English 3 Q1_LE_Week 3.pdfffffffffffffff

educational purposes

1. 3
Lesson Exemplar
for English

Week
3
Quarter 1

2. Development Team
Writer: Ferdnand Kevin A. Dumalay
Content Reviewer:
Language Reviewer:
Marichu J. Hernandez
Carol L. Noces
Illustrator: Randy G. Mendoza
Layout Artist: Evelyn B. Morante, Earl Bennette A. Roz, Rejoice 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 3

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
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 3

DAY 1 DAY 2 DAY 3 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. 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.
B. 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.
C. Learning
Competencies
EN3VWK-I-1 Identify high-
frequency words accurately.
EN3CAT-I-2 Comprehend stories.
Note important elements from
stories (characters, setting, events).
a. Sequence at least four to
five events.
b. Identify the problem and
solution in stories.
c. Infer the character’s
feelings and traits.
d. Relate story events to
one’s experience.
e. Identify cause and effect of
events.
EN3CCT-I-2 Use own words in
retelling myths, legends, fables, and
EN3PWS-I-1 Identify
Grade 3 level-
appropriate sight
words.
EN3PWS-I-2 Read
words accurately and
automatically
according to word
patterns (initial, final,
medial). VCV
EN3VWK-I-6 Read
words correctly for
meaning (based on
word patterns).
(Listening, Speaking
and Reading)
EN3VWK-I-7 Write
words legibly and
EN3VWK-I-1 Identify
high-frequency words
accurately.
EN3CAT-I-2 Comprehend
stories.
Note important elements
from stories (characters,
setting, events).
a. Sequence at least
four to five
events.
b. Identify the
problem and
solution in
stories.
c. Infer the
character’s
EN3PWS-I-1 Identify
Grade 3 level-appropriate
sight words.
EN3PWS-I-2 Read words
accurately and
automatically according to
word patterns (initial,
final, medial). VCV
EN3VWK-I-6 Read words
correctly for meaning
(based on word patterns).
EN3VWK-I-7 Write words
legibly and correctly
(based on word patterns).
EN3VWK-I-4 Identify
words with different
functions.

4. 2
narrative poems. (Speaking and
Writing)
EN3CCT-I-5 Compose texts to react
to the character, setting, or events
in a story. (Speaking and Writing)
correctly (based on
word patterns).
EN3VWK-I-2 Use
vocabulary referring
to:
a. regional themes
EN3CCT-I-3 Express
ideas about one’s
experiences.
a. regional themes
(Speaking and
Writing)
feelings and
traits.
d. Relate story
events to one’s
experience.
e. Identify cause
and effect of
events.
EN3GAGS-I-5 Identify the
parts of simple sentences:
(who/what, what are they
doing, when/where/how).
a. commanding and
requesting sentences
(imperative)
EN3GAGS-I-4 Sequence
words to represent
meaning in simple
sentences.
a. commanding and
requesting sentences
(imperative)
EN3GAGS-I-6 Use correct
capitalization and
punctuation for simple
sentences.
a. commanding and
requesting sentences
(imperative)
EN3CCT-I-2 Use own
words in retelling myths,
a. words that label actions
(doing words - verbs)

5. 3
legends, fables, and
narrative poems.
(Speaking and Writing)
D. Learning
Objectives
At the end of the lesson, the
learners are able to:
a. identify important elements
in the story;
b. arrange the events in the
story chronologically;
c. infer the traits of the main
character based on his
actions;
d. use the element (plot) of the
story as a springboard for
identifying causes and
effects of events;
e. relate the story to their
experiences; and present
their own ideas and opinions
about the story.
At the end of the
lesson, the learners
are able to:
a. identify Grade 3
level-appropriate
sight words;
b. read words that
follow the VCV
pattern;
c. write the
assigned words
legibly; and
d. share personal
experiences
relevant to the
regional theme
introduced in the
lesson.
At the end of the lesson,
the learners are able to:
a. use the elements
(character, conflict
and resolution) of
the story as a
springboard for
identifying causes
and effects;
b. identify the parts of
imperative
sentences;
c. use correct
punctuations and
capitalization in
forming imperative
sentences; and retell
the events in the
story using their
own words.
At the end of the lesson,
the learners are able to:
a. identify Grade 3 level
appropriate words;
b. read words that
follow the VCV
pattern; and
c. write the assigned
action words legibly.
II. CONTENT

III. LEARNING RESOURCES
A. References

B. Other
Learning
Resources

IV. TEACHING AND LEARNING PROCEDURES

6. 4
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Greet the learners and ask them
how they are.

