3rd and 4th English

3RD
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Sequence events in the story listened to through groups of sentences
Values: Helpfulness
II. SUBJECT MATTER:
Sequencing Events of the Story Listened to through groups of sentences
References: Everyday English (Reading IV), pp. 45-47; Dynamic series in English IV p. 65; p. 87
Materials: pictures
Story: The Lion and the Mouse
III. LEARNING ACTIVITIES:

A. Preliminary Activities:
1. Review:
What stories have you heard when you were in Grade ill? Tell about each story in two or three sentences.
2. Motivation:
( Show a picture of a lion and a mouse). Look at the picture. Tell something about it. Based
on the picture, what would you like to know about the story?
3. Unlocking of Difficulties:
a. The dog gnawed the new basket.
b. I can swallow big santol seeds.
c. I enjoy reading feable stories.
B. Presentation:
1. Reading of the story by the class readers while the class listens.
2. Comprehension Check-up
a. Why was the lion caught in a trap?
b. How did the mouse help the lion?
c. Why did the lion get angry with the mouse?
4. Infusion of Value:
How did the mouse help his friend? The mouse gnawed the rope of the trap. What did the mouse prove?
The mouse proved that he is a great friend.
5. Development of the Lesson:

Number the following sentences in their correct order.
______ a. Please, forgive me this time and I shall never forget it.
______ b. Pardon O King!
______ c. Who knows that I may be able to do you good turn one these days?
______ d. The hunters wanted to carry him alive to the king.
______ e. The they went in search of a wagon to carry him m.
______ f. Was I not right?
6. Generalization:
How are sequencing of events done? Sequencing of events is done by arranging
the events/happenings in their true/correct order. What kind of sentences did we arrange? What
punctuation mark is used in declarative sentence, interrogative sentence, and etc.
7. Retell the story
8. Practice Experiences:
a. Guided:
Listen. 111 read the story, then arrange the events in the true order.
a. They did not find the hidden wealth, but they ~ad find crops of grapes.
b. He wanted them to become good farmers.
c. His sons thought that their father had buried a treasure in the vineyard.
d. A certain farmer had several sons.
e. Boys, I am about to leave you, I have hidden my wealth in the vineyard.
b. Independent:
Listen to the dialogue. Arrange the events in the correct order.
a. Will you be free on saturday?
b. That's easy.
c. I wanted to but I just can't bike yet.
d. My father gave me a bicycle for my birthday.
e. Why didn't you ride it to school today?
IV. EVALUATION:
Listen as I read the' selection, then sequence the jumbled events as they happened in the story. Write the
sentences correctly.
a. Scientists tell us that salt in seawater comes from the salt in it.
b. Fresh water from the rivers and lakes does not taste salty.
c. Millions of years ago, the seas and the oceans were not salty.
d. Because there is very little salt in it.
e. Flowing water carry salt from the land to the seas and oceans.
V. ASSIGNMENT:
Write three to four sentences that tell about "The Lion and the Mouse". Write them in Paragraph form.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Sequence events in the story listened to through guide questions

 Identify the interrogative sentences
Values: Patience and Perseverance
II. SUBJECT MATTER:
Sequencing Events of the Story Listened to through guide questions
References: Fun in English Language IV Balajadia, et al p. 69, PELC L-7;

English in a Dynamic World p. 5;
Materials: pictures, events in the strips of cartolina, guide questions in the strips of cartolina.

1. Checking of Assignment:
2. Review:
Let the pupils arrange the different stages in the life cycle of a mosquito. Which stage comes first?
pupa egg adult larva

1. ______ 3. ______
2. ______ 4. ______
3. Motivation:
Do you want to marry a king someday? What should you do in order to have one?
a. The man used ax in cutting branches of tree. It is a tool with a bladed head mountain on a
handle.
b. The farmer used the spade in planting. It is a long handled tool used for digging.
B. Presentation:
1. Reading of the story "Juan and his Brothers". The teachers calls n the best readers in the
class to read the story, (Fun in English Language, p. 69).
a. When and where did the story happen?
b. Who are the characters of the story?
c. What are the main events in the story?
Have you dreamed to become rich? How can you be successful in that dream? I will work hard. 'Learn to
bear pains calmly. Learn to take bad jokes patiently.

Recall the meaning of sequence. Let's sequence the events of the story using the guide questions.
Guide Questions
a. Who lived in a huge palace?
b. What kind of tree' grew in the courtyard?
c. What happened to the King’s Well?
6. Skill Development:
Listen to another story. Then read the guide Questions that follow and arrange the events in their correct
order. “A Happy Homecoming”.
a. Who has come for a visit?
b. Where will he story?
c. What Filipino custom does he learn?
7. Generalization:
How are the events of the story arranged? They are arranged in the order as they
happened. What kind of sentence serves as your guide in arranging the events?
a. Guided:
a. What do ants eat?
b. Where do they live?
c. What do ants protect?
b. Independent:
a. What's your hobby?
b. Why have you chosen it as a hobby?
c. When do you d your hobby?
IV. EVALUATION:
Listen to another selection. Sequence the events in their correct order using the guide questions.
The carabao is a useful animal. It gives us milk and cheese. It also give us meat Carabao hoofs are made
into buttons, glue, gelatin and decorations. The carabao helps the farmer plow his field. It also pulls
farmer's cart and sled.
Guide Questions
1. What is the useful animal?
2. What does a carabao give us?
3. does a carabao helps the farmer?
4. What does a carabao pulls?
V. ASSIGNMENT:
Read the selection “The Fox and the Crow”, then write 5 questions about the story. (Everday English
Reading p.45)
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Identify the different sentence structures.

 Construct a variety of sentence structures.
Values: Be wise
II. SUBJECT MATTER:
Different Sentence Structures
References: Fun in English, Language, Balajadia, e al. p. 66, 77;

Language Wonders, Gianan, et al, p. 127,153, 237
Materials: charts, pictures
Dialog: The Spider and the Fly

1. Review:
What are the parts of a sentence? What is the subject and the predicate in the following sentence?
Give the meaning through context clue.
a. It’s nice to sleep in a cozy room.
b. The chicks are scattered in the yard. A big hawk is hovering by.
3. Motivation:
Show a picture of a spider and a fly. What do you think is the spider saying to the fly?
4. Motive Question:
What happened to the fly?
B. Presentation:
1. Reading of the story “The Spider and the Fly” (written on a manila paper)
a. What is the spider waiting for?
b. What came hovering by?
c. What did the spider ask the fly?
Why should we not always believe what others say?
Let us study the following sentences in the board.
1. The spider is waiting for an insect to be caught in the web.
2. Are you tired, my friend Fly?
3. Come to my parlor?
6. Generalization:
The different sentence structures are declared sentence, interrogative sentence,
imperative sentence and imperative sentences.
C. Practice Exercises:
a. Guided:
Picking Fruits - cut out a tree that is full of fruits (where different sentences are written) Divide the pupils
into group of 4. Each group will pick 5 fruits each. Read the sentences and tell what kind of sentence it is.
b. Independent:
Write what kind of sentences are the following.
1. Do you have any hobby?
2. Hobbies are relaxing and rewarding.
3. Collect stamps for a hobby.
IV. EVALUATION:
Direction: Write D for declarative sentence, IN for interrogative sentence, IM for imperative
sentence and E for exclamatory sentence.
1. Does mother cook everyday?
2. Alas, the poor fly was caught in a trap!
3. The spider will have a good dinner.
4. Make your surroundings clean
5. Why was the fly a fool?
V. ASSIGNMENT:
Write 2 sentences each of the different kinds of sentences.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Use a variety of sentence structures in retelling a story
Values: Humility
II. SUBJECT MATTER:
Using a Variety of sentence Structures in Retelling a Story
References: PELC - Speaking 7 Reading Marvels 3, Bilgera, et al. p. 219-221; Fun in English
(Language) Balajadia et al. pp. 66-77
Materials: pictures, Xeroxed copies of stories
Story: The Lion and the Ant

1. Review:
What is the story of the Spider and the Fly about?
a. A hungry spider was waiting for an insect to be caught in the web.
b. A fly came hovering by.
a. None of the animals could ~ the worm inside the lion's ear. (like, reach, accept, catch)
b. The lion begged the king of ants to help him take out the worm in his ear. (shouted loudly, asked
earnestly, talked softly, asked for money)
3. Motivation/Motive Question:
Talk about the picture of a lion in pain. Find out in the story why the lion is in pain.
B. Presentation:
1. Silent reading of the story. “The Lion and the Ant”
Answer the following questions correctly.
a. Who are the characters of the story?
b. Where did the story happen?
c. What did King Lion say when he sent Little Ant away?
You maybe strong and healthy, maybe rich and powerful, but you will always need others in time of
troubles like King Lion. Have you ever needed help from someone?
a. (Teacher uses the answers in the comprehension check-up. Let pupils identify what kind
of sentences were used.)
These are the main events in the story. (Ask pupils to retell the story in their own sentences using the
written answers as their guide.
5. Generalization:
In retelling a story, we use different sentence structures and actions.
C. Practice Exercises
a. Guided:
Divide the class into groups. Distribute a short to be read silently. The first group to retell the story is the
winner. One red star for the winner.
b. Independent:
Retell the story using different sentence structures. Write your sentences correctly.
IV. EVALUATION:
Direction: Retell the story “The Nightingale”by using different sentence structures. Write
your sentences correctly.
V. ASSIGNMENT:
Read a short story from any storybook. Be able to retell it to the class.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Construct sentences with modifiers and complements
Values: Love
II. SUBJECT MATTER:
Constructing Sentences with Modifiers and Complements
References: PELC - L7.1 Fun in English Reading IV by Justine Balajadia et al. p. 95

Materials: cut-outs, pictures, flashcards
Poem: Who Loves Mother Best?

1. Drill:
Tell what kind of sentence it is.
a. Who threw the banana peelings on the ground?
b. Wow! Beautiful body.
2. Review:
Have them read the following sentences and underline the simple subjects once and the simple predicate
twice.
1. Dogs eat. 4. Water evaporates
2. Oil floats 5. Monkeys climb
3. Horses gallop
3. Motivation:
Have you ever told your mother you love her? When do you say you love her? Why do you
love her?
Choose the meaning of the word from the choices below each sentence.
1. Liz was a glow with glee because she was eating an ice-cream. (anger, joy, fear)
2. Ben did not win the battle against Liz (contest, race, fight)
B. Presentation:
1. Reading of the motive question.
How did the children show their love to their mama?
2. Present the poem “ Who Loves Mother Best?” to the pupils.
a. Answering the motive question.
b. Answers the questions
1. Why did Bees, Ben and Liz kiss and hug their mother?
2. Why was Liz aglow with glee?
Do kissing and hugging the best ways of showing our love for our parents? Name ways on how you can
show your love for your parents.

Box the simple predicate in each sentence.
a. Pretty Liz kissed her mother.
b. The children sang “Happy Birthday” with cheer.
c. Naughty Ben skipped out to play.
6. Skilled Development:
Read the sentences, then box the simple subject, circle the simple predicate, underline the modifiers
once and the complements twice.
1. The class formed 2 club.
2. Most children help their mother at home.
3. The pretty dress hangs in the closet.
7. Writing sentences with modifiers and complements.

8. Generalization:
How can we make sentences more colorful and interesting sentences can be more
interesting if we add modifiers to the simple subject and complements to the simple predicate.
a. Guided:
Write the appropriate modifiers and complements in the blank to make the sentences interesting and
colorful.
1. _________ men build __________
2. _________ Rizal writes __________
b. Independent:
Check the number of those sentences with modifiers and complements, encircle the
numbers of those without.
1. Somewhere, these tiny boats will stop.
2. Golden sand is found on the river bank.
IV. EVALUATION:
Read the sentences. Then box the modifiers and circle the complements.
1. Tall grasses grow in the garden.
2. The nipa roof was blown away by the typhoon.
3. Many buses passed by the highway.
4. My sister picked up shells on the shore.
5. Our forefathers scarified much for our freedom.
V. ASSIGNMENT:
Write 5 sentences with modifiers and complements.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Sequence the major events in a selection read
Values: Loving one another
II. SUBJECT MATTER:
Sequencing Events
References: Reading Marvels 3 pp. 16-18; Stairways to English 4 (SB) pp. 122-123 PELC-R7.7.1
Materials: strips of cartolina, chart, pictures of a family
Story: When the Baby Came

1. Drill:
Read each paragraph and select the title for it.
We have many bones in our body. Some of these bones are big. Some of them are small. The bones in our
legs are long and big. The bones in our fingers are small and thin.
a. Bones in our legs
b. Different Kinds of Bones in our Body
c. Our Legs and our Fingers
d. Our Body
Write the letter of your answer on the blank before each number.
_____ 1. She ran and slammed the door. She was angry.
_____ 2. She helped fix-up the little room for the baby.
_____ 3. Mellany realized that her parents loved her.
B. Presentation:
1. Reading of the story “When the Baby Came”. The pupils read the story silently while teacher
reads orally.
C. Comprehension Check-up
Pupils answer each question.
1. Who came in the family?
2. What was the feeling of Melanny before the baby came?
3. Did Melanny feel sad when the baby came? Why?
D. Skill Development:
Arrange the following events as they happened in the story.
- But her Mama and Papa were spending more time with the baby.
- She missed a trip to the zoo because the baby was sick.
- Melanny liked the baby at first.
- The baby spilled a glass of Milo over Melanny's new dress.
- Melanny helped fix up the room for the baby.
- She felt jealous of the little boy.
E. Generalization:
By looking at the major events of a story, we can easily sequence them.
F. Practice Exercises:
a. Guided Exercise :
written on strips of cartolina:
____ A little girl wanted to be a nurse.
____ The little girl was so poor that she could not go to school.
____ A fairy asked the little girl to look for the basket under the tree.
____ The little girl found a big treasure in the basket.
b. Independent Exercises:
Read the paragraph, then number the events as they come in the story
_____ The larvae change into pupae.
_____ Soon after, the eggs hatch and young wrigglers appear.
_____ First, a mosquito lays its eggs in water.
_____ Finally, the pupae become full grown adult.
_____ After several days the wrigglers change form and develop into larvae.
IV. EVALUATION:
Read the story below carefully.
Rearrange the following statements in the order they come in the story.
_____ Oil is pumped out of the earth.
_____ Oil is sent to d refinery.
_____ Oil is stored inside the earth.
_____ It is heated and other things are done to it.
_____ Then gasoline, gas, and other products are produced.
V. ASSIGNMENT:
Write the sentences in sequence t make a story.
_____ He had a gun but he didn't have time to use it.
_____ The tiger jumped at the hunter.
_____ The hunter was asleep under a tree.
_____ The hunter held his gun, ready to fire.
_____ Suddenly, he woke up and saw a tiger.
_____ The hunter stood up and felt for his gun.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Arrange a set of given events in logical order to make a story.
Values: Helpfulness
II. SUBJECT MATTER:
Sequencing Events to make Story
References: PELC R 7.7.1, Everyday English 4 (Reading) pp. 56-62

