ENGLISH 3-Q2-W2.pptx matatagbased curriculum

Second Quarter English 3 Matatag-based

1. QUARTER 2 WEEK 2 ENGLISH 3

2. DAY 1 ● Legends ● Making Inferences (Character Feelings and Traits) ● Demonstrative Pronouns ● High Frequency Words

3. GOOD MORNING CLASS!

4. OBJECTIVES: At the end of the lesson, the learners are expected to: ● identify high frequency words correctly ● comprehend stories by inferring the characters’ feelings and traits ● identify words with different functions (demonstrative pronouns) ● use own words in retelling legends ● compose texts to react to characters, events or setting in the story

5. Let’s have a quick recap of the words that we learned in the previous week. Activating Prior Knowledge

6. Read the sight words. Activating Prior Knowledge take think again every let may old going stop by walk fly after

7. Very good! Now, who can tell me what kind of story did we read last week? (myth) Activating Prior Knowledge

8. Very good! Now, who can tell me what kind of story did we read last week? (myth) Activating Prior Knowledge

9. Lesson Purpose/Intention You will learn about high frequency words, demonstrative pronouns, composing texts to react to the legend read, and making inferences on character’s feelings and traits.

10. Lesson Language Practice Let us read each word aloud (high frequency words from the text) Tree -What is your favorite tree and why do you like it ?

11. Lesson Language Practice fruit -What is your favorite tree and why do you like it ?

12. Lesson Language Practice happy -What makes you happy? Why?

13. Lesson Language Practice family -Describe your family.

14. Lesson Language Practice cloud -Describe the cloud.

15. Reading the Key Idea/Stem Let us read the story happened in Guimaras Island – a famous place in the Philippines known for its mangoes. Let us find out how the famous “ Guimaras mangoes” came to be in the story.

16. Reading the Key Idea/Stem A long time ago, in a small island named Guimaras , there lived a kind woman named Mayang. She worked hard every day to take care of her family and the plants in her garden. She was always helpful, and the people in the village liked her very much.

17. Reading the Key Idea/Stem What words describe Mayang in the story? (kind, hardworking, family- oriented, helpful, admirable)

18. Reading the Key Idea/Stem One day, Mayang went to the river to wash some clothes. While she was there, she saw a big tree with shiny, golden fruits hanging from it. Mayang felt curious and happy . She picked one and said, “I wonder how this fruit tastes.” It was so sweet and juicy!

19. Reading the Key Idea/Stem Why did Mayang decide to pick and taste the fruit? (because she got curious, she felt happy and excited when she saw the golden fruits)

20. Reading the Key Idea/Stem “Maybe I can bring more of those fruits home.”, she wondered while looking at the golden fruits hanging on the big tree. Mayang decided to pick more fruits from the tree and fill in her laundry basket. Mayang smiled while holding the mangoes and said, “I want to share these with my family.”

21. Reading the Key Idea/Stem Why did Mayang decide to pick more from the tree? (her family)

22. Reading the Key Idea/Stem ` But just as she said this, the sky became dark, and a strong wind began to blow. A big cloud appeared in the sky. From the cloud, a loud voice said, “Mayang, why did you eat that fruit?” Mayang felt scared but answered, “I am sorry. I did not mean to do something wrong. I just wanted to share these fruits with my family because I thought it would make them happy.”

23. Reading the Key Idea/Stem Why do you think the big dark cloud got angry upon seeing Mayang? Do you think the big dark cloud will accept Mayang’s explanation?

24. Reading the Key Idea/Stem Then, the cloud went away, and the sky became clear again. When Mayang looked at the tree, she saw something amazing. The tree had turned into a beautiful tree with bright yellow fruits. The people from the village heard about the tree and came to see it.

25. Reading the Key Idea/Stem They were happy because the tree gave them sweet and tasty mangoes to eat. From that day on, the villagers took care of the mango tree, and Mayang was known as the woman who took care of the mango tree and made it the sweetest and tastiest fruit it is now today.

26. Reading the Key Idea/Stem How did Mayang convince the big dark cloud of her good intentions? Do you think Mayang is a good woman?

27. Developing Understanding of the Key Idea/Stem Most of the time when we read, the author does not always tell us what exactly is happening in stories. As readers, we need to think and to look for clues so we can better understand what we are reading.

28. Developing Understanding of the Key Idea/Stem We call this making inferences . To make an inference means to make a logical guess about what we are reading. We do this, for instance, when we infer what characters are feeling.

