This document contains information about an English teacher's guide for grade 4 published by the Department of Education in the Philippines. It provides details on the copyright status of the materials in the guide as well as the development team that created it. The guide cannot be fully copied without permission, but educational institutions that have an agreement with the copyright organization FILCOLS may copy from it.

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English – Grade 4
Teacher’s Guide
First Edition 2015
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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
seeking permission to use these materials from their respective copyright owners.
All means have been exhausted in seeking permission to use these materials. The
publisher and authors do not represent nor claim ownership over them.
Only institution and companies which have entered an agreement with
FILCOLS and only within the agreed framework may copy from this Teacher’s Guide.
Those who have not entered the agreement with FILCOLS must, if they wish to copy,
contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:
Felicitas Pado, PhD Ofelia Flojo, PhD
Nemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhD
Authors:
Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. Datuin
Victoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. Importante
Valeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. Ganggangan
Ms. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva
Layout Artists:
Camille Francesca Mondejar Ezekiel Quijano
Cheradee B. Lumitap Matthew Daniel V. Leysa
Printed in the Philippines by Vibal Group, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor, Mabini Building, DepEd Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
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ENGLISH GRADE 4
UNIT 1
PRE-ASSESSMENT
TABLE OF SPECIFICATIONS
Domains Competencies Test Placement No. of Items
LC
Note details in selec-
tions listened to:
Identify
-characters
-setting
-plot
Test I. 1, 5-7 4
Sequence a series of
events from stories
listened to
Test I. 2, 4 2
Infer about feelings,
traits of characters in
selections listened to
Test I. 3 1
OL
Speak clearly using
appropriate pronunci-
ation and intonation
-poems
-chants
-rhymes
-riddles
Test III. 4-6 3
Express ideas clearly
-sharing a story, news
about the family
-show and tell
Give oral directions
V
Use context clues
(synonym) to find the
meaning of unfamiliar
words
Test. II. 10 1
Use context clues
(antonym) to find the
meaning of unfamiliar
words
Test II. 18 1
Use context clues
(definition) to find the
meaning of unfamiliar
words
Test II. 1 1
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RC
Analyze a narrative in
terms of its character,
setting and plot
Test II. 36 1
Sequence events in
literary texts
Test II. 2 1
Infer about feelings,
traits of characters
in selections read /
listened to
Test II. 20 1
Make inferences and
draw conclusions
based on a literary or
expository text
Test II. 19 1
F
Read words, phrases,
poems and stories
with long vowel
sounds
-long a
-long e
-long i
-long o
-long u
Test II. 3
Test II. 21 2
Read words, phrases,
poems and stories
with compound words
Test II. 4 1
Read words, phrases,
poems and stories
with digraphs with
accuracy
-sh
-ch /sh/, /ch/, /k/
Test II. 22 1
Read words, phrases,
poems and stories
with diphthongs with
accuracy
-oy
-ow
-oi
Test II. 14-17 4
Read words, phrases,
poems and stories
with
silent letters with
accuracy
Test II. 5 1
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SS
Locate information us-
ing print and non-print
sources
Arrange words with
the same first letter
but a different 2nd
letter in alphabetical
order
Test II. 6, 23 2
Use graphic organiz-
ers to show under-
standing of texts
Test II. 11 - 13 3
G
Plural form of regu-
lar nouns / irregular
nouns
Test II. 7, 24 2
- Mass and Count
Nouns
Use quantifiers of
mass nouns
Test II. 8 1
Use possessive nouns
Compose clear and
coherent sentences
using appropriate
grammatical struc-
tures:
-present tense of
verbs
Test II. 9
Test II. 25
1
1
WC
Write 2-3 sentences
about the characters,
setting or events in
a story listened to or
read
Test III. 1-3 3
Write 2-3 step direc-
tions using signal
words
Test III. 7-10 4
Write different forms
of simple composi-
tion as a response to
stories/poems read or
listened to
-notes/letters
-Descriptive para-
graph
-another ending to a
story
TOTAL 43
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QUARTER 1
PRE-ASSESSMENT
Test I. Listening
Listen as the teacher reads a story. Then, answer the questions that follow.
Choose the letter of the correct answer.
1. What does Gamba love to do most?
a. painting b. weaving c. dancing d. gardening
2. What happened first before Gamba turned into a spider?
a. She weaved threads into cloth.
b. She sewed dresses for other people.
c. She got angry at her mother.
d. She went to buy some threads.
3. Gamba never stopped working and weaving. This statement would give us an
idea about Gamba. Which of this words best describes her?
a. diligent b. lazy c. thrifty d. respectful
4. Which event could have happened if mother had not sewn the torn curtain?
a. Gamba would have sewn it herself.
b. Gamba could have changed the curtains into a new set of curtains.
c. Gamba could have bought a new curtain.
d. Gamba could have done the sewing better than her mother.
1-7. Draw the part of the story where Gamba turned into a spider.
The First Spider
A long time ago, a young woman named Gamba was very good pinning
threads to turn them into cloth, weaving it to create dresses. She would finish
the dress in no time, always being of the best quality and take more orders right
away.
Gamba never stopped working and weaving. She was so absorbed with
her weaving tools, that she even put more importance of them than her mother.
Her mother was worried about her.
One day, Gamba went to town to get new threads. Meanwhile, her
mother noticed the torn curtain she asked Gamba to sew was not done yet. She
thought that Gamba neglected her errand. So she took a needle and a thread
from her daughter’s sewing tools to fix it herself.
When Gamba came back and noticed that her mother used her sewing
tools, she got mad and confronted her. It offended her mother and to her anger
she said, “If you care nothing but weaving, even more than I your mother, may
you be weaving all throughout your life.”
Seconds after her mother said this, Gamba turned into a weaving insect.
With much regret, her mother called the weaving insect “Gagamba”.
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Rubrics for drawing
3 – drawing shows creativity and exact idea of the story
2 – drawing shows creativity but provides incomplete idea of the story
1 – drawing lacks creativity and inaccurate idea of the story
Test II. Reading Comprehension
Read the following story. Answer the questions that follow.
Choose the letter of the correct answer.
1. The girl is a trainee. She is learning how to become a good weaver.
Which word is similar to the word trainee?
a. skillful b. learner c. expert d. practiced
2. Which event happened before the girl thought of making the leather as
her dress?
a. The girl sewed the leather into a dress.
b. The goddess asked the girl to make a dress.
c. The leather stuck to the girl’s skin.
d. The girl turned into a monkey.
3. All, except one, has a long e vowel sound. Which is the word?
a. beat b. weave c. find d. trainee
4. Which compound word can be formed out of the words line and clothes?
a. lineclothes b. lines of clothes c. clotheline d. clothesline
5. Read the sentence and choose the word read with silent letter.
a. young b. girl c. make d. idea
6. In this series of words, which word should come after cotton: car, cotton,
clean, cut, cry?
a. cry b. clean c. cut d. car
The young girl had no idea how to make a dress out of cotton.
The Legend of the Monkey
Once there was a young girl who lived in the forest and was a trainee of
the Goddess of Weavers. One day, the Goddess called the girl and asked her
to make a dress made of cotton. The young girl had no idea how to make it. So
the Goddess explained that she has to clean the cotton, beat it, spin it, weave it
into cloth, cut it and finally sew it.
But the girl was lazy and thought that making a dress out of the cotton
was a lot of hard work. So she thought of an easier way. She took the leather
cloth which is used to beat the cotton and wore it. She also thought that the
leather would last longer than the cotton.
When the Goddess asked the girl to show her the dress, she got furious
to find out what the girl did. So she punished her by making the leather stick to
her skin and beat her with a wooden stick which became her tail.
And the girl became the first monkey.
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7. Which is the plural of monkey?
a. monkies b. monkey c. monkeys d. monkeyses
8. Which expression could tell plural of sugar?
a. a pocket of b. a teaspoon of c. a houseful of d. a bottle of
9. Which sentence shows the correct expression of possessive nouns?
a. The goddess’ stick turned into a tail.
b. The goddes’s stick turned into a tail.
c. The goddess stick turned into a tail.
d. The goddesse’s stick turned into a tail.
10. Find the pair of this word: forest
a. plain b. mountain c. woods d. barrio
11– 13 Show in a graphic organizer the steps in making a dress out of
cotton.
Rubrics:
3 points - the graphic organizer used is appropriate and shows the accurate
steps as stated in the story
2 points – the graphic organizer used may or may not be very appropriate but
one to two steps are not accurate.
1 point – the graphic organizer used is not very appropriate and the steps are
inaccurate.
14-17. ( One point for each column if all the words listed are correct)
Fill in the table below with the correct words:
boy, late, cow, shell, rite, chair, calm, weak, look, cute, kneel
Words with
Long vowel
sounds
Words with
diphthongs
Words with
digraphs
Words with
silent letters
18. Angry is to calm as lazy is to ___________.
a. idle b. hard working c. slow d. fast
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19. Which could be the reason why the goddess of Weavers wanted the girl to
sew a dress?
a. She wanted the girl to learn how to sew a dress.
b. She wanted the girl to sell the dress.
c. She wanted the girl to make a dress for her.
d. She wanted the girl to do things for her.
20. You were asked to do something but you do not know how to do it. What
should you do?
a. Ask the help of someone to do it for you.
b. Ask the help of someone to show you how to do it, then, try it yourself.
c. Ask the help of someone to show you how to do it then wait for other’s
help.
d. Ask someone to work it out with you.
21. Read the sentences below. Which sentence has a word with a long vowel a?
a. The Goddess of Weaver asked the girl to make a dress.
b. The Goddess of Weaver said the girl has to clean, beat, spin, cut the
cotton then sew the dress.
c. The Goddess of weaver thought the cotton dress is fine.
d. The Goddess of weaver got furious when the girl disobeyed her.
22. Which word does not belong to the group?
a. church b. choir c. chair d. champ
23. if you have to arrange the words in alphabetical order, which could be the
correct order: monkey, men, make, mud, mitten
a. monkey, mud, mitten, make, men
b. mud, monkey, mitten, men, make
c. make, men, mitten, monkey, mud
d. mitten, men, make, monkey, mud
23. If goddess is to goddesses, then trainess is to ___________.
a. traineesses b. trainees c. trainers d. traineies
24. Which sentence is expressed correctly?
a. The girl wears the leather as her dress.
b. The girl wear the leather as her dress.
c. The girls wears the leather as their dress.
d. The girl wearing the leather as her dress.
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Test III.
Nos. 1-3
In 3 or more sentences, write a short paragraph that tell something about any
of the character in the story you read ( the girl or the goddess). Be ready to share
this to the class.
A. Rubrics For the paragraph writing
3 points – 3 or more sentences were used to write a paragraph; ideas were
presented with coherence that describes the character in the story
2points–lessthan3sentenceswereusedtowriteaparagraph;presentation
of ideas lack coherence
1 point – less than 3 sentences were used to write a paragraph; presentation
of ideas has no coherence
Nos. 4-6
B. Rubrics for the oral presentation of paragraph
3 points – Speaks in a clear, loud voice using appropriate pronunciation
and intonation
2 points – Speaks in a clear and loud voice but some inappropriate
pronunciations and intonation were observed.
1 point – Voice is inaudible and lacks confidence presenting the paragraph
Nos. 7-10
Using the words first, next, then and lastly, use the following sentences to
write a paragraph on how to make a cloth out of cotton.
Clean the cotton.
Beat and spin it.
Weave it into cloth and cut it.
Sew it.
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Quarter 1
Theme: Me and My World
Week 1
I. Objectives
A. Expressive Objectives
1. Realize that the world is made up of people of different races and colors
2. Appreciate and respect the differences of people in the world
3. Feel proud of being a Filipino as a member of the brown race
B. Instructional Objectives
Listening Comprehension
Note details in a selection listened to
Oral Language
Speak clearly using appropriate pronunciation and intonation
Vocabulary Development
Use context clues (synonyms) to determine the meaning of unfamiliar
words
Reading Comprehension
Analyze a narrative in terms of its characters
Oral Reading Fluency
Read words, phrases, poems, and stories with the long a sound
Study Strategy
Locate information using print and nonprint sources
Grammar
Use plural form of regular nouns
Writing/Composition
Write two to three sentences about the characters in a literary text
listened to or read
Attitude towards literacy, literature, and language
Show willingness and enthusiasm in reading/listening to a literary text
II. Subject Matter
A. Topics
1. Literature
Black, White, Brown by Nemah N. Hermosa, Me & My World 1
A Cake for Kate by Gretel Laura M. Cadiong
2. Context clues
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3. Long a sound with the final silent e
4. Plural form of regular nouns
5. Information from print sources (posters)
B. Materials
• picture/illustration of Kabunian – an ancient Filipino god
• pictures of people from different races – Africans, Asians, Europeans, etc.
• song It’s a Small World
• picture words of long a with final silent e
• rap
• pictures of nouns in posters used in the lesson
III. Procedure
Day 1
I. Objectives
1. Note details in a selection listened to
2. Show willingness and enthusiasm in reading or listening to literary texts
3. Realize that the world is made up of people of different races and colors
4. Appreciate and respect the differences of people in the world
5. Feel proud of being a Filipino, a member of the brown race
II. Developmental Activities
A. Oral Language Activity
Ask the class to say what they like most about themselves.
The following sentence frames may be given:
I am ______________________________________________.
Others say I am _____________________________________.
Actually, I am ______________________________________.
B. Pre-Listening
1. Unlocking of Difficulties
a. clay
Show the class a real clay.
Say: “This is a clay. We can use clay to form objects such as pots.
Clay is a kind of soil.”
Ask the class to touch and press the clay. “Is the clay hard or soft?
Why is clay soft?”
b. Kabunian
Show a picture of Kabunian.
Say: “This is Kabunian. Some Filipinos a long, long time ago
called their god Kabunian.”
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Ask: “Do modern Filipinos believe in gods and goddesses?”
“How do modern Filipinos call God?” (Allah, Father,Almighty God, etc.)
2. Motivation
Refer to LM, Think and Tell.
Show pictures of people from different races (Africans, Europeans,
Asians, etc.)
Note: It is suggested that the pictures are colored so that pupils can
easily point out the difference of their skin colors.
Say: “Here are people from many parts of the world. Look at them.
Describe the children in the pictures.”
Ask: “How are they similar?’‘
‘‘How are they different?”
“In what way are you different from them?’’
3. Motive Question
Say: ‘‘In the story you are going to listen to, let us find out why people
have different colors.”
C. During Listening (Big Book Story)
Read the story to the class.
Black, White, Brown
by Nemah N. Hermosa
(Adapted from a Philippine folktale)
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.”
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.
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.
So Kabunian got more clay. He made another man. It was
noon. The hot 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.
Suggested questions:
After the first paragraph:
Ask: ‘‘How do you think Kabunian will make people?’’
After the second paragraph:
Ask: ‘‘Do you think Kabunian liked the black man he made? What do you
think will he do next?’’
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After the third paragraph:
Ask: ‘‘Did Kabunian like what he made? What do you think he will do next?”
D. Post Listening
1. Engagement Activities
Group the class into five. Give each group a specific task to do using
clear and specific instructions. Set standards for pupils to follow so that
the group task will be done efficiently within the given time.
Group 1
Dramatize the story about Kabunian making a man out of the
clay. One will act out as Kabunian, three others will be the black
man, the white man, and the brown man. Others will be plants or
animals in Kabunian’s place. One will be the narrator. Present the
story to the class.
Group 2
Think of a song you know about people or the world. Practice
singing the song. Be ready to sing it to the class. (Example: It’s
a Small World)
Group 3
Pretend each of you is Kabunian. Form different men out of
modeling clay. Give each one a name and say something about
each man you made.
Group 4
Rap these lines from the story. Present it to the class.
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!)
Have the class rehearse their tasks for their presentation for the
following day.
Day 2
I. Objectives
1. Realize that the world is made up of people of different races and with
different colors
2. Appreciate and respect the differences of people in the world
3. Feel proud of being a Filipino, a member of the brown race
4. Speak clearly using appropriate expression and intonation
5. Read words, phrases, poems, and stories with the long a sound
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II. Developmental Activities
A. Oral Language Activity
Ask the class to recall the story they listened to the previous day.
Say: ‘‘Is your group ready to show the class your group output?’’
Each group presents the task. Discussion follows after each presentation.
Group 1: Dramatization of the story Black, White, Brown
Discussion:
1. Who was the only Being in the beginning of the world?
2. What did he do?
3. Why did he make men?
4. What kind of man did he make during the night?
In the early morning? At noon time?
Group 2: Singing of a song about the world
Discussion:
1. What makes up the world?
2. In what way can people in the world be similar?
3. In what way can people in the world be different?
Group 3: Making men out of clay and saying something about each man
Discussion:
1. In what ways were the men created?
2. How could people be one even if they differ in many ways?
Group 4: Rapping a line from the story
Discussion:
1. How did Kabunian form the last man?
2. Why do you think Kabunian liked the brown man?
3. How do you feel being a Filipino?
4. Why must you be proud that you are a Filipino?
B. Skills Development
1. Review (short a)
Let the pupils read the paragraph and look for the words with a short a
sound.
Pat was taking a nap on a mat. A big rat ran to the mat. Pat
was mad at the rat. She threw a cap to the rat. The rat ran away.
Ask: ‘‘What words in the story have the short vowel a?”
“How is it pronounced?”
“Let us write these words on the board.”
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2. Introduction/Presentation
Say: “I will add an e at the end of each word. Listen to how I will read
the words.”
mat + e = mate man + e = mane cap + e = cape
hat + e = hate pan + e = pane nap + e = nape
rat + e = rate tap + e = tape
Ask: “Is the sound of a the same in the first and second group of words?
Which set of words have the long a sound?”
Refer to find out and Learn on LM page. 2
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
C. Vocabulary Development
1. Show the class pictures or objects of the words above. Let the pupils
match the pictures/objects with these words:
gate lame same bake cake
lake rake cape tape male
cane lane pane cage ape
2. Ask the pupils to use in sentences or through action words that cannot be
shown in a picture.
Examples:
The class has started when I arrived. I was late.
We sit on the same desk. You are my seatmate.
Basketball, badminton, and hide-and-seek are my favorite games.
Tina was so afraid that her face turned white. She was pale.
D. Guided Practice
Refer to LM, Try and Learn.
Let the pupils read the following phrases.
tape the pages a pale male
the cake sale a lame man with a cane
take the rake a cane on the lane
the same man came a cape on the pane
E. Independent Practice
Refer to LM, Do and Learn.
Let the pupils read poem with correct intonation and expression and
pronounce correctly the words with long a.
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Enrichment Activity:
Refer to LM, Learn Some More.
1
c
2
l a n e
3
p k
4
l a m e
5
n n
6
l a k e
m
7
a p e
Across:
2. People cross the road through me. I am called the
pedestrian ___________.
4. I cannot walk easily as others. I need my cane wherever I
go.
6. I am neither an ocean or a sea. I am a small body of
water surrounded by land, though a river I could never be.
7. It looks like a monkey for it belongs to the same family.
What could it be?
Down:
1. You put a candle on me. You slice and eat me. I am a sweet
treat on your birthday.
3. I rhyme with lane, and I am part of a window _________.
5. Know me: call me, for this is how I am.”
Day 3
I. Objectives
1. Analyze a narrative in terms of its characters
2. Read aloud grade level texts with accuracy and proper expression
3. Use context clues/synonyms to find the meaning of unfamiliar words
4. Write two to three sentences about the characters in a story read
II. Developmental Activities
A. Priming/Oral Language Activity
Let the pupils read the sentences correctly.
1. Ana saw a rake on the gate.
2. She used the rake to clean the lane.
3. She cleaned the cage on the window pane.
4. Mara came and they played a game.
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B. Pre-reading
1. Unlocking of difficulties
Ask the pupils to use the following words in context or picture clues:
a. rice cakes
Show a picture of a rice cake or bibingka.
Say: “Mother makes rice cakes. They are our favorite
delicacy made of ground rice and coconut milk. Are
rice cakes Filipino food? Where can we buy rice cakes?”
b. benches
Show a picture of benches.
Say: “In the park there are many benches. People sit on
them. Some benches are long. Others are enough for
two persons. Where else can we find benches? What
materials can be used to make benches?”
c. wristwatch
Show a real wristwatch.
Say: “This is a wristwatch. I wear it around my wrist so that
I can easily check the time. How does a wristwatch help
you?”
d. surprise
Say: “Nena did not expect that her father would come home
today from Dubai. She was surprised when she saw him.
What does one feel when surprised?”
2. Motive Questions
Ask: “What do you usually have when you celebrate your birthday?”
“Do you also have a cake?”
“Who gives you the cake?”
C. During Reading
Do the first reading of the story. Afterwards, ask individual pupils to read the
story by parts. After the whole story has been read, ask the class to read
the story together with proper intonation and expression.
Refer to LM, Read and Learn.
Comprehension Check: Refer to LM,Talk about It.
D. Post Reading
1. Cooperative/Differentiated Activities
Group the class into three. Explain clearly to the group the activity that
they will do. Let the groups choose their leader. Set standards for the
group activity to avoid waste of time and to promote cooperation and
efficiency.
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Group 1
Draw Kate’s cake. Show it to the class and say something
about your drawing.
Group 2
Write a short message to Kate. Be ready to read it before the
class.
Group 3
Prepare a song that you will sing for Kate on her birthday.
Be ready to sing it to the class.
Let the group present their outputs.
2. Composition
Refer to LM, Write about It.
Day 4
I. Objective
Use the plural form of regular nouns.
II. Developmental Activities
A. Oral Language Activity
Show the class different pictures/objects. Then, ask volunteers to name
each picture. Let them write their answers on the board.
B. Grammar
1. Review
Ask: “Going back to the words on the board, what can you say about
these words? What are nouns?”
2. Introduction/Presentation
Let the class recall the story A Cake for Kate.
Ask: “Can you remember the things that Kate saw in the big box? Name
them.”
3. Teaching/Modeling
Draw two columns on the board. Then, ask the class to study the
pictures. Ask volunteers to write the names of the pictures on the
board. Guide them in writing the words in appropriate column.
Refer to LM, Find Out and Learn.
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A B
spoons glasses
forks dresses
combs watches
Ask: “What kind of words are shown in the pictures?” (nouns)
“How many nouns are there in each picture?” (more than one)
Say: “Nouns which are more than one are called plural 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 plural nouns? (add -s or -es)”
Teaching Chart
 Nouns which are more than one are called plural nouns.
 Nouns that form their plural by adding -s or -es are called regular nouns.
Examples:
egg – eggs
table – tables
pen – pens
 Nouns ending in -ss, -sh, -ch, -x, and -z form their plural by adding -es.
Examples:
class – classes
church – churches
wish – wishes
box – boxes
 Some nouns ending in -o form their plural by adding -es.
Examples:
tomato – tomatoes
potato – potatoes
However, most nouns that end in -o form their plural by adding -s only.
Examples:
radio – radios
piano – pianos
C. Guided Practice
Refer to LM, Try and Learn.
D. Independent Practice
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.
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Say: “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 the following nouns in your statements.”
eggplant potato onion mango
basket radish tomato egg
Assignment:
Look around your home and its surroundings. List in your notebook as
many regular nouns as you can see and write their plural forms.
Day 5
I. Objective
Locate information using print and nonprint sources.
II. Developmental Activities
A. Oral Language Practice
News for the day
Ask volunteers to share the things they saw as they were on their way to
school. Ask them to use plural nouns in their sharing.
B. Skills Development
1. Introduction/Presentation
Refer to LM, Think and Tell.
2. Teaching/Modeling
Ask: “What is a poster?” (Posters are materials with information which
intend to advertise or publicize something.)
Ask the class to look closely at a UNICEF poster about the rights of
children.
Note: The following
poster is a sample.
The teacher should
provide a bigger,
clearer poster.
Source: (https://
www.google.com.
ph/search?q=unice
f+posters+rights+of
+the+child)
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Ask: “What pictures do you see in the poster?”
“Are there information that we can get from the poster?”
“What information is given in this poster?”
“Where did this poster came from?”
“What does UNICEF want to tell the people?”
“Is this a helpful material? Why? Why not?”
C. Guided Practice
Group the class into four. Give each group a material. Explain to them
clearly the task that they will do.
Say: “Read the information on the poster given to your group. Write as
many points as you can find from it. Share these points with the class.”
Group 1: a poster on Buwan Ng Wika
Group 2: a poster about planting a tree
Group 3: a poster about nutrition month
Group 4: a poster about the value of respecting elders
After 5 minutes, let the group present their outputs.
D. Independent Practice
Show a movie poster.
Say: “What information is given by this poster? Write at least two (2) sentences
about what you read. Be ready to share it with the class.”
The poster is about ____________________.
It tells that ___________________________.
From the poster I learned that ____________.
Assignment:
Look for a poster about asking for help or seeking donations. (Example:
Bantay Bata, UNICEF, Kapuso Foundation, etc.)
Bring it to the class. Ask the help of your parents or guardians about the
information given in the poster. Write down all these information in your
notebook. Be ready to share the information to the class.
Use the following guide statements in discussing your poster you got
.
This poster is about _______________________________________.
It tells us that ____________________________________________.
Because of this poster, people will____________________________.
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Week 2
I. Objectives
A. Expressive Objectives
1. Realize that kindness begets kindness
2. Realize that not all information in advertisements can be taken as true
B. Instructional Objectives
Listening Comprehension
Note details in a selection listened to, to identify setting
Oral Language
Speak clearly using appropriate pronunciation and intonation
Vocabulary Development
Use context clues (synonyms) to determine the meaning of
unfamiliar words
Reading Comprehension
Analyze a narrative in terms of its setting
Oral Reading Fluency
Read words, phrases, poems or stories with long vowel sound
(long e)
Study Strategy
Locate information using print and non-print sources
Grammar
Use plural form of regular nouns
Writing/Composition
Write 2-3 sentences about the setting in a literary text listened
to or read
Attitude towards literacy, literature, and language
Show willingness and enthusiasm in reading/listening to
literary text
II. Subject Matter
A. Topics
1. Literature
a. Androcles (adapted from Aesop’s Fable)
b. Big Feet, Bigger Heart by Jack Canfield and Mark Hansen
(adapted from Chicken Soup for the Soul) from New Dynamic Series
in English 4, pp. 26-27
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2. Context clues (synonyms)
3. Long vowel sound e with final e
4. Plural form of regular nouns
5. Locating information using print and nonprint sources
B. Materials
• Word pictures,
• print advertisements
• puzzle
• short stories
• print advertisements
C. References
K to 12 Curriculum Guide – English Grade 4
III. Procedure
Day 1
I. Objectives
1. Show willingness and enthusiasm in reading / listening to literary text
2. Realize that kindness begets kindness
II. Developmental Activities
A. Oral Language Activity
Show and Tell (Previous Assignment)
Show a poster. Tell something about it.
B. Pre-Listening Activity
1. Unlocking of difficulties
a. imprisoned, escape
Show a picture of a man behind prison bars.
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.”
Ask: “What words give us an idea of the word “escape”?
Why is a person imprisoned?”
b. moaning; groaning
Write on the board:
Grandmother has been sick for several days. Often she cries
in a low, soft sound as if in pain. It is hard to listen to her
moaning and groaning.
Ask: “What does it mean when one moans and groans?”
Have pupils act out as they say the words.
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c. chase, lick
Say: “My cat Lit-lit loves to chase her kittens. They would run
around the house. Then, Lit-lit would lick her kittens as if to clean
them up. How do you chase someone?” Call two pupils to do
the action. Why do cats lick their kittens? How do you lick?
Pretend you are licking an ice cream.
d. swollen, bleeding, paw, bound up
Show a picture of a dog treated by a veterinarian. Show on the
picture the swollen and bleeding paw and the doctor about to bind
up the wound.
Say: “This is Spot. He got a swollen, bleeding paw. The doctor treat-
ed her wound and bound it up.”
(Note: Point to the words describing the picture.)
e. thorn
Show a cactus or a rose.
Say: “This plant has thorns. Can you point where the thorns are?
Can thorns hurt us? How?”
2. Motivation
Ask: “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?”
3. Motive question
Post on the board a prediction chart. Have the class fill it up with their
predictions.
Question Our Guesses What really happened
1.How did Andro-
cles help the
lion?
2.What did the lion
do after Andro-
cles helped him?
C. During Listening
Read the story to the pupils slowly and clearly. Pause once in a while to
ask questions.
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Androcles
(Adapted from an Aesop’s Fable)
by Gretel Laura M. Cadiong
Once there was a slave named Androcles who escaped from
his master. He went to the forest to hide. As he was walking through
the forest, he saw a lion lying down moaning and groaning.
Androcles was afraid so he immediately ran away. But he was
surprised when the lion did not chase him. So he turned back
and went near the lion.
As he got near, the lion put out his paw. Androcles saw that it
was bleeding and swollen. He found out that a big thorn had got
into it. He pulled out the thorn and bound up the paw of the lion.
The lion rose and licked the hand of Androcles like a dog. For
several days, Androcles would go to the lion to bring him some
meat, until he got fully well.
One day, both Androcles and the lion were caught. Androcles
was imprisoned and was sentenced to be thrown to a hungrl lion.
Soon, Androcles was led out to the plaza where the king and all
his soldiers came to watch how the slave would be eaten up by
the lion. Next, the lion was let loose from his den and roared loud
as it got near its victim. But as it got close to Androcles, the lion
recognized his friend, and licked him like a friendly dog.
The king who was very surprised called Androcles. He, then,
told the king about how he and the lion became friends. So the
king forgave Androcles and freed him while the lion was let loose
and brought back to the forest.
Suggested Questions:
After the first paragraph:
Ask: “Why do you think the lion did not chase Androcles?”
After the second paragraph:
Ask: “Will Androcles and the lion be friends? Why?”
After the third paragraph:
Ask: “What will happen to Androcles and the lion?”
B. Post Listening
1. Cooperative Group Activities
Group the class into three. Give clear instructions to each group about
the task they have to do.
(Assign a group leader. Set the standards before the group work. Make
sure pupils will follow the time given to them and to work cooperatively.)
Group 1
Dramatize the part how Androcles helped the lion and how
they became friends. Prepare to present it to the class.
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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. Share it with
the class.
Be ready to present to the class on the next day.
Day 2
I. Objective
1. To realize that kindness begets kindness
2. Read words, phrases, poems or stories with the long vowel e
3. Speak clearly using appropriate pronunciation and intonation
II. Developmental Activity
A. Oral Language Activity
1. Share-a-News
Ask volunteers to tell any news about helping others. Discuss the
news that they shared. Connect it to the story Androcles discussed on
the previous day.
2. Presentation of the group outputs and deeper discussion of the story.
Group 1: Dramatization of the story part where Androcles helped the
lion and how they became friends
Discussion:
1. If Androcles had not been brave, would he be able to
help the lion? Why?
2. What happened after Androcles helped the lion?
3. How did the king punish Androcles?
4. What did the lion do when he saw Androcles?
Group 2: Presentation of a drawing about the story part when Androcles
was to be fed to the lion and the lion recognized him
Discussion:
1. How did the lion repay Androcles’ kindness?
2. What did the king learn from that event?
3. Is Androcles worth imitating? Why? Why not?
Group 3: Message to Androcles
Discussion:
1. Why do you admire Androcles?
2. Why must we be kind to others?
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B. Skills Development
1. Review (long vowel a)
Ask the pupils to read the following paragraph with correct
pronounciation, intonation, and expression.
Mother gave Kate some grapes. But Kate did not like the
grapes. So Mother gave Kate a cup cake. Kate liked the cup cake.
2. Presentation
Refer to LM, Find out and Learn.
3. Teaching and Modeling
Ask: “What are the underlined words in the sentence?”
Let the pupils write the words in the appropriate column.
Words with -ee Words with -ea
feed meat
freed near
bleeding leaves
Ask: “What is the common vowel sound in the words?”
Ask the class to underline the letters sounded as long e in the words.
How is it sounded? (Have the class produce the long e repeatedly)
What letter/letters is sounded with long e?
Read the words correctly.
eagle neat feed peel deer
east meat seed feel feet
ear leaf reed heel seat
seal bead weed deer heat
C. Vocabulary Development
The teacher displays pictures on the board and real objects on the table.
Ask volunteers to match the picture/object with the words on the board.
(eagle, meat, ear, leaf, bead, seal, seat, feed, seed, weed, heel, peel, deer)
Read the following sentences. Then, answer the questions that follow.
1. The beat of the drum is loud. Its pounding can be heard even at
a distance. What word in the sentence has the same meaning as
beat?
2. Our school has a seal. This stamp is placed on important school
documents. What word in the sentence is similar to the meaning of
seal?
3. Our house is at the east of our school. Can you point where east is?
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D. Guided Practice
Refer to LM, Try and Learn.
Word Search Puzzle
Answers: bead, beef, deer, green, beak, see, seat, meat
E. Independent Practice
Refer to LM, Do and Learn.
Enrichment Activity:
Refer to LM, Learn Some More.
What’s the Word? Answers:
seed leaf peas eagle seal
Day 3
I. Objectives
1. Realize that being helpful brings happiness to others and to one self
2. Use context clues (synonyms) to find the meaning of unfamiliar words
3. Analyze a narrative in terms of its setting
II. Developmental Activities
A. Oral Language Activity
Tongue Twister
Write the tongue twister on the board.
Say: “Listen as I say this: I scream you scream we all scream for ice
cream...” (Repeat saying the tongue twister several times. Then,
slowly let the pupils say the tongue twister, increasing the speed as
they repeat several times)
Ask: “Why do we scream for ice cream? Are you happy when someone
brings ice cream at home?”
B. Pre-Reading
1. Unlocking of difficulties
a. relief
Act the word by pretending you feel very warm. Wipe your
perspiration and fan yourself, then get a glass of icy water. Drink it.
Say: “What a relief!”
Ask: “What did I feel? What helped cool me down? What was the
cold water for me? What other word can mean relief?
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b. tightly
Demonstrate the action by holding a pupil’s hands tightly.
Say: “I will hold Mona’s hand tightly.”
Then ask Mona to hold one of her classmate’s hands tightly. Let
those who will be held do the same to others until everyone felt how
to be held tightly.
c. put on
Demonstrate the action by taking off your shoes.
Say: “Watch me as I put on my shoes again. Everybody take off your
shoes. Now put on your shoes.”
Ask: “What else can we put on?”
d. belly
Show a picture of a man who has a big belly.
Say: “This is Mang Pilo. He is fat. He has a big belly.” Ask a pupil to
point to Mang Pilo’s tummy. Do you have a big belly too? Hold
it.”
2. Motivation
Let the pupils recall the story Androcles. How did Androcles help the
lion?
3. Motive Question
Ask: “In the story that we will read, find out how a big man helped a
little girl.”
C. During Reading
Refer to LM, Read and Learn.
(Let the pupils read the story aloud with the teacher’s guidance. Make
sure the pupils read with proper phrasing and intonation.)
Comprehension Check: Refer to LM, Talk about It
D. Post Reading
1. Engagement Activity
Put on the board a drawing of a man with a very big belly and long,
big feet and has a big heart-figure on his chest. (Explain clearly to the
pupils the task that they will do.)
Give the following tasks. Write or draw on the half-sheet colored paper
about your own experience of helping others.
Then do the following:
a. Paste your work on the man’s heart if you helped someone you do
not know.
b. Paste your work on the man’s belly if you helped a family member.
(parents, brothers, sisters, relatives)
c. Paste your work on the man’s big feet if you helped a friend or a
classmate.
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Big Feet, Big Belly But Big Heart
After all the pupils have posted and shared their stories ask:
Ask: “How many of you have helped someone whom you did not
know?”
“How many of you have helped members of the family?”
“How many of you have helped a friend or a classmate?”
“How are the big man and Androcles the same?”
“How would others feel if we helped them? What do you get
when helping others?”
2. Composition
Refer to LM, Write about It.
Day 4
I. Objective
Use plural form of regular nouns (nouns ending in -y and -f/-fe)
II. Developmental Activities
A. Oral Language Activity
1. Introduction/Presentation
Refer to LM, Find Out and Learn.
Ask: “Who were talking in the dialog?”
“Where are they going?”
“What day could it be? Why do you say so?”
“Did mother allow Vicky to bring some candies? Why?”
Group the class into two. Let one group read mother’s part while the
other group reads Vicky’s part. Then, let them interchange roles.
2. Teaching and Modeling
Say: “What are the things that Vicky and mother prepared for the picnic?”
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Let the pupils write them on the board.
spoons forks knives loaves of bread
plates mangoes glasses table napkins
strawberries
Ask: “What are these words?”
“Do they refer to more than one noun?”
“What tells us that these nouns are more than one?”
(Have a short review on forming the plural form of regular nouns.)
“What do we add to the noun when forming its plural form?”
“Are there words above that do not follow these rules?”
Present the following:
A B
Singular Noun Plural Noun Singular Noun Plural Noun
knife knives candy candies
loaf loaves strawberry strawberries
Say: “How is the plural of nouns formed in Group A?”
“What do we do with letters f/fe before adding -es?”
“How is the plural of nouns formed in Group B?”
“What happened to the letter y at the end of the word?”
“What other rules can you give when forming the plural of regular
nouns?”
Teaching Chart
 Some nouns ending in -f or -fe form their plural by changing
f/fe to v before adding -es.
Example:
leaf – leaves
elf – elves
hoof – hooves
Except:
handkerchief – handkerchiefs
roof – roofs
 Some nouns that end in -y form their plural by changing y to i
before adding -es.
Example:
candy – candies
sky – skies
berry – berries
However when a vowel letter is before –y, just add s.
Example:
boy – boys
key – keys
tray – trays
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B. Guided Practice
Refer to LM, Try and Learn, Exercises 1 and 2.
C. Independent Practice
Refer to LM, Do and Learn.
Assignment:
Cut out from magazines or newspapers pictures of your favorite drink.
Post it on a cardboard. Write something about it. Use as many plural
nouns as possible. Be ready to tell the class something about it.
Day 5
I. Objectives
1. To locate information using print sources (advertisements)
2. To realize that not all information in advertisements should be taken
as true.
II. Developmental Activities
A. Oral Language Practice
Let the pupils present to the class their favorite drink.
My favorite beverage is __________________.
I like this very much because ______________.
B. Skill Development
1. Introduction/Presentation
Show the class an advertisement of a bath soap.
(Note: This advertisement is a sample only.
Look for bigger and more recent advertis-
ment/poster ads)
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2. Teaching/Modeling
Help the class read the information given in the advertisement.
Ask: “What is the product being advertised?”
“What does it say about the soap?”
“Do the pictures tell us something 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? Why not?”
“Allow pupils to arrive at their own conclusion.”
C. Guided Practice
Group the class into five. Give each group a material. Explain to them
clearly their tasks.
Say: “Read the information in the advertisements given to your group.
Be ready to share with the class the information you learned.” (The
following are sample ads that should be prepared before the class.)
Group 1: hotdog advertisement
Group 2: softdrink advertisement
Group 3: lollipop or candy
Group 4: cologne
Group 5: shampoo
After five minutes, let the group present their outputs.
Discussion follows after each group has presented its output.
Group 1
Discussion:
1. What does the advertisement say about hotdogs?
2. Would hotdogs make children always happy?
3. Do you believe all the information given in this advertisement?
Why?
Group 2
Discussion:
1. What does the advertisement say about the softdrink?
2. Is there anything you agree or disagree with advertisement?
3. Do you believe the information in this advertisement? Why?
Group 3
Discussion:
1. What does the advertisement say about the candy?
2. Is there anything you agree or disagree with the advertisement?
3. Do you believe the information in this advertisement? Why?
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Group 4
Discussion:
1. What does the advertisement say about the cologne?
2. Would cologne make you always fresh and clean?
3. What makes you fresh and clean?
4. Do you believe the information in this advertisement? Why?
Group 5:
Discussion:
1. What does the advertisement say about the shampoo?
2. Are you convinced to use this shampoo? Why?
D. Independent Practice
Say: “Find a partner. Study this advertisement. Help each other answer
the questions that follow.”
(Note: This advertisement is a sample only. Look
bigger and more recent advertisement/poster ads)
1. What is advertised?
2. What is the name of the product?
3. Write at least two things about the product.
4. Would you buy this product? Why?
Assignment:
Bring a map to class. Choose and mark one place you want to visit.
Prepare at least three sentences about why you want to visit this place.
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Week 3
I. Objectives
A. Expressive Objectives
1. Realize that hard work pays off
2. Appreciate different cultures of children from different parts of the world
3. Realize that children all over the world are alike in many ways
B. Instructional Objectives
Listening Comprehension
Note details in a selection listened to
Oral Language
Speak clearly using appropriate pronunciation and intonation
Vocabulary Development
Use context clues (synonyms) to determine the meaning of
unfamiliar words
Reading Comprehension
State similarities and differences in information from literary text
listened to or read
Phonics and Word Recognition
Read words, phrases, poems, or stories with the long i vowel sound
Oral Reading Fluency
Read aloud grade level texts with accuracy and proper expression
Study Strategy
Locate information using print and nonprint sources (using a map)
Grammar
Use plural form of irregular nouns
Writing/Composition
Write two or three sentences about the characters, setting, or
events in a story listened to or read
II. Subject Matter
A. Topics
1. Literature
a. Story: A Trip for Mike and Spike by Robert Charles
b. Poems: We Are One World by Meish Goldish
Help! by Gretel Laura M. Cadiong
2. Long vowel i: final silent e
3. Plural form of irregular nouns
4. Information through print sources
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B. Materials
• Enlarged world map
• pictures (or dolls) of children from different parts of the world
• word pictures of long i,
• dialog
• big maps
C. Reference
http://www.readinga-z.com
III. Procedure
Day 1
I. Objectives
1. Note details in a selection listened to
2. Realize that hard work pays off
II. Developmental Activities
A. Oral Language Activity
Tell and Share
Refer to LM, Think and Tell.
Ask volunteers to show the class a map marked with a place they want to
visit. Let them tell the name of the place and the reasons why they want to
visit guided with the following statement.
B. Pre-Listening
1. Unlocking of difficulties
a. trip
Say: “My father’s company will have a trip to Baguio. All his
officemates will be in this tour.”
Ask: “What word in the sentence has similar meaning with trip?”
b. dine
Say: “My family will dine at Shara’s Restaurant tonight. We will eat
their special seafood pasta.”
Ask: “What word in the sentence has the same meaning as dine?
c. limes
Show a picture of limes.
Say: “These are limes. They are round, green and sour. They are
citrus fruits.”
I want to visit ____________ because ________________________.
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2. Motivation
Ask: “Do you like to go on a trip? What places would you like to visit?
Why? What will you do so that you can visit this place/s?”
3. Motive question
Mike and Spike would like to go to places. Find out what they did so
they can visit many places.
C. During Listening
Read the story to the pupils.
A Trip for Mike and Spike
by Robert Charles
Mike and Spike were bright mice. They were always side by
side. One day, Mike asked Spike 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.
D. Post Reading Activity
1. Cooperative/Group Activity
Group the class into three. Assign clearly the task for every group. The
outputs will be presented on the following day.
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.
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Day 2
I. Objectives
1. Realize that hard work pays off
2. Read words, phrases, and stories with long vowel i sound
II. Developmental Activities
A. Oral Language Activity
Let the class recall the story they listened to the previous day.
Set the standards for the group presentation to avoid delay of time.
After each group has presented their output, ask some questions.
Group 1 presents their drawing.
1. What did Mike and Spike want to do?
2. What did they do so they can have a trip?
Group 2 presents their role play.
1. What did Mike and Spike do after they earned enough money?
2. Why do they deserve to have that trip?
Group 3 presents their chant.
1. How did you feel while chanting the story?
2. If you were Mike or Spike, would you spend all your earnings on
the trip? Why?
B. Skill Development
Refer to LM, Find Out and Learn.
Ask: “What common sound do you hear?”
“What words have the long i? How is the sound pronounced?”
Ask the pupils to read the following words correctly.
mice time lime nine kite ride
dine fine wine five bike side
C. Guided Practice
Refer to LM, Try and Learn.
D. Independent Practice
Refer to LM, Do and Learn.
Enrichment Activity:
Refer to LM, Learn Some More.
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Day 3
I. Objectives
1. Appreciate different cultures of children from different parts of the world
2. Realize that children all over the world are alike in many ways
3. Compare and contrast information from literary texts read or listened to
II. Developmental Activities
A. Pre-Reading
1. Unlocking of difficulties
Show the class a world map. Label the countries mentioned in the
poem. Tell the class to find and identify the countries that were marked.
Ask: “Have you heard about these places? Would you like to visit these
countries?”
2. Motivation
Show a picture (or dolls, if available) of children from different countries
(Example: Japanese, German, African, Spanish, Chinese, etc).
Say: “Where do these children come from? What do you think they love
doing?”
3. Motive question
Say: “What do children all over the world do? Let’s find out from the
poem.
B. During Reading
Refer to LM, Read and Learn.
Read the poem with proper intonation and expression.
Say: “Read the poem after I do.”
Have the pupils read the poem by themselves. (whole class, by
group, by pairs, and individually)
C. Post Reading
1. 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.
Note: Information for the dialog should be supplied by the teacher.
Canada Norway Egypt USA
Spain Peru Japan Chad
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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 ___________.
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.
Group 1
Prepare a dialog between Pierre and Marla. Let Pierre tell Marla
what the children in Canada love doing. Then let Marla tell Pierre
the things that children in Spain usually do. Let them conclude
with the statements that both of them love to ride bikes.
Group 2
Prepare a dialog between Liv and Ramon. Let Liv tell Ramon
what the children in Norway love doing. Then let Ramon tell Liv
the things that children in Peru usually do. Let them conclude with
the statements that both of them love to laugh at giraffes and visit
the zoo.
Group 3
Prepare a dialog between Anwar and Kim. Let Anwar tell Kim
what the children in Egypt love doing. Then let Kim tell Anwar
the things that children in Japan usually do. Let them conclude with
the statements that both of them love to fly kites.
Group 4
Prepare a dialog between Jack and Karintha. Let Jack tell Karin-
tha what the children in U.S.A. love doing. Then let Karintha tell Jack
the things that children in Chad usually do. Let them conclude
with the statements that both of them love to write a poem.
Group 5
Read the last stanza of the poem. Draw it. Be ready to show the
drawing to the class.
Prepare for the next day’s presentation.
2. Composition
Say: “Do you want to have some friends from other parts of the world? Let
us choose one from the countries where the children in the poem come
from.”
“Let us 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 in other places love doing.
Ask the class to recall how a letter is written. Refer to LM, Write about It.
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Day 4
I. Objectives
1. Appreciate different cultures of children from different parts of the world
2. Realize that children all over the world are alike in many ways
3. Use plural forms of irregular nouns
II. Developmental Activities
A. Oral Language Activity
Have the class recite the poem We Are One World.
(Presentation of the group outputs and deeper discussion of the poem)
Group 1
Discussion:
1. Where does Pierre live? Who lives in Spain?
2. What do most children in Canada do? in Spain?
3. What is the activity that both Pierre and Marla love doing?
4. In what ways are Pierre and Marla different? In what ways are
they similar?
Group 2
Discussion
1. Where does Ramon live? Who lives in Norway?
2. What do children in Peru love to do? What about in Norway?
3. What is the activity that both Liv and Ramon love doing?
4. In what ways are the two children alike? In what ways are they
different?
Group 3
Discussion
1. Where does Anwar live? Who lives in Japan?
2. What do many children in Japan do? What about in Egypt?
3. What is the activity that Anwar and Kim love doing?
4. Tell the similarities between Anwar and Kim. Tell how they are
different from each other.
Group 4
1. Where does Jack come from? Where does Karintha live?
2. What do children in Chad love doing? What about in USA?
3. What is the activity that both Jack and Karintha love doing?
4. In what ways can both Jack and Karintha be different?
Group 5:
Why is the world compared to a giant ball?
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B. Grammar
1. Introduction/Presentation
Review the guidelines in forming the plural of regular nouns. Write some
nouns in the singular form, then ask volunteers to write their plural
forms.
Read the poem Help. Refer to LM, Find Out and Learn.
Ask: “What does the person in the poem feel?”
“Why does she need help?”
“What words in the poem cause the person to be confused?”
“Why do these words confuse him/her?”
Let the pupils read the poem.
2. Teaching/Modeling
Ask: “Which words in the poem are plural nouns?”
Then, show this chart to the class.
Singular Noun Plural Noun
foot feet
tooth teeth
mouse mice
louse lice
child children
man men
Say: “How do these nouns form their plural? These nouns are irregular
nouns. The plural forms of these nouns are not formed by -s or
-es. These nouns form their plural by a change in the spelling.”
Teaching Chart
 Some nouns form their plural by changing their spelling. They
are called irregular nouns.
Example:
goose – geese
man – men
child – children
 Some nouns have the same singular and plural form
Example:
deer
sheep
news
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C. Guided Practice
a. Refer to LM,Try and Learn.
b. Spelling Bee
Divide the class into three or four equal groups. Call a member from
each group and give each a slate board and a chalk. Show a picture of a
noun (irregular nouns) and let the pupils write its plural form on the slate
board. Whoever writes the correct spelling is given a point. Continue the
game until everyone in the group gets a chance to spell a word. The group
that gets the highest number of point wins.
D. Independent Practice
a. Refer to LM, Do and Learn
b. Assignment:
Watch a TV advertisement about your favorite drink. Observe how it is
presented. Write down things that the advertisement says about the
product. Be ready to tell your classmates about it.
Day 5
I. Objective
Locate information using print and nonprint sources (maps)
II. Developmental Activities
A. Oral Language Practice
Recite the poem We are One World
B. Skill Development
1. Introduction/Presentation
Post a big map on the board.
(Use the world map used in teaching the poem We are One World)
Say: “Can you remember the places where the children in the poem
We are One World live? Point the places in this map and name
them.
2. Teaching/Modeling
Show a world map.
Lead the class to see that maps show bodies of water.
Point to the oceans and name them.
Ask: “Where is the Pacific Ocean? Indian Ocean?” etc.
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Point to the continents and name them.
Ask the class to point to the different continents.
Show places that are on the north and south hemispheres.
Show the different directions.
Ask: “How will a map help us?”
“What information can we get from maps?”
C. Guided Practice
Exercise 1
Let the class answer the following questions with a use of a map:
Look for places with very cold weather.
Why are these places very cold?
What kind of clothes do people wear in these places?
What animals can be found in cold places?
Look for places with very warm weather.
Why are these places very warm?
What animals can be found in places with warm weather?
Look for the Philippines.
In which continent is Philippines located?
What kind of weather do we have?
Why is the Philippines a tropical country?
Exercise 2
Show a Philippine map.
Ask the class to look for their town/city.
Ask: “What places are to the east of our town/city?”
“What places are to the west of our town/city? To the north? To the
south?”
“What bodies of water surround our country?”
D. Independent Practice
Treasure Hunt
Hide several small prizes in the playground (or in the classroom). Then
divide the class into small groups. Give each group a map to help them find
one of the treasures. When all the treasures have been found, bring the
children together and discuss how they used the maps to find their prizes.
Week 4
I. Objectives
A. Expressive Objectives
1. Realize that dreams are attainable but one needs to work hard to attain them
2. Recognize small tasks as expressions of love
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B. Instructional Objectives
Listening Comprehension
Sequence a series of events in a story listened to
Oral Language Development
Speak clearly using appropriate pronunciation and intonation (poems,
chants, rhymes, and riddles)
Vocabulary Development
Use context clues (antonym) to determine the meaning of unfamiliar
words
Reading Comprehension
Sequence events in a narrative
Oral Reading Fluency/Word Recognition
Read with accuracy words, phrases, poems, and stories with the
long o sound
Study Strategies
Arrange words with the same first letter but a different second letter
in alphabetical order
Grammar Awareness
Use clear and coherent sentences using appropriate kinds of
nouns- Mass Nouns and Count Nouns
Writing/Composition
Write two-to-three step directions with signal words
Attitude towards Language, Literacy and Literature
Show willingness and enthusiasm in reading / listening to literary
text
II. Subject Matter
A. Topics
1. Long o sound
2. Mass and Count Nouns
3. Sequencing events
4. Two-to-three step directions with signal words
B. Materials
• pictures
• charts
• worksheets
• cartolina strips
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C. References
a. Story: Tower to the Moon (Abiva Publishing House)
b. Poems: Cooking in the Kitchen (http://www.childstoryhour.com)
III. Procedure
Day 1
I. Objectives
A. Expressive Objective
Realize that dreams are attainable through hard work
B. Instructional Objectives
1. Talk about one’s wishes and dreams
2. Sequence a series of events in a story listened to
3. Use context clues (antonym) to find the meaning of unfamiliar words
II. Developmental Activities
A. Preliminary Activity
Ask the class to recite a poem or rhyme learned in a previous lesson.
B. Pre-Listening Activities
1. Unlocking of Difficulties
Say: “Identify the word or phrase which has the same meaning as the
underlined word.”
a. The teacher gave us the task to clean the bookshelf. It is a duty we
need to do every Friday.
b. The officer commands his men to march forward. In a loud voice, he
orders them to move faster.
c. The stubborn boy fell from the tree. His being hardheaded brought
him harm.
2. Motivation
Let the pupils draw a tower.
Ask: “What do you wish for yourself?”
“What do you wish for your family?”
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Say: “Draw a tower. Write your wishes and dreams in your tower. Share
your work with your classmates. What do you wish for yourself?
What do you wish for your family?”
3. Motive Question
Say: “Today you will listen to the story Tower to the Moon. In the story,
identify the king’s dream.”
C. During Reading Activities
Read the story to the pupils. Stop/Pause at some parts and ask predicting
questions.
D. Post Reading Activities
1. Engagement Activities
Group the class into three and give each group a task card.
Group 1
Draw a building plan for the tower. Describe it.
Group 2
Write a letter of advice to the king.
Group 3
Give the group a box. On each side of the box, write a trait that
one must possess to realize one’s dreams.
2. Discussion
What was the king’s dream?
What did he ask the carpenter to do?
(Call Group 1 to present their drawing.
Say: “Let us see how the king’s tower would look like”.
Ask: “Was the carpenter able to do the task at once? Why? Why not?”
“How did the carpenter and his helpers find a solution to the
problem?”
“What did the king do when the tower was finished?”
“Was the king able to reach the moon? Why?”
“What did he tell the carpenter to do?”
“If you were the king, would you do the same? Why?”
(Ask Group 2 to present their letter of advice to the king)
Ask: “What do you think happened to the tower and the king?”
“How else would you end the story?”
“Was the king’s dream possible or impossible?”
“Is it possible to realize your dreams? Give reasons for your
answer.”
“How will you be able to realize your dream?”
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(Call Group 3 to present their box of traits)
Ask: “What does the story tell us about dreams and how to realize
them?”
3. Skill Development
a. Introduction/Presentation
Refer to LM, Try and Learn
Say: “I will read an event in the story written in each box. Arrange
the boxes with the events 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.
b. Teaching/Modelling
Ask: “What helped you sequence the events in the story?”
Say: “Sequencing the events as they happened would help us
better understand a story. It traces the important events
from the beginning, then the middle, to the end of a story.”
4. Guided Practice
Ask five (5) pupils to stand in front of the classroom. Ask each pupil to
read an event in the story Tower to the Moon. The other members of
the class arrange the pupils in front according to the event in the story
they will read. Let the pupils retell the story.
5. Independent Practice
Refer to LM, Do and Learn.
Say: “Listen to the short selection then sequence the events as they
happened. Retell the story.”
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 outh the
bottom box.
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In a Minute
Juana is a little girl. When her father and mother asked her to
do something, she would say, “In a minute.” Her mother would
say, “Juana please get a glass of water for me.” “In a minute,
Mother,” she would say. Then Juana’s brother would take the
glass of water to his mother. Juana had a parrot in her room. One
day the door of the room was left open. “Please shut the door of
your room,” Mother said. “In a minute, Mother. I am playing now.”
The cat saw the open door and the parrot. When Juana went to
her room the parrot was gone. All she saw were some feathers
on the floor. Juana cried and cried.
The next time she was asked to do something, she did not
say, “In a minute.”
Philippine Readers, Book 2
Day 2
I. Objectives
1. Speak clearly using appropriate pronunciation and intonation (poems,
chants, rhymes, and riddles)
2. Read words, phrases, poems, and stories with the long o
3. Use context clues (antonyms) to find the meaning of unfamiliar words
II. Developmental Activities
A. Oral Fluency
1. Presentation
Read the paragraph first.
Refer to LM, Find out and Learn.
Mother told Juana to
close the door of the
room. Juana said, “In a
minute.”
Mother asked Juana to
get a glass of water. She
said “In a minute, Mother.”
The cat entered the room
and saw Juana’s pet parrot
Juana saw the feathers
scattered all around the
room.
Juana cried and cried.
She no longer said “In a
minute.”
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2. Discussion/Vocabulary Development
Ask: “Where does the king sit?” Show a picture of a throne.
“What does he want to do? What did they post to gather all the
boxes?”
“Could they build a tower with the boxes? Why? Why not?”
“What is the vowel sound of throne, go, so, post, and notice?”
3. Guided Practice
Refer to LM,Try and Learn.
Spelling
Refer to LM, Do and Learn.
B. Pre-Reading Activities
1. Unlocking of Difficulties
a. 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?”
b. sift
Say: “The baker sifts the flour to separate the fine from the not so
fine flour. What other things can be sifted?”
c. recipe
Show an example of a 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?
d. 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 a grown-up?
2. Motivation
Ask: “What chores at home do you like to learn?”
3. Motive Question
Say: “Today, we will read the poem Cooking in the Kitchen and find out
what you can learn from it.”
C. During Reading
Read the poem aloud first while the pupils listen. Pupils will read the poem
later. Refer to LM, Read and Learn.
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Ask: “What chore did the child learn? What did she do in the kitchen?”
Show pictures and ask pupils to say something about each picture.
Refer to LM, Think and Tell.
Let the pupils read the poem aloud in unison and in groups.
Day 3
I. Objectives
1. Realize that doing small tasks for loved ones is an expression of love
2. Sequence events in literary texts
A. Preliminary Activity
Let the pupils recite rhymes/poems with the long o sound
B. Post Reading Activities
1. Engagement Activities
Divide participants into groups.
Group 1:
Using a newsprint/manila paper, make a paper apron.
Draw on it the things you need to prepare before cooking.
Group 2:
Design a poster for safety in the kitchen.
Group 3:
Make a list or menu of food that you wish to cook.
Say something about the menu.
2. Discussion
Divide the class into three groups for the following tasks.
(Group 1 will wear/present their paper apron.)
How can he/she make cooking easy?
What should be done to keep you safe while cooking?
(Group 2 will show their poster.)
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 will present their menu and tell something about it.)
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?
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Say: “Let us read the poem aloud.”
“How many stanzas does the poem have?”
“What words rhyme in the poem?”
“Read the words that rhyme.”
1. Skills Development: Sequencing
a. Introduction/Presentation
Refer to LM, Try and Learn.
b. Teaching/Modelling
Ask: “Which task is done first? second? next? last?”
“How do we arrange the steps in a process?”
Say: “We follow the steps in a process in the order or sequence
they are done.”
c. Guided Practice
Refer to LM, Do and Learn.
d. Independent Practice
Refer to LM, Learn Some More.
Day 4
I. Objectives
1. Use count and mass nouns
2. Arrange words with the same first letter but with a different second letter
in alphabetical order
II. Developmental Activities
A. Preliminary Activity
Recite the rhymes learned in the previous lessons.
B. Presentation
Read the paragraph.
Refer to LM, Find Out and Learn.
(Write in two columns the pupils’ answers. One column for the mass nouns
and another column for the count nouns)
Ask: “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?”
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C. Teaching/Modelling
A B
cake
baking tin
bowl
spoon
oven
eggs
fruits
flour
sugar
milk
chocolate
butter
icing
Referring to the answers of the pupils, say: “This group of nouns in Set A
are called count nouns, while the words in Set B are called mass nouns.”
What are count nouns?
What are mass nouns?
Say: “Count nouns are nouns which can be counted. Mass nouns are
nouns which cannot be counted.”
Name other things which cannot be counted.
Name other things which can be counted.
D. Guided Practice
Note:
Prepare the following materials: (metacards with nouns written on them, a
table and a jar or drawn pictures of a table or a jar)
Say: “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
water lotion cement pants
candies paper nails soup
shirts hair computer boxes
powder tomatoes rice wire
1. Alphabet Game
Group the participants into 4-5. Ask each group to make a list of
mass and count nouns beginning with a particular letter. (Groups
can be given the option of choosing the beginning letter)
Group 1 - Count nouns beginning with letter B
Group 2 - Count Nouns beginning with letter R
Group 3 - Mass Nouns beginning with letter S
Group 4 - Mass Nouns beginning with Letter M
After making the list, give it to another group. The other group will
arrange the word list in alphabetical order. Present the list to the class.
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E. Independent Practice
Read the poem. Identify and classify the count nouns and mass
nouns. Refer to LM, Try and Learn.
Market List: Refer to LM, Learn Some More.
Your mother sent you to the market/grocery store. With a partner,
prepare a list of things will buy.
Day 5
I. Objectives
1. Use mass and count nouns
2. Write two to three-step-directions using signal words
II. Developmental Activities
A. Preliminary Activity
Recite rhymes and poems learned in the previous lessons.
Note: The teacher should have assigned the pupils to bring some fruits
(banana, apple, papaya, avocado etc.) and milk or cream and sugar.
Say: “What fruits did you bring? Have you brought some milk? Have you
brought some cream?”
Say: “Now we have the recipe for our salad.”
Ask: “Which of these ingredients are count nouns?”
“Which of these ingredients are mass nouns?”
B. Introduction/Presentation
Note: Guide and assist the pupils in preparing the materials and recipes for
the activity. Divide the pupils into groups.
Say: “Today, we are going to prepare a fruit salad. Listen carefully as I tell
and show you how to prepare the salad.”
First, wash the fruits.
Next, peel the fruits.
Then, slice the fruits into small cubes or pieces.
And then, mix the fruits together with the milk or cream.
Lastly, share the salad with everyone.
Let the pupils do their own salad.
C. Teaching/Modelling
Ask: “What did we do first? What did we do next? What did we do
after that? What did we do last?”
Write on the board or chart the pupils’ answers to the questions.
“What words did we use to show the steps in preparing the salad?
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Say: The words first, next, then and lastly are called signal words. What
can you say about signal words? Signal words introduce the steps in
a process or a sequence of events.”
D. Guided Practice
Say: “What steps do you follow in washing your hands? Let us write about
it. In washing your hands, what do you do first? Next? Last?” Ask
several pupils to write the answers on the board.
Afterwards, ask the class to read the paragraph.
E. Independent Practice
Refer to LM, Write about It.
Week 5
I. Objectives
1. Realize that the love and care of family and loved ones bring wellness and
happiness
2. Understand that it is not good to count the gains if there is no effort on
working for it
II. Instructional Objectives
Listening Comprehension
Sequence series of events of stories listened to
Oral Language
Give oral directions
Vocabulary Development
Use context clues (definition) to determine the meaning of
unfamiliar words
Reading Comprehension
Sequence events in a story or narrative
Oral Fluency
Read words, phrases, poems, and stories with long vowel sounds
long u
Study Skills
Use graphic organizers to show understanding of texts (story
sequence organizers)
Grammar Awareness
Use clear and coherent sentences using appropriate grammatical
structures (quantifiers of mass nouns)
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Composition
Write 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
Show willingness and enthusiasm in reading / listening to literary
texts
III. Subject Matter
A. Topics
1. Long u vowel sounds
2. Quantifiers of mass nouns
3. Oral directions
4. Using story sequence organizers
5. Sequencing events
B. Materials
• pictures
• charts,
• graphic organizers,
• real objects
C. References
Haluhalo Espesyal by Yvette Fereol
The Milkmaid and Her Pail by Aesop (Adaptation)
IV. Procedure
Day 1
I. Objectives
1. Sequence series of events of stories listened to
2. Give directions orally
3. Use context clues to determine the meaning of unfamiliar words
4. Write different forms of simple composition (thank you card, note, poster,
slogan) as a response to stories/poems read or listened to
II. Developmental Activities
A. Preliminary Activity/Oral Language
Recall activity on giving directions.
Show a picture of a child washing his /her hands.
Say: “What are the steps in washing our hands?”
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Show a picture of a child brushing her teeth.
Say: “What are the steps in brushing our teeth?”
“What other reminders does your mother tell you about being clean?
Say something about them.”
B. Pre-Listening
1. Unlocking of difficulties
a. awful
Say: “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?”
b. coals
Say: “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 hot coals?”
c. fragrant
Say: “I love the fragrant smell of my mother’s perfume. It smells like
fresh flowers. What other things smell fragrant?”
d. treats
Say: “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?”
e. enchanted
Say: “Stories say that fairies live in Mount Makiling. They say that
the mountain is enchanted. What could be happening in an
enchanted place?”
f. porridge
Say: “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 it very hot. Do you also like porridge? What
do you like to eat with it?”
2. Motivation
Show a picture of a sick child. Refer to LM, Think and Tell.
Ask: “How do you know that she is sick?”
“Have you ever been sick?”
“What made you feel better when you were sick?”
3. Motive Question
Say: “Today, you will listen to a story about Jackie, a girl who got sick.”
“What made Jackie feel better when she was sick?”
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C. During Listening
Read the story to the pupils. Pause at some parts of the story and ask
prediction questions.
Ask after the line “Think of a happy place, Jackie.”
What happy place did Jackie think of?
Ask after the line “Hello Jackie,” a soft, familiar voice whispers in my ear.
Whose voice do you think is it?
Ask after the line: ... she has brought with her the magic of the sugarcane
fields and her enchanted kitchen.
What kind of magic did she bring?
Ask after the line: Later that afternoon, Mama comes home from the office
and puts a thermometer in my mouth.
How do you think Jackie now feels?
Say: “That is the story of Jackie. What made her feel better?”
Day 2
I. Objectives
1. Realize that the love and care of family and loved ones bring wellness
and happiness
2. Sequence series of events in stories listened to
3. Write different forms of simple composition (thank you card) as a response
to the story listened to
4. Use graphic organizers (story sequence chart) to show understanding
of texts
A. Post Listening
1. Engagement Activities
Divide participants into groups.
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
2. Discussion
Ask: “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?”
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(Group 1 shows their drawing of Jackie’s happy place and says something
about it.)
Ask: “What did Lola Itang prepare for Jackie?”
(Group 2 shows their food calendar and says something about it)
Ask: “What made Jackie well?”
(Group 3 presents their thank you card for Lola Itang)
Ask: “What food makes you feel better every time you get sick?”
“Other than food, what makes you well?”
3. Skill Development
Post pictures of events in the story. (Refer to LM, Think and Tell)
Call volunteers to give a sentence about each of the pictures.
(Ex. Jackie is sick. She is in bed.)
Refer to LM, Try and Learn A
Say: “Which of the six events happened first, second, and last?”
“Retell the story by saying the sentence about each picture.”
“Recall how Lola Itang prepared the haluhalo espesyal.”
“Arrange the steps in preparing the haluhalo.
.
Refer to LM, Try and Learn B.
Read another short selection. Ask the class to arrange the pictures of
the events as they happened.
Mother has some hens. Sometimes she gives them corn to
eat. Sometimes she gives them palay. Baby likes to see them
pick up the palay. When she is bigger, she will feed the hens.
One day, Mother was working in the yard. She was cleaning
the yard with a broom. Mother heard the hens in the garden.
They were hungry. Mother said, “I did not feed my hens. I did
not give them their palay.” Then, she went into the house. She
came out with a basket. The hens had palay to eat and they
were happy.
Day 3
I. Objectives
Use quantifiers of mass nouns
II. Developmental Activities
A. Grammar Awareness
1. Review
Refer to LM, Find Out and Learn
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Say: “Name the ingredients of Lola Itang’s haluhalo espesyal.”
Classify these as count nouns or mass nouns.”
2. Introduction/Presentation
Refer to LM, Read and Learn.
3. Teaching/Modelling
a. What is placed on top of Lola Itang’s rice cakes? (sprinkling of
coconut shreds)
b. What else are placed on the rice cake? (slices of cheese)
c. What did Lola Itang cook? (a pot of champorado)
d. What did she spread on the ensaymada? (a piece of butter, a
spoonful of sugar)
e. What food did Lola Itang prepare? (glasses of halu-halo)
f. What nice things did she put in the haluhalo? (slices of nata de
coco, slices of leche flan, a spoonful of ube jam)
g. What did she add in the haluhalo? (a half cup of milk, shavings of ice)
h. What makes the halu-halo look delightful? (a swirl of colors)
Read the phrases. Refer to LM, Try and Learn
What kind of nouns are in the phrases?
What words are added before the mass nouns?
What do these added words tell us about the mass nouns?
Say: “We call these words quantifiers or counters of mass nouns.Aside
from these quantifiers, we can also use much, many, lots of, a
little of, a bit of, a piece of, a glass of, a kilo of, a pound of, etc.)
Ask: “What can you say about quantifiers or determiners of mass nouns?
(Quantifiers are expressions of quantity. We use quantifiers to tell how
much or how little the mass nouns are.)
4. Guided Practice
Refer to LM, Do and Learn.
Say: “Form groups of 3-4. Pretend that you are in a supermarket. Talk about the
things that you need to buy. Use quantifiers for mass nouns. You can
start your conversation with the following:
I need to buy …
I will look for…
Ask for volunteers to present their dialog/conversation.
5. Independent Practice
Use the correct counters/quantifiers for the mass nouns.
Refer to LM, Learn Some More.
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Day 4
I. Objectives
1. Read words, phrases, poems and stories with long u vowel sounds
2. Read aloud grade level texts with accuracy an rate of 95-100 percent
3. Use context clues (definition) to find the meaning of unfamiliar words
4. Use a graphic organizer to show understanding of text
II. Developmental Activities
A. Oral Fluency
1. Presentation
Refer to LM, Find Out and Learn. Read the words first.
Ask: “What is the common sound in these words?”
2. Vocabulary Development
Refer to LM, Try and Learn.
3. Guided Practice
Refer to LM, Try and Learn.
Note: Let the pupils read the rhyme in unison, by groups then individually
4. Spelling
Show and name some pictures. Let the pupils write the words on their
paper.
(Show a picture of a cute face)
Say: “She is cute.” Write the word cute.
(Show picture of a letter)
Say: “This is an excuse letter.” Write the word excuse.
(Show picture of a cube)
Say: “This is a cube.” Write the word cube.
(Show picture of an elephant)
Say: “An elephant is a huge animal.” Write the word huge.
B. Pre-reading Activities
1. Unlocking of Difficulties
a. jealous
Say: “Mark has a new baby brother. He thinks that his parents
would no longer notice him. He thinks they would no longer
love him. Mark is jealous of his baby brother. Is it good to be
jealous? Why? Why not?”
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b. toss
Say: “Dona is proud of herself. She thinks she is the most beautiful
girl in school. She tosses her head most of the time like this
(demonstrate how to toss one’s head, then let pupils do the
same)”
c. spilled
Say: “Marah was playing all around so she spilled the glass of milk
on the table. The milk was spilled all over the table and the
floor. What should she do with the spilled milk?”
2. Motivation
Ask: “What will you buy if you get some money?”
3. Motive Question
Ask: “What will Mutya buy when she gets some money?”
C. During Reading
1. Refer to LM, Read and Learn. The pupils will read the story in “popcorn”
way.
Note: In popcorn reading, one pupil starts reading the story aloud. The
teacher points to another pupil to continue reading. This continues until
the story is completely read.
2. Identify the main details of the story through the flower graphic
organizer.
Who: Mutya the Milkmaid
When: One day
Where: Along the street, in the market
What: Mutya was thinking about what she
will buy with the money she will get when
she sells the milk
Why: To make her look good and be
admired by others
3. Retell the story using the graphic organizer.
Day 5
I. Objectives
1. Understand that it is not good to count the gains if there is no effort on
working for it
2. Sequence events in a story read
3. Use graphic organizers to show understanding of texts
4. Write different forms of simple composition (skit, slogan) as a response
to the story read
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II. Developmental Activities
A. Preliminary Activity
Recitation of poem learned in previous lessons
B. Post Reading Activities
1. Engagement Activities
The pupils are grouped into three and each group is given a task card.
Group 1 - Make a timeline of Mutya’s plans
Group 2 - Show a skit on the part when Mutya spilled the milk
Group 3 - Make a slogan for Mutya
2. Discussion
Ask: “What will Mutya buy with her money?”
(Group I will present their timeline)
Ask: “When did she stop thinking about her plans?”
“How did she feel when the milk was spillled?”
(Group 2 will show their skit)
Ask: “:How do you think her mother will feel?”
“What advice will mother give her?”
“If you were Mutya, what will you tell her?”
(Group 3 will present their slogan)
Ask: “How can Mutya realize her plans?”
“How can you realize your own plans?”
3. Skill Development: (Using graphic organizers in sequencing events)
a. Teaching/Modelling
Refer to LM, Do and Learn.
Ask: “What helped you retell the story?”
“How did the graphic organizer help you?”
“What are graphic organizers?”
Say:“Graphic organizers are charts or pictorials used to represent
what we think of. It can help us understand what we read. In
sequencing events, we use organizers like the story board,
flow chart, story train, chain of events chart and sequence
chart.”
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Teaching Chart
Graphic organizers are visual charts and tools used to represent
and organize a student’s knowledge or ideas. Graphic organizers are
often used as part of the writing process to help students map out
ideas, plots, character details and settings before beginning to
write. As part of the reading process, graphic organizers can help
astudentcomprehend what he has read and make comparisons.
Graphic organizers can be used to: sequence events, analyze
cause and effect, compare and contrast and develop concepts in
detail.
b. Guided Practice
Story Construction Game
Refer to LM, Learn Some More.
Divide the class into groups with five members. Give each group
a set of strips of paper on which story events are written. Let each
group arrange the events to form a story in a graphic
organizer. Let the groups read the stories they formed.
Story A
Story B
c. Independent Practice
Refer to Story C.
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.

