3

Lesson Exemplar Quarter 1

Week

for English 6
Lesson Exemplar for English Grade 3
Quarter 1: Week 6

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: Marimel Jane P. Andes, Obit B. Periabras

Content Reviewer: Marichu J. Hernandez
Language Reviewer: Carol L. Noces
Illustrator: Jenina Elaine T. Naguit, Jerichko Bauer L.
Laroco
Layout Artist: Evelyn B. Morante

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 6

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content 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-
Standards specific topics.
The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to
B. Performance comprehend, create, and compose narrative and informational texts about regional themes and content specific topics; and read grade level
Standards texts with appropriate speed, accuracy, and expression.
EN3VWK-I-1 Identify high-frequency words EN3PWS-I-1 Identify Grade EN3VWK-I-1 Identify high- EN3PWS-I-1 Identify Grade 3
accurately. 3 level-appropriate sight frequency words level-appropriate sight words.
words. accurately.
EN3CAT-I-3 Comprehend informational EN3CAT-I-3 Comprehend
texts. EN3PWS-I-2 Read words EN3CAT-I-3 Comprehend informational texts. same text
accurately and automatically informational texts. as D3)
1 Note at least four to five significant details according to word patterns
in informational texts. (initial, final, medial). 1 Note at least four to five 4. Draw conclusions.
significant details in
2. Identify problem and solution. 1. VCCV words informational texts. EN3CCT-I-8 Express ideas
using text types.
EN3CCT-I-6 Compose texts to react to a EN3VWK-I-6 Read words 3. Identify text types.
topic. correctly for meaning (based 1 time order and procedural
on word patterns). a. time order and
EN3VWK-I-2 Use vocabulary referring to: procedural
C. Learning
2. content-specific words EN3VWK-I-7 Write words
Competencies legibly and correctly (based on EN3GAGS-I-7 Identify
EN3VWK-I-3 Use content-specific words. word patterns). discourse markers for a
given text type.
2. Science (basic terminologies) EN3CAT-I-3 Comprehend
informational texts. (same text 1. time order
as D1) and procedural

4. Draw conclusions. EN3CCT-I-6 Compose texts

to react to a topic.
EN3CCT-I-8 Express ideas
using text types. EN3VWK-I-2 Use
vocabulary referring to:
1 time order and procedural
2. content-specific words

1
 EN3VWK-I-3 Use content-
specific words.

2. Science (basic
terminologies)

At the end of lesson, the learners will be At the end of lesson, the At the end of the lesson, At the end of the lesson, the
able to: learners will be able to: the learners will be able learners will be able to:
to:
 recognize and read high-frequency  recognize Grade 3 level-  recognize and use high-
words accurately through oral reading appropriate sight words  read high-frequency frequency words
and written assessments; correctly through reading, words accurately effectively;
 comprehend informational texts by writing, listening, and through oral  read Grade 3 level sight
noting significant details and speaking activities; reading and written words fluently;
identifying problem/solution  pronounce and spell assessments;  comprehend and analyze
relationships; words with:  use content-specific informational texts by
 construct sentences reacting to a given -VCCV (vowel-consonant- vocabulary including drawing conclusions from
topic, with clarity of ideas and opinions; consonant-vowel) basic science the text; use procedural
 match content-specific words with their patterns terminologies text types effectively.
D. Learning correct meanings and use them -meaning based on their accurately and
appropriately in sentences. structure appropriately in both
Objectives  use basic science terminologies into -specific word patterns oral and written
oral and written responses. accurately and legibly; contexts;
construct sentences that  recognize discourse
draw conclusions and use markers (e.g., first,
time order transitions then, next) in texts
with clarity and that follow
supporting evidence from procedural
the text. structures;
 write responses that
express their opinions
or reactions to a
given topic;
a. note significant details
from informational
texts.
II. CONTENT

III. LEARNING RESOURCES

A. References

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 Reading Text: Emma’s Science Adventure: Reading Text: Emma’s Science Reading Text: The Science Reading Text: The Science of
B. Other The Magic of Numbers and Echoes Adventure: The Magic of of Planting Seeds Planting Seeds
Learning Numbers and Echoes
manila paper and drill boards
Resources manila paper, pictures,

