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English: Teacher's Guide
English: Teacher's Guide
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English
Teacher’s Guide
Unit 3
This book was collaboratively developed and reviewed by educators from public and private schools, co
Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or
mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
English – Grade 4
Teacher’s Guide
First Edition 2015
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
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To our Dear Teachers,
There are several activities for the pupils to develop target skill/s but this
is not an end in itself. Feel free to modify the strategies to address individual
differences of learners.
The Authors
ii
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Quarter 3: Special People, Places and Days
Table of Specification: Pre Assessment .......................................................... 206
Pre Assessment ............................................................................................. 208
Week 1 ………………………………………………………............................ 214
Week 2 ………………………………………………………............................ 223
Week 3 ………………………………………………………............................ 231
Week 4 ………………………………………………………............................ 239
Week 5 ………………………………………………………............................ 250
Week 6 ………………………………………………………............................ 261
Week 7 ………………………………………………………............................ 275
Week 8 ………………………………………………………............................ 290
Week 9 ………………………………………………………............................ 304
Table of Specification: Post Assessment ........................................................ 320
Post Assessment ............................................................................................ 322
v
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or
mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or
mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
ENGLISH GRADE 4
FIRST QUARTER
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The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant information from various
demonstrates understanding of writing as a process uses a variety strategies to write informational and literary compositions
Writing and
Composition demonstrates understanding of the importance of using varied sources of
uses varied sources of information to support writing
information to support writing
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or
F
LC OL V RC SS WC
Oral G A
Week Listening Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
Fluency
EN4LC-Ia-1 EN4OL-Ia-d- EN4V-Ia-d-1 EN4RC-Ia-b-1 EN4F-Ia-1 EN4SS-Ia-1 EN4G-Ia- EN4WC-Ia-b- EN4A-Ia-1
Note details in a 1 Use context clues Analyze a Phonological Locate b-1 1 Show
selection listened Speak clearly to find meaning narrative in Read words, information Use plural Write 2-3 willingness
to. using of unfamiliar terms of its phrases, using print form of sentences about and
1
appropriate words. characters. poems or and non-print regular the characters enthusiasm
pronunciation stories with resources nouns in a literary text in reading
and intonation. long vowel a listened to or or listening
sound read. to literary
EN4LC-Ib-2 EN4V-Ia-d-2 EN4RC-Ia-b-2 EN4F-Ib-2 EN4SS-Ib-2 text
Note details in a Use context clues Analyze a Read words, Locate
selection listened (synoynms) to narrative in phrases, information
2
to, to identify find meaning of terms of its poems or using print
setting unfamiliar words. setting. stories with and non-print
long vowel e resources
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feelings, traits ideas, feelings to find meaning and draw phrases, use concrete Write a friendly Demonstrate
of characters in clearly of unfamiliar conclusions poems, and nouns and letter as a respect for
selections words (definition) based on a stories with abstract response to the ideas,
listened to literary or accuracy nouns stories / poems feelings and
expository text read or listened culture of
7
EN4F-Ig-8 to the author
Read aloud of the text
grade level listened to.
texts with
accuracy and
proper
expression
EN4LC-Ih-1 EN4OL-Ih-5 EN4V-Ih-4 EN4F-Ih-i-8 EN4G-Ih-7 EN4WC-Ig-h-
Infer about Express one’s Use context clues Read words, Use 6
feelings, traits ideas and to find meaning phrases, collective Write forms of
of characters in feelings clearly of unfamiliar poems, and nouns simple
selections words stories with composition as
8 listened to (exemplification) diphthongs a response to
accurately stories / poems
read or listened
to -notes /
letters -
descriptive
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Read aloud
grade level
texts
SECOND QUARTER
x
F
LC OL V RC SS WC
Oral G A
Week Listening Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
Fluency
EN4LC-IIa-1 EN4OL-IIa- EN4V-IIa-1 EN4RC-IIa-1 EN4F-IIa-1 EN4SS-IIa-1 EN4G-IIa-b- EN4WC-IIa- EN4A-IIa-1
Identify main 1 Identify Identify the Read with Arrange 8-10 1 1 Demonstrate
idea and Restate or meanings of important story automaticity words with Identify and Write respect for the
supporting details retell unfamiliar elements such as grade level different use personal sentences ideas, feelings
from a text information words through setting, character frequently beginning pronouns in following and culture of
listened to. from a text structural and plot. occurring letters in sentences. the author of
correct
listened to. analysis content area alphabetical the text
(compound words. order. mechanics of listened to.
1
words and capitalization
their and
components: punctuation.
one word
compound
(backyard),
two word
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F
LC OL V RC SS WC
Oral G A
Week Listening Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
Fluency
EN4LC-IIIa-1 EN4OL-IIIa- EN4V-IIIa-1 EN4RC-IIIa-1 EN4F-IIIa-1 EN4SS-IIIa- EN4G-IIIa-1 EN4WC-IIIa- EN4A-IIIa-1
Distinguish reality 1 Use context Note significant Read a poem 1 Identify and 1 Write Show love for
from fantasy. Use clues details. aloud with Use a use adjectives sentences reading by
appropriate (synonym and proper thesaurus to in sentences describing listening
expression to antonym) to expression. find synonyms persons, attentively
1
talk about find meaning and antonyms places, things during story
famous of unfamiliar of words. and animals reading and
events. words. making
comments or
reactions.
EN4LC-IIIb-2 EN4V-IIIb-2 EN4RC-IIIb-2 EN4F-IIIb-2 EN4SS-IIIb- EN4G-IIIb-2 EN4WC-IIIa- EN4A-IIIb-2
Note details from Identify Note significant Read aloud 2 Identify and 2 Rewrite Show interest
i
xii
a story listened multiple details. grade level Interpret a use words pairs of in reading a
to. meaning of texts map. that show sentences travelogue.
2
words. accurately. degrees of using
comparison of connectors
objectives in
sentences
EN4LC-IIIc-3 EN4OL-IIIb- EN4V-IIIc-3 EN4RC-IIIc-3 EN4F-IIIc-3 EN4SS-IIIc- EN4G-IIIc-3 EN4WC-IIIc- EN4A-IIIc-3
Point out details 2 Get the Identify Read aloud 3 Use 3 Show interest
from a Use meaning of sequence of grade level Use a timeline appropriate Write simple in reading a
biographical appropriate unfamiliar events. texts to show order word signals sentences biography.
3
account. expression to words through accurately. of events. to show the using
talk about restatements. sequence of sequence
famous events in signals.
places. ssentences
EN4LC-IIId-4 EN4V-IIId-4 EN4RC-IIId-4 EN4F-IIId-4 EN4SS-IIId- EN4G-IIId-4 EN4WC- EN4A-IIId-4
Use indirect Identify Identify cause Read grade 4 Identify and IIId-4 Browse and
speech to clarify different and effect level texts Locate use the Write / read books for
the speaker’s meaning of relationship with meaning of correct order compose clear various
4 ideas. content appropriate words from of adjectives and coherent purposes such
specific words. speed, the dictionary. in a series in sentences as learning or
accuracy and sentences using the for pleasure.
expression correct order
of adjectives.
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reaction to an Tell / retell different generalizations. grade level Locate of manner Write /
event or familiar stories meanings of texts with information in sentences compose clear
issue. by using content intonation and from indices. and coherent
7
appropriate specific words expression. sentences
gestures and -denotation using adverbs
expressions in -connotation of manner.
complete
sentence.
EN4LC-IIIh-8 EN4OL-IIIh- EN4V-IIIh-8 EN4RC-IIIh-8 EN4F-IIIh-8 EN4SS-IIIh- EN4G-IIIh-8 EN4WC- EN4A-IIIh-7
Give one’s 5 Use word Use appropriate Read correctly 8 Use a IIIh-8 Browse and
reaction to an Tell / retell associations graphic grade level Interpret particular kind Write a read books for
event or familiar stories (analogy) organizers to texts with charts. of sentence one- various
issue. by using show the intonation, for a specific paragraph purposes such
8
appropriate sequence of expression. purpose essay on a as for learning
gestures and events in a text -making particular or for
expressions in read requests topic. pleasure.
complete (Story)
sentence.
9 EN4LC-IIIi-9 EN4OL-IIIi- EN4V-IIIi-9 EN4F-IIIi-9 EN4SS-IIIi- EN4G-IIIi-9 EN4WC-IIIi- EN4A-IIIi-8
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FOURTH QUARTER
xv
LC V RC F WC
OL SS
Listening Vocabulary Reading Oral G Writing VC A
Week Oral Study
Comprehensio Developme Comprehensio Reading Grammar Compositio Viewing Attitude
n Language nt n Fluency Strategy n
EN4LC-IVa-1 EN4OL- EN4V-IVa-1 EN4RC-IVa-1 EN4F-IVa-1 EN4SS-IVa- EN4G-IVa- EN4WC- EN4VC-IVa- EN4A-IVa-
Distinguish fact IVa-1 Use Distinguish fact Read aloud 1 1 IVa-1 1 1
from opinion State a fact knowledge of from opinion grade four Take note of Identify Write Identify Express
and context clues level texts relevant prepositions sentences visual interest in
opinion to find the with accuracy information in sentences expressing elements different
1
meaning of rate of 95 to from a given fact and used in a texts by
unfamiliar 100% text opinion print/non reading
words print available
-synonyms materials print
materials
EN4LC-IVb-2 EN4OL- EN4V-IVb-2 EN4RC-IVb-2 EN4F-IVb-2 EN4G-IVb- EN4WC- EN4VC-IVb- EN4A-IVb-
Tell whether an IVb-2 Use Interpret Read aloud 2 IVb-2 2 2
action or event Express knowledge of direction in grade four Use Write 3-4 Identify the Expess
is reality or whether an context clues authentic texts level texts prepositions sentences in visual interest in
2
fantasy action or to find the i.e., with accuracy nn giving elements text by
event is meaning of medical rate of 95 to sentences directions used in a reading
reality or unfamiliar prescriptions 100% -to and from print/non available
fantasy words print print
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Language Strategy
n nt n Fluency n
-antonyms materials materials
EN4LC-IVc-3 EN4OL- EN4V-IVc-3 EN4RC-IVc-3 EN4F-IVc-3 EN4SS-IVc- EN4G-IVc- EN4WC- EN4VC-IVc- EN4A-IVc-
Evaluate the IVc-3 Identify the Distiguish reality Read aloud 2 3 IVc-3 3 3
likelihood that State if a meaning of from fantasy in grade four Use a Use Write 3-4 Make Express
story/event story could words with stories read level texts glossary get prepositions sentences connection interest in
3 could really really multiple with meaning of in sentences using between text by
happen happen meaning accuracy rate words -among and among and information reading
of 95 to between between viewed and available
100% personal print
experiences materials
EN4LC-IVd-4 EN4OL- EN4V-IVd-4 EN4RC-IVd-4 EN4F-IVd-4 EN4SS-IVd- EN4G-IVd- EN4WC- EN4VC-IVd- EN4A-IVd-
Give conclusion IVd-4 Identify Give conclusion Read grade 3 4 IVd-4 4 4
to realistic State meaning of to humorous or level texts Use the Use Write 3-4 Make Express
fiction listened conclusion words with cumulative with 118 index to prepositions sentences connection interest in
4 to to realistic prefixes poem read words locate in, on, showing between text by
fiction Un,in,im,dis, correctly per information under and conclusion information reading
mis and re minute above in of a given viewed and available
sentences topic or personal print
xvi
Language Strategy
n nt n Fluency n
al text persons/ani contribute to materials
mals/places/ what is
object/event conveyed by
s/ideas the words in
a text
i
xvii
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Sample: EN4G-If-2.5
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
xix
Component/ Topic
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter I Phonological Awareness PA
- Viewing Comprehension VC
206
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Locate information from an 26,27, 28,29,30,31 6
index.
Identify the kind of 32 1
sentence for a specific
purpose. (request)
Identify the kind of 33 1
sentence for a specific
purpose. (asking
permission)
Determine the degree of 34,35 2
adjective used in context.
Interpret charts. 36,37,38 3
Determine the graphic 39 1
presentation that is
appropriate for a specific
purpose.
TOTAL 40 1
207
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QUARTER 3
PRE-ASSESSMENT
I. Directions: Read the short selections carefully then answer the questions
that follow. Write only the letter of your answer.
