Budget of Work

in
Grade III- ENGLISH

Quarter Unit/ Week/Day Topics/ References Learning Domains/ Suggested

Chapter/ Content Competencies/ Skills Strategies/ Assessment
Theme Learning Activities
Objectives

1 Just Do It Week1/ Literature: K to 12 English EN1V-Ia-b-01 Vocabulary Use of context Informal

Day1 The Crow and Curriculum Give the Development clues Assessment
the Pitcher Guide May meaning of
(Date: 2016, p. 54 words used in
June 3, stories listened
2019 TG, pp. 30-32 to

LM, pp. 2-3 EN3LC-Ia-j-2 Listening Connecting

Activate prior Comprehension picture to
knowledge equivalent
based on the words
stories to be
read

EN3LC-Ia-j2.
Listen to a Pretend play
variety of literary (The teacher let
and expository the pupils act
texts out as a thirsty
crow)
EN3LC-Ia-j2.7
1 a. note
important details Listening
Activity through
Chunking
Technique

1
 (Teacher reads
the story and
pupils listen.
Teacher pauses
to ask
questions.)

EN3WC-Ia-j4 Writing/ Discussions Write a

Draw and write Composition sentence
sentences about out from
one’s drawing the
drawing
1 Just Do It Week1/ Grammar: K to 12 English EN3LC-Ia-j-2 Listening Using of
Day2 Phrases and Curriculum Activate prior Comprehension flashcards with
Sentences · Guide May knowledge sentence or
Date: June Decoding/Flu 2016, p. 54 based on the phrase
4, 2019 ency/Writing stories to be
TG, pp. 32-34 read
Group/
LM, pp. 2-3 EN3PWR-Iab-7 Phonics and Reading Chart/ Individual
Review reading Word Flashcards Reading of
and writing Recognition with CVC sight sight words
short e, a and i words with CVC
words in CVC pattern
pattern rubrics

Written
EN3G-Ia-1.1 Grammar Cooperative exercises
Distinguish Learning on
sentences from identifying
non-sentences Discussions phrases
and
Group sentences
Presentation
Matching

2
 Peer Critiquing pictures
of Outputs with correct
(note: Teachers phrases
have to choose
activities suited
to the abilities
of the learners)

EN3A-Ia-b-1 Attitude
Participate/
engage in a read
along of texts

1 Just Do It Week1/ Sequencing/ K to 12 English EN3LC-Ia-j2.7 b. Listening Utilizing Formative

Day3 Retelling Curriculum sequence at Comprehension pictures for assessment-
Guide May least 3 events sequencing (Sequencing
Date: June 2016, p. 54 using signal and retelling events)
5, 2019 words
TG, pp. 35-37 Individual
EN3LC-Ia-j2.6 c. Recitation/
LM, pp. 13 retell some parts Oral
of the story Presentation
(Retelling)

Week1/
Day4
JUNE 6, 2019
Muslim Holiday
(Eidul- Fitar)

3
1 Just Do It Week1/ Grammar K to 12 English EN3G-Ia-1.1 Grammar Review on the
Day5 Collaborative Curriculum Distinguish topic about
Learning/ Guide May sentences from phrase and
Date: June Values 2016, p. 54 non-sentences sentence
7, 2019 Infusion
TG, pp. 38-40
Arranging EN3SS-Ia-e1.1 Study Brainstorming
Words with a LM, 18-19 Follow Strategy
Different First instructions Cooperative
Letter in given orally Learning
Alphabetical
Order EN3SS-Ia-2.1 Study Use of Formative
flashcard/ assessment-
Arrange words Strategy/
Metacards/ (Multiple
with a different Reading
pictures/ Choice test
first letter in
word chart/ or
alphabetical Identification)
order
Games

· Apply the Output

values of Values
Integration Exhibit/
resourcefulness Display/
and team works (resourceful)
Presentation
through a group with
project Rubrics

4
1 Just Do It Week2/ Literature: K to 12 English EN1V-Ia-b-01 Vocabulary Unlocking of Using new
Day1 Belling the Curriculum Give the Development difficulties using vocabulary
Cat Guide May meaning of picture clues words in
Date: June (Adapted form 2016, p. 54 words used in sentences
10, 2019 Aesop) stories listened
TG, pp.45-47 to

LM, pp. 20-21 Listen to a Listening Directed Wrap-Up

variety of literary Comprehension Reading and Discussions
and expository Thinking
texts Activity (DRTA)
EN3LC-Ia-j2.1 (Refer to TG for
a. note the procedure)
important details

