TG - English 4 - Q2 PDF

4
English
Teacher’s Guide
Unit 2
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Department of Education
Republic of the Philippines
i
English – Grade 4
Teacher’s Guide
First Edition 2015
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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:

Felicitas Pado, PhD Ofelia Flojo, PhD
Nemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhD
Authors:
Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. Datuin
Victoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. Importante
Valeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. Ganggangan
Ms. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva

Layout Artists:
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ii
To our Dear Teachers,
This teacher’s guide is designed in four quarters with nine-week

lessons every quarter. Other broad competencies were subtasked to suit
the time alloted for the day’s lesson.
In a literature-based curriculum, objectives are classified into

a) expressive which refers to the appreciation of the literary text; and b)
instructional which refers to the development of the skills.
There are several activities for the pupils to develop target skill/s
but this is not an end in itself. Feel free to modify the strategies to address
individual differences of learners.
We also want you to use formative assessment results as basis

for instruction thus, enrichment activities are provided for pupils who got
above 50% of the total score and we encourage you to provide remediation
to pupils whose total scores are below 50%.
Enjoy teaching and make a DIFFERENCE in the pupils’ lives.
The Authors
iii
Table of Contents
Curriculum Guide ............................................................................................ vi
Quarter 2: Science and Nature
Table of Specification: Pre-Assessment .......................................................... 107
Pre-Assessment ............................................................................................. 108
Week 1 ………………………………………………………............................ 112
Week 2 ………………………………………………………............................ 125
Week 3 ………………………………………………………............................ 136
Week 4 ………………………………………………………............................ 147
Week 5 ………………………………………………………............................ 156
Week 6 ………………………………………………………............................ 166
Week 7 ………………………………………………………............................ 174
Week 8 ………………………………………………………............................ 182
Week 9 ………………………………………………………............................ 191
Table of Specification: Post Assessment ........................................................ 200
Post Assessment ............................................................................................ 201
iv
ENGLISH GRADE 4
FIRST QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates understanding of verbal cues for clear expression of ideas actively creates and participates in oral theme-based activities
demonstrates understanding of verbal and non-verbal cues for effective
Oral Language efficiently delivers oral presentations
oral presentation
demonstrates understanding of information derived from multi-media
creatively presents information using broadcast media
sources for clear and creative presentation
demonstrates understanding that English is stress-timed language to
Fluency reads aloud text with accuracy and automaticity
achieve accuracy and automaticity
demonstrates understanding of the elements of informational text for
Listening recalls details, sequence of events and shares ideas on texts listened to
comprehension
Comprehension
demonstrates understanding of text types to construct feedback identifies story perspective and text elements
vi
demonstrates understanding that word meaning can be derived from
uses different resources to find word meaning
different sources
Vocabulary demonstrates understanding that words are composed of different parts
uses strategies to decode the meaning of words
and their meaning changes depending on context
demonstrates understanding that word meaning changes based on context uses strategies to decode the meaning of words in context
demonstrate understanding of various linguistics nodes to comprehend Use linguistic cues to appropriately construct meaning from a variety of
various texts texts for a variety of purposes
Use knowledge of text types to correctly distinguish literary from
Demonstrate understanding of text elements to comprehend various texts
Reading informational texts
Comprehension Demonstrate understanding of writing styles to comprehend the author’s Use diction (choice of words) to accurately analyze author’s tone, mood,
message and point of view
Demonstrate understanding that reading in a wide range of texts provides
Use literal information from texts to aptly infer and predict outcomes
pleasure and avenue for self-expression and personal development
demonstrates understanding of writing as a process uses a variety strategies to write informational and literary compositions
Writing and
Composition demonstrates understanding of the importance of using varied sources of
uses varied sources of information to support writing
information to support writing
K to 12 BASIC EDUCATION CURRICULUM
Content Standard Performance Standard
Domain
The learner… The learner…
demonstrates command of the conventions of standard English grammar speaks and writes using good command of the conventions of standard
and usage when writing or speaking English
demonstrates understanding of English grammar and usage in speaking or
Grammar uses the classes of words aptly in various oral and written discourse
writing
demonstrates understanding of English grammar and usage in speaking or
uses the classes of words aptly in various oral and written discourse
writing
demonstrates understanding of non-verbal cues to communicate with applies knowledge of non-verbal skills to show respect when
others communicating with others
Attitude
demonstrates understanding of verbal and non-verbal elements of
uses paralanguage and non-verbal cues to respond appropriately
communication to respond back
Study
demonstrates understanding of library skills to research on a variety of
Strategies/ uses library skills to gather appropriate and relevant information
topics
Research
vii
views various forms of media in order to gather and share information,
Viewing demonstrates understanding of the strategies in comprehending visual text
persuade others and understand and express ideas
F
LC OL V RC SS WC
Oral G A
Week Listening Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
Fluency
EN4LC-Ia-1 EN4OL-Ia-d- EN4V-Ia-d-1 EN4RC-Ia-b-1 EN4F-Ia-1 EN4SS-Ia-1 EN4G-Ia- EN4WC-Ia-b- EN4A-Ia-1
Note details in a 1 Use context clues Analyze a Phonological Locate b-1 1 Show
selection listened Speak clearly to find meaning narrative in terms Read words, information Use plural Write 2-3 willingness
to. using of unfamiliar of its characters. phrases, using print and form of sentences about and
1
appropriate words. poems or non-print regular the characters enthusiasm
pronunciation stories with resources nouns in a literary text in reading or
and intonation. long vowel a listened to or listening to
sound read. literary text
EN4LC-Ib-2 EN4V-Ia-d-2 EN4RC-Ia-b-2 EN4F-Ib-2 EN4SS-Ib-2
Note details in a Use context clues Analyze a Read words, Locate
selection listened (synoynms) to narrative in terms phrases, information
2
to, to identify find meaning of of its setting. poems or using print and
setting unfamiliar words. stories with non-print
long vowel e resources
K to 12 English Curriculum Guide December 2013 Page 2 of 14
F
LC OL V RC SS WC
Oral G A
Fluency
sound
EN4LC-Ic-3 EN4V-Ia-d-2 EN4RC-Ic-2 EN4F-Ic-3 EN4SS-Ic-3 EN4G-Ic-2 EN4WC-Ic-2
Note details in a Use context clues State similarities Read words, Locate Use plural Write two or
selection listened (synonyms) to and differences phrases, information form of three sentences
to find meanind of in information / poems or using print and irregular about the
3 unfamiliar words. literary text read stories with non-print nouns characters,
long vowel i resources setting, or
sound (using map) events in a
story listened to
or read
EN4LC-Id-4 EN4OL-Ia-d- EN4V-Ia-d-2 EN4RC-Id-e-3 EN4F-Id-4 EN4SS-Id-4 EN4G-Id-3 EN4WC-Id-3 EN4A-IIb-
Sequence events 2 Speak clearly Use context clues Sequence events Read words, Arrange words Use clear Write 2-3 step 2
in a story listened using (antonym) to in a story or phrases, in alphabetical and directions using Listen
to appropriate determine the narrative poems or order with the coherent signal words attentively
pronunciation meaning of stories with same first letter sentences and react
and intonation unfamiliar words long vowel o but a different using positively
(poems, sound second letter appropriate during story
4
chants, grammatical reading.
viii
rhymes, structures:
riddles) Kinds of
Nouns-
Mass Nouns
and Count
Nouns
EN4LC-Ie-5 EN4OL-Ie-2 EN4V-Ie-f-2 EN4F-Ie-5 EN4SS-Ie-i-5 EN4G-Ie-4 EN4WC-Ie-f-4
Sequence events Give oral Use context clues Read words, Use graphic Use clear Write different
in a story listened directions (definition) to phrases, organizers to and forms of simple
to determine the poems or show coherent composition
meaning of stories with understanding sentences (thank you
unfamiliar words. long vowel u of texts (story using card, note,
5
sound sequence appropriate poster,
organizers) grammatical slogan) as a
structures response to
(quantifiers stories / poems
of mass read or listened
nouns) to
6 EN4LC-If-1 EN4OL-If-3 EN4RC-If-4 EN4F-If-6 EN4SS-Ie-i-5 EN4G-If-5 - notes / letters
F
LC OL V RC SS WC
Oral G A
Fluency
Infer about Express one’s Infer about Read words, Use graphic Compose - Descriptive
feelings, traits of ideas, feelings feelings, traits of phrases, organizers to clear and paragraph
characters from clearly characters in a poems or show coherent - Another
selections selection read stories with understanding sentences ending to a
listened to compound of texts (story using story
words sequence appropriate
organizers) grammatical
structures:
Kinds of
Nouns
(Possessive
Nouns)
EN4LC-Ig-1 EN4OL-Ig-4 EN4V-Ig-3 EN4RC-Ig-5 EN4F-Ig-7 EN4G-Ig-6 EN4WC-Ig-h- EN4A-IIa-
Infer about Express one’s Use context clues Make inferences Read words, Identify and 5 1
ix
feelings, traits of ideas, feelings to find meaning and draw phrases, use concrete Write a friendly Demonstrate
characters in clearly of unfamiliar conclusions poems, and nouns and letter as a respect for
selections words (definition) based on a stories with abstract response to the ideas,
listened to literary or accuracy nouns stories / poems feelings and
expository text read or listened culture of
7
EN4F-Ig-8 to the author
Read aloud of the text
grade level listened to.
texts with
accuracy and
proper
expression
EN4LC-Ih-1 EN4OL-Ih-5 EN4V-Ih-4 EN4F-Ih-i-8 EN4G-Ih-7 EN4WC-Ig-h-
Infer about Express one’s Use context clues Read words, Use 6
feelings, traits of ideas and to find meaning phrases, collective Write forms of
characters in feelings clearly of unfamiliar poems, and nouns simple
selections words stories with composition as
8 listened to (exemplification) diphthongs a response to
accurately stories / poems
read or listened
to -notes /
letters -
descriptive
F
LC OL V RC SS WC
Oral G A
Fluency
paragraph
EN4LC-Ii-1 EN4OL-Ii-6 EN4V-Ii-5 EN4RC-Ih-4 EN4F-Ih-i-9 EN4G-Ii-8 EN4WC-Ii-6
Infer feelings, Express one’s Use context clues Infer the theme Read with Use simple Write a
traits of ideas, feelings to find meaning of literary text accuracy present response to a
characters in clearly of unfamiliar words, tense of story / poem
selections words phrases, verbs in read or listened
listened to (exemplification) poems,and sentences to -notes /
9
stories with letters
silent letters.
Read aloud
grade level
texts
SECOND QUARTER
x
F
LC OL V RC SS WC
Oral G A
Fluency
EN4LC-IIa-1 EN4OL-IIa- EN4V-IIa-1 EN4RC-IIa-1 EN4F-IIa-1 EN4SS-IIa-1 EN4G-IIa-b- EN4WC-IIa- EN4A-IIa-1
Identify main 1 Identify Identify the Read with Arrange 8-10 1 1 Demonstrate
idea and Restate or meanings of important story automaticity words with Identify and Write respect for the
supporting details retell unfamiliar elements such as grade level different use personal sentences ideas, feelings
from a text information words through setting, character frequently beginning pronouns in following and culture of
listened to. from a text structural and plot. occurring letters in sentences. the author of
correct
listened to. analysis content area alphabetical the text
1 (compound words. order. mechanics of listened to.
words and capitalization
their and
components: punctuation.
one word
compound
(backyard),
two word
F
LC OL V RC SS WC
Oral G A
Fluency
compound
(security
guard),
hyphenated
compound
word (sister-
in-law).
EN4LC-IIb-2 EN4OL-IIb- EN4V-IIb-2 EN4RC-IIb-2 EN4F-IIb-2 EN4SS-IIb-2 EN4G-Ii-9 EN4WC-IIb-
Recall 2 Identify Identify Read with Classify Use the 2
information from Use courteous meanings of meanings of automaticity related words, pronoun that Write a short
conversations. expressions unfamiliar unfamiliar words grade level ideas, and agrees in story with the
words through through frequently concepts gender, elements.
2
EN4LC-Iib-3 structural structural occurring according to number with
Note details from analysis analysis (words content area certain the
xi
news (words with with affixes). words. characteristics antecedent.
reports/selections affixes). and
listened to. similarities.
EN4LC-IIc-3 EN4OL-IIc-3 EN4RC-IIc-3 EN4F-IIc-3 EN4G-IIc-3 EN4WC-IIc- EN4A-IIb-2
Note details by Listen and -Noting details Read with Identify and 3 Listen
asking/answering answer -Infer words, automaticity use s form of Write a attentively
questions about questions feelings of grade level verbs. friendly letter and react
a story/poem about a story characters frequently using correct positively
3 listened to read/listened EN4RC-IIb-3 occurring format. during story
to. Infer the moods content area reading.
or feelings of the words.
character based Read words
on what he/she that end with
says or do. –s correctly.
EN4LC-IId-4 EN4OL-IId- EN4V-IId-3 EN4RC-IId-4 EN4F-IId-4 EN4G-IId-4 EN4WC-IId- EN4A-IIc-3
Follow a set of 4 Use context Make a two-point Recite a poem Use the 4 Express love
three-to-five step Give three-to- clues to act sentence outline. with present form Write a two- for stories and
4
directions. five step the meaning of expression of verbs that point sentence other texts.
directions. difficult words. agree with the outline
subject
EN4LC-IIe-5 EN4OL-IIe- EN4V-IIe-4 EN4RC-IIe-5 EN4F-IIe-5 EN4SS-IIc-3 EN4G-IIe-5 EN4WC-IIe- EN4A-IId-4
5 Interpret a story 5 Use prefixes Give possible Read with Follow Use 5 Take part in
through Relate story and root words endings to stories automaticity instructions possessive Outline a creative
F
LC OL V RC SS WC
Oral G A
Fluency
dramatization events to as clues to get grade level carefully on a pronouns that paragraph responses in
songs or art one’s meaning of content area text. agree in with explicitly preparing
activities. experience. words. words. gender with given main logs, journal,
antecedents. idea. and other oral
presentation.
EN4LC-IIf-6 EN4OL-IIf-6 EN4V-IIf-5 EN4RC-IIf-6 EN4F-IIf-6 EN4SS-IId-4 EN4G-IIf-6 EN4WC-IIf-6 EN4A-IIe-5
Infer traits of React to what Use suffixes Predict outcomes Read using Fill out forms Use correct Write a Take part in
characters based the characters and root words of events in the correct giving the time paragraph creative
on what they do said in the as clues to get story intonation and appropriate expressions to based on a responses in
6
or say in a story story listened meaning of expression. instructions. tell an action two-point preparing
listened to. to. words. in the present. outline. logs, journal,
and other oral
presentation.
EN4LC-IIg-7 EN4OL-IIg- EN4V-IIg-6 EN4RC-IIg-h-7 EN4F-IIg-7 EN4SS-IIe-5 EN4G-IIg-7 EN4WC-IIg- EN4A-IIf-6
Give a possible 7 Identify and Infer the feelings Read words Get Use the past 7 Browse and
ending to a story Retell best- use simile and and traits of the with information form of Write a read news
7 heard. liked part of a metaphor in characters in the consonant from the news regular verbs. paragraph page for
story heard. the poem story. blends /tr/, page of a about one’s information of
xii
read. and ,/cr/ school paper. personal a school
experience. paper.
EN4LC-IIh-i-8 EN4V-IIh-7 EN4F-IIh-8 EN4SS-IIf-6 EN4G-IIh-i- EN4WC-IIh- EN4A-IIg-7
Sequence events Identify and Read words Use dictionary 8 8 Request for
in a story listened use simile and with in getting the Use the past Compose more stories
8 to. metaphor in a consonant meaning of form of slogan from a to be read.
story read. blends /br/, words. irregular given stimuli.
and /gr/ verbs.
EN4OL-IIi-8 EN4V-IIi-8 EN4RC-Iii-8 EN4F-IIi-9 EN4SS-IIg-7 EN4G-IIh-i- EN4WC-IIi-9 EN4A-IIh-8

Connect Identify and Note important Read words Get 9 Write a news Listen
events in a use details in an with information Use the past report using attentively
9 story heard to personification. informational consonant from the news form of the facts and react
a personal text. blends /pr/, page. regular and given. positively
experience and /gr/ irregular during story
verbs. reading.

