Curriculum

Map
 Integrated English for Effective Communication
First Edition
2 Curriculum

Grade 3
Unit 1 Building Connections Time Allotment: 43 days
Program Standard The student demonstrates mastery of basic skills in English language arts, communicates appropriately, fluently and
accurately, orally and writes for a variety of purposes in different social and academic context at his/her level while carrying
out real life tasks necessary to cope with the demands of a functionally literate and competent lo- cal, national and global
citizen.
Grade Level Standards The student listens critically to one-two paragraphs; use appropriate expressions in varied situations; read texts for pleasure and
information critically in meaningful thought units; responds properly to environmental print like signs, posters, commands
and requests; and writes legibly simple sentences and messages in cursive form.
Content Standards The student demonstrates mastery of using nouns and pronouns, noting details, inferring, sequencing, visualizing
information, expressing opinions in different situations and writing activities and observing correct-subject verb agreement

Performance Standards The student transfers learning by showing application of reading and grammar skills in various real-life situations.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera- ture), F –
WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)
Integration to Other
Core Understandings
Topics Competencies Assessments Activities Subject Areas and
and Core Questions
Values
Lesson 1 Students will understand A1 Note important Formative A1 Writing character Values Education
Arnold’s Big Day that: details • Graphic organizers lines based on Being courteous in
Worktext pages: U1 Without nouns, it is EN3LC-Ia-j-2.1 completion picture clues meeting new people.
Unit 1 lesson 1 3–14 hard to identify • Worktext oral exer-
people around you, A2 Infer feelings and cises A2 Making inference
7 days using a character
the things that you traits of characters • Worktext written
• Making an inference EN3LC-Ia-j-2.8 exercises profile chart
use, the places that
• Common nouns • Recitation
you visit, or the
and proper nouns A3 Write story ending • Presentations A3 Drawing a
events that happen to
EN3WC-Ia-j-8 • Group activities predicted scene
you.
from a story read
 Students will keep con- A4 Make and confirm Summative A4 Predicting
sidering: predictions about • Quizzes outcomes from a
Q1 Why are labels and text • Performance task text
names important? EN3RC-If-j-2.8
Q2 How can you dis- Self-assessment
cover new things? A5 Answer questions • Self-check rubric A5 Answering process
to clarify • Reflection logs questions about
understanding the story
before, during, and
after reading
EN2RC-IIIf-h-2.17

A6 Interpret pictures A6 Matching the

EN4SS-IIIh-1.2.6 words with the
given pictures

D1 Classify common D1 Completing a

words into crossword puzzle
conceptual using picture clues
categories
EN2V-Ie-14

F1 Constructing sim- F1 Writing sentences

ple sentences common and
EN3G-Ib-1.4 proper nouns using
prompts

H1 Use common and H1 a. Supplying

Curriculum Map

proper nouns the appropri-

EN3G-If-2.2 ate proper
nouns for the
given common
nouns
 H1 b. Filling out a
simple person-
4 Curriculum

al profile forms
using common
and proper
nouns
H2 Use nouns in sim- ple H2 Writing sentences
sentences using common and
EN3G-Ie-2.4 proper nouns based
on real-life experi-
ences

H3 Use capitaliza- tion H3 Answering drills

rules in word and and exercises on
sentence common and
level (common and proper nouns
proper nouns)
EN3S-IIIg-j-2.5
Lesson 2 Students will understand A1 Note important Formative A1 a. Selecting
Breaking the Fast after that: details • Graphic organizers correct infor-
Ramadan U1 Different people EN3RC-Ia-j-2.1 completion mation using
Worktext pages: have different cul- • Worktext oral exer- picture clues
Unit 1 lesson 2 15–34 tures. A2 Infer feelings and cises A2 a. making infer-
6 days traits of characters • Worktext written ence using a
Students will keep con- EN3LC-Ia-j-2.8 exercises given picture
• Noting details
• Yes/No questions sidering: • Recitation
• Singular and plural A3 Interpret pictures • Presentations A3 a. Comparing
Q1 What makes each
forms of nouns EN4SS-IIIh-1.2.6 • Group activities and contrast-
culture different?
• Subject-verb agree- ing ideas using
Q2 Why do we need to
ment Summative pictures
show respect to
• Friendly letter people with other • Quizzes
culture? • Performance task
 Q3 Why nouns and A4 Use graphic or- Self-assessment A4 a. Completing a
verbs must agree in ganizers to show • Self-check rubric pie chart
sentences? understanding of • Reflection logs
Q4 What way/s would texts
help us remember EN3RC-IIc-d-2.15
significant details?
Q5 Why we should F1 Use appropriate F1 a. Constructing
observe respect in techniques and appropriate
asking questions? strategies in asking yes and no
questions questions in
EN7OL-II-e-3.7 dialogues

F2 Draw and write F2 a. Drawing ideas

sentences about based from
one’s drawing inferences
EN3WC-Ia-j-4

F3 Compose a person- al F3 a. Completing a

letter to a friend, personal letter
relative or other based on word
people prompts
EN7WC-III-h-2.2.15

G1 Use appropriate G1 a. Asking appro-

techniques and priate yes and
strategies in asking no questions
questions
Curriculum Map