Materials: flashcards, pictures
Story: Why the Ocean is Salty

Give the meaning of the underlined word.
1. The salt had dissolved in the water
2. The people in the village were running out of salt.
3. The food will get spoiled if we will not put salt.
3. Reading of the motive questions.
1. Where does salt come from? What made the water in the ocean salty according to this
Ilocano flolktale?
2. How would things be if the seawater is not salty?
B. Presentation:
Let the pupils read the story silently. (Why the Ocean is Salty)
C. Comprehension Check-up:
1. How did the seawater taste long ago")
2. Where did the people get their salt?
3. Who helped the villagers cross the ocean?
How are the events arranged in time order or space order? Let the pupils read the event
orally.
E. Generalization:
Time order-the events are arranged according to the order when the events happened.
1. Guided Exercises:
Number these events in order. Use number 1-5.
_____ Next, he sailed southward. He was looking for a way the west.
_____ Finally, Magellan entered the greatest ocean in the world.
_____ First, Magellan stopped at the Canary Island.
_____ Then, Magellan discovered the way that connects the Atlantic and Pacific Ocean.
2. Independent Exercises:
Read the events. Then arrange them by writing 1-4 to make a story.
_____ Marilou ran to the store to buy eggs for mother.
_____ Mother wanted to bake a cake a cake but she had no eggs.
_____ Andrew helped clean up the broken eggs.
_____ As Marilou was bringing the eggs into the kitchen, she tripped over Andrew’s toy
train.
IV. EVALUATION:
Read the statements in each set below. Indicate the order in which the events took piace by writing 1-5 in
the proper spaces provided for.
_____ After several days, the eggs hatch.
_____ Caterpillars come out of theeggs.
_____ A butterfly lays its eggs on leaves of plants.
_____ After many days, a young butterfly comes out of the house.
_____ When the caterpillar has grown big, it stays in a house of leaves for itself.
_____ Then it grows into a pupa.
V. ASSIGNMENT:
Write the sentences in sequence in a paragraph form.
Honesty is the Best Policy
1. I was such in a hurry that I didn't count my change anymore.
2. I was given ten-peso bill.
3. I was sent by mother to buy softdrinks for our visitors.
4. When I was giving the change to my mother, I noticed that there was an extra change of five pesos.
5. How the storekeeper praise me!
6. I quickly ran back to the store to return the extra change.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Arrange a set of given events in logical order to make a story.
Values: A deep love for one’s country
II. SUBJECT MATTER:
Arranging Events as to Space Order
References: Everyday English 4 (Reading) pp. 133-138; 144-147; Stairways to English 4

(58) pp. 124-129
Materials: charts, flashcards, picture of Antonio Luna
Story: General Antonio Luna

2. Arrange the sentences in the order that they should come. Write numbers 1-4 to show your
answer.
 The children run to their lines.
 They go to their rooms at 7:00 o'clock
 They sing the national anthem and recite the pledge.
 The bell rings at 6:45 in the morning.
Write the letter of the correct answer on the blank.
a. of great worth c. for additional or more knowledge
b. lively, full of life ride or d. run very fast
___ 1. Antonio would ride his horse in gallop.

___ 2. Playing, riding and swimming made the boys strong and active.
4. Motivation:
a. What do you and your brothers or friends enjoy doing together?
b. Show the picture of Antonio Luna as a brother, child, student and as a Filipino?
B. Presentation:
Have the pupils read the selection silently.
a. Who were the three boys?
b. What did they like doing together?
c. What game did Antonio like to play with the other boys?
Number the events in the order they should come. Use the underlined. words as guide t the correct
answer.
______ He would play in the river.
______ He would hunt in the forest.
______ He would ride his horse to town.
______ Antonio would read at home.
______ He studied further in Europe.
______ He studied in his hometown.
______ He studied in Manila.
E. Generalization:
Events are arranged according to space order or to where the events happened.
Below are places where Old Mother Hubbard went to. Arranged them in the correct order according to
the poem by writing 1 to the first place, 2 to the second place, and so on until ail the places have their
numbers.
______ To the bakers
______ To the market
______ To the hatter's
______ To the grocers
______ To the shoemaker's
______ To the cupboard
______ To the tailor's
IV. EVALUATION:
Read the story. Copy and arrange the given events according to space order. Write 1-5 on the blank.
______ In a faraway mountain, there was a little village. The people in the village were unhappy.
______ The monkeys came down from the trees and followed Bulan until he reached the river of
boiling water.
______ Bulan went to the forest and started t whistle beautiful music.
______ There were hundreds of monkeys that lived in the forest nearby.
______ All the monkeys that followed him jumped into the river and died.
V. ASSIGNMENT:
Read the statements then copy and arrange them according to space order. Some schools in the city are
comfortable.
______ Individual seats or chairs ha e replaced fixed benches.

______ Electric lights make the rooms bro t
______ They are large and have two or three floors with many rooms.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Identify the object pronouns in the given sentences
Values: Kindness to Animals
II. SUBJECT MATTER:
Using and Identifying Object Pronouns
References: Fun in English Language IV pp. 134-135; 138-139;

Adventures in English pp. 101-102 PELC 18.8 Reading
Materials: manila paper, pictures

2. Drill:
Identify the pronoun used in each of the following sentences.
a. She is a Mexican actress-singer.
b. He is watching movies weekly in Olongapo.
c. They are always welcome in our place.
3. Review:
Use the following pronouns in sentences
I She You We They He
4. Motivation:
Have you gone to a pet shop? Can you tell us something abut your experience in the pet shop?
B. Presentation:
Listen to a funny experience of a young boy like you.
a. Who was viewing the animals in a pet shop?
b. What did the little boy want to buy?
c. How much was the parrot?
D. Generalization:
What are object pronouns?
E. Value Infusion:
How do you care for your pet animals? Why do you care for them? Why should you be kind to animals?
Direction: Read the sentences. Identify the object pronoun used: Then put it in the pocket chart.
1. The new student told us about Sulu.
2. The colored vintas interested me most.
3. My classmate thank her.
Replace the underlined words with the correct object pronoun.
1. I love my parents.
2. I admire Carol Banawa for she's a god singer actress.
3. Edna gave the monkey some ripe bananas.
IV. EVALUATION:
Read the sentences, then select the object pronoun used in the given sentences.
1. The teachers praised him for topping the National Diagnostic test.
2. My best friend gave me a cell phone on my birthday.
3. The security guard allowed them to enter the refrigerated crypt of the late Ferdinand Marcos.
4. He invited us to see their beach resort in Pundakit.
5. Did Dante Joseff Help you prepare food?
V. ASSIGNMENT:
Use the following object pronoun in sentences.
1. his
2. her
3. him
4. them
5. it
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Arrange a set of given events in logical order to make a story using both time and space order
Values: Industry
II. SUBJECT MATTER:
Arranging Events in Logical Order (Time and Space Order)
References: PECL – 7.2 Reading

Materials: charts, strips of manila paper
Story: A Tale of Two Brothers, Basics and Beyond Reading 4 pages 912

1. Unlocking of Difficulties::
Choose the meaning of the underline word:
1. The man looked at him meticulously. (silently, carefully, worriedly)
2. He helped his father in the farm-flowing and harrowing. (removing weeds, removing sand)
2. Motivation:
Can fortune tellers really look into the future?
3. Presentation:
Today, let us read a story of two brothers. Find out what happened to them.
B. Reading the story silently. (A Tale of Two Brothers)
C. Post Reading Activities:

1. Comprehension Check-up:
 Who were the two sons of Mang Pablo?
 What did the father think of when his sons were in the early teens?
 What were the habits of each son?
2. Value Infusion:
Do you rely your future on destiny or luck? What things are you going to do to have a good future?
3. Generalization:
How do we arrange a set of given events in logical order using both time and
space order?
4. Practice Exercises:
a. Guided Exercises:
Let the pupils read the story of Emilio Jacinto on the chart.
Write the events into a paragraph in logical order.
IV. EVALUATION:
Read these events in the life of Lorenzo Ruiz. Number them from 1--6 in logical order.
_____ Lorenzo Ruiz was declared by the Pope as Saint of the Catholic Church in October 18, 1987.
_____ Lorenzo Ruiz was born in Binondo, Manila in 1600.
_____ He left Manila in 1636. He went to Japan wherein the Christians were captured and being
punished or maltreated.
_____ When he was still a young boy, he worked at a church in Binondo.
_____ He was imprisoned in Japan and was hanged. After two days, he died.
_____ He was recognized as a martyr in February 19, 1981.
V. ASSIGNMENT:
Arrange these events to make a good story.
_____ When the Americans took possession' of the Philippines in 1898, Tandang Sora returned to the
Philippines
_____ Melchora Aquino was born in Banilad, Caloocan, on January 6, 1812.
_____ In 1896, she was tending a small sari-sari store in Balintawak. Her store became a refuge for sick
and wounded Katipuneros
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Outline events of a story read

 Answer wh-questions correctly from a story
Values: Bravery
II. SUBJECT MATTER:
Outlining Events of a Story

Answering wh-questions
References: PELC – 7.3 Reading, 7.1 Reading

Materials: charts, with written stories
Story: The Story of Lightening Developing Reading Power 5 (Abadilla) p.112

1. Review:
How do we arrange a set of given events.
Match column A with the meaning on column B.
A B
1. qualm a. race
2. tribe b. offered
3. monster c. doubt, misgiving
4. volunteered d. large frightening creature
3. Motive Question:
Why is lighting a problem to the whole tribe?
B. Reading the Story Silently:

“The Story of Lightning”

Let the pupils read the story silently. (Why the Ocean is Salty)
 Who was Lightning?
 Why did the people hate him?
 What did the chiefs of the tribe decide about Lightning?
2. Value Infusion:
Do you think lightning is really brave7 Why? Would you do the same?
3. Applying Reading Skills:

Making an Outline
1. What does the first paragraph tell about Lightning? Why did the people hate him?
2. What did the chiefs of the tribe decide abut Lightning? This should be the second main idea of
the outline. What was the chiefs first decision about Lightning? Why did they make this decision?
4. Generalization:
How do we outline events in the story?
IV. EVALUATION:
Read the story about "Whales
Study the outline on the left side of the chart. Put the idea asked for in the outline.
I. First Main Idea _____________________________
A. A. Smaller Idea _____________________________
1. an example _____________________________
2. another example _____________________________
II. Second Main Idea _____________________________
A. A. smaller idea _____________________________
B. Another example _____________________________
III. Third Main Idea _____________________________
A. A Smaller Idea _____________________________
B. Another example _____________________________
V. ASSIGNMENT:
Copy 2 short paragraph - story. Then make an outline of it.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Use the outline as a guide in retelling or summarizing the story
Values: Faith in God
II. SUBJECT MATTER:
Retelling of Summarizing the Story Using Outline
References: PELC 7.4 Reading , Basics and Beyond Reading 4, pp. 240-241
Materials: charts
Story: Obando Fertility Festival

1. Review:
What are the parts of an outline?
Unlock the meaning of these words through context clues.
1. Childless couples go to Obando to ask God's help. They have been praying hard asking God to
bless them with a child.
B. Reading of the story silently: “Obando Fertility Festival”

 Where is Obando found?
 Who visit their place during summer?
2. Value Infusion:
There are many childless couples in our country. Filipinos are very religious and show deep faith in
God. Sometimes their faith create miracles.
3. Applying Reading Skills:
Outline the Story
I. First Main Idea
A. A. Smaller Idea
1. an example
2. another example
II. Second Main Idea
A. A. smaller idea
B. Another example
III. Third Main Idea
A. A Smaller Idea
B. Another example
4. Generalization:
How do you retell or summarize stories read? You can retell our summarize a story read by the help
of an outline.
a. Guided Practice:
Read the story “The Bundle of Sticks” silently. Retell the story by using these questions:
 Who had two sons?
 How did he advise his sons?
 What happened one day?
b. Independent Practice:
Write the summary of the story “The Bundle of Sticks” using this outline:
I. First Main Idea
A. Smaller Idea
II. Second Main Idea
A. smaller idea
III. Third Main Idea
A. Smaller Idea
1. Support details
IV. EVALUATION:
Read the story “Aling Sela” then summarize it and retell it to class.
V. ASSIGNMENT:
Read a short story other books. Write a brief story from other books. Write a brief summary and read
it to class tomorrow.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write a friendly letter using a variety sentences.
Values: Neatness and Orderliness
II. SUBJECT MATTER:
Writing a Friendly Letter Using a Variety of Sentences
References: Fun in English IV Languages pp. 7-8; PELC 7 Writing

Materials: friendly letter in a manila paper

1. Motivation:
Do you have a friend in other places? What do you do to communicate with her?
2. Review:
What are the parts of a letter? What are the things found in the heading? Greeting? Body?
Closing? Signature?
3. Presentation:
Present a letter from Cyrene to Christine.
B. What kind of letter is this? Who wrote the letter? To whom was the letter addressed to?
C. What are the parts of the letter? Where do you write the heading? Where can you find the
greeting? Where do you write the body of the letter?
D. The letter uses different kinds of sentences.

What kind of sentences is.
1. You know what?
2. My family and I went the zoo.
E. Cooperative letter writing on the board.

1. What address do you want to write? What name are we going to write? What message are we
going to write in the body of the letter?
F. Generalization:
What should you remember when writing a friendly letter? What kind of sentences will you use? How
are the events written?
G. Value:
How do you make your letter nice and readable?
I. Practice Exercises:
Rewrite the following parts of a friendly letter. Use correct indention, capitalization and
punctuation marks.
1. Dear Chris
2. Bobulon Elementary School
Sn Felipe, Zambales
3. Clint
4. We have formed a storytellers club in our school. The club meets once a week. All of the
pupils in our room belong. When the club meets, we read or tell stories. We read poetry and
sing songs.
5. Your Friend?
IV. EVALUATION:
Write a friendly letter similar to the letter on the independent practice using a variety of sentences.
V. ASSIGNMENT:
Rewrite the following parts of a Friendly letter. Then copy a sentence from the body and identify the kind
of sentence used.
1. Jessica
2. Dear Jane,
3. Your cousin,
4. Last Friday, we went in a hike to study trees. Today we began to make a booklet about trees.
Have you gone on a hike recently? If you have, write to me abut it.
5. 004 Luna Street
Amagana, San felipe
September 24, 2002
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write a paragraph/story about a favorite character
Values: Gratefulness
II. SUBJECT MATTER:
Writing a Paragraph/Story about a Favorite Character.
References: Building English Skills 4 Book 2 pp. 65-74 PELC Writing


1. Review:
What are the things you should remember in writing a paragraph.
2. Unlocking through context clues:
Choose the correct meaning of the underline expressions.
1. Every girl in the group tried solving the problem, but each one failed. So they all decided
to put their heads together and after five minutes the problem was solved.
a. stay close to one another in a circle.
b. think together and share ideas.
c. make their heads touch.
3. Motivation:
(Showing pictures of elves and shoemaker) Like the fairies, elves can have magical powers.
They even visit the homes of people and do magic tricks. One person they visited once was a shoemaker.
B. Presentation:
Who are the characters in the story? What are the events that took place in the story?
2. Value:
What did the shoemaker and his wife show when they make shirts, coats, pants and shoes for the
elves for the good things they have done?
3. Who among the characters in the story do you like best? Why?
4. Generalization:
In writing a paragraph about a character what should you remember?
Recall the story you have read that you like best. Write a paragraph about the character you like.
Write a paragraph about your favorite Television Show Character.
IV. EVALUATION:
Peer checking of paragraph made in Guided Practice
V. ASSIGNMENT:
Rewrite the corrected paragraph.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write riddles using a variety of descriptive words.
Values: Honesty
II. SUBJECT MATTER:
Writing Riddles Using Descriptive Words.
References: Everyday English (Reading IV), pp. 73 BEC 7 Writing.