29. Developing Understanding of the Key Idea/Stem These are the steps in inferring character’s feelings: 1. Read the passage. 2. Look for text clues on the character’s feelings and traits through his/ her words actions/ behaviors thoughts response/ attitude/ words of other characters

30. Developing Understanding of the Key Idea/Stem Think of a similar experience. Connect the text clues with one’s own experience to make an inference. We use the following equation or formula in making an inference:

31. Developing Understanding of the Key Idea/Stem Think of a similar experience. Connect the text clues with one’s own experience to make an inference.

32. Developing Understanding of the Key Idea/Stem  text  experience inference      

33. Developing Understanding of the Key Idea/Stem Let’s analyze some of the events and dialogues from the story we have read. I will show you how to make an inference on the character’s feelings. “I wonder how this fruit tastes.” It was so sweet and juicy! Maybe I can bring more of those fruits home.” – Mayang

34. Developing Understanding of the Key Idea/Stem This was said by Mayang. Let me think of the text clues. Mayang smiled while holding the mangoes and said, “I want to share these with my family .” Do: Highlight the words or words that serve as clues and place them in the correct column of the inference chart.

35. Developing Understanding of the Key Idea/Stem Write down the experience in the second column. Now that I have my text clues and my own experience, I can already make connections between the two. I think just like Mayang in the story, I am also thoughtful, that I remember my family, I want them to see, hear, touch, and feel things that I experienced.

36. Developing Understanding of the Key Idea/Stem That is how we make an inference. This time, I will ask you to make an inference. Just refer back to the equation and repeat the steps. Now, let’s try together. Let’s try to make an inference.

37. Developing Understanding of the Key Idea/Stem Discuss the following lines/ scenes from the story and how to make an inference. Let us accomplish the inference chart.

38. Developing Understanding of the Key Idea/Stem 1. From the cloud, a loud voice said, “Mayang, why did you eat that fruit?”

39. Developing Understanding of the Key Idea/Stem 2. Mayang felt scared but answered, “I am sorry. I did not mean to do something wrong. I just wanted to share these fruits with my family because I thought it would make them happy.”

40. Developing Understanding of the Key Idea/Stem 3. She picked one and said, “I wonder how this fruit tastes.” It was so sweet and juicy!

41. Deepening Understanding of the Key Idea/Stem I will give you a set of pictures showing the following statements/dialogs from the text.

42. Deepening Understanding of the Key Idea/Stem 1. “I wonder how this fruit tastes.”

43. Deepening Understanding of the Key Idea/Stem 2. “Maybe I can bring more of those fruits home.”

44. Deepening Understanding of the Key Idea/Stem 3. “I want to share these fruits with my family.”

45. Deepening Understanding of the Key Idea/Stem 4. “Mayang, why did you eat that fruit?”

46. Deepening Understanding of the Key Idea/Stem Before doing the activity, review demonstrative pronouns.

47. Making Generalizations and Abstractions Answer the following questions: 1. Why is it important to infer? 2. What are the steps in inferring a character's feelings/ feelings?

48. Evaluating Learning Using the word pool below, infer the character’s feeling and traits.

49. Evaluating Learning kind helpful friendly sad happy Mayang works hard every day and takes care of her family. The people in the village liked Mayang very much. “I am sorry. I did not mean to do something wrong.”

50. Evaluating Learning ANSWERS: kind friendly sad

51. Homework: Research about a province/ town in the Philippines you like to visit. Write down its tourist destinations/ famous sceneries, local products, dialects, and slogan/ tagline (what it is known for and its people).

52. THANK YOU

53. QUARTER 2 WEEK 2 ENGLISH 3

54. DAY 2 ● Compound Sentence ● Coordinating Conjunctions ● VCV Words ● Sight Words

55. GOOD MORNING CLASS!

56. OBJECTIVES: At the end of the lesson, the learners are expected to: ● Read and write the high frequency words, VCV words, and regional themes ● identify in a compound sentence: 1. the two independent clauses in a compound sentence 2. the joining word in a compound sentence (coordinating conjunction) 3. the doers and the actions in the two clauses

57. Let’s have a quick recap of the words that we learned in the previous week. Activating Prior Knowledge

58. Look at the pictures and guess which provinces in the Philippines these products can be found. Activating Prior Knowledge Dried Mangoes -Cebu Coconut Plantation Quezon Tuna General Santos Durian Davao Abaca Catanduanes

59. Questions: • Where do you prefer to live? Why/ why not? • What city or province in the Philippines do you want to visit? Give reasons for your answers. Activating Prior Knowledge

60. Lesson Purpose/Intention You will learn about high frequency words, VCV words, regional themes, and compound sentences.