EN3OL-Ib-3.6
Express ideas in Oral
a conversational Language
manner Discussion

EN3OL-Ib1.19
Express one’s Output
ideas by Presentations
presenting a skit Differentiate with
Instructions Rubrics
-Presentation of
Write different Skit
forms of simple Writing/ Output
composition as a Composition Presentations
with
response to - Write a short
Rubrics
stories/ poems note to the
listened to three mice
EN3WC-Ia-j5 telling them
b. a note of how to solve
advice the problem

5
1 Just Do It Week 2/ Real and K to 12 English EN3LC-Ia-j3.15 Listening Utilizing Written
Day 2 Make-believe Curriculum d. differentiate Comprehension pictures exercise by
Guide May real from make- showing real life listening to
Date: June 2016, p.55 believe and make- the
11, 2019 believe teacher.
TG, pp. 45-47 situations

LM, pp. 22
Discussion
(Part of the
Input Process
on the concept
of Real and
Make-believe
situations)

Providing more
examples

Week1/
Day3
JUNE 12, 2019
National Holiday
(Independence Day)

6
1 Just Do It Week 2/ Decoding/ K to 12 English EN3PWR-Ibd-19 Phonics and Drill Reading
Day 4 Fluency: Curriculum Read words with Word exercise
Reading Guide May short /o/ sounds Recognition Naming the
Date: June Words with 2016, p.54 in CVC pattern pictures
13, 2019 Short /o/ in and phrases and
CVC Pattern LM, pp. 14-17 sentences
pp. 24-30 containing these
words
TG, pp. 37-38
EN3PWR-Ibd-19.1 Reading sight Poem
Recognize more words through reading
common sight charts and word (group, by
words in order to wheel pair,
read simple individual)
phrases and with
sentences Rubrics
Sentence-
writing

Constructing K to 12 English EN3G-Ib-1.4 Grammar Input on the

Construct simple
Simple Curriculum concept of
sentences
Sentences Guide May sentence
(Declarative 2016, p.54
sentences) Presentation of
examples of
sentences
Oral
EN3G-Ib1.4.1 Discussions Recitation
Use a declarative Group Activity
sentence with Rubric

1 Just Do It Week 2/ Noting Details (Listening) Summative

Day 5 Sentences and Non-sentences Assessment
Date: June (Grammar)
14, 2019

7
 Sequencing Events

Arranging words in alphabetical

order

Real and Make-believe

Constructing Simple Sentences

(Declarative Sentences
1 Just Do It Week 3/ Literature: K to 12 English EN3LC-Ia-j2.8 Listening Game (Think- 5-item
Day 1 Stone Soup Curriculum e. infer feelings Comprehension Ask-Up) Short quiz
Guide May and traits of
Date: June 2016, p.55 characters Use of
17, 2019 Prediction Chart
TG, pp. 57-60
Listening
LM, p. 33 Activity using
Chunking
Technique

EN3OL-Ic-1.3 Discussion
Share relevant Oral
information Language
1 Just Do It Week 3/ · Grammar · K to 12 English EN1V-Ic-24 Vocabulary Using of word Using
Day 2 Decoding/ Curriculum Show Development cards and words with
Fluency/ Guide May understanding of teaching chart short /u/ in
Date: June Writing 2016, p.55 meaning of short sentences
18, 2019 /u/ words (individual)
TG, pp.60-62 through drawing,
actions, and
LM pp. 34-35 using them in
sentences

EN3G-Ic-1.3 Grammar Review on the Formative

Use different concept of Assessment

8
 kinds of sentence (Refer to LM
sentences (e.g. Activity 26 ,
declarative, Presentation of page 34)
interrogative) sentences to
the class (telling
and asking
sentences)

Discussions

Giving of
Examples by
the pupils
(Group/
Individual
Activity)
1 Just Do It Week 3/ Decoding K to 12 English EN1V-Ic-24 Vocabulary Song Time (A Short
Day 3 /Fluency Curriculum Show Development Jug in the Written
Guide May understanding of Middle of the Exercises
Date: June 2016, p.55 meaning of short Rug to the Tune (Refer LM
19, 2019 TG, pp. 62-64 u words through of “There’s a Activity 30-
LM, pp. 37-40 drawing, actions, Tree in the A,B, and C,
and using them Middle of the pp. 39-40)
in sentences Sea)
Note: Refer
activity 29 of
the LM

Group Work
(Refer LM
Activity 29 B)
with Rubric

1 Just Do It Week 3/ Grammar K to 12 English EN3G-Ic-1 Grammar Review asking, Formative

Day 4 Curriculum Identify an telling Assessment

9
 Guide May imperative sentences, and (Identify
Date: June 2016, p.55 sentence exclamatory the
20, 2019 sentences imperative
sentences
from the
list of
sentences
presented.)