Rosa’s Flower Garden
Rosa has a beautiful garden. She was able to grow many flowers in it. The flowers are of different kinds and color
Many of them are fragrant. No wonder, butterflies and bees hover around her garden, with their wings glistening ag
208
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The Little Red Hen
(Adapted)
The little Red Hen was in the farmyard with her chickens, when she found
a grain of wheat.
“Who will plant this wheat?” she said.
“Not I,” said the Goose
“Not I,” said the Duck.
“I will, then,” said the little Red Hen, and she planted the grain of wheat.
When the wheat was ripe she said, “Who will take this wheat to the
mill?”
“Not I,” said the Goose.
“Not I,” said the Duck.
“I will, then,” said the little Red Hen, and she took the wheat to the mill.
Next, she brought the flour home she said, “Who will make some bread with
this flour?”
“Not I,” said the Goose.
“Not I,” said the Duck.
“I will, then,” said the little Red Hen.
Then, the bread was baked, she said, “Who will eat this bread?” “I
will,” said the Goose
“I will,” said the Duck
Instantly, the little Red Hen said, “No, you won’t. I shall eat it
myself. Cluck! cluck!” And she called her chickens to help her.
209
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13. The little Red Hen did not allow the goose and the duck to eat the bread.
What is not a possible cause for this?
a. because they did not help the little Red Hen
b. because they are lazy
c. because they might not thank the hen for that
Caterpillar
by Christina Rossetti Brown and furry Caterpillar in a hurry, Take your walk
To the shady leaf, or stalk, Or what not,
Which may be the chosen spot.
No toad spy you, Hovering bird of prey pass by you;
Spin and die,
To live again a butterfly.
210
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laptop-smaller than a desktop computer mainframe-a very big and expensive computer microcompu
mobile device-a very small computer that can fit in your pocket
tablet-a mobile computer that works using a touch screen
24. Like the glossary, the also gives the meanings of alphabetically arranged
words together with their correct pronunciation. It has guide words on top of
every page.
a. index
b. map
c. dictionary
25. It is a list of words with their synonyms and antonyms.
a. dictionary
b. index
c. thesaurus
26. This is also an alphabetical listing but of topics discussed in the book.
The pages of the topics are also indicated.
a. dictionary
b. index
c. timeline
211
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Browsers,182 Formatting Tools, 134MS PowerPoint, 160
Internet, 172 Programming, 239 Rectangles and Squares, 86 Social
Microsoft Word, 122
Mother: Ana, I’m going to the market. Please get me one big basket. Ana:
Will this be okay, Mother?
Mother: Well, this one is big but I want a bigger basket since I need to buy our one-
week supply of groceries, too. (Ana gave Mother another basket.) Wow!
This is perfect. I think this is our biggest basket; enough to hold the
supplies I’ll buy for the family.
Ana: Can I to come with you, Mother? I can help you carry the
goodies.
Mother: How sweet of you, dear. But I’ll be fine. Your Kuya is driving me to the
market.
212
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34. Well, this one is big but I want a bigger basket.
The adjective “bigger” is in the degree of comparison.
a. positive
b. comparative
c. superlative
35. Which of the following is in the superlative degree?
a. big
b. bigger
c. biggest
36. The above pie shows the items bought by mother in the market and their
amount. Which food stuff has the biggest amount?
a. vegetable
b. pork & beef
c. fish
37. Which three did Mother buy in equal amounts?
a. vegetable, pork, fish
b. chicken, fish, pork & beef
c. canned goods, chicken, vegetable
38. What can you infer from this chart?
a. Mother prefers poultry products to beef and pork.
b. Mother serves her family more vegetables than meat.
c. Mother doesn’t buy canned goods.
39. In what other form can these data be possibly presented?
a. map
b. graph
c. timeline
40. It is Mother’s first time to go to the market. Which tool will help her
reach the place?
a. map
b. graph
c. timeline
213
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Quarter 3
Theme: Special People, Places, and Days (Heroes and their Heroism)
A. Expressive Objective
Admire the selflessness and bravery of the character in the poem
B. Instructional Objectives
Oral Language
Talk about famous events
Fluency
Read aloud a poem with proper expression
Composing
Write a paragraph describing a person, animal, place, thing or event
Grammar
Identify and use adjectives that describe a person, animal, place, thing or
event
Listening Comprehension
Distinguish reality from fantasy
Reading Comprehension
Note significant details in the poem
Study Skill
Use a thesaurus to find synonyms and antonyms of words
A. Topics
Poem : Kabang, A True Hero by Lilibeth A. Magtang
Story : Fetch by Becky Bravo
Adjectives
Synonyms and Antonyms
Reality vs. Fantasy
Using a Thesaurus
Value Focus: Selflessness
214
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B. Materials
• Pictures,
• chart,
• thesaurus,
• real objects (ball, pebble, picture of elephant, flower)
C. References
Online Resources, Lampara Books, “Fetch” by Becky Bravo
III. Procedure
Day 1
I. Objectives
1. Admire the selflessness and bravery of the character in the poem
2. Listen attentively to a poem
3. Read aloud a poem with proper expression
4. Guess the meaning of unfamilliar words through context clues.
C. Pre-Listening
1. Vocabulary Development
Find a synonym for the underlined word. Choose your answers from the words in
the box.
1. The fearless soldiers are ready to defend their country against the
enemies. They are not afraid to fight with the enemies.
2. The lion’s snout is similar to that of the dog’s.
3. The strong typhoon wrecked some houses. The men were busy
repairing their houses after the typhoon.
4. When the clown moved his stick, a rabbit appeared. The kids were awed
by the clown’s magic trick.
5. Our ancient heroes were bold enough to fight for our freedom.
2. Motivation
Ask:
What is your dog’s name? What
does your dog love to do? Where
does it love to stay?
215
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3. Motive Question
We are about to read a poem about a dog named Kabang. As I read the poem, find
out:
• What did Kabang love to do?
• Where did she love to stay?
Read the poem to the pupils, observing proper phrasing and expression. Reread
it to the pupils and have them follow along.
Group the class into four and assign each a stanza to read.
Day 2
I. Objectives
Note significant details in a poem listened to
Say: Listen as I read to you again the poem that we learned yesterday.
Read the poem by group.
Group 1
Draw the scene in the first stanza, showing the things which Kabang saw
around.
Group 2
Read stanza 2. Dramatize the scene where Kabang greeted the two girls,
who both smiled at her sweetly in return. The others will act as jeepney,
bus, motorcycle. One will act as the screeching vehicle.
Group 3
Draw Kabang after the accident. Your drawing should show the
bruises on Kabang’s face and the lost snout. Write a sentence or two under
your drawing.
216
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After the Accident
This is how Kabang looked after the accident. Her face. Her snout.
Group 4
Pretend that you were one of those saved by Kabang. Write a Thank You
letter to her or dramatize what you will tell Kabang.
,
Thank you for
.
Love,
Group 1
Present the drawing that you made.
Group 2
Present your dramatization.
217
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mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Group 3
Present your drawing and read the sentences that you wrote.
Group 4
Present the Thank You letter that you wrote to Kabang. (This may be done
as an introductory lesson on composing a thank you letter.)
16. Did Kabang think of herself and of what would happen when she saved
the girls?
17. What trait did Kabang show in this situation?(She did not think of
herself; she thought of the girls and how they would be saved from the
accident.)
18. Think of an incident when you thought of others first before thinking of
yourself.
Poem Study
Refer to LM - Talk About It
Day 3
I. Objective
Identify and use the adjective that best describes a person, animal, place, thing or
event
1. Teaching/ Modeling
Read the following sentences.
1 Kabang is a true hero.
2. The two girls saved.
3. They looked frightened.
218
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Ask: What are the underlined words?
What do they do in each sentence?
Adjectives are words that describe nouns or pronouns. They
tell about the kind, color, or number of a noun or pronoun.
2. Guided Practice
Activity 1: Give words that describe the given pictures.
Activity 2:
• Facilitate a simple guessing game.
• Describe a certain object in the classroom. Mention its color, shape or kind.
Make sure it is easily seen in the classroom.
• Call a volunteer to guess the object that is being described.
• The pupil who is able to give the correct answer takes his/her turn in
asking classmates.
• This goes on until most of the pupils have taken their turns or after the pupils
can confidently give describing words or adjectives.
Activity 3: Go back to the poem and point out all the adjectives used Write
them on the board then let the pupils read them
3. Independent Practice
Refer to LM - Find Out and Learn Try and Learn
A. Underline the adjective in each sentence. (Refer to LM - Find Out and Learn)
B. Which adjective best describes the picture? Underline your answer. (Refer to
LM Try and Learn - Exercise 1)
C. Copy the correct sentence that will describe the picture. (Refer to LM Try and
Learn - Exercise 2)
D. Look closely at the picture. Write a three to five sentence paragraph with
adjectives to describe anything that you can see in the picture. (Refer to LM -
Write About It)
Day 4
I. Objectives
Distinguish reality from fantasy
Note significant details in the story read
A. Pre-Reading
1. Unlocking of Difficulties
219
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wobble
When she stands, my grandmother’s knees wobble. (Act
it out then ask the pupils to do the same later.) What does
“wobble” mean?
shake dance steady
fetch
Our grandparents who can hardly move around often call us and ask us
to fetch something for them.
What does “fetch” mean?
buy get throw
amuse
When my grandparents are sad, we tell jokes, sing, dance or do
something to amuse them.
What does “amuse” mean?
make happy weaken love
pleased
Yesterday, Lito was sad because his pet was sick. Now that his pet is
well, he is pleased.
What does “pleased” mean?
lonely excited happy
banduria
My sister plays the banduria. (Use a
picture or a real banduria)
2. Motivation
What good things does your dog do for you?
3. Motive Questions
Refer to LM, Read and Learn
What good things did the pet dog do for the old man?
Listen to this story and find out why Fetch is a good pet for the old man.
Comprehension Check:
1. Who are the characters in the story?
2. Where did the old man live?
3. Who was with him?
4. What gifts did Fetch bring the old man?
5. Which do you think made the old man very happy? Why?
6. Do stories like this happen in real life? Are there parts of the story that are
impossible to happen? What are they?
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4. Teaching / Modeling
B. Introduction
Read the event in this story. Put a check / on the before each sentence
that can happen in real life and X if it can’t happen.
1. The old man live with his dog Fetch.
2. Fetch got a banduria from a man in the village.
3. Fetch told the village people one thing that would amuse the old man.
4. The village people build their houses around the old man’s home.
5. The old man was very happy when people lived near his house.
4. Guided Practice
Write R if the sentence tells what can happen in real life; F if the sentence tells
what can’t happen in real life.
1. Many passengers are waiting for a bus.
2. A fairy came and let them enter a big room.
3. Many poor people are being helped by the government.
4. Many students study hard in order to get good grades.
5. The ghost let the pupil enter the haunted house.
Day 5
I. Objective
Use a thesaurus to find synonyms and antonyms of words
1. Introduction
Many descriptive words have similar meanings. They also have
corresponding opposite words.
2. Teaching / Modeling
Say: Read the following short sentences.
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1. There are tiny pebbles in the garden.
2. An elephant is a big animal.
3. The sampaguita flower smells fragrant.
This time, replace the underlined words with the following words.
1. small
2. huge
3. sweet
Words like: round and circle, small and tiny, big and huge, and fragrant and
sweet have the same meaning. These are called synonyms.
1. big
2. small
3. foul
When we use these words, the meaning of the sentence is changed. These
words mean the opposite of the underlined words. They are called
antonyms.
Again, what pieces of information are shown in the sample thesaurus entry?
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A thesaurus is a book that gives the synonyms and
antonyms of a word.
A. Expressive
Realize the importance of obeying parents and elders
Show appreciation of the remarkable landmarks in the country
B. Instructional
Oral Language
Talk about famous places
Fluency
Read aloud grade level text accurately and with expression
Composing
Write sentences that show comparison of adjectives
Grammar
Identify the words that show the degrees of comparison of adjectives
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Listening Comprehension
Note details in a story heard
Reading Comprehension
Note significant details in a selection read
Study Skill
Interpret a map
B. Materials
• Pictures of tourist spots chart
• mystery box containing objects
• maps
C. References
Scott Lee Chua’s Top 10 Pinoy Travels Manila to Cebu
Online resources
III. Procedure
Day 1
I. Objective
Note details from a story heard.