THIRD QUARTER
F
LC OL V RC SS WC
Oral G A
Fluency
EN4LC-IIIa-1 EN4OL-IIIa- EN4V-IIIa-1 EN4RC-IIIa-1 EN4F-IIIa-1 EN4SS-IIIa- EN4G-IIIa-1 EN4WC-IIIa- EN4A-IIIa-1
Distinguish reality 1 Use context Note significant Read a poem 1 Identify and 1 Write Show love for
from fantasy. Use clues details. aloud with Use a use adjectives sentences reading by
appropriate (synonym and proper thesaurus to in sentences describing listening
expression to antonym) to expression. find synonyms persons, attentively
1
talk about find meaning and antonyms places, things during story
famous of unfamiliar of words. and animals reading and
events. words. making
comments or
reactions.
EN4LC-IIIb-2 EN4V-IIIb-2 EN4RC-IIIb-2 EN4F-IIIb-2 EN4SS-IIIb- EN4G-IIIb-2 EN4WC-IIIa- EN4A-IIIb-2
Note details from Identify Note significant Read aloud 2 Identify and 2 Rewrite Show interest
a story listened multiple details. grade level Interpret a use words pairs of in reading a
xiii
to. meaning of texts map. that show sentences travelogue.
2
words. accurately. degrees of using
comparison of connectors
objectives in
sentences
EN4LC-IIIc-3 EN4OL-IIIb- EN4V-IIIc-3 EN4RC-IIIc-3 EN4F-IIIc-3 EN4SS-IIIc- EN4G-IIIc-3 EN4WC-IIIc- EN4A-IIIc-3
Point out details 2 Get the Identify Read aloud 3 Use 3 Show interest
from a Use meaning of sequence of grade level Use a timeline appropriate Write simple in reading a
biographical appropriate unfamiliar events. texts to show order word signals sentences biography.
3
account. expression to words through accurately. of events. to show the using
talk about restatements. sequence of sequence
famous events in signals.
places. ssentences
EN4LC-IIId-4 EN4V-IIId-4 EN4RC-IIId-4 EN4F-IIId-4 EN4SS-IIId- EN4G-IIId-4 EN4WC- EN4A-IIId-4
Use indirect Identify Identify cause Read grade 4 Identify and IIId-4 Browse and
speech to clarify different and effect level texts Locate use the Write / read books for
the speaker’s meaning of relationship with meaning of correct order compose clear various
4 ideas. content appropriate words from of adjectives and coherent purposes such
specific words. speed, the dictionary. in a series in sentences as learning or
accuracy and sentences using the for pleasure.
expression correct order
of adjectives.
F
LC OL V RC SS WC
Oral G A
Fluency
EN4LC-IIIe-5 EN4OL-IIIc- EN4V-IIIe-5 EN4RC-IIIe-5 EN4F-IIIe-5 EN4SS-IIIe- EN4G-IIIe-5 EN4WC-IIIe- EN4A-IIIe-5
Give one’s 3 Identify Identify various Read grade 5 Identify and 5 Browse and
reaction to an Use different text types level texts Locate use adverbs Write / read books
event or issue. appropriate meaning of according to with information of place in compose clear for various
5
expression to content structure. appropriate from sentences. and coherent purposes such
talk about specific words. speed. glossaries sentences as learning or
famous using adverbs for pleasure.
people. of place.
EN4LC-IIIf-6 EN4V-IIIf-6 EN4RC-IIIf-6 EN4F-IIIf-6 EN4SS-IIIf- EN4G-IIIf-6 EN4WC-IIIf- EN4A-IIIf-6
Give one’s Identify Make comparison Read grade 6 Use 6 Browse and
reaction to an different and contrast. level texts Locate appropriate Write / read books for
event or issue. meanings of with information adverbs of compose clear various
6
content appropriate from indices. time in and coherent purposes such
specific words. speed. setences sentences as learning or
using adverbs for pleasure.
of time.
EN4LC-IIIg-7 EN4OL-IIIg- EN4V-IIIg-7 EN4RC-IIIg-7 EN4F-IIIg-7 EN4SS-IIIg- EN4G-IIIg-7 EN4WC-
Give one’s 4 Identify Make Read correctly 7 Use adverbs IIIg-7
xiv
reaction to an Tell / retell different generalizations. grade level Locate of manner in Write /
event or issue. familiar stories meanings of texts with information sentences compose clear
by using content intonation and from indices. and coherent
7
appropriate specific words expression. sentences
gestures and -denotation using adverbs
expressions in -connotation of manner.
complete
sentence.
EN4LC-IIIh-8 EN4OL-IIIh- EN4V-IIIh-8 EN4RC-IIIh-8 EN4F-IIIh-8 EN4SS-IIIh- EN4G-IIIh-8 EN4WC- EN4A-IIIh-7
Give one’s 5 Use word Use appropriate Read correctly 8 Use a IIIh-8 Browse and
reaction to an Tell / retell associations graphic grade level Interpret particular kind Write a one- read books for
event or issue. familiar stories (analogy) organizers to texts with charts. of sentence paragraph various
by using show the intonation, for a specific essay on a purposes such
8
appropriate sequence of expression. purpose particular as for learning
gestures and events in a text -making topic. or for
expressions in read requests pleasure.
complete (Story)
sentence.
9 EN4LC-IIIi-9 EN4OL-IIIi- EN4V-IIIi-9 EN4F-IIIi-9 EN4SS-IIIi- EN4G-IIIi-9 EN4WC-IIIi- EN4A-IIIi-8
F
LC OL V RC SS WC
Oral G A
Fluency
Give one’s 6 Use word Read grade 9 Use a 9 Browse and
reaction to an Relate one’s classifications level texts Interpret particular kind Write a one- read books for
event or issue. own correctly with graphs. of sentence paragraph various
experiences intonation and for a specific essay on a purposes such
and ideas expression. purpose particular topic as for learning
related to the -asking or for
topic using a permission pleasure.
variety of
words with
proper
phrasing.
FOURTH QUARTER
xv
LC V RC F WC
OL SS
Listening Vocabulary Reading Oral G Writing VC A
Week Oral Study
Comprehensio Developme Comprehensio Reading Grammar Compositio Viewing Attitude
Language Strategy
n nt n Fluency n
EN4LC-IVa-1 EN4OL- EN4V-IVa-1 EN4RC-IVa-1 EN4F-IVa-1 EN4SS-IVa- EN4G-IVa- EN4WC- EN4VC-IVa- EN4A-IVa-
Distinguish fact IVa-1 Use Distinguish fact Read aloud 1 1 IVa-1 1 1
from opinion State a fact knowledge of from opinion grade four Take note of Identify Write Identify Express
and context clues level texts relevant prepositions sentences visual interest in
opinion to find the with accuracy information in sentences expressing elements different
1
meaning of rate of 95 to from a given fact and used in a texts by
unfamiliar 100% text opinion print/non reading
words print available
-synonyms materials print
materials
EN4LC-IVb-2 EN4OL- EN4V-IVb-2 EN4RC-IVb-2 EN4F-IVb-2 EN4G-IVb- EN4WC- EN4VC-IVb- EN4A-IVb-
Tell whether an IVb-2 Use Interpret Read aloud 2 IVb-2 2 2
action or event Express knowledge of direction in grade four Use Write 3-4 Identify the Expess
is reality or whether an context clues authentic texts level texts prepositions sentences in visual interest in
2
fantasy action or to find the i.e., with accuracy nn giving elements text by
event is meaning of medical rate of 95 to sentences directions used in a reading
reality or unfamiliar prescriptions 100% -to and from print/non available
fantasy words print print
LC V RC F WC
OL SS
Week Oral Study
Language Strategy
n nt n Fluency n
-antonyms materials materials
EN4LC-IVc-3 EN4OL- EN4V-IVc-3 EN4RC-IVc-3 EN4F-IVc-3 EN4SS-IVc- EN4G-IVc- EN4WC- EN4VC-IVc- EN4A-IVc-
Evaluate the IVc-3 Identify the Distiguish reality Read aloud 2 3 IVc-3 3 3
likelihood that State if a meaning of from fantasy in grade four Use a Use Write 3-4 Make Express
story/event story could words with stories read level texts glossary get prepositions sentences connection interest in
3 could really really multiple with meaning of in sentences using between text by
happen happen meaning accuracy rate words -among and among and information reading
of 95 to between between viewed and available
100% personal print
experiences materials
EN4LC-IVd-4 EN4OL- EN4V-IVd-4 EN4RC-IVd-4 EN4F-IVd-4 EN4SS-IVd- EN4G-IVd- EN4WC- EN4VC-IVd- EN4A-IVd-
Give conclusion IVd-4 Identify Give conclusion Read grade 3 4 IVd-4 4 4
to realistic State meaning of to humorous or level texts Use the index Use Write 3-4 Make Express
fiction listened conclusion words with cumulative with 118 to locate prepositions sentences connection interest in
4 to to realistic prefixes poem read words information in, on, showing between text by
fiction Un,in,im,dis, correctly per under and conclusion information reading
mis and re minute above in of a given viewed and available
sentences topic or personal print
xvi
situation experiences materials
EN4LC-IVe-5 EN4OL- EN4V-IVe-5 EN4RC-IVe-5 EN4F-IVe-5 EN4SS-IVe- EN4G-IVe- EN4WC- EN4VC-IVe- EN4A-IVe-
Give conclusion IVe-5 Identify Give conclusion Read grade 4 5 IVe-5 5 5
to humorous or State meaning of to humorous or level texts Use almanac Use Write 3-4 Explain how Express
cumulative conclusion word with cumulative with 118 to get prepositional sentences specific interest in
poem listened to to suffixes ful poem read words information phrases in showing aspects of a text by
humorous and less correctly per sentences conclusion text reading
5
or minute illustrations available
cumulative contribute to print
poem Read aloud a wht ia materials
heard cumulative conveyed by
poem the words in
a text
EN4LC-IVf-6 EN4OL- EN4V-IVf-6 EN4RC-IVf-6 EN4F-IVf-6 EN4SS-IVf- EN4G-IVf- EN4WC- EN4VC-IVf- EN4A-IVf-
Distinguish fact IVf-6 Identify Distinguish fact Read grade 5 6 IVf-6 6 6
from opinion in State facts meaning of from opinion level texts Interpret bar Use simple Write 3-4 Explain how Express
6
a narrative or opinion words with from a narrative with 118 and line sentence sentences specific interest in
in a suffixes er words graph -simple expressing aspects of a text by
narrative and or correctly per subject and opinion text reading
LC V RC F WC
OL SS
Week Oral Study
Language Strategy
n nt n Fluency n
minute predicate illustarions available
contribute to print
what is materials
conveyed by
the words in
a text
EN4LC-IVg-7 EN4OL- EN4V-IVg-7 EN4RC-IVg-7 EN4F-IVg-7 EN4SS-IVg- EN4G-IVg- EN4WC- EN4VC-IVg- EN4A-IVg-
Distinguish fact IVg-7 Identify Distinguish Read grade 6 7 IVg-7 7 7
from opinion in Express meaning of between fact or level texts Use the Use simple Write 5-6 Explain how Express
an informational fact or words with opinion in an with 118 encyclopedia sentences sentence specific interest in
text opinion in prefixes de informational words to get with paragraph aspects of a text by
an and dis text correctly per information compound about a text reading
7
information minute subject and given topic illustarions available
al text simple contribute to print
predicate in what is materials
xvii
giving fact conveyed by
and opinion the words in
a text
EN4LC-IVh-8 EN4OL- EN4V-IVh-8 EN4RC-IVh-8 EN4F-IVh-8 EN4SS-IVh- EN4G-IVh- EN4WC- EN4VC-IVh- EN4A-IVh-
Distinguish fact IVh-8 Identify Distinguish Read grade 7 8 IVh-8 8 8
from opinion in Express meaning of between fact or level texts Use Use simple Write 5-6 Explain how Express
a narrative text fact or words with opinion in a with 118 strategies in sentences sentence specific interest in
opinion in a suffixes ly narrative text words takin`g test with simple paragraph aspects of a text by
narrative and y correctly per subject and about given text reading
8
text minute compound topic or idea illustarions available
predicate in contribute to print
giving what is materials
suggesting conveyed by
solutions to the words in
problems a text
EN4LC-IVi-9 EN4OL- EN4V-IVi-9 EN4RC-IVi-9 EN4F-IVi-9 EN4SS-IVi- EN4G-IVi- EN4WC- EN4VC-IVi- EN4A-IVi-9
Distinguish IVi-9 Identify Distinguish Read grade 8 9 IVi-9 9 Express
between fact or Express meaning of between fact or level texts Follow steps Use Write 5-6 Explain how interest in
9 opinion in a fact or words with opinion in a with 118 in a process compound sentence specific text by
informational opinion in suffixes able informational words sentences in paragraph aspects of a reading
text an and ible text correctly per comparing about given text available
information minute contrasting topic or idea illustarions print
LC V RC F WC
OL SS
Week Oral Study
Language Strategy
n nt n Fluency n
al text persons/ani contribute to materials
mals/places/ what is
object/event conveyed by
s/ideas the words in
a text
xviii
CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
xix
Component/ Topic
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
Quarter First Quarter I Phonological Awareness PA
*Zero if no specific quarter
Lowercase Letter/s Reading Comprehension RC
*Put a hyphen (-) in between
Week Week six f Spelling S
letters to indicate more than a
specific week
Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency 2.5
appropriate grammatical
structures Writing and Composition WC

QUARTER 2
TABLE OF SPECIFICATIONS (PRE TEST)
ITEM
TOPICS / SKILLS PLACEMENT TOTAL
1. Identifying the main idea and 1 1
supporting details for a text
heard
2. Compound words 2 1
3. Identifying story elements 3 1
such as setting, character,
and plot
4. Arranging 8-10 word with 4, 32 2
different beginning letters in
alphabetical order
5. Using personal pronouns 5 1
6. Using possessive pronouns 10-11 2
7. Verbs in the –s form 9 1
8. Noting details from news 6 1
report/selections listened to
9. Answering wh- questions 7 1
10. Using prefixes and suffixes 12-13 2
11. Infer the moods or feelings 33-35 3
of the character based on
what he/she says or does
12. Writing a friendly letter 19-23 5
13. Identifying figure of speech 24-28 5
(simile, metaphor and per-
sonification)
14. Making an Outline 14-18 5
15. Sequencing of events 29 1
16. Giving possible ending 8, 30 2
17. identifying a slogan 31 1
18. Using regular and irregular 36-40 5
verbs
107
QUARTER 2
PRE-ASSESSMENT
Listening
I. Listen as the teacher reads the story then answer the questions that follow.
Write only the letter of your answer.
Mary and the Caterpillar

Mary had a flower garden. She visits it every day after school. She cleans
the flower beds every weekend. Oh, how she loved her garden. One day, Mary
noticed that the leaves of the gumamela were eaten. She found a caterpillar
in one of the leaves. She was about to destroy it but it looked so small and
harmless that she decided to leave it there. She watched the caterpillar eat
the leaves. After a few more days, Mary didn’t find the caterpillar anymore.
She found it in a rolled leaf. Perhaps it grew tired of eating and now wants to
sleep. The following week Mary looked for the caterpillar in the rolled leaf. It
wasn’t there. She thought it died. Then, she saw a beautiful yellow butterfly.
“Could it be that this butterfly was the caterpillar?,” Mary wondered.
1. What happened to the leaves of the gumamela plant?

a. It grew some flowers. c. It was rolled by the caterpillar.
b. It was eaten by the caterpillar. d. It turned yellow.
2. Which of the following is an example of a compound word?
a. school b. weekend c. following d. wondered
3. What is the setting of the story?
a. in the house c. in the flower garden
b. in the school d. In the city
4. Which of the following list of words are arranged in correct alphabetical
order?
a. gumamela, caterpillar, flower, garden, leaf, sleep, butterfly, harmless
b. caterpillar, gumamela, garden, flower, leaf, butterfly, sleep, harmless
c. butterfly, caterpillar, flower,garden, gumamela, harmless, leaf, sleep
d. flower, harmless, caterpillar, garden, butterfly, sleep, leaf, gumamela
5. In the sentence “Mary had a flower garden. She visits it every day after
school.” What personal pronoun is used to replace the name of Mary?
a. she b. it c. is d. of
6. Which of the following is NOT a part of the selection read?
a. Mary has a flower garden.
b. Mary took care of the caterpillar and gave it food every day.
c. Mary decided to leave the caterpillar on the leaf.
d. Mary saw a yellow butterfly near the gumamela.
108
7. Mary did not kill the caterpillar. Why?
a. She was happy to see the caterpillar. c. She took pitied the caterpillar.
b. She was angry at the caterpillar. d. She loved the caterpillar.
8. What do you think happened to the caterpillar?

a. The caterpillar died. c. The caterpillar transferred to another plant.
b. The caterpillar changed into a butterfly. d. The caterpillar got lost.
Grammar
1. Which pair of words will best complete the idea of the sentence:
Louise ____________ milk for breakfast. She _____ it is a good way to start
the day.
a. drinks – think c. drinks – thinks
b. drink – thinks d. drink - think
Choose the correct possessive pronouns from the box that will complete the
given sentence:
mine your yours ours my our
2. I planted this mango tree. This is ___ mango tree.

3. I own this tree. This is _____.
Reading
4. The bridge is flooded. It is impossible to cross now. What is the meaning of
the underlined word?
a. possible to flood c. not possible to cross
b. possible to cross d. not possible to flood
5. Kiko is a good cat. He is harmless with children.
a. can cause harm c. full of harm
b. cannot cause harm d. little harm
Writing
14-18. Read the short paragraph and write an outline.
A bird is a kind of animal. It has two wings and legs. Its body is
covered with feathers. Its beak is hard. Most birds can fly, but there are
others who cannot. Turkeys and penguins are two kinds of birds that
cannot fly.
_________________
Title
I. ____________________________
1. __________________________
2. __________________________
3. __________________________
Rewrite the letter using the correct format.
109
19. Your friend
20. Today I saw a butterfly in my garden. Any idea where it came
from? Last week, I found a caterpillar in the leaf of my gumamela
plant. Now it’s gone. Do you know what could have happened
to the caterpillar? I am now trying to find out where this butterfly
came from. Please help me on this.
21. Dear Sara
22. Leila
23. San Pablo Elementary School
June 3, 2014
__________________
__________________
__________
__________________________________________
_______________________________________________
_______________________________________________
_________________________________________
____________
____________
Identify the following figures of speech. Tell which of the sentences is a simile,
metaphor and personification.
24. The rain whispered as it fell to the ground.
25. Father works like an ant
26. My life is an open book.
27. The moon played hide and seek with the clouds.
28. The thunder was as loud as the fireworks.
29. What is the correct sequence in making a sandwich? Choose the
letter of the correct answer.
1. Put your bread together

2. Get two slices of bread.
3. First, you need to buy loaf bread and peanut butter.
4. Spread the peanut butter on the bread
a. 1-2-3-4
b. 3-2-4-1
c. 3-1-4-2
d. 4-3-2-1
30. Read the selection carefully. What do you think Rica and Rita
should do?
Rica and Rita were walking from school, when they noticed a wallet
near the trash can. They picked it up. They opened it and saw five hundred
pesos. They looked at each other. Both were hungry. They stood for a while
thinking.
110
a. Use the money to buy food
b. Throw the wallet in the trash can
c. Get the money and give it to mother
d. Keep the wallet and report it to the Police Station with Mother
1. Which is a slogan?
a. It is chocolate
b. Stop, look and listen
c. Cover the trash cans
d. Coca-Cola- It’s the real thing
2. Which letters are found between R and U?

a. QM b. ST c. UV d. WT
Read the paragraph.
Roberta felt like hiding her face. She was wearing her new eyeglasses
to school for the first time. She felt that everyone on the street was laughing
at her. “I look like an owl,” she thought to herself.
3. What do you think did the character feel?

a. happy b. angry c. jealous d. shy
Read the paragraph carefully. Answer the questions.
Leonardo’s mother prepares the cake. She fills the table with
delicious food and sweets. She looks out the window and sees Leonardo
arriving from school. Mother tells everyone to get ready. As soon as
Leonardo opens the door, everyone starts to sing.
4. What is the mood of the selection?

a. sad b. festive c. happy d. gloomy
5. What feeling will Leonardo have when he gets in the house?
a. calm b. surprised c. afraid d. funny
Write the correct form of the verbs in the parentheses to complete the idea of the
paragraph.
Last week, the whole family__________(36. visit) our grandmother in the next
town. On our way, we ___________(37. see) fruit vendors with carts full of fruits.
Mother ___________ (38. buy) some lanzones, rambutan and durian. We ___ (39.
eat) all the fruits when we arrived at grandmother’s house. Grandmother ______ (40.
Is) very happy to see us.
111
Quarter 2
Theme: Science and Nature
Week 1 - Big or Small, Animals All Around
I. Objectives
A. Expressive Objectives
1. Realize and appreciate the importance of bugs

2. Realize that it is better to be friendly than to be grouchy
3. Admire the friendly ladybug for her willingness to share her food
B. Instructional Objectives
Listening Comprehension
Identify the main idea and supporting details from a text listened to
Oral Language
Restate and retell information from a text listened to
Vocabulary Development
Identify meanings of unfamiliar words through structural analysis (compound
words and their components: one word compound (backyard), two word
compound (security guard), hyphenated compound word (sister-in-law)
Reading Comprehension
Identify the important story elements such as setting, character and plot
Oral Reading Fluency

Read with automaticity grade level frequently occurring content area words
Study Strategy
Arrange 8-10 words with different beginning letters in alphabetical order
Grammar
Identify and use personal pronouns in sentences
Writing Composition
Write sentences following correct mechanics of capitalization and
punctuation
Attitude towards literacy, literature and language

Demonstrate respect for the ideas, feelings, and culture of the author of the
text listened to
112
II. Subject Matter
A. Topics
Poems:
I like Bugs by Margaret Wise Brown
http://www.hubbardscupboard.org/ilike_bugs_.html
The Elephant Who Forgot What He Was by Christopher Ronald Jones,

UK
http://www.voicesnet.org/displayonepoem.aspx?poemid=227646
Song: Insect Bodies by Victoria Smith

http://www.hubbardscupboard.org/i_like_bugs_.html
Story: “The Grouchy Ladybug” by Eric Carle

HarperCollins Paperback Edition 1996
B. Materials:
• Bigbook of the story The Grouchy Ladybug
• assorted pictures of insects e.g. ladybug, ant, bees etc.
• a picture of an insect with parts labelled
Day 1
EO: Realize and appreciate the importance of bugs.