61. Lesson Language Practice Read the following sentences from the friendly letter: I can’t wait to finally meet you, and I really want to show you around our province. We can visit the Cagsawa ruins, or we can take a picture near the perfect cone of Mt. Mayon. We can even ride an ATV, but we would need an adult to drive us. Let me know what you want to try, so you can have a fun time!

62. Lesson Language Practice You will find these words in the text that we are going to read. Notice how these words are used in connecting ideas/sentences.

63. Reading the Key Idea/Stem Let us read the friendly letter between two friends, one from the city and the other one from the province of Bicol.

64. Reading the Key Idea/Stem Friendly Letter

65. Reading the Key Idea/Stem Dear Maria, How are you? Today is Friday. It has been rainy here in Albay. The entire Region V has been flooded due to the typhoon. The water level has been really high! I guess it can’t be helped because our city is in the typhoon belt. It is best for you to travel here during the dry season.

66. Reading the Key Idea/Stem I can’t wait to finally meet you, and I really want to show you around our province. We can visit the Cagsawa ruins , or we can take a picture near the perfect cone of Mt. Mayon . We can even ride an ATV, but we would need an adult to drive us.

67. Reading the Key Idea/Stem There are so many foods and dishes you can try, too! I hope you like spicy food and coconut milk or gata. My favorite is Laing! Let me know what you want to try, so you can have a fun time! Just like what our slogan says, “Indulge yourself in warm Albay!”

68. Reading the Key Idea/Stem Your friend, Carlos

69. Reading the Key Idea/Stem QUESTIONS: 1. Who wrote the letter? 2. Describe the place where Carlos is from. 3. Who did he write the letter to? 4. If you were Maria, how would you feel after reading the letter? 5. Do you visit your friend’s house or hometown? Describe your experience.

70. Developing Understanding of the Key Idea/Stem These are examples of compound sentences. A compound sentence is made up of two simple sentences. These are connected using coordinating conjunctions .

71. Developing Understanding of the Key Idea/Stem F - or A - nd N - or B - ut O - r Y - et S - o

72. Developing Understanding of the Key Idea/Stem USES For - Used to explain the reason or purpose for something. And - Used to add or connect similar ideas or elements. Nor - Used to connect negative alternatives. For - Used to explain the reason or purpose for something.

73. Developing Understanding of the Key Idea/Stem And - Used to add or connect similar ideas or elements. or - Used to connect negative alternatives. Yet - Used to express a contrast or unexpected result. So - Used to indicate a consequence or result.

74. Developing Understanding of the Key Idea/Stem Let’s go back to the list of sentences earlier. Guide questions/ prompts: 1. What are the two simple sentences in this compound sentence? 2. Who/ what is the subject or doer of the actions for each? 3. What are the actions for each subject/ doer?

75. Developing Understanding of the Key Idea/Stem What is the conjunction word used to connect the two simple sentences? What is the relationship of ideas in each sentence?

76. Developing Understanding of the Key Idea/Stem Another term for the simple sentence is an independent clause . It is independent because it can stand alone. It has a doer or subject and an action which introduces the predicate. The thought expressed in it is complete .

77. Developing Understanding of the Key Idea/Stem Now let’s focus on some words mentioned in the story. Let’s read them What do you notice about these two groups of words? What pattern do they follow?

78. Developing Understanding of the Key Idea/Stem The 1st list is referred to as “tiger” words because they follow the V/CV pattern : We divide before the consonant, making the first syllable open with a long vowel sound.

79. Developing Understanding of the Key Idea/Stem The 2nd column , on the other hand, refers to “camel words” because they follow the VC/V pattern : We divide after the consonant, making the first syllable closed with a short vowel sound.

80. Deepening Understanding of the Key Idea/Stem I will choose 3 volunteers to read out their letters. Write down the sample compound sentences from their letters. Underline the simple sentences in each and to encircle the coordinating conjunctions used in them after.

81. Making Generalizations and Abstractions Combine simple sentences into compound sentences using the correct coordinating conjunction (FANBOYS).

82. Evaluating Learning Directions: Choose the best conjunction to connect the two simple sentences to form a compound sentence.

