1. ENGLISH 3 WEEK 1
DAY 1
The Guardians of Wawa Dam
by Odes M. Dagong
2. WEEK 1DAY 1
Learning Objectives
At the end of the lesson the learners shall be able to:
a. recognize high-frequency words accurately.
b. use common expressions and polite greetings appropriate to a given
situation.
c. identify characters, setting, and events in the story read.
d. sequence at least four to five events.
e. Identify words replace persons, places, things, animals, events, ideas,
and emotions
f. Recall and retell variety of myths in own words.
g. write a short paragraph on character, setting, or event in a story.
h. use basic Mathematics terminologies into oral and written responses.
3. Activating Prior Knowledge
What do you remember from the
Grade 2 lesson on greeting each
other?
Practice greeting your teachers and
classmates in the most possible polite ways.
6. Lesson Purpose/Intention
Today, you will improve your
reading by recognizing words and
polite greetings, understanding
stories, and ordering events. You will
use demonstrative pronouns, retell
stories, share feelings, learn
mathematics vocabulary, and build
self-confidence.
7. Lesson Purpose/Intention
You will also share what your
talents are. I will note them down to
see what they have in common.
Many excel at one talent, while
others enjoy different ones.
9. Lesson Language Practice
TASK:
1. Please take note of the words that
are repeated. These are high-
frequency words – they are the words
that occur most often in the story.
10. Lesson Language Practice
TASK:
2. Take note of some important points
when listening to a story.
Remember, listening well helps you
learn and enjoy stories even more!
11. Lesson Language Practice
“Story Word Match-Up"
Read the set of words and the set of
definitions. Match each word to its
definition.
12. Lesson Language Practice
1. dam
2. guardians
3. villagers
4. preserve
5. mythical
Something that
stops water from
flowing freely
dam
13. Lesson Language Practice
1. dam
2. guardians
3. villagers
4. preserve
5. mythical
People who live
in a village
villagers
14. Lesson Language Practice
1. dam
2. guardians
3. villagers
4. preserve
5. mythical
To keep
something safe
from harm or
change
preserve
15. Lesson Language Practice
1. dam
2. guardians
3. villagers
4. preserve
5. mythical
Beings from
legends or folk
tales, often with
magical powers
mythical
16. Lesson Language Practice
1. dam
2. guardians
3. villagers
4. preserve
5. mythical
People who
protect and
look after
something
guardians
17. Lesson Language Practice
Here are some examples of the
sentence:
• The dam holds back water to keep
our village safe.
• Bernardo and Maria are the
guardians who protect Wawa Dam.
• The villagers learned to throw away
their trash properly.
18. Reading the Key Idea/Stem
We will read the story titled
“The Guardians of Wawa Dam”
by Odes M. Dagong
First Reading (by the teacher)
19. Reading the Key Idea/Stem
In the green valleys of Montalban,
Rizal, Bernardo, and Maria, the
mythical guardians of Wawa Dam,
faced a new challenge. They
discovered villagers thoughtlessly
dumping trash into the water. They
greeted the villagers warmly with
“Good morning.”
20. Reading the Key Idea/Stem
Who are the mythical guardians of
Wawa Dam mentioned in the
paragraph?
Bernardo and Maria discovered
villagers dumping trash into the water
of Wawa Dam.
21. Reading the Key Idea/Stem
What challenge did Bernardo and
Maria, the guardians of Wawa Dam,
discover in the green valleys of
Montalban, Rizal?
They discovered villagers
thoughtlessly dumping trash into the
water.
22. Reading the Key Idea/Stem
Bernardo and Maria felt it was
important to share with every villager
that proper waste disposal is a key
measure in preventing harmful
chemicals and pollutants from
polluting soil, water sources, and the
environment. They expressed their
gratitude to the community, saying,
23. Reading the Key Idea/Stem
"Thank you for taking the time to learn
and help us in this important task."
Educating others was a crucial part of
their mission to protect the dam and
preserve the environment.