EN3G-Ic-1.3 Presentation of Construct 5

Use different short dialog imperative
kinds of which shows sentences.
sentences imperative Write your
(imperative) sentence work on a
piece of
paper.

Discuss on the
content of the
dialog and then
the main lesson

Ask the
students to
compose their
own imperative
sentence

1 Just Do It Week 3/ · Reading K to 12 English EN3RC-Ic-e2.1 Reading Recall on the Refer the
Day 5 Comprehension · Curriculum Describe literary Comprehension story about The pupils to
Guide May elements of texts Crow and the LM –
Date: June 2016, p.55 including Pitcher, Belling Activity 33,
21, 2019 characters, the Cat, and pages 45-
TG, pp. 66-67 setting, and plot Stone Soup. 46. Use

10
 LM, pp. 45-46 Exercise A
Let them and B
identify the guided
characters, practice
setting, and plot
of the stories.

Call pupils to
fill-out the chart
presented on
the board.
(Refer the chart
of page 66 of
the TG)

Discussion
1 Just Do It Week 4/ Literature: K to 12 English EN3LC-Ia-j-2 Listening Group the class Teacher
Day 1 The Little Red Curriculum Activate prior Comprehension into 4. Each asks these
Hen Guide May knowledge group is given a following
Date: June Get the 2016, p.54 based on the picture of questions:
24, 2019 general sense stories to be animal where Say: Did
of the story TG, pp. 71-73 read they will be Group 1
asked to cluck like a
produce its hen?
sound. Did Group
2 bark like
Unlock the a dog?
words: cluck, Did Group
bark, purr, and 3 purr like
squeak. a cat?
Did Group
4 squeak
like a
mouse?

11
 Listen to a Listen to the Let pupils
variety of literary story entitled answer the
and expository “The Little Red discussion
texts Hen” An questions.
EN3LC-Ia-j2.1 Adaptation By Refer to
a. note Roderick Motril page 73 of
important details Aguirre. the TG.
1 Just Do It Week 4/ Describing K to 12 English EN3OL-Id-1.8 Oral Recall the story Refer the
Day 2 Literary Curriculum Recount Language about the Red pupils to
Element: The Guide May specific/ Hen. Imagine LM-Activity
Date: June Characters in 2016, p.54 significant the characters 35 on page
25, 2019 the Story events in the story. 48.
TG, pp. 73-74 Describe them
Skill Lesson: LM, pp. 48-49 physically by
Describing looking at their
Literary skin, color, size
Element and number of
(Major feet/leg.
characters:
Hero and EN3RC-Ic-e2.1 Reading
Enemy or Describe literary Comprehension Discussion Group
Opponent) elements of texts (Refer to page Activity
including 74 of the tg for As a group,
characters the questions) have them
setting and plot act out one
“Pick the Right scene from
Corn”- the story
Pretend to be showing
the Hen in the the main
story. Pick the characters.
corn with a (With
situation that Rubric)
shows good
attitude by
coloring it.

12
 Refer the pupils
to LM- Activity
36 on page 49.

1 Just Do It Week 4/ Phonics K to 12 English EN3G-Id-1 Grammar Input on words, Do Activity

Day 3 Declarative Curriculum Sentences phrases, and 37
Sentences Guide May sentences (Learning
Date: June 2016, p.55-56 Station)
26, 2019
TG, pp. 75 Ask pupils
LM, pp. 50-51 individually to
give their own
examples.

EN3G-Id-1.6
Use Present Formative
appropriate different kinds Test
punctuation of sentences (Dictate 5
marks (e.g. Have the pupils sets of
period, comma, note of its sentences
question mark, punctuation to the
exclamation marks. pupils.
point) Make sure
Let the pupils that they
do LM Activity used the
38- B by pair. appropriate
Teacher should punctuatio
check the n marks for
pupils’ work. each
sentence.)
1 Just Do It Week 4/ Reading K to 12 English EN3F-Id-e1.10 Fluency Picture-
Day 4 Simple Curriculum Read aloud Sentence
Stories with Guide May short Match-
Date: June Short Vowels 2016, p.55-56 stories/poems Match picture
27, 2019 consisting of with the right

13
 TG, pp. 76-77 short a,e,i and o sentence. Do
LM, pp. 55-56 words with Activity 42 of
speed, accuracy the LM on page
and proper 55.
intonation
Provide a copy Group
of the short Reading
story “The Little
Red Hen” Pair
individually to Reading
the pupils.
The teacher Individual
has to model Reading
first the proper
reading of the (Teacher
story then has to
followed by the provide a
pupils. rubric in
this
assessmen)
1 Just Do It Week 4/ -Inferring the feelings and traits Summative
Day 5 of the characters Assessment
-Kinds of sentences
Date: June -Describing the elements of the
28, 2019 text
-Noting details of the story
listened to
-Using appropriate punctuation
marks

