WLP GR3 WK1 Q4

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
Bamban East District
DELOS REMEDIOS ELEMENTARY SCHOOL
WEEKLY LEARNING PLAN
GRADE 3 QUARTER 4 - WEEK 1
April 18-22, 2022
QUARTER: FOURTH GRADE LEVEL: III - NARRA

WEEK: 1 LEARNING AREA: ENGLISH
MELCS: Use the degrees of adjectives in making comparisons. EN3G-IVi-j-5.2
DAY OBJECTIVE/S TOPICS CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
1 Use the degrees of Degree of Adjectives Begin with classroom routine: Ask the learners to read their English Quarter 4 Module 1-
adjectives in making
comparisons. Prayer Let them accomplish the given activities in a separate sheet
Reminder of the classroom health and safety of paper.
protocols
EN3G-IVi-j-5.2  Checking of attendance
 Quick “Komustahan” Read WHAT I NEED TO KNOW on p.1
A. RECALL (Elicit) Answer the questions on WHAT I KNOW p.2.
Complete the sentence using the positive, comparative and
Have a review about prefixes. superlative degrees of adjectives.
Have a READING DRILL with the class. 1. The pencil is ________.
a. big b. bigger c. biggest
Answer WHAT’S on module p.3-4
B. MOTIVATION (Engage) A. First, look at the picture below.
1
Let the pupils answer the activity. B. Second, read and analyze the randomly written
phrases/sentences or events.
C. Third, arrange the phrases/sentences or events in a well-formed
story below.
C. DISCUSSION OF CONCEPT (Explore)

Show a picture to the class and ask what they can see on the picture.
D. DEVELOPING MASTERY (Explain)
E. APPLICATION AND GENERALIZATION (Elaborate)

What have you learned on today’s lesson?
F. EVALUATION
Choose the correct adjective for the following sentences.
1. Ana is six years old. Alex is nine years old.
Alex is ______ ( old, older, oldest ) than Ana.
2. San Juanico bridge is the ________ (long, longer,
longest) bridge in the Philippines.
3. Marco is _______. (smart, smarter, smartest)
4. Our house is _______ (big, bigger, biggest) than
yours.
5. Sandra is ______. (strong, stronger, strongest)
2
2 Begin with classroom routine: Ask the learners to read their English Quarter 4 Module 1-
 Prayer Let them accomplish the given activities in a separate sheet

 Reminder of the classroom health and safety of paper.
protocols
 Checking of attendance
 Quick “Komustahan” Observe the picture and complete the sentences on WHAT’S NEW
 p.4—5.
A. RECALL (Elicit) 1. Give a word that describes the soccer ball
_______________________________
Ask the pupils to read the words they have learned
yesterday. Read and understand the sentene written on WHAT IS IT p.5-6.
Slow-slower-slowest
*Have a READING DRILL with the class.
B. MOTIVATION (Engage)
Show real objects of different descriptions.
Example:
A new pencil – newly sharpened pencil – short pencil
Baby blouse – girl blouse – mother’s blouse

Show more pictures. Talk about each picture with the class.
3
Study the set of examples of Degree of adjectives
POSITIVE COMPARATIVE SUPERLATIVE

Hot Hotter Hottest
Light Lighter Lightest
lovely lovelier loveliest
Pleasant More pleasant Most pleasant
Interesting More interesting Most interesting
beautiful More beautiful Most beautiful

Complete the table.
adjective comparative superlative

Good
Nice
Dangerous
Fast
Happy
F. EVALUATION
Write the correct degree of adjective to complete the
table
positive comparative superlative

Sadder
Pretty
Longest
More useful
most beautiful

protocols
 Checking of attendance Answer the activities on WHAT’S MORE p.7
 Quick “Komustahan” Apply the degrees of Adjectives by filling up the table with the
4
 correct answer.
A. RECALL (Elicit) 1. small - _________ ___________ ________
Ask the pupils about what they have learned yesterday. Answer WHAT I HAVE LEARNED on p. 8
Have a WORD DRILL for word recognition.

Give the children pictures that they will group in the chart
posted/written on the board. Help the children post the
pictures on the correct column.

Talk about the following concept.

Some adjectives have two forms that differ from each
other.

Good Better Best
Bad Worse Worst
Many/much More most
little least less
5
F. EVALUATION
Find and correct the mistakes. Write your answer on your
notebook.
1. Mia is a badder student than Joe.
2. Myla is fastest than Olive.
3. Jen is the friendlier in the class.
4. English is difficulter than Math.
5. Leo is more nicest among his siblings.

 Reminder of the classroom health and safety of paper
protocols
 Checking of attendance Complete the chart on WHAT I CAN DO p.8-10
Answer ASSESSMENT on p.11
 Quick “Komustahan”
A. RECALL (Elicit)
Reading Drill
Review lessons learned yesterday.
6
SHOW and TELL: Show pictures of 4 children.
Ann 4 years old James 10 years old
Rose 11 years old Peter 7 years old
Encourage children to describe the pictures using
degrees of adjectives.
Talk about the chart with the class.

Give more examples using the chart above.
Board work: Call pupils to answer the activity posted on
the board.
1. Write the adjectives in brackets in the Compartive
form.
a. John was (old) ________ than Paul.
b. Some people think that coffee is (good) _____ than
tea.
c. Cats are (nice_) _____ than dogs.
2. Write the adjectives in brackets in the superlative form.
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d. Samantha is the (pretty) _______ girl in town.
e. My room is (clean) ______ room in the house.
f. Ron is the (clever) ______ person I’ve met.
F. EVALUATION
Put the words in the correct order to make sentences.
1. the/year/ January/ hottest/ the/ is/ month/ of
2. mother/ older/ My/ than/ me/ is
3. difficult/ Math/ the/ is/ most/ this/ subject/ year
ADDITIONAL/ENRICHMENT ACTIVITIES Ask the learners to read their English Quarter 4 Module 1-
Performance task/Written Work Let them accomplish the given activities in a separate sheet
of paper
5 Draw 5 set of pictures showing the degrees of comparison of adjectives.
Positive
Comparative
Write at least 3 sentences using the adjectives from the box.
Superlative
Do the ADDITIONAL ACTIVITIES on p.12
Note: Explain the Home-based activities that they need to accomplish.
Remind the learners who need remediation to attend the Learning Remediation and Intervention Program after class.