66. i
4
English
Teacher’s Guide
Department of Education
Republic of the Philippines
This book was collaboratively developed and reviewed by educators
from public and private schools, colleges, and/or universities. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.
We value your feedback and recommendations.
Unit 2

67. ii
English – Grade 4
Teacher’s Guide
First Edition 2015
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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
seeking permission to use these materials from their respective copyright owners.
All means have been exhausted in seeking permission to use these materials. The
publisher and authors do not represent nor claim ownership over them.
Only institution and companies which have entered an agreement with
FILCOLS and only within the agreed framework may copy from this Teacher’s Guide.
Those who have not entered the agreement with FILCOLS must, if they wish to copy,
contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:
Felicitas Pado, PhD Ofelia Flojo, PhD
Nemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhD
Authors:
Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. Datuin
Victoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. Importante
Valeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. Ganggangan
Ms. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva
Layout Artists:
Camille Francesca Mondejar Ezekiel Quijano
Cheradee B. Lumitap Matthew Daniel V. Leysa
Printed in the Philippines by Vibal Group, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor, Mabini Building, DepEd Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com

68. iii
To our Dear Teachers,
This teacher’s guide is designed in four quarters with nine-week
lessons every quarter. Other broad competencies were subtasked to suit
the time alloted for the day’s lesson.
In a literature-based curriculum, objectives are classified into
a) expressive which refers to the appreciation of the literary text; and b)
instructional which refers to the development of the skills.
There are several activities for the pupils to develop target skill/s
but this is not an end in itself. Feel free to modify the strategies to address
individual differences of learners.
We also want you to use formative assessment results as basis
for instruction thus, enrichment activities are provided for pupils who got
above 50% of the total score and we encourage you to provide remediation
to pupils whose total scores are below 50%.
Enjoy teaching and make a DIFFERENCE in the pupils’ lives.
The Authors

69. iv
Table of Contents
Curriculum Guide ............................................................................................ vi
Quarter 2: Science and Nature
Table of Specification: Pre-Assessment .......................................................... 107
Pre-Assessment ............................................................................................. 108
Week 1 ………………………………………………………............................ 112
Week 2 ………………………………………………………............................ 125
Week 3 ………………………………………………………............................ 136
Week 4 ………………………………………………………............................ 147
Week 5 ………………………………………………………............................ 156
Week 6 ………………………………………………………............................ 166
Week 7 ………………………………………………………............................ 174
Week 8 ………………………………………………………............................ 182
Week 9 ………………………………………………………............................ 191
Table of Specification: Post Assessment ........................................................ 200
Post Assessment ............................................................................................ 201

70. vi
ENGLISHGRADE4
FIRSTQUARTER
GradeLevelStandards
Thelearnerlistenscriticallytonewsreportsandotherradiobroadcastsandexpressesideasaccuratelyinoralandinwritten
forms;demonstratesconfidenceintheuseofthelanguagetomeeteveryday’sneeds;andreadsindependentlyandgetsrelevant
informationfromvarioustexttypes.
Domain
ContentStandardPerformanceStandard
Thelearner…Thelearner…
OralLanguage
demonstratesunderstandingofverbalcuesforclearexpressionofideasactivelycreatesandparticipatesinoraltheme-basedactivities
demonstratesunderstandingofverbalandnon-verbalcuesforeffective
oralpresentation
efficientlydeliversoralpresentations
demonstratesunderstandingofinformationderivedfrommulti-media
sourcesforclearandcreativepresentation
creativelypresentsinformationusingbroadcastmedia
Fluency
demonstratesunderstandingthatEnglishisstress-timedlanguageto
achieveaccuracyandautomaticity
readsaloudtextwithaccuracyandautomaticity
Listening
Comprehension
demonstratesunderstandingoftheelementsofinformationaltextfor
comprehension
recallsdetails,sequenceofeventsandsharesideasontextslistenedto
demonstratesunderstandingoftexttypestoconstructfeedbackidentifiesstoryperspectiveandtextelements
Vocabulary
demonstratesunderstandingthatwordmeaningcanbederivedfrom
differentsources
usesdifferentresourcestofindwordmeaning
demonstratesunderstandingthatwordsarecomposedofdifferentparts
andtheirmeaningchangesdependingoncontext
usesstrategiestodecodethemeaningofwords
demonstratesunderstandingthatwordmeaningchangesbasedoncontextusesstrategiestodecodethemeaningofwordsincontext
Reading
Comprehension
demonstrateunderstandingofvariouslinguisticsnodestocomprehend
varioustexts
Uselinguisticcuestoappropriatelyconstructmeaningfromavarietyof
textsforavarietyofpurposes
Demonstrateunderstandingoftextelementstocomprehendvarioustexts
Useknowledgeoftexttypestocorrectlydistinguishliteraryfrom
informationaltexts
Demonstrateunderstandingofwritingstylestocomprehendtheauthor’s
message
Usediction(choiceofwords)toaccuratelyanalyzeauthor’stone,mood,
andpointofview
Demonstrateunderstandingthatreadinginawiderangeoftextsprovides
pleasureandavenueforself-expressionandpersonaldevelopment
Useliteralinformationfromtextstoaptlyinferandpredictoutcomes
Writingand
Composition
demonstratesunderstandingofwritingasaprocessusesavarietystrategiestowriteinformationalandliterarycompositions
demonstratesunderstandingoftheimportanceofusingvariedsourcesof
informationtosupportwriting
usesvariedsourcesofinformationtosupportwriting

71. vii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page2of14
Domain
ContentStandardPerformanceStandard
Thelearner…Thelearner…
Grammar
demonstratescommandoftheconventionsofstandardEnglishgrammar
andusagewhenwritingorspeaking
speaksandwritesusinggoodcommandoftheconventionsofstandard
English
demonstratesunderstandingofEnglishgrammarandusageinspeakingor
writing
usestheclassesofwordsaptlyinvariousoralandwrittendiscourse
demonstratesunderstandingofEnglishgrammarandusageinspeakingor
writing
usestheclassesofwordsaptlyinvariousoralandwrittendiscourse
Attitude
demonstratesunderstandingofnon-verbalcuestocommunicatewith
others
appliesknowledgeofnon-verbalskillstoshowrespectwhen
communicatingwithothers
demonstratesunderstandingofverbalandnon-verbalelementsof
communicationtorespondback
usesparalanguageandnon-verbalcuestorespondappropriately
Study
Strategies/
Research
demonstratesunderstandingoflibraryskillstoresearchonavarietyof
topics
useslibraryskillstogatherappropriateandrelevantinformation
Viewingdemonstratesunderstandingofthestrategiesincomprehendingvisualtext
viewsvariousformsofmediainordertogatherandshareinformation,
persuadeothersandunderstandandexpressideas
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-Ia-1
Notedetailsina
selectionlistened
to.
EN4OL-Ia-d-
1
Speakclearly
using
appropriate
pronunciation
andintonation.
EN4V-Ia-d-1
Usecontextclues
tofindmeaning
ofunfamiliar
words.
EN4RC-Ia-b-1
Analyzea
narrativeinterms
ofitscharacters.
EN4F-Ia-1
Phonological
Readwords,
phrases,
poemsor
storieswith
longvowela
sound
EN4SS-Ia-1
Locate
information
usingprintand
non-print
resources
EN4G-Ia-
b-1
Useplural
formof
regular
nouns
EN4WC-Ia-b-
1
Write2-3
sentencesabout
thecharacters
inaliterarytext
listenedtoor
read.
EN4A-Ia-1
Show
willingness
and
enthusiasm
inreadingor
listeningto
literarytext
2
EN4LC-Ib-2
Notedetailsina
selectionlistened
to,toidentify
setting
EN4V-Ia-d-2
Usecontextclues
(synoynms)to
findmeaningof
unfamiliarwords.
EN4RC-Ia-b-2
Analyzea
narrativeinterms
ofitssetting.
EN4F-Ib-2
Readwords,
phrases,
poemsor
storieswith
longvowele
EN4SS-Ib-2
Locate
information
usingprintand
non-print
resources

72. viii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page3of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
sound
3
EN4LC-Ic-3
Notedetailsina
selectionlistened
to
EN4V-Ia-d-2
Usecontextclues
(synonyms)to
findmeanindof
unfamiliarwords.
EN4RC-Ic-2
Statesimilarities
anddifferences
ininformation/
literarytextread
EN4F-Ic-3
Readwords,
phrases,
poemsor
storieswith
longvoweli
sound
EN4SS-Ic-3
Locate
information
usingprintand
non-print
resources
(usingmap)
EN4G-Ic-2
Useplural
formof
irregular
nouns
EN4WC-Ic-2
Writetwoor
threesentences
aboutthe
characters,
setting,or
eventsina
storylistenedto
orread
4
EN4LC-Id-4
Sequenceevents
inastorylistened
to
EN4OL-Ia-d-
2Speakclearly
using
appropriate
pronunciation
andintonation
(poems,
chants,
rhymes,
riddles)
EN4V-Ia-d-2
Usecontextclues
(antonym)to
determinethe
meaningof
unfamiliarwords
EN4RC-Id-e-3
Sequenceevents
inastoryor
narrative
EN4F-Id-4
Readwords,
phrases,
poemsor
storieswith
longvowelo
sound
EN4SS-Id-4
Arrangewords
inalphabetical
orderwiththe
samefirstletter
butadifferent
secondletter
EN4G-Id-3
Useclear
and
coherent
sentences
using
appropriate
grammatical
structures:
Kindsof
Nouns-
MassNouns
andCount
Nouns
EN4WC-Id-3
Write2-3step
directionsusing
signalwords
EN4A-IIb-
2
Listen
attentively
andreact
positively
duringstory
reading.
5
EN4LC-Ie-5
Sequenceevents
inastorylistened
to
EN4OL-Ie-2
Giveoral
directions
EN4V-Ie-f-2
Usecontextclues
(definition)to
determinethe
meaningof
unfamiliarwords.
EN4F-Ie-5
Readwords,
phrases,
poemsor
storieswith
longvowelu
sound
EN4SS-Ie-i-5
Usegraphic
organizersto
show
understanding
oftexts(story
sequence
organizers)
EN4G-Ie-4
Useclear
and
coherent
sentences
using
appropriate
grammatical
structures
(quantifiers
ofmass
nouns)
EN4WC-Ie-f-4
Writedifferent
formsofsimple
composition
(thankyou
card,note,
poster,
slogan)asa
responseto
stories/poems
readorlistened
to
-notes/letters6EN4LC-If-1EN4OL-If-3EN4RC-If-4EN4F-If-6EN4SS-Ie-i-5EN4G-If-5

73. ix
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page4of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
Inferabout
feelings,traitsof
charactersfrom
selections
listenedto
Expressone’s
ideas,feelings
clearly
Inferabout
feelings,traitsof
charactersina
selectionread
Readwords,
phrases,
poemsor
storieswith
compound
words
Usegraphic
organizersto
show
understanding
oftexts(story
sequence
organizers)
Compose
clearand
coherent
sentences
using
appropriate
grammatical
structures:
Kindsof
Nouns
(Possessive
Nouns)
-Descriptive
paragraph
-Another
endingtoa
story
7
EN4LC-Ig-1
Inferabout
feelings,traitsof
charactersin
selections
listenedto
EN4OL-Ig-4
Expressone’s
ideas,feelings
clearly
EN4V-Ig-3
Usecontextclues
tofindmeaning
ofunfamiliar
words(definition)
EN4RC-Ig-5
Makeinferences
anddraw
conclusions
basedona
literaryor
expositorytext
EN4F-Ig-7
Readwords,
phrases,
poems,and
storieswith
accuracy
EN4F-Ig-8
Readaloud
gradelevel
textswith
accuracyand
proper
expression
EN4G-Ig-6
Identifyand
useconcrete
nounsand
abstract
nouns
EN4WC-Ig-h-
5
Writeafriendly
letterasa
responseto
stories/poems
readorlistened
to
EN4A-IIa-
1
Demonstrate
respectfor
theideas,
feelingsand
cultureof
theauthor
ofthetext
listenedto.
8
EN4LC-Ih-1
Inferabout
feelings,traitsof
charactersin
selections
listenedto
EN4OL-Ih-5
Expressone’s
ideasand
feelingsclearly
EN4V-Ih-4
Usecontextclues
tofindmeaning
ofunfamiliar
words
(exemplification)
EN4F-Ih-i-8
Readwords,
phrases,
poems,and
storieswith
diphthongs
accurately
EN4G-Ih-7
Use
collective
nouns
EN4WC-Ig-h-
6
Writeformsof
simple
compositionas
aresponseto
stories/poems
readorlistened
to-notes/
letters-
descriptive

74. x
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page5of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
paragraph
9
EN4LC-Ii-1
Inferfeelings,
traitsof
charactersin
selections
listenedto
EN4OL-Ii-6
Expressone’s
ideas,feelings
clearly
EN4V-Ii-5
Usecontextclues
tofindmeaning
ofunfamiliar
words
(exemplification)
EN4RC-Ih-4
Inferthetheme
ofliterarytext
EN4F-Ih-i-9
Readwith
accuracy
words,
phrases,
poems,and
storieswith
silentletters.
Readaloud
gradelevel
texts
EN4G-Ii-8
Usesimple
present
tenseof
verbsin
sentences
EN4WC-Ii-6
Writea
responsetoa
story/poem
readorlistened
to-notes/
letters
SECONDQUARTER
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-IIa-1
Identifymain
ideaand
supportingdetails
fromatext
listenedto.
EN4OL-IIa-
1
Restateor
retell
information
fromatext
listenedto.
EN4V-IIa-1
Identify
meaningsof
unfamiliar
wordsthrough
structural
analysis
(compound
wordsand
their
components:
oneword
compound
(backyard),
twoword
EN4RC-IIa-1
Identifythe
importantstory
elementssuchas
setting,character
andplot.
EN4F-IIa-1
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
EN4SS-IIa-1
Arrange8-10
wordswith
different
beginning
lettersin
alphabetical
order.
EN4G-IIa-b-
1
Identifyand
usepersonal
pronounsin
sentences.
EN4WC-IIa-
1
Write
sentences
following
correct
mechanicsof
capitalization
and
punctuation.
EN4A-IIa-1
Demonstrate
respectforthe
ideas,feelings
andcultureof
theauthorof
thetext
listenedto.

75. xi
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page6of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
compound
(security
guard),
hyphenated
compound
word(sister-
in-law).
2
EN4LC-IIb-2
Recall
informationfrom
conversations.
EN4LC-Iib-3
Notedetailsfrom
news
reports/selections
listenedto.
EN4OL-IIb-
2
Usecourteous
expressions
EN4V-IIb-2
Identify
meaningsof
unfamiliar
wordsthrough
structural
analysis
(wordswith
affixes).
EN4RC-IIb-2
Identify
meaningsof
unfamiliarwords
through
structural
analysis(words
withaffixes).
EN4F-IIb-2
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
EN4SS-IIb-2
Classify
relatedwords,
ideas,and
concepts
accordingto
certain
characteristics
and
similarities.
EN4G-Ii-9
Usethe
pronounthat
agreesin
gender,
numberwith
the
antecedent.
EN4WC-IIb-
2
Writeashort
storywiththe
elements.
3
EN4LC-IIc-3
Notedetailsby
asking/answering
questionsabout
astory/poem
listenedto
EN4OL-IIc-3
Listenand
answer
questions
aboutastory
read/listened
to.
EN4RC-IIc-3
-Notingdetails
-Inferwords,
feelingsof
characters
EN4RC-IIb-3
Inferthemoods
orfeelingsofthe
characterbased
onwhathe/she
saysordo.
EN4F-IIc-3
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
Readwords
thatendwith
–scorrectly.
EN4G-IIc-3
Identifyand
usesformof
verbs.
EN4WC-IIc-
3
Writea
friendlyletter
usingcorrect
format.
EN4A-IIb-2
Listen
attentively
andreact
positively
duringstory
reading.
4
EN4LC-IId-4
Followasetof
three-to-fivestep
directions.
EN4OL-IId-
4
Givethree-to-
fivestep
directions.
EN4V-IId-3
Usecontext
cluestoact
themeaningof
difficultwords.
EN4RC-IId-4
Makeatwo-point
sentenceoutline.
EN4F-IId-4
Reciteapoem
with
expression
EN4G-IId-4
Usethe
presentform
ofverbsthat
agreewiththe
subject
EN4WC-IId-
4
Writeatwo-
pointsentence
outline
EN4A-IIc-3
Expresslove
forstoriesand
othertexts.
5
EN4LC-IIe-5
Interpretastory
through
EN4OL-IIe-
5
Relatestory
EN4V-IIe-4
Useprefixes
androotwords
EN4RC-IIe-5
Givepossible
endingstostories
EN4F-IIe-5
Readwith
automaticity
EN4SS-IIc-3
Follow
instructions
EN4G-IIe-5
Use
possessive
EN4WC-IIe-
5
Outlinea
EN4A-IId-4
Takepartin
creative

76. xii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page7of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
dramatization
songsorart
activities.
eventsto
one’s
experience.
ascluestoget
meaningof
words.
gradelevel
contentarea
words.
carefullyona
text.
pronounsthat
agreein
genderwith
antecedents.
paragraph
withexplicitly
givenmain
idea.
responsesin
preparing
logs,journal,
andotheroral
presentation.
6
EN4LC-IIf-6
Infertraitsof
charactersbased
onwhattheydo
orsayinastory
listenedto.
EN4OL-IIf-6
Reacttowhat
thecharacters
saidinthe
storylistened
to.
EN4V-IIf-5
Usesuffixes
androotwords
ascluestoget
meaningof
words.
EN4RC-IIf-6
Predictoutcomes
ofeventsinthe
story
EN4F-IIf-6
Readusing
correct
intonationand
expression.
EN4SS-IId-4
Filloutforms
givingthe
appropriate
instructions.
EN4G-IIf-6
Usecorrect
time
expressionsto
tellanaction
inthepresent.
EN4WC-IIf-6
Writea
paragraph
basedona
two-point
outline.
EN4A-IIe-5
Takepartin
creative
responsesin
preparing
logs,journal,
andotheroral
presentation.
7
EN4LC-IIg-7
Giveapossible
endingtoastory
heard.
EN4OL-IIg-
7
Retellbest-
likedpartofa
storyheard.
EN4V-IIg-6
Identifyand
usesimileand
metaphorin
thepoem
read.
EN4RC-IIg-h-7
Inferthefeelings
andtraitsofthe
charactersinthe
story.
EN4F-IIg-7
Readwords
with
consonant
blends/tr/,
and,/cr/
EN4SS-IIe-5
Get
information
fromthenews
pageofa
schoolpaper.
EN4G-IIg-7
Usethepast
formof
regularverbs.
EN4WC-IIg-
7
Writea
paragraph
aboutone’s
personal
experience.
EN4A-IIf-6
Browseand
readnews
pagefor
informationof
aschool
paper.
8
EN4LC-IIh-i-8
Sequenceevents
inastorylistened
to.
EN4V-IIh-7
Identifyand
usesimileand
metaphorina
storyread.
EN4F-IIh-8
Readwords
with
consonant
blends/br/,
and/gr/
EN4SS-IIf-6
Usedictionary
ingettingthe
meaningof
words.
EN4G-IIh-i-
8
Usethepast
formof
irregular
verbs.
EN4WC-IIh-
8
Compose
sloganfroma
givenstimuli.
EN4A-IIg-7
Requestfor
morestories
toberead.
9
EN4OL-IIi-8
Connect
eventsina
storyheardto
apersonal
experience
EN4V-IIi-8
Identifyand
use
personification.
EN4RC-Iii-8
Noteimportant
detailsinan
informational
text.
EN4F-IIi-9
Readwords
with
consonant
blends/pr/,
and/gr/
EN4SS-IIg-7
Get
information
fromthenews
page.
EN4G-IIh-i-
9
Usethepast
formof
regularand
irregular
verbs.
EN4WC-IIi-9
Writeanews
reportusing
thefacts
given.
EN4A-IIh-8
Listen
attentively
andreact
positively
duringstory
reading.

77. xiii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page8of14
THIRDQUARTER
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-IIIa-1
Distinguishreality
fromfantasy.
EN4OL-IIIa-
1
Use
appropriate
expressionto
talkabout
famous
events.
EN4V-IIIa-1
Usecontext
clues
(synonymand
antonym)to
findmeaning
ofunfamiliar
words.
EN4RC-IIIa-1
Notesignificant
details.
EN4F-IIIa-1
Readapoem
aloudwith
proper
expression.
EN4SS-IIIa-
1
Usea
thesaurusto
findsynonyms
andantonyms
ofwords.
EN4G-IIIa-1
Identifyand
useadjectives
insentences
EN4WC-IIIa-
1Write
sentences
describing
persons,
places,things
andanimals
EN4A-IIIa-1
Showlovefor
readingby
listening
attentively
duringstory
readingand
making
commentsor
reactions.
2
EN4LC-IIIb-2
Notedetailsfrom
astorylistened
to.
EN4V-IIIb-2
Identify
multiple
meaningof
words.
EN4RC-IIIb-2
Notesignificant
details.
EN4F-IIIb-2
Readaloud
gradelevel
texts
accurately.
EN4SS-IIIb-
2
Interpreta
map.
EN4G-IIIb-2
Identifyand
usewords
thatshow
degreesof
comparisonof
objectivesin
sentences
EN4WC-IIIa-
2Rewrite
pairsof
sentences
using
connectors
EN4A-IIIb-2
Showinterest
inreadinga
travelogue.
3
EN4LC-IIIc-3
Pointoutdetails
froma
biographical
account.
EN4OL-IIIb-
2
Use
appropriate
expressionto
talkabout
famous
places.
EN4V-IIIc-3
Getthe
meaningof
unfamiliar
wordsthrough
restatements.
EN4RC-IIIc-3
Identify
sequenceof
events.
EN4F-IIIc-3
Readaloud
gradelevel
texts
accurately.
EN4SS-IIIc-
3
Useatimeline
toshoworder
ofevents.
EN4G-IIIc-3
Use
appropriate
wordsignals
toshowthe
sequenceof
eventsin
ssentences
EN4WC-IIIc-
3
Writesimple
sentences
using
sequence
signals.
EN4A-IIIc-3
Showinterest
inreadinga
biography.
4
EN4LC-IIId-4
Useindirect
speechtoclarify
thespeaker’s
ideas.
EN4V-IIId-4
Identify
different
meaningof
content
specificwords.
EN4RC-IIId-4
Identifycause
andeffect
relationship
EN4F-IIId-4
Readgrade
leveltexts
with
appropriate
speed,
accuracyand
expression
EN4SS-IIId-
4
Locate
meaningof
wordsfrom
thedictionary.
EN4G-IIId-4
Identifyand
usethe
correctorder
ofadjectives
inaseriesin
sentences
EN4WC-
IIId-4
Write/
composeclear
andcoherent
sentences
usingthe
correctorder
ofadjectives.
EN4A-IIId-4
Browseand
readbooksfor
various
purposessuch
aslearningor
forpleasure.

78. xiv
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page9of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
5
EN4LC-IIIe-5
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIc-
3
Use
appropriate
expressionto
talkabout
famous
people.
EN4V-IIIe-5
Identify
different
meaningof
content
specificwords.
EN4RC-IIIe-5
Identifyvarious
texttypes
accordingto
structure.
EN4F-IIIe-5
Readgrade
leveltexts
with
appropriate
speed.
EN4SS-IIIe-
5
Locate
information
from
glossaries
EN4G-IIIe-5
Identifyand
useadverbs
ofplacein
sentences.
EN4WC-IIIe-
5
Write/
composeclear
andcoherent
sentences
usingadverbs
ofplace.
EN4A-IIIe-5
Browseand
readbooks
forvarious
purposessuch
aslearningor
forpleasure.
6
EN4LC-IIIf-6
Giveone’s
reactiontoan
eventorissue.
EN4V-IIIf-6
Identify
different
meaningsof
content
specificwords.
EN4RC-IIIf-6
Makecomparison
andcontrast.
EN4F-IIIf-6
Readgrade
leveltexts
with
appropriate
speed.
EN4SS-IIIf-
6
Locate
information
fromindices.
EN4G-IIIf-6
Use
appropriate
adverbsof
timein
setences
EN4WC-IIIf-
6
Write/
composeclear
andcoherent
sentences
usingadverbs
oftime.
EN4A-IIIf-6
Browseand
readbooksfor
various
purposessuch
aslearningor
forpleasure.
7
EN4LC-IIIg-7
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIg-
4
Tell/retell
familiarstories
byusing
appropriate
gesturesand
expressionsin
complete
sentence.
EN4V-IIIg-7
Identify
different
meaningsof
content
specificwords
-denotation
-connotation
EN4RC-IIIg-7
Make
generalizations.
EN4F-IIIg-7
Readcorrectly
gradelevel
textswith
intonationand
expression.
EN4SS-IIIg-
7
Locate
information
fromindices.
EN4G-IIIg-7
Useadverbs
ofmannerin
sentences
EN4WC-
IIIg-7
Write/
composeclear
andcoherent
sentences
usingadverbs
ofmanner.
8
EN4LC-IIIh-8
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIh-
5
Tell/retell
familiarstories
byusing
appropriate
gesturesand
expressionsin
complete
sentence.
EN4V-IIIh-8
Useword
associations
(analogy)
EN4RC-IIIh-8
Useappropriate
graphic
organizersto
showthe
sequenceof
eventsinatext
read
(Story)
EN4F-IIIh-8
Readcorrectly
gradelevel
textswith
intonation,
expression.
EN4SS-IIIh-
8
Interpret
charts.
EN4G-IIIh-8
Usea
particularkind
ofsentence
foraspecific
purpose
-making
requests
EN4WC-
IIIh-8
Writeaone-
paragraph
essayona
particular
topic.
EN4A-IIIh-7
Browseand
readbooksfor
various
purposessuch
asforlearning
orfor
pleasure.
9EN4LC-IIIi-9EN4OL-IIIi-EN4V-IIIi-9EN4F-IIIi-9EN4SS-IIIi-EN4G-IIIi-9EN4WC-IIIi-EN4A-IIIi-8

79. xv
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page10of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
Giveone’s
reactiontoan
eventorissue.
6
Relateone’s
own
experiences
andideas
relatedtothe
topicusinga
varietyof
wordswith
proper
phrasing.
Useword
classifications
Readgrade
leveltexts
correctlywith
intonationand
expression.
9
Interpret
graphs.
Usea
particularkind
ofsentence
foraspecific
purpose
-asking
permission
9
Writeaone-
paragraph
essayona
particulartopic
Browseand
readbooksfor
various
purposessuch
asforlearning
orfor
pleasure.
FOURTHQUARTER
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
1
EN4LC-IVa-1
Distinguishfact
fromopinion
EN4OL-
IVa-1
Stateafact
and
opinion
EN4V-IVa-1
Use
knowledgeof
contextclues
tofindthe
meaningof
unfamiliar
words
-synonyms
EN4RC-IVa-1
Distinguishfact
fromopinion
EN4F-IVa-1
Readaloud
gradefour
leveltexts
withaccuracy
rateof95to
100%
EN4SS-IVa-
1
Takenoteof
relevant
information
fromagiven
text
EN4G-IVa-
1
Identify
prepositions
insentences
EN4WC-
IVa-1
Write
sentences
expressing
factand
opinion
EN4VC-IVa-
1
Identify
visual
elements
usedina
print/non
print
materials
EN4A-IVa-
1
Express
interestin
different
textsby
reading
available
print
materials
2
EN4LC-IVb-2
Tellwhetheran
actionorevent
isrealityor
fantasy
EN4OL-
IVb-2
Express
whetheran
actionor
eventis
realityor
fantasy
EN4V-IVb-2
Use
knowledgeof
contextclues
tofindthe
meaningof
unfamiliar
words
EN4RC-IVb-2
Interpret
directionin
authentictexts
i.e.,
medical
prescriptions
EN4F-IVb-2
Readaloud
gradefour
leveltexts
withaccuracy
rateof95to
100%
EN4G-IVb-
2
Use
prepositions
nn
sentences
-toandfrom
EN4WC-
IVb-2
Write3-4
sentencesin
giving
directions
EN4VC-IVb-
2
Identifythe
visual
elements
usedina
print/non
print
EN4A-IVb-
2
Expess
interestin
textby
reading
available
print

80. xvi
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page11of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
-antonymsmaterialsmaterials
3
EN4LC-IVc-3
Evaluatethe
likelihoodthat
story/event
couldreally
happen
EN4OL-
IVc-3
Stateifa
storycould
really
happen
EN4V-IVc-3
Identifythe
meaningof
wordswith
multiple
meaning
EN4RC-IVc-3
Distiguishreality
fromfantasyin
storiesread
EN4F-IVc-3
Readaloud
gradefour
leveltexts
with
accuracyrate
of95to
100%
EN4SS-IVc-
2
Usea
glossaryget
meaningof
words
EN4G-IVc-
3
Use
prepositions
insentences
-amongand
between
EN4WC-
IVc-3
Write3-4
sentences
using
amongand
between
EN4VC-IVc-
3
Make
connection
between
information
viewedand
personal
experiences
EN4A-IVc-
3
Express
interestin
textby
reading
available
print
materials
4
EN4LC-IVd-4
Giveconclusion
torealistic
fictionlistened
to
EN4OL-
IVd-4
State
conclusion
torealistic
fiction
EN4V-IVd-4
Identify
meaningof
wordswith
prefixes
Un,in,im,dis,
misandre
EN4RC-IVd-4
Giveconclusion
tohumorousor
cumulative
poemread
EN4F-IVd-4
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVd-
3
Usetheindex
tolocate
information
EN4G-IVd-
4
Use
prepositions
in,on,
underand
abovein
sentences
EN4WC-
IVd-4
Write3-4
sentences
showing
conclusion
ofagiven
topicor
situation
EN4VC-IVd-
4
Make
connection
between
information
viewedand
personal
experiences
EN4A-IVd-
4
Express
interestin
textby
reading
available
print
materials
5
EN4LC-IVe-5
Giveconclusion
tohumorousor
cumulative
poemlistenedto
EN4OL-
IVe-5
State
conclusion
to
humorous
or
cumulative
poem
heard
EN4V-IVe-5
Identify
meaningof
wordwith
suffixesful
andless
EN4RC-IVe-5
Giveconclusion
tohumorousor
cumulative
poemread
EN4F-IVe-5
Readgrade
leveltexts
with118
words
correctlyper
minute
Readalouda
cumulative
poem
EN4SS-IVe-
4
Usealmanac
toget
information
EN4G-IVe-
5
Use
prepositional
phrasesin
sentences
EN4WC-
IVe-5
Write3-4
sentences
showing
conclusion
EN4VC-IVe-
5
Explainhow
specific
aspectsofa
text
illustrations
contributeto
whtia
conveyedby
thewordsin
atext
EN4A-IVe-
5
Express
interestin
textby
reading
available
print
materials
6
EN4LC-IVf-6
Distinguishfact
fromopinionin
anarrative
EN4OL-
IVf-6
Statefacts
oropinion
ina
narrative
EN4V-IVf-6
Identify
meaningof
wordswith
suffixeser
andor
EN4RC-IVf-6
Distinguishfact
fromopinion
fromanarrative
EN4F-IVf-6
Readgrade
leveltexts
with118
words
correctlyper
EN4SS-IVf-
5
Interpretbar
andline
graph
EN4G-IVf-
6
Usesimple
sentence
-simple
subjectand
EN4WC-
IVf-6
Write3-4
sentences
expressing
opinion
EN4VC-IVf-
6
Explainhow
specific
aspectsofa
text
EN4A-IVf-
6
Express
interestin
textby
reading

81. xvii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page12of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
minutepredicateillustarions
contributeto
whatis
conveyedby
thewordsin
atext
available
print
materials
7
EN4LC-IVg-7
Distinguishfact
fromopinionin
aninformational
text
EN4OL-
IVg-7
Express
factor
opinionin
an
information
altext
EN4V-IVg-7
Identify
meaningof
wordswith
prefixesde
anddis
EN4RC-IVg-7
Distinguish
betweenfactor
opinioninan
informational
text
EN4F-IVg-7
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVg-
6
Usethe
encyclopedia
toget
information
EN4G-IVg-
7
Usesimple
sentences
with
compound
subjectand
simple
predicatein
givingfact
andopinion
EN4WC-
IVg-7
Write5-6
sentence
paragraph
abouta
giventopic
EN4VC-IVg-
7
Explainhow
specific
aspectsofa
text
illustarions
contributeto
whatis
conveyedby
thewordsin
atext
EN4A-IVg-
7
Express
interestin
textby
reading
available
print
materials
8
EN4LC-IVh-8
Distinguishfact
fromopinionin
anarrativetext
EN4OL-
IVh-8
Express
factor
opinionina
narrative
text
EN4V-IVh-8
Identify
meaningof
wordswith
suffixesly
andy
EN4RC-IVh-8
Distinguish
betweenfactor
opinionina
narrativetext
EN4F-IVh-8
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVh-
7
Use
strategiesin
takin`gtest
EN4G-IVh-
8
Usesimple
sentences
withsimple
subjectand
compound
predicatein
giving
suggesting
solutionsto
problems
EN4WC-
IVh-8
Write5-6
sentence
paragraph
aboutgiven
topicoridea
EN4VC-IVh-
8
Explainhow
specific
aspectsofa
text
illustarions
contributeto
whatis
conveyedby
thewordsin
atext
EN4A-IVh-
8
Express
interestin
textby
reading
available
print
materials
9
EN4LC-IVi-9
Distinguish
betweenfactor
opinionina
informational
text
EN4OL-
IVi-9
Express
factor
opinionin
an
information
EN4V-IVi-9
Identify
meaningof
wordswith
suffixesable
andible
EN4RC-IVi-9
Distinguish
betweenfactor
opinionina
informational
text
EN4F-IVi-9
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVi-
8
Followsteps
inaprocess
EN4G-IVi-
9
Use
compound
sentencesin
comparing
contrasting
EN4WC-
IVi-9
Write5-6
sentence
paragraph
aboutgiven
topicoridea
EN4VC-IVi-
9
Explainhow
specific
aspectsofa
text
illustarions
EN4A-IVi-9
Express
interestin
textby
reading
available
print

82. xviii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page13of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
altextpersons/ani
mals/places/
object/event
s/ideas
contributeto
whatis
conveyedby
thewordsin
atext
materials

83. xix
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page14of14
CODEBOOKLEGEND
Sample:EN4G-If-2.5
LEGENDSAMPLE
FirstEntry
LearningAreaand
Strand/Subjector
Specialization
English
EN4
GradeLevelGrade4
UppercaseLetter/s
Domain/Content/
Component/Topic
GrammarG
-
RomanNumeral
*Zeroifnospecificquarter
QuarterFirstQuarterI
LowercaseLetter/s
*Putahyphen(-)inbetween
letterstoindicatemorethana
specificweek
WeekWeeksixf
-
ArabicNumberCompetency
Composeclearand
coherentsentencesusing
appropriategrammatical
structures
2.5
DOMAIN/COMPONENTCODE
AlphabetKnowledgeAK
BookandPrintKnowledgeBPK
FluencyF
GrammarG
ListeningComprehensionLC
OralLanguageOL
PhonicsandWordRecognitionPWR
PhonologicalAwarenessPA
ReadingComprehensionRC
SpellingS
StudyStrategiesSS
ViewingComprehensionVC
VocabularyDevelopmentV
WritingandCompositionWC

84. 107
QUARTER 2
TABLE OF SPECIFICATIONS (PRE TEST)
TOPICS / SKILLS
ITEM
PLACEMENT TOTAL
1. Identifying the main idea and
supporting details for a text
heard
1 1
2. Compound words 2 1
3. Identifying story elements
such as setting, character,
and plot
3 1
4. Arranging 8-10 word with
different beginning letters in
alphabetical order
4, 32 2
5. Using personal pronouns 5 1
6. Using possessive pronouns 10-11 2
7. Verbs in the –s form 9 1
8. Noting details from news
report/selections listened to
6 1
9. Answering wh- questions 7 1
10. Using prefixes and suffixes 12-13 2
11. Infer the moods or feelings
of the character based on
what he/she says or does
33-35 3
12. Writing a friendly letter 19-23 5
13. Identifying figure of speech
(simile, metaphor and per-
sonification)
24-28 5
14. Making an Outline 14-18 5
15. Sequencing of events 29 1
16. Giving possible ending 8, 30 2
17. identifying a slogan 31 1
18. Using regular and irregular
verbs
36-40 5

85. 108
QUARTER 2
PRE-ASSESSMENT
Listening
I. Listen as the teacher reads the story then answer the questions that follow.
Write only the letter of your answer.
1. What happened to the leaves of the gumamela plant?
a. It grew some flowers. c. It was rolled by the caterpillar.
b. It was eaten by the caterpillar. d. It turned yellow.
2. Which of the following is an example of a compound word?
a. school b. weekend c. following d. wondered
3. What is the setting of the story?
a. in the house c. in the flower garden
b. in the school d. In the city
4. Which of the following list of words are arranged in correct alphabetical
order?
a. gumamela, caterpillar, flower, garden, leaf, sleep, butterfly, harmless
b. caterpillar, gumamela, garden, flower, leaf, butterfly, sleep, harmless
c. butterfly, caterpillar, flower,garden, gumamela, harmless, leaf, sleep
d. flower, harmless, caterpillar, garden, butterfly, sleep, leaf, gumamela
5. In the sentence “Mary had a flower garden. She visits it every day after
school.” What personal pronoun is used to replace the name of Mary?
a. she b. it c. is d. of
6. Which of the following is NOT a part of the selection read?
a. Mary has a flower garden.
b. Mary took care of the caterpillar and gave it food every day.
c. Mary decided to leave the caterpillar on the leaf.
d. Mary saw a yellow butterfly near the gumamela.
Mary and the Caterpillar
Mary had a flower garden. She visits it every day after school. She cleans
the flower beds every weekend. Oh, how she loved her garden. One day, Mary
noticed that the leaves of the gumamela were eaten. She found a caterpillar
in one of the leaves. She was about to destroy it but it looked so small and
harmless that she decided to leave it there. She watched the caterpillar eat
the leaves. After a few more days, Mary didn’t find the caterpillar anymore.
She found it in a rolled leaf. Perhaps it grew tired of eating and now wants to
sleep. The following week Mary looked for the caterpillar in the rolled leaf. It
wasn’t there. She thought it died. Then, she saw a beautiful yellow butterfly.
“Could it be that this butterfly was the caterpillar?,” Mary wondered.

86. 109
7. Mary did not kill the caterpillar. Why?
a. She was happy to see the caterpillar. c. She took pitied the caterpillar.
b. She was angry at the caterpillar. d. She loved the caterpillar.
8. What do you think happened to the caterpillar?
a. The caterpillar died. c. The caterpillar transferred to another plant.
b. The caterpillar changed into a butterfly. d. The caterpillar got lost.
Grammar
1. Which pair of words will best complete the idea of the sentence:
Louise ____________ milk for breakfast. She _____ it is a good way to start
the day.
a. drinks – think c. drinks – thinks
b. drink – thinks d. drink - think
Choose the correct possessive pronouns from the box that will complete the
given sentence:
2. I planted this mango tree. This is ___ mango tree.
3. I own this tree. This is _____.
Reading
4. The bridge is flooded. It is impossible to cross now. What is the meaning of
the underlined word?
a. possible to flood c. not possible to cross
b. possible to cross d. not possible to flood
5. Kiko is a good cat. He is harmless with children.
a. can cause harm c. full of harm
b. cannot cause harm d. little harm
Writing
14-18. Read the short paragraph and write an outline.
A bird is a kind of animal. It has two wings and legs. Its body is
covered with feathers. Its beak is hard. Most birds can fly, but there are
others who cannot. Turkeys and penguins are two kinds of birds that
cannot fly.
_________________
Title
I. ____________________________
1. __________________________
2. __________________________
3. __________________________
Rewrite the letter using the correct format.
mine your yours ours my our

87. 110
19. Your friend
20. Today I saw a butterfly in my garden. Any idea where it came
from? Last week, I found a caterpillar in the leaf of my gumamela
plant. Now it’s gone. Do you know what could have happened
to the caterpillar? I am now trying to find out where this butterfly
came from. Please help me on this.
21. Dear Sara
22. Leila
23. San Pablo Elementary School
June 3, 2014
Identify the following figures of speech. Tell which of the sentences is a simile,
metaphor and personification.
24. The rain whispered as it fell to the ground.
25. Father works like an ant
26. My life is an open book.
27. The moon played hide and seek with the clouds.
28. The thunder was as loud as the fireworks.
29. What is the correct sequence in making a sandwich? Choose the
letter of the correct answer.
a. 1-2-3-4
b. 3-2-4-1
c. 3-1-4-2
d. 4-3-2-1
30. Read the selection carefully. What do you think Rica and Rita
should do?
__________________
__________________
__________
__________________________________________
_______________________________________________
_______________________________________________
_________________________________________
____________
____________
1. Put your bread together
2. Get two slices of bread.
3. First, you need to buy loaf bread and peanut butter.
4. Spread the peanut butter on the bread
Rica and Rita were walking from school, when they noticed a wallet
near the trash can. They picked it up. They opened it and saw five hundred
pesos. They looked at each other. Both were hungry. They stood for a while
thinking.

88. 111
a. Use the money to buy food
b. Throw the wallet in the trash can
c. Get the money and give it to mother
d. Keep the wallet and report it to the Police Station with Mother
1. Which is a slogan?
a. It is chocolate
b. Stop, look and listen
c. Cover the trash cans
d. Coca-Cola- It’s the real thing
2. Which letters are found between R and U?
a. QM b. ST c. UV d. WT
Read the paragraph.
3. What do you think did the character feel?
a. happy b. angry c. jealous d. shy
Read the paragraph carefully. Answer the questions.
4. What is the mood of the selection?
a. sad b. festive c. happy d. gloomy
5. What feeling will Leonardo have when he gets in the house?
a. calm b. surprised c. afraid d. funny
Write the correct form of the verbs in the parentheses to complete the idea of the
paragraph.
Last week, the whole family__________(36. visit) our grandmother in the next
town. On our way, we ___________(37. see) fruit vendors with carts full of fruits.
Mother ___________ (38. buy) some lanzones, rambutan and durian. We ___ (39.
eat) all the fruits when we arrived at grandmother’s house. Grandmother ______ (40.
Is) very happy to see us.
Roberta felt like hiding her face. She was wearing her new eyeglasses
to school for the first time. She felt that everyone on the street was laughing
at her. “I look like an owl,” she thought to herself.
Leonardo’s mother prepares the cake. She fills the table with
delicious food and sweets. She looks out the window and sees Leonardo
arriving from school. Mother tells everyone to get ready. As soon as
Leonardo opens the door, everyone starts to sing.

89. 112
Quarter 2
Theme: Science and Nature
Week 1 - Big or Small, Animals All Around
I. Objectives
A. Expressive Objectives
1. Realize and appreciate the importance of bugs
2. Realize that it is better to be friendly than to be grouchy
3. Admire the friendly ladybug for her willingness to share her food
B. Instructional Objectives
Listening Comprehension
Identify the main idea and supporting details from a text listened to
Oral Language
Restate and retell information from a text listened to
Vocabulary Development
Identify 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
Identify the important story elements such as setting, character and plot
Oral Reading Fluency
Read with automaticity grade level frequently occurring content area words
Study Strategy
Arrange 8-10 words with different beginning letters in alphabetical order
Grammar
Identify and use personal pronouns in sentences
Writing Composition
Write sentences following correct mechanics of capitalization and
punctuation
Attitude towards literacy, literature and language
Demonstrate respect for the ideas, feelings, and culture of the author of the
text listened to

90. 113
II. Subject Matter
A. Topics
Poems:
I like Bugs by Margaret Wise Brown
http://www.hubbardscupboard.org/ilike_bugs_.html
The Elephant Who Forgot What He Was by Christopher Ronald Jones,
UK
http://www.voicesnet.org/displayonepoem.aspx?poemid=227646
Song: Insect Bodies by Victoria Smith
http://www.hubbardscupboard.org/i_like_bugs_.html
Story: “The Grouchy Ladybug” by Eric Carle
HarperCollins Paperback Edition 1996
B. Materials:
• Bigbook of the story The Grouchy Ladybug
• assorted pictures of insects e.g. ladybug, ant, bees etc.
• a picture of an insect with parts labelled
Day 1
EO: Realize and appreciate the importance of bugs.
LC: Get the main idea and supporting details from text listened to.
OL: Restate and retell information from text listened to.
A. Pre-reading Activities
1. Unlocking of Difficult Words (using picture clues, context clues and
examples)
a. bugs
Bugs are small insects.
Say: “These are bugs.” (Show picture of bugs.)
“Can you name some bugs? Describe them.”
b. ladybug
The ladybug is red with black spots on it.
(Show picture of a ladybug)
Say: “This is a bug. It is called a ladybug.”
“Where can you find ladybugs?”
c. mean
Say: “The boy kicked the dog. He is mean.”
Ask: “What can you say about someone who is mean?”
“Canyounamesomeactionsthatwillshowthatsomeoneisbeingmean?”
“Is it good to be mean to others? Why?”

91. 114
d. sidewalk
Say: “We waited for the bus at the sidewalk.”
Ask: “What are sidewalks for? Why?”
2. Motivation
Show a picture of bugs. Talk about it.
Ask: “Do you like bugs? Why or why not?”
Ask the pupils to fill up a KWL chart about bugs.
What I Know What I Want to Know What I Learned
3. Motive Question
Ask: “What kind of bugs does the author like?”
B. During Reading Activities
• Model Reading of the poem
• Shared reading of the poem with the class
Refer to LM, I Like Bugs! by Margaret Wise Brown
Comprehension Check: Refer to LM, Talk about It
1. Teaching/Modelling
What is the main idea of the poem?
What are the supporting details that talk about the main idea of the poem?
(Use the graphic organizer to show the connections).
Green bugs
Mean bugs
Etc....
Etc...
Bad
bugs
Black
bugs
I like
bugs
Teaching Chart
Every story, poem or paragraph has a main idea. The main idea
tells what the story, poem, or paragraph is all about.
The supporting details tell more about the main idea. They
give the important details and describe the main idea for better
understanding.

92. 115
2. Guided Practice
Sing the poem to the tune of If You’re Happy and You Know It
Refer to LM, Find Out and Learn Insect Bodies
Form six (6) groups. Groups 1 to 3 will use the 1st stanza of the song, while
Groups 4 to 6 will use the 2nd stanza. Refer to LM, Try and Learn
Answers:
Group 1-3
Main Idea: Every insect’s body has three parts.
Supporting Details: Every insect has a head, a thorax and abdomen
Group 4-6
Main Idea: Every insect’s body has six legs.
Supporting Details: It has three legs on each side. It walks on them
with pride.
3. Science Integration
Ask: “How can you tell a bug from other living things?”
“What are the body parts of a bug?”
“What bugs can you find at home? In gardens?” (use other places
identified by pupils)
“Why do they stay in these places? What do these bugs do?”
“Do you like them to stay in these places? Why or why not?”
Note: Emphasize the importance of bugs in the environment (e.g. bees
provide honey; spiders feed on mosquitoes and other insects;
ladybugs eat aphids that harm plants)
4. Independent Practice
Read the poem and identify the main idea and the supporting details.
Refer to LM, Learn Some More, Where is the Caterpillar?
Enrichment Activities:
Drawing Activity
Draw and color a bug which you think the author of the poem will like.
Explain why you think the author will like it.

93. 116
Day 2
EO: Appreciate the value of sharing one’s blessings with others
RC: Note important details from a selection listened to.
A. Pre-reading Activities
Recall: Rereading of the poem I Like Bugs (individually and/or by groups)
1. Unlocking of Difficulties (using context clues, pictures and demonstration)
a. whale
Show a picture of a whale.
Say: “This is a whale. Describe a whale. Name the body parts of the
whale from the picture.”
b. grouchy
(Show a picture of a grouchy boy)
Say: “The boy is grouchy. He is always in a bad mood.”
Ask: “How does a grouchy person look, act, speak?”
c. aphids
(Show a picture of a plant with aphids.)
Say: “There are aphids on the leaves of the plant.”
Ask: “How do aphids look like? Where else can you find aphids?”
d. screeched
The woman screeched in a very loud voice.
Ask: What does screech mean? Demonstrate. What situations will
make you screech?
e. puffed
He puffed air into the balloon to make it big.
Ask: What do you do when you puff air? Have children demonstrate
the action.
f. insist
The boy insists and would not accept no for an answer.
Ask: How do you insist? When do you insist?
2. Group Activity
Divide the class into 3-5 groups and have pupils classify the pictures by
filling in the table.
Am I an insect or not?

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Read the names of the insects/animals in the picture. (Model reading of the
words first.)
Yes Maybe No
1. ladybug
2. yellow jacket
3. stag beetle
4. praying mantis
5. sparrow
6. lobster
7. boa constrictor
8. hyena
9. gorilla
10. elephant
11. whale
Note: Prepare at least 3-5 sets of the pictures of the given animals/
insects. These are animals/insects from the story The Grouchy Ladybug
and will serve as part of vocabulary enrichment.
3. Motivation
Say: “Sometimes you are in a bad mood. Do you get grouchy? When and
why do you get grouchy?
Preview the cover and say: “What do you think is the story about?”
Describe the ladybug in the picture.
4. Motive Question
Why do you think the ladybug is grouchy?
B. During Reading
Read the story The Grouchy Ladybug. (Interactive Reading can be used after
the reading of the first 2 animals / insects that the grouchy ladybug met. The
repetitive lines can be recited by identified groups for the characters or the
entire class can repeat the lines for the teacher.) You may also read the entire
story first then reread the story, dropping your voice and letting students read
the repeated portions of the story in the second reading.
Refer to LM for the story of the The Grouchy Ladybug.
C. Post Reading
1. Engagement Activities
Differentiated pupils’ activities for 6 groups.
Group 1. Don’t Get Lost: Chart It!

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Copy the story chart in your notebook. Identify the elements of the story.
Story Map
Title of the story
______________
Author: ________
Character/s Setting
Plot
Group 2. Breaking News!
Accomplish the Plot Chart (problem-solution chart) for “The Grouchy Lady
Bug.” Talk about the ladybug’s problem and the actions she took to solve
her problem. Write your answers in your notebook.
Title of the story
________________
PLOT
Beginning Middle
Ending
Group 3. Minute News!
Sequence events according to the story using the given pictures. Arrange
the pictures of the animals that the ladybug wanted to fight.
Group 4. Lights, Camera, Action!
Choose at least two bugs/animals that the ladybug met on that day.
Dramatize that part of the story.
Group 5. Flash Report
Show the part where the ladybug meets the whale. One member of the
group will play a reporter who will interview the ladybug and the whale.
(The group will write at least three possible questions that the reporter will
ask the ladybug and the ladybug’s answers. They will also write at least two
possible questions to ask the whale and the whale’s answers.)
Group 6. Love Letters from the Heart
Talk about the ending of the story. Pretend you are the grouchy ladybug.
What will you say to the friendly ladybug? Write this in a letter to the friendly
ladybug. Write on a separate sheet of paper.

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Discussion Questions
1. What is the story about? (Group 1 will present their output)
2. What happened when the two ladybugs landed on the same leaf? Why?
3. Why did the grouchy ladybug fly away? (Group 2 will present their
output)
4. Why does the ladybug want to fight?
5. What did the grouchy ladybug do that day? (Group 3 will present their
output)
6. What does the ladybug say to the animals? Why? (Group 4 will present
their output)
7. What happened when the ladybug met the whale? (Group 5 will show
us.)
8. What did the ladybug say to the whale?
9. What did the ladybug do when the whale would not answer her?
10. Do you think the whale could hear the ladybug? Why not?
11. What happened when the ladybug reached the whale’s fin?
12. Where do we find the ladybug at the end of the story?
13. What do you think will happen to the grouchy lady bug after that day?
(Group 5 will present their output.)
2. Enrichment Activity:
Refer to LM, Learn Some More and Find out and Learn
Day 3
EO: Show appreciation by accepting advice and warnings of parents, friends, and
other well-meaning individuals
RC: Identify the story elements (setting, character, and plot)
WC: Write a short story using the story elements
A. Introduction/Presentation
Say: “Can you remember the title of the story we read yesterday? Retell
the story.”
B. Teaching/Modelling
At five o’clock in the morning, the sun came up. A friendly
ladybug flew in from the left. It saw a leaf with many aphids on it,
and decided to have them for breakfast. But just then, a grouchy
ladybug flew in from the right. It , too, saw the aphids and wanted
them for breakfast.
Say: “Today, we will learn about the different elements in the story.” (Call
some pupils to read the paragraph taken from the story The Grouchy
Ladybug)
Based on the paragraph:
1-2. When and where did the story happen? Read the part. Describe it.
3. What do you call this part of the story? (setting)
4. Do all stories need a setting? Why?

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5. Who are the characters of the story? Describe the two ladybugs in the
story. (Use a Venn diagram to illustrate the differences and similarities
of the two ladybugs).
6. What do you call the persons / animals in the story? (characters).
7. What did the friendly ladybug want? What did the grouchy ladybug
want? How did each ladybug try to solve problem? What did the grouchy
ladybug do? How did the story end?
(Fill-out the problem-solution-ending chart below using the pupils’
responses.)
Example:
Events Problem Ending
Event 1:
A ladybug flew
to a leaf to eat
the aphids for
breakfast.
Another ladybug was
already eating the
aphids in the leaf.
The grouchy ladybug
did not fight anyone.
Event 2:
The grouchy
ladybug wanted to
fight the friendly
ladybug for the
aphids.
The friendly ladybuug
said that she will fight
if the grouchy ladybug
wishes it.
He did not have
breakfast and lunch.
He went to look for
someone big enough
to fight.
The grouchy
ladybug went to
look for anyone
willing to fight him.
Everyone was willing
to fight the ladybug.
They were not big
enough for him to
fight.
He was very hungry.
He ate the leftover
aphids for dinner.
Teaching Chart
 The elements of a story are setting, character, and plot.
 The characters are the people in the story.
 The setting is the place and the time the events in the story
happened.
 The plot is made up of the events that happened in the story.
It consists of the beginning, the middle, and the ending.
o Beginning – It gives the problem faced by the main
character.
o Middle – It presents the actions made by the
characters to solve the problem.
o Ending – it gives the solution to the problem.
Friendly Ladybug Grouchy Ladybug

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C. Guided Practice
Identify the elements in the story Buddy and the Cat.
Refer to LM, Do and Learn.
Ask: “What is the setting of the story? Read the part where the setting is
mentioned.”
“Whoarethecharactersinthestory?Describeeachofthesecharacters.”
“Identify the parts in the selection that helped you describe the
characters.”
D. Independent Practice
Read the selection and do the activity that follows.
Refer to LM for the selection Pablo and the Eggs
Identify the elements of the story by filling in the graphic organizers.
Title of the Story:
Pablo and the Eggs
Setting:
Garden
Characters Plot
Middle: Pete
tried to stop him
because they
looked like small
eggs.
Ending: Pablo was
about to play with
the eggs when
it hatched which
frightened him.
Beginning: Pablo
wanted to play
with some round
objects he found.
They look like
small balls.
Pete, the
grasshop-
per
Pablo, the
praying
mantis

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E. Writing/ Composition
Refer to LM, Write About It
(Divide children into 5-6 groups.)
Write a short story using the three (3) story elements.
Tell the class your story.
Note: Make the activity more meaningful and interesting by letting the class
vote for the best story made. A role play of the story the pupils wrote serve.
Day 4
VD: Identify and use compound words in sentences
G: Use personal pronouns and their antecedents
A. Skills Development: Compound Words
1. Introduction/Presentation
Read the following sentences.
1. The ladybugs landed on a leaf one early morning.
2. They wanted aphids for breakfast.
3. The grouchy ladybug saw a stag beetle and wanted to fight with it.
4. The praying mantis prepared to fight with the ladybug.
5. The one-day old aphids were eaten by the bugs.
Say: “What are the underlined words in the sentence?” (Call pupils to
read the underlined words.)
“What can you say about these words?” (They are made up of 2
words)
“What words can you find in these words?” (lady + bug, stag +
beetle, etc.)
“Can you think of other words which are combinations of two
words?” (Write all answers given by the pupils. Be sure to separate
the compound words from non-compound words)
2. Teaching/Modelling
Say: “Read the words on the board,” (given by pupils in the earlier
activity).
“We call these words compound words. What can you say about
the compound words in each column?”
Column 1 Column 2 Column 3
baseball
handshake
newspaper
sunshine
rainbow
report card
fairy tale
love letter
one-half
twenty-one
sister-in-law
x-ray

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Teaching Chart
A compound word is made of two words joined to form a
new word. There are three different kinds of compound words.
 One-word compound is written as one whole word.
 Two–word compound is written as two separate words
 Hyphenated compound is written with a hyphen
separating the two words.
3. Guided Practice
Read the paragraph. Identify the compound words. Say if it is a one-
word compound, two-word compound or a hyphenated compound
word.
Janna loves to visit her grandmother in her farmyard on
weekends. She loves to sit with her Lola Marta on the rocking chair
and watch the fireflies at night. Lola Marta always reads fairy tales
to Janna before bedtime. She also shows her how to cook pancakes
in the frying pan. Janna proudly claims that she made forty-four
cookies one weekend and shared one-half of them with the vice-
president of their homeowners’ club.
One-word compound
Hyphenated
compound words
Two-word compound
4. Independent Practice
Refer to LM, Do and Learn
Activity: Group the pupils into 4. Distribute the following poems for them
to read. Let pupils identify the compound words used in the poem. Write
these on the table given. Before the presentation of the compound
words, the group will read their poem to the class.
Refer to LM, Learn Some More for the short poems In the Beehive,
Animal Homes, Firely Hi, and Ladybug Rhyme.
Ask: “How were you able to tell the compound words from non-
compound words?”
“What types of compound words were you able to identify? In
what ways are they different from one another?”
(Answers: Group 1 – beehive, nobody / Group 2 – animal beds,
underground / Group 3 – firefly, evening sky / Group 4 – ladybug,
flower bed)

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B. Skill Development: Grammar (Personal Pronouns)
1. Presentation
Read the paragraph on LM, Read and Learn. Answer the questions that
follow.
2. Teaching/Modelling
Refer to LM, Try and Learn
Teaching Chart
 Personal pronouns are words used in place of nouns in
sentences.
 The following are personal pronouns:
o Singular
(I, me, he, she, it, him, her)
o Plural
(you, we, they, them)
3. Guided Practice
Refer to LM, Do and Learn.
4. Independent Practice
Write the correct personal pronouns that will complete the paragraph.
Mika and Nena are friends. ________are neighbors and
classmates, too. ______ enjoy playing badminton. They say ______
is an exercise and a fun way to spend their time. Coach Sara invited
them to join the badminton team; ______ said it will be fun. Mr. San
Luis, the class adviser, said ____ will allow __________ to join.
Answers: they, they, it, she, he, them
Day 5
EO: To realize that living organisms are unique and different from one another
SS: To arrange 8-10 words with different beginning letters in alphabetical order
A. Review
Call selected pupils read the selection
Refer to LM, Read and Learn
B. Presentation
Let pupils read the following words individually, by pairs, or groups.

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Note: Have the words written on cartolina strips to facilitate alphabetization
activity.
Refer to LM, Try and Learn
C. Teaching/Modelling
Say: “Look at the word list in the box. If we will arrange these words in
alphabetical order, what word will be first? What word will be next? What
word will come next in alphabetical order?”
Teaching Chart
 To alphabetize a list of words or names, you start by placing them
in A-B-C order according to the first letter of each word.
 If you have two or more words that begin with the same letter, you
will look at the second letter. Ask yourself: which of the second
letters comes first in the alphabet? If the first and second letters
are the same, go to your third letters.
D. Guided Practice
Group the pupils in three (3). Each group will arrange the given words in
alphabetical order.
Refer to LM, Do and Learn
Present the group output to the class. Check the pupils’ answers.
E. Independent Practice
Read the poem carefully. Copy the underlined words in your notebook or paper.
Then arrange the words in alphabetical order.
Refer to LM, Learn Some More, The Elephant Who Forgot What He Was.
Week 2
I. Objectives
A. Expressive Objectives
1. Realize the value of staying together as a family especially in times of
difficulties
2. Realize the importance of compassion in times of need
B. Instructional Objectives
Listening Comprehension
Note details from news reports / selections listened to.
Oral Language
Answer wh- questions based on new reports/selections listened to / read.

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Oral Reading Fluency
Read with automaticity grade level frequently occurring content area words
Study Strategy
Classify related words, ideas, and concepts according to certain
characteristics and similarities
Grammar
Use personal pronouns
-use the pronoun that agrees in gender, number with the antecedent
Attitude towards literacy, literature, and language
Demonstrate respect for the ideas, feelings and culture of the author of
the text read or listened to
II. Subject Matter
A. Literature Text and References
Song : If All the Little Raindrops
Story : Jar of Lollipops by Gretel Laura Cadiong and Victoria D.
Mangaser
Poem : Bugs at Home by Helen H. Moore (Adaptation by Victoria
Mangaser)
A Poem A Day by Helen Moore (1997) pp. 117, Scholastic
Professional Books, USA
The Shape of Things by Meish Goldish
A Poem A Day by Helen Moore (1997) pp. 46
Scholastic Professional Books, USA
B. Grammar Point
1. Personal Pronouns and Their Antecedents
C. Explicit Skills
1. Answering wh- questions
2. Using words with affixes (un- and -less)
3. Classifying related words

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Day 1
Note details from news reports/selections listened to
Answer wh- questions based on news reports/selections listened to/read
Skills Development: Noting Details and Answering Wh- Questions
A. Pre-reading Activities
Ask the pupils to sing the song, If All the Little Raindrops.
If All the Little Raindrops
If all the little raindrops were lemon drops and gum drops
Oh, what a rain it will be.
I’ll stand outside with my mouth open-wide
Ah-ah-a-a-ah-ah-a-ah
Oh, what a rain it will be!
Repeat 2x
Ask: What is the song about?
What is the wish of the child in the song?
If you were the child, would you make the same wish? Why or why not?
1. Unlocking of Difficulties
Call pupils to read the sentences and try to guess the meaning of the
underlined words based on context clues.
 Philippines Atmospheric Geophysical and Astronomical Services
Administration (PAGASA)
The Philippines Atmospheric Geophysical and Astronomical Services
Administration (PAGASA) announced that there will be strong winds and heavy
rains starting at 2:00 o’clock this afternoon until tomorrow evening in Luzon area.
Ask: “Have you heard of the government office called PAGASA? What is
the work of people in PAGASA?”
a. suspension
According to the weather observations made by PAG-ASA, kindergarten
and elementary grades pupils will not go to school because there is a
suspension of classes.
Say: “What does suspension of classes mean? Why do you think
suspension of classes is needed?”
b. typhoon
The typhoon will bring with it strong winds and heavy rains in the city
and will cause floods in low areas.
Say: “What do you expect to see when there is a typhoon? What could
happen during typhoons?”

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c. danger zone
All those in the danger zones are requested to go to the nearest
evacuation areas. The typhoon can cause flood, landslides and may
uproot trees due to the strong winds.
Say: “What could happen to people in the danger zones? What should
you do if you live in danger zones and a typhoon is coming?”
d. coastal areas
People in the coastal areas are on the alert because of the strong
waves of the seas.
Say: “Can you think of coastal areas? Have you been to these places?
What do you see in coastal areas? Are they danger zones during
typhoons? Why?”
2. Motivation
Ask: “Do you listen to news reports?”
“What kind of news do you listen to? Why?”
3. Motive Question
What does the weather news tell us?
Where can we get the weather news?
Listening to a News Report
Refer to LM, Listen and Learn
Note: (The news item can be recorded and played for the pupils. However,
the teacher can read the news report herself or practice a pupil to
read it to the class)
Comprehension Questions: Answer the questions in LM, Talk About It.
Skill Development: Retelling News Report
1. Presentation
Present the telephone conversation in LM, Try and Learn to the class. Call
pupil-volunteers to read the dialogue.
Comprehension Check: Answer the questions in LM, Talk About It.
2. Teaching/Modelling
Ask: “What things should you remember when listening to a news report?”
“What question should you ask yourself to check whether you got the
important details from the news report?”
“If you are to re-tell or restate information to someone, what details
should you include?”

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Teaching Points
 Retelling information correctly from what you have read or
listened to is an important skill to learn.
 When re-telling news reports remember to include answers
to wh- questions: who, what, where, when, why, and how.
3. Guided Practice
Read or listen once more to the news report on typhoon Pablo. List the
important details from the news report. Write your answers on the line.
Refer to LM, Find Out and Learn
Call pupil volunteers to re-tell/restate the news item using the information
they have written.
4. Independent Practice
Read the following news report and note the important details by answering
the wh-questions.
Refer to LM, Do and Learn
Refer to LM, Learn Some More
Think-Pair-Share
1. Form dyads.
2. Each one will think of a news item he/she may share with his/her partner.
3. Come up with a dialogue by which retelling of the news item is
demonstrated.
4. Be ready for a one-minute presentation of the output.
Day 2
Realize the value of staying together as a family especially in times of difficulties.
Identify the different elements of a story
A. Pre-reading activities
Drill:
typhoon storm bus terminal muddy
journey roofless lifeless
sealed supply destroyed
1. Unlocking of difficult words
Unlock the words using pictures and context clues. Show each picture and
match it with the word as the story is read to the class. Present the following
words in flash cards or paper strips: journey, bus terminal, typhoon,
storm, roofless, destroyed, muddy, lifeless, sealed, supply.
a. Journey
Gretel, Beth, and Grace are going on a journey to the city to visit
grandmother.
Say: “Where are they going? What do you do when you go on a journey?

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Have you been to a journey?”
b. bus terminal
They waited for the bus at the bus terminal. Rain was starting to fall
when the bus arrived.
Say: Have you been to a bus terminal? Describe it.
c. typhoon and storm
PAG-ASA said a typhoon has just entered the country. The storm will
bring rains and strong winds the whole day. The driver was unwilling to
go. Use the word web for the word typhoon.
Say: “What comes to mind when you hear the word ‘typhoon’? How is it
different from a storm? Why was the driver unwilling to go?”
. .
.
typhoon
d. roofless and destroyed
He said the wind was so strong that many houses he saw along the
way were roofless. The wind blew off the roofs and destroyed the
houses.
Say: “What happened to the houses? Why?”
e. muddy
When the rain stopped, the bus left for the city. The road was muddy.
Say: “How would a muddy road look like? Why?”
f. lifeless
Beth bought sandwiches from a vendor. But she did not buy any
because she saw a lifeless fly in one of the sandwiches.
Say: “How would you describe a something lifeless?”
g. sealed and supply
She was sure it was not safe to eat it. Anyway, they have some sealed
biscuits their food supply for the trip.
Say: “Why are some foods sealed? Do you bring food when you travel?
Why or why not?”
2. Motivation
Do you prepare for a typhoon? Why? Why not?
What happens during a typhoon? Why?

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3. Motive Question
Let the pupils complete the KWL chart.
What I Know
What I Want
to Know
What I Learned
about a typhoon
Say: “This is a story about a typhoon that hit the city in 2013. What happened
during the typhoon in Tacloban?”
B. During Reading Activities
Interactive reading of the story Jar of Lollipops
Refer to LM for the complete story of A Jar of Lollipops.
The following questions can be asked to check comprehension of pupils
during the reading activity:
1. What is the name of the typhoon that hit the city? Describe it.
2. What happened to the city?
3. Where did the family go?
4. What did they see while walking to the bus terminal?
5. How did the children feel while on their journey? Why?
6. What did they find on the muddy street?
7. Why did the children beg to keep the jar of lollipops?
8. What happened when the family reached the bus terminal?
9. What did Aling Gloria do with the jar of lollipops?
10. Why did Aling Gloria share the lollipops with others at the terminal?
If you were, Aling Gloria would you do the same? Why or why not?
Enrichment Activities:
Differentiated group activity: Divide the class into seven (7) groups.
Prepare the task cards for each group.
Group 1 : Make a story map. Talk about the setting, characters,
and the plot of the story.
Group 2 : Get to know the family. Make a character
map of the each member of the family.
Describe each of the members based on what they said
or did in the story.
Group 3 : Setting Map. Make a setting map to show the journey of
the family from the house to the bus terminal. Talk about
the time and the places described in the story.
Group 4 : Lost and Found. Dramatize the part where the jar of
lollipops appears in the story. Say something about the
jar of lollipops.
Group 5 : We made it! Make a drawing of the place that the family
is going to as they ride the bus. Describe it.
Group 6 : Thank You Letter. Who will the children in the story thank
for their safety? Write letter/s to thank them.
Group 7 : Alert! Alert! Make a chart of what to do:

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Before a typhoon During a typhoon After a typhoon
Comprehension Questions:
1. What is the story about? Group 1 will show us.
2. What kind of a family does the story show us? Group 2 will tell us.
3. Where is the family going? Why? Group 3 will tell us.
4. What kind of journey did the family take?
5. How did the jar of lollipops help the family? (Group 4 will show us.)
6. Why did the family ride a bus away from the city? (Group 5 will tell us.)
7. How did the family stay safe? What did they do? (Group 6 will tell us.)
8. How can we find out if a typhoon is coming??
9. Can we prepare for the coming of typhoons? (Group 7 will tell us how)
Enrichment Activity: Refer to LM, Learn Some More
Day 3
Identify words with affixes
1. Presentation
Have children read the following sentences:
1. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father.
2. The children were unwilling to let go of the jar.
3. All around they saw roofless houses and buildings destroyed by the
typhoon.
4. Lifeless bodies of men, women, children, and animals were scattered
along the way.
Ask pupils to read the highlighted word in the sentence.
Say: “Can you separate these words into parts? How many parts will you
have? What are these parts?”
 unsafe = un + safe
 unwilling = un + willing
 roofless = roof + less
 lifeless = life + less
2. Teaching/Modelling
Say: “What are the root words of each word in the sentences?” (clean,
willing, roof, life)
“What happens to the meaning of the words when the words un- and
-less were added?”

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Teaching Chart
 Affixes are words added to a root word that changes the meaning
of the root word. There are affixes added at the beginning of the
word. There are also affixes added at the end of the word.
 The words “un” and “less” are affixes. They have meanings.
 The affix un- means “not”.
 The affix “less” means without or none.
Group Activity:
Divide the class into 5-6 groups. Let each group think of at least four (4)
words with the affix un- and -less. Let them give the meaning of the word
and then use the words in a sentence.
Example:
 shirtless – without shirt or not wearing shirt or no shirt
“Pedro was shirtless because his shirt is wet.”
 unlucky – not lucky
“We were unlucky today because we did not win any game.”
3. Guided Practice
Refer to LM, Try and Learn.
4. Independent Practice
Refer to LM, Do and Learn.
Day 4
G: Use pronouns that agree with its antecedents
1. Introduction
Say: “Do you know where bugs live? What do you call their homes?”
Refer to LM, Read and Learn, Bugs at Home.
Comprehension Questions:
a. According to the selection, what do you call the home of a tick, an
ant, and a bee? (rock/anthill/hive)
b. Do they need these homes? Why? Why not? (their homes keep
them safe)
2. Presentation
Group the pupils into 4 groups. Assign one (1) stanza of the poem for each
group. Encircle the personal pronouns in the stanza. Then connect the
personal pronoun with the noun it refers to or replaces.

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Group 1 : (tick/tock – he/his)
Group 2 : (ant/Jill – she/her)
Group 3 : (family of bees/Clive – their)
Group 4 : (reader of poem – you; author of poem – me; family
Clive, Jim & Jill – they)
3. Teaching/Modelling
Personal pronouns are used to replace nouns in sentences. The words
being replaced are called antecedents.
When do we use the personal pronoun he, she, it, and they?
Teaching Chart
 Antecedents are nouns that are replaced by pronouns in sentences.
 Personal pronouns should agree with their antecedents in number
and gender.
 Masculine – he (singular ), they (plural)
 Feminine - she, (singular ), they (plural)
 Neutral – it (singular), they (plural)
4. Guided Practice
Refer to LM, Do and Learn
Answers: They, they, they, she, it
Activity: Divide the class into 5 groups. Each group chooses an animal
(or an insect). Talk about the animal’s home. Write at least 5 things about
the animal and its home following the paragraph guide below: Let them
prepare to present the group output.
5. Independent Practice
Refer to LM, Learn Some More.
Note: introduce the word “swarm” to mean a group of bees.
Day 5
Appreciate the different shapes of things around
Classify related words, ideas, concepts according to certain characteristics and
similarities
1. Unlocking of Words
Using pictures, call pupil-volunteers to read the sentences. Call selected
pupils to read the highlighted words. Show the pictures of the highlighted
words. Let pupils talk about what they know of these things.

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Say: “Do you know what a ___ is? Have you seen one of these? Describe.”
1. I only have a quarter to buy my snacks today. (illus of a US quarter
coin)
2. Tony brought his checker board for our game today.(illus)
3. My godmother from the U.S. gave me a dollar bill. (illus)
4. A musical triangle was used to create additional sound to the musical
background. (illus of the musical instrument )
2. Motivation
What shapes of things do you see around?
Name the object and its shape.
3. Motive Question
What shapes of things are given in the poem?
A. Reading of the Poem
Model reading of the poem. Then call pupil-volunteers to read one stanza
each of the poem. Reading of the poem can also be done in dyads, triads,
or groups after individual oral reading of volunteers.
Refer to LM - Read and Learn, The Shape of Things by Melsh Goldish.
Comprehension Questions:
1. What shapes of things are mentioned in the poem? Name the objects
that have each of the shapes (e.g. circle / round – a quarter coin, a
wheel, moon, bottle cap, etc).
2. What shape do you like most? Why?
3. Are shapes of things important? Why or why not?
1. Teaching/Modelling
Group Activity:
Group the pupils into five groups. Assign one stanza per group. Fill the
chart below. Be prepared to present output. (Refer to LM - Try and
Learn)
Say: “According to the poem, what things are shaped like a circle, a square,
a rectangle, a triangle? How are the things in each stanza classified?”
Teaching Chart
 To classify is to arrange or sort things into groups according to
their similarities and characteristics.
2. Guided Practice
Read the paragraphs on LM, Do and Learn. Classify the underlined words
into two groups. Give a name to each group.
3. Independent Practice
Refer to LM, Learn Some More

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Week 3
I. Objectives
A. Expressive Objectives
1. Realize the importance of clouds in the formation of rain
2. Appreciate the importance of rain to make plants grow
3. Realize the importance of helping others overcome problems and
difficulties
B. Instructional Objectives
Listening Comprehension
Note details by asking / answering questions about a story / poem
listened to
Oral Language
Listen to and answer questions about a story read / listened to
Reading Comprehension
Identify the important story elements such as setting, character, and plot
Infer the moods or feelings of the character based on what he / she
says or do
Oral Reading Fluency
Read with automaticity grade level frequently occurring content area
words
Read words that end with –s correctly
Grammar
Identify and use the s-form of the verb
Writing Composition
Write a friendly letter following the correct format
Attitude towards literacy, literature and language
Listen attentively and react positively

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I. Subject Matter
A. Topics
Song : Rain Song
Cloud Song (to the tune of Twinkle, Twinkle Little Star)
Poem : Little Cloud by Eric Carle (1996) Scholastic Inc, USA
Story : Mushroom in the Rain by Mirra Ginsburg (1974)
(Pictures by JoseAruego andAriane Dewey)Aladdin Paperback,
New York
Day 1
Realize the importance of clouds in the formation of rain
Note details by asking / answering questions about a story/poem listened to
Listen to and answer questions about a story read/listened to
Refer to LM, Sing and Learn.
A. Pre-listening Activities
1. Unlocking of Difficult Words (using context clues and demonstration)
a. trailed behind – to follow behind
The children trailed behind their teacher. (demonstrate)
Say: “What are the children doing? What do you do when you trail
behind someone?”
b. moved out of sight – get out of sight
We cannot see Ana because she moved out of sight. (demonstrate)
Say: “Why can’t we see __(name of pupil)? What happens when
someone moves out of your sight?”
c. drifted slowly - float slowly
The paper boat drifted slowly on the water. (demonstrate using realia)
Say: “What is happening to the boat on the water? How does it move?”
d. huddle close together – to group closer together
It was so cold that the children huddled in one corner. (demonstrate
with pupils)
Say: “What did they do? When do we huddle? Why do people huddle?”
What comes to your mind when you think of the word “cloud”? Do clouds
remain in the sky for a long time?

