3

Lesson Exemplar Quarter 1

Week

for English 3
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

Development Team

Writer: Ferdnand Kevin A. Dumalay

Content Reviewer: Marichu J. Hernandez
Language Reviewer: Carol L. Noces
Illustrator: Randy G. Mendoza
Layout Artist: Evelyn B. Morante, Earl Bennette A. Roz, Rejoice Ann C.
Mananquil

Management Team
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 3

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

1
narrative poems. (Speaking and correctly (based on feelings and a. words that label actions
Writing) word patterns). traits. (doing words - verbs)
d. Relate story
EN3CCT-I-5 Compose texts to react EN3VWK-I-2 Use
events to one’s
to the character, setting, or events vocabulary referring
experience.
in a story. (Speaking and Writing) to:
e. Identify cause
a. regional themes and effect of
events.
EN3CCT-I-3 Express EN3GAGS-I-5 Identify the
ideas about one’s parts of simple sentences:
experiences. (who/what, what are they
a. regional themes doing, when/where/how).
(Speaking and a. commanding and
Writing) 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,
2
 legends, fables, and
narrative poems.
(Speaking and Writing)
At the end of the lesson, the At the end of the At the end of the lesson, At the end of the lesson,
learners are able to: lesson, the learners the learners are able to: the learners are able to:
are able to:
a. identify important elements a. use the elements a. identify Grade 3 level
in the story; a. identify Grade 3 (character, conflict appropriate words;
b. arrange the events in the level-appropriate and resolution) of b. read words
story chronologically; sight words; the story as a that follow the
c. infer the traits of the main b. read words springboard for VCV pattern;
character based on his that follow the identifying causes and
actions; VCV pattern; and effects; c. write the assigned
D. Learning d. use the element (plot) of the c. write the b. identify the parts of action words legibly.
Objectives story as a springboard for assigned words imperative
identifying causes and legibly; and sentences;
effects of events; d. share personal c. use correct
e. relate the story to their experiences punctuations and
experiences; and present relevant to the capitalization in
their own ideas and opinions regional theme forming imperative
about the story. introduced in the sentences; and
lesson. retell the events in
the story using their
own words.
II. CONTENT
III. LEARNING RESOURCES

A. References
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

3
Before/Pre-Lesson Proper

Greet the learners and ask them Greet the learners Greet the learners and Greet the learners and
how they are. and ask them how ask them how they are. ask them how they are.
they are.
SAY: Good day, class! It is so nice to SAY: Good day, class! I SAY: Good day, class! I
see you all again. I hope everyone is SAY: Good day, am very happy to see you. am delighted to see you
ready to learn new things today. everyone! It always I hope everybody is feeling all. Let’s get started and
feels great to see you great today. today is the best day ever!
ASK:I have questions for you. What again. I know
do you need to have when you want everybody is excited ASK: Yesterday we SAY: Yesterday, we talked
to buy something? to learn new things learned some words. Can about the story of Pilo
That’s right. We need money. today but let us first you recall what the words when he was young. We
Do you think saving money is review what we are again? discovered the reason why
important? talked about Call the learners and ask he got interested in
Why or why not? yesterday. them to write the words painting and how his
Call at least four learners to answer Review briefly the on the board. After actions made others feel
the question. Make sure that the topics discussed in writing, ask them to say happy and inspired.
learners will share the importance Day 1 such as the the words. Review briefly the topics
Activating Prior of saving money based on their story of Pilo and discussed. Spend 2
Knowledge own perspectives. events showing SAY: Very good! Those minutes for the
cause-effect words can be used to form recapitulation.
ASK:Can you share some of the relationship. Spend 2 English sentences. Are you
ways that you do to save money? minutes for the ready now to learn new SAY: I see that everybody
Process their answers. Make sure recapitulation. things? is now ready to learn new
that they are able to enumerate things.
specific steps in saving money. SAY: Now, let us look ASK: Can you share to us Now let us look at some of
at the letters which I what you want to be the sentences we read
SAY: Very good! All your answers will show you (L, C, someday? Why do you yesterday. I will read them
are correct. I am happy to know M, and A). Can want to be like that in the twice and you will read
that everybody is doing something someone tell us the future? What/who aloud the words
to save money. sound of this letter? inspired you? highlighted in the
Saving money helps us buy things How about this Call some learners to sentences.
that we want or helps us during letter? Form the share their dreams. Ready?
emergency. word camel. 1. Do not give up.
Vocabulary (High Frequency Words) 2. Practice painting
every day.

