English Week 1

DAILY School Binunga Elementary School Grade VI-Rose
LESSON Teacher Jannah S. Salazar Subject English 6

LOG Date June 7, 2022 Grading Period Fourth Quarter
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of various linguistics nodes to

comprehend various texts.
B. Performance Standards The learner uses liguistic cues to appropriately construct meaning from a
variety of texts for a variety of purposes
C. Learning Competencies/ The learner…
Objectives 1. Distinguish text types according to purpose and language features:
( Write the code for each) problem and Solution
EN6RC-IVc- 3.2.5
2. Self correct when reading
EN6F-IVc-2.9
II. CONTENT Problem- Solution text type
( Subject Matter)
III. LEARNING Essential Engliish 6
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material 324-327

pages
3. Textbook pages
4. Additional Materials
from Learning
Resource LR portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous What stories of creations have you heard before?
Lesson or presenting new
lesson
B. Establishing a purpose for Find out how the following selection is different from the ones you have
the lesson already read.
C. Presenting examples/ Read the story:

instances of the new
lesson. “Bathala and the Story of Creation”
D. Discussing new concepts Answer the ff. questions about the selection:
and practicing new 1. Who are the characters in the story? Say something about each character.
skills.#1 2. What made two of the gods in the story lonely?
-pls. see LM on p325
E. Discussing new concepts A problem-solution relationship describes a problem and discusses possible
and practicing new skills solutions to the problem.
#2.
Browse the selection again and chart the problem-solution relationships you
get a chance to read upon
Problem-Solution Idea Map

Problem Solution
F. Developing Mastery Group Activity:

(Lead to Formative Identify the problem- solution relationship which could be explicitly or
Assessment) implicitly stated in the following situations:
-pls. See LM on pp. 326-327.
G. Finding practical Do you solve your own problem? How?
application of concepts and
skills in daily living
H.Making Generalizations What is a problem-solution relationship?

and Abstraction about the
Lesson.
I. Evaluating Learning With your groupmates, create a problem-solution organizer for your chosen
topic from among the following:
* Student life
* Friend Conflict
* Sibling Rivalry
J. Additional Activities for
Application or Remediation What other stories of creation do you know? Write a short summary of it.
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in ___ of Learners who earned 80% above
the evaluation.
B. No. of learners who required ___ of Learners who require additional activities for remediation.
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? ___Yes ___No
No. of learners who have ____ of Learners who caught up the lesson
caught up with the lesson.
D. No. of learner who continue to ___ of Learners who continue to require remediation.
require remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did these ___ Group collaboration
work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I encounter __ Bullying among pupils
which my principal or __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or localized Planned Innovations:
materials did I used/discover __ Localized Videos
which I wish to share with __ Making use big books from
other teachers? views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Prepared by:
JANNAH S. SALAZAR
Teacher I
Checked/Verified, Noted:
REA M. PIELAGO
Master Teacher I
Checked/Verified, Noted:
OSCAR V. MANALO
Head Teacher III
DAILY School Bicas- Bicas Elementary School Grade IV-Banana

LESSON Teacher Larry D. Quijano Subject English 4
LOG Day/Date Grading Period
GRADE IV Time Checked by:
I. OBJECTIVES
1. Realize that the world is made up of people of different races and colors.
2. Appreciate and respect the differences of people in the world.
3. Feel proud of being a Filipino as a member of the brown race
A. Content Standards The learners demonstrate understanding of the elements of informal text for
comprehension.
B. Performance Standards The learner recall details of events and shares ideas on text listened to.
C. Learning Competencies/ 1.Analyze a narrative in terms of its characters
Objectives 2.Read aloud grade level text with accuracy and proper expression
( Write the code for 3.Write two to three sentences about the characters in a story read
each) EN 4RC-1a-b-1,EN4WC-1a-b-1
II. CONTENT Me and My World 1

( Subject Matter) A cake for Kate by Gretel Laura M. Cadiong
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG 4 pp.13-15
pages
2. Learner’s Material LM 4 pp.

pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
LR portal
5. Other Learning Pictures, game cards ,Picture/illustration of Kabunian – an ancient Filipino

Resources god Pictures of people from different races – Africans, Asians, Europeans,
etc.
IV. PROCEDURE
A. Reviewing previous Let the pupils read the sentences correctly.
Lesson or presenting 1. Ana saw a rake on the gate.
new lesson 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.
B. Establishing a purpose Ask the pupils to use the following words in context or picture clues:
for the lesson a. rice cakes
Show a picture of a rice cake or bibingka.
Mother makes rice cakes. They are our favorite delicacy made of ground
rice and coconut milk. Are rice cakes Filipino food? Where can we buy
rice cakes?”
b. benches
Show a picture of benches.
In the park there are many benches. People sit on them. Some benches
are long. Others are enough for twopersons. Where else can we find
benches? What materials canbe used to make benches?”
c. wristwatch
Show a real wristwatch.
This is a wristwatch. I wear it around my wrist so that I can easily check
the time. How does a wristwatch help you?”
d. surprise
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?”
C. Presenting examples/ What do you usually have when you celebrate your birthday?
instances of the new Do you also have a cake?
lesson. Who gives you the cake?
Reading the Story

“ A cake for Kate” LM pp.7
D. Discussing new Answer the following questions.
concepts and practicing 1. What did Kate sell after her classes?
new skills.#1 2. Why do you think did Kate sell rice cakes?
3. What did Kate see one afternoon?
4. What did she do with the box?
5. If you were Kate, what would you do with the box?
6. How did Mrs.Salas thank Kate for returning her box of pasalubong?
7. How do you think did Mrs. Salas learn about Kate’s birthday?
E. Discussing new Group 1
concepts and practicing Draw Kate’s cake. Show it to the class and say something about your
new skills #2. drawing.
Group 2
Write a short message to Kate. Be ready to read it before the class.
F. Developing Mastery Prepare a song that you will sing for Kate on her birthday. Be ready to sing
(Lead to Formative it to the class.
Assessment)
G. Finding practical
application of concepts
and skills in daily living
H.Making Generalizations
and Abstraction about
the Lesson.
I. Evaluating Learning Write at least two short sentences about the following persons.
1. Kate
a._______________________________________________
b. ______________________________________________
2. Mrs. Salas
a. ______________________________________________
b. ______________________________________________
Application or
Remediation
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned ___ of Learners who earned 80% above

80%in the evaluation.
B. No. of learners who ___ of Learners who require additional activities for remediation.
required additional
activities for
remediation who
scored below 80%
C. Did the remedial lesson ___Yes ___No
work? No. of learners ____ of Learners who caught up the lesson
who have caught up
with the lesson.
D. No. of learner who ___ of Learners who continue to require remediation.
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Games
Why did these work? ___ Power Point Presentation ___ Answering preliminary
___ Discussion ___ Case Method
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method
Why?
___ Complete IMs ___ Availability of Materials
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs
can help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
G. What innovation or Planned Innovations:
localized materials did __ Localized Videos
I used/discover which I __ Making use big books from
wish to share with views of the locality
other teachers? __ Recycling of plastics to be used as Instructional Materials
__Fashcards
__Pictures
I. OBJECTIVES
1. Realize that the world is made up of people of different races and
colors.
A. Content Standards The learners demonstrate understanding of the elements of informal
text for comprehension.
C. Learning Competencies/ 1.Speak clearly using appropriate pronunciation and intonation
Objectives 2.Read words, phrases, poems and stories with the long a sound
( Write the code for each) EN4OL-Ia-d-1/EN4F-Ia-I
II. CONTENT Me and My World 1

( Subject Matter) a. Long a sound with the final silent e
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages TG 4 pp.
2. Learner’s Material pages LM 4 pp. 3-6
3. Textbook pages
from Learning Resource
LR portal
5. Other Learning Pictures, game cards ,Picture/illustration of Kabunian – an ancient

Resources Filipino god Pictures of people from different races – Africans,
Asians, Europeans, etc.
IV. PROCEDURE
A. Reviewing previous Lesson Let the pupils read the paragraph and look for the words with a short a
or presenting new lesson 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.
What word in the story have the short vowel a? How is it pronounced?
B. Establishing a purpose for the Read the paragraph with short /a/ sound.
lesson date game bake cane tape bale
gate lame cake lane safe tale
late name lake Pane male lake
mate same make vane sale cage
C. Presenting examples/ I will add an e at the end of each word. Listen to how I will read the
instances of the new lesson. words.
mat + e = mate cap + e = cape man + e = mane
hat + e = hate nap + e = nape pan + e = pane
rat + e = rate tap + e = tape can + e + cane
D. Discussing new concepts and Let the pupils read the ff phrases.
practicing new skills.#1 Tape the pages a pale male
The cake sale a cane on the lane
Take the rake a cape on the pane
The same
E. Discussing new concepts and The pupils use the words in sentences or through actions words
practicing new skills #2. 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.
F. Developing Mastery Let the pupils read poem with correct intonation and expression and
(Lead to Formative pronounce the word with long a.
Assessment)
Across
2. People cross the road through me.
4. I cannot walk easily as others.
6. I am either an ocean or sea. I am small body of water surrounded
by land,
7. It looks like a monkey for it belongs to the same family.
Down:
1. You put a candle on me.
3. I rhyme with lane, and I am part of a window.
5. Know me: call me, for this is how I am.
G. Finding practical application Read the sentences. Answer the questions.
of concepts and skills in daily 1. Jake takes the ape to the lake.
living Where does Jake take the ape?
2. Kate bakes a cake.
What does Kate bake?
3. Rene is late for his game.
Who is late for the game?
4. The lame man has a cane.
What does the lame man have?
5. The cape is on sale.
What is on sale?
H.Making Generalizations and
Abstraction about the Lesson.
I. Evaluating Learning Write the word for each illustration to complete the short story below.
Rewrite the story in your notebook. Read the story then answer the
questions that follow.
1. Who has a rake?

2. Where did he put the rake?
3. Who took the rake?
4. Where did the ape put the rake?
J. Additional Activities for Let the pupils read poem with correct intonation and expression
Application or Remediation and pronounce correctly the words with long a.
Ice Cream Cakes

Collete Hiller
Ice cream cake, ice cream cake

I could eat it all day from the minute I wake
I wouldn’t miss peas or carrots or grapes
If I could eat loads of ice cream cake.
Ice cream cake, ice cream cake

I could eat it all day, plate after plate
I wouldn’t miss apples or tuna paste
If I could eat loads of ice cream cake.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
required additional activities
for remediation who scored
below 80%
work? No. of learners who ____ of Learners who caught up the lesson
have caught up with the
lesson.
D. No. of learner who continue ___ of Learners who continue to require remediation.
to require remediation
strategies worked well? Why ___ Group collaboration
did these work? ___ Games
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
principal or supervisor can __ Colorful IMs
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
colors.
A. Content Standards The learners demonstrate a command of the conventions of Standards
English Grammar and usage when writing and speaking.
The learner demonstrates an understanding of English grammar and
usage in speaking or writing.
B. Performance Standards The learner speaks and writes using good command of the
conventions of standard English.
The learner uses the classes of words aptly in oral and written
discourse.
C. Learning Competencies/ Use plural form of regular nouns.
Objectives EN4G-Ia-b-2.3
( Write the code for each)
II. CONTENT Plural form of regular nouns
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG 4 pp.17-19
3. Textbook pages
LR portal
5. Other Learning Charts, flashcard, pictures

Resources
IV. PROCEDURE
A. Reviewing previous Lesson Let the pupils read the sentences correctly.
or presenting new lesson 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.
B. Establishing a purpose for the Let the class recall the story A Cake for Kate.
lesson Can you remember the things that Kate saw in the big box?
C. Presenting examples/ Draw two columns on the board. Then, ask the class to study the
instances of the new lesson. pictures.
What do you call the words you wrote?
Do they show more than one noun?
What do you call a noun which is more than one noun?
What letter or letters are added to the noun to mean more than one?
How do the nouns in Column A form their plural?
How do the nouns column B form their plural?
D. Discussing new concepts and What kinds of words are shown in the picture?
practicing new skills.#1 How many nouns are there in each picture?
What kind of words is shown in the pictures?” (nouns)
How many nouns are there in each picture?” (more than one)
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)
E. Discussing new concepts and Here are more examples. Read them.
practicing new skills #2. Tree- trees potato-potatoes bench-benches
Boy- boys tomato-tomatoes box-boxes
Umbrella- umbrellas mango-mangoes class-classes
Toy-toys echo-echoes bus-buses
Bee-bees branch-branches
F. Developing Mastery Think-Pair-Share: Prepare a dialog. One will act as a buyer while the
(Lead to Formative other one will be the vendor. Each one will have at least three
Assessment) sentences to say. Use the plural form of the following nouns in your
statements.
eggplant potato radish mango city
basket tomato egg onion Branch
tax dress fox piano lunch
G. Finding practical application Write the words for the following images.
of concepts and skills in daily 1. 6.
living
2. 7.
3. 8.
4. 9.
5. 10.
H.Making Generalizations and Nouns which are more than one are called plural nouns.
Abstraction about the Lesson. 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
I. Evaluating Learning Complete the sentence with the correct form of the noun. The pictures
will help you.
1. Mother needs ____________ for our unused clothes.
2. The ______________ are in school.
3. We made _____________ in class.
4. During the Holy Week, our family visited different

_______________.
5. The boys brought their __________ to the camp.
6. There were two ___________ on the stage.
7. Helen has ___________ on her hair.
8. The _____________ are in the field.
J. Additional Activities for Look around your home and its surroundings. List in your notebook as
Application or Remediation many regular nouns as you can see and write their plural forms.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
colors.
A. Content Standards The learner demonstrates an understanding of library skills to research
on a variety of topics.
B. Performance Standards The learner uses library skills to gather appropriate and relevant
information.
C. Learning Competencies/ Locate information using print and non prints sources
Objectives EN4SS-1a-1
II. CONTENT Locate information using print and non-print sources.
( Subject Matter)
A. References
2. Learner’s Material pages LM 4 pp. 13
3. Textbook pages
LR portal
5. Other Learning Pictures, Word picture, flashcard, charts

Resources
IV. PROCEDURE
A. Reviewing previous Lesson Ask volunteers to share the things they saw as they were on their way
or presenting new lesson to school. Ask them to use plural nouns in their sharing
B. Establishing a purpose for the Posters are materials with information which intend to advertise or
lesson publicize something.
Look at the poster. Can you tell the class something about it?
Use the following statements to guide you in saying something about
the poster.
This poster is about ____________________________.
It tells us that_______________________________________.
This poster will make the people _____________________.
C. Presenting examples/ Look closely at a UNICEF poster about the rights of hildren.
instances of the new lesson.
D. Discussing new concepts and What pictures do you see in the poster?
practicing new skills.#1 Are there information that we can get from the poster?
What information is given in this poster?
Where this poster did came from?
What does UNICEF want to tell the people?
Is this a helpful material? Why? Why not?
E. Discussing new concepts and What is a poster?” (Posters are materials with information which
practicing new skills #2. 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.
F. Developing Mastery Group the class into four. Give each group a material. Explain to them
(Lead to Formative clearly the task that they will do.
Assessment) Read the information on the poster given to your group. Write as
many points as you can find from it. Share these points with the class.
Group 1: a poster on Buwan Ng Wika

