English3Q2F.pdf

QUARTER 2 English G3  Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such...

QUARTER 2 English G3  Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and the authors do not represent nor claim ownership over them. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Regional Office 4A and CLMD CALABARZON. All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards. The Editors PIVOT 4A CALABARZON English G3 PIVOT 4A Learner’s Material Quarter 2 First Edition, 2020 English Grade 3 Job S. Zape, Jr. PIVOT 4A Instructional Design & Development Lead Jhonathan S. Cadavido Content Creator & Writer Jhonathan S. Cadavido & Mylene M. Dimaculangan Internal Reviewers & Editors Fe M. Ong-ongowan & Hiyasmin D. Capelo Layout Artist & Illustrator Alvin G. Alejandro & Melanie Mae N. Moreno Graphic Artist & Cover Designer Ephraim L. Gibas IT & Logistics Rubie Sajise, De La Salle University External Reviewer & Language Editor Published by: Department of Education Region IV-A CALABARZON Regional Director: Wilfredo E. Cabral Assistant Regional Director: Ruth L. Fuentes PIVOT 4A CALABARZON English G3  Guide in Using PIVOT 4A Learner’s Material For the Parents/Guardians This module aims to assist you, dear parents, guardians, or siblings of the learners, to understand how materials and activities are used in the new normal. It is designed to provide information, activities, and new learning that learners need to work on. Activities presented in this module are based on the Most Essential Learning Competencies (MELCs) in English as prescribed by the Department of Education. Further, this learning resource hopes to engage the learners in guided and independent learning activities at their own pace. Furthermore, this also aims to help learners acquire the essential 21st century skills while taking into consideration their needs and circumstances. You are expected to assist the children in the tasks and ensure the learner’s mastery of the subject matter. Be reminded that learners have to answer all the activities in their own notebook. For the Learners The module is designed to suit your needs and interests using the IDEA instructional process. This will help you attain the prescribed grade-level knowledge, skills, attitude, and values at your own pace outside the normal classroom setting. The module is composed of different types of activities that are arranged according to graduated levels of difficulty—from simple to complex. You are expected to : a. answer all activities on separate sheets of paper; b. accomplish the PIVOT Assessment Card for Learners on page 38 by providing the appropriate symbols that correspond to your personal assessment of your performance; and c. submit the outputs to your respective teachers on the time and date agreed upon. PIVOT 4A CALABARZON English G3  Parts of PIVOT 4A Learner’s Material K to 12 Learning Descriptions Delivery Process This part presents the MELC/s and the desired Introduction What I need to know learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This maximizes awareness of his/her own knowledge What is new as regards content and skills required for the lesson. This part presents activities, tasks and contents of What I know value and interest to learner. This exposes him/her Development on what he/she knew, what he/she does not know and what he/she wants to know and learn. Most of What is in the activities and tasks simply and directly revolve around the concepts of developing mastery of the What is it target skills or MELC/s. In this part, the learner engages in various tasks What is more and opportunities in building his/her knowledge, skills and attitude/values (KSAVs) to meaningfully Engagement connect his/her concepts after doing the tasks in the D part. This also exposes him/her to real life situations/tasks that shall: ignite his/ her interests What I can do to meet the expectation; make his/her performance satisfactory; and/or produce a product or performance which will help him/her What else I can do fully understand the target skills and concepts. This part brings the learner to a process where he/ she shall demonstrate ideas, interpretation, What I have learned mindset or values and create pieces of Assimilation information that will form part of his/her knowledge in reflecting, relating or using them effectively in any situation or context. Also, this What I can achieve part encourages him/her in creating conceptual structures giving him/her the avenue to integrate new and old learnings. This module is a guide and a resource of information in understanding the Most Essential Learning Competencies (MELCs). Understanding the target contents and skills can be further enriched thru the K to 12 Learning Materials and other supplementary materials such as Worktexts and Textbooks provided by schools and/or Schools Division Offices, and thru other learning delivery modalities, including radio-based instruction (RBI) and TV-based instruction (TVI). PIVOT 4A CALABARZON English G3 WEEK ‘BE’ Verbs 1 Lesson I A verb tells an action or a state of being. One of the commonly used verbs is known as ‘be’ verbs. ‘Be’ verbs show state of being. In this lesson, you are expected to use ‘be’ verbs (am, is, are, was, were) correctly in sentences. Claude, a transferee and your new classmate, was asked by your teacher to introduce himself to the class. Let us know how he introduced himself to the group. Hi, classmates! My name is Claude B. Reyes. I was born on May 8, 2012. I am eight (8) years old. I am an only child. English is my favorite subject. My hobbies are playing basketball and singing. My supportive and loving parents are my best buddies.  What is the name of your new classmate?  How old is he?  When was he born?  What are his hobbies?  