English 3 Q1_LE_Week 2.pdfffffffffffffff

Educational purposes

1. 3
Lesson Exemplar
for English

Week
2
Quarter 1

2. Development Team
Writer: Marimel Jane P. Andes, Joyce Arce
Content Reviewer:
Language Reviewer:
Marichu J. Hernandez
Carol L. Noces
Illustrator: Randy G. Mendoza, Racy V. Troy
Layout Artist: Evelyn B. Morante, Racy V. Troy, Ann C. Mananquil

Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
Lesson Exemplar for English Grade 3
Quarter 1: Week 2

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Published by the Department of Education
Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong

3. 1
MATATAG
K to 10 Curriculum
Weekly Lesson Log
School Grade Level Grade 3
Name of Teacher Learning Area English
Teaching Dates and Time Quarter 1 - Week 2

DAY 1 DAY 2 DAY 3 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
Content Standards
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 regional themes and content-
specific topics

Performance Standards
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 regional themes and content specific topics; and read grade level
texts with appropriate speed, accuracy, and expression.

Learning Competencies
EN3VWK-I-1 Identify high-
frequency words accurately. (LSWR)
EN3CAT-I-2 Comprehend stories.
(LSWR)
a. Note important elements
from stories (characters,
setting, events).
b. Sequence at least four to
five events.
c. Identify the problem and
solution in stories.
d. Infer the character’s
feelings and traits.

EN3VWK-I-4 Identify words with
different functions. (LSWR)
3. words that replace persons,
places, things, animals, events,
ideas, and emotions
a. interrogative pronouns

EN3CCT-I-2 Use own words in
retelling myths, legends, fables, and
narrative poems. (SW)

EN3CCT-I-5 Compose texts to react
to the character, setting, or events
in a story. (SW)
EN3PWS-I-1 Identify Grade 3
level-appropriate sight words.
(LSWR)
EN3PWS-I-2 Read words
accurately and automatically
according to word patterns
(initial, final, medial).
1. CCVC words bl, br, ch, cr,
dr, fl, fr, gl, gr (LSRW)
EN3VWK-I-6 Read words
correctly for meaning (based
on word patterns). (LSR)
EN3VWK-I-7 Write words
legibly and correctly (based on
word patterns). (LSRW)
EN3VWK-I-2 Use vocabulary
referring to:
1. regional themes (LSRW)
EN3GAGS-I-5 Identify the
parts of simple sentences:
(who/what, what are they
doing, when/where/how).
1. asking sentences
(interrogative) (LSRW)
EN3GAGS-I-4 Sequence words
to represent meaning in simple
sentences.
2. asking sentences
(interrogative) (LSRW)
EN3VWK-I-1 Identify high-
frequency words accurately.
EN3CAT-I-2 Comprehend stories.
Note important elements from
stories (characters, setting, events).
Sequence at least four to five
events.
Identify the problem and solution
in stories.
Infer the character’s feelings and
traits.
Relate story events to one’s
experience.

EN3VWK-I-4 Identify words with
different functions. 
words that label actions (doing
words - verbs)
EN3CCT-I-2 Use own words in
retelling myths, legends, fables,
and narrative poems.
EN3CCT-I-5 Compose texts to react
to the character, setting, or events
in a story.
EN3VWK-I-3 Use content-specific
words.
1. Mathematics (basic symbols and
terminologies)
EN3PWS-I-1 Identify Grade 3
level-appropriate sight words.
EN3VWK-I-4 Identify words
with different functions.
3. words that replace persons,
places, things, animals, events,
ideas, and emotions
b. possessive pronouns
EN3PWS-I-2 Read words
accurately and automatically
according to word patterns
(initial, final, medial).
1. CCVC words pl, pr, sc, sk, sl,
sm, sn, sp, st, sw
EN3VWK-I-6 Read words
correctly for meaning (based on
word patterns).