Materials: make-believe aquarium with the pictures of fishes with adjectives, a magnetic
fishing rod, pictures, flashcards of adjectives

Fish an adjective from the make-believe aquarium, then match the adjective to the picture with such
characteristics.
B. Presentation:
1. I have here a riddle. Let us read the riddle correctly and guess what it is.
a. I am a large animal
With ears that look like a fan.
I have long trunk.
My two tusks are very sharp.
I’m Tarzan’s frind.
Who am I?
2. What are the underlined words on the first riddle?
3. Value:
What value should a person possess to be able to describe things truthfully?
4. Generalization:
What is a riddle?
Fill in the blanks with adjectives to describe the objects.
1. Banana
My color is _________.
I'm _____ like the fingers of your hand.
You will surely like my ____ taste.
2. Sun
It's a ______ ball of fire.
You can feel its ______ rays during daytime.
It can't be reached for its so _____ .
It's the _____ star to the earth.
Compose riddles about the following objects using the phrases below.
1. dog
likes to eat bones
bark at strangers
a brave guard
man's best friend
2. chicken
has fine feathers
scratches the ground
lay eggs
IV. EVALUATION:
Write a riddle using descriptive words similar t the Guided Exercise A
V. ASSIGNMENT:
Write a riddle of your own about something commonly found at home or school.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Give a news report from a news item read
Values: Helpfulness, Unity and Cooperatives
II. SUBJECT MATTER:
Giving news report
References: PELC IV p.18-8 Speaking Fun in English Language 4 pp. 76-77, 89-90;
Materials: newspaper

2. Drill:
Write E before the number if the utterance is an expression, and S if it is a sentence.
_____ 1. A pleasant day.
_____ 2. A very exciting show.
_____ 3. In the city and on the farm.
Choose the correct meaning of the underlined word in each sentence.
1. Our government gives aid to the victims of disasters specially after a destructive
typhoon. a. calamity on terrible accident
b. to tear to pieces
c. to break up the organization
4. Motive/Presentation:
Do you know that some parts of our country are very much affected by haze? Haze is a fog of smoke.
Let's find out in the news you'll read if where does this haze come from and which place in the
Philippines is affected by the haze.
a. What did the former President talk about?
b. What did he tell the people?
c. Who should join campaign and help prevent environmental disasters.
Read the news again.
 What is the news about?
 Where did it happen?
 When did it happen?
 How did it happen?
7. Generalization:
How can you report a news you have read in mews papers or magazines?
(Divide the class into 4 learning teams) Read the news below. Make a report about it using different kinds
of sentences. News: “GMA Renews Commitment Terror War”.
b Independent Exercises:
Read the news item Make a report about it.
A 15 year old boy drowned, Wednesday, after he was swept by strong waves that brought him to deep
waters off Barangay Yapac, Boracay. Police said Joseph dela Cruz was swimming with his relatives when
the tragedy happened. Boatman rescued the victim and brought him immediately to a nearby hospital.
Doctors tired to save the victim. After 45 minutes, Dela Cruz was declared dead.
IV. EVALUATION:
Read the following news. Make a report about the news.
News: “The Nightingale”
V. ASSIGNMENT:
Read a news from any local newspaper. Write a report about it.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Give a news report from a radio broadcast heard
Values: Helpfulness and Generosity
II. SUBJECT MATTER:
Giving New Report from a Radio Broadcast Heard.
References: PELC p. 18-8 Listening; Fun in English Language 4 pp.76-78;

Materials: textbooks, pictures, newspapers

2. Drill:
Who do you get some news?
Who can give a sample of a news?
3. Review:
Underline the verb used in the following sentences.
1. The demons in Philippine myths are tall men.
2. They live in big trees with thick leaves.
4. Unlocking Difficulties:
1. extensive – extended widely in space, or scope, wide
2. ascertain – find out, determine
5. Motivation:
Are you aware of what is happening or what is going on here and abroad? How can you be
informed of what’s going on in the Philippines and in other countries?
B. Presentation:
1. Listening Activity
a. What was the news broadcast about?
b. Where did the events happen?
3. Discussion:
a. What is the form of the underlined verbs in the news?
b. What kind of verbs are:
1. flattened?
2. devastated?
3. killed?
4. Generalization:
What are the things that you should remember for you to be able to report a news broadcast, you
have heard?
5. Value Infusion:
On of your friends is victim of fire. They were not able to save their personal belongings and
useful properties
a. Guided Practice:
Get the main idea of the news and take note of the events of the news.
News: “Babac, Ilocos Norte” pp. 105
Discussion:
1. What is the news about?
2. Where did the event happen?
Listen carefully to the news cast. Get the main idea of the news.
News: “Guard Slain in Rob” pp. 105
Discussion:
1. What is the news about
2. Where did it happen
IV. EVALUATION:
Listen to the news. Then write a news report using the past form of regular and irregular
verbs.
News: “Quake Jolts Metro”
1. What is the news about?
2. When did the event happen?
3. Where did the event happen?
V. ASSIGNMENT:
Read the news from local newspapers. Then give the main idea of the news.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Identify object pronoun in a story
Values: Helpfulness
II. SUBJECT MATTER:
Object Pronoun (Us, Them, You)
References: BEC-PELC 8 – Speaking; Everyday English Reading 4 p. 131; Fun in English 4

Language p. 134

1. Review:
Name the object pronoun in each sentence.
1. The new student told him about Sulu.
2. My classmates thanked her.
B. Presentation:
1. Motivation:
Who among you here would like to be a soldier?
2. Motive Question:
Who are the enemies in the story?
3. Presentation:
Listen to the short story.
 Who do you think were the enemies?
 What do you think will the boys decide to do?
5. Valuing:
If you were the boys would you fight the enemies? Why?
6. Discussing on the Skill focus:
Read the sentences
a. The Principal called the boys to this office. He told them to come closer to his table.
b. They eat and destroy our things. They make us sick.
C. Generalization:
The object pronoun you, us and them replace the plural nouns.
D. Application:
Direction: Use the object pronouns, you, us, them in sentences. Individual pupils use these objects
pronoun.
E. Guided Exercise:
Replace the underlined word with the correct object pronoun.
1. I love my parents. (them, us, you)
2. I admire Pops and Rica for they are good singer-actress. (you, us, them)
IV. EVALUATION:
Read the story “The Gift”, then identify the object pronoun to be used to replace the underlined noun.
V. ASSIGNMENT:
Use one of the object pronouns below fer each uncierlined word or words and write it in a piece of paper.
her it us them him
1. Mother gave Tina and me some apples.
2. Uncle Roy joined father and mother for dinner.
3. The male bird builds the nest.
4. I saw Norma in the garden.
5. We are helping Rolly work on his basket.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Use the object pronouns us, you, them that agree in number with its antecedent.
Values: Safety in Scouting Activities+
II. SUBJECT MATTER:
Object Pronouns Us, You, Them
References: PELC-BEC 8.1 Speaking p.18 English for Life 6, pp. 17-22
Materials: story in a manila paper

1. Drill:
Identify the pronouns used in the following sentences
a. She is Filipino actress singer.
b. He works in the farm.
2. Review:
What kind of pronouns have you identified? What are subject pronouns?
3. Motivation:
There are different kinds of pronouns and they change according to their use. Today, we will
study another one, the object pronoun. Let us read first a story.
B. Presentation:
1. Motive Question:
What did they boy scouts of San Pascual Elementary Schoo do? What happened to the boy scouts.
2. Answering motive questions by the pupils.
3. Discussion: The teacher asks:
a. What did the scout master do to them?
b. What did the doctor give them?
c. What did the doctor remind them?
Identify the antecedents and the pronouns used after the verb.
a. The teacher supplied us with the new notebooks.
b. Mary will show you the dictionary.
c. The girl scout made them happy in the camp.
5. Generalization:
How should the object pronouns be used?
6. Valuing:
When joining a camping, how should you behave?
a. Guided
Underline the object pronoun in each sentence. Write its antecedent on the blank
provided.
______ 1. The girl scout leaders brought them in the campsite.
______ 2. Our parents gave us extra allowances for the camping
b. Independent:
Read this story carefully, then copy the sentences with object pronouns. Encircle its
antecedents and underline the object pronoun.
………It was October, the start of the Scouting month. There were girl scouts in the
room busy preparing their things. Some parents………..pp.108
IV. EVALUATION:
Make 2 sentences each using the following object pronouns:
1. them 2. us 3. you
V. ASSIGNMENT:
Replace the underlined word/words with the correct object pronouns.
1. My brothers called my parents.
2. The visitors gave the girl scouts some logbooks.
3. Grace helps yourself in your assignment.
4. Our parents treated ourselves in the canteen.
5. The manager guides you and I in the new jobs.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write a short story form one’s experience
Values: Cleanliness and Orderliness
II. SUBJECT MATTER:
Writing a Short Story
References: PELC Writing 8; Speaking 8.1 Fun in English Language 4 pp. 132-133
Materials: real objects, pictures, manila paper

1. Review:
 What are the object pronouns?
 When do we use the object pronoun us? Them? You?
a. necessary – It is necessary to keep our surroundings clean.
b. durable – Mother bought a durable sofa for the family.
3. Motivation:
(Showing pictures of pupils doing their projects in EPP class)
a. What are the pupils doing?
b. Have you done on like this before?
B. Lesson Proper:
1. Presentation:
Class, study the model short story.
C. Skills Development:
1. Discussion:
a. What are the object pronouns used in the short story?
b. Read them.
c. How was the first sentence of every paragraph of the short story written?
2. Infusion Values:
What will you do to make your work clean?
3. Generalization:
What should be remembered when writing a short story?
You are going to write a short story about your experiences last “ All Saints Day”. Have
a cooperative composition writing on a manila paper.
Call 1 or 2 pupils to read their own short story.
IV. EVALUATION:
Peer checking of short story made in Guided Exercises.
V. ASSIGNMENT:
Rewrite the corrected short story.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Identify statements/events that show cause-effect relationship.
Values: Love for Parents
II. SUBJECT MATTER:
Statements/Events that Show Cause-Effect Relationship.
References: PELC Reading 8.1 Fun in English Reading p. 97

Materials: pocket charts

1. Motivation:
Have you ever told your mother you love her? When did you tell you love your mother?
Choose the synonym of the underlined word from the choices below each sentence.
1. The boy was aglow with glee because he’s playing a kite. (anger, joy, fear)
2. Brenda did not win the battle against Bryan. (contest, race, fight)
B. Presentation:
Today, we will read a poem entitled “Who Loves Mother Best”.
C. Motive Question:
Find out how the children showed their love for their mother.
E. Teacher reads the poem first. Followed by the pupils
F. Answering the motive question
G. Comprehension Check-up:
1. Why did Jess, Ben and Liz kiss and hug their mother/
2. Why was Liz aglow with glee?
3. What made Liz cry out, “For that you’ll pay?”
H. Valuing Infusion:
What is the best way to show your love for your parents?
I. Generalization:
What is the cause-effect relationship? How do we identify statements/events that show the cause?
How do we identify statements/events that show the effect?
J. Practice Exercises:
Write C before the statement that shows the cause and E before the statement that shows the effect.
1. ________ Most children help their mother at home.
________ They What to prove their love for her
2. ________ The grass did not get any water.
________ The grass turned brown.
Copy the statements/events that show cause-effect relationship.
1. The crow called the fox back because she wants the fox to hear what she was going to
tell.
2. The crow shared its cheese with the fox so that the fox would not go away.
IV. EVALUATION:
Which statements/events show cause-effect relationship? Copy them on your paper.
1. Emma was sick last Satuday so she missed the picnic.
2. Ereich was eating buko salad because it’s his cousins birthday.
3. I love to swim in the river. Anna loves it too.
V. ASSIGNMENT:
Write possible effects.
1. Your sister left the faucet open without anyone using the water.
2. Some people are cutting down almost all trees in the forest.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Give cause-effect relationship in paragraph read
Values: Kindness
II. SUBJECT MATTER:
Cause-Effect Relationship
References: BEC-PELC 8.2 Reading Everyday English 4 Reading pp. 59-65, 151;
Fun in English Reading 4 pp.101
Story: Why the Ocean is Salty.

1. Riddle:
It runs all day but never walks
It has mouth but never eats
It has be but never sleeps
What is it?
2. Unlocking of Difficulties through pictures and action

a. village – (picture of houses smaller than town)
b. folktale – (picture of a mother telling a story to her child/children)
3. Motivation:
Do you know that long ago the ocean was not salty? Why did the ocean become salty? Find
out in the story.
4. Presentation: Read the story Everyday English
B. Reading Activities:
1. Answer the motive question: Why did the ocean salty?
2. Answer the other questions
 Where and when did the story happen?
 What did Ang-ngalo do to help the village people?
3. Valuing: If you were the giant, would you let the people cross the ocean through your feet?
Legs? Why?
4. Skilled Development:
1. Why did the ocean become salty?
2. Why did the men fall into the ocean?
5. Generalization:
The cause is usually introduced by ________ (because)
The effect is usually introduced by ________ (so that)
(Why) ______ questions bring about sentences showing cause and effect relationship.
IV. EVALUATION:
Read the paragraph, then give the cause-effect relationship by completing the sentences below. Choose
the answer from the choices that follow.
1. Long ago, the Philippines did not have a flag that stood for the nation because __________.
2. The Spaniards mistreated many Filipinos, so many ___________.
3. Because the Spaniards did not listen the wish of the Filipinos, __________.
V. ASSIGNMENT:
Copy the incomplete sentences and finish them at home.
1. Ana took a bath because _____________.
2. She looks clean so that ______________.
3. Carlos got high scores in reading because __________.
4. Yellow vegetables are good for the eyes so that children ______________.
5. Mother bought Liza a new dress because __________.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Give cause-effect relationship in passage read
Values: Focus
II. SUBJECT MATTER:
Cause Effect Relationship
References: BEC-PELC Reading 8 Improving Your Life and C.areer, Published by lighthouse
Inspirational, Books and Gifts, pp. 30, 39, 56, 67

1. Direction: (Brain Teaser) Fill-in the blank with the correct word. Choose the correct answer
inside the parenthesis.
1. Try and try until you __ (die, succeed)
2. Health is __ (poverty, wealth)
2. Unlocking of difficulties through contextual clues.
Direction: Choose the meaning of the underlined word from the choices given.
1. A burning wood can scorch fish.
a. burn b. throw c. chop
2. Listening to a mellow music can soothe your bad feelings.
a. to make you angry
b. to make you calm or peaceful
c. to make you sad
3. Motivation:
Are you sensitive to words? What are the words that can make you happy? What are the words that can
make you sad? angry?
B. Lesson Proper:
1. Presentation: Read this passage:
"Cold words freeze people,
Hot words scorch them ...
Kind words also produce their own image in men's souls; and a beautiful image it is.
They soothe, quiet and comfort the hearer"
2. Discussion/Analysis:
a. What do cold words do to people? To the hearer? What do you think are the cold words? Why
can't they make people move?
b. What are hot words? Why can they scorch people?
C. Generalization:
What does a cause tell? What does an effect tell?
D. Application:
Read the passage then give a cause-effect relationship.
1. Whoever can be trusted with little can be trusted with much and whoever is dishonest with
very little will also be dishonest with much.
E. Guided Exercise:
Direction: Read the passage. Give your interpretation. Give also cause-effect
relationship. (group work)
1. Humility and the fear of the Lord brings wealth, honor and life. (Proverbs 22:4)
2. A good name is more desirable than great riches. (Proverbs 22:1)
F. Independent Exercise:
Read the passage. Give your interpretation by giving cause-effect relationship.
1. A man's character can be know for his work.
2. Beauty is useless, character is the best.
IV. EVALUATION:
Give the cause-effect of the passages. Choose the letter of the correct answer.
1. Never put off till tomorrow what you can do today.
a. If one do her/his work early, one '¥vii! be more successful.
b. If you work late, you will be more successful.
c. If you d your work, wait until tomorrow.
2. Cleanliness is next to Godliness.
a. If one is clean in everything he does and says, God is with him.
b. If one is always cleaning, God will be happy.
c. If one is dirty, God is away from him/her.
V. ASSIGNMENT:
Copy passages or sayings with cause-effect relationship.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Use the word because/so that in statements that show cause-effect relationship
Values: Love of Nature
II. SUBJECT MATTER:
Use of the word "Because/So That"
References: PELC Reading 8.3 Fun in English Reading p. 98; 101-102;124;

Materials: pictures, photocopies of printed exercises.

