3

Lesson Exemplar
Quarter 1
Week

for English 1
Lesson Exemplar for English Grade 3
Quarter 1: Week 1

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

Development Team

Writer: Odes M. Dagong, Joyce V. Arce

Content Reviewer: Marichu J. Hernandez, Jane Daisy Calado-Cunanan
Language Reviewer: Carol L. Noces
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

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

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate expanding vocabulary and understanding of high-frequency words and content-specific
A. Content vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and
Standards composing texts about regional themes and content-specific topics.

The learners use their expanding vocabulary of high-frequency and content-specific words and simple and
B. Performance compound sentences to comprehend, create, and compose narrative and informational texts about regional themes
Standards and content-specific topics and read grade-level texts with appropriate speed, accuracy, and expression.

EN3VWK-I-1 Identify high- EN3PWS-I-1 Identify EN3VWK-I-1 Identify EN3PWS-I-1 Identify

frequency words accurately. Grade 3 level-appropriate high-frequency words Grade 3 level-
sight words. accurately. appropriate sight words.
EN3CCT-I-1 Use common EN3GAGS-I-1 Identify EN3CCT-I-1 Use EN3GAGS-I-5 Identify
expressions and polite greetings sentences and non- common expressions the parts of simple
appropriate to a given situation. sentences. and polite greetings sentences: (who/what,
EN3PWS-I-2 Read words appropriate to a given what are they doing,
EN3CAT-I-2 Comprehend stories. accurately and situation. when/where/
a. Note important elements from automatically according EN3CAT-I-2 how).
stories (characters, setting, to word patterns (initial, Comprehend stories. a. telling sentences
C. Learning events). final, medial). CVCC a. Identify the (declarative)
Competencies b. Sequence at least four to five words st, -nd, -lt, -mp, - problem and EN3GAGS-I-4 Sequence
events. nt solution in stories. words to represent
EN3VWK-I-4 Identify words with EN3VWK-I-6 Read words meaning in simple
different functions. correctly for meaning EN3VWK-I-4 Identify sentences.
(based on word patterns). words with different a. telling sentences
a. words that replace persons, functions. (declarative)
places, things, animals, events, EN3VWK-I-7 Write words a. words that replace
ideas, and emotions legibly and correctly persons, places, EN3GAGS-I-6 Use
b. demonstrative pronouns (based on word patterns). things, animals, correct capitalization
events, ideas, and and punctuation for
emotions simple sentences.
1
 EN3CCT-I-2 Use own words in EN3VWK-I-2 Use b. demonstrative 1. telling sentences
retelling myths, legends, fables, vocabulary referring to: pronouns (declarative)
and narrative poems. regional themes
EN3CCT-I-3 Express EN3CCT-I-2 Use own EN3PWS-I-2 Read words
EN3CCT-I-5 Compose texts to react ideas about one’s words in retelling accurately and
to the character, setting, or events experiences - regional myths, legends, fables, automatically according
in a story. themes and narrative poems. to word patterns (initial,
final, medial).
1. CVCC words sk, -lp,
-ct, -ft, -rk
EN3VWK-I-6 Read
words correctly for
meaning (based on word
patterns).

