School: COGON ELEMENTARY SCHOOL Grade Level: III

Teacher: CRISTILE ANN T. GESMAN Learning Area: MTB

Teaching Dates and Time: WEEK 6 Quarter: 2ND QUARTER

Date: Session: Week 6, Day 1

possesses expanding language skills and cultural awareness necessary to

participate successfully in oral communication in different contexts.
Content Standard

has expanding oral language to name and describe people, places, and concrete
objects and communicate personal experiences, ideas, thoughts, actions, and
Performance Standard feelings in different contexts.

Reads grade level texts with appropriate speed. (Note: should include benchmarks
on number of words per minute once research and data have been gathered)
Learning Competency MT3F-IId-g-1.5

I. Objectives

Knowledge: Talk about famous people, places, events, using expanding vocabulary in complete
sentences / paragraphs.

Reads grade level texts with appropriate speed. (Note: should include benchmarks
on number of words per minute once research and data have been gathered)
Psychomotor: MT3F-IId-g-1.5

Displays self confidence in working the task.

Affective:

II. CONTENT

Talking about famous people, places, events using expanding vocabulary in

complete sentences / paragraphs
A. Subject Matter Reading grade level texts with appropriate speed, accuracy and expression

K-12 MTB C.G. p 156

B. Reference

Search-A-Word Chart, Jack-in-the-Box, news feature articles, pictures of Filipina

beauty queens
C. Learning Materials

III. PROCEDURE

A. Preparation A. Pre-assessment
Motive Questions: (Refer to LM, Activity 1, page ___)

B. Learning Activities
 1. Oral language Development

Unlocking of Difficulties

Activities: 1. Senator (using context clues)

The senators signed the Clean Air Act that makes it illegal to smoke in public
vehicles.

2. Boulevard (using context clues /picture clues)

We walked along the boulevard to admire the trees and the green grasses.

Motivation:

Can you name some famous or known places in our city/town?

(Teacher single out places bearing names of people)

Do you know why these places are named after some people?

Presentation

B. PRESENTATION Call selected volunteers to read the dialogue.

Abstraction

Dialogue

Jana : The sea breeze is so fresh and cool here at the boulevard.

Pedro : Yes, it is. R.T. Lim Boulevard is also the best place to watch the sunrise or
the sunset.

Ciara : Not to forget, you get to have a good view of the Basilan and Sulu sea from
here. This place is famous throughout the country.

Pedro : I wonder why this boulevard is called R.T. Lim. Any idea?

Clara : From our Araling Panlipunan class, I remember that Roseller T. Lim is first
and only politician from Zamboanga City to become a senator. This boulevard
is called R.T. Lim in his honor.
Jana : Wow! I didn’t know someone from Zamboanga City became a

Senator of the Philippines!

Ciara : He was a lawyer . He was also a champion of the people. Filipinos all over
the country trusted him that’s why he was elected as senator.
Pedro : I saw a bronze monument at the rotunda over there, is that him?
Clara : Yes. Teacher Santos said it is reminder that our city honors him and is very
proud of him. There is even a town in Zamboanga Peninula also named in his
honor.
Pedro : Let’s take a walk to the monument and learn more about Senator R.T. Lim.
I sure want to know more about him and what he did for our people.

Comprehension Check

1. What Is the setting of the dialogue? Who are the characters?

2. What are the children talking about in the dialogue?
3. Why is R.T. Lim Boulevard famous?
4. Why was it named R.T. Lim Boulevard?
 5. How was Senator Lim honored?
Re-reading of the Selection by pupils to be called at random.

C. PRACTICE

Activity:

Ask: Do you know of any famous people or places in your community/city?