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2. Motivation
Ask children to look at the sky (if possible, bring the class outdoor for a clear
view of the clouds in the sky. If not, have children look out the window.)
Have them sing the cloud song as they watch the clouds.
Ask: “What shapes of clouds do you see in the sky? Name them.”
3. Motive Question
Say: “What shapes did the little cloud form according to the poem?”
“Listen as I read to you the poem Little Cloud by Eric Carle.”
Present big book of the poem and talk about the title, author, artist, and do
a quick browse of the pictures in the book.
B. During Listening Activities
 First reading of the poem by the teacher
 Second reading of the poem by the teacher
 Shared reading of the poem with the class.
Refer to LM, Read and Learn, Little Cloud by Eric Carle
Comprehension Questions: Refer to LM, Talk About It
1. Teaching/Modelling
Refer to LM, Find Out and Learn
How can you understand poems or stories better? What questions should
you ask to know if you understood something you listened to? What
answers will you get if you ask these questions?
Teaching Points
Noting details is an important reading skill for children to learn.
We note details by asking wh- questions who, what, where, when,
and how.
2. Guided Practice
Get information from the paragraph below by asking wh- questions.
Clouds are formed as part of the process called the water cycle.
Water from the land and seas goes up in the sky and forms clouds.
When clouds are already heavy, they release water in the form of rain.
Have the pupils ask and answer wh- questions based on the paragraph.

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3. Independent Practice
Read the poem Little Cloud. Write five wh- questions you can ask to check
if you can remember details from the poem. Write the answers beside the
questions.
Call pupil volunteers (at least 5) to read their questions and ask other pupils
to answer the questions.
4. Science Integration
Ask: “Where do clouds come from? How are clouds formed?”
“How do clouds help in formation of rain? (Use the illustration of the
water cycle to explain the formation of clouds and rain.)”
Teaching Points
Water travels in a cycle. It goes up in evaporation. It forms clouds in
condensation. It goes down as rain in precipitation. Water goes around
and around from the ground to the sky and back to the ground in a
“Water Cycle”.
Activity: Reader’s Theatre
 Divide the class into 4 groups. Explain what a Reader’s Theatre is.
Model reading using the first stanza of the poem. Have the entire class
practice reading the stanza with proper expression.
 Assign two stanzas of the poem for each of the groups for the Reader’s
Theater.
 Have the entire class do the Reader’s Theater.
Enrichment Activities: Art Integration
Title: My Kind of Cloud
Materials: cotton, glue, colored pens / crayon, bond paper

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Direction:
1. Spread some glue on your bond paper.
2. Stretch out the cotton to form as many different clouds as you can.
3. Make your work more interesting using your colored pens / crayons.
4. Write a sentence/s to describe your cloud.
Day 2
EO: Realize the importance of rain to mushrooms. Realize the importance of
helping others overcome problems and difficulties
RC: Identify the important story elements such as setting, character, and plot
Note details from selection listened to
ORF: Read with automaticity grade level frequently occurring content words
A. Pre-reading Activities
1. UnlockingofDifficulties(usingcontextclues,picturesanddemonstration)
(mushroom, peeking out, clearing, crawled up, barely enough
room, dripping, huddled, sniffed, silly)
There were so many mushrooms peeking out in the clearing.
Jane, Teresa, and I crawled up to get some. We placed them in a
basket till there was barely enough room. It was starting to rain again.
We only had one umbrella. Water was dripping from the umbrella so
we huddled closer to avoid getting wet. Then, Teresa said she smelled
something funny. Jane and I sniffed to check. Without warning, I
sneezed. Teresa sneezed. Jane sneezed. We looked silly sneezing
with a basketful of mushrooms under the rain.
2. Motivation
Have you ever been caught in the rain? What did you do? What will you
do if it rains and you have no umbrella or raincoat?
3. Motive Question
What did the animals in the story do when they were caught in the rain?
B. During Reading
Ask: What do you know about mushrooms?
____
___
_______
__
_______
______
____
___
MUSHROOM

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Present the big book of the story Mushrooms in the Rain. Show the cover
page and talk about the title, the author and the artists for the book. Let
pupils describe and give their ideas about the picture on the cover.
Interactive reading of the story:
Refer to Read and Learn LM story Mushroom in the Rain by Mirra Ginsburg.
Ask questions and have pupils predict what will happen next in the story.
The following questions can be asked during the reading of the story:
1. Where do you think the ant is going to hide?
2. What do you think will happen next?
3. Do you think there will be enough space?
C. Post Reading
Discussion Questions:
1. What is the story about? (Group 1 will present their output)
2. Why did the butterfly, the mouse, and sparrow stay under the mushroom?
(Group 2 will present their output)
3. How did the animals fit in the mushroom? What did they do?
4. What did the rabbit want from the animals? Why? (Group 3 will present
their output)
5. Why was the fox chasing the rabbit?
6. How did the animals help the rabbit escape the fox?
7. What can you say about the animals in the story? What are their character
traits? (Group 4 will present their output)
8. Howwasthemushroomabletoshelteralltheanimalsduringtherain?(Group
5 will present their output.)
9. What happens to a mushroom during the rain?
10. What lesson did you learn from the story? (Group 6 will tell us.)
11. What would you do if you were one of the animals in the story? Why?
Engagement Activities:
A. What’s the buzz?
From the story “Mushroom in the Rain,” make a story grammar using the organizer
below. Do it on a separate sheet of paper.
STORY GRAMMAR ORGANIZER
Title : _________________________________
Author : _________________________________
Illustrator: _______________________________

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Who is the main character?
What did the main character do?
How did the main character feel?
How did the story end?
B. I Say, You Say!
Retell the part of the story where the butterfly, the mouse, and the sparrow asked
to be taken by the ant.
C. Groundbreaking News!
How did the animals help the rabbit? One of the members of the group will play the
role of a reporter who will interview the rabbit and the other animals who helped
him escape the fox.
D. My Heroes!
Say something about each of the given animals based on what they said and did in
the story.Describe each of the animals mentioned in the box below in two or three
words. Explain why you describe them this way.
ant butterfly mouse sparrow
E. The Amazing Mushroom!!!
Amazing means something wonderful. There was something amazing happening
to the mushroom. Show in a pantomime what happens to mushrooms when it
rains.

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F. Dear Diary . . .
What lesson does the story teach? Give at least one (1) situation to show what you
have learned from the story. Write on a separate piece of paper.
Science Integration
Refer to LM, Learn Some More.
Day 3
Read with automaticity grade level frequently occurring content area words
Infer the moods or feelings of the character based on what he/she says or does
Write a friendly letter following correct mechanics
1. Review
 What did you learn about mushrooms from the story?
 What lesson did the story show?
 How did the animals help the escape from the fox?
2. Presentation
Refer to LM, Read and Learn.
3. Teaching/Modelling
Teaching Chart
Characters in the story express their moods and feelings in what
they say and do. In oral reading, it is important to read these lines with
expressions to convey the correct moods and feelings of the characters
in the story.
Examples of these feelings are sad, happy, angry, jealous, doubtful,
fearful, and afraid.
4. Guided Practice
Refer to LM, Try and Learn.
5. Independent Practice
Refer to LM, Do and Learn.
Dear Diary,
Today, we learned that __________________________.Starting today,
we will ______________________________
_______________________________________________.
(name of the group)

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Evaluation:
A. Read the following scenarios Tell the mood or feeling that the character
shows in his/her actions. Choose from the feelings from the box.
happy excited angry sad jealous
1. Billy’s face was red as he looked at his big brother. Suddenly Billy threw
his glove. He turned around and ran up the stairs. His bedroom door
slammed shut.
2. Anna’s heart was beating fast. She cannot hide the smile on her face.
Her hands were cold as she walked to claim her medal and trophy.
3. Lorna’s face was full of tears. She was trembling. She does not like to
talk to anyone in the room.
B. What do you think will the character say in the situations given in numbers
1-3? Write at least one sentence that you think Billy, Anna, and Lorna will
say.
Note: Letter B evaluation can be given as an oral evaluation after the
checking of answers for Letter A evaluation.
Enhancement Activity
Refer to LM, Learn Some More
Day 4
Write a friendly letter following correct mechanics
A. Skills Development: Writing a Friendly Letter
Refer to LM, Find Out and Learn
1. Introduction / Presentation
Read the letter written by the rabbit to the ant and the other animals.
Refer to LM.
Say:
o What kind of letter did Roger Rabbit write?
o To whom is the letter written?
o What is the message of the letter?
o Why did Roger Rabbit write the letter?
o What is the mood of the letter?
o On what occasions do you/we write letters?
2. Teaching/Modelling
Refer to LM, Talk About It
Why do people write letters?
What are the things to remember when writing a friendly letter?
3. Guided Practice
Refer to LM, Do and Learn
Ask the pupils to copy Mr. Rabbit’s letter. Identify the different parts of the
letter.

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Say: “Pretend you are Mr. Ant. Write a letter to answer Roger Rabbit’s
letter.”
Guide children in writing a letter following the format.
Discuss answers to the following questions.
Ask: “Whose address should be written on the letter? What date are you
going to put in the letter? Whose name should appear in the greeting?
What other examples of closing can you use? What will you write in
the signature?”
4. Independent Practice
Think of someone from your class you would like to thank. Write a letter to
him/her using the correct format in writing a letter.
Evaluation
Refer to checklist in LM
Rewrite the following words/sentences in letter form. Use the checklist in the
independent practice to serve as your guide. Use one whole sheet of intermediate
paper.
Your friend,
Maria
Dear Beth,
How are you? Francis said you are spending your summer vacation here. I am
very excited to see you again after two years. Please tell me when you are visiting
us. This is my cellphone number 09056732280. Call me if you have the time.
No. 43 Carmen Village
Tagaytay City
January 15
Day 5
Identify and use the -s form of the verbs.
Read words that end with -s correctly.
1. Presentation
Read the selection to the class. Ask some volunteers to read them afterwards.
Refer to LM, Read and Learn.
Comprehension Questions:
1. What is being talked about in the selection?
2. What does Ana do everyday according to the selection?
3. How useful is the umbrella to Ana?
4. How do you get to school?
5. What things do you love to do when going to school?

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1. Teaching/Modelling
Read underlined words in the selection.
What kind of words are they? (action words)
When did the actions happen according to the selection?
Say: The underlined words are verbs in the present form.
Teaching Chart
 The present tense of verbs is used to express an action that
happens regularly or habitually.
 Time expressions like everyday, every week, once a month, and
yearly show present tense.
 Singular subjects and pronouns he, she, or it use the present
singular form of verbs. When we talk about a singular subject, -s
or –es is added to a verb.
 Plural subjects use the present form of the verbs. They take the
base form of the verb without the –s or –es added to the verb.
Read the sentences below:
1. Ana walks to school every day.
Grace, Jane and Tere walk to school, too.
2. She brings her yellow umbrella.
They bring umbrellas and raincoats, too.
Ask: “What happens to verbs when the subject of the sentence is singular?
When it is plural?”
2. Guided Practice - Refer to LM, Do and Learn
3. Independent Practice - Refer to LM, Do and Learn
A. Skill Focus: Reading words that end with -s
Say: “Read the following words carefully.”
Refer to LM, Read and Learn
Ask: “What final sound do you hear at the end of the words in column A and in
column B? Do they have the same final sound?” (Column A words have
the s sound, column B the z sound, column C the iz sound.)

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Teaching Chart
 Verbs ending in –s have three different final sounds: s z and iz
 The final sound is s if the verb ends with vowels a, e, i, o, u, and the
letters p, t, and k.
 The final sound is z if the verb ends with the letters m, n, l, b, d, and
g.
 The final sound is iz if the verb ends with the letters s, z, sh, and ch
Guided Practice - Refer to LM, Do and Learn.
Independent Practice - Refer to LM, Learn Some More
Week 4
I. Objectives
A. Expressive Objectives
1. Show appreciation for being able to create things through origami or
paper folding
2. Show appreciation of the many uses of bamboo
3. Appreciate the message of the poem
B. Instructional Objectives
Listening Comprehension
Follow a set of three- to five- step directions
Oral Language
Give three-to five- step directions
Vocabulary
Use context clues to get the meaning of difficult words
Reading Comprehension
Make a two-point sentence outline
Fluency
Read with automaticity grade level content area words
Recite a poem with expression
Grammar
Use the present form of verbs that agree with the subject
Writing Composition
Write a two-point sentence outline
Attitude towards language literacy
Express love for stories and other texts

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II. Subject Matter
A. Literature Text and Reference
Song : Fly, Fly, Fly the Butterfly
Story : The Bamboos, English for You and Me (Reading Textbook
p.96)
Poem : Animal Beds
A Poem A Day by Eddie Adams
Over in the Meadow
English in Grade IV
Dolores T. Dungo, et.al.
Bureau of Public Schools 1969
Philippine Center for Language Studies
B. Grammar Points
Present form of verbs
C. Writing Composition
Giving three-to five step directions
Writing a two-point sentence outline
D. Materials
construction paper
III. Procedure
Day 1
I. Expressive Objective
Show appreciation for being able to create things through origami or paper
folding
II. Instructional Objectives
1. Follow a set of three- to five- step directions
2. Give short three-to five- step directions
A. Pre-listening Activities
Say: Today we are going to sing the song Fly, Fly, Fly the Butterfly.
Fly, fly, fly the butterfly
In the garden it’s flying high
In the meadow it’s flying low
Fly, fly, fly the butterfly
Fly, fly, fly the butterfly
In the garden it’s flying high
In the meadow it’s flying low
Fly, fly, fly the butterfly

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Let us sing the song with action. (The teacher gives the instructions and
the pupils follow).
1. Unlocking of difficult words through demonstration and pictures. (Using
the construction paper show the class how to fold and unfold the paper.
Show the diagonal line and how to crease the paper).
Say: Look how I fold this paper. I will fold it in thirds. Now see as I unfold
this paper. Do you see the creases made? Here is another piece
of paper. Look as I fold it diagonally.
2. Motivation
Display samples of paper folded art work; butterflies, fans, caps, etc.
Ask: “What kinds of objects do you see? How are they made?”
Say: “Paper folding is a popular Japanese art work. It is called origami.”
Ask: “Have you done paper folding? What objects did you make?”
3. Motive question
How do we make paper butterflies?
B. During Listening Activities
Give the directions in making a paper butterfly while showing the pupils
how to make it. Say: Listen and look as I show you how to make a paper
butterfly. You only need a piece of square paper.
Step 1 Start with a square piece of paper. Divide the paper into thirds
and make two folds, crease well and unfold.
Step 2 Make three diagonal folds, crease well and unfold.

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Step 3 Once you’ve made those five folds, starting from the bottom, fold
paper over on the diagonal crease. Finish folding over the third diagonal
crease. Now you have a paper butterfly.
Reference: http://www.origami-instructions.com/origami-boaz-butterfly.html
C. Post Listening Comprehension
1. What do we call the Japanese art of paper folding?
2. What is the first step in making a paper butterfly?
3. How many times do you fold the paper?
4. How many diagonal folds do you make?
5. What usually appears when you fold a paper?
Activity: Each pupil will make his own paper butterfly.
Say: “Make your own paper butterfly as I give the directions on how to make it.
Follow the directions carefully. Post a picture of each step on the board if
possible. Were you able to follow the directions correctly?”
Note: The paper butterflies maybe used as decorations in their notebooks,
borders for the bulletin board, etc.
Day 2
I. Expressive Objective
Show appreciation of the many uses of bamboo
II. Instructional Objectives
1. Make a two-point sentence outline
2. Use context clues to get the meaning of difficult words
3. Read with automaticity grade level content area words
A. Pre-reading Activities
Recall: Recall the activity yesterday. Have some pupils tell how to make
paper butterflies and other objects.

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Drill:
These words are written on a card. Show this to the pupils and have them read
in groups and individually.
bamboos family furniture
unsplit farmer utensils
lowlands garden
1. Unlocking of difficulties using context clues and pictures
1. Show a picture of unsplit bamboos. Unsplit bamboos are used for post
and beam of houses.
2. Before frying, split the fish in halves.
3. Father catches a basket of fish today. He uses the new bamboo fish
trap.(Show a picture of the bamboo fish trap)
Ask the pupils to read the sentences by groups, partners, and individually.
Have them use these words in sentences.
2. Motivation
Ask the pupils if they have bamboo furniture at home.
Ask: “What are the many uses of bamboo? Have the pupils accomplish a
KWL chart.”
3. Motive Question
Today we are going to read a selection about the bamboo. Do you know
the uses of bamboo?
B. During Reading
The teacher reads the selection.
The teacher reads the selection one more time. She will stop reading at some
point and ask the pupils to continue reading.
The pupils will reread the selection, first by whole class, by group and
individually.
Refer to LM Read and Learn, Bamboos.
C. Post Reading
Comprehension Questions: Refer to LM, Talk About It

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Teaching Points
An outline is a brief summary of a particular topic. It helps you
organize ideas. It has two parts. The topic is written in Roman
numerals. The subtopics that give the details are written in capital
letters.
Guided Practice
Let pupils do the activity in LM Do and Learn
Say: “We will continue writing an outline. Here is a paragraph. Read and identify
the topic in the paragraph found in LM, Learn Some More. Write the topic
sentence in the Roman numeral and the subtopics in the letters.”
The queen bee is the most important member of the hive. She
is the ruler of the colony. Her job is to lay eggs. She lays at least two
thousand eggs every day.
___________________________________
A. ________________________________
B. ________________________________
C. ________________________________
Say: “What is the topic of the paragraph? What sentence tells about it?
Where did you write that sentence? How about the sentences that
give the details of the topic sentence? Where did you write them?
What are the important things that we need to remember when we
write outlines? Why do we need to write an outline?”
Independent Practice
Refer to LM, Write About It
Let the pupils present their outlines.
Day 3
I. Objective
Use the present form of verb that agrees with the subject
1. Presentation of the Lesson
Refer to LM, Find Out and Learn
2. Dialogue/Generalization
Look at the illustrations. Read the sentence below picture A. What is talked
about in the sentence? How many bamboos are there in picture A? In
picture B? What do bamboos do? (grow)

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Ask: What words tell what persons do? Verbs are words that tell what a
person does. They show action.
Read sentence C. Who is talked about? (farmer) How many farmers are
there? (one) What does he do with the bamboo? (uses as fence) How
picture D?
Say: “Look at this chart.”
One Person/ Things More than one person / things
The bamboo grows bamboos grow
farmer uses farmers use
Say: “If the subject of the sentence talks about one person or thing the
subject is singular and it takes a singular verb. If the subject talks
about two or more persons or things, it is in the plural form and it
takes plural form of the verb.”
When do you use the s-form and the base form of the verb?
Teaching Chart
The verb used when the subject of the sentence is more than
one person, place, or thing is the base form. When the subject tells
about one person, place, or thing s-form of the verb is used. These
verbs are in the present tense.
Activity 1
Refer to LM, Do and Learn A
Group the pupils into 5. Have them do the activities below. Let them present
their work after. Have the pupils choose the correct form of the verb.
Refer to Do and Learn, LM, Animal Beds.
Activity 2
Refer to Activity 2-3, LM Do and Learn
Refer to LM Do and Learn B-C
Day 4
I. Expressive Objective
Appreciate the message of the poem
II. Instructional Objectives
1. Recite a poem with expression
2. Use the present form of verbs that agree with the subject
1. Recall
Recall the lesson on the present tense of verbs. When do we use the -s
form and the base form of the verbs?

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Say: “We shall work on an activity today. You will be grouped into ten. Each
group will be given a short part of a poem. Some of the stanzas are
not finished. Can you finish them? Fill in with verbs in the present
tense. The first one is done for you.”
Refer to Learn Some More, LM, Over in the Meadow.
Let the pupils present their work by group. When all the groups are done,
have them practice reading the part of the poem they accomplished.
Note: The pupils will have a choral presentation.
Day 5
I. Objective
Write a two-point sentence outline.
Here is a very short paragraph. Write a two-point sentence outline using
the format below. What are the things we should remember in writing an
outline?
Say: “What is the topic of the paragraph? What are the sentences that say
something about the topic? Present your work in class.”
Spiders catch food in different ways. They spin silk to catch
insects. Some leap into the air to catch their prey. Some spiders use
sheets of silk to wrap their prey like mummies.
________________________________________
A. ____________________________________
B. ____________________________________
C. ____________________________________
Here is another paragraph. Read the text and write a two-point outline of
the selection. Use the template below. The following questions will guide
you in writing the paragraph:
 What is the topic of each paragraph?
 What sentences say something about the topic?
Refer to Write About It

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Honey Bee
I. Honey bees are insects
A. They have black and yellow stripes in the abdomen.
B. The head, legs, and antennae are black.
C. Their thorax is covered with thick pale hair.
II. Honeybees live in a hive.
A. It is ruled by a queen.
B. Along with her live bee workers.
III. Honeybees collect nectar and pollen from flowers to make
honey.
A. The worker bee sucks the nectar from the flower.
B. Brings it to the hive and passes it to the other worker bee.
C. The worker bee holds the nectar until the water evaporates.
D. She is left with honey, she then store it in the hive.
Checklist for assessing outline writing.
Yes No
1. Is the title written in the middle?
2. Is a Roman numeral used to signal the main idea?
3. Are the supporting details clearly stated?
4. Are the supporting details written in capital letters?
5. Do the sentences begin with a capital letter and end
with a period?
6. Are the words correctly spelled?
7. Has the format in writing an outline been followed?

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Week 5
I. Objectives
A. Expressive Objectives
1. Appreciate the beauty of nature
2. Appreciate the poem through rhymes
3. Show admiration for the friendship between the fish and the frog
despite their differences
B. Instructional Objectives
Listening Comprehension
Respond to a story through dramatization, songs or art activities
Oral Language
Relate story events to one’s experience
Vocabulary Development
Use prefix and root word as clues to get meanings of words
Reading Comprehension
Give possible endings to stories
Fluency
Read with automaticity grade level frequently occurring content area words
Study Skill
Follow instructions carefully on a text
Grammar
Use possessive pronouns
Use pronouns that agree in gender with their antecedents
Writing Composition
Outline a paragraph with an explicitly given main idea
Attitude towards literacy, literature and language
Take part in creative responses to stories like preparing logs, journals
and other oral presentations
II. Subject Matter
A. Topics
Poem : Butterfly Cycle by Suzy Gazlay
http://www.canteach.ca/elementary/songspoems26.html
Story : Fish Is Fish by Leo Lionni
B. Grammar Points
1. Use possessive pronouns
2. Use pronouns that agree in gender with their antecedents

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C. Writing Composition
1. Outline a paragraph with explicitly given main idea
III. Procedure
Day 1
I. Objectives
A. Expressive Objectives
1. Appreciate the beauty of nature
2. Appreciate the poem through its rhymes
B. Instructional Objectives
1. Respond to a story through dramatization, songs, or art activities
2. Relate story events to one’s experience
A. Pre-Reading
1. Unlocking of difficulties
Show pictures to unlock the following words.
1. A chrysalis hangs from a small branch of a tree.
a. cocoon b. spider c. snake
2. The caterpillars crawl in the branch of a tree.
b. move slowly b. run c. walk fast
3. The caterpillars are munching on the leaves of the tree.
c. pounding b. eating c. crushing
2. Motivation
Have you seen butterflies in a garden? What do they do there? Describe
them. Using the KWL chart: be able to answer these questions.

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Say: “The title of our poem is Butterfly Cycle. It is written by Suzy Gaslay”
1. Motive questions
How do butterflies grow? What is the butterfly cycle?
B. Listening Activity
The teacher reads the poem aloud. The pupils listen.
Butterfly Cycle
Suzy Gazlay
Hatch, hatch little egg,
I’m so very small.
Teeny tiny caterpillar,
You can’t see me at all.
Crawl, caterpillar, crawl,
Munching on a leaf.
Crawling, munching, crawling, munching,
Eat and eat and eat.
Form, form chrysalis,
I’m a different shape;
Hanging by a silken thread
Until I can escape.
Rest, rest, chrysalis
While I change inside;
Now at last my time has come
To be a butterfly.
Stretch, stretch, pretty wings,
It’s a special day;
Soon they will be strong enough
For me to fly away.
Fly, fly, butterfly,
Fly from flower to tree;
Find a place to lay my eggs
So they can grow like me.
Note: As the teacher reads the poem again, stanza by stanza, she may ask
the pupils to tap a beat gently. They may use their pencils to tap on their
desks or they may simply clap their hands softly. This is to note the rhythm
of the poem. The tapping may synchronize with the reading of the teacher.
Comprehension questions:
1. What is the poem about?
2. What is the butterfly cycle?
3. What comes out of the egg when it hatches?
4. What does the caterpillar do all the time? Why?

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5. What becomes of the caterpillar?
6. What happens inside the chrysalis?
7. Trace the life cycle of a butterfly.
(Third reading of the poem by the class)
Questions:
1. How many stanzas are there in the poem?
2. How many lines are there in each stanza?
3. What words rhyme in each stanza?
Day 2
I. Objectives
A. Expressive Objective
1. Show admiration for the friendship between the fish and the frog de-
spite their differences
B. Instructional Objectives
1. Give possible endings to stories
2. Use prefix and root word as clues to get meanings of words
3. Read with automaticity grade level frequently occurring content area
words
C. Drill
Say: “Today we are going to read some words. Some of these words are
taken from the story that we are about to read. These are words that
contain pairs of letters that have only one sound.”
(The teacher reads the words first. Then the pupils will read with the teach-
er. Pupils read by group, then individually)
weeds teeth green deep
weeks sheep tree bee
sleep sweet seek seed
see deed meet need
1. Unlocking of difficult words
Guess the meaning of the underlined words.
1. The minnow swims in the water. It is a kind of _____.
a. shell b. fish c. crabs
2. The fish and the frog play in the pond.
a. a pool b. sand c. rock

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3. They were inseparable friends. They always go together.
a. unusual b. close c. separate
4. He waited for his friend impatiently.
a. with patience b. in an irritated way c. happily
5. He was gasping for air.
a. puffing b. blowing c. laughing
6. After the accident, he is still stunned.
a. surprised b. amazed c. loved
7. The wind and the sun argued to see who was stronger between
them.
b. talked b. fought c. asked
2. Motivation
Who is your best friend? What things do you do together? (Ask the
pupils to talk about their friends. Introduce their friends in the class by
describing them.)
3. Motive question
Who is the minnow’s friend?
Show the book to the pupils. Talk about the cover, the title, author and
illustrator of the book. Ask them what they think the story is about.
B. During Reading
Note: The teacher may pause from time to time asking the pupils to make
predictions about what is happening in the story. As they go on reading, the
teacher may ask the pupils to prove if their predictions are correct.
Refer to Read and Learn, LM, Fish is Fish.
Comprehension questions: Refer to LM, Talk About It
Say: “What made you think of this ending? Why? What are the things that
we consider when we give the ending of the story?”
Teaching Chart
When we give an ending to our story, we consider these important
things. It may suggest the solution to the character’s problem in the
story or it may come out of the character’s action.

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Activity 1
Show a comic strip. Let the pupils guess the possible ending.
Draw the
possible ending.
What could
happen next?
What is shown in the first picture? How about in the second picture? What
do you think will happen next? Why? Is your ending a solution to the
problem? Is it based upon the characters’ action?
Guided Practice
Refer to Do and Learn, LM, Guess the possible ending.
Acitivity: Tell the possible ending.
Joy was feeding her fish in the aquarium. She loves her koi so much. She
notice her little brother playing with his basketball nearby her.
Suddenly she heard a loud crash.
Independent Practice
Read the story and give a possible ending. Have pupils act out the possible
ending. (Group presentation). Refer to Learn Some More, LM.
Individual: Write a sentence or two to give a possible ending of the story.
Vocabulary Skill: Learning About Prefixes im- and in-
Activity 2
Here are sentences taken from the story. Let us read them.
1. They were inseparable friends. They always go together.
2. As the frog talked, his friend saw the birds fly through his mind like a
large feathered fish. “What else?” asked the fish impatiently?
Say: “Notice the underlined words. What is the underlined word in sentence
one? In sentence two? Take a look at the word inseparable. What was
added at the beginning of separable. We call this prefix. The prefix
in- means not, so it changes the meaning of the word separable to not
separable. What about the underlined word in sentence two? What
was added at the beginning of the word patiently? What do we call
this? What is its meaning? What does the impatiently mean?”

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Here are some words. Add the prefix in- to form new words. Tell the
meaning of the newly formed words.
prefix + word new word meaning
in + correct
in + side
in + active
in + direct
im + perfect
im + polite
im + possible
im + material
What are the new words formed? What prefix did you add to each word?
What is the meaning of the new word?
Teaching Chart
A prefix is a letter or group of letters added before a word. It
changes the meaning of the word. Commonly used prefixes are
in- and im-.
Activity C: Complete the chart below. Write the new word formed. Use the
prefix in- and im-
Refer to LM, Do and Learn
The underlined words in the sentences have prefixes which mean not.
Choose the meaning of the underlined words in the sentences from the
words in the box.
wrong indirect not respectful timeless
1. Jason’s score in the English test was almost perfect. He has only one
incorrect answer.
2. While the teacher was talking, Jason shouted to his friend. He is impo-
lite.
3. Ben thought he is immortal.

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Day 3
I. Objective
Use possessive pronouns
Say: “ Let us recall our story. What was it about? Here is a part of the story.
This is the conversation between Fish and Frog. Let us read the dialog.”
1. Presentation
Ask: “Who had wings? Who had four legs? Who owns the wings? the legs?”
Let us read the following:
birds’ wings their wings
cow’s legs its legs
2. Teaching/Modeling
Let us use the above phrases in sentences.
1. The birds’ wings flap so high. Their wings flap so high.
2. The cow’s legs are big. Its legs are big.
Say: “What word takes the place of the word birds’? (their) the word
cow’s? (its) Their and its are called possessive pronouns. In the sen-
tence, their is a possessive pronoun that replaces birds. What does
the possessive pronoun its replace?”
Teaching Chart
Possessive pronoun shows possession or ownership. The follow-
ing are examples of possessive pronouns: mine, yours, his, hers, its
are singular possessive pronouns; ours, and theirs are plural
One day Frog went back to the pond. FIsh
was very happy to see him.
Fish: Where have you been?
Frog: I have been about the world hopping
here and there. I have seen extraordinary
things.
Fish: Like what?
Frog: Birds. They have wings and two legs
and many colors.
Fish: What else?
Cow. It has four legs and horns, eat grass,
and carries pink bags of milk. I saw people;
men, women and children.
They talked and talked until it was dark in the
pond.

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Activity: - Refer to LM, Try and Learn
How did we use the possessive pronoun?
What are the things that we shall remember?
3. Guided Practice
Refer to LM, Do and Learn
4. Independent Practice
Refer to Learn Some More, LM.
Choose the possessive pronoun that best completes each sentence.
Day 4
I. Objective
Use the pronouns that agree in gender with their antecedents
Say: “What did we talk about yesterday? What are possessive pronouns? Give
examples of possessive pronouns.”
Let us read the paragraph taken from the story you listened to. Refer to LM,
Find Out and Learn
Say: “Read the first sentence.”
Luckily Frog, which had been hunting butterflies nearby, saw Fish, and with all
its strength pushed Fish back into the pond.
To whom does the word its refer to in the sentence?
Say: “The pronoun its refers to the word frog. Frog is the antecedent. It is
singular. Why do we say that it is singular? Usually the antecedent comes
before the pronoun in the sentence. The pronoun should always agree
with the antecedent in number and gender.”
Say: “The pronoun its refers to the word fish. Fish is the antecedent. It is
singular. Usually the antecedent comes before the pronoun in the
sentence.”
antecedent
Luckily Frog, which had been hunting butterflies nearby, saw Fish, with
all its strength pushed Fish back into the pond.
The pronoun that refers to the antecedent
antecedent
Still stunned, Fish floated about for an instant, then it
breathed deeply, letting the clean cool water run through
its gills.
The pronoun that refers to the antecedent

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Teaching Chart
 An antecedent is the word to which a pronoun refers. A pro-
noun agrees with its antecedent in number and gender.
 Agreement in Number – if the antecedent of a pronoun is sin-
gular, a singular pronoun is required. If the antecedent is plural,
a plural pronoun is required.
Example: Lei has a red umbrella. Her umbrella is red.
 Agreement in Gender-masculine gender is indicated by he, his
and him. Feminine gender is indicated by she, her and hers.
This dog is Jose’s pet. This dog is his pet. This dog is his.
 Neuter gender is indicated by it and its.
Refer to LM, Do and Learn A
Say: “What are antecedents? We must remember that pronouns always
agree with their antecedents in number and gender. If the antecedent
is female, we use the feminine pronoun. If it is male, the pronoun we
use is masculine, too.”
Guided Practice
Underline the antecedent of the pronoun and circle the pronoun that agrees
with its antecedent.
Refer to LM, Do and Learn B
What is the answer to sentence one? Why?
What is an antecedent?
Independent Practice
Refer to LM, Learn Some More
Day 5
I. Objective
Outline a paragraph with an explicitly given main idea
Recall how we write a sentence outline. What are the parts of a two-level
sentence outline? Remember that the topic is written in Roman numeral while
the subtopics are in capital letters.
Read the selection and write a two-level sentence outline.
Refer to Write About It, LM.

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Week 6
I. Objectives
A. Expressive Objectives
1. Realize that hard work will pay off
2. Admire Bing for thinking of a way to save the other whale sharks from
danger
B. Instructional Objectives
Listening Comprehension
Infer traits of characters from what they do or say in a story listened to
Oral Language
React to what the character said/ did in the story listened to
Vocabulary
Use suffixes and root words to get the meaning of words
Reading Comprehension
Predict outcomes of events in the story
Fluency
Read grade four text using correct intonation and expression
Grammar
Use the correct form of the verb that agrees with the subject in number
Use the correct time expression for an action in the present
Writing Composition
Write a paragraph based on a two-level sentence outline
Study Skills
Fill-out forms giving appropriate information
II. Subject Matter
Literary text and References
“The Tomato of Peles” by Alberta Angeles
Adarna House, Inc – Philippines
“Bing, the Little Whale Shark” by Jomike Tejido
Anvil Publishing, Inc.

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Day 1
I. Expressive Objective
Realize that hard work will pay off
II. Instructional Objectives
1. Infer traits of characters from what they do or say in a story listened to
2. React to what the character said/ did in a story listened to
A. Pre Listening
1. Unlocking of Difficult Words
Choose the word with the same meaning as the underlined word.
1. The grasshopper used his strength or brawn in making his tomato
garden.
a. ability b. weakness c. power
2. He always visits his patch of tomatoes everyday.
a. garden b. home c. house
3. He waited for the seeds to sprout.
a. grow b. develop c. increase
2. Motivation
Do you have a garden at home? What plants grow in your garden?
3. Motive Question
What did Peles plant in his garden?
The Tomatoes of Peles
Peles was tired of his everyday walks and wanderings even if
he had nothing to eat. This is why he thought of exerting himself and
using his strength and brawn. He passed by the farm of Hugo, the Ant
and he was impressed by the health of the plants.
“Your plants are so healthy,” he praised Hugo. “What is your
secret?”
“I have no secrets.” said Hugo, “except for industry, patience,
and little hard work.”
“Is that all?” asked Peles. And he asked for some tomato
seeds to try out gardening. It was Sunday then but , the new farmer
did not laze around. He busied himself with planting. That night Peles
could not sleep as he counted growing tomatoes.
Monday. Early in the morning, he woke and visited his patch
of tomatoes. But, what a heartbreak! In the soft ground, not one seed
had sprouted.

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Close to tears, Peles talked to Hugo. But Hugo only laughed
and said, “Don’t be impatient. Indeed, gardening is not easy. A little
more watering and they will surely sprout”.
Tuesday. After watering, Peles looked after the patch of
tomatoes all day. In the evening, he even lit candles so the plants
would not be afraid of the dark.
Wednesday. After sprinkling fertilizer, Peles invited his frog
friends. And though it was raining, they sang all day so the plants
would grow.
Thursday. After pulling out weeds, Peles brought a lot of
books. And he read stories and poems all day so the plants would
not feel lonely.
Friday. After watering and weeding, Peles spent all day
reciting, dancing, and singing. He even placed a makeshift roof so
the plants would not feel too hot.
Saturday. Peles rejoiced when he saw sprouting tomatoes.
After a few days, Peles’s tomatoes grew and bore fruit.
“Hey, your tomatoes are so healthy,” Hugo praised Peles upon
his visit.
“Yes they are,” answered Peles who was wrapped in a blanket.
“But I am sick and coughing.”
“That’s only at the start,” Hugo said. And Peles was left
coughing. But he felt pleased as he looked over his patch of ripening
tomatoes.
Comprehension Questions:
1. Who are the characters in the story?
2. What did Peles plant?
3. Who gave him the seeds?
4. What did Peles feel when the seeds did not sprout?
5. What did Hugo say was his secret for growing healthy tomatoes?
6. Did Peles follow Hugo’s advice? Why?
7. What happened to the seeds that Peles planted?
8. What did Peles feel when he saw his plants growing?
9. What trait did Peles show in the story?
10. Why did Hugo praise him? What trait did Hugo show?
11. What lesson did you learn from the story?

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Day 2
I. Expressive Objectives
1. Admire Bing for thinking of a way to save the other whale sharks from danger
2. Show appreciation in the way Bing saves his community
II. Instructional Objectives
1. Predict outcomes from the story
2. Use suffixes and root words to get the meaning of words
3. Read grade four text using correct intonation and expression
Drill:
day hay
say may
play bay
today way
stay lay
A. Pre-reading
1. Unlocking of difficulty
Solve the word puzzle. Choose the word from the box to finish the
puzzle. Refer to Read and Learn LM.
2. Motivation question
Do you remember the news story about Kabang? What did he do to
save the children?
Show a picture of a whale shark.
Say: “This is a whale shark. Do you know that a whale shark is the
biggest fish in the world? That is why it is called a whale shark
because of its size.”
3. Motive question
Say: “Today, I will read to you a story entitled Bing, the Little Whale
Shark. This story was written by Jomiko Tejido.”
Ask: “What did Bing and the other whale sharks do to save their
community?”
B. During Reading
Read the story aloud while showing the pages of the book. The teacher may
stop at certain parts and ask the children what they think happen next.
Refer to LM.

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C. Post Reading Comprehension
Refer to LM, Talk About It
Discussion Question:
1. Who are the main characters in the story?
2. Where did the story take place?
3. Where does Bing hide?
4. What kind of a whale shark is Bing? Why?
5. What happened one day? Who trapped the grownups?
6. How did Bing, the little playful whale shark, save his friends?
7. If you were Bing, would you do the same? Why?
8. Were there instances in your life when you helped save others from
danger?
Here are parts of the story. Let us read each part. We are going to guess
what will happen next. Refer to LM, Find Out and Learn.
Say: “While I was reading the story, I was asking you some questions.
Where did you get your answers? What are you doing then?
(guessing) You are actually making predictions.”
Example:
The clouds are getting darker. We can predict or guess that it is about to rain.
1. Guided Practice
Refer to LM, Do and Learn.
2. Independent Practice
Group the pupils into 5. Say: Let us continue predicting outcomes. I will
give you situations; act out what will happen next. The pupils are going to
work on the same task.
Ted, Maya and Ben were playing inside their house on Sunday
morning. They laughed, shouted and ran around their house. Ted bumped
into the center table, and a loud clashing sound followed. Mother came in.
Act out what happens next.
Refer to LM, Try and Learn.
Skill Lesson: Using Suffixes
Refer to LM, Find Out and Learn.
1. Guided Practice
Refer to LM, Try and Learn.
2. Independent Practice
Refer to LM, Do and Learn.

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Day 3
I. Objectives
1. Use the correct time expression to indicate an action in the present
2. Read grade four text using correct intonation and expression
Say: “There are many things that we do everyday. Let us read the sentences
from our story yesterday.”
1. Bing hides very well everyday.
2. He startles others when he comes out of his hiding place every morning.
3. Bing and his friends play hide and seek every morning.
These sentences were taken from the story you heard. Who is talked about in
the first sentence? (Bing) When does Bing hide? When does he come out of
his hiding place? When do Bing and his friends play hide and seek?
Note: The teacher writes the responses of the pupils in the chart below.
Present
every day
every morning
Say: “What time do the words in the chart tell? These are called time
expressions. These time expressions are in the present tense. What
other time expression do you know that indicates the present tense?”
The teacher will write on the chart the time expressions that the pupils
will give. Possible answers are: now, today, every time
Read the selection below. Give the time expressions in the present tense.
Refer to LM, Read and Learn.
Say: What are the time expressions you noted from the selection? These are
the time expressions that refer to actions in the present tense.
Note: The teacher will add the time expressions in the chart above.
1. Guided Practice
Refer to LM, Do and Learn.
Say: “Remember the words today, now, every morning, every afternoon are
time expressions in the present tense. They denote that actions are
done regularly.”
Group the pupils into four. Let the pupils give sentences using the time
expressions in the present tense. Look back at our examples of time ex-
pressions.

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As soon as the group sees the word card, the first pupil will give a sentence
using the time expressions; the next pupil will do the same until all members
in the group have given their sentences.
2. Independent Practice
Give sentences using the verbs and time expressions to answer the
following questions. Refer to LM, Learn Some More
Day 4
I. Objective
Write a short paragraph based on a two-level sentence outline
Recall the two-level sentence outline they have done. What are the parts of the
sentence outline?
Say: “Here is an outline. Have the pupils read the two-point sentence outline
they made. Ask: What is the topic of the outline? What sentence states
the topic? What are the sub-topics? What sentences state the subtopics?”
I. The bay of Sorsogon is home to large whale sharks.
A. They freely feed, grow, and play every day.
B. There’s a young whale who loves to play hide-and-seek.
C. It hides very well.
Based on the outline, what is the topic sentence? What does it
express? Say: When you write a topic sentence, you have to be sure
to give a clear idea of what you are going to write. The next part is the
information. You either state reasons, details or facts. The last part of a
paragraph is the conclusion sentence. They go back and restate the topic
sentence, but you don’t word it exactly as the topic sentence.
Let us write a paragraph based on our outline. What is the topic sentence?
What about the subtopics? Model how to write a paragraph.
The bay of Sorsogon is home to large whale sharks. They freely feed
and grow every day. Young whale sharks play here.
Have the pupils read the paragraph. Note how the paragraph is written.
Here is another outline. Let us write a short paragraph about the bamboo. What
is our topic sentence? Based on the outline above, what are the details? Ask the
pupils to read the topic sentence. What do you think is the paragraph about?
I. The bamboo is the giant of the grass family.
A. It can grow as big as trees.
B. It can grow in the lowlands or in rolling hills.
C. There are different kinds of bamboos.
Say: “You will be looking at the model paragraph. Have the pupils read it.”
Ask them to identify the topic sentence and the sentences that give the details.

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Bamboos are the giant of the grass family. They can grow as big
as trees. They can grow in the low-lands or in rolling hills. There are
different kinds of bamboos.
1. Guided Practice
In groups, you are going to write your own paragraph based on the following
outline.
I. Different movements of frog
A. dives into the water
B. swims in the pond
C. hops on land
D. leaps for food
Have the pupils present their paragraph. Have them identify the topic sen-
tence and the sentences that give the details.
II. Independent Practice
Here is an outline. Write a short paragraph based on this.
Taking care of fish
A. Keep the aquarium clean
B. Feed the fish daily
C. Keep it away from cats
Day 5
I. Objective
Fill out forms giving the appropriate information.
Recall the story about Bing. Tell the pupils that they are going to paint a
butanding. Ask them to bring art materials. These are: crayons, paper, water-
color and pencil.
A. Art Integration
Ask them to follow these simple directions.
1. Using a pencil, draw the shape of a whale shark on a piece of paper.
2. Using the white crayon, draw lines and spots on the whale shark.
3. Paint blue and green watercolour on the whole paper and see what
happens.
4. Try these again using different colors for little fish and corals.
5. Have them post their work in their bulletin board.

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B. Filling out of Forms
Here is a simple form. Write the information asked for. Based on our story
Bing, the Little Whale Shark, list the things/animals that can be found in the
sea.
Name: _____________________
Grade: _____________________
Things/ Animals in the sea:
_________________________________________
_________________________________________
_________________________________________
Week 7
I. Objectives
A. Expressive Objectives
1. Admire the loyalty of the jellyfish to the king
2. Realize that plants and animals in the forest are our treasures
B. Instructional Objectives
Listening Comprehension
Give a possible ending to a story heard
Oral Language
Retell the best-liked part of a story heard
Reading Comprehension
Infer feelings and traits of the characters in a story read
Vocabulary Development
Identify and use similes in the poem read
Fluency
Read a poem with correct pitch, intonation and expression
Read words with consonant blends /tr/, and ,/cr/
Grammar
Use the past form of regular verbs
Writing Composition
Write a paragraph about a personal experience
Study Strategy
Get information from the news page of a school paper
Attitude
Browse and read the news page of a school paper

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I. Subject Matter
A. Topics
• Story: How the Jellyfish Lost His Bone
• Poem: In the Forest
• Past form of regular verbs
• Giving possible ending to a story heard
• Retelling the best-liked part of a story heard
• Identifying simile
• Composing an announcement
• Getting information from the news page of a school paper
B. Materials
• story
• poem
• practice exercises
C. References
Enjoying English Workbook, by Alexes Anne F. Cruz, et.al.
Campus Journalism Workbook by Gelly Elegio Alkuino
Skill Builders for Efficient Reading by George Bareo, Nila B. Cay, Luz dela
Concha, Wilhelimina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin,
RED DWARF Books, Division of Carmelo and Buermann,
Learning English the Easy Way 4 by Danilo Santos Gutierrez,
English Expressways Language by Evelyn B. Angeles, Agnes Galapon,
Carmelita A. Relente, Rodelio T Santos
III. Procedure
Day 1
1. To admire the loyalty of the jellyfish to his king
2. Give possible ending to a story heard
3. Retell the best liked part of the story heard
4. Infer the feelings of characters in a story heard.
A. Oral Language
Show and Tell:
Look for something inside your bag and be ready to tell about it
I’m holding a _______________.
I like this because ___________.
Drill:
Teacher models in reading the words with consonant blends
Words should be written on a chart or flashcards
tr cr
trees train cruel crown
treatment training crude crowd
treasure trainee crusade crops

153. 176
A. Pre-Listening
1. Unlocking of Difficulties
a. silly
Do not take it seriously. It was just a silly game. (childish, stupid)
b. clever
All contestants are smart. They are clever in answering the
questions. (smart, brainy)
c. jellyfish (picture)
Rita was hospitalized because a jellyfish stuck to her skin when
she was swimming.
d. pale
I think she is sick. She looks pale.
2. Motivation
Say: “Have you seen a jellyfish? How does it look? Here is a picture
of a jellyfish. Who can describe it? Why do you think a jellyfish
doesn’t have bones?”
3. Motive Question
In the selection that I will read, find out; Why jellyfish doesn’t have
bones?
B. Listening (Read Aloud by the Teacher) - Refer to LM, Read and Learn
C. Post Listening
Comprehension Check-up Refer to LM, Talk About It
Engagement Activities
Group 1 and 2: Retelling using pictures
The group will be given a set of pictures about the story.
They have to write a sentence or sentences below the pictures.
Each member of the group is given a picture so that all will have
parts. For example, if pupil one holds picture 1, he will retell that part,
followed by picture 2 by another pupil until the end of the story. Refer
to LM, Talk About It.
Group 3: Retelling Charades
The group shall choose a leader. With the group, brainstorm the signif-
icant events in the story. Then, write them on slips of paper and place
in a box. Everyone should to draw a slip of paper. Once the slips of
paper are drawn, have them act out the events, using only their bodies
or gestures. For better understanding, the leader may read the events
before retelling.

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Possible events:
a. The pretty little princess made believe that she was very sick and
that only a monkey’s liver could cure her.
b. The King called the brave fish and ordered to look for a monkey’s
liver.
c. The brave fish found the monkey sitting on a tree.
d. The monkey climbed on the back of the brave fish.
e. They returned back because the monkey pretended that he left his
liver on a tree.
f. The king ordered his men to punish the brave fish for not bringing
the monkey’s liver.
g. The brave fish looked pale and soft like jelly, and no one could hurt
him anymore.
Group 4: Giving Possible Ending
Enrichment Activity:
Form groups for the presentation of the Readers Theater.
Day 2
1. To realize that plants and animals in the forest are our treasures
2. Read a poem with appropriate pitch, intonation and expression
3. Read words with consonant blends /tr/, and ,/cr/
4. Identify and use a simile in a sentence
A. Pre Reading
1. Unlocking of Difficulties
a. crown (use picture)
The queen has a crown.
b. swiftly
Horses ran swiftly during the race.
c. glee
When Lita received her gift, she smiled full of glee.
d. treasure
My children are doing well in their studies. They are my treasures.
e. calamity
The calamity brought by typhoon Glenda destroyed thousands of
houses.
f. priceless
Mountains, rivers, oceans are our priceless treasures.
g. wreck (destroy)
The heavy rain wrecked our picnic.

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2. Motivation
What comes to mind when you hear the word forest?
3. Motive Questions
What are our treasures in the forest?
B. During Reading
Teacher models in reading the poem.
Refer to LM, Read and Learn.
C. Post Reading
Engagement Activity:
Group 1 and 2 : Choral Reading of the poem
The group will choose a leader to lead the group.
Group 3 and 4 : Drawing a forest
The group will be provided with drawing materials.
Let pupils draw a forest
Discussion Questions: Refer to LM, Talk About It.
Skill Development: Simile
Teacher asks them to read this part of the poem.
Tall trees growing on a mountain top
To me like a queenly crown I see
Wild animals running so swiftly
As lively children full of glee
Wild animals and plant are treasures to me
Ask: “What is compared to the tall trees?” (queenly crown)”
“What is used in comparing them?” (like)
“What is compared to wild animals?” (lively children full of glee)
“What is used in comparing them?” (as)
“What is compared to wild animals and plants?” (treasures)
“Why do we consider plants and animals treasures?”
“Did we use “like” or “as” in comparing?”

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Teaching Chart
 A simile is a figure of speech used to compare two different
ideas or objects using “as” or “like.”
1. Guided Practice: Simile
A. Match Column A with Column B to complete the sentence. Write the
letter of the correct answer
Refer to LM, Try and Learn B.
Enrichment:
Refer to LM, Learn Some More.
Day 3
Use the past form of the regular verbs
A. Oral Language
Say : “Let’s recite/read the poem, In the Forest.
1. Presentation - Refer to LM, Read and Learn.
2. Teaching/Modeling - Refer to LM, Talk About It.
Give some examples of similar words. Let the pupils give the past
forms of the words and ask them in sentences. Sentences should be
written on the board and processed.
Say: “Recall your activities yesterday using any of the words inside
the box.”
need, cover, want, move, remove, help, work, use, tap,
connect, wipe, clean, jump, listen, cook, arrange, cross, step,
change, shout
3. Generalization - Refer to LM, Remember.
4. Guided Practice - Refer to LM, Try and Learn.
5. Independent Practice - Refer to LM, Try and and Learn Exercise 2-3
From the list below, find five misspelled verbs in the past tense. Write
them correctly on your paper.
prepared danced missed cleaned
deliverd swam buildt asked
helppd pushed sleepd roasted
remembered visited passt needed

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Day 4
I. Objectives
Write a paragraph about a personal experience
A. Oral Language Activity
Message Relay
Say: “All groups will have a piece of paper with lines from the poem, In The
Forest. Each group will have seven members. All number one will get
a piece of paper in the bowl. Number one whispers to number 2, then
number 2 whispers to number 3 and so on. The first group who can
whisper the correct line wins.
B. Pre-writing
1. Motivation and Presentation
Ask: “Where did you spend your vacation?”
“How was your vacation? How do you describe your vacation?”
“Who were your companions?”
“What did you do there?”
“What would you like to do if you could return to be there again?”
Note: All answers should be written on the board. Lead the pupils in
writing a paragraph using their answers (possible sentences are found
in the paragraph).
Refer to LM, Read and Learn.
Skills Development
Take a look at the paragraph.
What is the first sentence?
What do we call that sentence? (topic sentence)
What sentences support the first sentence?
How did we organize the paragraph?
Notice how the first sentence was written.
What punctuation mark is seen after a sentence?
How did we write the title of the paragraph?
How did we write the first sentence of the paragraph? (indent)
How did we start the first sentence? (first word of the sentence is
capitalized)
What did we write after a sentence?(period)

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Teaching chart
 A paragraph is made up of sentences that explain or present
the details of a topic. A good paragraph has three parts.
1. The beginning sentence, which usually states the main
idea,
2. The middle sentences which support the main idea, and
3. The ending sentence, which summarizes or gives a con-
clusion
 Remember to observe the following tips in writing a para-
graph
1. Focus on one topic.
2. Complete the paragraph with an ending sentence,
which maybe an idea, a decision or a conclusion
3. Indent the first sentence of the paragraph
4. Begin the first word of a sentence with a capital letter
5. End each sentence with the correct punctuation mark
Writing Activity
1. Guided Activity (all groups will work on this)
Each group will write a paragraph about their first day of school following
the guide questions:
a. Describe your first day in school in one sentence
b. Who were your friends? Classmates?
c. What did you do?
d. What would you like to happen in the next opening of classes?
2. Independent Activity
Ask pupils to write a paragraph about their first time at a restaurant
(follow the guide questions). After writing, look for a partner and cor-
rect each other’s work.
1. Describe your feelings in one sentence.
2. Who were your companions?
3. What did you eat?
4. Who paid for your food?
5. What would you like to happen when you eat at a restaurant
next time?

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Day 5
I. Instructional Objectives
Get information from the news page of a school paper
Browse school paper and read the news page
1. Motivation
Show a newspaper/school paper. What information can we find in the
newspaper or school paper? Is it good to read the news? Why?
2. Presentation
Listen to the news. Assign someone to read it.
Refer to LM, Read and Learn.
Discussion Questions: Refer to LM, Talk About It.
Refer to LM, Read and Learn and Talk About It
Skills Development: Getting information from the news page
Let pupils read the news they heard, “KSPEDS broadcasting team bags
award in NSPC 2014” Refer to Find Out and Learn.
Generalization: Refer to LM, Remember.
1. Guided Practice
Read and answer the questions below. Refer to LM, Do and Learn and
Learn Some More
2. Independent Practice
Give pupils a school paper and ask them to look for the news page.
Ask them to copy the primary lead.
Week 8
I. Objectives
A. Expressive Objectives
1. Admire Green Bird’s love for his lady love
2. Appreciate the value of telling the truth
B. Instructional Objectives
Listening Comprehension
Sequence events in a story listened to
Oral Language
Act out well liked part of the story heard
Reading Comprehension
Infer traits and feelings of the character in a story read

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Vocabulary Development
Identify and use similes and metaphors in a story read
Fluency
Read a story with correct intonation and expression
Read words with consonant blends /br/ and /gr/
Grammar
Use the past form of irregular verbs
Writing Composition
Compose a slogan from a given stimuli
Study Strategy
Use a dictionary in getting the meaning of words
Attitude
Request more stories to be read
II. Subject Matter
A. Topics
• Stories : The King of the Forest and His Three Advisers
: The Green Bird
• Past form of irregular Verbs
• Similes and Metaphors
• Composing a slogan from a given stimuli
• Sequencing events from a story heard
• Inferring character traits from a story read
• Using dictionary to get the meaning of words
B. Materials
• stories
• poem
• practice exercises
C. References
Enjoying English Workbook, author Alexes Anne F. Cruz, et.al.
Learning English the Easy Way 4, author Danilo Santos Gutierrez
Designing a New World, author Evelyn S. Salazar et.al.
Campus Journalism Workbook, author Gelly Elegio Alkuino
New Dynamic Series in English 3, author Josefina V. Suarez,EdD
Skill Builders for Efficient Reading, author George Bareo, et.al.
English for you and Me 4, author Benita N. Miranda
III. Procedure

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Day 1
I. Expressive Objective
Appreciate the value of telling the truth
II. Instructional Objective
Sequence events in a story heard
Act out a well liked part of a story heard
A. Oral Language
Say: I have something inside this box. It is a thing we use everyday.
Guess what it is. Follow this pattern.
It is __________.
Is it a _________?
B. Pre-Listening
1. Unlocking of Difficulties
a. irritable
Maria is sick. She easily gets angry. She is irritable.
b. unpleasant
He needs to take a bath every day to get rid of any unpleasant
smell.
c. breath
Maria has bad breath. Her breath smells bad.
d. tore into pieces
Nita was so angry that she tore her English notebook into pieces.
e. mood
She looks so sad. She is not in the mood to dance.
f. liar
Richard didn’t tell the truth. He is a liar.
2. Motivation
What do you usually do when you have a problem?
3. Motive Question
Let’s read a story on, The King of the Forest and His Three Advisers.
What did King Lion do when he had a problem?
C. During Listening

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The King of the Forest and His Three Advisers
The lion is called the king of the forest. He is big and strong. So,
the smaller animals are afraid of him except his wife, Queen Lioness.
One morning, the king of the forest was in his irritable mood. His
wife, the Queen had said something he did not like. Queen Lioness
had told King Lion that his breath was unpleasant. So, King called
the animals. First he called the sheep.
“Friend Sheep,” opening wide his big mouth, “Would you say that
my breath smells unpleasant?”
What do you think was the Sheep’s answer?
Believing that the lion wanted an honest answer, the sheep gave
it, and the king bit off his head. King Lion was very angry. He roared
and called the goat.
“Mr. Goat, tell me the truth. Do I have a bad smell? Do I have bad
breath?”The goat saw the sheep’s meat and bones. He was afraid of
the lion. So the goat said, “Why, your Majesty, you have a breath as
sweet as the roses in the garden”. Before he could finish, the goat
was torn to pieces. “I do not like liars,” roared king Lion.
At last, the lion called the horse. The horse walked slowly. He
looked sick. He coughed and coughed.
What do you think was the horse’s answer?
“Friend horse, tell me the truth. Queen Lioness said I have
a bad breath. She said I have a bad smell. Is it true?” The horse
coughed and coughed. Then he said softly, “King Lion, I have a bad
cold. It rained hard while I was carrying crops for my master. I think
I also have a head cold. So I cannot smell at all. I am sorry; I cannot
answer your question”.
King Lion nodded , “Go home and rest. Get well soon.”
D. Post Listening
Engagement Activities
Group 1: Complete the story map.
Refer to Try and Learn LM.
Group 2: Arrange the pictures by writing first, second, third and fourth
as they happened in the story.
Group 3: Arrange the sentences as they happened in the story.
Group 4: Act out/dramatize the story.
Discussion:
What did the Queen tell the King?

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How did the king feel about this?
Do you like what the Queen was doing? (She tells the truth)
Why did the King call the animals?
Who was called first?
What happened to him?
Do you think the sheep did right? Is it good to tell the truth?
What was the goat’s answer when the king asked him?
What happened to the goat?
Why did the king kill him?
What was the answer of the horse when he was asked by the King?
Why do you think the king didn’t hurt the horse?
If you were the king, would you do the same?
If you were one of the animals, how would you answer the king’s ques-
tion?
What do you feel when someone doesn’t tell you the truth?
Enrichment Activity:
What is the message of this story to us?
Day 2
I. Expressive Objective
Admire Green Bird’s love for his lady love
II. Instructional Objectives
Read a story with appropriate intonation and expression
Read words with consonant blends /br/ and /gr/
Infer the feelings and traits of the characters from a story read
Identify and use a simile and a metaphor
A. Pre Reading
Drill:
Teacher models in reading the words
Words should be written on a chart / flashcards
gr br
green grow branch broom
greed growth brand brook
greet growl bran brooklets
1. Unlocking of Difficulties
a. sparrow (show a picture)
Eliza likes to have a sparrow as her pet. She likes the short and
strong beak of a sparrow.

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b. beak (show a picture)
The bird uses its beak to pick up grains and worms.
c. crest
The crest on the bird’s head is like a comb.
d. slender
Green bird is thinner than a sparrow. It is more slender than a spar-
row.
f. alarm
An alarm clock sounded and everyone was surprised.
g. spread
Spread your arms upward. (The teacher demonstrates)
h. pop
My balloon suddenly burst. It popped.
2. Motivation
What do you do when your mother leaves you? Do you look for her?
Let’s read a story about the green bird that was looking for his lady love.
3. Motive Questions
What did the green bird do to look for his Lady Love?
B. During Reading
Teacher models in reading. Refer to LM, Do and Learn
C. Post Reading
Engagement Activities
Group 1 and 2: Infer the feelings and traits of the characters from each
sentence. Choose the proper word for each sentence from the list inside
the box. Refer to LM, Try and Learn.
Group 3 and 4: Composing a Song
Discussion Questions:
Refer to LM, Talk about It.
Skill Development: Identifying Similes and Metaphors
Recall the meaning of simile
Metaphor is used to compare two different ideas or objects, making them
the same but unlike the simile, it doesn’t use “like” or “as”.
Independent Practice. Refer to LM, Learn Some More
Write at least two sentences using any of the similes and metaphor
inside the box.
is the apple of his eyes, like a star, is a rose in the garden

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Day 3
Use the past form of irregular verbs
Call selected pupils to read the dialog. Refer to LM, Read and Learn
Guide pupils in answering the comprehension questions.
Skill Development
a. Who has a nice cellphone?
b. Who bought his cellphone?
c. When did grandmother give it to him?
d. When he got lost in the mall, what did he do?
e. Where did grandmother find him?
f. What are the underlined words?
g. What do we call these words?( bought, got, found)
Teacher: These words are irregular verbs. They are in the past tense to show
past actions or events. Present this chart of irregular verbs. Refer to Read and
Learn LM.
2. Generalization
What do you notice about the spelling of the past form of irregular verbs?
Refer to Remember LM
3. Guided Practice
Group 1 and 2:
Give the correct past form of the verbs inside the parentheses.
Yesterday, Roger __ (find) a strange red bag near the front gate.
He __ (think) it was his father’s bag. He __ (get) it and __ (give) it to his
grandmother. “This bag is so heavy!,” said grandmother. After an hour,
Father __ (come). Roger __ (tell) him about the red bag. “Thank you
Roger, it is your uncle’s bag from Hong Kong”, said Father.
Group 3 and 4:
Write the correct answer. Refer to LM, Try and Learn Exercise 1 and 2
4. Independent Practice Refer to LM, Try and Learn Exercise 3
Enrichment Activity:

166. 189
Piling up Events
Teacher starts a simple event in the past tense. He / She does this in a
sentence. Then, the teacher calls on the first pupil to continue. The first
pupil repeats the teacher’s sentence. Next, he or she adds up his / her
own sentence, and so on. Stop when it becomes difficult to remember
all the sentences.
Teacher : Yesterday, I went to the market.
Pupil 1 : Yesterday, I went to the market. I bought a pencil
and some papers.
Pupil 3 : Yesterday, I went to the market. I bought a pencil
and some papers. I also bought an eraser for my
brother.
Day 4
I. Instructional Objectives
Compose slogan from a given stimulus.
1. Motivation
What comes to mind when you think of slogan?
2. Presentation
Read the following product slogans that have become very popular.
1. Metrobank “You’re in good hands”
2. Levis “Quality never goes out of style”
3. Nokia “Connecting people”
4. Disneyland “The happiest place on earth”
5. You are What You Eat
6. Water is life, don’t waste it
7. Our earth is the only thing we’ve got, save it
8. This nation can be great again
9. Save a tree for life
Discussion:
What was the message of the first slogan?
(Ask the same question about slogans 2-9)
Why do you think the above slogans became memorable to people? Does
a slogan need to be long to be remembered?
Generalization: Refer to LM, Remember.
3. Guided Practice
Show pictures about the environment. What would you like to happen to
our environment?
Write a slogan about it. Then illustrate your slogan on a poster. Let pupils
display their work at designated areas. Have a Gallery Walk before the
slogans are processed.

167. 190
4. Independent Practice
Refer to LM, Write About It
Write a slogan about the Clean and Green project.
Enrichment/Assignment
Make a poster to illustrate your slogan
Day 5
I. Instructional Objectives
1. Browse and read more stories
2. Use a dictionary in getting the meaning of words
1. Motivation
Do you have a dictionary? What is the use of the dictionary?
2. Presentation
Give pupils dictionaries (If possible each one should have a dictionary)
Browse the dictionary. Notice how the words are arranged.
Skills Development:
Refer to LM. Try and Learn
Look for the meaning of brass.
Did you open the dictionary page by page?
Which pages did you open? (after “a” and before “c”)
Did you open all the pages of “b”?
What helped you look for it? (the two words found on top of the page)
What do these two words tell us?
What do you mean by brass? How many definitions does it have?
Have several exercises in getting the meaning of words in the dictionary.
Teaching Chart: Refer to LM, Remember.
3. Guided Practice
Have a contest in getting the meaning of words. (teacher may give as many
words) The first group that can post the meaning on the board wins
Use a dictionary to answer this. Match each word in Column A with its
meaning in Column B. Refer to LM, Try and Learn.
4. Independent Practice Refer to LM, Learn Some More.
Enrichment/Assignment
Read more stories and write at least 5 words you do not understand. Find
the meaning of words using the dictionary.

168. 191
Week 9
I. Objectives
A. Expressive Objectives
1. Appreciate the value of sharing
2. Realize that all parts of a coconut tree have many uses
B. Instructional Objectives
Listening Comprehension
Sequence events in a story listened to
Oral Language
Connect events in a story heard to a personal experience
Reading Comprehension
Note important details in an informational text
Vocabulary Development
Identify and use personification
Fluency
Read informational text with 95-100% accuracy
Read words with consonant blends pr and gr
Grammar
Use the past form of regular and irregular verbs
Writing Composition
Write a news report using given facts
Study Strategy
Get information from the news page
Attitude
Listen attentively and react positively during story reading
II. Subject Matter
A. Topics
Stories : Why the Tortoise’s Shell is Not Smooth
Coconut: The Tree of Life
Poem : Old Mother
Past form of regular and irregular verbs
Personification
Writing a news report using facts given

169. 192
A. References
Enjoying English Workbook, author Alexes Anne F. Cruz, et.al.
A Poem A Day, author Helen H. Moore
English This Way, author Wilma P. Gonzales
Basics and Beyond Reading 4 third Edition, author Cabrina H. Padilla,
Skill Builders for Efficient Reading, author George Bareo, Nila B. Cay, Luz
dela Concha, Wilhelmina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin,
Learning English the Easy Way 4 by Danilo Santos Gutierrez
B. Materials
• story
• poem
• practice exercises
• selection
III. Procedure
Day 1
1. To appreciate the value of sharing
2. Sequence events in a story listened to
3. Connect events in a story heard to a personal experience
4. Listen attentively and react positively during story reading
5.
A. Pre-Listening
1. Unlocking of difficulties
a. sweet tongue
He has such a sweet tongue. He can easily make others believe him.
b. famine
Show a picture. They are thin and sick because of food shortage.
There is famine.
c. eloquent
The winner of the storytelling contest is so expressive and fluent in
the English language. She is truly an eloquent storyteller.
d. mischief
He easily gets in trouble because of his mischief.
e. sniff (use action)
The old woman tried to sniff air but she could not breathe.
f. ungrateful
I don’t like him. He doesn’t know how to thank and respect the
people who helped him. He is ungrateful.

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2. Motivation
Show a picture of a tortoise.
Say: This is a tortoise. Say something about it. What do you notice
about its shell? Are tortoise’s shells not smooth?
3. Motive Question
Why are tortoise shells not smooth?
B. During Listening
Why the Tortoise’s Shell Is Not Smooth
Adapted from Chinua Achebe
Once upon a time, all the birds were invited to a feast in the sky.
They were very happy. They began to prepare themselves. They
painted their bodies beautifully. Tortoise was so excited to join the
group because he had not eaten a good meal for weeks. So he
began to plan how he could go to the sky and join the feast. But Tor-
toise had no wings so he asked the birds to be allowed to join them.
“We know you too well,” said the birds. “You are ungrateful. If
we allow you to come with us, you will soon begin your mischief.”
“You do not know me,” said Tortoise. “I am a changed man; I
have learned that a man who makes trouble for others is also
making it for himself.”
Tortoise had a sweet tongue, and within a short time, all the
birds agreed that he was a changed man. The birds gave him a
feather for his wings.
The feast came. Tortoise was the first to arrive at the meeting
place. Tortoise was very happy as he flew among the birds. The
birds chose him to be their spokesperson.
“There is one thing we must not forget,” he said. When people
are invited to a great feast like this, they take new names for the
occasion.
The birds just followed. They thought of their names. When they
had taken new names, Tortoise took one. He wanted to be called
“All of You.”
What do you think happened when they were in the sky?
At last the group arrived in the sky. Their hosts were very happy
to see them. Tortoise stood up and thanked them for their invitation.
His speech was so eloquent that all the birds were glad they had
brought him along. Their hosts treated him well as the king of the
birds, as he looked somewhat different from the others.
The people in the sky set before their guests the most delicious
dishes Tortoise had ever seen or dreamed of. Tortoise began to sniff

171. 194
aloud. When everything had been set before the guests, one of
the people in the sky invited the birds to eat. But Tortoise jumped to
his feet and asked, “For whom have you prepared this feast?”
“For all of you,” replied the man. Tortoise turned to the birds and
said,” Remember my name is All of You.”
He began to eat and the birds were so angry. Tortoise ate the
best part of the food and drank wine. The birds gathered around
to eat what was left .They ate the bones that he had thrown on the
floor. Some of them were too angry to eat. They chose to fly home
on an empty stomach. But before they left, each took back the feath-
er he had borrowed. And there, he stood full of food and wine but
without any wings to fly home. He asked the birds to take a message
for his wife, but they all refused. In the end, Parrot, who had felt
angrier than the others, suddenly changed his mind and agreed to
take the message.
Why do you think Parrot changed his mind?
“Tell my wife”, said Tortoise, “To bring out all the soft things in my
house and cover the area around with them so that I can jump down
from the sky without great danger.”
Parrot promised to deliver the message, and then flew away. But
when he reached Tortoise’s house, he told his wife to bring out all
the hard things in the house. And so she brought out her husband’s
hoes, knife, spears and guns. Tortoise looked down from the sky
and saw his wife bringing things out, but it was too far to see what
they were. When all seemed ready, he let himself go. He fell until
he began to fear that he would never stop falling. And then like the
sound of his gun, he crashed on the land.
His shell broke into pieces but there was a great medicine man
in the neighbourhood. The medicine man gathered all the bits of
shell and put them together. This is why the tortoise’s shell is not so
smooth today.
C. Post Listening
Engagement Activity
Group 1 and 2: Refer to LM, Try and Learn
Guided Practice
Refer to LM, Do and Learn
Independent Practice
Refer to LM, Learn Some More
Day 2
1. To realize the many uses of the coconut tree
2. Note important details in an informational text read
3. Read informational text with 95-100% accuracy
4. Read words with consonant blends pr and gr

172. 195
A. Pre Reading
Drill:
Teacher models reading the words
Words should be written on a chart / flashcards
pr fr
protein product fresh free
produce proper freshener freeze
propagate problem freshman freedom
1. Unlocking of Difficulties
a. mattress
I sleep on this mattress. It is comfortable.(show picture)
b. propagate
Mother wants to have more flowers, so she propagates some of
them. (show picture)
c. sap (show picture)
The sap of that tree can be used for medicine.
d. quench
I want to drink cold juice to quench my thirst.
e. dye
My grandparents dye their hair to cover the gray.
f. coir
Coir comes from the husk of the coconut.
g. ingredient
I like coconut meat as one of the ingredients for salads.
h. withstand
The tree is strong. It can withstand strong typhoons.
2. Motivation
Have you seen a coconut tree? Can you describe it? Do you know
why the coconut tree is called the tree of life?
3. Motive Question
Why do we consider the coconut tree a tree of life?
B. Reading
Teacher models in reading the story.
Refer to LM, Read and Learn.
C. Post Reading
Comprehension Questions. Refer to LM, Talk About It
Engagement Activity
Group 1 and 2 : Interview
The group will choose their interviewee. Each member of the group
should be able to talk or to answer questions during the interview.

173. 196
Ask: “The group may use the questions below.”
“What do you think is the tree of life?”
“Why do you consider the coconut tree a tree of life?”
“What are the parts of a coconut tree?”
“What are their uses?”
Group 3 and 4:
Refer to LM, Try and Learn.
Discussion:
Refer to LM, Talk about It.
Day 3
Use the past form of regular and irregular verbs
A. Presentation/Oral Language
Give the past tense of the underlined word.
Let pupils read the poem after putting in the past tense of the verbs.
Refer to LM, Read and Learn.
Comprehension Questions. Refer to LM, Talk About It
B. Teaching/Modelling
What are the underlined words in stanza one, two up to 3?
Recall: Which are regular verbs? Irregular verbs?
How do we form the past tense of regular verbs? Irregular verbs?
Let the pupils read again the chart with regular and irregular verbs with
present and past tense
C. Guided Practice
Let each group work on this
Complete My Diary. Use the words found in the box.
Refer to LM, Try and Learn.
D. Independent Practice
Write the past form of the words inside the parentheses.
Refer to LM, Learn Some More.
Enrichment Activity:
Refer to LM, Write about it.
Write 3 to 5 sentences about what you did last Saturday and Sunday.
Day 4
1. Identify and use personification
2. Get information such as title of a selection and/or pages from the table of
contents

174. 197
1. Presentation
Teacher models in reading the poem.
Refer to LM, Read and Learn.
Discussion Questions:
Refer to LM, Talk about It.
Skill Development: Using Personification
1. What did the leaves do? The leaves danced.
2. What did the moon see? The moon saw the leaves.
3. What did the moon hear? The moon heard their song.
4. Who is calling? North Wind is calling.
Say: “Leaves, moon and north wind are treated as though they have life
like people. They are made to act, think and talk like persons.”
Teaching Chart
 Personification is another figure of speech. Things and
objects are treated as though they had life and were like
people.
2. Guided Practice
Group 1 and 2: Underline the part of the sentence which is personified.
Refer to LM, Try and Learn.
Group 3 and 4: Write P if the sentence uses personification and N if it
does not.
Refer to LM, Learn Some More.
3. Independent Practice
Underline the name of the object that is personified and circle the word
that tells what the object does that makes it seem like a person.
Refer to LM, Learn Some More.

