2024-LS-G3-NRP-Q4-Week2.pdf XXXXXXXXXXXXX

2024-LS-G3-NRP-Q4-Week2.pdf XXXXXXXXXXXXX

1. 3

Quarter 4 Week 2

NATIONAL READING PROGRAM
Lesson Script in English

2. National Reading Program
Lesson Script in English
Quarter 4: Week 2
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum
content, standards, and lesson competencies.

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Published by the Department of Education

Development Team
DepEd R-XII – SOCCSKSARGEN

Prepared by: Reviewed by:

Lovely Joy C. Toquero Jessa-Ann D. Nioda Louie Mark G. Garvida Gringo M. Jusa, PhD
Writer Internal Evaluator Internal Evaluator External Validator

Approved by:

John Jerson P. Constantino Shienna Lyn L. Antenor Arturo D. Tingson, Jr. Luz Lalli L. Ferrer
EPS-English, Sarangani REPS-English REPS-LRMS CLMD Chief

Kathrine H. Lotilla Carlito D. Rocafort
OIC-Asst. Regional Director Regional Director

3. 1
WEEK 2
Intervention Category
(Emerging and Developing
Readers)
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate ongoing development in decoding high frequency words and content -specific
vocabulary; understand and create simple sentences in getting and expressing meaning about their
environment and content-specific topics.

The learners demonstrate expanding vocabulary and understanding of high frequency words and content -
specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing,
creating, and composing texts about national themes and content-specific topics.
B. Performance
Standards
The learners use their developing word knowledge to recognize sight words; decode high frequency words and
content-specific vocabulary; use simple sentences to express ideas and narrate personal experiences about
their environment and content-specific topics; and read grade level sentences with appropriate speed,
accuracy, and expression.

The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and
compound sentences to comprehend, create, and compose narrative and informational texts about national
themes and content-specific topics; and read grade level texts with appropriate speed, accuracy, and
expression.
C. Learning
Objectives
At the end of the lesson, the
learners are able to:
Day 1
1. give the sound of the given
letters,
2. associate the beginning, sound
/b/, /d/, /w/ to the ending -
ig, and
At the end of the lesson, the learners
are able to:
Day 1
1. connect -ig word family to its
appropriate pictures,
2. name the given pictures
pertaining to the CVC -ig word
family, and
At the end of the lesson, the
learners are able to:
Day 1
1. construct three or four-letter
words, and
2. use -ig word family found
referring to specific topics.
Day 2

4. 2
3. segment individually the sound
of -ig word family.

Day 2
1. identify the words of focus,
and
2. read CVC words ending with
-ig word with full mastery.
Day 3
1. spell and define the words of
focus (Game-based), and
2. read and write phrases with -
ig word family, and
Day 4
3. determine the -ig word family
from the puzzles, and
4. match completed puzzles to
phrases Use -ig words in a
simple sentence.
3. identify the words of focus (-ig
word family).

Day 2
1. enumerate and define-ig words
learned, and
2. read the phrases with words
ending with -ig word family.
Day 3
1. read and comprehend simple
sentences, and
2. use vocabulary referring to self,
family, and friends.
Day 4
1. comprehend paragraphs, and
2. construct in simple words/
sentences a memorable story.
1. use simple sentences using
the -ig words to express
ideas.

Day 3
1. comprehend stories, and
2. note important elements
from stories (characters,
setting, events).
Day 4
1. use your own words in
retelling a narrative poem.





II. CONTENT: -ig Word Family
III. LEARNING RESOURCES
A. References
2016 MTB-MLE K to 12 Curriculum Guide, Revised Grade 1 MTB -TG and LM, Matatag Curriculum (Reading
and Literacy), NRP (CG), Primer -English (Draft)
B. Other Learning
Resources
Canva.com (https://tinyurl.com/5wcdjm27 )
IV. TEACHING AND LEARNING PROCEDURES
Day 1
Before/Pre-Lesson Proper