1. Unlocking of Difficulties: (contextual clues and picture clues)
a. atmosphere - The room cools our atmosphere.
b. florist - I will sell these flowers to the florist.
2. Motivation:
Do you have flower gardens at home? What do you do with so many flowers in
bloom?
3. Presentation:
Today, we will read a dialogue between Grandpa and Larry while walking around a
garden.
4. Motive Question:
 Why does Grandpa like the rain?
5. Pupils read silently the dialogue: Fun in English Language pp. 18-19.
6. Answering the motive question.
a. Who are taking a walk around the flower garden?
b. Why is Grandpa gathering some flowers?
8. Value Infusion: If raising flowers is a profitable business, how can you help in the
business?
9. Skill Development: (Go over the sentences taken from the conversation)
1. Grandpa likes the rainy season because the rain cools our atmosphere.
2. How many parts are there in the sentence?
3. What is the first part? What is the second part?
10. Generalization: When do we use the word "because"? When do we use the word "so
that"?
a. Guided Exercises: Complete the blanks with because or so that.
1. She uses the umbrella __ its raining hard.
2. Father removes the weeds in the garden __ plants will grow well.
Write complete sentences that answer the following why Questions:
1. Why do we drink milk?
2. Why do we take a bath everyday?
IV. EVALUATION:
Use the words because/so that to combine each pair of sentences into one sentence:
1. The vase was broken.
It fell or. the floor.
2. Nick slept early.
He was tired.
3. Linda studies her lessons very well.
She wants to get a high mark in the test.
V. ASSIGNMENT:
(Read the story on pp. 24-26, Fun in English Reading "The Las Pinas Bamboo Organ") Then write
complete sentence-answers to the following questions:
1. In the. story 'The Las Pinas Bamboo Organ", why did they bury the bamboos in sea sand for a
year?
2. Why did it take many years before the organ was repaired?
3. Why is the bamboo organ considered unique?
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Construct a paragraph using words because/so that
Values: Safety measures in eating marine products.
II. SUBJECT MATTER:
Paragraph with the Word Because/So That
References: BEC 8 Writing page 18 English for Life 6, pp. 156-161

Materials: Paragraphs in manila paper

1. Checking of Assignment::
2. Review:
Complete the blanks with because or so that.
1. She uses the umbrella __ its raining hard.
2. Father removes the weeds in the garden __ plants will grow well
3. Motivation:
Today class, we are going to construct a paragraph with the words because/so that.
B. Presentation:
1. Ask: Have you ever heard of the problem "Red Tide?" Show a picture.
2. Motive Question: What is red tide?
4. Discussion:
a. Say: Read the sentences with the word because/so that in the paragraph. The teacher
rewrites the sentences on the blackboard. Write these:
1. Eating marine products specially ''tahong'' can be dangerous because red tide may be
present.
5. Infusion of Values: What are the precautionary measures in red tide poisoning?
6. Generalization:
How should you construct a sentence with the words because/so that?
7. Application:
Construct a paragraph by arranging first the jumbled sentences with the word because/so that. Sequence
the sentences in logical order. Then provide a title.
a. because/there are brownouts in the country/plants break down/the electric power
b. overuse electricity/electric consumers/ because/breaks down/the electric power
c. because/Electric consumers are more today/than twenty-five years ago/there are many electric
appliances being produced.
d. so that/We need to conserve energy at home and in school/we will prevent brownout
IV. EVALUATION:
Pupils exchange their paragraph with their seatmates and make the necessary corrections.
V. ASSIGNMENT:
Write a short paragraph about the given topic below.
Why is there a Fire Drill in School?
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Give appropriate ending to a given situation and give justification for such ending
Values: Be Good
II. SUBJECT MATTER:
Giving an Ending to a Given Situations
References: PELC 9.1 Reading, 9 Listening Fun in English 4, Reading pp. 128-234
Materials: charts, flashcards

1. Review:
Make one sentence out of the two sentences in each number. Use connecting words like because, so that
and so.
a. Guillermo Tolentino won the National Artist Award. His Bonifacio monument in Caloocan and
the Oblation at UP topped all the other Filipino sculptor’s works.
Choose the correct meaning of the underlined word in each sentence from the words in the parenthesis.
a. If only I headed Karen's advice; if I had not run on the street. (following, fought, disobeyed,
listened)
b. A fast moving car was approaching. (starting, ending, running, leaving)
3. Motivation:
Have you done anything which you regretted afterwards? How did you feel? What thoughts came to your
mind afterwards?
4. Motive Question:
Do you want to know, what kind of girl the child. in the story is? Let's find out what happened to her.
B. During Reading:
Let the pupils read the story silently. "If Only . " in Fun in English 4, Reading, pp. 128130.
C. Post Reading:
2. Comprehension check-up:
a. Who is narrating the story? What kind of child is she?
b. What statements show that she is such?
3. Discussion:
1. Does the story has an appropriate ending?
2. How can you give the appropriate ending to a story?
What lessons can we got from the story?
D. Generalization:
How can you give an appropriate ending to a story and justify it?
E. Practice Exercises:
Give the appropriate ending of each situation and justify for such ending.
A group of Grade IV pupils went to a field to gather different insects for their experiment. Sonny, one of
the pupils, caught a big dragonfly. He played with it. He plucked. is wings out and tied its legs with
thread, so it wouldn't get away. Maria saw what Sonny did.
Let the pupils read the short story “A Joke” written on the chart. Let, them choose the answer to the
questions below.
1. What must have happened to his sister?
a. She got sick.
b. She was frightened.
c. She laughed and laughed.
IV. EVALUATION:
Read each situation. Then choose an appropriate ending for each. Write the letter only.
1. The girl in the story is the most spoiled among the three children in the family. She gets
everything she wants.
a The girl grow up into a problem child to her parent".
b. The girl grow left the family when she grew older.
c. The girl became the richest among the three.
2. The girl's friends did not follow her when she wanted to cross the street. They crossed where
there is a pedestrian lane.
a. The friends could not cross the street.
b. The friends were nearly run over by vehicles.
c. The friends were able to cross the street easily and safely.
V. ASSIGNMENT:
Give the possible ending of the given situation. Justify your answer.
Hrs. Quinto gave a long test to her pupils In English. Liza was not able to study her lessons because she
took care: of her mother who is very sick. When rv1rs. Quinto checked the test papers, she found out
that Liza got the lowest score. The fatter explained to her teacher the reason behind it.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Draw conclusions based on given information.
Values: Taking care of one’s eyesight
II. SUBJECT MATTER:
Drawing Conclusions
References: BEC-PELC Reading II p. 19 Everyday English 4 Reading pp.180-182

Materials: flashcards, pictures

1. Checking of Assignment
2. Review
Choose the best ending for the paragraph/sentence.
A fly was caught in a spider's web.
a. The spider will eat it.
b The spider will make another cobweb.
c. The spider will grow big.
3. Unlock of Difficulties:
Unlock the following words through context clues or through pictures.
a. handicap – through pictures
b. lumber – through pictures
4. Motivation:
How did Flora's Uncle Rufo lose his eyesight?
5. Motive Question
How did Uncle Rufo help Flora, the children and himself?
B. Reading the Story:
C. Post Reading:
1. Answering the motive question
a. How did Uncle Rufo help the children?
b. Why was Uncle Rufo called “Unusual Man”?
3. Engagement Activities
Drawing of conclusion based on information given.
a. He is an old man whose source of living is being a carpenter. He is shy and blind. He is Flora’s
uncle.
b. A very serious handicap which makes a man considered disable because he/she could not see
anything around him/her.
4. Infusion Value
What should one do to prevent or avoid lose of eyesight?
5. Generalization:
What can one do after gathering information from a selection read?
a. Guided Practice:
Write a short paragraph about the effect of being blind to our lives.
Read and draw conclusions.
1. - gleaming floors
- ladies in white caps
- trays of medicine
- smell of alcohol
V. ASSIGNMENT:
Can you make correct conclusions? Do the following.
1. He uses hands and whistles. He blows the whistle and hold up his hands to stop the cars and
trucks. He signals to people on sidewalks telling them to cross the street at once.
2. It is used when there is no policeman. There may be a sign saying "Drive safely, School Ahead,
Watch for Children". These help children get the school safely.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Identify adjectives in a selection.
Values: Hardwork and Industry
II. SUBJECT MATTER:
Identifying Adjectives in a Selection

References: BEC-PELC Speaking 9 p.19 Everyday English IV, (Reading) pp. 101-102
Materials: charts of poem, flashcards, pictures
Selection: The Little Brown Hands

1. Phonetic Drill:
Pronounce the following words correctly
C as / s / C as / k /
celery climb
centavo scountry
cement committee
2. Review:
What is an adjective?
3. Motivation:
Teacher will show pictures of children doing something. Let the children describe what they
see.
4. Unlocking Difficulties:
Supply the missing word to complete the sentence. Select from the list below.
1. Lito has sore eyes. His doctor advice him to wear ________ eyeglasses.
2. Katrina’s favorite color is _____________.
B. Developmental Activities:
1. Presentation:
Today we are going to read a poem. Find out what it is all about.
2. Reading of the Poem by the Teacher
1. What opportunities await boys and girls who are willing to work?
2. What is describe in the first stanza?
3. In the second stanza, what three things are done by the little brown hands?
4. Reading of the Poem by the Teacher.

a. What are the adjectives. used in the poem?
b. What words described hands? Whistles? Hay? Rulers? Mother? Grapes? Etc.
6. Generalization
What do you call the words that describe nouns?
7. Infusion of Values:
What should one do to become successful in life?
a. Guided Practice
Play a guessing game in class. The leader will describe a classmate. Be sure to choose adjectives that will
not hurt feelings. The person who can guess who is being described will be the next leader.
Give as many adjectives as you can to describe the following noun. Write them on the lines around the
word.
IV. EVALUATION:
Read the paragraph carefully. Then pick out the adjectives used and the noun being described.
Luneta is a big park in Manila where most people in the crowded city go for relaxation. It is called now
Rizal Park which named after Dr. Jose Rizal, our national hero. Every Sunday, there is a free concert at
the park; Everyday many people go there for its fresh air and wide space to stroll on.
V. ASSIGNMENT:
Read this poem and then pick out all the adjectives.
We love Our Country, The Philippines

We love our country, the Philippines
We love our tall, green trees and mountains,
We love our green and golden fields,
We love our deep, blue seas.
We are proud of our brave heroes
We are proud of our pretty costumes,
We are proud of our beautiful dance,
We are proud of our polite ways.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Identify the degree of comparison of the adjective.
Values: Be health conscious
II. SUBJECT MATTER:
Identifying the Degree of Comparison of the Adjective
References: PELC 9.1 Speaking, 9 Listening, 9 Writing; Stairways to English 4, pp. 111-115
(Language)
Materials: pictures, charts, flashcards real object.

1. Review:
Encircle the words that describe the underlined word in each sentence.
1. There are about a hundred small islands in a long body of water.
2. You'll have a comfortable and enjoyable trip.
2. Motivation:
"Health is Wealth" Do you agree? Why? The children in the picture try to keep fit and
healthy.
B. Presentation:
1. Listening to the conversation.
2. Answer the following questions.
a. What did the two girls see on the bulletin board?
b. What did Cheryl ask Lynn to do?
3. Infusion Value
What do we need to do to keep our body fit and healthy?
4. Skills Development
Read the following sentences on the board.
1. Lyn is healthy girl.
2. But Cathy is healthier than Lynn.
5. Generalization:
What are the three degree of comparison of the adjective?
Underline the correct form of adjective in the parenthesis to complete each sentence and identify the
degree of comparison.
1. The (small, smaller, smallest) fish in the Philippines is found in Lake Buhi.
2. Pangasinan is (near, nearer, nearest) to Baguio than Manila.
Encircle the adjective in each sentence and identify the degree of comparison.
1. Carabao is the biggest animal in our country. _________________.
2. Lucban Bridge in Cagayan is a long bridge. ______________.
IV. EVALUATION:
Write the correct form of adjective in the parenthesis to complete each sentence and identify the degree of
comparison.
1. The Intercontinental Hotel is (tall) than the Garden Hotel.
2. The Philippine has the (long) Christmas season in the world.
3. The dictionary is the (thick) of all the books.
V. ASSIGNMENT:
Copy the adjective in each sentence and identify the degree of comparison.
1. Which is heavier a kilo of rice or a pound of sugar? __________
2. Moriones is the most colorful festival. __________.
3. Sharks look the meanest of all fish. _________
4. ________________________ Ostrich is a tall bird. _________
5. Which is more delicious mango or caimito? ___________
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Use the positive comparative and superlative form of regular adjective.
Values: Love of Country
II. SUBJECT MATTER:
Using the Positive, Comparative and Superlative Form of Regular Adjective

References: PECL 9.1 Speaking, 9 Listening, 9 Writing
Materials: pictures, flashcards, real objects

1. Review:
What are adjectives?
What are the 3 degrees of comparison of the adjective?
2. Motivation:
Show pictures of. tourist spots, costumes, dances and heroes. let them describe each
picture. What made our country beautiful?
B. Presentation:
1. Let them read the poem. “We Love Our Country, the Philippines”
a. What made our country beautiful?
b. What are the things that we need to be proud of?
3. Infusion of Value
What value were shown in preserving and conserving our natural resources of our
country's wealth?
4. Skills Development
Read these sentences on the board.
1. Laguna is a cool place.
2. It is cooler in Tagaytay than in Laguna.
3. But the coolest among the three places is Baguio.
5. Generalization:
When do we use the positive, comparative and superlative degree of comparison of
the regular adjective?
a. Guided Exercise:
Group Activity: Distribute flashcards in each group. Let them read the sentences on
the board. Choose the flashcards that contains the correct form of adjective to complete each sentence.
1. Sharks are the ___ fish of all.
2. The San Agustin Church in Manila is the _________ church in the
Philippines.
b. Independent Exercise
Choose the correct form of adjective to complete each sentence. Write the letter of
the correct answer.
1. The Marcos Bridge, which is more than 2 kilometer is the _________ in Asia
a. long b. longer c. longest
IV. EVALUATION:
Read the following situations. Write the correct form of the adjective in the parenthesis to complete the
sentences.
1. Cheryl puts one cube of ice in her calamansi juice. Edmund puts two. But Cathy puts three cubes.
Cathy's juice is (cold). Cheryl's juice is ,(cold) than Edmund's juice.
2. Cathy is (heavy). She weighs 30 kilos. Cheryl weighs 25 kilos. She is (light) than Cathy. Edmund
is 35 kilos. He is the (heavy) of the three children. .
V. ASSIGNMENT:
Give the er and est form of the following words. Use in sentences.
Posivite Comparative Superlative
1. safe ______________ ______________ ______________
2. nice ______________ ______________ ______________
3. clear ______________ ______________ ______________
4. noisy ______________ ______________ ______________
5. white ______________ ______________ ______________
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write a one or two sentence ending to a given real situation.
Values: Orderliness
II. SUBJECT MATTER:
Writing a One or Two Sentence Ending to a Given Real Situation.

