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English
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Teachers Guide
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C Unit 1
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This book was collaboratively developed and reviewed by educators

from public and private schools, colleges, and/or universities. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.
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We value your feedback and recommendations.

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Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
English Grade 4
Teachers Guide
First Edition 2015
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
seeking permission to use these materials from their respective copyright owners.
All means have been exhausted in seeking permission to use these materials. The
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publisher and authors do not represent nor claim ownership over them.
Only institution and companies which have entered an agreement with

FILCOLS and only within the agreed framework may copy from this Teachers Guide.
Those who have not entered the agreement with FILCOLS must, if they wish to copy,
contact the publishers and authors directly.
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Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively. C
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teachers Guide
Consultants and Editors:

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Felicitas Pado, PhD Ofelia Flojo, PhD

Nemah Hermosa, PhD Perla Cuanzon, PhD
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Rosalina J. Villaneza, PhD

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

Layout Artists:
Camille Francesca Mondejar Ezekiel Quijano
Cheradee B. Lumitap Matthew Daniel V. Leysa
Printed in the Philippines by Vibal Group, Inc.

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor, Mabini Building, DepEd Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
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To our Dear Teachers,
This teachers guide is designed in four quarters with nine-week

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

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

for instruction thus, enrichment activities are provided for pupils who got
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above 50% of the total score and we encourage you to provide remediation
to pupils whose total scores are below 50%.
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Enjoy teaching and make a DIFFERENCE in the pupils lives.
The Authors
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iii
Table of Contents
Curriculum Guide ............................................................................................ vi
Quarter 1: Me and My World
Table of Specification: Pre-Assessment .......................................................... 1
Pre-Assessment ............................................................................................. 4
Week 1 ............................ 9
Week 2 ............................ 21
Week 3 ............................ 34
Week 4 ............................ 43
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Week 5 ............................ 54
Week 6 ............................ 63
Week 7 ............................ 74
Week 8 ............................ 81
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Week 9 ............................ 90
Table of Specification: Post Assessment ........................................................ 100
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Post Assessment ............................................................................................ 102
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iv
ENGLISH GRADE 4
FIRST QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards forms; demonstrates confidence in the use of the language to meet everydays needs; and reads independently and gets relevant
D information from various text types.
Content Standard Performance Standard

Domain
The learner The learner
demonstrates understanding of verbal cues for clear expression of ideas actively creates and participates in oral theme-based activities
demonstrates understanding of verbal and non-verbal cues for effective
Oral Language efficiently delivers oral presentations
oral presentation
demonstrates understanding of information derived from multi-media
creatively presents information using broadcast media
sources for clear and creative presentation
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demonstrates understanding that English is stress-timed language to
Fluency reads aloud text with accuracy and automaticity
achieve accuracy and automaticity
Listening
comprehension
E
demonstrates understanding of the elements of informational text for
recalls details, sequence of events and shares ideas on texts listened to
Comprehension
demonstrates understanding of text types to construct feedback identifies story perspective and text elements
vi
different sources
D
demonstrates understanding that word meaning can be derived from
uses different resources to find word meaning
Vocabulary demonstrates understanding that words are composed of different parts

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

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

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
EP
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
E Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
xix
Component/ Topic
Oral Language OL
D - Phonics and Word Recognition PWR
Roman Numeral
Quarter First Quarter I Phonological Awareness PA
*Zero if no specific quarter
Lowercase Letter/s
C Reading Comprehension RC
*Put a hyphen (-) in between
Week Week six f Spelling S
letters to indicate more than a
specific week
O
-
Study Strategies SS
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency 2.5
appropriate grammatical
structures Writing and Composition WC
PY
PY
O
C
E D
EP
D
xx
ENGLISH GRADE 4
UNIT 1
PRE-ASSESSMENT
TABLE OF SPECIFICATIONS
Domains Competencies Test Placement No. of Items

Note details in selec- Test I. 1, 5-7 4
tions listened to:
Identify
-characters
-setting
-plot
LC Sequence a series of Test I. 2, 4 2
PY
events from stories
listened to
Infer about feelings, Test I. 3 1

traits of characters in
O
selections listened to
Speak clearly using

appropriate pronunci-
ation and intonation
C
-poems Test III. 4-6 3
-chants
D
-rhymes
-riddles
OL
E
Express ideas clearly

-sharing a story, news
about the family
EP
-show and tell
Give oral directions
Use context clues Test. II. 10 1

D
(synonym) to find the

meaning of unfamiliar
words
Use context clues Test II. 18 1
(antonym) to find the
V
words
Use context clues Test II. 1 1
(definition) to find the
words
Analyze a narrative in Test II. 36 1
terms of its character,
setting and plot
Sequence events in Test II. 2 1
literary texts
Infer about feelings, Test II. 20 1
RC traits of characters
in selections read /
listened to
Make inferences and Test II. 19 1
draw conclusions
based on a literary or
expository text
PY
Read words, phrases, Test II. 3
poems and stories Test II. 21 2
with long vowel
sounds
-long a
-long e
O
-long i
-long o
-long u
Read words, phrases,
C
Test II. 4 1
poems and stories
with compound words
Read words, phrases, Test II. 22 1
D
poems and stories
with digraphs with
F
accuracy
E
-sh
-ch /sh/, /ch/, /k/
EP
Read words, phrases, Test II. 14-17 4

poems and stories
with diphthongs with
accuracy
-oy
-ow
D
-oi
Read words, phrases, Test II. 5 1
poems and stories
with
silent letters with
accuracy
Locate information us-
ing print and non-print
sources
Arrange words with Test II. 6, 23 2
the same first letter
SS but a different 2nd
letter in alphabetical
order
Use graphic organiz- Test II. 11 - 13 3
ers to show under-
standing of texts
Plural form of regu- Test II. 7, 24 2
lar nouns / irregular
PY
nouns
- Mass and Count
Nouns
Use quantifiers of Test II. 8 1

mass nouns
O
G
Use possessive nouns Test II. 9 1
Compose clear and Test II. 25 1
coherent sentences
C
using appropriate
grammatical struc-
tures:
D
-present tense of
verbs
Write 2-3 sentences Test III. 1-3 3
E
about the characters,

WC setting or events in
a story listened to or
EP
read
Write 2-3 step direc- Test III. 7-10 4
tions using signal
words
Write different forms
D
of simple composi-
tion as a response to
stories/poems read or
listened to
-notes/letters
-Descriptive para-
graph
-another ending to a
story
TOTAL 43
QUARTER 1
PRE-ASSESSMENT
Test I. Listening
Listen as the teacher reads a story. Then, answer the questions that follow.
The First Spider

A long time ago, a young woman named Gamba was very good pinning
threads to turn them into cloth, weaving it to create dresses. She would finish
the dress in no time, always being of the best quality and take more orders right
away.
Gamba never stopped working and weaving. She was so absorbed with
her weaving tools, that she even put more importance of them than her mother.
Her mother was worried about her.
PY
One day, Gamba went to town to get new threads. Meanwhile, her
mother noticed the torn curtain she asked Gamba to sew was not done yet. She
thought that Gamba neglected her errand. So she took a needle and a thread
from her daughters sewing tools to fix it herself.
When Gamba came back and noticed that her mother used her sewing
tools, she got mad and confronted her. It offended her mother and to her anger
O
she said, If you care nothing but weaving, even more than I your mother, may
you be weaving all throughout your life.
Seconds after her mother said this, Gamba turned into a weaving insect.
C
With much regret, her mother called the weaving insect Gagamba.
Choose the letter of the correct answer.

1. What does Gamba love to do most?
D
a. painting b. weaving c. dancing d. gardening
2. What happened first before Gamba turned into a spider?
E
a. She weaved threads into cloth.

b. She sewed dresses for other people.
c. She got angry at her mother.
EP
d. She went to buy some threads.

3. Gamba never stopped working and weaving. This statement would give us an
idea about Gamba. Which of this words best describes her?
a. diligent b. lazy c. thrifty d. respectful
4. Which event could have happened if mother had not sewn the torn curtain?
D
a. Gamba would have sewn it herself.

b. Gamba could have changed the curtains into a new set of curtains.
c. Gamba could have bought a new curtain.
d. Gamba could have done the sewing better than her mother.
1-7. Draw the part of the story where Gamba turned into a spider.
Rubrics for drawing
3 drawing shows creativity and exact idea of the story
2 drawing shows creativity but provides incomplete idea of the story
1 drawing lacks creativity and inaccurate idea of the story
Test II. Reading Comprehension
Read the following story. Answer the questions that follow.
The Legend of the Monkey

Once there was a young girl who lived in the forest and was a trainee of
the Goddess of Weavers. One day, the Goddess called the girl and asked her
to make a dress made of cotton. The young girl had no idea how to make it. So
the Goddess explained that she has to clean the cotton, beat it, spin it, weave it
into cloth, cut it and finally sew it.
PY
But the girl was lazy and thought that making a dress out of the cotton
was a lot of hard work. So she thought of an easier way. She took the leather
cloth which is used to beat the cotton and wore it. She also thought that the
leather would last longer than the cotton.
When the Goddess asked the girl to show her the dress, she got furious
to find out what the girl did. So she punished her by making the leather stick to
O
her skin and beat her with a wooden stick which became her tail.
And the girl became the first monkey.
C
1. The girl is a trainee. She is learning how to become a good weaver.
Which word is similar to the word trainee?
a. skillful b. learner c. expert d. practiced
D
2. Which event happened before the girl thought of making the leather as
her dress?
E
a. The girl sewed the leather into a dress.

b. The goddess asked the girl to make a dress.
c. The leather stuck to the girls skin.
EP
d. The girl turned into a monkey.

3. All, except one, has a long e vowel sound. Which is the word?
a. beat b. weave c. find d. trainee
4. Which compound word can be formed out of the words line and clothes?
a. lineclothes b. lines of clothes c. clotheline d. clothesline
D
5. Read the sentence and choose the word read with silent letter.
The young girl had no idea how to make a dress out of cotton.
a. young b. girl c. make d. idea
6. In this series of words, which word should come after cotton: car, cotton,
clean, cut, cry?
a. cry b. clean c. cut d. car
7. Which is the plural of monkey?
a. monkies b. monkey c. monkeys d. monkeyses
8. Which expression could tell plural of sugar?

a. a pocket of b. a teaspoon of c. a houseful of d. a bottle of
9. Which sentence shows the correct expression of possessive nouns?

a. The goddess stick turned into a tail.
b. The goddess stick turned into a tail.
c. The goddess stick turned into a tail.
d. The goddesses stick turned into a tail.
10. Find the pair of this word: forest
PY
a. plain b. mountain c. woods d. barrio
11 13 Show in a graphic organizer the steps in making a dress out of

cotton.
Rubrics:
O
3 points - the graphic organizer used is appropriate and shows the accurate
steps as stated in the story
C
2 points the graphic organizer used may or may not be very appropriate but
one to two steps are not accurate.
1 point the graphic organizer used is not very appropriate and the steps are
inaccurate.
E D
EP
14-17. ( One point for each column if all the words listed are correct)
D
Fill in the table below with the correct words:

boy, late, cow, shell, rite, chair, calm, weak, look, cute, kneel
Words with Words with Words with Words with
Long vowel diphthongs digraphs silent letters
sounds
18. Angry is to calm as lazy is to ___________.

a. idle b. hard working c. slow d. fast
19. Which could be the reason why the goddess of Weavers wanted the girl to
sew a dress?
a. She wanted the girl to learn how to sew a dress.
b. She wanted the girl to sell the dress.
c. She wanted the girl to make a dress for her.
d. She wanted the girl to do things for her.
20. You were asked to do something but you do not know how to do it. What
should you do?
a. Ask the help of someone to do it for you.
b. Ask the help of someone to show you how to do it, then, try it yourself.
c. Ask the help of someone to show you how to do it then wait for others
help.
d. Ask someone to work it out with you.
PY
21. Read the sentences below. Which sentence has a word with a long vowel a?
a. The Goddess of Weaver asked the girl to make a dress.
b. The Goddess of Weaver said the girl has to clean, beat, spin, cut the
cotton then sew the dress.
O
c. The Goddess of weaver thought the cotton dress is fine.
d. The Goddess of weaver got furious when the girl disobeyed her.
C
22. Which word does not belong to the group?
a. church b. choir c. chair d. champ
23. if you have to arrange the words in alphabetical order, which could be the
D
correct order: monkey, men, make, mud, mitten
a. monkey, mud, mitten, make, men

E
b. mud, monkey, mitten, men, make

c. make, men, mitten, monkey, mud
d. mitten, men, make, monkey, mud
EP
23. If goddess is to goddesses, then trainess is to ___________.

a. traineesses b. trainees c. trainers d. traineies
24. Which sentence is expressed correctly?

D
a. The girl wears the leather as her dress.

b. The girl wear the leather as her dress.
c. The girls wears the leather as their dress.
d. The girl wearing the leather as her dress.
Test III.
Nos. 1-3
In 3 or more sentences, write a short paragraph that tell something about any
of the character in the story you read ( the girl or the goddess). Be ready to share
this to the class.
A. Rubrics For the paragraph writing

3 points 3 or more sentences were used to write a paragraph; ideas were
presented with coherence that describes the character in the story
2 points less than 3 sentences were used to write a paragraph; presentation
of ideas lack coherence
1 point less than 3 sentences were used to write a paragraph; presentation
of ideas has no coherence
PY
Nos. 4-6
B. Rubrics for the oral presentation of paragraph
3 points Speaks in a clear, loud voice using appropriate pronunciation
and intonation
O
2 points Speaks in a clear and loud voice but some inappropriate
pronunciations and intonation were observed.
C
1 point Voice is inaudible and lacks confidence presenting the paragraph
Nos. 7-10
Using the words first, next, then and lastly, use the following sentences to
D
write a paragraph on how to make a cloth out of cotton.
Clean the cotton.

E
Beat and spin it.

Weave it into cloth and cut it.
EP
Sew it.
D
Quarter 1
Theme: Me and My World
Week 1
I. Objectives
A. Expressive Objectives
1. Realize that the world is made up of people of different races and colors
2. Appreciate and respect the differences of people in the world
3. Feel proud of being a Filipino as a member of the brown race
B. Instructional Objectives
PY
Listening Comprehension
Note details in a selection listened to
Oral Language
Speak clearly using appropriate pronunciation and intonation
O
Vocabulary Development
Use context clues (synonyms) to determine the meaning of unfamiliar
words
C
Reading Comprehension
Analyze a narrative in terms of its characters
D
Oral Reading Fluency
Read words, phrases, poems, and stories with the long a sound
E
Study Strategy
Locate information using print and nonprint sources
EP
Grammar
Use plural form of regular nouns
Writing/Composition
Write two to three sentences about the characters in a literary text
D
listened to or read
Attitude towards literacy, literature, and language

Show willingness and enthusiasm in reading/listening to a literary text
II. Subject Matter
A. Topics
1. Literature
Black, White, Brown by Nemah N. Hermosa, Me & My World 1
A Cake for Kate by Gretel Laura M. Cadiong
2. Context clues
3. Long a sound with the final silent e
4. Plural form of regular nouns
5. Information from print sources (posters)
B. Materials
picture/illustration of Kabunian an ancient Filipino god

pictures of people from different races Africans, Asians, Europeans, etc.
song Its a Small World
picture words of long a with final silent e
rap
pictures of nouns in posters used in the lesson
III. Procedure
PY
Day 1
I. Objectives
O
1. Note details in a selection listened to
2. Show willingness and enthusiasm in reading or listening to literary texts
3. Realize that the world is made up of people of different races and colors
4.
5.
C
Appreciate and respect the differences of people in the world
Feel proud of being a Filipino, a member of the brown race
II. Developmental Activities

D
A. Oral Language Activity
Ask the class to say what they like most about themselves.
E
The following sentence frames may be given:
I am ______________________________________________.
EP
Others say I am _____________________________________.

Actually, I am ______________________________________.
B. Pre-Listening
D
1. Unlocking of Difficulties
a. clay
Show the class a real clay.
Say: This is a clay. We can use clay to form objects such as pots.
Clay is a kind of soil.
Ask the class to touch and press the clay. Is the clay hard or soft?
Why is clay soft?
b. Kabunian
Show a picture of Kabunian.
Say: This is Kabunian. Some Filipinos a long, long time ago
called their god Kabunian.
10
Ask: Do modern Filipinos believe in gods and goddesses?
How do modern Filipinos call God? (Allah, Father, Almighty God, etc.)
2. Motivation
Refer to LM, Think and Tell.
Show pictures of people from different races (Africans, Europeans,
Asians, etc.)
Note: It is suggested that the pictures are colored so that pupils can
easily point out the difference of their skin colors.
Say: Here are people from many parts of the world. Look at them.
Describe the children in the pictures.
Ask: How are they similar?
How are they different?
In what way are you different from them?
PY

3. Motive Question
Say: In the story you are going to listen to, let us find out why people
have different colors.
O
C. During Listening (Big Book Story)
Read the story to the class.