1 Just Do It Week 5/ The Ant and K to 12 English EN3LC-Ia-j-2 Listening Unlock the Answer LM
Day 1 the Curriculum Activate prior Comprehension vocabulary by Activity 44-

14
 Grasshopper Guide May knowledge choosing the A, pp. 57-
Date: July · Get the 2016, p.54 and based on the meaning of the 58
1, 2019 general sense 56 stories to be underlined
of the story read expression from
TG, pp. 82- 87 the “definition
LM, pp. 57-60 box”. Refer to
82 of the tg.

Present the
picture of a boy.
Refer activity on
page 58 of the
LM.
(This activity is
a springboard
to the main
lesson.)

Fill out the KWL

chart (Note:
Only the K and
W column only)

Listen to a Teacher reads Formative

variety of literary the selection Assessment
and expository using the (5-item
texts Directed Inquiry multiple
EN3LC-Ia-j2.1 Technique. choice test
based on
a. note (Refer your
the story
important details pupils to LM “The Ant
Activity 46 on and the
page 60.) Grasshopper)

Directed Inquiry
Technique uses

15
 questioning
strategies after
chunking parts
of the story
which the
teacher reads
aloud. (Note:
Refer details on
pages 84- 85 of
the TG)

Discussion

Return to
complete the
KWL chart.

1 Just Do It Week 5/ The Ant and K to 12 English EN3LC-Ia-j-2 Review the

Day 2 the Curriculum Activate prior short story
Grasshopper Guide May knowledge “The Ant and
Date: July · Get the 2016, p.54 and based on the the
2, 2019 general sense 56 stories to be Grasshopper
of the story read ”. The
TG, pp. 82- 87 teacher may
LM, p. 61 use the KWL
chart for the
review
process

EN3OL-Ie1.10 Lead the Group

Synthesize and children to Activity
Restate recall the Group the
information different children
shared by others characters into four

16
 and events and tell
by asking the them to
following work on
questions: their
Refer pupils assigned
to LM Activity tasks.
47 on page Refer to
61. TG pp. 86-
87 for the
Have a more details.
in-depth
discussion
about the
story. Refer
questions to
page 85 of
the TG.
1 Just Do It Week 5/ Describing K to 12 English EN3LC-Ia-j-2 Listening Activating Prior
Day 3 Literary Curriculum Activate prior Comprehension Knowledge-
Elements Guide May knowledge Explain to
Date: July 2016, p.54 and based on the children why it
3, 2019 56 stories to be is important to
read work on a
TG, pp. 87-90 project once
LM, p. 61-62 they have
already started.
Let the children
get the idea that
doing
something
worthwhile is a
good trait.

Show a picture
of an ant

17
 carrying food.
Ask the children
the reason for
the ant to keep
on working

Reading
EN3RC-Ic-e2.1 Comprehension (Discussion) Responding
Describe literary Explain to the to critical
elements of texts children that the questions
including theme is what requires
characters, the story is the
setting and plot trying to tell us. readers‟
Read these ability to
parts of the ask
story, then questions
discuss how the based on
traits of the different
characters were levels of
brought out. questioning
. A child
Do LM Activities can answer
48 and 49, pp. the most
61-62 basic
questions
but the
teacher
can prod
for deeper
levels.
(Refer
question
on page 89
of the TG)

18
 Write different
forms of simple Writing/ Reflective Let the
composition as a Composition thinking results pupils write
response to from having the their diary
stories/ poems children entries in
listened to express their their
EN3WC-Ia-j2.2 reflections notebook.
f. a diary about
meaningful
events that
affect them.

1 Just Do It Week 5/ Identifying K to 12 English EN3G-Ie-2 Grammar Input on the

Day 4 Nouns in Curriculum Nouns concept of
Simple Guide May Noun
Date: July Sentence 2016, p.54 and
4, 2019 56 EN3G-Ie-2.4 Word Search- Assign
Use nouns (e.g. Instruct the pupils to
TG, pp. 91-94 people, animals, pupils to give nouns
LM, p. 66-68 places,, things encircle the which
events) in simple nouns in the belong to
sentences story “The Ant people,
and the animals,
Grasshopper”. places,
Provide the things, or
children with events.
the copy of the Ask them
story. to use
them in
Discussion sentences.
This
Answering of assessment
LM Activities- can be

