3

CATCH-UP FRIDAYS

Lesson Script
in English
Quarter 1 Week 2
Catch-Up Fridays
Lesson Script in English
Quarter 1: Week 2
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the
MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content, standards, and
lesson competencies.

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Published by the Department of Education

Development Team

Prepared by:

Rezel Jean T.
Achacoso
Name of the Writer

Reviewed by:

Grace M. Echeche Mutya Paulino Hazel D. Joaquin EdD

EdD EdD Content Validator
Content Validator Content Validator

Approved by:

Nicolas T. Capulong PhD CESO IV

Rosalinda S. Ibarra PhD
Ramil G. Ilustre PhD
Management Team
 LESSON SCRIPT IN ENGLISH 3

Week 2 Day 5 Date: August 9, 2024

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner demonstrates an understanding of elements of literary
Standards and expository texts for creative interpretation.
B. Performance The learner creatively presents information in varied ways.
Standards
C. Learning Create an alternative ending for the story, reflecting on how eating
Competencie healthy foods affects daily life
s
At the end of this lesson, learners should be able to:
a. identify the original ending of the story;
D. Learning b. explain how eating healthier foods would make the characters'
Objectives lives better; and
c. write an alternative ending to the story that incorporates
healthier eating habits.
II. CONTENT
Creating an alternative ending for the story, reflecting on how eating
Subject Matter
healthy foods affects daily life
Area for Integration Health Education
 Safe and Healthy Eating
Theme
 Developing Healthy Habits
Key Concept for
 Health and Well-Being
Integration
III. LEARNING RESOURCES
Canva. "Design." Accessed July 11, 2024.
https://tinyurl.com/4u3ncj6c.

A. References Government of the Philippines, Department of Education. 2020. Most

Essential Learning Competencies (MELCs). Pasig City.
RubiStar. Accessed July 11, 2024. http://rubistar.com.
B. Other Smart TV, handouts for “A Snack at Home,” worksheets, poster
Learning materials, images for “Stand Up for Healthy Food!” game, vocabulary
Resources chart, writing tools, and examples of healthy snacks
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Teacher: Good morning, everyone! Today, we will have a fun and
Knowledge exciting lesson. But before we start, let's talk a little bit about healthy
(5 minutes) eating. Can anyone tell me what kind of foods we should eat to stay
healthy and strong?

Learners: Fruits! Vegetables! Milk! Fish!

Teacher: That's right! Fruits, vegetables, milk, and fish are all great
choices. Now, who can tell me what foods we usually see in our
school canteen?

Learner: We have sandwiches and sometimes rice meals.

Learner: There are also snacks like chips and cookies.

Teacher: Yes, our canteen has a mix of different foods. Some are
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 LESSON SCRIPT IN ENGLISH 3

healthy, and some are threats that we shouldn't eat too often.
Imagine if we only eat chips and cookies every day, what do you
think will happen to us?

Learners: We might get sick! We won't have much energy.

(The teacher elicits a variety of responses from the learners.)

Teacher: Those are wonderful ideas!

NOTE TO THE TEACHER: In this lesson part, the teacher will encourage learners to think
creatively and draw from their own experiences with food and nutrition. Use engaging storytelling
techniques to keep the lesson fun and interactive. Remind learners about the importance of
healthy eating and how it can positively impact their daily lives.
Teacher: Now, we will have an exciting time together as we use our
creativity to change the ending of a story. Our goal is to understand
how eating healthy foods can make a big difference in our daily lives.
By the end of this lesson, you will be able to write a new ending to
Lesson the story where the characters make healthier food choices and see
Purpose/Intention how it changes their lives for the better. Let's have fun and learn
(1 minute) about the importance of healthy eating!

NOTE TO THE TEACHER: In this lesson part, the teacher will keep this introduction brief and
engaging to capture the learners' interest. Emphasize the connection between healthy eating
and positive changes in the characters' lives. This will help set a clear intention for the lesson
and motivate learners to think creatively about the impact of their food choices.
Lesson Language Teacher: Let us learn some important words that will help us
Practice understand the story and create a healthy ending for it. Let us divide
(10 minutes) the class into two groups: The first group will do the Sorting Activity
while the second Group will do the Vocabulary matching:

Group 1: Sorting Activity

 Prepare cards with pictures or names of foods.