5. 3
Activating Prior
Knowledge
Good morning, class! Today, we're going to learn about the -ig word family. Let's start by thinking about
what we already know. Who can tell me the sound of these letters? (Present random letters)
Learners’ Responses: (Answers may vary)
Great! Now, what will happen if we add the sound of “i” /I/ and “g” /g/ together? What will it make
then?
Learners’ Response: -ig, Teacher.
Lesson
Purpose/Intention
Today, we have different activities about the -ig word family. You will be learning the names and sounds
of these letters, will be connecting the sound of letters to complete a word, and will be reading and identifying,
and look for words ending with -ig. Let's have fun learning together!
Lesson Language
Practice
Let's practice the sounds of our focus letters together. Repeat after me:
I says /I/, G says /g/ (Learners’ repeat.)
Let's connect the 2 sounds together. Follow along with me.
/I/ + /g/ (Repeat twice to emphasize the connection of the sound)
Learners’ Response: /I/ /g/
I will show you images of words ending with -ig. Let’s see if you can tell me the names of these images.
(Shows an image of wig)

https://tinyurl.com/5wcdjm27
Learners’ Response: “A wig”
(Show an image of flowers arrowing the big one (Rafflesia) Where is the arrow pointing at?

https://tinyurl.com/5wcdjm27
Learners’ Response: To the big one, Teacher.
Great! This is Rafflesia. Rafflesia is the biggest (Emphasize the word ‘big’) flower that can be found in
the Philippines.
How about this one? Look at what the farmer is doing? (Show an image of a farmer digging in his farm)

6. 4

https://tinyurl.com/5wcdjm27
Learners’ Response: The farmer is digging!

Now take note of the words for these pictures. The first one is a wig, next is big, then we have the word
dig. Can you tell me what these 3 words have in common?
Learners’ Response: They rhyme and end with -ig, Teacher.
During/Lesson Proper

Intervention Category
(Emerging and Developing
Readers)
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
Reading the Key
Idea/Stem
Today, we're going to work with the -ig word family or the words that end with -ig in different forms of
activities such as “Write me in the Box”, “Color Bubble”, and “Word building Activity”.
Developing
Understanding of
the Key Idea/Stem
Connect the beginning
consonant sound to -ig and let’s
find out the correct word. Let’s do
this for 5 minutes.

Color the -ig words that can be
found in the worksheet Bubble of
words. Let’s do this for 5 minutes.

This activity is called
Word-Building. In your group,
construct 3 or 4 letter words. Write
as many words as you can.
Generate words out of the long
word, BUILDING. I will give 1
point for each correct word. 2
points if you can give me existing
or correct words that end with -ig.
I will give you 10 minutes to do the
task.

7. 5
(This activity can be done
interactively through word cloud
games)
Deepening
Understanding of
the Key Idea/Stem
Let's see what we’ve
learned. What are the words that
you’re able to find?
Learners’ Response: The words
are, big, dig, and wig.
Now Let’s segment the
sounds in each word we found.
1. big = /b/ /I/ /g/
2. dig = /d/ /I/ /g/
3. wig = /w/ /I/ /g/
Let's see what we’ve learned.
Can anyone enumerate the words that
you have found?
Learners’ Response: The words are,
big, dig, fig, jig, and twig.”
Let’s spell them out! Who can
spell, in front of the class, the word
twig?
Learners’ response: T-W-I-G
(Do the same process to the rest of the
words mentioned above)
How many words were
you able to find? How many of
those words belong to the -ig word
family?
Learners’ Response: (Answers
may vary)
(Define a few words found. Give
corresponding points to each
correct word)
After/Post-Lesson Proper
Making
Generalizations
and Abstractions
Today, we've learned about
the word family -ig. Now, let's
make some generalizations by
sounding the letters of the
following words.
1. BIG
Learners’ Response: /b/+/i/+/g/
How about the second word?
2. DIG
Learners’ Response: /d/+/i/+/g/
3. WIG
Learners’ Response: /w/+/i/+/g/

Let’s recall what we have
learned. What did you do with the -ig
word family in the activity?
Learners’ Response: We colored it,
Teacher.
Again, what are those -ig word
family?
Learners’ Response: big, dig, wig, twig
What common -ig words
were you able to construct?
Learners’ response: The common
-ig words are- BIG, DIG.
Do the words mention rhyme?
Learners’ Response: Yes Teacher!
Why do you think so?
Learners’ Response: Because all
of these words end with -ig.