19
 Let pupils done in
answer LM oral,
Activities 51-53, written
pp. 66-68. form or
both.
1 Just Do It Week 5/ Classifying K to 12 English EN2V-Ie-14 Vocabulary Review the
Day 5 Common Curriculum Classify Development concept of
Words into Guide May common words nouns
Date: July Conceptual 2016, p. 56 into conceptual
5, 2019 Categories categories (e.g. Group Activity Formative
animals, foods, Present various Assessment
toys) examples of Classify
nouns to the the group
class. Ask each of words
group to according
classify the to the
nouns. Teacher following:
may present a animals
graphic places
organizer which trees
can serve as a school
model to the supplies
pupils. Present toys
their answers to bodies of
the class water
afterwards.

Process the
answers of the
pupils. Then,
discuss.

Week 6/
Day 1

20
 July 8, 2019
Local Holiday
(Fiesta Isabela)

1 Just Do It Week 6/ Literature: K to 12 English Listen to a Listening Unlocking

Day 2 Carrot Seed Curriculum variety of literary Comprehension expressions in
By Ruth Guide May and expository the text through
Date: July Krauss 2016, p.55 texts question-
9, 2019 · Show how answer,
hard working TG, pp. 102- gesture, and
men succeed 103 use of pictures
LM, p. 75-76
Teacher reads Formative
EN3LC-Ia-j2.1 the story “The Assessment
a. note Carrot Seed” to (5- item
important details the pupils. The multiple
pupils listen to choice test)
the teacher.
EN3LC-Ia-j2.8 e.
infer feelings Comprehension
and traits of Check
characters (Answer the
questions in LM
Act. 61, pp. 75-
76.

Complete the
story frame
about the story
“The Carrot
Seed”. Refer
your pupils to
LM - Activity 62
on page 76.

21
 Brainstorming-
Group pupils
with their
members to
present the
story using:
Group 1: Short
skit
Group 2: Song
Group 3: Dance
Group 4:
Pantomime
Group 5:
Rap/Chant

Note: With
Rubrics
1 Just Do It Week 6/ Words with K to 12 English EN3PWR-Ifg- Phonics and Presentation of Read the
Day 3 Different Curriculum 17.1 Word Pictures set of
Medial Guide May Differentiate Recognition words.
Date: July Vowels 2016, p.56 words with Let pupils name How are
10, 2019 different medial the pictures they
vowels (eg: cap- presented. similar?
cop-cup; fan-fin, Allow the How are
fun) pupils to they
observe the different?
similarities and
differences of
the set of
words.

Have a short
discussion.

22
 Give additional
examples.
1 Just Do It Week 6/ Proper and K to 12 English EN3G-If-2.2 Use Grammar Review on the Answer LM
Day 4 Common Curriculum common and concept of Activity 67,
Nouns Guide May proper nouns nouns p. 79.
Date: June 2016, p.56
11, 2019 Presentation of
TG, pp. 109- sentences and
111 let the pupils
identify the
LM, pp. 79-80 nouns.

Classify the
nouns using the
chart. Refer on
page 109 of the
TG.

Discuss the
details and
provide input
about common
and proper
nouns to the
children.

Ask pupils for

more examples.

Games
(Provide game
activities that
relate to
common and
proper nouns)

23
1 Just Do It Week 6/ Proper and K to 12 English EN3G-If-2.2 Use Grammar Review on the
Day 5 Common Curriculum common and proper and
Nouns Guide May proper nouns common noun.
Date: July 2016, p.56
12, 2019 Refer your
TG, pp. 109- pupils to LM -
111 Activity 67 on
page 79.
LM, pp. 79-80 Sentence strips
in the mystery
box.

POST IT GAME
for proper and
common nouns.
Refer your
pupils to LM
Activity 68 pp.
80.
1 Just Do It Week 7/ Literature: K to 12 English EN3LC-Ia-j-2 Listening Picture Match
Day 1 Toto Turtle Curriculum Activate prior Comprehension for unlocking of
Takes Time to Guide May knowledge difficult words
Date: July Tuck and 2016, p.55 based on the (Refer LM
15, 2019 Think (An stories to be Activity 70, p.
Adaptation) TG, pp. 118- read 81)
· Admire Toto 122
Turtle for Using of
learning how LM, pp. 81 pictures (as
to be a motivation)
responsible
turtle Utilizing
semantic
mapping as
giving of motive
questions.