4. 2
EN3GAGS-I-6 Use correct
capitalization and punctuation
for simple sentences.
2. asking sentences
(interrogative) (LSRW)
EN3CCT-I-3 Express ideas
about one’s experiences.
1. regional themes (LSRW)
Learning Objectives
At the end of the lesson the
learners will be able to:

a. Read high-frequency words in
isolation and in sentences
b. Identify characters, settings
and events in the story
listened to
c. Sequence four major events
from the story listened to
d. Infer character’s feelings and
traits in the story listened to
e. Identify interrogative
pronouns (who, what, where,
when, why, how) in sentences
f. Retell the story listened to in
their own words, maintaining
the main ideas and key
details
g. Write sentences reacting to the
characters’ traits and actions
in the story listened to
At the end of the lesson the
lesson the learners will be able
to:

a. Read consonant clusters
(CCVC words: bl, br, ch, cr,
dr, fl, fr, gl, gr) fluently and
correctly
b. Read words based on
identified word patterns
(CCVC word pattern)
c. Write CCVC words
accurately.
d. Use vocabulary related to
places in the community
e. Recognize and read Grade
3 level sight words
accurately.
f. Identify the subject
(who/what) and action
(what are they doing) in
simple sentence.
(Asking/Interrogative
Sentence)
g. Arrange words in a logical
sequence to form
meaningful interrogative
(asking) sentences.
h. Use capitalization and
punctuation marks
(question marks for
interrogative sentences)
accurately
i. Share personal experiences
related to regional themes (
places in the community)
At the end of the lesson the
learners will be able to:

a. Read high-frequency words on
sight
b. Identify the characters, settings
and events of the story
c. Arrange four to five events from
a story in sequence
d. Identify the problem and
solution in the story
e. Identify clues in the text that
reveal a character’s traits and
feelings
f. Connect events from the story
to personal experiences
g. Identify verbs in sentences

h. Write a personal response to a
character, setting, or event in a
story

i. Identify mathematical symbols
and terminologies.
At the end of the lesson the
learners will be able to:

a. Read a list of sight words
appropriate for Grade 3 to
improve reading fluency and
comprehension
b. Identify nouns, pronouns,
and possessive pronouns,
in sentences
c. Use various pronouns (e.g.,
he, she, it, they, someone,
everyone) appropriately in
sentences.
d. Use possessive pronouns to
indicate ownership in
sentences
e. Read CCVC (consonant-
consonant-vowel-consonant)
words with specific initial
consonant blends (pl, pr, sc,
sk, sl, sm, sn, sp, st, sw)
accurately and
automatically
f. Read words accurately.
II. CONTENT

5. 3
III. LEARNING RESOURCES
References

Other Learning Resources
Story: Bill’s Smart Decision, The
Guardians of Wawa Dam, flash
cards, manila paper, drill boards,
pictures, graphic organizer
Stoy: Bill’s Smart Decision,
flash cards, manila paper, drill
boards, flash cards, pictures
Story: Bill’s Smart Decisions
Continues, pictures, flash cards
Story: Bill’s Smart Decision
Continues, flash cards
IV. TEACHING AND LEARNING PROCEDURES
Before /Pre-Lesson Proper
Activating Prior
Knowledge
Today, you will share a story
together. But before that, I have a
question for you: Have you ever
found something valuable or
precious on the ground? It could be
anything - a coin, a piece of jewelry,
or something else entirely.".

May begin with 'Did you check if
someone owns the object you
found?
In our story today, let us find out if
a character in the story will find
something valuable on the ground
as well? As we read, take note of
the actions that the character does.


Today is an exciting day
because you will recall the
adventures of Bill in the story
“Bill's Smart Decision
Continues” as shared by your
classmate.

Now, before we hear the story
again from your classmate,
let's talk about smart decisions
with money.
Can anyone share a time when
you made a smart decision
about money?
Who did you ask for advice?
What advice did you follow,
and what was the outcome?
Today, you will read a story. Before
we start, can anyone tell me why it
is important to save money? Maybe
you've saved up for something
special before, like a toy or a book.

How did you feel when you finally
bought it?
Do you still remember the story
about Bill and how he managed to
use the gold coin he found in the
forest?

Today, we will read "Bill’s Smart
Decision Continues" and have fun
finding words which show
ownership and words with CCVC
pattern.
Today is an exciting day
because we're going to recall the
adventures of Bill’s Smart
Decision Continues as shared
by your classmate.

Think about this:
What are some of the best
places to visit with your friends?
What fun activities can you do
there?

