Introductory Message

For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
For the learner:

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

Let’s Learn
This module was designed and written with you in mind. It is here to help
you describe one’s drawing about the stories/poems read using simple
and compound sentences. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the
diverse vocabulary level of students.
After going through this module, you are expected to:
1. draw about the stories/poems read; and
2. describe one’s drawing using simple and compound sentences
 Let’s Try
Directions: Choose the letter of the sentence that best describes the
drawing about the story, “The Crow and the Pitcher”.

1. A. The beak of the crow is long.

B. The beak of the crow is long and wide.
C. The beak of the crow is long and white.
D. The beak of the crow is long but still not enough to
reach the water in the pitcher

2. A. The pitcher has a narrow neck.

B. The pitcher has a narrow neck and a long body.
C. The pitcher has a narrow neck with half water in it.
D. The pitcher has a narrow neck so wide beaks
cannot fit it.
3. A. The crow is thirsty.
B. The crow is thirsty so he drinks water.
C. The crow is thirsty but couldn’t find water to drink.
D. The crow is thirsty and is looking for water in the river.

4. What did the crow do after he picked up some stones?

A. He dropped the stones one by one in the pitcher.
B. The Crow gave the stones to other animals.
C. He threw away the stones.
D. He ate the stones.
5. What happened when the crow dropped one by one the
stones in the pitcher?
A. When the Crow dropped the stones, the water
rose in the pitcher.
B. The water became juice when the Crow dropped
the stones.
C. The other animals came when the Crow
dropped the stones.
D. When the Crow dropped water, nothing happened.

Lesson Describing One’s Drawing about the Stories/Poems

1 Read Using Simple and Compound sentences

Writing Composition: Describing one’s drawing about the stories/poems

read using simple and compound sentences.

Let’s Recall
Directions: Match the drawing with the sentence that describes it by
connecting the dots.

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 The pet pig had a big pen.
1.
Jill had a black wig.

2.
Sam and Jim will miss the long wig.
3.
Jill had a fat pig.

4.
Matt had delicious jam and ham.

5.
Ben bought a large jar of jam.

ESCRIPTIVE ADJECTIVES
Descriptive adjectives are words used to describe or tell something about
nouns (names of person, place, thing, animal, event)
Ben bought a large jar of jam.
The word large is a descriptive adjective because it describes or
tells something about the noun (jar).
Sam and Jim will miss the long wig.
Long is a descriptive adjective that describes or tells something about the
noun (wig).

Let’s Explore
Read and understand the story about a crow who drinks water from a
pitcher.

The Crow and the Pitcher

Aesop

A Crow, half-dead with thirst, came upon a Pitcher which had once
been full of water; but when the Crow put its beak into the mouth of the Pitcher
he found that only very little water was left in it, and that he could not reach far
enough down to get at it. He tried, and he tried, but at last had to give up in
despair.
Then a thought came to him, and he took a pebble and dropped it into the
Pitcher. Then he took another pebble and dropped it into the Pitcher. Then he
took another pebble and dropped that into the Pitcher. Then he took another
pebble and dropped that into the Pitcher. Then he took another pebble and
dropped that into the Pitcher. Then he took another pebble and dropped that
into the Pitcher.
At last, at last, he saw the water mount up near him, and after casting in
a few more pebbles he was able to quench his thirst and save his life.

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Activity 1 Draw and Describe
Directions: Answer the questions through drawing or illustration and
describe it using simple and compound sentences.
Number 1 is done for you.
Who is the main character in the story,
“The Crow and the Pitcher”?
Simple sentence: The main character is the thirsty Crow.
Compound sentence: The main character is the thirsty Crow and this bird
did not give up until it finally quenched its thirst.
The main character is the thirsty Crow.
This is a simple sentence because it tells us what something (subject- main
character) is (predicate – is the thirsty Crow).
The main character is the thirsty Crow and this bird did not give up until it
finally quenched its thirst.
This is a compound sentence because it has two simple sentences (1.The
main character is the thirsty Crow. 2. This bird did not give up until it finally
quenched its thirst.) joined by a coordinating conjunction (and).