 Label bins or areas as "Nutritious" and "Junk Food."
 Learners take turns sorting each food item into the correct
category while explaining their choices.

Group 2: Vocabulary Matching

 Use flashcards with vocabulary words, pictures, and

definitions.
 Learners cooperate to match each vocabulary word to its
correct definition.
 Encourage learners to discuss their choices and reasoning with
their co-members

Here are the following words and definitions:

Energy- The power we get from food to play, learn, and do activities.

Healthy Habits- Actions we do regularly that help us stay healthy,

like eating vegetables and fruits.

Well-Being- How we feel in our bodies and minds when we are

healthy and happy.

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 LESSON SCRIPT IN ENGLISH 3

(Learners do the activity and the teacher processes it.)

Teacher: Based on the sorting activity, what is a nutritious food?

What is a junk food?

Learner: Nutritious foods are good for our health and help our
bodies grow strong like fruits, vegetables, fish, and milk. While, junk
foods are tasty but not very good for us if we eat them too often like
chips and candies.

Teacher: Correct! Let's use these words in sentences so we can

understand them better. I'll start, and then you can give me your
sentences after.

Nutritious foods like bananas and tomatoes help us grow strong.

Junk foods are not good for our health.

(The teacher encourages learners to give sentences using the word

nutritious and junk food.)

Teacher: What about the word energy? What do you understand

about it?

Learner: Energy is the power we get from food to play, learn, and do
activities. It's what gives us strength and helps us do things
throughout the day.

Teacher: Well-said! Can you use it in a complete sentence?

Learner: I have a lot of energy to run and play with my friends at

recess.

Teacher: Nice sentence! Can someone explain the meaning of

healthy habits?

Learner: Healthy habits are things we do regularly to stay strong

and feel good. Eating fruits and vegetables every day is a healthy
eating habit.

Teacher: Nice! What about the word well-being? Can someone tell
me the meaning of this word?

Learner: Well-being is about feeling good in our bodies and minds

when we are healthy and happy. It's like feeling positive and strong
when we have a lot of energy to play and learn.

Teacher: Thank you for your answer. That’s a good definition of

well-being.

NOTE TO THE TEACHER: In this lesson part, the teacher will engage learners by encouraging
them to use the new vocabulary in sentences. Reinforce the meanings with examples and relate
them to the story's context. This will help learners build a strong foundation for understanding the
lesson's key concepts and applying them creatively.

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 LESSON SCRIPT IN ENGLISH 3
During/Lesson Proper
Reading the Key Teacher: Today, you will listen to a story about a school canteen.
Idea/Stem Listen carefully and think about how the characters' food choices
(5 minutes) affect their day.

Gerry’s and Gabrielle’s Eating Habit

by Rezel Jean T. Achacoso

Don Juanito Elementary School learners had plenty of wonderful

options. Some were healthy, such as fresh milk and juice, fruits,
hotcakes, and porridge, but others were tempting junk items like
chips and candy. Gerry, a Grade 3 learner, frequently picked up
chips. Gabrielle, his buddy, enjoyed eating fruits such as mangos.

Gerry and Gabrielle visited the canteen during recess. Gerry

chose a bag of chips and candies, whereas Gabrielle chose a ripe
mango and a glass of water. Following their recess, they proceeded
to the playground. Gerry was tired, but Gabrielle was energized and
ready to play.

"Gerry, why don't you try some fruits next time?" Gabrielle
asked. "They give me lots of energy!"

Gerry reflected on it and eat healthier foods the next day. He

considered how it would affect his day at school.

Teacher: Now, let's talk about the story you listened to. What did
Gerry choose to eat at the canteen?

Learner: Gerry chose chips and a candies.

Teacher: That's right. And what did Gabrielle choose?

Learner: Gabrielle chose a banana and a glass of water.

Teacher: Exactly. How did Gerry feel after eating chips and candies?

Learner: He felt tired and slow.

Teacher: What about Gabrielle? How did he feel after eating a

banana and drinking water?

Learner: He felt full of energy and ready to play.

Teacher: Great! Now, think about what Gabrielle said to Gerry. Why
did Gabrielle suggest to Gerry that he should try eating fruits next
time?

Learner: He should try eating fruits next time because fruits give
more energy and are healthier.