24
 Refer
instructions to
TG p. 119

Listen to a Teacher reads Informal

variety of literary the story to the Assessment
and expository children aloud
texts using chunking
EN3LC-Ia-j2.1 technique.
a. note Teacher pauses
important details at certain point
to ask
EN3LC-Ia-j2.8 questions. It is
e. infer feelings also advised to
and traits of show an
characters illustration as
the story is
being told to the
pupils.

Discussion
(Refer
questions to
page 122 of the
TG)

EN3WC-Ia-j4 Refer the pupils

a. draw and to LM - Activity
write sentences 72 on page 83.
about one’s
drawing

EN3WC-Ia-j5 Refer the pupils

b. a note of to LM - Activity
advice 71 on page 82.

25
1 Just Do It Week 7/ Identify K to 12 English EN3RC-If-j2.8 Reading Review the Refer your
Day 2 literary Curriculum Make and Comprehension story “Toto pupils to
elements Guide May confirm Turtle Takes LM-
Date: July 2016, p.56 predictions Time to Tuck Activity 73
16, 2019 about texts and Think”. on page 83
TG, pp. 122-
125 Show
illustrations of
LM, pp. 83-87 the events in
the story.

Present the
story staircase.
(Refer to page
123 of the TG)

Have the pupils

generalize the
concepts.

Present another
story. This time,
make use of
“The Crow and
the Pitcher”.

1 Just Do It Week 7/ · Decode K to 12 English EN3F-Ie-j-4.3 Fluency Have a Refer your

Day 3 words with Curriculum Read with flashcard drill of pupils to
short o and u Guide May accuracy, speed sight words. LM-Activity
Date: July sounds · 2016, p. 54 and and proper 74 on page
17, 2019 56 phrasing Have children 84
Read about sentences and read aloud the
Bud the TG, pp. 125- stories with short words with Refer your
Hungry Turtle 126 u words and short o and u pupils to

26
 LM, pp. 84-87 other words sounds by LM-Activity
Read words previously columns. 75A on
with short a, studied page 85
e, and i
sounds · EN3F-Ie-j4.2.1 Refer your
Read about Read with pupils to
Bob‟s New accuracy, LM-Activity
Car appropriate 75B on
speed and page 85
· Write two correct
sentences intonation Refer your
using words 2syllable words pupils to
with short o consisting of LM-Activity
and u sounds short e to u 76 on page
words 86

Refer your
pupils to
LM-Activity
77A on
page 87

EN3WC-Ia-j4 Writing/ Say: In the Refer your

a. draw and Composition story, Bob pupils to
write sentences saved lots of LM-Activity
about one’s money to buy a 78 on page
drawing new car. What 87
will you be
saving money
for in the
future? Draw it.
Then write a
sentence about
it.

27
1 Just Do It Week 7/ Use plural K to 12 English EN2G-Ig-h-2 .3 Grammar Showing Answer LM
Day 4 form of Curriculum Use plural form pictures of the Activity 81-
regular nouns Guide May of regular nouns animals from B, page 90
Date: July 2016, p.56 by adding /s/ or the story “Toto as
18, 2019 /es/ (e.g., dog, Turtle Takes formative
TG, pp. 109- dogs; wish, Time to Tuck assessment
111 wishes) and Think”.
Show similar
LM, pp. 79-80 pictures but
differ in the
number of
objects to show
the concept of
plurality.

Discuss the
plural form of
regular nouns
based on the
examples
presented.

Give more
examples.
Allow pupils to
use them in
sentences.
1 Just Do It Week 7/ -Noting details of the story Summative
Day 5 listened to Assessment
- Describing the elements of the
Date: July story
19, 2019 - Identifying nouns in simple
sentences
- Classifying common words in
conceptual categories

28
 -Inferring the feelings and traits
of the characters
-Proper and common nouns
- Using Plural form of regular
nouns
1 Just Do It Week 8/ Literature: K to 12 English EN3LC-Ia-j-2 Listening Concept
Day 1 “Tuko, the Curriculum Activate prior Comprehension Development
Tenor Wanna Guide May knowledge Thru pictures
Date: July Be” 2016, p.54-55 based on the (opera, opera
22, 2019 · Appreciate stories to be house, recital,
Tuko‟s effort TG, pp. 136- read tenor singer)
to fulfill his 139
dream Showing picture
LM, pp. 92 of a gecko
(tuko) as a
springboard.

Listen to a Read the story Formative

variety of literary aloud to the Assessment
and expository pupils using (5-Item
texts chunking Multiple
EN3LC-Ia-j2.1 technique. (See Choice Test)
a. note copy on page
important details 138 of the TG)

EN3LC-Ia-j2.8 Have the story

e. infer feelings discussed thru
and traits of the questions
characters found on page
139 in the TG). Refer your
pupils to
EN3WC-Ia-j4 Do the “Draw LM-
a. draw and and Write Activity 84
write sentences Task”. on page
about one’s 93.