SENTENCE
A sentence is a group of words that expresses a complete thought. It
has a subject and a predicate. A sentence starts with a capital letter and
ends with a period, exclamation mark or question mark.
SIMPLE SENTENCE
A simple sentence is a group of words that contains a complete
subject (person, place, animal, thing, event) and a predicate (what the
subject is doing or what the subject has). It starts with a capital letter and
ends with a punctuation mark (period, question mark, exclamation point).
The pig had a big pen.
This is a simple sentence because it tells us what something (subject- pig)
has (predicate – had a big pen).
Matt eats delicious jam and ham.
This is a simple sentence because it tells us what someone (subject- Matt)
does (predicate – eats delicious jam and ham).
COMPOUND SENTENCE
A compound sentence contains two (2) or more simple sentences
that are joined by coordinating conjunction (and, but, or). Josie eats
ham but she hates jam.
This is a compound sentence because it has two simple sentences.
Josie eats ham. 2. She hates jam.
They are joined by a coordinating conjunction (but) because it
presents contrast.
Should they set off for home now, or should they decide to work a little
longer?
This is a compound sentence because it has two simple sentences.
Should they set off for home now?

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They are joined by a coordinating conjunction (or) because it presents an
option.
My family stays at home and we have a wonderful time.
This is a compound sentence because it has two simple sentences
My family stays at home. 2. We have a wonderful time.
They are joined by a coordinating conjunction (and) because it
combines two similar thoughts.
COORDINATING CONJUNCTION (BUT, AND, OR)
Coordinating conjunction is a word that connects words, phrases, or
sentences. When a coordinating conjunction joins together two
sentences, the resulting sentence is called a compound sentence.
The conjunction but is used to suggest a contrast.
Example:
The teacher prepares the lesson and the pupils answer the activities
It was a sunny day, but the wind was cold.
The stick was thin but it was strong.

The conjunction and is used to suggest one action in the chronological

order, one idea is the result of another and that the idea is the same,
similar or equal.
● Rain began to fall and the creek rose rapidly.
● Skyler’s favorite snack is biscuits and he loves to eat it with orange
juice .
The conjunction or is used to suggest that only one possibility can be
realized and before an alternative.
Example:
● You can have milk tea or you may order fruit shake.
● You stay at home or you can get infected by the virus.
The conjunction but is used to show contrast.
I want to see my classmates but I am not allowed to go out.
The boy is a good singer but he is too shy.
Let’s Dig In
Activity 1
Read the story about the funny crow.

Funny Macmac
by N.N. Hermosa
Macmac is a black crow. She is a funny crow.
Macmac likes to go to the well.
She likes to run around the well.
Ted sees Macmac run around the well.
Ted yells, “Macmac, don’t run around the well!”
Macmac falls into the well! Oh, oh!
She can’t swim. What to do, what to do?
Gets a big net.
He gets Macmac out of the well. That’s good.

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 Directions: Describe the picture using a simple and a compound
sentence. Number 1 is done for you.

1. Who are the characters in the story?

Macmac and Ted are friends.
Macmac is funny and Ted is helpful.

2. What does Macmac like to do?

________________________________________

3. How did Ted get Macmac out of the well?

__________________________________________

4. At the end of the story, what happened to

Macmac and Ted?
_______________________________________________
_______________________
5. Draw and describe your favorite character from
the poem.
My favorite character is
___________________________________________

Directions: Draw your answer and describe it using a simple and a

compound sentence. Do this on a bond paper.
1. If you were given a chance to have all the shoes mentioned in the
poem, how will you arrange them in the drawer cabinet?

___________________________________
___________________________________

2. If you want to buy a new pair of shoes, what color would you
choose? Describe why you want that pair of shoes.

___________________________________
___________________________________

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 Let’s Remember

Fill in the blanks with the correct word/s from the Word Bank.

