Grade/Antas:

School/Paaralan: SAP-ANG ELEMENTARY SCHOOL 3 and 4

Subject/Asignatura:
Teacher/Guro: NORREN MAE C. ABENOJA ENGLISH
Quarter/Markahan:
Date/Petsa: Week 6 – JULY 21-25, 2026 Quarter 1
GRADE LEVEL 3 4
A. Content Standard The learners demonstrate expanding vocabulary and understanding The learners demonstrate their expanding vocabulary knowledge
of high frequency words and content-specific vocabulary; and grammatical awareness, comprehension of literary and
understand and create simple and compound sentences for informational texts, and composing and creating processes; and
their receptive and productive skills to produce age-appropriate
comprehending, analyzing, creating, and composing texts about
and gender-responsive texts based on one’s purpose, context, and
regional themes and contentspecific topics. target audience.
B. Performance Standard The learners use their expanding vocabulary of high-frequency and The learners apply comprehension of literary and informational texts
content-specific words, and simple and compound sentences to and produce narrative and expository texts
comprehend, create, and compose narrative and informational based on their purpose, context, and target audience using simple,
compound, and complex sentences, and ageappropriate and
texts about regional themes and content specific topics; and read
gender-sensitive language.
grade level texts with appropriate speed, accuracy, and expression.
C. Competencies EN3VWK-I-1 Identify high-frequency words accurately. EN4SW-1-5- Express ideas appropriately (age-appropriate, gender-
EN3CAT-I-3 Comprehend informational texts. responsive, culture sensitive) for one’s
1. Note at least four to five significant details in informational texts. purpose, context, and target audience.
2. Identify problem and solution. Lesson Objectives:
1. Differentiate narration from enumeration- description patterns.
EN3CCT-I-6 Compose texts to react to a topic. 2. Identify the structure and write a friendly letter.
EN3VWK-I-2 Use vocabulary referring to: 2. content-specific words EN4SW-1-6 Use appropriate non- verbal cues for clarity of context,
EN3VWK-I-3 Use content-specific words. 2. Science (basic purpose and meaning.
terminologies) Lesson Objectives:
1. Use facial expressions and gestures when speaking

D. Objectives: At the end of lesson, the learners will be able to: Lesson Objectives: 1. Differentiate narration from enumeration-
• recognize and read high-frequency words accurately description patterns. 2. Identify the structure and write a friendly
through oral reading and written assessments; letter.

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 • comprehend informational texts by noting significant details Lesson Objectives:
and identifying problem/solution relationships; 1. Use facial expressions and gestures when speaking
• construct sentences reacting to a given topic, with clarity of
ideas and opinions;
• match content-specific words with their correct meanings
and use them appropriately in sentences.
• use basic science terminologies into oral and written
responses.
E. References: Lesson Exemplar, MATATAG CG, BOW
Learning Materials

Procedure
Grouping Structures (tick boxes):
Use these letter icons to show
methodology and assessment Whole Class Mixed Ability Groups Friendship Groups
activities. Describe the parts of the lesson Ability Groups Other (specify)
(for example the introduction), Grade Groups Combination of Structures
T Direct Teaching where you may address all grade
G Group Activity levels as one group.
I Independent Activity
A Assessment

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 Teaching, Learning, and Assessment Activities

(Phase 1: Grade 3 Focus - Teacher-Led, Grade 4 Independent Activity)