How did he describe his parents? The highlighted words above are called ‘be’ verbs. They are used to express a state of being. D Learning Task 1: Write C if the underlined ‘be’ verb is correctly used in each sentence, and IC if it is incorrectly used. Write your answers in your notebook. _____1. The books were on the floor. Pick them up now. _____2. My sister and my mother am both busy today. _____3. Celia is in the hospital yesterday. _____4. There are many items in our local supermarket. _____5. I were in Manila last week. PIVOT 4A CALABARZON English G3 6 _____6. This movie am not really good. It is time to go home. _____7. My brother knows how to fly an airplane. He is a pilot. _____8. The students is in the library. _____9. December was the last month of the year. _____10. I was late. She is not there anymore when I arrived. ‘BE’ verbs are verbs that indicate the state of being. They take the following forms: am, is, are, was and were. Let us examine the table below. Pronoun Present Past I am was You (Singular) are were He/She/It is was We are were You (Plural) are were They are were ‘Be’ verbs am , is and are are used to show present condition. Examples: I am fine now. He is the president of the class this school year. She is our teacher. It is a sunny day today. They are so playful. ‘Be’ verbs was and were are used to show past condition. Examples: I was sick yesterday. Last year, he was the class secretary. She was our teacher in Grade 1. They were quiet last night. Remember: A ‘be’ verb should agree with the noun or pronoun in number (singular and plural). Use is or was if a noun or pronoun being talked about is singular. Examples: The fruit is ripe. The fruit was ripe It is ripe. It was ripe. Use are or were if a noun or pronoun being talked about is plural. Examples: The flowers are fresh. The flowers were fresh. They are fresh. They were fresh. PIVOT 4A CALABARZON English G3 7  E Learning Task 2: Fill in each blank with the correct verb. Write only the letter of your answer in your notebook. _____1. I _____ from Pagsanjan, Laguna. A. are B. is C. am _____2. What time _____ it now? A. was B. is C. are _____3. There _____ many animals in our farm. A. am B. are C. is _____4. Before, Alex _____ the tallest in his class, but now, it is Marco. A. was B. were C. is _____5. How old _____ you when your mother left for the States? A. were B. am C. is _____6. The movie that we watched yesterday _____ nice. A. were B. am C. was _____7. We _____ late during our exams last week. A. were B. are C. is _____8. Mother: Are you thirsty? Child: Yes, I _____. A. were B. was C. am _____9. Marla and Marle _____ twins. They like to wear similar shirts. A. are B. were C. was _____10. January_____ the first month of the year. A. was B. is C. am Learning Task 3: Introduce yourself using the format on page 6. Say something about your name, birthday, age, favorite subject, hobbies and parents. Do this in your notebook. A In your notebook, complete the paragraph by selecting the appropriate answers from the given choices below. were being are am ‘BE’ verbs are verbs that indicate the state of (1)_________. They take the following forms: (2)_________, is, (3)_________, was and (4)_________. PIVOT 4A CALABARZON English G3 8  Simple Tenses of Verbs WEEK Lesson 2 I A verb tells an action and/or a state of being. It describes an action that happened in the past, is happening at present and will happen in the future. Verbs take different forms depending on their subjects and their time references. In this lesson, you are expected to use simple verbs (past, present and future) in sentences. Let us examine the pictures below. Describe the things that the characters do in each picture. D Learning Task 1: Complete each sentence by underlining the correct form of the verb in the parentheses. Write your answers in your notebook. 1. Anthony (plants, planted) fruit-bearing trees in his farm yesterday. 2. Mia (will bring, brings) her pet dog to the veterinarian next week. 3. My friends (watch, will watch) a movie this weekend. 4. I (visited, visit) my grandparents every weekend. 5. Eunice (sang, will sing) a song during my cousin’s wedding next month. PIVOT 4A CALABARZON English G3 9 Simple Tenses of Verbs The three simple tenses of verbs are simple present, simple past and simple future. Study how verbs are formed. Base Form Simple Past Simple Present Simple Future bake baked bake will bake join joined join will join jump jumped jump will jump cook cooked cook will cook try tried try will try speak spoke speak will speak run ran run will run begin began begin will begin read read read will read let let let will let The simple present is used to describe a habitual action or general truth. Examples: The children go to school every day. Mrs. Cruz works in the school canteen. The sun rises in the east and sets in the west. There are seven days in a week. Remember: 1. Use the -s form of the verb if the subject is singular. Example: Trina reviews her lessons every night. 2. Use the simple form of the verb if the subject is plural (more than one). Example: Faith and Flint buy flowers for their mother. 3. Use the simple form of the verb with the pronouns I and you. Examples: I visit my cousins in the province every summer. You have a nice dress. 4. If the subject is singular and the verb ends in -y, and -y follows a consonant, change -y to –i, and add -es. Examples: Alden studies his lessons well. The simple past of a verb is used to describe an action or condition that took place at a specific point in the past. Example: The students visited a museum two days ago. We visited our grandparents last week. Regular and irregular verbs have different ways in forming their past tense. Simple past of regular verbs are formed by adding -d or -ed to the base form of the verb. PIVOT 4A CALABARZON English G3 10  dance - danced climb - climbed introduce - introduced water - watered The spelling of some irregular verbs does not change. cut—cut hurt—hurt put—put hit—hit The spelling of the verb read does not change, but its pronunciation changes. The pronunciation changes from long /e/ to short /e/. read - read Some irregular verbs change their spelling. leave—left write –wrote eat—ate go—went take—took bring—brought sing—sang stand—stood make—made think—thought send—sent fly—flew Remember: If the verb ends in -y, and -y follows a consonant, change -y to -i and add -ed. cry - cried try - tried carry - carried marry - married Verbs in simple future tense are used to express an action or condition that will or will not happen or exist in the future. To form the future tense of a verb, use will + the base form of the verb. Examples: They will attend the club meeting tomorrow. My father will watch