Grade 2 Grade 3 - English

GRADE 2 GRADE 3 - ENGLISH
PIVOT 4A CALABARZON English G3

PIVOT 4A Learner’s Material Quarter 3
First Edition, 2021
Grade 3
Job S. Zape, Jr.
English PIVOT 4A Instructional Design & Development Lead

Leeroi Christian Q. Rubio
Content Creator & Writer
Jhonathan S. Cadavido, Noel D. Anciado & Wenifreda S. Diquit
Internal Reviewers & Editors
Faye M. Ong-ongowan, Hiyasmin D. Capelo & Don Kirby M. Alvarez

Layout Artists & Illustrators
Jeewel L. Cabriga, Alvin G. Alejandro & Melanie Mae N. Moreno
Graphic Artists & Cover Designers
Ephraim L. Gibas
IT & Logistics
Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

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 module 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

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 the 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 in your notebook;
b. accomplish the PIVOT Assessment Card for Learners on page 41
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.

Parts of PIVOT 4A Learner’s Material
K to 12 Learning Descriptions
Delivery Process
n
i
What I need to know This part presents the MELC/s and the desired
learning outcomes for the day or week, purpose of
t
the lesson, core content and relevant samples. This

u
maximizes awareness of his/her own knowledge as

o
I
What is new regards content and skills required for the lesson.
n
What I know This part presents activities, tasks and contents of
value and interest to learner. This exposes him/her
e
o
p
on what he/she knew, what he/she does not know

What is in and what he/she wants to know and learn. Most of
l
the activities and tasks simply and directly revolve

v
around the concepts of developing mastery of the

What is it target skills or MELC/s.
t
n
What is more In this part, the learner engages in various tasks and
opportunities in building his/her knowledge, skills and
e
g
attitude/values (KSAVs) to meaningfully connect
a
his/her concepts after doing the tasks in the D part.

This also exposes him/her to real life situations/tasks
g
What I can do
that shall: ignite his/ her interests to meet the
expectation; make his/her performance satisfactory;
and/or produce a product or performance which will
help him/her fully understand the target skills and
What else I can do concepts .
i
What I have learned This part brings the learner to a process where he/
she shall demonstrate ideas, interpretation, mindset
t
or values and create pieces of information that will

i
form part of his/her knowledge in reflecting, relating

i
or using them effectively in any situation or context.

What I can achieve
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).
WEEK
1
Homonyms
Lesson
I
As a learner, it is necessary that you improve your vocabulary skills.
There are different ways on how you can increase your vocabulary. One of
these ways is the use of homonyms.
In this lesson, you are expected to increase your vocabulary through

homonyms.
Homonyms refer to words that have the same sounds (and sometimes
spellings), but have different meanings.
Read the examples below.

The words fair and fare are homonyms. They
fair sound. They also differ in meanings. Fair means
being equal, while fare refers to the money
fare being paid in riding a public vehicle.
Watch and watch are homonyms. They have

the same spelling but have different meanings.
watch1 The first watch refers to a timepiece, while the
watch2 second watch means to look at something for a
period of time.
The words change and change are homonyms.

change1 The change1 refers to the money returned after
buying something that costs less than the
change2
have different spellings but have the same amount given. Meanwhile, change2 means to
make something different.
There are words that have the same spelling but have different
meanings. Also, there are words that have the same sound but with different
spellings.
7PIVOT 4A CALABARZON English G3
D
Learning Task 1: Match the items in Column A with their homonyms in
Column B. Write the letters of your answers in your notebook.
Column A Column B
1. 3.
bark
2. HOMONYMS
flew
sign
C.
A. B.
Homonyms refer to words that have the same sound but have different
meanings. Sometimes these words have either same or different spellings.
In English, there are many words that are considered homonyms.
A. Same Sound but with Different Spellings
plain - not decorated/nothing added

plane - a vehicle designed for air travel

8
B. Same Sound and Spelling
letter - individual items in the alphabet (ex. B, C, D) letter - refers

to a mail
E
Learning Task 2: Fill in the blanks with the appropriate words. Write the
letters of your answers in your notebook.
1. Harry is the _____ of Uncle Matthew.

A. sun B. son C. soon
2. I am not feeling well today. I have a _____.

A. flew B. flow C. flu
3. My dog Kobe always wags its _____ when I come home. A. tail
B. tell C. tale
4. Mom, I would like to eat some _____ for dinner.

A. steak B. stake C. stick
5. I ______ a letter to my best friend every month.

A. right B. write C. wright
A
In your notebook, complete the sentence below. Select your answers from
the choices in the box.
spellings Homonyms meanings
(1)___________ are words that have the same sounds but may have
different (2)___________ and/or (3)___________.
9PIVOT 4A CALABARZON English G3

Homographs
Lesson
I
Aside from homonyms, another way of increasing one’s vocabulary is
through homographs. Homographs are related to the concepts of
homonyms.
At the end of this lesson, you are expected to increase your

vocabulary through homographs.
read1 same spelling but with different pronunciation

read2 and meanings. Read1 means you are instructed
2
Read and read are homographs. They have the to read something while read is the past tense
of read.
The examples above are homographs. They have the same spellings
but with different sounds or stress.
D
Learning Task 1: Identify the correct answer for each item. Write the letters
of your answers from the choices below.
A. object - expressing opposition
B. object - a thing that one can see, smell, taste, or touch C. record
- storing of information by writing them on a paper or storing them
in an electronic device
D. record - piece of information written on a paper or stored in an
electronic device
_____1. The teacher presented her class _____ to her pupils.

