IIIa-j-1.10.1 Pre-Reading Activities Read aloud from familiar prose and • Pupils review words that are unfamiliar. poetry consisting of long vowel • Teacher asks pupils to read words using their • Pupils talk about what happened before and words with fluency, appropriate phonics knowledge. rhythm, pacing, and intonation the illustrations in the story. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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• Teacher instructs pupils to make cards and • Pupils practice dictating spelling words to play Go Fish. each other in pairs.

4. Concluding the Session • Spelling words. Pupils practice spelling words using Look, Cover, Write, Check. • Teacher asks pupils to practice dictating words in pairs.

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities RC • Read simple sentences and Leveled • Teacher unlocks unfamiliar words Pre-Reading Activities Stories; and and expressions. • Pupils review words that are unfamiliar. • EN3RC-II0-2.2 • Teacher asks questions to recall what • Pupils talk about what happened before and Note details regarding character, happened before and discuss illustrations in the illustrations in the story. setting, and plot the story. During Reading Activities During Reading Activities • Group 1 pupils read the text individually • Teacher divides class into two groups (pages 7 to 10) then with a partner from their according to reading levels levels, while Group 2 reread Chapter 1 (pages (Group 1 and Group 2). 1 to 5) with a partner. • Teacher assists Group 1 in reading individually • Group 2 pupils read the text individually then in pairs (pages 7 to 10), while Group 1 (pages 7 to 10) then with a partner from pupils reread in pairs Chapter 1 (pages 1 their levels, while Group 1 pupils reread to 5). Chapter 2 (pages 7 to 10) with a partner. • Teacher assists Group 2 in reading individually After Reading Activities then in pairs (pages 7 to 10), while Group 1 pupils reread in pairs Chapter 2 (pages 7 • Pupils scan for a specific word to answer a to 10). question and discuss the character, setting, 4 and plot, and note details. After Reading Activities • Pupils answer the question in writing: • Teacher asks questions about details, What do Paul and Claire need to show character, the setting, and the plot. how water moves objects? • Teacher asks pupils to answer the question in 3. Vocabulary writing: What do Paul and Claire need to show how water moves objects? • Pupils match homonyms and explain the meaning of each word. 3. Vocabulary • Pupils copy the Skill Builder Exercise on • Teacher leads a mini-lesson on homonyms. homonyms in their notebooks to complete • Teacher tells pupils to copy the Skill Builder at home. Exercise on homonyms in their notebooks to 4. Concluding the Session complete at home. • Homework: Complete Skill Builder 4. Concluding the Session Exercise on homonyms at home. Practice • Homework: Teacher tells pupils to spelling words. complete the Skill Builder Exercise on homonyms at home and tells them to practice their spelling words. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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67 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities V • EN3V-IIIe-f13.6 • Leveled Reader: The Magic Show 1. Weekly Assessment 1. Weekly Assessment Supply the homonyms (e.g. flower/ • Phonics: words with VVC patern • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise. flour) of given words board with pupils checking their work. S • EN3S-IIIa-d-4 • Noting details regarding character, • Pupils do spelling test, then check each Spell words that were introduced setting, and plot • Teacher gives spelling test, then partners other’s work. during word recognition – words check each other’s work. 2. Writing with CVVC pattern 2. Writing • Pupils listen and contribute ideas for writing a • EN3S-IIIe-f-5 Teacher explains what makes a good How-To How-To booklet. Spell some irregularly spelled words • instruction booklet. (e.g. have, said, please, because) • Pupils contribute ideas, phrasing, and spelling WC • EN3WC-IIa-b-1 • Teacher conducts guided practice of how to for the guided practice on how to write a Participate in generating ideas write a good How-To booklet. good How-To booklet. 5 through pre-writing activities: • Teacher assigns individual writing. • Pupils draw ideas for their How-To booklets. • EN3WC-IIc-1.3 Drawing • Pre-writing: Think of your topic and draw 3. Concluding the Session ideas for your How-To booklet. Pupils share their chosen topics for their • Write different forms of simple • composition as a response to 3. Concluding the Session: Sharing and Reading How-To booklets. stories/poems listened to: • Teacher invites pupils to share their chosen • Homework: Share your How-To booklet topics for their How-To booklets. ideas with family members. • EN3WC-IIa-j-4 Make a How-To booklet: How • Homework: Share your How-To booklet to do a magic trick; how to use ideas with family members. wind, water, or magnet to move something; how to make a magnet, etc. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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69 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES DAY OBJECTIVES • Give meaning of words used in Listening Stories and Leveled Text read • EN3LC-Ia-j-2 Activate prior knowledge based on the stories to be read 1 • Listen to a variety of literary and expository texts and • EN3LC-IIIa-j-2.1 Note important details • EN3LC-IIIb-c-2.9 Take part in creative responses to stories like preparing logs, journals, and other oral presentations • EN3A-IIIf-g-1 Express feeling and, opinions through journals, logs etc. • EN3WC-Ia-j-4 Illustrate one’s idea and write sentences about one’s drawing

On-going Assessment: In Weeks 23 and 24, pupils participate in responding (oral and written form) to the Listening Story and Leveled Reader using details from the text to make predictions, infer BRIDGING WITH meanings, and express their feelings and opinions about the story. SCIENCE In the same weeks, the teacher focuses on five pupils a day, listening to their oral responses and collecting their writing. He or she uses For the next two the grid below to assess their ability to respond to text listened to or weeks, the class will read. be talking about what makes objects move 1 2 and use words to Take part Responses to Responses are describe movement in creative stories and well thought out (move, push, pull, responses to questions about and go beyond the throw, etc). Please stories like stories (oral or story; begin the week by preparing logs, written) are short Pupil predicts, asking pupils what journals, and and not well infers meaning, they recall from their other oral developed; and/or states Science lessons on ATR presentations directions. Pupil often repeats an opinion, and Express what has been said information feelings/ by others or by (setting, plot, opinions retelling from character details) through the story from the text is NOTE TO TEACHER journals, logs, used to support In Week 23, observe etc. statements pupil’s response to text during activities such as: Note: In Weeks 23 and 24, the teacher will focus on five pupils a • Orally: After reading day, listening to their oral responses, collecting their writing, and – Comprehension therefore all pupils will be assessed in the course of the two-week questions period. • Written: Reading responses 1 SHARING INFORMATION • Teacher explains that the weekly theme will be about identifying what makes objects move and how they move.

• Teacher takes a piece of chalk and drops it on the desk and says: Drop. Then he or she rolls the piece of chalk on the desk and says: Roll

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• He or she asks pupils to play a quick miming game. He or she NOTES mimes movements and says the verb and asks pupils to do the same while saying the verb: push, pull, throw, roll, drop, glide, blow, carry.

LISTENING STORY 2 BRIDGING PRE-READING ACTIVITIES When explaining new vocabulary, do not rely a. Activating Prior Knowledge on translation. Support • Teacher asks pupils if they’ve ever been to a show or seen a show pupils’ understanding on TV. She or he asks pupils to tell a partner what show they saw. with hand gestures, She or he calls on a few pairs to share. pictures, objects, and movement as much as • Teachers says that today they will hear a story about Claire and possible. Paul, two friends who like to solve mysteries using science to explain what happened.

b. Unlocking Words and Expressions • Teacher explains the following words and expressions and asks questions.

(1) scientist

Teacher says: When someone works with science or explains BRIDGING something by using science we say he is a scientist. Do you know a scientist? Or have you seen one on TV? Some words are easy to explain by showing (2) mysteries the picture in the book, example: pail, plastic, Teacher says: When something cannot be explained or you just don’t know what happened, we say it is a mystery. For example, if a magic wand magician makes a bird fly out of your ear, that is a mystery.

(3) incredible Teacher says: When someone is doing something that you just cannot believe, you can say it is incredible. For example, if a magician makes a rabbit disappear, we say that it is incredible.

c. Linking with the Story • Teachers distributes copies of the Leveled Reader to pupils and says: Today we will hear a story titled “The Magic Show.” It is written by Nathalie Louge and Suzanne Simard. The illustrator is Hannah Manaligod. Let’s look at the front cover of the book. What do you think is happening at the beginning of the story?

• Teacher asks several pupils to share their ideas based on the front cover of the reader.

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NOTES DURING READING ACTIVITY

• Teacher reads the following story out loud while pupils look at the picture on the cover.

The Magic Show My name is Claire. Paul is my best friend. We are in the same grade and our favorite class is Science. Paul and I want to be scientists. That means we ask questions and explore like scientists. Sometimes after school, we go around our neighborhood and try to solve mysteries with science. For example, “Why does smoke rise up?” or “What makes the wind blow?” Paul and I went to a special show this weekend. It was called,“The Incredible Mr. Magic Show.” We were so excited. We were in front row seats. We eagerly waited for the show to start. The room grew dark. I heard the music. The show began. Mr. Magic proudly walked on stage. He was wearing a black suit, with a red bow tie. He had a pair of white gloves and a magic wand. On a table near him, we saw a ball, a little plastic toy boat with a sail, a long piece of white plastic, a nail, paper, and scissors. Mr. Magic announced, “Welcome to the Incredible Mr. Magic Show. For the next hour, I will make objects move using magic.” Paul quietly said to me, “Hey Claire, let’s be scientists and see if this is really magic or if we can solve it with science.” “Keep your eye on his hands,” I said. “I will look below at his legs and feet.” The show began…

AFTER READING ACTIVITIES a. Comprehension Check Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– Who are the main characters? What is their favorite class? –– What do they do sometimes after school? Where did Paul and Claire go that weekend?

–– How do you think Claire felt before the show? What makes you think so? –– Describe Mr. Magic. –– What is on the table? What does Mr. Magic announce?

–– What do Paul and Claire want to find out? –– Do you know anyone like Paul and Claire? Explain your answer.

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b. Activity: Making a Prediction NOTES • Teacher tells the pupils that they will make a prediction as to what they think one of the magic tricks will be. Teacher tells them to use the information they learned in the story. He or she reminds pupils to think about what was on Mr. Magic’s table and what Mr. TIP Magic said about making things move. For struggling readers, • Teacher writes a question on the board for pupils to answer in suggest the following their notebooks: sentence beginning: What do you think one of the magic tricks will The magic trick will be? Explain your answer. ______using the ______3 CONCLUDING THE SESSION ______. Homework: Teacher asks pupils to answer the question with two or three sentences and draw a picture to go with their sentences.

OBJECTIVES DAY • Form the past tense of irregular verbs (e.g., take/took; write/wrote) • EN1V-IIIa-j-25 Show understanding of meaning of words with the VVC pattern through drawing, actions, and using them in sentences 2 • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with the VVC pattern with at least 95-100% accuracy • EN3OL-IIIb-i-1.2 Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) • EN3RC-IIIa-b-2.13 Identify cause and effect

1 GRAMMAR • Teacher tells pupils they will take some of the verbs from the Listening Story and put them in the past tense.

• He or she writes the following verbs on the board: wait walk look

• He or she asks the pupils to work with a partner to come up with the past tense for each of these verbs and then asks a few pairs to share their words. He or she adds the letters “ed” to the end and asks pupils to read them.

• Teacher then explains to pupils that not all verbs in English have “ed” at the end to make the past tense.

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NOTES • For example, the verb “say” becomes “said” in the past tense. • He or she writes the following verbs on the board: made told went saw

• He or she tells pupils these verbs are in the past tense, so what is the present tense of these verbs?

• He or she asks pupils to discuss what they think and leads the class in checking the grammar exercise.

• He or she concludes by telling pupils that they will begin making an irregular verb chart and post it on the wall. When pupils need to use one of these verbs, they can check the chart on the wall to see how to make the past tense.

LEVELED READER: THE MAGIC SHOW 2 (CHAPTER 1: PAGES 1 TO 5) NOTE TO TEACHER

BRIDGING 1. Each title of the Leveled Reader has two levels. To distinguish one level from the other, look at the upper portion of back Remember to let cover and identify the number of dots beside the grade level. pupils use words or The relatively easy level (for Group 1) is signified by a single expressions in the dot, while the relatively more challenging level (for Group 2) Mother Tongue or in is signified by a double dot. These should look like the Filipino. Then, model following: how to say the words RADE in English. G Single dot Leveled Reader: 3 Relatively easy level

RADE G Double dot Leveled Reader: 3 Relatively more challenging level

2. During the Listening Story, the pupils will look at the illustration on the right inside cover found on page 25.

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PRE-READING ACTIVITIES NOTES a. Activating Prior Knowledge • Teacher tells pupils that today they will read about Claire and Paul at the magic show.

• Teacher distributes the Leveled Reader (Group 1 and Group 2) to pupils according to their reading levels.

• Teacher asks pupils what happened in the story read yesterday. • He or she tells pupils to look at the first page of their books. He or she asks them to look at the illustration and describe what they see. He or she asks: What do you think makes that ball float up? Is it NOTE TO TEACHER magic or science? Make sure that pupils are • Teacher asks a few pupils to answer reminding them to think separated by reading levels about how people, water, air, and magnets can make things move. (Group 1 and Group 2). He or she tells them to pay attention to the details because this will help them figure out how Mr. Magic does his magic tricks. b. Decoding Strategies • Teacher writes the following words on the board: ear see float sneak seat peek

• Teacher points to each word and asks the pupils to read it together twice.

• Teacher tells the pupils they will be reading these words in the text and will study some of them tomorrow. c. Unlocking Words and Expressions

Teacher explains the following words and expressions and BRIDGING asks questions. Some words are easy (1) sneak to explain by showing Teacher says: To sneak is to move quietly and secretly, so that no the picture in the book, one can see you. Sometimes you sneak behind someone to surprise them. example: feather, straw. Have you ever sneaked up on someone? What happened?

(2) pump Teacher says: A pump is a tool we use for pushing air or water. For example, we use a pump to put air in bicycle tires. We also use a pump to get water out of a boat. Do you know anyone who uses a pump? What for?

(3) suck Teacher says: When I breathe, I suck in air like this. He or she inhales to show the pupils. He or she then asks pupils to suck in air.

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NOTES (4) float Teacher says: When you put something in water and it stays on top of the water, it floats. Can you name something that floats?

Teacher asks: What will float in Mr. Magic’s trick?

NOTE TO TEACHER DURING READING ACTIVITIES Pupils who are not yet Teacher explains to pupils that they will be working in two able to read the text separate groups. While he or she works with Group 1, can preview the story Group 2 will share their homework responses with a partner. by looking at and talking Then, they will switch. about the pictures. Group 1 Group 2 Teacher asks Group 1 pupils Group 2 shares their to read the text individually drawings and responses (Chapter 1: pages 1 to 5). from their homework with a partner. Then, he or she asks pupils to read in pairs. Teacher walks around to listen to Group 1 pupils read. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. Group 1 pupils share their Teacher asks Group 2 pupils drawings and responses to read the text individually from their homework with a (Chapter 1: pages 1 to 5). partner. Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word.

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AFTER READING ACTIVITIES NOTES a. Comprehension Check TIP Teacher asks questions to check pupils’ reading comprehension. For struggling readers –– What did Mr. Magic do with the ball? suggest the following –– What did Claire try to do? Why was Claire not able to lift the ball? sentence beginnings: –– How did Mr. Magic get the ball to go up and then get it to stay down? First, ______. –– What did Claire and Paul want to do when they get back to school? Then, ______. Finally, ______. b. Activity: Understanding the Plot • Teacher asks pupils to write down one-sentence answers regarding the plot by answering the following question: What are the three important events that happened in this chapter?

• Teacher reminds pupils to use verbs in the past tense when retelling a story.

3 CONCLUDING THE SESSION

• Teacher asks follow-up questions to elicit a discussion on the characters and cause and effect:

–– Why do you think Paul and Claire sneaked under the stage? –– Why do you think Claire and Paul wanted to show their classmates how to make a feather float or stay down?

Homework: Teacher asks pupils to write two to three sentences to answer one of the questions on the characters. He or she reminds them to use synonyms in their writing to make their answers more interesting.

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NOTES DAY OBJECTIVES • EN3OL-IIIb-i-1.2. Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) 3 • Review words with VVC pattern • EN3S-IIIa-d-4 Spell words that were introduced during word recognition (words with VVC pattern) • EN3V-IIIe-f13.6 Supply the homonyms (e.g. flower/flour) of given words • EN3PWR-IIIe-25 Read sentences, stories, poems, and answer questions about the text • EN3F-IIIa-j-1.10.1 Read aloud from familiar prose and poetry with fluency, appropriate rhythm, pacing, and intonation

1 SHARING A HOMEWORK Teacher asks pupils in pairs to share their sentences from NOTE TO TEACHER their homework. Then, he or she asks a few pairs to share with the class. Ask some pupils to share the synonyms they used in their writing. 2 PHONICS • Teacher writes the following words on the board: wait, aim, seen, boat, ear, goal, sneak, peek, goat, low, deep, soap, bowl, rain, feet, road, blow, sail, meet

• Teacher points to each word and asks pupils to read it together. • Teacher draws columns on the board and fills in header words. For each word, he or she explains why they are writing them at the top of each column. Ex. I am writing “ai” at the top of the first column because the longa sound in “wait” is made by the letters “ai.” I am writing “ee” at the top of the second column because the long e sound in “seen” is made by the letters “ee.”. I am writing “ea” at the top of the third column because the long e sound in “ear” is made by the letters “ea.” I am writing “oa” at the top of the fourth column because the long o sound in “boat” is made by the letters “oa.” I am writing “ow” at the top of the fifth column because the long o sound in “low” is made by the letters “ow.”

ai ee ea oa ow wait seen ear boat low

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• Teacher asks pupils to draw columns like this in their notebooks NOTES and to sort the remaining words on the board under the columns they should go. He or she reminds pupils to pay attention to the spellings of the long vowel sound to help them sort.

• Teacher asks pupils to explain their sorts to a partner. He or she calls on several pupils to come and write the words under the appropriate columns.

• Teacher asks each pupil to check if his or her answer is correct by letting him or her sound out the word and give the spelling pattern. The rest of the pupils check their work.

A NOTE ON THIS SORT Please refer to word sorts in Quarter 2 for more specific information on long vowel sounds and spelling patterns (e.g. adding e at the end that makes the middle vowel have a long sound).

3 SKILL BUILDER EXERCISE • Teacher assigns pupils a partner. Each pair receives 25 pieces of paper (cards) per pupil. Teacher tells pupils to copy one word per card. NOTE TO TEACHER aim peer boat bowl ear see Keep the card sets below for pupils to play often to seat keep show float wait air reinforce their phonics skills. deep leaf soap coat dear low Ask more advanced pupils pail goal blow glow peek bait team to make more sets of four • Teacher invites one pupil to come up and he or she shows pupils cards with other phonics how to play Go Fish!. patterns to add to their collection of cards. HOW TO PLAY GO FISH! WITH A PARTNER The partners put all 25 cards in the middle face down. Each player takes 6 cards. The rest stay in the pile face down on the desk. The goal is to match cards with the same spelling pattern and get the most matched pairs. At the beginning of the game, both players look at their cards. If they have two cards with the same spelling pattern, the player lays them down in front of them. Then, Player 1 goes first and asks Player 2 for cards that have the same spelling pattern as a card he or she already has. For example: If Player 1 has the card with “aim,” he or she asks Player 2, “Do you have cards with “ai”?

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NOTES If Player 2 has cards with the words of the given spelling pattern, he or she has to give them. Player 1 lays down the two cards that have the “ai” spelling pattern. If not, he or she tells Player 1 to “GO FISH!.” and Player 1 picks a card from the pile on the desk. If it is a match then he or she lays down the two cards in their pile.

NOTE TO TEACHER Then it is the turn of Player 2 to ask for a card and the same process is followed. If pupils don’t have enough time, please use the extra The game ends when all the cards in the middle of the desk time during or at the end are gone. of the week to help pupils The player with the most pairs wins the game. complete this exercise.

4 CONCLUDING THE SESSION • Spelling words: boat wait seat keep grow peek blow pail float meal

• Spelling activity. Teacher asks pupils to get into pairs and to take turns dictating spelling words of their choice. They check their spellings together.

Homework: Teacher asks pupils to copy the spelling words in their notebooks and practice their spelling by sorting them by spelling pattern.

DAY OBJECTIVES • EN3V-IIIe-f13.6 Supply the homonyms (e.g. flower/flour) of given words • EN3PWR-IIIe-25 Read sentences, stories and poems, and answer 4 questions about the text read • EN3F-IIIa-j-1.10.1 Read aloud from familiar prose and poetry consisting of long vowel words with fluency, appropriate rhythm, pacing, and intonation • EN3RC-II0-2.2 Note details regarding character, setting, and plot

1 SKILL BUILDER CORRECTION

Teacher leads pupils through the correction of the Phonics Skill Builder.

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NOTES LEVELED READER: THE MAGIC SHOW 2 (CHAPTER 2: PAGES 7 TO 10)

PRE-READING ACTIVITIES a. Activating Prior Knowledge BRIDGING • Teacher tells pupils that today they will read about Claire and Paul at the magic show and the other tricks they see. Remember to let pupils use words or • Teacher distributes the Leveled Reader (Group 1 and Group 2) expressions in the to pupils according to their reading levels. Mother Tongue or in • Teacher asks pupils to share what happened in the previous Filipino. Then, model chapter. He or she reminds pupils to use verbs in the past tense how to say the words when retelling a story. in English.

• Teacher asks pupils to look at the pictures on pages 7 to 10. Teacher explains they will use the information to add to the sequences of events, their ideas about the characters, and the setting of the story.

b. Decoding Strategies • Teacher pairs pupils according to their levels (Group 1 or Group 2) and asks pupils to look at the pictures.

• Teacher asks pupils to look at page 7 and say what words they know to their partners.

• Teacher asks pupils to look back at the word sort in their notebooks. He or she reminds them to use their knowledge of the different long vowel spelling patterns to help them read new words.

c. Unlocking Words and Expressions BRIDGING Teacher reviews movement words from the last chapter by playing Some words are easy the miming game. He or she does an action and says the word. to explain by showing Pupils repeat the word and do the same action: move, push, pull, the picture in the book, throw, drop, roll, lift, glide, rise, fall. example: sail, tube, Teacher says: In our story, find out how Mr. Magic used these plastic actions in his magic show.

DURING READING ACTIVITIES

• Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1, Group 2 will reread Chapter 1: pages 1 to 5 with a partner. Then, they will switch.

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NOTES Group 1 Group 2 Teacher asks Group 1 pupils Teacher asks Group 2 to read the text individually pupils to reread the text (Chapter 2: pages 7 to 10). (Chapter 1: pages 1 to 5) in pairs. Then, he or she asks pupils to read in pairs. Teacher walks around to listen to Group 1 pupils read. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. Teacher asks Group 1 pupils Teacher asks Group 2 pupils to reread the text (Chapter to read the text individually 2: pages 7 to 10) in pairs. (Chapter 2: pages 7 to 10). Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word.

AFTER READING ACTIVITIES a. Comprehension Check Teacher asks questions to check pupils’ reading comprehension and to help elicit details from the text.

–– What does Mr. Magic use for his magic trick? –– How does he make the boat go down? What happens to the boat when he waves his magic wand?

–– What do Claire and Paul see on the side? –– How does the water move the boat? –– Is Mr. Magic using magic for his tricks? Explain your answer.

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b. Activity: Making a Prediction NOTES TIP Teacher asks pupils to write down one-sentence answers to predict how Claire and Paul will show this trick to their classmates. What For struggling readers could they use? He or she reminds pupils to use the details in suggest the following the story to figure out what Claire and Paul could use to do this sentence beginnings: trick in class. Teacher reminds pupils to put commas between the Paul and Claire will use objects that they will list. ______to show how What do Paul and Claire need to show how water can move a _____. water moves objects? NOTE TO TEACHER 3 VOCABULARY For pupils who are more advanced writers, ask them • Teacher writes the following sentences on the board: to write two or three sentences to respond to My sister is four. She drinks milk for breakfast. the questions. I spent the whole day fixing thehole in the fence.

• Teacher asks pupils to think of words that sound the same but do not mean the same thing.

He or she asks: What are the meanings of the words “four” and “for” in the first sentence? What are the meanings of the words “whole” and “hole” in the second sentence?

• He or she explains that in both cases, the words are pronounced BRIDGING the same, but written differently and mean different things. These are called homonyms in English. Ask pupils if there are homonyms they know • Teacher tells pupils to copy the Skill Builder Exercise on page 11 in the Mother Tongue in their notebooks. He or she tells them to complete the exercise or in Filipino. at home. Match the homonyms I too hour right to eye write our

• Use the words in the box to complete the sentences. A. ______class did an experiment to find out how things move. It took us 60 minutes or one ______to complete the experiment.

B. Each one had to keep his _____ open to see what made the objects move. ____ also used my brains to understand what was happening.

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NOTES C. We had to ______our answers in our notebooks. All my answers were ______because I paid attention.

D. I will continue ______study how things move. NOTE TO TEACHER Maybe I can make my own magic show, ______! If pupils don’t have enough time, please use the extra time at the end of CONCLUDING THE SESSION the week to help pupils 4 complete this exercise. Teacher asks a few pupils to share their predictions on what they think Claire and Paul will need to show how water moves objects.

Homework: Teacher reminds pupils to complete the Skill Builder Exercise on homonyms and tells them to practice their spelling words using the strategy: Look, Cover, Write, Check.

DAY OBJECTIVES • EN3V-IIIe-f13.6 Supply the homonyms (e.g. flower/flour) for the given words 5 • EN3S-IIIa-d-4 Spell words that were introduced during word recognition – words with VVC pattern • EN3S-IIIe-f-5 Spell some irregularly spelled words (e.g. have, said, please, because) • Participate in generating ideas through pre-writing activities: • EN3WC-IIc-1.3 Drawing • Write different forms of simple composition as a response to stories/poems listened to: • EN3WC-IIa-j-4 Making a How-to Booklet: How to do a magic trick; how to use wind, water, or magnet to move something; how to make a magnet, etc.

1 WEEKLY ASSESSMENT a. Vocabulary Teacher writes the answers to the Skill Builder on homonyms. Pupils check their Skill Builder answers with a partner.

b. Additional Exercises • Teacher distributes the Leveled Reader (Group 1 and Group 2) to pupils according to their reading levels.

• He or she encourages pupils to engage in “extra fun” activities on page 23 of their reader with a partner.

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c. Spelling NOTES Teacher gives spelling test using words from the spelling list. He or she uses each word in a sentence. Pupils check each other’s work. 2 WRITING A HOW-TO BOOKLET a. Introduction • Teacher explains that they will write a list of instructions about how to do something. He or she explains that a clear set of instructions helps the reader make something that he or she does not know how to do on his or her own. Adding pictures to the instructions will make it easier to follow.

• Teacher explains that they will put all these instructions together in a How-To booklet. He or she gives the different parts of the booklet. A good How-To booklet has the following:

–– A clear title so that reader knows what he or she is going to learn about

–– A list of materials or tools needed for the project or activity –– Step by step instructions that are properly arranged or sequenced

–– Appropriate pictures or illustrations about what to do –– Helpful tips for the tricky parts

b. Guided Practice • Teacher leads the pupils in writing a How-To booklet. He or she explains that one must first think of what he or she wants it to be about. For example, the class can write instructions on how to do the magic feather trick. A catchy title they can have for their booklet is The Magic Feather.

• Teacher explains that next one has to think of the materials needed. In this case, the class will need a straw and a feather. Note that the feather must not be too small or it can get totally sucked in the straw.

• Then, teacher explains that the class needs to think of how to describe the trick. To do this, they need to draw the material and think about each step and the order of each step:

–– Where do you put the straw? What do you do with it? –– Where do put the feather? What do you do with it? • He or she asks the pupils to help writing the list of materials and instructions on the board.

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NOTES NOTE TO TEACHER Title: The Magic Feather Caution pupils that every Material: A straw, a small feather material they will use 1. Put the straw in your mouth or action they will put 2. Hold the feather close to the end of the straw in the How-To booklet 3. Blow, then catch the feather should not cause harm to 4. Hold the feather again at the end of the straw the reader. In the magic 5. Suck gently then let go feather trick, for example, the feather that should be used must not be too small that it can get totally sucked through the straw as this can lead to choking.

c. Individual Writing • Teacher asks pupils to think about what they would like to write about, what they want to show someone how to do. He or she explains that the How-To booklet can be about how to do a trick, how to fix or cook something, how to play a game, etc.

• Teacher tells pupils to list their ideas for their topics. He or she asks them to draw their ideas so they can appreciate it better. Pupils can also start thinking about the materials they will need, and the set of instructions (what needs to be done first, second, and so on).

CONCLUDING THE SESSION: 3 SHARING AND READING

Teacher invites a few pupils to share ideas and drawings with the class. He or she provides vocabulary words if needed.

Homework: Share your ideas for your How-To booklet with your family. Ask them for other ideas. Maybe they know some tricks!

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WEEK 24

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: MAKING THINGS MOVE LEVELED READER: THE MAGIC SHOW

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 24 (50 MINUTES PER DAY)

Theme: Making things move Leveled Reader: The Magic Show (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Hannah Manaligod) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN1LC-IIIg-h-3.2 • Listening Story: The Magic Show 1. Locating Words 1. Locating Words Ask and respond to questions • Using new vocabulary • Teacher asks pupils to locate words in • Pupils locate words in about texts and structures Chapter 2: pages 7 to 10. Chapter 2: pages 7 to 10.

• Real vs Fantasy or Make-believe 2. Listening Story: The Magic Show 2. Listening Story: The Magic Show V • Give meaning of words used in Listening Stories and • Writing a response to a story Pre-Reading Activities Pre-Reading Activities Leveled Reader listened to • Teacher unlocks unfamiliar words • Pupils listen to the teacher using words, LC • EN3LC-IIIa-j-1.1 and expressions. phrases, or expressions that are unfamiliar. Activate prior knowledge based on new knowledge formed • Teacher asks pupils questions about the story • Pupils make predictions about what they think read so far and to make predictions about will happen next. • Listen to a variety of literary and what they think will happen next. expository texts and: During Reading Activity During Reading Activity • EN3LC-IIIa-j-2.1 • Pupils listen attentively to the story read and Note important details • Teacher reads Listening Story to pupils and answer questions about it. pauses to check for understanding. • EN3LC-IIIa-j-3.15 After Reading Activities 1 Differentiate real from make-believe After Reading Activities • Pupils answer questions about the story, • EN3LC-IIIg-h-3.15 • Teacher asks questions about the story, the the characters, and the setting. They make Determine whether a story is characters, and the setting, and invites pupils predictions about how Mr. Magic makes the realistic or fantasy to make predictions about how Mr. Magic nail move up and down. makes the nail move up and down. • EN3LC-IIIb- c-2.9 3. Writing a How-To Booklet Take part in creative responses to 3. Writing a How-To Booklet stories like preparing logs, journals, • Pupils write a first draft of their and other oral presentations • Teacher leads pupils in writing a first draft. How-To Booklet. ATR • EN3A-IIIf-g-1 4. Concluding the Session 4. Concluding the Session Express feelings and opinions through journals, logs etc. • Teacher asks pupils to make predictions • Pupils make predictions about the story. about the story. • Homework: Pupils answer the question: • Homework: Answer the question: How do How do think Mr. Magic made the nail move think Mr. Magic made the nail move straight up? straight up? Explain your answer. Explain your answer.