In today's story, we'll discover
the places Bill, and his friends
enjoy going, and the fun things
they do together. Get ready to
explore their adventures and
learn some valuable lessons
about saving money and
making smart choices.
Are you ready? Let's begin!
Lesson Purpose/Intention
Today, you will listen to a story.
Remember to do the following while
listening:

Take note of the character and its
traits.
Identify the setting of the story,
where it took place and when it
happened.
Pay attention to the most important
events in the story which also
include the problem of the
character and the solution to the
problem.
Today, you will listen to a
story. As you listen, let's pay
attention to words with a
special pattern called CCVC.
These are words that have a
consonant-consonant-vowel-
consonant arrangement, like
'plan' or 'frog.' They're fun to
spot and say!
Afterwards, we'll learn how to
ask questions about the story.
Are you ready to find CCVC
words and ask great
questions? Let's get started!
In our story today, you will learn
more about Bill and his
adventures. As we read, let's pay
close attention to the characters,
the setting, and the events in the
story. We'll also look at the problem
Bill faces and how he finds a
solution. Finally, we'll observe the
traits and feelings of the characters
at different times in the story.

Today, we will read "Bill’s Smart
Decision Continues" and have
fun finding words which show
ownership and words with
CCVC pattern. We will also read
some basic sight words. These
words help us see what belongs
to whom and look for letter
patterns in the story. Let's get
ready to find out how words can
tell us about owning things and
showing us interesting patterns!

6. 4
Know how the story ended.

As we take note of the events, let us
also look into the feelings and
actions of the character or
characters as the events unfold.
Lesson Language Practice
You are almost ready to listen to
the story. Before we do so, let us
first unlock the following words
through context clues and pictures.
Call learners to define the words.

Say: This is a Warty Pig and this is
a regular pig









Ask: Are they the same?
What makes a warty pig different
from a regular pig?

Say: Read the following sentences
and choose the meaning of the
underlined words. Use your drill
board to write the letter of your
choice.
1. I made a decision to join the
basketball team.
Choice, we make about something
Not sure about something

Introduce the following words
through pictures and context
clues.

Guess what word I am
describing, match the picture
to its word.

1. Feeling happy or pleased
about something; experiencing
joy or satisfaction. What word
is it?


2. A small animal with smooth
skin, long hind legs for
jumping, and lives both on
land and in water. What word
is it?

3. Listing the steps or actions
to be taken in order to reach a
goal or accomplish a task.
What word is it?
Introduce the Wh words Who
and What by giving examples.

Before we listen to the story, let us
unlock some words in the story so
we can understand the story better,
and this is through pictures and
context clues. Call learners to
define the words by choosing the
correct definition of the word.

1. Anica lives in a small and cozy
house.
a. Messy and cold
b. Comfortable and warm

2. The children were excited to go
to the zoo.
a. Feeling very happy and eager
b. Feeling bored and uninterested

3. They all agreed to meet at the
park after school.
a. Disagreed or said no
b. Said yes to a plan or idea

4. The teacher's words inspired the
students to study harder.
a. Made them feel discouraged
b. Made them feel motivated

5. She saved her allowance to buy
a new bicycle,
a. Kept for future use
b. Spent quickly





Introduce the following words.
Guess what I am describing,
match the word to its picture.











1. A kind of fruit that is round,
juicy and has smooth skin.
What word is it?

2. It is a form of physical
activity which can be done in
the water using arms and legs
by floating. What word is it?

3. It is an activity for enjoyment,
fun, or recreation involving toys,
games, or sports. What word is
it?
plan glad frog play plum swim

7. 5
2. The story about the magical
castle was enchanting and made
us feel happy.
disgusting
captivating

3. The store had a big sale of
clothes, so we bought new clothes
for a cheaper price.
An item sold at a lower price
An item sold at a higher price

4. I had ten pesos, and after
buying biscuits for six pesos, I
received four pesos in change.

a. money you present when you
buy something and pay with more
money than the item costs.
b. money that you pay for the
things you bought

Ask: What do we call the
underlined word in each
sentence?
(recall the previous lesson)

Say: Read each sentence and
answer the questions.
Who is your best friend?
Who is coming to the party?
What did you eat for lunch?
What are you doing?

Ask:
Which sentence answers the
name of a person?
Which sentence answers an
object, concept or an action?
What interrogative pronoun
answers the name of the
person?
What interrogative pronoun
answers an object, concept or
an action?

Read the following sentences.
1. Bill found a small box and
said “This will be my money
box”
2. Bill would like to buy many
things in the store.
3. Bill lives in a pine forest. His
place is warm and cozy.
4. Bill and his friends learned
the importance of saving for the
future by using their money
wisely.









During/Lesson Proper
Reading the Key
Idea/Stem
Now you are going to listen to a
story, but before you listen, what
are the standards, and rules while
listening to a story.