my performance tonight. E Learning Task 2: Complete each sentence by writing the correct form of the verb in the parentheses. Write your answers in your notebook. (take) 1. Cardo _____ part in an online quiz show and won the grand prize. (fall) 2. The team rescued the boy who ____ into the river. (win) 3. Last year, Jasmine _____ first prize in the 1000-meter race. (write) 4. I _____ songs during my free time. (present) 5. The children _____ their favorite toys during the toy fair next month. A In your notebook, tell us what you did yesterday, what you do today, and what you will do tomorrow. Yesterday, I _______________________________________. Today, I ___________________________________________. Tomorrow, I will ____________________________________. PIVOT 4A CALABARZON English G3 11 WEEK Initial and Final Consonant Blends 3 Lesson I In English, there are 21 consonants. Some consonants are clustered to form distinguished sounds. These distinguished sounds of clustered consonants formed in words are known as sound blends. In this lesson, you are expected to read words with initial and final consonant blends. Let us name the pictures below. frog flag clap drum SALT hand tent lamp salt D Learning Task 1: Identify the consonant blend in each name of the picture above. These blends may occur either in initial or final positions. Write your answers in your notebook. Consonant blends are consonant letter clusters. A consonant blend is made up of two or three consonants blended together in sound while retaining the sound of the individual letters. Examples: cl in class, bl in black, spr in spray, st in fast, nd in band Initial and Final Consonant Blends Initial consonant blend is a cluster of consonant sounds at the beginning of a word. Examples: play draw plan pray clay clam swim glad trap trip Final consonant blend is a cluster of consonant sounds at the end of a word. Examples: pink park sand bird raft sink bend tank mark past PIVOT 4A CALABARZON English G3 12  E Learning Task 2: Identify the initial or final consonant blend that matches the name of each picture below. Write your answers in your notebook. 1. 4. sp ft lt nk lt ft 2. fr st tr 5. sk nt lt 3. bl tr pr 6. nd nt ft Learning Task 3: Read the words below. Then, identify the initial consonant blend used in each word. Write your answers in your notebook. 1. blue 6. glow 11. claw 2. glue 7. trap 12. trip 3. green 8. trail 13. clear 4. grow 9. prize 14. spot 5. flat 10. snow 15. trash Learning Task 4: Read the words below. Then, identify the final consonant blend used in each word. Write your answers in your notebook. 1. bark 6. hint 11. part 2. bulk 7. pink 12. child 3. plant 8. list 13. corn 4. cart 9. toast 14. bulb 5. sulk 10. camp 15. milk A In your notebook, complete the paragraph by selecting the appropriate answers from the given choices below. final initial blends Consonant (1)__________ are also known as consonant clusters that form distinguished sounds. These blends may occur in (2)__________ and/or (3)__________ positions. PIVOT 4A CALABARZON English G3 13  Words and Phrases in Texts Lesson I Words are composed of letters while phrases are formed by combining words together. In this lesson, you are expected to read familiar words and phrases in texts. Let us read the words and phrases below. Group A Group B park in the park girl beautiful girl tree huge tree flag colorful flag table on the table mask wearing a mask journey long journey car new car clock old tower clock  What can you say about the words listed in Groups A and B?  Are there differences between the words in Groups A and B?  How do the two groups differ? Items in Group A are called words while items in Group B are known as phrases. D Words Letters are combined together to form words. Words vary in terms of length and number of letters. There are short and long words. Examples: beautiful woman dress disease alcohol medicine Phrases Phrases are formed by combining words together. These phrases may provide descriptions or ideas about a particular topic or subject. Examples: my black dress at the canteen beautiful girl blue tent PIVOT 4A CALABARZON English G3 14  E Learning Task 1: Read the poem below. Identify if each underlined item is a word or a phrase. Write your answers in your notebook. Trees by Joyce Kilmer 1I think that I shall never see 7A tree that may in Summer wear 2A poem lovely as a tree. 8A nest of robins in her hair; 3 A tree whose hungry mouth is prest 9 Upon whose bosom snow has lain; 4 Against the earth’s sweet flowing breast; 10 Who intimately lives with rain. 5 A tree that looks at God all day, 11 Poems are made by fools like me, 6 And lifts her leafy arms to pray; 12 But only God can make a tree. Learning Task 2: Read the story below. Identify if each underlined item is a word or a phrase. Write your answers in your notebook. The Ants and the Grasshopper by Aesop One bright day 1 in late autumn, a family of Ants were bustling about in the 2 warm sunshine, drying out the grain, they had stored up during the summer, when a starving Grasshopper, his 3 fiddle under his arm, came up and humbly begged for 4 a bite to eat. “What!” cried the Ants in surprise, “haven’t you stored anything away for the winter? What in the world were you doing last summer?” “I didn’t have time 5 to store up any food,” whined the Grasshopper. “I was so busy making music that before I knew it, the 6 summer was gone.” The Ants shrugged their 7 shoulders in disgust. “8 Making music, were you?” they cried. “Very well; now dance!” And they turned 9 their backs on the Grasshopper and went on their 10 work. A In your notebook, complete the paragraph by selecting the appropriate answers from the given choices below. phrases words number Letters are combined together to form (1)__________. Words vary in terms of length and (2)__________ of letters. Meanwhile, (3)__________ are formed by combining words together. PIVOT 4A CALABARZON English G3 15 WEEK Consonant Digraphs (CH and SH) 4 Lesson I Understanding various sounds is important in reading. Unique sounds may be formed by combining various sounds. Digraphs are important sounds produced after combining different sounds. In this lesson, you are expected to read words, phrases, sentences and short stories consisting of words with consonant digraphs ch and sh. Let us read the names of the pictures below. Group A Group B chair cheese chalk shell sheep shoes  What sounds are produced by each group?  