WEEK: 1 LEARNING AREA: MATHEMATICS
MELCS: 1. Visualize and represents and converts time measure from seconds to minutes, minutes to hours and hours to a day and vice versa. M3ME-Iva-8
2. Visualizes and represents and converts time measure days to week, month and year and vice versa. M3ME-Iva-9
8
1 Visualize and represents Converts time measure from Begin with classroom routine: Ask the learners to read their Mathematics Quarter 4 Module
and converts time measure seconds to minutes, minutes
from seconds to minutes,
63
to hours and hours to a day  Prayer
minutes to hours and hours and vice versa
to a day and vice versa.  Reminder of the classroom health and safety Let them accomplish the given activities in a separate sheet
M3ME-Iva-8 protocols of paper.
Read and understand WHAT I NEED TO KNOW p.3
A. RECALL (Elicit) Answer the activity on WHAT I KNOW p.4
Tell what time is shown. Write the letter of the correct answer.
Show clock models. Ask pupils to tell the time shown to them.
Answer the questions on WHAT’S IN p.5.
1. 30 x 2 = _____
Look at the pictures then answer the question that follows on
WHAT’S NEW p.6
Why do we have to take good care of our body?
Study the clock on WHAT IS IT p.7-10.
Answer activities on WHAT’S MORE p.10
B. MOTIVATION (Engage) 1. Look at the clock. What time is it?
2. Nathan runs the 10 kilometer marathon in 5 hours? How many
Show a real clock (wall clock) to the class.
Let the pupils observe the parts of the clock. minutes did he run?

Let the pupils observe how the second and minute hand moves.
Ask: Which hand moves faster?
Guide the pupils in counting the number ticks for each hands.

Let the pupils observe the minute and hour hands move. Manipulate the
clock to show the pupils the number of ticks the minute hand moves is
equivalent to 1 hour.
Ask:
How many hours are there in one day? In two days?

Call one pupil at a time to answer Acrtivity 1. Let pupils show their solutis
and answers. Let them explain how they get their answers.
9
F. EVALUATION
Answer Activity 4 on LM.
2 Begin with classroom routine: Ask the learners to read their Mathematics Quarter 4 Module
63
 Prayer
 Reminder of the classroom health and safety Let them accomplish the given activities in a separate sheet
protocols of paper.
 Read and remember WHAT I HAVE LEARNED on p.11
Answer the questions on WHAT I CAN DO p..12
A. RECALL (Elicit) Convert the following:
1. 9 hours = ___________ minutes
Ask: Answer the questions on ASSESSMENT p.12
How do you prepare yourself before going to school? (Show pictures) 1. How many minutes are there in 2 hours? _________
Why is it important to take good care of our body?
Answer questions on ADDITIONAL ACTIVITIES p.13
Change the given measures into the indicated time unit.
1. 120 second = ____________ minutes
how a real functioning clock with second hand.
Let the pupils read the time.
Let them identify the names of the different hands of a clock.
Ask: Which is the hour hand? Minute hand? Second hand?
What does each hand tell us?

Ask: (Show illustrations)
How do you convert the following:
Visualizes and represents -seconds to minutes
and converts time measure -minutes to seconds
days to week, month and -minutes to hours
year and vice versa. -hours to minutes
M3ME-Iva-9 -days to hours
-hours to days

Call one pupil at a time to answer Acrtivity 1.
Let pupils show their solutis and answers. Let them explain how they get
10
their answers.

Let the pupils do Activity 2. Let them explain their solutions and answers.
F. EVALUATION
3 Begin with classroom routine: Ask the learners to read their Mathematics Quarter 4 Module
___
 Prayer
protocols of paper.
 Quick “Komustahan” Read and understand WHAT I NEED TO KNOW p.1
 Answer the pre-test on WHAT I KNOW p.2-3
Choose the letter of the best answer.
A. RECALL (Elicit) 1. How do we write five-fifty morning?
a. 5:00 a.m. b. 5:30 a.m. c. 530:00 a.m. d. 05:30
Let the pupils complete the missing equivalent time measure. a.m.
1) 3 minutes = ____seconds Answer the questions on WHAT’S IN p.4-5
2) 3 days = _____hours
1. Which of the ff. is the representation of a point?
3) 2 hours= ______minutes
4) 48 hours= ____days a. A b. . c. ? d. !
5. 360 seconds= ____minutes Read and answer the activities on WHAT’S NEW p.4
Activity 1: During school days, rex has to go to school at six-thirty in
the morning for her classes. How do we show six-thirty using the
clock?
B. MOTIVATION (Engage) Activity 2: At 9:45 a.m., mother started preparing lunch for her
family. She finished cooking at 11:15 a.m. how long did it take her
Have the pupils sing a song that they know about months in a year. to prepare lunch?

Let them look at the days in a week.
Ask:
How many days are there in one week?
Let the pupils show how they get their answer using trhe calendr.
Ask:
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How many weeks are there in one year?

Ask:
How many days are there:
-in a week
-in a month
--in a year
Converts time measure days How many weeks arethere?
to week, month and year and -in a month
vice versa -in a year

Let the pupils do Activity 1.
Discuss their solution and answers.
F. EVALUATION
Do Activity 4 on LM.
4 Begin with classroom routine: Ask the learners to read their Mathematics Quarter 4
Module ____
 Prayer
protocols of paper
Read and understand the examples and explanations on WHAT IS
 Quick “Komustahan” IT p.8
Answer the activities on WHAT’S MORE p.9-10.
A. Solve for the correct answer.
A. RECALL (Elicit) Lester and Kim went to the mall at 11:30 a.m. They shopped for 5
hours and 35 minutes.
Show a calendar from January to December. Let pupils name the months of
1. At what time did they finish shopping?
the year.
Ask: a. 6:00 p.m b. 6:15 p.m. c. 6:05 p.m. d. 6:30 p.m.
How many moths do we have in a year? Read WHAT I HAVE LEARNED on p.10-12
Answer questions on WHAT I CAN DO p. 12-15.
1
12
B. MOTIVATION (Engage) Answer the ASSESSMENT activity 5 on p.13-15
1. Which will help us measure time?
Let pupils investigate the number of days in each month. Let them complete a. calculator b. clock c. thermometer d. ruler
the table as shown below.
Ask:
How many days are there in January? February? And so on. How many
months have 30 days? 31 days? 28 or 29 days?

Let them look at a calendar.
Observe the days and number of weeks per month.

How do we converts days to weeks and vice versa?
How do you convert days to months and vice versa?
How do you convert days to years and vice versa?

