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4

EnglishTeacher’s Guide

Department of EducationRepublic 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 [email protected].

We value your feedback and recommendations.

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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Typewritten Text

Unit 1

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English – Grade 4Teacher’s GuideFirst 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 [email protected] or (02) 439-2204, respectively.

Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD

Development Team of the Teacher’s Guide

Consultants and Editors:Felicitas Pado, PhD Ofelia Flojo, PhDNemah Hermosa, PhD Perla Cuanzon, PhD

Rosalina J. Villaneza, PhDAuthors:Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. DatuinVictoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. ImportanteValeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. GangganganMs. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado

Graphic Artist: Mr. Reynaldo A. Simple and Jason O. VillanuevaLayout Artists:

Camille Francesca Mondejar Ezekiel QuijanoCheradee 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 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected]


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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


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Table of ContentsCurriculum Guide ............................................................................................ viQuarter 1: Me and My WorldTable of Specification: Pre-Assessment .......................................................... 1Pre-Assessment ............................................................................................. 4Week 1 ………………………………………………………............................ 9Week 2 ………………………………………………………............................ 21Week 3 ………………………………………………………............................ 34Week 4 ………………………………………………………............................ 43Week 5 ………………………………………………………............................ 54Week 6 ………………………………………………………............................ 63Week 7 ………………………………………………………............................ 74Week 8 ………………………………………………………............................ 81Week 9 ………………………………………………………............................ 90Table of Specification: Post Assessment ........................................................ 100Post Assessment ............................................................................................ 102


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vi

ENG

LISH

GR

AD

E 4

FIR

ST Q

UA

RTE

R

Gra

de L

evel

Sta

ndar

ds

The

lear

ner

liste

ns c

ritic

ally

to

new

s re

port

s an

d ot

her

radi

o br

oadc

asts

and

exp

ress

es id

eas

accu

rate

ly in

ora

l an

d in

writ

ten

form

s; d

emon

stra

tes

conf

iden

ce in

the

use

of t

he la

ngua

ge t

o m

eet

ever

yday

’s n

eeds

; an

d re

ads

inde

pend

ently

and

get

s re

leva

nt

info

rmat

ion

from

var

ious

tex

t ty

pes.

Dom

ain

Con

tent

Sta

ndar

d P

erfo

rman

ce S

tand

ard

The

lear

ner…

Th

e le

arne

r…

Ora

l Lan

guag

e

dem

onst

rate

s un

ders

tand

ing

of v

erba

l cue

s fo

r c

lear

exp

ress

ion

of id

eas

activ

ely

crea

tes

and

part

icip

ates

in o

ral t

hem

e-ba

sed

activ

ities

de

mon

stra

tes

unde

rsta

ndin

g of

ver

bal a

nd n

on-v

erba

l cue

s fo

r ef

fect

ive

oral

pre

sent

atio

n ef

ficie

ntly

del

iver

s or

al p

rese

ntat

ions

dem

onst

rate

s un

ders

tand

ing

of in

form

atio

n de

rived

fro

m m

ulti-

med

ia

sour

ces

for

clea

r an

d cr

eativ

e pr

esen

tatio

n cr

eativ

ely

pres

ents

info

rmat

ion

usin

g br

oadc

ast

med

ia

Flue

ncy

dem

onst

rate

s un

ders

tand

ing

that

Eng

lish

is s

tres

s-tim

ed la

ngua

ge t

o ac

hiev

e ac

cura

cy a

nd a

utom

atic

ity

read

s al

oud

text

with

acc

urac

y an

d au

tom

atic

ity

List

enin

g C

ompr

ehen

sion

dem

onst

rate

s un

ders

tand

ing

of t

he e

lem

ents

of i

nfor

mat

iona

l tex

t fo

r co

mpr

ehen

sion

re

calls

det

ails

, seq

uenc

e of

eve

nts

and

shar

es id

eas

on t

exts

list

ened

to

dem

onst

rate

s un

ders

tand

ing

of t

ext

type

s to

con

stru

ct f

eedb

ack

iden

tifie

s st

ory

pers

pect

ive

and

text

ele

men

ts

Voc

abul

ary

dem

onst

rate

s un

ders

tand

ing

that

wor

d m

eani

ng c

an b

e de

rived

from

di

ffere

nt s

ourc

es

uses

diff

eren

t re

sour

ces

to f

ind

wor

d m

eani

ng

dem

onst

rate

s un

ders

tand

ing

that

wor

ds a

re c

ompo

sed

of d

iffer

ent

part

s an

d th

eir

mea

ning

cha

nges

dep

endi

ng o

n co

ntex

t us

es s

trat

egie

s to

dec

ode

the

mea

ning

of w

ords

dem

onst

rate

s un

ders

tand

ing

that

wor

d m

eani

ng c

hang

es b

ased

on

cont

ext

uses

str

ateg

ies

to d

ecod

e th

e m

eani

ng o

f wor

ds in

con

text

Rea

ding

C

ompr

ehen

sion

dem

onst

rate

und

erst

andi

ng o

f var

ious

ling

uist

ics

node

s to

com

preh

end

vario

us t

exts

U

se li

ngui

stic

cue

s to

app

ropr

iate

ly c

onst

ruct

mea

ning

fro

m a

var

iety

of

text

s fo

r a

varie

ty o

f pur

pose

s

Dem

onst

rate

und

erst

andi

ng o

f tex

t el

emen

ts t

o co

mpr

ehen

d va

rious

tex

ts

Use

kno

wle

dge

of t

ext

type

s to

cor

rect

ly d

istin

guis

h lit

erar

y fr

om

info

rmat

iona

l tex

ts

Dem

onst

rate

und

erst

andi

ng o

f writ

ing

styl

es t

o co

mpr

ehen

d th

e au

thor

’s

mes

sage

U

se d

ictio

n (c

hoic

e of

wor

ds)

to a

ccur

atel

y an

alyz

e au

thor

’s t

one,

moo

d,

and

poin

t of

vie

w

Dem

onst

rate

und

erst

andi

ng t

hat

read

ing

in a

wid

e ra

nge

of t

exts

pro

vide

s pl

easu

re a

nd a

venu

e fo

r se

lf-ex

pres

sion

and

per

sona

l dev

elop

men

t U

se li

tera

l inf

orm

atio

n fr

om t

exts

to

aptly

infe

r an

d pr

edic

t ou

tcom

es

Wri

ting

and

C

ompo

siti

on

dem

onst

rate

s un

ders

tand

ing

of w

ritin

g as

a p

roce

ss

uses

a v

arie

ty s

trat

egie

s to

writ

e in

form

atio

nal a

nd li

tera

ry c

ompo

sitio

ns

dem

onst

rate

s un

ders

tand

ing

of t

he im

port

ance

of u

sing

var

ied

sour

ces

of

info

rmat

ion

to s

uppo

rt w

ritin

g us

es v

arie

d so

urce

s of

info

rmat

ion

to s

uppo

rt w

ritin

g


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vii

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

2 o

f 14

Dom

ain

C

onte

nt

Stan

dard

P

erfo

rman

ce S

tand

ard

Th

e le

arne

r…

The

lear

ner…

Gra

mm

ar

dem

onst

rate

s co

mm

and

of t

he c

onve

ntio

ns o

f st

anda

rd E

nglis

h gr

amm

ar

and

usag

e w

hen

writ

ing

or s

peak

ing

spea

ks a

nd w

rites

usi

ng g

ood

com

man

d of

the

con

vent

ions

of

stan

dard

En

glis

h

dem

onst

rate

s un

ders

tand

ing

of E

nglis

h gr

amm

ar a

nd u

sage

in s

peak

ing

or

writ

ing

uses

the

cl

asse

s of

wor

ds a

ptly

in v

ario

us o

ral a

nd w

ritte

n di

scou

rse

dem

onst

rate

s un

ders

tand

ing

of E

nglis

h gr

amm

ar a

nd u

sage

in s

peak

ing

or

writ

ing

uses

the

cl

asse

s of

wor

ds a

ptly

in v

ario

us o

ral a

nd w

ritte

n di

scou

rse

Att

itu

de

dem

onst

rate

s un

ders

tand

ing

of n

on-v

erba

l cue

s to

com

mun

icat

e w

ith

othe

rs

appl

ies

know

ledg

e of

non

-ver

bal s

kills

to

show

res

pect

whe

n co

mm

unic

atin

g w

ith o

ther

s

dem

onst

rate

s un

ders

tand

ing

of v

erba

l and

non

-ver

bal e

lem

ents

of

com

mun

icat

ion

to r

espo

nd b

ack

uses

par

alan

guag

e an

d no

n-ve

rbal

cue

s to

res

pond

app

ropr

iate

ly

Stud

y St

rate

gies

/ R

esea

rch

dem

onst

rate

s un

ders

tand

ing

of li

brar

y sk

ills

to r

esea

rch

on

a va

riety

of

topi

cs

uses

libr

ary

skill

s to

gat

her

appr

opria

te a

nd r

elev

ant

info

rmat

ion

Vie

win

g de

mon

stra

tes

unde

rsta

ndin

g of

the

str

ateg

ies

in c

ompr

ehen

ding

vis

ual t

ext

view

s va

rious

for

ms

of m

edia

in o

rder

to

gath

er a

nd s

hare

info

rmat

ion,

pe

rsua

de o

ther

s an

d un

ders

tand

and

exp

ress

idea

s

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

1

EN4L

C-I

a-1

N

ote

deta

ils in

a

sele

ctio

n lis

tene

d to

.

EN4O

L-Ia

-d-

1 Spea

k cl

early

us

ing

appr

opria

te

pron

unci

atio

n an

d in

tona

tion.

EN4V

-Ia-

d-1

U

se c

onte

xt c

lues

to

fin

d m

eani

ng

of u

nfam

iliar

w

ords

.

EN4R

C-I

a-b-

1

Anal

yze

a na

rrat

ive

in t

erm

s of

its

char

acte

rs.

EN4F

-Ia-

1

Phon

olog

ical

R

ead

wor

ds,

phra

ses,

po

ems

or

stor

ies

with

lo

ng v

owel

a

soun

d

EN4S

S-Ia

-1

Loca

te

info

rmat

ion

usin

g pr

int

and

non-

prin

t re

sour

ces

EN4G

-Ia-

b-1

U

se p

lura

l fo

rm o

f re

gula

r no

uns

EN4W

C-I

a-b-

1 Writ

e 2-

3 se

nten

ces

abou

t th

e ch

arac

ters

in

a li

tera

ry t

ext

liste

ned

to o

r re

ad.

EN4A

-Ia-

1

Show

w

illin

gnes

s an

d en

thus

iasm

in

rea

ding

or

liste

ning

to

liter

ary

text

2

EN4L

C-I

b-2

N

ote

deta

ils in

a

sele

ctio

n lis

tene

d to

, to

iden

tify

sett

ing

EN

4V-I

a-d-

2

Use

con

text

clu

es

(syn

oynm

s) t

o fin

d m

eani

ng o

f un

fam

iliar

wor

ds.

EN4R

C-I

a-b-

2 An

alyz

e a

narr

ativ

e in

ter

ms

of it

s se

ttin

g.

EN4F

-Ib-

2

Rea

d w

ords

, ph

rase

s,

poem

s or

st

orie

s w

ith

long

vow

el e

EN4S

S-Ib

-2

Loca

te

info

rmat

ion

usin

g pr

int

and

non-

prin

t re

sour

ces


DEPED COPY

viii

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

3 o

f 14

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

soun

d

3

EN4L

C-I

c-3

N

ote

deta

ils in

a

sele

ctio

n lis

tene

d to

EN

4V-I

a-d-

2

Use

con

text

clu

es

(syn

onym

s) t

o fin

d m

eani

nd o

f un

fam

iliar

wor

ds.

EN4R

C-I

c-2

St

ate

sim

ilarit

ies

and

diff

eren

ces

in in

form

atio

n /

liter

ary

text

rea

d

EN4F

-Ic-

3

Rea

d w

ords

, ph

rase

s,

poem

s or

st

orie

s w

ith

long

vow

el i

soun

d

EN4S

S-Ic

-3

Loca

te

info

rmat

ion

usin

g pr

int

and

non-

prin

t re

sour

ces

(usi

ng m

ap)

EN4G

-Ic-

2

Use

plu

ral

form

of

irreg

ular

no

uns

EN4W

C-I

c-2

W

rite

two

or

thre

e se

nten

ces

abou

t th

e ch

arac

ters

, se

ttin

g, o

r ev

ents

in a

st

ory

liste

ned

to

or r

ead

4

EN4L

C-I

d-4

Se

quen

ce e

vent

s in

a s

tory

list

ened

to

EN4O

L-Ia

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2 Sp

eak

clea

rly

usin

g ap

prop

riate

pr

onun

ciat

ion

and

into

natio

n (p

oem

s,

chan

ts,

rhym

es,

riddl

es)

EN4V

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U

se c

onte

xt c

lues

(a

nton

ym)

to

dete

rmin

e th

e m

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ng o

f un

fam

iliar

wor

ds

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C-I

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3

Sequ

ence

eve

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in a

sto

ry o

r na

rrat

ive

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d w

ords

, ph

rase

s,

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s or

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wor

ds

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lpha

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al

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r w

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sam

e fir

st le

tter

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t a

diff

eren

t se

cond

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er

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Use

cle

ar

and

cohe

rent

se

nten

ces

usin

g ap

prop

riate

gr

amm

atic

al

stru

ctur

es:

Kind

s of

N

ouns

- M

ass

Nou

ns

and

Coun

t N

ouns

EN4W

C-I

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W

rite

2-3

step

di

rect

ions

usi

ng

sign

al w

ords

EN4A

-IIb

-2 Li

sten

at

tent

ivel

y an

d re

act

posi

tivel

y du

ring

stor

y re

adin

g.

5

EN4L

C-I

e-5

Se

quen

ce e

vent

s in

a s

tory

list

ened

to

EN4O

L-Ie

-2

Giv

e or

al

dire

ctio

ns

EN4V

-Ie-

f-2

U

se c

onte

xt c

lues

(d

efin

ition

) to

de

term

ine

the

mea

ning

of

unfa

mili

ar w

ords

.