4
 Call students to give SAY: Very good! Thank 3. Look around for
the sounds of the you for sharing what you inspiration.
letters shown. want to be someday. What do you call these
After saying the word words? What do they
camel, make the show?
learners realize that
the word camel is SAY: Correct! These
composed of different words show actions. Can
sounds. you give me some more
English words that show
actions?
Call the learners. Check if
the words are action
words.
Explain what the learners are Explain what the Explain what the learners Explain what the learners
expected to learn and to do for learners are expected are expected to learn and are expected to learn and
today’s class. to learn and to do for to do for today’s class. to do for today’s class.
today’s class.
SAY: Today we will be reading a SAY: Today we will be SAY: Today we will learn
story about a mouse deer or SAY: Today we will be reading the story of Pilo a new set of words. You
pilandok. Take note of the character learning new words. when he was still young. will use these words in
traits that he has. You will use these We will discover how he forming English
Lesson Make sure to look into the words in forming became interested in sentences.
Purpose/Intention connections that these traits have English sentences. painting.
with the actions of the main Pay attention again to the
character. details, actions and events
Pay attention to the details, actions in the story because we
and events in the story because we will do some activities
will do some activities later on that later on that will help us
will help us understand it better. understand the
connections of these
events.
SAY: At this point, I will be reading SAY:Listen as I read SAY: At this point, I will be SAY:Before we proceed to
some sentences. Listen carefully to you the 7 basic reading some sentences. some more action words,
Lesson Language
and later I will ask you some words for this week. Listen carefully and later I let us review first the 7
Practice
questions. Do not talk and just will ask you some basic words we read last
listen. On the second questions. time. Again, do not talk.
5
Post on the board and read the time, I will read each Just listen. On the second
following sentences and ask the word and you repeat Post on the board and time, I will read each word
learners to repeat after you. after read the following and you repeat after me.
1. I live in a small village. me. On third time, you sentences and ask the On the third time, you read
2. My siblings save money for our read the words on learners to repeat after the words on your own.
father’s birthday. your own. you. Show flash cards
3. We have to use our talents to 1. I am young. containing the following
make other people happy. Show flash cards 2. My friends tell me to words. Read them aloud
5. I love taking care of animals. containing the do my best. and ask the learners to
4. I bought eleven pencils and following words. Read 3. My mother has a repeat after you.
seven notebooks. them aloud and ask beautiful smile. 1. write
5. I saw a pilandok in the forest. the learners to repeat 4. Many animals live in 2. always
after you. the forest. 3. made
SAY:Identify the highlighted words 4. gave
in the sentences. Tell me what you 1. write SAY: 5. us
know about those words. 2. always Identify the highlighted 6. buy
Ask the learners to say the 3. made words in the sentences. 7. those
highlighted words (one by one) and 4. gave Tell me what you know
show pictures depicting the high 5. us about those words. SAY:These are word
frequency words. If the learners do 6. buy Ask the learners to say we often see when
not have any idea about the words, 7. those the highlighted words (one reading sentences in
discuss those briefly. by one), allow them to English.
SAY:These are some share their ideas about Make sure you remember
SAY:Good job! I think everybody words that we use in the words and show how to read them properly.
now knows the meaning of the constructing pictures depicting the
words (village, save, use, talent, sentences. high frequency words. If
camel, eleven, and seven). It is the learners do not have
important to understand them any idea about the words,
because these are some of the discuss those briefly.
words that we will frequently see
and hear in the story. 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
6
 in the story, we can now
proceed.
During/Lesson Proper
Give or present a copy of the story SAY:We will now Give or present a copy of SAY: We will now read
to the learners. Ask them to follow read some sentences the story to the learners. some words that show
you as you read aloud each taken from the story Ask them to follow you as actions.
paragraph with appropriate tone, that we read. I will you read aloud each I will read them three
intonation, volume and speed. read them three paragraph with times and then you repeat
Note: You may ask the learners to times and then you appropriate tone, after me.
read aloud a few lines in the story. repeat after me. intonation, volume and As I read each word, I will
If time permits, you may re-read the As I read each speed. also show a picture that
story. sentence, I will also Note: You may ask the depicts it.
show a picture of the learners to read aloud a
highlighted word. few lines in the story. If Read each word three
Pilo the Pilandok Read each sentence time permits, you may re- times and then ask them
By Fernand Kevin A. Dumalay and then show the read the story. to repeat after you. Show
learners a picture Explain to the learners the learners a picture that
In a small village, there lived a that corresponds to that this is a backstory on depicts the action word
clever pilandok named Pilo who the boldfaced word. how Pilo got interested in afterwards.
Reading the Key was known for his obedience. His painting.
Idea/Stem father told him, “Save money and SAY: 1. He found SAY:1. open
your diligence will be rewarded”. seven shiny coins Pilo the Pilandok Part II The word “open” means to
Pilo always obeyed his parents. One near a tree. By Fernand Kevin A. Dumalay move the cover to view
day, Pilo decided to take a stroll in The highlighted word what is inside (show the
the forest. He found seven shiny is seven. Say it again. Once upon a time in a picture of a child opening a
coins near a tree and another nine This is seven. It is a small village, there lived a box).
coins near the river. Instead of counting number. (Say young curious pilandok 2. begin
spending the money, he decided to this while showing named Pilo. Unlike his The word “begin” means to
keep them and to save them for the picture of number friends who liked to play start to do something
later. 7). Next sentence is… and look for food, Young (show a picture a child
Pilo was also known for his 2. He found other Pilo loved to make art. who is about to start
painting skills. He loved to paint. coins near the river. One day, he found a running in a race).
His mother said, “Keep practicing The highlighted word bright, rainbow-colored 3. remove
every day. is river. Say it again. feather. It was so The word “remove” means
Try to paint our village.” He obeyed. This is a river. It is a beautiful that Young Pilo to get rid of or to move
After several days, his talent grew body of water that decided he wanted to try from one place to another
and made a beautiful image of the flows into an ocean painting. (show a picture of a child
7
village. He finished painting other

