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ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Admire the bravery shown by the kite in facing his fear

II. Subject Matter


Admire the bravery shown by the kite in facing his fear
A. Selection
How the Little Kite Learned to Fly
B. Reference
Kt12______________, TG pp. 345-347, LM pp. _____________
C. Materials
• chart • graphic organizer • pictures

III. Learning Activities


A. Oral Practice
Recitation of tongue twister

Put a star over the scar left by the cigar in my new car.
Did you put a star over the scar left by the cigar in my new car?
If you put a star over the scar left by the cigar in my new car,
Why did you put a star over the scar left by the cigar in my new car?

B. Pre-Listening Activities
1. Unlocking of Difficulty
tranquil

How would you describe the sea if the wind is not blowing?

trembling

Imagine you are wet and cold because of the rain. Act out how you would feel.

whirling

How does a wheel move? What other objects move like a wheel?
The wheels are whirling when the car is running.
thrilled
stirred at the sight

Our family were at the mall last Sunday. My two daughters were thrilled
when they heard that Daniel Padilla and Kathryn Bernardo were also there. They
were stirred at the sight of Kathniel.
ENGLISH IV

How did the daughters feel when they heard that “Kathniel” were also at the
mall? What other words mean the same as thrilled?
How did the daughters react when they saw “Kathniel” all of a sudden?
Act out what would you do if you see something extraordinary or amazing.

2. Motivation
What words come to your mind when you hear the word afraid?
Write your answers in the bubbles.

Possible answers (frightened, scared, etc)


What are the things that you are afraid to do?

2. Motive Question
What is the little kite afraid of doing?

C. During Listening
I’m going to read to you a poem. Its title is How the Little Kite Learned to Fly.
Listen attentively as I recite the poem.

How the Little Kite Learned to Fly

“I can never do it,” the little kite said.


As he looked at the others high over his head;
“I know I should fall if I try to fly.”
“Try,” said the big kite; “only try!”
“Or I fear you will never learn at all.”
But the little kite said, “I’m afraid I’ll fall.”
The big kite nodded: “Ah, well, goodbye;
I’m off,” and he rose toward the tranquil sky.

Then the little kite’s paper stirred at the sight,


And trembling he shook himself free for flight.
First whirling and frightened, then braver grown,
Up, up the kite rose through the air alone,
Till the big kite looking down could see
ENGLISH IV

The little one rising steadily.


And how the little kite thrilled with pride,
As he sailed with the big kite side by side;
While far below he could see the ground,
And the boys like small spots moving around.

They rested high in the quiet air,


And only the birds and the clouds were there.
“Oh how happy I am!” the little kite cried,
“And all because I was brave, and tried.”

-Adapted
Veronica V. Gianan et. al

D. Post Listening
1. Answering of the Motive Question
2. Reading of the poem.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Admire the bravery shown by the kite in facing his fear

II. Subject Matter


A. Selection
“How the Little Kite Learned to Fly”
B. Reference
Kt12______________, TG pp. 347-349, LM pp. _____________
C. Materials
Chart, graphic organizer

III. Learning Activities


1. Revisit of the Motive Question
2. Engagement Activities
Group 1
Comparison Chart
Describe the character traits of little kite at the beginning of the poem and at the end of
the poem.
Little Kite
Before After

Group 2
Answer the question below.
If You were Chart

If you were the little kite, would you follow the advice of the bigger kite?
Why?

Group 3
Acting out
1. Before flying , how did the kite feel?
2. How did he feel when he sailed with the big kites?
3. How did he feel when he was able to fly up the clouds?

Group 4 & 5
Kite of Bravery
ENGLISH IV

Was there a time in your life when you were like the kite; afraid at first but became
brave afterwards? Share your experience using the guide below. Each member will post
his answer.
I became brave when _________________________.

3. Discussion Questions
1. At the beginning, how did the little kite feel about flying?
2. Why did he feel this way?
3. What advice was given to him by the big kite?
4. Did the little kite follow the advice? Why not?
5. What were the character traits of the small kite?
Let us see the presentation of Group 1
6. If you were the little kite, would you listen to the big kite? Why?
Let’s take a look at the work of Group 2
7. What did the little kite decide to do afterwards?
8. How did he feel when he sailed with the big kites and fly up the clouds?
Let us hear the ideas of Group 3
9. Was there a time in your life when you were like the kite; afraid at first but became
brave afterwards? Share your experience.
Let’s listen to the work of Groups 4 and 5
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Distinguish between fact and opinion

II. Subject Matter


A. Topics
1. Fact or Opinion
B. Reference
Kt12______________, TG pp.349-351, LM pp. 330-331

III. Learning Activities


Listening/Reading Comprehension
1. Presentation
Listen as I read the following lines from the poem How the Little Kite Learned to Fly and
identify whether they are fact or opinion.

“I can never do it,” the little kite said.


As he looked at the others high over his head;
But the little kite said, “I’m afraid I’ll fall.”
Up, up the kite rose through the air
As he sailed with the big kite side by side;
While far below he could see the ground
“Oh how happy I am!” the little kite cried,
“And all because I was brave, and tried.”

2. Teaching/Modelling
Based on the poem, which sentences are facts and which are opinions?
Let us study sentences taken from the poem.

a. Up, up, the kite rose through the air.


b. The little kite sailed with the big kites side by side.

Are these sentences real?


Can they really happen in real life?
Are they fact or opinion?
What about the following sentences?

c. I can never do it”, the little kite said.


d. But the little kite said, ‘‘I’m afraid I’ll fall”.
e. “Oh how happy I am! the little kite cried
And all because I was brave and tried.”

Are they fact or opinion?


ENGLISH IV

Why do you say so?


What clue words signal an opinion?

3. Generalization
How can you distinguish fact from opinion?

A fact is something that is true and supported by evidence.


An opinion is only a belief. It is also an expression of a person’s feelings. Clue words
like think, believe, feel, probably, or seems signals an opinion.

4. Guided Practice
Draw a happy face before the number if it is a fact and draw a sad face if it is an
opinion.
____1. All boys enjoy kite flying.
____2. Reading is a worthwhile activity.
____3. I think playing online games is better than the traditional games like
sipa and patintero.
____4. Baking is only for girls.
____5. Playing games like basketball, badminton volleyball helps keep our
body healthy.
IV. Evaluation
The sentences that follow are taken from the paragraph in the box. In the space before each
number, write fact if the sentence states a fact. Write opinion if it expresses a feeling or
belief.
I like to take a walk everyday because it makes me feel more
energetic. A vigorous walk makes my heart beats faster. A doctor
told me that during exercise, the heart pumps more oxygen to
the body.
Aside from this, I enjoy walking because it makes me
appreciate nature more. The sights and sounds along the way make
me really happy.

_____________ 1. I like to take a walk everyday.


_____________ 2. I feel more energetic after the walk.
_____________ 3. The heart pumps blood throughout the body.
_____________ 4. I enjoy walking because it helps me appreciate nature more.
_____________ 5. A vigorous walk makes the heart beat faster.

V. Assignment
Write the letters of your name or nickname on a piece of paper. Write sentences stating fact
or opinion using the letters of your name or nickname. Read your sentences to the class.
Ask your classmates to identify whether it is a fact or opinion.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Identify prepositions in sentences

II. Subject Matter


A. Topics
1. Prepositions
B. Reference
Kt12______________, TG pp. 351-352, LM pp. 332-334

III. Learning Activities


1. Presentation/Introduction
Let us read the short story below.

Tessie and the Kittens


Tessie has nine kittens. Sometimes they are very naughty. They
like to move around the house. Trixy is asleep on the sofa. Topsy is
playing with a ball of yarn. Topper is running after the mouse. Tammy is
hiding under the table. Tipsy is next to the fish bowl. Trixa is walking
into the living room. Tinkle is jumping over the bin.
Tally is standing in front of the door. Tommy is hiding behind the
chair. Now that Tessie has found all the kittens, she puts them in a
book.

2. Modelling/Teaching
Look at the underlined words from the story Tessie and the Kittens. Notice the words
that come after the underlined words.
What kind of words is each one?
What do the underlined words show? What do we call them?
What other prepositions show location?
(in, at, about, among, around, over, behind, by, along, insde, outside, near, and others.)
Prepositions can also show time relationships.
I went to the store before I made dinner.
The preposition before describes the time relationship between going to the store and
making dinner.
We told ghost stories during the night.
ENGLISH IV

The preposition during describes the time relationship between telling ghost stories and
the night.

3. Generalization
Prepositions are words that show location of persons or things.
Examples: in, at, around, over, behind, by, along, inside, out-side, near and others.
Some prepositions also show time relationships.
Examples: before, after, for, from, during, through, and until.

4. Guided Practice
Choose the prepositions in each sentence.
1. Dwight walked across the street.
2. Erin wandered into the pet store.
3. Michael left before lunchtime.
4. You have to wash your hands before you eat.
5. We went over the bridge in our new car.

IV. Evaluation
Underline the correct preposition in each sentence.
1. Farmers, teachers, and pupils from different barangays or barrios drove (in, into) town for
the Market Days.
2. Jeepneys, trucks, and carts were parked (around, above) the bend.
3. (Besides, Beside) the vegetable, flowers, and animal shows, there were cooking
contests.
4. People learned about the local news and Market Day (from, off) each other.
5. People bought fruits and vegetables (from, off) the farmers.

V. Assignment
Underline the correct preposition in each sentence.
1. The temperature yesterday was below zero.
2. I ran down the hill and rolled on the grass.
3. My sister ran past me to catch the school bus.
4. I always seem to daydream during class.
5. Tomorrow, I get to eat dinner at my friend’s house.
6. Many people participated (to, in ) the Market Day celebration.
7. This year’s Market Day is much different (off, from) last year’s celebration.
8. People stayed (until, at) late in the afternoon to see plays and special events.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Identify meaning of word using context clues - synonyms

II. Subject Matter


A. Topic
Synonyms
B. Reference
Kt12______________, TG pp. 353-354, LM pp. 335-337
C. Materials
Pictures, game cards

III. Learning Activities


1. Motivation
(Using picture of Girl Scout and Boy Scout)

1. Who are in the pictures? How many of you are members of the GSP or the BSP?
2. What are the common activities of a girl scout and a boy scout?
The story that we will read is about the trip and the activities of Girl Scouts.
Why did the Girl Scouts conduct this activity?’’

B. Presentation
Read the paragraph and answer the comprehension questions.

Last year, the Girl Scouts in our school celebrated their anniversary with a
field trip. They explored the virgin forests of Palawan. They went around a place
where a thick long line of trees were not yet touched by loggers.

The local officials told them that these forests help their community have
a steady supply of water and electricity.

The girls appreciated how the people in the community work together in
keeping their forests unspoiled. They learned the value of preserving nature and
taking good care of our forests.
ENGLISH IV

1. Teaching/Modelling
1. Who celebrated their anniversary?
2. How did they celebrate their anniversary?
3. What was the purpose of their trip?
4. How would you describe a virgin forest?
5. Where do you think can we find a virgin forest?
6. What did the Girl Scouts learn about forests?
7. Why do we need to preserve our forests? How can you help in preserving our
forests?

2. Generalization
To get the meaning of an unfamiliar word through context clues, study how it is used
in the sentence. The words before or after an unfamiliar word will help you get its
meaning.

3. Guided Practice
Read the sentences. Box the word/s that give/s the meaning of the underlined word.
1. Do you prefer mangoes to lanzones? If you like mangoes better than lanzones, then
go to Cebu and have a fill of the best mangoes in the world!
2. Our community has a small population. The number of people living here is about
150 people.
3. True friends are rare or hard to find so if you find one, treasure him/her forever.
4. Do you think we will have sufficient supply of electricity by 2020? Everyone hopes we
will have enough electricity by then.
5. We have an abundance of rice this year. When we have plenty of rice, we sell these
to other countries.

IV. Evaluation
Read the sentences carefully. Identify the meaning of the underlined words as used in
each sentence. Choose the letter of the correct answer.
1. My cousin Roland is a seaman. One night, he told his family a tale about a huge blue
whale that he saw in Pacific Ocean.
A. poem C. story
B. secret D. lie
2. A wonderful 68-year old woman is working day and night to knit scarves to be sent as
gifts for her relatives. What a selfless person she is!
A. selfish C. likes to wear scarves
B. has no name D. cares more about others than herself
3. Mang Carding labors sixteen hours a day and never has the time for a vacation. He
deserves better! Everyone should have at least one day in a week for rest and
relaxation.
A. plays C. eats
B. works D. unions
ENGLISH IV

4. The mouse scampered across the rice field and into the hole of a tree. It wanted to
get home quickly and hide from its enemies.
A. rolled C. ran
B. walked D. jumped
5. Our new alarm system will wake up the entire neighborhood if an intruder gets in the
house. We do not want anyone to intrude our house.
A. be very noisy
B. paint or repair old buildings
C. wear ones shoes on the wrong feet
D. go where one is not wanted or doesn’t belong

V. Assignment
Give the meaning of the following words.
1. scampered
2. intrude
3. abundance
4. sufficient
5. population
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Take down relevant information

II. Subject Matter


A. Topic
Taking down notes
B. Reference
Kt12______________, TG pp. 354-356, LM pp. 338-340
C. Materials
Pictures, chart

III. Learning Activities


1. Modelling/Teaching
When preparing to write a report, the notes you take while listening or reading will form a
good outline. Notes do not give a complete story, but these can help you remember the
highlights of the story.
I will read a poem two times.
On the first read just listen and enjoy the selection. On the second reading, take down
important notes so you can answer the questions afterwards.

At the Zoo
There are animals at the zoo
There are birds of all kinds, too.

There’s an ostrich, there’s an eagle


There’s an ugly crooked camel.

There are monkeys loud and crazy,


There are birds fat and lazy.

There’s a lion, there’s a giraffe


His long neck makes you laugh,

There’s an elephant with a long nose


That looks like a hose.

There are animals short and tall,


There are birds big and small.
ENGLISH IV

2. Comprehension Check Up
Using the notes you have taken down, answer the following orally.
What animals are found in the zoo?
What birds can we find in the zoo? Which animals are big?
Which animals are small?
Describe some of the animals found in the zoo?

3. Generalization
Taking notes helps you remember the most important points.
When taking notes remember the following:
1. Jot down the key words and phrases.
2. Jot down only the main ideas and important details.
3. Use a word or a short phrase to explain an idea.
4. Use your own words so that you can understand them later.
5. Write legibly so that you can easily read your notes when you refer to them later.

IV. Evaluation
Read the following story. Take note of the important ideas and details. Answer the questions
that come after.
When I Grow Up
Riza, Joey, Charlie, and Freddie were walking home from school one
afternoon. They were talking about their lesson on what they would like to be
when they grow up. “When I grow up, I’ll be a fire fighter just like my dad,” said
Joey. “I’ll help people with houses on fire. I’ll be a brave and strong firefighter.
I’ll have my fire truck always ready.” “When I grow up, I’ll be a police
officer,” said Charlie. “I’ll do my best to keep our country peaceful and orderly.
I’ll always be watching out for people who steal and I’ll run after them with my
motorcycle.” “I’ll be a mailman when I grow up,” said Ferdie. “I’ll deliver mail
and packages to the people in our town everyday. I’ll see to it that my mailbag is
emptied at the end of the day.” “How about about you, Riza? What would you
want to be when you grow up?” asked Joey. “Oh, I’ll be a teacher like my
mother. I’ll teach children how to read, write, and compute. Will you let me
teach your children when we grow up?” asked Riza. “Sure, Riza, we’ll do that,”
said the three boys. “For sure, you will be one of the best teachers in our town,
just like your
Mother,” Charlie added.

Source: Stairway to English


ENGLISH IV

1. What were the four children talking about on their way home?
2. What does Joey want to be when he grow up?
3. Who would like to be a policeman?
4. What did Freddie promise to do if he becomes a mail man?
5. Why does Riza want to be a teacher?