175. 198
Skills Development: Use of Table of Contents
Give pupils books and tell them to open the book to the table of contents.
Ask: “What can we find in Unit 1?”
“What is the title of Unit 4?”
“What can we find on page 10?”
“What information does the table of contents give us?”
1. Guided Practice
Let’s have a contest using the table of contents
2. Independent Practice
Use your book in English.
1. What unit is found on page__?
2. Where can we find Unit 2?
Day 5
1. Express ideas through writing a news report from the facts presented
2. Get information from the news page
1. Motivation
What TV programs give us news? Where can we read news? Is it good to
know the news? Why?
2. Presentation
Listen to news taken from a school paper. Be ready to answer questions
that begin with who, what, when, where, why and how.
Note: Teacher assigns a good reader to read this news. Refer to LM,
Read and Learn.
Discussion
1. Who received an award?
2. What award did she receive?
3. When did she receive it?
4. Where did she receive it?
5. Why do you think she was awarded as the Outstanding School
Paper Adviser?
6. How did she get the award?
Skills Development: Writing News
Let them read the news they listened.

176. 199
1. Which part of the news tells us the important facts of the story? Is it
found at the beginning? What Wh questions can we ask about the
beginning statement?
2. What statements complement/support the beginning statement?
3. What statements are less important? Where can we find this?
4. Notice how the headline was written.
Teaching Chart: Refer to LM, Remember.
1. Guided Practice
For all groups: Write a news report based on the following facts. Use the
inverted pyramid structure
• The plane was going to Cebu City on a test flight.
• Mayor Richard Datu, who rushed to the crash site found the pilot, Rene
Lu and his passenger Lito Go, both safe despite the plane’s damage.
• A two-seater plane with pilot Rene Lu and passenger Lito Go crashed
in a rice field at Barangay Caditaan on July 15.
• Lu said the plane’s engine stopped 30 minutes after it took off at Le-
gaspi Airport.
• Plane crashes in Cebu, no one hurt
2. Independent Practice
Write a news report. Use the facts below. Refer to LM, Write About It.
• Teacher Induction Program is a training cours given to newly hired
teachers. One of its purposes is to let them understand their roles and
responsibilities.
• The Division of Zamboanga Sibugay , through the leadership of the
superintendent, Amelia P. Torralba, ED.D. conducted Teacher Induc-
tion Program to 320 newly hired teachers at Roderic’s Resort, Ipil,
Zamboanga Sibugay on July 2-4.
• Education Program Supervisors who were trained on TIP were their
facilitators
• Division of Zamboanga Sibugay conducts Teacher Induction Pro-
gram to 320 newly hired teachers

177. 200
QUARTER 2
TABLE OF SPECIFICATIONS (POST TEST)
TOPICS/SKILLS
ITEM
PLACEMENT
NO. OF ITEMS
1. Identifying the main idea and
supporting details for a text
heard
6 1
2. Compound words 2 1
3. Arranging 8-10 word with differ-
ent beginning letters in alphabet-
ical order
4 1
4. Using personal pronouns 5 1
5. Possessive pronouns 13,14 2
6. Using regular and irregular verbs 15,16,17,18, 19 5
7. Noting details from news selec-
tions listened to
7 1
8. Answering wh- questions 1,3 2
9. Prefixes and Suffixes 20,21,22,23 4
10. Verbs in the –s form 9,10,11,12 4
11. Writing a friendly letter 36,37,38,39, 40 5
12. Identifying figure of speech (simi-
le, metaphor and personification)
24,25,26 3
13. Sequencing of events 8 1
14. Making an Outline 39-35 2
15. Following directions 27,28 2

178. 201
QUARTER 2
POST ASSESSMENT
I. Listening
A. Listen as the teacher reads the story then answer the questions that follow.
Write only the letter of your answer.
1. Where do Polly and her snail friends live?
a. In a pond c. In a vegetable garden
b. In a flower garden d. In a tree
2. Which of the following is NOT a compound word?
a. inside b. herself c. somewhere d. Happily
3. What did the snails do to the vegetables in the garden?
a. They helped the vegetables grow.
b. They destroyed the leaves of the vegetables.
c. They made sure that the vegetables will be free from insects.
d. They provided the vegetables with nutrients.
4. If you will be asked to write the words snail, vegetables, farmer, duck, shell,
bag, holes, leaves, in alphabetical order, what word will come first?
a. duck b. farmer c. shell d. vegetables
5. In the sentence “Polly and her friends eat the leaves of the vegetables in the
garden. They are always hungry.” Which of the following words is a personal
pronoun?
a. Polly b. they c. eat d. leaves
Polly the Snail
Polly is a garden snail. She lives in a beautiful vegetable garden near a
pond. She is one of the many snails in the garden. She slides and plays with
her snail friends every day.
Polly and her friends eat the leaves of the vegetables in the garden. They
are always hungry. They like to know the different taste of leaves of the
healthy and green vegetables there.
Polly goes around and takes small bites of each of the leaves every
day. If she likes the taste of a leaf, she eats it immediately. Soon, all of the
vegetables had holes in their leaves.
One day, Farmer Jane went to visit his garden. He looked at the vegeta-
bles and gave a loud cry. “Who did this to my beautiful vegetables?” Polly
saw Farmer Jane. She looked around for somewhere to hide. She buried
herself under a brown leaf and hid inside her shell.
Farmer Jane checked his garden and saw the many snails on it. He
picked them one by one and placed the snails in a plastic bag. He did not
find Polly who was hiding in her shell. Then, Farmer Jane went away.
Later that day, the farmer went back with a white duck. He happily
left the duck in the garden. Polly saw the white duck. The white duck saw
Polly, too.

179. 202
6. Which of the following is NOT a part of the selection read?
a. Polly and her friends live in a vegetable garden.
b. The duck ate all of the snails in the garden.
c. The snails ate the leaves of the vegetables in the garden.
d. The angry farmer removed the snails from the garden.
7. Farmer Jane happily left the duck in the garden. Why was he happy?.
a. The duck will stop the snails from eating the leaves of the vegetables.
b. The duck will eat all of the snails in the vegetable garden.
c. The duck and Polly will become good friends.
d. The duck will watch the vegetables while he is away.
8. Which of the following events in the sentences happened first?
a. Farmer Jane brought a duck in his garden.
b. Polly and her friends ate the leaves of Farmer Jane’s vegetables.
c. The duck saw Polly.
d. Farmer Jane picked all the snails that he could find in his garden and
placed them in a plastic bag.
I. Grammar
Read the sentence carefully. Write the letter of your answer.
9. Alyssa (a. sweep b. sweeps) the front yard every morning.
10. Her brothers Allan and Sam (a. gather b. gathers) the dried leaves in the
trash can.
11. Together they (a. throw b. throws) the dried leaves in a compost pit.
12. After the chores the children (a. play b. plays) in the yard.
A. Fill in the blanks with the correct possessive pronouns from the word box.
13. The biggest guava belongs to you. It is ______ guava.
14. Today is our scheduled trip to the Science Park. I brought my pink lunch box
with
Me. This pink lunch box is –--.
B. Choose the correct past form of the verb that will best complete the sentence.
Last week, Vicky and I (15. went, go) to Manila Zoo. We (16. arrived,
arrive) there before eight o’clock in the morning. We (17. see, saw) different kinds of
animals. The zoo is home to more than 832 animals. We (18. walk, walked) towards
the first animal. It was Mali’s cage. Mali is the most popular animal in the zoo. It is the
only living elephant here in the Philippines
Mali (19. moved, move) its front and back legs forward and backward.
She doesn’t gallop or jump. She walks and runs. She can swim and support herself in
the water up to six hours.
mine your yours ours my our

180. 203
I. Reading
A. Fill in the blank with the correct words from the box below.
20. Typhoon Yolanda left many people --------(homeless).
a. fortunate b. without a home c. full house
21. Two year old Jessie draw an --- (imperfect) circle.
a. Irregular b. complete c. not perfect
22. Baby placed a basket of eggs on her head. The eggs were not evenly distributed
in the basket. When she started to walk the basket went sideways and fell. All
the eggs broke because the basket was imbalanced.
b. dizzy b. unstable c. correct
23. He acts like a child; he is immature.
c. Young b. childlike c. grown
Write S if the sentence is simile, M if it is Metaphor and P if it is Personification
24. The farmer is busy as a bee. ______
25. They fought like cats and dogs. ______
26. When she saw her abductors she became as cold as ice. ______
Following Directions
27. What is the correct sequence of the direction given below?
a. 2-1-3-4 b. 1-4-3-2 c. 3-2-1-4 d. 4-1-3-2
1. Measure rice with a cup and put in the cooking pot.
2. Cook rice for about 25 minutes.
3. Follow the 1:1 ratio. One cup of rice to one cup of water.
4. Wash rice.
28. Which of the directions given below should be done first?
a. number 1 b. number 2 c. number 3 d. Not in
the given
1. Heat the pan and add cooking oil.
2. Crack the eggs and place in the hot pan.
3. When the edges turn white the eggs are done.
fearless immature homeless
imperfect imbalanced

181. 204
I. Writing
29-35. Read the short paragraph below and write an outline.
Clouds
I. ____________________________________
A. _________________________________
B. _________________________________
II. ____________________________________
A. _________________________________
B. _________________________________
C. _________________________________
Clouds
The sun warms the water from rivers, lakes and
seas. Water slowly evaporates. It condenses and forms
into tiny droplets. When these droplets come together
they become visible as clouds.
There are three basic cloud types. Cirrus is curly
or fibrous clouds. Stratus is clouds that form sheets or
layers and cumulus clouds are those heaped or filed.

182. 205
36-40. Rewrite the following parts of the letter in a separate sheet of paper
following the mechanics of letter writing.
Nerissa
Your loving aunt,
#45A- Santolan Drive
Deca Homes, Jones
June 3
My dearest Sandro,
How are you? You mom said you’re school is near my office. I did
not know you transferred. Please come and visit me here in the
Principal’s Office. I would love to hear from you soon.
______________
______________
______________
______________
____________________________________
___________________________________________
___________________________________________
___________________________________________
______________
______________

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English – Grade 4
Teacher’s Guide
First Edition 2015
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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
seeking permission to use these materials from their respective copyright owners.
All means have been exhausted in seeking permission to use these materials. The
publisher and authors do not represent nor claim ownership over them.
Only institution and companies which have entered an agreement with
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Those who have not entered the agreement with FILCOLS must, if they wish to copy,
contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:
Felicitas Pado, PhD Ofelia Flojo, PhD
Nemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhD
Authors:
Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. Datuin
Victoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. Importante
Valeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. Ganggangan
Ms. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva
Layout Artists:
Camille Francesca Mondejar Ezekiel Quijano
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Printed in the Philippines by Vibal Group, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor, Mabini Building, DepEd Complex, Meralco Avenue,
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Telefax: (02) 634-1054 or 634-1072
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

185. D
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To our Dear Teachers,
This teacher’s guide is designed in four quarters with nine-week
lessons every quarter. Other broad competencies were subtasked to suit
the time alloted for the day’s lesson.
In a literature-based curriculum, objectives are classified into
a) expressive which refers to the appreciation of the literary text; and b)
instructional which refers to the development of the skills.
There are several activities for the pupils to develop target skill/s
but this is not an end in itself. Feel free to modify the strategies to address
individual differences of learners.
We also want you to use formative assessment results as basis
for instruction thus, enrichment activities are provided for pupils who got
above 50% of the total score and we encourage you to provide remediation
to pupils whose total scores are below 50%.
Enjoy teaching and make a DIFFERENCE in the pupils’ lives.
The Authors
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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Quarter 3: Special People, Places and Days
Table of Specification: Pre Assessment .......................................................... 206
Pre Assessment ............................................................................................. 208
Week 1 ………………………………………………………............................ 214
Week 2 ………………………………………………………............................ 223
Week 3 ………………………………………………………............................ 231
Week 4 ………………………………………………………............................ 239
Week 5 ………………………………………………………............................ 250
Week 6 ………………………………………………………............................ 261
Week 7 ………………………………………………………............................ 275
Week 8 ………………………………………………………............................ 290
Week 9 ………………………………………………………............................ 304
Table of Specification: Post Assessment ........................................................ 320
Post Assessment ............................................................................................ 322
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

187. D
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ENGLISHGRADE4
FIRSTQUARTER
GradeLevelStandards
Thelearnerlistenscriticallytonewsreportsandotherradiobroadcastsandexpressesideasaccuratelyinoralandinwritten
forms;demonstratesconfidenceintheuseofthelanguagetomeeteveryday’sneeds;andreadsindependentlyandgetsrelevant
informationfromvarioustexttypes.
Domain
ContentStandardPerformanceStandard
Thelearner…Thelearner…
OralLanguage
demonstratesunderstandingofverbalcuesforclearexpressionofideasactivelycreatesandparticipatesinoraltheme-basedactivities
demonstratesunderstandingofverbalandnon-verbalcuesforeffective
oralpresentation
efficientlydeliversoralpresentations
demonstratesunderstandingofinformationderivedfrommulti-media
sourcesforclearandcreativepresentation
creativelypresentsinformationusingbroadcastmedia
Fluency
demonstratesunderstandingthatEnglishisstress-timedlanguageto
achieveaccuracyandautomaticity
readsaloudtextwithaccuracyandautomaticity
Listening
Comprehension
demonstratesunderstandingoftheelementsofinformationaltextfor
comprehension
recallsdetails,sequenceofeventsandsharesideasontextslistenedto
demonstratesunderstandingoftexttypestoconstructfeedbackidentifiesstoryperspectiveandtextelements
Vocabulary
demonstratesunderstandingthatwordmeaningcanbederivedfrom
differentsources
usesdifferentresourcestofindwordmeaning
demonstratesunderstandingthatwordsarecomposedofdifferentparts
andtheirmeaningchangesdependingoncontext
usesstrategiestodecodethemeaningofwords
demonstratesunderstandingthatwordmeaningchangesbasedoncontextusesstrategiestodecodethemeaningofwordsincontext
Reading
Comprehension
demonstrateunderstandingofvariouslinguisticsnodestocomprehend
varioustexts
Uselinguisticcuestoappropriatelyconstructmeaningfromavarietyof
textsforavarietyofpurposes
Demonstrateunderstandingoftextelementstocomprehendvarioustexts
Useknowledgeoftexttypestocorrectlydistinguishliteraryfrom
informationaltexts
Demonstrateunderstandingofwritingstylestocomprehendtheauthor’s
message
Usediction(choiceofwords)toaccuratelyanalyzeauthor’stone,mood,
andpointofview
Demonstrateunderstandingthatreadinginawiderangeoftextsprovides
pleasureandavenueforself-expressionandpersonaldevelopment
Useliteralinformationfromtextstoaptlyinferandpredictoutcomes
Writingand
Composition
demonstratesunderstandingofwritingasaprocessusesavarietystrategiestowriteinformationalandliterarycompositions
demonstratesunderstandingoftheimportanceofusingvariedsourcesof
informationtosupportwriting
usesvariedsourcesofinformationtosupportwriting
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page2of14
Domain
ContentStandardPerformanceStandard
Thelearner…Thelearner…
Grammar
demonstratescommandoftheconventionsofstandardEnglishgrammar
andusagewhenwritingorspeaking
speaksandwritesusinggoodcommandoftheconventionsofstandard
English
demonstratesunderstandingofEnglishgrammarandusageinspeakingor
writing
usestheclassesofwordsaptlyinvariousoralandwrittendiscourse
demonstratesunderstandingofEnglishgrammarandusageinspeakingor
writing
usestheclassesofwordsaptlyinvariousoralandwrittendiscourse
Attitude
demonstratesunderstandingofnon-verbalcuestocommunicatewith
others
appliesknowledgeofnon-verbalskillstoshowrespectwhen
communicatingwithothers
demonstratesunderstandingofverbalandnon-verbalelementsof
communicationtorespondback
usesparalanguageandnon-verbalcuestorespondappropriately
Study
Strategies/
Research
demonstratesunderstandingoflibraryskillstoresearchonavarietyof
topics
useslibraryskillstogatherappropriateandrelevantinformation
Viewingdemonstratesunderstandingofthestrategiesincomprehendingvisualtext
viewsvariousformsofmediainordertogatherandshareinformation,
persuadeothersandunderstandandexpressideas
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-Ia-1
Notedetailsina
selectionlistened
to.
EN4OL-Ia-d-
1
Speakclearly
using
appropriate
pronunciation
andintonation.
EN4V-Ia-d-1
Usecontextclues
tofindmeaning
ofunfamiliar
words.
EN4RC-Ia-b-1
Analyzea
narrativeinterms
ofitscharacters.
EN4F-Ia-1
Phonological
Readwords,
phrases,
poemsor
storieswith
longvowela
sound
EN4SS-Ia-1
Locate
information
usingprintand
non-print
resources
EN4G-Ia-
b-1
Useplural
formof
regular
nouns
EN4WC-Ia-b-
1
Write2-3
sentencesabout
thecharacters
inaliterarytext
listenedtoor
read.
EN4A-Ia-1
Show
willingness
and
enthusiasm
inreadingor
listeningto
literarytext
2
EN4LC-Ib-2
Notedetailsina
selectionlistened
to,toidentify
setting
EN4V-Ia-d-2
Usecontextclues
(synoynms)to
findmeaningof
unfamiliarwords.
EN4RC-Ia-b-2
Analyzea
narrativeinterms
ofitssetting.
EN4F-Ib-2
Readwords,
phrases,
poemsor
storieswith
longvowele
EN4SS-Ib-2
Locate
information
usingprintand
non-print
resources
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page3of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
sound
3
EN4LC-Ic-3
Notedetailsina
selectionlistened
to
EN4V-Ia-d-2
Usecontextclues
(synonyms)to
findmeanindof
unfamiliarwords.
EN4RC-Ic-2
Statesimilarities
anddifferences
ininformation/
literarytextread
EN4F-Ic-3
Readwords,
phrases,
poemsor
storieswith
longvoweli
sound
EN4SS-Ic-3
Locate
information
usingprintand
non-print
resources
(usingmap)
EN4G-Ic-2
Useplural
formof
irregular
nouns
EN4WC-Ic-2
Writetwoor
threesentences
aboutthe
characters,
setting,or
eventsina
storylistenedto
orread
4
EN4LC-Id-4
Sequenceevents
inastorylistened
to
EN4OL-Ia-d-
2Speakclearly
using
appropriate
pronunciation
andintonation
(poems,
chants,
rhymes,
riddles)
EN4V-Ia-d-2
Usecontextclues
(antonym)to
determinethe
meaningof
unfamiliarwords
EN4RC-Id-e-3
Sequenceevents
inastoryor
narrative
EN4F-Id-4
Readwords,
phrases,
poemsor
storieswith
longvowelo
sound
EN4SS-Id-4
Arrangewords
inalphabetical
orderwiththe
samefirstletter
butadifferent
secondletter
EN4G-Id-3
Useclear
and
coherent
sentences
using
appropriate
grammatical
structures:
Kindsof
Nouns-
MassNouns
andCount
Nouns
EN4WC-Id-3
Write2-3step
directionsusing
signalwords
EN4A-IIb-
2
Listen
attentively
andreact
positively
duringstory
reading.
5
EN4LC-Ie-5
Sequenceevents
inastorylistened
to
EN4OL-Ie-2
Giveoral
directions
EN4V-Ie-f-2
Usecontextclues
(definition)to
determinethe
meaningof
unfamiliarwords.
EN4F-Ie-5
Readwords,
phrases,
poemsor
storieswith
longvowelu
sound
EN4SS-Ie-i-5
Usegraphic
organizersto
show
understanding
oftexts(story
sequence
organizers)
EN4G-Ie-4
Useclear
and
coherent
sentences
using
appropriate
grammatical
structures
(quantifiers
ofmass
nouns)
EN4WC-Ie-f-4
Writedifferent
formsofsimple
composition
(thankyou
card,note,
poster,
slogan)asa
responseto
stories/poems
readorlistened
to
-notes/letters6EN4LC-If-1EN4OL-If-3EN4RC-If-4EN4F-If-6EN4SS-Ie-i-5EN4G-If-5
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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page4of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
Inferabout
feelings,traitsof
charactersfrom
selections
listenedto
Expressone’s
ideas,feelings
clearly
Inferabout
feelings,traitsof
charactersina
selectionread
Readwords,
phrases,
poemsor
storieswith
compound
words
Usegraphic
organizersto
show
understanding
oftexts(story
sequence
organizers)
Compose
clearand
coherent
sentences
using
appropriate
grammatical
structures:
Kindsof
Nouns
(Possessive
Nouns)
-Descriptive
paragraph
-Another
endingtoa
story
7
EN4LC-Ig-1
Inferabout
feelings,traitsof
charactersin
selections
listenedto
EN4OL-Ig-4
Expressone’s
ideas,feelings
clearly
EN4V-Ig-3
Usecontextclues
tofindmeaning
ofunfamiliar
words(definition)
EN4RC-Ig-5
Makeinferences
anddraw
conclusions
basedona
literaryor
expositorytext
EN4F-Ig-7
Readwords,
phrases,
poems,and
storieswith
accuracy
EN4F-Ig-8
Readaloud
gradelevel
textswith
accuracyand
proper
expression
EN4G-Ig-6
Identifyand
useconcrete
nounsand
abstract
nouns
EN4WC-Ig-h-
5
Writeafriendly
letterasa
responseto
stories/poems
readorlistened
to
EN4A-IIa-
1
Demonstrate
respectfor
theideas,
feelingsand
cultureof
theauthor
ofthetext
listenedto.
8
EN4LC-Ih-1
Inferabout
feelings,traitsof
charactersin
selections
listenedto
EN4OL-Ih-5
Expressone’s
ideasand
feelingsclearly
EN4V-Ih-4
Usecontextclues
tofindmeaning
ofunfamiliar
words
(exemplification)
EN4F-Ih-i-8
Readwords,
phrases,
poems,and
storieswith
diphthongs
accurately
EN4G-Ih-7
Use
collective
nouns
EN4WC-Ig-h-
6
Writeformsof
simple
compositionas
aresponseto
stories/poems
readorlistened
to-notes/
letters-
descriptive
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

191. D
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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page5of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
paragraph
9
EN4LC-Ii-1
Inferfeelings,
traitsof
charactersin
selections
listenedto
EN4OL-Ii-6
Expressone’s
ideas,feelings
clearly
EN4V-Ii-5
Usecontextclues
tofindmeaning
ofunfamiliar
words
(exemplification)
EN4RC-Ih-4
Inferthetheme
ofliterarytext
EN4F-Ih-i-9
Readwith
accuracy
words,
phrases,
poems,and
storieswith
silentletters.
Readaloud
gradelevel
texts
EN4G-Ii-8
Usesimple
present
tenseof
verbsin
sentences
EN4WC-Ii-6
Writea
responsetoa
story/poem
readorlistened
to-notes/
letters
SECONDQUARTER
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-IIa-1
Identifymain
ideaand
supportingdetails
fromatext
listenedto.
EN4OL-IIa-
1
Restateor
retell
information
fromatext
listenedto.
EN4V-IIa-1
Identify
meaningsof
unfamiliar
wordsthrough
structural
analysis
(compound
wordsand
their
components:
oneword
compound
(backyard),
twoword
EN4RC-IIa-1
Identifythe
importantstory
elementssuchas
setting,character
andplot.
EN4F-IIa-1
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
EN4SS-IIa-1
Arrange8-10
wordswith
different
beginning
lettersin
alphabetical
order.
EN4G-IIa-b-
1
Identifyand
usepersonal
pronounsin
sentences.
EN4WC-IIa-
1
Write
sentences
following
correct
mechanicsof
capitalization
and
punctuation.
EN4A-IIa-1
Demonstrate
respectforthe
ideas,feelings
andcultureof
theauthorof
thetext
listenedto.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

192. D
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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page6of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
compound
(security
guard),
hyphenated
compound
word(sister-
in-law).
2
EN4LC-IIb-2
Recall
informationfrom
conversations.
EN4LC-Iib-3
Notedetailsfrom
news
reports/selections
listenedto.
EN4OL-IIb-
2
Usecourteous
expressions
EN4V-IIb-2
Identify
meaningsof
unfamiliar
wordsthrough
structural
analysis
(wordswith
affixes).
EN4RC-IIb-2
Identify
meaningsof
unfamiliarwords
through
structural
analysis(words
withaffixes).
EN4F-IIb-2
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
EN4SS-IIb-2
Classify
relatedwords,
ideas,and
concepts
accordingto
certain
characteristics
and
similarities.
EN4G-Ii-9
Usethe
pronounthat
agreesin
gender,
numberwith
the
antecedent.
EN4WC-IIb-
2
Writeashort
storywiththe
elements.
3
EN4LC-IIc-3
Notedetailsby
asking/answering
questionsabout
astory/poem
listenedto
EN4OL-IIc-3
Listenand
answer
questions
aboutastory
read/listened
to.
EN4RC-IIc-3
-Notingdetails
-Inferwords,
feelingsof
characters
EN4RC-IIb-3
Inferthemoods
orfeelingsofthe
characterbased
onwhathe/she
saysordo.
EN4F-IIc-3
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
Readwords
thatendwith
–scorrectly.
EN4G-IIc-3
Identifyand
usesformof
verbs.
EN4WC-IIc-
3
Writea
friendlyletter
usingcorrect
format.
EN4A-IIb-2
Listen
attentively
andreact
positively
duringstory
reading.
4
EN4LC-IId-4
Followasetof
three-to-fivestep
directions.
EN4OL-IId-
4
Givethree-to-
fivestep
directions.
EN4V-IId-3
Usecontext
cluestoact
themeaningof
difficultwords.
EN4RC-IId-4
Makeatwo-point
sentenceoutline.
EN4F-IId-4
Reciteapoem
with
expression
EN4G-IId-4
Usethe
presentform
ofverbsthat
agreewiththe
subject
EN4WC-IId-
4
Writeatwo-
pointsentence
outline
EN4A-IIc-3
Expresslove
forstoriesand
othertexts.
5
EN4LC-IIe-5
Interpretastory
through
EN4OL-IIe-
5
Relatestory
EN4V-IIe-4
Useprefixes
androotwords
EN4RC-IIe-5
Givepossible
endingstostories
EN4F-IIe-5
Readwith
automaticity
EN4SS-IIc-3
Follow
instructions
EN4G-IIe-5
Use
possessive
EN4WC-IIe-
5
Outlinea
EN4A-IId-4
Takepartin
creative
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

193. D
EPED
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xii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page7of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
dramatization
songsorart
activities.
eventsto
one’s
experience.
ascluestoget
meaningof
words.
gradelevel
contentarea
words.
carefullyona
text.
pronounsthat
agreein
genderwith
antecedents.
paragraph
withexplicitly
givenmain
idea.
responsesin
preparing
logs,journal,
andotheroral
presentation.
6
EN4LC-IIf-6
Infertraitsof
charactersbased
onwhattheydo
orsayinastory
listenedto.
EN4OL-IIf-6
Reacttowhat
thecharacters
saidinthe
storylistened
to.
EN4V-IIf-5
Usesuffixes
androotwords
ascluestoget
meaningof
words.
EN4RC-IIf-6
Predictoutcomes
ofeventsinthe
story
EN4F-IIf-6
Readusing
correct
intonationand
expression.
EN4SS-IId-4
Filloutforms
givingthe
appropriate
instructions.
EN4G-IIf-6
Usecorrect
time
expressionsto
tellanaction
inthepresent.
EN4WC-IIf-6
Writea
paragraph
basedona
two-point
outline.
EN4A-IIe-5
Takepartin
creative
responsesin
preparing
logs,journal,
andotheroral
presentation.
7
EN4LC-IIg-7
Giveapossible
endingtoastory
heard.
EN4OL-IIg-
7
Retellbest-
likedpartofa
storyheard.
EN4V-IIg-6
Identifyand
usesimileand
metaphorin
thepoem
read.
EN4RC-IIg-h-7
Inferthefeelings
andtraitsofthe
charactersinthe
story.
EN4F-IIg-7
Readwords
with
consonant
blends/tr/,
and,/cr/
EN4SS-IIe-5
Get
information
fromthenews
pageofa
schoolpaper.
EN4G-IIg-7
Usethepast
formof
regularverbs.
EN4WC-IIg-
7
Writea
paragraph
aboutone’s
personal
experience.
EN4A-IIf-6
Browseand
readnews
pagefor
informationof
aschool
paper.
8
EN4LC-IIh-i-8
Sequenceevents
inastorylistened
to.
EN4V-IIh-7
Identifyand
usesimileand
metaphorina
storyread.
EN4F-IIh-8
Readwords
with
consonant
blends/br/,
and/gr/
EN4SS-IIf-6
Usedictionary
ingettingthe
meaningof
words.
EN4G-IIh-i-
8
Usethepast
formof
irregular
verbs.
EN4WC-IIh-
8
Compose
sloganfroma
givenstimuli.
EN4A-IIg-7
Requestfor
morestories
toberead.
9
EN4OL-IIi-8
Connect
eventsina
storyheardto
apersonal
experience
EN4V-IIi-8
Identifyand
use
personification.
EN4RC-Iii-8
Noteimportant
detailsinan
informational
text.
EN4F-IIi-9
Readwords
with
consonant
blends/pr/,
and/gr/
EN4SS-IIg-7
Get
information
fromthenews
page.
EN4G-IIh-i-
9
Usethepast
formof
regularand
irregular
verbs.
EN4WC-IIi-9
Writeanews
reportusing
thefacts
given.
EN4A-IIh-8
Listen
attentively
andreact
positively
duringstory
reading.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

194. D
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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page8of14
THIRDQUARTER
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-IIIa-1
Distinguishreality
fromfantasy.
EN4OL-IIIa-
1
Use
appropriate
expressionto
talkabout
famous
events.
EN4V-IIIa-1
Usecontext
clues
(synonymand
antonym)to
findmeaning
ofunfamiliar
words.
EN4RC-IIIa-1
Notesignificant
details.
EN4F-IIIa-1
Readapoem
aloudwith
proper
expression.
EN4SS-IIIa-
1
Usea
thesaurusto
findsynonyms
andantonyms
ofwords.
EN4G-IIIa-1
Identifyand
useadjectives
insentences
EN4WC-IIIa-
1Write
sentences
describing
persons,
places,things
andanimals
EN4A-IIIa-1
Showlovefor
readingby
listening
attentively
duringstory
readingand
making
commentsor
reactions.
2
EN4LC-IIIb-2
Notedetailsfrom
astorylistened
to.
EN4V-IIIb-2
Identify
multiple
meaningof
words.
EN4RC-IIIb-2
Notesignificant
details.
EN4F-IIIb-2
Readaloud
gradelevel
texts
accurately.
EN4SS-IIIb-
2
Interpreta
map.
EN4G-IIIb-2
Identifyand
usewords
thatshow
degreesof
comparisonof
objectivesin
sentences
EN4WC-IIIa-
2Rewrite
pairsof
sentences
using
connectors
EN4A-IIIb-2
Showinterest
inreadinga
travelogue.
3
EN4LC-IIIc-3
Pointoutdetails
froma
biographical
account.
EN4OL-IIIb-
2
Use
appropriate
expressionto
talkabout
famous
places.
EN4V-IIIc-3
Getthe
meaningof
unfamiliar
wordsthrough
restatements.
EN4RC-IIIc-3
Identify
sequenceof
events.
EN4F-IIIc-3
Readaloud
gradelevel
texts
accurately.
EN4SS-IIIc-
3
Useatimeline
toshoworder
ofevents.
EN4G-IIIc-3
Use
appropriate
wordsignals
toshowthe
sequenceof
eventsin
ssentences
EN4WC-IIIc-
3
Writesimple
sentences
using
sequence
signals.
EN4A-IIIc-3
Showinterest
inreadinga
biography.
4
EN4LC-IIId-4
Useindirect
speechtoclarify
thespeaker’s
ideas.
EN4V-IIId-4
Identify
different
meaningof
content
specificwords.
EN4RC-IIId-4
Identifycause
andeffect
relationship
EN4F-IIId-4
Readgrade
leveltexts
with
appropriate
speed,
accuracyand
expression
EN4SS-IIId-
4
Locate
meaningof
wordsfrom
thedictionary.
EN4G-IIId-4
Identifyand
usethe
correctorder
ofadjectives
inaseriesin
sentences
EN4WC-
IIId-4
Write/
composeclear
andcoherent
sentences
usingthe
correctorder
ofadjectives.
EN4A-IIId-4
Browseand
readbooksfor
various
purposessuch
aslearningor
forpleasure.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

195. D
EPED
C
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PY
xiv
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page9of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
5
EN4LC-IIIe-5
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIc-
3
Use
appropriate
expressionto
talkabout
famous
people.
EN4V-IIIe-5
Identify
different
meaningof
content
specificwords.
EN4RC-IIIe-5
Identifyvarious
texttypes
accordingto
structure.
EN4F-IIIe-5
Readgrade
leveltexts
with
appropriate
speed.
EN4SS-IIIe-
5
Locate
information
from
glossaries
EN4G-IIIe-5
Identifyand
useadverbs
ofplacein
sentences.
EN4WC-IIIe-
5
Write/
composeclear
andcoherent
sentences
usingadverbs
ofplace.
EN4A-IIIe-5
Browseand
readbooks
forvarious
purposessuch
aslearningor
forpleasure.
6
EN4LC-IIIf-6
Giveone’s
reactiontoan
eventorissue.
EN4V-IIIf-6
Identify
different
meaningsof
content
specificwords.
EN4RC-IIIf-6
Makecomparison
andcontrast.
EN4F-IIIf-6
Readgrade
leveltexts
with
appropriate
speed.
EN4SS-IIIf-
6
Locate
information
fromindices.
EN4G-IIIf-6
Use
appropriate
adverbsof
timein
setences
EN4WC-IIIf-
6
Write/
composeclear
andcoherent
sentences
usingadverbs
oftime.
EN4A-IIIf-6
Browseand
readbooksfor
various
purposessuch
aslearningor
forpleasure.
7
EN4LC-IIIg-7
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIg-
4
Tell/retell
familiarstories
byusing
appropriate
gesturesand
expressionsin
complete
sentence.
EN4V-IIIg-7
Identify
different
meaningsof
content
specificwords
-denotation
-connotation
EN4RC-IIIg-7
Make
generalizations.
EN4F-IIIg-7
Readcorrectly
gradelevel
textswith
intonationand
expression.
EN4SS-IIIg-
7
Locate
information
fromindices.
EN4G-IIIg-7
Useadverbs
ofmannerin
sentences
EN4WC-
IIIg-7
Write/
composeclear
andcoherent
sentences
usingadverbs
ofmanner.
8
EN4LC-IIIh-8
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIh-
5
Tell/retell
familiarstories
byusing
appropriate
gesturesand
expressionsin
complete
sentence.
EN4V-IIIh-8
Useword
associations
(analogy)
EN4RC-IIIh-8
Useappropriate
graphic
organizersto
showthe
sequenceof
eventsinatext
read
(Story)
EN4F-IIIh-8
Readcorrectly
gradelevel
textswith
intonation,
expression.
EN4SS-IIIh-
8
Interpret
charts.
EN4G-IIIh-8
Usea
particularkind
ofsentence
foraspecific
purpose
-making
requests
EN4WC-
IIIh-8
Writeaone-
paragraph
essayona
particular
topic.
EN4A-IIIh-7
Browseand
readbooksfor
various
purposessuch
asforlearning
orfor
pleasure.
9EN4LC-IIIi-9EN4OL-IIIi-EN4V-IIIi-9EN4F-IIIi-9EN4SS-IIIi-EN4G-IIIi-9EN4WC-IIIi-EN4A-IIIi-8
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

