3

Lesson Exemplar Quarter 1

Week

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

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Published by the Department of

Education Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong

Development Team

Writer: Odes M. Dagong, Joyce V. Arce

Content Reviewer: Marichu J. Hernandez, Jane Daisy Calado-Cunanan
Language Reviewer: Carol L. Noces
Layout Artist: Evelyn B. Morante, Earl Bennette A. Roz, Rejoice Ann C.
Mananquil

Management Team

Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning

MATATAG School Grade Level Grade 3
K to 10 Curriculum Name of Teacher Learning Area English
Weekly Lesson Log Teaching Dates and Time Quarter 1 - Week 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate expanding vocabulary and understanding of high-frequency words and content-specific
A. Content vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and
Standards composing texts about regional themes and content-specific topics.
The learners use their expanding vocabulary of high-frequency and content-specific words and simple and
B. Performance compound sentences to comprehend, create, and compose narrative and informational texts about regional themes
Standards and content-specific topics and read grade-level texts with appropriate speed, accuracy, and expression.

EN3VWK-I-1 Identify high- EN3PWS-I-1 Identify EN3VWK-I-1 Identify EN3PWS-I-1 Identify

frequency words accurately. Grade 3 level-appropriate high-frequency words Grade 3 level-
sight words. accurately. appropriate sight words.
EN3CCT-I-1 Use common EN3GAGS-I-1 Identify EN3CCT-I-1 Use EN3GAGS-I-5 Identify
expressions and polite greetings sentences and non- common expressions the parts of simple
appropriate to a given situation. sentences. and polite greetings sentences: (who/what,
EN3PWS-I-2 Read words appropriate to a given what are they doing,
EN3CAT-I-2 Comprehend stories. accurately and situation. when/where/
a. Note important elements from automatically according EN3CAT-I-2 how).
stories (characters, setting, to word patterns (initial, Comprehend stories. a. telling sentences
C. Learning events). final, medial). CVCC a. Identify the (declarative)
Competencies b. Sequence at least four to five words st, -nd, -lt, -mp, - problem and EN3GAGS-I-4 Sequence
events. nt solution in stories. words to represent
EN3VWK-I-4 Identify words with EN3VWK-I-6 Read words meaning in simple
different functions. correctly for meaning EN3VWK-I-4 Identify sentences.
(based on word patterns). words with different a. telling sentences
a. words that replace persons, functions. (declarative)
places, things, animals, events, EN3VWK-I-7 Write words a. words that
ideas, and emotions legibly and correctly replace persons, EN3GAGS-I-6 Use
b. demonstrative pronouns (based on word patterns). places, things, correct capitalization
animals, and punctuation for
events, ideas, and simple sentences.
1
 emotions

2
 EN3CCT-I-2 Use own words in EN3VWK-I-2 Use b. demonstrative 1. telling sentences
retelling myths, legends, fables, vocabulary referring to: pronouns (declarative)
and narrative poems. regional themes
EN3CCT-I-3 Express EN3CCT-I-2 Use own EN3PWS-I-2 Read words
EN3CCT-I-5 Compose texts to react ideas about one’s words in retelling accurately and
to the character, setting, or events experiences - regional myths, legends, fables, automatically according
in a story. themes and narrative poems. to word patterns (initial,
final, medial).
1. CVCC words sk, -lp,
-ct, -ft, -rk
EN3VWK-I-6 Read
words correctly for
meaning (based on word
patterns).