V. Assignment
Listen to the following paragraphs and take note of the important ideas and details. Answer
the questions that follow.
Sarung Banggi (One Night)

Sarung Banggi (One Night ) is one of the most popular folk song in Bicol
region. This song was composed by Potenciano B. Gregorio in 1912 in the town of
Libon, (now Sto.Domingo) Albay.

Gregorio was a member of the Philippine Constabulary Band. When he was


applying to be a member of the band, he was asked by the conductor, Walter H.
Loving to display his skill. He played Sarung Banggi on the banduria, a string
musical instrument.

The song was played with the permission of Gregorio at the Luneta by the
Philippine Constabulary. Later, the song became popular and was translated into
Tagalog.

1. What is the title of one of the most popular Bicolano folk songs?
2. Who is the composer of the song?
3. What was Gregorio asked to do before he was accepted in the Philippine
Constabulary Band?
4. What musical instrument did Gregorio use when he played the song
Sarung Banggi?
5. What does Sarung Banggi mean?
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Admire the bunny for being generous in sharing his blessings to others

Il. Subject Matter


A. Topics
“The Poor Bunny’s Magic Present”
B. Materials
• chart, organizer, pictures
C. References
Kt12______________, TG pp. 357-360, LM pp. _____________

III. Learning Activities


A. Oral Practice (final or)
The boar fell on the floor and hit the door of the store.
Did the boar fall on the floor and hit the door of the store?
If the boar fell on the floor and hit the door of the store,
When did the boar fell on the floor and hit the door of the store?

B. Pre-Listening Activities
1. Unlocking of Difficulty
Choose the meaning of the underlined words from the given meanings that follow.
1. Mr. Cruz is very annoyed because his car stopped at the middle of the road.
If one is annoyed, he is __________.
a. angry b. happy c. excited
2. Marilyn bought a bouquet of flowers for her mother’s birthday.
Which of the pictures is a bouquet of flowers?
a. b. c.

3. The long summer season resulted in drought and hunger in the region. There was
no rainfall for a long period and the plants dried.
Drought means __________.
a. seasonal rain b. typhoon c. long dry season
4. Houdini, the wizard, performed wonderful magical tricks in front of the audience.
a. actor b. magician c. singer

2. Motivation
If you meet a wizard, what would you like him to give you?
ENGLISH IV

3. Motive Question
In the story that I will read, find out: what the wizard gave the bunny, and how the
bunny used it
C. During Listening
Read the story. At indicated points, ask the children what they think will happen next in
the story.

The Poor Bunny’s Magic Present


by Pedro Pablo Sacristán
Once upon a time there was a place where animals were suffering greatly from drought
and hunger. A very poor bunny was walking sadly through the fields when, all of a sudden, a
wizard appeared in front of him.
(‘‘What do you think the wizard will do?’’)
The wizard offered the bunny a bag filled with little bouquets of flowers. “They are
magical, and they’re even more magical if you know how to use them properly,” said the wizard.
The bunny was dying of hunger, but he decided not to eat the bouquets. He wanted to put them
to good use. On his way home, the bunny met a very old and poor sheep who could hardly walk.
“Can you give me something?” asked the sheep.
( ‘‘What do you think will the bunny give the sheep?’’)
The bunny had nothing except his bouquets, and since they were magical, he was
unwilling to give them to the sheep. But he remembered how his parents had always taught him
to share everything; so he pulled a bouquet out of the bag and gave it to the sheep. As
soon as he did this, the bunch shone with a thousand colors. Magic was at work.
The bunny continued on his way, feeling both happy and a bit annoyed. He had given away one
of the bouquets, but at the same time it was obvious that the sheep needed it more than he did.
As he continued his journey, the very same thing happened to the bunny when he met a blind
duck and then a lame rooster. When the bunny arrived home, he had only one magical bouquet
left. He told his parents all about what had happened with the wizard.
(What do you think will be the reaction of his parents?)
His parents were very proud of the bunny’s behaviour. He was about to pull out the final
bouquet, when his little brother arrived home, crying with hunger. The bunny gave his brother
the magical bouquet. At that moment, with a great rumble of thunder, the wizard appeared
again. He asked the bunny “Where are the magical bouquets I gave you? What have you done
with them?” The bunny was frightened and he started to say sorry. But the wizard interrupted,
saying, “Didn’t I tell you that if you used them well they’d be even more magical? Well, go
outside and see what you’ve done!” The bunny went out, shaking. What he saw was something
unbelievable. As far as the eye could see, the whole countryside had turned into wonderful,
green farmland. Farmland with enough water and food to feed all the animals! The bunny felt
very happy that he had acted as he did, and that the magic of his generosity would bring
happiness to everyone.

www.freestoriesforkids.com
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Admire the bunny for being generous in sharing his blessings with others
Distinguish between fantasy and reality
State whether an action or event is a reality or fantasy

Il. Subject Matter


A. Topics
Admire the bunny for being generous in sharing his blessings with others
Distinguish between fantasy and reality
State whether an action or event is a reality or fantasy
B. Materials
• chart, organizer, pictures
C. References
Kt12______________, TG pp.360-362, LM pp. 341-342

III. Learning Activities


A. Post Listening Activities
Revisit of the Motive Question
B. Engagement Activities
Group 1
Draw the setting of the story showing the problem experienced by the animals.

Group 2 and Group 3


Pretend that you are the sheep, duck, or rooster. Write a thank you letter to the
bunny for giving you a bouquet of flowers.

Group 4
If you were the Bunny’s parents, what would you feel? Make a short skit showing
the bunny’s feelings.

Group 5
List down three ways of showing generosity to others.

C. Discussion Questions
What problem was experienced by the animals in the story?
Let us see the presentation of Group 1
Who appeared to the bunny?
What did he give him?
Who did the bunny meet first, second, third?
What did they ask from him?
If you were the bunny, would you also give the sheep, duck, and rooster bouquet of
flowers? Why?
ENGLISH IV

If you were the sheep, duck or rooster, what would you tell the bunny?
Group 2 and 3, please show your letters to the class
What did the bunny feel after giving away the bouquets?
What was the reaction of his parents when he told them the story about the wizard?
If you were his parents, what would you feel? Why?
Group 4, may present their skit now.
What character trait did the bunny show?
How can we show generosity to others?
Group 5, please present your answer
Do you think this story could happen in real life?

D. Listening Comprehension/Oral Language


1. Introduction/Presentation
Listen attentively as we recall some of the parts of the selection that I read to you
yesterday. Let us analyze them if they show reality or fantasy.

1. The wizard offered the bunny a bag filled with little magical bouquets of flowers.
(Fantasy)
2. The bunny was dying of hunger. (Reality)
3. He remembered how his parents had always taught him to share everything.
(Reality)
4. At that moment, with a great rumble of thunder, the wizard appeared again.
(Fantasy)
5. He pulled a bouquet out of the bag and gave it to the sheep. As soon as he did
this, the bunch shone with a thousand colors. Magic was at work. (Fantasy)

2. Teaching/Modeling
Which of the sentences that you heard show fantasy and which show reality?
Why did you say that they show reality?
Can they really happen in real life?
How about the sentences that tell fantasy? Can they happen in real life?

Reality refers to situations that may happen in real life.


Fantasy refers to situations that are magical or make-believe and could not
happen in real-life.

3. Guided Practice
Tell whether they are fantasy or reality.
1. Prolonged drought can lead to famine or hunger.
2. A superhero can make a storm in a snap of a finger.
3. Flowers bloom during spring season.
4. Many Filipinos share their blessings to others especially during calamities.
5. The cat distributed some relief goods in the evacuation area.
ENGLISH IV

IV. Evaluation
Read the sentences about the sun. Write Yes if it is real and No if it is a make-believe.
_____ 1. The sun sleeps and goes to bed at night.
_____2. The sun rotates on its axis.
_____3. The sun is a star.
_____4.The sun eats the moon during a lunar eclipse.
_____5. Too much exposure to the sun may cause skin problems.
_____6. Astronauts will be sent to the sun to study it more closely.
_____7. The sun is bigger than the moon.
_____8. Human beings can live on the sun.
_____9. The sun is made up of burning gases.
_____10. All planets revolve around the sun

V. Assignment
Read the paragraph below carefully. Group the underlined sentences into reality and fantasy
in the chart.

The Legend of Locusts


There once lived a rich man named Lucoy who was very selfish. Although he had
much rice in his house, he never shared any to the poor and needy.

One day, an old beggar came to his house to ask for food. Lucoy was rude to him
and told him to go away. The beggar who was a bit deaf asked again for food. Lucoy pushed
him roughly out of the house. The beggar stumbled and fell. When he got to his feet, he
told Lucoy, “A great misfortune will soon happen to you,” suddenly there was loud roaring
thunder and a
lightning flashed across the sky.

That evening, when Lucoy went home, he saw a swarm of insects around his house.
The air was filled with the noise they made. He went outside and found that his rice had
turned into insects which we now call locusts.

REALITY FANTACY
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Interpret messages of the different authentic texts like
Take down relevant information
Write three to four sentences in giving direction

Il. Subject Matter


A. Topics
Interpret messages of the different authentic texts like Take down relevant information
Write three to four sentences in giving direction

B. Materials
• chart, organizer, pictures
C. References
Kt12______________, TG pp.362-363, LM pp. 343-348

III. Learning Activities


1. Introduction
Do you still remember the story The Poor Bunny’s Magic Present?
I will tell you a secret. There is something inside the bag which has not yet been given by
the bunny to the other animals. Let’s find out what it is.

2. Presentation
Let us read the continuing part of the story.
The Visitor
Rosalina B. Mejorada
One day, a squirrel visited the bunny.
Squirrel: Good morning, Bunny.
Bunny: Good morning, Squirrel. What a pleasant surprise! What can I do for you?
Squirrel: I heard that you have a magical bag. I was hoping if you can help me.
Bunny: Why? What is your problem?
Squirrel: My baby did not sleep well last night. He had fever and cough.
Bunny: What did he do during the day?
Squirrel: He went to the forest and played the
whole day. When he arrived home, he was perspiring. He went to sleep. When he woke up
last night, he was crying and complaining of headache.
Bunny went inside to get his magic bag. He got something inside the bag and gave it to the
squirrel.

Bunny: Here, take this bottle and paper. Read and


follow the instruction written on the paper.
Squirrel: Thank you very much, Bunny!
Bunny: You’re welcome, Squirrel.
Squirrel read what was written on the paper.
Read what is written on the piece of paper given by Bunny to Squirrel.
ENGLISH IV

Let us read what is written on the piece of paper.

Rx MAGIC SYRUP
One bottle 80 mL
Sig 5 mL (1 tsp)
3x a day for 6 days

3. Teaching/Modelling
What Bunny gave is called a prescription.
What medicine was prescribed?
For how long will the squirrel’s son take the medicine?
How many times in a day will he take the medicine?
What do you think is the best time for him to take the medicine?
If the squirrel follows the instructions written on the prescription,
what will happen to his son?

4. Teaching Chart
In interpreting direction of authentic texts, do the following:
Read and understand the directions carefully.
Take note of the important words.

5. Guided Practice
Below is an example of a pancake recipe.
Study it well then answer the questions that follow.
Pancake
Estimated time of preparation: 15 minutes
Estimated time of cooking: 20-30mins
Good for 4-6 servings
Ingredients:
1 cup all purpose flour
1 tablespoon sugar
1 1/2 tablespoons baking powder
2 eggs beaten
1 cup evaporated milk
1/4 cup melted butter
1/8 teaspoon salt
ENGLISH IV

Procedure:
a. Combine flour, sugar, baking powder, and salt In a bowl. Mix well.
b. In another bowl, combine the eggs, milk and butter.
c. Let it stand for five minutes and combine the two mixtures.
d. Heat a non-stick pan in a low heat, grease using melted butter.
e. Scoop and pour 1/3 cup of batter in the pan.
f. Flip when the bubbles on edge break. Flip and cook the other side until golden
brown.
g. Repeat the steps for the remaining batter.
h. Spread some butter and sprinkle some sugar before serving.

1. How many cup of all purpose flour should you use?


a. one c. three
b. two d. four
2. What will be used to measure the salt?
a. cup c. teaspoon
b. bowl d. tablespoon
3. How much time do you need in preparing all the ingredients?
a. 10 minutes c. 20 minutes
b. 15 minutes d. 25 minutes
4. What should you do with eggs before combining them with milk and butter?
a. beat them c. fry them
b. boil them d. slice them
5. If you want to change the recipe to make 8-12 servings, what should you do?
a. Do not beat the eggs c. Sprinkle more sugar
b. Use a bigger pan d. Double all the ingredients

IV. Evaluation
Read the directions inside the box. Then answer the questions beside it.

DOSAGE:
Children 4-6 years old: 5 mL (1 teaspoon) 3 times a day
Children 6 -12 years old: 15 mL (1 tablespoon) 3 times a day
Adults: 30 mL (2 tablespoons) 3 times a day

1. If your brother is 5 years old, how many times will you give him this medicine?
_________________________________________________________
2. What will you use to measure the medicine you will must take?
_________________________________________________________
ENGLISH IV

Skin Ointment - best for itching due to insect bite, skin allergy, and other
minor irritations
Directions: Apply on affected parts three or four times a day. Do not apply on
fresh wounds or on bleeding parts of the body. If a red rash occurs on the
affected part, stop using it.

3. What is this ointment for?


__________________________________________________
4. How many times a day shall you use this ointment?
__________________________________________________
5. When is this ointment not applicable for skin irritations?
__________________________________________________

V. Assignment
Using the given map, write directions in going to three different places. See on page 348.
1. Ronald’s Gym
2. Bookstore
3. Toy Store
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Use prepositions to and from

II. Subject Matter


A. Topic
Using the Prepositions to and from
B. Reference
Kt12______________, TG pp. 364-365, LM pp.349
C. Material
chart

III. Learning Activities


1. Presentation
Last time/Yesterday, I read to you a story about a bunny and his magic bag. Let us recall
some ideas from the story by answering the following questions.
1. To whom did the wizard give his magic bag?
2. To whom did the squirrel tell his problem?
3. Where did the animals go to look for food?
4. Where did the Bunny get the bouquet of flowers.?
5. From whom did Bunny learn the value of generosity?

Expected answers:
1. The wizard gave his magic bag to the bunny.
2. Squirrel told his problem to the bunny.
3. Many animals went to the forest to look for food.
4. Bunny got the bouquet of flowers from the magic bag.
5. The Bunny learned the value of generosity from his parents.

2. Modelling/Teaching
The teacher writes the expected answers and underlines the words to and from.

3. Teaching Chart
To and from are prepositions.
To indicates direction or place.
From indicates where something comes from or is taken.

To and from are also prepositions.


What question does to answer? (To whom, where)
What does the preposition to tell? (direction or place)
What question does preposition from answer? (where, from whom)
ENGLISH IV

What does the preposition from tell us? (tells where something comes from or
taken)

IV. Evaluation
Circle the correct preposition.
1. The books fell (to, from) the table.
2. The Reyes family is going (to, from) Laguna this weekend.
3. Father just arrived home (to, from) Manila.
4. Please give this note (to, from) your teacher.
5. Where did you come (to, from)?

V. Assignment
Talk about your topic of interest. Talk about your latest toy or gadgets, best friend or favorite
place. Say something about it using the prepositions to and from
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Use context clues to find meaning of unfamiliar words - Antonyms

Il. Subject Matter


A. Topics
Use context clues to find meaning of unfamiliar words - Antonyms

B. Materials
• chart, organizer, pictures
C. References
Kt12______________, TG pp. 365-366 LM pp. 350-351

II. Learning Activities


A. Review
Read the sentences carefully. Underline the meaning of the italicized words.
1. Lea Salonga is a gifted lady. She is a talented singer.
2. A person’s manner reveals his personality so you must develop good habits.
3. Mr. Enriquez is a hardworking man. He was given the “Most Industrious Employee
Award” last month.
4. The boy saw an unusual animal. It was his first time to see such a strange creature.
5. Boracay Beach is renowned all over the world. It is a famous tourist spot.