EN4F

-Ie-

5

Rea

d w

ords

, ph

rase

s,

poem

s or

st

orie

s w

ith

long

vow

el u

so

und

EN4S

S-Ie

-i-5

U

se g

raph

ic

orga

nize

rs t

o sh

ow

unde

rsta

ndin

g of

tex

ts (

stor

y se

quen

ce

orga

nize

rs)

EN4G

-Ie-

4

Use

cle

ar

and

cohe

rent

se

nten

ces

usin

g ap

prop

riate

gr

amm

atic

al

stru

ctur

es

(qua

ntifi

ers

of m

ass

noun

s)

EN4W

C-I

e-f-

4 W

rite

diff

eren

t fo

rms

of s

impl

e co

mpo

sitio

n (t

hank

you

ca

rd, n

ote,

po

ster

, sl

ogan

) as

a

resp

onse

to

stor

ies

/ po

ems

read

or

liste

ned

to

- no

tes

/ le

tter

s 6

EN4L

C-I

f-1

EN

4OL-

If-3

EN

4RC

-If-

4

EN4F

-If-

6

EN4S

S-Ie

-i-5

EN

4G-I

f-5


DEPED COPY

ix

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

4 o

f 14

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

Infe

r ab

out

feel

ings

, tra

its o

f ch

arac

ters

fro

m

sele

ctio

ns

liste

ned

to

Expr

ess

one’

s id

eas,

feel

ings

cl

early

Infe

r ab

out

feel

ings

, tra

its o

f ch

arac

ters

in a

se

lect

ion

read

Rea

d w

ords

, ph

rase

s,

poem

s or

st

orie

s w

ith

com

poun

d w

ords

Use

gra

phic

or

gani

zers

to

show

un

ders

tand

ing

of t

exts

(st

ory

sequ

ence

or

gani

zers

)

Com

pose

cl

ear

and

cohe

rent

se

nten

ces

usin

g ap

prop

riate

gr

amm

atic

al

stru

ctur

es:

Kind

s of

N

ouns

(P

osse

ssiv

e N

ouns

)

- D

escr

iptiv

e pa

ragr

aph

- An

othe

r en

ding

to

a st

ory

7

EN4L

C-I

g-1

In

fer

abou

t fe

elin

gs, t

raits

of

char

acte

rs in

se

lect

ions

lis

tene

d to

EN4O

L-Ig

-4

Expr

ess

one’

s id

eas,

feel

ings

cl

early

EN4V

-Ig-

3

Use

con

text

clu

es

to f

ind

mea

ning

of

unf

amili

ar

wor

ds (

defin

ition

)

EN4R

C-I

g-5

M

ake

infe

renc

es

and

draw

co

nclu

sion

s ba

sed

on a

lit

erar

y or

ex

posi

tory

tex

t

EN4F

-Ig-

7

Rea

d w

ords

, ph

rase

s,

poem

s, a

nd

stor

ies

with

ac

cura

cy

EN4F

-Ig-

8 R

ead

alou

d gr

ade

leve

l te

xts

with

ac

cura

cy a

nd

prop

er

expr

essi

on

EN

4G-I

g-6

Id

entif

y an

d us

e co

ncre

te

noun

s an

d ab

stra

ct

noun

s

EN4W

C-I

g-h-

5 Writ

e a

frie

ndly

le

tter

as

a re

spon

se t

o st

orie

s /

poem

s re

ad o

r lis

tene

d to

EN4A

-IIa

-1 D

emon

stra

te

resp

ect

for

the

idea

s,

feel

ings

and

cu

lture

of

the

auth

or

of t

he t

ext

liste

ned

to.

8

EN4L

C-I

h-1

In

fer

abou

t fe

elin

gs, t

raits

of

char

acte

rs in

se

lect

ions

lis

tene

d to

EN4O

L-Ih

-5

Expr

ess

one’

s id

eas

and

feel

ings

cle

arly

EN4V

-Ih-

4

Use

con

text

clu

es

to f

ind

mea

ning

of

unf

amili

ar

wor

ds

(exe

mpl

ifica

tion)

EN4F

-Ih-

i-8

R

ead

wor

ds,

phra

ses,

po

ems,

and

st

orie

s w

ith

diph

thon

gs

accu

rate

ly

EN

4G-I

h-7

U

se

colle

ctiv

e no

uns

EN4W

C-I

g-h-

6 Writ

e fo

rms

of

sim

ple

com

posi

tion

as

a re

spon

se t

o st

orie

s /

poem

s re

ad o

r lis

tene

d to

-no

tes

/ le

tter

s -

desc

riptiv

e


DEPED COPY

x

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

5 o

f 14

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

para

grap

h

9

EN4L

C-I

i-1

In

fer

feel

ings

, tr

aits

of

char

acte

rs in

se

lect

ions

lis

tene

d to

EN4O

L-Ii

-6

Expr

ess

one’

s id

eas,

feel

ings

cl

early

EN4V

-Ii-

5

Use

con

text

clu

es

to f

ind

mea

ning

of

unf

amili

ar

wor

ds

(exe

mpl

ifica

tion)

EN4R

C-I

h-4

In

fer

the

them

e of

lite

rary

tex

t

EN4F

-Ih-

i-9

R

ead

with

ac

cura

cy

wor

ds,

phra

ses,

po

ems,

and

stor

ies

with

si

lent

lett

ers.

R

ead

alou

d gr

ade

leve

l te

xts

EN

4G-I

i-8

U

se s

impl

e pr

esen

t te

nse

of

verb

s in

se

nten

ces

EN4W

C-I

i-6

W

rite

a re

spon

se t

o a

stor

y /

poem

re

ad o

r lis

tene

d to

-no

tes

/ le

tter

s

SEC

ON

D Q

UA

RTE

R

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngu

age

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

1

EN4L

C-I

Ia-1

Id

entif

y m

ain

idea

and

su

ppor

ting

deta

ils

from

a t

ext

liste

ned

to.

EN4O

L-II

a-1 R

esta

te o

r re

tell

info

rmat

ion

from

a t

ext

liste

ned

to.

EN4V

-IIa

-1

Iden

tify

mea

ning

s of

un

fam

iliar

w

ords

thr

ough

st

ruct

ural

an

alys

is

(com

poun

d w

ords

and

th

eir

com

pone

nts:

on

e w

ord

com

poun

d (b

acky

ard)

, tw

o w

ord

EN4R

C-I

Ia-1

Id

entif

y th

e im

port

ant

stor

y el

emen

ts s

uch

as

sett

ing,

cha

ract

er

and

plot

.

EN4F

-IIa

-1

Rea

d w

ith

auto

mat

icity

gr

ade

leve

l fr

eque

ntly

oc

curr

ing

cont

ent

area

w

ords

.

EN4S

S-II

a-1

Ar

rang

e 8-

10

wor

ds w

ith

diff

eren

t be

ginn

ing

lett

ers

in

alph

abet

ical

or

der.

EN4G

-IIa

-b-

1 Iden

tify

and

use

pers

onal

pr

onou

ns in

se

nten

ces.

EN4W

C-I

Ia-

1 Writ

e se

nten

ces

follo

win

g co

rrec

t m

echa

nics

of

capi

taliz

atio

n an

d pu

nctu

atio

n.

EN4A

-IIa

-1

Dem

onst

rate

re

spec

t fo

r th

e id

eas,

feel

ings

an

d cu

lture

of

the

auth

or o

f th

e te

xt

liste

ned

to.


DEPED COPY

xi

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

6 o

f 14

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngu

age

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

com

poun

d (s

ecur

ity

guar

d),

hyph

enat

ed

com

poun

d w

ord

(sis

ter-

in-la

w).

2

EN4L

C-I

Ib-2

R

ecal

l in

form

atio

n fr

om

conv

ersa

tions

. EN

4LC

-Iib

-3

Not

e de

tails

fro

m

new

s re

port

s/se

lect

ions

lis

tene

d to

.

EN4O

L-II

b-2 U

se c

ourt

eous

ex

pres

sion

s

EN4V

-IIb

-2

Iden

tify

mea

ning

s of

un

fam

iliar

w

ords

thr

ough

st

ruct

ural

an

alys

is

(wor

ds w

ith

affix

es).

EN4R

C-I

Ib-2

Id

entif

y m

eani

ngs

of

unfa

mili

ar w

ords

th

roug

h st

ruct

ural

an

alys

is (

wor

ds

with

aff

ixes

).

EN4F

-IIb

-2

Rea

d w

ith

auto

mat

icity

gr

ade

leve

l fr

eque

ntly

oc

curr

ing

cont

ent

area

w

ords

.

EN4S

S-II

b-2

Cl

assi

fy

rela

ted

wor

ds,

idea

s, a

nd

conc

epts

ac

cord

ing

to

cert

ain

char

acte

ristic

s an

d si

mila

ritie

s.

EN4G

-Ii-

9

Use

the

pr

onou

n th

at

agre

es in

ge

nder

, nu

mbe

r w

ith

the

ante

cede

nt.

EN4W

C-I

Ib-

2 Writ

e a

shor

t st

ory

with

the

el

emen

ts.

3

EN4L

C-I

Ic-3

N

ote

deta

ils b

y as

king

/ans

wer

ing

ques

tions

abo

ut

a st

ory/

poem

lis

tene

d to

EN4O

L-II

c-3

Li

sten

and

an

swer

qu

estio

ns

abou

t a

stor

y re

ad/li

sten

ed

to.

EN

4RC

-IIc

-3

-Not

ing

deta

ils

-Inf

er w

ords

, fe

elin

gs o

f ch

arac

ters

EN

4RC

-IIb

-3

Infe

r th

e m

oods

or

fee

lings

of t

he

char

acte

r ba

sed

on w

hat

he/s

he

says

or

do.

EN4F

-IIc

-3

Rea

d w

ith

auto

mat

icity

gr

ade

leve

l fr

eque

ntly

oc

curr

ing

cont

ent

area

w

ords

. R

ead

wor

ds

that

end

with

–s

cor

rect

ly.

EN

4G-I

Ic-3

Id

entif

y an

d us

e s

form

of

verb

s.

EN4W

C-I

Ic-

3 Writ

e a

frie

ndly

lett

er

usin

g co

rrec

t fo

rmat

.

EN4A

-IIb

-2

List

en

atte

ntiv

ely

and

reac

t po

sitiv

ely

durin

g st

ory

read

ing.

4

EN4L

C-I

Id-4

Fo

llow

a s

et o

f th

ree-

to-f

ive

step

di

rect

ions

.

EN4O

L-II

d-4 G

ive

thre

e-to

-fiv

e st

ep

dire

ctio

ns.

EN4V

-IId

-3

Use

con

text

cl

ues

to a

ct

the

mea

ning

of

diff

icul

t w

ords

.

EN4R

C-I

Id-4

M

ake

a tw

o-po

int

sent

ence

out

line.

EN4F

-IId

-4

Rec

ite a

poe

m

with

ex

pres

sion

EN

4G-I

Id-4

U

se t

he

pres

ent

form

of

ver

bs t

hat

agre

e w

ith t

he

subj

ect

EN4W

C-I

Id-

4 Writ

e a

two-

poin

t se

nten

ce

outli

ne

EN4A

-IIc

-3

Expr

ess

love

fo

r st

orie

s an

d ot

her

text

s.

5 EN

4LC

-IIe

-5

Inte

rpre

t a

stor

y th

roug

h

EN4O

L-II

e-5 R

elat

e st

ory

EN4V

-IIe

-4

Use

pre

fixes

an

d ro

ot w

ords

EN4R

C-I

Ie-5

G

ive

poss

ible

en

ding

s to

sto

ries

EN4F

-IIe

-5

Rea

d w

ith

auto

mat

icity

EN4S

S-II

c-3

Fo

llow

in

stru

ctio

ns

EN4G

-IIe

-5

Use

po

sses

sive

EN4W

C-I

Ie-

5 Out

line

a

EN4A

-IId

-4

Take

par

t in

cr

eativ

e


DEPED COPY

xii

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

7 o

f 14

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngu

age

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

dram

atiz

atio

n so

ngs

or a

rt

activ

ities

.

even

ts t

o on

e’s

expe

rienc

e.

as c

lues

to

get

mea

ning

of

wor

ds.

grad

e le

vel

cont

ent

area

w

ords

.

care

fully

on

a te

xt.

pron

ouns

tha

t ag

ree

in

gend

er w

ith

ante

cede

nts.

para

grap

h w

ith e

xplic

itly

give

n m

ain

idea

.

resp

onse

s in

pr

epar

ing

logs

, jou

rnal

, an

d ot

her

oral

pr

esen

tatio

n.

6

EN4L

C-I

If-6

In

fer

trai

ts o

f ch

arac

ters

bas

ed

on w

hat

they

do

or s

ay in

a s

tory

lis

tene

d to

.

EN4O

L-II

f-6

Rea

ct t

o w

hat

the

char

acte

rs

said

in t

he

stor

y lis

tene

d to

.

EN4V

-IIf

-5

Use

suf

fixes

an

d ro

ot w

ords

as

clu

es t

o ge

t m

eani

ng o

f w

ords

.

EN4R

C-I

If-6

Pr

edic

t ou

tcom

es

of e

vent

s in

the

st

ory

EN4F

-IIf

-6

Rea

d us

ing

corr

ect

into

natio

n an

d ex

pres

sion

.

EN4S

S-II

d-4

Fi

ll ou

t fo

rms

givi

ng t

he

appr

opria

te

inst

ruct

ions

.

EN4G

-IIf

-6

Use

cor

rect

tim

e ex

pres

sion

s to

te

ll an

act

ion

in t

he p

rese

nt.

EN4W

C-I

If-6

W

rite

a pa

ragr

aph

base

d on

a

two-

poin

t ou

tline

.

EN4A

-IIe

-5

Take

par

t in

cr

eativ

e re

spon

ses

in

prep

arin

g lo

gs, j

ourn

al,

and

othe

r or

al

pres

enta

tion.