LC: Get the main idea and supporting details from text listened to.
OL: Restate and retell information from text listened to.
A. Pre-reading Activities
1. Unlocking of Difficult Words (using picture clues, context clues and

examples)
a. bugs
Bugs are small insects.
Say: “These are bugs.” (Show picture of bugs.)
“Can you name some bugs? Describe them.”
b. ladybug
The ladybug is red with black spots on it.
(Show picture of a ladybug)
Say: “This is a bug. It is called a ladybug.”
“Where can you find ladybugs?”
c. mean
Say: “The boy kicked the dog. He is mean.”
Ask: “What can you say about someone who is mean?”
“Can you name some actions that will show that someone is being mean?”
“Is it good to be mean to others? Why?”
113
d. sidewalk
Say: “We waited for the bus at the sidewalk.”
Ask: “What are sidewalks for? Why?”
2. Motivation
Show a picture of bugs. Talk about it.
Ask: “Do you like bugs? Why or why not?”
Ask the pupils to fill up a KWL chart about bugs.
What I Know What I Want to Know What I Learned
3. Motive Question
Ask: “What kind of bugs does the author like?”
B. During Reading Activities
• Model Reading of the poem

• Shared reading of the poem with the class
Refer to LM, I Like Bugs! by Margaret Wise Brown
Comprehension Check: Refer to LM, Talk about It
1. Teaching/Modelling
What is the main idea of the poem?

What are the supporting details that talk about the main idea of the poem?
(Use the graphic organizer to show the connections).
Black
Green bugs bugs Bad
I like bugs
Mean bugs bugs Etc...
Etc....
Teaching Chart
Every story, poem or paragraph has a main idea. The main idea
tells what the story, poem, or paragraph is all about.
The supporting details tell more about the main idea. They
give the important details and describe the main idea for better
understanding.
114
2. Guided Practice
Sing the poem to the tune of If You’re Happy and You Know It
Refer to LM, Find Out and Learn Insect Bodies
Form six (6) groups. Groups 1 to 3 will use the 1st stanza of the song, while
Groups 4 to 6 will use the 2nd stanza. Refer to LM, Try and Learn
Answers:
Group 1-3
Main Idea: Every insect’s body has three parts.
Supporting Details: Every insect has a head, a thorax and abdomen
Group 4-6
Main Idea: Every insect’s body has six legs.
Supporting Details: It has three legs on each side. It walks on them
with pride.
3. Science Integration
Ask: “How can you tell a bug from other living things?”
“What are the body parts of a bug?”
“What bugs can you find at home? In gardens?” (use other places
identified by pupils)
“Why do they stay in these places? What do these bugs do?”
“Do you like them to stay in these places? Why or why not?”
Note: Emphasize the importance of bugs in the environment (e.g. bees

provide honey; spiders feed on mosquitoes and other insects;
ladybugs eat aphids that harm plants)
4. Independent Practice
Read the poem and identify the main idea and the supporting details.
Refer to LM, Learn Some More, Where is the Caterpillar?
Enrichment Activities:
Drawing Activity
Draw and color a bug which you think the author of the poem will like.
Explain why you think the author will like it.
115
Day 2
EO: Appreciate the value of sharing one’s blessings with others

RC: Note important details from a selection listened to.


Recall: Rereading of the poem I Like Bugs (individually and/or by groups)
1. Unlocking of Difficulties (using context clues, pictures and demonstration)
a. whale
Show a picture of a whale.
Say: “This is a whale. Describe a whale. Name the body parts of the
whale from the picture.”
b. grouchy
(Show a picture of a grouchy boy)
Say: “The boy is grouchy. He is always in a bad mood.”
Ask: “How does a grouchy person look, act, speak?”
c. aphids
(Show a picture of a plant with aphids.)
Say: “There are aphids on the leaves of the plant.”
Ask: “How do aphids look like? Where else can you find aphids?”
d. screeched
The woman screeched in a very loud voice.
Ask: What does screech mean? Demonstrate. What situations will
make you screech?
e. puffed
He puffed air into the balloon to make it big.
Ask: What do you do when you puff air? Have children demonstrate
the action.
f. insist
The boy insists and would not accept no for an answer.
Ask: How do you insist? When do you insist?
2. Group Activity
Divide the class into 3-5 groups and have pupils classify the pictures by
filling in the table.
Am I an insect or not?
116
Read the names of the insects/animals in the picture. (Model reading of the
words first.)
Yes Maybe No
1. ladybug
2. yellow jacket
3. stag beetle
4. praying mantis
5. sparrow
6. lobster
7. boa constrictor
8. hyena
9. gorilla
10. elephant
11. whale
Note: Prepare at least 3-5 sets of the pictures of the given animals/
insects. These are animals/insects from the story The Grouchy Ladybug
and will serve as part of vocabulary enrichment.
3. Motivation
Say: “Sometimes you are in a bad mood. Do you get grouchy? When and
why do you get grouchy?
Preview the cover and say: “What do you think is the story about?”
Describe the ladybug in the picture.
4. Motive Question
Why do you think the ladybug is grouchy?
B. During Reading
Read the story The Grouchy Ladybug. (Interactive Reading can be used after
the reading of the first 2 animals / insects that the grouchy ladybug met. The
repetitive lines can be recited by identified groups for the characters or the
entire class can repeat the lines for the teacher.) You may also read the entire
story first then reread the story, dropping your voice and letting students read
the repeated portions of the story in the second reading.
Refer to LM for the story of the The Grouchy Ladybug.
C. Post Reading
1. Engagement Activities
Differentiated pupils’ activities for 6 groups.
Group 1. Don’t Get Lost: Chart It!
117
Copy the story chart in your notebook. Identify the elements of the story.
Story Map
Title of the story

______________
Author: ________
Plot
Character/s Setting
Group 2. Breaking News!
Accomplish the Plot Chart (problem-solution chart) for “The Grouchy Lady
Bug.” Talk about the ladybug’s problem and the actions she took to solve
her problem. Write your answers in your notebook.
Title of the story
________________
PLOT
Ending
Beginning Middle
Group 3. Minute News!
Sequence events according to the story using the given pictures. Arrange
the pictures of the animals that the ladybug wanted to fight.
Group 4. Lights, Camera, Action!
Choose at least two bugs/animals that the ladybug met on that day.
Dramatize that part of the story.
Group 5. Flash Report
Show the part where the ladybug meets the whale. One member of the
group will play a reporter who will interview the ladybug and the whale.
(The group will write at least three possible questions that the reporter will
ask the ladybug and the ladybug’s answers. They will also write at least two
possible questions to ask the whale and the whale’s answers.)
Group 6. Love Letters from the Heart

Talk about the ending of the story. Pretend you are the grouchy ladybug.
What will you say to the friendly ladybug? Write this in a letter to the friendly
ladybug. Write on a separate sheet of paper.
118
Discussion Questions
1. What is the story about? (Group 1 will present their output)
2. What happened when the two ladybugs landed on the same leaf? Why?
3. Why did the grouchy ladybug fly away? (Group 2 will present their
output)
4. Why does the ladybug want to fight?
5. What did the grouchy ladybug do that day? (Group 3 will present their
output)
6. What does the ladybug say to the animals? Why? (Group 4 will present
their output)
7. What happened when the ladybug met the whale? (Group 5 will show
us.)
8. What did the ladybug say to the whale?
9. What did the ladybug do when the whale would not answer her?
10. Do you think the whale could hear the ladybug? Why not?
11. What happened when the ladybug reached the whale’s fin?
12. Where do we find the ladybug at the end of the story?
13. What do you think will happen to the grouchy lady bug after that day?
(Group 5 will present their output.)
2. Enrichment Activity:
Refer to LM, Learn Some More and Find out and Learn
Day 3
EO: Show appreciation by accepting advice and warnings of parents, friends, and
other well-meaning individuals
RC: Identify the story elements (setting, character, and plot)
WC: Write a short story using the story elements
A. Introduction/Presentation
Say: “Can you remember the title of the story we read yesterday? Retell
the story.”
B. Teaching/Modelling
At five o’clock in the morning, the sun came up. A friendly

ladybug flew in from the left. It saw a leaf with many aphids on it,
and decided to have them for breakfast. But just then, a grouchy
ladybug flew in from the right. It , too, saw the aphids and wanted
them for breakfast.
Say: “Today, we will learn about the different elements in the story.” (Call
some pupils to read the paragraph taken from the story The Grouchy
Ladybug)

Based on the paragraph:
1-2. When and where did the story happen? Read the part. Describe it.
3. What do you call this part of the story? (setting)
4. Do all stories need a setting? Why?
119
5. Who are the characters of the story? Describe the two ladybugs in the
story. (Use a Venn diagram to illustrate the differences and similarities
of the two ladybugs).
Friendly Ladybug Grouchy Ladybug
6. What do you call the persons / animals in the story? (characters).

7. What did the friendly ladybug want? What did the grouchy ladybug
want? How did each ladybug try to solve problem? What did the grouchy
ladybug do? How did the story end?
(Fill-out the problem-solution-ending chart below using the pupils’
responses.)
Example:
Events Problem Ending
Event 1:
A ladybug flew Another ladybug was
The grouchy ladybug
to a leaf to eat already eating the
did not fight anyone.
the aphids for aphids in the leaf.
breakfast.
Event 2:
He did not have
The grouchy The friendly ladybuug
breakfast and lunch.
ladybug wanted to said that she will fight
He went to look for
fight the friendly if the grouchy ladybug
someone big enough
ladybug for the wishes it.
to fight.
aphids.
Everyone was willing
The grouchy
to fight the ladybug. He was very hungry.
ladybug went to
They were not big He ate the leftover
look for anyone
enough for him to aphids for dinner.
willing to fight him.
fight.
Teaching Chart
 The elements of a story are setting, character, and plot.

 The characters are the people in the story.
 The setting is the place and the time the events in the story
happened.
 The plot is made up of the events that happened in the story.
It consists of the beginning, the middle, and the ending.
o Beginning – It gives the problem faced by the main
character.
o Middle – It presents the actions made by the
characters to solve the problem.
o Ending – it gives the solution to the problem.
120
C. Guided Practice
Identify the elements in the story Buddy and the Cat.

Refer to LM, Do and Learn.
Ask: “What is the setting of the story? Read the part where the setting is
mentioned.”
“Who are the characters in the story? Describe each of these characters.”
“Identify the parts in the selection that helped you describe the
characters.”
D. Independent Practice
Read the selection and do the activity that follows.

Refer to LM for the selection Pablo and the Eggs
Identify the elements of the story by filling in the graphic organizers.
Title of the Story:

Pablo and the Eggs
Setting: Characters Plot

Garden
Pete, the Pablo, the Beginning: Pablo

grasshop- praying wanted to play
per mantis with some round
objects he found.
They look like
small balls.
Middle: Pete
tried to stop him
because they
looked like small
eggs.
Ending: Pablo was

about to play with
the eggs when
it hatched which
frightened him.
121
E. Writing/ Composition
Refer to LM, Write About It
(Divide children into 5-6 groups.)
Write a short story using the three (3) story elements.

Tell the class your story.
Note: Make the activity more meaningful and interesting by letting the class
vote for the best story made. A role play of the story the pupils wrote serve.
Day 4
VD: Identify and use compound words in sentences

G: Use personal pronouns and their antecedents
A. Skills Development: Compound Words
1. Introduction/Presentation
Read the following sentences.
1. The ladybugs landed on a leaf one early morning.

2. They wanted aphids for breakfast.
3. The grouchy ladybug saw a stag beetle and wanted to fight with it.
4. The praying mantis prepared to fight with the ladybug.
5. The one-day old aphids were eaten by the bugs.
Say: “What are the underlined words in the sentence?” (Call pupils to
read the underlined words.)
“What can you say about these words?” (They are made up of 2
words)
“What words can you find in these words?” (lady + bug, stag +
beetle, etc.)
“Can you think of other words which are combinations of two
words?” (Write all answers given by the pupils. Be sure to separate
the compound words from non-compound words)
Say: “Read the words on the board,” (given by pupils in the earlier
activity).
“We call these words compound words. What can you say about
the compound words in each column?”
Column 1 Column 2 Column 3

baseball
one-half
handshake report card
twenty-one
newspaper fairy tale
sister-in-law
sunshine love letter
x-ray
rainbow
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Teaching Chart
A compound word is made of two words joined to form a
new word. There are three different kinds of compound words.
One-word compound is written as one whole word.


Two–word compound is written as two separate words

Hyphenated compound is written with a hyphen

separating the two words.
3. Guided Practice
Read the paragraph. Identify the compound words. Say if it is a one-

word compound, two-word compound or a hyphenated compound
word.
Janna loves to visit her grandmother in her farmyard on

weekends. She loves to sit with her Lola Marta on the rocking chair
and watch the fireflies at night. Lola Marta always reads fairy tales
to Janna before bedtime. She also shows her how to cook pancakes
in the frying pan. Janna proudly claims that she made forty-four
cookies one weekend and shared one-half of them with the vice-
president of their homeowners’ club.

Hyphenated
One-word compound Two-word compound
compound words
Refer to LM, Do and Learn
Activity: Group the pupils into 4. Distribute the following poems for them
to read. Let pupils identify the compound words used in the poem. Write
these on the table given. Before the presentation of the compound
words, the group will read their poem to the class.
Refer to LM, Learn Some More for the short poems In the Beehive,
Animal Homes, Firely Hi, and Ladybug Rhyme.
Ask: “How were you able to tell the compound words from non-
compound words?”
“What types of compound words were you able to identify? In
what ways are they different from one another?”
(Answers: Group 1 – beehive, nobody / Group 2 – animal beds,
underground / Group 3 – firefly, evening sky / Group 4 – ladybug,
flower bed)
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B. Skill Development: Grammar (Personal Pronouns)
1. Presentation
Read the paragraph on LM, Read and Learn. Answer the questions that
follow.
Refer to LM, Try and Learn
Teaching Chart
 Personal pronouns are words used in place of nouns in

sentences.
 The following are personal pronouns:
o Singular
(I, me, he, she, it, him, her)
o Plural
(you, we, they, them)
3. Guided Practice
Write the correct personal pronouns that will complete the paragraph.
Mika and Nena are friends. ________are neighbors and

classmates, too. ______ enjoy playing badminton. They say ______
is an exercise and a fun way to spend their time. Coach Sara invited
them to join the badminton team; ______ said it will be fun. Mr. San
Luis, the class adviser, said ____ will allow __________ to join.
Answers: they, they, it, she, he, them
Day 5
EO: To realize that living organisms are unique and different from one another
SS: To arrange 8-10 words with different beginning letters in alphabetical order
A. Review
Call selected pupils read the selection

Refer to LM, Read and Learn
B. Presentation
Let pupils read the following words individually, by pairs, or groups.
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Note: Have the words written on cartolina strips to facilitate alphabetization
activity.
Refer to LM, Try and Learn
C. Teaching/Modelling
Say: “Look at the word list in the box. If we will arrange these words in
alphabetical order, what word will be first? What word will be next? What
word will come next in alphabetical order?”
Teaching Chart
 To alphabetize a list of words or names, you start by placing them

in A-B-C order according to the first letter of each word.
 If you have two or more words that begin with the same letter, you
will look at the second letter. Ask yourself: which of the second
letters comes first in the alphabet? If the first and second letters
are the same, go to your third letters.
D. Guided Practice
Group the pupils in three (3). Each group will arrange the given words in
alphabetical order.
Present the group output to the class. Check the pupils’ answers.
E. Independent Practice
Read the poem carefully. Copy the underlined words in your notebook or paper.
Then arrange the words in alphabetical order.
Refer to LM, Learn Some More, The Elephant Who Forgot What He Was.
Week 2
I. Objectives
1. Realize the value of staying together as a family especially in times of

difficulties
2. Realize the importance of compassion in times of need
Note details from news reports / selections listened to.
Oral Language
Answer wh- questions based on new reports/selections listened to / read.
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Study Strategy
Classify related words, ideas, and concepts according to certain
characteristics and similarities
Grammar
Use personal pronouns
-use the pronoun that agrees in gender, number with the antecedent
Attitude towards literacy, literature, and language

Demonstrate respect for the ideas, feelings and culture of the author of
the text read or listened to
II. Subject Matter
A. Literature Text and References
Song : If All the Little Raindrops

Story : Jar of Lollipops by Gretel Laura Cadiong and Victoria D.
Mangaser
Poem : Bugs at Home by Helen H. Moore (Adaptation by Victoria
Mangaser)
A Poem A Day by Helen Moore (1997) pp. 117, Scholastic
Professional Books, USA
The Shape of Things by Meish Goldish
A Poem A Day by Helen Moore (1997) pp. 46
Scholastic Professional Books, USA
B. Grammar Point
1. Personal Pronouns and Their Antecedents
C. Explicit Skills
1. Answering wh- questions

2. Using words with affixes (un- and -less)
3. Classifying related words
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Day 1
Note details from news reports/selections listened to

Answer wh- questions based on news reports/selections listened to/read
Skills Development: Noting Details and Answering Wh- Questions
Ask the pupils to sing the song, If All the Little Raindrops.
If All the Little Raindrops
If all the little raindrops were lemon drops and gum drops
Oh, what a rain it will be.
I’ll stand outside with my mouth open-wide
Ah-ah-a-a-ah-ah-a-ah
Oh, what a rain it will be!
Repeat 2x
Ask: What is the song about?

What is the wish of the child in the song?
If you were the child, would you make the same wish? Why or why not?
1. Unlocking of Difficulties
Call pupils to read the sentences and try to guess the meaning of the
underlined words based on context clues.
 Philippines Atmospheric Geophysical and Astronomical Services

Administration (PAGASA)
The Philippines Atmospheric Geophysical and Astronomical Services

Administration (PAGASA) announced that there will be strong winds and heavy
rains starting at 2:00 o’clock this afternoon until tomorrow evening in Luzon area.
Ask: “Have you heard of the government office called PAGASA? What is
the work of people in PAGASA?”
a. suspension
According to the weather observations made by PAG-ASA, kindergarten
and elementary grades pupils will not go to school because there is a
suspension of classes.
Say: “What does suspension of classes mean? Why do you think
suspension of classes is needed?”
b. typhoon
The typhoon will bring with it strong winds and heavy rains in the city
and will cause floods in low areas.
Say: “What do you expect to see when there is a typhoon? What could
happen during typhoons?”
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c. danger zone
All those in the danger zones are requested to go to the nearest
evacuation areas. The typhoon can cause flood, landslides and may
uproot trees due to the strong winds.
Say: “What could happen to people in the danger zones? What should
you do if you live in danger zones and a typhoon is coming?”
d. coastal areas
People in the coastal areas are on the alert because of the strong
waves of the seas.
Say: “Can you think of coastal areas? Have you been to these places?
What do you see in coastal areas? Are they danger zones during
typhoons? Why?”
2. Motivation
Ask: “Do you listen to news reports?”

“What kind of news do you listen to? Why?”
3. Motive Question
What does the weather news tell us?

