teachers guide in english 4

DEPED COPY

ii

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]

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.

DEPED COPY

1

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


DEPED COPY

2

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


DEPED COPY

3

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


DEPED COPY

4

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”.


DEPED COPY

5

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.


DEPED COPY

6

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


DEPED COPY

7

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.


DEPED COPY

8

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.


DEPED COPY

9

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


DEPED COPY

10

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.”


DEPED COPY

11

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 QuestionSay: ‘‘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?’’


DEPED COPY

12

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


DEPED COPY

13



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.”


DEPED COPY

14

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.


DEPED COPY

15

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.


DEPED COPY

16

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.


DEPED COPY

17

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.


DEPED COPY

18

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.


DEPED COPY

19

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)


DEPED COPY

20

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____________________________.


DEPED COPY

21

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 ComprehensionAnalyze a narrative in terms of its setting

Oral Reading FluencyRead words, phrases, poems or stories with long vowel sound (long e)

Study StrategyLocate information using print and non-print sources

GrammarUse plural form of regular nouns

Writing/CompositionWrite 2-3 sentences about the setting in a literary text listened to or read

Attitude towards literacy, literature, and languageShow 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


DEPED COPY

22

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, escapeShow 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; groaningWrite 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.


DEPED COPY

23

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 upShow 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. thornShow 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.


DEPED COPY

24

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.


DEPED COPY

25

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?


DEPED COPY

26


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. PresentationRefer 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?


DEPED COPY

27

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. reliefAct 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?


DEPED COPY

28

b. tightlyDemonstrate 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 onDemonstrate 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. bellyShow 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.


DEPED COPY

29

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?”


DEPED COPY

30

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


DEPED COPY

31

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.



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)


DEPED COPY

32


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?


DEPED COPY

33

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.


DEPED COPY

34

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 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 ComprehensionState similarities and differences in information from literary text listened to or read

Phonics and Word RecognitionRead 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)

GrammarUse plural form of irregular nouns

Writing/CompositionWrite 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


DEPED COPY

35

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 ________________________.


DEPED COPY

36

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.


DEPED COPY

37

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.


DEPED COPY

38

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


DEPED COPY

39

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.


DEPED COPY

40

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?


DEPED COPY

41

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 Noun

foot 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


DEPED COPY

42

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

B. Skill Development


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.


DEPED COPY

43

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


DEPED COPY

44


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


DEPED COPY

45

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?”


DEPED COPY

46

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?”


DEPED COPY

47

(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 PracticeRefer 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.


DEPED COPY

48

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.”


DEPED COPY

49

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.


DEPED COPY

50

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?


DEPED COPY

51

Say: “Let us read the poem aloud.”“How many stanzas does the poem have?”“What words rhyme in the poem?”“Read the words that rhyme.”

1. Skills Development: Sequencing

a. Introduction/Presentation Refer to LM, Try and Learn.

b. Teaching/Modelling

Ask: “Which task is done first? second? next? last?” “How do we arrange the steps in a process?”

Say: “We follow the steps in a process in the order or sequence they are done.”

c. Guided 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?”


DEPED COPY

52

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.


DEPED COPY

53


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.


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?


DEPED COPY

54

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)


DEPED COPY

55

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?”


DEPED COPY

56

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?”


DEPED COPY

57

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?”


DEPED COPY

58

(Group 1 shows their drawing of Jackie’s happy place and says something about it.)Ask: “What did Lola Itang prepare for Jackie?”

(Group 2 shows their food calendar and says something about it)Ask: “What made Jackie well?”

(Group 3 presents their thank you card for Lola Itang)Ask: “What food makes you feel better every time you get sick?” “Other than food, what makes you well?”

3. Skill Development

Post pictures of events in the story. (Refer to LM, Think and Tell)Call volunteers to give a sentence about each of the pictures.(Ex. Jackie is sick. She is in bed.)

Refer to LM, Try and Learn 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

Use quantifiers of mass nouns


A. Grammar Awareness

1. Review Refer to LM, Find Out and Learn


DEPED COPY

59

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.


DEPED COPY

60

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 PracticeRefer 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?”


DEPED COPY

61

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


DEPED COPY

62


A. Preliminary ActivityRecitation of poem learned in previous lessons



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.”


DEPED COPY

63

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.


i

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.

Deped

Typewritten Text

Unit 2

ii














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

iv

Table of ContentsCurriculum Guide ............................................................................................ vi

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

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

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

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

-d-

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

-Ia-

d-2

U

se c

onte

xt c

lues

(a

nton

ym)

to

dete

rmin

e th

e m

eani

ng o

f un

fam

iliar

wor

ds

EN4R

C-I

d-e-

3

Sequ

ence

eve

nts

in a

sto

ry o

r na

rrat

ive

EN4F

-Id-

4

Rea

d w

ords

, ph

rase

s,

poem

s or

st

orie

s w

ith

long

vow

el o

so

und

EN4S

S-Id

-4

Arra

nge

wor

ds

in a

lpha

betic

al

orde

r w

ith t

he

sam

e fir

st le

tter

bu

t a

diff

eren

t se

cond

lett

er

EN4G

-Id-

3

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

d-3

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

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

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.

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

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.

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.

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

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

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

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

-ant

onym

s m

ater

ials

m

ater

ials

3

EN4L

C-I

Vc-

3

Eval

uate

the

lik

elih

ood

that

st

ory/

even

t co

uld

real

ly

happ

en

EN4O

L-IV

c-3

Stat

e if

a st

ory

coul

d re

ally

ha

ppen

EN4V

-IV

c-3

Id

entif

y th

e m

eani

ng o

f w

ords

with

m

ultip

le

mea

ning

EN4R

C-I

Vc-

3

Dis

tigui

sh r

ealit

y fr

om f

anta

sy in

st

orie

s re

ad

EN4F

-IV

c-3

R

ead

alou

d gr

ade

four

le

vel t

exts

w

ith

accu

racy

rat

e of

95

to

100%

EN4S

S-IV

c-2 U

se a

gl

ossa

ry g

et

mea

ning

of

wor

ds

EN4G

-IV

c-3 U

se

prep

ositi

ons

in s

ente

nces

-a

mon

g an

d be

twee

n

EN4W

C-

IVc-

3 W

rite

3-4

sent

ence

s us

ing

amon

g an

d be

twee

n

EN4V

C-I

Vc-

3 Mak

e co

nnec

tion

betw

een

info

rmat

ion

view

ed a

nd

pers

onal

ex

perie

nces

EN4A

-IV

c-3 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

4

EN4L

C-I

Vd-

4

Giv

e co

nclu

sion

to

rea

listic

fic

tion

liste

ned

to

EN4O

L-IV

d-4

St

ate

conc

lusi

on

to r

ealis

tic

fictio

n

EN4V

-IV

d-4

Id

entif

y m

eani

ng o

f w

ords

with

pr

efix

es

Un,

in,im

,dis

,m

is a

nd r

e

EN4R

C-I

Vd-

4

Giv

e co

nclu

sion

to

hum

orou

s or

cu

mul

ativ

e po

em r

ead

EN4F

-IV

d-4

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e

EN4S

S-IV

d-3 U

se t

he in

dex

to lo

cate

in

form

atio

n

EN4G

-IV

d-4 U

se

prep

ositi

ons

in, o

n,

unde

r an

d ab

ove

in

sent

ence

s

EN4W

C-

IVd-

4

Writ

e 3-

4 se

nten

ces

show

ing

conc

lusi

on

of a

giv

en

topi

c or

si

tuat

ion

EN4V

C-I

Vd-

4 Mak

e co

nnec

tion

betw

een

info

rmat

ion

view

ed a

nd

pers

onal

ex

perie

nces

EN4A

-IV

d-4 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

5

EN4L

C-I

Ve-

5

Giv

e co

nclu

sion

to

hum

orou

s or

cu

mul

ativ

e po

em li

sten

ed t

o

EN4O

L-IV

e-5

St

ate

conc

lusi

on

to

hum

orou

s or

cu

mul

ativ

e po

em

hear

d

EN4V

-IV

e-5

Id

entif

y m

eani

ng o

f w

ord

with

su

ffix

es f

ul

and

less

EN4R

C-I

Ve-

5

Giv

e co

nclu

sion

to

hum

orou

s or

cu

mul

ativ

e po

em r

ead

EN4F

-IV

e-5

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e Rea

d al

oud

a cu

mul

ativ

e po

em

EN4S

S-IV

e-4 U

se a

lman

ac

to g

et

info

rmat

ion

EN4G

-IV

e-5 U

se

prep

ositi

onal

ph

rase

s in

se

nten

ces

EN4W

C-

IVe-

5

Writ

e 3-

4 se

nten

ces

show

ing

conc

lusi

on

EN4V

C-I

Ve-

5 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

ill

ustr

atio

ns

cont

ribut

e to

w

ht ia

co

nvey

ed b

y th

e w

ords

in

a te

xt

EN4A

-IV

e-5 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

6

EN4L

C-I

Vf-

6

Dis

tingu

ish

fact

fr

om o

pini

on in

a

narr

ativ

e

EN4O

L-IV

f-6

Stat

e fa

cts

or o

pini

on

in a

na

rrat

ive

EN4V

-IV

f-6

Id

entif

y m

eani

ng o

f w

ords

with

su

ffix

es e

r an

d or

EN4R

C-I

Vf-

6

Dis

tingu

ish

fact

fr

om o

pini

on

from

a n

arra

tive

EN4F

-IV

f-6

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

EN4S

S-IV

f-5 In

terp

ret

bar

and

line

grap

h

EN4G

-IV

f-6 U

se s

impl

e se

nten

ce

-sim

ple

subj

ect

and

EN4W

C-

IVf-

6 W

rite

3-4

sent

ence

s ex

pres

sing

op

inio

n

EN4V

C-I

Vf-

6 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

EN4A

-IV

f-6 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g

xvii

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

12

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

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

min

ute

pred

icat

e ill

usta

rions

co

ntrib

ute

to

wha

t is

co

nvey

ed b

y th

e w

ords

in

a te

xt

avai

labl

e pr

int

mat

eria

ls

7

EN4L

C-I

Vg-

7

Dis

tingu

ish

fact

fr

om o

pini

on

in

an in

form

atio

nal

text

EN4O

L-IV

g-7

Ex

pres

s fa

ct o

r op

inio

n in

an

in

form

atio

nal

tex

t

EN4V

-IV

g-7

Id

entif

y m

eani

ng o

f w

ords

with

pr

efix

es d

e an

d di

s

EN4R

C-I

Vg-

7

Dis

tingu

ish

betw

een

fact

or

opin

ion

in a

n in

form

atio

nal

text

EN4F

-IV

g-7

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e

EN4S

S-IV

g-6 U

se t

he

ency

clop

edia

to

get

in

form

atio

n

EN4G

-IV

g-7 U

se s

impl

e se

nten

ces

with

co

mpo

und

subj

ect

and

sim

ple

pred

icat

e in

gi

ving

fac

t an

d op

inio

n

EN4W

C-

IVg-

7

Writ

e 5-

6 se

nten

ce

para

grap

h ab

out

a gi

ven

topi

c

EN4V

C-I

Vg-

7 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

ill

usta

rions

co

ntrib

ute

to

wha

t is

co

nvey

ed b

y th

e w

ords

in

a te

xt

EN4A

-IV

g-7 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

8

EN4L

C-I

Vh-

8

Dis

tingu

ish

fact

fr

om o

pini

on

in

a na

rrat

ive

text

EN4O

L-IV

h-8

Ex

pres

s fa

ct o

r op

inio

n in

a

narr

ativ

e te

xt

EN4V

-IV

h-8

Id

entif

y m

eani

ng o

f w

ords

with

su

ffix

es ly

an

d y

EN4R

C-I

Vh-

8

Dis

tingu

ish

betw

een

fact

or

opin

ion

in a

na

rrat

ive

text

EN4F

-IV

h-8

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e

EN4S

S-IV

h-7 U

se

stra

tegi

es in

ta

kin`

g te

st

EN4G

-IV

h-8 U

se s

impl

e se

nten

ces

with

sim

ple

subj

ect

and

com

poun

d pr

edic

ate

in

givi

ng

sugg

estin

g so

lutio

ns t

o pr

oble

ms

EN4W

C-

IVh-

8

Writ

e 5-

6 se

nten

ce

para

grap

h ab

out

give

n to

pic

or id

ea

EN4V

C-I

Vh-

8 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

ill

usta

rions

co

ntrib

ute

to

wha

t is

co

nvey

ed b

y th

e w

ords

in

a te

xt

EN4A

-IV

h-8 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

9

EN4L

C-I

Vi-

9

Dis

tingu

ish

betw

een

fact

or

opin

ion

in a

in

form

atio

nal

text

EN4O

L-IV

i-9

Ex

pres

s fa

ct o

r op

inio

n in

an

in

form

atio

n

EN4V

-IV

i-9

Id

entif

y m

eani

ng o

f w

ords

with

su

ffix

es a

ble

and

ible

EN4R

C-I

Vi-

9

Dis

tingu

ish

betw

een

fact

or

opin

ion

in a

in

form

atio

nal

text

EN4F

-IV

i-9

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e

EN4S

S-IV

i-8 Fo

llow

ste

ps

in a

pro

cess

EN4G

-IV

i-9 U

se

com

poun

d se

nten

ces

in

com

parin

g co

ntra

stin

g

EN4W

C-

IVi-

9

Writ

e 5-

6 se

nten

ce

para

grap

h ab

out

give

n to

pic

or id

ea

EN4V

C-I

Vi-

9 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

ill

usta

rions

EN4A

-IV

i-9

Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t

xviii

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

13

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

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

al t

ext

pers

ons/

ani

mal

s/pl

aces

/ob

ject

/eve

nts/

idea

s

cont

ribut

e to

w

hat

is

conv

eyed

by

the

wor

ds in

a

text

mat

eria

ls

xix

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

14

of 1

4

C

OD

E B

OO

K L

EGEN

D

Sa

mpl

e: E

N4

G-I

f-2.

5

LEG

END

SA

MP

LE

Firs

t En

try

Lear

ning

Are

a an

d St

rand

/ Su

bjec

t or

Sp

ecia

lizat

ion

En

glis

h

EN4

Gra

de L

evel

G

rade

4

Upp

erca

se L

ette

r/s

Dom

ain/

Cont

ent/

Co

mpo

nent

/ To

pic

Gra

mm

ar

G

-

Rom

an N

umer

al

*Zer

o if

no s

peci

fic q

uart

er

Qua

rter

Fi

rst

Qua

rter

I

Low

erca

se L

ette

r/s

*Put

a h

yphe

n (-

) in

bet

wee

n le

tter

s to

indi

cate

mor

e th

an a

sp

ecifi

c w

eek

Wee

k W

eek

six

f

-

Ara

bic

Num

ber

Com

pete

ncy

Com

pose

cle

ar a

nd

cohe

rent

sen

tenc

es u

sing

ap

prop

riate

gra

mm

atic

al

stru

ctur

es

2.5

DO

MA

IN/

CO

MP

ON

ENT

CO

DE

Alph

abet

Kno

wle

dge

AK

Book

and

Prin

t Kn

owle

dge

BPK

Flue

ncy

F

Gra

mm

ar

G

List

enin

g Co

mpr

ehen

sion

LC

Ora

l Lan

guag

e O

L

Phon

ics

and

Wor

d R

ecog

nitio

n PW

R

Phon

olog

ical

Aw

aren

ess

PA

Rea

ding

Com

preh

ensi

on

RC

Spel

ling

S

Stud

y St

rate

gies

SS

View

ing

Com

preh

ensi

on

VC

Voca

bula

ry D

evel

opm

ent

V

Writ

ing

and

Com

posi

tion

WC

107

QUARTER 2TABLE OF SPECIFICATIONS (PRE TEST)

TOPICS / SKILLS ITEM PLACEMENT TOTAL

1. Identifying the main idea and supporting details for a text heard

1 1

2. Compound words 2 13. Identifying story elements

such as setting, character, and plot

3 1

4. Arranging 8-10 word with different beginning letters in alphabetical order

4, 32 2

5. Using personal pronouns 5 16. Using possessive pronouns 10-11 27. Verbs in the –s form 9 18. Noting details from news

report/selections listened to6 1

9. Answering wh- questions 7 110. Using prefixes and suffixes 12-13 211. Infer the moods or feelings

of the character based on what he/she says or does

33-35 3

12. Writing a friendly letter 19-23 513. Identifying figure of speech

(simile, metaphor and per-sonification)

24-28 5

14. Making an Outline 14-18 515. Sequencing of events 29 116. Giving possible ending 8, 30 217. identifying a slogan 31 118. Using regular and irregular

verbs36-40 5

108


Listening

I. Listen as the teacher reads the story then answer the questions that follow. Write only the letter of your answer.

1. What happened to the leaves of the gumamela plant?a. It grew some flowers. c. It was rolled by the caterpillar.b. It was eaten by the caterpillar. d. It turned yellow.

2. Which of the following is an example of a compound word?a. school b. weekend c. following d. wondered

3. What is the setting of the story?a. in the house c. in the flower gardenb. in the school d. In the city

4. Which of the following list of words are arranged in correct alphabetical order?a. gumamela, caterpillar, flower, garden, leaf, sleep, butterfly, harmlessb. caterpillar, gumamela, garden, flower, leaf, butterfly, sleep, harmlessc. butterfly, caterpillar, flower,garden, gumamela, harmless, leaf, sleepd. flower, harmless, caterpillar, garden, butterfly, sleep, leaf, gumamela

5. In the sentence “Mary had a flower garden. She visits it every day after school.” What personal pronoun is used to replace the name of Mary?a. she b. it c. is d. of

6. Which of the following is NOT a part of the selection read?a. Mary has a flower garden.b. Mary took care of the caterpillar and gave it food every day.c. Mary decided to leave the caterpillar on the leaf.d. Mary saw a yellow butterfly near the gumamela.

Mary and the Caterpillar

Mary had a flower garden. She visits it every day after school. She cleans the flower beds every weekend. Oh, how she loved her garden. One day, Mary noticed that the leaves of the gumamela were eaten. She found a caterpillar in one of the leaves. She was about to destroy it but it looked so small and harmless that she decided to leave it there. She watched the caterpillar eat the leaves. After a few more days, Mary didn’t find the caterpillar anymore. She found it in a rolled leaf. Perhaps it grew tired of eating and now wants to sleep. The following week Mary looked for the caterpillar in the rolled leaf. It wasn’t there. She thought it died. Then, she saw a beautiful yellow butterfly. “Could it be that this butterfly was the caterpillar?,” Mary wondered.

109

7. Mary did not kill the caterpillar. Why?a. She was happy to see the caterpillar. c. She took pitied the caterpillar.b. She was angry at the caterpillar. d. She loved the caterpillar.

8. What do you think happened to the caterpillar?a. The caterpillar died. c. The caterpillar transferred to another plant.b. The caterpillar changed into a butterfly. d. The caterpillar got lost.

Grammar

1. Which pair of words will best complete the idea of the sentence: Louise ____________ milk for breakfast. She _____ it is a good way to start the day. a. drinks – think c. drinks – thinksb. drink – thinks d. drink - think

Choose the correct possessive pronouns from the box that will complete the given sentence:

2. I planted this mango tree. This is ___ mango tree. 3. I own this tree. This is _____.

Reading

4. The bridge is flooded. It is impossible to cross now. What is the meaning of the underlined word? a. possible to flood c. not possible to crossb. possible to cross d. not possible to flood

5. Kiko is a good cat. He is harmless with children. a. can cause harm c. full of harmb. cannot cause harm d. little harm

Writing

14-18. Read the short paragraph and write an outline. A bird is a kind of animal. It has two wings and legs. Its body is

covered with feathers. Its beak is hard. Most birds can fly, but there are others who cannot. Turkeys and penguins are two kinds of birds that cannot fly.

_________________ Title

I. ____________________________1. __________________________2. __________________________3. __________________________

Rewrite the letter using the correct format.

mine your yours ours my our

110

19. Your friend20. Today I saw a butterfly in my garden. Any idea where it came

from? Last week, I found a caterpillar in the leaf of my gumamela plant. Now it’s gone. Do you know what could have happened to the caterpillar? I am now trying to find out where this butterfly came from. Please help me on this.

21. Dear Sara22. Leila23. San Pablo Elementary School

June 3, 2014

Identify the following figures of speech. Tell which of the sentences is a simile, metaphor and personification.

24. The rain whispered as it fell to the ground.25. Father works like an ant26. My life is an open book.27. The moon played hide and seek with the clouds.28. The thunder was as loud as the fireworks.29. What is the correct sequence in making a sandwich? Choose the

letter of the correct answer.

a. 1-2-3-4b. 3-2-4-1c. 3-1-4-2d. 4-3-2-1

30. Read the selection carefully. What do you think Rica and Rita should do?

__________________ __________________

__________

_________________________________________________________________________________________________________________________________________________________________________________

____________ ____________

1. Put your bread together2. Get two slices of bread.3. First, you need to buy loaf bread and peanut butter.4. Spread the peanut butter on the bread

Rica and Rita were walking from school, when they noticed a wallet near the trash can. They picked it up. They opened it and saw five hundred pesos. They looked at each other. Both were hungry. They stood for a while thinking.

111

a. Use the money to buy foodb. Throw the wallet in the trash canc. Get the money and give it to motherd. Keep the wallet and report it to the Police Station with Mother

1. Which is a slogan?a. It is chocolateb. Stop, look and listenc. Cover the trash cansd. Coca-Cola- It’s the real thing

2. Which letters are found between R and U?a. QM b. ST c. UV d. WT

Read the paragraph.

3. What do you think did the character feel?a. happy b. angry c. jealous d. shy

Read the paragraph carefully. Answer the questions.

4. What is the mood of the selection?a. sad b. festive c. happy d. gloomy

5. What feeling will Leonardo have when he gets in the house?a. calm b. surprised c. afraid d. funny

Write the correct form of the verbs in the parentheses to complete the idea of the paragraph.

Last week, the whole family__________(36. visit) our grandmother in the next town. On our way, we ___________(37. see) fruit vendors with carts full of fruits. Mother ___________ (38. buy) some lanzones, rambutan and durian. We ___ (39. eat) all the fruits when we arrived at grandmother’s house. Grandmother ______ (40. Is) very happy to see us.

Roberta felt like hiding her face. She was wearing her new eyeglasses to school for the first time. She felt that everyone on the street was laughing at her. “I look like an owl,” she thought to herself.

Leonardo’s mother prepares the cake. She fills the table with delicious food and sweets. She looks out the window and sees Leonardo arriving from school. Mother tells everyone to get ready. As soon as Leonardo opens the door, everyone starts to sing.

112

Quarter 2

Theme: Science and Nature

Week 1 - Big or Small, Animals All Around

I. Objectives


1. Realize and appreciate the importance of bugs2. Realize that it is better to be friendly than to be grouchy3. Admire the friendly ladybug for her willingness to share her food


Listening ComprehensionIdentify the main idea and supporting details from a text listened to

Oral LanguageRestate and retell information from a text listened to

Vocabulary DevelopmentIdentify meanings of unfamiliar words through structural analysis (compound words and their components: one word compound (backyard), two word compound (security guard), hyphenated compound word (sister-in-law)

Reading ComprehensionIdentify the important story elements such as setting, character and plot

Oral Reading FluencyRead with automaticity grade level frequently occurring content area words

Study StrategyArrange 8-10 words with different beginning letters in alphabetical order

GrammarIdentify and use personal pronouns in sentences

Writing CompositionWrite sentences following correct mechanics of capitalization and punctuation

Attitude towards literacy, literature and languageDemonstrate respect for the ideas, feelings, and culture of the author of the text listened to

113

II. Subject Matter

A. TopicsPoems:I like Bugs by Margaret Wise Brownhttp://www.hubbardscupboard.org/ilike_bugs_.html

The Elephant Who Forgot What He Was by Christopher Ronald Jones, UKhttp://www.voicesnet.org/displayonepoem.aspx?poemid=227646

Song: Insect Bodies by Victoria Smithhttp://www.hubbardscupboard.org/i_like_bugs_.html

Story: “The Grouchy Ladybug” by Eric Carle HarperCollins Paperback Edition 1996

B. Materials:• Bigbook of the story The Grouchy Ladybug• assorted pictures of insects e.g. ladybug, ant, bees etc.• a picture of an insect with parts labelled

Day 1

EO: Realize and appreciate the importance of bugs. LC: Get the main idea and supporting details from text listened to.OL: Restate and retell information from text listened to.

A. Pre-reading Activities

1. Unlocking of Difficult Words (using picture clues, context clues and examples)

a. bugs Bugs are small insects.Say: “These are bugs.” (Show picture of bugs.)

“Can you name some bugs? Describe them.”

b. ladybugThe ladybug is red with black spots on it. (Show picture of a ladybug)Say: “This is a bug. It is called a ladybug.”

“Where can you find ladybugs?”

c. mean Say: “The boy kicked the dog. He is mean.”Ask: “What can you say about someone who is mean?”

“Can you name some actions that will show that someone is being mean?”“Is it good to be mean to others? Why?”

114

d. sidewalkSay: “We waited for the bus at the sidewalk.”Ask: “What are sidewalks for? Why?”

2. MotivationShow a picture of bugs. Talk about it.Ask: “Do you like bugs? Why or why not?”Ask the pupils to fill up a KWL chart about bugs.

What I Know What I Want to Know What I Learned

3. Motive QuestionAsk: “What kind of bugs does the author like?”

B. During Reading Activities

• Model Reading of the poem• Shared reading of the poem with the class

Refer to LM, I Like Bugs! by Margaret Wise Brown

Comprehension Check: Refer to LM, Talk about It


What is the main idea of the poem?What are the supporting details that talk about the main idea of the poem?(Use the graphic organizer to show the connections).

Green bugs

Mean bugs

Etc....

Etc...

Bad bugs

Black bugs

I like bugs

Teaching Chart

Every story, poem or paragraph has a main idea. The main idea tells what the story, poem, or paragraph is all about.

The supporting details tell more about the main idea. They give the important details and describe the main idea for better understanding.

115

2. Guided Practice

Sing the poem to the tune of If You’re Happy and You Know ItRefer to LM, Find Out and Learn Insect Bodies

Form six (6) groups. Groups 1 to 3 will use the 1st stanza of the song, while Groups 4 to 6 will use the 2nd stanza. Refer to LM, Try and Learn

Answers:

Group 1-3Main Idea: Every insect’s body has three parts.Supporting Details: Every insect has a head, a thorax and abdomenGroup 4-6Main Idea: Every insect’s body has six legs.Supporting Details: It has three legs on each side. It walks on them

with pride.

3. Science IntegrationAsk: “How can you tell a bug from other living things?”

“What are the body parts of a bug?”“What bugs can you find at home? In gardens?” (use other places

identified by pupils)“Why do they stay in these places? What do these bugs do?”“Do you like them to stay in these places? Why or why not?”

Note: Emphasize the importance of bugs in the environment (e.g. bees provide honey; spiders feed on mosquitoes and other insects; ladybugs eat aphids that harm plants)


Read the poem and identify the main idea and the supporting details.

Refer to LM, Learn Some More, Where is the Caterpillar?

Enrichment Activities:

Drawing ActivityDraw and color a bug which you think the author of the poem will like.Explain why you think the author will like it.

116

Day 2

EO: Appreciate the value of sharing one’s blessings with othersRC: Note important details from a selection listened to.


Recall: Rereading of the poem I Like Bugs (individually and/or by groups)1. Unlocking of Difficulties (using context clues, pictures and demonstration)

a. whaleShow a picture of a whale.Say: “This is a whale. Describe a whale. Name the body parts of the

whale from the picture.”

b. grouchy(Show a picture of a grouchy boy)Say: “The boy is grouchy. He is always in a bad mood.”Ask: “How does a grouchy person look, act, speak?”

c. aphids(Show a picture of a plant with aphids.)Say: “There are aphids on the leaves of the plant.”Ask: “How do aphids look like? Where else can you find aphids?”

d. screechedThe woman screeched in a very loud voice.Ask: What does screech mean? Demonstrate. What situations will

make you screech?

e. puffedHe puffed air into the balloon to make it big.Ask: What do you do when you puff air? Have children demonstrate

the action.

f. insistThe boy insists and would not accept no for an answer.Ask: How do you insist? When do you insist?

2. Group Activity

Divide the class into 3-5 groups and have pupils classify the pictures by filling in the table.

Am I an insect or not?

117

Read the names of the insects/animals in the picture. (Model reading of the words first.)

Yes Maybe No1. ladybug2. yellow jacket3. stag beetle4. praying mantis5. sparrow6. lobster7. boa constrictor8. hyena9. gorilla

10. elephant11. whale

Note: Prepare at least 3-5 sets of the pictures of the given animals/ insects. These are animals/insects from the story The Grouchy Ladybug and will serve as part of vocabulary enrichment.

3. Motivation

Say: “Sometimes you are in a bad mood. Do you get grouchy? When and why do you get grouchy?

Preview the cover and say: “What do you think is the story about?”Describe the ladybug in the picture.

4. Motive Question

Why do you think the ladybug is grouchy?

B. During Reading

Read the story The Grouchy Ladybug. (Interactive Reading can be used after the reading of the first 2 animals / insects that the grouchy ladybug met. The repetitive lines can be recited by identified groups for the characters or the entire class can repeat the lines for the teacher.) You may also read the entire story first then reread the story, dropping your voice and letting students read the repeated portions of the story in the second reading.

Refer to LM for the story of the The Grouchy Ladybug.

C. Post Reading

1. Engagement ActivitiesDifferentiated pupils’ activities for 6 groups.

Group 1. Don’t Get Lost: Chart It!

118

Copy the story chart in your notebook. Identify the elements of the story.Story Map

Title of the story ______________ Author: ________

Character/s Setting Plot

Group 2. Breaking News!

Accomplish the Plot Chart (problem-solution chart) for “The Grouchy Lady Bug.” Talk about the ladybug’s problem and the actions she took to solve her problem. Write your answers in your notebook.

Title of the story ________________

PLOT

Beginning Middle Ending

Group 3. Minute News!

Sequence events according to the story using the given pictures. Arrange the pictures of the animals that the ladybug wanted to fight.

Group 4. Lights, Camera, Action!

Choose at least two bugs/animals that the ladybug met on that day. Dramatize that part of the story.

Group 5. Flash Report

Show the part where the ladybug meets the whale. One member of the group will play a reporter who will interview the ladybug and the whale. (The group will write at least three possible questions that the reporter will ask the ladybug and the ladybug’s answers. They will also write at least two possible questions to ask the whale and the whale’s answers.)

Group 6. Love Letters from the Heart Talk about the ending of the story. Pretend you are the grouchy ladybug. What will you say to the friendly ladybug? Write this in a letter to the friendly ladybug. Write on a separate sheet of paper.

119

Discussion Questions1. What is the story about? (Group 1 will present their output)2. What happened when the two ladybugs landed on the same leaf? Why? 3. Why did the grouchy ladybug fly away? (Group 2 will present their

output)4. Why does the ladybug want to fight?5. What did the grouchy ladybug do that day? (Group 3 will present their

output)6. What does the ladybug say to the animals? Why? (Group 4 will present

their output)7. What happened when the ladybug met the whale? (Group 5 will show

us.)8. What did the ladybug say to the whale?9. What did the ladybug do when the whale would not answer her?10. Do you think the whale could hear the ladybug? Why not?11. What happened when the ladybug reached the whale’s fin?12. Where do we find the ladybug at the end of the story?13. What do you think will happen to the grouchy lady bug after that day?

(Group 5 will present their output.)

2. Enrichment Activity: Refer to LM, Learn Some More and Find out and Learn

Day 3

EO: Show appreciation by accepting advice and warnings of parents, friends, and other well-meaning individualsRC: Identify the story elements (setting, character, and plot)WC: Write a short story using the story elements

A. Introduction/Presentation

Say: “Can you remember the title of the story we read yesterday? Retell the story.”

B. Teaching/Modelling

At five o’clock in the morning, the sun came up. A friendly ladybug flew in from the left. It saw a leaf with many aphids on it, and decided to have them for breakfast. But just then, a grouchy ladybug flew in from the right. It , too, saw the aphids and wanted them for breakfast.

Say: “Today, we will learn about the different elements in the story.” (Call some pupils to read the paragraph taken from the story The Grouchy Ladybug)

Based on the paragraph:1-2. When and where did the story happen? Read the part. Describe it.3. What do you call this part of the story? (setting)4. Do all stories need a setting? Why?

120

5. Who are the characters of the story? Describe the two ladybugs in the story. (Use a Venn diagram to illustrate the differences and similarities of the two ladybugs).

6. What do you call the persons / animals in the story? (characters).

7. What did the friendly ladybug want? What did the grouchy ladybug want? How did each ladybug try to solve problem? What did the grouchy ladybug do? How did the story end? (Fill-out the problem-solution-ending chart below using the pupils’ responses.)Example:

Events Problem EndingEvent 1:A ladybug flew to a leaf to eat the aphids for breakfast.

Another ladybug was already eating the aphids in the leaf.

The grouchy ladybug did not fight anyone.

Event 2: The grouchy ladybug wanted to fight the friendly ladybug for the aphids.

The friendly ladybuug said that she will fight if the grouchy ladybug wishes it.

He did not have breakfast and lunch. He went to look for someone big enough to fight.

The grouchy ladybug went to look for anyone willing to fight him.

Everyone was willing to fight the ladybug. They were not big enough for him to fight.

He was very hungry. He ate the leftover aphids for dinner.

Teaching Chart

The elements of a story are setting, character, and plot.The characters are the people in the story.The setting is the place and the time the events in the story

happened. The plot is made up of the events that happened in the story.

It consists of the beginning, the middle, and the ending.o Beginning – It gives the problem faced by the main

character.o Middle – It presents the actions made by the

characters to solve the problem.o Ending – it gives the solution to the problem.

Friendly Ladybug Grouchy Ladybug

121

C. Guided Practice

Identify the elements in the story Buddy and the Cat.Refer to LM, Do and Learn.

Ask: “What is the setting of the story? Read the part where the setting is mentioned.”“Who are the characters in the story? Describe each of these characters.”“Identify the parts in the selection that helped you describe the characters.”


Read the selection and do the activity that follows.Refer to LM for the selection Pablo and the Eggs

Identify the elements of the story by filling in the graphic organizers.

Title of the Story: Pablo and the Eggs

Setting: Garden

Characters Plot

Middle: Pete tried to stop him

because they looked like small

eggs.

Ending: Pablo was about to play with

the eggs when it hatched which frightened him.

Beginning: Pablo wanted to play

with some round objects he found.

They look like small balls.

Pete, the grasshop-

per

Pablo, the praying mantis

122

E. Writing/ CompositionRefer to LM, Write About It(Divide children into 5-6 groups.)

Write a short story using the three (3) story elements. Tell the class your story.

Note: Make the activity more meaningful and interesting by letting the class vote for the best story made. A role play of the story the pupils wrote serve.

Day 4

VD: Identify and use compound words in sentencesG: Use personal pronouns and their antecedents

A. Skills Development: Compound Words

1. Introduction/PresentationRead the following sentences.

1. The ladybugs landed on a leaf one early morning.2. They wanted aphids for breakfast.3. The grouchy ladybug saw a stag beetle and wanted to fight with it.4. The praying mantis prepared to fight with the ladybug.5. The one-day old aphids were eaten by the bugs.

Say: “What are the underlined words in the sentence?” (Call pupils to read the underlined words.)“What can you say about these words?” (They are made up of 2 words)“What words can you find in these words?” (lady + bug, stag + beetle, etc.)“Can you think of other words which are combinations of two words?” (Write all answers given by the pupils. Be sure to separate the compound words from non-compound words)


Say: “Read the words on the board,” (given by pupils in the earlier activity).“We call these words compound words. What can you say about the compound words in each column?”

Column 1 Column 2 Column 3baseball

handshakenewspapersunshinerainbow

report cardfairy tale

love letter

one-halftwenty-onesister-in-law

x-ray

123

Teaching Chart A compound word is made of two words joined to form a

new word. There are three different kinds of compound words.