Call learners to tell the standards
and rules while listening to a story.
I'm going to tell you a story titled
'Bill's Smart Decision.' After you
listen, you'll answer some
questions. Before I begin, what
questions do you have about the
story Bill's Smart Decision?
Call at least 3 learners to ask some
questions before reading the story.
Write the questions on the board.

Bill Smart Decision
One sunny Sunday in the
enchanting Pine Forest, Bill, a
Remember the amazing story
"Bill’s Smart Decision"? You’re
going to have the chance to
retell this fantastic tale using
the pictures provided. But
before we dive into the story,
let’s talk about how we can all
be great listeners. What are
the standards and rules we
should follow while listening to
a story?
Call learners to tell the
standards and rules while
listening to a story.
Call a learner to retell the story
using these pictures.
Let's start by listening to the story.
Pay close attention to the details
about the characters, the setting,
and what happens throughout the
story.


Bill’s Smart Decision Continues

Bill, now known as the smartest
monkey in Pine Forest, decided to
save more money. One day, he
found a small box and thought,
"This will be my money box." Bill
placed it on a square table in his
cozy treehouse.
Why do you think Bill decided to
save money? Have you ever saved
money for something special?
One morning, Bill heard about a
new store in town that sold tools
Now, it’s your turn to tell the
story, “Bill’s Smart Decision
Continues”, by using these
pictures. To do this effectively,
keep in mind the key elements
of storytelling. You also must
keep in mind some rules when
listening to a story.

Call a learner to retell the story
using these pictures.

8. 6
clever monkey, found a shiny gold
coin.
Wondering what to do with it, he
went to his friends, Warty Pig and
Frog, and asked, "Who can help me
use this gold coin well?" Warty Pig
suggested, "Why not save it for
later?" and Frog added, "Where can
you buy cheap things?"
Who did Bill ask for advice about
the gold coin?
Bill listened carefully to his friends.
He was glad to have such wise
friends and decided to follow their
advice. He went to the busy market.
There, he found bananas on sale
and said, "How lucky!" Feeling
happy and wise, he bought some
bananas and saved the change..
What did Bill find on sale at the
market?
As time passed, Bill became known
as the smartest monkey in Pine
Forest. He diligently saved coins
and bought cheap food. His plan
worked perfectly, setting an
example for his friends and other
animals in the forest on how to be
smart with money. Bill's wise
choices taught everyone important
lessons and made him a popular
animal in the forest community.

What did Bill become known for in
Pine Forest?
The next step for Bill was to teach
his friends how to manage their
coins as well. He gathered them
together and shared his strategies,
helping them all to become smarter
with their money.

What did Bill do to help his friends
with their money?

Picture of a monkey finding
a gold coin.

Picture of a monkey talking
to his friends (Warty Pig and
Frog)

Picture of a monkey buying
cheaper foods.




and fruits. Excited, he asked his
friends, "Who wants to visit the new
shop with me?" Warty Pig and Frog
eagerly agreed.

How did Bill feel about the new
store? Why were his friends eager
to join him?
At the store, Bill saw many useful
things. He thought about buying a
shiny red rake, a lovely green ball,
a round juicy plum and a fresh
bunch of grapes. However, he
remembered his goal to save
money. Bill bought only the grapes
and kept the rest of his coins in his
money box.

What items did Bill consider buying
at the store?
Why did Bill decide to buy only the
grapes? Have you ever had to
choose between different things you
wanted to buy?


Later, they decided to visit the
river. They love to swim in the
water and play games by the shore.
Then, Bill and his friends sat on a
log near the river and talked about
their day. Frog asked, "Why did you
buy only the grapes?" Bill smiled
and said, "I’m saving my money for
something special."

What do you think Bill might be
saving his money for?
How do you think Frog and Warty
Pig felt about Bill’s decision?

Bill’s wise choices inspired his
friends. They decided to save their
money too. Frog saved for a new
book, and Warty Pig saved for a
1. Picture of a monkey
holding a small box.

2. Picture of a monkey
talking to his friends warty
pig and frog pointing at the
store.

3. Picture of the monkey in
the store looking at the rake,
plums and grapes

9. 7



Picture of a monkey
teaching his friends to
manage their coins.



Note: Encourage learners to
pause and ask questions.
Possible questions would be as
follows:

1. Why do you think Bill
asked his friends for advice
about the gold coin?

2. What might have happened
if Bill didn't listen to his
friends' advice?

3. What other things could Bill
have bought with his gold coin
at the market?

4. Why do you think Bill
wanted to teach his friends
about managing their coins?
new blanket. By using their money
wisely, Bill and his friends learned
the importance of saving for the
future.

