English Grade 4_WBLS Content pages.pdf

1
LEVEL ENDSTATES
GRADE 4 ENGLISH
GRADE 1
Polite and
Friendly
Learner
GRADE 2
Active Young
Reader
GRADE 3
Independent
and Expressive
Learner
GRADE 4
Confident and
courteous
learner
GRADE 5
Responsible
and
attentive
communicator
GRADE 6
Creative and
thoughtful
communicator

2
ELEMENTARY IDEAL GRADUATE:
VALUE-LADEN, CREATIVE, SOCIALLY RESPONSIBLE YOUNG ENVIRONMENTALIST
LEVEL: 4 SUBJECT: ENGLISH
CONTENT STANDARD: The learner listens critically to various text types and expresses ideas accurately in both oral and written forms; demonstrates
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text types.
Endstates Think Do Feel Communicate Intuit Lead Be
VALUE-LADEN
(Ethical)
Understands the
importance of
listening to get
meaning and
context of texts
Assumes
responsibility for
one’s thoughts,
words, and
actions
Values tact and
consideration of
other’s feelings
Expresses the
importance of
confidence in
expressing one’s
thoughts
Reflects how
one’s words affect
self and others
Encourages self-
confidence to
better express
ideas
Confident Pupil
CREATIVE
(Academic)
Understands
basic
communication
ideas and skills as
ways of
expressing self
through oral and
written forms
Constructs clear
and correct
sentences in
forming
paragraphs
Appreciates the
importance of
using correct
grammar in
expressing
thoughts and
ideas
Expresses ideas
taken from
readings of
various text types
through oral and
written forms
Reflects on
possible effects of
good or bad
communication
Promotes
creativity in the
use of language
to express one’s
self
Fluent Child

3
SOCIALLY
RESPONSIBLE
YOUNG
ENVIRONMENTAL
IST
(Social)
Understands the
value of open
communication
to promote
understanding
with one another
Uses courteous
expressions in
communication
Promotes
dialogue in
addressing simple
daily concerns
Expresses the
importance of
politeness in
dealing with
others
Sees the
importance of
using language
correctly in
promoting
understanding
and harmony
Encourages
others to listen
and communicate
to build a
pleasant
community
Courteous Child

4
QUARTER PLAN
1st Quarter
SUBJECT: ENGLISH LEVEL: GRADE 4
UNIT TITLE: ME AND MY WORLD TOTAL NUMBER OF SESSIONS: 45
I. TOPIC COVERAGE:
Lesson 1: Special People, Special Days
Lesson 2: Caring Ways
Lesson 3: The World in my Eyes
Lesson 4: Dreams and Wishes
Lesson 5: Giving Care, Getting Wise
Lesson 6: Feeling Happy About Oneself
Lesson 7: Fun Outside
Lesson 8: Caring for the World
Lesson 9: Helping Around
II. CONTENT STANDARDS: The learner listens critically to various text types and expresses ideas accurately in both oral and written forms;
demonstrates confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information
from various text types.
III. LEARNING ENDSTATES FOR THIS UNIT:
A. Academic
1. Learning to THINK: Analyzes narratives in terms of its elements, setting, and theme
2. Leaning to DO: Constructs clear and correct sentences in forming paragraphs
3. Learning to FEEL: Appreciates the importance of using correct grammar in expressing thoughts and ideas
4. Learning to COMMUNICATE: Expresses ideas taken from readings of various text types through oral and written forms
5. Learning to INTUIT: Infers feelings, traits of characters in a selection
6. Learning to LEAD: Encourages self-confidence in expressing ideas

5
7. Learning to BE: Confident Pupil
B. HOW WILL THE LEARNING PROMOTE
ETHICAL FORMATION: Feels proud being a Filipino
SOCIAL RESPONSIVENESS: Appreciates and respects individual differences
IV. ACHIEVING THE ENDSTATES OF THIS UNIT
A. Essential Questions for this Unit
How can you relate the lessons to your own experiences?
How can we show kindness and love to others?
B. Materials, Methods, and Activities to Achieve the ENDSTATES
Materials Methods Activities
Curriculum Guide Cooperative Learning Reading a Story/Poem
Teacher’s Manual Directed Reading Thinking Activity (DRTA) Writing a Paragraph/Letter
Learning Materials Asking Questions Related to Text Sequencing Events
Textbooks
PowerPoint Presentations
Print Advertisements
Word Pictures
Puzzles
Slate Board
World Map
Pocket Chart

6
C. Performance/Product Outputs
1. Writing a Paragraph
2. Role-Playing
3. Letter-Writing
4. Story-Retelling
V. CHUNKING/OUTLINING THE UNIT
Lesson 1: Special People, Special Days (Week 1)
 Listening Comprehension: Noting details in a selection listened to
 Oral Language: Speaking clearly using appropriate pronunciation and intonation
 Vocabulary Development: Using context clues (synonyms) to determine the meaning of unfamiliar words
 Reading Comprehension: Analyzing a narrative in terms of its characters
 Oral Reading Fluency: Reading words, phrases, poems and stories with the long a sound
 Study Strategy: Locating information using print and nonprint sources
 Grammar: Using plural form of regular nouns
 Writing/Composition: Writing two to three sentences about the characters in a literary text listened to or read
 Attitude towards literacy, literature, and language: Showing willingness and enthusiasm in reading/listening to a literary text
Lesson 2: Caring Ways (Week 2)
 Listening Comprehension: Noting details in a selection listened to, identifies the setting
 Reading Comprehension: Analyzing a narrative in terms of its setting
 Oral reading Fluency: Reading words, phrases, poems or stories with long vowel sound (long e)
 Study Strategy: Locating information in using print and non-print sources
 Grammar: Using the plural form of regular nouns
 Writing/Composition: Writing 2-3 sentences about the setting in a literary text listened to or read
 Attitude towards literacy, literature, and language: Showing willingness and enthusiasm in reading/listening to literary text

7
Lesson 3: The World in My Eyes (Week 3)
 Listening Comprehension: Noting details in a selection listened to
 Reading Comprehension: Stating similarities and differences in information from literary text listened to or read
 Phonics and Word Recognition: Reading words, phrases, poems, or stories with the long i vowel sound
 Study Strategy: Locating information using print and nonprint sources (using a map)
 Grammar: Using plural form of irregular nouns
 Writing: Writing two or three sentences about the characters, setting, or events in a story listened to or read
Lesson 4: Dreams and Wishes (Week 4)
 Listening Comprehension: Sequencing a series of events in a story listened to
 Oral Language Development: Speaking clearly using appropriate pronunciation and intonation (poems, chants, rhymes and riddles)
 Vocabulary Development: Using context clues (antonym) to determine the meaning of unfamiliar words
 Reading Comprehension: Sequencing events in a narrative
 Oral Reading Fluency/Word Recognition: Reading with accuracy words, phrases, poems, and stories with the long o sound
 Study Strategies: Arranging words with the same letter but a different second letter in alphabetical order
 Grammar Awareness: Using clear and coherent sentences using appropriate kinds of nouns- Mass Nouns and Count Nouns
 Writing/Composition: Writing two-to-three step directions with signal words
 Attitude towards Language, Literacy, and Literature: Showing willingness and enthusiasm in reading/listening to literary text
Lesson 5: Giving Care, Getting Wise (Week 5)
 Listening Comprehension: Sequencing series of events or stories listened to
 Oral Language: Giving oral directions
 Vocabulary Development: Using context clues (definition) to determine the meaning of unfamiliar words
 Reading Comprehension: Sequencing events in a story or narrative
 Oral Reading Fluency: Reading words, phrases, poems, and stories with long vowel sounds long u
 Study Skills: Using graphic organizers to show understanding of texts (story sequence organizers)

8
 Grammar Awareness: Using clear and coherent sentences using appropriate grammatical structures (quantifiers of mass nouns)
 Composition: Writing different forms of simple composition (thank you card, note, poster, slogan) as a response to stories/poems read or
listened to
 Attitude towards Literacy, Language and Literature: Showing willingness and enthusiasm in reading/listening to literary texts
Lesson 6: Feeling Happy about Oneself (Week 6)
 Listening Comprehension: Inferring about feelings, traits of characters from selections listened to
 Oral Language Development: Expressing one’s ideas, feelings clearly
 Vocabulary Development: Using context clues (definition) to determine the meaning of unfamiliar words
 Reading Comprehension: Inferring about feelings, traits of characters from selections read
 Oral Fluency/Word Recognition: Reading words, phrases, poems and stories with compound words
 Grammar Awareness: Composing clear and coherent sentences using appropriate possessive nouns
 Study Strategies: Using graphic organizers
 Composing: Writing different forms of simple composition as a response to stories/poems read or listened to
- Notes/letters
- Descriptive paragraph
- Another ending to a story
 Attitude towards Language, Literacy and Literature: Showing willingness and enthusiasm in reading/listening to literary texts
Lesson 7: Fun Outside (Week 7)
 Listening Comprehension: Inferring feelings and traits of characters in selections listened to
 Oral Language: Expressing one’s ideas, feelings clearly
 Vocabulary Development: Using context clues (definition) to get the meaning of unfamiliar words
 Reading Comprehension: Making inferences and draw conclusions based on a literary or expository text
 Phonics and Word recognition: Reading words, phrases, poems, and stories with accuracy
 Oral Reading Fluency: Reading aloud level grade level texts with accuracy and proper expression
 Grammar: Identifying and uses concrete and abstract nouns in sentences
 Writing Composition: Writing a friendly letter as a response to stories/poems read or listened to
 Attitude towards language: Showing willingness and enthusiasm in reading/listening to literary texts

9
Lesson 8: Caring for the World (Week 8)
 Listening Comprehension: Inferring feelings and traits of characters in selections listened to
 Oral Language: Expressing one’s ideas and feelings clearly
 Vocabulary Development: Using context clues (exemplification) to determine the meaning of unfamiliar words
 Reading Comprehension: Inferring the theme of literary texts
 Phonics and Word Recognition: Reading words, phrases, poems, and stories with diphthongs accurately
 Oral Reading Fluency: Reading aloud grade level texts fluently
 Grammar: Using collective nouns
 Writing/Composition: Writing simple composition as a response to stories/poems read or listened to (notes/letters, descriptive paragraph)
 Viewing: Telling the uses of colors, lines, and shapes in moving images
 Attitude towards language: Showing willingness and enthusiasm in reading/listening to literary texts
Lesson 9: Helping Around (Week 9)
 Listening Comprehension: Inferring feelings and traits of characters from a selection listened to
 Oral Language: Expressing one’s ideas and feelings clearly
 Vocabulary Development: Using context clues (exemplification) to find the meaning of unfamiliar words
 Reading Comprehension: Inferring the theme of a literary text
 Phonics and Word Recognition: Reading with accuracy words, phrases, poems and stories with silent letters
 Oral Reading Fluency: Reading aloud grade level texts fluently
 Grammar: Using the simple present tense of verbs
 Writing/Composition: Writing a response to a story/poem read or listened to (notes/letters)
 Viewing: Telling the uses of colors, lines and shapes in moving images
 Attitude towards language: Showing willingness and enthusiasm in reading listening to literary texts
VI. ASSESSMENT DESIGN/TOOL
1. Assessment Tool
1.Pre-Assessment: Diagnostic Tests,
2. Formative Assessment:

10
3.Summative Assessment:
2. Rubrics

11
QUARTER
I. CONTENT STANDARDS: The learner listens critically to get information from text heard, demonstrates independence in using
the basic language structure in oral and written communication, and reads with comprehension.
II. LEARNING ENDSTATES:
1. Learning to THINK: Understands the rules in forming the plural of regular nouns
2. Learning to DO: Analyzes a narrative in terms of its characters
3. Learning to FEEL: Shows willingness and enthusiasm in reading/listening to a literary text
4. Learning to COMMUNICATE: Speaks clearly using appropriate pronunciation and intonation
5. Learning to INTUIT: Infers feelings of characters
6. Learning to LEAD: Promotes creativity in the use of sentences about the characters in a literary text listened to or read
7. Learning to BE: Active child
III. HOW WILL THE LEARNING PROMOTE
A. ETHICAL FORMATION:
Shows appreciation and respect towards the different races
B. SOCIAL RESPONSIVENESS:
Avoids racial discrimination
IV. ESSENTIAL QUESTIONS:
If you were to choose from the following races, white, brown, or black, which do you prefer? Why?
If you were the Kabunian, what would be your message to all races? Why?
What is the importance of the story to us?
WHOLE-BRAIN LESSON PLAN
1st
QUARTER
SUBJECT: English GRADE: 4
UNIT TITLE: Me and My World WEEK: 1
LESSON TITLE: Special People, Special Days SESSIONS: 1-5

12
V. PROGRAMS, PROJECTS, AND ACTIVITIES TO ACHIEVE ENDSTATES
MATERIALS METHODS ACTIVITIES
PowerPoint Presentations Directed Reading Thinking Activity Pronunciation Drill
Audio-Visual Materials Think-Pair-Share Reading a Poem/Selection
Textbook Cooperative Learning Role-Playing
Writing a Paragraph
Viewing
VI. INSTRUCTIONAL PHASES
1) ACTIVATE PRIOR KNOWLEDGE
LEARNING ACTIVITIES
Day 1
Activity 1
Pronunciation Drill – long a
Let the pupils read the following words correctly.
date game bake cane age ape male
gate lame cake lane cage cape pale
late name lake pane page nape sale
mate same make vane wage tape tale
What sound is common in the words?
Activity 2
Read the poem with correct intonation and expression. Pronounce correctly the words with
long a.
“Ice Cream Cakes”
Collete Hiller
Ice cream cake, ice cream cake
I could eat all day from the minute I wake
I wouldn’t miss peas or carrots or grapes
If U could eat loads of ice cream cake.

13
Ice cream cake, ice cream cake
I could eat all day, plate after plate
I wouldn’t miss apples or tuna paste
If I could eat loads of ice cream cake.
Activity 3
Motivation
Show pictures of people from different races. (Pictures are colored so that people can easily
point out the difference of their skin colors.)
Say: Here are some people around the world. Look at them. Describe the children in the
picture.
1. How are they similar?
2. How are they different?
3. In what way are you different from them?
2. ACQUIRE NEW KNOWLEDGE Day 2
Activity 4
Vocabulary and Concept Development
The teacher unlocks the words in using pictures and gestures.
1. clay
Show the class a real clay. Ask the class to touch and press the clay. Is the clay hard or
soft?
2. Kabunian
Show a picture of Kabunian. Say: “This is Kabunian. Some Filipinos a long long time ago
called their god Kabunian. Do modern Filipinos believe in gods and goddesses? How do
modern Filipinos call God?
( Allah, Father, Almighty God)

14
Activity 5
The teacher reads the story “Black, White, Browns” to the class.
“Black, White, Brown”
by Nemah N. Hermosa
Once upon a time, there were no people. There was only the earth and the god Kabunian.
He said, “The earth is a beautiful place. But who will take care of it? I will make people.”
(Ask: “How did Kabunian make people?)
In the afternoon, Kabunian got some clay. He worked for a long time. When he finished
making a man, it was night. The color of the night became the color of the man. “He is too
dark,” Kabunian said.
(Ask: Do you think Kabunian liked the black man he made? What do you think will he do
next?)
The next morning, Kabunian woke up before sunrise. He got some clay. He made a man.
When the sun came up, Kabunian saw the man. “He is too white,” Kabunian said.
(Ask: Did Kabunian like what he made? What do you think will he do next?)
So Kabunian got more clay. He made another man. It was noon. The ho sun made the man
brown. “I like this brown man,” said Kabunian.
Kabunian sent the men to different parts of the Earth. That is why there are black people
and white people. That is why Filipinos are brown.
Activity 6
Differentiated Instruction
Group 1: Dramatize the story about Kabunian making a man out of the clay

15
Group 2: Think of a song you know about people or the world.
Group 3. Rap these lines from the story.
Kabunian , Kabunian ( Yes, Yes, Yo)
Made a brown man, a brown man (Yo!)
A brown man I am, I am (Yes, Yes, Yo!)
A true Filipino I am. (Yo!)
Activity 7
Motive Question: What do you usually have when you celebrate your birthday?
Activity 8
Directed Reading Thinking Activity: “ A Cake for Kate”
Activity 9
Comprehension Check
What is the story all about?
What did Kate sell after classes?
Why do you think Kate sold rice cakes?
What did Kate see one afternoon?
What did she do with the box?
If you were Kate, what would you do with the box?
How did Mrs. Salas thank Kate for returning the box of pasalubong?
How do you think did Mrs. Salas learn about Kate’s birthday?
Day 3
Activity 10
Write at least two short sentences about the following persons.
a. Kate
1. _____________________________________________

16
2. _____________________________________________
b. Mrs. Salas
1. _____________________________________________
2. _____________________________________________
Activity 11
Group 1: Draw Kate’s cake. Show it to the class and say something about it.
Group 2. Write a short message to Kate. Be ready to read it before the class.
Group 3. Prepare a song for Kate on her birthday. Be ready to present it to the class.
Activity 12
Let us recall the story “A Cake for Kate.”
What are the things that Kate saw inside the box?
Draw two columns on the board. Let pupils write the name of the pictures presented on the
board. Guide them to write the words in the appropriate column.
What kind of words are shown in the pictures? (nouns)
Read the nouns in Column A. How do the nouns end?
Read the nouns in Column B. How do the nouns end?
How do we form the plural of nouns? (Add s or es)
A B

17
Discuss the rule in forming the plural of nouns.
3) APPLY ACQUIRED KNOWLEDGE Day 4
Activity 13
Remembering/ Enumerating all the things that Kate saw in the big box.
Activity 14
Think-Pair-Share
Let the pupils find their partner. The pair prepares a dialog about the given situations. Help the
pupils come up with a four-line dialog by explaining to them the situation. The pair will present
the dialog before the class.
a. Prepare a dialog. One will act as a buyer while the other one will be the vendor. Each
one will have at least three sentences to say. Use the plural form of nouns in your
statements.
Activity 15
(Using the SWF File, the pupils will perform the interactive game on plural noun)
http://www.toythezebra.com/reading-games/singular-or-plural-1.html)
 Nouns which are more than one are called plural nouns.
 Nouns that form their plural by adding -s or -es are called regular nouns.
pen-pens table-tables
 Nouns ending in -ss, -sh, -ch, -x and -z form their plural by adding -es.
class-classes church-churches wish-wishes box-boxes
 Some nouns ending-o form their plural by adding -es.
tomato-tomatoes potato-potatoes
 However, most nouns that end in -o form their plural by adding -s only.
radio-radios piano-pianos

18
4) SUMMATIVE ASSESSMENT, CLOSURE AND
REFLECTION
Day 5
Assessment
1. The teacher presents a movie poster. Write at least five sentences about the
information given by the poster. Express your answer in paragraph form. Be ready
to share it with the class.

19
PRODUCT-BASED ASSESSMENT RUBRIC FOR PARAGRAPH WRITING
Areas of Assessment A
(4 pts.)
B
(3 pts.)
C
(2 pts.)
D
(1 pt.)
Ideas Present ideas in an original
manner.
Present skills in a consistent
manner.
Ideas are too general. Ideas are vague or unclear.
Organization Strong and organized
beg./mid./end.
Organized beg./mid./end. Some organizations attempt
at a beg./mid./end.
No organization by
beg./mid/.end.
Understanding Writing shows strong and
understanding.
Writing shows clear
understanding.
Writing shows adequate
understanding.
Writing shows little
understanding.
Word Choice Sophisticated use of nouns
and verbs.
Make essay very
informative.
Nouns and verbs make essay
informative
Needs more nouns and
verbs.
Little or no use of
nouns/verbs.
Sentence Structure Sentence structure
enhances meaning.
Sentence structure is
evident, sentences mostly
flow.
limited, sentences need to
flow.
No sense of sentence
structure or flow.
Mechanics Few (of any errors) Few errors Several errors Numerous errors
https://www.thoughtco.com

20
I. CONTENT STANDARDS: The learner listens critically to get information from text heard, demonstrates independence in using
the basic language structure in oral and written communication, and reads with comprehension.
1. Learning to THINK: Analyzes a narrative in terms of its setting
2. Learning to DO: Notes details in a selection listened to, to identify setting
3. Learning to FEEL: Shows willingness and enthusiasm in reading/listening to literary text
4. Learning to COMMUNICATE: Reads words, phrases, poems or stories with long vowel sound (long e)
5. Learning to INTUIT: Appreciates information in using print and non-print resources
6. Learning to LEAD: Promotes creativity in the use of context clues to find the meaning of unfamiliar words
7. Learning to BE: Enthusiastic child
Shows kindness to anyone needing help
Kindness begets kindness
Be an earth-friendly individual
1st
QUARTER
LESSON TITLE: Caring Ways SESSIONS: 1-5

21
What is referred as “Big Feet-Bigger Heart?” Why is called such?
How are you going to relate the story to your own experiences?
Word Pictures Directed Reading Thinking Activity Phonics Drill
Audio-Visual Materials Asking Questions Related to Text Role-Playing
Print Advertisements Cooperative Learning Reading a Selection
Puzzles Writing a Paragraph
Short Stories Viewing
K to 12 Curriculum Guide-English Gr.4
LEARNING ACTIVITIES
Day 1
Activity 1
Pronunciation Drill – long e
Read the words correctly.
eagle neat feed peel dear
east meat seed feel feet
ear leaf reed heel seat
seal bead weed deer heat
Activity 2
Read the sentences. Identify the word with long e, then pick out the meaning from the
sentences.