EN3VWK-I-7 Write
words legibly and
correctly (based on word
patterns).
At the end of the lesson the At the end of the lesson At the end of the At the end of the
learners shall be able to: the learners shall be lesson the learners lesson the learners
able to: shall be able to: shall be able to:
a. recognize high-frequency
words accurately. a. read sight words a. identify and read a. recognize and read
b. use common expressions and appropriate for their aloud high- Grade 3 level-
polite greetings appropriate to grade level frequency words appropriate sight
a given situation. b. identify complete from a given list. words found in the
D. Learning c. identify characters, setting, sentences; b. use common story.
Objectives and events in the story read. c. and differentiate expressions and b. identify who or what
d. sequence at least four to five them from sentence polite greetings in in the sentence,
events. fragments or non- role-play scenarios what action they are
e. Identify words replace sentences. appropriate to doing, and when,
persons, places, things, d. pronounce words various situations. where, or how they
animals, events, ideas, and with CVCC pattern: c. recognize and are doing it.
emotions st, -nd, -lt, -mp, -nt) describe the c. arrange words in the
f. Recall and retell variety of correctly. characters, setting, correct order to
myths in own words. make meaningful
3
 g. write a short paragraph on e. recognize the and main events in and simple
character, setting, or event in meaning of words a story. sentences.
a story. based on their d. arrange four to d. use correct
h. use basic Mathematics patterns and five events from capitalization at the
terminologies into oral and context. a story in their beginning of
written responses. f. improve their correct sequence. sentences and
handwriting and e. identify the proper punctuation
spelling by practicing problem faced at the end.
words with specific by characters in e. read CVCC words
patterns. a story and with patterns like
g. Use vocabulary explain how it sk, -lp, -ct, -ft, -rk
related to regional was resolved. accurately and
topics or themes. f. identify words that automatically.
h. Use vocabulary can replace nouns f. read words correctly
related to regional referring to to understand their
contexts in sharing persons, places, meaning based on
personal things, animals, word patterns.
experiences. events, ideas, and g. write CVCC words
emotions. legibly and correctly
g. Identify according to their
demonstrative patterns.
pronouns within h. explain how
sentences. objects, activities,
or natural events in
h. retell myths,
the story can be
legends, fables,
explained by
and narrative science.
poems using their
own words while
maintaining the
original story's
essence.
II. CONTENT

III. LEARNING RESOURCES

A. References
4
 Text: The Guardians of the Wawa Text: The Guardians of Text: The Guardians of Text: The Guardians of
B. Other Learning Dam the Wawa Dam the Wawa Dam the Wawa Dam
Resources
Drill board, flash cards Drill board, flash cards Drill board, flash cards Drill board, flash cards
IV. TEACHING AND LEARNING PROCEDURES
Before /Pre-Lesson Proper

SAY: Today, we will look back and SAY: Remember our SAY: Remember our SAY: I remember our
remember. What do you remember adventure through the adventure through the adventure through the
from the Grade 2 lesson on greeting "Guardians of Wawa "Guardians of Wawa "Guardians of Wawa
each other? You practiced greeting Dam" myth yesterday? Dam" myth yesterday? Dam" myth yesterday. It
your teachers and classmates in We dove into some We did some awesome was a lot of fun doing
the most possible polite ways. awesome activities that activities that brought the activities that
our learning to life. brought our learning to
brought our learning to
life.
life. What did you learn
Have any of you ever
from our lesson? Can visited a dam or a What did you discover
you share something you similar structure? Tell from our lesson
found interesting? us something about yesterday? Share your
this and what you thoughts in the class.
Activating Prior observed or learned
Knowledge during your visit? Now, let's think about
how we can help our
Now, let us find out if planet. Have you seen
you still remember the clean rivers? What about
words, you learned dirty ones? Which one
yesterday. What are do we like and why?
these words and what
do they mean? How about the lessons
on sight words and
correct punctuation?
Use these words in What are sight words?
sentences. Why is it important to
pronounce words
correctly?

5
 SAY: Today, you will improve your SAY: Today, you will SAY: Today, you will SAY: Today, you will
reading by recognizing words and study words that are just have a blast with practice reading Grade 3
polite greetings, understanding right for your grade. You English! You will get level-appropriate sight
stories, and ordering events. You will identify complete better at reading by words from the story.
will use demonstrative pronouns, sentences, practice learning common You will identify the
retell stories, share feelings, learn reading words with words, use polite words subject and action in
mathematics vocabulary, and build CVCC patterns, and in fun role-plays, talk each sentence, and
self-confidence. understand word about what's determine when, where,
meanings. Then, you will happening, sort out or how the action is
You will also share what your
focus on improving your story events, figure out taking place. Then, you
talents are. I will note them down to
Lesson handwriting and spelling story problems, learn will rearrange words to
see what they have in common.
Purpose/Intention with these patterns. new words to add to form meaningful, simple
Many excel at one talent, while
others enjoy different ones. Finally, you will use local the ones you already sentences, making sure
words from stories know, make our to use proper
about our community’s sentences crystal clear, capitalization and
history. and give our own twist punctuation. You will
to classic tales. also work on reading
and writing words with
CVCC pattern like sk, -
lp, -ct, -ft, -rk accurately
and neatly.

