HAPPY NEW YEAR!

MONDAY, JANUARY 4, 2013 7:15 7:30 7:30 8:30

I. II. III.

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

IV.

OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.

V.

ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________

8:00 9:00

English Grade IV Saturn

I. OBJECTIVE: A. Use adjectives in comparing two objects or persons. I. SUBJECT MATTER: Using adjectives in comparing two objects or persons BEC Handbook in English Speaking 9, p. a9 English For you and M(L) p. 157-159
Pictures, charts I. Procedure A. Pronunciation Drill: Tongue twister

One-One was a racehorse; Two-Two was one, too. When One-One won one race, Two-Two won one, too. On mules we find two legs behind And two we find before. We stand behind before we find What those behind be for.
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B. Review what are adjectives? Identify adjectivbes in a sentence C. Unlocking - compare

D. Motivation Have 2 volunteers in front of the class. Ask: 1. 2. 3. 4.

What can you say about ______? How about ______? What are common in them? Compare them. Use adjectives (write answers on the board. Activity 1

E. Presentation

1. 2. 3. 4. 5.

Write the comparative form of adjectives by using er or more/less. Rich 6. Pretty Expensive 7. Beautiful Hard 8. Spacious Interesting 9. Light Sweet 10.heavy Activity 2 Use the adjective in Activity 1 to compare the subjects in the following sentences. Vegetables are _____________ (rich) in vitamins than meat. Meat is_______ ( expensive ) than vegetables Noli finds mathematics ____ (hard) than reading. He finds reading ____(interesting) than mathematics. Mangoes are ____(sweet) than avocados.

1. 2. 3. 4. 5.

Activity 3 1. Do acticity 2 page 158 pf the book. F. Generalization We add er to compare two persons or things. If te adjective has two or more syllables, we use the word more or less before the adjectives. Values Integration Do not judge others F. Application Use the comparative of adjectives to compare the
1. 2. 3. 4. 5. your your your your your ballpen to your classmates hair to your classmates shoes to your classmates bag with that of your seatmate age with that of your friend

IV.

V.

Evaluation Use the comparative of adjectives below. 1. My uncle is _____(old) than my brother. 2. Lenis dress is ___(expensive) than Anas dress. 3. Baguio is _____(cold) tha Manila. 4. Cars are ______(expensive) than computers. 5. A jet plane is _______(fast) than helicopters/ Assignment Do activity 2 p. 164

P.L. : ______________________________________ REMARKS: ______________________________________

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Science IV
9:00 10:00 IV Saturn 10:15 11:15 IV Earth 1:15 2:15 IV Venus 2:15 3:15 IV Mars
I. OBJECTIVE Identify conditions that increase friction. SUBJECT MATTER: Friction BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 186-187 http://school.discoveryeducation.com/lessonplans/programs/frictioninourli ves/ Pictures, chart III. PROCEDURES; A. Science Updates B. Review: fire C. Unlocking of Difficulties: increase D. Motivation: Show a ball. Let the ball roll on the table. Ask. What is happening to the ball? Does it roll slow or fast? How can we make it roll faster? Slower? What force are we applying to the ball? Activity I Let the pupils do/observe the following activity. 1. The groups will be observing and recording how the cars move on two surfaces: a smooth surface and rough surface. Question: Will the car move faster on the smooth surface or the rough surface? 2. Next, have students create a ramp by placing a stack of books (about 1 foot high) under one end of the foam board. Question: Will it be easier for a car to cross the surface? 3. Put something on the car to make it heavy and let it move freely on the floor. Question: Will the car move slower or faster on the surface of the floor?

II.

Discuss the answers of the group. Activity 2 Read the following sentences tell wether the following conditions will increase friction or not. 1. Patterns on the surface of tyres and on the soles of shoes 2. A carpet is used to cover the tiled surface. 3. Road are made with rough surfaces to provide grip for vehicle tyre
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4. Replace sliding friction with rolling element friction, such as with the use of rolling element bearings. 5. Improve overall lubrication either by changing viscosity, using differing or improved additives or through the use of different lubricants themselves, i.e., synthetics, solids, etc. Activity 2 Identify the pictures that shows increasing friction

1.