22
1. The beat of the drum is loud. Its pounding can be heard even at a distance.
2. Our school has a seal. This stamp is placed on important school documents.
3. Our house is at the east. This is the direction where sun rises.
4. The classroom is neat. All things are in order.
5. The garden is weedy. The grasses are tall.
Activity 3
The teacher unlocks the words using context clues.
1. imprisoned; escaped
Say: This man was imprisoned because he stole someone’s money. But he was able to
make his way out of the jail house secretly. He was able to escape. What word gives us
an idea of the word “escape”?
2. moaning; groaning
Grandmother has been sick for several days. Often she cries in a low, soft sound if in
pain. It is hard to listen to her moaning and groaning. What does it mean when one
moans and groans?
3. chase; lick
My cat Lit-lit loves to chase her kittens. They would run around the house. Then Lil-lit
would lick her kittens Why do cats lick their kittens?
4. thorn
Show a cactus or a rose. “This plant has thorns. Can you point where the thorns are?
Can thorns hurt us? How?

23
2. ACQUIRE NEW KNOWLEDGE
Day 2
Activity 4
Motivation
Have you ever helped someone? What did you feel as you did so? Who helped you when you
were hurt? How did you feel about the person?
Activity 5
Post on the board a prediction chart. Have the class fill it up with their predictions.
Questions Our Guesses What really happened
1. How did Androcles
help the lion?
2. What did the Lion do
after Androcles helped
him?
Activity 6
During Listening
Teacher reads the story slowly and clearly while the pupils are listening. Pause after every
paragraph to ask questions.
First paragraph: Why do you think the lion did not choose Androcles?
Second paragraph: Will Androcles and the lion be friends? Why?
Third paragraph: What will happen to Androcles and the lion?
Fourth paragraph: Why did the King set Androcles free?

24
Day 3
Activity 7
Acting Out a Dialog
Mother: Vicky, please help me prepare the things we will bring to the picnic.
Vicky : Of course, Mother! What will I do?
Mother: Put some spoons and forks and two knives in that basket. Make sure
to put plates and table napkins, too.
Vicky : Should I also put some glasses, Mother?
Mother: Yes, please. There are loaves of bread on the table. Please put them
in the basket, too. I’ll put the mangoes and strawberries in
another basket.
Vicky : Could we bring some candies, Mother? I’m sure Susie and Tom will like them.
Mother: Not too many, Vicky. Children should eat fruits more than candies.
Vicky : Okay, Mother. Everything is ready for the picnic.
Activity 8
Discussion
What are the things that Vicky and Mother prepared for the picnic?
What are these words?
Do they refer to more than one noun?
What tells us that these nouns are more than one?
A B
spoon spoons knife knives
plate plates glass glasses
fork forks strawberry strawberries
How do the nouns in Group A form their plural?
How do the nouns in Group B form their plural?

25
What are the rules in forming the plural of regular nouns?
Activity 9
Oral Language Practice
Let the pupils present to the class their favorite drink.
My favorite drink is __________.
I like it very much because ________________.
Activity 10
Teaching/Modelling
Show the class an advertisement of a bath soap.
What is the product being advertised?
What does it say about the soap?
How do the pictures help give information about the soap?
What can be found in advertisements?
Do you believe everything in advertisements? Why?
 Some nouns ending in -f/-fe form their plural by changing f to v before
adding -es.
leaf-leaves elf-elves hoof-hooves
Exceptions: handkerchief-handkerchiefs roof-roofs
 Some nouns that end in -y form their plural by changing y to i before
adding -es.
candy-candies sky-skies berry-berries
 However, when the letter before -y is a vowel, just add s.
boy-boys key-keys tray-trays

26
Activity 11
Cooperative Group Activities
Group 1
Dramatize the part how Androcles helped the lion and how they became friends.
Group 2
Draw the part when Androcles was to be fed to the lion and the lion recognized him.
Group 3
If you were given the chance to talk to Androcles, what would you tell him? Write him a
message on a cartolina.
Activity 12
Write the correct form of the plural nouns in the following sentences.
1. Mother bought some (blackberrys, blackberries) at the market.
2. She baked some (loafs, loaves) of blackberry bread.
3. We divided the bread into (halfs, halves).
4. Eric, my brother, won’t eat them because someone told him that blackberry bread is
for (fairys, fairies) only.
Activity 13
Guided Practice
Group the class. Give each group a material.
Say: “Read the information in the advertisement given. Be ready to share with the class the
information you have learned.”

27
REFLECTION
Day 5
Activity 14
Read the sentences carefully. Encircle the words that produce long e.
1. The seal feeds on meat.
2. There’s a seed on the meat.
3. I hear the beat of the drum from the east.
4. The leaves are green.
5. The eagles fly to the east.
Activity 15
Sentences in plural
https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-35559.php
Activity 16
Study the advertisement. Answer the question that follows. Write your answer in a paragraph
form.
1. What is advertised?
2. What is the name of the product?
3. Write at least two sentences about the product.
4. Would you buy this product? Why?

28
4 3 2 1 Score
Main Topic Strong main idea
restated in the closing
sentence.
Adequate main idea
sentence.
Weakly stated main
idea weakly restated in
closing sentence.
Unclear main idea not
restated in closing
sentence.
Supporting Sentences Three or more
supporting sentences
per paragraph.
Two supporting
sentences per
paragraph.
One supporting
sentences per
paragraph.
No supporting
sentences.
Grammar Few, if any errors Several errors that do
not interfere with
meaning.
Many errors that
interfere with meaning.
Many errors that make
it illegible.
https://study.com

29
I. CONTENT STANDARDS: The learner listens critically to get information from text heard, demonstrates independence in using the basic
language structure in oral and written communication, and reads with comprehension.
1. Learning to THINK: Understands the similarities and differences in information from literary text listened to or read
2. Learning to DO: Writes two or three sentences about the characters, setting or events in a story listened to or read
3. Learning to FEEL: Shows willingness and enthusiasm in reading or listening to literary text
4. Learning to COMMUNICATE: Reads words, phrases, poems or stories with long vowel i sound
5. Learning to INTUIT: Reflects positive outcomes of noting details in a selection listened to
6. Learning to LEAD: Promotes creativity in the use of context clues to find the meaning of unfamiliar words
7.Learning to BE: Creative communicator
Understands the value of hard work
Expresses the value of appreciation of different cultures of children from different parts of the world
Realizes that children all over the world are alike in many ways
1st
QUARTER
LESSON TITLE: The World in my Eyes SESSIONS: 1-5

30
If you were to choose what country to visit, what would it be? Why?
Word Pictures Directed Reading Thinking Activity Pronunciation Drill
Audio-Visual Materials Asking Questions Related to Text Reading a Story
Print Advertisements Cooperative Learning Writing a Paragraph
Puzzles Writing a Letter
Short Stories
slate board
world map
LEARNING ACTIVITIES
Day 1
Activity 1
A. Oral Language Activity
Ask the pupils to read the following words correctly.
mice time lime nine kite ride
dine fine wine five bike side
What common sound do you hear?
What words have the long i?

31
B. Activating Prior Knowledge
What countries do you prefer to visit if you were given a chance?
I want to visit ____________because _______________.
2. ACQUIRE NEW KNOWLEDGE Activity 2
The teacher unlocks the word using context clues.
1. trip
Say: My father’s company will have a trip to Baguio. All his officemates will be in this
tour. What word in the sentence has similar meaning with trip?
2. dine
Say: My family will dine at Shara’s Restaurant tonight. We will eat their special seafood
pasta.
3. limes
Say: These are limes. They are round, green and sour. They are citrus fruits.
Activity 3
Motive Question:
Mike and Spike would like to take a trip and go places. What did they do to raise money
for their trip?
Activity 4
Read the story “ A Trip for Mike and Spike” while the pupils listen.

32
Activity 5
Comprehension Check
1. Who were the two bright mice?
2. What did Mike and Spike want to do?
3. Why do they deserve to have that trip?
4. If you were Mike and Spike would you do the same to raise money for your trip?
Activity 6
Group 1: Draw the best part of the story and tell the class something about your drawing.
Group 2: Dramatize the best part of the story.
Group 3: Create a chant about Mike and Spike.
A Trip for Mike and Spike
Mike and Spice were bright mice. They were always side by side. Mike
asked Spice if he would like to take a trip. Mike said they could go to nice sites.
They could also dine in fine places.
“We have to find time to make money for our trip,” said Spike. So Mike and
Spike got a job. They picked ripe limes. They picked a lot of ripe limes. They
picked from nine in the morning until five in the afternoon. They also helped
make a fine lime drink. They sliced a pile of limes. They got a nice price for their
work.
Mike and Spike bought a bike for their trip. They biked miles and miles to visit
different places. They dined on fine rice and fine dishes. Life was nice for the
mice. They liked the life they had.

33
Day 2
Activity 7
A. Oral Language Activity
Recall the story “A Trip for Mike and Spice.” Set standards for group presentation.
After each group had presented, ask some questions.
Group 1
a. What did Mike and Spice want to do?
b. What did they do so they could have a trip?
Group 2
a. What did Mike and Spike do after they earned enough money?
b. Did they like the life they had?
Group 3
a. What did you feel while reading the story?
b. Explain the line “hard work pays off.”
Day 3
Activity 8
Cooperative Group Activity
Assign each group a stanza of the poem. Give each group short information about children
living in a particular country, as mentioned in the stanza.
The following format may be followed:
Pupil 1: Hello Pierre. I am Marla. I am from Spain.
Pupil 2: Hello Marla. I live in Canada.
Pupil 1: In Spain, we play ____________.
Many children love to _____________.