24. Reading the Key Idea/Stem
Why was educating the villagers
about proper waste disposal crucial
to Bernardo and Maria's mission?
Educating others was a crucial part of
their mission to protect the dam and
preserve the environment.
25. Reading the Key Idea/Stem
Surprised by the mythical guardians of
Wawa Dam's unexpected presence,
the villagers realized the dam's gift
and their oversight. From that moment
on, they promised to throw away their
waste correctly. This proves Maria and
Bernardo's transformative influence
and the potential for positive change.
26. Reading the Key Idea/Stem
How did the villagers respond to
learning about the importance of
Wawa Dam from its mythical
guardians?
The villagers promised to dispose of
their waste correctly after realizing
their oversight.
27. Reading the Key Idea/Stem
One evening, a lump appeared in
the dam's wall. Maria and Bernardo
repaired it under the dark sky using
magic, pushing, pulling, and carrying
rocks. They estimated the area they
needed to cover using square tile units
as they worked.
28. Reading the Key Idea/Stem
For instance, if they had a
rectangular section of the wall that
was 5 miles long and 3 miles wide,
they calculated the area by
multiplying the length by the width.
Their formula was Area = length ×
width, 5 miles × 3 miles = 15 square tile
units. This estimation helped them
29. Reading the Key Idea/Stem
determine how many rocks they
needed to repair the dam efficiently.
After that, they weaved a belt from
tall grasses to calm the wind and
shield the dam from stone fragments.
30. Reading the Key Idea/Stem
What method did Maria and
Bernardo use to estimate the area
needed for repairs on the dam's wall?
They estimated the area by
multiplying the length by the width of
a rectangular section using square tile
units.
31. Reading the Key Idea/Stem
Then, the old spirit threatened to
stop the water from flowing through
the fields. "These conditions are testing
our skills," Maria shouted. They worked
together and did their best to shield
the dam from stone fragments.
32. Reading the Key Idea/Stem
"That field needs water," Bernardo
said, pointing to a dried land area.
Demonstrating their water
management skills and respect for
nature convinced the old spirit to
sympathize with and preserve their
beloved dam.
33. Reading the Key Idea/Stem
How did Bernardo and Maria
demonstrate their skills and respect for
nature to convince the old spirit to
preserve the dam?
Demonstrating their water management
skills and respect for nature convinced
the old spirit to sympathize with and
preserve their beloved dam.
34. Reading the Key Idea/Stem
As time passed, it became clear that
Bernardo and Maria were not just
guardians of the dam but also the land.
Every problem they overcame as
guardians of Wawa Dam secured their
constant commitment to environmental
conservation, giving them confidence
and a sense of security.
35. Reading the Key Idea/Stem
What did Bernardo and Maria's
actions as guardians of Wawa Dam
signify?
Their actions signified a constant
commitment to environmental
conservation and a sense of security
in their role as guardians.
36. Developing Understanding of the Key Idea/Stem
The story we read has characters
who play roles in the plot, a setting
that indicates when and where the
story happened, and important events
that provide a clearer understanding
of the story's theme.
37. Developing Understanding of the Key Idea/Stem
What are the high frequency words
found in the story?
dam
guardians
villagers
preserve
mythical
38. “The Guardians of Wawa Dam”
by Odes M. Dagong
Second Reading (by the learners)
They may read on their copies.
39. In the green valleys of Montalban,
Rizal, Bernardo, and Maria, the
mythical guardians of Wawa Dam,
faced a new challenge. They
discovered villagers thoughtlessly
dumping trash into the water. They
greeted the villagers warmly with
“Good morning.”
40. Bernardo and Maria felt it was
important to share with every villager
that proper waste disposal is a key
measure in preventing harmful
chemicals and pollutants from
polluting soil, water sources, and the
environment. They expressed their
gratitude to the community, saying,
41. "Thank you for taking the time to learn
and help us in this important task."
Educating others was a crucial part of
their mission to protect the dam and
preserve the environment.
