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English
Teacher’s Guide
Unit 2
Department of Education
Republic of the Philippines
i
English – Grade 4
Teacher’s Guide
First Edition 2015
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ii
To our Dear Teachers,
There are several activities for the pupils to develop target skill/s
but this is not an end in itself. Feel free to modify the strategies to address
individual differences of learners.
The Authors
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.
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
K to 12 BASIC EDUCATION CURRICULUM
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
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
K to 12 English Curriculum Guide December 2013 Page 3 of 14
K to 12 BASIC EDUCATION CURRICULUM
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
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
K to 12 English Curriculum Guide December 2013 Page 4 of 14
K to 12 BASIC EDUCATION CURRICULUM
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
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
Week Listening Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
Fluency
EN4LC-IIa-1 EN4OL-IIa- EN4V-IIa-1 EN4RC-IIa-1 EN4F-IIa-1 EN4SS-IIa-1 EN4G-IIa-b- EN4WC-IIa- EN4A-IIa-1
Identify main 1 Identify Identify the Read with Arrange 8-10 1 1 Demonstrate
idea and Restate or meanings of important story automaticity words with Identify and Write respect for the
supporting details retell unfamiliar elements such as grade level different use personal sentences ideas, feelings
from a text information words through setting, character frequently beginning pronouns in following and culture of
listened to. from a text structural and plot. occurring letters in sentences. the author of
correct
listened to. analysis content area alphabetical the text
1 (compound words. order. mechanics of listened to.
words and capitalization
their and
components: punctuation.
one word
compound
(backyard),
two word
K to 12 English Curriculum Guide December 2013 Page 5 of 14
K to 12 BASIC EDUCATION CURRICULUM
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
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
K to 12 English Curriculum Guide December 2013 Page 6 of 14
K to 12 BASIC EDUCATION CURRICULUM
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
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.
F
LC OL V RC SS WC
Oral G A
Week Listening Oral Vocabulary Reading Study Writing
Reading Grammar Attitude
Comprehension Language Development Comprehension Strategy Composition
Fluency
EN4LC-IIIa-1 EN4OL-IIIa- EN4V-IIIa-1 EN4RC-IIIa-1 EN4F-IIIa-1 EN4SS-IIIa- EN4G-IIIa-1 EN4WC-IIIa- EN4A-IIIa-1
Distinguish reality 1 Use context Note significant Read a poem 1 Identify and 1 Write Show love for
from fantasy. Use clues details. aloud with Use a use adjectives sentences reading by
appropriate (synonym and proper thesaurus to in sentences describing listening
expression to antonym) to expression. find synonyms persons, attentively
1
talk about find meaning and antonyms places, things during story
famous of unfamiliar of words. and animals reading and
events. words. making
comments or
reactions.
EN4LC-IIIb-2 EN4V-IIIb-2 EN4RC-IIIb-2 EN4F-IIIb-2 EN4SS-IIIb- EN4G-IIIb-2 EN4WC-IIIa- EN4A-IIIb-2
Note details from Identify Note significant Read aloud 2 Identify and 2 Rewrite Show interest
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.
K to 12 English Curriculum Guide December 2013 Page 8 of 14
K to 12 BASIC EDUCATION CURRICULUM
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-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
K to 12 English Curriculum Guide December 2013 Page 9 of 14
K to 12 BASIC EDUCATION CURRICULUM
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
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
K to 12 English Curriculum Guide December 2013 Page 10 of 14
K to 12 BASIC EDUCATION CURRICULUM
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
-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
K to 12 English Curriculum Guide December 2013 Page 11 of 14
K to 12 BASIC EDUCATION CURRICULUM
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
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
K to 12 English Curriculum Guide December 2013 Page 12 of 14
K to 12 BASIC EDUCATION CURRICULUM
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
al text persons/ani contribute to materials
mals/places/ what is
object/event conveyed by
s/ideas the words in
a text
xviii
K to 12 English Curriculum Guide December 2013 Page 13 of 14
K to 12 BASIC EDUCATION CURRICULUM
Sample: EN4G-If-2.5
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
xix
Component/ Topic
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
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
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.
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.
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:
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. __________________________
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.