SAY: As you read the story "The SAY: Moving on to our SAY: Moving on to our SAY: Let us all read it
Guardians of Wawa Dam," please activity, let us expand activity, let us shift our together. As I read, look
take note of the words that are our vocabulary. Here’s a focus to some important for words that you know
repeated. These are high-frequency fun activity to help you words related to our by sight, like "the,"
words – they are the words that learn these words: lesson. Pay attention to "and," "is," "you," and
occur most often in the story. match the words in a few key terms you will "that." These are words
Lesson Language
Practice column A with their see today. Does the we see a lot, so it is good
Take note of some important points
meanings in column B. term guardians remind to know them briefly.
when listening to a story
anyone of something or Let us see how many
Remember, listening well helps someone? sight words we can find.
you learn and enjoy stories even
The Guardians of Wawa Next, let us expand our
more! Dam, the characters act vocabulary. Match the

6
After listening to the story, we will as guardians to protect words in column A
Column Column
discuss the words you heard and the environment. What with their meanings in
B
explore their meanings and A is an environment? column B.
importance. Environment refers to
1. Dam a. Somethi
ng that our surroundings,
stops including the air, water,
water Column Column
from
plants, animals, and all
Let us start with a “Story Word the natural resources
A B
flowing
Match-Up" freely around us, it 1. Dark Lacking light:
2. Guardians b. People opposite of
who
encompasses everything
bright
live in a around us, and it is
SAY: village important to take care 2. Fact A strong
emotion or
3. Mythical c. To keep of it. How about
somethi perception
I have cards with the words "dam," pollutants? What do
ng safe
"guardians," "villagers," from you think this word 3. Felt A piece of
harm or means? information
"preserve," and "mythical" and
change that is true or
another set of cards are the Pollutants are can be proven
definitions. The cards are mixed up substances that pollute
4. Preserve d. Beings 4. Gift a present: any
and spread on the table face down. from
the environment and
material or
legends cause harm. They are immaterial
or folk indeed harmful items given to
tales,
often substances that can someone
I want volunteers to take turns with make our environment without
expecting
flipping two cards at a time to find magical dirty or even unsafe.
powers payment
a word and its definition. When e. People Finally, let us talk
5. Villagers
you make a match, use the word in 5. task A job
who about conservation.
protect assignment to
a sentence before you can keep the What comes to your be completed
and look
pair. The student with the most after mind when you hear
pairs at the end of the game wins. somethi this word?
ng

Conservation means
protecting and
Here are some examples of the
preserving our natural
sentence: resources and wildlife.
 The dam holds back water to It involves taking care
keep our village safe. of our environment and
using our resources
7
  Bernardo and Maria are the wisely. These words are
guardians who protect essential to
Wawa Dam. understanding our
 The villagers learned to throw lesson today.
away their trash properly.

This activity will prepare the

learners in reading and
understanding the story.
During/Lesson Proper
SAY: SAY: The following DO: Distribute copies of SAY:
Today, we will read the story titled sentences are taken from the story, The
“The Guardians of Wawa Dam.' Re-read the story,
the story "The Guardians Guardians of Wawa
“Guardians of Wawa
of Wawa Dam." Dam.
Dam” carefully.
Underline sentences that
Before Reading
demonstrate scientific
Sentence or non- SAY: Let us talk about
methods, such as
sentence the main characters
measuring, estimating,
Reading of Questions for and events in the story
and observing.
Comprehension The Guardians of Wawa
Decide whether the Dam. Note how the Pay attention to how
Reading the Key statement is a sentence characters grow and Bernardo and Maria care
Idea/Stem Directed Reading Teaching Activity or a non-sentence. the key events that for nature and protect
(DRTA) Afterward, we will keep the story moving. the dam.
discuss why each Write 3 to 5 sentences
Par. 1 statement is classified as on a sheet of paper
 Who are the mythical guardians a sentence or a non- Questions for showing how people can
of Wawa Dam mentioned in the sentence. Comprehension preserve and protect
paragraph? (Bernardo and nature.
1. Bernardo and Maria
Maria discovered villagers
always do their best
dumping trash into the water of 1. Describe the main  Now, identify the
to keep Wawa Dam
Wawa Dam.) characters in the mythical guardians
clean and safe for
 What challenge did story. What are their and their challenge.
everyone.
Bernardo and Maria, the most notable traits?
8
guardians of

