Unit 3

Decide on It
 Lesson 19:

To Go or
Not to Go
Day 1
Unlocking/Vocabulary &
Concept Development

(PAGASA, typhoon
signal)
Explain that PAG-ASA
is an acronym for
Philippine Astronomic
Geophysical and
Astronomical Services
Administration.
 PAGASA

is a Philippine national institution

dedicated to provide flood and
typhoon warnings, public
weather forecasts and advisories, and
other specialized information and
services for the protection of life and
property and in support of economic,
productivity and sustainable
development.
A. What is PAGASA?

B. What kind of office is it?

C. How does that office serve
people?

Let us see if you clearly remember

what PAGASA is.
Activity-195

Learn About a Word

A. Look at the pictures. In
your notebook, copy the
number of the picture that tells
about what PAGASA let us
know.
1. 2.
3. 4.
5. 6.
B. In your notebook, complete
the sentence about PAGASA by
writing about the pictures you
checked in A.
PAGASA is an office that
tells about
When there is a typhoon
signal, what do you do?
 Motive Question
In the selection, find out when
you should not go to school
when there is a typhoon.
To Go or Not To Go
Mil Flores-Ponciano
 It is typhoon signal number 1 in
North Luzon.
“Do I have to
go to school
today? Will
there be
classes?”
Almira
wonders.
 Have you asked the same questions
yourself? Use the guide from
Philippine Atmospheric Geophysical
and Astronomical Services
Administration (PAGASA) to decide if
you have to go to school or not when
there is a typhoon.
Listen to the weather forecast of
PAGASA every six hours.
Activity- 196

Read the table below. In

your notebook, answer the
question that follows.
 TYPHOON CONDITION GUIDE
Typho Weather Class What
on Condition Suspensi Should
Signal on Grade 3
Pupil Do
1 Preschoo Bring my
l umbrella
and go to
school
2 Preschool Stay at home
Elementar
y
 High
School

3 Prepare to
Preschool
evacuate
to college
(if needed)
Go with the
family to strong
buildings.
4  All Cancel all
levels and travels
Governme and
nt Offices outdoor
(private activities.
and
public)
 Discussion Questions
1. What was Almira’s problem?
2. What helped her solve her
problem?
3. What is found on the Weather
Condition Guide?
4. Describe the environment if it is
signal number 1.
5. What level of classes is suspended
if it is signal number 1? Signal
number 2? Signal number 3? Signal
number 4?
6. What should you do if there is
typhoon signal number 1? Signal
number 2? Signal number 3? Signal
number 4?
7. What would probably
happen if preschoolers go to
school?

8. What might happen if you

would not bring an umbrella
with you?
 At home?
 in school?
 along the street?
 Engagement/Enrichment
Group your pupils into four. Ask
questions and provide activities to
highlight the value of the weather
guide. Emphasize the value of
following the guide after each
group presentation.

english
Activity-197

Read the task that

your group will do.
Group 1 – Create a yell about the rules.

Group 2 – Draw a possible result for a 9-

year-old child who does not remember the
things to be done when there is a typhoon.

Group
Group 43 -- Make
Write aa list
noteofofbenefits
advice you
to a can
9-
get in following
year-old the does
child who weather
not condition
remember the
guide.
things to be done when there is a typhoon.
ENGLISH
 Now you can
decide on the
things you need to
do when there are
typhoon signals.
 Lesson 19:

Decoding/
Fluency/Writing

Day 2
 These
The includein
exercises CVCthis
words with long
lesson sometimesa, e, i, o,
and u sounds ending in
include vocabulary
silent e from Quarter 2
words learned in the
and the Grade 1 levels of
literature lesson
the Dolch Basic Sight in
Day List.
Word 1.)
Activity-198

Diphthongs oi and oy
A. Name the pictures. Write oi
on the blanks to complete their
names. Write the words in your
notebook.
 1. 2.

__ __ l c __ __ l
 3. 4.

s __ __ l t__ __ let
 5. 6.

t __ __ l m __ __ st
B. Name the pictures. Write oy
on the blanks to complete their
names. Write your answers in
your notebook.
b 1.
__ c _2._
s _ _3.beans t _4._s
j _ 5.
_ ful
C. Read the following phrases.

a coy boy long and joyful

voyage
Floyd’s toy
field of soybeans

ten oysters
new toilet
D. Match each picture in column A
with the correct phrase in column
B. Write the letter of the correct
answer in your notebook.
 A B

A. a coy boy
1.

B. long and
joyful voyage
2.
 C. field of
soybeans
3.

D. a new toilet

4.
 Lesson 19:

Identifying a Cause
and Effect
Relationship
Day 3
Presentation/Introduction
Here are pictures showing
how our surroundings
look like if there is a
typhoon. Describe what
you see in the first picture.
What typhoon signal do
you think can make our
surroundings look like
this? Post the strip of paper
with “Typhoon Signal
Number 1”.
(Use the same set of
question and continue
posting the strip of
paper) until you reach
Typhoon signal number
4.
 Why are some branches of trees
broken?