C Black, White, Brown
by Nemah N. Hermosa
(Adapted from a Philippine folktale)
D
Once upon a time, there were no people. There was only the
earth and the god Kabunian. He said, The earth is a beautiful place.
But who will take care of it? I will make people.
E
In the afternoon, Kabunian got some clay. He worked for a long

time. When he finished making a man, it was night. The color of the
night became the color of the man. He is too dark, Kabunian said.
EP
The next morning, Kabunian woke up before sunrise. He got

some clay. He made a man. When the sun came up, Kabunian saw
the man. He is too white, Kabunian said.
So Kabunian got more clay. He made another man. It was
noon. The hot sun made the man brown. I like this brown man, said
D
Kabunian.
Kabunian sent the men to different parts of the Earth. That is
why there are black people and white people. That is why Filipinos are
brown.
Suggested questions:
After the first paragraph:

Ask: How do you think Kabunian will make people?
After the second paragraph:

Ask: Do you think Kabunian liked the black man he made? What do you
think will he do next?
11
After the third paragraph:
Ask: Did Kabunian like what he made? What do you think he will do next?
D. Post Listening
1. Engagement Activities
Group the class into five. Give each group a specific task to do using
clear and specific instructions. Set standards for pupils to follow so that
the group task will be done efficiently within the given time.
Group 1
Dramatize the story about Kabunian making a man out of the
clay. One will act out as Kabunian, three others will be the black
man, the white man, and the brown man. Others will be plants or
PY
animals in Kabunians place. One will be the narrator. Present the
story to the class.
Group 2
Think of a song you know about people or the world. Practice
O
singing the song. Be ready to sing it to the class. (Example: Its
a Small World) C
Group 3
Pretend each of you is Kabunian. Form different men out of
modeling clay. Give each one a name and say something about
each man you made.
D
Group 4
Rap these lines from the story. Present it to the class.
E
Kabunian, Kabunian (yes, yes, yo!)

Made a brown man, a brown man (yo!)
A brown man I am, I am. ( yes, yes, yo)
EP
A true Filipino I am. ( yo!)
Have the class rehearse their tasks for their presentation for the
following day.
D
Day 2
I. Objectives
1. Realize that the world is made up of people of different races and with
different colors
2. Appreciate and respect the differences of people in the world
3. Feel proud of being a Filipino, a member of the brown race
4. Speak clearly using appropriate expression and intonation
5. Read words, phrases, poems, and stories with the long a sound
12
Ask the class to recall the story they listened to the previous day.
Say: Is your group ready to show the class your group output?
Each group presents the task. Discussion follows after each presentation.
Group 1: Dramatization of the story Black, White, Brown

Discussion:
1. Who was the only Being in the beginning of the world?
2. What did he do?
3. Why did he make men?
PY
4. What kind of man did he make during the night?
In the early morning? At noon time?
Group 2: Singing of a song about the world

Discussion:
O
1. What makes up the world?
2. In what way can people in the world be similar?
3. In what way can people in the world be different?
C
Group 3: Making men out of clay and saying something about each man
Discussion:
1. In what ways were the men created?
2. How could people be one even if they differ in many ways?
D
Group 4: Rapping a line from the story
Discussion:
E
1. How did Kabunian form the last man?

2. Why do you think Kabunian liked the brown man?
3. How do you feel being a Filipino?
EP
4. Why must you be proud that you are a Filipino?
B. Skills Development
1. Review (short a)
D
Let the pupils read the paragraph and look for the words with a short a
sound.
Pat was taking a nap on a mat. A big rat ran to the mat. Pat
was mad at the rat. She threw a cap to the rat. The rat ran away.
Ask: What words in the story have the short vowel a?

How is it pronounced?
Let us write these words on the board.
13
2. Introduction/Presentation
Say: I will add an e at the end of each word. Listen to how I will read
the words.
mat + e = mate man + e = mane cap + e = cape
hat + e = hate pan + e = pane nap + e = nape
rat + e = rate tap + e = tape
Ask: Is the sound of a the same in the first and second group of words?
Which set of words have the long a sound?
Refer to find out and Learn on LM page. 2
Let the pupils read the following words correctly.
date game bake cane age ape male
PY
gate lame cake lane cage cape pale
late name lake pane page nape sale
mate same make vane wage tape tale

C. Vocabulary Development
O
1. Show the class pictures or objects of the words above. Let the pupils
match the pictures/objects with these words:
gate lame same bake cake
C
lake rake cape tape male
cane lane pane cage ape
D
2. Ask the pupils to use in sentences or through action words that cannot be
shown in a picture.
E
Examples:
The class has started when I arrived. I was late.
EP
We sit on the same desk. You are my seatmate.

Basketball, badminton, and hide-and-seek are my favorite games.
Tina was so afraid that her face turned white. She was pale.
D. Guided Practice
D
Refer to LM, Try and Learn.

Let the pupils read the following phrases.
tape the pages a pale male
the cake sale a lame man with a cane
take the rake a cane on the lane
the same man came a cape on the pane
E. Independent Practice
Refer to LM, Do and Learn.

Let the pupils read poem with correct intonation and expression and
pronounce correctly the words with long a.
14
Enrichment Activity:
Refer to LM, Learn Some More.
c 1
2
l a n e
3
p k
4
l a m e
5
n n
6
l a k e
m
PY
7
a p e
Across:
O
2. People cross the road through me. I am called the
pedestrian ___________.
4. I cannot walk easily as others. I need my cane wherever I
go.
C
6. I am neither an ocean or a sea. I am a small body of
water surrounded by land, though a river I could never be.
7. It looks like a monkey for it belongs to the same family.
D
What could it be?
Down:
E
1. You put a candle on me. You slice and eat me. I am a sweet
treat on your birthday.
EP
3. I rhyme with lane, and I am part of a window _________.

5. Know me: call me, for this is how I am.
Day 3
I. Objectives
D
1. Analyze a narrative in terms of its characters

2. Read aloud grade level texts with accuracy and proper expression
3. Use context clues/synonyms to find the meaning of unfamiliar words
4. Write two to three sentences about the characters in a story read

A. Priming/Oral Language Activity
Let the pupils read the sentences correctly.

1. Ana saw a rake on the gate.
2. She used the rake to clean the lane.
3. She cleaned the cage on the window pane.
4. Mara came and they played a game.
15
B. Pre-reading
1. Unlocking of difficulties
Ask the pupils to use the following words in context or picture clues:
a. rice cakes
Show a picture of a rice cake or bibingka.
Say: Mother makes rice cakes. They are our favorite
delicacy made of ground rice and coconut milk. Are
rice cakes Filipino food? Where can we buy rice cakes?
b. benches
Show a picture of benches.
Say: In the park there are many benches. People sit on
PY
them. Some benches are long. Others are enough for
two persons. Where else can we find benches? What
materials can be used to make benches?
c. wristwatch
Show a real wristwatch.
O
Say: This is a wristwatch. I wear it around my wrist so that
I can easily check the time. How does a wristwatch help
you?
d. surprise
C
Say: Nena did not expect that her father would come home
today from Dubai. She was surprised when she saw him.
D
What does one feel when surprised?
2. Motive Questions
E
Ask: What do you usually have when you celebrate your birthday?
Do you also have a cake?
EP
Who gives you the cake?

C. During Reading
Do the first reading of the story. Afterwards, ask individual pupils to read the
story by parts. After the whole story has been read, ask the class to read
the story together with proper intonation and expression.
D
Refer to LM, Read and Learn.
Comprehension Check: Refer to LM,Talk about It.
D. Post Reading
1. Cooperative/Differentiated Activities
Group the class into three. Explain clearly to the group the activity that
they will do. Let the groups choose their leader. Set standards for the
group activity to avoid waste of time and to promote cooperation and
efficiency.
16
Group 1
Draw Kates cake. Show it to the class and say something
about your drawing.
Group 2
Write a short message to Kate. Be ready to read it before the
class.
Group 3
Prepare a song that you will sing for Kate on her birthday.
Be ready to sing it to the class.
Let the group present their outputs.
2. Composition
PY
Refer to LM, Write about It.
Day 4
O
I. Objective
Use the plural form of regular nouns.

C
D
Show the class different pictures/objects. Then, ask volunteers to name
each picture. Let them write their answers on the board.
E
B. Grammar
1. Review
EP
Ask: Going back to the words on the board, what can you say about
these words? What are nouns?
D
Let the class recall the story A Cake for Kate.

Ask: Can you remember the things that Kate saw in the big box? Name
them.
3. Teaching/Modeling
Draw two columns on the board. Then, ask the class to study the
pictures. Ask volunteers to write the names of the pictures on the
board. Guide them in writing the words in appropriate column.
Refer to LM, Find Out and Learn.
17
A B
spoons glasses
forks dresses
combs watches
Ask: What kind of words are shown in the pictures? (nouns)

How many nouns are there in each picture? (more than one)
Say: Nouns which are more than one are called plural nouns.
Read the nouns in column A.How do the nouns end?
Read the nouns in column B? How do the nouns end?
How do we form plural nouns? (add -s or -es)
PY
Teaching Chart
Nouns which are more than one are called plural nouns.

Nouns that form their plural by adding -s or -es are called regular nouns.

Examples:
O
egg eggs
table tables
pen pens
C
Nouns ending in -ss, -sh, -ch, -x, and -z form their plural by adding -es.

Examples:
class classes
D
church churches
wish wishes
E
box boxes
Some nouns ending in -o form their plural by adding -es.

EP
Examples:
tomato tomatoes
potato potatoes
However, most nouns that end in -o form their plural by adding -s only.
D
Examples:
radio radios
piano pianos
C. Guided Practice
D. Independent Practice
Think-Pair-Share
Let the pupils find their partner. The pair prepares a dialog about the given
situations. Help the pupils come up with a four-line dialog by explaining to
them the situation. The pair will present the dialog before the class.
18
Say: Prepare a dialog. One will act as a buyer while the other one will be the
vendor. Each one will have at least three sentences to say. Use the
plural form of the following nouns in your statements.
eggplant potato onion mango

basket radish tomato egg
Assignment:
Look around your home and its surroundings. List in your notebook as
many regular nouns as you can see and write their plural forms.
Day 5
PY
I. Objective
Locate information using print and nonprint sources.
O
I I. Developmental Activities
A. Oral Language Practice C

News for the day
Ask volunteers to share the things they saw as they were on their way to
school. Ask them to use plural nouns in their sharing.
D
E

EP
Ask: What is a poster? (Posters are materials with information which

intend to advertise or publicize something.)
Ask the class to look closely at a UNICEF poster about the rights of
D
children.
Note: The following
poster is a sample.
The teacher should
provide a bigger,
clearer poster.
Source: (https://
www.google.com.
ph/search?q=unice
f+posters+rights+of
+the+child)
19
Ask: What pictures do you see in the poster?
Are there information that we can get from the poster?
What information is given in this poster?
Where did this poster came from?
What does UNICEF want to tell the people?
Is this a helpful material? Why? Why not?
C. Guided Practice
Group the class into four. Give each group a material. Explain to them
clearly the task that they will do.
Say: Read the information on the poster given to your group. Write as
many points as you can find from it. Share these points with the class.
PY
Group 1: a poster on Buwan Ng Wika
Group 2: a poster about planting a tree
Group 3: a poster about nutrition month
Group 4: a poster about the value of respecting elders
O
After 5 minutes, let the group present their outputs.
Show a movie poster.

C
Say: What information is given by this poster? Write at least two (2) sentences
about what you read. Be ready to share it with the class.
D
The poster is about ____________________.
It tells that ___________________________.
From the poster I learned that ____________.
E
Assignment:
Look for a poster about asking for help or seeking donations. (Example:
EP
Bantay Bata, UNICEF, Kapuso Foundation, etc.)

Bring it to the class. Ask the help of your parents or guardians about the
information given in the poster. Write down all these information in your
notebook. Be ready to share the information to the class.
D
Use the following guide statements in discussing your poster you got
This poster is about _______________________________________.

It tells us that ____________________________________________.
Because of this poster, people will____________________________.
20
Week 2
I. Objectives
1. Realize that kindness begets kindness

2. Realize that not all information in advertisements can be taken as true
Note details in a selection listened to, to identify setting
Oral Language
PY
Use context clues (synonyms) to determine the meaning of
unfamiliar words
O
Analyze a narrative in terms of its setting

C
Read words, phrases, poems or stories with long vowel sound
(long e)
D
Study Strategy
Locate information using print and non-print sources
E
Grammar
Use plural form of regular nouns
EP
Writing/Composition
Write 2-3 sentences about the setting in a literary text listened
to or read
Attitude towards literacy, literature, and language

D
Show willingness and enthusiasm in reading/listening to

literary text
II. Subject Matter
A. Topics
1. Literature
a. Androcles (adapted from Aesops Fable)

b. Big Feet, Bigger Heart by Jack Canfield and Mark Hansen
(adapted from Chicken Soup for the Soul) from New Dynamic Series
in English 4, pp. 26-27
21
2. Context clues (synonyms)
3. Long vowel sound e with final e
4. Plural form of regular nouns
5. Locating information using print and nonprint sources
B. Materials
Word pictures,
print advertisements
puzzle
short stories
print advertisements
C. References
K to 12 Curriculum Guide English Grade 4
PY
III. Procedure
Day 1
O
I. Objectives
1. Show willingness and enthusiasm in reading / listening to literary text

2. Realize that kindness begets kindness
C

D
Show and Tell (Previous Assignment)
Show a poster. Tell something about it.
E
B. Pre-Listening Activity
EP
a. imprisoned, escape
Show a picture of a man behind prison bars.
Say: This man was imprisoned because he stole someones money.
But he was able to make his way out of the jail house secretly.
D
He was able to escape.

Ask: What words give us an idea of the word escape?
Why is a person imprisoned?
b. moaning; groaning
Write on the board:
Grandmother has been sick for several days. Often she cries
in a low, soft sound as if in pain. It is hard to listen to her
moaning and groaning.
Ask: What does it mean when one moans and groans?

Have pupils act out as they say the words.
22
c. chase, lick
Say: My cat Lit-lit loves to chase her kittens. They would run
around the house. Then, Lit-lit would lick her kittens as if to clean
them up. How do you chase someone? Call two pupils to do
the action. Why do cats lick their kittens? How do you lick?
Pretend you are licking an ice cream.
d. swollen, bleeding, paw, bound up

Show a picture of a dog treated by a veterinarian. Show on the
picture the swollen and bleeding paw and the doctor about to bind
up the wound.
Say: This is Spot. He got a swollen, bleeding paw. The doctor treat-
ed her wound and bound it up.
(Note: Point to the words describing the picture.)
PY
e. thorn
Show a cactus or a rose.
Say: This plant has thorns. Can you point where the thorns are?
Can thorns hurt us? How?
O
2. Motivation
Ask: Have you ever helped someone?

C
What did you feel as you did so?
Who helped you when you were hurt?
How did you feel about the person?
3. Motive question
D
Post on the board a prediction chart. Have the class fill it up with their
predictions.
E
Question Our Guesses What really happened

EP
1. How did Andro-

cles help the
lion?
2. What did the lion
do after Andro-
cles helped him?
D
C. During Listening
Read the story to the pupils slowly and clearly. Pause once in a while to
ask questions.
23
Androcles
(Adapted from an Aesops Fable)
by Gretel Laura M. Cadiong
Once there was a slave named Androcles who escaped from

his master. He went to the forest to hide. As he was walking through
the forest, he saw a lion lying down moaning and groaning.
Androcles was afraid so he immediately ran away. But he was
surprised when the lion did not chase him. So he turned back
and went near the lion.
As he got near, the lion put out his paw. Androcles saw that it
was bleeding and swollen. He found out that a big thorn had got
into it. He pulled out the thorn and bound up the paw of the lion.
The lion rose and licked the hand of Androcles like a dog. For
PY
several days, Androcles would go to the lion to bring him some
meat, until he got fully well.
One day, both Androcles and the lion were caught. Androcles
was imprisoned and was sentenced to be thrown to a hungrl lion.
Soon, Androcles was led out to the plaza where the king and all
his soldiers came to watch how the slave would be eaten up by
O
the lion. Next, the lion was let loose from his den and roared loud
as it got near its victim. But as it got close to Androcles, the lion
recognized his friend, and licked him like a friendly dog.
C
The king who was very surprised called Androcles. He, then,
told the king about how he and the lion became friends. So the
king forgave Androcles and freed him while the lion was let loose
and brought back to the forest.
D
Suggested Questions:
E
After the first paragraph:

Ask: Why do you think the lion did not chase Androcles?
EP
After the second paragraph:

Ask: Will Androcles and the lion be friends? Why?
After the third paragraph:

Ask: What will happen to Androcles and the lion?
D
B. Post Listening
1. Cooperative Group Activities
Group the class into three. Give clear instructions to each group about
the task they have to do.
(Assign a group leader. Set the standards before the group work. Make
sure pupils will follow the time given to them and to work cooperatively.)
Group 1
Dramatize the part how Androcles helped the lion and how
they became friends. Prepare to present it to the class.
24
Group 2
Draw the part when Androcles was to be fed to the lion and the
lion recognized him.
Group 3
If you were given the chance to talk to Androcles, what would
you tell him? Write him a message on a cartolina. Share it with
the class.
Be ready to present to the class on the next day.
Day 2
I. Objective
PY
1. To realize that kindness begets kindness
2. Read words, phrases, poems or stories with the long vowel e
3. Speak clearly using appropriate pronunciation and intonation
O
II. Developmental Activity
1. Share-a-News
C
Ask volunteers to tell any news about helping others. Discuss the
news that they shared. Connect it to the story Androcles discussed on
the previous day.
D

2. Presentation of the group outputs and deeper discussion of the story.
E
Group 1: Dramatization of the story part where Androcles helped the

lion and how they became friends
Discussion:
EP
1. If Androcles had not been brave, would he be able to

help the lion? Why?
2. What happened after Androcles helped the lion?
3. How did the king punish Androcles?
4. What did the lion do when he saw Androcles?
D
Group 2: Presentation of a drawing about the story part when Androcles

was to be fed to the lion and the lion recognized him
Discussion:
1. How did the lion repay Androcles kindness?
2. What did the king learn from that event?
3. Is Androcles worth imitating? Why? Why not?
Group 3: Message to Androcles

Discussion:
1. Why do you admire Androcles?
2. Why must we be kind to others?
25
1. Review (long vowel a)
Ask the pupils to read the following paragraph with correct

pronounciation, intonation, and expression.
Mother gave Kate some grapes. But Kate did not like the
grapes. So Mother gave Kate a cup cake. Kate liked the cup cake.
2. Presentation
Refer to LM, Find out and Learn.
3. Teaching and Modeling
PY
Ask: What are the underlined words in the sentence?
Let the pupils write the words in the appropriate column.

