Subject/Level: Reading 4 Quarter: First

Topics: Designer/s: Mia Angelica H. Actub

- Sequencing Events
- Synonym
- Antonym
- Context Clues through definition and exemplification
- Analyzing a story in terms of its setting, characters, and plot( Conflict/
Problem/Reaction/Resolution/ Ending)
- Analyze a 3-4-line poem in terms of its elements (rhymes, sound devices)
- Infer the theme of literary text
STANDARDS
Content:

The learner will:

- demonstrates an understanding of verbal cues for clear expression of ideas; of verbal and nonverbal cues for effective oral presentation; of information derived from multimedia
sources for clear and creative presentation; that English is stress-timed language to achieve accuracy and automaticity; of the elements of literary and informational texts for
comprehension; of text types to construct feedback; that word meaning can be derived from different sources; that words are composed of different parts and their meaning
changes depending on context; that word meaning changes based on context; of various linguistics nodes to comprehend various texts; of text elements to comprehend various
texts; of writing styles to comprehend the author’s message; that reading in a wide range of texts provides pleasure and an avenue for self-expression and personal development; of
nonverbal cues to communicate with others; of verbal and nonverbal elements of communication to respond back; of library skills to research on a variety of topics
Performance :

The learner will:

- efficiently delivers oral presentations; creatively presents information using broadcast media; reads aloud text with accuracy, automaticity, and prosody; recalls details, sequence of
events, and shares ideas on texts listened to; identifies story perspective and text elements; uses different resources to find word meaning; uses strategies to decode the meaning of
words; uses strategies to decode the meaning of words in context; uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes; uses
knowledge of text types to correctly distinguish literary from informational texts; uses diction (choice of words) to accurately analyze text elements; uses literal information from
texts to aptly infer and predict outcomes; applies knowledge of nonverbal skills to show respect when communicating with others; uses paralanguage and nonverbal cues to respond
appropriately ; uses library skills to gather appropriate and relevant information
Formation (Optional)

Competencies/ Learning Goals: (AMT)

Listening Comprehension
- Acquisition
  Note details in a literary text listened to
 Note details in a selection listened to
 Note details by asking/ answering questions about a story/poem listened to
 Sequence at least 3 events using signal words
 Infer feelings and traits of characters based on the story heard

Oral Language
- Making Meaning
 Speak clearly using appropriate pronunciation and intonation (poems, chants, rhymes, riddles)
 Give oral directions
- Transfer
 Express one’s ideas and feelings clearly

Vocabulary Development
- Making Meaning
 Use context clues(synonym, antonym, definition, exemplification) to find meaning of unfamiliar words

Reading Comprehension
- Acquisition
 Note significant details in a literary text
 Analyze a story in terms of its setting
 Sequence events in a story or narrative
 Infer feelings and traits of characters in a story read
 Make inferences and draw conclusions based on a literary text

Oral Reading Fluency

- Making Meaning
 Read words, phrases, poems, or stories with long vowel a,e,i,o,u sound
 Read aloud grade-level texts with accuracy and proper expression
 Read with accuracy words, phrases, poems, and stories with diphthongs
 Read with accuracy words, phrases, poems, and stories with silent letters

Study Strategy
- Making Meaning
 Locate information using print and nonprint resources
 Use graphic organizers to show understanding of texts (story sequence organizers)
Writing Composition
- Transfer
 Write 2–3 sentences about the characters in a literary text listened to or read
 Write different forms of simple composition (letters) as a response to stories/poems read or listened to
 Write 2–3 step directions using signal words
 Write a friendly letter as a response to stories/poems read or listened to

Attitude
- Transfer
 Show willingness and enthusiasm in reading or listening to a literary text
 Listen attentively to and react appropriately during story reading
 Demonstrate respect for the ideas, feelings, and culture of the author of the text listened to

CURRICULUM MAP
Time Content/ Objectives Transfer Goal Assessment Learning Activities/
Frame Strategies

1st week A. Topics  Note details in a literary text Pre-Assessment Explore/

- Sequencing Events read; - Pre-test Firm Up:
 Speak clearly using Pre-assessment:
appropriate pronunciation  Show willingness and Formative  Act 1: Pre-test(Arranging pictures)
 Sequence events from text enthusiasm in reading - Board Work Explore:
read or listening to a  Act 2: Order Game
literary text Firm up
 Act 3: Sequencing Events worksheet
Transfer:
 Act 4: Role Play(Sequence of a story heard)

B. PVMGO/Core Values - maximize time  Show willingness and

Integration enthusiasm in reading
- Time Management or listening to a literary
text

2nd week A. Topics  Note details in a selection Pre-Assessment Explore/

- Synonyms and Antonyms listened to - Pre-test Firm Up:
 Use context clues Explore:
(synoynms) to find meaning Formative  Act 4: Game Tree
of unfamiliar words Board Work Firm up
 Use context clues  Act 5: Synonyms and Antonyms Crossword
(synonyms) to find meaning Puzzle
of unfamiliar words
Express one’s ideas and
 Define Synonyms
feelings clearly
 Define Antonyms
 Identify word that are
Synonymous
 Identify Words that are
antonyms
 Create your own pair of
words that Synonymous and
Antonyms