34
Pupil 2: Oh, that’s interesting! In Canada, we love to play ______.
We also _________________.
Pupil 1: But I love biking, too.
Pupil 2: Great! We can both ride a bike.
Activity:
1. Underline words with long i in the dialog.
2. Read the last stanza of the poem. Draw it. Be ready to show your drawing to the class.
Activity 9
Regular Nouns
The teacher presents the poem “Help!” then asks the pupils to identify the plural nouns.
“Help!”
I wonder why English words are not fixed
If root is roots then why is foot, feet?
I have one tooth but when many they are teeth,
Please answer me for I cannot wait.
House becomes houses but mouse is mice,
Blouse to blouses but louse is lice,
A boy or a girl is a child but both are children
Add one more man and it will become men.
Are these words true?
Help me, please do.

35
SINGULAR PLURAL
foot feet
mouse mice
louse lice
child children
man men
Which words in the poems are plural?
How do these nouns form their plural?
These nouns are irregular. They form their plural by changing their spelling.
Activity 10
Gulp the plural noun game.
https://www.turtlediary.com/game/plural-nouns.html
Activity 11
Motive Question: What do children all over the world do? Find out in the poem.
Directed Reading Thinking Activity: ” We are One World”
Activity 12
Comprehension Check:
1. In what ways are children all over the world alike?
2. In what ways are they different?
3. Would you like to have a friend from another country? Why?
4. What would you tell your friend about your country?
5. What would you ask your friend about his/her country?

36
Activity 13
Composition
Write a letter to your friend. Tell him/her of the things you love doing in the Philippines.
Compare them with those we learned about what children iin other places love doing.
.
REFLECTION
Day 5
Assessment
Activity 14
A. Identifying the elements of the story.
https://www.learner.org/interactives/story/
B. Using a world map, let the class answer the following questions.
Write your answers in a paragraph form.
1. Look for the Philippines.
2. In which continent is Philippines located?
3. What kind of weather do we have?
4. Why is the Philippines a tropical country?
5. What kind of clothes do people wear?

37
4 3 2 1 Score
sentence.
Adequate main idea
sentence.
Weakly stated main
closing sentence.
restated in closing
sentence.
per paragraph.
Two supporting
sentences per
paragraph.
One supporting
sentences per
paragraph.
No supporting
sentences.
not interfere with
meaning.
Many errors that
it illegible.
https://study.com

38
1. Learning to THINK: Understands the proper sequencing of events.
2. Learning to DO: Writes 2-3 step directions using signal words.
3. Learning to FEEL: Listens attentively and reacts positively during story reading.
4. Learning to COMMUNICATE: Reads words, phrases, poems or stories with long vowel o sound.
5. Learning to INTUIT: Appreciates the importance of speaking clearly.
6. Learning to LEAD: Promotes creativity in the use of context clues to find the meaning of unfamiliar words.
7. Learning to BE: Creative communicator
Realizes that dreams are attainable but one needs to work hard to attain them
Recognizes small tasks as expressions of love
1st
QUARTER
LESSON TITLE: Dreams and Wishes SESSIONS: 1-5

39
If you were to choose to wish for yourself, what would it be? Why?
Word Pictures Directed Reading Thinking Activity Pronunciation Drill
Audio-Visual Materials Asking Questions Related to Text Sequencing Events
Print Advertisements Cooperative Learning Reading a Paragraph
Puzzles Retelling a Story
Short Stories Writing a Paragraph
cartolina
worksheets
cartolina strips
pocket chart
jar
LEARNING ACTIVITIES
Day 1
Activity 1
Pronunciation Drill- words with long o
go code bone rope throne
so rode cone stove notice
Read the phrases.
the dog’s bone
an ice cream cone
use the code
rode to a cove
poke with a pole

40
Activity 2
Draw your work tower. Write your wishes and dreams in your tower. Share it with your
classmates.
What do you wish for yourself?
What do you wish for your family?
2. ACQUIRE NEW KNOWLEDGE Activity 4
Drill- Sequencing Events
The teacher reads an event in the story written in each box then asks the learners to
arrange the boxes with the events chronologically or as they happened in the story.
The king sent for the best
carpenter in the
kingdom.
The king commanded
that every box in the
kingdom be brought to
the carpenter.
The carpenters and his
helpers drew lines on big
sheets of paper. They
hammered and
measured.
The king climbed higher
and higher until he came
to the top of the tower.
The carpenter yelled at
the king that there were
no more boxes
anywhere.
The carpenter and his
helpers walked to the
tower and pulled out the
bottom box.
Ask: What helped you sequence the events in the story?
Activity 5
1. measure
Say: To know how tall we are, we measure our height. To know how heavy we are,
we measure our weight. What things do we use for measuring? Can we use a ruler to
measure? What can we measure with it?”

41
2. sift
Say: The baker sifts the flour to separate the fine from not so fine flour. What other
things can be sifted?
3. recipe
Say: I use this recipe to cook my favorite dish. What can we read in a recipe? What
should I do to prepare the recipe correctly?
4. grown-up
Say: I am a grown-up. Your father and mother are grown-ups. The school nurse is a
grown-up. Who are the other grown-ups you know? Are you grown-up?
Activity 6
Motive Question: What lessons can we learn from the poem “Cooking in the Kitchen?”
Directed Reading Thinking Activity: “Cooking in the Kitchen”
Teacher reads the poem aloud first then the pupils later.
Day 2
Activity 7
Comprehension Check-up
A. What chore did the child learn?
What did she do in the kitchen?
B. 1. List down three reminders when cooking.
a.__________________________________
b.__________________________________
c.__________________________________
2. What other reminders can you add to the list?
a. _________________________________
b._________________________________
c.__________________________________

42
Activity 8
Divide the class into three groups for the following tasks.
Group 1. Using a newsprint/manila paper, make a paper apron. Wear it.
How can she/he make cooking easy?
What should be done to keep you safe while cooking?
Group 2. Design a poster for safety in the kitchen.
Aside from cooking, what other tasks does he/she need to do?
What makes him/her happy after cooking?
Have you ever cooked something or helped in cooking? Tell us something about it.
Group 3. Make a list or menu of food that you wish to cook. Say something about the menu.
Were you happy to do it? Why?
What other things do you like to do for your family?
Is it difficult to do these for them? Why?
Day 3
Activity 9
Read the paragraph.
Gabbie helped her mother bake their favorite cake. First, they prepared the baking tin,
spoon, bowl, and other utensils. Then, they gathered all the ingredients for the cake like flour,
sugar, butter, milk, chocolate, and some eggs. After everything was ready, they mixed all the
ingredients in the bowl. Next, Mother poured the mixture in the baking tin. Then she placed it
inside the oven. After an hour, the cake was ready. Gabbie added some icing and fruits on top of
the cake. Everybody enjoyed Gabbie’s special chocolate cake.

43
Activity 10
What did Gabbie and her mother bake?
What did they prepare before baking the cake?
What ingredients were used to bake the cake?
What did Gabbie add on the cake?
Why do you think everybody enjoyed the cake?
(Write in two columns the pupils’ answers. One column for the mass nouns and another column
for the count nouns.)
Activity 11
Teaching/Modelling
A B
cake flour
baking tin sugar
bowl milk
spoon chocolate
oven butter
eggs icing
fruits
What are count nouns?
What are mass nouns?
Name other things which cannot be counted.
Name other things which can be counted.
 Count nouns are nouns which can be counted as one or more.
 Mass nouns are nouns which cannot be counted.

44
Activity 12(Prepare a jar and a table.) Classify the nouns as count nouns and mass nouns. Place
the count nouns on the table and the mass nouns in the jar.
books chairs sauce vapor powder
water lotion cement pants tomatoes
candies paper nails soup rice
shirts hair computer boxes wire
A. Susan made a peanut butter and jelly sandwich. Number the sentences in the order a
sandwich is made.
______ Finally, she ate it.
______ Next, she spread jelly on another slice of bread.
______ After spreading the jelly, she put the two slices of bread together.
______ First, she spread peanut butter on one slice of bread.
B. What are the steps in cooking scrambled eggs? Complete the process by supplying the
missing steps.
1. Break one or two eggs in a bowl and add a pinch of salt.
2. __________________________________________________
3. Heat a little oil in the pan.
4. __________________________________________________
REFLECTION
Day 5
Sequencing of events https://www.quia.com/rd/37983.html?AP_rand=943294775

45
1. Learning to THINK: Understands quantifiers of mass nouns
2. Learning to DO: Sequences series of events of stories listened to
Use context clues to determine the meaning of unfamiliar words
3. Learning to FEEL: Appreciates learnings from stories listened to
4. Learning to COMMUNICATE: Expresses one’s thoughts, feelings, and ideas from a story read
5. Learning to INTUIT: Reflects on possible effects of good or bad communications
6. Learning to LEAD: Promotes creativity in expressing ideas
7. Learning to BE: Active young reader
Realize that the love and care of family and loved ones bring wellness and happiness.
Understand that it is not good to count the gain if there is no effort working for it
1st
QUARTER
LESSON TITLE: Giving Care, Getting Wise SESSIONS: 1-5

46
A. ESSENTIAL QUESTIONS:
What made Jackie feel better when she was sick?
What makes you get well when you are sick?
B. PROGRAMS, PROJECTS, AND ACTIVITIES TO ACHIEVE ENDSTATES
PowerPoint Presentations Directed Reading Thinking Activity Reading a Story
Audio-Visual Materials Asking Questions Related to Text Sequencing Events
Cooperative Learning Writing a Letter
Viewing
C. INSTRUCTIONAL PHASES
LEARNING ACTIVITIES
Day 1
Activity 1
Recall activity on giving directions.
1. What are the steps in washing our hands?
2. What are the steps in brushing our teeth?
3. What other reminders does your mother tell you about being clean.
Activity 2
Vocabulary and concept Development
The teacher unlocks the words in a PowerPoint presentation using pictures and gestures.
3. awful
The dead animal smells awful. It has an unpleasant smell. What word in the second sentence
gives the meaning of the word awful? What other things smell awful?

47
4. coals
My mother cooked my favorite barbecue over hot coals. What would happen if you touched
some hot coals. What phrase in the first sentence has the same meaning as “coals”?
5. fragrant
I love the fragrant smell of my mother’s perfume. It smells like fresh flowers. What other things
smell fragrant?
6. treats
My sister brought some chocolates, candies and other treats when she came back from the city.
How do you feel when you are given some treats?”
7. enchanted
Stories say that fairies live in Mount Makiling. They say that the mountain is enchanted. What
could be happening in an enchanted place?
8. porridge
My mother cooks delicious porridge especially on rainy days. She puts more water and cooks the
rice longer than usual. Then, she adds chicken and some vegetables to the porridge. My brother
likes very hot. Do you also like porridge? What do you like to eat it with?
Activity 3
Motivation
Show a picture of a sick child.
What do you notice about the girl in the picture?
How do you know that the girl is sick?
Have you ever been sick?
What made you feel better when you were sick?