References: BEC p. 21, Fun in English 4 Reading 144-145
Materials: chart, sentences on strips of paper.

1. Review:
Recall how stories show by episodes either on radio/TV end episode. The viewers guess what will happen
next.
2. Motivation:
Did you watch the last episode of Pangako Sa lyo? Did you have the right guess to its ending?
B. Presentation:
1. Present pupils to act out the play.
a. a boy who cut his class
b. Lina fixed her toys after playing
a. Who fixed her toys?
b. What will happen to Lina, the teacher and the boy?
3. Write their answers on the board and let them give justification.
4. Here are other situations. Write down a one or two sentence about its ending.
a. The girl is the most spoiled among the three children.
b. Marla's teacher noticed that she was not answering her text.
5. Discuss their answers and decide what is possible ending.
C. Generalization:
How will you know the ending of a given situation?
D. Exercises:
Divide the pupils into six group then as A and B. A group will three situations and group B will write a
one or two sentence ending
IV. EVALUATION:
Write a one or two sentences ending to a given real life situation.
1. There is a heavy rain for 2 consecutive days and streets are flooded.
2. A boy was caught stealing food in the store.
V. ASSIGNMENT:
Watch your favorite TV program and write its possible ending.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write possible about given situations.
Values: Health Consciousness
II. SUBJECT MATTER:
Writing Possible Effects About Given Situations

References: BEC p. 21 Fun in English IV Reading pp. 97-98 Stairways to English Reading
pp.42-43
Materials: things for rainy season

1. Review:
Underline the cause and encircle the effect in each sentence.
1. Nida brushes her teeth, she has a set of beautiful and healthy teeth.
2. Nick slept early, he was tired.
2. Motivation:
Show pictures of objects for rainy season. Let the children tell something about it.
B. Presentation:
1. Today you are going to listen to a story "A Stormy Day".
2. Reading of the story by the class best reader. (Stairways to English 4 Reading pp. 42-43)
1. What happened because of the following:
a. flood b. rain
2. How can you prevent sickness during rainy season?
C. Generalization:
What is cause? Effect?
D. Exercises:
a. Guided
Divide pupils mw groups. Write sentences showing effects.
1. The Old Man needs money.
2. The yard is free from stagnant water.
b. Independent Exercise
Write possible effect about the given situation.
1. Randy didn't brush her teeth.
2. The grass did not get water.
IV. EVALUATION:
Write possible effect of the given situation.
1. The school is too far away from home.
2. Tony answered , his assignments.
3. She forgot her camera.
V. ASSIGNMENT:
Write sentences that show causes or effects.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Compose riddles from a given stimuli
Values: Alertness of mind
II. SUBJECT MATTER:
Composing Riddles
Descriptive Words
References: PELC 9, p. 19
Materials: chars

1. Guessing Game – About our heroes
- Who was the Brain of Katipunan?
- Who was the Hero of Tirad Pass?
- Who was the author of Noli and Fili?
B. Presentation:
1. Study the semantic web. can you guess what is being described?
2. Let us compose a riddle out of this semantic web.
It is a tiny fragrant flower.
It is white as snow.
It is used in making lei.
It is our national flower.
C. Skill Development:
1. Discussion
What words are used in composing the above riddle?
D. Generalization:
How do we compose riddles?
Group Activity:
1. Make a semantic web on any occupation.
2. Compose riddles based from your semantic web.
IV. EVALUATION:
A. Make a semantic web on the following:
1. stone 2. Jose Rizal
B. Compose riddles based from your semantic web.
V. ASSIGNMENT:
Make two semantic web and compose 2 riddles out of it.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write slogan from a given stimuli
Values: Conservation of Forest Resources
II. SUBJECT MATTER:
Writing Slogan
Save Our Forests
References: PELC 9, p. 19; Everyday English 4 (Reading) p. 155-157

1. Brainstorming
Why is forest important?
B. Presentation:
1. Group Activity
Divide the class into 3. let them prepare a skit about forest conservation and importance of forest based
from the selection on pp. 155-157
2. Group Presentation of skit
3. Evaluation of skit
Are the importance and conservation of forest portrayed in the skit?
4. Value Infusion
How do we conserve our forest?
1. Discussion
What is a slogan?
It is brief. Not more than 10 words. Presence of rhyming words. This is a catch word about a topic giving
message to a reader.
2. This is an example of slogan based from the activity presented.
3. Group Activity
Make your own slogan based from the activity presented. (to be written in Manila paper)
4. Presentation of Slogan by group.
D. Generalization:
What is a slogan? How do we write it?
Group Activity
1. Write slogan about the pictures in the board.
(Picture of seas and rivers with fisherman catching fish)
2. Illustrate your slogan in a poster.
IV. EVALUATION:
1. Write a slogan based from the celebration of Nutrition Month.
2. Draw a poster about this slogan.
Green Mind, Green Heart, Green Thumb
V. ASSIGNMENT:
Write a slogan about Alay Lakad.
1. A fish (can. May) swim.
2. (Can, May) I read your book?
3. Boys (can. May) run faster than girls.
4. Mother (can, may) I join the field trip?
5. (Can. t-1ay) you go home alone?
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write an announcement from a given stimuli
Values: Being Up to Date
II. SUBJECT MATTER:
Writing an Announcement
References: BEC PELC Writing 9, p. 19 Stairways to English 4 Language pp.49-54

Materials: cartolina, pentel pen, crayons, ruler

1. Checking of assignment
2. Review
Writing slogans about the UnitedNation's Day Celebration.
3. Motivation
What important announcements are in the school bulletin board today?
B. Presentation:
Present and read these announcements
There will be a practice of all rondalla members on Wednesday, December3 in Room 107 at 2:00 o'clock
p.m. Bring the necessary instruments.
C. Generalization:
What are the information items in writing an announcement?
D. Practice Exercises:
a. Guided Practice
Write an announcement on this situation.
You would like to let everybody know that the English Club will hold a declamation contest for Grades
IV, V and VI while recitation for Grades I, II and III. Put any date, time and place you ·want. Follow any
format.
IV. EVALUATION:
Write an announcement on this situation. Give the complete information (answer to wh-question)
You would like to get the names of pupils who will join toe school outing to any beautiful spot in your
province, mention the name of the place as well as the date and time of departure from school. State also
the amount for transportation or fare.
V. ASSIGNMENT:
Write your own announcement somebody or attend your birthday-party.
ENGLISH IV
Date: ____________
I. OBJECTIVE:
 Write a composition for the third formal theme
Values: Cleanliness of the surroundings
II. SUBJECT MATTER:
Formal Theme Writing
References: BEC PELC 9 p.19

Materials: chart

Group Activity – Game
Leader: When I point at your group and say riddle recite a riddle. When I say slogan, give an example of
slogan and when I say announcement shout an announcement.
B. Presentation:
1. Read the paragraph “ The Clean and Green Contest” pp.130
 What is the theme of the paragraph?
 What were used in the paragraph?
1. Vocabulary Development.
2. Discussion on the parts of a composition
1. What are the parts of a composition?
2. What should be your title if the topic is family?
3. Composition Writing Group Activity
Write a composition using these Juide questions.
1. What is a family?
2. Who are included in the family?
3. What is the role of each member of the family?
4. Group presentation of composition in Manila paper.
D. Exercise
Write a composition using these gUide questions.
1. Who was Jose Rizal?
2. What are his characteristics?
3. What makes him famous?
IV. EVALUATION:
Transfer your composition in your formal theme notebook.
V. ASSIGNMENT:
Write a composition about your favorite teacher.
4TH
ENGLISH IV
Date: ____________
I. Objective:
 Sequence events in the story listened to through groups of sentences
Values: Helpfulness
II. Subject Matter:
Inferring Traits of characters
References: BEC-PELC - Speaking 10 Story: Porky the Greedy Pig

Stairways to English Skillbook 4 By Palabay and Alberto p. 130
III. Procedure
1. Describe the person's traits based on the picture
Each pair of pupils will be given pictures of persons showing different character traits such as honesty,
kindness, cheerfulness, etc.
2. Vocabulary Building
Direction: Give the meaning through contextual clues.
1. The greedy pig always eats more than his share of food.
2. The robbers hid under the bed so that the owner of the house did not see them.
3. Motivation: If someone branded you as pig, will you be happy? Why not? What is the attitude of
a pig which is not good for a man to adopt?
4. Motive question: What lesson did the greedy pig learn?
B. Listening or reading to the short story - The Greedy Pig
C. Post Reading:
1. Answer the motive question.

2. Answer the comprehension questions.
a. What did Porky like to do?
b. Who brought the pigs food?
c. How did Porky eat the food?
3. Skill Focus:
Direction. Listen as the teacher say the questions from the characters in different
manners. The pupils will infer the character traits.
1) a. "You are a greedy little pig" (in sweet voice)
b. "You are a greedy little pig" (in an angry
4. Generalization: Can you infer about the character's trait based on the stress of the voice?
5. Application: Choose one strip of bond paper with quotations from characters in the
stories. Say it based on the trait that is written on it. Your classmate will infer what trait is it.
1) "Come in Jose. I've been waiting for you for too long" (angry)
2) "Come in Jose. I've been waiting for you for too long" (excited)
6. Independent Exercise
Direction: Get your partner. Say one quotation in the manner that you want to say it.
Then your partner will infer the trait. Exchange role afterwards.
1) "Thank you, Mr. Santos. You are an honest person."
2) "Mother, wait".
IV. Evaluation:
Direction. Listen as the teacher say some quotations with proper stress. Infer the traits whether kind,
angry, afraid, lonely or excited.
1. "We will go to the zoo" (in excited voice)
2. "This is your medicine". (in angry voice)
3. "Jose, look what your dog has done to the pots" (in low and kind voice)
V. Assignment:
Copy quotations from characters in the story you have read and tomorrow say it the way you want to say
it, then let your classmates infer the traits.
ENGLISH IV
Date: ____________
I. Objective:
 Infer the traits of the character based on the volume of the voice.
Values: Honesty
II. Subject Matter:
Inferring
References: R-BEC-10 Speaking, Developing Reading Power 4 By Ferrer et. al. p. 107
III. Procedure
1. Vocabulary Building
Direction: Choose the meaning of the words through contextual clues.
a) Line accidentally broke the window pane.
a. Intentionally done
b. Unintentionally done
c. Willingly done
b) Window pane
a. one sheet of glass in a window
b. one sheet of paper
c. one pile of papers in window
2. Motivation: What would you do if you accidentally broke the expensive pot in your
room?
3. Motive Question: What kind of a boy was Dado?
B. During Reading:
The teacher reads the story while the pupils listen.
C. Post Reading:
1. Answer the motive question

2. Answer the comprehension questions
a. Were all the boys reported to the principal?
b. Who saved the boys from being reported to the principal?
3. Valuing:
If you were Dado, what would you do after you accidentally broke the window?
If you were the classmates, would you tell who broke the window pane?
Direction: Infer the character's traits based on the volume of the voice.
a. Who threw the stone that broke the window pane? (in loud voice)
The character is angry, cruel, hot tempered, etc.
b. Who threw the stone that broke the window pane? (in soft or calm voice)
The character is kind, calm, understanding, etc.
5. Discussion: A person who talks in loud voice is hot tempered. A person who talks softly
or calmly is kind and understanding person.
6. Generalization: How can you infer the traits of the character?
7. Guided Exercise (Selected pupils act the ff.) Direction: Infer the traits of the following
character. Listen as your classmate recites the dialogue.
a. "It's for you, my dear", he said kissing his wife.
b. "Wow! How wonderful! What a great help this would be for me!"
8. Independent Exercise
Direction: Infer the character's traits based on the volume of the voice.
Selected pupils set out the ff. in grope' volume
1. "It's alright Ben. You may go now but be back by about eleven o'clock. Visitors usually
come at that time".
2. "Pretty fly, queen of my dreams, come and life with me".
IV. Evaluation:
Infer the character's traits based on the volume of the voice. (Pupils my listen to recorded voices
or t the teacher may read in the absence of a recorded tape)
1. "Pip! Pip! Yes, yes, Mother".
2. "Mother, mother teach us how to swim too".
3. "Do not stay too far from me'.
V. Assignment:
Copy a short conversation. Recite it tomorrow with proper volume.
ENGLISH IV
Date: ____________
I. Objective:
 Use adverbs of place correctly

 Identify the adverbs of place in a given sentence
Values: Love of beautiful place
II. Subject Matter:
Adverb of Place
References: BEC-PEIC Speaking 10 p. 19 Stairways to English Language 4 pp. 124-127

Materials: Paragraph in a chart
III. Procedure
A. Preparatory Activities:
1. Spell the following words:
Here under everywhere province
There infront somewhere below
2 Review: Identify the adjective and tell if it is positive, comparative or superlative form.
a. My thick notebook is on the table
b. The old man is gentle
c. My sister is intelligent
3. Motivation:
Show pictures of beautiful places in the country. Have you experienced in visiting
beautiful places? Today class, we are going to read a paragraph about Jose's experience in visiting other
places.
B. Presentation:
1. Motive question: Where does Jose spend his vacation?
2. Read the following:

Every vacation, I go to my grandparents' place in La Union. I always spend my long
vacation there. My grandparents' home in _ San Fernando is near the seashore. I like the cool breeze.
Every other day, I go swimming with my cousins. There are beautiful beach resorts in San Fernando.
3. Discussion:
a. Where does Jose spend his vacation? Jose spends his vacation in La Union.
b. Where are these beautiful beach resorts?
These beautiful beach resorts are in San Fernando.
4. Analysis/Abstraction:
Pupils read the underlined words above. Ask: What do you call these words? What
are they used for? What questions do these words answer?
5. Valuing: What should we do when visiting beautiful places?
6. Development of skill:
Have pupils use adverbs of place in talking about their favorite activities.
7. Generalization:
What ace adverbs of place? (Adverbs of place are words that answer the question where).
Direction: Answer the following questions using an adverb of place.