1. Group pupils into 5-6 groups. Designate a leader, rapporteur, secretary

among the members.
2. Have each group choose one (1) famous place or person from the
community.
3. Each group will brainstorm and then write down things that they can tell about
the person or the place. (in the event pupils will not be able to identify from the
community, places or people within the school can be used as an option)
4. Have them make an illustration of the person or the place they have chosen.
5. Each member of the group must have a part in the presentation of output by
telling at least one (1) important thing about the chosen famous place or person.
D. APPLICATION

E. GENERALIZATION

Presentation of Output

IV. EVALUATION Each group will be asked to present output. Teacher presents the following rubrics
for rating.

Guide Questions Points Rating

1. Is the presentation clear and Very good 5

easily understood?
Good 4

Fair 3

2. Did the presenter give a Very good 5

good description of the famous
person/place and the reason Good 4
why it is famous?
Fair 3

3. Did all of the members Very good 5

participate actively in the group
output? Good 4

Fair 3

V. ASSIGNMENT What singular form and what is plural form?

VI. REFLECTION
Subject: MTB Grade 3

Date: Session: Week 6, Day 2

demonstrates understanding and knowledge of language grammar and usage when

speaking and/or writing.
Content Standard

speaks and writes correctly and effectively for different purposes using the basic
grammar of the language.
Performance Standard

Identify singular and plural indefinite pronouns

Learning Competency

I. Objectives

Knowledge: Identify singular and plural indefinite pronouns. MT3G-IIe-f-

2.2.4

Respond to a story heard through dramatization, songs or art activities.

Psychomotor:

Show love for reading by listening attentively during story reading and making
comments or reactions.
Affective:

II. CONTENT

Identifying singular and plural indefinite pronouns.

A. Subject Matter

K-12 MTB C.G. p 156

B. Reference

Search-A-Word Chart, Jack-in-the-Box, news feature articles, pictures of Filipina

beauty queens
C. Learning Materials

III. PROCEDURE

A. Listening to narrative or informational text

B. Preparation
Motive Questions:
 Unlocking of difficult words

Show and discuss pictures of the following

1. dog’s snout (picture clue)

2. deformed (picture clue) Demonstrate the following:
3. knocking it over (TPR body)
4. crush (TPR body)
Activities:
Through context clues
 5. stray puppy (synonym)
The puppy is homeless. It is a stray puppy.

Motivation:

Ask: How do you describe a hero?

What does a hero do?

Can animals be a hero, too?

Motive question:

Present the title of the selection “Kabang: The Heroine”. Then ask the children what
questions come to mind about the story they are about to listen. Ask them what
would they like to find out about the story. A prediction chart can also be used for this
purpose.

Listening Activity

B. PRESENTATION Teacher reads the selection to the class,

Abstraction

Kabang: The Heroine

Kabang was a stray puppy who lived in the streets of Zamboanga City. She
was later adopted by Mang Rudy. Kabang lived with the family where she was
loved and taken care of by Dina, Mang Rudy’s nine-year old daughter. The dog
became Dina’s playmate along with her three-year old cousin, Princess.

One day, Dina and Princess wanted to cross a busy street. The girls did not
see a speeding motorcycle coming. Seeing the danger to the girls, Kabang jumped
at the motorcycle knocking it over. The driver and the girls were saved from an
accident, thanks to Kabang.

Unfortunately, Kabang’s snout was caught is the front wheel of the

motorcycle. The bones holding her upper snout were crushed. She ran away in
pain. Kabang came back home after two weeks. She had difficulty eating and
looked like always in pain. But she was happy to be with her two playmates again.
Kabang’s story was told on the internet where people all over the world
learned of her heroic act. People came to help her giving her food and medicines.

Veterinary doctors from abroad helped her. Kabang became a superstar.

According to Mang Rudy, people come to have their photos with the dog. Today,
Kabang is normal and healthy even with her deformed snout. She continues to be a
good and loyal friend of the family.