196. D
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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page10of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
Giveone’s
reactiontoan
eventorissue.
6
Relateone’s
own
experiences
andideas
relatedtothe
topicusinga
varietyof
wordswith
proper
phrasing.
Useword
classifications
Readgrade
leveltexts
correctlywith
intonationand
expression.
9
Interpret
graphs.
Usea
particularkind
ofsentence
foraspecific
purpose
-asking
permission
9
Writeaone-
paragraph
essayona
particulartopic
Browseand
readbooksfor
various
purposessuch
asforlearning
orfor
pleasure.
FOURTHQUARTER
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
1
EN4LC-IVa-1
Distinguishfact
fromopinion
EN4OL-
IVa-1
Stateafact
and
opinion
EN4V-IVa-1
Use
knowledgeof
contextclues
tofindthe
meaningof
unfamiliar
words
-synonyms
EN4RC-IVa-1
Distinguishfact
fromopinion
EN4F-IVa-1
Readaloud
gradefour
leveltexts
withaccuracy
rateof95to
100%
EN4SS-IVa-
1
Takenoteof
relevant
information
fromagiven
text
EN4G-IVa-
1
Identify
prepositions
insentences
EN4WC-
IVa-1
Write
sentences
expressing
factand
opinion
EN4VC-IVa-
1
Identify
visual
elements
usedina
print/non
print
materials
EN4A-IVa-
1
Express
interestin
different
textsby
reading
available
print
materials
2
EN4LC-IVb-2
Tellwhetheran
actionorevent
isrealityor
fantasy
EN4OL-
IVb-2
Express
whetheran
actionor
eventis
realityor
fantasy
EN4V-IVb-2
Use
knowledgeof
contextclues
tofindthe
meaningof
unfamiliar
words
EN4RC-IVb-2
Interpret
directionin
authentictexts
i.e.,
medical
prescriptions
EN4F-IVb-2
Readaloud
gradefour
leveltexts
withaccuracy
rateof95to
100%
EN4G-IVb-
2
Use
prepositions
nn
sentences
-toandfrom
EN4WC-
IVb-2
Write3-4
sentencesin
giving
directions
EN4VC-IVb-
2
Identifythe
visual
elements
usedina
print/non
print
EN4A-IVb-
2
Expess
interestin
textby
reading
available
print
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page11of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
-antonymsmaterialsmaterials
3
EN4LC-IVc-3
Evaluatethe
likelihoodthat
story/event
couldreally
happen
EN4OL-
IVc-3
Stateifa
storycould
really
happen
EN4V-IVc-3
Identifythe
meaningof
wordswith
multiple
meaning
EN4RC-IVc-3
Distiguishreality
fromfantasyin
storiesread
EN4F-IVc-3
Readaloud
gradefour
leveltexts
with
accuracyrate
of95to
100%
EN4SS-IVc-
2
Usea
glossaryget
meaningof
words
EN4G-IVc-
3
Use
prepositions
insentences
-amongand
between
EN4WC-
IVc-3
Write3-4
sentences
using
amongand
between
EN4VC-IVc-
3
Make
connection
between
information
viewedand
personal
experiences
EN4A-IVc-
3
Express
interestin
textby
reading
available
print
materials
4
EN4LC-IVd-4
Giveconclusion
torealistic
fictionlistened
to
EN4OL-
IVd-4
State
conclusion
torealistic
fiction
EN4V-IVd-4
Identify
meaningof
wordswith
prefixes
Un,in,im,dis,
misandre
EN4RC-IVd-4
Giveconclusion
tohumorousor
cumulative
poemread
EN4F-IVd-4
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVd-
3
Usetheindex
tolocate
information
EN4G-IVd-
4
Use
prepositions
in,on,
underand
abovein
sentences
EN4WC-
IVd-4
Write3-4
sentences
showing
conclusion
ofagiven
topicor
situation
EN4VC-IVd-
4
Make
connection
between
information
viewedand
personal
experiences
EN4A-IVd-
4
Express
interestin
textby
reading
available
print
materials
5
EN4LC-IVe-5
Giveconclusion
tohumorousor
cumulative
poemlistenedto
EN4OL-
IVe-5
State
conclusion
to
humorous
or
cumulative
poem
heard
EN4V-IVe-5
Identify
meaningof
wordwith
suffixesful
andless
EN4RC-IVe-5
Giveconclusion
tohumorousor
cumulative
poemread
EN4F-IVe-5
Readgrade
leveltexts
with118
words
correctlyper
minute
Readalouda
cumulative
poem
EN4SS-IVe-
4
Usealmanac
toget
information
EN4G-IVe-
5
Use
prepositional
phrasesin
sentences
EN4WC-
IVe-5
Write3-4
sentences
showing
conclusion
EN4VC-IVe-
5
Explainhow
specific
aspectsofa
text
illustrations
contributeto
whtia
conveyedby
thewordsin
atext
EN4A-IVe-
5
Express
interestin
textby
reading
available
print
materials
6
EN4LC-IVf-6
Distinguishfact
fromopinionin
anarrative
EN4OL-
IVf-6
Statefacts
oropinion
ina
narrative
EN4V-IVf-6
Identify
meaningof
wordswith
suffixeser
andor
EN4RC-IVf-6
Distinguishfact
fromopinion
fromanarrative
EN4F-IVf-6
Readgrade
leveltexts
with118
words
correctlyper
EN4SS-IVf-
5
Interpretbar
andline
graph
EN4G-IVf-
6
Usesimple
sentence
-simple
subjectand
EN4WC-
IVf-6
Write3-4
sentences
expressing
opinion
EN4VC-IVf-
6
Explainhow
specific
aspectsofa
text
EN4A-IVf-
6
Express
interestin
textby
reading
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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page12of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
minutepredicateillustarions
contributeto
whatis
conveyedby
thewordsin
atext
available
print
materials
7
EN4LC-IVg-7
Distinguishfact
fromopinionin
aninformational
text
EN4OL-
IVg-7
Express
factor
opinionin
an
information
altext
EN4V-IVg-7
Identify
meaningof
wordswith
prefixesde
anddis
EN4RC-IVg-7
Distinguish
betweenfactor
opinioninan
informational
text
EN4F-IVg-7
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVg-
6
Usethe
encyclopedia
toget
information
EN4G-IVg-
7
Usesimple
sentences
with
compound
subjectand
simple
predicatein
givingfact
andopinion
EN4WC-
IVg-7
Write5-6
sentence
paragraph
abouta
giventopic
EN4VC-IVg-
7
Explainhow
specific
aspectsofa
text
illustarions
contributeto
whatis
conveyedby
thewordsin
atext
EN4A-IVg-
7
Express
interestin
textby
reading
available
print
materials
8
EN4LC-IVh-8
Distinguishfact
fromopinionin
anarrativetext
EN4OL-
IVh-8
Express
factor
opinionina
narrative
text
EN4V-IVh-8
Identify
meaningof
wordswith
suffixesly
andy
EN4RC-IVh-8
Distinguish
betweenfactor
opinionina
narrativetext
EN4F-IVh-8
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVh-
7
Use
strategiesin
takin`gtest
EN4G-IVh-
8
Usesimple
sentences
withsimple
subjectand
compound
predicatein
giving
suggesting
solutionsto
problems
EN4WC-
IVh-8
Write5-6
sentence
paragraph
aboutgiven
topicoridea
EN4VC-IVh-
8
Explainhow
specific
aspectsofa
text
illustarions
contributeto
whatis
conveyedby
thewordsin
atext
EN4A-IVh-
8
Express
interestin
textby
reading
available
print
materials
9
EN4LC-IVi-9
Distinguish
betweenfactor
opinionina
informational
text
EN4OL-
IVi-9
Express
factor
opinionin
an
information
EN4V-IVi-9
Identify
meaningof
wordswith
suffixesable
andible
EN4RC-IVi-9
Distinguish
betweenfactor
opinionina
informational
text
EN4F-IVi-9
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVi-
8
Followsteps
inaprocess
EN4G-IVi-
9
Use
compound
sentencesin
comparing
contrasting
EN4WC-
IVi-9
Write5-6
sentence
paragraph
aboutgiven
topicoridea
EN4VC-IVi-
9
Explainhow
specific
aspectsofa
text
illustarions
EN4A-IVi-9
Express
interestin
textby
reading
available
print
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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page13of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
altextpersons/ani
mals/places/
object/event
s/ideas
contributeto
whatis
conveyedby
thewordsin
atext
materials
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Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page14of14
CODEBOOKLEGEND
Sample:EN4G-If-2.5
LEGENDSAMPLE
FirstEntry
LearningAreaand
Strand/Subjector
Specialization
English
EN4
GradeLevelGrade4
UppercaseLetter/s
Domain/Content/
Component/Topic
GrammarG
-
RomanNumeral
*Zeroifnospecificquarter
QuarterFirstQuarterI
LowercaseLetter/s
*Putahyphen(-)inbetween
letterstoindicatemorethana
specificweek
WeekWeeksixf
-
ArabicNumberCompetency
Composeclearand
coherentsentencesusing
appropriategrammatical
structures
2.5
DOMAIN/COMPONENTCODE
AlphabetKnowledgeAK
BookandPrintKnowledgeBPK
FluencyF
GrammarG
ListeningComprehensionLC
OralLanguageOL
PhonicsandWordRecognitionPWR
PhonologicalAwarenessPA
ReadingComprehensionRC
SpellingS
StudyStrategiesSS
ViewingComprehensionVC
VocabularyDevelopmentV
WritingandCompositionWC
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ENGLISH GRADE IV
Quarter 3-Pretest
TABLE OF SPECIFICATIONS
Learning
Competencies/
Objectives
Item Placement No. of Items
Note significant details.
(explicit)
1,3 2
Note significant details.
(implied)
2,4 2
Use context clues to find
meaning of unfamiliar
words.
5,6 2
Identify sequence of
events.
7,8 2
Use appropriate word
signals to show the
sequence of events.
9 1
Identify the kind of adverb
used. (manner)
10 1
Distinguish reality from
fantasy.
11,12 2
Point out cause and effect
relationship.
13 1
Identify the meaning of
content specific words.
14 1
Identify different meanings.
(connotations)
15 1
Use correct order of
adjectives.
16 1
Determine the kind of
adverb used. (time)
17 1
Make generalizations. 18 1
Locate information from
glossaries.
19,20,21,22,23 5
Locate meaning of words
from the dictionary.
24 1
Use a thesaurus to find
synonyms and antonyms of
words.
25 1
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Locate information from an
index.
26,27, 28,29,30,31 6
Identify the kind of
sentence for a specific
purpose. (request)
32 1
Identify the kind of
sentence for a specific
purpose. (asking
permission)
33 1
Determine the degree of
adjective used in context.
34,35 2
Interpret charts. 36,37,38 3
Determine the graphic
presentation that is
appropriate for a specific
purpose.
39 1
TOTAL 40 1
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QUARTER 3
PRE-ASSESSMENT
I. Directions: Read the short selections carefully then answer the questions
that follow. Write only the letter of your answer.
Rosa’s Flower Garden
Rosa has a beautiful garden. She was able to grow many flowers
in it. The flowers are of different kinds and colors. She has red, white and
yellow roses. There are gumamelas, santan, sunflower and daisies, too.
Many of them are fragrant. No wonder, butterflies and bees hover around
her garden, with their wings glistening against the sunshine. Indeed, Rosa’s
garden is an attractive spot to behold.
_____1. Who owns a flower garden?
a. Rosa
b. butterfly
c. bee
_____2. She grows different flowers in her garden. Which of these is not found
there?
a. rose
b. ilang-ilang
c. santan
_____3. What two adjectives are used in the text to describe Rosa’s garden?
a. beautiful and wide
b. beautiful and boring
c. beautiful and attractive
_____4. Why do butterflies and bees love to hover around Rosa’s garden?
a. because of the many ornamental plants in it
b. because of the lovely flowers in it
c. because Rosa does not drive them away
_____5. What does the word “hover” in sentence 7 mean?
a. dive
b. fly
c. swim
_____6. Which word in the same sentence does not give a clue to its meaning?
a. butterfly
b. wings
c. garden
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The Little Red Hen
(Adapted)
The little Red Hen was in the farmyard with her chickens, when she
found a grain of wheat.
“Who will plant this wheat?” she said.
“Not I,” said the Goose
“Not I,” said the Duck.
“I will, then,” said the little Red Hen, and she planted the grain of wheat.
When the wheat was ripe she said, “Who will take this wheat to the
mill?”
“Not I,” said the Goose.
“Not I,” said the Duck.
“I will, then,” said the little Red Hen, and she took the wheat to the mill.
Next, she brought the flour home she said, “Who will make some bread
with this flour?”
“Not I,” said the Goose.
“Not I,” said the Duck.
“I will, then,” said the little Red Hen.
Then, the bread was baked, she said, “Who will eat this bread?”
“I will,” said the Goose
“I will,” said the Duck
Instantly, the little Red Hen said, “No, you won’t. I shall eat it
myself. Cluck! cluck!” And she called her chickens to help her.
_____7. Which event happened first?
a. The little Red Hen brought the ripe wheat to the mill.
b. The little Red Hen found a grain of wheat.
c. The little Red Hen baked the bread.
d. The little Red Hen ate the bread with her chickens.
_____8. Which event happened last? Choose from the choices in item 7.
_____9. Next, she brought the flour home. Which of the underlined
A B C
words is a time connector?
____10. What kind of adverb is the word “instantly”?
a. time
b. place
c. manner
____11. Which of the following sentences states a fantasy?
a. The little Red Hen found a grain of wheat in the farmyard.
b. The little Red Hen baked the bread.
c. The little Red Hen walked around the farmyard with her chickens.
____12. Which of the following statements is a reality?
a. The goose volunteered to plant the wheat.
b. The duck said he would bring the ripe wheat to the mill.
c. The little Red Hen cares for her chickens.
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____13. The little Red Hen did not allow the goose and the duck to eat the bread.
What is not a possible cause for this?
a. because they did not help the little Red Hen
b. because they are lazy
c. because they might not thank the hen for that
Caterpillar
by Christina Rossetti
Brown and furry
Caterpillar in a hurry,
Take your walk
To the shady leaf, or stalk,
Or what not,
Which may be the chosen spot.
No toad spy you,
Hovering bird of prey pass by you;
Spin and die,
To live again a butterfly.
____14. The word “stalk” in line 4 means_____.
a. follow
b. hunt
c. stem
____15. What does the second to the last line connote?
a. The caterpillar rests in a cocoon for a while.
b. The caterpillar suddenly falls from the leaf.
c. The caterpillar dies after spinning.
____16. Which sentence about the poem follows the correct order of adjectives?
a. The poem is about brown furry one caterpillar.
b. The poem is about one furry brown caterpillar.
c. The poem is about one brown furry caterpillar.
____17. Before becoming a butterfly, it used to be a caterpillar. What kind of an
adverb is the underlined word?
a. place
b. time
c. manner
____18. If you are to complete the graphic organizer below, what will you write at
the center?
brown furry
walks or crawls spins and dies
A. butterfly B. spider C. caterpillar
__________
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laptop - smaller than a desktop computer
mainframe - a very big and expensive computer
microcomputer - most common type of computer
minicomputer - smaller than a mainframe computer
mobile device - a very small computer that can fit in your pocket
tablet - a mobile computer that works using a touch screen
_____19. What does the given page show?
a. index
b. glossary
c. thesaurus
_____20. What is a glossary?
a. list of difficult words used in the book and their meanings
b. list of topics arranged alphabetically
c. list of synonyms and antonyms
_____21. Based on the given page, what does mainframe mean?
a. a very big and expensive computer
b. most common type of computer
c. a mobile computer with touch screen
_____22. How are the words in the glossary page arranged?
a. according to their order in the book
b. alphabetically
c. according to importance
_____23. If the word “smartphone” is to appear on this page, where should it be
placed?
a. after microcomputer
b. after tablet
c. before tablet
_____24. Like the glossary, the _____also gives the meanings of alphabetically
arranged words together with their correct pronunciation. It has guide
words on top of every page.
a. index
b. map
c. dictionary
_____25. It is a list of words with their synonyms and antonyms.
a. dictionary
b. index
c. thesaurus
_____26. This is also an alphabetical listing but of topics discussed in the book.
The pages of the topics are also indicated.
a. dictionary
b. index
c. timeline
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Browsers,182 MS PowerPoint, 160
Formatting Tools, 134 Programming, 239
Internet, 172 Rectangles and Squares, 86
Microsoft Word, 122 Social Networking, 196
_____27. What is shown above?
a. glossary
b. index
c. dictionary
_____28. What topic is found on page 239?
a. Browsers
b. Internet
c. Programming
_____29. Which topic comes before Microsoft Word?
a. Internet
b. Browsers
c. MS PowerPoint
_____30. Which of the following topics is not found in the book?
a. MS Word
b. MS Excel
c. MS PowerPoint
_____31. Based on the given page, what do you think is the book about?
a. environment
b. computer
c. social studies
Mother: Ana, I’m going to the market. Please get me one big basket.
Ana: Will this be okay, Mother?
Mother: Well, this one is big but I want a bigger basket since I need to buy
our one-week supply of groceries, too. (Ana gave Mother another
basket.) Wow! This is perfect. I think this is our biggest basket;
enough to hold the supplies I’ll buy for the family.
Ana: Can I to come with you, Mother? I can help you carry the
goodies.
Mother: How sweet of you, dear. But I’ll be fine. Your Kuya is driving me to
the market.
_____32. Which of the sentences states a request?
a. Please get me a big basket.
b. Can I come with you, Mother?
c. How sweet of you, dear.
_____33. Which one is asking permission?
a. Please get me a big basket.
b. Can I come with you, Mother?
c. How sweet of you, dear.
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_____34. Well, this one is big but I want a bigger basket.
The adjective “bigger” is in the ______degree of comparison.
a. positive
b. comparative
c. superlative
_____35. Which of the following is in the superlative degree?
a. big
b. bigger
c. biggest
­
_____36. The above pie shows the items bought by mother in the market and
their amount. Which food stuff has the biggest amount?
a. vegetable
b. pork & beef
c. fish
_____37. Which three did Mother buy in equal amounts?
a. vegetable, pork, fish
b. chicken, fish, pork & beef
c. canned goods, chicken, vegetable
_____38. What can you infer from this chart?
a. Mother prefers poultry products to beef and pork.
b. Mother serves her family more vegetables than meat.
c. Mother doesn’t buy canned goods.
_____39. In what other form can these data be possibly presented?
a. map
b. graph
c. timeline
_____40. It is Mother’s first time to go to the market. Which tool will help her
reach the place?
a. map
b. graph
c. timeline
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Quarter 3
Theme: Special People, Places, and Days (Heroes and their Heroism)
Week 1 - Heroes are Around Us
I. Objectives for the Week
A. Expressive Objective
Admire the selflessness and bravery of the character in the poem
B. Instructional Objectives
Oral Language
Talk about famous events
Fluency
Read aloud a poem with proper expression
Composing
Write a paragraph describing a person, animal, place, thing or event
Grammar
Identify and use adjectives that describe a person, animal, place, thing
or event
Vocabulary and Concept Development
Guess the meaning of unfamiliar words through context clues
Listening Comprehension
Distinguish reality from fantasy
Reading Comprehension
Note significant details in the poem
Attitude towards literacy, literature and language
Show love for reading by listening attentively during poem reading and
making comments or reactions
Study Skill
Use a thesaurus to find synonyms and antonyms of words
II. Subject Matter
A. Topics
Poem : Kabang, A True Hero by Lilibeth A. Magtang
Story : Fetch by Becky Bravo
Adjectives
Synonyms and Antonyms
Reality vs. Fantasy
Using a Thesaurus
Value Focus: Selflessness
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B. Materials
• Pictures,
• chart,
• thesaurus,
• real objects (ball, pebble, picture of elephant, flower)
C. References
Online Resources, Lampara Books, “Fetch” by Becky Bravo
III. Procedure
Day 1
I. Objectives
1. Admire the selflessness and bravery of the character in the poem
2. Listen attentively to a poem
3. Read aloud a poem with proper expression
4. Guess the meaning of unfamilliar words through context clues.
C. Pre-Listening
1. Vocabulary Development
Find a synonym for the underlined word. Choose your answers from the
words in the box.
brave impressed destroyed nose courageous
1. The fearless soldiers are ready to defend their country against the
enemies. They are not afraid to fight with the enemies.
2. The lion’s snout is similar to that of the dog’s.
3. The strong typhoon wrecked some houses. The men were busy
repairing their houses after the typhoon.
4. When the clown moved his stick, a rabbit appeared. The kids were
awed by the clown’s magic trick.
5. Our ancient heroes were bold enough to fight for our freedom.
2. Motivation
Ask:
What is your dog’s name?
What does your dog love to do?
Where does it love to stay?
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3. Motive Question
We are about to read a poem about a dog named Kabang. As I read the
poem, find out:
• What did Kabang love to do?
• Where did she love to stay?
D. While Listening (Refer to Read and Learn LM)
Read the poem to the pupils, observing proper phrasing and expression.
Reread it to the pupils and have them follow along.
Group the class into four and assign each a stanza to read.
Day 2
I. Objectives
Note significant details in a poem listened to
A. Post Listening Refer to LM, Read and Learn
Say: Listen as I read to you again the poem that we learned yesterday.
Read the poem by group.
Cooperative Group Activities:
Group 1
Draw the scene in the first stanza, showing the things which Kabang
saw around.
Group 2
Read stanza 2. Dramatize the scene where Kabang greeted the
two girls, who both smiled at her sweetly in return. The others will
act as jeepney, bus, motorcycle. One will act as the screeching
vehicle.
Group 3
Draw Kabang after the accident. Your drawing should show the
bruises on Kabang’s face and the lost snout. Write a sentence or two
under your drawing.
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Group 4
Pretend that you were one of those saved by Kabang. Write a Thank
You letter to her or dramatize what you will tell Kabang.
Thank You Kabang!
_________________
___________________,
Thank you for ________________________________
__________________________________________________
_______________________________.
Love,
_________________
Discussion of the poem, incorporating the presentation of outputs:
1. What did Kabang love to do?
2. Where did Kabang love stay?
3. What did she see?
Group 1
Present the drawing that you made.
4. Who did Kabang greet?
5. What did the two girls do when Kabang greeted them?
6. Would you do the same if you were the girls?
7. What happened next?
Group 2
Present your dramatization.
8. What happened to Kabang?
9. What do you think did Kabang feel?
10. What do you think did the two girls feel?
11. If you were one of the girls, what would you feel?
12. How do you think Kabang looked after the accident?
After the Accident
This is how Kabang looked after the accident.
Her face ___________________________.
Her snout ___________________________.
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Group 3
Present your drawing and read the sentences that you wrote.
13. Were the two girls hurt? Why or why not?
14. What do you think would have happened to the girls if Kabang did
not bump the motorcycle?
15. Who should they thank for being saved from the accident?
Group 4
Present the Thank You letter that you wrote to Kabang. (This may be
done as an introductory lesson on composing a thank you letter.)
16. Did Kabang think of herself and of what would happen when she
saved the girls?
17. What trait did Kabang show in this situation?(She did not think of
herself; she thought of the girls and how they would be saved from
the accident.)
18. Think of an incident when you thought of others first before thinking
of yourself.
Poem Study
Refer to LM - Talk About It
• How many stanzas does the poem have?
• How many lines are in each stanza?
• Read the first stanza. What are the rhyming words?
• What is the rhyme scheme?
• Read the second stanza. What are the rhyming words?
• What is the rhyme scheme?
Day 3
I. Objective
Identify and use the adjective that best describes a person, animal, place, thing
or event
Write a paragraph describing a person, animal, place, thing or event
1. Teaching/ Modeling
Read the following sentences.
1 Kabang is a true hero.
2. The two girls saved.
3. They looked frightened.
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Ask: What are the underlined words?
What do they do in each sentence?
 Adjectives are words that describe nouns or pronouns.
They tell about the kind, color, or number of a noun or
pronoun.
2. Guided Practice
Activity 1: Give words that describe the given pictures.
Activity 2:
• Facilitate a simple guessing game.
• Describe a certain object in the classroom. Mention its color, shape or
kind. Make sure it is easily seen in the classroom.
• Call a volunteer to guess the object that is being described.
• The pupil who is able to give the correct answer takes his/her turn in
asking classmates.
• This goes on until most of the pupils have taken their turns or after the
pupils can confidently give describing words or adjectives.
Activity 3: Go back to the poem and point out all the adjectives used
Write them on the board then let the pupils read them
3. Independent Practice
Refer to LM - Find Out and Learn Try and Learn
A. Underline the adjective in each sentence. (Refer to LM - Find Out and
Learn)
B. Which adjective best describes the picture? Underline your answer. (Refer
to LM Try and Learn - Exercise 1)
C. Copy the correct sentence that will describe the picture. (Refer to LM Try
and Learn - Exercise 2)
D. Look closely at the picture. Write a three to five sentence paragraph with
adjectives to describe anything that you can see in the picture. (Refer to
LM - Write About It)
Day 4
I. Objectives
Distinguish reality from fantasy
Note significant details in the story read
A. Pre-Reading
1. Unlocking of Difficulties
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 wobble
When she stands, my grandmother’s knees wobble.
(Act it out then ask the pupils to do the same later.)
What does “wobble” mean?
shake dance steady
 fetch
Our grandparents who can hardly move around often call us and
ask us to fetch something for them.
What does “fetch” mean?
buy get throw
 amuse
When my grandparents are sad, we tell jokes, sing, dance or do
something to amuse them.
What does “amuse” mean?
make happy weaken love
 pleased
Yesterday, Lito was sad because his pet was sick. Now that his pet
is well, he is pleased.
What does “pleased” mean?
lonely excited happy
 banduria
My sister plays the banduria.
(Use a picture or a real banduria)
2. Motivation
What good things does your dog do for you?
3. Motive Questions
Refer to LM, Read and Learn
What good things did the pet dog do for the old man?
Listen to this story and find out why Fetch is a good pet for the old man.
Comprehension Check:
1. Who are the characters in the story?
2. Where did the old man live?
3. Who was with him?
4. What gifts did Fetch bring the old man?
5. Which do you think made the old man very happy? Why?
6. Do stories like this happen in real life? Are there parts of the story that
are impossible to happen? What are they?
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4. Teaching / Modeling
 An event that actually happens in life is reality.
 An event that is impossible to happen is fantasy. It is not real.
It is just a product of the imagination.
B. Introduction
Read the event in this story. Put a check / on the ____ before each sentence
that can happen in real life and X if it can’t happen.
_____1. The old man live with his dog Fetch.
_____2. Fetch got a banduria from a man in the village.
_____3. Fetch told the village people one thing that would amuse the old man.
_____4. The village people build their houses around the old man’s home.
_____5. The old man was very happy when people lived near his house.
5. Guided Practice
Write R if the sentence tells what can happen in real life; F if the sentence
tells what can’t happen in real life.
______1. Many passengers are waiting for a bus.
______2. A fairy came and let them enter a big room.
______3. Many poor people are being helped by the government.
______4. Many students study hard in order to get good grades.
______5. The ghost let the pupil enter the haunted house.
6. Independent Practice Refer to LM, Try and Learn
Directions: Write R if it is Reality and F if it is Fantasy.
Day 5
I. Objective
Use a thesaurus to find synonyms and antonyms of words
A. Oral Language Development
Engage the pupils to join a simple contest
The contest about giving words that will describe some objects.
Objects: ball (round, circle)
pebble (small, tiny)
picture of an elephant (big, huge)
flower (fragrant, sweet)
1. Introduction
Many descriptive words have similar meanings. They also have
corresponding opposite words.
2. Teaching / Modeling
Say: Read the following short sentences.
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1. There are tiny pebbles in the garden.
2. An elephant is a big animal.
3. The sampaguita flower smells fragrant.
This time, replace the underlined words with the following words.
1. small
2. huge
3. sweet
Words like: round and circle, small and tiny, big and huge, and fragrant
and sweet have the same meaning. These are called synonyms.
Now, try replacing the underlined words with the following.
1. big
2. small
3. foul
When we use these words, the meaning of the sentence is changed.
These words mean the opposite of the underlined words. They are
called antonyms.
Here are more examples of synonyms and antonyms:
Synonyms:
1. cold - freezing
2. large - big
3. trash - garbage
4. shout - yell
5. speak - talk
Antonyms:
1. young - old
2. day - night
3. near - far
4. dry - wet
5. long - short
A book called a thesaurus supplies the synonyms and antonyms of
words. (Show one.)
Take a look at the sample thesaurus entry.
Refer to LM - Learn Some More
Again, what pieces of information are shown in the sample thesaurus
entry?
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 A thesaurus is a book that gives the synonyms and
antonyms of a word.
 Aside from synonyms and antonyms, a thesaurus also
gives the meaning and part of speech of a word. It also
tells what part of speech a word is.
4. Guided Practice Refer to LM, Learn Some More
Activity 1: Study this thesaurus entry. On the blank, write your answer
to each question.
Activity 2: Using a thesaurus, give the synonym and antonym of each
underlined word.
5. Independent Practice Refer to LM, Learn Some More
Replace the underlined word with a synonym. Be guided by context clues
and the use of a thesaurus.
On the blank, write the antonym of each word. Get your answer from the
box.
Week 2 - Let’s Travel
I. Objectives for the Week
A. Expressive
Realize the importance of obeying parents and elders
Show appreciation of the remarkable landmarks in the country
B. Instructional
Oral Language
Talk about famous places
Fluency
Read aloud grade level text accurately and with expression
Composing
Write sentences that show comparison of adjectives
Grammar
Identify the words that show the degrees of comparison of adjectives
Vocabulary and Concept Development
Identify multiple meanings of words
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Listening Comprehension
Note details in a story heard
Reading Comprehension
Note significant details in a selection read
Attitude towards literacy, literature and language
Show interest in reading a travelogue
Study Skill
Interpret a map
II. Subject Matter
A. Topics
1. Jose P. Rizal’s Anecdote:“The Moth and the Flame” (adapted)
2. Travelogue: Travel Time
3. Adjectives: Degrees of Comparison
4. Words with Multiple Meanings
5. Paragraph Showing Enumeration
6. Interpreting a Map
Value Focus:Obedience, Pride of National Landmarks
B. Materials
• Pictures of tourist spots chart
• mystery box containing objects
• maps
C. References
Scott Lee Chua’s Top 10 Pinoy Travels Manila to Cebu
Online resources
III. Procedure
Day 1
I. Objective
Note details from a story heard.
A. Pre-Listening
Refer to LM, Think and Tell
Show the meaning of words through
1. pictures
2. action
• hovered
• flapped
• gasping, panting
• hugged
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3. context clues
• A speck of light is not enough to brighten our way.
(bright ray tinyray big piece)
• It was dusk and I was afraid to go out alone in the dark.
(early evening noon time morning)
• The birthday girl is so curious that she is in a hurry to open her gifts.
(disappointed sad interested)
4. Motivation
Are you an obedient child? Why do you need to obey your parents?
5. Motive Question
In the story “The Moth and the Flame“ did Moymoy obey his mother’s
advice?”
B. Listening Text
Refer to LM - Read and Learn
C. Post Listening
Refer to LM -Talk About It
Day 2
I. Objectives
Note significant details
Show interest in reading a travelogue
Talk about famous places
1. Unlocking of Difficulties Refer to LM, Find Out and Learn and Do and Learn
Choose the meaning of the underlined words from the given choices. Be guided
by the pictures and context clues.
2. Motivation
Display pictures of tourist spots. Have the pupils do a picture walk.
Ask: Which of these places have you been to?
3. Motive Question
What tourist spots in Luzon, Visayas and Mindanao are mentioned in the
article?
A. Reading the Article, Refer to LM - Read and Learn
(The reading of the article may be accompanied by a slide show of the
places to be mentioned.)
B. Post Reading Activities
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1. Cooperative Group Activities
Group 1
List down the landmarks mentioned in the article. Put them under
categories: Luzon, Visayas, Mindanao.
Luzon Visayas Mindanao
Group 2
Show the location of the landmarks using the Philippine map.
Group 3
Role play a scene showing your family’s journey to one of the
mentioned places.
Group 4
Through a poster, show a scenic or historical place you have been
to. Present to the class your experience in this place through your
drawing.
2. Discussion
1. What is the article about?
2. What tourist spots are mentioned in the article?
Group 1, present your list of these tourist spots.
3. Describe these places as mentioned in the article.
4. Where are these tourist spots located?
Group 2, show us the exact location of these tourist spots using
your map.
5. Have you been to any of these places?
6. Tell us about your experiences.
Group 3, present to us your role play.
7. What other places have you been to which you consider equally
beautiful?
Group 4, show and tell us about your poster.
8. What did you realize from this article? Refer to LM - Do and Learn
Enumerate your answers.
From this article, I learned that...
I realized that…
Day 3
I. Objectives
Read aloud grade level text accurately
Read words with the consonant blends pl and fl
Use adjectives showing the different degrees of comparison
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1. Introduction / Presentation
Say: We are going to read words with consonant blends /pl/ and /fl/.
Read the following words with emphasis on the initial blends
pl fl
plant flag
plate flow
plug flute
plot flower
place flip
Read the following phrases:
• red flag • big plate
• smooth flow • small plant
• long flute • far place
Words with Consonant Blends
2. Teaching / Modeling
What do we call the underlined words?
What does each adjective describe?
Look at the three sets of pictures. Read the sentence under each picture.
What adjectives are used in each set?
Set A: small - smaller - smallest
Set B: long - longer - longest
Set C: big - bigger - biggest
What common changes happened to the adjectives in the first column?
3. Guided Practice (for fl - and pl -)
Refer to LM - Learn Some More
Complete each sentence with a word in the box:
flowers flip flute flows flag
1. The water _____ from the waterfalls to the dam,
2. She picked some _____ and placed them in the vase.
3. We sing Lupang Hinirang as the Philippine ________ is raised.
4. The musicians plays the ______.
5. Will you ______ the pages of the book properly?
plants plate play places plot
6. The ______ is full of delicious food.
7. I read the _______ of the story.
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8. Will you ________ the electronic piano.
9. I want to visit different ________ in the country.
10. The gardener watered the __________.
4. Independent Practice
Underline the adjective then on the blank, write whether it shows positive,
comparative or superlative degree.
Refer to LM - Try and Learn
Complete the table with the needed adjectives.
Refer to LM, Do and Learn
Day 4
I. Objective
Identify multiple meanings of words
1. Introduction
Words may have multiple meanings. The meaning attached to the word
will depend on how this word is used in meaningful context.
2. Teaching / Modeling
Say: Let us examine the sentences:
1. The Heritage Village in Vigan, Ilocos Sur mirrors great history and
culture.
The word mirrors as used in the sentence means reflects or something
that shows.
2. There are mirrors around the palace.
The word mirrors in this sentence means a device.
Furthermore, the first sentence shows the word mirrors as a verb while
the second sentence shows the word as a noun.
Here are other examples:
1. People from around the country flock to the Shrine of the Lady of
Manaoag in Pangasinan.
A flock of birds is seen flying in that direction.
The word flock in the first sentence is used as a verb that means to
come to. On the other hand, flock in the second sentence means a
group. It is used as a noun.
2. Right in the Philippines, there are a number of exciting places that truly
serve as important landmarks to all Filipinos and foreign tourists alike.
It is your right to have the case investigated.
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Facing north, you can find the church on the right side of Galvan St.
The first means exact location; the second means privilege; while the
third means the opposite of left.
3. Guided Practice
Refer to LM, Learn Some More
What is the meaning of the underlined word?
4. Independent Practice
Refer to LM, Learn Some More
What does the highlighted word mean as used in the sentence? Choose
and underline your answer in the parenthesis.
Day 5
I. Objectives for the Week
Interpret a map
1. Introduction
Show a map to the pupils.
Ask: What is this? What is it used for?
2. Teaching / Modeling
Say: Tell us how you get to school from your house. Name things that you
see as you go to school.
Create a simple map to show the route.
Example:
Interpret the map by answering questions like:
1. Where are you going?
2. Where is the starting point?
3. Which roads are you going to pass? Give the direction. Are you
going straight ahead, turning right or left?
4. Are there buildings and other landmarks along the way? What are
they?
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Teaching Chart
 A map is simply a drawing or picture. Using a map can
help you find the place you want to go to. There are
landmarks and features that will help you get to the place
quickly.
3. Guided Practice
Activity 1:
Take the children out of the classroom. Tour them around the
campus. As you walk, verbalize the directions.
Example:
You are going to the canteen. From this point (classroom), walk a few
steps straight ahead until you reach the flag pole. Then, turn right to
the main building. You are going to pass by two classrooms. The next
room is the library. It is bigger than the other rooms in the school. It is
full of books.
Activity 2:
Post a Philippine map on the wall.
Ask volunteers to point to the three main regions: Luzon, Visayas, and
Mindanao.
Then, ask where a certain place is located in the map. Call a group of at
least four pupils for every place.
Example:
1. Ilocos Norte 6. Tagaytay
2. Ilocos Sur 7. Baguio City
3. La Union 8. Palawan
4. Pangasinan 9. Cebu
5. Manila 10. Davao
4. Independent Practice
Look closely at the map.
Do the following:
1. Color the leaves of the trees green.
2. Color all roads brown.
3. Put an X at the starting point, your house.
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4. Trace the broken lines using a blue crayon.
5. Put a p in front of the sari-sari store.
Answer these questions:
1. How many trees are there in the map?
2. How many houses will you pass from the starting point to the sari-sari
store?
3. Which road will bring you to the sari-sari store?
4. Write the sign found in front of the sari-sari store. ________________
5. What is the name of the sari-sari store?_________________________
Week 3 - Who’s Who
I. Objectives
A. Expressive
Realize how self-confidence and talent can work wonders in the fulfillment
of one’s dreams
B. Instructional
Oral Language
Talk about famous people
Fluency
Read aloud grade level text accurately
Composing
Write about a significant event using sequence signals
Grammar
Use appropriate word signals to show sequence of events
Vocabulary and Concept Development
Get meaning of unfamiliar words through restatements
Listening Comprehension
Note significant details from a selection heard
Reading Comprehension
Identify sequence of events
Attitude towards literacy, literature and language
Show interest in reading a biography
Study Skill
Use a timeline to show the order of events
II. Subject Matter
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A. Topics
• Biography: “Who is Randy Halasan?”
• Time Connectors
• Word Meanings From Restatements
• Paragraph Showing Time Order
• Use of Card Catalog
Value Focus: Pride of one’s talent
B. References
Online resources
C. Materials
• pictures
• real objects
• chart
III. Procedure
Day 1
I. Objectives
Talk about famous people
Note significant details from a selection heard
Show interest in listening to a biography
A. Oral Language Activity
Refer to LM, Think and Tell
Say: What do you think of when you see or hear the word famous?
Complete the semantic map in your notebook.
B. Pre Listening
1. Unlocking of Difficulties
Give the meaning of the underlined word through context clues.
1. Vic Sotto and Vice Ganda tell humorous stories. They always make
the audience laugh.
a. funny b. wise c. lazy
2. Her career as a talk show host is bringing her a lot of money.
a. car b. job c. life
3. Minda’s talent is singing. She loves to sing and she can do it very well.
a. ability b. work c. habit
4. She is very popular. Almost everybody knows her.
a. poor b. well-known c. talented
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5. My classmate Nida topped the test again. Everyone admires her wit.
a. health b. intelligence c. laziness
2. Motivation
Have you watched “The Voice Kids” on TV? What talents do these kids
showcase?
3. Motive Questions
We shall read the biography of Randy Halasan
What admirable traits does Randy have?
Refer to LM - Read and Learn
4. Post Listening
Refer to LM - Talk About It
Ask: Where does Randy Halasan teach?
How does he travel to school? What does this show of him?
Why did he choose to stay in that very far school for years?
When was he given the Ramon Magsaysay award?
What did he do that made him deserve the award?
Describe his sacrfices mentioned in his biography.
What do you admire most about Randy Halasan?
Try to examine yourself. What qualities do you possess that will
make you popular, too? Explain.
Day 2
I. Objective
Identify sequence of events
A. Recall the important details in the biography of Randy Halasan.
B. Assign group tasks to the pupils.
Group 1:
Make a character web to show important details about Randy Halasan.
Randy
Halasan
When was he born?
Where does he teach?Why was he given the
Ramon Magsaysay Award?
How did he choose to stay in his school?
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Group 2:
(Give the group an illustration of a timeline.)
Highlight the important events in the life of Randy Halasan. Come up with a timeline
that looks like the given model. Use drawings to show every event mentioned in
the timeline.
Group 3:
Role play a round table interview. One member of the group will play the
role of Randy Halasan. The others will serve as interviewers. Ask questions
about Randy Halasan.
Group 4:
Do you admire Randy Halasan?
I admire Randy Halasan because __________________
___________________________________________
Activity:
In your journal, complete these sentences:
I am proud that I am good at_______________________________.
I will do my best to become __________________ someday.
Day 3
I. Objectives
Read words with the consonant blend dr
Use appropriate word signals to show sequence of events
Write about an event using sequence signals
Phonics Drill on dr
Read the following words:
drag dream drift drop drug
Randy Halasan as
a young boy
Randy on his
college graduation
Randy as a teacher Randy as a Head
Teacher
Randy as he
receives the Ramon
Magsaysay Award
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Let’s read this short poem.
I dream that a star
Would drop from above
I’ll drag you by the hand
We drift then we grab
Wish I could see it spark
A drug it is for an ailing
heart.
1. Introduction / Presentation
Say: Many significant events happened in the life of Randy Halasan.
Let us try to recall them.
Make a list of all responses the pupils will give.
Examples:
Randy Halasan grew up in a poor family.
He studied very hard.
He was able to graduate from college.
He became a substitute teacher.
He became a Head Teacher.
He was granted the Ramon Magsaysay Award.
2. Teaching / Modeling
Have the pupils read the sentences.
Ask:
• Which of these events in Randy’s life happened first? second? third? etc.
• What was his life like as a small child?
At first, Randy lived with his poor family. She could not even afford to have a
birthday party.
• What do you think did he do to finish college?
Then, he did his best to finish college.
• What did hey do next?
Next, he worked on odd jobs.
• What happened after that?
After that, he served as a substitute teacher until he became a Head Teacher.
(Alltheresponseswillbewrittenontheboard. Don’tforgettouseconnectors.)
Say: Events do follow a certain sequence. The sequence of events in a
story is the order in which things happen.
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Ask: What words are used to show the order of events in the life of Randy?
(first, then, next, after…)
Say: These are called signal words. They signal time order.
Teaching Chart
The sequence of events in a story is the order in which things happen.Signal
words like first, next, then, after, before, and finally are used to show the order
of events.
3. Guided Practice Refer to LM, Learn Some More
Activity A: Give the order of events. Which came first, second, third, and last?
Activity B: Write 1 – 4 before the items to show the sequence of events.
Activity C: Write the appropriate time connector to complete each sentence.
Activity D: Write the appropriate order of events using signal words.
Rewrite the sentences to form a short paragraph.
Day 4
I. Objective
Use a timeline to show the order of events.
1. Introduction
One effective way of organizing events in the order of their occurrence is
through the use of timelines.
2. Teaching / Modeling
Below is an example of a timeline. It is about the significant events in the
life of Randy Halasan as enumerated in the LM. Try to complete the details.
2003 2006
He became
a substitute
2007 2006
He became
the Head
Teacher
2014
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Teaching Chart
A timeline is a visual technique. It is an effective way to show a
continuum of events.
This study skill:
• helps you organize dates, numbers, and other information,
• helps you visually remember when events occurred, and
• gives you a framework to add more pieces of information as
they happen.
3. Guided Practice
Say: Bring out your pictures.
Arrange them in proper order, according to your age.
You may draw any of the following on your cartolina.
Paste your pictures on each line.
Tell a story about each picture.
Does your timeline show important events in your life?
What do you realize from the activity?
Keep your timeline and add some future significant events as they happen.
4. Independent Practice
Make a timeline using the given pictures. Write something about the time line.
Refer to LM, Write About It
Day 5
I. Objective
Give the meaning of unfamiliar words through restatements
Say: Tell the class about the things you did at home before coming to school today.
1. Introduction
Learning how to use context clues will greatly increase your reading
ability. Using context clues well can also increase your vocabulary. First,
you need to fully understand how the clues work.
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The easiest context clue to recognize and use is a definition or restate-
ment clue. If the writer thinks the reader won’t know a word he is using, he
may provide a definition.
2. Teaching / Modeling
Try to get the meaning of the underlined words.
Refer to LM - Do and Learn
The word “or” provides the clue for the given definition or restatement.
Here are other examples, taken from the biography of Randy Halasan:
1. He worked part-time so he could complete or finish his college education.
2. He appealed to the local government and other groups for help or aid.
What is the meaning of afford?
What is the meaning of admiration?
Teaching Chart
 The meaning you get from a context clue is usually enough
to help you understand the sentence. Learning how to use
context clues well is a valuable skill to have.
 Sometimes, the sentence gives the clue or to show the
definition of a word.
3. Guided Practice
Group the class into three. Give each group a set of sentences to work on.
Each group will find out the meaning of the underlined words through
definition or restatement. Each group will present its output.
4. Independent Practice
Circle the meaning of each underlined word.
Refer to LM, Try and Learn
Assignment:
Bring ½ cartolina and some pictures:
1. when you were a baby
2. when you were around 2 or 4 years old
3. when you first entered school, and
4. when you were in grade 2 or grade 3
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Week 4 - Our Culture, Our Pride
I. Expressive Objective
Show appreciation and pride for the family customs and traditions
II. Instructional Objectives for the Week
Oral Language
Use expressions appropriate to the grade level
Vocabulary Development
Identify different meanings of content specific words
Reading Comprehension
Identify cause and effect relationship
Fluency
Read grade level texts with accuracy, appropriate speed, and expression
Study Strategy
Locate meaning of words in the dictionaries
Grammar
Identify and use the correct order of adjectives
Writing Composing
Write / Compose clear and coherent sentences using the correct order
of adjectives
Attitude towards literacy, litrature and lanuage
Browse and read books for various purposes such as for learning or
for pleasure
III. Subject Matter
A. Topics
• Selection:
“Our Family Customs and Traditions” by Mary Jane T. Ganggangan
“Eduardo’s Dream” (Adapted from Soaring High with Reading 4 Abiva,
Josephine M. Calamlam, et.al)
• Using expressions appropriate to the grade level
• Identifying different meanings of content specific words
• Cause and effect relationship
• Locating meaning of words from the dictionary
• Correct order of adjectives
Value Focus: Close family ties, taking pride of our family traditions /
customs / family heritage
B. Materials
• Word Cards poster
• charts
• pictures dictionary
• native delicacies like puto or suman
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C. Reference
English for You And Me–Language Textbook Grade Four Benita N. Miranda
Spectacles 4- Melinda D.C. Jadrin, et.al.
Fun in English 4 Language/ Reading- Justine Balajadia, et.al
IV. Learning Activities
Day 1
I. Objectives
Use expressions appropriate to grade level
Identify different meanings of content words
A. Oral Language
Sharing story / news about family.
Show pictures of family activities like going to church together, having
picnics, family reunions.
Say: What do you do together with your family?
B. Pre-Listening Activities
1. Unlocking of Difficulties
(excited, native delicacies, family reunion,streamer)
 Say: The Grade IV class of Mrs.Delizo will have a field trip to Baluarte
on Saturday. The pupils are all happy and excited.
Excited means _________.
a. very noisy b. very eager c.very worried
Show a real sample of a streamer.
 Say: This is a streamer. What does it tell? Where do you usually see
streamers?
Show a plate of bibingka, suman,and puto.
 Say: These are some of our native delicacies. They are our local foods.
Can you name other native delicacies?
 Say: We will have our family reunion in December. We will be meeting
our cousins and other relatives. Family reunion means occasion
when many members of a ___________family______________.
a. gather together
b. spend their vacation
c. leave to work somewhere else.
Have the pupils do activity in LM - Think and Tell
2. Motivation Question
Say: Today,we are going to read the story, “Our Family Customs and
Traditions”
Let us find out the different customs and traditions the Ortega family
observes.
3. Motive Question
Say: What did the family do to prepare for the coming of visitors?
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C. During Listening
Refer to LM, Read and Learn
Refer to LM, Talk About It
Day 2
I. Objective
Use indirect speech to clarify the speaker’s ideas
A. Post listening Activities
1. Preliminary Activities
Say: What do you usually do to prepare for the coming of a visitor?
2. Re- reading of the story by the teacher /pupils
3. Cooperative Group Activities
Divide the class into four groups. Let the groups do the following
activities. (Prepare activity cards for the activities.)
Group 1:
Make a streamer to welcome the Johnson family.
Group 2:
Dramatize the scene ‘The arrival of the Balikbayans’
Group 3:
Write a “Thank You” letter for the pasalubong given to you.
Group 4:
Draw the happy faces of the Ortega and Johnson families and
compose a song or yell about families.
Discussion of the story:
1. Why did the Ortega family get up early?
2. What did the family do to prepare for the coming of their visitors?
3. What did Father mean when he said “Each one of you should
do your assigned work?”
4. What did the Ortega family do to welcome their visitors?
5. Do you think they were happy to see each other? Why? Why not?
6. Pretend that you are a member of the Ortega family. Show your
streamer to welcome your visitors.
Say: Group 1, show your poster.
1. Who kissed the hands of Aunt Rose?
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2. Why did they do that?
3. Why did Aunt Rose say that pagmamano is a sign of respect
given to elders?
4. Do you do the same to your elders? Why? Why not?
Say: Group 2, present your dramatization.
1. What did the Johnson family bring home for the Ortega family?
2. Pretend that you are Mark and Ana. Write a Thank you letter for
the pasalubong given to you.
Say: Group 3, show and read your Thank you letter.
1. What did the relatives of the Ortega and Johnson families cele-
brate?
2. Why were they happy?
3. What did Andrew and Kenneth say about Filipino families?
4. Do you think Andrew and Kenneth enjoyed their stay in the Phil-
ippines? Why? How did they feel?
5. Why did Andrew and Kenneth say that “It’s more fun to stay in
the Philippines”?
6. If you were Andrew and Kenneth, would you like to stay in the
Philippines? Why?
7. Pretend you are Andrew and Kenneth. Draw the happy faces of
the Ortega and Johnson families. Compose a yell or song about
the families.
Say: Group 4, show us your presentation.
1. What kind of families are the Ortegas and the Johnsons?
2. Do you think they show close family ties? Why?
3. How will you keep your family ties close?
Day 3
Grammar: Identify and use adjectives in a series
A. Oral Language
Let the pupils recite the poem (whole class, groups, individual)
MY FAMILY
This is mother, kind and dear,
This is father standing near,
This is brother, see how tall,
This is sister not so tall,
This is baby, sweet and small.
Say: Who are the members of your family?
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What can you say about mother? How about brother? sister? baby?
How do you show your love for your family?
1. Presentation / Introduction
Say: Can you still remember the story “Our Family Customs and Traditions”?
What were the presents the Ortega family received from the
Johnson family?
(Write their answers on the board.)
Possible answers:
A beautiful doll was given to Ana.
Mark had ten small,green toy cars.
Father got three new,blue polo shirts.
Mother received two red, leather bags.
2. Teaching / Modeling
Say: Let’s read the sentences taken from the the story. (Refer to the
above sentences)
Ask: What kind of doll was given to Ana? – a beautiful doll
Describe the toy cars Mark received? – ten ,small,green ,toy cars
Describe the poloshirts father got? – three,new, blue polo shirts
What kind of bag did mother receive? – two, red, leather bags
Ask: What are the underlined words?
How many adjectives are there in each sentence?
What do you notice about the adjectives? How are they arranged?
Teaching Chart
 Adjectives tell about the number, kind, and color of a person,
animal, or thing. When several adjectives are used in one
sentence, the order of adjectives is as follows: number, kind or
quality, and color.
3. Guided Practice
Activity 1 “Show and Tell”
Refer to LM - Find Out and Learn A
Say: Get anything from your bag or in the room and describe the object.
Use several adjectives. Describe its number or quantity, kind or quality,
or color.
Example: pencil
How many pencils do you have? two
What kind of pencils are they? sharp
What colors are your pencils? Yellow
I have two, sharp, yellow pencils.
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Activity 2
Pick out a picture from the box. Say how many objects are there, kind
or quality and color of the picture.
Refer to LM - Find Out and Learn
“Arrange Us Please!”
Arrange the adjectives in the correct order.
Refer to LM, Try and Learn
Underline the adjectives used in each sentence.
Refer to LM, Try and Learn
4. Independent Practice
Activity 1
Arrange the adjectives inside the parentheses in correct order.
Refer to LM, Do and Learn
Activity 2
Choose at least five nouns from the list. Describe each of the following
using the correct order of adjectives. Write a sentence about it.
Refer to LM, Learn Some More
5. Writing Activity
Write a paragraph describing a person, animal, or thing.
Use 2 or 3 adjectives which are properly arranged.
Read the paragraph you wrote.
Refer to LM, Write About It
Day 4
I. Objectives
Identify the cause and effect relationship
Read grade level texts with appropriate speed and expression
A. Oral Language
Say: Do you have a dream for your family? Explain what it is.
I have a dream for my family. I want my family to _________.
1. Presentation / Introduction
a) Reading of phrases.
Present the following phrases in word cards.
Say: These are phrases taken from the story. Let’s read them.
a jar of basi
kept thinking of the future
a large sum of money
has many sons and daughters
very popular and rich
broke into hundred pieces
laughed with him
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b) Vocabulary Development
Say: Here are some words we will be meeting in the story.
(future, gain,popular, motion)
1) future – Ana wants to become a teacher in the future.
Future means ___________.
a.yesterday b. today c.in the to days to come
2) gain – Eduardo bought the jar of basi for Php 150. He
sold it for Php 250. He gained Php 100 from the sale.Gain
means _______.
a.food b.profit c.friends
3) popular – President Benigno C. Aquino III is a very
popular person. Everybody knows him as the President of
the Philippines. Popular means ___________.
a. well known b.unknown c. friendly
4) motion- (use gesture)
Eduardo threw back his head with a proud motion.
c) Fluency Activities
Say:Today we are going to read the story “Eduardo’s Dream”
We will find out what Eduardo’s dream is and see if he was
able to fulfill that dream.
The whole class reads the story with the teacher’s guidance.
The pupils take turns reading the story aloud.
Refer to LM, Read and Learn
Discussion questions:
Refer to LM - Talk About It
1. What was Eduardo’s dream?
2. How did Eduardo intend to become rich?
3. What were the things he would buy?
4. What happened while he was thinking about his plans?
Why?
5. What important lesson did the mayor give Eduardo?
6. Do you think Eduardo’s dream would come true?
Why or why not?
Skill focus: Cause-Effect Relationship
1. Teaching / Modeling
Present some sentences taken from the story.
Say: “These are sentences taken from the story. Let us read and
analyze them. Identify the cause and the effect.”
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1. When Eduardo threw back his head, the jar of basi fell .
Ask: Why did the jar of basi fall ?
What happened to the jar of basi?
Cause Effect
(Why did it happen?) (What happened?)
2. Eduardo cried because the jar of basi broke into pieces.
What is the cause? What is the effect?
3. Eduardo was able to buy a pig because the mayor gave him
money.
What is the cause?
What is the effect?
Teaching Chart
 The cause is an action or an event that makes something
happen.
 An effect is something that happens as a result of the
action.
Cause is the reason and the effect is the result of an event.
A cause-effect relationship describes something that happens
and why it happens...
Do activity in LM - Think and Tell
2. Guided Practice
Activity 1
Look at each pair pictures. Say something about them. Identify the
cause and the effect.
Refer to LM, Find Out and Learn
Activity 2
Tell whether the underlined group of words is a cause or an effect. Put
a check mark in the correct box.
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1. Andrew got perfect score in the test because he studied his lessons
very well.
Cause Effect
2. Mother prepared much food because there was a visitor.
Cause Effect
3. The children must eat nutritious foods everyday so that they will
become strong and healthy.
Cause Effect
4. Father came home very tired because he worked the whole day in
the farm.
Cause Effect
5. Rita got up very early in order to catch the first trip of the train to
Bicol.
Cause Effect
3. Independent Practice
Activity 1
Match the given effects to their causes.
Refer to LM, Try and Learn
Activity 2
Refer to LM - Do and Learn
A. Arrange the adjectives inside the parentheses in correct order.
1. Mother gave Ana (beautiful yellow a) dress on her birthday.
2. I ate ( sweet red ten) strawberries last night.
3. There are (brown seven big) cows on the farm.
4. Father bought (sweet green a dozen) apples for the children.
5. Andrew has (fat white six) rats as his pet.
Complete the following sentences by writing the cause for the given effect.
Choose from the list of sentences in the box.
the fog is very thick
they received a gift from their teacher
she is kind and helpful to everyone
the children clean it everyday
the super typhoon hit the place
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1. The school ground is clean because _______________________.
2. Christine has many friends because _______________________.
3. The children are happy because _________________________.
4. Legaspi City experienced landslides and floods because
_________________________.
5. Mr. Marquez drives his car slowly because
_______________________.
Activity 3
Refer to LM - Learn Some More
Combine each pair of sentences into one showing cause-effect
relationship. Use the words so that, in order to, or because
Example: We must eat nutritious food everyday.
We will be healthy.
Answer: We must eat nutritious food everyday in order to be healthy.
1. Plants need sun.
They use sunlight in making their food.
__________________________________________________
2. Andrew got high scores in the test.
He reviewed his lessons well.
__________________________________________________
3. Plants must be watered everyday.
They will not wither.
__________________________________________________
4. Jan got very, very tired.
He practiced swimming all day.
__________________________________________________
Day 5
I. Objective
Locate information from dictionaries
1. Presentation / Introduction
Present a dialog.
Say: Let’s read the dialog. We will find out how Jan helped his sister with
her assignment.
Refer to LM, Read and Learn
Discussions:
Refer to LM - Talk About It
1. Why is Christine asking for help?
2. What helps you find the meaning of words?
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3. How are the words arranged in a dictionary?
4. What words in the dictionary help us locate the words on a page faster?
5. What information does one get from a dictionary?
2. Teaching / Modeling
Show a dictionary. Have the pupils observe and tell what are written in it.
Say: “This is a dictionary. What can be found in a dictionary?”
Present a sample page of a dictionary.
cartilage core
cartilage (kär’ti lij) n. firm elastic, flexible substance of a translucent white
color,consisting of connective tissues and forming parts of a skeleton
crater (krā’tərs) n. the area found around the surface of the moon
cloud (klowd) n. masses of water particles that form over the earth;
anything that darkens or threatens
condensation (kon’den sā shon) n. the changed form of a gas to liquid
core (kōr) n. 1.the layer of the earth under the mantle. 2. The center of
the innermost part of a thing 3.the fibrous or membrenous central part of
a fruit, containing the seed.
Questions:
1. What is the first entry word on this page?
2. How many definitions are there in the word cloud?
3. What is the definition of condensation?
4. What word means “the center or innermost part of a thing”?
5. What is the last entry word on this page?
Teaching Chart
A dictionary is made up of entry words listed in alphabetical order.
Each entry states how a word is pronounced and what the word
means. Since words are arranged alphabetically, locating words is
easy.
Two guidewords are printed at the top of each dictionary page.
Guidewords help us find words on that page faster.
The guidewords are printed at the top of each dictionary page. while
the guide word on the right is the last and on the page.
3. Independent Practice
Study the sample page of a dictionary and answer the questions.
Refer to LM, Try and Learn
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Activity 1
Write the meaning of the italicized word in each sentence. Use the dictionary.
Refer to LM, Learn Some More
Activity 2
Say: Read the poem “Dictionary”. List at least three words from the poem
that you think are difficult. Opposite the words, write their meanings
and use them in sentences.
Week 5
I. Expressive Objectives
Realize the health benefits that one can get from eating vegetables
Show appreciation of native cuisine in the different regions
II. Instructional Objectives for the Week
Oral Language
Use expressions appropriate to the grade level
Reading Comprehension
Identify various text-types according to structure
Study Strategies
Locate information from glossaries
Grammar
Identify and use adverbs of place
Writing / Composing
Write / Compose clear and coherent sentences using adverbs of place
Attitude
Browse and read books for various purposes such as for learning or for
pleasure
III. Subject Matter
1. Selection : “Pinakbet” Recipe
Dialog : “A Day in the Market” By: Mary Jane T. Ganggangan
2. References
www.filipino.cuisine.com
3. Materials: word cards, pictures, chart of the recipe, real eggplant, okra,
bittermelon
4. Types of texts- Procedural, Informational
5. Adverbs of place
6. Skill: Locating information from Glossary
IV. Learning Activities
Day 1
I. Objectives
Use expressions appropriate to the grade level
Show appreciation of native cuisine in the different regions
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A. Oral Language
Have pupils talk about their favorite viand.
My favorite viand is__________ because it is ________.
B. Pre-Listening Activities
1. Unlocking of Difficulties
Pinakbet, an Ilocano dish, is stewed vegetables. The usual vegetables
included in the dish are eggplant, bitter melon, okra and tomatoes. The
dish is seasoned with bagoong isda or fermented fish paste.
• Cuisine means a style of _______________.
a. dressing b. cooking c. eating
• Dish is the ____________ served
a. food b. wine c.water
• Stew means to ________________slowly.
a. fry b. roast c. boil
• Saute the garlic,onions and tomatoes in a pan.
Saute means ________ lightly and quickly.
a. fry b. boil c . bake
Eggplant, ampalaya, okra, and tomatoes are some of the ingredients
in preparing the recipe for Pinakbet.
• Ingredients mean_________________.
a. component of a mixture b. materials c. directions
• Recipe means ___________________ for cooking something
a. directions b. plan c. materials
2. Motivation Question
Say: What dish can you cook? How do you cook it?
3. Motive Question
Say: Today,we are going to read about a vegetable recipe from the
Northern Philippines particularly in Ilocos Region. Find out: How
is pinakbet cooked or prepared?
C. During Listening
Present the recipe for cooking pinakbet written on a chart.
Do the first reading of the recipe for modeling, followed by the pupils.
Refer to LM, Read and Learn
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D. Post Listening Activities
Discussion:
Refer to LM, Talk About It
Infusion of Values:
Say: What health benefits can you get from eating vegetables?
Do you feel proud of the different native cuisines in your region?
Why? Why not?
Writing:
Write two to three sentences in your journal to answer the questions.
Day 2
I. Objective
Give one’s reaction to an event
Learning Activities:
A. Postreading Activities
1. Recall the recipe in cooking pinakbet. Say: “What are the ingredients in
cooking pinakbet? How do you cook it?
B. Engagement Activities
Group 1
Draw the ingredients needed and the utensils used in cooking pinakbet.
Group 2
List the steps or procedures in cooking pinakbet.
Group 3
Make an advertisement of the dish pinakbet.
Group 4
Create a song / poem / jingle about pinakbet.
Group 5
Write a “Thank You” letter to your mother who cooks the dish pinakbet
for you.
Discussion of the recipe, incorporating the presentation of outputs.
1. What is the recipe about?
2. What region does this recipe come from?
3. What are the ingredients and materials needed in cooking pinakbet?
Say: Group I, present your list of ingredients and materials.
4. What is the first step in cooking pinakbet?
5. How do you arrange the vegetables in the pan?
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6. How long will you simmer the vegetables?
Say: Group II, show the steps/procedures in cooking pinakbet?
7. Do you think pinakbet is a good Filipino dish? Why or why not? How
will you advertise it?
Say: Group III, present your advertisement in promoting the dish
Pinakbet.
8. What health benefits do we get from eating vegetables?
Say: Group IV, present your song/poem/jingle that you have
composed.
9. What will you say to the Ilocano people for introducing the dish
pinakbet?
Say: Group V, present your Thank You letter.
10. Do you think pinakbet is a dish that you can be proud of? Why?
Why not?
Writing
In your journal, write about a vegetable dish that is often served in
your home. Give the ingredients needed and how it is cooked.
Day 3
I. Objective
Identify various text-types according to structure (procedural, informational,
narrative)
1. Presentation / Introduction
Say: Let us take a look at the recipe of pinakbet written on a chart.
Have the pupils read.
Refer to LM, Talk About It
Talk about the recipe.
2. Teaching / Modeling
Say: Let us study the recipe presented on the chart.
a. What is the purpose for writing the text?
b. What does the text show?
c. How are we going to prepare a recipe?
d. What do you notice about the format of the text?
Teaching Chart
There are different types of texts:
 Texts that tell information about a topic are called informational
texts.
Examples are news articles, travelogues, feature article, content area
materials like Mathematics, Science, etc.
 Some texts tell the procedure, directions or steps on how to do a
process. These are called procedural texts.
Examples: recipe, steps in solving word problems, dance steps, etc.
 Texts that show a list are called texts that enumerate.
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3. Guided Practice
Show different types of texts written on a chart.
Say: Let us read and analyze the following texts.
Identify the kind of text shown.
Refer to LM, Try and Learn
What type of text is this selection? Text that enumerates
4. Independent Practice
Activity 1
Read each selection and identify the text-type shown.
A. How to cook Carbonara
1. Fry some pieces of bacon in a pan until crisp. Add garlic and
cook until lightly brown.
2. Lower heat and pour in Nestle All Purpose Cream. Add the
cheese.
3. Thin out with water and stir to combine.
4. Toss cooked spaghetti into the sauce until well coated.
5. Serve immediately.
B. What type of text is given here? Procedural Text
Birds build their own nests. They use their bills to build
them. They use grass. They use roots, too. They use
soft things in their nest.
C. What type of text is presented in this selection? Texts that enumerates.
38 Session Road,
Baguio City
October 25, 2015
Dear Mrs. Cruz,
I am sorry I cannot come to school today
because I have a toothache. Please excuse me. I will
try to come tomorrow.
Thank you so much.
Your pupil,
April
What type of text is presented in this selection? Informational Text
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Day 4
I. Objectives
Identify and use adverbs of place
Write / Compose clear and coherent sentences using adverbs of place
Learning Activities
1. Introduction / Presentation
Refer to LM - Read and Learn
Let the pupils read the dialog. The teacher will ask questions about the
dialogue.
A Day in the Market
by Mary Jane T. Ganggangan
One Saturday morning, Mother and Jenny went to buy the things they
need at the market.
Jenny: Mother, I can see a lot of vendors everywhere.
Mother: Yes, Jenny. They come to sell their products around the town.
Here, please put these fish and vegetables in the basket.
Jenny: Why did you buy plenty of fish and vegetables Mother? Are you
going to cook all of these?
Mother: No,my dear. We will put some in the refrigerator. We can cook
them the following day.
Jenny: Alright, Mother. Let’s go home now. I’m excited to taste the
food you will cook for us today.
Mother: Sure, I will cook your favorite dish, pinakbet!
Questions:
Refer to LM, Talk About It
(Teacher writes the answers given by the pupils.)
2. Teaching / Modeling
Say: Let us read the sentences written on the board.
Mother and Jenny buy the things they need at the market.
There are vendors everywhere.
They sell their products around the town.
Put the fish and vegetables in the basket.
Say: What do the underlined words tell? (They tell where an action is done)
What question do these words answer? (Where)
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Teaching Chart
Adverbs of Place
 A word that tells where an action is done is an adverb of
place.
Here are other examples of adverbs of place:
there away here everywhere
behind forward upward around
inside
3. Guided Practice
Activity 1
“Where do things happen?”
Say: Answer the following questions. (Process pupils answers.)
Example:
Where does Mother cook our food?
- in the kitchen
What does -in the kitchen tell?
- It tells where the action is done.
What kind of adverb is it?
- Adverb of Place
Refer to LM - Try and Learn
1. Where do we buy our snacks?
2. Where do we borrow books?
3. Where do we play?
4. Where do we go to when we are not feeling well?
5. Where can we see our principal?
Activity 2
“Tell Me Where”
Identify the adverbs of place in each sentence. Underline them.
Refer to LM, Do and Learn A
4. Independent Practice
Refer to LM - Do and Learn B
Activity 1
Complete the sentences by writing the appropriate adverbs of place.
Choose your answer from the words below.
in the library outdoors at the park everywhere on the seashore
1. We enjoy having picnic ____________________.
2. Children love to read books __________________________________.
3. It is nice to exercise ______________________________________.
4. We can see God’s creations __________________________________.
5. They enjoyed making sand castles _____________________________.
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Think-Pair-Share
Refer to LM - Learn Some More A
Get a partner. Ask and answer questions about where they will be going
this coming weekend.
Refer to LM - Learn Some More B
Write five sentences using adverbs of place.
Choose the adverbs of place from the list below.
in the office here there
outside behind in the church
on the farm everywhere around
Refer to LM - Learn Some More C
Copy the riddle. Answer it if you can. Encircle the adverbs of place that you
can find.
Riddle
I am inside, outside,
everywhere.
You can’t see me, I know
But I refresh you
Everytime I blow.
5. Writing / Composing
Refer to LM - Learn Some More D
Say: Look at the pictures and write sentences about them using adverbs
of place.
1. (The children buy their snacks at the canteen.)
2. (The farmer plants palay in the ricefields.)
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3. (The children love to play in the playground.)
Day 5
I. Objective
Locate information from glossary
A. Oral Language
Say: Let’s recite the poem Dictionary.
Dictionary
By: Mary Jane T. Ganggangan
Often times I wonder why,
Words are so complicated Oh,my!
They have the same spelling
But have different meanings.
But I have a very special friend
That can help you until the end,
A wonderful book that you should see.
Please meet my friend, Dictionary!
Questions:
Say: Let us recall the lessons we have learned about dictionary.
1. How are the words arranged in the dictionary?
2. What are guide words? Where can we find the guide words?
1. Presentation / Introduction
Say: Look through the last pages of your book. Do you see pages with
words and their meanings? This section is called a glossary.
The entry words in a glossary are arranged in alphabetical order.
Some glossaries include the pronunciation of the words.
Study the sample page of a glossary written on a chart.
Refer to LM - Find Out and Learn
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Glossary
abdomen /abdo’men/ n.
stomach
boundary /bound’ary/ n. limit
captive /cap’tive/ n. a prisoner
depart /depart’/ v. go away
elegant / el’egant’/ adj.
graceful; refined
handsome /hand’some/ adj.
good-looking
2. Teaching/Modeling
Say: What is the first word listed?
What does elegant mean?
What word means “a captive” ?
How many syllables are there in the word “captive” ?
What word comes after “depart” ?
How are the words arranged in the glossary?
What information does the glossary give?
What is a glossary?
Teaching Chart
 The glossary is part of a book which lists key words found in
the book.
 The entry words in a glossary are arranged in alphabetical
order. Some glossaries include the pronunciation of words.
 It is usually found on the last pages of a book.
3. Guided Practice
Activity 1
Say: Study the sample glossary. Answer the questions that follow.
Refer to LM, Try and Learn
Questions:
1. What is the first word in the list? ________ what is the last word?
__________
a. attendant b. brigade c. exile d. limb
2. How many definitions were given to the word “ exile” ?
a. 1 b. 2 c. 3 d. 4
3. What does “implement“ mean?
a. servant b. carry out c. expel d. large branch of tree
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4. What word means “ a large branch of tree” ?
a. exile b. attendant c. brigade d. limb
5. How many syllables are ther in the word “limb”?
a. 1 b. 2 c. 3 d. 4
Activity 2
Say: Study the sample glossary. Answer the questions that follow.
Refer to LM, Do and Learn A
Questions:
1. Which word means “to bite or chew on with the teeth”?
a. fancy b. fragment c. frantic d. gnaw
2. What is the meaning of “fragment”?
a. a part broken off b. purpose c. to bite or chew d. Aim
3. Does the word goal mean purpose
a. yes b. no c. maybe d. none of the above
4. Which word comes before “frantic”?
a. fancy b. fragment c. gnaw d. goal
5. What is the meaning of “fancy”?
a. emotionally out of control
b. a small detached portion
c. the end toward which effort or ambition is directed
d. an opinion or notion formed without much reflection
4. Independent Practice
Say: “Study this page of a glossary. Answer the questions that follow.”
Glossary
T
tactic ’taktik adj. a plan, procedure or system for promoting a desired end
tragic ’trᾰjῐk adj. saddeningly or regretably serious or unpleasant; sad;
grievous
trample ’trᾰmpəl , v. to tread heavily so as to bruise, crush or injure
V
vigilance ’vῐjələn(t)s n. watchfulness;awareness; attentiveness
W
worry ’wur.|ē n. mental distress or agitation resulting from concern usually
for something impending or anticipating
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Questions:
1. What word means “awareness” ? ____________________
2. What part of speech is “trample”? ____________________
3. What is the meaning of “worry” ? _____________________
4. Is tactic a plan? ___________________________________
5. What is the meaning of worry? _______________________
Enrichment Activity
Refer to LM - Do and Learn and Learn Some More B
Week 6 - A Place to Remember
I. Expressive Objectives
Appreciate the beauty of Vigan City as among our National Heritage
Take pride in preserving and promoting Vigan City as one of the World’s New
Seven Wonder Cities
II. Instructional Objectives for the Week
Oral Language
Use expressions appropriate to the grade level
Listening Comprehension
Give one’s reaction to an event or issue
Vocabulary Development
Identify different meanings of content specific words
Reading Comprehension
Make comparison and contrast
Fluency
Read grade level texts with appropriate speed
Study Strategy
Locate information from Indices
Grammar
Use appropriate adverbs of time
Writing / Composition
Write / Compose clear and coherent sentences using adverbs of time
Viewing
Identify the visual elements used in a print / non-print material
Attitude
Browse and read books for various purposes such as for learning or
for pleasure
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III. Subject Matter
1. Selection and References
“Government seeks support for Vigan in Seven Wonder Cities
Competition” (philstar.com) updated July 14, 2014 - 11:00pm
English for You and Me 4 - Language Textbook (Benita N. Miranda)
Stairways to English 4 – Carmelita L. Palabay,et.al
English Matter – Enerita Q. Cruz
• Give one’s reaction to an event or issue
• Adverbs of time
• Comparison and Contrast
• Locating information from indices
2. Materials
• Word Cards
• Pictures of Vigan City
• Charts
IV. Learning Activities
Day 1
I. Objectives
Use expressions appropriate to the grade level like ________.
Take pride in preserving and promoting Vigan City as one of the World’s New
Seven Wonder Cities
A. Oral Language
Present a picture of a nipa hut and talk about it.
Say: What can you see in the picture?
What can you say about the nipa hut?
Would you like to live in a nipa hut? Why? Why not?
B. Pre-Listening Activities
1. Unlocking of Difficulties
Vigan City is one of the few Hispanic towns in the country. Its
structures have been wonderfully preserved as a cultural heritage.
It is famous not only for its unique colonial architecture lined by
cobblestone streets but also its distinct cuisine.
Hispanic means derived from _____________.
a. America b. China c. Spain
Governance means ____________________ of the government.
a. action and function b. officials c. people
Cultural Heritage refers to the_________________of a given people
in a given period.
a. houses and land b. skills and arts c. animals and places
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Cobblestone street - (show a picture)
2. Motivation Question / Oral Language development
Refer to LM, Think and Tell
What do you see in the picture?
What can you say about the buildings or houses?
Do you think these houses or buildings are newly built?
Why do you say so? Can you find these kinds of houses in your place?
Can we say that the houses in Vigan City are unique? Why?
3. Motive question
Say: I am going to read to you an article about Vigan City.
After reading, we will be answering these question:
What made Vigan City unique?
Why was Vigan City nominated as a finalist for the world’s new
seven wonder cities?
During Listening Activities
First reading of the article by the teacher.
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Gov’t seeks support for Vigan in Wonder Cities Competition
(philstar.com) Updated July 14, 2014 - 11:00pm
Manila, Philippines (Xinhua) – The government today called on Filipinos
around the world to support the bid of Vigan City in northern Ilocos
Sur to become one of the world’s new seven wonder cities.
(Have pupils predict: Who do you think is leading this campaign?)
Secretary Ramon Paje of the Department of Environment and Natural
Resources said Vigan needs the same overwhelming support that
made Palawan’s Puerto Princesa Underground River (PPUR) one of
the New Seven Wonders of Nature in 2012.
Paje, who served as the national campaign manager for the PPUR,
said Vigan deserves the Filipinos’ full backing.
(Have the pupils predict: Why do you think Vigan City was able
to preserve its colonial heritage?)
“It has been wonderfully preserved as one of the few Hispanic towns
in the country, with structures intact due to best practices in management,
governance, stakeholder involvement, and awareness on cultural
heritage,” Paje added.
(Have pupils predict: Why do you think Vigan City became a
favorite tourist destination?)
Vigan City is a favorite tourist destination in northern Philippines.
It is famous for its unique colonial architecture lined by cobblestone
streets and distinct cuisine. It is the only Philippine town on the list of
heritage sites declared by the United Nations Educational, Scientific
and Cultural Organization (UNESCO)
UNESCO describes Vigan as “the best- preserved example of a
planned Spanish colonial town in Asia.”
Discuss the selection: Refer to LM - Talk About It
Infusion of Values:
Say: After listening to the article, how do you feel about Vigan City?
Do you feel proud of it? Why? Why not?
How can one help preserve and promote Vigan City as one of our heritage sites?
Day 2
Listening Comprehension
I. Objective
Give one’s reaction to an event or issue
A. Post Listening Activities
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1. Rereading of the article by the teacher / pupils
2. Divide the class into 4 groups. Distribute activity cards for each of the
groups.
Group1
Make a poster campaigning for Vigan City to become one of
the world’s new seven wonder cities.
Group2
Compose a song or yell to advertise Vigan City
Group3
Write a thank you letter to the people of Vigan for preserving
and promoting this city.
Group4
Draw colonial houses and the cobblestone streets found in Vigan.
Write a sentence or two of how you will preserve these houses.
3. Discussion of the selection, incorporating the presentation of outputs.
a) Why is the government calling on Filipinos around the world?
b) Why will we give support to Vigan City?
Group 1, show your poster
c) What is the big role of Secretary Ramon Paje?
d) If you were Secretary Paje, how will you advertise Vigan City?
Group 2, present your song or yell
e) Why did Secretary Paje say that Vigan City has been wonderfully
preserved?
f) Who helped preserve the city?
g) Do you think they did a great job?
Group 3, Read to us your Thank You letter
h) Why is Vigan City a favorite tourist destination?
i) Can we see cobblestone streets everywhere in the city?
j) How will you preserve the beauty of the houses and the cobblestone
streets?
Group 4, show us your drawing.
k) Do you think the Filipino people will respond to the call of the
government to support the bid of Vigan City to become one of the
world’s new seven wonder cities? Why? Why not?
Day 3
Grammar / Writing / Composing
I. Objectives
Identify and use adverbs of time
Write / Compose clear and coherent sentences using adverbs of time
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A. Oral Language
Let the pupils recite the poem (whole class, group, individual).
Tell Me When
by Mary Jane T. Ganggangan
I walk to school every morning
With my best friend Luming
We eat our lunch at noon
and go back home in the afternoon.
Say: When do we go to school? – every morning
When do we eat our lunch? - at noon
When do we go back home? – in the afternoon
1. Presentation / Introduction
Let the pupils read the selection. Refer to LM - Read and Learn
A Trip to Vigan City
by: Mary Jane T. Ganggangan
Last Wednesday, the Flores family from Baguio City decided to visit
Vigan City. They started very early in the morning. They had a stopover
at Candon City to have their snacks at 8 o’clock am. They continued
their trip and reached Vigan City at 10 o’clock am .They had a great time
walking on the cobblestone streets of Calle Crisologo. Andrew and Gina
rode in a kalesa .They were amazed to see the different colonial houses.
In the afternoon, they went to Baluarte and saw different animals. In the
evening, they all went to watch the” Dancing Fountain “at the plaza. They
decided to visit “The Hidden Garden” the following day. That night, they
had a peaceful sleep at Villa Angela.
Discussion questions:
Refer to LM - Talk About It
1. Who decided to have a trip to Vigan City?
2. When did they go?
3. When did they watch the “Dancing Fountain”?
4. Do you think the Flores family enjoyed their trip to Vigan City?
Why did you say so?
2. Teaching / Modeling
Present some sentences taken from the selection.
Say: “Let us read the sentences.”
1. Last Wednesday, the Flores family had a trip to Vigan City.
When did the family have a trip to Vigan City? - last Wednesday
2. They decided to visit “The Hidden Garden” the following day.
When will they visit “The Hidden Garden”? - the following day
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Say: What do the expressions last Wednesday and the following day tell ?
What question do they answer? (They answer the question when)
Words that tell about time are called adverbs of time.
Teaching Chart
 Adverbs of time - tell when an action is done.
Example:
yesterday today tomorrow tonight
last Monday in July in the morning
3. Guided Practice
Activity 1 Refer to LM, Find Out and Learn
Read the words and phrases. on the space before each word or
phrase, write A if it is an adverb of time and NA if it is not.
Activity 2 Refer to LM, Try and Learn Exercise 1
Underline the adverb of time in each sentence.
Activity 3 Refer to LM, Try and Learn
Read each sentence. Choose and write the correct word or phrase to
complete the sentence.
4. Independent Practice
Activity1
Refer to LM - Do and Learn
Complete each sentence by adding the appropriate adverb of time.
Choose your answer from the group of words in the box.
on Sunday at night once a month
at 8:00 AM early in the morning
1. The family eats their breakfast
______________________________.
2. The children attend their class ______________________________.
3. The family goes to mass __________________________________.
4. They eat their dinner _____________________________________.
5. They watch a movie together ______________________________.
5. Writing / Composing
Refer to LM - Write About It
Say: Write a three sentence paragraph using adverbs of time. Share
what you have written with the class. You may choose from the
following topics:
a) a birthday celebration
b) a visit to the farm
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Day 4
Reading Comprehension
Objectives
Make a comparison and contrast.
A. Pre-Reading Activites
1. Unlocking of Difficulties:
Choose the meaning of underlined words in the sentence.
1. James was frightened when he heard the thunderstorm.
The underlined word means ________.
a. sad b. disturbed c. afraid
2. The boys wants to win in the sack race so that he immediately
squeeze himself into the sack after the go signal.
Squeeze means _________.
a. dive into b. put himself into c. jump into
2. Motivation
Say: Have you heard a story about the cow and carabao?
What kind of a story you have heard about them?
Today, we will read a story about the cow and the carabao.
Refer to LM, Read and Learn
3. Motive Question
Say: What do you think will the story be about this two animals?
Who can make a guess?
4. Post Reading
Refer to LM, Talk About It
5. Teaching / Modeling
The underlined words both, also, and too are clues that tell a
comparison is being made. It also shows that the cow and the
carabao are alike or similar in some ways.
Words like however, but, while signal that a contrast is being made. They also
show how a cow and a carabao is different.
Let us compare and contrast the two animals. Use the Venn diagram shown
in the LM, Find Out and Learn.
Show a Venn diagram. Say:This is a Venn diagram. We use this graphic
organizer to compare persons,places things,animals, stories, and ideas. The
center portion where the two circles overlap is for attributes that both things
being compared have in common.
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Teaching Chart
 When you compare things, you tell how they are alike.
 When you contrast things you tell how they are different.
 Words such as also, too, both, and similarly show that a
comparison is being made.
 Words such as but, yet, still, although signal that contrast
is being made.
6. Guided Practice
Refer to LM, Try and Learn
Present a dialogue written on a chart.
Say: After reading the dialogue, you are going to compare and contrast the
moon and the sun.
Which Do You Like Better?
Sun: My dear friend Earth, do tell me soon; which do you like more me
or the Moon?
Moon: Think well, dear Earth, I am cooler and prettier.
Sun: But then, good friend, I’m bigger and brighter.
Earth: Dear friends, it’s hard for me to tell: which I like more; let me think well.
Sun: Well, pal, I give you heat and light.
Moon: And I help make the dark nights bright.
Sun: I make all plants and all trees grow .
Moon: And I help make people ‘s hearts glow.
Earth: Dear Sun, you are indeed a helper, but I can’t say I like you better. I
like friend Moon, I like you too. And I love her as much as I love you.
CowCarabao
Both cow and carabao
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II. Independent Practice
Activity 1
Have the pupils do the activity in the LM, Do and Learn
(Philippine Heroes)
Say: Read the story, then compare and contrast Jose Rizal and Andres
Bonifacio.
Philippine Heroes
During their time, Rizal and Bonifacio did good things for the
Filipinos. They did good things for our country. They are heroes. Our
heroes were little children like you, once upon a time.
When Andres was a little boy, his parents died. So he took care of
his younger brother and sisters.
Andres worked very hard to earn a living. He made paper fans
and carved toys from wood. He sold them along the streets. He also
ran errands for others.
As a little boy, Jose Rizal used his time wisely. He read a lot of
books. He drew and painted pictures. He molded figures out of clay.
He carved things from wood. He also wrote poems, stories, and
playlets.
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Activity 2
Refer to LM - Learn Some More (The City and the Barrio).
Say: Read the story then compare and contrast the city and the barrio
The City and the Barrio
Many children in the city go to school. They ride on buses or
jeepneys. Some ride in cars or taxis.
Along the way the children see many people.They see many
houses and tall buildings. They feel uncomfortable because the
weather is warm. They hear the loud sounds of the vehicles around.
Oh! How noisy it is in the big city!
In the barrio, many children walk to school. They often pass
ricefields and rivers. On the way they see many things. There are
different trees and plants around. They enjoy the fresh air. They love
to listen to the sounds of the animals especially the song of the birds.
Oh! How wonderful it is in the simple barrio!
Day 5
I. Objective
Locate Information from Indices
A. Oral Language
Present the poem: My Index Finger writtten on a chart.
Say: Answer the quetions after reciting the poem.
What finger do you use to point? Is the index finger useful? Why?
My Index Finger
by Mary Jane T. Ganggangan
Will you please point to me
The things I want to see
To brighten up my day
And keep me safe all the way
There’s a magic finger
That points here or there
Upward, downward, everywhere
It’s the magic index finger.
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1. Presentation / Introduction
Show a book. Have a review on the parts like the Front and Back cover,
Title Page, Copyright Page, Preface, Table of Contents, Pages and the
Glossary.
Show the Index of a book and say: ‘This is the index of a book. It is
usually found on the last pages of a book. Just like an index finger, it
points to a particular topic.’
Show a sample page of an index written on manila paper.
2. Teaching / Modelling
Say: Let us study the sample Index below.
INDEX
Acronyms, 286
Blended words, 240
Compound words, 6, 103, 277
Denotation,137
Fantasy, 258
Glossary, 244
Parts of a book, 10
Prefixes, 230, 251
Synonyms, 18, 37
1. On what page can you find something about fantasy?
2. If you want to read about blended words, what pages will you read?
3. On which pages can you find information about parts of a book?
4. What is the first topic in the index?
5. How many pages cover the discussion on compound words?
6. What does the index tell? What are found in the index?
Teaching Chart
 The index is a listing of topics in a book, arranged
alphabetically. It has more detailed information than the
table of contents .
 It also gives the pages where you can find these topics.
 An index is located at the back of the book.
3. Guided Practice
Refer to LM - Try and Learn
Show a part of an index page written on a chart.
Say: Study the given index. Then answer the questions that follow.
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INDEX
Adverbs, 166- 171
Biography, 130
Context clues, 98, 158
Descriptive words, 130
Fact, 242
Following Directions, 12; 18 – 19
Homonyms, 156- 157
News Stories, 45-46, 50
Speech, 47- 49
Writing, 33,68,115-117
1. On what pages can you read about “Following Directions”?
a. 12;18-19 b. 47- 49 c. 166- 171 d. 130
2. Where can you read about the “Context clues”?
a. 115- 117 b. 18- 19 c. 98, 158 d. 45- 46
3. How many pages cover the discussion on “News Stories”?
a. 1 b. 2 c. 3 d. 4
4. On which pages can you read about “Adverbs” ?
a. 130 b. 50 c. 18- 19 d. 166-171
5. What is the second topic in the index?
a. Biography b. Speech c. Homonyms d. Adverbs
6. What is the topic on page 130?
a. Descriptive words b. Fact
c. Writing d. Speech
7. What is the last topic in the index?
a. Writing b. Context clues
c. Homonyms d. Adverbs
8. How many pages can you read about “Speech” ?
a. 2 b. 3 c. 4 d. 5
9. On which page can you read `about “Descriptive words”?
a. 100 b. 110 c. 120 d. 130
10. What topic can you read about on pages 156-157?
a. Following Directions b. Biography
c. Homonyms d. Fact
4. Independent Practice
Refer to LM - Do and Learn
Say: Study the given part of an index page then answer each of the
questions that follow
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INDEX
Intonation
correct intonation, 130-131
falling, 3-5
rising, 3-5
shift, 3,12, 70, 80
Nouns
count nouns, 47
mass nouns, 46- 48
singular and plural, 40-44
Poems
The Boy Who Never Told a Lie, 123
What We Do, 66
December, 132-133
This Happy Day, 14-15
Sentences
commands, 83-84
declarative , 74-78
exclamatory, 85-88
interrogative, 79-82
requests, 89-90
Questions:
1. How many main topics are there?
_________________________________________________
2. Which main topic has the most number of subtopics?
_________________________________________________
3. Which has the least number of subtopics?
_________________________________________________
4. If you want to read about Interrogative sentences, what pages of
the book will you turn to?
_________________________________________________
5. What page tells us about singular and plural nouns?
_________________________________________________
6. What poem can you read on pages132-133?
_________________________________________________
7. How many subtopics are there under Intonation?
_________________________________________________
8. On which page can you read the poem “This Happy Day”?
_________________________________________________
9. What kind of sentences can you read on pages 85-88 ?
___________________________________________________
10. What is the last subtopic under Nouns?
___________________________________________________
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Week 7 - Holidays and Festivals
I. Objectives
A. Expressive Objective
Show respect for the different beliefs of Muslim people
B. Instructional Objectives for the week
Oral Language
Tell / Retell familiar stories and short conversations by using appropriate
gestures and expressions in complete sentences
Listening Comprehension
Give one’s reaction to an event or issue
Vocabulary Development
Identify different meanings of specific content words (Science)
- Denotation
- Connotation
Reading Comprehension
Make generalizations
Fluency
Read grade-four level texts using intonation, expression, and punctuation
marks
Study Strategy
Locate information from indices
Grammar
Use appropriate adverbs of manner
- adverbs of manner
Writing / Composing
Compose clear and coherent sentences using appropriate grammatical
structures:
- adverbs of manner
Viewing
Describe various types of viewing materials
Attitude
Browse and read books for various purposes such as for learning or
for pleasure
II. Subject Matter
Topics
1. Telling/Retelling familiar stories and short conversations by using
appropriate gestures and expressions in complete sentences.
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2. Giving one’s reaction to an event or issue
3. Identifying different meanings of words (Science)
-Denotation
-Connotation
4. Making generalizations
5. Reading grade-four level text using intonation, expression and pronun-
ciation.
6. Locating information from indices
7. Using adverbs of manner
8. Composing clear and coherent sentences using adverbs of manner.
9. Describing various types of viewing materials
10. Browsing and reading books for various purposes such as for learning
or for pleasure
Value Focus: Respect for one’s belief
References
A Muslim Holiday English for You and Me Grade 4 by Benita N. Miranda
One Happy Holiday, 100 Selected Poems for Young and Adults by Cristina
S. Canonigo
The Farmer’s Festival, Adapted from English for You and Me Grade 4 by
Benita N. Miranda
The Index and the Index, Spectacles by Melinda D.C. Jadrin
Materials
• Sentence strips
• syllable cards
• semantic web
• picture cards
• book
III. Learning Activities
Day 1
I. Objectives
Tell/Retell familiar stories and short conversations by using appropriate
gestures and expressions in complete sentences.
Give one’s reaction to an event or issue.
Learning Activities:
A. Oral Language
Refer to LM - Think and Tell
Say: What holidays do we celebrate in our country? What activities do you
do on a holiday? Share your experiences.
B. Pre-Listening
Unlocking/Vocabulary & Concept Development
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Show a picture of a datu.
Say: This is a datu. What is a datu? Say something about a datu.
Show a real object of a paper bunting.
Say: This is a paper bunting. When do you see paper buntings?
Show a picture of Muslims dancing the Dalling-dalling dance during a
Muslim Holiday.
Say: The “Dalling-dalling” dance is the traditional “fingernail” dance of
the Tausug people of the Sulu Archipelago and Sabah.
Say: Look at the sentence strips and read the sentences.
1. Ibrahim did not eat food and drink water the whole day because
he is fasting.
Say: What is the meaning of fasting?
2. There are no classes on a holiday because it is a day of festivity.
Say:What is the meaning of holiday?
Motivation Question
Say: What holidays are celebrated in our country?
When is each holiday celebrated?
How is it celebrated?
Motive Question
Say: I will read a story about a Muslim holiday. Find out: What kind of
holiday do the Muslims celebrate? How do they celebrate it?
(Note: Instead of the Motivation Question-Motive Question tandem, you
can use semantic mapping as an alternative strategy. Have children
think of words that come to their mind when they hear the words Muslim
Holiday. Write their answers as strands around the word, as shown in
the figure. Say: In the story that I will read to you, Muslims celebrate
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their holiday. Find out how they celebrate it.)
(Possible answers: Ramadan, Hari Raya Puasa, fasting)
C. During Listening
Read the story. Stop at indicated points, to ask the children what they think
will happen next in the story.
A Muslim Holiday
Muslims are religious people. They believe in one God called
Allah. Their prophet is Muhammad whose teachings are found in the
Quran. The Koran is the Bible of the Muslims. Their religion is called
Islam.
Muslims celebrate several holidays. The most colorful of these
holidays is the Hari Raya Puasa. This is the end of the fasting during
Ramadan.
Ask: What is the most colorful holiday celebrated by the Muslim people?
Ramadan is the ninth month in the Islamic calendar. Ramadan
is an Arabic word meaning “to turn.” During the whole month of
Ramadan, Muslims go through thirty days of fasting in order to burn
away their sins. During the day, Muslims do not eat or drink from
sunrise to sunset. After sunset until midnight they can eat and drink.
Then they start fasting again the next day.
During the month of Ramadan, the houses are lighted at
night with lanterns, coconut oil lamps, or seashell lamps. These are
decorated with paper buntings and ribbons. Everybody is happy
especially at night when the people break their fast.
Muslim Holiday
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Have the pupils predict: What do you think the Muslim people do after a
month of fasting?
After the month of fasting, comes a week of happiness. The datu
in a barrio sometimes gives a feast. His house is decorated with lighted
candles and lanterns. There is a display of fireworks that is always a
part of the Hari Raya Puasa celebration. There is much banging of
bamboo guns or lantakas. The datu kills a cow and plenty of meat is
cooked. There is food for everybody.
Whenever a feast is held, dancing goes on to the accompaniment
of beating drums. Muslims do not allow their men and women to dance
close together. They dance far apart, hands out of reach of each other.
Usually it is an all-male group or an all-female group that dances on
the floor. The dalling-dalling is the only dance where men and women
both dance at the same time.
Have the pupils predict: What will the children do on the Hari Raya Puasa day?
On the day of the Hari Raya Puasa, the children go from
house to house kissing hands of the old people and relatives. The
elders themselves greet one another with Assalamu Alaykum which
means “Peace be with you.” The Muslim child is usually taught the
alphabet in Arabic and the Koran as early as four years old. That is
why they celebrate their holidays with great interest. They know when
and why the holiday is celebrated.
English For You and Me Grade 4 by Benita N. Miranda
Discussion:
1. What holiday do Muslims celebrate?
2. How do they celebrate it?
Day 2
I. Objectives
Tell / Retell familiar stories by using appropriate gestures and expressions in
complete sentences
Making generalizations
A. Oral Language Development
Let the pupils retell the story “A Muslim Holiday”
B. Post Listening
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1. Engagement/Enrichment
Divide the class into four groups. Let them do the following activities:
Group 1
Arrange the jumbled syllable cards to form words. Present the
jumbled syllable cards through body movement.
Ra sa ri ya Ha Pua
Group 2
Write the activities done during Hari Raya Puasa using a
Semantic Web
Group 3
Act out. What should you do if you are with your Muslim friend
who is fasting?
Group 4
Get the picture cards. Say something about each picture. What
do the picture cards show?
Refer to LM - Find Out and Learn
Hari Raya Puasa
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2. Discussion Questions
1) What kind of holiday do Muslims celebrate?
(Group 1 will present their work.)
2) When do they celebrate Hari Raya Puasa?
3) How do they celebrate it?
(Group 2 will present their work.)
4) Why do Muslims fast during Ramadan?
5) It is recess time. What will you do with your bread if you have a
Muslim friend who is fasting?
(Group 3 will present their work)
6) How do Muslim people show their faith in Allah?
Skill Development: Making Generalizations
1. Presentation / Introduction
Show the pictures one at a time.
Say: Look at the pictures. Say something about each picture.
Write the answer on the board.
(Muslim people are praying.)
(He is reading the Koran.)
(They go inside the mosque to pray.)
2. Modelling / Teaching
Say: Read the sentences.
1. Muslim people are praying.
2. He is reading the Quran.
3. They go inside the mosque to pray.
Say: “How are the three pictures alike? What do they have in common?
How are we going to generalize?”
(Possible answer: Muslims are religious people.)
Teaching Chart
What you read and what you already know helps you make a general
statement about a person, situation, or an event. This is called
generalization.
In making generalizations, think about the similiraties about the
gathered information and observations. Making generalizations is
important because it helps you know how much you understand
about what you read.
3. Guided Practice Refer to LM, Try and Learn
Read the sentences. Underline the correct generalization.
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4. Independent Practice
Refer to LM, Do and Learn
Write in your notebook the correct genralization in each situation.
Day 3
Grammar: Adverbs of Manner
I. Objective
Use Adverbs of Manner
Read words with initial l blends.
Drill:
Read the words, phrases, and sentences with l blend: bl, cl, fl, gl, pl
clam close clap
club clean cliff
new club big clam Claudia’s clothes
steep cliff old closet clown
black clam flat glad plan
blank class flash glass plant
blue close flag glue plane
blanket closet flute globe planet
blister clip flakes gloves platypus
blood chip
1. Clarence climbs on a steep cliff.
2. Claudia’s clothes are in the old closet.
3. Mother bakes big clams for the party.
Read the tongue-twister by groups then individually.
Refer to Activity at LM - Learn Some More A and B
Claudia closed the closet full of clean clothes.
1. Presentation/Introduction
Say: Let us recall the story A Muslim Holiday.
How is Hari Raya Puasa celebrated?
Write the answer on the board.
(Hari Raya Puasa is celebrated happily)
2. Modeling / Teaching
Read the sentences. Refer to LM - Find Out and Learn and take note of the
underlined words.
Hari Raya Puasa is a happy celebration. Muslims celebrate it happily.
The Muslim women do a silent prayer. They pray silently.
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Say: How is the Hari Raya Puasa celebrated? (happily)
How do the people pray in the mosque? (silently)
These are what we call adverbs of manner.
Give more examples of adverbs.
Teaching Chart
 Adverbs of manner tell us how something happens. They answer
the question how.
 Most adverbs of manner are formed from adjectives.
Ex. happy – happily easy – easily
silent – silently slow – slowly
3. Guided Practice
Divide the class into seven groups. Each group will get a chart. They will
read the stanza of the poem “One Happy Holiday” on the chart.
One Happy Holiday
One happy holiday
When Mother was away,
A girl named Annie Lee
Didn’t want to play
Annie Lee’s eyes twinkled,
And her little nose crinkled
Then she shouted, “Hurray!”
“What a happy holiday!”
Father asked merrily,
“What can the matter be
You look so sad today
On a happy holiday.”
Annie Lee wanted to buy
Two little dolls that cry
But she remembered this:
“Don’t buy everything you wish.”
“Where is Mommy, Daddy?”
Annie Lee asked sadly
We’ll go to the fair
To buy something there.”
So one happy holiday
When Mother was away,
A pretty little girl,
Had a fine day at the fair.
“We will go to the fair,
My pretty little girl,
But please remember this,
Don’t buy everything you wish.”
Say: In the second stanza of the poem “One Happy Holiday”, how did
Father ask what could the matter be? (Father asked merrily.)
How did Annie Lee ask where her mommy was?
(Annie Lee asked sadly.)
Divide the class into six groups. Give the directions for each activity.
Activity 1
(Groups 1 & 2) Show the word cards and have the children read them. Say:
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Pick the word card that is an adverb of manner.
Answers:
1. lovingly
2. easily
3. hardly
4. instantly
5. truthfully
Reminder: Be sure that the pupils understand what each adverb means.
Exercise 2
(Groups 3 & 4). Present the following sentence cards and have the children
read them.
Say: Underline the adverb of manner in each sentence.
The performers changed costumes
quickly.
People prayed silently before the
festival started.
They excitedly prepared the paper
buntings.
I quietly approached the guest speaker.
Martha welcomed the visitors warmly. The street dancers danced gracefully.
Activity 3
(Groups 5 & 6) Cut out from the newspaper five (5) words that are adverbs
of manner. Write a sentence using each of the adverbs of manner.
4. Independent Practice
A. Box the adverbs of manner in the sentence.
1. Mila joyously watched the fireworks.
2. Mother prepared the food well.
3. Our visitor speaks softly.
4. The children happily go from house to house.
5. The victorious performers marched triumphantly down the street.
B. Write a sentence using each of the following adverbs of manner.
1. happily
2. beautifully
3. well
4. quickly
5. calmly
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5. Enrichment
Refer to LM, Learn Some More
Choose the letter of the correct adverb of manner and write it on the blank to
complete the sentence.
1. When my leader talks too_______, it’s difficult to understand his cues.
A. slowly B. quick C. quickly
2. The singers ________ followed the directions of their conductor.
A. goodly B. easily C. well
3. The audience cheered __________.
A. loudly B. successfully C. gently
4. Children _________ joined the parlor games.
A. angrily B. well C. eagerly
5. Participants waited for their turn to perform __________.
A. bad B. patiently C. correctly
Day 4
• Define and explore the concept of connotation
• Examine how word choice affects meaning
1.. Presentation/Introduction
Say: I’ll read some sentences and after I read them, I want you to draw what
you imagined based on what you heard. (Teacher reads sentences in Box A).
A
Sam’s chicken won First Place in the contest. It was the heaviest
chicken in the Fair.
Say: Draw the chicken as described in the sentence.
Teacher reads sentences in Box B.
B
“What’s the matter, are you chicken?” Sam’s friends asked him
when he didn’t join the pole-climbing contest. They didn’t know that
he is afraid of heights.
Say: Draw the chicken as described in the sentence.
2. Modeling/Teaching
Say: Are you ready to show your illustrations? Show your drawing to your
seatmate.
Does your drawing of chicken similar to your second drawing?
You’re right that they are not similar.
Let’s read the sentences.
(Teacher posts the paperstrips where the sentences were written.)
What is the meaning of chicken in Box A? (bird)
How about chicken in Box B? What word in Box B can help you get the meaning
of chicken?
(afraid)
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What is another word for afraid? (scared, coward)
Whenchicken refers to a bird,birdis the denotative meaning of it. Denotation is
the literal meaning of a word. It is the usual dictionary definition of the word.
When chicken refers to the emotion of being afraid or scared, the emotion is the
connotative meaning of chicken. Connotation refers tothe emotional / contextual
/ cultural meaning attached to a word. It also refers to shades and degrees of
meaning of a word.
Look at the two book covers (see LM). Which book cover uses the denotative
meaning of chicken? Which one uses the connotative meaning?
Knowing the connotative meaning of a word can lead you to be more tactful. It
also leads you to use a more appropriate word to narrate what is happening.
Consider this:
That boy is fat.
That boy is healthy.
Which description is preferable?
Think about the connotative meaning of the words in each set:
Set 1 - pretty, cute, lovely, beautiful
Set 2 - small, minute
Set 3 - shower, rain
The words in the set almost have the same meaning. However, each one is
used in different situations.
For example, to describe a flower, would you say a cute flower or a lovely flower?
When do you think classes might be suspended, when there is a shower or
when there is a deluge?
Study the following sentences:
Sentence 1: When the group members discuss, they often disagree about
something.
Sentence 2: When the group members discuss, they often argue about
something.
What do you imagine with Sentence 1? How about Sentence 2? The sentences
seem to mean the same. However, a closer look will tell you that there is a
degree or shade of difference in their meaning. The word argue in sentence 2
shows that the members more than disagree with each other.
Remember
 Denotation – is the specific, exact and concrete meaning
of a word. This is the meaning you will find in a dictionary.
 Connotation- is an idea or quality that a word makes in
addition to its meaning. It can be positive or negative.
3. Guided Practice
What is the connotative meaning associated with the following animals?
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Connotative Meaning
hen motherly, caring
owl wise, night-person
dove gentle
shark ruthless
snake dangerous, deceptive
* answers given here are the usual meaning however they may vary depending on the
culture;
accept answer as long as the learner can explain/reason out for his/her given answer .
Have learners give examples of other animals that have connotative
meaning.
Encourage learners to give sentences that use the denotative and
connotative meanings of the
word.
Example: Len screamed when she saw the large snake staring at her.
Len knew that a person who is a snake can’t be trusted.
4. Independent Practice
Refer to LM, Do and Learn
1. home 4. minute
2. starving 5. thrifty
3. antique
Day 5
Study Skill
I. Objective
Locate information from indices
A. Oral Language
Say: Listen carefully to the words. Read the words.
utter emphasize portion
Say: Let us read the poem “The Index and the Index”.
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The Index and The Index
- Spectacles by Melinda D.C. Jadrin, et.al
We have the index finger
To point at one thing or another;
To emphasize or warn us,
Needing no words to utter.
But to know a book better.
There’s an index to remember;
Topics are alphabetically listed:
To help make locating faster.
What useful pair of indexes,
These finger and book portion;
One to use for body language,
And the other for location.
Questions:
Refer to LM - Talk About It
1. What are the kinds of indexes?
2. What is the index finger for?
3. What is the use of the index in a book?
1. Presentation/ntroduction
Say: In the first stanza of the poem, “The Index and The Index”, what
index are we referring to? What index are we referring to in the
second stanza.
Say: Get a book. Open it. Look at the parts of the book. What are the
different parts of the book?
Write down their answers.
2. Teaching/Modeling
Ask: What is an index?
Say: Let us see if you still remember how to locate information from an
index.
Study the sample index below then answer the questions about it.
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INDEX
Adjectives, 149 Sentences:
comparison, 155-164 commands, 83-84
order of adjectives, 149-150 declarative, 74-75;78
Following directions, 12; 18-19 exclamatory, 85-88
Intonation: interrogative, 74-76;79
falling, 3 requests, 83-84
rising, 2 Verbs:
Nouns: future, 140-145
count nouns, 47 simple present, 120-126
mass noun, 46-48 simple past, 130
singular and plural, 40-44
Ask the following questions:
1. How are the main topics arranged?
2. How are the subtopics arranged?
3. What is the first topic?
4. What is the last topic?
5. What are the numbers after the main topics and subtopics for?
Ask: Do you think an index is an important part of a book? Why? Where
in the book is the index found?
Teaching Chart
 The index is an important part of the book. It is always found at
the back of the book.
 Knowing how to use the index can save a lot of time in locating
the topics in the book.
3. Guided Practice
Say: Let us study the sample Index and answer the questions that follow.
Index
Density temperature, 115-119
liquid, 12-13 volume, 112-115
Regular solid, 10-11 Science
Graphs nature, 5
bar, 27 Scientific methods, 51
line, 26 collecting data, 64-66
pictograph, 29-30 experiments, 60-63
pie, 28 hypothesis, 57-59
Lab Safety, 17-19 looking at data, 53-54
Metric System, 98-130 scientific inquiry, 66-70
length, 100-102 variables, 55-56
mass and weight, 98-100
measurement, 103-105
metric conversion, 106-110
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1. Where can we read about safety rules in the
laboratory?
2. On how many pages is density discusses?
____________3. What topic is discussed on page 28?
____________4. What is the first subtopic about scientific methods?
____________5. On how many pages will you find information about
metric system?
4. Independent Practice
Study the data in the box Index below. What is wrong with this Index?
Copy this in your notebook and do the necessary changes
INDEX
Pollution, 109-120
Effect, 111-114
Craters, 336-338
Butterflies, 77-79
Animals, 20-46
Habitats, 21-23, 34, 40
Life cycles, 24, 26, 29
Clouds, 310-315
Kinds, 312-314
Climate, 253-268
Earth, 387-406
Air, 400-404
Land, 389-394
Water, 395-399
Week 8 - It’s Christmas Time Again!
I. Objectives for the Week
A. Expressive Objective
Realize the beauty of giving and sharing
B. Instructional Objectives
Listening Comprehension
Make predictions about a selection listened to
Oral Language
Refer to LM - Think and Tell
Tell / Retell familiar stories and short conversations by using appropri
ate gestures and expressions in complete sentences
Vocabulary Development
Build vocabulary through word associations
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Reading Comprehension
Use appropriate graphic organizers for texts read
Study Strategy
Interpret charts
Use a particular kind of sentence for a specific purpose
- Making requests
II. Subject Matter
Topics
1. Story: Hurry, Santa!
2. Word Analogy
3. Graphic Organizer
4. Interpreting charts
5. Kind of Sentence for a specific purpose
- Making requests
Value Focus: Determination in doing something to make others happy
References
“Hurry, Santa!” by Julie Sykes
“Christmas Vacation” by Ma. Rita Teresa V. Riñoza
Materials
• picture cards
• book
• graphic organizer – “Story Star”
III. Learning Activities
Day 1
Listening Comprehension
I. Objectives
Make predictions about a selection listened to
Use appropriate graphic organizers for texts read
A. Oral Language
Refer to LM - Think and Tell
Sharing experiences
Say: What gifts did you receive last Christmas? Who gave you those gifts?
B. Pre-Listening
1. Unlocking / Vocabulary & Concept Development
Show a picture and let the children tell a story about it. Present the
vocabulary words in word cards while telling the story.
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sleigh snowdrift presents
(Note: vocabulary words are written in word cards)
Santa Claus is going to deliver different kinds of presents to the
children on Christmas eve. Giving gifts to children will make them
happy. He will ride on a sleigh a large, open vehicle usually pulled
by a horse over snow or ice. But the sleigh is stuck on a hill of
snow formed by wind called a snowdrift. He calls for his reindeer,
a large type of deer. So, the reindeer pull the sleigh and off they
go.
Show a toy skateboard and let it skid.
Say: What happened to the skateboard? The skateboard skidded on
the floor.
(skidded – a sudden, uncontrolled sliding movement)
Show a trotting movement.
Say: I am trotting towards the table. What did I do? Did I move faster
than walking?
(trotting – moving at a speed faster than walking)
2. Motivation Question
Say: Have you experienced sleeping before Christmas eve? What was
your feeling when you woke up few minutes before Christmas eve?
What did you do?
3. Motive Question
Say: What did the animals do when Santa woke up late on Christmas
Eve?
4. During Listening
The teacher will first read the story. Stop at set points, to ask the
children what they think will happen next in the story.
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Hurry, Santa!
by Julie Sykes
It was Christmas Eve, Santa’s busiest time of the year. But Santa
was fast asleep, snoring under his blanket.
“Wake up!” squeaked Santa’s little mouse, tugging at his beard.
“Hurry, Santa! You can’t be late tonight.”
“Ouch!” cried Santa, sitting up and rubbing his chin. “Goodness, is
that clock right? The alarm didn’t go off and I’ve overslept.”
Santa leapt out of the bed and began to pull on his clothes. He
was such in a hurry that he put both feet in one pant leg and fell flat
on his face.
(Have pupils predict: What was Santa going to do?)
“Hurry, Santa!” meowed the cat. “You can’t be late tonight.” “No, I
can’t,” agreed Santa, getting back up. “I can’t be late delivering the
presents.
When he was finally dressed, Santa hurried outside to his sleigh.
He picked up the harness and tried to put it on the reindeer.
But the reindeer weren’t there! “Oh no!” cried Santa. “Where can
they be?”
(Have pupils predict: Where do you think were the reindeer?)
“The reindeer are loose in the woods,” called Fox. “You’d better catch
them before they wander off. Hurry, Santa, you can’t be late tonight.”
(Have pupils predict: Who said the reindeer are in the woods?)
“No, I can’t,” agreed Santa, running toward the trees.
Deep in the woods, some of the reindeer were having a snowball fight.
“Aaaaah!” shouted Santa as a snowball hit him in the face.
(Have pupils predict: Who wil tell Santa that he doesn’t have time to play
in the snow?)
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“Hurry, Santa,” hooted Owl. “You don’t have time to play in the snow.”
“But I wasn’t playing!” said Santa.
He searched all over for the other reindeer, but they were nowhere to
be found. “I hope you four can pull the sleigh by yourselves,” he said.
“Come on, we’ve got work to do.”
At last, Santa took off, steering the sleigh toward the moon.
“Go, Reindeer, go!” he shouted. “We can’t be late tonight!”
Around the world they flew, delivering their presents.
“Down again,” called Santa, turning the sleigh toward a farm.
“Hurry, Santa!” answered the reindeer. “We’re miles from anywhere,
and the night’s almost over.”
“I’m doing my best,” boomed Santa, flicking the reins.
Before he knew what was happening, the reindeer quickened their
pace.
“Whoa,” Santa cried, but it was too late. Landing with a bump, the
sleigh skidded crazily across the snow.
“Ooooooh deeeaar!” cried Santa.
(Have pupils predict: What do you think happened to Santa?)
CRASH!
The sleigh had gotten stuck in a giant snowdrift. Santa scrambled to
his feet and rubbed his bruised bottom. “Nothing broken,” he said.
“But we must hurry!”
(Have pupils predict: What will Santa and the animals do after they stuck
in the snow?)
When the reindeer had untangled themselves, they tried to dig out the
sleigh. They tugged and pulled and pushed as hard as they could, but
the sleigh was completely stuck in the snow.
“It’s no use,” wailed the reindeer. “We can’t move this sleigh on our
own.”
“We must keep trying,” said Santa. “The sky is getting lighter, and
we’re running out of time.”
Suddenly, Santa heard a loud neigh.
(Have pupils predict: Who would that be?)
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Trotting toward them was a very large horse.
“Hurry, Santa!” she neighed. “You’ve still got presents to deliver. I’ll
help you move your sleigh.”
So they all pulled together, even Santa’s little mouse, but it was no
good. The sleigh was still stuck.
“Hurry, Santa!” called the rooster from the barnyard. “It’s nearly
morning.”
“I am trying to hurry,” puffed Santa. “One more pull, everyone!”
At last the sleigh began to move…
And Santa tumbled backward, cheering loudly.
“Hurry, Santa!” called all the animals. “The sun is rising. You’ve got to
finish your rounds before the children wake up.”
(Have pupils predict: Was Santa able to deliver all the presents?)
“Yes,” agreed Santa. “It is nearly Christmas Day!”
It was a close call, but by dawn Santa had managed to deliver every
present. Finally, he and the reindeer arrived back at the North Pole.
“We did it!” yawned Santa. “I wasn’t ----“
He stopped talking and stared at his sack in dismay. At the very
bottom was a present.
“Oh no, how awful!” he cried. “I’ve forgotten someone!”
Then Santa saw that all the animals were laughing at him.
“That present is for you,” said the reindeer. “It’s from all of us.”
“Hurry, Santa!” added the little mouse. “You should open your present.
It’s Christmas Day!”
“Yes, I should,” chuckled Santa. “Now, I wonder what it is…”
(Have pupils predict: What do you think?)
“It’s an ALARM CLOCK!”
(Group reading follows after the reader reads the story. Group reading may
be done by paragraph)
Discussion:
Say: Let us use the Story Star as a graphic organizer in answering the
questions.
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Ask the following questions:
1. Who are the characters in the story?
2. When and where did the story happen?
3. Who woke up Santa?
4. Why didn’t he wake up on time?
5. What was his important job trip night?
6. Why was Santa in a hurry in delivering the presents?
7. Where were the reindeer?
8. What other problems did Santa encounter?
9. Was he able to deliver all the presents?
10. What present did the animals give Santa?
11. Why do you think he was given that present?
Day 2
I. Objectives
Tell / Retell familiar stories and short conversations by using appropriate
gestures and expressions in complete sentences
Drill:
Read the words, phrases and sentences.
sleigh slug sledge slew
slipknot slogan slurp sly
a slipknot slew sideways
quick slurp
1. The boys did a slipknot.
2. He had a quick slurp of his chocolate drink.
3. Their jeepney slewed sideways off the road.
Slippery fish, slippery fish, sliding through the water,
Slippery fish, slippery fish, Gulp, Gulp, Gulp!
Oh, no! It’s been eaten by an ____________?
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A. Oral Language Development
Say: Retell the story, “Hurry, Santa!”
B. Post Listening
1. Engagement / Enrichment
Divide the class into five groups. Let them do the following activities:
Group 1
Form the puzzle (picture of Santa Claus). Write the name of the picture.
Group 2
Act out how Santa put on his clothes.
Group 3
Arrange in sequence the animal pictures based on the events of
the story.
Group 4
Act out how Santa and the animals got out from the snow.
Group 5
Draw an alarm clock.
2. Discussion Questions
1. Who woke up late on Christmas Eve?
(Group 1 will present their work)
2. What did he do when he woke up late?
(Goup 2 will act out how Santa put on his clothes)
3. Who told Santa that he couldn’t be late in delivering the presents?
(Group 3 will present their work)
4. How did Santa and the animals get out from the snow?
(Group 4 will present their work)
5. What present did Santa receive from the animals?
(Group 5 will present their work)
6. Why did they give him an alarm clock?
7. If you see your friend stuck in a hole, what will you do?
Day 3
Grammar: Kind of Sentence for a Specific Purpose: Making Requests
I. Objective
Use a particular kind of sentence for a specific purpose.
- Making requests
A. Oral Language
Divide the pupils into five groups. Assign each group based on the
characters of the story. Let the pupils read the dialogue.
Refer to LM - Read and Learn
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Christmas Vacation
by Ma. Rita Teresa V. Riñoza
James and Pacoy come home from their dance practice. Mother
is cooking dinner.
James: Mother, may we talk to you?
Mother: Sure, what is it?
Pacoy: Our cousin Kuya Linus, called just a while ago. He is
inviting us.
James: Would you mind if we spend Christmas in their home?
Mother: It’s okay. But we have to attend the Christmas party
with our neighbors on December 27.
Pacoy: Can we leave after the Christmas party? We would like
to watch the street dancing.
Mother: Ok, you can take your vacation for three days. Be sure
to be here before New Year’s Eve.
Pacoy: Will you help us tell Father about it?
Mother: Yes, I will tell your father.
James
and Pacoy: Thank you, Mother. We love you!
Mother: I love you too!
Discuss by answering the guidance after the dialogs.
6. Modeling / Teaching Refer to LM, Find Out and Learn
Read the sentences.
Say: Look at the sentences. What do you notice about the sentences?
What do these sentences tell us about? Does the first sentence
state a purpose? What is it? How about the second sentence?
What do you think is its purpose? Look at the third sentence. What
is the purpose of the third sentence?
Give more examples of kinds of sentences that make requests.
Teaching Chart
 There are kinds of sentences that have a specific purpose
such as making requests. They tell us to do something but it is
done politely. We use: can, could, will , would, would you mind
+ ing to make polite requests.
7. Guided Practice
Refer to LM - Try and Learn
Exercise 1
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Underline the words that show polite requests.
1. Would you please join the Christmas Party?
2. There is a good show at the plaza. Do you mind watching it?
3. Could you call some friends to support the Christmas fund raising?
4. Jane, may we ride in your car to the market to buy some presents?
5. May we join the Reader’s Theater for the Christmas show
Exercise 2 (Oral Activity)
Get a partner. Have a short dialog on how to conduct the school
Christmas program. Use polite request.
8. Independent Practice
Refer to LM - Do and Learn
Read the telephone conversation. Circle the words that make requests.
Vic: Good morning, Can I speak to Miss Lopez please?
Ramon: May I know who is calling?
Vic: This is Vic Carpio, a pupil of Salapingao Elementary School.
Ramon: Please hold on . I’ll see if Miss Lopez is not busy...Please
speak on. Miss Lopez is on the line.
Vic: Hello, Miss Lopez. Good morning.
Miss Lopez: Hi, Vic. What can I do for you?
Vic: Ma’am, I would like to make a request.
The Pupil Government Officers in our school are planning
to conduct a Children’s Program on December 18.
Miss Lopez: How can I help you?
Vic: Do you think you could lend us the LCD projector?
Miss Lopez: Oh, certainly. Let me know when you are going to you
use it.
Vic: Could we go to your office tomorrow after our class? We
are going to give our request letter.
Miss Lopez: I’ll be waiting for you in my office.
Vic: Thank you, Miss Lopez.
Miss Lopez: You’re welcome. Bye.
Day 4
Vocabulary Development: Analogy
I. Objective
Build vocabulary through word associations
A. Oral Language
Show pictures of things that are associated with the different celebrations.
Say: Share your experience when you encountered these things.
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1. Presentation / Introduction
Say: What are the things associated with Christmas?
Write the answers on the board.
Christmas tree
belen
carols
baby in a manger
2. Modeling / Teaching
Refer to LM - Find Out and Learn
Say: Read the words associated with Christmas, New Year and
Valentine’s Day. Put the words in their proper columns.
trumpet heart sleigh
cupid reindeer hat
poinsettia fireworks Christmas tree
clothes with polka dots red rose bow and arrow
Christmas Day New Year’s Day Valentine’s Day
sleigh fireworks heart
reindeer clothes with polka dots red rose
poinsettia heart bow and arrow
Christmas tree trumpet cupid
Say: Look at the chart. How do they relate to each other?
Example:
Gift is to Christmas Day as Red rose is to Valentine’s Day
Trumpet is to New Year’s Day as carol is to Christmas Day
Teaching Chart
An analogy – is a comparison of two things that may have similar
or opposite characteristics or features. A relationship may be noted
when one word is a part and the other is a whole.
3. Guided Practice
Refer to LM - Try and Learn
Exercise 1
Choose from the box. Write the word that completes each sentence.
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church New Year heart
Santa Claus Christmas
1. A lantern is to Christmas as fireworks is to __________.
2. A carabao is to a farmer as reindeer is to ____________.
3. Christmas is to Christmas tree as Valentine’s day is to _______.
4. Repentance is to Lenten Season as merry making is to _______.
5. Muslims is to mosque as Christians is to __________.
Exercise 2
Interview your seatmate. Ask the following questions:
1. What celebrations do you observe in your school?
2. What activities do you do during such celebrations?
Possible answers:
Nutrition Month is to Nutri-jingle as Scouting Month is to Encampment.
Linggo ng Wika is to Sayawit as United Nations is to Parade of Flags
4. Independent Practice
Refer to LM - Do and Learn
Choose the word that completes the sentence.
Day 5
Study Skill: Interpret Chart
I. Objective
Interpret charts
A. Oral Language
Say: Share your experience about how you spent your Christmas vacation
last year.
1. Presentation / Introduction
Say: Name the different celebrations in our country.
In what places do we celebrate this events?
2. Modeling / Teaching
Refer to LM - Find Out and Learn
Say: This is a chart. Show a chart. When do we use a chart? What does
it contain?
Look at the chart. Let us study the chart. Interpret it by answering the
questions.
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Name of Festival Place Month of Celebration
Bangus Festival Dagupan City April
Mangunguna Festival Bolinao April
Panagbenga Festival Baguio City February
Ansakket Festival Aguilar July
Basi Festival Naguilian May
Mango-Bamboo Festival San Carlos City April
1. When do we celebrate the Panagbenga Festival? February
2. What festivals are celebrated in the month of April?
Bangus Festival Mangunguna Festival Mango-Bamboo Festival
3. In where do are we celebrate the Basi Festival? Naguilian
Teaching Chart
Achart gives information in the form of a table, graph, or diagram.
It is a tool used to make information easy to understand.
3. Guided Practice
Refer to LM - Try and Learn
Say: Study the chart carefully and answer the following questions.
Country Capital Continent
Philippines Manila Asia
Saudi Arabia Riyadh Asia
Sudan Khartoum Africa
Sweden London Europe
United States Wahington, D.C. North America
__________ 1. What is the capital of United States?
__________ 2. Where is the Philippines located?
__________ 3. Which countries on the chart are located in Asia?
__________ 4. What country is located in Europe?
__________ 5. What is the capital of Sudan?
4. Independent Practice Refer to LM, Do and Learn
Study the given graph. Write the correct answer.
Here is a graph that tells the detailed expenditures of the Herrero family.
Study it and answer the questions that follow.
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1. On which item does the Herrero family spend the most?
A. Rent C. Education
B. Food D. Clothing
2. On which items does the family spend the least?
A. Savings and miscellaneous C. Recreation and light-water
B. Miscellaneous and light-water D. Recreation and savings
3. What percentage is spent on education?
A. 8% C. 25%
B. 15% D. 35%
4. What does the graph show?
A. The debts of Herrero family C. The expenses of Herrero family
B. The savings of Herrero family D. The expenses of Mr. Herrero
5. Which item has 8% expenses?
A. Education C. Clothing
B. Transportation D. Light-Water
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Week 9 - A Special Day
I. Objectives for the Week
A. Expressive Objective
Admire Itoy and his family for understanding Cara’s action
B. Instructional Objectives
Oral Language
Tell / Retell familiar stories and short conversations by using appropriate
expressions in asking permission.
Listening Comprehension
Make predictions about a selection listened to
Vocabulary Development
Classify words
Reading Comprehension
Use appropriate graphic organizers for texts read
Study Strategy
Interpret graphs
Grammar
Use a particular kind of sentence for a specific purpose
- Asking permission
II. Subject Matter
1) Story: “The Carabao Who Refused to Kneel”
2) Making Predictions
3) Word Classifications
4) Graphic Organizers for texts read
5) Graph
6) Kind of Sentence for a specific purpose: Asking Permission
Value Focus: Love and patience to pet animals
References
“The Carabao Who Refused to Kneel” by Lina Diaz de Rivera
“Mangunguna Festival” by Ma. Rita Teresa V. Riñoza
Materials
• Picture cards
• graphs
• graphic organizer: Story Train
A. During Listening
The teacher will first read the story. Stop at indicated points, to ask the
children what they think will happen next in the story.
III. Learning Activities
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Day 1
Listening Comprehension
I. Objective
Tell / Retell familiar stories and short conversations by using appropriate
gestures and expressions in complete sentences.
Make predictions about a selection listened to.
A. Oral Language
Sharing story / news
Say: What festivals have you attended? What did you see during the festival?
B. Pre-Listening
1. Unlocking of Difficulties
Show a picture of a coronet.
Say: When do you usually see a person wearing a coronet?
a (coronet - a wreath or band for the head usually worn by women on
formal occasions).
Say: Look at the picture of a carabao. (Pointing to the hooves. These
are hooves. What other animals have hooves?
a (hooves – the hard covering on the feet of an animal)
Say: Look at the sentence strips and read the sentences.
Cara looked stunning in her gown yesterday because of her
impressive beauty.
a (stunning – strikingly impressive especially in beauty or excellence)
Show a picture of a patio. Say: What do people do in the patio?
a (patio – a flat area of ground that is covered with a hard material
usually behind a house)
Say: With a flick of a finger, the magician turned the handkerchief into
a bird. How was it done? Flick your finger.
a (flick – a light sharp jerky stroke or movement; to move something
with a short, quick movement)
2. Motivation Question
Say: Do you have a pet? What is your pet? Has your pet joined any
contest? How did you prepare your pet for the contest?
3. Motive Question
Say: What is Itoy’s pet? What is the name of his pet? What did he do
to prepare Cara for the contest?
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The Carabao Who Refused to Kneel
by Lina Diaz de Rivera
On the feast of San Isidro Labrador, the patron saint of farmers,
the people also honor the carabao, the farmer’s helper. Itoy had a pet
carabao, Cara. He had taken care of Cara since he was old enough to
lead her to pasture when Tatay asked for his help.
Tomorrow, Cara will make her debut at the Carabao Festival.
Decked with lovely ribbons and garlands, the carabaos are first paraded
through the town and taken to the church patio. There, the carabaos
are blessed by the priest and then brought to the town plaza where
awards are given to the strongest and the best-looking carabaos.
(Have the pupils predict: What do you think is the most thrilling
contest in the Carabao Festival?)
But the most thrilling contest is the carabao race. The finish line
is in front of the church where the statue of San Isidro Labrador stands.
As the carabaos reach at the center, the church bells ring and as if on
signal, the carabaos kneel as a sign or respect to their patron saint.
(Have the pupils predict: What do you think Itoy did to prepare
Cara for the contest?)
Itoy spent many hours teaching Cara how to kneel. He was sure
that even if Cara failed to win any award, she would make the best
kneeling ever seen.
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(Have the pupils predict: How do you think Cara looked during
the beauty contest?)
At dawn on the day of the festival. Itoy’s mother and sister
prepared Cara for the “beauty contest.” Cara wore a coronet of pink
paper flowers with blue centers. Cara’s tail was plaited and threaded
with ribbons of different colors. Her hooves had red polish on them.
She looked so serious that Itoy laughed and laughed.
At the parade, Cara looked stunning! She actually won the Best-
looking Carabao Award! Itoy was very proud of her.
Then it was time for the race. Cara and Itoy, the youngest
“jockey” that year, did not make it to another award but they were not
the last either.
When the race was over, the carabaos gathered at the patio for
the famous kneeling show.
(Have the pupils predict: What did Cara do when they gathered
at the patio after the race?)
When the bells rang, all the carabaos slowly made their salute.
All except Cara. Itoy was dismayed. He tried giving Cara their secret
cue: a slight flick in the left ear. Nothing.
(Have the pupils predict: What do you think Itoy felt when Cara
did not kneel? What did Itoy do?)
Although most of the people did not notice Cara’s not having
knelt, Itoy was very embarrassed. He wondered if Tatay, Nanay, and
the rest would blame him. He jumped from the carabao’s back and
flicking her left ear. Itoy whispered in Cara’s ear, “Cara, now!” But
Cara did not listen.
(Have the pupils predict: Why do you think Cara not kneel in the
patio?)
She was looking at a flower that dangled over her nose. During
the race, her coronet loosened and the flower dropped exactly in front
of her eyes. No whisper, nor ringing bells, no flick meant anything to
her. All that mattered was the pink flower tickling her nose.
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(Have the pupils predict: What did Itoy and his family do to Cara
when she did not kneel?)
Disappointed, Itoy led her out of the patio to join the rest at the
fiesta table where finger food was being served.
Itoy’s family was very nice about Cara’s disapppointing
performance. They fixed the offending coronet and even fed Cara as
lovingly as before.
“Itoy”, said his father. “Take Cara home now. She needs rest.
Besides, there will be guests in time for lunch. I’ll be joining you
shortly.”
Itoy climbed on Cara’s back, took Cara’s reins and headed
home. They had to pass the church again and as they crossed the
patio, the bells started to ring to signal the start of the mass.
(Have the pupils predict: What do you think Cara do when they
passed the church?)
To Itoy’s surprise, Cara stopped, faced the church and Itoy felt
the animal slowly bending her knees. She was making her graceful
salute!
Some children playing in the patio saw her and clapped their
hands. Cara flicked her tail. Itoy jumped from his perch and hugged
his carabao around the neck.
“You did it, Cara! That was perfect!” Itoy said happily. Cara
replied with a low grunt.
Discussion:
1. What is Itoy’s pet?
2. How did Itoy prepare Cara for the festival?
3. What did Cara do when they passed the church?
4. What did Itoy do when Cara refused to kneel?
Day 2
I. Objective
Tell / Retell familiar stories and short conversations by using appropriate gestures
and expressions in complete sentences
Use appropriate graphic organizers for texts read
A. Oral Language Development
Say: Arrange the picture cards based on the story “The Carabao Who
Refused to Kneel”. Read the story
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B. Post Listening
1. Engagement / Enrichment
Divide the class into five groups. Let them do the following activities:
Group 1
Draw the pet of Itoy. Cut out letters and form the name of Itoy’s
pet. Paste it below the drawing.
Group 2
Act out what Itoy taught Cara before the festival.
Group 3
Draw how Cara looks on the day of the festival.
Group 4
Draw how Cara looks after the race.
Group 5
Act out what the family did to Cara even if she did not kneel.
Group 6
Prepare a kind of clap (example: Firecracker clap or Very
Good clap). Make a congratulations placard.
2. Discussion Questions
1. What is the pet of Itoy? What is it’s name?
(Group 1 will present their work)
2. What is the thrilling contest of the Carabao Festival?
What did Itoy do to prepare Cara for the contest?
(Group 2 will act out how Itoy taught Cara)
3. How did Cara look during the beauty contest?
(Group 3 will present their work)
4. What did the carabaos do when they were gathered in the patio?
Did Cara kneel? Why?
(Group 4 will present their work)
5. How did Itoy feel when Cara did not kneel?
If you were Itoy, what will you do if your pet will not follow your
command?
What did the family do to Cara when she did not kneel?
(Group 5 will act out what the family did to Cara)
6. On their way home, what did Cara do when they passed the
church?
What did the children do when they saw Cara kneel?
(Group 6 will present their clap and their congratulation placard)
Say: Let us use the Story Train as a graphic organizer.
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Ask the following questions:
1. What is the setting of the story?
2. Who are the characters in the story?
3. What is the problem in the story? Why did Cara not kneel?
4. What did Itoy do to prepare Cara for the contest? (Event No.1)
5. How did Cara look during the contest? (Event No.2)
6. What did Itoy do to Cara when she did not kneel? (Event No.3)
7. What did Cara do when they passed the church? (Event No.4)
Day 3
Grammar: Use interrogative sentence in asking permission
Drill:
Read the words, sentences and phrases
fruit friend frill frisky
fragrance fragile frizz freedom
frisky kittens our freedom fresh fruit
1. The frisky kittens are playing in the patio.
2. We owe our freedom to the unknown soldiers who fought for our nation.
Read the tongue-twisters by group. Call the pupils individually to recite the
tongue-twisters.
Fruit french-fry Frisky free Frog Friday friend frisbee
A. Oral Language
Refer to LM - Read and Learn
Divide the pupils into five groups. Assign each group based on the characters
of the story. Let the pupils read the short story, “Mangunguna Festival”.
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Mangunguna Festival
by Ma. Rita Teresa V. Riñoza
It was summer vacation when Luke and Mandy went to their
grandparents’ place to attend the Mangunguna Festival in Bolinao,
Pangasinan.
Luke: Lolo, why is your festival called Mangunguna Festival?
Lolo Mar: Luke, Mangunguna Festival is a celebration of aquaculture
bounty, fishermen’s vigor, and the rest of the town’s unity.
Mandy: Lola, what are the events of the festival?
Lola Zita: Mandy, there are water sport events such as the carabao-
swimming race and canoe race along the Balingasay River
and Caquiputan Channel.
Luke: May I join Kuya Karlos in the carabao-swimming race?
Lolo Mar: You may go with your Kuya Karlos but you cannot join the
race.
Mandy: Can you please tell us something about the race, Lolo?
Lolo Mar: Six fishermen will ride in a canoe made from used
aluminum parts of World War II planes.
Lola Zita: These canoes are said to be lighter and faster than those
traditionally made from wood.
Luke: Can Mandy and I ride in the canoe?
Lolo Mar: Yes, you can ride in the canoe tomorrow after the race.
Mandy: Please allow us to go and watch these different contests.
Lola Zita: Children, you may go with your Lolo Mar and watch the
different races.
Luke and
Mandy: Thank you, Lolo and Lola.
Luke and Mandy ate their breakfast, prepared themselves and went with
Lolo Mar. They were so excited and happy.
1. Presentation / Introduction
Refer to LM - Talk About It
Ask the following questions:
1. Where did the story happen?
2. Why is the festival called Mangunguna Festival?
3. What did Mandy ask her Lola?
4. What are the events in the festival?
5. What did Luke ask Lolo Mar when he wanted to join the carabao-
swimming race?
6. Why do you think didn’t Lolo Mar allow Luke to join the race?
7. When can Luke and Mandy ride in the canoe?
8. If you were Luke and Mandy, would you also want to ride in a
canoe? Why?
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2. Modeling / Teaching
Say: Read the sentences.
Refer to LM - Find Out and Learn
May I join Kuya Karlos in the carabao-swimming race?
Can Mandy and I ride in the canoe?
Please allow us to go and watch the different contests.
Say: Look at the sentences. What do you notice about the sentences?
What do these sentences tell us? Does the first sentence state
a purpose, what is it? How about the second sentence, what do
you think is its purpose? Look at the third sentence. What is the
purpose of the third sentence?
Examples:
Do you mind if I join in your group presentation?
Would you mind if I ask you something?
Is it okay if I sit beside you?
Would it be alright if I borrow your costume?
Teaching Chart
 There are sentences that have specific purposes such as
asking permission.
 We usually use the word “please” in these sentences to
show politeness.
 “Please” may be found in different parts of the sentence---at
the start, end, or before the verb.
 We can also use can, could, will, and would with the word
“please” as well as would you mind + v-ing to make polite
requests.
3. Guided Practice
Exercise 1
Circle the words that show asking of permission.
1. Mrs. Santos, can I ask a question?
2. Could you play with us in the playground?
3. Can I borrow this book tonight?
4. May we go out after our seatwork is done?
5. Mr. Torres, may we stay in the school campus until 5 o’clock for
our dance practice?
Exercise 2: (Oral Activity)
Read the situation in the box.
The Grade IV class will participate in the street dancing for the town
fiesta. Costumes are not provided. Practice will be done on Saturdays
and Sundays.
How will you ask permission from your parents for this event? On your
paper, write two sentences about it.
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4. Independent Practice
Refer to LM - Do and Learn
Put a check ( / ) if the sentence asks a question, ( x ) if it does not.
_____ 1. Aunt Mila, can I go with my friends to the plaza to watch the
dance contest?
_____ 2. I will join the street dancing.
_____ 3. Luke, can I join your group presentation in the 100 Ways To
Cook Bangus?
_____ 4. I am invited to sing in the opening program for our town
fiesta. May I come home at 9 o’clock in the evening?
_____ 5. My classmates will rent costumes for their play.
_____ 6. Could we join in the street dancing?
_____ 7. Jane, can you go with us to the plaza?
_____ 8. Can you buy our tickets for the ferris wheel ride?
_____ 9. We can ride on the train.
_____ 10. Will you carry my bag, please?
Day 4
Vocabulary Development: Word Classification
I. Objective
Classify words
A. Oral Language
Show pictures of different festivals in our country.
Say: Choose a festival and tell something about it.
1. Presentation / Introduction
Ask: (Write the answers on the board)
What are the activities during your fiesta?
How do you feel while watching street dancing?
2. Modeling / Teaching
Read to LM - Find Out and Learn
Say: Study the web below and answer the questions that follow.
1.
Panagbenga Festival
Bangus Festival
Moriones FestivalAti-Atihan Festival Festival
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2.
3.
Say: Under what specific heading will you classify Ati-Atihan Festival
and Bangus Festival? joy and merry? street dancing and cooking
contest? Write the word inside the ring.
Add more words associated with the heading.
Say: What can you say about the words in Web A? in Web B? and in
Web C?. Are they arranged in a group? How are they groupe
Say: It is important to classify things to focus on certain ideas and
meanings.
Teaching Chart
 Word Classification – a skill of grouping related words
together. Words can be classified, or grouped together,
according to ways in which they are similar.
 Words can be classified or grouped together according to
kind or use.
For example:
The words walk, run, hop, stretch show action.
3. Guided Practice
Refer to LM - Try and Learn
Exercise 1
Read the words in each group. Write the classification of the words in
each set.
feelings
Activities
during
festival
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1. engineer
doctor
lawyer
_______
2. Jose Rizal Andres
Bonifacio
Apolinario Mabini
______________
3. Ferdinand Marcos
Corazon Aquino
Ramon Magsaysay
______________
4. pupil teacher
principal
________
5. Manny Pacquiao Efren Bata Jr.
Paeng Nepomuceno
___________________
Exercise 2
Underline the word or group of words that best describes the words in
the box.
1. nephew baby teacher
A. children B. people C. relatives
2. magazine book newspaper
A. things to wear B. things to clean C. things to read
3. April December September
A. holidays B. days C. months
4. drum guitar piano
A. noise B. instruments C. music
5. rainy sunny cloudy
A. climate B. weather C. typhoon
4. Independent Practice
Refer to LM - Do and Learn
Find the right classification of the words. Encircle the letter of the
correct answer.
1. cupcakes brownies cookies
A. They are made with meat.
B. They are made with vegetables.
C. They are made with sugar, flour, and milk.
2. milk juice tea
A. You can eat them.
B. You can cook them.
C. You can drink them.
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3. dentist teacher scientist
A. They are mostly men.
B. They are mostly women.
C. They are all professionals.
4. banana santol orange
A. They are all fruits.
B. They are all sweet.
C. They are all vegetables.
5. cream butter cheese
A. They are all sour.
B. They are all dairy.
C. They are all sweet.
6. hammer saw screw driver
A. They are all tools.
B. They are all utensils.
C. They are all instruments.
7. shark dolphin whale
A. They are all fish.
B. They are all birds.
C. They are all farm animals.
8. skirt pants shorts
A. They are all coverings.
B. They are all clothes.
C. They are all pieces of clothing.
9. Independence Day Ramadan Labor Day
A. They are all months.
B. They are all reunions.
C. They are all holidays.
10. shepherd farmer veterinarian
A. They all sail in the ocean.
B. They all live in the desert.
C. They all work with animals.
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Day 5
Study Skill: Interpret Graph
I. Objective
Interpret graph
A. Oral Language
Say: Retell the story “Mangunguna Festival” through a dialogue.
1. Presentation/Introduction
Say: What were the activities during the “Mangunguna Festival” .
I am going to present to you the number of contestants in the
different contests held during the festival.
How was the number of contestants presented?
2. Modeling / Teaching Refer to LM, Find Out and Learn
Say: This is a graph. Show a graph. Where do you usually see a
graph? When do we use a graph? What does it contain?
Say: Look at the graph. Let us study the graph. To read it, do the
following:
1. Read the title of the bar graph. The title tells you the type of
information in the graph.
2. Read the labels on the side and bottom of the bar graph.
These labels give you the information you need to understand
the graph.
3. Choose a bar and read the label below it. Then, go to the top
of that bar and look to the left to see which number matches
the height of the bar.
Let us interpret the graph by answering the questions.
Number of Participants in the Mangunguna Festival
54
56
58
60
62
64
66
68
70
Carabao-swiming
Race
Canoe Race Swimming with
Bamboo Poles
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_____ 1. Which race has the least number of participants?
_____ 2. How many participated in the Carabao-swimming Race?
_____ 3. What is the difference in the number of participants between
Swimming with Bamboo Poles and the Canoe Race?
_____ 4. How many participated in all?
_____ 5. Which race ranks second?
Teaching Chart
 A graph provides visual representation of numerical data.
 A line graph, bar graph, and other types of graphs represent
information in different ways.
 It is important to look at the lines, curves, numbers, figures, labels,
and other marks or legends in a graph to accurately interpret it..
3. Guided Practice Refer to LM, Try and Learn, Exercise 1
Say: Study the graph carefully and answer the questions that follow.
4. Independent Practice
Refer to LM - Try and Learn
Study the given graph. Write the correct answer.
Say: Last actvity.Let us have group work. Look at the graph. Write the
answer on the blank. (Refer to LM - Do and Learn)
Number of Players during the Division Athletic Meet
Swimming X X X X
Basketball X X X X X X
Volleyball X X X X X X
Track and Field X X X X X X X
Badminton X X X
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Legend: X = 20 players
1. Number of badminton players. 60
2. Sports with the same number of players. Basketball and volleyball
3. Sports with the least number of players. badminton
4. Number of swimmers. 80
5. Difference in number of players between Track and Field and
Badminton. 80
0
100
200
300
400
500
600
700
800
900
Ferris Wheel Caterpillar
Ride
Octopus
Ride
Horror Train Bump Car
1. Which ride was least liked by the pupils? _______
2. Did most of the pupils ride the Horror Train? _______
3. How many pupils took the Caterpillar Ride? _______
4. Which rides were enjoyed by the same number of pupil ________
5. How many pupils rode the Bump Car? ________
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ENGLISH GRADE IV
Quarter 3-Post Test
TABLE OF SPECIFICATIONS
Learning
Competencies/
Objectives
Item Placement No. of Items
Note significant details.
(explicit)
1,2,3 3
Note significant details.
(implied)
4 1
Use context clues to find
meaning of unfamiliar
words.
5,6 2
Identify sequence of
events.
7,8 2
Use appropriate word
signals to show the
sequence of events.
9 1
Identify the kind of adverb
used. (manner)
10 1
Distinguish reality from
fantasy.
11,12 2
Point out cause and effect
relationship.
13 1
Identify the meaning of
content specific words.
14 1
Identify different meanings.
(connotations)
15 1
Use correct order of
adjectives.
16 1
Determine the kind of
adverb used. (time)
17 1
Make generalizations. 18 1
Locate information from
glossaries.
19,20,21,
22,23
5
Locate meaning of words
from the dictionary.
24 1
Use a thesaurus to find
synonyms and antonyms of
words.
25 1
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Locate information from an
index.
26,27,28,
29,30,31
6
Identify the kind of
sentence for a specific
purpose. (request)
32 1
Identify the kind of
sentence for a specific
purpose. (asking
permission)
33 1
Determine the degree of
adjective used in context.
34,35 2
Interpret charts. 36,37,38 3
Determine the graphic
presentation that is
appropriate for a specific
purpose.
39 1
TOTAL 40 1
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QUARTER 3
Post Test
I. Directions: Read the short selections carefully then answer the questions
that follow. Write only the letter of your answer.
It was a cold morning by the beach. Totoy and some of his friends were
walking along the shore. Their small feet dug small holes in the sand as they
walked. Totoy noticed something moving in one of the holes. Looking closely,
it was a tiny crab trembling in the cold. “Sorry, little crab. Go, get yourself
warmer deep into your haven,” said Totoy.
_____1. Who went walking along the beach?
A. Totoy and his father
B. Totoy and his friends
C. Totoy and his cousins
_____2. What did Totoy see in one of the holes?
A. a shrimp B. a shell C. a crab
_____3. Which adjective is used to describe the crab?
A. tiny B. huge C. brave
_____4. Why was the crab trembling?
A. because it was disturbed
B. because it was very cold
C. because it was dancing
_____5. Looking closely, Totoy noticed a tiny crab trembling in the cold.
Which word means the same as tiny ?
A. deep B. little C. shore
_____6. Which of the following sentences does not refer to Totoy?
A. He is a small boy.
B. He understands the crab.
C. He is dislikes crabs.
The Wind and the Sun
(Aesop’s Fable)
The wind and the sun argued one day over which one was the stronger.
Spotting a man traveling on the road, they sported a challenge to see which one
could remove the coat from the man’s back the quickest.
The wind began. He blew strong gusts of air, so strong that the man could
barely walk against them. But the man clutched his coat tight against him. Then, the
wind blew harder and longer. The harder the wind blew, the tighter the man held
his coat against him. The wind blew until he was tired, but he could not remove
the coat from the man’s back.
It was now the sun’s turn. He gently sent his beams upon the traveler. The
sun did very little, but quietly shone upon his head and back until the man became
so warm that he took off his coat and headed for the nearest shady tree.
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_____7. Which event happened first?
A. The wind and the sun saw a traveler.
B. The wind and the sun argued which of them was stronger.
C. The wind and the sun challenged each other.
_____8. Which event happened last?
A. The wind and the sun argued which of them was stronger.
B. The wind blew so hard and ended in despair.
C. The traveler took off his coat and looked for a tree.
_____9. Then, the wind blew harder and longer. Which of the
A. Then B. harder C. longer
underlined words is a time connector?
_____10. The sun gently sent his beams upon the traveler. What kind of
adverb is the word “gently”?
A. manner B. time C. place
_____11. Which of the following sentences states a fantasy?
A. The traveler held his coat tighter when the wind was strong.
B. The man took off his coat when he felt very warm.
C. The wind and the sun argued about who was stronger.
_____12. Which of the following statements expresses a reality?
A. The man took off his coat when he felt very warm.
B. The wind and the sun argued who between them was stronger.
C. The sun whispered to the traveler.
_____13. What could be a possible effect of the incident?
A. The wind will agree that the sun is stronger.
B. The wind will boast about his success.
C. The wind will laugh at the sun.
The Rainbow
by Christina Rossetti
Boats sail on the rivers,
And ships sail on the seas;
But clouds that sail across the sky
Are prettier than these.
There are bridges on the rivers,
As pretty as you please;
But the bow that bridges heaven,
And overtops the trees,
And builds a road from earth to sky,
Is prettier far than these.
_____14. The word “pretty” in line 6 means_____.
A. ugly B. beautiful C. strong
_____15. What does the word “bow” in line 7 connote?
A. bridge B. rainbow C. tree
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_____16. Which sentence about the rainbow follows the correct order of
adjectives?
A. The rainbow is like a lovely, bow-shaped bridge.
B. The rainbow is a bow-shaped, lovely bridge.
C. The poem is about the bow-shaped, lovely rainbow.
_____17. In stanza 2, the poet compared the bridges in the river and in the
sky after comparing the boats and the clouds in stanza 1. What
kind of an adverb is the underlined word?
A. place B. manner C. time
_____18. Based on the poem, what word will complete box 2?
A. treetops B. seas C. sail
_____19. What does the given page show?
A. glossary B. thesaurus C. index
_____20. What does a glossary show?
A. list of synonyms and antonyms
B. list of topics arranged alphabetically
C. list of difficult words used in the book and their meanings
_____21. Based on the given page, what does calyx mean?
A. collective term for all the petals of a flower
B. collective term for all the sepals of a flower
C. the angle formed by a leaf with the stem
_____22. How are the words in the glossary page arranged?
A. alphabetically
B. according to their order in the book
C. according to importance
_____23. If the word “ligule” is to appear on this page, where should it be placed?
A. after panicle
B. after lenticels
C. before lenticels
_____24. What other reference material gives the meanings of alphabetically
arranged words together with their correct pronunciation. It has
guide words on top of every page.
A. index B. dictionary C. map
_____25. It is a list of words with their synonyms and antonyms.
A. thesaurus B. dictionary C. index
rainbow - heavenclouds - skyships - _______boats - rivers
axil - the angle formed by a leaf with the stem
axillary - located in an axil
calyx - the collective term for all the sepals of a flower
corolla - the collective term for all the petals of a flower
drupe - a fleshy fruit that contains a single seed
lenticels - raised pores or short lines on the stems of plants
panicle - a loose irregularly branched inflorescence
pedicel - a tiny stalk that supports a single flower
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