Word Bank

simple sentence Comma complete

exclamation point Simple simple sentences

A sentence is a group of words that expresses a __________ thought.

__________ is a kind of sentence that expresses one idea or thought.
Compound sentence is a sentence that contains two or more __________.
A sentence may end in period, question mark, or __________.

Let’s Apply
1. Sit with your parents, guardians, or siblings and talk about:
• Ways in protecting your family against Covid19.
• Activities that can help enhance your learning while staying at
home.
2. Draw what you have discussed. Describe your drawings using 3
simple sentences and 3 compound sentences.

Let’s Evaluate
Directions: Choose the letter of the sentence that best describes
the drawing.
1. Which sentence best describes the picture?
A. The man is singing.
B. The man is tall.
C. The man is looking for someone.
D. The man is wearing a facemask properly.
2. What compound sentence describes picture below.
A. The children are happy while playing blocks.
B. The girl arranges the blocks and the boy watche.
C. The children are quarreling.
D. The children are playing

3. What simple sentence best describes the picture

below?
A. The black dog is sick and it is lying on the ground.
B. The black dog is tired.
C. The black dog is tired and sleeping
D. The black dog is playing a ball on the ground.

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 4. What compound sentence best describes the
picture below?
A. The boy is scanning notes in his notebook and he is
writing something.
B. The boy is doing his assignment on a table.
C. The boy is holding his pen.
D. The boy is playing.

5. Which sentence best describes the picture?

A. The girl is washing her hands properly.
B. The girl is playing with the water.
C. The girl is turning the water on.
D. The girl is holding a soap.

Let’s Extend
Read the poem. Draw what the character of the poem wants to do
and describe it using 2 simple and 2 compound sentences.

There Isn’t Time

By Eleanor Farjeon

There isn’t time, there isn’t time

To do things I want to do,
With all the mountain tops to climb
And all the woods to wander through.
And all the seas to sail upon,
And everywhere there is to go,
And all the people, everyone,

Who live upon the Earth to know.

There’s only time, there’s only time
To know a few, and do a few
And then sit down and make a rhyme
About the rest I want to do.

Let’s Learn

At the end of the lesson, the grade 3 pupils will be able to write their own
diary to express their memorable experiences with their families and
friends.

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 Let’s Try
Directions: Choose the letter of the correct answer.
1. What do you do at home?
a. Helping mother in household chores
b. Playing with my friends the whole day
c. Doing nothing
2. How do you help your mother?
a. irritably
b. willingly
c. shamelessly
3. Do you help your family at home?
a. Maybe.
b. No, I doesn't.
c. Yes, I do.
4. How do you feel when you help your family?
a. Very happy
b. Very sad
c. Very lazy
5. When you are given a task to take care of your younger
brother or sister, will you do it? Why or why not?
a. No, I will not because I want to play.
b. Yes, I will because I love them.
c. I am not sure.

Lesson
Write a Diary
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Let’s Recall

Write I on the line if the sentence is imperative and E if the sentence

is exclamatory.
______1. Fire! Fire! Help us.
______2. Eat fresh fruits and vegetables.
______3. Sweep the floor every day.
______4. Wow! You look fabulous in your red dress.
______5. Plant ornamental plants on empty bottles.

Let’s Explore

What do you usually do upon waking up in the morning?

How about before going to bed? Can you write them down?

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 My Daily Routine

Morning Night

A. eat breakfast B. pray upon waking up

C. keep the bedding D. take a bath
E. brush teeth F. pray before sleeping
G. wash the dishes H. sweep the floor

Let’s Elaborate

A diary is a record (originally in handwritten format)

with discrete entries arranged by date reporting on what
has happened over the course of a day or other period.
It is useful for us to remember the moments that we
shared with our families and friends.

Let’s Dig In
Fill in the blanks and write your own morning diary on grade
3 pad paper.