A. Pre-Listening
Refer to LM, Think and Tell
Show the meaning of words through
1. pictures
2. action
• hovered
• flapped
• gasping, panting
• hugged
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3. context clues
4. Motivation
Are you an obedient child? Why do you need to obey your parents?
5. Motive Question
In the story “The Moth and the Flame“ did Moymoy obey his mother’s
advice?”
B. Listening Text
Refer to LM - Read and Learn
C. Post Listening
Refer to LM -Talk About It
Day 2
I. Objectives
Note significant details
Show interest in reading a travelogue
Talk about famous places
1. Unlocking of Difficulties Refer to LM, Find Out and Learn and Do and Learn
Choose the meaning of the underlined words from the given choices. Be guided by the
pictures and context clues.
2. Motivation
Display pictures of tourist spots. Have the pupils do a picture walk. Ask:
Which of these places have you been to?
3. Motive Question
What tourist spots in Luzon, Visayas and Mindanao are mentioned in the article?
(The reading of the article may be accompanied by a slide show of the places
to be mentioned.)
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1. Cooperative Group Activities
Group 1
List down the landmarks mentioned in the article. Put them under
categories: Luzon, Visayas, Mindanao.
Group 2
Show the location of the landmarks using the Philippine map.
Group 3
Role play a scene showing your family’s journey to one of the mentioned
places.
Group 4
Through a poster, show a scenic or historical place you have been to.
Present to the class your experience in this place through your drawing.
2. Discussion
Day 3
I. Objectives
Read aloud grade level text accurately
Read words with the consonant blends pl and fl
Use adjectives showing the different degrees of comparison
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1. Introduction / Presentation
Say: We are going to read words with consonant blends /pl/ and /fl/.
Read the following words with emphasis on the initial blends
pl fl
plant flag
plate flow
plug flute
plot flower
place flip
2. Teaching / Modeling
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8. Will you the electronic piano.
9. I want to visit different in the country.
10. The gardener watered the .
4. Independent Practice
Underline the adjective then on the blank, write whether it shows positive, comparative or
superlative degree.
Refer to LM - Try and Learn
Day 4
I. Objective
Identify multiple meanings of words
1. Introduction
Words may have multiple meanings. The meaning attached to the word will
depend on how this word is used in meaningful context.
2. Teaching / Modeling
Say: Let us examine the sentences:
1. The Heritage Village in Vigan, Ilocos Sur mirrors great history and
culture.
The word mirrors as used in the sentence means reflects or something that
shows.
1. People from around the country flock to the Shrine of the Lady of
Manaoag in Pangasinan.
A flock of birds is seen flying in that direction.
The word flock in the first sentence is used as a verb that means to come to.
On the other hand, flock in the second sentence means a group. It is used as a
noun.
2. Right in the Philippines, there are a number of exciting places that truly serve
as important landmarks to all Filipinos and foreign tourists alike.
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Facing north, you can find the church on the right side of Galvan St.
The first means exact location; the second means privilege; while the third
means the opposite of left.
3. Guided Practice
Refer to LM, Learn Some More
What is the meaning of the underlined word?
4. Independent Practice
Refer to LM, Learn Some More
What does the highlighted word mean as used in the sentence? Choose and
underline your answer in the parenthesis.
Day 5
1. Introduction
Show a map to the pupils.
Ask: What is this? What is it used for?
2. Teaching / Modeling
Say: Tell us how you get to school from your house. Name things that you see as
you go to school.
Create a simple map to show the route.
Example:
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Teaching Chart
A map is simply a drawing or picture. Using a map can help
you find the place you want to go to. There are landmarks and
features that will help you get to the place quickly.
3. Guided Practice
Activity 1:
Take the children out of the classroom. Tour them around the
campus. As you walk, verbalize the directions.
Example:
You are going to the canteen. From this point (classroom), walk a few
steps straight ahead until you reach the flag pole. Then, turn right to
the main building. You are going to pass by two classrooms. The next
room is the library. It is bigger than the other rooms in the school. It is
full of books.
Activity 2:
Post a Philippine map on the wall.
Ask volunteers to point to the three main regions: Luzon, Visayas, and Mindanao.
Then, ask where a certain place is located in the map. Call a group of at least
four pupils for every place.
Example:
1. Ilocos Norte 6. Tagaytay
2. Ilocos Sur 7. Baguio City
3. La Union 8. Palawan
4. Pangasinan 9. Cebu
5. Manila 10. Davao
Do the following:
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4. Trace the broken lines using a blue crayon.
5. Put a in front of the sari-sari store.
I. Objectives
A. Expressive
Realize how self-confidence and talent can work wonders in the fulfillment of
one’s dreams
B. Instructional
Oral Language
Talk about famous people
Fluency
Read aloud grade level text accurately
Composing
Write about a significant event using sequence signals
Grammar
Use appropriate word signals to show sequence of events
Listening Comprehension
Note significant details from a selection heard
Reading Comprehension
Identify sequence of events
Study Skill
Use a timeline to show the order of events
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A. Topics
• Biography: “Who is Randy Halasan?”
• Time Connectors
• Word Meanings From Restatements
• Paragraph Showing Time Order
• Use of Card Catalog
C. Materials
• pictures
• real objects
• chart
III. Procedure
Day 1
I. Objectives
Say: What do you think of when you see or hear the word famous?
Complete the semantic map in your notebook.
B. Pre Listening
1. Unlocking of Difficulties
Give the meaning of the underlined word through context clues.
1. Vic Sotto and Vice Ganda tell humorous stories. They always make the
audience laugh.
a. funny b. wise c. lazy
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5. My classmate Nida topped the test again. Everyone admires her wit.
a. health b. intelligence c. laziness
2. Motivation
Have you watched “The Voice Kids” on TV? What talents do these kids
showcase?
3. Motive Questions
We shall read the biography of Randy Halasan What
admirable traits does Randy have?
Refer to LM - Read and Learn
4. Post Listening
Refer to LM - Talk About It
Ask: Where does Randy Halasan teach?
How does he travel to school? What does this show of him? Why
did he choose to stay in that very far school for years? When was
he given the Ramon Magsaysay award?
What did he do that made him deserve the award?
Describe his sacrfices mentioned in his biography.
What do you admire most about Randy Halasan?
Try to examine yourself. What qualities do you possess that will make
you popular, too? Explain.
Day 2
I. Objective
Identify sequence of events
Group 1:
Make a character web to show important details about Randy Halasan.
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Group 2:
(Give the group an illustration of a timeline.)
Highlight the important events in the life of Randy Halasan. Come up with a timeline that
looks like the given model. Use drawings to show every event mentioned in the timeline.
Group 3:
Role play a round table interview. One member of the group will play the role of
Randy Halasan. The others will serve as interviewers. Ask questions about Randy
Halasan.
Group 4:
Activity:
In your journal, complete these sentences:
Day 3
I. Objectives
Read words with the consonant blend dr
Use appropriate word signals to show sequence of events Write
about an event using sequence signals
Phonics Drill on dr
Read the following words:
drag dream drift drop drug
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Let’s read this short poem.
1. Introduction / Presentation
Say: Many significant events happened in the life of Randy Halasan.
Let us try to recall them.
Examples:
Randy Halasan grew up in a poor family. He
studied very hard.
He was able to graduate from college. He
became a substitute teacher.
He became a Head Teacher.
He was granted the Ramon Magsaysay Award.
2. Teaching / Modeling
Have the pupils read the sentences.
Ask:
• Which of these events in Randy’s life happened first? second? third? etc.
• What was his life like as a small child?
At first, Randy lived with his poor family. She could not even afford to have a
birthday party.
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Ask: What words are used to show the order of events in the life of Randy? (first,
then, next, after…)
Say: These are called signal words. They signal time order.
Teaching Chart
The sequence of events in a story is the order in which things happen.Signal words
like first, next, then, after, before, and finally are used to show the order of events.
Activity D: Write the appropriate order of events using signal words. Rewrite the
sentences to form a short paragraph.
Day 4
I. Objective
Use a timeline to show the order of events.
1. Introduction
One effective way of organizing events in the order of their occurrence is through
the use of timelines.
2. Teaching / Modeling
Below is an example of a timeline. It is about the significant events in the life of
Randy Halasan as enumerated in the LM. Try to complete the details.
236
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Teaching Chart
A timeline is a visual technique. It is an effective way to show a
continuum of events.
3. Guided Practice
4. Independent Practice
Make a timeline using the given pictures. Write something about the time line. Refer
to LM, Write About It
Day 5
I. Objective
Give the meaning of unfamiliar words through restatements
Say: Tell the class about the things you did at home before coming to school today.
1. Introduction
Learning how to use context clues will greatly increase your reading ability.
Using context clues well can also increase your vocabulary. First, you need to
fully understand how the clues work.
237
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The easiest context clue to recognize and use is a definition or restate- ment
clue. If the writer thinks the reader won’t know a word he is using, he may
provide a definition.
2. Teaching / Modeling
Try to get the meaning of the underlined words.
Refer to LM - Do and Learn
The word “or” provides the clue for the given definition or restatement.
Here are other examples, taken from the biography of Randy Halasan:
Teaching Chart
The meaning you get from a context clue is usually enough to
help you understand the sentence. Learning how to use context
clues well is a valuable skill to have.
3. Guided Practice
Group the class into three. Give each group a set of sentences to work on. Each
group will find out the meaning of the underlined words through definition or
restatement. Each group will present its output.
4. Independent Practice
Circle the meaning of each underlined word.
Refer to LM, Try and Learn
Assignment:
Bring ½ cartolina and some pictures:
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Week 4 - Our Culture, Our Pride
I. Expressive Objective
Show appreciation and pride for the family customs and traditions
Oral Language
Use expressions appropriate to the grade level
Vocabulary Development
Identify different meanings of content specific words
Reading Comprehension
Identify cause and effect relationship
Fluency
Read grade level texts with accuracy, appropriate speed, and expression
Study Strategy
Locate meaning of words in the dictionaries
Grammar
Identify and use the correct order of adjectives
Writing Composing
Write / Compose clear and coherent sentences using the correct order of
adjectives
Attitude towards literacy, litrature and lanuage
Browse and read books for various purposes such as for learning or for
pleasure
A. Topics
• Selection:
“Our Family Customs and Traditions” by Mary Jane T. Ganggangan
“Eduardo’s Dream” (Adapted from Soaring High with Reading 4 Abiva,
Josephine M. Calamlam, et.al)
• Using expressions appropriate to the grade level
• Identifying different meanings of content specific words
• Cause and effect relationship
• Locating meaning of words from the dictionary
• Correct order of adjectives
Value Focus: Close family ties, taking pride of our family traditions /
customs / family heritage
B. Materials
• Word Cards poster
• charts
• pictures dictionary
• native delicacies like puto or suman
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C. Reference
English for You And Me–Language Textbook Grade Four Benita N. Miranda
Spectacles 4- Melinda D.C. Jadrin, et.al.
Fun in English 4 Language/ Reading- Justine Balajadia, et.al
Day 1
I. Objectives
Use expressions appropriate to grade level
Identify different meanings of content words
A. Oral Language
Sharing story / news about family.
Show pictures of family activities like going to church together, having picnics,
family reunions.
B. Pre-Listening Activities
1. Unlocking of Difficulties
(excited, native delicacies, family reunion,streamer)
Say: The Grade IV class of Mrs.Delizo will have a field trip to Baluarte
on Saturday. The pupils are all happy and excited.
Excited means .
a. very noisy b. very eager c.very worried
a. gather together
b. spend their vacation
c. leave to work somewhere else.
Have the pupils do activity in LM - Think and Tell
2. Motivation Question
Say: Today,we are going to read the story, “Our Family Customs and
Traditions”
Let us find out the different customs and traditions the Ortega family
observes.
3. Motive Question
Say: What did the family do to prepare for the coming of visitors?
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C. During Listening
Refer to LM, Read and Learn Refer
to LM, Talk About It
Day 2
I. Objective
Use indirect speech to clarify the speaker’s ideas
Divide the class into four groups. Let the groups do the following activities.
(Prepare activity cards for the activities.)