EN7OL-II-e-3.7
 H1 Using singular and H1 a. Choosing the
plural nouns using correct form
6 Curriculum

subject and verb of the verb to

agreement complete a
EN4G-Ij-3.2.1& sentence
EN4G-IIa-3.9 H1 b. Answering a
cloze test
H1 c. Writing
sentences with
the correct
form of the
verb
Lesson 3 The students will under- A1 Classify common Formative A1 a. Answering the Values Education
Vicente and the Messy stand that: words into • Graphic organizers Color Category Expressing the
Park U1 Each person or thing conceptual completion Table importance of making
is related in one categories • Worktext oral exer- A1 b. Sorting words connections with others.
Worktext pages:
way or anoth- er. EN2V-Ie-j-14 cises in the picnic
Unit 1 lesson 3 35–49
U2 A part represents a • Worktext written baskets
10 days exercises
whole.
• Classification of A2 Answer questions to • Recitation A2 Answering probe
words clarify under- • Presentations questions about
• Plural form of standing before, the story
The students will keep
nouns during, and after Summative
considering:
reading • Quizzes
Q1 Why do we classify
EN2RC-IIIf-h-2.17 • Performance task
and group things?
Q2 Why form the plu- A3 Listing the
A3 Interpret pictures Self-assessment
ral of nouns? common things
EN4SS-IIIh-1.2.6 • Self-check rubric
present in the
• Reflective logs
three pictures by
completing the
Word Classification
Matrix
 D1 Use clues from the D1 Answering multiple
context to figure out choice test on
what words mean context clues
EN3V-IVa-j-12.3

G1 Recall and share G1 Dyad Activity:

experiences as Filling up the
springboard for Partner’s Box of
writing Plural Nouns
EN3WC-IIg-h-2.1

H1 Use plural forms of H1 a. Solving a word

frequently occur- search puzzle
ing regular nouns using plural
EN3G-Ii-j-2.4 forms of nouns
ending in -x, -y,
-f, and -o
H1 b. Writing the
correct plural
form of nouns to
complete the
meaning of the
sentences

H2 Use nouns in sim- ple H2 Writing sentences

sentences using the correct
Curriculum Map

EN3G-Ie-2.4 plural form of nouns

based
on interpreted
pictures
 Lesson 4 The students will under- A1 Use graphic or- Formative A1 a. Checking the Values Education
No Other Mom stand that: ganizers to show • Graphic organizers correct picture Expressing one’s
8 Curriculum

U1 A mother’s love is understanding of completion to match the appreciation of his/her

Worktext pages:
constant. texts • Worktext oral exer- word with the mother.
Unit 1 lesson 4 50–62
EN3RC-IIc-d-2.15 cises drawings
9 days • Worktext written A1 b. Completing
The students will keep
• Visualizing considering: exercises the graphic
information • Recitation organizer to
Q1 Why should we
• Singular and plural • Presentations show how a
express ownership in
possessive nouns • Group activities word is trans-
an appropriate
lated in differ-
manner?
Summative ent languages
Q2 How does draw-
ings and images • Quizzes
A2 Answer questions • Performance task A2 Answering probe
help us?
to clarify questions about
understanding Self-assessment the text
before, during, and • Self-check rubric
after reading • Reflection logs
EN2RC-IIIf-h-2.17

A3 Supply other words A3 Drawing the

or expressions missing part
that complete an
analogy
EN7V-IV-d-23.1

A4 Interpret pictures A4 Solving a maze puzzle

EN4SS-IIIh-1.2.6

D1 Interpret pictures D1 Matching

EN4SS-IIIh-1.2.6 pictures with the
appropriate words
 F1 Draw and write F1 a. Describing a
sentences about picture using
one’s drawing sentences
EN3WC-Ia-j-4 F1 b. Using visuals
to present
information

F2 Compose a personal F2 a. Writing a letter

letter to a friend, to an angel
relative, or other F2 b. Creating a mes-
people sage board
EN7WC-III-i-2.2.15

F3 Write a thank you F3 a. Writing a thank

letter you letter to
E3WC-Ia-j-6 one’s mother

H1 Use possessive nouns H1 a. Completing a

IEEC3GI-4-a grocery list by
writing the pos-
sessive form of
nouns
H1 b. Filling out mes-
sage forms
H1 c. Transforming
sentences us- ing
possessive
Curriculum Map

nouns
 Lesson 5 The students will under- A1 Infer feelings and Formative A1 a. Identifying the Values Education
Accidents Happen, but stand that: traits of characters • Graphic organizers correct picture Learning from one’s
10 Curriculum

They Result in Amazing U1 Good readers EN3LC-Ia-j-2.8 completion in a story strip mistakes.
Discoveries can tell when • Worktext oral A1 b. Completing a
Worktext pages: characters act out exercises character trait
Unit 1 lesson 5 63–78 of character. • Worktext written chart
U2 New discoveries exercises A1 c. Completing a
11 days
come from fortu- • Recitation character trait
• Feelings and traits nate mistakes. • Presentations matrix
of characters • Group activities A1 d. Completing
• Subject pronouns The student will keep a survey form
I, you, we, they, he, considering: Summative of likes and
she, it • Quizzes dislikes
Q1 How do emotions
help us know char- • Performance task A1 e. Describing a
acters better? Self-assessment character trait
Q2 Should you be • Self-check rubric of another
afraid of making • Reflection logs person
mistakes?
A2 Answer questions
Q3 Why should we A2 Inferring character
to clarify
replace nouns? traits based on a
understanding
before, during, and story
after reading
EN2RC-IIIf-h-2.17

D1 Use clues from the

context to figure D1 Filling in blanks
out what words with the correct
mean word from the list
EN3V-IVa-j-12.3
 H1 Use personal pro- H1 a. Filling in the
nouns blanks with
EN3G-IIIc-d-4.2.3 personal pro-
nouns using a
bingo card
H1 b. Answering a
cloze test
H1 c. Drawing a
poster using
personal pro-
nouns
H2 Present information in H2 Creating an adver-
varied artistic ways tisement poster using
EN3OL-IVa-e-i.19 character traits and
personal
pronouns
Curriculum Map
 Unit 2 Learning from Experiences Time Allotment: 48 days
12 Curriculum