One-word compound is written as one whole word. Two–word compound is written as two separate words Hyphenated compound is written with a hyphen

separating the two words.

3. Guided Practice

Read the paragraph. Identify the compound words. Say if it is a one-word compound, two-word compound or a hyphenated compound word.

Janna loves to visit her grandmother in her farmyard on weekends. She loves to sit with her Lola Marta on the rocking chair and watch the fireflies at night. Lola Marta always reads fairy tales to Janna before bedtime. She also shows her how to cook pancakes in the frying pan. Janna proudly claims that she made forty-four cookies one weekend and shared one-half of them with the vice-president of their homeowners’ club.

One-word compound Hyphenated compound words Two-word compound

4. Independent Practice Refer to LM, Do and Learn

Activity: Group the pupils into 4. Distribute the following poems for them to read. Let pupils identify the compound words used in the poem. Write these on the table given. Before the presentation of the compound words, the group will read their poem to the class.

Refer to LM, Learn Some More for the short poems In the Beehive, Animal Homes, Firely Hi, and Ladybug Rhyme.

Ask: “How were you able to tell the compound words from non-compound words?”“What types of compound words were you able to identify? In what ways are they different from one another?”(Answers: Group 1 – beehive, nobody / Group 2 – animal beds, underground / Group 3 – firefly, evening sky / Group 4 – ladybug, flower bed)

124

B. Skill Development: Grammar (Personal Pronouns)

1. PresentationRead the paragraph on LM, Read and Learn. Answer the questions that follow.

2. Teaching/Modelling Refer to LM, Try and Learn

Teaching Chart

Personal pronouns are words used in place of nouns in sentences.

The following are personal pronouns:o Singular

(I, me, he, she, it, him, her)

o Plural(you, we, they, them)

3. Guided Practice

Refer to LM, Do and Learn.


Write the correct personal pronouns that will complete the paragraph.

Mika and Nena are friends. ________are neighbors and classmates, too. ______ enjoy playing badminton. They say ______ is an exercise and a fun way to spend their time. Coach Sara invited them to join the badminton team; ______ said it will be fun. Mr. San Luis, the class adviser, said ____ will allow __________ to join.

Answers: they, they, it, she, he, them

Day 5

EO: To realize that living organisms are unique and different from one another SS: To arrange 8-10 words with different beginning letters in alphabetical order

A. Review

Call selected pupils read the selection Refer to LM, Read and Learn

B. PresentationLet pupils read the following words individually, by pairs, or groups.

125

Note: Have the words written on cartolina strips to facilitate alphabetization activity.

Refer to LM, Try and Learn


Say: “Look at the word list in the box. If we will arrange these words in alphabetical order, what word will be first? What word will be next? What word will come next in alphabetical order?”

Teaching Chart

To alphabetize a list of words or names, you start by placing them in A-B-C order according to the first letter of each word.

If you have two or more words that begin with the same letter, you will look at the second letter. Ask yourself: which of the second letters comes first in the alphabet? If the first and second letters are the same, go to your third letters.

D. Guided Practice

Group the pupils in three (3). Each group will arrange the given words in alphabetical order.Refer to LM, Do and Learn

Present the group output to the class. Check the pupils’ answers.


Read the poem carefully. Copy the underlined words in your notebook or paper. Then arrange the words in alphabetical order.

Refer to LM, Learn Some More, The Elephant Who Forgot What He Was.

Week 2

I. Objectives


1. Realize the value of staying together as a family especially in times of difficulties

2. Realize the importance of compassion in times of need


Listening Comprehension Note details from news reports / selections listened to.

Oral Language Answer wh- questions based on new reports/selections listened to / read.

126

Oral Reading Fluency Read with automaticity grade level frequently occurring content area words

Study Strategy Classify related words, ideas, and concepts according to certain characteristics and similarities

Grammar Use personal pronouns -use the pronoun that agrees in gender, number with the antecedent

Attitude towards literacy, literature, and language Demonstrate respect for the ideas, feelings and culture of the author of the text read or listened to

II. Subject Matter

A. Literature Text and References

Song : If All the Little RaindropsStory : Jar of Lollipops by Gretel Laura Cadiong and Victoria D.

MangaserPoem : Bugs at Home by Helen H. Moore (Adaptation by Victoria

Mangaser)A Poem A Day by Helen Moore (1997) pp. 117, Scholastic Professional Books, USAThe Shape of Things by Meish GoldishA Poem A Day by Helen Moore (1997) pp. 46Scholastic Professional Books, USA

B. Grammar Point

1. Personal Pronouns and Their Antecedents

C. Explicit Skills

1. Answering wh- questions2. Using words with affixes (un- and -less)3. Classifying related words

127

Day 1

Note details from news reports/selections listened toAnswer wh- questions based on news reports/selections listened to/read

Skills Development: Noting Details and Answering Wh- Questions


Ask the pupils to sing the song, If All the Little Raindrops.

If All the Little Raindrops

If all the little raindrops were lemon drops and gum dropsOh, what a rain it will be.

I’ll stand outside with my mouth open-wideAh-ah-a-a-ah-ah-a-ah

Oh, what a rain it will be!

Repeat 2x

Ask: What is the song about? What is the wish of the child in the song? If you were the child, would you make the same wish? Why or why not?


Call pupils to read the sentences and try to guess the meaning of the underlined words based on context clues.

Philippines Atmospheric Geophysical and Astronomical Services Administration (PAGASA)

The Philippines Atmospheric Geophysical and Astronomical Services Administration (PAGASA) announced that there will be strong winds and heavy rains starting at 2:00 o’clock this afternoon until tomorrow evening in Luzon area. Ask: “Have you heard of the government office called PAGASA? What is

the work of people in PAGASA?”a. suspension

According to the weather observations made by PAG-ASA, kindergarten and elementary grades pupils will not go to school because there is a suspension of classes. Say: “What does suspension of classes mean? Why do you think

suspension of classes is needed?”

b. typhoonThe typhoon will bring with it strong winds and heavy rains in the city

and will cause floods in low areas. Say: “What do you expect to see when there is a typhoon? What could

happen during typhoons?”

128

c. danger zoneAll those in the danger zones are requested to go to the nearest evacuation areas. The typhoon can cause flood, landslides and may uproot trees due to the strong winds.Say: “What could happen to people in the danger zones? What should

you do if you live in danger zones and a typhoon is coming?”

d. coastal areasPeople in the coastal areas are on the alert because of the strong waves of the seas.Say: “Can you think of coastal areas? Have you been to these places?

What do you see in coastal areas? Are they danger zones during typhoons? Why?”

2. Motivation

Ask: “Do you listen to news reports?”“What kind of news do you listen to? Why?”

3. Motive Question

What does the weather news tell us?Where can we get the weather news?

Listening to a News ReportRefer to LM, Listen and Learn

Note: (The news item can be recorded and played for the pupils. However, the teacher can read the news report herself or practice a pupil to read it to the class)

Comprehension Questions: Answer the questions in LM, Talk About It.

Skill Development: Retelling News Report

1. Presentation

Present the telephone conversation in LM, Try and Learn to the class. Call pupil-volunteers to read the dialogue.Comprehension Check: Answer the questions in LM, Talk About It.


Ask: “What things should you remember when listening to a news report?”“What question should you ask yourself to check whether you got the important details from the news report?”“If you are to re-tell or restate information to someone, what details should you include?”

129

Teaching PointsRetelling information correctly from what you have read or

listened to is an important skill to learn.When re-telling news reports remember to include answers

to wh- questions: who, what, where, when, why, and how.

3. Guided Practice

Read or listen once more to the news report on typhoon Pablo. List the important details from the news report. Write your answers on the line.Refer to LM, Find Out and Learn

Call pupil volunteers to re-tell/restate the news item using the information they have written.

4. Independent PracticeRead the following news report and note the important details by answering the wh-questions.Refer to LM, Do and LearnRefer to LM, Learn Some More

Think-Pair-Share

1. Form dyads.2. Each one will think of a news item he/she may share with his/her partner. 3. Come up with a dialogue by which retelling of the news item is

demonstrated. 4. Be ready for a one-minute presentation of the output.

Day 2

Realize the value of staying together as a family especially in times of difficulties. Identify the different elements of a story

A. Pre-reading activities

Drill:typhoon storm bus terminal muddyjourney roofless lifeless sealed supply destroyed1. Unlocking of difficult words

Unlock the words using pictures and context clues. Show each picture and match it with the word as the story is read to the class. Present the following words in flash cards or paper strips: journey, bus terminal, typhoon, storm, roofless, destroyed, muddy, lifeless, sealed, supply.

a. JourneyGretel, Beth, and Grace are going on a journey to the city to visit grandmother.Say: “Where are they going? What do you do when you go on a journey?

130

Have you been to a journey?”

b. bus terminalThey waited for the bus at the bus terminal. Rain was starting to fall when the bus arrived.Say: Have you been to a bus terminal? Describe it.

c. typhoon and stormPAG-ASA said a typhoon has just entered the country. The storm will bring rains and strong winds the whole day. The driver was unwilling to go. Use the word web for the word typhoon.Say: “What comes to mind when you hear the word ‘typhoon’? How is it

different from a storm? Why was the driver unwilling to go?”

. .

.

typhoon

d. roofless and destroyedHe said the wind was so strong that many houses he saw along the way were roofless. The wind blew off the roofs and destroyed the houses.Say: “What happened to the houses? Why?”

e. muddyWhen the rain stopped, the bus left for the city. The road was muddy. Say: “How would a muddy road look like? Why?”

f. lifelessBeth bought sandwiches from a vendor. But she did not buy any because she saw a lifeless fly in one of the sandwiches. Say: “How would you describe a something lifeless?”

g. sealed and supplyShe was sure it was not safe to eat it. Anyway, they have some sealed biscuits their food supply for the trip. Say: “Why are some foods sealed? Do you bring food when you travel?

Why or why not?”2. Motivation

Do you prepare for a typhoon? Why? Why not?What happens during a typhoon? Why?

131

3. Motive Question

Let the pupils complete the KWL chart.

What I Know What I Wantto Know What I Learned

about a typhoon

Say: “This is a story about a typhoon that hit the city in 2013. What happened during the typhoon in Tacloban?”

B. During Reading Activities

Interactive reading of the story Jar of LollipopsRefer to LM for the complete story of A Jar of Lollipops.

The following questions can be asked to check comprehension of pupils during the reading activity:1. What is the name of the typhoon that hit the city? Describe it.2. What happened to the city?3. Where did the family go?4. What did they see while walking to the bus terminal?5. How did the children feel while on their journey? Why?6. What did they find on the muddy street?7. Why did the children beg to keep the jar of lollipops?8. What happened when the family reached the bus terminal?9. What did Aling Gloria do with the jar of lollipops?10. Why did Aling Gloria share the lollipops with others at the terminal?

If you were, Aling Gloria would you do the same? Why or why not?

Enrichment Activities:Differentiated group activity: Divide the class into seven (7) groups. Prepare the task cards for each group.

Group 1 : Make a story map. Talk about the setting, characters, and the plot of the story.

Group 2 : Get to know the family. Make a character map of the each member of the family. Describe each of the members based on what they said or did in the story.

Group 3 : Setting Map. Make a setting map to show the journey of the family from the house to the bus terminal. Talk about the time and the places described in the story.

Group 4 : Lost and Found. Dramatize the part where the jar of lollipops appears in the story. Say something about the jar of lollipops.

Group 5 : We made it! Make a drawing of the place that the family is going to as they ride the bus. Describe it.

Group 6 : Thank You Letter. Who will the children in the story thank for their safety? Write letter/s to thank them.

Group 7 : Alert! Alert! Make a chart of what to do:

132

Before a typhoon During a typhoon After a typhoon

Comprehension Questions:1. What is the story about? Group 1 will show us.2. What kind of a family does the story show us? Group 2 will tell us.3. Where is the family going? Why? Group 3 will tell us.4. What kind of journey did the family take?5. How did the jar of lollipops help the family? (Group 4 will show us.)6. Why did the family ride a bus away from the city? (Group 5 will tell us.)7. How did the family stay safe? What did they do? (Group 6 will tell us.)8. How can we find out if a typhoon is coming??9. Can we prepare for the coming of typhoons? (Group 7 will tell us how)

Enrichment Activity: Refer to LM, Learn Some More

Day 3

Identify words with affixes

1. Presentation

Have children read the following sentences:1. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father. 2. The children were unwilling to let go of the jar.3. All around they saw roofless houses and buildings destroyed by the

typhoon. 4. Lifeless bodies of men, women, children, and animals were scattered

along the way.

Ask pupils to read the highlighted word in the sentence. Say: “Can you separate these words into parts? How many parts will you

have? What are these parts?”

unsafe = un + safeunwilling = un + willingroofless = roof + lesslifeless = life + less


Say: “What are the root words of each word in the sentences?” (clean, willing, roof, life)“What happens to the meaning of the words when the words un- and -less were added?”

133

Teaching ChartAffixes are words added to a root word that changes the meaning

of the root word. There are affixes added at the beginning of the word. There are also affixes added at the end of the word.

The words “un” and “less” are affixes. They have meanings.The affix un- means “not”.The affix “less” means without or none.

Group Activity:Divide the class into 5-6 groups. Let each group think of at least four (4) words with the affix un- and -less. Let them give the meaning of the word and then use the words in a sentence.

Example: shirtless – without shirt or not wearing shirt or no shirt “Pedro was shirtless because his shirt is wet.” unlucky – not lucky “We were unlucky today because we did not win any game.”

3. Guided Practice Refer to LM, Try and Learn.


Day 4

G: Use pronouns that agree with its antecedents

1. Introduction

Say: “Do you know where bugs live? What do you call their homes?”Refer to LM, Read and Learn, Bugs at Home.

Comprehension Questions:a. According to the selection, what do you call the home of a tick, an

ant, and a bee? (rock/anthill/hive)b. Do they need these homes? Why? Why not? (their homes keep

them safe)

2. Presentation

Group the pupils into 4 groups. Assign one (1) stanza of the poem for each group. Encircle the personal pronouns in the stanza. Then connect the personal pronoun with the noun it refers to or replaces.

134

Group 1 : (tick/tock – he/his) Group 2 : (ant/Jill – she/her) Group 3 : (family of bees/Clive – their) Group 4 : (reader of poem – you; author of poem – me; family

Clive, Jim & Jill – they)


Personal pronouns are used to replace nouns in sentences. The words being replaced are called antecedents.When do we use the personal pronoun he, she, it, and they?

Teaching Chart

Antecedents are nouns that are replaced by pronouns in sentences.

Personal pronouns should agree with their antecedents in number and gender.

Masculine – he (singular ), they (plural)Feminine - she, (singular ), they (plural)Neutral – it (singular), they (plural)

4. Guided Practice

Refer to LM, Do and LearnAnswers: They, they, they, she, it

Activity: Divide the class into 5 groups. Each group chooses an animal (or an insect). Talk about the animal’s home. Write at least 5 things about the animal and its home following the paragraph guide below: Let them prepare to present the group output.


Refer to LM, Learn Some More.Note: introduce the word “swarm” to mean a group of bees.

Day 5

Appreciate the different shapes of things around Classify related words, ideas, concepts according to certain characteristics and similarities

1. Unlocking of Words

Using pictures, call pupil-volunteers to read the sentences. Call selected pupils to read the highlighted words. Show the pictures of the highlighted words. Let pupils talk about what they know of these things.

135

Say: “Do you know what a ___ is? Have you seen one of these? Describe.”

1. I only have a quarter to buy my snacks today. (illus of a US quarter coin)

2. Tony brought his checker board for our game today.(illus)3. My godmother from the U.S. gave me a dollar bill. (illus)4. A musical triangle was used to create additional sound to the musical

background. (illus of the musical instrument )2. Motivation

What shapes of things do you see around? Name the object and its shape.

3. Motive QuestionWhat shapes of things are given in the poem?

A. Reading of the PoemModel reading of the poem. Then call pupil-volunteers to read one stanza each of the poem. Reading of the poem can also be done in dyads, triads, or groups after individual oral reading of volunteers.Refer to LM - Read and Learn, The Shape of Things by Melsh Goldish.Comprehension Questions:

1. What shapes of things are mentioned in the poem? Name the objects that have each of the shapes (e.g. circle / round – a quarter coin, a wheel, moon, bottle cap, etc).

2. What shape do you like most? Why?3. Are shapes of things important? Why or why not?


Group Activity:Group the pupils into five groups. Assign one stanza per group. Fill the

chart below. Be prepared to present output. (Refer to LM - Try and Learn)

Say: “According to the poem, what things are shaped like a circle, a square, a rectangle, a triangle? How are the things in each stanza classified?”

Teaching ChartTo classify is to arrange or sort things into groups according to

their similarities and characteristics.

2. Guided Practice

Read the paragraphs on LM, Do and Learn. Classify the underlined words into two groups. Give a name to each group.

3. Independent PracticeRefer to LM, Learn Some More

136

Week 3

I. Objectives


1. Realize the importance of clouds in the formation of rain2. Appreciate the importance of rain to make plants grow3. Realize the importance of helping others overcome problems and

difficulties


Listening Comprehension Note details by asking / answering questions about a story / poem listened to

Oral Language Listen to and answer questions about a story read / listened to

Reading Comprehension Identify the important story elements such as setting, character, and plot Infer the moods or feelings of the character based on what he / she says or do

Oral Reading Fluency Read with automaticity grade level frequently occurring content area words Read words that end with –s correctly

Grammar Identify and use the s-form of the verb

Writing Composition Write a friendly letter following the correct format

Attitude towards literacy, literature and language Listen attentively and react positively

137

I. Subject Matter

A. Topics

Song : Rain SongCloud Song (to the tune of Twinkle, Twinkle Little Star)

Poem : Little Cloud by Eric Carle (1996) Scholastic Inc, USA Story : Mushroom in the Rain by Mirra Ginsburg (1974)

(Pictures by Jose Aruego and Ariane Dewey) Aladdin Paperback, New York

Day 1

Realize the importance of clouds in the formation of rainNote details by asking / answering questions about a story/poem listened toListen to and answer questions about a story read/listened to

Refer to LM, Sing and Learn.

A. Pre-listening Activities

1. Unlocking of Difficult Words (using context clues and demonstration)

a. trailed behind – to follow behindThe children trailed behind their teacher. (demonstrate)Say: “What are the children doing? What do you do when you trail

behind someone?”

b. moved out of sight – get out of sightWe cannot see Ana because she moved out of sight. (demonstrate)Say: “Why can’t we see __(name of pupil)? What happens when

someone moves out of your sight?”

c. drifted slowly - float slowlyThe paper boat drifted slowly on the water. (demonstrate using realia)Say: “What is happening to the boat on the water? How does it move?”

d. huddle close together – to group closer togetherIt was so cold that the children huddled in one corner. (demonstrate

with pupils)Say: “What did they do? When do we huddle? Why do people huddle?”

What comes to your mind when you think of the word “cloud”? Do clouds remain in the sky for a long time?

138

2. Motivation

Ask children to look at the sky (if possible, bring the class outdoor for a clear view of the clouds in the sky. If not, have children look out the window.) Have them sing the cloud song as they watch the clouds.

Ask: “What shapes of clouds do you see in the sky? Name them.”

3. Motive Question

Say: “What shapes did the little cloud form according to the poem?”“Listen as I read to you the poem Little Cloud by Eric Carle.”

Present big book of the poem and talk about the title, author, artist, and do a quick browse of the pictures in the book.

B. During Listening Activities

First reading of the poem by the teacherSecond reading of the poem by the teacherShared reading of the poem with the class.

Refer to LM, Read and Learn, Little Cloud by Eric Carle

Comprehension Questions: Refer to LM, Talk About It1. Teaching/Modelling

Refer to LM, Find Out and LearnHow can you understand poems or stories better? What questions should you ask to know if you understood something you listened to? What answers will you get if you ask these questions?

Teaching Points

Noting details is an important reading skill for children to learn. We note details by asking wh- questions who, what, where, when, and how.

2. Guided Practice

Get information from the paragraph below by asking wh- questions.

Clouds are formed as part of the process called the water cycle. Water from the land and seas goes up in the sky and forms clouds. When clouds are already heavy, they release water in the form of rain.

Have the pupils ask and answer wh- questions based on the paragraph.

139


Read the poem Little Cloud. Write five wh- questions you can ask to check if you can remember details from the poem. Write the answers beside the questions.

Call pupil volunteers (at least 5) to read their questions and ask other pupils to answer the questions.

4. Science Integration

Ask: “Where do clouds come from? How are clouds formed?”“How do clouds help in formation of rain? (Use the illustration of the water cycle to explain the formation of clouds and rain.)”

Teaching Points

Water travels in a cycle. It goes up in evaporation. It forms clouds in condensation. It goes down as rain in precipitation. Water goes around and around from the ground to the sky and back to the ground in a “Water Cycle”.

Activity: Reader’s Theatre

Divide the class into 4 groups. Explain what a Reader’s Theatre is. Model reading using the first stanza of the poem. Have the entire class practice reading the stanza with proper expression.

Assign two stanzas of the poem for each of the groups for the Reader’s Theater.

Have the entire class do the Reader’s Theater.

Enrichment Activities: Art Integration

Title: My Kind of CloudMaterials: cotton, glue, colored pens / crayon, bond paper

140

Direction:1. Spread some glue on your bond paper.2. Stretch out the cotton to form as many different clouds as you can. 3. Make your work more interesting using your colored pens / crayons. 4. Write a sentence/s to describe your cloud.

Day 2

EO: Realize the importance of rain to mushrooms. Realize the importance of helping others overcome problems and difficulties

RC: Identify the important story elements such as setting, character, and plot Note details from selection listened to

ORF: Read with automaticity grade level frequently occurring content words


1. Unlocking of Difficulties (using context clues, pictures and demonstration)(mushroom, peeking out, clearing, crawled up, barely enough room, dripping, huddled, sniffed, silly)

There were so many mushrooms peeking out in the clearing. Jane, Teresa, and I crawled up to get some. We placed them in a basket till there was barely enough room. It was starting to rain again. We only had one umbrella. Water was dripping from the umbrella so we huddled closer to avoid getting wet. Then, Teresa said she smelled something funny. Jane and I sniffed to check. Without warning, I sneezed. Teresa sneezed. Jane sneezed. We looked silly sneezing with a basketful of mushrooms under the rain.

2. Motivation

Have you ever been caught in the rain? What did you do? What will you do if it rains and you have no umbrella or raincoat?

3. Motive QuestionWhat did the animals in the story do when they were caught in the rain?

B. During Reading

Ask: What do you know about mushrooms?

_______

_________

_____________

_______

MUSHROOM

141

Present the big book of the story Mushrooms in the Rain. Show the cover page and talk about the title, the author and the artists for the book. Let pupils describe and give their ideas about the picture on the cover.

Interactive reading of the story:

Refer to Read and Learn LM story Mushroom in the Rain by Mirra Ginsburg.Ask questions and have pupils predict what will happen next in the story.The following questions can be asked during the reading of the story:1. Where do you think the ant is going to hide?2. What do you think will happen next?3. Do you think there will be enough space?

C. Post Reading

Discussion Questions:

1. What is the story about? (Group 1 will present their output)2. Why did the butterfly, the mouse, and sparrow stay under the mushroom?

(Group 2 will present their output)3. How did the animals fit in the mushroom? What did they do?4. What did the rabbit want from the animals? Why? (Group 3 will present

their output)5. Why was the fox chasing the rabbit?6. How did the animals help the rabbit escape the fox?7. What can you say about the animals in the story? What are their character

traits? (Group 4 will present their output)8. How was the mushroom able to shelter all the animals during the rain?(Group

5 will present their output.)9. What happens to a mushroom during the rain?10. What lesson did you learn from the story? (Group 6 will tell us.)11. What would you do if you were one of the animals in the story? Why?

Engagement Activities:

A. What’s the buzz?

From the story “Mushroom in the Rain,” make a story grammar using the organizer below. Do it on a separate sheet of paper.

STORY GRAMMAR ORGANIZERTitle : _________________________________Author : _________________________________Illustrator: _______________________________

142

Who is the main character?

What did the main character do?

How did the main character feel?

How did the story end?

B. I Say, You Say!

Retell the part of the story where the butterfly, the mouse, and the sparrow asked to be taken by the ant.

C. Groundbreaking News!

How did the animals help the rabbit? One of the members of the group will play the role of a reporter who will interview the rabbit and the other animals who helped him escape the fox.

D. My Heroes!

Say something about each of the given animals based on what they said and did in the story.Describe each of the animals mentioned in the box below in two or three words. Explain why you describe them this way.

ant butterfly mouse sparrow

E. The Amazing Mushroom!!!

Amazing means something wonderful. There was something amazing happening to the mushroom. Show in a pantomime what happens to mushrooms when it rains.

143

F. Dear Diary . . .

What lesson does the story teach? Give at least one (1) situation to show what you have learned from the story. Write on a separate piece of paper.

Science Integration Refer to LM, Learn Some More.

Day 3

Read with automaticity grade level frequently occurring content area wordsInfer the moods or feelings of the character based on what he/she says or doesWrite a friendly letter following correct mechanics

1. Review

What did you learn about mushrooms from the story?What lesson did the story show?How did the animals help the escape from the fox?

2. Presentation Refer to LM, Read and Learn.


Teaching Chart

Characters in the story express their moods and feelings in what they say and do. In oral reading, it is important to read these lines with expressions to convey the correct moods and feelings of the characters in the story.

Examples of these feelings are sad, happy, angry, jealous, doubtful, fearful, and afraid.

4. Guided Practice Refer to LM, Try and Learn.

5. Independent Practice Refer to LM, Do and Learn.

Dear Diary,

Today, we learned that __________________________.Starting today, we will _____________________________________________________________________________.

(name of the group)

144

Evaluation:

A. Read the following scenarios Tell the mood or feeling that the character shows in his/her actions. Choose from the feelings from the box.

happy excited angry sad jealous

1. Billy’s face was red as he looked at his big brother. Suddenly Billy threw his glove. He turned around and ran up the stairs. His bedroom door slammed shut.

2. Anna’s heart was beating fast. She cannot hide the smile on her face. Her hands were cold as she walked to claim her medal and trophy.

3. Lorna’s face was full of tears. She was trembling. She does not like to talk to anyone in the room.

B. What do you think will the character say in the situations given in numbers 1-3? Write at least one sentence that you think Billy, Anna, and Lorna will say.

Note: Letter B evaluation can be given as an oral evaluation after the checking of answers for Letter A evaluation.

Enhancement ActivityRefer to LM, Learn Some More

Day 4

Write a friendly letter following correct mechanics

A. Skills Development: Writing a Friendly LetterRefer to LM, Find Out and Learn

1. Introduction / PresentationRead the letter written by the rabbit to the ant and the other animals.Refer to LM.

Say:o What kind of letter did Roger Rabbit write?o To whom is the letter written?o What is the message of the letter?o Why did Roger Rabbit write the letter?o What is the mood of the letter?o On what occasions do you/we write letters?

2. Teaching/Modelling Refer to LM, Talk About It

Why do people write letters?What are the things to remember when writing a friendly letter?

3. Guided Practice Refer to LM, Do and Learn

Ask the pupils to copy Mr. Rabbit’s letter. Identify the different parts of the letter.

145

Say: “Pretend you are Mr. Ant. Write a letter to answer Roger Rabbit’s letter.”

Guide children in writing a letter following the format. Discuss answers to the following questions.

Ask: “Whose address should be written on the letter? What date are you going to put in the letter? Whose name should appear in the greeting? What other examples of closing can you use? What will you write in the signature?”

4. Independent Practice Think of someone from your class you would like to thank. Write a letter to him/her using the correct format in writing a letter.

EvaluationRefer to checklist in LMRewrite the following words/sentences in letter form. Use the checklist in the

independent practice to serve as your guide. Use one whole sheet of intermediate paper.

Your friend,

Maria

Dear Beth,

How are you? Francis said you are spending your summer vacation here. I am very excited to see you again after two years. Please tell me when you are visiting us. This is my cellphone number 09056732280. Call me if you have the time.

No. 43 Carmen Village Tagaytay City January 15

Day 5

Identify and use the -s form of the verbs.Read words that end with -s correctly.

1. Presentation

Read the selection to the class. Ask some volunteers to read them afterwards.

Refer to LM, Read and Learn.

Comprehension Questions:

1. What is being talked about in the selection?2. What does Ana do everyday according to the selection?3. How useful is the umbrella to Ana?4. How do you get to school? 5. What things do you love to do when going to school?

146


Read underlined words in the selection. What kind of words are they? (action words)When did the actions happen according to the selection?

Say: The underlined words are verbs in the present form.

Teaching Chart

The present tense of verbs is used to express an action that happens regularly or habitually.

Time expressions like everyday, every week, once a month, and yearly show present tense.

Singular subjects and pronouns he, she, or it use the present singular form of verbs. When we talk about a singular subject, -s or –es is added to a verb.

Plural subjects use the present form of the verbs. They take the base form of the verb without the –s or –es added to the verb.

Read the sentences below:1. Ana walks to school every day. Grace, Jane and Tere walk to school, too.2. She brings her yellow umbrella. They bring umbrellas and raincoats, too.

Ask: “What happens to verbs when the subject of the sentence is singular? When it is plural?”

2. Guided Practice - Refer to LM, Do and Learn

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

A. Skill Focus: Reading words that end with -s

Say: “Read the following words carefully.”Refer to LM, Read and Learn

Ask: “What final sound do you hear at the end of the words in column A and in column B? Do they have the same final sound?” (Column A words have the s sound, column B the z sound, column C the iz sound.)

147

Teaching Chart

Verbs ending in –s have three different final sounds: s z and izThe final sound is s if the verb ends with vowels a, e, i, o, u, and the letters p, t, and k.The final sound is z if the verb ends with the letters m, n, l, b, d, and g.The final sound is iz if the verb ends with the letters s, z, sh, and ch

Guided Practice - Refer to LM, Do and Learn.

Independent Practice - Refer to LM, Learn Some More

Week 4

I. Objectives


1. Show appreciation for being able to create things through origami or paper folding

2. Show appreciation of the many uses of bamboo3. Appreciate the message of the poem


Listening Comprehension Follow a set of three- to five- step directions

Oral Language Give three-to five- step directions Vocabulary Use context clues to get the meaning of difficult words

Reading Comprehension Make a two-point sentence outline

Fluency Read with automaticity grade level content area words Recite a poem with expression

Grammar Use the present form of verbs that agree with the subject

Writing Composition Write a two-point sentence outline

Attitude towards language literacy Express love for stories and other texts

148

II. Subject Matter

A. Literature Text and Reference

Song : Fly, Fly, Fly the ButterflyStory : The Bamboos, English for You and Me (Reading Textbook

p.96)Poem : Animal Beds

A Poem A Day by Eddie AdamsOver in the MeadowEnglish in Grade IVDolores T. Dungo, et.al. Bureau of Public Schools 1969Philippine Center for Language Studies

B. Grammar PointsPresent form of verbs

C. Writing CompositionGiving three-to five step directionsWriting a two-point sentence outline

D. Materialsconstruction paper

III. Procedure

Day 1

I. Expressive Objective

Show appreciation for being able to create things through origami or paper folding


1. Follow a set of three- to five- step directions2. Give short three-to five- step directions

A. Pre-listening Activities

Say: Today we are going to sing the song Fly, Fly, Fly the Butterfly.

Fly, fly, fly the butterflyIn the garden it’s flying highIn the meadow it’s flying low

Fly, fly, fly the butterfly

Fly, fly, fly the butterflyIn the garden it’s flying highIn the meadow it’s flying low

Fly, fly, fly the butterfly

149

Let us sing the song with action. (The teacher gives the instructions and the pupils follow).

1. Unlocking of difficult words through demonstration and pictures. (Using the construction paper show the class how to fold and unfold the paper. Show the diagonal line and how to crease the paper).

Say: Look how I fold this paper. I will fold it in thirds. Now see as I unfold this paper. Do you see the creases made? Here is another piece of paper. Look as I fold it diagonally.

2. Motivation

Display samples of paper folded art work; butterflies, fans, caps, etc.

Ask: “What kinds of objects do you see? How are they made?”Say: “Paper folding is a popular Japanese art work. It is called origami.” Ask: “Have you done paper folding? What objects did you make?”

3. Motive question

How do we make paper butterflies?

B. During Listening Activities

Give the directions in making a paper butterfly while showing the pupils how to make it. Say: Listen and look as I show you how to make a paper butterfly. You only need a piece of square paper.

Step 1 Start with a square piece of paper. Divide the paper into thirds and make two folds, crease well and unfold.

Step 2 Make three diagonal folds, crease well and unfold.

150

Step 3 Once you’ve made those five folds, starting from the bottom, fold paper over on the diagonal crease. Finish folding over the third diagonal crease. Now you have a paper butterfly.

Reference: http://www.origami-instructions.com/origami-boaz-butterfly.html

C. Post Listening Comprehension

1. What do we call the Japanese art of paper folding?2. What is the first step in making a paper butterfly? 3. How many times do you fold the paper? 4. How many diagonal folds do you make? 5. What usually appears when you fold a paper?

Activity: Each pupil will make his own paper butterfly.Say: “Make your own paper butterfly as I give the directions on how to make it.

Follow the directions carefully. Post a picture of each step on the board if possible. Were you able to follow the directions correctly?”

Note: The paper butterflies maybe used as decorations in their notebooks, borders for the bulletin board, etc.

Day 2


Show appreciation of the many uses of bamboo


1. Make a two-point sentence outline2. Use context clues to get the meaning of difficult words3. Read with automaticity grade level content area words


Recall: Recall the activity yesterday. Have some pupils tell how to make paper butterflies and other objects.

151

Drill:

These words are written on a card. Show this to the pupils and have them read in groups and individually.

bamboos family furniture unsplit farmer utensils lowlands garden

1. Unlocking of difficulties using context clues and pictures

1. Show a picture of unsplit bamboos. Unsplit bamboos are used for post and beam of houses.

2. Before frying, split the fish in halves. 3. Father catches a basket of fish today. He uses the new bamboo fish

trap.(Show a picture of the bamboo fish trap)

Ask the pupils to read the sentences by groups, partners, and individually. Have them use these words in sentences.

2. MotivationAsk the pupils if they have bamboo furniture at home.Ask: “What are the many uses of bamboo? Have the pupils accomplish a

KWL chart.”

3. Motive QuestionToday we are going to read a selection about the bamboo. Do you know the uses of bamboo?

B. During Reading

The teacher reads the selection. The teacher reads the selection one more time. She will stop reading at some point and ask the pupils to continue reading. The pupils will reread the selection, first by whole class, by group and individually. Refer to LM Read and Learn, Bamboos.

C. Post Reading

Comprehension Questions: Refer to LM, Talk About It

152

Teaching Points

An outline is a brief summary of a particular topic. It helps you organize ideas. It has two parts. The topic is written in Roman numerals. The subtopics that give the details are written in capital letters.

Guided PracticeLet pupils do the activity in LM Do and LearnSay: “We will continue writing an outline. Here is a paragraph. Read and identify

the topic in the paragraph found in LM, Learn Some More. Write the topic sentence in the Roman numeral and the subtopics in the letters.”

The queen bee is the most important member of the hive. She is the ruler of the colony. Her job is to lay eggs. She lays at least two thousand eggs every day.

___________________________________A. ________________________________B. ________________________________ C. ________________________________

Say: “What is the topic of the paragraph? What sentence tells about it? Where did you write that sentence? How about the sentences that give the details of the topic sentence? Where did you write them? What are the important things that we need to remember when we write outlines? Why do we need to write an outline?”

Independent Practice

Refer to LM, Write About It

Let the pupils present their outlines.

Day 3

I. Objective

Use the present form of verb that agrees with the subject

1. Presentation of the Lesson Refer to LM, Find Out and Learn

2. Dialogue/Generalization

Look at the illustrations. Read the sentence below picture A. What is talked about in the sentence? How many bamboos are there in picture A? In picture B? What do bamboos do? (grow)

153

Ask: What words tell what persons do? Verbs are words that tell what a person does. They show action.