T I
Grade 3: Direct Teaching - Recognizing Consonant Independent Activity for Grade 4: Reading Comprehension - Pre-
Blends/Digraphs; Identifying Characters and Setting in a Story reading/Pre-writing Activity on Story Elements
• Motivation (5 minutes): • Teacher's Script (Addressing Grade 4): "Grade 4, while I am
o Teacher's Script: "Good morning, Grade 3! Today, working with Grade 3, you will work on an independent
we're going to unlock some word secrets and listen to activity that will prepare us for our main lesson. I am giving
a fun story! First, let's warm up our reading muscles. you a short narrative story. Your task is to read the story
Look at these words: plan, tree, ship. What do you quietly and carefully. As you read, use the sticky notes
notice about the first two letters in plan? (pl) How provided to mark or write down: who are the main
about tree? (tr) And ship? (sh)" characters, where and when the story happens (setting), and
o Teacher's Concept: Introduce the idea of consonant one important event that occurs. Don't worry about
blends (two consonants together where both sounds problem/solution yet, just identify these key parts."
are heard, like 'pl' in 'plant') and digraphs (two letters • (Distribute copies of a short narrative story (different from the
that make one sound, like 'sh' in 'ship'). This builds one to be used in direct teaching for G4) along with sticky
foundational phonics skills. notes or a simple pre-reading graphic organizer.)
• Presentation (10 minutes): • Teacher's Script: "Remember, read for understanding. You will
o Teacher's Script: "These are special letter be sharing your findings later."
combinations. 'Pl' in plant is a consonant blend. We • Teacher's Concept: This activity allows Grade 4 students to
hear both /p/ and /l/. 'Sh' in ship is a digraph. It makes activate prior knowledge on story elements and practice
one new sound /sh/. Let's practice more!" independent reading comprehension, freeing the teacher to
o (Show flashcards with words containing common focus on Grade 3. It serves as a warm-up for their main lesson.
blends: bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr, scr, str,
spr. Practice reading them aloud with the students.)
o (Show flashcards with common digraphs: ch, sh, th,
wh, ph. Practice reading them aloud.)
o Teacher's Script: "Now, let's listen to a story! As I read, I
want you to listen carefully for who the story is about

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 (the characters) and where the story happens (the
setting).
o (Read aloud a simple narrative story suitable for
Grade 3, e.g., "The Little Red Hen." Read clearly and
expressively.)
o Teacher's Script: "Who are the characters in our story,
'The Little Red Hen'?" (Expected answers: Little Red
Hen, Dog, Cat, Mouse). "Where is the setting of the
story?" (Expected answer: A farm).
o Teacher's Concept: This part directly addresses the
competency of identifying characters and setting
and noting significant details.
• Guided Practice (5 minutes):
o Teacher's Script: "Excellent! Let's work together. I'll
read a very short new paragraph. Then, you tell me
the characters and setting."
o (Read a short paragraph like: "Ben and Mia went to
the park. They played on the swings under the big
tree.")
o Teacher's Script: "Who are the characters? (Ben, Mia).
Where is the setting? (The park, under the big tree)."
o Teacher's Concept: Immediate application and
reinforcement of concept.

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 (Phase 2: Grade 3 Focus - Teacher-Led, Grade 4 Independent Activity)

I T

Independent Activity for Grade 3: Story Elements & Word Recognition Grade 4: Direct Teaching - Identifying Elements of Narrative Texts
Activity (Problem, Solution, Main Idea)
• Teacher's Script (Addressing Grade 3): "Grade 3, while I am • Motivation (5 minutes):
working with Grade 4, you have a special activity. I am giving o Teacher's Script: "Welcome back, Grade 4! Let's
you a worksheet. On the first part, you will see some words check what you found in your independent reading
with blends and digraphs. Circle the blend or digraph in activity. Who were the characters in your story? (Allow
each word. On the second part, you will see pictures from 2-3 to share). What was the setting? (Allow 1-2 to
'The Little Red Hen' story we read earlier. You need to write share). What was one important event?" (Allow 1-2 to
the name of the character or describe the setting in simple share).
words under each picture." o Teacher's Script: "Great job! Now, let's dig deeper into
• (Distribute worksheet: Part 1 - Circle the blend/digraph: clap, stories. Every good story has a challenge or something
tree, ship, black, thumb. Part 2 - Pictures of Little Red Hen, the that goes wrong – we call that the problem. And
farm; ask: "Who is this?" "Where is this?") then, the characters find a way to fix it – that's the
• Teacher's Script: "Do your best and work quietly." solution. Also, every story teaches us something or is
• Teacher's Concept: This provides independent practice for mostly about one big idea – that's the main idea."
both phonics and basic story comprehension for Grade 3. o Teacher's Concept: Connects previous activity with
new concepts of problem, solution, and main idea.
• Presentation (10 minutes):
o Teacher's Script: "Today, we will focus on Problem,
Solution, and Main Idea in narrative texts. We will use
a new story. Listen carefully as I read 'The Ant and the
Grasshopper'."
o (Read aloud a narrative story, e.g., "The Ant and the
Grasshopper." Use expressive reading.)
o Teacher's Script: "Let's identify the elements.
▪ Characters: Who are the characters in 'The
Ant and the Grasshopper'? (Ant,
Grasshopper).