48
2) ACQUIRE NEW KNOWLEDGE Day 2
Activity 4
Motive Question: What made Jackie feel better when she was sick?
Directed Reading Thinking Activity “Halo-halo Espesyal”
After reading the story, asks for predictions.
Activity 5
Group Activity (Differentiated Instruction)
Group 1: Draw Jackie’s happy place and say something about it.
Group 2: Make a food calendar of what Lola Itang prepared for Jackie.
Group 3: Make a Thank-You card for Lola Itang.
Activity 6
Who is sick?
How does she feel about being sick?
What should Jackie think of, that will make her feel better?
What is Jackie’s happy place?
What makes it a happy place?
Activity 7
Skill Development

49
Which of the six events happened first?
What happened next?
What happened last?
Activity 8
A. Recall how Lola Itang prepared the halo-halo.Arrange the steps in preparing the halo-halo.
1. Pour the milk. Add a spoonful of ube and a slice of leche flan.
2. Mix everything using a long spoon.
3. Fill half of the tall glass with the following sweets: beans, banana, nata de coco, gulaman
and jackfruit.
4. Add sugar and then fill the remaining half of the glass with shaved ice.

50
Day 3
Activity 9
A. Dragon Bite Game(Mass Noun)
https://www.turacogames.com/games/countable-and-uncountable-nouns-game-in-english/
B. This is Lola Itang’s special halo-halo. Name the ingredients of Lola Itang’s halo-halo and classify
them as count nouns or mass nouns.
Count Nouns Mass Nouns
Activity 10
Grammar (Quantifiers or counters)
Read the paragraph

51
Lola Itang is busy in the kitchen. She is busy preparing Jackie’s favorite treats. She has
just finished baking the rice cakes. Lola Itang’s rice cakes have a sprinkling of coconut
shreds. They have slices of cheese on them. Then, she cooked a pot of champorado. While
cooking champorado, she took out from the oven the ensaymada that she also baked. She
spread a teaspoon of butter and a spoonful of sugar on the ensaymada.
Lola Itang has the best haluhalo. She mixes all sorts of nice things in her glasses of
haluhalo. She puts slices of nata de coco, spoonfuls of ube jam, and slices of leche flan.
Then she adds a half cup of milk and shaved ice. The haluhalo looks delightful with its swirl
of colors.
What is placed on top of Lola Itang’s rice cakes?
What else are placed on the rice cake?
What did Lola Itang cook?
What did she spread on the ensaymada?
What food did Lola Itang prepare?
What ingredients did she put in the halo-halo?
What made the halo-halo look delightful?
Activity 11
Read the phrases.
sprinkling of shredded coconut bits of nata de coco slices of cheese
slices of leche flan a pot of champorado spoonful of ube jam
a dab of butter a half cup of milk a spoonful of sugar
shavings of ice glasses of halo-halo a swirl of colors
What kinds of nouns are in the phrases?
What words are added before the mass nouns?

52
What do these added words tell us about the mass nouns?
3) APPLY, ACQUIRED KNOWLEDGE Day 4
Activity 12
Complete the lines of the poem with the appropriate counter or quantifier. Choose the quantifier from
the box.
Today, I will bake my favorite pie.
A treat for mother and my Aunt Sie.
First, I will sift a __________ of flour.
Add a __________ of yeast. Mix and leave the dough for an hour.
Later, I will put two __________ of sugar.
A __________ of milk, I’ll be sure it’s not vinegar.
A couple of eggs would add some flavor.
A __________ of vanilla and honey would do me a favor,
Of making my pie the best that they could savor.
Activity 13
Read the story “The Milkmaid” in “popcorn” way.
Identify the main details of the story through the flower graphic organizer
Retell the story using the graphic organizer.
Quantifiers or counters are expressions of quantity. We use quantifiers to tell us how
much or how little the mass nouns are. Some quantifiers are much, many, lots of, a little
bit of, a bit of, a glass of, a kilo of, or a pound of.
spoonful cup kilo teaspoon can

53
Who
Where When
Topic
Why What
Who: Mutya the Milkmaid
When: One day
Where: Along the street, in the market
What: Mutya was thinking about what she
would buy with the money she would get
from selling milk
Why: To make her look good and be
admired by others
REFLECTION
Day 5
Assessment
A. Encircle the words with long u vowel sounds.
1. The tune of violin makes me happy.
2. The veterinarian cured the wound of the huge dog.
3. Kiko used a protractor to make sure that the angle is acute.
4. Pure honey is sweet like the pure sugar.
5. The class was amused with their beautiful muse.
B. Retell the story by sequencing the events in the chain organizer.
 One evening, Rhodora went to sleep without fixing her school things. While she was
sleeping, she was interrupted by some noise.
 Those were her school things- the bag, books, notebooks, pens, and paper. They all came
alive!
 Her school things were mad at her for not fixing them.
 Rhodora asked forgiveness from her school things and promised to take care of them.
Suddenly, she opened her eyes realizing everything was just a dream.

54
Rhodora went to sleep without fixing her school things.
Then,
Next,
And then she asked for forgiveness and promised to
take care of her school things.
Finally,

55
 Use the link for the rubrics for paragraph writing.
https://study.com/academy/popular/paragraph-writing-rubrics.html
1. Learning to THINK: Infers about feelings, traits of characters from selection read
2. Learning to DO: Composes clear and coherent sentences using appropriate possessive nouns
3. Learning to FEEL: Appreciates learning from stories
4. Learning to COMMUNICATE: Expresses one’s ideas, feelings clearly
5. Learning to INTUIT: Reflects on possible effects of good or bad communication
6. Learning to LEAD: Promotes creativity in expressing ideas
7. Learning to BE: Active young reader
Understands the importance of listening to a wise advice
Respects the feelings and thoughts of others
If you were the old man and his son, would you listen to the peoples’ advice?
How are you going to relate the poem to your own experiences?
1st
QUARTER
LESSON TITLE: Feeling Happy about Oneself SESSIONS: 1-5

56
Audio-Visual Materials Asking Questions Related to Text Writing a Paragraph
Cooperative Learning Viewing
LEARNING ACTIVITIES
Day 1
Activity 1
Show expressions of different feelings.
Ask: When do you feel happy? Sad? Excited?
Speaking Prompts:
I feel happy ……
I feel sad…
The last time I felt excited was…….
Activity 2
Activating Prior Knowledge
Who usually gives you advice?
Do you listen to him/her?
2) ACQUIRE NEW KNOWLWDGE Activity 3
The teacher unlocks the words in a powerpoint presentations using pictures and gestures.
1. fool
The man is a fool to wear a jacket on a hot summer day. People laugh at him and think he is
stupid. What word in the second sentence means the same as fool?
2. loose

57
The rope that tied the chicken got loose. So, it set itself free. What word in the second sentence
gives a clue to the meaning of loose?
3. please
Yesterday, I prepared to surprise my mother. I tried hard not to make her angry by doing all
chores. I want to please her. I want her to be happy on her birthday. What words in the fourth
sentence give the meaning to please?
Activity 4
Teacher reads the story “The Old Man, His Son and the Donkey”.
Retell the story using the story star.
Title
setting author
characters events
Day 2
Activity 5
Motive Question: Who did the old man and his son listen to?
Directed Reading Thinking Activity “The Old Man, His Son and the Donkey”
https://www.youtube.com/watch?v=bZ-auzXjwx8

58
Activity 6
Who is going to the market?
Who did they meet on their way to the market?
Did they follow the advice of the people they met on their way?
What did the people think about the man and his son?
When is it wise to listen and follow the advice of other people?
Can you infer or guess the traits and feelings of characters by what they say and do? Why?
Activity 7
Read the story “ Lion and the Mouse”
One day a lion was sleeping in the forest. A little mouse was looking for something to eat. She
ran over his paw.
The lion opened his eyes. He roared at the mouse He put his paw over her. “I will eat you,” he
cried.
“I did not know it was you,” said the mouse. “Please let me go. Someday I will help you.”
“Foolish mouse!” said the lion. “What can a little thing like you do? I am strong. How could you
ever help me?
The lion laughed, but let the mouse go. He did not think the little mouse could ever help him.
Soon after this the lion was running in the forest. He ran into a trap.
The trap was a net made of rope.
The lion tried to break the net, but the rope was strong.
The mouse saw the lion in the net, she said, “I will help you.”
It was hard to chew the strong rope. The mouse bit and chewed for a long time. At last she
chewed the rope enough so that the lion could break the net.
“You have saved my life. Thank you, “roared the lion as he walked away into the forest.
“ A little mouse can help after all,” said the mouse.

59
Choose the best word that completes the answer.
1. The lion roared at the mouse, put his paw over her and said, I will eat you.” The lion
was________.
A. playful B. powerful C. tearful
2. The mouse was ___________ the lion.
A. afraid of B. angry with C. ashamed of
3. The lion laughed and said, “I am strong. How could you ever help me?”
The lion thought that the mouse was _________.
A. foolish B. selfish C. serious
4. The lion tried to break the net, but the rope was strong. The lion felt ______
A. careless B. friendly C. helpless
5. “You saved my life. Thank you,” said the lion to the mouse. The lion was ____.
A. cheerful B. thankful C. thoughtful
Day 3
Activity 8
Grammar (Possessive Nouns)
The teacher presents the short story then tells the pupils to read.
A man wanted to sell his donkey. He needed money for his wife’s medicine who had been sick for a
week. He brought the donkey to the market. First, he went to a friend’s store
“Could you buy my donkey,” he asked.
“I’m sorry I have no use for a donkey,” the friend replied.
So, the man went to Francis’ bookshop. “Could you buy my donkey?” he asked.
“No, I have a truck that carries my goods, Francis said.
Then, he went to an old lady’s pet shop. Your donkey is too old for a pet,” complained the old lady.
As the man was looking for somebody to buy his donkey, he met the baker’s wife. “My husband is
looking for a donkey to carry the sacks of flour from the port,” she said. The man went to the baker and
sold his son’s donkey. He said, “now I have money for my wife’s medicine.”