_____2. The doctor will _____ the test findings.
_____3. The townspeople will _____ the proposal to cut down trees.
_____4. This rock is the _____ that I saw while on my way home.
HOMOGRAPHS
Homographs are types of homonyms. They have the same spellings but with
different sounds and meanings.
10 PIVOT 4A CALABARZON English G3

Examples:
live - performance played while happening live - to stay

alive/spend life
E
Learning Task 2: Identify the correct answer for each item. Write the letters of
your answers from the choices below.
A. bow - bending the head or body forward

B. bow - a weapon for shooting arrows
C. minute - record of what was said in a meeting
D. minute - time composed of 60 seconds
_____1. You have to do this exercise for one _____.
_____2. The presenters will _____ before the guests during the ceremony.
_____3. The secretary will prepare the _____ after the meeting. _____4.
Some hunters use _____ and arrow in hunting for wild animals.
A
In your notebook, complete the sentences below. Select your answers from
the given choices.
spellings homonyms
Homographs are types of (1)__________. They have the same

(2)__________ but with different sounds and/or meanings.

Hyponyms
Lesson
I
Categorizing words is a good strategy in increasing your vocabulary. Words
may be classified based on their specific groups. These classifications will
help you understand the common characteristics of certain items.
In this lesson, you are expected to increase your vocabulary through

hyponyms.
Study the examples below.
Orchids
Lily Flowers Daisy
Sampaguita Rose
Sunflower Gumamela Lirio

The words above are classified or grouped into one. Orchids, daisy,
rose, lirio, gumamela, sunflower, sampaguita and lily form one group or
classification. They are all categorized as flowers.
Words may be classified or grouped based on the similarities of their

characteristics. The categorization of these words is known as hyponyms.
D
Learning Task 1: Using the table below, classify the words inside the box
based on their respective groups or categories. Do this in your notebook.
bangus fly moth Rizal

Quezon tilapia bee galunggong Laguna Batangas firefly Cavite
Fish Provinces Insects
HYPONYMS
Hyponyms are the specific examples of a general word, group, or

classification.
Example:
Colors
Yellow Blue Red Green
The example above shows that the general word, group, or

classification is colors. Yellow, blue, red, and green are the hyponyms.
E
Learning Task 2: Using the given words, identify the hyponyms taken from
the given sentence. Write your answers in your notebook. 1. food : We will
go to the supermarket and buy meat and fish for tomorrow’s celebration.
2. parents : Mother and father are both wearing pink shirts. 3. drinks : What
is the taste of milk and coffee if you mix them together?
4. insects : Frogs eat mosquitoes and bugs.
Learning Task 3: Choose the word that does not belong to each group. Write
your answers in your notebook.
1. gumamela rose sampaguita malunggay 2. van bus car cellphone 3.

mango apple chocolate pineapple 4. pandesal coffee milk juice 5. carrots
egg cabbage eggplant
A
In your notebook, complete the sentence by selecting the correct
answers from the choices below.
examples Hyponyms group
(1)_________ are the specific (2)_________ of a general word,

(3)_________, or classification.
Affixes
Lesson
I anti- “against” antihero
Words are formed by combining letters. By non- “not” or non-stop

adding additional letters or syllables before or
“opposite of”
after a word, the meaning of the word changes.
Affixes are letters or syllables added before or

after a word. By adding affixes, the meaning of Suffixe Meanings Example
the word changes. s s
At the end of this lesson, you are expected to -able “can do” valuable
read words with affixes. or –
ible
Read the affixes, their meanings, and examples
below. -ish “somewhat blackish
WEEK 2 like”
Prefixe Meanings Examples -ed “done” cooked

s
un-/dis- “not” unknown -less “without” fearless

disapprove
re- “again” review -ful “full of” joyful
mis- “wrong” misbehave -er “doer of the reader

action”
im-/in- “not” impatient -est “most” fastest
incorrect
pre- “before” premade

Basically, affixes are divided into two groups: prefixes and suffixes.
D
Learning Task 1: Read the words below. Then, identify the base word and
the affix used in each item. Do this in your notebook.
Base Words Affixes Used
1. acceptable
2. dishonest
3. incorrect
4. colorful
5. preview
6. prettiest
7. patterned
8. retell
9. unlock
10. jobless
AFFIXES
Affixes refer to letters and/or syllables added at the beginning or at the

end of the base word. The meaning of the base word changes when affixes
are added to it.
Affixes are classified into two: the prefix and the suffix. Prefixes are
placed before the word while suffixes are added after.
Examples:
Prefixes Base Words New Words
imperfect imperfect
unhappy unhappy

repaint repaint
Examples: E Suffixes Base Words N
-ful help
-less color c
-er farm
Learning Task 2: In each item, identify/supply the correct prefix and the new
word formed. Do this in your notebook.
1. __________ + build = __________ (build again) 2. __________ + heard
= __________ (not heard) 3. __________ + perfect = __________ (not
perfect) 4. __________ + cooked = __________ (cooked in advance) 5.
__________ + match = __________ (to match incorrectly) 6. __________ +
sense = __________ (no meaning)
Learning Task 3: In each item, identify/supply the correct suffix and the new
word formed. Do this in your notebook.
1. life + __________ = __________ (dead) 2. teach + __________ =
__________ (one who teaches) 3. power + __________ = __________
(having great power)
4. child + __________ = __________ (somewhat like a child)
5. beauty + __________ = __________ (good-looking) 6. care +
__________ = __________ (avoiding danger)