Let the pupils answer Activity 3. Call pupils to show their solutions and
answers.
F. EVALUATION
Do Activity 5 on LM.
ADDITIONAL/ENRICHMENT ACTIVITIES Ask the learners to read their Mathematics Quarter 4 Module
___
Let them accomplish the given activities in a separate sheet
5 Performance task/Written Work
of paper
Make an improvised clock. Answer activity on ADDITIONAL ACTIVITIES p.16
Change the number of hours for each activity into minutes.
1. A school stage play.
13
WEEK: 1 LEARNING AREA: MTB-MLE
MELCS: Makes a two-level outline for a report or an interesting experience. MT3SS-Iva-c-13.1
1 Makes a two-level outline Making a Two-level Begin with classroom routine: Ask the learners to read their MTB-MLE Quarter 4 Module 1-
for a report or an Outline
interesting experience. 
Prayer Let them accomplish the given activities in a separate sheet
MT3SS-Iva-c-13.1 
Reminder of the classroom health and safety of paper.
protocols
Basahin at unawain ang mga dapat matutunan sa modyul na ito sa
 Checking of attendance ALAMIN p.1.
 Quick “Komustahan” Basahin at sagutin ang Paunang Pagtataya sa SUBUKIN sa p.2.
A. RECALL (Elicit) Gawin ang BALIKAN sa p.3-4.
Basahing clues sa TUKLASIN sa p.4 ng modyul at sagutin ang
Reading Drill
crossword puzzle.
Show the story, “Why the Sea is Salty”
Flash on the television, laptop or tarpapel
Recall
I. How thethe story
people got saltand answer the questions from the story.
A. People crossed the ocean to go to the gentle
giants island.
Ask:
B. The giant allowed the people to get salt from
his cave.
What is the
C. The people topic
brought backof
the main
salt to theidea of Roman Numeral I? II?
village.
II. What the giant did to help the villagers to go
How many details are given under Roman
to his island. Numeral I? II?
A. He stretched his leg across the ocean to
D.serve as bridge.
B. DEVELOPING
He let the villagers walk onMASTERY
his leg so they (Explain)
could go to his island.
Here
C. Heisletrhe outline
them walk onofhisthe
legstory.
again to go back
home with the sacks of salt.
14
Make a two point outline of the following selection.
The selections will be posted on the board.
F. EVALUATION
Refer to LM, Activity 11.
2 Begin with classroom routine: Ask the learners to read their MTB-MLE3 Quarter 4 Module
1-
 Prayer
protocols of paper.
Basahin, unawain at tandaan ang nakatala sa SURIIN p.5-8
 Sagutin ang mga gawain sa PAGYAMANIN p. 8-10.
A. RECALL (Elicit) Gawain 1: Pagtambalin ang Hanay A at Hanay B upang maipakita
ang tamang bahagi ng isang balangkas.
Spelling test
1. industrious
Gawain 2: Basahin ang ss. na talata at kumpletuhin ang kasunod
2. numerous na balangkas.
3. regret
4. disappeared
5. grumbling
*Checking of assignments
GROUP ACTIVITY:
Give the children sentence strips. Let them group
themselves to create the correct outline.
15
Parts of Story Outline
Title _____________________________________________
A._______________________________________________
B._______________________________________________
C.______________________________________________
D._______________________________________________
E.________________________________________________

Talk about the sentence strips posted on the board.
Ask them how did they come up with the correct parts of
a story line.
Listen to the announcement pre-recorded or read by the
teacher.
Then answer the Comprehension Check.
F. EVALUATION
Refer to LM Activity 7
1-
 Prayer
protocols of paper.
Sagutin ang mga gawain sa ISAGAWA p.11-12
 Gawain 1: Kumuha ng isang dyaryo at pumili ng balita tungkol sa
A. RECALL (Elicit) mga pangyayari sa ating bansa. Gumawa ng isang balangkas na
may dalawang antas mula sa ulat na iyong binasa.
Let them recite/identify the parts of an outline. Gawain 2: Gumawa ng sariling dalawang antas tungkol sa
pangyayari ngayon na nararanasan n gating bansa maging sa
B. MOTIVATION (Engage) buong mundo ang COVID-19 pandemic, siguraduhing gamitin ang
lahat ng bahagi ng isang balangkas.
Let the pupils listen to the announcement.
16
Have them identify the important details in the
announcement.
BIG GROUP SHARING
Have the pairs share what they have learned in the
lesson discussed.
THINK-PAIR-SHARE
Let the pupils form dyads. Let each pair discuss and
share ideas on the following:
- How do you form a two level outline?
Answer LM, Activty 5 on LM
F. EVALUATION
Process the big group sharing.
1-
 Prayer
protocols of paper
 Quick “Komustahan” Sagutin ang TAYAHIN p.13-15.
Basahing mabuti ang seleksyon “Ang Pag-iinit ng Mundo” at
gumawa ng dalawang antas na balangkas.
A. RECALL (Elicit)
Review past lesson.
How do you join a club?
What club are you interested?
17
Read the announcement posted on the board.
Comprehension Check:
1. What kind of selection have you read?
2. What is the purpose of the announcement?
3. Do you think you would qualify as a member of this
club? Why?
Group the class. Give each group a task card.
Give each group a copy of outline where each group will
write their answers.
F. EVALUATION
Refer to LM Activity 6
5 of paper
Performance task/Written Work
Gawin ang KARAGDAGANG GAWAIN p.16-17
Look for advertisements/news on newspapers. Make a Kumuha ng isang malinis na papel at gumawa ng sariling dalawang
two level outline about it. antas tungkol sa mga pwede nating gawin upang puksain ang
COVID-19 pandemic.

WEEK: 1 LEARNING AREA: FILIPINO
18
MELCS: Napagsasama-sama ang mga katinig, patinig upang makabuo ng salitang klaster at diptonggo. Bf3kp-iiih-j-11
DA
OBJECTIVE/S TOPICS CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
Y
Napagsasama-sama Mga Salitang  Balik aral sa Nakaraang aralin o Pagsisimula ng Bagong Aralin Ask the learners to read their FILIPINO Quarter 4 Module
ang mga katinig, Klaster at 1
patinig upang
makabuo ng salitang Diptonggo A. RECALL (Elicit)
Let them accomplish the given activities in a separate
klaster at diptonggo. Dugtungan:
Bf3kp-iiih-j-11
sheet of paper.
Sasabihin ng guro: inayagan si Marc na sumama sa field trip.
Tumawag ng ilang bata na magdudugtong sa kuwento hanggang sa matapos ito. Basahin at unawain ang mga dapat matutunan sa modyul na ito
sa ALAMIN p.9.
B. MOTIVATION (Engage) Sagutin ang Paunang Pagtataya sa SUBUKIN sa p.9
Saan-saang lugar sa Pilipinas nais mong marating? Tingnan ang larawan. Piliin ang angkop na klaster sa kahon
Bakit nais mong makarating dito? para mabuuo ang salita.

Ipabasa ang “Sakay Na” sa Alamin Natin pp. 123-124.
1 D. DEVELOPING MASTERY (Explain)

Itnong:
Bakit “Sakay na” ang pamagat ng teksto?
Saan-saang lugar sila nagpunta ng dyip?
Ilarawan ang bawatr larawan na nabanggit.