Where can we get the weather news?
Listening to a News Report

Refer to LM, Listen and Learn
Note: (The news item can be recorded and played for the pupils. However,
the teacher can read the news report herself or practice a pupil to
read it to the class)
Comprehension Questions: Answer the questions in LM, Talk About It.
Skill Development: Retelling News Report
1. Presentation
Present the telephone conversation in LM, Try and Learn to the class. Call
pupil-volunteers to read the dialogue.
Comprehension Check: Answer the questions in LM, Talk About It.
Ask: “What things should you remember when listening to a news report?”
“What question should you ask yourself to check whether you got the
important details from the news report?”
“If you are to re-tell or restate information to someone, what details
should you include?”
128
Teaching Points
 Retelling information correctly from what you have read or
listened to is an important skill to learn.
 When re-telling news reports remember to include answers
to wh- questions: who, what, where, when, why, and how.
3. Guided Practice
Read or listen once more to the news report on typhoon Pablo. List the
important details from the news report. Write your answers on the line.
Refer to LM, Find Out and Learn
Call pupil volunteers to re-tell/restate the news item using the information
they have written.
Read the following news report and note the important details by answering
the wh-questions.
Refer to LM, Learn Some More
Think-Pair-Share
1. Form dyads.
2. Each one will think of a news item he/she may share with his/her partner.
3. Come up with a dialogue by which retelling of the news item is
demonstrated.
4. Be ready for a one-minute presentation of the output.
Day 2
Realize the value of staying together as a family especially in times of difficulties.

Identify the different elements of a story
A. Pre-reading activities
Drill:
typhoon storm bus terminal muddy
journey roofless lifeless
sealed supply destroyed
1. Unlocking of difficult words
Unlock the words using pictures and context clues. Show each picture and
match it with the word as the story is read to the class. Present the following
words in flash cards or paper strips: journey, bus terminal, typhoon,
storm, roofless, destroyed, muddy, lifeless, sealed, supply.
a. Journey
Gretel, Beth, and Grace are going on a journey to the city to visit
grandmother.
Say: “Where are they going? What do you do when you go on a journey?
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Have you been to a journey?”
b. bus terminal
They waited for the bus at the bus terminal. Rain was starting to fall
when the bus arrived.
Say: Have you been to a bus terminal? Describe it.
c. typhoon and storm

PAG-ASA said a typhoon has just entered the country. The storm will
bring rains and strong winds the whole day. The driver was unwilling to
go. Use the word web for the word typhoon.
Say: “What comes to mind when you hear the word ‘typhoon’? How is it
different from a storm? Why was the driver unwilling to go?”
typhoon
. .
d. roofless and destroyed

He said the wind was so strong that many houses he saw along the
way were roofless. The wind blew off the roofs and destroyed the
houses.
Say: “What happened to the houses? Why?”
e. muddy
When the rain stopped, the bus left for the city. The road was muddy.
Say: “How would a muddy road look like? Why?”
f. lifeless
Beth bought sandwiches from a vendor. But she did not buy any
because she saw a lifeless fly in one of the sandwiches.
Say: “How would you describe a something lifeless?”
g. sealed and supply

She was sure it was not safe to eat it. Anyway, they have some sealed
biscuits their food supply for the trip.
Say: “Why are some foods sealed? Do you bring food when you travel?
Why or why not?”
2. Motivation
Do you prepare for a typhoon? Why? Why not?

What happens during a typhoon? Why?
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3. Motive Question

Let the pupils complete the KWL chart.
What I Want
What I Know What I Learned
to Know
about a typhoon
Say: “This is a story about a typhoon that hit the city in 2013. What happened
during the typhoon in Tacloban?”
B. During Reading Activities

Interactive reading of the story Jar of Lollipops
Refer to LM for the complete story of A Jar of Lollipops.
The following questions can be asked to check comprehension of pupils

during the reading activity:
1. What is the name of the typhoon that hit the city? Describe it.
2. What happened to the city?
3. Where did the family go?
4. What did they see while walking to the bus terminal?
5. How did the children feel while on their journey? Why?
6. What did they find on the muddy street?
7. Why did the children beg to keep the jar of lollipops?
8. What happened when the family reached the bus terminal?
9. What did Aling Gloria do with the jar of lollipops?
10. Why did Aling Gloria share the lollipops with others at the terminal?
If you were, Aling Gloria would you do the same? Why or why not?
Enrichment Activities:
Differentiated group activity: Divide the class into seven (7) groups.
Prepare the task cards for each group.
Group 1 : Make a story map. Talk about the setting, characters,

and the plot of the story.
Group 2 : Get to know the family. Make a character
map of the each member of the family.
Describe each of the members based on what they said
or did in the story.
Group 3 : Setting Map. Make a setting map to show the journey of
the family from the house to the bus terminal. Talk about
the time and the places described in the story.
Group 4 : Lost and Found. Dramatize the part where the jar of
lollipops appears in the story. Say something about the
jar of lollipops.
Group 5 : We made it! Make a drawing of the place that the family
is going to as they ride the bus. Describe it.
Group 6 : Thank You Letter. Who will the children in the story thank
for their safety? Write letter/s to thank them.
Group 7 : Alert! Alert! Make a chart of what to do:
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Before a typhoon During a typhoon After a typhoon
Comprehension Questions:
1. What is the story about? Group 1 will show us.
2. What kind of a family does the story show us? Group 2 will tell us.
3. Where is the family going? Why? Group 3 will tell us.
4. What kind of journey did the family take?
5. How did the jar of lollipops help the family? (Group 4 will show us.)
6. Why did the family ride a bus away from the city? (Group 5 will tell us.)
7. How did the family stay safe? What did they do? (Group 6 will tell us.)
8. How can we find out if a typhoon is coming??
9. Can we prepare for the coming of typhoons? (Group 7 will tell us how)
Enrichment Activity: Refer to LM, Learn Some More
Day 3
Identify words with affixes
1. Presentation
Have children read the following sentences:

1. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father.
2. The children were unwilling to let go of the jar.
3. All around they saw roofless houses and buildings destroyed by the
typhoon.
4. Lifeless bodies of men, women, children, and animals were scattered
along the way.
Ask pupils to read the highlighted word in the sentence.

Say: “Can you separate these words into parts? How many parts will you
have? What are these parts?”
 unsafe = un + safe
 unwilling = un + willing
 roofless = roof + less
 lifeless = life + less
Say: “What are the root words of each word in the sentences?” (clean,
willing, roof, life)
“What happens to the meaning of the words when the words un- and
-less were added?”
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Teaching Chart
 Affixes are words added to a root word that changes the meaning
of the root word. There are affixes added at the beginning of the
word. There are also affixes added at the end of the word.
 The words “un” and “less” are affixes. They have meanings.
 The affix un- means “not”.
 The affix “less” means without or none.
Group Activity:
Divide the class into 5-6 groups. Let each group think of at least four (4)
words with the affix un- and -less. Let them give the meaning of the word
and then use the words in a sentence.
Example:
 shirtless – without shirt or not wearing shirt or no shirt
“Pedro was shirtless because his shirt is wet.”
 unlucky – not lucky
“We were unlucky today because we did not win any game.”
3. Guided Practice
Refer to LM, Try and Learn.
Day 4
G: Use pronouns that agree with its antecedents
1. Introduction
Say: “Do you know where bugs live? What do you call their homes?”
Refer to LM, Read and Learn, Bugs at Home.
a. According to the selection, what do you call the home of a tick, an
ant, and a bee? (rock/anthill/hive)
b. Do they need these homes? Why? Why not? (their homes keep
them safe)
2. Presentation
Group the pupils into 4 groups. Assign one (1) stanza of the poem for each
group. Encircle the personal pronouns in the stanza. Then connect the
personal pronoun with the noun it refers to or replaces.
133
Group 1 : (tick/tock – he/his)
Group 2 : (ant/Jill – she/her)
Group 3 : (family of bees/Clive – their)
Group 4 : (reader of poem – you; author of poem – me; family
Clive, Jim & Jill – they)
Personal pronouns are used to replace nouns in sentences. The words

being replaced are called antecedents.
When do we use the personal pronoun he, she, it, and they?
Teaching Chart
Antecedents are nouns that are replaced by pronouns in sentences.


Personal pronouns should agree with their antecedents in number


and gender.
Masculine – he (singular ), they (plural)


Feminine - she, (singular ), they (plural)

Neutral – it (singular), they (plural)

4. Guided Practice

Answers: They, they, they, she, it
Activity: Divide the class into 5 groups. Each group chooses an animal
(or an insect). Talk about the animal’s home. Write at least 5 things about
the animal and its home following the paragraph guide below: Let them
prepare to present the group output.
Refer to LM, Learn Some More.

Note: introduce the word “swarm” to mean a group of bees.
Day 5
Appreciate the different shapes of things around

Classify related words, ideas, concepts according to certain characteristics and
similarities
1. Unlocking of Words
Using pictures, call pupil-volunteers to read the sentences. Call selected

pupils to read the highlighted words. Show the pictures of the highlighted
words. Let pupils talk about what they know of these things.
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Say: “Do you know what a ___ is? Have you seen one of these? Describe.”
1. I only have a quarter to buy my snacks today. (illus of a US quarter

coin)
2. Tony brought his checker board for our game today.(illus)
3. My godmother from the U.S. gave me a dollar bill. (illus)
4. A musical triangle was used to create additional sound to the musical
background. (illus of the musical instrument )
2. Motivation
What shapes of things do you see around?

Name the object and its shape.
3. Motive Question
What shapes of things are given in the poem?
A. Reading of the Poem

Model reading of the poem. Then call pupil-volunteers to read one stanza
each of the poem. Reading of the poem can also be done in dyads, triads,
or groups after individual oral reading of volunteers.
Refer to LM - Read and Learn, The Shape of Things by Melsh Goldish.
1. What shapes of things are mentioned in the poem? Name the objects
that have each of the shapes (e.g. circle / round – a quarter coin, a
wheel, moon, bottle cap, etc).
2. What shape do you like most? Why?
3. Are shapes of things important? Why or why not?
Group Activity:
Group the pupils into five groups. Assign one stanza per group. Fill the
chart below. Be prepared to present output. (Refer to LM - Try and
Learn)
Say: “According to the poem, what things are shaped like a circle, a square,
a rectangle, a triangle? How are the things in each stanza classified?”
Teaching Chart
 To classify is to arrange or sort things into groups according to
their similarities and characteristics.
2. Guided Practice
Read the paragraphs on LM, Do and Learn. Classify the underlined words
into two groups. Give a name to each group.
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Week 3
I. Objectives
1. Realize the importance of clouds in the formation of rain

2. Appreciate the importance of rain to make plants grow
3. Realize the importance of helping others overcome problems and
difficulties
Note details by asking / answering questions about a story / poem
listened to
Oral Language
Listen to and answer questions about a story read / listened to
Identify the important story elements such as setting, character, and plot
Infer the moods or feelings of the character based on what he / she
says or do

Read with automaticity grade level frequently occurring content area
words
Read words that end with –s correctly
Grammar
Identify and use the s-form of the verb
Writing Composition
Write a friendly letter following the correct format

Listen attentively and react positively
136
I. Subject Matter
A. Topics
Song : Rain Song

Cloud Song (to the tune of Twinkle, Twinkle Little Star)
Poem : Little Cloud by Eric Carle (1996) Scholastic Inc, USA

Story : Mushroom in the Rain by Mirra Ginsburg (1974)
(Pictures by Jose Aruego and Ariane Dewey) Aladdin Paperback,
New York
Day 1
Realize the importance of clouds in the formation of rain

Note details by asking / answering questions about a story/poem listened to
Listen to and answer questions about a story read/listened to
Refer to LM, Sing and Learn.
A. Pre-listening Activities
1. Unlocking of Difficult Words (using context clues and demonstration)
a. trailed behind – to follow behind

The children trailed behind their teacher. (demonstrate)
Say: “What are the children doing? What do you do when you trail
behind someone?”
b. moved out of sight – get out of sight

We cannot see Ana because she moved out of sight. (demonstrate)
Say: “Why can’t we see __(name of pupil)? What happens when
someone moves out of your sight?”
c. drifted slowly - float slowly

The paper boat drifted slowly on the water. (demonstrate using realia)
Say: “What is happening to the boat on the water? How does it move?”
d. huddle close together – to group closer together

It was so cold that the children huddled in one corner. (demonstrate
with pupils)
Say: “What did they do? When do we huddle? Why do people huddle?”
What comes to your mind when you think of the word “cloud”? Do clouds
remain in the sky for a long time?
137
2. Motivation
Ask children to look at the sky (if possible, bring the class outdoor for a clear
view of the clouds in the sky. If not, have children look out the window.)
Have them sing the cloud song as they watch the clouds.
Ask: “What shapes of clouds do you see in the sky? Name them.”
3. Motive Question
Say: “What shapes did the little cloud form according to the poem?”
“Listen as I read to you the poem Little Cloud by Eric Carle.”
Present big book of the poem and talk about the title, author, artist, and do
a quick browse of the pictures in the book.
B. During Listening Activities
 First reading of the poem by the teacher

 Second reading of the poem by the teacher
 Shared reading of the poem with the class.
Refer to LM, Read and Learn, Little Cloud by Eric Carle
Comprehension Questions: Refer to LM, Talk About It

How can you understand poems or stories better? What questions should
you ask to know if you understood something you listened to? What
answers will you get if you ask these questions?
Teaching Points
Noting details is an important reading skill for children to learn.

We note details by asking wh- questions who, what, where, when,
and how.
2. Guided Practice
Get information from the paragraph below by asking wh- questions.
Clouds are formed as part of the process called the water cycle.
Water from the land and seas goes up in the sky and forms clouds.
When clouds are already heavy, they release water in the form of rain.
Have the pupils ask and answer wh- questions based on the paragraph.
138
Read the poem Little Cloud. Write five wh- questions you can ask to check
if you can remember details from the poem. Write the answers beside the
questions.
Call pupil volunteers (at least 5) to read their questions and ask other pupils
to answer the questions.
4. Science Integration
Ask: “Where do clouds come from? How are clouds formed?”

“How do clouds help in formation of rain? (Use the illustration of the
water cycle to explain the formation of clouds and rain.)”

Teaching Points
Water travels in a cycle. It goes up in evaporation. It forms clouds in

condensation. It goes down as rain in precipitation. Water goes around
and around from the ground to the sky and back to the ground in a
“Water Cycle”.
Activity: Reader’s Theatre
 Divide the class into 4 groups. Explain what a Reader’s Theatre is.
Model reading using the first stanza of the poem. Have the entire class
practice reading the stanza with proper expression.
 Assign two stanzas of the poem for each of the groups for the Reader’s
Theater.
 Have the entire class do the Reader’s Theater.
Enrichment Activities: Art Integration
Title: My Kind of Cloud

Materials: cotton, glue, colored pens / crayon, bond paper
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Direction:
1. Spread some glue on your bond paper.
2. Stretch out the cotton to form as many different clouds as you can.
3. Make your work more interesting using your colored pens / crayons.
4. Write a sentence/s to describe your cloud.
Day 2
EO: Realize the importance of rain to mushrooms. Realize the importance of

helping others overcome problems and difficulties
RC: Identify the important story elements such as setting, character, and plot
Note details from selection listened to
ORF: Read with automaticity grade level frequently occurring content words
1. Unlocking of Difficulties (using context clues, pictures and demonstration)

(mushroom, peeking out, clearing, crawled up, barely enough
room, dripping, huddled, sniffed, silly)
There were so many mushrooms peeking out in the clearing.

Jane, Teresa, and I crawled up to get some. We placed them in a
basket till there was barely enough room. It was starting to rain again.
We only had one umbrella. Water was dripping from the umbrella so
we huddled closer to avoid getting wet. Then, Teresa said she smelled
something funny. Jane and I sniffed to check. Without warning, I
sneezed. Teresa sneezed. Jane sneezed. We looked silly sneezing
with a basketful of mushrooms under the rain.
2. Motivation
Have you ever been caught in the rain? What did you do? What will you
do if it rains and you have no umbrella or raincoat?
3. Motive Question
What did the animals in the story do when they were caught in the rain?
B. During Reading
Ask: What do you know about mushrooms?
____
___
____ MUSHROOM
_______
______
___
_______
__
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Present the big book of the story Mushrooms in the Rain. Show the cover
page and talk about the title, the author and the artists for the book. Let
pupils describe and give their ideas about the picture on the cover.
Interactive reading of the story:
Refer to Read and Learn LM story Mushroom in the Rain by Mirra Ginsburg.
Ask questions and have pupils predict what will happen next in the story.
The following questions can be asked during the reading of the story:
1. Where do you think the ant is going to hide?
2. What do you think will happen next?
3. Do you think there will be enough space?
C. Post Reading
Discussion Questions:
1. What is the story about? (Group 1 will present their output)

2. Why did the butterfly, the mouse, and sparrow stay under the mushroom?
(Group 2 will present their output)
3. How did the animals fit in the mushroom? What did they do?
4. What did the rabbit want from the animals? Why? (Group 3 will present
their output)
5. Why was the fox chasing the rabbit?
6. How did the animals help the rabbit escape the fox?
7. What can you say about the animals in the story? What are their character
traits? (Group 4 will present their output)
8. How was the mushroom able to shelter all the animals during the rain?(Group
5 will present their output.)
9. What happens to a mushroom during the rain?
10. What lesson did you learn from the story? (Group 6 will tell us.)
11. What would you do if you were one of the animals in the story? Why?
Engagement Activities:
A. What’s the buzz?
From the story “Mushroom in the Rain,” make a story grammar using the organizer
below. Do it on a separate sheet of paper.
STORY GRAMMAR ORGANIZER

Title : _________________________________
Author : _________________________________
Illustrator: _______________________________
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Who is the main character?
What did the main character do?
How did the main character feel?
How did the story end?
B. I Say, You Say!
Retell the part of the story where the butterfly, the mouse, and the sparrow asked
to be taken by the ant.
C. Groundbreaking News!
How did the animals help the rabbit? One of the members of the group will play the
role of a reporter who will interview the rabbit and the other animals who helped
him escape the fox.
D. My Heroes!
Say something about each of the given animals based on what they said and did in
the story.Describe each of the animals mentioned in the box below in two or three
words. Explain why you describe them this way.
ant butterfly mouse sparrow
E. The Amazing Mushroom!!!
Amazing means something wonderful. There was something amazing happening

to the mushroom. Show in a pantomime what happens to mushrooms when it
rains.
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F. Dear Diary . . .
What lesson does the story teach? Give at least one (1) situation to show what you
have learned from the story. Write on a separate piece of paper.
Dear Diary,

Today, we learned that __________________________.Starting today,

we will ______________________________
_______________________________________________.
(name of the group)
Science Integration
Day 3
Infer the moods or feelings of the character based on what he/she says or does
Write a friendly letter following correct mechanics
1. Review
 What did you learn about mushrooms from the story?

 What lesson did the story show?
 How did the animals help the escape from the fox?
2. Presentation

Refer to LM, Read and Learn.