Learning Task 4: Identify the word/s in each sentence that have affixes.
Write your answers in your notebook.
1. Jane misunderstood me.
2. Shane will rewrite the song in her notebook.
3. This is the most beautiful park in the city.
4. Next time, you have to be careful.
5. I like to buy that pinkish shirt.
6. My teacher is Ma’am Lily.
7. Anton is a preschool learner.
8. We have to recycle these trashes.
9. This is a very colorful project.
10. I am a good baker.
A
In your notebook, complete the paragraph by selecting your answers
from the given choices.
Prefixes base Affixes suffixes
(1)____________ are letters or syllables attached to

(2)____________words to form new words with new meanings. They are
classified as to prefixes and suffixes. (3)____________ are placed before
the base words while (4)____________ are added after the base words.
Problem and Solution Lesson

I
WEEK 3
Solving a problem requires careful thinking and analysis of all its
angles. Some problems require simple solutions while other require detailed
ones.
In this lesson, you are expected to identify possible solutions to

problems.
Read the selection below.
THE CORONAVIRUS
The Coronavirus Disease 2019 or COVID-19 has

spread all over the world. It is believed to have originated in
Wuhan, China. This virus mainly affects the respiratory system
of humans. When one gets this virus, he/she may have mild to
severe symptoms. Many have already died due to this virus.
Meanwhile, some may also show no symptoms.
Scientists around the world are doing their best to

control the further effects of the virus. Different versions of
vaccines have been invented and tested to give immunity to
individuals. Also, some countries have already started their
vaccination program. It is believed that through these
vaccines, governments will be able to control the spread of the
virus.
∙ Canyou tell the problem mentioned in the selection above? ∙ Can

you also identify the possible solution to the problem?
Based on the given selection, the problem is the discovery and the
spread of COVID-19. This problem even leads to various effects such as
having mild to severe symptoms, and even death.
In solving the problem, scientists have worked hard to discover the

vaccines that will help in controlling the spread of the virus.
D
Learning Task 1: Read the statements below. Then, identify the solution to
each problem. Write your answers in your notebook.
Example: Lexie became ill. Her parents took her to the hospital.
Solution: Her parents took her to the hospital.
1. I was absent yesterday. I asked my classmates to update me on the
lessons discussed.
2. Alex failed during his exams last quarter. He now studies well to pass his
tests.
3. The government provided financial support to families after implementing
community quarantine due to COVID-19. 4. Simon found a new job after
resigning from his previous work. 5. Carmela lost her ballpen. She asked her
parents to buy a new one for her.
6. The city experienced severe flooding due to the recent calamity. They will
plant more trees next month to prevent this from happening again.
PROBLEM AND SOLUTION
Problem-solution portrays a relationship of ideas in a sentence or selection

where one idea presents the problem and the other provides possible
solution to it.
Examples:
Solution Problem
Elena applies for a part-time job as she needs to pay her tuition.
Problem Solution
John is not feeling well so his parents take him to the hospital.
In some cases, only the problem is presented in a sentence or selection. It is
for the readers like you to determine the possible solution to it.
E
Learning Task 2: Box the problem and underline the solution in each item.
Do this in your notebook.
1. The house was burning so they called the fire station for help. 2. Mara
asked her sister to bring her assignment notebook to school after failing to
bring it.
3. Liana cleaned the house. It was really messy after the party. 4. Many
animals are illegally hunted. Rangers are now guarding the forest.
5. Martha is looking for her toy after missing it in the garden this morning.
Learning Task 3: Read the selection below. Then, think of two to three
possible solutions to the given problem. Write your answers in your
notebook.
Diane always comes late to school. She misses some of her

exams and activities. Her teacher warns her that she might fail
some of her subjects if she will not be able to come to class on
time.
What should Diane do?

1. __________________________________________
2. __________________________________________
3. __________________________________________
A
from the choices below.
relationship problem solution
Problem-solution portrays a (1)__________ of ideas in a sentence or

selection. The (2)__________ refers to the issue or idea that has to be
solved. The (3)__________ refers to the statement that shows how the
problem can be solved.