EN3VWK-I-7 Write
words legibly and
correctly (based on word
patterns).
At the end of the lesson the At the end of the lesson At the end of the At the end of the
learners shall be able to: the learners shall be lesson the learners lesson the learners
able to: shall be able to: shall be able to:
a. recognize high-frequency
words accurately. a. read sight words a. identify and read a. recognize and read
b. use common expressions and appropriate for their aloud high- Grade 3 level-
polite greetings appropriate to grade level frequency words appropriate sight
a given situation. b. identify complete from a given list. words found in the
D. Learning c. identify characters, setting, sentences; b. use common story.
Objectives and events in the story read. c. and differentiate expressions and b. identify who or what
d. sequence at least four to five them from sentence polite greetings in in the sentence,
events. fragments or non- role-play scenarios what action they are
e. Identify words replace sentences. appropriate to doing, and when,
persons, places, things, d. pronounce words various situations. where, or how they
animals, events, ideas, and with CVCC pattern: c. recognize and are doing it.
emotions st, -nd, -lt, -mp, -nt) describe the c. arrange words in the
f. Recall and retell variety of correctly. characters, setting, correct order to
myths in own words. make meaningful
2
 g. write a short paragraph on e. recognize the and main events in and simple
character, setting, or event in meaning of words a story. sentences.
a story. based on their d. arrange four to d. use correct
h. use basic Mathematics patterns and five events from a capitalization at the
terminologies into oral and context. story in their beginning of
written responses. f. improve their correct sequence. sentences and
handwriting and e. identify the proper punctuation
spelling by practicing problem faced by at the end.
words with specific characters in a e. read CVCC words
patterns. story and explain with patterns like
g. Use vocabulary how it was sk, -lp, -ct, -ft, -rk
related to regional resolved. accurately and
topics or themes. f. identify words that automatically.
h. Use vocabulary can replace nouns f. read words correctly
related to regional referring to to understand their
contexts in sharing persons, places, meaning based on
personal things, animals, word patterns.
experiences. events, ideas, and g. write CVCC words
emotions. legibly and correctly
g. Identify according to their
demonstrative patterns.
pronouns within h. explain how objects,
sentences. activities, or natural
h. retell myths, events in the story
can be explained by
legends, fables, science.
and narrative
poems using their
own words while
maintaining the
original story's
essence.
II. CONTENT

III. LEARNING RESOURCES

A. References
3
 Text: The Guardians of the Wawa Text: The Guardians of Text: The Guardians of Text: The Guardians of
B. Other Learning Dam the Wawa Dam the Wawa Dam the Wawa Dam
Resources
Drill board, flash cards Drill board, flash cards Drill board, flash cards Drill board, flash cards

IV. TEACHING AND LEARNING PROCEDURES

Before /Pre-Lesson Proper

SAY: Today, we will look back and SAY: Remember our SAY: Remember our SAY: I remember our
remember. What do you remember adventure through the adventure through the adventure through the
from the Grade 2 lesson on greeting "Guardians of Wawa "Guardians of Wawa "Guardians of Wawa
each other? You practiced greeting Dam" myth yesterday? Dam" myth yesterday? Dam" myth yesterday. It
your teachers and classmates in We dove into some We did some awesome was a lot of fun doing
the most possible polite ways. awesome activities that activities that brought the activities that
our learning to life. brought our learning to
brought our learning to
life.
life. What did you learn
Have any of you ever
from our lesson? Can visited a dam or a What did you discover
you share something you similar structure? Tell from our lesson
found interesting? us something about yesterday? Share your
this and what you thoughts in the class.
Activating Prior observed or learned
Knowledge during your visit? Now, let's think about
how we can help our
Now, let us find out if planet. Have you seen
you still remember the clean rivers? What about
words, you learned dirty ones? Which one
yesterday. What are do we like and why?
these words and what
do they mean? How about the lessons
on sight words and
correct punctuation?
Use these words in What are sight words?
sentences. Why is it important to
pronounce words
correctly?

4
 SAY: Today, you will improve your SAY: Today, you will SAY: Today, you will SAY: Today, you will
reading by recognizing words and study words that are just have a blast with practice reading Grade 3
polite greetings, understanding right for your grade. You English! You will get level-appropriate sight
stories, and ordering events. You will identify complete better at reading by words from the story.
will use demonstrative pronouns, sentences, practice learning common You will identify the
retell stories, share feelings, learn reading words with words, use polite words subject and action in
mathematics vocabulary, and build CVCC patterns, and in fun role-plays, talk each sentence, and
self-confidence. understand word about what's determine when, where,
meanings. Then, you will happening, sort out or how the action is
You will also share what your
focus on improving your story events, figure out taking place. Then, you
Lesson talents are. I will note them down to
handwriting and spelling story problems, learn will rearrange words to
Purpose/Intention see what they have in common.
Many excel at one talent, while with these patterns. new words to add to the form meaningful, simple
others enjoy different ones. Finally, you will use local ones you already know, sentences, making sure
words from stories about make our sentences to use proper
our community’s history. crystal clear, and give capitalization and
our own twist to classic punctuation. You will
tales. also work on reading
and writing words with
CVCC pattern like sk, -
lp, -ct, -ft, -rk accurately
and neatly.