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 24 (50 MINUTES PER DAY)

Theme: Making things move Leveled Reader: The Magic Show (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Hannah Manaligod) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN1LC-IIIg-h-3.2 • Listening Story: The Magic Show 1. Locating Words 1. Locating Words Ask and respond to questions • Using new vocabulary • Teacher asks pupils to locate words in • Pupils locate words in about texts and structures Chapter 2: pages 7 to 10. Chapter 2: pages 7 to 10.

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities WC • Write different forms of simple composition as a response to stories/poems listened to:

• EN3WC-IIa-j-4 Draw ideas and write sentences 1 about these

• Make a How-To booklet: How to do a magic trick; how to use wind, water or magnet to move something; how to make a magnet, etc. OL • EN1LC-IIIg-h-3.2 • Leveled Reader: The Magic Show 1. Retelling the Story 1. Retelling the Story Ask and respond to questions • Using new vocabulary • Teacher asks pupils to share their predictions • Pupils share their predictions from about texts and structures from their homework. their homework. V • Give meaning of words used in Listening Stories and 2. Revisions to How-To Booklet 2. Revisions to How-To Booklet Leveled Reader • Teacher leads pupils in revising their • Pupils revise their How-To booklets. WC • Write different forms of simple How-To booklets. composition as a response to 3. Leveled Reader: The Magic Show stories/poems listened to: 3. Leveled Reader: The Magic Show (Chapter 3: pages 12 to 15) (Chapter 3: pages 12 to 15) • EN3WC-IIa-j-4 Pre-Reading Activities How-To booklet: How to do a Pre-Reading Activities magic trick; how to use wind, water, • Pupils make predictions about the story using or magnet to move something; how • Teacher asks pupils to make predictions the pictures in the text. about the story using the pictures in the text. to make a magnet, etc. • Pupils review words that are unfamiliar. F • EN3F-IIIa-1.6 • Teacher unlocks unfamiliar words and 2 During Reading Activities Read Grade 3 level texts consisting expressions. of VCC words (old, mild, kind) with • Group 1 pupils read the text individually During Reading Activities at least 95-100% accuracy (pages 12 to 15) then with a partner from RC • Read simple sentences and • Teacher divides class into two groups their levels, while Group 2 pupils work Leveled Reader according to reading levels (Group 1 on their revisions to their How-To booklets and Group 2). individually. • EN3RC-II0-2.2 Note details regarding character, • Teacher assists Group 1 in reading individually • Group 2 pupils read the text individually setting and plot then in pairs (pages 12 to 15), while Group 2 (pages 12 to 15) then with a partner from pupils work on their revisions to their their levels, while Group 1 pupils work on • EN3RC-IIIa 2.7.1 How-To booklets individually. their revisions to their How-To booklets. Identify several effects based on a given cause • Teacher assists Group 2 in reading individually After Reading Activities then in pairs (pages 12 to 15), while Group 1 • EN3RC-IIa-b-2.19 • Pupils discuss the story and identify character pupils work on their revisions to their How- Reread, monitor, and self-correct traits, setting, and plot thus far. To booklets. one’s comprehension DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities WC • Write different forms of simple composition as a response to stories/poems listened to:

• EN3WC-IIa-j-4 Draw ideas and write sentences 1 about these

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities • Teacher asks pupils to write their predictions • Pupils write their predictions based on the based on the following question: Do you think following question: Do you think Mr. Magic is a Mr. Magic is a good magician? Why or why not? good magician? Why or why not? 2 4. Concluding the Session 4. Concluding the Session

• Homework: Take How-To booklet drafts • Homework: Take How-To booklet drafts home and continue to make the revisions. home and continue to make the revisions. OL • Acquire and use vocabulary • Leveled Reader: The Magic Show 1. Shared Writing 1. Shared Writing and structures related to theme • Phonics: VCC words • Teacher asks pupils to share their revised • Pupils share their revised drafts with and stories (old, mild, kind) drafts with their partners. Teacher asks a few a partner. F • EN3F-IIIa-1.6 pairs to share their revised How-To booklets. Read Grade 3 level texts consisting • Sight words: something, nothing 2. Shared Reading of VCC words (old, mild, kind) with 2. Shared Reading Pupils reread Chapter 3: pages 12 to 15 of at least 95-100% accuracy • • Teacher asks pupils to reread Chapter 3: their Leveled Reader in pairs according to PWR • Contrast VCC words pages 12 to 15 of their Leveled Readers in their reading levels. (old, mild, kind) pairs according to their reading levels. S • EN3S-IIIa-d-4 3. Phonics: VCC words (old, mild, kind) Spell words that were introduced 3. Phonics: VCC words (old, mild, kind) • Pupils categorize, read, and participate in an during word recognition: • Teacher writes words from the Leveled interactive word sort on the board. VCC words (old, mild, kind) Reader and word list and leads pupils in an • Pupils sort a series of words on their own; • EN3S-IIIe-f-5 interactive word sort on the board. they check together. Spell some irregularly spelled words 3 • Teacher asks pupils to sort a series of words (e.g. have, said, please, because) 4. Skill Builder Exercise on their own; they check together. • Pupils complete the Phonics Skill Builder on 4. Skill Builder Exercise page 16: Search through the text and find • Teacher tells pupils to complete the Phonics three words with each of the given spelling Skill Builder on page 16: Search through the patterns and make a word search for your text and find three words with each of the partner. given spelling patterns and make a word 5. Concluding the Session search for your partner. • Pupils practice their spelling words through 5. Concluding the Session the Team A, Team B game. • Teacher asks pupils to practice their spelling • Homework: Review spelling words using a words through the Team A, Team B game. writing sort. • Teacher gives homework: Review spelling words using a writing sort. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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93 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities WC • Write different forms of simple • Leveled Reader: The Magic Show 1. Shared Writing 1. Shared Writing composition as a response to • Grammar: Past tense of • Teacher asks pupils to share their revised • Pupils exchange their revised How-To stories/poems listened to: irregular verbs How-To booklets in pairs. booklets in pairs. • EN3WC-IIa-j-4 • Noting details regarding character, 2. Phonics 2. Phonics Make a How-To booklet: How setting, and plot to do a magic trick; how to use • Teacher leads pupils through a correction of • Pupils check their Phonics Skill Builder. wind, water, or magnet to move the Phonics Skill Builder. something: how to make a • Pupils locate irregular verbs in Chapter 3 of magnet, etc. • Teacher asks pupils to locate irregular verbs their text. in Chapter 3 of their text. V • EN3V-IIIe-f13.6 3. Leveled Reader: The Magic Show Supply homonyms (e.g. flower/flour) 3. Leveled Reader: The Magic Show (Chapter 4: pages 17 to 21) of given words (Chapter 4: pages 17 to 21) Pre-Reading Activities G • Use the past tense of irregular Pre-Reading Activities verbs (e.g., take/took; write/wrote) • Pupils make predictions about the story using Teacher asks pupils to make predictions the pictures in the text. • EN3G-IIIc-d-4.2.3 • about the story using the pictures in the text. Review use of personal pronouns • Pupils learn new words and expressions. (e.g., I, you, he, she, it, we, they) • Teacher unlocks unfamiliar words During Reading Activities F • EN3F-IIIa-1.6 and expressions. Read Grade 3 level texts consisting • Group 1 pupils read the text individually 4 During Reading Activities of VCC words (old, mild, kind) with (pages 17 to 21) then with a partner from at least 95-100% accuracy • Teacher divides class into two groups their levels, while Group 2 pupils reread RC • EN3RC-III0 -2.10 according to reading levels (Group 1 and Chapter 3: pages 12 to 15 with a partner. Sequence three events Group 2). • Group 2 pupils read the text individually • EN3RC-IIIa 2.11 • Teacher assists Group 1 in reading individually (pages 17 to 21) then with a partner from Make inferences and draw then in pairs (pages 17 to 21), while Group 2 their levels, while Group 1 pupils reread conclusions based on texts pupils reread Chapter 3: pages 12 to 15 Chapter 4: 17 to 21 with a partner. (pictures, title, and content words) in pairs. After Reading Activities • EN3RC-IIa-b-2.19 • Teacher assists Group 2 in reading individually • Pupils scan for evidence in the text to answer Reread, monitor, and self-correct then in pairs (pages 17 to 21), while Group 1 a question and discuss the character, setting, one’s comprehension pupils reread Chapter 4: pages 17 to 21 and plot. in pairs. • Pupils answer the question in writing: After Reading Activities Do you think Claire and Paul are good scientists? • Teacher asks questions about details, Why or why not? character, the setting, and the plot.

• Teacher asks pupils to answer the question in writing: Do you think Claire and Paul are good scientists? Why or why not? DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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95 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities 4. Grammar 4. Grammar

• Teacher leads a mini-lesson on the past tense • Pupils learn about the past tense of of irregular verbs. irregular verbs.

• Teacher tells pupils to copy the Skill Builder • Pupils copy the Skill Builder Exercise Exercise in their notebooks to complete in their notebooks. at home. 5. Concluding the Session 5. Concluding the Session • Homework: Complete the Skill Builder • Homework: Teacher tells pupils to Exercise on the past tense of irregular verbs complete the Skill Builder Exercise on the and practice spelling words at home. past tense of irregular verbs at home and to practice their spelling words. G • Use the past tense of irregular 1. Weekly Assessment 1. Weekly Assessment verbs (e.g., take/took; write/wrote) • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise with S • EN3S-IIIa-d-4 board with pupils checking their work. their partners. Spell words that were introduced during word recognition: VCC • Teacher gives spelling test, then partners • Pupils answer a spelling test, then check each words (old, mild, kind) check each other’s work. other’s work.

• EN3S-IIIe-f-5 • Teacher asks pupils to locate certain words • Pupils locate certain words from Spell some irregularly spelled words from Chapters 3-4: pages 12 to 21. Chapters 3-4: pages 12 to 21. (e.g. have, said, please, because) 2. Writing 2. Writing OL • EN3OL-IIId-1.16.3 5 Follow and explain processes • Teacher shows pupils how to put their • Pupils put their How-To booklet in WC • Write different forms of simple How-To booklet in good copy. good copy. composition as a response to 3. Concluding the Session: Sharing and Reading 3. Concluding the Session: Sharing and Reading stories/poems listened to: • Teacher asks pupils to share their How-To • Pupils share their How-To booklets with a • EN3WC-IIa-j-4 booklets with a partner and invites some pairs partner, then some pairs present to the class. Make a How-To booklet: to present to the class. How to do a magic trick; how to use wind, water or magnet to move something, how to make a magnet, etc. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities 4. Grammar 4. Grammar

• Teacher leads a mini-lesson on the past tense • Pupils learn about the past tense of of irregular verbs. irregular verbs.

97 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES DAY OBJECTIVES • EN1LC-IIIg-h-3.2 Ask and respond to questions about texts • Give meaning of words used in Listening Stories and Leveled Reader 1 • EN3LC-IIIa-j-1.1 Activate prior knowledge based on new knowledge formed; • Listen to a variety of literary and expository texts; • EN3LC-IIIa-j-2.1 Note important details; • EN3LC-IIIa-j-3.15 Differentiate real from make-believe; and • EN3LC-IIIg-h-3.15 Determine whether a story is realistic or fantasy • EN3LC-IIIb- c-2.9 Take part in creative responses to stories like preparing logs, journals, and other oral presentations • EN3A-IIIf-g-1 Express feelings, opinions through journals, logs etc. • Write different forms of simple composition as a response to stories listened to: • EN3WC-IIa-j-4 Illustrate ideas and write sentences about one’s drawing a. Create a How-To booklet: How to do a magic trick; how to use wind, water, or magnet to move something; how to make a magnet, etc.

Note: In Weeks 23 and 24, the teacher will ask five pupils a day to make predictions about what will happen in the story and therefore all pupils will be assessed in the course of the two-week period.

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NOTES 1 LOCATING WORDS IN TEXT • Teacher distributes the Leveled Reader The Magic Show and asks pupils to read in pairs (Chapter 2: pages 7 to 10).

• Teacher asks pupils to locate the following words: magic boat pail push sail plastic floats stream down

• Every time the teacher says a word, the pupils find it and put their fingers on it. The teacher then asks what page it is on and shows the class where it is. He or she then asks the pupils who had not found the word to locate it. (Some words may appear more than once.) 2 LISTENING STORY: THE MAGIC SHOW

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher explains that the weekly theme is still about what makes objects move and how they move.

• Teacher asks pupils to get into pairs and to make predictions about whether Mr. Magic will perform real magic tricks or whether all his tricks can be explained using science.

• Teacher goes around the class to monitor the activity. He or she asks a few pairs to share some of their predictions.

b. Unlocking Words and Expressions • Teacher leads or asks a pupil to lead a quick miming game: BRIDGING push, pull, throw, roll, drop, glide, blow, slide, rise, fall. Some words are easy (1) audience to explain by showing Teacher says: The people who go to a show, or listen to a show on the picture in the book, TV or the radio, are called the audience. When you watched the school example: string, scissors, program during the Linggo ng Wika, you were the audience. forehead.

(2) to be relieved Teacher says: When something you are worried about turns out fine, we say you are relieved. For example, you may be worried about a quiz because you did not get to study well, but then your test score turned out to be high. You will feel relieved. Have you ever been relieved about something? What happened?

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NOTES (3) to be amazed, amazing Teacher says: When you are very surprised by something, or you think something is extraordinary, you say you are amazed. For example: I am amazed at the number of people who helped during the Yolanda typhoon. So many helped, even those from faraway places. I can also say: The show I saw at the fiesta wasamazing . The costumes were beautiful and the performances great. Can you think of something you find amazing?

DURING READING ACTIVITY

Teacher reads the following story to the pupils while they look at the picture on the back cover of their Leveled Readers.

The Magic Show My best friend Paul and I had been sitting quietly in our seat at the Incredible Mr. Magic Show for an hour. We wrote what we found out in our notebooks to remind ourselves that we will need to show these “tricks” to our friends. Mr. Magic continued his show steadily. He said, “Remember, I will show you how things move! Things can roll, slide, rise, and drop. People can make things move. We can push, pull, throw, and more. What else can make things move?” He playfully turned to the audience for an answer. A child held up his hand. Mr. Magic kindly invited the child to answer. The child said, “Air makes things move.” Mr. Magic bolted upright as if a jolt of electricity went through him and asked, “How do you know that?” The child politely answered, “Because when the wind blows wildly, it makes the leaves move.” Mr. Magic wiped his forehead and was obviously relieved. “PHEW!” he said to himself. He then asked, “What else makes things move?” Another child answered, “Water!” Mr. Magic bolted upright as if a jolt of electricity went through him and worriedly asked: “How do you know that?” The child answered, “Because when water runs downhill, it carries things, like leaves.” Mr. Magic wiped his forehead and was obviously relieved. “PHEW!” he said to himself. Paul whispered in my ear, “Claire! Mr. Magic is worried. He thinks we know how he does his ‘tricks’.”

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Then Mr. Magic calmly took a piece of string and cut it with his NOTES scissors. He tied an old nail on the end. He took the other end of the string and carefully tied it to the table. Then he waved his magic wand, held it up and the nail rose up in the air, pulling the string tight. Everyone gasped, “Ohhhhhhhhh!” Then, Mr. Magic waved his wand down and the old nail fell down. Everyone breathed, “Ahhhhhhhhh!”

AFTER READING ACTIVITIES Comprehension Check Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– What did Mr. Magic ask the audience? –– What did the first child answer? –– Why do you think Mr. Magic bolted upright when the child said wind makes things move?

–– What did the second child answer? –– Why do you think Mr. Magic bolted upright when the child said water makes things move?

–– Do you think Mr. Magic was worried people would find out about his tricks? Why do you think that?

–– What did Mr. Magic do with the nail? Was the audience amazed? Why do you think they were amazed?

–– Do you think this story is true or make believe? Why?

3 WRITING: DRAFTING A HOW-TO BOOKLET

• Teacher asks pupils to bring out their drawings and ideas for their How-to booklets. He or she asks if they got other ideas from their family or friends.

• Teacher says they are now going to put their ideas in book form. He or she shows them how they can divide each page in two, with the writing above and the drawing below.

• As pupils draft their How-to booklets, teacher reminds them to think of the following criteria:

–– Does it have a title? –– Does it have a list of all the materials needed? –– Are the steps clear and in order? –– Is there a drawing for each step?

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NOTES –– Are there tips for parts that are difficult? (Example: The size of NOTE TO TEACHER the feather mentioned in Day 5 of Week 23 can be placed in the For pupils who are more Tip Box.) advanced writers, ask them • Teacher goes around and helps pupils while they work on their to help others, or if they drafts of their How-To booklet. finish early, they can play with the phonics cards. 4 CONCLUDING THE SESSION Teacher tells the pupils they will make a prediction about what NOTE TO TEACHER Claire and Paul will do to solve the mystery of the rising nail. He or she writes a question on the board for pupils to answer in For pupils who are more their notebooks: advanced writers, ask them to write two or three What will Claire and Paul do to try to solve the sentences to respond to mystery of the rising nail? Explain your answer. the question. Homework: Teacher asks pupils to answer the question in writing.

DAY OBJECTIVES • EN1LC-IIIg-h-3.2 Ask and respond to questions about texts • Give meaning of words used in Listening Stories and Leveled Reader 2 • Write different forms of simple composition as a response to stories listened to • EN3WC-IIa-j-4 How-To booklet: How to do a magic trick; how to use wind, water, or magnet to move something; how to make a magnet, etc • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of VCC words (old, mild, kind) with at least 95-100% accuracy • Read simple sentences and Leveled Readers and: EN3RC-II0-2.2 Note details regarding character, setting, and plot; EN3RC-IIIa 2.7.1 Identify several effects based on a given cause; EN3RC-IIa-b-2.19 Reread, monitor, and self-correct one’s comprehension

1 SHARING AND RETELLING THE STORY • Teacher asks pupils in pairs to share their answers from their homework and comment on each other’s answers. He or she asks a few pairs to share their answers and comments with the class.

• Teacher asks the pupils what information they used from the story to make their predictions. Then, he or she calls on pupils to retell the story of The Magic Show using verbs in the past tense.

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• Teacher asks the pupils about Mr. Magic bolting upright and NOTES then being relieved when children gave their answers. Why was he worried? Why was he then relieved?

2 WRITING: REVISING A HOW-TO BOOKLET

• Teacher asks pupils to take out their draft How-To booklets and to read these to their partners. He or she reminds them to read out loud, state the instructions step by step, and show the drawings if there are any. Pupils can ask their partners to mime the steps to check if instructions are clear and understandable.

• Teacher asks pupils to discuss what went well, what was clear, and what needs to be changed. He or she then says that for each step pupils will need to add a drawing to make sure people who read the instructions know exactly what to do. He or she shows this example:

• Teacher asks pupils to go through their How-To booklets and suggest how their partners can make these better, like adding more details, or giving clearer directions to make tasks easier to follow. He or she shows this example. Title: The Magic Feather Material: A straw, a light feather Tip: Feather can’t be too small or it will get sucked through the straw, but shouldn’t be too big also or it won’t stick to the straw by suction. 1. Put the straw in your mouth.

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NOTES 2. Hold the feather closely on the other end of the straw. 3. Blow gently into the straw and watch the feather fly away. 4. Pick up the feather.

5. Hold the feather again near the end of the straw.

6. Suck gently so that the feather gets stuck at the end of the straw. Let go of the feather by blowing through the straw.

LEVELED READER: THE MAGIC SHOW 3 (CHAPTER 3: PAGES 12 TO 15)

NOTE TO TEACHER BRIDGING 1. Each title of the Leveled Reader has two levels. To distinguish Remember to let one level from the other, look at the upper portion of the back pupils use words or cover and identify the number of dots beside the grade level. expressions in the The relatively easy level (for Group 1) is signified by a single Mother Tongue or in dot, while the relatively more challenging level (for Group 2) Filipino. Then, model is signified by a double dot. These should look like the how to say the words following: in English. RADE G Single dot Leveled Reader: 3 Relatively easy level

RADE G Double dot Leveled Reader: 3 Relatively more challenging level

2. During the Listening Story, the pupils will look at the illustration on the right inside cover found on page 25.

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher tells pupils that today they will read about Claire and Paul and the mystery of the rising nail.

• Teacher distributes the Leveled Reader (Group 1 and Group 2) The Magic Show to pupils according to their reading levels.

–– He or she then asks pupils to look at the pictures on pages 12 to 15.

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–– He or she picks a few pairs to answer questions about NOTES the pictures:

Where do you think Claire and Paul are planning on page 12? What do think Paul is doing on page 13? What do you think Paul and Claire are planning on page 15? b. Locating the Past Tense of Irregular Verbs • Teacher writes the following words on the board: held rose put fell left made did shook

• Teacher points to each word and asks the pupils to read it together.

• Teacher explains to pupils that these are irregular verbs in the past tense and asks pupils to scan through Chapter 3: pages 12 to 15 to find these words in the text. He or she asks pupils what is the present tense of these verbs.

• Teacher adds these verbs to the chart started on Week 23. c. Unlocking Words and Expressions BRIDGING • Teacher reviews words from previous lessons: Some words are easy secret, show, peek, trick to explain by showing the picture in the book, • Teacher explains the following words and expressions example: wand, stage. and asks questions.

Magnet Teacher says: A magnet is a piece of metal that is special. It can NOTE TO TEACHER attract other pieces of metal. Teacher can bring a real magnet Pupils who are not yet and show how paper clip and nails stick to it. able to read the text can preview the story by DURING READING ACTIVITIES looking and talking about the pictures. • Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1, Group 2 will continue working on their How-To booklets with a partner. Then, they will switch.

• Teacher takes a few minutes to explain to pupils to make sure they understand what they read. If they don’t understand, maybe they read it wrong. He or she tells pupils that a good reader always makes sure he or she understands the text. If not, a good reader goes back and reads again to check if he or she read a word wrong.

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NOTES Group 1 Group 2 Teacher asks Group 1 pupils Group 2 pupils work on their to read the text individually revisions of their How-To (Chapter 3: pages 12 to 15). booklets in pairs to ensure instructions are clear and Then, he or she asks pupils to well sequenced. read in pairs.

Teacher helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self-check their comprehension. Group 1 pupils work on their Teacher asks Group 2 pupils revisions of their How-To to read the text individually booklets in pairs to ensure (Chapter 3: pages 12 to 15). instructions are clear and well Then, he or she asks pupils to sequenced. read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension: –– What happened to the nail when Mr. Magic waved his wand up? When he waved his wand down?

–– What did Claire and Paul think about this trick? Where did they go after the show?

–– What happened when Paul picked up the wand? What did Paul think? What did Claire do? What did she find?

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b. Activity: Giving an Opinion NOTES Teacher asks pupils to write down a one-sentence answer to say what they think of Mr. Magic. Do you think Mr. Magic is a good magician? Why or why not? NOTE TO TEACHER For pupils who are more CONCLUDING THE SESSION advanced writers, ask them 4 to write two or three sentences to respond to Homework: Teacher asks pupils to take their How-To booklets the question. home and continue to make the revisions.

OBJECTIVES DAY • Acquire and use vocabulary and structures related to theme and stories • EN1LC-IIIg-h-3.2 Ask and respond to questions about informational texts listened to (how-to’s, etc.) 3 • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of VCC words (old, mild, kind) with at least 95-100% accuracy • Contrast VCC words in ol, il, in (old, mild, kind) • EN3S-IIIa-d-4 Spell words that were introduced during word recognition: VCC words (old, mild, kind) • EN3S-IIIe-f-5 Spell some irregularly spelled words (e.g. have, said, please, because)

1 SHARED WRITING

Teacher asks pupils in pairs to share their revised drafts of their How-To booklets from their homework. He or she goes around and checks pupils’ work. He or she makes suggestions about adding more descriptions to make the instructions easier to follow. Then, he or she asks a few pairs to share with the class.

2 SHARED READING

Teacher distributes the two levels of text The Magic Show (Group 1 and Group 2) and pairs pupils according to their levels. He or she asks pupils to reread the story in pairs (Chapter 3: pages 12 to 15). They take turns reading as fast as they can.

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NOTES 3 PHONICS

• Teacher writes the following words on the board: told child build mind kind wind (as in a breeze) old wild find

• Teacher points to each word and asks pupils to read it together. • Teacher draws columns on the board and fills in header words. For each word, he or she explains why they are writing them at the top of each column. Ex. I am writing “old” at the top of the first column because of the long o sound and the ending: o-l-d in the word “told”. I am writing “ild” at the top of the second column because of the long i sound and the ending: i-l-d in the word “child”. I am writing “ind” at the top of the third column because of the long i sound and the ending: i-n-d in the word “mind”. • Teacher points to the “Irregular” column and explains that they should write those words which have the same spelling patterns but not have long middle vowel sounds under this column.

old ild ind Irregular told child mind build

• Teacher asks pupils to draw columns like this in their notebooks and to sort the remaining words on the board under the columns they should go. He or she reminds pupils to pay attention to the spellings of the long vowel sound to help them sort.

• Teacher asks pupils to explain their sorts to a partner. He or she calls on several pupils to come and write the words under the appropriate columns.

• Teacher asks each pupil to check if his or her answer is correct by letting him or her sound out the word and give the spelling pattern. The rest of the pupils check their work.

A NOTE ON THIS SORT Notice that the vowels are all long (except for the irregular exceptions). Note the exceptions “build” and “wind”.

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NOTES 4 SKILL BUILDER EXERCISE

• Teacher tells pupils to copy and complete the Skill Builder Exercise. They will check the next day.

a. Sort the following words in three columns. NOTE TO TEACHER old child fold kind If pupils don’t have enough mind find wild cold time, please use the told mild extra time at the end of the week to help pupils –old -ild -ind complete this exercise.

b. Choose one in each column and make a word search for your partner.

5 CONCLUDING THE SESSION

• Spelling words: hold, cold, told, wild, mild, kind, mind, fold, child, find

• Teacher asks pupils to practice their spelling words by playing Team A and Team B: • Teacher divides the class into 2 teams: Team A and Team B. • He or she invites 2 pupils from each team to the board. • Teacher calls out a word at a time. Every pupil writes it in their notebook but the 2 upfront wait.

• When everyone is done, the 2 pupils write the words on the board. • Everyone checks their work. The team who writes the word correctly on the board wins.

• Teacher switches the pupils at the front for every word. Homework: Teacher asks pupils to copy the spelling words in their notebooks and practice their spelling by sorting them by spelling pattern. Teacher reminds pupils to continue improving their How-To booklet.

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NOTES DAY OBJECTIVES • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: How-To booklet: How to do a magic trick; 4 how to use wind, water, or magnet to move something; how to make a magnet, etc. • EN3V-IIIe-f13.6 Supply homonyms (e.g. flower/flour) for the given words • Use the past tense of irregular verbs (e.g., take/took; write/wrote) • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of VCC words (old, mild, kind) with at least 95-100% accuracy • EN3RC-III0-2.10 Sequence three events • EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words) • EN3RC-IIa-b-2.19 Reread, monitor, and self-correct one’s comprehension

1 SHARED WRITING

Teacher asks pupils to share their revised drafts of their How-To booklets with their partners. He or she goes around and checks pupils’ works. He or she makes suggestions about using precise instructions and appropriate drawings to show what to do. Then, he or she asks a few pairs to share with the class.

2 PHONICS

a. Skill Builder Correction Teacher leads pupils through the correction of the Phonics Skill Builder.

b. Locating Words • Teacher distributes the two levels of text The Magic Show (Group 1 and Group 2) and pairs pupils according to their levels. (Chapter 3: pages 12 to 15).

• Teacher asks pupils to locate two words with the ending –old.

c. Locating Verbs • Teacher tells pupils to look at page 18 and say what verbs they know to their partners.

• He or she asks pupils to put these verbs in the past tense. Which verbs do we add the letters –ed or –d to form the past tense? Which verbs are irregular? Teacher adds the irregular verbs in the Irregular Verbs Chart started in Week 23.

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NOTES LEVELED READER: THE MAGIC SHOW 3 (CHAPTER 4: PAGES 18 TO 21)

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher tells pupils that today they will read about what Paul and Claire have planned for their classmates.

• Teacher asks pupils to look at the pictures on pages 17 to 21. He or she asks: What do Claire and Paul prepare? What trick do you think will they do? What is Paul doing on page 19? What is Claire doing on page 20? b. Unlocking Words and Expressions • Teacher reviews words from previous lessons: trick, gasp, magnet BRIDGING

DURING READING ACTIVITIES Remember to let pupils use words or • Teacher explains to pupils that they will be working in two expressions in the separate groups. While he or she works with Group 2, Group 1 Mother Tongue or in will reread Chapter 3: pages 12 to 15 with a partner. Then, they Filipino, as needed. will switch. Then, model how • Teacher takes a few minutes to explain to pupils to make sure to say the words in they understand what they read. If they don’t understand, maybe English. they read it wrong. He or she tells pupils that a good reader always makes sure he or she understands the text. If not, a good reader goes back and reads again to check if he or she read a word wrong.

Group 1 Group 2 Teacher asks Group 1 pupils Teacher asks Group 2 pupils to read the text individually to reread the text Chapter 3: (Chapter 4: pages 17 to 21) . pages 12 to 15 in pairs. Then, he or she asks pupils to read in pairs. Teacher helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self-check their comprehension.

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NOTES Teacher asks Group 1 pupils Teacher asks Group 2 pupils to reread the text (Chapter 4: to read the text individually pages 17 to 21) in pairs. (Chapter 4: pages 17 to 21). Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension and to help elicit details from the text:

–– What were Claire and Paul planning to do? –– How did they get ready to show their tricks? –– What did the other pupils do when they saw the trick of the old nail? –– How would you describe Claire and Paul’s teacher? Why do you say that? –– What did Claire and Paul say they’d like to be when they grow up? Why do you think they want to be scientists?

b. Expressing an Opinion NOTE TO TEACHER Teacher asks pupils to write down one-sentence answers to For pupils who are more express their opinion about the story. He or she reminds pupils advanced writers, ask them to use the details and context of the story to help them explain to write two or three their answer. sentences to respond to the question. Do you think Claire and Paul are good scientists? Why or why not? 4 GRAMMAR a. Pronouns • Teacher writes the following sentences on the board. Claire and I found all the things. We found all the things. Claire held up the wand.

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She held up the wand. NOTES The nail rose up in the air. It rose up in the air. Paul wrote in his notebook. He wrote in his notebook.

• Teacher asks the pupils to read these sentences aloud with him or her.

Teacher asks: –– Who found all the things? (Claire and I) –– What word took the place of “Claire and I” in the next sentence? (We) –– Who held up the wand? (Claire)

–– What word took the place of “Claire” in the next sentence? (She) –– What rose up in the air? (The nail) –– What word took the place of “the nail” in the next sentence? (It) –– Who wrote in his notebook? (Paul) –– What word took the place of “Paul” in the next sentence? (He) • Teacher explains that these words that take the place of the nouns are called pronouns. b. Past Tense of Irregular Verbs • Teacher then asks pupils to look at the underlined verbs in the sentences above. Teacher includes these in the list of Irregular Verbs started in Week 23. He or she also asks pupils what these verbs are in the present tense. (found – find; held – hold; rose – rise; wrote – write)

• Teacher tells pupils to copy the Skill Builder Exercise on Irregular Verbs in their notebooks and to complete it at home.