Read sentence C. Who is talked about? (farmer) How many farmers are there? (one) What does he do with the bamboo? (uses as fence) How picture D?

Say: “Look at this chart.”One Person/ Things More than one person / thingsThe bamboo grows bamboos grow

farmer uses farmers use

Say: “If the subject of the sentence talks about one person or thing the subject is singular and it takes a singular verb. If the subject talks about two or more persons or things, it is in the plural form and it takes plural form of the verb.”

When do you use the s-form and the base form of the verb?

Teaching ChartThe verb used when the subject of the sentence is more than

one person, place, or thing is the base form. When the subject tells about one person, place, or thing s-form of the verb is used. These verbs are in the present tense.

Activity 1Refer to LM, Do and Learn AGroup the pupils into 5. Have them do the activities below. Let them present their work after. Have the pupils choose the correct form of the verb.Refer to Do and Learn, LM, Animal Beds.

Activity 2Refer to Activity 2-3, LM Do and LearnRefer to LM Do and Learn B-C

Day 4


Appreciate the message of the poem


1. Recite a poem with expression2. Use the present form of verbs that agree with the subject

1. Recall

Recall the lesson on the present tense of verbs. When do we use the -s form and the base form of the verbs?

154

Say: “We shall work on an activity today. You will be grouped into ten. Each group will be given a short part of a poem. Some of the stanzas are not finished. Can you finish them? Fill in with verbs in the present tense. The first one is done for you.”

Refer to Learn Some More, LM, Over in the Meadow.

Let the pupils present their work by group. When all the groups are done, have them practice reading the part of the poem they accomplished.

Note: The pupils will have a choral presentation.

Day 5

I. Objective

Write a two-point sentence outline.

Here is a very short paragraph. Write a two-point sentence outline using the format below. What are the things we should remember in writing an outline?

Say: “What is the topic of the paragraph? What are the sentences that say something about the topic? Present your work in class.”

Spiders catch food in different ways. They spin silk to catch insects. Some leap into the air to catch their prey. Some spiders use sheets of silk to wrap their prey like mummies.

________________________________________A. ____________________________________B. ____________________________________ C. ____________________________________

Here is another paragraph. Read the text and write a two-point outline of the selection. Use the template below. The following questions will guide you in writing the paragraph:

What is the topic of each paragraph? What sentences say something about the topic?

Refer to Write About It

155

Honey BeeI. Honey bees are insects

A. They have black and yellow stripes in the abdomen.B. The head, legs, and antennae are black.C. Their thorax is covered with thick pale hair.

II. Honeybees live in a hive. A. It is ruled by a queen.B. Along with her live bee workers.

III. Honeybees collect nectar and pollen from flowers to make honey.A. The worker bee sucks the nectar from the flower. B. Brings it to the hive and passes it to the other worker bee. C. The worker bee holds the nectar until the water evaporates. D. She is left with honey, she then store it in the hive.

Checklist for assessing outline writing.

Yes No1. Is the title written in the middle?

2. Is a Roman numeral used to signal the main idea?3. Are the supporting details clearly stated?4. Are the supporting details written in capital letters?

5. Do the sentences begin with a capital letter and end with a period?

6. Are the words correctly spelled?7. Has the format in writing an outline been followed?

156

Week 5

I. ObjectivesA. Expressive Objectives

1. Appreciate the beauty of nature2. Appreciate the poem through rhymes 3. Show admiration for the friendship between the fish and the frog

despite their differences


Listening Comprehension Respond to a story through dramatization, songs or art activities

Oral Language Relate story events to one’s experience

Vocabulary Development Use prefix and root word as clues to get meanings of words

Reading Comprehension Give possible endings to stories

Fluency Read with automaticity grade level frequently occurring content area words

Study Skill Follow instructions carefully on a text

Grammar Use possessive pronouns Use pronouns that agree in gender with their antecedents

Writing Composition Outline a paragraph with an explicitly given main idea

Attitude towards literacy, literature and languageTake part in creative responses to stories like preparing logs, journals and other oral presentations

II. Subject Matter

A. Topics

Poem : Butterfly Cycle by Suzy Gazlayhttp://www.canteach.ca/elementary/songspoems26.html

Story : Fish Is Fish by Leo Lionni

B. Grammar Points1. Use possessive pronouns2. Use pronouns that agree in gender with their antecedents

157

C. Writing Composition1. Outline a paragraph with explicitly given main idea

III. Procedure

Day 1

I. Objectives


1. Appreciate the beauty of nature2. Appreciate the poem through its rhymes


1. Respond to a story through dramatization, songs, or art activities2. Relate story events to one’s experience

A. Pre-Reading1. Unlocking of difficulties

Show pictures to unlock the following words.

1. A chrysalis hangs from a small branch of a tree.

a. cocoon b. spider c. snake

2. The caterpillars crawl in the branch of a tree.

b. move slowly b. run c. walk fast

3. The caterpillars are munching on the leaves of the tree.

c. pounding b. eating c. crushing

2. Motivation

Have you seen butterflies in a garden? What do they do there? Describe them. Using the KWL chart: be able to answer these questions.

158

Say: “The title of our poem is Butterfly Cycle. It is written by Suzy Gaslay”

1. Motive questions

How do butterflies grow? What is the butterfly cycle?

B. Listening Activity

The teacher reads the poem aloud. The pupils listen.

Butterfly CycleSuzy Gazlay

Hatch, hatch little egg, I’m so very small. Teeny tiny caterpillar, You can’t see me at all.

Crawl, caterpillar, crawl, Munching on a leaf. Crawling, munching, crawling, munching, Eat and eat and eat.

Form, form chrysalis, I’m a different shape; Hanging by a silken thread Until I can escape.

Rest, rest, chrysalis While I change inside; Now at last my time has come To be a butterfly.

Stretch, stretch, pretty wings, It’s a special day; Soon they will be strong enough For me to fly away.

Fly, fly, butterfly, Fly from flower to tree; Find a place to lay my eggs So they can grow like me.

Note: As the teacher reads the poem again, stanza by stanza, she may ask the pupils to tap a beat gently. They may use their pencils to tap on their desks or they may simply clap their hands softly. This is to note the rhythm of the poem. The tapping may synchronize with the reading of the teacher.

Comprehension questions:1. What is the poem about? 2. What is the butterfly cycle? 3. What comes out of the egg when it hatches? 4. What does the caterpillar do all the time? Why?

159

5. What becomes of the caterpillar? 6. What happens inside the chrysalis? 7. Trace the life cycle of a butterfly.

(Third reading of the poem by the class)

Questions:1. How many stanzas are there in the poem?2. How many lines are there in each stanza? 3. What words rhyme in each stanza?

Day 2

I. Objectives


1. Show admiration for the friendship between the fish and the frog de-spite their differences


1. Give possible endings to stories2. Use prefix and root word as clues to get meanings of words 3. Read with automaticity grade level frequently occurring content area

words

C. DrillSay: “Today we are going to read some words. Some of these words are

taken from the story that we are about to read. These are words that contain pairs of letters that have only one sound.”

(The teacher reads the words first. Then the pupils will read with the teach-er. Pupils read by group, then individually)

weeds teeth green deep weeks sheep tree beesleep sweet seek seedsee deed meet need

1. Unlocking of difficult words

Guess the meaning of the underlined words.

1. The minnow swims in the water. It is a kind of _____. a. shell b. fish c. crabs

2. The fish and the frog play in the pond. a. a pool b. sand c. rock

160

3. They were inseparable friends. They always go together. a. unusual b. close c. separate

4. He waited for his friend impatiently. a. with patience b. in an irritated way c. happily

5. He was gasping for air. a. puffing b. blowing c. laughing

6. After the accident, he is still stunned. a. surprised b. amazed c. loved

7. The wind and the sun argued to see who was stronger between them.

b. talked b. fought c. asked

2. Motivation

Who is your best friend? What things do you do together? (Ask the pupils to talk about their friends. Introduce their friends in the class by describing them.)

3. Motive question

Who is the minnow’s friend? Show the book to the pupils. Talk about the cover, the title, author and illustrator of the book. Ask them what they think the story is about.

B. During Reading

Note: The teacher may pause from time to time asking the pupils to make predictions about what is happening in the story. As they go on reading, the teacher may ask the pupils to prove if their predictions are correct.Refer to Read and Learn, LM, Fish is Fish.Comprehension questions: Refer to LM, Talk About It

Say: “What made you think of this ending? Why? What are the things that we consider when we give the ending of the story?”

Teaching ChartWhen we give an ending to our story, we consider these important

things. It may suggest the solution to the character’s problem in the story or it may come out of the character’s action.

161

Activity 1

Show a comic strip. Let the pupils guess the possible ending.

Draw the possible ending.

What could happen next?

What is shown in the first picture? How about in the second picture? What do you think will happen next? Why? Is your ending a solution to the problem? Is it based upon the characters’ action?

Guided PracticeRefer to Do and Learn, LM, Guess the possible ending.

Acitivity: Tell the possible ending.

Joy was feeding her fish in the aquarium. She loves her koi so much. She notice her little brother playing with his basketball nearby her. Suddenly she heard a loud crash.

Independent Practice

Read the story and give a possible ending. Have pupils act out the possible ending. (Group presentation). Refer to Learn Some More, LM.

Individual: Write a sentence or two to give a possible ending of the story.

Vocabulary Skill: Learning About Prefixes im- and in-

Activity 2

Here are sentences taken from the story. Let us read them.

1. They were inseparable friends. They always go together. 2. As the frog talked, his friend saw the birds fly through his mind like a

large feathered fish. “What else?” asked the fish impatiently?Say: “Notice the underlined words. What is the underlined word in sentence

one? In sentence two? Take a look at the word inseparable. What was added at the beginning of separable. We call this prefix. The prefix in- means not, so it changes the meaning of the word separable to not separable. What about the underlined word in sentence two? What was added at the beginning of the word patiently? What do we call this? What is its meaning? What does the impatiently mean?”

162

Here are some words. Add the prefix in- to form new words. Tell the meaning of the newly formed words.

prefix + word new word meaningin + correctin + sidein + activein + direct

im + perfectim + politeim + possibleim + material

What are the new words formed? What prefix did you add to each word? What is the meaning of the new word?

Teaching ChartA prefix is a letter or group of letters added before a word. It

changes the meaning of the word. Commonly used prefixes are in- and im-.

Activity C: Complete the chart below. Write the new word formed. Use the prefix in- and im-

Refer to LM, Do and Learn

The underlined words in the sentences have prefixes which mean not. Choose the meaning of the underlined words in the sentences from the words in the box.

wrong indirect not respectful timeless

1. Jason’s score in the English test was almost perfect. He has only one incorrect answer.

2. While the teacher was talking, Jason shouted to his friend. He is impo-lite.

3. Ben thought he is immortal.

163

Day 3

I. Objective

Use possessive pronouns

Say: “ Let us recall our story. What was it about? Here is a part of the story. This is the conversation between Fish and Frog. Let us read the dialog.”

1. Presentation

Ask: “Who had wings? Who had four legs? Who owns the wings? the legs?” Let us read the following:

birds’ wings their wings cow’s legs its legs


Let us use the above phrases in sentences.

1. The birds’ wings flap so high. Their wings flap so high. 2. The cow’s legs are big. Its legs are big.

Say: “What word takes the place of the word birds’? (their) the word cow’s? (its) Their and its are called possessive pronouns. In the sen-tence, their is a possessive pronoun that replaces birds. What does the possessive pronoun its replace?”

Teaching ChartPossessive pronoun shows possession or ownership. The follow-

ing are examples of possessive pronouns: mine, yours, his, hers, its are singular possessive pronouns; ours, and theirs are plural

One day Frog went back to the pond. FIsh was very happy to see him.Fish: Where have you been?Frog: I have been about the world hopping here and there. I have seen extraordinary things.Fish: Like what?Frog: Birds. They have wings and two legs and many colors.Fish: What else?Cow. It has four legs and horns, eat grass, and carries pink bags of milk. I saw people; men, women and children.They talked and talked until it was dark in the pond.

164

Activity: - Refer to LM, Try and Learn

How did we use the possessive pronoun?What are the things that we shall remember?

3. Guided PracticeRefer to LM, Do and Learn

4. Independent PracticeRefer to Learn Some More, LM.Choose the possessive pronoun that best completes each sentence.

Day 4

I. Objective

Use the pronouns that agree in gender with their antecedents

Say: “What did we talk about yesterday? What are possessive pronouns? Give examples of possessive pronouns.”

Let us read the paragraph taken from the story you listened to. Refer to LM, Find Out and Learn

Say: “Read the first sentence.”

Luckily Frog, which had been hunting butterflies nearby, saw Fish, and with all its strength pushed Fish back into the pond.

To whom does the word its refer to in the sentence? Say: “The pronoun its refers to the word frog. Frog is the antecedent. It is

singular. Why do we say that it is singular? Usually the antecedent comes before the pronoun in the sentence. The pronoun should always agree with the antecedent in number and gender.”

Say: “The pronoun its refers to the word fish. Fish is the antecedent. It is singular. Usually the antecedent comes before the pronoun in the sentence.”

antecedent

Luckily Frog, which had been hunting butterflies nearby, saw Fish, with all its strength pushed Fish back into the pond.

The pronoun that refers to the antecedent

antecedent

Still stunned, Fish floated about for an instant, then itbreathed deeply, letting the clean cool water run throughits gills.

The pronoun that refers to the antecedent

165

Teaching Chart

An antecedent is the word to which a pronoun refers. A pro-noun agrees with its antecedent in number and gender.

Agreement in Number – if the antecedent of a pronoun is sin-gular, a singular pronoun is required. If the antecedent is plural, a plural pronoun is required.

Example: Lei has a red umbrella. Her umbrella is red.

Agreement in Gender-masculine gender is indicated by he, his and him. Feminine gender is indicated by she, her and hers.

This dog is Jose’s pet. This dog is his pet. This dog is his.

Neuter gender is indicated by it and its.

Refer to LM, Do and Learn A

Say: “What are antecedents? We must remember that pronouns always agree with their antecedents in number and gender. If the antecedent is female, we use the feminine pronoun. If it is male, the pronoun we use is masculine, too.”

Guided Practice

Underline the antecedent of the pronoun and circle the pronoun that agrees with its antecedent.

Refer to LM, Do and Learn B

What is the answer to sentence one? Why?What is an antecedent?

Independent PracticeRefer to LM, Learn Some More

Day 5

I. ObjectiveOutline a paragraph with an explicitly given main idea

Recall how we write a sentence outline. What are the parts of a two-level sentence outline? Remember that the topic is written in Roman numeral while the subtopics are in capital letters.

Read the selection and write a two-level sentence outline.

Refer to Write About It, LM.

166

Week 6

I. Objectives


1. Realize that hard work will pay off2. Admire Bing for thinking of a way to save the other whale sharks from

danger


Listening Comprehension Infer traits of characters from what they do or say in a story listened to

Oral Language React to what the character said/ did in the story listened to

Vocabulary Use suffixes and root words to get the meaning of words

Reading Comprehension Predict outcomes of events in the story

Fluency Read grade four text using correct intonation and expression

Grammar Use the correct form of the verb that agrees with the subject in number Use the correct time expression for an action in the present

Writing Composition Write a paragraph based on a two-level sentence outline

Study Skills Fill-out forms giving appropriate information

II. Subject MatterLiterary text and References

“The Tomato of Peles” by Alberta AngelesAdarna House, Inc – Philippines

“Bing, the Little Whale Shark” by Jomike TejidoAnvil Publishing, Inc.

167

Day 1


Realize that hard work will pay off


1. Infer traits of characters from what they do or say in a story listened to2. React to what the character said/ did in a story listened to

A. Pre Listening

1. Unlocking of Difficult Words

Choose the word with the same meaning as the underlined word. 1. The grasshopper used his strength or brawn in making his tomato

garden. a. ability b. weakness c. power

2. He always visits his patch of tomatoes everyday. a. garden b. home c. house

3. He waited for the seeds to sprout. a. grow b. develop c. increase

2. MotivationDo you have a garden at home? What plants grow in your garden?

3. Motive QuestionWhat did Peles plant in his garden?

The Tomatoes of Peles

Peles was tired of his everyday walks and wanderings even if he had nothing to eat. This is why he thought of exerting himself and using his strength and brawn. He passed by the farm of Hugo, the Ant and he was impressed by the health of the plants.

“Your plants are so healthy,” he praised Hugo. “What is your secret?”

“I have no secrets.” said Hugo, “except for industry, patience, and little hard work.”

“Is that all?” asked Peles. And he asked for some tomato seeds to try out gardening. It was Sunday then but , the new farmer did not laze around. He busied himself with planting. That night Peles could not sleep as he counted growing tomatoes.

Monday. Early in the morning, he woke and visited his patch of tomatoes. But, what a heartbreak! In the soft ground, not one seed had sprouted.

168

Close to tears, Peles talked to Hugo. But Hugo only laughed and said, “Don’t be impatient. Indeed, gardening is not easy. A little more watering and they will surely sprout”.

Tuesday. After watering, Peles looked after the patch of tomatoes all day. In the evening, he even lit candles so the plants would not be afraid of the dark.

Wednesday. After sprinkling fertilizer, Peles invited his frog friends. And though it was raining, they sang all day so the plants would grow.

Thursday. After pulling out weeds, Peles brought a lot of books. And he read stories and poems all day so the plants would not feel lonely.

Friday. After watering and weeding, Peles spent all day reciting, dancing, and singing. He even placed a makeshift roof so the plants would not feel too hot.

Saturday. Peles rejoiced when he saw sprouting tomatoes. After a few days, Peles’s tomatoes grew and bore fruit. “Hey, your tomatoes are so healthy,” Hugo praised Peles upon

his visit.

“Yes they are,” answered Peles who was wrapped in a blanket. “But I am sick and coughing.”

“That’s only at the start,” Hugo said. And Peles was left coughing. But he felt pleased as he looked over his patch of ripening tomatoes.

Comprehension Questions:1. Who are the characters in the story? 2. What did Peles plant? 3. Who gave him the seeds? 4. What did Peles feel when the seeds did not sprout? 5. What did Hugo say was his secret for growing healthy tomatoes? 6. Did Peles follow Hugo’s advice? Why? 7. What happened to the seeds that Peles planted? 8. What did Peles feel when he saw his plants growing? 9. What trait did Peles show in the story? 10. Why did Hugo praise him? What trait did Hugo show? 11. What lesson did you learn from the story?

169

Day 2

I. Expressive Objectives

1. Admire Bing for thinking of a way to save the other whale sharks from danger 2. Show appreciation in the way Bing saves his community

II. Instructional Objectives1. Predict outcomes from the story2. Use suffixes and root words to get the meaning of words3. Read grade four text using correct intonation and expression

Drill:

day haysay mayplay baytoday waystay lay

A. Pre-reading

1. Unlocking of difficulty

Solve the word puzzle. Choose the word from the box to finish thepuzzle. Refer to Read and Learn LM.

2. Motivation question

Do you remember the news story about Kabang? What did he do to save the children? Show a picture of a whale shark.Say: “This is a whale shark. Do you know that a whale shark is the

biggest fish in the world? That is why it is called a whale shark because of its size.”

3. Motive question

Say: “Today, I will read to you a story entitled Bing, the Little Whale Shark. This story was written by Jomiko Tejido.”

Ask: “What did Bing and the other whale sharks do to save their community?”

B. During Reading

Read the story aloud while showing the pages of the book. The teacher may stop at certain parts and ask the children what they think happen next.Refer to LM.

170

C. Post Reading ComprehensionRefer to LM, Talk About ItDiscussion Question:1. Who are the main characters in the story? 2. Where did the story take place? 3. Where does Bing hide?4. What kind of a whale shark is Bing? Why? 5. What happened one day? Who trapped the grownups? 6. How did Bing, the little playful whale shark, save his friends? 7. If you were Bing, would you do the same? Why? 8. Were there instances in your life when you helped save others from

danger?

Here are parts of the story. Let us read each part. We are going to guess what will happen next. Refer to LM, Find Out and Learn.

Say: “While I was reading the story, I was asking you some questions. Where did you get your answers? What are you doing then? (guessing) You are actually making predictions.”

Example:The clouds are getting darker. We can predict or guess that it is about to rain.

1. Guided PracticeRefer to LM, Do and Learn.


Group the pupils into 5. Say: Let us continue predicting outcomes. I will give you situations; act out what will happen next. The pupils are going to work on the same task. Ted, Maya and Ben were playing inside their house on Sunday morning. They laughed, shouted and ran around their house. Ted bumped into the center table, and a loud clashing sound followed. Mother came in. Act out what happens next. Refer to LM, Try and Learn.

Skill Lesson: Using SuffixesRefer to LM, Find Out and Learn.

1. Guided PracticeRefer to LM, Try and Learn.


171

Day 3

I. Objectives

1. Use the correct time expression to indicate an action in the present2. Read grade four text using correct intonation and expression

Say: “There are many things that we do everyday. Let us read the sentences from our story yesterday.”

1. Bing hides very well everyday. 2. He startles others when he comes out of his hiding place every morning. 3. Bing and his friends play hide and seek every morning.

These sentences were taken from the story you heard. Who is talked about in the first sentence? (Bing) When does Bing hide? When does he come out of his hiding place? When do Bing and his friends play hide and seek?

Note: The teacher writes the responses of the pupils in the chart below.

Presentevery dayevery morning

Say: “What time do the words in the chart tell? These are called time expressions. These time expressions are in the present tense. What other time expression do you know that indicates the present tense?”

The teacher will write on the chart the time expressions that the pupils will give. Possible answers are: now, today, every time

Read the selection below. Give the time expressions in the present tense.Refer to LM, Read and Learn.

Say: What are the time expressions you noted from the selection? These are the time expressions that refer to actions in the present tense.

Note: The teacher will add the time expressions in the chart above.

1. Guided Practice Refer to LM, Do and Learn.

Say: “Remember the words today, now, every morning, every afternoon are time expressions in the present tense. They denote that actions are done regularly.”

Group the pupils into four. Let the pupils give sentences using the time expressions in the present tense. Look back at our examples of time ex-pressions.

172

As soon as the group sees the word card, the first pupil will give a sentence using the time expressions; the next pupil will do the same until all members in the group have given their sentences.

2. Independent PracticeGive sentences using the verbs and time expressions to answer the following questions. Refer to LM, Learn Some More

Day 4

I. Objective

Write a short paragraph based on a two-level sentence outline

Recall the two-level sentence outline they have done. What are the parts of the sentence outline? Say: “Here is an outline. Have the pupils read the two-point sentence outline

they made. Ask: What is the topic of the outline? What sentence states the topic? What are the sub-topics? What sentences state the subtopics?”

I. The bay of Sorsogon is home to large whale sharks.A. They freely feed, grow, and play every day.B. There’s a young whale who loves to play hide-and-seek.C. It hides very well.

Based on the outline, what is the topic sentence? What does it express? Say: When you write a topic sentence, you have to be sure to give a clear idea of what you are going to write. The next part is the information. You either state reasons, details or facts. The last part of a paragraph is the conclusion sentence. They go back and restate the topic sentence, but you don’t word it exactly as the topic sentence.

Let us write a paragraph based on our outline. What is the topic sentence? What about the subtopics? Model how to write a paragraph.

The bay of Sorsogon is home to large whale sharks. They freely feed and grow every day. Young whale sharks play here.

Have the pupils read the paragraph. Note how the paragraph is written. Here is another outline. Let us write a short paragraph about the bamboo. What is our topic sentence? Based on the outline above, what are the details? Ask the pupils to read the topic sentence. What do you think is the paragraph about?

I. The bamboo is the giant of the grass family.A. It can grow as big as trees.B. It can grow in the lowlands or in rolling hills.C. There are different kinds of bamboos.

Say: “You will be looking at the model paragraph. Have the pupils read it.”Ask them to identify the topic sentence and the sentences that give the details.

173

Bamboos are the giant of the grass family. They can grow as big as trees. They can grow in the low-lands or in rolling hills. There are different kinds of bamboos.

1. Guided Practice

In groups, you are going to write your own paragraph based on the following outline.

I. Different movements of frogA. dives into the waterB. swims in the pondC. hops on landD. leaps for food

Have the pupils present their paragraph. Have them identify the topic sen-tence and the sentences that give the details.

II. Independent Practice

Here is an outline. Write a short paragraph based on this.

Taking care of fishA. Keep the aquarium cleanB. Feed the fish dailyC. Keep it away from cats

Day 5

I. Objective

Fill out forms giving the appropriate information. Recall the story about Bing. Tell the pupils that they are going to paint a butanding. Ask them to bring art materials. These are: crayons, paper, water-color and pencil. A. Art Integration

Ask them to follow these simple directions. 1. Using a pencil, draw the shape of a whale shark on a piece of paper. 2. Using the white crayon, draw lines and spots on the whale shark. 3. Paint blue and green watercolour on the whole paper and see what

happens. 4. Try these again using different colors for little fish and corals.5. Have them post their work in their bulletin board.

174

B. Filling out of FormsHere is a simple form. Write the information asked for. Based on our story Bing, the Little Whale Shark, list the things/animals that can be found in the sea.

Name: _____________________Grade: _____________________Things/ Animals in the sea:___________________________________________________________________________________________________________________________

Week 7

I. Objectives


1. Admire the loyalty of the jellyfish to the king2. Realize that plants and animals in the forest are our treasures


Listening Comprehension Give a possible ending to a story heard

Oral Language Retell the best-liked part of a story heard

Reading Comprehension Infer feelings and traits of the characters in a story read

Vocabulary Development Identify and use similes in the poem read Fluency Read a poem with correct pitch, intonation and expression Read words with consonant blends /tr/, and ,/cr/

Grammar Use the past form of regular verbs

Writing Composition Write a paragraph about a personal experience

Study Strategy Get information from the news page of a school paper

Attitude Browse and read the news page of a school paper

175

I. Subject Matter

A. Topics• Story: How the Jellyfish Lost His Bone • Poem: In the Forest• Past form of regular verbs• Giving possible ending to a story heard• Retelling the best-liked part of a story heard• Identifying simile• Composing an announcement• Getting information from the news page of a school paper

B. Materials• story• poem• practice exercises

C. References

Enjoying English Workbook, by Alexes Anne F. Cruz, et.al. Campus Journalism Workbook by Gelly Elegio Alkuino Skill Builders for Efficient Reading by George Bareo, Nila B. Cay, Luz dela Concha, Wilhelimina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin, RED DWARF Books, Division of Carmelo and Buermann, Learning English the Easy Way 4 by Danilo Santos Gutierrez, English Expressways Language by Evelyn B. Angeles, Agnes Galapon, Carmelita A. Relente, Rodelio T Santos

III. Procedure

Day 1

1. To admire the loyalty of the jellyfish to his king2. Give possible ending to a story heard3. Retell the best liked part of the story heard4. Infer the feelings of characters in a story heard.

A. Oral LanguageShow and Tell:Look for something inside your bag and be ready to tell about itI’m holding a _______________.I like this because ___________.

Drill: Teacher models in reading the words with consonant blendsWords should be written on a chart or flashcards

tr crtrees train cruel crown

treatment training crude crowdtreasure trainee crusade crops

176

A. Pre-Listening

1. Unlocking of Difficultiesa. silly

Do not take it seriously. It was just a silly game. (childish, stupid)

b. cleverAll contestants are smart. They are clever in answering the questions. (smart, brainy)

c. jellyfish (picture)Rita was hospitalized because a jellyfish stuck to her skin when she was swimming.

d. paleI think she is sick. She looks pale.

2. Motivation

Say: “Have you seen a jellyfish? How does it look? Here is a picture of a jellyfish. Who can describe it? Why do you think a jellyfish doesn’t have bones?”

3. Motive Question

In the selection that I will read, find out; Why jellyfish doesn’t have bones?

B. Listening (Read Aloud by the Teacher) - Refer to LM, Read and Learn

C. Post ListeningComprehension Check-up Refer to LM, Talk About ItEngagement Activities

Group 1 and 2: Retelling using pictures

The group will be given a set of pictures about the story.They have to write a sentence or sentences below the pictures. Each member of the group is given a picture so that all will have parts. For example, if pupil one holds picture 1, he will retell that part, followed by picture 2 by another pupil until the end of the story. Refer to LM, Talk About It.

Group 3: Retelling Charades

The group shall choose a leader. With the group, brainstorm the signif-icant events in the story. Then, write them on slips of paper and place in a box. Everyone should to draw a slip of paper. Once the slips of paper are drawn, have them act out the events, using only their bodies or gestures. For better understanding, the leader may read the events before retelling.

177

Possible events:

a. The pretty little princess made believe that she was very sick and that only a monkey’s liver could cure her.

b. The King called the brave fish and ordered to look for a monkey’s liver.

c. The brave fish found the monkey sitting on a tree.d. The monkey climbed on the back of the brave fish.e. They returned back because the monkey pretended that he left his

liver on a tree.f. The king ordered his men to punish the brave fish for not bringing

the monkey’s liver.g. The brave fish looked pale and soft like jelly, and no one could hurt

him anymore.

Group 4: Giving Possible Ending

Enrichment Activity: Form groups for the presentation of the Readers Theater.

Day 2

1. To realize that plants and animals in the forest are our treasures2. Read a poem with appropriate pitch, intonation and expression3. Read words with consonant blends /tr/, and ,/cr/4. Identify and use a simile in a sentence

A. Pre Reading


a. crown (use picture)The queen has a crown.

b. swiftlyHorses ran swiftly during the race.

c. gleeWhen Lita received her gift, she smiled full of glee.

d. treasureMy children are doing well in their studies. They are my treasures.

e. calamityThe calamity brought by typhoon Glenda destroyed thousands of houses.

f. pricelessMountains, rivers, oceans are our priceless treasures.

g. wreck (destroy)The heavy rain wrecked our picnic.

178

2. Motivation

What comes to mind when you hear the word forest?

3. Motive Questions

What are our treasures in the forest?

B. During Reading

Teacher models in reading the poem.Refer to LM, Read and Learn.

C. Post Reading

Engagement Activity:

Group 1 and 2 : Choral Reading of the poemThe group will choose a leader to lead the group.

Group 3 and 4 : Drawing a forestThe group will be provided with drawing materials.Let pupils draw a forest

Discussion Questions: Refer to LM, Talk About It.

Skill Development: Simile

Teacher asks them to read this part of the poem.

Tall trees growing on a mountain topTo me like a queenly crown I seeWild animals running so swiftly As lively children full of gleeWild animals and plant are treasures to me

Ask: “What is compared to the tall trees?” (queenly crown)”“What is used in comparing them?” (like)“What is compared to wild animals?” (lively children full of glee)“What is used in comparing them?” (as)“What is compared to wild animals and plants?” (treasures)“Why do we consider plants and animals treasures?”“Did we use “like” or “as” in comparing?”

179

Teaching Chart

A simile is a figure of speech used to compare two different ideas or objects using “as” or “like.”

1. Guided Practice: Simile

A. Match Column A with Column B to complete the sentence. Write the letter of the correct answer

Refer to LM, Try and Learn B.

Enrichment: Refer to LM, Learn Some More.

Day 3

Use the past form of the regular verbsA. Oral Language

Say : “Let’s recite/read the poem, In the Forest.

1. Presentation - Refer to LM, Read and Learn.

2. Teaching/Modeling - Refer to LM, Talk About It.

Give some examples of similar words. Let the pupils give the past forms of the words and ask them in sentences. Sentences should be written on the board and processed.

Say: “Recall your activities yesterday using any of the words inside the box.”

need, cover, want, move, remove, help, work, use, tap, connect, wipe, clean, jump, listen, cook, arrange, cross, step, change, shout

3. Generalization - Refer to LM, Remember.4. Guided Practice - Refer to LM, Try and Learn.5. Independent Practice - Refer to LM, Try and and Learn Exercise 2-3

From the list below, find five misspelled verbs in the past tense. Write them correctly on your paper.

prepared danced missed cleaneddeliverd swam buildt askedhelppd pushed sleepd roastedremembered visited passt needed

180

Day 4

I. Objectives

Write a paragraph about a personal experience


Message RelaySay: “All groups will have a piece of paper with lines from the poem, In The

Forest. Each group will have seven members. All number one will get a piece of paper in the bowl. Number one whispers to number 2, then number 2 whispers to number 3 and so on. The first group who can whisper the correct line wins.

B. Pre-writing

1. Motivation and Presentation

Ask: “Where did you spend your vacation?”“How was your vacation? How do you describe your vacation?”“Who were your companions?”“What did you do there?”“What would you like to do if you could return to be there again?”

Note: All answers should be written on the board. Lead the pupils in writing a paragraph using their answers (possible sentences are found in the paragraph).Refer to LM, Read and Learn.

Skills DevelopmentTake a look at the paragraph.What is the first sentence?What do we call that sentence? (topic sentence)What sentences support the first sentence?How did we organize the paragraph?Notice how the first sentence was written.What punctuation mark is seen after a sentence?How did we write the title of the paragraph?How did we write the first sentence of the paragraph? (indent)How did we start the first sentence? (first word of the sentence is capitalized)What did we write after a sentence?(period)

181

Teaching chart

A paragraph is made up of sentences that explain or present the details of a topic. A good paragraph has three parts.

1. The beginning sentence, which usually states the main idea,

2. The middle sentences which support the main idea, and3. The ending sentence, which summarizes or gives a con-

clusion Remember to observe the following tips in writing a para-

graph

1. Focus on one topic.2. Complete the paragraph with an ending sentence,

which maybe an idea, a decision or a conclusion3. Indent the first sentence of the paragraph4. Begin the first word of a sentence with a capital letter5. End each sentence with the correct punctuation mark

Writing Activity

1. Guided Activity (all groups will work on this)

Each group will write a paragraph about their first day of school following the guide questions:

a. Describe your first day in school in one sentenceb. Who were your friends? Classmates?c. What did you do?d. What would you like to happen in the next opening of classes?

2. Independent Activity

Ask pupils to write a paragraph about their first time at a restaurant (follow the guide questions). After writing, look for a partner and cor-rect each other’s work.

1. Describe your feelings in one sentence.2. Who were your companions?3. What did you eat?4. Who paid for your food?5. What would you like to happen when you eat at a restaurant

next time?

182

Day 5

I. Instructional Objectives

Get information from the news page of a school paperBrowse school paper and read the news page

1. MotivationShow a newspaper/school paper. What information can we find in the newspaper or school paper? Is it good to read the news? Why?

2. PresentationListen to the news. Assign someone to read it.Refer to LM, Read and Learn.

Discussion Questions: Refer to LM, Talk About It.Refer to LM, Read and Learn and Talk About It

Skills Development: Getting information from the news page

Let pupils read the news they heard, “KSPEDS broadcasting team bags award in NSPC 2014” Refer to Find Out and Learn.Generalization: Refer to LM, Remember.

1. Guided PracticeRead and answer the questions below. Refer to LM, Do and Learn and Learn Some More

2. Independent PracticeGive pupils a school paper and ask them to look for the news page.Ask them to copy the primary lead.

Week 8

I. Objectives


1. Admire Green Bird’s love for his lady love2. Appreciate the value of telling the truth


Listening Comprehension Sequence events in a story listened to

Oral Language Act out well liked part of the story heard

Reading Comprehension Infer traits and feelings of the character in a story read

183

Vocabulary Development Identify and use similes and metaphors in a story read

Fluency Read a story with correct intonation and expression Read words with consonant blends /br/ and /gr/

Grammar Use the past form of irregular verbs

Writing Composition Compose a slogan from a given stimuli

Study Strategy Use a dictionary in getting the meaning of words

Attitude Request more stories to be read

II. Subject Matter

A. Topics• Stories : The King of the Forest and His Three Advisers

: The Green Bird• Past form of irregular Verbs• Similes and Metaphors• Composing a slogan from a given stimuli• Sequencing events from a story heard• Inferring character traits from a story read• Using dictionary to get the meaning of words

B. Materials• stories• poem• practice exercises

C. References

Enjoying English Workbook, author Alexes Anne F. Cruz, et.al.Learning English the Easy Way 4, author Danilo Santos GutierrezDesigning a New World, author Evelyn S. Salazar et.al.Campus Journalism Workbook, author Gelly Elegio AlkuinoNew Dynamic Series in English 3, author Josefina V. Suarez,EdDSkill Builders for Efficient Reading, author George Bareo, et.al.English for you and Me 4, author Benita N. Miranda

III. Procedure

184

Day 1


Appreciate the value of telling the truth

II. Instructional Objective

Sequence events in a story heardAct out a well liked part of a story heard

A. Oral Language

Say: I have something inside this box. It is a thing we use everyday. Guess what it is. Follow this pattern.