WEEK
4
Informational Texts
Lesson
I
Texts and/or selections have different purposes. Some intend to inform
or educate while others aim to amuse or entertain. There are also texts that
are used to persuade.
Most of the materials that you may have encountered or read aim to
educate or inform. They are called informational texts. These texts are used
to present information, details, or facts about a particular topic or subject
matter.
In this lesson, you are expected to identify and use the elements of an
informational/factual text heard.
Read the sample text below.
CALABARZON: Truly Amazing
CALABARZON, also known as Southern Tagalog, is

considered as one of the largest regions in the country in terms
of population. It is composed of five provinces, such as Cavite,
Laguna, Batangas, Rizal, and Quezon. It derived its name from
the names of these five provinces. The famous Tagaytay City
is located in Cavite. Batangas Province is the home to one of
the most active volcanoes
in the country, the Mount Taal. Dr. Jose P. Rizal was born in
Calamba in Laguna. Quezon Province is known for its colorful
Pahiyas Festival. Province of Rizal is the place which gave
birth to various national artists. Truly, CALABARZON is an
amazing place to visit and explore.
The passage above provides lots of information or facts about

CALABARZON. This passage is an example of an informational text as it
presents factual details about the topic.
D
Learning Task 1: Match the descriptions in Column A with the items being
described in Column B. Write the letters of your answers in your notebook.
Column A Column B
_____1. convinces a person to agree A. Sequence on certain
issues
_____2. tells a problem and possible B. Cause and Effect solution to it
_____3. shows similarities and/or differences C. Description
between two or more items
_____4. provides description of a person, D. Comparison and place,
thing, topic, etc. Contrast
_____5. identifies the cause why something E. Problem and
happens/happened and its possible Solution
effect/s
_____6. describes the order of things/events F. Persuasion
Informational Texts
Informational texts present factual details or information about particular
persons, places, things, events, and topics. These texts may also be written
using varied purposes, such as to inform, educate, and even persuade.
Informational texts may be written in various forms. These include the
following:
Forms Descriptions Key Words
Sequence It describes the things or First, Second, Next,

events in their proper Then, Before, After,
order. It also tells the steps Finally,
on how to do something.
Following, Now, Soon,
Not long after
Cause and I t i d e n t i f i e s w h y So, Because, Since,

Effect something happens or Therefore, If...then,
happened and its possible
effect/s. This led to, Reason
why,
As a result, Consequently,
May be due to, Effect of,
For this reason

Forms Descriptions Key Words
Description It describes a person, For instance, Such

place, thing, event, etc. It as…, To begin with,
includes its features,
characteristics and/or An example,
examples.
Characteristics,
To illustrate
Comparison It presents the similarities Same as, Similar, Alike,

and an d /o r d i ffer en ces As well as, Not only...but
Contrast between two or more also, Both, Instead of,
persons, places, things, Either...or, On the other
topics, etc. hand, Different from,
As opposed to
Problem and It presents the problem a n Question is, Dilemma is,

Solution d t h e p o s s i bl e The puzzle is, To solve
solution/s to it. this,
One answer is,
One reason for the…
Persuasion It convinces a person to Surely, It is certain,

agree or believe on certain Therefore, Consequently,
issues or stand. Convinced, Agree,
Conclude
E
Learning Task 2: Identify what type of informational text is used in each
statement/item. Select your answers from the choices below. Write the
letters of your answers in your notebook.
A. Description D. Cause and Effect

B. Problem and Solution E. Sequence
C. Comparison and Contrast F. Persuasion
_____1. In planting flower seeds, get a pot and place soil in it. Then, put the
flower seeds in it. Water it regularly and expose it to appropriate
amount of sunlight.

_____2. Many pupils got sick due to the constantly changing weather. To
solve this concern, the local health officials had checked the vital
signs of the pupils. They also distributed medicines and vitamins.
_____3. We must act now. We have to save our environment. Plant trees.
Conserve energy and water. We can do something. Save Mother
Earth.
_____4. Mount Taal is considered as the world’s smallest volcano. It is also

one of the most active volcanoes in the country. It is known as a
volcano island situated at the center of Taal Lake.
_____5. Due to heavy rains, streets become flooded.
_____6. Lucban and Tagaytay are both famous for their cold weather. Due to
the cold weather, locals become successful in doing different
agricultural activities. Lucban is located in Quezon Province while
Tagaytay City is in Cavite Province.
A
In your notebook, complete the paragraph below. Select your answers from
the given choices.
details Informational sequence
(1)__________ texts present factual information or (2)__________

about persons, places, events, and topics. These texts may be used in
presenting (3)__________, description, comparison and contrast, problem
and solution, cause and effect, and persuasion.

WEEK
5
Long A, E, I, O, and U Sounds
Lesson
I
In reading, understanding how to read words is necessary. In the first
quarter, you studied the short vowel sounds using the consonant vowel-
consonant (CVC) pattern. In this quarter, you will study the long vowel
sounds.
Long vowels refer to the pronunciation of vowel sounds which is the

same as letter names as in:
Aa Ee Ii Oo Uu
The ways the letter names of the vowels above are pronounced are
known as the long vowel sounds.
At the end of the lesson, you are expected to: read words with long a, i,
o, and u sounds (ending in e); and read phrases, sentences, stories, and/or
poems consisting of long a, e, i, o, and u sounds.
cake
bee bike nose cube
lake
tree kite home tube
The words above are examples of words with long vowel sounds that
end in e. They are long vowels considering that the vowel sounds of each
word are read similar to how the letter names of the vowels are read.
D
Learning Task 1: Match the pictures in Column A with their appropriate
names in Column B. Write the letters of your answers in your notebook.
Column A Column B
1. A. note
2. B. three
3. C. duke
4. D. hide
5. E. plate