How do you call these sound classifications? D Learning Task 1: In your notebook, copy and read the words, phrases and sentences below. church watch shop fish chicken child shark shirt the cheerful child the shirt shop the cheesy chips fish, shell and shark The child eats his lunch. Trish and Sheena wish to buy new shoes at the shop. Consonant Digraphs CH and SH A consonant digraph is composed of two adjacent consonant sounds that produce one unique sound. Common examples of consonant digraphs include ch and sh. These consonant digraphs represent unique sounds especially when used in words. PIVOT 4A CALABARZON English G3 16  Digraph CH Digraph SH church starch she wash chocolate such shoot cash chores march shoe bush chick beach shop sash E Learning Task 2: In your notebook, copy and read the words below. Then, underline the consonant digraphs ch and sh. 1. check 6. sheet 2. chase 7. shovel 3. dish 8. chain 4. shampoo 9. chance 5. shark 10. squash Learning Task 3: In your notebook, copy and read the phrases below. Then, underline the consonant digraphs ch and sh. 1. cheerful churchmen 6. shaping the shoreline 2. sheep, sheet and shop 7. chilling cheese 3. shiny shoes 8. cheesy chicken 4. Shelton’s shell 9. shampoo and cash 5. rich child 10. chips for lunch Learning Task 4: Read the passages below. In your notebook, copy the words with consonant digraphs ch and sh. 1. Shelton owns a souvenir shop at a beachfront. He sells shirts and shorts. He also sells cheesy chips and other snacks. His cheerful workers, Shiela, Shane and Trish, help him in his shop. 2. Cherry is a responsible and helpful child. She cleans her room everyday. She places her trash in proper bins. She frequently changes her sheets. Whenever she has a chance, she helps her mom in preparing meals for their family. A In your notebook, complete the paragraph by selecting the appropriate answers from the given choices below. digraph adjacent sound A consonant (1)__________ is composed of two (2)__________ consonant sounds that produce one unique (3)__________. Common examples of consonant digraphs ch and sh used in words are cheer, chain, share and cash. PIVOT 4A CALABARZON English G3 17  Consonant Blends and Consonant Digraphs Lesson I In the previous lessons, you have learned that a consonant blend is made up of two or three consonants blended together in sound while retaining the sound of the individual letters. Read the following words with consonant blends. plan blue claw drum soft pink silk blow You have also learned that consonant digraphs ch and sh are composed of consonants that represent one sound. Read the following words with digraphs ch and sh. chess bench sheet fish chest chimpanzee shell flash At the end of the lesson, you are expected to spell one- to- two syllable words with initial and final consonant blends (e.g. pl, tr) and consonant digraphs (ch and sh). D Consonant Blends Consonant blends are composed of letters blending their sounds together. Each letter is uniquely pronounced forming a blend of sounds. These blends may occur in initial and/or final positions. Some of these blends include pl, tr, gl, fl, bl, cl, sl, br and dr. Examples: glue black clay sleep brain drop gloves blood clean slay break dry Consonant Digraphs CH and SH A consonant digraph is composed of two adjacent consonant sounds that produce one unique sound. Common examples of consonant digraphs include ch and sh. These consonant digraphs represent unique sounds especially when used in words. Examples: chill champ dish sheep PIVOT 4A CALABARZON English G3 18  E Learning Task 1: In your notebook, copy the words below. Then, underline the consonant blend and/or consonant digraph used in each item. 1. breeze 6. slice 11. break 2. blame 7. slip 12. glaze 3. clean 8. please 13. plus 4. drive 9. share 14. cash 5. flow 10. chat 15. hush Learning Task 2: Name each picture below. Write your answers in your notebook. 1. 5. 2. 6. 3. 7. 4. 8. A In your notebook, complete the paragraphs by selecting the appropriate answers from the given choices below. sound digraph blends unique Consonant (1)__________ are composed of letters or sounds combined together. Each (2)__________ is uniquely pronounced forming a blend of sounds. Some of these blends include pl, tr, gl, fl, bl, cl, sl, br and dr. Meanwhile, a consonant (3)__________ is composed of two adjacent consonant sounds that produce one (4)__________ sound. Common examples of consonant digraphs include ch and sh. PIVOT 4A CALABARZON English G3 19 WEEK Possessive Pronouns 5 Lesson I In English, there are words that are used to replace nouns. These are called pronouns. Some pronouns are also used to show possession. These pronouns that emphasize ownership of something are called possessive pronouns. In this lesson, you are expected to identify commonly used possessive pronouns and use them in sentences. Let us study the conversation below. Hi, Charmie! Hello, Leo! This is my new Look at my bag. bag where I My books are place my quite thin. modules. Oh, yes! I wrote Oh, have you my answers in finished our my English assignment ? notebook.  Who has a new bag?  What did Charmie write in her notebook?  Which notebook did she use in writing her answers? What can you say about the highlighted words? They are known as possessive pronouns. D Learning Task 1: Identify the pronoun that shows possession or ownership in each item. Write your answers in your notebook. 1. We visited our grandparents last weekend. 2. Mang Rufo and Aling Gelay work hard for their family. 3. His sister passed the school’s entrance test. 4. I will submit my presentation tomorrow. PIVOT 4A CALABARZON English G3 20 5. The teacher checked our test papers. 6. The farmer harvested his crops. 7. My uncle planted fruit-bearing trees in our backyard. 8. This pen is his. 9. My module contains different lessons and activities. 