SAY: Good day, class! It is so nice to
see you all again. I hope everyone is
ready to learn new things today.

ASK:I have questions for you. What
do you need to have when you want
to buy something?
That’s right. We need money.
Do you think saving money is
important?
Why or why not?
Call at least four learners to answer
the question. Make sure that the
learners will share the importance
of saving money based on their own
perspectives.

ASK:Can you share some of the
ways that you do to save money?
Process their answers. Make sure
that they are able to enumerate
specific steps in saving money.

SAY: Very good! All your answers
are correct. I am happy to know that
everybody is doing something to
save money.
Saving money helps us buy things
that we want or helps us during
emergency.
Vocabulary (High Frequency Words)

Greet the learners
and ask them how
they are.

SAY: Good day,
everyone! It always
feels great to see you
again. I know
everybody is excited
to learn new things
today but let us first
review what we
talked about
yesterday.
Review briefly the
topics discussed in
Day 1 such as the
story of Pilo and
events showing
cause-effect
relationship. Spend 2
minutes for the
recapitulation.

SAY: Now, let us look
at the letters which I
will show you (L, C,
M, and A). Can
someone tell us the
sound of this letter?
How about this letter?
Form the word
camel.
Greet the learners and
ask them how they are.

SAY: Good day, class! I
am very happy to see you.
I hope everybody is feeling
great today.

ASK: Yesterday we
learned some words. Can
you recall what the words
are again?
Call the learners and ask
them to write the words
on the board. After
writing, ask them to say
the words.

SAY: Very good! Those
words can be used to form
English sentences. Are you
ready now to learn new
things?

ASK: Can you share to us
what you want to be
someday? Why do you
want to be like that in the
future? What/who
inspired you?
Call some learners to
share their dreams.

Greet the learners and
ask them how they are.

SAY: Good day, class! I
am delighted to see you
all. Let’s get started and
today is the best day ever!

SAY: Yesterday, we talked
about the story of Pilo
when he was young. We
discovered the reason why
he got interested in
painting and how his
actions made others feel
happy and inspired.
Review briefly the topics
discussed. Spend 2
minutes for the
recapitulation.

SAY: I see that everybody
is now ready to learn new
things.
Now let us look at some of
the sentences we read
yesterday. I will read them
twice and you will read
aloud the words
highlighted in the
sentences.
Ready?
1. Do not give up.
2. Practice painting every
day.

7. 5
Call students to give
the sounds of the
letters shown.
After saying the word
camel, make the
learners realize that
the word camel is
composed of different
sounds.




SAY: Very good! Thank
you for sharing what you
want to be someday.

3. Look around for
inspiration.
What do you call these
words? What do they
show?

SAY: Correct! These
words show actions. Can
you give me some more
English words that show
actions?
Call the learners. Check if
the words are action
words.
Lesson
Purpose/Intention
Explain what the learners are
expected to learn and to do for
today’s class.

SAY: Today we will be reading a
story about a mouse deer or
pilandok. Take note of the character
traits that he has.
Make sure to look into the
connections that these traits have
with the actions of the main
character.
Pay attention to the details, actions
and events in the story because we
will do some activities later on that
will help us understand it better.
Explain what the
learners are expected
to learn and to do for
today’s class.

SAY: Today we will be
learning new words.
You will use these
words in forming
English sentences.
Explain what the learners
are expected to learn and
to do for today’s class.