Teaching Chart
Characters in the story express their moods and feelings in what

they say and do. In oral reading, it is important to read these lines with
expressions to convey the correct moods and feelings of the characters
in the story.
Examples of these feelings are sad, happy, angry, jealous, doubtful,

fearful, and afraid.
4. Guided Practice
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Evaluation:
A. Read the following scenarios Tell the mood or feeling that the character
shows in his/her actions. Choose from the feelings from the box.
happy excited angry sad jealous
1. Billy’s face was red as he looked at his big brother. Suddenly Billy threw
his glove. He turned around and ran up the stairs. His bedroom door
slammed shut.
2. Anna’s heart was beating fast. She cannot hide the smile on her face.
Her hands were cold as she walked to claim her medal and trophy.
3. Lorna’s face was full of tears. She was trembling. She does not like to
talk to anyone in the room.
B. What do you think will the character say in the situations given in numbers
1-3? Write at least one sentence that you think Billy, Anna, and Lorna will
say.
Note: Letter B evaluation can be given as an oral evaluation after the

checking of answers for Letter A evaluation.
Enhancement Activity
Day 4

Write a friendly letter following correct mechanics
A. Skills Development: Writing a Friendly Letter

1. Introduction / Presentation
Read the letter written by the rabbit to the ant and the other animals.
Refer to LM.
Say:
o What kind of letter did Roger Rabbit write?
o To whom is the letter written?
o What is the message of the letter?
o Why did Roger Rabbit write the letter?
o What is the mood of the letter?
o On what occasions do you/we write letters?
Refer to LM, Talk About It
Why do people write letters?
What are the things to remember when writing a friendly letter?
3. Guided Practice
Ask the pupils to copy Mr. Rabbit’s letter. Identify the different parts of the
letter.
144
Say: “Pretend you are Mr. Ant. Write a letter to answer Roger Rabbit’s
letter.”
Guide children in writing a letter following the format.
Discuss answers to the following questions.
Ask: “Whose address should be written on the letter? What date are you
going to put in the letter? Whose name should appear in the greeting?
What other examples of closing can you use? What will you write in
the signature?”
Think of someone from your class you would like to thank. Write a letter to
him/her using the correct format in writing a letter.
Evaluation
Refer to checklist in LM
Rewrite the following words/sentences in letter form. Use the checklist in the
independent practice to serve as your guide. Use one whole sheet of intermediate
paper.
Your friend,
Maria
Dear Beth,
How are you? Francis said you are spending your summer vacation here. I am
very excited to see you again after two years. Please tell me when you are visiting
us. This is my cellphone number 09056732280. Call me if you have the time.
No. 43 Carmen Village

Tagaytay City
January 15
Day 5
Identify and use the -s form of the verbs.

Read words that end with -s correctly.
1. Presentation
Read the selection to the class. Ask some volunteers to read them afterwards.
1. What is being talked about in the selection?

2. What does Ana do everyday according to the selection?
3. How useful is the umbrella to Ana?
4. How do you get to school?
5. What things do you love to do when going to school?
145
Read underlined words in the selection.

What kind of words are they? (action words)
When did the actions happen according to the selection?
Say: The underlined words are verbs in the present form.
Teaching Chart
 The present tense of verbs is used to express an action that

happens regularly or habitually.
 Time expressions like everyday, every week, once a month, and
yearly show present tense.
 Singular subjects and pronouns he, she, or it use the present
singular form of verbs. When we talk about a singular subject, -s
or –es is added to a verb.
 Plural subjects use the present form of the verbs. They take the
base form of the verb without the –s or –es added to the verb.
Read the sentences below:

1. Ana walks to school every day.
Grace, Jane and Tere walk to school, too.
2. She brings her yellow umbrella.
They bring umbrellas and raincoats, too.
Ask: “What happens to verbs when the subject of the sentence is singular?
When it is plural?”
2. Guided Practice - Refer to LM, Do and Learn
3. Independent Practice - Refer to LM, Do and Learn
A. Skill Focus: Reading words that end with -s
Say: “Read the following words carefully.”

Refer to LM, Read and Learn
Ask: “What final sound do you hear at the end of the words in column A and in
column B? Do they have the same final sound?” (Column A words have
the s sound, column B the z sound, column C the iz sound.)
146
Teaching Chart
 Verbs ending in –s have three different final sounds: s z and iz

 The final sound is s if the verb ends with vowels a, e, i, o, u, and the
letters p, t, and k.
 The final sound is z if the verb ends with the letters m, n, l, b, d, and
g.
 The final sound is iz if the verb ends with the letters s, z, sh, and ch
Guided Practice - Refer to LM, Do and Learn.
Independent Practice - Refer to LM, Learn Some More
Week 4
I. Objectives
1. Show appreciation for being able to create things through origami or

paper folding
2. Show appreciation of the many uses of bamboo
3. Appreciate the message of the poem

Follow a set of three- to five- step directions
Oral Language
Give three-to five- step directions

Vocabulary
Use context clues to get the meaning of difficult words
Make a two-point sentence outline
Fluency
Read with automaticity grade level content area words
Recite a poem with expression
Grammar
Use the present form of verbs that agree with the subject
Writing Composition
Write a two-point sentence outline
Attitude towards language literacy

Express love for stories and other texts
147
II. Subject Matter
A. Literature Text and Reference
Song : Fly, Fly, Fly the Butterfly

Story : The Bamboos, English for You and Me (Reading Textbook
p.96)
Poem : Animal Beds
A Poem A Day by Eddie Adams
Over in the Meadow
English in Grade IV
Dolores T. Dungo, et.al.
Bureau of Public Schools 1969
Philippine Center for Language Studies
B. Grammar Points
Present form of verbs
C. Writing Composition
Giving three-to five step directions
Writing a two-point sentence outline
D. Materials
construction paper
III. Procedure
Day 1
I. Expressive Objective
Show appreciation for being able to create things through origami or paper
folding
II. Instructional Objectives
1. Follow a set of three- to five- step directions

2. Give short three-to five- step directions
A. Pre-listening Activities
Say: Today we are going to sing the song Fly, Fly, Fly the Butterfly.
Fly, fly, fly the butterfly
In the garden it’s flying high
In the meadow it’s flying low

In the garden it’s flying high
In the meadow it’s flying low
148
Let us sing the song with action. (The teacher gives the instructions and
the pupils follow).
1. Unlocking of difficult words through demonstration and pictures. (Using

the construction paper show the class how to fold and unfold the paper.
Show the diagonal line and how to crease the paper).
Say: Look how I fold this paper. I will fold it in thirds. Now see as I unfold
this paper. Do you see the creases made? Here is another piece
of paper. Look as I fold it diagonally.
2. Motivation
Display samples of paper folded art work; butterflies, fans, caps, etc.
Ask: “What kinds of objects do you see? How are they made?”
Say: “Paper folding is a popular Japanese art work. It is called origami.”
Ask: “Have you done paper folding? What objects did you make?”
3. Motive question
How do we make paper butterflies?
B. During Listening Activities
Give the directions in making a paper butterfly while showing the pupils
how to make it. Say: Listen and look as I show you how to make a paper
butterfly. You only need a piece of square paper.
Step 1 Start with a square piece of paper. Divide the paper into thirds
and make two folds, crease well and unfold.
Step 2 Make three diagonal folds, crease well and unfold.
149
Step 3 Once you’ve made those five folds, starting from the bottom, fold
paper over on the diagonal crease. Finish folding over the third diagonal
crease. Now you have a paper butterfly.
Reference: http://www.origami-instructions.com/origami-boaz-butterfly.html
C. Post Listening Comprehension
1. What do we call the Japanese art of paper folding?

2. What is the first step in making a paper butterfly?
3. How many times do you fold the paper?
4. How many diagonal folds do you make?
5. What usually appears when you fold a paper?
Activity: Each pupil will make his own paper butterfly.

Say: “Make your own paper butterfly as I give the directions on how to make it.
Follow the directions carefully. Post a picture of each step on the board if
possible. Were you able to follow the directions correctly?”
Note: The paper butterflies maybe used as decorations in their notebooks,

borders for the bulletin board, etc.
Day 2
Show appreciation of the many uses of bamboo
1. Make a two-point sentence outline

2. Use context clues to get the meaning of difficult words
3. Read with automaticity grade level content area words

Recall: Recall the activity yesterday. Have some pupils tell how to make
paper butterflies and other objects.
150
Drill:
These words are written on a card. Show this to the pupils and have them read
in groups and individually.
bamboos family furniture

unsplit farmer utensils
lowlands garden

1. Unlocking of difficulties using context clues and pictures
1. Show a picture of unsplit bamboos. Unsplit bamboos are used for post
and beam of houses.
2. Before frying, split the fish in halves.
3. Father catches a basket of fish today. He uses the new bamboo fish
trap.(Show a picture of the bamboo fish trap)
Ask the pupils to read the sentences by groups, partners, and individually.
Have them use these words in sentences.
2. Motivation
Ask the pupils if they have bamboo furniture at home.
Ask: “What are the many uses of bamboo? Have the pupils accomplish a
KWL chart.”
3. Motive Question
Today we are going to read a selection about the bamboo. Do you know
the uses of bamboo?
B. During Reading
The teacher reads the selection.

The teacher reads the selection one more time. She will stop reading at some
point and ask the pupils to continue reading.
The pupils will reread the selection, first by whole class, by group and
individually.
Refer to LM Read and Learn, Bamboos.
C. Post Reading
Comprehension Questions: Refer to LM, Talk About It
151
Teaching Points
An outline is a brief summary of a particular topic. It helps you

organize ideas. It has two parts. The topic is written in Roman
numerals. The subtopics that give the details are written in capital
letters.
Guided Practice
Let pupils do the activity in LM Do and Learn
Say: “We will continue writing an outline. Here is a paragraph. Read and identify
the topic in the paragraph found in LM, Learn Some More. Write the topic
sentence in the Roman numeral and the subtopics in the letters.”
The queen bee is the most important member of the hive. She
is the ruler of the colony. Her job is to lay eggs. She lays at least two
thousand eggs every day.
___________________________________
A. ________________________________
B. ________________________________
C. ________________________________
Say: “What is the topic of the paragraph? What sentence tells about it?
Where did you write that sentence? How about the sentences that
give the details of the topic sentence? Where did you write them?
What are the important things that we need to remember when we
write outlines? Why do we need to write an outline?”
Independent Practice
Let the pupils present their outlines.
Day 3
I. Objective
Use the present form of verb that agrees with the subject
1. Presentation of the Lesson


2. Dialogue/Generalization
Look at the illustrations. Read the sentence below picture A. What is talked
about in the sentence? How many bamboos are there in picture A? In
picture B? What do bamboos do? (grow)
152
Ask: What words tell what persons do? Verbs are words that tell what a
person does. They show action.
Read sentence C. Who is talked about? (farmer) How many farmers are
there? (one) What does he do with the bamboo? (uses as fence) How
picture D?
Say: “Look at this chart.”

One Person/ Things More than one person / things
The bamboo grows bamboos grow
farmer uses farmers use
Say: “If the subject of the sentence talks about one person or thing the
subject is singular and it takes a singular verb. If the subject talks
about two or more persons or things, it is in the plural form and it
takes plural form of the verb.”
When do you use the s-form and the base form of the verb?
Teaching Chart
The verb used when the subject of the sentence is more than
one person, place, or thing is the base form. When the subject tells
about one person, place, or thing s-form of the verb is used. These
verbs are in the present tense.
Activity 1
Refer to LM, Do and Learn A
Group the pupils into 5. Have them do the activities below. Let them present
their work after. Have the pupils choose the correct form of the verb.
Refer to Do and Learn, LM, Animal Beds.
Activity 2
Refer to Activity 2-3, LM Do and Learn
Refer to LM Do and Learn B-C
Day 4
Appreciate the message of the poem
1. Recite a poem with expression

2. Use the present form of verbs that agree with the subject
1. Recall
Recall the lesson on the present tense of verbs. When do we use the -s
form and the base form of the verbs?
153
Say: “We shall work on an activity today. You will be grouped into ten. Each
group will be given a short part of a poem. Some of the stanzas are
not finished. Can you finish them? Fill in with verbs in the present
tense. The first one is done for you.”
Refer to Learn Some More, LM, Over in the Meadow.
Let the pupils present their work by group. When all the groups are done,
have them practice reading the part of the poem they accomplished.
Note: The pupils will have a choral presentation.
Day 5
I. Objective
Write a two-point sentence outline.
Here is a very short paragraph. Write a two-point sentence outline using

the format below. What are the things we should remember in writing an
outline?
Say: “What is the topic of the paragraph? What are the sentences that say
something about the topic? Present your work in class.”
Spiders catch food in different ways. They spin silk to catch

insects. Some leap into the air to catch their prey. Some spiders use
sheets of silk to wrap their prey like mummies.
________________________________________
A. ____________________________________
B. ____________________________________
C. ____________________________________
Here is another paragraph. Read the text and write a two-point outline of
the selection. Use the template below. The following questions will guide
you in writing the paragraph:
 What is the topic of each paragraph?

 What sentences say something about the topic?
Refer to Write About It
154
Honey Bee
I. Honey bees are insects
A. They have black and yellow stripes in the abdomen.
B. The head, legs, and antennae are black.
C. Their thorax is covered with thick pale hair.
II. Honeybees live in a hive.

A. It is ruled by a queen.
B. Along with her live bee workers.
III. Honeybees collect nectar and pollen from flowers to make

honey.
A. The worker bee sucks the nectar from the flower.
B. Brings it to the hive and passes it to the other worker bee.
C. The worker bee holds the nectar until the water evaporates.
D. She is left with honey, she then store it in the hive.
Checklist for assessing outline writing.
Yes No
1. Is the title written in the middle?
2. Is a Roman numeral used to signal the main idea?
3. Are the supporting details clearly stated?
4. Are the supporting details written in capital letters?
5. Do the sentences begin with a capital letter and end
with a period?
6. Are the words correctly spelled?
7. Has the format in writing an outline been followed?
155
Week 5
I. Objectives
1. Appreciate the beauty of nature

2. Appreciate the poem through rhymes
3. Show admiration for the friendship between the fish and the frog
despite their differences
Respond to a story through dramatization, songs or art activities
Oral Language
Relate story events to one’s experience
Use prefix and root word as clues to get meanings of words
Give possible endings to stories
Fluency
Study Skill
Follow instructions carefully on a text
Grammar
Use possessive pronouns
Use pronouns that agree in gender with their antecedents
Writing Composition
Outline a paragraph with an explicitly given main idea

Take part in creative responses to stories like preparing logs, journals
and other oral presentations
II. Subject Matter
A. Topics
Poem : Butterfly Cycle by Suzy Gazlay

http://www.canteach.ca/elementary/songspoems26.html
Story : Fish Is Fish by Leo Lionni
B. Grammar Points
1. Use possessive pronouns
2. Use pronouns that agree in gender with their antecedents
156
C. Writing Composition
1. Outline a paragraph with explicitly given main idea
III. Procedure
Day 1
I. Objectives
1. Appreciate the beauty of nature

2. Appreciate the poem through its rhymes
1. Respond to a story through dramatization, songs, or art activities

2. Relate story events to one’s experience
A. Pre-Reading
1. Unlocking of difficulties
Show pictures to unlock the following words.
1. A chrysalis hangs from a small branch of a tree.
a. cocoon b. spider c. snake
2. The caterpillars crawl in the branch of a tree.

b. move slowly b. run c. walk fast
3. The caterpillars are munching on the leaves of the tree.
c. pounding b. eating c. crushing
2. Motivation
Have you seen butterflies in a garden? What do they do there? Describe

them. Using the KWL chart: be able to answer these questions.
157
Say: “The title of our poem is Butterfly Cycle. It is written by Suzy Gaslay”
1. Motive questions
How do butterflies grow? What is the butterfly cycle?
B. Listening Activity
The teacher reads the poem aloud. The pupils listen.
Butterfly Cycle
Suzy Gazlay
Hatch, hatch little egg,
I’m so very small.
Teeny tiny caterpillar,
You can’t see me at all.
Crawl, caterpillar, crawl,
Munching on a leaf.
Crawling, munching, crawling, munching,
Eat and eat and eat.
Form, form chrysalis,
I’m a different shape;
Hanging by a silken thread
Until I can escape.
Rest, rest, chrysalis
While I change inside;
Now at last my time has come
To be a butterfly.
Stretch, stretch, pretty wings,
It’s a special day;
Soon they will be strong enough
For me to fly away.
Fly, fly, butterfly,
Fly from flower to tree;
Find a place to lay my eggs
So they can grow like me.
Note: As the teacher reads the poem again, stanza by stanza, she may ask
the pupils to tap a beat gently. They may use their pencils to tap on their
desks or they may simply clap their hands softly. This is to note the rhythm
of the poem. The tapping may synchronize with the reading of the teacher.
Comprehension questions:
1. What is the poem about?
2. What is the butterfly cycle?
3. What comes out of the egg when it hatches?
4. What does the caterpillar do all the time? Why?
158
5. What becomes of the caterpillar?
6. What happens inside the chrysalis?
7. Trace the life cycle of a butterfly.
(Third reading of the poem by the class)
Questions:
1. How many stanzas are there in the poem?
2. How many lines are there in each stanza?
3. What words rhyme in each stanza?

Day 2
I. Objectives
A. Expressive Objective
1. Show admiration for the friendship between the fish and the frog de-
spite their differences
1. Give possible endings to stories

2. Use prefix and root word as clues to get meanings of words
3. Read with automaticity grade level frequently occurring content area
words
C. Drill
Say: “Today we are going to read some words. Some of these words are
taken from the story that we are about to read. These are words that
contain pairs of letters that have only one sound.”
(The teacher reads the words first. Then the pupils will read with the teach-
er. Pupils read by group, then individually)
weeds teeth green deep

weeks sheep tree bee
sleep sweet seek seed
see deed meet need
1. Unlocking of difficult words
Guess the meaning of the underlined words.

1. The minnow swims in the water. It is a kind of _____.
a. shell b. fish c. crabs
2. The fish and the frog play in the pond.

a. a pool b. sand c. rock
159
3. They were inseparable friends. They always go together.
a. unusual b. close c. separate
4. He waited for his friend impatiently.

a. with patience b. in an irritated way c. happily
5. He was gasping for air.

a. puffing b. blowing c. laughing
6. After the accident, he is still stunned.

a. surprised b. amazed c. loved

7. The wind and the sun argued to see who was stronger between
them.
b. talked b. fought c. asked

2. Motivation
Who is your best friend? What things do you do together? (Ask the
pupils to talk about their friends. Introduce their friends in the class by
describing them.)
3. Motive question
Who is the minnow’s friend?

Show the book to the pupils. Talk about the cover, the title, author and
illustrator of the book. Ask them what they think the story is about.
B. During Reading
Note: The teacher may pause from time to time asking the pupils to make
predictions about what is happening in the story. As they go on reading, the
teacher may ask the pupils to prove if their predictions are correct.
Refer to Read and Learn, LM, Fish is Fish.
Comprehension questions: Refer to LM, Talk About It
Say: “What made you think of this ending? Why? What are the things that
we consider when we give the ending of the story?”
Teaching Chart
When we give an ending to our story, we consider these important
things. It may suggest the solution to the character’s problem in the
story or it may come out of the character’s action.
160
Activity 1
Show a comic strip. Let the pupils guess the possible ending.
Draw the
possible ending.
What could
happen next?