9
 Wawa Dam, discover in the 2. Around Wawa Dam is 2. How does the setting  Next, study their
green valleys of a testament to the influence the events efforts to educate
Montalban, Rizal? guardians. of the story? villagers about waste
Par. 2 3. A sturdy belt from 3. Can you summarize disposal.
 Why was educating the villagers vines to secure the the main events of  Then, observe how
about proper waste disposal tools needed for the story? Write a they repaired the
crucial to Bernardo and Maria's repairs. summary in 150- dam using
mission? 4. A sudden lump in the 200 words. measurements and
Par. 3 dam's structure. 4. How do the calculations.
5. Through the trees as characters change  After that, consider
 How did the villagers respond to Bernardo and Maria from the beginning their actions to shield
learning about the importance worked through the to the end of the the dam from stone
of Wawa Dam from its mythical night. story? fragments.
guardians? (The villagers 6. Against the rushing 5. What conflicts do  Finally, reflect on
promised to dispose of their waters. the characters face, their commitment to
waste correctly after realizing 7. The guardians of and how do they environmental
their oversight. Wawa Dam resolve them? conservation.
Par. 4 were revered.
 What method did Maria and 8. Through Bernardo
Bernardo use to estimate the and Maria’s guidance.
area needed for repairs on the 9. To preserve the
dam's wall? (They estimated the beauty of Wawa Dam,
area by multiplying the length everyone must take
by the width of a rectangular part in its protection.
section using square tile units.) 10. Tales of the mythical
Par. 5 protectors of Wawa
Dam inspired
 How did Bernardo and Maria generations to come.
demonstrate their skills and
respect for nature to convince
the old spirit to preserve the Word Detectives
dam? SAY: Join me in a fun
Par. 6 word game as we
 What did Bernardo and Maria's transform into word
actions as guardians of Wawa detectives. Your mission
Dam signify? (Their actions is to uncover unique

10
 signified a constant commitment words and non-
to environmental conservation sentences within the text.
and a sense of security in their Look for words that end
role as guardians.) with patterns like -st, -
nd, -lt,
A. Reading of the Story
-mp, and -nt.

First Reading (by the teacher)

Let us have mastery of
these words by writing
them neatly in your
notebook and
pronouncing them
clearly.

11
 SAY: The story we read has SAY: To help you express SAY: Now, let us have SAY: Re-read the story,
characters who play roles in the ideas about one’s some fun acting them “Guardians of Wawa
plot, a setting that indicates when regional experiences out. In Greetings and Dam” carefully.
and where the story happened, and based on the text “The Scenes: A Role-Play
important events that provide a Guardians of Wawa Journey Through Our
Story, you will be the Discuss with a partner
clearer understanding of the Dam,” let me ask you or in a group:
characters.
story's theme. these questions:
Let us now identify the high  Have you ever visited Greetings and Scenes:
frequency words found in the story. a place like Wawa A Role-Play Journey a. What specific
Developing Dam in your region? Through Our Story scientific methods
Understanding of the The words are dam, guardians, Describe it. did Bernardo and
Key Idea/Stem villagers, preserve, and mythical.  Can you think of a  First, let’s pretend Maria use?
Your efforts in spotting these high- time when you or you are Bernardo b. How did they show
frequency words in "The Guardians someone you know and Maria. Use care for nature and
of Wawa Dam" are commendable. acted as a guardian of polite greetings in the environment?
the environment? introducing yourself. Why is proper waste
B. Second Reading (by the  Next, imagine you
What happened? Can disposal crucial for
learners) are at a key location
you think of a time environmental
Take note of some important points when you or someone from the story's protection?
when reading a story you know helped take setting. Describe it
care of the to someone who has
environment? What never been there.