4.

2.

5.

3. E. Generalization: What is friction? Friction is the force applied between two objects F. Application: What are the activities you think is relative to our lesson? How can we apply friction in our daily life? Is it useful? Evaluation Identify conditions that increase friction. ____ 1. Building ramps ____ 2. Applying lubricants ____3. Rough cement ____4. Spiked shoes ____5. Inclined plane ASSIGNMENT: write other conditions that increase friction

IV.

V.

P.L. : ___________________________________________ REMARKS: __________________________________________

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______________

Reading

Grade IV 3

I. OBJECTIVE: A. Read words with aw, au and ew sound. I. SUBJECT MATTER: Reading of words with aw, au and ew sound flashcards, pictures PROCEDURES; A. Motivation: What are words with aw, au and ew sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. jaw crawl drawing new August sawing pew strewn new grew chewing chew fault taunt saw haul crawl lawn saunter flaw stew flew drew crawling crew drawing slew hawk daub Paul shawl launch drawer strewn awning

II.

Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing aw, au and ew sound. D. Application: What words with aw, au and ew sound youve learned. III. EVALUATION: Read the following words below. 1. crawl 2.new Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________

3.haul

4.drew 5. Paul

IV.

MONDAY, JANUARY 7, 2014 7:15 7:30 7:30 8:30

I. II. III.

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

IV.

OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 1ST Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.

V.

ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________

8:00 9:00

English Grade IV Saturn

I. OBJECTIVE: A. Write the comparative and superlative form of comparative and superlative of adjectives. I. SUBJECT MATTER: Comparative and superlative form of comparative and superlative degree of adjectives. BEC Handbook in English Speaking 9, p. 9 English For you and M(L) p. 160-161
Pictures, charts III. Procedure A. Pronunciation Drill: Tongue twister

The bear could not bear the boar. The boar thought the bear a bore. At last the bear could bear no more Of that boar that bored him on the moor, And so one morn he bored the boar That boar will bore the bear no more.
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B. Review using comparative degree C. Unlocking - form

D. Motivation Point out a thing. What adjective can you say about the object? Add er/more/less. Add est/most/less. Can we add all these to the adjective? Why? E. Presentation Activity 1 Form the comparative and superlative form of adjective by using these rules. !. Most adjectives form the comparative and superlative by adding er est. `` Comparative degree Superlative degree 1. Rich 2. Hard 3. Sweet I!. Adjectives ending in y form its comparative and superlative by changing y to I and add er or est. `` Comparative degree Superlative degree 1. pretty 2. happy 3. early II!. Adjectives with final CVC spelling pattern, double the last letter and add er or est. `` Comparative degree Superlative degree 1. sad 2. rhin 3. hot IV. Adjectives ending in e add only r or st. `` Comparative degree Superlative degree 1. brave 2. cute 3. large IV. Adjectives with 2 or more syllables form its superlative and comparative by adding more/less or most/least. `` Comparative degree Superlative degree 1. creative 2. cooperative 3. helpful Activity 2 Write the comparative and superlative of the Lazy Difficult Crazy big bright

1. 2. 3. 4. 5.

ff. adjectives. 6. delicious 7. nice 8. sharp 9. noisy 10.kind

Activity 3 1. Do activity 1, page 164 of your language book. F. Generalization What are the different ways of forming the comparative and superlative degree of adjectives? Values Integration Do not judge others F. Application Allow a pupil to give an adjective. Let volunteer form its comparative and superlative degree. 7

IV.

Evaluation Write the comparative and superlative degree of these adjectives. 1. fast 2. dangerous 3. dirty 4. bad 5. fine Assignment Do activity 2 p. 164

V.