What is the meaning of gifted? manner? hardworking? unusual? renowned?


What do we call each pair of words? What are synonyms?

B. Presentation
Let us try to remember some of the events that happened in the story
The Poor Bunny’s Magic Present

Read and analyze the sentences.


Find the opposite meaning of the underlined word in the sentence.
1. There was a drought in the place where the bunny lived. After he used the magic
present, rain fell and then there was plenty of food for everyone.
2. The wizard offered the bunny a bag full of little bouquets of flowers. After he
used them, the bag became empty.
3. Bunny was about to pull out the final bouquet, when his little brother arrived
home, crying with hunger. He gave him the bouquet. His brother left, laughing
with joy.
ENGLISH IV

C. Teaching/Modelling
Let us read and analyze the sentences.
Find the opposite meaning of the underlined word as used in the sentence.
Discuss the answer for each underlined word.
How did you get the correct opposite meaning?
Did you study/analyze how the word was used in the sentence or in context?
Did you study the words before or after the unfamiliar words?
Is there a word that signals the correct opposite meaning?

IV. Evaluation
Read the underlined word of the first sentence. Encircle its antonym in the second
sentence.
1. Edna could not buy the expensive dress. She just bought the cheap one.
2. The Philippines is known for its abundance of natural resources. However, people still
experience shortage of food and basic necessities.
3. No person is completely bad. Everyone is capable of doing good.
4. Several business establishments do not gain much. Many lose thousands of pesos
because of economic problems.
5. Failures in life are not permanent. We experience success every now and then.

V. Assignment
Read the sentences and identify the antonym of the italicized word. Write your answer on
the blank before each number.

The pupils of Mrs. Lilia Perez display different kinds of behavior.


__________ 1. Samantha is a very quiet girl. Jasmine, on other hand, is very talkative.
__________ 2. Russel is generous, always ready to give financial help to his classmates
unlike Jerome who is selfish and doesn’t even care for the needs of others.
__________ 3. The class valedictorian, Nicole is very humble. She is not proud of herself and
achievements.
__________ 4. Bryan is a polite boy. He is never rude to his teachers, classmates, and even
to strangers.
__________ 5. Monique is industrious while Jason is lazy.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Appreciate kite flying as a worthwhile activity
Admire the creativity of different countries in making kites
Show respect for the customs of different countries in kite flying

II. Subject Matter


A. Topics
Appreciate kite flying as a worthwhile activity
Admire the creativity of different countries in making kites
Show respect for the customs of different countries in kite flying
B. References
Kt12______________, TG pp. 367-370 LM pp.
C. Materials
Organizer, pictures, charts

III. Learning Activities


A. Oral Practice (Everyday)
Flying Popcorn

A piece of popcorn
escaped from the pan
and flew across the kitchen
like Superman.

It ping-ponged back and forth


between the oven and the freezer.
Then it shot up to the ceiling
like a daredevil trapeezer.

I tried and tried to catch it


but it never missed a trick.
So finally I gave up
and ate a licorice stick.

B. Pre-Listening Activities
1. Unlocking of Difficulty
carp and current
Show a picture of a carp swimming in a river
ENGLISH IV

Use it to unlock the words carp and current.


Look at the picture. This is a carp. Where is the carp? What can you say about
the water? Does it flow?

lantern
Show a picture of a Christmas lantern or other kinds of lanterns used in other
countries.

What do we call this object? When do we usually use a lantern?


battle
victory
Show a strip of paper with the following sentences.
Read the sentences. Identify the meaning of the underlined word as used in the
sentence.
In the battle between good and bad, more often than not it is the good side that
gets the victory.

Based on the sentence, what do you think is the meaning of battle?


What other words have the same meaning as battle?
What do you think is the meaning of victory?
What synonyms can you give for victory?

2. Motivation
What do you do during your free time?
Which of your hobbies do you enjoy most?”

3. Motive Question
Today I’m going to read to you a short selection entitled Kite Flying
Let’s find out why people from different parts of the world fly kites.

C. During Listening
Read the story. At indicated points, ask the children what they think will happen next in the
story.
Kite Flying
In Japan, kite flying is celebrated every fourth day of May. Kites shaped
like carps are flown by the boys in every household. It is believed that kite
flying
makes boys persistent and successful in any worthwhile activity.
The carp, which is a kite fish is a symbol of patience and perseverance.
The fish tries to swim against the strong currents although it is small. In India,
the kites look like shields, while in Australia, they look like boats. In Brazil, the
kite is shaped like afalcon which is a small eagle (lawin).
ENGLISH IV

‘‘How about in our country, what design do we usually make for our kites?”

Here in the Philippines, kites are shaped like pretty butterflies. Every man,
woman, boy, and girl flies kite in Korea. Children write their names on the kites
on January 14 of each year. As kites go up high in the air, the children make a
wish for success. They also wish that the kite may carry off all their troubles the
whole year. Then, they cut the strings loose and let their kites fly away.
One day, a Korean general set a lantern upon a dragon-shaped kite. He
wanted to inspire his soldiers who believed that the dragon is a symbol of good luck.

What do you think did he do to inspire the soldiers?

He made them think that a new star had appeared as a sign of divine
help. Very much inspired, the soldiers fought like wild cats. They won the
battle and thanked the dragon-shaped kite which had brought them victory.
Kites also played important role in China.
In olden days, an emperor was held prisoner in a castle tower. His loyal
men made a huge kite and sent it flying near the tower window. The emperor
reached out, held onto the kite and safely escaped from the tower.

My English Workbook 4
by Alexes Anne F. Cruz

D. Post Listening
Answering of the Motive Question
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Appreciate kite flying as a worthwhile activity
Admire the creativity of different countries in making kites
Show respect to the customs of different countries on kite flying

II. Subject Matter


A. Topics
Appreciate kite flying as a worthwhile activity
Admire the creativity of different countries in making kites
Show respect for the customs of different countries in kite flying
B. References
Kt12______________, TG pp. 370-371 LM pp. _____________
C. Materials
Organizer, pictures, charts

III. Learning Activities


A. Post Listening
1. Revisit the Motive Question
2. Engagement Activities
Group 1
What does kite flying symbolize in Japan? In Japan, kite flying symbolizes
I agree/disagree with them because

Group 2
Write an entry in your diary. Which custom about kite flying would you like to
believe, the Japanese’ or Koreans? Why?

Dear Diary,
I believe I like the customs of _______________because ________.

Group 3
If you were the Korean general, how would you have inspired your soldiers?
If I were the Korean general, I would have inspired my soldiers
by _________________________________________________
___________________________________________________.

3. Discussion Question
a. What does kite flying symbolize in Japan? Do you agree with the Japanese? Why?
Say: Group 1, please present your work
b. Draw the kite designs made by the different countries in the selection.
ENGLISH IV

Write a sentence or two about the drawing.


Let us see the output of Group 2
c. When do Koreans celebrate the kite flying festival?
d. What makes this festival special?
e. Which custom about kite flying would you like to believe, the Japanese’ or the
Koreans? Why?
Group 3, please share with the class your ideas
f. If you were the Korean general, would you have done the same thing? Why?
g. If you were the general, how would you have inspired your soldiers?
Let us listen to Group 4
h. Do you think it is a good idea to use a kite in escaping just like what the Chinese
did? Why?
i. In your own opinion, what makes kite flying enjoyable?
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Evaluate the likelihood that a story/event could really happen.
Explain if a story/event could really happen.

II. Subject Matter


A. Topics
Evaluate the likelihood that a story/event could really happen.
Explain if a story/event could really happen.
B. References
Kt12______________, TG pp. 371-372, LM pp. 352-353
C. Materials
Organizer, pictures, charts

III. Learning Activities


A. Presentation
Listen carefully as I read to you different stories. Distinguish which among them can really
happen.
1. Warren loves his pets. He has a dog and two puppies, a kitten and a bird. Often when
he is alone in the house, Warren and all his pets become comfortable and watch
television together. Sometimes they tell each other stories. He shares jokes with
them and they all laugh together.
2. Warren loves his pets. He has a dog and two puppies, a kitten, and a bird. He feeds
them twice a day, once in the morning before he leaves for school, and another time
in the afternoon. When he gets home, his pets show they love him, too.

B. Modelling/Teaching
Which of the two stories can really happen? Why do you say so?
Which of them is a reality and which is a fantasy?
When do we say that a story is likely to happen?
Some events in the stories are likely to happen in real life.

C. Guided Practice
Listen as I read again some of the details from the selection “Kite Flying”. Explain if they
are likely to happen in reality.
1. In Japan, kite flying is celebrated every fourth day of May. Kites shaped like carps are
flown by the boys in every household.
2. Every man, woman, boy, or girl flies kites in Korea. Children write their names on the
kites on January 14 of each year.
ENGLISH IV

3. In the olden days an emperor was held prisoner in a castle tower. His loyal men made
a huge kite and sent it flying near the tower window. The emperor reached out, held
onto the kite and safely escaped from the tower.
4. They won the battle and thanked the dragon-shaped kite which had brought them
victory.
5. In India, the kites look like shields, while in Australia, they look like boats. In Brazil,
the kite is shaped like a falcon which is a small eagle (lawin).

D. Independent Practice
Read the following short stories carefully and evaluate if they can happen in real life.
_____1. Etong is a mountain boy. He lived in a house near a forest. There were wild pigs
in the forest. When he was ten years old, his father gave him hunting gadgets
as a gift. He used them in hunting wild animals.
_____2. Mother found hair floating on the water. In the bottom of the pool of water
were soft snails or ginga. These were the boy’s skin and muscles. She also
found hard-shelled snails or katan, the boy’s former bones. Sadly, she realized
that her son turned into a snail. “My son! My poor son had become a snail.”
_____3. Peter dove into the ocean with a spear. Suddenly the king of whales swallowed
him. Inside the mouth, Peter put the spear between the whale’s jaw so it
could not close its mouth.
_____4. Gab went to Tagaytay for the first time. He was delighted to see the Taal
Volcano from the People’s Park. He was thrilled to visit the Puzzle Mansion and
try the rides in Skyranch. He liked the cool breeze and the beautiful flowers.
Most of all he enjoyed the company of his family.
_____5. The group of thrill seekers laughed and shouted whenever their seats wound up
and down the roller coaster rails.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Identify meaning of words with multiple meanings
II. Subject Matter
A. Topics
Identify meaning of words with multiple meanings
B. References
Kt12______________, TG pp. 373-374, LM pp. 354-356
C. Materials
Organizer, pictures, charts
III. Learning Activities
A. Presentation
Here is one of the sentences taken from the selection “Kite Flying”.

He made them think that a new star had appeared as a sign of divine help.

B. Modeling/Teaching
What is the meaning of the word star and sign as used in the sentence. Choose from the
given meanings in the boxes below.

star
a) heavenly body of burning gases that can be seen in the sky
b) a figure with ten sides
c) an outstanding talented performer

sign
a) to affix signature
b) symbol used in a mathematical operation
c) an event or action which shows that something else will happen

How were you able to choose the correct meaning?


What did you consider to get the correct meaning?

C. Teaching Chart
Some words have multiple meanings. The specific meaning can be identified through
context clues.

D. Guided Practice
Read the sentences and draw a line from the italicized word in each sentence to the
meaning which explains that word. The first two numbers are done for you.
ENGLISH IV

1. The boy puts a stamp on his letter.


2. Stamp your foot twice.
3. This ruler is one foot long.
4. The athlete hurt his foot.
5. The leaves are falling.
6. Mother leaves for work every morning.
7. A diploma carries the seal of the school.
8. The seal can do many tricks.
9. Grandma goes up the steps slowly.
10. The farmer steps on the twig.

IV. Evaluation
Give the meaning of the underlined word in each sentence. Choose the letter of the correct
answer from the list.
A. station
_____ 1. Christ commands us to love one another whatever our station in life is.
_____ 2. The cadet took his station at the Rizal Shrine.
_____ 3. The suspects were brought to the police station.
a) a social position
b) a place to stand in
c) a building for a definite purpose

B. range
_____ 1. The rebels hid in the Sierra Madre ranges.
_____ 2. The buffaloes roam on the range.
_____ 3. There’s a wide range of sports shoes to choose from.
a) a land for grazing
b) a row of mountains
c) a set of different things of the same general type

V. Assignment
Give the meaning of the underlined word in each sentence. Choose the letter of the correct
answer from the list.
A. habit
_____1. Nowadays, nun wears a more modern habit.
_____2. It’s Henry’s habit to shout with joy in the morning.
_____3. Monks follow strict habits.
a) a regular practice
b) a condition of body or mind
c) the dress of a person belonging to a religious order

B. court
_____1. Max will court trouble if he continues to challenge passerby into a fight.
_____2. The teams paraded around the court.
_____3. The deposed ruler was brought to court of trial.
a) risk incurring misfortune
b) a place marked off for a game
c) a place where justice is administered
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Use the prepositions among and between in sentences
II. Subject Matter
A. Topics
Use the prepositions among and between in sentences
B. References
Kt12______________, TG pp.374-375, LM pp. 357-360
C. Materials
Organizer, pictures, charts

II. Learning Activities


1. Presentation
Let us look at the pictures and read the sentences that follow them.

The kite is between the two boys .

Anthony shared his kite among all his friends .

She distributes the cake among all the visitors.

He walked between the two lines of soldiers.

2. Modelling/Teaching
What are the underlined words? (among/between)
They are examples of prepositions.
Look at the encircled words that come after them. What part of speech are they?
• Noun/Pronoun
What do the words among and between do for the noun and pronoun after them and
the other words of the sentence?
• The preposition relates the noun or pronoun that follows it to the other words in the
sentence.
Take a look at sentences nos. 1and 4. How many persons are spoken of?
• two
ENGLISH IV

When do we use between?


• Between is used when speaking of two persons or object.
How about in nos. 2 and 3, how many persons are spoken of?
• more than two
When do we use among?
• Among is used when speaking of more than two persons or objects.

3. Generalization
Preposition is word written before a noun or pronoun. It connects the noun or
pronoun to the other words.
Between is used when talking about two persons or objects.
Among is used when talking about more than two persons or objects.

IV. Evaluation
Read the following sentences. Fill each blank with between or among.

Our family watched a concert last Friday. I sat ______ my mother and my
father. _________ all the singers, I liked Sarah Geronimo the most. We enjoyed
the performance of the singers. After the concert, we ate in a restaurant.
Each of us ordered delicious food. I chose _______ a beef or chicken dish.
Mother also ordered fruits in season.
All the fruits were sweet but the mango was the sweetest _________ them.

V. Assignment
Make your own sentence using the guide words and the suggested preposition.
1. money – among – group members
2. fruits – between – Johnny and Bryan
3. secret – between two of us
4. motorcycle – among – all vehicles
5. Mr. Reyes – among – all male teachers
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Use the glossary to get meaning of words

II. Subject Matter


A. Topics
Use the glossary to get meaning of words
B. References
Kt12______________, TG pp. 375, LM pp. 361-365
C. Materials
Organizer, pictures, charts

III. Learning Activities


1. Presentation
Let us study the glossary below.
Ailerons- movable flaps on each side of the wings of an airplane
air - a mixture of several gases
air pressure - the force of air upon all surfaces
anopheles - a kind of mosquito that carries malaria germs
barometer - an instrument for measuring air pressure
biplane - an airplane with two supporting surfaces one above the other
cancer - a disease caused by the unusual growth of cells in the body
centrifugal force- the tendency of whirling bodies to move away from the center
centripetal force - the tendency of whirling bodies to move toward the center
comet - a heavenly body that has a luminous tail
dermis - the inner layer of the skin
dinosaur - a group of huge reptiles which are now extinct

2. Teaching/ Modelling
In which part of the book can we find a glossary? (At the back of the book.)
What information does it contain? (It contains words used in the books with their
meanings.)
How are the words listed? (Alphabetically)
What is another name for a glossary? (Small dictionary)

3. Generalization
The glossary is a special dictionary. It is an essential part of the book that helps us
understand the meaning of the difficult terms/ words used in the book.
ENGLISH IV

4. Guided Practice
Refer to the glossary above to answer the questions.
1. Which term refers to the “inner layer of the skin?”
A. cancer B. dermis
C. exercise D. epidermis
2. What type of aircraft has two supporting surfaces?
A. airplane B. biplane
C. barometer D. comet
3. What does a barometer measure?
A. air pressure B. humidity
C. temperature D. wind direction

4. Which of the following tends to move whirling bodies away from the center?
A. gravity B. air pressure
C. centripetal D. centrifugal
5. In which group of animals do dinosaurs belong?
A. mammals B. reptiles
C. amphibians D. birds
IV. Evaluation
Answer the question below. Use the glossary.

