School EM'S SIGNAL VILLAGE ELEMENTARY SCHOOL Grade Level FOUR

Teacher JENNET S. DEL ROSARIO Learning Area ENGLISH

7:50 - 8:40 - (IV - 12)

8:50 - 9:40 - (IV - 1)
GRADE 4 Dates and Time 10:20 - 11:10 (IV - 2) Quarter FIRST
DAILY LESSON LOG 11:10 - 12:00 - (IV-13)

WEEK 8 Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learner demonstrates an understanding of:
a. the elements of literary and informational
texts for comprehension;
b. nonverbal cues to communicate with others
A. Content Standards
The learners demonstrate an understanding The learner demonstrates an understanding of: The learner demonstrates an understanding of The learner demonstrates an understanding of
that: a. verbal and nonverbal cues for effective oral writing as a process. writing as a process.
a. word meaning changes based on context; presentation;
b. reading in a wide range of texts provides b. English grammar and usage in speaking or
pleasure and an avenue for self expression and writing
personal development;
c. English is stressed-timed language to achieve
accuracy and automaticity;
d. library skills to research on a variety of topics

The learners:
a. recalls details, sequence of events and shares
ideas on texts listened to;
b. applies knowledge of nonverbal skills to show
respect when communicating with others
B. Performance Standards
The learners: The learners: The learners use a variety of strategies to The learners use a variety of strategies to
a. use strategies to decode the meaning of a. efficiently deliver oral presentations; write informational and literary compositions write informational and literary compositions
words in context; b. use the class of words aptly in oral and
b. use literal information from texts to aptly written discourse
infer and predict outcomes;
c. read aloud text with accuracy. automaticity
and prosody
d. use library skills to gather appropriate and
relevant information

1. Infer feelings and traits of characters based
on the story heard (EN4LC-If-2.8)
2.Demonstrate respect for the ideas, feelings
and culture of the author of the text listened to
(EN4A-Ig-22)
C. Learning Competencies /
Objectives
1. Use context clues to find meaning of 1. Use graphic organizers to show an Write a friendly letter as a response to Write a friendly letter as a response to
unfamiliar words (definition) (EN4V-Ig-13.9) understanding of texts (EN4OL-Ig-10) stories/poems read or listened to stories/poems read or listened to
2. Make inferences and draw conclusions based 2. Identify the use of concrete nouns and (EN4WC-Ig-18) (EN4WC-Ig-18)
on liiterray text.(EN4RC-Ig-26) abstract nouns (EN4G-Ig-36)
3. Read aloud grade-level texts with accuracy
and proper expression (EN4F-Ig-12)
4. Locate information using print and non-print
resources (EN4SS-Ig-6)

Performance Task: Writing a Friendly

II. CONTENT The Mouse at the Seashore Tweet Concrete and Abstract Nouns Parts of the letter Letter
III. LEARNING RESOURCES
PREPARED BY: JSDELROSARIO
A. References
1. Teacher’s Guides pages 75-77 77-78 79 - 80 80 - 81
2. Learner’s Materials 65-68 71 - 73 74
pages
3. Textbook pages The Phoenix World of Reading, p.294-297
4. Additional materials
from Learning Resource
portal
powerpoint presentation, chart, television, powerpoint presentation, chart, task card powerpoint presentation, chart powerpoint presentation, chart, task card powerpoint presentation, chart
B. Other Learning speaker, pictures
Resources