SAY: Today we will be
reading the story of Pilo
when he was still young.
We will discover how he
became interested in
painting.
Pay attention again to the
details, actions and events
in the story because we
will do some activities
later on that will help us
understand the
connections of these
events.
Explain what the learners
are expected to learn and
to do for today’s class.

SAY: Today we will learn a
new set of words. You will
use these words in
forming English
sentences.

Lesson Language
Practice
SAY: At this point, I will be reading
some sentences. Listen carefully
and later I will ask you some
questions.

SAY:Listen as I read
to you the 7 basic
words for this week.
Do not talk and just
listen. On the second
SAY: At this point, I will be
reading some sentences.
Listen carefully and later I
will ask you some
questions.
SAY:Before we proceed to
some more action words,
let us review first the 7
basic words we read last
time. Again, do not talk.

8. 6
Post on the board and read the
following sentences and ask the
learners to repeat after you.
1. I live in a small village.
2. My siblings save money for our
father’s birthday.
3. We have to use our talents to
make other people happy.
5. I love taking care of animals.
4. I bought eleven pencils and
seven notebooks.
5. I saw a pilandok in the forest.

SAY:Identify the highlighted words
in the sentences. Tell me what you
know about those words.
Ask the learners to say the
highlighted words (one by one) and
show pictures depicting the high
frequency words. If the learners do
not have any idea about the words,
discuss those briefly.

SAY:Good job! I think everybody
now knows the meaning of the
words (village, save, use, talent,
camel, eleven, and seven). It is
important to understand them
because these are some of the
words that we will frequently see
and hear in the story.
time, I will read each
word and you repeat
after
me. On third time, you
read the words on
your own.

Show flash cards
containing the
following words. Read
them aloud and ask
the learners to repeat
after you.

1. write
2. always
3. made
4. gave
5. us
6. buy
7. those

SAY:These are some
words that we use in
constructing
sentences.

Post on the board and
read the following
sentences and ask the
learners to repeat after
you.
1. I am young.
2. My friends tell me to
do my best.
3. My mother has a
beautiful smile.
4. Many animals live in
the forest.

SAY:
Identify the highlighted
words in the sentences.
Tell me what you know
about those words.
Ask the learners to say
the highlighted words (one
by one), allow them to
share their ideas about
the words and show
pictures depicting the
high frequency words. If
the learners do not have
any idea about the words,
discuss those briefly.

ASK:What are the words
again?

SAY:Good job! Since
everyone is now familiar
with some of the words
that we will see and hear
Just listen. On the second
time, I will read each word
and you repeat after me.
On the third time, you read
the words on your own.
Show flash cards
containing the following
words. Read them aloud
and ask the learners to
repeat after you.
1. write
2. always
3. made
4. gave
5. us
6. buy
7. those

SAY:These are word we
often see when reading
sentences in English.
Make sure you remember
how to read them properly.

9. 7
in the story, we can now
proceed.
During/Lesson Proper
Reading the Key
Idea/Stem
Give or present a copy of the story
to the learners. Ask them to follow
you as you read aloud each
paragraph with appropriate tone,
intonation, volume and speed.
Note: You may ask the learners to
read aloud a few lines in the story.
If time permits, you may re-read the
story.


Pilo the Pilandok
By Fernand Kevin A. Dumalay

In a small village, there lived a
clever pilandok named Pilo who
was known for his obedience. His
father told him, “Save money and
your diligence will be rewarded”.
Pilo always obeyed his parents. One
day, Pilo decided to take a stroll in
the forest. He found seven shiny
coins near a tree and another nine
coins near the river. Instead of
spending the money, he decided to
keep them and to save them for
later.
Pilo was also known for his painting
skills. He loved to paint. His mother
said, “Keep practicing every day.
Try to paint our village.” He obeyed.
After several days, his talent grew
and made a beautiful image of the
village. He finished painting other
SAY:We will now
read some sentences
taken from the story
that we read. I will
read them three times
and then you repeat
after me.
As I read each
sentence, I will also
show a picture of the
highlighted word.
Read each sentence
and then show the
learners a picture
that corresponds to
the boldfaced word.