320. D
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325
_____26. This is also an alphabetical listing but of topics discussed in the
book. The pages of the topics are also indicated.
A. timeline B. dictionary C. index
_____27. What is shown above?
A. index B. glossary C. dictionary
_____28. What topic is found on page 200?
A. Debate B. Voice C. Hyperbole
_____29. In the list, which topic comes before Public Speaking?
A. Voice B. Idioms C. Debate
_____30. Which of the following topics is not found in the book?
A. Panel Discussion
B. Figures of Speech
C. Writing
_____31. Based on the given page, in what subject in school is this book used?
A. Music B. Science C. English
_____32. Which of the sentences states a request?
A. Can I also help collect similar items?
B. Please help me carry them to school tomorrow.
C. Together, we can collect more rubbish.
_____33. Which one is asking permission?
A. Can I also help collect similar items?
B. Please help me carry them to school tomorrow.
C. Together, we can collect more rubbish.
Communication, 52 Idioms, 160
Debate, 233 Public Speaking, 239
Figures of Speech, 172 Stage Play, 312
Hyperbole, 200 Voice, 404
Lina: At last, just one more box and I’m done packing all
these things. Vicky, please help me carry them to
school tomorrow.
Vicky: What are they for? These seem to be things of
no use?
Lina: These are for my project in Science. They may look
useless; however, we can make some new things out
of these empty bottles, old newspapers and maga-
zines, used plastic bags, worn out clothings and others
in my box. Not only that! Doing this, we also help
clean the environment.
Vicky: I see. Can I also help collect similar items? We have a
lot of broken rubber slippers at home.
Lina: Oh, yes. That’s a good idea. Together, we can
collect more rubbish. Eventually, we can make our
community a cleaner and a better place to live in.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

321. D
EPED
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326
_____34. “We can make our community a better place to live in”.
The adjective “better” is in the ________ degree of comparison.
A. positive B. comparative C. superlative
_____35. Which of the following is in the superlative degree?
A. most B. more C. many
Empty Bottles
worn-outclothes
old
m
agazines
old newspapers
plastic bags
Empty Bottles
worn-out clothes
old magazines
old newspapers
plastic bags
Lina’s Garbage Collection
_____36. The above figure shows the amount of Lina’s garbage collection.
Which stuff shows her biggest collection?
A. old newspapers
B. plastic bags
C. empty bottles
_____37. Which items did she collect in the same amount?
A. old magazines and worn-out clothes
B. old newspapers and old magazines
C. empty bottles and plastic bags
_____38. What can you infer from this chart?
A. Plastic bags are environment-friendly.
B. Empty bottles are easy to collect.
C. Many people nowadays are using bottled drinks.
_____39. In what other form can these data be possibly presented?
A. graph B. map C. timeline
_____40. If you want to go around a bigger place like the city so you can
collect more garbage, which tool will show you the way?
A. timeline B. graph C. map
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

322. i
4
English
Teacher’s Guide
Department of Education
Republic of the Philippines
This book was collaboratively developed and reviewed by educators
from public and private schools, colleges, and/or universities. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.
We value your feedback and recommendations.
Unit 4

323. ii
English – Grade 4
Teacher’s Guide
First Edition 2015
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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
seeking permission to use these materials from their respective copyright owners.
All means have been exhausted in seeking permission to use these materials. The
publisher and authors do not represent nor claim ownership over them.
Only institution and companies which have entered an agreement with
FILCOLS and only within the agreed framework may copy from this Teacher’s Guide.
Those who have not entered the agreement with FILCOLS must, if they wish to copy,
contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:
Felicitas Pado, PhD Ofelia Flojo, PhD
Nemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhD
Authors:
Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. Datuin
Victoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. Importante
Valeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. Ganggangan
Ms. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva
Layout Artists:
Camille Francesca Mondejar Ezekiel Quijano
Cheradee B. Lumitap Matthew Daniel V. Leysa
Printed in the Philippines by Vibal Group, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor, Mabini Building, DepEd Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com

324. iii
To our Dear Teachers,
This teacher’s guide is designed in four quarters with nine-week
lessons every quarter. Other broad competencies were subtasked to suit
the time alloted for the day’s lesson.
In a literature-based curriculum, objectives are classified into
a) expressive which refers to the appreciation of the literary text; and b)
instructional which refers to the development of the skills.
There are several activities for the pupils to develop target skill/s
but this is not an end in itself. Feel free to modify the strategies to address
individual differences of learners.
We also want you to use formative assessment results as basis
for instruction thus, enrichment activities are provided for pupils who got
above 50% of the total score and we encourage you to provide remediation
to pupils whose total scores are below 50%.
Enjoy teaching and make a DIFFERENCE in the pupils’ lives.
The Authors

325. v
Quarter 4: Just For Fun
Table of Specification: Pre Assessment .......................................................... 327
Pre Assessment ............................................................................................. 330
Week 1 ………………………………………………………............................ 223
Week 2 ………………………………………………………............................ 235
Week 3 ………………………………………………………............................ 245
Week 4 ………………………………………………………............................ 255
Week 5 ………………………………………………………............................ 267
Week 6 ………………………………………………………............................ 278
Week 7 ………………………………………………………............................ 287
Week 8 ………………………………………………………............................ 300
Week 9 ………………………………………………………............................ 314
Table of Specification: Post Assessment ........................................................ 452
Post-Assessment ............................................................................................ 454

326. vi
ENGLISHGRADE4
FIRSTQUARTER
GradeLevelStandards
Thelearnerlistenscriticallytonewsreportsandotherradiobroadcastsandexpressesideasaccuratelyinoralandinwritten
forms;demonstratesconfidenceintheuseofthelanguagetomeeteveryday’sneeds;andreadsindependentlyandgetsrelevant
informationfromvarioustexttypes.
Domain
ContentStandardPerformanceStandard
Thelearner…Thelearner…
OralLanguage
demonstratesunderstandingofverbalcuesforclearexpressionofideasactivelycreatesandparticipatesinoraltheme-basedactivities
demonstratesunderstandingofverbalandnon-verbalcuesforeffective
oralpresentation
efficientlydeliversoralpresentations
demonstratesunderstandingofinformationderivedfrommulti-media
sourcesforclearandcreativepresentation
creativelypresentsinformationusingbroadcastmedia
Fluency
demonstratesunderstandingthatEnglishisstress-timedlanguageto
achieveaccuracyandautomaticity
readsaloudtextwithaccuracyandautomaticity
Listening
Comprehension
demonstratesunderstandingoftheelementsofinformationaltextfor
comprehension
recallsdetails,sequenceofeventsandsharesideasontextslistenedto
demonstratesunderstandingoftexttypestoconstructfeedbackidentifiesstoryperspectiveandtextelements
Vocabulary
demonstratesunderstandingthatwordmeaningcanbederivedfrom
differentsources
usesdifferentresourcestofindwordmeaning
demonstratesunderstandingthatwordsarecomposedofdifferentparts
andtheirmeaningchangesdependingoncontext
usesstrategiestodecodethemeaningofwords
demonstratesunderstandingthatwordmeaningchangesbasedoncontextusesstrategiestodecodethemeaningofwordsincontext
Reading
Comprehension
demonstrateunderstandingofvariouslinguisticsnodestocomprehend
varioustexts
Uselinguisticcuestoappropriatelyconstructmeaningfromavarietyof
textsforavarietyofpurposes
Demonstrateunderstandingoftextelementstocomprehendvarioustexts
Useknowledgeoftexttypestocorrectlydistinguishliteraryfrom
informationaltexts
Demonstrateunderstandingofwritingstylestocomprehendtheauthor’s
message
Usediction(choiceofwords)toaccuratelyanalyzeauthor’stone,mood,
andpointofview
Demonstrateunderstandingthatreadinginawiderangeoftextsprovides
pleasureandavenueforself-expressionandpersonaldevelopment
Useliteralinformationfromtextstoaptlyinferandpredictoutcomes
Writingand
Composition
demonstratesunderstandingofwritingasaprocessusesavarietystrategiestowriteinformationalandliterarycompositions
demonstratesunderstandingoftheimportanceofusingvariedsourcesof
informationtosupportwriting
usesvariedsourcesofinformationtosupportwriting

327. vii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page2of14
Domain
ContentStandardPerformanceStandard
Thelearner…Thelearner…
Grammar
demonstratescommandoftheconventionsofstandardEnglishgrammar
andusagewhenwritingorspeaking
speaksandwritesusinggoodcommandoftheconventionsofstandard
English
demonstratesunderstandingofEnglishgrammarandusageinspeakingor
writing
usestheclassesofwordsaptlyinvariousoralandwrittendiscourse
demonstratesunderstandingofEnglishgrammarandusageinspeakingor
writing
usestheclassesofwordsaptlyinvariousoralandwrittendiscourse
Attitude
demonstratesunderstandingofnon-verbalcuestocommunicatewith
others
appliesknowledgeofnon-verbalskillstoshowrespectwhen
communicatingwithothers
demonstratesunderstandingofverbalandnon-verbalelementsof
communicationtorespondback
usesparalanguageandnon-verbalcuestorespondappropriately
Study
Strategies/
Research
demonstratesunderstandingoflibraryskillstoresearchonavarietyof
topics
useslibraryskillstogatherappropriateandrelevantinformation
Viewingdemonstratesunderstandingofthestrategiesincomprehendingvisualtext
viewsvariousformsofmediainordertogatherandshareinformation,
persuadeothersandunderstandandexpressideas
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-Ia-1
Notedetailsina
selectionlistened
to.
EN4OL-Ia-d-
1
Speakclearly
using
appropriate
pronunciation
andintonation.
EN4V-Ia-d-1
Usecontextclues
tofindmeaning
ofunfamiliar
words.
EN4RC-Ia-b-1
Analyzea
narrativeinterms
ofitscharacters.
EN4F-Ia-1
Phonological
Readwords,
phrases,
poemsor
storieswith
longvowela
sound
EN4SS-Ia-1
Locate
information
usingprintand
non-print
resources
EN4G-Ia-
b-1
Useplural
formof
regular
nouns
EN4WC-Ia-b-
1
Write2-3
sentencesabout
thecharacters
inaliterarytext
listenedtoor
read.
EN4A-Ia-1
Show
willingness
and
enthusiasm
inreadingor
listeningto
literarytext
2
EN4LC-Ib-2
Notedetailsina
selectionlistened
to,toidentify
setting
EN4V-Ia-d-2
Usecontextclues
(synoynms)to
findmeaningof
unfamiliarwords.
EN4RC-Ia-b-2
Analyzea
narrativeinterms
ofitssetting.
EN4F-Ib-2
Readwords,
phrases,
poemsor
storieswith
longvowele
EN4SS-Ib-2
Locate
information
usingprintand
non-print
resources

328. viii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page3of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
sound
3
EN4LC-Ic-3
Notedetailsina
selectionlistened
to
EN4V-Ia-d-2
Usecontextclues
(synonyms)to
findmeanindof
unfamiliarwords.
EN4RC-Ic-2
Statesimilarities
anddifferences
ininformation/
literarytextread
EN4F-Ic-3
Readwords,
phrases,
poemsor
storieswith
longvoweli
sound
EN4SS-Ic-3
Locate
information
usingprintand
non-print
resources
(usingmap)
EN4G-Ic-2
Useplural
formof
irregular
nouns
EN4WC-Ic-2
Writetwoor
threesentences
aboutthe
characters,
setting,or
eventsina
storylistenedto
orread
4
EN4LC-Id-4
Sequenceevents
inastorylistened
to
EN4OL-Ia-d-
2Speakclearly
using
appropriate
pronunciation
andintonation
(poems,
chants,
rhymes,
riddles)
EN4V-Ia-d-2
Usecontextclues
(antonym)to
determinethe
meaningof
unfamiliarwords
EN4RC-Id-e-3
Sequenceevents
inastoryor
narrative
EN4F-Id-4
Readwords,
phrases,
poemsor
storieswith
longvowelo
sound
EN4SS-Id-4
Arrangewords
inalphabetical
orderwiththe
samefirstletter
butadifferent
secondletter
EN4G-Id-3
Useclear
and
coherent
sentences
using
appropriate
grammatical
structures:
Kindsof
Nouns-
MassNouns
andCount
Nouns
EN4WC-Id-3
Write2-3step
directionsusing
signalwords
EN4A-IIb-
2
Listen
attentively
andreact
positively
duringstory
reading.
5
EN4LC-Ie-5
Sequenceevents
inastorylistened
to
EN4OL-Ie-2
Giveoral
directions
EN4V-Ie-f-2
Usecontextclues
(definition)to
determinethe
meaningof
unfamiliarwords.
EN4F-Ie-5
Readwords,
phrases,
poemsor
storieswith
longvowelu
sound
EN4SS-Ie-i-5
Usegraphic
organizersto
show
understanding
oftexts(story
sequence
organizers)
EN4G-Ie-4
Useclear
and
coherent
sentences
using
appropriate
grammatical
structures
(quantifiers
ofmass
nouns)
EN4WC-Ie-f-4
Writedifferent
formsofsimple
composition
(thankyou
card,note,
poster,
slogan)asa
responseto
stories/poems
readorlistened
to
-notes/letters6EN4LC-If-1EN4OL-If-3EN4RC-If-4EN4F-If-6EN4SS-Ie-i-5EN4G-If-5

329. ix
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page4of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
Inferabout
feelings,traitsof
charactersfrom
selections
listenedto
Expressone’s
ideas,feelings
clearly
Inferabout
feelings,traitsof
charactersina
selectionread
Readwords,
phrases,
poemsor
storieswith
compound
words
Usegraphic
organizersto
show
understanding
oftexts(story
sequence
organizers)
Compose
clearand
coherent
sentences
using
appropriate
grammatical
structures:
Kindsof
Nouns
(Possessive
Nouns)
-Descriptive
paragraph
-Another
endingtoa
story
7
EN4LC-Ig-1
Inferabout
feelings,traitsof
charactersin
selections
listenedto
EN4OL-Ig-4
Expressone’s
ideas,feelings
clearly
EN4V-Ig-3
Usecontextclues
tofindmeaning
ofunfamiliar
words(definition)
EN4RC-Ig-5
Makeinferences
anddraw
conclusions
basedona
literaryor
expositorytext
EN4F-Ig-7
Readwords,
phrases,
poems,and
storieswith
accuracy
EN4F-Ig-8
Readaloud
gradelevel
textswith
accuracyand
proper
expression
EN4G-Ig-6
Identifyand
useconcrete
nounsand
abstract
nouns
EN4WC-Ig-h-
5
Writeafriendly
letterasa
responseto
stories/poems
readorlistened
to
EN4A-IIa-
1
Demonstrate
respectfor
theideas,
feelingsand
cultureof
theauthor
ofthetext
listenedto.
8
EN4LC-Ih-1
Inferabout
feelings,traitsof
charactersin
selections
listenedto
EN4OL-Ih-5
Expressone’s
ideasand
feelingsclearly
EN4V-Ih-4
Usecontextclues
tofindmeaning
ofunfamiliar
words
(exemplification)
EN4F-Ih-i-8
Readwords,
phrases,
poems,and
storieswith
diphthongs
accurately
EN4G-Ih-7
Use
collective
nouns
EN4WC-Ig-h-
6
Writeformsof
simple
compositionas
aresponseto
stories/poems
readorlistened
to-notes/
letters-
descriptive

330. x
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page5of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
paragraph
9
EN4LC-Ii-1
Inferfeelings,
traitsof
charactersin
selections
listenedto
EN4OL-Ii-6
Expressone’s
ideas,feelings
clearly
EN4V-Ii-5
Usecontextclues
tofindmeaning
ofunfamiliar
words
(exemplification)
EN4RC-Ih-4
Inferthetheme
ofliterarytext
EN4F-Ih-i-9
Readwith
accuracy
words,
phrases,
poems,and
storieswith
silentletters.
Readaloud
gradelevel
texts
EN4G-Ii-8
Usesimple
present
tenseof
verbsin
sentences
EN4WC-Ii-6
Writea
responsetoa
story/poem
readorlistened
to-notes/
letters
SECONDQUARTER
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-IIa-1
Identifymain
ideaand
supportingdetails
fromatext
listenedto.
EN4OL-IIa-
1
Restateor
retell
information
fromatext
listenedto.
EN4V-IIa-1
Identify
meaningsof
unfamiliar
wordsthrough
structural
analysis
(compound
wordsand
their
components:
oneword
compound
(backyard),
twoword
EN4RC-IIa-1
Identifythe
importantstory
elementssuchas
setting,character
andplot.
EN4F-IIa-1
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
EN4SS-IIa-1
Arrange8-10
wordswith
different
beginning
lettersin
alphabetical
order.
EN4G-IIa-b-
1
Identifyand
usepersonal
pronounsin
sentences.
EN4WC-IIa-
1
Write
sentences
following
correct
mechanicsof
capitalization
and
punctuation.
EN4A-IIa-1
Demonstrate
respectforthe
ideas,feelings
andcultureof
theauthorof
thetext
listenedto.

331. xi
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page6of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
compound
(security
guard),
hyphenated
compound
word(sister-
in-law).
2
EN4LC-IIb-2
Recall
informationfrom
conversations.
EN4LC-Iib-3
Notedetailsfrom
news
reports/selections
listenedto.
EN4OL-IIb-
2
Usecourteous
expressions
EN4V-IIb-2
Identify
meaningsof
unfamiliar
wordsthrough
structural
analysis
(wordswith
affixes).
EN4RC-IIb-2
Identify
meaningsof
unfamiliarwords
through
structural
analysis(words
withaffixes).
EN4F-IIb-2
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
EN4SS-IIb-2
Classify
relatedwords,
ideas,and
concepts
accordingto
certain
characteristics
and
similarities.
EN4G-Ii-9
Usethe
pronounthat
agreesin
gender,
numberwith
the
antecedent.
EN4WC-IIb-
2
Writeashort
storywiththe
elements.
3
EN4LC-IIc-3
Notedetailsby
asking/answering
questionsabout
astory/poem
listenedto
EN4OL-IIc-3
Listenand
answer
questions
aboutastory
read/listened
to.
EN4RC-IIc-3
-Notingdetails
-Inferwords,
feelingsof
characters
EN4RC-IIb-3
Inferthemoods
orfeelingsofthe
characterbased
onwhathe/she
saysordo.
EN4F-IIc-3
Readwith
automaticity
gradelevel
frequently
occurring
contentarea
words.
Readwords
thatendwith
–scorrectly.
EN4G-IIc-3
Identifyand
usesformof
verbs.
EN4WC-IIc-
3
Writea
friendlyletter
usingcorrect
format.
EN4A-IIb-2
Listen
attentively
andreact
positively
duringstory
reading.
4
EN4LC-IId-4
Followasetof
three-to-fivestep
directions.
EN4OL-IId-
4
Givethree-to-
fivestep
directions.
EN4V-IId-3
Usecontext
cluestoact
themeaningof
difficultwords.
EN4RC-IId-4
Makeatwo-point
sentenceoutline.
EN4F-IId-4
Reciteapoem
with
expression
EN4G-IId-4
Usethe
presentform
ofverbsthat
agreewiththe
subject
EN4WC-IId-
4
Writeatwo-
pointsentence
outline
EN4A-IIc-3
Expresslove
forstoriesand
othertexts.
5
EN4LC-IIe-5
Interpretastory
through
EN4OL-IIe-
5
Relatestory
EN4V-IIe-4
Useprefixes
androotwords
EN4RC-IIe-5
Givepossible
endingstostories
EN4F-IIe-5
Readwith
automaticity
EN4SS-IIc-3
Follow
instructions
EN4G-IIe-5
Use
possessive
EN4WC-IIe-
5
Outlinea
EN4A-IId-4
Takepartin
creative

332. xii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page7of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
dramatization
songsorart
activities.
eventsto
one’s
experience.
ascluestoget
meaningof
words.
gradelevel
contentarea
words.
carefullyona
text.
pronounsthat
agreein
genderwith
antecedents.
paragraph
withexplicitly
givenmain
idea.
responsesin
preparing
logs,journal,
andotheroral
presentation.
6
EN4LC-IIf-6
Infertraitsof
charactersbased
onwhattheydo
orsayinastory
listenedto.
EN4OL-IIf-6
Reacttowhat
thecharacters
saidinthe
storylistened
to.
EN4V-IIf-5
Usesuffixes
androotwords
ascluestoget
meaningof
words.
EN4RC-IIf-6
Predictoutcomes
ofeventsinthe
story
EN4F-IIf-6
Readusing
correct
intonationand
expression.
EN4SS-IId-4
Filloutforms
givingthe
appropriate
instructions.
EN4G-IIf-6
Usecorrect
time
expressionsto
tellanaction
inthepresent.
EN4WC-IIf-6
Writea
paragraph
basedona
two-point
outline.
EN4A-IIe-5
Takepartin
creative
responsesin
preparing
logs,journal,
andotheroral
presentation.
7
EN4LC-IIg-7
Giveapossible
endingtoastory
heard.
EN4OL-IIg-
7
Retellbest-
likedpartofa
storyheard.
EN4V-IIg-6
Identifyand
usesimileand
metaphorin
thepoem
read.
EN4RC-IIg-h-7
Inferthefeelings
andtraitsofthe
charactersinthe
story.
EN4F-IIg-7
Readwords
with
consonant
blends/tr/,
and,/cr/
EN4SS-IIe-5
Get
information
fromthenews
pageofa
schoolpaper.
EN4G-IIg-7
Usethepast
formof
regularverbs.
EN4WC-IIg-
7
Writea
paragraph
aboutone’s
personal
experience.
EN4A-IIf-6
Browseand
readnews
pagefor
informationof
aschool
paper.
8
EN4LC-IIh-i-8
Sequenceevents
inastorylistened
to.
EN4V-IIh-7
Identifyand
usesimileand
metaphorina
storyread.
EN4F-IIh-8
Readwords
with
consonant
blends/br/,
and/gr/
EN4SS-IIf-6
Usedictionary
ingettingthe
meaningof
words.
EN4G-IIh-i-
8
Usethepast
formof
irregular
verbs.
EN4WC-IIh-
8
Compose
sloganfroma
givenstimuli.
EN4A-IIg-7
Requestfor
morestories
toberead.
9
EN4OL-IIi-8
Connect
eventsina
storyheardto
apersonal
experience
EN4V-IIi-8
Identifyand
use
personification.
EN4RC-Iii-8
Noteimportant
detailsinan
informational
text.
EN4F-IIi-9
Readwords
with
consonant
blends/pr/,
and/gr/
EN4SS-IIg-7
Get
information
fromthenews
page.
EN4G-IIh-i-
9
Usethepast
formof
regularand
irregular
verbs.
EN4WC-IIi-9
Writeanews
reportusing
thefacts
given.
EN4A-IIh-8
Listen
attentively
andreact
positively
duringstory
reading.

333. xiii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page8of14
THIRDQUARTER
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
1
EN4LC-IIIa-1
Distinguishreality
fromfantasy.
EN4OL-IIIa-
1
Use
appropriate
expressionto
talkabout
famous
events.
EN4V-IIIa-1
Usecontext
clues
(synonymand
antonym)to
findmeaning
ofunfamiliar
words.
EN4RC-IIIa-1
Notesignificant
details.
EN4F-IIIa-1
Readapoem
aloudwith
proper
expression.
EN4SS-IIIa-
1
Usea
thesaurusto
findsynonyms
andantonyms
ofwords.
EN4G-IIIa-1
Identifyand
useadjectives
insentences
EN4WC-IIIa-
1Write
sentences
describing
persons,
places,things
andanimals
EN4A-IIIa-1
Showlovefor
readingby
listening
attentively
duringstory
readingand
making
commentsor
reactions.
2
EN4LC-IIIb-2
Notedetailsfrom
astorylistened
to.
EN4V-IIIb-2
Identify
multiple
meaningof
words.
EN4RC-IIIb-2
Notesignificant
details.
EN4F-IIIb-2
Readaloud
gradelevel
texts
accurately.
EN4SS-IIIb-
2
Interpreta
map.
EN4G-IIIb-2
Identifyand
usewords
thatshow
degreesof
comparisonof
objectivesin
sentences
EN4WC-IIIa-
2Rewrite
pairsof
sentences
using
connectors
EN4A-IIIb-2
Showinterest
inreadinga
travelogue.
3
EN4LC-IIIc-3
Pointoutdetails
froma
biographical
account.
EN4OL-IIIb-
2
Use
appropriate
expressionto
talkabout
famous
places.
EN4V-IIIc-3
Getthe
meaningof
unfamiliar
wordsthrough
restatements.
EN4RC-IIIc-3
Identify
sequenceof
events.
EN4F-IIIc-3
Readaloud
gradelevel
texts
accurately.
EN4SS-IIIc-
3
Useatimeline
toshoworder
ofevents.
EN4G-IIIc-3
Use
appropriate
wordsignals
toshowthe
sequenceof
eventsin
ssentences
EN4WC-IIIc-
3
Writesimple
sentences
using
sequence
signals.
EN4A-IIIc-3
Showinterest
inreadinga
biography.
4
EN4LC-IIId-4
Useindirect
speechtoclarify
thespeaker’s
ideas.
EN4V-IIId-4
Identify
different
meaningof
content
specificwords.
EN4RC-IIId-4
Identifycause
andeffect
relationship
EN4F-IIId-4
Readgrade
leveltexts
with
appropriate
speed,
accuracyand
expression
EN4SS-IIId-
4
Locate
meaningof
wordsfrom
thedictionary.
EN4G-IIId-4
Identifyand
usethe
correctorder
ofadjectives
inaseriesin
sentences
EN4WC-
IIId-4
Write/
composeclear
andcoherent
sentences
usingthe
correctorder
ofadjectives.
EN4A-IIId-4
Browseand
readbooksfor
various
purposessuch
aslearningor
forpleasure.

334. xiv
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page9of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
5
EN4LC-IIIe-5
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIc-
3
Use
appropriate
expressionto
talkabout
famous
people.
EN4V-IIIe-5
Identify
different
meaningof
content
specificwords.
EN4RC-IIIe-5
Identifyvarious
texttypes
accordingto
structure.
EN4F-IIIe-5
Readgrade
leveltexts
with
appropriate
speed.
EN4SS-IIIe-
5
Locate
information
from
glossaries
EN4G-IIIe-5
Identifyand
useadverbs
ofplacein
sentences.
EN4WC-IIIe-
5
Write/
composeclear
andcoherent
sentences
usingadverbs
ofplace.
EN4A-IIIe-5
Browseand
readbooks
forvarious
purposessuch
aslearningor
forpleasure.
6
EN4LC-IIIf-6
Giveone’s
reactiontoan
eventorissue.
EN4V-IIIf-6
Identify
different
meaningsof
content
specificwords.
EN4RC-IIIf-6
Makecomparison
andcontrast.
EN4F-IIIf-6
Readgrade
leveltexts
with
appropriate
speed.
EN4SS-IIIf-
6
Locate
information
fromindices.
EN4G-IIIf-6
Use
appropriate
adverbsof
timein
setences
EN4WC-IIIf-
6
Write/
composeclear
andcoherent
sentences
usingadverbs
oftime.
EN4A-IIIf-6
Browseand
readbooksfor
various
purposessuch
aslearningor
forpleasure.
7
EN4LC-IIIg-7
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIg-
4
Tell/retell
familiarstories
byusing
appropriate
gesturesand
expressionsin
complete
sentence.
EN4V-IIIg-7
Identify
different
meaningsof
content
specificwords
-denotation
-connotation
EN4RC-IIIg-7
Make
generalizations.
EN4F-IIIg-7
Readcorrectly
gradelevel
textswith
intonationand
expression.
EN4SS-IIIg-
7
Locate
information
fromindices.
EN4G-IIIg-7
Useadverbs
ofmannerin
sentences
EN4WC-
IIIg-7
Write/
composeclear
andcoherent
sentences
usingadverbs
ofmanner.
8
EN4LC-IIIh-8
Giveone’s
reactiontoan
eventorissue.
EN4OL-IIIh-
5
Tell/retell
familiarstories
byusing
appropriate
gesturesand
expressionsin
complete
sentence.
EN4V-IIIh-8
Useword
associations
(analogy)
EN4RC-IIIh-8
Useappropriate
graphic
organizersto
showthe
sequenceof
eventsinatext
read
(Story)
EN4F-IIIh-8
Readcorrectly
gradelevel
textswith
intonation,
expression.
EN4SS-IIIh-
8
Interpret
charts.
EN4G-IIIh-8
Usea
particularkind
ofsentence
foraspecific
purpose
-making
requests
EN4WC-
IIIh-8
Writeaone-
paragraph
essayona
particular
topic.
EN4A-IIIh-7
Browseand
readbooksfor
various
purposessuch
asforlearning
orfor
pleasure.
9EN4LC-IIIi-9EN4OL-IIIi-EN4V-IIIi-9EN4F-IIIi-9EN4SS-IIIi-EN4G-IIIi-9EN4WC-IIIi-EN4A-IIIi-8

335. xv
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page10of14
Week
LC
Listening
Comprehension
OL
Oral
Language
V
Vocabulary
Development
RC
Reading
Comprehension
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Composition
A
Attitude
Giveone’s
reactiontoan
eventorissue.
6
Relateone’s
own
experiences
andideas
relatedtothe
topicusinga
varietyof
wordswith
proper
phrasing.
Useword
classifications
Readgrade
leveltexts
correctlywith
intonationand
expression.
9
Interpret
graphs.
Usea
particularkind
ofsentence
foraspecific
purpose
-asking
permission
9
Writeaone-
paragraph
essayona
particulartopic
Browseand
readbooksfor
various
purposessuch
asforlearning
orfor
pleasure.
FOURTHQUARTER
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
1
EN4LC-IVa-1
Distinguishfact
fromopinion
EN4OL-
IVa-1
Stateafact
and
opinion
EN4V-IVa-1
Use
knowledgeof
contextclues
tofindthe
meaningof
unfamiliar
words
-synonyms
EN4RC-IVa-1
Distinguishfact
fromopinion
EN4F-IVa-1
Readaloud
gradefour
leveltexts
withaccuracy
rateof95to
100%
EN4SS-IVa-
1
Takenoteof
relevant
information
fromagiven
text
EN4G-IVa-
1
Identify
prepositions
insentences
EN4WC-
IVa-1
Write
sentences
expressing
factand
opinion
EN4VC-IVa-
1
Identify
visual
elements
usedina
print/non
print
materials
EN4A-IVa-
1
Express
interestin
different
textsby
reading
available
print
materials
2
EN4LC-IVb-2
Tellwhetheran
actionorevent
isrealityor
fantasy
EN4OL-
IVb-2
Express
whetheran
actionor
eventis
realityor
fantasy
EN4V-IVb-2
Use
knowledgeof
contextclues
tofindthe
meaningof
unfamiliar
words
EN4RC-IVb-2
Interpret
directionin
authentictexts
i.e.,
medical
prescriptions
EN4F-IVb-2
Readaloud
gradefour
leveltexts
withaccuracy
rateof95to
100%
EN4G-IVb-
2
Use
prepositions
nn
sentences
-toandfrom
EN4WC-
IVb-2
Write3-4
sentencesin
giving
directions
EN4VC-IVb-
2
Identifythe
visual
elements
usedina
print/non
print
EN4A-IVb-
2
Expess
interestin
textby
reading
available
print

336. xvi
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page11of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
-antonymsmaterialsmaterials
3
EN4LC-IVc-3
Evaluatethe
likelihoodthat
story/event
couldreally
happen
EN4OL-
IVc-3
Stateifa
storycould
really
happen
EN4V-IVc-3
Identifythe
meaningof
wordswith
multiple
meaning
EN4RC-IVc-3
Distiguishreality
fromfantasyin
storiesread
EN4F-IVc-3
Readaloud
gradefour
leveltexts
with
accuracyrate
of95to
100%
EN4SS-IVc-
2
Usea
glossaryget
meaningof
words
EN4G-IVc-
3
Use
prepositions
insentences
-amongand
between
EN4WC-
IVc-3
Write3-4
sentences
using
amongand
between
EN4VC-IVc-
3
Make
connection
between
information
viewedand
personal
experiences
EN4A-IVc-
3
Express
interestin
textby
reading
available
print
materials
4
EN4LC-IVd-4
Giveconclusion
torealistic
fictionlistened
to
EN4OL-
IVd-4
State
conclusion
torealistic
fiction
EN4V-IVd-4
Identify
meaningof
wordswith
prefixes
Un,in,im,dis,
misandre
EN4RC-IVd-4
Giveconclusion
tohumorousor
cumulative
poemread
EN4F-IVd-4
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVd-
3
Usetheindex
tolocate
information
EN4G-IVd-
4
Use
prepositions
in,on,
underand
abovein
sentences
EN4WC-
IVd-4
Write3-4
sentences
showing
conclusion
ofagiven
topicor
situation
EN4VC-IVd-
4
Make
connection
between
information
viewedand
personal
experiences
EN4A-IVd-
4
Express
interestin
textby
reading
available
print
materials
5
EN4LC-IVe-5
Giveconclusion
tohumorousor
cumulative
poemlistenedto
EN4OL-
IVe-5
State
conclusion
to
humorous
or
cumulative
poem
heard
EN4V-IVe-5
Identify
meaningof
wordwith
suffixesful
andless
EN4RC-IVe-5
Giveconclusion
tohumorousor
cumulative
poemread
EN4F-IVe-5
Readgrade
leveltexts
with118
words
correctlyper
minute
Readalouda
cumulative
poem
EN4SS-IVe-
4
Usealmanac
toget
information
EN4G-IVe-
5
Use
prepositional
phrasesin
sentences
EN4WC-
IVe-5
Write3-4
sentences
showing
conclusion
EN4VC-IVe-
5
Explainhow
specific
aspectsofa
text
illustrations
contributeto
whtia
conveyedby
thewordsin
atext
EN4A-IVe-
5
Express
interestin
textby
reading
available
print
materials
6
EN4LC-IVf-6
Distinguishfact
fromopinionin
anarrative
EN4OL-
IVf-6
Statefacts
oropinion
ina
narrative
EN4V-IVf-6
Identify
meaningof
wordswith
suffixeser
andor
EN4RC-IVf-6
Distinguishfact
fromopinion
fromanarrative
EN4F-IVf-6
Readgrade
leveltexts
with118
words
correctlyper
EN4SS-IVf-
5
Interpretbar
andline
graph
EN4G-IVf-
6
Usesimple
sentence
-simple
subjectand
EN4WC-
IVf-6
Write3-4
sentences
expressing
opinion
EN4VC-IVf-
6
Explainhow
specific
aspectsofa
text
EN4A-IVf-
6
Express
interestin
textby
reading

337. xvii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page12of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
minutepredicateillustarions
contributeto
whatis
conveyedby
thewordsin
atext
available
print
materials
7
EN4LC-IVg-7
Distinguishfact
fromopinionin
aninformational
text
EN4OL-
IVg-7
Express
factor
opinionin
an
information
altext
EN4V-IVg-7
Identify
meaningof
wordswith
prefixesde
anddis
EN4RC-IVg-7
Distinguish
betweenfactor
opinioninan
informational
text
EN4F-IVg-7
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVg-
6
Usethe
encyclopedia
toget
information
EN4G-IVg-
7
Usesimple
sentences
with
compound
subjectand
simple
predicatein
givingfact
andopinion
EN4WC-
IVg-7
Write5-6
sentence
paragraph
abouta
giventopic
EN4VC-IVg-
7
Explainhow
specific
aspectsofa
text
illustarions
contributeto
whatis
conveyedby
thewordsin
atext
EN4A-IVg-
7
Express
interestin
textby
reading
available
print
materials
8
EN4LC-IVh-8
Distinguishfact
fromopinionin
anarrativetext
EN4OL-
IVh-8
Express
factor
opinionina
narrative
text
EN4V-IVh-8
Identify
meaningof
wordswith
suffixesly
andy
EN4RC-IVh-8
Distinguish
betweenfactor
opinionina
narrativetext
EN4F-IVh-8
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVh-
7
Use
strategiesin
takin`gtest
EN4G-IVh-
8
Usesimple
sentences
withsimple
subjectand
compound
predicatein
giving
suggesting
solutionsto
problems
EN4WC-
IVh-8
Write5-6
sentence
paragraph
aboutgiven
topicoridea
EN4VC-IVh-
8
Explainhow
specific
aspectsofa
text
illustarions
contributeto
whatis
conveyedby
thewordsin
atext
EN4A-IVh-
8
Express
interestin
textby
reading
available
print
materials
9
EN4LC-IVi-9
Distinguish
betweenfactor
opinionina
informational
text
EN4OL-
IVi-9
Express
factor
opinionin
an
information
EN4V-IVi-9
Identify
meaningof
wordswith
suffixesable
andible
EN4RC-IVi-9
Distinguish
betweenfactor
opinionina
informational
text
EN4F-IVi-9
Readgrade
leveltexts
with118
words
correctlyper
minute
EN4SS-IVi-
8
Followsteps
inaprocess
EN4G-IVi-
9
Use
compound
sentencesin
comparing
contrasting
EN4WC-
IVi-9
Write5-6
sentence
paragraph
aboutgiven
topicoridea
EN4VC-IVi-
9
Explainhow
specific
aspectsofa
text
illustarions
EN4A-IVi-9
Express
interestin
textby
reading
available
print

338. xviii
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page13of14
Week
LC
Listening
Comprehensio
n
OL
Oral
Language
V
Vocabulary
Developme
nt
RC
Reading
Comprehensio
n
F
Oral
Reading
Fluency
SS
Study
Strategy
G
Grammar
WC
Writing
Compositio
n
VC
Viewing
A
Attitude
altextpersons/ani
mals/places/
object/event
s/ideas
contributeto
whatis
conveyedby
thewordsin
atext
materials

339. xix
Kto12BASICEDUCATIONCURRICULUM
Kto12EnglishCurriculumGuideDecember2013Page14of14
CODEBOOKLEGEND
Sample:EN4G-If-2.5
LEGENDSAMPLE
FirstEntry
LearningAreaand
Strand/Subjector
Specialization
English
EN4
GradeLevelGrade4
UppercaseLetter/s
Domain/Content/
Component/Topic
GrammarG
-
RomanNumeral
*Zeroifnospecificquarter
QuarterFirstQuarterI
LowercaseLetter/s
*Putahyphen(-)inbetween
letterstoindicatemorethana
specificweek
WeekWeeksixf
-
ArabicNumberCompetency
Composeclearand
coherentsentencesusing
appropriategrammatical
structures
2.5
DOMAIN/COMPONENTCODE
AlphabetKnowledgeAK
BookandPrintKnowledgeBPK
FluencyF
GrammarG
ListeningComprehensionLC
OralLanguageOL
PhonicsandWordRecognitionPWR
PhonologicalAwarenessPA
ReadingComprehensionRC
SpellingS
StudyStrategiesSS
ViewingComprehensionVC
VocabularyDevelopmentV
WritingandCompositionWC

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QUARTER 4
TABLE OF SPECIFICATION
PRE-ASSESSMENT
Domain Competencies Item
Placement
No. of
Items
LC
1. Distinguish fact from
opinion
1 1
2. Tell whether an
action or event is a
reality or fantasy
2 1
3. Evaluate the
likelihood that a story
or event could really
happen
3 1
4. Give conclusion to
realistic fiction
4 1
5. Give conclusion
to humorous or
cumulative poem
heard
5 1
RC
6. Distinguish between
fact or opinion in a
narrative text
6
7
2
7. Distinguish between
fact or opinion in an
informational text
8
9
2
V
8. Use context clues
to find meaning of
unfamiliar words
(synonyms)
10 1
9. Use context clues
to find meaning of
unfamiliar words
(antonyms)
11 1
10. Identify meaning
of words with multiple
meaning
12 1
11. Identify meaning
of words with prefixes
(un-, in-, mis-, re-, de-,
dis-)
13
14
2

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Domain Competencies Item
Placement
No. of
Items
V
12. Identify meaning
of words with suffixes
(-ful, -less, -er, -or, -ly,
-y, -able, ible)
15
16
17
18
4
SS
13. Interpret medical
prescriptions
19 1
14. Take down relevant
information
20 1
15. Use glossary to get
meaning of words
21 1
16. Use index to locate
information
22 1
17. Use almanac to get
information
23 1
18. Interpret bar and
line graphs
24 1
19. Use encyclopedia
to get information
25 1
20. Use strategies in
test taking
26 1
21. Use steps in a
process
27 1

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Domain Competencies Item
Placement
No. of
Items
G
22. Identify
prepositions in
sentences
28 1
23. Use preposition in
sentences (to, from,
among, between, in,
on, under, above)
29
30
31
3
24. Use prepositional
phrases in sentences
32 1
25. Use simple
sentence (simple
subject + simple
predicate)
33 1
26. Use simple
sentence (compound
subject + simple
predicate)
34 1
27. Use simple
sentence (simple
subject + compound
predicate)
35 1
G
28. Use compound
sentence
36 1
WR
29. Decode words with
ei/ie, ue/oo and silent
letter
37
38
2
WC
30. Write 5-6 sentence
paragraph
39
40
2

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QUARTER 4
PRE-ASSESSMENT
Listen well as your teacher reads a story. Then answer the questions that follow.
The Sleeping Beauty
Adapted
In a place many years ago, the most beautiful princess was born to king and
queen. They named her Rosamond and gave a great party during her baptism.
All the wise women were invited except the thirteenth wise woman.
On the day of the party, the thirteenth wise came. She was so angry for she
did not have a golden plate. She left the palace hurriedly and said, “Rosamond will
not die of hurting her finger with a spindle but she will sleep for a hundred years
instead.”
The king ordered his servants to burn all the spindles in the palace.
Rosamond grew up and become the loveliest princess in the kingdom. On
her fifteenth birthday, she went around the palace. She entered in one of the rooms
and saw a woman with spindle. She borrowed the spindle and was wounded.
Immediately she fell into a deep sleep. All people in the kingdom went asleep too,
including the animals.
After a hundred years, a handsome young prince came to the palace. He
was suprised of the thick vines that covered the palace. He went inside and saw
the lovely sleeping princess. For him, she was the most beautiful princess he ever
saw. He fell in love with an instant. He knelt down and kissed her.
The princess woke up. All the people and animals woke up, too.
Answer each question with one of the given choices. Choose the letter of the correct
answer.
1. Which of the following sentences expresses an opinion?
a. The king and the queen had a daughter named Rosamond.
b. They gave a great party during her baptism.
c. The king ordered the servants to burn all the spindles.
d. The prince thinks Rosamond is the most beautiful princess he ever saw.
2. Identify which sentence is a fantasy.
a. The king and queen were very happy when Rosamond was born.
b. There were many visitors during her baptism.
c. On her fifteenth birthday, she went around the palace.
d. She slept for more than a hundred years.