P.L. : ______________________________________ REMARKS: ______________________________________

Science IV
9:00 10:00 IV Saturn 10:15 11:15 IV Earth 1:15 2:15 IV Venus 2:15 3:15 IV Mars
I. OBJECTIVE Identifying ways of decreasing friction SUBJECT MATTER: Decreasing Friction BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 186-187 http://school.discoveryeducation.com/lessonplans/programs/frictioninourli ves/ Pictures, chart III. PROCEDURES; A. Science Updates B. Review: fire C. Unlocking of Difficulties: friction, decrease D. Motivation: If the car moves slower in a rough surface how would you make it fast aside from driving it fast? Activity I Read the following sentences. Identify the ways of decreasing friction. 1. One of the best ways to decrease friction is with lubrication. 2. Polishing also helps to remove friction on surfaces. 3. Road are made with rough surfaces to provide grip for vehicle tyre 4. Ball bearing or roller bearings also help reduce friction. 5. The appropriate combination of sliding parts in alloys reduces friction because alloys have a low coefficient of friction. 6. Patterns on the surface of tyres and on the soles of shoes 7. A carpet is used to cover the tiled surface. 8. Use grease and oil in machine. 9. Sprinkling of powder. 10.Using marble floors.
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II.

Activity 2 Read the following sentences tell wether the following conditions will increase friction or not. 6. 7. 8. 9. Patterns on the surface of tyres and on the soles of shoes A carpet is used to cover the tiled surface. Road are made with rough surfaces to provide grip for vehicle tyre Replace sliding friction with rolling element friction, such as with the use of rolling element bearings. 10.Improve overall lubrication either by changing viscosity, using differing or improved additives or through the use of different lubricants themselves, i.e., synthetics, solids, etc. Activity 2 Identify the pictures that shows increasing friction

6.

9.

7.

10.

8. E. Generalization: What is friction? Friction is the force applied between two objects F. Application: What are the activities you think is relative to our lesson? How can we apply friction in our daily life? Is it useful? Evaluation Identify conditions that increase friction. ____ 1. Building ramps ____ 2. Applying lubricants ____3. Rough cement
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IV.

____4. Spiked shoes ____5. Inclined plane V. ASSIGNMENT: write other conditions that increase friction

P.L. : ___________________________________________ REMARKS: __________________________________________ Grade IV 3

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Reading

I. OBJECTIVE: B. Read words with aw, au and ew sound. V. SUBJECT MATTER: Reading of words with aw, au and ew sound flashcards, pictures PROCEDURES; E. Motivation: What are words with aw, au and ew sound sounds you already know? How is it produce? F. Presentation: Activity I Listen as the teacher read these words. jaw crawl drawing new August sawing pew strewn new grew chewing chew fault taunt saw haul crawl lawn saunter flaw stew flew drew crawling crew drawing slew hawk daub Paul shawl launch drawer strewn awning

VI.

Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. G. Generalization Producing aw, au and ew sound. H. Application: What words with aw, au and ew sound youve learned. VII. EVALUATION: Read the following words below. 2. crawl 2.new 3.haul Assignment Make a list of words with ing sound.

4.drew 5. Paul
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MONDAY, JANUARY 13, 2014 MUSLIM HOLIDAY MONDAY, JANUARY 14, 2014 MUSLIM HOLIDAY

7:15 7:30 7:30 8:30

I. II. III.

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

IV.

OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 2ND Week Verse PROCEDURES; F. Meditation G. Roll Call H. Health Inspection I. Review: Matthew 6:33 J. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.

V.

ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________

8:00 9:00

English Grade IV Saturn

I. OBJECTIVE: A. Use the positive, comparative and superlative forms of regular adjectives. II. SUBJECT MATTER: Using the positive, comparative and superlative forms of regular adjectives. BEC Handbook in English Speaking 9, p. 9 English For you and M(L) p. 160-161 http://www.elementary.ph/using-positive-comparative-and-superlativeforms-regular-adjectives
Pictures, charts 11

III. Procedure A. Pronunciation Drill: Tongue twister

Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed Shilly-shallied south. These sheep shouldn't sleep in a shack; Sheep should sleep in a shed
B. Review writing comparative and superlative degree of adjectives C. Unlocking

D. Motivation Point out a thing. What ajective can you say about the object? Add er/more/less. Add est/most/less. Can we add all these to the adjective? Why? E. Presentation Activity 1 Teacher read these phrases then tell the pupils to encircle the adjectives in the phrases) Ask: What did you notice about the adjectives used? a. was becoming wider and longer b. is fresher in the city c. taller than those along the highway d. the tallest trees are in the mountain

1. The teacher will ask the class to read the sentences.

a. Mt. Arayat is high. b. Mt. Pulog is higher than Mt. Arayat. c. Mt. Apo is the highest mountain of the three. Ask: What adjective is used in the first sentence? Is Mt. Arayat being compared to anything? When an adjective is used to describe, it is in the positive form

Activity 2 Fill in the blanks with the correct form of adjective. One Sunday, the Torres family traveled on a _______(wide) road. In the car were Mr. and Mrs. Torres, Shirley and her brother Peter. They saw many trees, high hills and mountains along the highway. As they traveled, they noticed that the road was becoming ______(wide) than before. At last, they arrived at Donnas place. Donna and her parents were happy to meet them. Your place is very nice. The air here is ____(fresh) than in the city, said Mr. Torres. The trees around here are ____(tall) than those along the highway, remarked Mrs. Torres. But the _____(tall) trees are in that mountain. Is that the _________(high) mountain in the Philippines? asked Peter as he pointed at the mountain. No, that is Mt. Arayat. The _____(high) mountain is Mt. Apo. It is in Davao, answered Donna. Let us climb the mountain, said Shirley. Activity 3 Use the correct degree of adjective to complete the sentences below Fast 1. The motorcycle is _________. Dangerous 2. That what the ________ technique Ive ever seen. Dirty 3. The dress she wears is ______ than mine. Bad 4. He showed the ______ in the class. Fine 5. The sugar I bought is ___ than before. 12

F. Generalization 1. What are the three forms of adjectives? The three forms of adjectives are positive, comparative and superlative forms. 2. When do we use the positive form? The positive form of adjective is used to describe one person, place or thing. 3. When do we use the comparative form? The comparative form of adjective is used to compare two persons, places or things. 4. When do we use the superlative form? The superlative form of adjective is used to compare three or more persons, places or things. G. Application 1. Give each group objects to be compared Example: Group 1 three pieces of string of different length Group 2 three kinds of fruits that are sweet Group 3 three kinds of things that are heavy Let them compare the objects using the three forms of adjective IV. Evaluation Use the correct form of adjective inside the parenthesis to complete the sentence. 1. I feel it is ______ today than yesterday. (warm, warmer, warmest) 2. Leas bag is _______ than mine. (big, bigger, biggest) 3. Of the two, this lamp is _______. (bright, brighter, brightest) 4. Last Monday proved to be the __________ day in December. (cool, cooler, coolest) 5. The water in the bottle is _________ to drink. (safe, safer, safest) V. Assignment Write a short paragraph about persons, places or events you want to compare. Use the correct form of adjectives to compare them.