3
 drill boards manila paper, pictures, manila paper, pictures,

word strips word strips, drill boards

IV. TEACHING AND LEARNING PROCEDURES

Before /Pre-Lesson Proper

SAY: Have you heard about high frequency SAY: Can you still recall the SAY: Do you and your SAY: Can anyone share the
and content-specific words? story about Emma? siblings have any time when you plant seeds or
favorite activities? take care of plants at home or
When do you see or use these words? Can Now, before we read the story in a garden? Did someone help
you give examples? again, let us talk about your How do you usually
Activating Prior experiences when you heard prepare for a fun day
you plant seeds? How did you
Knowledge prepare the soil? What did you
an echo. What does it sound together? Have you ever
learn about how plants grow?
like? Did you enjoy listening to worked on a project or task
an echo? Why? with your siblings? How
did you plan it?

SAY: Today, you will learn about how to SAY: Today, you will learn SAY: Today, our lesson is SAY: Today, we have another
recognize and use high frequency and about words with a special packed with exciting exciting lesson where you will
content-specific words (Science) in your pattern called VCCV. These are activities to help you work on some important skills.
own sentences. You will also read words that have a vowel- become even better
informational texts, note significant details, consonant-consonant-vowel readers and writers, You will read high-frequency
and identify problem/solution arrangement, as in the word especially when it comes and basic sight words.
relationships. once or echo. So, you have to to understanding science. Recognizing them quickly
note those words found in the helps us read more fluently.
Lastly, you will work on your own writing story. You will practice identifying
skills. You will practice writing clear and and reading high-frequency You will also read again the
organized texts that respond to a given Afterwards, you will draw words. These are words we story. While you read, pay close
topic. conclusions about the story see often which help us attention to the details so you
Lesson can draw logical conclusions
based on the information, understand stories and
Purpose/Intention So, as we go through today's lesson, let us details, and events presented instructions better. from the text.
keep these goals in mind. Let's work
in the story. You will also You shall continue to learn
together to achieve them and become Next, you will learn to use
practice reading sentences procedural text types.
even better learners and writers. vocabulary specific words
accurately. These texts give us step-by-
in relation to science. This
step instructions on how to
Are you ready to find VCCV means that you will learn do something.
words, draw conclusions, and new words that scientists
read sentences found in the use, like photosynthesis
story? Let's get started! and soil, to describe the
natural world around us.

4
 SAY: First, let me ask you this question: SAY: Before we listen to the SAY: Today, we will read a SAY: Before we listen to the
What words do you see most often story again, we will first work story about The Science of story again, we will work on
when you read? on unlocking some words that Planting Seeds. Before we unlocking some words found in
are found in the story. These start reading, let's unlock the story through context clues.
DO: Explain that these are called high- words will help us understand some important words These words will help you
frequency words because they appear often the text better. found in the story. understand the text better.
in reading texts.
Let's begin by filling in the I will show you some Choose the correct meaning of
Show a list of high-frequency words on the blanks with the appropriate pictures, and let's find out the underlined words based on
board. Read each word with the class, words from the box. what their names are. how they are used in the
pronouncing them clearly and having the sentence. Use your drill boards
students repeat each word. to write your answers.
Examples: Listen carefully as I read each
sentence. You will choose the
the, and, is, in, of, to, you, said, for, on correct word from the box to Note: Let the learners use their
complete the sentence. Let's drill boards to write their
start. answers.
SAY: Today, we will read a story about
Emma, a student who loves exploring
numbers and science, but before we start found echo 1. Jan likes to carry his
Lesson Language reading the story let us know the meaning undo before once backpack to school every day.
Practice of some unfamiliar words used in the story
for better understanding. a. bring b. eat c. run

2. The family loves cooking

1. When I shouted in the dinner together on
Write the letter of the correct meaning empty gym, I heard an . weekends.
of the underlined word on your drill
board. 2. He used the eraser to a. early b. quickly c. collectively
the mistake she made in
1. In math, the place value of 3 in the her drawing. 3. Sarah likes to clean her room
number 2,134 is the tens place. Based on before starting her homework.
this, what do you think place means? 3. He visited a magical
place filled with wonders. a. read b. tidy c. sleep
A) A location or position
4. we start on this 4. Tommy never forgets to feed
B) A type of food project, let's check if we his pet fish in the morning.
have all the necessary
C) A color materials. a. not ever b. sometimes

5. We a solution to the c. always

problem after hours of
brainstorming.