7

EN4L

C-I

Ig-7

G

ive

a po

ssib

le

endi

ng t

o a

stor

y he

ard.

EN4O

L-II

g-7 Ret

ell b

est-

liked

par

t of

a

stor

y he

ard.

EN4V

-IIg

-6

Iden

tify

and

use

sim

ile a

nd

met

apho

r in

th

e po

em

read

.

EN4R

C-I

Ig-h

-7

Infe

r th

e fe

elin

gs

and

trai

ts o

f the

ch

arac

ters

in t

he

stor

y.

EN4F

-IIg

-7

Rea

d w

ords

w

ith

cons

onan

t bl

ends

/tr

/,

and

,/cr

/

EN4S

S-II

e-5

G

et

info

rmat

ion

from

the

new

s pa

ge o

f a

scho

ol p

aper

.

EN4G

-IIg

-7

Use

the

pas

t fo

rm o

f re

gula

r ve

rbs.

EN4W

C-I

Ig-

7 Writ

e a

para

grap

h ab

out

one’

s pe

rson

al

expe

rienc

e.

EN4A

-IIf

-6

Brow

se a

nd

read

new

s pa

ge f

or

info

rmat

ion

of

a sc

hool

pa

per.

8

EN4L

C-I

Ih-i

-8

Sequ

ence

eve

nts

in a

sto

ry li

sten

ed

to.

EN4V

-IIh

-7

Iden

tify

and

use

sim

ile a

nd

met

apho

r in

a

stor

y re

ad.

EN4F

-IIh

-8

Rea

d w

ords

w

ith

cons

onan

t bl

ends

/br

/,

and

/gr/

EN4S

S-II

f-6

Use

dic

tiona

ry

in g

ettin

g th

e m

eani

ng o

f w

ords

.

EN4G

-IIh

-i-

8 Use

the

pas

t fo

rm o

f irr

egul

ar

verb

s.

EN4W

C-I

Ih-

8 Com

pose

sl

ogan

fro

m a

gi

ven

stim

uli.

EN4A

-IIg

-7

Req

uest

for

m

ore

stor

ies

to b

e re

ad.

9

EN4O

L-II

i-8

Co

nnec

t ev

ents

in a

st

ory

hear

d to

a

pers

onal

ex

perie

nce

EN4V

-IIi

-8

Iden

tify

and

use

pers

onifi

catio

n.

EN4R

C-I

ii-8

N

ote

impo

rtan

t de

tails

in a

n in

form

atio

nal

text

.

EN4F

-IIi

-9

Rea

d w

ords

w

ith

cons

onan

t bl

ends

/pr

/,

and

/gr/

EN4S

S-II

g-7

G

et

info

rmat

ion

from

the

new

s pa

ge.

EN4G

-IIh

-i-

9 Use

the

pas

t fo

rm o

f re

gula

r an

d irr

egul

ar

verb

s.

EN4W

C-I

Ii-9

W

rite

a ne

ws

repo

rt u

sing

th

e fa

cts

give

n.

EN4A

-IIh

-8

List

en

atte

ntiv

ely

and

reac

t po

sitiv

ely

durin

g st

ory

read

ing.


DEPED COPY

xiii

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

8 o

f 14

THIR

D Q

UA

RTE

R

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

1

EN4L

C-I

IIa-

1

Dis

tingu

ish

real

ity

from

fan

tasy

.

EN4O

L-II

Ia-

1 Use

ap

prop

riate

ex

pres

sion

to

talk

abo

ut

fam

ous

even

ts.

EN4V

-III

a-1

Use

con

text

cl

ues

(syn

onym

and

an

tony

m)

to

find

mea

ning

of

unf

amili

ar

wor

ds.

EN4R

C-I

IIa-

1

Not

e si

gnifi

cant

de

tails

.

EN4F

-III

a-1

R

ead

a po

em

alou

d w

ith

prop

er

expr

essi

on.

EN4S

S-II

Ia-

1 Use

a

thes

auru

s to

fin

d sy

nony

ms

and

anto

nym

s of

wor

ds.

EN4G

-III

a-1

Id

entif

y an

d us

e ad

ject

ives

in

sen

tenc

es

EN4W

C-I

IIa-

1 W

rite

sent

ence

s de

scrib

ing

pers

ons,

pl

aces

, thi

ngs

and

anim

als

EN4A

-III

a-1

Sh

ow lo

ve f

or

read

ing

by

liste

ning

at

tent

ivel

y du

ring

stor

y re

adin

g an

d m

akin

g co

mm

ents

or

reac

tions

.

2

EN4L

C-I

IIb-

2

Not

e de

tails

fro

m

a st

ory

liste

ned

to.

EN4V

-III

b-2

Id

entif

y m

ultip

le

mea

ning

of

wor

ds.

EN4R

C-I

IIb-

2

Not

e si

gnifi

cant

de

tails

.

EN4F

-III

b-2

R

ead

alou

d gr

ade

leve

l te

xts

accu

rate

ly.

EN4S

S-II

Ib-

2 Inte

rpre

t a

map

.

EN4G

-III

b-2

Id

entif

y an

d us

e w

ords

th

at s

how

de

gree

s of

co

mpa

rison

of

obje

ctiv

es in

se

nten

ces

EN4W

C-I

IIa-

2 R

ewrit

e pa

irs o

f se

nten

ces

usin

g co

nnec

tors

EN4A

-III

b-2

Sh

ow in

tere

st

in r

eadi

ng a

tr

avel

ogue

.

3

EN4L

C-I

IIc-

3

Poin

t ou

t de

tails

fr

om a

bi

ogra

phic

al

acco

unt.

EN4O

L-II

Ib-

2 Use

ap

prop

riate

ex

pres

sion

to

talk

abo

ut

fam

ous

plac

es.

EN4V

-III

c-3

G

et t

he

mea

ning

of

unfa

mili

ar

wor

ds t

hrou

gh

rest

atem

ents

.

EN4R

C-I

IIc-

3

Iden

tify

sequ

ence

of

even

ts.

EN4F

-III

c-3

R

ead

alou

d gr

ade

leve

l te

xts

accu

rate

ly.

EN4S

S-II

Ic-

3 Use

a t

imel

ine

to s

how

ord

er

of e

vent

s.

EN4G

-III

c-3

U

se

appr

opria

te

wor

d si

gnal

s to

sho

w t

he

sequ

ence

of

even

ts in

ss

ente

nces

EN4W

C-I

IIc-

3 Writ

e si

mpl

e se

nten

ces

usin

g se

quen

ce

sign

als.

EN4A

-III

c-3

Sh

ow in

tere

st

in r

eadi

ng a

bi

ogra

phy.

4

EN4L

C-I

IId-

4

Use

indi

rect

sp

eech

to

clar

ify

the

spea

ker’s

id

eas.

EN4V

-III

d-4

Id

entif

y di

ffer

ent

mea

ning

of

cont

ent

spec

ific

wor

ds.

EN4R

C-I

IId-

4

Iden

tify

caus

e an

d ef

fect

re

latio

nshi

p

EN4F

-III

d-4

R

ead

grad

e le

vel t

exts

w

ith

appr

opria

te

spee

d,

accu

racy

and

ex

pres

sion

EN4S

S-II

Id-

4 Loca

te

mea

ning

of

wor

ds f

rom

th

e di

ctio

nary

.

EN4G

-III

d-4

Id

entif

y an

d us

e th

e co

rrec

t or

der

of a

djec

tives

in

a s

erie

s in

se

nten

ces

EN4W

C-

IIId

-4

Writ

e /

com

pose

cle

ar

and

cohe

rent

se

nten

ces

usin

g th

e co

rrec

t or

der

of a

djec

tives

.

EN4A

-III

d-4

Br

owse

and

re

ad b

ooks

for

va

rious

pu

rpos

es s

uch

as le

arni

ng o

r fo

r pl

easu

re.


DEPED COPY

xiv

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

9 o

f 14

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

5

EN4L

C-I

IIe-

5

Giv

e on

e’s

reac

tion

to a

n ev

ent

or is

sue.

EN4O

L-II

Ic-

3 Use

ap

prop

riate

ex

pres

sion

to

talk

abo

ut

fam

ous

peop

le.

EN4V

-III

e-5

Id

entif

y di

ffer

ent

mea

ning

of

cont

ent

spec

ific

wor

ds.

EN4R

C-I

IIe-

5

Iden

tify

vario

us

text

typ

es

acco

rdin

g to

st

ruct

ure.

EN4F

-III

e-5

R

ead

grad

e le

vel t

exts

w

ith

appr

opria

te

spee

d.

EN4S

S-II

Ie-

5 Loca

te

info

rmat

ion

from

gl

ossa

ries

EN4G

-III

e-5

Id

entif

y an

d us

e ad

verb

s of

pla

ce in

se

nten

ces.

EN4W

C-I

IIe-

5 Writ

e /

com

pose

cle

ar

and

cohe

rent

se

nten

ces

usin

g ad

verb

s of

pla

ce.

EN4A

-III

e-5

Br

owse

and

re

ad b

ooks

fo

r va

rious

pu

rpos

es s

uch

as le

arni

ng o

r fo

r pl

easu

re.

6

EN4L

C-I

IIf-

6

Giv

e on

e’s

reac

tion

to a

n ev

ent

or is

sue.

EN4V

-III

f-6

Iden

tify

diff

eren

t m

eani

ngs

of

cont

ent

spec

ific

wor

ds.

EN4R

C-I

IIf-

6

Mak

e co

mpa

rison

an

d co

ntra

st.

EN4F

-III

f-6

R

ead

grad

e le

vel t

exts

w

ith

appr

opria

te

spee

d.

EN4S

S-II

If-

6 Loca

te

info

rmat

ion

from

indi

ces.

EN4G

-III

f-6

U

se

appr

opria

te

adve

rbs

of

time

in

sete

nces

EN4W

C-I

IIf-

6 Writ

e /

com

pose

cle

ar

and

cohe

rent

se

nten

ces

usin

g ad

verb

s of

tim

e.

EN4A

-III

f-6

Br

owse

and

re

ad b

ooks

for

va

rious

pu

rpos

es s

uch

as le

arni

ng o

r fo

r pl

easu

re.

7

EN4L

C-I

IIg-

7

Giv

e on

e’s

reac

tion

to a

n ev

ent

or is

sue.

EN4O

L-II

Ig-

4 Tell

/ re

tell

fam

iliar

sto

ries

by u

sing

ap

prop

riate

ge

stur

es a

nd

expr

essi

ons

in

com

plet

e se

nten

ce.

EN4V

-III

g-7

Id

entif

y di

ffer

ent

mea

ning

s of

co

nten

t sp

ecifi

c w

ords

-d

enot

atio

n -c

onno

tatio

n

EN4R

C-I

IIg-

7

Mak

e ge

nera

lizat

ions

.

EN4F

-III

g-7

R

ead

corr

ectly

gr

ade

leve

l te

xts

with

in

tona

tion

and

expr

essi

on.

EN4S

S-II

Ig-

7 Loca

te

info

rmat

ion

from

indi

ces.

EN4G

-III

g-7

U

se a

dver

bs

of m

anne

r in

se

nten

ces

EN4W

C-

IIIg

-7

Writ

e /

com

pose

cle

ar

and

cohe

rent

se

nten

ces

usin

g ad

verb

s of

man

ner.

8

EN4L

C-I

IIh-

8

Giv

e on

e’s

reac

tion

to a

n ev

ent

or is

sue.

EN4O

L-II

Ih-

5 Tell

/ re

tell

fam

iliar

sto

ries

by u

sing

ap

prop

riate

ge

stur

es a

nd

expr

essi

ons

in

com

plet

e se

nten

ce.

EN4V

-III

h-8

U

se w

ord

asso

ciat

ions

(a

nalo

gy)

EN4R

C-I

IIh-

8

Use

app

ropr

iate

gr

aphi

c or

gani

zers

to

show

the

se

quen

ce o

f ev

ents

in a

tex

t re

ad

(Sto

ry)

EN4F

-III

h-8

R

ead

corr

ectly

gr

ade

leve

l te

xts

with

in

tona

tion,

ex

pres

sion

.

EN4S

S-II

Ih-

8 Inte

rpre

t ch

arts

.

EN4G

-III

h-8

U

se a

pa

rtic

ular

kin

d of

sen

tenc

e fo

r a

spec

ific

purp

ose

-mak

ing

requ

ests

EN4W

C-

IIIh

-8

Writ

e a

one-

para

grap

h es

say

on

a pa

rtic

ular

to

pic.

EN4A

-III

h-7

Br

owse

and

re

ad b

ooks

for

va

rious

pu

rpos

es s

uch

as f

or le

arni

ng

or f

or

plea

sure

.

9 EN

4LC

-III

i-9

EN

4OL-

IIIi

-EN

4V-I

IIi-

9

EN4F

-III

i-9

EN

4SS-

IIIi

-EN

4G-I

IIi-

9

EN4W

C-I

IIi-

EN4A

-III

i-8


DEPED COPY

xv

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

10

of 1

4

Wee

k LC

Li

sten

ing

Com

preh

ensi

on

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

men

t

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tion

A

Att

itu

de

Giv

e on

e’s

reac

tion

to a

n ev

ent

or is

sue.

6 Rel

ate

one’

s ow

n ex

perie

nces

an

d id

eas

rela

ted

to t

he

topi

c us

ing

a va

riety

of

wor

ds w

ith

prop

er

phra

sing

.

Use

wor

d cl

assi

ficat

ions

R

ead

grad

e le

vel t

exts

co

rrec

tly w

ith

into

natio

n an

d ex

pres

sion

.

9 Inte

rpre

t gr

aphs

.

Use

a

part

icul

ar k

ind

of s

ente

nce

for

a sp

ecifi

c pu

rpos

e -a

skin

g pe

rmis

sion

9 Writ

e a

one-

para

grap

h es

say

on a

pa

rtic

ular

top

ic

Brow

se a

nd

read

boo

ks f

or

vario

us

purp

oses

suc

h as

for

lear

ning

or

for

pl

easu

re.