8. 6
Evaluating
Learning
Let's test what we've
learned. Can anyone tell us the
sound of these letters? (Present
random letters)
Learners’ Response: (Answers
may vary)
What will happen if we
connect the sound of D to -ig?
Learners’ Response: /d/ + ig = dig
Great! Now can anyone give
me the sounds of the word big?
Learners’ Response: /b/ - /i/ -
/g/
(Ask learners randomly to assess
their skills in naming, and
identifying initial, and ending
sounds.)
Let’s test what we’ve learned.
You read and identify the word family
of -ig. Let’s name the following images.
You may refer your answers on the -ig
word family in the box. Write your
answer on the box next to the image.
big dig wig twig
1.

https://tinyurl.com/5wcdjm27


2.

https://tinyurl.com/5wcdjm27

3.
https://tinyurl.com/5wcdjm27

Now, let’s test your
vocabulary. Let’s check if you can
appropriately use those -ig word
family in completing the
sentences.

big dig wig twig

1. I saw a _ _ _ fish.
2. I am wearing a _ _ _ .
3. My father can _ _ _ a hole.

9. 7
4.
https://tinyurl.com/5wcdjm27


Additional
Activities for
Application or
Remediation
(Connect any random consonants
with -ig for mastery. )
(Write sentences and encircle the -ig
words.)
(Give learners another Word-
Building activity)
Remarks
Reflection
Day 2
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Good morning, class! Today, we're going to continue learning about the -ig Family or words ending with
-ig. Let's start by thinking about what we already know. On the board are some -ig word family we read
yesterday, who can search for the following words?

Lesson
Purpose/Intention
Today, different activities are planned to let you learn more about the -ig word family. Some of you will
be identifying and enumerating -ig words, others will be connecting pictures to their corresponding phrases, and
some will be using simple sentences to express ideas with an emphasis on -ig words.
Lesson Language
Practice
Let's practice the sounds of our focus words together. Repeat after me
(Do this part explicitly, apply I do, We do, & You do approach)
1. /b/ +/I/ + /g/ = big 2. /d/ +/I/ + /g/ = dig 3. /w/ +/I/ + /g/ = wig

10. 8
During/Lesson Proper
Reading the Key
Idea/Stem
Today, we're going to work with the -ig family or the words that end with -ig in different forms of activities
such as “Bubble of words”, identifying -ig words, and reading a poem.
Developing
Understanding of
the Key Idea/Stem
Color the -ig words that can
be found in the bubble of words.
Let’s do this for 3 minutes

Let’s read the phrases and
encircle the image being described.

1. a big carabao

https://tinyurl.com/5wcdjm27
2. a black wig

https://tinyurl.com/5wcdjm27
3. dig using a shovel

https://tinyurl.com/5wcdjm27
4. a small twig
Let’s read a short passage
and answer the following
questions in your paper.


Jig’s Wig
Jig has a wig. His wig is big. He
then went outside to dig and put
his wig on a big rock. He saw a
twig. He uses it to dig. Jig ran to
get it and forgot about his big wig.
1. Who has a
big wig?
Jig has a big
wig.
2. What did he
do outside?
He went
outside to dig.
3. What did he
see outside?
He saw a twig.
4. Why did Jig
forget about
his wig?
Jig forgot about
his wig because
he ran to get
the twig.

11. 9

https://tinyurl.com/5wcdjm27

Deepening
Understanding of
the Key Idea/Stem
Let's see what we’ve
learned. What -ig words were you
able to find?
Learners’ Response: The words
are, big, dig, fig, jig, and twig.”
Let’s read them together!
(Segment the sounds in each word
whenever necessary)
1. big = /b/ - /I/ - /g/
2. dig = /d/ - /I/ - /g/
3. wig = /w/ - /i/ - /g/
(Make learners repeat the
segmentation for mastery.)
Let's see what we’ve learned.
Can anyone enumerate the words that
you have found?
Learners’ Response: The words are,
big, dig, wig.”
Now, based on the given
images let’s try defining these -ig
words.
● Big – means a large great in
dimension
● Dig – to turn up, loosen, or
remove soil
● Wig – a man-made covering of
hair for the head
● Twig – a small shoot or branch
usually without its leaves
(Make use of this time to correct
learners’ responses.)
Things to consider in
correcting are as follows:
1. Completeness of the thought
2. Appropriate capitalization of
letters (First letter, Proper
Noun)
3. Punctuation


Making
Generalizations
and Abstractions
Today, we've learned about
the -ig word family. You are able to
identify the word family of -ig by
Today, we've learned about the
word family -ig. Let's make some
Today, we read a short
passage entitled, Jig’s Wig. We
also answered the questions