SAY: As you read the story "The SAY: Moving on to our SAY: Moving on to our SAY: Let us all read it
Guardians of Wawa Dam," please activity, let us expand activity, let us shift our together. As I read, look
take note of the words that are our vocabulary. Here’s a focus to some important for words that you know
repeated. These are high-frequency fun activity to help you words related to our by sight, like "the,"
words – they are the words that learn these words: match lesson. Pay attention to "and," "is," "you," and
Lesson Language occur most often in the story. the words in column A a few key terms you will "that." These are words
Practice with their meanings in see today. Does the we see a lot, so it is good
Take note of some important points
column B. term guardians remind to know them briefly. Let
when listening to a story
anyone of something or us see how many sight
Remember, listening well helps you someone? words we can find.
learn and enjoy stories even more!
The Guardians of Wawa Next, let us expand our
Dam, the characters act vocabulary. Match the
5
After listening to the story, we will as guardians to protect words in column A with
Column Column
discuss the words you heard and the environment. What their meanings in
B
explore their meanings and A is an environment? column B.
importance. Environment refers to
1. Dam a. Somethi
ng that our surroundings,
stops including the air, water,
water Column Column
plants, animals, and all
Let us start with a “Story Word from
the natural resources
A B
flowing
Match-Up" freely around us, it 1. Dark Lacking light:
2. Guardians b. People opposite of
who live
encompasses everything
bright
in a around us, and it is
SAY: village important to take care 2. Fact A strong
emotion or
3. Mythical c. To keep of it. How about
somethi perception
I have cards with the words "dam," pollutants? What do
ng safe
"guardians," "villagers," "preserve," from you think this word 3. Felt A piece of
and "mythical" and another set of harm or means? information
change that is true or
cards are the definitions. The cards Pollutants are can be proven
are mixed up and spread on the substances that pollute
4. Preserve d. Beings 4. Gift a present: any
table face down. from
the environment and
material or
legends cause harm. They are immaterial
or folk indeed harmful items given to
tales,
often substances that can someone
I want volunteers to take turns with make our environment without
flipping two cards at a time to find expecting
magical dirty or even unsafe.
powers payment
a word and its definition. When you Finally, let us talk
5. Villagers e. People
make a match, use the word in a who about conservation. 5. task A job
protect assignment to
sentence before you can keep the What comes to your be completed
and look
pair. The student with the most after mind when you hear
pairs at the end of the game wins. somethi this word?
ng

Conservation means
protecting and
Here are some examples of the
preserving our natural
sentence:
resources and wildlife.
 The dam holds back water to It involves taking care
keep our village safe. of our environment and
using our resources
6
  Bernardo and Maria are the wisely. These words are
guardians who protect Wawa essential to
Dam. understanding our
 The villagers learned to throw lesson today.
away their trash properly.