GLOSSARY
A
acrobatics/ak’rƏ-bat’iks - the tricks played by an expert on trapeze, tightrope,
gymnastics, or tumbling
adios /ä-dyos’/ -Spanish for goodbye; farewell
antics /an’tiks/ - clownish, foolish acts
B
ballad /bal’ ad/ - a romantic orsentimental song with the same melody for each stanza
ban /’ban/- to forbid people from using
boon /bo͞on/ -a welcome benifit; blessing
C
cardinal /kar’ d’ nƏl/ -bright red
chili /chil i/ - the dried pod of pepper; a very hot seasoning
cockeye /kok’ ī/ - squinting eye
craze / ‘krā/ -something that is verypopular for a period of time
D
defraud /di-fród/ to cheat
demure /dəˈmyo͝or/ affectedly modest
E
epilogue /ep-Əl-lóg/ conclusion; final scene of a play or a literary piece
ethnic /et-nik/ having or originating from racial, linguistic, and cultural ties with a
specific group
F
flay /flā/ to strip off the skin or hide; to criticize or scold mercilessly
fray /frā/ noisy quarrel; brawl
ENGLISH IV

___________1. What is another word for brawl?


___________2. What is a cockeye?
___________3. What do you call someone who is affectedly modest?
___________4. What is a romantic or sentimental song with the same melody for each stanza?
___________5. What does antics mean?
___________6. What is another word for bright red?
___________7. How many syllables does the word cardinal have?

___________8. What word means a welcome benefit or blessing?


___________9. What do you call a very hot seasoning?
__________10. What is the Spanish word for farewell?

V. Assignment
Read the article and look for the meaning of the underlined words in the glossary.

A Craze For Loom Bands


Justin Parkinson
Why are “loom bands” one of the most popular toys in the world at the
moment?
In this generation of babies playing with the tablets and young teenagers
living and breathing social media, it seems curious to find that rubber bands are a big
thing.

Playgrounds and living rooms are invaded with these from colored bands.
Children are spending hours weaving them into bracelets. Parents are getting tired of
picking them up from behind sofa and off the floor. Some schools have even
banned them after finding out that some children used loom bands to hurt others.

The Rainbow Loom, a plastic device for turning small rubber bands in
jewellery, has been sold worldwide.
Children use the looms with their own fingers, to weave colored bands into
items such as bracelets, necklace and charm. They use dozen of different designs,
“dragon scale” and the “inverted hexafish.” Most ambitious project include skipping
ropes, animal shapes, and even a suit worn by US

TV host Jimmy Kimmel.


Source: BBC News Magazine, June 25, 2014
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
1. To understand the importance of early bedtime for a child
2. To understand the grandfather’s clever way of solving the problem
3. Give conclusions to a narrative heard

II. Subject Matter


A. Topics
1. To understand the importance of early bedtime for a child
2. To understand the grandfather’s clever way of solving the problem
3. Give conclusions to a narrative heard
B. References
Kt12______________, TG pp. 377-379, LM pp. _____________
C. Materials
picture , flashcards
D. Value: Importance for a child to go to bed early

III. Learning Activities


A. Everyday Activity
Mrs. Cat, I’m bringing back your kitten
I’m completely done with baby sittin’
She cried all day
Not worth the pay
And, I am so sorry,
I couldn’t find her mitten
B. Pre-Listening Activities
1. Unlocking of difficult words
belly
(Show a picture of a baby with fat belly) This is the belly of this child. What can
you say about his belly? (It is fat.)
pot bellied
show an illustration of a pot bellied cat sleeping on a bed while all legs are widely
spread, while the boy sleeps on one corner of the bed almost falling because
the bed is occupied by the cat
How does the belly of a cat look like in this picture?
sprawled out
How does the pot-bellied cat in this picture sleep?
pushed over
Use the same illustration used for the word pot bellied cat
The boy was pushed over to one corner of the bed.
Why is the boy pushed over to one corner of the bed?
(Expected Answer: The cat is sleeping on his bed.)
ENGLISH IV

2. Motivation
What time do you sleep at night? Why do you sleep early or late?

3. Motive Question
What made Andy decide to sleep early?

B. During Listening

Tubby, the Pot Bellied Cat


by Pedro Pablo Sacristan
Adapted by Michelle Mercado
Andy never wanted to go to bed on time. His parents had explained to him how
important it was to go to bed early and get a good rest.
But Andy paid no attention to them, and his parents didn’t know what to do. That was, until
one weekend when they were visiting Andy´s grandparents.

Grandpa Peter heard all about it and said: “This sounds like a job for Tubby, my pot
bellied cat,” They loaded the cat in the car and returned home. Tubby was a slow, and very
fat cat. He wasn’t much of a bother because most of the time no one knew where he was.

That night, at bedtime, the same problem arose.Andy had no intention of going to
bed, and even though his parents waited a while to see if Tubby would solve the problem,
nothing happened.
“Grandpa really does make up some nonsense,” said Andy’s father, “I really think he’s
starting to lose it.” Andy’s father is quite disappointed. Hours later, Andy finally decided to go
to bed. But what a surprise when he entered his bedroom!

(Ask: What do you think surprised Andy?)

Tubby was in his bed, totally sprawled out, pot belly in the air, and snoring like an
express train. “That was impolite to be sleeping on my bed,” Andy tried to push the cat, but
there was no way of moving him an inch. That night he hardly slept a wink, being pushed over
into one tiny corner of his bed.
ENGLISH IV

The next day the same thing happened, even though Andy was much more tired from
not having slept.

On the third day, he had understood that if he wanted to sleep on his bed, he would
have to get into it before Tubby did. That night, when his parents merely started hinting at
the topic of bedtime, Andy shot upstairs like a bullet, and dived into bed. His parents could
not believe it. It was unbelievable. They knew nothing about Tubby in the bed. They
misunderstood why Andy went to bed on time, without complaint. They were so happy about
this that they stayed up quite late, celebrating, but... can you guess where Tubby slept that
night?

Answering of Motive Question


Who is Tubby in the story? (the pot bellied cat).
Who else are the characters in the story?
What was the problem in the story?
What made Andy decide to sleep early?
(Possible answers: He wanted to sleep on his bed comfortably. He wanted to be in
bed before Tubby.)
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
1. Understand the importance of early bedtime for a child
2. Understand the grandfather’s clever way of solving the problem
3. Provide conclusions to the story heard
4. Write three to four sentences giving conclusion for the story

II. Subject Matter


A. Topics
1. Understand the importance of early bedtime for a child
2. Understand the grandfather’s clever way of solving the problem
3. Provide conclusions to the story heard
4. Write three to four sentences giving conclusion for the story
B. References
Kt12______________, TG pp. 379-381, LM pp. _____________
C. Materials
picture , flashcards
D. Value: Importance for a child to go to bed early

III. Learning Activities


A. Phonics Drill
Reading words with ir- controlled vowels
-ir -ird -irk -irt -irth
Fir Bird Quirk Dirt Birth
Sir Gird Shirk Flirt Firth
Stir third smirk Shirt Girth
whir Skirt mirth
squirt

Let the pupils recite the nursery rhyme.


Little Girl, Little Girl

Little girl, little girl, where have you been?


Gathering roses to give to the queen.
Little girl, little girl, what did she give you?
She gave me a diamond as big as my shoe.

What word in the rhyme has the -ir controlled vowel?

B. Post Listening Activities


1. Group Activities
Divide the class into five groups. Each group should select a leader.
ENGLISH IV

Leaders please come forward and pick an envelope.


Inside the envelope is the task that you are going to do. Do the task with your group
cooperatively and silently.
Group 1
Draw the characters in the story and label each.

Group 2
Act out how the parents of Andy convinced him to sleep on time.

Group 3
Draw a masks for Grandpa and for Tubby. Choose two members of the
group who will act as Grandpa and Tubby.

Scene:
Grandpa: Tubby, come here.
Tubby: (walk towards Grandpa)
Grandpa: (pet Tubby on his head)
Please teach Andy his lesson.
Group 4
Act out how Tubby sleeps on Andy’s bed during the first and second nights.
Group 5
Write a three to four sentence paragraph about how the story will end.

2. Discussion
1. Who is the boy in the story who never wanted to go to bed on time?
Group 1 will present their work. The pupils will introduce the characters in the
story by showing their drawings and point out that Andy is the boy in the story
who never wanted to go to bed on time.
2. What did his parents do to convince him to go to bed on time?
Group 2 will present their dramatization.
3. How did grandpa solve the problem?
Group 3 will present their output showing how grandpa solved the problem.
4. What can you say about how grandpa solved the problem?
5. How did Tubby teach Andy to sleep early?
Acting out of Group 4
6. If you were the writer of the story, what conclusion/ending will you give to the
story?
7. What part of the story did you like best?
8. If you were Andy, how would you react to Tubby?
9. How would Andy feel when he had enough rest and sleep?
10. Why should a child sleep early?
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Identify meaning of words with prefixes un-, in-, im-, dis-, mis-, and re.

II. Subject Matter


A. Topics
Identify meaning of words with prefixes un-, in-, im-, dis-, mis-, and re.
B. References
Kt12______________, TG pp.381-383 LM pp. 370-372
C. Materials
picture , flashcards

III. Learning Activities


1. Presentation / Introduction
Last time you listened to a funny story about a cat. Ask: What was the title of the story?
I took some points from the story. Here they are. Please read.
1. Andy was inattentive of his parents’ advice.
2. Andy’s father was quite disappointed when Tubby was not able to do his job.
3. It was impossible for Andy to lie on his bed because Tubby was
totally sprawled out on it, pot belly in the air and snoring loudly.
4. His parents could not believe the change in his behavior. It was
unbelievable.
5. They misunderstood why Andy went to bed on time, without complaint.
6. Andy replaced his blanket after Tubby slept on his bed.

2. Teaching/Modelling
What are the underlined words in the sentences above?
Notice that the underlined words are quite long, what is the root word of each?
What syllables was added to each word?
Based on the sentence, what is the meaning of the word? Can you locate the context
that tell the meaning of the word?
Can you give other examples?
What do the syllable in-, dis-, im, un- and mis-, mean? (They mean negative or the
opposite. They can mean no, not, non or wrong. Prefix re means again.)
What do we call syllables added before the root word? (Prefix)
What does a prefix do to the root word? (Prefix changes the meaning of the word.)
ENGLISH IV

3. Charting Technique
Word Root Word Syllables Meaning of Meaning of the
added the syllable word based on
before the the sentence
root word given
inattentive attentive in not not attentive
impossible possible im not not possible
unbelievable believable un not not believable
misunderstood understood mis not not understood
replaced placed re not placed again

4. Guided Practice
Fill in each box with the correct answers. The firsts row was done for you.
Word Root word Prefix Meaning of prefix Meaning of the word
untrue true Un not Not true, false
disobedient not Not obedient
disrespectful Dis not rude
misbehave mis not
unprepared prepared not
immature
incorrect correct

5. Independent Practice
Decide whether to add im-, dis-, or -un to the following root words..
1. decided undecided
2. partial ___________
3. moral ___________
4. material ___________
5. measurable ___________
6. able ___________
7. connected ___________
8. tamed ___________
9. continue ___________
10. respectt ___________
ENGLISH IV

IV. Evaluation
Add a prefix to the root word in the parentheses to make the sentence correct. Write the
newly formed word on the blank.
1. Alden was a strange boy. He is an (usual) ________________ boy.
2. Richelle does not listen to her Music teacher. She is (attentive) ______________.
3. Many pupils did the wrong thing because they (understood) ______________ the
instructions.
4. He was not neat. He is (tidy) ______________.
5. A four-year old child is (capable) ______________ of going to school alone.

V. Assignment
Write the following words with a prefix and a root word. Write them under the proper
columns. The first one has been done for you. Ask: How did you classify the words?
-im -un -dis -re -in -mis

unusual discomfort misspell impolite


unpaid disobey misplace incorrect
untidy incomplete immature unreal
immortal invalid impatient rewrite
disconnect misuse reuse recycle
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objective
Use the prepositions in, on, under, and above in sentences

II. Subject Matter


A. Topics
Use the prepositions in, on, under, and above in sentences
B. References
Kt12______________, TG pp. 383-385, LM pp. 366-369
C. Materials
picture , flashcards

III. Learning Activities


1. Presentation
Present the following sentences with illustrations.

a. Andy’s family loaded the cat in the car.

b. Andy was surprised when he saw Tubby in his room.

c. Tubby slept on Andy’s bed.


ENGLISH IV

d. Andy understood that when he wants to sleep on his bed, he would get into it
before Tubby could.

e. Andy put his cap on the hook above the mirror.

f. After a few days, Tubby started sleeping under Andy’s bed.

2. Teaching/Modelling
Let the pupils read each sentence. Then ask the following questions:
What do the underlined words show?
Where is the cat in the picture?
What preposition is used to show that the cat is inside the car?
In the second picture, where is Tubby in the picture?
What preposition is used to show where Tubby is?
Where is Tubby sleeping?
What preposition is used to tell where Tubby sleeps?
Where does Andy sleep?
What preposition is used to tell where Andy sleeps?
Where is the cap of Andy?
What preposition is used to tell where the cap is?
When is in used in the sentence?
When is each of the underlined word used in the sentence?
Introduce the word preposition. What do these prepositions show?
(Prepositions in, on, over, above, under show position or location.)

3. Generalization
The commonly used prepositions of place are on, in, over, above and under.
We use on to refer to streets, avenues, etc.
Example: She lives on Acacia Street.
We use in to refer to land areas.
Examples: She lives in Barangay Mayumi.
Rosario is in Pasig City.
Tagaytay is in the province of Cavite.
We use over to indicate a path of motion.
ENGLISH IV

Example: The fox jumps over the fence.


We use above to refer to a higher level or higher in vertical line.
Example: There were birds above the trees.
We use under to refer to a lower level. Something is above it.
Example: How long can you stay under the water.

4. Guided Practice
Fill in the blanks with prepositions that show position or location.
1. Mother asked me to set the plates ______ the table.
2. My little brother sits ______ me when he wants to be cuddled.
3. We do not put our elbows ______ the table when we eat.
4. The number ______ the line in a fraction is called the numerator.
5. They keep some blankets ______ the bed to save space.
6. We keep our clothes ______ a closet.
7. Girls keep their sewing materials ______ a sewing box.
8. Dogs usually stay ______ the table when people are eating.
9. It is fun to play ______ the rain.
10. We waited ______ the shade of the tree.

IV. Evaluation
Use in, on, under, above, below, and over to complete the sentence.
1. We came to a narrow stream and jumped _______it.
2. Her mother told her to put her things _______the cabinet.
3. I am sorry, my pet left some paw prints _______your new carpet.
4. My teacher advised me to stay _______my chair when an earthquake occurs.
5. My little brother hangs his picture _______the television set.

V. Assignment
Write five sentences about the picture using prepositions learned.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Use the prepositions in, on, under, and above in sentences
Write three to four sentences giving a conclusion about the story Tubby, the Pot Bellied Cat.