Words with -ee Words with -ea
O
feed meat
freed near
bleeding
C leaves
Ask: What is the common vowel sound in the words?

D
Ask the class to underline the letters sounded as long e in the words.
How is it sounded? (Have the class produce the long e repeatedly)
What letter/letters is sounded with long e?
E
Read the words correctly.

eagle neat feed peel deer
EP
east meat seed feel feet

ear leaf reed heel seat
seal bead weed deer heat
C. Vocabulary Development
D
The teacher displays pictures on the board and real objects on the table.
Ask volunteers to match the picture/object with the words on the board.
(eagle, meat, ear, leaf, bead, seal, seat, feed, seed, weed, heel, peel, deer)
Read the following sentences. Then, answer the questions that follow.
1. The beat of the drum is loud. Its pounding can be heard even at
a distance. What word in the sentence has the same meaning as
beat?
2. Our school has a seal. This stamp is placed on important school
documents. What word in the sentence is similar to the meaning of
seal?
3. Our house is at the east of our school. Can you point where east is?
26
D. Guided Practice
Word Search Puzzle

Answers: bead, beef, deer, green, beak, see, seat, meat
Whats the Word? Answers:
seed leaf peas eagle seal
PY
Day 3
I. Objectives
O
1. Realize that being helpful brings happiness to others and to one self
2. Use context clues (synonyms) to find the meaning of unfamiliar words
3. Analyze a narrative in terms of its setting

C
D
Tongue Twister
Write the tongue twister on the board.
E
Say: Listen as I say this: I scream you scream we all scream for ice
cream... (Repeat saying the tongue twister several times. Then,
slowly let the pupils say the tongue twister, increasing the speed as
EP
they repeat several times)
Ask: Why do we scream for ice cream? Are you happy when someone
brings ice cream at home?
D
B. Pre-Reading
a. relief
Act the word by pretending you feel very warm. Wipe your
perspiration and fan yourself, then get a glass of icy water. Drink it.
Say: What a relief!
Ask: What did I feel? What helped cool me down? What was the
cold water for me? What other word can mean relief?
27
b. tightly
Demonstrate the action by holding a pupils hands tightly.
Say: I will hold Monas hand tightly.
Then ask Mona to hold one of her classmates hands tightly. Let
those who will be held do the same to others until everyone felt how
to be held tightly.
c. put on
Demonstrate the action by taking off your shoes.
Say: Watch me as I put on my shoes again. Everybody take off your
shoes. Now put on your shoes.
Ask: What else can we put on?
d. belly
Show a picture of a man who has a big belly.
PY
Say: This is Mang Pilo. He is fat. He has a big belly. Ask a pupil to
point to Mang Pilos tummy. Do you have a big belly too? Hold
it.
2. Motivation
O
Let the pupils recall the story Androcles. How did Androcles help the
lion? C
3. Motive Question
Ask: In the story that we will read, find out how a big man helped a
little girl.
C. During Reading
D
(Let the pupils read the story aloud with the teachers guidance. Make
sure the pupils read with proper phrasing and intonation.)
E
Comprehension Check: Refer to LM, Talk about It

EP
D. Post Reading
1. Engagement Activity
Put on the board a drawing of a man with a very big belly and long,
big feet and has a big heart-figure on his chest. (Explain clearly to the
D
pupils the task that they will do.)
Give the following tasks. Write or draw on the half-sheet colored paper
about your own experience of helping others.
Then do the following:

a. Paste your work on the mans heart if you helped someone you do
not know.
b. Paste your work on the mans belly if you helped a family member.
(parents, brothers, sisters, relatives)
c. Paste your work on the mans big feet if you helped a friend or a
classmate.
28
Big Feet, Big Belly But Big Heart
PY
After all the pupils have posted and shared their stories ask:
Ask: How many of you have helped someone whom you did not
know?
How many of you have helped members of the family?
How many of you have helped a friend or a classmate?
How are the big man and Androcles the same?
O
How would others feel if we helped them? What do you get
when helping others?

2. Composition
C
D
Day 4
I. Objective
E
Use plural form of regular nouns (nouns ending in -y and -f/-fe)

EP
D
Ask: Who were talking in the dialog?

Where are they going?
What day could it be? Why do you say so?
Did mother allow Vicky to bring some candies? Why?
Group the class into two. Let one group read mothers part while the
other group reads Vickys part. Then, let them interchange roles.
2. Teaching and Modeling

Say: What are the things that Vicky and mother prepared for the picnic?
29
Let the pupils write them on the board.
spoons forks knives loaves of bread
plates mangoes glasses table napkins
strawberries
Ask: What are these words?

Do they refer to more than one noun?
What tells us that these nouns are more than one?
(Have a short review on forming the plural form of regular nouns.)
What do we add to the noun when forming its plural form?
Are there words above that do not follow these rules?
Present the following:
PY
A B
Singular Noun Plural Noun Singular Noun Plural Noun
knife knives candy candies
loaf loaves strawberry strawberries
O
Say: How is the plural of nouns formed in Group A?
What do we do with letters f/fe before adding -es?
How is the plural of nouns formed in Group B?
C
What happened to the letter y at the end of the word?
What other rules can you give when forming the plural of regular
nouns?
D
Teaching Chart
Some nouns ending in -f or -fe form their plural by changing

E
f/fe to v before adding -es.

Example:
leaf leaves
EP
elf elves
hoof hooves
Except:
handkerchief handkerchiefs
roof roofs
D
Some nouns that end in -y form their plural by changing y to i

before adding -es.
Example:
candy candies
sky skies
berry berries
However when a vowel letter is before y, just add s.

Example:
boy boys
key keys
tray trays
30
B. Guided Practice
Refer to LM, Try and Learn, Exercises 1 and 2.
C. Independent Practice
Assignment:
Cut out from magazines or newspapers pictures of your favorite drink.

Post it on a cardboard. Write something about it. Use as many plural
nouns as possible. Be ready to tell the class something about it.
Day 5
PY
I. Objectives
1. To locate information using print sources (advertisements)

2. To realize that not all information in advertisements should be taken
as true.
O
II. Developmental Activities C
A. Oral Language Practice
Let the pupils present to the class their favorite drink.

My favorite beverage is __________________.
I like this very much because ______________.
D
B. Skill Development
E
Show the class an advertisement of a bath soap.
EP
D
(Note: This advertisement is a sample only.

Look for bigger and more recent advertis-
ment/poster ads)
31
Help the class read the information given in the advertisement.

Ask: What is the product being advertised?
What does it say about the soap?
Do the pictures tell us something about the soap?
How do the pictures help give information about the soap?
What can be found in advertisements?
Do you believe everything in advertisements? Why? Why not?
Allow pupils to arrive at their own conclusion.
C. Guided Practice
Group the class into five. Give each group a material. Explain to them
clearly their tasks.
PY
Say: Read the information in the advertisements given to your group.
Be ready to share with the class the information you learned. (The
following are sample ads that should be prepared before the class.)
O
Group 1: hotdog advertisement
Group 2: softdrink advertisement
Group 3: lollipop or candy
Group 4:
Group 5:
cologne
shampoo
C
After five minutes, let the group present their outputs.
Discussion follows after each group has presented its output.
D
Group 1
Discussion:
E
1. What does the advertisement say about hotdogs?

2. Would hotdogs make children always happy?
EP
3. Do you believe all the information given in this advertisement?

Why?
Group 2
Discussion:
1. What does the advertisement say about the softdrink?
D
2. Is there anything you agree or disagree with advertisement?

3. Do you believe the information in this advertisement? Why?
Group 3
Discussion:
1. What does the advertisement say about the candy?
2. Is there anything you agree or disagree with the advertisement?
32
Group 4
Discussion:
1. What does the advertisement say about the cologne?
2. Would cologne make you always fresh and clean?
3. What makes you fresh and clean?
Group 5:
Discussion:
1. What does the advertisement say about the shampoo?
2. Are you convinced to use this shampoo? Why?
PY
Say: Find a partner. Study this advertisement. Help each other answer
the questions that follow.
O
C
E D
(Note: This advertisement is a sample only. Look

bigger and more recent advertisement/poster ads)
EP
1. What is advertised?
2. What is the name of the product?
3. Write at least two things about the product.
4. Would you buy this product? Why?
Assignment:
D
Bring a map to class. Choose and mark one place you want to visit.
Prepare at least three sentences about why you want to visit this place.
33
Week 3
I. Objectives
1. Realize that hard work pays off

2. Appreciate different cultures of children from different parts of the world
3. Realize that children all over the world are alike in many ways
Note details in a selection listened to
PY
Oral Language
Use context clues (synonyms) to determine the meaning of
O
unfamiliar words

listened to or read
C
State similarities and differences in information from literary text
Phonics and Word Recognition

Read words, phrases, poems, or stories with the long i vowel sound
D
Read aloud grade level texts with accuracy and proper expression
E
Study Strategy
Locate information using print and nonprint sources (using a map)
EP
Grammar
Use plural form of irregular nouns
Writing/Composition
D
Write two or three sentences about the characters, setting, or

events in a story listened to or read
II. Subject Matter
A. Topics
1. Literature
a. Story: A Trip for Mike and Spike by Robert Charles
b. Poems: We Are One World by Meish Goldish
Help! by Gretel Laura M. Cadiong
2. Long vowel i: final silent e
3. Plural form of irregular nouns
4. Information through print sources
34
B. Materials
Enlarged world map
pictures (or dolls) of children from different parts of the world
word pictures of long i,
dialog
big maps
C. Reference
http://www.readinga-z.com
III. Procedure
Day 1
PY
I. Objectives
1. Note details in a selection listened to

O
Tell and Share

C
Ask volunteers to show the class a map marked with a place they want to
visit. Let them tell the name of the place and the reasons why they want to
D
visit guided with the following statement.
I want to visit ____________ because ________________________.

E
B. Pre-Listening
EP
a. trip
Say: My fathers company will have a trip to Baguio. All his
officemates will be in this tour.
D
Ask: What word in the sentence has similar meaning with trip?
b. dine
Say: My family will dine at Sharas Restaurant tonight. We will eat
their special seafood pasta.
Ask: What word in the sentence has the same meaning as dine?
c. limes
Show a picture of limes.
Say: These are limes. They are round, green and sour. They are
citrus fruits.
35
2. Motivation
Ask: Do you like to go on a trip? What places would you like to visit?
Why? What will you do so that you can visit this place/s?
3. Motive question
Mike and Spike would like to go to places. Find out what they did so
they can visit many places.
C. During Listening
Read the story to the pupils.
PY
A Trip for Mike and Spike
by Robert Charles
Mike and Spike were bright mice. They were always side by
side. One day, Mike asked Spike if he would like to take a trip.
O
Mike said they could go to nice sites. They could also dine in fine
places.
We have to find time to make money for our trip, said Spike.
C
So Mike and Spike got a job. They picked ripe limes. They picked
a lot of ripe limes. They picked from nine in the morning until five
in the afternoon. They also helped make a fine lime drink. They
sliced a pile of limes. They got a nice price for their work.
D
Mike and Spike bought a bike for their trip. They biked miles
and miles to visit different places. They dined on fine rice and
fine dishes. Life was nice for the mice. They liked the life they
E
had.

EP
D. Post Reading Activity
1. Cooperative/Group Activity
Group the class into three. Assign clearly the task for every group. The
outputs will be presented on the following day.
D
Group 1
Draw the best part of the story and tell the class something
about your drawing.
Group 2
Dramatize the best part of the story.
Group 3
Create a chant about Mike and Spike.
36
Day 2
I. Objectives

2. Read words, phrases, and stories with long vowel i sound
Let the class recall the story they listened to the previous day.
Set the standards for the group presentation to avoid delay of time.
After each group has presented their output, ask some questions.
PY
Group 1 presents their drawing.
1. What did Mike and Spike want to do?
2. What did they do so they can have a trip?
Group 2 presents their role play.
O
1. What did Mike and Spike do after they earned enough money?
2. Why do they deserve to have that trip?
C
Group 3 presents their chant.
1. How did you feel while chanting the story?
2. If you were Mike or Spike, would you spend all your earnings on
the trip? Why?
D
E
Ask: What common sound do you hear?

What words have the long i? How is the sound pronounced?
EP
Ask the pupils to read the following words correctly.
mice time lime nine kite ride

dine fine wine five bike side
D

C. Guided Practice
37
Day 3
I. Objectives

3. Compare and contrast information from literary texts read or listened to
A. Pre-Reading
Show the class a world map. Label the countries mentioned in the
PY
poem. Tell the class to find and identify the countries that were marked.
Canada Norway Egypt USA
Spain Peru Japan Chad
O
Ask: Have you heard about these places? Would you like to visit these
countries? C
2. Motivation
Show a picture (or dolls, if available) of children from different countries

(Example: Japanese, German, African, Spanish, Chinese, etc).
Say: Where do these children come from? What do you think they love
D
doing?
3. Motive question
E
Say: What do children all over the world do? Lets find out from the
poem.
EP
B. During Reading

Read the poem with proper intonation and expression.
D
Say: Read the poem after I do.

Have the pupils read the poem by themselves. (whole class, by
group, by pairs, and individually)
C. Post Reading
1. Cooperative Group Activity
Assign each group a stanza of the poem. Give each group short
information about children living in a particular country, as mentioned
in the stanza.
Note: Information for the dialog should be supplied by the teacher.
38
The following format may be followed:
Pupil 1: Hello Pierre. I am Marla. I am from Spain.

Pupil 2: Hello Marla. I live in Canada.
Pupil 1: In Spain, we play_______________.
Many children love to ___________.
Pupil 2: Oh, thats interesting! In Canada, we love to play _______.
We also _____________.
Pupil 1: But I love biking, too.
Pupil 2: Great! We can both ride a bike.
Group 1
Prepare a dialog between Pierre and Marla. Let Pierre tell Marla
what the children in Canada love doing. Then let Marla tell Pierre
the things that children in Spain usually do. Let them conclude
PY
with the statements that both of them love to ride bikes.
Group 2
Prepare a dialog between Liv and Ramon. Let Liv tell Ramon
what the children in Norway love doing. Then let Ramon tell Liv
O
the things that children in Peru usually do. Let them conclude with
the statements that both of them love to laugh at giraffes and visit
the zoo.
Group 3
C
Prepare a dialog between Anwar and Kim. Let Anwar tell Kim
what the children in Egypt love doing. Then let Kim tell Anwar
the things that children in Japan usually do. Let them conclude with
D
the statements that both of them love to fly kites.
Group 4
E
Prepare a dialog between Jack and Karintha. Let Jack tell Karin-
tha what the children in U.S.A. love doing. Then let Karintha tell Jack
the things that children in Chad usually do. Let them conclude
EP
with the statements that both of them love to write a poem.
Group 5
Read the last stanza of the poem. Draw it. Be ready to show the
drawing to the class.
D
Prepare for the next days presentation.
2. Composition
Say: Do you want to have some friends from other parts of the world? Let
us choose one from the countries where the children in the poem come
from.
Let us write a letter to your friend. Tell him/her of the things you love
doing in the Philippines. Compare them with those we learned about
what children in other places love doing.
Ask the class to recall how a letter is written. Refer to LM, Write about It.
39
Day 4
I. Objectives

3. Use plural forms of irregular nouns
Have the class recite the poem We Are One World.

(Presentation of the group outputs and deeper discussion of the poem)
PY
Group 1
Discussion:
1. Where does Pierre live? Who lives in Spain?
2. What do most children in Canada do? in Spain?
3. What is the activity that both Pierre and Marla love doing?
O
4. In what ways are Pierre and Marla different? In what ways are
they similar? C
Group 2
Discussion
1. Where does Ramon live? Who lives in Norway?
2. What do children in Peru love to do? What about in Norway?
3. What is the activity that both Liv and Ramon love doing?
D
4. In what ways are the two children alike? In what ways are they
different?
E
Group 3
Discussion
1. Where does Anwar live? Who lives in Japan?
EP
2. What do many children in Japan do? What about in Egypt?