How did Bill's decision to save
money influence his friends?
What did Frog and Warty Pig decide
to save their money for?

Through this, Bill taught everyone
that being careful with money and
making smart choices could lead to
greater happiness and success in
their community.

What lesson did Bill and his friends
learn about saving money?
- How can saving money and
making smart choices help you and
your community?
4. Picture of a monkey, warty
pig and frog sitting on a log
near the river.










5. Picture of warty pig holding
a piggy bank with thinking
clouds. Inside the thinking
clouds is a picture of a
blanket.


6. Picture of a frog holding a
jar with coins with thinking
clouds. Inside the thinking
clouds is a picture of a book.

10. 8
Developing Understanding
of the Key Idea/Stem
I can see that you all listened to the
story well. In order for me to gauge
how well you understood the story,
let us answer a graphic organizer as
a class.

I will call on some volunteers to
help me fill out the graphic
organizer.

As they answer, take note of their
responses as we will go back to
each one.

In the chart we can see that the
identified problem was when our
character did not know how to
make use of his gold coin.

It was solved when
__________________________________.

In the end,
__________________________________.

Let's check if your chart answers all
the questions. I will post the
question chart on the board.

1. Who are characters in the
story?
2. Where does the story take
place?
Ask: Answer the following
questions:

1. Who found a shiny gold
coin in the Pine Forest?
(Bill)
2. Who suggested that Bill
save the gold coin for
later? (Warty Pig)
3. What did Bill buy at the
market that was on sale?
(bananas)
4. What did Bill feel after
making wise decisions
with his money? (glad)
5. What did Bill teach his
friends and other animals
about managing money?
(plan)

Write the words Frog, glad,
and plan on the board as the
learners answer the questions.















Now that we've heard the story,
let's use our graphic organizer to
break down its key elements.

5. Who are the main characters
in the story?
6. Where and when does the
story take place?
7. What are the main events that
happened in the story? Name
5 main events.
8. What problem did the main
character face and how is it
solved?
9. What traits did the main
characters show and how did
they feel throughout the
story?

Now, I want you to fill out your own
graphic organizer for 'Bill and The
Money Box.' I'll walk around and
help if you have any questions.

Distribute the Story Elements
graphic organizer worksheet to the
students.

Let's discuss what you wrote in
your organizers. Who can share the
characters they identified? What
about the setting of the story?

Bill’s Smart Decision Continues
taught us some valuable
lessons about saving and
making smart choices. I see
that you all listened very well.
For me to know how well you
understood the story, let us
answer the questions.

1. What did Bill use as his
money box? (small box)
2. What color was the ball
that Bill considered buying
at the new store? (green)
3. What was one of the items
Bill thought about buying
at the new store but
decided not to? (Plum)
4. How was the plum
described in the story?
(it is round and juicy)
5. After buying grapes and
saving his money, what
did Bill and his friends do
for fun by the shore? (play)
6. What activity did Bill and
his friends enjoy doing by
the river after visiting the
store? (swim)

Note: The teacher will write the
answers particularly the words
plum, play and swim

11. 9
3. What did Bill find in the Pine
Forest?
4. When did Bill find the gold
coin?
5. Who did Bill ask for advice
about the gold coin?
6. Why did Bill go to the market
after talking to his friends?
7. What problem did Bill face
after finding the gold coin?
How was this problem solved?
8. What character traits did Bill
show by asking his friends for
advice and making wise
decisions?
9. What lesson can you learn
from Bill's decision to save
and spend wisely?
10. How can you apply Bill's
smart money choices in your
own life?

Before we have some drills on the
new skills that you have learned, let
us first read the given sentences.
These sentences talk about the
events in the story. Take note also
of the highlighted words for later we
will be talking about these words.

1. Bill follows the advice of his
friends to make wise choices with
his money.
2. Bill bought cheap bananas in
the market.
3. Bill is a monkey who found a
gold coin in Pine Forest.
4. Bill followed their advice and
decided to save his money.

1. From the first sentence, Bill
was given some advice by his
friends. What did he feel about
those tips given to him?
Encourage students to share and
discuss their responses. Reinforce
correct answers and guide them
through any confusion.

By using the story elements graphic
organizer, we were able to
understand the story better. Let us
read the sentences on the board.
These sentences talk about the
events in the story.