12. 10
coloring the activities I provided.
Now, let’s read these words with
full mastery
(May use a flip card with
consonant letters)
Word Family of -ig Flip card
*Random
Consonan
t letters to
flip
ig

generalizations by checking on your
vocabularies.
What do the following words mean?
1. big
2. dig
3. wig
4. twig
after. In answering, you are able
to construct sentences. And in
constructing sentences, what are
the things that we need to
consider?
Learners’ response:
Completeness of the thought,
Appropriate capitalization of
letters (First letter, Proper Noun),
and Punctuation
Evaluating
Learning
Let's test what we've
learned arranging the rambled
letters if -ig words.
1. i b g =
2. d g i =
3. w g i =
(Encourage learners who are still
having difficulty in this part to
identify the beginning, middle,
and final sounds of the word.)
You are able to define our
words of focus. Now, let’s complete the
phrases below by filling in the blanks
with the appropriate -ig word family.

1. a _ _ _ carabao (igb)
2. a black _ _ _ (iwg)
3. _ _ _ a hole (gdi)
4. a small _ _ _ _ (igwt)
Now, let’s test what we’ve
learned. Make simple sentences
out of the words provided.
1. Big
_______________________
2. Dig______________________
_
3. Wig ______________________
4. Twig _____________________
Additional
Activities for
Application or
Remediation (if
applicable)
(Instruct learner to read phrases
with target words)
(Ask learners to read sentences with
target words. )
(Ask learners to read
paragraphs.)
Remarks
Reflection
Day 3

13. 11
Before/Pre-
Lesson Proper

Activating Prior
Knowledge
Good morning, class! Today, we are going to continue learning about the -ig Family or words ending with
-ig. Let's start by thinking about what we already know. Let's practice the sounds of our focus words together.
Repeat after me. (Do this part explicitly, apply I do, we do, & You do approach)
/b/ - /I/ - /g/= big /d/ - /I/ - /g/= dig /tw/ - /I/ - /g/ = twig
Lesson
Purpose/Intention
Today, we have different activities planned based on the -ig word family. Some of you will be playing a
spelling game, others will be constructing simple sentences, and some will note important details. Let's have fun
learning together!
Lesson Language
Practice
Let's practice the sounds of our focus words together. Repeat after me. (Do this part explicitly, apply I
do, we do, & You do approach to develop mastery)


Now, I will test your vocabulary. Raise your hand if you know the answer.
1. Which word means a man-made covering of hair for the head? Learners’ Response: A wig, Teacher!
Now use the word ‘dig’ in a sentence (Raise the question to the enhancement group. Repeat the same
process to the other focus words.)
During/Lesson Proper
Reading the Key
Idea/Stem
Today, we are going to work with the -ig family or the words that end with -ig in different forms of
activities. We are now on our third day, and we are going to spell words in a form of games, read sentences
and poems.
Developing
Understanding of
the Key Idea/Stem
It’s going to be a very fun
day for us because we are going to
spell words in a form of games!
Here’s what we are going to do:
1. Each of you will hold a letter.
2. When I mention a word, be
prepared
Today, we are going to read
sentences. And here’s the twist, you
have to clap your hands twice,
whenever you encounter a word that
belongs to the -ig word family. This
activity requires you to be attentive.
(Read the sentences)
1. My father can dig a deep hole.
Let’s read a short passage
and answer the following
questions.
The Lonely Twig
Once, there was a twig that hung
from a tree. He was so happy he
was with his family tree. Not until

14. 12
3. The moment I say “Go!”,
arrange yourselves holding
your letters to form the word
that I am looking for.
(Don’t forget to instruct safety
precautions.)
No. 1, arrange yourselves to form a
word, BIG!
(Group the learners. Points will be
given to the group/s that got the
correct arrangement / spelling.
Do the same process to the rest,
DIG, BIG, TWIG, WIG)
2. I saw a big red balloon.
3. I picked a twig.
4. My sister has a wig.


a big bird sits with him
carelessly.
Oh! The happy twig fell to the
ground aimlessly.
There, the happy twig is no longer
happy. The lonely twig is away
from his family tree.