It is __________. Is it a _________?

B. Pre-Listening

1. Unlocking of Difficultiesa. irritable

Maria is sick. She easily gets angry. She is irritable.

b. unpleasantHe needs to take a bath every day to get rid of any unpleasant smell.

c. breathMaria has bad breath. Her breath smells bad.

d. tore into piecesNita was so angry that she tore her English notebook into pieces.

e. moodShe looks so sad. She is not in the mood to dance.

f. liarRichard didn’t tell the truth. He is a liar.

2. Motivation

What do you usually do when you have a problem?

3. Motive Question

Let’s read a story on, The King of the Forest and His Three Advisers.What did King Lion do when he had a problem?

C. During Listening

185

The King of the Forest and His Three Advisers

The lion is called the king of the forest. He is big and strong. So, the smaller animals are afraid of him except his wife, Queen Lioness.

One morning, the king of the forest was in his irritable mood. His wife, the Queen had said something he did not like. Queen Lioness had told King Lion that his breath was unpleasant. So, King called the animals. First he called the sheep.

“Friend Sheep,” opening wide his big mouth, “Would you say that my breath smells unpleasant?”

What do you think was the Sheep’s answer?

Believing that the lion wanted an honest answer, the sheep gave it, and the king bit off his head. King Lion was very angry. He roared and called the goat.

“Mr. Goat, tell me the truth. Do I have a bad smell? Do I have bad breath?”The goat saw the sheep’s meat and bones. He was afraid of the lion. So the goat said, “Why, your Majesty, you have a breath as sweet as the roses in the garden”. Before he could finish, the goat was torn to pieces. “I do not like liars,” roared king Lion.

At last, the lion called the horse. The horse walked slowly. He looked sick. He coughed and coughed.

What do you think was the horse’s answer?

“Friend horse, tell me the truth. Queen Lioness said I have a bad breath. She said I have a bad smell. Is it true?” The horse coughed and coughed. Then he said softly, “King Lion, I have a bad cold. It rained hard while I was carrying crops for my master. I think I also have a head cold. So I cannot smell at all. I am sorry; I cannot answer your question”.

King Lion nodded , “Go home and rest. Get well soon.”

D. Post Listening

Engagement Activities

Group 1: Complete the story map.Refer to Try and Learn LM.

Group 2: Arrange the pictures by writing first, second, third and fourth as they happened in the story.

Group 3: Arrange the sentences as they happened in the story.

Group 4: Act out/dramatize the story.

Discussion:

What did the Queen tell the King?

186

How did the king feel about this?Do you like what the Queen was doing? (She tells the truth)Why did the King call the animals?Who was called first?What happened to him?Do you think the sheep did right? Is it good to tell the truth?What was the goat’s answer when the king asked him?What happened to the goat?Why did the king kill him?What was the answer of the horse when he was asked by the King?Why do you think the king didn’t hurt the horse?If you were the king, would you do the same?If you were one of the animals, how would you answer the king’s ques-tion?What do you feel when someone doesn’t tell you the truth?

Enrichment Activity:What is the message of this story to us?

Day 2


Admire Green Bird’s love for his lady love


Read a story with appropriate intonation and expressionRead words with consonant blends /br/ and /gr/Infer the feelings and traits of the characters from a story readIdentify and use a simile and a metaphor

A. Pre Reading

Drill:

Teacher models in reading the words Words should be written on a chart / flashcards

gr brgreen grow branch broomgreed growth brand brookgreet growl bran brooklets


a. sparrow (show a picture)Eliza likes to have a sparrow as her pet. She likes the short and strong beak of a sparrow.

187

b. beak (show a picture)The bird uses its beak to pick up grains and worms.

c. crestThe crest on the bird’s head is like a comb.

d. slenderGreen bird is thinner than a sparrow. It is more slender than a spar-row.

f. alarm An alarm clock sounded and everyone was surprised.

g. spreadSpread your arms upward. (The teacher demonstrates)

h. pop My balloon suddenly burst. It popped.

2. Motivation

What do you do when your mother leaves you? Do you look for her? Let’s read a story about the green bird that was looking for his lady love.

3. Motive QuestionsWhat did the green bird do to look for his Lady Love?

B. During ReadingTeacher models in reading. Refer to LM, Do and Learn

C. Post Reading

Engagement Activities

Group 1 and 2: Infer the feelings and traits of the characters from each sentence. Choose the proper word for each sentence from the list inside the box. Refer to LM, Try and Learn.

Group 3 and 4: Composing a Song

Discussion Questions:Refer to LM, Talk about It.

Skill Development: Identifying Similes and Metaphors

Recall the meaning of simile Metaphor is used to compare two different ideas or objects, making them the same but unlike the simile, it doesn’t use “like” or “as”.

Independent Practice. Refer to LM, Learn Some More

Write at least two sentences using any of the similes and metaphor inside the box.

is the apple of his eyes, like a star, is a rose in the garden

188

Day 3

Use the past form of irregular verbsCall selected pupils to read the dialog. Refer to LM, Read and LearnGuide pupils in answering the comprehension questions.

Skill Development

a. Who has a nice cellphone?b. Who bought his cellphone?c. When did grandmother give it to him?d. When he got lost in the mall, what did he do?e. Where did grandmother find him?f. What are the underlined words?g. What do we call these words?( bought, got, found)

Teacher: These words are irregular verbs. They are in the past tense to show past actions or events. Present this chart of irregular verbs. Refer to Read and Learn LM.

2. Generalization

What do you notice about the spelling of the past form of irregular verbs? Refer to Remember LM

3. Guided Practice

Group 1 and 2:Give the correct past form of the verbs inside the parentheses.

Yesterday, Roger __ (find) a strange red bag near the front gate. He __ (think) it was his father’s bag. He __ (get) it and __ (give) it to his grandmother. “This bag is so heavy!,” said grandmother. After an hour, Father __ (come). Roger __ (tell) him about the red bag. “Thank you Roger, it is your uncle’s bag from Hong Kong”, said Father.

Group 3 and 4:

Write the correct answer. Refer to LM, Try and Learn Exercise 1 and 2

4. Independent Practice Refer to LM, Try and Learn Exercise 3

Enrichment Activity:

189

Piling up Events

Teacher starts a simple event in the past tense. He / She does this in a sentence. Then, the teacher calls on the first pupil to continue. The first pupil repeats the teacher’s sentence. Next, he or she adds up his / her own sentence, and so on. Stop when it becomes difficult to remember all the sentences.

Teacher : Yesterday, I went to the market.Pupil 1 : Yesterday, I went to the market. I bought a pencil and some papers.Pupil 3 : Yesterday, I went to the market. I bought a pencil

and some papers. I also bought an eraser for my brother.

Day 4I. Instructional Objectives

Compose slogan from a given stimulus.

1. MotivationWhat comes to mind when you think of slogan?

2. PresentationRead the following product slogans that have become very popular.

1. Metrobank “You’re in good hands”2. Levis “Quality never goes out of style”3. Nokia “Connecting people”4. Disneyland “The happiest place on earth”5. You are What You Eat6. Water is life, don’t waste it7. Our earth is the only thing we’ve got, save it8. This nation can be great again9. Save a tree for life

Discussion:What was the message of the first slogan? (Ask the same question about slogans 2-9)Why do you think the above slogans became memorable to people? Does a slogan need to be long to be remembered?

Generalization: Refer to LM, Remember.3. Guided Practice

Show pictures about the environment. What would you like to happen to our environment?Write a slogan about it. Then illustrate your slogan on a poster. Let pupils display their work at designated areas. Have a Gallery Walk before the slogans are processed.

190

4. Independent PracticeRefer to LM, Write About ItWrite a slogan about the Clean and Green project.

Enrichment/AssignmentMake a poster to illustrate your slogan

Day 5

I. Instructional Objectives

1. Browse and read more stories 2. Use a dictionary in getting the meaning of words

1. Motivation

Do you have a dictionary? What is the use of the dictionary?

2. Presentation

Give pupils dictionaries (If possible each one should have a dictionary) Browse the dictionary. Notice how the words are arranged.

Skills Development:Refer to LM. Try and LearnLook for the meaning of brass.Did you open the dictionary page by page?Which pages did you open? (after “a” and before “c”)Did you open all the pages of “b”?What helped you look for it? (the two words found on top of the page)What do these two words tell us?What do you mean by brass? How many definitions does it have?Have several exercises in getting the meaning of words in the dictionary.

Teaching Chart: Refer to LM, Remember.

3. Guided Practice

Have a contest in getting the meaning of words. (teacher may give as many words) The first group that can post the meaning on the board wins

Use a dictionary to answer this. Match each word in Column A with its meaning in Column B. Refer to LM, Try and Learn.

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

Enrichment/AssignmentRead more stories and write at least 5 words you do not understand. Find the meaning of words using the dictionary.

191

Week 9

I. Objectives


1. Appreciate the value of sharing2. Realize that all parts of a coconut tree have many uses


Listening Comprehension Sequence events in a story listened to

Oral Language Connect events in a story heard to a personal experience

Reading Comprehension Note important details in an informational text

Vocabulary Development Identify and use personification

Fluency Read informational text with 95-100% accuracy Read words with consonant blends pr and gr

Grammar Use the past form of regular and irregular verbs

Writing Composition Write a news report using given facts

Study Strategy Get information from the news page

Attitude Listen attentively and react positively during story reading

II. Subject Matter A. Topics Stories : Why the Tortoise’s Shell is Not Smooth Coconut: The Tree of Life Poem : Old Mother

Past form of regular and irregular verbs Personification Writing a news report using facts given

192

A. References

Enjoying English Workbook, author Alexes Anne F. Cruz, et.al.A Poem A Day, author Helen H. MooreEnglish This Way, author Wilma P. Gonzales Basics and Beyond Reading 4 third Edition, author Cabrina H. Padilla, Skill Builders for Efficient Reading, author George Bareo, Nila B. Cay, Luz dela Concha, Wilhelmina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin, Learning English the Easy Way 4 by Danilo Santos Gutierrez

B. Materials

• story• poem• practice exercises• selection

III. Procedure

Day 1

1. To appreciate the value of sharing2. Sequence events in a story listened to3. Connect events in a story heard to a personal experience 4. Listen attentively and react positively during story reading

5. A. Pre-Listening


a. sweet tongueHe has such a sweet tongue. He can easily make others believe him.

b. famineShow a picture. They are thin and sick because of food shortage. There is famine.

c. eloquentThe winner of the storytelling contest is so expressive and fluent in the English language. She is truly an eloquent storyteller.

d. mischiefHe easily gets in trouble because of his mischief.

e. sniff (use action)The old woman tried to sniff air but she could not breathe.

f. ungratefulI don’t like him. He doesn’t know how to thank and respect the people who helped him. He is ungrateful.

193

2. Motivation

Show a picture of a tortoise.

Say: This is a tortoise. Say something about it. What do you notice about its shell? Are tortoise’s shells not smooth?

3. Motive Question Why are tortoise shells not smooth?

B. During Listening

Why the Tortoise’s Shell Is Not SmoothAdapted from Chinua Achebe

Once upon a time, all the birds were invited to a feast in the sky. They were very happy. They began to prepare themselves. They painted their bodies beautifully. Tortoise was so excited to join the group because he had not eaten a good meal for weeks. So he began to plan how he could go to the sky and join the feast. But Tor-toise had no wings so he asked the birds to be allowed to join them.

“We know you too well,” said the birds. “You are ungrateful. If we allow you to come with us, you will soon begin your mischief.”

“You do not know me,” said Tortoise. “I am a changed man; I have learned that a man who makes trouble for others is also making it for himself.”

Tortoise had a sweet tongue, and within a short time, all the birds agreed that he was a changed man. The birds gave him a feather for his wings.

The feast came. Tortoise was the first to arrive at the meeting place. Tortoise was very happy as he flew among the birds. The birds chose him to be their spokesperson.

“There is one thing we must not forget,” he said. When people are invited to a great feast like this, they take new names for the occasion.

The birds just followed. They thought of their names. When they had taken new names, Tortoise took one. He wanted to be called “All of You.”

What do you think happened when they were in the sky?

At last the group arrived in the sky. Their hosts were very happy to see them. Tortoise stood up and thanked them for their invitation. His speech was so eloquent that all the birds were glad they had brought him along. Their hosts treated him well as the king of the birds, as he looked somewhat different from the others.

The people in the sky set before their guests the most delicious dishes Tortoise had ever seen or dreamed of. Tortoise began to sniff

194

aloud. When everything had been set before the guests, one of the people in the sky invited the birds to eat. But Tortoise jumped to his feet and asked, “For whom have you prepared this feast?”

“For all of you,” replied the man. Tortoise turned to the birds and said,” Remember my name is All of You.”

He began to eat and the birds were so angry. Tortoise ate the best part of the food and drank wine. The birds gathered around to eat what was left .They ate the bones that he had thrown on the floor. Some of them were too angry to eat. They chose to fly home on an empty stomach. But before they left, each took back the feath-er he had borrowed. And there, he stood full of food and wine but without any wings to fly home. He asked the birds to take a message for his wife, but they all refused. In the end, Parrot, who had felt angrier than the others, suddenly changed his mind and agreed to take the message.

Why do you think Parrot changed his mind?

“Tell my wife”, said Tortoise, “To bring out all the soft things in my house and cover the area around with them so that I can jump down from the sky without great danger.”

Parrot promised to deliver the message, and then flew away. But when he reached Tortoise’s house, he told his wife to bring out all the hard things in the house. And so she brought out her husband’s hoes, knife, spears and guns. Tortoise looked down from the sky and saw his wife bringing things out, but it was too far to see what they were. When all seemed ready, he let himself go. He fell until he began to fear that he would never stop falling. And then like the sound of his gun, he crashed on the land.

His shell broke into pieces but there was a great medicine man in the neighbourhood. The medicine man gathered all the bits of shell and put them together. This is why the tortoise’s shell is not so smooth today.

C. Post Listening

Engagement ActivityGroup 1 and 2: Refer to LM, Try and Learn

Guided PracticeRefer to LM, Do and Learn

Independent PracticeRefer to LM, Learn Some More

Day 2

1. To realize the many uses of the coconut tree2. Note important details in an informational text read3. Read informational text with 95-100% accuracy4. Read words with consonant blends pr and gr

195

A. Pre ReadingDrill:Teacher models reading the wordsWords should be written on a chart / flashcards

pr frprotein product fresh freeproduce proper freshener freezepropagate problem freshman freedom


a. mattress I sleep on this mattress. It is comfortable.(show picture)

b. propagate Mother wants to have more flowers, so she propagates some of them. (show picture)

c. sap (show picture)The sap of that tree can be used for medicine.

d. quenchI want to drink cold juice to quench my thirst.

e. dyeMy grandparents dye their hair to cover the gray.

f. coirCoir comes from the husk of the coconut.

g. ingredientI like coconut meat as one of the ingredients for salads.

h. withstandThe tree is strong. It can withstand strong typhoons.

2. MotivationHave you seen a coconut tree? Can you describe it? Do you know why the coconut tree is called the tree of life?

3. Motive QuestionWhy do we consider the coconut tree a tree of life?

B. ReadingTeacher models in reading the story.Refer to LM, Read and Learn.

C. Post ReadingComprehension Questions. Refer to LM, Talk About ItEngagement Activity

Group 1 and 2 : Interview The group will choose their interviewee. Each member of the group should be able to talk or to answer questions during the interview.

196

Ask: “The group may use the questions below.”“What do you think is the tree of life?”“Why do you consider the coconut tree a tree of life?”“What are the parts of a coconut tree?”“What are their uses?”

Group 3 and 4:Refer to LM, Try and Learn.

Discussion:Refer to LM, Talk about It.

Day 3

Use the past form of regular and irregular verbs

A. Presentation/Oral Language

Give the past tense of the underlined word.Let pupils read the poem after putting in the past tense of the verbs.Refer to LM, Read and Learn.Comprehension Questions. Refer to LM, Talk About It


What are the underlined words in stanza one, two up to 3?Recall: Which are regular verbs? Irregular verbs?How do we form the past tense of regular verbs? Irregular verbs?Let the pupils read again the chart with regular and irregular verbs with present and past tense

C. Guided Practice

Let each group work on thisComplete My Diary. Use the words found in the box.Refer to LM, Try and Learn.


Write the past form of the words inside the parentheses.Refer to LM, Learn Some More.

Enrichment Activity:Refer to LM, Write about it.Write 3 to 5 sentences about what you did last Saturday and Sunday.

Day 4

1. Identify and use personification2. Get information such as title of a selection and/or pages from the table of

contents

197

1. Presentation

Teacher models in reading the poem.Refer to LM, Read and Learn.Discussion Questions:Refer to LM, Talk about It.

Skill Development: Using Personification

1. What did the leaves do? The leaves danced.2. What did the moon see? The moon saw the leaves.3. What did the moon hear? The moon heard their song.4. Who is calling? North Wind is calling.

Say: “Leaves, moon and north wind are treated as though they have life like people. They are made to act, think and talk like persons.”

Teaching ChartPersonification is another figure of speech. Things and

objects are treated as though they had life and were like people.

2. Guided Practice

Group 1 and 2: Underline the part of the sentence which is personified.Refer to LM, Try and Learn.

Group 3 and 4: Write P if the sentence uses personification and N if it does not. Refer to LM, Learn Some More.


Underline the name of the object that is personified and circle the word that tells what the object does that makes it seem like a person.Refer to LM, Learn Some More.

198

Skills Development: Use of Table of Contents

Give pupils books and tell them to open the book to the table of contents.Ask: “What can we find in Unit 1?”

“What is the title of Unit 4?”“What can we find on page 10?”“What information does the table of contents give us?”

1. Guided PracticeLet’s have a contest using the table of contents


Use your book in English.

1. What unit is found on page__?2. Where can we find Unit 2?

Day 5

1. Express ideas through writing a news report from the facts presented2. Get information from the news page

1. Motivation What TV programs give us news? Where can we read news? Is it good to

know the news? Why?

2. Presentation

Listen to news taken from a school paper. Be ready to answer questions that begin with who, what, when, where, why and how.

Note: Teacher assigns a good reader to read this news. Refer to LM, Read and Learn.

Discussion1. Who received an award?2. What award did she receive?3. When did she receive it?4. Where did she receive it?5. Why do you think she was awarded as the Outstanding School

Paper Adviser?6. How did she get the award?

Skills Development: Writing News

Let them read the news they listened.

199

1. Which part of the news tells us the important facts of the story? Is it found at the beginning? What Wh questions can we ask about the beginning statement?

2. What statements complement/support the beginning statement?3. What statements are less important? Where can we find this?4. Notice how the headline was written.

Teaching Chart: Refer to LM, Remember.

1. Guided Practice

For all groups: Write a news report based on the following facts. Use the inverted pyramid structure

• The plane was going to Cebu City on a test flight.• Mayor Richard Datu, who rushed to the crash site found the pilot, Rene

Lu and his passenger Lito Go, both safe despite the plane’s damage.• A two-seater plane with pilot Rene Lu and passenger Lito Go crashed

in a rice field at Barangay Caditaan on July 15.• Lu said the plane’s engine stopped 30 minutes after it took off at Le-

gaspi Airport.• Plane crashes in Cebu, no one hurt


Write a news report. Use the facts below. Refer to LM, Write About It.

• Teacher Induction Program is a training cours given to newly hired teachers. One of its purposes is to let them understand their roles and responsibilities.

• The Division of Zamboanga Sibugay , through the leadership of the superintendent, Amelia P. Torralba, ED.D. conducted Teacher Induc-tion Program to 320 newly hired teachers at Roderic’s Resort, Ipil, Zamboanga Sibugay on July 2-4.

• Education Program Supervisors who were trained on TIP were their facilitators

• Division of Zamboanga Sibugay conducts Teacher Induction Pro-gram to 320 newly hired teachers

200

QUARTER 2TABLE OF SPECIFICATIONS (POST TEST)

TOPICS/SKILLS ITEM PLACEMENT NO. OF ITEMS

1. Identifying the main idea and supporting details for a text heard

6 1

2. Compound words 2 13. Arranging 8-10 word with differ-

ent beginning letters in alphabet-ical order

4 1

4. Using personal pronouns 5 15. Possessive pronouns 13,14 26. Using regular and irregular verbs 15,16,17,18, 19 57. Noting details from news selec-

tions listened to7 1

8. Answering wh- questions 1,3 29. Prefixes and Suffixes 20,21,22,23 4

10. Verbs in the –s form 9,10,11,12 411. Writing a friendly letter 36,37,38,39, 40 512. Identifying figure of speech (simi-

le, metaphor and personification)24,25,26 3

13. Sequencing of events 8 114. Making an Outline 39-35 215. Following directions 27,28 2

201

QUARTER 2POST ASSESSMENT

I. Listening

A. Listen as the teacher reads the story then answer the questions that follow. Write only the letter of your answer.

1. Where do Polly and her snail friends live?a. In a pond c. In a vegetable gardenb. In a flower garden d. In a tree

2. Which of the following is NOT a compound word?a. inside b. herself c. somewhere d. Happily

3. What did the snails do to the vegetables in the garden?a. They helped the vegetables grow.b. They destroyed the leaves of the vegetables.c. They made sure that the vegetables will be free from insects.d. They provided the vegetables with nutrients.

4. If you will be asked to write the words snail, vegetables, farmer, duck, shell, bag, holes, leaves, in alphabetical order, what word will come first?a. duck b. farmer c. shell d. vegetables

5. In the sentence “Polly and her friends eat the leaves of the vegetables in the garden. They are always hungry.” Which of the following words is a personal pronoun?a. Polly b. they c. eat d. leaves

Polly the Snail

Polly is a garden snail. She lives in a beautiful vegetable garden near a pond. She is one of the many snails in the garden. She slides and plays with her snail friends every day. Polly and her friends eat the leaves of the vegetables in the garden. They are always hungry. They like to know the different taste of leaves of the healthy and green vegetables there.

Polly goes around and takes small bites of each of the leaves every day. If she likes the taste of a leaf, she eats it immediately. Soon, all of the vegetables had holes in their leaves. One day, Farmer Jane went to visit his garden. He looked at the vegeta-bles and gave a loud cry. “Who did this to my beautiful vegetables?” Polly saw Farmer Jane. She looked around for somewhere to hide. She buried herself under a brown leaf and hid inside her shell. Farmer Jane checked his garden and saw the many snails on it. He picked them one by one and placed the snails in a plastic bag. He did not find Polly who was hiding in her shell. Then, Farmer Jane went away.

Later that day, the farmer went back with a white duck. He happily left the duck in the garden. Polly saw the white duck. The white duck saw Polly, too.

202

6. Which of the following is NOT a part of the selection read?a. Polly and her friends live in a vegetable garden.b. The duck ate all of the snails in the garden. c. The snails ate the leaves of the vegetables in the garden. d. The angry farmer removed the snails from the garden.

7. Farmer Jane happily left the duck in the garden. Why was he happy?.a. The duck will stop the snails from eating the leaves of the vegetables.b. The duck will eat all of the snails in the vegetable garden. c. The duck and Polly will become good friends.d. The duck will watch the vegetables while he is away.

8. Which of the following events in the sentences happened first?a. Farmer Jane brought a duck in his garden.b. Polly and her friends ate the leaves of Farmer Jane’s vegetables.c. The duck saw Polly.d. Farmer Jane picked all the snails that he could find in his garden and

placed them in a plastic bag.

I. Grammar

Read the sentence carefully. Write the letter of your answer.9. Alyssa (a. sweep b. sweeps) the front yard every morning.

10. Her brothers Allan and Sam (a. gather b. gathers) the dried leaves in the trash can.

11. Together they (a. throw b. throws) the dried leaves in a compost pit. 12. After the chores the children (a. play b. plays) in the yard.

A. Fill in the blanks with the correct possessive pronouns from the word box.

13. The biggest guava belongs to you. It is ______ guava. 14. Today is our scheduled trip to the Science Park. I brought my pink lunch box

with Me. This pink lunch box is –--.

B. Choose the correct past form of the verb that will best complete the sentence.

Last week, Vicky and I (15. went, go) to Manila Zoo. We (16. arrived, arrive) there before eight o’clock in the morning. We (17. see, saw) different kinds of animals. The zoo is home to more than 832 animals. We (18. walk, walked) towards the first animal. It was Mali’s cage. Mali is the most popular animal in the zoo. It is the only living elephant here in the Philippines Mali (19. moved, move) its front and back legs forward and backward. She doesn’t gallop or jump. She walks and runs. She can swim and support herself in the water up to six hours.

mine your yours ours my our

203

I. Reading

A. Fill in the blank with the correct words from the box below.

20. Typhoon Yolanda left many people --------(homeless). a. fortunate b. without a home c. full house

21. Two year old Jessie draw an --- (imperfect) circle.a. Irregular b. complete c. not perfect

22. Baby placed a basket of eggs on her head. The eggs were not evenly distributed in the basket. When she started to walk the basket went sideways and fell. All the eggs broke because the basket was imbalanced.

b. dizzy b. unstable c. correct 23. He acts like a child; he is immature.

c. Young b. childlike c. grown

Write S if the sentence is simile, M if it is Metaphor and P if it is Personification

24. The farmer is busy as a bee. ______25. They fought like cats and dogs. ______26. When she saw her abductors she became as cold as ice. ______

Following Directions

27. What is the correct sequence of the direction given below?a. 2-1-3-4 b. 1-4-3-2 c. 3-2-1-4 d. 4-1-3-2

1. Measure rice with a cup and put in the cooking pot. 2. Cook rice for about 25 minutes.3. Follow the 1:1 ratio. One cup of rice to one cup of water. 4. Wash rice.

28. Which of the directions given below should be done first?a. number 1 b. number 2 c. number 3 d. Not in the given

1. Heat the pan and add cooking oil. 2. Crack the eggs and place in the hot pan. 3. When the edges turn white the eggs are done.

fearless immature homelessimperfect imbalanced

204

I. Writing

29-35. Read the short paragraph below and write an outline.

CloudsI. ____________________________________

A. _________________________________ B. _________________________________

II. ____________________________________ A. _________________________________B. _________________________________C. _________________________________

Clouds

The sun warms the water from rivers, lakes and seas. Water slowly evaporates. It condenses and forms into tiny droplets. When these droplets come together they become visible as clouds.

There are three basic cloud types. Cirrus is curly or fibrous clouds. Stratus is clouds that form sheets or layers and cumulus clouds are those heaped or filed.

205

36-40. Rewrite the following parts of the letter in a separate sheet of paper following the mechanics of letter writing.

Nerissa

Your loving aunt,

#45A- Santolan DriveDeca Homes, Jones June 3

My dearest Sandro,

How are you? You mom said you’re school is near my office. I did not know you transferred. Please come and visit me here in the Principal’s Office. I would love to hear from you soon.

______________ ______________ ______________

______________

____________________________________ ___________________________________________ ___________________________________________ ___________________________________________

______________ ______________

DEPED COPY

ii














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.

DEPED COPY

iii







The Authors


DEPED COPY

v

Quarter 3: Special People, Places and DaysTable of Specification: Pre Assessment .......................................................... 206Pre Assessment ............................................................................................. 208Week 1 ………………………………………………………............................ 214Week 2 ………………………………………………………............................ 223Week 3 ………………………………………………………............................ 231Week 4 ………………………………………………………............................ 239Week 5 ………………………………………………………............................ 250Week 6 ………………………………………………………............................ 261Week 7 ………………………………………………………............................ 275Week 8 ………………………………………………………............................ 290Week 9 ………………………………………………………............................ 304Table of Specification: Post Assessment ........................................................ 320Post Assessment ............................................................................................ 322


DEPED COPY

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


DEPED COPY

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

-d-

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

-Ia-

d-2

U

se c

onte

xt c

lues

(a

nton

ym)

to

dete

rmin

e th

e m

eani

ng o

f un

fam

iliar

wor

ds

EN4R

C-I

d-e-

3

Sequ

ence

eve

nts

in a

sto

ry o

r na

rrat

ive

EN4F

-Id-

4

Rea

d w

ords

, ph

rase

s,

poem

s or

st

orie

s w

ith

long

vow

el o

so

und

EN4S

S-Id

-4

Arra

nge

wor

ds

in a

lpha

betic

al

orde

r w

ith t

he

sam

e fir

st le

tter

bu

t a

diff

eren

t se

cond

lett

er

EN4G

-Id-

3

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

d-3

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

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

-ant

onym

s m

ater

ials

m

ater

ials

3

EN4L

C-I

Vc-

3

Eval

uate

the

lik

elih

ood

that

st

ory/

even

t co

uld

real

ly

happ

en

EN4O

L-IV

c-3

Stat

e if

a st

ory

coul

d re

ally

ha

ppen

EN4V

-IV

c-3

Id

entif

y th

e m

eani

ng o

f w

ords

with

m

ultip

le

mea

ning

EN4R

C-I

Vc-

3

Dis

tigui

sh r

ealit

y fr

om f

anta

sy in

st

orie

s re

ad

EN4F

-IV

c-3

R

ead

alou

d gr

ade

four

le

vel t

exts

w

ith

accu

racy

rat

e of

95

to

100%

EN4S

S-IV

c-2 U

se a

gl

ossa

ry g

et

mea

ning

of

wor

ds

EN4G

-IV

c-3 U

se

prep

ositi

ons

in s

ente

nces

-a

mon

g an

d be

twee

n

EN4W

C-

IVc-

3 W

rite

3-4

sent

ence

s us

ing

amon

g an

d be

twee

n

EN4V

C-I

Vc-

3 Mak

e co

nnec

tion

betw

een

info

rmat

ion

view

ed a

nd

pers

onal

ex

perie

nces

EN4A

-IV

c-3 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

4

EN4L

C-I

Vd-

4

Giv

e co

nclu

sion

to

rea

listic

fic

tion

liste

ned

to

EN4O

L-IV

d-4

St

ate

conc

lusi

on

to r

ealis

tic

fictio

n

EN4V

-IV

d-4

Id

entif

y m

eani

ng o

f w

ords

with

pr

efix

es

Un,

in,im

,dis

,m

is a

nd r

e

EN4R

C-I

Vd-

4

Giv

e co

nclu

sion

to

hum

orou

s or

cu

mul

ativ

e po

em r

ead

EN4F

-IV

d-4

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e

EN4S

S-IV

d-3 U

se t

he in

dex

to lo

cate

in

form

atio

n

EN4G

-IV

d-4 U

se

prep

ositi

ons

in, o

n,

unde

r an

d ab

ove

in

sent

ence

s

EN4W

C-

IVd-

4

Writ

e 3-

4 se

nten

ces

show

ing

conc

lusi

on

of a

giv

en

topi

c or

si

tuat

ion

EN4V

C-I

Vd-

4 Mak

e co

nnec

tion

betw

een

info

rmat

ion

view

ed a

nd

pers

onal

ex

perie

nces

EN4A

-IV

d-4 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

5

EN4L

C-I

Ve-

5

Giv

e co

nclu

sion

to

hum

orou

s or

cu

mul

ativ

e po

em li

sten

ed t

o

EN4O

L-IV

e-5

St

ate

conc

lusi

on

to

hum

orou

s or

cu

mul

ativ

e po

em

hear

d

EN4V

-IV

e-5

Id

entif

y m

eani

ng o

f w

ord

with

su

ffix

es f

ul

and

less

EN4R

C-I

Ve-

5

Giv

e co

nclu

sion

to

hum

orou

s or

cu

mul

ativ

e po

em r

ead

EN4F

-IV

e-5

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e Rea

d al

oud

a cu

mul

ativ

e po

em

EN4S

S-IV

e-4 U

se a

lman

ac

to g

et

info

rmat

ion

EN4G

-IV

e-5 U

se

prep

ositi

onal

ph

rase

s in

se

nten

ces

EN4W

C-

IVe-

5

Writ

e 3-

4 se

nten

ces

show

ing

conc

lusi

on

EN4V

C-I

Ve-

5 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

ill

ustr

atio

ns

cont

ribut

e to

w

ht ia

co

nvey

ed b

y th

e w

ords

in

a te

xt

EN4A

-IV

e-5 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

6

EN4L

C-I

Vf-

6

Dis

tingu

ish

fact

fr

om o

pini

on in

a

narr

ativ

e

EN4O

L-IV

f-6

Stat

e fa

cts

or o

pini

on

in a

na

rrat

ive

EN4V

-IV

f-6

Id

entif

y m

eani

ng o

f w

ords

with

su

ffix

es e

r an

d or

EN4R

C-I

Vf-

6

Dis

tingu

ish

fact

fr

om o

pini

on

from

a n

arra

tive

EN4F

-IV

f-6

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

EN4S

S-IV

f-5 In

terp

ret

bar

and

line

grap

h

EN4G

-IV

f-6 U

se s

impl

e se

nten

ce

-sim

ple

subj

ect

and

EN4W

C-

IVf-

6 W

rite

3-4

sent

ence

s ex

pres

sing

op

inio

n

EN4V

C-I

Vf-

6 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

EN4A

-IV

f-6 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g


DEPED COPY

xvii

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

12

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

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

min

ute

pred

icat

e ill

usta

rions

co

ntrib

ute

to

wha

t is

co

nvey

ed b

y th

e w

ords

in

a te

xt

avai

labl

e pr

int

mat

eria

ls

7

EN4L

C-I

Vg-

7

Dis

tingu

ish

fact

fr

om o

pini

on

in

an in

form

atio

nal

text

EN4O

L-IV

g-7

Ex

pres

s fa

ct o

r op

inio

n in

an

in

form

atio

nal

tex

t

EN4V

-IV

g-7

Id

entif

y m

eani

ng o

f w

ords

with

pr

efix

es d

e an

d di

s

EN4R

C-I

Vg-

7

Dis

tingu

ish

betw

een

fact

or

opin

ion

in a

n in

form

atio

nal

text

EN4F

-IV

g-7

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e

EN4S

S-IV

g-6 U

se t

he

ency

clop

edia

to

get

in

form

atio

n

EN4G

-IV

g-7 U

se s

impl

e se

nten

ces

with

co

mpo

und

subj

ect

and

sim

ple

pred

icat

e in

gi

ving

fac

t an

d op

inio

n

EN4W

C-

IVg-

7

Writ

e 5-

6 se

nten

ce

para

grap

h ab

out

a gi

ven

topi

c

EN4V

C-I

Vg-

7 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

ill

usta

rions

co

ntrib

ute

to

wha

t is

co

nvey

ed b

y th

e w

ords

in

a te

xt

EN4A

-IV

g-7 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

8

EN4L

C-I

Vh-

8

Dis

tingu

ish

fact

fr

om o

pini

on

in

a na

rrat

ive

text

EN4O

L-IV

h-8

Ex

pres

s fa

ct o

r op

inio

n in

a

narr

ativ

e te

xt

EN4V

-IV

h-8

Id

entif

y m

eani

ng o

f w

ords

with

su

ffix

es ly

an

d y

EN4R

C-I

Vh-

8

Dis

tingu

ish

betw

een

fact

or

opin

ion

in a

na

rrat

ive

text

EN4F

-IV

h-8

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e

EN4S

S-IV

h-7 U

se

stra

tegi

es in

ta

kin`

g te

st

EN4G

-IV

h-8 U

se s

impl

e se

nten

ces

with

sim

ple

subj

ect

and

com

poun

d pr

edic

ate

in

givi

ng

sugg

estin

g so

lutio

ns t

o pr

oble

ms

EN4W

C-

IVh-

8

Writ

e 5-

6 se

nten

ce

para

grap

h ab

out

give

n to

pic

or id

ea

EN4V

C-I

Vh-

8 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

ill

usta

rions

co

ntrib

ute

to

wha

t is

co

nvey

ed b

y th

e w

ords

in

a te

xt

EN4A

-IV

h-8 Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t m

ater

ials

9

EN4L

C-I

Vi-

9

Dis

tingu

ish

betw

een

fact

or

opin

ion

in a

in

form

atio

nal

text

EN4O

L-IV

i-9

Ex

pres

s fa

ct o

r op

inio

n in

an

in

form

atio

n

EN4V

-IV

i-9

Id

entif

y m

eani

ng o

f w

ords

with

su

ffix

es a

ble

and

ible

EN4R

C-I

Vi-

9

Dis

tingu

ish

betw

een

fact

or

opin

ion

in a

in

form

atio

nal

text

EN4F

-IV

i-9

R

ead

grad

e le

vel t

exts

w

ith 1

18

wor

ds

corr

ectly

per

m

inut

e

EN4S

S-IV

i-8 Fo

llow

ste

ps

in a

pro

cess

EN4G

-IV

i-9 U

se

com

poun

d se

nten

ces

in

com

parin

g co

ntra

stin

g

EN4W

C-

IVi-

9

Writ

e 5-

6 se

nten

ce

para

grap

h ab

out

give

n to

pic

or id

ea

EN4V

C-I

Vi-

9 Expl

ain

how

sp

ecifi

c as

pect

s of

a

text

ill

usta

rions

EN4A

-IV

i-9

Ex

pres

s in

tere

st in

te

xt b

y re

adin

g av

aila

ble

prin

t


DEPED COPY

xviii

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

13

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

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

al t

ext

pers

ons/

ani

mal

s/pl

aces

/ob

ject

/eve

nts/

idea

s

cont

ribut

e to

w

hat

is

conv

eyed

by

the

wor

ds in

a

text

mat

eria

ls


DEPED COPY

xix

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

14

of 1

4

C

OD

E B

OO

K L

EGEN

D

Sa

mpl

e: E

N4

G-I

f-2.