8
things. He had eleven paintings all (Say this while His mother said, “Pilo, removing something from
in all. And soon, everyone admired showing a picture of a please clean your father’s the table).
his work. river). room.” While cleaning,
A kind lady saw Pilo’s paintings 3. Pilo saved the Young Pilo discovered an
and bought one. “Take these coins money he earned. old chest with beautiful
and keep the change,” said the lady The highlighted word paintings of animals and
who had a huge smile on her face. is money. Say it plants. He loved their
Pilo saved the money he earned. again. colors and it made him
One summer, the village had very This is the money in excited to paint. He
little rain, so food became scarce. the Philippines. Each showed them to his father
Many animals struggled, but Pilo country has its own. who explained, “Those are
had saved enough money to buy This is what we use your grandfather’s
extra food. “Let us give some food to buy things that we paintings. He used to be a
to our neighbors,” said Pilo’s want (Say this while great painter when he was
mother. Since his parents taught showing a picture of still alive. He was an
him to think of others, he gave money). inspiration.” Inspired, Pilo
some food to the other animals in declared, “I want to be like
the village to help them during that him,”
difficult time. Young Pilo’s first
The villagers thanked Pilo. paintings were messy. His
Amazed by Pilo’s obedience, friends teased him. “Pilo,
careful saving and talent, all the do not give up. Practice
animals learned a lesson, making painting every day and
the village a happier place. 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.
9
 One