FOU

RTH

QU

AR

TER

Wee

k

LC

List

enin

g C

ompr

ehen

sio

n

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

me

nt

RC

R

eadi

ng

Com

preh

ensi

on

F O

ral

Rea

ding

Fl

uenc

y

SS

Stud

y St

rate

gy

G

Gra

mm

ar

WC

W

riti

ng

Com

posi

tio

n

VC

V

iew

ing

A

Att

itu

de

1

EN4L

C-I

Va-

1

Dis

tingu

ish

fact

fr

om o

pini

on

EN4O

L-IV

a-1

Stat

e a

fact

an

d

opin

ion

EN4V

-IV

a-1

U

se

know

ledg

e of

co

ntex

t cl

ues

to f

ind

the

mea

ning

of

unfa

mili

ar

wor

ds

-syn

onym

s

EN4R

C-I

Va-

1

Dis

tingu

ish

fact

fr

om o

pini

on

EN4F

-IV

a-1

R

ead

alou

d gr

ade

four

le

vel t

exts

w

ith a

ccur

acy

rate

of

95 t

o 10

0%

EN4S

S-IV

a-1 Ta

ke n

ote

of

rele

vant

in

form

atio

n fr

om a

giv

en

text

EN4G

-IV

a-1 Id

entif

y pr

epos

ition

s in

sen

tenc

es

EN4W

C-

IVa-

1 W

rite

sent

ence

s ex

pres

sing

fa

ct a

nd

opin

ion

EN4V

C-I

Va-

1 Iden

tify

visu

al

elem

ents

us

ed in

a

prin

t/no

n pr

int

mat

eria

ls

EN4A

-IV

a-1 Ex

pres

s in

tere

st in

di

ffer

ent

text

s by

re

adin

g av

aila

ble

prin

t m

ater

ials

2

EN4L

C-I

Vb-

2

Tell

whe

ther

an

ac

tion

or e

vent

is

rea

lity

or

fant

asy

EN4O

L-IV

b-2

Ex

pres

s w

heth

er a

n ac

tion

or

even

t is

re

ality

or

fant

asy

EN4V

-IV

b-2

U

se

know

ledg

e of

co

ntex

t cl

ues

to f

ind

the

mea

ning

of

unfa

mili

ar

wor

ds

EN4R

C-I

Vb-

2

Inte

rpre

t di

rect

ion

in

auth

entic

tex

ts

i.e.,

med

ical

pr

escr

iptio

ns

EN4F

-IV

b-2

R

ead

alou

d gr

ade

four

le

vel t

exts

w

ith a

ccur

acy

rate

of

95 t

o 10

0%

EN4G

-IV

b-2 U

se

prep

ositi

ons

nn

sent

ence

s -t

o an

d fr

om

EN4W

C-

IVb-

2

Writ

e 3-

4 se

nten

ces

in

givi

ng

dire

ctio

ns

EN4V

C-I

Vb-

2 Iden

tify

the

visu

al

elem

ents

us

ed in

a

prin

t/no

n pr

int

EN4A

-IV

b-2 Ex

pess

in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t


DEPED COPY

xvi

K t

o 12

BA

SIC

ED

UC

ATI

ON

CU

RR

ICU

LUM

K to

12

Engl

ish

Curr

icul

um G

uide

Dec

embe

r 20

13

Page

11

of 1

4

Wee

k

LC

List

enin

g C

ompr

ehen

sio

n

OL

Ora

l La

ngua

ge

V

Voc

abul

ary

Dev

elop

me

nt

RC

R

eadi

ng

Com

preh

ensi

on

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ENGLISH GRADE 4UNIT 1

PRE-ASSESSMENTTABLE 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. 3Test 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 sourcesArrange 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 nounsCompose clear and coherent sentences using appropriate grammatical struc-tures: -present tense of verbs

Test II. 9Test II. 25

11

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 1PRE-ASSESSMENT

Test I. ListeningListen 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. gardening2. 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 SpiderA 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 drawing3 – drawing shows creativity and exact idea of the story2 – drawing shows creativity but provides incomplete idea of the story1 – drawing lacks creativity and inaccurate idea of the story

Test II. Reading ComprehensionRead 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 MonkeyOnce 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, menb. mud, monkey, mitten, men, makec. make, men, mitten, monkey, mudd. 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 writing3 points – 3 or more sentences were used to write a paragraph; ideas were presented with coherence that describes the character in the story2 points – less than 3 sentences were used to write a paragraph; presentation of ideas lack coherence1 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 paragraph3 points – Speaks in a clear, loud voice using appropriate pronunciation and intonation2 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. 7-10Using 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 1Theme: 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 colors2. Appreciate and respect the differences of people in the world3. Feel proud of being a Filipino as a member of the brown race

B. Instructional Objectives

Listening ComprehensionNote details in a selection listened to

Oral LanguageSpeak clearly using appropriate pronunciation and intonation

Vocabulary DevelopmentUse context clues (synonyms) to determine the meaning of unfamiliar words

Reading ComprehensionAnalyze a narrative in terms of its characters

Oral Reading FluencyRead words, phrases, poems, and stories with the long a sound

Study StrategyLocate information using print and nonprint sources

GrammarUse plural form of regular nouns

Writing/CompositionWrite two to three sentences about the characters in a literary text listened to or read

Attitude towards literacy, literature, and languageShow willingness and enthusiasm in reading/listening to a literary text

II. Subject Matter

A. Topics

1. LiteratureBlack, White, Brown by Nemah N. Hermosa, Me & My World 1A Cake for Kate by Gretel Laura M. Cadiong

2. Context clues


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3. Long a sound with the final silent e4. Plural form of regular nouns5. 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 to2. Show willingness and enthusiasm in reading or listening to literary texts3. Realize that the world is made up of people of different races and colors4. Appreciate and respect the differences of people in the world5. 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 Difficultiesa. 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, Brownby 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 1Dramatize 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 2Think 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 3Pretend 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 4Rap 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 world3. Feel proud of being a Filipino, a member of the brown race4. Speak clearly using appropriate expression and intonation5. Read words, phrases, poems, and stories with the long a sound


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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/PresentationSay: “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. 2Let the pupils read the following words correctly.

date game bake cane age ape malegate lame cake lane cage cape palelate 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 cakelake rake cape tape malecane 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 malethe cake sale a lame man with a canetake the rake a cane on the lanethe 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.

1c2 l a n e

3 p k4 l a m e

5 n n6 l a k e

m7 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. Objectives1. Analyze a narrative in terms of its characters2. Read aloud grade level texts with accuracy and proper expression3. Use context clues/synonyms to find the meaning of unfamiliar words4. Write two to three sentences about the characters in a story read

II. Developmental ActivitiesA. 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 difficultiesAsk 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. benchesShow 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. wristwatchShow 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. surpriseSay: “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 1Draw Kate’s cake. Show it to the class and say something about your drawing.

Group 2Write a short message to Kate. Be ready to read it before the class.

Group 3Prepare 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.



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 Bspoons glassesforks 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 PracticeRefer to LM, Try and Learn.

D. Independent Practice

Think-Pair-ShareLet 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 mangobasket 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.


A. Oral Language Practice

News for the dayAsk volunteers to share the things they saw as they were on their way to school. Ask them to use plural nouns in their sharing.



Refer to LM, Think and Tell.


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=unicef+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 WikaGroup 2: a poster about planting a tree Group 3: a poster about nutrition monthGroup 4: a poster about the value of respecting elders

After 5 minutes, let the group present their outputs.


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


1. Realize that kindness begets kindness2. Realize that not all information in advertisements can be taken as true


Listening ComprehensionNote 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 e4. Plural form of regular nouns5. Locating information using print and nonprint sources

B. Materials• Word pictures, • print advertisements• puzzle• short stories• print advertisements

C. ReferencesK to 12 Curriculum Guide – English Grade 4

III. Procedure

Day 1

I. Objectives

1. Show willingness and enthusiasm in reading / listening to literary text2. Realize that kindness begets kindness



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, lickSay: “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 happened1. 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 1Dramatize the part how Androcles helped the lion and how they became friends. Prepare to present it to the class.


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Group 2Draw the part when Androcles was to be fed to the lion and the lion recognized him.

Group 3If 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 kindness2. Read words, phrases, poems or stories with the long vowel e3. Speak clearly using appropriate pronunciation and intonation

II. Developmental Activity


1. Share-a-NewsAsk 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 friendsDiscussion: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 himDiscussion: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 AndroclesDiscussion:1. Why do you admire Androcles?2. Why must we be kind to others?


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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 meatfreed 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 deereast meat seed feel feetear leaf reed heel seatseal 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 PuzzleAnswers: 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 self2. Use context clues (synonyms) to find the meaning of unfamiliar words3. Analyze a narrative in terms of its setting



Tongue TwisterWrite 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


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. MotivationLet the pupils recall the story Androcles. How did Androcles help the lion?

3. Motive QuestionAsk: “In the story that we will read, find out how a big man helped a

little girl.”

C. During ReadingRefer 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 ActivityPut 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)



1. Introduction/PresentationRefer 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 ModelingSay: “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 breadplates 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 Nounknife knives candy candiesloaf 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 – leaveself – elveshoof – hooves

Except: handkerchief – handkerchiefsroof – roofs

Some nouns that end in -y form their plural by changing y to i before adding -es.

Example:candy – candiessky – skiesberry – berries

However when a vowel letter is before –y, just add s.Example:

boy – boyskey – 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.


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/PresentationShow 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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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 advertisementGroup 2: softdrink advertisement Group 3: lollipop or candyGroup 4: cologneGroup 5: shampoo

After five minutes, let the group present their outputs.Discussion follows after each group has presented its output.

Group 1Discussion:

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 2Discussion:

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 3Discussion:

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 4Discussion:

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?


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


1. Realize that hard work pays off2. Appreciate different cultures of children from different parts of the world3. Realize that children all over the world are alike in many ways


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. Topics1. 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. Cadiong2. Long vowel i: final silent e3. Plural form of irregular nouns4. 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. Referencehttp://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



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 difficultiesa. 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. dineSay: “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. limesShow 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 Spikeby 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 1Draw the best part of the story and tell the class something about your drawing.

Group 2Dramatize the best part of the story.

Group 3Create 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



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 DevelopmentRefer 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 ridedine 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 world2. Realize that children all over the world are alike in many ways3. Compare and contrast information from literary texts read or listened to


A. Pre-Reading


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 USASpain 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 1Prepare 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 2Prepare 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 3Prepare 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 4Prepare 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 5Read 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. CompositionSay: “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 world2. Realize that children all over the world are alike in many ways3. Use plural forms of irregular nouns



Have the class recite the poem We Are One World.(Presentation of the group outputs and deeper discussion of the poem)

Group 1Discussion:

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 2Discussion

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 3Discussion

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 41. 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


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.


Ask: “Which words in the poem are plural nouns?” Then, show this chart to the class.

Singular Noun Plural Nounfoot feettooth teeth

mouse micelouse licechild childrenman 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 – geeseman – menchild – children

Some nouns have the same singular and plural formExample:deersheepnews


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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.


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)


A. Oral Language PracticeRecite the poem We are One World



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.


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 1Let 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 2Show 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?”


Treasure HuntHide 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


1. Realize that dreams are attainable but one needs to work hard to attain them2. Recognize small tasks as expressions of love


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Listening ComprehensionSequence a series of events in a story listened to

Oral Language DevelopmentSpeak clearly using appropriate pronunciation and intonation (poems, chants, rhymes, and riddles)

Vocabulary DevelopmentUse context clues (antonym) to determine the meaning of unfamiliar words

Reading ComprehensionSequence events in a narrative

Oral Reading Fluency/Word RecognitionRead with accuracy words, phrases, poems, and stories with the long o sound

Study StrategiesArrange words with the same first letter but a different second letter in alphabetical order

Grammar AwarenessUse clear and coherent sentences using appropriate kinds of nouns- Mass Nouns and Count Nouns

Writing/CompositionWrite two-to-three step directions with signal words

Attitude towards Language, Literacy and LiteratureShow willingness and enthusiasm in reading / listening to literary text

II. Subject Matter

A. Topics

1. Long o sound2. Mass and Count Nouns3. Sequencing events4. 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


1. Talk about one’s wishes and dreams2. Sequence a series of events in a story listened to3. Use context clues (antonym) to find the meaning of unfamiliar words


A. Preliminary ActivityAsk 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


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 youranswer.”“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 o3. Use context clues (antonyms) to find the meaning of unfamiliar words


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


a. measureSay: “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. siftSay: “The baker sifts the flour to separate the fine from the not so

fine flour. What other things can be sifted?”

c. recipeShow 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-upSay: “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 love2. 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 ActivitiesDivide 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 ussomething 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.


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 PracticeRefer to LM, Do and Learn.

d. Independent Practice Refer to LM, Learn Some More.

Day 4

I. Objectives

1. Use count and mass nouns2. Arrange words with the same first letter but with a different second letter

in alphabetical order



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 Bcake

baking tinbowl

spoonoveneggsfruits

floursugarmilk

chocolatebuttericing

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 vaporwater lotion cement pantscandies paper nails soupshirts hair computer boxespowder 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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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 nouns2. Write two to three-step-directions using signal words



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.


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 ComprehensionSequence series of events of stories listened to

Oral LanguageGive oral directions

Vocabulary DevelopmentUse context clues (definition) to determine the meaning of unfamiliar words

Reading ComprehensionSequence events in a story or narrative

Oral FluencyRead words, phrases, poems, and stories with long vowel sounds long u

Study SkillsUse 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 LiteratureShow willingness and enthusiasm in reading / listening to literary texts

III. Subject Matter

A. Topics

1. Long u vowel sounds2. Quantifiers of mass nouns3. Oral directions4. Using story sequence organizers5. 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 to2. Give directions orally3. Use context clues to determine the meaning of unfamiliar words4. Write different forms of simple composition (thank you card, note, poster,

slogan) as a response to stories/poems read or listened to


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


a. awfulSay: “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. coalsSay: “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. fragrantSay: “I love the fragrant smell of my mother’s perfume. It smells like

fresh flowers. What other things smell fragrant?”

d. treatsSay: “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. enchantedSay: “Stories say that fairies live in Mount Makiling. They say that

the mountain is enchanted. What could be happening in an enchanted place?”

f. porridgeSay: “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 to3. Write different forms of simple composition (thank you card) as a response

to the story listened to4. Use graphic organizers (story sequence chart) to show understanding

of texts

A. Post Listening

1. Engagement ActivitiesDivide 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 JackieGroup 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?”