Teacher: That's right. Eating nutritious foods like fruits and

vegetables can help us feel better and have more energy. Let's
remember this as we create a new ending for the story where Gerry
decides to make healthier food choices. Are you excited to see how

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 LESSON SCRIPT IN ENGLISH 3

the story can change?

Learners: Yes!

NOTE TO THE TEACHER: In this lesson part, the teacher will encourage learners to relate the
story to their own experiences with food. Use the conversation to highlight the importance of
making healthy choices and how it can impact their energy and well-being. This will help set a
foundation for the creative writing activity where learners will rewrite the story's ending.
Developing an Teacher: Let's talk more about the story "Gerry’s and Gabrielle’s
Understanding of Eating Habit.” Who can tell me the original ending of the story? What
the Key Idea/Stem happened at the end?
(10 minutes)
Learner: Gerry felt tired and slow after eating chips and candies.
Gabrielle felt energetic and ready to play after eating a banana and
drinking water.

Teacher: Yes, that's correct. Gerry felt tired, while Gabrielle felt
energetic. Now, let's think about what might happen if Gerry decided
to eat healthier foods like Gabrielle. How do you think his life would
change?

Learner: Gerry might feel more energetic and be able to play more.

Learner: He might not get tired so quickly.

Teacher: Those are great ideas! Eating healthier foods can give us
more energy and help us feel better throughout the day. What are
some other benefits of eating nutritious foods like fruits, vegetables,
milk, and fish?

Learner: They can make us stronger.

Learner: They help us stay healthy and not get sick often.

Teacher: Absolutely! Healthy foods help us grow strong, stay

healthy, and have lots of energy. Now, let's use our imaginations and
think about how we can create an alternative ending for the story.
What if Gerry decided to eat fruits and vegetables instead of chips
and candies? How would the story change?

Learner: Gerry could feel energetic and play with Gabrielle.

Learner: They might have more fun together because Gerry

wouldn't be tired.

Teacher: Wonderful ideas! Let's write a new ending to the story

where Gerry makes healthier food choices and sees how it changes
his day. Remember to use the vocabulary we learned earlier.

Teacher: Here’s an example to get you started:

The teacher reads aloud: The next day, Gerry went to the canteen
and chose a mango and a glass of milk. After their snack, he felt full
of energy and joined Gabrielle on the playground. They played tag,
ran around, and had so much fun. Gerry realized that eating healthy
foods like fruits and milk made him feel great, and he decided to
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 LESSON SCRIPT IN ENGLISH 3

make it a new healthy habit.

Teacher: Now it's your turn! Write your ending to the story where
Gerry eats healthy foods and feels the benefits.

(Learners start writing their alternative endings.)

Teacher: (Walking around, observing, and encouraging the learners)

Remember to think about how Gerry’s choice of healthy foods will
make him feel and how it will change his day. Use the new words
we've learned, and have fun with your stories!

NOTE TO THE TEACHER: In this lesson part, the teacher will encourage learners to use the
new vocabulary and concepts they have learned. Provide guidance and support as needed, but
let the learners' creativity shine through. This activity helps them understand the impact of
healthy eating and reinforces the lesson objectives.
Deepening Teacher: At this moment, we will play a game called “Stand Up for
Understanding of Healthy Food!” In this game, I will show you pictures of different
the Key Idea/Stem foods. If the food is healthy, you will stand up. If the food is junk
(7 minutes) food, you will sit down. After each picture, we will talk about how
that food affects our energy and well-being. Are you ready to play?

Game Activity

1.
Source: https://tinyurl.com/4u3ncj6c
Teacher: Here is a picture of a guava. Is this a healthy food or
junk food?

Learners: (Stand up)

Teacher: Great job standing up! Guava is a nutritious fruit rich

in Vitamin C and helps us stay healthy. How do you feel after
eating guava?

Learner: I feel strong and happy!

Teacher: Exactly! Guavas are great for our bodies.

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 LESSON SCRIPT IN ENGLISH 3

2.
Source: https://tinyurl.com/4u3ncj6c

Teacher: Here is a picture of chips. Is this a healthy food or a

junk food?

Learners: (Sit down)

Teacher: That’s right, chips are junk food. They can make us
feel tired if we eat them all the time. What can we choose
instead of chips?

Learner: We can choose fruits or vegetables!