What is shown in the first picture? How about in the second picture? What
do you think will happen next? Why? Is your ending a solution to the
problem? Is it based upon the characters’ action?
Guided Practice
Refer to Do and Learn, LM, Guess the possible ending.
Acitivity: Tell the possible ending.
Joy was feeding her fish in the aquarium. She loves her koi so much. She
notice her little brother playing with his basketball nearby her.
Suddenly she heard a loud crash.
Read the story and give a possible ending. Have pupils act out the possible
ending. (Group presentation). Refer to Learn Some More, LM.
Individual: Write a sentence or two to give a possible ending of the story.
Vocabulary Skill: Learning About Prefixes im- and in-
Activity 2
Here are sentences taken from the story. Let us read them.
1. They were inseparable friends. They always go together.

2. As the frog talked, his friend saw the birds fly through his mind like a
large feathered fish. “What else?” asked the fish impatiently?
Say: “Notice the underlined words. What is the underlined word in sentence
one? In sentence two? Take a look at the word inseparable. What was
added at the beginning of separable. We call this prefix. The prefix
in- means not, so it changes the meaning of the word separable to not
separable. What about the underlined word in sentence two? What
was added at the beginning of the word patiently? What do we call
this? What is its meaning? What does the impatiently mean?”
161
Here are some words. Add the prefix in- to form new words. Tell the
meaning of the newly formed words.
prefix + word new word meaning
in + correct
in + side
in + active
in + direct
im + perfect
im + polite
im + possible
im + material
What are the new words formed? What prefix did you add to each word?
What is the meaning of the new word?
Teaching Chart
A prefix is a letter or group of letters added before a word. It
changes the meaning of the word. Commonly used prefixes are
in- and im-.
Activity C: Complete the chart below. Write the new word formed. Use the
prefix in- and im-
The underlined words in the sentences have prefixes which mean not.
Choose the meaning of the underlined words in the sentences from the
words in the box.
wrong indirect not respectful timeless
1. Jason’s score in the English test was almost perfect. He has only one
incorrect answer.
2. While the teacher was talking, Jason shouted to his friend. He is impo-
lite.
3. Ben thought he is immortal.
162
Day 3
I. Objective
Use possessive pronouns
Say: “ Let us recall our story. What was it about? Here is a part of the story.
This is the conversation between Fish and Frog. Let us read the dialog.”
1. Presentation
One day Frog went back to the pond. FIsh
was very happy to see him.
Fish: Where have you been?
Frog: I have been about the world hopping
here and there. I have seen extraordinary
things.
Fish: Like what?
Frog: Birds. They have wings and two legs
and many colors.
Fish: What else?
Cow. It has four legs and horns, eat grass,
and carries pink bags of milk. I saw people;
men, women and children.
They talked and talked until it was dark in the
pond.
Ask: “Who had wings? Who had four legs? Who owns the wings? the legs?”
Let us read the following:
birds’ wings their wings

cow’s legs its legs
2. Teaching/Modeling
Let us use the above phrases in sentences.
1. The birds’ wings flap so high. Their wings flap so high.

2. The cow’s legs are big. Its legs are big.
Say: “What word takes the place of the word birds’? (their) the word
cow’s? (its) Their and its are called possessive pronouns. In the sen-
tence, their is a possessive pronoun that replaces birds. What does
the possessive pronoun its replace?”
Teaching Chart
Possessive pronoun shows possession or ownership. The follow-
ing are examples of possessive pronouns: mine, yours, his, hers, its
are singular possessive pronouns; ours, and theirs are plural
163
Activity: - Refer to LM, Try and Learn
How did we use the possessive pronoun?

What are the things that we shall remember?
3. Guided Practice
Refer to Learn Some More, LM.
Choose the possessive pronoun that best completes each sentence.
Day 4
I. Objective
Use the pronouns that agree in gender with their antecedents
Say: “What did we talk about yesterday? What are possessive pronouns? Give
examples of possessive pronouns.”
Let us read the paragraph taken from the story you listened to. Refer to LM,
Find Out and Learn
Say: “Read the first sentence.”
Luckily Frog, which had been hunting butterflies nearby, saw Fish, and with all
its strength pushed Fish back into the pond.
antecedent
Luckily Frog, which had been hunting butterflies nearby, saw Fish, with
all its strength pushed Fish back into the pond.
The pronoun that refers to the antecedent
To whom does the word its refer to in the sentence?

Say: “The pronoun its refers to the word frog. Frog is the antecedent. It is
singular. Why do we say that it is singular? Usually the antecedent comes
before the pronoun in the sentence. The pronoun should always agree
with the antecedent in number and gender.”
antecedent
Still stunned, Fish floated about for an instant, then it

breathed deeply, letting the clean cool water run through
its gills.
The pronoun that refers to the antecedent

Say: “The pronoun its refers to the word fish. Fish is the antecedent. It is
singular. Usually the antecedent comes before the pronoun in the
sentence.”
164
Teaching Chart
 An antecedent is the word to which a pronoun refers. A pro-

noun agrees with its antecedent in number and gender.
 Agreement in Number – if the antecedent of a pronoun is sin-

gular, a singular pronoun is required. If the antecedent is plural,
a plural pronoun is required.
Example: Lei has a red umbrella. Her umbrella is red.
 Agreement in Gender-masculine gender is indicated by he, his

and him. Feminine gender is indicated by she, her and hers.
This dog is Jose’s pet. This dog is his pet. This dog is his.
 Neuter gender is indicated by it and its.
Refer to LM, Do and Learn A
Say: “What are antecedents? We must remember that pronouns always

agree with their antecedents in number and gender. If the antecedent
is female, we use the feminine pronoun. If it is male, the pronoun we
use is masculine, too.”
Guided Practice
Underline the antecedent of the pronoun and circle the pronoun that agrees
with its antecedent.
Refer to LM, Do and Learn B
What is the answer to sentence one? Why?

What is an antecedent?
Day 5
I. Objective
Outline a paragraph with an explicitly given main idea
Recall how we write a sentence outline. What are the parts of a two-level
sentence outline? Remember that the topic is written in Roman numeral while
the subtopics are in capital letters.
Read the selection and write a two-level sentence outline.
Refer to Write About It, LM.
165
Week 6
I. Objectives
1. Realize that hard work will pay off

2. Admire Bing for thinking of a way to save the other whale sharks from
danger
Infer traits of characters from what they do or say in a story listened to
Oral Language
React to what the character said/ did in the story listened to
Vocabulary
Use suffixes and root words to get the meaning of words
Predict outcomes of events in the story
Fluency
Read grade four text using correct intonation and expression
Grammar
Use the correct form of the verb that agrees with the subject in number
Use the correct time expression for an action in the present
Writing Composition
Write a paragraph based on a two-level sentence outline
Study Skills
Fill-out forms giving appropriate information
II. Subject Matter

Literary text and References
“The Tomato of Peles” by Alberta Angeles

Adarna House, Inc – Philippines
“Bing, the Little Whale Shark” by Jomike Tejido

Anvil Publishing, Inc.
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Day 1
Realize that hard work will pay off
1. Infer traits of characters from what they do or say in a story listened to

2. React to what the character said/ did in a story listened to
A. Pre Listening
1. Unlocking of Difficult Words
Choose the word with the same meaning as the underlined word.
1. The grasshopper used his strength or brawn in making his tomato
garden.
a. ability b. weakness c. power
2. He always visits his patch of tomatoes everyday.
a. garden b. home c. house
3. He waited for the seeds to sprout.
a. grow b. develop c. increase
2. Motivation
Do you have a garden at home? What plants grow in your garden?
3. Motive Question
What did Peles plant in his garden?
The Tomatoes of Peles
Peles was tired of his everyday walks and wanderings even if

he had nothing to eat. This is why he thought of exerting himself and
using his strength and brawn. He passed by the farm of Hugo, the Ant
and he was impressed by the health of the plants.
“Your plants are so healthy,” he praised Hugo. “What is your

secret?”
“I have no secrets.” said Hugo, “except for industry, patience,

and little hard work.”
“Is that all?” asked Peles. And he asked for some tomato
seeds to try out gardening. It was Sunday then but , the new farmer
did not laze around. He busied himself with planting. That night Peles
could not sleep as he counted growing tomatoes.
Monday. Early in the morning, he woke and visited his patch

of tomatoes. But, what a heartbreak! In the soft ground, not one seed
had sprouted.
167
Close to tears, Peles talked to Hugo. But Hugo only laughed
and said, “Don’t be impatient. Indeed, gardening is not easy. A little
more watering and they will surely sprout”.
Tuesday. After watering, Peles looked after the patch of

tomatoes all day. In the evening, he even lit candles so the plants
would not be afraid of the dark.
Wednesday. After sprinkling fertilizer, Peles invited his frog

friends. And though it was raining, they sang all day so the plants
would grow.
Thursday. After pulling out weeds, Peles brought a lot of

books. And he read stories and poems all day so the plants would
not feel lonely.
Friday. After watering and weeding, Peles spent all day
reciting, dancing, and singing. He even placed a makeshift roof so
the plants would not feel too hot.
Saturday. Peles rejoiced when he saw sprouting tomatoes.

After a few days, Peles’s tomatoes grew and bore fruit.
“Hey, your tomatoes are so healthy,” Hugo praised Peles upon
his visit.
“Yes they are,” answered Peles who was wrapped in a blanket.

“But I am sick and coughing.”
“That’s only at the start,” Hugo said. And Peles was left
coughing. But he felt pleased as he looked over his patch of ripening
tomatoes.
1. Who are the characters in the story?
2. What did Peles plant?
3. Who gave him the seeds?
4. What did Peles feel when the seeds did not sprout?
5. What did Hugo say was his secret for growing healthy tomatoes?
6. Did Peles follow Hugo’s advice? Why?
7. What happened to the seeds that Peles planted?
8. What did Peles feel when he saw his plants growing?
9. What trait did Peles show in the story?
10. Why did Hugo praise him? What trait did Hugo show?
11. What lesson did you learn from the story?
168
Day 2
I. Expressive Objectives
1. Admire Bing for thinking of a way to save the other whale sharks from danger
2. Show appreciation in the way Bing saves his community

1. Predict outcomes from the story
2. Use suffixes and root words to get the meaning of words
3. Read grade four text using correct intonation and expression
Drill:
day hay
say may
play bay
today way
stay lay
A. Pre-reading
1. Unlocking of difficulty
Solve the word puzzle. Choose the word from the box to finish the
puzzle. Refer to Read and Learn LM.
2. Motivation question
Do you remember the news story about Kabang? What did he do to

save the children?
Show a picture of a whale shark.
Say: “This is a whale shark. Do you know that a whale shark is the
biggest fish in the world? That is why it is called a whale shark
because of its size.”
3. Motive question
Say: “Today, I will read to you a story entitled Bing, the Little Whale
Shark. This story was written by Jomiko Tejido.”
Ask: “What did Bing and the other whale sharks do to save their
community?”
B. During Reading
Read the story aloud while showing the pages of the book. The teacher may
stop at certain parts and ask the children what they think happen next.
Refer to LM.
169
C. Post Reading Comprehension
Refer to LM, Talk About It
Discussion Question:
1. Who are the main characters in the story?
2. Where did the story take place?
3. Where does Bing hide?
4. What kind of a whale shark is Bing? Why?
5. What happened one day? Who trapped the grownups?
6. How did Bing, the little playful whale shark, save his friends?
7. If you were Bing, would you do the same? Why?
8. Were there instances in your life when you helped save others from
danger?
Here are parts of the story. Let us read each part. We are going to guess
what will happen next. Refer to LM, Find Out and Learn.
Say: “While I was reading the story, I was asking you some questions.
Where did you get your answers? What are you doing then?
(guessing) You are actually making predictions.”
Example:
The clouds are getting darker. We can predict or guess that it is about to rain.
1. Guided Practice
Group the pupils into 5. Say: Let us continue predicting outcomes. I will
give you situations; act out what will happen next. The pupils are going to
work on the same task.
Ted, Maya and Ben were playing inside their house on Sunday
morning. They laughed, shouted and ran around their house. Ted bumped
into the center table, and a loud clashing sound followed. Mother came in.
Act out what happens next.
Skill Lesson: Using Suffixes

Refer to LM, Find Out and Learn.
1. Guided Practice
170
Day 3
I. Objectives
1. Use the correct time expression to indicate an action in the present

2. Read grade four text using correct intonation and expression
Say: “There are many things that we do everyday. Let us read the sentences
from our story yesterday.”
1. Bing hides very well everyday.

2. He startles others when he comes out of his hiding place every morning.
3. Bing and his friends play hide and seek every morning.
These sentences were taken from the story you heard. Who is talked about in
the first sentence? (Bing) When does Bing hide? When does he come out of
his hiding place? When do Bing and his friends play hide and seek?
Note: The teacher writes the responses of the pupils in the chart below.
Present
every day
every morning
Say: “What time do the words in the chart tell? These are called time
expressions. These time expressions are in the present tense. What
other time expression do you know that indicates the present tense?”
The teacher will write on the chart the time expressions that the pupils
will give. Possible answers are: now, today, every time
Read the selection below. Give the time expressions in the present tense.
Say: What are the time expressions you noted from the selection? These are
the time expressions that refer to actions in the present tense.
Note: The teacher will add the time expressions in the chart above.
1. Guided Practice
Say: “Remember the words today, now, every morning, every afternoon are
time expressions in the present tense. They denote that actions are
done regularly.”
Group the pupils into four. Let the pupils give sentences using the time
expressions in the present tense. Look back at our examples of time ex-
pressions.
171
As soon as the group sees the word card, the first pupil will give a sentence
using the time expressions; the next pupil will do the same until all members
in the group have given their sentences.
Give sentences using the verbs and time expressions to answer the
following questions. Refer to LM, Learn Some More
Day 4

I. Objective
Write a short paragraph based on a two-level sentence outline
Recall the two-level sentence outline they have done. What are the parts of the
sentence outline?
Say: “Here is an outline. Have the pupils read the two-point sentence outline
they made. Ask: What is the topic of the outline? What sentence states
the topic? What are the sub-topics? What sentences state the subtopics?”
I. The bay of Sorsogon is home to large whale sharks.

A. They freely feed, grow, and play every day.
B. There’s a young whale who loves to play hide-and-seek.
C. It hides very well.
Based on the outline, what is the topic sentence? What does it

express? Say: When you write a topic sentence, you have to be sure
to give a clear idea of what you are going to write. The next part is the
information. You either state reasons, details or facts. The last part of a
paragraph is the conclusion sentence. They go back and restate the topic
sentence, but you don’t word it exactly as the topic sentence.
Let us write a paragraph based on our outline. What is the topic sentence?
What about the subtopics? Model how to write a paragraph.
The bay of Sorsogon is home to large whale sharks. They freely feed
and grow every day. Young whale sharks play here.
Have the pupils read the paragraph. Note how the paragraph is written.
Here is another outline. Let us write a short paragraph about the bamboo. What
is our topic sentence? Based on the outline above, what are the details? Ask the
pupils to read the topic sentence. What do you think is the paragraph about?
I. The bamboo is the giant of the grass family.

A. It can grow as big as trees.
B. It can grow in the lowlands or in rolling hills.
C. There are different kinds of bamboos.
Say: “You will be looking at the model paragraph. Have the pupils read it.”
Ask them to identify the topic sentence and the sentences that give the details.
172
Bamboos are the giant of the grass family. They can grow as big
as trees. They can grow in the low-lands or in rolling hills. There are
different kinds of bamboos.
1. Guided Practice
In groups, you are going to write your own paragraph based on the following
outline.
I. Different movements of frog

A. dives into the water
B. swims in the pond
C. hops on land
D. leaps for food
Have the pupils present their paragraph. Have them identify the topic sen-
tence and the sentences that give the details.
II. Independent Practice
Here is an outline. Write a short paragraph based on this.
Taking care of fish

A. Keep the aquarium clean
B. Feed the fish daily
C. Keep it away from cats
Day 5
I. Objective
Fill out forms giving the appropriate information.

Recall the story about Bing. Tell the pupils that they are going to paint a
butanding. Ask them to bring art materials. These are: crayons, paper, water-
color and pencil.
A. Art Integration
Ask them to follow these simple directions.

1. Using a pencil, draw the shape of a whale shark on a piece of paper.
2. Using the white crayon, draw lines and spots on the whale shark.
3. Paint blue and green watercolour on the whole paper and see what
happens.
4. Try these again using different colors for little fish and corals.
5. Have them post their work in their bulletin board.
173
B. Filling out of Forms
Here is a simple form. Write the information asked for. Based on our story
Bing, the Little Whale Shark, list the things/animals that can be found in the
sea.
Name: _____________________
Grade: _____________________
Things/ Animals in the sea:
_________________________________________
_________________________________________
_________________________________________
Week 7
I. Objectives
1. Admire the loyalty of the jellyfish to the king

2. Realize that plants and animals in the forest are our treasures
Give a possible ending to a story heard
Oral Language
Retell the best-liked part of a story heard
Infer feelings and traits of the characters in a story read
Identify and use similes in the poem read

Fluency
Read a poem with correct pitch, intonation and expression
Read words with consonant blends /tr/, and ,/cr/
Grammar
Use the past form of regular verbs
Writing Composition
Write a paragraph about a personal experience
Study Strategy
Get information from the news page of a school paper
Attitude
Browse and read the news page of a school paper
174
I. Subject Matter
A. Topics
• Story: How the Jellyfish Lost His Bone
• Poem: In the Forest
• Past form of regular verbs
• Giving possible ending to a story heard
• Retelling the best-liked part of a story heard
• Identifying simile
• Composing an announcement
• Getting information from the news page of a school paper
B. Materials
• story
• poem
• practice exercises
C. References
Enjoying English Workbook, by Alexes Anne F. Cruz, et.al.
Campus Journalism Workbook by Gelly Elegio Alkuino
Skill Builders for Efficient Reading by George Bareo, Nila B. Cay, Luz dela
Concha, Wilhelimina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin,
RED DWARF Books, Division of Carmelo and Buermann,
Learning English the Easy Way 4 by Danilo Santos Gutierrez,
English Expressways Language by Evelyn B. Angeles, Agnes Galapon,
Carmelita A. Relente, Rodelio T Santos
III. Procedure
Day 1
1. To admire the loyalty of the jellyfish to his king
2. Give possible ending to a story heard
3. Retell the best liked part of the story heard
4. Infer the feelings of characters in a story heard.
A. Oral Language
Show and Tell:
Look for something inside your bag and be ready to tell about it
I’m holding a _______________.
I like this because ___________.
Drill:
Teacher models in reading the words with consonant blends
Words should be written on a chart or flashcards
tr cr
trees train cruel crown
treatment training crude crowd
treasure trainee crusade crops
175
A. Pre-Listening
a. silly
Do not take it seriously. It was just a silly game. (childish, stupid)
b. clever
All contestants are smart. They are clever in answering the
questions. (smart, brainy)
c. jellyfish (picture)
Rita was hospitalized because a jellyfish stuck to her skin when
she was swimming.
d. pale
I think she is sick. She looks pale.
2. Motivation
Say: “Have you seen a jellyfish? How does it look? Here is a picture
of a jellyfish. Who can describe it? Why do you think a jellyfish
doesn’t have bones?”
3. Motive Question
In the selection that I will read, find out; Why jellyfish doesn’t have
bones?
B. Listening (Read Aloud by the Teacher) - Refer to LM, Read and Learn
C. Post Listening
Comprehension Check-up Refer to LM, Talk About It
Engagement Activities
Group 1 and 2: Retelling using pictures
The group will be given a set of pictures about the story.