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 ASay: “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



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 LearnWhat 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 sounds2. Read aloud grade level texts with accuracy an rate of 95-100 percent3. Use context clues (definition) to find the meaning of unfamiliar words4. Use a graphic organizer to show understanding of text


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. SpellingShow 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


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. tossSay: “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. spilledSay: “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. MotivationAsk: “What will you buy if you get some money?”

3. Motive QuestionAsk: “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 MilkmaidWhen: One dayWhere: Along the street, in the marketWhat: Mutya was thinking about what she will buy with the money she will get when she sells the milkWhy: 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 read3. Use graphic organizers to show understanding of texts4. Write different forms of simple composition (skit, slogan) as a response

to the story read


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A. Preliminary ActivityRecitation of poem learned in previous lessons

B. Post Reading Activities


The pupils are grouped into three and each group is given a task card.

Group 1 - Make a timeline of Mutya’s plansGroup 2 - Show a skit on the part when Mutya spilled the milkGroup 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/ModellingRefer 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 a student comprehend 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 AStory B

c. Independent PracticeRefer to Story C.

Week 6

I. Objectives


1. Understand that one should listen only to sound advice2. Realize that what we love can make us happy


Listening ComprehensionInfer about feelings, traits of characters from selections listened to

Oral Language DevelopmentExpress one’s ideas, feelings clearly

Vocabulary DevelopmentUse context clues (definition) to determine the meaning of unfamiliar words

Reading ComprehensionInfer about feelings, traits of characters from selections read


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Oral Fluency/Word Recognition Read words, phrases, poems and stories with compound words

Grammar AwarenessCompose clear and coherent sentences using appropriate possessive nouns

Study StrategiesUse graphic organizers

ComposingWrite different forms of simple composition as a response to stories/ poems read or listened to

- notes/letters- descriptive paragraph- another ending to a story

Attitude towards Language, Literacy, and LiteratureShow willingness and enthusiasm in reading/listening to literary texts

II. Subject Matter

A. Topics

1. Inference (Feelings and Traits)2. Compound words3. Possessive nouns

B. Materials

• pictures• smileys• chart

C. References

Story: The Old Man, His Son and the Donkey an adaptation from AesopPoem/Song: Happiness

III. Procedure

Day 1

I. Objectives

1. Understand that one should listen only to sound advice2. Express one’s ideas, feelings clearly3. Use context clues (definition) to find the meaning of unfamiliar words


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A. Oral Language Development

Show smileys of different feelings (happy, sad, surprised, excited etc.)Refer to LM, Think and Tell.

Ask: “When do you feel happy?” “When do you feel sad?” “When do you feel excited?” Speaking Prompts: I feel happy…. I feel sad…. The last time I feel excited was…

B. Pre-Listening Activity


a. foolSay: “The man is fool to wear a jacket on a hot summer day. People

laugh at him and think he is stupid. What word in the second sentence means the same as fool?

b. loose Say: “The rope that tied the chicken got loose. So, it set itself free. What

word in the second sentence gives a clue to the meaning of loose?”

c. pleaseSay: “Yesterday, I prepared to surprise my mother. I tried hard not to

make her angry by doing all chores. I want to please her. I want her to be happy on her birthday. What words in the fourth sentence give the meaning to please?”

2. Motivation

Who usually gives you some advice? Do you listen to him/her?

3. Motive QuestionShow a drawing of an old man, his son, and a donkey.

Ask: “To whom did the old man and his son listen to?”

C. During Listening

Read the story to the pupils. Ask prediction questions at some parts of the story.


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The Old Man, His Son and a Donkey

A man and his son were once going with their donkey to market. As they were walking along by its side, a countryman passed them and said, “You fools, what is a donkey for but to ride upon?”

(What do you think man and his son did?)

So the man put the boy on the donkey and went on their way. But soon they passed a group of men, one of whom said, “See that lazy boy, he lets his father walk while he rides.”

(What do you think the man did?)

So the man ordered his boy to get off, and got on himself. But they hadn’t gone far when they passed two women, one of whom said to the other: “Shame on that lazy old man to let his poor little son walk along. “Well, the Man didn’t know what to do, but at last he took his Boy up before him on the donkey. By this time they had come to the town, and the passersby began to tease and point at them. The man stopped and asked why. The men said, “Aren’t you ashamed of yourself for overloading that poor donkey with you and your son?”

(What do you think did the man and his son do?)

The man and the boy got off and tried to think what to do. They thought and they thought, till at last they cut down a pole, tied the donkey’s feet to it, and raised the pole and the donkey to their shoulders. They went along in the middle of the laughter of all who met them till they came to Market Bridge, when the donkey, getting one of his feet loose, kicked out, and caused the boy to drop his end of the pole. In the struggle, the donkey fell over the bridge, and with his feet tied together, he drowned. “That will teach you,” said an old man who had followed them: “Please all, and you will please none.”

Ask: “To whom did the old man and his son listen?”Say: “Let us make a story star. (To be done cooperatively) Try to retell the

story using the story star.” Refer to LM, Do and Learn.

Day 2

I. Objectives

1. Understand that one should listen only to sound advice2. Infer feelings of characters in the story listened to3. Write a comic strip, news report in response to a story listened to


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A. Preliminary Activities

Reading/recitation of poems learned in previous lessons

B. Post Listening


Divide pupils into groups.

Group 1Show in a comic strip when the old man, his son, and the donkey met the different people

Group 2Show a live news report about what happened to the old man, his son, and the donkey.

Group 3Make a card that will make the old man and his son feel good.

2. Discussion

Who is going to the market?Who did they meet on the way to the market?What did they tell the old man and his son?

(Group 1 will show their comic strip)Did the old man and his son follow what they were told to do?What happened to the donkey?What happened to the old man and his son?

(Group 2 will show their news report)What words can you use to describe the old man and his son?How do you feel about what they did?Was it right to follow the advice of the people?If you were the old man or his son, would you mind what other people were saying? Why? Why not?When is it wise to listen and follow the advice of other people?

(Group 3 will present their card)How do you feel about the story?

3. Skill Development: (Inferring traits/feelings of characters)

a. Introduction/Presentation

Say: “Listen to the following sentences from the story The Old Man, His Son and a Donkey.”


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1. As they were walking along, a countryman passed them and said, “You fools, what is a donkey for but to ride upon.”Ask: “What did the man say about the old man and his sons?”

(fools)

2. But soon, they passed a group of men, one of whom said. “See that lazy boy; he lets his father walk while he rides.”Ask: “What did one of the men say about the boy? (lazy)”

3. They thought and they thought till at last they cut down a pole, tied the donkey’s feet at it, and raised the pole and carried the donkey on their shoulders. They continued walking in the middle of the laughter of all who met them.Ask: “What did the old man and his son do to the donkey?

What does this action tell about the old man and his son?(foolish, stupid, simple-minded)What did the people think about this action or scene?(funny, foolish, stupid)”


Ask: “How were you able to tell or guess the trait of the characters? What did you look for in the statements or texts that helped you guess the trait or feeling of the characters in the story?”Say: We can infer or guess the traits and feelings of characters by what they say, what others say about them, by what they think and feel and by what they do.

c. Guided PracticeRead the story Lion and the Mouse.

One day a lion was sleeping in the forest. A little mouse was looking for something to eat. She ran over his paw.

The lion opened his eyes. He roared at the mouse. He put his paw over her. “I will eat you,” he cried.

“I did not know it was you,” said the mouse. “Please let me go. Someday I will help you.”

“Foolish mouse!” said the lion. “What can a little thing like you do? I am strong. How could you ever help me?

The lion laughed, but let the mouse go. He did not think the little mouse could ever help him.

Soon after this the lion was running in the forest. He ran into a trap.

The trap was a net made of rope.The lion tried to break the net, but the rope was strong.The mouse saw the lion in the net, she said, “I will help you.”It was hard to chew the strong rope. The mouse bit and

chewed for a long time. At last she chewed the rope enough so that the lion could break the net.

“You have saved my life. Thank you,” roared the lion, as he walked away into the forest.

“A little mouse can help after all,” said the mouse. (Aesop-Adapted)


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Refer to LM, Try and Learn.Key: 1.B 2.a 3.a 4.c 5.b

d. PracticeRefer to LM, Do and Learn.

• Answer: worried• Answer: afraid• Answer: surprised• Answer: proud, boastful• Answer: nervous

Day 3

I. Objectives

1. Use possessive nouns2. Express ones ideas, feelings clearly



Reading/recitation of poems learned in previous lessons.

B. Presentation

Refer to LM, Find Out and Learn.

C. Teaching/Modeling

Refer to LM, Find Out and Learn.Write the answers of the pupils on the board.

Say: “These are phrases that show how to write the possessive form of nouns.”

Ask: “What do possessive nouns express?”“How is the possessive noun expressed?”“How are possessive nouns written?”

Say: “Possessive nouns express ownership or possession. We add an apostrophe s (‘s) to singular nouns or apostrophe after s (s’) to nouns ending in s.”

D. Guided Practice

Refer to LM, Try and Learn.Exercises 1-3

A. Independent Practice

Form dyads or triads.


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Say: “Tell something about each of the family members’ favorite things or activities. Use possessive nouns.”

Example: “My father’s favorite shirt is a red polo shirt.” “My mother’s chocolate cake is everybody’s favorite.” My brother’s toy car is a gift from his friend.”

Day 4

I. Objectives

1. Realize that everything we love can make us happy2. Infer feelings, traits of characters from poem read3. Use context clues (definition) to find the meaning of unfamiliar words4. Write a poem/note as a response to the poem read



Reading/recitation of poems and rhymes learned in previous lessons

B. Pre Reading Activities


a. secretSay: “Marie is preparing a surprise gift for her mother. She wants to

keep it a secret. She sees to it that nobody would know about it except her. If somebody would know about it, is it still called a secret?”

b. whistleMake a whistling sound.Say: “What sound did I make? It is called a whistle. Try to whistle

too.”

c. fireflyShow a picture of fireflies.Say: “These are fireflies. When do we usually see fireflies? Why do

you see fireflies in the dark?”

2. Motivation

Refer to LM, Think and Tell.

Example: family, smile, fun, toys, gifts

Ask: “What things make you happy?”


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3. Motive Question

Say: “Today, we are going to read a poem/song entitled Happiness. This is a song from the TV special You’re a Good Man Charlie Brown. What things make the person in the poem/song happy?”

C. During Reading

Present the poem/song in a chart by reading it aloud while the pupils listen, then later let the pupils read/sing it aloud too. Refer to LM, Read and Learn.

D. Post Reading Activities


Divide participants into 3 groups.

Group 1: In picture cards, draw meanings of happiness.

Group 2: Draw the happiest place/s for you. Say something about it.

Group 3: Sing a happy song.

2. Discussion Ask: According to the poem, what is happiness?

(Group 1 will show their picture cards)Why does the poem say that all of these make people happy?What makes you happy? Why do these make you happy?

(Group 2 will show and say something about their drawing)What do you do when you are happy?

(Group 3 will sing a happy song)Does everything that you love make you happy? Do you love doing the things that make you happy? Why? Why not?Who makes you happy?How can you make others happy in return?

Let the class do a choral recitation.

3. Skills Development

a. Presentation Refer to LM, Find Out and Learn.


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Say: “We recited a poem about happiness. This time, let us write a poem about ourselves and our feelings. We will write a poem using the letters in the word happy.”“What words or phrases that starts with H make us happy? How about H, A, P, P, Y?”

Say: “Let us read the poem you have written.”


Ask: “How did we write our poem?”Say: “We have written an acrostic poem. What can you say about

an acrostic poem?”“Acrostic poetry uses the letters of a word to convey a mes-sage.”

c. Guided PracticeRefer to LM, Do and Learn.Group Poem

Divide pupils into 5 or 6 groups.

Say: “Write an acrostic poem about a feeling or trait (kindness, honesty, surprise, sadness etc.)”

Example:Keeping a friendIn good times andNever leaving themDuring bad times

Recite your poem to the class.

d. Independent Practice

Say: “Write an acrostic poem using the letters of your name. Write something about yourself or how you feel.”

Example:A friendNice and greatAlways happy

Ask some pupils to share their poems with the class.Note: As an assigned activity, let the pupils make drawings that is appropriate to their poems.


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Day 5

I. Objectives

1. Identify and use compound words2. Read words, phrases, poems, and stories with compound words



Presentation of a choral recitation of the poem Happiness


1. Introduction/PresentationRefer to LM, Find Out and Learn.

Say: “Let us read these words.”

ice cream nighttimeanyone fireflyanything daytime

2. Teaching/Modelling

Ask: “What do you notice about the words?” “How many words make up each word?” “What two words make up the word ice cream, firefly, daytime,

nighttime, anyone, and anything?” “Does each word that makes up the compound word give a

different meaning?” “When combined, does the meaning of the word change?”

Say: “The words we have read are called compound words.” “What are compound words?”

Teaching Chart

A compound word is made up of two words. Its meaning is different from the meaning of each word that makes up the compound word.

Some compound nouns are made up of two short words that appear together as one.

Examples: backyard grandmother wallpaper doormat

The hyphenated compound noun is formed when two or more words are connected by a hyphen.

Examples commander-in-chief father-in-law

Some compound nouns are written as two words. Examples: lawn tennis water lily fairy tale


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3. Guided Practice Refer to LM, Try and Learn.Exercises 1-2Say: “Read the poems. Identify the compound nouns.”Form compound words from the pair or words given

4. Independent Practice Refer to LM, Do and Learn

Exercises A-Ba. Form compound words from the words in the box. Write the words

correctly. Example: passer byb. Choose five (5) compound words and use each in a sentence.