SAY: 1. He found
seven shiny coins
near a tree.
The highlighted word
is seven. Say it again.
This is seven. It is a
counting number. (Say
this while showing
the picture of number
7). Next sentence is…
2. He found other
coins near the river.
The highlighted word
is river. Say it again.
This is a river. It is a
body of water that
flows into an ocean
Give or present a copy of
the story to the learners.
Ask them to follow you as
you read aloud each
paragraph with
appropriate tone,
intonation, volume and
speed.
Note: You may ask the
learners to read aloud a
few lines in the story. If
time permits, you may re-
read the story.
Explain to the learners
that this is a backstory on
how Pilo got interested in
painting.

Pilo the Pilandok Part II
By Fernand Kevin A. Dumalay

Once upon a time in a
small village, there lived a
young curious pilandok
named Pilo. Unlike his
friends who liked to play
and look for food, Young
Pilo loved to make art.
One day, he found a
bright, rainbow-colored
feather. It was so
beautiful that Young Pilo
decided he wanted to try
painting.
SAY: We will now read
some words that show
actions.
I will read them three
times and then you repeat
after me.
As I read each word, I will
also show a picture that
depicts it.

Read each word three
times and then ask them
to repeat after you. Show
the learners a picture that
depicts the action word
afterwards.

SAY:1. open
The word “open” means to
move the cover to view
what is inside (show the
picture of a child opening a
box).
2. begin
The word “begin” means to
start to do something
(show a picture a child
who is about to start
running in a race).
3. remove
The word “remove” means
to get rid of or to move
from one place to another
(show a picture of a child

10. 8
things. He had eleven paintings all
in all. And soon, everyone admired
his work.
A kind lady saw Pilo’s paintings
and bought one. “Take these coins
and keep the change,” said the lady
who had a huge smile on her face.
Pilo saved the money he earned.
One summer, the village had very
little rain, so food became scarce.
Many animals struggled, but Pilo
had saved enough money to buy
extra food. “Let us give some food to
our neighbors,” said Pilo’s mother.
Since his parents taught him to
think of others, he gave some food
to the other animals in the village
to help them during that difficult
time.
The villagers thanked Pilo. Amazed
by Pilo’s obedience, careful saving
and talent, all the animals learned
a lesson, making the village a
happier place.













(Say this while
showing a picture of a
river).
3. Pilo saved the
money he earned.
The highlighted word
is money. Say it
again.
This is the money in
the Philippines. Each
country has its own.
This is what we use
to buy things that we
want (Say this while
showing a picture of
money).


His mother said, “Pilo,
please clean your father’s
room.” While cleaning,
Young Pilo discovered an
old chest with beautiful
paintings of animals and
plants. He loved their
colors and it made him
excited to paint. He
showed them to his father
who explained, “Those are
your grandfather’s
paintings. He used to be a
great painter when he was
still alive. He was an
inspiration.” Inspired, Pilo
declared, “I want to be like
him,”
Young Pilo’s first
paintings were messy. His
friends teased him. “Pilo,
do not give up. Practice
painting every day and
soon you will be great like
your grandfather,” his
mother said. “Look for
inspiration around you,”
his father added.
Young Pilo listened,
collecting colors from
berries, flowers, and
leaves. He watched the
butterflies and the
sunsets, trying to capture
their beautiful colors.
Day by day, Pilo's
paintings improved. One
removing something from
the table).

11. 9
ASK:
1. Who is our main character? What
kind of animal is he?
2. What does he like doing?
3.How did his mother encourage
him?
4. What did the kind lady feel after
buying one of Pilo’s paintings.
5. What happened in the village
during one summer?
6. How did it affect the animal
villagers?
7. How did Pilo help the other
animals?
8. What can you say about Pilo? Do
you want to be like him?

