SECOND

QUARTER
 (Activities)
(Term/ Topic/ (Content (Performanc (Institution
Month/ Content) standard/s) e standard/s) (Prioritized
(Assessment) (Resources) al core
Quarter) Competencies) Online Offline values)
Unit 2  Analyze  Students
Heartbeat of literary Create a (ACQUSITION)
Second My Local elements fable
 Students  Quiz on  Read and Integrated Encourage
Quarter Community in fables. incorporati
Identify elements of Discuss: English for empathy
ng learned
elements of a fable and  oRead Effective and
Lesson 1: The  Recognize elements.
fables. linking "Androcles Communicati understandi
ant and the and
verbs. and the Lion." on ng through
grasshopper articulate  Demonstr
 oGroup literature.
morals ate
discussion on Grade 3 Foster
from understan
characters, creativity in
literature ding
setting, and storytelling
through
plot. and
discussions
expression.
and
(MAKE MEANING)
written
reflections.  Students  Write a  Identify ntegrated Encourage
should reflective Morals: English for empathy
Connect paragraph  oIn small Effective and
morals to on a groups, list Communicati understandi
personal personal the moral on ng through
experiences. experience lessons from literature.
that relates the story. Grade 3 Foster
to the moral  oShare and creativity in
of the compare storytelling
fable.e . insights with and
the class. expression
(TRANSFER)
 Students  Create a  Linking Verbs ntegrated Promote
shouldApply new fable Practice: English for perseveranc
lessons from and  oIdentify Effective e in tackling
fables to real- present it linking verbs Communicati challenging
life situations. to the in provided on reading and
class, sentences writing
highlighti from the Grade 3 tasks.
ng the fable. Encourage
moral.  oCreate students to
 original keep trying
sentences and improve
using linking their skills
verbs. with each
attempt.
(Activities)
(Term/ Topic/ (Content (Performanc (Institution
Month/ Content) standard/s) e standard/s) (Prioritized
(Assessment) (Resources) al core
Quarter) Competencies) Online Offline values)
Unit 2  Understan  Identify
Heartbeat of d and and (ACQUSITION)
Second My Local appreciate analyze
Develop skills in Demonstrate Poem Reading: Integrated Encourage
Quarter Community the action
emotional understanding Read a selection English for respect for
emotional verbs in
analysis, message of emotional of poems about Effective diverse
depth and poems to
identification, and themes and home. Discuss Communicati experiences
Lesson 2: messages enhance
verb recognition messages in initial impressions on and
Moving Place in poetry. comprehen
within poetry. selected poems. and feelings. perspectives
sion and
Emotion Chart: Grade 3 .
interpretati
Create a chart
on.
listing emotions
evoked by each
poem, supported
by specific lines
from the text.
Group Discussion:
In small groups,
discuss the
central messages
of the poems and
how they relate
to personal
experiences of
home.
(MAKE MEANING)
Develop skills in Analyze and Action Verb Hunt: ntegrated Foster
emotional interpret the use Identify action English for empathy
analysis, message of action verbs verbs in a chosen Effective and
identification, and and their poem. Create a Communicati understandi
verb recognition significance in list and discuss on ng through
within poetry. the context of their impact on literary
the poem. the poem's Grade 3 exploration.
meaning.
Verb
Transformation:
Rewrite
sentences from
the poem using
synonyms for the
action verbs,
discussing how
the meaning
changes.
Poem Analysis:
Write a short
analysis focusing
on the emotional
impact of the
identified action
verbs.
(TRANSFER)
Develop skills in Apply skills in New Poem ntegrated Promote
emotional identifying Exploration: Read English for critical
analysis, message emotions, a new poem and Effective thinking and
identification, and messages, and apply the same Communicati personal
verb recognition verbs to new strategies to on expression
within poetry. poetic texts. identify emotions, through
messages, and Grade 3 creative
action verbs. activities.
Personal
Reflection: Write
a reflective piece
about how the
themes in the
poems relate to
students' own
experiences of
home.
Creative Writing:
Compose a
 personal poem
about "home,"
intentionally
incorporating
strong action
verbs and
emotional
language.
(Activities)
(Term/ Topic/ (Content (Performanc (Institution
Month/ Content) standard/s) e standard/s) (Prioritized
(Assessment) (Resources) al core
Quarter) Competencies) Online Offline values)
Unit 2 Students will Accurately
Heartbeat of Understand write and use (ACQUSITION)
Second My Local and apply the simple
Students will  Identify and · Vocabulary Integrated Promote
Quarter Community science- present tense
Develop skills in define Exploration: English for curiosity and
related in agreement
vocabulary science- Read a text about Effective a love for
Lesson 3: A day vocabulary with subjects.
comprehension related rain formation Communicati learning
to remember through
and sentence words using and highlight on through
context clues;
construction using context unfamiliar words. scientific
demonstrate
the simple present clues. Use context clues Grade 3 exploration.
knowledge of
tense. to infer meanings
simple present
and create a
tense verbs.
vocabulary list
with definitions.
· Context Clue
Exercise: Provide
sentences with
missing science-
related words.
Students use
context clues to
fill in the blanks,
reinforcing their
understanding.
· Group
Discussion:
Discuss the
meanings of
highlighted words
 in groups and
share how
context helped
them understand
the terms.