5
2. Science helps us understand how the Now let’s check each answer Note: The teacher will show 5. With practice, Sarah's soccer
world works. What do you think Science together. some strips of words. Allow skills are getting better each
means? learners to identify the season.
echo - means repeated sound appropriate pictures that
A) The study of plants caused by the reflection of represent the words. a. worse b. faster
sound waves from a surface
B) The study of numbers back to the listener c. more than good

C) The study of the natural world undo - means to erase or Let us match these words What does carry mean?
remove something that was to the pictures:
3. I use a special device to measure the What does together mean
done mistakenly or incorrectly,
length of the table. What do you think pots weeds sprout
in order to correct it. What does clean mean?
device means?
What is the answer in no. 3? watering can What does never mean?
A) A tool or gadget photosynthesis
once- means one time or on What does better mean?
B) A piece of clothing
one occasion in the past.
C) A type of plant
What is the answer in no. 4?
4. Their journey took them across many Note: Let the learners show
before - means earlier in Which picture represents their answers using the drill
countries and through many adventures. pots? weeds? sprout?
time or prior to something boards.
What do you think journey means? watering can?
else happening
A) A short walk Photosynthesis? Place each
found- means discovered or word under the picture.
B) A long trip or adventure came across on something SAY: Great job, everyone! Now
after searching or exploring you have a better
C) A type of vehicle understanding of these words
Now, look at the pictures, and how they are used in each
5. In the experiment, they mixed two what does it mean by pots? context. This will help you as
chemicals to see what would happen. Based SAY: Great job, everyone! Now Weeds? Sprout? Watering you listen to the story again.
on this, what do you think experiment that you already know the can? Photosynthesis?
means? meaning of these words, you
will have a better
A) A game understanding of the text.
pots – are small containers
B) A scientific test used for growing plants.

C) A type of food weeds- are unwanted

plants that look like grass
that grow in a garden and
take nutrients from the
plants you want to grow.

sprout- it is the first small

leaf that comes out from

6
 SAY: Great job, everyone! Now we know seeds when they start to
the meaning of place, Science, device, grow into plants.
journey, and experiment. These words
will help us understand the story better watering can - it is a
and use them in our own speaking and container with a spout
writing. used for pouring water
on plants

photosynthesis – is the
Now, read the questions which you will process plants use to make
answer after reading the story. their food using sunlight,
water, and air.
1. What number did Emma find on the
board in the science lab?

2. What did the teacher do to Now that you already know

demonstrate an echo to Emma? these words, let's read the
story and see how these
3. What numbers did the teacher ask words are used. Are you
Emma to read in front of the class? ready? Let's begin!
4. Why do you think the undo device made
learning more fun for Emma?

5. How might Emma's understanding of

place value help her with other
numbers she encounters in the future?

6. What did Emma learn from her

journey through numbers and science?

7. Imagine you have an undo device like

Emma. How would it help you in your
learning? Provide an example.

8. If you were to conduct an experiment to

create an echo, what materials or places
would you use to see the best results?
Why?
During/Lesson Proper

7
 SAY: Now, let us read the story titled SAY: Do you recall the SAY: Do you still remember SAY: Remember the story The
Emma’s Science Adventure: The Magic of amazing story Emma’s the story about Emma, a Science of Planting. You will
Reading the Key Numbers and Echoes. Listen attentively as Science Adventure: The student who loves to learn have the chance to retell this
Idea/Stem I read the text, and you will answer Magic of Numbers and math and science? interesting story using the
Echoes? pictures provided. But before
you listen to the story, let’s talk