10
ASK: morning, he painted a
1. Who is our main character? picture of the forest at
What kind of animal is he? dawn. The colors were
2. What does he like doing? bright and beautiful, just
3. How did his mother encourage like the real forest. His
him? friends were amazed and
4. What did the kind lady feel after asked him to teach them.
buying one of Pilo’s paintings. “Sure, join me tomorrow.
5. What happened in the village I’ll paint the forest at
during one summer? sunset,” said Young Pilo.
6. How did it affect the animal When he got home, she
villagers? showed the painting to his
7. How did Pilo help the parents. They smiled and
other animals? hugged him. His parents
8. What can you say about Pilo? Do told him that they were
you want to be like him? very proud of him.
Young Pilo kept practicing
Call the learners to share their because he knew that he
answers to the questions. Make still had a long way to go.
sure to process their answers. 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?
11
 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.
ASK: Did you like the story? Write on the board ASK: Did you like the Write on the board the
Call some learners to share what the VCV words. Make story of Pilo when he was three action words (VCV)
they feel about the story. sure that your young? introduced. Make sure
learners see how you Call some learners to that the learners can see
SAY:At this point, let us see if you are writing them. share what they feel about how you are writing them.
really understood the story. I will After writing them, the story. After writing the words,
divide the class into four groups. teach them how to teach the learners how to
You and your group members will properly pronounce SAY:At this point we will properly pronounce the
answer and complete the graphic the words again. You try to check if we really words again. You may
organizer assigned to your group. Be may read the words understood the story. I will read them twice and then
ready to share your ideas. twice and then you again divide the class into you can ask them to
can ask them to four groups. repeat after you. You can
Group 1: Identifying the Elements repeat after you. Your group will have also ask them to tell the
Developing of the Story (Setting, Character, 1. seven to complete the meaning of the word.
Understanding of the Problem and Solution) 2. river assigned graphic Erase the words on the
Key Idea/Stem Group 2: Describing the Main 3. money organizer. board and ask them to be
Character Erase the words on Be ready to share your ready to write the words
Group 3: Determining the Plot of the boards and ask ideas in class. on a sheet of paper.
the Story (Freytag’s) them to be ready to
Group 4: Sequencing Events write the words that Group 1: Identifying SAY: Let us see if you still
(Fishbone for Cause and Effect) you will say. Characters (Determine the remember the words that
Distribute a copy of the graphic Characters and Describe we studied.
organizer to each group. Explain to SAY:Let us see if you them Based on Details Dictate the three action
the learners how the graphic still remember the from the Text) words. Ask the learners to
organizer can be completed. Give words that we Group 2: Identifying 3 write them legibly in their
them at least five minutes to talk studied. Events in the Story that notebook. Check if the
among themselves and to complete Dictate the three Made Pilo Interested in words are written
the assigned task. words. Ask the Painting correctly.
learners to write Group 3: Identifying
12
 Events that Happened

13
 Ask each group to present their them legibly in their after Pilo Improved in
work to the class. Do not forget to notebook. Check if Painting.
process the answers of the the words are written Group 4: Sequencing
students. Lead them to arrive at the correctly. Events
correct answers if necessary. 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.
Using group 4’s graphic organizer, Write sentences on Using accomplished Write sentences on the
recall the events that happened in the board. Read them graphic organizers of board. Read them one by
the story. one by one. Groups 2 and 3, recall the one.
events in the story.
SAY:The story we just read has SAY:We will read SAY: We will read more
events that led to another. We will more sentences with SAY:We learned last time sentences. You will listen
now look at the reasons and the highlighted words. that certain events are as I read each sentence
Deepening
outcomes of the events which You will listen as I causes while some are twice. Repeat after me and
Understanding of the
happened in the story. read each sentence effects. We will be ready to identify the
Key Idea/Stem
Post the events on the board and twice. Repeat after understand this better by action word in the
then read them aloud one by one. me. Also, have your looking at the reasons and sentences. Ready?
Ask the students to determine the pen and paper ready the outcomes of the events 1. The students promise to
cause and/or outcome of the because I will ask you that happened in the finish their homework.
events. to write some words. story. Let us start with the Can you identify the action
SAY:Let us first identify why certain Ready? answers of your word? What action do the
events in the story happened. students perform?
14
Event #1: Pilo found shiny coins 1. I love listening to classmates for graphic Ask the learners to
How did he find the coins? What music. organizer #2. answer in chorus.
event in the story led to this?
That’s correct! He found the coins ASK:What do I love ASK:The question is how SAY:Very good! The action
because he decided to take a stroll. listening to? (Ask Pilo got interested in is promise. Next, listen
Event #2 Pilo’s talent improved. them to answer in painting. carefully.
How did his talent improve? What chorus) Can you identify again the 2. Our parents protect us
event in the story led to this? events in the story that led from harm.
Brilliant! He developed his talent SAY:That’s right! The to this? Can you identify the action
because he practiced every day. answer is music. Elicit the following word? What action do our
All your answers are what we call What is music? (Call answers from the parents perform?
causes. These are events that are some students to learners: Ask the learners to
directly responsible for the share what they Event 1: Pilo saw a answer in chorus.
occurrence of another event or know about the word. rainbow-colored feather. Afterwards, instruct them
events. Explain it and show Event 2: Pilo saw to write the word on their
pictures) Please write paintings of animals and notebook.
At this point let us now examine the word music on plants with beautiful
the results of certain events in the your paper. colors. SAY:Very good! The action
story. 2. We should Event 3: His mother asked word is protect.
protect our planet. him to look for
Event #3 A kind lady saw Pilo’s inspiration. SAY:Very good! These are
paintings. ASK:What should we Explain to the learners the five action words that
What did she do afterwards? What protect? (Ask them that these are causes we learned today. Can
happened after this? to answer in chorus) since they all lead to the everybody read the
That’s correct! The kind lady bought occurrence of another words? One, two, three!
one of Pilo’s paintings. SAY:Correct! The event. Entertain questions Show flash cards
Event #4: Pilo had savings during answer is planet. if there are any. containing the two
the time when the village had very What is a planet? SAY:Next let us go back to additional words learned.
little rain. (Call some students to the answers of your
How did this help Pilo? What share what they classmates in graphic
happened because of this? know about the word. organizer #3.
Exactly! Pilo was able to help his Explain it and show
family and also their struggling pictures.) Now I want ASK:Can you identify
neighbors during that one summer. you to write the word again the events in the
Your answers to events number 3 planet on your sheet story that happened after
and 4 are what we call effects. of paper. Pilo improved his painting
skill?
15
These are the results of after the 3. My family bought a Elicit the following
occurrence of certain events. melon. answers from the
learners:
Note: Cause-effect relationship may ASK:What did my Event: His friends were
be further elaborated through family buy? amused by his skill.
further explanation and more (Ask them to answer Event 2: His parents
examples. in chorus) became happy and proud
of him.
SAY:Very good! The Event 3: His friends were
answer is melon. inspired.
What is a melon? Explain to the learners
(Call some students to that these are effects
share what they since these are the results
know about the word. of a certain event.
Explain it and show Entertain questions if
pictures.) Now I want there are any.
you to write the word Note: Cause-effect
melon on your sheet relationship may be
of paper. further elaborated
through further
Check if the words explanation and more
are written correctly. examples.