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3. Which of the following situations is likely to happen in real life?
a. A beautiful princess was born to a king and queen.
b. Rosamond fell asleep the moment she hurt her finger with the spindle.
c. All the people in the kingdom fell asleep including all the animals.
d. The princess slept for more than a hundred years.
Listen well as your teacher reads a story. Answer the question that follows.
4. If you were to give a conclusion to the story, what would it be?
a. The ant felt very proud of being an ant because ants work together and
follow rules that enable them to build something much greater.
b. The ant would continue to pursue her dreams of doing different from the
usual and fly high like ladybirds.
c. The ant would be like the ladybirds and the beetles, and live a free and
unworried life.
d. There was no sign of any beetle or ladybird nests; or anything else
made by other insects so the ant would make one.
The Rebellious Ant
by Pedro Pablo Sacristan
Adapted form freestorieskids.com
Once upon a time, there was an ant that was fed up with being
an ant. She was tired of having to wait long and hated having to do just
exactly what everyone else does.
She wanted to be like the ladybirds and the beetles, and live a free
and unworried life.
The ant tried hard to make her dream a reality, and then finally,
one windy day, she grabbed a big leaf that came flying past, and up they
both went, higher and higher.
When she was so high up that she could no longer make out the
insects on the ground, she couldn’t believe what came into view. Raised
up from out of the surrounding plants was the magnificent anthill, which
was visible from afar.
There was no sign of any beetle or ladybird nests, nor anything
else made by other insects. There was only the anthill. With this sight,
she realized the things she hate which made the ants build something
much bigger than any other insect could.

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Study the poem.
Doggy Heaven
All doggies go to heaven (or so I’ve been told).
They run and play along the streets of Gold.
Why is heaven such a doggie-delight?
Why, because there’s not a single cat in sight!
5. Based on the poem, what conclusion can you give?
a. All dogs go to heaven because there is no cat there.
b. Dogs run and play along the streets.
c. Dogs enjoy in heaven because there is no cat to be seen.
d. Cats are not allowed in heaven.
A Unicorn
Once upon a time, in a far away place, there was special kind of
animal. This animal lived in a beautiful forest. It was like a spirit. The
animal was called a unicorn and it had a special magic power.
The creator gave the unicorn the special magical power to help
it give confidence to young children. The unicorn was able to make
their dreams come true. The unicorn gave the children confidence and
hope. It could give them the magic of youth and confidence to reach for
their dreams, goals, or beliefs. He could do this because the children
were pure like little angels that come from the heavens.
One day a young girl named Dalsie was walking in the forest. She
saw a beautiful unicorn standing in a pond with flowers surrounding
him His long mane was orange like the sunset. He had a blue shiny
coal like the blue sky.
Dalsie talked to the unicorn and the unicorn spoke to her. It gave
her the confidence that she could succeed in life. The unicorn promised
that he would watch over her. He told her to close her eyes. When
Dalsie opened her eyes, he vanished into the forest. All around in the
forest were butterflies of all colors.
It was getting dark and Dalsie had to leave and to go home. Many
years later, when Dalsie had grown up, she remembered that day. The
promise of the unicorn had made her wish come true.
(Source: http://say86.page/NarrativeText.html)

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6. The underlined sentence is a fact. Why is it a fact?
It is a fact because ___________________________________________
__________________________________________________________.
7. Which of the sentences is an opinion?
a. The unicorn promised that he would watch over her.
b. He told her to close her eyes.
c. All around the forest there were butterflies of all colors.
d. His long mane was orange like the sunset.
Read the selection. Then answer the questions that follow.
Oceans and lakes have a great deal in common, but they are also
quite different. They are both bodies of water. That being said,
oceans are very large bodies of salt water, while lakes are much
smaller and are fresh water. Lakes are usually surrounded by land,
while oceans are surrounded by continents. Both have plants and
animals in them. The ocean is home to the largest animals on the
planet, whereas lakes support much smaller forms of life. When
it is time for a vacation, both will make a great place to visit and
enjoy.
Source:http://patternbasedwriting.com/elementary
_writing_success/paragraph-examples/
8. The underlined sentence is a fact. Why is it a fact?
It is a fact because ___________________________________________
__________________________________________________________.
9. Which of the sentences is an opinion?
a. They are both bodies of water.
b. Lakes are usually surrounded by land, while oceans are what surround
continents.
c. Both have plants and animals living in them.
d. When it is time for a vacation, both are great places to visit and enjoy.
Study the sentence then answer the questions.
Study the sentences then answer the questions.
10. What does devise mean ________?
a. make c. dislike
b. copy d. go against
If your plan fails, we have to find someone who can devise a better one.

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The new girls started school this week.
Beth has a gregarious personality.
Jenna is rather quiet.
11. What is the opposite meaning of gregarious?
a. shy c. outgoing
b. happy d. afraid
The suspects were brought to the police station.
12. Which is the correct meaning of station from the given meanings below?
Station (n)
a. place where bus or train stops
b. a building for a definite purpose
c. a social position
d. a place where someone does his work
13. If rewrite means to write again, what does retell mean?
a. tell again c. read again
b. said again d. do it again
Study the sentences.
People around Albert Einstein could not make sense of what he
had in his mind. He was always misunderstood.
14. Which of the underlined words has a prefix? Write the word in the box.
Copy its meaning which is also found in the sentence.
___________________________________________
15. The potato chips I bought had no taste. They were _______________.
a. tasteless b. delicious c. nutritious d. useless

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My sister bought a small television set payable in six months.
She chose a small TV so that it can be transportable wherever she likes.
16. It could be understood that the suffix -able means ___________ .
a. action or process c. pertaining to
b. capable of something d. quality
Study the table.
Root
Word
Meaning Suffix Word with Suffix Meaning
instruct to teach -or instructor one who teaches
glad happy -ly gladly manner of being happy
color paint -ful colorful many color
17. What do suffixes do to words?
a. change the meaning of the words
b. add beauty to the words
c. do nothing to the word
d. give meaning to the words
18. You are asked to construct sentences using words with suffixes. The topic
is about community helpers. Which of the following sentences will
you include?
a. A teacher helps the community by teaching.
b. Uncle Bert sweeps the street everyday.
c. The nurse helps take care of the sick.
d. They help one another.
Study the medical prescription below and answer the question that follows
For Veda Simmonds
24 Anystreet
current date
Tylenol #3
Sig 1 or 2 tablets every 6 hours
if needed for pain
Mitte 30 tablets
Dr. N. Wong Assume physician’s
Signature is original

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19. How often should Veda take the medicine?
a. every four hours c. every six hours
b. three times a day d. once a day
20. In what form is the medicine being prescribed?
a. liquid c. gel
b. tablet d. capsule
Study the entry words taken from a glossary. Then answer the question.
fax (`faks) n. Facsimile; a machine used to send or receive
facsimile communication
fierce (`firs) adj. Violently hostile or aggressive in temperament,
given to fighting or killing
fossil (`fa-sal) n. Remnants; traces or remains of organisms in
the past
glisten (`gli-sn) v. To give off sparkling reaction
21. What term refers to the remains of the past?
a. fax c. fierce
b. fossil d. glisten
Study the index below.
INDEX
Adjectives, 149
comparison, 155-164
making description, 147-153
order of adjectives, 149-150
Poems
A Boy’s Dream, 145
Everyday Sounds, 165
22. In what page can you find the poem about dreams?
a. page 149 c. page 145
b. page 147 d. page 165

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Study the table/chart.
Confirmed, Probable and Suspect Ebola Virus Cases
in Guinea, Liberia, Nigeria, and Sierra Leone
As of August 2014
Cases Confirmed Probable Suspect Totals
Guinea 482 141 25 648
Liberia 322 674 382 1378
Nigeria 13 1 3 17
Sierra Leone 935 37 54 1026
Totals 1752 853 464 3069
23. How many confirmed cases of EBOLA virus are there in Nigeria?
a. 935 b. 13 c. 322 d. 482
Study the graph.
24. What is the favorite entertainment of the pupils as seen in the bar graph?
a. movies c. tv
b. video games d. books

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Study the set of encyclopedia then answer the question.
25. Which of the following topics/subjects are found in Volume 8?
a. Pacific Ocean c. Southern Ocean
b. Indian Ocean d. Atlantic Ocean
26. In taking tests, why is it important to answer first the items that are easy?
In taking tests, it is important to answer the easy items first because
___________________________________________________________.
Study the illustration in making a pinwheel then answer the question.

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27. Which are the correct steps in making a pinwheel?
a.
Fix the wheel with a drawing pin in the center into one end of the
straw. Blow on it or hold it against the breeze to make it spin.
Draw diagonal lines on the white side.
Cut along the diagonal lines.
Turn the left corner and glue to the center.
Do this with all four sections.
b.
Cut along the diagonal lines.
Turn the left corner and glue to the center.
Do this with all four sections.
Draw diagonal lines on the white side.
Fix the wheel with a drawing pin in the center into one end of the straw.
Blow on it or hold it against the breeze to make it spin.
c.
Draw diagonal lines on the white side.
Cut along the diagonal lines.
Turn the left corner and glue to the center.
Do this with all four sections.
Fix the wheel with a drawing pin in the center into one end of the straw.
Blow on it or hold it against the breeze to make it spin.
d.
Turn the left corner and glue to the center.
Do this with all four sections.
Draw diagonal lines on the white side.
Fix the wheel with a drawing pin in the center into one end of the straw.
Blow on it or hold it against the breeze to make it spin.
Cut along the diagonal lines.

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Answer the following.
28. Which is the preposition in the sentence below?
The vase on the table was broken.
a. on b. vase c. the d. table
29. The books were shared _____________ the two pupils.
a. in b. beside c. between d. among
Look at the picture.
30. Where is the cap placed?
a. under the mirror c. above the mirror
b. beside the mirror d. below the mirror
31. What will your sentence be if you will write something about the picture
using the preposition under?
a. The boy sits comfortably. b. The birds fly under the trees.
c. The boy rests under the tree. d. There are trees under the birds.

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32. What prepositional phrase is best illustrated in the picture?
a. The lamp shade is above the study table.
b. The shoes are under the study table.
c. The books are beside the study table.
d. The stool is under the study table.
Study the sentences then answer the questions.
33. Why is the sentence a simple sentence?
The lampshade lights the room.
It is a simple sentence because ________________________________
_________________________________________________________.
34. Why is the sentence a simple sentence?
The books and the jewelry box are on the study table.
It is a simple sentence because ________________________________
_________________________________________________________.
35. Write a simple sentence with a compound predicate about the picture.
________________________________________________________

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36. Write a compound sentence about the picture.
____________________________________________________
37. Read the set of words. Supply a word that has the same sound. Write a
sentence about it.
true clue glue
_____________________________________________________
38. The following words have silent letter/s. Give a word with a silent letter/s.
Write a sentence about it.
knife write comb
_____________________________________________________
39-40. What is your favorite toy. Write a 5-6 sentence-paragraph about it.
_______________________________________________________
_______________________________________________________
_______________________________________________________

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QUARTER 4: PRE-ASSESSMENT KEY TO CORRECTION
1. d 11. a 21. b 31. c
2. d 12. d 22. c 32. b
3. a 13. a 23. b 33. It has a simple
subject and a simple
predicate.
4. b 14. misunderstood,
sentences may
vary
24. b 34. It has a
compound subject
and a simple predicate.
5. c 15. a 25. a 35. Answers may vary
6. Answers may vary 16. b 26. Answers may
vary
36. Answers may vary
7. d 17. a 27. c 37. Answers may vary
8. Answers may vary 18. a 28. a 38. Answers may vary
9. d 19. c 29. c 39. Answers may vary
10. a 20. b 30. c 40. Answers may vary

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Quarter 4 Just for Fun
Week 1 Learning is Fun
I. Objectives
A. Expressive Objective
Admire the bravery shown by the kite in facing his fear
B. Instructional Objectives
Listening Comprehension
Distinguish between fact and opinion
Oral Language
State fact and opinion from a narrative
Vocabulary Development
Use context clues to predict meaning of unfamiliar words - synonyms
Reading Comprehension
Distinguish facts from opinion
Study Strategy
Take down relevant information from a given text
Grammar
Identify prepositions in sentences
Writing
Write sentences expressing fact or opinion
II. Subject Matter
A. Topics
1. Fact or Opinion
2. Context Clues to Find Meaning of Unfamiliar Words
3. Synonyms
4. Taking Down Relevant Information
5. Prepositions
B. References
Reading Wonders four
Comprehension Mini - Lessons Point of View Fact and Opinion
C. Materials
• chart
• pictures
• organizer
D. Value Focus: Developing Self-Confidence and Bravery

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Day 1
I. Objective
Admire the bravery shown by the kite in facing his fear
II. Subject Matter
A. Selection
How the Little Kite Learned to Fly
B. Reference
Reading Wonders IV
C. Materials
• chart
• graphic organizer
• pictures
III. Learning Activities
A. Oral Practice
Recitation of tongue twister
Put a star over the scar left by the cigar in my new car.
Did you put a star over the scar left by the cigar in my new car?
If you put a star over the scar left by the cigar in my new car,
Why did you put a star over the scar left by the cigar in my new car?
B. Pre-Listening Activities
1. Unlocking of Difficulty
 tranquil
Ask: How would you describe the sea if the wind is not blowing?
 trembling
Say: Imagine you are wet and cold because of the rain. Act out how
you would feel.
 whirling
Ask: How does a wheel move? What other objects move like a
wheel? The wheels are whirling when the car is running.

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 thrilled
 stirred at the sight
Our family were at the mall last Sunday. My two daughters were
thrilled when they heard that Daniel Padilla and Kathryn Bernardo
were also there. They were stirred at the sight of Kathniel.
Ask: How did the daughters feel when they heard that “Kathniel” were
also at the mall?
What other words mean the same as thrilled?
How did the daughters react when they saw “Kathniel” all of a
sudden?
Act out what would you do if you see something extraordinary or
amazing.
1. Motivation
Ask: What words come to your mind when you hear the word afraid?
Write your answers in the bubbles.
Possible answers (frightened, scared, etc)
Ask: What are the things that you are afraid to do?
2. Motive Question
What is the little kite afraid of doing?
C. During Listening
Say: I’m going to read to you a poem. Its title is How the Little Kite
Learned to Fly. Listen attentively as I recite the poem.
afraid

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How the Little Kite Learned to Fly
“I can never do it,” the little kite said.
As he looked at the others high over his head;
“I know I should fall if I try to fly.”
“Try,” said the big kite; “only try!”
“Or I fear you will never learn at all.”
But the little kite said, “I’m afraid I’ll fall.”
The big kite nodded: “Ah, well, goodbye;
I’m off,” and he rose toward the tranquil sky.
Then the little kite’s paper stirred at the sight,
And trembling he shook himself free for flight.
First whirling and frightened, then braver grown,
Up, up the kite rose through the air alone,
Till the big kite looking down could see
The little one rising steadily.
And how the little kite thrilled with pride,
As he sailed with the big kite side by side;
While far below he could see the ground,
And the boys like small spots moving around.
They rested high in the quiet air,
And only the birds and the clouds were there.
“Oh how happy I am!” the little kite cried,
“And all because I was brave, and tried.”
-Adapted
Veronica V. Gianan et. al
D. Post Listening
1. Answering of the Motive Question
2. Reading of the poem.
Day 2
I. Objective
Admire the bravery shown by the kite in facing his fear
II. Subject Matter
A. Selection
“How the Little Kite Learned to Fly”
B. Reference
Reading Wonders IV
C. Materials
• chart
• graphic organizer

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D. Learning Activities
1. Revisit of the Motive Question
2. Engagement Activities
Group 1
Comparison Chart
Describe the character traits of little kite at the beginning of the poem
and at the end of the poem.
Little Kite
Before After
Group 2
Answer the question below.
If You were Chart
If you were the little kite, would you follow the
advice of the bigger kite? Why?
_______________________________________
_______________________________________
Group 3
Acting out
1. Before flying , how did the kite feel?
2. How did he feel when he sailed with the big kites?
3. How did he feel when he was able to fly up the clouds?
Group 4 & 5
Kite of Bravery
Was there a time in your life when you were like the kite; afraid at first
but became brave afterwards? Share your experience using the guide
below. Each member will post his answer.
I became brave when _________________________.

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Discussion Questions
1. At the beginning, how did the little kite feel about flying?
2. Why did he feel this way?
3. What advice was given to him by the big kite?
4. Did the little kite follow the advice? Why not?
5. What were the character traits of the small kite?
Say: Let us see the presentation of Group 1
6. If you were the little kite, would you listen to the big kite? Why?
Say: Let’s take a look at the work of Group 2
7. What did the little kite decide to do afterwards?
8. How did he feel when he sailed with the big kites and fly up the
clouds?
Say: Let us hear the ideas of Group 3
9. Was there a time in your life when you were like the kite; afraid at
first but became brave afterwards? Share your experience.
Say: Let’s listen to the work of Groups 4 and 5
Day 3
I. Objectives
Distinguish between fact and opinion
Identify prepositions in sentences
II. Subject Matter
A. Topics
1. Fact or Opinion
2. Prepositions
B. Reference
Reading Wonders
III. Learning Activities
Listening/Reading Comprehension
1. Presentation
Say: Listen as I read the following lines from the poem How the Little Kite
Learned to Fly and identify whether they are fact or opinion.

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“I can never do it,” the little kite said.
As he looked at the others high over his head;
But the little kite said, “I’m afraid I’ll fall.”
Up, up the kite rose through the air
As he sailed with the big kite side by side;
While far below he could see the ground
“Oh how happy I am!” the little kite cried,
“And all because I was brave, and tried.”
2. Teaching/Modelling
Say: Based on the poem, which sentences are facts and which are
opinions? Let us study sentences taken from the poem.
a. Up, up, the kite rose through the air.
b. The little kite sailed with the big kites side by side.
Are these sentences real? Can they really happen in real life?
Are they fact or opinion?
What about the following sentences?
c. “I can never do it”, the little kite said.
d. But the little kite said, ‘‘I’m afraid I’ll fall”.
e. “Oh how happy I am! the little kite cried
And all because I was brave and tried.”
Are they fact or opinion? Why do you say so?
What clue words signal an opinion?
3. Generalization
Say: How can you distinguish fact from opinion?
Teaching Points
 A fact is something that is true and supported by evidence.
 An opinion is only a belief. It is also an expression of a person’s
feelings. Clue words like “think”, “believe”, “feel”, “probably”, or
seems signal an opinion.
4. Guided Practice
Listen as I read the following sentences. Draw a happy face before the
number if it is a fact and draw a sad face if it is an opinion.
____1. All boys enjoy kite flying.
____2. Reading is a worthwhile activity.
____3. I think playing online games is better than the traditional games like
sipa and patintero.
____4. Baking is only for girls.
____5. Playing games like basketball, badminton volleyball helps keep our
body healthy.

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5. Independent Practice
a. The sentences that follow are taken from the paragraph in the box. In
the space before each number, write fact if the sentence states a fact.
Write opinion if it expresses a feeling or belief.
Refer to LM, Do and Learn
b. Fact/Opinion Acrostics
Write the letters of your name or nickname on a piece of paper. Write
sentences stating fact or opinion using the letters of your name or nickname.
Read your sentences to the class. Ask your classmates to identify whether
it is a fact or opinion. Refer to LM, Write About It
Grammar
1. Presentation/Introduction
Let us read the short story below.
Tessie and the Kittens
Tessie has nine kittens. Sometimes they are very naughty. They
like to move around the house.
Trixyisasleeponthesofa. Topsyisplayingwithaballofyarn. Topper
is running after a mouse. Tammy is hiding under the table. Tipsy is next to
the fish bowl. Trixa is walking into the living room. Tinkle is jumping over
thebin. Tallyisstandinginfrontofthethedoor. Tommyishidingbehindthe
chair. Now that Tessie has found all the kittens, she puts them in a cage.

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2. Modelling/Teaching
Look at the underlined words from the story Tessie and the Kittens. Notice the
words that come after the underlined words.
What kind of words is each one?
What do the underlined words show?
What do we call them?
What other prepositions show location?
(in, at, about, among, around, over, behind, by, along, insde, outside, near,
and others.)
Prepositions can also show time relationships.
I went to the store before I made dinner.
The preposition before describes the time relationship between going to
the store and making dinner.
We told ghost stories during the night.
The preposition during describes the time relationship between telling
ghost stories and the night.
Teaching Points
 Prepositions are words that show location of persons or things.
Examples: in, at, around, over, behind, by, along, inside, out-
side, near and others.
 Some prepositions also show time relationships.
Examples: before, after, for, from, during, through, and until.
1. Guided Practice
Choose the preposition in each sentence.
Refer to LM, Try and Learn
2. Independent Practice
Underline the correct preposition in each sentence.
Refer to LM, Do and Learn
Day 4
I. Objective
Identify meaning of word using context clues - synonyms
II. Subject Matter
A. Topic
Synonyms
B. Reference
Reading Wonders IV

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C. Materials
• pictures
• game cards
III. Learning Activities
A. Motivation
(Using picture of Girl Scout and Boy Scout)
1. Who are in the pictures? How many of you are members of the GSP or
the BSP?
2. What are the common activities of a girl scout and a boy scout?
Say: The story that we will read is about the trip and the activities of
Girl Scouts.
‘‘Let’s find out: Why did the Girl Scouts conduct this activity?’’
B. Presentation
Read the paragraph and answer the comprehension questions.
Refer to LM, Read and Learn and Talk About It
C. Teaching/Modelling
Read the story again and guess for the meanings of the underlined words.
Circle the word or words that explain the meaning.
Discuss the answer for each underlined word.
How were you able to get the correct meaning?
Did you study/analyze how the word was used in the sentence or in context?
Did you study the words before or after the unfamiliar words?
Is there a word that signals the correct meaning?
How do we get the meaning of unfamiliar word through context clues?
Teaching Chart
To get the meaning of an unfamiliar word through context
clues, see how it is used in the sentence. The words before or
after an unfamiliar word will help you get its meaning.
D. Guided Practice
Read the short sentences. Box the word that gives the meaning of the
underlined word.
Refer to LM, Try and Learn

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E. Independent Practice
Read the sentences carefully. Give the meaning of the italicized words
used in the sentence by choosing the letter of the correct answer.
Refer to LM, Do and Learn
Day 5
I. Objective
Take down relevant information
II. Subject Matter
A. Topic
Taking down notes
B. Reference
Skill Builders for Efficient Reading English in Grade IV
C. Materials
• pictures
• chart
III. Learning Activities
Taking down Notes
A. Introduction
Refer to LM, Think and Tell
B. Modelling/Teaching
Say: When preparing to write a report, the notes you take while listening
or reading will form a good outline. Notes do not give a complete
story, but these can help you remember the highlights of the story.
I will read a poem two times. On the first read just listen and enjoy
the selection. On the second reading, take down important notes so
you can answer the questions afterwards.

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At the Zoo
There are animals at the zoo
There are birds of all kinds, too.
There’s an ostrich, there’s an eagle
There’s an ugly crooked camel.
There are monkeys loud and crazy,
There are birds fat and lazy.
There’s a lion, there’s a giraffe
His long neck makes you laugh,
There’s an elephant with a long nose
That looks like a hose.
There are animals short and tall,
There are birds big and small.
Say: Using the notes you have taken down, answer the following orally.
What animals are found in the zoo?
What birds can we find in the zoo?
Which animals are big?
Which animals are small?
Describe some of the animals found in the zoo?.
Teaching Chart
 Taking notes helps you remember the most important points.
When taking notes remember the following:
1. Jot down the key words and phrases.
2. Jot down only the main ideas and important details.
3. Use a word or a short phrase to explain an idea.
4. Use your own words so that you can understand them later.
5. Write legibly so that you can easily read your notes when
you refer to them later.
Source:
Skill Builders for Efficient Reading
Wilhellmina Borjal et al.
C. Guided Practice
Read the following paragraph. Take note of the important ideas and
details then answer the questions that come after.
Refer to LM, Try and Learn

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D. Independent Practice
Listen to the following paragraphs and take note of the important ideas
and details. Answer the questions that follow.
Sarung Banggi (One Night)
Sarung Banggi (One Night ) is one of the most popular folk song
in Bicol region. This song was composed by Potenciano B. Gregorio in
1912 in the town of Libon, (now Sto.Domingo) Albay.
Gregorio was a member of the Philippine Constabulary Band.
When he was applying to be a member of the band, he was asked by
the conductor, Walter H. Loving to display his skill. He played Sarung
Banggi on the banduria, a string musical instrument.
The song was played with the permission of Gregorio at the Luneta
by the Philippine Constabulary. Later, the song became popular and
was translated into Tagalog.
1. What is the title of one of the most popular Bicolano folk songs?
_______________________________________________
2. Who is the composer of the song?
_______________________________________________
3. What was Gregorio asked to do before he was accepted in the Philippine
Constabulary Band?
_______________________________________________
4. What musical instrument did Gregorio use when he played the song
Sarung Banggi?
_______________________________________________
5. What does Sarung Banggi mean?
_______________________________________________
Week 2 Sharing is Fun
I. Objectives
A. Expressive Objective
Admire the bunny for being generous in sharing his blessings to others
B. Instructional Objective
Listening Comprehension
Distinguish between fantasy and reality
Oral Language
Express whether an action or event is a reality or fantasy

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Vocabulary Development
Use context clues to find the meaning of unfamiliar words
- Antonyms
Reading Comprehension
Interpret directions in different authentic texts like medical
prescription and recipes
Study Strategy
Take down relevant information from medical prescriptions
Grammar
Use prepositions to and from
Writing Composition
Write three to four sentences in giving directions
Il. Subject Matter
A. Topics
1. “The Poor Bunny’s Magic Present”
2. Fantasy and Reality
3. Medical Prescriptions
4. Antonyms
5. Prepositions to and from
6. Giving Directions
B. Materials
• chart
• organizer
• pictures
C. References
http://freestoriesforkids.com/
English for You and Me IV (Reading)
www.google.com.ph/search?q=medical+prescription
www.elementary.ph
Day 1
Admire the bunny for being generous in sharing his blessings to others
I. Learning Activities
A. Oral Practice (final or)
The boar fell on the floor and hit the door of the store.
Did the boar fall on the floor and hit the door of the store?
If the boar fell on the floor and hit the door of the store,
When did the boar fell on the floor and hit the door of the store?

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B. Pre-Listening Activities
1. Unlocking of Difficulty
Say: Choose the meaning of the underlined words from the given
meanings that follow.
1. Mr. Cruz is very annoyed because his car stopped at the middle of
the road. If one is annoyed, he is __________.
a. angry b. happy c. excited
2. Marilyn bought a bouquet of flowers for her mother’s birthday.
Which of the pictures is a bouquet of flowers?
a. b. c.
3. The long summer season resulted in drought and hunger in the
region. There was no rainfall for a long period and the plants dried.
Drought means __________.
a. seasonal rain b. typhoon c. long dry season
4. Houdini, the wizard, performed wonderful magical tricks in front of
the audience.
a. actor b. magician c. singer
2. Motivation
Ask: If you meet a wizard, what would you like him to give you?
3. Motive Question
Ask: In the story that I will read, find out: what the wizard gave the bunny,
and how the bunny used it.

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C. During Listening
Read the story. At indicated points, ask the children what they think will
happen next in the story
The Poor Bunny’s Magic Present
by Pedro Pablo Sacristán
Once upon a time there was a place where animals were suffering
greatly from drought and hunger. A very poor bunny was walking
sadly through the fields when, all of a sudden, a wizard appeared in
front of him.
(Say: ‘‘What do you think the wizard will do?’’)
The wizard offered the bunny a bag filled with little bouquets of
flowers.
“They are magical, and they’re even more magical if you know
how to use them properly,” said the wizard. The bunny was dying of
hunger, but he decided not to eat the bouquets. He wanted to put
them to good use.
On his way home, the bunny met a very old and poor sheep who
could hardly walk. “Can you give me something?” asked the sheep.
(Say: ‘‘What do you think will the bunny give the sheep?’’)
The bunny had nothing except his bouquets, and since they
were magical, he was unwilling to give them to the sheep. But he
remembered how his parents had always taught him to share everything;
so he pulled a bouquet out of the bag and gave it to the sheep. As
soon as he did this, the bunch shone with a thousand colors. Magic
was at work.
The bunny continued on his way, feeling both happy and a bit
annoyed. He had given away one of the bouquets, but at the same
time it was obvious that the sheep needed it more than he did. As he
continued his journey, the very same thing happened to the bunny
when he met a blind duck and then a lame rooster. When the bun-
ny arrived home, he had only one magical bouquet left. He told his
parents all about what had happened with the wizard.
(Say: What do you think will be the reaction of his parents?)
His parents were very proud of the bunny’s behaviour. He was
about to pull out the final bouquet, when his little brother arrivedhome,
crying with hunger. The bunny gave his brother the magical bouquet.

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At that moment, with a great rumble of thunder, the wizard appeared
again. He asked the bunny “Where are the magical bouquets I gave
you? What have you done with them?” The bunny was frightened and
he started to say sorry. But the wizard interrupted, saying, “Didn’t
I tell you that if you used them well they’d be even more magical?
Well, go outside and see what you’ve done!”
The bunny went out, shaking. What he saw was something un-
believable. As far as the eye could see, the whole countryside had
turned into wonderful, green farmland. Farmland with enough wa-
ter and food to feed all the animals!
The bunny felt very happy that he had acted as he did, and that
the magic of his generosity would bring happiness to everyone.
www.freestoriesforkids.com
D. Post Listening
Answering of the Motive Question
Day 2
Listening Comprehension/Oral Language
I. Objectives
1. Admire the bunny for being generous in sharing his blessings with
others
2. Distinguish between fantasy and reality
3. State whether an action or event is a reality or fantasy
II. Learning Activities
A. Post Listening Activities
Revisit of the Motive Question
B. Engagement Activities
Group 1
Draw the setting of the story showing the problem experienced by the
animals.
Group 2 and Group 3
Pretend that you are the sheep, duck, or rooster. Write a thank you
letter to the bunny for giving you a bouquet of flowers.
Group 4
If you were the Bunny’s parents, what would you feel? Make a short
skit showing the bunny’s feelings.

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Group 5
List down three ways of showing generosity to others.
C. Discussion Questions
1. What problem was experienced by the animals in the story?
Say: Let us see the presentation of Group 1
2. Who appeared to the bunny?
3. What did he give him?
4. Who did the bunny meet first, second, third?
5. What did they ask from him?
6. If you were the bunny, would you also give the sheep, duck, and rooster
bouquet of flowers? Why?
7. If you were the sheep, duck or rooster, what would you tell the bunny?
Say: Group 2 and 3, please show your letters to the class
8. What did the bunny feel after giving away the bouquets?
9. What was the reaction of his parents when he told them the story about
the wizard?
10. If you were his parents, what would you feel? Why?
Say: Group 4, may present their skit now.
11. What character trait did the bunny show?
12. How can we show generosity to others?
Say: Group 5, please present your answer
13. Do you think this story could happen in real life?
Listening Comprehension/Oral Language
A. Introduction/Presentation
Say: Listen attentively as we recall some of the parts of the selection that I
read to you yesterday. Let us analyze them if they show reality or fantasy.
1. The wizard offered the bunny a bag filled with little magical bouquets of
flowers. (Fantasy)
2. The bunny was dying of hunger. (Reality)
3. He remembered how his parents had always taught him to share
everything. (Reality)
4. At that moment, with a great rumble of thunder, the wizard appeared
again. (Fantasy)
5. He pulled a bouquet out of the bag and gave it to the sheep. As soon
as he did this, the bunch shone with a thousand colors. Magic was at
work. (Fantasy)
B. Teaching/Modeling
Ask: Which of the sentences that you heard show fantasy and which show
reality?
Why did you say that they show reality?
Can they really happen in real life?
How about the sentences that tell fantasy? Can they happen in real
life?

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Teaching Tips
 Reality refers to situations that may happen in real
life.
 Fantasy refers to situations that are magical or
make-believe and could not happen in real-life.
C. Guided Practice
1. Listening
Listen as I read the following sentences. Tell whether they are fantasy or reality.
1. Prolonged drought can lead to famine or hunger.
2. A superhero can make a storm in a snap of a finger.
3. Flowers bloom during spring season.
4. Many Filipinos share their blessings to others especially during
calamities.
5. The cat distributed some relief goods in the evacuation area.
2. Writing
Can you tell which is real and which is make-believe? Read the sentences
about the sun. Write Yes if it is real and No if it is a make-believe.
Refer to LM, Try and Learn
D. Independent Practice
Read the paragraph below carefully. Group the underlined sentences into
reality and fantasy in the chart. Refer to LM, Do and Learn
E. Writing
Interview your grandparents or any older member of your family. Ask them
about the different beliefs in your area or region. Write these beliefs and
identify if them a reality or fantasy. Refer to LM, Write About It
Day 3
Reading Comprehension/Study Strategy
I. Objectives
Interpret messages of the different authentic texts like
Take down relevant information
Write three to four sentences in giving direction
II. Learning Activities
A. Introduction
Say: Do you still remember the story The Poor Bunny’s Magic Present?
I will tell you a secret. There is something inside the bag which has not yet
been given by the bunny to the other animals. Let’s find out what it is.

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B. Presentation
Say: Let us read the continuing part of the story.
Say: Let us read what is written on the piece of paper.
Rx MAGIC SYRUP
One bottle 80 mL
Sig 5 mL (1 tsp)
3x a day for 6 days
C. Teaching/Modelling
What Bunny gave is called a prescription.
1. What medicine was prescribed?
2. For how long will the squirrel’s son take the medicine?
3. How many times in a day will he take the medicine?
4. What do you think is the best time for him to take the medicine?
5. If the squirrel follows the instructions written on the prescription, what
will happen to his son?
Teaching Chart
In interpreting direction of authentic texts, do the following:
 Read and understand the directions carefully.
 Take note of the important words.
D. Guided Practice
Below is an example of a pancake recipe. Study it well then answer the
questions that follow.
Refer to LM, Try and Learn
E. Independent Practice
Read the directions inside the box. Then answer the questions beside it.
Refer to LM, Do and Learn
F. Writing
Using the given map, write directions in going to three different places.

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Day 4
Grammar
I. Objective
Use prepositions to and from
II. Subject Matter
A. Topic
Using the Prepositions to and from
B. Reference
freestroriesforkids.com
C. Material
• chart
III. Learning Activities
A. Presentation
Say: Last time/Yesterday, I read to you a story about a bunny and his magic
bag. Let us recall some ideas from the story by answering the following questions.
Ask:
1. To whom did the wizard give his magic bag?
2. To whom did the squirrel tell his problem?
3. Where did the animals go to look for food?
4. Where did the Bunny get the bouquet of flowers.?
5. From whom did Bunny learn the value of generosity?
Expected answers:
1. The wizard gave his magic bag to the bunny.
2. Squirrel told his problem to the bunny.
3. Many animals went to the forest to look for food.
4. Bunny got the bouquet of flowers from the magic bag.
5. The Bunny learned the value of generosity from his parents.
B. Modelling/Teaching
The teacher writes the expected answers and underlines the words to and from.
Teaching Chart
 To and from are prepositions.
 To indicates direction or place.
 From indicates where something comes from or is
taken.
Say: To and from are also prepositions.
What question does to answer? (To whom, where)
What does the preposition to tell? (direction or place)
What question does preposition from answer? (where, from whom)
What does the preposition from tell us? (tells where something
comes from or taken)

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C. Guided Practice
Circle the correct preposition. Refer to Try and Learn, LM
D. Independent Practice
Talk about your topic of interest. Talk about your latest toy or gadgets, best friend
or favorite place. Say something about it using the prepositions to and
from. Refer to LM, Do to Learn
Day 5
Vocabulary Development
I. Objective
Use context clues to find meaning of unfamiliar words - Antonyms
II. Learning Activities
A. Review
Read the sentences carefully. Underline the meaning of the italicized words.
1. Lea Salonga is a gifted lady. She is a talented singer.
2. A person’s manner reveals his personality so you must develop good
habits.
3. Mr. Enriquez is a hardworking man. He was given the “Most Industrious
Employee Award” last month.
4. The boy saw an unusual animal. It was his first time to see such a
strange creature.
5. Boracay Beach is renowned all over the world. It is a famous tourist spot.
Say: What is the meaning of gifted? manner? hardworking? unusual?
renowned?
What do we call each pair of words?
What are synonyms?
B. Presentation
Say: Let us try to remember some of the events that happened in the story
The Poor Bunny’s Magic Present
Read and analyze the sentences. Find the opposite meaning of the under-
lined word in the sentence. Refer to LM, Find out and Learn
C. Teaching/Modelling
Say: Let us read and analyze the sentences. Find the opposite meaning of
the underlined word as used in the sentence.
Discuss the answer for each underlined word.
How did you get the correct opposite meaning?
Did you study/analyze how the word was used in the sentence or in context?
Did you study the words before or after the unfamiliar words?
Is there a word that signals the correct opposite meaning?
D. Guided Practice
Read the underlined word of the first sentence. Encircle its antonym in the
second sentence. Refer to LM, Try and Learn

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E. Independent Practice
Read the sentences and identify the antonym of the italicized word. Write
your answer on the blank before each number. Refer to LM, Do and Learn
Week 3
Kite Flying is Fun
I. Objectives
A. Expressive Objective
Appreciate kite flying as a worthwhile activity
Admire the creativity of different countries in making kites
Show respect for the customs of different countries in kite flying
B. Instructional Objective
Listening Comprehension
Evaluate the likelihood that a story can really happen
Oral Language
State if a story could really happen
Vocabulary Development
Identify meaning of unfamiliar words with multiple meanings
Reading Comprehension
Distinguish if a story could really happen
Study Strategy
Use the glossary to find meaning of words
Grammar
Use the prepositions among and between
Writing Composition
Write three to four sentences using among and between in sentences
II. Subject Matter
A. Selection
Kite Flying
B. Topics
Likelihood that a Story can Really Happen
Words with Multiple Meanings
Prepositions Among and Between
C. References
My English Workbook 4 by Alexes Anne F. Cruz
www.elementary.ph

380. 367
D. Materials
• organizer
• pictures
• charts
E. Value Focus: Respect for the customs of other countries
Day 1
Listening Comprehension
I. Objectives
Appreciate kite flying as a worthwhile activity
Admire the creativity of different countries in making kites
Show respect for the customs of different countries in kite flying
II. Learning Activities
A. Oral Practice (Everyday)
Flying Popcorn
A piece of popcorn
escaped from the pan
and flew across the kitchen
like Superman.
It ping-ponged back and forth
between the oven and the freezer.
Then it shot up to the ceiling
like a daredevil trapeezer.
I tried and tried to catch it
but it never missed a trick.
So finally I gave up
and ate a licorice stick.
http://www.angelfire.com/md/byme/pocket/popcorn.html

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B. Pre-Listening Activities
1. Unlocking of Difficulty
 carp and current
Show a picture of a carp swimming in a river
Use it to unlock the words carp and current.
Ask: Look at the picture. This is a carp. Where is the carp? What can
you say about the water? Does it flow?
 lantern
Show a picture of a Christmas lantern or other kinds of lanterns
used in other countries.
Ask: What do we call this object? When do we usually use a lantern?
 battle
 victory
Show a strip of paper with the following sentences.
Say: Read the sentences. Identify the meaning of the underlined word
as used in the sentence.
In the battle between good and bad, more often than not it is
the good side that gets the victory.
Ask: Based on the sentence, what do you think is the meaning of battle?
What other words have the same meaning as battle?
What do you think is the meaning of victory?
What synonyms can you give for victory?
2. Motivation
Say: “What do you do during your free time?
Which of your hobbies do you enjoy most?”
3. Motive Question
Say: Today I’m going to read to you a short selection entitled Kite Flying
Let’s find out why people from different parts of the world fly kites.

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C. During Listening
Read the story. At indicated points, ask the children what they think will
happen next in the story.
Kite Flying
In Japan, kite flying is celebrated every fourth
day of May. Kites shaped like carps are flown by the
boys in every household. It is believed that kite flying
makes boys persistent and successful in any worthwhile
activity.
The carp, which is a kite fish is a symbol of pa-
tience and perseverance. The fish tries to swim against
the strong currents although it is small.
In India, the kites look like shields, while in Aus-
tralia, they look like boats. In Brazil, the kite is shaped
like a falcon which is a small eagle (lawin).
Say: ‘‘How about in our country, what design do we usually make for our kites?”
’
Here in the Philippines, kites are shaped like
pretty butterflies.
Every man, woman, boy, and girl flies kite in Ko-
rea. Children write their names on the kites on Janu-
ary 14 of each year. As kites go up high in the air, the
children make a wish for success. They also wish that
the kite may carry off all their troubles the whole year.
Then, they cut the strings loose and let their kites fly
away.
One day, a Korean general set a lantern upon a
dragon-shaped kite. He wanted to inspire his soldiers
who believed that the dragon is a symbol of good luck.
Say: What do you think did he do to inspire the soldiers?

383. 370
He made them think that a new star had ap-
peared as a sign of divine help. Very much inspired,
the soldiers fought like wild cats. They won the battle
and thanked the dragon-shaped kite which had brought
them victory.
Kites also played important role in China. In
olden days, an emperor was held prisoner in a castle
tower. His loyal men made a huge kite and sent it flying
near the tower window. The emperor reached out, held
onto the kite and safely escaped from the tower.
My English Workbook 4
by Alexes Anne F. Cruz
D. Post Listening
Answering of the Motive Question
Day 2
I. Objectives
Appreciate kite flying as a worthwhile activity
Admire the creativity of different countries in making kites
Show respect to the customs of different countries on kite flying
II. Learning Activities
A. Post Listening
1. Revisit the Motive Question
2. Engagement Activities
Group 1
What does kite flying symbolize in Japan?
In Japan, kite flying symbolizes
______________________
I agree/disagree with them because
_________________________

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Group 2
Write an entry in your diary. Which custom about kite flying would
you like to believe, the Japanese’ or Koreans? Why?
Dear Diary,
I believe I like the customs of _______________because
________.
Group 3
If you were the Korean general, how would you have inspired
your soldiers?
If I were the Korean general, I would have inspired my soldiers
by _________________________________________________
___________________________________________________.
3. Discussion Question
a. What does kite flying symbolize in Japan? Do you agree with the Japanese?
Why?
Say: Group 1, please present your work
b. Draw the kite designs made by the different countries in the selection.
Write a sentence or two about the drawing.
Say: Let us see the output of Group 2
c. When do Koreans celebrate the kite flying festival?
d. What makes this festival special?
e. Which custom about kite flying would you like to believe, the Japanese’
or the Koreans? Why?
Say: Group 3, please share with the class your ideas
f. If you were the Korean general, would you have done the same thing? Why?
g. If you were the general, how would you have inspired your soldiers?
Say: Let us listen to Group 4
h. Do you think it is a good idea to use a kite in escaping just like what the
Chinese did? Why?
i. In your own opinion, what makes kite flying enjoyable?
Day 3
I. Objectives
Evaluate the likelihood that a story/event could really happen
Explain if a story/event could really happen
II. Learning Activities
A. Presentation
Say: Listen carefully as I read to you different stories. Distinguish which
among them can really happen.

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1. Warren loves his pets. He has a dog and two puppies, a kitten and
a bird. Often when he is alone in the house, Warren and all his pets
become comfortable and watch television together. Sometimes
they tell each other stories. He shares jokes with them and they all
laugh together.
2. Warren loves his pets. He has a dog and two puppies, a kitten, and
a bird. He feeds them twice a day, once in the morning before he
leaves for school, and another time in the afternoon. When he gets
home, his pets show they love him, too.
B. Modelling/Teaching
Ask: Which of the two stories can really happen? Why do you say so?
Which of them is a reality and which is a fantasy?
When do we say that a story is likely to happen?
Teaching Tip
 Some events in the stories are likely to happen in real life.
C. Guided Practice
Listen as I read again some of the details from the selection “Kite Flying”.
Explain if they are likely to happen in reality.
1. In Japan, kite flying is celebrated every fourth day of May. Kites
shaped like carps are flown by the boys in every household.
2. Every man, woman, boy, or girl flies kites in Korea. Children write
their names on the kites on January 14 of each year.
3. In the olden days an emperor was held prisoner in a castle tower.
His loyal men made a huge kite and sent it flying near the tower
window. The emperor reached out, held onto the kite and safely
escaped from the tower.
4. They won the battle and thanked the dragon-shaped kite which had
brought them victory.
5. In India, the kites look like shields, while in Australia, they look like
boats. In Brazil, the kite is shaped like a falcon which is a small
eagle (lawin).
D. Independent Practice
Read the following short stories carefully and evaluate if they can happen
in real life. Refer to LM, Do and Learn

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Day 4
Vocabulary Development
I. Objectives
Identify meaning of words with multiple meanings
II. Learning Activities
A. Presentation
Say: Here is one of the sentences taken from the selection “Kite Flying”.
Let us read and study it.
He made them think that a new star had appeared as a sign of divine help.
B. Modeling/Teaching
Ask: What is the meaning of the word star and sign as used in the sentence.
Choose from the given meanings in the boxes below.
star
a) heavenly body of burning gases that can be seen in the
sky
b) a figure with ten sides
c) an outstanding talented performer
sign
a) to affix signature
b) symbol used in a mathematical operation
c) an event or action which shows that something else will
happen
Ask: How were you able to choose the correct meaning?
What did you consider to get the correct meaning?
Teaching Chart
 Some words have multiple meanings. The specific meaning
can be identified through context clues.
C. Guided Practice
Exercise 1
Read the sentences and draw a line from the italicized word in each sentence to
the meaning which explains that word. The first two numbers are done for you.
Refer to LM, Try and Learn

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Exercise 2
Give the meaning of the underlined word in each sentence. Choose the
letter of the correct answer from the list.
Refer to LM, Do and Learn
D. Independent Practice
Look the multiple-meaning card. Given is a set of meanings for a certain word.
Guess the word and write it in the lucky card/blank card.
Refer to LM, Learn Some More
Day 5
Grammar
I. Objective
Use the prepositions among and between in sentences
Use the glossary to get meaning of words
II. Learning Activities
A. Presentation
Say: Let us look at the pictures and read the sentences that follow them.
Refer to LM, Find Out and Learn
B. Modelling/Teaching
Ask: What are the underlined words?
(among/between)
They are examples of prepositions.
Look at the encircled words that come after them. What part of speech are they?
• Noun/Pronoun
What do the words among and between do for the noun and pronoun after
them and the other words of the sentence?
• The preposition relates the noun or pronoun that follows it to the
other words in the sentence.
Take a look at sentences nos. 1and 4. How many persons are spoken of?
• two
When do we use between?
• Between is used when speaking of two persons or object.
How about in nos. 2 and 3, how many persons are spoken of?
• more than two
When do we use among?
• Among is used when speaking of more than two persons or objects.

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Teaching Chart
 Preposition is word written before a noun or pronoun.
It connects the noun or pronoun to the other words.
 Between is used when talking about two persons or
objects.
 Among is used when talking about more than two
persons or objects.
C. Guided Practice
Read the following sentences. Fill each blank with between or among.
Refer to LM, Try and Learn
D. Independent Practice
1. Oral Practice
Say: Look carefully at the pictures. Make sentences based on the
pictures using among and between. Refer to LM, Talk About It
2. Written Practice Refer to LM
Make your own sentence using the guide words and the suggested
preposition
Example: The money- among - group members.
Refer to LM, Write About It
Study Skill
A. Presentation
Say: Let us study the glossary below.
Refer to LM, Find Out and Learn
B. Teaching/ Modelling
Ask: In which part of the book can we find a glossary? (At the back of the book.)
What information does it contain? (It contains words used in the
books with their meanings.)
How are the words listed? (Alphabetically)
What is another name for a glossary? (Small dictionary)
Teaching Chart
 The glossary is a special dictionary. It is an essential part of the
book that helps us understand the meaning of the difficult terms/
words used in the book.
C. Guided Practice
Refer to the glossary above to answer the questions.
Refer to LM, Try and Learn
3. Independent Practice
Read the article and look for the meaning of the underlined words in the
glossary.

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Quarter 4
Week 4: Fun with Tubby
I. Objectives
A. Expressive
Understand the importance of early bedtime for a child.
Understand the grandfather’s clever way of solving the problem.
B. Instructional Objectives
Listening Comprehension / Reading Comprehension
Give conclusions to realistic fiction heard
Oral Language
Provide conclusions to realistic fiction heard
Vocabulary Development
Identify meaning of words with prefixes un-, in-, im-, dis-, mis- and re-
Oral Reading Fluency
Read aloud realistic fiction
Study Strategy
Use index to locate information
Grammar
Use prepositions in, on, under, and above in sentences
Writing Composition
Write three to four sentences showing the conclusion about the
topic presented
Attitude towards Literacy, Literature and Language
Express interest in the text by reading available print materials
II. Subject Matter
A. Topics
1. “Tubby, the Pot Bellied Cat”
2. Giving conclusions for story heard
3. Prefixes un-, in-, im-,dis-, mis-, and re-
4. Repetitive reading of the story
5. Use of Index
6. Prepositions in, on, under, and above
7. Writing three to four sentences showing a conclusion about the
topic presented
8. Expressing interest in a text by reading available print materials

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B. References
English for You and Me
English Beyond Time
http//:freestoriesforkid/realistic fiction
C. Materials
• pictures
• flashcards
D. Value: Importance for a child to go to bed early
III. Procedure
Everyday Activity
Mrs. Cat, I’m bringing back your kitten
I’m completely done with baby sittin’
She cried all day
Not worth the pay
And, I am so sorry, I couldn’t find her mitten
Day 1
I. Objective
1. To understand the importance of early bedtime for a child
2. To understand the grandfather’s clever way of solving the problem
3. Give conclusions to a narrative heard
II. Learning Activities
A. Pre-Listening Activities
1. Unlocking of difficult words
(belly, pot bellied cat, sprawled out, pushed over)
 belly
Say: (Show a picture of a baby with fat belly) This is the belly of this
child. What can you say about his belly? (It is fat.)
 pot bellied
show an illustration of a pot bellied cat sleeping on a bed while all
legs are widely spread, while the boy sleeps on one corner of the
bed almost falling because the bed is occupied by the cat
Ask: How does the belly of a cat look like in this picture?
 sprawled out
Ask: How does the pot-bellied cat in this picture sleep?

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 pushed over
Use the same illustration used for the word pot bellied cat
The boy was pushed over to one corner of the bed.
Ask: Why is the boy pushed over to one corner of the bed?
(Expected Answer: The cat is sleeping on his bed.)
2. Motivation
Ask: What time do you sleep at night? Why do you sleep early or late?
3. Motive Question
What made Andy decide to sleep early?
B. During Listening
Tubby, the Pot Bellied Cat
by Pedro Pablo Sacristan
Adapted by Michelle Mercado
Andy never wanted to go to bed on time. His parents had explained
to him how important it was to go to bed early and get a good rest.
But Andy paid no attention to them, and his parents didn’t know what
to do. That was, until one weekend when they were visiting Andy´s
grandparents.
Grandpa Peter heard all about it and said: “This sounds like a job
for Tubby, my pot bellied cat,” They loaded the cat in the car and
returned home. Tubby was a slow, and very fat cat. He wasn’t much
of a bother because most of the time no one knew where he was.
That night, at bedtime, the same problem arose. Andy had no intention
of going to bed, and even though his parents waited a while to see if
Tubby would solve the problem, nothing happened.
“Grandpa really does make up some nonsense,” said Andy’s
father, “I really think he’s starting to lose it.” Andy’s father is quite
disappointed.
Hours later, Andy finally decided to go to bed. But what a surprise
when he entered his bedroom!
(Ask: What do you think surprised Andy?)
Tubby was in his bed, totally sprawled out, pot belly in the air, and
snoring like an express train. “That was impolite to be sleeping on my
bed,” Andy tried to push the cat, but there was no way of moving him
an inch. That night he hardly slept a wink, being pushed over into one
tiny corner of his bed.

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The next day the same thing happened, even though Andy was
much more tired from not having slept.
On the third day, he had understood that if he wanted to sleep
on his bed, he would have to get into it before Tubby did. That
night, when his parents merely started hinting at the topic of bedtime,
Andy shot upstairs like a bullet, and dived into bed. His parents could
not believe it. It was unbelievable. They knew nothing about Tubby in
the bed. They misunderstood why Andy went to bed on time, without
complaint. They were so happy about this that they stayed up quite
late, celebrating, but... can you guess where Tubby slept that night?
Answering of Motive Question
Ask: Who is Tubby in the story? (the pot bellied cat).
Who else are the characters in the story?
What was the problem in the story?
What made Andy decide to sleep early?
(Possible answers: He wanted to sleep on his bed comfortably.
He wanted to be in bed before Tubby.)
Day 2
I. Objectives
1. Understand the importance of early bedtime for a child
2. Understand the grandfather’s clever way of solving the problem
3. Provide conclusions to the story heard
4. Write three to four sentences giving conclusion for the story
II. Learning Activities
A. Phonics Drill
Reading words with ir- controlled vowels
-ir -ird -irk -irt -irth
fir bird quirk dirt birth
sir gird shirk flirt firth
stir third smirk shirt girth
whir skirt mirth
squirt
birds chirp
third birth
gird the shirt
flirt with her shirt

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Let the pupils recite the nursery rhyme.
Little Girl, Little Girl
Little girl, little girl, where have you been?
Gathering roses to give to the queen.
Little girl, little girl, what did she give you?
She gave me a diamond as big as my
shoe.
(Source: www.rhymes.org.uk/a-51-little-girl)
Ask: What word in the rhyme has the -ir controlled vowel?
B. Post Listening Activities
1. Group Activities
Say: Divide the class into five groups. Each group should select a
leader.
Say: Leaders please come forward and pick an envelope.
Inside the envelope is the task that you are going to do. Do the
task with your group cooperatively and silently.
Please do this in 5 minutes.
Group 1
Draw the characters in the story and label each.
Group 2
Act out how the parents of Andy convinced him to sleep on time.
Group 3
Draw a masks for Grandpa and for Tubby. Choose two mem-
bers of the group who will act as Grandpa and Tubby.
Scene:
Grandpa: Tubby, come here.
Tubby: (walk towards Grandpa)
Grandpa: (pet Tubby on his head)
Please teach Andy his lesson.
Group 4
Act out how Tubby sleeps on Andy’s bed during the first and
second nights.
Group 5
Write a three to four sentence paragraph about how the story
will end.

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2. Discussion
Ask the pupils to answer the following questions:
1. Who is the boy in the story who never wanted to go to bed on time?
Say: Group 1 will present their work. The pupils will introduce the
characters in the story by showing their drawings and point out
that Andy is the boy in the story who never wanted to go to bed
on time.
2. What did his parents do to convince him to go to bed on time?
Say: Group 2 will present their dramatization.
3. How did grandpa solve the problem?
Say: Group 3 will present their output showing how grandpa solved
the problem.
4. What can you say about how grandpa solved the problem?
5. How did Tubby teach Andy to sleep early?
Say: Acting out of Group 4
6. If you were the writer of the story, what conclusion/ending will you
give to the story?
7. What part of the story did you like best?
8. If you were Andy, how would you react to Tubby?
9. How would Andy feel when he had enough rest and sleep?
10. Why should a child sleep early?
Ask the class: Why should a child sleep early?
Write on the board the pupils’ answers.
Say: We have learned the value of going to bed early. In response to
the story, please write on a piece of paper reasons why a child
should go to bed early?
Day 3
I. Objectives
Identify meaning of words with prefixes un-, in-, im-, dis-, mis-, and re-
Interpret chart
II. Learning Activities
(Everyday Activity – Somebody will recite the limerick.)
Mrs. Cat, I’m bringing back your kitten
I’m completely done with baby sittin’
She cried all day
Not worth the pay
And, I am so sorry, I couldn’t find her mitten
A. Presentation / Introduction
Say: Last time you listened to a funny story about a cat.
Ask: What was the title of the story?
Say: I took some points from the story. Here they are. Please read.

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1. Andy was inattentive of his parents’ advice.
2. Andy’s father was quite disappointed when Tubby was not able to
do his job.
3. It was impossible for Andy to lie on his bed because Tubby was
totally sprawled out on it, pot belly in the air and snoring loudly.
4. His parents could not believe the change in his behavior. It was
unbelievable.
5. They misunderstood why Andy went to bed on time, without com-
plaint.
6. Andy replaced his blanket after Tubby slept on his bed.
B. Teaching/Modelling
Ask the following questions to come up with the following answers to be
written on a chart.
1. What are the underlined words in the sentences above?
2. Notice that the underlined words are quite long, what is the root word of
each?
3. What syllables was added to each word?
4. Based on the sentence, what is the meaning of the word? Can you
locate the context that tell the meaning of the word?
5. Can you give other examples?
6. What do the syllable in-, dis-, im, un- and mis-, mean? (They mean
negative or the opposite. They can mean no, not, non or wrong. Prefix
re means again.)
7. What do we call syllables added before the root word? (Prefix)
8. What does a prefix do to the root word? (Prefix changes the meaning of
the word.)
Charting Technique
Word Root Word Syllables
added before
the root word
Meaning of
the syllable
Meaning of the
word based on
the sentence
given
inattentive attentive in not not attentive
impossible possible im not not possible
unbelievable believable un not not believable
misunderstood understood mis not not understood
replaced placed re again placed again
C. Guided Practice Refer to LM, Read and Learn
More Guided Practice Refer to LM, Find Out and Learn
D. Independent Practice Refer to LM, Try and Learn
Decide whether to add im-, dis-, or -un to the following root words. Make
sure the words you form are the opposite of the given word. Number 1
has been done for you.

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E. Evaluation Refer to LM, Do and Learn
Add a prefix to the root word in the parentheses to make the sentence
correct.
Enrichment Activity (Refer to LM - Learn Some More)
Directions: Write the following words with a prefix and a root word. Write
them under the proper columns. The first one has been done for you.
Ask: How did you classify the words?
Day 4
I. Objective
Use the prepositions in, on, under, and above in sentences
II. Learning Activities
Present the following sentences with illustrations.
1. Presentation
a. Andy’s family loaded the cat in the car.
b. Andy was surprised when he saw Tubby in his room.

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c. Tubby slept on Andy’s bed.
d. Andy understood that when he wants to sleep on his bed, he would
get into it before Tubby could.
e. Andy put his cap on the hook above the mirror.
f. After a few days, Tubby started sleeping under Andy’s bed.
2. Teaching/Modelling
Let the pupils read each sentence. Then ask the following questions:
 What do the underlined words show?
 Where is the cat in the picture?
 What preposition is used to show that the cat is inside the car?
 In the second picture, where is Tubby in the picture?
 What preposition is used to show where Tubby is?
 Where is Tubby sleeping?
 What preposition is used to tell where Tubby sleeps?
 Where does Andy sleep?
 What preposition is used to tell where Andy sleeps?
 Where is the cap of Andy?
 What preposition is used to tell where the cap is?
 When is in used in the sentence?
 When is each of the underlined word used in the sentence?
 Introduce the word preposition. What do these prepositions
show?
(Prepositions in, on, over, above, under show position or location.)

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3. Guided Practice
Activity 1
Fill in the blanks with prepositions that show position or place.
Refer to LM, Try and Learn
Activity 2
A. Work in Pairs
1. Work with a partner. One of you will act out a sentence while the other
one will guess the sentence. Ask a classmate to show an action with
preposition that shows location. A student will ask his/er partner, “What
am I doing?” His seatmate may answer, “You are putting your book in
your bag.”
2. Ask: Who will present their conversation in front? The teacher will
process the sentences of the class.
Ask: What preposition did they use?
Why did they use this preposition?
If there is something wrong, the teacher will tell the class:
I think we can do something to make the sentence correct.
She will ask the class, Who will help make the sentence
correct?
Activity 3
B. Work in Groups
Each group will be given a picture. They will write three to five sentences
about the picture using prepositions learned. (Note: The output does
not need to observe mechanics in writing a paragraph.)

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After 5 to 7 minutes, a member in each group will share their output.
Then the class will evaluate whether the group used the learned
prepositions correctly.
Ask: What can you say about the work of the group? What prepositions
did they use? Did they use them correctly?
C. Independent Practice Refer to LM, Do and Learn
Use in, on, under, above, below, and over to complete the sentence.
Day 5
I. Objectives
Use the prepositions in, on, under, and above in sentences
Write three to four sentences giving a conclusion about the story Tubby, the
Pot Bellied Cat.
ll. Learning Activities
1. Review
Ask: What are some of the prepositions we have studied?
2. Introduction
Say: Remember the story you listened to, “Tubby, the Pot Bellied Cat?”
Here are some of the events.” (Show pictures of some of the events)
Ask: Who can arrange the pictures in the correct order?
Say: Write sentences to describe the event in the picture. You may use the
phrases under each picture.
Phrases for each picture:
1. Andy is the little boy in the story who ________________.
2. Tubby, the pot-bellied cat , ____________________.
3. Andy ______________________.
4. Andy can hardly ______________________.
5. Andy sleeps ________________________.

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3. Teaching/Modelling
Say: Describe each picture. Write your answers on the board.
(Expected Answers: Andy is the boy who does not like to sleep early.
Tubby the pot bellied cat sleeps on his bed. Andy hurriedly goes upstairs
when he is about to sleep. He cannot push Tubby out of his bed so
Andy sleeps on a small corner of his bed.)
Ask: What conclusion can you give for the story?
Say: Write it on the board.
(Expected Answers: Andy decides to sleep earlier but the cat sleeps
there. The next day, he goes to bed earlier than yesterday. But the cat
sleeps earlier than him. Finally, Andy sleeps earlier than Tubby. Andy
has a very sound sleep.)
Ask: How did you come up with your conclusion? What are your basis?
(Expected Answers: The past events in the story are our bases in giv-
ing conclusion.) (As the children are giving their sentences, remind
them to use prepositions properly.)
4. Guided Practice
Say: Let us write the sentences on the board. This is how we are going to
write our conclusion in paragraph form. (The pupils will write on the
board and be guided by the teacher.)
5. Independent Practice
Say: Tubby is an exceptional pet. Do you want a pet like Tubby? What is
your dream pet? Use the following questions to form a paragraph.
1. What is the name of your pet?
2. What is the color of your pet?
3. How do you take care of it?
4. What does your pet eat?
5. Where does it sleep?
6. How do you feel when you take care of your pet?
Show paragraph pattern on the board.
_______________________
_______________________________________
___________________________________________
___________________________________________
___________________________________________
_____________________________________.
Teaching Point
An index is placed at the end of the book and lists all the major
topics in alphabetical order and their corresponding page number.

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Study Strategy
A. Review
Ask: What is an Index?
B. Presentation
Say: Study the Index of you English book.
C. Teaching/ Modeling
How are the topics in the Index arranged? What are the topics that start
with A?
If I would like to read about birds, what pages can I find it? What lesson is
found on page 189?
D. Guided Practice
Refer to LM, Do and Learn
Study the above index in the Read and Learn and answer the following
questions.
E. Independent Practice Refer to LM
Work in a group. Give different textbooks with an index to each group.
Example: Group 1- Science Group 3- English
Group 2- Math Group 4- other textbooks
Teachers will prepare in advance 5 questions to be answered by each
group.
Assignment:
Go to the library and find short stories about pets. Look at the index of the
book to help you locate the topic. Then write a three-to-five-sentence
paragraph for the conclusion of the story that you read.
Week 5: Fun Day with Grandma
I. Objectives
A. Expressive
Appreciate the humor and absurdity of a poem.
Enjoy the rhyme, rhythm, and repetitive quality of the poem
B. Instructional
Listening Comprehension/Reading Comprehension
Give conclusions for humorous/cumulative poem heard
Oral Language
Provide conclusions for humorous/cumulative poem heard

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Vocabulary Development
Identify meaning of words with suffixes –full and –less
Oral Reading Fluency
Read aloud cumulative poem
Study Strategy
Interpret chart
Grammar
Use prepositional phrases in sentences
Writing Composition
Write three to four sentences showing conclusion about the topic
presented
Attitude towards literacy, literature and language
Express interest in text by reading available print materials
II. Subject Matter
A. Topics
1. “There Was an Old Lady Who Swallowed a Fly”
2. Providing conclusions for the story heard
3. Interpreting chart
4. Prepositional Phrases
5. How to Make a Stick Puppet – Ref. Me and My World I p. 193
6. Writing a conclusion about the topic presented
7. Expressing interest in text by reading available print materials
B. References
English for You and Me Reading Textbook for Grade Four by Benita
Miranda pp. 171-176
Me and My World p. 193
C. Materials
• charts
• flashcards
• pictures
Value: Appreciate the repetitive rhythm of the poem.

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Day 1
I. Objectives
1. To appreciate the humor and absurdity of a poem
2. To enjoy the rhyme, rhythm and repetitive quality of the poem
3. Give conclusions for humorous/cumulative poem heard
4. Express conclusions to humorous/cumulative poem heard
II. Procedure
Everyday Activities: “Show and Tell”
Every day, one pupil will show an object and ask the class: What do I have?
Where is it?
The pupil will then tell the class the name of the object, describe its color, size
and shape and where he/sge got it.
Example: What do I have? Where is it? You’re right. I have a ball here inside
the box. (He will show it) It is blue. It is round. I use it every day in playing.
Mother bought it from the market.
A. Pre- listening activities
1. Unlocking of Difficulties
(swallowed, catch, absurd)
 swallowed (through action)
The teacher will demonstrate through action. Pretend I have a biscuit.
She will put it inside his/her mouth and then exaggeratedly swallowed the
food.
Say: I swallowed the biscuit.
 catch (through action using a ball)
The teacher will throw a ball and instruct somebody to catch the ball.
Ask: What did your classmate do with the ball?
 absurd (through contextual clues) The boy does absurd things because
he put a frog on the food of his sister, kept the other pair of his sister’s
slipper and locked her inside the room. He is so foolish.
2. Motivation
Ask: What will happen if you accidentally swallowed a fly?
3. Motive Question
Say: I am going to read to you a story. Its title is, “The Old Woman Who
Swallowed a Fly”. What do you want to find out from the story? (What
happened to the old woman who swallowed a fly?)

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B. During Listening
There Was an Old Lady Who Swallowed a Fly
Poor old lady, she swallowed a fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!
Poor old lady, she swallowed a spider,
It squirmed and wriggled and turned inside her.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!
Ask: What do you think will be the next animal the old woman
will swallow?
Poor old lady, she swallowed a bird.
How absurd! She swallowed a bird.
She swallowed the bird to catch the spider.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!
Ask: What do you think will be the next animal the old woman
will swallow?
Poor old lady, she swallowed a cat.
Think of that! She swallowed a cat.
She swallowed the cat to catch the bird.
She swallowed the bird to catch the spider.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!
Ask: What is next after the cat?
Poor old lady, she swallowed a dog.
She went the whole hog when she swallowed the dog.
She swallowed the dog to catch the cat.
She swallowed the cat to catch the bird.
She swallowed the bird to catch the spider.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!
Say: Oh, no! Ask: Can you swallow a dog?
What do you think will be the next animal?

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Poor old lady, she swallowed a cow.
I don’t know how she swallowed a cow.
She swallowed the cow to catch the dog.
She swallowed the dog to catch the cat.
She swallowed the cat to catch the bird.
She swallowed the bird to catch the spider.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!
Ask: What do you think will happen next?
Poor old lady, she swallowed a horse.
She died, of course.
Ask: What happened at the end of the story? Why did the
old woman die after she swallowed the horse? (Because the
horse can swallow the cow, being smaller. There was no more
space in her stomach.)
http://www.poetry4kids.com/classic-27.html#.VSuq6fDRi4A
(Group reading by the pupils)
Say: I like the way the lines and stanzas of the poem are repeated.
I enjoyed reading it.
Ask: Would you like to try reading it? Notice that words are repeated many times.
Ask: What are those words?
Say: Let’s read.
She, swallowed, to catch, the, fly, spider, bird, cat, dog
Dramatic reading of the poem by the pupils (group, individual, by stanza,
the whole poem)
Day 2
Post Listening activities
I. Objectives
1. Appreciate the humor of a poem heard or read
2. Express conclusions to a humorous/cumulative poem heard
3. Read words with r-controlled vowels -ir
4. Write at least three to four sentences showing a possible conclusion to
the old woman’s story.

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II. Learning Activities
A. Phonics Drill
Reading words with r-controlled vowels -or as in for:
-orch -ord -ork -orm -orn -ort
porch cord cork dorm born fort
torch lord fork form corn port
scorch chord stork storm horn sort
sword morn short
torn snort
worn sport
scorn
sworn
thorn
Phrases:
cord and sword lord has sword
sort the corn form a storm
scorch the torch
Sentences:
1. Give more corn for Mrs. Horn.
2. She sorts the cord and sword.
3. A storm is formed.
4. A cork, a fork, and a stork were on the porch.
Hickory, Dickory Dock
Hickory, dickory dock
The mouse ran up the clock
The clock struck once
The mouse ran down
Hickory, dickory dock
From the Collection of
Nursery Rhymes
B. Reading of the Poem by the Teacher/Pupils
C. Cooperative Group Activities/Differentiated Activities
(Grouping is based on interest or multiple intelligences.)
Group 1 and 2 – Draw the insects and animals in the story. Start from fly
to horse.