8
questions based on the story. Are you You will have the chance to Today you will discover about how you can all be great
ready? retell this fantastic story using other things that Emma listeners. What are the things
the pictures provided. But loves to do. Listen you should know and do when
In a science lab, a curious student named before you listen to the story, attentively, as I read the listening to a story?
Emma wanted to understand the magic of let’s talk about how you can be story carefully, take note of
numbers and science. Emma had a special great listeners. the discourse markers DO: Call a learner to share
device that could undo mistakes, which used and the important things to remember when
made learning even more fun! What are the things you details in the story. listening to a story.
should do when listening to a
One day, Emma found a number on the story? Call a learner to retell the story
board: 1234. How do I read this? Emma using these pictures. (The
wondered. The teacher explained, “You Call a learner to retell the story The Science of Planting teacher may provide a similar
read it as one thousand two hundred thirty- using these pictures. Seeds picture based on the
four. The place value of 4 is the ones place, descriptions below)
3 is in the tens place, 2 is in the 1. A young girl holding a Emma and her brother
hundreds place, and 1 is in the thousands device along the school Max are going to learn how 1. Picture of a young girl and a
place.” corridor. to plant seeds in their young boy in the garden,
garden. They have all their preparing the materials they
Next, Emma saw an experiment with an materials ready: seeds, soil, need to plant seeds (seeds, soil,
echo. The teacher clapped her hands once, water, and small pots. watering can, and small pots).
and after a moment, they heard the sound
bounce back. “That’s an echo!” the teacher First, they pull out the
said. Emma learned that an echo happens weeds from the garden
when sound waves hit a surface and come bed. It’s important to keep
back. the soil clean so that the
new plants can grow
better.

Emma loves to give her best effort in all her Next, they fill the pots
tasks. Before the next experiment, she 2. A young boy looking at the with soil and make small 2. Picture of a young girl and a
quickly washed her hands. The teacher board with the numbers holes in the soil. Both young boy pulling weeds in
asked her to walk to the front of the class 1234 written on it. Emma and Max try to make the garden.
and read the numbers six, seven, eight, and the holes the same size to
five written on the board. The teacher ensure the seeds will grow
showed Emma how to break it down: well.

Then, they place one

seed into each hole and
6 is in the thousands place cover it lightly with soil.
Together, Emma and Max
7 is in the hundreds place
carry the watering can and
8 is in the tens place gently water the seeds. It’s
important to water the
45is in the ones place seeds regularly, but never

9
 too much, or they might rot

10
 3. A young girl watches her in their place from being 3. Picture of a young boy
teacher clap her hands, (show too wet. putting soil in the pot and a girl
By understanding each digit’s place value, the sound produced echoes in making tiny holes in the soil.
Emma could read any four-digit number. the room). Finally, they place the
pots in a sunny spot where
With the help of the undo device, Emma the seeds can get plenty of
could correct any mistakes and try again. sunlight. Sunlight is crucial
She practiced reading the numbers quickly for photosynthesis; the
and accurately, becoming faster each time. process plants use to make
their food.

After a few weeks, they

Emma’s journey through numbers and
see the first sprouts coming
science was exciting, showing how once
up. Emma and Max feel 4. Picture of a young girl and a
you start learning, the possibilities echo
proud of their work and try young boy putting seeds into
throughout everything you do!
to take good care of their the holes and covering them
plants every day. They lightly with soil.
learned that with proper
Now, let's check our understanding of the care and patience, they can
story by answering the following questions: grow beautiful plants
together.
1. What number did Emma find on the
4. A young boy reads numbers
board in the science lab? Now, let's check our
6785 on the board.
understanding of the
2. What did the teacher do to
story by answering the
demonstrate an echo to Emma?
following questions:
3. Why do you think the undo device made
1. What materials did 5. Picture of a young girl and a
learning more fun for Emma?
Emma and Max have ready young boy placing the pots
4. What did Emma learn from her for planting? where they can receive
journey through numbers and science? sunlight.
2. What did Emma and
5. Imagine you have an undo device like Max do first in their
Emma. How would it help you in your garden?
learning? Provide an example.
3. Where did Emma and
6. If you were to conduct an experiment to Max place the pots after
create an echo, what materials or places watering the seeds?
would you use to see the best results?
4. What can you infer
Why?
about Emma and Max's
feelings when they saw Note: Encourage learners
SAY: Good job, everyone! the first sprouts coming to pause and ask questions.
up?

11
5. A teacher telling a student 6. How would you explain Possible questions would be as
to break down the number the importance of sunlight follows:
6785 like this: for the seeds to a friend?
1. Why did Emma and Max pull
7. If you were planting out the weeds before planting
seeds, what steps would the seeds?
you take to make sure they
grow well, based on what 2. How did Emma and Max
Emma and Max did? make sure the seeds would
grow well in the pots?