Kunin ang mga salitang klaster at diptonggo sa tamang kolum.
KALSTER DIPTONGGO
F. EVALUATION
Ipagawa ang Linangin Natin p. 124
2 Begin with classroom routine: Ask the learners to read their FILIPINO Quarter 4 Module
1-
 Prayer
 Reminder of the classroom health and safety protocols Let them accomplish the given activities in a separate
 Checking of attendance sheet of paper.
19
 Sagutin ang balik-aral sa BALIKAN p.10
A. RECALL (Elicit) Kopyahim ang mga pangalan na makikita sa pangungusap.
1. Sumayaw si Glenda.
Pag-usapan muli ag kuwento. Basahin at unawain ang tula sa TUKLASIN p.10.
Ipatala ang mga salitang klaster at diptonggo sa magkahiwalay na talahanayan. Sagutin ang mga tanong tungkol sa binasang tula sa SURIIN
B. MOTIVATION (Engage) p.11
1. Saan naganap ang kuwento?
Ipabasa ang mga salita sa pisara.
Ano-ano ang salitang may klaster? May diptonggo?
Ipakita ang kahulugan ng salitang klster at diptonggo. Linangin ang
mga ito sa pamamagitan ng pagbibigay ng mga hlimbawa ng mga ito
sa pisara.
Magbigay ng mga salitang nakasulat sa mga construction strips at
ipabasa ito sa mga bata. Ipatukoy kung ang mga ito ay salitang may
klaster o diptonggo.
Ipalagay sa tamang hanay ang mg word strips sa pisara.
F. EVALUATION
1-
 Prayer
 Checking of attendance sheet of paper.
 Sagutin ang PAGYAMANIN sa p.12-13 ng modyul.
A. RECALL (Elicit) Salungguhitan ang mga salitang klaster sa bawat
20
Magpakita ng mga larawan. Ipatukoy ng mga bagay na maysalitang pangungusap.
klaster o diptonggo sa mga larawang makikita. 1. Mainit ang Klima sa Pilipinas.
Punan ng angkop na salita ang kahon sa ISAISP p.12
Ipabasa ang “Kayamanan sa Pagsula” sa LM.
Ipatala sa mga bata ang mga salitang may klaster na ginamit sa
teksto.
Linangin ang bawat salita.
Pabasang muli ang mga salita.
Ilang pantig ang bumubuo sa bawat salita?
Ano-anong pantig ang bumubuo sa bawat salita?
Ipagawa ang Linangin Natin, p.130
F. EVALUATION
Magpasulat ng sulatin. Ibalik ito sa mga bata upang muling maisulat
ito ng wasto.
1-
 Prayer
 Checking of attendance sheet of paper
Sagutin ang mga tanong sa ISAGAWA p.12-13
Piliin sa kahon ang angkop na kambal-katinig upang mabuo
A. RECALL (Elicit) ang salita batay sa larawan.
1. __ ___ am
Magtanong sa mga bata. Magpabigay ng mga halimbawa ng salitang Sagutin ang TAYAHIN sa p.13-14
may klaster. Piliin ang angkop na sagot upang mabuo ang salitang klaster
sa pangungusap.
B. MOTIVATION (Engage) 1. Ang ka_____ ng grocery store ay may maraming laman.
a. ts b. rt c. pr
21
Maglaro ng “PINOY HENYO”
Ano ang salitang may klaster?
Pag-usapan ito.
Ipagawa ang Pagyamanin Natin sa p. 125 ng LM.
F. EVALUATION
Ipagawa ang Linangin Natin sa LM p.125.
ADDITIONAL/ENRICHMENT ACTIVITIES Ask the learners to read their FILIPINO Quarter 4 Module
1
Performance task/Written Work
Let them accomplish the given activities in a separate
Bigyang pun ang ntpaos na sulatin. Ibalik ito sa mga bata upang uling maisulat nang wasto.
5 sheet of paper
Gawin ang KARAGDAGANG GAWAIN sa p.14 ng modyul.
Magsaliksik ng mga salitang may klaster mula sa magasin o
diyaryo at isulat ito sa papel.
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WEEK: 1 LEARNING AREA: SCIENCE
MELCS: Relate the importance of surroundings to people and other living things. S3ES-IVcd-2
1 Relate the importance of Things in the surroundings Begin with classroom routine: Ask the learners to read their SCIENCE3 Quarter 4 Module 1
surroundings to people and
other living things. Prayer Let them accomplish the given activities in a separate sheet
S3ES-IVcd-2 Reminder of the classroom health and safety of paper.
protocols
Read WHAT I NEED KNOW on p.2
 Checking of attendance Read each sentence on WHAT I KNOW p.3. Then answer the
 Quick “Komustahan” following questions.
A. RECALL (Elicit) 1. It is a shape and form of the earth’s surface.
a. waterform b. landform c. environment d. earth
Ask the class the following questions:
- What do you see in this room?
- What place in your surroundings do you like most?
- What place in your surroundings don’t you like? Why?
Post the lyrics of the song Bahay Kubo on the board.
Ask the class to sing the song.
Ask the pupils what things they found in the bahay kubo. You can also show
a picture of a bahay kubo and ask the pupils what things they see in the
picture.

Post the square chart on the board. Explain what the square chart is all about.
Introduce LM Activity 1 entitled Things in Our Surroundings. Ask the pupils
to write their ideas about their surroundings at home using the chart guide.
Tell them to give a short description what they write.

Tell the pupils to answer the guide questions in the LM to make them more
aware of the nature of their home surroundings.
When they are done, ask volunteers to share there isdeas and experience
about their immediate surroundings.

F. EVALUATION
23
Answer the Activity on LM.
2 Begin with classroom routine: Ask the learners to read their SCIENCE3 Quarter 4 Module
1-
 Prayer
protocols of paper.
Answer WHAT’S In p.4. Draw a line to match the picture to its
name.
 Identify the name of each picture on WHAT’S NEW p.5. Choose
A. RECALL (Elicit) the answer from the names given inside the box.
Look at the pictures and remember the different landforms on
Ask the class the following questions:
- What do you see in this room?
- What place in your surroundings do you like most?
- What place in your surroundings don’t you like? Why?
Post the lyrics of the song “Leron,Leron Sinta” on the board.
Ask the class to sing the song.
Ask the pupils what things they found in the bahay kubo. You can also show
a picture of a bahay kubo and ask the pupils what things they see in the
picture.

Introduce LM Activty 2.
Let them identify the palces.
Ask them to observe at least four different places and describe each. They can
use the square chart as guide.

When they are done, ask them to go back to the classroom. Ask four to six
pupils to share their ideas and experiences in the places they have observed.
Explain the commonalities and differences in their answers.