II. Subject Matter


A. Topics
Use the prepositions in, on, under, and above in sentences
Write three to four sentences giving a conclusion about the story Tubby, the Pot Bellied
Cat.
B. References
Kt12______________, TG pp. 386-387LM pp.366-369
C. Materials
picture , flashcards

Ill. Learning Activities


A. Preliminary Activities
1. Review
What are some of the prepositions we have studied?
2. Introduction
Remember the story you listened to, “Tubby, the Pot Bellied Cat?”
Here are some of the events.” (Show pictures of some of the events)
Who can arrange the pictures in the correct order?
Write sentences to describe the event in the picture.
You may use the phrases under each picture.

Phrases for each picture:


1. Andy is the little boy in the story who ________________.
2. Tubby, the pot-bellied cat , ____________________.
3. Andy ______________________.
4. Andy can hardly ______________________.
5. Andy sleeps ________________________.

3. Teaching/Modelling
Describe each picture. Write your answers on the board.
Expected Answers:
Andy is the boy who does not like to sleep early.
Tubby the pot bellied cat sleeps on his bed.
Andy hurriedly goes upstairs when he is about to sleep.
ENGLISH IV

He cannot push Tubby out of his bed so Andy sleeps on a small corner of his bed.
What conclusion can you give for the story? Say: Write it on the board.
Expected Answers:
Andy decides to sleep earlier but the cat sleeps there.
The next day, he goes to bed earlier than yesterday.
But the cat sleeps earlier than him.
Finally, Andy sleeps earlier than Tubby.
Andy has a very sound sleep.)
How did you come up with your conclusion? What are your basis?
Expected Answers:
The past events in the story are our bases in giving conclusion.

4. Guided Practice
Tubby is an exceptional pet. Do you want a pet like Tubby? What is your dream pet?
Use the following questions to form a paragraph.
1. What is the name of your pet?
2. What is the color of your pet?
3. How do you take care of it?
4. What does your pet eat?
5. Where does it sleep?
6. How do you feel when you take care of your pet?
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Use index to locate information

II. Subject Matter


A. Topics
Use index to locate information
B. References
Kt12______________, TG pp. 387-388, LM pp. 373-375
C. Materials
picture , flashcards

Ill. Learning Activities


A. Preliminary Activities
1. Review
What is an Index?
2. Presentation
Study the Index of you English book.

3. Teaching/ Modeling
How are the topics in the Index arranged?
What are the topics that start with A?
If I would like to read about birds, what pages can I find it?
What lesson is found on page 189?

4. Generalization
An index is placed at the end of the book and lists all the major topics in alphabetical
order and their corresponding page number.

5. Guided Practice
Study the data in the Index below. What is wrong with this Index, copy this in your
notebook and do the necessary changes.
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
ENGLISH IV

5. Independent Practice
Give different textbooks with an index to each group.
Example: Group 1- Science Group 3- English
Group 2- Math Group 4- other textbooks

IV. Evaluation
Study the following index and answer the questions that follow.

Adjectives, 149
comparison, 155-164
making descriptions, 147; 153
order of adjectives, 149-150
Adverbs
Time and place, 166-171
Agreement of subject and verb, 1
Expressions denoting quantity, 4
Nouns
Count nouns, 47
Mass nouns, 46-48
Singular and plural, 40-44
Prepositions, 224-229

1. On which, page can you find about the topic on comparison of adjectives?
A. 149 B. 155-164 C. 147; 153
2. What topic is found on pages 166 to 171?
A. count nouns B. mass nouns C. adverbs of time and place
3. If you want to read on the correct order of adjectives, what pages of the book are you going
to open?
A. 40-44 B. 155-164 C. 149-150
4. Your assignment is on how to form the plural of nouns ending in o. What topic in the index
does it refer to?
A. count nouns B. mass nouns C. singular and plural
5. If you want to study more on prepositions, what page of the book are you going to read?
A. 121-122 B. 166-171 C. 224-229
ENGLISH IV

V. Assignment:
From the given book information. Make an Index following the correct format.
1. Kinds of Sentences: command page 73, declarative pages
65 – 66, exclamatory page 74, interrogative pages 67 – 68
2. Syllables: stress pages 10 – 11, unstressed pages 10 – 11
3. Adjectives: comparison pages 146 – 148, order of adjectives pages 149 – 150
4. Nouns: count nouns page 57, mass nouns page 56, singular and plural pages 50 -54
5. Adverbs: manner pages 174 – 176, 178, place pages 172 – 173, 176,
time pages 170 – 171, 176
6. Prepositions pages 183, 185 – 187
7. Telephone conversations pages 33 – 35
8. Verbs pages 120 – 135
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
1. To appreciate the humor and absurdity of a poem
2. To enjoy the rhyme, rhythm and repetitive quality of the poem
3. Give conclusions for humorous/cumulative poem heard
4. Express conclusions to humorous/cumulative poem heard

II. Subject Matter


A. Topics
To appreciate the humor and absurdity of a poem
To enjoy the rhyme, rhythm and repetitive quality of the poem
Give conclusions for humorous/cumulative poem heard
Express conclusions to humorous/cumulative poem heard
B. References
Kt12______________, TG pp. 390-392, LM pp.
C. Materials
pictures, flashcards, charts

Ill. Learning Activities


A. Pre- listening activities
1. Unlocking of Difficulties
swallowed (through action)
The teacher will demonstrate through action. Pretend I have a biscuit.
She will put it inside his/her mouth and then exaggeratedly swallowed the food.
Say: I swallowed the biscuit.
catch (through action using a ball)
The teacher will throw a ball and instruct somebody to catch the ball.
What did your classmate do with the ball?
absurd (through contextual clues)
The boy does absurd things because he put a frog on the food of his sister, kept
the other pair of his sister’s slipper and locked her inside the room. He is so
foolish. Preliminary Activities

2. Motivation
What will happen if you accidentally swallowed a fly?

3. Motive Question
I am going to read to you a story. Its title is, “The Old Woman Who Swallowed a Fly”.
What do you want to find out from the story? (What happened to the old woman who
swallowed a fly?)
ENGLISH IV

B. During Listening
There Was an Old Lady Who Swallowed a Fly
Poor old lady, she swallowed a fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!
Poor old lady, she swallowed a spider,
It squirmed and wriggled and turned inside her.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!

What do you think will be the next animal the old woman will swallow?
Poor old lady, she swallowed a bird.
How absurd! She swallowed a bird.
She swallowed the bird to catch the spider.
She swallowed the spider to catch the fly. I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!

What do you think will be the next animal the old woman will swallow?
Poor old lady, she swallowed a cat.
Think of that! She swallowed a cat.
She swallowed the cat to catch the bird.
She swallowed the bird to catch the spider.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!

What is next after the cat?


Poor old lady, she swallowed a dog.
She went the whole hog when she swallowed the dog.
She swallowed the dog to catch the cat.
She swallowed the cat to catch the bird.
She swallowed the bird to catch the spider.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!

Oh, no! Ask: Can you swallow a dog? What do you think will be the next animal?
ENGLISH IV

Poor old lady, she swallowed a cow.


I don’t know how she swallowed a cow.
She swallowed the cow to catch the dog.
She swallowed the dog to catch the cat.
She swallowed the cat to catch the bird.
She swallowed the bird to catch the spider.
She swallowed the spider to catch the fly.
I don’t know why she swallowed a fly.
Poor old lady, I think she’ll die!

Ask: What do you think will happen next?

Poor old lady, she swallowed a horse. She died, of course.


What happened at the end of the story?
Why did the old woman die after she swallowed the horse?
(Because the horse can swallow the cow, being smaller. There was no more space in
her stomach.)
1. Discussion
What are the animals mentioned in the poem?
What did the old woman do to the fly?
Can an old woman swallow a fly?
If you were the old woman, what would you do to catch the fly?
What did the old woman do? (The old woman swallowed the animals)
Do you believe that an old woman can swallow animals?
What can you say about this poem?
If you have a grandmother who swallowed a fly, what would you do?
Could an old woman swallow those animals? What animal could an old woman swallow?
What animal do you believe the old woman can no longer swallow?
What is the purpose of the writer of the poem?

2. Group Activity
Group - Draw the insects and animals in the story. Start from fly to horse.

Group 3 - Do you believe that an old woman could swallow animals?


Write at least 3 to 4 sentences explaining why/
Group 4 - Write a three-to-four sentence paragraph stating what the old woman would do if
she swallowed a fly.

IV. Assignment:
Write three to four sentences showing your conclusion about the poem,
“There Was an Old Lady Who Swallowed a Fly.”
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Give the meaning of words with suffixes -full and –less

II. Subject Matter


A. Topics
Give the meaning of words with suffixes -full and –less
B. References
Kt12______________, TG pp. 394-395, LM pp. 376-378
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Phonics Drill
Reading words with r-controlled vowels -or as in for:
-orch -ord -ork -orm -orn -ort
porch cord cork dorm born fort
torch lord fork form corn port
scorch chord stork storm horn sort
sword morn short
torn snort
worn sport
scorn
sworn
thorn

Phrases:
cord and sword lord has sword sort the corn form a storm
scorch the torch

Sentences:
1. Give more corn for Mrs. Horn.
2. She sorts the cord and sword.
3. A storm is formed.
4. A cork, a fork, and a stork were on the porch.

B. Developmental Activities
1. Presentation
Read the following sentences:
1. The old woman was so powerful that she could swallow a lot of animals.
2. The old woman was careless to have swallowed a fly.
3. The old woman is beautiful.
4. She had a sleepless night when she swallowed the fly.
ENGLISH IV

Let us study the underlined words in the sentence.

What is the root word of the word powerful?


What syllable was added after the root word? What does suffix -ful mean?
What is the meaning of the word?
What does a suffix do to the word? (It changes the meaning of the word.)
What is counterpart of powerful? What is counterpart of careless?
Does the word beautiful have counterpart?
Does the word sleepless have counterpart?
What other words with suffixed -full or -less do not have counterparts?

2. Guided Practice
Circle the words with syllables -ful and -less.
It was summertime. The children are excited to visit their grandparents in the
farm. The children had a sleepless night. They were imagining of the wonderful
things they do in the farm. They play and eat in a peaceful meadow near the lake.

They sometimes catch fish with the help of grandpa and their cousins. They
sometimes swim in the lake with their cousins. Their cousins were helpful to make
things easy for them. In the afternoon, they were so eager to help in feeding
grandpa’s animals while grandma is watchful and reminds them to be careful. The
children can’t wait for another summer to come. They wish they could do these
things this summer and for the next summers to come.

3. Independent Practice
Match the words in Column A with their correct meaning in Column B.
Column A Column B
1. careful a. full of hope
2. faithful b. without hope
3. hopeful c. full of truth; hones
4. hopeless d. full of mercy
5. limitless e. without seeds
6. merciful f. full of faith; loyal
7. truthful g. without use
8. seedless h. without limit
9. useless i. full of care
10. restless j. without rest
k. without hope
ENGLISH IV

4. Application
Add the suffix -less or -ful to the word inside the parenthesis to make the sentence
correct. Write the newly formed word on the blank.
______________ 1. Boy Scouts are having a (wonder) time.
______________ 2. They are (rest) for the whole day.
______________ 3. There are (count) activities ahead of them.
______________ 4. The scout master taught them to be (faith) to God.
______________ 5. They were taught to be (help) to other people.

IV. Evaluation
Add the suffix -less or -ful to the word inside the parenthesis to make the sentence correct.
Write the newly formed word on the blank.

__________ 1. They must be (truth) at all times.


__________ 2. Being (respect) to humans and nature is one of the values they learned.
__________ 3. They visited needy and (hope) people.
__________4. They assisted fire victims who were left (home) in going to evacuation center.
___________5. The troop that won a game received a (hand) of candies.

V. Assignment
Give at least 10 words with suffix -less or –ful and give the meaning.
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Use prepositional phrase showing location in sentences

II. Subject Matter


A. Topics
Use prepositional phrase showing location in sentences
B. References
Kt12______________, TG pp. 396-397LM pp. _____________
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Phonics Drill
Phrases:
cord and sword lord has sword sort the corn form a storm
scorch the torch

Sentences:
1. Give more corn for Mrs. Horn.
2. She sorts the cord and sword.
3. A storm is formed.
4. A cork, a fork, and a stork were on the porch.
B. Developmental Activities
1. Presentation
Prepositional phrase
Study the following. Underline the preposition in each phrase.
These are prepositional phrases.
What made up a prepositional phrase? Is there a noun or pronoun in each phrase?
1. on the desk 6. under the chair
2. above the trees 7. in the vase
3. below the ground 8. on the teacher’s chair
4. under the sun 9. over the wall
5. in the closet 10. above the sky

2. Teaching/Modeling
Study the following sentences. Underline the prepositional phrase in the sentence.
1. The old woman drives away the flies around the table.
2. She watched the food until her children and grandchildren arrived.
3. While waiting, she heard the screech of the car from the garage.
4. The children happily got out of the car.
5. It was about seven o’ clock in the evening when they started eating.
6. Her son told the family that they saw a beggar along the road.
ENGLISH IV

7. The children told grandmother that they gave all the food at the back of the car to
the beggar.
3. Guided Practice
Group Work
We will have a contest by groups. (Show them envelopes with the phrases inside
them.) Here are jumbled phrases. Arrange the jumbled phrases to form a sentence
with a prepositional phrase. The first group that arranges the phrases correctly will
be the winner. (Post a picture illustrating the following sentences.)

1. The old woman around the house. has many animals


(Answer: The old woman has many animals around the house.)
2. in the doghouse. dogs She has
(Answer: She has dog inside the doghouse.)
3. her cats and chickens at the backyard. She feeds
4. under the tree. grazed Her cow
5. from morning until night. She takes care of them

4. Generalization
A prepositional phrase is a phrase that starts with a preposition and ends with a noun
or pronoun.
Example: to the market
P N
IV. Evaluation
Underline the prepositional phrase in each sentence.
1. The old woman drives away the flies around the table.
2. She watched the food until her children and grandchildren arrived.
3. While waiting, she heard the screech of the car from the garage.
4. The children happily got out of the car.
5. It was about seven o’ clock in the evening when they started eating.
6. Her son told the family that they saw a beggar along the road.
7. The children told grandmother that they gave all the food at the back of the car to the
beggar.
ENGLISH IV

V. Assignment
Write a three to four sentence paragraph giving conclusion of a poem heard
swallowed 1. The old woman swallowed a fly.
absurd 2. How absurd is it to swallow a fly?
woman 3. The old woman swallowed a spider.
spider 4. She swallowed a spider to catch the spider.
catch 5. She swallowed the bird to catch the spider
pot bellied 6. Tubby is a pot-bellied cat.
disappointed 7. Father and mother were disappointed with Andy.
attentive 8. Andy was attentive when his parents advised himto sleep early.
Impolite 9. Tubby was impolite to be sleeping on Andy’s impolite bed but it is a
clever way of teaching Andy.
sprawled 10. Tubby sprawled out on Andy’s bed.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Admire the little girl’s smart way of solving the problem
Realize that big things can come from small things
Appreciate the humor in the story
Distinguish fact from opinion in a narrative
Use a simple sentence with a simple subject and a simple predicate

II. Subject Matter


A. Topics
Use prepositional phrase showing location in sentences
B. References
Kt12______________, TG pp. 400- 402, LM pp. _____________
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Every day: Banker’s Wife Blues (Jazz Chant)
Where does John live?
He lives near the bank.
Where does he work?
He works at the bank.
What does he do?
He work at the bank.
When does he work?
He works all day and he works all night, at the bank, at the bank at the great big
bank.
Where does he study?
He studies at the bank.
Why does he work all day all night all day all night at the bank at the bank at the
great big bank?
Because he loves his work more than his life and he loves his money more than his
wife
What are the blues of the banker’s wife? (Unlock blues as problems)
ENGLISH IV

2. Unlocking of Difficulties / Vocabulary Development


(foolish, fell into the sea, basket full of fish)

There was a dog walking on the seashore. He went on island hopping


with his master. Along his way, he found a bone. He quickly picked it up
and ran back to the boat. As he was looking down on the side of the
boat, he saw another dog in the water with a big bone. He barked at the
dog. How foolish for him to bark with a bone in his mouth! His bone fell
into the sea. The dog in the water disappeared as the bone fell. The dog
was so sad that his bone was gone, too. But his master brought home a
basket full of fish. The dog will surely have something for dinner.