3. Why is it important to
water the seeds regularly but
not too much?

4. What role does sunlight

play in helping the seeds grow
into plants?
6 is in the thousands place
5. How did Emma and Max feel
7 is in the hundreds place when they saw the first
sprouts coming up?
8 is in the tens place

5 is in the ones place

Note: Encourage learners to

pause and ask questions.
Possible questions would be as
follows:

1. What is an echo and how

does it happen?

2. How does the special device

that Emma has help her with
learning?

3. What did Emma learn about

the number 1234?

12
 4. Why is it important to
understand each digit’s place
value?

5. What kind of experiments

do you think Emma will do
next?

SAY: Now, let us talk about the high DO: SAY: Now, you will write SAY: Now, you will be working
frequency and content specific words used the details of the story on organizing and sharing
in the story. Ask the following questions: about how Emma and Max details from the story. Let's
plant a seed using a begin!
Can you identify those words? Write them 1. What did Emma hear when
graphic organizer. Let's
down on your paper/notebook. Then, let us the teacher clap her hands in First, I want you to find a
get started with some
read them together. the experiment? partner. You'll be working
questions to guide us.
together on a graphic organizer
DO: List down the words on the board and (echo)
First, write down what to write down key details from
let the learners read each word. Emma and Max planned to the story. Remember, these
2. How many times did
Emma’s teacher clap her do. details are important to better
hands? understand how Emma and
Ask: What did Emma and Max planted their seeds step by
Below is a list of high-frequency words—
(once) Max plan to do? step.
those commonly found in early reading
texts—that appear in the story: Now, list the materials they
3. What should Emma do to fix Note: call for volunteers to share
her mistakes and try again? need for planting seeds. their work.
Developing a, and, the, in, to, on, of, it, she, her,
was, by, that, how, (undo)
Understanding of the Ask: What materials do Now let’s read the sentences
Key Idea/Stem you, all, any 4. How did practicing with the they need for planting with basic sight words from
undo device affect Emma’s seeds? the story.
Here are some examples of content- confidence in reading
Next, think about the steps 1. Emma and Max never forget
specific words found in the story, numbers?
they took. What did they do to carry their watering can
particularly related to science and
5. What do you think Emma’s first, second, third, and when they plant seeds in the
mathematics:
journey through numbers and last? garden.
science lab, numbers science teaches us?
2. In the garden, Emma and
undo device, place value Max worked together to clean
Now, I will let you read
the soil of weeds before planting
ones place, tens place your work aloud. Who
their seeds.
would like to share?
hundreds place
3. Both Emma and Max worked
Now, let's look for some of
thousands place, echo together to plant the seeds, they
the important details in the
experiment, sound waves
13
 story using another graphic try their best to make sure that
organizer. the plants grow well.
SAY: Do you have these words on your list?
Good! Here are some questions 4. Today, Emma and Max
which will guide you in this carefully placed the pots in a
activity. sunny spot, ensuring the seeds
would receive enough sunlight
First, think about the main to grow, and they hoped no
idea of the story. seeds would fall out.
What is the story about? 5. Emma and Max learned that
by pulling out weeds
Then, identify the key
regularly, their plants grew
information you need to
better in the garden.
know about planting seeds.

What are the things that

you should know about
planting seeds?

Note: Call on learners to

read their final output
using the graphic
organizer.

Good job everyone! You all

did a great job in
identifying the details and
organizing them. This will
help you remember the
steps and important
information about planting
seeds.

SAY: How about noting significant details? SAY: Read the words on the SAY: Let us read the steps SAY: Let us recall the steps
Was the reading text also informative? Were board. on how Emma and Max Emma and Max followed to
you able to identify a problem-solution plant seeds. plant their seeds.
relationship in the text?
Deepening First, they pull out the Who can tell us of the first thing
DO: Show examples of problem- What word pattern can we find weeds from the garden bed. they did?
Understanding of the
solution relationship in the text in the words echo, once, undo
Key Idea/Stem Next, they fill the pots with (Allow learners to respond.)
Here are some problem-solution soil and make small holes
relationships found in the story: in the soil.
Let’s find out!