Teacher: Perfect! Healthy foods like fruits and vegetables are

better choices.

3.

Teacher: Here is a picture of a banana. Is this a healthy food

or a junk food?

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 LESSON SCRIPT IN ENGLISH 3

Learners: (Stand up)

Teacher: Yes, bananas are a healthy food! Bananas give us

energy and help us feel good. What do you like about
bananas?

Learner: They are sweet and make me feel happy!

Teacher: Great! Bananas are a tasty and healthy choice.

4.

Teacher: Here is a picture of candies. Is this a healthy food or

a junk food?

Learners: (Sit down)

Teacher: Correct, candies are junk food. Eating candies can

cause toothache and not so healthy. What can we eat instead
of candies?

Learner: We can drink water or milk!

Teacher: Yes! Water and milk are great for staying healthy.

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 LESSON SCRIPT IN ENGLISH 3

5.

Teacher: Here is a picture of carrots. Is this a healthy food or

a junk food?

Learners: (Stand up)

Teacher: Excellent! Carrots are a nutritious food that helps us

grow strong and healthy. What do you like about carrots?

Learner: They are crunchy and good for our eyes!

Teacher: That’s right! Carrots help us see well and keep us

healthy.

6.

Teacher: Here is a picture of cookies. Is this a healthy food or

a junk food?

Learners: (Sit down)

Teacher: Yes, cookies are junk food. They can be a fun treat,
but we shouldn’t eat them all the time. What should we eat

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 LESSON SCRIPT IN ENGLISH 3

more of?

Learner: We should eat more fruits and vegetables!

Teacher: Exactly! Fruits and vegetables are better for our

health.

Teacher: You did a fantastic job playing the game! You learned
about which foods are healthy and which are junk foods. Remember,
eating healthy foods helps us have more energy, stay strong, and
feel happy.

Teacher: Now, let’s think of one healthy food you will choose for
your next snack. Who wants to share?

Learner: I will choose a mango!

Learner: I will choose a banana!

Teacher: Those are great choices! Let’s all try to remember to

choose healthy foods that make us feel good.

NOTE TO THE TEACHER: In this lesson part, the teacher will keep the game lively and
engaging by encouraging learners to move around and discuss the foods. Use the opportunity to
reinforce the vocabulary and concepts from the lesson. Praise their efforts and remind them of
the benefits of healthy eating in a fun and positive way.
After/Post-Lesson Proper
Making Teacher: We have learned a lot today about healthy foods and how
Generalizations and they can help us feel better. Let’s talk about the story “Gerry’s and
Abstractions Garielle’s Eating Habit” and think about what we have learned.
(2 minutes)
Teacher: First, what happened at the end of the story?

Learner: Gerry felt tired after eating chips and candies, but he felt
full of energy after eating a banana and drinking water.

Teacher: That’s right! So, how do you think Gerry’s day might be
different if he had made a healthy food choice like Gabrielle did?

Learner: If Gerry ate a banana and drank water, he would feel more
energetic and ready to play.

Learner: He might have had more fun on the playground and felt
happier.

Teacher: Exactly! Eating healthy foods can give us more energy and
help us feel better.

Teacher: Now, let’s think about how we can use this idea to change
the ending of the story. What if Gerry chose healthy foods instead of
chips and candies? How would the ending of the story be different?

Learner: Gerry would have felt great and played happily with
Gabrielle.

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 LESSON SCRIPT IN ENGLISH 3

Learner: They might have had a lot of fun together on the

playground.

Teacher: Wonderful ideas! So, we see that healthy eating can

change how we feel and what we can do. For your alternative ending,
you can show how Gerry’s choice of healthy food helps him have a
fun day at school.

Teacher: Let’s remember this: Healthy foods like fruits and

vegetables help us stay strong, happy, and full of energy. When we
choose them, we can have better days just like Gabrielle in the story.

NOTE TO THE TEACHER: In this lesson part, the teacher will facilitate the discussion by guiding
learners to see the benefits of healthy eating and how it can change the story’s outcome. Use
their responses to help them connect the lesson’s concepts to their own writing tasks. Keep the
conversation brief but focused on reinforcing the idea that healthy eating leads to positive
changes.
Evaluating Learning Teacher: Explore how healthy foods make a difference in the story
(5 minutes) by listening as I read it aloud. Afterward, answer questions that will
help us understand what you've learned about nutritious foods.