Read the sentence:
Your friend Samantha lives in farm. Her father and brother take good care
of the pond near their house. There are plants, ferns, kangkong and grasses
near the pond. Small weeds and plants grow well in the pond that serve as
food of some dalag.
Draw inside the box the different plants founds near and in the pond.
24
F. EVALUATION
Instruct the pupils to draw a picture of their house then color all the thins hat
are found in it.
Begin with classroom routine: Ask the learners to read their SCIENCE3 Quarter 4 Module
1-
3  Prayer
protocols of paper.
WHAT IS IT p.-7
Things in the Garden Answer WHAT’S MORE on p.7-8
 Match eash landform in Column A to its definition in Column B.
A. RECALL (Elicit) Complete the sentences on WHAT I HAVE LEARNED p.9
I learned that landforms can be
Let them give examples of things found in their surrounding.
_______________________________.
Show the following objects to the class:
Stone, plant seedling, soil, wooden stick, worm.
Ask the pupils to identify the objects and classify them as living and non-
living things.

Give necessary precautions while observing objects in the garden.
Ask the pupils to answer the guide questions in the activity.

Instruct the class to read the story below and have them answer questions.
Lolo Domeng likes planting vegetables and flowers in his garden. This keeps
him busy and happy everyday. He planted pechay, kamote, okra and
malunggay. On one side, along the fence, he planted gumamela rosal and a
row of rose. He enjoys planting different plants. He even tried to do a
landscape gardening using stones, logs, old furniture, bamboos, figurines
and orchids.

Go back to the story of Mang Domeng’s Grden.
List examples of living and non-living things and non living things.
Make a table to shaow a classification of living and non-living things.
F. EVALUATION
25
Answer the activity on L<M
4 Begin with classroom routine: Ask the learners to read their SCIENCE3 Quarter 4 Module
1-
 Prayer
protocols of paper
 Checking of attendance Answer WHAT I CAN DO on p.10
 Quick “Komustahan” Write the missing letters to form the word that tells about the
picture.
Answer ASSESSMENT on p.11
A. RECALL (Elicit) Fill in the blank with the correct answer in each item given below.
1. A landform that send out lava and rocks during eruption is called
Review the key concepts on living and non-living things. __________.
Introduce how to handle and use a magnifying lens/glass.
Let the pupils perform LM Activity 3: A walk in the garden

Ask the class to make a summary of the plants, animals and other living
things found in the garden.

Instruct the class to collect at least three pictures of the different kinds of
bodies of water.
F. EVALUATION
Answer the Activity on LM.
26
ADDITIONAL/ENRICHMENT ACTIVITIES Ask the learners to read their SCIENCE3 Quarter 4 Module
1-
5 Performance task/Written Work
of paper
Answer the ADDITIONAL ACTIVITIES on p.11
In your own community, what are the different landforms that you
can find? List at least two (2).

WEEK: 1 LEARNING AREA: EDUKASYON SA PAGPAPAKATAO
MELCS: Nakapagpapakita ng pananalig sa Diyos. ESP3PD – Iva - 7
1 Nakapagpapakita ng Pananalig sa Diyos Begin with classroom routine: Ask the learners to read their Edukasyon sa Pagpapakatao 3
pananalig sa Diyos. Quarter 4 Module 1
ESP3PD – Iva - 7 
Prayer

Reminder of the classroom health and safety Let them accomplish the given activities in a separate sheet
protocols of paper.
Basahin at unawain ang mga dapat matutunan sa modyul na ito sa
ALAMIN p.1-2.
A. RECALL (Elicit) Sagutin ang Paunang Pagtataya sa SUBUKIN sa p.2.
Ano-ano ang mga patunay na mayroong Diyos? Basahin at unawain ang talata sa BALIKAN p.3.
Narinig mo na ba ang kasabihang “Nasa Diyos ang Awa, Nasa Tao
ang Gawa?”
Ano kaya ang kahulugan nito?
Ipagawa sa mga mag-aaral ang Gawain 1-A. Ipasulat sa kwaderno
27
kung ano ang maaaring gawin ng mga tauhan. Ibahagi sa katabi ang
kanilang sagot.

Magpaawit sa mga bata ng awiting nagpapahayag ng pagmamahal sa
Diyos.
Hatiin sa apat na pangkat ang mga bata para sa Gawain 2.

Tulungan at gabayan ang mga bata sa pagsulat ng binuong panalangin
sa manila paper o kartolina. Bigyan sila ng sampung minuto para
makapaghanda at dalawang minuto bawat pangkat para sa
pagtatanghal.
F. EVALUATION
Sabihin kung nagpapakita ng pananalig sa Diyos ang bawat larawan. (
Guro ang gumawa nito).
2 Begin with classroom routine: Ask the learners to read their Edukasyon sa Pagpapakatao 3
Quarter 4 Module 1-
 Prayer
protocols of paper.
Suriin ang mga larawan at agutin ang mga tanong sa TUKLASIN
p.3-4
 1. Ano ang iyong damdamin sa bawat larawan?
A. RECALL (Elicit) Basahin at unawain ang kuwento ng isang batang puno ng pag-asa
at may pananalig sa Diyos sa SURIIN p.-6. Sagutin ang mga
Bakit kailangan tayong manalig sa Diyos? tanong sa p.7
1. Ano ang iyong napagtanto sa kuwentong binasa?
Magpakita ng mga larawan. Ipatukoy sa mga bata kung
ano ang ipinpakita ng bawat larawan.
Ipagawa ang Gawain 1-B. Tumawag ng mga piling bata na ibahagi
ang nakumpleto nilang panalangin. Maaari nila itong ilagay sa
kanilang portfolio ng mga panalangin.
28
Kanino ba tayo dapat manalangin?
Bakit kailangan na tayo ay manalangin?

May pangyayari ba sa inyong buhay na ipinagkaloob o dininig ng
Diyos ang inyong panalangin? Ibahagi ang inyong karanasan sa klase.
F. EVALUATION
Sagutin ang gwain sa LM.
Quarter 4 Module 1
 Prayer
protocols of paper.
Gawin ang gawain sa ISAGAWA p.7
 Surriin ang mga bagay-bagya. Dugtungan ang di tapos na
A. RECALL (Elicit) pangungusap sa loob ng kahon at isulat sa isang malinis na papel
ang iyong kasagutan.
Balik-aral sa mga natutuhan sa nakaraang dalawang
araw. (Question and Answer)
Ipakita ang larawan ng mag anak sa LMp.193
Pag-usapan ang mga larawan.
Manalangin tayo sa Diyos. Ang panalangin ang magpapalakas ng
ating pananampalataya sa Diyos