3. What is the activity that Anwar and Kim love doing?
4. Tell the similarities between Anwar and Kim. Tell how they are
different from each other.
D
Group 4
1. Where does Jack come from? Where does Karintha live?
2. What do children in Chad love doing? What about in USA?
3. What is the activity that both Jack and Karintha love doing?
4. In what ways can both Jack and Karintha be different?
Group 5:
Why is the world compared to a giant ball?
40
B. Grammar
Review the guidelines in forming the plural of regular nouns. Write some
nouns in the singular form, then ask volunteers to write their plural
forms.
Read the poem Help. Refer to LM, Find Out and Learn.
Ask: What does the person in the poem feel?

Why does she need help?
What words in the poem cause the person to be confused?
Why do these words confuse him/her?
PY
Let the pupils read the poem.
Ask: Which words in the poem are plural nouns?
O
Then, show this chart to the class.
Singular Noun Plural Noun
foot
C feet
tooth teeth
mouse mice
D
louse lice
child children
E
man men
Say: How do these nouns form their plural? These nouns are irregular
EP
nouns. The plural forms of these nouns are not formed by -s or

-es. These nouns form their plural by a change in the spelling.
Teaching Chart
D
Some nouns form their plural by changing their spelling. They

are called irregular nouns.
Example:
goose geese
man men
child children
Some nouns have the same singular and plural form

Example:
deer
sheep
news
41
C. Guided Practice
a. Refer to LM,Try and Learn.
b. Spelling Bee
Divide the class into three or four equal groups. Call a member from
each group and give each a slate board and a chalk. Show a picture of a
noun (irregular nouns) and let the pupils write its plural form on the slate
board. Whoever writes the correct spelling is given a point. Continue the
game until everyone in the group gets a chance to spell a word. The group
that gets the highest number of point wins.
PY
a. Refer to LM, Do and Learn
b. Assignment:
Watch a TV advertisement about your favorite drink. Observe how it is
O
presented. Write down things that the advertisement says about the
product. Be ready to tell your classmates about it.
C
Day 5
I. Objective
D
Locate information using print and nonprint sources (maps)

E
A. Oral Language Practice

Recite the poem We are One World
EP
D
Post a big map on the board.

(Use the world map used in teaching the poem We are One World)
Say: Can you remember the places where the children in the poem
We are One World live? Point the places in this map and name
them.
Show a world map.
Lead the class to see that maps show bodies of water.

Point to the oceans and name them.
Ask: Where is the Pacific Ocean? Indian Ocean? etc.
42
Point to the continents and name them.
Ask the class to point to the different continents.
Show places that are on the north and south hemispheres.

Show the different directions.
Ask: How will a map help us?

What information can we get from maps?
C. Guided Practice
Exercise 1
Let the class answer the following questions with a use of a map:
Look for places with very cold weather.
PY
Why are these places very cold?
What kind of clothes do people wear in these places?
What animals can be found in cold places?
Look for places with very warm weather.
Why are these places very warm?
O
What animals can be found in places with warm weather?
Look for the Philippines.
In which continent is Philippines located?
C
What kind of weather do we have?
Why is the Philippines a tropical country?
Exercise 2
Show a Philippine map.
D
Ask the class to look for their town/city.
Ask: What places are to the east of our town/city?
E
What places are to the west of our town/city? To the north? To the
south?
What bodies of water surround our country?
EP
Treasure Hunt
Hide several small prizes in the playground (or in the classroom). Then
D
divide the class into small groups. Give each group a map to help them find
one of the treasures. When all the treasures have been found, bring the
children together and discuss how they used the maps to find their prizes.

Week 4
I. Objectives
1. Realize that dreams are attainable but one needs to work hard to attain them
2. Recognize small tasks as expressions of love
43
Sequence a series of events in a story listened to
Oral Language Development

Speak clearly using appropriate pronunciation and intonation (poems,
chants, rhymes, and riddles)
Use context clues (antonym) to determine the meaning of unfamiliar
words
Sequence events in a narrative
PY
Oral Reading Fluency/Word Recognition
Read with accuracy words, phrases, poems, and stories with the
long o sound
O
Study Strategies
Arrange words with the same first letter but a different second letter
in alphabetical order
Grammar Awareness
C
Use clear and coherent sentences using appropriate kinds of
nouns- Mass Nouns and Count Nouns
D
Writing/Composition
Write two-to-three step directions with signal words
E
Attitude towards Language, Literacy and Literature

Show willingness and enthusiasm in reading / listening to literary
text
EP
II. Subject Matter
A. Topics
D
1. Long o sound
2. Mass and Count Nouns
3. Sequencing events
4. Two-to-three step directions with signal words
B. Materials
pictures
charts
worksheets
cartolina strips
44
C. References
a. Story: Tower to the Moon (Abiva Publishing House)

b. Poems: Cooking in the Kitchen (http://www.childstoryhour.com)
III. Procedure
Day 1
I. Objectives
PY
A. Expressive Objective
Realize that dreams are attainable through hard work
O
1. Talk about ones wishes and dreams
2. Sequence a series of events in a story listened to
3. Use context clues (antonym) to find the meaning of unfamiliar words

C
A. Preliminary Activity
D
Ask the class to recite a poem or rhyme learned in a previous lesson.
B. Pre-Listening Activities
E
EP
Say: Identify the word or phrase which has the same meaning as the
underlined word.
a. The teacher gave us the task to clean the bookshelf. It is a duty we

need to do every Friday.
D
b. The officer commands his men to march forward. In a loud voice, he

orders them to move faster.
c. The stubborn boy fell from the tree. His being hardheaded brought
him harm.
2. Motivation
Let the pupils draw a tower.
Ask: What do you wish for yourself?
What do you wish for your family?
45
Say: Draw a tower. Write your wishes and dreams in your tower. Share
your work with your classmates. What do you wish for yourself?
What do you wish for your family?
3. Motive Question
Say: Today you will listen to the story Tower to the Moon. In the story,
identify the kings dream.
C. During Reading Activities
Read the story to the pupils. Stop/Pause at some parts and ask predicting
questions.
D. Post Reading Activities
PY
Group the class into three and give each group a task card.
Group 1
O
Draw a building plan for the tower. Describe it.
Group 2
Write a letter of advice to the king.
C
Group 3
Give the group a box. On each side of the box, write a trait that
one must possess to realize ones dreams.
D
2. Discussion
E
What was the kings dream?

What did he ask the carpenter to do?
(Call Group 1 to present their drawing.
EP
Say: Let us see how the kings tower would look like.
Ask: Was the carpenter able to do the task at once? Why? Why not?
How did the carpenter and his helpers find a solution to the
problem?
What did the king do when the tower was finished?
Was the king able to reach the moon? Why?
D
What did he tell the carpenter to do?

If you were the king, would you do the same? Why?
(Ask Group 2 to present their letter of advice to the king)

Ask: What do you think happened to the tower and the king?
How else would you end the story?
Was the kings dream possible or impossible?
Is it possible to realize your dreams? Give reasons for your
answer.
How will you be able to realize your dream?
46
(Call Group 3 to present their box of traits)
Ask: What does the story tell us about dreams and how to realize
them?
3. Skill Development
a. Introduction/Presentation
Refer to LM, Try and Learn
Say: I will read an event in the story written in each box. Arrange
the boxes with the events as they happened in the story.
The king The carpenters

The king sent
commanded and his helpers
PY
for the best
that every box drew lines on big
carpenter in the
in the kingdom sheets of paper.
kingdom.
be brought to They hammered
the carpenter. and measured.
O
The carpenter The carpenter
The king
yelled at the and his helpers
climbed higher
king that walked to the
and higher until
C
he came to the there were no
more boxes
tower and
pulled outh the
top of the tower.
anywhere. bottom box.
b. Teaching/Modelling
D
Ask: What helped you sequence the events in the story?
Say: Sequencing the events as they happened would help us
E
better understand a story. It traces the important events

from the beginning, then the middle, to the end of a story.
EP
4. Guided Practice
Ask five (5) pupils to stand in front of the classroom. Ask each pupil to
read an event in the story Tower to the Moon. The other members of
the class arrange the pupils in front according to the event in the story
D
they will read. Let the pupils retell the story.
5. Independent Practice
Say: Listen to the short selection then sequence the events as they
happened. Retell the story.
47
In a Minute
Juana is a little girl. When her father and mother asked her to
do something, she would say, In a minute. Her mother would
say, Juana please get a glass of water for me. In a minute,
Mother, she would say. Then Juanas brother would take the
glass of water to his mother. Juana had a parrot in her room. One
day the door of the room was left open. Please shut the door of
your room, Mother said. In a minute, Mother. I am playing now.
The cat saw the open door and the parrot. When Juana went to
her room the parrot was gone. All she saw were some feathers
on the floor. Juana cried and cried.
The next time she was asked to do something, she did not
PY
say, In a minute.
Philippine Readers, Book 2
Mother told Juana to
O
Mother asked Juana to
close the door of the
get a glass of water. She
room. Juana said, In a
said In a minute, Mother.
minute.
C
The cat entered the room
and saw Juanas pet parrot
D
Juana cried and cried. Juana saw the feathers
She no longer said In a scattered all around the
room.
E
minute.
EP
Day 2
I. Objectives
1. Speak clearly using appropriate pronunciation and intonation (poems,

D
chants, rhymes, and riddles)

2. Read words, phrases, poems, and stories with the long o
3. Use context clues (antonyms) to find the meaning of unfamiliar words
A. Oral Fluency
1. Presentation
Read the paragraph first.

Refer to LM, Find out and Learn.
48
2. Discussion/Vocabulary Development
Ask: Where does the king sit? Show a picture of a throne.

What does he want to do? What did they post to gather all the
boxes?
Could they build a tower with the boxes? Why? Why not?
What is the vowel sound of throne, go, so, post, and notice?
3. Guided Practice
Refer to LM,Try and Learn.
Spelling
PY
B. Pre-Reading Activities
a. measure
O
Say: To know how tall we are, we measure our height. To know
how heavy we are, we measure our weight. What things
do we use for measuring? Can we use a ruler to measure?
C
What can we measure with it?
b. sift
Say: The baker sifts the flour to separate the fine from the not so
fine flour. What other things can be sifted?
D
c. recipe
Show an example of a recipe.
E
Say: I use this recipe to cook my favorite dish. What can we read
in a recipe? What should I do to prepare the recipe correctly?
EP
d. grown-up
Say: I am a grown-up. Your father and mother are grown-ups.
The school nurse is a grown-up. Who are the other grown-
ups you know? Are you a grown-up?
D
2. Motivation
Ask: What chores at home do you like to learn?
3. Motive Question
Say: Today, we will read the poem Cooking in the Kitchen and find out
what you can learn from it.
C. During Reading
Read the poem aloud first while the pupils listen. Pupils will read the poem
later. Refer to LM, Read and Learn.
49
Ask: What chore did the child learn? What did she do in the kitchen?
Show pictures and ask pupils to say something about each picture.
Let the pupils read the poem aloud in unison and in groups.
Day 3
I. Objectives
1. Realize that doing small tasks for loved ones is an expression of love
2. Sequence events in literary texts
PY
Let the pupils recite rhymes/poems with the long o sound
B. Post Reading Activities
O
Divide participants into groups. C
Group 1:
Using a newsprint/manila paper, make a paper apron.
Draw on it the things you need to prepare before cooking.
Group 2:
D
Design a poster for safety in the kitchen.
Group 3:
E
Make a list or menu of food that you wish to cook.

Say something about the menu.
EP
2. Discussion
Divide the class into three groups for the following tasks.
(Group 1 will wear/present their paper apron.)

D
How can he/she make cooking easy?

What should be done to keep you safe while cooking?
(Group 2 will show their poster.)

Aside from cooking, what other tasks does he/she need to do?
What makes him/her happy after cooking?
Have you ever cooked something or helped in cooking? Tell us
something about it?
(Group 3 will present their menu and tell something about it.)
Were you happy to do it? Why?
What other things do you like to do for your family?
Is it difficult to do these for them? Why?
50
Say: Let us read the poem aloud.
How many stanzas does the poem have?
What words rhyme in the poem?
Read the words that rhyme.
1. Skills Development: Sequencing
Ask: Which task is done first? second? next? last?

How do we arrange the steps in a process?
Say: We follow the steps in a process in the order or sequence
PY
they are done.
c. Guided Practice
O
d. Independent Practice
C
Day 4
I. Objectives
D
1. Use count and mass nouns
2. Arrange words with the same first letter but with a different second letter
in alphabetical order
E

EP
Recite the rhymes learned in the previous lessons.
B. Presentation
D
Read the paragraph.

(Write in two columns the pupils answers. One column for the mass nouns
and another column for the count nouns)
Ask: What did Gabbie and her mother bake?

What did they prepare before baking the cake?
What ingredients were used to bake the cake?
What did Gabbie add on the cake?
Why do you think everybody enjoyed the cake?
51
C. Teaching/Modelling
A B
cake flour
baking tin sugar
bowl milk
spoon chocolate
oven butter
eggs icing
fruits
Referring to the answers of the pupils, say: This group of nouns in Set A
are called count nouns, while the words in Set B are called mass nouns.
What are count nouns?
PY
What are mass nouns?
Say: Count nouns are nouns which can be counted. Mass nouns are
nouns which cannot be counted.
O
Name other things which cannot be counted.
Name other things which can be counted.
D. Guided Practice
C
Note:
Prepare the following materials: (metacards with nouns written on them, a
table and a jar or drawn pictures of a table or a jar)
D
Say: Classify the nouns as count nouns and mass nouns. Place the count
nouns on the table and the mass nouns in the jar.
E
books chairs sauce vapor

EP
water lotion cement pants

candies paper nails soup
shirts hair computer boxes
powder tomatoes rice wire
1. Alphabet Game
D
Group the participants into 4-5. Ask each group to make a list of
mass and count nouns beginning with a particular letter. (Groups
can be given the option of choosing the beginning letter)
Group 1 - Count nouns beginning with letter B

Group 2 - Count Nouns beginning with letter R
Group 3 - Mass Nouns beginning with letter S
Group 4 - Mass Nouns beginning with Letter M
After making the list, give it to another group. The other group will
arrange the word list in alphabetical order. Present the list to the class.
52
Read the poem. Identify and classify the count nouns and mass
nouns. Refer to LM, Try and Learn.
Market List: Refer to LM, Learn Some More.

Your mother sent you to the market/grocery store. With a partner,
prepare a list of things will buy.
Day 5
I. Objectives
1. Use mass and count nouns
PY
2. Write two to three-step-directions using signal words
O
Recite rhymes and poems learned in the previous lessons.
Note: The teacher should have assigned the pupils to bring some fruits
C
(banana, apple, papaya, avocado etc.) and milk or cream and sugar.
Say: What fruits did you bring? Have you brought some milk? Have you
brought some cream?
Say: Now we have the recipe for our salad.

D
Ask: Which of these ingredients are count nouns?
Which of these ingredients are mass nouns?
E
B. Introduction/Presentation
Note: Guide and assist the pupils in preparing the materials and recipes for
EP
the activity. Divide the pupils into groups.
Say: Today, we are going to prepare a fruit salad. Listen carefully as I tell
and show you how to prepare the salad.
First, wash the fruits.
D
Next, peel the fruits.

Then, slice the fruits into small cubes or pieces.
And then, mix the fruits together with the milk or cream.
Lastly, share the salad with everyone.
Let the pupils do their own salad.
C. Teaching/Modelling
Ask: What did we do first? What did we do next? What did we do

after that? What did we do last?
Write on the board or chart the pupils answers to the questions.
What words did we use to show the steps in preparing the salad?
53
Say: The words first, next, then and lastly are called signal words. What
can you say about signal words? Signal words introduce the steps in
a process or a sequence of events.
D. Guided Practice
Say: What steps do you follow in washing your hands? Let us write about
it. In washing your hands, what do you do first? Next? Last? Ask
several pupils to write the answers on the board.
Afterwards, ask the class to read the paragraph.
PY
Week 5
I. Objectives
O
1. Realize that the love and care of family and loved ones bring wellness and
happiness
C
2. Understand that it is not good to count the gains if there is no effort on
working for it
II. Instructional Objectives

D
Sequence series of events of stories listened to
E
Oral Language
Give oral directions
EP
Use context clues (definition) to determine the meaning of
unfamiliar words
D
Sequence events in a story or narrative
Oral Fluency
Read words, phrases, poems, and stories with long vowel sounds
long u
Study Skills
Use graphic organizers to show understanding of texts (story
sequence organizers)
Grammar Awareness
Use clear and coherent sentences using appropriate grammatical
structures (quantifiers of mass nouns)
54
Composition
Write different forms of simple composition (thank you card, note,
poster, slogan) as a response to stories/poems read or listened to
Attitude towards Literacy, Language and Literature

Show willingness and enthusiasm in reading / listening to literary
texts
III. Subject Matter
A. Topics
1. Long u vowel sounds

2. Quantifiers of mass nouns
3. Oral directions
PY
4. Using story sequence organizers
5. Sequencing events
B. Materials
pictures
O
charts,
graphic organizers,
real objects
C. References
C
Haluhalo Espesyal by Yvette Fereol
The Milkmaid and Her Pail by Aesop (Adaptation)
D
IV. Procedure
E
Day 1
EP
I. Objectives
1. Sequence series of events of stories listened to

2. Give directions orally
D
3. Use context clues to determine the meaning of unfamiliar words

4. Write different forms of simple composition (thank you card, note, poster,
slogan) as a response to stories/poems read or listened to
A. Preliminary Activity/Oral Language
Recall activity on giving directions.
Show a picture of a child washing his /her hands.