Week 7

I. Objectives


Realize that one has to exert effort to achieve his/her dreams Admire Mouse for his determination to realize his dream Admire Mouse’s parents for supporting his dream


Listening ComprehensionInfer feelings and traits of characters in selections listened to

Oral LanguageExpress one’s ideas, feelings clearly

Vocabulary DevelopmentUse context clues (definition) to get the meaning of unfamiliar words

Reading ComprehensionMake inferences and draw conclusions based on a literary or expository text

Phonics and Word RecognitionRead words, phrases, poems, and stories with accuracy

Oral Reading FluencyRead aloud grade level texts with accuracy and proper expression

GrammarIdentify and use concrete and abstract nouns in sentences

Writing/CompositionWrite a friendly letter as a response to stories/poems read or listened to

Attitude towards languageShow willingness and enthusiasm in reading/listening to literary texts


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I. Subject Matter

A. Topics

1. LiteratureStory: The Mouse at the Seashore by Arnold Lobel, Me and My World IShort Poems: Shakira Shepherd (Adaptation)

Sheila sells Seashells (Adaptation)The “Ch” Food Song

2. Context Clues (definition)3. Digraphs sh and ch4. Concrete and Abstract Nouns

B. Materials

• picture/illustration of a seashore/sea/ocean• illustration of a family who will have a family picnic at the beach• pictures of concrete nouns used in the lesson

II. Learning Activities

Day 1

Listening Comprehension

I. Objectives

1. Realize that one has to exert effort to achieve his/her dreams2. Admire Mouse for his determination to realize his dream3. Admire Mouse’s parents for supporting his dream

A. Pre-Listening

1. Unlocking of Difficulties/Vocabulary and Concept Development Show a picture and tell the following story about it. Present the vocabulary words in cards while telling the story. Refer to LM, Think and Tell.

2. Activating Prior Knowledge

a. What comes to mind if you see the word seashore? What are the things that you can see in it?

Refer to LM

b. Is it easy for you to go to the seashore? Why? Why not?

seashore


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3. Motive Question

Say: “You are going to listen a story about a mouse who wants to go to the seashore. Will it be easy for him to reach the seashore? Let us find out the answers to these questions after listening the story The Mouse at the Seashore.

B. During Listening

Say: “I am going to read to you the book entitled Mouse at the Seashore by Arnold Lobel. Listen carefully. Be ready to answer the questions I will ask at certain parts to check comprehension.”

C. Post Listening

Go back to the motive question. Have pupils answer it clearly.

Mouse at the SeashoreArnold Lobel (slightly simplified)

A mouse told his mother and father that he was going on a trip to the seashore.

“We are very alarmed,” they cried. “The world is full of terrors. You must not go!”

“I have already decided,” said the Mouse firmly. “I have never seen the ocean, and it is high time that I did. Nothing can make me change my mind.”

“Then we cannot stop you,” said Mother and Father Mouse, “but do be careful.”

Early the next day, the Mouse began his journey. Even before the morning had ended, the Mouse came to know trouble and fear.

A cat jumped out from behind a tree. “I will eat you for lunch,” he said.It was a narrow escape for the Mouse. He ran for his life but he left

part of his tail in the mouth of the cat.By afternoon, the Mouse had been attacked by birds and dogs. He

had lost his way several times. He was bruised and bloodied. He was tired and frightened.

At evening, the Mouse slowly climbed the last hill and saw the seashore spreading out before him. He watched the waves rolling onto the ocean, one after another. All the colors of the sunset filled the sky.

“How beautiful,” cried the Mouse. “I wish that Mother and Father were here to see this with me.”

The moon and the stars began to appear over the ocean. The Mouse sat silently on top of the hill. He felt very happy and peaceful.


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Talk about it

Answer the following questions.

1. Who was going on a trip to the seashore?2. What did his parents say? 3. Did he still push through with his plan? What did he say to his parents?4. What happened to him on his journey to the seashore? What happened in

the first light of dawn? What happened by afternoon?5. When and how did he reach the ocean he has been dreaming to see?6. What kind of mouse is he? If you were the mouse, would you take same

action as he did? Why or why not?7. What have you learned from the story “The Mouse at the Seashore?” 8. Do you have a dream/an ambition in life? What is it?9. What will you do to achieve your dream/ambition?10. If you meet some challenges along your way, will you give up? Why?

Why not?

Day 2

Post Listening Activities (continuation)

I. Objectives

1. Express one’s ideas, feelings clearly2. Make inferences and draw conclusions based on a literary or expository

text

A. Engagement Activities

Recall the story about The Mouse at the Seashore. Ask questions to track pupil’s comprehension.

Say: “Act out some of the major scenes in the story. Assign roles to pupils and encourage them to be as expressive as the characters in the story.”

B. Enrichment Activities

Group 1: Draw MeAsk: “Have you tried going to the beach/sea?”Say: “Draw a beach/sea and say something about it.”

Group 2: I SeeAsk: “What are the things you’ll see in a beach/sea?”Say: “Write the things that you can see in a beach/sea and show them to

the class.”Group 3: My ChecklistAsk: “What are things that you bring when going to a picnic at the beach/

sea?


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Say: “Draw and write a checklist of the things you might bring when going on a picnic at the beach. Explain the reason of bringing these things.”

Group 4: Listen to Me”Ask: “What will be your advice to your sibling/friend if he will go to the

beach one day?” Say: “Write a letter of advice to your sibling/friend. Read your letter to the

class.”

Process the group outputs.

Assignment:

Write a friendly letter about your trip to any summer destination or if you haven’t been to any place, you may share your experiences of how you spent your summer vacation at your own place.

Day 3

I. Objectives

Read words, phrases, poems, and stories with accuracy

A. Introduction/Presentation

1. ReviewRecall the details of the story The Mouse at the Seashore.

2. Read the following sentences taken from the story.Refer to LM, Think and Tell.

a. Mouse had one big wish.b. He wanted to go to the seashore.c. His parents could not change his mind.

B. Modeling/Teaching

Teaching ChartA diagraph is a single sound or phoneme which is represented by two letters.

Say: “How do we produce the sound /sh/? It is sounded as /sh/ as in shell.” “How do we produce the sound /ch/?”

Say: “There are three sounds of digraph ch. ch sounded as ch as in church; ch sounded as /k/ as in choir; ch sounded as /sh/ as in chandelier”Refer to LM, Try and Learn.Refer to LM, Do and Learn.Refer to LM, Learn Some More.


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1. I was fascinated by the wide white shoreline I’ve seen in Boracay island.

2. There is also an old church located in the place. 3. I love to watch a parachute ride by a group of experts.4. Chantal took photographs of schoolchildren inside their beautiful 5. school.

A. Guided Practice Refer to LM, Read and Learn

Ask: “What are the words with sh and ch in the phrases that you’ve read? What are other words that you know with the sounds sh and ch?”

Say: “Read the following poems. Pay attention to the words with sh and ch. Vary reading groups. First reading by the teacher, pupils with the teacher, group of pupils and individual reading. Identify the words with the sounds sh and ch.”

Refer to LM, Talk about it

B. Independent Practice

1. Divide the class into four groups. Ask each to have a presentation by reciting the chosen poem.

2. Practice reading the chosen poem and recite with your group mates in front of the class. Have a group presentation after a 5-minute practice period.

3. Actual group presentation: The teacher will use a rubric in evaluating pupil’s performance during the presentation.

Day 4

Grammar Lesson: Concrete and Abstract Nouns

I. Objectives

1. Identify concrete and abstract nouns in sentences2. Use concrete and abstract nouns in sentences


a. Go back to the story. Ask few questions to check pupil’s skill in recalling/retelling details of the story.

b. Have pupils read the words inside the box.

Ask: “Can you find these words in the story? What can you say about these words?” Pupils will say – they are nouns. Refer to LM, Think and Tell

2. Modeling/TeachingAsk: “What were the animals the Mouse met along his way to the ocean?” The words cat, birds and dogs are examples of concrete nouns.


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Concrete nouns can be seen, heard, smelled, tasted, or felt. “How did Mouse feel when at last he saw the beach/ocean?”

The words deep, peace, and contentment are words that cannot be seen, heard, smelled or tasted. They can be felt. These words are abstract nouns.

Ask: “What are concrete nouns? Give other examples of concrete nouns.

“What are abstract nouns? Give other examples of abstract nouns.”

Lead the pupils in formulating generalizations.

Teaching Chart

Abstract Nouns show virtues, traits, characteristics, or qualities. They can’t be seen, heard, smelled or tasted.

Concrete Nouns are those that can be seen, heard, smelled, tasted, or felt.

2. Guided Activity Refer to LM, Try and Learn

Exercises 1-2A. Copy in your paper the abstract noun found in each sentence.

B. Pick out the concrete nouns in each sentence. Write your answers on your notebook.

3. Independent Group Activity Refer to LM, Do and Learn

Tell whether the underlined word is an abstract noun or a concrete noun. Write your answer on your paper.

Day 5

I. Objectives

Write a letter of apology

More on Concrete and Abstract NounsWriting


The teacher will introduce a new game entitled, Show and Tell to the pupils. Show and Tell will focus on concrete/abstract nouns. A pupil will show an object noun to the class and ask somebody to name it.

2. Guided ActivityRefer to LM, Learn Some More


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Read the sentences carefully. Identify the correct concrete or abstract noun inside the box that fits the blank. Complete the sentence.

3. Independent Group Activity Refer to LM, Read and Learn

(The teacher should first tell the Bible story about Noah to the pupils if pupils are not familiar with it yet.)

Discuss the story.Refer to LM, Talk about it.

Writing/Composition

Say: “Do you follow your parent’s advice? Are there some instances in your life when you disobeyed them? Do you feel sorry after you have done them wrong?”

Write a letter of apology to your parents saying how sorry you are for disobeying them.

Discuss how to write a letter. Teach the parts of a letter. Check the pupil’s composition; then, have them rewrite the letter.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 8

I. Objectives


Realize that being friendly is a good trait to developInstill in the learners the value of knowing and doing assigned tasksShow diligence in doing an assigned task


Listening ComprehensionInfer feelings and traits of characters in selections listened to

Oral LanguageExpress one’s ideas and feelings clearly

Vocabulary DevelopmentUse context clues (exemplification) to determine the meaning of unfamiliar words

Reading ComprehensionInfer the theme of literary texts


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Phonics and Word RecognitionRead words, phrases, poems, and stories with diphthongs accurately

Oral Reading FluencyRead aloud grade level texts fluently

GrammarUse collective nouns

Writing/CompositionWrite forms of simple composition as a response to stories/poems read or listened to notes/letters descriptive paragraph

ViewingTell the uses of colors, lines, and shapes in moving images


I. Subject Matter

A. Topic

1. LiteraturePoems: a. Emang the Enchantress and the Three Brats by Rene

Villanueva b. The Flies and the Ants Adaptation

2. Context Clues (exemplification)3. Diphthongs oy, ow, and oi4. Collective Nouns5. Writing notes / letters and a descriptive paragraph

B. Materials

• picture/illustration of a farm and farm animals• pictures/illustration of some collective nouns• crossword puzzle

II. Learning Activities

Day 1

I. Objectives

1. Use context clues (exemplification) to find the meaning of unfamiliar words2. Express one’s ideas and feelings clearly


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Preliminary Activities

A. Pre-Listening Activity

1. Unlocking/Vocabulary and Concept Development

a enchantressSay: “Maria Makiling is a known enchantress of Mount Makiling. It

is said that she casts bad spells to people who destroy the mountain. These people either get lost or sick. She also casts good spells to good people. She does magical things. What words in the previous sentences above can we associate with the word enchantress? Can ordinary people do these?”

b bratSay: “Lino is a spoiled brat. He disobeys his parents. He does things

his parents do not like him to do. When he wants something, he wants to get it by all means. Do you know of anyone who is a brat? Is it good to be a brat?”

c. wreckSay: “Very strong winds can wreck a house. It can destroy an entire

field and even a big village. What word in the sentences above is a synonym of wreck?”

d. litteringSay: “Some people litter the ground. They throw garbage anywhere.

What do we mean by littering? Is it a good deed? Why? Why not?”

2. MotivationHave you been to a beautiful place? Can you describe the beautiful place you have been to?Refer to LM, Think and Tell

3. Motive Question

Say: “You are going to listen to the story Ema the Enchantress and the Three Brats. How does Ema ‘s place look like?

B. During Listening Phase

Present the story Emang the Enchantress and the Three Brats.

Say: This story was written by Rene Villanueva and illustrated by Alfonso Onate and Wilfredo Pollarco.

This is Ema the enchantress. She has magical powers. She has a beautiful garden where many fruits and vegetables grow. Many birds and animals live in this garden. The garden has clean air and water. These are the three brats. Pat Kalat is the king of trash. It’s his habit to throw trash anywhere. Pol Putol is the enemy of all the plants. It’s his hobby


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to snap branches and break twigs. Paz Waldas is the queen of waste. She likes to waste water and electricity. “You are such bad children! You never do any good!” People were angry at the three brats. They ran after the three brats. The three brats reached the beautiful garden of Ema the Enchantress. (What will the three brats do in Ema’s garden?) “It would be fun to ruin this garden,” Pol said. “Come on, let’s wreck it,” Pat agreed. Let’s destroy everything,” said Paz. Ema the Enchantress arrived. She scolded the three brats. The three brats laughed as they continued to destroy the beautiful garden. Ema grew angry. “You should each be taught a lesson,” she said. (What will Ema the Enchantress do with the three brats?) Strong winds suddenly blew and enveloped the three brats. The three brats became dizzy. Pol found himself in a place with nothing but sand. There were no plants in sight and the sun was very hot. The place was like a desert. Pol looked for a tree for shelter. There was no tree in sight. “So this is how it is without plants,” Pol realized. Pol became thirsty and looked for water. There was no water to be found. “So this is how it is to have neither trees nor water, “ he said. “I need trees. I need water. Have pity on me, “ Pol said. Pat found himself in a garbage dump. The garbage dump was smelly and dirty. There were many flies, cockroaches and rats. The flies, cockroaches and rats were huge. Rats chased after Pat and the flies and cockroaches buzzed near him. Pat was very scared. “So this is how it is when everything is dirty,” said Pat. “I don’t want to be eaten by rats. I don’t want to get sick. Please save me, “said Pat. Pat found herself in a dark city. The city was filled with smoke. The people were very thin. Paz looked for light. There was no electricity. Paz tried to look for a faucet. There was no water. “I will die from all the smoke. It is dark. I will die without light and water. Have pity on me!” Paz said. (What will the three brats do?) “I will stop littering,” Pat promised. “I will stop killing the plants, “Pol promised. “I will stop wasting water and electricity,” Paz promised. “Have pity on us,” said the three brats. (Do you think Ema will pity the three brats?) Ema the Enchantress felt pity for the three brats. “You should all learn to clean your surroundings. You should all learn to plant. And you should all learn to save your resources,” said Ema the Enchantress to the three brats. The three brats began helping Ema the Enchantress. Pat helped her clean the garden. Pol helped her plant some trees. Paz helped her fetch some water. Ema the Enchantress was very happy to see that the three brats have changed their ways.