Reflective Learning
( Gagawa ng sitwasyon ang guro kung saan papasok ang pagkakaroon
ng pananalig sa Diyos )
29
Ipasagot ang GAWIN NAIN 1 at 2 sa LM p.196
F. EVALUATION
Ipagawa ang PANGKATANG GAWAIN sa LM p.197
Quarter 4 Module 1-
 Prayer
protocols of paper
 Quick “Komustahan” Sagutin ang mga tanong sa TAYAHIN p.8-9.
Lagyan ng tsek (/) ang patlang kung ito ay tumutukoy sa iyong hilig
o talento at ekis (x) naman kung hindi.
A. RECALL (Elicit) 1. Tumutugtog ng gitara. ______
Ipabasa ang ISAPUSO NATIN sa LM p.198 bilang

pagbabalik-aral.
Pumili ng isang sitwasyon sa LM p.199 at sabihin kung
paano mo ito isasama sa iyong panalangin.
Pagkatapos sabihin ang mga nagawang panalangin pag-
usapan at linangin ang mga ito.
Basahin at unawain ang TANDAAN NATIN sa LM p.200
Gawin ang SUBUKIN sa LM p.201-202
F. EVALUATION
Sagutin ang mga sumusunod na tanong. Isulat ang
inyong mga sagot sa inyong sagutang papel.
1. Ano-ano ang dapat mong gawin para maipakita mo
ang pananalig mo sa Diyos?
2. Ano-ano ang mga ginagawa mo upang matupad ang
30
mga hinihingi o ipinagdarasal mo sa Diyos?
5 of paper
Gumuhit ng larawan ng iyong nagpapakita ng Pagmamahal sa Diyos.
Gawin ang KARAGDAGANG GAWAIN sa p.9.
Suriin ang iyong mga sagot sa Tayahin. Gumawa ng listahan ng
mga bagay na ekis ang iyong kasagutan.

WEEK: 1 LEARNING AREA: MAPEH
MELCS: MUSIC: Applies correct tempo and temp changes by following basic conducting gestures. MU3TP-IVa-2
ARTS: Identifies different styles of puppeteers made in the Philippines A3EL-Iva
PE: Participates in various ,ovement activities involving person, objects, music and environment. PE3BM-IV-a-b-20
HEALTH: Explains road safety practices as a pedestrian. H3IS-IVab-19
1 MUSIC: Applies correct Tempo Begin with classroom routine: Ask the learners to read their Music Quarter 4 Module 1-
tempo and tempo changes
by following basic Prayer Let them accomplish the given activities in a separate sheet
conducting gestures. Reminder of the classroom health and safety of paper.
MU3TP-IVa-2 protocols
Sagutin ang mga tanong sa BALIKAn sa p.4
 Checking of attendance Piliin ang tamang sagot sa Hanay B.
 Quick “Komustahan” ______1. Mabilis ang pagtakbo.
A. RECALL (Elicit) Basahin at pag-aralan ang awiting “Silent Night” sa TUKLASIN p.5.
Sagutin ang mga tanong sa p.6
Pupils sing “Mga Alaga Kong Hayop” using the appropriate speed for each 1. Ang awiting ito ay naghatid ng ligaya, sigla at indak sa mga
animal movement kumakanta dahil sa tempo nitong ____.
a. mabagal b. mabilis c. katamtaman d. wala sa
B. MOTIVATION (Engage) mga nabanggit
Recite the chant. Engine number 9. Pag-aralan ang awiting “Bahay Kubo” sa SURIIN p.7.
Sagutin ang mga pagsasanay sa PAGYAMANIN p.8-12.
Gawain 1: Sagutin ang mga tanong.
1. Ang awiting ito ay nagtataglay ng anong damdamin?
31
Where is train A going? a. tuwa b. lungkot c. antok d. wala sa mga
How about train B? train C? nabanggit
If train A is going up what will happen to its speed? Gawain 2: Ang “Lullaby” ay isang awiting ginagamit sa paghihili o
What will happen if train B is going down? pampatulog ng sanggol. Basahin at sagutin ang mga ss. na
tanong.
D. DEVELOPING MASTERY (Explain) 1. Kung ito ay ginagamit na pampatulog ng sanggol, ano ang galaw
ng tempo ng awiting ito?
Play a Game. Group pupils into 3. a. mabagal b. mabilis c. katamtaman d. wala sa
mga nabanggit
E. APPLICATION AND GENERALIZATION (Elaborate) Basahin, unawain at tandaan ang ISAISIP p.13
Awitin ang “Ten Little Indians” sa ISAGAWA p13-14.
Identify the movement of the ff. pictures. Write F for fast, S for slow or M for Sagutin ang mga tanong sa TAYAHIN p.14-15.
moderate. 1. Ang isang awit ay binubuo ng anong kilos o galaw ng tempo?
a. mabagal b. mabilis c. katamtaman d. lahat ng
F. EVALUATION nabanggit
Listen to different kinds of music and practice identifying tempo
ARTS: Identifies different
2 styles of puppeteers made Begin with classroom routine: Ask the learners to read their Arts3 Quarter 4 Module 1-
in the Philippines
Famous Puppeteers  Prayer Let them accomplish the given activities in a separate sheet
A3EL-Iva in the Philippines  Reminder of the classroom health and safety of paper.
protocols
 Checking of attendance Basahin, pag-aralan at unawain ang paggawa ng Finger Puppet sa
 Quick “Komustahan” TUKLASIN p.4-5
 Basahin at unawain ang mga uri ng papetre na matatagpuan sa
A. RECALL (Elicit) Pilipinsa sa SURIIN p.6-8.
Suriin ang mga ss. na larawan at isulat sa patlang ang tamang
Ask: sagot sa PAGYAMANIN p.9-10.
Have yoy seen a puppet show? Did you enjoy the show? Share your
Basahin at unawain ang ISAISIP p.10-11.
experiences with the class.
Look at the illustrations of puppets. Do you know the different kinds of Gawin ang gawain sa ISAGAWA p.11-12. Gamitin ang batayang
puppets? rubric.
Sagutin ang TAYAHIN p.13-14.
B. MOTIVATION (Engage) 1. Ito ay ang pagpapalabas ng mga pangyayari gamit ang mga
napiling sagot sa sagutang papel.
Show examples of puppets. 1. Ito ay ang pagpapalabas ng mga pangyyari gamit ang mga
-hand puppet -shadow puppet papet sa palabas.
-rod puppet -black theater puppets a. Nagpapapet o Puppeteers b. Papetre o Puppetry c.
-giant puppet -string puppets Teatro Mulat d. Papet – Tali
-stick puppet

Discuss with the pupils the kinds of puppets.
Show example of paper puppet, sock puppet and finger puppet. Let the pupils
32
tell how each puppets are made by just looking at it.