They have to write a sentence or sentences below the pictures.

Each member of the group is given a picture so that all will have
parts. For example, if pupil one holds picture 1, he will retell that part,
followed by picture 2 by another pupil until the end of the story. Refer
to LM, Talk About It.
Group 3: Retelling Charades
The group shall choose a leader. With the group, brainstorm the signif-
icant events in the story. Then, write them on slips of paper and place
in a box. Everyone should to draw a slip of paper. Once the slips of
paper are drawn, have them act out the events, using only their bodies
or gestures. For better understanding, the leader may read the events
before retelling.
176
Possible events:
a. The pretty little princess made believe that she was very sick and
that only a monkey’s liver could cure her.
b. The King called the brave fish and ordered to look for a monkey’s
liver.
c. The brave fish found the monkey sitting on a tree.
d. The monkey climbed on the back of the brave fish.
e. They returned back because the monkey pretended that he left his
liver on a tree.
f. The king ordered his men to punish the brave fish for not bringing
the monkey’s liver.
g. The brave fish looked pale and soft like jelly, and no one could hurt
him anymore.
Group 4: Giving Possible Ending
Enrichment Activity:
Form groups for the presentation of the Readers Theater.
Day 2
1. To realize that plants and animals in the forest are our treasures
2. Read a poem with appropriate pitch, intonation and expression
3. Read words with consonant blends /tr/, and ,/cr/
4. Identify and use a simile in a sentence
A. Pre Reading
a. crown (use picture)

The queen has a crown.
b. swiftly
Horses ran swiftly during the race.
c. glee
When Lita received her gift, she smiled full of glee.
d. treasure
My children are doing well in their studies. They are my treasures.
e. calamity
The calamity brought by typhoon Glenda destroyed thousands of
houses.
f. priceless
Mountains, rivers, oceans are our priceless treasures.
g. wreck (destroy)
The heavy rain wrecked our picnic.
177
2. Motivation
What comes to mind when you hear the word forest?
3. Motive Questions
What are our treasures in the forest?
B. During Reading
Teacher models in reading the poem.

C. Post Reading
Engagement Activity:
Group 1 and 2 : Choral Reading of the poem

The group will choose a leader to lead the group.
Group 3 and 4 : Drawing a forest

The group will be provided with drawing materials.
Let pupils draw a forest
Discussion Questions: Refer to LM, Talk About It.
Skill Development: Simile
Teacher asks them to read this part of the poem.
Tall trees growing on a mountain top

To me like a queenly crown I see
Wild animals running so swiftly
As lively children full of glee
Wild animals and plant are treasures to me
Ask: “What is compared to the tall trees?” (queenly crown)”

“What is used in comparing them?” (like)
“What is compared to wild animals?” (lively children full of glee)
“What is used in comparing them?” (as)
“What is compared to wild animals and plants?” (treasures)
“Why do we consider plants and animals treasures?”
“Did we use “like” or “as” in comparing?”
178
Teaching Chart
 A simile is a figure of speech used to compare two different

ideas or objects using “as” or “like.”
1. Guided Practice: Simile
A. Match Column A with Column B to complete the sentence. Write the

letter of the correct answer
Refer to LM, Try and Learn B.
Enrichment:
Day 3
Use the past form of the regular verbs

A. Oral Language
Say : “Let’s recite/read the poem, In the Forest.
1. Presentation - Refer to LM, Read and Learn.
2. Teaching/Modeling - Refer to LM, Talk About It.
Give some examples of similar words. Let the pupils give the past
forms of the words and ask them in sentences. Sentences should be
written on the board and processed.
Say: “Recall your activities yesterday using any of the words inside
the box.”
need, cover, want, move, remove, help, work, use, tap,

connect, wipe, clean, jump, listen, cook, arrange, cross, step,
change, shout
3. Generalization - Refer to LM, Remember.

4. Guided Practice - Refer to LM, Try and Learn.
5. Independent Practice - Refer to LM, Try and and Learn Exercise 2-3
From the list below, find five misspelled verbs in the past tense. Write
them correctly on your paper.
prepared danced missed cleaned

deliverd swam buildt asked
helppd pushed sleepd roasted
remembered visited passt needed
179
Day 4
I. Objectives
Write a paragraph about a personal experience
A. Oral Language Activity
Message Relay
Say: “All groups will have a piece of paper with lines from the poem, In The
Forest. Each group will have seven members. All number one will get
a piece of paper in the bowl. Number one whispers to number 2, then
number 2 whispers to number 3 and so on. The first group who can
whisper the correct line wins.
B. Pre-writing
1. Motivation and Presentation
Ask: “Where did you spend your vacation?”

“How was your vacation? How do you describe your vacation?”
“Who were your companions?”
“What did you do there?”
“What would you like to do if you could return to be there again?”
Note: All answers should be written on the board. Lead the pupils in
writing a paragraph using their answers (possible sentences are found
in the paragraph).
Skills Development
Take a look at the paragraph.
What is the first sentence?
What do we call that sentence? (topic sentence)
What sentences support the first sentence?
How did we organize the paragraph?
Notice how the first sentence was written.
What punctuation mark is seen after a sentence?
How did we write the title of the paragraph?
How did we write the first sentence of the paragraph? (indent)
How did we start the first sentence? (first word of the sentence is
capitalized)
What did we write after a sentence?(period)
180
Teaching chart
 A paragraph is made up of sentences that explain or present

the details of a topic. A good paragraph has three parts.
1. The beginning sentence, which usually states the main

idea,
2. The middle sentences which support the main idea, and
3. The ending sentence, which summarizes or gives a con-
clusion
 Remember to observe the following tips in writing a para-
graph
1. Focus on one topic.

2. Complete the paragraph with an ending sentence,
which maybe an idea, a decision or a conclusion
3. Indent the first sentence of the paragraph
4. Begin the first word of a sentence with a capital letter
5. End each sentence with the correct punctuation mark
Writing Activity
1. Guided Activity (all groups will work on this)
Each group will write a paragraph about their first day of school following
the guide questions:
a. Describe your first day in school in one sentence

b. Who were your friends? Classmates?
c. What did you do?
d. What would you like to happen in the next opening of classes?
2. Independent Activity
Ask pupils to write a paragraph about their first time at a restaurant
(follow the guide questions). After writing, look for a partner and cor-
rect each other’s work.
1. Describe your feelings in one sentence.
2. Who were your companions?
3. What did you eat?
4. Who paid for your food?
5. What would you like to happen when you eat at a restaurant
next time?
181
Day 5
I. Instructional Objectives
Get information from the news page of a school paper

Browse school paper and read the news page
1. Motivation
Show a newspaper/school paper. What information can we find in the
newspaper or school paper? Is it good to read the news? Why?
2. Presentation
Listen to the news. Assign someone to read it.
Discussion Questions: Refer to LM, Talk About It.

Refer to LM, Read and Learn and Talk About It
Skills Development: Getting information from the news page
Let pupils read the news they heard, “KSPEDS broadcasting team bags
award in NSPC 2014” Refer to Find Out and Learn.
Generalization: Refer to LM, Remember.
1. Guided Practice
Read and answer the questions below. Refer to LM, Do and Learn and
Learn Some More
Give pupils a school paper and ask them to look for the news page.
Ask them to copy the primary lead.
Week 8
I. Objectives
1. Admire Green Bird’s love for his lady love

2. Appreciate the value of telling the truth
Sequence events in a story listened to
Oral Language
Act out well liked part of the story heard
Infer traits and feelings of the character in a story read
182
Identify and use similes and metaphors in a story read
Fluency
Read a story with correct intonation and expression
Read words with consonant blends /br/ and /gr/
Grammar
Use the past form of irregular verbs
Writing Composition
Compose a slogan from a given stimuli
Study Strategy
Use a dictionary in getting the meaning of words
Attitude
Request more stories to be read
II. Subject Matter

A. Topics
• Stories : The King of the Forest and His Three Advisers
: The Green Bird
• Past form of irregular Verbs
• Similes and Metaphors
• Composing a slogan from a given stimuli
• Sequencing events from a story heard
• Inferring character traits from a story read
• Using dictionary to get the meaning of words
B. Materials
• stories
• poem
C. References
Enjoying English Workbook, author Alexes Anne F. Cruz, et.al.

Learning English the Easy Way 4, author Danilo Santos Gutierrez
Designing a New World, author Evelyn S. Salazar et.al.
Campus Journalism Workbook, author Gelly Elegio Alkuino
New Dynamic Series in English 3, author Josefina V. Suarez,EdD
Skill Builders for Efficient Reading, author George Bareo, et.al.
English for you and Me 4, author Benita N. Miranda
III. Procedure
183
Day 1
Appreciate the value of telling the truth
II. Instructional Objective
Sequence events in a story heard

Act out a well liked part of a story heard
A. Oral Language
Say: I have something inside this box. It is a thing we use everyday.

Guess what it is. Follow this pattern.
It is __________.
Is it a _________?
B. Pre-Listening
a. irritable
Maria is sick. She easily gets angry. She is irritable.
b. unpleasant
He needs to take a bath every day to get rid of any unpleasant
smell.
c. breath
Maria has bad breath. Her breath smells bad.
d. tore into pieces

Nita was so angry that she tore her English notebook into pieces.
e. mood
She looks so sad. She is not in the mood to dance.
f. liar
Richard didn’t tell the truth. He is a liar.
2. Motivation
What do you usually do when you have a problem?
3. Motive Question
Let’s read a story on, The King of the Forest and His Three Advisers.
What did King Lion do when he had a problem?
C. During Listening
184
The King of the Forest and His Three Advisers
The lion is called the king of the forest. He is big and strong. So,
the smaller animals are afraid of him except his wife, Queen Lioness.
One morning, the king of the forest was in his irritable mood. His
wife, the Queen had said something he did not like. Queen Lioness
had told King Lion that his breath was unpleasant. So, King called
the animals. First he called the sheep.
“Friend Sheep,” opening wide his big mouth, “Would you say that
my breath smells unpleasant?”
What do you think was the Sheep’s answer?
Believing that the lion wanted an honest answer, the sheep gave
it, and the king bit off his head. King Lion was very angry. He roared
and called the goat.
“Mr. Goat, tell me the truth. Do I have a bad smell? Do I have bad
breath?”The goat saw the sheep’s meat and bones. He was afraid of
the lion. So the goat said, “Why, your Majesty, you have a breath as
sweet as the roses in the garden”. Before he could finish, the goat
was torn to pieces. “I do not like liars,” roared king Lion.
At last, the lion called the horse. The horse walked slowly. He
looked sick. He coughed and coughed.
What do you think was the horse’s answer?
“Friend horse, tell me the truth. Queen Lioness said I have

a bad breath. She said I have a bad smell. Is it true?” The horse
coughed and coughed. Then he said softly, “King Lion, I have a bad
cold. It rained hard while I was carrying crops for my master. I think
I also have a head cold. So I cannot smell at all. I am sorry; I cannot
answer your question”.
King Lion nodded , “Go home and rest. Get well soon.”
D. Post Listening
Group 1: Complete the story map.

Refer to Try and Learn LM.
Group 2: Arrange the pictures by writing first, second, third and fourth
as they happened in the story.
Group 3: Arrange the sentences as they happened in the story.
Group 4: Act out/dramatize the story.
Discussion:
What did the Queen tell the King?

185
How did the king feel about this?
Do you like what the Queen was doing? (She tells the truth)
Why did the King call the animals?
Who was called first?
What happened to him?
Do you think the sheep did right? Is it good to tell the truth?
What was the goat’s answer when the king asked him?
What happened to the goat?
Why did the king kill him?
What was the answer of the horse when he was asked by the King?
Why do you think the king didn’t hurt the horse?
If you were the king, would you do the same?
If you were one of the animals, how would you answer the king’s ques-
tion?
What do you feel when someone doesn’t tell you the truth?
What is the message of this story to us?
Day 2

Admire Green Bird’s love for his lady love
Read a story with appropriate intonation and expression

Read words with consonant blends /br/ and /gr/
Infer the feelings and traits of the characters from a story read
Identify and use a simile and a metaphor
A. Pre Reading
Drill:
Teacher models in reading the words

Words should be written on a chart / flashcards
gr br
green grow branch broom
greed growth brand brook
greet growl bran brooklets
a. sparrow (show a picture)

Eliza likes to have a sparrow as her pet. She likes the short and
strong beak of a sparrow.
186
b. beak (show a picture)
The bird uses its beak to pick up grains and worms.
c. crest
The crest on the bird’s head is like a comb.
d. slender
Green bird is thinner than a sparrow. It is more slender than a spar-
row.
f. alarm
An alarm clock sounded and everyone was surprised.
g. spread
Spread your arms upward. (The teacher demonstrates)
h. pop
My balloon suddenly burst. It popped.
2. Motivation
What do you do when your mother leaves you? Do you look for her?
Let’s read a story about the green bird that was looking for his lady love.
3. Motive Questions
What did the green bird do to look for his Lady Love?
B. During Reading
Teacher models in reading. Refer to LM, Do and Learn
C. Post Reading
Group 1 and 2: Infer the feelings and traits of the characters from each
sentence. Choose the proper word for each sentence from the list inside
the box. Refer to LM, Try and Learn.
Group 3 and 4: Composing a Song
Refer to LM, Talk about It.
Skill Development: Identifying Similes and Metaphors
Recall the meaning of simile

Metaphor is used to compare two different ideas or objects, making them
the same but unlike the simile, it doesn’t use “like” or “as”.

Independent Practice. Refer to LM, Learn Some More
Write at least two sentences using any of the similes and metaphor
inside the box.
is the apple of his eyes, like a star, is a rose in the garden
187
Day 3
Use the past form of irregular verbs

Call selected pupils to read the dialog. Refer to LM, Read and Learn
Guide pupils in answering the comprehension questions.
Skill Development
a. Who has a nice cellphone?

b. Who bought his cellphone?
c. When did grandmother give it to him?
d. When he got lost in the mall, what did he do?
e. Where did grandmother find him?
f. What are the underlined words?
g. What do we call these words?( bought, got, found)
Teacher: These words are irregular verbs. They are in the past tense to show
past actions or events. Present this chart of irregular verbs. Refer to Read and
Learn LM.
2. Generalization
What do you notice about the spelling of the past form of irregular verbs?
Refer to Remember LM
3. Guided Practice
Group 1 and 2:
Give the correct past form of the verbs inside the parentheses.
Yesterday, Roger __ (find) a strange red bag near the front gate.
He __ (think) it was his father’s bag. He __ (get) it and __ (give) it to his
grandmother. “This bag is so heavy!,” said grandmother. After an hour,
Father __ (come). Roger __ (tell) him about the red bag. “Thank you
Roger, it is your uncle’s bag from Hong Kong”, said Father.
Group 3 and 4:
Write the correct answer. Refer to LM, Try and Learn Exercise 1 and 2
4. Independent Practice Refer to LM, Try and Learn Exercise 3
188
Piling up Events
Teacher starts a simple event in the past tense. He / She does this in a
sentence. Then, the teacher calls on the first pupil to continue. The first
pupil repeats the teacher’s sentence. Next, he or she adds up his / her
own sentence, and so on. Stop when it becomes difficult to remember
all the sentences.
Teacher : Yesterday, I went to the market.

Pupil 1 : Yesterday, I went to the market. I bought a pencil
and some papers.
Pupil 3 : Yesterday, I went to the market. I bought a pencil
and some papers. I also bought an eraser for my
brother.
Day 4
Compose slogan from a given stimulus.
1. Motivation
What comes to mind when you think of slogan?
2. Presentation
Read the following product slogans that have become very popular.
1. Metrobank “You’re in good hands”

2. Levis “Quality never goes out of style”
3. Nokia “Connecting people”
4. Disneyland “The happiest place on earth”
5. You are What You Eat
6. Water is life, don’t waste it
7. Our earth is the only thing we’ve got, save it
8. This nation can be great again
9. Save a tree for life
Discussion:
What was the message of the first slogan?
(Ask the same question about slogans 2-9)
Why do you think the above slogans became memorable to people? Does
a slogan need to be long to be remembered?
Generalization: Refer to LM, Remember.

3. Guided Practice
Show pictures about the environment. What would you like to happen to
our environment?
Write a slogan about it. Then illustrate your slogan on a poster. Let pupils
display their work at designated areas. Have a Gallery Walk before the
slogans are processed.
189
Write a slogan about the Clean and Green project.
Enrichment/Assignment
Make a poster to illustrate your slogan
Day 5
1. Browse and read more stories

2. Use a dictionary in getting the meaning of words
1. Motivation
Do you have a dictionary? What is the use of the dictionary?
2. Presentation
Give pupils dictionaries (If possible each one should have a dictionary)
Browse the dictionary. Notice how the words are arranged.
Skills Development:
Refer to LM. Try and Learn
Look for the meaning of brass.
Did you open the dictionary page by page?
Which pages did you open? (after “a” and before “c”)
Did you open all the pages of “b”?
What helped you look for it? (the two words found on top of the page)
What do these two words tell us?
What do you mean by brass? How many definitions does it have?
Have several exercises in getting the meaning of words in the dictionary.
Teaching Chart: Refer to LM, Remember.
3. Guided Practice
Have a contest in getting the meaning of words. (teacher may give as many
words) The first group that can post the meaning on the board wins
Use a dictionary to answer this. Match each word in Column A with its
meaning in Column B. Refer to LM, Try and Learn.

4. Independent Practice Refer to LM, Learn Some More.
Enrichment/Assignment
Read more stories and write at least 5 words you do not understand. Find
the meaning of words using the dictionary.
190
Week 9
I. Objectives
1. Appreciate the value of sharing

2. Realize that all parts of a coconut tree have many uses
Sequence events in a story listened to
Oral Language
Connect events in a story heard to a personal experience
Note important details in an informational text
Identify and use personification
Fluency
Read informational text with 95-100% accuracy
Read words with consonant blends pr and gr
Grammar
Use the past form of regular and irregular verbs
Writing Composition
Write a news report using given facts
Study Strategy
Get information from the news page
Attitude
Listen attentively and react positively during story reading
II. Subject Matter

A. Topics
Stories : Why the Tortoise’s Shell is Not Smooth
Coconut: The Tree of Life
Poem : Old Mother
Past form of regular and irregular verbs

Personification
Writing a news report using facts given
191
A. References
Enjoying English Workbook, author Alexes Anne F. Cruz, et.al.