5

LEG

END

SA

MP

LE

Firs

t En

try

Lear

ning

Are

a an

d St

rand

/ Su

bjec

t or

Sp

ecia

lizat

ion

En

glis

h

EN4

Gra

de L

evel

G

rade

4

Upp

erca

se L

ette

r/s

Dom

ain/

Cont

ent/

Co

mpo

nent

/ To

pic

Gra

mm

ar

G

-

Rom

an N

umer

al

*Zer

o if

no s

peci

fic q

uart

er

Qua

rter

Fi

rst

Qua

rter

I

Low

erca

se L

ette

r/s

*Put

a h

yphe

n (-

) in

bet

wee

n le

tter

s to

indi

cate

mor

e th

an a

sp

ecifi

c w

eek

Wee

k W

eek

six

f

-

Ara

bic

Num

ber

Com

pete

ncy

Com

pose

cle

ar a

nd

cohe

rent

sen

tenc

es u

sing

ap

prop

riate

gra

mm

atic

al

stru

ctur

es

2.5

DO

MA

IN/

CO

MP

ON

ENT

CO

DE

Alph

abet

Kno

wle

dge

AK

Book

and

Prin

t Kn

owle

dge

BPK

Flue

ncy

F

Gra

mm

ar

G

List

enin

g Co

mpr

ehen

sion

LC

Ora

l Lan

guag

e O

L

Phon

ics

and

Wor

d R

ecog

nitio

n PW

R

Phon

olog

ical

Aw

aren

ess

PA

Rea

ding

Com

preh

ensi

on

RC

Spel

ling

S

Stud

y St

rate

gies

SS

View

ing

Com

preh

ensi

on

VC

Voca

bula

ry D

evel

opm

ent

V

Writ

ing

and

Com

posi

tion

WC


DEPED COPY

206

ENGLISH GRADE IV Quarter 3-Pretest

TABLE OF SPECIFICATIONS

Learning Competencies/Objectives

Item Placement No. of Items

Note significant details. (explicit)

1,3 2

Note significant details. (implied)

2,4 2

Use context clues to find meaning of unfamiliar words.

5,6 2

Identify sequence of events.

7,8 2

Use appropriate word signals to show the sequence of events.

9 1

Identify the kind of adverb used. (manner)

10 1

Distinguish reality from fantasy.

11,12 2

Point out cause and effect relationship.

13 1

Identify the meaning of content specific words.

14 1

Identify different meanings. (connotations)

15 1

Use correct order of adjectives.

16 1

Determine the kind of adverb used. (time)

17 1

Make generalizations. 18 1

Locate information from glossaries.

19,20,21,22,23 5

Locate meaning of words from the dictionary.

24 1

Use a thesaurus to find synonyms and antonyms of words.

25 1


DEPED COPY

207

Locate information from an index.

26,27, 28,29,30,31 6

Identify the kind of sentence for a specific purpose. (request)

32 1

Identify the kind of sentence for a specific purpose. (asking permission)

33 1

Determine the degree of adjective used in context.

34,35 2

Interpret charts. 36,37,38 3Determine the graphic presentation that is appropriate for a specific purpose.

39 1

TOTAL 40 1


DEPED COPY

208


I. Directions: Read the short selections carefully then answer the questions that follow. Write only the letter of your answer.

Rosa’s Flower Garden

Rosa has a beautiful garden. She was able to grow many flowers in it. The flowers are of different kinds and colors. She has red, white and yellow roses. There are gumamelas, santan, sunflower and daisies, too. Many of them are fragrant. No wonder, butterflies and bees hover around her garden, with their wings glistening against the sunshine. Indeed, Rosa’s garden is an attractive spot to behold.

_____1. Who owns a flower garden?a. Rosa b. butterfly c. bee

_____2. She grows different flowers in her garden. Which of these is not found there?a. rose b. ilang-ilang c. santan

_____3. What two adjectives are used in the text to describe Rosa’s garden?a. beautiful and wideb. beautiful and boringc. beautiful and attractive

_____4. Why do butterflies and bees love to hover around Rosa’s garden?a. because of the many ornamental plants in itb. because of the lovely flowers in itc. because Rosa does not drive them away

_____5. What does the word “hover” in sentence 7 mean?a. dive b. fly c. swim

_____6. Which word in the same sentence does not give a clue to its meaning?a. butterfly b. wings c. garden


DEPED COPY

209

The Little Red Hen(Adapted)

The little Red Hen was in the farmyard with her chickens, when she found a grain of wheat.“Who will plant this wheat?” she said.“Not I,” said the Goose“Not I,” said the Duck.“I will, then,” said the little Red Hen, and she planted the grain of wheat. When the wheat was ripe she said, “Who will take this wheat to the mill?”“Not I,” said the Goose.“Not I,” said the Duck.“I will, then,” said the little Red Hen, and she took the wheat to the mill. Next, she brought the flour home she said, “Who will make some bread with this flour?”“Not I,” said the Goose.“Not I,” said the Duck.“I will, then,” said the little Red Hen.Then, the bread was baked, she said, “Who will eat this bread?”“I will,” said the Goose“I will,” said the DuckInstantly, the little Red Hen said, “No, you won’t. I shall eat it myself. Cluck! cluck!” And she called her chickens to help her.

_____7. Which event happened first?a. The little Red Hen brought the ripe wheat to the mill.b. The little Red Hen found a grain of wheat.c. The little Red Hen baked the bread.d. The little Red Hen ate the bread with her chickens.

_____8. Which event happened last? Choose from the choices in item 7.

_____9. Next, she brought the flour home. Which of the underlined A B C words is a time connector?

____10. What kind of adverb is the word “instantly”?a. time b. place c. manner

____11. Which of the following sentences states a fantasy?a. The little Red Hen found a grain of wheat in the farmyard.b. The little Red Hen baked the bread.c. The little Red Hen walked around the farmyard with her chickens.

____12. Which of the following statements is a reality?a. The goose volunteered to plant the wheat.b. The duck said he would bring the ripe wheat to the mill.c. The little Red Hen cares for her chickens.


DEPED COPY

210

____13. The little Red Hen did not allow the goose and the duck to eat the bread. What is not a possible cause for this?a. because they did not help the little Red Henb. because they are lazyc. because they might not thank the hen for that

Caterpillar by Christina Rossetti

Brown and furry Caterpillar in a hurry,

Take your walk To the shady leaf, or stalk,

Or what not, Which may be the chosen spot.

No toad spy you, Hovering bird of prey pass by you;

Spin and die, To live again a butterfly.

____14. The word “stalk” in line 4 means_____.a. follow b. hunt c. stem

____15. What does the second to the last line connote?a. The caterpillar rests in a cocoon for a while.b. The caterpillar suddenly falls from the leaf.c. The caterpillar dies after spinning.

____16. Which sentence about the poem follows the correct order of adjectives?a. The poem is about brown furry one caterpillar.b. The poem is about one furry brown caterpillar.c. The poem is about one brown furry caterpillar.

____17. Before becoming a butterfly, it used to be a caterpillar. What kind of an adverb is the underlined word?a. place b. time c. manner

____18. If you are to complete the graphic organizer below, what will you write at the center?

brown furry

walks or crawls spins and dies

A. butterfly B. spider C. caterpillar

__________


DEPED COPY

211

laptop - smaller than a desktop computermainframe - a very big and expensive computermicrocomputer - most common type of computerminicomputer - smaller than a mainframe computer mobile device - a very small computer that can fit in your pockettablet - a mobile computer that works using a touch screen

_____19. What does the given page show?a. index b. glossary c. thesaurus

_____20. What is a glossary?a. list of difficult words used in the book and their meaningsb. list of topics arranged alphabeticallyc. list of synonyms and antonyms

_____21. Based on the given page, what does mainframe mean?a. a very big and expensive computerb. most common type of computerc. a mobile computer with touch screen

_____22. How are the words in the glossary page arranged?a. according to their order in the bookb. alphabeticallyc. according to importance

_____23. If the word “smartphone” is to appear on this page, where should it be placed?a. after microcomputerb. after tabletc. before tablet

_____24. Like the glossary, the _____also gives the meanings of alphabetically arranged words together with their correct pronunciation. It has guide words on top of every page.a. index b. map c. dictionary

_____25. It is a list of words with their synonyms and antonyms.a. dictionary b. index c. thesaurus

_____26. This is also an alphabetical listing but of topics discussed in the book. The pages of the topics are also indicated.a. dictionary b. index c. timeline


DEPED COPY

212

Browsers,182 MS PowerPoint, 160

Formatting Tools, 134 Programming, 239

Internet, 172 Rectangles and Squares, 86

Microsoft Word, 122 Social Networking, 196

_____27. What is shown above?a. glossary b. index c. dictionary

_____28. What topic is found on page 239?a. Browsers b. Internet c. Programming

_____29. Which topic comes before Microsoft Word?a. Internet b. Browsers c. MS PowerPoint

_____30. Which of the following topics is not found in the book?a. MS Word b. MS Excel c. MS PowerPoint

_____31. Based on the given page, what do you think is the book about?a. environment b. computer c. social studies

Mother: Ana, I’m going to the market. Please get me one big basket.Ana: Will this be okay, Mother?Mother: Well, this one is big but I want a bigger basket since I need to buy

our one-week supply of groceries, too. (Ana gave Mother another basket.) Wow! This is perfect. I think this is our biggest basket; enough to hold the supplies I’ll buy for the family.

Ana: Can I to come with you, Mother? I can help you carry the goodies.

Mother: How sweet of you, dear. But I’ll be fine. Your Kuya is driving me to the market.

_____32. Which of the sentences states a request?a. Please get me a big basket.b. Can I come with you, Mother?c. How sweet of you, dear.

_____33. Which one is asking permission?a. Please get me a big basket.b. Can I come with you, Mother?c. How sweet of you, dear.


DEPED COPY

213

_____34. Well, this one is big but I want a bigger basket. The adjective “bigger” is in the ______degree of comparison.a. positive b. comparative c. superlative

_____35. Which of the following is in the superlative degree?a. big b. bigger c. biggest

_____36. The above pie shows the items bought by mother in the market and their amount. Which food stuff has the biggest amount?a. vegetable b. pork & beef c. fish

_____37. Which three did Mother buy in equal amounts?a. vegetable, pork, fishb. chicken, fish, pork & beefc. canned goods, chicken, vegetable

_____38. What can you infer from this chart?a. Mother prefers poultry products to beef and pork.b. Mother serves her family more vegetables than meat.c. Mother doesn’t buy canned goods.

_____39. In what other form can these data be possibly presented?a. map b. graph c. timeline

_____40. It is Mother’s first time to go to the market. Which tool will help her reach the place?a. map b. graph c. timeline


DEPED COPY

214

Quarter 3

Theme: Special People, Places, and Days (Heroes and their Heroism)

Week 1 - Heroes are Around UsI. Objectives for the Week

A. Expressive ObjectiveAdmire the selflessness and bravery of the character in the poem


Oral Language Talk about famous events

Fluency Read aloud a poem with proper expression

Composing Write a paragraph describing a person, animal, place, thing or event

Grammar Identify and use adjectives that describe a person, animal, place, thing or event

Vocabulary and Concept Development Guess the meaning of unfamiliar words through context clues

Listening Comprehension Distinguish reality from fantasy

Reading Comprehension Note significant details in the poem

Attitude towards literacy, literature and language Show love for reading by listening attentively during poem reading and making comments or reactions

Study Skill Use a thesaurus to find synonyms and antonyms of words

II. Subject Matter

A. Topics Poem : Kabang, A True Hero by Lilibeth A. Magtang Story : Fetch by Becky Bravo Adjectives Synonyms and Antonyms Reality vs. Fantasy Using a Thesaurus Value Focus: Selflessness


DEPED COPY

215

B. Materials• Pictures, • chart, • thesaurus, • real objects (ball, pebble, picture of elephant, flower)

C. ReferencesOnline Resources, Lampara Books, “Fetch” by Becky Bravo

III. Procedure

Day 1

I. Objectives1. Admire the selflessness and bravery of the character in the poem2. Listen attentively to a poem 3. Read aloud a poem with proper expression4. Guess the meaning of unfamilliar words through context clues.

C. Pre-Listening1. Vocabulary Development

Find a synonym for the underlined word. Choose your answers from the words in the box.

brave impressed destroyed nose courageous

1. The fearless soldiers are ready to defend their country against the enemies. They are not afraid to fight with the enemies.

2. The lion’s snout is similar to that of the dog’s.

3. The strong typhoon wrecked some houses. The men were busy repairing their houses after the typhoon.

4. When the clown moved his stick, a rabbit appeared. The kids were awed by the clown’s magic trick.5. Our ancient heroes were bold enough to fight for our freedom.

2. Motivation Ask:

What is your dog’s name?What does your dog love to do?Where does it love to stay?


DEPED COPY

216

3. Motive Question We are about to read a poem about a dog named Kabang. As I read the poem, find out:

• What did Kabang love to do?• Where did she love to stay?

D. While Listening (Refer to Read and Learn LM)

Read the poem to the pupils, observing proper phrasing and expression.Reread it to the pupils and have them follow along.Group the class into four and assign each a stanza to read.

Day 2

I. ObjectivesNote significant details in a poem listened to

A. Post Listening Refer to LM, Read and Learn

Say: Listen as I read to you again the poem that we learned yesterday. Read the poem by group.

Cooperative Group Activities:

Group 1 Draw the scene in the first stanza, showing the things which Kabang saw around.

Group 2 Read stanza 2. Dramatize the scene where Kabang greeted the two girls, who both smiled at her sweetly in return. The others will act as jeepney, bus, motorcycle. One will act as the screeching vehicle.Group 3 Draw Kabang after the accident. Your drawing should show the bruises on Kabang’s face and the lost snout. Write a sentence or two under your drawing.


DEPED COPY

217

Group 4 Pretend that you were one of those saved by Kabang. Write a Thank You letter to her or dramatize what you will tell Kabang.

Thank You Kabang!

_________________ ___________________, Thank you for ________________________________ __________________________________________________ _______________________________. Love, _________________

Discussion of the poem, incorporating the presentation of outputs:

1. What did Kabang love to do?2. Where did Kabang love stay?3. What did she see?

Group 1 Present the drawing that you made.

4. Who did Kabang greet?5. What did the two girls do when Kabang greeted them?6. Would you do the same if you were the girls?7. What happened next?

Group 2 Present your dramatization.

8. What happened to Kabang?9. What do you think did Kabang feel?10. What do you think did the two girls feel?11. If you were one of the girls, what would you feel?12. How do you think Kabang looked after the accident?

After the Accident

This is how Kabang looked after the accident.

Her face ___________________________.

Her snout ___________________________.


DEPED COPY

218

Group 3

Present your drawing and read the sentences that you wrote.

13. Were the two girls hurt? Why or why not?14. What do you think would have happened to the girls if Kabang did

not bump the motorcycle?15. Who should they thank for being saved from the accident?

Group 4

Present the Thank You letter that you wrote to Kabang. (This may be done as an introductory lesson on composing a thank you letter.)

16. Did Kabang think of herself and of what would happen when she saved the girls?

17. What trait did Kabang show in this situation?(She did not think of herself; she thought of the girls and how they would be saved from the accident.)

18. Think of an incident when you thought of others first before thinking of yourself.

Poem StudyRefer to LM - Talk About It

• How many stanzas does the poem have?• How many lines are in each stanza?• Read the first stanza. What are the rhyming words?• What is the rhyme scheme?• Read the second stanza. What are the rhyming words?• What is the rhyme scheme?

Day 3

I. Objective

Identify and use the adjective that best describes a person, animal, place, thing or event

Write a paragraph describing a person, animal, place, thing or event

1. Teaching/ ModelingRead the following sentences.1 Kabang is a true hero.2. The two girls saved.3. They looked frightened.


DEPED COPY

219

Ask: What are the underlined words? What do they do in each sentence?

Adjectives are words that describe nouns or pronouns. They tell about the kind, color, or number of a noun or pronoun.

2. Guided PracticeActivity 1: Give words that describe the given pictures.

Activity 2: • Facilitate a simple guessing game. • Describe a certain object in the classroom. Mention its color, shape or

kind. Make sure it is easily seen in the classroom.• Call a volunteer to guess the object that is being described.• The pupil who is able to give the correct answer takes his/her turn in

asking classmates. • This goes on until most of the pupils have taken their turns or after the

pupils can confidently give describing words or adjectives.

Activity 3: Go back to the poem and point out all the adjectives used Write them on the board then let the pupils read them

3. Independent Practice Refer to LM - Find Out and Learn Try and Learn

A. Underline the adjective in each sentence. (Refer to LM - Find Out and Learn)

B. Which adjective best describes the picture? Underline your answer. (Refer to LM Try and Learn - Exercise 1)

C. Copy the correct sentence that will describe the picture. (Refer to LM Try and Learn - Exercise 2)

D. Look closely at the picture. Write a three to five sentence paragraph with adjectives to describe anything that you can see in the picture. (Refer to LM - Write About It)

Day 4

I. ObjectivesDistinguish reality from fantasyNote significant details in the story read

A. Pre-Reading 1. Unlocking of Difficulties


DEPED COPY

220

wobble When she stands, my grandmother’s knees wobble. (Act it out then ask the pupils to do the same later.) What does “wobble” mean?

shake dance steady

fetch Our grandparents who can hardly move around often call us and ask us to fetch something for them. What does “fetch” mean?

buy get throw

amuse When my grandparents are sad, we tell jokes, sing, dance or do

something to amuse them. What does “amuse” mean?

make happy weaken love

pleased Yesterday, Lito was sad because his pet was sick. Now that his pet

is well, he is pleased. What does “pleased” mean?

lonely excited happy

banduria My sister plays the banduria. (Use a picture or a real banduria)

2. MotivationWhat good things does your dog do for you?

3. Motive Questions Refer to LM, Read and Learn

What good things did the pet dog do for the old man?

Listen to this story and find out why Fetch is a good pet for the old man.

Comprehension Check:1. Who are the characters in the story?2. Where did the old man live?3. Who was with him?4. What gifts did Fetch bring the old man?5. Which do you think made the old man very happy? Why?6. Do stories like this happen in real life? Are there parts of the story that

are impossible to happen? What are they?


DEPED COPY

221

4. Teaching / Modeling

An event that actually happens in life is reality.

An event that is impossible to happen is fantasy. It is not real. It is just a product of the imagination.

B. Introduction Read the event in this story. Put a check / on the ____ before each sentence that can happen in real life and X if it can’t happen. _____1. The old man live with his dog Fetch. _____2. Fetch got a banduria from a man in the village. _____3. Fetch told the village people one thing that would amuse the old man. _____4. The village people build their houses around the old man’s home. _____5. The old man was very happy when people lived near his house.

5. Guided Practice

Write R if the sentence tells what can happen in real life; F if the sentence tells what can’t happen in real life.

______1. Many passengers are waiting for a bus.______2. A fairy came and let them enter a big room.______3. Many poor people are being helped by the government.______4. Many students study hard in order to get good grades.______5. The ghost let the pupil enter the haunted house.

6. Independent Practice Refer to LM, Try and LearnDirections: Write R if it is Reality and F if it is Fantasy.

Day 5

I. ObjectiveUse a thesaurus to find synonyms and antonyms of words

A. Oral Language DevelopmentEngage the pupils to join a simple contestThe contest about giving words that will describe some objects.Objects: ball (round, circle)

pebble (small, tiny)picture of an elephant (big, huge)flower (fragrant, sweet)

1. IntroductionMany descriptive words have similar meanings. They also have corresponding opposite words.

2. Teaching / ModelingSay: Read the following short sentences.


DEPED COPY

222

1. There are tiny pebbles in the garden.2. An elephant is a big animal.3. The sampaguita flower smells fragrant.

This time, replace the underlined words with the following words.

1. small2. huge3. sweet

Words like: round and circle, small and tiny, big and huge, and fragrant and sweet have the same meaning. These are called synonyms.

Now, try replacing the underlined words with the following.

1. big2. small3. foul

When we use these words, the meaning of the sentence is changed. These words mean the opposite of the underlined words. They are called antonyms.

Here are more examples of synonyms and antonyms:Synonyms:

1. cold - freezing2. large - big3. trash - garbage4. shout - yell5. speak - talk

Antonyms:1. young - old2. day - night3. near - far4. dry - wet5. long - short

A book called a thesaurus supplies the synonyms and antonyms of words. (Show one.)

Take a look at the sample thesaurus entry.Refer to LM - Learn Some More

Again, what pieces of information are shown in the sample thesaurus entry?


DEPED COPY

223

A thesaurus is a book that gives the synonyms and antonyms of a word.

Aside from synonyms and antonyms, a thesaurus also gives the meaning and part of speech of a word. It also tells what part of speech a word is.

4. Guided Practice Refer to LM, Learn Some MoreActivity 1: Study this thesaurus entry. On the blank, write your answer to each question.

Activity 2: Using a thesaurus, give the synonym and antonym of each underlined word.

5. Independent Practice Refer to LM, Learn Some More Replace the underlined word with a synonym. Be guided by context clues

and the use of a thesaurus. On the blank, write the antonym of each word. Get your answer from the

box.

Week 2 - Let’s Travel

I. Objectives for the Week

A. ExpressiveRealize the importance of obeying parents and eldersShow appreciation of the remarkable landmarks in the country

B. Instructional

Oral Language Talk about famous places

Fluency Read aloud grade level text accurately and with expression

Composing Write sentences that show comparison of adjectives

Grammar Identify the words that show the degrees of comparison of adjectives

Vocabulary and Concept Development Identify multiple meanings of words


DEPED COPY

224

Listening Comprehension Note details in a story heard

Reading Comprehension Note significant details in a selection read

Attitude towards literacy, literature and language Show interest in reading a travelogue

Study Skill Interpret a map

II. Subject MatterA. Topics

1. Jose P. Rizal’s Anecdote:“The Moth and the Flame” (adapted)2. Travelogue: Travel Time3. Adjectives: Degrees of Comparison4. Words with Multiple Meanings5. Paragraph Showing Enumeration6. Interpreting a Map

Value Focus:Obedience, Pride of National Landmarks

B. Materials• Pictures of tourist spots chart• mystery box containing objects• maps

C. ReferencesScott Lee Chua’s Top 10 Pinoy Travels Manila to CebuOnline resources

III. Procedure

Day 1

I. ObjectiveNote details from a story heard.

A. Pre-Listening Refer to LM, Think and Tell

Show the meaning of words through

1. pictures2. action

• hovered • flapped • gasping, panting • hugged


DEPED COPY

225

3. context clues

• A speck of light is not enough to brighten our way. (bright ray tinyray big piece)• It was dusk and I was afraid to go out alone in the dark. (early evening noon time morning) • The birthday girl is so curious that she is in a hurry to open her gifts.

(disappointed sad interested)

4. MotivationAre you an obedient child? Why do you need to obey your parents?

5. Motive QuestionIn the story “The Moth and the Flame“ did Moymoy obey his mother’s advice?”

B. Listening Text Refer to LM - Read and Learn

C. Post Listening Refer to LM -Talk About It

Day 2I. Objectives

Note significant details Show interest in reading a travelogue Talk about famous places

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

Choose the meaning of the underlined words from the given choices. Be guided by the pictures and context clues.

2. MotivationDisplay pictures of tourist spots. Have the pupils do a picture walk.Ask: Which of these places have you been to?

3. Motive QuestionWhat tourist spots in Luzon, Visayas and Mindanao are mentioned in the

article?

A. Reading the Article, Refer to LM - Read and Learn

(The reading of the article may be accompanied by a slide show of the places to be mentioned.)



DEPED COPY

226


Group 1List down the landmarks mentioned in the article. Put them under categories: Luzon, Visayas, Mindanao.

Luzon Visayas Mindanao

Group 2Show the location of the landmarks using the Philippine map.

Group 3Role play a scene showing your family’s journey to one of the mentioned places.

Group 4Through a poster, show a scenic or historical place you have been to. Present to the class your experience in this place through your drawing.

2. Discussion

1. What is the article about?2. What tourist spots are mentioned in the article?

Group 1, present your list of these tourist spots.3. Describe these places as mentioned in the article.4. Where are these tourist spots located?

Group 2, show us the exact location of these tourist spots using your map.

5. Have you been to any of these places? 6. Tell us about your experiences.

Group 3, present to us your role play.7. What other places have you been to which you consider equally

beautiful?Group 4, show and tell us about your poster.

8. What did you realize from this article? Refer to LM - Do and Learn Enumerate your answers. From this article, I learned that...I realized that…

Day 3

I. ObjectivesRead aloud grade level text accuratelyRead words with the consonant blends pl and flUse adjectives showing the different degrees of comparison


DEPED COPY

227

1. Introduction / Presentation Say: We are going to read words with consonant blends /pl/ and /fl/.

Read the following words with emphasis on the initial blends

pl fl plant flag plate flow plug flute plot flower place flip

Read the following phrases:

• red flag • big plate• smooth flow • small plant• long flute • far place

Words with Consonant Blends


What do we call the underlined words? What does each adjective describe? Look at the three sets of pictures. Read the sentence under each picture.

What adjectives are used in each set?

Set A: small - smaller - smallestSet B: long - longer - longestSet C: big - bigger - biggest

What common changes happened to the adjectives in the first column?

3. Guided Practice (for fl - and pl -) Refer to LM - Learn Some More Complete each sentence with a word in the box:

flowers flip flute flows flag

1. The water _____ from the waterfalls to the dam,2. She picked some _____ and placed them in the vase.3. We sing Lupang Hinirang as the Philippine ________ is raised.4. The musicians plays the ______.5. Will you ______ the pages of the book properly?

plants plate play places plot

6. The ______ is full of delicious food.7. I read the _______ of the story.


DEPED COPY

228

8. Will you ________ the electronic piano.9. I want to visit different ________ in the country.

10. The gardener watered the __________.


Underline the adjective then on the blank, write whether it shows positive, comparative or superlative degree.Refer to LM - Try and Learn

Complete the table with the needed adjectives. Refer to LM, Do and Learn

Day 4

I. ObjectiveIdentify multiple meanings of words

1. IntroductionWords may have multiple meanings. The meaning attached to the word will depend on how this word is used in meaningful context.

2. Teaching / ModelingSay: Let us examine the sentences:

1. The Heritage Village in Vigan, Ilocos Sur mirrors great history and culture.The word mirrors as used in the sentence means reflects or something that shows.

2. There are mirrors around the palace.The word mirrors in this sentence means a device.Furthermore, the first sentence shows the word mirrors as a verb while the second sentence shows the word as a noun.

Here are other examples:

1. People from around the country flock to the Shrine of the Lady of Manaoag in Pangasinan.

A flock of birds is seen flying in that direction.The word flock in the first sentence is used as a verb that means to come to. On the other hand, flock in the second sentence means a group. It is used as a noun.

2. Right in the Philippines, there are a number of exciting places that truly serve as important landmarks to all Filipinos and foreign tourists alike.

It is your right to have the case investigated.


DEPED COPY

229

Facing north, you can find the church on the right side of Galvan St.

The first means exact location; the second means privilege; while the third means the opposite of left.

3. Guided PracticeRefer to LM, Learn Some MoreWhat is the meaning of the underlined word?


Refer to LM, Learn Some More What does the highlighted word mean as used in the sentence? Choose and underline your answer in the parenthesis.

Day 5

I. Objectives for the WeekInterpret a map

1. IntroductionShow a map to the pupils.Ask: What is this? What is it used for?

2. Teaching / ModelingSay: Tell us how you get to school from your house. Name things that you see as you go to school. Create a simple map to show the route.

Example:

Interpret the map by answering questions like:1. Where are you going?2. Where is the starting point?3. Which roads are you going to pass? Give the direction. Are you

going straight ahead, turning right or left?4. Are there buildings and other landmarks along the way? What are

they?


DEPED COPY

230

Teaching ChartA map is simply a drawing or picture. Using a map can

help you find the place you want to go to. There are landmarks and features that will help you get to the place quickly.

3. Guided PracticeActivity 1: Take the children out of the classroom. Tour them around the campus. As you walk, verbalize the directions.

Example:You are going to the canteen. From this point (classroom), walk a few steps straight ahead until you reach the flag pole. Then, turn right to the main building. You are going to pass by two classrooms. The next room is the library. It is bigger than the other rooms in the school. It is full of books.

Activity 2:Post a Philippine map on the wall.Ask volunteers to point to the three main regions: Luzon, Visayas, and Mindanao.Then, ask where a certain place is located in the map. Call a group of at least four pupils for every place.

Example:1. Ilocos Norte 6. Tagaytay2. Ilocos Sur 7. Baguio City3. La Union 8. Palawan4. Pangasinan 9. Cebu5. Manila 10. Davao

4. Independent Practice Look closely at the map.

Do the following:

1. Color the leaves of the trees green.2. Color all roads brown.3. Put an X at the starting point, your house.


DEPED COPY

231

4. Trace the broken lines using a blue crayon.5. Put a p in front of the sari-sari store.

Answer these questions:

1. How many trees are there in the map?2. How many houses will you pass from the starting point to the sari-sari

store? 3. Which road will bring you to the sari-sari store?4. Write the sign found in front of the sari-sari store. ________________5. What is the name of the sari-sari store?_________________________

Week 3 - Who’s Who

I. Objectives

A. ExpressiveRealize how self-confidence and talent can work wonders in the fulfillment of one’s dreams

B. InstructionalOral Language Talk about famous people

Fluency Read aloud grade level text accurately

Composing Write about a significant event using sequence signals

Grammar Use appropriate word signals to show sequence of events

Vocabulary and Concept Development Get meaning of unfamiliar words through restatements

Listening Comprehension Note significant details from a selection heard

Reading Comprehension Identify sequence of events

Attitude towards literacy, literature and language Show interest in reading a biography

Study Skill Use a timeline to show the order of events

II. Subject Matter


DEPED COPY

232

A. Topics• Biography: “Who is Randy Halasan?”• Time Connectors• Word Meanings From Restatements• Paragraph Showing Time Order• Use of Card Catalog

Value Focus: Pride of one’s talentB. References

Online resources

C. Materials• pictures• real objects• chart

III. Procedure

Day 1

I. Objectives

Talk about famous peopleNote significant details from a selection heardShow interest in listening to a biography

A. Oral Language Activity Refer to LM, Think and Tell

Say: What do you think of when you see or hear the word famous?Complete the semantic map in your notebook.

B. Pre Listening

1. Unlocking of DifficultiesGive the meaning of the underlined word through context clues.

1. Vic Sotto and Vice Ganda tell humorous stories. They always make the audience laugh.a. funny b. wise c. lazy

2. Her career as a talk show host is bringing her a lot of money.a. car b. job c. life

3. Minda’s talent is singing. She loves to sing and she can do it very well.a. ability b. work c. habit

4. She is very popular. Almost everybody knows her. a. poor b. well-known c. talented


DEPED COPY

233

5. My classmate Nida topped the test again. Everyone admires her wit.a. health b. intelligence c. laziness

2. MotivationHave you watched “The Voice Kids” on TV? What talents do these kids showcase?

3. Motive QuestionsWe shall read the biography of Randy Halasan What admirable traits does Randy have?Refer to LM - Read and Learn

4. Post Listening Refer to LM - Talk About It

Ask: Where does Randy Halasan teach?How does he travel to school? What does this show of him?Why did he choose to stay in that very far school for years?When was he given the Ramon Magsaysay award?What did he do that made him deserve the award?Describe his sacrfices mentioned in his biography.What do you admire most about Randy Halasan?Try to examine yourself. What qualities do you possess that will make you popular, too? Explain.

Day 2I. Objective

Identify sequence of events

A. Recall the important details in the biography of Randy Halasan.B. Assign group tasks to the pupils.

Group 1: Make a character web to show important details about Randy Halasan.

RandyHalasan

When was he born?

Where does he teach?Why was he given the Ramon Magsaysay Award?

How did he choose to stay in his school?


DEPED COPY

234

Group 2:(Give the group an illustration of a timeline.)Highlight the important events in the life of Randy Halasan. Come up with a timeline that looks like the given model. Use drawings to show every event mentioned in the timeline.

Group 3:

Role play a round table interview. One member of the group will play the role of Randy Halasan. The others will serve as interviewers. Ask questions about Randy Halasan.

Group 4:

Do you admire Randy Halasan?

I admire Randy Halasan because __________________

___________________________________________

Activity:In your journal, complete these sentences:

I am proud that I am good at_______________________________. I will do my best to become __________________ someday.

Day 3

I. ObjectivesRead words with the consonant blend drUse appropriate word signals to show sequence of eventsWrite about an event using sequence signals

Phonics Drill on drRead the following words:

drag dream drift drop drug

Randy Halasan as a young boy

Randy on his college graduation

Randy as a teacher Randy as a Head Teacher

Randy as he receives the Ramon Magsaysay Award


DEPED COPY

235

Let’s read this short poem.

I dream that a starWould drop from aboveI’ll drag you by the handWe drift then we grabWish I could see it sparkA drug it is for an ailing heart.

1. Introduction / PresentationSay: Many significant events happened in the life of Randy Halasan. Let us try to recall them.

Make a list of all responses the pupils will give.

Examples:Randy Halasan grew up in a poor family.He studied very hard.He was able to graduate from college.He became a substitute teacher.He became a Head Teacher.He was granted the Ramon Magsaysay Award.

2. Teaching / ModelingHave the pupils read the sentences.

Ask: • Which of these events in Randy’s life happened first? second? third? etc.• What was his life like as a small child?

At first, Randy lived with his poor family. She could not even afford to have a birthday party.

• What do you think did he do to finish college?Then, he did his best to finish college.

• What did hey do next? Next, he worked on odd jobs. • What happened after that?

After that, he served as a substitute teacher until he became a Head Teacher.(All the responses will be written on the board. Don’t forget to use connectors.)

Say: Events do follow a certain sequence. The sequence of events in a story is the order in which things happen.


DEPED COPY

236

Ask: What words are used to show the order of events in the life of Randy? (first, then, next, after…)

Say: These are called signal words. They signal time order.

Teaching ChartThe sequence of events in a story is the order in which things happen.Signal

words like first, next, then, after, before, and finally are used to show the order of events.