14
Reading Numbers: Then, place one seed into That's right, they pulled out the
each hole and cover it weeds to keep the soil clean.
Problem: Emma is unsure how to read the echo once undo lightly.
number "1234" displayed on the board. Why do you think it is
VCCV VCCV VCCV important to start with clean
Solution: The teacher explains that it is soil?
read as "one thousand two hundred thirty- Finally, place the pots in a
four" by breaking down the place value of sunny spot where the seeds (Encourage discussion from the
SAY: Give examples of words
each digit. can get plenty of sunlight. class.)
with VCCV pattern.
Look at how these
sentences are presented.
Understanding an Echo: What have you noticed? SAY: Now, let's move to the
I will show you strip of words.
next step. What did Emma and
Problem: Emma sees an experiment Clap your hands if the word
Correct! We use the Max do after cleaning the soil?
involving an echo but does not understand has a VCCV word pattern and
discourse words First,
what an echo is. shake your hands if the word (Prompt learners to recall.)
next, then, and finally to
does not have a VCCV pattern.
show the step-by-step
Solution: The teacher demonstrates by
procedure on doing
clapping hands and explains that an echo
something such as planting They filled the pots with soil
happens when sound waves hit a surface
clap Emma frog seeds. and made small holes for the
and bounce back.
seeds.
edge trap undo Now you know how to
recognize discourse Why do you think they made
make into
Correcting Mistakes: markers and how they help holes of the same size? How
once us understand the order of does this help the seeds grow?
Problem: Emma makes mistakes while events in a story. Keep
reading numbers. axle onto neat practicing this skill, and it Next, they placed one seed into
will make your reading and each hole and covered it
Solution: With the help of the undo device, lightly with soil.
writing easier.
Emma is able to correct her mistakes and
try again. Let us practice using Why is it important not to cover
VCCV words and some the seeds too deeply?
SAY: To deepen your understanding of the basic sight words in Now let us think deeply
text, write five sentences about Emma’s sentences. about the story of Emma After planting, Emma and Max
learning journey by using the high and Max planting seeds. watered the seeds gently with
frequency and content-specific words you 1. Before you submit your Find a partner answer the the watering can.
learned. assignment, make sure to following prompt. Think
undo any mistakes you have Why is regular watering
about your answer and
made. important? What might happen
write down your ideas on
if they watered too much?
2. Elsa decided to walk your paper and share your
along the edge of the answers when you are (Encourage learners to
playground, moving fast to done. think critically.)
catch up with her friends.
15
3. Mike walked into the
classroom to give her
teacher

16
the eight books she borrowed 1. Imagine you are Emma
from the library. or Max. Write about a
problem you faced while Finally, they placed the pots in
4. After fixing the broken axle, planting seeds and how you a sunny spot. Why is sunlight
they decided to wash the car solved it. crucial for plants? What does
again to make it shine. sunlight give to plants?
2. Describe what you would
5. Emma found five shiny do differently if you were (Discuss photosynthesis)
pebbles while exploring planting seeds with Emma
the beach. and Max.
Based on what you learned,
3. Why is sunlight
what do you think Emma and
important for plants
Fill in the blanks with Max learned from this
during photosynthesis?
appropriate VCCV word experience? What do you think
Write about how sunlight
to complete the they felt when they saw the first
helps plants grow.
sentences. sprouts coming up?
Choose the words in the box.
(Encourage learners to infer
Now, let's share our ideas. from the story.)
(accept all answers)
Undo Emma edge
Wonderful thoughts,
echo into once How did you get the answers to
everyone!
these questions?

SAY: We call this process-

1. loves learning about drawing conclusion. We use the
science in her classroom. information presented in the
story to make sound judgments
2. When she shouted in the
or interpretations about what
empty hallway, she heard an
might happen, why things
.
occurred, or what the
3. She stepped the lab, characters learned or felt.
excited for the experiment.
Let's discuss the procedural text
4. Emma stood at the of type. If you can still remember
the table to get a better view. what makes this story a
procedural text?
5. If Emma made a mistake on
her homework, she used an What are the cue words? How
eraser to it. does understanding procedural
texts help us in everyday tasks?

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 SAY: Now let’s go back to the Great job, everyone! Today,
questions about the story. you practiced drawing
Read the sentences. conclusions from the story of
Emma and Max planting seeds
1. How did practicing with the and explored how procedural
undo device affect Emma’s texts work. Keep up the good
confidence in reading work!
numbers?

2. What do you think Emma’s

journey through numbers and
science teaches us?

3. How will understanding

place value help Emma in her
future studies?