29
 drawing

1 Just Do It Week 8/ Use Plural K to 12 English EN2G-Ig-h-2 .3 Grammar Review the Formative
Day 2 Forms of Curriculum Use plural form story “Tuko, the Assessment
Nouns Guide May of regular nouns Tenor Wanna (Change the
Date: July (Plural form of 2016, p.56 by adding /s/ or Be”. following
23, 2019 nouns ending /es/ (e.g., dog, singular
nouns
in –y) TG, pp. 140- dogs; wish, Complete the
ending in –y
141 wishes) Star Award for to plural
Tuko. form.)
LM, p. 95 Refer the pupils
to LM – Activity
85 on page 93.

Show pictures
with noun
relating to the
story the pupils
listened.
Discuss on the
number of
objects seen in
the pair of
pictures
(Singular vs.
plural)

Write the name

of objects
shown from
each picture.
Show to the
class how to
form the plural
of the nouns

30
 ending in –y.
Have it
discussed to
the pupils.

Answer LM
Activity 86 page
95
1 Just Do It Week 8/ Making and K to 12 English EN3RC-If-j2.8 Reading Review the Form four
Day 3 Conforming Curriculum Make and Comprehension story “Tuko, the groups.
Prediction Guide May confirm Tenor Wanna Listen as I
Date: July Skill Lesson: 2016, p.56 predictions Be”. read some
24, 2019 Making and about texts sentences.
Conforming TG, pp. 142- Present a Then make
Prediction 144 portion of story and
to the class. confirm
LM, p. 95 Teacher reads your
it aloud or ask a predictions.
pupil who could Make sure
read it to the that your
class. Let the group has
pupils come up only one
with their answer.
predictions. (Refer to
(Refer to page “Independent
142 of the TG). Practice”
page 144
Discuss on the of the TG)
concept on how
to confirm the
predictions
given.

Have the pupils

answer the

31
 “Guided
Practice”. Refer
to page 143 of
the TG.
1 Just Do It Week 8/ Reading and K to 12 English EN3PWR-Igh- Phonics and Show picture of Read the
Day 4 Writing Curriculum 20.1 Word the following: story.
Simple Guide May Read phrases, Recognition pest, vest, test, Answer the
Date: July Stories with 2016, p.56 sentences and west, and rest. questions
25, 2019 Final Blends short stories about it.
TG, pp. 145- consisting of Flash the word
146 short vowel card to match Refer the
words and the the word to the pupils to
LM, pp. 96-98 questions about correct picture. LM –
them Activity 90
Reading words, on pages
phrases and 98.
sentences with
final blends.

Answer LM
Activities 88
and 89, pp. 96-
97.
1 Just Do It Week 8/ Literature: Culminating
Day 5 The Careless Activity
Clown
Date: July · Realize the
26, 2019 importance of
taking care of
one’s
belongings
1 Just Do It Week 9 Reading K to 12 English EN3LC-Ia-j-2 Listening Unlocking of
Day 1 Comprehensi Curriculum Activate prior Comprehension Vocabulary and
on: Making Guide May knowledge Concept
Date: July and 2016, p.54 based on the Development

32
29, 2019 Confirming stories to be (careless,
Predictions TG, pp.--- read clown, sewing
machine,
LM, pp. 99-100 elegant, awful)
thru pictures,
realia,
examples, or
context clues.

Listen to a Read the story

variety of literary aloud to the Formative
and expository children. Tell Assessment
texts pupils to work (Prepare a
EN3LC-Ia-j2.1 by 3‟s and 5-Item
multiple
a. note agree on the
choice test.)
important details guesses in
answer to these
EN3OL-Ii- questions you
j1.10.3 will ask at
Connect certain points in
information the text before
heard to proceeding with
personal the succeeding
experience paragraphs.
Give the pupils
time to share
with their group
mates.
(Refer story to
page --- of the
TG)

Have a
discussion
about the story

33
 listened by the
pupils. Refer to
LM Activity 91
for the
discussion
questions on
page 99