First Day in School

You are starting in Grade Three at R. P. Cruz Sr. Elementary School. Morning
time is happy time for you.
Write your diary entry on the blanks provided.
August 24, 2020
Today, I woke up at 1.______ (time)o’clock and brushed my 2.______
(body part). I got my 3. ______ (clothing) out of the closet and started to 4.
______ (something to do). My bed was usually a mess, so I 5. ______
(something to do) it. In the kitchen, my 6. ______ (family member)
prepared breakfast. I absolutely loved 7. ______ (food) with 8.______ (food)
and eat it almost every day. I rode in 9. ______( means of transportation) to
go to school. Everyone arrived in the classroom and then classes started.
My teacher was happy when we all 10. ______(something to do). At recess,
my friend andLet’s
I like toRemember
11. ______ (something to do). After classes, 12. ______
(friend) and I went home happily.

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 Fill in the blank with the correct word.

A_______ is a record (originally in handwritten format) with

discrete entries arranged by _______reporting on what has happened
over the course of a day or other period.
It is useful for us to remember the moments that we shared with our
families and friends.

Let’s Apply

Make a 3-day diary entry of what you did or what has happened.

Let’s Evaluate
Write a diary based on Gab’s activities on January, 2020.

On January 9, Gab visited the library.

On January 10, he composed a poem for Lani as a birthday
gift.
On January 11, he asked his Ninang Flora to edit the poem.
On January 12, he helped Lani’s mother in preparing for the
party.
On January 13, he attended Lani’s birthday party.

Let’s Extend

Ana prepared for her big day. Write a diary about her jumbled
activities when they prepared for her birthday.

A. Ana went to the market with her mother.

B. She visited and invited her relatives.
C. She cleaned the house.
D. Ana looked at her mini planner/diary.
E. She practiced a song number with her friends.

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References
Book

1. Ponciano, M.L., Cruz, E., Caspi, A., Ocang, C., Sison, J., Bustamante, R.
… Mendoza, J. (2017). Let’s Get Better in English 3 Learner’s Material.
Department of Education.
2. Quarter 1 MELC 4 page 94
3. Let’s Get Better in English pages, 154, 156 and 153

Internet
1. file:///C:/Users/User/Downloads/AskingandAnsweringQuestionsTheCrowa
ndthePitcher.pd
2. https://www.pinterest.ph/pin/365354588489989224/
3. https://in.pinterest.com/pin/365354588489989226/
4. https://www.pexels.com/photo/man-wearing-face-mask-3571628/
5. https://www.needpix.com/photo/1562225/homework-study-student-school-
schoolwork-writing-reading-studying-learn
6. https://www.youtube.com/watch?v=qp9PZTrOKf8
https://www.freepik.com/premium-vector/
7. Google .com Pinterest.com Let’s Better in English 3
8. https://www.scholastic.com/home?fbclid=IwAR0BS3ClDjsIRY-
KecMu7_WcSFmcGGrPAHtMHKPNr-qDVM_W4bGO63c2nMs
9. http://www.scholastica.com/?fbclid=IwAR1p6lJF0gmTXzxaIoquFtkVeVGU
Xx0VbY7-Xu0_T_wwafnY0z2GiIZkayE

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 Development Team of the Module
Module 1 Module 4
Writers : PERLIE O. SABANG Writers: ESPERANZA S. EVORA
CAREN JOY M. HAMPUY JAY-NA J. AGBUYA
HAYDEE C. SINCO

Editors:
Content Evaluator: DR. ANAMARIE N. CABACCAN
Language Evaluator: MARIA REBECCA M. ARNANTE

Reviewers: NOEL T. BALUBAL

MARIA REBECCA M. ARNANTE
DORIS C. BARDOQUILLO
DR. ANAMARIE N. CABACCAN

Illustrator: MARIPAZ B. CABUCANA / AMAPOLA ESPOS

Layout Artist: LIEZEL Q. MAGBANUA

Management Team: : DR. MARGARITO B. MATERUM, SDS

DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MR. NOEL T. BALUBAL, EPS – ENGLISH
DR DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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