Group 1:
Make a streamer to welcome the Johnson family.
Group 2:
Dramatize the scene ‘The arrival of the Balikbayans’ Group
3:
Write a “Thank You” letter for the pasalubong given to you.
Group 4:
Draw the happy faces of the Ortega and Johnson families and
compose a song or yell about families.
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2. Why did they do that?
3. Why did Aunt Rose say that pagmamano is a sign of respect
given to elders?
4. Do you do the same to your elders? Why? Why not? Say:
1. What did the Johnson family bring home for the Ortega family?
2. Pretend that you are Mark and Ana. Write a Thank you letter for the
pasalubong given to you.
1. What did the relatives of the Ortega and Johnson families cele-
brate?
2. Why were they happy?
3. What did Andrew and Kenneth say about Filipino families?
4. Do you think Andrew and Kenneth enjoyed their stay in the Phil-
ippines? Why? How did they feel?
5. Why did Andrew and Kenneth say that “It’s more fun to stay in the
Philippines”?
6. If you were Andrew and Kenneth, would you like to stay in the
Philippines? Why?
7. Pretend you are Andrew and Kenneth. Draw the happy faces of the
Ortega and Johnson families. Compose a yell or song about the
families.
A. Oral Language
Let the pupils recite the poem (whole class, groups, individual)
MY FAMILY
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What can you say about mother? How about brother? sister? baby?
How do you show your love for your family?
1. Presentation / Introduction
Say: Can you still remember the story “Our Family Customs and
Traditions”?
What were the presents the Ortega family received from the
Johnson family?
(Write their answers on the board.)
Possible answers:
A beautiful doll was given to Ana. Mark
had ten small,green toy cars. Father got
three new,blue polo shirts.
Mother received two red, leather bags.
2. Teaching / Modeling
Say: Let’s read the sentences taken from the the story. (Refer to the
above sentences)
Teaching Chart
Adjectives tell about the number, kind, and color of a person,
animal, or thing. When several adjectives are used in one sentence,
the order of adjectives is as follows: number, kind or quality, and
color.
3. Guided Practice
Activity 1 “Show and Tell”
Refer to LM - Find Out and Learn A
Say: Get anything from your bag or in the room and describe the
object. Use several adjectives. Describe its number or quantity, kind
or quality, or color.
Example: pencil
How many pencils do you have? two
What kind of pencils are they? sharp
What colors are your pencils? Yellow I
have two, sharp, yellow pencils.
243
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Activity 2
Pick out a picture from the box. Say how many objects are there, kind
or quality and color of the picture.
Refer to LM - Find Out and Learn
“Arrange Us Please!”
4. Independent Practice
Activity 1
Arrange the adjectives inside the parentheses in correct order.
Refer to LM, Do and Learn
Activity 2
Choose at least five nouns from the list. Describe each of the following using the
correct order of adjectives. Write a sentence about it.
Refer to LM, Learn Some More
5. Writing Activity
I.Objectives
Identify the cause and effect relationship
Read grade level texts with appropriate speed and expression
A. Oral Language
Say: Do you have a dream for your family? Explain what it is.
I have a dream for my family. I want my family to .
1. Presentation / Introduction
a) Reading of phrases.
Present the following phrases in word cards.
Say: These are phrases taken from the story. Let’s read them.
a jar of basi
kept thinking of the future a
large sum of money
has many sons and daughters
very popular and rich
broke into hundred pieces
laughed with him
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b) Vocabulary Development
c) Fluency Activities
Discussion questions:
Refer to LM - Talk About It
1. What was Eduardo’s dream?
2. How did Eduardo intend to become rich?
3. What were the things he would buy?
4. What happened while he was thinking about his plans?
Why?
5. What important lesson did the mayor give Eduardo?
6. Do you think Eduardo’s dream would come true?
Why or why not?
1. Teaching / Modeling
Present some sentences taken from the story.
Say: “These are sentences taken from the story. Let us read and
analyze them. Identify the cause and the effect.”
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1. When Eduardo threw back his head, the jar of basi fell .
Ask: Why did the jar of basi fall ?
What happened to the jar of basi?
Cause Effect
(Why did it happen?) (What happened?)
2. Eduardo cried because the jar of basi broke into pieces. What
is the cause? What is the effect?
3. Eduardo was able to buy a pig because the mayor gave him
money.
What is the cause?
What is the effect?
Teaching Chart
2. Guided Practice
Activity 1
Look at each pair pictures. Say something about them. Identify the cause and
the effect.
Refer to LM, Find Out and Learn
Activity 2
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1. Andrew got perfect score in the test because he studied his lessons very
well.
Cause Effect
Cause Effect
3. The children must eat nutritious foods everyday so that they will
become strong and healthy.
Cause Effect
4. Father came home very tired because he worked the whole day in the
farm.
Cause Effect
5. Rita got up very early in order to catch the first trip of the train to
Bicol.
Cause Effect
3. Independent Practice
Activity 1
Match the given effects to their causes.
Refer to LM, Try and Learn
Activity 2
Refer to LM - Do and Learn
Complete the following sentences by writing the cause for the given effect.
Choose from the list of sentences in the box.
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1. The school ground is clean because .
2. Christine has many friends because .
3. The children are happy because .
4. Legaspi City experienced landslides and floods because
.
5. Mr. Marquez drives his car slowly because
.
Activity 3
Refer to LM - Learn Some More
Combine each pair of sentences into one showing cause-effect
relationship. Use the words so that, in order to, or because
Day 5
I. Objective
1. Presentation / Introduction
Present a dialog.
Say: Let’s read the dialog. We will find out how Jan helped his sister with
her assignment.
Refer to LM, Read and Learn
Discussions:
Refer to LM - Talk About It
1. Why is Christine asking for help?
2. What helps you find the meaning of words?
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3. How are the words arranged in a dictionary?
4. What words in the dictionary help us locate the words on a page faster?
5. What information does one get from a dictionary?
2. Teaching / Modeling
Show a dictionary. Have the pupils observe and tell what are written in it. Say:
“This is a dictionary. What can be found in a dictionary?”
Present a sample page of a dictionary.
cartilage core
crater (krā’tərs) n. the area found around the surface of the moon
cloud (klowd) n. masses of water particles that form over the earth; anything that darkens
core (kōr) n. 1.the layer of the earth under the mantle. 2. The center of the innermost part
Questions:
1. What is the first entry word on this page?
2. How many definitions are there in the word cloud?
3. What is the definition of condensation?
4. What word means “the center or innermost part of a thing”?
5. What is the last entry word on this page?
Teaching Chart
The guidewords are printed at the top of each dictionary page. while the
guide word on the right is the last and on the page.
3. Independent Practice
Study the sample page of a dictionary and answer the questions. Refer
to LM, Try and Learn
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Activity 1
Write the meaning of the italicized word in each sentence. Use the dictionary. Refer
to LM, Learn Some More
Activity 2
Say: Read the poem “Dictionary”. List at least three words from the poem that
you think are difficult. Opposite the words, write their meanings and use
them in sentences.
Week 5
I. Expressive Objectives
Realize the health benefits that one can get from eating vegetables Show
appreciation of native cuisine in the different regions
Study Strategies
Locate information from glossaries
Grammar
Identify and use adverbs of place
Writing / Composing
Write / Compose clear and coherent sentences using adverbs of place
Attitude
Browse and read books for various purposes such as for learning or for
pleasure
III. Subject Matter
Day 1
I. Objectives
Use expressions appropriate to the grade level
Show appreciation of native cuisine in the different regions
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A. Oral Language
B. Pre-Listening Activities
1. Unlocking of Difficulties
Pinakbet, an Ilocano dish, is stewed vegetables. The usual vegetables
included in the dish are eggplant, bitter melon, okra and tomatoes. The dish
is seasoned with bagoong isda or fermented fish paste.
• Cuisine means a style of .
a. dressing b. cooking c. eating
• Ingredients mean .
a. component of a mixture b. materials c. directions
2. Motivation Question
Say: What dish can you cook? How do you cook it?
3. Motive Question
Say: Today,we are going to read about a vegetable recipe from the
Northern Philippines particularly in Ilocos Region. Find out: How
is pinakbet cooked or prepared?
C. During Listening
Present the recipe for cooking pinakbet written on a chart.
Do the first reading of the recipe for modeling, followed by the pupils.
Refer to LM, Read and Learn
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D. Post Listening Activities
Discussion:
Refer to LM, Talk About It
Infusion of Values:
Say: What health benefits can you get from eating vegetables?
Do you feel proud of the different native cuisines in your region? Why?
Why not?
Writing:
Write two to three sentences in your journal to answer the questions.
Day 2
I. Objective
Give one’s reaction to an event
Learning Activities:
A. Postreading Activities
1. Recall the recipe in cooking pinakbet. Say: “What are the ingredients in
cooking pinakbet? How do you cook it?
B. Engagement Activities
Group 1
Draw the ingredients needed and the utensils used in cooking pinakbet.
Group 2
List the steps or procedures in cooking pinakbet.
Group 3
Make an advertisement of the dish pinakbet.
Group 4
Create a song / poem / jingle about pinakbet.
Group 5
Write a “Thank You” letter to your mother who cooks the dish pinakbet
for you.
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6. How long will you simmer the vegetables?
Say: Group II, show the steps/procedures in cooking pinakbet?
7. Do you think pinakbet is a good Filipino dish? Why or why not? How
will you advertise it?
Say: Group III, present your advertisement in promoting the dish
Pinakbet.
8. What health benefits do we get from eating vegetables?
Say: Group IV, present your song/poem/jingle that you
have composed.
9. What will you say to the Ilocano people for introducing the dish
pinakbet?
Say: Group V, present your Thank You letter.
10. Do you think pinakbet is a dish that you can be proud of? Why?
Why not?
Writing
In your journal, write about a vegetable dish that is often served in your
home. Give the ingredients needed and how it is cooked.
Day 3
I. Objective
Identify various text-types according to structure (procedural, informational,
narrative)
1. Presentation / Introduction
Say: Let us take a look at the recipe of pinakbet written on a chart.
Have the pupils read.
Refer to LM, Talk About It Let us study the recipe presented on the chart.
2. Teaching / Modeling
Say:
Teaching Chart
There are different types of texts:
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3. Guided Practice
Show different types of texts written on a chart. Say:
Let us read and analyze the following texts.
4. Independent Practice
Activity 1
Read each selection and identify the text-type shown.
38 Session Road,
Baguio City
October 25, 2015
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Day 4
I. Objectives
Identify and use adverbs of place
Write / Compose clear and coherent sentences using adverbs of place Learning
Activities
One Saturday morning, Mother and Jenny went to buy the things they need
at the market.
2. Teaching / Modeling
Say: Let us read the sentences written on the board.
Mother and Jenny buy the things they need at the market. There
are vendors everywhere.
Say: What do the underlined words tell? (They tell where an action is done)
What question do these words answer? (Where)
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Teaching Chart
Adverbs of Place
3. Guided Practice
Activity 1
“Where do things happen?”
Say: Answer the following questions. (Process pupils answers.)
Example:
Where does Mother cook our food?
- in the kitchen
What does -in the kitchen tell?
- It tells where the action is done.
What kind of adverb is it?
- Adverb of Place
Refer to LM - Try and Learn
1. Where do we buy our snacks?
2. Where do we borrow books?
3. Where do we play?
4. Where do we go to when we are not feeling well?
5. Where can we see our principal?
Activity 2
“Tell Me Where”
Identify the adverbs of place in each sentence. Underline them. Refer
to LM, Do and Learn A
4. Independent Practice
Refer to LM - Do and Learn B
Activity 1
Complete the sentences by writing the appropriate adverbs of place. Choose
your answer from the words below.
in the library outdoors at the park everywhere on the seashore
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Think-Pair-Share
Refer to LM - Learn Some More A
Get a partner. Ask and answer questions about where they will be going this
coming weekend.
Riddle
I am inside, outside,
everywhere.
You can’t see me, I know
But I refresh you
Everytime I blow.
5. Writing / Composing
Refer to LM - Learn Some More D
Say: Look at the pictures and write sentences about them using adverbs
of place.
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3. (The children love to play in the playground.)
Day 5
I. Objective
Locate information from glossary
A. Oral Language
Say: Let’s recite the poem Dictionary.