Typhoon signal number 1 is the

CAUSE and some branches of trees
are broken is the EFFECT or
RESULT.
Why are roofs of some nipa houses
gone?

Typhoon signal number 2 is the

CAUSE and the roof of nipa houses
are gone is the EFFECT.
Why are many coconut trees broken
and destroyed?

Typhoon signal number 3 is the

CAUSE and many coconut trees are
destroyed is the EFFECT.
 Why are large trees uprooted?

Typhoon signal number 4 is the

CAUSE and large trees are uprooted
is the EFFECT.
Activity-199

Read, Match, and Write

A. Study the pictures. Match
them with the typhoon signal
number. Write your answers in
your notebook.
 A B

Typhoon Signal
1. Number 1

Typhoon Signal
Number 2
2.
 Typhoon Signal
Number 3
3.

Typhoon Signal
Number 4
4.
B. Complete the sentences about
the pictures and their matching
signal numbers. Choose from the
choices inside the box. Write your
answers in your notebook.
uprooted brownout 4
1 destroyed 2 3
a. There is a massive ___________ if
the typhoon is at signal number
____.

b. Houses are ________________ if

the typhoon is at signal number
_____.
c. Banana plants are
______________ if the typhoon is at
signal number ____.

d. Many trees are ____________ if

the typhoon is at signal number
____.
Modeling/Teaching

There is a
cause-effect
relationship in
the sentences
for the pictures.
 CAUSE

tells the reason why

something happens or has
to be done.
 EFFECT

tells the result or effect of

an event or an idea.

There are steps on how to identify a

cause and an effect.
Activity- 200

A. Match and
Write
Remember:
How do we identify the
cause and the effect in a
sentence?
There are steps on how to
distinguish a cause from an effect.

1. Read for information.

2. Find the information that tells

3. Find the information that tells
the reason why something happens
the result or effect of the cause.
or why something has to be done.
That is the EFFECT.
That is the CAUSE.
 B. Here are pictures of students in
different grade levels. Match each
picture of students who should not
go to school based on the typhoon
signal number.
Typhoon
Signal
Number 1 a.

Typhoon
Signal
Number 3 b.
Typhoon
Signal
Number 4 c.

Typhoon
Signal
Number 2 d.
 My Sentences

C. Complete the sentences.

 students must not go to
school if there is typhoon signal
number 1. If there is typhoon signal
number 2
, , and
students must not go to
school. Students from
to have no
classes if there is typhoon signal
number 3.
If there is typhoon signal
number 4, ________________________________________

must not go
____________________________________________

to school and work.

D. Complete the table by writing
the missing cause in each box.
The first set is done for you.
Write your answers in your
notebook.
 CAUSE EFFECT

Typhoon Signal
Number 1

1. _______________
 2.
_________________

3.
________________
Activity 201

Write and Learn

A. Write the missing phrases to
complete the sentences about what
a Grade 3 student should do during
typhoons. Choose your answers
from the box. Write your answers
in your notebook.
cancel all travels and
outdoor activities bring an
umbrella
typhoon signal number 2
typhoon signal number 3
1. A Grade 3 student
should__________ and go to school
because the typhoon signal is
number 1.

2. If there is __________________,
a Grade 3 student must stay at
home.
3. I must go with my family to a
strong building if there is
_________________________.

4. If there is typhoon signal number

4, a grade 3 student has to
______________________.
B. Read your answers in A.
Underline the cause and ring the
effect. Do this in your notebook.
Study the pictures
and phrase cards.
Pair them and tell
which is the cause
and which is the
effect.
 Lesson 19:

Decoding/Fluency/
Descriptive
Adjectives
Day 4
Activity-202

A. Read the phrases.

1. Roy’s yellow 6. joins the boys
toy
7. jumps with joy
2. two coy boys
8. your toy
3. Roy and the
boys 9. don’t destroy
4. destroyed soy
10. toil on the field
5. field of soy
B. Read the story aloud
and answer your teacher’s
questions.
 Roy and the Field of Soy
Mil Flores-Ponciano and Leo Go
Father works in
the field. He
toils in the field.
Two coy boys go
with Father to
dig the field of
soy.
Roy, with a yellow toy, joins the
coy boys.
Father warns Roy and the coy
boys.
“Don’t destroy
the soy. Don’t
play with your
toy.”
But the boys
and Roy still
play and jump
with joy.
They jump on the moist soil and the
soy was destroyed.
Now Father has no soy to harvest. He
is annoyed.
1. Who works in the field?

A. Roy B. the boys C. Father

2. Who help Father dig the

field of soy?