Now, think about these questions:
1. What trait did Bill show when
he decided to buy only the
grapes? How did Bill's traits
help him make good
decisions?
2. Why did Bill decide to save
money?
3. How did Bill's actions
influence his friends?
4. How did Bill’s friends feel
about his decision to save
money?
5. What lesson can we learn
from Bill and his friends
about saving money?
6. How can you be like Bill and
make smart choices about
saving money?
7. How would you feel if you had
to choose between buying
something you want now and
saving for something special
later?
8. What can we learn from Bill's
actions and the outcome of
the story?

Let’s check how you understand
the sequence of events that
happened in the story. Let’s read
some sentences posted on the

12. 10
2. What made Bill buy cheap
bananas? What did he feel
after buying them?
3. When Bill found the gold coin
in the Pine Forest, what did he
feel first?
4. Why did Bill follow their
advice? What did he feel about
his decision?

Let us read the sentences on the
board. These sentences talk about
the events in the story and these
sentences used high frequency
words.
For us to know how to write and
remember them, we have to use the
strategies that we know best.

The first word is friends. In the
word friends, we can sound out five
sounds in the word. These are:

F r ie n d s

It is only the /e/ sound in friend
that is made up of the letters i and
e need to be remembered.

Let us now go over the rest of the
words. Remember, we will identify
the parts of our high frequency
words that can be sounded out. We
only remember the middle parts,
which are the parts that do not
spell the way they are heard.

found, their, cheap, bought

As we end our lesson, let us go over
the questions chart. Did you see
the highlighted words? These words
are question starters which are
called interrogative pronouns.
board and identify what happened
first, second, third, fourth and last.

One morning, Bill heard about a
new store in town that sold tools
and fruits.
Bill taught everyone that being
careful with money and making
smart choices could lead to greater
happiness and success in their
community.
Bill, now known as the smartest
monkey in Pine Forest, decided to
save more.
Bill bought only the grapes and
kept the rest of his coins in his
money box.
At the store, Bill saw many useful
things.

Note: Call volunteer learners to
arrange each statement according
to the sequence of events in the
story.

Let the learners read the
statements in correct order.

13. 11
Interrogative pronouns function as
asking words.

These are who, what, where,
when, why, and how. They are
better known as 5Wh and H
questions.
Deepening Understanding
of the Key Idea/Stem
In our previous lesson, we did some
activities related to the story that
you have listened to.
We used a graphic organizer which
allowed us to note the details of the
story well.
Let us recall the story that was read
in class last week.
The story was titled, The Guardians
of Wawa Dam.

Can you recall who the characters
are in that story?
Where did that story happen?
What was the problem in the story?
How was the problem solved?’
How did the story end?

Try to recall what the feelings of the
characters in the story are as well
as the given situations,

a. Maria and Bernardo saw that
the villagers were
thoughtlessly dumping trash
into the water.
b. The villagers realized that the
dam is a gift for them.
c. The old spirit threatened to
stop the water from flowing
through the fields.
d. Maria and Kiko were able to
convince the old spirit to
sympathize with and preserve
their beloved dam.
e. Kiko and Maria never left the
dam and the land because of
Say: Read the words on the
board.

What word pattern can we find
in the words Frog, glad, plan?

Let’s find out!

F r o g g l a d p l a n
CCVC CCVC CCVC

Say: Give examples of words
with CCVC pattern.

I will show you strip of words.
Clap your hands if it has a
CCVC word pattern and shake
your hands if it does not.

clap cake bike grip
brag blot late clam
meat drop crab glow

Say: Now let’s go back to the
questions about the story.
Read the sentences.

a. Who found a shiny gold
coin in the Pine Forest?
b. What did Bill buy at the
market that was on
sale?

Ask: What kind of sentences
are these?

Today, we are going to take a
deeper look at the story 'Bill’s
Smart Decision Continues.' We'll
explore the feelings of the
characters in the story.

Let’s talk about the feelings of the
characters. Understanding how
characters feel helps us connect
with the story and understand their
actions better.
Let us go back to the story.

1. How do you think Bill felt when
he decided to save more money?
2. How did you feel when Bill
decided to save more money?
Have you ever felt the same
way?"
3. How do you think Bill felt when
he saw the useful things in the
store?
4. Bill was excited about the new
store. How do you feel when you
visit a new place? What kinds of
things make you excited?"
5. How do you think Warty Pig
and Frog felt about visiting the
new store with Bill?
6. How did Bill’s friends feel after
deciding to save their own
money.
7. Bill's wise choices inspired his
friends. How would you feel if
your actions inspired your
friends to do something good?