12
 1st group: Describe the traits of did you or they do to  Then, act out a
each character. Identify the part help? scene where
of the story where the  What are some Bernardo and Maria
characters exhibit the qualities environmental issues must make a
mentioned. that your region difficult decision
 2nd group: Identify the setting faces? How do people that affects the
considering location, time, address them? story's outcome.
season and time of day.  Now, imagine you are
 3rd group: Write about the Bernardo and Maria, The formula they
events as they happened in the the guardians of used was Area =
story in your own words. Wawa Dam. Prepare a
length × width,
 4th group: Write the names short dialogue with a
which in this case
of the characters who said friend or family
these lines: member where you would be 5 miles × 3
explain the miles = 15 square
1. “These conditions are testing importance of tile units.
our skills.” protecting the
2. "That field needs water." environment in your
3. “It was important to share region.
with every villager the fact
that proper waste disposal is a  As a class, let us
key measure in preventing discuss how we can
those harmful chemicals and help take care of
pollutants from contaminating nature in our area or
soil, water sources, and the region. Think of easy
environment.” things we can do to
help. Then, make a
simple plan together
Now, post your answers on the and share it with the
board so that we can easily check class.
whether you got the correct answer
or need to reread the story for a
better understanding. From your
answers, let us identify the most
important parts of the story. Focus
on the answer of Group 4, you can
see some words written in bold

13
letters. These words tell us the This estimation
specific object/s we are identifying. helped them
These words replace nouns. They
determine how
are called demonstrative
many rocks they
pronouns.
needed to repair the
dam efficiently. As
they worked, they
estimated the area
they needed to
cover using square
mile units. For
instance, if they
had a rectangular
section of the wall
that was 5 miles
long and 3 miles
wide, they
calculated the area
by multiplying the
length by the width.

Look at the following

sentences taken from
the story, Guardians of
Wawa Dam.

How did Bernardo and

Maria estimate the
number of rocks needed
to repair the dam?
(They used the formula
Area = length × width to
estimate the number of
rocks.)

14
 It is like taking a walk
around the edge of the
wall and measuring
how long it is. So, by
knowing the area and
perimeter, Bernardo
and Maria could figure
out how many tiles
they needed and how
long their walk would
be to check the whole
wall.
Delving Deeper Delving Deeper Delving Deeper Delving Deeper
SAY: Remember, when discussing SAY: Take note that Demonstrative Let’s move on to the next
characters, consider their traits. sentences are simply Pronouns in Action activity, you will explore
Identify the setting, problem, groups of words that the key idea of
solution, and how the story ends. express a complete SAY:Read the excerpt declarative sentences.
Characters in the story use thought. They usually from The Guardians of  Look at the
demonstrative pronouns like have a subject, a verb, Wawa Dam. following sentences:
and an object. On the a. They discovered
this, that, those, and these. Identify sentences
other hand, non- villagers
Process the students' responses sentences are just where demonstrative thoughtlessly
Deepening and relate their description of the pronouns can be used. dumping trash
incomplete thoughts and
Understanding of the main character to how she Rewrite those into the water.
Key Idea/Stem might be missing one of
developed her talent to boost self- sentences, using b. They greeted the
these important demonstrative
confidence. villagers warmly
elements. pronouns such as this, with 'Good
that, these, and those. morning.'"
 Notice that both
Let us talk about CVCC examples answered
(consonant-vowel- Example: the 5 Ws and 1 H
consonant-consonant) Original sentence: questions: who,
word pattern. Bernardo and Maria what, when, where
Basically, they start with repaired it under how and even if
a consonant sound, the dark sky using there is no specific
the time or
15
 place mentioned, and

16
 followed by a vowel best magic and if it is written in the
sound, and end with two stones. correct order, then
consonant sounds. Rewritten with that sentence is
demonstrative called declarative.
Remember, your unique pronoun: These Declarative sentences
regional experiences are guardians repaired are statements that
incredibly valuable. that damage under convey information or
Sharing them can really the dark sky using make assertions.
inspire others to act for their best magic and
the environment, too! stones.