42. Surprised by the mythical guardians of
Wawa Dam's unexpected presence,
the villagers realized the dam's gift
and their oversight. From that moment
on, they promised to throw away their
waste correctly. This proves Maria and
Bernardo's transformative influence
and the potential for positive change.
43. One evening, a lump appeared in
the dam's wall. Maria and Bernardo
repaired it under the dark sky using
magic, pushing, pulling, and carrying
rocks. They estimated the area they
needed to cover using square tile units
as they worked.
44. For instance, if they had a
rectangular section of the wall that
was 5 miles long and 3 miles wide,
they calculated the area by
multiplying the length by the width.
Their formula was Area = length ×
width, 5 miles × 3 miles = 15 square tile
units. This estimation helped them
45. determine how many rocks they
needed to repair the dam efficiently.
After that, they weaved a belt from
tall grasses to calm the wind and
shield the dam from stone fragments.
46. Then, the old spirit threatened to
stop the water from flowing through
the fields. "These conditions are testing
our skills," Maria shouted. They worked
together and did their best to shield
the dam from stone fragments.
47. "That field needs water," Bernardo
said, pointing to a dried land area.
Demonstrating their water
management skills and respect for
nature convinced the old spirit to
sympathize with and preserve their
beloved dam.
48. As time passed, it became clear that
Bernardo and Maria were not just
guardians of the dam but also the land.
Every problem they overcame as
guardians of Wawa Dam secured their
constant commitment to environmental
conservation, giving them confidence
and a sense of security.
49. Developing Understanding of the Key Idea/Stem
Group Activity
1: Describe the traits of each
character. Identify the part of the story
where the characters exhibit the
qualities mentioned.
2: Identify the setting considering
location, time, season and time of
day.
50. Developing Understanding of the Key Idea/Stem
Group Activity
3: Write about the events as they
happened in the story in your own
words.
51. Developing Understanding of the Key Idea/Stem
4: Write the names of the characters
who said these lines:
1. “These conditions are testing our skills.”
2. "That field needs water."
3. “It was important to share with every villager the
fact that proper waste disposal is a key measure in
preventing those harmful chemicals and pollutants
from contaminating soil, water sources, and the
environment.”
53. Developing Understanding of the Key Idea/Stem
Look at the words written bold letters.
1. “These conditions are testing our
skills.”
2. "That field needs water."
Demonstrative Pronouns
These words tell us the specific
object/s we are identifying. These
words replace nouns.
54. Deepening Understanding of the Key Idea/Stem
Remember, when discussing
characters, consider their traits.
Identify the setting, problem, solution,
and how the story ends. Characters in
the story use demonstrative pronouns
like this, that, those, and these.
55. Deepening Understanding of the Key Idea/Stem
Relate the main character to how
pupils developed her talent to boost
self-confidence.
57. Making Generalizations and Abstractions
I learned that noting important
elements of a story like ________,
________, and _____________________
enhances my understanding and
analysis of the narrative.
characters
setting problem and solution
58. Making Generalizations and Abstractions
I also learned that using
demonstrative pronouns like ______,
_______, ______, and ______ will help
point out specific items or people and
clarify their importance within a
context.
this
that those these
59. Making Generalizations and Abstractions
• I realized that to show respect and
build positive relationships with
others, I need to use
_________________.
• I will not throw ______ in our school
and community.
60. Evaluating Learning
1. Recall a story you have read and
identify the Characters, Setting,
and Main event
Characters : ______________
Setting : _________________
Main event: ______________
61. Evaluating Learning
2. Sequence the following events in the
correct order:
a. _____ Bill made a smart decision.
b. _____ The animals in the forest were
affected.
c. _____ Bill's decision had a positive
impact.
d. _____ The story took place in a forest.
e. _____ Bill learned a valuable lesson.
62. Evaluating Learning
3. Identify the pronouns specifically the
demonstrative pronouns used in the story
you read.
__________
__________
__________
__________