Let the pupils do the activity.
Activity 1: Finger Puppet
Refer to Be Creative on LM

Let the pupils show their puppets to the class. Ask them about their
experiences in doing the activity and in the presentation. Have a sharing time.
F. EVALUATION
Evaluate thethe work of pupils. Give correspondingpiints on each output. See
the rubric on G p.190
PE: Participates in various
movement activities
3 involving person, objects,
Begin with classroom routine: Ask the learners to read their PE3 Quarter 4 Module 1-
music and environment.
PE3BM-IV-a-b-20
Prayer Let them accomplish the given activities in a separate sheet
Reminder of the classroom health and safety of paper.
Locomotor and Non- protocols
locomotor  Checking of attendance Basahin at unawain ang mga dapat matutunan sa modyul na ito sa
Movements  Quick “Komustahan” ALAMIN p.1.
 Warm up Acrtivities Sagutin ang Paunang Pagtataya sa SUBUKIN sa p.2
A. RECALL (Elicit) Sagutin ang BALIKAN sa p.3. Kilalanin ang mga kilos na nakasulat
sa loob ng ulap at tukuyin kung alin sa mga ito ang kilos lokomotor.
What are the different sounds Basahin at unawain ang TUKLASIN p.4-5.
That we hear from our environment?
Tandaan ang nakattala sa SURIIN p.5
B. MOTIVATION (Engage) Sagutin ang PAGYAMANIN p.6-7. Kasabay ng isang masayang
awitin, patugtugin ito at gawin ang mga kilos lokomotor. Lagyan ng
Presentation of the improvised material that will produce sound and music. tsek ang kahon na naaaayon sa iyong ginawa.
Sagutin ang mga ss. na tanong sa ISAISIP p.7
What are the movements needed to make response to sound and music? 1. Ano ang kilos lokomotor?
Basahin at sundin ang mga panuto sa pagsasagawa ng kilos
C. DISCUSSION OF CONCEPT (Explore) lokomotor kasabay ang isang awitin sa ISAGAWA sa p.8-9.
Discussion and demonstrations to the pupils to perform movements.
Ask the pupils to perform movements.

Do the exercises on LM.
33
Perform the activities on LM Activty 3
F. EVALUATION
HEALTH: Explains road Perform the activities on LM Activity 4

safety practices as a Begin with classroom routine: Ask the learners to read their English Quarter 4 Module 1-
pedestrian.
H3IS-IVab-19 of paper
 Reminder of the classroom health and safety
protocols
 Checking of attendance Basahin ang kuwento sa TUKLASIN p.5. Sagutin ang mga tanong
tungkol sa binasang kuwento.
Road Signs  Quick “Komustahan” 1. Ano ang naging karanasan ng bata sa kuwento?
Basahin at unawain ang mga Safety Rules sa SURIIN p.6
Sagutin ang PAGYAMANIN sa p.8
A. RECALL (Elicit) Tandaan at unawain ang nakatala sa ISAISIP p.9
Background info: Road signals and signs provide important information and Sahutin ang gawain sa ISAGAWA p. 9-10. Gamitin ang mga
warnings to ensure safety for users. larawan upang mabuo ang pangungusap tungkol sa mga tuntuning
pangkaligtasan sa pagtawid sa kalsada.
B. MOTIVATION (Engage) Sagutin ang mga gawain sa TAYAHIN p.7-8
A. Isulat ang LIGTAS kung ang pangungusao ay tungkol sa
4 Show pictures of different road signs. Let them guess or tell what they know gawaing pangkaligtasa at HINDI LIGTAS naman kung hindi.
about these signs. ___________1. Maglalakad paharap sa daloy ng trapiko.
B. Dugtungan ang pangungusap. “ Mahalagang sumunod sa mga
C. DISCUSSION OF CONCEPT (Explore) tuntuning pangkaligtasan sa pagtawid upang
Do Activity “Green, Red and Yellow” ________________________________.”

After the activity ask/guide the pupils to relate the situation by asking: Where
else can you see these colors? What traffic signs do you see in the road?

Ask them to do Let’s Do This Activity on LM
F. EVALUATION
See Let’s Check on LM.
5 ADDITIONAL/ENRICHMENT ACTIVITIES Ask the learners to read their MAPEH Quarter 4 Module 1-
of paper
MUSIC Awitin ang “Look atMe” sa KARAGDAGANG GAWAIN sa
34
p.15-16.
1. Ang awit na ito ay may mabilis na galaw ng tempo kaya ito ay

nagbibigay ng _______.
a. Saya at indak b. Lungkot at pighati c. problema

d. wala sa lahat.
ARTS
Basahin ang sumusunod na panuto sa KARAGDAGANG GAWAIN

p.14-15 at gamitin ang rubric sa pagmamarka ng gawain.
PE
Sagutin ang KARAGDAGANG GAWAIN sa p.16. Hanapin ang mga
salitang nakasulat sa ibaba na may kinalaman sa aralin.
HEALTH
Gawin ang KARAGDAGANG GAWAIN.

Iguhit sa loob ng kahon ang iyong sarili habang tumatawid o
gumagamit ng kalsada. Sundin ang mga tuntuning pangkaligtasan
sa pagtawid.

WEEK: 1 LEARNING AREA: ARALIN PANLIPUNAN
MELCS: Naipapaliwanag ang kaugnayan ng kapaligiran sa uri ng pamumuhay ng mamamayan sa lalawigan ng kinabibilangang rehiyon at sa mga lalwigan ng ibang rehiyon.
AP3EAO-1Va-1
1 Naipapaliwanag ang Pamumuhay ng mga Begin with classroom routine: Ask the learners to read their English Quarter 4 Module 1-
kaugnayan ng kapaligiran Mamamayan sa
sa uri ng pamumuhay ng  Prayer Let them accomplish the given activities in a separate sheet
35
mamamayan sa lalawigan Kinabibilangang Reminder of the classroom health and safety of paper.
ng kinabibilangang Rehiyon o Lalawigan protocols
rehiyon at sa mga lalwigan Basahin at unawain ang mga dapat matutunan sa modyul na ito sa
ng ibang rehiyon.
 Checking of attendance ALAMIN p.1.
 Quick “Komustahan” Sagutin ang Paunang Pagtataya sa SUBUKIN sa p.2
AP3EAO-1Va-1 A. RECALL (Elicit) Pag-ugnayin ang mga lalawigan sa hanay A sa mga kabuhayan
nito sa hanay B.
Ipasabi sa mga bata ang mga lalawigang nabibilang sa rehiyon.
_____1. Aurora
Isulat ang mga ito sa pisara.
Sagutin ang mga tanong sa BALIKAN p.4.
B. MOTIVATION (Engage) _____1. Saang lalawigan makikita ang Apolinario Mabini Memorial
Shrine?
Bigyan ang bawat bata ng bond paper. Magpaguhit sa mga bata ng mga
anyong tubig at anyong lupa na makikita sa kanilang lalawigan.