60
What did the man want to sell?
What was the money for?
What kind of husband was he?
Where did the man go first?
Where did he go next?
Where did he go after the bookshop?
Whom did he meet?
Write the pupil’s answer on the board.
Activity 9
Read the phrases.
son’s donkey
wife’s medicine
friend’s store
Francis’ bookshop
old lady’s pet shop
baker’s wife
Say: “These are phrases that show possession.”
What do possessive nouns express?
How is the possessive noun expressed?
How are possessive nouns written?
 Possessive nouns express ownership or possession.
 To make most singular nouns show possession, add an apostrophe s. (‘s)
 For singular nouns that end with -s, add an apostrophe after s to show possession. (‘s)
 For plural nouns that end in -s, add an apostrophe after the -s to show possession. (s’)

61
Activity 10
Read the sentences. Notice the underlined words.
1. Happiness is two kinds of ice cream.
2. It is sharing a sandwich and catching a firefly.
3. Happiness is daytime and night time.
4. It is anyone and anything loved by you.
What do you notice about the underlined words?
How many words make up each word?
What two words make up the word ice cream, firefly, daytime and anything?
Does each word that makes up the compound word give a different meaning?
When combined, does the meaning of the word change?
What are compound words?
 A compound word is made up of two words. Its meaning is different from the meaning of
each word that makes up the compound word.
 Some compound nouns are made up of two short words that appear as one.
backyard grandmother wallpaper doormat
 The hyphenated compound noun is formed when two or more words are connected by a
hyphen.
commander-in-chief father-in-law
 Some compound nouns are written as two words.
lawn tennis water lily fairy tale

62
Activity 11
A. Read the poem. Identify the compound nouns.
My house is at the hillside
Where a tree nearby has a beehive
One day, a careless passerby
Bumped into it and let the bees fly
Why he did it
I don’t know why.
Activity 12
Match the community helpers with their possession. Write the correct form.
pen writer ______________
net vendor ______________
bible drive ______________
license priest ______________
basket fisher ______________
Change the underlined phrase to show ownership or possession.
1. The bike of Kobi was bought by his father.
2. The doll of my sister was a gift from her grandmother.
3. The basketball of my cousin got lost yesterday.
4. The toy house of the twins looks exciting.
5. The toy car of Jess is new.
Activity 13
Form compound words from the word pairs.
https://www.turtlediary.com/worksheet/forming-compound-words.html

63
REFLECTION
Day 5
Assessment
A. Identifying feeling or traits of characters from selection read.
https://www.proprofs.com/quiz-school/quizshow.php?title=character-traits-quiz-1&q=1
B. Teacher presents a video poster. Write a paragraph about it. Use possessive nouns and
compound words. Be ready to share it with the class.

64
Area of Assessment Very Good
4 (points)
Good
3 (points)
Fair
2 (points)
Poor
1(point)
Score
sentence
Adequate main idea
sentence
Weakly stated main
idea
weakly restated in
closing sentence
Unclear main idea
not restated in closing
sentence
Supporting sentences Three or more
supporting
sentences per
paragraph
Two supporting
sentences per
paragraph
One supporting
sentence
per paragraph
No supporting
sentences
Grammar Few, if any, errors Several errors that
do not interfere with
meaning
Many errors that
interfere with meaning
Many errors that
make it illegible
https://study.com/academy/popular/paragraph-writing-rubrics.html

65
1. Learning to THINK: Writes a letter of apology
2. Learning to DO: Identifies and uses concrete and abstract nouns in sentences
Reads words with /sh/, /ch/, /k/, and /sh/
3.Learning to FEEL: Appreciates the bravery shown by the character in the story
4. Learning to COMMUNICATE: Expresses one’s ideas, feelings clearly
5. Learning to INTUIT: Understands the importance of listening to get meaning and context of clues
6. Learning to LEAD: Promotes creativity on the use of language to express one’s self
7. Learning to BE: Creative writer
Shows determination to realize one’s dream
Respects the opinion of others
1st
QUARTER
LESSON TITLE: Fun Outside SESSIONS: 1-5

66
What will you do to achieve your dream/ambition?
If you meet challenges along the way, will you give up? Why?
Audio-Visual Materials Asking Questions Related to Text Writing a letter
LEARNING ACTIVITIES
Day 1
Activity 1
Activating Prior Knowledge
What comes to your mind if you see the word seashore?
What are the things that you can see in it?
SEASHORE

67
Activity 2
Show: picture/illustration of seashore/sea/ocean
https://www.featurepics.com/online/Sea-Side-View-Picture136088.aspx
https://www.gograph.com/clipart/family-picnic-gg82999339.html
picture/illustration of a family who will have a family picnic at the beach and tell a story about
it. Present the vocabulary words in cards while telling the story.
Read the words. Figure out the meaning of these words/phrases as used in the sentences.
journey decided seashore bruised and bloodied
Activity 3:
Motive question: You are going to listen to a story about a mouse who wants to go to the seashore.
Will it be easy for him to reach the seashore?
Directed Reading Thinking Activity “Mouse at the Seashore”. Refer to TG p. 76
It was summer. The Solomon family wanted to go on a journey. Dad wanted to go to
Cebu. Mom wanted to go to Bohol. Mark and Benedict wanted to go to Boracay. They love
going to the ocean.
In the end, the family decided to go to Boracay. They went to the seashore right away.
The sand on the beach was fine and white. There were boats with white sails on the blue sea.
Mark built a sand castle. Benedict decided to ride a bike but he bumped into a rock and
fell. He got all bruised and bloodied.
Benedict was sad. He could not swim that day.

68
Activity 4
Comprehension Check
Who was going on a trip to the seashore?
What did his parents say?
Did he still push through with his plan? What did he say to his parents?
What happened to him on his journey to the seashore? What happened in the first
light of dawn? What happened by afternoon?
When and how did he reach the ocean he has been dreaming to see?
What kind of mouse is he? If you were the mouse, would you take same action as
he did? Why or why not?
What have you learned from the story “The Mouse at the Seashore”
Do you have a dream/an ambition in life? What is it?
What will you do to achieve your dream/ambition?
If you meet some challenges along your way, will you give up? Why? Why not?
2) ACQUIRE NEW KNOWLEDGE Day 2
Activity 5
Group Activity Using Differentiated Instruction
Group 1: Draw Me
Draw a beach/sea and say something about it
Group 2: I See
Write the things that you can see in a beach/sea and show them to the class.
Group 3: My Checklist
Draw and write a checklist of the things you might bring when going on a picnic
at the beach.Explain the reason of bringing these things.
Group 4: Listen To Me
Write a letter of advice to your sibling/friend if he will go to the beach one day.

69
Activity 6
Compare how the following words are pronounced
Listen as the teacher reads the word. Then, read after the teacher.
/sh/ /ch/ /k/ /sh/
shore change choir chemise
wish church chorus chic
shoreline chores choral parachute
shell children chaos chandelier
shop chant school Chantal
shepherd chart schedule Chicago
Activity 7
Read the phrases and underline the words with sh and ch properly. Tell whether the word has /ch/,
/k/, and /sh/ sound.
a wide shoreline wish for the best
change for the better a good shepherd
studious children a hectic schedule
a choir of angels an old church
a parachute ride a beautiful school
Activity 8
Independent Practice
Divide the class into 3 groups. Ask each to have a presentation by reciting the chosen poem.

70
Day 3
Go back to the story. Ask few questions to check pupils’ skill in recalling/retelling details of the story.
Read the words inside the box.
What do you call these words?
The “Ch” Food Song
I like cheese, yes, I do.
And my tummy loves it too.
I like cherries, yes I do.
I like Chinese food, yes, I do.
I like chicken, yes I do.
Shiela Sells Seashells
Shiela sells seashells
by the seashore.
The shells that she sells
are seashells, I’m sure.
So, if she sells seashells
by the seashore,
I’m sure that the seashells
are seashore shells.
Shakira Shepherd
Shakira Shepherd counted sheep:
One sheep, two sheep, three sheep four,
Shuffling through her bedroom door.
And when she drifted off the sleep,
She dreamed of those four shaggy sheep:
One sheep, two sheep, three sheep, four,
Eating shortcake off her floor!

71
Which nouns can be seen, heard, smelled?
Which word can be felt?
Activity 10
Identify the underlined words as to concrete noun or abstract nouns.
1. Teach the young ________ to work in the house.
2. Tropical cyclones are sometimes called ________.
3. _________ is the best policy.
4. Don’t let your mother do all the household _________.
5. The wild cat wanted a bigger mouse for its __________.
6. The waves from the Pacific race hug the _________.
7. If you have _________ in God, then everything will be fine and wonderful.
8-9. If you don’t want to receive any material think for Christmas, all I want are _________ and
_________.
10. Be sure to catch the _________ that I’m going to throw.
Activity 11
Have you seen an ark? Have you heard the story of Noah?
https://www.youtube.com/watch?v=QAsfOcGjgoM
beach mouse
cat tree
dogs peace
lunch typhoons children chores honesty
faith shores peace ball happiness

72
1. If you were Noah, would you build an ark? Why or why not?
2. What would have happened if Noah did not obey God’s will?
3. Have you ever disobeyed an elder? What did you feel? What did you do?
Activity 12
What are the parts of a letter of apology?
What are the important words to be used in making a letter of apology?
How do you write a paragraph?
How do you start a stanza?
Activity 13
Guided Practice in Making a Letter of Apology
Activity 14
A. Read the sentences and underline the words with /sh/ and /ch/ sound.
1. I was fascinated by the wide white shoreline I’ve seen in Boracay island.
2. There is also an old church located in the place.
3. I love to watch a parachute ride by a group of experts.
4. Chantal took photographs of schoolchildren inside their beautiful school.
5. We had a hectic schedule on that day yet it was fun and enjoyable.
Noah is one of the most obedient men that had ever lived. Do you know why? God ordered
him to make an ark and he followed obediently. Building an ark was a difficult thing to do
during that time, but Noah obeyed because he loved God and he knew God didn’t want him to
be disobedient.

73
B. Tell whether the underlined word is an abstract noun or concrete noun.
1. I will bring a glass of milk and cookies for my morning snacks tomorrow.
2. A new baby brings joy to a family.
3. “Juan Tamad” is a story that speaks of the laziness of the main character.
4. Courtesy and discipline should be observed when we go to sacred places.
5. The team Gilas Pilipinas won a trophy for being the first runner-up during the FIBA Asia
Championship 2013 competition.
REFLECTION
Day 5
Activity 15
A. Identify whether the word is an abstract or concrete noun.
https://www.mrnussbaum.com/nouns/abconc/
B. Write a letter of apology to your parents saying how sorry you are for disobeying them.