LONG VOWEL SOUNDS
Long vowel sounds refer to the pronunciation of sounds of vowels

which is the same as their letter names.
Examples: long a long e long i long o long u /eɪ/ /i/ /ɑɪ/ /oʊ/ /yu/
gate free bite hope use

mate knee site code huge
fate see dike rode cute
sake meat life pole cue
fame keep nine slope fuse
E
Learning Task 2: Read the words below. Then, identify the long vowel sound
(a, e, i, o, or u) in each word. Write your answers in your notebook.
Example : need
Answer : e
______1. mute ______6. bake
______2. heal ______7. boat
______3. sake ______8. meal
______4. time ______9. joke
______5. cure ______10. bind
Learning Task 3: Read the poem. Then, identify the long vowel sound (a, e,
i, o, or u) in each underlined word. Write your answers in your notebook.
Carla 1bakes 2sweet 3cake and 4pastries.

There are also biscuits and bread.
Baking them 5makes her happy and 6fine.
Removing the sadness in her 7life.

Learning Task 4: Read the statements below. Then, identify the long vowel
sound (a, e, i, o, or u) in each underlined word. Write your answers in your
notebook.
1. smiling at me
2. hoping to meet you
3. huge park
4. digging the hole
5. reading the text
6. Arnold put the vase on the table.
7. My mother loves red roses.
8. You should draw vertical and horizontal lines.
9. Jumping rope is our favorite game.
10. Andres used to climb that old tree.
A
In your notebook, complete the sentence by selecting your answers from the
choices below.
names vowel
Long (1)__________ sounds refer to pronunciation of sounds of

vowels which is the same as their letter (2)__________ .

WEEK
6 Responses to Questions on Informational Texts

Lesson
I
Informational text is a nonfiction text written with the intention of
informing the reader about a specific topic. It presents factual details or
information. It is typically found in magazines, science, or history books,
autobiographies, and other instructional materials.
In this lesson, you are expected to ask and respond to questions about
informational texts listened to (environment, health, how-to’s, etc.).
All About Snakes
Snakes are scary, yet

interesting animals. They are
reptiles and are cold
blooded. They are limbless
and has elongated body
and tail. They can smell with
their tongues. They do not have feet. They do not have
ears, but they can hear through their jaw. They change
their skin from time to time. A number of snakes have
venom that can kill their prey. Their venoms are also
used to create antidote against snake bites. They are
carnivorous. They eat fish, chicken, mouse, birds, bat,
and other animals.
Based on the selection, answer the following questions:

∙ What type of animals are snakes?
∙ What are the characteristics of snakes?
∙ How will you describe their venom?
∙ What do snakes eat?
The selection above is an example of an informational text. It

presents factual details or information about a specific topic. In this case,
it discusses facts about snakes.
D
Learning Task 1: Read the selection below. Then, identify what details are
asked. Write the letters of your answers in your notebook.
Quezon Province is the largest province in

CALABARZON in terms of land area. The province is divided
into two cities and 39 municipalities/towns. Lucena is its
capital city. Kalilayan was the first known name of the
province. It was later renamed Tayabas. In honor of the
former governor of the province who later became the
second president of the country, Manuel Luis Quezon, the
province’s name was then changed to Quezon.
1. What is the largest province in CALABARZON in terms of land area? A.

Quezon B. Laguna C. Rizal 2. How many cities and towns are there in
Quezon Province? A. 4 cities and 39 towns
B. 3 cities and 39 towns
C. 2 cities and 39 towns
3. What is the capital city of Quezon Province?
A. Tayabas B. Kalilayan C. Lucena 4. Before using its current name, what
was the name of the province? A. Tayabas B. Quezon C. Lucena 5. Who
was the inspiration in changing the name of the province from Tayabas to its
present name?
A. Jose P. Rizal B. Manuel L. Quezon C. Hermano Pule
DETAILS IN INFORMATIONAL TEXTS

Factual information or details are presented in informational texts.
These texts provide specific details about particular persons, places, things,
events, and topics.
Details in informational texts are basically determined by asking

important questions, such as what, who, when, where, why, and how. These
questions serve as guide in getting the factual details about a given selection
or text.
E
Learning Task 2: Read the selection below. Then, identify what details are
asked. Write the letters of your answers in your notebook.
A butterfly has wings with different colors and

structures. Butterflies have wings which are covered with
many tiny scales. They have three main body parts: the head,
the thorax, and the abdomen. They have taste receptors on
their feet. They get nutrients by drinking from mud puddles.
They see a range of ultraviolet colors, invisible to the human
eyes.
______1. What cover the wings of butterflies?