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
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.
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.
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
I. Objectives
A. Expressive Objectives
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
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
112
II. Subject Matter
A. Topics
Poems:
I like Bugs by Margaret Wise Brown
http://www.hubbardscupboard.org/ilike_bugs_.html
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
A. Pre-reading Activities
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.
3. Motive Question
Ask: “What kind of bugs does the author like?”
1. Teaching/Modelling
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?”
4. Independent Practice
Read the poem and identify the main idea and the supporting details.
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
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
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.
C. Post Reading
1. Engagement Activities
Differentiated pupils’ activities for 6 groups.
117
Copy the story chart in your notebook. Identify the elements of the story.
Story Map
Plot
Character/s Setting
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
Sequence events according to the story using the given pictures. Arrange
the pictures of the animals that the ladybug wanted to fight.
Choose at least two bugs/animals that the ladybug met on that day.
Dramatize that part of the story.
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.)
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
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).
Teaching Chart
120
C. Guided Practice
D. Independent Practice
Middle: Pete
tried to stop him
because they
looked like small
eggs.
121
E. Writing/ Composition
Refer to LM, Write About It
(Divide children into 5-6 groups.)
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
1. Introduction/Presentation
Read the following sentences.
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)
2. Teaching/Modelling
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?”
122
Teaching Chart
A compound word is made of two words joined to form a
new word. There are three different kinds of compound words.
3. Guided Practice
4. Independent Practice
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)
123
B. Skill Development: Grammar (Personal Pronouns)
1. Presentation
Read the paragraph on LM, Read and Learn. Answer the questions that
follow.
2. Teaching/Modelling
Refer to LM, Try and Learn
Teaching Chart
o Plural
(you, we, they, them)
3. Guided Practice
4. Independent Practice
Write the correct personal pronouns that will complete the paragraph.
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
B. Presentation
Let pupils read the following words individually, by pairs, or groups.
124
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
D. Guided Practice
Group the pupils in three (3). Each group will arrange the given words in
alphabetical order.
Refer to LM, Do and Learn
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
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
Note details from news reports / selections listened to.
Oral Language
Answer wh- questions based on new reports/selections listened to / read.
125
Oral Reading Fluency
Read with automaticity grade level frequently occurring content area words
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
B. Grammar Point
C. Explicit Skills
126
Day 1
A. Pre-reading Activities
Ask the pupils to sing the song, 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
1. Unlocking of Difficulties
Call pupils to read the sentences and try to guess the meaning of the
underlined words based on context clues.
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?”
127
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
3. Motive Question
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)
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.
2. Teaching/Modelling
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.
4. Independent Practice
Read the following news report and note the important details by answering
the wh-questions.
Refer to LM, Do and Learn
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
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?
129
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.
typhoon
. .
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?”
130
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?”
Enrichment Activities:
Differentiated group activity: Divide the class into seven (7) groups.
Prepare the task cards for each group.
131
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)
Day 3
1. Presentation
unsafe = un + safe
unwilling = un + willing
roofless = roof + less
lifeless = life + less
2. Teaching/Modelling
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?”
132
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.
4. Independent Practice
Refer to LM, Do and Learn.
Day 4
1. Introduction
Say: “Do you know where bugs live? What do you call their homes?”
Refer to LM, Read and Learn, Bugs at Home.
Comprehension Questions:
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)
3. Teaching/Modelling
Teaching Chart
4. Guided Practice
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.
5. Independent Practice
Day 5
1. Unlocking of Words
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Say: “Do you know what a ___ is? Have you seen one of these? Describe.”
3. Motive Question
What shapes of things are given in the poem?
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?
1. Teaching/Modelling
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.
3. Independent Practice
Refer to LM, Learn Some More
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Week 3
I. Objectives
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
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
Reading Comprehension
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
Grammar
Identify and use the s-form of the verb
Writing Composition
Write a friendly letter following the correct format
136
I. Subject Matter
A. Topics
Day 1
A. Pre-listening Activities
What comes to your mind when you think of the word “cloud”? Do clouds
remain in the sky for a long time?
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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.
Teaching Points
2. Guided Practice
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.