83. Evaluating Learning Today is Friday. It has been rainy here in Albay. (or, yet) The entire Region V is flooded. The typhoon hasn’t stopped. (for, or ) 3. The water level has been really high. I guess it can’t be helped. (and, but)

84. Evaluating Learning I can’t wait to finally meet you. I really want to show you around our province. (and, so) 5. We can visit the Cagsawa ruins. We can take a picture near the perfect cone of Mt. Mayon. (and, or).

85. Evaluating Learning ANSWERS: yet for and so and

86. Read the list of new words that follow the VCV pattern. Practice reading each word aloud at home. Divide the words into syllables to help you read them easily. Repeat the words until you can read them smoothly.

87. robot tiger music camel lemon

88. THANK YOU

89. QUARTER 2 WEEK 2 ENGLISH 3

90. DAY 2 ● Legends ● Making Connections (Text to Self) ● Retelling

91. GOOD MORNING CLASS!

92. OBJECTIVES: At the end of the lesson, the learners are expected to: ● identify high frequency words correctly ● comprehend stories by relating story events to one’s experience ● use own words in retelling fables ● compose texts to react to characters, events or setting in the story

93. What are your experiences in visiting some of the tourist attractions in the Philippines? Activating Prior Knowledge

94. Who has visited a famous tourist spot anywhere in the Philippines? If yes, what was it? If none, what tourist spot would you like to visit soon? Activating Prior Knowledge

95. Lesson Purpose/Intention You will read some high frequency words from the text, relate events from the text to one’s experiences, and react to the legend read, and retell a legend.

96. Lesson Language Practice Read another set of high frequency words. hills chocolate they beautiful tears

97. Reading the Key Idea/Stem You will read about a legend of another famous place in the Philippines – the Chocolate Hills in Bohol.

98. Reading the Key Idea/Stem The Legend of Chocolate Hills

99. Reading the Key Idea/Stem In the beautiful island of Bohol in the Philippines, there was a magical place called the Chocolate Hills. These hills were not made of chocolate, but they turned brown like chocolate during the dry season.

100. Reading the Key Idea/Stem Long ago, there was a kind and gentle giant named Arogo. Arogo was so big that he could touch the clouds. He lived happily in the lush green forests of Bohol. He loved the trees, the birds, and the animals. But most of all, Arogo loved a beautiful woman named Aluya .

101. Reading the Key Idea/Stem Aluya was the most beautiful woman in Bohol. Her smile was as bright as the sun, and her laughter sounded like sweet music. Arogo and Aluya became best friends. They spent their days talking and laughing together.

102. Reading the Key Idea/Stem One day, Aluya became very sick. Arogo tried everything to make her better, but nothing worked. He was so sad when Aluya went to sleep forever. Arogo cried and cried. His tears were so big that they formed the hills.

103. Reading the Key Idea/Stem Arogo’s tears dried up and turned into the hills we see today. During the dry season, the grass on the hills turns brown, making them look like chocolates. The people of Bohol remember Arogo and Aluya whenever they see the Chocolate Hills.

104. Reading the Key Idea/Stem And that is why, to this day, the Chocolate Hills is a special place in the Philippines, reminding everyone of Arogo's love for Aluya .

105. Reading the Key Idea/Stem Questions Where is the magical place called Chocolate Hills located? (Answer: In the beautiful island of Bohol in the Philippines.) 2. Why do the Chocolate Hills turn brown during dry season? (Answer: The grass on the hills turns brown, making them look like chocolate.)

106. Reading the Key Idea/Stem 3. Who was Arogo and what made him special? (Answer: Arogo was a kind and gentle giant who could almost touch the clouds.) 4. What happened to Aluya , and how did Arogo react? (Answer: Aluya became very sick and passed away. Arogo cried so much that his tears formed the Chocolate Hills.)

107. Reading the Key Idea/Stem 5. What do the Chocolate Hills remind the people of Bohol about? (Answer: They remind the people of Arogo’s love for Aluya and their special friendship.)

108. Reading the Key Idea/Stem • What do these events remind you of? • Have you ever experienced the same thing as Arogo or Aluya ? • How similar or different is your experience to him/ her? • How do you feel about this experience? • What have you learned/ are your thoughts/ reflections?

109. Developing Understanding of the Key Idea/Stem One way to make connections is text to self which means to link personal experiences to what we are reading like the events that are happening to the characters.

110. Developing Understanding of the Key Idea/Stem Questions we can use to guide us in making connections • What do these events remind me of? • Have I experienced the same thing as (name of character)? • How similar or different is my experience to him/ her? • How do I feel about this experience? • What have I learned/ are my thoughts/ reflections?