3rd – 4th week A. Topics  Define Context Clues
- Context Clues through  Identify meaning of
definition and exemplification unfamiliar words through
context Clues
 Use context clues
(definition) to determine the
meaning of unfamiliar words
 Use context clues
(exemplification) to
determine the meaning of
unfamiliar words
5th – 6th week A. Topics  Note details by asking/
- Analyzing a story in terms of answering questions about a
its setting, characters, and story/poem listened to
plot( Conflict/  Analyze a story in terms of its
Problem/Reaction/Resolution/ setting
Ending)  Infer feelings and traits of
characters based on the story
heard
 Use graphic organizers to
show understanding of texts
(story sequence organizers)
 Express one’s ideas and
feelings clearly
Deepen:
 Act 6: 3-2-1 Activity
Transfer:
 Act 7: Spotting Activity(outside spot things that
are the same and different)
Pre-Assessment Explore/
- Pre-test Firm Up:
Explore:
Formative  Act 8: Match the word
- Board Work Firm up
 Act 9: Look around using context clues
worksheet
 Act 10: Context Clues Check-in
 Act. 11: Context Clues Check-up
Transfer:
 Act 12: Paragraph writing(Create a paragraph
using the difficult words presented by the
teacher)
Deepen:
 Act 12.1: Oral Questioning
Listen attentively to and Pre-Assessment Explore/
react appropriately - Pre-test Firm Up:
during story reading Explore:
Formative  Act 13: Vocabulary Enhancement
Demonstrate respect for - Board Work  Act 14: Story Reading
the ideas, feelings, and Firm up
culture of the author of  Act 15: Plot Analysis
the text listened to  Act 16: Plot Diagram
Write 2–3 sentences
about the characters in a
literary text listened to or
read

7th - 8th A. Topics  Speak clearly using
week Analyze a 3-4-line poem in appropriate pronunciation
terms of its elements (rhymes, and intonation (poems,
sound devices) chants, rhymes, riddles)
 Analyze a poem based on its
speaker, rhyme, lines, and
stnazas
Write different forms of Transfer:
simple composition  Act 17: Role Play (Act out a story read, showing
(letters) as a response to only the 5 parts of a plot.
stories/poems read or Explore/
listened to Firm Up:
Explore:
Write 2–3 step directions  Act 18: Vocabulary Enhancement
using signal words  Act 19: Poem Reading
Firm up
Write a friendly letter as a  Act 20:Poem Analysis
response to
stories/poems read or
listened to

Transfer:
 Act 21: Poetry Writing
9th week A. Topics  Define Theme Write a friendly letter as a Summative: Explore/
- Infer the theme of literary  Identify the Theme in the response to Quarter Exam Firm Up:
text story read stories/poems read or Explore:
 Write a letter to a person listened to  Act 22: Fill up my heart tank
close to your heart. Firm up
 Act 23:Find the Theme Flowchart
Transfer:
 Act. 24.: Write a letter to a person close to
your heart
Deepen:
 Act 25: Reflection Writing
Activities for Acquiring Knowledge and Skills Activities for Making Meaning and Developing Understanding Activities Leading to Transfer

EXPLORE

Act 1: Pre-test(Arranging pictures) Act 4: Game Tree

Act 2: Order Game Act 8: Match the word
Act 3: Sequencing Events worksheet Act 22: Fill up my heart tank
Act 13: Vocabulary Enhancement
Act 14: Story Reading
Act 18: Vocabulary Enhancement
Act 19: Poem Reading

FIRM UP

Act 5: Synonyms and Antonyms Crossword Puzzle Act 20:Poem Analysis

Act 9: Look around using context clues worksheet Act 15: Plot Analysis
Act 10: Context Clues Check-in Act 16: Plot Diagram
Act. 11: Context Clues Check-up
Act 23:Find the Theme Flowchart
DEEPEN

Act 6: 3-2-1 Activity Act 12.1: Oral Questioning Act 25: Reflection Writing

TRANSFER

Act 7: Spotting Activity(outside spot things that are the

same and different)
Act 12: Paragraph writing(Create a paragraph using
the difficult words presented by the teacher)
Act 17: Role Play (Act out a story read, showing only
the 5 parts of a plot.
Act 21: Poetry Writing
Act. 24.: Write a letter to a person close to your heart
 CALENDAR OF ACTIVITIES

Monday Tuesday Wednesday Thursday Friday

Week 1 Act 1: Pre-test(Arranging pictures) Act 3: Sequencing Events worksheet Act 4: Role Play(Sequence of a story heard)
Act 2: Order Game
Week 2 Act 4: Game Tree Act 5: Synonyms and Antonyms Crossword Puzzle Act 7: Spotting Activity(outside spot things
that are the same and different)
Act 6: 3-2-1 Activity
Week 3 – Week 4 Act 8: Match the word(using definition) Act 10: Context Clues Check-in Act 12.1: Oral Questioning
Act 9: Look around using context clues Act. 11: Context Clues Check-up
worksheet
Week 5 – Week 6 Act 13: Vocabulary Enhancement Act 15: Plot Analysis Act 17: Role Play (Act out a story read,
Act 14: Story Reading Act 16: Plot Diagram showing only the 5 parts of a plot.

Week 7 – Week 8 Act 18: Vocabulary Enhancement Act 20:Poem Analysis Act 21: Poetry Writing
Act 19: Poem Reading
Week 9 Act 22: Fill up my heart tank Act. 24.: Write a letter to a person close to your Act 25: Reflection Writing
Act 23:Find the Theme Flowchart heart
 LIST OF THE ACTIVITIES AND ITS PROCESS

Act 1: Pre-test(Arranging pictures)

Act 2: Order Game

Act 3: Sequencing Events worksheet