Call the learners to share their
answers to the questions. Make
sure to process their answers.

morning, he painted a
picture of the forest at
dawn. The colors were
bright and beautiful, just
like the real forest. His
friends were amazed and
asked him to teach them.
“Sure, join me tomorrow.
I’ll paint the forest at
sunset,” said Young Pilo.
When he got home, she
showed the painting to his
parents. They smiled and
hugged him. His parents
told him that they were
very proud of him.
Young Pilo kept practicing
because he knew that he
still had a long way to go.
His skill and
determination became an
inspiration to all his
friends to reach their
goals.

ASK:
1. Who is our main
character? What kind of
animal is he?
2. What did he love to do?
3. How did he discover the
old chest containing the
paintings of his
grandfather?
4. What was the problem
with Pilo’s paintings?

12. 10
5. How did he improve his
skill?
6. How did he inspire the
other animals?
Call the learners to share
their answers to the
questions. Make sure to
process their answers.
Developing
Understanding of the
Key Idea/Stem
ASK: Did you like the story?
Call some learners to share what
they feel about the story.

SAY:At this point, let us see if you
really understood the story. I will
divide the class into four groups.
You and your group members will
answer and complete the graphic
organizer assigned to your group. Be
ready to share your ideas.

Group 1: Identifying the Elements
of the Story (Setting, Character,
Problem and Solution)
Group 2: Describing the Main
Character
Group 3: Determining the Plot of
the Story (Freytag’s)
Group 4: Sequencing Events
(Fishbone for Cause and Effect)
Distribute a copy of the graphic
organizer to each group. Explain to
the learners how the graphic
organizer can be completed. Give
them at least five minutes to talk
among themselves and to complete
the assigned task.
Write on the board
the VCV words. Make
sure that your
learners see how you
are writing them.
After writing them,
teach them how to
properly pronounce
the words again. You
may read the words
twice and then you
can ask them to
repeat after you.
1. seven
2. river
3. money
Erase the words on
the boards and ask
them to be ready to
write the words that
you will say.

SAY:Let us see if you
still remember the
words that we
studied.
Dictate the three
words. Ask the
learners to write
ASK: Did you like the
story of Pilo when he was
young?
Call some learners to
share what they feel about
the story.

SAY:At this point we will
try to check if we really
understood the story. I will
again divide the class into
four groups.
Your group will have to
complete the assigned
graphic organizer.
Be ready to share your
ideas in class.

Group 1: Identifying
Characters (Determine the
Characters and Describe
them Based on Details
from the Text)
Group 2: Identifying 3
Events in the Story that
Made Pilo Interested in
Painting
Group 3: Identifying
Events that Happened
Write on the board the
three action words (VCV)
introduced. Make sure
that the learners can see
how you are writing them.
After writing the words,
teach the learners how to
properly pronounce the
words again. You may
read them twice and then
you can ask them to
repeat after you. You can
also ask them to tell the
meaning of the word.
Erase the words on the
board and ask them to be
ready to write the words
on a sheet of paper.

SAY: Let us see if you still
remember the words that
we studied.
Dictate the three action
words. Ask the learners to
write them legibly in their
notebook. Check if the
words are written
correctly.

13. 11
Ask each group to present their
work to the class. Do not forget to
process the answers of the
students. Lead them to arrive at the
correct answers if necessary.

them legibly in their
notebook. Check if
the words are written
correctly.
after Pilo Improved in
Painting.
Group 4: Sequencing
Events
Distribute a copy of the
graphic organizer to each
group. Explain to the
learners how the graphic
organizer can be
completed. Give them at
least five minutes to talk
among themselves and to
complete the assigned
task.
Ask each group to present
their work to the class. Do
not forget to process the
answers of the students.
Lead them to arrive at the
correct answers if
necessary.
Deepening
Understanding of the
Key Idea/Stem
Using group 4’s graphic organizer,
recall the events that happened in
the story.

SAY:The story we just read has
events that led to another. We will
now look at the reasons and the
outcomes of the events which
happened in the story.
Post the events on the board and
then read them aloud one by one.
Ask the students to determine the
cause and/or outcome of the
events.
SAY:Let us first identify why certain
events in the story happened.
Write sentences on
the board. Read them
one by one.