What does foolish mean in the paragraph?


What other words in the paragraph mean the same as foolish?
Where did the bone fall?
Is there really another dog in the water?
How much fish did his master brought home?

3. Motivation
Call five pupils in front.
Will you count yourselves? How many are you?

4. Motive Question
How did the five fishermen count themselves?

B. During Reading
The Five Foolish Fishermen
The five foolish fishermen went to the sea to fish.
When they got back, the first fisherman said,
“Let us see if there are still five of us.”
So he counted, “One, two, three, four.”
“Oh, no!” he cried. We are only four!”

What happened to the other fisherman?


“Let me count,” said the second fisherman. “One, two, three, four!”
You are right! We are only four!”
“Maybe one of us fell into the sea!” cried the third fisherman.
“What shall we do?” asked the fourth fisherman.

What did the fishermen do?


And they began to cry.
Who do you think would help the fishermen find the missing fisherman?
ENGLISH IV

A little girl came.


“Why are you crying?” she asked.
“Five of us went to the sea to fish.
But only four of us came back!
One of us is lost!” answered the fishermen.
They all cried again. “Boo hu hu!

Can a little girl like her help the fishermen find the lost fisherman?
“Let me count,” said the little girl.
“One, two, three, four, five! There are five of you!”

“Why, what a smart girl you are!” said the five fishermen.
They were so happy. They gave her a basket full of fish.

1. Answering of Motive Question


What was the fishermen’s problem?
Did any fisherman fall into the sea?
How did the fishermen count themselves?
Who helped the fishermen count themselves?
Is there really a missing fisherman? Why or why not?
When one of the fishermen said, “Maybe one of us fell into the sea,” is that
a fact or an opinion? What word in his sentence makes it an opinion?
To check the idea that one of them fell into the sea, what should they do?
If you were one of the fishermen, how would you count yourselves?

2. Group Activity
Group 1
Draw the scene, showing the five fishermen going to fish.

Group 2
Act out the scene where the fishermen are counting themselves.

Group 3
Dramatize the scene where they thought one of them fell into the sea until the girl
helped them count themselves.

Group 4
Write a three to four sentence paragraph about your opinion on how the fishermen
should thank the little girl. Could a little girl carry a basket full of fish?
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Distinguish fact from opinion in a narrative.
Interpret bar and line graphs.

II. Subject Matter


A. Topics
Distinguish fact from opinion in a narrative.
Interpret bar and line graphs.
B. References
Kt12______________, TG pp. 404-405, LM pp. 381
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Phonics Drill
Reading words with r-controlled vowels -ur as in fur
-ur -urb -url -urn -urse -urt
cur curb burl burn curse curt
fur suburb curl turn nurse blurt
blur furl churn purse spurt
spur hurl spurn
purl
churl
Phrases
cat’s fur nurse’s purse
curse the nurse spurt and blurt
curb on the suburb churn, turn, and burn
Sentences
The car bumped on a curb.
The nurse’s purse was burned.
The man cursed the nurse for the big purse.

B. Developmental Activities
1. Presentation
Here are some sentences from the story, “The Five Foolish Fishermen.”
Which are opinions? What makes them opinion?
Which are facts? What makes them facts?
1) The five foolish fishermen went to the sea to fish.
2) When they got back, they counted themselves.
3) Maybe one of us fell into the sea.
4) They must be very happy.
ENGLISH IV

2. Teaching/Modeling
A fact is a true statement. It is a thing or an event that really happened or
existed. It can be proven by means of observation and experience.
An opinion is a view or guess which may or may not be true. It is a feeling or
attitude. Clue words like think, believe, feel, must be, must, probably, seems,
and often signal an opinion.

Is each sentence a fact or an opinion?


Did the first sentence really happen?
What makes it a fact?
How about the second sentence?
Did it really happen?
Did it really happen?
What words in the sentence makes it an opinion?

3. Guided Practice
Read the following paragraph and answer the questions that follow.
Richelle joined the educational tour of Grade Four Aguinaldo in
Bulacan, Pampanga and Olongapo. They visited the old churches, museums,
zoos, parks and playgrounds. After the tour, an evaluation was given to each
participant. Richelle, the Supreme Pupil Government president facilitated the
evaluation of the activity. One of the questions was, which among the places
we visited captured your interest? She made a graph to show their answers.

Study the bar graph and answer the questions that follow:

The Place that Captures Children’s Interest

1. How many pupils answered museum as the best place?


2. How many pupils prefer parks and playgrounds?
3. What places have the same number of preference?
4. What place was most preferred by children?
5. What is the total number of pupils who joined the educational tour?
ENGLISH IV

IV. Evaluation
Below are sentences about different games. Write F on each blank if it states a fact or O if it
states an opinion.

Many Filipinos love to play basketball. In every corner, big or small there seems to be a
basketball area. Young and adult love to play this game. They even love to watch basketball
games local or international, live or over the television. They feel this is the most exciting
game. Some must imitate some of the star players. They copy the moves, hairstyle, and
the jersey number of their idols. Basketball is probably the game of Filipinos.

___1. Many Filipinos love to play basketball.


___2. In every corner, big or small there seems to be a basketball area.
___3. They even love to watch basketball games local or international, live or over the
television.
___4. They feel this is the most exciting game. Some must imitate some of the star players.
___5. Basketball is probably the game of Filipinos.

V. Assignment
Read the paragraph and answer the questions that follow.
Dwayne and his family went to Rainforest Park, Pasig City. They had fun watching the
different animals and they enjoyed the different rides in the amusement park. Dwayne
was also amazed at the number of people visiting the place. So, he encouraged his
parents to sell canned juices in front of the park. They sold all the canned juices and
earned Php1,100 on the first day. They add more canned juices on the second day and
earned Php1,200.
Study the line graph and answer the following questions:
Amount of Earnings in Selling Canned Juices

1. How much did Dwayne’s family earn on Day 1?


2. How much did they earn on Day 2?
3. On what day has the highest earnings?
4. On what day has the lowest earnings?
5. How much is their total earnings for six days?
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Use simple sentence with simple subject and simple predicate.

II. Subject Matter


A. Topics
Use simple sentence with simple subject and simple predicate
B. References
Kt12______________, TG pp. 405-406, LM pp. 385
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Review
Underline the subject once and the predicate twice.
1. Andy does not sleep early.
2. Tubby is a pot bellied cat.
3. Andy’s parents are worried about Andy’s habit.
4. Grandfather thinks of a clever way to teach Andy to sleep early.
5. Andy learns his lesson.
Ask: What is a subject? What is a predicate?

B. Developmental Activities
1. Presentation
Study the following sentences. These are examples of simple sentences.
1. The five foolish fishermen went to the sea to fish
2. The girl is right.
Underline the subject and encircle the predicate in each of the sentences.
What is the subject in sentence 1? What is the predicate in sentence 1?
How many subjects has sentence 2? How many predicate has sentence 2?

Using information from the sentences, what composes a simple sentence?

A simple sentence is composed of simple subject and simple predicate


ENGLISH IV

2. Guided Practice
Read the fable “The Tortoise that Wanted to Fly. ” Afterwards, answer the questions
that follow.
The Tortoise that Wanted to Fly
Nilda Anayo
There was once a tortoise who was never satisfied. He lived on the sweet grass by
the forest pool but he felt very bored.
One day, he noticed a large eagle flying overhead. He looked very graceful,
flying so easily that the tortoise decided he would learn how to fly too. When the
eagle came to rest on a rock near the pool, the tortoise got his chance and said, “Oh,
handsome eagle, you fly so well. Please teach me how to fly.”
The eagle was surprised. “What? Teach you how to fly? You have no wings or
feathers!” Again the tortoise pleaded, “Oh please eagle, I’m sure I
an learn. ”The tortoise continued asking the eagle to teach him how to fly. Finally,
the eagle agreed. He picked up the tortoise with his claws and they flew high in the
sky. Then he let go off the tortoise and told him to flap his legs and fly. The tortoise
flapped his legs as hard as he could, but he fell like a stone towards the ground.
Luckily, he fell into a bush. He was badly shaken but he had no serious injuries.
1. What did the tortoise want to do? The tortoise wanted to fly.
2. Who taught him how to fly? The eagle taught him how to fly.
3. Why can’t he fly? He couldn’t fly because he had no wings.
4. What happened when he fell to the ground? He fell to the ground but he was not
hurt.
5. What lesson did he learn?
6. What is a likely ending of the story?
Which sentences have simple subjects and simple predicates?
Which sentences are simple and which are not?

3. Generalization
A simple sentenceis composed of one subject and a simple predicate
examples:
1. Tubby is a cat.
S P
2. Tubby sleeps on the bed.
S P
4. Application
Work in groups. Read the story. Pick out simple sentences with a simple subject and
a simple predicate.
ENGLISH IV

IV. Evaluation
Look at the pictures . Construct a simple sentence for each picture.

V. Assignment
Construct a 5 simple sentences.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Identify meaning of words with suffixes -er and -or
II. Subject Matter
A. Topics
Identify meaning of words with suffixes -er and -or
B. References
Kt12______________, TG pp.407, LM pp. 388-389
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Phrases:
cord and sword lord has sword sort the corn form a storm
scorch the torch

Sentences:
1. Give more corn for Mrs. Horn.
2. She sorts the cord and sword.
3. A storm is formed.
4. A cork, a fork, and a stork were on the porch.
B. Developmental Activities
1. Presentation
Study the underlined word.
The five foolish fishermen went to the sea to fish. fool - ish
One fisher is missing. fish - er
The smart girl is a thinker. think –er

What is the root word? What syllable is added to the root word?
What does the syllable do to the meaning of the word?

2. Teaching/Modeling
Present the poem,
Work
An Adaptation
My mother is a police officer.
My father is a taxi driver.
They work and help people in many ways.
I’d like to be like them one day.
ENGLISH IV

My sister is a zookeeper.
My brother is an actor.
They work and help people in many ways.
I’d like to be like them one day.

My grandmother is a teacher.
My grandfather is a sailor.
They work and help people in many ways.
I’d like to be like them one day.
Pick out
the words that show roots with suffix -er/-or. Write them on the chart.
Word Root Word Suffix Meaning of Meaning of the word
the suffix
driver drive -er one who one who drives
keeper keep -er one who one who keeps
teacher teach -er one who one who teaches
sailor sail -or one who one who sails
actor act -or one who one who acts

What do the suffixes -er/-or do to a word?


What meaning does the suffix -er or -or bring to the world?
What does each newly formed word mean?

3. Guided Practice
Write the proper word by adding -er or -or to a root word. The meaning given will
help you. The first has been done for you.
1. one who writes writer_______
2. one who paints ___________________
3. one who dreams ___________________
4. one who trains ___________________
5. one who sells ___________________
6. one who sends ___________________
7. one who encodes ___________________
8. one who helps ___________________
9. one who leads ___________________
10. one who reads ___________________

IV. Evaluation
Write the correct word on each blank. Use the suffixes -er/-or.

God Almighty is our (create) ________. He made man as the (lead) ______ of all His
creatures. If you are a (follow) ______ of God, you will obey His commands. Man is the
ENGLISH IV

(keep) ______ of all the things God has made. We must be thankful to God. Are you a
(believe) ____ of God?

V. Assignment
Read the paragraph. Add the suffix -er or -or on the space provided.

Rosario Elementary School won in the different events in the recently held District
Athletic Meet. Their 100 meter-dash run(n) ______ won first place. Their basketball
play____ won second place only because the last shoot_____ did not make it. They also
won in the baseball and volleyball games. Their tennis player won third place because the
competit ______ was so tough to beat. The happiest of them all is the train___ of football
because his players made it to the finals.
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Realize that one should feel proud of those who express their own reasons
Distinguish fact and opinion from an informational text
Express fact and opinion from an informational text

II. Subject Matter


A. Topics
Realize that one should feel proud of those who express their own reasons
Distinguish fact and opinion from an informational text
Express fact and opinion from an informational text
B. References
Kt12______________, TG pp. 409-411, LM pp. _____________
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Read the sentences.
1. Give more corn for Mrs. Horn.
2. She sorts the cord and sword.
3. A storm is formed.
4. A cork, a fork, and a stork were on the porch.

2. Review
Write the proper word by adding -er or -or to a root word. The meaning given will
help you. The first has been done for you.
1. one who writes ___________________
2. one who paints ___________________
3. one who dreams ___________________
4. one who trains ___________________
5. one who sells ___________________

B. Developmental Activities
1. Unlocking of Difficult Words
all year long / year-round
Show a calendar. Ask the pupils to name the months in a year.
How many months are there in a year? What is the first month?
What is the last month?
All year long or year-round means from January to December.
vacation breaks
Using the calendar, let pupils mark the start and the end of the school year.
ENGLISH IV

We go to school from June to March while from April to May is our vacation
break.

boring (Context Clues)


Let the pupils read the sentences.
The movie we saw was boring. We did not have fun watching it. We did not enjoy
it.

What is the underlined word? (boring)


What group of words in the second and third sentences tells us the meaning of
the word “boring?” (did not have fun, did not enjoy)

summer (Semantic Web)


What can you say about summer?

SUMMER

2. Motivation
Show these pictures of children’s activities during summer.

What activities do each of the children do?


When do they usually do such activities?
What other activities may children do in the summer?

3. Motive Question
Will you go to school this summer? Why or why not?

C. During Reading
Now, you will read the selection silently. As you read, take note if the reasons given
are the same as yours.
Will You Go to School this Summer?
Many schools find that pupils learn better and remembermore when they go to
school all year long.
ENGLISH IV

Does that mean pupils won’t get a vacation? No. It meanthat pupils will get many
short breaks instead of just a long one.What do pupils say about a year-round
school?
It’s good!
- I can remember more of what I learned.
- I like having more short breaks.
- Summer gets boring, and I miss my friends.
It’s bad!
- I can’t go to summer activities.
- I like to play outside.
- I like to play outside and swim in the warm weather.
- It’s too hot to be in school in summer.

Answer the following questions.


1. What are many schools finding out?
2. What does going to school all year long mean?
3. Why do some pupils say a year-round school is good?
4. Why do some pupils say a year-round school is bad?
5. Is going to school in summer good or bad? Why? Why not?

D. Post Reading
After reading the selection, ask the pupils if their answers / reasons are the same as
those in the text.
Ask pupils to raise their hands if their answers / reasons are the same as the given one
in the text.

IV. Assignment
Show and tell: Drawing / picture / photo of what they did last summer
ENGLISH IV

Day: ____________________ Date: ______________________

I. Objectives
Distinguish fact and opinion in an informational text
Use simple sentences in expressing fact and opinion
Use the encyclopedia to get information
Decode words with ie and ei sounded as /iy/

II. Subject Matter


A. Topics
Distinguish fact and opinion in an informational text
Use simple sentences in expressing fact and opinion
Use the encyclopedia to get information
Decode words with ie and ei sounded as /iy/
B. References
Kt12______________, TG pp. 416-419, LM pp. 393,395,399-400
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Presentation
Read the words in the chart.

Words with ie Words with ei


achieve ceiling
believe conceit
brief conceive
chief deceit
grief deceive
hygien perceive
pierce receipt
priest receive
thief

Sometimes it is difficult to remember whether a word is spelled with ie or ei.

2. Teaching/Modeling
Read the phrases and sentences with ieand eiwords.
Phrases:
1. the chief of police
2. to dream and believe
3. health and hygiene
4. a parish priest
ENGLISH IV

5. a ceiling fan
6. an official receipt
Sentences:
1. The chief of police caught the thief.
2. Believe that you will achieve your dream.
3. The sermon of the priest is brief.
4. We will receive the lecture on proper hygiene later.
5. The store clerk gave me the receipt for the ceiling fan.