Past Tense of Irregular Verbs: Match the present tense of the Verbs on the left with their past form on the right. eat made come felt go began have ate speak held begin took tell came feel fell

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NOTES hold went take told make had fall spoke

Choose ten verbs with your partner and make cards with them. Play concentration with your partner.

NOTE TO TEACHER CONCENTRATION If pupils don’t have enough Put all your cards face down. Player 1 turns two cards right side time, please use the up. If the Verbs match, he or she takes both cards. If not, he turns extra time at the end of them back down. the week to help pupils Player 2 does the same. complete this exercise. The game continues until all 10 sets have been found. The player with the most sets wins the game.

5 CONCLUDING THE SESSION

Teacher asks some to pupils to share their opinion about whether they think Paul and Claire will be good scientists or not.

Homework: Teacher reminds pupils to complete the Skill Builder Exercise at home and tells them to practice their spelling words using the strategy: Look, Cover, Write, Check.

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NOTES OBJECTIVES DAY • Use the past tense of irregular verbs (e.g., take/took; write/wrote) • EN3S-IIIa-d-4 Spell words that were introduced during word recognition (VCC words in -old, -ild, -ind) 5 • EN3S-IIIe-f-5 Spell some irregularly spelled words (e.g. have, said, please, because) • EN3OL-IIId-1.16.3 Follow and explain processes • EN3WC-IIa-j-4 Write different forms of simple composition as a response to stories/poems listened to: How-To booklet: How to do a magic trick; how to use wind, water, or magnet to move something; how to make a magnet, etc.

1 WEEKLY ASSESSMENT a. Grammar Teacher writes the answers to the Skill Builder on irregular verbs. Pupils check their Skill Builder answers with a partner.

b. Spelling Teacher gives spelling test using words from the spelling list. He or she uses each word in a sentence. Then partners check each other’s work.

c. Finding Words • Teacher distributes Leveled Readers The Magic Show (Group 1 and Group 2) and asks pupils to reread the story in pairs by levels (Chapters 3 and 4: pages 12 to 21). He or she asks pupils to locate irregular verbs: held, left, told, rose, fell, found, shook.

• The teacher then asks what page it is on and shows the class. He or she asks the pupils who had not found the word to locate it.

WRITING: FINAL CLEAN COPY OF 2 A HOW-TO BOOKLET

Teacher asks pupils to write their revised How-To booklets in good copy, with clean lettering, and no spelling mistakes. Pupils complete their good copy while teacher goes around and helps.

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NOTES Rubric for a “How To…” 1 2 booklet Title is not relevant Title is clear and Has a clear title or there is no title catchy Not all the All materials and Lists all materials/ materials are listed, tools needed are tools some are missing listed and illustrated illustrations All the steps are Some steps are Gives clear step by clear and in order; missing, not clear or step instruction Instructions are are not in order easy to follow Some illustrations Illustrations are Has illustrations are missing or sufficient and irrelevant relevant If there are If there are confusing or difficult confusing or difficult Contains tips parts, there is no parts, there is a tip extra help to make it easier

NOTE TO TEACHER CONCLUDING THE SESSION: 3 SHARING AND READING Collect the How-To booklets and use the • Teacher invites pupils in pairs to present their How-To booklets. assessment grid above to rate each pupil 1 or 2. • Teacher puts all How-To booklets in a special box for pupils to read in their spare time.

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WEEK 25

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: HOW THINGS MOVE LEVELED READER: PARA, THE BRAVE AND BEAUTIFUL

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 25 (50 MINUTES PER DAY)

Theme: How things move Leveled Reader: Para, the Brave and Beautiful (Authors: Basa Pilipinas, Illustrator: Jericho Moral) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • Give meaning of words used in • Listening Story: 1. Sharing Information 1. Sharing information Listening Stories and Leveled text Para, the Brave and Beautiful • Teacher explains they will talk about how • Pupils share what they know about how read • Using new vocabulary and objects move. objects move. LC • EN3LC-Ia-j-2 structures Activate prior knowledge based on • Teacher introduces new vocabulary by playing • Pupils learn new vocabulary through a game: the stories to be read • Elements of a story a game: Simon Says. Simon Says. • Listen to a variety of literary and • Real vs Fantasy or Make-Believe 2. Listening Story: Para, the Brave and Beautiful 2. Listening Story: Para, the Brave and Beautiful expository texts and: • Writing a response to a story Pre-Reading Activities Pre-Reading Activities • EN3LC-IIIa-j-3.15 listened to Teacher unlocks unfamiliar words Pupils listen to the teacher using words, Differentiate real from make-believe • • and expressions. phrases, or expressions that are unfamiliar. • EN3LC-IIIa-j-2.8 During Reading Activities Pupils talk about words, phrases, or Infer feelings and traits of characters • expressions that are unfamiliar. • Teacher reads Listening Story to pupils and 1 • EN3LC-IIIg-h-3.15 pauses to check pupils’ understanding. During Reading Activities Determine whether a story is realistic or fantasy After Reading Activities • Pupils listen attentively to the story read and WC • EN3WC-Ia-j-4 answer questions. Draw and write sentences about • Teacher asks questions about the story, the one’s drawing characters, and the setting, and tells pupils to After Reading Activities note the important details, and infer feelings • Pupils answer questions about the story, and traits of characters. the characters, and the setting. They note 3. Concluding the Session important details and infer feelings and traits of characters. • Homework: Answer the question: Do you think Para is a smart bird? Why/Why 3. Concluding the Session not? Draw a picture to go with your answer. • Homework: Pupils answer the question: Do you think Para is a smart bird? Why/Why not? Draw a picture to go with your answer. OL • EN3OL-IIIe-1.16.4 • Leveled Reader: 1. Grammar 1. Grammar Express feelings and opinions about Para, the Brave and Beautiful • Teacher leads pupils through a mini-lesson on • Pupils learn about forming the future tense 2 other’s ideas • Using new vocabulary forming the future tense of verbs. of verbs. G • Form and use the future tense and structures of verbs DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 25 (50 MINUTES PER DAY)

119 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC • EN3LC-IIIa-j-2.6 • Vocabulary: Antonyms 2. Leveled Reader: Para, the Brave and Beautiful 2. Leveled Reader: Para, the Brave and Beautiful Retell important parts of the story (pages 1 to 5) (pages 1 to 5) • Abbreviations: Mr., Mrs., Dr. V • EN3V-IIIa-7 Pre-Reading Activities Pre-Reading Activities Recognize some words represented by common abbreviations • Teacher calls on pupils to retell the • Pupils retell the Listening Story. F • EN3F-IIIa-1.6 Listening Story. • Pupils review words and abbreviations that Read Grade 3 level texts consisting • Teacher unlocks unfamiliar words, are unfamiliar. of words with r-influenced vowels expressions, and abbreviations. (with at least 95-100% accuracy. During Reading Activities RC • EN3RC-II0-2.2 During Reading Activities • Group 1 pupils read the text individually Note details regarding character, • Teacher divides the class into two groups (pages 1 to 5) then with a partner from setting, and plot according to the pupils’ reading levels their levels, while Group 2 pupils share their • EN3RC-III0 -2.10 (Group 1 and Group 2). drawings and sentences with a partner. Sequence three events • Teacher assists Group 1 in reading individually • Group 2 pupils read the text individually • EN3RC-IIIa 2.11 then in pairs (pages 1 to 5), while Group 2 (pages 1 to 5) then with a partner from Make inferences and draw pupils share their drawings and sentences their levels, while Group 1 pupils share their conclusions based on texts in pairs. drawings and sentences with a partner. (pictures, title, and content words) • Teacher assists Group 2 in reading individually • Pupils share their drawings and sentences then in pairs (pages 1 to 5), while Group 1 with the class. 2 pupils share their drawings and sentences After Reading Activities in pairs. • Pupils discuss the story and identify character • Teacher asks a few pairs to share. traits, setting, and plot thus far. After Reading Activities 3. Concluding the Session • Teacher asks questions to elicit oral and • Pupils discuss characters and setting. written details for the story’s literary Do you think Para is a smart bird? Why/Why elements (character traits, setting, and plot not? Draw a picture to go with your answer. thus far). 3. Concluding the Session

• Teacher asks follow-up questions to discuss characters and setting.

• Homework: Answer one of the following questions: What do you think Para will do? Where will she go? Use the details you know about Para to make your predictions.

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• Teacher asks follow-up questions to discuss characters and setting.

• Homework: Answer one of the following questions: What do you think Para will do? Where will she go? Use the details you know about Para to make your predictions.

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN3OL-IIIb-i-1.2 • Leveled Reader: 1. Sharing a Homework 1. Sharing a Homework Engage in a variety of ways to Para, the Brave and Beautiful • Teacher asks pupils in pairs to share their • Pupils share their answers to the questions share information (e.g. role playing, • Phonics: words with r-influenced answers to the questions. Teacher asks a few with a partner. reporting, summarizing, retelling, vowels vs. words with a long vowel pairs to share their answers. and show and tell) 2. Phonics: words r-influenced vowels vs. words sound PWR • Contrast words with r-influenced 2. Phonics: words with r-influenced vowels vs. with long vowel sounds vowels vs. words with a long words with long vowel sounds Pupils categorize, read, and participate in vowel sound • • Teacher writes words from the Leveled interactive word sort on board. S • EN3S-IIIa-d-4 Reader and word list, and leads a word sort Spell words that were introduced • Pupils sort a series of words on their own; on the board. during word recognition they check together. (r-influenced words vs. words with • Teacher asks pupils to sort a series of words 3 3. Skill Builder Exercise a long vowel sound) on their own; they check together. • Pupils complete the Skill Builder Exercise 3. Skill Builder Exercise on Phonics. • Teacher tells pupils to complete the Skill 4. Concluding the Session Builder Exercise on Phonics. • Pupils practice dictating spelling words to 4. Concluding the Session each other in pairs. • Teacher asks pupils to practice spelling words • Homework: Pupils practice spelling words in pairs. using Look, Cover, Write, Check. • Teacher gives homework: Spelling words using Look, Cover, Write, Check. V • EN3V-IIIb-d-13 • Leveled Reader: 1. Skill Builder Correction 1. Skill Builder Correction Increase vocabulary through Para, the Brave and Beautiful • Teacher leads pupils through a correction of • Pupils check their Phonics Skill Builder. antonyms (e.g. big/small) • Vocabulary: Antonyms the Phonics Skill Builder. 2. Leveled Reader: Para, the Brave and Beautiful • EN1V-IIIa-c-13.1,13.2 • Phonics: r-influenced vowels vs. 2. Leveled Reader: Para, the Brave and Beautiful (pages 7 to 10) Find the antonyms of given words words with long vowel sounds (pages 7 to 10) PWR • EN3PWR-IIIe-25 Pre-Reading Activities Read sentences, stories and poems, • Noting details regarding character, Pre-Reading Activities • Pupils review words that are unfamiliar. and answer questions about them setting, and plot • Teacher asks pupils to read words using their F • EN3F-IIIa-j-1.10.1 • Pupils talk about what happened before and phonics knowledge. 4 Read aloud from familiar prose and the illustrations in the story. poetry consisting of long vowel • Teacher unlocks unfamiliar words and During Reading Activities words with fluency, appropriate expressions. rhythm, pacing, and intonation • Group 1 pupils read the text individually • Teacher asks questions to recall what RC • EN3RC-IIa-b-2.19 (pages 7 to 10) then with a partner from their happened before and to discuss illustrations in Reread, monitor, and self-correct levels, while Group 2 reread Chapter 1 the text. one’s comprehension (pages 1 to 5) with a partner. During Reading Activities • EN3RC-II0-2.2 Note details regarding character, • Teacher divides class into two groups setting, and plot according to reading level. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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123 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities • Teacher assists Group 1 in reading individually • Group 2 pupils read the text individually then in pairs (pages 7 to 10), while Group 2 (pages 7 to 10) then with a partner from their pupils reread in pairs Chapter 1 (pages 1 levels, while Group 1 pupils reread Chapter 2 to 5). (pages 7 to 10) with a partner.

• Teacher assists Group 2 in reading individually After Reading Activities then in pairs (pages 7 to 10), while Group 1 • Pupils scan for a specific word to answer a pupils reread in pairs Chapter 2 (pages 7 question and discuss the character, setting, to 10). and plot, and note details. After Reading Activities • Pupils answer the question in writing: • Teacher asks questions about details, Will Para find her way back to the farm? character, the setting, and the plot: Explain your prediction.

• Teacher asks pupils to answer the question in 3. Vocabulary 4 writing: Will Para find her way back to the farm? • Pupils match antonyms and explain the Explain your prediction. meaning of each word. 3. Vocabulary • Pupils copy the Skill Builder Exercise on • Teacher leads a mini-lesson on antonyms. antonyms in their notebooks to complete at home. • Teacher tells pupils to copy the Skill Builder Exercise on antonyms in their notebooks to 4. Concluding the Session complete at home. • Homework: Complete Skill Builder 4. Concluding the Session Exercise on antonyms at home and practice spelling words. • Homework: Teacher tells pupils to complete the Skill Builder Exercise on antonyms at home and tells them to practice their spelling words. V • EN1V-IIIa-c-13.1,13.2 • Leveled Reader: 1. Weekly Assessment 1. Weekly Assessment Give the antonyms of some words Para, the Brave and Beautiful • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise in pairs. S • EN3S-IIIa-d-4 • Phonics: r-influenced vowels board with pupils checking their work. Spell words that were introduced • Pupils do spelling test, then check each (ar, are, air) during word recognition: • Teacher gives spelling test, then pupils check other’s work. r-influenced vowels (ar, are, air) • Noting details regarding character, each other’s work. 2. Writing WC • EN3WC-IIa-b-1 setting, and plot 2. Writing 5 Participate in generating ideas • Pupils listen and contribute ideas as teacher through pre-writing activities: • Teacher explains what makes a good models writing of hypothesis statements hypothesis statement. • EN3WC-IIc-1.2 • Pupils contribute ideas, phrasing, and spelling Writing a table • Teacher conducts guided practice of how to for teacher-guided practice of how to write write a good hypothesis statements about the hypothesis statements. future of endangered species.

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities • Write different forms of simple • Teacher assigns individual writing: Pre-writing • Pupils make a table to generate ideas for their composition as a response to – Draw ideas for their hypothesis statements hypothesis statements about the future of stories/poems listened to: about the future of endangered species endangered species

• EN3WC-IIa-j-4 3. Concluding the Session: Sharing and Reading 3. Concluding the Session: Share chosen 5 Making hypothesis statements about endangered species and ideas • Teacher invites pupils to share their chosen the future of endangered species endangered species and ideas • Homework: Share your chosen endangered species and ideas with family members • Homework: Share your chosen endangered species and ideas with family members DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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NOTES DAY OBJECTIVES • Give meaning of words used in Listening Stories and Leveled text read • EN3LC-Ia-j-2 Activate prior knowledge based on the stories to be read 1 • Listen to a variety of literary and expository texts • EN3LC-IIIa-j-3.15 Differentiate real from make-believe • EN3LC-IIIa-j-2.8 Infer feelings and traits of characters • EN3LC-IIIg-h-3.15 Determine whether a story is realistic or fantasy • EN3LC-IIIb-c-2.9 Take part in creative responses to stories like preparing logs, journals, and other oral presentations • EN3WC-Ia-j-4 Illustrate ideas and write sentences about one’s drawing

On-going Assessment: In Weeks 25 and 26, pupils participate in responding (oral and written form) to the Listening Story and Leveled Reader using details from the text to infer feelings and traits BRIDGING of characters in the story. In the same weeks, the teacher focuses WITH SCIENCE on five pupils a day, listening to their oral responses and collecting their writing. He or she uses the grid below to assess their ability to For the next two describe a character. weeks, the class will be talking about how 1 2 objects move and the Note details Does not rely Uses details from words used to describe regarding on details found text to describe a movement (fast/slow, character, in text when character forward/backward, setting, and describing a etc). Please begin the plot character week by asking pupils what they recall from Make Cannot describe Infers what a their science lessons on inferences what a character is character is feeling how objects move. RC and draw feeling at a certain based on event/ conclusions point in the story; situation; based NOTE TO TEACHER Cannot attribute Draws conclusions on texts character traits about a character’s In Week 25, observe (pictures, title, based on actions, traits based on his or pupil’s response to text and content but rather repeats her actions during activities such as: words) traits already • Orally: After reading mentioned in the – Comprehension story questions

• Written: Reading Note: In Weeks 25 and 26, the teacher will focus on five pupils a responses day, listening to their oral responses, collecting their writing, and therefore all pupils will be assessed in the course of the two-week period.

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NOTES 1 SHARING INFORMATION

Teacher explains that the weekly theme will be about describing how objects move. He or she explains new vocabulary by demonstrating and having the pupils imitate how to move a pencil. Then he or she leads a game of: Simon Says asking pupils to move their pencils a certain way: towards the left, towards the right, forward, backward, turn it clockwise, counterclockwise, move it up, down, etc. 2 LISTENING STORY BRIDGING PRE-READING ACTIVITIES When explaining new a. Activating Prior Knowledge vocabulary, do not rely Teacher asks pupils if they’ve ever been to a park, forest, or on translation. Support sanctuary where animals and plants are protected. She or he calls pupils’ understanding on a few pairs to share. with hand gestures, objects, and movement Teacher says: Today we read about a special farm for animals who as much as possible. need to be protected and a special bird who lives there.

b. Unlocking Words and Expressions Teacher explains the following words and expressions and asks questions.

(1) decorate BRIDGING Teacher says: When you make something very beautiful, we can say Some words are easy you decorate it. For example, during a fiesta, little flags or banners, to explain by showing locally called ‘banderitas’, are placed on posts to decorate the streets. the picture in the book, They make our towns look more beautiful. If we hang drawings and put example: visitors, farm. posters in the classroom, we decorate the classroom.

(2) injury Teacher says: When someone gets hurt, the part where they are hurt is called an injury. For example, if I break my leg, that is an injury. If a bird breaks his wing, that is an injury. Do you know someone or an animal that has had an injury? Who? Where was their injury?

(3) rescue Teacher says: When there is a fire and people are trapped in the burning building, the firemenrescue them. That means that the firemen save their lives. When an animal is endangered or in trouble, we can rescue it and send it to a sanctuary where it will be protected.

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NOTES (4) endangered Teacher says: Animals living in the forest that are killed or hunted can later on become very few in number. When there is almost no animal of a certain kind left, we say it is endangered. That means it is in danger of not having any more of its kind. Plants can also be endangered. There are many kinds of animals and plants that are endangered. Have you heard of any?

(5) sanctuary Teacher says: There are places where animals and their homes are protected. These are called sanctuaries. People cannot hunt or hurt animals in a sanctuary. Have you ever been to a sanctuary? Can you describe it?

c. Linking with the Story Teachers distributes copies of the leveled reader to pupils and says: Today, we will read a story about Para, a bird, who lives in a sanctuary with Doctor and Mrs. Reggie. It is written by Basa Pilipinas and illustrated by Jericho Moral.

DURING READING ACTIVITY

Teacher reads the following story out loud while pupils look at the picture on the front cover.

A Real-life Tale This story is based on a real-life tale of a little bird’s journey. The real story took place in Japan, a country near the Philippines. This version of the story takes place in the Philippines. Let’s read about this beautiful, small bird and her big adventure. Para is a parrot that lives on a farm in Tagaytay. The farm is a safe place, or sanctuary, for birds and other animals that have been rescued. The animals were rescued because they had an injury. Dr. Reggie takes care of Para and the other birds. Para flies freely around the farm—she does not have a cage. The weather is always nice on the farm. It is never too cold and never too hot. The air is clear and crisp. There are many tall trees and pretty flowers. Every morning as the sun rises in the east, you can see a volcano and a lake from the hills on the farm. At the end of the day as the sun sets in the west, bright stars come out to decorate the sky. Visitors like coming to the farm because it is quiet and restful. It is never noisy. Visitors also like to come to the farm to see the beautiful parrot, Para. Para likes to see the visitors smile as she sings her funny songs and dances. Para learned to dance and sing by watching the Reggies. They are good singers and dancers. When Para dances, she hops forward and then backward. She waves her wings and turns

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clockwise and then counter-clockwise. Mrs. Reggie plays the ukulele NOTES as Para sings and dances. She is a rare star! One Monday morning, Dr. and Mrs. Reggie are sitting in their chairs in their yard. They receive a small card in the mail. The card has a big gold star on the front. Mrs. Reggie opens the card and reads it. Then she closes it and gives it to Dr. Reggie. “Wow, we got an invitation for Para to visit a school in Manila,” he says. “The pupils are learning about Philippine birds and they want Para to come and visit. I am sure she is going to want to sing and dance for the children. She will make old lessons fun and new things will be easier to learn.” “Oh, how much fun this will be,” says Mrs. Reggie and gives Dr. Reggie a hug. “We will have to get ready for this trip and make sure Para is ready to go. The children are going to love Para!” Dr. and Mrs. Reggie are excited and share the good news with Para. When she hears the news she dances forward and backward. She starts to twirl clockwise and then counter-clockwise. Para has never been to Manila but is excited to be going on a trip. In two weeks, the Reggies and Para will take a car ride to Manila. Manila isn’t far, so it will be an easy trip.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– Where does the story take place? Why are the animals in the farm? –– Who takes care of them there? –– Can you describe the farm? Why do people like going there? –– What does Para do that is so special? –– What do Dr. and Mrs. Reggie get in the mail one day? Where have they been invited? When are they going?

–– Do you think this a true story? Why/Why not? • Teacher tells pupils he or she will reread the last paragraph and pupils will dance like Para. b. Activity: Making a Character Profile • Teacher tells the pupils they will describe the characters in the story. He or she reminds pupils to think about the details in the story to help them. He or she explains that his week, to describe the characters, they will use something called a Character Profile which is like a kind of report card.

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NOTES • He or she shows them how to get started: –– Teacher draws a chart on the board or on manila paper and asks pupils to tell specific events or facts in the story relating to Para.

–– Teacher asks pupils to draw conclusions about the character from these events/facts. He or she writes their responses on the chart in the “What the facts could mean” column. Example:

Facts about Para What the facts could mean –– Para had an injury –– scares easily (she was hurt badly)

–– not strong (she had an injury) –– Para flies freely –– happy (she is not caged) on the farm –– Para sings and dances –– entertaining TIP –– smart (she learned to For struggling readers, sing and dance) suggest the following • He or she writes a question on the board for pupils to answer in sentence beginnings: their notebooks: Para is a _____ bird Do you think Para is smart bird? Why/why not? because ______. 3 CONCLUDING THE SESSION

Homework: Teacher asks pupils to answer the question above with two or three sentences and draw a picture to go with their sentences.

DAY OBJECTIVES • EN3OL-IIIe-1.16.4 Express feelings and opinions about other’s ideas • Form and use the future tense of verbs 2 • EN3LC-IIIa-j-2.6 Retell some parts of the story • EN3V-IIIa-7 Recognize some words represented by common abbreviations • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with r-influenced vowels with at least 95-100% accuracy • EN3RC-II0-2.2 Note details regarding character, setting, and plot • EN3RC-III0-2.10 Sequence three events • EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words)

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NOTES 1 GRAMMAR

• Teacher tells pupils that when you talk about things that have not BRIDGING happened yet, you use the future tense. Make the link between • Teacher rereads paragraph 8 in the Listening Story. Teacher puts when we use the future these sentences on the board or on manila paper and uses them to tense in the Mother explain two ways of forming future tense: Tongue, Filipino and English. Ask pupils for (1) will play signal words when using the future tense Para will take a car ride to Manila. and model how to say It will be an easy trip. these in English. “She will make old lessons fun and new things easy to learn.” “Oh, how much fun this will be,” says Mrs. Reggie. “We will get ready for this trip.”

(2) going to play She is going to sing and dance for the children. “The children are going to love Para!” “We are going straight to Manila.”

LEVELED READER: PARA, THE BRAVE 2 AND BEAUTIFUL (CHAPTER 1: PAGES 1 TO 5)

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher tells pupils that today they will read about Para the Parrot and the trip to Manila.

• Teacher distributes the Leveled Reader (Group 1 and Group 2) to pupils according to their reading levels.

• Teacher asks pupils what happened in the story read yesterday. • He or she tells pupils to look at the first page of their book. He or she asks them to look at the illustration and describe what NOTE TO TEACHER they see. He or she asks: Who do you see in the picture? What are they Make sure that pupils are doing? Where do you think they are? separated by reading levels • Teacher tells pupils to pay attention to the details because this will (Group 1 and Group 2). help them further describe Para, and Dr. and Mrs. Reggie.

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NOTES b. Decoding Strategies • Teacher writes the following words on the board: yard harm car harm far park Para farm

• Teacher points to each word and asks the pupils to read it together twice.

• Teacher tells the pupils they will be reading these words in the text and will study some of them tomorrow.

• Teacher writes the words Doctor, Mister and Missus on the board and next to them the abbreviations: Dr. Mr. and Mrs. He or she points out to the pupils that when they see Dr. they read it as Doctor. He or she explains the same for Mr. and Mrs. He or she erases the words and just leaves the abbreviations on the board. He or she then points to the various abbreviations and the pupils say the words associated with each one.

c. Unlocking Words and Expressions • Teacher explains the following words and expressions and asks questions.

(1) harm Teacher says: To hurt something is to harm it. For example, shooting at birds with a slingshot is harming the birds.

(2) reach Teacher says: When you get to where you want to get to, we use the word reach. For example: You cross the road and reach the other side. When you set a goal and succeed, you reach your goal.

(3) suddenly Teacher says: When something happens very quickly, we use the word suddenly.

(4) flair Teacher says: When someone has a special talent and he or she does something very well, we say he or she does it with flair. Parahops with flair. Do you know anyone that hops, dances, or moves with flair?

• Teacher explains that when two people have the same name, we sometimes say their names in the plural. For example: Mr. and Mrs. Tan may be called The Tans, or Dr. and Mrs. Reggie may be called the Reggies.

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DURING READING ACTIVITIES NOTES

• Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1, Group 2 will share their homework responses with a partner. Then, they will switch. NOTE TO TEACHER

• Teacher takes a few minutes to explain to pupils to make sure Pupils who are not yet they understand what they read. If they don’t understand, maybe able to read the text they read it wrong. He or she tells pupils that a good reader always can preview the story makes sure he or she understands the text. If not, a good reader by looking at and talking goes back and reads again to check if he or she read a word wrong. about the pictures.

Group 1 Group 2 Teacher asks Group 1 pupils Group 2 pupils share their to read the text individually drawings and responses (Chapter 1: pages 1 to 5). from their homework with a partner. Then, he or she asks pupils to read in pairs. Teacher walks around to listen to Group 1 pupils read. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self-check their comprehension. Group 1 pupils share their Teacher asks Group 2 pupils drawings and responses to read the text individually from their homework with a (Chapter 1: pages 1 to 5). partner. Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

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NOTES AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension: –– Can you describe Para the bird? What does she look like? –– What does Dr. Reggie say to Para when the bird is hopping? –– What are Dr. and Mrs. Reggie planning? –– Describe the road and highway to Manila. –– What does Para do at the school in Manila? –– What happens in the car park after the show? –– What scares Para? What does Para do? NOTE TO TEACHER For pupils who are more b. Activity: Getting the Important Events advanced writers, ask them • Teacher asks pupils to write down one-sentence answers regarding to write two or three the plot of this chapter by answering the following question: sentences to respond to the questions. What are the three important events that happened in this chapter?

• He or she reminds pupils to use verbs in the past tense when retelling a story.

CONCLUDING THE SESSION TIP 3

For struggling readers • Teacher leads pupils to add to the table from the previous lesson: suggest the following sentence beginnings: –– Teacher draws a chart on the board or on manila paper and asks pupils to tell specific events or facts in the story relating to Para. First ______. –– Teacher asks pupils to draw conclusions about the character Then______. from these events/facts. He or she writes their responses on the Finally______. chart in the “What the facts could mean” column. Example: Facts about Para What the facts could mean –– Para hops with flair –– happy, talented –– Para has bright green –– beautiful feathers and a blue head

–– Para sings and dances in –– not shy front of the class

–– Para flies away –– easily scared

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• Teacher asks follow-up questions to elicit a discussion about Para: NOTES What do you think will Para do now? Where will she go? Use the details you know about Para to make your predictions.

Homework: Teacher asks pupils to write two to three sentences to answer one of the prediction questions. He or she reminds them to use synonyms in their writing to make their answers more interesting.

OBJECTIVES DAY • EN3OL-IIIb-i-1.2. Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) • Contrast words with r-influenced vowels versus words with a long 3 vowel sound • EN3S-IIIa-d-4 Spell words that were introduced during word recognition: - r-influenced vowels versus words with a long vowel sound

1 SHARING A HOMEWORK

Teacher asks pupils in pairs to share their sentences from their homework. Then, he or she asks a few pairs to share with the class.

2 PHONICS

• Teacher writes the following words on the board: dark, flair, car, scare, hair, start, harm, share, stair, square, are, pair, stare, card, bare, far, part, rare

• Teacher points to each word and asks pupils to read it together. • Teacher draws columns on the board and fills in header words. For each word he or she explains why they are writing them at the top of each column. Ex. I am writing “_ar” at the top of the first column because the short a sound in “dark” is spelled “ar and a consonant”. I am writing “_air” at the top of the second column because the long a sound in “flair” is spelled “_air”. I am writing “_are” at the top of the third column because the long a sound in “scare” is spelled with “_are”.

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NOTES • Teacher points to the “Irregular” column and explains that there is a word in the list that follows one of the given spelling patterns but does not follow the sound in the list.

_ar _air _are Irregular dark flair scare

• Teacher asks pupils to explain their sorts to a partner. He or she calls on several pupils to come and write the words under the appropriate columns.

• Teacher asks each pupil to check if his or her answer is correct by letting him or her sound out the word and give the spelling pattern. The rest of the pupils check their work. The Answer Key is provided below.

A NOTE ON THIS SORT Point out to the pupils that the letter “r” is like a robber—in some words the vowel and “r” are blended—you no longer hear the “a.” In other words the “r” is not blended with “a.” You hear the “a” sound. For example, the long a sound in “pair” and “pain” sound different.

Answer Key:

_ar _air _are Irregular dark flair scare are car hair share start stair square harm pair stare card bare far rare part

3 SKILL BUILDER EXERCISE

Find two words in the story or texts at home NOTE TO TEACHER for each vowel pattern. If pupils don’t have enough _ar _air _are time, please use the extra dark flair scare time during or at the end of the week to help pupils complete this exercise. Choose one word in each category and use each in a sentence.

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NOTES 4 CONCLUDING THE SESSION

• Spelling words: yard, far, harm, hard, care, park, flair, car, stare, air

• Spelling activity. Teacher asks pupils to get into pairs and to take turns dictating spelling words of their choice. They check their spellings together.