SAY:We will read
more sentences with
highlighted words.
You will listen as I
read each sentence
twice. Repeat after
me. Also, have your
pen and paper ready
because I will ask you
to write some words.
Ready?
Using accomplished
graphic organizers of
Groups 2 and 3, recall the
events in the story.

SAY:We learned last time
that certain events are
causes while some are
effects. We will
understand this better by
looking at the reasons and
the outcomes of the events
that happened in the
story. Let us start with the
answers of your
Write sentences on the
board. Read them one by
one.

SAY: We will read more
sentences. You will listen
as I read each sentence
twice. Repeat after me and
be ready to identify the
action word in the
sentences. Ready?
1. The students promise to
finish their homework.
Can you identify the action
word? What action do the
students perform?

14. 12
Event #1: Pilo found shiny coins
How did he find the coins? What
event in the story led to this?
That’s correct! He found the coins
because he decided to take a stroll.
Event #2 Pilo’s talent improved.
How did his talent improve? What
event in the story led to this?
Brilliant! He developed his talent
because he practiced every day.
All your answers are what we call
causes. These are events that are
directly responsible for the
occurrence of another event or
events.

At this point let us now examine
the results of certain events in the
story.

Event #3 A kind lady saw Pilo’s
paintings.
What did she do afterwards? What
happened after this?
That’s correct! The kind lady bought
one of Pilo’s paintings.
Event #4: Pilo had savings during
the time when the village had very
little rain.
How did this help Pilo? What
happened because of this?
Exactly! Pilo was able to help his
family and also their struggling
neighbors during that one summer.
Your answers to events number 3
and 4 are what we call effects.
1. I love listening to
music.

ASK:What do I love
listening to? (Ask
them to answer in
chorus)

SAY:That’s right! The
answer is music.
What is music? (Call
some students to
share what they
know about the word.
Explain it and show
pictures) Please write
the word music on
your paper.
2. We should protect
our planet.

ASK:What should we
protect? (Ask them to
answer in chorus)

SAY:Correct! The
answer is planet.
What is a planet?
(Call some students to
share what they
know about the word.
Explain it and show
pictures.) Now I want
you to write the word
planet on your sheet
of paper.
classmates for graphic
organizer #2.

ASK:The question is how
Pilo got interested in
painting.
Can you identify again the
events in the story that led
to this?
Elicit the following
answers from the
learners:
Event 1: Pilo saw a
rainbow-colored feather.
Event 2: Pilo saw
paintings of animals and
plants with beautiful
colors.
Event 3: His mother asked
him to look for
inspiration.
Explain to the learners
that these are causes
since they all lead to the
occurrence of another
event. Entertain questions
if there are any.
SAY:Next let us go back to
the answers of your
classmates in graphic
organizer #3.

ASK:Can you identify
again the events in the
story that happened after
Pilo improved his painting
skill?
Ask the learners to
answer in chorus.

SAY:Very good! The action
is promise. Next, listen
carefully.
2. Our parents protect us
from harm.
Can you identify the action
word? What action do our
parents perform?
Ask the learners to
answer in chorus.
Afterwards, instruct them
to write the word on their
notebook.

SAY:Very good! The action
word is protect.

SAY:Very good! These are
the five action words that
we learned today. Can
everybody read the
words? One, two, three!
Show flash cards
containing the two
additional words learned.

15. 13
These are the results of after the
occurrence of certain events.

Note: Cause-effect relationship may
be further elaborated through
further explanation and more
examples.

3. My family bought a
melon.

ASK:What did my
family buy?
(Ask them to answer
in chorus)

SAY:Very good! The
answer is melon.
What is a melon?
(Call some students to
share what they
know about the word.
Explain it and show
pictures.) Now I want
you to write the word
melon on your sheet
of paper.

Check if the words
are written correctly.