1 Just Do It Week 9/ (2nd half) K to 12 English EN3PWR-Ii15 Phonics and Review the Formative
Day 2 Phonics/Word Curriculum Read 2-syllable Word story Literature: Assessment
Recognition: Guide May words consisting Recognition The Careless (Prepare a
Date: July Reading 2016, p.56 of short e to u Clown short story
and have
30, 2019 Simple sound (basket,
pupils read it
Stories with TG, pp. --- hotdog, sunset, Present a short aloud.)
Words with etc.) story and ask
short o, short LM, pp.101 pupils to read it
u, l blends, r orally. Have
blends, s questions
blends, and answered to
final blends check their
comprehension.
(Refer LM
Activity 94,
page 101)
1 Just Do It Week 9/ Grammar: K to 12 English EN2G-Ig-h-2 .3 Grammar Show a strip of Formative
Day 3 Using Plural Curriculum Use plural form paper Assessment
Form of Guide May of regular nouns containing Change the
Date: July Nouns Ending 2016, p.56 by adding /s/ or sentence. following
nouns
31, 2019 in o /es/ (e.g., dog, (Refer to page
ending in –o
TG, pp. --- dogs; wish, 146 of the TG) to its plural
wishes) form.
LM, pp. 104- Let pupils
105 identify the
noun in the
sentence strip.

34
 Ask them to
convert the
noun to plural
form.

Show the pupils

pictures of
nouns ending in
o. Place them
on the board in
two
columns.(Refer
illustrations to
be presented
on TG)

Discuss and
pupils have to
generalize the
concepts and
rules.

Teacher has to
give more
examples. Have
pupils to use
them in
sentences.

Answer LM
Activity 98, pp.
104-105
1 Just Do It Week 9/ Using Plural K to 12 English EN3G-Ii-j-2.4 Grammar Show Formative
Day 4 Form of Curriculum Use plural from illustrations of a Assessment
Irregular Guide May of frequently child, man, and Change the

35
 Date: Nouns 2016, p.57 occurring woman. following
August 1, irregular nouns irregular
2019 TG, pp. ---- (e.g. children, Show another nouns to its
feet, teeth) pictures with plural form.
LM, pp. 106- the same
107 subjects but this
time their
numbers have
increased. Let
the pupils name
them.

Have the pupils

notice the
difference and
how are they
different from
other nouns
that were
changed to its
plural form.
Discuss and
give more
examples.

Answer LM
Activity 101, p.
107.
1 Just Do It Week9/ -Noting details of the story Summative
Day 5 listened to Assessment
- Using Plural Form of Nouns
Date: (Noun ending in –y)
August 2, - Making and Conforming
2019 Predictions
- Writing Simple Stories with

36
 Final Consonant Blends
- Using Plural Form of Irregular
Nouns
1 Just Do It Week10/ Phonics/Word K to 12 English EN3PWR-Ij21 Phonics and Utilizing Dolch Formative
Day 1 Recognition: Curriculum Read phrases, Word List Assessment
Reading Guide May sentences and Recognition Allow pupils to Refer your
Date: Simple 2016, p.57 short stories read the pupils to LM
– Activity
August 5, Stories with consisting of different
103 on page
2019 Words with TG, pp. --- 2syllable words phrases. 108-109.
short o, short and the Help children
u, l blends, r LM, pp. 108- questions about form sentences
blends, s 109 them using the words
blends, and and phrases.
final blends
Present a short
story to be read
by the pupils.
Ask questions
about the story.
(Refer to TG for
the story.)
1 Just Do It Week10/ Using Plural K to 12 English EN3G-Ii-j-2.4 Grammar Review on the Formative
Day 2 Form of Curriculum Use plural from rules of Assessment
Irregular Guide May of frequently changing Change the
Date: Nouns 2016, p.57 occurring irregular nouns following
irregular
August 6, irregular nouns to plural form.
nouns to its
2019 TG, pp. --- (e.g. children, Let pupils give plural form.
feet, teeth) examples.
LM, pp. ---
Have the nouns
also used in
sentences.

Group Activity
(Given a short

37
 story to the
group of pupils,
ask them to
change the
singular nouns
present to plural
form)

Teacher may
also conduct a
spelling activity.

Week10/
Day 3 Review of the Lessons that are included in the Quarterly Examination

Date:
August 7,
2019
Week 10/
Day
Quarterly Examination
Date:
August 8,
2019
Week 10/
Day
Quarterly Examination
Date:
August 9,
2019

38
 Budget of Work (BOW)
in
ENGLISH
Grade III
(First Quarter)
Based on the K to 12 Curriculum Guide, May 2016

Prepared by:

Sashraida U. Arawangsa Nor- Ana B. Lawama

Teacher I Teacher II
M.S. Bernardo Elementary School Diki Elementary School

Ma. Zerimar L. Jalon

Master Teacher I
Isabela Central Elementary Pilot School

Facilitators:

Helen D. R. De Leon Renie J. Egerra Asuncion A. Espino Rachel G. Oliveros

EPS, English District Supervisor Principal III District Supervisor

39
40