Remember,
demonstrative
pronouns are used to
point out specific
things. This and these
refer to something close
to the speaker, while
that and those refer to
something further
away.
After/Post-Lesson Proper
Complete the following statements: Complete the following Complete the following Complete the following
statements: statements: statements:
 I learned that noting important  I learned that saying  I learned that by
elements of a story like ,  I learned the really identifying the
, and enhances importance of saying counts; it is how we subject (who or
my understanding and analysis , identifying show thanks and what), the action
of the narrative. I also learned , words, reading form friendships. (what they are doing),
Making
that using demonstrative and writing CVCC Learning the and additional details
Generalizations and
pronouns like , , words patterns , of the (when, where, or
Abstractions
, and will help , , , and . story deepens our how) promotes
point out specific items or I also learned about understanding and comprehension and
people and clarify their the meaning of the those deeper
importance within a vocabulary word such pronouns? They understanding of
context. as , , as are structure.
well as , ace at taking the
17
 place of all kinds of

18
  I realized that to show respect I realized that saying nouns and I got the  I realized that the
and build positive relationships , is important hang of working out story's objects,
with others, I need to use because it shows areas now - just activities, or natural
. appreciation and fosters multiply the events to science
 I will not throw in our positive relationships, by the concepts shows how
school and community. identifying, reading, and . Easy- a
writing , word peasy with the phenomenon in the
patterns is important for formula: Area = story. For example, if
developing skills, length × width. the story involves
understanding and using I realized that in the weather changes,
, words is essential story, Bernardo and explore meteorology
for effective Maria show us that to concepts.
communication, and solve problems, we need  I promise to try to
distinguishing between to do the right thing, write and
, and , is like not trash in legibly.
important for language
the water, to say to
and communication
make people feel happy
skills.
for helping, and to use
what we know, like
counting and shapes, to
fix things well.

Let us now check your Write a five-sentence Directions: Underline Analyzing Declarative
understanding of the lesson today. paragraph about a the demonstrative Sentences
mythical guardian in pronouns in the given
1. Recall a story you have read Analyze each sentence
your place (community, sentences.
before and identify the Characters, then answering the
city, province, region.
Setting, and Main event 1. They expressed their following questions:
gratitude to the
Evaluating Learning 2, Sequence the following events in community, saying a. “They expressed their
the correct order: Describe their “Thank you for gratitude to the
challenges and how they taking the time to community, saying
a. . Bill made a
protect the environment. learn and help us in ‘Thank you for taking
smart decision.
this important task.” the time to learn and
b. . The animals in the
2. Surprised by the help us in this
forest were affected.
mythical guardians important task.’”

19
 c. Bill's decision had a Be sure to use any of the of Wawa Dam's b. “From that moment
positive impact. CVCC, vocabulary, and unexpected on, they promised
d. The story took place sight words we learned presence, the to throw away their
in a forest. today. villagers realized the waste correctly.”
e. Bill learned a valuable dam's gift and their c. “Maria and Bernardo
lesson. oversight. From that repaired it under the
3. Identify the pronouns specifically moment on, they dark sky using magic
the demonstrative pronouns used promised to throw and pushing, pulling,
in the story you read. away their waste and carrying rocks.”
correctly. Who/What: Who is
3. These conditions are involved? What are they
testing our skills, doing?
Maria shouted.
4. They worked When/Where/How:
together to shield When did it happen?
the dam from stone Where did it happen?
fragments How did they do it?

This estimation helped

them determine how
many stones they
needed to repair the
dam efficiently.

20
 Choose your own story to read. Write five sentences Arrange the events from Rearrange the words to
Complete the graphic organizer about what you have a story in their correct form a declarative
with details from the story. learned today. Then, sequence. sentence.
underline your sentence
 Dom finds a
and draw a box on non-
puppy near his spending our time
sentence.
school.
 Dom searches for family enjoys together.
the puppy’s
owner.
 Dom posts a in the garden are the
notice about the flowers blooming
Additional Activities
lost puppy. beautifully
for Application or
 The puppy’s
Remediation (if
owner
applicable) before I finished my
contacts Dom.
 Dom reunites the homework dinner
puppy with its
owner.
dog barked the at the
mail carrier.

reading stories she loves

every night.

Remarks
Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head

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