10. The cat grooms its kittens. Possessive Pronouns A possessive pronoun shows ownership or possession. It states that something belongs to someone. Unlike nouns which use apostrophe (’) and –s in showing possession, pronouns do not. Possessive pronouns include the following: Personal Pronoun Possessive Pronouns I my mine you your yours she her hers he his his it its we our ours they their theirs Examples: my phone your table his books her scissors its decision their crops This pen is mine. The oldest shop in the city is ours. Some of my books are missing. Can I borrow yours? That new bicycle is his. That beautiful dress is hers. The machine in the corner is theirs. Remember that the possessive pronoun must agree with the noun being referred to in terms of gender. If the noun referred to is a male, use his. If the noun referred to is a female, use her or hers. E Learning Task 2: Identify the possessive pronoun/s used in each sentence. Write your answers in your notebook. 1. The company sells its products in low prices. 2. Mr. and Mrs. De Chavez bought plants for their house. 3. Can you submit your report tomorrow? 4. We regularly visit our grandparents in their farm. 5. Mr. Hernandez explains his lesson well. PIVOT 4A CALABARZON English G3 21 Learning Task 3: Identify the appropriate possessive pronoun/s to be used in each sentence. Write your answers in your notebook. 1. Cherry Anne submitted (his, her) report on time. 2. The company released the benefits to (its, his) employees. 3. Felipe donated (his, its) salary to the foundation. 4. Carla and Carlo cooked (its, their) favorite dish. 5. (Yours, Your) test will be administered tomorrow. Learning Task 4: Focusing on the underlined words, convert the sentences using appropriate possessive pronouns. Write your answers in your notebook. Example: Raquel’s bag is new. Her bag is new. 1. School’s mission has been achieved. ____________________________________________________ 2. Maria borrowed Jessa Mae’s laptop. ____________________________________________________ 3. The contractor has started building my friends’ house. ____________________________________________________ 4. I stayed at Jayson’s house. ____________________________________________________ 5. Which one is my table? ____________________________________________________ A In your notebook, complete the paragraph by selecting the appropriate answers from the given choices below. our belongs their possessive A (1)__________ pronoun shows ownership or possession. It states that something (2)__________ to someone. Possessive pronouns include my (mine), (3)__________ (ours), your (yours), his, her (hers), its and (4)__________ (theirs). PIVOT 4A CALABARZON English G3 22  Cause and Effect WEEK Lesson 6 I One form of sentence development is by establishing cause- and-effect relationship. This sentence development helps in enhancing your language skills by determining the cause and the possible effect in a given statement. In this lesson, you are expected to identify effects based on given causes and vice versa. Let us examine the picture below.  What does the picture above show/portray?  What do you think are the possible effects of a typhoon? D Learning Task 1: In your notebook, copy the sentences below. Then, underline the cause and encircle the effect in each statement. 1. It was raining hard so I used my umbrella. 2. Joy was so hungry because she did not eat her breakfast. 3. It was almost dark so Brix hurried in order to arrive home on time. 4. The streets were flooded because of the heavy rain. 5. There is a huge wildfire causing the wildlife to be homeless. PIVOT 4A CALABARZON English G3 23 CAUSE-AND-EFFECT Sentences may be developed using cause-and-effect relationship. This sentence development shows clear relationship between ideas showing the cause why a certain thing happens and an effect of the identified cause. Cause Effect When a sick person sneezes, he/she blows the virus into the air. Effect Cause Claude missed his flight because he did not arrive on time. E Learning Task 2: Identify the possible effect of the action portrayed by each picture below. Write your answers in your notebook. 1. 3. _____________________________ _____________________________ _____________________________ _____________________________ 2. 4. _____________________________ _____________________________ _____________________________ _____________________________ PIVOT 4A CALABARZON English G3 24 Learning Task 3: In your notebook, copy the sentences below. Then, underline the cause and encircle the effect in each item. 1. I have cavities. I do not usually brush my teeth. 2. Due to his hard work, Roy is now a successful teacher. 3. There was a strong typhoon causing the ship to sink. 4. Mario is considered an obese child because he eats too much. 5. Many sea creatures died due to oil spill. 6. My parents were late for work because my father forgot to set the alarm. 7. Due to the implementation of various community quarantines, the spread of the virus is now under control. 8. Many employees were laid off due to economic shutdown. 9. Due to increase in price, the sales decrease. 10. Martin was promoted. He did his best to satisfy the company’s demands. Learning Task 4: Complete each statement below by supplying the appropriate cause or effect. Write your answers in your notebook. 1. The child got sick because _____________________________________. 2. The ice in the freezer melted because __________________________. 3. Because of global warming, ____________________________________. 4. __________________________________________ so she passed the test. 5. _____________________________________________ due to air pollution. A In your notebook, complete the paragraph by selecting the appropriate answers from the given choices below. cause relationship effect Sentences may be developed using cause-and-effect (1)__________. This sentence development shows clear relationship between ideas showing the (2)__________ why a certain thing happens and an (3)__________ of the identified cause. PIVOT 4A CALABARZON English G3 25  Making Inferences and Drawing Conclusions Lesson I In reading texts, you have to be very careful in analyzing each detail. These details will give you deeper understanding on the content and context that a picture or text provides. Making inferences and drawing conclusions will help you further enhance your critical thinking skills. In this lesson, you are expected to make inferences and draw conclusions based on texts (e.g. pictures, titles and content words). Let us examine the picture below.  