(MAKE MEANING)
Students will Demonstrate · Verb ntegrated Encourage
Develop skills in correct verb Conjugation English for respect for
vocabulary forms in simple Practice: Provide Effective the natural
comprehension present tense. a list of verbs Communicati world and its
and sentence related to the rain on processes..
construction using formation
the simple present process. Students Grade 3
tense. conjugate these
verbs in the
simple present
tense.
· Subject-Verb
Agreement
Exercise: Create
sentences about
rain formation
where students
fill in the correct
form of the verb
based on the
subject (e.g.,
"The cloud ____
(form) rain.").
· Sentence
Creation: In
pairs, students
write five
sentences about
rain formation,
ensuring correct
use of the simple
present tense.
 (TRANSFER)
Students will Construct · New Topic ntegrated Foster
Develop skills in meaningful Exploration: English for collaboration
vocabulary sentences using Read a brief Effective and
comprehension the simple article on another Communicati communicati
and sentence present tense weather on on skills
construction using related to the phenomenon among
the simple present topic of rain (e.g., snow or Grade 3 students..
tense. formation. thunderstorms).
Identify new
science-related
words and use
context clues to
determine their
meanings.
· Writing
Assignment:
Write a short
paragraph
describing a
weather event
(using the simple
present tense)
and include at
least three
science-related
vocabulary
words.
· Peer Review:
Exchange written
paragraphs with a
partner for
feedback,
focusing on verb
tense usage and
vocabulary
application.
Topic/ (Content (Performanc (Prioritized (Assessment) (Activities) (Resources) (Institution
(Term/ Content) standard/s) e standard/s) Competencies) Online Offline al core
Month/ values)
Quarter)
Unit 2 Students will Students will
Learning from uUnderstand Demonstrate (ACQUSITION)
Second Experience the role of the ability to
Students will Identify and use · Story Sharing: Integrated Encourage
Quarter personal recall and
Develop skills in personal Students share a English for respect for
Lesson 4: narratives in narrate past
personal reflection narratives to brief personal Effective diverse
Lorena Loves storytelling; events using
and narrative recall past story in small Communicati personal
Math effectively use appropriate
writing, employing experiences.. groups. Focus on on stories and
the simple verb forms.
the simple past recalling events experiences.
past tense of
tense. and details, Grade 3
verbs.
encouraging
active listening.
· Memory
Mapping: Create
a visual map of a
significant event
in their lives,
highlighting key
moments and
emotions to
support narrative
writing.
· Reflection
Writing: Write a
short reflection
on why
storytelling is
important to
them, using
examples from
their own lives.

(MAKE MEANING)
Students will Correctly use · Past Tense Integrated Promote
Develop skills in the simple past Verb List: English for empathy
personal reflection tense in writing Provide a list of Effective and
and narrative and speaking. common verbs. Communicati understandi
writing, employing Students convert on ng through
the simple past these into their shared
tense. simple past forms Grade 3 narratives.
and share
sentences using
each verb.
· Story Rewrite:
Take a well-
known fairy tale
and rewrite it in
the simple past
tense. Discuss
how the change
in tense affects
the narrative.
· Peer Edit:
Exchange short
narrative drafts
with a partner for
feedback,
focusing on the
correct use of the
simple past
tense.
(TRANSFER)
Students will Apply narrative · Personal Integrated Foster
Develop skills in skills to create Narrative English for creativity
personal reflection meaningful Assignment: Effective and self-
and narrative personal stories Write a detailed Communicati expression
writing, employing in the simple personal on through
the simple past past tense. narrative about a storytelling.
tense. memorable Grade 3
experience,
ensuring the use
of the simple past
tense throughout.
· Story Circle: In
a large group,
share personal
narratives with
the class. Discuss
the elements that
 make stories
compelling.
· Class
Anthology:
Compile personal
narratives into a
class anthology,
encouraging
students to
reflect on the
common themes
and experiences
shared.