1. Where do trees grow abundantly?
2. Where do cows love to graze?
3. Where do fish breed?
4. Where do bats hide?
5. Where do mosquitoes breed?
IV. Evaluation:
Direction: Use adverbs of place to answer the following .questions. Write complete sentences. Underline
the adverb used.
1. Where co you study your lesson?
2. Where do you eat your lunch?
3. Where do you take a bath?
4. Where is the head teacher's office?
5. Where is the school canteen?
V. Assignment:
Use the following adverbs of pace in sentences.
1. away
2. here
3. back
4. in the bank
5. outside
ENGLISH IV
Date: ____________
I. Objective:
 Use the adverbs of time in sentences correctly.

 Identify the adverbs of time in a given sentence.
Values: Appreciate the beauty of our places
II. Subject Matter:
Adverbs of Time
References: BEC-PEIC Speaking 10, p. 19 Fun in English language 4, pp. 244-246

Everyday English Language 4, pp. 136-137
Stairway to English (language) 4, pp. 128-129
Materials: Chart of the dialog
III. Procedure
1. Assignment check-up:
2. Review:
Identify the adverbs of place in the following sentences.
a. The children went somewhere yesterday.
b. She saw the book below the table. What lakes did she visit?
c. Why did she like the place?
3. Motivation:
Do you have friends? Do you see them always? When do you meet them? Today
class, you are going to read a dialog.
B. Presentation:
1. Have two girls act out the following, dialog (This is pre-assigned)
2. Discussion
a. Where did Leticia spend her vacation?
b. When did she go to San Pablo City?
c. When did she arrive home?
d. Valuing: Do you like visiting other places? Do you appreciate these places?
3. Abstraction/ Analysis:
a. Here are some sentences taken from the dialog
1. We went there a week after classes ended.
2. Yesterday at 4:00 o'clock in the afternoon. My auntie accompanied me at home
4. Generalization:
What are adverbs of time?
a. Guided Practices.
Let pupils work in pairs. Ask and answer the following questions:
1. When is Christmas celebrated?
2. When is Independence Day celebrated?
Direction: underline the adverbs of time.
1. The farmer start their work early
2. I need a very interesting story last night.
IV. Evaluation:
Write related sentences on any topic using adverbs of time. Underline adverbs used.
V. Assignment:
Answer the following questions in complete sentences using an adverb of time.
1 When does drought usually occur?
2 When do students get a break from studying?
3. When do owls hunt for feed?
4. When do the rains come?
5. When did Mt. Pinatubo erupt?
ENGLISH IV
Date: ____________
I. Objective:
 Write sentences on situations presented.

 Use the adverbs in constructions sentences on situations presented
Values: Be courteous in asking directions
II. Subject Matter:
Writing sentences on Situations presented
References: BEC Writing 10, p.19

English for Life 6, pp. 70-80
Materials: Dialogue in a chart
III. Procedure
1. Assignment Checkup:
2. Review:
Identify the adverbs in these sentences. Tell whether they are adverbs of place or time.
a. The children study their lessons in the library.
b. The parents had a meeting at 5:30 this afternoon.
c. Mosquitoes breed in the canals.
3. Motivation:
Today class we're going to read a dialogue. This is all about asking directions. Do you remember the
words we used in giving directions?
B. Presentation:
1. Read the dialogue of Marc and John. TM. pp. 138
2. Discussion:
a. Who is new in the school?
b. What is Mark asking?
c. Where is the classroom?
a. What are the adverbs used in this dialogue? Are there adverbs of place or time? Identify the
adverbs in the dialogue.
b. Here is a situation. Suppose a friend visit you in your home. Se wants to meet your principal.
What will you tell her?
4. Generalization:
How are adverbs used? How are sentences written?
Write sentences about this situation. Use as many adverbs as you can.
Your friend asks you to teach her how to cook rice. What instruction would you give her?
IV. Evaluation:
Direction:
Read the situation presented below and write sentences using the different kinds of adverbs.
Your cousin asks you to tell her the direction of SBMA (Subic Bay Metropolitan Authority). What
instructions will you give as she'll be able to reach the place?
V. Assignment:
Write sentences in this situation presented. Be sure to use the adverbs in constructing your sentences.
You have a foreign visitor. She asks you to give the direction of your church. What will you tell her?
ENGLISH IV
Date: ____________
Skill: Speaking
Objective: Use the adverbs of place correctly
Direction: Use adverbs of place to answer the following questions. Write complete sentences.
Underline the adverb used.
1. Where do you study your lesson?
_______________________________________________________________________
2. Where do you eat your lunch?
_______________________________________________________________________
3. Where do mosquito’s breed?
_______________________________________________________________________
ENGLISH IV
Date: ____________
Skill: Speaking
Objective: Use the adverbs of time in sentences correctly
Direction: Answer the following questions in complete sentences using an adverb of time.
1. When is Christmas celebrated?
_______________________________________________________________________
2. When is your birthday?
_______________________________________________________________________
3. When do owls hunt for food?
_______________________________________________________________________
ENGLISH IV
Date: ____________
Skill: Writing
Objective: Write sentences on situation presented.
Direction: Write sentences about these situations presented. Use the different kinds of adverbs in
constructing your sentences.
1. Your sister asks you to give the direction in going to Manila. What directions would you give her so
she can reach the place?
___________________________________________________________________________
2. You have a foreign visitor. She asks you to give the direction of your school. What will you tell her?
___________________________________________________________________________
3. Your cousin asks you to teach her how to cook fried chicken. What instructions would you give her?
___________________________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
1. Infer character traits on what the characters do.

2. Dramatize the scene of a story liked best.
Values: Loyalty and Patriotism
II. Subject Matter:
Infer Character Traits
References: PELC Reading 10.1

Fun in English reading 4, pp. 153-157
Everyday English reading 4, pp. 92-93
Materials: Strips of cartolina where the vocabulary words and their meaning are written.
III. Procedure
a. Unlocking of difficulties (through the use of contextual cues)
Read the sentences then choose from the list of words the meaning of the underlined words.
1. The Katipunan was founded by Andres Bonifacio.
2. The documents were placed in a safe box.
3. The boy knows the1p ight of the girl and the big job she's undertaking.
• a distressed condition
• written or printed items for reference or evidence
• Spanish friendly organization
• Secret organization to fight against Spain
b. Motivation:
Who are the brave heroes who fought for our country?
c. Presentation: Today, we will read a dialogue entitled

“The Brave Katipunera” – Fun in English Reading, pp. 153-157
d. Motive Question:
What role did Gregoria de Jesus play in the revolution?
e. Reading of the dialogue

f. Answering the motive question
g. Comprehension check-up:
1. Who are the characters in the dialogue?
2. What role did each character play?
3. How are they considered today? Why?
h. Value Infusion:
How do you show your loyalty and patriotism to our country?
i. Skills Development:
(The teacher presents the sentences taken from the dialogue)
1. Gregoria sits on the floor ironing clothes on a dulang.
2. Teodoro looks around as if someone might hear him.
3. Andres led the Katipunan to fight for our freedom.
 What character trait is shown by Gregoria in sentence w 1? Why?
 How about Teodoro? Andress?
j. Generalizaiton:
k. Practice Exercises
1. Guided Exercise:
Group the lass into three. Have a cooperative work on the selection of a scene or part
of the story they like best. Ask them to dramatize the selected scene or part.
2. Independent Exercise:
Have the other groups critique on their presentation paying attention to portrayal of
the correct trait.
IV. Evaluation:
Read each sentence. Then infer character trait of the character who did it.
1. Sansy received a beautiful gift from her aunt. Her aunt was______ (selfish, thoughtful, forgetful).
2. Miko lost his favorite toy. He was ______ (careful , careless, thoughtless).
3. My mother praised me for helping in the house. My mother was _________ (unkind, busy,
appreciative).
V. Assignment:
Read the story, "Mistaken Identity" Fun in English Language 4, pp. 119-120.
 Dramatize the scene or part of the story you like best. (Use the same grouping)
 Show it to class tomorrow.
ENGLISH IV
Date: ____________
I. Objective:
1. Infer character traits on what the characters said

2. Dramatize the scene or part of the story they like.
Values: Love and Care
II. Subject Matter:
Infer Character Traits
References: PELC Reading 10.1

Fun in English reading 4, pp. 86-90
Materials: Pictures
III. Procedure
a. Checking of Assignments (pupils to dramatize the sentences part of the story “Mistaken
Identity”)
b. Review:
The teacher groups the pupils into 2 (Boys group and Girls group). Each group has a representative to
pick out fruits of a mango tree where situations are written. Pupils have to infer the character trait based
on what was done.
c. Unlocking of difficulties:
Unlock the meaning of words through configuration clues. Write the missing letter or letters to
complete the word in the box.
1. My brother has to stay home and do the chores of a woman.
work
2. The great wave hit against the cliff. A high steep side of a rock
d. Motivation (show a picture of seashore)
 Have you gone to the sentences?
 What did you do there?
 Are there experiences from the seashore that you cannot forget?
e. Presentation:
Class, today we will read a story about a boy’s experience with a tidal wave.
f. Motive question:
How did Kami save himself and his little sister?
g. Reading the story:

“The Great Wave”, Everyday English Reading, pp. 86-89
h. Answering the motive question.
i. Comprehension chek-up:
1. Why was Kami at the beach?
2. Where was the rest of his family?
3. Did the great wave carry Kami and his little sister away?
j. Value infusion:
If you were Kami, would you do the same?

• Why?
• How do you show your love and care for your younger sister or brother?
k. Skills Development:
1. What did Kami say when he saw the sea?

2. What did he say to his little sister when he saw the great wave?
3. What did mother say when she saw Pahuka is already safe?
l. Generalization:
What is one way of inferring character traits?
m. Practice Exercises:
a. Guided Exercise:
Pupils are asked to dramatize what the characters from the story said. After the dramatization,
let pupils critique their own performance.
b. Independent Exercise:
Write the character trait of the character who said the following:
1. "Excuse me 'Madam, may I go out"
2. "What a horrible thing!"
3. "Wow! Beautiful lady."
IV. Evaluation:
Write the character trait of the character who said the following:
1. "I would be glad to be with, but let me ask permission from my parents!
2. Don't panic, my friend".
3. "What are these buttons for?"
4. "May! leave the room for a minute."
5. "Go away, you band of robbers!"
V. Assignment:
Bring a comic book tomorrow.
ENGLISH IV
Date: ____________
I. Objective:
1. Write utterances on comic strips presented

2. Use the utterances in daily conversations
Values: Carefullness
II. Subject Matter:
Utterances on Comic Strips Presented
References: PELC Writing 10.1

Fun in English Language 4, p. 161
Materials: Comic Strips
III. Procedure
A. 1. Unlocking of difficulties (through the use of contextual clues)
a. The boy's utterance made me admire him.
(facial expression, vocal expression, body expression)
b. Mrs. Buenaventura will be having a conversation with the parents regarding pupils
behavior.
(talk, date, letter)
2. Motivation:
Class, how many for you love to read comic books?
What makes you to read them?
B. Lesson Proper:
1. Presentation:
(The teacher presents a model of a comic strip telling a story)
Mothers comes home with a beautiful vase. She asks everyone to be careful with it. She is afraid it
might be broken. The she herself drops it and it breaks.
1. What did Mother bring home one day?
2. What did she ask to everyone?
3. Infusion of Values:
How should we handle objects that are easily broken?
C. Skills Development:
1. Discussion:
a. What is the comic strip about?
b. What utterances were made by the girl? Boy? Mother?
2. Generalization:
What is an utterance?
a. Guided Exercise:
Write utterances to be used in the given comic strips.
b. Practice Exercise:
Peer checking of utterances made in guided exercises
IV. Evaluation:
Give a comic strip. Put in the uttererance/utterances that will fit in the picture.
V. Assignment:
Imagine that you’re an artist. Write what you think the boy might be saying, thinking or hearing. Try
to write something funny for the readers of our cartoon.
ENGLISH IV
Date: ____________
I. Objective:
A. Give conclusions to situations heard.

B. Identify the main idea in the situation given.
Values: Kindness to others
II. Subject Matter:
Giving Conclusion to Situations Heard
References: PELC II Listening

Everyday English IV Reading, pp. 180-188
Fun in English Reading IV, p. 173
Materials: flashcards for the words to be unlocked
III. Procedure
1. Unlocking of difficulties through context clues.
a. Journeyed - the man journeyed along the desert with his camel.
b. Inn - he brought the man in an in and took care of him.
2. Presentation:
1. Today, you are going to listen to a story. Find out what happen in the story.
2. Reading of the story by the teacher or listen to the taped story. “The Good Samaritan”
3. Discussion:
Who are the characters in the story. What happened to the traveler? What dot the wounded man
represent? What does the priest-passerby represent? What does the Levite represent? What does the
Samaritan stand for? What is the main idea of the story?
4. Value:
When you see a wounded person what should you do? What character trait do you possess if you are this
person?
5. Generalization:
Give your conclusion to situation heard?
a. Guided Practice: Listen to the situations then select the phrase or clues written on trips of
cartolina that best complete each sentence.
1. Riza was host to here friends. After a dance practice, two of her friends began to quarrel.
As a host, Riza. did not want the day spoiled. We conclude that she
a. Listens to the quarrel without interrupting.
b. Slap the boy who started the quarrel.
b. Independent practice
Listen to the story. Give the conclusion afterwards.
Saudi Arabia is a country in the Middle East. It exports oil. Since 1975, the Saudi
Arabians have been building hospitals, schools, hotels, roads and bridges, and houses. They have
imported Filipino laborers to build these constructions. Workers there earn more than three times what
they earn in the Philippines. Now Saudi Arabia is importing professionals and technicians in medicine to
work in the new hospitals.
IV. Evaluation:
Listen to the selection then choose the letter that best complete each sentences or answers each question.
Miss Kamu politely excused herself and left the breakfast table. She was not feeling well. She had been
resting I her cabin for sometime when she smelled smoke, but she thought it was from the machine
room………TM pp.145
1. Which phrases described the setting of the story?
a. cabin, deck, fog horn
b. life jacket, overcoat, the man
c. dining room, not feeling well, machine room
2. The smoke, people running and going up the upper deck, and the sound of the alarm are meant to
give you
a. a happy feeling
b. a frightening feeling
c. a funny feeling
V. Assignment:
Read a short paragraph. Then choose the correct conclusion you think best tells about each.
A. Women can also be astronauts
B. A person can stay in space even for a number of months.
C. Only American women can be astronauts.
D. A space station is a safe place to stay while in outer space.
Although cosmonauts and astronauts eat, sleep, bathe, and exercise in an outer space station, they do these
differently from the way these are done on earth. They need special suits and equipment to do them.
Living in space is just like living on earth.
Living in outer space is more exciting than living on earth.
Astronauts and cosmonauts need to adapt themselves to their environment in outer space.
Living in outer space is complicated.
ENGLISH IV
Date: ____________
I. Objective:
 Give conclusions to news/oral report heard.