Can you tell what each character does in the picture?  Can you guess the location shown by the picture?  Can you tell the time or period portrayed in the picture? D Learning Task 1: Identify the occupation portrayed by each picture below. Write your answers in your notebook. 1. 2. A B F G PIVOT 4A CALABARZON English G3 26  4. 5. 6. Learning Task 2: In your notebook, state the job/tasks being performed by each character portrayed in Learning Task 1. Making Inferences An inference tells an assumption based on what has been read, seen or observed. Making inferences relies on the examination of facts based on given pictures and/or texts. Inferences are also made by determining what each picture or text suggests. Drawing Conclusions A conclusion is a final information or statement drawn from pictures viewed or texts read. Conclusion also relies on facts. It allows the reader to think of what could be the output or end result based on reading and/or observations. E Learning Task 3: Infer the location or place referred to by each statement. Choose from the options below. Write your answers in your notebook. zoo restaurant garden school mall 1. I took my shovel and started digging the soil. I took and planted the seedlings. I watered them. They grew well. After several months, they produced bountiful harvests. 2. The security guard checked our body temperature and our bags. When I got inside, I immediately went to a shop to look for a jacket. I moved from one shop to another until I found one. 3. Shane sat on her chosen spot. She called the waiter and asked for PIVOT 4A CALABARZON English G3 27  the menu. The waiter immediately approached her. She requested that her food be served right away. She was really hungry. 4. Jay invited his friends to join him in a special tour. During their tour, they were fascinated by different animals. Some were small while some were really huge. Among the animals that they saw, the white tigers were his favorite. 5. Our teacher asked us to read a story as our activity. She also asked us to answer some questions on it. During our discussion, we learned a lot due to her comprehensive and lively session. Learning Task 4: In your notebook, write the conclusion that is most appropriate to each statement below. Write your answers in your notebook. 1. Arthur went to the canteen and bought a meal. He sat down beside his friend, Angelo. They prayed first. 2. Carlota sang a beautiful song during the competition. The audience applauded her performance. Everybody congratulated her after the host announced the winners. 3. The school bus arrived. Rebecca quickly finished her breakfast. She then took her bag and ran fast. 4. When Rina got home, she opened her bag and took her pen, notebook and books. She read her homework. 5. The teacher checked the attendance. Afterwards, she asked the pupils to sit and bring out their books. A In your notebook, complete the paragraphs by selecting the appropriate answers from the given choices below. inference examination conclusion An (1)__________ tells an assumption based on what has been read, seen or observed. Making inferences relies on the (2)__________ of facts based on given pictures and/or texts. Meanwhile, a (3)__________ is a final information or statement drawn from pictures viewed or texts read. PIVOT 4A CALABARZON English G3 28  Distinguishing Fact from Opinion WEEK Lesson 7 I Aside from developing your skills in making inferences and drawing conclusions, it is important that you are able to distinguish fact from opinion. This skill will help you in understanding facts and/or opinions in particular statements. In this lesson, you are expected to distinguish fact from opinion. Let us read the passage below. Fruits are important sources of vitamins. They vary in sizes, colors and shapes. Some fruits are considered seasonal while some are not. Among these fruits, apples and mangoes are considered as the most important ones. They can be used as main ingredients in different delicacies. They are also sweeter and cheaper as compared to other fruits.  What are fruits? What can you say about them?  Which statements about fruits are factual?  Which details state opinions? D Learning Task 1: Tell if each statement states a fact or opinion. Write your answers in your notebook. 1. Coke tastes better than any other sodas. 2. Orange juice is a better source of vitamins than pineapple juice. 3. Mount Taal is considered as the world’s smallest volcano. 4. Philippines is composed of three major island groups known as Luzon, Visayas and Mindanao. 5. Tagaytay City is the most beautiful city in the Philippines. 6. There are three stars and a sun in the Philippine flag. PIVOT 4A CALABARZON English G3 29 7. Alcohol is the most effective disinfectant in killing coronavirus. 8. It is fun being the youngest in class. 9. Nowadays, people wear facemasks and face shields to protect themselves from COVID-19. 10. Children love to watch Disney animated films. Fact versus Opinion A fact is a statement that is based on information or details that can be proven. Examples: Manila is the capital city of the Philippines. Malacañan Palace is the official residence of the Philippine President. An opinion is an expression that is based from a person’s personal feelings, emotions and perceptions. This kind of statement may be true to some but not to all. Examples: My mother’s cake tastes better than any other cakes. I am satisfied with our barangay’s response against COVID-19. E Learning Task 2: Write F is the statement states a fact and O if it tells an opinion. Write your answers in your notebook. _____1. Sampaguita is more fragrant than rose. _____2. Christmas season is the most exciting celebration in the Philippines. _____3. There are 24 hours in one day. _____4. There are 12 months in a year. _____5. Watching TV can help me with my studies. _____6. Mariah Carey is the best singer in the world. _____7. Luzon is the largest island in the Philippines. _____8. Adobo is considered as the best Filipino dish. _____9. Pet dogs are better than cats. _____10. A student must earn a passing score to pass this subject. PIVOT 