3. Guided Practice Refer to LM, Learn Some More Activity A: Give the order of events. Which came first, second, third, and last?

Activity B: Write 1 – 4 before the items to show the sequence of events.

Activity C: Write the appropriate time connector to complete each sentence.

Activity D: Write the appropriate order of events using signal words.Rewrite the sentences to form a short paragraph.

Day 4

I. ObjectiveUse a timeline to show the order of events.

1. IntroductionOne effective way of organizing events in the order of their occurrence is through the use of timelines.

2. Teaching / ModelingBelow is an example of a timeline. It is about the significant events in the life of Randy Halasan as enumerated in the LM. Try to complete the details.

2003

2006

He became a substitute

2007

2006

He became the Head Teacher

2014


DEPED COPY

237

Teaching Chart A timeline is a visual technique. It is an effective way to show a continuum of events.

This study skill:• helps you organize dates, numbers, and other information,• helps you visually remember when events occurred, and• gives you a framework to add more pieces of information as

they happen.

3. Guided Practice

Say: Bring out your pictures. Arrange them in proper order, according to your age. You may draw any of the following on your cartolina.

Paste your pictures on each line.Tell a story about each picture.Does your timeline show important events in your life?What do you realize from the activity?Keep your timeline and add some future significant events as they happen.


Make a timeline using the given pictures. Write something about the time line.Refer to LM, Write About It

Day 5

I. ObjectiveGive the meaning of unfamiliar words through restatements

Say: Tell the class about the things you did at home before coming to school today. 1. Introduction

Learning how to use context clues will greatly increase your reading ability. Using context clues well can also increase your vocabulary. First, you need to fully understand how the clues work.


DEPED COPY

238

The easiest context clue to recognize and use is a definitionorrestate-ment clue. If the writer thinks the reader won’t know a word he is using, he may provide a definition.

2. Teaching / ModelingTry to get the meaning of the underlined words.Refer to LM - Do and Learn

Theword“or”providestheclueforthegivendefinitionorrestatement.

Here are other examples, taken from the biography of Randy Halasan:

1. He worked part-time so he could complete or finish his college education.2. He appealed to the local government and other groups for help or aid.

What is the meaning of afford?What is the meaning of admiration?

Teaching ChartThe meaning you get from a context clue is usually enough

to help you understand the sentence. Learning how to use context clues well is a valuable skill to have.

Sometimes, the sentence gives the clue or to show the definition of a word.

3. Guided PracticeGroup the class into three. Give each group a set of sentences to work on.Each group will find out the meaning of the underlined words through definition or restatement. Each group will present its output.

4. Independent PracticeCircle the meaning of each underlined word.


Assignment: Bring ½ cartolina and some pictures:

1. when you were a baby2. when you were around 2 or 4 years old3. when you first entered school, and4. when you were in grade 2 or grade 3


DEPED COPY

239

Week 4 - Our Culture, Our Pride

I. Expressive ObjectiveShow appreciation and pride for the family customs and traditions

II. Instructional Objectives for the Week

Oral Language Use expressions appropriate to the grade level

Vocabulary Development Identify different meanings of content specific words

Reading Comprehension Identify cause and effect relationshipFluency Read grade level texts with accuracy, appropriate speed, and expression Study Strategy Locate meaning of words in the dictionaries

Grammar Identify and use the correct order of adjectives

Writing Composing Write / Compose clear and coherent sentences using the correct order of adjectives

Attitude towards literacy, litrature and lanuage Browse and read books for various purposes such as for learning or for pleasure

III. Subject Matter

A. Topics• Selection:

“Our Family Customs and Traditions” by Mary Jane T. Ganggangan “Eduardo’s Dream” (Adapted from Soaring High with Reading 4 Abiva,

Josephine M. Calamlam, et.al)• Using expressions appropriate to the grade level• Identifying different meanings of content specific words • Cause and effect relationship• Locating meaning of words from the dictionary• Correct order of adjectives

Value Focus: Close family ties, taking pride of our family traditions / customs / family heritage

B. Materials

• Word Cards poster • charts • pictures dictionary • native delicacies like puto or suman


DEPED COPY

240

C. Reference English for You And Me–Language Textbook Grade Four Benita N. MirandaSpectacles 4- Melinda D.C. Jadrin, et.al.Fun in English 4 Language/ Reading- Justine Balajadia, et.al

IV. Learning Activities

Day 1 I. Objectives

Use expressions appropriate to grade levelIdentify different meanings of content wordsA. Oral Language

Sharing story / news about family.Show pictures of family activities like going to church together, having picnics, family reunions.

Say: What do you do together with your family?

B. Pre-Listening Activities1. Unlocking of Difficulties

(excited, native delicacies, family reunion,streamer)

Say: The Grade IV class of Mrs.Delizo will have a field trip to Baluarte on Saturday. The pupils are all happy and excited.

Excited means _________. a. very noisy b. very eager c.very worried

Show a real sample of a streamer. Say: This is a streamer. What does it tell? Where do you usually see

streamers?

Show a plate of bibingka, suman,and puto. Say: These are some of our native delicacies. They are our local foods.

Can you name other native delicacies? Say: We will have our family reunion in December. We will be meeting our cousins and other relatives. Family reunion means occasion

when many members of a ___________family______________.

a. gather togetherb. spend their vacation c. leave to work somewhere else.Have the pupils do activity in LM - Think and Tell

2. Motivation Question

Say: Today,we are going to read the story, “Our Family Customs and Traditions” Let us find out the different customs and traditions the Ortega family observes.

3. Motive QuestionSay: What did the family do to prepare for the coming of visitors?


DEPED COPY

241

C. During ListeningRefer to LM, Read and LearnRefer to LM, Talk About It

Day 2

I. ObjectiveUse indirect speech to clarify the speaker’s ideas

A. Post listening Activities1. Preliminary Activities

Say: What do you usually do to prepare for the coming of a visitor?

2. Re- reading of the story by the teacher /pupils


Divide the class into four groups. Let the groups do the following activities. (Prepare activity cards for the activities.)

Group 1: Make a streamer to welcome the Johnson family.

Group 2: Dramatize the scene ‘The arrival of the Balikbayans’Group 3: Write a “Thank You” letter for the pasalubong given to you.

Group 4: Draw the happy faces of the Ortega and Johnson families and

compose a song or yell about families.

Discussion of the story:1. Why did the Ortega family get up early?2. What did the family do to prepare for the coming of their visitors?3. What did Father mean when he said “Each one of you should

do your assigned work?”4. What did the Ortega family do to welcome their visitors?5. Do you think they were happy to see each other? Why? Why not?6. Pretend that you are a member of the Ortega family. Show your

streamer to welcome your visitors.

Say: Group 1, show your poster.

1. Who kissed the hands of Aunt Rose?


DEPED COPY

242

2. Why did they do that?3. Why did Aunt Rose say that pagmamano is a sign of respect

given to elders?4. Do you do the same to your elders? Why? Why not?

Say: Group 2, present your dramatization.

1. What did the Johnson family bring home for the Ortega family?2. Pretend that you are Mark and Ana. Write a Thank you letter for

the pasalubong given to you.

Say: Group 3, show and read your Thank you letter.

1. What did the relatives of the Ortega and Johnson families cele-brate?

2. Why were they happy?3. What did Andrew and Kenneth say about Filipino families?4. Do you think Andrew and Kenneth enjoyed their stay in the Phil-

ippines? Why? How did they feel?5. Why did Andrew and Kenneth say that “It’s more fun to stay in

the Philippines”?6. If you were Andrew and Kenneth, would you like to stay in the

Philippines? Why?

7. Pretend you are Andrew and Kenneth. Draw the happy faces of the Ortega and Johnson families. Compose a yell or song about the families.

Say: Group 4, show us your presentation.1. What kind of families are the Ortegas and the Johnsons?2. Do you think they show close family ties? Why?3. How will you keep your family ties close?

Day 3

Grammar: Identify and use adjectives in a series

A. Oral LanguageLet the pupils recite the poem (whole class, groups, individual)

MY FAMILY

This is mother, kind and dear,This is father standing near,This is brother, see how tall,This is sister not so tall,This is baby, sweet and small.

Say: Who are the members of your family?


DEPED COPY

243

What can you say about mother? How about brother? sister? baby? How do you show your love for your family?

1. Presentation / Introduction Say: Can you still remember the story “Our Family Customs and Traditions”? What were the presents the Ortega family received from the Johnson family? (Write their answers on the board.)Possible answers:

A beautiful doll was given to Ana.Mark had ten small,green toy cars.Father got three new,blue polo shirts.Mother received two red, leather bags.

2. Teaching / ModelingSay: Let’s read the sentences taken from the the story. (Refer to the above sentences)

Ask: What kind of doll was given to Ana? – a beautiful doll Describe the toy cars Mark received? – ten ,small,green ,toy cars Describe the poloshirts father got? – three,new, blue polo shirts What kind of bag did mother receive? – two, red, leather bags

Ask: What are the underlined words? How many adjectives are there in each sentence? What do you notice about the adjectives? How are they arranged?

Teaching Chart Adjectives tell about the number, kind, and color of a person,

animal, or thing. When several adjectives are used in one sentence, the order of adjectives is as follows: number, kind or quality, and color.

3. Guided PracticeActivity 1 “Show and Tell”Refer to LM - Find Out and Learn ASay: Get anything from your bag or in the room and describe the object. Use several adjectives. Describe its number or quantity, kind or quality, or color.

Example: pencil How many pencils do you have? two What kind of pencils are they? sharp What colors are your pencils? Yellow I have two, sharp, yellow pencils.


DEPED COPY

244

Activity 2 Pick out a picture from the box. Say how many objects are there, kind or quality and color of the picture.

Refer to LM - Find Out and Learn“Arrange Us Please!”

Arrange the adjectives in the correct order. Refer to LM, Try and Learn

Underline the adjectives used in each sentence.Refer to LM, Try and Learn


Activity 1Arrange the adjectives inside the parentheses in correct order.Refer to LM, Do and Learn

Activity 2Choose at least five nouns from the list. Describe each of the following using the correct order of adjectives. Write a sentence about it.Refer to LM, Learn Some More

5. Writing Activity

Write a paragraph describing a person, animal, or thing.Use 2 or 3 adjectives which are properly arranged.Read the paragraph you wrote.Refer to LM, Write About It

Day 4

I. ObjectivesIdentify the cause and effect relationship Read grade level texts with appropriate speed and expressionA. Oral Language

Say: Do you have a dream for your family? Explain what it is. I have a dream for my family. I want my family to _________.1. Presentation / Introduction

a) Reading of phrases.Present the following phrases in word cards.Say: These are phrases taken from the story. Let’s read them.a jar of basi kept thinking of the future a large sum of moneyhas many sons and daughtersvery popular and rich broke into hundred pieceslaughed with him


DEPED COPY

245

b) Vocabulary Development

Say: Here are some words we will be meeting in the story. (future, gain,popular, motion)

1) future – Ana wants to become a teacher in the future.Future means ___________.a.yesterday b. today c.in the to days to come

2) gain – Eduardo bought the jar of basi for Php 150. He sold it for Php 250. He gained Php 100 from the sale.Gain means _______.a.food b.profit c.friends

3) popular – President Benigno C. Aquino III is a very popular person. Everybody knows him as the President of the Philippines. Popular means ___________. a. well known b.unknown c. friendly

4) motion- (use gesture) Eduardo threw back his head with a proud motion.

c) Fluency Activities

Say:Today we are going to read the story “Eduardo’s Dream” We will find out what Eduardo’s dream is and see if he was able to fulfill that dream.The whole class reads the story with the teacher’s guidance. The pupils take turns reading the story aloud.Refer to LM, Read and Learn

Discussion questions:Refer to LM - Talk About It1. What was Eduardo’s dream?2. How did Eduardo intend to become rich?3. What were the things he would buy?4. What happened while he was thinking about his plans?

Why?5. What important lesson did the mayor give Eduardo?6. Do you think Eduardo’s dream would come true?

Why or why not?

Skill focus: Cause-Effect Relationship

1. Teaching / ModelingPresent some sentences taken from the story.Say: “These are sentences taken from the story. Let us read and analyze them. Identify the cause and the effect.”


DEPED COPY

246

1. When Eduardo threw back his head, the jar of basi fell .Ask: Why did the jar of basi fall ?

What happened to the jar of basi? Cause Effect(Why did it happen?) (What happened?)

2. Eduardo cried because the jar of basi broke into pieces. What is the cause? What is the effect?

3. Eduardo was able to buy a pig because the mayor gave him

money. What is the cause? What is the effect?

Teaching Chart

The cause is an action or an event that makes something happen.

An effect is something that happens as a result of the action.

Cause is the reason and the effect is the result of an event.A cause-effect relationship describes something that happens and why it happens...

Do activity in LM - Think and Tell

2. Guided Practice

Activity 1Look at each pair pictures. Say something about them. Identify the cause and the effect.Refer to LM, Find Out and Learn

Activity 2

Tell whether the underlined group of words is a cause or an effect. Put a check mark in the correct box.


DEPED COPY

247

1. Andrew got perfect score in the test because he studied his lessons very well.

Cause

Effect

2. Mother prepared much food because there was a visitor.

Cause

Effect

3. The children must eat nutritious foods everyday so that they will become strong and healthy.

Cause

Effect

4. Father came home very tired because he worked the whole day in the farm.

Cause

Effect

5. Rita got up very early in order to catch the first trip of the train to Bicol.

Cause

Effect


Activity 1Match the given effects to their causes.Refer to LM, Try and Learn

Activity 2Refer to LM - Do and Learn

A. Arrange the adjectives inside the parentheses in correct order.1. Mother gave Ana (beautiful yellow a) dress on her birthday.2. I ate ( sweet red ten) strawberries last night.3. There are (brown seven big) cows on the farm.4. Father bought (sweet green a dozen) apples for the children.5. Andrew has (fat white six) rats as his pet.

Complete the following sentences by writing the cause for the given effect.Choose from the list of sentences in the box.

the fog is very thickthey received a gift from their teachershe is kind and helpful to everyonethe children clean it everydaythe super typhoon hit the place


DEPED COPY

248

1. The school ground is clean because _______________________.2. Christine has many friends because _______________________.3. The children are happy because _________________________.4. Legaspi City experienced landslides and floods because

_________________________.5. Mr. Marquez drives his car slowly because

_______________________.

Activity 3Refer to LM - Learn Some MoreCombine each pair of sentences into one showing cause-effect relationship. Use the words so that, in order to, or because

Example: We must eat nutritious food everyday. We will be healthy. Answer: We must eat nutritious food everyday in order to be healthy.

1. Plants need sun. They use sunlight in making their food. __________________________________________________

2. Andrew got high scores in the test. He reviewed his lessons well. __________________________________________________3. Plants must be watered everyday. They will not wither. __________________________________________________

4. Jan got very, very tired. He practiced swimming all day. __________________________________________________

Day 5

I. Objective

Locate information from dictionaries

1. Presentation / IntroductionPresent a dialog.Say: Let’s read the dialog. We will find out how Jan helped his sister with her assignment.Refer to LM, Read and Learn

Discussions:Refer to LM - Talk About It1. Why is Christine asking for help?2. What helps you find the meaning of words?


DEPED COPY

249

3. How are the words arranged in a dictionary?4. What words in the dictionary help us locate the words on a page faster?5. What information does one get from a dictionary?

2. Teaching / Modeling Show a dictionary. Have the pupils observe and tell what are written in it.

Say: “This is a dictionary. What can be found in a dictionary?” Present a sample page of a dictionary.

cartilage core cartilage (kär’ti lij) n. firm elastic, flexible substance of a translucent white color,consisting of connective tissues and forming parts of a skeleton

crater (krā’tərs) n. the area found around the surface of the moon

cloud (klowd) n. masses of water particles that form over the earth; anything that darkens or threatens

condensation (kon’den sā shon) n. the changed form of a gas to liquid

core (kōr) n. 1.the layer of the earth under the mantle. 2. The center of the innermost part of a thing 3.the fibrous or membrenous central part of a fruit, containing the seed.

Questions:1. What is the first entry word on this page?2. How many definitions are there in the word cloud?3. What is the definition of condensation?4. What word means “the center or innermost part of a thing”?5. What is the last entry word on this page?

Teaching Chart

A dictionary is made up of entry words listed in alphabetical order. Each entry states how a word is pronounced and what the word means. Since words are arranged alphabetically, locating words is easy.

Two guidewords are printed at the top of each dictionary page. Guidewords help us find words on that page faster.

The guidewords are printed at the top of each dictionary page. while the guide word on the right is the last and on the page.

3. Independent PracticeStudy the sample page of a dictionary and answer the questions.



DEPED COPY

250

Activity 1Write the meaning of the italicized word in each sentence. Use the dictionary.Refer to LM, Learn Some More

Activity 2Say: Read the poem “Dictionary”. List at least three words from the poem that you think are difficult. Opposite the words, write their meanings and use them in sentences.

Week 5

I. Expressive ObjectivesRealize the health benefits that one can get from eating vegetablesShow appreciation of native cuisine in the different regions

II. Instructional Objectives for the Week Oral Language Use expressions appropriate to the grade level Reading Comprehension Identify various text-types according to structure

Study Strategies Locate information from glossaries

Grammar Identify and use adverbs of place

Writing / Composing Write / Compose clear and coherent sentences using adverbs of place

Attitude Browse and read books for various purposes such as for learning or for pleasure

III. Subject Matter

1. Selection : “Pinakbet” RecipeDialog : “A Day in the Market” By: Mary Jane T. Ganggangan

2. Referenceswww.filipino.cuisine.com

3. Materials: word cards, pictures, chart of the recipe, real eggplant, okra, bittermelon

4. Types of texts- Procedural, Informational5. Adverbs of place6. Skill: Locating information from Glossary


Day 1

I. ObjectivesUse expressions appropriate to the grade levelShow appreciation of native cuisine in the different regions


DEPED COPY

251

A. Oral Language

Have pupils talk about their favorite viand.My favorite viand is__________ because it is ________.


1. Unlocking of DifficultiesPinakbet, an Ilocano dish, is stewed vegetables. The usual vegetables included in the dish are eggplant, bitter melon, okra and tomatoes. The dish is seasoned with bagoong isda or fermented fish paste. • Cuisine means a style of _______________.

a. dressing b. cooking c. eating

• Dish is the ____________ serveda. food b. wine c.water

• Stew means to ________________slowly.a. fry b. roast c. boil

• Saute the garlic,onions and tomatoes in a pan. Saute means ________ lightly and quickly.a. fry b. boil c . bake

Eggplant, ampalaya, okra, and tomatoes are some of the ingredients in preparing the recipe for Pinakbet. • Ingredients mean_________________.

a. component of a mixture b. materials c. directions

• Recipe means ___________________ for cooking something a. directions b. plan c. materials

2. Motivation QuestionSay: What dish can you cook? How do you cook it?

3. Motive QuestionSay: Today,we are going to read about a vegetable recipe from the Northern Philippines particularly in Ilocos Region. Find out: How is pinakbet cooked or prepared?

C. During ListeningPresent the recipe for cooking pinakbet written on a chart.Do the first reading of the recipe for modeling, followed by the pupils.Refer to LM, Read and Learn


DEPED COPY

252

D. Post Listening ActivitiesDiscussion:Refer to LM, Talk About It

Infusion of Values:Say: What health benefits can you get from eating vegetables? Do you feel proud of the different native cuisines in your region? Why? Why not?

Writing:Write two to three sentences in your journal to answer the questions.

Day 2

I. ObjectiveGive one’s reaction to an event

Learning Activities:

A. Postreading Activities1. Recall the recipe in cooking pinakbet. Say: “What are the ingredients in

cooking pinakbet? How do you cook it?

B. Engagement ActivitiesGroup 1 Draw the ingredients needed and the utensils used in cooking pinakbet.

Group 2 List the steps or procedures in cooking pinakbet.

Group 3 Make an advertisement of the dish pinakbet.

Group 4 Create a song / poem / jingle about pinakbet.

Group 5 Write a “Thank You” letter to your mother who cooks the dish pinakbet for you.

Discussion of the recipe, incorporating the presentation of outputs.

1. What is the recipe about?2. What region does this recipe come from?3. What are the ingredients and materials needed in cooking pinakbet? Say: Group I, present your list of ingredients and materials.4. What is the first step in cooking pinakbet?5. How do you arrange the vegetables in the pan?


DEPED COPY

253

6. How long will you simmer the vegetables? Say: Group II, show the steps/procedures in cooking pinakbet?7. Do you think pinakbet is a good Filipino dish? Why or why not? How

will you advertise it? Say: Group III, present your advertisement in promoting the dish

Pinakbet.8. What health benefits do we get from eating vegetables? Say: Group IV, present your song/poem/jingle that you have

composed.9. What will you say to the Ilocano people for introducing the dish

pinakbet? Say: Group V, present your Thank You letter.10. Do you think pinakbet is a dish that you can be proud of? Why?

Why not? Writing In your journal, write about a vegetable dish that is often served in your home. Give the ingredients needed and how it is cooked.

Day 3

I. ObjectiveIdentify various text-types according to structure (procedural, informational,

narrative)1. Presentation / Introduction

Say: Let us take a look at the recipe of pinakbet written on a chart. Have the pupils read.

Refer to LM, Talk About It

Talk about the recipe.

2. Teaching / Modeling Say: Let us study the recipe presented on the chart.

a. What is the purpose for writing the text? b. What does the text show?c. How are we going to prepare a recipe?d. What do you notice about the format of the text?

Teaching ChartThere are different types of texts:

Texts that tell information about a topic are called informational texts.Examples are news articles, travelogues, feature article, content area materials like Mathematics, Science, etc.

Some texts tell the procedure, directions or steps on how to do a process. These are called procedural texts.Examples: recipe, steps in solving word problems, dance steps, etc.

Texts that show a list are called texts that enumerate.


DEPED COPY

254

3. Guided PracticeShow different types of texts written on a chart.Say: Let us read and analyze the following texts.

Identify the kind of text shown. Refer to LM, Try and Learn What type of text is this selection? Text that enumerates


Activity 1Read each selection and identify the text-type shown.

A. How to cook Carbonara1. Fry some pieces of bacon in a pan until crisp. Add garlic and

cook until lightly brown.2. Lower heat and pour in Nestle All Purpose Cream. Add the

cheese.3. Thin out with water and stir to combine.4. Toss cooked spaghetti into the sauce until well coated.5. Serve immediately.

B. What type of text is given here? Procedural Text

Birds build their own nests. They use their bills to build them. They use grass. They use roots, too. They use soft things in their nest.

C. What type of text is presented in this selection? Texts that enumerates.

38 Session Road, Baguio City October 25, 2015

Dear Mrs. Cruz,

I am sorry I cannot come to school today because I have a toothache. Please excuse me. I will try to come tomorrow. Thank you so much. Your pupil, April

What type of text is presented in this selection? Informational Text


DEPED COPY

255

Day 4

I. ObjectivesIdentify and use adverbs of placeWrite / Compose clear and coherent sentences using adverbs of place

Learning Activities

1. Introduction / Presentation Refer to LM - Read and Learn

Let the pupils read the dialog. The teacher will ask questions about the dialogue.

A Day in the Marketby Mary Jane T. Ganggangan

One Saturday morning, Mother and Jenny went to buy the things they need at the market.

Jenny: Mother, I can see a lot of vendors everywhere.Mother: Yes, Jenny. They come to sell their products around the town.

Here, please put these fish and vegetables in the basket.Jenny: Why did you buy plenty of fish and vegetables Mother? Are you going to cook all of these?Mother: No,my dear. We will put some in the refrigerator. We can cook them the following day.Jenny: Alright, Mother. Let’s go home now. I’m excited to taste the food you will cook for us today.Mother: Sure, I will cook your favorite dish, pinakbet!Questions:

Refer to LM, Talk About It(Teacher writes the answers given by the pupils.)

2. Teaching / ModelingSay: Let us read the sentences written on the board.

Mother and Jenny buy the things they need at the market.There are vendors everywhere.

They sell their products around the town.Put the fish and vegetables in the basket.

Say: What do the underlined words tell? (They tell where an action is done) What question do these words answer? (Where)


DEPED COPY

256

Teaching ChartAdverbs of Place

A word that tells where an action is done is an adverb of place.

Here are other examples of adverbs of place:

there away here everywherebehind forward upward aroundinside

3. Guided PracticeActivity 1“Where do things happen?”Say: Answer the following questions. (Process pupils answers.)

Example:Where does Mother cook our food?- in the kitchen

What does -in the kitchen tell?- It tells where the action is done.

What kind of adverb is it?- Adverb of Place Refer to LM - Try and Learn1. Where do we buy our snacks?2. Where do we borrow books?3. Where do we play?4. Where do we go to when we are not feeling well?5. Where can we see our principal?Activity 2“Tell Me Where” Identify the adverbs of place in each sentence. Underline them.

Refer to LM, Do and Learn A

4. Independent Practice Refer to LM - Do and Learn B

Activity 1Complete the sentences by writing the appropriate adverbs of place.Choose your answer from the words below.in the library outdoors at the park everywhere on the seashore

1. We enjoy having picnic ____________________.2. Children love to read books __________________________________.3. It is nice to exercise ______________________________________.4. We can see God’s creations __________________________________.5. They enjoyed making sand castles _____________________________.


DEPED COPY

257

Think-Pair-ShareRefer to LM - Learn Some More AGet a partner. Ask and answer questions about where they will be going this coming weekend.

Refer to LM - Learn Some More BWrite five sentences using adverbs of place.Choose the adverbs of place from the list below.

in the office here there outside behind in the church on the farm everywhere around

Refer to LM - Learn Some More CCopy the riddle. Answer it if you can. Encircle the adverbs of place that you can find.

Riddle

I am inside, outside, everywhere.

You can’t see me, I knowBut I refresh youEverytime I blow.

5. Writing / ComposingRefer to LM - Learn Some More D

Say: Look at the pictures and write sentences about them using adverbs of place.

1. (The children buy their snacks at the canteen.)

2. (The farmer plants palay in the ricefields.)


DEPED COPY

258

3. (The children love to play in the playground.)

Day 5

I. ObjectiveLocate information from glossaryA. Oral Language

Say: Let’s recite the poem Dictionary.

DictionaryBy: Mary Jane T. Ganggangan

Often times I wonder why,Words are so complicated Oh,my!

They have the same spelling But have different meanings.

But I have a very special friendThat can help you until the end,

A wonderful book that you should see.Please meet my friend, Dictionary!

Questions:

Say: Let us recall the lessons we have learned about dictionary. 1. How are the words arranged in the dictionary? 2. What are guide words? Where can we find the guide words?

1. Presentation / Introduction

Say: Look through the last pages of your book. Do you see pages with words and their meanings? This section is called a glossary. The entry words in a glossary are arranged in alphabetical order. Some glossaries include the pronunciation of the words.

Study the sample page of a glossary written on a chart.Refer to LM - Find Out and Learn


DEPED COPY

259

Glossary

abdomen /abdo’men/ n. stomachboundary /bound’ary/ n. limitcaptive /cap’tive/ n. a prisonerdepart /depart’/ v. go awayelegant / el’egant’/ adj. graceful; refinedhandsome /hand’some/ adj. good-looking

2. Teaching/ModelingSay: What is the first word listed? What does elegant mean? What word means “a captive” ? How many syllables are there in the word “captive” ? What word comes after “depart” ? How are the words arranged in the glossary? What information does the glossary give? What is a glossary?

Teaching Chart

The glossary is part of a book which lists key words found in the book.

The entry words in a glossary are arranged in alphabetical order. Some glossaries include the pronunciation of words.

It is usually found on the last pages of a book.

3. Guided Practice

Activity 1Say: Study the sample glossary. Answer the questions that follow.Refer to LM, Try and Learn

Questions:1. What is the first word in the list? ________ what is the last word?

__________ a. attendant b. brigade c. exile d. limb 2. How many definitions were given to the word “ exile” ? a. 1 b. 2 c. 3 d. 4 3. What does “implement“ mean? a. servant b. carry out c. expel d. large branch of tree


DEPED COPY

260

4. What word means “ a large branch of tree” ? a. exile b. attendant c. brigade d. limb

5. How many syllables are ther in the word “limb”? a. 1 b. 2 c. 3 d. 4

Activity 2Say: Study the sample glossary. Answer the questions that follow.Refer to LM, Do and Learn A

Questions:1. Which word means “to bite or chew on with the teeth”? a. fancy b. fragment c. frantic d. gnaw

2. What is the meaning of “fragment”? a. a part broken off b. purpose c. to bite or chew d. Aim

3. Does the word goal mean purpose a. yes b. no c. maybe d. none of the above

4. Which word comes before “frantic”? a. fancy b. fragment c. gnaw d. goal

5. What is the meaning of “fancy”? a. emotionally out of control b. a small detached portion c. the end toward which effort or ambition is directed d. an opinion or notion formed without much reflection

4. Independent PracticeSay: “Study this page of a glossary. Answer the questions that follow.”

Glossary

Ttactic \’taktik\ adj. a plan, procedure or system for promoting a desired endtragic \’trᾰjῐk\ adj. saddeningly or regretably serious or unpleasant; sad; grievoustrample \’trᾰmpəl\ , v. to tread heavily so as to bruise, crush or injure

Vvigilance \’vῐjələn(t)s\ n. watchfulness;awareness; attentiveness

Wworry \’wur.|ē\ n. mental distress or agitation resulting from concern usually for something impending or anticipating


DEPED COPY

261

Questions:1. What word means “awareness” ? ____________________2. What part of speech is “trample”? ____________________3. What is the meaning of “worry” ? _____________________4. Is tactic a plan? ___________________________________5. What is the meaning of worry? _______________________

Enrichment ActivityRefer to LM - Do and Learn and Learn Some More B

Week 6 - A Place to Remember

I. Expressive ObjectivesAppreciate the beauty of Vigan City as among our National HeritageTake pride in preserving and promoting Vigan City as one of the World’s New Seven Wonder Cities

II. Instructional Objectives for the Week

Oral Language Use expressions appropriate to the grade level

Listening Comprehension Give one’s reaction to an event or issue Vocabulary Development Identify different meanings of content specific words

Reading Comprehension Make comparison and contrast

Fluency Read grade level texts with appropriate speed

Study Strategy Locate information from Indices

Grammar Use appropriate adverbs of time

Writing / Composition Write / Compose clear and coherent sentences using adverbs of time

Viewing Identify the visual elements used in a print / non-print material



DEPED COPY

262

III. Subject Matter1. Selection and References

“Government seeks support for Vigan in Seven Wonder Cities Competition” (philstar.com) updated July 14, 2014 - 11:00pm English for You and Me 4 - Language Textbook (Benita N. Miranda)Stairways to English 4 – Carmelita L. Palabay,et.alEnglish Matter – Enerita Q. Cruz

• Give one’s reaction to an event or issue• Adverbs of time• Comparison and Contrast• Locating information from indices

2. Materials • Word Cards • Pictures of Vigan City • Charts


Day 1

I. ObjectivesUse expressions appropriate to the grade level like ________.Take pride in preserving and promoting Vigan City as one of the World’s New Seven Wonder Cities

A. Oral LanguagePresent a picture of a nipa hut and talk about it.Say: What can you see in the picture? What can you say about the nipa hut? Would you like to live in a nipa hut? Why? Why not?

B. Pre-Listening Activities1. Unlocking of Difficulties

Vigan City is one of the few Hispanic towns in the country. Its structures have been wonderfully preserved as a cultural heritage. It is famous not only for its unique colonial architecture lined by cobblestone streets but also its distinct cuisine.

Hispanic means derived from _____________.a. America b. China c. SpainGovernance means ____________________ of the government.a. action and function b. officials c. peopleCultural Heritage refers to the_________________of a given people in a given period.a. houses and land b. skills and arts c. animals and places


DEPED COPY

263

Cobblestone street - (show a picture)

2. Motivation Question / Oral Language developmentRefer to LM, Think and Tell

What do you see in the picture? What can you say about the buildings or houses? Do you think these houses or buildings are newly built? Why do you say so? Can you find these kinds of houses in your place? Can we say that the houses in Vigan City are unique? Why?

3. Motive question

Say: I am going to read to you an article about Vigan City. After reading, we will be answering these question: What made Vigan City unique?

Why was Vigan City nominated as a finalist for the world’s new seven wonder cities?

During Listening ActivitiesFirst reading of the article by the teacher.


DEPED COPY

264

Gov’t seeks support for Vigan in Wonder Cities Competition(philstar.com) Updated July 14, 2014 - 11:00pm

Manila, Philippines (Xinhua) – The government today called on Filipinos around the world to support the bid of Vigan City in northern Ilocos Sur to become one of the world’s new seven wonder cities.

(Have pupils predict: Who do you think is leading this campaign?)

Secretary Ramon Paje of the Department of Environment and Natural Resources said Vigan needs the same overwhelming support that made Palawan’s Puerto Princesa Underground River (PPUR) one of the New Seven Wonders of Nature in 2012.

Paje, who served as the national campaign manager for the PPUR, said Vigan deserves the Filipinos’ full backing.

(Have the pupils predict: Why do you think Vigan City was able to preserve its colonial heritage?)

“It has been wonderfully preserved as one of the few Hispanic towns in the country, with structures intact due to best practices in management, governance, stakeholder involvement, and awareness on cultural heritage,” Paje added.

(Have pupils predict: Why do you think Vigan City became a favorite tourist destination?)

Vigan City is a favorite tourist destination in northern Philippines. It is famous for its unique colonial architecture lined by cobblestone streets and distinct cuisine. It is the only Philippine town on the list of heritage sites declared by the United Nations Educational, Scientific and Cultural Organization (UNESCO)

UNESCO describes Vigan as “the best- preserved example of a planned Spanish colonial town in Asia.”

Discuss the selection: Refer to LM - Talk About It

Infusion of Values: Say: After listening to the article, how do you feel about Vigan City? Do you feel proud of it? Why? Why not? How can one help preserve and promote Vigan City as one of our heritage sites?Day 2

Listening ComprehensionI. Objective

Give one’s reaction to an event or issue

A. Post Listening Activities


DEPED COPY

265

1. Rereading of the article by the teacher / pupils 2. Divide the class into 4 groups. Distribute activity cards for each of the

groups.

Group1 Make a poster campaigning for Vigan City to become one of the world’s new seven wonder cities.

Group2 Compose a song or yell to advertise Vigan City

Group3 Write a thank you letter to the people of Vigan for preserving and promoting this city.

Group4 Draw colonial houses and the cobblestone streets found in Vigan. Write a sentence or two of how you will preserve these houses.

3. Discussion of the selection, incorporating the presentation of outputs.

a) Why is the government calling on Filipinos around the world?b) Why will we give support to Vigan City?

Group 1, show your posterc) What is the big role of Secretary Ramon Paje?d) If you were Secretary Paje, how will you advertise Vigan City?

Group 2, present your song or yelle) Why did Secretary Paje say that Vigan City has been wonderfully

preserved?f) Who helped preserve the city?g) Do you think they did a great job?

Group 3, Read to us your Thank You letter h) Why is Vigan City a favorite tourist destination?i) Can we see cobblestone streets everywhere in the city?j) How will you preserve the beauty of the houses and the cobblestone

streets?

Group 4, show us your drawing.k) Do you think the Filipino people will respond to the call of the

government to support the bid of Vigan City to become one of the world’s new seven wonder cities? Why? Why not?

Day 3 Grammar / Writing / Composing I. Objectives

Identify and use adverbs of time Write / Compose clear and coherent sentences using adverbs of time


DEPED COPY

266

A. Oral Language Let the pupils recite the poem (whole class, group, individual).

Tell Me Whenby Mary Jane T. Ganggangan

I walk to school every morningWith my best friend LumingWe eat our lunch at noon

and go back home in the afternoon.