Say: What are the steps in washing our hands?
55
Show a picture of a child brushing her teeth.
Say: What are the steps in brushing our teeth?
What other reminders does your mother tell you about being clean?
Say something about them.
B. Pre-Listening
a. awful
Say: The dead animal smells awful. It has an unpleasant smell.
What word in the second sentence gives the meaning of the
word awful? What other things smell awful?
PY
b. coals
Say: My mother cooked my favorite barbecue over hot coals. What
would happen if you touched some hot coals? What phrase in
the first sentence has the same meaning as hot coals?
O
c. fragrant
Say: I love the fragrant smell of my mothers perfume. It smells like
fresh flowers. What other things smell fragrant?
d. treats
C
Say: My sister brought some chocolates, candies, and other treats
when she came back from the city. How do you feel when you are
given some treats?
D
e. enchanted
Say: Stories say that fairies live in Mount Makiling. They say that
E
the mountain is enchanted. What could be happening in an

enchanted place?
EP
f. porridge
Say: My mother cooks delicious porridge especially on rainy days.
She puts more water and cooks the rice longer than usual.
Then, she adds chicken and some vegetables to the porridge.
My brother likes it very hot. Do you also like porridge? What
D
do you like to eat with it?
2. Motivation
Show a picture of a sick child. Refer to LM, Think and Tell.

Ask: How do you know that she is sick?
Have you ever been sick?
What made you feel better when you were sick?
3. Motive Question
Say: Today, you will listen to a story about Jackie, a girl who got sick.
What made Jackie feel better when she was sick?
56
C. During Listening
Read the story to the pupils. Pause at some parts of the story and ask
prediction questions.
Ask after the line Think of a happy place, Jackie.

What happy place did Jackie think of?
Ask after the line Hello Jackie, a soft, familiar voice whispers in my ear.
Whose voice do you think is it?
Ask after the line: ... she has brought with her the magic of the sugarcane
fields and her enchanted kitchen.
What kind of magic did she bring?
PY
Ask after the line: Later that afternoon, Mama comes home from the office
and puts a thermometer in my mouth.
How do you think Jackie now feels?
Say: That is the story of Jackie. What made her feel better?
Day 2
O
I. Objectives
C
1. Realize that the love and care of family and loved ones bring wellness
and happiness
D
2. Sequence series of events in stories listened to
3. Write different forms of simple composition (thank you card) as a response
to the story listened to
E
4. Use graphic organizers (story sequence chart) to show understanding

of texts
EP
A. Post Listening
Divide participants into groups.
D
Group 1: Draw Jackies happy place and say something about it.
Group 2: Make a food calendar of what Lola Itang prepared for Jackie
Group 3: Make a thank you card for Lola Itang
2. Discussion
Ask: Who is sick?

How does she feel about being sick?
What should Jackie think of, that will make her feel better?
What is Jackies happy place?
What makes it a happy place?
57
(Group 1 shows their drawing of Jackies happy place and says something
about it.)
Ask: What did Lola Itang prepare for Jackie?
(Group 2 shows their food calendar and says something about it)
Ask: What made Jackie well?
(Group 3 presents their thank you card for Lola Itang)

Ask: What food makes you feel better every time you get sick?
Other than food, what makes you well?
Post pictures of events in the story. (Refer to LM, Think and Tell)
Call volunteers to give a sentence about each of the pictures.
PY
(Ex. Jackie is sick. She is in bed.)
Refer to LM, Try and Learn A

Say: Which of the six events happened first, second, and last?
Retell the story by saying the sentence about each picture.
O
Recall how Lola Itang prepared the haluhalo espesyal.
Arrange the steps in preparing the haluhalo.
.
Refer to LM, Try and Learn B.
C
Read another short selection. Ask the class to arrange the pictures of
the events as they happened.
Mother has some hens. Sometimes she gives them corn to
D
eat. Sometimes she gives them palay. Baby likes to see them
pick up the palay. When she is bigger, she will feed the hens.
E
One day, Mother was working in the yard. She was cleaning
the yard with a broom. Mother heard the hens in the garden.
They were hungry. Mother said, I did not feed my hens. I did
EP
not give them their palay. Then, she went into the house. She
came out with a basket. The hens had palay to eat and they
were happy.
D
Day 3
I. Objectives
Use quantifiers of mass nouns
A. Grammar Awareness
1. Review
Refer to LM, Find Out and Learn
58
Say: Name the ingredients of Lola Itangs haluhalo espesyal.
Classify these as count nouns or mass nouns.
3. Teaching/Modelling
a. What is placed on top of Lola Itangs rice cakes? (sprinkling of

coconut shreds)
b. What else are placed on the rice cake? (slices of cheese)
c. What did Lola Itang cook? (a pot of champorado)
d. What did she spread on the ensaymada? (a piece of butter, a
spoonful of sugar)
e. What food did Lola Itang prepare? (glasses of halu-halo)
PY
f. What nice things did she put in the haluhalo? (slices of nata de
coco, slices of leche flan, a spoonful of ube jam)
g. What did she add in the haluhalo? (a half cup of milk, shavings of ice)
h. What makes the halu-halo look delightful? (a swirl of colors)
Read the phrases. Refer to LM, Try and Learn
O
What kind of nouns are in the phrases?
What words are added before the mass nouns?
What do these added words tell us about the mass nouns?
C
Say: We call these words quantifiers or counters of mass nouns.Aside
from these quantifiers, we can also use much, many, lots of, a
little of, a bit of, a piece of, a glass of, a kilo of, a pound of, etc.)
Ask: What can you say about quantifiers or determiners of mass nouns?
D
(Quantifiers are expressions of quantity. We use quantifiers to tell how
much or how little the mass nouns are.)
E
4. Guided Practice

EP
Say: Form groups of 3-4. Pretend that you are in a supermarket. Talk about the
things that you need to buy. Use quantifiers for mass nouns. You can
start your conversation with the following:
D
I need to buy
I will look for
Ask for volunteers to present their dialog/conversation.
Use the correct counters/quantifiers for the mass nouns.

59
Day 4
I. Objectives
1. Read words, phrases, poems and stories with long u vowel sounds
2. Read aloud grade level texts with accuracy an rate of 95-100 percent
3. Use context clues (definition) to find the meaning of unfamiliar words
4. Use a graphic organizer to show understanding of text
A. Oral Fluency
1. Presentation
PY
Refer to LM, Find Out and Learn. Read the words first.
Ask: What is the common sound in these words?
O
2. Vocabulary Development
Refer to LM, Try and Learn. C
3. Guided Practice
Note: Let the pupils read the rhyme in unison, by groups then individually
D
4. Spelling
Show and name some pictures. Let the pupils write the words on their
paper.
E
(Show a picture of a cute face)

Say: She is cute. Write the word cute.
EP
(Show picture of a letter)

Say: This is an excuse letter. Write the word excuse.
(Show picture of a cube)
Say: This is a cube. Write the word cube.
(Show picture of an elephant)
D
Say: An elephant is a huge animal. Write the word huge.
B. Pre-reading Activities
a. jealous
Say: Mark has a new baby brother. He thinks that his parents
would no longer notice him. He thinks they would no longer
love him. Mark is jealous of his baby brother. Is it good to be
jealous? Why? Why not?
60
b. toss
Say: Dona is proud of herself. She thinks she is the most beautiful
girl in school. She tosses her head most of the time like this
(demonstrate how to toss ones head, then let pupils do the
same)
c. spilled
Say: Marah was playing all around so she spilled the glass of milk
on the table. The milk was spilled all over the table and the
floor. What should she do with the spilled milk?
2. Motivation
Ask: What will you buy if you get some money?
3. Motive Question
PY
Ask: What will Mutya buy when she gets some money?
C. During Reading
1. Refer to LM, Read and Learn. The pupils will read the story in popcorn
O
way.
Note: In popcorn reading, one pupil starts reading the story aloud. The
teacher points to another pupil to continue reading. This continues until
C
the story is completely read.
2. Identify the main details of the story through the flower graphic
organizer.
D
Who: Mutya the Milkmaid
When: One day
E
Where: Along the street, in the market

What: Mutya was thinking about what she
will buy with the money she will get when
EP
she sells the milk

Why: To make her look good and be
admired by others

3. Retell the story using the graphic organizer.

D
Day 5
I. Objectives
1. Understand that it is not good to count the gains if there is no effort on

working for it
2. Sequence events in a story read
3. Use graphic organizers to show understanding of texts
4. Write different forms of simple composition (skit, slogan) as a response
to the story read
61
Recitation of poem learned in previous lessons
B. Post Reading Activities
The pupils are grouped into three and each group is given a task card.
Group 1 - Make a timeline of Mutyas plans

Group 2 - Show a skit on the part when Mutya spilled the milk
Group 3 - Make a slogan for Mutya
PY
2. Discussion
Ask: What will Mutya buy with her money?

(Group I will present their timeline)
Ask: When did she stop thinking about her plans?
O
How did she feel when the milk was spillled?
(Group 2 will show their skit)

C
Ask: :How do you think her mother will feel?
What advice will mother give her?
If you were Mutya, what will you tell her?
(Group 3 will present their slogan)

D
Ask: How can Mutya realize her plans?
How can you realize your own plans?
E
3. Skill Development: (Using graphic organizers in sequencing events)
a. Teaching/Modelling
EP
Ask: What helped you retell the story?

How did the graphic organizer help you?
What are graphic organizers?
D
Say: Graphic organizers are charts or pictorials used to represent

what we think of. It can help us understand what we read. In
sequencing events, we use organizers like the story board,
flow chart, story train, chain of events chart and sequence
chart.
62
Teaching Chart
Graphic organizers are visual charts and tools used to represent

and organize a students knowledge or ideas. Graphic organizers are
often used as part of the writing process to help students map out
ideas, plots, character details and settings before beginning to
write. As part of the reading process, graphic organizers can help
a student comprehend what he has read and make comparisons.
Graphic organizers can be used to: sequence events, analyze
cause and effect, compare and contrast and develop concepts in
detail.
b. Guided Practice
PY
Story Construction Game
Divide the class into groups with five members. Give each group
a set of strips of paper on which story events are written. Let each
group arrange the events to form a story in a graphic
O
organizer. Let the groups read the stories they formed.
Story A
Story B
C
c. Independent Practice
Refer to Story C.
D
Week 6
E
I. Objectives
EP
1. Understand that one should listen only to sound advice

2. Realize that what we love can make us happy
D
Infer about feelings, traits of characters from selections listened to
Oral Language Development

Express ones ideas, feelings clearly
Use context clues (definition) to determine the meaning of unfamiliar
words
Infer about feelings, traits of characters from selections read
63
Oral Fluency/Word Recognition
Read words, phrases, poems and stories with compound words
Grammar Awareness
Compose clear and coherent sentences using appropriate
possessive nouns
Study Strategies
Use graphic organizers
Composing
Write different forms of simple composition as a response to stories/
poems read or listened to
PY
- notes/letters
- descriptive paragraph
- another ending to a story
Attitude towards Language, Literacy, and Literature
O
Show willingness and enthusiasm in reading/listening to literary texts
II. Subject Matter
A. Topics
C
1. Inference (Feelings and Traits)
D
2. Compound words
3. Possessive nouns
B. Materials
E
pictures
smileys
EP
chart
C. References
Story: The Old Man, His Son and the Donkey an adaptation from Aesop
Poem/Song: Happiness
D
III. Procedure
Day 1
I. Objectives

2. Express ones ideas, feelings clearly
64
A. Oral Language Development
Show smileys of different feelings (happy, sad, surprised, excited etc.)

Ask: When do you feel happy?

When do you feel sad?
When do you feel excited?
Speaking Prompts:
I feel happy.
I feel sad.
The last time I feel excited was
B. Pre-Listening Activity
PY

a. fool
Say: The man is fool to wear a jacket on a hot summer day. People
O
laugh at him and think he is stupid. What word in the second
sentence means the same as fool?
C
b. loose
Say: The rope that tied the chicken got loose. So, it set itself free. What
word in the second sentence gives a clue to the meaning of loose?
c. please
D
Say: Yesterday, I prepared to surprise my mother. I tried hard not to
make her angry by doing all chores. I want to please her. I want
her to be happy on her birthday. What words in the fourth sentence
E
give the meaning to please?
2. Motivation
EP
Who usually gives you some advice? Do you listen to him/her?
3. Motive Question
Show a drawing of an old man, his son, and a donkey.
D
Ask: To whom did the old man and his son listen to?
C. During Listening
Read the story to the pupils. Ask prediction questions at some parts of the
story.
65
The Old Man, His Son and a Donkey
A man and his son were once going with their donkey to market. As
they were walking along by its side, a countryman passed them and
said, You fools, what is a donkey for but to ride upon?
(What do you think man and his son did?)
So the man put the boy on the donkey and went on their way. But
soon they passed a group of men, one of whom said, See that lazy
boy, he lets his father walk while he rides.
PY
(What do you think the man did?)
So the man ordered his boy to get off, and got on himself. But they
hadnt gone far when they passed two women, one of whom said to
the other: Shame on that lazy old man to let his poor little son walk
O
along. Well, the Man didnt know what to do, but at last he took his
Boy up before him on the donkey. By this time they had come to the
town, and the passersby began to tease and point at them. The man
stopped and asked why. The men said, Arent you ashamed of yourself
C
for overloading that poor donkey with you and your son?
(What do you think did the man and his son do?)
D
The man and the boy got off and tried to think what to do. They
thought and they thought, till at last they cut down a pole, tied the
E
donkeys feet to it, and raised the pole and the donkey to their shoulders.
They went along in the middle of the laughter of all who met them till
they came to Market Bridge, when the donkey, getting one of his feet
EP
loose, kicked out, and caused the boy to drop his end of the pole. In
the struggle, the donkey fell over the bridge, and with his feet tied
together, he drowned. That will teach you, said an old man who had
followed them: Please all, and you will please none.
D
Ask: To whom did the old man and his son listen?
Say: Let us make a story star. (To be done cooperatively) Try to retell the
story using the story star.
Day 2
I. Objectives

2. Infer feelings of characters in the story listened to
3. Write a comic strip, news report in response to a story listened to
66
A. Preliminary Activities
Reading/recitation of poems learned in previous lessons
B. Post Listening
Divide pupils into groups.
Group 1
Show in a comic strip when the old man, his son, and the donkey
met the different people
PY
Group 2
Show a live news report about what happened to the old man,
his son, and the donkey.
O
Group 3
Make a card that will make the old man and his son feel good.
C
2. Discussion
Who is going to the market?

Who did they meet on the way to the market?
What did they tell the old man and his son?
D
(Group 1 will show their comic strip)
Did the old man and his son follow what they were told to do?
E
What happened to the donkey?

What happened to the old man and his son?
EP
(Group 2 will show their news report)

What words can you use to describe the old man and his son?
How do you feel about what they did?
Was it right to follow the advice of the people?
If you were the old man or his son, would you mind what other people
D
were saying? Why? Why not?

When is it wise to listen and follow the advice of other people?
(Group 3 will present their card)

How do you feel about the story?
3. Skill Development: (Inferring traits/feelings of characters)
Say: Listen to the following sentences from the story The Old Man,
His Son and a Donkey.
67
1. As they were walking along, a countryman passed them and
said, You fools, what is a donkey for but to ride upon.
Ask: What did the man say about the old man and his sons?
(fools)
2. But soon, they passed a group of men, one of whom said. See
that lazy boy; he lets his father walk while he rides.
Ask: What did one of the men say about the boy? (lazy)
3. They thought and they thought till at last they cut down a pole,
tied the donkeys feet at it, and raised the pole and carried
the donkey on their shoulders. They continued walking in the
middle of the laughter of all who met them.
Ask: What did the old man and his son do to the donkey?
What does this action tell about the old man and his son?
PY
(foolish, stupid, simple-minded)
What did the people think about this action or scene?
(funny, foolish, stupid)
O
Ask: How were you able to tell or guess the trait of the characters?
What did you look for in the statements or texts that helped you

C
guess the trait or feeling of the characters in the story?
Say: We can infer or guess the traits and feelings of characters by
what they say, what others say about them, by what they think
and feel and by what they do.
D
c. Guided Practice
Read the story Lion and the Mouse.
E
One day a lion was sleeping in the forest. A little mouse

was looking for something to eat. She ran over his paw.
The lion opened his eyes. He roared at the mouse. He put
EP
his paw over her. I will eat you, he cried.

