School: BOBOY ELEMENTARY Grade Level GRADE 4

SCHOOL
Teacher: Mrs. MARINELLE M. Learning Area ENGLISH 4
MENDOZA
Teaching Date: FEB. 23,2024 Quarter Third Quarter
GRADE 4 Teaching Time No. of Days 1 DAY
CATCH-UP
FRIDAY Week 4 Checked by: _____________________
ANNALIZA B.
MONTERO
Head Teacher-I
II. Session Outline
Session Objectives: At the end of the session, learners will be able to:
a) Demonstrate proficiency in reading words with digraph “sh”
and “ch” sounds through phonics.
b) Identify, pronounce and apply digraphs in isolation and
within context, expanding their decoding skills and
enhancing overall reading fluency.
III. Teaching Strategies
Components Duration Activities and Procedures
A. Pre-Reading 15 mins Activity: Singing digraphs “ch” and “sh” songs.

Materials: Video (songs)

Jolly Phonics “ch” songs. https://www.youtube.com/watch?
v=Q6YAK5UhVf8

Jolly Phonics “sh” songs.

https://www.youtube.com/watch?v=hE1Ln3dJ6dQ

Phonics Song Session.

 Play a phonics song or video that highlights the "ch"
and "sh" sounds. Ensure it's catchy and engaging for
the students
 Encourage students to listen actively for words

Page 1 of 4
 with “ch” and “sh” sounds in the song.
 Sing along with the song, emphasizing the
sounds and encouraging students to join in.

Students will familiarize themselves with the "ch"

and "sh" digraph sounds through engaging phonics
songs, enhancing their auditory discrimination
skills and preparing them for reading words with
these sounds.
B. During 35 mins Activity: Reading Aloud
Mouse at the Seashore
Arnold Lobel (slightly simplified)

Materials: Printed material of the story

 Comprehension Questions
1. Who was going on a trip to the seashore?
2. What did his parents say?
3. Did he still push through with his plan? What did he
say to his parents?
4. What happened to him on his journey to the
seashore?
What happened in the first light of dawn?
What happened by afternoon?
5. When and how did he reach the ocean he has been
dreaming to see? What kind of mouse is he?
6. If you were the mouse, would you take same action
as he did? Why or why not?
7. What have you learned from the story “The Mouse at
the Seashore?”
8. Do you have a dream/an ambition in life? What is
it?
9. What will you do to achieve your dream/ambition?
10. If you meet some challenges along your way, will
you give up? Why? Why not

Page 2 of 4
 Activity: WORD HUNT
Materials: Copies of Mouse at the Seashore
Highlighters or colored pencils
Sticky notes

Word Hunt Session.

 Students will have a think-pair share activity, they
will read the story by pair.
 One will read the story aloud and the other one will listen
carefully to the digraph “ch” and “sh” mentioned in the
story.
 Write in the sticky notes the digraph they listed.
 Read and shared it in class with correct diction,
intonation.

Activity: The “Ch” Food Song

Strategies: Choral Reading/ Jazz Chanting
Materials: Copies of the “Ch” Food Song
C. Post-Reading 20 mins
The “Ch” Food Song
I like cheese, yes, I do.
And my tummy loves it too.
I like cherries, yes I do.
And my tummy loves it too.
I like Chinese food, yes , I do.
I like chicken, yes, I do.

Activity: Shiela Sells Seashells

Strategies: Choral Reading/ Jazz Chanting
Materials: Copies of Shiela Sells Seashells

Shiela Sells Seashells

Sheila sells seashells by the seashore.
The shells that she sells are seashells, I’m sure.
So, if she sells seashells by the seashore,
I’m sure that the shells are seashore shells.

Prepared by:

MARINELLE M. MENDOZA
Teacher III

Checked:

Page 3 of 4
ANNALIZA B. MONTERO
Head Teacher-I

Page 4 of 4