Group 2: a poster about planting a tree
Group 3: a poster about nutrition month
Group 4: a poster about the value of respecting elders
G. Finding practical application Show a movie poster.
of concepts and skills in daily What information is given by this poster? Write at least two (2)
living 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 ____________.
H.Making Generalizations and What information do we get from posters?
Abstraction about the Lesson. What information is given in the poster?
I. Evaluating Learning Draw a poster about environmental protection.
J. Additional Activities for Look for a poster about asking for help or seeking donations. Example
Application or Remediation 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 _____________
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
1. Show willingness and enthusiasm in listening.
2. Realized that kindness begets kindness.
3. Realized that not all information in an advertisement can be taken
as true.
A. Content Standards The learner demonstrates an understanding of the elements of literary
and informational texts for comprehension.
The learner demonstrates an understanding of texts types to construct
feedback.
C. Learning Competencies/ Note details in a selection listened to
Objectives EN4LC-1b-1.1
II. CONTENT “Androcles”
( Subject Matter) ( adapted from Aesop’s Fable)
A. References
3. Textbook pages
LR portal
5. Other Learning Pictures, Word picture, flashcard, charts
Resources
IV. PROCEDURE
A. Reviewing previous Lesson Unlocking of difficulties
or presenting new lesson a. imprisoned, escape
Show a picture of a man behind prison bars.
This man was imprisoned because he stole someone’s money.
But he was able to make his way out of the jail house secretly.
He was able to escape.
What words give us an idea of the word “escape”?
Why is a person imprisoned?”
b. moaning; groaning
Write on the board:
Grandmother has been sick for several days. Often she cries in a low,
soft sound as if in pain. It is hard to listen to her moaning and
groaning. What does it mean when one moans and groans?”
Have pupils act out as they say the words.
c. chase, lick
My cat Lit-lit loves to chase her kittens. They would run around the
house. Then, Lit-lit would lick her kittens as if to clean them up. How
do you chase someone?” Call two pupils to do the action. Why do cats
lick their kittens? How do you lick?
Pretend you are licking an ice cream.
d. swollen, bleeding, paw, bound up
Show a picture of a dog treated by a veterinarian. Show on the picture
the swollen and bleeding paw and the doctor about to bind up the
wound.
This is Spot. He got a swollen, bleeding paw. The doctor treat-ed her
wound and bound it up.”
e. thorn
Show a cactus or a rose.
This plant has thorns. Can you point where the thorns are?
Can thorns hurt us? How?
B. Establishing a purpose for the Have you ever helped someone?
lesson What did you feel as you did so?
Who helped you when you were hurt?
How did you feel about the person?
C. Presenting examples/ Post on the board a prediction chart. Have the class fill it up with their
instances of the new lesson. predictions.
D. Discussing new concepts and Read the story to the pupils slowly and clearly. Pause once in a while
practicing new skills.#1 to ask questions. (Powerpoint Presentation)
E. Discussing new concepts and Why do you think the lion did not chase Androcles?
practicing new skills #2. After the second paragraph
Will Androcles and the lion be friends? Why?
After the third paragraph
What will happen to Androcles and the lion?”
F. Developing Mastery
(Lead to Formative
Assessment)
G. Finding practical application Why must we be kind to others?

of concepts and skills in daily
living

I. Evaluating Learning Group the class into three.

Group 1
Dramatize the part how Androcles helped the lion and how they
became friends. Prepare to present it to the class.
Group 2
Draw the part when Androcles was to be fed to the lion and the lion
recognized him.
Group 3
If you were given the chance to talk to Androcles, what would you tell
him? Write him a message on a cartolina. Share it with the class.
Application or Remediation
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
as true.
A. Content Standards The learner demonstrates an understanding of verbal cues for clear
expression of ideas.
The learner demonstrates an understanding of verbal and nonverbal
cues for effective oral presentation.
The learner demonstrates an understanding of information derived
from multimedia sources for clear and creative presentation.
The learner demonstrates an understanding that English is stress-timed
language to achieve accuracy and automaticity.
B. Performance Standards The learner actively creates and participates in oral theme-based
activities.
The learner efficiently delivers oral presentations.
The learner creatively presents information using broadcast media.
The learner reads aloud text with accuracy, automaticity, and prosody.
C. Learning Competencies/ 1. Read words, phrases poems, or stories with long vowel –e
Objectives 2. Speak clearly using appropriate pronunciation & intonation
( Write the code for each) ENOL-Ia_d-1, EN4F-Ib-2
II. CONTENT To realize that kindness begets kindness
( Subject Matter) Read words, phrases, poems or stories with the long vowel e
Speak clearly using appropriate pronunciation and intonation
A. References
1. Teacher’s Guide pages TG 4 pp. 25-27
3. Textbook pages
LR portal
5. Other Learning Pictures, Word picture, flashcard, charts, Word pictures, print
Resources advertisements, puzzle, short stories, print advertisements
IV. PROCEDURE
A. Reviewing previous Lesson If Androcles had not been brave, would he be able to help the lion?
or presenting new lesson Why?
What happened after Androcles helped the lion?
How did the king punish Androcles?
What did the lion do when he saw Androcles?
B. Establishing a purpose for the Long vowel (a)
lesson Read the following paragraph with correct pronunciation, 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.
C. Presenting examples/ Read the following sentences. Take note how the underlined words are
instances of the new lesson. read.
1. Androcles saw the lion with a bleeding wound.
2. The king freed Androcles.
3. The lion got near its victim.
4. He would feed the lion with some meat.
5. The lion was lying on some dried leaves.
How are the underlined words pronounced?

Notice how we group the underlined words.
Read the following phrases.
feel the heat the seed of a weed
hear the beat the heels of the feet
feed the eagle a neat seat
D. Discussing new concepts and What are the underlined words in the sentence?
practicing new skills.#1 Let the pupils write the words in the appropriate column.
Words with –ee Words with –ea
feed meat
freed near
bleeding leaves
What is the common vowel sound in the words?”
How is it sounded?
Read more words with long e.
eagle neat feed peel deer
east meat seed feel feet
ear leaf reed heel seat
seal bead weed deer heat
E. Discussing new concepts and Read the following sentences. Then, answer the questions that follow.
practicing new skills #2. 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?
F. Developing Mastery Read the sentences and answer the questions.
(Lead to Formative 1. The seal feeds on meat.
Assessment) What does a seal feed on? ____________________
2. There’s a seed on the seat.
What is on the seat? ________________________
3. I hear the beat of the drum from the east.
Where does the beat of the drum come from? _________________
4. The leaves are green.
What is the color of the leaves? _____________________
5. The eagles fly to the east.
What flies to the east? _____________________
G. Finding practical application Match the picture with the words on the board.
of concepts and skills in daily ___1. bead a.
living
___2. meat b.
___3. ear c.
___4. eagle d.
___5. leaf e.
___6. heel f.
___7. seat g.
___8. peel h.
___9. seed i.
__10. seal j.
H.Making Generalizations and How are the words pronounced with words with –ee and words with
Abstraction about the Lesson. –ea?
I. Evaluating Learning Read the short story and answer the questions that follow.
Teddy is an eagle. He loves to fly to the east. One day, he
found a green bead on a leaf. The eagle thought the bead was a seed.
So he ate the bead. Teddy did not like the bead. He could feel the hard
bead. “Meat is better,” he said. “I will fly to the east to look for some
meat.”
1. What is Teddy? __________________________
2. What did Teddy find? __________________________
3. What did he do with the green bead? _____________________
4. Why did he not like the green bead? _____________________
5. Why did Teddy fly to the east? _________________________
6. If you had a pet eagle, what would you feed it? Why? ________
J. Additional Activities for What’s the Word?
Application or Remediation Figure out the words using the clues provided.
1. The 1st letter is the 19th letter of the alphabet. The next two letters
are twins that follow the 4th letter of the alphabet. The last letter is
the beginning letter of the word “did.” What’s the word? Clue: A
new plant can grow from this.
2. Write the 12th letter followed by the 5th letter of the alphabet. The
3rd letter is the 1st letter of the alphabet. The last letter is also the
last letter of the word “beef.” Clue: This is the green part of the
plant.
3. Write the letter that follows the letter “o.” The 2nd and the 3rd letter
is similar to the 2nd and 3rd letter of the word “meat.” What’s the
word? Clue: This is a small, round, green seed.
4. Start with the 2nd and 3rd letters of peas. Next, write the 7th letter
of the alphabet. Then, follow the 12th letter and end it with the 5th
letter. What’s the word? Clue: This is a flying bird.
5. The 1st letter is the sound that snakes make. The 2nd letter follows
letter D. The 3rd letter is the beginning letter of “ape.” The last
letter is also the last letter of “bell.” What’s the word? Clue: This is
a sea mammal with big flippers.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
as true.
A. Content Standards The learner demonstrates an understanding of various linguistics
nodes to comprehend various texts
The learner demonstrates an understanding of text elements to
The learner demonstrates an understanding that reading in a wide
range of texts provides pleasure and an avenue for self-expression and
personal development
B. Performance Standards The learner uses strategies to decode the meaning of words in context.
The learner uses knowledge of text types to correctly distinguish
literary from informational texts.
The learner uses diction (choice of words) to accurately analyze text
elements.
C. Learning Competencies/ 1. Use context clues (synonyms) to find the meaning of unfamiliar
Objectives words.
( Write the code for each) 2. Analyze a narrative in terms of setting.
EN4V-Ia-d2, EN4RC-Ia-b-2
II. CONTENT “Big Feet- Big Heart”
( Subject Matter) Adapted from Chicken Soup
for the Soul
by Jack Canfield and Mark Hansel
A. References
3. Textbook pages
LR portal
5. Other Learning Pictures, Word picture, flashcard, charts, Word pictures, print
Resources advertisements, puzzle, short stories, print advertisements
IV. PROCEDURE
A. Reviewing previous Lesson Tongue Twister
or presenting new lesson I scream you scream we all scream for ice cream.
Why do we scream for ice cream?

Are you happy when someone brings ice cream at home?
Unlocking of Difficulty
a. Relief
Act the word.
What did I feel?
What helped cool me down?
What was the cold water for me?
What other word can mean relief?
b. tightly
Hold your pupil’s hands tightly
I will hold ________ hand tightly.
Then ask her/him to hold one of her classmate’s hand tightly. Let
those who will be held do the same to the others until everyone felt
how to be held tightly.
c. put on
Take off your shoes.
“Watch me as I put on my shoes again. Everybody take off your
shoes. Now put on you shoes.”
What else can we put on?
d. belly
This is Mang Pilo. He is fat. He has a big belly.
Do you have a big belly too? Hold it.
B. Establishing a purpose for the What are the underlined words in the sentence?
lesson Let the pupils write the words in the appropriate column.
Words with –ee Words with –ea
feed meat
freed near
bleeding leaves
What is the common vowel sound in the words?”
How is it sounded?
Read more words with long e.

eagle neat feed peel deer
east meat seed feel feet
ear leaf reed heel seat
seal bead weed deer heat
C. Presenting examples/ Big Feet – Bigger Heart

instances of the new lesson. Adapted from Chicken Soup for the Soul
by Jack Canfield and Mark Hansel
D. Discussing new concepts and 1. Why did the little girl want an ice cream?
practicing new skills.#1 2. Where did she go to buy the ice cream?
3. Did the girl have a lot of money? How do you know?
4. Why did the store clerk send the little girl outside?
5. How did the big man help the little girl?
6. Who is referred to in the title “Big Feet – Bigger Heart?” Why is he
called such?
7. Where could this story have happened? Could this incident happen
in our country? Why?
E. Discussing new concepts and Write or draw on the half-sheet colored paper about your own
practicing new skills #2. 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.
F. Developing Mastery After all the pupils have posted and shared their stories ask:
(Lead to Formative How many of you have helped someone whom you did not know?
Assessment) 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?
G. Finding practical application Draw about your own experience of helping other.
living
H.Making Generalizations and How many of you helped someone whom you don’t know?
Abstraction about the Lesson. How does it feel?
I. Evaluating Learning Write about it.

Imagine the place where the little girl bought ice cream. Would you
like to visit the place, too? Write at least two sentences about the
place.
1.____________________________________________________
2.____________________________________________________
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
as true.
A. Content Standards The learner demonstrates a command of the conventions of standard
English grammar and usage when writing or speaking.
discourse.
C. Learning Competencies/ Use plural form of regular noun ending in - f/fe and –y.
Objectives EN4G-Ia-b-1
II. CONTENT Use plural form of regular nouns (nouns ending in -y and -f/-fe)
( Subject Matter)
A. References
3. Textbook pages
LR portal
5. Other Learning Word pictures, short stories, charts, powerpoint presentation, LM.
Resources
IV. PROCEDURE
A. Reviewing previous Lesson Write the words for the following images.
or presenting new lesson 1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
B. Establishing a purpose for the Complete the sentence with the correct form of the noun. The pictures
lesson will help you.
1. Mother needs ____________ for our unused clothes.
2. The ______________ are in school.
3. We made _____________ in class.
4. During the Holy Week, our family visited different

_______________.
5. The boys brought their __________ to the camp.
6. There were two ___________ on the stage.
7. Helen has ___________ on her hair.
8. The _____________ are in the field.
C. Presenting examples/ Read and act out the dialog.

instances of the new lesson. Mother: Vicky, please help me prepare the things we will bring to the
picnic.
Vicky: Of course, Mother! What will I do?
Mother: Put some spoons and forks and two knives in that basket.
Make sure to put plates and table napkins, too.
Vicky: Should I also put some glasses, Mother?
Mother: Yes, please. There are loaves of bread on the table. Please
put them in the basket, too. I’ll put the mangoes and
strawberries in another basket.
Vicky: Could we bring some candies, Mother? I’m sure Susie and
Tom will like them.
Mother: Not too many, Vicky. Children should eat fruits more than
candies.
Vicky: Okay, Mother. Everything is ready for the picnic.
D. Discussing new concepts and What are the things that Vicky and Mother prepared for the picnic?
practicing new skills.#1 Are these nouns singular or plural? How are plural nouns formed?
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
E. Discussing new concepts and What are the things that Vicky and mother prepared for the picnic?
practicing new skills #2. Let the pupils write them on the board.
Spoons forks
knives loaves of bread
plates mangoes
glasses table napkins
strawberries
What are these words?
Do they refer to more than one noun?
What tells us that these nouns are more than one?
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 Plural Singular
Plural Noun
Noun Noun Noun
knife knives candy candies
loaf loaves strawberry strawberries
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?”
F. Developing Mastery Write in your notebook the correct form of the plural nouns in the
(Lead to Formative following sentences.
Assessment) 1. Mother bought some (blackberrys, blackberries) at the market.
2. She baked some (loafs, loaves) of blackberry bread.
3. We divided the bread into (halfs, halves).
4. Eric, my brother, won’t eat them because someone told him that
blackberry bread is for (fairys, fairies) only.
G. Finding practical application Give a plural noun of a pictures
living 1. 6.
Mouse ______ goose ________
2. 7.
elf ________ box _________
3. 8.
potato _________ foot _________
4. 9.
tooth ________ deer _________
5. 10.
ox ________ candy __________

H.Making Generalizations and Some nouns ending in -f or -fe form their plural by changing f/fe to
Abstraction about the Lesson. v before adding -es.
Example:
leaf - leaves
elf - elves
hoof - hooves
Except:
handkerchief - handkerchiefs roof - roofs
Some nouns that end in -y form their plural by changing y to i
before adding -es.
Example:
candy - candies
sky - skies
berry - berries
However when a vowel letter is before -y, just add s.
Example:
boy - boys
key - keys
tray - trays
I. Evaluating Learning In the story below, the nouns in parentheses are in their singular form.
Use the plural form of each noun in parentheses. Rewrite the story in
your notebook.
Ina loves to write (story). She writes about (fairy) and (elf). She
wrote a story about a boy who ate (loaf) of bread because he wanted to
grow big and touch the sky. She also wrote a story about a girl who
got lost in the forest while picking some wild (berry). But what she
loves most is her story about two (lady) who quarreled because of
their (baby). There is a good lesson to be learned in this story.
J. Additional Activities for Write a sentence using the plural form of the following nouns:
Application or Remediation 1. key 5. trolley
2. wolf 6. handkerchief
3. calf 7. half
4. strawberry
8. roof
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
as true.
A. Content Standards The learner demonstrates understanding of library skills to research on
a variety of topics.
B. Performance Standards The learner uses library skills to gather appropriate and relevant
information
C. Learning Competencies/ Locate information using print and non-print resources

Objectives (using advertisement picture)
( Write the code for each) (EN4SS-Ia-6
II. CONTENT To locate information using print sources (advertisements)
( Subject Matter) To realize that not all information in advertisements should be taken
as true.
A. References
2. Learner’s Material pages LM 4 pp.
3. Textbook pages
LR portal
5. Other Learning Word pictures, print advertisements, puzzle, short stories, print
Resources advertisements
IV. PROCEDURE
A. Reviewing previous Lesson Write in your notebook the correct form of the plural nouns in the
or presenting new lesson following sentences.
1. Mother bought some (blackberrys, blackberries) at the market.
2. She baked some (loafs, loaves) of blackberry bread.
3. We divided the bread into (halfs, halves).
4. Eric, my brother, won’t eat them because someone told him that
blackberry bread is for (fairys, fairies) only.
B. Establishing a purpose for the Oral Language Practice
lesson Let the pupils present to the class their favorite drink.
My favorite beverage is __________________.
I like this very much because ______________.
C. Presenting examples/ Show the class an advertisement of bath soap.