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3. Independent Practice
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
Teaching Points
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.
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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
A. Pre-reading Activities
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
____
___
____ 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.
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:
Engagement Activities:
From the story “Mushroom in the Rain,” make a story grammar using the organizer
below. Do it on a separate sheet of paper.
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Who is the main character?
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.
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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 ______________________________
_______________________________________________.
Science Integration
Refer to LM, Learn Some More.
Day 3
Read with automaticity grade level frequently occurring content area words
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
Teaching Chart
4. Guided Practice
Refer to LM, Try and Learn.
5. Independent Practice
Refer to LM, Do and Learn.
143
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.
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.
Enhancement Activity
Refer to LM, Learn Some More
Day 4
Write a friendly letter following correct mechanics
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?
2. Teaching/Modelling
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
Refer to LM, Do and Learn
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?”
4. Independent Practice
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.
Day 5
1. Presentation
Read the selection to the class. Ask some volunteers to read them afterwards.
Comprehension Questions:
145
1. Teaching/Modelling
Teaching Chart
Ask: “What happens to verbs when the subject of the sentence is singular?
When it is plural?”
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
Week 4
I. Objectives
A. Expressive Objectives
Listening Comprehension
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
Reading Comprehension
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
147
II. Subject Matter
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
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
Fly, fly, fly the butterfly
148
Let us sing the song with action. (The teacher gives the instructions and
the pupils follow).
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
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.
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
Day 2
I. Expressive Objective
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.
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
C. Post Reading
151
Teaching Points
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
Day 3
I. Objective
Use the present form of verb that agrees with the subject
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: “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
I. Expressive Objective
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.”
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.
Day 5
I. Objective
Say: “What is the topic of the paragraph? What are the sentences that say
something about the topic? Present your work in class.”
________________________________________
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:
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.
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
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
Respond to a story through dramatization, songs or art activities
Oral Language
Relate story events to one’s experience
Vocabulary Development
Use prefix and root word as clues to get meanings of words
Reading Comprehension
Give possible endings to stories
Fluency
Read with automaticity grade level frequently occurring content area words
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
A. Topics
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
A. Expressive Objectives
B. Instructional Objectives
A. Pre-Reading
1. Unlocking of difficulties
2. Motivation
157
Say: “The title of our poem is Butterfly Cycle. It is written by Suzy Gaslay”
1. Motive questions
B. Listening Activity
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.
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
B. Instructional Objectives
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)
159
3. They were inseparable friends. They always go together.
a. unusual b. close c. separate
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
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.
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.
Independent Practice
Read the story and give a possible ending. Have pupils act out the possible
ending. (Group presentation). Refer to Learn Some More, LM.
Activity 2
Here are sentences taken from the story. Let us read them.
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.
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
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:
2. Teaching/Modeling
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
3. Guided Practice
Refer to LM, Do and Learn
4. Independent Practice
Refer to Learn Some More, LM.
Choose the possessive pronoun that best completes each sentence.
Day 4
I. Objective
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
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.
164
Teaching Chart
This dog is Jose’s pet. This dog is his pet. This dog is his.
Guided Practice
Underline the antecedent of the pronoun and circle the pronoun that agrees
with its antecedent.
Independent Practice
Refer to LM, Learn Some More
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.
165
Week 6
I. Objectives
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
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
Reading Comprehension
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
166
Day 1
I. Expressive Objective
A. Pre Listening
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?
“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.
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”.
“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.
Comprehension Questions:
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?
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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
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
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
Refer to LM, Do and Learn.
2. Independent 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.
Refer to LM, Try and Learn.
1. Guided Practice
Refer to LM, Try and Learn.
2. Independent Practice
Refer to LM, Do and Learn.
170
Day 3
I. Objectives
Say: “There are many things that we do everyday. Let us read the sentences
from our story yesterday.”
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.
Refer to LM, Read and Learn.
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
Refer to LM, Do and Learn.
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.
2. Independent Practice
Give sentences using the verbs and time expressions to answer the
following questions. Refer to LM, Learn Some More
Day 4
I. Objective
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?”
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?
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.
Have the pupils present their paragraph. Have them identify the topic sen-
tence and the sentences that give the details.