Snack Time
by Rezel Jean T. Achacoso

Teddy and Krissa stayed at home after school. Krissa wanted

chocolate, but Teddy preferred pineapple. Krissa suggested, "Let's
eat chocolate! They're so sweet and yummy!"

But Teddy answered, "I'd rather have pineapple than chocolate.

Pineapples provide vitamins and minerals to keep us healthy."

Krissa was interested and eat the pineapple with Teddy. They
had a great time playing together. Krissa felt energized after
consuming the pineapple.

1. What did Krissa and Teddy decide to eat together?

a) Apples
b) Banana
c) Pineapple
d) Chocolates

2. Why did Teddy prefer pineapple?

a) Because it is tasty
b) Because it is sweet
c) Because it is easy to peel
d) Because it gives vitamins and minerals

3. How did Krissa feel after eating the pineapple?

a) Sleepy
b) Thirsty
c) Less hungry
d) More energetic

4. What did Teddy’s choice of pineapple teach us about healthy

eating
in the story?
a) It showed that pineapple is sweet and juicy.
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 LESSON SCRIPT IN ENGLISH 3
b) It showed that pineapple is tastier than chocolates.
c) It explained that pineapple is cheaper than other fruits.
d) It demonstrated that eating pineapple gives us vitamins and
minerals.

5. How can healthy foods help us in our everyday lives?

a) They make us feel tired.
b) They make us feel sleepy.
c) They make us feel thirsty.
d) They give us energy to play and learn.

Answer Key

1. c
2. d
3. d
4. d
5. d

6-10. Write an alternative ending to the story reflecting healthier

eating habits. Use simple and compound sentences in your ending.
Criterion 5- 4 - Good 3- 2 - Needs 1-
Excellent Satisfactory Improvement Unsatisfactor
y
Content Clearly Reflects Reflects Partially reflects Does not
reflects healthier healthier healthier eating reflect
healthier eating habits eating habits habits but lacks healthier
eating habits with creative with some details. eating habits
with highly and detailed details. and lacks
creative and sentences. details.
detailed
sentences.
Sentence Uses a Uses a variety Uses some Uses mostly Uses few or no
Structure variety of of simple and variety of simple simple and
simple and compound simple and sentences with compound
compound sentences compound limited variety sentences with
sentences accurately. sentences with and some errors. frequent errors.
accurately few errors.
and
effectively.
Grammar No errors in Few errors in Some errors in Many errors in Numerous
and grammar, grammar, grammar, grammar, errors in
Mechanics punctuation, punctuation, punctuation, punctuation, or grammar,
or spelling. or spelling. or spelling. spelling. punctuation, or
spelling that
interfere with
meaning.
Creativity Highly Creative and Somewhat Limited Lacks creativity
creative and engaging creative and creativity in the and
engaging ending that engaging ending. engagement.
ending that fits well with ending.
enhances the story.
the story.
Relevance to Strongly Reinforces Somewhat Weakly Does not
Theme reinforces the theme of reinforces the reinforces the reinforce the
the theme of healthier theme of theme of theme of
healthier eating habits. healthier healthier eating healthier
eating eating habits. habits. eating habits.
habits.

NOTE TO THE TEACHER: In this lesson part, the teacher will use these questions to check if
learners understand the story’s original ending, the benefits of healthy eating, and how to apply
these concepts to create an alternative ending.
Additional Activities Teacher: Draw or create a poster showing your favorite healthy
for Application or snacks. You can use crayons, markers, or even cut-out pictures from
Remediation (if magazines to make your poster colorful and fun.
applicable)
Show at least 3 different healthy snacks on your poster. Write the
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 LESSON SCRIPT IN ENGLISH 3

names of the snacks next to your pictures. For example, “Banana,”

“Carrot Sticks,” or “Apple Slices.”

Next to each snack, write one benefit of eating that food. For
example, “Banana: Gives us energy,” or “Carrot Sticks: Good for our
eyes.”

After you finish, share your poster with the class and tell us about
your favorite snack and why it is healthy.

NOTE TO THE TEACHER: In this lesson part, the teacher will encourage learners to apply what
they’ve learned about healthy eating creatively.
Remarks
Reflection

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