This advertisement is a sample only. Look for bigger and more recent
advertisement poster ads.
D. Discussing new concepts and Help the class read the information given in the advertisement.
practicing new skills.#1 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?
E. Discussing new concepts and Group Activity:
practicing new skills #2. Give each group a material. Explain to them clearly their tasks.
Read the information in the advertisements given to your group.
Group 1: hotdog advertisement
1. What does the advertisement say about hotdogs?

2. Would hotdogs make children always happy?
3. Do you believe all the information given in this advertisement?
Why?
Group 2: softdrink advertisement

1. What does the advertisement say about the softdrink?
2. Is there anything you agree or disagree with advertisement?
3. Do you believe the information in this advertisement? Why?
Group 3: lollipop or candy
1. What does the advertisement say about the candy?

2. Is there anything you agree or disagree with the advertisement?
F. Developing Mastery Show the class an advertisement.
(Lead to Formative A. cologne
Assessment)
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?
G. Finding practical application Show the class an advertisement.
of concepts and skills in daily A. shampoo
living
1. What does the advertisement say about the shampoo?

2. Are you convinced to use this shampoo? Why?
H.Making Generalizations and What is the product being advertised?
Abstraction about the Lesson. What can be found in advertisements?
Do you believe everything in advertisement? Why? Why not?
I. Evaluating Learning Find a partner. Study this advertisement. Help each other a questions
that follow.
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?
J. Additional Activities for Bring a map to the class. Choose and mark one place you want to
Application or Remediation visit. Prepare at least three sentences about why you want to visit this
place.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the elements of

informational text for comprehension.
The learner demonstrates understanding of text types to conduct
feedback.
B. Performance Standards The learner recalls details in a selection listened to.
C. Learning Competencies/ Note details in a section listened to
Objectives (EN4LC-Ib-1.1)
( Write the code for each) Realize that hard work pays off
II. CONTENT A Trip for Mike and Spikes
( Subject Matter) By; Robert Charles
A. References
3. Textbook pages
4. Additional Materials Story: A Trip for Mike and Spike By Robert Charls
LR portal
5. Other Learning Powerpoint Presentations

Resources
IV. PROCEDURE
or presenting new lesson a. trip
My father’s company will have a trip to Baguio. All his officemates
will be in this tour.
What word in the sentence has similar meaning with trip?
b. dine
My family will dine at Shara’s Restaurant tonight. We will eat their

special seafood pasta.
What word in the sentence has the same meaning as dine?
c. limes
Show a picture of limes.

These are limes. They are round, green and sour. They are citrus
fruits.
B. Establishing a purpose for the What places in the world would you like to visit? Complete the
lesson sentence that follows.
I want to visit ____________ because _________________

________________________________________________________.
C. Presenting examples/ Do you like to go on a trip? What places would you like to visit?
instances of the new lesson. Why?
What will you do so that you can visit this place/s?”
Mike and Spike would like to go to places. Find out what they did so
they can visit many places.
D. Discussing new concepts and Read the story to the pupils.
practicing new skills.#1
A Trip for Mike and Spike
by Robert Charles
Mike and Spike were bright mice. They were always side by side. One day,
Mike asked Spike if he would like to take a trip. Mike said they could go to
nice sites. They could also dine in fine places.
“We have to find time to make money for our trip,” said Spike. So Mike and
Spike got a job. They picked ripe limes. They picked a lot of ripe limes.
They picked from nine in the morning until five in the afternoon. They also
helped make a fine lime drink. They sliced a pile of limes. They got a nice
price for their work.
Mike and Spike bought a bike for their trip. They biked mile sand 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.
E. Discussing new concepts and Cooperative/Group Activity
practicing new skills #2. Group the class into three. Assign clearly the task for every group.
The outputs will be presented on the following day.
Group 1
Draw the best part of the story and tell the class something about your
drawing.
Group 2
Dramatize the best part of the story.
Group 3
Create a chant about Mike and Spike.
F. Developing Mastery Group 1
(Lead to Formative What did Mike and Spike want to do?
Assessment) What did they do so they can have a trip?
Group 2
What did Mike and Spike do after they earned enough money?
Why do they deserve to have a trip?
Group 3
How did you feel while chanting a story?
If you were Mike or Spike, would you spend all your earnings on the
trip? Why?
G. Finding practical application
living

I. Evaluating Learning

V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding that English is stress-timed

language to achieve accuracy and automaticity
B. Performance Standards The learner reads aloud texts with accuracy and automaticity.
C. Learning Competencies/ Read words, phrases, poems or stories with long vowel I sound
Objectives ( EN4F-Ic-8)
II. CONTENT Realize that hard work pays off
( Subject Matter) Read words, phrases, and stories with long vowel i sound
A. References
1. Teacher’s Guide pages TG 4 pp. 37
3. Textbook pages
LR portal
5. Other Learning Powerpoint Presentations, Word pictures, print advertisements,
Resources puzzle, short stories
IV. PROCEDURE
A. Reviewing previous Lesson Recall the story about A Trip for Mike and Spike
or presenting new lesson Group 1
What did Mike and Spike want to do?
What did they do so they can have a trip?
Group 2
What did Mike and Spike do after they earned enough money?
Why do they deserve to have a trip?
Group 3
How did you feel while chanting a story?
If you were Mike or Spike, would you spend all your earnings on the
trip? Why?
B. Establishing a purpose for the Read the paragraph. Note how the underlined words are pronounced.
lesson Mike and Spike are mice. They wanted to go on a trip. They had
to find time to make money. They picked ripe limes and made wine.
They made money to buy a bike. They biked miles and miles and had
a nice time.
What is the common sound of the underlined words?
C. Presenting examples/ mice time lime nine kite ride
instances of the new lesson. dine fine wine five bike side
What is the common sound of the underlined words?

What common sound do you hear?
What words have the long i? How is the sound pronounced?
D. Discussing new concepts and Compare how the following words are pronounced.
practicing new skills.#1 rid + e = ride pip + e = pike
kit + e = kite bit + e = bite
What is the sound of i when letter e is added at the end of a word?

What is the sound of the long vowel i?
E. Discussing new concepts and Read the words with long i vowel sounds.
practicing new skills #2. dine fine dike five bike ride
mice hide line nice bite side
wide time ripe nine kite tide
Read the phrases.

five nice mice dine with wine a wide dike
ride a bike time to dine fly nine kites
a nice ride hide the dice side by side
F. Developing Mastery Read the sentences. Answer the questions after each sentence.
1. The five nice mice will ride a bike.
(Lead to Formative Who will ride a bike?
Assessment) 2. It’s time to dine after five.
When is the time to dine?
3. We will fly nine kites in the countryside.
What will we do in the countryside?
4. We saw a wide dike.
What did we see?
5. Mike had a nice ride.
Who had a nice ride?
G. Finding practical application Complete the story with words having long i. Some pictures in the box
of concepts and skills in daily will help you.
living
Last summer, my family went camping. There were ______ of

us. The place was beautiful. It was near a _________. We saw wild
flowers. We also saw some bees in a ________. At night time, we
made a ______. During the day we flew a big ________. We also rode
a ________.We had a nice _______ together.
H.Making Generalizations and What is the sound of i when letter e is added at the end of a word?
Abstraction about the Lesson. What is the sound of the long i?
I. Evaluating Learning Read the following story. Answer the questions that follow.
Mike has a kite and a bike. He rides on his bike to the dike. He
flies his kite by the dike. One day, the kite fell in the dike. Mike was
sad. He had no more kite.
1. Who had a kite?
2. Where does Mike fly his kite?
3. How does Mike go to the dike?
4. What happened to the kite?
5. If you had a kite, would you fly it by the dike? Why?
J. Additional Activities for Tell a story about the picture. Use the words below to make your
Application or Remediation sentences.
1. Bike
2. Kite
3. Hike
4. Dike
5. line of pine trees
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of text elements to

B. Performance Standards The learner use knowledge of text types to correctly distinguish literary
from informational texts.
C. Learning Competencies/ State similarities and differences in information/literary text read
Objectives (EN4RC-Ic-3)
( Write the code for each) 1. Compare and contrast information from literary texts read or listened
to.
2. Appreciate different cultures of children from different parts of the
world.
3. Realize that children all over the world are alike in many ways.
II. CONTENT We are one world
( Subject Matter) by: Meish Goldfish
Help! By Gretrel Laura M. Cadiong
A. References
3. Textbook pages
4. Additional Materials from

Learning Resource LR
portal
5. Other Learning Resources Powerpoint Presentations, Word pictures, print advertisements, puzzle,
short stories
IV. PROCEDURE
A. Reviewing previous Lesson or Unlocking of difficulties
presenting new lesson 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.
Canada Norway Egypt USA
Spain Peru Japan Chad
Have you heard about these places? Would you like to visit these
countries?
B. Establishing a purpose for the Show a picture (or dolls, if available) of children from different
lesson countries
(Example: Japanese, German, African, Spanish, Chinese, etc).
Where do these children come from? What do you think they love
doing?
C. Presenting examples/ instances What do children all over the world do? Let’s find out from the poem?
of the new lesson.
D. Discussing new concepts and Read the poem with proper intonation and expression.
We Are One World
Meish Goldish
Pierre lives in Canada,

Marla lives in Spain.
But both like to ride their bikes
Along the shady lane.
Liv lives in Norway,

Ramon is in Peru.
But both laugh with the giraffe
When visiting the zoo.
Anwar is Egyptian,
Kim is Japanese.
But both run beneath the sun
And fly kites in the breeze.
Jack is from the U.S.A.,

Karintha is from Chad.
But both can write a poem at night
Upon a writing pad.
Children live all over,

The world’s a giant ball.
But far and near, it’s very clear
We’re one world after all.
E. Discussing new concepts and 1. In what ways are the children all over the world alike?
practicing new skills #2. 2. In what ways are they different?
3. Would you like to have a friend from another country? Why?
4. What would you tell your friend about your country?
5. What would you ask your friend about his/her country?
F. Developing Mastery Group Activity
(Lead to Formative Assign each group a stanza of the poem. Give each group short
Assessment) information about childrenliving in a particular country, as mentioned
in the stanza. Information for the dialoge should be supplied by the
teacher.
Group 1
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.
Prepare a dialog between Pierre and Marla. Let Pierre tell Marla what
the children in Canada love doing. Then let Marla tell Pierre the things
that children in Spain usually do. Let them conclude with the
statements that both of them love to ride bikes.
Group 2
Prepare a dialog between Liv and Ramon. Let Liv tell Ramon what the
children in Norway love doing. Then let Ramon tell Liv the things that
children in Peru usually do. Let them conclude with the statements that
both of them love to laugh at giraffes and visit the zoo.
G. Finding practical application Group 3
of concepts and skills in daily Prepare a dialog between Anwar and Kim. Let Anwar tell Kim what
living 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.
Goup 4
Prepare a dialog between Jack and Karintha. Let Jack tell Karintha
what the children in USA 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.
I. Evaluating Learning Read the last stanza of the poem. Draw it. Be ready to show the
drawing to the class.
J. Additional Activities for Write a letter to your friend. Tell him/her things you love doing as
Application or Remediation Filipino. Ask your friend about what children in their country love
doing.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
remediation who scored
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
encounter which my principal __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs
solve? __ Unavailable Technology
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of English grammar and

B. Performance Standards The learner uses the classes of words aptly in various oral and written
discourses.
C. Learning Competencies/ Use plural form of irregular nouns
Objectives ( EN4G-Ib-2.2)
( Write the code for each) Appreciate different cultures of children from different parts of the
world.
Realize that children all over the world are alike in many ways
II. CONTENT Appreciate different cultures of children from different parts of the
( Subject Matter) world.
Realize that children all over the world are alike in many ways.
Use plural forms of irregular nouns.
A. References
3. Textbook pages
LR portal
5. Other Learning Powerpoint Presentations, Word pictures, charts, LM, activity sheets.
Resources
IV. PROCEDURE
A. Reviewing previous Lesson Have the class recite the poem We Are One World.
or presenting new lesson (Presentation of the group outputs and deeper discussion of the poem)
Group 1
1. Where does Pierre live? Who lives in Spain?
2. What do most children in Canada do? in Spain?
3. What is the activity that both Pierre and Marla love doing?
4. In what ways are Pierre and Marla different? In what ways are they
similar?
Group 2
1. Where does Ramon live? Who lives in Norway?
2. What do children in Peru love to do? What about in Norway?
3. What is the activity that both Liv and Ramon love doing?
4. In what ways are the two children alike? In what ways are they
different?
Group 3
1. Where does Anwar live? Who lives in Japan?
2. What do many children in Japan do? What about in Egypt?
3. What is the activity that Anwar and Kim love doing?
4. Tell the similarities between Anwar and Kim. Tell how they are
different from each other.
Group 4
1. Where does Jack come from? Where does Karintha live?
2. What do children in Chad love doing? What about in USA?
3. What is the activity that both Jack and Karintha love doing?
4. In what ways can both Jack and Karintha be different?
Group 5
Why is the world compared to a giant ball?
B. Establishing a purpose for the Show a picture (or dolls, if available) of children from different
lesson countries
(Example: Japanese, German, African, Spanish, Chinese, etc).
Where do these children come from? What do you think they love
doing?
C. Presenting examples/ Review the guidelines in forming the plural of regular nouns. Write
instances of the new lesson. some nouns in the singular form, then ask volunteers to write their
plural forms.
Help!
Gretel Laura M. Cadiong
I wonder why English words are not fixed

If root is roots then why is foot, feet?
I have one tooth but when many they are teeth,
Please answer me for I cannot wait.
House becomes houses but mouse is mice,

Blouse to blouses but louse is lice,
A boy or a girl is a child but both are children
Add one more man and it will become men.
Are these words true?
Help me, please do
D. Discussing new concepts and What does the person in the poem feel?
practicing new skills.#1 Why does she need help?
What words in the poem cause the person to be confused?
Why do these words confuse him/her?
E. Discussing new concepts and Which words in the poem are plural nouns?
practicing new skills #2. Then, show this chart to the class.
Singular Noun Plural Noun
foot feet
tooth teeth
mouse mice
louse lice
child children
man men
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.”
F. Developing Mastery Spelling Bee
(Lead to Formative Divide the class into three or four equal groups. Call a member from
Assessment) 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.
G. Finding practical application With a partner, change the nouns inside the parentheses into plural
of concepts and skills in daily forms. Present the dialog to the class.
living
Pupil A: Hello, _____________. I heard some great (news) today.
Pupil B: Oh, and what is the (news)?
Pupil A: There were three (deer) caught by some (man) in the forest.
Pupil B: What happened to the (deer)?
Pupil A: Some scientists will study them. The news said, the (deer) have
extraordinary long (foot), long shiny antlers and sets of long,
pointed (tooth). They are rare kind of (deer).
Pupil B: Oh, it’s really great news. I wish they would bring them to a zoo so
many (child) can see them.
H.Making Generalizations and How do you form plural form of irregular nouns?
Abstraction about the Lesson. Some nouns form their plural by changing their spelling. They are
called irregular nouns.
Example:
goose - geese
man - men
child - children
Some nouns have the same singular and plural form
Example:
deer sheep news
I. Evaluating Learning Complete each sentence with the correct plural noun.
1. Father caught three (mouse) _______ in the rice field.
2. One mouse had long (tooth) ______ that stuck out from its mouth.
3. Another mouse had very long (foot) ___________.
4. When the (child) _____ saw the three (mouse) ____,they felt afraid.
5. Louna said they might bite her (foot) _______.
J. Additional Activities for Watch a TV advertisement about your favorite drink. Observe how it
Application or Remediation is presented. Write down things that the advertisement says about
the product. Be ready to tell your classmates about it.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
Talk about one’s wishes and dreams
Sequence a series of events in a story listened to
Use context clues (antonym) to find the meaning of unfamiliar words
A. Content Standards The learner demonstrates an understanding of elements to i
comprehend various text.
The learner demonstrates an understanding that word meaning can be
derived from different sources.
B. Performance Standards The learner uses knowledge of text types to correctly distinguish
literary from informational texts.
The learner uses different resources to find word meaning.
C. Learning Competencies/ Sequence events in a story or narrative. EN4RC-Id-e-24
Objectives Use context clues (antonyms) to find meaning of unfamiliar words.
( Write the code for each) EN4V-Ib-13.1
II. CONTENT “Tower to the Moon”
( Subject Matter) Sequencing Events
A. References
3. Textbook pages
LR portal
5. Other Learning Powerpoint Presentations, Word pictures, charts, LM, activity

Resources sheets.,worksheets, cartolina strips
IV. PROCEDURE
A. Reviewing previous Lesson Unlocking of Difficulties
or presenting new lesson 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.
B. Establishing a purpose for the Draw your work tower. Write your wishes and dreams in your tower.
lesson Share it with your classmates.
What do you wish for yourself?
What do you wish for your family?
C. Presenting examples/ Today you will listen to the story Tower to the Moon. In the story,
instances of the new lesson. identify the king’s dream.”
Read the story the story( through powerpoint)
:Tower to the Moon”
Stop / pause at some parts and ask predicting questions
Or video clip
D. Discussing new concepts and Group the class into three and give each group a task card.
practicing new skills.#1 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.
E. Discussing new concepts and What was the king’s dream?
practicing new skills #2. What did he ask the carpenter to do?
(Call Group 1 to present their drawing.
Let us see how the king’s tower would look like.
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)
What do you think happened to the tower and the king?
How else would you end the story?
Was the king’s dream possible or impossible?
Is it possible to realize your dreams? Give reasons for your answer.
How will you be able to realize your dream?
(Call Group 3 to present their box of traits)
What does the story tell us about dreams and how to realize them?
F. Developing Mastery I will read an event in the story written in each box. Arrange the
(Lead to Formative events as they happened in the story.
Assessment)
____The king sent for the best carpenter in the kingdom.
____The king climbed higher and higher until he came to the top of
the tower.
____The king commanded that every box in the kingdom bebrought to
the carpenter.
____The carpenter and his helpers drew lines on big sheetsof paper.
They hammered and measured.
____The carpenter yelled at the king that there were no moreboxes
anywhere.
____The carpenter and his helpers walked to the tower andpulled out
the bottom box.
living
H.Making Generalizations and What helped you sequence the events in the story?
Abstraction about the Lesson. 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.
I. Evaluating Learning Read the short selection then sequence the events as they happened.
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.”
Write 1-5 to sequence the events as they happened in the story “In a
Minute.”
_______ 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.”
_______ Juana saw the feathers scattered all around the room.
_______ The cat entered the room and saw Juana’s pet parrot.
_______ Juana cried and cried. She no longer said “In a minute.”
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of verbal and nonverbal

cues for effective oral presentation.
The learner demonstrates understanding that English is stress-timed
B. Performance Standards The learner efficiently delivers oral presentations.
The learner reads aloud text with accuracy and automaticity and
prosody.
C. Learning Competencies/ Speaks clearly using appropriate pronunciation and intonation (Poems
Objectives chants, rhymes , riddles)
( Write the code for each) EN4OL-Id-1.14.4
Read words , phrases, poems or stories with long vowel o sound
EN4F-Id-9
II. CONTENT Who’s Afraid?
( Subject Matter) -Write rhyming words
A. References
3. Textbook pages
LR portal
5. Other Learning Word pictures, print advertisements, puzzle, short stories

Resources
IV. PROCEDURE
A. Reviewing previous Lesson What chores at home do you like to learn?
or presenting new lesson
B. Establishing a purpose for the Where those the King sit?
lesson Could they build a tower with the boxex?
C. Presenting examples/ Read the paragraph. Pay attention to the words in boldface. Pronounce
instances of the new lesson. them the way your teacher did when he/she read the story.
The king sits on a high throne. He wants to go to the moon. So
he commands a carpenter and his men to build a tower for him.
They think of a way to build a tower. They post a notice to
gather all the boxes in the kingdom. The carpenter and his men
know that the boxes will not be enough to build a tower.
D. Discussing new concepts and Where does the king sit?” Show a picture of a throne.
practicing new skills.#1 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?”
E. Discussing new concepts and What is the vowel sound of throne, go, so, post and notice?
practicing new skills #2.
F. Developing Mastery Read other words with long o.

(Lead to Formative go code bone rope throne
Assessment) so rode cone stove notice
Read the phrases.

the dog’s bone an ice cream cone
use the code rode to a cove
poke with a pole
Read the sentences.

1. I gave my dog a bone.
2. Don’t drop the ice cream cone.
3. Use the code to open the door.
4. We rode to the cove. It was fun!
5. Poke him with a pole, so he can move.
G. Finding practical application Read the rhyme.
of concepts and skills in daily Who’s Afraid
living Grace U. Robelas
One day I heard a different tonne

It woke me up
It chilled me to the bone
“What could it be?” I spoke alone.
Will I open
Or close tightly my door?
After a while I heard it no more
Well, I hope it’s just Rome
With a brand new joke
Every time he comes home.
I. Evaluating Learning Fill in each blank with the correct word to complete the rhymes.
Joke open code rope
1. Tie a ______.
2. To ______ the door.
3. Or try the _______.
4. It’s not a _________.
Alone bone cone home

1. Give the dog a ______.
Eat the ice cream _______.
Clean your room _________.
And be happy to be ________.
J. Additional Activities for Give 10 pair words that rhyme
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES

B. Performance Standards The learner recalls details, sequence of events, and shares ideas on
texts listened to.
C. Learning Competencies/ Sequence at least 3 events using signal words.EN4LC-Id-2.7
Objectives
II. CONTENT Poem: Cooking in the Kitchen
( Subject Matter) -Sequencing events
A. References
3. Textbook pages
LR portal
5. Other Learning Word pictures, charts, worksheets, cartolina strips

Resources
IV. PROCEDURE
A. Reviewing previous Lesson Read the sentences.
or presenting new lesson 1. I gave my dog a bone.
2. Don’t drop the ice cream cone.
3. Use the code to open the door.
4. We rode to the cove. It was fun!
5. Poke him with a pole, so he can move.
B. Establishing a purpose for the Unlocking of Difficulties
lesson a. measure
To know how tall we are, we measure our height. To know how
heavy we are, we measure our weight. What things do we use for
measuring? Can we use a ruler to measure?
What can we measure with it?”
b. sift
The baker sifts the flour to separate the fine from the not so fine
flour. What other things can be sifted?”
c. recipe
Show an example of a recipe.
I use this recipe to cook my favorite dish. What can we read in a
recipe? What should I do to prepare the recipe correctly?
d. grown-up
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?
C. Presenting examples/ Today, we will read the poem Cooking in the Kitchen and find out
instances of the new lesson. what you can learn from it. LM pp. 35
Read the poem aloud first while the pupils listen. Pupils will read the
poem later.
D. Discussing new concepts and What chores at home do you like to learn?” What chore did the child
practicing new skills.#1 learn? What did she do in the kitchen?
Show pictures and ask pupils to say something about each picture.
E. Discussing new concepts and Arrange the set of activities as mentioned in the poem.
F. Developing Mastery How can he/she make cooking easy?

(Lead to Formative What should be done to keep you safe while cooking?
Assessment) Aside from cooking, what other tasks does he/she need to do?
What makes him/her happy after cooking?
Have you ever cooked something or helped in cooking?
Tell us something about it?
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?
G. Finding practical application Arrange the steps in baking a cake using word signal first, second,
of concepts and skills in daily next, then, and lastly.
living ______1. Put the mixture in the oven.
______2. Mix all the ingredients.
______3. Let the cake cool down.
______4. Put some icing or frosting on the cake.
______5. Serve the cake for the family.
H.Making Generalizations and Which task is done first? second? next? last?
Abstraction about the Lesson. How do we arrange the steps in a process?
We follow the steps in a process in the order or sequence they are
done. The sequence is the order in which events take place.
Understanding the sequence of events can help you know what is
happening and why it happens.
I. Evaluating Learning Number the sentences in the order a sandwich is made. Susan made a
peanut butter and jelly sandwich.
____ Finally, she ate it.
____ Next, she spread jelly on another slice of bread.
____ Then, spreading the jelly, she put the two slices of bread
together.
____Second, she spread peanut butter on one slice of bread.
____ First, prepare all the ingredients.
J. Additional Activities for A. What are the steps in cooking scrambled eggs? Complete the
Application or Remediation process by supplying the missing steps.
1. Break one or two eggs in a bowl and add a pinch of salt.
2. ___________________________________
3. Heat a little oil in the pan.
4. ___________________________________
B. List down three reminders when cooking.

1. ____________________________________
2. ____________________________________
3. ____________________________________
What other reminders can you add to the list?
1. ____________________________________
2. ____________________________________
3. ____________________________________
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES

discourse.
C. Learning Competencies/ Use clear and coherent sentences employing appropriate grammatical
Objectives structures: Kinds of nouns, mass nouns and count nouns.
( Write the code for each) EN4G-Id-33
II. CONTENT Mass Noun and Count Noun.
( Subject Matter)
A. References
3. Textbook pages
LR portal

Resources
IV. PROCEDURE
A. Reviewing previous Lesson Review of the past lesson about sequencing events in a literary text.
B. Establishing a purpose for the Read the poem. Identify and classify the count nouns and mass nouns.
lesson I Love the Market
Grace U. Rabelas
Today I will visit the old market

Buy some goods and fill my basket
Tomatoes, potatoes, and a kilo of meat
For the soup and stew that I love to eat.
I would care for some apples and bananas, too,

Peanuts, rice, and corn, a kilo of them will do
Then a bottle of vinegar and a jar of spices.
Cabbage, lettuce, vegetables of all sorts and sizes.
If there will be coins left in my pocket,

I will buy my favorite box of chocolate.
Going to the market I simply love to do.
I think you’ll love doing it, too.
Your mother sent you to the market/grocery store. With a partner,

prepare a list of things will buy.
Market List
Count Noun Mass Noun
C. Presenting examples/ Read the Gabbie

paragraph.
helped her mother bake their favorite cake. First, they
instances of the new lesson. prepared the baking tin, spoon, bowl, and other utensils. Then, they
gathered all the ingredients for the cake like flour, sugar, butter, milk,
chocolate, and some eggs. After everything was ready, they mixed all the
ingredients in the bowl. Next, Mother poured the mixture in the baking
tin. Then, she placed it inside the oven. After an hour, the cake was
ready. Gabbie added some icing and fruits on top of the cake. Everybody
enjoyed Gabbie’s special chocolate cake.
D. Discussing new concepts and 1. What did Gabbie and her mother bake?
practicing new skills.#1 2. What did they prepare before baking the cake?
3. What ingredients were used to bake the cake?
4. What did Gabbie add on top of the cake?
5. Why do you think everybody enjoyed the cake?
6. Which nouns can be counted? Which nouns cannot be counted?
E. Discussing new concepts and This group of nouns in Set A are called count nouns, while the words
practicing new skills #2. in Set B are called mass nouns.
What are count nouns? What are mass nouns?
A B
cake flour
Baking tin sugar
bowl milk
spoon chocolate
oven butter
eggs Icing
fruits
Count nouns are nouns which can be
counted.
Mass nouns are nouns which cannot be counted.”
(Lead to Formative Name other things which can Name other things which
Assessment) be counted. cannot be counted.
G. Finding practical application Group the participants into 4-5. Ask each group to make a list of mass
of concepts and skills in daily and count nounsbeginning with a particular letter. (Groups can be
living 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
H.Making Generalizations and What are count nouns?
Abstraction about the Lesson. What are mass nouns?
Count nouns are nouns which can be counted. Mass nouns are nouns
which cannot be counted.”
I. Evaluating Learning Prepare the following materials: (metacards with nouns written on
them, a table and a jar or drawn pictures of a table or a jar)
Classify the nouns as count nouns and mass nouns. Place the count
nouns on the table and the mass nouns in the jar.”
books chairs sauce vapor water
lotion cement pants candies paper
nails soup shirts hair computer
boxes powder tomatoes rice wire
Name other things which can Name other things which

be counted. cannot be counted.
J. Additional Activities for Name other things which cannot be counted.

Application or Remediation -Name other things which can be counted.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of writing as a process.

The learner demonstrates an understanding of the importance of using
varied sources of information to support writing.
B. Performance Standards The learner uses a variety of strategies to write informational and
literary compositions.
The learner uses varied sources of information to support writing
Grammar
C. Learning Competencies/ Write 2-3 step directions using signal words. EN4WC-Id-33
Objectives
II. CONTENT Write two to three-step-directions using signal words.
( Subject Matter)
A. References
3. Textbook pages
LR portal

Resources
IV. PROCEDURE
A. Reviewing previous Lesson What are count nouns?
or presenting new lesson What are mass nouns?
B. Establishing a purpose for the What are the ingredient using a fruit salad?
lesson
C. Presenting examples/ Today we are preparing a fruit salad.

instances of the new lesson. 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.
D. Discussing new concepts and What fruits did you bring? Have you brought some milk? Have you
practicing new skills.#1 brought some ice cream?
Which of these ingredients are count nouns?
Which of these ingredients are mass nouns?
E. Discussing new concepts and What did we do first? What did we do next? What did we do after
practicing new skills #2. 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?
F. Developing Mastery Here are three tasks for you. Write the directions for each task.
(Lead to Formative A. Write directions for crossing the street.
Assessment) First, ______________________________
Next, ______________________________
Then, ______________________________
Finally, _____________________________
G. Finding practical application Write the directions for each task.

of concepts and skills in daily A. Write directions for brushing one’s teeth.
living First, ______________________________
Next, ______________________________
Then, ______________________________
Finally, _____________________________
H.Making Generalizations and The words first, next, then and lastly are called signal words.
Abstraction about the Lesson. What can you say about signal words?
Signal words introduce the steps in a process or a sequence of events.”
I. Evaluating Learning Write the directions for each task.
A. Write directions for cooking rice.
First, ______________________________
Next, ______________________________
Then, ______________________________
Finally, _____________________________
J. Additional Activities for What steps do you follow in washing your hands? Let us write about
Application or Remediation it. In washing your hands, what do you do first? Next? Last?”
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding that word meaning

changes based on context.
B. Performance Standards The learner demonstrates an understanding that word meaning
C. Learning Competencies/ Use context clues to determine the meaning of unfamiliar words
Objectives EN4V-Ie-f-13.9
II. CONTENT Halo Halo Especial”
( Subject Matter) By Yvette Fereol
A. References
3. Textbook pages
LR portal

Resources
IV. PROCEDURE
or presenting new lesson a. awful
The dead animal smells awful. It has an unpleasant smell.
What word in the second sentence gives the meaning of the word
awful? What other things smell awful?”
b. coals
My mother cooked my favorite barbecue over hot coals.
What would happen if you touched some hot coals?
What phrase in the first sentence has the same meaning as hot
coals?”
c. fragrant
I love the fragrant smell of my mother’s perfume. It smells like
fresh flowers.
What other things smell fragrant?”
d. treats
My sister brought some chocolates, candies, and other treats when
she came back from the city. How do you feel when you are given
some treats?”
e. enchanted
Stories say that fairies live in Mount Makiling. They say that the
mountain is enchanted. What could be happening in an enchanted
place?”
f. porridge
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?”
B. Establishing a purpose for the Show a picture of a sick child.
lesson
What do you notice about the girl in the picture?

How do you know that the girl is sick?
How do you know that she is sick?
Have you ever been sick?
What made you feel better when you were sick?
C. Presenting examples/ Today, you will listen to a story about Jackie, a girl who got sick.
instances of the new lesson. What made Jackie feel better when she was sick?
(Through powerpoint)
D. Discussing new concepts and Read the story to the pupils. Pause at some parts of the story and ask
practicing new skills.#1 prediction questions.
E. Discussing new concepts and Ask after the line “Think of a happy place, Jackie.” What happy place
practicing new skills #2. 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?
That is the story of Jackie. What made her feel better?
F. Developing Mastery Draw Jackie’s happy place and say something about it
(Lead to Formative
Assessment)
G. Finding practical application Make a thank you card for Lola Itang
living
H.Making Generalizations and Who is sick?

Abstraction about the Lesson. How does Jackie think of, that will make her better?
What is Jackie’s happy place?
What makes it a happy place?
I. Evaluating Learning Make a food calendar of what Lola Itang prepared for Jackie

V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of text elements to

The learner demonstrates an understanding of writing as a process.
The learner demonstrates an understanding of library skills to research
B. Performance Standards The learner demonstrates an understanding of text elements to
The learner uses a variety of strategies to write informational and
literary compositions.
The learner uses library skills to gather appropriate and relevant
information.
C. Learning Competencies/ Sequence events in stories listened to EN4RC-Ide-24
Objectives Write different forms of simple composition (letter) as a response to
( Write the code for each) the story listened to. EN4WC-Ic-2.4
Use graphic organizers to show understanding (story sequence
organizers) EN4SS-Ic-2.15
II. CONTENT Sequence series of events in stories listened to
( Subject Matter) Write different forms of simple composition (thank you card) as a
response to the story
listened to
Use graphic organizers (story sequence chart) to show understanding
of texts
A. References
3. Textbook pages
LR portal
5. Other Learning Word pictures, charts, worksheets, cartolina strips, graphic organizer
Resources real objects
IV. PROCEDURE
A. Reviewing previous Lesson
B. Establishing a purpose for the Divide participants into groups.

lesson Group 1: Draw Jackie’s happy place and say something about it.
Group 2: Make a food calendar of what Lola Itang prepared for Jackie
Group 3: Make a thank you card for Lola Itang
C. Presenting examples/ Who is sick?
instances of the new lesson. 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?
D. Discussing new concepts and Post pictures of events in the story.
Which of the six events happened first, second, and last?

E. Discussing new concepts and Recall how Lola Itang prepared the haluhalo. Arrange the steps in
practicing new skills #2. preparing the haluhalo.
Pour the milk. Add a spoonful of Mix everything using a long
ube and a slice of leche flan. spoon.
Fill half of the tall glass with the Add sugar, and then fill the
following sweets: beans, banana, remaining half of the glass with
nata de coco, gulaman,and shaved ice.
jackfruit.
(Lead to Formative
Assessment)

living

I. Evaluating Learning Listen to your teacher as he/she reads another short story. Arrange the
pictures of the events as they happened in the story.
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.

V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES

discourse.
C. Learning Competencies/ Use clear and coherent sentences employing appropriate grammatical
Objectives structures (quantifiers of mass nouns) EN4G-Ie-34
II. CONTENT Use quantifiers of mass nouns
( Subject Matter)
A. References

3. Textbook pages
LR portal
IV. PROCEDURE
A. Reviewing previous Lesson This is Lola Itang’s special haluhalo. Name the ingredients of Lola
or presenting new lesson Itang’s halu-halo and classify them as count nouns or mass nouns.
Count Nouns Mass Nouns
B. Establishing a purpose for the Give the count nouns and mass nouns.
lesson
C. Presenting examples/ Read the paragraph.

instances of the new lesson. Lola Itang is busy in the kitchen. She is busy preparing
Jackie’s favorite treats. She has just finished baking the rice cakes.
Lola Itang’s rice cakes have a sprinkling of coconut shreds. They have
slices of cheese on them. Then, she cooked a pot of champorado.
While cooking champorado,she took out from the oven the
ensaymadathat she also baked. She spread a teaspoon of butter and a
spoonful of sugar on the ensaymada.
Lola Itang has the best haluhalo. She mixes all sorts of nice
things in her glasses of haluhalo. She puts slices of nata de coco,
spoonfuls of ubejam, and slices of leche flan. Then she adds a half cup
of milk and shaved ice. The haluhalo looks delightful with its swirl of
colors.
D. Discussing new concepts and a. What is placed on top of Lola Itang’s rice cakes? (sprinkling of
practicing new skills.#1 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)
E. Discussing new concepts and Read the phrases.
practicing new skills #2. sprinkling of shredded coconut slices of cheese
a pot of champorado a dab of butter
a spoonful of sugar glasses of haluhalo
bits of nata de coco slices of leche flan
spoonful of ubejam a half cup of milk
shavings of ice a swirl of colors
What kind of nouns are in the phrases?

What words are added before the mass nouns?
What do these added words tell us about the mass nouns?
F. Developing Mastery Complete the lines of the poem with the appropriate counter or
(Lead to Formative quantifier. Choose the quantifier from the box.
Assessment)
Spoonful cup kilo teaspoon can
Today I will bake my favorite pie. A treat for mother and my Aunt
Sie. First, I will sift a _______ of flour. Add a ______ of yeast. Mix
and leave the dough for an hour. Later, I will put two ______ of
sugar. A ______ of milk, I’ll be sure it’s not vinegar. A couple of
eggs would add some flavor. A ________ of vanilla and honey would
do me a favor, Of making my pie the best that they could savor.
G. Finding practical application What’s in the Refrigerator?
of concepts and skills in daily A. List down the food items inside the refrigerator use quantifiers
living for the mass nouns.
H.Making Generalizations and What can you say about quantifiers or determiners of mass nouns?
Abstraction about the Lesson. (Quantifiers are expressions of quantity. We use quantifiers to tell how
much or how little the mass nouns are.)
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.)
I. Evaluating Learning Choose the correct counter/quantifier for the mass nouns
handfulfrom the box
to complete the phrases. box
cup
1. A _______ of chocolates bottle
bowl
jar
2. A _______ of peanuts plateful
basket
3. A ________of grapes
1. A ________ of fries
2. A ________ of water
3. A ________ of soup
7. A ________ of coffee
J. Additional Activities for Use in the sentence with correct counters/quantifiers for the mass
Application or Remediation nouns.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding that English is stress-timed

B. Performance Standards The learner demonstrates an understanding that English is stress-timed
C. Learning Competencies/ Read words, phrases, poems and stories with long u vowel sounds.
Objectives EN4F-E-10
II. CONTENT Read words, phrases, poems and stories with long u vowel sounds
( Subject Matter)
III. LEARNING
RESOURCES
A. References
3. Textbook pages
LR portal
IV. PROCEDURE
A. Reviewing previous Lesson Read the phrases.
or presenting new lesson sprinkling of shredded coconut slices of cheese
a pot of champorado a dab of butter
a spoonful of sugar glasses of haluhalo
bits of nata de coco slices of leche flan
spoonful of ubejam a half cup of milk
shavings of ice a swirl of colors
B. Establishing a purpose for the Choose the correct counter/quantifier for the mass nouns from the box
lesson to complete the phrases. handful
1. A _______ of chocolates box
cup
bottle
2. A _______ of peanuts bowl
jar
plateful
3. A ________of grapes basket
6. A ________ of fries
7. A ________ of water
8. A ________ of soup
7. A ________ of coffee
C. Presenting examples/ Read the words with the long u sound.

instances of the new lesson. pure sugar cube fuse
sure cure excuse cute
huge use amuse muse
tube tune
What is the common sound in these words?

D. Discussing new concepts and Read the phrases.
practicing new skills.#1 tune of the piano pure sugar
the huge cube excuse letter
clean utensils
Read the sentences.

1. The tune of the piano makes me sad.
2. Pure sugar is really sweet.
3. The huge cube fell from the roof.
4. The teacher signed the excuse letter.
5. We use clean utensils.
E. Discussing new concepts and Read the rhymes.
practicing new skills #2. 1. Huge Uncle Luke looks like a real duke.
Yesterday he was in the news.
For the old pipe he blew
Played a tune no one knew.
2. The cute little muse ate a cube of sugar
And drank a tube of pure juice.
She thought it’s a sure cure
For the fume that made her mute.
F. Developing Mastery Read aloud the following sentences.
(Lead to Formative 1. Sugar is sweet. What do you use sugar for?
Assessment) 2. A bus is huge. Name other things which are huge.
3. I feel good when I hear my favorite tuneon the radio.
Do you have a favorite tune? What is your favorite tune?
4. I want a cubeof ice in my glass of water.
5. I will usea long spoon for the haluhalo.
6. Father needs to change thefuseso he can turn on the lights.
7. The children were amusedby the clown’s magic tricks.
8. I will be absent from class. So, I wrote an excuseletter.
9. The pretty girl was chosen to be the muse of the class.
10. Hello Kitty looks cute.
living

J. Additional Activities for Use in the sentence with correct counters/quantifiers for the mass
Application or Remediation nouns.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding that word meaning can be
B. Performance Standards The learner demonstrates an understanding that word meaning can be
information.
C. Learning Competencies/ Use context clues (definition) to determine the meaning of unfamiliar
Objectives words. EN4V-Ie-f-13.9
( Write the code for each) Use graphic organizers to show an understanding of text.
EN4SS-If-2.15
II. CONTENT Use context clues (definition) to find the meaning of unfamiliar words
( Subject Matter) Use a graphic organizer to show understanding of text
A. References
3. Textbook pages
LR portal
IV. PROCEDURE
A. Reviewing previous Lesson Read the words with the long u sound.
or presenting new lesson pure sugar cube fuse
sure cure excuse cute
huge use amuse muse
tube tune
Read the phrases.

tune of the piano pure sugar
the huge cube excuse letter
clean utensils
Read the sentences.

1. The tune of the piano makes me sad.
lesson a. jealous
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?”
b. toss
Dona is proud of herself. She thinks she is the most beautiful girl in
school. She tosses her head most of the time like this (demonstrate
how to toss one’s head, then let pupils do the same)
c. spilled
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?”
C. Presenting examples/ The pupils will read the story in “popcorn” way.
The Milkmaid
Mutya, the Milkmaid, was going to the market carrying a huge
pail of pure milk on her head. She hummed a happy tune while
walking. As she went along, she began thinking of what she would do
with the money she would get for the milk. “I’ll buy some chicken
from Mang Tomas,” said she, “and they will lay eggs each morning,
then I will sell the eggs to the mayor’s wife. With the money that I
will get from the sale of the eggs, I’m sure I can buy myself a cute
dress and a hat; and when I go to the market I would be a muse.
Won’t all the young men come up and speak to me! Ana will be
that jealous, but I don’t care. I shall just look at her and toss my head
like this.” As she spoke, she tossed her head back, the pail fell down,
and all the milk was spilled. She had to go home and tell her mother
what happened.
D. Discussing new concepts and 1. What did Mutya plan to buy with her money?
practicing new skills.#1 2. When did she stop thinking about her plans?
3. How did she feel about the spilt milk?
4. How do you think her mother feel?
5. What advice do you think did her mother give her?
6. If you were Mutya, what would you do?
7. How can Mutya realize her plans?
8. How can you realize your own plans?
E. Discussing new concepts and Identify the main details of the story through the flower graphic
practicing new skills #2. organizer.
(Lead to Formative Make a timeline of Mutya’s plans
Assessment)
What will Mutya buy with her money?
When did she stop thinking about her plans?
How did she feel when the milk was spilled?
of concepts and skills in daily Show a skit on the part when Mutya spilled the milk
living
How do you think her mother will feel?
What advice will mother give her?
If you were Mutya, what will you tell her?

Make a slogan for Mutya
How can Mutya realize her plans?
How can you realize your own plans?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding that word meaning can be
B. Performance Standards The learner demonstrates an understanding that word meaning can be
information.
C. Learning Competencies/ Use context clues (definition) to determine the meaning of unfamiliar
Objectives words. EN4V-Ie-f-13.9
( Write the code for each) Use graphic organizers to show an understanding of text.
EN4SS-If-2.15
II. CONTENT Use context clues (definition) to find the meaning of unfamiliar words
( Subject Matter) Use a graphic organizer to show understanding of text
A. References
3. Textbook pages
LR portal
IV. PROCEDURE
A. Reviewing previous Lesson Read the sentences.
or presenting new lesson 1. The tune of the piano makes me sad.
B. Establishing a purpose for the What will Mutya buy with her money?
lesson When did she stop thinking about her plans?
How did she feel when the milk was spillled?
How do you think her mother will feel?
What advice will mother give her?
If you were Mutya, what will you tell her?
How can Mutya realize her plans?
C. Presenting examples/ The pupils will read the story in “popcorn” way.
The Milkmaid
Mutya, the Milkmaid, was going to the market carrying a huge
pail of pure milk on her head. She hummed a happy tune while
walking. As she went along, she began thinking of what she would do
with the money she would get for the milk. “I’ll buy some chicken
from Mang Tomas,” said she, “and they will lay eggs each morning,
then I will sell the eggs to the mayor’s wife. With the money that I
will get from the sale of the eggs, I’m sure I can buy myself a cute
dress and a hat; and when I go to the market I would be a muse.
Won’t all the young men come up and speak to me! Ana will be
that jealous, but I don’t care. I shall just look at her and toss my head
like this.” As she spoke, she tossed her head back, the pail fell down,
and all the milk was spilled. She had to go home and tell her mother
what happened.
D. Discussing new concepts and (Using graphic organizers in sequencing events)
practicing new skills.#1 Using the events in the story of The Milkmaid, write or draw in each
box to show the story sequence.
Storyboard
In the beginning…… And then……
Suddenly…… And then…..
And then….. In the end…..
E. Discussing new concepts and What helped you retell the story?
practicing new skills #2. How did the graphic organizer help you?
What are graphic organizers?
(Lead to Formative
Assessment)
G. Finding practical application Arrange the events to form a story. Write each event in the appropriate
of concepts and skills in daily box in the chart. Be guided by the signal words.
living Pepito saw an old woman who was having a hard time crossing the
street.
He approached the old woman and offered help, and the latter
gladly accepted the offer.
When the two reached the other side of the street, the old woman
gave Pepito a big seed. It was her way of thanking him.
When Pepito got home, he planted the big seed. The next morning
he found a money tree in the place where he had put the seed!
H.Making Generalizations and Graphic organizers are charts or pictorials used to represent what we
Abstraction about the Lesson. 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.”
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.
I. Evaluating Learning Arrange the events to form a story. Write each event in theappropriate
box in the chart. Be guided by the signal words.
One evening, Rhodora went to sleep without fixing her school
things. While she was sleeping, she was interrupted by some noises.
Those were her school things – the bag, books, notebooks, pens,
and papers. They all came alive!
Her school things were mad at her for not fixing them.
Rhodora asked forgiveness from her school things and promised to
take care of them. Suddenly, she opened her eyes realizing
everything was just a dream.
First, Rhodora went to sleep without fixing her school things.
Then,
Next,
And then, she asked forgiveness and promised to take care of her school
things.
Finally, Finally,
J. Additional Activities for Arrange the events to form a story. Write each event in the appropriate
Application or Remediation box in the chart. Be guided by the signal words.
The Bundle of Sticks
(Aesop)
An old man who was about to die called his sons to give them
some parting advice. He ordered his servants to bring in a bundle of
sticks, and he told his eldest son, “Break it.”
The son strained and strained, but with all his efforts, he was
unable to break the bundle. The other sons also tried, but no one of
them was successful.
“Untie the sticks,” said the father, “and each of you take a
stick.”
When they had done so, he called out to them:
“Now, break,” and each stick was easily broken. “Do you see
what I mean?” asked their father.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of text type to construct

feedback.
B. Performance Standards The learners identify story perspective and text elements.
C. Learning Competencies/ Infer feelings and traits of characters based on the story heard.
Objectives EN4LC-If-2.8
II. CONTENT Understand that one should listen only to sound advice.
( Subject Matter) Express one’s ideas, feelings clearly.
A. References
3. Textbook pages
LR portal
IV. PROCEDURE
A. Reviewing previous Lesson Show smileys of different feelings (happy, sad, surprised, excited etc.)
When do you feel happy?
When do you feel sad?
When do you feel excited?
Speaking Prompts:
I feel happy….
I feel sad….
The last time I feel excited was…
B. Establishing a purpose for the Unlocking of difficulties
lesson a. fool
The man is fool to wear a jacket on a hot summer day. People laugh
at him and think he is stupid. What word in the second sentence
means the same as fool?
b. loose
The rope that tied the chicken got loose. So, it set itself free. What
word in the second sentence gives a clue to the meaning of loose?”
c. please
Yesterday, I prepared to surprise my mother. I tried hard not to
make her angry by doing all chores. I want to please her. I want her
to be happy on her birthday. What words in the fourth sentence give
the meaning to please?”
C. Presenting examples/ Who usually gives you some advice? Do you listen to him/her?
instances of the new lesson. Show a drawing of an old man, his son, and a donkey.
To whom did the old man and his son listen to?
D. Discussing new concepts and The Old Man, His Son and a Donkey (through powerpoint
practicing new skills.#1 presentation)
E. Discussing new concepts and To whom did the old man and his son listen?”
practicing new skills #2. Let us make a story star. (To be done cooperatively)
Try to retell the story using the story star.”
F. Developing Mastery Who is going to the market?

(Lead to Formative Who did they meet on the way to the market?
Assessment) What did they tell the old man and his son?
Did the old man and his son follow what they were told to do?
What happened to the donkey?
What happened to the old man and his son?
What words can you use to describe the old man and his son?
How do you feel about what they did?
Was it right to follow the advice of the people?
If you were the old man or his son, would you mind what other people
were saying?
Why? Why not?
When is it wise to listen and follow the advice of other people?
G. Finding practical application Engagement Activities /Divide pupils into groups.
of concepts and skills in daily Group 1
living Show in a comic strip when the old man, his son, and the donkey met
the different people
Group 2
Show a live news report about what happened to the old man, his son,
and the donkey.
Group 3
Make a card that will make the old man and his son feel good.
H.Making Generalizations and How were you able to tell or guess the trait of the characters?
Abstraction about the Lesson. What did you look for in the statements or texts that helped you guess
the trait or feeling of the characters in the story?
I. Evaluating Learning Tell the feeling or trait of the character.
1. You must be very tired, Father. You have worked all day. May I
help you row the big boat?” said the child. What does the child
feel? (angry, sad, worried).
We can tell that the child is (respectful, concerned, kind).
2. “Snake! Snake!” cried Blanca who jumped out of the barn.
Blanca was (happy, afraid, angry).
3. “Oh! Father,” said the little frog. “I just saw the biggest animal in
the world. You have never seen an animal that was as big as a hill.
It had horns on its head.” The little frog was (surprised, tired,
ashamed).
4. “I can make myself as big as he is,” said the old frog. The old frog
is (excited, proud, terrific). We can tell that the old frog was
(helpful, boastful, shameful).
5. “I cannot fly! I shall fall! I know I shall fall!” said the little hawk.
The little hawk was (sad, weak, nervous).
J. Additional Activities for Direction: answer the question below.

Application or Remediation *If you were the character in the story, what will you in order to have
a good journey to the market?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding that reading is a wide range to
texts provide pleasure and avenue for self-expression and personal
development.
B. Performance Standards The learners use literal information from text to aptly infer and predict
outcomes.
II. CONTENT Infer feelings of characters in the story listened to.
( Subject Matter)
A. References

3. Textbook pages
LR portal
IV. PROCEDURE
A. Reviewing previous Lesson Show smiley of different feelings (happy, sad, surprised, excited, etc.)
or presenting new lesson Refer to LM p54 Think and Tell
B. Establishing a purpose for the Tell the feeling or trait of the character.
lesson “I cannot fly, I shall fall! I know I shall fall!” said the little haw. The
little hawk was (sad, weak, nervous)
C. Presenting examples/ Tell the feeling or trait of the character.
instances of the new lesson. “You must be very tired, father. You have worked all day. May I help
you row the big boat?” said the child. What does the child feel?
(angry, sad, worried). We can tell that the child is (respectful,
concerned, kind)
D. Discussing new concepts and How can we infer or guess the traits and feelings of characters?
E. Discussing new concepts and How were you able to tell or guess the trait of the characters?
practicing new skills #2. What did you look for in the statements or texts that helped you guess
F. Developing Mastery Tell the feeling or trait of the character.
(Lead to Formative 1. You must be very tired, Father. You have worked all day. May I
Assessment) help you row the big boat?” said the child. What does the child
feel? (angry, sad, worried).
We can tell that the child is (respectful, concerned, kind).
2. “Snake! Snake!” cried Blanca who jumped out of the barn.
Blanca was (happy, afraid, angry).
3. “Oh! Father,” said the little frog. “I just saw the biggest animal in
the world. You have never seen an animal that was as big as a hill.
It had horns on its head.” The little frog was (surprised, tired,
ashamed).
4. “I can make myself as big as he is,” said the old frog. The old frog
is (excited, proud, terrific). We can tell that the old frog was
(helpful, boastful, shameful).
5. “I cannot fly! I shall fall! I know I shall fall!” said the little hawk.
The little hawk was (sad, weak, nervous).
G. Finding practical application Read the story Lion and the Mouse.
living
H.Making Generalizations and How were you able to tell or guess the trait of the characters?
Abstraction about the Lesson. What did you look for in the statements or texts that helped you guess
We can infer or guess the traits and feelings of characters by what they
say, what others say about them, by what they think and feel and by
what they do.
I. Evaluating Learning Listen to the story “The Lion and the Mouse.”
Choose the best word that completes the sentence.
1. The lion roared at the mouse, put his paw over her and said, “I will
eat you.” The lion was __________.
A. playful B. powerful C. tearful
2. The mouse was ______ the lion.
A. afraid of B. angry with C. ashamed of
3. The lion laughed and said, “I am strong. How could you ever help
me?” The lion thought that the mouse was __________.
A. foolish B. selfish C. serious
4. The lion tried to break the net, but the rope was strong. The lion felt
_____________.
A. careless B. friendly C. helpless
5. “You saved my life. Thank you,” said the lion to the mouse.
The lion was ______________.
A. cheerful B. thankful C. thoughtful

V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates command of the convention of standard

B. Performance Standards The learners speak and write using good command of the conventions
of standards English.
C. Learning Competencies/ Compost and clear coherent sentences using appropriate grammatical
Objectives structures: Kind of Nouns (Possessive Nouns) EN4G-If-35
II. CONTENT Use possessive nouns.
( Subject Matter)
A. References
3. Textbook pages
LR portal
IV. PROCEDURE
B. Establishing a purpose for the

lesson
C. Presenting examples/ Read the Paragraph.

instances of the new lesson. A man wanted to sell his son’s donkey. He needed money for his
wife’s medicine who had been sick for a week. He brought the donkey
to the market. First, he went to a friend’s store. “Could you buy my
donkey?” he asked.
“I’m sorry I have no use for a donkey,” the friend replied. So, the
man went to Francis’ bookshop. “Could you buy
my donkey?” he asked.
“No, I have a truck that carries my goods,” Francis said. Then, he
went to an old lady’s pet shop. “Your donkey is too old for a pet,”
complained the old lady.
As the man was looking for somebody to buy his donkey, he met the
baker’s wife. “My husband is looking for a donkey to carry the sacks
of flour from the port,” she said. The man went to the baker and sold
his son’s donkey.
He said, “Now I have money for my wife’s medicine.”
D. Discussing new concepts and 1. What did the man want to sell?
practicing new skills.#1 2. What was the money for?
3. What kind of husband was he?
4. Where did the man go first?
5. Where did he go next?
6. Where did he go after the bookshop?
7. Whom did he meet?
practicing new skills #2. son’s donkey wife’s medicine
friend’s store Francis’ bookshop
old lady’s pet shop baker’s wife
Example:
My father’s favorite shirt is a red polo shirt.
My mother’s chocolate cake is everybody’s favorite.
My brother’s toy car is a gift from his friend.
F. Developing Mastery Match the community helpers with their possessions. Write the correct
(Lead to Formative form. The first one is done for you.
Assessment) 1. Whistle police officer police officer’s whistle
2. Pen writer ____________________
3. Net fisherfolk ____________________
4. Bible priest ____________________
5. Hose firefighter ____________________
6. License clerk ____________________
7. suit driver ____________________
8. blackboard teacher ____________________
9. basket vendors ____________________
10. camp Boy scout ____________________
G. Finding practical application Write the correct possessive form of the given noun in the blank.
of concepts and skills in daily It will be (birthday of Mika) ______________ next Saturday. Her
living parents are preparing a party for her. Mother ordered the birthday
cake at (the bakeshop of Agnes) ____________________. She has
the invitations printed at (the Print House of Macy)
______________.She will be preparing (favorite of Mika)
__________ party food. Meanwhile, Father bought some pink and
white balloons at (the Toy Balloons of Coco) ______________. All of
the (friends of the children) ___________ are invited. Mika cannot
seem to wait for Saturday. She is very excited.
H.Making Generalizations and These are phrases that show how to write the possessive form of
Abstraction about the Lesson. nouns.
What do possessive nouns express?
How is the possessive noun expressed?
How are possessive nouns written?
Possessive nouns express ownership or possession.
• To make most singular nouns show possession, add an apostrophe s.
(‘s)
• However, for singular nouns that end with -s, add an apostraphe after
-s to show possession. (s’)
• For plural nouns that end in -s, add an apostraphe after the s to show
possession. (s’)
I. Evaluating Learning Read each sentence. Change the underlined phrase to show ownership
or possession.
1. The bike of Kobi was bought by his father.
2. The doll of my sister was a gift from her godmother.
3. The basketball of my cousin got lost yesterday.
4. The toy house of the twins looks exciting.
5. The toy car of Jess is new.
J. Additional Activities for Write the possessive form of the following:

Application or Remediation 1. License of driver-
2. Hose of firefighter-
3. Baskets of vendors-
4. Keys of clerk-
5. Dress of Sheila-
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learner demonstrates command of the convention of standard

B. Performance Standards The learners speak and write using good command of the conventions
of standards English.
C. Learning Competencies/ Compost and clear coherent sentences using appropriate grammatical
Objectives structures: Kind of Nouns (Possessive Nouns) EN4G-If-35
II. CONTENT Use possessive nouns.
( Subject Matter)
A. References
3. Textbook pages
LR portal
IV. PROCEDURE

lesson
C. Presenting examples/ Read the following sentences.
instances of the new lesson. 1. A man wanted to sell his son’s donkey.
2. The man went to a friend’s store.
3. The man went to Francis’ bookshop.
4. The man went to an old lady’s pet shop.
5. The man met the baker’s wife.
6. I have money for my wife’s medicine.
D. Discussing new concepts and These underlined phrases that show how to write the possessive form
practicing new skills.#1 of nouns.
What do possessive nouns express?
How is the possessive noun expressed?
practicing new skills #2. son’s donkey wife’s medicine
Example:
F. Developing Mastery Match the community helpers with their possessions. Write the correct
(Lead to Formative form. The first one is done for you.
Assessment) 1. Whistle police officer police officer’s whistle
2. Pen writer ____________________
3. Net fisherfolk ____________________
4. Bible priest ____________________
5. Hose firefighter ____________________
6. License clerk ____________________
7. suit driver ____________________
8. blackboard teacher ____________________
9. basket vendors ____________________
10. camp Boy scout ____________________
G. Finding practical application Write the correct possessive form of the given noun in the blank.
of concepts and skills in daily It will be (birthday of Mika) ______________ next Saturday. Her
living parents are preparing a party for her. Mother ordered the birthday
cake at (the bakeshop of Agnes) ____________________. She has
the invitations printed at (the Print House of Macy)
______________.She will be preparing (favorite of Mika)
__________ party food. Meanwhile, Father bought some pink and
white balloons at (the Toy Balloons of Coco) ______________. All of
the (friends of the children) ___________ are invited. Mika cannot
seem to wait for Saturday. She is very excited.
H.Making Generalizations and What do possessive nouns express?
Abstraction about the Lesson. How is the possessive noun expressed?
Possessive nouns express ownership or possession.
• To make most singular nouns show possession, add an apostrophe s.
(‘s)
• However, for singular nouns that end with -s, add an apostraphe after
-s to show possession. (s’)
• For plural nouns that end in -s, add an apostraphe after the s to show
possession. (s’)
I. Evaluating Learning Read each sentence. Change the underlined phrase to show ownership
or possession.
J. Additional Activities for Write the possessive form of the following:

Application or Remediation 1. License of driver-
2. Hose of firefighter-
3. Baskets of vendors-
4. Keys of clerk-
5. Dress of Sheila-
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES

B. Performance Standards The learner reads aloud text with accuracy, automaticity, and prosody.
C. Learning Competencies/ Read words, phrases, poems, and stories with compound words
Objectives EN4F-If-11
II. CONTENT Identify and use compound words
( Subject Matter) Read words, phrases, poems, and stories with compound words
A. References
3. Textbook pages
LR portal
IV. PROCEDURE
A. Reviewing previous Lesson Read the phrases.
or presenting new lesson son’s donkey wife’s medicine
Example:
B. Establishing a purpose for the Read each sentence. Change the underlined phrase to show ownership
lesson or possession.
C. Presenting examples/ Read aloud the sentences. Notice the underlined words.
instances of the new lesson. 1. Happiness is two kinds of ice cream,
2. It is sharing a sandwich and catching a firefly.
3. Happiness is daytime and nighttime.
4. It is anyone and anything loved by you.
Let us read these words.

ice cream nighttime
anyone firefly
anything daytime
D. Discussing new concepts and What do you notice about the words?
practicing new skills.#1 How many words make up each word?
What two words make up the word ice cream, firefly, daytime,
nighttime, anyone, and anything?
Does each word that makes up the compound word give a different
meaning?
When combined, does the meaning of the word change?
The words we have read are called compound words.
What are compound words?
E. Discussing new concepts and Read the poems. Identify and underline the compound nouns.
My house is at the hillside.
Where a tree nearby has a beehive
One day, a careless passerby
Bumped into it and let the bees fly
Why he did it
I don’t know why.
F. Developing Mastery Read the poems. Identify and underline the compound nouns.
(Lead to Formative
Assessment) I’m always happy to take a walk with my Lola
Near her house is a path that leads to marvelous sights:
Grasshoppers jumping on a sea of sunflowers
Butterflies fluttering over bluebells, buttercups, and sweet peas
A sunbeam catching a ladybug hiding in a rose bush
A pair of love birds playing in a bird bath
G. Finding practical application Form compound words from the word pairs.
of concepts and skills in daily 1. class + mate =
living 2. tooth + paste =
3. meat + balls =
4. sugar + cane =
5. home + work =
H.Making Generalizations and A compound word is made up of two words. Its meaning is different
Abstraction about the Lesson. from the meaning of each word that makes up the compound word.
Some compound nouns are made up of two short words that appear
together as one.
Examples:
backyard grandmother
wallpaper doormat
The hyphenated compound noun is formed when two or more words
are connected by a hyphen.
Examples
commander-in-chief father-in-law
Some compound nouns are written as two words.
Examples:
lawn tennis water lily fairy tale
I. Evaluating Learning Match the compound words from the column A and Column B.
A B
1. class a. cane
2. tooth b. work
3. meat c. paste
4. sugar d. ball
5. home e. mate
J. Additional Activities for Form compound words from the words in box A and box B. Write the
Application or Remediation words in your notebook.
Example: passer + by= passerby
A B
bake fire heart shop robe fan
fairy bath table cloth by room
passer soy you man book bud
role rose beat bean tube
swimming tale pool play
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES

B. Performance Standards The learner recall detail, sequence of events and shares ideas on texts
listened to
( Write the code for each) Realize that one has to exert effort to achieve his/her dreams
II. CONTENT Realize that one has to exert effort to achieve his/her dreams
( Subject Matter) Admire Mouse for his determination to realize his dream
Admire Mouse’s parents for supporting his dream
A. References
3. Textbook pages
LR portal
Resources Illustration of a seashore/sea/ocean
Illustration of a family who will have a family picnic at the beach
IV. PROCEDURE
A. Reviewing previous Lesson What comes to mind when you see the word seashore? What do you
or presenting new lesson see in it? Write a word at the end of each arrow. An example is given.
a. What comes to mind if you see the word seashore?

What are the things that you can see in it?
b. Is it easy for you to go to the seashore? Why? Why not?
B. Establishing a purpose for the Read the words. Figure out the meaning of this words/phrase as used
lesson in the sentences.
journey decided seashore bruised bloodied
It was summer. The Solomon family wanted to go on a journey. Dad

wanted to go to Cebu. Mom wanted to go to Bohol. Mark and
Benedict wanted to go to Boracay. They love going to the ocean.
In the end, the family decided to go to Boracay. They went to
the seashore right away. The sand on the beach was fine and white.
There were boats with white sails on the blue sea.
Mark built a sand castle. Benedict decided to ride a bike but he
bumped into a rock and fell. He got all bruised and bloodied.
Benedict was sad. He could not swim that day.
C. Presenting examples/ You are going to listen a story about a mouse who wants to go
instances of the new lesson. to the seashore. Will it be easy for him to reach the seashore?
Reading of the story entitled “Mouse the Seashore”by the teacher and
the pupils will going to listen.
D. Discussing new concepts and Who was going on a trip to the seashore?
practicing new skills.#1 What did his parents say?
Did he still push through with his plan? What did he say to his
parents?
E. Discussing new concepts and What happened to him on his journey to the seashore? What happened
practicing new skills #2. in the first light of dawn? What happened by afternoon?
When and how did he reach the ocean he has been dreaming to see?
F. Developing Mastery What kind of mouse is he? If you were the mouse, would you take
(Lead to Formative same action as he did? Why or why not?
Assessment) What have you learned from the story “The Mouse at the Seashore?”
G. Finding practical application Do you have a dream/an ambition in life? What is it?
of concepts and skills in daily What will you do to achieve your dream/ambition?
living If you meet a challenge along your way, will you give up? Why or
why not?
H.Making Generalizations and What will you do to achieve your goals in life?
I. Evaluating Learning Direction: please answer the question below in no less than 3
sentences:
What will you do to achieve your goals in life?

V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES

B. Performance Standards The learner reads aloud text with accuracy, automaticity, and prosody.
C. Learning Competencies/ Read with accuracy words, phrases, poems, and stories with digraph.
Objectives EN4F-Ih-13
II. CONTENT Read words, phrases, poems, and stories with accuracy
( Subject Matter)
A. References
3. Textbook pages
LR portal
Picture of concrete nouns
IV. PROCEDURE
A. Reviewing previous Lesson Read the following poems.
or presenting new lesson Shiela Sells Seashells
Sheila sells seashells by the seashore.

The shells that she sells are seashells, I’m sure.
So, if she sells seashells by the seashore,
I’m sure that the shells are seashore shells.
B. Establishing a purpose for the Listen as the teacher reads the following sentences. Notice how the
lesson underlined words are read.
a. Mouse had one big wish.
b. He wanted to go to the seashore.
c. His parents could not change his mind.
C. Presenting examples/ Compare how the following words are pronounced.
instances of the new lesson. Listen as the teacher reads the word. Then, read after the teacher.
sh ch k sh
shore change choir chemise
wish church chorus chic
shoreline chores choral parachute
shell children chaos chandelier
shop chant school chantal
shepherd chart schedule Chicago
D. Discussing new concepts and How do we produce the sound /sh/? It is sounded as /sh/ as in shell.
practicing new skills.#1 How do we produce the sound /ch/?
There are three sounds of digraph ch. ch sounded as ch as in church;
ch sounded as /k/ as in choir; ch sounded as /sh/ as in chandelier
E. Discussing new concepts and Read the phrases and underline the words with shand chproperly.
practicing new skills #2. Tell whether the word has /ch/, /k/, and /sh/ sound.
a wide shoreline wish for the best
change for the better a good shepherd
studious children a hectic schedule
a choir of angels an old church
a parachute ride a beautiful school
F. Developing Mastery Read the following poems. Pay attention to the words with sh and ch.
(Lead to Formative The “Ch” Food Song
Assessment)
I like cheese, yes, I do.
And my tummy loves it too.
I like cherries, yes I do.
I like Chinese food, yes , I do.
I like chicken, yes, I do.
G. Finding practical application Read the following poems. Pay attention to the words with sh and ch.
of concepts and skills in daily Shakira Shepherd
living Brook Pieri
Shakira Shepherd counted sheep:

one sheep two sheep three sheep four,
shuffling through her bedroom door.
And when she drifted off to sleep,
she dreamed of those four shaggy sheep:
one sheep two sheep three sheep four,
eating shortcake off her floor!
H.Making Generalizations and A diagraph is a single sound or phoneme which is represented by two
Abstraction about the Lesson. letters.
How do we produce the sound /ch/?
There are three sounds of digraph ch.
ch sounded as ch as in church;
ch sounded as /k/ as in choir;
ch sounded as /sh/ as in chandelier”
I. Evaluating Learning Read the sentences and underline the words with /sh/ and /ch/
properly.
1. I was fascinated by the wide white shoreline I’ve seen in Boracay
Island.
2. There is also an old church located in the place.
3. I love to watch a parachute ride by a group of experts.
4. Chantal took photographs of schoolchildren inside their beautiful
school.
5. We had a hectic schedule on that day yet it was fun and enjoyable.
J. Additional Activities for Look for words in the poem with /sh/ and /ch/ sounds. Classify these
Application or Remediation words according to their sound. Write them on the appropriate
column.
/sh/ sound /ch/ sound
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the conventions of

standard English grammar and usage when writing or speaking.
discourse.
C. Learning Competencies/ Identify and use concrete nouns and abstract nouns.
Objectives EN4G-Ig-36
II. CONTENT Identify concrete and abstract nouns in sentences.
( Subject Matter) Use concrete and abstract nouns in sentences.
A. References
3. Textbook pages
LR portal
Picture of concrete nouns
IV. PROCEDURE
A. Reviewing previous Lesson Read the following poems.
or presenting new lesson Shiela Sells Seashells
Sheila sells seashells by the seashore.

The shells that she sells are seashells, I’m sure.
So, if she sells seashells by the seashore,
I’m sure that the shells are seashore shells.
B. Establishing a purpose for the Compare how the following words are pronounced.
lesson Listen as the teacher reads the word. Then, read after the teacher.
sh ch k sh
shore change choir chemise
wish church chorus chic
shoreline chores choral parachute
shell children chaos chandelier
shop chant school chantal
shepherd chart schedule Chicago
C. Presenting examples/ Have pupils read the words inside the box.
instances of the new lesson. Can you find these words in the story?
What can you say about these words?”
Pupils will say - they are nouns.
beach mouse
cat tree
dogs peace
fear seashore
trouble birds
What do you call these words?

Which nouns can be seen, heard, smelled, Which nouns can be seen,
heard, smelled, tasted?
Which words can be felt?
D. Discussing new concepts and What were the animals the Mouse met along his way to the ocean?
practicing new skills.#1 The words cat, birds and dogs are examples of concrete nouns.
Concrete nouns can be seen, heard, smelled, tasted, or felt.
How did Mouse feel when at last he saw the beach/ocean?”
The words deep, peace, and contentment are words that cannot be
seen, heard, smelled or tasted. They can be felt. These words are
abstract nouns.
E. Discussing new concepts and Underlined the abstract noun from the sentences.
practicing new skills #2. 1. I should have patience while waiting for Christmas.
2. Bogart had a happy childhood.
3. Humility is seen in her words and actions.
4. Alberto has much pride in his heart.
5. My grandfather Solomon has great wisdom.
F. Developing Mastery Identify the concrete nouns in each sentence, and then underline it.
(Lead to Formative 1. On Benedict’s 7th birthday, he received a new bicycle, a remote
Assessment) control toy car, and a ball.
2. John Mark’s mother bought apples, grapes, and mangoes for him
and his brother.
3. Miss Datuin loves reading books, magazines, and newspapers.
4. Which do you prefer to eat— a banana cake or a chocolate cake?
5. Do plants need good soil, water, and sunlight in order to grow?
G. Finding practical application Complete the sentence with concrete or abstract nouns from the box.
living lunch typhoons children chores honesty
faith shores peace ball happiness
1. Teach the young ___________ to work in the house.
2. Tropical cyclones are sometimes called ___________.
3. ___________ is the best policy.
4. Don’t let your mother do all the household ___________.
5. The wild cat wanted a bigger mouse for its ___________.
6. The waves from the Pacific race hug the ___________.
7. If you have ___________ in God, then everything will be fine and
wonderful.
8-9. I don’t want to receive any material thing for Christmas, all I
want are ___________ and ___________.
10. Be sure to catch the ___________ that I’m going to throw.
H.Making Generalizations and Abstract Nouns show virtues, traits, characteristics, or qualities.
Abstraction about the Lesson. They can’t be seen, heard, smelled or tasted.
Concrete Nouns are those that can be seen, heard, smelled, tasted,
or felt.
I. Evaluating Learning Identify the underlined word is an abstract noun or a concrete noun.
__________1. I will bring a glass of milk and cookies for my morning
snacks tomorrow.
__________2. A new baby brings joy to a family.
__________3. “Juan Tamad” is a story that speaks of the laziness of
the main character.
__________4. Courtesy and discipline should be observed when we
go to sacred places.
__________5. The team Gilas Pilipinas won a trophy for being the
first runner-up during the FIBA Asia Championship
2013 competition.
J. Additional Activities for Give other examples of concrete nouns.
Application or Remediation Give other examples of abstract nouns.”
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding that word meaning

B. Performance Standards The learner uses strategies to decode the meaning of words in context.
C. Learning Competencies/ Use context clues (exemplification) to determine the meaning of
Objectives unfamiliar words. EN4V-Ih-13.9
II. CONTENT Use context clues (exemplification) to find the meaning of unfamiliar
( Subject Matter) words
Express one’s ideas and feelings clearly
A. References
3. Textbook pages
LR portal
Illustartion of a farm and farm animals
IV. PROCEDURE
A. Reviewing previous Lesson Complete the sentence with concrete or abstract nouns from the box.
lunch typhoons children chores honesty
faith shores peace ball happiness
1. Teach the young ___________ to work in the house.
2. Tropical cyclones are sometimes called ___________.
3. ___________ is the best policy.
4. Don’t let your mother do all the household ___________.
5. The wild cat wanted a bigger mouse for its ___________.
6. The waves from the Pacific race hug the ___________.
7. If you have ___________ in God, then everything will be fine and
wonderful.
8-9. I don’t want to receive any material thing for Christmas, all I
want are ___________ and ___________.
B. Establishing a purpose for the Unlocking/Vocabulary and Concept Development

lesson a. enchantress
Maria Makiling is a known enchantress of Mount Makiling. It is
said that she casts bad spells to people who destroy the mountain.
These people either get lost or sick. She also casts good spells to
good people. She does magical things. What words in the previous
sentences above can we associate with the word enchantress? Can
ordinary people do these?”
b. brat
Lino is a spoiled brat. He disobeys his parents. He does things his
parents do not like him to do. When he wants something, he wants
to get it by all means. Do you know of anyone who is a brat? Is it
good to be a brat?”
c. wreck
Very strong winds can wreck a house. It can destroy an entire field
and even a big village. What word in the sentences above is a
synonym of wreck?”
d. littering
Some people litter the ground. They throw garbage anywhere.
What do we mean by littering? Is it a good deed? Why? Why not?
C. Presenting examples/ Look at the picture. Get a partner and talk about it.
instances of the new lesson. Have you been to a beautiful place?
Can you describe the beautiful place you have been to?
You are going to listen to the story Ema the Enchantress and the Three
Brats. How does Ema‘s place look like?
D. Discussing new concepts and Present the story Emang the Enchantress and the Three Brats.
practicing new skills.#1 This story was written by :
Rene Villanueva and illustrated by Alfonso Onate and Wilfredo
Pollarco.
E. Discussing new concepts and Complete the story wheel with the details from the story listened.
practicing new skills #2. Who are the characters in the story?
When did the story happen?
Where did the story happen?
What is the conflict/problem in the story?
How was the problem solved?
F. Developing Mastery Divide pupils into four (4) groups. Let each group do a separate task.
(Lead to Formative Group I
Assessment) Draw Ema the Enchantress’ garden.
Group II
Show a charade of how the three brats react and feel when they were
punished by Ema the Enchantress.
Group III
Make a “wanted” poster for the three brats. Describe what each of
them did to Ema’s garden.
Group IV
Write an open letter about taking care of the environment.
G. Finding practical application Group I
of concepts and skills in daily How does Ema’s garden look like?
living Who are the three brats?
What did the three brats do to Ema’s garden?
Group II
In what ways do we also destroy environment?
How did Ema feel about what they have done to the garden?
How do you feel about what the three brats did to Ema’s garden?
How did Ema punish the three brats?
How did Pol feel about having no plants and water around? Why?
How did Pat feel about being in a garbage dump? Why?
How did Paz feel about being in a dark city? Why?
Group III
Did Ema the Enchantress forgive the three brats?
If you were Ema, would you forgive the three brats? Why? Why not?
Did the three brats change their ways? How did they show it?
How can we also change our ways towards the environment?
Group IV
Why is it important to take care of our environment?
I. Evaluating Learning Listen as the teacher says each statement. Be able to tell how each
character feels.
1. “You are such bad children! You never do any good!”
2. “Come on let’s wreck it. Let’s destroy everything!”
3. “I need trees. I need water. Have pity on me.”
4. ‘‘I don’t want to be eaten by rats. I don’t want to get sick.”
5. “I will die from all the smoke. I will die without water.”
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding that English is stress-

timed language to achieve accuracy and automaticity
B. Performance Standards The learner reads aloud text with accuracy, automaticity, and
prosody.
C. Learning Competencies/ Read with accuracy words, phrases and poems and stories with
Objectives diphthongs. EN4F-Ih-13
II. CONTENT Read words, phrases and poems with diphthongs oy, ow and oi with
( Subject Matter) accuracy
Read aloud grade level texts fluently
A. References
3. Textbook pages
portal
5. Other Learning Resources Word pictures, charts, worksheets, cartolina strips, graphic organizer
IV. PROCEDURE
A. Reviewing previous Lesson or Identify the underlined word is an abstract noun or a concrete noun.
presenting new lesson __________1. I will bring a glass of milk and cookies for my
morning snacks tomorrow.
__________2. A new baby brings joy to a family.
__________3. “Juan Tamad” is a story that speaks of the laziness of
the main character.
__________4. Courtesy and discipline should be observed when we
go to sacred places.
__________5. The team Gilas Pilipinas won a trophy for being the
first runner-up during the FIBA Asia Championship
2013 competition.
B. Establishing a purpose for the Produce the sounds oy and ow in the set of given words and guide the
lesson pupils in reading these words correctly. Read words with oi sound.
/oy/ /ow/ /oi/
boy cow boil
Joy how spoil
toy vow voice
Roy brown choice
enjoy crown soil
C. Presenting examples/ instances Listen as the teacher reads the paragraph. Notice how she pronounces
of the new lesson. the words in boldface.
Pol Putol is a big boy. He is one of the three brats. Instead of playing
with toys he destroys things around him. He cuts trees in a row.
He does not know about taking care of the environment. He
does not show concern for it.
One day, Pol learned a big lesson. He started to change his
ways. He no longer spoils other people’s days. People no longer
frown at his ways. He now enjoys being with people. He has learned
not to let Mother Earth grow trees.
D. Discussing new concepts and Read the phrases with sounds oy, ow and oi orally.
practicing new skills.#1 a boy and his toy a long row spoiled brat
Joy and Roy don’t know how fertile soil
Roy the young boy a good show right choice
Joy the young girl plants to grow golden voice
E. Discussing new concepts and What words in the sentences have /oy/ /ow/ and /oi/ sound?
practicing new skills #2. What other words have /oy/ /ow/ and /oi/ sounds?
F. Developing Mastery Read aloud the sentences with words having the sounds oy, ow and
(Lead to Formative oi.
Assessment) 1. Roy, the young boy has a new toy car.
2. Show your smile to everyone.
3. Poy told his friends that he has seen a long row of trees.
4. Now you can make a choice to join our club.
5. Plants grow well in fertile soil.
living
H.Making Generalizations and A dipthong is a vowel sound that begins with the sound of one vowel
Abstraction about the Lesson. and ends with the sound of another vowel as in /oy/, /ow/, /oi/.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES

discourse.
C. Learning Competencies/ Use collective nouns.EN4G-Ih-3.9
Objectives
II. CONTENT Use collective nouns properly
( Subject Matter)
A. References
1. Teacher’s Guide pages TG 4 pp. 87-88,
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Read words with oi sound.
presenting new lesson /oy/ /ow/ /oi/
boy cow boil
Joy how spoil
toy vow voice
Roy brown choice
enjoy crown soil
B. Establishing a purpose for the Read the phrases with sounds oy, ow and oi orally.
lesson a boy and his toy a long row spoiled brat
Joy and Roy don’t know how fertile soil
Roy the young boy a good show right choice
Joy the young girl plants to grow golden voice
What words in the sentences have /oy/ /ow/ and /oi/ sound?
What other words have /oy/ /ow/ and /oi/ sounds?
C. Presenting examples/ instances Show a picture of ants and flies.
of the new lesson.
Have you seen a group of flies?