Deepening
Understanding of
the Key Idea/Stem
Did you enjoy our activity?
Now breathe in – and breathe out,
because this time we will define
our words of focus. (If learners are
still having difficulty reading,
teachers may read the meaning
for them and simplify.)
1. Big – means a large great in
dimension.
2. Dig – to turn up, loosen, or
remove soil using a shovel.
3. Wig – a man-made covering of
natural or synthetic hair for the
head.
4. Twig – a small shoot or branch
usually without its leaves
Let’s read simple sentences
and answer the questions that come
next to each. Let’s practice doing it in
a complete and appropriate
construction of a sentence. Things to
consider in correcting are as follows:
1. Completeness of the thought
2. Appropriate capitalization of letters
(First letter, Proper Noun)
3. Punctuation
1. Mig will
dig a pit.
Who will dig a pit?
Mig will dig a pit.
2. Jen fits
the wig.
Who fits the wig?
Jen fits the wig.
Let’s answer the following
questions.
Questions Answers
1. What hung
from a tree?
A twig hung from a
tree.
2. Where did the
story happen?
The story
happened in a tree.
3. How did the
twig feel when
he’s with his
family?
The twig was
happy with his
family.
4. Why did the
twig fall to the
ground?
The twig fell to the
ground because a
big bird sits with
him carelessly.
5. Why is the
bird no longer
happy?
The twig is no
longer happy
because he is away
from his family.

15. 13
3. The man
holds a
twig.
Who holds the twig?
The man holds a twig.

After/Post-Lesson Proper
Making
Generalizations
and Abstractions
Today, we've learned a lot
about the word family -ig. Let’s
check your understanding of the
words we defined.
(Let learners play “Pass the
cabbage” game, wherein the
peeled leaf of a paper cabbage
contains a word of focus. Allow
learners to play and keep on
passing until no more paper
leaves left to peel.)
Today, we've learned a lot
about the -ig word family and
answered questions in complete
sentences. Always remember that
there are things that we need to
consider in constructing sentences.
What are those considerations?
Learners’ Response:
1. Completeness of the thought
2. Appropriate capitalization of letters
(First letter, Proper Noun)
3. Punctuation
You are able to read and
answer the comprehension. Let’s
take note of the important details.
The Elements of the Story are as
follows.
1. Character - is a person or
other being in a story
2. Settings – is the time and
place in which the happens
3. Events - the sequence or
series of events that unfold in
a story
Evaluating
Learning
Let’s test what we’ve
learned. You were able to spell and
define our words of focus. As we
continue, let’s try to check your
understanding by completing the
following phrases.
1. a _ _ _ cow (big, dig)
2. the _ _ _ _ in the ground
(big, twig)
3. can _ _ _ a hole (dig, jig)
4. wear a _ _ _ (twig, wig)

Now, let’s test what we’ve
learned. Make simple sentences out of
the words provided. You may use
vocabulary referring to yourself,
family, and friends.
1. big _______________________
2. dig _______________________
3. wig _______________________
4. twig ______________________


Now, let’s test what we’ve
learned. Based on the story we
have read, let us note the
important details.
Answer the following questions:
1. Who are
the
charact
ers of
the
story?

2. Where
did the

16. 14
story
happen
?
3. Arrange
the
series of
events
(Write 1-
3)
∏ The happy twig
fell to the ground
aimlessly.
∏ the happy twig is
no longer happy
∏ He was so happy
he’s with his
family tree.

Additional
Activities for
Application or
Remediation (if
applicable)
(Read phrases with target words) (Develop crossword activity to
encourage engaging and fun -filled
mind exercise.)
(Provide short stories for learners
to analyze the details.)
Remarks
Reflection
Day 4
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Good morning, class! Today, we're going to continue learning about the -ig word family. Let's start by
thinking about what we already know. Let’s begin with reading the -ig word family.
(For consolidation and enhancement group, use the focus words in phrases / sentences.)
Lesson
Purpose/Intention
Today, we have different activities planned based on the -ig family. Some of you will be playing a spelling
game, others will be constructing simple sentences, and some will be noting important details. Let's have fun
learning together!
Lesson Language
Practice
Let’s read a short passage and match the underlined words to their corresponding images. (Use this as a
guide)

17. 15










Jig’s Wig
Jig has a wig. His wig is big.
He went outside to dig.
He put his wig on a big rock.
He saw a twig. He uses it to dig.
Then his mom called him.
Jig ran so fast and forgot about his big
wig.

https://tinyurl.com/5wcdjm27

During/Lesson Proper
Reading the Key
Idea/Stem
We're going to work with the -ig family or the words that end with -ig in different forms of activities such
as “solving -ig words puzzles”, “Paragraph Build-Me-Up”, and retelling a narrative poem.
Developing
Understanding of
the Key Idea/Stem
Each will have a puzzle to
solve. You may bring out your
materials now. This activity will be
done for 3 minutes only.
(Provide random images of -ig
word family or not -ig word)
After completing your
puzzles, it’s about time to present
them in class. Stand Up, if you
think your image portrays an -ig
word family and if it doesn’t, sit
down and let’s altogether give 5
claps for every one of us.
To play another engaging
activity. I will give you strips
containing a sentence. Here’s what
you are going to do. I will put our focus
words on the board (dig, wig,). Let’s
say you picked a sentence “I wear a
wig”. To which focus word should we
group it?
Learners’ response: to the WIG word,
Teacher.
(Below are the sentences to give
randomly to the learners.)