Program Standard The student demonstrates oral and written fluency at his/her level while carrying out real life tasks necessary to cope with
the demands of a functionally literate and competent local, national and global citizen.
Grade Level Standards The student engages in different communicative activities and uses the skills gained in basic poem appreciation, creating
stories, posters and informative talk in classroom situations.
Content Standards The student demonstrates understanding of verbs and their tenses, identifying the meaning of content-specific words ,using
different types of context clues and predicting outcomes.
Performance Standards The student transfers learning by showing application of the different skills through oral and written communica- tion.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera- ture), F –
WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Integration to Other
Core Understandings
Topics Competencies Assessments Activities Subject Areas and
and Core Questions
Values
Lesson 1 Students will understand A1 Follow instructions Formative A1 Sharing your thoughts Art
Androcles and the Lion that: orally given • Quizzes in a thought bubble Do a character mask.
U1 Good stories have EN2SS-IIIa-d-1.1 • Recitation
Worktext pages:
good values to • Assignments B1 Using a graphic
Unit 2 lesson 1 3–16
teach. B1 Identify and discuss • Journals organizer to identify
10 days the elements of the elements of a
U2 Verbs give mean- ing
• Fables to sentences. a story (theme, Summative story
• Elements of a story setting, characters,
• Linking verbs Students will keep con- and events) Self-assessment
sidering: EN2LC-IIa-b-2.2 • Oral presentation
Q1 Why do we need to be • Rubric assessment D1 Choosing the
grateful to peo- ple D1 Infer meaning of • Test meaning of the
who helped us? content specific underlined words
terms using context using context clues
Q2 Why is it important to
clues
be hardworking?
EN6V-IIIj-12.3.3
EN6V-IIIj-12.4.1.3
EN6V-IIIj-12.4.2.3
 Q3 What is the G1 Express apprecia- tion G1 a. Matching the
importance of for entertaining texts human traits
being contented? (anecdotes, jokes, that could de-
Q4 What are the fables, myths, tales) scribe the char-
benefits of being by recogniz- ing the acters from the
hardworking? punch lines fable “Androcle
Q5 What are the traits of EN7LC-IV-h-8.3 and the Lion”
a good friend? G1 b. Writing an origi-
nal fable
G1 c. Doing a
character mask

G2 Orally narrate events G2 Comparing three

in factual and fables and identify the
personal recounts story elements
using appropriate
verbal and non-
verbal cues
EN7OL-IV-d-1.7

H1 Use the be-verbs

(am, is, are, was, H1 a. Using linking
were) correctly in verbs in
sentences sentences
EN3G-IIa-b-3.4 H1 b. Supplying the
correct linking
Curriculum Map

verbs based on a
given fable
 Lesson 2 Students will understand A1 Follow instructions Formative A1 Coloring the picture Music
that: orally given • Quizzes that shows caring
14 Curriculum

The Place I Call Home Music Appreciation

U1 Without verbs, EN2SS-IIIa-d-1.1 • Recitation for the envi-
Worktext pages:
everything is dull • Assignments ronment
Unit 2 lesson 2 17–33
and motionless. • Journals
9 days G1 Participate/engage in Summative G1 a. Reading
U2 A poem is a strong
• Poem appreciation voice of a person. a read-along of texts • Performance Ru- excerpts of
• Action verbs U3 Every problem has a (e.g., poetry, bric test poems and
solution. repetitive text) identify the
EN2A-IIIa-e-1 emotions
Students will keep con- expressed
sidering: G1 b. Drawing dif-
ferent ways to
Q1 Why a poem is a
show that you
strong voice of
care for the
person?
following situ-
Q2 Do actions have an
ations. Write
important role in
a sentence to
our lives?
explain your
Q3 How can actions
drawing.
help us make as a
G1 c. Reading three
strong stand?
short poems and
identify the
message in the
poems
G1 d. Writing a
simple poem
using given
letters
 H1 Recognize H1 a. Matching the
common action pictures that best
words in retelling, describes the
conversation, etc. meaning of the
EN1G-IIa-e-3.4 word.
Verbs H1 b. Choosing the
EN1G-IIa-e-3 correct action
verb in a set of
pictures
H1 c. Providing a so-
lution to a sam-
ple problem
using verbs
Lesson 3 Students will understand A1 Locating informa- Formative A1 a. Looking for the Values Education
How Does Rain Form? that: tion using print • Short quizzes meaning of the Doing good deeds on a daily
U1 Facts explain the and non-print • Drills/Exercises (oral words through basis
Worktext pages: the use of the
mysteries of nature. materials/sources and written)
Unit 2 lesson 3 34–51 Making an oral report about
U2 We can understand EN3SS-IIf-h-1.5 • Recitation dictionary
9 days a natural phenomena.
the world through • Assignments A1 b. Looking for sci-
• Meaning of words facts. ence sources
related to science U3 Good actions be- to find the Art
Summative
• Types of context come good habits. meaning of a Use creative visuals to do
• Quizzes text
clues an oral report.
• Performance task D1 a. Filling in the
• The simple present Students will keep con- D1 Determine the
tense of the verb sidering: meaning of words blanks with the
using clues (Total Self-assessment correct context
Q1 How do you un- • Oral presentation
Curriculum Map

Physical Response clue

derstand the world • Rubric assessment
through realia, pic- D1 b. Filling in the
better?
tures, body move- blanks to com-
Q2 What happens if we
ments, context clues plete a text
keep on doing the
EN1V-IIb-c-12.1
same good ac-
tions?
 Q3 How can you ex- D2 Use clues from the D1 c. Using other
plain the mysteries context to figure out sources to
16 Curriculum

of nature? what words mean know the

EN3V-IVa-j-12.3 meaning
through con-
textD2 Using
illustrations to
show context
and write sen-
tences about
each picture

G1 Ask and respond to G1 Filling in a chart

questions about using clues
informational texts
listened to (environ-
ment, health, how-
to’s, etc.)
EN1LC-IIIg-h-3.2