IV. PROCEDURES
Unlocking Difficulties
Show a picture and tell the following story
about it. Present the vocabulary words in
cards while telling the story.
Refer to LM, Try and Learn, p. 66.
A. Reviewing previous
lesson or presenting new
lesson
Recall the story about The Mouse at the
Seashore.
Write True or False about the traits of the
characters.
1. The mouse was afraid to go on a trip to
the seashore.
2. Mother and father mouse were
worried.
3. The mouse was determined to go to the
seashore.
4. The cat was hungry so he wanted to eat
the mouse.
5. The mouse was sad when he sat silently
on top of the hill.
Draw conclusions from the story.
1. Ken ate a lot of candies last night. He
didn't brush his teeth.
a. He will have toothache the next day.
b. He will wake up just fine.
2. It is so dark outside, the wind is blowing
so hard.
a. It is a sunny day.
b. Rainstorm is coming.
3. Sara is new to the town. She's been
walking for hours already. She is starting
to cry and worried.
a. She is having a good time.
b. She is getting lost.
4. The water boils from the kettle. Lina
holds the kettle right away without a pot
holder.
a. She got burn.
b. She is going to sleep after.
Introduce the new game entitled,
"Show and Tell" to the pupils.
Show and tell will focus on
concrete/abstract nouns. Review the class with the parts of the letter.
The teacher will start to show an
Write the letter of the correct answer. Choose
object noun to the class and ask your answer inside the box.
somebody to name it. Then the next
pupil will do the same what the a. closing
teacher did. b. body of the letter
c. salutation
d. signature
e. opening
1. Love,
2. Would you like to come over in my house?
We can play hide seek and badminton. Text me
if you want to come over. Here is my number:
09171234567.
3. Dear Lito,
4. August 08, 2019
5. Dina

What comes to your mind when you see
the word seashore? What are the things
that you can see in it?
Refer to LM, Think and Tell, p. 65.
Is it easy for you to go to the seashore?
Why or why not?
B. Establishing a purpose
for the lesson
Read and choose the best meaning of the Present the video to the pupils. Let them Complete the sentence with concrete Show them a blank sample of the
underlined words. watch it first and on the second time, let and abstract nouns from the box. parts of the letter and let them
1. When she ran to get the ball, she saw a them sing the song. Refer to LM, Learn Some More, p. 73 identiify each part.
baby bird in the bushes.
a. a low plant with many woody branches;
shrub
b. a plant bud that begins to grow
underground
2. Soon the bird made a peeping noise.
a. strong or intense sound
b. a week, sharp short sound of a young
bird
3. The children fed the bird some milk
using an eyedropper.
a. a small tube that is used to measure out
drops of liquid
b. a device that makes something sharp.

PREPARED BY: JSDELROSARIO

 Motive Question: Show a picture of birds. What were the senses mentioned from Refer to LM, Read and Learn, p. 74. Show them another example of
You are going to listen to to a story about What are some interesting facts about the song? (The teacher should first tell the Bible friendly letter.
a mouse who wants to go to the seashore. birds? What did the boy see? hear? smell? story about Noah to the pupils if
will it be easy for him to reach the Group the class into 4. touch? taste? pupils are not familiar with the story
seashore? Let us find out the answers to 1 - Draw a bird and its body part yet.)
these questions after listening to the story, 2 -List down 5 food the birds eat
The Mouse at the Seashore. 3 - List down 5 places the birds live
Refer to LM, Read and Learn, p. 66 - 67. 4 - List down 5 birds
C. Presenting examples /
instances of the new lesson Post Listening: Discuss the work of each group.
After reading the story, go back to the
motive question. Have pupils answer it
clearly.

Answer the following questions. Refer Tell the class will read the short story with Read the words inside the box.
to LM, Talk About It, p. 67-68.
Can you infer the feelings of the
following?
1. "We are very alarmed, the world is
full of terrors. You must not go!
(happy, worried, sad)
2. "I have already decided. Nothing
can make me change my mind."
(determined, brave, mad)
3. "I will eat you for lunch"
(tired, thirsty, hungry)
How do we infer the feelings of the
character?
D. Discussing new concepts
and practicing skills #1
Discuss the story. Let the class read it and identify the
the title, "Tweet" Refer to LM, Think and Tell, p. 71. Refer to LM, Talk About It, p. 71. parts of the letter.
Bea was playing catch with her friend What do you call these words?
Jayvee. Where shesaw a baby bird in the Which nouns can be seen, heard, smelled, 1. If you were Noah, would you build
bushes. tasted and felt? an ark? Why or why not?
"Come, look at this, Jayvee," Bea called. "I
found a baby bird." Concrete Nouns are nouns that can be 2. What would have happened if
Jayvee came running. He looked at the seen, heard, smelled, tasted or felt. Noah did not obey God's will?
bird then, he looked up at a big mango 3. Have you ever disobeyed an elder?
tree. He saw a nest high up on one of the Examples: What did you feel? What did you do?
tree branches. cat birds stone water
"I think he fell out of the nest," said
Jayvee. "We should put him back." Can you give more examples of concrete
Bea's mother told the children to get a nouns?
shoe box, "Fill it with soft tissue to make a
bed. Then put under a lamp, This will keep
the bird warm."
The children did what Bea's mother told
them to do. Soon the bird made. peeping
noise. It looked up and open its mout very
wide.
"I think he's hungry, what should we do?"
asked Jayvee.
"Well, what do you think the bird ate
before it fell from its nest?"
"Worms and bugs?" asked Bea.
"That's right. Worms and bugs," said Bea's
mother. Jayvee made a face. "You could
also give it some milk and bread crumbs."

PREPARED BY: JSDELROSARIO

The children fed the bird some milk using
an eye dropper. Then they gave the bird
some bread crumbs. The bird fell asleep,
but soon it was peeping again. The bird
was hungry already. In fact, the bird was
hungry all the time.
"We can't do this for long," said Jayvee.
"Soon we'll have to go to school and
soccer practice and do our homework."
Bea's mom helped the children get the
ladder. Soon the mother bird was the one
feeding the baby bird.
Asnwer the questions that follow:
1. What did the two friends find in the
bushes?
2. Why did Jayvee look up at the mango
tree?
3. What do you think Jayvee was thinking
when he saw the nest on top of the branch
of the mango tree?
4. How did they take good care of the little
bird?
5. Why did they decide to return the little
bird to its mother?
PREPARED BY: JSDELROSARIO
Write CN if the noun is concrete nouns Let the class read the story.
and X if not.
1. chairs Amanda was playing alone in the living
2. harmony room one day. Out of excitement, she ran,
3. people tripped over the table's leg and the vase
4. poverty fell down!
5. clothes "Oh no! Mom said not to run inside the
house especially here in the living room!"
She quickly cleaned the broken vase and
throw it the the trash can.
"Mom will come home late tonight and I
need to sleep early for I still have early
classes tomorrow. I will write a letter first
and explain personally the next day."
Dear Mom,
I am very sorry that I broke the vase in
our living room. I didn't mean to break it. I
was running eventhough you told me not
to run inside our house. I know it was my
fault and I promise not to do it again.
Love,
Amanda
 Show the graphic organizer, I Hear, Sometimes an author chooses not to Post the following stripwords on the What happened to the story? What did
Think Wonder. (Close Reading tell everything about the story. board. Amanda write?
Technique) Instead, the readers must figure out curiosity sadness humor
what happened and why. This is honesty happiness friendship Do you follow your parent's advice? Are
I HEAR.. called drawing conclusions. When one wisdom
loyalty
anger
excitement
love
peace
there some instances in your life when you
disobeyed them? Do you feel sorry after
"I have already decided. Nothing can draws conclusions, he or she thinks bravery sorrow war you have done them wrong?
make me change my mind." about what is already known, and
then compares it with the information Let the class read them. Amanda wrote a letter of apology.
and that makes me THINK.. given in the story. What can you say with these words? Discuss the parts of the letter.
that the author want to tell if you Look for details in a story that tell Can you use them with your senses?
have a dream, you pursue and about the way a person or character
continue to achieve it. looks, acts, thinks, feels and talks.

E. Discussing new concepts Now I WONDER.. Draw conclusions from the story.
and new practicing skills #2 what if the mouse listened to his 1. You can tell that Bea found the bird
parents, will he be able to follow his___________.
dream? a. in a tree c. on a branch
b. in a nest d. on the ground
Give another example for the class to 2. You can tell that the bird made
work on. peeping sounds because _______

PREPARED BY: JSDELROSARIO

 a. it was hurt. c. it was hungry
b. it was sleepy. d. it was afraid
3. The children put the bird under the
lamp so that the bird will
__________.
a. be warm c. be easier to see
b. have light d. feel safe
4. The children fed the bird bread
crumbs because ___________.
a. the bird asked for bread crumbs
b. it didn't like worms
c. the bread crumbs were small
enough for the bird to eat
d. they didn't know what else to feed
it
5. Why did the children needed a
ladder?
a. to feed the bird
b. to reach the nest
c. to find food
d. to hide form the bird
These nouns show virtues, traits, Parts of the letter
characteristics, or qualities. They
cannot be seen, heard, smelled or a. heading
tasted. They are called Abstract b. salutation
Nouns. c. body of the letter
d. closing
Can you give me more examples of e. signature
abstract nouns?
Circle the abstract nouns in each
sentence.
1. I respected the honesty my friend
showed.
2. She was desperate to see her lost
phone.
3. Ely was so hungry that he can eat a
horse.
4. Mr. Pacquiao was so generous that
he donated a lot to an orphanage.
5. Do not lose hope in searching for
your umbrella.

Have group activity.
I - Infer the feelings of the characters
II - Fill in the blanks with the correct
feelings.
III - Different Feelings, Different
Emotions
IV - Complete the Table (Write the
characters' names, What did they say,
what did they do and what is their
character trait)
F. Developing Mastery
Have group activity.
Give each group a task card.
1 - Read the story and draw
conclusions from it.
2 - What is happening in the picture
3 - Read the story without ending.
Give a proper ending by acting it.
4 - Use the sentence and picture to
help you make an inference.
Let the group present their work.
Using different Graphic Organizer,
have a group activity.
1 - (Flower Graphic Organizer) - Write
an abstract noun on each petal. (6
petals)
2 - (All About Graphic Organizer)
Write All About Concrete Nouns.
3 - (Top Hat Graphic Organizer) From
the hat, write on the proper columns
the abstract and concrete nouns.
4 - (Maze Graphic Organizer) - Color
the concrete nouns red and green for
abstract nouns. To get out of the
maze, trace only the abstract nouns.
Have a group activity.
1 - Cut and paste the parts of the
letter in the proper places.
2 - What part is it? - Write down
which part of a letter each item is
from. Use the word bank at the
bottom.
3 - Write Me Correctly - Circle the
correct way to write the parts of the
letter.
4 - Arrange Me Please - The letter was
jumbled. Arrange them in order.

PREPARED BY: JSDELROSARIO


G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for Write 5 facts about birds.
application or remediation
V. REMARKS
VI. REFLECTION
If you wanted to do something, how
are you going to do it successfully?
How do you infer feelings?
How are you going to show your
determination?
Infer feelings of the following characters.
Choose the letter of the correct answer.
1. It's so dark, please help me!
2. Yipee! I won the contest!
3. Please accept my apology, I didn't mean
it.
4. Go out of my room, I don't need you
here!
5. I think what you're carrying are heavy,
let me help you with those.
a. concern d. happy
b. afraid e. apologetic
c. mad
You see two boys throwing stones at Here in your classroom, can you list You woke up late today and missed
a poor little kitten that was left in your down 5 concrete nouns? What going to school. What are you going
school. What would you do? Why? abstract noun can be found in your to do before you attend your class the
classroom? next day?
What will you look for to draw What is concrete nouns? Abstract What are the parts of the letter?
conclusions and make inferences? nouns?
Read each sentence and make Answer LM, Do and Learn, p. 73 Write the friendly letter correctly. Let the class write a friendly letter.
inferences.
1. Samantha closes the window August 2019, 07
because:
a. mom wanted it open your friend,
b. it started to rain
2. Ben fed his puppy because: how are you! i am fine. Last week, I
a. Spot is hungry. went out to eat with my family. We
b. Spot is playing. ordered my favorite food, pizza! What
3. The train blew its whistle because: is your favorite food? I hope to hear
a. it came to the crossing. from you soon.
b. it wanted to sing.
4. Mom's car tire was flat because: Lila
a. she ran over a nail. dear ken,
b. the tire is missing.
5. The dog is barking because:
a. it is sleepy.
b, there is a stranger outside the
house
Answer LM, Try and Learn, p. 72
PREPARED BY: JSDELROSARIO
A.     No. of learners
who earned 80% in
the evaluation
B.     No. of learners
who require
additional activities
for remediation
C.    Did the who
scored below 80%
remedial lesson
work? No. of
learners who
have caught up
D.     No. of
with the learners
lesson
who continue to
require remediation
E.     Which of my
teaching strategies
worked well? Why
F.     What
did
difficultieswork?
these did I
encounter which my
principal or
G.     Whatcan help
supervisor
innovation
me solve? or
localized materials
did I use/discover
which I wish to
share with other
teachers?

PREPARED BY: JSDELROSARIO