This activity will prepare the

learners in reading and
understanding the story.
During/Lesson Proper
SAY: SAY: The following DO: Distribute copies of SAY:
Today, we will read the story titled sentences are taken from the story, The
“The Guardians of Wawa Dam.' Re-read the story,
the story "The Guardians Guardians of Wawa
“Guardians of Wawa
of Wawa Dam." Dam.
Dam” carefully.
Underline sentences that
Before Reading
demonstrate scientific
Sentence or non- SAY: Let us talk about
methods, such as
sentence the main characters
measuring, estimating,
Reading of Questions for and events in the story
and observing.
Comprehension The Guardians of Wawa
Decide whether the Dam. Note how the Pay attention to how
Reading the Key statement is a sentence characters grow and the Bernardo and Maria care
Idea/Stem Directed Reading Teaching Activity or a non-sentence. key events that keep for nature and protect
(DRTA) Afterward, we will the story moving. the dam.
discuss why each
Par. 1 Write 3 to 5 sentences
statement is classified as
on a sheet of paper
 Who are the mythical guardians a sentence or a non- Questions for
showing how people can
of Wawa Dam mentioned in the sentence. Comprehension
preserve and protect
paragraph? (Bernardo and nature.
1. Bernardo and Maria
Maria discovered villagers
always do their best
dumping trash into the water of 1. Describe the main  Now, identify the
to keep Wawa Dam
Wawa Dam.) characters in the mythical guardians
clean and safe for
 What challenge did Bernardo story. What are their and their challenge.
everyone.
and Maria, the guardians of most notable traits?
7
 Wawa Dam, discover in the 2. Around Wawa Dam is 2. How does the setting  Next, study their
green valleys of Montalban, a testament to the influence the events efforts to educate
Rizal? guardians. of the story? villagers about waste
Par. 2 3. A sturdy belt from 3. Can you summarize disposal.
 Why was educating the villagers vines to secure the the main events of  Then, observe how
about proper waste disposal tools needed for the story? Write a they repaired the
crucial to Bernardo and Maria's repairs. summary in 150- dam using
mission? 4. A sudden lump in the 200 words. measurements and
Par. 3 dam's structure. 4. How do the calculations.
5. Through the trees as characters change  After that, consider
 How did the villagers respond to Bernardo and Maria from the beginning their actions to shield
learning about the importance worked through the to the end of the the dam from stone
of Wawa Dam from its mythical night. story? fragments.
guardians? (The villagers 6. Against the rushing 5. What conflicts do  Finally, reflect on
promised to dispose of their waters. the characters face, their commitment to
waste correctly after realizing 7. The guardians of and how do they environmental
their oversight. Wawa Dam were resolve them? conservation.
Par. 4 revered.
8. Through Bernardo
 What method did Maria and
and Maria’s guidance.
Bernardo use to estimate the
9. To preserve the
area needed for repairs on the
beauty of Wawa Dam,
dam's wall? (They estimated the
everyone must take
area by multiplying the length
part in its protection.
by the width of a rectangular
10. Tales of the mythical
section using square tile units.) protectors of Wawa
Par. 5
Dam inspired
 How did Bernardo and Maria generations to come.
demonstrate their skills and
respect for nature to convince Word Detectives
the old spirit to preserve the
dam? SAY: Join me in a fun
Par. 6 word game as we
transform into word
 What did Bernardo and Maria's
actions as guardians of Wawa detectives. Your mission
Dam signify? (Their actions is to uncover unique

8
 signified a constant commitment words and non-sentences
to environmental conservation within the text. Look for
and a sense of security in their words that end with
role as guardians.) patterns like -st, -nd, -lt,
-mp, and -nt.
A. Reading of the Story

First Reading (by the teacher)

Let us have mastery of
these words by writing
them neatly in your
notebook and
pronouncing them
clearly.
SAY: The story we read has SAY: To help you express SAY: Now, let us have SAY: Re-read the story,
characters who play roles in the ideas about one’s some fun acting them “Guardians of Wawa
plot, a setting that indicates when regional experiences out. In Greetings and Dam” carefully.
and where the story happened, and based on the text “The Scenes: A Role-Play
important events that provide a Guardians of Wawa Journey Through Our
Story, you will be the Discuss with a partner
clearer understanding of the story's Dam,” let me ask you or in a group:
characters.
theme. these questions:
Let us now identify the high  Have you ever visited Greetings and Scenes:
frequency words found in the story. a place like Wawa A Role-Play Journey a. What specific
Developing Dam in your region? Through Our Story scientific methods
Understanding of the The words are dam, guardians, Describe it. did Bernardo and
Key Idea/Stem villagers, preserve, and mythical.  Can you think of a  First, let’s pretend Maria use?
Your efforts in spotting these high- time when you or you are Bernardo b. How did they show
frequency words in "The Guardians someone you know and Maria. Use care for nature and
of Wawa Dam" are commendable. acted as a guardian of polite greetings in the environment?
the environment? introducing yourself. Why is proper waste
B. Second Reading (by the  Next, imagine you disposal crucial for
What happened? Can
learners) are at a key location environmental
you think of a time
Take note of some important points from the story's protection?
when you or someone
when reading a story you know helped take setting. Describe it
care of the to someone who has
environment? What never been there.
9
 1st group: Describe the traits of did you or they do to  Then, act out a
each character. Identify the part help? scene where
of the story where the  What are some Bernardo and Maria
characters exhibit the qualities environmental issues must make a
mentioned. that your region difficult decision
 2nd group: Identify the setting faces? How do people that affects the
considering location, time, address them? story's outcome.
season and time of day.  Now, imagine you are
 3rd group: Write about the Bernardo and Maria, The formula they
events as they happened in the the guardians of used was Area =
story in your own words. Wawa Dam. Prepare a length × width,
 4th group: Write the names of short dialogue with a
which in this case
the characters who said these friend or family
would be 5 miles × 3
lines: member where you
explain the miles = 15 square
1. “These conditions are testing importance of tile units.
our skills.” protecting the
2. "That field needs water." environment in your
3. “It was important to share with region.
every villager the fact that
proper waste disposal is a key  As a class, let us
measure in preventing those discuss how we can
harmful chemicals and help take care of
pollutants from contaminating nature in our area or
soil, water sources, and the region. Think of easy
environment.” things we can do to
help. Then, make a
simple plan together
Now, post your answers on the and share it with the
board so that we can easily check class.
whether you got the correct answer
or need to reread the story for a
better understanding. From your
answers, let us identify the most
important parts of the story. Focus
on the answer of Group 4, you can
see some words written in bold
10
letters. These words tell us the This estimation
specific object/s we are identifying. helped them
These words replace nouns. They
determine how
are called demonstrative
many rocks they
pronouns.
needed to repair the
dam efficiently. As
they worked, they
estimated the area
they needed to
cover using square
mile units. For
instance, if they
had a rectangular
section of the wall
that was 5 miles
long and 3 miles
wide, they
calculated the area
by multiplying the
length by the width.