G2 Listen and respond to G2 Filling in a schedule

others in chart form
EN3OL-IIIc-1.16.2

H1 Use verbs in simple H1 Doing a cloze test

present tense
EN3G-IIe-f-3.2.1.1
 Lesson 4 Students will understand B1 Note important Formative B1 Identifying the Values Education
Why Do We Tell Stories? that: details • Recitation missing event in a Stories help us see the
U1 Everyone has a EN3LC-IVa-j-2.1 • Writing exercises story goodness in other
Worktext pages:
Unit 2 lesson 4 52–67 story to tell. • Oral presentation people.
B2 Retell some parts of • Dialogue B2 a. Retell story in a
8 days Story Telling
Students will keep con- a story • Group activity given picture
• Personal narratives sidering: EN3LC-Ia-j-3.15 B2 b. Fill in a cloze
• Simple past tense Summative exercise Art
Q1 Why do people tell
stories? • Quizzes Capture the Best Story of
B3 Sequencing events in
Q2 Why should we look B3 Sequence of • Performance task the day.
events a story
to the past?
EN2OL-Ia-j-1.1
Self-assessment
F1 Write different • Oral presentation F1 Giving another ending
forms of simple • Rubric assessment to a story
composition as a based on a picture
response to stories given
and poems
EN3WC-IId-h-3

G1 Connect informa- G1 a. Reporting a

tion heard to per- factual event
sonal experience G1 b. Using one’s
EN3OL-Ii-j-1.10.3 imagination to
describe the
story in picture
Curriculum Map

G2 Recount significant G2 Reading a letter

events about a personal
EN3OL-Id-1.8 narrative about a
past experience
 H1 Form and use the past H1 Filling in a cloze
tense of fre- quently excercise using the
18 Curriculum

occurring regular past tense of

verbs (walk, walked) regular verbs
EN3G-IId-f-3.2

Lesson 5 Students will understand A1 Follow instructions Formative A1 Identifying different Science
One Saturday Afternoon that: orally given • Short quizzes household chores Weather forecast
U1 The future inspires us EN2SS-IIIa-d-1.1 • Drills/Exercises (oral
Worktext pages: Home economics
Unit 2 lesson 5 68–84 to make better and written)
A2 Infer/predict out- A2 a. Predicting Doing house tasks
actions now. • Recitation
12 days comes what event will
U2 Achieving a better • Simulated
• Predicting future starts with a EN2RC-IVd-2.8 presentation come first and
outcomes goal. next given a set
• Reading dialogues U3 Predicting out- Summative of picture clues
• Simple future tense comes helps us A2 b. Studying the
of verbs avoid failures. pictures care-
Self-assessment
fully. Predicting
• Oral presentation
Students will keep con- what event will
• Rubric assessment
sidering: happen next.
• Poster
Draw and
Q1 Do we run out of
explain your
time?
answers
Q2 Why set goals?
A2 c. Comparing
Q3 Is it possible to see
three situations
the future?

and predict
the next
outcome for
each
 B1 Make a stand B1 a. Giving a
EN6LC-IIIe-3.1.13 reaction to the main
character
B1 b. Comparing the
three weekly
planners of three
pupils and make
write an opinion
for each
D1 Using context clues in
D1 Use clues from the a given sentence
context to figure
out what words
mean
EN3V-IVa-j-12.3

G1 Use verbs in simple G1 a. Filling in the

future tense blanks with the
EN3G-IIi-j-3.2.2 future tense.
G1 b. Answering
in complete
sentences and use
the correct form
of the verb in the
simple future
tense.
G1 c. Giving a five
Curriculum Map

step-by-step
process for the
household
chore given.
Use the simple
future tense verbs
in the
steps
 G1 d. Doing a
weather forecast
20 Curriculum

using the future

tense of verbs
 Unit 3 Being the Best Time Allotment: 45 days
Program Standard The student demonstrates oral and written fluency at his/her level while carrying out real life tasks necessary to cope with
the demands of a functionally literate and competent local, national and global citizen.
Grade Level Standards The student engages in different communicative activities and uses the skills gained in diary entries, creating sto- ries,
slogans, timetable and formal speech.
Content Standards The student demonstrates understanding of adjectives and their comparative forms, functions of adverbs of manner, uses of
prepositions of time and place, noting details, making inferences, interpreting timetables, finding specific locations, and
differentiating homophones and homographs.
Performance Standards The student transfers learning by showing application of the different skills through oral and written communica- tion.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera- ture), F –
WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Integration to Other
Core Understandings
Topics Competencies Assessments Activities Subject Areas and
and Core Questions
Values
Lesson 1 Students will understand A1 Note details from a Formative A1 Answering com- Social Studies
The Lion, the Wolf, and that: story read • Quizzes prehensions ques- Writing details about
the Fox U1 Details make a EN2RC-IIId-e-2.10 • Recitation tions about the famous icons around
person unique. • Assignments story read the world.
Worktext pages: Unit
U2 Adjectives give rea- • Journals
3 lesson 1 3–20
sons why a person A2 Interpret pictures A2 Noting details through
9 days EN4SS-IIIh-1.2.6 Summative picture analysisD1
stands out.
• Noting details Com- pleting the
• Descriptive Students will keep con- Self-assessment word boggle task.
Curriculum Map

adjectives sidering: • Oral presentation

• Rubric assessment A3 Modifying a given
Q1 What makes you
A3 Note details in sen- • Test story by adding
unique from oth-
tences and stories details
ers?
Q2 How can a person (controlled words,
stand out in a short e, a...) that they
crowd? read
EN2RC-IIId-e-2.10
 A4 Use graphic or-
ganizers to show
22 Curriculum

understanding of
texts
EN3RC-IIc-d-2.15
State details of text
during and after
reading
N2RC-IVa-2.2

C1 Make connections
between informa-
tion viewed and
personal experi-
ences

D1 Identify the
meaning of words
through context
clues
EN3V-IVa-j-12.3
EN4VC-IIIh-c-2.4

F1 Take part in crea- tive

responses to stories
like prepar- ing logs,
journal and other
oral presentations
EN3AT-IVd-f-2.9
 G1 Take part in crea- G1 Delivering a prepared
tive responses to speech in front of
stories like pre- an audience
paring for an oral following an
presentation assigned role
EN3AT-IVd-f-2.9