Have you also seen a group of ants?
What have you noticed with these groups of creatures?
D. Discussing new concepts and Present the poem entitled, The Flies and the Ants.
practicing new skills.#1 (Refers to LM pp.78)
E. Discussing new concepts and Why is it important to be united in times of emergency?
practicing new skills #2. What could have happened if the ants did not cooperate with the
King?
Are you cooperative? How do you show it?
F. Developing Mastery Read the words inside the box.
(Lead to Formative Use these collective nouns to complete the paragraph below.
Assessment)
audience crowd choir band troupe
A big ______ of people were in the open theater in the Rizal Park.
They were watching a musical performance. Everyone in the ______
was so quiet as the ______ of musicians played a lilting number. This
was followed by some songs sung by a ______ of singers. The dance
_______ presented some folk dances. All the numbers were well
applauded. The people enjoyed the show.
G. Finding practical application Complete the puzzle on your paper using the given clues.
of concepts and skills in daily 1
living
2
4
Across
Down
2. a _______ of fish 1. a _________of gorillas
3. a _______ of asteroids 3. a ________ of ducklings
4. a _______ of oysters
H.Making Generalizations and Collective Noun expresses the idea of “many but are considered as
Abstraction about the Lesson. one.” It refers to a group or a whole unit of persons, animals, places,
or objects.
A squadron, battalion, a band, and a choir are all composed of
members. They are called collective nouns.
Examples of collective nouns:
an army/battalion of ants a flock of tourist/guest
a set of dishes a flock of birds
a rank of sailors a choir of angels/singers
a swarm of bees a bouquet of roses
a parliament of owls a tribe of monkeys
a chain of mountains/islands a school of fish/whales
a series of victories a gang of hoodlums
a bed of oysters a bunch of bananas
a squadron of flies a bunch of grapes
a pride of lions a cast/troupe of actors
I. Evaluating Learning Supply the missing letters to complete the word. Then, use it to
complete the sentence.
1. The English IV ________________ won in the choral reading

competition.
2. Did all of you cheer for our _________ in volleyball?
3. The labor _________ was allowed to enter the Malacañang Palace.
4. I already saw a ________________ of mountains in the northern

part of the Philippines.
5. I have a ___________________ of old coins.
J. Additional Activities for A. Fill in the blanks with the appropriate collective nouns.
Application or Remediation 1. a _________ of lions
2. a _________ of oxen
3. a _________ of cattle/goats
4. a _________ of gorillas
5. a _________ of soldiers
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding that words are composed
of different parts and their meaning changes depending on context.
B. Performance Standards The learner uses strategies to decode the meaning of words.
C. Learning Competencies/ Use pictures, context clues (exemplification) to determine the
Objectives meaning of unfamiliar words. EN4V-Ih-13.9
II. CONTENT Use pictures, context clues (exemplification) to determine the
( Subject Matter) meaning of unfamiliar words
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Show pictures of different kinds of food for snacks.
presenting new lesson Which do you like to eat a pack of chips or boiled corn on the cob?
Which do you like to drink, soft drinks or water? Why?
lesson a. nutritious food
(through pictures) - show some pictures of go, grow and glow food
Do you eat these foods? These are nutritious food.
They make us healthy and strong.
What are the health benefits of eating nutritious foods.”
b. junk food / processed food
(through pictures) - Show pictures of junk/processed food Do you
eat/drink this food? These are junk food/processed food. Eating
junk/processed foods will make you sick. They are not good for
your health.” Explain further how one can get sick by eating and
drinking junk foods.
c. hospital
(picture of a hospital) - show a picture of a hospital.
What is the importance of a hospital in the community?
A hospital is a place where sick persons are brought.
What care is given sick persons in a hospital?”
C. Presenting examples/ instances We are going to read a story entitled “Food and Drinks That Make
of the new lesson. Me Sick”. Be able to identify the food and drinks that make the boy
sick.
What food and drinks make one sick?”
Present the book entitled, Food and Drinks That Make One Sick.
A Lesson for John Benedict
by Jennalyn S. Datuin
D. Discussing new concepts and What did John Benedict bring to his mother and his father when he
practicing new skills.#1 arrived home from the school? What kind of young boy was he?
What happened to him one day?
What did the doctor do to find out the cause of his sickness?
Why did he have to stay in the hospital?
Would you like to be sick and be brought to the hospital like John
Benedict? Why? Why not?
Is it proper for children to eat junk food? What will happen if you
continue eating junk food?
What kind of food should children eat everyday?
What kinds of food should you eat to stay healthy?
E. Discussing new concepts and Do you know some nutritious food you need to eat? Name them then
practicing new skills #2. list their names in your notebook. Draw this nutritious food that you
need to eat to grow strong and healthy.
Why do you like to eat them?
F. Developing Mastery Complete the story by choosing from the words inside the box. Write
(Lead to Formative your answers on a separate sheet of paper
Assessment)
nutritious food junk food processed food hospital
Mother prepares ____________ for my snacks. These are boiled

bananas, a bottle of milk and slices of mango fruit. She doesn’t like
to give me money as my ‘baon’ for she knows I will buy ________ in
the store. She doesn’t prepare processed food, too. Based on her
experience, eating too much ____________ like tocino, ham, and
hotdog once put her life in danger. She had a kidney problem and
was confined in the __________ for a week, so she promised not to
eat those food anymore.
G. Finding practical application Check the ones you love and the ones you don’t like.
of concepts and skills in daily Kinds of Food I like to eat I don’t like to eat
living 1. Boiled banana
2. Boiled cassava
3. Candies
4. Native bibingka
5. Cornchips
6. Boiled sweet potato
7. Chocolates
8. Banana cue
9. Camote cue
10. Curls
H.Making Generalizations and How many of you like to eat boiled banana? Boiled sweet potato?
Abstraction about the Lesson. Boiled cassava?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding that English is stress-

timed language to achieve accuracy and automaticity
B. Performance Standards The learner reads aloud text with accuracy, automaticity, and
prosody.
C. Learning Competencies/ Read with accuracy words, phrases poems and stories with silent
Objectives letters h, gh. EN4F-Ii-14
II. CONTENT Recognize words with silent letters h and gh in phrases, sentences
( Subject Matter) and in a poem.
Read words, phrases and sentences with the silent letters h, gh
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Read the following words with the silent letters h, and gh.
presenting new lesson Words with silent letter gh Words with silent letter h
eight honor
weight honors
height honorable
sight honest
delight honesty
bright heir
fright hour
light heirloom
right
frightful
thoughtful
brought
B. Establishing a purpose for the Read the phrases with the silent letters h and gh orally.
lesson 1. the eight bright pupils 6. a heavyweight boxer
2. a beautiful sight 7. an honest girl in town
3. a frightful scene 8. three honorable guests
4. a thoughtful son 9. a right answer
5. a bright light 10. one’s height
C. Presenting examples/ instances Read the poem first to model reading. Then ask the pupils to read
of the new lesson. by group.
Haira, the Honest Girl
Jennalyn S. Datuin
Haira found a wallet,

while she was in the market.
Honestas she is,
She gave it to the police.
“Little girl, where did you find this?

Come, have a seat in my office.”
“Oh! There is no name on it,” said the police
We don’t know whom to return this.
Haira answers, “You’re right”

We need to return this tonight.
It’s still broad daylight;
I hope we can find the owner before midnight.
D. Discussing new concepts and What kind of girl is Haira?
practicing new skills.#1 Why do you say that she is honest?
If you have found something, are you going to return it? Why? Why
not?
What did she do to the wallet? Did she keep the wallet for herself?
Where did Haira go when she found a wallet?
What did the police say to her? What did she tell the police?
What did she want the police to do with the wallet she found?
If you were Haira, would you do the same thing? Why? Why not?
E. Discussing new concepts and Identify the words with the silent letters /g/and /gh/ in each item.
practicing new skills #2. 1. Bogart gives the right answer to my question.
2. He is the brightest pupil in my class.
3. He is also a very thoughtful son.
4. He loves and honors his father and his mother.
5. He travels abroad with his eight friends and they visit historical
places around the world.
(Lead to Formative
Assessment)
living
I. Evaluating Learning Read aloud the assigned paragraph. In the box, select the words with
silent letters /h/ or /gh/ that will complete the paragraph. Copy the
paragraphs in your notebook.
Honest thoughtful brightest height eight
John Mark D. Cruz is an _______ year old boy. He is a grade four

pupil. He is the smallest pupil in class. His _________ is only 2 feet
and 8 inches tall. Though he’s small, he is the _____________ pupil
in their class. Besides being the brightest pupil in class, he is also
_____________ and ____________ according to Mr. Gelido his
adviser.
delighted honest thoughtful bright
Pangasinan is one of the progressive provinces in the country. You will

be ______ to see and visit the place because of its beauty and
grandeur. Governor Espino has placed the province in the limelight
because of his _______ ideas. Besides, the people are industrious and
_______.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES

discourse.
C. Learning Competencies/ Use simple present tense of verbs in sentences. EN4G-Ii-3.2.1.1
Objectives
II. CONTENT Identify and use the simple present tense of verbs in sentences
( Subject Matter) Use the simple present tense of verbs in sentences
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Read the phrases with the silent letters h and gh orally.
presenting new lesson 1. the eight bright pupils 6. a heavyweight boxer
lesson
C. Presenting examples/ instances Read the sentences.
of the new lesson. a) He recites poems that he learned from school.
b) They go to the hospital for a medical check-up.
c) He gets weaker and weaker every day
d) The doctor shakes his head slowly.
e) I always buy those foods near my school.
D. Discussing new concepts and Can you find these sentences in the story?”
practicing new skills.#1 What does he do with the poems he learned from school?
Answer: He recites poems that he learned from school.
Ask questions with the next four sentences just like the given
example question above.
The words recites, go, gets, shakes and buy are action words.”
E. Discussing new concepts and Read the sentences below. Identify the subject and the verb in each
practicing new skills #2. item.
1. John Mark cleans his feet before going to bed.
2. He thanks God for all the blessings he receives.
3. His mother reads him his favorite story until he falls asleep.
4. He wakes up early in the morning.
5. He eats his breakfast with his family.
Singular Subject Singular Verb

1. John Mark cleans
2.
3.
4.
5.
F. Developing Mastery Read the sentences below. Write the subject and the verb in each
(Lead to Formative sentence in the correct column.
Assessment) 1. The pupils conduct a research on the life cycle of a mosquito.
2. They also study the metamorphosis of a butterfly.
3. They compare the transformational growth of these two insects.
4. They like to present their research study systematically.
5. Rence and Marifer volunteer to represent their group.
Plural Subject Plural Verb

1. pupils conduct
2.
3.
4.
5.

living
H.Making Generalizations and Subject - Verb Agreement
Abstraction about the Lesson. Verbs are action words
We use the s form of the verb with singular subjects.
Examples:
Mama Annie cuddles her baby with much love and care.
Jovie reads his favorite book.
We use the base form of the verb with plural subjects.
a.Myra dances gracefully.
Who dances gracefully?
b. Eric and Ismael join the newly organized basketball team.
Who joined the newly organized basketball team?”
I. Evaluating Learning Copy the sentences on your paper and underline the correct verb form
in each sentence.
1. Vince (eat, eats) his breakfast at exactly six o’clock in the
morning.
2. He (drink, drinks) a glass of milk every day.
3. He (ride, rides) his new bicycle to school.
4-5. As he (arrive, arrives) in school, he (go, goes) directly to the
classroom and puts his bag on his chair.
6. His friends Marylyn and Alicia (clean, cleans) the classroom.
7. Renato and Romyrick (arrange, arranges) the chairs.
8. They (help, helps) one another in cleaning the classroom.
9. They also (weed, weeds) their vegetable garden.
10. They (form, forms) their line straight in front of the flagpole.
J. Additional Activities for Choose the sentence that is correctly written.

Application or Remediation 1. A. Jenny takes her breakfast before going to school.
B. Jenny take her breakfast before going to school.
2. A. She wear clean clothes and shoes.
B. She wears clean clothes and shoes.
3. A. She walks together with her friend Yanjel to school.
B. She walk together with her friend Yanjel to school.
4. A. They share their snacks with each other.
B. They shares their snacks with each other.
5. A. The girls also eat lunch together in their school canteen.
B. The girls also eats lunch together in their school canteen.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES

discourse.
C. Learning Competencies/ Use simple present tense of verbs in sentences. EN4G-Ii-3.2.1.1
Objectives
II. CONTENT Identify and use the simple present tense of verbs in sentences
( Subject Matter) Use the simple present tense of verbs in sentences
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Read the phrases with the silent letters h and gh orally.
presenting new lesson 1. the eight bright pupils 6. a heavyweight boxer
lesson
C. Presenting examples/ instances Look at the picture.
of the new lesson.
1. Who teaches the children?

2. Who cleans the room?
3. Who wipes the dirt on her table?
4. Who reads their Science books?
5. Who arranges and fixes the chairs properly?
Possible Answers:
1. The teacher teaches the children.
2. The children clean the room.
3. Maribel wipes the dirt on her table.
4. Gemma and Sylvia read their Science books.
5. Gina, Alicia and Rechel arrange the chairs and fix them properly.
D. Discussing new concepts and

E. Discussing new concepts and
F. Developing Mastery Write the correct form of the verb that agrees with the subject.
(Lead to Formative prepare feed help work live
Assessment)
1. My friend ___________ in the province.

2. His uncle ________ in the farm everyday.
3. He ________ the animals in the farm.
4. The other farm workers _________ him in taking good care of the
farm.
5. They ________ food for the farm animals.
G. Finding practical application Write a new sentence using the given subject. Make sure the verb
of concepts and skills in daily agrees with the new subject. Number 1 is done for you. After
living completing the sentences, write them in a paragraph form.
1. The community worker helps us in special ways.
The community workers help us in special ways.
2. The farmer plants rice, sweet potatoes, corn, and vegetables.
The farmers __________________________________.
3. The dentist keeps our teeth healthy and strong.
The dentists ___________________________.
4. The teacher teaches children how to read, write, and count.
The teachers __________________________.
5. The dressmaker sews dresses that women wear.
The dressmakers ________________________.

I. Evaluating Learning Read the riddles. Use the picture clues in answering these riddles.
Write your answers in your notebook.
_____________1. What opens the door but never says “Hello?”

_____________2. What thing flies and sometimes buzzes?
_____________3. What swims on water and sometimes walks on
land?
_____________4. What thing flies but never gets hungry?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
below 80%
lesson.
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

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English Week 1

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DAILY School Binunga Elementary School Grade VI-Rose

LESSON Teacher Jannah S. Salazar Subject English 6

A. Content Standards The learner demonstrates an understanding of various linguistics nodes to

2. Learner’s Material 324-327

C. Presenting examples/ Read the story:

Problem-Solution Idea Map

F. Developing Mastery Group Activity:

H.Making Generalizations What is a problem-solution relationship?

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

II. CONTENT Me and My World 1

2. Learner’s Material LM 4 pp.

5. Other Learning Pictures, game cards ,Picture/illustration of Kabunian – an ancient Filipino

Reading the Story

A.No. of learners earned ___ of Learners who earned 80% above

II. CONTENT Me and My World 1

2. Learner’s Material pages LM 4 pp. 3-6

5. Other Learning Pictures, game cards ,Picture/illustration of Kabunian – an ancient

1. Who has a rake?

Ice Cream Cakes

Ice cream cake, ice cream cake

Ice cream cake, ice cream cake

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

2. Learner’s Material pages LM 4 pp. 9-12

5. Other Learning Charts, flashcard, pictures

1. Mother needs ____________ for our unused clothes.

2. The ______________ are in school.

3. We made _____________ in class.

4. During the Holy Week, our family visited different

5. The boys brought their __________ to the camp.

6. There were two ___________ on the stage.

7. Helen has ___________ on her hair.

8. The _____________ are in the field.

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

2. Learner’s Material pages LM 4 pp. 13

5. Other Learning Pictures, Word picture, flashcard, charts

Group 1: a poster on Buwan Ng Wika

The poster is about ____________________.

I. Evaluating Learning Draw a poster about environmental protection.

2. Learner’s Material pages LM 4 pp. 14

G. Finding practical application Why must we be kind to others?

H.Making Generalizations and

I. Evaluating Learning Group the class into three.

2. Learner’s Material pages LM 4 pp. 14-17

How are the underlined words pronounced?

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

2. Learner’s Material pages LM 4 pp. 18-19

Why do we scream for ice cream?

Read more words with long e.

C. Presenting examples/ Big Feet – Bigger Heart

I. Evaluating Learning Write about it.

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

2. Learner’s Material pages LM 4 pp. 20-22

1. Mother needs ____________ for our unused clothes.

2. The ______________ are in school.

3. We made _____________ in class.

4. During the Holy Week, our family visited different

5. The boys brought their __________ to the camp.

6. There were two ___________ on the stage.

7. Helen has ___________ on her hair.

8. The _____________ are in the field.

C. Presenting examples/ Read and act out the dialog.

Present the following:

Mouse ______ goose ________

Mouse goose __

potato _ foot _

tooth deer _

ox candy __

I want to visit because _____