Look at the following

sentences taken from
the story, Guardians of
Wawa Dam.

How did Bernardo and

Maria estimate the
number of rocks needed
to repair the dam?
(They used the formula
Area = length × width to
estimate the number of
rocks.)
11
 It is like taking a walk
around the edge of the
wall and measuring
how long it is. So, by
knowing the area and
perimeter, Bernardo
and Maria could figure
out how many tiles they
needed and how long
their walk would be to
check the whole wall.

Delving Deeper Delving Deeper Delving Deeper Delving Deeper

SAY: Remember, when discussing SAY: Take note that Demonstrative Let’s move on to the next
characters, consider their traits. sentences are simply Pronouns in Action activity, you will explore
Identify the setting, problem, groups of words that the key idea of
solution, and how the story ends. express a complete SAY:Read the excerpt declarative sentences.
Characters in the story use thought. They usually from The Guardians of  Look at the following
demonstrative pronouns like this, have a subject, a verb, Wawa Dam. sentences:
that, those, and these. and an object. On the a. They discovered
Identify sentences villagers
other hand, non- where demonstrative
Process the students' responses thoughtlessly
sentences are just pronouns can be used. dumping trash
Deepening and relate their description of the
incomplete thoughts and Rewrite those into the water.
Understanding of the main character to how she
Key Idea/Stem developed her talent to boost self- might be missing one of sentences, using b. They greeted the
confidence. these important demonstrative villagers warmly
elements. pronouns such as this, with 'Good
that, these, and those. morning.'"
 Notice that both
Let us talk about CVCC examples answered
Example: the 5 Ws and 1 H
(consonant-vowel- Original sentence:
consonant-consonant) questions: who,
Bernardo and Maria what, when, where
word pattern. repaired it under the how and even if there
Basically, they start with dark sky using the is no specific time or
a consonant sound, place mentioned, and
12
 followed by a vowel best magic and if it is written in the
sound, and end with two stones. correct order, then
consonant sounds. Rewritten with that sentence is
demonstrative called declarative.
Remember, your unique pronoun: These Declarative sentences
regional experiences are guardians repaired are statements that
incredibly valuable. that damage under convey information or
Sharing them can really the dark sky using make assertions.
inspire others to act for their best magic and
the environment, too! stones.