74
PRODUCT-BASED ASSESSMENT RUBRIC FOR LETTER WRITING
https://www.rcampus.com/rubricshowc.cfm?code=V27X97&sp=yes&
TRAIT Very Good (5) Good (3) Fair (1)
Organization
Excellent and very detailed
description of what you are
apologizing for (3 ideas)
Letters are organized well and
easy to follow.
Good description of what you
are apologizing for(3 ideas).
Less detailed
Letter is a little bit hard to
follow.
Does not flow as well
Poor description of what you
are apologizing for. No details.
Letter is hard to follow
Spelling/ Punctuation No spelling mistakes and good
use of punctuation
A few spelling mistakes and a
few punctuation errors
A lot of spelling mistakes and
little use of punctuation.
Creativity Excellent use of creativity. Ideas
are learners own and they use
them well
Ideas are learners own but
could use a bit of creativity to
make writing exciting
No creativity. Sentences are
basically from the book.

75
1. Learning to THINK: Constructs clear and correct sentences in forming paragraphs
2. Learning to DO: Reads words, phrases and poems with diphthongs oy, ow, and oi with accuracy
Use collective nouns properly
3. Learning to FEEL: Values tact and consideration of other’s feelings
4. Learning to COMMUNICATE: Expresses one’s ideas, and feelings clearly
5. Learning to INTUIT: Understands the importance of listening to get meaning and context clues
6. Learning to LEAD: Promotes creativity In the use of language to express one’s self
7. Learning to BE: Confident pupil
Expresses thoughts and feelings openly
Understand that being friendly is a good trait to develop
Realizes that bad ways can be developed
Respects the opinions of others
1ST
QUARTER
LESSON TITLE: Caring for the World SESSIONS: 1-5

76
What can you do to take care of your environment?
LEARNING ACTIVITIES
Day 1
Activity 1
Show a picture. Let pupils talk about it.
Have you been to a beautiful place?
Can you describe the beautiful place you have been to?
Activity 2
a. enchantress
“Maria Makiling is known enchantress of Mount Makiling. It is said that she casts bad
spells to people who destroy the mountain. These people either get lost or sick She also
casts good spells to good people. She does magical things. What words in the previous
sentences above can we associate with the word enchantress. Can ordinary people do
this?

77
b. brat
Lino is a spoiled brat. He disobeys his parents. He does things his parents do not like him to
do. When he wants something, he wants to get it by all means. Do you know of anyone
who is a brat? Is it good to be a brat?
c. wreck
Very strong winds can wreck a house. It can destroy an entire field and even a big village.
What word in the sentence is a synonym of wreck?
d. littering
Some people litter the ground. They grow garbage anywhere. What do we mean by
littering? Is it a good deed? Why? Why not?
2) ACQUIRE NEW KNOWLEDGE Activity 3:
Motive question:
How does Ema’s place look like?
Directed Reading Thinking Activity
“Ema the Enchantress and the Three Brats”
Complete the story wheel with the details from the story listened to
Who are the characters in the story?
When did the story happen?
Where did the story happen?
What is the conflict/problem in the story?
How was the problem solved?
TITLE
When
Who Where
Why
What

78
Day 2
Activity 4
Group 1:
Draw Ema‘s garden
Group 2:
. Make a “wanted” poster for the three brats. Describe what each of them did to
Ema’s garden
Wanted Wanted Wanted
Pat Kalat Pol Putol Paz Waldas
Group 3:
Show a charade of how the three brats reacted and felt when they were punished
by Ema the Enchantress.
. Group 4:
Write an open letter about taking care of the environment
Activity 5
Discuss/Ask questions as they present their group work.
Day 2
Activity 6
Listen as the teacher reads the paragraph. Notice how he,she pronounces the words in boldface.
Pol Putol is a big boy. He is one of the three brats. Instead of playing with toys, he destroys
things around him. He cuts trees in a row.
He does not know about taking care of the environment. He does not show concern for it.
One day, he learned a big lesson. He started to change his ways. He no longer spoils other
people’s days. People smile at his ways. He now enjoys being with people. He has learned to
help Mother Earth grow trees.

79
Activity 7
Reading Diphthongs
Teacher presents diphthongs then tells the pupils to read the words.
/oy/ /ow/ /oi/
boy row spoil
enjoy know voice
toy show choice
Roy grow soil
The teacher discusses on diphthongs.
Activity 8
Read aloud the sentences. Pronounce the words with oy, ow, and oi sounds correctly.
1. Roy, the young boy, has a new toy car.
2. Show your smile to everyone.
3. Poy told his friends that she has seen a long row of trees.
4. Now you can make a choice to join our club.
5. Plants grow well in fertile soil.
What words in the sentences have oy, ow, and oi sounds?
What other words have oy, ow and oi sounds?
Activity 9
Have you seen a group of flies?
Have you also seen a group of ants?
What have you noticed with these groups of creatures?
Activity 10
Reading the story. Refer to LM p 78.

80
Activity 11
Answer the following questions:
1. Why is it important to be united in times of emergency?
2. What could have happened if the ants did not cooperate with the King?
3. Are you cooperative? How do you show it?
Activity 12
Teaching/Modelling
Read the poem again and try to look at the underlined words. What do you call these
words?
What is a collective noun?
Activity 13
Reading of collective nouns
an army/battalion of ants a flock of tourists/guests
a set of dishes a flock of birds
a swarm of bees a bouquet of roses
a parliament of owls a tribe of monkeys
a chain of mountains/islands a school of fish/whales
Activity 14
Grammar (Collective Nouns)
Read the words inside the box. Use the collective nouns to complete the paragraph below.
 A collective noun refers to a group or a whole unit of persons, animals, places,
or objects.
 Squadron, battalion, band, and choir are examples of collective nouns.

81
audience crowd choir band troupe
A big ________ of people were in the open theater in the Rizal Park. They were watching a
musical performance. Everyone in the __________ was so quiet as the ________ of musicians
played a lilting number. This was followed by some songs sung by a ________ of singers. The
dance ________ presented some folk dances. All the numbers were well-applauded. The people
enjoyed the show.
The teacher discusses collective nouns.
Activity 15
Fill in the blanks with the appropriate collective nouns.
1. a _________ of lions
2. a _________ of oxen
3. a _________ of cattle/goats
4. a _________ of gorillas
5. a _________ of soldiers
REFLECTION
Day 5
Assessment
A. Identify the collective noun in each sentence.
https://www.turtlediary.com/game/choose-correct-collective-noun.html
B. Write a paragraph about the importance of taking care of the environment.

82
Areas of Assessment A
(4 pts.)
B
(3 pts.)
C
(2 pts.)
D
(1 pt.)
Ideas Present ideas in an original
manner.
Present skills in a consistent
manner.
Ideas are too general. Ideas are vague or unclear.
Organization Strong and organized
beg./mid./end.
Organized beg./mid./end. Some organizations attempt
at a beg./mid./end.
No organization by
beg./mid/.end.
Understanding Writing shows strong and
understanding.
Writing shows clear
understanding.
Writing shows adequate
understanding.
Writing shows little
understanding.
Word Choice Sophisticated use of nouns
and verbs.
Make essay very
informative.
Nouns and verbs make essay
informative
Needs more nouns and
verbs.
Little or no use of
nouns/verbs.
Sentence Structure Sentence structure
enhances meaning.
evident, sentences mostly
flow.
limited, sentences need to
flow.
No sense of sentence
structure or flow.
Mechanics Few ( of any errors) Few errors Several errors Numerous errors
https://www.thoughtco.com

83
1. Learning to THINK: Uses the simple present tense of verbs
2. Learning to DO: Constructs clear and correct sentences in forming paragraphs
Reads with accuracy words, phrases, poems, and sentences with the silent letters h, gh
3. Learning to FEEL: Values tact and consideration of other’s feelings
4. Learning to COMMUNICATE: Expresses one’s ideas, and feelings clearly
5. Learning to INTUIT: Understands the importance of listening to get meaning and context clues
6. Learning to LEAD: Promotes creativity on the use of language to express one’s self
7. Learning to BE: Polite reader
Expresses thoughts and feelings openly
Understands the value of eating nutritious foods
Respects the opinions of others
1st
QUARTER
LESSON TITLE: Helping Around SESSIONS: 1-5

84
C. ESSENTIAL QUESTIONS:
What is the importance of good health?
D. PROGRAMS, PROJECTS, AND ACTIVITIES TO ACHIEVE ENDSTATES
LEARNING ACTIVITIES
Day 1
Activity 1
Phonics Drill – words with silent letters h and gh
Read the following words with silent letters h and gh
Words with silent letter gh Words with silent letter h
eight honor
weight honors
height honorable
sight honest
delight honesty
bright heir
fright hour
thoughtful heirloom

85
Activity 2
a. Nutritious food
(through pictures) - Show some pictures of go, grow and glow foods
Say: “Do you eat these foods? These are nutritious foods. They make us
healthy and strong.
Ask: What are the health benefits of eating nutritious foods?
b. Junk food/processed food
Show pictures of junk/processed foods
Say: Do you eat/drink this food? These are junk food/processed food.
Eating junk/processed foods will make you sick. They are not good for
your health.
c. Hospital
Show a picture of a hospital. What is the importance of a hospital in the community?
Say: “A hospital is a place where sick persons are brought.”
Ask: What care is given to sick persons in a hospital?
Activity 3
Complete the story by choosing the words below.
nutritious food junk food processed food hospital
Mother prepares ______ for my snacks. These are boiled bananas, a bottle of milk, and slices
of mango. She doesn’t like to give me money as my baon. She knows that I will buy _______ from
the store. She doesn’t prepare ______ either. Based on her experience, eating processed food
like tocino, ham and hotdog has once put her life in danger. She had a kidney problem and was
confined in the __________ for a week. She promised not to eat those food anymore.

86
2) ACQUIRE NEW KNOWLEDGE Activity 4
Motive question:
. What food and drinks make one sick?
Directed Reading Thinking Activity “A Lesson for John Benedict”
Activity 5
1. What did John Benedict bring to his mother and his father when he arrived home from the
school?
2. What happened to him one day?
3. What did the doctor do to find out the cause of his sickness?
4. Why did he have to stay in the hospital?
5. What happens if you continue eating junk food?
6. What kind of food should children eat everyday?
7. What kind of food should you eat to stay healthy?
Day 2
Activity 6
Group 1: “Draw Me”
Say: Do you know some nutritious food you need to eat? List them names in your notebook. Draw
them and tell why you like to eat them.
Group 2: “Lights….Camera….Action!”
Say: What is the difference between a healthy child and a sickly child? What things can a healthy
child do that a sickly child can’t?”
Act out how a healthy child and a sickly child move.