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 ▪ Setting: Where and when did the story
happen? (In a field, during summer and
winter).
▪ Plot/Sequence of Events: What happened
first? (Ant worked, Grasshopper played). What
happened next? (Winter came, Grasshopper
had no food).
▪ Problem: What was the main problem of the
Grasshopper? (He had no food for winter
because he didn't work).
▪ Solution: How was the problem solved (or not
solved, or what did the Ant do)? (The Ant
shared some food, but the Grasshopper
learned a lesson).
▪ Main Idea: What is the most important lesson
or message from this story? (It's important to
be prepared and work hard).
o (Write down the answers on a larger story map on the
board.)
o Teacher's Concept: Direct instruction on identifying
these specific elements within a narrative.
• Guided Practice (5 minutes):
o Teacher's Script: "Let's try one more example together.
I will describe a very short scenario. Tell me the
problem and solution."
o (Scenario: "Lina wanted to build a sandcastle on the
beach, but the sand was too dry and kept falling
apart. She then thought of getting some water from
the ocean and mixing it with the sand.")
o Teacher's Script: "What was Lina's problem? (The sand
was too dry). What was her solution? (She got water
to mix with the sand)."

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 o Teacher's Concept: Reinforces direct application and
allows for immediate feedback.

APPLICATION (5 Minutes) - (Whole Class)

• Teacher's Script (Addressing Grade 3): "Grade 3, think about a time you heard a story. Who was your favorite character? What was
your favorite part of the story?" (Encourage 1-2 students to share simple answers.)
• Teacher's Script (Addressing Grade 4): "Grade 4, imagine you are writing a story about today. What would be the main problem
someone might face today? How would they solve it?" (Encourage 1-2 students to share, linking to creative thinking and problem-
solving.)
• Teacher's Concept: This section encourages students to connect the lesson to their experiences and promotes critical thinking.
IV. GENERALIZATION (3 Minutes) - (Whole Class)
• Teacher's Script (Addressing Grade 3): "Grade 3, what two letter combinations did we learn that make special sounds?" (Consonant
blends and digraphs). "What are the two most important things we need to find in a story?" (Characters and Setting).
• Teacher's Script (Addressing Grade 4): "Grade 4, what are the four important elements we learned about in a narrative story today?"
(Characters, Setting, Problem, Solution, and Main Idea). "Why are these elements important for understanding stories?" (They help us
know who, where, what happened, and the message.)
• Teacher's Concept: This provides a concise summary of the key learning points for each grade level, ensuring comprehension.

Grade 3 Evaluation:
• Instructions: Read the short story. Then, answer the questions.
o Story: Ben's New Friend Ben saw a small, brown puppy shivering under a tree in the park. The puppy looked sad and lost. Ben
wanted to help. He carefully picked up the puppy and brought it home. His mom said they could keep the puppy and
named it 'Skippy'. Ben was very happy!
1. Who are the characters in the story? (Circle all correct answers) a. Ben b. Puppy c. Tree d. Mom
2. Where did Ben first see the puppy? a. At home b. In the park c. Under a tree
3. Underline the word with a consonant blend: (tree / help / park)
4. Circle the word with a digraph: (ship / dog / run)
5. What significant detail happened to the puppy? (It was shivering / It was happy)

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 Grade 4 Evaluation:
• Instructions: Read the story below. Then, answer the questions that follow.
o Story: Maya and the Missing Toy Maya loved her blue teddy bear, Barnaby, more than anything. One sunny morning, she
woke up to find Barnaby missing from her bed. Maya searched everywhere: under the bed, inside the closet, and even
behind the curtains. A big frown appeared on her face. Her brother, Leo, saw her looking sad. "What's wrong?" he asked.
Maya explained her problem. Leo chuckled. "Did you check the living room? You were playing with him there last night!"
Maya rushed to the living room and, sure enough, Barnaby was sitting on the sofa. Maya hugged him tightly, happy to have
found her favorite toy.
1. Who are the main characters in the story?
2. What is the setting of the story? (Where and when did it happen?)
3. What was Maya's problem?
4. What was the solution to her problem?
5. What is the main idea or lesson of this story?

Remarks:
Reflection:

Preapared by: Corrected by:

NORREN MAE C. ABENOJA AILEN D. CATALUÑA

Teacher- III TIC/ School Head

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