Remember,
demonstrative
pronouns are used to
point out specific
things. This and these
refer to something close
to the speaker, while
that and those refer to
something further
away.
After/Post-Lesson Proper
Complete the following statements: Complete the following Complete the following Complete the following
statements: statements: statements:
 I learned that noting important  I learned that saying  I learned that by
elements of a story like ________,  I learned the __________ really identifying the
________, and ______ enhances importance of saying counts; it is how we subject (who or
my understanding and analysis _____, identifying show thanks and what), the action
Making of the narrative. I also learned _____, words, reading form friendships. (what they are doing),
Generalizations and that using demonstrative and writing CVCC Learning the and additional details
Abstractions pronouns like ______, _______, words patterns ___, __________ of the (when, where, or
______, and ______ will help ___, ___, ___, and ___. story deepens our how) promotes
point out specific items or I also learned about understanding and comprehension and
people and clarify their the meaning of the those __________ deeper
importance within a context. vocabulary word such pronouns? They are understanding of
as _____, _____, as ace at taking the __________ structure.
well as _____, place of all kinds of
13
  I realized that to show respect I realized that saying nouns and I got the  I realized that the
and build positive relationships _____, is important hang of working out story's objects,
with others, I need to use because it shows areas now - just activities, or natural
_________________. appreciation and fosters multiply the events to science
 I will not throw ______ in our positive relationships, __________ by the concepts shows how
school and community. identifying, reading, and __________. Easy- a __________
writing _____, word peasy with the phenomenon in the
patterns is important for formula: Area = story. For example, if
developing skills, length × width. the story involves
understanding and using I realized that in the weather changes,
_____, words is essential story, Bernardo and explore meteorology
for effective Maria show us that to concepts.
communication, and solve problems, we need  I promise to try to
distinguishing between to do the right thing, write __________ and
_____, and _____, is like not _____trash in legibly.
important for language
the water, to say ___to
and communication
make people feel happy
skills.
for helping, and to use
what we know, like
counting and shapes, to
fix things well.

Let us now check your Write a five-sentence Directions: Underline Analyzing Declarative
understanding of the lesson today. paragraph about a the demonstrative Sentences
mythical guardian in pronouns in the given
1. Recall a story you have read Analyze each sentence
your place (community, sentences.
before and identify the Characters, then answering the
city, province, region.
Setting, and Main event 1. They expressed their following questions:
gratitude to the
Evaluating Learning 2, Sequence the following events in community, saying a. “They expressed their
the correct order: Describe their challenges “Thank you for gratitude to the
and how they protect the taking the time to community, saying
a. . _____ Bill made a smart
environment. learn and help us in ‘Thank you for taking
decision.
this important task.” the time to learn and
b. . _____ The animals in the
2. Surprised by the help us in this
forest were affected.
mythical guardians important task.’”

14
 c. _____ Bill's decision had a Be sure to use any of the of Wawa Dam's b. “From that moment
positive impact. CVCC, vocabulary, and unexpected on, they promised to
d. _____ The story took place in sight words we learned presence, the throw away their
a forest. today. villagers realized the waste correctly.”
e. _____ Bill learned a valuable dam's gift and their c. “Maria and Bernardo
lesson. oversight. From that repaired it under the
3. Identify the pronouns specifically moment on, they dark sky using magic
the demonstrative pronouns used promised to throw and pushing, pulling,
in the story you read. away their waste and carrying rocks.”
correctly. Who/What: Who is
3. These conditions are involved? What are they
testing our skills, doing?
Maria shouted.
4. They worked When/Where/How:
together to shield When did it happen?
the dam from stone Where did it happen?
fragments How did they do it?

This estimation helped

them determine how
many stones they
needed to repair the
dam efficiently.

15
 Choose your own story to read. Write five sentences Arrange the events from Rearrange the words to
Complete the graphic organizer about what you have a story in their correct form a declarative
with details from the story. learned today. Then, sequence. sentence.
underline your sentence
and draw a box on non-  Dom finds a
puppy near his spending our time
sentence.
school.
 Dom searches for family enjoys together.
the puppy’s
owner.
 Dom posts a in the garden are the
notice about the flowers blooming
Additional Activities
for Application or lost puppy. beautifully
Remediation (if  The puppy’s
applicable) owner contacts
before I finished my
Dom.
 Dom reunites the homework dinner
puppy with its
owner.
dog barked the at the
mail carrier.

reading stories she loves

every night.

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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