A. tiny scales B. tiny skin C. tiny holes
______2. Where can the taste receptors of butterflies be found? B.
head B. body C. feet
______3. How do butterflies get nutrients?
A. by seeing ultraviolet colors
B. by drinking from mud puddles
C. by covering themselves
______4. What do butterflies see that are invisible to the human eyes? A.
other butterflies B. their wings C. ultraviolet colors
A
who factual questions

Informational texts provide (1)____________ and specific details or
information about a particular topic. These details are determined by asking
important (2)____________, such as what, (3)____________, when, where,
why, and how.
Comparison and Contrast of

Information
Lesson
I
WEEK 7
Informative texts are presented in different forms. Some are presented

by showing sequence or order, description, cause and effect, and problem
and solution.
Another way of presenting and understanding details in an informative

text is through comparison and contrast. Through this strategy, two or more
persons, places, things, events, or topics are compared and contrasted.
At the end of the lesson, you are expected to: compare and contrast
information.
Mount Mayon and Mount Taal
Mount Mayon and Mount Taal are two of the most

active volcanoes in the country. Mount Mayon is known for
its perfect cone-shaped structure. It is located in the Bicol
Region. Meanwhile, Mount Taal is considered as the
world’s smallest volcano. It is situated in the CALABARZON
Region. The two volcanoes may differ in sizes, but once
they erupt, both may be destructive.
How did the author present information about the two volcanoes?
Mount Mayon and Mount Taal are compared and contrasted in the
given selection. Their similarities are presented, while their differences are
also discussed. They are compared and contrasted in terms of their size and
shape, location, and status.
D
Learning Task 1: Read the statements below. You may also listen to them by
asking your parents or guardians to read them for you. Then, identify the
topics or items being compared and contrasted. Write the letters of your
answers in your notebook.
_______1. The capital of Rizal is Antipolo while the capital of Quezon is

Lucena.
A. Rizal and Quezon
B. Rizal and Antipolo
C. Quezon and Lucena
_______2. Eagle can fly while whale can swim.
A. eagle and snake
B. whale and snake
C. eagle and whale
_______3. Jose Rizal was born in Calamba, Laguna while Apolinario dela
Cruz (Hermano Pule) was born in Lucban, Tayabas (Quezon).
A. Jose Rizal and Miguel Malvar
B. Jose Rizal and Apolinario dela Cruz
C. Apolinario dela Cruz and Hermano Pule
COMPARISON AND CONTRAST
One of the ways in presenting information is through comparing and

contrasting. In comparing, one examines the similarities of two or more
persons, places, things, events, and/or topics. On the other hand, contrasting
shows the differences of two or more items.
E
Learning Task 2: Read the selection below. Then, answer the questions that
follow. Write the letters of your answers in your notebook.
The Cardinal and the Cedar Waxwing are two

common birds. Both have crests on their heads. But these
birds have some differences. Male Cardinal is bright red, while
the Waxwing is brown. The Cedar Waxwing often migrates
from one place to another. On the other hand, the Cardinal
stays in one place year after year.

_______1. What are Cardinal and Cedar Waxwing?
A. horses B. birds C. snakes
_______2. What do they have on their heads?

A. crests B. pearls C. crowns
_______3. Based on the selection, how do the two differ in terms of color?
A. Male Cardinal is bright red while Waxwing is brown. B.
Male Cardinal is brown while Waxwing is bright red. C.
Male Cardinal is bright brown while Waxwing is red.
_______4. How is their length of stay in one place described? A. Waxwing

stays in one place year after year while Cardinal migrates from one place to
another.
B. Waxwing and Cardinal both stay in one place year after year.
C. Cardinal stays in one place year after year while Waxwing
migrates from one place to another.
A
from the choices inside the box.
differences informative similarities
Comparing and contrasting is one of the ways in presenting

(1)______________ texts. In comparing, (2)______________ between two
or more persons, places, things, events, or topics are presented. Meanwhile,
contrasting shows the (3)______________ between two or more items.

WEEK
8
Simple Story
Lesson
I
In school and at home, you have probably read and listened to
different stories. From these stories, you may have learned different values
and life lessons. At the same time, you have possibly used these stories in
enhancing your comprehension skills by noting details, and other relevant
skills.
Sometimes, aside from reading or listening to stories, you may also be

asked to share your experiences, retell a story or make your own story.
At the end of the lesson, you are expected to write a simple story.
Read the simple story below.
A Day in Our Garden
Ethan and Joy went to their

garden yesterday. They planted
some seedlings, Ethan picked up
the dried leaves and threw them
into the garbage bin. Joy
watered the plants and bushes.
After doing their tasks, they sat
under the tree and ate mangoes and pineapples. They
immediately went back to their house because it rained.
∙ What is the title of the story?