4. What does Emma’s

excitement about learning
suggest about her character?

SAY: Remember, there are

some answers to the questions
that are not directly found in
the story. Instead, we use
information and clues from the
text to draw conclusions.
After/Post-Lesson Proper
Reflection: I learned in today’s lesson that Reflection: I learned in Reflection: I learned in Reflection: I learned in today’s
today’s lesson that . today’s lesson that lesson that .
.
I realized that understanding and using I realized that there are I realized that in drawing
high frequency and content-specific VCCV word patterns that I I realized that discourse conclusion we must .
Making
words are important because . can say, read, and write, like markers like first, next,
Generalizations and When speaking or writing a
. and finally help me .
Abstractions procedural text I should use
To draw conclusions in the I discovered that sunlight is these cue words that .
story, I need to . important to plants
because .

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 SAY: Read the story and identify the high SAY: Read the story and SAY: Read the story and SAY: Read the story and
frequency and content-specific words used. answer the questions that accomplish a graphic complete the graphic organizer
follow. organizer. by identifying the step-by-step
Tim wanted to learn about air pressure. He procedure of the experiment.
got a balloon and blew it up. He tied the In a small classroom, Mico The Science of Making a Try to draw the process as
balloon and held it tightly. He released the loved to solve puzzles. One Volcano well.
balloon and watched it fly around the room. day, he found a challenging
Tim noticed how the air rushing out made math problem on the board: Anica and Mico decided In a cozy kitchen, Cora and Jun
the balloon move. The balloon fell to the 2345 + 6789 =? Mico wasn't to create a model volcano. decided to grow their own
floor when all the air was gone. Tim learned sure at first, but he They gathered baking soda, crystals. They gathered a glass
that the escaping air created pressure, remembered his teacher's vinegar, red food coloring, jar, string, water, sodium borate
pushing the balloon forward. This simple lesson about adding large and a small container. powder, and food coloring.
experiment showed how air pressure works numbers. He carefully lined up First, they put the baking First, they boiled water and
in a fun and exciting way. the digits and added them step soda in the container. mixed it with sodium borate
by step. After double-checking Then, they added a few until dissolved. Next, they
his work, Mico proudly drops of red food coloring. suspended a string in the jar
announced the answer: 9134! Finally, they poured in the and left it overnight. Each day,
Mico realized that math was vinegar and watched the they checked for crystal
like solving puzzles. He eruption! formation.
learned that with practice and Gradually, colorful crystals
patience, even difficult began to form on the string.
Evaluating Learning problems could be solved. Questions: Excitedly, they watched as their
Mico's journey taught him that crystal garden grew. Lily and
persistence and careful 1. What task or activity Ben learned that crystals form
thinking were key to mastering are we explaining today? when dissolved substances cool
math skills. and solidify, leaving behind
(Write the task at the top of
intricate structures. Their
1. What conclusion can you your graphic organizer.)
crystal project became a
draw about Mico's approach shimmering success!
2. What materials do we
in solving the math problem?
need to complete this task?
2. From Mico's experience,
(List these materials in the
what can you conclude about
'Materials' section of your
the importance of practice in
graphic organizer.)
mastering math skills?
3. What is the first thing we
3. How did Mico's feelings
need to do to begin the
change from the beginning to
task?
the end of the story? What
conclusion can you draw (Write this in the first box
from this change? under 'Steps' in your
graphic organizer.)

19
 4. Based on Mico's journey in 4. What do we do next?
the story, what conclusion can Continue listing each step-
you draw about the role of in order.
patience in problem-solving?
(Write each step in a
5. What does Mico's realization separate box under Steps
about math being like solving in your graphic organizer.)
puzzles suggest about his
attitude towards learning? 5. Why is each step
important? What happens
if we skip a step?

(Write the importance of

each step in the
corresponding box under
Importance in your
graphic organizer).

 Think about a lesson you learned Look for a short text to read Describe the steps you Look for a recipe book, choose a
Additional Activities in science, write a short paragraph then, practice drawing would take to clean your menu, and write the step-by-
about your topic. Make sure to conclusions by writing room and explain why it is step procedures on how to make
for Application or write with clarity of ideas and sentences that explain what important to follow these this menu.
Remediation (if opinions. you think happens next or steps. Share your answer
applicable) what the text implies. with the class.

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head

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