Say: When do we go to school? – every morning When do we eat our lunch? - at noon When do we go back home? – in the afternoon

1. Presentation / Introduction Let the pupils read the selection. Refer to LM - Read and Learn

A Trip to Vigan City

by: Mary Jane T. Ganggangan Last Wednesday, the Flores family from Baguio City decided to visit Vigan City. They started very early in the morning. They had a stopover at Candon City to have their snacks at 8 o’clock am. They continued their trip and reached Vigan City at 10 o’clock am .They had a great time walking on the cobblestone streets of Calle Crisologo. Andrew and Gina rode in a kalesa .They were amazed to see the different colonial houses. In the afternoon, they went to Baluarte and saw different animals. In the evening, they all went to watch the” Dancing Fountain “at the plaza. They decided to visit “The Hidden Garden” the following day. That night, they had a peaceful sleep at Villa Angela.

Discussion questions:Refer to LM - Talk About It

1. Who decided to have a trip to Vigan City?2. When did they go?3. When did they watch the “Dancing Fountain”?4. Do you think the Flores family enjoyed their trip to Vigan City?

Why did you say so?

2. Teaching / ModelingPresent some sentences taken from the selection.Say: “Let us read the sentences.” 1. Last Wednesday, the Flores family had a trip to Vigan City.

When did the family have a trip to Vigan City? - last Wednesday 2. They decided to visit “The Hidden Garden” the following day.

When will they visit “The Hidden Garden”? - the following day


DEPED COPY

267

Say: What do the expressions last Wednesday and the following day tell ? What question do they answer? (They answer the question when) Words that tell about time are called adverbs of time.

Teaching Chart

Adverbs of time - tell when an action is done.

Example: yesterday today tomorrow tonight last Monday in July in the morning

3. Guided Practice

Activity 1 Refer to LM, Find Out and LearnRead the words and phrases. on the space before each word or phrase, write A if it is an adverb of time and NA if it is not.

Activity 2 Refer to LM, Try and Learn Exercise 1Underline the adverb of time in each sentence.

Activity 3 Refer to LM, Try and LearnRead each sentence. Choose and write the correct word or phrase to complete the sentence.


Activity1Refer to LM - Do and Learn

Complete each sentence by adding the appropriate adverb of time.Choose your answer from the group of words in the box.

on Sunday at night once a monthat 8:00 AM early in the morning

1. The family eats their breakfast ______________________________.2. The children attend their class ______________________________.3. The family goes to mass __________________________________. 4. They eat their dinner _____________________________________.5. They watch a movie together ______________________________.

5. Writing / ComposingRefer to LM - Write About It

Say: Write a three sentence paragraph using adverbs of time. Share what you have written with the class. You may choose from the

following topics: a) a birthday celebration b) a visit to the farm


DEPED COPY

268

Day 4 Reading Comprehension

ObjectivesMake a comparison and contrast.

A. Pre-Reading Activites1. Unlocking of Difficulties:

Choose the meaning of underlined words in the sentence.

1. James was frightened when he heard the thunderstorm. The underlined word means ________. a. sad b. disturbed c. afraid2. The boys wants to win in the sack race so that he immediately squeeze himself into the sack after the go signal. Squeeze means _________. a. dive into b. put himself into c. jump into

2. Motivation Say: Have you heard a story about the cow and carabao? What kind of a story you have heard about them? Today, we will read a story about the cow and the carabao. Refer to LM, Read and Learn

3. Motive Question Say: What do you think will the story be about this two animals? Who can make a guess?

4. Post Reading Refer to LM, Talk About It


The underlined words both, also, and too are clues that tell a comparison is being made. It also shows that the cow and the carabao are alike or similar in some ways.

Words like however, but, while signal that a contrast is being made. They also show how a cow and a carabao is different.

Let us compare and contrast the two animals. Use the Venn diagram shown in the LM, Find Out and Learn.

Show a Venn diagram. Say:This is a Venn diagram. We use this graphic organizer to compare persons,places things,animals, stories, and ideas. The center portion where the two circles overlap is for attributes that both things being compared have in common.


DEPED COPY

269

Teaching Chart

When you compare things, you tell how they are alike.When you contrast things you tell how they are different.Words such as also, too, both, and similarly show that a

comparison is being made.Words such as but, yet, still, although signal that contrast

is being made.

6. Guided PracticeRefer to LM, Try and Learn

Present a dialogue written on a chart.Say: After reading the dialogue, you are going to compare and contrast the moon and the sun.

Which Do You Like Better?

Sun: My dear friend Earth, do tell me soon; which do you like more me or the Moon?Moon: Think well, dear Earth, I am cooler and prettier.Sun: But then, good friend, I’m bigger and brighter.Earth: Dear friends, it’s hard for me to tell: which I like more; let me think well.Sun: Well, pal, I give you heat and light.Moon: And I help make the dark nights bright.Sun: I make all plants and all trees grow .Moon: And I help make people ‘s hearts glow.

Earth: Dear Sun, you are indeed a helper, but I can’t say I like you better. I like friend Moon, I like you too. And I love her as much as I love you.

CowCarabao

Both cow and carabao


DEPED COPY

270

II. Independent PracticeActivity 1Have the pupils do the activity in the LM, Do and Learn(Philippine Heroes)Say: Read the story, then compare and contrast Jose Rizal and Andres Bonifacio.

Philippine Heroes

During their time, Rizal and Bonifacio did good things for the Filipinos. They did good things for our country. They are heroes. Our heroes were little children like you, once upon a time.

When Andres was a little boy, his parents died. So he took care of his younger brother and sisters.

Andres worked very hard to earn a living. He made paper fans and carved toys from wood. He sold them along the streets. He also ran errands for others.

As a little boy, Jose Rizal used his time wisely. He read a lot of

books. He drew and painted pictures. He molded figures out of clay. He carved things from wood. He also wrote poems, stories, and playlets.


DEPED COPY

271

Activity 2Refer to LM - Learn Some More (The City and the Barrio).Say: Read the story then compare and contrast the city and the barrio

The City and the Barrio

Many children in the city go to school. They ride on buses or jeepneys. Some ride in cars or taxis.

Along the way the children see many people.They see many houses and tall buildings. They feel uncomfortable because the weather is warm. They hear the loud sounds of the vehicles around. Oh! How noisy it is in the big city!

In the barrio, many children walk to school. They often pass ricefields and rivers. On the way they see many things. There are different trees and plants around. They enjoy the fresh air. They love to listen to the sounds of the animals especially the song of the birds. Oh! How wonderful it is in the simple barrio!

Day 5

I. Objective

Locate Information from Indices

A. Oral LanguagePresent the poem: My Index Finger writtten on a chart.

Say: Answer the quetions after reciting the poem.

What finger do you use to point? Is the index finger useful? Why?

My Index Fingerby Mary Jane T. Ganggangan

Will you please point to meThe things I want to seeTo brighten up my day

And keep me safe all the way

There’s a magic fingerThat points here or there

Upward, downward, everywhereIt’s the magic index finger.


DEPED COPY

272

1. Presentation / IntroductionShow a book. Have a review on the parts like the Front and Back cover, Title Page, Copyright Page, Preface, Table of Contents, Pages and the Glossary.

Show the Index of a book and say: ‘This is the index of a book. It is usually found on the last pages of a book. Just like an index finger, it points to a particular topic.’Show a sample page of an index written on manila paper.

2. Teaching / Modelling

Say: Let us study the sample Index below.

INDEXAcronyms, 286Blended words, 240Compound words, 6, 103, 277Denotation,137Fantasy, 258Glossary, 244Parts of a book, 10Prefixes, 230, 251Synonyms, 18, 37

1. On what page can you find something about fantasy?2. If you want to read about blended words, what pages will you read?3. On which pages can you find information about parts of a book?4. What is the first topic in the index?5. How many pages cover the discussion on compound words?6. What does the index tell? What are found in the index?

Teaching ChartThe index is a listing of topics in a book, arranged

alphabetically. It has more detailed information than the table of contents .

It also gives the pages where you can find these topics.An index is located at the back of the book.

3. Guided Practice Refer to LM - Try and Learn

Show a part of an index page written on a chart.Say: Study the given index. Then answer the questions that follow.


DEPED COPY

273

INDEX

Adverbs, 166- 171Biography, 130Context clues, 98, 158Descriptive words, 130Fact, 242Following Directions, 12; 18 – 19Homonyms, 156- 157News Stories, 45-46, 50Speech, 47- 49Writing, 33,68,115-117

1. On what pages can you read about “Following Directions”?a. 12;18-19 b. 47- 49 c. 166- 171 d. 130

2. Where can you read about the “Context clues”?a. 115- 117 b. 18- 19 c. 98, 158 d. 45- 46

3. How many pages cover the discussion on “News Stories”?a. 1 b. 2 c. 3 d. 4

4. On which pages can you read about “Adverbs” ?a. 130 b. 50 c. 18- 19 d. 166-171

5. What is the second topic in the index?a. Biography b. Speech c. Homonyms d. Adverbs

6. What is the topic on page 130?a. Descriptive words b. Fact c. Writing d. Speech

7. What is the last topic in the index?a. Writing b. Context clues c. Homonyms d. Adverbs

8. How many pages can you read about “Speech” ?a. 2 b. 3 c. 4 d. 5

9. On which page can you read `about “Descriptive words”?a. 100 b. 110 c. 120 d. 130

10. What topic can you read about on pages 156-157?a. Following Directions b. Biography c. Homonyms d. Fact

4. Independent Practice Refer to LM - Do and Learn

Say: Study the given part of an index page then answer each of the questions that follow


DEPED COPY

274

INDEX

Intonationcorrect intonation, 130-131falling, 3-5rising, 3-5shift, 3,12, 70, 80

Nounscount nouns, 47mass nouns, 46- 48singular and plural, 40-44

PoemsThe Boy Who Never Told a Lie, 123What We Do, 66December, 132-133This Happy Day, 14-15

Sentencescommands, 83-84declarative , 74-78exclamatory, 85-88interrogative, 79-82requests, 89-90

Questions:1. How many main topics are there? _________________________________________________2. Which main topic has the most number of subtopics? _________________________________________________3. Which has the least number of subtopics? _________________________________________________

4. If you want to read about Interrogative sentences, what pages of the book will you turn to?

_________________________________________________5. What page tells us about singular and plural nouns? _________________________________________________6. What poem can you read on pages132-133? _________________________________________________7. How many subtopics are there under Intonation? _________________________________________________8. On which page can you read the poem “This Happy Day”?

_________________________________________________

9. What kind of sentences can you read on pages 85-88 ? ___________________________________________________10. What is the last subtopic under Nouns? ___________________________________________________


DEPED COPY

275

Week 7 - Holidays and Festivals

I. Objectives

A. Expressive ObjectiveShow respect for the different beliefs of Muslim people

B. Instructional Objectives for the weekOral Language Tell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences

Listening Comprehension Give one’s reaction to an event or issue

Vocabulary Development Identify different meanings of specific content words (Science) - Denotation - Connotation

Reading Comprehension Make generalizations

Fluency Read grade-four level texts using intonation, expression, and punctuation marks

Study Strategy Locate information from indices

Grammar Use appropriate adverbs of manner - adverbs of manner

Writing / Composing Compose clear and coherent sentences using appropriate grammatical structures: - adverbs of manner

Viewing Describe various types of viewing materials


II. Subject Matter

Topics1. Telling/Retelling familiar stories and short conversations by using appropriate gestures and expressions in complete sentences.


DEPED COPY

276

2. Giving one’s reaction to an event or issue3. Identifying different meanings of words (Science)

-Denotation-Connotation

4. Making generalizations5. Reading grade-four level text using intonation, expression and pronun-

ciation.6. Locating information from indices7. Using adverbs of manner8. Composing clear and coherent sentences using adverbs of manner. 9. Describing various types of viewing materials

10. Browsing and reading books for various purposes such as for learning or for pleasure

Value Focus: Respect for one’s belief

ReferencesA Muslim Holiday English for You and Me Grade 4 by Benita N. MirandaOne Happy Holiday, 100 Selected Poems for Young and Adults by Cristina S. CanonigoThe Farmer’s Festival, Adapted from English for You and Me Grade 4 by Benita N. MirandaThe Index and the Index, Spectacles by Melinda D.C. Jadrin

Materials• Sentence strips• syllable cards• semantic web• picture cards• book

III. Learning Activities

Day 1

I. ObjectivesTell/Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences.Give one’s reaction to an event or issue.

Learning Activities:

A. Oral Language Refer to LM - Think and Tell

Say: What holidays do we celebrate in our country? What activities do you do on a holiday? Share your experiences.

B. Pre-Listening Unlocking/Vocabulary & Concept Development


DEPED COPY

277

Show a picture of a datu.

Say: This is a datu. What is a datu? Say something about a datu.

Show a real object of a paper bunting. Say: This is a paper bunting. When do you see paper buntings?

Show a picture of Muslims dancing the Dalling-dalling dance during a Muslim Holiday.

Say: The “Dalling-dalling” dance is the traditional “fingernail” dance of the Tausug people of the Sulu Archipelago and Sabah.

Say: Look at the sentence strips and read the sentences. 1. Ibrahim did not eat food and drink water the whole day because he is fasting.Say: What is the meaning of fasting? 2. There are no classes on a holiday because it is a day of festivity.

Say:What is the meaning of holiday?

Motivation QuestionSay: What holidays are celebrated in our country? When is each holiday celebrated? How is it celebrated?

Motive QuestionSay: I will read a story about a Muslim holiday. Find out: What kind of holiday do the Muslims celebrate? How do they celebrate it?

(Note: Instead of the Motivation Question-Motive Question tandem, you can use semantic mapping as an alternative strategy. Have children think of words that come to their mind when they hear the words Muslim Holiday. Write their answers as strands around the word, as shown in the figure. Say: In the story that I will read to you, Muslims celebrate


DEPED COPY

278

their holiday. Find out how they celebrate it.)

(Possible answers: Ramadan, Hari Raya Puasa, fasting)

C. During ListeningRead the story. Stop at indicated points, to ask the children what they think will happen next in the story.

A Muslim Holiday

Muslims are religious people. They believe in one God called Allah. Their prophet is Muhammad whose teachings are found in the Quran. The Koran is the Bible of the Muslims. Their religion is called Islam.

Muslims celebrate several holidays. The most colorful of these holidays is the Hari Raya Puasa. This is the end of the fasting during Ramadan.

Ask: What is the most colorful holiday celebrated by the Muslim people?

Ramadan is the ninth month in the Islamic calendar. Ramadan is an Arabic word meaning “to turn.” During the whole month of Ramadan, Muslims go through thirty days of fasting in order to burn away their sins. During the day, Muslims do not eat or drink from sunrise to sunset. After sunset until midnight they can eat and drink. Then they start fasting again the next day.

During the month of Ramadan, the houses are lighted at night with lanterns, coconut oil lamps, or seashell lamps. These are decorated with paper buntings and ribbons. Everybody is happy especially at night when the people break their fast.

Muslim Holiday


DEPED COPY

279

Have the pupils predict: What do you think the Muslim people do after a month of fasting?

After the month of fasting, comes a week of happiness. The datu in a barrio sometimes gives a feast. His house is decorated with lighted candles and lanterns. There is a display of fireworks that is always a part of the Hari Raya Puasa celebration. There is much banging of bamboo guns or lantakas. The datu kills a cow and plenty of meat is cooked. There is food for everybody.

Whenever a feast is held, dancing goes on to the accompaniment of beating drums. Muslims do not allow their men and women to dance close together. They dance far apart, hands out of reach of each other. Usually it is an all-male group or an all-female group that dances on the floor. The dalling-dalling is the only dance where men and women both dance at the same time.

Have the pupils predict: What will the children do on the Hari Raya Puasa day?

On the day of the Hari Raya Puasa, the children go from house to house kissing hands of the old people and relatives. The elders themselves greet one another with Assalamu Alaykum which means “Peace be with you.” The Muslim child is usually taught the alphabet in Arabic and the Koran as early as four years old. That is why they celebrate their holidays with great interest. They know when and why the holiday is celebrated.

English For You and Me Grade 4 by Benita N. Miranda

Discussion:1. What holiday do Muslims celebrate?2. How do they celebrate it?

Day 2

I. Objectives

Tell / Retell familiar stories by using appropriate gestures and expressions in complete sentencesMaking generalizations

A. Oral Language Development

Let the pupils retell the story “A Muslim Holiday”

B. Post Listening


DEPED COPY

280

1. Engagement/Enrichment

Divide the class into four groups. Let them do the following activities:

Group 1

Arrange the jumbled syllable cards to form words. Present the jumbled syllable cards through body movement.

Ra sa ri ya Ha Pua

Group 2 Write the activities done during Hari Raya Puasa using a Semantic Web

Group 3 Act out. What should you do if you are with your Muslim friend who is fasting?

Group 4 Get the picture cards. Say something about each picture. What do the picture cards show? Refer to LM - Find Out and Learn

Hari Raya Puasa


DEPED COPY

281

2. Discussion Questions

1) What kind of holiday do Muslims celebrate?(Group 1 will present their work.)

2) When do they celebrate Hari Raya Puasa?3) How do they celebrate it?

(Group 2 will present their work.)4) Why do Muslims fast during Ramadan?5) It is recess time. What will you do with your bread if you have a

Muslim friend who is fasting?(Group 3 will present their work)

6) How do Muslim people show their faith in Allah?

Skill Development: Making Generalizations1. Presentation / Introduction

Show the pictures one at a time.Say: Look at the pictures. Say something about each picture.Write the answer on the board.

(Muslim people are praying.)(He is reading the Koran.)(They go inside the mosque to pray.)

2. Modelling / Teaching Say: Read the sentences.

1. Muslim people are praying.2. He is reading the Quran.3. They go inside the mosque to pray.

Say: “How are the three pictures alike? What do they have in common? How are we going to generalize?”(Possible answer: Muslims are religious people.)

Teaching Chart

What you read and what you already know helps you make a general statement about a person, situation, or an event. This is called generalization.

In making generalizations, think about the similiraties about the gathered information and observations. Making generalizations is important because it helps you know how much you understand about what you read.

3. Guided Practice Refer to LM, Try and Learn Read the sentences. Underline the correct generalization.


DEPED COPY

282

4. Independent Practice Refer to LM, Do and Learn Write in your notebook the correct genralization in each situation.

Day 3

Grammar: Adverbs of Manner

I. Objective Use Adverbs of Manner

Read words with initial l blends.

Drill:Read the words, phrases, and sentences with l blend: bl, cl, fl, gl, pl

clam close clap club clean cliff new club big clam Claudia’s clothes steep cliff old closet clown black clam flat glad plan blank class flash glass plant blue close flag glue plane

blanket closet flute globe planetblister clip flakes gloves platypusblood chip

1. Clarence climbs on a steep cliff.2. Claudia’s clothes are in the old closet.3. Mother bakes big clams for the party.Read the tongue-twister by groups then individually.Refer to Activity at LM - Learn Some More A and B

Claudia closed the closet full of clean clothes.

1. Presentation/IntroductionSay: Let us recall the story A Muslim Holiday. How is Hari Raya Puasa celebrated?

Write the answer on the board.(Hari Raya Puasa is celebrated happily)

2. Modeling / Teaching

Read the sentences. Refer to LM - Find Out and Learn and take note of the underlined words. Hari Raya Puasa is a happy celebration. Muslims celebrate it happily.

The Muslim women do a silent prayer. They pray silently.


DEPED COPY

283

Say: How is the Hari Raya Puasa celebrated? (happily) How do the people pray in the mosque? (silently) These are what we call adverbs of manner. Give more examples of adverbs.

Teaching ChartAdverbs of manner tell us how something happens. They answer

the question how.Most adverbs of manner are formed from adjectives.

Ex. happy – happily easy – easily silent – silently slow – slowly

3. Guided PracticeDivide the class into seven groups. Each group will get a chart. They will read the stanza of the poem “One Happy Holiday” on the chart.

One Happy Holiday

One happy holidayWhen Mother was away,A girl named Annie Lee

Didn’t want to play

Annie Lee’s eyes twinkled,And her little nose crinkled

Then she shouted, “Hurray!”“What a happy holiday!”

Father asked merrily,“What can the matter beYou look so sad todayOn a happy holiday.”

Annie Lee wanted to buyTwo little dolls that cry

But she remembered this:“Don’t buy everything you wish.”

“Where is Mommy, Daddy?”Annie Lee asked sadly

We’ll go to the fairTo buy something there.”

So one happy holidayWhen Mother was away,

A pretty little girl,Had a fine day at the fair.

“We will go to the fair,My pretty little girl,

But please remember this,Don’t buy everything you wish.”

Say: In the second stanza of the poem “One Happy Holiday”, how did Father ask what could the matter be? (Father asked merrily.) How did Annie Lee ask where her mommy was? (Annie Lee asked sadly.)

Divide the class into six groups. Give the directions for each activity.

Activity 1(Groups 1 & 2) Show the word cards and have the children read them. Say:


DEPED COPY

284

Pick the word card that is an adverb of manner.

Answers:1. lovingly2. easily3. hardly4. instantly5. truthfully

Reminder: Be sure that the pupils understand what each adverb means.

Exercise 2(Groups 3 & 4). Present the following sentence cards and have the children read them.Say: Underline the adverb of manner in each sentence.

The performers changed costumes quickly.

People prayed silently before the festival started.

They excitedly prepared the paper buntings.

I quietly approached the guest speaker.

Martha welcomed the visitors warmly.

The street dancers danced gracefully.

Activity 3 (Groups 5 & 6) Cut out from the newspaper five (5) words that are adverbs of manner. Write a sentence using each of the adverbs of manner.


A. Box the adverbs of manner in the sentence.1. Mila joyously watched the fireworks.2. Mother prepared the food well.3. Our visitor speaks softly.4. The children happily go from house to house.5. The victorious performers marched triumphantly down the street.

B. Write a sentence using each of the following adverbs of manner.1. happily2. beautifully3. well4. quickly5. calmly


DEPED COPY

285

5. Enrichment Refer to LM, Learn Some More Choose the letter of the correct adverb of manner and write it on the blank to complete the sentence.

1. When my leader talks too_______, it’s difficult to understand his cues.A. slowly B. quick C. quickly

2. The singers ________ followed the directions of their conductor.A. goodly B. easily C. well

3. The audience cheered __________.A. loudly B. successfully C. gently

4. Children _________ joined the parlor games.A. angrily B. well C. eagerly

5. Participants waited for their turn to perform __________.A. bad B. patiently C. correctly

Day 4

• Define and explore the concept of connotation• Examine how word choice affects meaning

1.. Presentation/IntroductionSay: I’ll read some sentences and after I read them, I want you to draw what you imagined based on what you heard. (Teacher reads sentences in Box A).

A

Sam’s chicken won First Place in the contest. It was the heaviest chicken in the Fair.

Say: Draw the chicken as described in the sentence.Teacher reads sentences in Box B.

B

“What’s the matter, are you chicken?” Sam’s friends asked him when he didn’t join the pole-climbing contest. They didn’t know that he is afraid of heights.

Say: Draw the chicken as described in the sentence.

2. Modeling/TeachingSay: Are you ready to show your illustrations? Show your drawing to your seatmate.Does your drawing of chicken similar to your second drawing?You’re right that they are not similar.Let’s read the sentences.(Teacher posts the paperstrips where the sentences were written.)What is the meaning of chicken in Box A? (bird)How about chicken in Box B? What word in Box B can help you get the meaning of chicken? (afraid)


DEPED COPY

286

What is another word for afraid? (scared, coward)Whenchicken refers to a bird,birdis the denotative meaning of it. Denotation is the literal meaning of a word. It is the usual dictionary definition of the word.When chicken refers to the emotion of being afraid or scared, the emotion is the connotative meaning of chicken. Connotation refers tothe emotional / contextual / cultural meaning attached to a word. It also refers to shades and degrees of meaning of a word.

Look at the two book covers (see LM). Which book cover uses the denotative meaning of chicken? Which one uses the connotative meaning?

Knowing the connotative meaning of a word can lead you to be more tactful. It also leads you to use a more appropriate word to narrate what is happening. Consider this:

That boy is fat.That boy is healthy.

Which description is preferable?Think about the connotative meaning of the words in each set:Set 1 - pretty, cute, lovely, beautifulSet 2 - small, minuteSet 3 - shower, rain

The words in the set almost have the same meaning. However, each one is used in different situations. For example, to describe a flower, would you say a cute flower or a lovely flower?When do you think classes might be suspended, when there is a shower or when there is a deluge?Study the following sentences:Sentence 1: When the group members discuss, they often disagree about something.Sentence 2: When the group members discuss, they often argue about something.

What do you imagine with Sentence 1? How about Sentence 2? The sentences seem to mean the same. However, a closer look will tell you that there is a degree or shade of difference in their meaning. The word argue in sentence 2 shows that the members more than disagree with each other.

Remember

Denotation – is the specific, exact and concrete meaning of a word. This is the meaning you will find in a dictionary.

Connotation- is an idea or quality that a word makes in addition to its meaning. It can be positive or negative.

3. Guided PracticeWhat is the connotative meaning associated with the following animals?


DEPED COPY

287

Connotative Meaninghen motherly, caringowl wise, night-persondove gentleshark ruthlesssnake dangerous, deceptive

* answers given here are the usual meaning however they may vary depending on the culture; accept answer as long as the learner can explain/reason out for his/her given answer .

Have learners give examples of other animals that have connotative meaning.Encourage learners to give sentences that use the denotative and connotative meanings of the word.Example: Len screamed when she saw the large snake staring at her.Len knew that a person who is a snake can’t be trusted.

4. Independent PracticeRefer to LM, Do and Learn1. home 4. minute2. starving 5. thrifty3. antique

Day 5Study Skill

I. Objective

Locate information from indices A. Oral Language

Say: Listen carefully to the words. Read the words. utter emphasize portionSay: Let us read the poem “The Index and the Index”.


DEPED COPY

288

The Index and The Index- Spectacles by Melinda D.C. Jadrin, et.al

We have the index fingerTo point at one thing or another;

To emphasize or warn us,Needing no words to utter.

But to know a book better.There’s an index to remember;Topics are alphabetically listed:To help make locating faster.

What useful pair of indexes,These finger and book portion;One to use for body language,

And the other for location.

Questions:Refer to LM - Talk About It1. What are the kinds of indexes?2. What is the index finger for?3. What is the use of the index in a book?

1. Presentation/ntroductionSay: In the first stanza of the poem, “The Index and The Index”, what index are we referring to? What index are we referring to in the second stanza. Say: Get a book. Open it. Look at the parts of the book. What are the different parts of the book?Write down their answers.

2. Teaching/ModelingAsk: What is an index?Say: Let us see if you still remember how to locate information from an index.Study the sample index below then answer the questions about it.


DEPED COPY

289

INDEX Adjectives, 149 Sentences:comparison, 155-164 commands, 83-84order of adjectives, 149-150 declarative, 74-75;78Following directions, 12; 18-19 exclamatory, 85-88Intonation: interrogative, 74-76;79

falling, 3 requests, 83-84rising, 2 Verbs:

Nouns: future, 140-145count nouns, 47 simple present, 120-126mass noun, 46-48 simple past, 130singular and plural, 40-44

Ask the following questions:1. How are the main topics arranged?2. How are the subtopics arranged?3. What is the first topic?4. What is the last topic?5. What are the numbers after the main topics and subtopics for?

Ask: Do you think an index is an important part of a book? Why? Where in the book is the index found?

Teaching Chart

The index is an important part of the book. It is always found at the back of the book.

Knowing how to use the index can save a lot of time in locating the topics in the book.

3. Guided PracticeSay: Let us study the sample Index and answer the questions that follow.

Index

Density temperature, 115-119 liquid, 12-13 volume, 112-115 Regular solid, 10-11 ScienceGraphs nature, 5 bar, 27 Scientific methods, 51 line, 26 collecting data, 64-66 pictograph, 29-30 experiments, 60-63 pie, 28 hypothesis, 57-59Lab Safety, 17-19 looking at data, 53-54Metric System, 98-130 scientific inquiry, 66-70 length, 100-102 variables, 55-56 mass and weight, 98-100 measurement, 103-105 metric conversion, 106-110


DEPED COPY

290

1. Where can we read about safety rules in thelaboratory?

2. On how many pages is density discusses?____________3. What topic is discussed on page 28?____________4. What is the first subtopic about scientific methods?____________5. On how many pages will you find information about

metric system?


Study the data in the box Index below. What is wrong with this Index? Copy this in your notebook and do the necessary changes

INDEX

Pollution, 109-120Effect, 111-114

Craters, 336-338Butterflies, 77-79Animals, 20-46

Habitats, 21-23, 34, 40Life cycles, 24, 26, 29

Clouds, 310-315Kinds, 312-314

Climate, 253-268Earth, 387-406

Air, 400-404Land, 389-394Water, 395-399

Week 8 - It’s Christmas Time Again!

I. Objectives for the Week

A. Expressive ObjectiveRealize the beauty of giving and sharing


Listening Comprehension Make predictions about a selection listened to

Oral Language Refer to LM - Think and Tell Tell / Retell familiar stories and short conversations by using appropri ate gestures and expressions in complete sentences

Vocabulary Development Build vocabulary through word associations


DEPED COPY

291

Reading Comprehension Use appropriate graphic organizers for texts read

Study Strategy Interpret charts Use a particular kind of sentence for a specific purpose - Making requests

II. Subject Matter

Topics1. Story: Hurry, Santa!2. Word Analogy3. Graphic Organizer4. Interpreting charts5. Kind of Sentence for a specific purpose

- Making requests

Value Focus: Determination in doing something to make others happy

References“Hurry, Santa!” by Julie Sykes“Christmas Vacation” by Ma. Rita Teresa V. Riñoza

Materials• picture cards• book• graphic organizer – “Story Star”


Day 1

Listening Comprehension

I. ObjectivesMake predictions about a selection listened toUse appropriate graphic organizers for texts read

A. Oral Language Refer to LM - Think and Tell

Sharing experiencesSay: What gifts did you receive last Christmas? Who gave you those gifts?

B. Pre-Listening1. Unlocking / Vocabulary & Concept Development

Show a picture and let the children tell a story about it. Present the vocabulary words in word cards while telling the story.


DEPED COPY

292

sleigh snowdrift presents

(Note: vocabulary words are written in word cards)

Santa Claus is going to deliver different kinds of presents to the children on Christmas eve. Giving gifts to children will make them happy. He will ride on a sleigh a large, open vehicle usually pulled by a horse over snow or ice. But the sleigh is stuck on a hill of snow formed by wind called a snowdrift. He calls for his reindeer, a large type of deer. So, the reindeer pull the sleigh and off they go.

Show a toy skateboard and let it skid.Say: What happened to the skateboard? The skateboard skidded on the floor.(skidded – a sudden, uncontrolled sliding movement)

Show a trotting movement.Say: I am trotting towards the table. What did I do? Did I move faster than walking?(trotting – moving at a speed faster than walking)

2. Motivation Question

Say: Have you experienced sleeping before Christmas eve? What was your feeling when you woke up few minutes before Christmas eve? What did you do?

3. Motive QuestionSay: What did the animals do when Santa woke up late on Christmas Eve?

4. During Listening The teacher will first read the story. Stop at set points, to ask the children what they think will happen next in the story.


DEPED COPY

293

Hurry, Santa!by Julie Sykes

It was Christmas Eve, Santa’s busiest time of the year. But Santa was fast asleep, snoring under his blanket.

“Wake up!” squeaked Santa’s little mouse, tugging at his beard. “Hurry, Santa! You can’t be late tonight.”

“Ouch!” cried Santa, sitting up and rubbing his chin. “Goodness, is that clock right? The alarm didn’t go off and I’ve overslept.”

Santa leapt out of the bed and began to pull on his clothes. He was such in a hurry that he put both feet in one pant leg and fell flat on his face.

(Have pupils predict: What was Santa going to do?)

“Hurry, Santa!” meowed the cat. “You can’t be late tonight.” “No, I can’t,” agreed Santa, getting back up. “I can’t be late delivering the presents. When he was finally dressed, Santa hurried outside to his sleigh. He picked up the harness and tried to put it on the reindeer.

But the reindeer weren’t there! “Oh no!” cried Santa. “Where can they be?”

(Have pupils predict: Where do you think were the reindeer?)

“The reindeer are loose in the woods,” called Fox. “You’d better catch them before they wander off. Hurry, Santa, you can’t be late tonight.”

(Have pupils predict: Who said the reindeer are in the woods?)

“No, I can’t,” agreed Santa, running toward the trees.Deep in the woods, some of the reindeer were having a snowball fight.“Aaaaah!” shouted Santa as a snowball hit him in the face.

(Have pupils predict: Who wil tell Santa that he doesn’t have time to play in the snow?)


DEPED COPY

294

“Hurry, Santa,” hooted Owl. “You don’t have time to play in the snow.”“But I wasn’t playing!” said Santa.He searched all over for the other reindeer, but they were nowhere to be found. “I hope you four can pull the sleigh by yourselves,” he said. “Come on, we’ve got work to do.”At last, Santa took off, steering the sleigh toward the moon.“Go, Reindeer, go!” he shouted. “We can’t be late tonight!”Around the world they flew, delivering their presents.“Down again,” called Santa, turning the sleigh toward a farm.“Hurry, Santa!” answered the reindeer. “We’re miles from anywhere, and the night’s almost over.”“I’m doing my best,” boomed Santa, flicking the reins.Before he knew what was happening, the reindeer quickened their pace.“Whoa,” Santa cried, but it was too late. Landing with a bump, the sleigh skidded crazily across the snow.“Ooooooh deeeaar!” cried Santa.

(Have pupils predict: What do you think happened to Santa?)CRASH!The sleigh had gotten stuck in a giant snowdrift. Santa scrambled to his feet and rubbed his bruised bottom. “Nothing broken,” he said. “But we must hurry!”

(Have pupils predict: What will Santa and the animals do after they stuck in the snow?)

When the reindeer had untangled themselves, they tried to dig out the sleigh. They tugged and pulled and pushed as hard as they could, but the sleigh was completely stuck in the snow.“It’s no use,” wailed the reindeer. “We can’t move this sleigh on our own.”“We must keep trying,” said Santa. “The sky is getting lighter, and we’re running out of time.”

Suddenly, Santa heard a loud neigh.

(Have pupils predict: Who would that be?)


DEPED COPY

295

Trotting toward them was a very large horse.“Hurry, Santa!” she neighed. “You’ve still got presents to deliver. I’ll help you move your sleigh.”So they all pulled together, even Santa’s little mouse, but it was no good. The sleigh was still stuck.“Hurry, Santa!” called the rooster from the barnyard. “It’s nearly morning.” “I am trying to hurry,” puffed Santa. “One more pull, everyone!”At last the sleigh began to move…And Santa tumbled backward, cheering loudly.“Hurry, Santa!” called all the animals. “The sun is rising. You’ve got to finish your rounds before the children wake up.”

(Have pupils predict: Was Santa able to deliver all the presents?)

“Yes,” agreed Santa. “It is nearly Christmas Day!”It was a close call, but by dawn Santa had managed to deliver every present. Finally, he and the reindeer arrived back at the North Pole.“We did it!” yawned Santa. “I wasn’t ----“He stopped talking and stared at his sack in dismay. At the very bottom was a present.“Oh no, how awful!” he cried. “I’ve forgotten someone!”Then Santa saw that all the animals were laughing at him.“That present is for you,” said the reindeer. “It’s from all of us.”“Hurry, Santa!” added the little mouse. “You should open your present. It’s Christmas Day!”“Yes, I should,” chuckled Santa. “Now, I wonder what it is…”

(Have pupils predict: What do you think?)

“It’s an ALARM CLOCK!”

(Group reading follows after the reader reads the story. Group reading may be done by paragraph)

Discussion:

Say: Let us use the Story Star as a graphic organizer in answering the questions.


DEPED COPY

296

Ask the following questions:1. Who are the characters in the story?2. When and where did the story happen?3. Who woke up Santa?4. Why didn’t he wake up on time?5. What was his important job trip night?6. Why was Santa in a hurry in delivering the presents? 7. Where were the reindeer?8. What other problems did Santa encounter?9. Was he able to deliver all the presents?