87
Group 3: “Tell Me and I Will Listen”
“If you had the chance to talk to John Benedict when he still ate junk food, processed food, and
drank soft drinks, what would you tell him?
.
Activity 7
Poem Reading
Identify the words with silent letters h and gh
Questions:
1. What kind of girl is Haira?
2. Why do you say he is honest?
3. If you find something, are you going to return it? Why?
4. What did Haira do to the wallet?
5. Where did Haira go when she found a wallet?
6. What did the police say to her? What did she tell the police?
7. What did she want the police to do with the wallet she found?
8. If you were Haira, would you do the same thing? Why? Why not?
Day 3
Activity 8
Read the sentences.
a. He recites poems that he learned in school.
b. They go to the hospital for a medical check-up.
c. He gets weaker and weaker every day.
d. The doctor shakes his head slowly.
e. I always buy those food near my school.
Read the underlined words.
What do you call them?
What is a verb?
What should we remember when using the present tense of verbs?

88
Activity 9
Guided Practice
A. Read the sentences. Identify the subject and the verb in each item.
1. John Mark cleans his feet before going to bed.
2. He thanks God for all the blessings he receives.
3. His mother reads him his favorite story until he falls asleep.
4. He wakes up early in the morning.
5. He eats his breakfast with his family.
B. Read the following sentences. Write the subject and the verb in each sentence in the
correct column.
1. The pupils conduct a research on the life cycle of a mosquito.
2. They also study the metamorphosis of a butterfly.
3. They compare the transformational growth of these two insects.
4. They like to present their research study systematically.
5. Rence and Marifer volunteer to represent their group.
Singular Subject Singular Verb
1. John Mark cleans
 Verbs are action words.
 We use the s-form of the verb with singular subjects.
 We use the base form of the verb with plural subjects.

89
Plural Subject Plural Verb
1. pupils conduct
3) APPLY ACQUIRED KNOWLEDGE
Day 4
Activity 10
A. Underline the correct verb form in each sentence.
1. Vince (eat, eats) his breakfast at exactly six o’clock in the morning.
2. He (drink, drinks) a glass of milk every day.
3. He (ride, rides) his new bicycle to school.
4-5. As he (arrive, arrives) in school, he (go, goes) directly to the classroom and puts his bag
on his chair.
B. Choose the sentence that is correctly written.
1. Jenny takes her breakfast before going to school.
Jenny take her breakfast before going to school.
2. She wear clean clothes and shoes.
She wears clean clothes and shoes.
3. She walks together with her friend Yanjel to school.
She walk together with her friend Yanjel to school.
4. They share their snacks with each other.
They shares their snacks with each other.
5. The girls also eat lunch together in their school canteen.
The girls also eats lunch together in their school canteen.

90
C. Answer the following questions.
1. Who teaches the children?
2. Who cleans the room?
3. Who wipes the dirt off the table?
4. Who reads their Science books?
5. Who arranges and fixes the chairs properly?
REFLECTION
Day 5
Activity 11
Write a five-sentence paragraph using the present tense of verbs.

91
4 3 2 1 Score
sentence.
Adequate main idea
sentence.
Weakly stated main
closing sentence.
restated in closing
sentence.
per paragraph.
Two supporting
sentences per
paragraph.
One supporting
sentences per
paragraph.
No supporting
sentences.
not interfere with
meaning.
Many errors that
it illegible.
https://study.com

92
QUARTER PLAN
2nd Quarter
SUBJECT: ENGLISH LEVEL: GRADE 4
UNIT TITLE: Science and Nature TOTAL NUMBER OF SESSIONS: 45
I. TOPIC COVERAGE:
Lesson 1: Big or Small, Animals All Around
Lesson 2: Making a Difference
Lesson 3: Fun in the Rain
Lesson 4: At the Countryside
Lesson 5: Friendly Creatures
Lesson 6: A Place to Remember
Lesson 7: On Earth and Under the Sea
Lesson 8: Forest Adventures
Lesson 9: All about Life
II. CONTENT STANDARDS: The learner listens critically to various text types and expresses ideas accurately in both oral and written forms;
demonstrates confidence in the use of the language to meet every day needs; and reads independently and gets relevant information from
various text types.
III. LEARNING ENDSTATES FOR THIS UNIT:
A. Academic
1. Learning to THINK: Understands basic communication ideas and skills as ways of expressing self through oral and written forms
2. Leaning to DO: Constructs letters, paragraphs, outlines, and news reports
3. Learning to FEEL: Appreciates the importance of learning sentence structures in expressing thoughts and idea
4. Learning to COMMUNICATE: Expresses the importance of using courteous expressions in communication
5. Learning to INTUIT: Sees the importance of using the English language correctly
6. Learning to LEAD: Promotes creativity in the use of language to express one’s self
7. Learning to BE: Courteous Child

93
1. HOW WILL THE LEARNING PROMOTE
ETHICAL FORMATION: Expresses love for stories and other texts
SOCIAL RESPONSIVENESS: Realizes the importance of helping others
Appreciates the messages of the poems/stories read
IV. ACHIEVING THE ENDSTATES OF THIS UNIT
A. Essential Questions for this Unit
What lesson did you learn from the story?
How can you relate the lessons to your own experiences?
In what ways do you show love and compassion to others in times of difficulties?
B. Materials, Methods, and Activities to Achieve the ENDSTATES
Materials Methods Activities
Competencies Based on Curriculum Guide Cooperative Learning Reading a Poem
Strategies and Stories from the Teacher’s
Manual
Directed Reading Thinking Activity (DRTA) Writing a Letter/Paragraph
Learning Materials in English 4 Asking Questions Related to Text Noting Details from a News Report Listened to
PowerPoint Presentations Answering Wh-Questions Correct Usage of Pronoun with its Antecedent
News Articles Classifying Related Words Identifying Words with Affixes
Flash Cards Acting Out/Dramatization Recitation of a Given Part of a Poem
Creating Origami
Phonics Drill
Art Activities
Outlining a Paragraph
Word Puzzle
Writing a Slogan
Peer Sharing Activity

94
C. Performance/Product Outputs
1. Letter-Writing
2. Writing a Paragraph
3. Art Activities/Origami
4. Outline-Writing
5. Story-Retelling
6. Slogan
7. News-Writing
V. CHUNKING/OUTLINING THE UNIT
Lesson 1: Big or Small, Animals All Around (Week 1)
 Listening Comprehension: Identifying supporting details from a text listened to
 Oral Language: Restating and retelling information from a text listened to
 Vocabulary Development: Identifying meanings of unfamiliar words through structural analysis (compound words and their components:
one-word compound (backyard), two-word compound (security guard), hyphenated compound word (sister-in-law)
 Reading Comprehension: Identifying the important story elements such as setting, character and plot
 Oral Reading Fluency: Reading with automaticity grade level frequently occurring content area words
 Study Strategy: Arranging 8-10 words with different beginning letters in alphabetical order
 Grammar: Identifying and using personal pronouns in sentences
 Writing Composition: Writing sentences following correct mechanics of capitalization and punctuation
 Attitude towards literacy, literature and language: Demonstrating respect for the ideas, feelings, and culture of the author of the text
listened to
Lesson 2: Making a Difference (Week 2)
 Listening Comprehension: Noting details from news reports/selections listened to
 Oral Language: Answering wh-questions based on new reports/selections listened to/read

95
 Study Strategy: Classifying related words, ideas, and concepts according to certain characteristics and similarities
 Grammar: Using personal pronouns
- Using the pronoun that agrees in gender, number with the antecedent
 Attitude towards literacy, literature, and language: Demonstrating respect for the ideas, feelings and culture of the author of the text read
or listened to
Lesson 3: Fun in the Rain (Week 3)
 Listening Comprehension: Noting details by asking/answering questions about a story/poem listened to
 Oral Language: Listening to and answering questions about a story read/listened to
 Reading Comprehension: Identifying the important story elements such as setting, character and plot
Inferring the moods or feelings of the character based on what he/she says or do
Reading words that end with -s correctly
 Grammar: Identifying and using the s-form of the verb
 Writing Composition: Writing a friendly letter following the correct format
 Attitude towards literacy, literature and language: Listening attentively and reacting positively
Lesson 4: At the Countryside (Week 4)
 Listening Comprehension: Following a set of three-to-five step directions
 Oral Language: Giving three-to-five-step directions
 Vocabulary: Using context clues to get the meaning of difficult words
 Reading Comprehension: Making a two-point sentence outline
 Fluency: Reading with automaticity grade level content area words
Reciting a poem with expression
 Grammar: Using the present form of verbs that agree with the subject
 Writing Composition: Writing a two-point sentence outline
 Attitude towards language literacy: Expressing love for stories and other texts

96
Lesson 5: Friendly Creatures (Week 5)
 Listening Comprehension: Responding to a story through dramatization, songs or art activities
 Oral Language: Relating story events to one’s experience
 Vocabulary Development: Using prefix and root words as clues to get meanings of words
 Reading Comprehension: Giving possible endings to stories
 Fluency: Reading with automaticity grade level frequently occurring content area words
 Study Skill: Following instructions carefully on a text
 Grammar: Using possessive pronouns
Using pronouns that agree in gender with their antecedents
 Writing Composition: Outlining a paragraph with an explicitly given main idea
 Attitude towards Literacy, Literature and Language: Taking part in creative responses to stories like preparing logs, journals and other oral
presentations
Lesson 6: A Place to Remember (Week 6)
 Listening Comprehension: Inferring traits of characters from what they do or say in a story listened to
 Oral Language: Reacting to what the character said/did in the story listened to
 Vocabulary: Using prefixes and root words to get the meaning of words
 Reading Comprehension: Predicting outcomes of events in the story
 Fluency: Reading grade four text using correct intonation and expression
 Grammar: Using the correct form of the verb that agrees with the subject in number
Using the correct time expression for an action in the present
 Writing Composition: Writing a paragraph based on a two-level sentence outline
 Study Skills: Filling-out forms giving appropriate information
Lesson 7: On Earth and Under the Sea (Week 7)
 Listening Comprehension: Giving a possible ending to a story read
 Oral Language: Retelling the best-liked part of a story heard
 Reading Comprehension: Inferring feelings and traits of the characters in a story read

English Grade 4_WBLS Content pages.pdf

English Grade 4_WBLS Content pages.pdf

Recommended

Recommended

More Related Content

Similar to English Grade 4_WBLS Content pages.pdf

Similar to English Grade 4_WBLS Content pages.pdf (20)

Recently uploaded

Recently uploaded (20)

English Grade 4_WBLS Content pages.pdf