3. Guided Practice
Read the short story then answer the questions.
Ronnie’s dream is to be a policeman like his father. His father is the chief of police in
their town. When Ronnie grows up and becomes a policeman, he can catch robbers
and thieves and put them in jail.

1. What is Ronnie’s dream?


2. Why does he dream to become a policeman?
3. What will he do when he becomes a policeman?
4. What are the ie/eiwords in the short story?
5. Can you think of other words with ieor eisounded as /iy/?

4. Independent Practice
Read the sentences. Look for the word/s that will explain or describe the meaning of
the underlined word in each sentence.
1. You will achieve good grades if you get good scores in tests and participation.
2. They support you because they believe you can do it. They know you can make it.
3. Our teacher asked us to give a brief summary of the story.
The summary should be short.
4. She was full of grief when her husband died. She feels so sad losing him.
5. The policemen obey their chief. They respect their leader.

5. Generalization
The words on the left column have iesounded as /iy/.
The words on the right column have eisounded as /iy/ also.
There is a very simple rule about this:
Use I before e except after c.

IV. Evaluation
Read the short story then answer the questions.
Charlie’s niece, Jackie, learned in Science class that pieces of moon rock fall from the
sky. That is why she keeps a helmet and a shield by her bedside at all times. She also
keeps her eyes on the ceiling until she falls asleep.
ENGLISH IV

1. Who is Charlie’s niece? _________________________


2. What did Charlie’s niece learn in class?
a) pieces of moon rock fall from the sky
b) pieces of moon dust fall from the sky
3. What does Jackie keep by her bedside all the time?
a) sword and shield
b) helmet and shield
4. If you know that a typhoon is coming, what are you going to keep by your bedside?
___________________________________________________________________

V. Assignment
Look for the words with /ie/and /ei/in the story. Write them in the chart.
Words with /ie / Words with /ei/
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Decode words with suffixes de and dis

II. Subject Matter


A. Topics
Decode words with suffixes de and dis
B. References
Kt12______________, TG pp. 419-420, LM pp. 404-407
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Read the words in the chart.

Words with ie Words with ei


achieve ceiling
believe conceit
brief conceive
chief deceit
grief deceive
hygien perceive
pierce receipt
priest receive
thief

B. Developmental Activities
1. Presentation
Study the following words.
design deny dear debut
display disco distance discuss
decode deflate deplane derail
disallow disown disband disengage

2. Teaching/Modelling
The words in the first box are different from the words in the second box. Although
both sets begin with de- or dis-, they are different in structure.
Why are they different?
The words in the second box have prefixes while the words in the first box do not
have prefixes. Let us identify the prefixes and the root words.
The prefix de- means “to do the opposite of” the action or “to do a completely
different action.” The prefix dis- means “not to” or “do not.”
ENGLISH IV

What do the words mean without the prefixes?


What do they mean if we add the prefixes de- and dis-?

code secret message


flate put air in
plane get in the plane
rail on the rail
allow let
own belonging to
band stay together
engage connect

3. Guided Practice
Identify the prefixes and the root words.

Word Prefix Root Word


decode
deflate
deplane
derail
disallow
Disown
disband
disengage
disable

4. Independent Practice
Add dis- to the root words. Write each new word and its meaning.
Use the meaning of the root word to help you.
1. believe (accept as true)
New Word _________________________________
Meaning _________________________________
2. respect (give regard)
New Word _________________________________
Meaning _________________________________
3. similar(same)
New Word _________________________________
Meaning _________________________________
4. appear(to be seen)
New Word _________________________________
Meaning _________________________________
ENGLISH IV

5. continue(to go on)
New Word _________________________________
Meaning _________________________________

5. Generalization
The prefix de-means “to do the opposite of the action” or “to do a completely
different action.”
The prefix dis-means “not to” or “do not.”
IV. Evaluation
Choose the word from the box that best completes each sentence.

Deform debone dethrone declog defrost

1. The plumber will ____________________ the sink because it is overflowing with water.
2. We need to ____________________ the freezer when the ice becomes one-inch thick.
3. Mother asks the fish vendor to ____________________ the milk fish.
4. The oppressed people want to ____________________ the corrupt king.
5. Too much heat and pressure will ____________________ the clay pot.

V. Assignment
Write five sentences using the suffixes -de and -dis.
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Use the encyclopedia to get information

II. Subject Matter


A. Topics
Use the encyclopedia to get information
B. References
Kt12______________, TG pp. 419-420, LM pp. 402-404
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Read the words.

design deny dear debut


display disco distance discuss
decode deflate deplane derail
disallow disown disband disengage

2. Review
What other activities may children do in the summer?
What can you say about summer?

SUMMER

B. Developmental Activities
1. Presentation
Show a picture or a sample of an encyclopedia.
ENGLISH IV

What information can we find in an encyclopedia?


How are different kinds of information presented in an encylopedia?

2. Teaching/Modelling
An encyclopedia is a reference work (such as a book, series of books, web site, or
CR-ROM) that contains information about many different subjects or a lot of
information about a particular subject. (Source: Merriam-Webster Dictionary)

Show the letters found in each book to indicate the beginning letters of the topics
found in it. Example: “Summer” is found in the book where S is.

3. Guided Practice
Use the encyclopedia to learn more about the following topics. Write the volume
number where you can find the given topic.

A-B C-D E-F G-H I-J K-L M-N O-P Q-R S-T

Vol. 1 Vol. 2 Vol. 3 Vol. 4 Vol. 5 Vol. 6 Vol. 7 Vol. 8 Vol. 9 Vol. 10

U-V W-X T-Z

Vol.11 Vol.12 Vol.13

1. Automobiles Volume __________ 6. Planets Volume___________


2. Solar System Volume __________ 7. Environment Volume___________
3. Volcanoes Volume __________ 8. Typhoon Volume___________
4. Buddhism Volume __________ 9. Oceans Volume___________
5. Democracy Volume __________ 10. Machines Volume___________

4. Independent Practice
Choose the correct topic for each item then write the volume number in the box.

A-B C-D E-F G-H I-J K-L M-N O-P Q-R S-T

Vol. 1 Vol. 2 Vol. 3 Vol. 4 Vol. 5 Vol. 6 Vol. 7 Vol. 8 Vol. 9 Vol. 10

U-V W-X T-Z

Vol.11 Vol.12 Vol.13


ENGLISH IV

1. Cities Volume __________ 6. Zoology Volume___________


2. Flag Volume __________ 7. Tornado Volume___________
3. Houses Volume __________ 8. Wheels Volume___________
4. Animals Volume __________ 9. Egypt Volume___________
5. Gadgets Volume __________ 10. Country Volume___________

5. Generalization
An encylopedia is reference work (such as a book, series of books, and CD ROM) that
contains information about a particular subject.

IV. Evaluation
Choose the correct topic for each item then write the volume number in the box.

A-B C-D E-F G-H I-J K-L M-N O-P Q-R S-T

Vol. 1 Vol. 2 Vol. 3 Vol. 4 Vol. 5 Vol. 6 Vol. 7 Vol. 8 Vol. 9 Vol. 10

U-V W-X T-Z

Vol.11 Vol.12 Vol.13

1. I want to learn more about the formation of the stars.


A. constellation B. universe C. Earth

2. I want to learn more about roses, chrysanthemums, and daisies.


A. flowers B. vegetables C. trees

3. I want to learn more about the leaders of nations.


A. saints B. presidents C. Asia

4. I want to learn more about energy from the sun.


A. water vapor B. solar energy C. galaxy
ENGLISH IV

5. I want to learn more about Mars, Jupiter, Neptune, and the Earth.
A. planets B. meteors C. satellites

V. Assignment
Choose any topic that you think is connected with summer. Look for it in the encyclopedia.
Copy 5 facts about it.
Examples: sandcastles, sailboat, beach volleyball, diseases during summer, etc.
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Use simple sentences in expressing fact and opinion
Distinguish fact and opinion from an informational text
Express fact and opinion from an informational text
II. Subject Matter
A. Topics
Use simple sentences in expressing fact and opinion
Distinguish fact and opinion from an informational text
Express fact and opinion from an informational text
B. References
Kt12______________, TG pp. 424, LM pp. _____________
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
What do many schools learn about pupils going to school all year long?
What does this mean for pupils?
What does the survey show regarding this?
According to the survey, why do a number of pupils find it good to go to school even
during summer?
Why don’t other pupils like to go to school in the summer?

2. Review
Choose the correct topic for each item then write the volume number in the box.

A-B C-D E-F G-H I-J K-L M-N O-P Q-R S-T

Vol. 1 Vol. 2 Vol. 3 Vol. 4 Vol. 5 Vol. 6 Vol. 7 Vol. 8 Vol. 9 Vol. 10

U-V W-X T-Z

Vol.11 Vol.12 Vol.13

1. Fruits Volume __________ 6. Tectonic plate Volume___________


2. Dress Volume __________ 7. Sandstorm Volume___________
3. Plato Volume __________ 8. Zoology Volume___________
4. Taoism Volume __________ 9. Oceans Volume___________
5. Arizona Volume __________ 10. Machines Volume___________
ENGLISH IV

B. Developmental Activities
1. Presentation
Will You Go to School This Summer?
Many schools find that pupils learn better and remember more when they go to school
all year long.

Does that mean pupils won’t get a vacation?


No. It means that students will get many short breaks instead of just a long one.

What do pupils say about year-round school? It’s good!


- I can remember more of what I learned.
- I like having more short breaks.
- Summer gets boring, and I miss my friends.

It’s bad!
- I can’t go to summer activities.
- I like to play outside and swim in the warm weather.
- It’s too hot to be in school in the summer.

2. Teaching/Modelling
I will model to you the Think Aloud as we look for the facts and opinions in the text.
TEXT THINK ALOUD
Will You Go to School This Summer? Read the first part aloud.
Many schools find that pupils learn Then say: I think the first sentence is a
better and remember more when they fact because it says that “Many schools
go to school all year long. find.” Finding is a result of studies made.
So this statement is a FACT. A fact is a
statement based on truth and can be
proven to be true. It is not an opinion
because an opinion is a statement based
on feelings, beliefs or emotions.
Ask: Do you agree that this statement is
a fact?
Does that mean pupils won’t get a Read the next part
vacation? No. Say: I think this statement is also a FACT
It means that pupils will get many short because it explains what it means by
vacation breaks instead of just a long having all year long school.
one.
What do pupils say about Say: Now let’s go to the next part.
year- round school? Ask a pupil to read each line. After each
It’s good! line ask the class if it is a FACT or
- I can remember more of what I OPINION. Ask: Why do you say it is a fact
ENGLISH IV

learned. / opinion?
- I like having more breaks. Say: This line is a fact/opinion.
- Summer gets boring, and I miss my Ask: Why is it a fact /opinion?
friends.
It’s bad! Do the same in the last part.
- I can’t go to summer camp.
- I like to play outside and swim in the
warm weather.
- It’s too hot to be in school in the
summer.

3. Guided Practice
Choose another partner to whom you will read your paragraph.
Read and answer the Individual Assessment Test.
Name ___________________________ Date __________
INDIVIDUAL ASSESSMENT SHEET
Topic __________________________________________
Respond to each statement below by checking yes or no.
How did I do reading this article?
I discovered three things in this article.
О Yes О No
I found two interesting things in this article.
О Yes О No
I thought of one question I still have about this topic.
О Yes О No
I liked reading this article.
О Yes О No
I want to read more about this topic.
О Yes О No
Additional Fact:
_______________________________________________
Additional Opinion:
_______________________________________________
ENGLISH IV

IV. Evaluation
Read the selection. Study the sentences in the boxes. Copy each sentence in your notebook.
Identify each sentence as a fact or opinion.
Summer is the Best Season
Adapted
I like summer most of all. Summer is the warmest time of the year. In summer, the
days become longer and the nights become shorter. People can work more and be out for
longer.
People can do lots of things during summer. Some like going outdoors to enjoy nature.
Others like playing outdoor games. They can go for a ride on a horse or a motor bike. They
can also go swimming, boating, hiking, or playing frisbee and other ball games.
Everybody waits for summer. They plan in advance by having their work done months
ahead and saving money for vacation. Some families stay home and have some fun doing
summer activities while others spend their summer in other places on a vacation. What is
important is that summer is spent with families and friends.
That’s why summer is the best season of all.
Sentence Facts Opinion

1. I like summer most of all.


2. Summer is the warmest time of the year.
3. In summer, the days become longer and the
nights become shorter.
4. Some like going outdoors to enjoy nature.
5. That’s why summer is the best season of all.

V. Assignment
Read and identify the facts and opinions in the paragraph.
Once upon a time, there were three cuddly little wolves. They had soft fur and fluffy tails.
They lived with their mother. The first was black, the second was gray, and the third was
white.

Sentence Facts Opinion


1. Once upon a time, there were three cuddly little
wolves.
2. They had soft fur and fluffy tails.
3. They lived with their mother.
4. The first was black, the second was gray, and the third
was white.
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Use simple sentences in expressing fact and opinion.

II. Subject Matter


A. Topics
Use simple sentences in expressing fact and opinion
B. References
Kt12______________, TG pp. 430 LM pp. _____________
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Read the following words.
design deny dear debut
display disco distance discuss
decode deflate deplane derail
disallow disown disband disengage

2. Review
Think of activities that you can do during vacation so that your learning activities will
continue even during summer. Answer the chart in complete sentences.
Activities I can do this summer:
1. This summer I can _____________________________________________.
2. ____________________________________________________________.
3. ____________________________________________________________.
4. ____________________________________________________________.
5. ____________________________________________________________.

B. Developmental Activities
1. Presentation
Read the statements from the selection.
A.
1. I can remember more of what I learned.
2. I like having more short breaks.
3. I can’t go to summer activities.
B.
1. Ana and Jane can remember more of what they learned.
2. Martin and Joseph like more short breaks.
3. The girls and the boys can’t go to summer activities.
ENGLISH IV

2. Teaching/Modelling
Give pupils a few moments to study the group of sentences.
Let us now study sentences 1-3.
What is a subject? What is a predicate?
What is the subject in sentence 1?
What is the predicate in sentence 1?
Put identifying marks to give visual emphasis.
Example: I can remember more of what I learned.
How many subjects? How many predicates?
If a sentence has only one subject and only one predicate it is called a SIMPLE
sentence.
Do the same for sentences 2-3.
If there is only one subject, it is called a SIMPLE SUBJECT.
If there is only one subject, it is called a SIMPLE PREDICATE.
Let us now study sentences 4-6.
What is the subject in sentence 4? What is the predicate?
How many subjects are there?
If there are two subjects, it is called a compound subject.
Example: Ana and Jane can remember more of what they learned.
Do the same for sentences 5-6.
If a sentence has a compound subject and a simple predicate, it is still a simple
sentence.

3. Guided Practice
Read each pair of sentences, then, combine them to form a compound subject in the
sentence. Write your new sentence in your notebook.
1. Karla played with dolls. Ginna played with dolls.
__________________________________________________
2. Their homes are in the Philippines. Their families are in the Philippines.
__________________________________________________
3. Mario read a story. Karl read a story.
_________________________________________________
4. Families help each other. Friends help each other.
_________________________________________________
5. Roses are beautiful. Lilies are beautiful.
_________________________________________________

3. Generalization
If a sentence has only one subject, it is called a simple subject.
If a sentence has only one predicate, it is called a simple predicate.
If there is one simple subject and one simple predicate, it is called a simple sentence.
ENGLISH IV

Example:
I can remember more of what I learned.
If there are two subjects, it is called a compound subject.
If there is a compound subject and simple predicate, it is still a simple sentence.
Example:
Ara and Jane can remember more of what they learned.

IV. Evaluation
Study the pictures of activities during summer. Write a simple sentence with a compound
subject about them.

1. ______________ are playing. 2. _____________ are flying kites.

3. ______________ and are swimming. 4. ____________ are riding their bicycles.

5. ________________ are jogging.