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Group 3 and 4 – Do you believe that an old woman could swallow animals?
Write at least 3 to 4 sentences explaining why/
Group 5 – Write a three-to-four sentence paragraph stating what the old
woman would do if she swallowed a fly.
D. Discussion
1. What are the animals mentioned in the poem?
2. What did the old woman do to the fly?
3. Can an old woman swallow a fly?
4. If you were the old woman, what would you do to catch the fly?
(Group 1 will show us their work.)
5. What did the old woman do? (The old woman swallowed the animals)
6. Do you believe that an old woman can swallow animals?
(The next group will show their conclusions written on a manila paper.)
(Group 3 and 4 please present your opinions.)
7. What can you say about this poem?
8. If you have a grandmother who swallowed a fly, what would you do?
(Group 5 will read to us their advice.)
9. Could an old woman swallow those animals? What animal could an old
woman swallow? What animal do you believe the old woman can no
longer swallow?
10. What is the purpose of the writer of the poem?
(Reading the poem by the class, then by groups and finally by individuals.)
Assignment:
Write three to four sentences showing your conclusion about the poem,
“There Was an Old Lady Who Swallowed a Fly.”
Day 3
I. Objectives
Give the meaning of words with suffixes -full and -less
II. Learning Activities
Everyday: Recite the Jazz Chant: Banker’s Wife Blues
A. Presentation
Read the following sentences:
These are some of the conclusions from the story,
“There was an Old Woman who Swallowed a Fly”
1. The old woman was so powerful that she could swallow a lot of animals.
2. The old woman was careless to have swallowed a fly.
3. The old woman is beautiful.
4. She had a sleepless night when she swallowed the fly.

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Say: Let us study the underlined words in the sentence.
Word Root
Word
Syllable added
after the root
word (Suffix)
Meaning of
suffix
Meaning of
the word
powerful power ful full of full of power
careless care less without without care
beautiful beauty ful full of full of beauty
sleepless sleep less without without sleep
Ask: What is the root word of the word powerful? What syllable was added
after the root word? What does suffix -ful mean? What is the meaning of
the word? What does a suffix do to the word? (It changes the meaning
of the word.) What is counterpart of powerful? What is counterpart of
careless? Does the word beautiful have counterpart? Does the word
sleepless have counterpart? What other words with suffixed -full or
-less do not have counterparts?
B. Guided Practice
Notice these:
1. joy (happy) Joyful (full of joy)
2. power (strength) powerless (without power)
3. hand (part of the body) handful (enough to fill a hand)
Try this:
Refer to LM, Try and Learn
Circle the words with syllables -ful and -less.
Refer to LM, Find Out and Learn
C. Independent Practice Refer to LM, Find Out and Learn
Match each word in Column A with the meaning in Column B. Write the
letter of the correct answer on the blank.

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Day 4
GRAMMAR
I. Objectives
Use prepositional phrase showing location in sentences
II. Learning Activities
A. Presentation
Prepositional phrase
Say: Study the following. Underline the preposition in each phrase.
These are prepositional phrases. Ask: What made up a prepositional
phrase? Is there a noun or pronoun in each phrase?
1. on the desk 6. under the chair
2. above the trees 7. in the vase
3. below the ground 8. on the teacher’s chair
4. under the sun 9. over the wall
5. in the closet 10. above the sky
B. Teaching/Modeling
Study the following sentences. Underline the prepositional phrase in the
sentence.
1. The old woman drives away the flies around the table.
2. She watched the food until her children and grandchildren arrived.
3. While waiting, she heard the screech of the car from the garage.
4. The children happily got out of the car.
5. It was about seven o’ clock in the evening when they started eating.
6. Her son told the family that they saw a beggar along the road.
7. The children told grandmother that they gave all the food at the back of
the car to the beggar.
8. How happy grandmother was!
Say: Aside from other prepositional phrases that we have studied, there
are more prepositional phrases. Encircle the preposition in each
sentence. Remember that a prepositional phrase is made up of a
preposition and a noun or pronoun and all the other words in between.
C. Guided Practice
Group Work
Say: We will have a contest by groups. (Show them envelopes with the
phrases inside them.)

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Say: Here are jumbled phrases. Arrange the jumbled phrases to form a
sentence with a prepositional phrase. The first group that arranges
the phrases correctly will be the winner. (Post a picture illustrating the
following sentences.)
1. The old woman around the house. has many animals
(Answer: The old woman has many animals around the house.)
2. in the doghouse. dogs She has
(Answer: She has dog inside the doghouse.)
3. her cats and chickens at the backyard. She feeds
4. under the tree. grazed Her cow
5. from morning until night. She takes care of them
D. Independent Practice Refer to LM, Do and Learn
Say: This time we shall have a different activity. Everybody will make a
stick puppet. Follow the printed directions. If you have understood the
use of prepositional phrase, then you can come up with a beautiful
stick puppet. (The teacher may write the steps on How to Make Stick
Puppets on a Manila paper)
Refer to Do and Learn, LM
Ask some pupils to share their experience in doing the activity. Do
you think you followed the instructions correctly? Did you draw your
character front and back? Where did you place the stick? Did you
enjoy doing the project?
Day 5
I. Objectives
Spell correctly the words in the vocabulary list and the words in the selection/
poem read.
Write a three to four sentence paragraph giving conclusion of a poem heard.
Read the poem aloud.

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II. Learning Activities
1. Conduct a spelling test.
swallowed 1. The old woman swallowed a fly.
absurd 2. How absurd is it to swallow a fly?
woman 3. The old woman swallowed a spider.
spider 4. She swallowed a spider to catch the spider.
catch 5. She swallowed the bird to catch the spider
pot bellied 6. Tubby is a pot-bellied cat.
disappointed 7. Father and mother were disappointed with Andy.
attentive 8. Andy was attentive when his parents advised him
to sleep early.
impolite 9. Tubby was impolite to be sleeping on Andy’s
impolite bed but it is a clever way of teaching Andy.
sprawled 10. Tubby sprawled out on Andy’s bed.
2. Reading the Poem Aloud
The teacher first models the reading of the poem, “The Old Woman Who
Swallowed a Fly.”
The teacher can call pupils to read the poem while the rest of the class are
told to read with their eyes only.
3. Discussion
• What is the poem about?
• What did the old woman swallow?
• Is it really possible that an old woman could swallow all those animals?
• What could possibly happen if an ordinary woman would swallow any
of those animals? Why do you say so?
• What kind of old woman was she? Think of words that would suitably
describe her.
4. Reading of the poem by class, in groups and then individually.
5. Writing
Say: Our character in the poem is the old woman who swallowed a fly. She
swallowed different animals. Please give at least 3 to 4 sentences showing
what could happen or give a possible conclusion to the poem. Use the
following phrases:
Refer to LM, Write About It

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Week 6
Fishing is Fun
I. Objectives
A. Expressive
Admire the little girl’s smart way of solving the problem
Realize that big things can come from small things
Appreciate the humor in the story
B. Instructional
1. Distinguish fact from opinion in a narrative
2. Express facts or opinion in a narrative
3. Identify meaning of words with the suffixes -er and -or
4. Read grade level text correctly
5. Interpret bar and line graphs
6. Use simple sentences with simple subjects and simple predicates
7. Write three to four sentences expressing opinion in a narrative text
8. Explain how specific aspects of text illustrations contribute to what is
conveyed by the words in a text
II. Subject Matter
A. Topic
1. The Five Foolish Fishermen
2. Fact and Opinion
3. Suffixes –er and –or
4. Simple sentences with simple subjects and simple predicates
5. Writing three to four sentences expressing opinion
B. Materials
chart, illustration of the story
C. Reference
Me and My World pp. 171-173
Every day: Banker’s Wife Blues (Jazz Chant)
Where does John live?
He lives near the bank.
Where does he work?
He works at the bank.
What does he do?
He ________ at the bank.
When does he work?
He works all day and he works all night, at the bank, at the
bank at the great big bank.

413. 400
Where does he study?
He studies at the bank.
Why does he work all day all night all day all night at the bank
at the bank at the great big bank?
Because he loves his work more than his life and he loves his
money more than his wife
What are the blues of the banker’s wife? (Unlock blues as problems)
Day 1
I. Objectives
1. Admire the little girl’s smart way of solving the problem
2. Realize that big things can come from small things
3. Appreciate the humor in the story
4. Distinguish fact from opinion in a narrative
5. Use a simple sentence with a simple subject and a simple predicate
II. Learning Activities
A. Pre-Listening Activities
1. Unlocking of Difficulties / Vocabulary Development
(foolish, fell into the sea, basket full of fish)
There was a dog walking on the seashore. He
went on island hopping with his master. Along his
way, he found a bone. He quickly picked it up and
ran back to the boat. As he was looking down on the
side of the boat, he saw another dog in the water
with a big bone. He barked at the dog. How foolish
for him to bark with a bone in his mouth! His bone
fell into the sea. The dog in the water disappeared
as the bone fell. The dog was so sad that his bone
was gone, too. But his master brought home a bas-
ket full of fish. The dog will surely have something
for dinner.
by: Michelle L. Mercado
Ask: What does foolish mean in the paragraph? What other words in
the paragraph mean the same as foolish? Where did the bone
fall? Is there really another dog in the water? How much fish did
his master brought home?

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2. Motivation
Call five pupils in front. Ask: Will you count yourselves? How many are
you?
3. Motive Question
How did the five fishermen count themselves?
B. During Reading
The Five Foolish Fishermen
The five foolish fishermen went to the sea to fish.
When they got back, the first fisherman said,
“Let us see if there are still five of us.”
So he counted, “One, two, three, four.”
“Oh, no!” he cried. We are only four!”
Ask: What happened to the other fisherman?
“Let me count,” said the second fisherman.
“One, two, three, four!”
You are right! We are only four!”
“Maybe one of us fell into the sea!” cried the third fisher-
man.
“What shall we do?” asked the fourth fisherman.
Ask: What did the fishermen do?
And they began to cry.
Ask: Who do you think would help the fishermen find
the missing fisherman?
A little girl came.
“Why are you crying?” she asked.
“Five of us went to the sea to fish.
But only four of us came back!
One of us is lost!” answered the fishermen.
They all cried again. “Boo hu hu!
Ask: Can a little girl like her help the fishermen find the
lost fisherman?
“Let me count,” said the little girl.
“One, two, three, four, five! There are five of you!”
“Why, what a smart girl you are!” said the five fishermen.
They were so happy. They gave her a basket full of fish.

415. 402
Answering of Motive Question
What was the fishermen’s problem?
Did any fisherman fall into the sea?
How did the fishermen count themselves?
Who helped the fishermen count themselves?
Is there really a missing fisherman? Why or why not?
When one of the fishermen said, “Maybe one of us fell into the sea,” is that
a fact or an opinion? What word in his sentence makes it an opinion?
To check the idea that one of them fell into the sea, what should they do?
If you were one of the fishermen, how would you count yourselves?
(Reading of the story by the teacher and by some pupils)
Day 2
Post-Listening Activities
I. Objectives
1. Admire the little girl’s smart way of solving the problem
2. Realize that big things can come from small things
3. Appreciate the humor in the story
4. Distinguish fact from opinion in a narrative
5. Use a simple sentence with a simple subject and a simple predicate
II. Learning Activities
Every day: Recite the Jazz Chant – Banker’s Wife Blues
A. Phonics Drill
Reading words with r-controlled vowels -ur as in fur
-ur -urb -url -urn -urse -urt
cur curb burl burn curse curt
fur suburb curl turn nurse blurt
blur furl churn purse spurt
spur hurl spurn
purl
churl
Phrases
cat’s fur nurse’s purse
curse the nurse spurt and blurt
curb on the suburb churn, turn, and burn

416. 403
Sentences
The car bumped on a curb.
The nurse’s purse was burned.
The man cursed the nurse for the big purse.
Rhyme:
Little bird, little bird fly away home
Your house is on fire
Your children will burn
Reading of the story, “The Five Foolish Fishermen” by the teacher and by
some pupils
B. Cooperative Group Activities
Group 1
Draw the scene, showing the five fishermen going to fish.
Group 2
Act out the scene where the fishermen are counting themselves.
Group 3
Dramatize the scene where they thought one of them fell into the sea
until the girl helped them count themselves.
Group 4
Write a three to four sentence paragraph about your opinion on how
the fishermen should thank the little girl. Could a little girl carry a
basket full of fish?
If we were the fishermen, we should give the girl
___________________.
Discussion of the narrative, incorporating the presentation of outputs
Questions:
How many fishermen went fishing into the sea?
(Group 1, present the drawing that you did. Count to us the fishermen who
went fishing into the sea.)

417. 404
According to one of the fishermen, how many of them came back?
Did one of the fishermen really fell into the sea?
What’s wrong with the way they count themselves?
(Group 2, present your drama.)
What did they do when they thought one of them fell into the sea?
Why were the fishermen crying? What attitude do these fishermen show?
Who helped them find the lost fisherman? Was any of the fishermen really lost?
(Group 3, present your dramatization.)
What did the fishermen give to thank the girl?
If you were the fishermen, what would you do to thank the girl?
Could a little girl carry a basket full of fish? Was there any fish left for the
fishermen?
(Group 4, present your paragraph.)
What incidents in the story seem to be funny? What would like us the story to tell?
What is the purpose of the writer of the story?
What lesson can we get from the story?
Day 3
I. Objectives
Distinguish fact from opinion in a narrative.
Interpret bar and line graphs.
II. Learning Activities
A. Presentation
Say: Here are some sentences from the story, “The Five Foolish
Fishermen.” Ask: Which are opinions? What makes them opinion?
Which are facts? What makes them facts?
1) The five foolish fishermen went to the sea to fish.
2) When they got back, they counted themselves.
3) Maybe one of us fell into the sea.
4) They must be very happy.
B. Teaching/Modeling
 A fact is a true statement. It is a thing or an event that really
happened or existed. It can be proven by means of observation
and experience.
 An opinion is a view or guess which may or may not be
true. It is a feeling or attitude. Clue words like think, believe,
feel, must be, must, probably, seems, and often signal an
opinion.
Ask: Is each sentence a fact or an opinion? Did the first sentence really
happen? What makes it a fact? How about the second sentence? Did it
really happen? Say: Study the third sentence. Ask: Did it really happen?
What words in the sentence makes it an opinion?

418. 405
C. Guided Practice
Say: Read the following paragraph and answer the questions that follow.
Study the bar graph presented.
Refer to Try and Learn, LM
D. Independent Practice Refer to LM, Do and Learn
Enrichment Refer to LM, Learn Some More
Below are sentences about different games. Write F on each blank if it
states a fact or O if it states an opinion.
Day 4
I. Objective
Use simple sentence with simple subject and simple predicate
II. Learning Activities
A. Review
Underline the subject once and the predicate twice.
1. Andy does not sleep early.
2. Tubby is a pot bellied cat.
3. Andy’s parents are worried about Andy’s habit.
4. Grandfather thinks of a clever way to teach Andy to sleep early.
5. Andy learns his lesson.
Ask: What is a subject? What is a predicate?
B. Presentation
Study the following sentences. These are examples of simple sentences.
1. The five foolish fishermen went to the sea to fish
2. The girl is right.
Say: Underline the subject and encircle the predicate in each of the
sentences.
Ask: What is the subject in sentence 1? What is the predicate in
sentence 1? (Ask the same questions to sentence 2)
Ask: How many subjects has sentence 2? How many predicate has
sentence 2?

419. 406
Subject Predicate
Sentence 1 fishermen - one
subject
went - one predi-
cate
Sentence 2 girl - one subject is - one predicate
Ask: Using information from the sentences, what composes a simple
sentence?
A simple sentence is composed of simple subject and
simple predicate
C. Guided Practice Refer to LM, Read and Learn
Read the fable, “The Tortoise that Wanted to fly.” Be ready to answer
the questions that follow.
Ask The following questions and instruct the pupils to write their
answers on the board.
Comprehension check-up:
1. What does the tortoise want to do?
2. Who taught him how to fly?
3. Why can’t he fly?
4. What happened when he fell to the ground?
5. What lesson did he learn?
6. What is likely the ending of the story?
Expected answers:
The tortoise wanted to fly.
The eagle taught him how to fly.
He couldn’t fly because he had no wings.
He fell to the ground but he was not hurt.
Do not ask for the impossible but know your limits.
The turtle will be contented.
Ask: Which sentences have simple subjects and simple predicates?
Which sentences are simple and which are not?
Group Work Refer to LM, Read and Learn
Work in groups. Read the story once more. Then pick out simple sen-
tences with simple subject and simple predicate. Write them on the
Manila paper. Be ready to post your work on the board.
D. Independent Practice Refer to LM, Do and Learn
Say: Look at the pictures. Construct a simple sentence for each picture.

420. 407
Day 5
I. Objectives
Identify meaning of words with suffixes -er and -or
II. Learning Activities
A. Presentation
Say: Read the sentences taken from the story, “The Five Foolish
Fishermen”. Study the underlined word.
Ask: What is the root word? What syllable is added to the root word?
What does the syllable do to the meaning of the word?
The five foolish fishermen went to the sea to fish. fool - ish
One fisher is missing. fish - er
The smart girl is a thinker. think -er
B. Teaching/Modeling
Present the poem, “Work.”
Pick out the words that show roots with suffix –er/-or. Write them on the
chart.
Word Root
word
Suffix Meaning
of the
suffix
Meaning
of the
word
driver drive -er one who one who
drives
keeper keep -er one who one who
keeps
teacher teach -er one who one who
teaches
sailor sail -or one who one who
sails
actor act -or one who one who
acts
Ask: What do the suffixes -er/-or do to a word?
What meaning does the suffix -er or -or bring to the world?
What does each newly formed word mean?
C. Guided Practice Refer to LM, Do and Learn
Write the proper word by adding -er or -or to a root word. The meaning will
help you. The first has been done for you.
D. Independent Practice Refer to LM, Read and Learn
Read the paragraph. Add the suffix -er or -or on the space provided.

421. 408
Week 7
Fun in Summer
I. Objectives
A. Expressive
Realize that one should be proud of speaking out one’s reason/s
B. Instructional
Oral Language
Express fact and opinion from an informational text
Vocabulary Development
Identify meaning of words with prefixes de-, dis-
Reading Comprehension
Distinguish fact and opinion from an informational text
Study Strategy
Use the encyclopedia to get information
Grammar
Use simple sentences in giving facts and opinions
(Compound Subject + Simple Predicate)
Writing Composition
Write a 5-to-6-sentence paragraph about a given topic
II. Subject Matter
A. Topics
1. Fact and Opinion
2. Prefixes (de-, dis-)
3. Words with ie and ei
4. Using the encyclopedia
5. Simple Sentences (Compound Subject and Simple Predicate)
B. Materials
• Charts,
• calendar
• pictures
• assessment sheets

422. 409
C. References
Selections:
 “Will You Go to School This Summer?”
(Source: ReadWorks.org)
 “Summer is the Best Season”
(Source:http://sirajibir.blogspot.com/2012/11/summer-is-best-
season.htm)
 De-, Dis- Activities
(Source Our World of Reading, On the Horizon Workbook
p.47, Grade 3, Anvil Publishing, Inc.)
Value Focus: Interest in learning
III. Procedure
Day 1
I. Objectives
1. Realize that one should feel proud of those who express their own reasons
2. Distinguish fact and opinion from an informational text
3. Express fact and opinion from an informational text
II. Learning Activities
A. Oral Language Practice
Show and Tell: Show to the class drawing or picture or photo of what
you did last summer.
Say: This (drawing / picture / photo) shows what I did last summer.
Last summer, I __________________________________.
Reading Comprehension
A. Pre-reading
1. Unlocking of Difficult Words
(all year long / year-round, vacation breaks, boring, summer)
 all year long / year-round
Show a calendar. Ask the pupils to name the months in a year.
Ask: How many months are there in a year? What is the first month?
What is the last month?
Say: All year long or year-round means from January to December.
 vacation breaks

423. 410
Using the calendar, let pupils mark the start and the end of the school
year.
Say: We go to school from June to March while from April to May is
our vacation break.
 boring (Context Clues)
Let the pupils read the sentences.
The movie we saw was boring.
We did not have fun watching it.
We did not enjoy it.
Ask: What is the underlined word? (boring)
What group of words in the second and third sentences tells us
the meaning of the word “boring?” (did not have fun, did not enjoy)
 summer (Semantic Web)
Ask: What can you say about summer?
(Possible answers: hot, beach, swimming, vacation, etc.)
2. Motivation
Show these pictures of children’s activities during summer.
a child
painting a
picture
a girl taking
a piano
lesson
some boys
playing
basketball
two boys
playing
kites
Ask: What activities do each of the children do?
When do they usually do such activities?
Do a quick survey to find out who among the pupils do any of the
activities shown in the pictures.
Ask: What other activities may children do in the summer?

424. 411
3. Setting of Purpose
Say: The selection we are going to read today offers a different
activity which children may do during the summer. Its title is
“Will You Go to School This Summer?”
4. Motive Question
Ask: Will you go to school this summer? Why or why not?
B. During Reading
Say: Now, you will read the selection silently. As you read, take note if the
reasons given are the same as yours.
Refer to LM, Read and Learn
C. Post Reading
After reading the selection, ask the pupils if their answers / reasons are
the same as those in the text.
Ask pupils to raise their hands if their answers / reasons are the same as
the given one in the text.
D. Assignment
Show and tell: Drawing / picture / photo of what they did last summer
Day 2
I. Objectives
1. Realize that one should feel proud of those who express their own
reasons
2. Distinguish fact and opinion from an informational text
3. Express fact and opinion from an informational text
4. Use simple sentences in expressing fact and opinion
Reading Comprehension
B. Post Reading
1. Check-up of motive question
2. What do many schools learn about pupils going to school all year
long?
3. What does this mean for pupils?
4. What does the survey show regarding this?
5. According to the survey, why do a number of pupils find it good
to go to school even during summer?
6. Why don’t other pupils like to go to school in the summer?

425. 412
7. If a similar survey is taken in your school, what will your answer be?
Be ready to give a reason for your answer.
Will you go to school this summer?
Post on the board:
Distribute small strips of paper and ask pupils to write their answer “yes”
or “no.”
Say: On Thursday, we will announce the result of the survey and find out
if many of you would like to go to school this summer or not.
Assign a group of pupils to count the results and report the next day.
C. Small Group Activities
(Engagement Activity #1: If pupils will go to school...Chart)
Say: Group 1 will list down what will happen if the pupils will go to
school in summer.
If pupils will go to
school in summer
_______________
_______________
_______________
_______________
_______________
Reading Comprehension
A. Introduction/Presentation
Say: Let us go back to the selection. I have divided the text into four parts:
the first two paragraphs and the given “good” and “bad” reasons.
Show the text chart as shown.
Will You Go to School This Summer?
Many schools find that pupils learn better and remem-
ber more when they go to school all year long.
Does that mean pupils won’t get a vacation? No.
It means that students will get many short breaks instead of
just a long one.

426. 413
What do pupils say about year-round school?
It’s good!
- I can remember more of what I learned.
- I like having more short breaks.
- Summer gets boring, and I miss my friends.
It’s bad!
- I can’t go to summer activities.
- I like to play outside and swim in the warm weather.
- It’s too hot to be in school in the summer.
(Source: ReadWorks.org)
Writing Composition
A. Survey Report
Let the assigned group report the results of the survey.
Say: The result says that many of you want / do not want to go to school in
summer. Let us now find out what your parents and neighbors say
about the issue.
B. Prewriting (Class)
Ask: What did your parents/neighbors say about you going to school
during summer?
Call a number of pupils to give their answers. Write their answers on the
board under the appropriate column. In answering, let pupils use the pat-
tern below.
Refer to LM, Write About It (a)
C. Writing (Individual)
Then say: Let us write a short paragraph about the topic we discussed
yesterday. Copy and complete the chart below. Use the ideas
written on the board. Allow the pupils enough time to write.
Refer to LM, Write About It (b)
D. Editing/Revising (Individual)
After a few minutes, tell pupils to read the paragraph to themselves. Mark
places where they feel they have to add or change words.
B. Teaching/Modelling
Model “Think Aloud” as you analyze the text for fact and opinion.
Say: I will model to you the Think Aloud as we look for the facts and opinions
in the text.

427. 414
Text Think Aloud
Will You Go to School
This Summer?
Many schools find that
pupils learn better and
remember more when they
go to school all year long.
Read the first part aloud.
Then say: I think the first
sentence is a fact because
it says that “Many schools
find.” Finding is a result
of studies made. So this
statement is a FACT. A fact
is a statement based on
truth and can be proven to
be true. It is not an opinion
because an opinion is a
statement based on feelings,
beliefs or emotions.
Ask: Do you agree that this
statement is a fact?
Does that mean pupils
won’t get a vacation? No.
It means that pupils will
get many short vacation
breaks instead of just a
long one.
Read the next part
Say: I think this statement
is also a FACT because it
explains what it means by
having all year long school.
What do pupils say about
year- round school?
It’s good!
- I can remember more of
what I learned.
- I like having more breaks.
- Summer gets boring, and
I miss my friends.
Say: Now let’s go to the next
part.
Ask a pupil to read each line.
After each line ask the class
if it is a FACT or OPINION.
Ask: Why do you say it is a
fact / opinion?
Say: This line is a fact/opinion.
Ask: Why is it a fact /opinion?
It’s bad!
- I can’t go to summer
camp.
- I like to play outside and
swim in the warm weather.
- It’s too hot to be in school
in the summer.
Do the same in the last part.
Ask: Can you add more fact/s or opinion/s about this topic?
Say: Answer the Individual Assessment Sheet.
Refer to LM, Do and Learn

428. 415
Reading Comprehension
A. Guided Practice
Show a diary entry.
Say: Here is a diary entry. As I read it, listen for facts and opinions. Let the
pupils read next.
Refer to LM, Do and Learn, Reading Comprehension: Fact and Opinion (A)
- (B)
Ask: How many sentences are there? Let’s identify if they are facts or
opinions. Let’s answer the chart.
B. Independent Practice
Say: Now, read the selection silently. Study the sentences in the boxes.
Copy each in your paper or notebook then identify the sentence as
fact or opinion.
Refer to LM, Do More and Learn
Grammar
A. Introduction/Presentation
Say: Here are statements taken from the selection we discussed yesterday.
Ask pupils to read the sentences.
Refer to Find Out and Learn, Grammar: Simple Sentence, LM
B. Teaching/Modelling
Give pupils a few moments to study the group of sentences.
Say: Let us now study sentences 1-3.
Ask: What is a subject? What is a predicate?
What is the subject in sentence 1?
What is the predicate in sentence 1?
Put identifying marks to give visual emphasis.
Example: I can remember more of what I learned.
How many subjects? How many predicates?
Say: If a sentence has only one subject and only one predicate it is called
a SIMPLE sentence.
Do the same for sentences 2-3.
If there is only one subject, it is called a SIMPLE SUBJECT.
If there is only one subject, it is called a SIMPLE PREDICATE.
Say: Let us now study sentences 4-6.
Ask: What is the subject in sentence 4? What is the predicate?
How many subjects are there?

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If there are two subjects, it is called a compound subject.
Example: Ana and Jane can remember more of what they learned.
Do the same for sentences 5-6.
Say: If a sentence has a compound subject and a simple predicate, it is
still a simple sentence.
Refer to Try and Learn LM
C. Generalization
What is a compound subject?
Refer to LM, Do and Learn
Refer to LM Do More and Learn
D. Assignment
Look for two simple sentences with compound subjects in your other
subject area books. Copy them in your notebook.
Encircle the subject and underline the predicate.
E. Independent Practice
Say: We discovered that students learn better or remember lessons when
they go to school all year long. But in the Philippines, we have a
vacation of two months. Think of activities you can do during vacation
break so that your learning activities will continue even during summer.
Do the chart.
Refer to LM, Do More and Learn
Day 3
I. Objectives
Distinguish fact and opinion in an informational text
Use simple sentences in expressing fact and opinion
Use the encyclopedia to get information
Decode words with ie and ei sounded as /iy/
Word Recognition
A. Introduction/Presentation
Read the words in the chart. Let the class read next.
Refer to LM, Find Out and Learn, Words with ie and ei

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B. Teaching/Modeling
Say: Let us learn the meaning of some of the words with ie and ei.
Study the sentences and look for the word with the same meaning as the
given word.
Refer to LM, Find Out and Learn, Words with ie and ei (b)
Ask: Can you add more examples to our lists?
Let pupils give more examples.
Pupils will read next (by group, by pair, individual)
Say:Sometimes it is difficult to remember whether a word is spelled with -ie-
or -ei-. There is a very simple rule about this:
Say: Now, let us read the following phrases and sentences.
Read first the set of phrases then the sentences. Then let the pupils read
by groups, by pairs, or individrually.
Refer to LM, Try and Learn, Phrases and Sentences with Words with ie
and ei
C. Guided Practice
Reading a Short Story
Ask pupils to read the short story and then answer the questions.
Refer to LM, Try and Learn, Words with ie and ei (a)
Words: Words with ie and ei.
Let pupils complete the chart by looking for the words with ie and ei in the
short story.
Refer to LM, Try and Learn, Words with ie and ei (b)
Say: Look for the words with ie and ei sounded /iy/ in the short story.
Write the words on the chart.
(Answers: Charlie, niece, Jackie, believes, piece, shield)
Let the pupils read the words by group, by pair then individually.
Remember:
Say: The words in the left column have ie sounded as /iy/. The words in
the right column have ei sounded as /iy/, too.
Use i before e except after c when sounding like ay as in
neighbor and weigh.

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D. Independent Practice
Say: Here is another short story. Notice the words with ie/ei sound. But
before we read it and answer the questions, read these words.
robbers and thieves
Which of the pictures show robbers and thieves?
A thief usually secretly and the victim becomes aware of the theft only
after something has been stolen.
A robber is not only seen by the victim, but also often injures or
threatens to injure the victim (or use some other type of force) during
the robbery.
(Source: http://www.english-test.net/forum/topic16595.html)
Refer to LM, Do and Learn
Let the class read the ie/ei list once again.
Assignment
Write 2 sentences with ie/ei words.
1. _______________________________________________
2. _______________________________________________
Study Strategy
A. Introduction/Presentation
Ask: If we want to learn more about summer, where do we look for the
information that we need?
Show a picture or a sample of an encyclopedia. (Preferably the volume
where the topic “summer” is found)
(Option: Bring the class to the school library and show sets of encyclopedia.)

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What information can we find in an encyclopedia? How are different kinds
of information presented in an encylopedia?
B. Teaching / Modelling
Say: An encyclopedia is a reference work (such as a book, series of
books, web site, or CR-ROM) that contains information about many
different subjects or a lot of information about a particular subject.
(Source: Merriam-Webster Dictionary)
Show the letters found in each book to indicate the beginning letters of
the topics found in it. Example: “Summer” is found in the book where S is.
C. Guided Practice
Refer to LM, Try and Learn
D. Independent Practice
Refer to LM, Do and Learn
Assignment
Choose any topic that you think is connected with summer. Look for it in
the encyclopedia. Copy 5 facts about it.
Examples: sandcastles, sailboat, beach volleyball, diseases during summer, etc.
Day 4
I. Objectives
Use the encyclopedia to get information
Decode words with suffixes de and dis
Write a five to six sentence paragraph about a given topic or idea
Vocabulary Development
A. Introduction / Presentation
Read the words aloud. Then let the pupils read the words after you.
Refer to LM, Find Out and Learn, Words with Prefixes de- and dis- (a)

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B. Teaching/Modelling
Say: The words in the first box are different from the words in the second
box. Although both sets begin with de- or dis-, they are different in
structure.
Ask: Why are they different?
Say: The words in the second box have prefixes while the words in the first
box do not have prefixes. Let us identify the prefixes and the root words.
Refer to LM, Find Out and Learn, Words with Prefixes de- and dis- (b)
Say: The prefix de- means “to do the opposite of” the action or “to do a
completely different action.” The prefix dis- means “not to” or “do not.”
Ask: What do the words mean without the prefixes? What do they
mean if we add the prefixes de- and dis-?
code
flate
plane
rail
allow
own
band
engage
secret message
put air in
get in the plane
on the rail
let
belonging to
stay together
connect
Let the pupils read the words again.
Day 5
I. Objective
Decode words with the prefixes (de-, dis-)
Write a five to six sentence paragraph about a given topic or idea
Vocabulary Development
A. Reading of Words with the Prefixes de- and dis-
Say: Let’s read the words.
Refer to LM, Try and Learn, Words with Prefixes de- and dis- (a)
B. Guided Practice
Say: Remember that the prefix de- means “do the opposite of.” The prefix
dis- means “not to.” Do the following activity.
Add dis- to the root words. Write each new word and its meaning. Use the
meaning of the root word to help you.
Refer to LM, Try and Learn, Words with Prefixes de- and dis- (b)

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C. Independent Practice
Choose the word from the box that best completes each sentence.
Refer to Do and Learn, Vocabulary Development
Let us again read the words with the prefixes de- and dis-.
deform
debone
dethrone
declog
defrost
disbelief
disrespect
dissimilar
disappear
discontinue
Writing Composition
A. Proofreading (Pair)
Return the edited/revised paragraph. Tell the pupils to exchange papers
with their seatmates to check for misspelled words, proper use of capitalization
in the beginning of the sentence and a punctuation mark at the end.
B. Rewriting (Individual)
Let the pupils rewrite their paragraphs, if needed.
C. Publishing
Let the pupils choose another partner with whom they will read their paragraph.
Call some pupils to read their paragraphs to the class.
Week 8 Fun with Friends
I. Objectives
A. Expressive
Appreciate the efforts of the three little wolves for repaying with goodness
the badness of the big bad pig
B. Instructional
Listening/Reading Comprehension
Distinguish fact from opinion in a narrative text
Oral Language
Express fact and opinion from a narrative text
Vocabulary Development
Give the meaning of words with suffixes -ly and –y

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Study Strategy
Use strategies in taking tests
Grammar
Use simple sentences in identifying problem and solution in a given
text and in suggesting solutions to problems
(Simple Subject + Compound Predicate)
Writing Composition
Write a 5-to-6-sentence paragraph about a given topic
II. Subject Matter
A. Topics
Fact and Opinion
Suffixes (-ly, -y)
Test Taking
Simple Sentences (Simple Subject + Compound Predicate)
Words with ue and oo
B. References
 Readers Theater: The Three Little Wolves and the Big
Bad Pig by Eugene Trivizas
(Source:Bridges to Communication 2 (Reading Power),
Worktext in Reading 2009, Rex Bookstore
 Test-Taking Tips for Elementary Pupils
(Source:Single School Culture © for Academics)
 Test Taking Activities
(Source: Our World of Reading,On the Horizon Work
book p. 108-109, Grade 3, Anvil Publishing, Inc.
 UE/OO Activities
(Source: Our World of Reading, Going Places Work
book p.4, Grade 2, Anvil Publishing, Inc.
C. Materials
• Charts
• pictures
• realia
• worksheets
• masks
Value: Kindness; repaying a kind deed
III. Procedure

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Day 1
I. Objectives
1. Appreciate the efforts of the three little wolves for repaying with kind-
ness the badness of the big bad pig
2. Distinguish fact from opinion in a narrative text
3. Express fact and opinion in a narrative text
4. Give the meaning of unfamiliar words
II. Learning Activities
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the
solution.
Reading Comprehension
A. Pre-reading
1. Unlocking of Difficult Words
(cuddly, fluffy, prowling, grunted, scorched, battledore and shuttlecock,
battledore and shuttlecock, hopscotch, wheelbarrow)
Look for the word/s that give/s the meaning of the underlined word.
1. The toy is cuddly because it is soft and smooth. Nina always wants to
hold it and put her arms around it.
2. The fluffy coat is so nice to touch because it’s light and soft.
3. The wolf was prowling around the place. He was moving quietly to
look for food.
4. The wolf grunted and his deep harsh voice frightened the pig.
5. The animals without houses were scorched by the heat of the sun
which warmed them so much.
6. Which game is this?
hopscotch, battledore and shuttlecock

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7. Which game is this?
hopscotch, battledore and shuttlecock
8. What is this?
calesa, car, wheelbarrow
2. Motivation-Motive Question Tandem
What will you do if someone is being bad to you?
What did the wolves do when the pig was being bad to them?
B. During Reading
Reading of the Story “The Three Little Wolves and the Big Bad Pig “ by
Eugene Trivizas
Refer to LM, Read and Learn, Reading of the Story
Ask: Do you think the three little wolves were smart? Why?
Day 2
I. Objectives
1. Distinguish fact from opinion in a narrative text
2. Express fact and opinion in a narrative text
3. Use simple sentences in identifying the problem and solution in a given
text and in suggesting solutions to problems
II. Learning Activities
Oral Language Practice
Show and Tell: Show the class a simple Math problem and the solution.

438. 425
Reading Comprehension
A. Post Reading
1. Revisiting the Motive Question
What did the wolves do when the pig was being bad to them?
2. Small Group Activities
Engagement Activity #1 (Character Profile) - Group 1 will draw and de-
scribe the characters in our story.
The wolves are:
_________________________
_________________________
_________________________
_________________________
_________________________
The pig is:
_________________________
_________________________
_________________________
_________________________
_________________________
Engagement Activity #2 (Home Sweet Home Before and After) - Group
2 will draw and describe the first house built by the wolves before and
after the bad pig visited them.
Home Sweet Home #1
Before After
Engagement Activity #3 (Home Sweet Home #2) - Group 3 will draw
and describe the second house the wolves built before and after the pig
visited them the second time.
Home Sweet Home #2
Before After

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Engagement Activity #4 (Home Sweet Home #3 Before and After) -
Group 4 will draw and describe the third house that the wolves built
before and after the pig visited them the third time.
Home Sweet Home #3
Before After
Engagement Activity #5 (Kindness Award) - Group 6 will complete the
Kindness Award for the little wolves. Write why the award is given.
3. Discussion of the Text
What did the wolves do when the pig was doing bad things to them?
Who are the characters in our story?
(Engagement Activity #1: Character Profile)
Describe them.
What did the mother wolf tell the three little wolves?
How did the three little wolves build their first house?
(Engagement Activity #2: Home Sweet Home #1 before and after)
What happened to the first house that they built?
How did the pig destroy the first house?
What did the little wolves do when the bad pig destroyed their first
house?
How did the three little wolves build their second house?
What happened to the second house that they built?
(Engagement Activity #3: Home Sweet Home #2 before and after)
How did the bad pig destroy the second house?
What did the little wolves do when the bad pig destroyed their second
house?
How did the little wolves build their third house?
(Engagement Activity #4: Home Sweet Home #3 before and after)
What happened to the third house that they built?

440. 427
What happened to the bad pig?
What had become of the three little wolves and the big bad pig?
If you are one of the three little wolves, will you build your house with
flowers too? Why or why not?
Do you agree with what the little wolves did when they did not fight with
the bad pig? Why or why not?
What trait did they show?
(Engagement Activity #5: Kindness Award)
Have you experienced giving someone a flower?
How did that someone react or feel?
How did you feel when you gave someone flowers?
In what instances or occasions do you give someone flowers?
Aside from flowers, what else can you give someone to show that you
want to be friends?
Reading Comprehension
A. Introduction / Presentation
Say: Here is the first part of the story. Let us study and identify the
facts and opinions presented. Remember that facts are
statements based on truth and can be proven while opinions are
based on feelings, beliefs and emotions.
Ask some pupils to read the paragraph.
Refer to LM, Try and Learn, Fact and Opinion
B. Teaching / Modelling
Say: Let us study each sentence and identify if it is a fact or an opinion.
Sentences:
Once upon a time, there were three cuddly little wolves.
They had soft fur and fluffy tails.
They live with their mother.
The first was black, the second was gray, and the third was white.
Ask: Is the first sentence a fact or an opinion? What word says it is an
opinion?
Is the second sentence a fact or an opinion? What words say
that it is an opinion? Is the third sentence a fact or an opinion?
What made it a fact? Is the fourth sentence a fact or an opinion?
Why do you say it is a fact?
C. Practice
Refer to LM, Do and Learn

441. 428
Grammar
A. Introduction / Presentation
Refer to LM, Find Out and Learn
Say: This is a Problem-Solution Chart.
Problem Solution
B. Teaching/Modelling
Ask: What is a problem? What is a solution?
Say: A problem is something that is difficult to deal with: something that
is a source of trouble, worry, etc. A solution is something that is
used or done to deal with and end a problem: something that solves
a problem.
Say: Let us identify the problems encountered by the three little wolves
and the solutions they made. Ask pupils to read the sentences. After
all the sentences have been read, ask them which the problems are.
Post on the board / chart. Then when all problems are identified, ask
them which the corresponding solution to the problem is. Post opposite
the problem.
Refer to LM, Try and Learn
Read the list of problems. Then read the list of solutions.
Problems:
The three little wolves must build a house.
The big bad pig destroyed their first house.
The three little wolves must build a house.
The big bad pig destroyed their second house.
Solutions:
The three little wolves asked the kangaroo to give them
red and yellow bricks and built their first house.

442. 429
The three little wolves asked the beaver to give them
concrete and built their second house.
The three little wolves asked the flamingo to give them
flowers and built their third house.
Let us study the solutions.
Ask: What is the subject in solution/sentence #1?
What are the predicates in solution/sentence #1?
Do the same in solution/sentence #2-3.
1. The three little wolves asked the kangaroo to give them red and yellow
bricks and built their first house.
2. The three little wolves asked the beaver to give them concrete and
built their second house.
3. The three little wolves asked the flamingo to give them flowers and
built their third house.
Ask: How many subjects are there in each sentence?
How many predicates are there in each sentence?
Say: If there are two predicates in a sentence, it is called a compound
predicate.
Simple Predicate + Simple Predicate = Compound Predicate
If a sentence has a simple subject and a compound predicate, it is
still a simple sentence.
Simple Subject + Compound Predicate = Simple Sentence
C. Independent Practice
Write a Letter of Advice to the three little wolves or to the big bad pig using
simple sentences with compound predicates.
Ask the pupils to read their letter to their seatmates and call a few to read
to the class.
Refer to LM, Do and Learn
Refer to LM, Learn Some More

443. 430
Assignment:
Complete the sentences by adding two simple predicates.
1. The wolves and
.
2. The pig and
.
Day 3
I. Objectives
Distinguish fact from opinion in a narrative text
Express fact and opinion in a narrative text
Use strategies in taking tests
Use simple sentences in identifying the problem and solution in a given text
and in suggesting solutions to problems
II. Learning Activities
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the
solution.
Word Recognition
A. Introduction/Presentation
Read the words in the chart. Let the class read next.
Refer to LM, Find Out and Learn, Words with ue and oo (a)
B. Teaching/Modelling
Say: Let us learn the meaning of some of the words with ue and oo.
Study the sentences and look for the group of words that gives the
meaning of the words with ue/oo.
Refer to LM, Find Out and Learn, Words with ae and ao (b)
Ask: Can you add more to our list of words with ue and oo?
Say: The letters ue have the vowel sound you hear at the end of the word
blue. The letter oo have the vowel you hear in the word pool.
Now, let us read the following phrases and sentences.
Read first the set of phrases then the sentences. Then let the pupils read
by group, by pair and/or individually.
Refer to LM, Find Out and Learn, Words with ue and oo (c)

444. 431
Word Recognition
A. Word List
Let the pupils read the words with ue/oo. (By class, by group, by pair/individually)
Words with ue Words with oo
blue
clue
true
glue
due
avenue
sue
statue
pool
moon
food
proof
room
soon
mood
school
B. Guided Practice
Say: The letters ue make the vowel sound you hear at the end of the word
blue. And the letter oo make the vowel you hear in the word pool.
Now, let us answer the following activities..
Say: Read each sentence and the words under the line. Write the word
that makes sense and has the letters ue or oo.
Refer to LM, Try and Learn, Word Recognition: Words with ue and oo
C. Independent Practice
Say: Do the next activity on you own.
Write the missing letters to complete the words with ue or oo.
Refer to LM, Do and Learn
Assignment:
Say: Write five sentences using the words with ue or oo.
Sentences:
1. _____________________________________________________.
2. _____________________________________________________.
3. _____________________________________________________.
4. _____________________________________________________.
5. _____________________________________________________.
Reading Comprehension
A. Guided Practice
Present to the class the paragraph. Call some pupils to read it aloud.
Refer to LM, Try and Learn, Reading Comprehension: Fact and Opinion

445. 432
B. Independent Practice
(Work with a partner or a group. Copy the sentences and classify them
as facts or opinions.
Refer to LM, Do and Learn (a)
Work on your own. Copy the sentences and classify them as facts or
opinions.
Refer to LM, Do and Learn (b)
Ask: What did the pig do to solve his problem #1? Was his solution effective?
Study Strategy
A. Introduction/Presentation
Hand out the Survey Questionnaire or post on the board the Survey
Questionnaire Chart.
Say: Before taking a test, there are many things that you should do.
Complete the survey.
Let each pupils answer the survey questionnaire. Each pupil may have
a copy each or present the survey questionnaire on a chart. But pupils
should answer on their own.
Refer to LM, Find Out and Learn, Study Strategy: Test Taking (a)
Discuss the survey then present the facts.
The FACTS
• 7-12 years old children need 9 1/2 - 11 hours of sleep per day because
the average child has a busy day.
• Sleep allows your body to rest. Sleep is also important for your brain.
The FACTS
• Breakfast provides the energy needed to get through a busy morning!
• A healthy breakfast should contain some protein and some fiber.
• Breakfast made of primarily sugary foods should be avoided. These
might include doughnuts, fruity drinks or softdrinks.

446. 433
The FACTS
• Dress for the temperature of your classroom.
• Don’t wear anything too tight or too loose.
• If you are supposed to wear GLASSES, wear them.
The FACTS
• Being on time for school is important.
• Sometimes when you have to rush it makes you worried.
References:
How Much Sleep Do Children Need? (http://www.webmed.com)
School Nutrition: Nutrition Explorations (http://www.webmed.com)
Test-taking Tips (http:zeinah.com.ashland/test_taking_tips.htm)
Single School Culture (c) for Academics
B. Teaching/Modelling
Say: The Test-taking Tips Survey is about the preparations you should do
before a test. Here are other strategies you may use in taking tests.
Read and discuss each statement. Ask why they should do as suggested.
Assignment:
(Give each pupil a copy of the checklist or make them copy the format in
the board.)
Say: Bring home the checklist and ask your parent/s answer it.
Refer to LM, Do and Learn
C. Guided Practice
Say: We learned that a test measures how much you know about some
thing. To do well on a test, prepare well, read directions carefully, and
look over the test before beginning.
Say: Pretend that you are answering a test. Follow the tips and strategies
we have discussed.
Read the questions about how to take a test. Shade the circle beside
the correct answer.
Refer to LM, Try and Learn, Study Strategy: Test-Taking

447. 434
D. Independent Practice
Say: Read and answer the activities carefully.
Read each set of statements. Two are correct. Put an next to
the correct statements.
Refer to LM, Do and Learn (a)
Give a mock test to pupils. Process the activity afterwards.
How did you fare in the test?
Are you happy with your score? Why? Why not?
What did you do before taking the test? during the test? after the test?
Day 4
I. Objectives
1. Identify meaning of words with suffixes -ly, -y
2. Use strategies in taking tests
3. Write a five to six sentence paragraph about a given topic
II. Learning Activities
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the
solution.
Vocabulary Development
A. Introduction/Presentation
Display the chart on the board.
Refer to LM, Find Out and Learn, Words with Suffixes -ly and -y
Read the list. Then ask the pupils to read after you. (Then let pupils read
by group, by pair/ individually)
B. Teaching/Modelling
Ask: What do you notice about our words? (The words end in -y or -ly.)
Say: Notice that the first group of words ends in -ly and the second group
of words ends in -y. The letters -y and -ly are suffixes.
Ask: What are the base words or root words of the words in our list?
Ask: What kind of words are in the first box? What kind of words are in the
second box?
Say: The roots of the words in the first column are adjectives. By adding
-ly, the adjectives become adverbs (how an action happened or is done).
Say: The roots of the words in the second column are nouns. By adding
-y, the nouns becomes adjectives (having or like something).

448. 435
Day 5
I. Objectives
1. Identify meaning of unfamiliar words according to structure (suffix -ly, -y)
2. Write a five to six sentence paragraph about a given topic
II. Learning Activities
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the
solution.
Vocabulary Development
A. Word List
Let the pupils read the words with -ly and -y.
(By class/group/pair/individual)
orderly
sweetly
quickly
quietly
kindly
properly
clearly
loudly
slowly
smoothly
sunny
foggy
windy
chilly
misty
rainy
stormy
cloud
smoggy
breezy
B. Guided Practice
Choose from the Word Box the correct word to complete the sentences.
Refer to LM, Try and Learn, Words with Suffixes -ly and -y
C. Independent Practice
Answer the questions using the words with -ly.
Refer to LM, Do and Learn (a)
Answer the questions using the words with -y.
Refer to LM, Do and Learn (b)
Week 9 Fun at Play
I. Objectives
A. Expressive Objective
Realize the importance of observing safety precautions and procedures
even when having fun

449. 436
B. Instructional Objective
Listening/Reading Comprehension
Distinguish fact from opinion in an informational text
Oral Language
Express fact and opinion in an informational text
Vocabulary Development
Identify meaning of words with suffixes -able and –ible
Reading Comprehension
Distinguish fact from opinion in an informational text
Study Strategy
Follow steps in a process
Grammar
Use compound sentences to compare / contrast persons / animals /
places / objects / events / ideas
Writing Composition
Write a 5 to 6-sentence paragraph about a given topic
Word Recognition
Decode words with silent letters
II. Subject Matter
A. Topics
Fact and Opinion
Words with Suffixes -able and -ible
Follow Steps in a Process
Words with Silent Letters
Compound Sentences
B. References
 Bicycle, a Wonderful Machine by Lorna B. Castillo, et al.
Source: Vision 2 Integrated Reading and Language
for Communication Arts in English, Sunshine Interlinks ,
Publishing House, Inc. 2012
 Silent Letter Activities
(Source: http://www.exodusbooks.com/samples/acsi/
16186sample.pdf)
 Sock Puppets by Liza Webber
(Source: www.cjohnson.myexpose.com)

450. 437
 Steps in a Process Concept
(Source: http://www.readinginnovations.com/
Comprehensions/StepsinaProcess.html)
 Puppets as Actors
(Source: http://www.creativityinstitute.com/puppets---adding
-hunor-and-laughter-to-you-life.aspx)
 Fact and Opinion Activities
(Source:Reading Passages That Build Comprehension: Fact &
Opinion © Linda Ward Beech, Scholastic Teaching Resources p.8)
 How To Make Stick Puppets
(Source: Anvil Publishing ,1997, Me and My World, p. 193)
 How To Make Sock Puppet
(Source: Anvil Publishing,1997, Me and My World, p. 192)
 Suffixes -able, -ible Activities
(Source: Our World of Reading, On the Horizon
Workbook p. 42-43, Grade 3, Anvil Publishing, Inc.)
 Overturns Frog
(Internet Source: Copyright: Fumiaki Shingu)
C. Materials
Charts, pictures, realia, activity sheets
Value: Carefulness
III. Procedure
Day 1
I. Objectives
1. Realize the importance of observing safety precautions and procedures
even when having fun
2. Distinguish fact from opinion in an informational text
3. Express fact and opinion in an informational text
4. Identify meaning of unfamiliar words

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II. Learning Activities
Oral Language Practice
Nursery Song:
Nursery Song:
Tune: Row, Row, Row Your Boat
Ride, ride, ride your bike.
Slowly down the street.
Merrily, merrily, merrily
Smile to all you meet.
Show and Tell:
Show a picture of what you think is the best invention made.
Say: For me, the best invention ever made is the __________
because ________________________________________.
Listening Comprehension
A. Pre-reading
1. Unlocking of Difficult Words
(dangerous, inventors, cyclists, helmet, fastened)
 dangerous (Structural Analysis)
Ask: What is the root word? (danger)
Say: Danger means someone or something that can cause pain, harm
or something bad. From the meaning of danger, what do you
think is the meaning of dangerous?
 inventors (Using context clues)
One of the famous inventors was Alexander Graham Bell.
He created the first telephone.

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 cyclists (Picture of a cyclist)
Say: This is a picture of a cyclist. What does a cyclist do?
 helmet (Picture of a helmet or real helmet)
Say: This is a helmet (or picture of a helmet. How is the helmet worn?
Why do we wear a helmet?
 fastened (Demonstration)
Using the belt of the helmet, demonstrate the word “fastened”
After fastening the helmet, say: The belt of the helmet is fastened.
2. Motivation
Say: Here is an incomplete picture of a bicycle. Let us complete the parts.
pedal wheel seat handlebars chain brakes
B. During Reading
Now that our bicycle is complete, let us take a bicycle ride!
Let us read the selection about the bicycle.
Refer to LM, Read and Learn, Reading of the Selection

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Assignment:
Using the encyclopedia, research two things about the bicycle.
Day 2
I. Objectives
1. Realize the importance of observing safety precautions and procedures
even when having fun
2. Distinguish fact from opinion in an informational text
3. Express fact and opinion in an informational text
4. Use compound sentences to compare / contrast persons / animals /
places/ objects / events / ideas
II. Learning Activities
Oral Language Practice
Nursery Song:
Nursery Song:
Tune: This is the Way We Brush Our Teeth
This is the way we ride our bike, we ride our bike, we
ride our bike.
This is the way we ride our bike very carefully.
Reading Comprehension
A. Post Reading
1. Small Group Activities
Engagement Activity #1:
Venn Diagram - Group 1 will answer the Comparison and Contrast
Chart. They will write about how bicycles today are different from
bicycles before. The left circle is for the characteristics of the bicycles
before while the right circle is for the characteristics of the bicycle
today. The middle part where the circles overlap is for the same things
they have.

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Bicycles Before Bicycles Today
Engagement Activity #2
Thank You Letter - Group 2 will write a Thank You Letter to those who
invented and developed the bicycle into what it is today.
Engagement Activity #3
Safety Tips Chart- Group 3 will answer the Safety Tips Chart. They will
list down the safety tips when riding a bicycle.
Thank You, Bicycle Inventors
_______________
Dear Bicycle Inventors,
________________________________
_________________________________________
___________________________________
_________________________________________
___________________________________
Yours,
_______________

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Safety Tips in Riding a Bike
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Engagement Activity #4
Dramatization - Group 4 will dramatize giving safety tips to someone
who is just starting to ride a bicycle. Include in your dialogue other
safety tips or reminders that you know.
Dramatization:
Pretend that your barkada is having a bike ride activity.
One of your friends is just starting to ride a bike. What tips and
reminders will you give him/her?
Engagement Activity #5
Better Safe than Sorry! - Group 5 will draw a boy or a girl ready to ride
a bike wearing the proper safety gadgets.

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2. Discussion of the Text
Ask: Who among you has a bicycle?
Who among you knows how to ride a bicycle?
Who wants to learn how to ride a bicycle?
Is it easy to learn how to ride a bicycle?
Why? How did you learn to ride a bicycle?
Is it fun to ride a bicycle?
Why do you say it is fun to ride a bicycle?
Is it easier and more fun to ride the bicycles today than those
before?
Say: Let us listen to the report of Group 1.
(Engagement Activity #1: Venn Diagram)
Say: From the very beginning that it was invented, the bicycle
changed a lot. Because of the changes, riding the bicycle has
become more fun and comfortable. And the inventions / changes
were made by many people called inventors. Let us express our
thanks to those people because they made it easier and more fun
riding the bicycle. Let us listen to Group 2.
(Engagement Activity #2: Thank You Letter)
Say: Biking or cycling is fun. But there will be times when it will not be fun.
Ask: When will biking or cycling not be fun?
Say: If we are not careful, accidents may happen.
Ask: Is it fun meeting an accident? Do you like to have an accident
while riding your bicycle? What should be done so that accidents
will not happen? Say: Let us listen to the report of Group 3 fol-
lowed by the dramatization of Group 4 and then the presentation
of the drawing of
Group 5.
(Engagement Activity #3: Safety Tips Chart)
(Engagement Activity #4: Dramatization)
(Engagement Activity #5: Better Safe than Sorry!)
Ask: If we follow the safety tips and reminders, what will happen?
Is it good or bad to follow the safety precautions or tips?
If you will ride a bicycle, will you follow the safety tips/advice/
reminders?
Why or why not?
Are you now ready to ride a bicycle?
Reading Comprehension
A. Introduction/Presentation
Say: The following are sentences taken from the selection. Let us read /
them and analyze if they are facts or opinions.
Refer to LM, Find Out and Learn, Reading Comprehension: Fact and
Opinion

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B. Teaching/Modelling
Ask: What are facts? What are opinions?
Reading Comprehension
A. Guided Practice
Read the paragraph. List down the facts and opinions
Refer to LM, Try and Learn, Reading Comprehension: Fact and Opinion
B. Independent Practice
Complete eact promt to state a fact or opinion.
Refer to LM, Do and Learn
Grammar
A. Review
Ask: What is a simple sentence?
What is a simple subject? What is a compound subject?
What is a simple predicate? What is a compound predicate?
How is a simple sentence formed?
Let us see the examples on the chart.
Simple Sentence
Simple Subject + Simple Predicate
Bike riding is fun.
Compound Subject + Simple Predicate
Bike riding and exercising can make you healthy.
Simple Subject + Compound Predicate
Bike riding can make you healthy and
can be enjoyable at the same time.
B. Introduction / Presentation
Here is a list of Bike Riding Safety Tips taken from the selection.
Let us read and study each sentence.
Refer to LM, Find Out and Learn, Grammar: Compound Sentence

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C. Teaching / Modelling
Ask: What do you notice about the sentences? What is the word that all of
them have? (and)
Why do you think the word and is used?
Say: Let us study sentence #1.
How many subjects are there? How many predicates are there?
What is the first subject? What is the first predicate?
What is the second simple sentence in #1? What is its subject and
predicate?
Do the same for sentences #2-3. Put identifying marks to give visual
emphasis.
Safety Tips in Bike Riding
1. You should wear a bike helmet and It should fit you properly.
2. A bike helmet has straps and they should always be fastened.
3. The chain must be oiled and the brakes must be checked regularly.
Say: These sentences have two simple sentences. They are called
COMPOUND sentences. In our examples, the simple sentences are
connected by the word AND. “And” is a conjunction that connects
similar ideas. We can also use OR or BUT. “Or” is used to show
choices. “But” is used to show opposite ideas.
Examples:
Liza likes biking and Ted enjoys skateboarding.
Given a chance the girls will wear the red helmets or they will borrow the
blue helmets of the boys.
The brothers want to ride a bike but it has started raining.
D. Generalization
Ask: What is a compound sentence?
When do we use and, or and but in compound sentences?
Grammar
A. Guided Practice
Put the two sentences together to form a compound sentence.
Refer to LM, Try and Learn, Compound Sentence
B. Independent Practice
Here are two pictures of a bicycle made before and a bicycle made in the
present. Write three compound sentences comparing the two bicycles.
Refer to LM, Do and Learn

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Assignment:
Look for one compound sentence in your other subject area books.
Copy them in your notebook.
Day 3
I. Objectives
1. Distinguish fact from opinion in an informational text
2. Follow steps in a process
3. Use compound sentences to compare/contrast persons/animals/
places/ objects/events/ideas
4. Decode words with ue/ui
II. Learning Activities
Oral Language Practice
Nursery Rhyme: (Adaptation)
Ride, ride to the city
Ride, ride to town
Careful when you ride it
And never in your gown.
Word Recognition
A. Introduction/Presentation
Read the words in the chart. Let the class read next.
Refer to LM, Find Out and Learn, Words with Silent Letter
B. Teaching / Modelling
Say: Let us read the words and the sentences.
Refer to LM, Find Out and Learn, Words with Silent Letters
Say: Some consonants are silent when they come before the consonants
n and r. The second consonant is heard.
g is silent before n.
k is silent before n.
w is silent before r.

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gn
sign
gnat
kn
knife
kneel
knock
knotted
unknown
wr
wrist
wrong
writing
wrench
wrecker
Say: Some consonants are silent when they come before other consonants.
The second consonant is heard.
c is silent before k.
w is silent before h when wh comes before o.
ck
rack
knock
slick
wrecker
checking
wh
whole
whom
whose
Assignment:
List down two words that have the silent letters.
gn kn wr ck wh
Word Recognition
A. Guided Practice
Mark an X on the silent letter/s in each word. Write each word. The first
one is done for you.
Refer to LM, Try and Learn, Word with Silent Letters
Read each word and listen to the sound of the underlined letter. Use the
word box to find a word with the same sound. Write the word.
B. Independent Practice
The bold letters are not scrambled. Unscramble the rest of the letters in
each number and combine them with the bold letters to form a word with
silent letters. Write each word. The first one is done for you.
Refer to LM, Do and Learn (a)
Assignment:
Guess the word with silent letter/s. Choose from the box.
Refer to LM, Do and Learn (b)

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Study Strategy
A. Introduction/Presentation
Sock is a word with a silent letter.
What is the silent letter? (c)
Let us read this selection about how to make sock puppets.
(Note: You may show a sample of a sock puppet.)
Refer to LM, Find Out and Learn, Study Strategy: Steps in a Process
B. Teaching / Modelling
Ask: What are the materials needed in making sock puppets?
Say: These are the steps in making a sock puppet.
Steps in Making Sock Puppets:
1. Put a sock on your hand.
2. Glue cotton balls to the outside to make a lamb.
3. Use markers to draw a face.
4. Put a few cotton balls inside.
5. Wrap a string around it and tie a knot.
6. Draw your face and some clothes.
Ask: What did we just do?
Say: We identified the steps in doing something. This is giving “Steps in a
Process.”
Remember:
What does Step in a Process mean?
The word “process” means a way of doing something.
The steps is the order in which you complete the process.
FOR EXAMPLE, if you want to wash your clothes, first you should put the
detergent in the water then you put the laundry in, and finally you turn the
washing machine on.
Why are Steps in a Process an important reading strategy?
They help us understand how to follow directions when we are completing a task.
They also help us to understand a character’s actions in a story.
How do we find Steps in a Process to help us understand what we are
reading?
Look for sequence words like first, next, then, after, before, last, or finally.
Think about the words that answer WHEN.
Decide the task that needs to be completed.
Look for the actions that need to be done to finish a task.
(Source: http://www.readinginnovations.com/Comprehension/Stepsina Process.html)

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Study Strategy
A. Guided Practice
How do you make stick puppet? Write the steps.
Refer to LM, Try and Learn: Study Strategy: Steps in a Process
B. Independent Practice
Refer to LM, Do and Learn
Writing Composition
A. Prewriting
Present a word wall or chart of the words to be used. Let the pupils read
the words.
Explain that they will use the words in their writing activity.
Refer to LM, Write About It, Prewriting
Demonstrate how to make a frog origami. As you demonstrate, explain
the process or steps. Allow pupils to take down the steps.
B. Writing
Pupils will write the steps in making an Overturns Frog.
Remind the pupils to use the words on the word chart.
Refer to LM, Writing

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C. Editing
Let the pupils edit their own work. Remind them to check if they need to add
or change some words. Also, check if the sentences are clear.
Writing Composition
A. Proofreading
Pupils will proofread their own work. Check for wrong spelling, capitalization
and punctuation.
B. Rewriting
If needed, let pupils rewrite their work.
C. Publishing
The pupils will read their work to their group. Later, they may make their
own origami frog to be displayed in the bulletin board.
Day 4
I. Objectives
1. Identify meaning of words with suffixes -able and -ible
2. Follow steps in a process
3. Write five to six sentence paragraph about a given topic
4. Decode words with silent letters
II. Learning Activities
Oral Language Practice
Nursery Rhyme (Adaptation)
The wheels on the bike go round and round
Round and round, round and round
The wheels on the bike go round and round
All through the town.
The bell on the bike go ring, ring, ring
Ring, ring, ring, ring, ring, ring
The bell on the bike go ring, ring , ring
All through the town.
The rider on the bike go huff, huff, huff
Huff, huff, huff, huff, huff, huff
The rider on the bike go huff, huff, huff
All through the town.

464. 451
Vocabulary Development
A. Introduction / Presentation
Read the list of words.
Refer to LM, Find Out and Learn, Words with Suffixes -able and -ible (a)
B. Teaching / Modelling
Which word from the list tells about:
Refer to LM, Find Out and Learn, Words with Suffixes -able and -ible (b)
Say: The suffixes -able and -ible can be added to the end of some words
to mean “capable of,” “can be,” or “able to be.” For example, lovable
is able to be loved. Something breakable can be broken.
Vocabulary Development
A. Guided Practice
Remember: The suffixes -able and -ible help words describe.
Choose the words from the box to complete the sentences in the paragraph.
Refer to LM, Try and Learn, Vocabulary Development: Words with Suffixes
-able and -ible
B. Independent Practice
Find the -able or -ible word in each sentence and write it on the blank.
Then choose a base word from the box and write it next to the -able or
-ible word formed from it. The first one is done for you.
Refer to LM, Do and Learn
Day 5
I. Objectives
1. Give the meaning of words with suffixes -able and -ible
2. Write a five to six sentence paragraph about a given topic
II. Learning Activities
Oral Language Practice
Nursery Rhyme (Adaptation)
Jack be nimble.
Jack be quick.
Jack jump over
The candlestick.
Jack be careful.
Jack be safe.
Always make sure
That you are safe,

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QUARTER 4
TABLE OF SPECIFICATION
POST-ASSESSMENT
Competencies Test
Placement
No. of
Items
1. Distinguish fact from
opinion
1 1
2. Tell whether an action
or event is a reality or
fantasy
2 1
3. Evaluate the
likelihood that a story
or event could really
happen
3 1
4. Give conclusion to
realistic fiction
4 1
5. Give conclusion to
humorous or cumulative
poem heard
5 1
6. Distinguish between
fact or opinion in a nar-
rative text
6
7
2
7. Distinguish
between fact or opinion in
an informational text
8
9
2
8. Use context clues to
find meaning of unfamil-
iar words (synonyms)
10 1
9. Use context clues to
find meaning of unfamil-
iar words (antonyms)
11 1
10. Identify meaning
of words with multiple
meaning
12 1
11. Identify meaning of
words with prefixes (un-
, in-, mis-, re-, de-, dis-)
13
14
2
12. Identify meaning of
words with suffixes (-ful,
-less, -er, -or, -ly, -y,
-able, ible)
15
16
17
18
4
13. Interpret medical
prescriptions
19 1
14. Take down relevant
information
20 1
15. Use glossary to get
meaning of words
21 1

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16. Use index to locate
information
22 1
17. Use almanac to get
information
23 1
18. Interpret bar and
line graphs
24 1
19. Use encyclopedia to
get information
25 1
20. Use strategies in
test taking
26 1
21. Use steps in a
process
27 1
22. Identify prepositions
in sentences
28 1
23. Use preposition in
sentences (to, from,
among, between, in, on,
under, above)
29
30
31
3
24. Use prepositional
phrases in sentences
32 1
25. Use simple sen-
tence (simple subject +
simple predicate)
33 1
26. Use simple sen-
tence (compound sub-
ject + simple predicate)
34 1
27. Use simple sen-
tence (simple subject +
compound predicate)
35 1
28. Use compound
sentence
36 1
29. Decode words with
ei/ie, ue/oo and silent
letter
37
38
2
30. Write 5-6 sentence
paragraph
39
40
2

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QUARTER 4
POST TEST
Listen well as your teacher reads a story then answer the questions that follow.
Once upon a time, there was a farm boy named Danile.
He was an industrious and helpful son. HE always helped his fa-
ther in the farm in tending the animals after his classes. He doesn’t
need to be told to do his works. His mother feels very lucky for
having him as a son.
Onde day, Daniel was resting under an old mango tree.
There was a big rock near him. Suddenly, saw a tiny man went up
to this rock. The tiny man knock upon the trunk of the tree, and
then he said the magic word. All at once, a door opened into the
trunk. The man went through the door and it closed behind him.
So Daniel rose up and knocked upon the trunk of the tree
and spoke the enchanted word. The door flew open, he too went
into the tree. He learned that inside the tree was a cave, which
was a meeting palce of fairies and elves. They were expecting his
arrival. The faries and elves gave him a bar of gold as reward for
being a helful and industrious son. He thanked them for their won-
derful gift and left the cave. He gave the bar of gold to his parents
who were very happy and thankful to their son. Indeed thay are
very lucky for having Daniel as a son.
Answer each question with one of the given choices. Choose the letter of the correct
answer.
1. Which of the following sentences is a an opinion?
a. Daniel was an industrious son.
b. He always helped his parents in the farm.
c. His mother feels very lucky for having Daniel as a son.
d. One day, he was resting under a mango tree.
2. Which of these situations is a fantasy?
a. Daniel doesn’t need to be told to do his works.
b. The fairies and elves gave him a bar of gold.
c. Daniel’s parents are very lucky for having a helpful son like him.
d. Daniel rose up and knock on the trunk of a tree
3. Choose among these sentences which is likely to happen in real life.
a. Daniel rested under the mango tree after helping his father in the farm.
b. An elf suddenly appeared before him.
c. The cave was a meeting place of fairies and elves.
d. The fairies gave him a bar of gold.

468. 455
Read the paragraph.
4. What conclusion best fits the paragraph.
a. Kiya will never be hungry.
b. Kiya loves eating anything.
c. Kiya is a nice bird.
d. Kiya is a such a nice to pet to have.
Below is a stanza taken from the poem, “This is the House that Jack Built.”
5. In your own point of view, what is the best conclusion that you can give?
a. The poem is all about the way Jack built his house.
b. The poem tells about the house Jack built.
c. The poem does not tell anything.
d. The poem shows relationship of one event to the next event.

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Read the story then answer the questions that follow.
6. The underlined sentence is a fact. Why is it a fact?
It is a fact because ___________________________________________
__________________________________________________________.
7. Which of the sentences is an opinion?
a. Snow White did not want her Aunt and Uncle to do this so she decided
it would be best if she ran away.
b. She lived with her Aunt and Uncle because her parents were died.
c. There they found Snow White sleeping.
d. She ran away into the woods.

470. 457
Read the selection then answer the questions that follow.
8. The underlined sentence is a fact. Why is it a fact?
It is a fact because ___________________________________________
___________________________________________________________.
9. Which of the sentences is an opinion?
a. The ground there is mostly ice.
b. The cubs are very cute and they look like teddy bears.
c. Polar bears hunt and eat seals and other ocean animals.
d. Most polar bear cubs stay with their mothers until they are two years old.
Read the sentences then answer the questions that follow.
10. In this sentence, what does the word pliable mean?
a. bendable c. solid
b. rough d. hard
11. What is the antonyms of famous?
a. honest c. popular
b. hardworking d. unknown

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12. What is the meaning of ring from the given meanings below? Encircle the
letter of the correct answer..
Answer the following.
13. If mispronounce means wrongly pronounced, what does misspell mean?
a. spell again c. wrongly spelled
b. change the spelling d. write the spelling
Study the sentences then answer the question.
14. Which of the underlined words has a prefix? Write the word in the box
then copy its meaning which is also found in the sentences.
___________________________________________
15. Which word will complete the sentence?
a. lovely b. lovingly c. loveless d. lovelier

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Read the paragraph then answer the question.
16. It could be understood that the suffix –ible means ___________ .
a. action or process c. pertaining to
b. capable d. quality
Study the table.
17. What do suffixes do to words?
a. change the meaning of the words
b. add beauty to the words
c. do nothing to the word
d. give meaning to the words
18. You were asked to construct sentences using suffixes. The topic is to
describe the experience you had last summer. Which of the following
sentences will you include?
a. The children happily played in the beach all summer.
b. Mother cooked food for everybody.
c. Father checked the car first.
d. My brother put the goggles and his swimming trunk in his bag.

473. 460
Study the medical prescription below and answer the questions that follow.
19. How many tablets should the patient take in one day?
a. one b. three c. four d. thirty
20. What is the dosage of the medicine?
a. 500 mg b. 3 mg c. 30 mg d. 1mg
Study the entry words taken from a glossary. Then, answer the question that follows.
21. Which word will produce heat and fire?
a. echo b. fog c. erosion d. friction

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Study the index.
22. On what page can you find the topic about Suffix?
a. pages 22-23 c. pages 33-34
b. pages 109-110, 169 d. pages 108-109
Study the table/chart.
23. Which area has the most cases of dengue during the 4th Quarter?
a. Area 1 b. Area 2 c. Area 3 d. Area 4

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Study the graph.
24. What is the least favorite book of the pupils as seen in the bar graph?
a. horror c. sci-fi
b. funny d. biography
Study the set of encyclopedia then answer the question.
25. If you like to learn more about origami or the art of paper folding, in what
encyclopedia volume will you look for it?
a. Volume 1 c. Volume 8
b. Volume 3 d. Volume 12

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26. In taking tests, why is it important to read and follow the instructions or
directions?
In taking tests, it is important to read and follow the instruction or
directions because _________________________________________
_________________________________________________________.
Study the steps in making a kite then answer the question.

477. 464
27. Which are the correct steps in making a kite?
a.
b.
c.

478. 465
d.
Study the sentence then answer the question.
28. The preposition in this sentence is ____.
a. in b. his c. the d. toy
Answer the following.
29. Sheila brought some chocolates and shared them _____________ her
classmates.
a. in b. beside c. between d. among
30. Study the picture then complete the sentence.
a. over the net c. through the net
b. under the net d. below the net

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31. What will your sentence be if you will write about where the the man is in
the picture?
a. The man walks in front of the soldiers
b. The man stands across the soldiers.
c. The man is between two lines of soldiers.
d. The man walks behind the soldiers.
32. What prepositional phrase best illustrates where the birds are?
a. The birds are on the branch of a tree.
b. The birds are above the branch of a tree.
c. The birds are under the branch of the tree.
d. The birds are behind the branch of the tree.
Study the sentences then answer the questions.
33. Why is the sentence a simple sentence?
It is a simple sentence because _______________________________
__________________________________________________________.
34. Why is the sentence a simple sentence?
It is a simple sentence because _______________________________
_________________________________________________________.

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35. Write a simple sentence with a compound predicate about the picture.
__________________________________________________________
__________________________________________________________
36. Write a compound sentence about the picture.
___________________________________________________________
37. Read the set of words. Supply a word that has the same oo sound then
write a sentence about it.
___________________________________________________________
___________________________________________________________
38. The following words have silentc letter/s. Give your own word with a silent
letter/s then write a sentence about it.
___________________________________________________________
___________________________________________________________

481. 468
39-40. Choose your favorite food. Write a 5-6 sentence-paragraph about it.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
QUARTER 4: POST-ASSESSMENT KEY TO CORRECTION
1. c 11. d 21. d 31. c
2. b 12. a 22. b 32. a
3. a 13. c 23. c 33. It has a simple
subject and a simple
predicate.
4. b 14. disinterested,
sentences may vary
24. d 34. It has a compound
subject and a simple
predicate.
5. d 15. a 25. c 35. Answers may vary
6. Answers may
vary
16. d 26. Answers may
vary
36. Answers may vary
7. a 17. a 27. b 37. Answers may
vary
8. Answers may
vary
18. a 28. a 38. Answers may vary
9. b 19. b 29. d 39. Answers may vary
10. a 20. a 30. a 40. Answers may vary