SAY:Let us again say SAY:At this point we will

the highlighted now try to recall how Pilo
words in the improved his painting skill.
sentences taken from I read some dialogues from
the story of Pilo and the story, repeat after me,
the sentences we just tell me who said it.
read. Everybody, Ready?
please read the “Pilo, do not give up.
words. (independent Practice painting every
practice) day.”

ASK:Who said this?

16
Note: You can even Ask the learners to
ask some volunteers answer in chorus.
to write the words on
the board. SAY:Correct! It’s his
1. seven mother. How about this
2. river one:
3. money Look for inspiration around
4. music you.
5. planet
6. melon 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
 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
ASK:We have learned that our SAY:It is important to ASK:Pilo made his family SAY:We learned that a
actions will lead to certain events say and to write happy and proud because sentence contains an
which is why it is important to words correctly so he obeyed them and did action word most of the
always be mindful of the things that that other people will not give up until he time. This word describes
we do. It is best to always obey our understand what we improved his skills. He what the subject is doing.
parents and guardians because mean. also inspired other An action word may
Making their instructions and advice will animals to do their best express an action, a
Generalizations and not harm us. until they reach their process or an event.
Abstractions dreams. Can you recall
Note: You may also ask the learners some actions that you did ASK:Can you give some
to share personal experiences that made your family other actions that you
where their actions led to positive happy? know?
events. Call the learners to share Call the learners.
their personal
experiences.
Ask the learners to write using their Select at least two Ask the learners to write Dictate sentences
own words (minimum of four words that follow the using their own words containing the action
sentences) a short paragraph VCV pattern which (minimum of four words discussed. Ask
retelling the most interesting event reflect regional sentences) a short them to identify the
in the story and explaining what themes. paragraph retelling the action word in each
they liked about that part. After 5 For instance, your most interesting event in sentence and to write
minutes, ask them to share their city is known for the story and explaining their answers on a sheet
Evaluating Learning work with a partner. jewelry making, you what they liked about that of paper.
may introduce the part. After 5 minutes, ask 1. The students
Use a rubric for grading the written words “jewel” and them to share their work remove the flash cards
output of the learners. “metal” and show with a partner. on the board.
pictures the illustrate 2. My classmates open
the terms (or vice their books.
versa). Ask them to
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 share their personal Use a rubric for grading 3. We will begin the
experiences related to the written output of the science experiment after
the words learners. lunch.
introduced. Ask them 4. All human beings must
to write their ideas protect Mother Earth.
and share those with 5. My parents promise to
a partner. take care of me.
Use a rubric for
grading the written
output of the
learners.
Additional Activities
for Application or
Remediation (if
applicable)
Remarks

Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head

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