G2 Speak clearly using G2 Delivering a pre-

appropriate rate and pared speech in front
voice projec- tion of an audience
EN4OL-Ia-1.14.1 following the me-
chanics in speaking
H1 Use descriptive
adjectives H1 a. Matching the
EN3G-IIIf-g-5.3.1 given adjective
with the appro-
priate picture
H1 b. Describing the
given pictures
H2 Compare
and contrast H2 Writing a short
information heard explanation show-
EN3OL-IV a-j-1.9 ing comparison and
contrast of an
illustration
Curriculum Map
 Lesson 2 Students will understand A1 Interpret simple Formative A1 Completing a table Art
that: tables • Quizzes by comparing and
24 Curriculum

Angkor’s Sprawling Creating a slogan

Cityscapes Revealed U1 A city has its own EN3SS-IVe-f-1.2.2 • Recitation contrasting infor-
secrets. • Assignments mation
Worktext pages: History
U2 Comparing and • Journals
Unit 3 lesson 2 21–38
contrasting infor- A2 Interpret pictures A2 a. Choosing simi- Comparing and
9 days EN4SS-IIIh-1.2.6 Summative lar illustrations contrasting details about
mation help in
• Comparison and making wise deci- • Performance rubric by comparing Historical Facts
contrast sions. test and contrasting
• The comparative information
and superlative Students will keep con- A2 b. Comparing and
forms of adjectives sidering that: contrasting
illustrations
Q1 What makes a city
interesting?
D1 Match words, phrases D1 Choosing similar
Q2 What is the impor-
and sen- tences illustrations by
tance of compar- ing
containing these comparing and
and contrasting in
words with pictures contrasting infor-
one’s life?
EN3PWR-IVc-2 mation

E1 Explain how a
selection may be E1 Comparing and
influenced by contrast photos that
culture, history, en- are influenced by
vironment, or other history
factors
EN7LT-I-i-3

F1 note important details

EN2RC-IIId-e-2.10 F1 Composing ques-
tions based on the
compared and
contrasted details
 H1 Use the degrees of H1 a. Answering
adjectives in mak- grammar drills
ing comparisons H1 b. Creating
(positive, compara- sentences using
tive, superlative) the
EN3G-IVi-j-5.2 comparative
and superlative
forms of adjec-
tives based on a
dialog read
H1 c. Writing reac-
tions in a
double-entry
journal based
on facts given
Lesson 3 Students will understand A1 Answer questions to Formative A1 Answering Values Education
It’s Teachers’ Day! that: clarify under- • Short quizzes questions to check Show appreciation of
U1 Writers do not give standing before, • Drills/Exercises (oral comprehension others
Worktext pages:
all the details. during, and after and written) about the story
Unit 3 lesson 3 39–55
U2 Without adverbs, we reading • Recitation
9 days EN2RC-IIIf-h-2.17 • Assignments
can’t describe
• Making inferences actions accurately.
• Adverbs of manner U3 People do the A2 Use graphic Summative A2 Reading and filling out
same action in organizers to show • Quizzes a four paned event
different ways. understanding of • Performance task graphic organizer
U4 Adverbs helps us texts
Curriculum Map

identify a person’s EN3RC-IIc-d-2.15 Self-assessment

way of doing • Oral presentation A3 a. Providing
things. A3 Make inferences and • Rubric assessment inferences for
draw conclusions specific situa-
based from texts tions read
EN3RC-IIIe-f-2.11
 Students will keep con- A3 b. Writing a
sidering: conclusion by
26 Curriculum

Q1 Why read between the comparing

lines? all inferences
Q2 What are actions made based on
without adverbs? specific situa-
Q3 Can you do an tions
action in more
than one way? A4 Use one’s A4 Reading real life
Q4 How can we schema to better situations and write
identify a person’s understand a text inferences based on
way of doing EN7RC-III-a-8 the text given
things?
D1 Give the meaning of D1 Identifying the
words used in stories meaning of a word
presented through using letter clues and
real ob- jects, context clues
illustrations,
demonstration and
context clues
EN2V-IIIa-b-13.1

F1 Participate in F1 a. Completing a
generating ideas word web
through prewriting F1 b. Creating a
EN2WC-IVa-c-1 story illustra-
– webbing tion using
EN2WC-IVb-1.2 sentences that
contain verbs
and adverbs

F2 Write 2–3 F2 Writing a thank- you

connected sentences letter
EN4WC-Ia-2.2.1
 H1 Adverbs H1 a. Identifying ad-
EN3G-IVi-6 verbs the verb
Recognize adverbs of it modifies in
manner sentence drills
EN3G-IVi-j-6.1 H1 b. Creating sen-
tences using
adverbs of
manner based on
illustrations
given
H1 c. Matching ap-
propriate verbs
and adverbs to
create mean-
ingful sentenc-
es
Lesson 4 Students will understand A1 Identify text-types Formative A1 Reading a diary entry Art
Summer in Zambales that: according to • Recitation Comic Strip Creation
U1 Use of words should purpose: • Writing exercises
Worktext pages:
have mean- ing. – To recall a series of • Oral presentation
Unit 3 lesson 4 56–77
U2 Locations should events • Dialogue
8 days EN4RC-IIe-3.1.9 • Group activity
always be specific.
• Homophones Students will keep con- C1 Interpreting
• Prepositions of sidering: C1 Interpret pictures Summative the meaning of
place EN4SS-IIIh-1.2.6 • Quizzes homonyms
Q1 Why past memo- ries
never leave our • Performance task through picture
Curriculum Map

mind? clues and error

Q2 Can words sounds be Self-assessment analysis
deceiving? • Oral presentation
Q3 Is it important for • Rubric assessment
locations to be
specific?
 C2 Draw and write C2 Drawing a well-de-
sentences about signed four-paned
28 Curriculum

one’s drawing comic strips with a

EN3WC-Ia-j-4 description of one’s
drawing

D1 Homonyms (e.g., D1 Distinguishing

flower/flour) homophones
EN3V-IIIe-f13.6 which is a kind of
homonym using
picture clues