Day 5
I. Objective
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
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
Give a possible ending to a story heard
Oral Language
Retell the best-liked part of a story heard
Reading Comprehension
Infer feelings and traits of the characters in a story read
Vocabulary Development
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
1. Unlocking of Difficulties
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
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.
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
1. Unlocking of Difficulties
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
3. Motive Questions
B. During Reading
C. Post Reading
Engagement Activity:
178
Teaching Chart
Enrichment:
Refer to LM, Learn Some More.
Day 3
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.”
From the list below, find five misspelled verbs in the past tense. Write
them correctly on your paper.
179
Day 4
I. Objectives
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
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
Writing Activity
Each group will write a paragraph about their first day of school following
the guide questions:
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
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.
Refer to LM, Read and Learn.
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
2. Independent Practice
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
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
Sequence events in a story listened to
Oral Language
Act out well liked part of the story heard
Reading Comprehension
Infer traits and feelings of the character in a story read
182
Vocabulary Development
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
B. Materials
• stories
• poem
• practice exercises
C. References
III. Procedure
183
Day 1
I. Expressive Objective
A. Oral Language
It is __________.
Is it a _________?
B. Pre-Listening
1. Unlocking of Difficulties
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.
f. liar
Richard didn’t tell the truth. He is a liar.
2. Motivation
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?”
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.
D. Post Listening
Engagement Activities
Group 2: Arrange the pictures by writing first, second, third and fourth
as they happened in the story.
Discussion:
Enrichment Activity:
What is the message of this story to us?
Day 2
I. Expressive Objective
Admire Green Bird’s love for his lady love
A. Pre Reading
Drill:
gr br
green grow branch broom
greed growth brand brook
greet growl bran brooklets
1. Unlocking of Difficulties
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
Engagement Activities
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.
Discussion Questions:
Refer to LM, Talk about It.
Write at least two sentences using any of the similes and metaphor
inside the box.
187
Day 3
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
Enrichment Activity:
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.
Day 4
I. Instructional Objectives
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.
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
4. Independent Practice
Refer to LM, Write About It
Write a slogan about the Clean and Green project.
Enrichment/Assignment
Make a poster to illustrate your slogan
Day 5
I. Instructional Objectives
1. Motivation
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.
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
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
Sequence events in a story listened to
Oral Language
Connect events in a story heard to a personal experience
Reading Comprehension
Note important details in an informational text
Vocabulary Development
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
191
A. References
B. Materials
• story
• poem
• practice exercises
• selection
III. Procedure
Day 1
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
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
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.”
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.
“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
Refer to LM, Do and Learn
Independent Practice
Refer to LM, Learn Some More
Day 2
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
1. Unlocking of Difficulties
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.
Refer to LM, Read and Learn.
C. Post Reading
Comprehension Questions. Refer to LM, Talk About It
Engagement Activity
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:
Refer to LM, Try and Learn.
Discussion:
Refer to LM, Talk about It.
Day 3
A. Presentation/Oral Language
C. Guided Practice
D. Independent Practice
Enrichment Activity:
Refer to LM, Write about it.
Write 3 to 5 sentences about what you did last Saturday and Sunday.
Day 4
196
1. Presentation
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
3. Independent Practice
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.
Refer to LM, Learn Some More.
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
2. Independent Practice
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
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?
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.
1. Guided Practice
For all groups: Write a news report based on the following facts. Use the
inverted pyramid structure
2. Independent Practice
Write a news report. Use the facts below. Refer to LM, Write About It.
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.
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
A. Fill in the blanks with the correct possessive pronouns from the word box.
mine your yours ours my our
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I. Reading
A. Fill in the blank with the correct words from the box below.
Following Directions
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I. Writing
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.
Clouds
I. ____________________________________
A. _________________________________
B. _________________________________
II. ____________________________________
A. _________________________________
B. _________________________________
C. _________________________________
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36-40. Rewrite the following parts of the letter in a separate sheet of paper
following the mechanics of letter writing.
Nerissa
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.
______________
______________
______________
______________
____________________________________
___________________________________________
___________________________________________
___________________________________________
______________
______________
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