V. Assignment
Look for two simple sentences with compound subjects in your other subject area books.
Copy them in your notebook. Encircle the subject and underline the predicate.
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Identify meaning of unfamiliar words according to structure (suffix -ly, -y)
Write a five to six sentence paragraph about a given topic

II. Subject Matter


A. Topics
Identify meaning of unfamiliar words according to structure (suffix -ly, -y)
Write a five to six sentence paragraph about a given topic
B. References
Kt12______________, TG pp. 434-435, LM pp. 421-423
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Let the pupils read the words with ue/oo. (By class, by group, by pair/individually)
Words with ue Words with oo
blue due pool room
clue avenue moon soon
true sue food mood
glue statue proof school

2. Review
Identify the sentences if it is facts and opinions.
____1. Sleep allows your body to rest. Sleep is also important for your brain.
____2. The three little wolves must build a house.
____3. Breakfast provides the energy needed to get through a busy morning!
____4. A healthy breakfast should contain some protein and some fiber.
____5. Sometimes when you have to rush it makes you worried.

B. Developmental Activities
1. Presentation
Let the pupils read the words with -ly and -y. (By class/group/pair/individual)
orderly properly sunny rainy
sweetly clearly foggy stormy
quickly loudly windy cloudy
quietly slowly chilly smoggy
kindly smoothly misty breezy
ENGLISH IV

2. Teaching/Modelling
What do you notice about our words? (The words end in -y or -ly.)
Notice that the first group of words ends in -ly and the second group of words ends in
-y. The letters -y and -ly are suffixes.
What are the base words or root words of the words in our list?
What kind of words are in the first box? What kind of words are in the second box?
The roots of the words in the first column are adjectives. By adding -ly, the adjectives
become adverbs (how an action happened or is done).
The roots of the words in the second column are nouns. By adding -y, the nouns
becomes adjectives (having or like something).

3. Guided Practice
Answer the questions using words with -ly.
Example: What can you do quickly?
I can comb my hair quickly.
1. What can you do easily?
______________________________________________
2. What can you do patiently?
______________________________________________
3. What can you do loudly?
______________________________________________
4. What can you do slowly?
______________________________________________
5. What can you do clearly?
______________________________________________

4. Generalization
The root words in the first box are adjectives. By adding -ly, the adjectives become
adverbs ( these indicate how an action happened or is done).
The root words in the second box are nouns. By adding -y, the nouns becomes
adjectives (these indicate having or like something).

IV. Evaluation
Choose from the Word Box the correct word to complete the sentences.
Sunny rainy windy quietly loudly

1. Bring your umbrella because it will be a __________ day.


ENGLISH IV

2. It is more fun to fly a kite on a __________ day.

3. It’s a perfect day to go to the beach on a__________ day.

4. My brother and I play __________ because our baby sister is sleeping.

5. We were awakened in the middle of the night by a dog barking ___________.

V. Assignment
Give the list of words with Suffixes -ly and –y.
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Realize the importance of observing safety precautions and procedures even when having fun
Distinguish fact from opinion in an informational text
Express fact and opinion in an informational text
Identify meaning of unfamiliar words

II. Subject Matter


A. Topics
Realize the importance of observing safety precautions and procedures even when
having fun
Distinguish fact from opinion in an informational text
Express fact and opinion in an informational text
Identify meaning of unfamiliar words
B. References
Kt12______________, TG pp. 437-440, LM pp. 424-426
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Nursery Song:
Tune: Row, Row, Row Your Boat
Ride, ride, ride your bike.
Slowly down the street.
Merrily, merrily, merrily
Smile to all you meet.

Show and Tell:


Show a picture of what you think is the best invention made.
Say: For me, the best invention ever made is the __________________________
because __________________________________________________________.

2. Unlocking of Difficult Words


dangerous (Structural Analysis)
What is the root word? (danger)
Danger means someone or something that can cause pain, harm or something
bad. From the meaning of danger, what do you think is the meaning of
dangerous?
ENGLISH IV

inventors (Using context clues)


One of the famous inventors was Alexander Graham Bell.
He created the first telephone.

cyclists (Picture of a cyclist)


This is a picture of a cyclist. What does a cyclist do?

helmet (Picture of a helmet or real helmet)


This is a helmet (or picture of a helmet. How is the helmet worn?
Why do we wear a helmet?

fastened (Demonstration)
Using the belt of the helmet, demonstrate the word “fastened”
After fastening the helmet, say: The belt of the helmet is fastened.

3. Motivation
Here is an incomplete picture of a bicycle. Let us complete the parts.

pedal wheel seat handlebars chain brakes

B. Developmental Activities
1. During Reading
Now that our bicycle is complete, let us take a bicycle ride! Let us read the selection
about the bicycle.
ENGLISH IV

Bicycle, a Wonderful Machine


Lorna B. Castillo, et.al.
Bicycles Today
Do you have a bicycle? How does it look like? How will you describe a
bicycle? The bicycles today that we see are light, safe, and fast. One can exercise
using them. Young and
old people enjoy riding bicycles.

Bicycles Before
But do you know that bicycles a long, long time ago were different? They were
heavy and slow. They were dangerous to ride. They were made of wood. Their
wheels were made of wood, too. One should push the bicycle forward so it cold run.
Later on, inventors added foot pedals. Then a front wheel was added, it was much
larger than the back wheel. As years passed, other inventors improved the bicycle as
we see it now. Today, it is safe and comfortable to ride. Cyclists all over the world
enjoy it. Let’s thank the inventors who did all these changes. It is a wonderful
machine used for transportation and for exercise.

Safe Bike Ride


Bike riding is a lot of fun. But sometimes accidents happen. What must we do to
avoid this? How can we safely ride a bicycle? Wear bike helmets to have a safe ride.
Always wear
this even if you are going for a short ride. Your bike helmet should fit you properly.
Ask your Dad and Mom to get one that fits your head. A bike helmet has straps.
These should
always be fastened.
There are other safety rules that your Dad and Mom
can help you follow.
• Make sure your seat, handlebars, and wheel fit tightly.
• Check the chain of the bicycle. Oil it regularly.
• Check the brakes to be sure they are working well.
• Check also the tires. Check if these have enough air.
Are you ready to ride a bike now?

2. Comprehension check-up
1. How are the bicycles today different from before?
2. What changes did the inventors do to the bicycles before?
3. Why is the bicycle a wonderful machine?
4. How can we be safe in riding the bicycle?
ENGLISH IV

3. Guided Practice
Group Activities
Venn Diagram - Group 1 will answer the Comparison and Contrast Chart. They will
write about how bicycles today are different from bicycles before. The left circle is
for the characteristics of the bicycles before while the right circle is for the
characteristics of the bicycle today. The middle part where the circles overlap is for
the same things they have.

Bicycles Before Bicycles Today

Thank You Letter - Group 2 will write a Thank You Letter to those who invented and
developed the bicycle into what it is today.
Thank You, Bicycle Inventors

Dear Bicycle Inventors,


_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________.

Yours,

Safety Tips Chart- Group 3 will answer the Safety Tips Chart. They will list down the
safety tips when riding a bicycle.
Safety Tips in Riding a Bike
ENGLISH IV

4. Generalization
Who among you has a bicycle?
Who among you knows how to ride a bicycle? Who wants to learn how to ride a
bicycle?
Is it easy to learn how to ride a bicycle?
Why? How did you learn to ride a bicycle?
Is it fun to ride a bicycle?
Why do you say it is fun to ride a bicycle?
Is it easier and more fun to ride the bicycles today than those before?

Engagement Activity #1: Venn Diagram)


From the very beginning that it was invented, the bicycle changed a lot. Because of the
changes, riding the bicycle has become more fun and comfortable. And the
inventions / changes were made by many people called inventors. Let us express our
thanks to those people because they made it easier and more fun riding the bicycle.

(Engagement Activity #2: Thank You Letter)


Biking or cycling is fun. But there will be times when it will not be fun.
When will biking or cycling not be fun?
If we are not careful, accidents may happen.
Is it fun meeting an accident? Do you like to have an accident while riding yourbicycle?
What should be done so that accidents will not happen
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Identify meaning of words with suffixes -able and -ible
Follow steps in a process
Write five to six sentence paragraph about a given topic
Decode words with silent letters

II. Subject Matter


A. Topics
Identify meaning of words with suffixes -able and -ible
Follow steps in a process
Write five to six sentence paragraph about a given topic
Decode words with silent letters
B. References
Kt12______________, TG pp. 450-451, LM pp. 430-432
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Oral Language Practice
Nursery Rhyme (Adaptation)
The wheels on the bike go round and round Round and round, round and round
The wheels on the bike go round and round All through the town.
The bell on the bike go ring, ring, ring Ring, ring, ring, ring, ring, ring
The bell on the bike go ring, ring , ring All through the town.
The rider on the bike go huff, huff, huff Huff, huff, huff, huff, huff, huff
The rider on the bike go huff, huff, huff All through the town.

2. Review
Read the sentences. Identify whether they are facts or opinions.
Before
__________1. Bicycles were heavy and slow.
__________2. They were dangerous to ride.
__________3. They were made of wood.
__________4. Their wheels were made of wood, too.
__________5. One should push the bicycle forward so it could run.
ENGLISH IV

Today
_________1. The bicycles are light, safe, and fast.
_________2. One can exercise using them.
_________3. Young and old people enjoy riding bicycles.
_________4. They are safe and comfortable to ride.
_________5. They are wonderful for transportation and for exercise.

B. Developmental Activities
1. Presentation
Read the words with -able and -ible.
allowable climbable enjoyable fixable
lovable playable singable valuable
bendable collectible comfortable irresistible
noticeable sensible questionable workable

2. Teaching/Modelling
The suffixes -able and -ible can be added to the end of some words to mean “capable
of,” “can be,” or “able to be.” For example, lovable is able to be loved. Something
breakable can be broken.

3. Guided Practice
Choose from the box above the word that tells about:
1. something that can be sung
2. something that is of value
3. something that can be fixed
4. something that may be collected
5. something that can be allowed

4. Generalization
The suffixes -ableand -ibleare added to the end of some words to mean “capable of,”
“can be,” or “able to be.”
Examples:
Lovablemeans able to be loved.
Something breakablecan be broken.

IV. Evaluation
Choose the words from the box to complete the sentences in the paragraph.

bendable enjoyable playable climbable lovable sensible


ENGLISH IV

Homer loved playing the piano. It was __________ for him. But he couldn’t take his piano
with him. It wouldn’t fit through the doors, and it wasn’t __________. Now, Homer was a
nice, __________ boy. But he wasn’t very smart or __________. He tried to make a piano
out of rubber! He forgot that a rubber piano just isn’t __________! But it is soft. Homer
slept on his piano every night and dreamed of beautiful music.

V. Assignment
Find the -able or -ible word in each sentence and write it on the blank. Choose a root word
from the box and write it next to the -able or -ible word formed from it. The first one is done
for you.

comfort notice question sense work

1. The old man was not comfortable wearing his new leather shoes.
_________________ __________________
2. He thought his plan to have a big celebration was workable.
_________________ ___________________
3. Her reason for joining the program is questionable.
_________________ ___________________
4. It was sensible of the class president to tell the teacher what happened.
_________________ __________________
5. She thought the stain was not noticeable on her blue skirt.
__________________ __________________
ENGLISH IV

Day: ____________________ Date: ______________________


I. Objectives
Distinguish fact from opinion in an informational text
Use compound sentences to compare/ contrast persons/ animals /places/ objects/ events/
ideas
Decode words with ue/ui

II. Subject Matter


A. Topics
Distinguish fact from opinion in an informational text
Use compound sentences to compare/ contrast persons/ animals /places/ objects/
events/ ideas
Decode words with ue/ui
B. References
Kt12______________, TG pp. ____________ LM pp. _____________
C. Materials
pictures, flashcards, charts

III. Learning Activities


A. Preliminary Activities
1. Drill
Oral Language Practice
Nursery Rhyme: (Adaptation)
Ride, ride to the city
Ride, ride to town
Careful when you ride it
And never in your gown.

2. Review
Answer the word that tells about:
1. something that can be enjoy
2. something that is of play
3. something that can be work
4. something that may be change
5. something that can be avail

B. Developmental Activities (day 1)


1. Presentation /Reading Comprehension
The following are sentences taken from the selection. Let us read / them and
analyze if they are facts or opinions.
ENGLISH IV

Read the sentences. Identify whether they are facts or opinions.


Before
__________1. Bicycles were heavy and slow.
__________2. They were dangerous to ride.
__________3. They were made of wood.
__________4. Their wheels were made of wood, too.
__________5. One should push the bicycle forward so it could run.

Today
_________1. The bicycles are light, safe, and fast.
_________2. One can exercise using them.
_________3. Young and old people enjoy riding bicycles.
_________4. They are safe and comfortable to ride.
_________5. They are wonderful for transportation and for exercise.

2. Teaching/Modelling
What are facts? What are opinions?

3. Guided Practice
Identify the facts and opinions from the following paragraph.

Puppets as Actors
Susan Jan
(an excerpt)
Puppets can bring great joy not only to kids, but also to adults, all over the
world. Puppets were first introduced to the world of entertainment thousands of
years ago. It originated from Greece as the Greeks then were known to be fond of
theatrical presentations. Though they enjoyed theater, they found supporting the
actors financially rather expensive, so that they turned to the use of puppets in
plays.
They soon discovered that puppets were just as able as actors to elicit
positive response from the audience. So, they continued to patronize the use of
puppets in stage shows and presentations. Soon stage puppet shows became
many people’s favourite pastime.

FACTS

OPINION
ENGLISH IV

C. GRAMMAR (day 2)
1. Review
Let us read the words and the sentences.
Some consonants are silent when they come before the consonants n and r. The
second consonant is heard.

g is silent before n.
k is silent before n.
w is silent before r.
Gn Kn Wr Ck
Sign Knife Wrist Rock
gnat Kneel Wrong Knock
Knock Writing Slick
knotted Wrench Wrecker
unknown wrecker

2. Presentation
Simple Sentence
Simple Subject + Simple Predicate
Bike riding is fun.

Compound Subject + Simple Predicate


Bike riding and exercising can make you healthy.

Simple Subject + Compound Predicate


Bike riding can make you healthy and
can be enjoyable at the same
time.

3. Teaching /Modeling
What is a simple sentence?
What is a simple subject? What is a compound subject?
What is a simple predicate? What is a compound predicate?
How is a simple sentence formed?
Let us see the examples on the chart.
ENGLISH IV

Read and study each sentence.


1. You should wear a bike helmet and it should fit you properly.
2. A bike helmet has straps and they should always be fastened.
3. The chain must be oiled and the brakes must be checked regularly.

What do you notice about the sentences? What is the word that all of them have?
(and)
Why do you think the word and is used? Say: Let us study sentence #1.
How many subjects are there? How many predicates are there?
What is the first subject? What is the first predicate?
What is the second simple sentence in #1? What is its subject and predicate?

4. Guided Practice
Underline the conjunction use in the sentences.
1. Liza likes biking and Ted enjoys skateboarding.
2. Given a chance the girls will wear the red helmets or they will borrow the blue
helmets of the boys.
3. The brothers want to ride a bike but it has started raining.
4. Ana and Jane can remember more of what they learned.
5. What is your favourite fruits Ana, melon or papaya?

5. Generalization
These sentences have two simple sentences. They are called COMPOUND sentences.
In our examples, the simple sentences are connected by the word AND.
“And” is a conjunction that connects similar ideas. We can also use OR or BUT.
“Or” is used to show choices.
“But” is used to show opposite ideas.

IV. Evaluation
Put the two sentences together to form a compound sentence. Use conjunctions: and, but,
or.
1. The boy ate chips. _____The girl ate cakes.
2. We drew stars. _____We drew hearts.
3. Can you run? ____Can you jump?
4. Pam likes dogs.___ Leslie likes cats.
5. Max can read. ____Dennis can write.
ENGLISH IV

V. Assignment
A. Look for one compound sentence in your other subject area books. Copy them in your
notebook.

B. Write a simple sentence with a compound predicate about the picture.


Write a compound sentence about the picture.
ENGLISH IV