C. Post Listening Phase - Refer to LM, Try and Learn • Complete the oval diagram to show important elements of the story. Then, say two or three sentences about it. Be guided by these questions:


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Who are the characters in the story?When did the story happen?Where did the story happen?What is the conflict/problem in the story?How was the problem solved?

Day 2

Post listening Activities

I. Objectives

1. Realize that destroying the environment brings bad results2. Instill in the learners the value of caring for the environment3. Realize that bad ways can be changed4. Infer feelings and traits of characters in selections listened to5. Write forms of simple composition as a response to stories/poems read or

listened to-notes/letters-descriptive paragraph

Preliminary Activities

1. Recall/ReviewWhat story did you listen to yesterday?

Engagement Activities

2. Group ActivityDivide pupils into four (4) groups. Let each group do a separate task.

Group 1: Draw Ema the Enchantress’ garden.

Group 2: Make a “wanted” poster for the three brats. Describe what each of them did to Ema’s garden.

Wanted

Pat Kalat

Wanted

Pol Putol

Wanted

Paz Waldas


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Group 3: Show a charade of how the three brats react and feel when they were punished by Ema the Enchantress.

Group 4: Write an open letter about taking care of the environment.

3. Discussion:

a. How does Ema’s garden look like? (Group 1 shows a drawing of Ema’s garden and describes it)b. Who are the three brats? What did the three brats do to Ema’s garden? (Group 2 shows a poster of the three brats)c. In what ways do we also destroy environment? d. How did Ema feel about what they have done to the garden? e. How do you feel about what the three brats did to Ema’s garden? f. How did Ema punish the three brats? g. How did Pol feel about having no plants and water around? Why? h. How did Pat feel about being in a garbage dump? Why? i. How did Paz feel about being in a dark city? Why? (Group 3 shows through a charade how Pol, Pat and Paz react and feel about their situations) j. Did Ema the Enchantress forgive the three brats? k. If you were Ema, would you forgive the three brats? Why? Why not? l. Did the three brats change their ways? How did they show it?m. How can we also change our ways towards the environment? (Group 4 reads the open letter about taking care of the environment) n. Why is it important to take care of our environment?


Listen as the teacher says each statement. Be able to tell how each character feels.

1. “You are such bad children! You never do any good!”2. “Come on let’s wreck it. Let’s destroy everything!”3. “I need trees. I need water. Have pity on me.”4. ‘‘I don’t want to be eaten by rats. I don’t want to get sick.”5. “I will die from all the smoke. I will die without water.”

Day 3

Phonics and Word RecognitionI. Objectives

1. Read words, phrases and poems with diphthongs oy, ow and oi with accuracy

2. Read aloud grade level texts fluently

A. PresentationListen as the teacher reads the paragraph. Notice how she pronounces the words in boldface. Refer to LM, Find Out and Learn


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Pol Putol is a big boy. He is one of the three brats. Instead of playing with toys he destroys things around him. He cuts trees in a row.

He does not know about taking care of the environment. He does not show concern for it. But one day, Pol learned a big lesson. He started to change his ways. He no longer spoils other people’s days. People no longer frown at his ways. He now enjoys being with people. He has learned not to let Mother Earth down.

B. Teaching/ModelingRefer to LM, Read and Learn

Produce the sounds oy and ow in the set of given words and guide the pupils in reading these words correctly. Read words with oi sound.

oy ow oi boy cow boil Joy how spoil toy vow voice Roy brown choice crown soil

C. Guided Practice Refer to LM, Try and Learn

a) Read the phrases with sounds oy, ow and oi orally.

b) Read aloud the sentences with words having the sounds oy, ow and oi. Refer to LM, Learn Some More

What words in the sentences have oy, ow and oi sound?What other words have oy, ow and oi sounds?What other words have oy, ow and oi sounds?

Can you think of other words with diphthongs? Write these in your notebook.

Day 4

I. Objectives

Infer the theme of literary textUse collective nouns properly

Grammar Lesson: Collective Nouns

1. Introduction/Presentation - Present the poem entitled, The Flies and the Ants. Ask: “Have you seen

a group of flies? Have you also seen a group of ants? What have you noticed with these groups of creatures?”

Show a picture of ants and flies. Then unlock the underlined words. Refer to LM, Think and Tell


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Reading of the story. Refer to LM, Read and Learn.

Questions:1. Why is it important to be united in times of emergency?2. What could have happened if the ants did not cooperate with the

King?3. Are you cooperative? How do you show it?

1. Teaching / ModelingSay: “Read the poem again and try to look at the underlined words. What are these words?”Refer to LM, Try and Learn

Teaching Chart

Collective Noun expresses the idea of “many but are considered as one.” It refers to a group or a whole unit of persons, animals, places, or objects.

A squadron, battalion, a band, and a choir are all composed of members. They are called collective nouns.

Lead the pupils in formulating generalizations.

2. Guided Activity - Refer to LM, Do and Learn A and B.

Day 5

I. Objectives

1. Write sentences using collective nouns2. Write the correct collective noun in the word puzzle

A. Introduction/PresentationRefer to LM, Learn Some More A.Ask pupils regarding the lesson on collective nouns.Say: “What is the appropriate collective noun for the following? Choose the

right collective noun in the box.”

squadron band kingdombattalion choir


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B. Modeling/TeachingRefer to LM, Learn Some More B.Say: “I have here set of pictures inside the mystery box. Each group will choose one picture and tell what the picture is all about. Use three to five sentences in describing the picture. Use a collective noun suited for the picture.

Say: “This is a pride of lions.”“The lions are ferocious.”“They live in the jungle. ““They are wild animals.”

(The same pattern will be used by all pupils to enhance fluency in the language.)

3. Guided Activity Refer to LM, Talk about It.

Say: “Do you enjoy playing with word puzzles? Copy the following on your paper. Then read the clues for each puzzle.

(The teacher may explain what a crossword puzzle is and explain how to do it).

The teacher will guide pupils in making their own sentences using the collective nouns found in the crossword puzzle.

4. Independent Practice Refer to LM, Try and LearnSay: “Think of the missing letters to complete the word. Then write the com-plete word on the space provided for.”

c s s 1. The English _______ won in the choral reading competition.

t e m 2. Did all of you cheer for our __________ in volleyball?

u i n 3. The labor _________ was not allowed to enter the Malacanang Palace.

c a i 4. The Sierra Madre is the longest ________________ of

mountains in the Philippines.

c o e c o n

5. I have a ___________________ of old coins.

Say: Use the words in your own sentences. Write them in your notebook.


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Week 9

I. Objectives


1. To appreciate the value of eating nutritious food2. To realize that eating nutritious foods will make one healthy and strong


Listening ComprehensionInfer feelings and traits of characters from a selection listened to

Oral LanguageExpress one’s ideas and feelings clearly

Vocabulary Development

Use context clues (exemplification) to find the meaning of unfamiliar words

Reading ComprehensionInfer the theme of a literary text

Phonics and Word RecognitionRead with accuracy words, phrases, poems and stories with silent letters

Oral Reading FluencyRead aloud grade level texts fluently

GrammarUse the simple present tense of verbs

Writing/CompositionWrite a response to a story/poem read or listened to

notes/letters

ViewingTell the uses of colors, lines and shapes in moving images


II. Subject Matter

A. Topic

1. LiteratureStory : A Lesson for John Benedict by Jennalyn S. DatuinPoem : Haira, the Honest Girl by Jennalyn S. Datuin


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2. Context Clues (exemplification)3. Silent Letters h and gh4. Simple Present Tense of Verbs5. Making a Survey

B. Materials

• picture/illustration of foods and drinks• picture of a girl returning the wallet she found to a police officer

III. Learning Activities

Day 1

I. Objectives

1. Express one’s ideas and feelings clearly2. Use pictures, context clues (exemplification) to find the meaning of

unfamiliar words

A. Preliminary Activities (Listening Phase)

1. Unlocking of Difficulties - Refer to LM, Find Out and Learn

a. nutritious food(through pictures) – show some pictures of go, grow and glow food

Say: “Do you eat these foods? These are nutritious food. They make us healthy and strong.”

Ask: “What are the health benefits of eating nutritious foods.”

b. junk food / processed food(through pictures) - Show pictures of junk/processed food

Say: “Do you eat/drink this food? These are junk food/processed food. Eating junk/processed foods will make you sick. They are not good for your health.” Explain further how one can get sick by eating and drinking junk foods.

c.hospital(picture of a hospital) - show a picture of a hospital. Ask: What is the importance of a hospital in the community?

Say: “A hospital is a place where sick persons are brought. “Ask: “What care is given sick persons in a hospital?”


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2. Motivation Questions

Show pictures of different kinds of food for snacks.

Say: “Which do you like to eat a pack of chips or boiled corn on the cob? Which do you like to drink, soft drinks or water? Why?”

3. Motive Question

Say: “We are going to read a story entitled “Food and Drinks That Make Me Sick”. Be able to identify the food and drinks that make the boy sick. What food and drinks make one sick?” Let us find the answer to this question as we read the whole story.

B. During Listening

1. Present the book entitled, Food and Drinks That Make One Sick. Say: Look at the picture on the cover and read the title. What do you think is the story about?

nutritious food junk food processed food hospital

Mother prepares nutritious food for my snacks. These are boiled bananas, a bottle of milk and slices of mango fruit. She doesn’t like to give me money as my ‘baon’ for she knows I will buy junk food in the store. She doesn’t prepare processed food, too. Based on her experience, eating too much processed foods like tocino, ham, and hotdog once put her life in danger. She had a kidney problem and was confined in the hospital for a week, so she promised not to eat those food anymore.

junk foodnutritious food

a glass of water andsoft drinksprocessed food


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A Lesson for John Benedictby Jennalyn S. Datuin

“Three white flowers for you, Mama, “says John Benedict, an eight-year old boy.

“Thank you, my son. You’re so sweet,” says Mother. “Do you have something for your Dad, too?

“Of course, Mama”, says he. “I have a thank you card for him. He always gives me my baon everyday.”

John Benedict makes everyone in the house happy. He sings, recites poems, and dances much to the delight of his grandfather and grandmother, his uncles and aunts, and even his two elder brothers Mark and Laurence. That is why they always shower him with things he likes.

Then one day John Benedict got sick. He became pale and weak. Everyone was worried.

His mother and uncle Erick took him to the hospital for a check-up.Dr. Ballena, the doctor, asked his mother, “What does your son

usually eat?”It was John Benedict who answered,” I eat burgers, hotdogs,

and bacon everyday. I eat fries and chips, too. All these are my favorite.”

“How about water?” Dr. Ballena asked again. “I don’t drink much water but I drink lots of soft drinks instead,”

John Benedict said. “Actually, I serve hotdogs and tocino everyday. He does not eat

vegetables and fruits” said his mother. “That is the reason your son got sick. He has a kidney problem,

you see,” said Dr. Ballena. “He is still lucky that his sickness is still at the early stage.”

“I’m sorry. It was my fault that he got sick. What are we going to do?” said his mother..

“We have to give John Benedict the right medication. We have to correct his diet, too.” Dr. Ballena said. “That means he has to stay in the hospital until he gets well.”

For two weeks, John Benedict was confined in the hospital. When he got well and returned home, he was once again the active boy who gave joy to everyone.

C. Post Listening

Go back to the motive question. Have pupils answer them clearly. Comprehension Check:

1. What did John Benedict bring to his mother and his father when he

arrived home from the school? What kind of young boy was he?2. What happened to him one day?


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1. What did the doctor do to find out the cause of his sickness?2. Why did he have to stay in the hospital?3. Would you like to be sick and be brought to the hospital like John Benedict?

Why? Why not?4. Is it proper for children to eat junk food? What will happen if you continue

eating junk food?5. What kind of food should children eat everyday?

Infusion of ValuesWhat kinds of food should you eat to stay healthy?

Day 2

I. Objectives

1. Express one’s ideas, feelings clearly2. Infer the theme of a literary text

Post Listening Activities (continuation) A. Preliminary Activities

1. Recall the story about The Food and Drinks That Make One Sick. Ask questions to track pupil’s comprehension.

2. Engagement Activities/Enrichment Activity

Divide the class in four groups. Each group will do a specific activity.

Group 1: “Draw Me”

Say: “Do you know some nutritious food you need to eat? Name them then list their names in your notebook. Draw this nutritious food that you need to eat to grow strong and healthy. Then answer this: Why do you like to eat them? ”

Group 2: “Lights… Camera… Action!”

Say: “What is the difference between a healthy child and a sickly child? What thing can a healthy child do that a sickly child can’t?” Act out how a healthy child and a sickly child move.

Group 3: “Tell Me and I will Listen”

Say: “If you had the chance to talk to John Benedict when he was still eating junk food, processed food, and still drinking soft drinks, what would you to tell him?”