A Poem A Day, author Helen H. Moore
English This Way, author Wilma P. Gonzales
Basics and Beyond Reading 4 third Edition, author Cabrina H. Padilla,
Skill Builders for Efficient Reading, author George Bareo, Nila B. Cay, Luz
dela Concha, Wilhelmina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin,
Learning English the Easy Way 4 by Danilo Santos Gutierrez
B. Materials
• story
• poem
• selection
III. Procedure
Day 1
1. To appreciate the value of sharing

2. Sequence events in a story listened to
3. Connect events in a story heard to a personal experience
4. Listen attentively and react positively during story reading
5.
A. Pre-Listening
1. Unlocking of difficulties
a. sweet tongue
He has such a sweet tongue. He can easily make others believe him.
b. famine
Show a picture. They are thin and sick because of food shortage.
There is famine.
c. eloquent
The winner of the storytelling contest is so expressive and fluent in
the English language. She is truly an eloquent storyteller.
d. mischief
He easily gets in trouble because of his mischief.
e. sniff (use action)
The old woman tried to sniff air but she could not breathe.
f. ungrateful
I don’t like him. He doesn’t know how to thank and respect the
people who helped him. He is ungrateful.
192
2. Motivation
Show a picture of a tortoise.
Say: This is a tortoise. Say something about it. What do you notice
about its shell? Are tortoise’s shells not smooth?
3. Motive Question
Why are tortoise shells not smooth?
B. During Listening
Why the Tortoise’s Shell Is Not Smooth

Adapted from Chinua Achebe
Once upon a time, all the birds were invited to a feast in the sky.
They were very happy. They began to prepare themselves. They
painted their bodies beautifully. Tortoise was so excited to join the
group because he had not eaten a good meal for weeks. So he
began to plan how he could go to the sky and join the feast. But Tor-
toise had no wings so he asked the birds to be allowed to join them.
“We know you too well,” said the birds. “You are ungrateful. If
we allow you to come with us, you will soon begin your mischief.”
“You do not know me,” said Tortoise. “I am a changed man; I
have learned that a man who makes trouble for others is also
making it for himself.”
Tortoise had a sweet tongue, and within a short time, all the
birds agreed that he was a changed man. The birds gave him a
feather for his wings.
The feast came. Tortoise was the first to arrive at the meeting
place. Tortoise was very happy as he flew among the birds. The
birds chose him to be their spokesperson.
“There is one thing we must not forget,” he said. When people
are invited to a great feast like this, they take new names for the
occasion.
The birds just followed. They thought of their names. When they
had taken new names, Tortoise took one. He wanted to be called
“All of You.”
What do you think happened when they were in the sky?
At last the group arrived in the sky. Their hosts were very happy
to see them. Tortoise stood up and thanked them for their invitation.
His speech was so eloquent that all the birds were glad they had
brought him along. Their hosts treated him well as the king of the
birds, as he looked somewhat different from the others.
The people in the sky set before their guests the most delicious
dishes Tortoise had ever seen or dreamed of. Tortoise began to sniff
193
aloud. When everything had been set before the guests, one of
the people in the sky invited the birds to eat. But Tortoise jumped to
his feet and asked, “For whom have you prepared this feast?”
“For all of you,” replied the man. Tortoise turned to the birds and
said,” Remember my name is All of You.”
He began to eat and the birds were so angry. Tortoise ate the
best part of the food and drank wine. The birds gathered around
to eat what was left .They ate the bones that he had thrown on the
floor. Some of them were too angry to eat. They chose to fly home
on an empty stomach. But before they left, each took back the feath-
er he had borrowed. And there, he stood full of food and wine but
without any wings to fly home. He asked the birds to take a message
for his wife, but they all refused. In the end, Parrot, who had felt
angrier than the others, suddenly changed his mind and agreed to
take the message.
Why do you think Parrot changed his mind?
“Tell my wife”, said Tortoise, “To bring out all the soft things in my
house and cover the area around with them so that I can jump down
from the sky without great danger.”
Parrot promised to deliver the message, and then flew away. But
when he reached Tortoise’s house, he told his wife to bring out all
the hard things in the house. And so she brought out her husband’s
hoes, knife, spears and guns. Tortoise looked down from the sky
and saw his wife bringing things out, but it was too far to see what
they were. When all seemed ready, he let himself go. He fell until
he began to fear that he would never stop falling. And then like the
sound of his gun, he crashed on the land.
His shell broke into pieces but there was a great medicine man
in the neighbourhood. The medicine man gathered all the bits of
shell and put them together. This is why the tortoise’s shell is not so
smooth today.
C. Post Listening
Engagement Activity
Group 1 and 2: Refer to LM, Try and Learn
Guided Practice
Day 2
1. To realize the many uses of the coconut tree

2. Note important details in an informational text read
3. Read informational text with 95-100% accuracy
4. Read words with consonant blends pr and gr
194
A. Pre Reading
Drill:
Teacher models reading the words
Words should be written on a chart / flashcards
pr fr
protein product fresh free
produce proper freshener freeze
propagate problem freshman freedom
a. mattress
I sleep on this mattress. It is comfortable.(show picture)
b. propagate
Mother wants to have more flowers, so she propagates some of
them. (show picture)
c. sap (show picture)
The sap of that tree can be used for medicine.
d. quench
I want to drink cold juice to quench my thirst.
e. dye
My grandparents dye their hair to cover the gray.
f. coir
Coir comes from the husk of the coconut.
g. ingredient
I like coconut meat as one of the ingredients for salads.
h. withstand
The tree is strong. It can withstand strong typhoons.
2. Motivation
Have you seen a coconut tree? Can you describe it? Do you know
why the coconut tree is called the tree of life?
3. Motive Question
Why do we consider the coconut tree a tree of life?
B. Reading
Teacher models in reading the story.
C. Post Reading
Comprehension Questions. Refer to LM, Talk About It
Engagement Activity
Group 1 and 2 : Interview

The group will choose their interviewee. Each member of the group
should be able to talk or to answer questions during the interview.
195
Ask: “The group may use the questions below.”
“What do you think is the tree of life?”
“Why do you consider the coconut tree a tree of life?”
“What are the parts of a coconut tree?”
“What are their uses?”
Group 3 and 4:
Discussion:
Day 3
Use the past form of regular and irregular verbs
A. Presentation/Oral Language
Give the past tense of the underlined word.

Let pupils read the poem after putting in the past tense of the verbs.
Comprehension Questions. Refer to LM, Talk About It
B. Teaching/Modelling
What are the underlined words in stanza one, two up to 3?

Recall: Which are regular verbs? Irregular verbs?
How do we form the past tense of regular verbs? Irregular verbs?
Let the pupils read again the chart with regular and irregular verbs with
present and past tense
C. Guided Practice
Let each group work on this

Complete My Diary. Use the words found in the box.
D. Independent Practice
Write the past form of the words inside the parentheses.

Refer to LM, Write about it.
Write 3 to 5 sentences about what you did last Saturday and Sunday.
Day 4
1. Identify and use personification

2. Get information such as title of a selection and/or pages from the table of
contents
196
1. Presentation
Teacher models in reading the poem.

Skill Development: Using Personification
1. What did the leaves do? The leaves danced.

2. What did the moon see? The moon saw the leaves.
3. What did the moon hear? The moon heard their song.
4. Who is calling? North Wind is calling.
Say: “Leaves, moon and north wind are treated as though they have life
like people. They are made to act, think and talk like persons.”
Teaching Chart
 Personification is another figure of speech. Things and
objects are treated as though they had life and were like
people.
2. Guided Practice
Group 1 and 2: Underline the part of the sentence which is personified.

Group 3 and 4: Write P if the sentence uses personification and N if it

does not.
Underline the name of the object that is personified and circle the word
that tells what the object does that makes it seem like a person.
197
Skills Development: Use of Table of Contents
Give pupils books and tell them to open the book to the table of contents.
Ask: “What can we find in Unit 1?”
“What is the title of Unit 4?”
“What can we find on page 10?”
“What information does the table of contents give us?”
1. Guided Practice
Let’s have a contest using the table of contents
Use your book in English.
1. What unit is found on page__?

2. Where can we find Unit 2?
Day 5
1. Express ideas through writing a news report from the facts presented
2. Get information from the news page
1. Motivation
What TV programs give us news? Where can we read news? Is it good to
know the news? Why?
2. Presentation
Listen to news taken from a school paper. Be ready to answer questions

that begin with who, what, when, where, why and how.
Note: Teacher assigns a good reader to read this news. Refer to LM,
Read and Learn.
Discussion
1. Who received an award?
2. What award did she receive?
3. When did she receive it?
4. Where did she receive it?
5. Why do you think she was awarded as the Outstanding School
Paper Adviser?
6. How did she get the award?
Skills Development: Writing News
Let them read the news they listened.
198
1. Which part of the news tells us the important facts of the story? Is it
found at the beginning? What Wh questions can we ask about the
beginning statement?
2. What statements complement/support the beginning statement?
3. What statements are less important? Where can we find this?
4. Notice how the headline was written.
Teaching Chart: Refer to LM, Remember.
1. Guided Practice
For all groups: Write a news report based on the following facts. Use the
inverted pyramid structure
• The plane was going to Cebu City on a test flight.

• Mayor Richard Datu, who rushed to the crash site found the pilot, Rene
Lu and his passenger Lito Go, both safe despite the plane’s damage.
• A two-seater plane with pilot Rene Lu and passenger Lito Go crashed
in a rice field at Barangay Caditaan on July 15.
• Lu said the plane’s engine stopped 30 minutes after it took off at Le-
gaspi Airport.
• Plane crashes in Cebu, no one hurt
Write a news report. Use the facts below. Refer to LM, Write About It.
• Teacher Induction Program is a training cours given to newly hired

teachers. One of its purposes is to let them understand their roles and
responsibilities.
• The Division of Zamboanga Sibugay , through the leadership of the
superintendent, Amelia P. Torralba, ED.D. conducted Teacher Induc-
tion Program to 320 newly hired teachers at Roderic’s Resort, Ipil,
Zamboanga Sibugay on July 2-4.
• Education Program Supervisors who were trained on TIP were their
facilitators
• Division of Zamboanga Sibugay conducts Teacher Induction Pro-
gram to 320 newly hired teachers
199
QUARTER 2
TABLE OF SPECIFICATIONS (POST TEST)
ITEM
TOPICS/SKILLS NO. OF ITEMS
PLACEMENT
1. Identifying the main idea and 6 1
supporting details for a text
heard
2. Compound words 2 1
3. Arranging 8-10 word with differ- 4 1
ent beginning letters in alphabet-
ical order
4. Using personal pronouns 5 1
5. Possessive pronouns 13,14 2
6. Using regular and irregular verbs 15,16,17,18, 19 5
7. Noting details from news selec- 7 1
tions listened to
8. Answering wh- questions 1,3 2
9. Prefixes and Suffixes 20,21,22,23 4
10. Verbs in the –s form 9,10,11,12 4
11. Writing a friendly letter 36,37,38,39, 40 5
12. Identifying figure of speech (simi- 24,25,26 3
le, metaphor and personification)
13. Sequencing of events 8 1
14. Making an Outline 39-35 2
15. Following directions 27,28 2
200
QUARTER 2
POST ASSESSMENT
I. Listening
A. Listen as the teacher reads the story then answer the questions that follow.
Write only the letter of your answer.
Polly the Snail

Polly is a garden snail. She lives in a beautiful vegetable garden near a
pond. She is one of the many snails in the garden. She slides and plays with
her snail friends every day.
Polly and her friends eat the leaves of the vegetables in the garden. They
are always hungry. They like to know the different taste of leaves of the
healthy and green vegetables there.
Polly goes around and takes small bites of each of the leaves every
day. If she likes the taste of a leaf, she eats it immediately. Soon, all of the
vegetables had holes in their leaves.
One day, Farmer Jane went to visit his garden. He looked at the vegeta-
bles and gave a loud cry. “Who did this to my beautiful vegetables?” Polly
saw Farmer Jane. She looked around for somewhere to hide. She buried
herself under a brown leaf and hid inside her shell.
Farmer Jane checked his garden and saw the many snails on it. He
picked them one by one and placed the snails in a plastic bag. He did not
find Polly who was hiding in her shell. Then, Farmer Jane went away.
Later that day, the farmer went back with a white duck. He happily
left the duck in the garden. Polly saw the white duck. The white duck saw
Polly, too.
1. Where do Polly and her snail friends live?

a. In a pond c. In a vegetable garden
b. In a flower garden d. In a tree
2. Which of the following is NOT a compound word?
a. inside b. herself c. somewhere d. Happily
3. What did the snails do to the vegetables in the garden?
a. They helped the vegetables grow.
b. They destroyed the leaves of the vegetables.
c. They made sure that the vegetables will be free from insects.
d. They provided the vegetables with nutrients.
4. If you will be asked to write the words snail, vegetables, farmer, duck, shell,
bag, holes, leaves, in alphabetical order, what word will come first?
a. duck b. farmer c. shell d. vegetables
5. In the sentence “Polly and her friends eat the leaves of the vegetables in the
garden. They are always hungry.” Which of the following words is a personal
pronoun?
a. Polly b. they c. eat d. leaves
201
6. Which of the following is NOT a part of the selection read?
a. Polly and her friends live in a vegetable garden.
b. The duck ate all of the snails in the garden.
c. The snails ate the leaves of the vegetables in the garden.
d. The angry farmer removed the snails from the garden.
7. Farmer Jane happily left the duck in the garden. Why was he happy?.
a. The duck will stop the snails from eating the leaves of the vegetables.
b. The duck will eat all of the snails in the vegetable garden.
c. The duck and Polly will become good friends.
d. The duck will watch the vegetables while he is away.
8. Which of the following events in the sentences happened first?
a. Farmer Jane brought a duck in his garden.
b. Polly and her friends ate the leaves of Farmer Jane’s vegetables.
c. The duck saw Polly.
d. Farmer Jane picked all the snails that he could find in his garden and
placed them in a plastic bag.
I. Grammar
Read the sentence carefully. Write the letter of your answer.

9. Alyssa (a. sweep b. sweeps) the front yard every morning.
10. Her brothers Allan and Sam (a. gather b. gathers) the dried leaves in the
trash can.
11. Together they (a. throw b. throws) the dried leaves in a compost pit.
12. After the chores the children (a. play b. plays) in the yard.
A. Fill in the blanks with the correct possessive pronouns from the word box.

mine your yours ours my our
13. The biggest guava belongs to you. It is ______ guava.

14. Today is our scheduled trip to the Science Park. I brought my pink lunch box
with
Me. This pink lunch box is –--.
B. Choose the correct past form of the verb that will best complete the sentence.
Last week, Vicky and I (15. went, go) to Manila Zoo. We (16. arrived,
arrive) there before eight o’clock in the morning. We (17. see, saw) different kinds of
animals. The zoo is home to more than 832 animals. We (18. walk, walked) towards
the first animal. It was Mali’s cage. Mali is the most popular animal in the zoo. It is the
only living elephant here in the Philippines
Mali (19. moved, move) its front and back legs forward and backward.
She doesn’t gallop or jump. She walks and runs. She can swim and support herself in
the water up to six hours.

202
I. Reading
A. Fill in the blank with the correct words from the box below.
fearless immature homeless

imperfect imbalanced
20. Typhoon Yolanda left many people --------(homeless).

a. fortunate b. without a home c. full house
21. Two year old Jessie draw an --- (imperfect) circle.
a. Irregular b. complete c. not perfect
22. Baby placed a basket of eggs on her head. The eggs were not evenly distributed
in the basket. When she started to walk the basket went sideways and fell. All
the eggs broke because the basket was imbalanced.
b. dizzy b. unstable c. correct
23. He acts like a child; he is immature.
c. Young b. childlike c. grown
Write S if the sentence is simile, M if it is Metaphor and P if it is Personification
24. The farmer is busy as a bee. ______

25. They fought like cats and dogs. ______
26. When she saw her abductors she became as cold as ice. ______
Following Directions
27. What is the correct sequence of the direction given below?

a. 2-1-3-4 b. 1-4-3-2 c. 3-2-1-4 d. 4-1-3-2
1. Measure rice with a cup and put in the cooking pot.
2. Cook rice for about 25 minutes.
3. Follow the 1:1 ratio. One cup of rice to one cup of water.
4. Wash rice.
28. Which of the directions given below should be done first?

a. number 1 b. number 2 c. number 3 d. Not in
the given
1. Heat the pan and add cooking oil.
2. Crack the eggs and place in the hot pan.
3. When the edges turn white the eggs are done.
203
I. Writing
29-35. Read the short paragraph below and write an outline.
Clouds
The sun warms the water from rivers, lakes and
seas. Water slowly evaporates. It condenses and forms
into tiny droplets. When these droplets come together
they become visible as clouds.
There are three basic cloud types. Cirrus is curly

or fibrous clouds. Stratus is clouds that form sheets or
layers and cumulus clouds are those heaped or filed.
Clouds
I. ____________________________________
A. _________________________________
B. _________________________________
II. ____________________________________
A. _________________________________
B. _________________________________
C. _________________________________
204
36-40. Rewrite the following parts of the letter in a separate sheet of paper
following the mechanics of letter writing.
Nerissa
Your loving aunt,
#45A- Santolan Drive

Deca Homes, Jones
June 3
My dearest Sandro,
How are you? You mom said you’re school is near my office. I did
not know you transferred. Please come and visit me here in the
Principal’s Office. I would love to hear from you soon.
______________
______________
______________
______________
____________________________________
___________________________________________
___________________________________________
___________________________________________
______________
______________
205

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We value your feedback and recommendations.

Authors and publishers may email or contact FILCOLS at filcols@gmail.com or

Published by the Department of Education

Consultants and Editors:

Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva

Printed in the Philippines by Vibal Group, Inc.

This teacher’s guide is designed in four quarters with nine-week

In a literature-based curriculum, objectives are classified into

We also want you to use formative assessment results as basis

Enjoy teaching and make a DIFFERENCE in the pupils’ lives.

Content Standard Performance Standard

EN4OL-IIi-8 EN4V-IIi-8 EN4RC-Iii-8 EN4F-IIi-9 EN4SS-IIg-7 EN4G-IIh-i- EN4WC-IIi-9 EN4A-IIh-8

K to 12 English Curriculum Guide December 2013 Page 7 of 14

CODE BOOK LEGEND

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and Alphabet Knowledge AK

K to 12 English Curriculum Guide December 2013 Page 14 of 14

Mary and the Caterpillar

1. What happened to the leaves of the gumamela plant?

8. What do you think happened to the caterpillar?

mine your yours ours my our

2. I planted this mango tree. This is ___ mango tree.

Rewrite the letter using the correct format.

1. Put your bread together

2. Which letters are found between R and U?

Read the paragraph.

3. What do you think did the character feel?

Read the paragraph carefully. Answer the questions.

4. What is the mood of the selection?

Theme: Science and Nature

Week 1 - Big or Small, Animals All Around

1. Realize and appreciate the importance of bugs

Oral Reading Fluency

Attitude towards literacy, literature and language

The Elephant Who Forgot What He Was by Christopher Ronald Jones,

Song: Insect Bodies by Victoria Smith

Story: “The Grouchy Ladybug” by Eric Carle

EO: Realize and appreciate the importance of bugs.

1. Unlocking of Difficult Words (using picture clues, context clues and

What I Know What I Want to Know What I Learned

B. During Reading Activities

• Model Reading of the poem

Refer to LM, I Like Bugs! by Margaret Wise Brown

Comprehension Check: Refer to LM, Talk about It

What is the main idea of the poem?

Note: Emphasize the importance of bugs in the environment (e.g. bees

Refer to LM, Learn Some More, Where is the Caterpillar?

EO: Appreciate the value of sharing one’s blessings with others

Why do you think the ladybug is grouchy?

Refer to LM for the story of the The Grouchy Ladybug.

Group 1. Don’t Get Lost: Chart It!

Title of the story

Group 2. Breaking News!

Group 3. Minute News!

Group 4. Lights, Camera, Action!

Group 5. Flash Report

Group 6. Love Letters from the Heart

At five o’clock in the morning, the sun came up. A friendly

Friendly Ladybug Grouchy Ladybug

6. What do you call the persons / animals in the story? (characters).

 The elements of a story are setting, character, and plot.