Dictionary
By: Mary Jane T. Ganggangan
Questions:
1. Presentation / Introduction
Say: Look through the last pages of your book. Do you see pages with
words and their meanings? This section is called a glossary.
The entry words in a glossary are arranged in alphabetical order.
Some glossaries include the pronunciation of the words.
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Glossary
abdomen /abdo’men/ n.
stomach
boundary /bound’ary/ n. limit
captive /cap’tive/ n. a prisoner
depart /depart’/ v. go away
elegant / el’egant’/ adj.
graceful; refined
handsome /hand’some/
adj. good-looking
2. Teaching/Modeling
Say: What is the first word listed?
What does elegant mean?
What word means “a captive” ?
How many syllables are there in the word “captive” ?
What word comes after “depart” ?
How are the words arranged in the glossary?
What information does the glossary give?
What is a glossary?
Teaching Chart
The glossary is part of a book which lists key words found in the
book.
The entry words in a glossary are arranged in alphabetical
order. Some glossaries include the pronunciation of words.
It is usually found on the last pages of a book.
3. Guided Practice
Activity 1
Say: Study the sample glossary. Answer the questions that follow.
Refer to LM, Try and Learn
Questions:
1. What is the first word in the list? what is the last word?
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4. What word means “ a large branch of tree” ?
a. exile b. attendant c. brigade d. limb
Activity 2
Say: Study the sample glossary. Answer the questions that follow.
Refer to LM, Do and Learn A
Questions:
1. Which word means “to bite or chew on with the teeth”?
a. fancy b. fragment c. frantic d. gnaw
4. Independent Practice
Say: “Study this page of a glossary. Answer the questions that follow.”
Glossary
T
tactic \’taktik\ adj. a plan, procedure or system for promoting a desired end
tragic \’trᾰjῐk\ adj. saddeningly or regretably serious or unpleasant; sad;
grievous
trample \’trᾰmpəl\ , v. to tread heavily so as to bruise, crush or injure
V
vigilance \’vῐjələn(t)s\ n. watchfulness;awareness; attentiveness
W
worry \’wur.|ē\ n. mental distress or agitation resulting from concern usually for
something impending or anticipating
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Questions:
1. What word means “awareness” ?
2. What part of speech is “trample”?
3. What is the meaning of “worry” ?
4. Is tactic a plan?
5. What is the meaning of worry?
Enrichment Activity
Refer to LM - Do and Learn and Learn Some More B
I. Expressive Objectives
Appreciate the beauty of Vigan City as among our National Heritage
Take pride in preserving and promoting Vigan City as one of the World’s New Seven
Wonder Cities
Oral Language
Use expressions appropriate to the grade level
Listening Comprehension
Give one’s reaction to an event or issue
Vocabulary Development
Identify different meanings of content specific words
Reading Comprehension
Make comparison and contrast
Fluency
Read grade level texts with appropriate speed
Study Strategy
Locate information from Indices
Grammar
Use appropriate adverbs of time
Writing / Composition
Write / Compose clear and coherent sentences using adverbs of time
Viewing
Identify the visual elements used in a print / non-print material
Attitude
Browse and read books for various purposes such as for learning or for
pleasure
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III. Subject Matter
1. Selection and References
“Government seeks support for Vigan in Seven Wonder Cities
Competition” (philstar.com) updated July 14, 2014 - 11:00pm English
for You and Me 4 - Language Textbook (Benita N. Miranda) Stairways
to English 4 – Carmelita L. Palabay,et.al
English Matter – Enerita Q. Cruz
• Give one’s reaction to an event or issue
• Adverbs of time
• Comparison and Contrast
• Locating information from indices
2. Materials
• Word Cards
• Pictures of Vigan City
• Charts
Day 1
I. Objectives
Use expressions appropriate to the grade level like .
Take pride in preserving and promoting Vigan City as one of the World’s New
Seven Wonder Cities
A. Oral Language
Present a picture of a nipa hut and talk about it.
Say: What can you see in the picture?
What can you say about the nipa hut?
Would you like to live in a nipa hut? Why? Why not?
B. Pre-Listening Activities
1. Unlocking of Difficulties
Vigan City is one of the few Hispanic towns in the country. Its
structures have been wonderfully preserved as a cultural heritage.
It is famous not only for its unique colonial architecture lined by
cobblestone streets but also its distinct cuisine.
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Cobblestone street - (show a picture)
3. Motive question
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Gov’t seeks support for Vigan in Wonder Cities Competition
(philstar.com) Updated July 14, 2014 - 11:00pm
Paje, who served as the national campaign manager for the PPUR, said
Vigan deserves the Filipinos’ full backing.
(Have the pupils predict: Why do you think Vigan City was able
to preserve its colonial heritage?)
“It has been wonderfully preserved as one of the few Hispanic towns in the
country, with structures intact due to best practices in management,
governance, stakeholder involvement, and awareness on cultural heritage,”
Paje added.
Infusion of Values:
Say: After listening to the article, how do you feel about Vigan City?
Do you feel proud of it? Why? Why not?
How can one help preserve and promote Vigan City as one of our heritage sites?
Day 2
Listening Comprehension
I. Objective
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1. Rereading of the article by the teacher / pupils
2. Divide the class into 4 groups. Distribute activity cards for each of the
groups.
Group1
Make a poster campaigning for Vigan City to become one of the
world’s new seven wonder cities.
Group2
Compose a song or yell to advertise Vigan City
Group3
Write a thank you letter to the people of Vigan for preserving and
promoting this city.
Group4
Draw colonial houses and the cobblestone streets found in Vigan. Write
a sentence or two of how you will preserve these houses.
Day 3
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A. Oral Language
Let the pupils recite the poem (whole class, group, individual).
Tell Me When
by Mary Jane T. Ganggangan
1. Presentation / Introduction
Let the pupils read the selection. Refer to LM - Read and Learn
Last Wednesday, the Flores family from Baguio City decided to visit
Vigan City. They started very early in the morning. They had a stopover
at Candon City to have their snacks at 8 o’clock am. They continued
their trip and reached Vigan City at 10 o’clock am .They had a great time
walking on the cobblestone streets of Calle Crisologo. Andrew and Gina
rode in a kalesa .They were amazed to see the different colonial houses.
In the afternoon, they went to Baluarte and saw different animals. In the
evening, they all went to watch the” Dancing Fountain “at the plaza. They
decided to visit “The Hidden Garden” the following day. That night, they
had a peaceful sleep at Villa Angela.
Discussion questions:
Refer to LM - Talk About It
1. Who decided to have a trip to Vigan City?
2. When did they go?
3. When did they watch the “Dancing Fountain”?
4. Do you think the Flores family enjoyed their trip to Vigan
City? Why did you say so?
2. Teaching / Modeling
Present some sentences taken from the selection.
Say: “Let us read the sentences.”
1. Last Wednesday, the Flores family had a trip to Vigan City. When did
the family have a trip to Vigan City? - last Wednesday
2. They decided to visit “The Hidden Garden” the following day. When
will they visit “The Hidden Garden”? - the following day
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Say: What do the expressions last Wednesday and the following day tell ?
What question do they answer? (They answer the question when)
Words that tell about time are called adverbs of time.
Teaching Chart
Example:
yesterday today tomorrow tonight
last Monday in July in the morning
3. Guided Practice
4. Independent Practice
Activity1
Refer to LM - Do and Learn
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Day 4
Reading Comprehension
Objectives
Make a comparison and contrast.
A. Pre-Reading Activites
1. Unlocking of Difficulties:
Choose the meaning of underlined words in the sentence.
3. Motive Question
Say: What do you think will the story be about this two animals?
Who can make a guess?
4. Post Reading
Refer to LM, Talk About It
5. Teaching / Modeling
The underlined words both, also, and too are clues that tell a
comparison is being made. It also shows that the cow and the
carabao are alike or similar in some ways.
Words like however, but, while signal that a contrast is being made. They also show how
a cow and a carabao is different.
Let us compare and contrast the two animals. Use the Venn diagram shown in the
LM, Find Out and Learn.
268
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Teaching Chart
When you compare things, you tell how they are alike.
When you contrast things you tell how they are different.
Words such as also, too, both, and similarly show that a
comparison is being made.
Words such as but, yet, still, although signal that contrast is
being made.
Carabao Cow
6. Guided Practice
Refer to LM, Try and Learn
Sun: My dear friend Earth, do tell me soon; which do you like more me or
the Moon?
Moon: Think well, dear Earth, I am cooler and prettier.
Sun: But then, good friend, I’m bigger and brighter.
Earth: Dear friends, it’s hard for me to tell: which I like more; let me think well.
Sun: Well, pal, I give you heat and light.
Moon: And I help make the dark nights bright.
Sun: I make all plants and all trees grow .
Moon: And I help make people ‘s hearts glow.
Earth: Dear Sun, you are indeed a helper, but I can’t say I like you better. I like
friend Moon, I like you too. And I love her as much as I love you.
269
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II. Independent Practice
Activity 1
Have the pupils do the activity in the LM, Do and Learn
(Philippine Heroes)
Say: Read the story, then compare and contrast Jose Rizal and Andres
Bonifacio.
Philippine Heroes
During their time, Rizal and Bonifacio did good things for the
Filipinos. They did good things for our country. They are heroes. Our
heroes were little children like you, once upon a time.
When Andres was a little boy, his parents died. So he took care of his
younger brother and sisters.
Andres worked very hard to earn a living. He made paper fans and
carved toys from wood. He sold them along the streets. He also ran errands
for others.
As a little boy, Jose Rizal used his time wisely. He read a lot of books.
He drew and painted pictures. He molded figures out of clay. He carved
things from wood. He also wrote poems, stories, and playlets.
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Activity 2
Refer to LM - Learn Some More (The City and the Barrio).
Say: Read the story then compare and contrast the city and the barrio
Day 5
I. Objective
A. Oral Language
Present the poem: My Index Finger writtten on a chart.
What finger do you use to point? Is the index finger useful? Why?
My Index Finger
by Mary Jane T. Ganggangan
Will you please point to me There’s a magic finger
The things I want to see To That points here or there
brighten up my day Upward, downward, everywhere
And keep me safe all the way It’s the magic index finger.
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1. Presentation / Introduction
Show a book. Have a review on the parts like the Front and Back cover, Title
Page, Copyright Page, Preface, Table of Contents, Pages and the Glossary.
Show the Index of a book and say: ‘This is the index of a book. It is
usually found on the last pages of a book. Just like an index finger, it
points to a particular topic.’
Show a sample page of an index written on manila paper.
2. Teaching / Modelling
Say: Let us study the sample Index below.
INDEX
Acronyms, 286
Blended words, 240
Compound words, 6, 103, 277
Denotation,137
Fantasy, 258
Glossary, 244
Parts of a book, 10
Prefixes, 230, 251
Synonyms, 18, 37
Teaching Chart
The index is a listing of topics in a book, arranged
alphabetically. It has more detailed information than the
table of contents .
It also gives the pages where you can find these topics.
An index is located at the back of the book.
3. Guided Practice
Refer to LM - Try and Learn
Show a part of an index page written on a chart.
Say: Study the given index. Then answer the questions that follow.
272
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INDEX
4. Independent Practice
Refer to LM - Do and Learn
Say: Study the given part of an index page then answer each of the
questions that follow
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INDEX
Intonation
correct intonation, 130-131
falling, 3-5
rising, 3-5
shift, 3,12, 70, 80
Nouns
count nouns, 47
mass nouns, 46- 48
singular and plural, 40-
44
Poems
The Boy Who Never Told a Lie, 123
What We Do, 66
December, 132-133
This Happy Day, 14-
15
Sentences
commands, 83-84
declarative , 74-78
exclamatory, 85-88
Questions: interrogative, 79-82
1. How many main topics are there?
8. On which page can you read the poem “This Happy Day”?
274
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Week 7 - Holidays and Festivals
I. Objectives
A. Expressive Objective
Show respect for the different beliefs of Muslim people
Listening Comprehension
Give one’s reaction to an event or issue
Vocabulary Development
Identify different meanings of specific content words (Science)
- Denotation
- Connotation
Reading Comprehension
Make generalizations
Fluency
Read grade-four level texts using intonation, expression, and punctuation marks
Study Strategy
Locate information from indices
Grammar
Use appropriate adverbs of manner
- adverbs of manner
Writing / Composing
Compose clear and coherent sentences using appropriate grammatical
structures:
- adverbs of manner
Viewing
Describe various types of viewing materials
Attitude
Browse and read books for various purposes such as for learning or for
pleasure
Topics
1. Telling/Retelling familiar stories and short conversations by using
appropriate gestures and expressions in complete sentences.