Let’s read the words written on
the board.

plum play swim

What have you noticed with
how the letters were placed?
What word pattern can we find
on these words?
Let’s find out!

p l u m p l a y s w i m
CCVC CCVC CCVC

Is this word pattern similar to
the words that we have
discussed in the previous days?

Look at the first two letters of
the words? What are those
letters?

How do we say plum?
/p/ /l/ /u/ / m/

How do we say play?
/p//l//a/ /y/

How do we say swim?
/s/ /w/ /i/ /m/

Read the following group of
words.

plan prop skin slim
snap spin stem plug
prof skip sled snap
spin stop

14. 12
their commitment to provide
the people security.

It can be noted that the sentences
given provide the chronological
sequence of the story or the order
in which the events actually
happened in the story.
Each event tells the feelings of the
characters involved.

The questions that you answered in
order to recall the events in the
story, The Guardians of Wawa Dam
made use of interrogative pronouns
as question starters.
Say: These are asking
sentences or what we call
Interrogative Sentences.
Look at these interrogative
sentences. How are these
sentences written. What have
you observed?

Look for a partner. Learner A
will ask Who and What
questions, and Learner B will
answer. Then, switch roles:
Learner B will ask, and
Learner A will answer.

Show the word strips:
Say: Now I want you to read
the word strips and arrange
them to form an interrogative
sentence.

Call learners to arrange the set
of words.









Now let’s read the following
statements posted on the board.
Bill, now known as the smartest
monkey in Pine Forest, decided to
save more.
One morning, Bill heard about a
new store in town that sold tools nd
fruits.
At the store, Bill saw many useful
things.
Bill bought only the grapes and
kept the rest of his coins in his
money box.
Bill taught everyone that being
careful with money and making
smart choices could lead to greater
happiness and success in their
community.
Read the highlighted words.

These words are called verbs or
actions words. Verbs show what
people, animals or things do.

Let’s find some verbs in the story.
I’ll read a sentence, and you tell me
the action word.

1. Bill placed the money box
on the table.
2. Bill heard about a new
store in town.
3. Bill asked his friends to
visit the new shop.
4. Bill bought only the grapes
5. Bill smiled at his frog
friend.

Can you give examples of action
words?

Today, We have explored the
feelings of the characters, learned
about verbs and action words, and
practiced sequencing events. These

If we are going to group these
words, how are we going to
group them?

Now let us read these sentences
again.

10. Bill found a small box and
said “This will be my money
box”

What did Bill say when he
found the small box?
Whose small box does my refer
to in the sentence?
Can you use my in a sentence
that show possession/
ownership similar to the
example sentence?

11. Bill lives in pine forest.
His place is warm and
cozy.

Whose place does His refer to in
the sentence?
Can you use His in a sentence
that show possession/
ownership similar to the
example sentence?

12. Bill and his friends
learned the importance of
saving for the future by
using their money wisely.

Whose money does their refer
to in the sentence?

Can you use their in a sentence
that show possession/
ownership similar to the
example sentence?

at the Who
o
is door?
your What name? is

15. 13
skills help us understand and enjoy
stories more. Remember, paying
attention to how characters feel
and what they do, as well as the
order of events, can make reading
much more interesting.



my, his, there are what we
called Possessive Pronouns.

A possessive pronoun is a word
that tells us that something
belongs to someone.

Example:
This is my book, the word my is
a possessive pronoun because it
shows that the book belongs to
me.

Let's look at some common
possessive pronouns and see
how we use them:

My and mine are used when
something belongs to me.

Your and yours are used when
something belongs to you.

His is used when something
belongs to him (a boy or man).

Her is used when something
belongs to her (a girl or woman).

Its is used when something
belongs to it (a thing or an
animal).

Our and ours are used when
something belongs to us.

Their and theirs are used when
the people you are talking to.

Now, let's practice together.
Read the following sentences
Let’s identify the correct
possessive pronoun to be used.

16. 14
1. I have a hat. This is ____
hat. (my)
2. You have a book. This is
____ book. (your)
3. She has a doll. The doll is
____. (hers)
4. They have a garden. The
garden is ____. (theirs)
5. We have a project. This is
____ project. (our)

Remember, possessive
pronouns are words like my,
your, his, her, its, our and
their that tell us who owns
something. Using them correctly
helps us communicate clearly.