P.L. : ______________________________________ REMARKS: ______________________________________

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Science IV
9:00 10:00 IV Saturn 10:15 11:15 IV Earth 1:15 2:15 IV Venus 2:15 3:15 IV Mars
I. OBJECTIVE Identify the causes of soil erosion SUBJECT MATTER: Causes of soil erosion BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 186-187 Pictures, chart III. PROCEDURES; G. Science Updates H. Review: fire I. Unlocking of Difficulties: causes, soil erosion J. Motivation: Have you seen a soil falling from a mountain or hill? What do you call it? How did it happen? Is it a good thing to see? Activity I Read the words below and put a check if you think this cause soil erosion. 1. Shoes or slippers 2. Animals 3. floods 4. Wind 5. landslide 6. Rainwater 7. Children 8. planet 9. Water 10.gardeners Activity 2 Fill in the blanks to complete the causes of soil erosion. 1. When you walk on muddy road you carry on your ____ lots o0f soils. 2. Dust particles are carried away by the _____ on a windy day. 3. ____ carries away much soil and rocks during heavy rain. Activity 2 Which of the following most people do that contribute to soil erosion? 1. Planting trees 2. Cutting down trees 3. Removing grasses 4. Making dams for water to flow 5. Burning grass 6. digging
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II.

K. Generalization: What are the causes of soil erosion? L. Application: Do you sometimes cause to erode soil? How? What will you do the next time around? Evaluation Identify the cause of soil erosion. ____ 1. animals ____ 2. wind ____3. Pots in place ____4. Flowing water ____5. Dress hanging ASSIGNMENT: write other safety measures in handling hot objects.

IV.

V.

P.L. : ___________________________________________ REMARKS: __________________________________________

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______________ I. OBJECTIVE:

Reading

Grade IV 3

A. Read words with ea sound. I. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading

II.

III.

IV.

Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread 5.bread Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________

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THURSDAY, JANUARY 23, 2014 7:15 7:30 7:30 8:30

I. II. III.

FLAG CEREMONY E.K.A.W.P. Grade IV Saturn

IV.

OBJECTIVE: Recite the verse of the week. SUBJECT MATTER: 2ND Week Verse PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: Matthew 6:33 E. Presentation 1. Present the verse 2. Read the verse: 1st Reading by the teacher, 2nd teacher with the pupils and 3rd reading by the pupils 3. Read by row. EVALUATION: List down pupils who can recite the verse.

V.

ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: ___________________________________________

8:00 9:00
I

English Grade IV Saturn

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Science IV
9:00 10:00 IV Saturn 10:15 11:15 IV Earth 1:15 2:15 IV Venus 2:15 3:15 IV Mars
I. II. OBJECTIVE Identify the causes of soil erosion SUBJECT MATTER: Causes of soil erosion BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 186-187 Pictures, chart III. PROCEDURES; M. Science Updates N. Review: fire O. Unlocking of Difficulties: causes, soil erosion P. Motivation: Have you seen a soil falling from a mountain or hill? What do you call it? How did it happen? Is it a good thing to see? Activity I Read the words below and put a check if you think this cause soil erosion. 11.Shoes or slippers 12.Animals 13.floods 14.Wind 15.landslide 16.Rainwater 17.Children 18.planet 19.Water 20.gardeners Activity 2 Fill in the blanks to complete the causes of soil erosion. 4. When you walk on muddy road you carry on your ____ lots o0f soils. 5. Dust particles are carried away by the _____ on a windy day. 6. ____ carries away much soil and rocks during heavy rain. Activity 2 Which of the following most people do that contribute to soil erosion? 7. Planting trees 8. Cutting down trees 9. Removing grasses 10. Making dams for water to flow 11. Burning grass 12. digging Q. Generalization: What are the causes of soil erosion? R. Application:
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Do you sometimes cause to erode soil? How? What will you do the next time around? IV. Evaluation Identify the cause of soil erosion. ____ 1. animals ____ 2. wind ____3. Pots in place ____4. Flowing water ____5. Dress hanging V. ASSIGNMENT: write other safety measures in handling hot objects. P.L. : ___________________________________________ REMARKS: __________________________________________ ______________ Reading Grade IV 3 I. OBJECTIVE: II. B. Read words with ea sound. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. dread tread bread ahead behead instead readily deadly realm sweat sweater headlight feather heather leathern leaven heavily readiness breast forbear spreading Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread 5.bread Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________
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III.

head stead steady bear weather heavy meant

dead spread r eady deaf leather heaven read

IV.

V.

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