Homework: Teacher asks pupils to copy the spelling words in their notebooks and practice their spelling by sorting them by spelling pattern.

OBJECTIVES DAY • EN3V-IIIb-d-13 Increase vocabulary through knowledge of antonyms (e.g. big/small) • EN1V-IIIa-c-13.1,13.2 Give the antonyms of some words 4 • EN3PWR-IIIe-25 Read sentences, stories and poems, and answer questions about them • EN3F-IIIa-j-1.10.1 Read aloud from familiar prose and poetry consisting of long vowel words with fluency, appropriate rhythm, pacing, and intonation • EN3RC-IIa-b-2.19 Reread, monitor, and self-correct one’s comprehension • EN3RC-II0-2.2 Note details regarding character, setting, and plot

1 SKILL BUILDER CORRECTION

Teacher leads pupils through the correction of the Phonics Skill Builder.

LEVELED READER: PARA, THE BRAVE 2 AND BEAUTIFUL (CHAPTER 2: PAGES 7 TO 10) BRIDGING Remember to let PRE-READING ACTIVITIES pupils use words or a. Activating Prior Knowledge expressions in the Mother Tongue or in • Teacher tells pupils that today they will read about Dr. and Filipino. Then, model Mrs. Reggie and their missing bird, Para. how to say the words • Teacher distributes the Leveled Readers (Group 1 and Group 2) in English. to pupils according to their reading levels.

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NOTES • Teacher asks pupils what happened in the previous chapter. He or she reminds pupils to describe how they think Dr. and Mrs. Reggie feel, and how Para feels.

• Teacher asks pupils to look at the pictures on pages 7 to 10. He or she explains that they will use the information to add to the sequences of events, and their ideas about the characters and the setting of the story.

BRIDGING b. Decoding Strategies Some words are easy • Teacher pairs pupils according to their levels (Group 1 or to explain by showing Group 2) and asks pupils to look at the pictures. the picture in the book, • Teacher asks pupils to look at page 7 and say what words they example: police station know to their partners.

• Teacher asks pupils to look back at the word sort in their notebooks and reminds them to use their knowledge of the different long vowel spelling patterns to help them read new words.

c. Unlocking Words and Expressions (1) attract Teacher says: When you like or are interested in something, you are attracted to it. Ants are attracted to sweet things while flies are attracted to things with strong smells. What attracts you?

(2) bow Teacher says: At the end of a show, the performers take a bow. Everyone show me how to take a bow.

DURING READING ACTIVITIES • Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1, Group 2 will reread Chapter 1: pages 1 to 5 with a partner. Then, they will switch.

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NOTES Group 1 Group 2 Teacher asks Group 1 pupils Teacher asks Group 2 to read the text individually pupils to reread the text (Chapter 2: pages 7 to 10). (Chapter 1: pages 1 to 5) in pairs. Then, he or she asks pupils to read in pairs. Teacher walks around to listen to Group 1 pupils read. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self-check their comprehension. Teacher asks Group 1 Teacher asks Group 2 pupils pupils to reread the text to read the text individually (Chapter 2: pages 7 to 10) (Chapter 2: pages 7 to 10). in pairs. Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension and to help elicit details from the text:

–– Where do the Reggies go to seek help? –– What do they want the police to help them with?

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NOTES –– Does the policeman think that finding Para will be easy? Explain your answer.

–– How do the Reggies feel about this? Why? –– Where is Para? Why do you think Para needs to find the Reggies?

b. Activity: Making a Prediction NOTE TO TEACHER Teacher asks pupils to write down one-sentence answers to predict For pupils who are more if Para will find her way home. Teacher reminds pupils to use what advanced writers, ask them they already know about Para to justify their predictions. to write two or three sentences to respond to Will Para find her way back to the farm? the questions. Explain your prediction.

VOCABULARY: ANTONYMS TIP 3 For struggling readers, • Teacher writes the following sentences on the board: suggest the following sentence beginning: The weather is never too cold and never too hot. Para will/will not find her Visitors like the farm because it is quiet. way back to the farm It is never noisy. because ______Para finds asoft place. The grass is not hard.

• Teacher asks pupils to find the words that mean the opposite in each sentence. Teacher circles them.

• He or she explains that words that have opposite meanings are called Antonyms in English. • Teacher tells pupils to copy the Skill Builder Exercise on page 11 BRIDGING in their notebooks. Ask pupils if there are Copy the words below in your notebook and match antonyms they know in the antonyms. the Mother Tongue or in Filipino. right sad hot wet long left fast short day dirty dry cold old noisy quiet new happy ugly clean slow bad night pretty good

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Paired Sentences NOTES Write the correct antonyms that answer the clues below: A. My mother bought me ______shoes for school because my shoes from last year are ______and broken. B. When singing Lupang Hinirang, we should put our ______hand on our ______chest. C. I’m ______to meet new friends this year but also ______not to be in the same section as my former classmates. D. ______things become ______when washed with soap and water. E. Who will win the race between the ______rabbit NOTE TO TEACHER and the ______turtle? If pupils don’t have enough F. Dad drinks ______coffee but mom likes ______time, please use the juice for snack time. extra time at the end of G. Birds are awake during the _____ but bats come the week to help pupils out during the ______. complete this exercise.

4 CONCLUDING THE SESSION Teacher asks a few pupils to share their predictions about whether Para will find her way back to the farm.

Homework: Teacher reminds pupils to complete the Skill Builder Exercise on Antonyms and tells them to practice their spelling words using the strategy: Look, Cover, Write, Check.

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NOTES DAY OBJECTIVES • EN1V-IIIa-c-13.1,13.2 Supply the antonyms of given words • EN3S-IIIa-d-4 Spell words that were introduced during word recognition: 5 r-influenced vowels (ar, are, air) • EN3A-IIIf-g-1 Participate in generating ideas through pre-writing activities like: • EN3WC-IIc-1.2 Making a table and writing different forms of simple composition as a response to stories/poems listened to: • EN3WC-IIa-j-4 Making hypothesis statements about the future of endangered species

1 WEEKLY ASSESSMENT a. Vocabulary • Teacher writes the answers to the Skill Builder on antonyms. Pupils check their Skill Builder answers with a partner.

• Teacher distributes the Leveled Reader (Group 1 and Group 2) to pupils according to their reading levels.

• He or she encourages pupils to engage in “extra fun” activity on page 23 of their reader with a partner.

b. Spelling Teacher gives a spelling test using words from the spelling list. He or she uses each word in a sentence. Then partners check each other’s work.

WRITING ABOUT THE FUTURE: 2 HYPOTHESIS STATEMENTS

a. Introduction • Teacher explains what a hypothesis statement is: a statement or prediction that helps explain a fact. He or she models how to write a series of statements about the future of endangered species. He or she explains they will use two columns to map what causes animals or plants to become endangered or what helps animals and plants survive.

• Teacher writes Endangered in the middle of the board and divides the board in two columns. On the left column, he or she writes: Harm. On the right column, he or she writes: Help.

• Teacher asks pupils to think about Para, the endangered blue- naped parrot. He or she asks what causes blue-naped parrots

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or other birds to become endangered. He or she writes pupils’ NOTES responses in the left column on the board.

• Teacher then writes sentences about these: If too many trees are cut, then parrots will have no place to make their nests. If trees are planted, then parrots will have places to build their nests/homes.

Endangered: Blue-naped Parrot Harm Help Cut trees Plant trees b. Guided Practice CRITERIA FOR • Teacher leads the pupils in writing hypothesis statements. He or WRITING HYPOTHESIS she points out that the statement begins with the word “If”, after STATEMENTS which the writer states an action or problem. • Contains the words Example: If too many trees are cut… “If..then..”

• The action or problem statement is followed by the word “then” • States an action/problem and a hypothesis or prediction of what will happen. or situation (cause)

Example: If too many trees are cut, then parrots will have no place to make • States an effect to the their nests. action/problem or situation • Teacher explains that the second part of the statement uses the future tense, signaled by the word “will”. • States this effect in future tense • Teacher then shows pupils how to take their ideas and write them into “If/Then” hypothesis statements: If the parrots do not have nests, ______. (they can’t lay eggs) If the parrots have nests, ______. (they can lay eggs)

• He or she provides guide questions: What will happen to parrots if they do not have nests? If parrots have nests? How do you connect these ideas to the first part of the sentence? (Answer: By adding “then” before the prediction) c. Individual Writing • Teacher reviews the main points in writing hypothesis statements: –– There are two parts of a hypothesis statement. –– The first part begins with “If” that tells an action/problem/ situation. It expresses a Cause. –– The second part begins with “then” and a hypothesis/ prediction of what will happen. It expresses an Effect.

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NOTES Teacher says: There are other reasons why parrots and birds can be endangered.

• Teacher uses this poster to share with students. Why Are Parrots Endangered? NOTE TO TEACHER –– Humans destroy birds’ homes by building houses The poster must be prepared before the lesson. –– Humans destory birds’ homes by burning the land –– Illegal selling of parrots and birds –– Hunting of parrots and birds because they are seen as pests

–– New animals that come and use parrots and birds as food

–– Changes in the environment that limit food

• Teacher asks pupils to pick one reason why parrots are endangered and to think about “Harm”/Help” ideas.

• Pupils should make a Harm/Help chart for the reason in their notebook.

CONCLUDING THE SESSION: 3 SHARING AND READING

Teacher invites a few pupils to share their “harm”/”help” ideas with the class. He or she provides vocabulary words if needed.

Homework: Teacher asks pupils to share their ideas for your endangered species “Harm/Help” ideas with family members.

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WEEK 26

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: HOW THINGS MOVE LEVELED READER: PARA, THE BRAVE AND BEAUTIFUL

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 26 (50 MINUTES PER DAY)

Theme: How things move Leveled Reader: Para, the Brave and Beautiful (Authors: Basa Pilipinas; Illustrator: Jericho Moral) Day Domain Objectives Subject Matter Teacher Activities Learner Activities V • EN3V-IIIb-d-13 • Listening Story: 1. Locating Words 1. Locating Words Increase vocabulary through Para, the Brave and Beautiful • Teacher asks pupils to locate words in • Pupils locate words in Chapter 2: knowledge of antonyms • Using new vocabulary Chapter 2: pages 7 to 10. pages 7 to 10. (e.g. big/small) and structures LC • EN3LC-IIIa-j-1.1 2. Listening Story: Para, the Brave and Beautiful 2. Listening Story: Para, the Brave and Beautiful Activate prior knowledge based on • Real vs Fantasy or Make-Believe Pre-Reading Activities a. Pre-Reading Activities new information gained • Writing a response to a story • Teacher asks pupils questions about the story • Pupils make predictions about Para and if she • Listen to a variety of literary and listened to read so far and to make predictions about will find her way back home. expository texts and: Para and if she will find her way back home. • Pupils listen to the teacher using words, • EN3LC-IIIa-j-3.15 Teacher unlocks unfamiliar words phrases, or expressions that are unfamiliar Differentiate real from make-believe • and expressions. • Pupils talk about words, phrases or • EN3LC-IIIg-h-3.15 During Reading Activities expressions that are unfamiliar Determine whether a story is realistic or fantasy • Teacher reads Listening Story to pupils and b. During Reading Activities pauses to check for understanding. • EN3LC-IIIb- c-2.9 • Pupils listen attentively to the story read and 1 Take part in creative responses to After Reading Activities answer questions stories like preparing logs, journals, and other oral presentations • Teacher asks questions about the story, the c. After Reading Activities characters, and the setting, and asks pupils ATR • EN3A-IIIf-g-1 • Pupils answer questions about the story, the to discuss if it is real or make believe using Express feelings and opinions characters, and the setting. They discuss if it evidence from the text. through journals, logs, etc. is real or make believe using evidence from WC • Write different forms of simple 3. Writing: Drafting Hypothesis Statements the text. composition as a response to stories/poems listened to: • Teacher leads pupils in writing a first draft of 3. Writing: Drafting Hypothesis Statements their hypothesis statements. • EN3WC-IIa-j-4 • Pupils write a first draft of their Illustrate ideas and write sentences 4. Concluding the Session hypothesis statements. about one’s drawing; Make • Homework: Teacher asks pupils to write 4. Concluding the Session hypothesis statements about the their hypothesis statements about their • Homework: Pupils write their hypothesis future of endangered species chosen endangered animal using the statements about their chosen endangered Harm/Help Charts. animal using the Harm/Help Charts

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 26 (50 MINUTES PER DAY)

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC • EN3LC-IIIa-j-2.6 • Leveled Reader: 1. Retelling the Story 1. Retelling the Story Retell important parts of the story Para, the Brave and Beautiful • Teacher asks pupils to share their Harm/Help • Pupils share their Harm/Help Charts about OL • EN3OL-IIIc-1.16.2 • Using new vocabulary Charts about endangered animals. endangered animals. Listen and respond to others and structures V • Give meaning of words used in 2. Revisions to Hypothesis Statements 2. Revisions to Hypothesis Statements Listening Stories and • Revision of hypothesis statements • Teacher leads pupils in revising their • Pupils revise their hypothesis statements. Leveled Reader hypothesis statements. WC • Write different forms of simple 3. Leveled Reader: Para, the Brave and Beautiful composition as a response to 3. Leveled Reader: Para, the Brave and Beautiful (Chapter 3: pages 12 to 15) stories/poems listened to: (Chapter 3: pages 12 to 15) Pre-Reading Activities • EN3WC-IIa-j-4 b. Pre-Reading Activities • Pupils make predictions about the story using Make hypothesis statements about • Teacher asks pupils to make predictions the pictures in the text. the future of endangered species about the story using the pictures. F • EN3F-IIIa-1.6 • Pupils review words that are unfamiliar. Read Grade 3 level texts consisting • Teacher unlocks unfamiliar words During Reading Activities of words with VVC pattern (ear, and expressions. eer) with at least 95-100% accuracy • Group 1 pupils read the text individually During Reading Activities RC • EN3RC-II0-2.2 (pages 12 to 15) then with a partner from Note details regarding character, • Teacher divides class into two groups their levels, while Group 2 pupils work on setting, and plot according to reading levels (1 and 2). their revisions to their hypothesis statements.

2 • EN3RC-IIIa 2.11 • Teacher assists Group 1 in reading individually • Group 2 pupils read the text individually Make inferences and draw then in pairs (pages 12 to 15), while Group (pages 12 to 15) then with a partner from conclusions based on texts 2 pupils work on their revisions to their their levels, while Group 1 pupils work on (pictures, title, and content words) hypothesis statements. their revisions to their hypothesis statements.

• Teacher assists Group 2 in reading individually After Reading Activities then in pairs (pages 12 to 15), while Group • Pupils discuss the story and identify character 1 pupils work on their revisions to their traits, setting, and plot thus far. hypothesis statements. • Pupils write personal commitment statements After Reading Activities following their hypothesis statements. • Teacher asks questions to elicit details about 4. Concluding the Session the story’s literary elements (character traits, setting, plot thus far). • Homework: Take hypothesis statements drafts home and continue to make the • Teacher asks pupils to write personal revisions. commitment statements following their hypothesis statements. 4. Concluding the Session:

• Homework: Take hypothesis statement drafts home and continue to make the revisions. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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151 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities • EN3OL-IIIe-1.16.4 • Leveled Reader: 1. Shared Writing 1. Shared Writing Express feelings and opinions about Para, the Brave and Beautiful • Teacher asks pupils to share their revised • Pupils share their revised drafts with a other’s ideas • Phonics: Words with VVC pattern drafts with a partner. He or she asks a partner. Some pairs share to the class. F • EN3F-IIIa-1.6 few pairs to share their revised hypothesis Read Grade 3 level texts consisting 2. Shared reading statements to the class. of words with VVC pattern with at • Pupils reread Chapter 3: pages 12 to 15 of least 95-100% accuracy 2. Shared reading their leveled reader in pairs according to their PWR • Contrast words with VVC pattern • Teacher asks pupils to reread Chapter 3: reading level. S • EN3S-IIIa-d-4 pages 12 to 15 of their leveled reader in pairs 3. Phonics: Words with VVC pattern Spell words that were introduced according to their reading level. during word recognition: words • Pupils categorize, read, and participate in with VVC pattern 3. Phonics: Words with VVC pattern interactive word sort on the board. • Teacher writes words from the Leveled • Pupils sort a series of words on their own; Reader and word list and leads pupils in an they check together. interactive word sort on the board. 3 4. Skill Builder Exercise • Teacher asks pupils to sort a series of words on their own; they check together. • Pupils complete the Phonics Skill Builder Exercise on page 16: Sort words with VVC 4. Skill Builder Exercise pattern and make a word search for your • Teacher tells pupils to complete Phonics Skill partner. Builder Exercise on page 16: Sort words with 5. Concluding the Session VVC pattern and make a word search for your partner. • Pupils practice their spelling words through the Team A, Team B game. 5. Concluding the Session • Homework: Practice spelling words using a • Teacher asks pupils to practice their spelling writing sort. words through the Team A, Team B game.

• Teacher gives homework: Review spelling words using a writing sort. WC • Write different forms of simple • Leveled Reader: 1. Shared Writing 1. Shared Writing composition as a response to Para, the Brave and Beautiful • Teacher asks pupils to share their revised • Pupils exchange their revised hypothesis stories/poems listened to: • Grammar: Future tense of Verbs hypothesis statements in pairs. statements in pairs. • EN3WC-IIa-j-4 b. • Noting details regarding character, 2. Phonics 2. Phonics Make hypothesis statements and setting, and plot personal commitment statements • Teacher leads pupils through a correction of • Pupils check their Phonics Skill Builder. 4 about the future of endangered the Phonics Skill Builder. species • Pupils locate phonics words in Chapter 3 of • Teacher asks pupils to locate phonics words their text. V • EN3V-IIIa-7 in Chapter 3 of their text. Recognize some words represented by common abbreviations

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153 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities G • Form and use future tense of verbs 3. Leveled Reader: Para, the Brave and Beautiful 3. Leveled Reader: Para, the Brave and Beautiful F • EN3F-IIIa-1.6 (Chapter 4: pages 17 to 21) (Chapter 4: pages 17 to 21) Read Grade 3 level texts consisting Pre-Reading Activities Pre-Reading Activities of words with VVC pattern with at least 95-100% accuracy • Teacher asks pupils to make predictions • Pupils make predictions about the story using RC • EN3RC-II0-2.2 about the story using the pictures in the text. the pictures in the text. Note details regarding character, • Teacher asks pupils to locate some words in • Pupils locate words in the text. setting, and plot the text. During Reading Activities • EN3RC-IIIa 2.11 During Reading Activities Make inferences and draw • Group 1 pupils read the text individually conclusions based on texts • Teacher divides class into two groups (pages 17 to 21) then with a partner from (pictures, title, and content words) according to reading levels (Group 1 and 2). their levels, while Group 2 reread Chapter 3: pages 12 to 15 with a partner. • EN3RC-IIa-b-2.19 • Teacher assists Group 1 in reading individually Reread, monitor, and self-correct then in pairs (pages 17 to 21), while Group 2 • Group 2 pupils read the text individually one’s comprehension pupils reread Chapter 3: pages 12 to 15 (pages 17 to 21) then with a partner from in pairs. their levels, while Group 1 pupils reread Chapter 4: 17 to 21 with a partner. • Teacher assists Group 2 in reading individually then in pairs (pages 17 to 21), while Group After Reading Activities 1 pupils reread Chapter 4: pages 17 to 21 in • Pupils scan for a specific word to answer a pairs. 4 question and discuss the character, setting, After Reading Activities and plot, and note details in the text

• Teacher asks questions about details, • Pupils answer the question: Do you think Para character, the setting, and the plot. would make a good friend? Why/Why not?

• Teacher asks pupils answer the question: 4. Grammar Do you think Para would make a good friend? • Pupils learn about the future tense of verbs. Why/Why not? • Pupils copy the Skill Builder Exercise in their 4. Grammar notebooks. • Teacher leads a mini-lesson on the future 5.Concluding the Session tense of verbs. • Homework: Complete Skill Builder Exercise • Teacher tells pupils to copy the Skill Builder on the future tense of verbs and practice Exercise in their notebooks to complete at their spelling words. home. 5. Concluding the Session

• Homework: Teacher tells pupils to complete the Skill Builder Exercise on the future tense at home, and tells them to practice their spelling words. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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• Teacher asks questions about details, • Pupils answer the question: Do you think Para character, the setting, and the plot. would make a good friend? Why/Why not?

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities S • EN3S-IIIa-d-4 • Leveled Reader: 1. Weekly Assessment 1. Weekly Assessment Spell words that were introduced Para, the Brave and Beautiful • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise in pairs. during word recognition: Words • Noting details regarding character, board with pupils checking their work. with VVC pattern • Pupils do spelling test, then check each setting, and plot G • Form and use the future tense • Teacher gives spelling test, then partners other’s work of verbs • Writing: Hypothesis and personal check each other’s work. • Pupils locate certain words from Chapters 3 OL • EN3OL-IIIb-i-1.2 commitment statements • Teacher asks pupils to locate certain words and 4: pages 12 to 20. Engage in a variety of ways to from Chapters 3 and 4: pages 12 to 20. share information (e.g. role playing, 2. Writing 5 reporting, summarizing, retelling, 2. Writing and show and tell) • Pupils put their hypothesis and personal • Teacher shows pupils how to put their commitment statements in good copy. WC • Write different forms of simple hypothesis and personal commitment composition as a response to 3. Concluding the Session: Sharing and Reading statements in good copy. stories/poems listened to: • Pupils share their hypothesis and personal 3. Concluding the Session: Sharing and Reading • EN3WC-IIa-j-4 b. commitment statements with a partner. Make hypothesis statements and • Teacher invites pupils to share their Some pairs present to the class. personal commitment statements hypothesis and personal commitment statements with a partner. He or she asks some pairs to present to the class. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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157 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES DAY OBJECTIVES • EN3V-IIIb-d-13 Increase vocabulary through knowledge of antonyms (e.g. big/small) 1 • EN3LC-IIIa-j-1.1 Activate prior knowledge based on new information gained • Listen to a variety of literary and expository texts and: • EN3LC-IIIa-j-3.15 d. Differentiate real from make-believe • EN3LC-IIIg-h-3.15 Determine whether a story is realistic or fantasy • EN3LC-IIIb- c-2.9 Take part in creative responses to stories like preparing logs, journals, and other oral presentations • EN3A-IIIf-g-1 Express feelings and opinions through journals, logs, etc. • Write different forms of simple composition as a response to stories/poems listened to: • EN3WC-IIa-j-4 a. Illustrate ideas and write sentences about one’s drawing • EN3WC-IIa-j-4 b. Write hypothesis statements about the future of endangered species

On-going Assessment: In Weeks 25 and 26, pupils participate in responding (oral and written form) to the Listening Story and Leveled Reader using details from the text to infer feelings and traits of characters in the story. In the same weeks, the teacher focuses NOTE TO TEACHER on five pupils a day, listening to their oral responses and collecting their writing. He or she uses the grid below to assess their ability to In Week 26, observe describe a character. pupil’s use of information from the text during 1 2 Note details activities such as: Does not rely Uses details from regarding on details found text to describe a • Orally: After reading character, in text when character – Comprehension setting, and describing a questions plot character • Written: Reading Cannot describe Infers what a responses what a character is character is feeling Make RC feeling at a certain based on event/ inferences point in the story; situation; and draw conclusions Cannot attribute Draws conclusions based on texts character traits about a character’s (pictures, title, based on actions, traits based on his and content but rather repeats or her actions words) traits already mentioned in the story

Note: In Weeks 25 and 26, the teacher will ask five pupils a day to make predictions about what will happen next in the story and therefore all pupils will be assessed in the course of the two-week period.

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NOTES 1 LOCATING WORDS IN THE TEXT

• Teacher distributes the Leveled Reader Para, the Brave and Beautiful and asks pupils to read in pairs (Chapter 2: pages 7 to 10).

• Teacher asks pupils to locate the following r- influenced words: car hard

• Every time the teacher says a word, the pupils find it and put their finger on it. The teacher then asks what page it is on and shows the class where it is. He or she then asks the pupils who had not found the word yet to locate it.

• Teacher asks pupils to locate the two verbs in the future tense: • Pupils find each one will( attract, will be) and put their fingers on it. The teacher then asks what page it is on and shows the class where it is. He or she then asks the pupils who had not found the verb in future tense to locate it.

• Teacher asks pupils to locate the following pairs of antonyms: hard soft clean dirty

• Every time the teacher says a pair of words, the pupils find them and put their fingers on them. The teacher then asks what page the Antonyms are on and shows the class where they are. He or she then asks the pupils who had not yet found the antonyms to locate them. He or she asks pupils to use these words in sentences.

LISTENING STORY: 2 PARA, THE BRAVE AND BEAUTIFUL

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher explains that the weekly theme is still about how objects move.

• Teacher asks pupils to get into pairs and to make predictions about whether Para will find her way home or not, and to explain their answers.

• He or she asks a few pairs to share some of their predictions to the class.

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NOTES b. Unlocking Words and Expressions • Teacher reviews vocabulary from previous lessons: endangered • Teacher explains the following words and expressions.

(1) to be concerned BRIDGING Teacher says: When you worry about someone or something, you say you are concerned. For example, when you have a fever, your parents are Some words are easy concerned about your health. I am concerned that the water in the river is to explain by showing dirty. Do you have anyone or anything you are concerned about? the picture in the book, example: blue-naped (2) business parrot, nape Teacher says: Stores and markets are called businesses. A business is a place where people sell things.

(3) vacation Teacher says: When you don’t have to work or go to school, you are on vacation. Did you go somewhere on your last vacation or did you stay home?

(4) legal/illegal Teacher says: Doing things where you follow the law is legal. But doing something that is against the law is illegal. For example, throwing trash in the river is illegal. Trash or garbage should be placed in the proper containers.

(5) pet trade Teacher says: An animal that people keep for their enjoyment is called a pet. Dogs and cats are the common pets we have. But wild and endangered animals are not allowed to be kept as pets; it is illegal. People who buy or sell endangered animals do it through a pet trade. That means the animals are bought and sold illegally.

DURING READING ACTIVITY

• Teacher reads the following story to the pupils while they look at the picture on the back cover of their Leveled Readers.

Para, the Brave and Beautiful Para is a blue-naped parrot. Why do we call her a blue-naped parrot? It’s because the back of her head and neck is blue. We call the back of the upper part of the neck the “nape.” Can you touch the nape of your neck? Blue-naped parrots are special because of their blue nape, red beak, green feathers, and wings with black and gold. They are very colorful and beautiful.

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NOTES Parrots like Para live in Philippine forests. Para and other parrots like her live in Luzon, in the more northern part of the Philippines. We all should be concerned about Para and parrots like her. They are slowly becoming endangered—that means the numbers of these parrots are getting smaller and smaller. Why are they endangered? One reason is that as humans build more homes, cities, and businesses, the parrots lose the forests where they live. A second reason is that some people want to catch parrots and sell them. This is not legal. Illegal pet trade is wrong. One man told his story about seeing a blue-naped parrot. He was on vacation last year in Tagaytay. He was in a church yard and a blue-naped parrot was on a tree branch. The bird spoke to everyone coming to the church. It said, “Kumain na kayo? Kumain na kayo?” When visitors left, it said goodbye, “Paalam, paalam.”

AFTER READING ACTIVITIES a. Comprehension Check • Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– What kind of parrot is Para? –– Why are blue-naped parrots special? Where do they live? Why are they endangered?

–– What did one man see while he was on vacation? Where was this? –– What did the bird say to people? –– Do you thing this man’s story is real or make believe? Why/Why not?

WRITING ABOUT THE FUTURE: 3 DRAFTING HYPOTHESIS STATEMENTS

• Teacher asks pupils to bring out their “Harm” and “Help” charts from the previous lesson and share with the class other ideas from NOTE TO TEACHER their family or friends. For pupils who are more • Teacher tells pupils to form their ideas into hypothesis statements. advanced writers, ask As pupils make their drafts, teacher reminds them to think of the them to help others, or if following criteria: they finish early, they can play with the phonics or –– Begin sentence with “If” to state the problem or situation homonym cards. (cause)

–– Begin the consequence (effect) with “then” and use the future tense

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NOTES • Teacher goes around and helps pupils while they construct their hypothesis statements. 4 CONCLUDING THE SESSION Homework: Teacher asks pupils to continue writing their hypothesis statements.

DAY OBJECTIVES • EN3LC-IIIa-j-2.6 a. Retell some parts of the story • EN3OL-IIIc-1.16.2 Listen and respond to others 2 • Give meaning of words used in Listening Stories and Leveled Reader • Write different forms of simple composition as a response to stories/poems listened to: • EN3WC-IIa-j-4 b. Write hypothesis statements about the future of endangered species • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with VVC pattern with at least 95-100% accuracy • EN3RC-II0-2.2 Note details regarding character, setting, and plot • EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words) • EN3RC-IIa-b-2.19 Reread, monitor, and self-correct one’s comprehension

1 RETELLING THE STORY • Teacher calls on pupils to retell the story of Para, the Brave and Beautiful.

WRITING ABOUT THE FUTURE: 2 REVISING HYPOTHESIS STATEMENTS

• Teacher asks pupils to take out their draft hypothesis statements and share with their partner. He or she invites them to comment on their partner’s hypothesis statements. He or she tells them to make sure they are using the “If, Then” format, and that the future tense of the verb completes the “then” part.

• Teacher asks pupils to discuss if the harm/help statements make sense in their sentences.

• Teacher asks a few pairs to share their hypothesis statements and comments from their partners with the class.

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NOTES LEVELED READER: PARA, THE BRAVE AND 3 BEAUTIFUL (CHAPTER 3: PAGES 12 TO 15)

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher tells pupils that today they will read about Para, the blue-naped parrot who is lost in Manila. BRIDGING • Teacher distributes the Leveled Reader (Group 1 and Group 2) Remember to let Para, the Brave and Beautiful to pupils according to their reading pupils use words or levels. He or she then asks pupils to look at the pictures pages 12 expressions in the to 15. He or she picks a few pairs to answer questions about the Mother Tongue or in pictures: Where is Para? Where do you think she will go? What do you Filipino. Then, model think Para is doing with the policeman? how to say the words in English. b. Decoding Strategies • Teacher writes the following words on the board: search learn near fear cheer dear clear

• Teacher points to each word and asks the pupils to read it together.

• Teacher asks pupils to scan through Chapter 3: pages 12 to 15 and to find these words in the text.

c. Unlocking Words and Expressions BRIDGING • Teacher reviews words from previous lessons: stars, bow Remember to let • Teacher explains the following words and expressions pupils use words or and asks questions. expressions in the Mother Tongue or in directing traffic Filipino. Then, model Teacher says: When a policeman is in the middle of the road how to say the words stopping some cars, making others go, and showing drivers where to go, in English. we say he is directing traffic.

DURING READING ACTIVITIES NOTE TO TEACHER

• Teacher explains to pupils that they will be working in two Pupils who are not yet separate groups. While he or she works with Group 1, Group 2 able to read the text can will continue working on their hypothesis statements with their preview the story by partners. Then, they will switch. looking and talking about the pictures.

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NOTES • Teacher takes a few minutes to explain to pupils to make sure they understand what they read. If they don’t understand, maybe they read it wrong. He or she tells pupils that a good reader always makes sure he or she understands the text. If not, a good reader goes back and reads again to check if he or she read a word wrong.

Group 1 Group 2 Teacher asks Group 1 pupils Group 2 works on their to read the text individually revisions of their hypothesis (Chapter 3: pages 12 to 15). statements in pairs. Then, he or she asks pupils to read in pairs. Teacher helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self-check their comprehension. Group 1 works on their Teacher asks Group 2 pupils revisions of their hypothesis to read the text individually statements in pairs. (Chapter 3: pages 12 to 15). Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension: –– What time of day is it in this chapter? How do you know?

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–– What is Para looking for? Why? NOTES –– Where does Para land? –– Who does she see? What is the policeman doing? –– Do think this is a nice policeman? Why? –– What do Para and the policeman do together? What do the people do? –– Do you think Para is still worried about being away from home? Why/Why not?

b. Activity: Making Inferences • Teacher leads pupils to add to the table from the previous lessons. • Teacher draws a chart on the board or on manila paper and asks pupils to tell specific events or facts in the story relating to Para.

• Teacher asks pupils to draw conclusions about the character from these events/facts. He or she writes their responses on the chart in the “What the facts could mean” column. Example:

Facts about Para What the facts could mean –– Para is having fun –– happy, playful –– Para wants to go home –– sad, anxious, uncertain –– Para wants to learn –– curious more about the policeman

–– Para does not fear –– brave this man

• Teacher asks follow-up questions to elicit a discussion about Para. What do you think Para will do now? Use the details you know about Para to make your predictions.

4 CONCLUDING THE SESSION

Homework: Teacher asks pupils to take their hypothesis statements drafts home and continue to make the revisions.

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NOTES DAY OBJECTIVES • EN3OL-IIIe-1.16.4 Express feelings and opinions about other’s ideas • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with VVC 3 pattern with at least 95-100% accuracy • Contrast words with VVC pattern • EN3S-IIIa-d-4 Spell words that were introduced during word recognition: words with VVC pattern

1 SHARED WRITING a. Hypothesis Statements Teacher asks pupils in pairs to share their revised draft of their hypothesis statements from their homework. He or she goes around and checks pupils’ work. He or she makes suggestions about shortening the sentences, making sure it is in the future tense and that there are antonyms. Then, he or she asks a few pairs to share with the class.

b. Personal Commitments • Teacher explains that they will write a personal commitment. This is a statement about what you as a person can do to help make the situation better. A personal commitment statement is a response to the hypothesis statement.

CRITERIA FOR WRITING ABOUT THE FUTURE AND ENDANGERED SPECIES –– Use of antonyms to contrast what harms and what helps. –– Use of the future tense in the personal commitment.

• Teacher presents this chart on the board:

Saving Parrots Cutting down trees Do not cut the trees Selling parrots Police to make sure parrots are not sold I am going to…

• Teacher reminds pupils that they, as Grade 3 pupils, cannot always do something to change a situation, but there are little things they can do. Their personal commitments can be simple yet doable. Example: I am going to save electricity by shutting off lights.

• Teacher asks the pupils to share their personal commitment statements with their partners. He or she calls on a few pairs to share in class.

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NOTES 2 SHARED READING

Teacher distributes the two levels of text Para, the Brave and Beautiful (Level Group 1 and Group 2) and pairs pupils according to their levels. He or she asks pupils to reread the story in pairs (Chapter 3: pages 12 to 15). They take turns reading as fast as they can. 3 PHONICS • Teacher writes the following words on the board: fear cheer earth dear search clear heart wear hear learn steer yearn

• Teacher points to each word and asks pupils to read it together. • Teacher draws columns on the board and fills in header words. For each word, he or she explains why they are writing them at the top of each column. Ex. I am writing “eer” at the top of the first column because the long e sound in “cheer” is spelled by “eer”. I am writing “ear” at the top of the second column because the long e sound in “fear” is is spelled “ear”. I am writing “ear” at the top of the third column because this time ear has an /r/ sound and is spelled with “ear” plus a consonant.

• Teacher points to the “Irregular” column and explains that there are words that follow the given spelling patterns but are pronounced differently. Example: The word “heart” has the spelling pattern of “ear” but the vowel sound is not long e or /r/.

eer ear ear Irregular (long e) (long e) (pronounced /r/)

cheer fear Earth heart

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NOTES A NOTE ON THIS SORT Point out to the pupils that the letter “r” is like a robber. It robs the short “e” vowel sound to make it sound like an “r”. That makes it difficult to know which vowel to write sometimes. The “r” does not affect a long vowel “e” because you can still here the “e” sound when you read words like cheer or fear. The location of the “r” influences how we pronounce the word and thus there is a little difference in sound. For example, the long e sound in “clean” and “clear” sounds different.

Answer Key:

eer ear ear Irregular (long e) (long e) (pronounced /r/)

cheer fear earth heart (pronounced “hart”) steer dear search wear (pronounced “wer”) clear learn hear yearn

4 SKILL BUILDER EXERCISE Teacher tells pupils to copy and complete the Skill Builder Exercise. They will check the next day. Sort the words below. near cheer fear learn search

eer ear ear (pronounced /r/)

NOTE TO TEACHER If pupils don’t have enough Use three words to make a word search time, please use the for your partner. extra time at the end of the week to help pupils complete this exercise.

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NOTES 5 CONCLUDING THE SESSION

• Spelling words: near, cheer, fear, learn, search, dear, clear, year, hear, clean

• When everyone is done (or after a reasonable time, say ten seconds), the two pupils write the words on the board.

• The team who writes the word correctly on the board gets a point. Pupils in their seats check their work.

• Teacher calls on a different set of team representative for every turn. The team with the most points at the end of the game wins.

Homework: Teacher asks pupils to copy the spelling words in their notebooks and practice their spelling by sorting them by spelling pattern. Teacher also reminds pupils to continue revising their hypothesis statements and to put a personal commitment statement at the bottom of their Harm/Help Charts.

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NOTES DAY OBJECTIVES • Write different forms of simple composition as a response to stories/poems listened to: 4 • EN3WC-IIa-j-4 b. Write hypothesis statements about the future of endangered species • EN3V-IIIa-7 Recognize some words represented by common abbreviations • Form and use of the future tense of verbs • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with r-influenced vowels (er, ear, eer) with at least 95-100% accuracy • EN3RC-II0-2.2 Note details regarding character, setting, and plot • EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words) • EN3RC-IIa-b-2.19 Reread, monitor, and self-correct one’s comprehension

1 SHARED WRITING

• Teacher asks pupils in pairs to share their revised drafts of their hypothesis statements and personal commitment statements from their homework.

• Teacher goes around and checks pupils’ work. He or she makes suggestions about their hypothesis statements and personal commitment statements. Then, he or she asks a few pairs to share with the class.

2 PHONICS a. Skill Builder Correction Teacher leads pupils through the correction of the Phonics Skill Builder.

b. Locating Words • Teacher distributes the two levels of text Para, the Brave and Beautiful (Level Group 1 and Group 2) and pairs pupils according to their levels. (Chapter 3: pages 12 to 15).

• Teacher asks pupils to locate two long e words with “eer” and two long e words with “ear” spelling pattern.

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NOTES LEVELED READER: PARA, THE BRAVE AND 3 BEAUTIFUL (CHAPTER 4: PAGES 18 TO 21)

PRE-READING ACTIVITIES a. Activating Prior Knowledge • Teacher tells pupils that today they will read about Para who is still lost in Manila.

• He or she then asks pupils to look at the pictures on pages 17 to 21. He or she asks: What is Para doing on page 17? Where are the policeman and Para on page 18? What do you think is happening on page 19?

b. Locating Verbs • He or she tells them to look at page 19 and say what verbs they know to their partners.

• Teacher asks pupils which of these verbs is in the future tense.

BRIDGING DURING READING ACTIVITIES Remember to let • Teacher explains to pupils that they will be working in two pupils use words or separate groups. While he or she works with Group 1, Group 2 expressions in the will reread Chapter 3 (pages 12 to 15) with a partner. Then, they Mother Tongue or in will switch. Filipino. Then, model • Teacher takes a few minutes to explain to pupils to make sure how to say the words they understand what they read. If they don’t understand, maybe in English. they read it wrong. He or she tells pupils that a good reader always makes sure he or she understands the text. If not, a good reader goes back and reads again to check if he or she read a word wrong.

Group 1 Group 2 Teacher asks Group 1 pupils Teacher asks Group 2 pupils to read the text individually to reread the text Chapter 3 (Chapter 4: pages 17 to 21) (pages 12 to 15) in pairs. Then, he or she asks pupils to read in pairs. Teacher helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration.

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NOTES Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self-check their comprehension. Teacher asks Group 1 pupils Teacher asks Group 2 pupils to reread the text (Chapter 4: to read the text individually pages 17 to 21) in pairs. (Chapter 4: pages 17 to 21). Then, he or she asks pupils to read in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension and to help elicit details from the text:

–– What does Para tell the dancing policeman? –– What does the dancing policeman think when Para talks to him? –– What does Para do when she arrives at the police station? Why do you think they all clap?

–– Who do the policemen call? –– How are the Reggies feeling now that Para has been found? –– Why did Doctor Reggie teach Para how to say her name and address? –– What would you do if you get lost? • Teacher reviews pupils about making conclusions from the previous lessons.

• Teacher draws a chart on the board or on manila paper and asks pupils to tell specific events or facts in the story relating to Para.

• Teacher asks pupils to draw conclusions about the character from these events/facts. He or she writes their responses on the chart in the “What the facts could mean” column. Example:

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NOTES Facts about Para What the facts could mean –– Para talks to the –– brave, not shy policeman –– resourceful, smart –– Para gives her name and address

• Teacher asks pupils to write down one-sentence answers to express their opinions about the story. He or she reminds pupils to use the details and context of the story to help them explain their answer. Do you think Para would make a good friend? Why/Why not?

4 GRAMMAR: FUTURE TENSE OF VERBS

• Teacher writes the following sentences on the board.

–– The sun starts to set in the west.

–– Para flies east.

–– There are many cars on the road.

• Teacher asks the pupils to read these sentences aloud with him or her.

• Teacher asks pupils to put these sentences in the future tense using “will” or “going to”. He or she reminds pupils that when you put a verb with an “s” at the end in the future tense, you take out the “s”. Example: Para dances and sings.

Para will dance and sing. Para is going to dance and sing.

• Teacher asks pupils to copy the Skill Building exercise on the future tense in their notebook to complete at home.

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NOTES Put the following verbs in the future tense. Follow the example. drive will drive going to drive walk NOTE TO TEACHER cheer write If pupils don’t have enough time, please use sleep the extra time at the end eat of the week to help pupils Write two sentences in the future tense using “will” complete this exercise. and “going to”.

5 CONCLUDING THE SESSION Teacher asks a few pupils to share their opinion about Para being a good friend or not.

Homework: Teacher reminds pupils to complete the Skill Builder Exercise at home and tells them to practice their spelling words using the strategy: Look, Cover, Write, Check.

DAY OBJECTIVES • EN3S-IIIa-d-4 Spell words that were introduced during word recognition: words with r-influenced vowels (er, ear, eer) 5 • Form and use the future tense of verbs • EN3OL-IIIb-i-1.2 Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) • Write different forms of simple composition as a response to stories/poems listened to: • EN3WC-IIa-j-4 b. Write hypothesis statements and personal commitment statements about the future of endangered species

1 WEEKLY ASSESSMENT a. Grammar Teacher writes the answers to the Skill Builder on the Future Tense. Pupils check their Skill Builder answers with a partner.

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b. Spelling NOTES Teacher gives spelling test using words from the spelling list. He or she uses each word in a sentence. Then partners check each other’s work.

c. Finding Words • Teacher distributes Leveled Readers Para, the Brave and Beautiful (Group 1 and Group 2) and asks pupils to reread the story in pairs by levels (Chapters 3 and 4: pages 12 to 21).

• Teacher asks pupils to look for the following words in the text: fear hear cheer learn search dear clear

• Teacher then asks what page it is on and checks. He or she then asks the pupils who had not yet found the word to locate it.

WRITING ABOUT THE FUTURE: FINAL CLEAN COPY OF HYPOTHESIS STATEMENTS AND 2 PERSONAL COMMITMENT STATEMENTS

• Teacher shows pupils how to write their hypothesis statements in good copy, with clean lettering and no spelling mistakes.

• Pupils complete their good copy while teacher goes around and helps.

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NOTES Rubric for Hypothesis 1 2 Statements Contains the words Statements do not Statements are well “If..then..” contain the words formulated and use “If” and “then” the words “If” and “then” States an action/ Problem or Statements begin by problem or situation is not clearly and briefly situation (cause) clearly stated at the stating a problem or beginning situation States an effect to Effect is not directly Effect is directly the action/problem related to the cause related to the cause or situation in the or it is unclear and clearly stated future tense Uses future tense in Verbs are not in Verbs are well the second part of the future or are formulated in the the sentence incorrectly used future tense

Rubric for Writing about the Future of 1 2 Endangered Species Uses antonyms There are no There are antonyms to contrast what antonyms and they are well harms and what used helps Uses the Personal Personal future tense in commitment is not commitment is in the personal in the future tense the future tense commitment statement

CONCLUDING THE SESSION: 3 SHARING AND READING

• Teacher asks pupils to share their statements about the future and NOTE TO TEACHER endangered species to their partners. He or she invites several Collect the statements pairs present. about the future and • Teacher puts ten statements about the future and endangered endangered species and species together as a book and makes several books for pupils to use the assessment grid read in their spare time. above to rate each pupil 1 or 2.

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WEEK 27

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: USING SOUND, HEAT, AND WIND ENERGY LEVELED READER: GREAT INVENTORS, INSPIRING INVENTIONS

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 27 (50 MINUTES PER DAY)

Theme: Using sound, heat, and ind Energy Leveled Reader: Great Inventors, Inspiring Inventions (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Rea Diwata Mendoza) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN3OL-IIIf-1.16.5 • Listening Story: 1. Sharing Information 1. Sharing information Engage in discussions about Creating Creative Communication • Teacher explains they will learn about • Pupils share what they know about inventors. specific topics • Vocabulary: inventors and the inventions they made using V • Give meaning of words used in 2. Listening Story: New words from the text sound, wind, and heat. Listening Stories and Leveled Creating Creative Communication text read • Elements of a story 2. Listening Story: Pre-Reading Activities LC • EN3LC-Ia-j-2 Creating Creative Communications • Character Profile Activate prior knowledge based on • Pupils listen to the teacher using words, Pre-Reading Activities the stories to be read • Writing: Response to a story phrases, or expressions that are unfamiliar. listened to • Teacher unlocks unfamiliar words • Listen to a variety of literary and • Pupils create a character profile. and expressions. expository texts; and During Reading Activities • Teacher explains they will be creating a • EN3LC-IIIa-j-2.1 character profile for the inventor, Note important details • Pupils listen attentively to the story read and Gregorio Zara. answer questions about it. • EN1LC-IIIg-h-3.2 1 During Reading Activities Ask and respond to questions about After Reading Activities informational texts listened to • Teacher reads Listening Story to pupils and • Pupils answer questions about the story WC • EN3WC-Ia-j-4 pauses to check pupils’ understanding. and the character. They comment on the Illustrate ideas and write sentences character’s qualities and accomplishments to After Reading Activities about one’s drawing start building a character profile. • Teacher asks questions about the story 3. Concluding the Session and the character, and invites pupils to comment on the character’s qualities and • Homework: Pupils answer the question: accomplishments to start building a Why was the invention of the video phone character profile. important? Draw a picture to go with your answer. 3. Concluding the Session

• Homework: Answer the question: Why was the invention of the video phone important? Draw a picture to go with your answer. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 27 (50 MINUTES PER DAY)

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities G • Observe correct subject-verb • Leveled Reader: 1. Grammar 1. Grammar agreement Great Inventors, Inspiring Inventions • Teacher leads students through a mini-lesson • Pupils learn about subject-verb agreement. V • EN1V-IIIa-j-25 • Vocabulary: Words from the text on subject-verb agreement. Show understanding of meaning of 2. Leveled Reader: Great Inventors, r-influenced vowels (_ir, _ire, _ier) • Sight words: first, when, thank 2. Leveled Reader: Great Inventors, Inspiring Inventions (pages 1 to 5) words through drawing, actions, Inspiring Inventions (pages 1 to 5) Grammar: Subject-Verb Agreement Pre-Reading Activities and by using them in sentences • Pre-Reading Activities • Pupils recall the Listening Story. • EN3V-IIIa-7 • Teacher calls on pupils to recall the Recognize some words represented • Pupils review words that are unfamiliar. Listening Story. by common abbreviations During Reading Activities (e.g. Mr. Ave., Oct.) • Teacher unlocks unfamiliar words F • EN3F-IIIa-1.6 and expressions. • Group 1 pupils read the text (pages 1 to 5) Read Grade 3 level texts consisting with a partner from their levels, while Group During Reading Activities of words with r-influenced vowels 2 pupils share their drawings and sentences (_ir, _ire, _ier) with at least • Teacher divides class into two groups with a partner. 95-100% accuracy according to reading levels (1 and 2). OL • EN3OL-IIIb-i-1.2 • Group 2 pupils read the text (pages 1 to 5) Engage in a variety of ways to • Teacher assists Group 1 in reading with a partner from their levels, while Group (pages 1 to 5) in pairs, while Group 2 1 pupils share their drawings and sentences 2 share information (e.g. role playing, reporting, summarizing, retelling, pupils share their drawings and sentences with a partner. to their partners. and show and tell) After Reading Activities RC • EN3RC-IIc-e-2.2 • Teacher assists Group 2 in reading • Pupils share their ideas about the Note details in a given text (pages 1 to 5) in pairs, while Group 1 character to continue the character profile pupils share their drawings and sentences. • Infer character traits based on his of Gregorio Zara. works and actions After Reading Activities 3. Concluding the Session • Teacher asks questions to elicit details on the • Pupils express ideas on the character character’s qualities and accomplishments to Gregorio Zara. contribute further to the character profile of Gregorio Zara. • Homework: Answer the question: What are three qualities of Gregorio Zara? 3. Concluding the Session Justify why you say this. • Teacher asks follow-up questions to discuss life and accomplishments of Gregorio Zara.

• Homework: Answer the question: What are three qualities of Gregorio Zara? Justify why you say this. OL • EN3OL-IIIb-i-1.2 • Leveled Reader: 1. Sharing of Homework 1. Sharing of Homework Engage in a variety of ways to share Great Inventors, Inspiring Inventions • Teacher asks pupils in pairs to share their • Pupils share their answers to the question 3 information (e.g. role playing,) answers. Teacher asks a few pairs to share to with a partner. reporting, summarizing, retelling the class. and show and tell DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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181 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities PWR • Contrast words with r-influenced • Phonics: r-influenced vowels 2. Phonics: r-influenced vowels 2. Phonics: r-influenced vowels vowels (_ir, _ire, _ier) (_ir, _ire, _ier) (_ir, _ire, _ier) (_ir, _ire, _ier) S • EN3S-IIIa-d-4 • Teacher writes words from Leveled Reader • Pupils categorize, read, and participate in Spell words with r-influenced and word list and leads a word sort on board. interactive word sort on the board. vowels (_ir, _ire, _ier) • Teacher asks pupils to sort a series of words • Pupils sort a series of words on their own; on their own; they check together. they check together. 3. Skill Builder Exercise 3. Skill Builder Exercise

3 • Teacher tells pupils to complete the Phonics • Pupils complete the Phonics Skill Builder Skill Builder Exercise: find r-controlled vowels Exercise: find r-controlled vowels with i. with i. 4. Concluding the Session 4. Concluding the Session • Pupils practice dictating spelling words to • Teacher asks pupils to practice spelling words each other in pairs. in pairs. • Spelling words: Pupils practice spelling words • Teacher gives homework: Spelling words using Look, Cover, Write, Check. using Look, Cover, Write, Check. F • EN3F-IIIa-1.6 • Leveled Reader: 1. Skill Builder Correction 1. Skill Builder Correction Read Grade 3 level texts consisting Great Inventors, Inspiring Inventions • Teacher leads pupils through a correction of • Pupils check their Phonics Skill Builder. of words with r-influenced vowels • Vocabulary: Words from the text the Phonics Skill Builder. (_ir, _ire, _ier) with at least 2. Leveled Reader: Great Inventors, 95-100% accuracy • Sight words: first, when, thank 2. Leveled Reader: Great Inventors, Inspiring Inventions (pages 7 to 10) RC • EN3RC-IIa-b-2.19 Inspiring Inventions (pages 7 to 10) Grammar: Subject-Verb Agreement Pre-Reading Activities Reread, monitor, and self-correct • Pre-Reading Activities one’s comprehension • Pupils review words that are unfamiliar. • Teacher asks questions to recall • EN3RC-IIc-e-2.2 • Pupils talk about the illustrations in the story. previous lesson. Note details in a given text During Reading Activities • Teacher asks pupils to read words using their • Infer character traits phonics knowledge. Group 1 pupils read the text (pages 7 to 10) 4 G • Observe correct • with a partner from their levels, while subject-verb agreement • Teacher unlocks unfamiliar words Group 2 pupils reread Chapter 1 and expressions. (pages 1 to 5) with a partner. During Reading Activities • Group 2 pupils read the text (pages 7 to 10) • Teacher divides class into two groups with a partner from their levels, while according to reading levels (1 and 2). Group 1 pupils reread Chapter 2 (pages 7 to 10) with a partner. • Teacher assists Group 1 in reading in pairs (pages 7 to 10), while Group 2 pupils reread c. After Reading Activities Chapter 1 (pages 1 to 5) in pairs. • Pupils scan for a specific word to answer a question and discuss what they learned about the video phone. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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183 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities • Teacher assists Group 2 in reading individually • Pupils answer the prompt in writing: Name then in pairs (pages 7 to 10) while Group 1 three things learned about the video phone. pupils reread Chapter 2 (pages 7 to 10) 3. Grammar in pairs. • Pupils write verbs so they agree with After Reading Activities their subject. • Teacher asks questions about what pupils • Pupils copy the Skill Builder Exercise on learned about the video phone. subject-verb agreement in their notebooks to • Teacher asks pupils to answer the prompt complete at home. in writing: Name three things learned about 4. Concluding the Session the video phone. • Homework: Complete Skill Builder Exercise 4 3. Grammar on subject-verb agreement at home. Practice • Teacher leads a mini-lesson on spelling words. subject-verb agreement.

• Teacher tells pupils to copy the Skill Builder Exercise on subject-verb agreement in their notebooks to complete at home. 4. Concluding the Session

• Homework: Teacher tells pupils to complete the Skill Builder Exercise on Subject-Verb agreement at home and tells them to practice their spelling words. G • Observe correct • Leveled Reader: 1. Weekly Assessment 1. Weekly Assessment subject-verb agreement Great Inventors, Inspiring Inventions • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise with their S • EN3S-IIIa-d-4 • Phonics: r-influenced vowels board with pupils checking their work. partners. Spell words with r-influenced (_ir, _ire, _ier) vowels (_ir, _ire, _ier) • Teacher gives spelling test, then partners • Pupils do spelling test, then check each • Noting details regarding character, check each other’s work. other’s work. • EN3S-IIIg-j-2.5 setting, and plot Use capitalization rules in word 2. Writing 2. Writing and sentence level (e.g. proper and 5 Teacher explains what makes a good Pupils listen and contribute ideas common nouns, beginning words • • biography and models how to write a during discussion. in sentences) good biography. WC • EN3WC-IIa-b-1 • Pupils follow teacher-led guided practice on Participate in generating ideas • Teacher conducts guided practice of how to how to write a good biography. through pre-writing activities: write a good biography. • Pupils work in groups doing • EN3WC-IIa-1.1 • Teacher assigns Cooperative Writing: cooperative writing. Brainstorming Writing a biography of Gregorio Zara based on information gathered previously. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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• Teacher tells pupils to copy the Skill Builder Exercise on subject-verb agreement in their notebooks to complete at home. 4. Concluding the Session

185 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities WC • Write different forms of simple 3. Concluding the Session: Sharing and Reading 3. Concluding the Session: Pupils in groups share composition as a response to their written biography of Gregorio Zara. • Teacher invites groups to share their stories/poems listened to: biography of Gregorio Zara. • Homework: Choose a family member to 5 • EN3WC-IIa-j-4 write about. Get information about • Homework: Choose a family member to Write a biography of someone in the person. write about. Get information about your family the person. SS • Organize information gathered DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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187 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTES DAY OBJECTIVES • EN3OL-IIIf-1.16.5. Engage in discussions about specific topics • Give meaning of words used in Listening Stories and Leveled text read 1 • EN3LC-Ia-j-2. Activate prior knowledge based on the stories to be read • EN3LC-IIIa-j-2.1 Listen to a variety of literary and expository texts and note important details • EN1LC-IIIg-h-3.2. Ask and respond to questions about informational texts listened to • EN3WC-Ia-j-4. Illustrate ideas and write sentences about one’s drawing

On-going Assessment: In Weeks 27, 28, and 29, pupils practice using details from the text to construct profiles of the characters in the story. In the same weeks, the teacher focuses on asking five pupils a day to describe a character. He or she uses the grid below to assess their use of the information in the text to justify their BRIDGING descriptions. WITH SCIENCE 1 2 For the next three Does not cite Cites information weeks, the class will any information (qualities, Uses information be learning about how from the text accomplishments, from the text different inventors used RC to support and events) from read to describe sound, heat, and wind descriptions of a the text to support a character to invent new objects. character descriptions of a Please begin the week character in the by asking pupils what story they recall from their science lessons on Note: In Weeks 27, 28 and 29, the teacher will ask five pupils a day sound, heat, and wind. to describe one of the characters in the story and therefore all pupils will be assessed in the course of the three-week period.

SHARING INFORMATION NOTE TO TEACHER 1

In Week 27, observe • Teacher explains that the weekly theme will be about describing pupils’ use of information how inventors have used sources of sound, heat, and wind in from the text during their inventions. activities such as: • Teacher asks students if they know of any inventors or people • Orally: After reading who’ve created new things. – Comprehension questions • She or he asks the pupils to share their answers. Teacher writes the responses on the board. • Written: Reading responses or character profiles

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NOTES 2 LISTENING STORY

PRE-READING ACTIVITIES a. Activating Prior Knowledge Teacher asks the pupils to think of different sources of sound they know of in Filipino and English. He or she writes the responses on the board.

b. Unlocking Words and Expressions

• Teacher explains the following words and expressions BRIDGING and asks questions. When explaining new (1) communicate vocabulary, do not Teacher says: To communicate means to talk to or share your translate. Use hand ideas with someone else. When I talk to you, I am communicating. gestures, objects, and movement as much (2) ahead of his time as possible. Teacher says: When someone is “ahead of their time”, it means that they do something way before it becomes popular or well known.

(3) engineer BRIDGING Teacher says: An engineer is a person whose job is to design, build, Some words are easy or use machines to make things. Engineers build cars, buildings, bridges, to explain by showing etc. Do you know any engineers? the picture in the book, (4) invention example: video phone. Teacher says: When something new is created or made, it is an invention. The computer is an invention, so is the car. Do you they know of any new inventions?

(5) inventor Teacher says: A person who creates an invention or creates something new is called an inventor. We will learn about inventors these next few weeks.

c. Linking with the Story • Teachers says that today, they will hear a biography on the inventor of the video phone which is used now in many forms of communication like the cellphone or the internet. The inventor’s name is Gregorio Zara. He is Filipino. The class will hear about him and some of what he did in his life and how he came to invent the video phone.

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NOTES DURING READING ACTIVITY

Teacher reads the following story out loud while pupils look at the picture on the cover.

Creating Creative Communications Sound is everywhere. Birds chirp, wind howls, music plays, and people talk. Sound is also a very important way to communicate. When we talk, people hear the sound we make. Scientists have worked for a long time on trying to invent ways to move sound across long distances. One of these scientists is Filipino inventor Gregorio Y. Zara. Gregorio Zara was ahead of his time. He invented something a long time before it was used by many people. As an engineer, he invented many things. One of his inventions was the first video phone. This phone was not like a normal phone with sound only. It lets you see the person you are talking to and hear them at the same time. This invention has many important uses today. Let’s learn how the great Filipino inventor Zara came to invent the video phone!

AFTER READING ACTIVITIES a. Comprehension Check • Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– What is everywhere? What is sound used for? –– What have scientists tried to do with sound? –– Who is the inventor who created a new device for communication? –– Why was Gregorio Zara ahead of his time? What was the name of his invention?

–– How is the video phone different from a normal phone?

b. Activity: Making a Character Profile

NOTE TO TEACHER • Teacher tells the pupils they will use the information from the text to begin a character profile for inventor, Gregorio Zara. Write the character profile on a section of the board • Teacher draws the following tables on the board. He or she fills you can return to or a in the columns based on the pupils’ answers (possible answers are flip chart. The character indicated in parentheses). profile will be built upon all week.

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Table 1: NOTES

Questions Facts about What these Gregorio Zara facts could mean What country was (Philippines/ Gregorio Zara Filipino) from? What then was his nationality? What was his (engineer, scientist) work? He made or (inventor) created things. What do we call him? How was he (ahead of his time) described for making something that was not yet known during his time?

Table 2:

Questions Life events and What these accomplishments events could mean

What action or (he invented the accomplishment of video phone) Gregorio Zara did you hear about in the text?

Teacher asks: From these facts and events, what can you infer about NOTE TO TEACHER Gregorio Zara? (smart, creative) For struggling readers, • He or she writes pupils’ answers in the appropriate columns in suggest the following the table. sentence beginnings:

• Then, he or she writes a question on the board for pupils to The invention of the video answer in their notebooks: phone was important because______. Why was the invention of the video phone important?

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NOTES 3 CONCLUDING THE SESSION Homework: Teacher asks pupils to tell family members about what they learned about the inventor Gregorio Zara and answer the question: Why was the invention of the video phone important?

DAY OBJECTIVES • Observe correct subject-verb agreement • EN1V-IIIa-j-25. Show understanding of meaning of r-influenced vowels 2 (_ir, _ire, _ier) words through drawing, actions, and by using them in sentences • EN3V-IIIa-7. Recognize some words represented by common abbreviations (e.g. PH) • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with r-influenced vowels (_ir, _ire, _ier) with at least 95-100% accuracy • EN3OL-IIIb-i-1.2. Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) • EN3RC-IIc-e-2.2 Note details in a given text and infer character traits based on his works and actions

1 SHARING OF HOMEWORK

Teacher asks pupils to share with their partners their answers to why they think the video phone is important. Then, he or she asks a few pairs to share with the class.

LEVELED READER: GREAT INVENTORS, INSPIRING INVENTIONS 2 (CHAPTER 1: PAGES 1 TO 5) BRIDGING

Remember to let PRE-READING ACTIVITIES pupils use words or expressions in the a. Activating Prior Knowledge Mother Tongue or in • Teacher tells pupils that today they will read about Gregorio Zara’s Filipino. Then, model life, his accomplishments, and how he was able to invent the how to say the words video phone. in English. • Teacher distributes the Leveled Reader (two levels: relatively easy and relatively challenging) to pupils according to their reading levels.

• Teacher asks pupils what they learned about sound, Gregorio Zara, and the video phone in the previous lesson.

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• Teacher tells pupils to look at the first page of their book. He or NOTES she asks them to look at the word Philippines and the letters in parentheses (PH). He or she asks: What does PH stand for? He or she explains abbreviations help us express long words or phrases in a simpler manner. b. Decoding Strategies • Teacher writes the following words on the board: first, thirst, energy, hire, wires, stir, later, great, example, heard

• Teacher points to each word and asks the pupils to read it together twice.

• He or she tells the pupils they will be reading these words in the text and will study some of them in the next lesson. c. Unlocking Words and Expressions

• Teacher reviews the following words: inventor, invent, engineer BRIDGING • Teacher explains the following words and expressions Some words are easy and asks questions. to explain by showing (1) Department of Public Works and Communication the picture in the book, example: paper, devices, Teacher says: This is a government office that works on how to set up compass, video phone, communication lines all over the Philippines many years ago. There is a award. different name for this government office now.

(2) to be hired Teacher explains: To be hired means that an owner or the boss of a company asks you to come and work for them. It means that you get a job.

(3) research Teacher explains: To research something is to learn about it and study it really well. When scientists research a new medicine, they look at what the medicine is made up of, how it will work on humans, and what the side effects are.

(4) having a thirst for Teacher says: When you have a thirst for something, you want something. To have thirst for knowledge or learning means you really want to learn something new.

(5) causing a stir Teacher says: When something causes a stir, it means that people get excited about something. The video phone was so new to people in the early days that they were excited about it.

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NOTES DURING READING ACTIVITIES

Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1 (relatively easy text), Group 2 (relatively challenging text) will read the text silently. Then, they will switch. NOTE TO TEACHER Pupils who are not yet Group 1 (Pupils reading Group 2 (Pupils reading able to read the text relatively easy text.) relatively difficult text.) can preview the text by Teacher asks Group 1 pupils Group 2 pupils read the text looking and talking about to read the text (Chapter 1: (Chapter 1: pages 1 to 5) the pictures. pages 1 to 5) in pairs. silently. They take note of why video phones caused Teacher walks around to a stir. listen to Group 1 pupils read. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self-check their comprehension. Group 1 pupils go back to the Teacher asks Group 2 pupils text (Chapter 1: pages 1 to 5) to read the text (Chapter 1: and read it silently. They take pages 1 to 5) in pairs. note of why video phones Teacher goes around and caused a stir. asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension: –– When was Gregorio Zara born? Where was he born? –– What was special about Zara as a student? Where did he go to study?

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–– Who hired Gregorio Zara when he returned to the Philippines? NOTES What did he do for the DPWC? What did Gregorio Zara do in addition to working with the DWPC?

–– How many devices did Gregorio Zara invent? What type of inventions did he come up with?

–– What was Gregorio Zara’s biggest invention? Why do you think the video phone caused a stir?

–– What awards did Gregorio Zara get for his work? b. Activity: Making a Character Profile NOTE TO TEACHER • Teacher tells pupils that they will use the information from the text to continue a character profile for inventor, Gregorio Zara. Write the character profile He or she takes out the chart started on Day 1: on a section of the board you can return to or a Table 1: flip chart. The character profile will be built upon Questions Facts about What these all week. Gregorio Zara facts could mean What country was (Philippines/ Gregorio Zara Filipino) from? What was his nationality? What was his (engineer, scientist) work? He made or (inventor) created things. What do we call him? How was he (ahead of his time) described for making something that was not yet known during his time?

Table 2:

Questions Life events and What these accomplishments events could mean What action or (he invented the video accomplishment phone) of Gregorio Zara did you hear about in the text?

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NOTES • Teacher asks pupils questions to fill out the character profile: –– Given what you’ve heard about Gregorio Zara in this chapter, what are more facts you can say about him? (good student, engineer, teacher)

–– What events or accomplishments of Gregorio Zara did you hear about in the text? (He worked for DWPC, wrote books and papers, invented 30 devices, received awards for his work )

–– From these facts and events, what can you infer about Gregorio Zara? (ex. recognized, dedicated)

• Teacher writes pupils’ answers in the appropriate columns in the table. 3 CONCLUDING THE SESSION • Teacher explains that the things we can infer about the character based on his life events and accomplishments are called qualities.

• Teacher asks follow-up questions to elicit a discussion on the character. He or she draws this graphic organizer on the board:

Quality #1 Quality #2

Gregorio Zara

Quality #3

• Teacher asks these questions to fill up the bubbles: –– Gregorio Zara got a scholarship to study abroad. What quality or characteristic does this show? (intelligence)

–– He worked for the government and improving systems in the Philippines when he came back. What quality or characteristic does this show? (patriotism or love for country, loyalty)

–– He invented 30 devices. What quality or characteristic does this show? (creativity, industriousness, productiveness)

Homework: Teacher asks pupils to write two to three sentences to answer the following question: What three qualities of Gregorio Zara are shown in the story? What parts of the text prove these? He or she reminds them that they can use abbreviations in their writing to make it shorter.

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NOTES OBJECTIVES DAY • EN3OL-IIIb-i-1.2. Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) • Contrast words with r-influenced vowels (ir, ire, ier) 3 • EN3S-IIIa-d-4. Spell words with r-influenced vowels (ir, ire, ier)

1 SHARING OF HOMEWORK NOTE TO TEACHER Ask some pupils to share Teacher asks pupils in pairs to share their sentences from the abbreviations they their homework. Then, he or she asks a few pairs to share with used in their writing. the class.

2 GRAMMAR

• Teacher writes the following words on the board: The video phone is a creative invention. The video phone allows you to see who you are talking to. Nowadays, video phones are used in many things. Videophones send sound and video. Zara was a good student. Videophones were uncommon during his time. Zara invented thirty devices. Zara and his friend worked on many devices.

• Teacher asks pupils to read the sentences aloud. • Teacher circles the subject of each sentence and asks students to identify if it is singular (only one) or plural (more than one).

• Teacher then underlines the verbs. He or she points to the verbs and explains that the subject number will affect the verb. He or she writes the following chart on the board:

Subject Number Present Tense Verb Videophone 1 is Videophone 1 allows Videophones More than 1 are Videophones More than 1 send

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NOTES Subject Number Past Tense Verb Zara 1 was Videophones More than 1 were Zara 1 invented Zara and is friend worked

Teacher asks: –– In the present tense, what do you notice about the verbs of singular subjects? (be-verb: is, or verb ends with –s)

–– What do you notice about the verbs of plural subjects? (be-verb: are, or verb has no –s)

–– In the past tense, what do you notice about the verbs of the singular subjects? (be-verb: was, or the past tense of the verb)

–– What do you notice about the verbs of the plural subjects? (be-verb: were, or the past tense of the verb)

–– In the past tense, when we use the main verb, like “invent” and “work”, is there a difference between singular or plural subjects? (no difference, main verbs are simply written in the past tense) 3 PHONICS • Teacher writes the following words on the board:

first hire earlier firm thirst birth wire stir easier fire

• Teacher points to each word and asks pupils to read the words together.

• Teacher draws columns on the board and fills in header words. For each word, he or she explains why they are writing them at the top of each column. Ex. I am writing “_ir” at the top of the first column because the short i takes the sound of the r in “first”. I am writing “_ire” at the top of the second column because the long i sound is not affected by the r, as in the word “hire”. I am writing “_ier” at the top of the third column because the ending ie sound is affected by r, as in the word “earlier”.

_ir _ire _ier first hire earlier

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• Teacher asks pupils to explain their sorts to their partners. NOTES He or she calls on several pupils to come and write the words under the appropriate columns. He or she asks each pupil to explain his or her answer by sounding the word and pointing at the spelling pattern. The rest of the pupils check their work.

A NOTE ON THIS SORT Point out to the pupils that the letter “r” is like a robber. It robs the short “i” vowel sound to make it sound like an “r”. That makes it difficult to know which vowel to write sometimes. The “r” does not affect a long vowel “i” because you can still hear the “i” sound when you read words like “fire” or “hire”. The r does affect the “ier” sound to make the “ie” combination sound like “eee-rrr”.

SKILL BUILDER EXERCISE 4 NOTE TO TEACHER If pupils don’t have enough Teacher tells pupils to copy and complete the time, please use the Skill Builder Exercise. extra time at the end of Search for the r-controlled vowels with “i” in texts at the week to help pupils home. Copy them into the appropriate columns and complete this exercise. read them out loud.

5 CONCLUDING THE SESSION

• Spelling words: first, when, other, firm, hire, shinier, thirst, fire, sturdier, wire

• Spelling activity: Teacher asks pupils to get into pairs and to take turns dictating spelling words of their choice. They check their spelling activity together.

Homework: Teacher asks pupils to copy the spelling words in their notebooks and practice their spelling by sorting them by spelling pattern.

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NOTES DAY OBJECTIVES • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with r-influenced vowels (_ir, _ire, _ier) with at least 95-100% accuracy 4 • EN3RC-IIa-b-2.19 Reread, monitor, and self-correct one’s comprehension • EN3RC-IIc-e-2.2 Note details in a given text and infer character traits • Observe correct subject-verb agreement

1 SKILL BUILDER CORRECTION Teacher asks pupils to share their answers to the Phonics Skill Builder with their partners. He or she asks a few pairs to share their r-influenced word list to the class.

LEVELED READER: BRIDGING 2 GREAT INVENTORS, INSPIRING INVENTIONS Remember to let (CHAPTER 2: PAGES 7 TO 10) pupils use words or expressions in the PRE-READING ACTIVITIES Mother Tongue or in Filipino. Then, model a. Activating Prior Knowledge how to say the words • Teacher asks pupils about what they learned about Gregorio Zara in English. in the text read the previous meeting.

• Teacher tells pupils that today they will read about the video phone.

b. Decoding Strategies • Teacher distributes the Leveled Readers (two levels: relatively easy and relatively challenging) to pupils according to their reading levels. He or she pairs pupils according to their levels (relatively easy and relatively challenging) and asks pupils to look at page 8 and say what words they know to their partners.

• Teacher asks pupils to look back at the word sort in their notebooks. He or she reminds them to use their knowledge of the r-influenced vowels to help them read new words.

BRIDGING c. Unlocking Words and Expressions Some words are easy • Teacher reviews words from last time: sound, communications to explain by showing (1) Internet the picture in the book, example: cell phone, Teacher says: The Internet is a computer tool that you can use to get video, normal phone, many types of information. It allows you to connect to other people in different screen, keyboard. parts of the world, or get information from different sources or places. Have you ever used the Internet? What did you look for on the internet?

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(2) planet NOTES Teacher explains: Our planet is our world. Our planet is called the Earth.

(3) images Teacher says: Images are pictures. What images could they have seen in the video phones before? What images can you see in a cellphone now? d. Linking with the Story Teacher asks pupils to look at the pictures on pages 7 to 10. He or she explains they will use the information to learn more about the characteristics of Gregorio Zara, and his invention, the video phone.

DURING READING ACTIVITIES

Group 1 (Pupils reading Group 2 (Pupils reading relatively easy text.) relatively difficult text.) Teacher asks Group 1 pupils Teacher asks Group 2 pupils to read the text (Chapter 2: to read the text (Chapter 2: pages 7 to 10) in pairs. pages 7 to 10) individually and note how video phones work. Teacher walks around to listen to Group 1 pupils read. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. Teacher asks pupils to reread or self-check their comprehension.

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NOTES Teacher asks Group 1 pupils Teacher asks Group 2 pupils to reread the text (Chapter 2: to read the text (Chapter 2: pages 7 to 10) individually and pages 7 to 10) in pairs. note how video phones work. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. Teacher asks pupils to reread or self-check their comprehension.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension and to help elicit details from the text:

–– How do video phones work? –– How are video phones different from normal phones? –– What devices use the video phone? –– How are video phones useful?

b. Activity: Making a Character Profile • Teacher tells the pupils that they will use the information on the video phone from the text to add to the “accomplishments” section of Gregorio Zara’s character profile.

• Teacher takes out and points to table #2 on the board: Table 2:

Questions Life events and What these accomplishments events could mean What action or (he invented the accomplishment video phone) of Gregorio Zara did you hear about in the text?

• He or she asks pupils questions to add to the accomplishments section of the character profile:

–– What are the characteristics of the video phone? (complex/not simple, more advanced than normal phones, useful)

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–– What could this tell us about Gregorio Zara? (He thinks deep; NOTES has a great mind; very smart; great inventor)

• Teacher writes pupils’ answers in the appropriate column in he table.

3 GRAMMAR BRIDGING Ask pupils what the • Teacher reviews the Subject-Verb Agreement Chart on Day 3. subject-verb agreement Then, he or she writes the following sentences on the board: is in Filipino and how it Sound is everywhere. is written. Videophones are useful. The invention has many uses.

• Teacher asks pupils to circle the subject in each sentence. He or she asks them to change the subject to make it singular or plural and to say how this would affect the underlined verb. They write the new sentences with their matching singular or plural verbs.

Sound is Sounds are → everywhere. everywhere. Videophones A video phone → are useful. is useful. NOTE TO TEACHER The invention has Inventions have If pupils don’t have enough → many uses. many uses. time, please use the extra time at the end of • Teacher tells pupils to copy the Skill Builder Exercise on page 11 the week to help pupils in their notebooks. He or she tells them to complete the exercise complete this exercise. at home.

4 CONCLUDING THE SESSION

Teacher asks a few pupils to share with a partner what they learned about video phones today. He or she encourages pupils to go find objects in their communities that use video phone technology.

Homework: Teacher reminds pupils to complete the Skill Builder Exercise on subject-verb agreement and tells them to practice their spelling words using the strategy: Look, Cover, Write, Check.

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NOTES DAY OBJECTIVES • Observe correct subject-verb agreement • EN3S-IIIa-d-4. Spell words with r-influenced vowels (_ir, _ire, _ier) 5 • EN3S-IIIg-j-2.5 Use capitalization rules in word and sentence level (e.g. proper and common nouns, beginning words in sentences) • EN3WC-IIa-b-1. Participate in generating ideas through pre-writing activities: Brainstorming • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Write a biography of a person read about • Organize information gathered

1 WEEKLY ASSESSMENT a. Grammar • Teacher writes the answers to the Skill Builder on subject-verb agreement. Pupils check in pairs, then share their answers with a partner (second part of the Skill Builder Exercise).

• Teacher distributes the Leveled Reader (two levels: relatively easy and relatively challenging) to pupils according to their reading levels.

• He or she encourages pupils to engage in “extra fun” activities on page 35 of their readers with a partner.

b. Spelling Teacher gives spelling test using words from the spelling list. He or she uses each word in a sentence. Then, partners check each other’s work.

2 WRITING A BIOGRAPHY a. Introduction • Teacher tells pupils that they will write a short biography on a person of their choice.

• Teacher explains that a biography is the story of someone’s life told by another person. He or she explains that a good biography contains important information about the person, such as the following:

–– Details about the person’s big life events (when and where he or she was born, family information like name of parents and siblings, schooling, etc)

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–– The person’s traits NOTES –– The person’s life accomplishments • Teacher goes back to the Character Profile Chart the class has NOTE TO TEACHER started from Day 1. He or she focuses on the second and third columns (Facts/Accomplishments, and What these mean). He or Supply synonyms/ she asks the students if they have details to add and writes these vocabulary as needed under the correct columns.

CRITERIA FOR WRITING A BIOGRAPHY –– Gives details of a person’s big life events –– Talks about a person’s traits –– Recounts the person’s life accomplishments

Table 1:

Questions Facts about What these Gregorio Zara facts could mean What country was • Philippines/ • now an Gregorio Zara Filipino important from? What was person in the his nationality? Philippines What was his • engineer, • interested in work? scientist science and technology He made or • inventor • creative, smart created things. What do we call him? How was he • ahead of his time • forward- described for thinking/ making something imaginative that was not yet known during his time? What are more • born in 1902 • good student, facts you can say in Lipa smart about him? • sent to study in the USA and France

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NOTES Table 2:

Questions Life events and What these accomplishments events could mean What action or • he invented the • a genius/really accomplishment video phone intelligent, of Gregorio Zara creative • video phone is did you hear better than the about in the text? normal phone

• it is used in many devices today (like the internet and the cellphone) What other • worked for • patriotic/loves events or DPWC his country, loyal accomplishments • wrote books and • wants to of Gregorio Zara papers educate/teach did you hear others about in the text? • invented 30 devices • industrious, productive • received awards for his work (Gold • well-known/ Medal for Science, famous, National Scientist) important, recognized

b. Class Work • Teacher leads the pupils on how to write a biography. He or she explains that the first thing to do is to choose the person to write about. This can be a family member, a famous person, or someone they know well. For their guided practice, they will write about Gregorio Zara.

• Teacher explains that next, they need to make a character profile for the person which includes the person’s life events, traits, and life accomplishments, like what they did for Gregorio Zara.

• He or she explains that the character profile will help them organize their ideas about their chosen character.

• Teacher then tells pupils to put the information in the character profile chart in story form. He or she asks them what they can say about Gregorio Zara and to express their thoughts in sentences.

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• Teacher writes the responses on the board. Examples are: NOTES –– Gregorio Zara was born in the Philippines. He was a Filipino.

–– He was an inventor. He was creative and smart. –– He was born in 1902 in Lipa. He was sent to study in the USA and France. He must be smart and a very good student.

–– He invented the video phone. The video phone was not like the normal phone. Now, his invention is used in many devices like the internet and the cellphone. Gregorio Zara is really intelligent and creative. NOTE TO TEACHER –– Zara worked for DPWC when he came back Remind pupils that since to the Philippines. He was patriotic and loyal to this happened many years his country. ago, they have to write the sentences in the –– He invented 30 devices. He was industrious past tense. and productive.

c. Cooperative Writing • Teacher forms the class in groups of five. He or she tells them to use the sentences in the class discussion to write the story of Gregorio Zara. He or she instructs them to do the following:

• First, they must group the sentences and ideas that go together. • Next, they have to think about how to arrange these ideas to make a story. They should ask themselves: What events happened first? (birth details) What happened next? (schooling) What followed this? (work and inventions)

• They can add more details from the text or their inferences about the character of Gregorio Zara using evidence from the text.

• Group members should discuss and agree on how to structure the biography. They take turns writing on their manila paper. Teacher goes around and checks what each group is doing.

CONCLUDING THE SESSION: 3 SHARING AND READING

• Teacher invites each group (if there’s time; if not, choose the groups who’ll present) to present their biographies of Gregorio Zara to the class. He or she encourages positive feedback: What was good about the group’s story? What do they need to improve?

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NOTES Homework: Teacher tells pupils to choose a family member to write about. They should start getting information about their chosen family member by interviewing or asking him or her questions, like where and when he or she was born, where he or she studied, what he or she studied, what he or she did after school/what work he or she does, etc.

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WEEK 28

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: USING SOUND, HEAT, AND WIND ENERGY LEVELED READER: GREAT INVENTORS, INSPIRING INVENTIONS

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 28 (50 MINUTES PER DAY)

Theme: Using sound, heat, and wind energy Leveled Reader: Great Inventors, Inspiring Inventions (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Rea Diwata Mendoza) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN3OL-IIIb-i-1.2 • Vocabulary: New words from text 1. Locating Words 1. Locating Words Engage in a variety of ways to • Elements of a story • Teacher asks pupils to locate words in • Pupils locate words in Chapter 2: share information (e.g. role playing, Chapter 2: pages 7 to 10. pages 7 to 10. reporting, summarizing, retelling, • Comprehension: and show and tell) Inferring character traits • Teacher asks pupils to say what they know • Pupils give sources of heat. V • Give meaning of words used in about sources of heat. Writing: Drafting a biography 2. Listening Story: Cool Inventions listening stories and Leveled Reader • 2. Listening Story: Cool Inventions that Used the Sun LC • EN1LC-IIIg-h-3.2 that Used the Sun Ask and respond to questions about Pre-Reading Activities informational texts listened to Pre-Reading Activities • Pupils talk about what they’ve learned about • EN3LC-IIIi-j-3.7 • Teacher asks students to recall the previous the previous invention and inventor. Identify and use the elements of an inventor/invention read. informational/factual text heard • Pupils listen to the teacher using words, • Teacher unlocks unfamiliar words and phrases, or expressions that are unfamiliar. WC • Write different forms of simple expressions. composition as a response to During Reading Activity stories/poems listened to: During Reading Activity • Pupils listen attentively to the story read and • EN3WC-IIa-j-4 • Teacher reads Listening Story to pupils and answer questions. Illustrate ideas and write sentences pauses to check for understanding. 1 about one’s drawing; After Reading Activities After Reading Activities • Write a biography of someone in • Pupils answer questions about the text. • Teacher asks questions about the text. your family • Pupils infer character traits of Barbara Kerr. • Teacher guides pupils in inferring character 3. Writing a Biography traits. • Pupils accomplish preliminary writing for 3. Writing a Biography their biographies. • Teacher leads pupils in writing a first draft for • Homework: Interview the family member their short biographies. you’re writing a story about: What was one big 4. Concluding the Session problem or challenge you faced in life? How did you solve this? • Teacher asks pupils to share what they have written so far for their biography of a family member.

• Homework: Interview the family member you’re writing a story about: What was one big problem or challenge you faced in life? How did you solve this? DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 28 (50 MINUTES PER DAY)

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN3OL-IIIb-i-1.2 • Leveled Reader: 1. Retelling the Story 1. Retelling the Story Engage in a variety of ways to Great Inventors, Inspiring Inventions • Teacher asks pupils to share their answers • Pupils share their answers from share information (e.g. role playing, • Vocabulary: New words from from their homework. their homework. reporting, summarizing, retelling, the text and show and tell) 2. Revisions to Biography 2. Revisions to Biography V • EN1V-IIIa-j-25 • Sight words: after, start, like Teacher leads pupils in revising Pupils revise their biographies. Show understanding of meaning of • • their biographies. r-influenced vowels (_or, _ore, _ 3. Leveled Reader: Great Inventors, oar, _oor) words through drawing, 3. Leveled Reader: Great Inventors, Inspiring Inventions (Chapter 3, pages 12 to 15) actions, and by using them Inspiring Inventions (Chapter 3, pages 12 to 15) in sentences Pre-Reading Activities Pre-Reading Activities WC • Write different forms of simple • Pupils recall the Listening Story. composition as a response to • Teacher calls on pupils to recall the • Pupils review words that are unfamiliar. stories/poems listened to: Listening Story. During Reading Activities • EN3WC-IIa-j-4 • Teacher unlocks unfamiliar words Write a biography of someone in and expressions. • Group 1 pupils read the text (pages 12 to 15) your family with a partner from their levels, while Group During Reading Activities F • EN3F-IIIa-1.6 2 pupils work on their revisions to their Read Grade 3 level texts consisting • Teacher divides class into two groups biographies individually. of words with r-influenced vowels according to reading levels (relatively easy • Group 2 pupils read the text (pages 12 to 15) (_or, _ore, _oar, _oor) with at and relatively challenging text). 2 least 95-100% accuracy with a partner from their levels, while Group RC • EN3RC-IIa-b-2.19 • Teacher assists Group 2 in reading (pages 1 pupils work on their revisions to their Reread, monitor, and self-correct 12 to 15) in pairs, while Group 1 pupils biographies individually. work on their revisions to their biographies one’s comprehension After Reading Activities individually. • Note details and infer • Pupils answer questions about the text read. character traits • Teacher assists Group 2 in reading in pairs (pages 12 to 15), while Group 1 pupils 4. Concluding the Session work on their revisions to their biographies individually. • Homework: Pupils read their drafts to the family member they are writing about. Pupils After Reading Activities request for feedback: Are all my information correct? Did you like what I wrote about you? • Teacher asks questions to check pupils’ How do you think should I improve it? understanding of the story. 4. Concluding the Session

• Homework: Teacher tells pupils to read their drafts to the family member they are writing about. Pupils request for feedback: Are all my information correct? Did you like what I wrote about you? How do you think should I improve it?

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213 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • Acquire and use vocabulary • Leveled Reader: 1. Shared Writing 1. Shared Writing and structures related to theme Great Inventors, Inspiring Inventions • Teacher asks pupils in pairs to share their • Pupils share their revised drafts and stories • Phonics: r-influenced vowels revised drafts with a partner. Teacher asks a with a partner. • EN3OL-IIIb-i-1.2 (_or, _ore, _oar, _oor) few pairs to share their biographies. 2. Shared Reading Engage in a variety of ways to 2. Shared Reading share information (e.g. role playing, • Pupils reread Chapter 3: pages 12 to 15 of reporting, summarizing, retelling, • Teacher asks pupils to reread Chapter 3: their Leveled Readers in pairs according to and show and tell) pages 12 to 15 of their Leveled Readers in their reading levels. F • EN3F-IIIa-1.6 pairs according to their reading levels. 3. Phonics: r-influenced vowels Read Grade 3 level texts consisting 3. Phonics: r-influenced vowels (_or, _ore, _oar, _oor) of words with r-influenced vowels (_or, _ore, _oar, _oor) (_or, _ore, _oar, _oor) with at • Pupils categorize, read, and participate in least 95-100% accuracy • Teacher writes words from Leveled Reader interactive word sort on the board. PWR • Contrast words with r-influenced and word list and leads pupils in an interactive • Pupils sort a series of words on their own; vowels (_or, _ore, _oar, _oor) word sort on the board. they check together. S • EN3S-IIIa-d-4 • Teacher asks pupils to sort a series of words Spell words with r-influenced 4. Skill Builder Exercise on their own; they check together. 3 vowels (_or, _ore, _oar, _oor) • Pupils complete the Phonics Skill Builder 4. Skill Builder Exercise Exercise on page 16: Copy the grid in your • Teacher tells pupils to complete the Phonics notebook. Find 4 r-controlled o words in Skill Builder Exercise on page 16: Copy the your reader and put them in a grid. Write grid in your notebook. Find 4 r-controlled o them on the side and fill in the rest of the words in your reader and put them in a grid. squares. Write them on the side and fill in the rest of • Ask your partner to find the r-controlled the squares. o words. • Ask your partner to find the r-controlled 5. Concluding the Session o words. • Pupils practice their spelling words through 5. Concluding the Session the Team A, Team B game. • Teacher asks pupils to practice their spelling • Homework: Review spelling words using a words through the Team A, Team B game. writing sort. • Teacher gives homework: Review spelling words using a writing sort.

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215 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities WC • Write different forms of simple • Leveled Reader: 1. Shared Writing 1. Shared Writing composition as a response to Great Inventors, Inspiring Inventions • Teacher asks pupils to share their revised • Pupils exchange their revised biographies in stories/poems listened to: • Phonics: r-influenced vowels biographies to their partners and to give pairs and give positive feedback. • EN3WC-IIa-j-4 (_or, _ore, _oar, _oor) positive feedback. 2. Phonics Write a biography of someone in • Noting details 2. Phonics your family • Pupils check their Phonics Skill Builder. • Comparing characters/ • Teacher leads pupils through a correction of • EN3WC-IIId-e-2.6 • Pupils clap their hands when they hear an character traits the Phonics Skill Builder. Use appropriate punctuation marks r-influenced vowel. V • EN1V-IIIa-j-25 • Getting the main idea • Teacher reads sentences from the text and 3. Leveled Reader: Great Inventors, Show understanding of meanings asks pupils to clap their hands when they hear • Review of adjectives Inspiring Inventions (Chapter 4, pages 17 to 21) of r- influenced vowels (_or, an r-influenced vowel. _ore, _oar, _oor) words through Pre-Reading Activities 3. Leveled Reader: Great Inventors, drawing, actions, and by using using Inspiring Inventions (Chapter 4, pages 17 to 21) them in sentences • Pupils talk about how the sun was used in the invention previously read. G • EN3G-IIIf-g-5 Pre-Reading Activities Review use of adjectives • Pupils learn new words and expressions. • Teacher asks pupils to recall how the sun was F • EN3F-IIIa-1.6 used in the invention previously read about Read Grade 3 level texts consisting During Reading Activities of words with r-influenced vowels • Teacher unlocks unfamiliar words • Group 1 pupils read the text (pages 17 to 21) 4 (_or, _ore, _oar, _oor) with at and expressions. with a partner from their levels, while least 95-100% accuracy Group 2 reread Chapter 3: pages 12 to 15 During Reading Activities RC • EN3RC-IIa-b-2.19 with a partner. Reread, monitor, and self-correct • Teacher divides class into two groups • Group 2 pupils read the text individually one’s comprehension according to reading levels (relatively easy (17 to 21) and with a partner from their level and relatively challenging text). • EN3RC-IIc-e-2.2 while Group 1 pupils reread Chapter 4 Note details in a given text • Teacher assists Group 1 in reading (17 to 21) with a partner. individually then in pairs (pages 17 to 21), • Get the main idea After Reading Activities while Group 2 pupils reread Chapter 3: pages 12 to 15 in pairs. • Pupils note details about the text. • Teacher assists Group 2 in reading (pages 17 • Pupils study given information to arrive at the to 21) in pairs, while Group 1 pupils reread main idea. Chapter 4: pages 17 to 2) in pairs. 4. Grammar After Reading Activities • Pupils review about descriptive adjective and • Teacher asks questions about the text. adverbs.

• Teacher leads a discussion on getting the • Pupils copy the Skill Builder Exercise in their main idea. notebooks.

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• Teacher leads a discussion on getting the • Pupils copy the Skill Builder Exercise in their main idea. notebooks.

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities G • EN3G-IIIf-g-5 • Leveled Reader: 1. Weekly Assessment 1. Weekly Assessment Review use of adjectives Great Inventors, Inspiring Inventions • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise • Note details regarding character board with pupils checking their work. with their partners. S • EN3S-IIIa-d-4 • Teacher gives a spelling test, then pupils • Pupils answer a spelling test, then check each Spell words with r-influenced check each other’s work. other’s work. vowels (_or, _ore, _oar, _oor) WC • Write different forms of simple • Teacher asks pupils to locate certain words • Pupils locate certain words from composition as a response to from Chapters 3-4: pages 12 to 21. Chapters 3-4: pages 12 to 21. stories/poems listened to: 2. Writing 2. Writing • EN3WC-IIa-j-4 • Teacher shows pupils how to put their • Pupils put their biographies in good copy. Write a biography of someone in 5 biographies in good copy. your family 3. Concluding the Session: Sharing and Reading 3. Concluding the Session: Sharing and Reading • Pupils share their biographies with a partner • Teacher invites pupils to share their and some present to the class. biographies with a partner and asks some pupils to present to the class.

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NOTES DAY OBJECTIVES • EN3OL-IIIf-1.16.5. Engage in discussions about specific topics • Give meanings of words used in Listening Stories and Leveled text read 1 • EN3LC-Ia-j-2. Activate prior knowledge based on the stories to be read • EN3LC-IIIa-j-2.1 Listen to a variety of literary and expository texts and note important details • EN1LC-IIIg-h-3.2. Ask and respond to questions about informational texts listened to • EN3WC-Ia-j-4. Illustrate ideas and write sentences about one’s drawing • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Write a biography of a family member

On-going Assessment: In Weeks 27, 28, and 29, pupils practice using details from the text to construct profiles of characters in the story. In the same weeks, the teacher focuses on asking five pupils a day to describe the character. He or she uses the grid below to assess their use of the information in the text to justify their descriptions. NOTE TO TEACHER 1 2 In Week 28, observe Does not cite Cites information pupil’s use of information any information (qualities, from the text during Uses information from the text accomplishments, activities such as: from the text to support their and events) RC • Orally: After reading read to describe a descriptions of a from the text – Comprehension character character to support their questions descriptions of a character in the • Written: Reading story responses or character profiles Note: In Weeks 28 and 29, the teacher will ask five pupils a day to describe one of the characters in the story and therefore all pupils will be assessed in the course of the three-week period. 1 LOCATING WORDS IN TEXT • Teacher distributes the Leveled Reader Great Inventors, Inspiring Inventions and asks pupils to read in pairs (Chapter 2 pages 7 to 10).

• Teacher asks pupils to locate the following words: used, normal, only, today, make, example, other, like

• Every time the teacher says a word, the pupils find it and put their fingers on it. The teacher then asks what page it is on and shows the class where it is. He or she then asks the pupils who had not yet found the word to locate it (some words may appear more than once).

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NOTES 2 LISTENING STORY

PRE-READING ACTIVITIES a. Activating Prior Knowledge Teacher explains that the weekly theme is still about great inventors and inspiring inventions. He or she asks about who the BRIDGING inventor they read previously about was, and what he invented. He or she asks what qualities do inventors need to have, and why. Some words are easy to explain by showing b. Unlocking Words and Expressions the picture in the book, • Teacher reviews words learned in previous week: inventor, invention example: solar box cooker, cardboard box. • Teacher explains the following words and expressions.

(1) source Teacher says: A source is a thing from which something comes. The source of water in the farm can be the river, while the water source in a backyard can be the well. The source of heat for cooking is the fire from wood, charcoal, or the stove. Another source of heat is the sun.

(2) wasting/wastes energy Teacher says: Wasting something is throwing it away. For example, if we waste food, that means we throw it away and not eat it. When we waste energy, we do not make proper use of energy, like when we keep the lights on when no is using them. Is wasting/wasting energy good? What should we do?

(3) pollute Teacher says: To pollute is to make dirty. When we throw trash in the river, we are polluting the river. When we burn things, especially plastic, we are polluting the air. Should we pollute our surroundings? Why not?

(4) affordable Teacher says: If something is affordable, then it does not cost a lot. It is cheap and many people can buy it. Pandesal is affordable, but cakes are not always cheap.

(5) solar Teacher explains: Something that comes from the sun is called solar. Something that works because of the power or energy that comes from the sun is called solar powered or powered by solar energy.

Teacher says: In our story, find out what our inventor created that used solar energy.

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NOTES DURING READING ACTIVITY Teacher reads the following text to the pupils while they look at the picture on the back cover of their Leveled Reader.

Cool Inventions That Used the Sun When you think of heat, what sources do you think of? Sources of heat in our environment include fire and the sun. Many people have used the sun to heat things. Inventor Barbara Kerr saw the sun as a great source of heat – which can be used for cooking! Her invention is called the solar box cooker. This invention made cooking a meal more affordable for many people around the world. Barbara wanted to find a way to cook without wasting energy and heat. Using fire and charcoal pollutes the earth and destroys forests. Even using electricity to cook wastes a lot of energy. But what is a source of energy that is always there? The sun! Let’s find out more about these people who used the power of the sun and how their inventions work.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– What did the inventor in our story make that used solar energy? –– What is solar energy? What source of heat did Barbara Kerr use to make her cooker?

–– Why did she decide to build a solar box cooker? –– What did she make the first solar box cooker out of? –– So far, do you think the solar box cooker is a good invention? Why or why not?

b. Activity: Inferring Character Traits Teacher asks: Given what you’ve heard about Barbara Kerr, what can you say about her? Use evidence from the text to support your answers.

• Teacher writes the responses on the board using a visual organizer. The first one is done as an example:

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NOTES

resourceful Quality #2

Thought of using Evidence from the sun and its text: Character’s heat as energy Barbara Kerr action, thought, source for or decision NOTE TO TEACHER cooking Supply synonyms/ vocabulary as needed. Evidence from text: Character’s Quality #3 action, thought, or decision

WRITING A BIOGRAPHY: 3 PRELIMINARY WRITING

• Teacher asks pupils to turn to their partners and share who they’ve chosen to write about. He or she tells them to give a short account of the information they’ve gathered about their subjects.

• Teacher asks a few pairs to share about the persons they wish to write about to the class.

NOTE TO TEACHER Pupils are asked to do a biography of a family member because they need to know enough information about their subject to be able to write their stories well. If there are pupils who wish to write about somebody else – like a famous person or a hero – allow them if they prove to know or have access to substantial information about this person. Be sensitive as well to pupils who have no families. Give them the option to write about a teacher or a person they admire.

• Teacher tells pupils that now they need to construct a profile chart for their subjects. He or she gives them this chart to copy in their notebooks. Pupils fill it up with information they have gathered.

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NOTES Name of Subject (Person the Biography is about)

Facts about What these my subject facts could mean Big life events: _ _ • Date and place of birth NOTE TO TEACHER Family information Give sufficient time for • (like name of parents, constructing the chart. number of siblings, Go around and assist status in life) pupils as needed. Ask them to add details to • Schooling their profile charts with Important events in _ _ questions like: When did his or her life this happen? Who did he or she help? What does this • Work show about him or her? • Contributions to the home or community

• Accomplishments/ Awards Dreams _ _ • Future Plans

• Teacher then tells the pupils to express in sentences the information they have placed in the chart. He or she reminds pupils to check the sentences and information they have, and see if these fit the following criteria:

–– Do I recount details of the person’s big life events? –– Do I talk about the person’s traits and use evidence to support these?

–– Do I talk about the person’s work, contributions and accomplishments?

• Teacher goes around and helps pupils while they work on their character profile charts and sentences. He or she asks questions to make pupils think of traits they can associate with the facts listed in their profile charts.

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NOTES 4 CONCLUDING THE SESSION Teacher asks pupils to share what they have written so far with their partners. Then, he or she asks a few pairs to share to the class.

Homework: Teacher asks pupils to add information in their preliminary writing. He or she tells them to ask the family member they’ll be writing about this question: What was one big problem or challenge you faced in life? How did you solve this?

OBJECTIVES DAY • EN3OL-IIIb-i-1.2. Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) • EN1V-IIIa-j-25. Show understanding of meaning of r-influenced vowels 2 (_or, _ore, _oar, _oor) words through drawing, actions, and by using them in sentences • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Write a biography of a family member • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with r-influenced vowels (_or, _ore, _oar, _oor) with at least 95-100% accuracy • EN3RC-IIa-b-2.19. Reread, monitor, and self-correct one’s comprehension • EN3RC-IIIa 2.13. Distinguish fact from opinion

1 SHARING OF HOMEWORK

• Teacher asks pupils to face their partners and share what they have learned from their homework: What was one big problem or challenge BRIDGING your subject faced in life? How did he or she solve this? Remember to let pupils use words or • Teacher then tells pupils to take out their preliminary writing for expressions in the their biographies and to read it to their partners. He or she asks Mother Tongue or in pupils to tell their partners three good things about their work Filipino. Then, model and give two suggestions on how their partners can make their how to say the words sentences/character profile better. in English.

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NOTES LEVELED READER: GREAT INVENTORS, INSPIRING 2 INVENTIONS (CHAPTER 3: PAGES 12 TO 15)

PRE-READING ACTIVITIES a. Activating Prior Knowledge Teacher calls on pupils to retell the story of Barbara Kerr and the solar box cooker. He or she asks: What problem or challenge was Barbara Kerr trying to solve when she made the solar box cooker? Teacher asks pupils what information from the text backs up their answers.

b. Decoding Strategies • Teacher distributes the Leveled Reader (two levels: relatively easy and relatively challenging) Great Inventors, Inspiring Inventions to pupils according to their reading levels.

• Teacher writes the following words on the board: doctor for cardboard north work born before porch

• Teacher points to each word and asked the pupils to read it together.

• He or she asks pupils to scan through Chapter 3: pages 12 to 15 and to find these words in the text. BRIDGING Some words are easy c. Unlocking Words and Expressions to explain by showing • Teacher reviews words from previous lessons: invent, solar box the picture in the book, cooker, cardboard, pollute example: nurse, porch, solar box cooker. • Teacher explains the following words and expressions. (1) aluminum

Teacher says: Aluminum is a type of metal that is very light. Soft drink cans are made of aluminum. Teacher can show a soft drink can and let pupils feel it by passing it around.

(2) foil Teacher says: Foil is a thin sheet of aluminum. It is often used to cook. Sometimes food is wrapped in foil, it looks like metal but feels like paper. Teacher can show an aluminum foil to the class.

(3) degrees celsius Teacher explains: Degrees Celsius is a way of saying how hot or cold something is. Water freezes at zero degrees Celsius. Water boils at 100 degrees Celsius. That’s really very hot – people just have a normal temperature or heat measurement 37 degrees Celsius.

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(4) afford cooking NOTES Teacher says: To say that you can afford cooking means you are able to cook. In some areas, gas for cooking is expensive so people can’t always have hot food. But by using the sun’s energy to heat a pot, people can afford to cook.

• Teacher tells pupils that today they will read about how Barbara Kerr made people from many parts of the world afford cooking.

NOTE TO TEACHER DURING READING ACTIVITIES Pupils who are not yet • Teacher explains to pupils that they will be working in two able to read the text can separate groups. While he or she works with Group 1 (relatively preview the story by easy text), Group 2 (relatively challenging text) will do a silent looking and talking about activity which the teacher will post on the board. Then, they the pictures. will switch.

Group 1 Group 2 (Pupils reading relatively (Pupils reading relatively easy text.) challenging text.) Teacher asks Group 1 pupils Group 2 does silent activity to read the text (Chapter 3: posted on the board: pages 12 to 15) in pairs. Look at the pictures on pages Teacher goes around and 12 to 15. listens to the children. He Using the pictures as or she helps pupils who are guide, answer the following stuck on a word by helping questions: them sound out the word or by pointing to the picture • What was Barbara’s problem to help the reader make a or challenge when she was connection between the little? What did she do word and the illustration. about this? Teacher also instructs pupils to check if they read the • What did she think of one word correctly by sounding day on her porch? out the letters and looking • Did she build the solar box at the pictures. cooker alone?

He or she asks them to • Who else did she teach to reread or self-check their build the solar box cookers? comprehension. • How was Kerr recognized for her achievement?

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NOTES Group 1 goes back to the Teacher asks Group 2 pupils text and does silent activity: to read the text (Chapter 3: pages 12 to 15) in pairs. Look at the pictures on pages 12 to 15. Teacher goes around and asks pupils to read different Using the pictures as pages from the book. He guide, answer the following or she helps pupils who are questions: stuck on a word by helping • What was Barbara’s them sound out the word. problem or challenge when He or she asks them to she was little? What did she reread or self-check their do about this? comprehension. • What did she think of one day on her porch?

• Did she build the solar box cooker alone?

• Who else did she teach to build the solar box cookers?

• How was Kerr recognized for her achievement?

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension. –– How did Barbara Kerr make people in different parts of the world afford cooking?

–– Was Barbara born with the idea to invent a solar box cooker? Why do say so?

–– What was Barbara’s problem or challenge when she was little? What did she do about this?

–– What did she think of one day on her porch? Why did she want so much to find energy that does not harm the earth?

–– Did she build the solar box cooker alone? Who helped her? –– What did she make the first solar cooker box out of? Why did she use cardboard?

–– Find the word “biodegradable” on page 15. Read that page again. What does “biodegradable” mean?

–– Who else did she teach to build solar box cookers? –– How was Kerr recognized for her achievement?

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NOTES 3 WRITING A BIOGRAPHY: DRAFTING

• Teacher asks pupils to take out their preliminary writing materials. He or she tells them that now they will put these sentences together to make a story. First, pupils must group the ideas or sentences that go together. Then, they must arrange these in a manner that makes sense. For example, birth details would come first before the schooling, work, and contributions to the family or home.

• Teacher also reminds pupils to include life lessons their subjects learned by writing about the big challenge or problem their subjects faced and how they solved it.

4 CONCLUDING THE SESSION

Homework: Teacher asks pupils to take their biography drafts home and to read it to the family member they are writing about. Pupils can request for feedback by asking the following questions: Are all my information correct? Did you like what I wrote about you? How do you think should I improve it?

OBJECTIVES DAY • Acquire and use vocabulary and structures related to theme and stories • EN3OL-IIIb-i-1.2. Engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell) 3 • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with r-influenced vowels (_or, _ore, _oar, _oor) with at least 95-100% accuracy • Contrast words with r-influenced vowels (_or, _ore, _oar, _oor) • EN3S-IIIa-d-4. Spell words with r-influenced vowels (_or, _ore, _oar, _oor)

1 SHARED WRITING • Teacher asks pupils in pairs to share their drafts of their biographies. He or she goes around and listens to pupils’ stories. He or she makes suggestions (adding more descriptions, grouping sentences that go together, etc.) as needed.

• Teacher asks a few pairs to share their drafts with the class.

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NOTES 2 SHARED READING • Teacher distributes the two levels of text of Great Inventors, Inspiring Inventions (two levels: relatively easy and relatively challenging text) and pairs pupils according to their levels (relatively easy and relatively challenging text).

• Teacher asks pupils to reread the story in pairs (Chapter 3: pages 12 to 15). They take turns reading as fast as they can.

3 PHONICS

• Teacher writes the following words on the board: work, inventor, for, world, or, born, doctor, north, porch, door, before, short, store, absorb, more, poor, corn, pork, afford, board, soar

• Teacher points to each word and asks pupils to read it together. • Teacher draws columns on the board and fills in header words. For each word, he or she explains why they are writing them at the top of each column. Ex. I am writing “or” at the top of the first column because the short o takes the sound of the r as in “work”. I am writing “oor” at the top of the second column because the r makes the vowel cluster “oo” have a short sound, as in “door”. I am writing “oar” at the top of the third column because the r makes the vowel cluster “oa” have a short sound, as in “soar”. I am writing “ore” at the top of the fourth column because the r makes the o-r with a silent e marker have a short sound, as in “more”.

_or _oor _oar _ore work door soar more

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NOTES A NOTE ON THIS SORT Point out to the pupils that the letter “r” is like a robber. It robs the short “o” vowel sound to make it sound like an “r”. That makes it difficult to know which vowel to write sometimes. The “r” also affects vowel clusters. Usually, vowel clusters like “oa” and o-Ce have long sounds, as in “boat” and “note”. But the o in r-influenced words are short, like in “soar” and “more”.

4 SKILL BUILDER EXERCISES • Teacher tells pupils to copy and complete the Skill Builder Exercises. They will check the next day. Phonics: Words with r-influenced vowels (_or, _ore, _oar, _oor) A. Copy the grid in your notebook. Sort the r-controlled o words below. roar floor tore door store for boar sort

_or _ore _oar _oor

B. Complete the following sentences using the correct word above. 1. Buy bread at the ______. 2. A ______is a male pig. 3. Please sweep the ______. 4. The past tense of “tear” is ______. 5. To ______is to put into groups.

5 CONCLUDING THE SESSION

• Spelling words: after, start, like, more, door, for, afford, corn, pork, soar, work

• Teacher asks pupils to practice their spelling words by playing Team A and Team B. • Teacher divides the class into two teams: Team A and Team B.

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NOTES • He or she invites two pupils from each team to the board. • Teacher calls out a spelling word. Every pupil writes it in his or her notebook but the two upfront wait.

• When everyone is done (or after a reasonable time, say ten seconds), the two pupils write the words on the board.

• The team who writes the word correctly on the board gets a point. Pupils in their seats check their work.

• Teacher calls on a different set of team representative for every turn. The team with the most points at the end of the game wins.

Homework: Teacher asks pupils to complete the Skill Builder Exercises at home. Pupils also copy the spelling words in their notebooks and practice their spelling by sorting them by spelling patterns.

DAY OBJECTIVES • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Write a biography of a family member 4 • EN3WC-IIId-e-2.6. Use appropriate punctuation marks • EN1V-IIIa-j-25. Show understanding of meaning of r-influenced vowels (_or, _ore, _oar, _oor) words through drawing, actions, and by using them in sentences • EN3G-IIIf-g-5. Review use of adjectives • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with r-influenced vowels (_or, _ore, _oar, _oor) with at least 95-100% accuracy • EN3RC-IIa-b-2.19. Reread, monitor, and self-correct one’s comprehension • EN3RC-IIc-e-2.2. Note details in a given text • Get the main idea of the text

1 SKILL BUILDER CORRECTION BRIDGING Teacher leads pupils through the correction of the Phonics Remember to let Skill Builder. pupils use words or expressions in the Mother Tongue or in Filipino. Then, model how to say the words in English.

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NOTES LEVELED READER: GREAT INVENTORS, INSPIRING 2 INVENTIONS (CHAPTER 4: PAGES 18 TO 21)

PRE-READING ACTIVITIES a. Activating Prior Knowledge Teacher asks pupils to recount how Barbara Kerr used solar energy or the power of the sun in her invention.

b. Decoding Strategies • Teacher distributes the two levels of text Great Inventors, Inspiring Inventions (relatively easy and relatively challenging text) and pairs pupils according to their levels (relatively easy and relatively challenging text). He or she tells them to look at page 18 and say what words they know to their partners.

• Teacher asks pupils to look back at the word sort in their notebooks and reminds them to use their knowledge of the different word endings to help them read new words.

c. Unlocking Words and Expressions BRIDGING • Teacher reviews the following words from previous lessons: Some words are easier solar powered, temperature, engineer to explain by showing • Teacher explains the following words and expressions. the pictures in the book, example: balut, (1) square meters balut maker. Teacher says: Rooms or building spaces are measured using square meters. Teacher stretches one hand up her side. One square meter is about the same as the length from my shoulder to the tip of my fingers.

(2) trap the heat Teacher says: To trap something is to keep it. To trap the heat then means to keep the heat inside so that the place does not get cold.

(3) human Teacher says: What three-letter word can you find in “human”? (man) That is because man – and woman – are humans. We are humans or human beings. What is a synonym for human? (man/ woman, person)

(4) green environment Teacher asks: What is the usual color of trees and plants? (green) When there are many plants growing, is the environment healthy? (yes) Will that be good for us? (yes) That is why a green environment means a healthy environment where plants and animals grow well.

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NOTES (5) Panel, solar panels –– Teacher shows a flat piece of rectangular board or plywood. He or she says: This is a panel of board/plywood. How would you describe it? (flat, rectangular). He or she continues: Solar panels are also flat and rectangular boards, but they are made of a different material. They are made from materials that can get charged using the heat of the sun, very much like batteries.

Teacher asks: Who is another inventor who used the energy or heat of the sun?

DURING READING ACTIVITIES

Teacher explains to pupil that they will be working in two separate groups. While he or she works with Group 1 (relatively easy text), Group 2 (relatively challenging text) will reread Chapter 3: pages 12 to 15 with a partner. Then, they will switch.

Group 1 Group 2 Teacher asks Group 1 pupils Teacher asks Group 2 pupils to read the text (Chapter 4: to reread the text pages 17 to 21) in pairs. Chapter 3: pages 12 to 15 in pairs. Teacher goes around and listens to the pupils. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self- check their comprehension. Teacher asks Group 1 pupils Teacher asks Group 2 pupils reread the text (Chapter 4: to read the text (Chapter 4: pages 17 to 21) in pairs. pages 17 to 21) in pairs. Teacher goes around and asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

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AFTER READING ACTIVITIES NOTES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension and to help elicit details from the text:

–– Who is the other inventor who used the energy or heat of the sun? –– What did he invent? –– Explain in your own words how his invention works. –– Is this a useful invention? Why? –– Who agrees with this statement: The balut maker machine does a lot of good for the people selling balut and also the people just buying the balut. Why do you agree? What are the benefits of (or the good things you get from) balut?

–– Go back to page 18. What are the similarities of Engr. Paras and Gregorio Zara (both are engineers, both are teachers, both are Filipinos, both are inventors, both want to help their country/the people of their country)

–– What can you learn from inventors like Engr. Paras and Gregorio Zara? b. Activity: Getting the Main Idea • Teacher tells pupils that there is also something common about the stories of Engr. Paras and Barbara Kerr. He or she asks pupils to compare the story of the two inventors using the table below: (Possible answers are indicated in parenthesis.)

Power Reason for What their source of using this inventions invention do Barbara Kerr: (The sun) (Does not (Helps solar box harm the people) cooker earth) Engr. (The sun) (Does not (Helps Fernando harm the people) Paras Jr.: balut earth) maker

• Teacher then says that the stories of these two inventors are clearly about one topic or Main Idea. He or she proceeds to explain what a Main Idea is:

–– It is the overall topic or big idea. –– Details in the story point to this or support it. –– It carries the author’s message.

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NOTES • To get the Main Idea of a story, a paragraph, or a text (e.g. poem), pupils must ask: What is this story/paragraph/text talking about? What is the author trying to tell me?

• Going back to the table above, teacher asks the pupils: What is the main idea of the chapters/stories they read for the week? (Making inventions that use green energy like the sun to help people)

NOTE TO TEACHER 3 GRAMMAR The title of the Listening Story – Cool Inventions that • Teacher writes the following sentences on the board. Use the Sun – is in fact a – The balut maker is a big machine for hint about the main idea – heating duck eggs. of the text. Titles echo the overall topic and the –– Duck eggs are healthy food. author’s intent. –– The balut maker and solar cooker are useful inventions.

• Teacher asks the pupils to read the sentences aloud.

Teacher asks: What word describes or tells about the size of the balut maker? The kind of food duck eggs are? The kind of inventions the solar cooker and balut maker are?

• Teacher explains that words that describe things or nouns are called adjectives. Adjectives describe people, places, animals, or things to add more details about them. For example, if they go back to the sentences and remove the adjectives, the sentences would just read like these: The balut maker is a machine for heating duck eggs. Duck eggs are food. The balut maker and solar cooker are inventions.

Do these sentences give enough information? Why not? How, then, are adjectives important? (They give the reader a better idea or a clearer picture of what is being talked about.)

• Teacher tells pupils to copy the Skill Builder Exercise on Adjectives (page 22) in their notebooks to complete at home.

4 CONCLUDING THE SESSION

Teacher asks: What title can you give for the story of Barbara Kerr and Engr. Fernando Paras Jr? Why is this a good or appropriate title for the text?

Homework: Teacher reminds pupils to complete the Skill Builder Exercise at home and tells them to practice their spelling words using the strategy: Look, Cover, Write, Check.

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NOTES OBJECTIVES DAY • EN3G-IIIf-g-5. Review use of descriptive adjectives and adverbs • EN3S-IIIa-d-4. Spell words with r-influenced vowels (_or, _ore, _oar, _oor) 5 • EN3WC-IIa-j-4. Write different forms of simple composition as a response to stories/poems listened to: Write a biography of a family member

1 WEEKLY ASSESSMENT a. Grammar Teacher writes the answers to the Skill Builder on adjectives. Pupils check their Skill Builder answers with a partner.

b. Spelling Teacher gives spelling test using words from the spelling list. He or she uses each word in a sentence. Then, partners check each other’s work.

c. Locating Words • Teacher distributes Leveled Readers Great Inventors, Inspiring Inventions (relatively easy and relatively challenging text) and asks pupils to reread the story in pairs by levels (Chapters 3 and 4 pages 12 to 21). He or she then asks pupils to locate any word with –or, -oor, -oar, -ore.

• Teacher asks what page it is on and checks. He or she asks the pupils who had not yet found the word to locate it. 2 WRITING A BIOGRAPHY: FINAL CLEAN COPY • Teacher shows pupils how to write their biographies in good copy, with clean lettering, and no spelling mistakes. He or she asks pupils to look at what details go together, and what information can be found in the 1st, 2nd, and 3rd paragraphs.

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NOTES Gregorio Zara and the Videophone Gregorio Zara was born in 1902 in Lipa, Philippines. He was sent to study in the USA and in France. He was a smart and good student. Gregorio Zara worked for the DPWC when he came back to the Philippines. He was loyal to his country and loved it. He invented 30 devices. He was industrious and productive. He also invented the video phone. The video phone was better than a normal phone. Now, his invention is used in many things like the internet and cellphone. He was really ahead of his time. Zara received many awards like the Gold Medal for Science and the National Scientist title. He was a great and dedicated inventor!

• Following the example above, pupils complete their good copy using while teacher goes around and helps. Teacher reminds them of the criteria for writing a biography.

Rubric for a 1 2 Biography Gives details of a Has no or little Details the life person’s big life evidence of the events of the events person’s life events person Talks about a Doesn’t describe Gives the person’s person’s traits the person’s traits traits in a way that helps readers visualize the subject Recounts the Does not cite any, Provides enough person’s life or cites only one information about accomplishments of the person’s the person’s accomplishments works and accomplishments

CONCLUDING THE SESSION: 3 SHARING AND READING

• Teacher asks pupils to share their biographies to their partners. NOTE TO TEACHER He or she invites several pairs to read their biographies to Collect the biography and the class. use the assessment grid • Teacher sends the biographies home with the pupils to read to above to rate each pupil their families, but pupils must bring them back the next meeting. 1 or 2. • When pupils bring them back, teacher binds them in groups of 5 to make small books for pupils to read in their spare time.

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WEEK 29

TEACHER’S GUIDE

GRADE 3 ENGLISH

THEME: USING SOUND, HEAT, AND WIND ENERGY LEVELED READER: GREAT INVENTORS, INSPIRING INVENTIONS

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 29 (50 MINUTES PER DAY)

Theme: Using sound, heat, and wind energy Leveled Reader: Great Inventors, Inspiring Inventions (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Rea Diwata Mendoza) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN1LC-IIIg-h-3.2 • Listening Story: 1. Oral Sharing 1. Oral Sharing Ask and respond to questions about Great Inventors, Inspiring Inventions Teacher asks pupils to share what they have Pupils share what they have learned informational texts listened to • • • Vocabulary: New words from learned from previous lessons on inventors from previous lessons on inventors V • EN1V-IIIa-j-25 the text and their inventions. and their inventions. Show understanding of meanings of r-influenced words (_ur, _ure) • Noting details 2. Listening Story: “Powered by the Wind” 2. Listening Story: “Powered by the Wind” through drawing, actions, and by using them in sentences • Getting the main idea Pre-Reading Activities Pre-Reading Activities F • EN3F-IIIa-1.6 • Writing a response to a story • Teacher reviews content-related words • Pupils participate in the review of Read Grade 3 level texts consisting listened to previously discussed. content-related words. of words with r-influenced vowels (_ur, _ure) with at least 95-100% • Teacher unlocks unfamiliar words • Pupils listen to teacher explaining words, accuracy and expressions. phrases, or expressions that are unfamiliar. 1 LC • EN3LC-IIIa-j-1.1 During Reading Activity During Reading Activity Activate prior knowledge based on previous information gained • Teacher reads Listening Story to pupils and • Pupils listen attentively to the story read pauses for pupils to note important details. and note important details. • EN3LC-IIIi-j-3.7 Identify and use the elements of an After Reading Activities After Reading Activities informational/factual text heard • Teacher asks questions about the story, • Pupils answer questions about the story, WC • Respond to story listened to noting important details about the story. noting important details about it. in writing • Teacher leads lesson on getting the main idea. • Pupils note the topics discussed and get the main idea of a paragraph. 3. Concluding the Session 3. Concluding the Session • Homework: Answer the question: How are wind turbines useful? • Homework: Pupils answer the question: How are wind turbines useful? OL • Acquire and use vocabulary and • Leveled Reader: 1. Sharing of Homework 1. Sharing of Homework structures learned Great Inventors, Inspiring Inventions • Teacher asks pupils to share their answers • Pupils share their homework. to their homework. 2. Leveled Reader: Great Inventors, PWR • EN3PW-Ib-d-19.1 • Vocabulary: New words from text 2. Leveled Reader: Great Inventors, Inspiring Inventions (Chapter 5: pages 23 to 27) Recognize more common sight • Sight words: before, fast, more Inspiring Inventions (Chapter 5: pages 23 to 27) 2 words in order to read simple Pre-Reading Activities phrases and sentences • Noting details in a given text Pre-Reading Activities • Pupils recall the Listening Story. • Teacher calls on pupils to recall the Pupils review words that are unfamiliar. Listening Story. •

• Teacher unlocks unfamiliar words and expressions. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 3 ENGLISH QUARTER 3, WEEK 29 (50 MINUTES PER DAY)

Theme: Using sound, heat, and wind energy Leveled Reader: Great Inventors, Inspiring Inventions (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Rea Diwata Mendoza) Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL • EN1LC-IIIg-h-3.2 • Listening Story: 1. Oral Sharing 1. Oral Sharing Ask and respond to questions about Great Inventors, Inspiring Inventions Teacher asks pupils to share what they have Pupils share what they have learned informational texts listened to • • • Vocabulary: New words from learned from previous lessons on inventors from previous lessons on inventors V • EN1V-IIIa-j-25 the text and their inventions. and their inventions. Show understanding of meanings of r-influenced words (_ur, _ure) • Noting details 2. Listening Story: “Powered by the Wind” 2. Listening Story: “Powered by the Wind” through drawing, actions, and by using them in sentences • Getting the main idea Pre-Reading Activities Pre-Reading Activities F • EN3F-IIIa-1.6 • Writing a response to a story • Teacher reviews content-related words • Pupils participate in the review of Read Grade 3 level texts consisting listened to previously discussed. content-related words. of words with r-influenced vowels (_ur, _ure) with at least 95-100% • Teacher unlocks unfamiliar words • Pupils listen to teacher explaining words, accuracy and expressions. phrases, or expressions that are unfamiliar. 1 LC • EN3LC-IIIa-j-1.1 During Reading Activity During Reading Activity Activate prior knowledge based on previous information gained • Teacher reads Listening Story to pupils and • Pupils listen attentively to the story read pauses for pupils to note important details. and note important details. • EN3LC-IIIi-j-3.7 Identify and use the elements of an After Reading Activities After Reading Activities informational/factual text heard • Teacher asks questions about the story, • Pupils answer questions about the story, WC • Respond to story listened to noting important details about the story. noting important details about it. in writing • Teacher leads lesson on getting the main idea. • Pupils note the topics discussed and get the main idea of a paragraph. 3. Concluding the Session 3. Concluding the Session • Homework: Answer the question: How are wind turbines useful? • Homework: Pupils answer the question: How are wind turbines useful? OL • Acquire and use vocabulary and • Leveled Reader: 1. Sharing of Homework 1. Sharing of Homework structures learned Great Inventors, Inspiring Inventions • Teacher asks pupils to share their answers • Pupils share their homework. to their homework. 2. Leveled Reader: Great Inventors, PWR • EN3PW-Ib-d-19.1 • Vocabulary: New words from text 2. Leveled Reader: Great Inventors, Inspiring Inventions (Chapter 5: pages 23 to 27) Recognize more common sight • Sight words: before, fast, more Inspiring Inventions (Chapter 5: pages 23 to 27) 2 words in order to read simple Pre-Reading Activities phrases and sentences • Noting details in a given text Pre-Reading Activities • Pupils recall the Listening Story. • Teacher calls on pupils to recall the Pupils review words that are unfamiliar. Listening Story. •

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities F • EN3F-IIIa-1.6 During Reading Activities During Reading Activities Read Grade 3 level texts consisting • Teacher divides class into two groups • Group 1 pupils read the text of words with r-influenced vowels according to reading levels (relatively easy (pages 23 to 27) with a partner from their (_ur, _ure) with at least and challenging texts). levels, while Group 2 does silent activity 95-100% accuracy posted on the board. • Teacher assists Group 1 in reading • EN3F-IIIa-j-1.10.1 (pages 23 to 27) in pairs, while Group 2 • Group 2 pupils read the text Read aloud from familiar prose does silent activity posted on the board. (pages 23 to 27) with a partner from their and poetry words consisting of levels, while Group 1 pupils does silent r-influenced vowels (ur, ure) with • Teacher assists Group 2 in reading activity posted on the board. fluency, appropriate rhythm, pacing, (pages 23 to 27) in pairs, while Group 1 and intonation does silent activity posted on the board. After Reading Activities V • Acquire new vocabulary After Reading Activities Pupils share their responses (content-related words) • to the silent activity. RC 2 • EN3RC-IIa-b-2.19 • Teacher asks pupils to share their responses Reread, monitor, and self-correct to the silent activity. • Pupils answer questions about the text. one’s comprehension • Teacher asks questions to process • Pupils in groups role play building wind farms • EN3RC-IIc-e-2.2 the story read. in the Philippines. Note details in a given text • Teacher divides class into groups of five and 3. Concluding the Session asks them role play wind farm construction in • Homework: Pupils draw a wind farm. the Philippines. They write one or two sentences describing 3. Concluding the Session: the wind farm.