Let the pupils talk, and let the class listen to the advice that some of the pupils will give.


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3. Class Activity

a) “I like it! I don’t like it!”

Say: I have here a list of food (with pictures) that children love to eat. Check the ones you love and the ones you don’t like.

Kinds of Food I like to eat I don’t like to eat

1.boiled banana

2.boiled sweet potato

3.boiled cassava

4.native bibingka

5.corn chips

6.candies

7.chocolate

8.banana cue

9.camote cue

10.curls

Say: “How many of you like to eat boiled banana? Boiled sweet potato? Boiled cassava?”

The teacher should count the number of pupils who like to eat and don’t like to eat the food in the first column.

Ask: “What is the best liked food? The second? The third? What is the least liked food? Why do children love to eat those foods? Why they don’t like to eat this food? What can one get from eating nutritious food? What can one get from eating junk food / processed food?”

b) “Bring Me, I’m Nutritious”

Say: “Do you have snacks in your snack box? Now, we’re going to have a ‘Bring Me’ game.”

Example: “Who has a boiled banana? Who has a camote cue? The first to give the item will get a star on his / her activity paper. The first to collect five stars wins.”


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Day 3

I. Objectives

1. Recognize words with silent letters h and gh in phrases, sentences and in a poem

2. Read words, phrases and sentences with the silent letters h, gh

A. Introduction/Presentation

1. Review

a) Recall the details of the story, The Food and Drinks that Make One Sick

b) Read the following words with the silent letters h, gh taken from the story: The teacher will read the words taken from the story and the list of words with the silent letters h and gh.

Refer to LM, Try and Learn.

c) Read the phrases with the silent letters h and gh orally.Refer to LM, Do and Learn A and BSay: “Underline the words with silent letters h and gh.”

2. Poem Reading - Refer to LM, Learn some Morea) Read the poem first to model reading. Then ask the pupils to read

by group. b) Ask pupils to identify words with silent letters h and gh in the poem.

Questions:

1) What kind of girl is Haira?2) Why do you say that she is honest? 3) If you have found something, are you going to return it? Why?

Why not?4) What did she do to the wallet? Did she keep the wallet for herself?5) Where did Haira go when she found a wallet?6) What did the police say to her? What did she tell the police?7) What did she want the police to do with the wallet she found?8) If you were Haira, would you do the same thing? Why? Why not?

3. Independent Practice - Refer to LM, Do and LearnDivide the class into two. Have them do their assigned task.Say: “Read the assigned paragraph with your group orally. Then select

the word with silent letters h or gh inside the box that will com-plete the thought of the paragraph.Copy the paragraph in your notebook.”


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Let the pupils work by groups and answer the following.

honest thoughtful brightest height eight

Group 1John Mark D. Cruz is an _______ year old boy. He is a grade four

pupil. He is the smallest pupil in class. His _________ is only 2 feet and 8 inches tall. Though he’s small, he is the _____________ pupil in their class. Besides being the brightest pupil in class, he is also _____________ and ____________ according to Mr. Gelido his adviser.

delighted honest thoughtful bright

Group 2

Pangasinan is one of the progressive provinces in the country. You will be ______ to see and visit the place because of its beauty and grandeur. Governor Espino has placed the province in the limelight because of his _______ ideas. Besides, the people are industrious and _______.

Day 4

I. Objectives

1. Identify and use the simple present tense of verbs in sentences2. Use the simple present tense of verbs in sentences

II. Grammar Lesson

1. Introduction/PresentationGo back to the story Haira, the Honest Girl. Ask few questions

regarding the story to check pupil’s skill in recalling/retelling details of the story.

Have pupils read the sentences.Refer to LM, Find Out and Learn

a) He recites poems that he learned from school.b) They go to the hospital for a medical check-up.c) He gets weaker and weaker every dayd) The doctor shakes his head slowly.e) I always buy those food near my school.

Ask: “Can you find these sentences in the story?”Ask the children to look for these sentences in the story.Tell pupils to read the underlined words in each sentence. Teacher should ask questions like:


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a. What does he do with the poems he learned from school? Answer: He recites poems that he learned from school.

b. Ask questions with the next four sentences just like the given example question above.Then, say: “The words recites, go, gets, shakes and buy are action words.”

2. Modeling/Teaching

The teacher will show different pictures to pupils. Let each pupil choose a picture and say something about.Refer to LM, Try and Learn

a. Myra dances gracefully.Ask: “Who dances gracefully?

b. Eric and Ismael join the newly organized basketball team. Ask: “Who joined the newly organized basketball team?”

Singular Subject – Singular Verb - Refer to LM, Do and Learn A

Plural Subject-Plural Verb - Refer to LM, Do and Learn B

3. Guided ActivityActivity 1 - Refer to LM, Learn Some More AAsk: “What activities do you do in school? What things do you do before coming to school?Say: “Copy the sentences on your paper and underline the correct verb form in each sentence.”

4. Independent Group Activity (Refer to LM - Try and Learn)

Teaching Chart

Subject – Verb Agreement

Verbs are action words

We use the s form of the verb with singular subjects.Examples:

Mama Annie cuddles her baby with much love and care.

Jovie reads his favorite book.

We use the base form of the verb with plural subjects.Examples:


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Day 5

I. Objectives

Write a five-sentence paragraph using the present tense of verbs

Writing/Composition

1. Introduction/Presentation - Refer to LM, Think and Tell

Say: “Look at the picture. Who are in the picture? Where are they? What are they doing? Answer the questions below.”

Questions:

1. Who teaches the children? 2. Who cleans the room? 3. Who wipes the dirt on her table? 4. Who reads their Science books? 5. Who arranges and fixes the chairs properly?

Possible Answers:

1. The teacher teaches the children.2. The children clean the room.3. Maribel wipes the dirt on her table.4. Gemma and Sylvia read their Science books.5. Gina, Alicia and Rechel arrange the chairs and fix them

properly.

2. Guided Activity - Refer to LM, Try and Learn

Fill in each blank with the present tense form of the verb. Choose from the words inside the box.

3. Independent Activity - Refer to LM, Do and Learn

Complete the new sentence. Make sure the verb agrees with the new subject. Number 1 is done for you. After completing the sentences, write them in paragraph form on the space provided for.

4. Class Activity - Refer to LM, Learn Some More

Read and answer the following riddles. Base your answer on the pictures. Encircle the verbs used in each riddle. Write your answers in your notebook, then discuss your answers with your classmates.


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QUARTER 1TABLE OF SPECIFICATION

POST-ASSESSMENT

Domains Competencies Item Placement No. of ItemsLC Note details in selections lis-

tened to:Identify-characters-setting-plot

1, 2, 3 3

Sequence a series of events from stories listened to

6 1

Infer about feelings, traits of characters in selections lis-tened to

7,8 2

V Use context clues (synonym) to find the meaning of unfamil-iar words-synonym-antonym-definitionexemplification

4,5

15, 16, 17, 18

2

4

RC Analyze a narrative in terms of its charac-ter, setting and plot

Sequence events in literary texts

Infer about feelings, traits of characters in selections read

21, 22, 23

19, 20

9, 10

3

2

2

PWR Read words, phrases, poems and stories with long vowel sounds -long a-long e-long i-long o-long u

Read words, phrases, poems and stories with -compound words, digraphs, dipthongs, and words with silent letters with accuracy

11, 12, 13

14, 15

3

2


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SS Arrange words with the same first letter but a different 2nd letter in alphabetical order

Use graphic organizers to show under-standing of texts

36

23

1

3

SS

G Compose clear and coherent sentences using appropriate grammatical structures: -Plural form of regular nouns-Plural of irregular nouns

Compose clear and coherent sentences using appropriate grammatical structures: - Mass and Count Nouns


Use possessive nouns

Identify and use concrete and abstract nouns

Use collective nouns

Use present tense of verbs

Write 2-3 step directions using signal words

24, 25, 26

27, 28

31

32, 33

29

30

34, 35

37, 38, 39, 40

3

2

1

2

1

1

2

4

TOTAL=40


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QUARTER 1POST-ASSESSMENT

A. Listen as the teacher reads the story. Answer the questions that follow.

1. Who flew from place to place looking for some water?A. Thirsty cowB. Thirsty crowC. Lonely crowD. Lonely cow

2. Where was the large container with water found?A. In a deserted houseB. In a farm houseC. In a big houseD. In a small house

3. Why can’t the water in the container be reached?A. It is coldB. It is at the bottomC. It is too fewD. The container is small

4. The place where the large container was found was empty. Which word in the sentence is a synonym of deserted?___________________

5. The water in the container was too low for the crow to reach. So, it dropped pebbles inside the container until the water was high enough to reach. What word in the sentences is the antonym of low? _______________________

6. Which shows the correct sequence of events in the story listened to?A. The crow searched for water everywhere.B. All the lakes and rivers had dried up and there was no sign of rain.

The Thirsty Crow“Oh what a hot day it is! And not a drop of water in sight!” said a

thirsty crow. It flew from place to place looking for some water. But all the lakes and rivers had dried up and there was no sign of rain.

“I’ll surely die of thirst if I don’t find some water,” said the crow.

As it searched here and there in worry, it spotted a large container in front of a deserted house. It perched on it and saw that there was some water in it, but at the bottom, beyond its reach.

It thought hard and soon an idea came to its mind. There were many pebbles lying nearby. It picked up the pebbles one by one, and dropped them into the container. Slowly the water level started rising. The crow kept at it, never giving up. Soon the water level was high enough for it to reach and it was able to quench its thirst.


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C. The crow saw a large container with water in it, but at the bottom.D. The crow was able to quench its thirst.E. The crow picked some pebbles and dropped them into the container.

A. ABCDEB. BCADEC. BACEDD. ABCED

7. “I’ll surely die of thirst if I don’t find some water.” This statement shows that the crow was-A. worriedB. sadC. afraidD. excited

8. The crow thought of a way to reach the water in the container. It was able to quench its thirst. The crow is-A. FoolishB. HardworkingC. KindD. Wise

Choose the letter of the correct answer.

9. Which set of words are read as place and lake?A. make, leakB. beak, cakeC. great, beatD. fake, rake

10. The crows here reach the sea. Which group of words are read as the underlined words?A. beat, heal, meatB. neat, seat, bearC. take, meal, sealD. been, green, men

11. Complete the sentence. If the water did not rise, the crow will _________.A. sleepB. danceC. dieD. live

12. Which set of words have the long /o/ sound?A. bone, coil, doneB. cone, food, goneC. joke, lone, rodeD. soup, tone, rose


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13. Which set of words have the long /u/ sound?A. cute, huge, sureB. cube, make, toreC. some, sum, humD. huge, look, none

14. Write a compound word to complete the sentence. I like my __________ in our new house. I would sleep soundly in this room.

15. The crow brought pebbles to drop to the container. Which word is read with silent gh?A. ghostB. boughC. roughD. aghast

Read the selection. Answer the questions that follow.

16. Who hated water but needed to cross a river?A. foxB. camelC. farmersD. fish

The Fox and the Camel

There was once a fox who hated water but needed to cross a river. He decided to come to an agreement with a camel.

“If you carry me to the other side of the river,” he proposed to the camel. “I will show you a field of sugar cane. Then, while you eat the sugarcane, I will dine on fish and crabs I find on the river bank.

The camel without second thought, readily agreed and the fox jumped up on his back.

The crossing went perfectly but afterwards the fox, who had a much smaller stomach, satisfied his hunger long before the camel.

While the camel was still eating, the fox began to howl. The noise brought the farmers running with big sticks.

The fox managed to escape and hid but the camel could not avoid the beating.

Later…“Why on earth did you do that?” asked the camel when he was

carrying the fox back across the river.“Oh, it’s my habit to howl after dinner,” replied the fox, unmindful of

the heavy beatings suffered by the camel.“Is that so? Well, I have a habit, too,” said the camel. “After eating, I

always have a roll in the water.” And he splashed down in the river, wetting the fox all over who was so terrified.


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17. What brought the farmers running with big sticks?A. The camel’s howlB. The sight of the foxC. The camel’s humpD. The fox’s howl

18. What did the farmers do with the camel?A. They drove the camel awayB. They caught the camelC. They beat the camel with sticksD. They bound the camel with a rope

19. The camel agreed without second thought to the fox. This shows that the camel is-A. stupidB. wiseC. helpfulD. honest

20. While the camel was still eating, the fox began to howl. The noise brought the farmers running with big sticks. The fox escaped but the camel did not escape the beating. The fox was-A. inconsiderateB. cleverC. foolishD. kind

21. How did the story end?A. The angry farmers beat the camel with sticksB. The terrified fox got wet all overC. The hungry camel ate at the sugarcane field

22. Rearrange the events as they happened in the story. Write the events in the story train.

•While the camel was still eating, the fox began to howl.•The camel splashed down in the river, wetting the fox all over.•The farmers beat the camel with their sticks.•The camel agreed to carry the fox on his back to the other side of the river.•The camel asked the fox why he howled while he was still eating.

23-26. Write the plural form of the underlined nouns in each sentence.23. The fox hated water. ________________24. The farmer came with stick. _____________25. The fox looks out for sheep around. ____________26. The farmer came running with his child. _________________


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27-30. Classify the list of nouns as mass noun, count noun, abstract noun and collective noun. school of fish, water, crabs, hunger Mass Noun ___________ Count Noun __________ Collective Noun __________ Abstract Noun ___________

Complete the sentence with an appropriate quantifier.

31. _________ of medicine can cure the camel’s wounds from the beating.A. A box ofB. A few dropsC. A slice ofD. A dash of

Write in possessive form the underlined phrases in each sentence

32. The back of the camel was painful. ______________________33. The stomach of the fox is smaller. ______________________

Choose the correct form of the verb for the sentence.

34. A camel (carry, carries) a hump on its back.35. Foxes (look, looks) for its prey in wide fields.36. Arrange alphabetically the words inside the box.

37-40

Write the directions in cooking rice. Use the sequence signals first, next, then and finally.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

color, camel, cane, cross, cereal, crush


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