D2 Match these words D2 Matching appropri-

with the appropri- ate word meanings
ate pictures using picture clues
EN3PWR-IVi-2

F1 Give the correct F1 Creating meaning- ful

meaning of homo- sentences using
nyms (pail, pale) homonyms with the
EN1V-IVf-g-13.6 appropriate decoded
meaning

H1 Prepositions H1 a. Identifying
EN3G-IVg-7 the correct
Use the most fre- prepositions
quently occurring to be used in
prepositions(e.g., sentences
towards, beside, H1 b. Showing
into, etc.) understanding
EN3G-IVg-h-7.3 of prepositions
by drawing
specific objects
 H1 c. Showing
understanding
of prepositions
by answering
questions to
locate objects
Lesson 5 Students will A1 Interpret pictures Formative A1 a. Interpreting Civics and Culture
Camping Day understand that: EN4SS-IIIh-1.2.6 • Short quizzes meaning of Create a summer camp
U1 Word meanings may • Drills/Exercises (oral homographs program of activities.
Worktext pages:
be very tricky. and written) though picture
Unit 3 lesson 5 78–95
• Recitation analysis
10 days • Simulated A1 b. Matching Values Education
Students will keep con
• Homographs - sidering: presentation correct homo- Time Management
• Preposition of time graphs through Responsible Leadership
Q1 How will you man -
Summative picture puzzles
age to fit many
• Unit test A2 a. Creating a time
activities in one day?
A2 Interpret simple • Performance task table based on a
Q2 Can words be
tables text read
tricky?
Q3 What happens if we EN3SS- IVe-f-1.2.2 A2 b. Reading and
analyze time
can only de - code
tables
one meaning for a
A2 c. Creating a
word?
Q4 Is time manage - ment program of
necessary? activities in a
well orgranized
a time table
Curriculum Map
 D1 Match words, phrases D1 Identifying the
and sen- tences meaning of vo-
containing these cabulary words using
30 Curriculum

words with pictures picture clues

EN3PWR-IVg-2

D2 Homographs (e.g.,
read-read) D2 Identifying homo-
EN3V-IIIg-h-13.7 graphs using picture
clues
D3 Clarify meaning of
words using D3 Finding the multi- ple
dictionaries meanings of a word
EN4V-IIa-8.1 (homograph) using a
dictionary
F1 Give one’s reaction to
an event or issues F1 Writing a reaction to
EN1LC-IVa-j-3.12 erroneous use of
Infer important homographs
details
EN1LC-IVa-j-2.8

H1 Prepositions (prep-
ositions of time)
EN3G-IVg-7 H1 a. Identifying the
correct prepo-
sitions of time
in sentences
H1 b. Creating a
schedule
of activities
based on a
text read using
appropriate
prepositions of
time
 Unit 4 Exploring the World Time Allotment: 46 days
Program Standard The student demonstrates oral and written fluency at his/her level while carrying out real life tasks necessary to cope with
the demands of a functionally literate and competent local, national and global citizen.
Grade Level Standards The student engages in different communicative activities and uses the acquired skills in completing graphic organizers,
writing personal letters, feature articles, and autobiographies, making illustrations, following directions, and creating
informative posters, environmental slogans and scientific reports.
Content Standards The student demonstrates understanding of different parts, forms and functions of sentences, sequencing events using
transitional devices, interpreting pictures to make valid inferences, noting details from informational texts, interpreting
pictographs, purpose of folktales, and use of proofreading symbols.
Performance Standards The student transfers learning by showing application of the different skills through oral and written communica- tion.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit (Litera- ture), F –
WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Integration to Other
Core Understandings
Topics Competencies Assessments Activities Subject Areas and
and Core Questions
Values
Lesson 1 Students will understand A1 Identify various Formative A1 Identifying the Values Education
A Surprise Visit that: text-types accord- • Quizzes arrangement of details Social and
U1 Events without order ing to structure • Recitation based on a text read Environmental
Worktext pages: Unit
are meaningless. -Time-order (se- • Assignments Awareness
4 lesson 1 3–16
U2 We communicate quence, recounts, • Journals
9 days Fostering Good
our ideas via process)
Leadership
• Sequencing events sentences. EN4RC-IIIc-4.2 Summative
• Declarative • Unit test A2 Filling out a graphic
Curriculum Map

U3 Unclear sentences
sentences convey unclear A2 Use appropriate • Performance task organizer following
ideas. graphic organizers the specific order of
(to show sequence of Self-assessment events
events) • Oral presentation
EN4LC-IId-2.7.1 • Rubric assessment
• Test
 Students will keep con- A3 Narrate events A3 Arranging events that
sidering: chronologically/ depict a routine
32 Curriculum

Q1 What are events Arrange ideas based on illustration

without order? logically based on a and schema
Q2 What does a sen- tence material viewed activation
do to words? EN7VC-II-c-11
Q3 How do ideas
come to life? A4 Sequence steps in a A4 Filling out a graphic
process. organizer that shows
EN7RC-IV-f-10.3 sequence
of events based on
real life situations
(e.g., nomination of
class officers)

B1 Activate prior B1 Writing arranged

knowledge based on events using signal
the stories to be words
read.
Listen to a variety of
literary and ex-
pository texts
sequence at least 3
events using signal
words.
EN3LC-IIIa-j-2
EN3LC-IIIa-j-
2.7
F1 Writing sentences
F1 Write a paragraph that explain events
showing using signal words
-time-order
EN4WC-IIIb-2.8.2
 F2 Compose a bio- F2 Creating a simple
graphical sketch biographical ac- count
based on a per- of one’s im- portant
sonal interview and life events
background
research.
EN7WC-IV-g-2.8.6.2