∙ Who are the characters in the story?
∙ What is its setting?
The text above is an example of a simple story. It presents the

characters Ethan and Joy. It also shows the setting as to when and where
the story happened. As a story, it is composed of several parts known as the
beginning, the middle, and the ending.
D
Learning Task 1: Match the descriptions in Column A with the terms referred
to in Column B. Write the letters of your answers in your notebook.
Column A Column B
_____1. presents the overview of the A. setting story B. title

_____2. refer to the actors in a story C. characters _____3. tells
when and where the
story happened
SIMPLE STORY
A story is a text that narrates events. Stories may either be fictional or non-
fictional. Fictional stories are events that are imaginary. Meanwhile, non-
fictional stories are those that are based on facts and happen or have
happened in real-life.
A simple story has the following basic parts:
1. Title - presents the overview of the story.
2. Characters - refer to the actors or performers in a story. They may be

humans, animals, etc.
3. Setting - tells when and where the story happened.
4. Events - refer to the occurrences in a story. They are basically divided

into three parts: beginning, middle, and ending.
∙ Beginning introduces the character/s and the setting.
∙ Middle narrates what the characters do and what happens to them.
∙ Endingtells how the story ends. Usually, it also presents the lesson
learned by the characters (and the readers).
E
Learning Task 2: Write a simple story
using the pictures below. Then,
provide your own title, and identify your
own characters and setting. Do this in
your notebook.
Picture A Picture B Picture C
Picture D
Title
Characters
When
Where
Beginning
Middle
Ending
A
characters story beginning
A (1)__________ is a text that narrates events. It may be fictional or

non-fictional. A simple story has the following basic parts: title,
(2)__________, setting, and events. These events are divided into three
important parts: (3)__________, middle, and ending.

HOMONYMS B 4.
Key To Correction HOMOGRAPHS B 4.
B 5.
A 4.
A 3. A 3. meanings 3. A 3. C 3. spellings 2.
C 2. C 2. spellings 2. C 2. A 2. homonyms 1. A
B 1. B 1. Homonyms 1. A D 1. D 1. Phase
Learning Task 1 Learning Task 2 Phase Learning Task 1 Learning Task 2
firefly - Cavite - Rizal - HYPONYMS bugs egg 5.
bee - Insects: Galunggong - Tilapia - m o s q ui t o e s , 4. milk, pandesal 4. chocolate 3. group 3. examples 2.
moth - Batangas - Laguna - Bangus - coffee 3. cellphone 2. malunggay 1. Hyponyms 1.
fly - Quezon - Fish: mother, father 2. meat,
Provinces: fish 1.
Learning Task 1 A Phase
Learning Task 2
Used Words
AFFIXES
less - job 1
0
- un lock 9
- re tell 8
ed - pattern 7
est - pretty 6
Learning Task 3
- pre view 5
ful - color 4
- in correct 3
- dis honest 2
able - accept 1
Affixes Base
baker 10.
1. preschool 7. teacher 6. Task 4
Learning Task 2
Learning Task 1
careful ful 6. beautiful ful 5. pinkish 5.
childish ish 4. powerful ful 3. careful 4. suffixes 4.
teacher er 2. lifeless less 1. beautiful 3. Prefixes 3.
nonsense non 6. mismatch mis Learning Task 3 rewrite 2. base 2.
5. precooked pre 4. imperfect colorful 9. misunderstood 1. Learning Affixes 1. A Phase
im 3. unheard un 2. rebuild re recycle 8.
happening again. Mara asked her sister to bring her assignment 2. .

month to prevent this from They will plant more station for help
trees next 6. so they called the fire The house was burning 1.
one for her. Learning Task 2
She asked her parents to buy a new 5.
Simon found a new job. 4.
support to families.
The government provided financial 3.
He now studies well to pass his tests. 2. me on the
lessons discussed.
I asked my classmates to update 1. Learning Task 1
PROBLEM AND SOLUTION
after missing it in the garden this morning. solution 3.

Martha is looking for her toy 5. are now guarding the problem 2.
forest. relationship 1. A Phase
Rangers Many animals are illegally hunted. 4. It was
really messy after the party.
L i a n a c l e a n e d t h e h o u s e . 3. after failing to
bring it. notebook to school
A 6. B 5. C 4. D 3. E 2. A 4. sequence 3. details 2.
INFORMATIONAL TEXT F 3. F 1.
B 2. Learning Task 1
E 1.
C 6. Learning Task 2
D 5. Informational 1. A Phase
LONG A, E, I, O AND U SOUNDS e 8.
i 10.
o 9. u 10. o 9. i 8.
C 5. u 5. a 5. a 6. names 2.
A 4. i 4. a 4. e 5. vowel 1. A Phase
D 3. a 3. a 3. o 4.
B 2. e 2. e 2. u 3.
E 1. u 1. a 1. e 2.
Learning Task 1 Learning Task 2 Learning Task 3 i 1.
o 7. i 7. o 7. Learning Task 4
a 6. i 6.
RESPONSES TO QUESTIONS ON INFORMATIONAL
TEXTS B 5.
A 4. Learning Task 1 Learning Task 2

C 3. C 4.
C 2. B 3. who 3.
A 1. C 2. questions 2. factual 1.
A 1. A Phase
COMPARISON AND CONTRAST OF
INFORMATION C 4.
B 3. Learning Task 2 SIMPLE STORY beginning 3.

C 2.
A 1.
Learning Task 1
A 3.
A 2. A 3.
B 1. differences 3. similarities 2. informative 1. A
Phase
C 2. Learning Task 1
B 1. characters 2. story 1.
A Phase

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.
Distribution of Learning Tasks Per Week for Quarter 3

Week 1 LP Week 2 L Week 3 L Week 4 L
P P P
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Week 5 LP Week 6 L Week 7 L Week 8 L
P P P
Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your personal
evaluation indicated in the first Level of Performance found in the second column up to the succeeding
columns, ie. if the lesson is designed for weeks 4-6, just copy your personal evaluation indicated in the
LP column for week 4, week 5 and week 6. Thank you.