Discussion of the Text

1. Answer the motive questions.

2. Ask the following comprehension questions:
o Who is Kabang?
o Why was she considered a heroine?
What could have happened to the children had Kabang not jumped on the
 motorcycle?
o What happened to Kabang after saving the children’s lives?
o How did people all over the world learn about Kabang?
o How did the people help Kabang?
o Why do you think did people help Kabang?
o Why do you think Kabang tried to save the children?
o What lesson does the story of Kabang teach us?
Grammar Awareness

1. Recall of concept:

An Indefinite Pronoun tells about no specific person, place or thing.

Indefinite pronouns can be singular or plural.

Differentiated Activity for Cooperative Groups

C. PRACTICE Exercise # 1

Retell the story of Kabang using a story map to show

setting.
Exercise #
2
Choose the most exciting part of the story of Kabang and create a short drama or
pantomime the part.

Exercise # 3

Make a Poster to honor Kabang for his heroic act. Color it. Present the poster to the
class and tell why you are honoring Kabang.

Read the following sentences with indefinite pronouns. Observe and compare how
these pronouns are used in the sentences.

A B
a. Both of my parents a. Someone is
are proud of me. knocking on the door.
b. All were ready for b. Somebody was
their practice when the shouting in the next room.
rain poured. c. Everyone prepares
for the visitors.
c. Several boys
d. Everybody helps
practice daily for their
clean the house.
program.
d. Many of them enroll
this year.

Fill out the table below with appropriate words from the sentences in column A and
B.
 D. APPLICATION Which indefinite pronouns are plural? Why?

What form of verb is used for plural indefinite pronouns?

Which indefinite pronouns are singular?

What form of verb is used for the singular indefinite pronouns?

E. GENERALIZATION Indefinite pronouns like someone, somebody, everyone and everybody are singular
in meaning. Therefore, when they are used in sentences, the s-form of verb and the
be-verbs (is/ was) should be used.

Indefinite pronouns like both, all, few, many and several are plural in meaning.
Therefore, when we use them in sentences, the simple form of verb and the be-verbs
(are /were) should be used.

Encircle the indefinite pronoun in the sentence. Then underline the correct form of
the verb to complete the sentence.
IV. EVALUATION
1. Most of the library books (has, have) been returned.
2. Everybody on the bus (was, were) going to Manila Zoo.
3. Few of the men (is, are) going to play in the tournament.
4. Neither of the two senators (has, have) explained the matter.
5. All of us (is, are) hoping that Pedro will win.
6. Nobody (knows, know) the answer to your question.
7. Several of the retired men (has, have) started volunteer tutoring at the
school.
8. One of them (is, are) badly mistaken.
9. Everyone at the birthday party (was, were) somehow related to Jean.
10. No one (is, are) doing his best work

V. ASSIGNMENT (Refer to LM, Activity 2, page ___)

VI. REFLECTION

Subject: MTB Grade 3

Date: Session: Week 6, Day 3

demonstrates extending knowledge and use of appropriate grade level vocabulary

concepts
Content Standard
 uses extending vocabulary knowledge and skills in both oral and written form.

Performance Standard

Identifies and uses personification, hyperbole, and idiomatic expressions in

sentences.
Learning Competency

I. Objectives

Knowledge: Identifies and uses personification, hyperbole, and idiomatic expressions in

sentences. MT3VCD-IIfh-3.6

Read grade level text with appropriate speed, accuracy and expression.

Psychomotor:

Show interest in using personification, hyperbole, and idiomatic expressions in

writing a paragraph.
Affective:

II. CONTENT

Identifying and using personification, hyperbole, and idiomatic expressions in

sentences
A. Subject Matter

K-12 MTB C.G. p 156

B. Reference

Search-A-Word Chart, Jack-in-the-Box, news feature articles, pictures of Filipina

beauty queens
C. Learning Materials

III. PROCEDURE

Developmental Activities

C. Preparation Pre-reading
Motive Questions:
Activities

• Unlocking of Difficulties tall as a bamboo glittering like stars a star among

everyone loud as thunder a rose to behold working like a mule.