A. Roy B. the boys C. Troy

 3. What does Father plant in the
field?

A. coy B. soy C. toy

4. What is Father’s warning to the

boys?

A. Don’t harvest the soy.

C.
B. Don’t oil the soy.
Don’ destroy the soy.
 5. What do Roy and the boys do in
the field?

A. join B. jump C. point

6. What happened to the field of

soy?

A. annoyed B. destroyed
C. coiled
7. How will you describe Roy and
the boys?

A. not obedient
B. not honest
C. not respectful
Remember:

Adjectives
are words that describe or tell
something about persons, places
things, or animals. There are tips in
knowing if a word is an adjective
or not.
1. Read the phrase or sentence.
2. Look for the name of a person,
place, thing or animal .
3. See if the word before it tells
something or describes it.

4. If it does, that word is an adjective.

 Presentation
Read the following sentences:

1. There was a strong typhoon.

2. The big trees were uprooted.
3. There was heavy rain.
4. The streets were flooded.

5. The small houses were destroyed.

 Modeling/Teaching

1. In the first sentence, what word

tells about the typhoon? Underline.
2. In the second sentence, what
word tells about the trees?
Underline.
(Do the same until the fifth sentence.)

ENGLISH
Let us all read the underlined words
together. (Repeat after me.)

What do we call them?

What kind of words are these?

What are adjectives?

These are called adjectives.

Adjectives are words that describe.
There are words that
describe a person, a place,
or an object. These words
tell how something or
someone looks like or what
something is. Words like:
important, honest, fair,
kind and good are
adjectives.
How do we know if a
word is an adjective?
Let us read the tips
inside the box.
Activity- 203

Independent Practice

A. Let’s read another set of phrases.

Copy the adjective in each phrase in
your notebook.
twigs and branches of small
trees
houses made of light
materials
thin cogon leaves
disrupted electrical powers
severely damaged
residences and buildings
B. Complete each sentence with an
appropriate adjective from the box
below. Write your answer in your
notebook.
Fat important caring
honest old
1. Tony keeps his _____________
things.
2. Pat shares her food to Tim the
cat. Pat is _________.
3. The boy has an _________ pet
dog.
5. John is _________. The
4. An __________girl tells thedoctor
tells
truth.him to exercise to lose some
weight.
 Lesson 19:

Fluency/Forming
sentences using
adjectives
Day 5
Activity-204

A. Study the pictures on the left.

Copy the word that names them
in your notebook.
 boy soy toy
1.

oil boil soil

2.
 cowboy cow boy
3.

soil coil boil

4.
 join enjoy coin
5.

toy soy coy

6.
B. Read the story and answer the
questions that follow.
 Troy and Roy
Mil Flores-Ponciano and Leo Go
Troy and Roy are friends.
Troy enjoys cooking for Roy.
“What are you doing?” Roy asked.
“I am looking for the can of oil.” Troy
said. “What will you do with the oil?”
“I will cook oyster for you.”
“May I
help
you?”
Roy
asked.
“Yes.
But
don’t
hold the
pan.”
“Aw!”
Roy said
in a noisy
voice.
“I told
you not to
hold the
pan,” said
Troy.
1. Who are friends?

a. Roy and Floyd

b. Troy and Moy

c. Troy and Moy

2. What does Troy enjoy to do?

a. toil with Roy

b. look for Roy
c. cook for Roy

3. What does Troy need to cook the

oyster ?
a. oil b. soy c. toy
 4. What did Troy tell Roy?

a. Don’t hold the pan.

b. Don’t coil the pan.
c. Don’t destroy the pan.
5. Did Roy follow Troy’s reminder?
a. no b. yes
c. The story does not say.
6. What happened to Roy?

a. Roy got hurt.

b. Roy got angry.

c. Roy got sad.

Presentation/Introduction

old big
 Example

Can you make a sentence

The old church
out of these pictures and
was
words? Orcrashed
let the children
think of other adjective to
down.
describe the pictures
Activity 205
Modeling/Teaching

Form sentences following the pattern

given in the chart below. Use the nouns
and adjectives found in the web.
You may add some more words. An
example was done for you.
 huge

great Sandra expensi

School ve

shiny
From the words in the web, help
pupils form sentences with adjectives.
Use the chart below.

Noun Linking Adjecti Noun

Verbs ve
Sandra had expensi watch
ve

ENGLIS
 Example

Sandra had an expensive watch.

Sandra had an expensive car.

 Guided Practice

pupils to create sentences using

the adjectives from the web
through the help of the chart.
Modeling/Teaching

Noun Linking Adjectiv Noun

Verbs e

had, have,
has,
 1. Sandra has shiny hair.

2.

3.
4.

5.
 Independent Practice

Show pictures and let the

children describe it to form
sentences.