I did not know it was you, said the mouse. Please let
me go. Someday I will help you.
Foolish mouse! said the lion. What can a little thing like
you do? I am strong. How could you ever help me?
The lion laughed, but let the mouse go. He did not think
D
the little mouse could ever help him.

Soon after this the lion was running in the forest. He ran
into a trap.
The trap was a net made of rope.
The lion tried to break the net, but the rope was strong.
The mouse saw the lion in the net, she said, I will help you.
It was hard to chew the strong rope. The mouse bit and
chewed for a long time. At last she chewed the rope enough
so that the lion could break the net.
You have saved my life. Thank you, roared the lion, as
he walked away into the forest.
A little mouse can help after all, said the mouse.

(Aesop-Adapted)
68
Key: 1.B 2.a 3.a 4.c 5.b
d. Practice
Answer: worried
Answer: afraid
Answer: surprised
Answer: proud, boastful
Answer: nervous
Day 3
I. Objectives
PY
1. Use possessive nouns
O
Reading/recitation of poems learned in previous lessons.

C
B. Presentation

D
C. Teaching/Modeling

E
Write the answers of the pupils on the board.

EP
Say: These are phrases that show how to write the possessive form of
nouns.
Ask: What do possessive nouns express?

How is the possessive noun expressed?
How are possessive nouns written?
D
Say: Possessive nouns express ownership or possession. We add an

apostrophe s (s) to singular nouns or apostrophe after s (s) to
nouns ending in s.
D. Guided Practice

Exercises 1-3
A. Independent Practice
Form dyads or triads.
69
Say: Tell something about each of the family members favorite things or
activities. Use possessive nouns.
Example:
My fathers favorite shirt is a red polo shirt.
My mothers chocolate cake is everybodys favorite.
My brothers toy car is a gift from his friend.
Day 4
I. Objectives
1. Realize that everything we love can make us happy

2. Infer feelings, traits of characters from poem read
PY
4. Write a poem/note as a response to the poem read
O
Reading/recitation of poems and rhymes learned in previous lessons
B. Pre Reading Activities

C
D
a. secret
Say: Marie is preparing a surprise gift for her mother. She wants to
keep it a secret. She sees to it that nobody would know about
E
it except her. If somebody would know about it, is it still called

a secret?
EP
b. whistle
Make a whistling sound.
Say: What sound did I make? It is called a whistle. Try to whistle
too.
D
c. firefly
Show a picture of fireflies.
Say: These are fireflies. When do we usually see fireflies? Why do
you see fireflies in the dark?
2. Motivation
Example: family, smile, fun, toys, gifts
Ask: What things make you happy?
70
3. Motive Question
Say: Today, we are going to read a poem/song entitled Happiness. This is

a song from the TV special Youre a Good Man Charlie Brown. What
things make the person in the poem/song happy?
C. During Reading
Present the poem/song in a chart by reading it aloud while the pupils

listen, then later let the pupils read/sing it aloud too.
D. Post Reading Activities
PY
Divide participants into 3 groups.
Group 1:
In picture cards, draw meanings of happiness.
O
Group 2:
Draw the happiest place/s for you. Say something about it.
Group 3:
C
Sing a happy song.

2. Discussion
D

Ask: According to the poem, what is happiness?
E
(Group 1 will show their picture cards)

Why does the poem say that all of these make people happy?
What makes you happy? Why do these make you happy?
EP
(Group 2 will show and say something about their drawing)

What do you do when you are happy?
(Group 3 will sing a happy song)

D
Does everything that you love make you happy?

Do you love doing the things that make you happy? Why? Why not?
Who makes you happy?
How can you make others happy in return?
Let the class do a choral recitation.
3. Skills Development
a. Presentation
71
Say: We recited a poem about happiness. This time, let us write a
poem about ourselves and our feelings. We will write a poem
using the letters in the word happy.
What words or phrases that starts with H make us
happy? How about H, A, P, P, Y?
Say: Let us read the poem you have written.
Ask: How did we write our poem?

Say: We have written an acrostic poem. What can you say about
an acrostic poem?
Acrostic poetry uses the letters of a word to convey a mes-
sage.
PY
c. Guided Practice
Group Poem
O
Divide pupils into 5 or 6 groups.
Say: Write an acrostic poem about a feeling or trait (kindness,

C
honesty, surprise, sadness etc.)
Example:
Keeping a friend
D
In good times and
Never leaving them
During bad times
E

Recite your poem to the class.
EP
d. Independent Practice
Say: Write an acrostic poem using the letters of your name. Write
something about yourself or how you feel.
Example:
D
A friend
Nice and great
Always happy
Ask some pupils to share their poems with the class.

Note: As an assigned activity, let the pupils make drawings that is
appropriate to their poems.
72
Day 5

I. Objectives
1. Identify and use compound words

2. Read words, phrases, poems, and stories with compound words
Presentation of a choral recitation of the poem Happiness
PY
Say: Let us read these words.
O
ice cream nighttime
anyone firefly
anything daytime
C
2. Teaching/Modelling
Ask: What do you notice about the words?

D
How many words make up each word?
What two words make up the word ice cream, firefly, daytime,
nighttime, anyone, and anything?
E
Does each word that makes up the compound word give a

different meaning?
When combined, does the meaning of the word change?
EP
Say: The words we have read are called compound words.

What are compound words?
Teaching Chart
A compound word is made up of two words. Its meaning

D
is different from the meaning of each word that makes up the

compound word.
Some compound nouns are made up of two short
words that appear together as one.
Examples:
backyard grandmother
wallpaper doormat
The hyphenated compound noun is formed when
two or more words are connected by a hyphen.
Examples
commander-in-chief father-in-law
Some compound nouns are written as two words.
Examples:
lawn tennis water lily fairy tale
73
3. Guided Practice
Exercises 1-2
Say: Read the poems. Identify the compound nouns.
Form compound words from the pair or words given
Refer to LM, Do and Learn
Exercises A-B
a. Form compound words from the words in the box. Write the words
correctly. Example: passer by
b. Choose five (5) compound words and use each in a sentence.
Week 7
PY
I. Objectives
Realize that one has to exert effort to achieve his/her dreams
O
Admire Mouse for his determination to realize his dream
Admire Mouses parents for supporting his dream
C
Infer feelings and traits of characters in selections listened to
D
Oral Language
Express ones ideas, feelings clearly
E
Use context clues (definition) to get the meaning of unfamiliar words
EP
Make inferences and draw conclusions based on a literary or expository text

Read words, phrases, poems, and stories with accuracy
D

Read aloud grade level texts with accuracy and proper expression
Grammar
Identify and use concrete and abstract nouns in sentences
Writing/Composition
Write a friendly letter as a response to stories/poems read or
listened to
Attitude towards language

Show willingness and enthusiasm in reading/listening to literary
texts
74
I. Subject Matter
A. Topics
1. Literature
Story: The Mouse at the Seashore by Arnold Lobel, Me and My World I
Short Poems: Shakira Shepherd (Adaptation)
Sheila sells Seashells (Adaptation)
The Ch Food Song
2. Context Clues (definition)

3. Digraphs sh and ch
4. Concrete and Abstract Nouns
B. Materials
PY
picture/illustration of a seashore/sea/ocean
illustration of a family who will have a family picnic at the beach
pictures of concrete nouns used in the lesson
O
II. Learning Activities
Day 1
C
I. Objectives
D
1. Realize that one has to exert effort to achieve his/her dreams
2. Admire Mouse for his determination to realize his dream
E
3. Admire Mouses parents for supporting his dream
A. Pre-Listening
EP
1. Unlocking of Difficulties/Vocabulary and Concept Development

Show a picture and tell the following story about it. Present the vocabulary
words in cards while telling the story. Refer to LM, Think and Tell.
2. Activating Prior Knowledge
D
a. What comes to mind if you see the word seashore? What are the
things that you can see in it?
Refer to LM
seashore
b. Is it easy for you to go to the seashore? Why? Why not?
75
3. Motive Question
Say: You are going to listen a story about a mouse who wants
to go to the seashore. Will it be easy for him to reach the
seashore? Let us find out the answers to these questions
after listening the story The Mouse at the Seashore.
B. During Listening
Say: I am going to read to you the book entitled Mouse at the Seashore
by Arnold Lobel. Listen carefully. Be ready to answer the questions I
will ask at certain parts to check comprehension.
PY
Mouse at the Seashore
Arnold Lobel (slightly simplified)
A mouse told his mother and father that he was going on a trip to the
seashore.
We are very alarmed, they cried. The world is full of terrors. You
O
must not go!
I have already decided, said the Mouse firmly. I have never seen
the ocean, and it is high time that I did. Nothing can make me change
my mind.
C
Then we cannot stop you, said Mother and Father Mouse, but do
be careful.
Early the next day, the Mouse began his journey. Even before the
D
morning had ended, the Mouse came to know trouble and fear.
A cat jumped out from behind a tree. I will eat you for lunch, he said.
It was a narrow escape for the Mouse. He ran for his life but he left
E
part of his tail in the mouth of the cat.

By afternoon, the Mouse had been attacked by birds and dogs. He
had lost his way several times. He was bruised and bloodied. He was
EP
tired and frightened.

At evening, the Mouse slowly climbed the last hill and saw the
seashore spreading out before him. He watched the waves rolling onto
the ocean, one after another. All the colors of the sunset filled the sky.
How beautiful, cried the Mouse. I wish that Mother and Father
were here to see this with me.
D
The moon and the stars began to appear over the ocean. The Mouse
sat silently on top of the hill. He felt very happy and peaceful.
C. Post Listening
Go back to the motive question. Have pupils answer it clearly.
76
Talk about it
Answer the following questions.
1. Who was going on a trip to the seashore?

2. What did his parents say?
3. Did he still push through with his plan? What did he say to his parents?
4. What happened to him on his journey to the seashore? What happened in
the first light of dawn? What happened by afternoon?
5. When and how did he reach the ocean he has been dreaming to see?
6. What kind of mouse is he? If you were the mouse, would you take same
action as he did? Why or why not?
7. What have you learned from the story The Mouse at the Seashore?
8. Do you have a dream/an ambition in life? What is it?
PY
9. What will you do to achieve your dream/ambition?
10. If you meet some challenges along your way, will you give up? Why?
Why not?
O
Day 2
Post Listening Activities (continuation)

C
I. Objectives
D
2. Make inferences and draw conclusions based on a literary or expository
text
E
A. Engagement Activities
EP
Recall the story about The Mouse at the Seashore. Ask questions to track
pupils comprehension.
Say: Act out some of the major scenes in the story. Assign roles to pupils
and encourage them to be as expressive as the characters in the story.
D
B. Enrichment Activities

Group 1: Draw Me
Ask: Have you tried going to the beach/sea?
Say: Draw a beach/sea and say something about it.
Group 2: I See
Ask: What are the things youll see in a beach/sea?
Say: Write the things that you can see in a beach/sea and show them to
the class.
Group 3: My Checklist
Ask: What are things that you bring when going to a picnic at the beach/
sea?
77
Say: Draw and write a checklist of the things you might bring when going
on a picnic at the beach. Explain the reason of bringing these things.
Group 4: Listen to Me
Ask: What will be your advice to your sibling/friend if he will go to the
beach one day?
Say: Write a letter of advice to your sibling/friend. Read your letter to the
class.
Process the group outputs.
Assignment:
Write a friendly letter about your trip to any summer destination or if you
havent been to any place, you may share your experiences of how you spent
PY
your summer vacation at your own place.
Day 3
O
I. Objectives
Read words, phrases, poems, and stories with accuracy
A. Introduction/Presentation
C
1. Review
Recall the details of the story The Mouse at the Seashore.
D
2. Read the following sentences taken from the story.
E
a. Mouse had one big wish.

b. He wanted to go to the seashore.
EP
c. His parents could not change his mind.
B. Modeling/Teaching
Teaching Chart
D
A diagraph is a single sound or phoneme which is represented by two letters.
Say: How do we produce the sound /sh/? It is sounded as /sh/ as in shell.

How do we produce the sound /ch/?
Say: There are three sounds of digraph ch. ch sounded as ch as in

church; ch sounded as /k/ as in choir; ch sounded as /sh/ as in
chandelier
78
1. I was fascinated by the wide white shoreline Ive seen in Boracay
island.
2. There is also an old church located in the place.
3. I love to watch a parachute ride by a group of experts.
4. Chantal took photographs of schoolchildren inside their beautiful
5. school.
A. Guided Practice
Refer to LM, Read and Learn

Ask: What are the words with sh and ch in the phrases that youve read?
What are other words that you know with the sounds sh and ch?
Say: Read the following poems. Pay attention to the words with sh and
ch. Vary reading groups. First reading by the teacher, pupils with the
PY
teacher, group of pupils and individual reading. Identify the words with
the sounds sh and ch.
Refer to LM, Talk about it
B. Independent Practice
O
1. Divide the class into four groups. Ask each to have a presentation by
reciting the chosen poem.
2. Practice reading the chosen poem and recite with your group mates
C
in front of the class. Have a group presentation after a 5-minute
practice period.
3. Actual group presentation: The teacher will use a rubric in evaluating
pupils performance during the presentation.
D
Day 4
E
Grammar Lesson: Concrete and Abstract Nouns
I. Objectives
EP
1. Identify concrete and abstract nouns in sentences

2. Use concrete and abstract nouns in sentences
D
a. Go back to the story. Ask few questions to check pupils skill in

recalling/retelling details of the story.
b. Have pupils read the words inside the box.
Ask: Can you find these words in the story? What can you say about
these words? Pupils will say they are nouns. Refer to LM,
Think and Tell
2. Modeling/Teaching
Ask: What were the animals the Mouse met along his way to the ocean?
The words cat, birds and dogs are examples of concrete nouns.
79
Concrete nouns can be seen, heard, smelled, tasted, or felt.
How did Mouse feel when at last he saw the beach/ocean?
The words deep, peace, and contentment are words that cannot
be seen, heard, smelled or tasted. They can be felt. These words are
abstract nouns.
Ask: What are concrete nouns? Give other examples of concrete

nouns.
What are abstract nouns? Give other examples of abstract
nouns.
Lead the pupils in formulating generalizations.

Teaching Chart
PY
Abstract Nouns show virtues, traits, characteristics, or
qualities. They cant be seen, heard, smelled or tasted.
Concrete Nouns are those that can be seen, heard,
smelled, tasted, or felt.
O
2. Guided Activity
Exercises 1-2
C
A. Copy in your paper the abstract noun found in each sentence.
B. Pick out the concrete nouns in each sentence. Write your answers
D
on your notebook.
3. Independent Group Activity

E
Refer to LM, Do and Learn

Tell whether the underlined word is an abstract noun or a concrete
noun. Write your answer on your paper.
EP
Day 5
I. Objectives
D
Write a letter of apology
More on Concrete and Abstract Nouns

Writing
The teacher will introduce a new game entitled, Show and Tell to the pupils.
Show and Tell will focus on concrete/abstract nouns. A pupil will show an
object noun to the class and ask somebody to name it.
2. Guided Activity
Refer to LM, Learn Some More
80
Read the sentences carefully. Identify the correct concrete or abstract
noun inside the box that fits the blank. Complete the sentence.
3. Independent Group Activity

(The teacher should first tell the Bible story about Noah to the pupils if
pupils are not familiar with it yet.)
Discuss the story.