 Note the important events to the news report heard.
Values: Cleanliness
II. Subject Matter:
Giving conclusions to News/Oral Report Heard
References: PELC – Listening
III. Procedure
We live near the coastal shores of Zambales.
a. bottom part
b. side, edge, margin of the land next to the sea.
c. farthest part
The tourists reached their destination safely.

a. future
b. assignment
c. predetermined -end of a journey
2. Motivation:
Have you gone to Samar? (Show the map of Samar). To what region does it belong? Do you know that it
is now being developed into a tourist spit?
3. Motive Question:
Why is Samar town becoming a tourist attraction?
B. Presentation:
1. Listening to a news
 What is the main attraction of this town?
 Who are frequently visiting Samar? Why do tourists go to Samar?
 How will this affect their income?
4. Drawing Conclusions:
What conclusions can you give from the news you have just heard?
5. Value Infusion:
Beautiful beaches are tourists' attractions. How can we keep our beaches clean and beautiful? Can we
attract more tourists if we don't maintain the cleanliness of our beaches?
6. Generalization:
How can we give conclusions by noting the important events in the news/oral report heard?
Listen to this news: "Reject plan to dump MM waste into Bataan waters, folk urged."
Answer:
How did the residents of Bataan know about the plan of the national government?
How did the executive assistant to the office of the governor react? Why?
IV. Evaluation:
Listen to the news (Could be recorded on tape) Economic zone to be built in Antique.
1. The Governor of Antique is happy because of the big economic opportunity in their province.
2. Some 20 Korean businessmen visited the governor to plan for their projects.
3. There are also other industries to be generated in the proposed eco zones.
4. Antique has political problems these past years.
5. The government is supporting Antique for the improvement of its po4t facilities.
V. Assignment:
Read a news report. Report it to class and let your classmates give their own conclusions.
ENGLISH IV
Date: ____________
I. Objective:
a. Use prepositions in sentences correctly.

b. Write sentences using prepositions.
Values: Appreciation of the beauty of one’s country
II. Subject Matter:
Using Prepositions
References: PELC IV 11 Speaking

Fun in English 4 Lang. pp. 252-253
Everyday English 4 Lang. pp. 198-205
English in a Dynamic World 4 pp. 143147
Materials: Pictures, real objects charts
III. Procedure
1. Preparatory Activities:
a. Drill:
Read the following sentences. Choose the correct form of the adjectives.
1. Mercury is the (small, smaller, smallest) planet of all.
2. Andrew is a (big, bigger, biggest) boy. He is the (big, bigger, biggest) in class.
b. Review:
Encircle the correct answer.
1. Lea got the (best, better) part in the play Miss Saigon in London.
2. She feels (good, better) for winning two awards.
3. Among her peers, she is considered the (more, most) successful.
B. Lesson Proper:
1. Motivation:
Look at this picture. (Banawe Rice Terraces) Can you tell what they are? Where are they found?
2. Presentation:
Let us read a story about the picture. “Giant Stairways to Heaven”.
a. What are the rice terraces called?
b. Where are they located?
c. Why are they called one of the wonders of the world?

Infusion Value:
How many of you have gone to some beautiful places in our country?
4. Analysis and Abstraction:
a. What words are underlined in the first sentence? Second? Final?

b. What does to show? To what noun in the sentence does in show its relations? What does
along show?
c. What do we call these words? What is their function? Etc.
5. Generalization:
Preposition are words placed before nouns or pronouns to show their relationship of those nouns to other
words in the sentence.
6. Value Infusion:
How do you show your appreciation to these beauty spots in our country?
7. Application:
Have pupils give sentences about their favorite beauty spot using preposition.
8. Practice Exercises
a. Guided Exercise
Teacher divide the class into learning teams. Each learning team will be given a picture
of a beauty spot. Let the pupils write sentences about the picture using as many prepositions as they
could.
Team A - Mayon Volcano
Team B - Hundred Island
Team C - Luneta Park
Team D - Banawe Rice Terraces
b. Independent Practice
Fill in the blanks with the correct preposition. Choose your answer from the box below.
until around at in for near on
1. Rizal Park is _________ Manila Bay.
2. People and children sit _________ the benches.
3. The children run _________ the park
IV. Evaluation:
Use the following prepositions in complete sentences.
1. over
2. under
3. up
4. behind
5. against
V. Assignment:
Write five sentences using the following preposition.
1. among
2. with
3. without
4. toward
5. down
ENGLISH IV
Date: ____________
I. Objective:
 Use prepositional phrase in sentences correctly.

 Identify and read sentences with prepositional phrases
Values: Love of one’s work
II. Subject Matter:
Using Prepositional Phrase
References: PELC 11 Speaking

Fun in English Language IV pp.250-257
Everyday English Language IV pp.198-205
Materials: pictures of different occupations, flashcards
III. Learning Activities:

1. Pronunciation:
Read the following phrases correctly.
Among the flowers at the same time
Before the bell rings beside the brook
Out of the building on the seaside
2. Review:
What are prepositions? Give example of prepositions.
B. Presentation:
1. We have already learned about prepositions. Now, we will learn about prepositional phrases.
2. Look at the picture of the different occupations Which of these do you want to be when you grow
up? Why?
3. This is a wish of a young boy. He hopes that one day; all his dreams will come true. Listen as
your teacher reads this poem.
4. Answer the following questions.

a. What does the boy wish to be when he grows up?
b. Why does he want to be a doctor? A pilot? A basketball player?
5. From the selection, read the sentences that have prepositional phrase and identify the prepositions
used.
6. Read these sentences and give prepositional phrases.

a. The story about Ibong Adarna was read by the teacher.
b. Lina will stay with her grandmother for a month.
7. Value:
What should you do so that your dreams and wishes come true?
8. Generalization:
What is a prepositional phase?
Use the following prepositional phrases in sentences.
1. from the farm
2. under the house
3. during rainy days
4. at the gate
5. without food
6. into the deep well
IV. Evaluation:
Read the sentences and use the correct prepositional phrase.
1. The farmers work (from the hot sun, under the hot sun, in the hot sun, on the hot sun).
2. Nona stands (between the two boys, form the boys) n the boys, among the two boys).
3. Roy was (in the pupils, beyond the pupils, between the pupils, among the pupils) who received an
award.
V. Assignment:
Use the following prepositional phrases in
sentences
1. from the farmhouse
2. under the mango tree
3. in a month
4. among the girls
5. to the sky
ENGLISH IV
Date: ____________
I. Objective:
 Draw conclusions based on information given in a story.
Values: Generosity
II. Subject Matter:
Drawing conclusions Based on Information Given in a Story
References: PELC Reading II p.45

Developing Reading Power 4 pp.96-97
Materials: picture of Ifugaos
III. Procedure
A. Pre-reading Activities:
1. Unlocking of Difficulties
Match column A with the meaning in column B.
A
1. ethic a. generation
2. peculiary b. extraordenary
3. descent c. of knight spirit of virtues
4. lineage d. groups sharing common customs
5. chivalrous e. inclination downward
2. Motivation:
Have you gone to Baguio City. (Show picture of Ifugaos). The famous Banawe Rice Terraces was built
by the Ifugaos.
3. Motive Questions:
What are some customs of the Ifugaos?
B. Reading:
Read the story silently. (“Our Northern Brothers, the Ifugaos).

1. Answering the motive questions.
What are some customs of the Ifugaos?
2. Comprehension check-up. .
Where do the Ifugaos live?
How do the Ifugaos look like?
What are their traditions for beliefs? What are their character traits?
3. Value Infusion:
The Ifugaos are said to be generous, hospitable and chivalrous. Do you think these traits are
still common among us Filipinos?
How can we preserve such values?
4. Drawing Conclusions:
Draw conclusions basing on the information given in the story.
Write T if the statement is true and F if it isn't.
_____ The Ifugaos have their own customs and traditions.
_____ The Ifugaos are related by blood or marriage.
_____ They claim a direct descent from the Gods of Kabunyan
5. Generalization:
How can we draw conclusions?
We can we draw conclusions through understandings the significant details that relate the main
events on the information given.
Read the story “The King of Fruits”. TM. pp. 155
Then answer the following questions:
1. If you have orchard in Cotabato, which variety of durian would you get?
2. Which will be your best reason for choosing this variety?
IV. Evaluation:
Read the story and answer the following question.
People in the early times lived in a world that was different from ours. They did not live in
houses. They stayed on top of trees or inside caves. They did not step on beds. They used trunks or trees
or big flat pieces of stone. They did not sit on chairs. They used branches of trees and small pieces of
stones to sit upon….pp.156
1. Where did the people live during the early times?
a. in a world same as ours
b. in a world different as ours
c. in a world more advanced than ours
d. in a modern world
2. What did they used to sleep on?
a. on trunks of trees
b. on flat pieces of stones
c. on the sand.
V. Assignment:
Read the story carefully. “The Story of the Two Mules”…..pp. 157
Then answer the following questions.
1. What is the story about?
2. Where they going?
3. Who was very proud? Why?
4. What can you conclude in this story?
ENGLISH IV
Date: ____________
I. Objective:
 Draw conclusions based on information given in scientific article.

 Infer the character traits of the scientist.
Values: Perseverance
II. Subject Matter:
Drawing Conclusions
References: PELC – IV 11, p.45

Fun in English 4 Reading pp. 168-175
Materials: pictures, paragraphs written on manila paper, Xerox copy of the story

1. Checking of Assignment
2. Phonics drill
Final ir/ ar /
their pair tail
dairy fairy sail
hairy flair pail
3. Review:
Read the paragraphs very carefully. Then choose the phrases needed to complete the sentences
that follow. Give only the letters.
1. The main idea of the paragraph is __________.
a. the importance of color among highlanders
b. the importance of blankets among highlanders
c. the importance of animals and things among highlanders
Get the meaning of the underlined word in each sentence as they are use in the sentence.
1. Even women bravely venture into the men’s world as far as the outer space.
a. avoid going into
b. observe closely
c. take risk in going
2. There is almost no gravity in outer space so astronauts and cosmonauts are weightless.
a. have big lungs
b. have strong, bid bodies
c. have little or no heaviness
5. Motivation:
(Show a picture of astronauts in a spaceships). What can you see in this picture? How do you
think did these people live out there in their spacecraft? Let’s find out in the story:
B. Reading the story:

Living in Space….TM. pp.158
C. Comprehension:
1. a. Why do they go to outer space?

b. Name some astronauts and cosmonauts you can remember who have gone to outer space or to the
moon and returned to earth.
c. What do they usually bring with them when they return to earth?
2. Infusion Values:
Does it pay to be brave and strong? Why? How can you show that you are brave?
Hardworking? Patient?
3. Generalization:
We give comment or make conclusion based on what we have read.
What do we usually give when we draw conclusion?
Oral
Read the short paragraphs. Then choose the correct conclusion you think best tells about
each.
1. The Mir spacecraft is a laboratory. Astronauts and cosmonauts stay in a space lab to do
scientific work. They observe how it is to live in space. They study and investigate celestial bodies like
the moon and the other planets.
a. Scientists want to find out about other things that exist around our own planet Earth.
b. Scientist want to show the world that they are intelligent and can send spaceships and people
to outer space.
c. Scientist can create vehicles that can transport people form one planet to another.
IV. Evaluation:
Read these situations. Then write your conclusion in your notebook. Give your reason for giving that
conclusion.
1. In outer space, things and people are weightless. They float. They cannot take a bath in the
normal way like they do on earth. They cannot sleep without their sleeping bags.
Conclusion:
Because
V. Assignment:
Copy and read the paragraphs below. Choose the best conclusion by circling its letter.
1. Trains go to fact that they are hard to stop suddenly. Trainman watch for signal lights along the
track ahead.
One kind of railroad signal has three lights form right to left. It tells the trainmen to stop. The "all
clear" signal is three lights, one above the other. It slind for ___________.
a. go ahead
b. stop for water
c. do not hatch the track
ENGLISH IV
Date: ____________
I. Objective:
 Write a descriptive paragraph
Values: Appreciation of the beautiful things around us.
II. Subject Matter:
Writing a descriptive paragraph
References: PELC; Fun in English Language IV pp.194-202

1. Review:
Find the adjective that expresses size, shape, color or kind in these sentences.
a. She is wearing a long sleeve printed dress.
b. A small, white dog ran after the stranger.
c. A huge crowd gathered to witness the singing competition.
d. What gifts did the three wise men give?
2. Unlocking through context clues:

a. Prairie-There is beautiful wild flowers in the prairie. (meadow, city, town, sea)
B. Presentation:
1. Today, you are going write a descriptive paragraph. Read the paragraph on the chart.
What does the paragraph describe? Which sentence tells about a smell? What adjectives describe the
clouds?
3. Value:
What should you do the beautiful thing around us?
4. Imagine that you are in your garden. We are going to write a paragraph about your garden by
following the directions below. (Cooperative writing on the board.)
a. Describe something you see.
b. Describe what you hear.
5. Generalization:
In writing a descriptive paragraph what should you always remember?
a. Guided:
What is your favorite food? Write a paragraph about it using descriptive words or a adjectives
b. Independent:
Write a descriptive paragraph using adjectives about your best friend in school.
IV. Evaluation:
Peer checking of paragraph made in Independent Practice.
V. Assignment:
Rewrite the corrected paragraph.
ENGLISH IV
Date: ____________
I. Objective:
 Write a narrative paragraph
Values: Cleanliness
II. Subject Matter:
Writing a Narrative Report
References: PELC, Writing II
Materials: Strips of manila paper, charts with written events

1. Review:
How are events in a paragraph arranged?
2. Motivation:
Do you know how young mosquitoes develop?
B. Presentation:
1. Present these sentences written on strips of manila paper.
The larvae changed into pupa.
Soon after the eggs hatch and young wriggler appear.
First, a mosquito lays it eggs in water. After several days, the wrigglers change from and develop into
larvae.
Finally, the pupae become full-grown adults after a few days.
These sentences are not arranged in logical order. Let the pupils arrange them according to time order.
2. Value Infusion:
Dengue fever is a common health problem especially among children. What are we going to do to avoid
being attacked by dengue?
4. Generalization:
How do we write a good paragraph?
Read the statements below. Arrange the events in logical order then write them into a paragraph form.
______ Marilou ran to the store to buy eggs for mother.
______ Mother wanted to bake a cake but she had no eggs.
______ Andrew helped clean up the broken eggs.
______ As Marilou was brining the eggs into the kitchen, she stripped over Andrew’s toy train.
IV. Evaluation:
Write the sentences in logical order in a paragraph form.
Honesty is the Best Policy
______ I was such in a hurry that I didn’t count my change anymore.
______ I was sent by my mother to buy softdrinks for our visitors.
______ When I was giving the change to my mother, I noticed that there was an extra change of
five pesos
______ How the storekeeper praised me!
______ I quickly ran back to the store to return the extra change
V. Assignment:
Arrange the following events in logical order to make a story. Then write it into a paragraph.
______ The people approach Ang-ngalo asking for his help.
______ The men crossed the sea carrying sacks full of salt.
______ Ang-ngalo pulled his legs and the men fell into the water.
______ The people run out of salt.
______ The sea wasn’t salty before.
______ The ants started biting his legs, knee and foot.
ENGLISH IV
Date: ____________
I. Objective:
 Write a simple diary
Values: Awareness of the Heavenly Bodies
II. Subject Matter:
Writing a Simple Diary
References: PELC 11.3 Writing

Fun in English 4 Language English for Filipino Children pp. 116-117, 120-121
Materials: pictures, sample diary written on a Manila paper
III. Learning Activities

2. Pronunciation Drill:
Reading the following prepositional phrases:
between two tall buildings to the hills and mountains across the sky
beyond the clouds
behind the trees
underneath the ocean under the deep blue sea
3. Review:
Use the following prepositional phrases in sentences.
1. from the river bank
2. in a year
3. among the girls
4. between us
Choose the best meaning of the underlined words in the paragraphs below.
1. I’ll go to the library not to research. I'll read facts and other information about the stars and other
information about the stars and other information about the stars and other heavenly bodies.
a. study or investigate
b. summarize
c. clippings
B. Lesson Proper:
1. Presentation/Motivation
There are nights in your life when you want to look at the sky in the evening. What do you see? Do you
know what stars are?
Listen as one of your classmates (best reader in class) reads the diary entry.
2. Discussion Comprehension Check-up:

a. Who writes this diary?
b. What does she say about the stars?
c. What is the most beautiful star?
d. Why do you think stars have different colors?
Value Infusion:
Are there nights in your life when you want to observe and admire the beauty of the heavenly bodies in
the sky at night? Do you wonder what these heavenly bodies are?
3. Second Reading of the Diary:
a. What does the diary show?
b. How are the sentence written?
c. What words will you use to express you ideas clearly?
4. Skills Development:
A. Before the cooperative writing of a diary, the teacher explains the guidelines in writing a
diary and have the pupils read the guidelines:
How to Write a Diary
1. Choose interesting experiences that arouse one's interest thoughts or feeling.
2. Choose the best word to express one's ideas clearly.
3. Write one's sentences clearly.
5. Generalization:
How will you write a diary?
a. Guided:
(The class will be provided into four groups. Each group will be given a ½ Manila paper
and a pentel pen.)
Direction:
Using the materials given to you, write a simple diary about your hobby. Be sure to
observe the guidelines in writing a diary. After writing, each group will take turn in presenting the diary
to the class.
b. Independent:
Recall your exciting and interesting experience with your best friend. Write a diary
about it. Don’t forget to follow the guidelines in writing.
c. Peer checking of diary.
IV. Evaluation:
a. Individual and peer critiquing
b. Rewriting the checked diary.
V. Assignment:
Recall your experience about fear. Write a diary about it.
ENGLISH IV
Date: ____________
I. Objective:
 Write a journal from a given stimuli.
Values: Sportmanship
II. Subject Matter:
Writing Journals From a Given Stimuli
References: ELC-Writing 11, p.19
Materials: News on Sports written on Manila paper.