After/Post-Lesson Proper
Making Generalizations
and Abstractions
Ask the learners to reflect and
complete these statements:

What I have learned in today’s
lesson are_______________

In order to identify the problem and
solution in the story we have to
__________

I learned to understand
the value of proper ways of
spending money through
_____________


Ask the learners to reflect and
complete these statements:

What I have learned in today’s
lesson are______________

I have realized that there are
word patterns that I say, read
and write that start with
_______ like___________

If I am going to ask or write
questions, I have to use
interrogative words such as
____ and it ends with
_________.

Ask the learners to reflect and
complete these statements:

What I have learned in today’s
lesson are ________________
In order to understand better the
characters in the story we have to
look into their _______________.

There are words that I say, read
and write that show action such as
_________ and I can use them in
sentences.

I realized that I can spend my
money wisely just like in the
characters in the story through
____________.
Ask the learners to reflect and
complete these statements:

What I have learned in today’s
lesson are ______________

I have realized that there are
word patterns that I say, read,
and write that start with
_________________
like_____________.

There are words that I can use
in speaking and writing to show
ownership like
_________________.
Evaluating Learning
1. Summarize what happened in
the story "Bill’s Smart Decision,"
highlighting the main events and
how Bill's actions influenced the
forest community.

Arrange the words to form an
interrogative sentence. Write it
on the blank with correct
punctuation mark. Encircle
the word with CCVC word
pattern.

1. the frog who to
Read the situations below and
choose the best solution.

1. You find a small box at home
and decide it will be your money
box. You receive some money for
your birthday. What should you do
with the money?
Complete the sentences by
choosing the correct word from
the box.

star stop skin swim slip

17. 15
Summarize the story "Bill's Smart
Decision" in 150-200 words,
focusing on the following:
Main events
Bill’s actions
Result/outcome of Bill’s decision


2. Write 5-7 sentences reacting to
the characters in the story "Bill's
Smart Decision". Consider their
traits, actions, and motivations.
school took
_______________________

2. that trip about what is
________________________


3. did cook for Brad
what dinner
_______________________

4. like who to eat grapes
_______________________

5. did Greg drop what
floor on the
_______________________

a. Spend all the money on
toys immediately.
b. Put the money in the
money box to save for
something special.
c. Give all the money away.
d. Hide the money under your
bed.

2. You are at a store and see many
things you want to buy, like toys
and snacks, but you remember you
want to save money. What would be
a smart choice to make?
a. Buy everything you want.
b. Buy only one item and
save the rest of your
money.
c. Don't buy anything and
feel sad.
d. Borrow money to buy
everything

3. Your friend asks you why you
are saving your money instead of
spending it all now. What can you
say to explain your decision?
a. I don't like spending
money.
b. I'm saving for something
special in the future.
c. I don't want to buy
anything.
d. I forgot my money at home.

4. Your friends decide to follow
your example and save their money
too. How can you encourage them
to keep saving?
a. Tell them saving money is
boring.
b. Remind them of their goals
and why they are saving.
c. Tell them to spend a little
money every day.
1. I can _____ faster than my
friends in the pool.
2. The brightest _____ in the
night sky is called the North
Star.
3. Be careful not to ____ on the
wet floor.
4. The teacher asked the
students to ______talking during
the lesson.
5. He used the bandage to cover
the cut in his _______.

18. 16
d. Buy things for them so
they don't have to save.

5. You are sitting with your friends
and discussing what you are saving
your money for. What is a good
reason to share with them why
saving money is important?
a. Saving money means I
can't have fun.
b. Saving money helps me
buy something I really
want in the future.
c. Saving money is boring.
d. d. Saving money is
something only adults do.
Additional Activities for
Application or
Remediation (if applicable)
Ask 2 to 3 questions to any member
of your family using question words
(Who, Where, When, What, Why,
and How) or also called,
interrogative pronouns.
Write Who and What
interrogative sentence with
CCVC word patterns (bl, br, cr,
dr, fl, fr, gl, gr)
Think of a story that you have read
recently. Write a personal response
to your chosen aspect: character,
setting, or event in the story using
five (5) sentences and including
details to explain your thoughts
and feelings.
List 5 words with CCVC
patterns and use them in the
sentences.
Remarks

Reflection


Prepared by:

________________________
Subject Teacher

Reviewed by:

________________________
Master Teacher/Head Teacher
Approved by:

________________________
School Head