• Motivation
Have you heard of Filipinas winning in international contests? Show pictures of
Filipinas like Shamcey Supsup, Venus Rajh, Lara Guigaman, Ruffa Guiterez.
Activities:

Who are these that you know?

• Motive question:
What characteristics Mutya Datul has that made her earn the international title as
Miss Supranational?
 During Reading

B. PRESENTATION Reading of a news feature:

Abstraction

Tall and regal as a bamboo, Mutya Johanna Datul was a star among 81 beautiful
contestants present at the Minsk Sports Palace on September 6, 2013. Amid a
backdrop of music a

nd lights glittering like stars, loud as thunder, she was proclaimed and crowned as
Miss Supranational 2013.

The Bb. Pilipinas Charities Inc. (BPCI) cited that Datul was a rose to
behold during the pageant in Belarus. She was shiny as a diamond, radiating
the beauty, confidence, grace and intelligence of a Filipina.

Before winning the international title as Miss Supranational 2013. Mutya

stayed in the country working like a mule to earn money to help her ailing
parents and sustained her struggling family.

After Reading
Facilitate the discussion through the following questions:

• Who is the Filipina who earned the first international title as Miss
Supranational?
• From what kind of family did Mutya come from?
• Is she proud to tell about her being poor? Why do you say so?
• What do you think Filipinos feel about her winning in the contest?
• Why must we be proud of Filipinos like Mutya?
• Do you know of other people in our community whom we should we proud of?
Value Focus: Taking Pride with those who have significant contributions to the
community.

Skill Development:
What words were used to describe Mutya?

What words were used to describe the pageant? Why was Mutya compared to a
bamboo? a diamond? a mule? What are the characteristics of the bamboo/
diamond/ mule which may be similar to Mutya?

What words were used to show the comparison?

What is personification?

What other words were used to compare Mutya with?

Why do you think Mutya is compared to a rose? to a star?

Do the phrase still use the word “as” or “like?

What is a hyperbole?

What is idiomatic expressions?

What do personification, hyperbole, and idiomatic expressions do to sentences?

Why do they make sentences more interesting?

Help the pupils cooperatively answer the following:

Find the personification, hyperbole, and idiomatic expressions in the sentences

 Subject: MTB Grade 3

Date: Session: Week 6, Day 4

C. PRACTICE below. Next, write the words being compared. Then, write the meaning of the simile
demonstrates
or metaphor based onthe
theability to formulate
context ideas following
of the sentence. Use thethe conventional
following chart to put in
format/patterns of written language.
your answers.
Content Standard

uses expanding knowledge and skills to write clear coherent sentences,

paragraphs, short stories, letters, and poems from a variety of stimulus
Performance Standard materials.

Observe the conventions of writing a two-paragraph narrative that

includes the elements of setting, characters, and plot.
Learning Competency

I. Objectives

Knowledge: Observe the conventions of writing a two-paragraph narrative that

When 1. the teacher
includes is out, of
the elements thesetting,
classroom turns into
characters, anda plot.
circus.
2.
The moon was like a plate floating in the sky.
3.
My bed is a cloud when I am tired and wanting some rest.
Correctly
Gina 4. spellShe
is a turtle. thealways
words finishes
in the list
herofwork
vocabulary
late. words and the words
in thebreath
5.
Mona’s selections read.
is fresh as a mint.
Psychomotor:
D. APPLICATION What do personification, hyperbole, and idiomatic expressions do to sentences?
Display
Why do patience
they make in writing
sentences paragraph
more interesting?
Affective:

II. CONTENT
E. GENERALIZATION Personification, hyperbole, and idiomatic expressions are forms of comparison
that can be used to make your sentences more interesting.
Observing the conventions of writing a two-paragraph narrative that
includes the elements of setting, characters, and plot.
A. Subject Matter