2. Review:
Let’s play a game. (cut-outs of fruits with riddles in it pocket chart.) A pupil picks out one fruit
read the riddle then gives the answer.
Ex. a source of food

provides oxygen
plant
can be used as medicine
gives shade
Using the dictionary to give the meaning:
a. agreements — a being of the same opinion; an understanding or contract.
b. assistance — help or aid
c. special discount — to give such a price reduction.
4. Motivation/Motive Question:
Do you want to be a member of the Philippine National Youth Games-Batang Pinoy. What is the PNYG-
Batang Pinoy about? What games will they play?
B. Presentation:
1. Today, we're going to read a news on sports. Read it silently.
“PNYG - Batang Pinoy in Puerto Princesa December 1-7” …..pp.167
a. What is the PNYG-Batang Pinoy about?
b. Where will it be held?
c. When will it be held?
Why should we play games? What can games do with our health? If you are a good
sports player, then you are a good sport fellow.
4. Oral reading of the news by three best readers of the class.

5. Development of the Lesson
6. Generalization:
What are some guides in writing a journal from a sports news?
A. Guided: Here's a list of information/statement from the sports news. Read it carefully
then write a paragraph using these pieces of information…..pp.168
The pupils will read the paragraph and write the main idea. Sports News — 15 Filipinos Make Final 64
IV. Evaluation:
Read the sports news, then write a paragraph/journal based from the news.
V. Assignment:
Read a sports news. Write a journal from it.
ENGLISH IV
Date: ____________
I. Objective:
 Distinguish between fact and opinion
Values: Respect the rights of every individual
II. Subject Matter:
Distinguishing Between Fact and Opinion
References: References: PELC — S-12, p. 14; Benjamin Joseph: Survivor — Fun in English 4
(Reading by Justine Balajadia, et a!. p. 206; English in a Dynamic World 4 by Felicitas E. Pado p. 267
Materials: pictures, charts
III. Procedure
2. Review:
Let's recall the guidelines in writing a paragraph.
a. Indent the first line
b. Keep to the topic
c. Begin each sentence with a capital letter
Unlock the meaning of words through configuration clues. Write the missing letters to complete the word
in the box.
a. the term used for the first people to live jr a place.
(aborigines)
b. a person who offers to do a job without being told or asked.
(volunteer)
4. Motivation:
(Show picture of Aetas) Have you seen an Aeta? Where do Aetas live? Where did the
Aetas go when Mt. Pinatubo erupted?
5. Motive Question:
Why is Benjamin Joseph a survivor?
B. Presentation:
1. We're going to read he story of Benjamin Joseph. (The story s written on a chart or typewritten)
Let's read it silently.
a. When did the story happen?
b. What important even happened the day Mt. Pinatubo was erupting?
c. Why do you think the mother died?
Do you believe that all persons whether rich or poor, educated or not, Christians or Muslims have equal
opportunities and rights under our Constitution? How do you show respect for other's rights?
4. Reading of the story orally by the 2 best readers in the class.
5. Development of Skill:
Read the sentences: Write F if the sentence states a fact and 0 if it states an opinion.
a. Mt. Pinatubo erupted in June 1991.
b. The Aetas living in the area were taken by surprise.
c. The baby grew up to be a bright boy.
6. Skill Development Exercises:
a. Which of the following statements express fact and which express opinion.
a. Cinderalla lived up to this moment.
b. Ten year old girl can cook rice and wash disches.
c. Seawater tastes salty.
C. Generalization:
Sentences that express fact can be tested to determine whether or not it is true. It is generally
acceptable as true.
Write O if the statement is an opinion and F if it is a fact.
_____ 1. The Philippine is a beautiful place
_____ 2. Mathematics is easy.
_____ 3. The sun is our main source of life.
Writing:
Write 5 statements or sentences which state fact.
IV. Evaluation:
Read the sentences and tell whether each is a fact or an opinion.
1. Jose Rizal was a genius.
2. Children born on Ri7al Day are all geniuses.
3. Rizal’s mother was iimprisioned by the Spanish authorities.
4. Jose Rizal studied at Ateneo.
5. Spaniards in general are cruel.
V. Assignment:
Write 5 sentences stating fact and another 3 sentences stating opinion.
ENGLISH IV
Date: ____________
I. Objective:
 Talk about one's hobby in 5-6 sentences

 Give the man idea of the paragraph
 Write a paragraph using correct punctuation, spelling, and capitalization
Values: Spending one time wisely
II. Subject Matter:
Think About One's Hobby in 5-6 Sentences
References: PELC — S. B. 6
Everyday English (Reading) p. 112
Materials: pictures showing different hobbies of people
III. Procedure
1. Which sentence ell about?
(present fact, habitual action, general truth, permanent condition)
a. The earth revolves around the sun.
b. Mother Looks breakfast every morning.
c. The president and his family live in Malacanang palace.
2. Give the meaning of each underlined word in the sentence.

a. He spends too much time at play.
b. He hand no leisure for his favorite sport.
c. She put an airmail stamp on the letter
B. Presentation:
1. Present some pictures showing different hobbies of people.
Ask: What is the body doing?
What is the girl doing?
a. What is the paragraph all about?
b. What is the hobby?
c. What does the exchange with her friends?
4. Oral reading of the paragraph by the pupils.
Have the pupils talk about their hobbies. Develop a simple paragraph on the board.
6. Discuss on how to write a paragraph.

a. Indent the first word of the paragraph.
b. Use capital letters and punctuation marks correctly.
c. Observe proper margin on both sides.
Value Infusion:
Do you believe that all persons whether rich or poor, educated or not, Christians
or Muslims have equal opportunities and rights under our Constitution?
C. Generalization:
The lesson is talking about one’s hobby.
a. Guided Activity:
Some pupils are called to talk about their hobbies in 5-6 sentences.
Pupils write about their hobbies in 5-6 sentences.
You may use the following questions as guide.
a. What is your hobby?
b. When do you do your hobby?
c. How do you do it?
IV. Evaluation:
A pupil is called to talk about his/her hobby. Have the group give their comments about the hobby.
V. Assignment:
Write a paragraph about your activities at home.
ENGLISH IV
Date: ____________
I. Objective:
 Tell weather an action or event is reality or fantasy.
Values: Truthfulness
II. Subject Matter:
Telling Whether an Action or an Event is Reality or Fantasy
References: PELC Speaking 6.1

Everyday English 4 (Reading) pp. 3842; T.M. pp. 21-22;
Fun in English 4 (Reading) p. 185
Materials: pictures of Kings, Queen, Princess, real object, onion
III. Procedure
A. Procedure Activities:
1. Identify the elements of the story as setting, event, or characters
a. a hundred years ago
b. on the porch
c. Maria is a farmer's daughter.
horrible (picture or context clues)
trouble (action and context clues)
palace (picture and context clues
reward (real object and context clues)
wise (context clues)
Teacher use each word in sentences and pupils match the word with its meaning.
a. I don't like to see the horrible face of a wolf.
b. The king and Queen were troubled.
c. The King and Queen live in a palace.
B. Presentation:
1. Present a picture of a princess who is very -happy. Ask the pupils to describe it.
Tell that they're going to read a story about a Princess who could not cry.
Motive Question: Why wee the King and Queen troubled?
2. Teacher reads the story orally while pupils read It silently.
a. Why were the King and the Queen troubled?
b. What did the Kling and the Queen promise to anyone who could make the princess cry?
c. Who finally made the princess cry?
C. Generalization:
The sentences that tell about true to life event are called reality.
The sentences that tell about make-believe event are called fantasy.
Tell if it is reality or fantasy.
_____ a. The white horse can fly..
_____ b. We need foods and water.
_____ c. We can live without air.
b. Independent Exercises: (Group Work)

Pupils write on their papers 2 examples of statements which show reality and 2 statements
that show fantasy. Ask them read their work orally and have others identify.
IV. Evaluation:
Write if the sentences is a reality or fantasy.
_____ 1. Onions hurt our eyes and make us cry.
_____ 2. A turtle can run faster than a rabbit.
_____ 3. A strong wind sank the man's ship in the sea.
V. Assignment:
Write 3 statements that show reality and 3 statements that show fantasy.
ENGLISH IV
Date: ____________
I. Objective:
 Distinguish between fact and opinion

 Use the declarative form of sentences in stating facts or opinions
Values: Ingenuity
II. Subject Matter:
Distinguishing Between Fact and Opinion
References: PELC, BEC Reading 12, 12.2

English in a Dynamic World, Pardo et all pp. 262-265;
Fun in English (Reading) pp. 209
Materials: cutouts, chart, strips, flashcards
Story: Squid’s Ink, Anyone?
III. Procedure
1. Tell whether the event or action is real or fantasy.
a. Francis ate the chocolate, then he was able to fly.
b. Ice cream melts easily.
c. The kapre smokes a big cigar that doesn't grow short.
a. Through Context:
Manuel was in the middle of a drawing task when he met or encountered a problem.
a. standing at the center of his art work.
b. half-way through his art work activity
c. drawing paper was torn in half
3. Motivation:
Do you like to eat squid? How does it taste?
B. Presentation:
1. Today were going to read a selection about squid's ink., Let' find out how the saying
"Necessity is the mother of invention," can be proven. Teacher distributes copy of the selection and pupils
read it silently.
“Squid’s Ink, Anyone?” ….pp.174
a. Who is Manuel?
b. What happened one night while he was working on his drawing?
c. Who arrived with a catch of squid?
3. Value Infusion:
What can you say of Manuel? Why? If you were Manuel, what other things could you experiment on that
could give you ink?
Red the following statements about the story.
a. He ran out of ink in the middle of his task.
b. He felt he had done a fine art work.
c. He mixed vinegar and alcohol with the squid ink.
C. Generalization:
How do you distinguish facts from opinions?
1. Guide' Exercises: (Group practice)
a. Contest in writing (the pupil) statements of facts and opinions. Group the pupils, each
group is given a long pad paper to wrote facts and opinions within 5-minute time. The first group to finish
is the winner.
2. Individual Practice.
Write F for statements of facts and O for opinions.
______ a. It is believed that a strong wind sank
______ b. The sun is our main source of light.
______ c. Fathers are hardworking people
______ d. Bamboo is a grass.
IV. Evaluation:
Direction: Write O if the statement is an opinion and F if the statement is a fact.
_____ 1. Ilocos are industrious and thrifty.
_____ 2. Health is wealth.
_____ 3. Maybe the child is crying because his stomach aches.
_____ 4. The earth’s rotation on its axis causes day and night.
_____ 5. The earth revolves around the sun from east to west.
V. Assignment:
Write the statements of facts, and five statements of opinions.
DepEd resources: DepEd Resouces and Downloads at www.teachershq.com

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3RD

 Sequence events in the story listened to through groups of sentences

II. SUBJECT MATTER:

Sequencing Events of the Story Listened to through groups of sentences

Story: The Lion and the Mouse

III. LEARNING ACTIVITIES:

5. Development of the Lesson:

7. Retell the story

 Sequence events in the story listened to through guide questions

Values: Patience and Perseverance

II. SUBJECT MATTER:

Sequencing Events of the Story Listened to through guide questions

References: Fun in English Language IV Balajadia, et al p. 69, PELC L-7;

Story: The Lion and the Mouse

III. LEARNING ACTIVITIES:

pupa egg adult larva

5. Development of the Lesson:

 Identify the different sentence structures.

II. SUBJECT MATTER:

Different Sentence Structures

References: Fun in English, Language, Balajadia, e al. p. 66, 77;

Dialog: The Spider and the Fly

III. LEARNING ACTIVITIES:

 Use a variety of sentence structures in retelling a story

II. SUBJECT MATTER:

Using a Variety of sentence Structures in Retelling a Story

Story: The Lion and the Ant

III. LEARNING ACTIVITIES:

 Construct sentences with modifiers and complements

II. SUBJECT MATTER:

Constructing Sentences with Modifiers and Complements

References: PELC - L7.1 Fun in English Reading IV by Justine Balajadia et al. p. 95

Poem: Who Loves Mother Best?

III. LEARNING ACTIVITIES:

2. Present the poem “ Who Loves Mother Best?” to the pupils.

5. Development of the Lesson:

7. Writing sentences with modifiers and complements.

 Sequence the major events in a selection read

Values: Loving one another

II. SUBJECT MATTER:

III. LEARNING ACTIVITIES:

 Arrange a set of given events in logical order to make a story.

II. SUBJECT MATTER:

Sequencing Events to make Story

References: PELC R 7.7.1, Everyday English 4 (Reading) pp. 56-62

Story: Why the Ocean is Salty

III. LEARNING ACTIVITIES:

 Arrange a set of given events in logical order to make a story.

Values: A deep love for one’s country

II. SUBJECT MATTER:

Arranging Events as to Space Order

References: Everyday English 4 (Reading) pp. 133-138; 144-147; Stairways to English 4

III. LEARNING ACTIVITIES:

___ 1. Antonio would ride his horse in gallop.

______ Individual seats or chairs ha e replaced fixed benches.

 Identify the object pronouns in the given sentences

Values: Kindness to Animals

II. SUBJECT MATTER:

Using and Identifying Object Pronouns

References: Fun in English Language IV pp. 134-135; 138-139;

III. LEARNING ACTIVITIES:

2. I admire Carol Banawa for she's a god singer actress.

3. Edna gave the monkey some ripe bananas.