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2. Giving one’s reaction to an event or issue
3. Identifying different meanings of words (Science)
-Denotation
-Connotation
4. Making generalizations
5. Reading grade-four level text using intonation, expression and pronun-
ciation.
6. Locating information from indices
7. Using adverbs of manner
8. Composing clear and coherent sentences using adverbs of manner.
9. Describing various types of viewing materials
10. Browsing and reading books for various purposes such as for learning or for
pleasure
References
A Muslim Holiday English for You and Me Grade 4 by Benita N. Miranda
One Happy Holiday, 100 Selected Poems for Young and Adults by Cristina
S. Canonigo
The Farmer’s Festival, Adapted from English for You and Me Grade 4 by
Benita N. Miranda
The Index and the Index, Spectacles by Melinda D.C. Jadrin
Materials
• Sentence strips
• syllable cards
• semantic web
• picture cards
• book
Day 1
I. Objectives
Tell/Retell familiar stories and short conversations by using appropriate gestures and
expressions in complete sentences.
Give one’s reaction to an event or issue. Learning
Activities:
A. Oral Language
Refer to LM - Think and Tell
Say: What holidays do we celebrate in our country? What activities do you
do on a holiday? Share your experiences.
B. Pre-Listening
Unlocking/Vocabulary & Concept Development
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Show a picture of a datu.
Motivation Question
Say: What holidays are celebrated in our country?
When is each holiday celebrated?
How is it celebrated?
Motive Question
Say: I will read a story about a Muslim holiday. Find out: What kind of
holiday do the Muslims celebrate? How do they celebrate it?
277
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their holiday. Find out how they celebrate it.)
Muslim Holiday
C. During Listening
Read the story. Stop at indicated points, to ask the children what they think will
happen next in the story.
A Muslim Holiday
Muslims are religious people. They believe in one God called Allah.
Their prophet is Muhammad whose teachings are found in the Quran. The
Koran is the Bible of the Muslims. Their religion is called Islam.
Ask: What is the most colorful holiday celebrated by the Muslim people?
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Have the pupils predict: What do you think the Muslim people do after a
month of fasting?
Have the pupils predict: What will the children do on the Hari Raya Puasa day?
On the day of the Hari Raya Puasa, the children go from house to
house kissing hands of the old people and relatives. The elders themselves
greet one another with Assalamu Alaykum which means “Peace be with
you.” The Muslim child is usually taught the alphabet in Arabic and the
Koran as early as four years old. That is why they celebrate their holidays
with great interest. They know when and why the holiday is celebrated.
Discussion:
1. What holiday do Muslims celebrate?
2. How do they celebrate it?
Day 2
I. Objectives
B. Post Listening
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1. Engagement/Enrichment
Divide the class into four groups. Let them do the following activities:
Group 1
Ra sa ri ya Ha Pua
Group 2
Write the activities done during Hari Raya Puasa using a Semantic
Web
Group 3
Act out. What should you do if you are with your Muslim friend
who is fasting?
Group 4
Get the picture cards. Say something about each picture. What do the
picture cards show?
Refer to LM - Find Out and Learn
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2. Discussion Questions
2. Modelling / Teaching
Say: Read the sentences.
1. Muslim people are praying.
2. He is reading the Quran.
3. They go inside the mosque to pray.
Say: “How are the three pictures alike? What do they have in common?
How are we going to generalize?”
(Possible answer: Muslims are religious people.)
Teaching Chart
What you read and what you already know helps you make a general
statement about a person, situation, or an event. This is called
generalization.
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4. Independent Practice Refer
to LM, Do and Learn
Write in your notebook the correct genralization in each situation.
Day 3
I. Objective
Use Adverbs of Manner
Read words with initial l blends.
Drill:
Read the words, phrases, and sentences with l blend: bl, cl, fl, gl, pl
1. Presentation/Introduction
Say: Let us recall the story A Muslim Holiday.
How is Hari Raya Puasa celebrated?
2. Modeling / Teaching
Read the sentences. Refer to LM - Find Out and Learn and take note of the underlined
words.
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Say: How is the Hari Raya Puasa celebrated? (happily)
How do the people pray in the mosque? (silently)
These are what we call adverbs of manner.
Give more examples of adverbs.
Teaching Chart
Adverbs of manner tell us how something happens. They answer the
question how.
Most adverbs of manner are formed from adjectives. Ex.
happy – happily easy – easily
silent – silently slow – slowly
3. Guided Practice
Divide the class into seven groups. Each group will get a chart. They will read
the stanza of the poem “One Happy Holiday” on the chart.
Say: In the second stanza of the poem “One Happy Holiday”, how did
Father ask what could the matter be? (Father asked merrily.) How
did Annie Lee ask where her mommy was?
(Annie Lee asked sadly.)
Divide the class into six groups. Give the directions for each activity.
Activity 1
(Groups 1 & 2) Show the word cards and have the children read them. Say:
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Pick the word card that is an adverb of manner.
Answers:
1. lovingly
2. easily
3. hardly
4. instantly
5. truthfully
Reminder: Be sure that the pupils understand what each adverb means.
Exercise 2
(Groups 3 & 4). Present the following sentence cards and have the children read
them.
Say: Underline the adverb of manner in each sentence.
Martha welcomed the visitors warmly. The street dancers danced gracefully.
Activity 3
(Groups 5 & 6) Cut out from the newspaper five (5) words that are adverbs of
manner. Write a sentence using each of the adverbs of manner.
4. Independent Practice
A. Box the adverbs of manner in the sentence.
1. Mila joyously watched the fireworks.
2. Mother prepared the food well.
3. Our visitor speaks softly.
4. The children happily go from house to house.
5. The victorious performers marched triumphantly down the street.
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5. Enrichment
Refer to LM, Learn Some More
Choose the letter of the correct adverb of manner and write it on the blank to
complete the sentence.
1.. Presentation/Introduction
Say: I’ll read some sentences and after I read them, I want you to draw what
you imagined based on what you heard. (Teacher reads sentences in Box A).
Sam’s chicken won First Place in the contest. It was the heaviest
chicken in the Fair.
Say: Draw the chicken as described in the sentence.
Teacher reads sentences in Box B.
B
“What’s the matter, are you chicken?” Sam’s friends asked him
when he didn’t join the pole-climbing contest. They didn’t know that
he is afraid of heights.
2. Modeling/Teaching
Say: Are you ready to show your illustrations? Show your drawing to your
seatmate.
Does your drawing of chicken similar to your second drawing? You’re
right that they are not similar.
Let’s read the sentences.
(Teacher posts the paperstrips where the sentences were written.) What is the
meaning of chicken in Box A? (bird)
How about chicken in Box B? What word in Box B can help you get the meaning of
chicken?
(afraid)
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What is another word for afraid? (scared, coward)
Whenchicken refers to a bird,birdis the denotative meaning of it. Denotation is the literal
meaning of a word. It is the usual dictionary definition of the word.
When chicken refers to the emotion of being afraid or scared, the emotion is the connotative
meaning of chicken. Connotation refers tothe emotional / contextual
/ cultural meaning attached to a word. It also refers to shades and degrees of meaning of
a word.
Look at the two book covers (see LM). Which book cover uses the denotative meaning
of chicken? Which one uses the connotative meaning?
Knowing the connotative meaning of a word can lead you to be more tactful. It also
leads you to use a more appropriate word to narrate what is happening. Consider this:
The words in the set almost have the same meaning. However, each one is used in
different situations.
For example, to describe a flower, would you say a cute flower or a lovely flower?
When do you think classes might be suspended, when there is a shower or when there
is a deluge?
Study the following sentences:
Sentence 1: When the group members discuss, they often disagree about something.
Sentence 2: When the group members discuss, they often argue about something.
What do you imagine with Sentence 1? How about Sentence 2? The sentences seem
to mean the same. However, a closer look will tell you that there is a degree or shade
of difference in their meaning. The word argue in sentence 2 shows that the members
more than disagree with each other.
Remember
3. Guided Practice
What is the connotative meaning associated with the following animals?
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Connotative Meaning
hen motherly, caring
owl wise, night-person
dove gentle
shark ruthless
snake dangerous, deceptive
* answers given here are the usual meaning however they may vary depending on the culture;
accept answer as long as the learner can explain/reason out for his/her given answer .
Day 5
Study Skill
I. Objective
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The Index and The Index
- Spectacles by Melinda D.C. Jadrin, et.al
Questions:
Refer to LM - Talk About It
1. What are the kinds of indexes?
2. What is the index finger for?
3. What is the use of the index in a book?
1. Presentation/ntroduction
Say: In the first stanza of the poem, “The Index and The Index”, what
index are we referring to? What index are we referring to in the
second stanza.
Say: Get a book. Open it. Look at the parts of the book. What are the
different parts of the book?
Write down their answers.
2. Teaching/Modeling Ask:
What is an index?
Say: Let us see if you still remember how to locate information from an index.
Study the sample index below then answer the questions about it.
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INDEX
Teaching Chart
Knowing how to use the index can save a lot of time in locating the
topics in the book.
3. Guided Practice
Say: Let us study the sample Index and answer the questions that follow.
Index
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1. Where can we read about safety rules in the
laboratory?
2. On how many pages is density discusses?
3. What topic is discussed on page 28?
4. What is the first subtopic about scientific methods?
5. On how many pages will you find information about
metric system?
4. Independent Practice
Study the data in the box Index below. What is wrong with this Index? Copy
this in your notebook and do the necessary changes
INDEX
Pollution, 109-120
Effect, 111-114
Craters, 336-338
Butterflies, 77-79
Animals, 20-46
Habitats, 21-23, 34, 40
Life cycles, 24, 26, 29
Clouds, 310-315
Kinds, 312-314
Climate, 253-268
Earth, 387-406
Air, 400-404
Land, 389-394
Water, 395-399
A. Expressive Objective
Realize the beauty of giving and sharing
B. Instructional Objectives
Listening Comprehension
Make predictions about a selection listened to
Oral Language
Refer to LM - Think and Tell
Tell / Retell familiar stories and short conversations by using appropri ate
gestures and expressions in complete sentences
Vocabulary Development
Build vocabulary through word associations
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Reading Comprehension
Use appropriate graphic organizers for texts read
Study Strategy
Interpret charts
Use a particular kind of sentence for a specific purpose
- Making requests
II. Subject Matter
Topics
1. Story: Hurry, Santa!
2. Word Analogy
3. Graphic Organizer
4. Interpreting charts
5. Kind of Sentence for a specific purpose
- Making requests
References
“Hurry, Santa!” by Julie Sykes
“Christmas Vacation” by Ma. Rita Teresa V. Riñoza
Materials
• picture cards
• book
• graphic organizer – “Story Star”
Day 1
Listening Comprehension
I. Objectives
Make predictions about a selection listened to Use
appropriate graphic organizers for texts read
A. Oral Language
Refer to LM - Think and Tell
Sharing experiences
Say: What gifts did you receive last Christmas? Who gave you those gifts?
B. Pre-Listening
1. Unlocking / Vocabulary & Concept Development
Show a picture and let the children tell a story about it. Present the
vocabulary words in word cards while telling the story.
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sleigh snowdrift presents
2. Motivation Question
Say: Have you experienced sleeping before Christmas eve? What was
your feeling when you woke up few minutes before Christmas
eve? What did you do?
3. Motive Question
Say: What did the animals do when Santa woke up late on Christmas
Eve?
4. During Listening
The teacher will first read the story. Stop at set points, to ask the children
what they think will happen next in the story.
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Hurry, Santa!
by Julie Sykes
It was Christmas Eve, Santa’s busiest time of the year. But Santa was
fast asleep, snoring under his blanket.
Santa leapt out of the bed and began to pull on his clothes. He was
such in a hurry that he put both feet in one pant leg and fell flat on his face.