Let’s read a short passage
and answer the following activity.
The Lonely Twig
Once, there was a twig that hung
from a tree. He was so happy he
was with his family tree. Not until
a big bird sits with him
carelessly. Oh! The happy twig
fell to the ground aimlessly.
There, the happy twig is no longer
happy. The lonely twig is away
from his family tree.

18. 16



My father went
to the farm.
I have a wig.
He went there
with a big
shovel.
I put it in my
head.
He plans to dig
a hole.
I love it because
its color is red.
The hole is for
the compost-
pit.
I am excited to
wear it on my
birthday.


What are the missing words? Fill
in the blanks.

The Lonely Twig
Once, there was a _____ that
hung from a tree. He was so
happy he was with his family
____. Not until a ___ bird sits
with him carelessly.
Oh! The happy twig fell to the
____ aimlessly. There, the
happy twig is no longer happy.
The ____ twig is away from his
family tree.

Deepening
Understanding of
the Key Idea/Stem
Let’s play, “Describe Me”.
This time, those who are holding
an image that portrays an -ig word
family should look for a pair from
those who are not holding an
image of -ig word.
afterwards, work with your pair to
think of a phrase that describes
the image that you are holding.
a big
flower
twig on the ground
a red wig dig a hole
hold a
twig
wig on the head

Let’s process the activity that
we just had.
How did you
know that the
sentence you are
holding is for the
focus words, dig
and wig?
Learners’
Response:
Because of their
relation to the
words (Answers
may vary)
Great job! And because of the
sentences you grouped, we are now
able to construct a paragraph.
Yesterday, we talked
about the poem, “The Lonely
Tree”. We answered
comprehensively the questions
which are important in noting
details. This time, those important
elements are our main focus in
retelling narrative.
Retelling a story means
you have to tell a story in your
own words based on a story you
have read.

19. 17
After/Post-Lesson Proper
Making
Generalizations
and Abstractions
Let’s process what we just
did! Previously, you are able to
solve a puzzle and match the
images to their corresponding
phrases.
Let’s read the phrases again.
a big flower dig a hole
a red wig twig on the
ground
hold a twig wig on the
head









Remember, a paragraph is
composed of sentences.
Now, how many sentences do we have
on our first group? And the second
group?
Learners’ Response: There are Four
sentences
(Ask the following question to check
comprehension)
What composes
a word?
Letters
What composes
a sentence?
words
What composes
a paragraph?
Sentences

Do you remember the
elements of the story that we
talked about yesterday?
Learners’ response: The
character, setting, and events.
Great! Now, try to list down the
elements of the short passage,
The Lonely Twig.
I will give you 5 minutes to do the
task.
Elements Details
Character Twig, Big Bird
Setting Tress
Events 1. There was a
happy twig on
a tree.
2. The happy twig
fell to the
ground
aimlessly.
3. the happy twig
is no longer
happy

Evaluating
Learning

Complete the following
sentences by filling in the phrases
that we have learned.
Construct sentences from our
focus words. Each of you may choose
only one focus word. And construct
Let’s try to practice our
retelling skills. Remember our key
elements.

20. 18



a big flower pick a twig
a red wig dig a hole
1. There was _________________ in
the garden.
2. She is wearing a
______________ on her head.
3. Ken and Ben ____________ on
the ground.
four sentences out of the word you
chose, it may be a memorable story to
make it easier for you.
Big




Twig





In doing this task, we will abide
by the rubrics.
Completeness of the thought
based on the key elements: 50%
Delivery: 50%

(Add other components to
consider)

Additional
Activities for
Application or
Remediation (if
applicable)
(Ask learners to copy the
sentences and read them at
home.)
(Give other activities to help learners
develop their writing skills.)
Provide a short passage for
learners to analyze at home.
Remarks
Reflection