• Homework: Teacher asks pupils to draw a wind farm. They must write where this wind farm is (Bangui, Burgos, Pagudpod, Aklan, Pillila). They write one or two sentences describing the wind farm. PWR • Contrast words with r-influenced • Leveled Reader: 1. Shared Writing 1. Shared Writing vowels (_ur, _ure) Great Inventors, Inspiring Inventions • Teacher asks pupils to share their homework • Pupils share their homework with a partner. F • EN3F-IIIa-1.6 • Vocabulary: New words from text to their partners. Teacher asks a few pairs to A few pairs share in class. Read Grade 3 level texts share with the class. consisting of words with • Sight words: before, fast, more 2. Shared Reading r-influenced vowels (_ur, _ure) 2. Shared Reading Noting details in a given text Pupils reread the story in pairs with at least 95-100% accuracy • • • Teacher asks pupils to reread the story in (pages 23 to 27). V • EN1V-IIIa-j-25 3 pairs (pages 23 to 27). Show understanding of meaning of 3. Phonics: r-influenced vowels (_ur, _ure) r-influenced vowels (ur, ure) words 3. Phonics: r-influenced vowels (_ur, _ure) through drawing, actions, and by • Pupils categorize, read, and participate in using them in sentences • Teacher writes words from Leveled Reader interactive word sort on the board. and word list and conducts interactive word • Pupils sort a series of words on their own; sort on the board. they check together. • Teacher asks pupils to sort a series of words on their own; they check together. DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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243 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities S • Spell words in the spelling word 4. Skill Builder Exercise 4. Skill Builder Exercise list–words from the story, sight • Teacher tells pupils to complete the • Pupils complete the Skill Builder Exercise: words, and words from phonics list Skill Builder Exercise: Fill in the blanks Fill in the blanks with r-influenced vowels with r-influenced vowels (_ur, _ure). (_ur, _ure). 5. Concluding the Session 5. Concluding the Session 3 • Teacher leads Team A and Team B game for • Pupils practice spelling words playing Team A pupils to practice spelling words. and Team B.

• Teacher gives homework: • Homework: Practice spelling words using Practice spelling words using the Look, the Look, Cover, Write, Check strategy. Cover, Write, Check strategy. F • EN3F-IIIa-1.6 • Leveled Reader: 1. Skill Builder Correction 1. Skill Builder Correction Read Grade 3 level texts Great Inventors, Inspiring Inventions • Teacher leads pupils through a correction of • Pupils check their Phonics Skill Builder. consisting of words with • Vocabulary: Hyponyms their Phonics Skill Builder. r-influenced vowels (_ur, _ure) 2. Leveled Reader: Great Inventors, with at least 95-100% accuracy • Phonics: r-influenced vowels 2. Leveled Reader: Great Inventors, Inspiring Inventions (Chapter 6, pages 29 to 33) (_ur, _ure) Inspiring inventions (Chapter 6, pages 29 to 33) • EN3F-IIIa-j-1.10.1 Pre-Reading Activities Read aloud from familiar prose and • Noting details Pre-Reading Activities • Pupils review words that are unfamiliar. poetry consisting of r-influenced and making inferences • Teacher unlocks unfamiliar words words (_ur, _ure) with fluency, • Pupils make inferences about the illustrations and expressions. appropriate rhythm, pacing, in the story. and intonation • Teacher asks pupils to make predictions During Reading Activities about what they will learn about wind PWR • EN3PWR-IIIe-25 turbines using the pictures in the story. Group 1 pupils read the text Read sentences and stories, and • (pages 29 to 33) with a partner from their 4 answer questions about them During Reading Activities levels, while Group 2 reread Chapter 5: G • EN3V-IIIi-j-13.7 • Teacher divides class into two groups pages 23 to 27 with a partner. Give hyponyms or types of according to reading levels (relatively easy (e.g. guava - type of fruit) • Group 2 pupils read the text individually and relatively challenging text). (29 to 33) and with a partner from their level • Teacher assists Group 1 in reading while Group 1 pupils reread Chapter 5 (pages 29 to 33) in pairs, while Group 2 pupils (pages 23 to 27) with a partner. reread Chapter 5 (pages 23 to 27) in pairs. After Reading Activities • Teacher assists Group 2 in reading • Pupils say what they learned (pages 29 to 33) in pairs, while Group 1 pupils about wind turbines. reread Chapter 5 (pages 23 to 27) in pairs. • Pupils answer the question in writing: What are three things you learned about wind turbines? DOMAINS: OL – Oral Language PA – Phonological Awareness WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development BPK – Book and Print Orientation (Knowledge) AK – Alphabet Knowledge RC – Reading Comprehension LC – Listening Comprehension PWR – Phonics and Word Recognition F – Fluency S – Spelling ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies

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245 TEACHER’S GUIDE GRADE 3 – ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities RC • EN3RC-IIa-b-2.19 After Reading Activities 4. Vocabulary Reread, monitor, and self-correct • Teacher asks questions about what they • Pupils participate in the lesson one’s comprehension learned about wind turbines. about hyponyms. • EN3RC-IIc-e-2.2 • Teacher asks pupils to answer in writing: • Pupils copy the Skill Builder Exercise Note details in a given text What are three things you learned in their notebooks. about wind turbines? 3. Concluding the Session C • Write ideas in response 4. Concluding the Session to story read • Homework: Copy the Skill Builder Exercise 4 • Teacher leads a mini-lesson on hyponyms. on hyponyms in their notebooks and practice their spelling words at home. • Teacher tells pupils to copy the Skill Builder Exercise in their notebooks to complete at home. 3. Concluding the Session

• Homework: Teacher tells pupils to copy the Skill Builder Exercise on hyponyms in their notebooks and tells them to practice their spelling words. OL • Acquire and use vocabulary and • Weekly Assessment 1. Weekly Assessment 1. Weekly Assessment structures related to theme and • Stories read for the third quarter • Teacher corrects Skill Builder Exercise on • Pupils check Skill Builder Exercise. stories board with pupils checking their work. G • EN3V-IIIi-j-13.7 • Valuing: Lessons learned from • Pupils answer spelling test, Hyponyms- type of inventors studied • Teacher gives spelling test, then check each other’s work. (e.g. guava - type of fruit) then partners check each other’s work. 2. Oral Sharing PWR • EN3PWR-IIIe-25 2. Oral Sharing Read sentences, stories and poems • Pupils share their favorite story this quarter 5 consisting and questions about them • Teacher asks pupils to discuss their favorite and why. S • Spell words from the story, sight story this quarter and why they like it. 3. Concluding the Session words, and words from phonics list 3. Concluding the Session ATR • EN3A-IId-f-7 • Pupils compare the character profiles of the Identify favorite authors and stories • Teacher asks pupils to compare the character different inventors. profiles of the different inventors. • Pupils share what they have learned • Teacher asks pupils what they learned from from the inventors. the inventors.

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247 TEACHER’S GUIDE GRADE 3 – ENGLISH

NOTESDAY OBJECTIVES • EN1LC-IIIg-h-3.2. Ask and respond to questions about informational texts listened to 1 • EN1V-IIIa-j-25 Show understanding of meanings of r-influenced words (_ur, _ure) through drawing, actions, and by using them in sentences • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with r-influenced vowels (_ur, _ure, _ur-e) with at least 95-100% accuracy • EN3LC-IIIa-j-1.1 Activate prior knowledge based on previous information learned • EN3LC-IIIi-j-3.7 Identify and use the elements of an informational/factual text heard • Respond to story listened to in writing

On-going Assessment: In Weeks 27, 28, and 29, pupils used NOTE TO TEACHER details from the text to construct profiles of characters in the story. In Week 29, observe In the same weeks, the teacher focuses on asking five pupils a day to pupil’s use of information describe the character. He or she uses the grid below to assess their from the text during use of the information in the text to justify their descriptions. activities such as: 1 2 • Orally: After reading Does not cite Cites information – Comprehension Uses any information (qualities, questions information from the text accomplishments, RC from the text to support their and events) from • Written: Reading read to describe descriptions of a the text to support responses or a character. character their descriptions character profiles of a character in the story

Note: In Week 29, the teacher will ask five pupils a day to describe one of the characters in the story and therefore all pupils will be assessed in the course of the three-week period. 1 ORAL SHARING Teacher asks pupils to turn to their partners and share what they have learned in the previous week. He or she calls on a few pairs to share to the class.

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NOTES 2 LISTENING STORY

PRE-READING ACTIVITIES a. Activating Prior Knowledge Teacher recalls the inventors Barbara Kerr and Eng. Fernando Paras Jr. What did they make? How are their inventions useful? How would you describe the kind of energy they used for their inventions?

b. Unlocking Words and Expressions BRIDGING • Teacher reviews words learned in previous week: invention, electricity, source, green energy Some words are easier to explain by showing • Teacher explains the following words and expressions the picture in the book, and asks questions. example: wind energy. (1) wet or dry season Teacher says: In the Philippines, we have the months when we have lots of rain. This is the rainy or wet season. The months that are usually very hot and sunny make up the dry season.

(2) light up our lives (one’s life) Teacher says: To light up one’s life is an expression that means to make one happy. For example, giving flowers to your mother on her birthday can light up her day.

(3) power lines Teacher says: Power lines provide or supply energy. They work like the streets where electricity passes through to get to homes, buildings, lamp posts, etc. You’ve probably seen them in the streets: wires that are usually black or grey that go from electrical post to electrical post.

(4) clean energy Teacher says: Green energy is the same as clean energy – it is energy that does not harm the earth. Which of these is a source of green energy: gas, charcoal, or the sun? Why is the sun considered green energy, but not gas and charcoal? (burning gas and charcoal releases bad substances into the air)

Teacher says: What other source of clean energy is used in our story this time?

DURING READING ACTIVITY • Teacher reads the following text to the pupils while they look at the picture on the back cover of their Leveled Readers.

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NOTES Powered by the Wind How do we get electricity to power our homes, our schools, our streets, or our work places? There are many sources of power that can be turned into electricity. Some sources include the sun, charcoal or fuel, and water. But there is also something in the air that we can use. The same thing that keeps kites flying can keep electricity flowing into our homes. Can you guess what it is? Yes – the wind! The wind is a strong energy source that can really light up our lives. Wind is present be it night or day, the wet or dry season. We can have a good supply of electricity running through our power lines. It is clean energy too. Using it does not harm the earth. Using wind energy is moving in the right direction.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher goes back and reads again, pausing at each paragraph to check for understanding:

–– What source of clean energy is mentioned in the story? –– Do we only have wind when it rains? When do we have wind? Why then is the wind a good source of power?

–– What does “to light up one’s life” mean again? What can wind give us? What then is the meaning of the sentence: The wind is a strong energy source that can really light up our lives?

–– Do you think using wind for power is moving in the right direction? Why/Why not?

b. Activity: Getting the Main Idea • Teacher writes these five sentences on the board. The class reads them out loud. A. The wind is a strong energy source that can really light up our lives. B. Wind is present be it night or day, the wet or dry season. C. We can have a good supply of electricity running through our power lines.

D. It is clean energy too. E. Using it does not harm the earth.

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• Teacher says that these are the sentences that make up the third NOTES paragraph of the Listening Story. He or she tells pupils to study them. Then, he or she asks them to identify the sentence that gives the main idea of the paragraph. (Answer: A)

• Why is sentence A the main idea? Teacher shows the class how the other sentences all support the ideas expressed in the sentence.

Wind is present be it We can have a good supply night or day, the wet of electricity running or dry season. through our power lines.

The wind is a strong energy source that can really light up our lives.

Using it does not It is clean energy too. harm the earth.

3 CONCLUDING THE SESSION TIP For struggling readers, give Teacher asks pupils to respond to the following question in two the sentence prompt: to three sentences. They must use their own words in expressing their ideas: How is wind a good energy source? The wind is a good energy source Homework: Teacher asks pupils to answer the question because______. in their notebooks.

OBJECTIVES DAY • Acquire and use vocabulary and structures related to theme and stories • EN3PW-Ib-d-19.1 Recognize more common sight words in order to read simple phrases and sentences 2 • EN3F-IIIa-1.6. Read Grade 3 level texts consisting of words with r-influenced vowels (_ur, _ure) with at least 95-100% accuracy • EN3F-IIIa-j-1.10.1 Read aloud from familiar prose and poetry words consisting of r-influenced vowels (ur, ure) with fluency, appropriate rhythm, pacing, and intonation • Acquire new vocabulary (content-related words) • EN3RC-IIa-b-2.19 Reread, monitor, and self-correct one’s comprehension • EN3RC-IIc-e-2.2. Note details in a given text

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NOTES 1 SHARING OF HOMEWORK

• Teacher asks pupils to turn to their partners and share their answers to their homework: How is wind a good energy source?

• He or she calls on a few pairs to share to the class.

LEVELED READER: BRIDGING GREAT INVENTORS, INSPIRING INVENTIONS Remember to let 2 (CHAPTER 5: PAGES 23 TO 27) pupils use words or expressions in the PRE-READING ACTIVITIES Mother Tongue or in Filipino. Then, model a. Activating Prior Knowledge how to say the words • Teacher asks pupils what they know so far about wind energy. in English. • Teacher distributes the Leveled Reader (1 and 2) Great Inventors, Inspiring Inventions to pupils according to their reading levels.

• He or she asks pupils to look at the pictures on pages 23 to 27. He or she asks: What do you think these giant electric fans have to do with wind energy? Teacher calls some students to answer.

b. Decoding Strategies • Teacher writes the following words on the board: Southeast Asia Philippines Ilocos Norte Bangui Bay Burgos Pagudpod Pillila

• Teacher points to each word, reads it twice, and asks the pupils to read it together. He or she explains that all these words are proper names of places.

• Teacher asks pupils to scan through Chapter 5: pages 23 to 27 and to find these words in the text. The class says each word again as they locate it.

c. Unlocking Words and Expressions

BRIDGING • Teacher reviews words from previous lessons: clean energy, power source Some words are easy to explain by showing • Teacher explains the following words and expressions. the picture in the book, (1) Southeast Asia example: windmills, turbine, wind farms Teacher shows a map or a globe. He or she points to the cluster of countries near the bottom right that includes the Philippines, Singapore, Malaysia, Thailand.

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Teacher says: This area of the globe is called Southeast Asia. NOTES There are ten countries in the Southeast Asian region.

(2) record holder Teacher says: To be a record holder means you are the best or have the most in something. For example, Marikina City is the record holder for the biggest shoe. The biggest shoe is as long as a classroom and half as wide. To make that gigantic shoe is really an achievement!

(3) Mother Nature Teacher says: We can call our environment or surroundings Mother Nature. Like a mother, nature or the environment provides for us, like we can get food from animals and plants, shelter from trees, clothing from plants, etc.

(4) windmills, turbines, wind farm –– Teacher tells pupils to look at the pictures on pages 23 and 24.

Teacher asks: Those things that look like big or giant electric fans are called windmills.

–– Teacher points to the blades of the windmills: These blades that go around are called turbines.

–– Teacher points to the windmills in a row: Putting all these windmills together to get the power of the wind is called a wind farm.

Teacher says: In the chapters that you will read, find out why the Philippines is home to many wind farms.

DURING READING ACTIVITIES NOTE TO TEACHER • Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1 (relatively Pupils who are not yet easy text), Group 2 (relatively challenging text) will do a silent able to read the text can activity which the teacher will post on the board. Then, they preview the story by will switch. looking and talking about the pictures. Group 1 Group 2 (Pupils reading (Pupils reading relatively relatively easy text) challenging text) Teacher asks Group 1 Group 2 (relatively (relatively easy text) pupils challenging text) pupils read to read the text (Chapter 5: the text (Chapter 5: pages 23 pages 23 to 27) in pairs. to 27) silently. Using two to three sentences, they answer the question:

Why do we have many wind farms in the Philippines?

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NOTES Teacher goes around and Teacher asks Group 2 listen to the pupils. He or (relatively challenging text) she helps pupils who are pupils to read the text stuck on a word by helping (Chapter 5: pages 23 to 27) them sound out the word in pairs. or by pointing to the picture Teacher goes around and to help the reader make a asks pupils to read different connection between the pages from the book. He word and the illustration. or she helps pupils who are Teacher also instructs pupils stuck on a word by helping to check if they read the them sound out the word. word correctly by sounding He or she asks them to out the letters and looking reread or self-check their at the pictures. comprehension. He or she asks them to reread or self-check their comprehension. Group 1 (relatively easy text) pupils go back to the text and read silently. They answer the question: Why do we have many wind farms in the Philippines?

Pupils can use the prompt: The Philippines has many wind farms because ______.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension: –– Why are there many wind farms in the Philippines? Turn to your partners and compare answers. (Teacher then calls a few pairs to share their responses to the class. Answers can be derived from why Ilocos Norte has many wind farms. Teacher can discuss these points: We are surrounded by seas and oceans where winds move freely. We also have many hills and mountains and winds are stronger in high places. That we experience many storms is another proof that we are in the path of strong winds.)

–– Which place in the Philippines put up the first wind farm in Southeast Asia?

–– Which place in the Philippines is the record holder for being the biggest wind farm in Southeast Asia?

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–– Why is it a good idea to put up wind farms all over our country? NOTES (Aside from wind being clean energy, getting wind power is making good use of what is naturally present – and we have a lot of – in our environment.)

b. Activity: Role Playing • Teacher divides the class into groups of five. He or she says that they will dramatize how the people in different parts of the Philippines thought of making wind farms. They must show in the skit the following:

–– What kind of place they are in (near the ocean/by the beach, on an island, on ahill/mountain)

–– Why it is a good place to put a wind farm –– What they could have done to make the wind farm • Teacher then assigns the groups the following places: Groups 1 -3: Pagudpod; Groups 4 – 6: Aklan; Groups 7 – 9: Pillila, Rizal. Students must refer to the text to learn about these places.

• Teacher gives the class a maximum of ten minutes to discuss and practice their skits. Then, he or she calls on the groups to present their skits one at a time.

3 CONCLUDING THE SESSION

Teacher asks: What did you learn in today’s lesson? He or she calls a few students to share.

Homework: Teacher asks pupils to draw a wind farm. They must write where this wind farm is (Bangui, Burgos, Pagudpod, Aklan, Pillila). They write one or two sentences describing the wind farm.

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NOTES DAY OBJECTIVES • Contrast words with r-influenced vowels (_ur, _ure) • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of words with 3 r-influenced vowels (_ur, _ure) with at least 95-100% accuracy • EN1V-IIIa-j-25 Show understanding of meaning of r-influenced vowels (ur, ure) words through drawing, actions, and by using them in sentences • Spell words from the story, sight words, and words from the phonics list

1 SHARED WRITING

• Teacher asks pupils to share their drawings and sentences with their partners.

• Then, he or she asks a few pairs to share with the class. 2 SHARED READING • Teacher distributes the two levels of text Great Inventors, Inspiring Inventions (two levels: relatively easy and relatively challenging texts) and pairs pupils according to their levels (relatively easy and relatively challenging texts).

• Teacher asks pupils to reread the story in pairs (Chapter 5: pages 23 to 27). They take turns reading as fast as they can.

3 PHONICS

• Teacher writes the following words on the board: turn turbine pure burst during nature Burgos burn sure

• Teacher points to each word and asks pupils to read it together. • Teacher draws columns on the board and fills in header words. For each word he or she explains why they are writing them at the top of each column. Ex. I am writing “turn” at the top of the first column because the short u takes the sound of the r. I am writing “ure” at the top of the column because the long u sound spelled is not affected by the r.

_ur _ure turn pure

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• Teacher asks pupils to draw columns like this in their notebooks NOTES and to sort the remaining words on the board under the correct columns. He or she reminds pupils to pay attention to the spelling patterns and the sound the u makes to help them sort.

• Teacher asks pupils to explain their sorts to a partner. Then he or she calls on several pupils to come and write the words under the appropriate columns. He or she asks each pupil to explain why they wrote the words under the column. The rest of the pupils check their work. A NOTE ON THIS SORT Point out to the pupils that the letter “r” is like a robber. It robs the short “u” vowel sound to make it sound like an “r”. That makes it difficult to know which vowel to write sometimes. The “r” does not affect a long vowel “u” because you can still here the “u” sound when you read words like “pure” or “nature”.

SKILL BUILDER EXERCISE 4 NOTE TO TEACHER If pupils don’t have enough Teacher tells pupils to copy and complete the Skill Builder time, please use the extra Exercise. They will check the next day. time during or at the end Fill in the missing letters to make a word with of the week to help pupils an r-controlled u vowel. Read the words out loud. complete this exercise.

5 CONCLUDING THE SESSION

• Spelling words: before, fast, more, because, turn, turbine, lure, spur, burn, sturdy

• Teacher asks pupils to practice their spelling words by playing Team A and Team B. • Teacher divides the class into two teams: Team A and Team B • He or she invites two pupils from each team to the board. • Teacher calls out a spelling word. Every pupil writes it in his or her notebook but the two upfront wait.

• When everyone is done (or after a reasonable time, say ten seconds), the two pupils write the words on the board.

• The team who writes the word correctly on the board gets a point. Pupils in their seats check their work.

• Teacher calls on a different set of team representative for every turn. The team with the most points at the end of the game wins.

Homework: Teacher asks pupils to copy the spelling words in their notebooks and practice their spelling by sorting them by spelling patterns.

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NOTES DAY OBJECTIVES • EN3F-IIIa-1.6 Read Grade 3 level texts consisting of long content-related words with at least 95-100% accuracy 4 • EN3F-IIIa-j-1.10.1 Read aloud from familiar prose and poetry consisting of r-influenced vowels (_ur, _ure) words with fluency, appropriate rhythm, pacing, and intonation • EN3PWR-IIIe-25 Read sentences and stories, and answer questions about them • EN3V-IIIi-j-13.7 Give hyponyms or types of (e.g. guava - type of fruit) • EN3RC-IIa-b-2.19 Reread, monitor, and self-correct one’s comprehension • EN3RC-IIc-e-2.2 Note details in a given text

1 PHONICS a. Skill Builder Correction Teacher leads pupils through the correction of the Phonics Skill Builder.

b. Locating Words • Teacher distributes the two levels of text Great Inventors, Inspiring Inventions (relatively easy and relatively challenging texts) and pairs pupils according to their levels (relatively easy and relatively challenging texts).

• Teacher asks pupils to locate two words with _ur and two words with _ure

LEVELED READER: BRIDGING 2 GREAT INVENTORS, INSPIRING INVENTIONS Remember to let (CHAPTER 6: PAGES 29 TO 33) pupils use words or expressions in the PRE-READING ACTIVITIES Mother Tongue or in Filipino. Then, model a. Activating Prior Knowledge how to say the words • Teacher asks pupils about what they know so far about using the in English. wind as energy source. b. Decoding Strategies: Reading Long Words • Teacher writes the following words on the board: neighbors successfully producing provided considered

• Teacher reads each word twice, then asks the pupils to say it together.

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• Teacher asks the class to find these words in the text. Once pupils NOTES find it, they give the page and teacher turns to it. Teacher asks those who have not yet found the word to locate it.

• Teacher asks the pupils if there are other long words in Chapter 6: pages 29 to 33 that they do not know or have difficulty pronouncing. He or she writes these on the board, reads each one, and asks the pupils to repeat. b. Unlocking Words and Expressions BRIDGING • Teacher reviews words from previous lessons: Some words are easy windmills, turbines, blades to explain by showing • He or she shows the pictures on the text as the class reviews the picture in the book, these words. example: wind turbine, blades, windmill. • Teacher explains the following words and expressions.

(1) generator Teacher says: To generate is to create. For example, wind can generate electricity. A generator is therefore something that creates or transforms a power source into electricity.

(2) batteries Teacher shows examples of batteries. It would be good if he or she can bring batteries of different shapes and sizes (e.g. small, flat, round watch batteries; AA batteries; rectangular 9 volt batteries usually used for remote cars).

Teacher says: These are batteries. If I put them in my radio or watch or flashlight, what happens?

Teacher explains: Batteries are sources of energy. They can be charged so they keep giving power when there is no electricity.

(3) brighten up the night Teacher says: To brighten up the night can mean two things. The first is exactly as the words say – to make the night bright, like turning on the lights. Another meaning is to make a situation happy or good. When you are nice to someone, you brighten up their day.

Teacher asks: Who brightened up the night in the story?

DURING READING ACTIVITIES

• Teacher explains to pupils that they will be working in two separate groups. While he or she works with Group 1 (relatively easy text), Group 2 (relatively challenging text) will reread Chapter 5 (pages 12 to 15) with a partner. Then, they will switch.

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NOTES Group 1 (Pupils read Group 2 (Pupils read relatively easy text.) relatively challenging text.) Teacher asks Group 1 pupils Teacher asks Group 2 pupils to read the text (Chapter 6: reread the text Chapter 5 pages 29 to 33) in pairs. (pages 23 to 27) in pairs. He or she helps pupils who are stuck on a word by helping them sound out the word or by pointing to the picture to help the reader make a connection between the word and the illustration. Teacher also instructs pupils to check if they read the word correctly by sounding out the letters and looking at the pictures. He or she asks them to reread or self-check their comprehension. Teacher asks Group 1 pupils Teacher asks Group 2 pupils to reread the text (Chapter to read the text (Chapter 6: 4: pages 23 to 27) silently pages 29 to 33) in pairs. or in pairs, whichever they Teacher goes around and prefer. asks pupils to read different pages from the book. He or she helps pupils who are stuck on a word by helping them sound out the word. He or she asks them to reread or self-check their comprehension.

AFTER READING ACTIVITIES a. Comprehension Check • Teacher asks questions to check pupils’ reading comprehension: –– Who was the person referred to in the text to have brightened up the night? –– Why was he said to have brightened up the night? –– Who then is considered as the father of the wind turbines? –– How did Charles Brush’s first turbine look like? –– How did Brush’s wind turbines work? What happens when the wind blows? What happens when the windmill spins?

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b. Activity: Making a Diagram NOTES • Teacher tells the pupils to go back to the text and find pictures and descriptions of Charles Brush’s wind turbine. In pairs, pupils draw the turbine, labels its parts, and write two to three sentences to describe it. They must write about: How it looked like (e.g. size), how it worked, and how it helped Brush and later on other farmers/people.

• Teacher goes around and provides prompts as needed. • After giving the pupils enough time (maximum 15 minutes), teacher calls on a few pairs to share their Turbine Diagrams.

3 VOCABULARY NOTE TO TEACHER If pupils don’t have • Teacher writes the following classifications on the board. enough time, please use the extra time during or Inventors Inventions at the end of the week to Gregorio Zara video phone help pupils complete Barbara Kerr solar box cooker this exercise. Fernando Paras balut maker Charles F. Brush wind turbine

• Teacher asks the pupils the read the headings and the list of words. • Teacher explains that the words under the headings are called hyponyms. Hyponyms are words that are part of categories or themes. Gregorio Zara is an inventor. A video phone is an invention.

Teacher asks: What hyponyms can you give for birds? For energy sources?

• Teacher tells pupils to copy the Skill Builder Exercise on hyponyms in their notebooks to complete at home. 4 CONCLUDING THE SESSION Teacher asks a few students to share their answers on what they learned about the wind turbine.

Homework: Teacher reminds pupils to complete the Skill Builder Exercise at home and tells them to practice their spelling words using the strategy: Look, Cover, Write, Check.

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NOTESDAY OBJECTIVES • Acquire and use vocabulary and structures related to theme and stories • EN3V-IIIi-j-13.7 Give hyponyms or types of (e.g. guava - type of fruit) 5 • EN3PWR-IIIe-25 Read sentences, stories and poems consisting and questions about them • Spelling word list – words from the story, sight words and words from phonics list • EN3A-IId-f-7 Identify favorite authors and stories

1 WEEKLY ASSESSMENT a. Grammar Teacher writes the answers to the Skill Builder on hyponyms. Pupils check their Skill Builder answers with a partner.

b. Spelling Teacher gives spelling test using words from the spelling list. He or she uses each word in a sentence. Then partners check each other’s work. 2 DISCUSSING STORIES READ THIS QUARTER • Teacher takes a copy of each of the Leveled Readers for the quarter. He or she holds each one of them up one by one and asks pupils to read the title.

The Scavenger Hunt The Magic Show Para, the Brave and Beautiful Great Inventors, Inspiring Inventions

• Teacher asks questions to bring out the literary elements of each. He or she asks pairs to discuss and chooses a few pairs to answer each time.

–– Where does the story take place? Do we know when? –– Who are the main characters? What can you tell me about these characters? –– What happens first? And then? And what happens at the end? –– What was the problem? What was the solution? • Teacher asks pupils to tell their partners which of these four stories was their favorite or which they liked best and why. He or she asks several pupils to share.

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NOTES 3 CONCLUDING THE SESSION

• Teacher recalls discussions about the character traits of the four inventors they’ve read about: Zara, Kerr, Paras, and Brush.

• Teacher asks pupils to identify the similar character traits of the inventors. He or she writes the similarities on the board.

Teacher asks: What can you learn from these amazing people? • Pupils share in pairs, then teacher calls on some pairs to share in class.

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