“Hurry, Santa!” meowed the cat. “You can’t be late tonight.” “No, I can’t,”
agreed Santa, getting back up. “I can’t be late delivering the presents.
When he was finally dressed, Santa hurried outside to his sleigh.
He picked up the harness and tried to put it on the reindeer.
But the reindeer weren’t there! “Oh no!” cried Santa. “Where can they
be?”
“The reindeer are loose in the woods,” called Fox. “You’d better catch them
before they wander off. Hurry, Santa, you can’t be late tonight.”
(Have pupils predict: Who said the reindeer are in the woods?)
(Have pupils predict: Who wil tell Santa that he doesn’t have time to play in the
snow?)
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“Hurry, Santa,” hooted Owl. “You don’t have time to play in the snow.”
“But I wasn’t playing!” said Santa.
He searched all over for the other reindeer, but they were nowhere to be
found. “I hope you four can pull the sleigh by yourselves,” he said. “Come
on, we’ve got work to do.”
At last, Santa took off, steering the sleigh toward the moon. “Go,
Reindeer, go!” he shouted. “We can’t be late tonight!” Around
the world they flew, delivering their presents.
“Down again,” called Santa, turning the sleigh toward a farm.
“Hurry, Santa!” answered the reindeer. “We’re miles from anywhere, and the
night’s almost over.”
“I’m doing my best,” boomed Santa, flicking the reins.
Before he knew what was happening, the reindeer quickened their pace.
“Whoa,” Santa cried, but it was too late. Landing with a bump, the sleigh
skidded crazily across the snow.
“Ooooooh deeeaar!” cried Santa.
(Have pupils predict: What will Santa and the animals do after they stuck in the
snow?)
When the reindeer had untangled themselves, they tried to dig out the
sleigh. They tugged and pulled and pushed as hard as they could, but the
sleigh was completely stuck in the snow.
“It’s no use,” wailed the reindeer. “We can’t move this sleigh on our own.”
“We must keep trying,” said Santa. “The sky is getting lighter, and we’re
running out of time.”
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Trotting toward them was a very large horse.
“Hurry, Santa!” she neighed. “You’ve still got presents to deliver. I’ll help
you move your sleigh.”
So they all pulled together, even Santa’s little mouse, but it was no good.
The sleigh was still stuck.
“Hurry, Santa!” called the rooster from the barnyard. “It’s nearly
morning.”
“I am trying to hurry,” puffed Santa. “One more pull, everyone!” At
last the sleigh began to move…
And Santa tumbled backward, cheering loudly.
“Hurry, Santa!” called all the animals. “The sun is rising. You’ve got to finish
your rounds before the children wake up.”
(Have pupils predict: Was Santa able to deliver all the presents?)
(Group reading follows after the reader reads the story. Group reading may be
done by paragraph)
Discussion:
Say: Let us use the Story Star as a graphic organizer in answering the
questions.
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Ask the following questions:
1. Who are the characters in the story?
2. When and where did the story happen?
3. Who woke up Santa?
4. Why didn’t he wake up on time?
5. What was his important job trip night?
6. Why was Santa in a hurry in delivering the presents?
7. Where were the reindeer?
8. What other problems did Santa encounter?
9. Was he able to deliver all the presents?
10. What present did the animals give Santa?
11. Why do you think he was given that present?
Day 2
I. Objectives
Tell / Retell familiar stories and short conversations by using appropriate gestures
and expressions in complete sentences
Drill:
Read the words, phrases and sentences.
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A. Oral Language Development
Say: Retell the story, “Hurry, Santa!”
B. Post Listening
1. Engagement / Enrichment
Divide the class into five groups. Let them do the following activities:
Group 1
Form the puzzle (picture of Santa Claus). Write the name of the picture.
Group 2
Act out how Santa put on his clothes.
Group 3
Arrange in sequence the animal pictures based on the events of the
story.
Group 4
Act out how Santa and the animals got out from the snow.
Group 5
Draw an alarm clock.
2. Discussion Questions
1. Who woke up late on Christmas Eve?
(Group 1 will present their work)
2. What did he do when he woke up late?
(Goup 2 will act out how Santa put on his clothes)
3. Who told Santa that he couldn’t be late in delivering the presents?
(Group 3 will present their work)
4. How did Santa and the animals get out from the snow?
(Group 4 will present their work)
5. What present did Santa receive from the animals?
(Group 5 will present their work)
6. Why did they give him an alarm clock?
7. If you see your friend stuck in a hole, what will you do?
Day 3
A. Oral Language
Divide the pupils into five groups. Assign each group based on the characters of
the story. Let the pupils read the dialogue.
Refer to LM - Read and Learn
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Christmas Vacation
by Ma. Rita Teresa V. Riñoza
James and Pacoy come home from their dance practice. Mother is cooking dinner.
James: Mother:Mother,
Pacoy:may we talk to you? Sure, what is it?
Our cousin Kuya Linus, called just a while ago. He is inviting us.
James: Mother:Would you mind if we spend Christmas in their home? It’s okay. But we have to attend
Can we leave after the Christmas party? We would like to watch the street dancing.
Pacoy:
Mother: to Pacoy:
Ok, Mother:
you can take your vacation for three days. Be sure be here before New Year’s Ev
James Will you help us tell Father about it? Yes, I will tell your father.
and Pacoy: Mother:
Say: Look at the sentences. What do you notice about the sentences?
What do these sentences tell us about? Does the first sentence
state a purpose? What is it? How about the second sentence?
What do you think is its purpose? Look at the third sentence.
What is the purpose of the third sentence?
Teaching Chart
7. Guided Practice
Refer to LM - Try and Learn
Exercise 1
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Underline the words that show polite requests.
1. Would you please join the Christmas Party?
2. There is a good show at the plaza. Do you mind watching it?
3. Could you call some friends to support the Christmas fund raising?
4. Jane, may we ride in your car to the market to buy some presents?
5. May we join the Reader’s Theater for the Christmas show
Day 4
I. Objective
Build vocabulary through word associations
A. Oral Language
Show pictures of things that are associated with the different celebrations. Say:
Share your experience when you encountered these things.
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1. Presentation / Introduction
Say: What are the things associated with Christmas?
Write the answers on the board.
Christmas tree
belen
carols
baby in a manger
2. Modeling / Teaching
Refer to LM - Find Out and Learn
Say: Read the words associated with Christmas, New Year and
Valentine’s Day. Put the words in their proper columns.
trumpet heart sleigh
Example:
Gift is to Christmas Day as Red rose is to Valentine’s Day
Trumpet is to New Year’s Day as carol is to Christmas Day
Teaching Chart
3. Guided Practice
Refer to LM - Try and Learn
Exercise 1
Choose from the box. Write the word that completes each sentence.
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church New Year heart
Exercise 2
Interview your seatmate. Ask the following questions:
1. What celebrations do you observe in your school?
2. What activities do you do during such celebrations?
Possible answers:
Nutrition Month is to Nutri-jingle as Scouting Month is to Encampment.
Linggo ng Wika is to Sayawit as United Nations is to Parade of Flags
4. Independent Practice
Refer to LM - Do and Learn
Choose the word that completes the sentence.
Day 5
I. Objective
Interpret charts
A. Oral Language
Say: Share your experience about how you spent your Christmas vacation last
year.
1. Presentation / Introduction
2. Modeling / Teaching
Refer to LM - Find Out and Learn
Say: This is a chart. Show a chart. When do we use a chart? What does
it contain?
Look at the chart. Let us study the chart. Interpret it by answering the
questions.
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Name of Festival Place Month of Celebration
Bangus Festival Dagupan City April
Mangunguna Festival Bolinao April
Panagbenga Festival Baguio City February
Ansakket Festival Aguilar July
Basi Festival Naguilian May
Mango-Bamboo Festival San Carlos City April
Teaching Chart
3. Guided Practice
Refer to LM - Try and Learn
Say: Study the chart carefully and answer the following questions.
Here is a graph that tells the detailed expenditures of the Herrero family. Study it
and answer the questions that follow.
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1. On which item does the Herrero family spend the most?
A. Rent C. Education
B. Food D. Clothing
2. On which items does the family spend the least?
A. Savings and miscellaneous C. Recreation and light-water
B. Miscellaneous and light-water D. Recreation and savings
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Week 9 - A Special Day
B. Instructional Objectives
Oral Language
Tell / Retell familiar stories and short conversations by using appropriate expressions in
asking permission.
Listening Comprehension
Make predictions about a selection listened to
Vocabulary Development
Classify words
Reading Comprehension
Use appropriate graphic organizers for texts read
Study Strategy
Interpret graphs
Grammar
Use a particular kind of sentence for a specific purpose
- Asking permission
Materials
• Picture cards
• graphs
• graphic organizer: Story Train
A. During Listening
The teacher will first read the story. Stop at indicated points, to ask the children what
they think will happen next in the story.
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Day 1
Listening Comprehension
I. Objective
Tell / Retell familiar stories and short conversations by using appropriate gestures and
expressions in complete sentences.
Make predictions about a selection listened to.
A. Oral Language
Sharing story / news
Say: What festivals have you attended? What did you see during the festival?
B. Pre-Listening
1. Unlocking of Difficulties
Say: With a flick of a finger, the magician turned the handkerchief into a
bird. How was it done? Flick your finger.
2. Motivation Question
Say: Do you have a pet? What is your pet? Has your pet joined any
contest? How did you prepare your pet for the contest?
3. Motive Question
Say: What is Itoy’s pet? What is the name of his pet? What did he do
to prepare Cara for the contest?
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The Carabao Who Refused to Kneel
by Lina Diaz de Rivera
On the feast of San Isidro Labrador, the patron saint of farmers, the
people also honor the carabao, the farmer’s helper. Itoy had a pet carabao,
Cara. He had taken care of Cara since he was old enough to lead her to
pasture when Tatay asked for his help.
Tomorrow, Cara will make her debut at the Carabao Festival. Decked
with lovely ribbons and garlands, the carabaos are first paraded through the
town and taken to the church patio. There, the carabaos are blessed by the
priest and then brought to the town plaza where awards are given to the
strongest and the best-looking carabaos.
(Have the pupils predict: What do you think is the most thrilling
contest in the Carabao Festival?)
But the most thrilling contest is the carabao race. The finish line is in
front of the church where the statue of San Isidro Labrador stands. As the
carabaos reach at the center, the church bells ring and as if on signal, the
carabaos kneel as a sign or respect to their patron saint.
(Have the pupils predict: What do you think Itoy did to prepare
Cara for the contest?)
Itoy spent many hours teaching Cara how to kneel. He was sure that
even if Cara failed to win any award, she would make the best kneeling ever
seen.
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(Have the pupils predict: How do you think Cara looked during
the beauty contest?)
At dawn on the day of the festival. Itoy’s mother and sister prepared
Cara for the “beauty contest.” Cara wore a coronet of pink paper flowers
with blue centers. Cara’s tail was plaited and threaded with ribbons of
different colors. Her hooves had red polish on them. She looked so serious
that Itoy laughed and laughed.
At the parade, Cara looked stunning! She actually won the Best-
looking Carabao Award! Itoy was very proud of her.
Then it was time for the race. Cara and Itoy, the youngest “jockey”
that year, did not make it to another award but they were not the last either.
When the race was over, the carabaos gathered at the patio for the
famous kneeling show.
(Have the pupils predict: What did Cara do when they gathered
at the patio after the race?)
When the bells rang, all the carabaos slowly made their salute. All
except Cara. Itoy was dismayed. He tried giving Cara their secret cue: a
slight flick in the left ear. Nothing.
(Have the pupils predict: What do you think Itoy felt when Cara
did not kneel? What did Itoy do?)
Although most of the people did not notice Cara’s not having knelt,
Itoy was very embarrassed. He wondered if Tatay, Nanay, and the rest
would blame him. He jumped from the carabao’s back and flicking her left
ear. Itoy whispered in Cara’s ear, “Cara, now!” But Cara did not listen.
(Have the pupils predict: Why do you think Cara not kneel in
the patio?)
She was looking at a flower that dangled over her nose. During the
race, her coronet loosened and the flower dropped exactly in front of her
eyes. No whisper, nor ringing bells, no flick meant anything to her. All that
mattered was the pink flower tickling her nose.
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(Have the pupils predict: What did Itoy and his family do to
Cara when she did not kneel?)
Disappointed, Itoy led her out of the patio to join the rest at the fiesta
table where finger food was being served.
Itoy’s family was very nice about Cara’s disapppointing
performance. They fixed the offending coronet and even fed Cara as
lovingly as before.
“Itoy”, said his father. “Take Cara home now. She needs rest.
Besides, there will be guests in time for lunch. I’ll be joining you shortly.”
Itoy climbed on Cara’s back, took Cara’s reins and headed home.
They had to pass the church again and as they crossed the patio, the bells
started to ring to signal the start of the mass.
(Have the pupils predict: What do you think Cara do when they
passed the church?)
To Itoy’s surprise, Cara stopped, faced the church and Itoy felt the
animal slowly bending her knees. She was making her graceful salute!
Some children playing in the patio saw her and clapped their hands.
Cara flicked her tail. Itoy jumped from his perch and hugged his carabao
around the neck.
“You did it, Cara! That was perfect!” Itoy said happily. Cara replied
with a low grunt.
Discussion:
1. What is Itoy’s pet?
2. How did Itoy prepare Cara for the festival?
3. What did Cara do when they passed the church?
4. What did Itoy do when Cara refused to kneel?
Day 2
I. Objective
Tell / Retell familiar stories and short conversations by using appropriate gestures and
expressions in complete sentences
Use appropriate graphic organizers for texts read
308
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B. Post Listening
1. Engagement / Enrichment
Divide the class into five groups. Let them do the following activities:
Group 1
Draw the pet of Itoy. Cut out letters and form the name of Itoy’s pet.
Paste it below the drawing.
Group 2
Act out what Itoy taught Cara before the festival.
Group 3
Draw how Cara looks on the day of the festival.
Group 4
Draw how Cara looks after the race.
Group 5
Act out what the family did to Cara even if she did not kneel.
Group 6
Prepare a kind of clap (example: Firecracker clap or Very
Good clap). Make a congratulations placard.
2. Discussion Questions
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Ask the following questions:
Day 3
Drill:
Read the words, sentences and phrases
Read the tongue-twisters by group. Call the pupils individually to recite the
tongue-twisters.
A. Oral Language
Refer to LM - Read and Learn
Divide the pupils into five groups. Assign each group based on the characters of the
story. Let the pupils read the short story, “Mangunguna Festival”.
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Mangunguna Festival
by Ma. Rita Teresa V. Riñoza
Luke and Mandy ate their breakfast, prepared themselves and went with Lolo
Mar. They were so excited and happy.
1. Presentation / Introduction
Refer to LM - Talk About It
Ask the following questions:
1. Where did the story happen?
2. Why is the festival called Mangunguna Festival?
3. What did Mandy ask her Lola?
4. What are the events in the festival?
5. What did Luke ask Lolo Mar when he wanted to join the carabao-
swimming race?
6. Why do you think didn’t Lolo Mar allow Luke to join the race?
7. When can Luke and Mandy ride in the canoe?
8. If you were Luke and Mandy, would you also want to ride in a
canoe? Why?
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2. Modeling / Teaching
Say: Read the sentences.
Refer to LM - Find Out and Learn
Say: Look at the sentences. What do you notice about the sentences?
What do these sentences tell us? Does the first sentence state
a purpose, what is it? How about the second sentence, what do
you think is its purpose? Look at the third sentence. What is the
purpose of the third sentence?
Examples:
Do you mind if I join in your group presentation?
Would you mind if I ask you something?
Is it okay if I sit beside you?
Would it be alright if I borrow your costume?
Teaching Chart
There are sentences that have specific purposes such as asking
permission.
We usually use the word “please” in these sentences to show
politeness.
“Please” may be found in different parts of the sentence---at the
start, end, or before the verb.
We can also use can, could, will, and would with the word
“please” as well as would you mind + v-ing to make polite
requests.
3. Guided Practice
Exercise 1
Circle the words that show asking of permission.
1. Mrs. Santos, can I ask a question?
2. Could you play with us in the playground?
3. Can I borrow this book tonight?
4. May we go out after our seatwork is done?
5. Mr. Torres, may we stay in the school campus until 5 o’clock for our
dance practice?
Exercise 2: (Oral Activity)
Read the situation in the box.
The Grade IV class will participate in the street dancing for the town fiesta.
Costumes are not provided. Practice will be done on Saturdays and Sundays.
How will you ask permission from your parents for this event? On your
paper, write two sentences about it.
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4. Independent Practice Refer
to LM - Do and Learn
Put a check ( / ) if the sentence asks a question, ( x ) if it does not.
Day 4
1. Presentation / Introduction
Ask: (Write the answers on the board)
What are the activities during your fiesta?
How do you feel while watching street dancing?
2. Modeling / Teaching
Read to LM - Find Out and Learn
Say: Study the web below and answer the questions that follow.
1. Bangus Festival
Festival
Ati-Atihan
Festival Moriones Festival
Panagbenga Festival
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2.
feelings
3.
Activities during festival
Say: Under what specific heading will you classify Ati-Atihan Festival
and Bangus Festival? joy and merry? street dancing and
cooking contest? Write the word inside the ring.
Add more words associated with the heading.
Say: What can you say about the words in Web A? in Web B? and in
Web C?. Are they arranged in a group? How are they groupe
Teaching Chart
3. Guided Practice
Refer to LM - Try and Learn
Exercise 1
Read the words in each group. Write the classification of the words in each
set.
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1. engineer 2. Jose Rizal Andres 3. Ferdinand Marcos
doctor Bonifacio Corazon Aquino
lawyer Apolinario Mabini Ramon Magsaysay
Exercise 2
Underline the word or group of words that best describes the words in the box.
315
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3. dentist teacher scientist
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Day 5
Interpret graph
A. Oral Language
Say: Retell the story “Mangunguna Festival” through a dialogue.
1. Presentation/Introduction
Say: What were the activities during the “Mangunguna Festival” .
I am going to present to you the number of contestants in the
different contests held during the festival.
How was the number of contestants presented?
Say: Look at the graph. Let us study the graph. To read it, do the
following:
1. Read the title of the bar graph. The title tells you the type of
information in the graph.
2. Read the labels on the side and bottom of the bar graph.
These labels give you the information you need to
understand the graph.
3. Choose a bar and read the label below it. Then, go to the top
of that bar and look to the left to see which number matches
the height of the bar.
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1. Which race has the least number of participants?
2. How many participated in the Carabao-swimming Race?
3. What is the difference in the number of participants between
Swimming with Bamboo Poles and the Canoe Race?
4. How many participated in all?
5. Which race ranks second?
Teaching Chart
4. Independent Practice
Refer to LM - Try and Learn
Study the given graph. Write the correct answer.
Say: Last actvity.Let us have group work. Look at the graph. Write the
answer on the blank. (Refer to LM - Do and Learn)
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Legend: X = 20 players
900
800
700
600
500
400
300
200
100
0
Ferris Wheel Caterpillar Octopus Horror Train Bump Car
Ride Ride
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ENGLISH GRADE IV
Quarter 3-Post Test
TABLE OF
SPECIFICATIONS
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Locate information from an 26,27,28, 6
index.
29,30,31
Identify the kind of 32 1
sentence for a specific
purpose. (request)
Identify the kind of 33 1
sentence for a specific
purpose. (asking
permission)
Determine the degree of 34,35 2
adjective used in context.
Interpret charts. 36,37,38 3
Determine the graphic 39 1
presentation that is
appropriate for a specific
purpose.
TOTAL 40 1
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QUARTER 3
Post Test
I. Directions: Read the short selections carefully then answer the questions
that follow. Write only the letter of your answer.
It was a cold morning by the beach. Totoy and some of his friends were
walking along the shore. Their small feet dug small holes in the sand as they walked.
Totoy noticed something moving in one of the holes. Looking closely, it was a tiny
crab trembling in the cold. “Sorry, little crab. Go, get yourself warmer deep into your
haven,” said Totoy.
The wind and the sun argued one day over which one was the stronger.
Spotting a man traveling on the road, they sported a challenge to see which one could
remove the coat from the man’s back the quickest.
The wind began. He blew strong gusts of air, so strong that the man could
barely walk against them. But the man clutched his coat tight against him. Then, the wind
blew harder and longer. The harder the wind blew, the tighter the man held his coat
against him. The wind blew until he was tired, but he could not remove the coat from
the man’s back.
It was now the sun’s turn. He gently sent his beams upon the traveler. The sun
did very little, but quietly shone upon his head and back until the man became so warm
that he took off his coat and headed for the nearest shady tree.
322
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7. Which event happened first?
A. The wind and the sun saw a traveler.
B. The wind and the sun argued which of them was stronger.
C. The wind and the sun challenged each other.
8. Which event happened last?
A. The wind and the sun argued which of them was stronger.
B. The wind blew so hard and ended in despair.
C. The traveler took off his coat and looked for a tree.
9. Then, the wind blew harder and longer. Which of the
A. Then B. harder C. longer
underlined words is a time connector?
10. The sun gently sent his beams upon the traveler. What kind of
adverb is the word “gently”?
A. manner B. time C. place
11. Which of the following sentences states a fantasy?
A. The traveler held his coat tighter when the wind was strong.
B. The man took off his coat when he felt very warm.
C. The wind and the sun argued about who was stronger.
12. Which of the following statements expresses a reality?
A. The man took off his coat when he felt very warm.
B. The wind and the sun argued who between them was stronger.
C. The sun whispered to the traveler.
13. What could be a possible effect of the incident?
A. The wind will agree that the sun is stronger.
B. The wind will boast about his success.
C. The wind will laugh at the sun.
The Rainbow
by Christina Rossetti
323
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16. Which sentence about the rainbow follows the correct order of
adjectives?
A. The rainbow is like a lovely, bow-shaped bridge.
B. The rainbow is a bow-shaped, lovely bridge.
C. The poem is about the bow-shaped, lovely rainbow.
17. In stanza 2, the poet compared the bridges in the river and in the sky
after comparing the boats and the clouds in stanza 1. What kind of an
adverb is the underlined word?
A. place B. manner C. time
18. Based on the poem, what word will complete box 2?
boats - rivers ships - clouds - sky rainbow - heaven
A. treetops B. seas C. sail
324
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26. This is also an alphabetical listing but of topics discussed in the book.
The pages of the topics are also indicated.
A. timeline B. dictionary C. index
Communication, 52 Idioms, 160
Lina: At last, just one more box and I’m done packing all
these things. Vicky, please help me carry them to
school tomorrow.
Vicky: What are they for? These seem to be things of no
use?
Lina: These are for my project in Science. They may look useless;
however, we can make some new things out of these empty
bottles, old newspapers and maga- zines, used plastic bags,
worn out clothings and others in my box. Not only that!
Doing this, we also help clean the environment.
Vicky: I see. Can I also help collect similar items? We have a lot
of broken rubber slippers at home.
Lina: Oh, yes. That’s a good idea. Together, we can collect
more rubbish. Eventually, we can make our community
a cleaner and a better place to live in.
32. Which of the sentences states a request?
A. Can I also help collect similar items?
B. Please help me carry them to school tomorrow.
C. Together, we can collect more rubbish.
33. Which one is asking permission?
A. Can I also help collect similar items?
B. Please help me carry them to school tomorrow.
C. Together, we can collect more rubbish.
325
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34. “We can make our community a better place to live in”.
The adjective “better” is in the degree of comparison.
A. positive B. comparative C. superlative
35. Which of the following is in the superlative degree?
A. most B. more C. many
Empty Bottles worn-out clothes old magazines old newspapers plastic bags
Empty Bottles
36. The above figure shows the amount of Lina’s garbage collection.
Which stuff shows her biggest collection?
A. old newspapers
B. plastic bags
C. empty bottles
37. Which items did she collect in the same amount?
A. old magazines and worn-out clothes
B. old newspapers and old magazines
C. empty bottles and plastic bags
38. What can you infer from this chart?
A. Plastic bags are environment-friendly.
B. Empty bottles are easy to collect.
C. Many people nowadays are using bottled drinks.
39. In what other form can these data be possibly presented?
A. graph B. map C. timeline
40. If you want to go around a bigger place like the city so you can
collect more garbage, which tool will show you the way?
A. timeline B. graph C. map
326
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