Ipaulat ang kanilang ginawa at ipaskil ito sa pisara.

Pag-usapan ang mga ulat ng mga bata. Magkaroon ng
BRAINSTORMING sa kanilang mga naiulat.
Hikayatin ang mga mag-aral na magbahagi ng mga usi ng pamumuhay sa
kanilang lalalwigan, tirahan, kasuotan at hanapbuhay.
F. EVALUATION
Ipasagot ang ,mga tanong sa SAGUIN sa LM. Magsagawa ng malikhaing
pag-uulat.

protocols
 Checking of attendance Suriin ang mga larawan sa TUKLASIN p.5. Isulat sa loob ng kahon
 Quick “Komustahan” ang angkop na hanapbuhay sa bawat larawan.
 Basahin at unawain ang SURIIN p.6-10.
A. RECALL (Elicit)
Magpakita ng mapa ng kinabibilangang rehiyon.
Ipatukoy ang mga lalawigang sakop nito.
36
Ipabasa ang TUKASIN Mo sa LM tungkol sa apalaigiran ng mga lalawigan
sa rehiyon.
Talakayin ang kaugnayan ng kapaligiran s=ng bawat lalawigan at uri ng
pamumuhay.

Ipabasa ang kasanyang matututunan sa Alamin Mo sa LM.

Ipagawa sa kalse and Gawain A at B sa LM.

Ipasagot ang pagtatayang gawain sa NATUTUHAN KO sa LM.
F. EVALUATION
Sagutin ang PANAPOS na PAGTATAYA sa LM.

protocols
Sagutin ang PAGYAMANIN sa p.11-16.
Gawain A: Hanapin sa loob ng kahon ang mga produkto na
 Quick “Komustahan” ginagawa ng mga iba’t-ibang probinsya sa Gitnang Luzon.
 B. Gamit ang mga salitang nakuha mula sa kahon sa Gawain A.
A. RECALL (Elicit) kumpletuhin ang mga pangingisap.
_______1. Isang uri ng prutas na pinagkukunan ng gata.
Tanungin ang mga bata kung saang lalaweign sila kabilang. C. Isulat ang lalawigang tinutukoy o inilalarawan ng bawat bilang.
________1. Dito matatagpuan ang Bulkang Pinatubo.
B. MOTIVATION (Engage) D. Gamit ang mga salitang nasa loob ng kahon. Kumpletuhin ang
Ipakita ang mapa ng rehiyon o lalawigan. mga pangungusap na tumutukoy sa bawat lalawigan sa Gitnang
Luzon.
Pag-usapan ang mapa. 1. __________________ ang pangunahing hanapbuhay ng mga
mamamayan sa Tarlac.
C. DISCUSSION OF CONCEPT (Explore) E. Tukuyin kung anong lalawigan sa Gitnang Luzon ang tinutukoy
ng larawan.
Pag-usapan ang mga makikita sa lalawigang
kinabibilangan. (yamang tubig at yamang lupa)
37
Ipabasa ang TUKLASIN MO sa LM.
Ipasagot ang Gawain C sa LM.
F. EVALUATION
Ipagawa ang Gawain D sa LM.

 Reminder of the classroom health and safety of paper
protocols
 Checking of attendance Sagutin ang ISAISIP p.17. Hanapin saa Hanay B ang angkop na
hanapbuhay sa uri ng kapaligiran sa Hanay A.
 Quick “Komustahan” Gawin ang pagsasanay sa ISAGAWA p.18. Gamit ang natutunan
sa talakayan, iguhit ang mga pangunahing ikinabubuhay ng mga
mamamayan ng bawat lalawigan sa Gitnang Luzon.
A. RECALL (Elicit) Sagutin ang mga tanong sa TAYAHIN p.19
1. Ano ang bumubuo sa halos walumpung porsiyento ng Bataan?
Magpakita ng mapa. Ipaturo sa mga bata kung saan
a. Bundok at Burol b. dagat c. ilog d. bulkan
matatagpuan ang lalawigan o rehiyong kanilang
kinabibilangan.
Magpakita ng mga larawan.
Pag-usapan ang mga ito.
Itanong:
Paano inaangkop ng mga tao ang kanilang tirahan?
Kasuotan? Hanapuhay? Sa paanong paraan?
Gabayan ang mga mag-aral na mailahad ang mga
kaisipan na dapat nilang natutunan sa aralin.
38
Kumpletuhin ang pangungusap:
Pinakagusto kong gawin ang _________ dahil
____________.
F. EVALUATION
Isulat sa sagutang papel na ibinigayng guro.
Ukuyin ang mga likas na yaman na ipapakita ng guro.
5 Performance task/Written Work Let them accomplish the given activities in a separate sheet
of paper
Magpadala ng larawan ng mga likas na yaman ng kinabibilangang llawigan at
rehiyon. Gawin ang KARAGDAGANG GAWAIN sa p.20.
39

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Republic of the Philippines

QUARTER: FOURTH GRADE LEVEL: III - NARRA

MELCS: Use the degrees of adjectives in making comparisons. EN3G-IVi-j-5.2

DAY OBJECTIVE/S TOPICS CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)

 Prayer Let them accomplish the given activities in a separate sheet

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

POSITIVE COMPARATIVE SUPERLATIVE

E. APPLICATION AND GENERALIZATION (Elaborate)

adjective comparative superlative

positive comparative superlative

 Prayer Let them accomplish the given activities in a separate sheet

Have a WORD DRILL for word recognition.

POSITIVE COMPARATIVE SUPERLATIVE

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

POSITIVE COMPARATIVE SUPERLATIVE

 Prayer Let them accomplish the given activities in a separate sheet

D. DEVELOPING MASTERY (Explain)

QUARTER: FOURTH GRADE LEVEL: III - NARRA

DAY OBJECTIVE/S TOPICS CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)

Discuss their solution and answers.

C. DISCUSSION OF CONCEPT (Explore)

Observe the days and number of weeks per month.

D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)

DAY OBJECTIVE/S TOPICS CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES

Flash on the television, laptop or tarpapel

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

QUARTER: FOURTH GRADE LEVEL: III - NARRA

C. DISCUSSION OF CONCEPT (Explore)

1 D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)

E. APPLICATION AND GENERALIZATION (Elaborate)

QUARTER: FOURTH GRADE LEVEL: III - NARRA

DAY OBJECTIVE/S TOPICS CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)

C. DISCUSSION OF CONCEPT (Explore)

D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)

C. DISCUSSION OF CONCEPT (Explore)

Ask the pupils to answer the guide questions in the activity.

D. DEVELOPING MASTERY (Explain)

E. APPLICATION AND GENERALIZATION (Elaborate)