Refer to LM, Talk about it.
Writing/Composition
PY
Say: Do you follow your parents advice? Are there some instances in
your life when you disobeyed them? Do you feel sorry after you
have done them wrong?
Write a letter of apology to your parents saying how sorry you are for
O
disobeying them.
Discuss how to write a letter. Teach the parts of a letter. Check the pupils
C
composition; then, have them rewrite the letter.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
D
Week 8
I. Objectives
E
EP
Realize that being friendly is a good trait to develop

Instill in the learners the value of knowing and doing assigned tasks
Show diligence in doing an assigned task
D
Oral Language
Express ones ideas and feelings clearly
Use context clues (exemplification) to determine the meaning of
unfamiliar words
Infer the theme of literary texts
81
Read words, phrases, poems, and stories with diphthongs accurately

Read aloud grade level texts fluently
Grammar
Use collective nouns
Writing/Composition
Write forms of simple composition as a response to stories/
poems read or listened to notes/letters descriptive paragraph
Viewing
PY
Tell the uses of colors, lines, and shapes in moving images
texts
O
I. Subject Matter
A. Topic
C
1. Literature
Poems: a. Emang the Enchantress and the Three Brats by Rene
Villanueva
D
b. The Flies and the Ants Adaptation
2. Context Clues (exemplification)
3. Diphthongs oy, ow, and oi
E
4. Collective Nouns
5. Writing notes / letters and a descriptive paragraph
EP
B. Materials
picture/illustration of a farm and farm animals

pictures/illustration of some collective nouns
crossword puzzle
D
II. Learning Activities
Day 1
I. Objectives
1. Use context clues (exemplification) to find the meaning of unfamiliar words

2. Express ones ideas and feelings clearly
82
Preliminary Activities
A. Pre-Listening Activity
1. Unlocking/Vocabulary and Concept Development
a enchantress
Say: Maria Makiling is a known enchantress of Mount Makiling. It
is said that she casts bad spells to people who destroy the
mountain. These people either get lost or sick. She also casts
good spells to good people. She does magical things. What
words in the previous sentences above can we associate with
the word enchantress? Can ordinary people do these?
b brat
PY
Say: Lino is a spoiled brat. He disobeys his parents. He does things
his parents do not like him to do. When he wants something,
he wants to get it by all means. Do you know of anyone who
is a brat? Is it good to be a brat?
O
c. wreck
Say: Very strong winds can wreck a house. It can destroy an entire
C
field and even a big village. What word in the sentences above is a
synonym of wreck?
d. littering
Say: Some people litter the ground. They throw garbage anywhere.
D
What do we mean by littering? Is it a good deed? Why? Why
not?
E
2. Motivation
Have you been to a beautiful place? Can you describe the beautiful
place you have been to?
EP
Refer to LM, Think and Tell

3. Motive Question
Say: You are going to listen to the story Ema the Enchantress and the
Three Brats. How does Ema s place look like?
D
B. During Listening Phase
Present the story Emang the Enchantress and the Three Brats.
Say: This story was written by Rene Villanueva and illustrated by Alfonso
Onate and Wilfredo Pollarco.
This is Ema the enchantress. She has magical powers. She has a
beautiful garden where many fruits and vegetables grow. Many birds and
animals live in this garden. The garden has clean air and water.
These are the three brats. Pat Kalat is the king of trash. Its his habit to
throw trash anywhere. Pol Putol is the enemy of all the plants. Its his hobby
83
to snap branches and break twigs. Paz Waldas is the queen of waste. She
likes to waste water and electricity.
You are such bad children! You never do any good! People were angry
at the three brats. They ran after the three brats.
The three brats reached the beautiful garden of Ema the Enchantress.
(What will the three brats do in Emas garden?)
It would be fun to ruin this garden, Pol said. Come on, lets wreck it,
Pat agreed. Lets destroy everything, said Paz.
Ema the Enchantress arrived. She scolded the three brats. The three
brats laughed as they continued to destroy the beautiful garden. Ema grew
angry. You should each be taught a lesson, she said.
(What will Ema the Enchantress do with the three brats?)
Strong winds suddenly blew and enveloped the three brats. The three
brats became dizzy. Pol found himself in a place with nothing but sand.
There were no plants in sight and the sun was very hot. The place was like
PY
a desert. Pol looked for a tree for shelter. There was no tree in sight. So
this is how it is without plants, Pol realized.
Pol became thirsty and looked for water. There was no water to be
found. So this is how it is to have neither trees nor water, he said. I need
trees. I need water. Have pity on me, Pol said.
O
Pat found himself in a garbage dump. The garbage dump was smelly
and dirty. There were many flies, cockroaches and rats. The flies,
cockroaches and rats were huge. Rats chased after Pat and the flies and
C
cockroaches buzzed near him. Pat was very scared. So this is how it is
when everything is dirty, said Pat. I dont want to be eaten by rats. I dont
want to get sick. Please save me, said Pat.
Pat found herself in a dark city. The city was filled with smoke. The people
were very thin. Paz looked for light. There was no electricity. Paz tried to
D
look for a faucet. There was no water. I will die from all the smoke. It is
dark. I will die without light and water. Have pity on me! Paz said.
(What will the three brats do?)
E
I will stop littering, Pat promised.

I will stop killing the plants, Pol promised.
I will stop wasting water and electricity, Paz promised.
EP
Have pity on us, said the three brats.

(Do you think Ema will pity the three brats?)
Ema the Enchantress felt pity for the three brats. You should all learn
to clean your surroundings. You should all learn to plant. And you should all
learn to save your resources, said Ema the Enchantress to the three brats.
D
The three brats began helping Ema the Enchantress. Pat helped her
clean the garden. Pol helped her plant some trees. Paz helped her fetch
some water. Ema the Enchantress was very happy to see that the three
brats have changed their ways.
C. Post Listening Phase - Refer to LM, Try and Learn

Complete the oval diagram to show important elements of the story.
Then, say two or three sentences about it. Be guided by these questions:
84
Who are the characters in the story?
When did the story happen?
Where did the story happen?
What is the conflict/problem in the story?
How was the problem solved?
PY
Day 2
Post listening Activities
I. Objectives
O
1.
Realize that destroying the environment brings bad results
2.
Instill in the learners the value of caring for the environment
3.
C
Realize that bad ways can be changed
4.
5.
Write forms of simple composition as a response to stories/poems read or
listened to
-notes/letters
D
-descriptive paragraph
Preliminary Activities
E
1. Recall/Review
What story did you listen to yesterday?
EP
Engagement Activities
2. Group Activity
Divide pupils into four (4) groups. Let each group do a separate task.
D
Group 1:
Draw Ema the Enchantress garden.
Group 2:
Make a wanted poster for the three brats. Describe what each of them
did to Emas garden.
Wanted Wanted Wanted

Pat Kalat Pol Putol Paz Waldas

85
Group 3:
Show a charade of how the three brats react and feel when they were
punished by Ema the Enchantress.
Group 4:
Write an open letter about taking care of the environment.
3. Discussion:
a. How does Emas garden look like?

(Group 1 shows a drawing of Emas garden and describes it)
b. Who are the three brats? What did the three brats do to Emas garden?
(Group 2 shows a poster of the three brats)
c. In what ways do we also destroy environment?
d. How did Ema feel about what they have done to the garden?
PY
e. How do you feel about what the three brats did to Emas garden?
f. How did Ema punish the three brats?
g. How did Pol feel about having no plants and water around? Why?
h. How did Pat feel about being in a garbage dump? Why?
i. How did Paz feel about being in a dark city? Why?
O
(Group 3 shows through a charade how Pol, Pat and Paz react and
feel about their situations)
j. Did Ema the Enchantress forgive the three brats?
C
k. If you were Ema, would you forgive the three brats? Why? Why not?
l. Did the three brats change their ways? How did they show it?
m. How can we also change our ways towards the environment?
(Group 4 reads the open letter about taking care of the environment)
n. Why is it important to take care of our environment?
D
E
Listen as the teacher says each statement. Be able to tell how each character
feels.
EP
1. You are such bad children! You never do any good!

2. Come on lets wreck it. Lets destroy everything!
3. I need trees. I need water. Have pity on me.
4. I dont want to be eaten by rats. I dont want to get sick.
5. I will die from all the smoke. I will die without water.
D
Day 3

I. Objectives
1. Read words, phrases and poems with diphthongs oy, ow and oi with
accuracy
2. Read aloud grade level texts fluently
A. Presentation
Listen as the teacher reads the paragraph. Notice how she pronounces the
words in boldface. Refer to LM, Find Out and Learn
86
Pol Putol is a big boy. He is one of the three brats. Instead of playing
with toys he destroys things around him. He cuts trees in a row.
He does not know about taking care of the environment. He does not
show concern for it. But one day, Pol learned a big lesson. He started
to change his ways. He no longer spoils other peoples days. People
no longer frown at his ways. He now enjoys being with people. He has
learned not to let Mother Earth down.
B. Teaching/Modeling
Produce the sounds oy and ow in the set of given words and guide
the pupils in reading these words correctly. Read words with oi sound.
PY
oy ow oi

boy cow boil
Joy how spoil
toy vow voice
Roy brown choice
O
crown soil
C. Guided Practice
C
a) Read the phrases with sounds oy, ow and oi orally.

D
b) Read aloud the sentences with words having the sounds oy, ow
and oi. Refer to LM, Learn Some More
E
What words in the sentences have oy, ow and oi sound?

What other words have oy, ow and oi sounds?
What other words have oy, ow and oi sounds?
EP
Can you think of other words with diphthongs? Write these in your
notebook.
Day 4
D
I. Objectives
Infer the theme of literary text

Use collective nouns properly
Grammar Lesson: Collective Nouns
1. Introduction/Presentation -
Present the poem entitled, The Flies and the Ants. Ask: Have you seen
a group of flies? Have you also seen a group of ants? What have you
noticed with these groups of creatures?
Show a picture of ants and flies. Then unlock the underlined words.
Refer to LM, Think and Tell
87
Reading of the story. Refer to LM, Read and Learn.
Questions:
1. Why is it important to be united in times of emergency?
2. What could have happened if the ants did not cooperate with the
King?
3. Are you cooperative? How do you show it?
1. Teaching / Modeling
Say: Read the poem again and try to look at the underlined words. What
are these words?
PY
squadron band kingdom
battalion choir
O
C
Teaching Chart
D
Collective Noun expresses the idea of many but are
considered as one. It refers to a group or a whole unit of
persons, animals, places, or objects.
E
A squadron, battalion, a band, and a choir are all composed

EP
of members. They are called collective nouns.
Lead the pupils in formulating generalizations.
2. Guided Activity - Refer to LM, Do and Learn A and B.

D
Day 5
I. Objectives
1. Write sentences using collective nouns

2. Write the correct collective noun in the word puzzle
Refer to LM, Learn Some More A.
Ask pupils regarding the lesson on collective nouns.
Say: What is the appropriate collective noun for the following? Choose the
right collective noun in the box.
88
B. Modeling/Teaching
Refer to LM, Learn Some More B.
Say: I have here set of pictures inside the mystery box. Each group will
choose one picture and tell what the picture is all about. Use three to five
sentences in describing the picture. Use a collective noun suited for the
picture.
Say: This is a pride of lions.

The lions are ferocious.
They live in the jungle.
They are wild animals.
(The same pattern will be used by all pupils to enhance fluency in the
language.)
3. Guided Activity
PY
Refer to LM, Talk about It.
Say: Do you enjoy playing with word puzzles? Copy the following on your
paper. Then read the clues for each puzzle.
(The teacher may explain what a crossword puzzle is and explain how to
O
do it).
The teacher will guide pupils in making their own sentences using the
C
collective nouns found in the crossword puzzle.
4. Independent Practice Refer to LM, Try and Learn

Say: Think of the missing letters to complete the word. Then write the com-
plete word on the space provided for.
E D
c s s
1. The English _______ won in the choral reading competition.
EP
t e m
2. Did all of you cheer for our __________ in volleyball?
u i n
3. The labor _________ was not allowed to enter the
D
Malacanang Palace.
c a i
4. The Sierra Madre is the longest ________________ of
mountains in the Philippines.
cn o e c o
5. I have a ___________________ of
old coins.
Say: Use the words in your own sentences. Write them in your notebook.

89
Week 9
I. Objectives
1. To appreciate the value of eating nutritious food

2. To realize that eating nutritious foods will make one healthy and strong
Infer feelings and traits of characters from a selection listened to
PY
Oral Language
Express ones ideas and feelings clearly
Use context clues (exemplification) to find the meaning of unfamiliar
words
O
Infer the theme of a literary text

C
Read with accuracy words, phrases, poems and stories with silent
letters
D
Read aloud grade level texts fluently
E
Grammar
Use the simple present tense of verbs
EP
Writing/Composition
Write a response to a story/poem read or listened to
notes/letters
Viewing
D
Tell the uses of colors, lines and shapes in moving images

texts
II. Subject Matter
A. Topic
1. Literature
Story : A Lesson for John Benedict by Jennalyn S. Datuin
Poem : Haira, the Honest Girl by Jennalyn S. Datuin
90
2. Context Clues (exemplification)
3. Silent Letters h and gh
4. Simple Present Tense of Verbs
5. Making a Survey
B. Materials
picture/illustration of foods and drinks

picture of a girl returning the wallet she found to a police officer
III. Learning Activities
Day 1
PY
I. Objectives
1. Express ones ideas and feelings clearly

2. Use pictures, context clues (exemplification) to find the meaning of
unfamiliar words
O
A. Preliminary Activities (Listening Phase)
C
1. Unlocking of Difficulties - Refer to LM, Find Out and Learn
a. nutritious food
(through pictures) show some pictures of go, grow and glow food
D
Say: Do you eat these foods? These are nutritious food.
They make us healthy and strong.
Ask: What are the health benefits of eating nutritious foods.
E
b. junk food / processed food

EP
(through pictures) - Show pictures of junk/processed food
Say: Do you eat/drink this food? These are junk food/processed

food. Eating junk/processed foods will make you sick. They are
not good for your health. Explain further how one can get sick by
eating and drinking junk foods.
D
c. hospital
(picture of a hospital) - show a picture of a hospital. Ask: What is the
importance of a hospital in the community?
Say: A hospital is a place where sick persons are brought.

Ask: What care is given sick persons in a hospital?
91
nutritious food junk food
a glass of water and

processed food soft drinks
nutritious food junk food processed food hospital
PY
Mother prepares nutritious food for my snacks. These are boiled bananas,
a bottle of milk and slices of mango fruit. She doesnt like to give me money as
my baon for she knows I will buy junk food in the store. She doesnt prepare
processed food, too. Based on her experience, eating too much processed
foods like tocino, ham, and hotdog once put her life in danger. She had a
kidney problem and was confined in the hospital for a week, so she promised
O
not to eat those food anymore.
C
2. Motivation Questions
Show pictures of different kinds of food for snacks.

D
Say: Which do you like to eat a pack of chips or boiled corn on the
cob? Which do you like to drink, soft drinks or water? Why?
E

3. Motive Question
EP
Say: We are going to read a story entitled Food and Drinks That Make
Me Sick. Be able to identify the food and drinks that make the boy
sick. What food and drinks make one sick? Let us find the answer
to this question as we read the whole story.
D
B. During Listening
1. Present the book entitled, Food and Drinks That Make One Sick. Say:
Look at the picture on the cover and read the title. What do you think is
the story about?
92
A Lesson for John Benedict
by Jennalyn S. Datuin
Three white flowers for you, Mama, says John Benedict, an

eight-year old boy.
Thank you, my son. Youre so sweet, says Mother. Do you
have something for your Dad, too?
Of course, Mama, says he. I have a thank you card for him.
He always gives me my baon everyday.
John Benedict makes everyone in the house happy. He sings,
recites poems, and dances much to the delight of his grandfather
and grandmother, his uncles and aunts, and even his two elder
brothers Mark and Laurence. That is why they always shower him
PY
with things he likes.
Then one day John Benedict got sick. He became pale and
weak. Everyone was worried.
His mother and uncle Erick took him to the hospital for a check-up.
Dr. Ballena, the doctor, asked his mother, What does your son
usually eat?
O
It was John Benedict who answered, I eat burgers, hotdogs,
and bacon everyday. I eat fries and chips, too. All these are my
favorite.
C
How about water? Dr. Ballena asked again.
I dont drink much water but I drink lots of soft drinks instead,
John Benedict said.
Actually, I serve hotdogs and tocino everyday. He does not eat
D
vegetables and fruits said his mother.
That is the reason your son got sick. He has a kidney problem,
you see, said Dr. Ballena. He is still lucky that his sickness is still
E
at the early stage.

Im sorry. It was my fault that he got sick. What are we going to
do? said his mother..
EP
We have to give John Benedict the right medication. We have

to correct his diet, too. Dr. Ballena said. That means he has to stay
in the hospital until he gets well.
For two weeks, John Benedict was confined in the hospital.
When he got well and returned home, he was once again the active
boy who gave joy to everyone.
D
C. Post Listening
Go back to the motive question. Have pupils answer them clearly.

Comprehension Check:

1. What did John Benedict bring to his mother and his father when he
arrived home from the school? What kind of young boy was he?
2. What happened to him one day?
93
1. What did the doctor do to find out the cause of his sickness?
2. Why did he have to stay in the hospital?
3. Would you like to be sick and be brought to the hospital like John Benedict?
Why? Why not?
4. Is it proper for children to eat junk food? What will happen if you continue
eating junk food?
5. What kind of food should children eat everyday?
Infusion of Values
What kinds of food should you eat to stay healthy?
Day 2
I. Objectives
PY
2. Infer the theme of a literary text
Post Listening Activities (continuation)
O

A. Preliminary Activities
1. Recall the story about The Food and Drinks That Make One Sick. Ask
C
questions to track pupils comprehension.
2. Engagement Activities/Enrichment Activity
Divide the class in four groups. Each group will do a specific activity.
D

Group 1: Draw Me
E
Say: Do you know some nutritious food you need to eat? Name them
then list their names in your notebook. Draw this nutritious food
that you need to eat to grow strong and healthy. Then answer
EP
this: Why do you like to eat them?
Group 2: Lights Camera Action!
Say: What is the difference between a healthy child and a sickly child?
D
What thing can a healthy child do that a sickly child cant? Act
out how a healthy child and a sickly child move.
Group 3: Tell Me and I will Listen
Say: If you had the chance to talk to John Benedict when he was still
eating junk food, processed food, and still drinking soft drinks,
what would you to tell him?
Let the pupils talk, and let the class listen to the advice that some of
the pupils will give.