(Activities)
(Term/ Topic/ (Content (Performanc
Month/ Content) standard/s) e standard/s)
Quarter) Online Offline
Unit 1  Students  Students
Heartbeat of Develop will (ACQUSITION)
Second My Local skills in Accurately
Students will Demonstrate · Dialogue Integrated Encourage
Quarter Community predicting identify
Enhance understanding Prediction English for students to
outcomes and apply
predictive of predicting Exercise: Read a Effective think about
(Institution
Lesson 5: One and the simple (Prioritized
reasoning and outcomes
(Assessment) short dialogue
and Communicati
(Resources) how their
al core
Saturday emotions future Competencies)
emotional feelings through and predict the on own
values)
Afternoon in tense in
expression dialogue. outcome. Discuss experiences
dialogues; dialogue
through language. as a class how Grade 3 and feelings
understan prediction
the characters might relate
d and use exercises.
might feel about to the
the simple
the situation. characters.
future
· Feelings
tense form
Chart: Create a
of verbs.s
chart listing
 different feelings.
In small groups,
discuss how these
feelings might
influence
characters’
actions in various
scenarios.
· Future
Predictions:
Based on a given
situation,
students write
down what they
think will happen
next, using
prompts to guide
their predictions.

(MAKE MEANING)
Students will Correctly use · Future Tense ntegrated Emphasize
Enhance the simple Review: Teach English for how working
predictive future tense in students the Effective together
reasoning and spoken and structure of the Communicati helps refine
emotional written forms. simple future on their
expression tense (will + base understandi
through language verb). Provide Grade 3 ng and
examples and communicati
have students on skills.
practice forming
sentences.
· Rewrite
Dialogues: Take
a dialogue written
in the present
tense and rewrite
it in the simple
future tense,
focusing on
predictions about
 what the
characters will
say or do.
· Class
Discussion:
Discuss the
importance of
predictions in
storytelling. What
clues do
characters
provide about
their feelings and
future actions?
(TRANSFER)
Students will Apply prediction · Create a ntegrated Encourage
Enhance skills in creating Predictive English for students to
predictive dialogues that Dialogue: In Effective support
reasoning and incorporate pairs, students Communicati each other
emotional emotional create a short on in their
expression context. dialogue performance
through language predicting future Grade 3 s.
actions and
emotions of
characters based
on a given
prompt.
· Role-Play:
Students perform
their predictive
dialogues,
emphasizing
emotional
expression and
the use of the
simple future
tense.
· Reflection
Writing: Write a
brief reflection on
 how predicting
outcomes in
dialogue can
enhance
storytelling.
Include examples
of feelings
expressed in their
own predictions.

(Prioritized (Assessment) (Activities) (Resources) (Institution

Online Offline
Unit 2 Students will Accurately
Heartbeat of Understand write and use (ACQUSITION)
Second My Local and apply the simple
Students will  Identify and · Vocabulary Integrated Promote
Quarter Community science- present tense
Develop skills in define Exploration: English for curiosity and
related in agreement
vocabulary science- Read a text about Effective a love for
Lesson 6: vocabulary with subjects.
comprehension related rain formation Communicati learning
Proud Pinoy Pet through
and sentence words using and highlight on through
context clues;
construction using context unfamiliar words. scientific
demonstrate
the simple present clues. Use context clues Grade 3 exploration.
knowledge of
tense. to infer meanings
simple present
and create a
tense verbs.
vocabulary list
with definitions.
· Context Clue
Exercise: Provide
sentences with
missing science-
related words.
Students use
context clues to
 fill in the blanks,
reinforcing their
understanding.
· Group
Discussion:
Discuss the
meanings of
highlighted words
in groups and
share how
context helped
them understand
the terms.

(MAKE MEANING)
Students will Demonstrate · Verb ntegrated Encourage
Develop skills in correct verb Conjugation English for respect for
vocabulary forms in simple Practice: Provide Effective the natural
comprehension present tense. a list of verbs Communicati world and its
and sentence related to the rain on processes..
construction using formation
the simple present process. Students Grade 3
tense. conjugate these
verbs in the
simple present
tense.
· Subject-Verb
Agreement
Exercise: Create
sentences about
rain formation
where students
fill in the correct
form of the verb
based on the
subject (e.g.,
"The cloud ____
(form) rain.").
· Sentence
Creation: In
 pairs, students
write five
sentences about
rain formation,
ensuring correct
use of the simple
present tense.
(TRANSFER)
Students will Construct · New Topic ntegrated Foster
Develop skills in meaningful Exploration: English for collaboration
vocabulary sentences using Read a brief Effective and
comprehension the simple article on another Communicati communicati
and sentence present tense weather on on skills
construction using related to the phenomenon among
the simple present topic of rain (e.g., snow or Grade 3 students..
tense. formation. thunderstorms).
Identify new
science-related
words and use
context clues to
determine their
meanings.
· Writing
Assignment:
Write a short
paragraph
describing a
weather event
(using the simple
present tense)
and include at
least three
science-related
vocabulary
words.
· Peer Review:
Exchange written
paragraphs with a
partner for
feedback,
focusing on verb
tense usage and
vocabulary
application.