H1 Use different kinds H1 a. Identifying

of sentences: de- properly writ-
clarative (telling) ten declarative
EN2G-IIIb-1.3 sentences
H1 b. Arranging
words to create
meaningful
declarative
sentences
H1 c. Answering
questions in
declarative
sentences

H2 Construct H2 Writing a
declarative and response to
interrogative signs that tell a
sentences reason that uses
Curriculum Map

EN3G-Ib-1.4.7 declara- tive

sentences
 Lesson 2 Students will understand A1 Make inferences and Formative A1 a. Making infer- Literature
that: draw conclu- sions • Quizzes ences based on
34 Curriculum

Why the Bananas Appreciation of Folk

Belong to the Monkey U1 Asking questions leads based on texts • Recitation picture clues Tales from Other Parts of
us to safety. (pictures, title, and • Assignment A1 b. Reading simple the World
Worktext pages:
content words) • Journals foreign lan-
Unit 4 lesson 2 17–33 Foreign Language
Students will keep con- EN3RC-IIIa 2.11 guage names
9 days Summative based on Learning Simple For- eign
sidering that:
• Antonyms • Performance rubric picture clues Language Terms
Q1 Why are opposites
• Interrogative sen- test
important?
tences A2 Answering ques-
Q2 How can questions
A2 Note details re- tions based on the
save lives?
garding character, details read from a
setting and plot selection
EN3RC-III0-2.2
B1 Recognizing funny
B1 Express lines from a folktale
appreciation for read
entertaining texts
(anecdotes, jokes,
fables, myths, tales)
by recognizing the
punch lines
EN7LC-IV-h-8.3
C1 Analyzing the pic-
C1 Interpret pictures tures to create an
EN4SS-IIIh-1.2.6 explanation

D1 Interpreting
D1 Interpret pictures pictures through
EN4SS-IIIh-1.2.6 shapes assimilation to
decode mean- ings
of words in a
vocabulary activity
 D2 Use context clues D2 a. Supplying the
(antonym) to find correct anto-
the meaning of nym of a given
unfamiliar words word based on
EN4V-Ic-13.2 context clues
found in
sentences
D2 b. Identifying op-
posite mean-
ings through
illustrations
D2 c Drawing illus-
trations based
on decoded
opposite
meanings

E1 Discover literature as E1 Reading a folktale

a means of (Brazilian folktale)
connecting to a
significant past
EN7LT-I-b-1

F1 Write at least three F1 Composing a letter

sentences from of appreciation that
various familiar also contains
Curriculum Map

sources Write interrogative

different forms of sentences
simple composi-
tion as a response to
stories/ poems
listened to
 EN3WC-IId-h-3
Thank-you letter
36 Curriculum

EN3WC-IIa-j-6

H1 Sentences H1 a. Identifying the

EN3G-Ib-1 different kinds
Differentiate a of interrogative
declarative from sentences from a
an interrogative given text
sentence H1 b. Supplying the
EN3G-Ib-1.4.1.1 correct words to
create a
meaningful
interrogative
sentence
H1 c. Arranging
words to create a
meaningful
interrogative
sentence

H2 Use proper H2 Observing proper

punctuation for punctuation mark
declarative and (question mark) in
interrogative writing
sentences interrogative
EN3G-Ib-1.6 sentences

H3 Construct H3 Creating
declarative and interrogative
interrogative sentences based on a
sentences given text
EN3G-Ib-1.4.7
 Lesson 3 Students will understand A1 Evaluate a variety of Formative A1 Reading an Science
How to Take Care of a that: informational texts • Short quizzes informational text Reading Scientific Texts
Rainbow Shark U1 Following direc- EN4RC-IVg-3.1.11 • Drills/Exercises (oral
tions saves lives. and written)
Worktext pages:
Unit 4 lesson 3 34–45 U2 Life follows a cer - tain A2 Follow simple writ- • Recitation
order. ten directions • Assignments A2 a. Evaluating one-
9 days EN3SS- IVa -1.3 self in following
• Following Students will keep con- Summative directions
directions sidering: • Quizzes A2 b. Arranging
• Imperatives • Performance task ideas in an
Q1 Why is it important to
follow directions? orderly manner
Self-assessment that creates a
Q2 What is the
• Oral presentation process and/or
importance of order
• Rubric assessment directions
in life?
B1 Identify and use the
elements of an B1 Listening to an
informational/fac- informational text
tual text heard that contains direc-
EN3LC- IIIi-j-3.7 tions

B2 Three-step
directions B2 Expressing orally
EN3LC-IVc-3.7.2 one’s understand-
ing by following
directions properly
C1 Interpret pictures
Curriculum Map

EN4SS-IIIh-1.2.6 C1 Analyzing the pic-

tures to create an
explanation
 D1 Interpret pictures D1 Interpreting
EN4SS-IIIh-1.2.6 pictures through
38 Curriculum

shapes assimilation
to decode mean-
ings of words in a
vocabulary activity

D2 Follow simple writ - D2 Looking for words

ten directions in the puzzle code
EN3SS- IVa -1.3 to solve a word
puzzle

D3 Respond to ques - D3 Creating mean- ingful

tions involving sentences that
directions involve giving
EN4OL-If-1.13.2 directions