4A CALABARZON English G3 30 Learning Task 3: Group the sentences below as to fact or opinion. Write the letters of your answers in your notebook. Fact Opinion A. Heart is part of the circulatory system. B. My town/city is the most beautiful place in the world. C. CALABARZON is composed of five provinces. D. Catriona Gray is the most beautiful Miss Universe ever. E. Our test in Mathematics was quite easy. F. Blue color in the Philippine flag symbolizes peace. G. Spaghetti tastes better than pancit. H. The sun is the center of the solar system. I. The old name of Luneta is Bagumbayan. J. English is easier than Math. A In your notebook, complete the paragraph by selecting the appropriate answers from the given choices below. opinion emotions fact A (1)_________ is a statement that is based on information or details that can be proven. Meanwhile, an (2)_________ is an expression that is based from a person’s personal feelings, (3)_________ and perceptions. PIVOT 4A CALABARZON English G3 31 WEEK Sources of Information 8 Lesson I There are different ways on how you can gather information. Information can be gathered from books, journals, magazines and other references. Each source provides specific details. You may enrich your informational skills using various information sources. In this lesson, you are expected to use different sources of information in reading. Let us study the given example below. TABLE OF CONTENTS Preface………………………………………………………….…...ii Chapter I - The Sun………...……………………………………...1 Chapter II - Mercury………...…………………………………….5 Chapter III - Venus……………….………………………………..9 Chapter IV - Earth………………..……………………………….13 Chapter V - Mars………………...………………………………..17 Chapter VI - Jupiter…………...………………………………….21 Chapter VII - Saturn………………….…………………………...24 Chapter VIII - Uranus…………...………………………………...28 Chapter IX - Neptune…………………………………………….31  What source of information is presented above?  What information can it provide? D Sources of Information Information may be gathered in various sources. A table of contents, an index and even a book cover may provide significant information. However, detailed information may be gathered using the following: 1. A book is a source of information that presents topics in chapters. 2. A dictionary is a collection of words which are alphabetically arranged. It also provides meanings to various word items. 3. An encyclopedia is a collection of short factual entries about various subjects or topics. PIVOT 4A CALABARZON English G3 32 4. A newspaper provides discussion on updated and current issues and trends. 5. A magazine is a collection of articles and images on various topics and interests. 6. A journal is a collection of articles written by scholars and/or researchers. 7. The Internet allows you to search information through a browser. E Learning Task 1: Match each description in Column A with the source of information in Column B. Write the letters of your answers in your notebook. Column A Column B _____1. collection of short factual entries A. Book _____2. topics presented in chapters B. Magazine _____3. articles written by scholars/researchers C. Internet _____4. updated and current issues D. Journal _____5. collection of articles and images E. Newspaper _____6. searching information through a browser F. Dictionary _____7. collection of words and their meanings G. Encyclopedia A In your notebook, complete the table below by finding the meaning and/or explaining the terms using any available sources of information. Meaning/Details/ Source Terms Explanation of Information Used 1. Condensation 2. Humility 3. Jose P. Rizal 4. CALABARZON 5. Coronavirus 6. Volcano PIVOT 4A CALABARZON English G3 33  Common Abbreviations Lesson I There are various techniques used in writing. One of these techniques is by abbreviating words and/or terms. Let us read the dialogue below. Mrs. Santiago: On Feb. 10, Dr. Erwin Reyes will talk about how to keep our body healthy. How about Atty. Amy San Alberto, Celia? Celia: My aunt has already accepted our invitation. Mrs. Santiago: That is a wonderful news. Atty. San Alberto will talk about children’s rights next month. Ruby: Everyone in our class is excited to listen to them. Do you know how to read the underlined words? How are these words called? These are words in their abbreviated forms. In this lesson, you are expected to recognize some words represented by common abbreviations. D Learning Task 1: Match the days of the week in Column A with their abbreviations in Column B. Write the letters of your answers in your notebook. Column A Column B _____1. Monday A. Sat. _____2. Tuesday B. Mon. _____3. Wednesday C. Thurs. _____4. Thursday D. Sun. _____5. Friday E. Wed. _____6. Saturday F. Tues. _____7. Sunday G. Fri. Abbreviations Abbreviations refer to shorter versions of words. Words are shortened to avoid repetition of long words and save space and time. A word may have more than one abbreviation since rules in abbreviations are complex and may vary. PIVOT 4A CALABARZON English G3 34  E Learning Task 2: From the options below, identify the abbreviations of the listed terms. Write your answers in your notebook. Jr. St. Sr. in. Ms. lb. mm Engr. Mr. Fr. cm km ft. pt. Dr. _____1. Saint _____6. centimeter _____11. Doctor _____2. inch _____7. kilometer _____12. Father _____3. pound _____8. point _____13. Miss _____4. Engineer _____9. Junior _____14. foot _____5. Mister _____10. Senior _____15. millimeter Learning Task 3: Fill in each blank with the correct abbreviation of the underlined word. Write your answers in your notebook. 1. Because of the miracles he performed, Lorenzo became the first Filipino saint. He is called ____ Lorenzo Ruiz. 2. He is called Junior because he was named after his father, Mang Pedro. His full name is Pedro Santos, _____. 3. Her brother is an engineer. He is _____ Ed Loyola. 4. The military group is headed by a general. He is ____ Alejandro Palma. 5. Rita’s father is a doctor. He is ____ Gloria de Guzman. Learning Task 4: Write the whole word of each abbreviation below. Write your answers in your notebook. 1. Dr. Juan dela Cruz 6. Bagong Pag-Asa St. 2. Univ. of the Philippines 7. Oct. 3, 2020 3. no. 3 8. Cinco Ave. 4. Prof. Joven 9. the ff. questions 5. Pres. Magsaysay 10. 