SAY:Let us again say
the highlighted words
in the sentences
taken from the story
of Pilo and the
sentences we just
read. Everybody,
please read the
words. (independent
practice)



Elicit the following
answers from the
learners:
Event: His friends were
amused by his skill.
Event 2: His parents
became happy and proud
of him.
Event 3: His friends were
inspired.
Explain to the learners
that these are effects
since these are the results
of a certain event.
Entertain questions if
there are any.
Note: Cause-effect
relationship may be
further elaborated
through further
explanation and more
examples.

SAY:At this point we will
now try to recall how Pilo
improved his painting skill.
I read some dialogues from
the story, repeat after me,
tell me who said it.
Ready?
“Pilo, do not give up.
Practice painting every
day.”


ASK:Who said this?

16. 14
Note: You can even
ask some volunteers
to write the words on
the board.
1. seven
2. river
3. money
4. music
5. planet
6. melon

Ask the learners to
answer in chorus.

SAY:Correct! It’s his
mother. How about this
one:
Look for inspiration around
you.

ASK:Who said this?
Ask the learners to
answer in chorus.

SAY:Correct! It’s his
father. By following these
instructions, Pilo improved
his painting skills. We
often hear these kinds of
statements from our
guardians, elder siblings,
parents and teachers.
These statements are
what we call commands.
They always begin with
an action word. Sometimes
if we want to make it
polite, we add the word
please or kindly in the
beginning of our sentence.
Statements with please
and kindly are what we
call requests.

ASK:Can you identify a
request from the story that
we read?

17. 15
Give more examples of
commands and requests.
Ask them to give the
action words used. Tell
them whether the
statements are commands
or requests.
After/Post-Lesson Proper
Making
Generalizations and
Abstractions
ASK:We have learned that our
actions will lead to certain events
which is why it is important to
always be mindful of the things that
we do. It is best to always obey our
parents and guardians because
their instructions and advice will not
harm us.

Note: You may also ask the learners
to share personal experiences
where their actions led to positive
events.
SAY:It is important to
say and to write
words correctly so
that other people will
understand what we
mean.

ASK:Pilo made his family
happy and proud because
he obeyed them and did
not give up until he
improved his skills. He
also inspired other
animals to do their best
until they reach their
dreams. Can you recall
some actions that you did
that made your family
happy?
Call the learners to share
their personal
experiences.
SAY:We learned that a
sentence contains an
action word most of the
time. This word describes
what the subject is doing.
An action word may
express an action, a
process or an event.

ASK:Can you give some
other actions that you
know?
Call the learners.
Evaluating Learning
Ask the learners to write using their
own words (minimum of four
sentences) a short paragraph
retelling the most interesting event
in the story and explaining what
they liked about that part. After 5
minutes, ask them to share their
work with a partner.

Use a rubric for grading the written
output of the learners.
Select at least two
words that follow the
VCV pattern which
reflect regional
themes.
For instance, your
city is known for
jewelry making, you
may introduce the
words “jewel” and
“metal” and show
pictures the illustrate
the terms (or vice
versa). Ask them to
Ask the learners to write
using their own words
(minimum of four
sentences) a short
paragraph retelling the
most interesting event in
the story and explaining
what they liked about that
part. After 5 minutes, ask
them to share their work
with a partner.

Dictate sentences
containing the action
words discussed. Ask
them to identify the action
word in each sentence
and to write their answers
on a sheet of paper.
1. The students remove
the flash cards on the
board.
2. My classmates open
their books.

18. 16
share their personal
experiences related to
the words
introduced. Ask them
to write their ideas
and share those with
a partner.
Use a rubric for
grading the written
output of the
learners.
Use a rubric for grading
the written output of the
learners.
3. We will begin the
science experiment after
lunch.
4. All human beings must
protect Mother Earth.
5. My parents promise to
take care of me.
Additional Activities
for Application or
Remediation (if
applicable)

Remarks

Reflection


Prepared by:

________________________
Subject Teacher

Reviewed by:

________________________
Master Teacher/Head Teacher
Approved by:

________________________
School Head