10. What present did the animals give Santa? 11. Why do you think he was given that present?

Day 2

I. ObjectivesTell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences

Drill:Read the words, phrases and sentences.

sleigh slug sledge slew slipknot slogan slurp slya slipknot slew sideways quick slurp

1. The boys did a slipknot.2. He had a quick slurp of his chocolate drink.3. Their jeepney slewed sideways off the road.

Slippery fish, slippery fish, sliding through the water,Slippery fish, slippery fish, Gulp, Gulp, Gulp!Oh, no! It’s been eaten by an ____________?


DEPED COPY

297

A. Oral Language Development Say: Retell the story, “Hurry, Santa!”

B. Post Listening1. Engagement / Enrichment

Divide the class into five groups. Let them do the following activities:

Group 1 Form the puzzle (picture of Santa Claus). Write the name of the picture.

Group 2 Act out how Santa put on his clothes.

Group 3 Arrange in sequence the animal pictures based on the events of the story.

Group 4 Act out how Santa and the animals got out from the snow.

Group 5 Draw an alarm clock.

2. Discussion Questions1. Who woke up late on Christmas Eve? (Group 1 will present their work)2. What did he do when he woke up late? (Goup 2 will act out how Santa put on his clothes)3. Who told Santa that he couldn’t be late in delivering the presents? (Group 3 will present their work)4. How did Santa and the animals get out from the snow? (Group 4 will present their work)5. What present did Santa receive from the animals?

(Group 5 will present their work)6. Why did they give him an alarm clock?7. If you see your friend stuck in a hole, what will you do?

Day 3

Grammar: Kind of Sentence for a Specific Purpose: Making RequestsI. Objective

Use a particular kind of sentence for a specific purpose. - Making requests

A. Oral LanguageDivide the pupils into five groups. Assign each group based on the characters of the story. Let the pupils read the dialogue.Refer to LM - Read and Learn


DEPED COPY

298

Christmas Vacationby Ma. Rita Teresa V. Riñoza

James and Pacoy come home from their dance practice. Mother is cooking dinner.

James: Mother, may we talk to you?Mother: Sure, what is it?Pacoy: Our cousin Kuya Linus, called just a while ago. He is inviting us.James: Would you mind if we spend Christmas in their home?Mother: It’s okay. But we have to attend the Christmas party with our neighbors on December 27.Pacoy: Can we leave after the Christmas party? We would like to watch the street dancing.

Mother: Ok, you can take your vacation for three days. Be sure to be here before New Year’s Eve.Pacoy: Will you help us tell Father about it?Mother: Yes, I will tell your father.Jamesand Pacoy: Thank you, Mother. We love you!Mother: I love you too!Discuss by answering the guidance after the dialogs.

6. Modeling / Teaching Refer to LM, Find Out and LearnRead the sentences.

Say: Look at the sentences. What do you notice about the sentences? What do these sentences tell us about? Does the first sentence state a purpose? What is it? How about the second sentence? What do you think is its purpose? Look at the third sentence. What is the purpose of the third sentence?

Give more examples of kinds of sentences that make requests.

Teaching Chart

There are kinds of sentences that have a specific purpose such as making requests. They tell us to do something but it is done politely. We use: can, could, will , would, would you mind + ing to make polite requests.


Exercise 1


DEPED COPY

299

Underline the words that show polite requests.1. Would you please join the Christmas Party?2. There is a good show at the plaza. Do you mind watching it?3. Could you call some friends to support the Christmas fund raising?4. Jane, may we ride in your car to the market to buy some presents?5. May we join the Reader’s Theater for the Christmas show

Exercise 2 (Oral Activity)Get a partner. Have a short dialog on how to conduct the school Christmas program. Use polite request.


Read the telephone conversation. Circle the words that make requests.

Vic: Good morning, Can I speak to Miss Lopez please?Ramon: May I know who is calling?

Vic: This is Vic Carpio, a pupil of Salapingao Elementary School. Ramon: Please hold on . I’ll see if Miss Lopez is not busy...Please

speak on. Miss Lopez is on the line. Vic: Hello, Miss Lopez. Good morning. Miss Lopez: Hi, Vic. What can I do for you? Vic: Ma’am, I would like to make a request.

The Pupil Government Officers in our school are planning to conduct a Children’s Program on December 18.

Miss Lopez: How can I help you?Vic: Do you think you could lend us the LCD projector?Miss Lopez: Oh, certainly. Let me know when you are going to you use it.Vic: Could we go to your office tomorrow after our class? We are going to give our request letter.Miss Lopez: I’ll be waiting for you in my office.Vic: Thank you, Miss Lopez.Miss Lopez: You’re welcome. Bye.

Day 4

Vocabulary Development: Analogy

I. Objective Build vocabulary through word associations

A. Oral LanguageShow pictures of things that are associated with the different celebrations.Say: Share your experience when you encountered these things.


DEPED COPY

300

1. Presentation / IntroductionSay: What are the things associated with Christmas? Write the answers on the board.

Christmas treebelencarolsbaby in a manger

2. Modeling / Teaching Refer to LM - Find Out and Learn

Say: Read the words associated with Christmas, New Year and Valentine’s Day. Put the words in their proper columns.

trumpet heart sleigh

cupid reindeer hat

poinsettia fireworks Christmas tree

clothes with polka dots red rose bow and arrow

Christmas Day New Year’s Day Valentine’s Daysleigh fireworks heart

reindeer clothes with polka dots red rose

poinsettia heart bow and arrow

Christmas tree trumpet cupid

Say: Look at the chart. How do they relate to each other?

Example: Gift is to Christmas Day as Red rose is to Valentine’s DayTrumpet is to New Year’s Day as carol is to Christmas Day

Teaching Chart An analogy – is a comparison of two things that may have similar or opposite characteristics or features. A relationship may be noted when one word is a part and the other is a whole.


Exercise 1Choose from the box. Write the word that completes each sentence.


DEPED COPY

301

church New Year heart

Santa Claus Christmas

1. A lantern is to Christmas as fireworks is to __________. 2. A carabao is to a farmer as reindeer is to ____________. 3. Christmas is to Christmas tree as Valentine’s day is to _______. 4. Repentance is to Lenten Season as merry making is to _______. 5. Muslims is to mosque as Christians is to __________.

Exercise 2Interview your seatmate. Ask the following questions:1. What celebrations do you observe in your school?2. What activities do you do during such celebrations?

Possible answers: Nutrition Month is to Nutri-jingle as Scouting Month is to Encampment. Linggo ng Wika is to Sayawit as United Nations is to Parade of Flags


Choose the word that completes the sentence.

Day 5

Study Skill: Interpret Chart

I. ObjectiveInterpret charts

A. Oral Language

Say: Share your experience about how you spent your Christmas vacation last year. 1. Presentation / Introduction

Say: Name the different celebrations in our country. In what places do we celebrate this events?

2. Modeling / Teaching Refer to LM - Find Out and Learn

Say: This is a chart. Show a chart. When do we use a chart? What does it contain? Look at the chart. Let us study the chart. Interpret it by answering the questions.


DEPED COPY

302

Name of Festival Place Month of CelebrationBangus Festival Dagupan City AprilMangunguna Festival Bolinao AprilPanagbenga Festival Baguio City FebruaryAnsakket Festival Aguilar JulyBasi Festival Naguilian MayMango-Bamboo Festival San Carlos City April

1. When do we celebrate the Panagbenga Festival? February2. What festivals are celebrated in the month of April?

Bangus Festival Mangunguna Festival Mango-Bamboo Festival3. In where do are we celebrate the Basi Festival? Naguilian

Teaching Chart

A chart gives information in the form of a table, graph, or diagram. It is a tool used to make information easy to understand.


Say: Study the chart carefully and answer the following questions.

Country Capital ContinentPhilippines Manila AsiaSaudi Arabia Riyadh AsiaSudan Khartoum AfricaSweden London EuropeUnited States Wahington, D.C. North America

__________ 1. What is the capital of United States?__________ 2. Where is the Philippines located?__________ 3. Which countries on the chart are located in Asia?__________ 4. What country is located in Europe?__________ 5. What is the capital of Sudan?

4. Independent Practice Refer to LM, Do and LearnStudy the given graph. Write the correct answer.

Here is a graph that tells the detailed expenditures of the Herrero family. Study it and answer the questions that follow.


DEPED COPY

303

1. On which item does the Herrero family spend the most? A. Rent C. Education B. Food D. Clothing2. On which items does the family spend the least? A. Savings and miscellaneous C. Recreation and light-water B. Miscellaneous and light-water D. Recreation and savings

3. What percentage is spent on education? A. 8% C. 25% B. 15% D. 35%

4. What does the graph show? A. The debts of Herrero family C. The expenses of Herrero family B. The savings of Herrero family D. The expenses of Mr. Herrero

5. Which item has 8% expenses? A. Education C. Clothing B. Transportation D. Light-Water


DEPED COPY

304

Week 9 - A Special Day

I. Objectives for the WeekA. Expressive Objective Admire Itoy and his family for understanding Cara’s action


Oral Language Tell / Retell familiar stories and short conversations by using appropriate expressions in asking permission.

Listening Comprehension Make predictions about a selection listened to

Vocabulary Development Classify words

Reading Comprehension Use appropriate graphic organizers for texts read

Study Strategy Interpret graphs

Grammar Use a particular kind of sentence for a specific purpose - Asking permission

II. Subject Matter1) Story: “The Carabao Who Refused to Kneel”2) Making Predictions3) Word Classifications4) Graphic Organizers for texts read5) Graph6) Kind of Sentence for a specific purpose: Asking Permission Value Focus: Love and patience to pet animals

References“The Carabao Who Refused to Kneel” by Lina Diaz de Rivera“Mangunguna Festival” by Ma. Rita Teresa V. Riñoza

Materials • Picture cards • graphs • graphic organizer: Story Train

A. During Listening The teacher will first read the story. Stop at indicated points, to ask the

children what they think will happen next in the story.



DEPED COPY

305

Day 1


I. ObjectiveTell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences.Make predictions about a selection listened to.

A. Oral Language Sharing story / news Say: What festivals have you attended? What did you see during the festival?

B. Pre-Listening1. Unlocking of Difficulties

Show a picture of a coronet.Say: When do you usually see a person wearing a coronet?

a (coronet - a wreath or band for the head usually worn by women on formal occasions).

Say: Look at the picture of a carabao. (Pointing to the hooves. These are hooves. What other animals have hooves?

a (hooves – the hard covering on the feet of an animal)

Say: Look at the sentence strips and read the sentences. Cara looked stunning in her gown yesterday because of her impressive beauty.

a (stunning – strikingly impressive especially in beauty or excellence)Show a picture of a patio. Say: What do people do in the patio?

a (patio – a flat area of ground that is covered with a hard material usually behind a house)

Say: With a flick of a finger, the magician turned the handkerchief into a bird. How was it done? Flick your finger.

a (flick – a light sharp jerky stroke or movement; to move something with a short, quick movement)

2. Motivation QuestionSay: Do you have a pet? What is your pet? Has your pet joined any contest? How did you prepare your pet for the contest?

3. Motive Question

Say: What is Itoy’s pet? What is the name of his pet? What did he do to prepare Cara for the contest?


DEPED COPY

306

The Carabao Who Refused to Kneelby Lina Diaz de Rivera

On the feast of San Isidro Labrador, the patron saint of farmers, the people also honor the carabao, the farmer’s helper. Itoy had a pet carabao, Cara. He had taken care of Cara since he was old enough to lead her to pasture when Tatay asked for his help. Tomorrow, Cara will make her debut at the Carabao Festival. Decked with lovely ribbons and garlands, the carabaos are first paraded through the town and taken to the church patio. There, the carabaos are blessed by the priest and then brought to the town plaza where awards are given to the strongest and the best-looking carabaos.

(Have the pupils predict: What do you think is the most thrilling contest in the Carabao Festival?)

But the most thrilling contest is the carabao race. The finish line is in front of the church where the statue of San Isidro Labrador stands. As the carabaos reach at the center, the church bells ring and as if on signal, the carabaos kneel as a sign or respect to their patron saint.

(Have the pupils predict: What do you think Itoy did to prepare Cara for the contest?)

Itoy spent many hours teaching Cara how to kneel. He was sure that even if Cara failed to win any award, she would make the best kneeling ever seen.


DEPED COPY

307

(Have the pupils predict: How do you think Cara looked during the beauty contest?)

At dawn on the day of the festival. Itoy’s mother and sister prepared Cara for the “beauty contest.” Cara wore a coronet of pink paper flowers with blue centers. Cara’s tail was plaited and threaded with ribbons of different colors. Her hooves had red polish on them. She looked so serious that Itoy laughed and laughed. At the parade, Cara looked stunning! She actually won the Best-looking Carabao Award! Itoy was very proud of her. Then it was time for the race. Cara and Itoy, the youngest “jockey” that year, did not make it to another award but they were not the last either. When the race was over, the carabaos gathered at the patio for the famous kneeling show.

(Have the pupils predict: What did Cara do when they gathered at the patio after the race?)

When the bells rang, all the carabaos slowly made their salute. All except Cara. Itoy was dismayed. He tried giving Cara their secret cue: a slight flick in the left ear. Nothing.

(Have the pupils predict: What do you think Itoy felt when Cara did not kneel? What did Itoy do?) Although most of the people did not notice Cara’s not having knelt, Itoy was very embarrassed. He wondered if Tatay, Nanay, and the rest would blame him. He jumped from the carabao’s back and flicking her left ear. Itoy whispered in Cara’s ear, “Cara, now!” But Cara did not listen.

(Have the pupils predict: Why do you think Cara not kneel in the patio?)

She was looking at a flower that dangled over her nose. During the race, her coronet loosened and the flower dropped exactly in front of her eyes. No whisper, nor ringing bells, no flick meant anything to her. All that mattered was the pink flower tickling her nose.


DEPED COPY

308

(Have the pupils predict: What did Itoy and his family do to Cara when she did not kneel?)

Disappointed, Itoy led her out of the patio to join the rest at the fiesta table where finger food was being served. Itoy’s family was very nice about Cara’s disapppointing performance. They fixed the offending coronet and even fed Cara as lovingly as before. “Itoy”, said his father. “Take Cara home now. She needs rest. Besides, there will be guests in time for lunch. I’ll be joining you shortly.”

Itoy climbed on Cara’s back, took Cara’s reins and headed home. They had to pass the church again and as they crossed the patio, the bells started to ring to signal the start of the mass.

(Have the pupils predict: What do you think Cara do when they passed the church?)

To Itoy’s surprise, Cara stopped, faced the church and Itoy felt the animal slowly bending her knees. She was making her graceful salute!

Some children playing in the patio saw her and clapped their hands. Cara flicked her tail. Itoy jumped from his perch and hugged his carabao around the neck. “You did it, Cara! That was perfect!” Itoy said happily. Cara replied with a low grunt.

Discussion:1. What is Itoy’s pet?2. How did Itoy prepare Cara for the festival?3. What did Cara do when they passed the church?4. What did Itoy do when Cara refused to kneel?

Day 2

I. ObjectiveTell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentencesUse appropriate graphic organizers for texts read

A. Oral Language DevelopmentSay: Arrange the picture cards based on the story “The Carabao Who Refused to Kneel”. Read the story


DEPED COPY

309

B. Post Listening1. Engagement / Enrichment Divide the class into five groups. Let them do the following activities:

Group 1 Draw the pet of Itoy. Cut out letters and form the name of Itoy’s pet. Paste it below the drawing.

Group 2 Act out what Itoy taught Cara before the festival.

Group 3 Draw how Cara looks on the day of the festival.

Group 4 Draw how Cara looks after the race.

Group 5 Act out what the family did to Cara even if she did not kneel.

Group 6 Prepare a kind of clap (example: Firecracker clap or Very Good clap). Make a congratulations placard.

2. Discussion Questions

1. What is the pet of Itoy? What is it’s name? (Group 1 will present their work)2. What is the thrilling contest of the Carabao Festival? What did Itoy do to prepare Cara for the contest? (Group 2 will act out how Itoy taught Cara)3. How did Cara look during the beauty contest? (Group 3 will present their work)4. What did the carabaos do when they were gathered in the patio?

Did Cara kneel? Why? (Group 4 will present their work)5. How did Itoy feel when Cara did not kneel? If you were Itoy, what will you do if your pet will not follow your command? What did the family do to Cara when she did not kneel? (Group 5 will act out what the family did to Cara) 6. On their way home, what did Cara do when they passed the

church? What did the children do when they saw Cara kneel? (Group 6 will present their clap and their congratulation placard)

Say: Let us use the Story Train as a graphic organizer.


DEPED COPY

310

Ask the following questions:

1. What is the setting of the story?2. Who are the characters in the story?3. What is the problem in the story? Why did Cara not kneel?4. What did Itoy do to prepare Cara for the contest? (Event No.1)5. How did Cara look during the contest? (Event No.2)6. What did Itoy do to Cara when she did not kneel? (Event No.3)7. What did Cara do when they passed the church? (Event No.4)

Day 3

Grammar: Use interrogative sentence in asking permission

Drill:Read the words, sentences and phrases

fruit friend frill frisky fragrance fragile frizz freedom frisky kittens our freedom fresh fruit

1. The frisky kittens are playing in the patio. 2. We owe our freedom to the unknown soldiers who fought for our nation.

Read the tongue-twisters by group. Call the pupils individually to recite the tongue-twisters.

Fruit french-fry Frisky free Frog Friday friend frisbee

A. Oral Language Refer to LM - Read and Learn

Divide the pupils into five groups. Assign each group based on the characters of the story. Let the pupils read the short story, “Mangunguna Festival”.


DEPED COPY

311

Mangunguna Festivalby Ma. Rita Teresa V. Riñoza

It was summer vacation when Luke and Mandy went to their grandparents’ place to attend the Mangunguna Festival in Bolinao, Pangasinan.

Luke: Lolo, why is your festival called Mangunguna Festival?Lolo Mar: Luke, Mangunguna Festival is a celebration of aquaculture

bounty, fishermen’s vigor, and the rest of the town’s unity.Mandy: Lola, what are the events of the festival?Lola Zita: Mandy, there are water sport events such as the carabao-

swimming race and canoe race along the Balingasay River and Caquiputan Channel.

Luke: May I join Kuya Karlos in the carabao-swimming race?Lolo Mar: You may go with your Kuya Karlos but you cannot join the

race. Mandy: Can you please tell us something about the race, Lolo?Lolo Mar: Six fishermen will ride in a canoe made from used

aluminum parts of World War II planes. Lola Zita: These canoes are said to be lighter and faster than those

traditionally made from wood.Luke: Can Mandy and I ride in the canoe?Lolo Mar: Yes, you can ride in the canoe tomorrow after the race.Mandy: Please allow us to go and watch these different contests.Lola Zita: Children, you may go with your Lolo Mar and watch the

different races.Luke and Mandy: Thank you, Lolo and Lola. Luke and Mandy ate their breakfast, prepared themselves and went with

Lolo Mar. They were so excited and happy. 1. Presentation / Introduction Refer to LM - Talk About It

Ask the following questions:1. Where did the story happen?2. Why is the festival called Mangunguna Festival?3. What did Mandy ask her Lola?4. What are the events in the festival?5. What did Luke ask Lolo Mar when he wanted to join the carabao-

swimming race?6. Why do you think didn’t Lolo Mar allow Luke to join the race?7. When can Luke and Mandy ride in the canoe?8. If you were Luke and Mandy, would you also want to ride in a

canoe? Why?


DEPED COPY

312

2. Modeling / TeachingSay: Read the sentences.Refer to LM - Find Out and Learn

May I join Kuya Karlos in the carabao-swimming race?Can Mandy and I ride in the canoe? Please allow us to go and watch the different contests.

Say: Look at the sentences. What do you notice about the sentences? What do these sentences tell us? Does the first sentence state a purpose, what is it? How about the second sentence, what do you think is its purpose? Look at the third sentence. What is the purpose of the third sentence?

Examples: Do you mind if I join in your group presentation? Would you mind if I ask you something? Is it okay if I sit beside you? Would it be alright if I borrow your costume?

Teaching Chart

There are sentences that have specific purposes such as asking permission.

We usually use the word “please” in these sentences to show politeness.

“Please” may be found in different parts of the sentence---at the start, end, or before the verb.

We can also use can, could, will, and would with the word “please” as well as would you mind + v-ing to make polite requests.

3. Guided PracticeExercise 1

Circle the words that show asking of permission.1. Mrs. Santos, can I ask a question?2. Could you play with us in the playground?3. Can I borrow this book tonight?4. May we go out after our seatwork is done?5. Mr. Torres, may we stay in the school campus until 5 o’clock for

our dance practice?Exercise 2: (Oral Activity)Read the situation in the box.

The Grade IV class will participate in the street dancing for the town fiesta. Costumes are not provided. Practice will be done on Saturdays and Sundays.

How will you ask permission from your parents for this event? On your paper, write two sentences about it.


DEPED COPY

313

4. Independent Practice Refer to LM - Do and Learn Put a check ( / ) if the sentence asks a question, ( x ) if it does not.

_____ 1. Aunt Mila, can I go with my friends to the plaza to watch the dance contest?_____ 2. I will join the street dancing._____ 3. Luke, can I join your group presentation in the 100 Ways To Cook Bangus?_____ 4. I am invited to sing in the opening program for our town fiesta. May I come home at 9 o’clock in the evening?_____ 5. My classmates will rent costumes for their play._____ 6. Could we join in the street dancing?_____ 7. Jane, can you go with us to the plaza?_____ 8. Can you buy our tickets for the ferris wheel ride?_____ 9. We can ride on the train._____ 10. Will you carry my bag, please?

Day 4

Vocabulary Development: Word ClassificationI. Objective

Classify words A. Oral Language

Show pictures of different festivals in our country.Say: Choose a festival and tell something about it.

1. Presentation / IntroductionAsk: (Write the answers on the board) What are the activities during your fiesta? How do you feel while watching street dancing?

2. Modeling / Teaching Read to LM - Find Out and Learn

Say: Study the web below and answer the questions that follow.

1.

Panagbenga Festival

Bangus Festival

Moriones FestivalAti-Atihan Festival Festival


DEPED COPY

314

2.

3.

Say: Under what specific heading will you classify Ati-Atihan Festival and Bangus Festival? joy and merry? street dancing and cooking contest? Write the word inside the ring.Add more words associated with the heading.

Say: What can you say about the words in Web A? in Web B? and in Web C?. Are they arranged in a group? How are they groupe

Say: It is important to classify things to focus on certain ideas and meanings.

Teaching Chart

Word Classification – a skill of grouping related words together. Words can be classified, or grouped together, according to ways in which they are similar.

Words can be classified or grouped together according to kind or use.For example: The words walk, run, hop, stretch show action.


Exercise 1Read the words in each group. Write the classification of the words in each set.

feelings

Activitiesduringfestival


DEPED COPY

315

1. engineer doctor lawyer _______

2. Jose Rizal Andres Bonifacio

Apolinario Mabini ______________

3. Ferdinand Marcos Corazon Aquino Ramon Magsaysay ______________

4. pupil teacher principal ________

5. Manny Pacquiao Efren Bata Jr. Paeng Nepomuceno ___________________

Exercise 2Underline the word or group of words that best describes the words in the box.

1. nephew baby teacher

A. children B. people C. relatives

2. magazine book newspaper

A. things to wear B. things to clean C. things to read

3. April December September A. holidays B. days C. months

4. drum guitar piano

A. noise B. instruments C. music

5. rainy sunny cloudy

A. climate B. weather C. typhoon


Find the right classification of the words. Encircle the letter of the correct answer.

1. cupcakes brownies cookies

A. They are made with meat. B. They are made with vegetables. C. They are made with sugar, flour, and milk.

2. milk juice tea

A. You can eat them. B. You can cook them. C. You can drink them.


DEPED COPY

316

3. dentist teacher scientist

A. They are mostly men. B. They are mostly women. C. They are all professionals.

4. banana santol orange

A. They are all fruits. B. They are all sweet. C. They are all vegetables.

5. cream butter cheese

A. They are all sour. B. They are all dairy. C. They are all sweet.

6. hammer saw screw driver

A. They are all tools. B. They are all utensils. C. They are all instruments.

7. shark dolphin whale

A. They are all fish. B. They are all birds. C. They are all farm animals.

8. skirt pants shorts

A. They are all coverings. B. They are all clothes. C. They are all pieces of clothing.

9. Independence Day Ramadan Labor Day

A. They are all months. B. They are all reunions. C. They are all holidays.

10. shepherd farmer veterinarian

A. They all sail in the ocean. B. They all live in the desert. C. They all work with animals.


DEPED COPY

317

Day 5

Study Skill: Interpret GraphI. Objective

Interpret graphA. Oral Language

Say: Retell the story “Mangunguna Festival” through a dialogue.

1. Presentation/IntroductionSay: What were the activities during the “Mangunguna Festival” .

I am going to present to you the number of contestants in the different contests held during the festival.How was the number of contestants presented?

2. Modeling / Teaching Refer to LM, Find Out and Learn

Say: This is a graph. Show a graph. Where do you usually see a graph? When do we use a graph? What does it contain? Say: Look at the graph. Let us study the graph. To read it, do the following: 1. Read the title of the bar graph. The title tells you the type of information in the graph.

2. Read the labels on the side and bottom of the bar graph. These labels give you the information you need to understand

the graph.

3. Choose a bar and read the label below it. Then, go to the top of that bar and look to the left to see which number matches the height of the bar.

Let us interpret the graph by answering the questions.

Number of Participants in the Mangunguna Festival

545658606264666870

Carabao-swimingRace

Canoe Race Swimming withBamboo Poles


DEPED COPY

318

_____ 1. Which race has the least number of participants?_____ 2. How many participated in the Carabao-swimming Race?_____ 3. What is the difference in the number of participants between Swimming with Bamboo Poles and the Canoe Race?_____ 4. How many participated in all?_____ 5. Which race ranks second?

Teaching Chart

A graph provides visual representation of numerical data. A line graph, bar graph, and other types of graphs represent

information in different ways.It is important to look at the lines, curves, numbers, figures, labels,

and other marks or legends in a graph to accurately interpret it..

3. Guided Practice Refer to LM, Try and Learn, Exercise 1Say: Study the graph carefully and answer the questions that follow.

4. Independent Practice Refer to LM - Try and Learn

Study the given graph. Write the correct answer.

Say: Last actvity.Let us have group work. Look at the graph. Write the answer on the blank. (Refer to LM - Do and Learn)

Number of Players during the Division Athletic MeetSwimming X X X XBasketball X X X X X XVolleyball X X X X X XTrack and Field X X X X X X XBadminton X X X


DEPED COPY

319

Legend: X = 20 players

1. Number of badminton players. 602. Sports with the same number of players. Basketball and volleyball3. Sports with the least number of players. badminton4. Number of swimmers. 805. Difference in number of players between Track and Field and Badminton. 80

0100200300400500600700800900

Ferris Wheel CaterpillarRide

OctopusRide

Horror Train Bump Car

1. Which ride was least liked by the pupils? _______2. Did most of the pupils ride the Horror Train? _______3. How many pupils took the Caterpillar Ride? _______4. Which rides were enjoyed by the same number of pupil ________5. How many pupils rode the Bump Car? ________


DEPED COPY

320

ENGLISH GRADE IV Quarter 3-Post Test

TABLE OF SPECIFICATIONS

Learning Competencies/Objectives

Item Placement No. of Items

Note significant details. (explicit)

1,2,3 3

Note significant details. (implied)

4 1

Use context clues to find meaning of unfamiliar words.

5,6 2

Identify sequence of events.

7,8 2

Use appropriate word signals to show the sequence of events.

9 1

Identify the kind of adverb used. (manner)

10 1

Distinguish reality from fantasy.

11,12 2

Point out cause and effect relationship.

13 1

Identify the meaning of content specific words.

14 1

Identify different meanings. (connotations)

15 1

Use correct order of adjectives.

16 1

Determine the kind of adverb used. (time)

17 1

Make generalizations. 18 1

Locate information from glossaries.

19,20,21,

22,23

5

Locate meaning of words from the dictionary.

24 1

Use a thesaurus to find synonyms and antonyms of words.

25 1


DEPED COPY

321

Locate information from an index.

26,27,28,

29,30,31

6

Identify the kind of sentence for a specific purpose. (request)

32 1

Identify the kind of sentence for a specific purpose. (asking permission)

33 1

Determine the degree of adjective used in context.

34,35 2

Interpret charts. 36,37,38 3Determine the graphic presentation that is appropriate for a specific purpose.

39 1

TOTAL 40 1


DEPED COPY

322

QUARTER 3Post Test

I. Directions: Read the short selections carefully then answer the questions that follow. Write only the letter of your answer.

It was a cold morning by the beach. Totoy and some of his friends were walking along the shore. Their small feet dug small holes in the sand as they walked. Totoy noticed something moving in one of the holes. Looking closely, it was a tiny crab trembling in the cold. “Sorry, little crab. Go, get yourself warmer deep into your haven,” said Totoy.

_____1. Who went walking along the beach? A. Totoy and his father B. Totoy and his friends C. Totoy and his cousins

_____2. What did Totoy see in one of the holes? A. a shrimp B. a shell C. a crab

_____3. Which adjective is used to describe the crab? A. tiny B. huge C. brave

_____4. Why was the crab trembling? A. because it was disturbed B. because it was very cold C. because it was dancing

_____5. Looking closely, Totoy noticed a tiny crab trembling in the cold. Which word means the same as tiny ?

A. deep B. little C. shore _____6. Which of the following sentences does not refer to Totoy?

A. He is a small boy. B. He understands the crab. C. He is dislikes crabs.

The Wind and the Sun(Aesop’s Fable)

The wind and the sun argued one day over which one was the stronger.

Spotting a man traveling on the road, they sported a challenge to see which one could remove the coat from the man’s back the quickest.

The wind began. He blew strong gusts of air, so strong that the man could barely walk against them. But the man clutched his coat tight against him. Then, the wind blew harder and longer. The harder the wind blew, the tighter the man held his coat against him. The wind blew until he was tired, but he could not remove the coat from the man’s back. It was now the sun’s turn. He gently sent his beams upon the traveler. The sun did very little, but quietly shone upon his head and back until the man became so warm that he took off his coat and headed for the nearest shady tree.


DEPED COPY

323

_____7. Which event happened first? A. The wind and the sun saw a traveler. B. The wind and the sun argued which of them was stronger. C. The wind and the sun challenged each other.

_____8. Which event happened last? A. The wind and the sun argued which of them was stronger. B. The wind blew so hard and ended in despair. C. The traveler took off his coat and looked for a tree.

_____9. Then, the wind blew harder and longer. Which of the A. Then B. harder C. longer

underlined words is a time connector? _____10. The sun gently sent his beams upon the traveler. What kind of

adverb is the word “gently”? A. manner B. time C. place

_____11. Which of the following sentences states a fantasy? A. The traveler held his coat tighter when the wind was strong. B. The man took off his coat when he felt very warm. C. The wind and the sun argued about who was stronger.

_____12. Which of the following statements expresses a reality? A. The man took off his coat when he felt very warm. B. The wind and the sun argued who between them was stronger. C. The sun whispered to the traveler.

_____13. What could be a possible effect of the incident? A. The wind will agree that the sun is stronger. B. The wind will boast about his success. C. The wind will laugh at the sun.

The Rainbow by Christina Rossetti

Boats sail on the rivers, And ships sail on the seas;

But clouds that sail across the sky Are prettier than these.

There are bridges on the rivers, As pretty as you please;

But the bow that bridges heaven, And overtops the trees,

And builds a road from earth to sky, Is prettier far than these.

_____14. The word “pretty” in line 6 means_____. A. ugly B. beautiful C. strong

_____15. What does the word “bow” in line 7 connote? A. bridge B. rainbow C. tree


DEPED COPY

324

_____16. Which sentence about the rainbow follows the correct order of adjectives?

A. The rainbow is like a lovely, bow-shaped bridge.B. The rainbow is a bow-shaped, lovely bridge.C. The poem is about the bow-shaped, lovely rainbow.

_____17. In stanza 2, the poet compared the bridges in the river and in the sky after comparing the boats and the clouds in stanza 1. What kind of an adverb is the underlined word?

A. place B. manner C. time _____18. Based on the poem, what word will complete box 2?

A. treetops B. seas C. sail

_____19. What does the given page show? A. glossary B. thesaurus C. index

_____20. What does a glossary show? A. list of synonyms and antonyms B. list of topics arranged alphabetically C. list of difficult words used in the book and their meanings

_____21. Based on the given page, what does calyx mean? A. collective term for all the petals of a flower B. collective term for all the sepals of a flower C. the angle formed by a leaf with the stem

_____22. How are the words in the glossary page arranged? A. alphabetically B. according to their order in the book C. according to importance

_____23. If the word “ligule” is to appear on this page, where should it be placed? A. after panicle B. after lenticels C. before lenticels

_____24. What other reference material gives the meanings of alphabetically arranged words together with their correct pronunciation. It has guide words on top of every page.

A. index B. dictionary C. map _____25. It is a list of words with their synonyms and antonyms.

A. thesaurus B. dictionary C. index

rainbow - heavenclouds - skyships - _______boats - rivers

axil - the angle formed by a leaf with the stemaxillary - located in an axilcalyx - the collective term for all the sepals of a flowercorolla - the collective term for all the petals of a flower drupe - a fleshy fruit that contains a single seedlenticels - raised pores or short lines on the stems of plantspanicle - a loose irregularly branched inflorescencepedicel - a tiny stalk that supports a single flower


DEPED COPY

325

_____26. This is also an alphabetical listing but of topics discussed in the book. The pages of the topics are also indicated.

A. timeline B. dictionary C. index

_____27. What is shown above? A. index B. glossary C. dictionary

_____28. What topic is found on page 200? A. Debate B. Voice C. Hyperbole

_____29. In the list, which topic comes before Public Speaking? A. Voice B. Idioms C. Debate

_____30. Which of the following topics is not found in the book? A. Panel Discussion B. Figures of Speech C. Writing

_____31. Based on the given page, in what subject in school is this book used? A. Music B. Science C. English

_____32. Which of the sentences states a request? A. Can I also help collect similar items? B. Please help me carry them to school tomorrow. C. Together, we can collect more rubbish.

_____33. Which one is asking permission? A. Can I also help collect similar items? B. Please help me carry them to school tomorrow. C. Together, we can collect more rubbish.

Communication, 52 Idioms, 160

Debate, 233 Public Speaking, 239

Figures of Speech, 172 Stage Play, 312

Hyperbole, 200 Voice, 404

Lina: At last, just one more box and I’m done packing all these things. Vicky, please help me carry them to school tomorrow.

Vicky: What are they for? These seem to be things of no use?

Lina: These are for my project in Science. They may look useless; however, we can make some new things out of these empty bottles, old newspapers and maga-zines, used plastic bags, worn out clothings and others in my box. Not only that! Doing this, we also help clean the environment.

Vicky: I see. Can I also help collect similar items? We have a lot of broken rubber slippers at home.

Lina: Oh, yes. That’s a good idea. Together, we can collect more rubbish. Eventually, we can make our community a cleaner and a better place to live in.


DEPED COPY

326

_____34. “We can make our community a better place to live in”. The adjective “better” is in the ________ degree of comparison. A. positive B. comparative C. superlative _____35. Which of the following is in the superlative degree? A. most B. more C. many

Empty Bottles

wor

n-ou

t clo

thes

old m

agaz

inesold newspapers

plastic bags

Empty Bottles

worn-out clothes

old magazines

old newspapers

plastic bags

Lina’s Garbage Collection

_____36. The above figure shows the amount of Lina’s garbage collection. Which stuff shows her biggest collection? A. old newspapers B. plastic bags C. empty bottles _____37. Which items did she collect in the same amount?

A. old magazines and worn-out clothesB. old newspapers and old magazinesC. empty bottles and plastic bags

_____38. What can you infer from this chart?A. Plastic bags are environment-friendly.

B. Empty bottles are easy to collect. C. Many people nowadays are using bottled drinks.

_____39. In what other form can these data be possibly presented? A. graph B. map C. timeline

_____40. If you want to go around a bigger place like the city so you can collect more garbage, which tool will show you the way?

A. timeline B. graph C. map


i

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.

Deped

Typewritten Text

Unit 4

ii














iii







The Authors

v

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