F1 Present informa - tion F1 Using imperative

in varied artis - tic sentences in
ways (e.g., role a slogan as a response
playing, show and to environmental
tell, radio play/pod - issues
cast/broadcast/
reporting/poster
presentations)
EN3OL-IVa-e-1.19
H1 Matching
H1 Identify an appropriate
imperative verbs to create
sentence an imperative
EN3G-Ic-1 sentence
 H2 Use proper punc- H2 Using proper punc-
tuation tuation marks in
EN3G-Ib-1.6 making imperative
sentences
Lesson 4 Students will understand A1 Note details re- Formative A1 Answering ques- Science
Why the Moon Waxes that: garding character, • Recitation tions based on the Interpreting Graphs
and Wanes Worktext U1 Experiences can setting and plot • Writing exercises details read from a Based on Scientific
elicit powerful EN3RC-III0-2.2 • Oral presentation selection Texts
pages:
emotions. • Dialogue
Unit 4 lesson 4 46–58
U2 A picture is worth a A2 Interpret picto- • Group activity A2 a. Identifying
9 days graphs pictographs
thousand words.
• Expressing extreme EN3RC -IVe-g-1.2 Summative through con- tent
emotions and Students will keep con- • Quizzes specific
feelings sidering: • Performance task illustration (Sci-
• Pictographs ence)
Q1 How intense can
• Picture analysis Self-assessment A2 b. Analyzing a
feelings get?
• Exclamatory • Oral presentation given pic-
Q2 What is a picture’s
sentence • Rubric assessment tograph to
value?
answer specific
questions

B1 Express apprecia- tion B1 Recognizing funny

for entertain- ing lines from a folktale
texts (anec- dotes, read
jokes, fables, myths,
tales) by recognizing
Curriculum Map

the punch lines.

EN7LC-IV-h-8.3

C1 Describe various
types of viewing C1 Choosing a photo
materials through pair work
EN4VC-IIId-3.1 and write a short
description
 D1 Identify different D1 Analyzing a moon
meanings of con- tent calendar based to
specific words answer specific
40 Curriculum

(Content – Science) questions

EN4V-IIIf-20.1

E1 Discover literature as E1 Reading a folktale

a means of (Eskimo folktale)
connecting to a
significant past
EN7LT-I-b-1

F1 Write 2–3 con- nected F1 Writing a

sentences description of
EN4WC-Ia-2.2.1 illustrations

F2 Writing a short F2 Creating a para- graph

paragraph, etc. based on the
EN3WC-Ia-j-9 descriptions made
for an illustration

F3 Present informa- tion F3 Creating a scientific

in varied artis- tic report about the
ways (e.g., role waxing and waning
playing, show and of the moon through
tell, radio play/pod- a poster
cast/broadcast/ presentation
reporting/ poster
presentations)
EN3OL-IVa-e-1.19

G1 Speak clearly using G1 Expressing exclam-

appropriate rate and atory sentences using
voice projec- tion a specified emotion
EN4OL-Ia-1.14.1
 H1 Identify an exclama- H1 Identifying exclam-
tory sentence. atory sentences in
EN3G-Ib-1.4.8 written drills

H2 Use different kinds of H2 Identifying an ex-

sentences (e.g., clamatory sentence
declarative, inter- based on emotions
rogative, exclama- specified
tory, imperative)
EN3G-Ic-1.3

H3 Use proper punc- H3 Use exclamation

tuation point properly in
EN3G-Ib-1.6 sentences
Lesson 5 Students will understand A1 Monitor and Formative A1 Examining a Literature
Why Dogs Wag Their that: self-correct one’s • Short quizzes paragraph and Appreciating Local Folk
Tails U1 Examining one’s comprehension by • Drills/Exercises correcting errors Tales
mistakes gives us scanning and skim- (oral and written) found
Worktext pages:
second chances. ming • Recitation
Unit 4 lesson 5 59–75
EN3SS-Ia-6 • Simulated
10 days presentation
Students will keep con-
• Proofreading sidering: A2 Rereads, monitors and A2 Reading a
• Subject and self-correct one’s Summative paragraph and
Q1 Do we always need
predicate comprehen- sion • Unit test immediately
second chances to
EN3RC-IIa-b-2.19 • Performance task corrects errors
correct our mis-
once found
takes?
Curriculum Map

C1 Interpret pictures Self-assessment

Q2 Can we learn from
EN4SS-IIIh-1.2.6 • Oral presentation C1 Interpreting the
mistakes?
• Rubric assessment meaning words
Q3 What should we do to
• poster through picture
avoid experienc-
analysis
ing consequences?
 Q4 If people would speak E1 Discover literature as E1 Reading a folktale
only phrases, would a means of (Visayan folktale)
42 Curriculum

we be able to connecting to a
understand each significant past
other? EN7LT-I-b-1

F1 Write 2–3 con - F1 Writing a

nected sentences description of
EN4WC-Ia-2.2.1 illustrations

F2 a short paragraph, etc. F2 Creating a paragraph

EN3WC-Ia-j-9 based on the
descriptions made
for an illustration.

F3 Revise writing for F3 Rewriting a corrected

clarity: first draft
– Capitalization
– Appropriate
punctuation
marks
EN4WC-Ib-1.8.1

F4 Compose clear and F4 Create a feature article

coherent sentenc- es that observes clear
using appropri- ate and coherent
grammatical sentences
structures: pro-
noun – reference
agreement (num-
ber, case, gender)
EN6G-Ig-4.4.1
EN6G-Ig-4.4.3
EN6G-Ig-4.4.2
 F5 Write a F5 Create a simple fea-
3-paragraph ture article based on
feature article a specific topic
EN5WC-IIIe-2.2.7 given

H1 Understanding H1 Spot grammatical

Proofreading errors in a written
IEEC3GIV-5-a text that needs to
be corrected

H2 Identifying proof- H2 Differentiate the

reading symbols purpose of each
IEEC3GIV-5-a.1 proofreading
symbol

H3 Using proofreading H3 Apply proofreading

symbols symbols in editing a
IEEC3GIV-5-a.2 text

H4 Identifying parts of a H4 Match subject and

sentence (com- plete predicate to form a
and simple subject meaningful
and predi- cate) sentence
IEECS-G-5-a-IV

H5 Sentences
Curriculum Map

EN2G-Ia-e-1 H5 Distinguish sen- tences

Recognize sen- and phrases in written
tences and non- drill
sentences
EN2G-Ia-1.1