References
British Council. (n.d.). Homograph. Retrieved from https://

www.teachingenglish.org.uk/article/homograph
British Council. (n.d.). Homonym. Retrieved from https://

www.teachingenglish.org.uk/article/homonym
British Council. (n.d.). Hyponym. Retrieved from https://

www.teachingenglish.org.uk/article/hyponym
Clayton, J. (2015, November 1). What is Informational Text? - Definition,

Characteristics & Examples. Retrieved from Study.com:
https://study.com/academy/lesson/what-is i n f o r m a t i o n a l - t e x t
- d e f i n i t i o n - c h a r a c t e r i s t i c s - exam pl es .h tm l # :~:t ex t
=In fo r m ati o n al %20 t ex t %20i s % 20nonfiction%20writing,books
%2C%20autobiographies%20and% 20instruction%20manuals.
Department of Education. (2020). K to 12 most essential learning

competencies with corresponding codes. Pasig City: Department of
Education.
Department of Education Region 4A CALABARZON. (2020). PIVOT 4A

budget of work in all learning areas in key stages 1-4: Version 2.0.
Cainta, Rizal: Department of Education Region 4A CALABARZON.
Logsdon, A. (2020, May 17). Teaching Long Vowels to Children. Retrieved
from verywellfamily: https://www.verywellfamily.com/ teaching-long-
vowels-phonics-skills-2162761
Nordquist, R. (2019, September 9). Definition and Examples of Hyponyms in

English. Retrieved from ThoughtCo.: https:// www.thoughtco.com/hyponym-
words-term-1690946
Wilkerson, G. (2016, January 6). Comparing and Contrasting: Examples &

Concept. Retrieved from Study.com: https://
study.com/academy/lesson/comparing-and-contrasting examples-
lesson-quiz.html.

43
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]

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GRADE 2 GRADE 3 - ENGLISH

PIVOT 4A CALABARZON English G3

Job S. Zape, Jr.

English PIVOT 4A Instructional Design & Development Lead

Faye M. Ong-ongowan, Hiyasmin D. Capelo & Don Kirby M. Alvarez

Published by: Department of Education Region IV-A CALABARZON

PIVOT 4A CALABARZON English G3

This module was carefully examined and revised in accordance

PIVOT 4A CALABARZON English G3

For the Learners

PIVOT 4A CALABARZON English G3

the lesson, core content and relevant samples. This

maximizes awareness of his/her own knowledge as

on what he/she knew, what he/she does not know

the activities and tasks simply and directly revolve

around the concepts of developing mastery of the

his/her concepts after doing the tasks in the D part.

or values and create pieces of information that will

form part of his/her knowledge in reflecting, relating

or using them effectively in any situation or context.

This module is a guide and a resource of information in understanding the Most

In this lesson, you are expected to increase your vocabulary through

Read the examples below.

Watch and watch are homonyms. They have

The words change and change are homonyms.

7PIVOT 4A CALABARZON English G3

In English, there are many words that are considered homonyms.

A. Same Sound but with Different Spellings

plain - not decorated/nothing added

PIVOT 4A CALABARZON English G3

letter - individual items in the alphabet (ex. B, C, D) letter - refers

1. Harry is the _____ of Uncle Matthew.

2. I am not feeling well today. I have a _____.

4. Mom, I would like to eat some _____ for dinner.

5. I ______ a letter to my best friend every month.

spellings Homonyms meanings

9PIVOT 4A CALABARZON English G3

At the end of this lesson, you are expected to increase your

Read the examples below.

read1 same spelling but with different pronunciation

_____1. The teacher presented her class _____ to her pupils.

10 PIVOT 4A CALABARZON English G3

live - performance played while happening live - to stay

A. bow - bending the head or body forward

_____1. You have to do this exercise for one _____.

Homographs are types of (1)__________. They have the same

11 PIVOT 4A CALABARZON English G3

In this lesson, you are expected to increase your vocabulary through

Study the examples below.

Sunflower Gumamela Lirio

Words may be classified or grouped based on the similarities of their

12 PIVOT 4A CALABARZON English G3

bangus fly moth Rizal

Hyponyms are the specific examples of a general word, group, or

Yellow Blue Red Green

The example above shows that the general word, group, or

13 PIVOT 4A CALABARZON English G3

1. gumamela rose sampaguita malunggay 2. van bus car cellphone 3.

examples Hyponyms group

_1. The teacher presented her class _ to her pupils.

_1. You have to do this exercise for one _.

(1)_ are the specific (2)_ of a general word,

1. + build = (build again) 2. __ + heard

= (not heard) 3. + perfect = __ (not

perfect) 4. + cooked = (cooked in advance) 5.

+ match = (to match incorrectly) 6. __ +

1. life + = (dead) 2. teach + __ =

(one who teaches) 3. power + = __

4. child + = (somewhat like a child)

5. beauty + = (good-looking) 6. care +

= (avoiding danger)