K-12 MTB C.G. p 156

B. Reference ( Refer to LM, Activity 3, page ___ )

IV. EVALUATION Search-A-Word

A. Complete Chart, Jack-in-the-Box,
the phrase. news feature
Think of personification, articles, pictures
hyperbole, of
and idiomatic
Filipina beauty
expressions queens
that will make it more interesting.
C. Learning Materials
1. smart as ______
2. fast as _______
III. PROCEDURE 3. white as ______
B. Think of a metaphor to describe the following:

1. My mother is a ______.
A. Preparation 2. Senator
Preliminary Activity Santiago is a ______
Miriam Defensor
Motive Questions: 3. My bag filled with books is a ________
Give the meaning 1. of
Spelling of words for
the following the week
personification, hyperbole, and idiomatic
2. Drill on Vocabulary Words
expressions according to the context of the sentence:
V. ASSIGNMENT
Activities:
1. She laughs like a hyena that makes me deaf.
Pre-reading activity
2. Marina and Maria are like peas in a pod.
3. Father is a rooster
Raising in the
of Motive morning.
Questions
4. During Christmas season, malls and stores are like sardines in a can.

Listening to a story:

B. PRESENTATION Teacher reads the following story to the class.

Abstraction

My Favorite Story
Subject: MTB Grade 3

Date: Session: Week 6, Day 5

demonstrates expanding knowledge and skills to listen, read, and write for
specific purposes.
Content Standard

has expanding knowledge and skills to listen, read, and write for specific
purposes.
Performance Standard

Arrange 8-10 words in alphabetical order.

Learning Competency

I. Objectives

Knowledge: Responds to a story through, dramatization, songs or art activities. MT3RC-IIf-g-

11.1

Arrange 8-10 words in alphabetical order. MT3SS-IId-f-

Psychomotor: 9.2

Show cooperation in doing group task

Affective:

II. CONTENT

Arranging 8-10 words in alphabetical order.

A. Subject Matter

K-12 MTB C.G. p 156

B. Reference

Search-A-Word Chart, Jack-in-the-Box, news feature articles, pictures of Filipina

beauty queens
C. Learning Materials

III. PROCEDURE

A. Preliminary Activities

D. Preparation Spelling of the words for the week (Mastery Test)

Motive Questions:
Ask: Recall the story “My Favorite Story?
Activity 1: Give a summary.
Activity 2: Dramatize
Activities:
How did you find the activity?

My Favorite Story

B. PRESENTATION
My favorite family story is about how my brother, Carlo, returned a
Abstraction wallet he found in his tricycle. My brother drives a tricycle. He takes his
 passengers wherever they ask him to. One day, an old woman asked him to
take her to a nearby hospital. She said she is going to have a check-up in her
doctor’s clinic. My brother brought her to the place and after getting the fare,
went away.

My brother Carlo was looking for a new passenger when he saw

something on the tricycle’s floor. It was a brown wallet. He picked it up and
opened it. Lo! There was a lot of money on it. Then he saw an ID inside the
wallet. It belonged to the old woman. He hurriedly went back and returned the
wallet. The old woman was very happy. She thanked my brother for his honesty.
Unknown to Carlo, she was a high ranking official of the city. My brother was
awarded with a gold medal for honesty and a certificate from the city naming him
as a model citizen.

Recalling of concept learned:

Post on the board some words written on strips. Pick the words from the story
“My Favorite Story”.

Ask the pupils to arrange the words alphabetically.

Strengthening of Concept / Skill:

Ask the pupils how they arranged the words.

Share some techniques in arranging alphabetically

Practice: ( Refer to LM, Activity 4, page _____ ) Arrange the following words in
alphabetical order:
C. PRACTICE

D. APPLICATION

E. GENERALIZATION

Read the following paragraph. Arrange in alphabetical order all the underlined
words.
IV. EVALUATION
(Refer to LM, Activity 5, page ____ )

Refer to LMs, page ___)

V. ASSIGNMENT

VI. REFLECTION