2 in. A In your notebook, complete the paragraph by selecting the appropriate answers from the given choices below. shortened repetition time Abbreviations refer to (1)__________ versions of words. Words are shortened to avoid (2)__________ of long words and save space and (3)__________. PIVOT 4A CALABARZON English G3 35  36 PIVOT 4A CALABARZON English G3 Learning Task 4 Learning Task 3 Learning Task 2 Learning Task 2 Learning Task 1 1. Shelton, shop, 1. cheerful churchmen 1. check 1. phrase 1. word beachfront, shirts, 2. sheep, sheet and 2. chase 2. phrase 2. phrase shorts, cheesy, shop 3. dish 3. word 3. phrase chips, cheerful, 3. shiny shoes 4. shampoo 4. phrase 4. phrase Shiela, Shane, 4. Shelton’s shell 5. shark 5. phrase 5. word Trish, shop 5. rich child 6. sheet 6. word 6. phrase 2. Cherry, child, she, 6. shaping the shoreline 7. shovel 7. word 7. word she, trash, she, 7. chilling cheese 8. chain 8. phrase 8. phrase changes, sheets, 8. cheesy chicken 9. chance 9. phrase 9. word she, chance, she 9. shampoo and cash 10. squash 10. word 10. word 10. chips for lunch 11. word 12. phrase CONSONANT DIGRAPHS (CH AND SH) WORDS AND PHRASES IN TEXT Learning Task 4 Learning Task 3 1. bark 1. blue 2. bulk 2. glue 3. plant 3. green 4. cart 4. grow 5. sulk 5. flat Learning Task 2 Learning Task 1 6. hint 6. glow 7. pink 7. trap 1. sp frog 8. list 8. trail 2. st hand 9. toast 9. prize 3. tr flag 10. camp 10. snow 4. lt tent 11. part 11. claw 5. sk clap 12. child 12. trip 6. ft lamp 13. corn 13. clear drum 14. bulb 14. spot salt 15. milk 15. trash INITIAL AND FINAL CONSONANT BLENDS Learning Task 2 Learning Task 1 1. C 1. IC 2. B 2. IC 3. B 3. IC Learning Task 2 4. A 4. C Learning Task 1 1. took 5. A 5. IC 1. planted 2. fell 6. C 6. IC 2. will bring 3. won 7. A 7. C 3. will watch 4. write 8. C 8. IC 4. visit 5. will present 9. A 9. IC 5. will sing 10. B 10. IC SIMPLE TENSES OF VERBS ‘BE’ VERBS Key To Correction  PIVOT 4A CALABARZON English G3 37 Note: Learning Tasks with no key answers require varying answers. Learning Task 4 Learning Task 3 Learning Task 2 Learning Task 1 Learning Task 1 1. St. 1. B 1. G 1. Doctor Juan 6. Bagong Pag- 2. Jr. 1. St. 9. Jr. 2. F 2. A dela Cruz Asa Street 3. Engr. 2. in. 10. Sr. 3. E 3. D 2. University of 7. October 3, 4. Gen. 3. lb. 11. Dr. 4. C 4. E the Philippines 2020 5. Dr. 4. Engr. 12. Fr. 5. G 5. B 3. Number 3 8. Cinco Avenue 5. Mr. 13. Ms. 6. A 6. C 4. P r o f e s s o r 9. the following 6. cm 14. ft. 7. D 7. F Joven questions 7. km 15. mm 5. P r e s i d e n t 10. 2 inches 8. pt. Magsaysay 9. INFORMATION COMMON ABBREVIATIONS SOURCES OF Learning Task 3 Learning Task 2 Learning Task 1 1. O 1. opinion Fact: 2. O 2. opinion A, C, F, H, I 3. F 3. fact 4. F 4. fact Learning Task 3 Learning Task 1 Opinion: 5. O 5. opinion 1. garden 1. doctor B, D, E, G, J 6. O 6. fact 2. mall 2. teacher 7. F 7. opinion 3. restaurant 3. farmer 8. O 8. opinion 4. zoo 4. nurse 9. O 9. fact 5. school 5. fisherman 10. F 10. opinion 6. policeman DRAWING CONCLLUSIONS DISTINGUISHING FACT FROM OPINION MAKING INFERENCES AND Learning Task 3 Learning Task 1 1. I have cavities. I do not usually brush my teeth. 1. I t w a s r a i n i n g h a r d 2. Due to his hard work, Roy is now a successful teacher. so I used my umbrella. 2. Joy was so hungry because she did not eat 3. There was a strong typhoon causing the ship to sink. her breakfast. 4. Mario is considered an obese child because he eats too much. 3. I t w a s a l m o s t d a r k 5. Many sea creatures died due to oil spill. so Brix hurried in order to arrive home on time. 6. My parents were late for work 4. The streets were flooded because of the because my father forgot to set the alarm. heavy rain. 7. Due to the implementation of various community quarantines, 5. T h e r e is a huge wildfire the spread of the virus is now under control. causing the wildlife to be homeless. 8. Many employees were laid off due to economic shutdown. 9. Due to increase in price, the sales decrease. 10. Martin was promoted. He did his best to satisfy the company’s demands. CAUSE AND EFFECT Learning Task 4 Learning Task 3 Learning Task 2 Learning Task 1 Learning Task 2 Learning Task 1 1. Its mission has 1. her 1. its 1. our 1. plant 1. breeze been achieved. 2. its 2. their 2. their 2. tray 2. blame 2. Maria borrowed 3. his 3. your 3. his 3. glass 3. clean her laptop. 4. their 4. our 4. my 4. flower 4. drive 3. The contractor 5. your 5. his 5. our 5. blood 5. flow has started 6. his 6. sleep 6. slice bui l di ng thei r 7. my, our 7. dress 7. slip house. 8. his 8. shovel 8. please 4. I stayed at his 9. my 9. share house. 10. its 10. chat 5. Which one is 11. break mine? 12. glaze 13. plus 14. cash 15. hush CONSONANT DIGRAPHS POSSESSIVE PRONOUNS CONSONANT BLENDS AND  Personal Assessment on Learner’s Level of Performance Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below. - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/lesson. - I was able to do/perform the task. It was quite challenging but it still helped me in understanding the target content/lesson. - I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task. Learning Tasks Week 1 LP Week 2 LP Week 3 LP Week 4 LP Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Week 5 LP Week 6 LP Week 7 LP Week 8 LP Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 PIVOT 4A CALABARZON English G3 38  References Action Factor. (2020). Consonant digraphs. https://www.actionfactor.com/pages/ lesson-plans/v1.07-consonant-digraphs.html#:~:text=Digraph%20ch%3A% 20children%2C%20chair%2C,%2C%20sign%2C%20design%2C%20reign Aesop. (n. d.). The ants and the grasshopper. http://read.gov/aesop/052.html Gallagher, E. (n.d.). Making inferences versus drawing conclusions. https:// mx.unoi.com/2015/08/04/making-inferences-versus-drawing-conclusions-part -ii/#:~:text=Inferences%20also%20rely%20on%20facts,facts%20suggest% 20about%20the%20situation Kilmer, J. (1913). Trees. https://www.poetryfoundation.org/poetrymagazine/ poems/12744/trees PIVOT 4A CALABARZON English G3 39  For inquiries or feedback, please write or call: Department of Education Region 4A CALABARZON Office Address: Gate 2, Karangalan Village, Cainta, Rizal Landline: 02-8682-5773, locals 420/421 Email Address: [email protected] PIVOT 4A CALABARZON English G3 40