111. Deepening Understanding of the Key Idea/Stem Group Activity (three groups)

112. Deepening Understanding of the Key Idea/Stem Group 1: Draw me Instruct the learners to draw the Chocolate Hills based on how they were described in the text. Group 2: Story Map Instruct the learners to list down the elements of the story using a story map.

113. Deepening Understanding of the Key Idea/Stem Group 3: I can relate! Ask learners to list down important events from the text in column A and on Column B, they will write their own experience.

114. Making Generalizations and Abstractions Answer the following Give three words that can describe Aluya . Give two of their most favorite events from the legend. Give one character that they can relate to the most.

115. Evaluating Learning Write your own experience related to the following events from the story.

116. Evaluating Learning 1. Arogo loved the trees, the birds, and the animals. 2. The place turned brown like chocolate during the dry season. 3. Her smile was as bright as the sun, and her laughter sounded like sweet music.

117. Evaluating Learning 4. They spent their days talking and laughing together. 5. Arogo cried and cried.

118. Homework: Instruction for practice: Read each word aloud. Say its meaning in your own words. Try to use the word in a short sentence.

119. VCV Word List with Meanings Robe – a long loose garment worn at home. Note – a short written message. Cake – a sweet baked food made from flour, sugar, and eggs. Line – a long, thin mark or path. Hope – a feeling of wanting something good to happen.

120. THANK YOU

121. QUARTER 2 WEEK 2 ENGLISH 3

122. DAY 4 ● Verbs ● Coordinating Conjunctions ● Compound Sentences ● Sight Words ● VCV Words

123. GOOD MORNING CLASS!

124. OBJECTIVES: At the end of the lesson, the learners are expected to: ● Read and write the high frequency words and VCV words ● identify in a compound sentence: 1. the two independent clauses in a compound sentence 2. the joining word in a compound sentence (coordinating conjunction) 3. the doers and the actions in the two clauses

125. Read the new set of sight words. Activating Prior Knowledge

126. Lesson Purpose/Intention You will learn about high frequency words, VCV words, regional themes, and compound sentences.

127. Lesson Language Practice Look at the picture. Choose the correct word from the list. Write the word on the blank.

128. Lesson Language Practice lazy prison silent climate Second clinic fever tiger human lazy prison silent fever second tiger clinic climate human

129. Lesson Language Practice You will find these words in the text that we are going to read. Notice how these words are used in connecting ideas/sentences.

130. Reading the Key Idea/Stem • Do you believe in legends? • Do you know any other legends? Share them in class. • Which part of the story did you enjoy the most?

131. Developing Understanding of the Key Idea/Stem Read the following sentences. Arogo was so big, so he could touch the clouds. Aluya became very sick, and Arogo cried a lot. What kind of sentences are these? -(compound sentences)

132. Developing Understanding of the Key Idea/Stem Analyze each of the sentences and let us discuss the following questions for each sentence. 1. What are the two simple sentences in this compound sentence? 2. Who/ what is the subject or doer of the actions for each?

133. Developing Understanding of the Key Idea/Stem 3. What are the actions for each subject/ doer? 4. What is the conjunction word used to connect the two simple sentences? 5. What is the relationship of ideas in each sentence?

134. Developing Understanding of the Key Idea/Stem To make compound sentences, verbs are used. These are words that show action . They make up the predicate of a simple sentence. They tell us what the subject or subjects in a sentence do. In a compound sentence, each simple sentence or independent clause has a verb.

135. Deepening Understanding of the Key Idea/Stem Do you remember what coordinating conjunctions are? Let us review FANBOYS and the function of each coordinating conjunction. Form compound sentences about the story using the rest of the FANBOYS.

136. Making Generalizations and Abstractions Compound sentences are formed using two independent clauses or two simple sentences connected by coordinating conjunctions. Likewise, VCV word s can be categorized as tiger or camel words based on the type of syllable they form.

137. Evaluating Learning Directions: Complete the following sentences to form a compound sentence.

138. Evaluating Learning 1. Many tourists visit the Philippines every summer and ______________. 2. Our islands are far apart from each other so _______________. 3. The Philippines has many beautiful tourist destinations but ____________.

139. Evaluating Learning I can’t wait to finally meet you. I really want to show you around our province. (and, so) 5. We can visit the Cagsawa ruins. We can take a picture near the perfect cone of Mt. Mayon. (and, or).

140. THANK YOU