94
3. Class Activity
a) I like it! I dont like it!
Say: I have here a list of food (with pictures) that children love to
eat. Check the ones you love and the ones you dont like.
Kinds of Food I like to eat I dont like to eat
1.boiled banana
2.boiled sweet potato
PY
3.boiled cassava
4.native bibingka
5.corn chips
O
6.candies C
7.chocolate
8.banana cue
D
9.camote cue
E
10.curls

Say: How many of you like to eat boiled banana? Boiled sweet
EP
potato? Boiled cassava?
The teacher should count the number of pupils who like to eat and
dont like to eat the food in the first column.
Ask: What is the best liked food? The second? The third? What is
D
the least liked food? Why do children love to eat those foods?
Why they dont like to eat this food? What can one get from
eating nutritious food? What can one get from eating junk
food / processed food?
b) Bring Me, Im Nutritious
Say: Do you have snacks in your snack box? Now, were going to have
a Bring Me game.
Example: Who has a boiled banana? Who has a camote cue? The
first to give the item will get a star on his / her activity paper.
The first to collect five stars wins.
95
Day 3
I. Objectives
1. Recognize words with silent letters h and gh in phrases, sentences and in

a poem
2. Read words, phrases and sentences with the silent letters h, gh
1. Review
a) Recall the details of the story, The Food and Drinks that Make One
Sick
PY
b) Read the following words with the silent letters h, gh taken from the
story: The teacher will read the words taken from the story and the
list of words with the silent letters h and gh.
O
c) Read the phrases with the silent letters h and gh orally.
Refer to LM, Do and Learn A and B
Say: Underline the words with silent letters h and gh.
C
2. Poem Reading - Refer to LM, Learn some More
a) Read the poem first to model reading. Then ask the pupils to read
by group.
D
b) Ask pupils to identify words with silent letters h and gh in the poem.
Questions:
E
1) What kind of girl is Haira?

2) Why do you say that she is honest?
EP
3) If you have found something, are you going to return it? Why?
Why not?
4) What did she do to the wallet? Did she keep the wallet for herself?
5) Where did Haira go when she found a wallet?
6) What did the police say to her? What did she tell the police?
7) What did she want the police to do with the wallet she found?
D
8) If you were Haira, would you do the same thing? Why? Why not?
3. Independent Practice - Refer to LM, Do and Learn

Divide the class into two. Have them do their assigned task.
Say: Read the assigned paragraph with your group orally. Then select
the word with silent letters h or gh inside the box that will com-
plete the thought of the paragraph.Copy the paragraph in your
notebook.
96
Let the pupils work by groups and answer the following.
honest thoughtful brightest height eight
Group 1
John Mark D. Cruz is an _______ year old boy. He is a grade four
pupil. He is the smallest pupil in class. His _________ is only 2 feet and 8
inches tall. Though hes small, he is the _____________ pupil in their class.
Besides being the brightest pupil in class, he is also _____________ and
____________ according to Mr. Gelido his adviser.
delighted honest thoughtful bright
PY
Group 2
Pangasinan is one of the progressive provinces in the country. You will
O
be ______ to see and visit the place because of its beauty and grandeur.
Governor Espino has placed the province in the limelight because of his
_______ ideas. Besides, the people are industrious and _______.
C
Day 4
I. Objectives
D
1. Identify and use the simple present tense of verbs in sentences
2. Use the simple present tense of verbs in sentences
E
II. Grammar Lesson

EP
Go back to the story Haira, the Honest Girl. Ask few questions
regarding the story to check pupils skill in recalling/retelling details of the
story.
D
Have pupils read the sentences.

Refer to LM, Find Out and Learn
a) He recites poems that he learned from school.
b) They go to the hospital for a medical check-up.
c) He gets weaker and weaker every day
d) The doctor shakes his head slowly.
e) I always buy those food near my school.
Ask: Can you find these sentences in the story?

Ask the children to look for these sentences in the story.
Tell pupils to read the underlined words in each sentence. Teacher should
ask questions like:
97
a. What does he do with the poems he learned from school?
Answer: He recites poems that he learned from school.
b. Ask questions with the next four sentences just like the given
example question above.
Then, say: The words recites, go, gets, shakes and buy are action
words.
2. Modeling/Teaching
Teaching Chart
Subject Verb Agreement
PY
Verbs are action words
We use the s form of the verb with singular subjects.

Examples:
O
Mama Annie cuddles her baby with much love and care.
Jovie reads his favorite book.

C
We use the base form of the verb with plural subjects.
Examples:
D
The teacher will show different pictures to pupils. Let each pupil choose a
picture and say something about.
E

EP
a. Myra dances gracefully.

Ask: Who dances gracefully?
b. Eric and Ismael join the newly organized basketball team.

Ask: Who joined the newly organized basketball team?
D
Singular Subject Singular Verb - Refer to LM, Do and Learn A
Plural Subject-Plural Verb - Refer to LM, Do and Learn B
3. Guided Activity
Activity 1 - Refer to LM, Learn Some More A
Ask: What activities do you do in school? What things do you do before
coming to school?
Say: Copy the sentences on your paper and underline the correct verb
form in each sentence.
4. Independent Group Activity (Refer to LM - Try and Learn)
98
Day 5
I. Objectives
Write a five-sentence paragraph using the present tense of verbs
Writing/Composition
1. Introduction/Presentation - Refer to LM, Think and Tell
Say: Look at the picture. Who are in the picture? Where are they? What
are they doing? Answer the questions below.
PY
Questions:

1. Who teaches the children?
2. Who cleans the room?
3. Who wipes the dirt on her table?
O
4. Who reads their Science books?
5. Who arranges and fixes the chairs properly?
C
Possible Answers:
1. The teacher teaches the children.

2. The children clean the room.
D
3. Maribel wipes the dirt on her table.
4. Gemma and Sylvia read their Science books.
5. Gina, Alicia and Rechel arrange the chairs and fix them
E
properly.
2. Guided Activity - Refer to LM, Try and Learn

EP
Fill in each blank with the present tense form of the verb. Choose from the
words inside the box.
3. Independent Activity - Refer to LM, Do and Learn

D
Complete the new sentence. Make sure the verb agrees with the new
subject. Number 1 is done for you. After completing the sentences, write
them in paragraph form on the space provided for.
4. Class Activity - Refer to LM, Learn Some More
Read and answer the following riddles. Base your answer on the pictures.
Encircle the verbs used in each riddle. Write your answers in your notebook,
then discuss your answers with your classmates.
99
QUARTER 1
TABLE OF SPECIFICATION
POST-ASSESSMENT
Domains Competencies Item Placement No. of Items
LC Note details in selections lis- 1, 2, 3 3
tened to:
Identify
-characters
-setting
-plot
Sequence a series of events 6 1
from stories listened to
PY
Infer about feelings, traits of 7,8 2
characters in selections lis-
tened to
V Use context clues (synonym) 4,5 2
to find the meaning of unfamil-
iar words
O
-synonym
-antonym 15, 16, 17, 18 4
-definition
exemplification
C
RC Analyze a 21, 22, 23 3
narrative in terms of its charac-
ter, setting and plot
D
Sequence events in literary 19, 20 2
texts
E
Infer about feelings, traits of 9, 10 2

characters in selections read
EP
PWR Read words, phrases, poems 11, 12, 13 3

and stories with long vowel
sounds
-long a
-long e
D
-long i
-long o
-long u
14, 15 2
Read words, phrases, poems
and stories with
-compound words, digraphs,
dipthongs, and words with
silent letters with accuracy
100
SS Arrange 36 1 SS
words with the
same first letter
but a different
2nd letter in 23 3
alphabetical
order
Use graphic
organizers to
show under-
standing of
texts
PY
G Compose clear and coherent 24, 25, 26 3
sentences using appropriate
grammatical structures:
-Plural form of regular nouns
O
-Plural of irregular nouns
C
Compose clear and coherent
sentences using appropriate
27, 28 2
grammatical structures:
- Mass and Count Nouns
D
Use quantifiers of mass nouns 31 1
E
Use possessive nouns 32, 33 2
Identify and use concrete and 29 1

EP
abstract nouns
Use collective nouns 30 1
Use present tense of verbs 34, 35 2

D
Write 2-3 step directions using 37, 38, 39, 4

signal words 40
TOTAL=40
101
QUARTER 1
POST-ASSESSMENT
A. Listen as the teacher reads the story. Answer the questions that follow.
The Thirsty Crow

Oh what a hot day it is! And not a drop of water in sight! said a
thirsty crow. It flew from place to place looking for some water. But all the
lakes and rivers had dried up and there was no sign of rain.
Ill surely die of thirst if I dont find some water, said the crow.
As it searched here and there in worry, it spotted a large container

in front of a deserted house. It perched on it and saw that there was
PY
some water in it, but at the bottom, beyond its reach.
It thought hard and soon an idea came to its mind. There were
many pebbles lying nearby. It picked up the pebbles one by one, and
dropped them into the container. Slowly the water level started rising.
O
The crow kept at it, never giving up. Soon the water level was high
enough for it to reach and it was able to quench its thirst.
C
1. Who flew from place to place looking for some water?
A. Thirsty cow
B. Thirsty crow
C. Lonely crow
D
D. Lonely cow
2. Where was the large container with water found?

E
A. In a deserted house
B. In a farm house
C. In a big house
EP
D. In a small house
3. Why cant the water in the container be reached?

A. It is cold
B. It is at the bottom
D
C. It is too few
D. The container is small
4. The place where the large container was found was empty. Which word in
the sentence is a synonym of deserted?___________________
5. The water in the container was too low for the crow to reach. So, it dropped
pebbles inside the container until the water was high enough to reach. What
word in the sentences is the antonym of low? _______________________
6. Which shows the correct sequence of events in the story listened to?
A. The crow searched for water everywhere.
B. All the lakes and rivers had dried up and there was no sign of rain.
102
C. The crow saw a large container with water in it, but at the bottom.
D. The crow was able to quench its thirst.
E. The crow picked some pebbles and dropped them into the container.
A. ABCDE
B. BCADE
C. BACED
D. ABCED
7. Ill surely die of thirst if I dont find some water. This statement shows that
the crow was-
A. worried
B. sad
C. afraid
D. excited
PY
8. The crow thought of a way to reach the water in the container. It was able to
quench its thirst. The crow is-
A. Foolish
B. Hardworking
O
C. Kind
D. Wise

C
9. Which set of words are read as place and lake?
A. make, leak
B. beak, cake
D
C. great, beat
D. fake, rake
E
10. The crows here reach the sea. Which group of words are read as the
underlined words?
A. beat, heal, meat
EP
B. neat, seat, bear

C. take, meal, seal
D. been, green, men
11. Complete the sentence. If the water did not rise, the crow will _________.
D
A. sleep
B. dance
C. die
D. live
12. Which set of words have the long /o/ sound?

A. bone, coil, done
B. cone, food, gone
C. joke, lone, rode
D. soup, tone, rose
103
13. Which set of words have the long /u/ sound?
A. cute, huge, sure
B. cube, make, tore
C. some, sum, hum
D. huge, look, none
14. Write a compound word to complete the sentence.

I like my __________ in our new house. I would sleep soundly in this room.
15. The crow brought pebbles to drop to the container. Which word is read with
silent gh?
A. ghost
B. bough
C. rough
PY
D. aghast
Read the selection. Answer the questions that follow.
The Fox and the Camel
O
There was once a fox who hated water but needed to cross a river.
He decided to come to an agreement with a camel.
C
If you carry me to the other side of the river, he proposed to
the camel. I will show you a field of sugar cane. Then, while you eat the
sugarcane, I will dine on fish and crabs I find on the river bank.
The camel without second thought, readily agreed and the fox
jumped up on his back.
D
The crossing went perfectly but afterwards the fox, who had a much
smaller stomach, satisfied his hunger long before the camel.
While the camel was still eating, the fox began to howl. The noise
E
brought the farmers running with big sticks.

The fox managed to escape and hid but the camel could not avoid
the beating.
EP
Later
Why on earth did you do that? asked the camel when he was
carrying the fox back across the river.
Oh, its my habit to howl after dinner, replied the fox, unmindful of
the heavy beatings suffered by the camel.
D
Is that so? Well, I have a habit, too, said the camel. After eating, I
always have a roll in the water. And he splashed down in the river, wetting
the fox all over who was so terrified.
16. Who hated water but needed to cross a river?

A. fox
B. camel
C. farmers
D. fish
104
17. What brought the farmers running with big sticks?
A. The camels howl
B. The sight of the fox
C. The camels hump
D. The foxs howl
18. What did the farmers do with the camel?

A. They drove the camel away
B. They caught the camel
C. They beat the camel with sticks
D. They bound the camel with a rope
19. The camel agreed without second thought to the fox. This shows that the
camel is-
PY
A. stupid
B. wise
C. helpful
D. honest
20. While the camel was still eating, the fox began to howl. The noise brought
O
the farmers running with big sticks. The fox escaped but the camel did not
escape the beating. The fox was-
A. inconsiderate
B. clever
C
C. foolish
D. kind
D
21. How did the story end?
A. The angry farmers beat the camel with sticks
B. The terrified fox got wet all over
E
C. The hungry camel ate at the sugarcane field
22. Rearrange the events as they happened in the story. Write the events in the
EP
story train.
D
While the camel was still eating, the fox began to howl.
The camel splashed down in the river, wetting the fox all over.
The farmers beat the camel with their sticks.
The camel agreed to carry the fox on his back to the other side of the river.
The camel asked the fox why he howled while he was still eating.
23-26. Write the plural form of the underlined nouns in each sentence.
23. The fox hated water. ________________
24. The farmer came with stick. _____________
25. The fox looks out for sheep around. ____________
26. The farmer came running with his child. _________________
105
27-30. Classify the list of nouns as mass noun, count noun, abstract noun and
collective noun.
school of fish, water, crabs, hunger
Mass Noun ___________
Count Noun __________
Collective Noun __________
Abstract Noun ___________
Complete the sentence with an appropriate quantifier.
31. _________ of medicine can cure the camels wounds from the beating.
A. A box of
B. A few drops
C. A slice of
PY
D. A dash of
Write in possessive form the underlined phrases in each sentence
32. The back of the camel was painful. ______________________
O
33. The stomach of the fox is smaller. ______________________
Choose the correct form of the verb for the sentence.

C
34. A camel (carry, carries) a hump on its back.
35. Foxes (look, looks) for its prey in wide fields.
36. Arrange alphabetically the words inside the box.
D
color, camel, cane, cross, cereal, crush
E
37-40
Write the directions in cooking rice. Use the sequence signals first, next, then and
EP
finally.
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
D
________________________________________________________________________
________________________________________
106

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VISIT DEPED TAMBAYAN

This book was collaboratively developed and reviewed by educators

We value your feedback and recommendations.

Only institution and companies which have entered an agreement with

Consultants and Editors:

Felicitas Pado, PhD Ofelia Flojo, PhD

Rosalina J. Villaneza, PhD

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

Printed in the Philippines by Vibal Group, Inc.

This teachers guide is designed in four quarters with nine-week

In a literature-based curriculum, objectives are classified into

We also want you to use formative assessment results as basis

Content Standard Performance Standard

Vocabulary demonstrates understanding that words are composed of different parts

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

CODE BOOK LEGEND

Learning Area and Alphabet Knowledge AK

Domains Competencies Test Placement No. of Items

LC Sequence a series of Test I. 2, 4 2

Infer about feelings, Test I. 3 1

Speak clearly using

Express ideas clearly

-show and tell

Give oral directions

Use context clues Test. II. 10 1

(synonym) to find the

Read words, phrases, Test II. 14-17 4

Use quantifiers of Test II. 8 1

about the characters,

The First Spider

Choose the letter of the correct answer.

a. She weaved threads into cloth.

d. She went to buy some threads.

a. Gamba would have sewn it herself.

The Legend of the Monkey

a. The girl sewed the leather into a dress.

d. The girl turned into a monkey.

a. young b. girl c. make d. idea

8. Which expression could tell plural of sugar?

9. Which sentence shows the correct expression of possessive nouns?

10. Find the pair of this word: forest

11 13 Show in a graphic organizer the steps in making a dress out of

Fill in the table below with the correct words:

18. Angry is to calm as lazy is to ___________.

a. monkey, mud, mitten, make, men

b. mud, monkey, mitten, men, make

23. If goddess is to goddesses, then trainess is to ___________.

24. Which sentence is expressed correctly?

a. The girl wears the leather as her dress.

A. Rubrics For the paragraph writing

Clean the cotton.

Beat and spin it.

Attitude towards literacy, literature, and language

II. Subject Matter

picture/illustration of Kabunian an ancient Filipino god

II. Developmental Activities

The following sentence frames may be given:

Others say I am _____________________________________.

Read the story to the class.

In the afternoon, Kabunian got some clay. He worked for a long

The next morning, Kabunian woke up before sunrise. He got

After the first paragraph:

After the second paragraph: