teachers guide in english 4
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English – Grade 4Teacher’s GuideFirst Edition 2015
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Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:Felicitas Pado, PhD Ofelia Flojo, PhDNemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhDAuthors:Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. DatuinVictoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. ImportanteValeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. GangganganMs. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. VillanuevaLayout Artists:
Camille Francesca Mondejar Ezekiel QuijanoCheradee 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 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected]
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ENGLISH GRADE 4UNIT 1
PRE-ASSESSMENTTABLE OF SPECIFICATIONS
Domains Competencies Test Placement No. of Items
LC
Note details in selec-tions listened to:Identify-characters-setting-plot
Test I. 1, 5-7 4
Sequence a series of events from stories listened to
Test I. 2, 4 2
Infer about feelings, traits of characters in selections listened to
Test I. 3 1
OL
Speak clearly using appropriate pronunci-ation and intonation-poems-chants-rhymes-riddles
Test III. 4-6 3
Express ideas clearly-sharing a story, news about the family-show and tell
Give oral directions
V
Use context clues (synonym) to find the meaning of unfamiliar words
Test. II. 10 1
Use context clues (antonym) to find the meaning of unfamiliar words
Test II. 18 1
Use context clues (definition) to find the meaning of unfamiliar words
Test II. 1 1
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RC
Analyze a narrative in terms of its character, setting and plot
Test II. 36 1
Sequence events in literary texts
Test II. 2 1
Infer about feelings, traits of characters in selections read /listened to
Test II. 20 1
Make inferences and draw conclusions based on a literary or expository text
Test II. 19 1
F
Read words, phrases, poems and stories with long vowel sounds -long a-long e-long i-long o-long u
Test II. 3Test II. 21 2
Read words, phrases, poems and stories with compound words
Test II. 4 1
Read words, phrases, poems and stories with digraphs with accuracy-sh-ch /sh/, /ch/, /k/
Test II. 22 1
Read words, phrases, poems and stories with diphthongs with accuracy-oy-ow-oi
Test II. 14-17 4
Read words, phrases, poems and stories with silent letters with accuracy
Test II. 5 1
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SS
Locate information us-ing print and non-print sourcesArrange words with the same first letter but a different 2nd letter in alphabetical order
Test II. 6, 23 2
Use graphic organiz-ers to show under-standing of texts
Test II. 11 - 13 3
G
Plural form of regu-lar nouns / irregular nouns
Test II. 7, 24 2
- Mass and Count Nouns
Use quantifiers of mass nouns
Test II. 8 1
Use possessive nounsCompose clear and coherent sentences using appropriate grammatical struc-tures: -present tense of verbs
Test II. 9Test II. 25
11
WC
Write 2-3 sentences about the characters, setting or events in a story listened to or read
Test III. 1-3 3
Write 2-3 step direc-tions using signal words
Test III. 7-10 4
Write different forms 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
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QUARTER 1PRE-ASSESSMENT
Test I. ListeningListen as the teacher reads a story. Then, answer the questions that follow.
Choose the letter of the correct answer.1. What does Gamba love to do most?
a. painting b. weaving c. dancing d. gardening2. What happened first before Gamba turned into a spider?
a. She weaved threads into cloth.b. She sewed dresses for other people.c. She got angry at her mother.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?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.
The First SpiderA 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.
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 daughter’s 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 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. With much regret, her mother called the weaving insect “Gagamba”.
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Rubrics for drawing3 – drawing shows creativity and exact idea of the story2 – drawing shows creativity but provides incomplete idea of the story1 – drawing lacks creativity and inaccurate idea of the story
Test II. Reading ComprehensionRead the following story. Answer the questions that follow.
Choose the letter of the correct answer.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
2. Which event happened before the girl thought of making the leather as her dress?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 girl’s skin.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
5. Read the sentence and choose the word read with silent letter.
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
The young girl had no idea how to make a dress out of cotton.
The Legend of the MonkeyOnce 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.
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 her skin and beat her with a wooden stick which became her tail.
And the girl became the first monkey.
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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 goddes’s stick turned into a tail.c. The goddess stick turned into a tail.d. The goddesse’s stick turned into a tail.
10. Find the pair of this word: forest
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:
3 points - the graphic organizer used is appropriate and shows the accurate steps as stated in the story
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.
14-17. ( One point for each column if all the words listed are correct)Fill in the table below with the correct words:boy, late, cow, shell, rite, chair, calm, weak, look, cute, kneel
Words with Long vowel
sounds
Words with diphthongs
Words with digraphs
Words with silent letters
18. Angry is to calm as lazy is to ___________.a. idle b. hard working c. slow d. fast
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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 other’s
help.d. Ask someone to work it out with you.
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.c. The Goddess of weaver thought the cotton dress is fine.d. The Goddess of weaver got furious when the girl disobeyed her.
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 correct order: monkey, men, make, mud, mitten
a. monkey, mud, mitten, make, menb. mud, monkey, mitten, men, makec. make, men, mitten, monkey, mudd. mitten, men, make, monkey, mud
23. If goddess is to goddesses, then trainess is to ___________.a. traineesses b. trainees c. trainers d. traineies
24. Which sentence is expressed correctly?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.
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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 writing3 points – 3 or more sentences were used to write a paragraph; ideas were presented with coherence that describes the character in the story2 points – less than 3 sentences were used to write a paragraph; presentation of ideas lack coherence1 point – less than 3 sentences were used to write a paragraph; presentation of ideas has no coherence
Nos. 4-6
B. Rubrics for the oral presentation of paragraph3 points – Speaks in a clear, loud voice using appropriate pronunciation and intonation2 points – Speaks in a clear and loud voice but some inappropriate pronunciations and intonation were observed. 1 point – Voice is inaudible and lacks confidence presenting the paragraph
Nos. 7-10Using the words first, next, then and lastly, use the following sentences to write a paragraph on how to make a cloth out of cotton.
Clean the cotton.Beat and spin it.Weave it into cloth and cut it.Sew it.
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Quarter 1Theme: 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 colors2. Appreciate and respect the differences of people in the world3. Feel proud of being a Filipino as a member of the brown race
B. Instructional Objectives
Listening ComprehensionNote details in a selection listened to
Oral LanguageSpeak clearly using appropriate pronunciation and intonation
Vocabulary DevelopmentUse context clues (synonyms) to determine the meaning of unfamiliar words
Reading ComprehensionAnalyze a narrative in terms of its characters
Oral Reading FluencyRead words, phrases, poems, and stories with the long a sound
Study StrategyLocate information using print and nonprint sources
GrammarUse plural form of regular nouns
Writing/CompositionWrite two to three sentences about the characters in a literary text listened to or read
Attitude towards literacy, literature, and languageShow willingness and enthusiasm in reading/listening to a literary text
II. Subject Matter
A. Topics
1. LiteratureBlack, White, Brown by Nemah N. Hermosa, Me & My World 1A Cake for Kate by Gretel Laura M. Cadiong
2. Context clues
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3. Long a sound with the final silent e4. Plural form of regular nouns5. 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 It’s a Small World• picture words of long a with final silent e• rap• pictures of nouns in posters used in the lesson
III. Procedure
Day 1
I. Objectives
1. Note details in a selection listened to2. Show willingness and enthusiasm in reading or listening to literary texts3. Realize that the world is made up of people of different races and colors4. Appreciate and respect the differences of people in the world5. Feel proud of being a Filipino, a member of the brown race
II. Developmental Activities
A. Oral Language Activity
Ask the class to say what they like most about themselves.The following sentence frames may be given:
I am ______________________________________________.Others say I am _____________________________________.Actually, I am ______________________________________.
B. Pre-Listening
1. Unlocking of Difficultiesa. 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.”
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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?’’
3. Motive QuestionSay: ‘‘In the story you are going to listen to, let us find out why people
have different colors.”
C. During Listening (Big Book Story)
Read the story to the class.
Black, White, Brownby Nemah N. Hermosa
(Adapted from a Philippine folktale)
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.” 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. 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 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?’’
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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 1Dramatize 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 animals in Kabunian’s place. One will be the narrator. Present the story to the class.
Group 2Think of a song you know about people or the world. Practice singing the song. Be ready to sing it to the class. (Example: It’s a Small World)
Group 3Pretend 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.
Group 4Rap these lines from the story. Present it to the class.
Kabunian, Kabunian (yes, yes, yo!) Made a brown man, a brown man (yo!) A brown man I am, I am. ( yes, yes, yo) A true Filipino I am. ( yo!)
Have the class rehearse their tasks for their presentation for the following day.
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 world3. Feel proud of being a Filipino, a member of the brown race4. Speak clearly using appropriate expression and intonation5. Read words, phrases, poems, and stories with the long a sound
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II. Developmental Activities
A. Oral Language Activity
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?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:
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?
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?
Group 4: Rapping a line from the story Discussion:
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?4. Why must you be proud that you are a Filipino?
B. Skills Development
1. Review (short a)
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.”
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2. Introduction/PresentationSay: “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. 2Let the pupils read the following words correctly.
date game bake cane age ape malegate lame cake lane cage cape palelate name lake pane page nape sale
mate same make vane wage tape tale
C. Vocabulary Development
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 cakelake rake cape tape malecane lane pane cage ape
2. Ask the pupils to use in sentences or through action words that cannot be shown in a picture.
Examples:The class has started when I arrived. I was late.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
Refer to LM, Try and Learn. Let the pupils read the following phrases.
tape the pages a pale malethe cake sale a lame man with a canetake the rake a cane on the lanethe 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.
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Enrichment Activity:Refer to LM, Learn Some More.
1c2 l a n e
3 p k4 l a m e
5 n n6 l a k e
m7 a p e
Across:
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.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. What could it be?
Down:
1. You put a candle on me. You slice and eat me. I am a sweet treat on your birthday.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. Objectives1. Analyze a narrative in terms of its characters2. Read aloud grade level texts with accuracy and proper expression3. Use context clues/synonyms to find the meaning of unfamiliar words4. Write two to three sentences about the characters in a story read
II. Developmental ActivitiesA. 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.
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B. Pre-reading
1. Unlocking of difficultiesAsk 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. benchesShow a picture of benches.Say: “In the park there are many benches. People sit on
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. wristwatchShow a real wristwatch.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. surpriseSay: “Nena did not expect that her father would come home
today from Dubai. She was surprised when she saw him. What does one feel when surprised?”
2. Motive Questions
Ask: “What do you usually have when you celebrate your birthday?” “Do you also have a cake?”“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.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.
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Group 1Draw Kate’s cake. Show it to the class and say something about your drawing.
Group 2Write a short message to Kate. Be ready to read it before the class.
Group 3Prepare 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 Refer to LM, Write about It.
Day 4
I. Objective
Use the plural form of regular nouns.
II. Developmental Activities
A. Oral Language Activity
Show the class different pictures/objects. Then, ask volunteers to name each picture. Let them write their answers on the board.
B. Grammar
1. Review
Ask: “Going back to the words on the board, what can you say about these words? What are nouns?”
2. Introduction/Presentation
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.
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A Bspoons glassesforks 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)”
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: egg – eggs table – tables pen – pens
Nouns ending in -ss, -sh, -ch, -x, and -z form their plural by adding -es.Examples: class – classes church – churches wish – wishes box – boxes
Some nouns ending in -o form their plural by adding -es.Examples: tomato – tomatoes potato – potatoes
However, most nouns that end in -o form their plural by adding -s only.Examples:
radio – radios piano – pianos
C. Guided PracticeRefer to LM, Try and Learn.
D. Independent Practice
Think-Pair-ShareLet 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.
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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 mangobasket 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
I. Objective
Locate information using print and nonprint sources.
II. Developmental Activities
A. Oral Language Practice
News for the dayAsk volunteers to share the things they saw as they were on their way to school. Ask them to use plural nouns in their sharing.
B. Skills Development
1. Introduction/Presentation
Refer to LM, Think and Tell.
2. Teaching/Modeling
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 children.
Note: The following poster is a sample. The teacher should provide a bigger, clearer poster.Source: (https://www.google.com.ph/search?q=unicef+posters+rights+of+the+child)
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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.”
Group 1: a poster on Buwan Ng WikaGroup 2: a poster about planting a tree Group 3: a poster about nutrition monthGroup 4: a poster about the value of respecting elders
After 5 minutes, let the group present their outputs.
D. Independent Practice
Show a movie poster.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.”
The poster is about ____________________.It tells that ___________________________.From the poster I learned that ____________.
Assignment:Look for a poster about asking for help or seeking donations. (Example: 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.
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____________________________.
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Week 2
I. Objectives
A. Expressive Objectives
1. Realize that kindness begets kindness2. Realize that not all information in advertisements can be taken as true
B. Instructional Objectives
Listening ComprehensionNote details in a selection listened to, to identify setting
Oral Language Speak clearly using appropriate pronunciation and intonation
Vocabulary Development Use context clues (synonyms) to determine the meaning of
unfamiliar words
Reading ComprehensionAnalyze a narrative in terms of its setting
Oral Reading FluencyRead words, phrases, poems or stories with long vowel sound (long e)
Study StrategyLocate information using print and non-print sources
GrammarUse plural form of regular nouns
Writing/CompositionWrite 2-3 sentences about the setting in a literary text listened to or read
Attitude towards literacy, literature, and languageShow willingness and enthusiasm in reading/listening to literary text
II. Subject Matter
A. Topics
1. Literature
a. Androcles (adapted from Aesop’s 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
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2. Context clues (synonyms) 3. Long vowel sound e with final e4. Plural form of regular nouns5. Locating information using print and nonprint sources
B. Materials• Word pictures, • print advertisements• puzzle• short stories• print advertisements
C. ReferencesK to 12 Curriculum Guide – English Grade 4
III. Procedure
Day 1
I. Objectives
1. Show willingness and enthusiasm in reading / listening to literary text2. Realize that kindness begets kindness
II. Developmental Activities
A. Oral Language Activity
Show and Tell (Previous Assignment)Show a poster. Tell something about it.
B. Pre-Listening Activity
1. Unlocking of difficulties
a. imprisoned, escapeShow a picture of a man behind prison bars. Say: “This man was imprisoned because he stole someone’s money.
But he was able to make his way out of the jail house secretly. He was able to escape.”
Ask: “What words give us an idea of the word “escape”? Why is a person imprisoned?”
b. moaning; groaningWrite 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.
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c. chase, lickSay: “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 upShow 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.)
e. thornShow a cactus or a rose.Say: “This plant has thorns. Can you point where the thorns are?
Can thorns hurt us? How?”
2. Motivation
Ask: “Have you ever helped someone?”“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
Post on the board a prediction chart. Have the class fill it up with their predictions.
Question Our Guesses What really happened1. How did Andro-
cles help the lion?
2. What did the lion do after Andro-cles helped him?
C. During Listening
Read the story to the pupils slowly and clearly. Pause once in a while to ask questions.
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Androcles(Adapted from an Aesop’s 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 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 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.
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.
Suggested Questions:
After the first paragraph:Ask: “Why do you think the lion did not chase Androcles?”
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?”
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 1Dramatize the part how Androcles helped the lion and how they became friends. Prepare to present it to the class.
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Group 2Draw the part when Androcles was to be fed to the lion and the lion recognized him.
Group 3If 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
1. To realize that kindness begets kindness2. Read words, phrases, poems or stories with the long vowel e3. Speak clearly using appropriate pronunciation and intonation
II. Developmental Activity
A. Oral Language Activity
1. Share-a-NewsAsk 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.
2. Presentation of the group outputs and deeper discussion of the story.
Group 1: Dramatization of the story part where Androcles helped the lion and how they became friendsDiscussion: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?
Group 2: Presentation of a drawing about the story part when Androcles was to be fed to the lion and the lion recognized himDiscussion: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 AndroclesDiscussion:1. Why do you admire Androcles?2. Why must we be kind to others?
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B. Skills Development
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. PresentationRefer to LM, Find out and Learn.
3. Teaching and Modeling
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
feed meatfreed near
bleeding leaves
Ask: “What is the common vowel sound in the words?”
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?
Read the words correctly.eagle neat feed peel deereast meat seed feel feetear leaf reed heel seatseal bead weed deer heat
C. Vocabulary Development
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?
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D. Guided Practice Refer to LM, Try and Learn.
Word Search PuzzleAnswers: bead, beef, deer, green, beak, see, seat, meat
E. Independent Practice Refer to LM, Do and Learn.
Enrichment Activity: Refer to LM, Learn Some More.What’s the Word? Answers:
seed leaf peas eagle seal
Day 3
I. Objectives
1. Realize that being helpful brings happiness to others and to one self2. Use context clues (synonyms) to find the meaning of unfamiliar words3. Analyze a narrative in terms of its setting
II. Developmental Activities
A. Oral Language Activity
Tongue TwisterWrite the tongue twister on the board.
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 they repeat several times)
Ask: “Why do we scream for ice cream? Are you happy when someone brings ice cream at home?”
B. Pre-Reading
1. Unlocking of difficulties
a. reliefAct 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?
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b. tightlyDemonstrate the action by holding a pupil’s hands tightly.Say: “I will hold Mona’s hand tightly.”Then ask Mona to hold one of her classmate’s hands tightly. Let those who will be held do the same to others until everyone felt how to be held tightly.
c. put onDemonstrate 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. bellyShow a picture of a man who has a big belly. Say: “This is Mang Pilo. He is fat. He has a big belly.” Ask a pupil to
point to Mang Pilo’s tummy. Do you have a big belly too? Hold it.”
2. MotivationLet the pupils recall the story Androcles. How did Androcles help the lion?
3. Motive QuestionAsk: “In the story that we will read, find out how a big man helped a
little girl.”
C. During ReadingRefer to LM, Read and Learn.(Let the pupils read the story aloud with the teacher’s guidance. Make sure the pupils read with proper phrasing and intonation.)
Comprehension Check: Refer to LM, Talk about It
D. Post Reading
1. Engagement ActivityPut 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 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 man’s heart if you helped someone you do
not know.b. Paste your work on the man’s belly if you helped a family member.
(parents, brothers, sisters, relatives)c. Paste your work on the man’s big feet if you helped a friend or a
classmate.
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Big Feet, Big Belly But Big Heart
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?”“How would others feel if we helped them? What do you get when helping others?”
2. Composition Refer to LM, Write about It.
Day 4
I. Objective
Use plural form of regular nouns (nouns ending in -y and -f/-fe)
II. Developmental Activities
A. Oral Language Activity
1. Introduction/PresentationRefer to LM, Find Out and Learn.
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 mother’s part while the other group reads Vicky’s part. Then, let them interchange roles.
2. Teaching and ModelingSay: “What are the things that Vicky and mother prepared for the picnic?”
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Let the pupils write them on the board.spoons forks knives loaves of breadplates 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:A B
Singular Noun Plural Noun Singular Noun Plural Nounknife knives candy candiesloaf loaves strawberry strawberries
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?”“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?”
Teaching Chart
Some nouns ending in -f or -fe form their plural by changing f/fe to v before adding -es.
Example:leaf – leaveself – elveshoof – hooves
Except: handkerchief – handkerchiefsroof – roofs
Some nouns that end in -y form their plural by changing y to i before adding -es.
Example:candy – candiessky – skiesberry – berries
However when a vowel letter is before –y, just add s.Example:
boy – boyskey – keys tray – trays
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B. Guided Practice Refer to LM, Try and Learn, Exercises 1 and 2.
C. Independent Practice Refer to LM, Do and Learn.
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
I. Objectives
1. To locate information using print sources (advertisements) 2. To realize that not all information in advertisements should be taken
as true.
II. Developmental Activities
A. Oral Language Practice
Let the pupils present to the class their favorite drink.My favorite beverage is __________________.I like this very much because ______________.
B. Skill Development
1. Introduction/PresentationShow the class an advertisement of a bath soap.
(Note: This advertisement is a sample only. Look for bigger and more recent advertis-ment/poster ads)
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2. Teaching/Modeling
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.
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.)
Group 1: hotdog advertisementGroup 2: softdrink advertisement Group 3: lollipop or candyGroup 4: cologneGroup 5: shampoo
After five minutes, let the group present their outputs.Discussion follows after each group has presented its output.
Group 1Discussion:
1. What does the advertisement say about hotdogs?2. Would hotdogs make children always happy?3. Do you believe all the information given in this advertisement?
Why?
Group 2Discussion:
1. What does the advertisement say about the softdrink?2. Is there anything you agree or disagree with advertisement? 3. Do you believe the information in this advertisement? Why?
Group 3Discussion:
1. What does the advertisement say about the candy?2. Is there anything you agree or disagree with the advertisement? 3. Do you believe the information in this advertisement? Why?
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Group 4Discussion:
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?4. Do you believe the information in this advertisement? Why?
Group 5:Discussion:
1. What does the advertisement say about the shampoo?2. Are you convinced to use this shampoo? Why?
D. Independent Practice
Say: “Find a partner. Study this advertisement. Help each other answer the questions that follow.”
(Note: This advertisement is a sample only. Look bigger and more recent advertisement/poster ads)
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: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.
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Week 3
I. Objectives
A. Expressive Objectives
1. Realize that hard work pays off2. Appreciate different cultures of children from different parts of the world3. Realize that children all over the world are alike in many ways
B. Instructional Objectives
Listening ComprehensionNote details in a selection listened to
Oral LanguageSpeak clearly using appropriate pronunciation and intonation
Vocabulary DevelopmentUse context clues (synonyms) to determine the meaning of unfamiliar words
Reading ComprehensionState similarities and differences in information from literary text listened to or read
Phonics and Word RecognitionRead words, phrases, poems, or stories with the long i vowel sound
Oral Reading Fluency Read aloud grade level texts with accuracy and proper expression
Study Strategy Locate information using print and nonprint sources (using a map)
GrammarUse plural form of irregular nouns
Writing/CompositionWrite two or three sentences about the characters, setting, or events in a story listened to or read
II. Subject Matter
A. Topics1. 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. Cadiong2. Long vowel i: final silent e3. Plural form of irregular nouns4. Information through print sources
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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. Referencehttp://www.readinga-z.com
III. Procedure
Day 1
I. Objectives
1. Note details in a selection listened to 2. Realize that hard work pays off
II. Developmental Activities
A. Oral Language Activity
Tell and Share Refer to LM, Think and Tell.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 visit guided with the following statement.
B. Pre-Listening
1. Unlocking of difficultiesa. trip
Say: “My father’s company will have a trip to Baguio. All his officemates will be in this tour.”
Ask: “What word in the sentence has similar meaning with trip?”
b. dineSay: “My family will dine at Shara’s Restaurant tonight. We will eat
their special seafood pasta.” Ask: “What word in the sentence has the same meaning as dine?
c. limesShow a picture of limes.Say: “These are limes. They are round, green and sour. They are
citrus fruits.”
I want to visit ____________ because ________________________.
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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.
A Trip for Mike and Spikeby 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. 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.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.
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 had.
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.
Group 1Draw the best part of the story and tell the class something about your drawing.
Group 2Dramatize the best part of the story.
Group 3Create a chant about Mike and Spike.
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Day 2
I. Objectives
1. Realize that hard work pays off 2. Read words, phrases, and stories with long vowel i sound
II. Developmental Activities
A. Oral Language Activity
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.
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.1. What did Mike and Spike do after they earned enough money?2. Why do they deserve to have that trip?
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?
B. Skill DevelopmentRefer to LM, Find Out and Learn.
Ask: “What common sound do you hear?”“What words have the long i? How is the sound pronounced?”
Ask the pupils to read the following words correctly.
mice time lime nine kite ridedine fine wine five bike side
C. Guided Practice Refer to LM, Try and Learn.
D. Independent Practice Refer to LM, Do and Learn.
Enrichment Activity:Refer to LM, Learn Some More.
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Day 3
I. Objectives
1. Appreciate different cultures of children from different parts of the world2. Realize that children all over the world are alike in many ways3. Compare and contrast information from literary texts read or listened to
II. Developmental Activities
A. Pre-Reading
1. Unlocking of difficulties
Show the class a world map. Label the countries mentioned in the poem. Tell the class to find and identify the countries that were marked.
Ask: “Have you heard about these places? Would you like to visit these countries?”
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
doing?”
3. Motive question
Say: “What do children all over the world do? Let’s find out from the poem.
B. During Reading
Refer to LM, Read and Learn.Read the poem with proper intonation and expression.
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.
Canada Norway Egypt USASpain Peru Japan Chad
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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, that’s 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 1Prepare 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 with the statements that both of them love to ride bikes.
Group 2Prepare a dialog between Liv and Ramon. Let Liv tell Ramon what the children in Norway love doing. Then let Ramon tell Liv 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 3Prepare 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 the statements that both of them love to fly kites.
Group 4Prepare 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 with the statements that both of them love to write a poem.
Group 5Read the last stanza of the poem. Draw it. Be ready to show the drawing to the class.
Prepare for the next day’s presentation.
2. CompositionSay: “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.
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Day 4
I. Objectives
1. Appreciate different cultures of children from different parts of the world2. Realize that children all over the world are alike in many ways3. Use plural forms of irregular nouns
II. Developmental Activities
A. Oral Language Activity
Have the class recite the poem We Are One World.(Presentation of the group outputs and deeper discussion of the poem)
Group 1Discussion:
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?4. In what ways are Pierre and Marla different? In what ways are they similar?
Group 2Discussion
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?4. In what ways are the two children alike? In what ways are they different?
Group 3Discussion
1. Where does Anwar live? Who lives in Japan? 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.
Group 41. 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?
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B. Grammar
1. Introduction/Presentation
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?”
Let the pupils read the poem.
2. Teaching/Modeling
Ask: “Which words in the poem are plural nouns?”
Then, show this chart to the class. Singular Noun Plural Noun
foot feettooth teeth
mouse micelouse licechild childrenman men
Say: “How do these nouns form their plural? These nouns are irregular 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
Some nouns form their plural by changing their spelling. They are called irregular nouns.
Example:goose – geeseman – menchild – children
Some nouns have the same singular and plural formExample:deersheepnews
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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.
D. Independent Practice
a. Refer to LM, Do and Learn
b. Assignment:
Watch a TV advertisement about your favorite drink. Observe how it is presented. Write down things that the advertisement says about the product. Be ready to tell your classmates about it.
Day 5
I. Objective
Locate information using print and nonprint sources (maps)
II. Developmental Activities
A. Oral Language PracticeRecite the poem We are One World
B. Skill Development
1. Introduction/Presentation
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.
2. Teaching/Modeling
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.
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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 1Let the class answer the following questions with a use of a map:
Look for places with very cold weather.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? What animals can be found in places with warm weather? Look for the Philippines.In which continent is Philippines located?What kind of weather do we have? Why is the Philippines a tropical country?
Exercise 2Show a Philippine map.
Ask the class to look for their town/city.Ask: “What places are to the east of our town/city?”
“What places are to the west of our town/city? To the north? To the south?”
“What bodies of water surround our country?”
D. Independent Practice
Treasure HuntHide several small prizes in the playground (or in the classroom). Then 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
A. Expressive Objectives
1. Realize that dreams are attainable but one needs to work hard to attain them2. Recognize small tasks as expressions of love
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B. Instructional Objectives
Listening ComprehensionSequence a series of events in a story listened to
Oral Language DevelopmentSpeak clearly using appropriate pronunciation and intonation (poems, chants, rhymes, and riddles)
Vocabulary DevelopmentUse context clues (antonym) to determine the meaning of unfamiliar words
Reading ComprehensionSequence events in a narrative
Oral Reading Fluency/Word RecognitionRead with accuracy words, phrases, poems, and stories with the long o sound
Study StrategiesArrange words with the same first letter but a different second letter in alphabetical order
Grammar AwarenessUse clear and coherent sentences using appropriate kinds of nouns- Mass Nouns and Count Nouns
Writing/CompositionWrite two-to-three step directions with signal words
Attitude towards Language, Literacy and LiteratureShow willingness and enthusiasm in reading / listening to literary text
II. Subject Matter
A. Topics
1. Long o sound2. Mass and Count Nouns3. Sequencing events4. Two-to-three step directions with signal words
B. Materials
• pictures• charts• worksheets • cartolina strips
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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
A. Expressive Objective
Realize that dreams are attainable through hard work
B. Instructional Objectives
1. Talk about one’s wishes and dreams2. Sequence a series of events in a story listened to3. Use context clues (antonym) to find the meaning of unfamiliar words
II. Developmental Activities
A. Preliminary ActivityAsk the class to recite a poem or rhyme learned in a previous lesson.
B. Pre-Listening Activities
1. Unlocking of Difficulties
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.
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?”
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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 king’s dream.”
C. During Reading Activities
Read the story to the pupils. Stop/Pause at some parts and ask predicting questions.
D. Post Reading Activities
1. Engagement Activities
Group the class into three and give each group a task card.
Group 1 Draw a building plan for the tower. Describe it.
Group 2 Write a letter of advice to the king.
Group 3 Give the group a box. On each side of the box, write a trait that one must possess to realize one’s dreams.
2. Discussion
What was the king’s dream?What did he ask the carpenter to do?(Call Group 1 to present their drawing.Say: “Let us see how the king’s 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?”“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 king’s dream possible or impossible?”“Is it possible to realize your dreams? Give reasons for youranswer.”“How will you be able to realize your dream?”
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(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 sent for the best carpenter in the kingdom.
The king commanded that every box in the kingdom be brought to the carpenter.
The carpenters and his helpers drew lines on big sheets of paper. They hammered and measured.
b. Teaching/Modelling
Ask: “What helped you sequence the events in the story?”Say: “Sequencing the events as they happened would help us better understand a story. It traces the important events from the beginning, then the middle, to the end of a story.”
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 they will read. Let the pupils retell the story.
5. Independent PracticeRefer to LM, Do and Learn.
Say: “Listen to the short selection then sequence the events as they happened. Retell the story.”
The king climbed higher and higher until he came to the top of the tower.
The carpenter yelled at the king that there were no more boxes anywhere.
The carpenter and his helpers walked to the tower and pulled outh the bottom box.
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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 Juana’s 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 say, “In a minute.”
Philippine Readers, Book 2
Day 2
I. Objectives
1. Speak clearly using appropriate pronunciation and intonation (poems, chants, rhymes, and riddles)
2. Read words, phrases, poems, and stories with the long o3. Use context clues (antonyms) to find the meaning of unfamiliar words
II. Developmental Activities
A. Oral Fluency
1. Presentation
Read the paragraph first.Refer to LM, Find out and Learn.
Mother told Juana to close the door of the room. Juana said, “In a minute.”
Mother asked Juana to get a glass of water. She said “In a minute, Mother.”
The cat entered the room and saw Juana’s pet parrot
Juana saw the feathers scattered all around the room.
Juana cried and cried. She no longer said “In a minute.”
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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 Refer to LM, Do and Learn.
B. Pre-Reading Activities
1. Unlocking of Difficulties
a. measureSay: “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? What can we measure with it?”
b. siftSay: “The baker sifts the flour to separate the fine from the not so
fine flour. What other things can be sifted?”
c. recipeShow an example of a recipe.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?
d. grown-upSay: “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?
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.
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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. Refer to LM, Think and Tell.
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 love2. Sequence events in literary texts
A. Preliminary Activity
Let the pupils recite rhymes/poems with the long o sound
B. Post Reading Activities
1. Engagement ActivitiesDivide participants into groups.
Group 1: Using a newsprint/manila paper, make a paper apron. Draw on it the things you need to prepare before cooking.
Group 2: Design a poster for safety in the kitchen.
Group 3: Make a list or menu of food that you wish to cook.
Say something about the menu.
2. Discussion
Divide the class into three groups for the following tasks.
(Group 1 will wear/present their paper apron.)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 ussomething 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?
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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
a. Introduction/Presentation Refer to LM, Try and Learn.
b. Teaching/Modelling
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 they are done.”
c. Guided PracticeRefer to LM, Do and Learn.
d. Independent Practice Refer to LM, Learn Some More.
Day 4
I. Objectives
1. Use count and mass nouns2. Arrange words with the same first letter but with a different second letter
in alphabetical order
II. Developmental Activities
A. Preliminary Activity
Recite the rhymes learned in the previous lessons.
B. Presentation
Read the paragraph.Refer to LM, Find Out and Learn.
(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?”
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C. Teaching/Modelling
A Bcake
baking tinbowl
spoonoveneggsfruits
floursugarmilk
chocolatebuttericing
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?What are mass nouns?
Say: “Count nouns are nouns which can be counted. Mass nouns are nouns which cannot be counted.”
Name other things which cannot be counted.Name other things which can be counted.
D. Guided Practice
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)
Say: “Classify the nouns as count nouns and mass nouns. Place the count nouns on the table and the mass nouns in the jar.”
books chairs sauce vaporwater lotion cement pantscandies paper nails soupshirts hair computer boxespowder tomatoes rice wire
1. Alphabet Game
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.
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E. Independent Practice
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 nouns2. Write two to three-step-directions using signal words
II. Developmental Activities
A. Preliminary Activity
Recite rhymes and poems learned in the previous lessons.Note: The teacher should have assigned the pupils to bring some fruits (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.”Ask: “Which of these ingredients are count nouns?” “Which of these ingredients are mass nouns?”
B. Introduction/Presentation
Note: Guide and assist the pupils in preparing the materials and recipes for 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.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?
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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.
E. Independent Practice
Refer to LM, Write about It.
Week 5
I. Objectives
1. Realize that the love and care of family and loved ones bring wellness and happiness
2. Understand that it is not good to count the gains if there is no effort on working for it
II. Instructional Objectives
Listening ComprehensionSequence series of events of stories listened to
Oral LanguageGive oral directions
Vocabulary DevelopmentUse context clues (definition) to determine the meaning of unfamiliar words
Reading ComprehensionSequence events in a story or narrative
Oral FluencyRead words, phrases, poems, and stories with long vowel sounds long u
Study SkillsUse 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)
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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 LiteratureShow willingness and enthusiasm in reading / listening to literary texts
III. Subject Matter
A. Topics
1. Long u vowel sounds2. Quantifiers of mass nouns3. Oral directions4. Using story sequence organizers5. Sequencing events
B. Materials• pictures• charts,• graphic organizers, • real objects
C. References
Haluhalo Espesyal by Yvette Fereol The Milkmaid and Her Pail by Aesop (Adaptation)
IV. Procedure
Day 1
I. Objectives
1. Sequence series of events of stories listened to2. Give directions orally3. Use context clues to determine the meaning of unfamiliar words4. Write different forms of simple composition (thank you card, note, poster,
slogan) as a response to stories/poems read or listened to
II. Developmental Activities
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?”
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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
1. Unlocking of difficulties
a. awfulSay: “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?”
b. coalsSay: “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?”
c. fragrantSay: “I love the fragrant smell of my mother’s perfume. It smells like
fresh flowers. What other things smell fragrant?”
d. treatsSay: “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?”
e. enchantedSay: “Stories say that fairies live in Mount Makiling. They say that
the mountain is enchanted. What could be happening in an enchanted place?”
f. porridgeSay: “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 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?”
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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?
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
I. Objectives
1. Realize that the love and care of family and loved ones bring wellness and happiness
2. Sequence series of events in stories listened to3. Write different forms of simple composition (thank you card) as a response
to the story listened to4. Use graphic organizers (story sequence chart) to show understanding
of texts
A. Post Listening
1. Engagement ActivitiesDivide participants into groups.
Group 1: Draw Jackie’s happy place and say something about it.Group 2: Make a food calendar of what Lola Itang prepared for JackieGroup 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 Jackie’s happy place?”“What makes it a happy place?”
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(Group 1 shows their drawing of Jackie’s 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?”
3. Skill Development
Post pictures of events in the story. (Refer to LM, Think and Tell)Call volunteers to give a sentence about each of the pictures.(Ex. Jackie is sick. She is in bed.)
Refer to LM, Try and Learn ASay: “Which of the six events happened first, second, and last?”
“Retell the story by saying the sentence about each picture.”“Recall how Lola Itang prepared the haluhalo espesyal.”“Arrange the steps in preparing the haluhalo..
Refer to LM, Try and Learn B.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 eat. Sometimes she gives them palay. Baby likes to see them pick up the palay. When she is bigger, she will feed the hens.
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 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.
Day 3
I. Objectives
Use quantifiers of mass nouns
II. Developmental Activities
A. Grammar Awareness
1. Review Refer to LM, Find Out and Learn
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DEPED COPY
59
Say: “Name the ingredients of Lola Itang’s haluhalo espesyal.” Classify these as count nouns or mass nouns.”
2. Introduction/Presentation Refer to LM, Read and Learn.
3. Teaching/Modelling
a. What is placed on top of Lola Itang’s 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)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 LearnWhat 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?
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?(Quantifiers are expressions of quantity. We use quantifiers to tell how much or how little the mass nouns are.)
4. Guided Practice
Refer to LM, Do and Learn.
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:
I need to buy …I will look for…
Ask for volunteers to present their dialog/conversation.
5. Independent Practice
Use the correct counters/quantifiers for the mass nouns.Refer to LM, Learn Some More.
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DEPED COPY
60
Day 4
I. Objectives
1. Read words, phrases, poems and stories with long u vowel sounds2. Read aloud grade level texts with accuracy an rate of 95-100 percent3. Use context clues (definition) to find the meaning of unfamiliar words4. Use a graphic organizer to show understanding of text
II. Developmental Activities
A. Oral Fluency
1. Presentation
Refer to LM, Find Out and Learn. Read the words first.
Ask: “What is the common sound in these words?”
2. Vocabulary Development Refer to LM, Try and Learn.
3. Guided PracticeRefer to LM, Try and Learn.
Note: Let the pupils read the rhyme in unison, by groups then individually
4. SpellingShow and name some pictures. Let the pupils write the words on their paper.
(Show a picture of a cute face)Say: “She is cute.” Write the word cute.(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)Say: “An elephant is a huge animal.” Write the word huge.
B. Pre-reading Activities
1. Unlocking of Difficulties
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?”
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DEPED COPY
61
b. tossSay: “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 one’s head, then let pupils do the same)”
c. spilledSay: “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. MotivationAsk: “What will you buy if you get some money?”
3. Motive QuestionAsk: “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” way. Note: In popcorn reading, one pupil starts reading the story aloud. The teacher points to another pupil to continue reading. This continues until the story is completely read.
2. Identify the main details of the story through the flower graphic organizer.
Who: Mutya the MilkmaidWhen: One dayWhere: Along the street, in the marketWhat: Mutya was thinking about what she will buy with the money she will get when she sells the milkWhy: To make her look good and be admired by others
3. Retell the story using the graphic organizer.
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 read3. Use graphic organizers to show understanding of texts4. Write different forms of simple composition (skit, slogan) as a response
to the story read
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DEPED COPY
62
II. Developmental Activities
A. Preliminary ActivityRecitation of poem learned in previous lessons
B. Post Reading Activities
1. Engagement Activities
The pupils are grouped into three and each group is given a task card.
Group 1 - Make a timeline of Mutya’s plansGroup 2 - Show a skit on the part when Mutya spilled the milkGroup 3 - Make a slogan for Mutya
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?” “How did she feel when the milk was spillled?”
(Group 2 will show their skit)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)Ask: “How can Mutya realize her plans?” “How can you realize your own plans?”
3. Skill Development: (Using graphic organizers in sequencing events)
a. Teaching/ModellingRefer to LM, Do and Learn.
Ask: “What helped you retell the story?” “How did the graphic organizer help you?” “What are graphic organizers?”
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.”
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DEPED COPY
63
Teaching Chart
Graphic organizers are visual charts and tools used to represent and organize a student’s 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
Story Construction Game Refer to LM, Learn Some More.
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 organizer. Let the groups read the stories they formed.Story AStory B
c. Independent PracticeRefer to Story C.
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.
i
4
EnglishTeacher’s Guide
Department of EducationRepublic of the Philippines
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 [email protected].
We value your feedback and recommendations.
ii
English – Grade 4Teacher’s GuideFirst 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 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 Teacher’s Guide. Those who have not entered the agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at [email protected] or (02) 439-2204, respectively.
Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:Felicitas Pado, PhD Ofelia Flojo, PhDNemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhDAuthors:Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. DatuinVictoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. ImportanteValeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. GangganganMs. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. VillanuevaLayout Artists:
Camille Francesca Mondejar Ezekiel QuijanoCheradee 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 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected]
iii
To our Dear Teachers,
This teacher’s guide is designed in four quarters with nine-week lessons every quarter. Other broad competencies were subtasked to suit the time alloted for the day’s 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 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 above 50% of the total score and we encourage you to provide remediation to pupils whose total scores are below 50%.
Enjoy teaching and make a DIFFERENCE in the pupils’ lives.
The Authors
iv
Table of ContentsCurriculum Guide ............................................................................................ vi
Quarter 2: Science and NatureTable of Specification: Pre-Assessment .......................................................... 107Pre-Assessment ............................................................................................. 108Week 1 ………………………………………………………............................ 112Week 2 ………………………………………………………............................ 125Week 3 ………………………………………………………............................ 136Week 4 ………………………………………………………............................ 147Week 5 ………………………………………………………............................ 156Week 6 ………………………………………………………............................ 166Week 7 ………………………………………………………............................ 174Week 8 ………………………………………………………............................ 182Week 9 ………………………………………………………............................ 191Table of Specification: Post Assessment ........................................................ 200Post Assessment ............................................................................................ 201
vi
ENG
LISH
GR
AD
E 4
FIR
ST Q
UA
RTE
R
Gra
de L
evel
Sta
ndar
ds
The
lear
ner
liste
ns c
ritic
ally
to
new
s re
port
s an
d ot
her
radi
o br
oadc
asts
and
exp
ress
es id
eas
accu
rate
ly in
ora
l an
d in
writ
ten
form
s; d
emon
stra
tes
conf
iden
ce in
the
use
of t
he la
ngua
ge t
o m
eet
ever
yday
’s n
eeds
; an
d re
ads
inde
pend
ently
and
get
s re
leva
nt
info
rmat
ion
from
var
ious
tex
t ty
pes.
Dom
ain
Con
tent
Sta
ndar
d P
erfo
rman
ce S
tand
ard
The
lear
ner…
Th
e le
arne
r…
Ora
l Lan
guag
e
dem
onst
rate
s un
ders
tand
ing
of v
erba
l cue
s fo
r c
lear
exp
ress
ion
of id
eas
activ
ely
crea
tes
and
part
icip
ates
in o
ral t
hem
e-ba
sed
activ
ities
de
mon
stra
tes
unde
rsta
ndin
g of
ver
bal a
nd n
on-v
erba
l cue
s fo
r ef
fect
ive
oral
pre
sent
atio
n ef
ficie
ntly
del
iver
s or
al p
rese
ntat
ions
dem
onst
rate
s un
ders
tand
ing
of in
form
atio
n de
rived
fro
m m
ulti-
med
ia
sour
ces
for
clea
r an
d cr
eativ
e pr
esen
tatio
n cr
eativ
ely
pres
ents
info
rmat
ion
usin
g br
oadc
ast
med
ia
Flue
ncy
dem
onst
rate
s un
ders
tand
ing
that
Eng
lish
is s
tres
s-tim
ed la
ngua
ge t
o ac
hiev
e ac
cura
cy a
nd a
utom
atic
ity
read
s al
oud
text
with
acc
urac
y an
d au
tom
atic
ity
List
enin
g C
ompr
ehen
sion
dem
onst
rate
s un
ders
tand
ing
of t
he e
lem
ents
of i
nfor
mat
iona
l tex
t fo
r co
mpr
ehen
sion
re
calls
det
ails
, seq
uenc
e of
eve
nts
and
shar
es id
eas
on t
exts
list
ened
to
dem
onst
rate
s un
ders
tand
ing
of t
ext
type
s to
con
stru
ct f
eedb
ack
iden
tifie
s st
ory
pers
pect
ive
and
text
ele
men
ts
Voc
abul
ary
dem
onst
rate
s un
ders
tand
ing
that
wor
d m
eani
ng c
an b
e de
rived
from
di
ffere
nt s
ourc
es
uses
diff
eren
t re
sour
ces
to f
ind
wor
d m
eani
ng
dem
onst
rate
s un
ders
tand
ing
that
wor
ds a
re c
ompo
sed
of d
iffer
ent
part
s an
d th
eir
mea
ning
cha
nges
dep
endi
ng o
n co
ntex
t us
es s
trat
egie
s to
dec
ode
the
mea
ning
of w
ords
dem
onst
rate
s un
ders
tand
ing
that
wor
d m
eani
ng c
hang
es b
ased
on
cont
ext
uses
str
ateg
ies
to d
ecod
e th
e m
eani
ng o
f wor
ds in
con
text
Rea
ding
C
ompr
ehen
sion
dem
onst
rate
und
erst
andi
ng o
f var
ious
ling
uist
ics
node
s to
com
preh
end
vario
us t
exts
U
se li
ngui
stic
cue
s to
app
ropr
iate
ly c
onst
ruct
mea
ning
fro
m a
var
iety
of
text
s fo
r a
varie
ty o
f pur
pose
s
Dem
onst
rate
und
erst
andi
ng o
f tex
t el
emen
ts t
o co
mpr
ehen
d va
rious
tex
ts
Use
kno
wle
dge
of t
ext
type
s to
cor
rect
ly d
istin
guis
h lit
erar
y fr
om
info
rmat
iona
l tex
ts
Dem
onst
rate
und
erst
andi
ng o
f writ
ing
styl
es t
o co
mpr
ehen
d th
e au
thor
’s
mes
sage
U
se d
ictio
n (c
hoic
e of
wor
ds)
to a
ccur
atel
y an
alyz
e au
thor
’s t
one,
moo
d,
and
poin
t of
vie
w
Dem
onst
rate
und
erst
andi
ng t
hat
read
ing
in a
wid
e ra
nge
of t
exts
pro
vide
s pl
easu
re a
nd a
venu
e fo
r se
lf-ex
pres
sion
and
per
sona
l dev
elop
men
t U
se li
tera
l inf
orm
atio
n fr
om t
exts
to
aptly
infe
r an
d pr
edic
t ou
tcom
es
Wri
ting
and
C
ompo
siti
on
dem
onst
rate
s un
ders
tand
ing
of w
ritin
g as
a p
roce
ss
uses
a v
arie
ty s
trat
egie
s to
writ
e in
form
atio
nal a
nd li
tera
ry c
ompo
sitio
ns
dem
onst
rate
s un
ders
tand
ing
of t
he im
port
ance
of u
sing
var
ied
sour
ces
of
info
rmat
ion
to s
uppo
rt w
ritin
g us
es v
arie
d so
urce
s of
info
rmat
ion
to s
uppo
rt w
ritin
g
vii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
2 o
f 14
Dom
ain
C
onte
nt
Stan
dard
P
erfo
rman
ce S
tand
ard
Th
e le
arne
r…
The
lear
ner…
Gra
mm
ar
dem
onst
rate
s co
mm
and
of t
he c
onve
ntio
ns o
f st
anda
rd E
nglis
h gr
amm
ar
and
usag
e w
hen
writ
ing
or s
peak
ing
spea
ks a
nd w
rites
usi
ng g
ood
com
man
d of
the
con
vent
ions
of
stan
dard
En
glis
h
dem
onst
rate
s un
ders
tand
ing
of E
nglis
h gr
amm
ar a
nd u
sage
in s
peak
ing
or
writ
ing
uses
the
cl
asse
s of
wor
ds a
ptly
in v
ario
us o
ral a
nd w
ritte
n di
scou
rse
dem
onst
rate
s un
ders
tand
ing
of E
nglis
h gr
amm
ar a
nd u
sage
in s
peak
ing
or
writ
ing
uses
the
cl
asse
s of
wor
ds a
ptly
in v
ario
us o
ral a
nd w
ritte
n di
scou
rse
Att
itu
de
dem
onst
rate
s un
ders
tand
ing
of n
on-v
erba
l cue
s to
com
mun
icat
e w
ith
othe
rs
appl
ies
know
ledg
e of
non
-ver
bal s
kills
to
show
res
pect
whe
n co
mm
unic
atin
g w
ith o
ther
s
dem
onst
rate
s un
ders
tand
ing
of v
erba
l and
non
-ver
bal e
lem
ents
of
com
mun
icat
ion
to r
espo
nd b
ack
uses
par
alan
guag
e an
d no
n-ve
rbal
cue
s to
res
pond
app
ropr
iate
ly
Stud
y St
rate
gies
/ R
esea
rch
dem
onst
rate
s un
ders
tand
ing
of li
brar
y sk
ills
to r
esea
rch
on
a va
riety
of
topi
cs
uses
libr
ary
skill
s to
gat
her
appr
opria
te a
nd r
elev
ant
info
rmat
ion
Vie
win
g de
mon
stra
tes
unde
rsta
ndin
g of
the
str
ateg
ies
in c
ompr
ehen
ding
vis
ual t
ext
view
s va
rious
for
ms
of m
edia
in o
rder
to
gath
er a
nd s
hare
info
rmat
ion,
pe
rsua
de o
ther
s an
d un
ders
tand
and
exp
ress
idea
s
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
a-1
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
.
EN4O
L-Ia
-d-
1 Spea
k cl
early
us
ing
appr
opria
te
pron
unci
atio
n an
d in
tona
tion.
EN4V
-Ia-
d-1
U
se c
onte
xt c
lues
to
fin
d m
eani
ng
of u
nfam
iliar
w
ords
.
EN4R
C-I
a-b-
1
Anal
yze
a na
rrat
ive
in t
erm
s of
its
char
acte
rs.
EN4F
-Ia-
1
Phon
olog
ical
R
ead
wor
ds,
phra
ses,
po
ems
or
stor
ies
with
lo
ng v
owel
a
soun
d
EN4S
S-Ia
-1
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
EN4G
-Ia-
b-1
U
se p
lura
l fo
rm o
f re
gula
r no
uns
EN4W
C-I
a-b-
1 Writ
e 2-
3 se
nten
ces
abou
t th
e ch
arac
ters
in
a li
tera
ry t
ext
liste
ned
to o
r re
ad.
EN4A
-Ia-
1
Show
w
illin
gnes
s an
d en
thus
iasm
in
rea
ding
or
liste
ning
to
liter
ary
text
2
EN4L
C-I
b-2
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
, to
iden
tify
sett
ing
EN
4V-I
a-d-
2
Use
con
text
clu
es
(syn
oynm
s) t
o fin
d m
eani
ng o
f un
fam
iliar
wor
ds.
EN4R
C-I
a-b-
2 An
alyz
e a
narr
ativ
e in
ter
ms
of it
s se
ttin
g.
EN4F
-Ib-
2
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el e
EN4S
S-Ib
-2
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
viii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
3 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
soun
d
3
EN4L
C-I
c-3
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
EN
4V-I
a-d-
2
Use
con
text
clu
es
(syn
onym
s) t
o fin
d m
eani
nd o
f un
fam
iliar
wor
ds.
EN4R
C-I
c-2
St
ate
sim
ilarit
ies
and
diff
eren
ces
in in
form
atio
n /
liter
ary
text
rea
d
EN4F
-Ic-
3
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el i
soun
d
EN4S
S-Ic
-3
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
(usi
ng m
ap)
EN4G
-Ic-
2
Use
plu
ral
form
of
irreg
ular
no
uns
EN4W
C-I
c-2
W
rite
two
or
thre
e se
nten
ces
abou
t th
e ch
arac
ters
, se
ttin
g, o
r ev
ents
in a
st
ory
liste
ned
to
or r
ead
4
EN4L
C-I
d-4
Se
quen
ce e
vent
s in
a s
tory
list
ened
to
EN4O
L-Ia
-d-
2 Sp
eak
clea
rly
usin
g ap
prop
riate
pr
onun
ciat
ion
and
into
natio
n (p
oem
s,
chan
ts,
rhym
es,
riddl
es)
EN4V
-Ia-
d-2
U
se c
onte
xt c
lues
(a
nton
ym)
to
dete
rmin
e th
e m
eani
ng o
f un
fam
iliar
wor
ds
EN4R
C-I
d-e-
3
Sequ
ence
eve
nts
in a
sto
ry o
r na
rrat
ive
EN4F
-Id-
4
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el o
so
und
EN4S
S-Id
-4
Arra
nge
wor
ds
in a
lpha
betic
al
orde
r w
ith t
he
sam
e fir
st le
tter
bu
t a
diff
eren
t se
cond
lett
er
EN4G
-Id-
3
Use
cle
ar
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es:
Kind
s of
N
ouns
- M
ass
Nou
ns
and
Coun
t N
ouns
EN4W
C-I
d-3
W
rite
2-3
step
di
rect
ions
usi
ng
sign
al w
ords
EN4A
-IIb
-2 Li
sten
at
tent
ivel
y an
d re
act
posi
tivel
y du
ring
stor
y re
adin
g.
5
EN4L
C-I
e-5
Se
quen
ce e
vent
s in
a s
tory
list
ened
to
EN4O
L-Ie
-2
Giv
e or
al
dire
ctio
ns
EN4V
-Ie-
f-2
U
se c
onte
xt c
lues
(d
efin
ition
) to
de
term
ine
the
mea
ning
of
unfa
mili
ar w
ords
.
EN4F
-Ie-
5
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el u
so
und
EN4S
S-Ie
-i-5
U
se g
raph
ic
orga
nize
rs t
o sh
ow
unde
rsta
ndin
g of
tex
ts (
stor
y se
quen
ce
orga
nize
rs)
EN4G
-Ie-
4
Use
cle
ar
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es
(qua
ntifi
ers
of m
ass
noun
s)
EN4W
C-I
e-f-
4 W
rite
diff
eren
t fo
rms
of s
impl
e co
mpo
sitio
n (t
hank
you
ca
rd, n
ote,
po
ster
, sl
ogan
) as
a
resp
onse
to
stor
ies
/ po
ems
read
or
liste
ned
to
- no
tes
/ le
tter
s 6
EN4L
C-I
f-1
EN
4OL-
If-3
EN
4RC
-If-
4
EN4F
-If-
6
EN4S
S-Ie
-i-5
EN
4G-I
f-5
ix
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
4 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
Infe
r ab
out
feel
ings
, tra
its o
f ch
arac
ters
fro
m
sele
ctio
ns
liste
ned
to
Expr
ess
one’
s id
eas,
feel
ings
cl
early
Infe
r ab
out
feel
ings
, tra
its o
f ch
arac
ters
in a
se
lect
ion
read
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
com
poun
d w
ords
Use
gra
phic
or
gani
zers
to
show
un
ders
tand
ing
of t
exts
(st
ory
sequ
ence
or
gani
zers
)
Com
pose
cl
ear
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es:
Kind
s of
N
ouns
(P
osse
ssiv
e N
ouns
)
- D
escr
iptiv
e pa
ragr
aph
- An
othe
r en
ding
to
a st
ory
7
EN4L
C-I
g-1
In
fer
abou
t fe
elin
gs, t
raits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ig
-4
Expr
ess
one’
s id
eas,
feel
ings
cl
early
EN4V
-Ig-
3
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds (
defin
ition
)
EN4R
C-I
g-5
M
ake
infe
renc
es
and
draw
co
nclu
sion
s ba
sed
on a
lit
erar
y or
ex
posi
tory
tex
t
EN4F
-Ig-
7
Rea
d w
ords
, ph
rase
s,
poem
s, a
nd
stor
ies
with
ac
cura
cy
EN4F
-Ig-
8 R
ead
alou
d gr
ade
leve
l te
xts
with
ac
cura
cy a
nd
prop
er
expr
essi
on
EN
4G-I
g-6
Id
entif
y an
d us
e co
ncre
te
noun
s an
d ab
stra
ct
noun
s
EN4W
C-I
g-h-
5 Writ
e a
frie
ndly
le
tter
as
a re
spon
se t
o st
orie
s /
poem
s re
ad o
r lis
tene
d to
EN4A
-IIa
-1 D
emon
stra
te
resp
ect
for
the
idea
s,
feel
ings
and
cu
lture
of
the
auth
or
of t
he t
ext
liste
ned
to.
8
EN4L
C-I
h-1
In
fer
abou
t fe
elin
gs, t
raits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ih
-5
Expr
ess
one’
s id
eas
and
feel
ings
cle
arly
EN4V
-Ih-
4
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds
(exe
mpl
ifica
tion)
EN4F
-Ih-
i-8
R
ead
wor
ds,
phra
ses,
po
ems,
and
st
orie
s w
ith
diph
thon
gs
accu
rate
ly
EN
4G-I
h-7
U
se
colle
ctiv
e no
uns
EN4W
C-I
g-h-
6 Writ
e fo
rms
of
sim
ple
com
posi
tion
as
a re
spon
se t
o st
orie
s /
poem
s re
ad o
r lis
tene
d to
-no
tes
/ le
tter
s -
desc
riptiv
e
x
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
5 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
para
grap
h
9
EN4L
C-I
i-1
In
fer
feel
ings
, tr
aits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ii
-6
Expr
ess
one’
s id
eas,
feel
ings
cl
early
EN4V
-Ii-
5
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds
(exe
mpl
ifica
tion)
EN4R
C-I
h-4
In
fer
the
them
e of
lite
rary
tex
t
EN4F
-Ih-
i-9
R
ead
with
ac
cura
cy
wor
ds,
phra
ses,
po
ems,
and
stor
ies
with
si
lent
lett
ers.
R
ead
alou
d gr
ade
leve
l te
xts
EN
4G-I
i-8
U
se s
impl
e pr
esen
t te
nse
of
verb
s in
se
nten
ces
EN4W
C-I
i-6
W
rite
a re
spon
se t
o a
stor
y /
poem
re
ad o
r lis
tene
d to
-no
tes
/ le
tter
s
SEC
ON
D Q
UA
RTE
R
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
Ia-1
Id
entif
y m
ain
idea
and
su
ppor
ting
deta
ils
from
a t
ext
liste
ned
to.
EN4O
L-II
a-1 R
esta
te o
r re
tell
info
rmat
ion
from
a t
ext
liste
ned
to.
EN4V
-IIa
-1
Iden
tify
mea
ning
s of
un
fam
iliar
w
ords
thr
ough
st
ruct
ural
an
alys
is
(com
poun
d w
ords
and
th
eir
com
pone
nts:
on
e w
ord
com
poun
d (b
acky
ard)
, tw
o w
ord
EN4R
C-I
Ia-1
Id
entif
y th
e im
port
ant
stor
y el
emen
ts s
uch
as
sett
ing,
cha
ract
er
and
plot
.
EN4F
-IIa
-1
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
.
EN4S
S-II
a-1
Ar
rang
e 8-
10
wor
ds w
ith
diff
eren
t be
ginn
ing
lett
ers
in
alph
abet
ical
or
der.
EN4G
-IIa
-b-
1 Iden
tify
and
use
pers
onal
pr
onou
ns in
se
nten
ces.
EN4W
C-I
Ia-
1 Writ
e se
nten
ces
follo
win
g co
rrec
t m
echa
nics
of
capi
taliz
atio
n an
d pu
nctu
atio
n.
EN4A
-IIa
-1
Dem
onst
rate
re
spec
t fo
r th
e id
eas,
feel
ings
an
d cu
lture
of
the
auth
or o
f th
e te
xt
liste
ned
to.
xi
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
6 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
com
poun
d (s
ecur
ity
guar
d),
hyph
enat
ed
com
poun
d w
ord
(sis
ter-
in-la
w).
2
EN4L
C-I
Ib-2
R
ecal
l in
form
atio
n fr
om
conv
ersa
tions
. EN
4LC
-Iib
-3
Not
e de
tails
fro
m
new
s re
port
s/se
lect
ions
lis
tene
d to
.
EN4O
L-II
b-2 U
se c
ourt
eous
ex
pres
sion
s
EN4V
-IIb
-2
Iden
tify
mea
ning
s of
un
fam
iliar
w
ords
thr
ough
st
ruct
ural
an
alys
is
(wor
ds w
ith
affix
es).
EN4R
C-I
Ib-2
Id
entif
y m
eani
ngs
of
unfa
mili
ar w
ords
th
roug
h st
ruct
ural
an
alys
is (
wor
ds
with
aff
ixes
).
EN4F
-IIb
-2
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
.
EN4S
S-II
b-2
Cl
assi
fy
rela
ted
wor
ds,
idea
s, a
nd
conc
epts
ac
cord
ing
to
cert
ain
char
acte
ristic
s an
d si
mila
ritie
s.
EN4G
-Ii-
9
Use
the
pr
onou
n th
at
agre
es in
ge
nder
, nu
mbe
r w
ith
the
ante
cede
nt.
EN4W
C-I
Ib-
2 Writ
e a
shor
t st
ory
with
the
el
emen
ts.
3
EN4L
C-I
Ic-3
N
ote
deta
ils b
y as
king
/ans
wer
ing
ques
tions
abo
ut
a st
ory/
poem
lis
tene
d to
EN4O
L-II
c-3
Li
sten
and
an
swer
qu
estio
ns
abou
t a
stor
y re
ad/li
sten
ed
to.
EN
4RC
-IIc
-3
-Not
ing
deta
ils
-Inf
er w
ords
, fe
elin
gs o
f ch
arac
ters
EN
4RC
-IIb
-3
Infe
r th
e m
oods
or
fee
lings
of t
he
char
acte
r ba
sed
on w
hat
he/s
he
says
or
do.
EN4F
-IIc
-3
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
. R
ead
wor
ds
that
end
with
–s
cor
rect
ly.
EN
4G-I
Ic-3
Id
entif
y an
d us
e s
form
of
verb
s.
EN4W
C-I
Ic-
3 Writ
e a
frie
ndly
lett
er
usin
g co
rrec
t fo
rmat
.
EN4A
-IIb
-2
List
en
atte
ntiv
ely
and
reac
t po
sitiv
ely
durin
g st
ory
read
ing.
4
EN4L
C-I
Id-4
Fo
llow
a s
et o
f th
ree-
to-f
ive
step
di
rect
ions
.
EN4O
L-II
d-4 G
ive
thre
e-to
-fiv
e st
ep
dire
ctio
ns.
EN4V
-IId
-3
Use
con
text
cl
ues
to a
ct
the
mea
ning
of
diff
icul
t w
ords
.
EN4R
C-I
Id-4
M
ake
a tw
o-po
int
sent
ence
out
line.
EN4F
-IId
-4
Rec
ite a
poe
m
with
ex
pres
sion
EN
4G-I
Id-4
U
se t
he
pres
ent
form
of
ver
bs t
hat
agre
e w
ith t
he
subj
ect
EN4W
C-I
Id-
4 Writ
e a
two-
poin
t se
nten
ce
outli
ne
EN4A
-IIc
-3
Expr
ess
love
fo
r st
orie
s an
d ot
her
text
s.
5 EN
4LC
-IIe
-5
Inte
rpre
t a
stor
y th
roug
h
EN4O
L-II
e-5 R
elat
e st
ory
EN4V
-IIe
-4
Use
pre
fixes
an
d ro
ot w
ords
EN4R
C-I
Ie-5
G
ive
poss
ible
en
ding
s to
sto
ries
EN4F
-IIe
-5
Rea
d w
ith
auto
mat
icity
EN4S
S-II
c-3
Fo
llow
in
stru
ctio
ns
EN4G
-IIe
-5
Use
po
sses
sive
EN4W
C-I
Ie-
5 Out
line
a
EN4A
-IId
-4
Take
par
t in
cr
eativ
e
xii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
7 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
dram
atiz
atio
n so
ngs
or a
rt
activ
ities
.
even
ts t
o on
e’s
expe
rienc
e.
as c
lues
to
get
mea
ning
of
wor
ds.
grad
e le
vel
cont
ent
area
w
ords
.
care
fully
on
a te
xt.
pron
ouns
tha
t ag
ree
in
gend
er w
ith
ante
cede
nts.
para
grap
h w
ith e
xplic
itly
give
n m
ain
idea
.
resp
onse
s in
pr
epar
ing
logs
, jou
rnal
, an
d ot
her
oral
pr
esen
tatio
n.
6
EN4L
C-I
If-6
In
fer
trai
ts o
f ch
arac
ters
bas
ed
on w
hat
they
do
or s
ay in
a s
tory
lis
tene
d to
.
EN4O
L-II
f-6
Rea
ct t
o w
hat
the
char
acte
rs
said
in t
he
stor
y lis
tene
d to
.
EN4V
-IIf
-5
Use
suf
fixes
an
d ro
ot w
ords
as
clu
es t
o ge
t m
eani
ng o
f w
ords
.
EN4R
C-I
If-6
Pr
edic
t ou
tcom
es
of e
vent
s in
the
st
ory
EN4F
-IIf
-6
Rea
d us
ing
corr
ect
into
natio
n an
d ex
pres
sion
.
EN4S
S-II
d-4
Fi
ll ou
t fo
rms
givi
ng t
he
appr
opria
te
inst
ruct
ions
.
EN4G
-IIf
-6
Use
cor
rect
tim
e ex
pres
sion
s to
te
ll an
act
ion
in t
he p
rese
nt.
EN4W
C-I
If-6
W
rite
a pa
ragr
aph
base
d on
a
two-
poin
t ou
tline
.
EN4A
-IIe
-5
Take
par
t in
cr
eativ
e re
spon
ses
in
prep
arin
g lo
gs, j
ourn
al,
and
othe
r or
al
pres
enta
tion.
7
EN4L
C-I
Ig-7
G
ive
a po
ssib
le
endi
ng t
o a
stor
y he
ard.
EN4O
L-II
g-7 Ret
ell b
est-
liked
par
t of
a
stor
y he
ard.
EN4V
-IIg
-6
Iden
tify
and
use
sim
ile a
nd
met
apho
r in
th
e po
em
read
.
EN4R
C-I
Ig-h
-7
Infe
r th
e fe
elin
gs
and
trai
ts o
f the
ch
arac
ters
in t
he
stor
y.
EN4F
-IIg
-7
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/tr
/,
and
,/cr
/
EN4S
S-II
e-5
G
et
info
rmat
ion
from
the
new
s pa
ge o
f a
scho
ol p
aper
.
EN4G
-IIg
-7
Use
the
pas
t fo
rm o
f re
gula
r ve
rbs.
EN4W
C-I
Ig-
7 Writ
e a
para
grap
h ab
out
one’
s pe
rson
al
expe
rienc
e.
EN4A
-IIf
-6
Brow
se a
nd
read
new
s pa
ge f
or
info
rmat
ion
of
a sc
hool
pa
per.
8
EN4L
C-I
Ih-i
-8
Sequ
ence
eve
nts
in a
sto
ry li
sten
ed
to.
EN4V
-IIh
-7
Iden
tify
and
use
sim
ile a
nd
met
apho
r in
a
stor
y re
ad.
EN4F
-IIh
-8
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/br
/,
and
/gr/
EN4S
S-II
f-6
Use
dic
tiona
ry
in g
ettin
g th
e m
eani
ng o
f w
ords
.
EN4G
-IIh
-i-
8 Use
the
pas
t fo
rm o
f irr
egul
ar
verb
s.
EN4W
C-I
Ih-
8 Com
pose
sl
ogan
fro
m a
gi
ven
stim
uli.
EN4A
-IIg
-7
Req
uest
for
m
ore
stor
ies
to b
e re
ad.
9
EN4O
L-II
i-8
Co
nnec
t ev
ents
in a
st
ory
hear
d to
a
pers
onal
ex
perie
nce
EN4V
-IIi
-8
Iden
tify
and
use
pers
onifi
catio
n.
EN4R
C-I
ii-8
N
ote
impo
rtan
t de
tails
in a
n in
form
atio
nal
text
.
EN4F
-IIi
-9
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/pr
/,
and
/gr/
EN4S
S-II
g-7
G
et
info
rmat
ion
from
the
new
s pa
ge.
EN4G
-IIh
-i-
9 Use
the
pas
t fo
rm o
f re
gula
r an
d irr
egul
ar
verb
s.
EN4W
C-I
Ii-9
W
rite
a ne
ws
repo
rt u
sing
th
e fa
cts
give
n.
EN4A
-IIh
-8
List
en
atte
ntiv
ely
and
reac
t po
sitiv
ely
durin
g st
ory
read
ing.
xiii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
8 o
f 14
THIR
D Q
UA
RTE
R
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
IIa-
1
Dis
tingu
ish
real
ity
from
fan
tasy
.
EN4O
L-II
Ia-
1 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
even
ts.
EN4V
-III
a-1
Use
con
text
cl
ues
(syn
onym
and
an
tony
m)
to
find
mea
ning
of
unf
amili
ar
wor
ds.
EN4R
C-I
IIa-
1
Not
e si
gnifi
cant
de
tails
.
EN4F
-III
a-1
R
ead
a po
em
alou
d w
ith
prop
er
expr
essi
on.
EN4S
S-II
Ia-
1 Use
a
thes
auru
s to
fin
d sy
nony
ms
and
anto
nym
s of
wor
ds.
EN4G
-III
a-1
Id
entif
y an
d us
e ad
ject
ives
in
sen
tenc
es
EN4W
C-I
IIa-
1 W
rite
sent
ence
s de
scrib
ing
pers
ons,
pl
aces
, thi
ngs
and
anim
als
EN4A
-III
a-1
Sh
ow lo
ve f
or
read
ing
by
liste
ning
at
tent
ivel
y du
ring
stor
y re
adin
g an
d m
akin
g co
mm
ents
or
reac
tions
.
2
EN4L
C-I
IIb-
2
Not
e de
tails
fro
m
a st
ory
liste
ned
to.
EN4V
-III
b-2
Id
entif
y m
ultip
le
mea
ning
of
wor
ds.
EN4R
C-I
IIb-
2
Not
e si
gnifi
cant
de
tails
.
EN4F
-III
b-2
R
ead
alou
d gr
ade
leve
l te
xts
accu
rate
ly.
EN4S
S-II
Ib-
2 Inte
rpre
t a
map
.
EN4G
-III
b-2
Id
entif
y an
d us
e w
ords
th
at s
how
de
gree
s of
co
mpa
rison
of
obje
ctiv
es in
se
nten
ces
EN4W
C-I
IIa-
2 R
ewrit
e pa
irs o
f se
nten
ces
usin
g co
nnec
tors
EN4A
-III
b-2
Sh
ow in
tere
st
in r
eadi
ng a
tr
avel
ogue
.
3
EN4L
C-I
IIc-
3
Poin
t ou
t de
tails
fr
om a
bi
ogra
phic
al
acco
unt.
EN4O
L-II
Ib-
2 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
plac
es.
EN4V
-III
c-3
G
et t
he
mea
ning
of
unfa
mili
ar
wor
ds t
hrou
gh
rest
atem
ents
.
EN4R
C-I
IIc-
3
Iden
tify
sequ
ence
of
even
ts.
EN4F
-III
c-3
R
ead
alou
d gr
ade
leve
l te
xts
accu
rate
ly.
EN4S
S-II
Ic-
3 Use
a t
imel
ine
to s
how
ord
er
of e
vent
s.
EN4G
-III
c-3
U
se
appr
opria
te
wor
d si
gnal
s to
sho
w t
he
sequ
ence
of
even
ts in
ss
ente
nces
EN4W
C-I
IIc-
3 Writ
e si
mpl
e se
nten
ces
usin
g se
quen
ce
sign
als.
EN4A
-III
c-3
Sh
ow in
tere
st
in r
eadi
ng a
bi
ogra
phy.
4
EN4L
C-I
IId-
4
Use
indi
rect
sp
eech
to
clar
ify
the
spea
ker’s
id
eas.
EN4V
-III
d-4
Id
entif
y di
ffer
ent
mea
ning
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IId-
4
Iden
tify
caus
e an
d ef
fect
re
latio
nshi
p
EN4F
-III
d-4
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d,
accu
racy
and
ex
pres
sion
EN4S
S-II
Id-
4 Loca
te
mea
ning
of
wor
ds f
rom
th
e di
ctio
nary
.
EN4G
-III
d-4
Id
entif
y an
d us
e th
e co
rrec
t or
der
of a
djec
tives
in
a s
erie
s in
se
nten
ces
EN4W
C-
IIId
-4
Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g th
e co
rrec
t or
der
of a
djec
tives
.
EN4A
-III
d-4
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
xiv
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
9 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
5
EN4L
C-I
IIe-
5
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ic-
3 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
peop
le.
EN4V
-III
e-5
Id
entif
y di
ffer
ent
mea
ning
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IIe-
5
Iden
tify
vario
us
text
typ
es
acco
rdin
g to
st
ruct
ure.
EN4F
-III
e-5
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d.
EN4S
S-II
Ie-
5 Loca
te
info
rmat
ion
from
gl
ossa
ries
EN4G
-III
e-5
Id
entif
y an
d us
e ad
verb
s of
pla
ce in
se
nten
ces.
EN4W
C-I
IIe-
5 Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
pla
ce.
EN4A
-III
e-5
Br
owse
and
re
ad b
ooks
fo
r va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
6
EN4L
C-I
IIf-
6
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4V
-III
f-6
Iden
tify
diff
eren
t m
eani
ngs
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IIf-
6
Mak
e co
mpa
rison
an
d co
ntra
st.
EN4F
-III
f-6
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d.
EN4S
S-II
If-
6 Loca
te
info
rmat
ion
from
indi
ces.
EN4G
-III
f-6
U
se
appr
opria
te
adve
rbs
of
time
in
sete
nces
EN4W
C-I
IIf-
6 Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
tim
e.
EN4A
-III
f-6
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
7
EN4L
C-I
IIg-
7
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ig-
4 Tell
/ re
tell
fam
iliar
sto
ries
by u
sing
ap
prop
riate
ge
stur
es a
nd
expr
essi
ons
in
com
plet
e se
nten
ce.
EN4V
-III
g-7
Id
entif
y di
ffer
ent
mea
ning
s of
co
nten
t sp
ecifi
c w
ords
-d
enot
atio
n -c
onno
tatio
n
EN4R
C-I
IIg-
7
Mak
e ge
nera
lizat
ions
.
EN4F
-III
g-7
R
ead
corr
ectly
gr
ade
leve
l te
xts
with
in
tona
tion
and
expr
essi
on.
EN4S
S-II
Ig-
7 Loca
te
info
rmat
ion
from
indi
ces.
EN4G
-III
g-7
U
se a
dver
bs
of m
anne
r in
se
nten
ces
EN4W
C-
IIIg
-7
Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
man
ner.
8
EN4L
C-I
IIh-
8
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ih-
5 Tell
/ re
tell
fam
iliar
sto
ries
by u
sing
ap
prop
riate
ge
stur
es a
nd
expr
essi
ons
in
com
plet
e se
nten
ce.
EN4V
-III
h-8
U
se w
ord
asso
ciat
ions
(a
nalo
gy)
EN4R
C-I
IIh-
8
Use
app
ropr
iate
gr
aphi
c or
gani
zers
to
show
the
se
quen
ce o
f ev
ents
in a
tex
t re
ad
(Sto
ry)
EN4F
-III
h-8
R
ead
corr
ectly
gr
ade
leve
l te
xts
with
in
tona
tion,
ex
pres
sion
.
EN4S
S-II
Ih-
8 Inte
rpre
t ch
arts
.
EN4G
-III
h-8
U
se a
pa
rtic
ular
kin
d of
sen
tenc
e fo
r a
spec
ific
purp
ose
-mak
ing
requ
ests
EN4W
C-
IIIh
-8
Writ
e a
one-
para
grap
h es
say
on
a pa
rtic
ular
to
pic.
EN4A
-III
h-7
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as f
or le
arni
ng
or f
or
plea
sure
.
9 EN
4LC
-III
i-9
EN
4OL-
IIIi
-EN
4V-I
IIi-
9
EN4F
-III
i-9
EN
4SS-
IIIi
-EN
4G-I
IIi-
9
EN4W
C-I
IIi-
EN4A
-III
i-8
xv
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
10
of 1
4
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
6 Rel
ate
one’
s ow
n ex
perie
nces
an
d id
eas
rela
ted
to t
he
topi
c us
ing
a va
riety
of
wor
ds w
ith
prop
er
phra
sing
.
Use
wor
d cl
assi
ficat
ions
R
ead
grad
e le
vel t
exts
co
rrec
tly w
ith
into
natio
n an
d ex
pres
sion
.
9 Inte
rpre
t gr
aphs
.
Use
a
part
icul
ar k
ind
of s
ente
nce
for
a sp
ecifi
c pu
rpos
e -a
skin
g pe
rmis
sion
9 Writ
e a
one-
para
grap
h es
say
on a
pa
rtic
ular
top
ic
Brow
se a
nd
read
boo
ks f
or
vario
us
purp
oses
suc
h as
for
lear
ning
or
for
pl
easu
re.
FOU
RTH
QU
AR
TER
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
1
EN4L
C-I
Va-
1
Dis
tingu
ish
fact
fr
om o
pini
on
EN4O
L-IV
a-1
Stat
e a
fact
an
d
opin
ion
EN4V
-IV
a-1
U
se
know
ledg
e of
co
ntex
t cl
ues
to f
ind
the
mea
ning
of
unfa
mili
ar
wor
ds
-syn
onym
s
EN4R
C-I
Va-
1
Dis
tingu
ish
fact
fr
om o
pini
on
EN4F
-IV
a-1
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith a
ccur
acy
rate
of
95 t
o 10
0%
EN4S
S-IV
a-1 Ta
ke n
ote
of
rele
vant
in
form
atio
n fr
om a
giv
en
text
EN4G
-IV
a-1 Id
entif
y pr
epos
ition
s in
sen
tenc
es
EN4W
C-
IVa-
1 W
rite
sent
ence
s ex
pres
sing
fa
ct a
nd
opin
ion
EN4V
C-I
Va-
1 Iden
tify
visu
al
elem
ents
us
ed in
a
prin
t/no
n pr
int
mat
eria
ls
EN4A
-IV
a-1 Ex
pres
s in
tere
st in
di
ffer
ent
text
s by
re
adin
g av
aila
ble
prin
t m
ater
ials
2
EN4L
C-I
Vb-
2
Tell
whe
ther
an
ac
tion
or e
vent
is
rea
lity
or
fant
asy
EN4O
L-IV
b-2
Ex
pres
s w
heth
er a
n ac
tion
or
even
t is
re
ality
or
fant
asy
EN4V
-IV
b-2
U
se
know
ledg
e of
co
ntex
t cl
ues
to f
ind
the
mea
ning
of
unfa
mili
ar
wor
ds
EN4R
C-I
Vb-
2
Inte
rpre
t di
rect
ion
in
auth
entic
tex
ts
i.e.,
med
ical
pr
escr
iptio
ns
EN4F
-IV
b-2
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith a
ccur
acy
rate
of
95 t
o 10
0%
EN4G
-IV
b-2 U
se
prep
ositi
ons
nn
sent
ence
s -t
o an
d fr
om
EN4W
C-
IVb-
2
Writ
e 3-
4 se
nten
ces
in
givi
ng
dire
ctio
ns
EN4V
C-I
Vb-
2 Iden
tify
the
visu
al
elem
ents
us
ed in
a
prin
t/no
n pr
int
EN4A
-IV
b-2 Ex
pess
in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t
xvi
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
11
of 1
4
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
-ant
onym
s m
ater
ials
m
ater
ials
3
EN4L
C-I
Vc-
3
Eval
uate
the
lik
elih
ood
that
st
ory/
even
t co
uld
real
ly
happ
en
EN4O
L-IV
c-3
Stat
e if
a st
ory
coul
d re
ally
ha
ppen
EN4V
-IV
c-3
Id
entif
y th
e m
eani
ng o
f w
ords
with
m
ultip
le
mea
ning
EN4R
C-I
Vc-
3
Dis
tigui
sh r
ealit
y fr
om f
anta
sy in
st
orie
s re
ad
EN4F
-IV
c-3
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith
accu
racy
rat
e of
95
to
100%
EN4S
S-IV
c-2 U
se a
gl
ossa
ry g
et
mea
ning
of
wor
ds
EN4G
-IV
c-3 U
se
prep
ositi
ons
in s
ente
nces
-a
mon
g an
d be
twee
n
EN4W
C-
IVc-
3 W
rite
3-4
sent
ence
s us
ing
amon
g an
d be
twee
n
EN4V
C-I
Vc-
3 Mak
e co
nnec
tion
betw
een
info
rmat
ion
view
ed a
nd
pers
onal
ex
perie
nces
EN4A
-IV
c-3 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
4
EN4L
C-I
Vd-
4
Giv
e co
nclu
sion
to
rea
listic
fic
tion
liste
ned
to
EN4O
L-IV
d-4
St
ate
conc
lusi
on
to r
ealis
tic
fictio
n
EN4V
-IV
d-4
Id
entif
y m
eani
ng o
f w
ords
with
pr
efix
es
Un,
in,im
,dis
,m
is a
nd r
e
EN4R
C-I
Vd-
4
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em r
ead
EN4F
-IV
d-4
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
d-3 U
se t
he in
dex
to lo
cate
in
form
atio
n
EN4G
-IV
d-4 U
se
prep
ositi
ons
in, o
n,
unde
r an
d ab
ove
in
sent
ence
s
EN4W
C-
IVd-
4
Writ
e 3-
4 se
nten
ces
show
ing
conc
lusi
on
of a
giv
en
topi
c or
si
tuat
ion
EN4V
C-I
Vd-
4 Mak
e co
nnec
tion
betw
een
info
rmat
ion
view
ed a
nd
pers
onal
ex
perie
nces
EN4A
-IV
d-4 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
5
EN4L
C-I
Ve-
5
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em li
sten
ed t
o
EN4O
L-IV
e-5
St
ate
conc
lusi
on
to
hum
orou
s or
cu
mul
ativ
e po
em
hear
d
EN4V
-IV
e-5
Id
entif
y m
eani
ng o
f w
ord
with
su
ffix
es f
ul
and
less
EN4R
C-I
Ve-
5
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em r
ead
EN4F
-IV
e-5
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e Rea
d al
oud
a cu
mul
ativ
e po
em
EN4S
S-IV
e-4 U
se a
lman
ac
to g
et
info
rmat
ion
EN4G
-IV
e-5 U
se
prep
ositi
onal
ph
rase
s in
se
nten
ces
EN4W
C-
IVe-
5
Writ
e 3-
4 se
nten
ces
show
ing
conc
lusi
on
EN4V
C-I
Ve-
5 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
ustr
atio
ns
cont
ribut
e to
w
ht ia
co
nvey
ed b
y th
e w
ords
in
a te
xt
EN4A
-IV
e-5 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
6
EN4L
C-I
Vf-
6
Dis
tingu
ish
fact
fr
om o
pini
on in
a
narr
ativ
e
EN4O
L-IV
f-6
Stat
e fa
cts
or o
pini
on
in a
na
rrat
ive
EN4V
-IV
f-6
Id
entif
y m
eani
ng o
f w
ords
with
su
ffix
es e
r an
d or
EN4R
C-I
Vf-
6
Dis
tingu
ish
fact
fr
om o
pini
on
from
a n
arra
tive
EN4F
-IV
f-6
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
EN4S
S-IV
f-5 In
terp
ret
bar
and
line
grap
h
EN4G
-IV
f-6 U
se s
impl
e se
nten
ce
-sim
ple
subj
ect
and
EN4W
C-
IVf-
6 W
rite
3-4
sent
ence
s ex
pres
sing
op
inio
n
EN4V
C-I
Vf-
6 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
EN4A
-IV
f-6 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g
xvii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
12
of 1
4
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
min
ute
pred
icat
e ill
usta
rions
co
ntrib
ute
to
wha
t is
co
nvey
ed b
y th
e w
ords
in
a te
xt
avai
labl
e pr
int
mat
eria
ls
7
EN4L
C-I
Vg-
7
Dis
tingu
ish
fact
fr
om o
pini
on
in
an in
form
atio
nal
text
EN4O
L-IV
g-7
Ex
pres
s fa
ct o
r op
inio
n in
an
in
form
atio
nal
tex
t
EN4V
-IV
g-7
Id
entif
y m
eani
ng o
f w
ords
with
pr
efix
es d
e an
d di
s
EN4R
C-I
Vg-
7
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
n in
form
atio
nal
text
EN4F
-IV
g-7
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
g-6 U
se t
he
ency
clop
edia
to
get
in
form
atio
n
EN4G
-IV
g-7 U
se s
impl
e se
nten
ces
with
co
mpo
und
subj
ect
and
sim
ple
pred
icat
e in
gi
ving
fac
t an
d op
inio
n
EN4W
C-
IVg-
7
Writ
e 5-
6 se
nten
ce
para
grap
h ab
out
a gi
ven
topi
c
EN4V
C-I
Vg-
7 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
usta
rions
co
ntrib
ute
to
wha
t is
co
nvey
ed b
y th
e w
ords
in
a te
xt
EN4A
-IV
g-7 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
8
EN4L
C-I
Vh-
8
Dis
tingu
ish
fact
fr
om o
pini
on
in
a na
rrat
ive
text
EN4O
L-IV
h-8
Ex
pres
s fa
ct o
r op
inio
n in
a
narr
ativ
e te
xt
EN4V
-IV
h-8
Id
entif
y m
eani
ng o
f w
ords
with
su
ffix
es ly
an
d y
EN4R
C-I
Vh-
8
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
na
rrat
ive
text
EN4F
-IV
h-8
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
h-7 U
se
stra
tegi
es in
ta
kin`
g te
st
EN4G
-IV
h-8 U
se s
impl
e se
nten
ces
with
sim
ple
subj
ect
and
com
poun
d pr
edic
ate
in
givi
ng
sugg
estin
g so
lutio
ns t
o pr
oble
ms
EN4W
C-
IVh-
8
Writ
e 5-
6 se
nten
ce
para
grap
h ab
out
give
n to
pic
or id
ea
EN4V
C-I
Vh-
8 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
usta
rions
co
ntrib
ute
to
wha
t is
co
nvey
ed b
y th
e w
ords
in
a te
xt
EN4A
-IV
h-8 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
9
EN4L
C-I
Vi-
9
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
in
form
atio
nal
text
EN4O
L-IV
i-9
Ex
pres
s fa
ct o
r op
inio
n in
an
in
form
atio
n
EN4V
-IV
i-9
Id
entif
y m
eani
ng o
f w
ords
with
su
ffix
es a
ble
and
ible
EN4R
C-I
Vi-
9
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
in
form
atio
nal
text
EN4F
-IV
i-9
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
i-8 Fo
llow
ste
ps
in a
pro
cess
EN4G
-IV
i-9 U
se
com
poun
d se
nten
ces
in
com
parin
g co
ntra
stin
g
EN4W
C-
IVi-
9
Writ
e 5-
6 se
nten
ce
para
grap
h ab
out
give
n to
pic
or id
ea
EN4V
C-I
Vi-
9 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
usta
rions
EN4A
-IV
i-9
Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t
xviii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
13
of 1
4
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
al t
ext
pers
ons/
ani
mal
s/pl
aces
/ob
ject
/eve
nts/
idea
s
cont
ribut
e to
w
hat
is
conv
eyed
by
the
wor
ds in
a
text
mat
eria
ls
xix
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
14
of 1
4
C
OD
E B
OO
K L
EGEN
D
Sa
mpl
e: E
N4
G-I
f-2.
5
LEG
END
SA
MP
LE
Firs
t En
try
Lear
ning
Are
a an
d St
rand
/ Su
bjec
t or
Sp
ecia
lizat
ion
En
glis
h
EN4
Gra
de L
evel
G
rade
4
Upp
erca
se L
ette
r/s
Dom
ain/
Cont
ent/
Co
mpo
nent
/ To
pic
Gra
mm
ar
G
-
Rom
an N
umer
al
*Zer
o if
no s
peci
fic q
uart
er
Qua
rter
Fi
rst
Qua
rter
I
Low
erca
se L
ette
r/s
*Put
a h
yphe
n (-
) in
bet
wee
n le
tter
s to
indi
cate
mor
e th
an a
sp
ecifi
c w
eek
Wee
k W
eek
six
f
-
Ara
bic
Num
ber
Com
pete
ncy
Com
pose
cle
ar a
nd
cohe
rent
sen
tenc
es u
sing
ap
prop
riate
gra
mm
atic
al
stru
ctur
es
2.5
DO
MA
IN/
CO
MP
ON
ENT
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QUARTER 2TABLE OF SPECIFICATIONS (PRE TEST)
TOPICS / SKILLS ITEM PLACEMENT TOTAL
1. Identifying the main idea and supporting details for a text heard
1 1
2. Compound words 2 13. Identifying story elements
such as setting, character, and plot
3 1
4. Arranging 8-10 word with different beginning letters in alphabetical order
4, 32 2
5. Using personal pronouns 5 16. Using possessive pronouns 10-11 27. Verbs in the –s form 9 18. Noting details from news
report/selections listened to6 1
9. Answering wh- questions 7 110. Using prefixes and suffixes 12-13 211. Infer the moods or feelings
of the character based on what he/she says or does
33-35 3
12. Writing a friendly letter 19-23 513. Identifying figure of speech
(simile, metaphor and per-sonification)
24-28 5
14. Making an Outline 14-18 515. Sequencing of events 29 116. Giving possible ending 8, 30 217. identifying a slogan 31 118. Using regular and irregular
verbs36-40 5
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QUARTER 2PRE-ASSESSMENT
Listening
I. Listen as the teacher reads the story then answer the questions that follow. Write only the letter of your answer.
1. What happened to the leaves of the gumamela plant?a. It grew some flowers. c. It was rolled by the caterpillar.b. It was eaten by the caterpillar. d. It turned yellow.
2. Which of the following is an example of a compound word?a. school b. weekend c. following d. wondered
3. What is the setting of the story?a. in the house c. in the flower gardenb. in the school d. In the city
4. Which of the following list of words are arranged in correct alphabetical order?a. gumamela, caterpillar, flower, garden, leaf, sleep, butterfly, harmlessb. caterpillar, gumamela, garden, flower, leaf, butterfly, sleep, harmlessc. butterfly, caterpillar, flower,garden, gumamela, harmless, leaf, sleepd. flower, harmless, caterpillar, garden, butterfly, sleep, leaf, gumamela
5. In the sentence “Mary had a flower garden. She visits it every day after school.” What personal pronoun is used to replace the name of Mary?a. she b. it c. is d. of
6. Which of the following is NOT a part of the selection read?a. Mary has a flower garden.b. Mary took care of the caterpillar and gave it food every day.c. Mary decided to leave the caterpillar on the leaf.d. Mary saw a yellow butterfly near the gumamela.
Mary and the Caterpillar
Mary had a flower garden. She visits it every day after school. She cleans the flower beds every weekend. Oh, how she loved her garden. One day, Mary noticed that the leaves of the gumamela were eaten. She found a caterpillar in one of the leaves. She was about to destroy it but it looked so small and harmless that she decided to leave it there. She watched the caterpillar eat the leaves. After a few more days, Mary didn’t find the caterpillar anymore. She found it in a rolled leaf. Perhaps it grew tired of eating and now wants to sleep. The following week Mary looked for the caterpillar in the rolled leaf. It wasn’t there. She thought it died. Then, she saw a beautiful yellow butterfly. “Could it be that this butterfly was the caterpillar?,” Mary wondered.
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7. Mary did not kill the caterpillar. Why?a. She was happy to see the caterpillar. c. She took pitied the caterpillar.b. She was angry at the caterpillar. d. She loved the caterpillar.
8. What do you think happened to the caterpillar?a. The caterpillar died. c. The caterpillar transferred to another plant.b. The caterpillar changed into a butterfly. d. The caterpillar got lost.
Grammar
1. Which pair of words will best complete the idea of the sentence: Louise ____________ milk for breakfast. She _____ it is a good way to start the day. a. drinks – think c. drinks – thinksb. drink – thinks d. drink - think
Choose the correct possessive pronouns from the box that will complete the given sentence:
2. I planted this mango tree. This is ___ mango tree. 3. I own this tree. This is _____.
Reading
4. The bridge is flooded. It is impossible to cross now. What is the meaning of the underlined word? a. possible to flood c. not possible to crossb. possible to cross d. not possible to flood
5. Kiko is a good cat. He is harmless with children. a. can cause harm c. full of harmb. cannot cause harm d. little harm
Writing
14-18. Read the short paragraph and write an outline. A bird is a kind of animal. It has two wings and legs. Its body is
covered with feathers. Its beak is hard. Most birds can fly, but there are others who cannot. Turkeys and penguins are two kinds of birds that cannot fly.
_________________ Title
I. ____________________________1. __________________________2. __________________________3. __________________________
Rewrite the letter using the correct format.
mine your yours ours my our
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19. Your friend20. Today I saw a butterfly in my garden. Any idea where it came
from? Last week, I found a caterpillar in the leaf of my gumamela plant. Now it’s gone. Do you know what could have happened to the caterpillar? I am now trying to find out where this butterfly came from. Please help me on this.
21. Dear Sara22. Leila23. San Pablo Elementary School
June 3, 2014
Identify the following figures of speech. Tell which of the sentences is a simile, metaphor and personification.
24. The rain whispered as it fell to the ground.25. Father works like an ant26. My life is an open book.27. The moon played hide and seek with the clouds.28. The thunder was as loud as the fireworks.29. What is the correct sequence in making a sandwich? Choose the
letter of the correct answer.
a. 1-2-3-4b. 3-2-4-1c. 3-1-4-2d. 4-3-2-1
30. Read the selection carefully. What do you think Rica and Rita should do?
__________________ __________________
__________
_________________________________________________________________________________________________________________________________________________________________________________
____________ ____________
1. Put your bread together2. Get two slices of bread.3. First, you need to buy loaf bread and peanut butter.4. Spread the peanut butter on the bread
Rica and Rita were walking from school, when they noticed a wallet near the trash can. They picked it up. They opened it and saw five hundred pesos. They looked at each other. Both were hungry. They stood for a while thinking.
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a. Use the money to buy foodb. Throw the wallet in the trash canc. Get the money and give it to motherd. Keep the wallet and report it to the Police Station with Mother
1. Which is a slogan?a. It is chocolateb. Stop, look and listenc. Cover the trash cansd. Coca-Cola- It’s the real thing
2. Which letters are found between R and U?a. QM b. ST c. UV d. WT
Read the paragraph.
3. What do you think did the character feel?a. happy b. angry c. jealous d. shy
Read the paragraph carefully. Answer the questions.
4. What is the mood of the selection?a. sad b. festive c. happy d. gloomy
5. What feeling will Leonardo have when he gets in the house?a. calm b. surprised c. afraid d. funny
Write the correct form of the verbs in the parentheses to complete the idea of the paragraph.
Last week, the whole family__________(36. visit) our grandmother in the next town. On our way, we ___________(37. see) fruit vendors with carts full of fruits. Mother ___________ (38. buy) some lanzones, rambutan and durian. We ___ (39. eat) all the fruits when we arrived at grandmother’s house. Grandmother ______ (40. Is) very happy to see us.
Roberta felt like hiding her face. She was wearing her new eyeglasses to school for the first time. She felt that everyone on the street was laughing at her. “I look like an owl,” she thought to herself.
Leonardo’s mother prepares the cake. She fills the table with delicious food and sweets. She looks out the window and sees Leonardo arriving from school. Mother tells everyone to get ready. As soon as Leonardo opens the door, everyone starts to sing.
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Quarter 2
Theme: Science and Nature
Week 1 - Big or Small, Animals All Around
I. Objectives
A. Expressive Objectives
1. Realize and appreciate the importance of bugs2. Realize that it is better to be friendly than to be grouchy3. Admire the friendly ladybug for her willingness to share her food
B. Instructional Objectives
Listening ComprehensionIdentify the main idea and supporting details from a text listened to
Oral LanguageRestate and retell information from a text listened to
Vocabulary DevelopmentIdentify meanings of unfamiliar words through structural analysis (compound words and their components: one word compound (backyard), two word compound (security guard), hyphenated compound word (sister-in-law)
Reading ComprehensionIdentify the important story elements such as setting, character and plot
Oral Reading FluencyRead with automaticity grade level frequently occurring content area words
Study StrategyArrange 8-10 words with different beginning letters in alphabetical order
GrammarIdentify and use personal pronouns in sentences
Writing CompositionWrite sentences following correct mechanics of capitalization and punctuation
Attitude towards literacy, literature and languageDemonstrate respect for the ideas, feelings, and culture of the author of the text listened to
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II. Subject Matter
A. TopicsPoems:I like Bugs by Margaret Wise Brownhttp://www.hubbardscupboard.org/ilike_bugs_.html
The Elephant Who Forgot What He Was by Christopher Ronald Jones, UKhttp://www.voicesnet.org/displayonepoem.aspx?poemid=227646
Song: Insect Bodies by Victoria Smithhttp://www.hubbardscupboard.org/i_like_bugs_.html
Story: “The Grouchy Ladybug” by Eric Carle HarperCollins Paperback Edition 1996
B. Materials:• Bigbook of the story The Grouchy Ladybug• assorted pictures of insects e.g. ladybug, ant, bees etc.• a picture of an insect with parts labelled
Day 1
EO: Realize and appreciate the importance of bugs. LC: Get the main idea and supporting details from text listened to.OL: Restate and retell information from text listened to.
A. Pre-reading Activities
1. Unlocking of Difficult Words (using picture clues, context clues and examples)
a. bugs Bugs are small insects.Say: “These are bugs.” (Show picture of bugs.)
“Can you name some bugs? Describe them.”
b. ladybugThe ladybug is red with black spots on it. (Show picture of a ladybug)Say: “This is a bug. It is called a ladybug.”
“Where can you find ladybugs?”
c. mean Say: “The boy kicked the dog. He is mean.”Ask: “What can you say about someone who is mean?”
“Can you name some actions that will show that someone is being mean?”“Is it good to be mean to others? Why?”
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d. sidewalkSay: “We waited for the bus at the sidewalk.”Ask: “What are sidewalks for? Why?”
2. MotivationShow a picture of bugs. Talk about it.Ask: “Do you like bugs? Why or why not?”Ask the pupils to fill up a KWL chart about bugs.
What I Know What I Want to Know What I Learned
3. Motive QuestionAsk: “What kind of bugs does the author like?”
B. During Reading Activities
• Model Reading of the poem• Shared reading of the poem with the class
Refer to LM, I Like Bugs! by Margaret Wise Brown
Comprehension Check: Refer to LM, Talk about It
1. Teaching/Modelling
What is the main idea of the poem?What are the supporting details that talk about the main idea of the poem?(Use the graphic organizer to show the connections).
Green bugs
Mean bugs
Etc....
Etc...
Bad bugs
Black bugs
I like bugs
Teaching Chart
Every story, poem or paragraph has a main idea. The main idea tells what the story, poem, or paragraph is all about.
The supporting details tell more about the main idea. They give the important details and describe the main idea for better understanding.
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2. Guided Practice
Sing the poem to the tune of If You’re Happy and You Know ItRefer to LM, Find Out and Learn Insect Bodies
Form six (6) groups. Groups 1 to 3 will use the 1st stanza of the song, while Groups 4 to 6 will use the 2nd stanza. Refer to LM, Try and Learn
Answers:
Group 1-3Main Idea: Every insect’s body has three parts.Supporting Details: Every insect has a head, a thorax and abdomenGroup 4-6Main Idea: Every insect’s body has six legs.Supporting Details: It has three legs on each side. It walks on them
with pride.
3. Science IntegrationAsk: “How can you tell a bug from other living things?”
“What are the body parts of a bug?”“What bugs can you find at home? In gardens?” (use other places
identified by pupils)“Why do they stay in these places? What do these bugs do?”“Do you like them to stay in these places? Why or why not?”
Note: Emphasize the importance of bugs in the environment (e.g. bees provide honey; spiders feed on mosquitoes and other insects; ladybugs eat aphids that harm plants)
4. Independent Practice
Read the poem and identify the main idea and the supporting details.
Refer to LM, Learn Some More, Where is the Caterpillar?
Enrichment Activities:
Drawing ActivityDraw and color a bug which you think the author of the poem will like.Explain why you think the author will like it.
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Day 2
EO: Appreciate the value of sharing one’s blessings with othersRC: Note important details from a selection listened to.
A. Pre-reading Activities
Recall: Rereading of the poem I Like Bugs (individually and/or by groups)1. Unlocking of Difficulties (using context clues, pictures and demonstration)
a. whaleShow a picture of a whale.Say: “This is a whale. Describe a whale. Name the body parts of the
whale from the picture.”
b. grouchy(Show a picture of a grouchy boy)Say: “The boy is grouchy. He is always in a bad mood.”Ask: “How does a grouchy person look, act, speak?”
c. aphids(Show a picture of a plant with aphids.)Say: “There are aphids on the leaves of the plant.”Ask: “How do aphids look like? Where else can you find aphids?”
d. screechedThe woman screeched in a very loud voice.Ask: What does screech mean? Demonstrate. What situations will
make you screech?
e. puffedHe puffed air into the balloon to make it big.Ask: What do you do when you puff air? Have children demonstrate
the action.
f. insistThe boy insists and would not accept no for an answer.Ask: How do you insist? When do you insist?
2. Group Activity
Divide the class into 3-5 groups and have pupils classify the pictures by filling in the table.
Am I an insect or not?
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Read the names of the insects/animals in the picture. (Model reading of the words first.)
Yes Maybe No1. ladybug2. yellow jacket3. stag beetle4. praying mantis5. sparrow6. lobster7. boa constrictor8. hyena9. gorilla
10. elephant11. whale
Note: Prepare at least 3-5 sets of the pictures of the given animals/ insects. These are animals/insects from the story The Grouchy Ladybug and will serve as part of vocabulary enrichment.
3. Motivation
Say: “Sometimes you are in a bad mood. Do you get grouchy? When and why do you get grouchy?
Preview the cover and say: “What do you think is the story about?”Describe the ladybug in the picture.
4. Motive Question
Why do you think the ladybug is grouchy?
B. During Reading
Read the story The Grouchy Ladybug. (Interactive Reading can be used after the reading of the first 2 animals / insects that the grouchy ladybug met. The repetitive lines can be recited by identified groups for the characters or the entire class can repeat the lines for the teacher.) You may also read the entire story first then reread the story, dropping your voice and letting students read the repeated portions of the story in the second reading.
Refer to LM for the story of the The Grouchy Ladybug.
C. Post Reading
1. Engagement ActivitiesDifferentiated pupils’ activities for 6 groups.
Group 1. Don’t Get Lost: Chart It!
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Copy the story chart in your notebook. Identify the elements of the story.Story Map
Title of the story ______________ Author: ________
Character/s Setting Plot
Group 2. Breaking News!
Accomplish the Plot Chart (problem-solution chart) for “The Grouchy Lady Bug.” Talk about the ladybug’s problem and the actions she took to solve her problem. Write your answers in your notebook.
Title of the story ________________
PLOT
Beginning Middle Ending
Group 3. Minute News!
Sequence events according to the story using the given pictures. Arrange the pictures of the animals that the ladybug wanted to fight.
Group 4. Lights, Camera, Action!
Choose at least two bugs/animals that the ladybug met on that day. Dramatize that part of the story.
Group 5. Flash Report
Show the part where the ladybug meets the whale. One member of the group will play a reporter who will interview the ladybug and the whale. (The group will write at least three possible questions that the reporter will ask the ladybug and the ladybug’s answers. They will also write at least two possible questions to ask the whale and the whale’s answers.)
Group 6. Love Letters from the Heart Talk about the ending of the story. Pretend you are the grouchy ladybug. What will you say to the friendly ladybug? Write this in a letter to the friendly ladybug. Write on a separate sheet of paper.
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Discussion Questions1. What is the story about? (Group 1 will present their output)2. What happened when the two ladybugs landed on the same leaf? Why? 3. Why did the grouchy ladybug fly away? (Group 2 will present their
output)4. Why does the ladybug want to fight?5. What did the grouchy ladybug do that day? (Group 3 will present their
output)6. What does the ladybug say to the animals? Why? (Group 4 will present
their output)7. What happened when the ladybug met the whale? (Group 5 will show
us.)8. What did the ladybug say to the whale?9. What did the ladybug do when the whale would not answer her?10. Do you think the whale could hear the ladybug? Why not?11. What happened when the ladybug reached the whale’s fin?12. Where do we find the ladybug at the end of the story?13. What do you think will happen to the grouchy lady bug after that day?
(Group 5 will present their output.)
2. Enrichment Activity: Refer to LM, Learn Some More and Find out and Learn
Day 3
EO: Show appreciation by accepting advice and warnings of parents, friends, and other well-meaning individualsRC: Identify the story elements (setting, character, and plot)WC: Write a short story using the story elements
A. Introduction/Presentation
Say: “Can you remember the title of the story we read yesterday? Retell the story.”
B. Teaching/Modelling
At five o’clock in the morning, the sun came up. A friendly ladybug flew in from the left. It saw a leaf with many aphids on it, and decided to have them for breakfast. But just then, a grouchy ladybug flew in from the right. It , too, saw the aphids and wanted them for breakfast.
Say: “Today, we will learn about the different elements in the story.” (Call some pupils to read the paragraph taken from the story The Grouchy Ladybug)
Based on the paragraph:1-2. When and where did the story happen? Read the part. Describe it.3. What do you call this part of the story? (setting)4. Do all stories need a setting? Why?
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5. Who are the characters of the story? Describe the two ladybugs in the story. (Use a Venn diagram to illustrate the differences and similarities of the two ladybugs).
6. What do you call the persons / animals in the story? (characters).
7. What did the friendly ladybug want? What did the grouchy ladybug want? How did each ladybug try to solve problem? What did the grouchy ladybug do? How did the story end? (Fill-out the problem-solution-ending chart below using the pupils’ responses.)Example:
Events Problem EndingEvent 1:A ladybug flew to a leaf to eat the aphids for breakfast.
Another ladybug was already eating the aphids in the leaf.
The grouchy ladybug did not fight anyone.
Event 2: The grouchy ladybug wanted to fight the friendly ladybug for the aphids.
The friendly ladybuug said that she will fight if the grouchy ladybug wishes it.
He did not have breakfast and lunch. He went to look for someone big enough to fight.
The grouchy ladybug went to look for anyone willing to fight him.
Everyone was willing to fight the ladybug. They were not big enough for him to fight.
He was very hungry. He ate the leftover aphids for dinner.
Teaching Chart
The elements of a story are setting, character, and plot.The characters are the people in the story.The setting is the place and the time the events in the story
happened. The plot is made up of the events that happened in the story.
It consists of the beginning, the middle, and the ending.o Beginning – It gives the problem faced by the main
character.o Middle – It presents the actions made by the
characters to solve the problem.o Ending – it gives the solution to the problem.
Friendly Ladybug Grouchy Ladybug
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C. Guided Practice
Identify the elements in the story Buddy and the Cat.Refer to LM, Do and Learn.
Ask: “What is the setting of the story? Read the part where the setting is mentioned.”“Who are the characters in the story? Describe each of these characters.”“Identify the parts in the selection that helped you describe the characters.”
D. Independent Practice
Read the selection and do the activity that follows.Refer to LM for the selection Pablo and the Eggs
Identify the elements of the story by filling in the graphic organizers.
Title of the Story: Pablo and the Eggs
Setting: Garden
Characters Plot
Middle: Pete tried to stop him
because they looked like small
eggs.
Ending: Pablo was about to play with
the eggs when it hatched which frightened him.
Beginning: Pablo wanted to play
with some round objects he found.
They look like small balls.
Pete, the grasshop-
per
Pablo, the praying mantis
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E. Writing/ CompositionRefer to LM, Write About It(Divide children into 5-6 groups.)
Write a short story using the three (3) story elements. Tell the class your story.
Note: Make the activity more meaningful and interesting by letting the class vote for the best story made. A role play of the story the pupils wrote serve.
Day 4
VD: Identify and use compound words in sentencesG: Use personal pronouns and their antecedents
A. Skills Development: Compound Words
1. Introduction/PresentationRead the following sentences.
1. The ladybugs landed on a leaf one early morning.2. They wanted aphids for breakfast.3. The grouchy ladybug saw a stag beetle and wanted to fight with it.4. The praying mantis prepared to fight with the ladybug.5. The one-day old aphids were eaten by the bugs.
Say: “What are the underlined words in the sentence?” (Call pupils to read the underlined words.)“What can you say about these words?” (They are made up of 2 words)“What words can you find in these words?” (lady + bug, stag + beetle, etc.)“Can you think of other words which are combinations of two words?” (Write all answers given by the pupils. Be sure to separate the compound words from non-compound words)
2. Teaching/Modelling
Say: “Read the words on the board,” (given by pupils in the earlier activity).“We call these words compound words. What can you say about the compound words in each column?”
Column 1 Column 2 Column 3baseball
handshakenewspapersunshinerainbow
report cardfairy tale
love letter
one-halftwenty-onesister-in-law
x-ray
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Teaching Chart A compound word is made of two words joined to form a
new word. There are three different kinds of compound words.
One-word compound is written as one whole word. Two–word compound is written as two separate words Hyphenated compound is written with a hyphen
separating the two words.
3. Guided Practice
Read the paragraph. Identify the compound words. Say if it is a one-word compound, two-word compound or a hyphenated compound word.
Janna loves to visit her grandmother in her farmyard on weekends. She loves to sit with her Lola Marta on the rocking chair and watch the fireflies at night. Lola Marta always reads fairy tales to Janna before bedtime. She also shows her how to cook pancakes in the frying pan. Janna proudly claims that she made forty-four cookies one weekend and shared one-half of them with the vice-president of their homeowners’ club.
One-word compound Hyphenated compound words Two-word compound
4. Independent Practice Refer to LM, Do and Learn
Activity: Group the pupils into 4. Distribute the following poems for them to read. Let pupils identify the compound words used in the poem. Write these on the table given. Before the presentation of the compound words, the group will read their poem to the class.
Refer to LM, Learn Some More for the short poems In the Beehive, Animal Homes, Firely Hi, and Ladybug Rhyme.
Ask: “How were you able to tell the compound words from non-compound words?”“What types of compound words were you able to identify? In what ways are they different from one another?”(Answers: Group 1 – beehive, nobody / Group 2 – animal beds, underground / Group 3 – firefly, evening sky / Group 4 – ladybug, flower bed)
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B. Skill Development: Grammar (Personal Pronouns)
1. PresentationRead the paragraph on LM, Read and Learn. Answer the questions that follow.
2. Teaching/Modelling Refer to LM, Try and Learn
Teaching Chart
Personal pronouns are words used in place of nouns in sentences.
The following are personal pronouns:o Singular
(I, me, he, she, it, him, her)
o Plural(you, we, they, them)
3. Guided Practice
Refer to LM, Do and Learn.
4. Independent Practice
Write the correct personal pronouns that will complete the paragraph.
Mika and Nena are friends. ________are neighbors and classmates, too. ______ enjoy playing badminton. They say ______ is an exercise and a fun way to spend their time. Coach Sara invited them to join the badminton team; ______ said it will be fun. Mr. San Luis, the class adviser, said ____ will allow __________ to join.
Answers: they, they, it, she, he, them
Day 5
EO: To realize that living organisms are unique and different from one another SS: To arrange 8-10 words with different beginning letters in alphabetical order
A. Review
Call selected pupils read the selection Refer to LM, Read and Learn
B. PresentationLet pupils read the following words individually, by pairs, or groups.
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Note: Have the words written on cartolina strips to facilitate alphabetization activity.
Refer to LM, Try and Learn
C. Teaching/Modelling
Say: “Look at the word list in the box. If we will arrange these words in alphabetical order, what word will be first? What word will be next? What word will come next in alphabetical order?”
Teaching Chart
To alphabetize a list of words or names, you start by placing them in A-B-C order according to the first letter of each word.
If you have two or more words that begin with the same letter, you will look at the second letter. Ask yourself: which of the second letters comes first in the alphabet? If the first and second letters are the same, go to your third letters.
D. Guided Practice
Group the pupils in three (3). Each group will arrange the given words in alphabetical order.Refer to LM, Do and Learn
Present the group output to the class. Check the pupils’ answers.
E. Independent Practice
Read the poem carefully. Copy the underlined words in your notebook or paper. Then arrange the words in alphabetical order.
Refer to LM, Learn Some More, The Elephant Who Forgot What He Was.
Week 2
I. Objectives
A. Expressive Objectives
1. Realize the value of staying together as a family especially in times of difficulties
2. Realize the importance of compassion in times of need
B. Instructional Objectives
Listening Comprehension Note details from news reports / selections listened to.
Oral Language Answer wh- questions based on new reports/selections listened to / read.
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Oral Reading Fluency Read with automaticity grade level frequently occurring content area words
Study Strategy Classify related words, ideas, and concepts according to certain characteristics and similarities
Grammar Use personal pronouns -use the pronoun that agrees in gender, number with the antecedent
Attitude towards literacy, literature, and language Demonstrate respect for the ideas, feelings and culture of the author of the text read or listened to
II. Subject Matter
A. Literature Text and References
Song : If All the Little RaindropsStory : Jar of Lollipops by Gretel Laura Cadiong and Victoria D.
MangaserPoem : Bugs at Home by Helen H. Moore (Adaptation by Victoria
Mangaser)A Poem A Day by Helen Moore (1997) pp. 117, Scholastic Professional Books, USAThe Shape of Things by Meish GoldishA Poem A Day by Helen Moore (1997) pp. 46Scholastic Professional Books, USA
B. Grammar Point
1. Personal Pronouns and Their Antecedents
C. Explicit Skills
1. Answering wh- questions2. Using words with affixes (un- and -less)3. Classifying related words
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Day 1
Note details from news reports/selections listened toAnswer wh- questions based on news reports/selections listened to/read
Skills Development: Noting Details and Answering Wh- Questions
A. Pre-reading Activities
Ask the pupils to sing the song, If All the Little Raindrops.
If All the Little Raindrops
If all the little raindrops were lemon drops and gum dropsOh, what a rain it will be.
I’ll stand outside with my mouth open-wideAh-ah-a-a-ah-ah-a-ah
Oh, what a rain it will be!
Repeat 2x
Ask: What is the song about? What is the wish of the child in the song? If you were the child, would you make the same wish? Why or why not?
1. Unlocking of Difficulties
Call pupils to read the sentences and try to guess the meaning of the underlined words based on context clues.
Philippines Atmospheric Geophysical and Astronomical Services Administration (PAGASA)
The Philippines Atmospheric Geophysical and Astronomical Services Administration (PAGASA) announced that there will be strong winds and heavy rains starting at 2:00 o’clock this afternoon until tomorrow evening in Luzon area. Ask: “Have you heard of the government office called PAGASA? What is
the work of people in PAGASA?”a. suspension
According to the weather observations made by PAG-ASA, kindergarten and elementary grades pupils will not go to school because there is a suspension of classes. Say: “What does suspension of classes mean? Why do you think
suspension of classes is needed?”
b. typhoonThe typhoon will bring with it strong winds and heavy rains in the city
and will cause floods in low areas. Say: “What do you expect to see when there is a typhoon? What could
happen during typhoons?”
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c. danger zoneAll those in the danger zones are requested to go to the nearest evacuation areas. The typhoon can cause flood, landslides and may uproot trees due to the strong winds.Say: “What could happen to people in the danger zones? What should
you do if you live in danger zones and a typhoon is coming?”
d. coastal areasPeople in the coastal areas are on the alert because of the strong waves of the seas.Say: “Can you think of coastal areas? Have you been to these places?
What do you see in coastal areas? Are they danger zones during typhoons? Why?”
2. Motivation
Ask: “Do you listen to news reports?”“What kind of news do you listen to? Why?”
3. Motive Question
What does the weather news tell us?Where can we get the weather news?
Listening to a News ReportRefer to LM, Listen and Learn
Note: (The news item can be recorded and played for the pupils. However, the teacher can read the news report herself or practice a pupil to read it to the class)
Comprehension Questions: Answer the questions in LM, Talk About It.
Skill Development: Retelling News Report
1. Presentation
Present the telephone conversation in LM, Try and Learn to the class. Call pupil-volunteers to read the dialogue.Comprehension Check: Answer the questions in LM, Talk About It.
2. Teaching/Modelling
Ask: “What things should you remember when listening to a news report?”“What question should you ask yourself to check whether you got the important details from the news report?”“If you are to re-tell or restate information to someone, what details should you include?”
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Teaching PointsRetelling information correctly from what you have read or
listened to is an important skill to learn.When re-telling news reports remember to include answers
to wh- questions: who, what, where, when, why, and how.
3. Guided Practice
Read or listen once more to the news report on typhoon Pablo. List the important details from the news report. Write your answers on the line.Refer to LM, Find Out and Learn
Call pupil volunteers to re-tell/restate the news item using the information they have written.
4. Independent PracticeRead the following news report and note the important details by answering the wh-questions.Refer to LM, Do and LearnRefer to LM, Learn Some More
Think-Pair-Share
1. Form dyads.2. Each one will think of a news item he/she may share with his/her partner. 3. Come up with a dialogue by which retelling of the news item is
demonstrated. 4. Be ready for a one-minute presentation of the output.
Day 2
Realize the value of staying together as a family especially in times of difficulties. Identify the different elements of a story
A. Pre-reading activities
Drill:typhoon storm bus terminal muddyjourney roofless lifeless sealed supply destroyed1. Unlocking of difficult words
Unlock the words using pictures and context clues. Show each picture and match it with the word as the story is read to the class. Present the following words in flash cards or paper strips: journey, bus terminal, typhoon, storm, roofless, destroyed, muddy, lifeless, sealed, supply.
a. JourneyGretel, Beth, and Grace are going on a journey to the city to visit grandmother.Say: “Where are they going? What do you do when you go on a journey?
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Have you been to a journey?”
b. bus terminalThey waited for the bus at the bus terminal. Rain was starting to fall when the bus arrived.Say: Have you been to a bus terminal? Describe it.
c. typhoon and stormPAG-ASA said a typhoon has just entered the country. The storm will bring rains and strong winds the whole day. The driver was unwilling to go. Use the word web for the word typhoon.Say: “What comes to mind when you hear the word ‘typhoon’? How is it
different from a storm? Why was the driver unwilling to go?”
. .
.
typhoon
d. roofless and destroyedHe said the wind was so strong that many houses he saw along the way were roofless. The wind blew off the roofs and destroyed the houses.Say: “What happened to the houses? Why?”
e. muddyWhen the rain stopped, the bus left for the city. The road was muddy. Say: “How would a muddy road look like? Why?”
f. lifelessBeth bought sandwiches from a vendor. But she did not buy any because she saw a lifeless fly in one of the sandwiches. Say: “How would you describe a something lifeless?”
g. sealed and supplyShe was sure it was not safe to eat it. Anyway, they have some sealed biscuits their food supply for the trip. Say: “Why are some foods sealed? Do you bring food when you travel?
Why or why not?”2. Motivation
Do you prepare for a typhoon? Why? Why not?What happens during a typhoon? Why?
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3. Motive Question
Let the pupils complete the KWL chart.
What I Know What I Wantto Know What I Learned
about a typhoon
Say: “This is a story about a typhoon that hit the city in 2013. What happened during the typhoon in Tacloban?”
B. During Reading Activities
Interactive reading of the story Jar of LollipopsRefer to LM for the complete story of A Jar of Lollipops.
The following questions can be asked to check comprehension of pupils during the reading activity:1. What is the name of the typhoon that hit the city? Describe it.2. What happened to the city?3. Where did the family go?4. What did they see while walking to the bus terminal?5. How did the children feel while on their journey? Why?6. What did they find on the muddy street?7. Why did the children beg to keep the jar of lollipops?8. What happened when the family reached the bus terminal?9. What did Aling Gloria do with the jar of lollipops?10. Why did Aling Gloria share the lollipops with others at the terminal?
If you were, Aling Gloria would you do the same? Why or why not?
Enrichment Activities:Differentiated group activity: Divide the class into seven (7) groups. Prepare the task cards for each group.
Group 1 : Make a story map. Talk about the setting, characters, and the plot of the story.
Group 2 : Get to know the family. Make a character map of the each member of the family. Describe each of the members based on what they said or did in the story.
Group 3 : Setting Map. Make a setting map to show the journey of the family from the house to the bus terminal. Talk about the time and the places described in the story.
Group 4 : Lost and Found. Dramatize the part where the jar of lollipops appears in the story. Say something about the jar of lollipops.
Group 5 : We made it! Make a drawing of the place that the family is going to as they ride the bus. Describe it.
Group 6 : Thank You Letter. Who will the children in the story thank for their safety? Write letter/s to thank them.
Group 7 : Alert! Alert! Make a chart of what to do:
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Before a typhoon During a typhoon After a typhoon
Comprehension Questions:1. What is the story about? Group 1 will show us.2. What kind of a family does the story show us? Group 2 will tell us.3. Where is the family going? Why? Group 3 will tell us.4. What kind of journey did the family take?5. How did the jar of lollipops help the family? (Group 4 will show us.)6. Why did the family ride a bus away from the city? (Group 5 will tell us.)7. How did the family stay safe? What did they do? (Group 6 will tell us.)8. How can we find out if a typhoon is coming??9. Can we prepare for the coming of typhoons? (Group 7 will tell us how)
Enrichment Activity: Refer to LM, Learn Some More
Day 3
Identify words with affixes
1. Presentation
Have children read the following sentences:1. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father. 2. The children were unwilling to let go of the jar.3. All around they saw roofless houses and buildings destroyed by the
typhoon. 4. Lifeless bodies of men, women, children, and animals were scattered
along the way.
Ask pupils to read the highlighted word in the sentence. Say: “Can you separate these words into parts? How many parts will you
have? What are these parts?”
unsafe = un + safeunwilling = un + willingroofless = roof + lesslifeless = life + less
2. Teaching/Modelling
Say: “What are the root words of each word in the sentences?” (clean, willing, roof, life)“What happens to the meaning of the words when the words un- and -less were added?”
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Teaching ChartAffixes are words added to a root word that changes the meaning
of the root word. There are affixes added at the beginning of the word. There are also affixes added at the end of the word.
The words “un” and “less” are affixes. They have meanings.The affix un- means “not”.The affix “less” means without or none.
Group Activity:Divide the class into 5-6 groups. Let each group think of at least four (4) words with the affix un- and -less. Let them give the meaning of the word and then use the words in a sentence.
Example: shirtless – without shirt or not wearing shirt or no shirt “Pedro was shirtless because his shirt is wet.” unlucky – not lucky “We were unlucky today because we did not win any game.”
3. Guided Practice Refer to LM, Try and Learn.
4. Independent PracticeRefer to LM, Do and Learn.
Day 4
G: Use pronouns that agree with its antecedents
1. Introduction
Say: “Do you know where bugs live? What do you call their homes?”Refer to LM, Read and Learn, Bugs at Home.
Comprehension Questions:a. According to the selection, what do you call the home of a tick, an
ant, and a bee? (rock/anthill/hive)b. Do they need these homes? Why? Why not? (their homes keep
them safe)
2. Presentation
Group the pupils into 4 groups. Assign one (1) stanza of the poem for each group. Encircle the personal pronouns in the stanza. Then connect the personal pronoun with the noun it refers to or replaces.
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Group 1 : (tick/tock – he/his) Group 2 : (ant/Jill – she/her) Group 3 : (family of bees/Clive – their) Group 4 : (reader of poem – you; author of poem – me; family
Clive, Jim & Jill – they)
3. Teaching/Modelling
Personal pronouns are used to replace nouns in sentences. The words being replaced are called antecedents.When do we use the personal pronoun he, she, it, and they?
Teaching Chart
Antecedents are nouns that are replaced by pronouns in sentences.
Personal pronouns should agree with their antecedents in number and gender.
Masculine – he (singular ), they (plural)Feminine - she, (singular ), they (plural)Neutral – it (singular), they (plural)
4. Guided Practice
Refer to LM, Do and LearnAnswers: They, they, they, she, it
Activity: Divide the class into 5 groups. Each group chooses an animal (or an insect). Talk about the animal’s home. Write at least 5 things about the animal and its home following the paragraph guide below: Let them prepare to present the group output.
5. Independent Practice
Refer to LM, Learn Some More.Note: introduce the word “swarm” to mean a group of bees.
Day 5
Appreciate the different shapes of things around Classify related words, ideas, concepts according to certain characteristics and similarities
1. Unlocking of Words
Using pictures, call pupil-volunteers to read the sentences. Call selected pupils to read the highlighted words. Show the pictures of the highlighted words. Let pupils talk about what they know of these things.
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Say: “Do you know what a ___ is? Have you seen one of these? Describe.”
1. I only have a quarter to buy my snacks today. (illus of a US quarter coin)
2. Tony brought his checker board for our game today.(illus)3. My godmother from the U.S. gave me a dollar bill. (illus)4. A musical triangle was used to create additional sound to the musical
background. (illus of the musical instrument )2. Motivation
What shapes of things do you see around? Name the object and its shape.
3. Motive QuestionWhat shapes of things are given in the poem?
A. Reading of the PoemModel reading of the poem. Then call pupil-volunteers to read one stanza each of the poem. Reading of the poem can also be done in dyads, triads, or groups after individual oral reading of volunteers.Refer to LM - Read and Learn, The Shape of Things by Melsh Goldish.Comprehension Questions:
1. What shapes of things are mentioned in the poem? Name the objects that have each of the shapes (e.g. circle / round – a quarter coin, a wheel, moon, bottle cap, etc).
2. What shape do you like most? Why?3. Are shapes of things important? Why or why not?
1. Teaching/Modelling
Group Activity:Group the pupils into five groups. Assign one stanza per group. Fill the
chart below. Be prepared to present output. (Refer to LM - Try and Learn)
Say: “According to the poem, what things are shaped like a circle, a square, a rectangle, a triangle? How are the things in each stanza classified?”
Teaching ChartTo classify is to arrange or sort things into groups according to
their similarities and characteristics.
2. Guided Practice
Read the paragraphs on LM, Do and Learn. Classify the underlined words into two groups. Give a name to each group.
3. Independent PracticeRefer to LM, Learn Some More
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Week 3
I. Objectives
A. Expressive Objectives
1. Realize the importance of clouds in the formation of rain2. Appreciate the importance of rain to make plants grow3. Realize the importance of helping others overcome problems and
difficulties
B. Instructional Objectives
Listening Comprehension Note details by asking / answering questions about a story / poem listened to
Oral Language Listen to and answer questions about a story read / listened to
Reading Comprehension Identify the important story elements such as setting, character, and plot Infer the moods or feelings of the character based on what he / she says or do
Oral Reading Fluency Read with automaticity grade level frequently occurring content area words Read words that end with –s correctly
Grammar Identify and use the s-form of the verb
Writing Composition Write a friendly letter following the correct format
Attitude towards literacy, literature and language Listen attentively and react positively
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I. Subject Matter
A. Topics
Song : Rain SongCloud Song (to the tune of Twinkle, Twinkle Little Star)
Poem : Little Cloud by Eric Carle (1996) Scholastic Inc, USA Story : Mushroom in the Rain by Mirra Ginsburg (1974)
(Pictures by Jose Aruego and Ariane Dewey) Aladdin Paperback, New York
Day 1
Realize the importance of clouds in the formation of rainNote details by asking / answering questions about a story/poem listened toListen to and answer questions about a story read/listened to
Refer to LM, Sing and Learn.
A. Pre-listening Activities
1. Unlocking of Difficult Words (using context clues and demonstration)
a. trailed behind – to follow behindThe children trailed behind their teacher. (demonstrate)Say: “What are the children doing? What do you do when you trail
behind someone?”
b. moved out of sight – get out of sightWe cannot see Ana because she moved out of sight. (demonstrate)Say: “Why can’t we see __(name of pupil)? What happens when
someone moves out of your sight?”
c. drifted slowly - float slowlyThe paper boat drifted slowly on the water. (demonstrate using realia)Say: “What is happening to the boat on the water? How does it move?”
d. huddle close together – to group closer togetherIt was so cold that the children huddled in one corner. (demonstrate
with pupils)Say: “What did they do? When do we huddle? Why do people huddle?”
What comes to your mind when you think of the word “cloud”? Do clouds remain in the sky for a long time?
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2. Motivation
Ask children to look at the sky (if possible, bring the class outdoor for a clear view of the clouds in the sky. If not, have children look out the window.) Have them sing the cloud song as they watch the clouds.
Ask: “What shapes of clouds do you see in the sky? Name them.”
3. Motive Question
Say: “What shapes did the little cloud form according to the poem?”“Listen as I read to you the poem Little Cloud by Eric Carle.”
Present big book of the poem and talk about the title, author, artist, and do a quick browse of the pictures in the book.
B. During Listening Activities
First reading of the poem by the teacherSecond reading of the poem by the teacherShared reading of the poem with the class.
Refer to LM, Read and Learn, Little Cloud by Eric Carle
Comprehension Questions: Refer to LM, Talk About It1. Teaching/Modelling
Refer to LM, Find Out and LearnHow can you understand poems or stories better? What questions should you ask to know if you understood something you listened to? What answers will you get if you ask these questions?
Teaching Points
Noting details is an important reading skill for children to learn. We note details by asking wh- questions who, what, where, when, and how.
2. Guided Practice
Get information from the paragraph below by asking wh- questions.
Clouds are formed as part of the process called the water cycle. Water from the land and seas goes up in the sky and forms clouds. When clouds are already heavy, they release water in the form of rain.
Have the pupils ask and answer wh- questions based on the paragraph.
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3. Independent Practice
Read the poem Little Cloud. Write five wh- questions you can ask to check if you can remember details from the poem. Write the answers beside the questions.
Call pupil volunteers (at least 5) to read their questions and ask other pupils to answer the questions.
4. Science Integration
Ask: “Where do clouds come from? How are clouds formed?”“How do clouds help in formation of rain? (Use the illustration of the water cycle to explain the formation of clouds and rain.)”
Teaching Points
Water travels in a cycle. It goes up in evaporation. It forms clouds in condensation. It goes down as rain in precipitation. Water goes around and around from the ground to the sky and back to the ground in a “Water Cycle”.
Activity: Reader’s Theatre
Divide the class into 4 groups. Explain what a Reader’s Theatre is. Model reading using the first stanza of the poem. Have the entire class practice reading the stanza with proper expression.
Assign two stanzas of the poem for each of the groups for the Reader’s Theater.
Have the entire class do the Reader’s Theater.
Enrichment Activities: Art Integration
Title: My Kind of CloudMaterials: cotton, glue, colored pens / crayon, bond paper
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Direction:1. Spread some glue on your bond paper.2. Stretch out the cotton to form as many different clouds as you can. 3. Make your work more interesting using your colored pens / crayons. 4. Write a sentence/s to describe your cloud.
Day 2
EO: Realize the importance of rain to mushrooms. Realize the importance of helping others overcome problems and difficulties
RC: Identify the important story elements such as setting, character, and plot Note details from selection listened to
ORF: Read with automaticity grade level frequently occurring content words
A. Pre-reading Activities
1. Unlocking of Difficulties (using context clues, pictures and demonstration)(mushroom, peeking out, clearing, crawled up, barely enough room, dripping, huddled, sniffed, silly)
There were so many mushrooms peeking out in the clearing. Jane, Teresa, and I crawled up to get some. We placed them in a basket till there was barely enough room. It was starting to rain again. We only had one umbrella. Water was dripping from the umbrella so we huddled closer to avoid getting wet. Then, Teresa said she smelled something funny. Jane and I sniffed to check. Without warning, I sneezed. Teresa sneezed. Jane sneezed. We looked silly sneezing with a basketful of mushrooms under the rain.
2. Motivation
Have you ever been caught in the rain? What did you do? What will you do if it rains and you have no umbrella or raincoat?
3. Motive QuestionWhat did the animals in the story do when they were caught in the rain?
B. During Reading
Ask: What do you know about mushrooms?
_______
_________
_____________
_______
MUSHROOM
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Present the big book of the story Mushrooms in the Rain. Show the cover page and talk about the title, the author and the artists for the book. Let pupils describe and give their ideas about the picture on the cover.
Interactive reading of the story:
Refer to Read and Learn LM story Mushroom in the Rain by Mirra Ginsburg.Ask questions and have pupils predict what will happen next in the story.The following questions can be asked during the reading of the story:1. Where do you think the ant is going to hide?2. What do you think will happen next?3. Do you think there will be enough space?
C. Post Reading
Discussion Questions:
1. What is the story about? (Group 1 will present their output)2. Why did the butterfly, the mouse, and sparrow stay under the mushroom?
(Group 2 will present their output)3. How did the animals fit in the mushroom? What did they do?4. What did the rabbit want from the animals? Why? (Group 3 will present
their output)5. Why was the fox chasing the rabbit?6. How did the animals help the rabbit escape the fox?7. What can you say about the animals in the story? What are their character
traits? (Group 4 will present their output)8. How was the mushroom able to shelter all the animals during the rain?(Group
5 will present their output.)9. What happens to a mushroom during the rain?10. What lesson did you learn from the story? (Group 6 will tell us.)11. What would you do if you were one of the animals in the story? Why?
Engagement Activities:
A. What’s the buzz?
From the story “Mushroom in the Rain,” make a story grammar using the organizer below. Do it on a separate sheet of paper.
STORY GRAMMAR ORGANIZERTitle : _________________________________Author : _________________________________Illustrator: _______________________________
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Who is the main character?
What did the main character do?
How did the main character feel?
How did the story end?
B. I Say, You Say!
Retell the part of the story where the butterfly, the mouse, and the sparrow asked to be taken by the ant.
C. Groundbreaking News!
How did the animals help the rabbit? One of the members of the group will play the role of a reporter who will interview the rabbit and the other animals who helped him escape the fox.
D. My Heroes!
Say something about each of the given animals based on what they said and did in the story.Describe each of the animals mentioned in the box below in two or three words. Explain why you describe them this way.
ant butterfly mouse sparrow
E. The Amazing Mushroom!!!
Amazing means something wonderful. There was something amazing happening to the mushroom. Show in a pantomime what happens to mushrooms when it rains.
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F. Dear Diary . . .
What lesson does the story teach? Give at least one (1) situation to show what you have learned from the story. Write on a separate piece of paper.
Science Integration Refer to LM, Learn Some More.
Day 3
Read with automaticity grade level frequently occurring content area wordsInfer the moods or feelings of the character based on what he/she says or doesWrite a friendly letter following correct mechanics
1. Review
What did you learn about mushrooms from the story?What lesson did the story show?How did the animals help the escape from the fox?
2. Presentation Refer to LM, Read and Learn.
3. Teaching/Modelling
Teaching Chart
Characters in the story express their moods and feelings in what they say and do. In oral reading, it is important to read these lines with expressions to convey the correct moods and feelings of the characters in the story.
Examples of these feelings are sad, happy, angry, jealous, doubtful, fearful, and afraid.
4. Guided Practice Refer to LM, Try and Learn.
5. Independent Practice Refer to LM, Do and Learn.
Dear Diary,
Today, we learned that __________________________.Starting today, we will _____________________________________________________________________________.
(name of the group)
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Evaluation:
A. Read the following scenarios Tell the mood or feeling that the character shows in his/her actions. Choose from the feelings from the box.
happy excited angry sad jealous
1. Billy’s face was red as he looked at his big brother. Suddenly Billy threw his glove. He turned around and ran up the stairs. His bedroom door slammed shut.
2. Anna’s heart was beating fast. She cannot hide the smile on her face. Her hands were cold as she walked to claim her medal and trophy.
3. Lorna’s face was full of tears. She was trembling. She does not like to talk to anyone in the room.
B. What do you think will the character say in the situations given in numbers 1-3? Write at least one sentence that you think Billy, Anna, and Lorna will say.
Note: Letter B evaluation can be given as an oral evaluation after the checking of answers for Letter A evaluation.
Enhancement ActivityRefer to LM, Learn Some More
Day 4
Write a friendly letter following correct mechanics
A. Skills Development: Writing a Friendly LetterRefer to LM, Find Out and Learn
1. Introduction / PresentationRead the letter written by the rabbit to the ant and the other animals.Refer to LM.
Say:o What kind of letter did Roger Rabbit write?o To whom is the letter written?o What is the message of the letter?o Why did Roger Rabbit write the letter?o What is the mood of the letter?o On what occasions do you/we write letters?
2. Teaching/Modelling Refer to LM, Talk About It
Why do people write letters?What are the things to remember when writing a friendly letter?
3. Guided Practice Refer to LM, Do and Learn
Ask the pupils to copy Mr. Rabbit’s letter. Identify the different parts of the letter.
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Say: “Pretend you are Mr. Ant. Write a letter to answer Roger Rabbit’s letter.”
Guide children in writing a letter following the format. Discuss answers to the following questions.
Ask: “Whose address should be written on the letter? What date are you going to put in the letter? Whose name should appear in the greeting? What other examples of closing can you use? What will you write in the signature?”
4. Independent Practice Think of someone from your class you would like to thank. Write a letter to him/her using the correct format in writing a letter.
EvaluationRefer to checklist in LMRewrite the following words/sentences in letter form. Use the checklist in the
independent practice to serve as your guide. Use one whole sheet of intermediate paper.
Your friend,
Maria
Dear Beth,
How are you? Francis said you are spending your summer vacation here. I am very excited to see you again after two years. Please tell me when you are visiting us. This is my cellphone number 09056732280. Call me if you have the time.
No. 43 Carmen Village Tagaytay City January 15
Day 5
Identify and use the -s form of the verbs.Read words that end with -s correctly.
1. Presentation
Read the selection to the class. Ask some volunteers to read them afterwards.
Refer to LM, Read and Learn.
Comprehension Questions:
1. What is being talked about in the selection?2. What does Ana do everyday according to the selection?3. How useful is the umbrella to Ana?4. How do you get to school? 5. What things do you love to do when going to school?
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1. Teaching/Modelling
Read underlined words in the selection. What kind of words are they? (action words)When did the actions happen according to the selection?
Say: The underlined words are verbs in the present form.
Teaching Chart
The present tense of verbs is used to express an action that happens regularly or habitually.
Time expressions like everyday, every week, once a month, and yearly show present tense.
Singular subjects and pronouns he, she, or it use the present singular form of verbs. When we talk about a singular subject, -s or –es is added to a verb.
Plural subjects use the present form of the verbs. They take the base form of the verb without the –s or –es added to the verb.
Read the sentences below:1. Ana walks to school every day. Grace, Jane and Tere walk to school, too.2. She brings her yellow umbrella. They bring umbrellas and raincoats, too.
Ask: “What happens to verbs when the subject of the sentence is singular? When it is plural?”
2. Guided Practice - Refer to LM, Do and Learn
3. Independent Practice - Refer to LM, Do and Learn
A. Skill Focus: Reading words that end with -s
Say: “Read the following words carefully.”Refer to LM, Read and Learn
Ask: “What final sound do you hear at the end of the words in column A and in column B? Do they have the same final sound?” (Column A words have the s sound, column B the z sound, column C the iz sound.)
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Teaching Chart
Verbs ending in –s have three different final sounds: s z and izThe final sound is s if the verb ends with vowels a, e, i, o, u, and the letters p, t, and k.The final sound is z if the verb ends with the letters m, n, l, b, d, and g.The final sound is iz if the verb ends with the letters s, z, sh, and ch
Guided Practice - Refer to LM, Do and Learn.
Independent Practice - Refer to LM, Learn Some More
Week 4
I. Objectives
A. Expressive Objectives
1. Show appreciation for being able to create things through origami or paper folding
2. Show appreciation of the many uses of bamboo3. Appreciate the message of the poem
B. Instructional Objectives
Listening Comprehension Follow a set of three- to five- step directions
Oral Language Give three-to five- step directions Vocabulary Use context clues to get the meaning of difficult words
Reading Comprehension Make a two-point sentence outline
Fluency Read with automaticity grade level content area words Recite a poem with expression
Grammar Use the present form of verbs that agree with the subject
Writing Composition Write a two-point sentence outline
Attitude towards language literacy Express love for stories and other texts
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II. Subject Matter
A. Literature Text and Reference
Song : Fly, Fly, Fly the ButterflyStory : The Bamboos, English for You and Me (Reading Textbook
p.96)Poem : Animal Beds
A Poem A Day by Eddie AdamsOver in the MeadowEnglish in Grade IVDolores T. Dungo, et.al. Bureau of Public Schools 1969Philippine Center for Language Studies
B. Grammar PointsPresent form of verbs
C. Writing CompositionGiving three-to five step directionsWriting a two-point sentence outline
D. Materialsconstruction paper
III. Procedure
Day 1
I. Expressive Objective
Show appreciation for being able to create things through origami or paper folding
II. Instructional Objectives
1. Follow a set of three- to five- step directions2. Give short three-to five- step directions
A. Pre-listening Activities
Say: Today we are going to sing the song Fly, Fly, Fly the Butterfly.
Fly, fly, fly the butterflyIn the garden it’s flying highIn the meadow it’s flying low
Fly, fly, fly the butterfly
Fly, fly, fly the butterflyIn the garden it’s flying highIn the meadow it’s flying low
Fly, fly, fly the butterfly
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Let us sing the song with action. (The teacher gives the instructions and the pupils follow).
1. Unlocking of difficult words through demonstration and pictures. (Using the construction paper show the class how to fold and unfold the paper. Show the diagonal line and how to crease the paper).
Say: Look how I fold this paper. I will fold it in thirds. Now see as I unfold this paper. Do you see the creases made? Here is another piece of paper. Look as I fold it diagonally.
2. Motivation
Display samples of paper folded art work; butterflies, fans, caps, etc.
Ask: “What kinds of objects do you see? How are they made?”Say: “Paper folding is a popular Japanese art work. It is called origami.” Ask: “Have you done paper folding? What objects did you make?”
3. Motive question
How do we make paper butterflies?
B. During Listening Activities
Give the directions in making a paper butterfly while showing the pupils how to make it. Say: Listen and look as I show you how to make a paper butterfly. You only need a piece of square paper.
Step 1 Start with a square piece of paper. Divide the paper into thirds and make two folds, crease well and unfold.
Step 2 Make three diagonal folds, crease well and unfold.
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Step 3 Once you’ve made those five folds, starting from the bottom, fold paper over on the diagonal crease. Finish folding over the third diagonal crease. Now you have a paper butterfly.
Reference: http://www.origami-instructions.com/origami-boaz-butterfly.html
C. Post Listening Comprehension
1. What do we call the Japanese art of paper folding?2. What is the first step in making a paper butterfly? 3. How many times do you fold the paper? 4. How many diagonal folds do you make? 5. What usually appears when you fold a paper?
Activity: Each pupil will make his own paper butterfly.Say: “Make your own paper butterfly as I give the directions on how to make it.
Follow the directions carefully. Post a picture of each step on the board if possible. Were you able to follow the directions correctly?”
Note: The paper butterflies maybe used as decorations in their notebooks, borders for the bulletin board, etc.
Day 2
I. Expressive Objective
Show appreciation of the many uses of bamboo
II. Instructional Objectives
1. Make a two-point sentence outline2. Use context clues to get the meaning of difficult words3. Read with automaticity grade level content area words
A. Pre-reading Activities
Recall: Recall the activity yesterday. Have some pupils tell how to make paper butterflies and other objects.
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Drill:
These words are written on a card. Show this to the pupils and have them read in groups and individually.
bamboos family furniture unsplit farmer utensils lowlands garden
1. Unlocking of difficulties using context clues and pictures
1. Show a picture of unsplit bamboos. Unsplit bamboos are used for post and beam of houses.
2. Before frying, split the fish in halves. 3. Father catches a basket of fish today. He uses the new bamboo fish
trap.(Show a picture of the bamboo fish trap)
Ask the pupils to read the sentences by groups, partners, and individually. Have them use these words in sentences.
2. MotivationAsk the pupils if they have bamboo furniture at home.Ask: “What are the many uses of bamboo? Have the pupils accomplish a
KWL chart.”
3. Motive QuestionToday we are going to read a selection about the bamboo. Do you know the uses of bamboo?
B. During Reading
The teacher reads the selection. The teacher reads the selection one more time. She will stop reading at some point and ask the pupils to continue reading. The pupils will reread the selection, first by whole class, by group and individually. Refer to LM Read and Learn, Bamboos.
C. Post Reading
Comprehension Questions: Refer to LM, Talk About It
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Teaching Points
An outline is a brief summary of a particular topic. It helps you organize ideas. It has two parts. The topic is written in Roman numerals. The subtopics that give the details are written in capital letters.
Guided PracticeLet pupils do the activity in LM Do and LearnSay: “We will continue writing an outline. Here is a paragraph. Read and identify
the topic in the paragraph found in LM, Learn Some More. Write the topic sentence in the Roman numeral and the subtopics in the letters.”
The queen bee is the most important member of the hive. She is the ruler of the colony. Her job is to lay eggs. She lays at least two thousand eggs every day.
___________________________________A. ________________________________B. ________________________________ C. ________________________________
Say: “What is the topic of the paragraph? What sentence tells about it? Where did you write that sentence? How about the sentences that give the details of the topic sentence? Where did you write them? What are the important things that we need to remember when we write outlines? Why do we need to write an outline?”
Independent Practice
Refer to LM, Write About It
Let the pupils present their outlines.
Day 3
I. Objective
Use the present form of verb that agrees with the subject
1. Presentation of the Lesson Refer to LM, Find Out and Learn
2. Dialogue/Generalization
Look at the illustrations. Read the sentence below picture A. What is talked about in the sentence? How many bamboos are there in picture A? In picture B? What do bamboos do? (grow)
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Ask: What words tell what persons do? Verbs are words that tell what a person does. They show action.
Read sentence C. Who is talked about? (farmer) How many farmers are there? (one) What does he do with the bamboo? (uses as fence) How picture D?
Say: “Look at this chart.”One Person/ Things More than one person / thingsThe bamboo grows bamboos grow
farmer uses farmers use
Say: “If the subject of the sentence talks about one person or thing the subject is singular and it takes a singular verb. If the subject talks about two or more persons or things, it is in the plural form and it takes plural form of the verb.”
When do you use the s-form and the base form of the verb?
Teaching ChartThe verb used when the subject of the sentence is more than
one person, place, or thing is the base form. When the subject tells about one person, place, or thing s-form of the verb is used. These verbs are in the present tense.
Activity 1Refer to LM, Do and Learn AGroup the pupils into 5. Have them do the activities below. Let them present their work after. Have the pupils choose the correct form of the verb.Refer to Do and Learn, LM, Animal Beds.
Activity 2Refer to Activity 2-3, LM Do and LearnRefer to LM Do and Learn B-C
Day 4
I. Expressive Objective
Appreciate the message of the poem
II. Instructional Objectives
1. Recite a poem with expression2. Use the present form of verbs that agree with the subject
1. Recall
Recall the lesson on the present tense of verbs. When do we use the -s form and the base form of the verbs?
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Say: “We shall work on an activity today. You will be grouped into ten. Each group will be given a short part of a poem. Some of the stanzas are not finished. Can you finish them? Fill in with verbs in the present tense. The first one is done for you.”
Refer to Learn Some More, LM, Over in the Meadow.
Let the pupils present their work by group. When all the groups are done, have them practice reading the part of the poem they accomplished.
Note: The pupils will have a choral presentation.
Day 5
I. Objective
Write a two-point sentence outline.
Here is a very short paragraph. Write a two-point sentence outline using the format below. What are the things we should remember in writing an outline?
Say: “What is the topic of the paragraph? What are the sentences that say something about the topic? Present your work in class.”
Spiders catch food in different ways. They spin silk to catch insects. Some leap into the air to catch their prey. Some spiders use sheets of silk to wrap their prey like mummies.
________________________________________A. ____________________________________B. ____________________________________ C. ____________________________________
Here is another paragraph. Read the text and write a two-point outline of the selection. Use the template below. The following questions will guide you in writing the paragraph:
What is the topic of each paragraph? What sentences say something about the topic?
Refer to Write About It
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Honey BeeI. Honey bees are insects
A. They have black and yellow stripes in the abdomen.B. The head, legs, and antennae are black.C. Their thorax is covered with thick pale hair.
II. Honeybees live in a hive. A. It is ruled by a queen.B. Along with her live bee workers.
III. Honeybees collect nectar and pollen from flowers to make honey.A. The worker bee sucks the nectar from the flower. B. Brings it to the hive and passes it to the other worker bee. C. The worker bee holds the nectar until the water evaporates. D. She is left with honey, she then store it in the hive.
Checklist for assessing outline writing.
Yes No1. Is the title written in the middle?
2. Is a Roman numeral used to signal the main idea?3. Are the supporting details clearly stated?4. Are the supporting details written in capital letters?
5. Do the sentences begin with a capital letter and end with a period?
6. Are the words correctly spelled?7. Has the format in writing an outline been followed?
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Week 5
I. ObjectivesA. Expressive Objectives
1. Appreciate the beauty of nature2. Appreciate the poem through rhymes 3. Show admiration for the friendship between the fish and the frog
despite their differences
B. Instructional Objectives
Listening Comprehension Respond to a story through dramatization, songs or art activities
Oral Language Relate story events to one’s experience
Vocabulary Development Use prefix and root word as clues to get meanings of words
Reading Comprehension Give possible endings to stories
Fluency Read with automaticity grade level frequently occurring content area words
Study Skill Follow instructions carefully on a text
Grammar Use possessive pronouns Use pronouns that agree in gender with their antecedents
Writing Composition Outline a paragraph with an explicitly given main idea
Attitude towards literacy, literature and languageTake part in creative responses to stories like preparing logs, journals and other oral presentations
II. Subject Matter
A. Topics
Poem : Butterfly Cycle by Suzy Gazlayhttp://www.canteach.ca/elementary/songspoems26.html
Story : Fish Is Fish by Leo Lionni
B. Grammar Points1. Use possessive pronouns2. Use pronouns that agree in gender with their antecedents
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C. Writing Composition1. Outline a paragraph with explicitly given main idea
III. Procedure
Day 1
I. Objectives
A. Expressive Objectives
1. Appreciate the beauty of nature2. Appreciate the poem through its rhymes
B. Instructional Objectives
1. Respond to a story through dramatization, songs, or art activities2. Relate story events to one’s experience
A. Pre-Reading1. Unlocking of difficulties
Show pictures to unlock the following words.
1. A chrysalis hangs from a small branch of a tree.
a. cocoon b. spider c. snake
2. The caterpillars crawl in the branch of a tree.
b. move slowly b. run c. walk fast
3. The caterpillars are munching on the leaves of the tree.
c. pounding b. eating c. crushing
2. Motivation
Have you seen butterflies in a garden? What do they do there? Describe them. Using the KWL chart: be able to answer these questions.
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Say: “The title of our poem is Butterfly Cycle. It is written by Suzy Gaslay”
1. Motive questions
How do butterflies grow? What is the butterfly cycle?
B. Listening Activity
The teacher reads the poem aloud. The pupils listen.
Butterfly CycleSuzy Gazlay
Hatch, hatch little egg, I’m so very small. Teeny tiny caterpillar, You can’t see me at all.
Crawl, caterpillar, crawl, Munching on a leaf. Crawling, munching, crawling, munching, Eat and eat and eat.
Form, form chrysalis, I’m a different shape; Hanging by a silken thread Until I can escape.
Rest, rest, chrysalis While I change inside; Now at last my time has come To be a butterfly.
Stretch, stretch, pretty wings, It’s a special day; Soon they will be strong enough For me to fly away.
Fly, fly, butterfly, Fly from flower to tree; Find a place to lay my eggs So they can grow like me.
Note: As the teacher reads the poem again, stanza by stanza, she may ask the pupils to tap a beat gently. They may use their pencils to tap on their desks or they may simply clap their hands softly. This is to note the rhythm of the poem. The tapping may synchronize with the reading of the teacher.
Comprehension questions:1. What is the poem about? 2. What is the butterfly cycle? 3. What comes out of the egg when it hatches? 4. What does the caterpillar do all the time? Why?
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5. What becomes of the caterpillar? 6. What happens inside the chrysalis? 7. Trace the life cycle of a butterfly.
(Third reading of the poem by the class)
Questions:1. How many stanzas are there in the poem?2. How many lines are there in each stanza? 3. What words rhyme in each stanza?
Day 2
I. Objectives
A. Expressive Objective
1. Show admiration for the friendship between the fish and the frog de-spite their differences
B. Instructional Objectives
1. Give possible endings to stories2. Use prefix and root word as clues to get meanings of words 3. Read with automaticity grade level frequently occurring content area
words
C. DrillSay: “Today we are going to read some words. Some of these words are
taken from the story that we are about to read. These are words that contain pairs of letters that have only one sound.”
(The teacher reads the words first. Then the pupils will read with the teach-er. Pupils read by group, then individually)
weeds teeth green deep weeks sheep tree beesleep sweet seek seedsee deed meet need
1. Unlocking of difficult words
Guess the meaning of the underlined words.
1. The minnow swims in the water. It is a kind of _____. a. shell b. fish c. crabs
2. The fish and the frog play in the pond. a. a pool b. sand c. rock
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3. They were inseparable friends. They always go together. a. unusual b. close c. separate
4. He waited for his friend impatiently. a. with patience b. in an irritated way c. happily
5. He was gasping for air. a. puffing b. blowing c. laughing
6. After the accident, he is still stunned. a. surprised b. amazed c. loved
7. The wind and the sun argued to see who was stronger between them.
b. talked b. fought c. asked
2. Motivation
Who is your best friend? What things do you do together? (Ask the pupils to talk about their friends. Introduce their friends in the class by describing them.)
3. Motive question
Who is the minnow’s friend? Show the book to the pupils. Talk about the cover, the title, author and illustrator of the book. Ask them what they think the story is about.
B. During Reading
Note: The teacher may pause from time to time asking the pupils to make predictions about what is happening in the story. As they go on reading, the teacher may ask the pupils to prove if their predictions are correct.Refer to Read and Learn, LM, Fish is Fish.Comprehension questions: Refer to LM, Talk About It
Say: “What made you think of this ending? Why? What are the things that we consider when we give the ending of the story?”
Teaching ChartWhen we give an ending to our story, we consider these important
things. It may suggest the solution to the character’s problem in the story or it may come out of the character’s action.
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Activity 1
Show a comic strip. Let the pupils guess the possible ending.
Draw the possible ending.
What could happen next?
What is shown in the first picture? How about in the second picture? What do you think will happen next? Why? Is your ending a solution to the problem? Is it based upon the characters’ action?
Guided PracticeRefer to Do and Learn, LM, Guess the possible ending.
Acitivity: Tell the possible ending.
Joy was feeding her fish in the aquarium. She loves her koi so much. She notice her little brother playing with his basketball nearby her. Suddenly she heard a loud crash.
Independent Practice
Read the story and give a possible ending. Have pupils act out the possible ending. (Group presentation). Refer to Learn Some More, LM.
Individual: Write a sentence or two to give a possible ending of the story.
Vocabulary Skill: Learning About Prefixes im- and in-
Activity 2
Here are sentences taken from the story. Let us read them.
1. They were inseparable friends. They always go together. 2. As the frog talked, his friend saw the birds fly through his mind like a
large feathered fish. “What else?” asked the fish impatiently?Say: “Notice the underlined words. What is the underlined word in sentence
one? In sentence two? Take a look at the word inseparable. What was added at the beginning of separable. We call this prefix. The prefix in- means not, so it changes the meaning of the word separable to not separable. What about the underlined word in sentence two? What was added at the beginning of the word patiently? What do we call this? What is its meaning? What does the impatiently mean?”
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Here are some words. Add the prefix in- to form new words. Tell the meaning of the newly formed words.
prefix + word new word meaningin + correctin + sidein + activein + direct
im + perfectim + politeim + possibleim + material
What are the new words formed? What prefix did you add to each word? What is the meaning of the new word?
Teaching ChartA prefix is a letter or group of letters added before a word. It
changes the meaning of the word. Commonly used prefixes are in- and im-.
Activity C: Complete the chart below. Write the new word formed. Use the prefix in- and im-
Refer to LM, Do and Learn
The underlined words in the sentences have prefixes which mean not. Choose the meaning of the underlined words in the sentences from the words in the box.
wrong indirect not respectful timeless
1. Jason’s score in the English test was almost perfect. He has only one incorrect answer.
2. While the teacher was talking, Jason shouted to his friend. He is impo-lite.
3. Ben thought he is immortal.
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Day 3
I. Objective
Use possessive pronouns
Say: “ Let us recall our story. What was it about? Here is a part of the story. This is the conversation between Fish and Frog. Let us read the dialog.”
1. Presentation
Ask: “Who had wings? Who had four legs? Who owns the wings? the legs?” Let us read the following:
birds’ wings their wings cow’s legs its legs
2. Teaching/Modeling
Let us use the above phrases in sentences.
1. The birds’ wings flap so high. Their wings flap so high. 2. The cow’s legs are big. Its legs are big.
Say: “What word takes the place of the word birds’? (their) the word cow’s? (its) Their and its are called possessive pronouns. In the sen-tence, their is a possessive pronoun that replaces birds. What does the possessive pronoun its replace?”
Teaching ChartPossessive pronoun shows possession or ownership. The follow-
ing are examples of possessive pronouns: mine, yours, his, hers, its are singular possessive pronouns; ours, and theirs are plural
One day Frog went back to the pond. FIsh was very happy to see him.Fish: Where have you been?Frog: I have been about the world hopping here and there. I have seen extraordinary things.Fish: Like what?Frog: Birds. They have wings and two legs and many colors.Fish: What else?Cow. It has four legs and horns, eat grass, and carries pink bags of milk. I saw people; men, women and children.They talked and talked until it was dark in the pond.
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Activity: - Refer to LM, Try and Learn
How did we use the possessive pronoun?What are the things that we shall remember?
3. Guided PracticeRefer to LM, Do and Learn
4. Independent PracticeRefer to Learn Some More, LM.Choose the possessive pronoun that best completes each sentence.
Day 4
I. Objective
Use the pronouns that agree in gender with their antecedents
Say: “What did we talk about yesterday? What are possessive pronouns? Give examples of possessive pronouns.”
Let us read the paragraph taken from the story you listened to. Refer to LM, Find Out and Learn
Say: “Read the first sentence.”
Luckily Frog, which had been hunting butterflies nearby, saw Fish, and with all its strength pushed Fish back into the pond.
To whom does the word its refer to in the sentence? Say: “The pronoun its refers to the word frog. Frog is the antecedent. It is
singular. Why do we say that it is singular? Usually the antecedent comes before the pronoun in the sentence. The pronoun should always agree with the antecedent in number and gender.”
Say: “The pronoun its refers to the word fish. Fish is the antecedent. It is singular. Usually the antecedent comes before the pronoun in the sentence.”
antecedent
Luckily Frog, which had been hunting butterflies nearby, saw Fish, with all its strength pushed Fish back into the pond.
The pronoun that refers to the antecedent
antecedent
Still stunned, Fish floated about for an instant, then itbreathed deeply, letting the clean cool water run throughits gills.
The pronoun that refers to the antecedent
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Teaching Chart
An antecedent is the word to which a pronoun refers. A pro-noun agrees with its antecedent in number and gender.
Agreement in Number – if the antecedent of a pronoun is sin-gular, a singular pronoun is required. If the antecedent is plural, a plural pronoun is required.
Example: Lei has a red umbrella. Her umbrella is red.
Agreement in Gender-masculine gender is indicated by he, his and him. Feminine gender is indicated by she, her and hers.
This dog is Jose’s pet. This dog is his pet. This dog is his.
Neuter gender is indicated by it and its.
Refer to LM, Do and Learn A
Say: “What are antecedents? We must remember that pronouns always agree with their antecedents in number and gender. If the antecedent is female, we use the feminine pronoun. If it is male, the pronoun we use is masculine, too.”
Guided Practice
Underline the antecedent of the pronoun and circle the pronoun that agrees with its antecedent.
Refer to LM, Do and Learn B
What is the answer to sentence one? Why?What is an antecedent?
Independent PracticeRefer to LM, Learn Some More
Day 5
I. ObjectiveOutline a paragraph with an explicitly given main idea
Recall how we write a sentence outline. What are the parts of a two-level sentence outline? Remember that the topic is written in Roman numeral while the subtopics are in capital letters.
Read the selection and write a two-level sentence outline.
Refer to Write About It, LM.
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Week 6
I. Objectives
A. Expressive Objectives
1. Realize that hard work will pay off2. Admire Bing for thinking of a way to save the other whale sharks from
danger
B. Instructional Objectives
Listening Comprehension Infer traits of characters from what they do or say in a story listened to
Oral Language React to what the character said/ did in the story listened to
Vocabulary Use suffixes and root words to get the meaning of words
Reading Comprehension Predict outcomes of events in the story
Fluency Read grade four text using correct intonation and expression
Grammar Use the correct form of the verb that agrees with the subject in number Use the correct time expression for an action in the present
Writing Composition Write a paragraph based on a two-level sentence outline
Study Skills Fill-out forms giving appropriate information
II. Subject MatterLiterary text and References
“The Tomato of Peles” by Alberta AngelesAdarna House, Inc – Philippines
“Bing, the Little Whale Shark” by Jomike TejidoAnvil Publishing, Inc.
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Day 1
I. Expressive Objective
Realize that hard work will pay off
II. Instructional Objectives
1. Infer traits of characters from what they do or say in a story listened to2. React to what the character said/ did in a story listened to
A. Pre Listening
1. Unlocking of Difficult Words
Choose the word with the same meaning as the underlined word. 1. The grasshopper used his strength or brawn in making his tomato
garden. a. ability b. weakness c. power
2. He always visits his patch of tomatoes everyday. a. garden b. home c. house
3. He waited for the seeds to sprout. a. grow b. develop c. increase
2. MotivationDo you have a garden at home? What plants grow in your garden?
3. Motive QuestionWhat did Peles plant in his garden?
The Tomatoes of Peles
Peles was tired of his everyday walks and wanderings even if he had nothing to eat. This is why he thought of exerting himself and using his strength and brawn. He passed by the farm of Hugo, the Ant and he was impressed by the health of the plants.
“Your plants are so healthy,” he praised Hugo. “What is your secret?”
“I have no secrets.” said Hugo, “except for industry, patience, and little hard work.”
“Is that all?” asked Peles. And he asked for some tomato seeds to try out gardening. It was Sunday then but , the new farmer did not laze around. He busied himself with planting. That night Peles could not sleep as he counted growing tomatoes.
Monday. Early in the morning, he woke and visited his patch of tomatoes. But, what a heartbreak! In the soft ground, not one seed had sprouted.
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Close to tears, Peles talked to Hugo. But Hugo only laughed and said, “Don’t be impatient. Indeed, gardening is not easy. A little more watering and they will surely sprout”.
Tuesday. After watering, Peles looked after the patch of tomatoes all day. In the evening, he even lit candles so the plants would not be afraid of the dark.
Wednesday. After sprinkling fertilizer, Peles invited his frog friends. And though it was raining, they sang all day so the plants would grow.
Thursday. After pulling out weeds, Peles brought a lot of books. And he read stories and poems all day so the plants would not feel lonely.
Friday. After watering and weeding, Peles spent all day reciting, dancing, and singing. He even placed a makeshift roof so the plants would not feel too hot.
Saturday. Peles rejoiced when he saw sprouting tomatoes. After a few days, Peles’s tomatoes grew and bore fruit. “Hey, your tomatoes are so healthy,” Hugo praised Peles upon
his visit.
“Yes they are,” answered Peles who was wrapped in a blanket. “But I am sick and coughing.”
“That’s only at the start,” Hugo said. And Peles was left coughing. But he felt pleased as he looked over his patch of ripening tomatoes.
Comprehension Questions:1. Who are the characters in the story? 2. What did Peles plant? 3. Who gave him the seeds? 4. What did Peles feel when the seeds did not sprout? 5. What did Hugo say was his secret for growing healthy tomatoes? 6. Did Peles follow Hugo’s advice? Why? 7. What happened to the seeds that Peles planted? 8. What did Peles feel when he saw his plants growing? 9. What trait did Peles show in the story? 10. Why did Hugo praise him? What trait did Hugo show? 11. What lesson did you learn from the story?
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Day 2
I. Expressive Objectives
1. Admire Bing for thinking of a way to save the other whale sharks from danger 2. Show appreciation in the way Bing saves his community
II. Instructional Objectives1. Predict outcomes from the story2. Use suffixes and root words to get the meaning of words3. Read grade four text using correct intonation and expression
Drill:
day haysay mayplay baytoday waystay lay
A. Pre-reading
1. Unlocking of difficulty
Solve the word puzzle. Choose the word from the box to finish thepuzzle. Refer to Read and Learn LM.
2. Motivation question
Do you remember the news story about Kabang? What did he do to save the children? Show a picture of a whale shark.Say: “This is a whale shark. Do you know that a whale shark is the
biggest fish in the world? That is why it is called a whale shark because of its size.”
3. Motive question
Say: “Today, I will read to you a story entitled Bing, the Little Whale Shark. This story was written by Jomiko Tejido.”
Ask: “What did Bing and the other whale sharks do to save their community?”
B. During Reading
Read the story aloud while showing the pages of the book. The teacher may stop at certain parts and ask the children what they think happen next.Refer to LM.
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C. Post Reading ComprehensionRefer to LM, Talk About ItDiscussion Question:1. Who are the main characters in the story? 2. Where did the story take place? 3. Where does Bing hide?4. What kind of a whale shark is Bing? Why? 5. What happened one day? Who trapped the grownups? 6. How did Bing, the little playful whale shark, save his friends? 7. If you were Bing, would you do the same? Why? 8. Were there instances in your life when you helped save others from
danger?
Here are parts of the story. Let us read each part. We are going to guess what will happen next. Refer to LM, Find Out and Learn.
Say: “While I was reading the story, I was asking you some questions. Where did you get your answers? What are you doing then? (guessing) You are actually making predictions.”
Example:The clouds are getting darker. We can predict or guess that it is about to rain.
1. Guided PracticeRefer to LM, Do and Learn.
2. Independent Practice
Group the pupils into 5. Say: Let us continue predicting outcomes. I will give you situations; act out what will happen next. The pupils are going to work on the same task. Ted, Maya and Ben were playing inside their house on Sunday morning. They laughed, shouted and ran around their house. Ted bumped into the center table, and a loud clashing sound followed. Mother came in. Act out what happens next. Refer to LM, Try and Learn.
Skill Lesson: Using SuffixesRefer to LM, Find Out and Learn.
1. Guided PracticeRefer to LM, Try and Learn.
2. Independent PracticeRefer to LM, Do and Learn.
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Day 3
I. Objectives
1. Use the correct time expression to indicate an action in the present2. Read grade four text using correct intonation and expression
Say: “There are many things that we do everyday. Let us read the sentences from our story yesterday.”
1. Bing hides very well everyday. 2. He startles others when he comes out of his hiding place every morning. 3. Bing and his friends play hide and seek every morning.
These sentences were taken from the story you heard. Who is talked about in the first sentence? (Bing) When does Bing hide? When does he come out of his hiding place? When do Bing and his friends play hide and seek?
Note: The teacher writes the responses of the pupils in the chart below.
Presentevery dayevery morning
Say: “What time do the words in the chart tell? These are called time expressions. These time expressions are in the present tense. What other time expression do you know that indicates the present tense?”
The teacher will write on the chart the time expressions that the pupils will give. Possible answers are: now, today, every time
Read the selection below. Give the time expressions in the present tense.Refer to LM, Read and Learn.
Say: What are the time expressions you noted from the selection? These are the time expressions that refer to actions in the present tense.
Note: The teacher will add the time expressions in the chart above.
1. Guided Practice Refer to LM, Do and Learn.
Say: “Remember the words today, now, every morning, every afternoon are time expressions in the present tense. They denote that actions are done regularly.”
Group the pupils into four. Let the pupils give sentences using the time expressions in the present tense. Look back at our examples of time ex-pressions.
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As soon as the group sees the word card, the first pupil will give a sentence using the time expressions; the next pupil will do the same until all members in the group have given their sentences.
2. Independent PracticeGive sentences using the verbs and time expressions to answer the following questions. Refer to LM, Learn Some More
Day 4
I. Objective
Write a short paragraph based on a two-level sentence outline
Recall the two-level sentence outline they have done. What are the parts of the sentence outline? Say: “Here is an outline. Have the pupils read the two-point sentence outline
they made. Ask: What is the topic of the outline? What sentence states the topic? What are the sub-topics? What sentences state the subtopics?”
I. The bay of Sorsogon is home to large whale sharks.A. They freely feed, grow, and play every day.B. There’s a young whale who loves to play hide-and-seek.C. It hides very well.
Based on the outline, what is the topic sentence? What does it express? Say: When you write a topic sentence, you have to be sure to give a clear idea of what you are going to write. The next part is the information. You either state reasons, details or facts. The last part of a paragraph is the conclusion sentence. They go back and restate the topic sentence, but you don’t word it exactly as the topic sentence.
Let us write a paragraph based on our outline. What is the topic sentence? What about the subtopics? Model how to write a paragraph.
The bay of Sorsogon is home to large whale sharks. They freely feed and grow every day. Young whale sharks play here.
Have the pupils read the paragraph. Note how the paragraph is written. Here is another outline. Let us write a short paragraph about the bamboo. What is our topic sentence? Based on the outline above, what are the details? Ask the pupils to read the topic sentence. What do you think is the paragraph about?
I. The bamboo is the giant of the grass family.A. It can grow as big as trees.B. It can grow in the lowlands or in rolling hills.C. There are different kinds of bamboos.
Say: “You will be looking at the model paragraph. Have the pupils read it.”Ask them to identify the topic sentence and the sentences that give the details.
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Bamboos are the giant of the grass family. They can grow as big as trees. They can grow in the low-lands or in rolling hills. There are different kinds of bamboos.
1. Guided Practice
In groups, you are going to write your own paragraph based on the following outline.
I. Different movements of frogA. dives into the waterB. swims in the pondC. hops on landD. leaps for food
Have the pupils present their paragraph. Have them identify the topic sen-tence and the sentences that give the details.
II. Independent Practice
Here is an outline. Write a short paragraph based on this.
Taking care of fishA. Keep the aquarium cleanB. Feed the fish dailyC. Keep it away from cats
Day 5
I. Objective
Fill out forms giving the appropriate information. Recall the story about Bing. Tell the pupils that they are going to paint a butanding. Ask them to bring art materials. These are: crayons, paper, water-color and pencil. A. Art Integration
Ask them to follow these simple directions. 1. Using a pencil, draw the shape of a whale shark on a piece of paper. 2. Using the white crayon, draw lines and spots on the whale shark. 3. Paint blue and green watercolour on the whole paper and see what
happens. 4. Try these again using different colors for little fish and corals.5. Have them post their work in their bulletin board.
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B. Filling out of FormsHere is a simple form. Write the information asked for. Based on our story Bing, the Little Whale Shark, list the things/animals that can be found in the sea.
Name: _____________________Grade: _____________________Things/ Animals in the sea:___________________________________________________________________________________________________________________________
Week 7
I. Objectives
A. Expressive Objectives
1. Admire the loyalty of the jellyfish to the king2. Realize that plants and animals in the forest are our treasures
B. Instructional Objectives
Listening Comprehension Give a possible ending to a story heard
Oral Language Retell the best-liked part of a story heard
Reading Comprehension Infer feelings and traits of the characters in a story read
Vocabulary Development Identify and use similes in the poem read Fluency Read a poem with correct pitch, intonation and expression Read words with consonant blends /tr/, and ,/cr/
Grammar Use the past form of regular verbs
Writing Composition Write a paragraph about a personal experience
Study Strategy Get information from the news page of a school paper
Attitude Browse and read the news page of a school paper
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I. Subject Matter
A. Topics• Story: How the Jellyfish Lost His Bone • Poem: In the Forest• Past form of regular verbs• Giving possible ending to a story heard• Retelling the best-liked part of a story heard• Identifying simile• Composing an announcement• Getting information from the news page of a school paper
B. Materials• story• poem• practice exercises
C. References
Enjoying English Workbook, by Alexes Anne F. Cruz, et.al. Campus Journalism Workbook by Gelly Elegio Alkuino Skill Builders for Efficient Reading by George Bareo, Nila B. Cay, Luz dela Concha, Wilhelimina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin, RED DWARF Books, Division of Carmelo and Buermann, Learning English the Easy Way 4 by Danilo Santos Gutierrez, English Expressways Language by Evelyn B. Angeles, Agnes Galapon, Carmelita A. Relente, Rodelio T Santos
III. Procedure
Day 1
1. To admire the loyalty of the jellyfish to his king2. Give possible ending to a story heard3. Retell the best liked part of the story heard4. Infer the feelings of characters in a story heard.
A. Oral LanguageShow and Tell:Look for something inside your bag and be ready to tell about itI’m holding a _______________.I like this because ___________.
Drill: Teacher models in reading the words with consonant blendsWords should be written on a chart or flashcards
tr crtrees train cruel crown
treatment training crude crowdtreasure trainee crusade crops
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A. Pre-Listening
1. Unlocking of Difficultiesa. silly
Do not take it seriously. It was just a silly game. (childish, stupid)
b. cleverAll contestants are smart. They are clever in answering the questions. (smart, brainy)
c. jellyfish (picture)Rita was hospitalized because a jellyfish stuck to her skin when she was swimming.
d. paleI think she is sick. She looks pale.
2. Motivation
Say: “Have you seen a jellyfish? How does it look? Here is a picture of a jellyfish. Who can describe it? Why do you think a jellyfish doesn’t have bones?”
3. Motive Question
In the selection that I will read, find out; Why jellyfish doesn’t have bones?
B. Listening (Read Aloud by the Teacher) - Refer to LM, Read and Learn
C. Post ListeningComprehension Check-up Refer to LM, Talk About ItEngagement Activities
Group 1 and 2: Retelling using pictures
The group will be given a set of pictures about the story.They have to write a sentence or sentences below the pictures. Each member of the group is given a picture so that all will have parts. For example, if pupil one holds picture 1, he will retell that part, followed by picture 2 by another pupil until the end of the story. Refer to LM, Talk About It.
Group 3: Retelling Charades
The group shall choose a leader. With the group, brainstorm the signif-icant events in the story. Then, write them on slips of paper and place in a box. Everyone should to draw a slip of paper. Once the slips of paper are drawn, have them act out the events, using only their bodies or gestures. For better understanding, the leader may read the events before retelling.
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Possible events:
a. The pretty little princess made believe that she was very sick and that only a monkey’s liver could cure her.
b. The King called the brave fish and ordered to look for a monkey’s liver.
c. The brave fish found the monkey sitting on a tree.d. The monkey climbed on the back of the brave fish.e. They returned back because the monkey pretended that he left his
liver on a tree.f. The king ordered his men to punish the brave fish for not bringing
the monkey’s liver.g. The brave fish looked pale and soft like jelly, and no one could hurt
him anymore.
Group 4: Giving Possible Ending
Enrichment Activity: Form groups for the presentation of the Readers Theater.
Day 2
1. To realize that plants and animals in the forest are our treasures2. Read a poem with appropriate pitch, intonation and expression3. Read words with consonant blends /tr/, and ,/cr/4. Identify and use a simile in a sentence
A. Pre Reading
1. Unlocking of Difficulties
a. crown (use picture)The queen has a crown.
b. swiftlyHorses ran swiftly during the race.
c. gleeWhen Lita received her gift, she smiled full of glee.
d. treasureMy children are doing well in their studies. They are my treasures.
e. calamityThe calamity brought by typhoon Glenda destroyed thousands of houses.
f. pricelessMountains, rivers, oceans are our priceless treasures.
g. wreck (destroy)The heavy rain wrecked our picnic.
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2. Motivation
What comes to mind when you hear the word forest?
3. Motive Questions
What are our treasures in the forest?
B. During Reading
Teacher models in reading the poem.Refer to LM, Read and Learn.
C. Post Reading
Engagement Activity:
Group 1 and 2 : Choral Reading of the poemThe group will choose a leader to lead the group.
Group 3 and 4 : Drawing a forestThe group will be provided with drawing materials.Let pupils draw a forest
Discussion Questions: Refer to LM, Talk About It.
Skill Development: Simile
Teacher asks them to read this part of the poem.
Tall trees growing on a mountain topTo me like a queenly crown I seeWild animals running so swiftly As lively children full of gleeWild animals and plant are treasures to me
Ask: “What is compared to the tall trees?” (queenly crown)”“What is used in comparing them?” (like)“What is compared to wild animals?” (lively children full of glee)“What is used in comparing them?” (as)“What is compared to wild animals and plants?” (treasures)“Why do we consider plants and animals treasures?”“Did we use “like” or “as” in comparing?”
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Teaching Chart
A simile is a figure of speech used to compare two different ideas or objects using “as” or “like.”
1. Guided Practice: Simile
A. Match Column A with Column B to complete the sentence. Write the letter of the correct answer
Refer to LM, Try and Learn B.
Enrichment: Refer to LM, Learn Some More.
Day 3
Use the past form of the regular verbsA. Oral Language
Say : “Let’s recite/read the poem, In the Forest.
1. Presentation - Refer to LM, Read and Learn.
2. Teaching/Modeling - Refer to LM, Talk About It.
Give some examples of similar words. Let the pupils give the past forms of the words and ask them in sentences. Sentences should be written on the board and processed.
Say: “Recall your activities yesterday using any of the words inside the box.”
need, cover, want, move, remove, help, work, use, tap, connect, wipe, clean, jump, listen, cook, arrange, cross, step, change, shout
3. Generalization - Refer to LM, Remember.4. Guided Practice - Refer to LM, Try and Learn.5. Independent Practice - Refer to LM, Try and and Learn Exercise 2-3
From the list below, find five misspelled verbs in the past tense. Write them correctly on your paper.
prepared danced missed cleaneddeliverd swam buildt askedhelppd pushed sleepd roastedremembered visited passt needed
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Day 4
I. Objectives
Write a paragraph about a personal experience
A. Oral Language Activity
Message RelaySay: “All groups will have a piece of paper with lines from the poem, In The
Forest. Each group will have seven members. All number one will get a piece of paper in the bowl. Number one whispers to number 2, then number 2 whispers to number 3 and so on. The first group who can whisper the correct line wins.
B. Pre-writing
1. Motivation and Presentation
Ask: “Where did you spend your vacation?”“How was your vacation? How do you describe your vacation?”“Who were your companions?”“What did you do there?”“What would you like to do if you could return to be there again?”
Note: All answers should be written on the board. Lead the pupils in writing a paragraph using their answers (possible sentences are found in the paragraph).Refer to LM, Read and Learn.
Skills DevelopmentTake a look at the paragraph.What is the first sentence?What do we call that sentence? (topic sentence)What sentences support the first sentence?How did we organize the paragraph?Notice how the first sentence was written.What punctuation mark is seen after a sentence?How did we write the title of the paragraph?How did we write the first sentence of the paragraph? (indent)How did we start the first sentence? (first word of the sentence is capitalized)What did we write after a sentence?(period)
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Teaching chart
A paragraph is made up of sentences that explain or present the details of a topic. A good paragraph has three parts.
1. The beginning sentence, which usually states the main idea,
2. The middle sentences which support the main idea, and3. The ending sentence, which summarizes or gives a con-
clusion Remember to observe the following tips in writing a para-
graph
1. Focus on one topic.2. Complete the paragraph with an ending sentence,
which maybe an idea, a decision or a conclusion3. Indent the first sentence of the paragraph4. Begin the first word of a sentence with a capital letter5. End each sentence with the correct punctuation mark
Writing Activity
1. Guided Activity (all groups will work on this)
Each group will write a paragraph about their first day of school following the guide questions:
a. Describe your first day in school in one sentenceb. Who were your friends? Classmates?c. What did you do?d. What would you like to happen in the next opening of classes?
2. Independent Activity
Ask pupils to write a paragraph about their first time at a restaurant (follow the guide questions). After writing, look for a partner and cor-rect each other’s work.
1. Describe your feelings in one sentence.2. Who were your companions?3. What did you eat?4. Who paid for your food?5. What would you like to happen when you eat at a restaurant
next time?
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Day 5
I. Instructional Objectives
Get information from the news page of a school paperBrowse school paper and read the news page
1. MotivationShow a newspaper/school paper. What information can we find in the newspaper or school paper? Is it good to read the news? Why?
2. PresentationListen to the news. Assign someone to read it.Refer to LM, Read and Learn.
Discussion Questions: Refer to LM, Talk About It.Refer to LM, Read and Learn and Talk About It
Skills Development: Getting information from the news page
Let pupils read the news they heard, “KSPEDS broadcasting team bags award in NSPC 2014” Refer to Find Out and Learn.Generalization: Refer to LM, Remember.
1. Guided PracticeRead and answer the questions below. Refer to LM, Do and Learn and Learn Some More
2. Independent PracticeGive pupils a school paper and ask them to look for the news page.Ask them to copy the primary lead.
Week 8
I. Objectives
A. Expressive Objectives
1. Admire Green Bird’s love for his lady love2. Appreciate the value of telling the truth
B. Instructional Objectives
Listening Comprehension Sequence events in a story listened to
Oral Language Act out well liked part of the story heard
Reading Comprehension Infer traits and feelings of the character in a story read
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Vocabulary Development Identify and use similes and metaphors in a story read
Fluency Read a story with correct intonation and expression Read words with consonant blends /br/ and /gr/
Grammar Use the past form of irregular verbs
Writing Composition Compose a slogan from a given stimuli
Study Strategy Use a dictionary in getting the meaning of words
Attitude Request more stories to be read
II. Subject Matter
A. Topics• Stories : The King of the Forest and His Three Advisers
: The Green Bird• Past form of irregular Verbs• Similes and Metaphors• Composing a slogan from a given stimuli• Sequencing events from a story heard• Inferring character traits from a story read• Using dictionary to get the meaning of words
B. Materials• stories• poem• practice exercises
C. References
Enjoying English Workbook, author Alexes Anne F. Cruz, et.al.Learning English the Easy Way 4, author Danilo Santos GutierrezDesigning a New World, author Evelyn S. Salazar et.al.Campus Journalism Workbook, author Gelly Elegio AlkuinoNew Dynamic Series in English 3, author Josefina V. Suarez,EdDSkill Builders for Efficient Reading, author George Bareo, et.al.English for you and Me 4, author Benita N. Miranda
III. Procedure
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Day 1
I. Expressive Objective
Appreciate the value of telling the truth
II. Instructional Objective
Sequence events in a story heardAct out a well liked part of a story heard
A. Oral Language
Say: I have something inside this box. It is a thing we use everyday. Guess what it is. Follow this pattern.
It is __________. Is it a _________?
B. Pre-Listening
1. Unlocking of Difficultiesa. irritable
Maria is sick. She easily gets angry. She is irritable.
b. unpleasantHe needs to take a bath every day to get rid of any unpleasant smell.
c. breathMaria has bad breath. Her breath smells bad.
d. tore into piecesNita was so angry that she tore her English notebook into pieces.
e. moodShe looks so sad. She is not in the mood to dance.
f. liarRichard didn’t tell the truth. He is a liar.
2. Motivation
What do you usually do when you have a problem?
3. Motive Question
Let’s read a story on, The King of the Forest and His Three Advisers.What did King Lion do when he had a problem?
C. During Listening
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The King of the Forest and His Three Advisers
The lion is called the king of the forest. He is big and strong. So, the smaller animals are afraid of him except his wife, Queen Lioness.
One morning, the king of the forest was in his irritable mood. His wife, the Queen had said something he did not like. Queen Lioness had told King Lion that his breath was unpleasant. So, King called the animals. First he called the sheep.
“Friend Sheep,” opening wide his big mouth, “Would you say that my breath smells unpleasant?”
What do you think was the Sheep’s answer?
Believing that the lion wanted an honest answer, the sheep gave it, and the king bit off his head. King Lion was very angry. He roared and called the goat.
“Mr. Goat, tell me the truth. Do I have a bad smell? Do I have bad breath?”The goat saw the sheep’s meat and bones. He was afraid of the lion. So the goat said, “Why, your Majesty, you have a breath as sweet as the roses in the garden”. Before he could finish, the goat was torn to pieces. “I do not like liars,” roared king Lion.
At last, the lion called the horse. The horse walked slowly. He looked sick. He coughed and coughed.
What do you think was the horse’s answer?
“Friend horse, tell me the truth. Queen Lioness said I have a bad breath. She said I have a bad smell. Is it true?” The horse coughed and coughed. Then he said softly, “King Lion, I have a bad cold. It rained hard while I was carrying crops for my master. I think I also have a head cold. So I cannot smell at all. I am sorry; I cannot answer your question”.
King Lion nodded , “Go home and rest. Get well soon.”
D. Post Listening
Engagement Activities
Group 1: Complete the story map.Refer to Try and Learn LM.
Group 2: Arrange the pictures by writing first, second, third and fourth as they happened in the story.
Group 3: Arrange the sentences as they happened in the story.
Group 4: Act out/dramatize the story.
Discussion:
What did the Queen tell the King?
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How did the king feel about this?Do you like what the Queen was doing? (She tells the truth)Why did the King call the animals?Who was called first?What happened to him?Do you think the sheep did right? Is it good to tell the truth?What was the goat’s answer when the king asked him?What happened to the goat?Why did the king kill him?What was the answer of the horse when he was asked by the King?Why do you think the king didn’t hurt the horse?If you were the king, would you do the same?If you were one of the animals, how would you answer the king’s ques-tion?What do you feel when someone doesn’t tell you the truth?
Enrichment Activity:What is the message of this story to us?
Day 2
I. Expressive Objective
Admire Green Bird’s love for his lady love
II. Instructional Objectives
Read a story with appropriate intonation and expressionRead words with consonant blends /br/ and /gr/Infer the feelings and traits of the characters from a story readIdentify and use a simile and a metaphor
A. Pre Reading
Drill:
Teacher models in reading the words Words should be written on a chart / flashcards
gr brgreen grow branch broomgreed growth brand brookgreet growl bran brooklets
1. Unlocking of Difficulties
a. sparrow (show a picture)Eliza likes to have a sparrow as her pet. She likes the short and strong beak of a sparrow.
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b. beak (show a picture)The bird uses its beak to pick up grains and worms.
c. crestThe crest on the bird’s head is like a comb.
d. slenderGreen bird is thinner than a sparrow. It is more slender than a spar-row.
f. alarm An alarm clock sounded and everyone was surprised.
g. spreadSpread your arms upward. (The teacher demonstrates)
h. pop My balloon suddenly burst. It popped.
2. Motivation
What do you do when your mother leaves you? Do you look for her? Let’s read a story about the green bird that was looking for his lady love.
3. Motive QuestionsWhat did the green bird do to look for his Lady Love?
B. During ReadingTeacher models in reading. Refer to LM, Do and Learn
C. Post Reading
Engagement Activities
Group 1 and 2: Infer the feelings and traits of the characters from each sentence. Choose the proper word for each sentence from the list inside the box. Refer to LM, Try and Learn.
Group 3 and 4: Composing a Song
Discussion Questions:Refer to LM, Talk about It.
Skill Development: Identifying Similes and Metaphors
Recall the meaning of simile Metaphor is used to compare two different ideas or objects, making them the same but unlike the simile, it doesn’t use “like” or “as”.
Independent Practice. Refer to LM, Learn Some More
Write at least two sentences using any of the similes and metaphor inside the box.
is the apple of his eyes, like a star, is a rose in the garden
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Day 3
Use the past form of irregular verbsCall selected pupils to read the dialog. Refer to LM, Read and LearnGuide pupils in answering the comprehension questions.
Skill Development
a. Who has a nice cellphone?b. Who bought his cellphone?c. When did grandmother give it to him?d. When he got lost in the mall, what did he do?e. Where did grandmother find him?f. What are the underlined words?g. What do we call these words?( bought, got, found)
Teacher: These words are irregular verbs. They are in the past tense to show past actions or events. Present this chart of irregular verbs. Refer to Read and Learn LM.
2. Generalization
What do you notice about the spelling of the past form of irregular verbs? Refer to Remember LM
3. Guided Practice
Group 1 and 2:Give the correct past form of the verbs inside the parentheses.
Yesterday, Roger __ (find) a strange red bag near the front gate. He __ (think) it was his father’s bag. He __ (get) it and __ (give) it to his grandmother. “This bag is so heavy!,” said grandmother. After an hour, Father __ (come). Roger __ (tell) him about the red bag. “Thank you Roger, it is your uncle’s bag from Hong Kong”, said Father.
Group 3 and 4:
Write the correct answer. Refer to LM, Try and Learn Exercise 1 and 2
4. Independent Practice Refer to LM, Try and Learn Exercise 3
Enrichment Activity:
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Piling up Events
Teacher starts a simple event in the past tense. He / She does this in a sentence. Then, the teacher calls on the first pupil to continue. The first pupil repeats the teacher’s sentence. Next, he or she adds up his / her own sentence, and so on. Stop when it becomes difficult to remember all the sentences.
Teacher : Yesterday, I went to the market.Pupil 1 : Yesterday, I went to the market. I bought a pencil and some papers.Pupil 3 : Yesterday, I went to the market. I bought a pencil
and some papers. I also bought an eraser for my brother.
Day 4I. Instructional Objectives
Compose slogan from a given stimulus.
1. MotivationWhat comes to mind when you think of slogan?
2. PresentationRead the following product slogans that have become very popular.
1. Metrobank “You’re in good hands”2. Levis “Quality never goes out of style”3. Nokia “Connecting people”4. Disneyland “The happiest place on earth”5. You are What You Eat6. Water is life, don’t waste it7. Our earth is the only thing we’ve got, save it8. This nation can be great again9. Save a tree for life
Discussion:What was the message of the first slogan? (Ask the same question about slogans 2-9)Why do you think the above slogans became memorable to people? Does a slogan need to be long to be remembered?
Generalization: Refer to LM, Remember.3. Guided Practice
Show pictures about the environment. What would you like to happen to our environment?Write a slogan about it. Then illustrate your slogan on a poster. Let pupils display their work at designated areas. Have a Gallery Walk before the slogans are processed.
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4. Independent PracticeRefer to LM, Write About ItWrite a slogan about the Clean and Green project.
Enrichment/AssignmentMake a poster to illustrate your slogan
Day 5
I. Instructional Objectives
1. Browse and read more stories 2. Use a dictionary in getting the meaning of words
1. Motivation
Do you have a dictionary? What is the use of the dictionary?
2. Presentation
Give pupils dictionaries (If possible each one should have a dictionary) Browse the dictionary. Notice how the words are arranged.
Skills Development:Refer to LM. Try and LearnLook for the meaning of brass.Did you open the dictionary page by page?Which pages did you open? (after “a” and before “c”)Did you open all the pages of “b”?What helped you look for it? (the two words found on top of the page)What do these two words tell us?What do you mean by brass? How many definitions does it have?Have several exercises in getting the meaning of words in the dictionary.
Teaching Chart: Refer to LM, Remember.
3. Guided Practice
Have a contest in getting the meaning of words. (teacher may give as many words) The first group that can post the meaning on the board wins
Use a dictionary to answer this. Match each word in Column A with its meaning in Column B. Refer to LM, Try and Learn.
4. Independent Practice Refer to LM, Learn Some More.
Enrichment/AssignmentRead more stories and write at least 5 words you do not understand. Find the meaning of words using the dictionary.
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Week 9
I. Objectives
A. Expressive Objectives
1. Appreciate the value of sharing2. Realize that all parts of a coconut tree have many uses
B. Instructional Objectives
Listening Comprehension Sequence events in a story listened to
Oral Language Connect events in a story heard to a personal experience
Reading Comprehension Note important details in an informational text
Vocabulary Development Identify and use personification
Fluency Read informational text with 95-100% accuracy Read words with consonant blends pr and gr
Grammar Use the past form of regular and irregular verbs
Writing Composition Write a news report using given facts
Study Strategy Get information from the news page
Attitude Listen attentively and react positively during story reading
II. Subject Matter A. Topics Stories : Why the Tortoise’s Shell is Not Smooth Coconut: The Tree of Life Poem : Old Mother
Past form of regular and irregular verbs Personification Writing a news report using facts given
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A. References
Enjoying English Workbook, author Alexes Anne F. Cruz, et.al.A Poem A Day, author Helen H. MooreEnglish This Way, author Wilma P. Gonzales Basics and Beyond Reading 4 third Edition, author Cabrina H. Padilla, Skill Builders for Efficient Reading, author George Bareo, Nila B. Cay, Luz dela Concha, Wilhelmina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin, Learning English the Easy Way 4 by Danilo Santos Gutierrez
B. Materials
• story• poem• practice exercises• selection
III. Procedure
Day 1
1. To appreciate the value of sharing2. Sequence events in a story listened to3. Connect events in a story heard to a personal experience 4. Listen attentively and react positively during story reading
5. A. Pre-Listening
1. Unlocking of difficulties
a. sweet tongueHe has such a sweet tongue. He can easily make others believe him.
b. famineShow a picture. They are thin and sick because of food shortage. There is famine.
c. eloquentThe winner of the storytelling contest is so expressive and fluent in the English language. She is truly an eloquent storyteller.
d. mischiefHe easily gets in trouble because of his mischief.
e. sniff (use action)The old woman tried to sniff air but she could not breathe.
f. ungratefulI don’t like him. He doesn’t know how to thank and respect the people who helped him. He is ungrateful.
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2. Motivation
Show a picture of a tortoise.
Say: This is a tortoise. Say something about it. What do you notice about its shell? Are tortoise’s shells not smooth?
3. Motive Question Why are tortoise shells not smooth?
B. During Listening
Why the Tortoise’s Shell Is Not SmoothAdapted from Chinua Achebe
Once upon a time, all the birds were invited to a feast in the sky. They were very happy. They began to prepare themselves. They painted their bodies beautifully. Tortoise was so excited to join the group because he had not eaten a good meal for weeks. So he began to plan how he could go to the sky and join the feast. But Tor-toise had no wings so he asked the birds to be allowed to join them.
“We know you too well,” said the birds. “You are ungrateful. If we allow you to come with us, you will soon begin your mischief.”
“You do not know me,” said Tortoise. “I am a changed man; I have learned that a man who makes trouble for others is also making it for himself.”
Tortoise had a sweet tongue, and within a short time, all the birds agreed that he was a changed man. The birds gave him a feather for his wings.
The feast came. Tortoise was the first to arrive at the meeting place. Tortoise was very happy as he flew among the birds. The birds chose him to be their spokesperson.
“There is one thing we must not forget,” he said. When people are invited to a great feast like this, they take new names for the occasion.
The birds just followed. They thought of their names. When they had taken new names, Tortoise took one. He wanted to be called “All of You.”
What do you think happened when they were in the sky?
At last the group arrived in the sky. Their hosts were very happy to see them. Tortoise stood up and thanked them for their invitation. His speech was so eloquent that all the birds were glad they had brought him along. Their hosts treated him well as the king of the birds, as he looked somewhat different from the others.
The people in the sky set before their guests the most delicious dishes Tortoise had ever seen or dreamed of. Tortoise began to sniff
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aloud. When everything had been set before the guests, one of the people in the sky invited the birds to eat. But Tortoise jumped to his feet and asked, “For whom have you prepared this feast?”
“For all of you,” replied the man. Tortoise turned to the birds and said,” Remember my name is All of You.”
He began to eat and the birds were so angry. Tortoise ate the best part of the food and drank wine. The birds gathered around to eat what was left .They ate the bones that he had thrown on the floor. Some of them were too angry to eat. They chose to fly home on an empty stomach. But before they left, each took back the feath-er he had borrowed. And there, he stood full of food and wine but without any wings to fly home. He asked the birds to take a message for his wife, but they all refused. In the end, Parrot, who had felt angrier than the others, suddenly changed his mind and agreed to take the message.
Why do you think Parrot changed his mind?
“Tell my wife”, said Tortoise, “To bring out all the soft things in my house and cover the area around with them so that I can jump down from the sky without great danger.”
Parrot promised to deliver the message, and then flew away. But when he reached Tortoise’s house, he told his wife to bring out all the hard things in the house. And so she brought out her husband’s hoes, knife, spears and guns. Tortoise looked down from the sky and saw his wife bringing things out, but it was too far to see what they were. When all seemed ready, he let himself go. He fell until he began to fear that he would never stop falling. And then like the sound of his gun, he crashed on the land.
His shell broke into pieces but there was a great medicine man in the neighbourhood. The medicine man gathered all the bits of shell and put them together. This is why the tortoise’s shell is not so smooth today.
C. Post Listening
Engagement ActivityGroup 1 and 2: Refer to LM, Try and Learn
Guided PracticeRefer to LM, Do and Learn
Independent PracticeRefer to LM, Learn Some More
Day 2
1. To realize the many uses of the coconut tree2. Note important details in an informational text read3. Read informational text with 95-100% accuracy4. Read words with consonant blends pr and gr
195
A. Pre ReadingDrill:Teacher models reading the wordsWords should be written on a chart / flashcards
pr frprotein product fresh freeproduce proper freshener freezepropagate problem freshman freedom
1. Unlocking of Difficulties
a. mattress I sleep on this mattress. It is comfortable.(show picture)
b. propagate Mother wants to have more flowers, so she propagates some of them. (show picture)
c. sap (show picture)The sap of that tree can be used for medicine.
d. quenchI want to drink cold juice to quench my thirst.
e. dyeMy grandparents dye their hair to cover the gray.
f. coirCoir comes from the husk of the coconut.
g. ingredientI like coconut meat as one of the ingredients for salads.
h. withstandThe tree is strong. It can withstand strong typhoons.
2. MotivationHave you seen a coconut tree? Can you describe it? Do you know why the coconut tree is called the tree of life?
3. Motive QuestionWhy do we consider the coconut tree a tree of life?
B. ReadingTeacher models in reading the story.Refer to LM, Read and Learn.
C. Post ReadingComprehension Questions. Refer to LM, Talk About ItEngagement Activity
Group 1 and 2 : Interview The group will choose their interviewee. Each member of the group should be able to talk or to answer questions during the interview.
196
Ask: “The group may use the questions below.”“What do you think is the tree of life?”“Why do you consider the coconut tree a tree of life?”“What are the parts of a coconut tree?”“What are their uses?”
Group 3 and 4:Refer to LM, Try and Learn.
Discussion:Refer to LM, Talk about It.
Day 3
Use the past form of regular and irregular verbs
A. Presentation/Oral Language
Give the past tense of the underlined word.Let pupils read the poem after putting in the past tense of the verbs.Refer to LM, Read and Learn.Comprehension Questions. Refer to LM, Talk About It
B. Teaching/Modelling
What are the underlined words in stanza one, two up to 3?Recall: Which are regular verbs? Irregular verbs?How do we form the past tense of regular verbs? Irregular verbs?Let the pupils read again the chart with regular and irregular verbs with present and past tense
C. Guided Practice
Let each group work on thisComplete My Diary. Use the words found in the box.Refer to LM, Try and Learn.
D. Independent Practice
Write the past form of the words inside the parentheses.Refer to LM, Learn Some More.
Enrichment Activity:Refer to LM, Write about it.Write 3 to 5 sentences about what you did last Saturday and Sunday.
Day 4
1. Identify and use personification2. Get information such as title of a selection and/or pages from the table of
contents
197
1. Presentation
Teacher models in reading the poem.Refer to LM, Read and Learn.Discussion Questions:Refer to LM, Talk about It.
Skill Development: Using Personification
1. What did the leaves do? The leaves danced.2. What did the moon see? The moon saw the leaves.3. What did the moon hear? The moon heard their song.4. Who is calling? North Wind is calling.
Say: “Leaves, moon and north wind are treated as though they have life like people. They are made to act, think and talk like persons.”
Teaching ChartPersonification is another figure of speech. Things and
objects are treated as though they had life and were like people.
2. Guided Practice
Group 1 and 2: Underline the part of the sentence which is personified.Refer to LM, Try and Learn.
Group 3 and 4: Write P if the sentence uses personification and N if it does not. Refer to LM, Learn Some More.
3. Independent Practice
Underline the name of the object that is personified and circle the word that tells what the object does that makes it seem like a person.Refer to LM, Learn Some More.
198
Skills Development: Use of Table of Contents
Give pupils books and tell them to open the book to the table of contents.Ask: “What can we find in Unit 1?”
“What is the title of Unit 4?”“What can we find on page 10?”“What information does the table of contents give us?”
1. Guided PracticeLet’s have a contest using the table of contents
2. Independent Practice
Use your book in English.
1. What unit is found on page__?2. Where can we find Unit 2?
Day 5
1. Express ideas through writing a news report from the facts presented2. Get information from the news page
1. Motivation What TV programs give us news? Where can we read news? Is it good to
know the news? Why?
2. Presentation
Listen to news taken from a school paper. Be ready to answer questions that begin with who, what, when, where, why and how.
Note: Teacher assigns a good reader to read this news. Refer to LM, Read and Learn.
Discussion1. Who received an award?2. What award did she receive?3. When did she receive it?4. Where did she receive it?5. Why do you think she was awarded as the Outstanding School
Paper Adviser?6. How did she get the award?
Skills Development: Writing News
Let them read the news they listened.
199
1. Which part of the news tells us the important facts of the story? Is it found at the beginning? What Wh questions can we ask about the beginning statement?
2. What statements complement/support the beginning statement?3. What statements are less important? Where can we find this?4. Notice how the headline was written.
Teaching Chart: Refer to LM, Remember.
1. Guided Practice
For all groups: Write a news report based on the following facts. Use the inverted pyramid structure
• The plane was going to Cebu City on a test flight.• Mayor Richard Datu, who rushed to the crash site found the pilot, Rene
Lu and his passenger Lito Go, both safe despite the plane’s damage.• A two-seater plane with pilot Rene Lu and passenger Lito Go crashed
in a rice field at Barangay Caditaan on July 15.• Lu said the plane’s engine stopped 30 minutes after it took off at Le-
gaspi Airport.• Plane crashes in Cebu, no one hurt
2. Independent Practice
Write a news report. Use the facts below. Refer to LM, Write About It.
• Teacher Induction Program is a training cours given to newly hired teachers. One of its purposes is to let them understand their roles and responsibilities.
• The Division of Zamboanga Sibugay , through the leadership of the superintendent, Amelia P. Torralba, ED.D. conducted Teacher Induc-tion Program to 320 newly hired teachers at Roderic’s Resort, Ipil, Zamboanga Sibugay on July 2-4.
• Education Program Supervisors who were trained on TIP were their facilitators
• Division of Zamboanga Sibugay conducts Teacher Induction Pro-gram to 320 newly hired teachers
200
QUARTER 2TABLE OF SPECIFICATIONS (POST TEST)
TOPICS/SKILLS ITEM PLACEMENT NO. OF ITEMS
1. Identifying the main idea and supporting details for a text heard
6 1
2. Compound words 2 13. Arranging 8-10 word with differ-
ent beginning letters in alphabet-ical order
4 1
4. Using personal pronouns 5 15. Possessive pronouns 13,14 26. Using regular and irregular verbs 15,16,17,18, 19 57. Noting details from news selec-
tions listened to7 1
8. Answering wh- questions 1,3 29. Prefixes and Suffixes 20,21,22,23 4
10. Verbs in the –s form 9,10,11,12 411. Writing a friendly letter 36,37,38,39, 40 512. Identifying figure of speech (simi-
le, metaphor and personification)24,25,26 3
13. Sequencing of events 8 114. Making an Outline 39-35 215. Following directions 27,28 2
201
QUARTER 2POST ASSESSMENT
I. Listening
A. Listen as the teacher reads the story then answer the questions that follow. Write only the letter of your answer.
1. Where do Polly and her snail friends live?a. In a pond c. In a vegetable gardenb. In a flower garden d. In a tree
2. Which of the following is NOT a compound word?a. inside b. herself c. somewhere d. Happily
3. What did the snails do to the vegetables in the garden?a. They helped the vegetables grow.b. They destroyed the leaves of the vegetables.c. They made sure that the vegetables will be free from insects.d. They provided the vegetables with nutrients.
4. If you will be asked to write the words snail, vegetables, farmer, duck, shell, bag, holes, leaves, in alphabetical order, what word will come first?a. duck b. farmer c. shell d. vegetables
5. In the sentence “Polly and her friends eat the leaves of the vegetables in the garden. They are always hungry.” Which of the following words is a personal pronoun?a. Polly b. they c. eat d. leaves
Polly the Snail
Polly is a garden snail. She lives in a beautiful vegetable garden near a pond. She is one of the many snails in the garden. She slides and plays with her snail friends every day. Polly and her friends eat the leaves of the vegetables in the garden. They are always hungry. They like to know the different taste of leaves of the healthy and green vegetables there.
Polly goes around and takes small bites of each of the leaves every day. If she likes the taste of a leaf, she eats it immediately. Soon, all of the vegetables had holes in their leaves. One day, Farmer Jane went to visit his garden. He looked at the vegeta-bles and gave a loud cry. “Who did this to my beautiful vegetables?” Polly saw Farmer Jane. She looked around for somewhere to hide. She buried herself under a brown leaf and hid inside her shell. Farmer Jane checked his garden and saw the many snails on it. He picked them one by one and placed the snails in a plastic bag. He did not find Polly who was hiding in her shell. Then, Farmer Jane went away.
Later that day, the farmer went back with a white duck. He happily left the duck in the garden. Polly saw the white duck. The white duck saw Polly, too.
202
6. Which of the following is NOT a part of the selection read?a. Polly and her friends live in a vegetable garden.b. The duck ate all of the snails in the garden. c. The snails ate the leaves of the vegetables in the garden. d. The angry farmer removed the snails from the garden.
7. Farmer Jane happily left the duck in the garden. Why was he happy?.a. The duck will stop the snails from eating the leaves of the vegetables.b. The duck will eat all of the snails in the vegetable garden. c. The duck and Polly will become good friends.d. The duck will watch the vegetables while he is away.
8. Which of the following events in the sentences happened first?a. Farmer Jane brought a duck in his garden.b. Polly and her friends ate the leaves of Farmer Jane’s vegetables.c. The duck saw Polly.d. Farmer Jane picked all the snails that he could find in his garden and
placed them in a plastic bag.
I. Grammar
Read the sentence carefully. Write the letter of your answer.9. Alyssa (a. sweep b. sweeps) the front yard every morning.
10. Her brothers Allan and Sam (a. gather b. gathers) the dried leaves in the trash can.
11. Together they (a. throw b. throws) the dried leaves in a compost pit. 12. After the chores the children (a. play b. plays) in the yard.
A. Fill in the blanks with the correct possessive pronouns from the word box.
13. The biggest guava belongs to you. It is ______ guava. 14. Today is our scheduled trip to the Science Park. I brought my pink lunch box
with Me. This pink lunch box is –--.
B. Choose the correct past form of the verb that will best complete the sentence.
Last week, Vicky and I (15. went, go) to Manila Zoo. We (16. arrived, arrive) there before eight o’clock in the morning. We (17. see, saw) different kinds of animals. The zoo is home to more than 832 animals. We (18. walk, walked) towards the first animal. It was Mali’s cage. Mali is the most popular animal in the zoo. It is the only living elephant here in the Philippines Mali (19. moved, move) its front and back legs forward and backward. She doesn’t gallop or jump. She walks and runs. She can swim and support herself in the water up to six hours.
mine your yours ours my our
203
I. Reading
A. Fill in the blank with the correct words from the box below.
20. Typhoon Yolanda left many people --------(homeless). a. fortunate b. without a home c. full house
21. Two year old Jessie draw an --- (imperfect) circle.a. Irregular b. complete c. not perfect
22. Baby placed a basket of eggs on her head. The eggs were not evenly distributed in the basket. When she started to walk the basket went sideways and fell. All the eggs broke because the basket was imbalanced.
b. dizzy b. unstable c. correct 23. He acts like a child; he is immature.
c. Young b. childlike c. grown
Write S if the sentence is simile, M if it is Metaphor and P if it is Personification
24. The farmer is busy as a bee. ______25. They fought like cats and dogs. ______26. When she saw her abductors she became as cold as ice. ______
Following Directions
27. What is the correct sequence of the direction given below?a. 2-1-3-4 b. 1-4-3-2 c. 3-2-1-4 d. 4-1-3-2
1. Measure rice with a cup and put in the cooking pot. 2. Cook rice for about 25 minutes.3. Follow the 1:1 ratio. One cup of rice to one cup of water. 4. Wash rice.
28. Which of the directions given below should be done first?a. number 1 b. number 2 c. number 3 d. Not in the given
1. Heat the pan and add cooking oil. 2. Crack the eggs and place in the hot pan. 3. When the edges turn white the eggs are done.
fearless immature homelessimperfect imbalanced
204
I. Writing
29-35. Read the short paragraph below and write an outline.
CloudsI. ____________________________________
A. _________________________________ B. _________________________________
II. ____________________________________ A. _________________________________B. _________________________________C. _________________________________
Clouds
The sun warms the water from rivers, lakes and seas. Water slowly evaporates. It condenses and forms into tiny droplets. When these droplets come together they become visible as clouds.
There are three basic cloud types. Cirrus is curly or fibrous clouds. Stratus is clouds that form sheets or layers and cumulus clouds are those heaped or filed.
205
36-40. Rewrite the following parts of the letter in a separate sheet of paper following the mechanics of letter writing.
Nerissa
Your loving aunt,
#45A- Santolan DriveDeca Homes, Jones June 3
My dearest Sandro,
How are you? You mom said you’re school is near my office. I did not know you transferred. Please come and visit me here in the Principal’s Office. I would love to hear from you soon.
______________ ______________ ______________
______________
____________________________________ ___________________________________________ ___________________________________________ ___________________________________________
______________ ______________
DEPED COPY
ii
English – Grade 4Teacher’s GuideFirst 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 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 Teacher’s Guide. Those who have not entered the agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at [email protected] or (02) 439-2204, respectively.
Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:Felicitas Pado, PhD Ofelia Flojo, PhDNemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhDAuthors:Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. DatuinVictoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. ImportanteValeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. GangganganMs. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. VillanuevaLayout Artists:
Camille Francesca Mondejar Ezekiel QuijanoCheradee 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 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected]
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.
DEPED COPY
iii
To our Dear Teachers,
This teacher’s guide is designed in four quarters with nine-week lessons every quarter. Other broad competencies were subtasked to suit the time alloted for the day’s 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 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 above 50% of the total score and we encourage you to provide remediation to pupils whose total scores are below 50%.
Enjoy teaching and make a DIFFERENCE in the pupils’ lives.
The Authors
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.
DEPED COPY
v
Quarter 3: Special People, Places and DaysTable of Specification: Pre Assessment .......................................................... 206Pre Assessment ............................................................................................. 208Week 1 ………………………………………………………............................ 214Week 2 ………………………………………………………............................ 223Week 3 ………………………………………………………............................ 231Week 4 ………………………………………………………............................ 239Week 5 ………………………………………………………............................ 250Week 6 ………………………………………………………............................ 261Week 7 ………………………………………………………............................ 275Week 8 ………………………………………………………............................ 290Week 9 ………………………………………………………............................ 304Table of Specification: Post Assessment ........................................................ 320Post Assessment ............................................................................................ 322
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.
DEPED COPY
vi
ENG
LISH
GR
AD
E 4
FIR
ST Q
UA
RTE
R
Gra
de L
evel
Sta
ndar
ds
The
lear
ner
liste
ns c
ritic
ally
to
new
s re
port
s an
d ot
her
radi
o br
oadc
asts
and
exp
ress
es id
eas
accu
rate
ly in
ora
l an
d in
writ
ten
form
s; d
emon
stra
tes
conf
iden
ce in
the
use
of t
he la
ngua
ge t
o m
eet
ever
yday
’s n
eeds
; an
d re
ads
inde
pend
ently
and
get
s re
leva
nt
info
rmat
ion
from
var
ious
tex
t ty
pes.
Dom
ain
Con
tent
Sta
ndar
d P
erfo
rman
ce S
tand
ard
The
lear
ner…
Th
e le
arne
r…
Ora
l Lan
guag
e
dem
onst
rate
s un
ders
tand
ing
of v
erba
l cue
s fo
r c
lear
exp
ress
ion
of id
eas
activ
ely
crea
tes
and
part
icip
ates
in o
ral t
hem
e-ba
sed
activ
ities
de
mon
stra
tes
unde
rsta
ndin
g of
ver
bal a
nd n
on-v
erba
l cue
s fo
r ef
fect
ive
oral
pre
sent
atio
n ef
ficie
ntly
del
iver
s or
al p
rese
ntat
ions
dem
onst
rate
s un
ders
tand
ing
of in
form
atio
n de
rived
fro
m m
ulti-
med
ia
sour
ces
for
clea
r an
d cr
eativ
e pr
esen
tatio
n cr
eativ
ely
pres
ents
info
rmat
ion
usin
g br
oadc
ast
med
ia
Flue
ncy
dem
onst
rate
s un
ders
tand
ing
that
Eng
lish
is s
tres
s-tim
ed la
ngua
ge t
o ac
hiev
e ac
cura
cy a
nd a
utom
atic
ity
read
s al
oud
text
with
acc
urac
y an
d au
tom
atic
ity
List
enin
g C
ompr
ehen
sion
dem
onst
rate
s un
ders
tand
ing
of t
he e
lem
ents
of i
nfor
mat
iona
l tex
t fo
r co
mpr
ehen
sion
re
calls
det
ails
, seq
uenc
e of
eve
nts
and
shar
es id
eas
on t
exts
list
ened
to
dem
onst
rate
s un
ders
tand
ing
of t
ext
type
s to
con
stru
ct f
eedb
ack
iden
tifie
s st
ory
pers
pect
ive
and
text
ele
men
ts
Voc
abul
ary
dem
onst
rate
s un
ders
tand
ing
that
wor
d m
eani
ng c
an b
e de
rived
from
di
ffere
nt s
ourc
es
uses
diff
eren
t re
sour
ces
to f
ind
wor
d m
eani
ng
dem
onst
rate
s un
ders
tand
ing
that
wor
ds a
re c
ompo
sed
of d
iffer
ent
part
s an
d th
eir
mea
ning
cha
nges
dep
endi
ng o
n co
ntex
t us
es s
trat
egie
s to
dec
ode
the
mea
ning
of w
ords
dem
onst
rate
s un
ders
tand
ing
that
wor
d m
eani
ng c
hang
es b
ased
on
cont
ext
uses
str
ateg
ies
to d
ecod
e th
e m
eani
ng o
f wor
ds in
con
text
Rea
ding
C
ompr
ehen
sion
dem
onst
rate
und
erst
andi
ng o
f var
ious
ling
uist
ics
node
s to
com
preh
end
vario
us t
exts
U
se li
ngui
stic
cue
s to
app
ropr
iate
ly c
onst
ruct
mea
ning
fro
m a
var
iety
of
text
s fo
r a
varie
ty o
f pur
pose
s
Dem
onst
rate
und
erst
andi
ng o
f tex
t el
emen
ts t
o co
mpr
ehen
d va
rious
tex
ts
Use
kno
wle
dge
of t
ext
type
s to
cor
rect
ly d
istin
guis
h lit
erar
y fr
om
info
rmat
iona
l tex
ts
Dem
onst
rate
und
erst
andi
ng o
f writ
ing
styl
es t
o co
mpr
ehen
d th
e au
thor
’s
mes
sage
U
se d
ictio
n (c
hoic
e of
wor
ds)
to a
ccur
atel
y an
alyz
e au
thor
’s t
one,
moo
d,
and
poin
t of
vie
w
Dem
onst
rate
und
erst
andi
ng t
hat
read
ing
in a
wid
e ra
nge
of t
exts
pro
vide
s pl
easu
re a
nd a
venu
e fo
r se
lf-ex
pres
sion
and
per
sona
l dev
elop
men
t U
se li
tera
l inf
orm
atio
n fr
om t
exts
to
aptly
infe
r an
d pr
edic
t ou
tcom
es
Wri
ting
and
C
ompo
siti
on
dem
onst
rate
s un
ders
tand
ing
of w
ritin
g as
a p
roce
ss
uses
a v
arie
ty s
trat
egie
s to
writ
e in
form
atio
nal a
nd li
tera
ry c
ompo
sitio
ns
dem
onst
rate
s un
ders
tand
ing
of t
he im
port
ance
of u
sing
var
ied
sour
ces
of
info
rmat
ion
to s
uppo
rt w
ritin
g us
es v
arie
d so
urce
s of
info
rmat
ion
to s
uppo
rt w
ritin
g
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.
DEPED COPY
vii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
2 o
f 14
Dom
ain
C
onte
nt
Stan
dard
P
erfo
rman
ce S
tand
ard
Th
e le
arne
r…
The
lear
ner…
Gra
mm
ar
dem
onst
rate
s co
mm
and
of t
he c
onve
ntio
ns o
f st
anda
rd E
nglis
h gr
amm
ar
and
usag
e w
hen
writ
ing
or s
peak
ing
spea
ks a
nd w
rites
usi
ng g
ood
com
man
d of
the
con
vent
ions
of
stan
dard
En
glis
h
dem
onst
rate
s un
ders
tand
ing
of E
nglis
h gr
amm
ar a
nd u
sage
in s
peak
ing
or
writ
ing
uses
the
cl
asse
s of
wor
ds a
ptly
in v
ario
us o
ral a
nd w
ritte
n di
scou
rse
dem
onst
rate
s un
ders
tand
ing
of E
nglis
h gr
amm
ar a
nd u
sage
in s
peak
ing
or
writ
ing
uses
the
cl
asse
s of
wor
ds a
ptly
in v
ario
us o
ral a
nd w
ritte
n di
scou
rse
Att
itu
de
dem
onst
rate
s un
ders
tand
ing
of n
on-v
erba
l cue
s to
com
mun
icat
e w
ith
othe
rs
appl
ies
know
ledg
e of
non
-ver
bal s
kills
to
show
res
pect
whe
n co
mm
unic
atin
g w
ith o
ther
s
dem
onst
rate
s un
ders
tand
ing
of v
erba
l and
non
-ver
bal e
lem
ents
of
com
mun
icat
ion
to r
espo
nd b
ack
uses
par
alan
guag
e an
d no
n-ve
rbal
cue
s to
res
pond
app
ropr
iate
ly
Stud
y St
rate
gies
/ R
esea
rch
dem
onst
rate
s un
ders
tand
ing
of li
brar
y sk
ills
to r
esea
rch
on
a va
riety
of
topi
cs
uses
libr
ary
skill
s to
gat
her
appr
opria
te a
nd r
elev
ant
info
rmat
ion
Vie
win
g de
mon
stra
tes
unde
rsta
ndin
g of
the
str
ateg
ies
in c
ompr
ehen
ding
vis
ual t
ext
view
s va
rious
for
ms
of m
edia
in o
rder
to
gath
er a
nd s
hare
info
rmat
ion,
pe
rsua
de o
ther
s an
d un
ders
tand
and
exp
ress
idea
s
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
a-1
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
.
EN4O
L-Ia
-d-
1 Spea
k cl
early
us
ing
appr
opria
te
pron
unci
atio
n an
d in
tona
tion.
EN4V
-Ia-
d-1
U
se c
onte
xt c
lues
to
fin
d m
eani
ng
of u
nfam
iliar
w
ords
.
EN4R
C-I
a-b-
1
Anal
yze
a na
rrat
ive
in t
erm
s of
its
char
acte
rs.
EN4F
-Ia-
1
Phon
olog
ical
R
ead
wor
ds,
phra
ses,
po
ems
or
stor
ies
with
lo
ng v
owel
a
soun
d
EN4S
S-Ia
-1
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
EN4G
-Ia-
b-1
U
se p
lura
l fo
rm o
f re
gula
r no
uns
EN4W
C-I
a-b-
1 Writ
e 2-
3 se
nten
ces
abou
t th
e ch
arac
ters
in
a li
tera
ry t
ext
liste
ned
to o
r re
ad.
EN4A
-Ia-
1
Show
w
illin
gnes
s an
d en
thus
iasm
in
rea
ding
or
liste
ning
to
liter
ary
text
2
EN4L
C-I
b-2
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
, to
iden
tify
sett
ing
EN
4V-I
a-d-
2
Use
con
text
clu
es
(syn
oynm
s) t
o fin
d m
eani
ng o
f un
fam
iliar
wor
ds.
EN4R
C-I
a-b-
2 An
alyz
e a
narr
ativ
e in
ter
ms
of it
s se
ttin
g.
EN4F
-Ib-
2
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el e
EN4S
S-Ib
-2
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
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.
DEPED COPY
viii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
3 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
soun
d
3
EN4L
C-I
c-3
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
EN
4V-I
a-d-
2
Use
con
text
clu
es
(syn
onym
s) t
o fin
d m
eani
nd o
f un
fam
iliar
wor
ds.
EN4R
C-I
c-2
St
ate
sim
ilarit
ies
and
diff
eren
ces
in in
form
atio
n /
liter
ary
text
rea
d
EN4F
-Ic-
3
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el i
soun
d
EN4S
S-Ic
-3
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
(usi
ng m
ap)
EN4G
-Ic-
2
Use
plu
ral
form
of
irreg
ular
no
uns
EN4W
C-I
c-2
W
rite
two
or
thre
e se
nten
ces
abou
t th
e ch
arac
ters
, se
ttin
g, o
r ev
ents
in a
st
ory
liste
ned
to
or r
ead
4
EN4L
C-I
d-4
Se
quen
ce e
vent
s in
a s
tory
list
ened
to
EN4O
L-Ia
-d-
2 Sp
eak
clea
rly
usin
g ap
prop
riate
pr
onun
ciat
ion
and
into
natio
n (p
oem
s,
chan
ts,
rhym
es,
riddl
es)
EN4V
-Ia-
d-2
U
se c
onte
xt c
lues
(a
nton
ym)
to
dete
rmin
e th
e m
eani
ng o
f un
fam
iliar
wor
ds
EN4R
C-I
d-e-
3
Sequ
ence
eve
nts
in a
sto
ry o
r na
rrat
ive
EN4F
-Id-
4
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el o
so
und
EN4S
S-Id
-4
Arra
nge
wor
ds
in a
lpha
betic
al
orde
r w
ith t
he
sam
e fir
st le
tter
bu
t a
diff
eren
t se
cond
lett
er
EN4G
-Id-
3
Use
cle
ar
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es:
Kind
s of
N
ouns
- M
ass
Nou
ns
and
Coun
t N
ouns
EN4W
C-I
d-3
W
rite
2-3
step
di
rect
ions
usi
ng
sign
al w
ords
EN4A
-IIb
-2 Li
sten
at
tent
ivel
y an
d re
act
posi
tivel
y du
ring
stor
y re
adin
g.
5
EN4L
C-I
e-5
Se
quen
ce e
vent
s in
a s
tory
list
ened
to
EN4O
L-Ie
-2
Giv
e or
al
dire
ctio
ns
EN4V
-Ie-
f-2
U
se c
onte
xt c
lues
(d
efin
ition
) to
de
term
ine
the
mea
ning
of
unfa
mili
ar w
ords
.
EN4F
-Ie-
5
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el u
so
und
EN4S
S-Ie
-i-5
U
se g
raph
ic
orga
nize
rs t
o sh
ow
unde
rsta
ndin
g of
tex
ts (
stor
y se
quen
ce
orga
nize
rs)
EN4G
-Ie-
4
Use
cle
ar
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es
(qua
ntifi
ers
of m
ass
noun
s)
EN4W
C-I
e-f-
4 W
rite
diff
eren
t fo
rms
of s
impl
e co
mpo
sitio
n (t
hank
you
ca
rd, n
ote,
po
ster
, sl
ogan
) as
a
resp
onse
to
stor
ies
/ po
ems
read
or
liste
ned
to
- no
tes
/ le
tter
s 6
EN4L
C-I
f-1
EN
4OL-
If-3
EN
4RC
-If-
4
EN4F
-If-
6
EN4S
S-Ie
-i-5
EN
4G-I
f-5
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.
DEPED COPY
ix
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
4 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
Infe
r ab
out
feel
ings
, tra
its o
f ch
arac
ters
fro
m
sele
ctio
ns
liste
ned
to
Expr
ess
one’
s id
eas,
feel
ings
cl
early
Infe
r ab
out
feel
ings
, tra
its o
f ch
arac
ters
in a
se
lect
ion
read
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
com
poun
d w
ords
Use
gra
phic
or
gani
zers
to
show
un
ders
tand
ing
of t
exts
(st
ory
sequ
ence
or
gani
zers
)
Com
pose
cl
ear
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es:
Kind
s of
N
ouns
(P
osse
ssiv
e N
ouns
)
- D
escr
iptiv
e pa
ragr
aph
- An
othe
r en
ding
to
a st
ory
7
EN4L
C-I
g-1
In
fer
abou
t fe
elin
gs, t
raits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ig
-4
Expr
ess
one’
s id
eas,
feel
ings
cl
early
EN4V
-Ig-
3
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds (
defin
ition
)
EN4R
C-I
g-5
M
ake
infe
renc
es
and
draw
co
nclu
sion
s ba
sed
on a
lit
erar
y or
ex
posi
tory
tex
t
EN4F
-Ig-
7
Rea
d w
ords
, ph
rase
s,
poem
s, a
nd
stor
ies
with
ac
cura
cy
EN4F
-Ig-
8 R
ead
alou
d gr
ade
leve
l te
xts
with
ac
cura
cy a
nd
prop
er
expr
essi
on
EN
4G-I
g-6
Id
entif
y an
d us
e co
ncre
te
noun
s an
d ab
stra
ct
noun
s
EN4W
C-I
g-h-
5 Writ
e a
frie
ndly
le
tter
as
a re
spon
se t
o st
orie
s /
poem
s re
ad o
r lis
tene
d to
EN4A
-IIa
-1 D
emon
stra
te
resp
ect
for
the
idea
s,
feel
ings
and
cu
lture
of
the
auth
or
of t
he t
ext
liste
ned
to.
8
EN4L
C-I
h-1
In
fer
abou
t fe
elin
gs, t
raits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ih
-5
Expr
ess
one’
s id
eas
and
feel
ings
cle
arly
EN4V
-Ih-
4
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds
(exe
mpl
ifica
tion)
EN4F
-Ih-
i-8
R
ead
wor
ds,
phra
ses,
po
ems,
and
st
orie
s w
ith
diph
thon
gs
accu
rate
ly
EN
4G-I
h-7
U
se
colle
ctiv
e no
uns
EN4W
C-I
g-h-
6 Writ
e fo
rms
of
sim
ple
com
posi
tion
as
a re
spon
se t
o st
orie
s /
poem
s re
ad o
r lis
tene
d to
-no
tes
/ le
tter
s -
desc
riptiv
e
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.
DEPED COPY
x
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
5 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
para
grap
h
9
EN4L
C-I
i-1
In
fer
feel
ings
, tr
aits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ii
-6
Expr
ess
one’
s id
eas,
feel
ings
cl
early
EN4V
-Ii-
5
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds
(exe
mpl
ifica
tion)
EN4R
C-I
h-4
In
fer
the
them
e of
lite
rary
tex
t
EN4F
-Ih-
i-9
R
ead
with
ac
cura
cy
wor
ds,
phra
ses,
po
ems,
and
stor
ies
with
si
lent
lett
ers.
R
ead
alou
d gr
ade
leve
l te
xts
EN
4G-I
i-8
U
se s
impl
e pr
esen
t te
nse
of
verb
s in
se
nten
ces
EN4W
C-I
i-6
W
rite
a re
spon
se t
o a
stor
y /
poem
re
ad o
r lis
tene
d to
-no
tes
/ le
tter
s
SEC
ON
D Q
UA
RTE
R
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
Ia-1
Id
entif
y m
ain
idea
and
su
ppor
ting
deta
ils
from
a t
ext
liste
ned
to.
EN4O
L-II
a-1 R
esta
te o
r re
tell
info
rmat
ion
from
a t
ext
liste
ned
to.
EN4V
-IIa
-1
Iden
tify
mea
ning
s of
un
fam
iliar
w
ords
thr
ough
st
ruct
ural
an
alys
is
(com
poun
d w
ords
and
th
eir
com
pone
nts:
on
e w
ord
com
poun
d (b
acky
ard)
, tw
o w
ord
EN4R
C-I
Ia-1
Id
entif
y th
e im
port
ant
stor
y el
emen
ts s
uch
as
sett
ing,
cha
ract
er
and
plot
.
EN4F
-IIa
-1
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
.
EN4S
S-II
a-1
Ar
rang
e 8-
10
wor
ds w
ith
diff
eren
t be
ginn
ing
lett
ers
in
alph
abet
ical
or
der.
EN4G
-IIa
-b-
1 Iden
tify
and
use
pers
onal
pr
onou
ns in
se
nten
ces.
EN4W
C-I
Ia-
1 Writ
e se
nten
ces
follo
win
g co
rrec
t m
echa
nics
of
capi
taliz
atio
n an
d pu
nctu
atio
n.
EN4A
-IIa
-1
Dem
onst
rate
re
spec
t fo
r th
e id
eas,
feel
ings
an
d cu
lture
of
the
auth
or o
f th
e te
xt
liste
ned
to.
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.
DEPED COPY
xi
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
6 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
com
poun
d (s
ecur
ity
guar
d),
hyph
enat
ed
com
poun
d w
ord
(sis
ter-
in-la
w).
2
EN4L
C-I
Ib-2
R
ecal
l in
form
atio
n fr
om
conv
ersa
tions
. EN
4LC
-Iib
-3
Not
e de
tails
fro
m
new
s re
port
s/se
lect
ions
lis
tene
d to
.
EN4O
L-II
b-2 U
se c
ourt
eous
ex
pres
sion
s
EN4V
-IIb
-2
Iden
tify
mea
ning
s of
un
fam
iliar
w
ords
thr
ough
st
ruct
ural
an
alys
is
(wor
ds w
ith
affix
es).
EN4R
C-I
Ib-2
Id
entif
y m
eani
ngs
of
unfa
mili
ar w
ords
th
roug
h st
ruct
ural
an
alys
is (
wor
ds
with
aff
ixes
).
EN4F
-IIb
-2
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
.
EN4S
S-II
b-2
Cl
assi
fy
rela
ted
wor
ds,
idea
s, a
nd
conc
epts
ac
cord
ing
to
cert
ain
char
acte
ristic
s an
d si
mila
ritie
s.
EN4G
-Ii-
9
Use
the
pr
onou
n th
at
agre
es in
ge
nder
, nu
mbe
r w
ith
the
ante
cede
nt.
EN4W
C-I
Ib-
2 Writ
e a
shor
t st
ory
with
the
el
emen
ts.
3
EN4L
C-I
Ic-3
N
ote
deta
ils b
y as
king
/ans
wer
ing
ques
tions
abo
ut
a st
ory/
poem
lis
tene
d to
EN4O
L-II
c-3
Li
sten
and
an
swer
qu
estio
ns
abou
t a
stor
y re
ad/li
sten
ed
to.
EN
4RC
-IIc
-3
-Not
ing
deta
ils
-Inf
er w
ords
, fe
elin
gs o
f ch
arac
ters
EN
4RC
-IIb
-3
Infe
r th
e m
oods
or
fee
lings
of t
he
char
acte
r ba
sed
on w
hat
he/s
he
says
or
do.
EN4F
-IIc
-3
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
. R
ead
wor
ds
that
end
with
–s
cor
rect
ly.
EN
4G-I
Ic-3
Id
entif
y an
d us
e s
form
of
verb
s.
EN4W
C-I
Ic-
3 Writ
e a
frie
ndly
lett
er
usin
g co
rrec
t fo
rmat
.
EN4A
-IIb
-2
List
en
atte
ntiv
ely
and
reac
t po
sitiv
ely
durin
g st
ory
read
ing.
4
EN4L
C-I
Id-4
Fo
llow
a s
et o
f th
ree-
to-f
ive
step
di
rect
ions
.
EN4O
L-II
d-4 G
ive
thre
e-to
-fiv
e st
ep
dire
ctio
ns.
EN4V
-IId
-3
Use
con
text
cl
ues
to a
ct
the
mea
ning
of
diff
icul
t w
ords
.
EN4R
C-I
Id-4
M
ake
a tw
o-po
int
sent
ence
out
line.
EN4F
-IId
-4
Rec
ite a
poe
m
with
ex
pres
sion
EN
4G-I
Id-4
U
se t
he
pres
ent
form
of
ver
bs t
hat
agre
e w
ith t
he
subj
ect
EN4W
C-I
Id-
4 Writ
e a
two-
poin
t se
nten
ce
outli
ne
EN4A
-IIc
-3
Expr
ess
love
fo
r st
orie
s an
d ot
her
text
s.
5 EN
4LC
-IIe
-5
Inte
rpre
t a
stor
y th
roug
h
EN4O
L-II
e-5 R
elat
e st
ory
EN4V
-IIe
-4
Use
pre
fixes
an
d ro
ot w
ords
EN4R
C-I
Ie-5
G
ive
poss
ible
en
ding
s to
sto
ries
EN4F
-IIe
-5
Rea
d w
ith
auto
mat
icity
EN4S
S-II
c-3
Fo
llow
in
stru
ctio
ns
EN4G
-IIe
-5
Use
po
sses
sive
EN4W
C-I
Ie-
5 Out
line
a
EN4A
-IId
-4
Take
par
t in
cr
eativ
e
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.
DEPED COPY
xii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
7 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
dram
atiz
atio
n so
ngs
or a
rt
activ
ities
.
even
ts t
o on
e’s
expe
rienc
e.
as c
lues
to
get
mea
ning
of
wor
ds.
grad
e le
vel
cont
ent
area
w
ords
.
care
fully
on
a te
xt.
pron
ouns
tha
t ag
ree
in
gend
er w
ith
ante
cede
nts.
para
grap
h w
ith e
xplic
itly
give
n m
ain
idea
.
resp
onse
s in
pr
epar
ing
logs
, jou
rnal
, an
d ot
her
oral
pr
esen
tatio
n.
6
EN4L
C-I
If-6
In
fer
trai
ts o
f ch
arac
ters
bas
ed
on w
hat
they
do
or s
ay in
a s
tory
lis
tene
d to
.
EN4O
L-II
f-6
Rea
ct t
o w
hat
the
char
acte
rs
said
in t
he
stor
y lis
tene
d to
.
EN4V
-IIf
-5
Use
suf
fixes
an
d ro
ot w
ords
as
clu
es t
o ge
t m
eani
ng o
f w
ords
.
EN4R
C-I
If-6
Pr
edic
t ou
tcom
es
of e
vent
s in
the
st
ory
EN4F
-IIf
-6
Rea
d us
ing
corr
ect
into
natio
n an
d ex
pres
sion
.
EN4S
S-II
d-4
Fi
ll ou
t fo
rms
givi
ng t
he
appr
opria
te
inst
ruct
ions
.
EN4G
-IIf
-6
Use
cor
rect
tim
e ex
pres
sion
s to
te
ll an
act
ion
in t
he p
rese
nt.
EN4W
C-I
If-6
W
rite
a pa
ragr
aph
base
d on
a
two-
poin
t ou
tline
.
EN4A
-IIe
-5
Take
par
t in
cr
eativ
e re
spon
ses
in
prep
arin
g lo
gs, j
ourn
al,
and
othe
r or
al
pres
enta
tion.
7
EN4L
C-I
Ig-7
G
ive
a po
ssib
le
endi
ng t
o a
stor
y he
ard.
EN4O
L-II
g-7 Ret
ell b
est-
liked
par
t of
a
stor
y he
ard.
EN4V
-IIg
-6
Iden
tify
and
use
sim
ile a
nd
met
apho
r in
th
e po
em
read
.
EN4R
C-I
Ig-h
-7
Infe
r th
e fe
elin
gs
and
trai
ts o
f the
ch
arac
ters
in t
he
stor
y.
EN4F
-IIg
-7
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/tr
/,
and
,/cr
/
EN4S
S-II
e-5
G
et
info
rmat
ion
from
the
new
s pa
ge o
f a
scho
ol p
aper
.
EN4G
-IIg
-7
Use
the
pas
t fo
rm o
f re
gula
r ve
rbs.
EN4W
C-I
Ig-
7 Writ
e a
para
grap
h ab
out
one’
s pe
rson
al
expe
rienc
e.
EN4A
-IIf
-6
Brow
se a
nd
read
new
s pa
ge f
or
info
rmat
ion
of
a sc
hool
pa
per.
8
EN4L
C-I
Ih-i
-8
Sequ
ence
eve
nts
in a
sto
ry li
sten
ed
to.
EN4V
-IIh
-7
Iden
tify
and
use
sim
ile a
nd
met
apho
r in
a
stor
y re
ad.
EN4F
-IIh
-8
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/br
/,
and
/gr/
EN4S
S-II
f-6
Use
dic
tiona
ry
in g
ettin
g th
e m
eani
ng o
f w
ords
.
EN4G
-IIh
-i-
8 Use
the
pas
t fo
rm o
f irr
egul
ar
verb
s.
EN4W
C-I
Ih-
8 Com
pose
sl
ogan
fro
m a
gi
ven
stim
uli.
EN4A
-IIg
-7
Req
uest
for
m
ore
stor
ies
to b
e re
ad.
9
EN4O
L-II
i-8
Co
nnec
t ev
ents
in a
st
ory
hear
d to
a
pers
onal
ex
perie
nce
EN4V
-IIi
-8
Iden
tify
and
use
pers
onifi
catio
n.
EN4R
C-I
ii-8
N
ote
impo
rtan
t de
tails
in a
n in
form
atio
nal
text
.
EN4F
-IIi
-9
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/pr
/,
and
/gr/
EN4S
S-II
g-7
G
et
info
rmat
ion
from
the
new
s pa
ge.
EN4G
-IIh
-i-
9 Use
the
pas
t fo
rm o
f re
gula
r an
d irr
egul
ar
verb
s.
EN4W
C-I
Ii-9
W
rite
a ne
ws
repo
rt u
sing
th
e fa
cts
give
n.
EN4A
-IIh
-8
List
en
atte
ntiv
ely
and
reac
t po
sitiv
ely
durin
g st
ory
read
ing.
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.
DEPED COPY
xiii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
8 o
f 14
THIR
D Q
UA
RTE
R
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
IIa-
1
Dis
tingu
ish
real
ity
from
fan
tasy
.
EN4O
L-II
Ia-
1 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
even
ts.
EN4V
-III
a-1
Use
con
text
cl
ues
(syn
onym
and
an
tony
m)
to
find
mea
ning
of
unf
amili
ar
wor
ds.
EN4R
C-I
IIa-
1
Not
e si
gnifi
cant
de
tails
.
EN4F
-III
a-1
R
ead
a po
em
alou
d w
ith
prop
er
expr
essi
on.
EN4S
S-II
Ia-
1 Use
a
thes
auru
s to
fin
d sy
nony
ms
and
anto
nym
s of
wor
ds.
EN4G
-III
a-1
Id
entif
y an
d us
e ad
ject
ives
in
sen
tenc
es
EN4W
C-I
IIa-
1 W
rite
sent
ence
s de
scrib
ing
pers
ons,
pl
aces
, thi
ngs
and
anim
als
EN4A
-III
a-1
Sh
ow lo
ve f
or
read
ing
by
liste
ning
at
tent
ivel
y du
ring
stor
y re
adin
g an
d m
akin
g co
mm
ents
or
reac
tions
.
2
EN4L
C-I
IIb-
2
Not
e de
tails
fro
m
a st
ory
liste
ned
to.
EN4V
-III
b-2
Id
entif
y m
ultip
le
mea
ning
of
wor
ds.
EN4R
C-I
IIb-
2
Not
e si
gnifi
cant
de
tails
.
EN4F
-III
b-2
R
ead
alou
d gr
ade
leve
l te
xts
accu
rate
ly.
EN4S
S-II
Ib-
2 Inte
rpre
t a
map
.
EN4G
-III
b-2
Id
entif
y an
d us
e w
ords
th
at s
how
de
gree
s of
co
mpa
rison
of
obje
ctiv
es in
se
nten
ces
EN4W
C-I
IIa-
2 R
ewrit
e pa
irs o
f se
nten
ces
usin
g co
nnec
tors
EN4A
-III
b-2
Sh
ow in
tere
st
in r
eadi
ng a
tr
avel
ogue
.
3
EN4L
C-I
IIc-
3
Poin
t ou
t de
tails
fr
om a
bi
ogra
phic
al
acco
unt.
EN4O
L-II
Ib-
2 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
plac
es.
EN4V
-III
c-3
G
et t
he
mea
ning
of
unfa
mili
ar
wor
ds t
hrou
gh
rest
atem
ents
.
EN4R
C-I
IIc-
3
Iden
tify
sequ
ence
of
even
ts.
EN4F
-III
c-3
R
ead
alou
d gr
ade
leve
l te
xts
accu
rate
ly.
EN4S
S-II
Ic-
3 Use
a t
imel
ine
to s
how
ord
er
of e
vent
s.
EN4G
-III
c-3
U
se
appr
opria
te
wor
d si
gnal
s to
sho
w t
he
sequ
ence
of
even
ts in
ss
ente
nces
EN4W
C-I
IIc-
3 Writ
e si
mpl
e se
nten
ces
usin
g se
quen
ce
sign
als.
EN4A
-III
c-3
Sh
ow in
tere
st
in r
eadi
ng a
bi
ogra
phy.
4
EN4L
C-I
IId-
4
Use
indi
rect
sp
eech
to
clar
ify
the
spea
ker’s
id
eas.
EN4V
-III
d-4
Id
entif
y di
ffer
ent
mea
ning
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IId-
4
Iden
tify
caus
e an
d ef
fect
re
latio
nshi
p
EN4F
-III
d-4
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d,
accu
racy
and
ex
pres
sion
EN4S
S-II
Id-
4 Loca
te
mea
ning
of
wor
ds f
rom
th
e di
ctio
nary
.
EN4G
-III
d-4
Id
entif
y an
d us
e th
e co
rrec
t or
der
of a
djec
tives
in
a s
erie
s in
se
nten
ces
EN4W
C-
IIId
-4
Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g th
e co
rrec
t or
der
of a
djec
tives
.
EN4A
-III
d-4
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
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.
DEPED COPY
xiv
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
9 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
5
EN4L
C-I
IIe-
5
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ic-
3 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
peop
le.
EN4V
-III
e-5
Id
entif
y di
ffer
ent
mea
ning
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IIe-
5
Iden
tify
vario
us
text
typ
es
acco
rdin
g to
st
ruct
ure.
EN4F
-III
e-5
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d.
EN4S
S-II
Ie-
5 Loca
te
info
rmat
ion
from
gl
ossa
ries
EN4G
-III
e-5
Id
entif
y an
d us
e ad
verb
s of
pla
ce in
se
nten
ces.
EN4W
C-I
IIe-
5 Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
pla
ce.
EN4A
-III
e-5
Br
owse
and
re
ad b
ooks
fo
r va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
6
EN4L
C-I
IIf-
6
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4V
-III
f-6
Iden
tify
diff
eren
t m
eani
ngs
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IIf-
6
Mak
e co
mpa
rison
an
d co
ntra
st.
EN4F
-III
f-6
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d.
EN4S
S-II
If-
6 Loca
te
info
rmat
ion
from
indi
ces.
EN4G
-III
f-6
U
se
appr
opria
te
adve
rbs
of
time
in
sete
nces
EN4W
C-I
IIf-
6 Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
tim
e.
EN4A
-III
f-6
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
7
EN4L
C-I
IIg-
7
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ig-
4 Tell
/ re
tell
fam
iliar
sto
ries
by u
sing
ap
prop
riate
ge
stur
es a
nd
expr
essi
ons
in
com
plet
e se
nten
ce.
EN4V
-III
g-7
Id
entif
y di
ffer
ent
mea
ning
s of
co
nten
t sp
ecifi
c w
ords
-d
enot
atio
n -c
onno
tatio
n
EN4R
C-I
IIg-
7
Mak
e ge
nera
lizat
ions
.
EN4F
-III
g-7
R
ead
corr
ectly
gr
ade
leve
l te
xts
with
in
tona
tion
and
expr
essi
on.
EN4S
S-II
Ig-
7 Loca
te
info
rmat
ion
from
indi
ces.
EN4G
-III
g-7
U
se a
dver
bs
of m
anne
r in
se
nten
ces
EN4W
C-
IIIg
-7
Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
man
ner.
8
EN4L
C-I
IIh-
8
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ih-
5 Tell
/ re
tell
fam
iliar
sto
ries
by u
sing
ap
prop
riate
ge
stur
es a
nd
expr
essi
ons
in
com
plet
e se
nten
ce.
EN4V
-III
h-8
U
se w
ord
asso
ciat
ions
(a
nalo
gy)
EN4R
C-I
IIh-
8
Use
app
ropr
iate
gr
aphi
c or
gani
zers
to
show
the
se
quen
ce o
f ev
ents
in a
tex
t re
ad
(Sto
ry)
EN4F
-III
h-8
R
ead
corr
ectly
gr
ade
leve
l te
xts
with
in
tona
tion,
ex
pres
sion
.
EN4S
S-II
Ih-
8 Inte
rpre
t ch
arts
.
EN4G
-III
h-8
U
se a
pa
rtic
ular
kin
d of
sen
tenc
e fo
r a
spec
ific
purp
ose
-mak
ing
requ
ests
EN4W
C-
IIIh
-8
Writ
e a
one-
para
grap
h es
say
on
a pa
rtic
ular
to
pic.
EN4A
-III
h-7
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as f
or le
arni
ng
or f
or
plea
sure
.
9 EN
4LC
-III
i-9
EN
4OL-
IIIi
-EN
4V-I
IIi-
9
EN4F
-III
i-9
EN
4SS-
IIIi
-EN
4G-I
IIi-
9
EN4W
C-I
IIi-
EN4A
-III
i-8
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DEPED COPY
xv
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
10
of 1
4
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
6 Rel
ate
one’
s ow
n ex
perie
nces
an
d id
eas
rela
ted
to t
he
topi
c us
ing
a va
riety
of
wor
ds w
ith
prop
er
phra
sing
.
Use
wor
d cl
assi
ficat
ions
R
ead
grad
e le
vel t
exts
co
rrec
tly w
ith
into
natio
n an
d ex
pres
sion
.
9 Inte
rpre
t gr
aphs
.
Use
a
part
icul
ar k
ind
of s
ente
nce
for
a sp
ecifi
c pu
rpos
e -a
skin
g pe
rmis
sion
9 Writ
e a
one-
para
grap
h es
say
on a
pa
rtic
ular
top
ic
Brow
se a
nd
read
boo
ks f
or
vario
us
purp
oses
suc
h as
for
lear
ning
or
for
pl
easu
re.
FOU
RTH
QU
AR
TER
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
1
EN4L
C-I
Va-
1
Dis
tingu
ish
fact
fr
om o
pini
on
EN4O
L-IV
a-1
Stat
e a
fact
an
d
opin
ion
EN4V
-IV
a-1
U
se
know
ledg
e of
co
ntex
t cl
ues
to f
ind
the
mea
ning
of
unfa
mili
ar
wor
ds
-syn
onym
s
EN4R
C-I
Va-
1
Dis
tingu
ish
fact
fr
om o
pini
on
EN4F
-IV
a-1
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith a
ccur
acy
rate
of
95 t
o 10
0%
EN4S
S-IV
a-1 Ta
ke n
ote
of
rele
vant
in
form
atio
n fr
om a
giv
en
text
EN4G
-IV
a-1 Id
entif
y pr
epos
ition
s in
sen
tenc
es
EN4W
C-
IVa-
1 W
rite
sent
ence
s ex
pres
sing
fa
ct a
nd
opin
ion
EN4V
C-I
Va-
1 Iden
tify
visu
al
elem
ents
us
ed in
a
prin
t/no
n pr
int
mat
eria
ls
EN4A
-IV
a-1 Ex
pres
s in
tere
st in
di
ffer
ent
text
s by
re
adin
g av
aila
ble
prin
t m
ater
ials
2
EN4L
C-I
Vb-
2
Tell
whe
ther
an
ac
tion
or e
vent
is
rea
lity
or
fant
asy
EN4O
L-IV
b-2
Ex
pres
s w
heth
er a
n ac
tion
or
even
t is
re
ality
or
fant
asy
EN4V
-IV
b-2
U
se
know
ledg
e of
co
ntex
t cl
ues
to f
ind
the
mea
ning
of
unfa
mili
ar
wor
ds
EN4R
C-I
Vb-
2
Inte
rpre
t di
rect
ion
in
auth
entic
tex
ts
i.e.,
med
ical
pr
escr
iptio
ns
EN4F
-IV
b-2
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith a
ccur
acy
rate
of
95 t
o 10
0%
EN4G
-IV
b-2 U
se
prep
ositi
ons
nn
sent
ence
s -t
o an
d fr
om
EN4W
C-
IVb-
2
Writ
e 3-
4 se
nten
ces
in
givi
ng
dire
ctio
ns
EN4V
C-I
Vb-
2 Iden
tify
the
visu
al
elem
ents
us
ed in
a
prin
t/no
n pr
int
EN4A
-IV
b-2 Ex
pess
in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t
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DEPED COPY
xvi
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
11
of 1
4
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
-ant
onym
s m
ater
ials
m
ater
ials
3
EN4L
C-I
Vc-
3
Eval
uate
the
lik
elih
ood
that
st
ory/
even
t co
uld
real
ly
happ
en
EN4O
L-IV
c-3
Stat
e if
a st
ory
coul
d re
ally
ha
ppen
EN4V
-IV
c-3
Id
entif
y th
e m
eani
ng o
f w
ords
with
m
ultip
le
mea
ning
EN4R
C-I
Vc-
3
Dis
tigui
sh r
ealit
y fr
om f
anta
sy in
st
orie
s re
ad
EN4F
-IV
c-3
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith
accu
racy
rat
e of
95
to
100%
EN4S
S-IV
c-2 U
se a
gl
ossa
ry g
et
mea
ning
of
wor
ds
EN4G
-IV
c-3 U
se
prep
ositi
ons
in s
ente
nces
-a
mon
g an
d be
twee
n
EN4W
C-
IVc-
3 W
rite
3-4
sent
ence
s us
ing
amon
g an
d be
twee
n
EN4V
C-I
Vc-
3 Mak
e co
nnec
tion
betw
een
info
rmat
ion
view
ed a
nd
pers
onal
ex
perie
nces
EN4A
-IV
c-3 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
4
EN4L
C-I
Vd-
4
Giv
e co
nclu
sion
to
rea
listic
fic
tion
liste
ned
to
EN4O
L-IV
d-4
St
ate
conc
lusi
on
to r
ealis
tic
fictio
n
EN4V
-IV
d-4
Id
entif
y m
eani
ng o
f w
ords
with
pr
efix
es
Un,
in,im
,dis
,m
is a
nd r
e
EN4R
C-I
Vd-
4
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em r
ead
EN4F
-IV
d-4
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
d-3 U
se t
he in
dex
to lo
cate
in
form
atio
n
EN4G
-IV
d-4 U
se
prep
ositi
ons
in, o
n,
unde
r an
d ab
ove
in
sent
ence
s
EN4W
C-
IVd-
4
Writ
e 3-
4 se
nten
ces
show
ing
conc
lusi
on
of a
giv
en
topi
c or
si
tuat
ion
EN4V
C-I
Vd-
4 Mak
e co
nnec
tion
betw
een
info
rmat
ion
view
ed a
nd
pers
onal
ex
perie
nces
EN4A
-IV
d-4 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
5
EN4L
C-I
Ve-
5
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em li
sten
ed t
o
EN4O
L-IV
e-5
St
ate
conc
lusi
on
to
hum
orou
s or
cu
mul
ativ
e po
em
hear
d
EN4V
-IV
e-5
Id
entif
y m
eani
ng o
f w
ord
with
su
ffix
es f
ul
and
less
EN4R
C-I
Ve-
5
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em r
ead
EN4F
-IV
e-5
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e Rea
d al
oud
a cu
mul
ativ
e po
em
EN4S
S-IV
e-4 U
se a
lman
ac
to g
et
info
rmat
ion
EN4G
-IV
e-5 U
se
prep
ositi
onal
ph
rase
s in
se
nten
ces
EN4W
C-
IVe-
5
Writ
e 3-
4 se
nten
ces
show
ing
conc
lusi
on
EN4V
C-I
Ve-
5 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
ustr
atio
ns
cont
ribut
e to
w
ht ia
co
nvey
ed b
y th
e w
ords
in
a te
xt
EN4A
-IV
e-5 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
6
EN4L
C-I
Vf-
6
Dis
tingu
ish
fact
fr
om o
pini
on in
a
narr
ativ
e
EN4O
L-IV
f-6
Stat
e fa
cts
or o
pini
on
in a
na
rrat
ive
EN4V
-IV
f-6
Id
entif
y m
eani
ng o
f w
ords
with
su
ffix
es e
r an
d or
EN4R
C-I
Vf-
6
Dis
tingu
ish
fact
fr
om o
pini
on
from
a n
arra
tive
EN4F
-IV
f-6
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
EN4S
S-IV
f-5 In
terp
ret
bar
and
line
grap
h
EN4G
-IV
f-6 U
se s
impl
e se
nten
ce
-sim
ple
subj
ect
and
EN4W
C-
IVf-
6 W
rite
3-4
sent
ence
s ex
pres
sing
op
inio
n
EN4V
C-I
Vf-
6 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
EN4A
-IV
f-6 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g
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DEPED COPY
xvii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
12
of 1
4
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
min
ute
pred
icat
e ill
usta
rions
co
ntrib
ute
to
wha
t is
co
nvey
ed b
y th
e w
ords
in
a te
xt
avai
labl
e pr
int
mat
eria
ls
7
EN4L
C-I
Vg-
7
Dis
tingu
ish
fact
fr
om o
pini
on
in
an in
form
atio
nal
text
EN4O
L-IV
g-7
Ex
pres
s fa
ct o
r op
inio
n in
an
in
form
atio
nal
tex
t
EN4V
-IV
g-7
Id
entif
y m
eani
ng o
f w
ords
with
pr
efix
es d
e an
d di
s
EN4R
C-I
Vg-
7
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
n in
form
atio
nal
text
EN4F
-IV
g-7
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
g-6 U
se t
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K t
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ENGLISH GRADE IV Quarter 3-Pretest
TABLE OF SPECIFICATIONS
Learning Competencies/Objectives
Item Placement No. of Items
Note significant details. (explicit)
1,3 2
Note significant details. (implied)
2,4 2
Use context clues to find meaning of unfamiliar words.
5,6 2
Identify sequence of events.
7,8 2
Use appropriate word signals to show the sequence of events.
9 1
Identify the kind of adverb used. (manner)
10 1
Distinguish reality from fantasy.
11,12 2
Point out cause and effect relationship.
13 1
Identify the meaning of content specific words.
14 1
Identify different meanings. (connotations)
15 1
Use correct order of adjectives.
16 1
Determine the kind of adverb used. (time)
17 1
Make generalizations. 18 1
Locate information from glossaries.
19,20,21,22,23 5
Locate meaning of words from the dictionary.
24 1
Use a thesaurus to find synonyms and antonyms of words.
25 1
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Locate information from an index.
26,27, 28,29,30,31 6
Identify the kind of sentence for a specific purpose. (request)
32 1
Identify the kind of sentence for a specific purpose. (asking permission)
33 1
Determine the degree of adjective used in context.
34,35 2
Interpret charts. 36,37,38 3Determine the graphic presentation that is appropriate for a specific purpose.
39 1
TOTAL 40 1
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QUARTER 3PRE-ASSESSMENT
I. Directions: Read the short selections carefully then answer the questions that follow. Write only the letter of your answer.
Rosa’s Flower Garden
Rosa has a beautiful garden. She was able to grow many flowers in it. The flowers are of different kinds and colors. She has red, white and yellow roses. There are gumamelas, santan, sunflower and daisies, too. Many of them are fragrant. No wonder, butterflies and bees hover around her garden, with their wings glistening against the sunshine. Indeed, Rosa’s garden is an attractive spot to behold.
_____1. Who owns a flower garden?a. Rosa b. butterfly c. bee
_____2. She grows different flowers in her garden. Which of these is not found there?a. rose b. ilang-ilang c. santan
_____3. What two adjectives are used in the text to describe Rosa’s garden?a. beautiful and wideb. beautiful and boringc. beautiful and attractive
_____4. Why do butterflies and bees love to hover around Rosa’s garden?a. because of the many ornamental plants in itb. because of the lovely flowers in itc. because Rosa does not drive them away
_____5. What does the word “hover” in sentence 7 mean?a. dive b. fly c. swim
_____6. Which word in the same sentence does not give a clue to its meaning?a. butterfly b. wings c. garden
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The Little Red Hen(Adapted)
The little Red Hen was in the farmyard with her chickens, when she found a grain of wheat.“Who will plant this wheat?” she said.“Not I,” said the Goose“Not I,” said the Duck.“I will, then,” said the little Red Hen, and she planted the grain of wheat. When the wheat was ripe she said, “Who will take this wheat to the mill?”“Not I,” said the Goose.“Not I,” said the Duck.“I will, then,” said the little Red Hen, and she took the wheat to the mill. Next, she brought the flour home she said, “Who will make some bread with this flour?”“Not I,” said the Goose.“Not I,” said the Duck.“I will, then,” said the little Red Hen.Then, the bread was baked, she said, “Who will eat this bread?”“I will,” said the Goose“I will,” said the DuckInstantly, the little Red Hen said, “No, you won’t. I shall eat it myself. Cluck! cluck!” And she called her chickens to help her.
_____7. Which event happened first?a. The little Red Hen brought the ripe wheat to the mill.b. The little Red Hen found a grain of wheat.c. The little Red Hen baked the bread.d. The little Red Hen ate the bread with her chickens.
_____8. Which event happened last? Choose from the choices in item 7.
_____9. Next, she brought the flour home. Which of the underlined A B C words is a time connector?
____10. What kind of adverb is the word “instantly”?a. time b. place c. manner
____11. Which of the following sentences states a fantasy?a. The little Red Hen found a grain of wheat in the farmyard.b. The little Red Hen baked the bread.c. The little Red Hen walked around the farmyard with her chickens.
____12. Which of the following statements is a reality?a. The goose volunteered to plant the wheat.b. The duck said he would bring the ripe wheat to the mill.c. The little Red Hen cares for her chickens.
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____13. The little Red Hen did not allow the goose and the duck to eat the bread. What is not a possible cause for this?a. because they did not help the little Red Henb. because they are lazyc. because they might not thank the hen for that
Caterpillar by Christina Rossetti
Brown and furry Caterpillar in a hurry,
Take your walk To the shady leaf, or stalk,
Or what not, Which may be the chosen spot.
No toad spy you, Hovering bird of prey pass by you;
Spin and die, To live again a butterfly.
____14. The word “stalk” in line 4 means_____.a. follow b. hunt c. stem
____15. What does the second to the last line connote?a. The caterpillar rests in a cocoon for a while.b. The caterpillar suddenly falls from the leaf.c. The caterpillar dies after spinning.
____16. Which sentence about the poem follows the correct order of adjectives?a. The poem is about brown furry one caterpillar.b. The poem is about one furry brown caterpillar.c. The poem is about one brown furry caterpillar.
____17. Before becoming a butterfly, it used to be a caterpillar. What kind of an adverb is the underlined word?a. place b. time c. manner
____18. If you are to complete the graphic organizer below, what will you write at the center?
brown furry
walks or crawls spins and dies
A. butterfly B. spider C. caterpillar
__________
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laptop - smaller than a desktop computermainframe - a very big and expensive computermicrocomputer - most common type of computerminicomputer - smaller than a mainframe computer mobile device - a very small computer that can fit in your pockettablet - a mobile computer that works using a touch screen
_____19. What does the given page show?a. index b. glossary c. thesaurus
_____20. What is a glossary?a. list of difficult words used in the book and their meaningsb. list of topics arranged alphabeticallyc. list of synonyms and antonyms
_____21. Based on the given page, what does mainframe mean?a. a very big and expensive computerb. most common type of computerc. a mobile computer with touch screen
_____22. How are the words in the glossary page arranged?a. according to their order in the bookb. alphabeticallyc. according to importance
_____23. If the word “smartphone” is to appear on this page, where should it be placed?a. after microcomputerb. after tabletc. before tablet
_____24. Like the glossary, the _____also gives the meanings of alphabetically arranged words together with their correct pronunciation. It has guide words on top of every page.a. index b. map c. dictionary
_____25. It is a list of words with their synonyms and antonyms.a. dictionary b. index c. thesaurus
_____26. This is also an alphabetical listing but of topics discussed in the book. The pages of the topics are also indicated.a. dictionary b. index c. timeline
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Browsers,182 MS PowerPoint, 160
Formatting Tools, 134 Programming, 239
Internet, 172 Rectangles and Squares, 86
Microsoft Word, 122 Social Networking, 196
_____27. What is shown above?a. glossary b. index c. dictionary
_____28. What topic is found on page 239?a. Browsers b. Internet c. Programming
_____29. Which topic comes before Microsoft Word?a. Internet b. Browsers c. MS PowerPoint
_____30. Which of the following topics is not found in the book?a. MS Word b. MS Excel c. MS PowerPoint
_____31. Based on the given page, what do you think is the book about?a. environment b. computer c. social studies
Mother: Ana, I’m going to the market. Please get me one big basket.Ana: Will this be okay, Mother?Mother: Well, this one is big but I want a bigger basket since I need to buy
our one-week supply of groceries, too. (Ana gave Mother another basket.) Wow! This is perfect. I think this is our biggest basket; enough to hold the supplies I’ll buy for the family.
Ana: Can I to come with you, Mother? I can help you carry the goodies.
Mother: How sweet of you, dear. But I’ll be fine. Your Kuya is driving me to the market.
_____32. Which of the sentences states a request?a. Please get me a big basket.b. Can I come with you, Mother?c. How sweet of you, dear.
_____33. Which one is asking permission?a. Please get me a big basket.b. Can I come with you, Mother?c. How sweet of you, dear.
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_____34. Well, this one is big but I want a bigger basket. The adjective “bigger” is in the ______degree of comparison.a. positive b. comparative c. superlative
_____35. Which of the following is in the superlative degree?a. big b. bigger c. biggest
_____36. The above pie shows the items bought by mother in the market and their amount. Which food stuff has the biggest amount?a. vegetable b. pork & beef c. fish
_____37. Which three did Mother buy in equal amounts?a. vegetable, pork, fishb. chicken, fish, pork & beefc. canned goods, chicken, vegetable
_____38. What can you infer from this chart?a. Mother prefers poultry products to beef and pork.b. Mother serves her family more vegetables than meat.c. Mother doesn’t buy canned goods.
_____39. In what other form can these data be possibly presented?a. map b. graph c. timeline
_____40. It is Mother’s first time to go to the market. Which tool will help her reach the place?a. map b. graph c. timeline
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Quarter 3
Theme: Special People, Places, and Days (Heroes and their Heroism)
Week 1 - Heroes are Around UsI. Objectives for the Week
A. Expressive ObjectiveAdmire the selflessness and bravery of the character in the poem
B. Instructional Objectives
Oral Language Talk about famous events
Fluency Read aloud a poem with proper expression
Composing Write a paragraph describing a person, animal, place, thing or event
Grammar Identify and use adjectives that describe a person, animal, place, thing or event
Vocabulary and Concept Development Guess the meaning of unfamiliar words through context clues
Listening Comprehension Distinguish reality from fantasy
Reading Comprehension Note significant details in the poem
Attitude towards literacy, literature and language Show love for reading by listening attentively during poem reading and making comments or reactions
Study Skill Use a thesaurus to find synonyms and antonyms of words
II. Subject Matter
A. Topics Poem : Kabang, A True Hero by Lilibeth A. Magtang Story : Fetch by Becky Bravo Adjectives Synonyms and Antonyms Reality vs. Fantasy Using a Thesaurus Value Focus: Selflessness
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B. Materials• Pictures, • chart, • thesaurus, • real objects (ball, pebble, picture of elephant, flower)
C. ReferencesOnline Resources, Lampara Books, “Fetch” by Becky Bravo
III. Procedure
Day 1
I. Objectives1. Admire the selflessness and bravery of the character in the poem2. Listen attentively to a poem 3. Read aloud a poem with proper expression4. Guess the meaning of unfamilliar words through context clues.
C. Pre-Listening1. Vocabulary Development
Find a synonym for the underlined word. Choose your answers from the words in the box.
brave impressed destroyed nose courageous
1. The fearless soldiers are ready to defend their country against the enemies. They are not afraid to fight with the enemies.
2. The lion’s snout is similar to that of the dog’s.
3. The strong typhoon wrecked some houses. The men were busy repairing their houses after the typhoon.
4. When the clown moved his stick, a rabbit appeared. The kids were awed by the clown’s magic trick.5. Our ancient heroes were bold enough to fight for our freedom.
2. Motivation Ask:
What is your dog’s name?What does your dog love to do?Where does it love to stay?
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3. Motive Question We are about to read a poem about a dog named Kabang. As I read the poem, find out:
• What did Kabang love to do?• Where did she love to stay?
D. While Listening (Refer to Read and Learn LM)
Read the poem to the pupils, observing proper phrasing and expression.Reread it to the pupils and have them follow along.Group the class into four and assign each a stanza to read.
Day 2
I. ObjectivesNote significant details in a poem listened to
A. Post Listening Refer to LM, Read and Learn
Say: Listen as I read to you again the poem that we learned yesterday. Read the poem by group.
Cooperative Group Activities:
Group 1 Draw the scene in the first stanza, showing the things which Kabang saw around.
Group 2 Read stanza 2. Dramatize the scene where Kabang greeted the two girls, who both smiled at her sweetly in return. The others will act as jeepney, bus, motorcycle. One will act as the screeching vehicle.Group 3 Draw Kabang after the accident. Your drawing should show the bruises on Kabang’s face and the lost snout. Write a sentence or two under your drawing.
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Group 4 Pretend that you were one of those saved by Kabang. Write a Thank You letter to her or dramatize what you will tell Kabang.
Thank You Kabang!
_________________ ___________________, Thank you for ________________________________ __________________________________________________ _______________________________. Love, _________________
Discussion of the poem, incorporating the presentation of outputs:
1. What did Kabang love to do?2. Where did Kabang love stay?3. What did she see?
Group 1 Present the drawing that you made.
4. Who did Kabang greet?5. What did the two girls do when Kabang greeted them?6. Would you do the same if you were the girls?7. What happened next?
Group 2 Present your dramatization.
8. What happened to Kabang?9. What do you think did Kabang feel?10. What do you think did the two girls feel?11. If you were one of the girls, what would you feel?12. How do you think Kabang looked after the accident?
After the Accident
This is how Kabang looked after the accident.
Her face ___________________________.
Her snout ___________________________.
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Group 3
Present your drawing and read the sentences that you wrote.
13. Were the two girls hurt? Why or why not?14. What do you think would have happened to the girls if Kabang did
not bump the motorcycle?15. Who should they thank for being saved from the accident?
Group 4
Present the Thank You letter that you wrote to Kabang. (This may be done as an introductory lesson on composing a thank you letter.)
16. Did Kabang think of herself and of what would happen when she saved the girls?
17. What trait did Kabang show in this situation?(She did not think of herself; she thought of the girls and how they would be saved from the accident.)
18. Think of an incident when you thought of others first before thinking of yourself.
Poem StudyRefer to LM - Talk About It
• How many stanzas does the poem have?• How many lines are in each stanza?• Read the first stanza. What are the rhyming words?• What is the rhyme scheme?• Read the second stanza. What are the rhyming words?• What is the rhyme scheme?
Day 3
I. Objective
Identify and use the adjective that best describes a person, animal, place, thing or event
Write a paragraph describing a person, animal, place, thing or event
1. Teaching/ ModelingRead the following sentences.1 Kabang is a true hero.2. The two girls saved.3. They looked frightened.
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Ask: What are the underlined words? What do they do in each sentence?
Adjectives are words that describe nouns or pronouns. They tell about the kind, color, or number of a noun or pronoun.
2. Guided PracticeActivity 1: Give words that describe the given pictures.
Activity 2: • Facilitate a simple guessing game. • Describe a certain object in the classroom. Mention its color, shape or
kind. Make sure it is easily seen in the classroom.• Call a volunteer to guess the object that is being described.• The pupil who is able to give the correct answer takes his/her turn in
asking classmates. • This goes on until most of the pupils have taken their turns or after the
pupils can confidently give describing words or adjectives.
Activity 3: Go back to the poem and point out all the adjectives used Write them on the board then let the pupils read them
3. Independent Practice Refer to LM - Find Out and Learn Try and Learn
A. Underline the adjective in each sentence. (Refer to LM - Find Out and Learn)
B. Which adjective best describes the picture? Underline your answer. (Refer to LM Try and Learn - Exercise 1)
C. Copy the correct sentence that will describe the picture. (Refer to LM Try and Learn - Exercise 2)
D. Look closely at the picture. Write a three to five sentence paragraph with adjectives to describe anything that you can see in the picture. (Refer to LM - Write About It)
Day 4
I. ObjectivesDistinguish reality from fantasyNote significant details in the story read
A. Pre-Reading 1. Unlocking of Difficulties
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wobble When she stands, my grandmother’s knees wobble. (Act it out then ask the pupils to do the same later.) What does “wobble” mean?
shake dance steady
fetch Our grandparents who can hardly move around often call us and ask us to fetch something for them. What does “fetch” mean?
buy get throw
amuse When my grandparents are sad, we tell jokes, sing, dance or do
something to amuse them. What does “amuse” mean?
make happy weaken love
pleased Yesterday, Lito was sad because his pet was sick. Now that his pet
is well, he is pleased. What does “pleased” mean?
lonely excited happy
banduria My sister plays the banduria. (Use a picture or a real banduria)
2. MotivationWhat good things does your dog do for you?
3. Motive Questions Refer to LM, Read and Learn
What good things did the pet dog do for the old man?
Listen to this story and find out why Fetch is a good pet for the old man.
Comprehension Check:1. Who are the characters in the story?2. Where did the old man live?3. Who was with him?4. What gifts did Fetch bring the old man?5. Which do you think made the old man very happy? Why?6. Do stories like this happen in real life? Are there parts of the story that
are impossible to happen? What are they?
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4. Teaching / Modeling
An event that actually happens in life is reality.
An event that is impossible to happen is fantasy. It is not real. It is just a product of the imagination.
B. Introduction Read the event in this story. Put a check / on the ____ before each sentence that can happen in real life and X if it can’t happen. _____1. The old man live with his dog Fetch. _____2. Fetch got a banduria from a man in the village. _____3. Fetch told the village people one thing that would amuse the old man. _____4. The village people build their houses around the old man’s home. _____5. The old man was very happy when people lived near his house.
5. Guided Practice
Write R if the sentence tells what can happen in real life; F if the sentence tells what can’t happen in real life.
______1. Many passengers are waiting for a bus.______2. A fairy came and let them enter a big room.______3. Many poor people are being helped by the government.______4. Many students study hard in order to get good grades.______5. The ghost let the pupil enter the haunted house.
6. Independent Practice Refer to LM, Try and LearnDirections: Write R if it is Reality and F if it is Fantasy.
Day 5
I. ObjectiveUse a thesaurus to find synonyms and antonyms of words
A. Oral Language DevelopmentEngage the pupils to join a simple contestThe contest about giving words that will describe some objects.Objects: ball (round, circle)
pebble (small, tiny)picture of an elephant (big, huge)flower (fragrant, sweet)
1. IntroductionMany descriptive words have similar meanings. They also have corresponding opposite words.
2. Teaching / ModelingSay: Read the following short sentences.
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1. There are tiny pebbles in the garden.2. An elephant is a big animal.3. The sampaguita flower smells fragrant.
This time, replace the underlined words with the following words.
1. small2. huge3. sweet
Words like: round and circle, small and tiny, big and huge, and fragrant and sweet have the same meaning. These are called synonyms.
Now, try replacing the underlined words with the following.
1. big2. small3. foul
When we use these words, the meaning of the sentence is changed. These words mean the opposite of the underlined words. They are called antonyms.
Here are more examples of synonyms and antonyms:Synonyms:
1. cold - freezing2. large - big3. trash - garbage4. shout - yell5. speak - talk
Antonyms:1. young - old2. day - night3. near - far4. dry - wet5. long - short
A book called a thesaurus supplies the synonyms and antonyms of words. (Show one.)
Take a look at the sample thesaurus entry.Refer to LM - Learn Some More
Again, what pieces of information are shown in the sample thesaurus entry?
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A thesaurus is a book that gives the synonyms and antonyms of a word.
Aside from synonyms and antonyms, a thesaurus also gives the meaning and part of speech of a word. It also tells what part of speech a word is.
4. Guided Practice Refer to LM, Learn Some MoreActivity 1: Study this thesaurus entry. On the blank, write your answer to each question.
Activity 2: Using a thesaurus, give the synonym and antonym of each underlined word.
5. Independent Practice Refer to LM, Learn Some More Replace the underlined word with a synonym. Be guided by context clues
and the use of a thesaurus. On the blank, write the antonym of each word. Get your answer from the
box.
Week 2 - Let’s Travel
I. Objectives for the Week
A. ExpressiveRealize the importance of obeying parents and eldersShow appreciation of the remarkable landmarks in the country
B. Instructional
Oral Language Talk about famous places
Fluency Read aloud grade level text accurately and with expression
Composing Write sentences that show comparison of adjectives
Grammar Identify the words that show the degrees of comparison of adjectives
Vocabulary and Concept Development Identify multiple meanings of words
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Listening Comprehension Note details in a story heard
Reading Comprehension Note significant details in a selection read
Attitude towards literacy, literature and language Show interest in reading a travelogue
Study Skill Interpret a map
II. Subject MatterA. Topics
1. Jose P. Rizal’s Anecdote:“The Moth and the Flame” (adapted)2. Travelogue: Travel Time3. Adjectives: Degrees of Comparison4. Words with Multiple Meanings5. Paragraph Showing Enumeration6. Interpreting a Map
Value Focus:Obedience, Pride of National Landmarks
B. Materials• Pictures of tourist spots chart• mystery box containing objects• maps
C. ReferencesScott Lee Chua’s Top 10 Pinoy Travels Manila to CebuOnline resources
III. Procedure
Day 1
I. ObjectiveNote details from a story heard.
A. Pre-Listening Refer to LM, Think and Tell
Show the meaning of words through
1. pictures2. action
• hovered • flapped • gasping, panting • hugged
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3. context clues
• A speck of light is not enough to brighten our way. (bright ray tinyray big piece)• It was dusk and I was afraid to go out alone in the dark. (early evening noon time morning) • The birthday girl is so curious that she is in a hurry to open her gifts.
(disappointed sad interested)
4. MotivationAre you an obedient child? Why do you need to obey your parents?
5. Motive QuestionIn the story “The Moth and the Flame“ did Moymoy obey his mother’s advice?”
B. Listening Text Refer to LM - Read and Learn
C. Post Listening Refer to LM -Talk About It
Day 2I. Objectives
Note significant details Show interest in reading a travelogue Talk about famous places
1. Unlocking of Difficulties Refer to LM, Find Out and Learn and Do and Learn
Choose the meaning of the underlined words from the given choices. Be guided by the pictures and context clues.
2. MotivationDisplay pictures of tourist spots. Have the pupils do a picture walk.Ask: Which of these places have you been to?
3. Motive QuestionWhat tourist spots in Luzon, Visayas and Mindanao are mentioned in the
article?
A. Reading the Article, Refer to LM - Read and Learn
(The reading of the article may be accompanied by a slide show of the places to be mentioned.)
B. Post Reading Activities
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1. Cooperative Group Activities
Group 1List down the landmarks mentioned in the article. Put them under categories: Luzon, Visayas, Mindanao.
Luzon Visayas Mindanao
Group 2Show the location of the landmarks using the Philippine map.
Group 3Role play a scene showing your family’s journey to one of the mentioned places.
Group 4Through a poster, show a scenic or historical place you have been to. Present to the class your experience in this place through your drawing.
2. Discussion
1. What is the article about?2. What tourist spots are mentioned in the article?
Group 1, present your list of these tourist spots.3. Describe these places as mentioned in the article.4. Where are these tourist spots located?
Group 2, show us the exact location of these tourist spots using your map.
5. Have you been to any of these places? 6. Tell us about your experiences.
Group 3, present to us your role play.7. What other places have you been to which you consider equally
beautiful?Group 4, show and tell us about your poster.
8. What did you realize from this article? Refer to LM - Do and Learn Enumerate your answers. From this article, I learned that...I realized that…
Day 3
I. ObjectivesRead aloud grade level text accuratelyRead words with the consonant blends pl and flUse adjectives showing the different degrees of comparison
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1. Introduction / Presentation Say: We are going to read words with consonant blends /pl/ and /fl/.
Read the following words with emphasis on the initial blends
pl fl plant flag plate flow plug flute plot flower place flip
Read the following phrases:
• red flag • big plate• smooth flow • small plant• long flute • far place
Words with Consonant Blends
2. Teaching / Modeling
What do we call the underlined words? What does each adjective describe? Look at the three sets of pictures. Read the sentence under each picture.
What adjectives are used in each set?
Set A: small - smaller - smallestSet B: long - longer - longestSet C: big - bigger - biggest
What common changes happened to the adjectives in the first column?
3. Guided Practice (for fl - and pl -) Refer to LM - Learn Some More Complete each sentence with a word in the box:
flowers flip flute flows flag
1. The water _____ from the waterfalls to the dam,2. She picked some _____ and placed them in the vase.3. We sing Lupang Hinirang as the Philippine ________ is raised.4. The musicians plays the ______.5. Will you ______ the pages of the book properly?
plants plate play places plot
6. The ______ is full of delicious food.7. I read the _______ of the story.
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8. Will you ________ the electronic piano.9. I want to visit different ________ in the country.
10. The gardener watered the __________.
4. Independent Practice
Underline the adjective then on the blank, write whether it shows positive, comparative or superlative degree.Refer to LM - Try and Learn
Complete the table with the needed adjectives. Refer to LM, Do and Learn
Day 4
I. ObjectiveIdentify multiple meanings of words
1. IntroductionWords may have multiple meanings. The meaning attached to the word will depend on how this word is used in meaningful context.
2. Teaching / ModelingSay: Let us examine the sentences:
1. The Heritage Village in Vigan, Ilocos Sur mirrors great history and culture.The word mirrors as used in the sentence means reflects or something that shows.
2. There are mirrors around the palace.The word mirrors in this sentence means a device.Furthermore, the first sentence shows the word mirrors as a verb while the second sentence shows the word as a noun.
Here are other examples:
1. People from around the country flock to the Shrine of the Lady of Manaoag in Pangasinan.
A flock of birds is seen flying in that direction.The word flock in the first sentence is used as a verb that means to come to. On the other hand, flock in the second sentence means a group. It is used as a noun.
2. Right in the Philippines, there are a number of exciting places that truly serve as important landmarks to all Filipinos and foreign tourists alike.
It is your right to have the case investigated.
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Facing north, you can find the church on the right side of Galvan St.
The first means exact location; the second means privilege; while the third means the opposite of left.
3. Guided PracticeRefer to LM, Learn Some MoreWhat is the meaning of the underlined word?
4. Independent Practice
Refer to LM, Learn Some More What does the highlighted word mean as used in the sentence? Choose and underline your answer in the parenthesis.
Day 5
I. Objectives for the WeekInterpret a map
1. IntroductionShow a map to the pupils.Ask: What is this? What is it used for?
2. Teaching / ModelingSay: Tell us how you get to school from your house. Name things that you see as you go to school. Create a simple map to show the route.
Example:
Interpret the map by answering questions like:1. Where are you going?2. Where is the starting point?3. Which roads are you going to pass? Give the direction. Are you
going straight ahead, turning right or left?4. Are there buildings and other landmarks along the way? What are
they?
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Teaching ChartA map is simply a drawing or picture. Using a map can
help you find the place you want to go to. There are landmarks and features that will help you get to the place quickly.
3. Guided PracticeActivity 1: Take the children out of the classroom. Tour them around the campus. As you walk, verbalize the directions.
Example:You are going to the canteen. From this point (classroom), walk a few steps straight ahead until you reach the flag pole. Then, turn right to the main building. You are going to pass by two classrooms. The next room is the library. It is bigger than the other rooms in the school. It is full of books.
Activity 2:Post a Philippine map on the wall.Ask volunteers to point to the three main regions: Luzon, Visayas, and Mindanao.Then, ask where a certain place is located in the map. Call a group of at least four pupils for every place.
Example:1. Ilocos Norte 6. Tagaytay2. Ilocos Sur 7. Baguio City3. La Union 8. Palawan4. Pangasinan 9. Cebu5. Manila 10. Davao
4. Independent Practice Look closely at the map.
Do the following:
1. Color the leaves of the trees green.2. Color all roads brown.3. Put an X at the starting point, your house.
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4. Trace the broken lines using a blue crayon.5. Put a p in front of the sari-sari store.
Answer these questions:
1. How many trees are there in the map?2. How many houses will you pass from the starting point to the sari-sari
store? 3. Which road will bring you to the sari-sari store?4. Write the sign found in front of the sari-sari store. ________________5. What is the name of the sari-sari store?_________________________
Week 3 - Who’s Who
I. Objectives
A. ExpressiveRealize how self-confidence and talent can work wonders in the fulfillment of one’s dreams
B. InstructionalOral Language Talk about famous people
Fluency Read aloud grade level text accurately
Composing Write about a significant event using sequence signals
Grammar Use appropriate word signals to show sequence of events
Vocabulary and Concept Development Get meaning of unfamiliar words through restatements
Listening Comprehension Note significant details from a selection heard
Reading Comprehension Identify sequence of events
Attitude towards literacy, literature and language Show interest in reading a biography
Study Skill Use a timeline to show the order of events
II. Subject Matter
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A. Topics• Biography: “Who is Randy Halasan?”• Time Connectors• Word Meanings From Restatements• Paragraph Showing Time Order• Use of Card Catalog
Value Focus: Pride of one’s talentB. References
Online resources
C. Materials• pictures• real objects• chart
III. Procedure
Day 1
I. Objectives
Talk about famous peopleNote significant details from a selection heardShow interest in listening to a biography
A. Oral Language Activity Refer to LM, Think and Tell
Say: What do you think of when you see or hear the word famous?Complete the semantic map in your notebook.
B. Pre Listening
1. Unlocking of DifficultiesGive the meaning of the underlined word through context clues.
1. Vic Sotto and Vice Ganda tell humorous stories. They always make the audience laugh.a. funny b. wise c. lazy
2. Her career as a talk show host is bringing her a lot of money.a. car b. job c. life
3. Minda’s talent is singing. She loves to sing and she can do it very well.a. ability b. work c. habit
4. She is very popular. Almost everybody knows her. a. poor b. well-known c. talented
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5. My classmate Nida topped the test again. Everyone admires her wit.a. health b. intelligence c. laziness
2. MotivationHave you watched “The Voice Kids” on TV? What talents do these kids showcase?
3. Motive QuestionsWe shall read the biography of Randy Halasan What admirable traits does Randy have?Refer to LM - Read and Learn
4. Post Listening Refer to LM - Talk About It
Ask: Where does Randy Halasan teach?How does he travel to school? What does this show of him?Why did he choose to stay in that very far school for years?When was he given the Ramon Magsaysay award?What did he do that made him deserve the award?Describe his sacrfices mentioned in his biography.What do you admire most about Randy Halasan?Try to examine yourself. What qualities do you possess that will make you popular, too? Explain.
Day 2I. Objective
Identify sequence of events
A. Recall the important details in the biography of Randy Halasan.B. Assign group tasks to the pupils.
Group 1: Make a character web to show important details about Randy Halasan.
RandyHalasan
When was he born?
Where does he teach?Why was he given the Ramon Magsaysay Award?
How did he choose to stay in his school?
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Group 2:(Give the group an illustration of a timeline.)Highlight the important events in the life of Randy Halasan. Come up with a timeline that looks like the given model. Use drawings to show every event mentioned in the timeline.
Group 3:
Role play a round table interview. One member of the group will play the role of Randy Halasan. The others will serve as interviewers. Ask questions about Randy Halasan.
Group 4:
Do you admire Randy Halasan?
I admire Randy Halasan because __________________
___________________________________________
Activity:In your journal, complete these sentences:
I am proud that I am good at_______________________________. I will do my best to become __________________ someday.
Day 3
I. ObjectivesRead words with the consonant blend drUse appropriate word signals to show sequence of eventsWrite about an event using sequence signals
Phonics Drill on drRead the following words:
drag dream drift drop drug
Randy Halasan as a young boy
Randy on his college graduation
Randy as a teacher Randy as a Head Teacher
Randy as he receives the Ramon Magsaysay Award
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Let’s read this short poem.
I dream that a starWould drop from aboveI’ll drag you by the handWe drift then we grabWish I could see it sparkA drug it is for an ailing heart.
1. Introduction / PresentationSay: Many significant events happened in the life of Randy Halasan. Let us try to recall them.
Make a list of all responses the pupils will give.
Examples:Randy Halasan grew up in a poor family.He studied very hard.He was able to graduate from college.He became a substitute teacher.He became a Head Teacher.He was granted the Ramon Magsaysay Award.
2. Teaching / ModelingHave the pupils read the sentences.
Ask: • Which of these events in Randy’s life happened first? second? third? etc.• What was his life like as a small child?
At first, Randy lived with his poor family. She could not even afford to have a birthday party.
• What do you think did he do to finish college?Then, he did his best to finish college.
• What did hey do next? Next, he worked on odd jobs. • What happened after that?
After that, he served as a substitute teacher until he became a Head Teacher.(All the responses will be written on the board. Don’t forget to use connectors.)
Say: Events do follow a certain sequence. The sequence of events in a story is the order in which things happen.
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Ask: What words are used to show the order of events in the life of Randy? (first, then, next, after…)
Say: These are called signal words. They signal time order.
Teaching ChartThe sequence of events in a story is the order in which things happen.Signal
words like first, next, then, after, before, and finally are used to show the order of events.
3. Guided Practice Refer to LM, Learn Some More Activity A: Give the order of events. Which came first, second, third, and last?
Activity B: Write 1 – 4 before the items to show the sequence of events.
Activity C: Write the appropriate time connector to complete each sentence.
Activity D: Write the appropriate order of events using signal words.Rewrite the sentences to form a short paragraph.
Day 4
I. ObjectiveUse a timeline to show the order of events.
1. IntroductionOne effective way of organizing events in the order of their occurrence is through the use of timelines.
2. Teaching / ModelingBelow is an example of a timeline. It is about the significant events in the life of Randy Halasan as enumerated in the LM. Try to complete the details.
2003
2006
He became a substitute
2007
2006
He became the Head Teacher
2014
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Teaching Chart A timeline is a visual technique. It is an effective way to show a continuum of events.
This study skill:• helps you organize dates, numbers, and other information,• helps you visually remember when events occurred, and• gives you a framework to add more pieces of information as
they happen.
3. Guided Practice
Say: Bring out your pictures. Arrange them in proper order, according to your age. You may draw any of the following on your cartolina.
Paste your pictures on each line.Tell a story about each picture.Does your timeline show important events in your life?What do you realize from the activity?Keep your timeline and add some future significant events as they happen.
4. Independent Practice
Make a timeline using the given pictures. Write something about the time line.Refer to LM, Write About It
Day 5
I. ObjectiveGive the meaning of unfamiliar words through restatements
Say: Tell the class about the things you did at home before coming to school today. 1. Introduction
Learning how to use context clues will greatly increase your reading ability. Using context clues well can also increase your vocabulary. First, you need to fully understand how the clues work.
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The easiest context clue to recognize and use is a definitionorrestate-ment clue. If the writer thinks the reader won’t know a word he is using, he may provide a definition.
2. Teaching / ModelingTry to get the meaning of the underlined words.Refer to LM - Do and Learn
Theword“or”providestheclueforthegivendefinitionorrestatement.
Here are other examples, taken from the biography of Randy Halasan:
1. He worked part-time so he could complete or finish his college education.2. He appealed to the local government and other groups for help or aid.
What is the meaning of afford?What is the meaning of admiration?
Teaching ChartThe meaning you get from a context clue is usually enough
to help you understand the sentence. Learning how to use context clues well is a valuable skill to have.
Sometimes, the sentence gives the clue or to show the definition of a word.
3. Guided PracticeGroup the class into three. Give each group a set of sentences to work on.Each group will find out the meaning of the underlined words through definition or restatement. Each group will present its output.
4. Independent PracticeCircle the meaning of each underlined word.
Refer to LM, Try and Learn
Assignment: Bring ½ cartolina and some pictures:
1. when you were a baby2. when you were around 2 or 4 years old3. when you first entered school, and4. when you were in grade 2 or grade 3
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Week 4 - Our Culture, Our Pride
I. Expressive ObjectiveShow appreciation and pride for the family customs and traditions
II. Instructional Objectives for the Week
Oral Language Use expressions appropriate to the grade level
Vocabulary Development Identify different meanings of content specific words
Reading Comprehension Identify cause and effect relationshipFluency Read grade level texts with accuracy, appropriate speed, and expression Study Strategy Locate meaning of words in the dictionaries
Grammar Identify and use the correct order of adjectives
Writing Composing Write / Compose clear and coherent sentences using the correct order of adjectives
Attitude towards literacy, litrature and lanuage Browse and read books for various purposes such as for learning or for pleasure
III. Subject Matter
A. Topics• Selection:
“Our Family Customs and Traditions” by Mary Jane T. Ganggangan “Eduardo’s Dream” (Adapted from Soaring High with Reading 4 Abiva,
Josephine M. Calamlam, et.al)• Using expressions appropriate to the grade level• Identifying different meanings of content specific words • Cause and effect relationship• Locating meaning of words from the dictionary• Correct order of adjectives
Value Focus: Close family ties, taking pride of our family traditions / customs / family heritage
B. Materials
• Word Cards poster • charts • pictures dictionary • native delicacies like puto or suman
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C. Reference English for You And Me–Language Textbook Grade Four Benita N. MirandaSpectacles 4- Melinda D.C. Jadrin, et.al.Fun in English 4 Language/ Reading- Justine Balajadia, et.al
IV. Learning Activities
Day 1 I. Objectives
Use expressions appropriate to grade levelIdentify different meanings of content wordsA. Oral Language
Sharing story / news about family.Show pictures of family activities like going to church together, having picnics, family reunions.
Say: What do you do together with your family?
B. Pre-Listening Activities1. Unlocking of Difficulties
(excited, native delicacies, family reunion,streamer)
Say: The Grade IV class of Mrs.Delizo will have a field trip to Baluarte on Saturday. The pupils are all happy and excited.
Excited means _________. a. very noisy b. very eager c.very worried
Show a real sample of a streamer. Say: This is a streamer. What does it tell? Where do you usually see
streamers?
Show a plate of bibingka, suman,and puto. Say: These are some of our native delicacies. They are our local foods.
Can you name other native delicacies? Say: We will have our family reunion in December. We will be meeting our cousins and other relatives. Family reunion means occasion
when many members of a ___________family______________.
a. gather togetherb. spend their vacation c. leave to work somewhere else.Have the pupils do activity in LM - Think and Tell
2. Motivation Question
Say: Today,we are going to read the story, “Our Family Customs and Traditions” Let us find out the different customs and traditions the Ortega family observes.
3. Motive QuestionSay: What did the family do to prepare for the coming of visitors?
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C. During ListeningRefer to LM, Read and LearnRefer to LM, Talk About It
Day 2
I. ObjectiveUse indirect speech to clarify the speaker’s ideas
A. Post listening Activities1. Preliminary Activities
Say: What do you usually do to prepare for the coming of a visitor?
2. Re- reading of the story by the teacher /pupils
3. Cooperative Group Activities
Divide the class into four groups. Let the groups do the following activities. (Prepare activity cards for the activities.)
Group 1: Make a streamer to welcome the Johnson family.
Group 2: Dramatize the scene ‘The arrival of the Balikbayans’Group 3: Write a “Thank You” letter for the pasalubong given to you.
Group 4: Draw the happy faces of the Ortega and Johnson families and
compose a song or yell about families.
Discussion of the story:1. Why did the Ortega family get up early?2. What did the family do to prepare for the coming of their visitors?3. What did Father mean when he said “Each one of you should
do your assigned work?”4. What did the Ortega family do to welcome their visitors?5. Do you think they were happy to see each other? Why? Why not?6. Pretend that you are a member of the Ortega family. Show your
streamer to welcome your visitors.
Say: Group 1, show your poster.
1. Who kissed the hands of Aunt Rose?
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2. Why did they do that?3. Why did Aunt Rose say that pagmamano is a sign of respect
given to elders?4. Do you do the same to your elders? Why? Why not?
Say: Group 2, present your dramatization.
1. What did the Johnson family bring home for the Ortega family?2. Pretend that you are Mark and Ana. Write a Thank you letter for
the pasalubong given to you.
Say: Group 3, show and read your Thank you letter.
1. What did the relatives of the Ortega and Johnson families cele-brate?
2. Why were they happy?3. What did Andrew and Kenneth say about Filipino families?4. Do you think Andrew and Kenneth enjoyed their stay in the Phil-
ippines? Why? How did they feel?5. Why did Andrew and Kenneth say that “It’s more fun to stay in
the Philippines”?6. If you were Andrew and Kenneth, would you like to stay in the
Philippines? Why?
7. Pretend you are Andrew and Kenneth. Draw the happy faces of the Ortega and Johnson families. Compose a yell or song about the families.
Say: Group 4, show us your presentation.1. What kind of families are the Ortegas and the Johnsons?2. Do you think they show close family ties? Why?3. How will you keep your family ties close?
Day 3
Grammar: Identify and use adjectives in a series
A. Oral LanguageLet the pupils recite the poem (whole class, groups, individual)
MY FAMILY
This is mother, kind and dear,This is father standing near,This is brother, see how tall,This is sister not so tall,This is baby, sweet and small.
Say: Who are the members of your family?
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What can you say about mother? How about brother? sister? baby? How do you show your love for your family?
1. Presentation / Introduction Say: Can you still remember the story “Our Family Customs and Traditions”? What were the presents the Ortega family received from the Johnson family? (Write their answers on the board.)Possible answers:
A beautiful doll was given to Ana.Mark had ten small,green toy cars.Father got three new,blue polo shirts.Mother received two red, leather bags.
2. Teaching / ModelingSay: Let’s read the sentences taken from the the story. (Refer to the above sentences)
Ask: What kind of doll was given to Ana? – a beautiful doll Describe the toy cars Mark received? – ten ,small,green ,toy cars Describe the poloshirts father got? – three,new, blue polo shirts What kind of bag did mother receive? – two, red, leather bags
Ask: What are the underlined words? How many adjectives are there in each sentence? What do you notice about the adjectives? How are they arranged?
Teaching Chart Adjectives tell about the number, kind, and color of a person,
animal, or thing. When several adjectives are used in one sentence, the order of adjectives is as follows: number, kind or quality, and color.
3. Guided PracticeActivity 1 “Show and Tell”Refer to LM - Find Out and Learn ASay: Get anything from your bag or in the room and describe the object. Use several adjectives. Describe its number or quantity, kind or quality, or color.
Example: pencil How many pencils do you have? two What kind of pencils are they? sharp What colors are your pencils? Yellow I have two, sharp, yellow pencils.
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Activity 2 Pick out a picture from the box. Say how many objects are there, kind or quality and color of the picture.
Refer to LM - Find Out and Learn“Arrange Us Please!”
Arrange the adjectives in the correct order. Refer to LM, Try and Learn
Underline the adjectives used in each sentence.Refer to LM, Try and Learn
4. Independent Practice
Activity 1Arrange the adjectives inside the parentheses in correct order.Refer to LM, Do and Learn
Activity 2Choose at least five nouns from the list. Describe each of the following using the correct order of adjectives. Write a sentence about it.Refer to LM, Learn Some More
5. Writing Activity
Write a paragraph describing a person, animal, or thing.Use 2 or 3 adjectives which are properly arranged.Read the paragraph you wrote.Refer to LM, Write About It
Day 4
I. ObjectivesIdentify the cause and effect relationship Read grade level texts with appropriate speed and expressionA. Oral Language
Say: Do you have a dream for your family? Explain what it is. I have a dream for my family. I want my family to _________.1. Presentation / Introduction
a) Reading of phrases.Present the following phrases in word cards.Say: These are phrases taken from the story. Let’s read them.a jar of basi kept thinking of the future a large sum of moneyhas many sons and daughtersvery popular and rich broke into hundred pieceslaughed with him
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b) Vocabulary Development
Say: Here are some words we will be meeting in the story. (future, gain,popular, motion)
1) future – Ana wants to become a teacher in the future.Future means ___________.a.yesterday b. today c.in the to days to come
2) gain – Eduardo bought the jar of basi for Php 150. He sold it for Php 250. He gained Php 100 from the sale.Gain means _______.a.food b.profit c.friends
3) popular – President Benigno C. Aquino III is a very popular person. Everybody knows him as the President of the Philippines. Popular means ___________. a. well known b.unknown c. friendly
4) motion- (use gesture) Eduardo threw back his head with a proud motion.
c) Fluency Activities
Say:Today we are going to read the story “Eduardo’s Dream” We will find out what Eduardo’s dream is and see if he was able to fulfill that dream.The whole class reads the story with the teacher’s guidance. The pupils take turns reading the story aloud.Refer to LM, Read and Learn
Discussion questions:Refer to LM - Talk About It1. What was Eduardo’s dream?2. How did Eduardo intend to become rich?3. What were the things he would buy?4. What happened while he was thinking about his plans?
Why?5. What important lesson did the mayor give Eduardo?6. Do you think Eduardo’s dream would come true?
Why or why not?
Skill focus: Cause-Effect Relationship
1. Teaching / ModelingPresent some sentences taken from the story.Say: “These are sentences taken from the story. Let us read and analyze them. Identify the cause and the effect.”
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1. When Eduardo threw back his head, the jar of basi fell .Ask: Why did the jar of basi fall ?
What happened to the jar of basi? Cause Effect(Why did it happen?) (What happened?)
2. Eduardo cried because the jar of basi broke into pieces. What is the cause? What is the effect?
3. Eduardo was able to buy a pig because the mayor gave him
money. What is the cause? What is the effect?
Teaching Chart
The cause is an action or an event that makes something happen.
An effect is something that happens as a result of the action.
Cause is the reason and the effect is the result of an event.A cause-effect relationship describes something that happens and why it happens...
Do activity in LM - Think and Tell
2. Guided Practice
Activity 1Look at each pair pictures. Say something about them. Identify the cause and the effect.Refer to LM, Find Out and Learn
Activity 2
Tell whether the underlined group of words is a cause or an effect. Put a check mark in the correct box.
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1. Andrew got perfect score in the test because he studied his lessons very well.
Cause
Effect
2. Mother prepared much food because there was a visitor.
Cause
Effect
3. The children must eat nutritious foods everyday so that they will become strong and healthy.
Cause
Effect
4. Father came home very tired because he worked the whole day in the farm.
Cause
Effect
5. Rita got up very early in order to catch the first trip of the train to Bicol.
Cause
Effect
3. Independent Practice
Activity 1Match the given effects to their causes.Refer to LM, Try and Learn
Activity 2Refer to LM - Do and Learn
A. Arrange the adjectives inside the parentheses in correct order.1. Mother gave Ana (beautiful yellow a) dress on her birthday.2. I ate ( sweet red ten) strawberries last night.3. There are (brown seven big) cows on the farm.4. Father bought (sweet green a dozen) apples for the children.5. Andrew has (fat white six) rats as his pet.
Complete the following sentences by writing the cause for the given effect.Choose from the list of sentences in the box.
the fog is very thickthey received a gift from their teachershe is kind and helpful to everyonethe children clean it everydaythe super typhoon hit the place
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1. The school ground is clean because _______________________.2. Christine has many friends because _______________________.3. The children are happy because _________________________.4. Legaspi City experienced landslides and floods because
_________________________.5. Mr. Marquez drives his car slowly because
_______________________.
Activity 3Refer to LM - Learn Some MoreCombine each pair of sentences into one showing cause-effect relationship. Use the words so that, in order to, or because
Example: We must eat nutritious food everyday. We will be healthy. Answer: We must eat nutritious food everyday in order to be healthy.
1. Plants need sun. They use sunlight in making their food. __________________________________________________
2. Andrew got high scores in the test. He reviewed his lessons well. __________________________________________________3. Plants must be watered everyday. They will not wither. __________________________________________________
4. Jan got very, very tired. He practiced swimming all day. __________________________________________________
Day 5
I. Objective
Locate information from dictionaries
1. Presentation / IntroductionPresent a dialog.Say: Let’s read the dialog. We will find out how Jan helped his sister with her assignment.Refer to LM, Read and Learn
Discussions:Refer to LM - Talk About It1. Why is Christine asking for help?2. What helps you find the meaning of words?
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3. How are the words arranged in a dictionary?4. What words in the dictionary help us locate the words on a page faster?5. What information does one get from a dictionary?
2. Teaching / Modeling Show a dictionary. Have the pupils observe and tell what are written in it.
Say: “This is a dictionary. What can be found in a dictionary?” Present a sample page of a dictionary.
cartilage core cartilage (kär’ti lij) n. firm elastic, flexible substance of a translucent white color,consisting of connective tissues and forming parts of a skeleton
crater (krā’tərs) n. the area found around the surface of the moon
cloud (klowd) n. masses of water particles that form over the earth; anything that darkens or threatens
condensation (kon’den sā shon) n. the changed form of a gas to liquid
core (kōr) n. 1.the layer of the earth under the mantle. 2. The center of the innermost part of a thing 3.the fibrous or membrenous central part of a fruit, containing the seed.
Questions:1. What is the first entry word on this page?2. How many definitions are there in the word cloud?3. What is the definition of condensation?4. What word means “the center or innermost part of a thing”?5. What is the last entry word on this page?
Teaching Chart
A dictionary is made up of entry words listed in alphabetical order. Each entry states how a word is pronounced and what the word means. Since words are arranged alphabetically, locating words is easy.
Two guidewords are printed at the top of each dictionary page. Guidewords help us find words on that page faster.
The guidewords are printed at the top of each dictionary page. while the guide word on the right is the last and on the page.
3. Independent PracticeStudy the sample page of a dictionary and answer the questions.
Refer to LM, Try and Learn
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Activity 1Write the meaning of the italicized word in each sentence. Use the dictionary.Refer to LM, Learn Some More
Activity 2Say: Read the poem “Dictionary”. List at least three words from the poem that you think are difficult. Opposite the words, write their meanings and use them in sentences.
Week 5
I. Expressive ObjectivesRealize the health benefits that one can get from eating vegetablesShow appreciation of native cuisine in the different regions
II. Instructional Objectives for the Week Oral Language Use expressions appropriate to the grade level Reading Comprehension Identify various text-types according to structure
Study Strategies Locate information from glossaries
Grammar Identify and use adverbs of place
Writing / Composing Write / Compose clear and coherent sentences using adverbs of place
Attitude Browse and read books for various purposes such as for learning or for pleasure
III. Subject Matter
1. Selection : “Pinakbet” RecipeDialog : “A Day in the Market” By: Mary Jane T. Ganggangan
2. Referenceswww.filipino.cuisine.com
3. Materials: word cards, pictures, chart of the recipe, real eggplant, okra, bittermelon
4. Types of texts- Procedural, Informational5. Adverbs of place6. Skill: Locating information from Glossary
IV. Learning Activities
Day 1
I. ObjectivesUse expressions appropriate to the grade levelShow appreciation of native cuisine in the different regions
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A. Oral Language
Have pupils talk about their favorite viand.My favorite viand is__________ because it is ________.
B. Pre-Listening Activities
1. Unlocking of DifficultiesPinakbet, an Ilocano dish, is stewed vegetables. The usual vegetables included in the dish are eggplant, bitter melon, okra and tomatoes. The dish is seasoned with bagoong isda or fermented fish paste. • Cuisine means a style of _______________.
a. dressing b. cooking c. eating
• Dish is the ____________ serveda. food b. wine c.water
• Stew means to ________________slowly.a. fry b. roast c. boil
• Saute the garlic,onions and tomatoes in a pan. Saute means ________ lightly and quickly.a. fry b. boil c . bake
Eggplant, ampalaya, okra, and tomatoes are some of the ingredients in preparing the recipe for Pinakbet. • Ingredients mean_________________.
a. component of a mixture b. materials c. directions
• Recipe means ___________________ for cooking something a. directions b. plan c. materials
2. Motivation QuestionSay: What dish can you cook? How do you cook it?
3. Motive QuestionSay: Today,we are going to read about a vegetable recipe from the Northern Philippines particularly in Ilocos Region. Find out: How is pinakbet cooked or prepared?
C. During ListeningPresent the recipe for cooking pinakbet written on a chart.Do the first reading of the recipe for modeling, followed by the pupils.Refer to LM, Read and Learn
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D. Post Listening ActivitiesDiscussion:Refer to LM, Talk About It
Infusion of Values:Say: What health benefits can you get from eating vegetables? Do you feel proud of the different native cuisines in your region? Why? Why not?
Writing:Write two to three sentences in your journal to answer the questions.
Day 2
I. ObjectiveGive one’s reaction to an event
Learning Activities:
A. Postreading Activities1. Recall the recipe in cooking pinakbet. Say: “What are the ingredients in
cooking pinakbet? How do you cook it?
B. Engagement ActivitiesGroup 1 Draw the ingredients needed and the utensils used in cooking pinakbet.
Group 2 List the steps or procedures in cooking pinakbet.
Group 3 Make an advertisement of the dish pinakbet.
Group 4 Create a song / poem / jingle about pinakbet.
Group 5 Write a “Thank You” letter to your mother who cooks the dish pinakbet for you.
Discussion of the recipe, incorporating the presentation of outputs.
1. What is the recipe about?2. What region does this recipe come from?3. What are the ingredients and materials needed in cooking pinakbet? Say: Group I, present your list of ingredients and materials.4. What is the first step in cooking pinakbet?5. How do you arrange the vegetables in the pan?
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6. How long will you simmer the vegetables? Say: Group II, show the steps/procedures in cooking pinakbet?7. Do you think pinakbet is a good Filipino dish? Why or why not? How
will you advertise it? Say: Group III, present your advertisement in promoting the dish
Pinakbet.8. What health benefits do we get from eating vegetables? Say: Group IV, present your song/poem/jingle that you have
composed.9. What will you say to the Ilocano people for introducing the dish
pinakbet? Say: Group V, present your Thank You letter.10. Do you think pinakbet is a dish that you can be proud of? Why?
Why not? Writing In your journal, write about a vegetable dish that is often served in your home. Give the ingredients needed and how it is cooked.
Day 3
I. ObjectiveIdentify various text-types according to structure (procedural, informational,
narrative)1. Presentation / Introduction
Say: Let us take a look at the recipe of pinakbet written on a chart. Have the pupils read.
Refer to LM, Talk About It
Talk about the recipe.
2. Teaching / Modeling Say: Let us study the recipe presented on the chart.
a. What is the purpose for writing the text? b. What does the text show?c. How are we going to prepare a recipe?d. What do you notice about the format of the text?
Teaching ChartThere are different types of texts:
Texts that tell information about a topic are called informational texts.Examples are news articles, travelogues, feature article, content area materials like Mathematics, Science, etc.
Some texts tell the procedure, directions or steps on how to do a process. These are called procedural texts.Examples: recipe, steps in solving word problems, dance steps, etc.
Texts that show a list are called texts that enumerate.
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3. Guided PracticeShow different types of texts written on a chart.Say: Let us read and analyze the following texts.
Identify the kind of text shown. Refer to LM, Try and Learn What type of text is this selection? Text that enumerates
4. Independent Practice
Activity 1Read each selection and identify the text-type shown.
A. How to cook Carbonara1. Fry some pieces of bacon in a pan until crisp. Add garlic and
cook until lightly brown.2. Lower heat and pour in Nestle All Purpose Cream. Add the
cheese.3. Thin out with water and stir to combine.4. Toss cooked spaghetti into the sauce until well coated.5. Serve immediately.
B. What type of text is given here? Procedural Text
Birds build their own nests. They use their bills to build them. They use grass. They use roots, too. They use soft things in their nest.
C. What type of text is presented in this selection? Texts that enumerates.
38 Session Road, Baguio City October 25, 2015
Dear Mrs. Cruz,
I am sorry I cannot come to school today because I have a toothache. Please excuse me. I will try to come tomorrow. Thank you so much. Your pupil, April
What type of text is presented in this selection? Informational Text
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Day 4
I. ObjectivesIdentify and use adverbs of placeWrite / Compose clear and coherent sentences using adverbs of place
Learning Activities
1. Introduction / Presentation Refer to LM - Read and Learn
Let the pupils read the dialog. The teacher will ask questions about the dialogue.
A Day in the Marketby Mary Jane T. Ganggangan
One Saturday morning, Mother and Jenny went to buy the things they need at the market.
Jenny: Mother, I can see a lot of vendors everywhere.Mother: Yes, Jenny. They come to sell their products around the town.
Here, please put these fish and vegetables in the basket.Jenny: Why did you buy plenty of fish and vegetables Mother? Are you going to cook all of these?Mother: No,my dear. We will put some in the refrigerator. We can cook them the following day.Jenny: Alright, Mother. Let’s go home now. I’m excited to taste the food you will cook for us today.Mother: Sure, I will cook your favorite dish, pinakbet!Questions:
Refer to LM, Talk About It(Teacher writes the answers given by the pupils.)
2. Teaching / ModelingSay: Let us read the sentences written on the board.
Mother and Jenny buy the things they need at the market.There are vendors everywhere.
They sell their products around the town.Put the fish and vegetables in the basket.
Say: What do the underlined words tell? (They tell where an action is done) What question do these words answer? (Where)
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Teaching ChartAdverbs of Place
A word that tells where an action is done is an adverb of place.
Here are other examples of adverbs of place:
there away here everywherebehind forward upward aroundinside
3. Guided PracticeActivity 1“Where do things happen?”Say: Answer the following questions. (Process pupils answers.)
Example:Where does Mother cook our food?- in the kitchen
What does -in the kitchen tell?- It tells where the action is done.
What kind of adverb is it?- Adverb of Place Refer to LM - Try and Learn1. Where do we buy our snacks?2. Where do we borrow books?3. Where do we play?4. Where do we go to when we are not feeling well?5. Where can we see our principal?Activity 2“Tell Me Where” Identify the adverbs of place in each sentence. Underline them.
Refer to LM, Do and Learn A
4. Independent Practice Refer to LM - Do and Learn B
Activity 1Complete the sentences by writing the appropriate adverbs of place.Choose your answer from the words below.in the library outdoors at the park everywhere on the seashore
1. We enjoy having picnic ____________________.2. Children love to read books __________________________________.3. It is nice to exercise ______________________________________.4. We can see God’s creations __________________________________.5. They enjoyed making sand castles _____________________________.
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Think-Pair-ShareRefer to LM - Learn Some More AGet a partner. Ask and answer questions about where they will be going this coming weekend.
Refer to LM - Learn Some More BWrite five sentences using adverbs of place.Choose the adverbs of place from the list below.
in the office here there outside behind in the church on the farm everywhere around
Refer to LM - Learn Some More CCopy the riddle. Answer it if you can. Encircle the adverbs of place that you can find.
Riddle
I am inside, outside, everywhere.
You can’t see me, I knowBut I refresh youEverytime I blow.
5. Writing / ComposingRefer to LM - Learn Some More D
Say: Look at the pictures and write sentences about them using adverbs of place.
1. (The children buy their snacks at the canteen.)
2. (The farmer plants palay in the ricefields.)
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3. (The children love to play in the playground.)
Day 5
I. ObjectiveLocate information from glossaryA. Oral Language
Say: Let’s recite the poem Dictionary.
DictionaryBy: Mary Jane T. Ganggangan
Often times I wonder why,Words are so complicated Oh,my!
They have the same spelling But have different meanings.
But I have a very special friendThat can help you until the end,
A wonderful book that you should see.Please meet my friend, Dictionary!
Questions:
Say: Let us recall the lessons we have learned about dictionary. 1. How are the words arranged in the dictionary? 2. What are guide words? Where can we find the guide words?
1. Presentation / Introduction
Say: Look through the last pages of your book. Do you see pages with words and their meanings? This section is called a glossary. The entry words in a glossary are arranged in alphabetical order. Some glossaries include the pronunciation of the words.
Study the sample page of a glossary written on a chart.Refer to LM - Find Out and Learn
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Glossary
abdomen /abdo’men/ n. stomachboundary /bound’ary/ n. limitcaptive /cap’tive/ n. a prisonerdepart /depart’/ v. go awayelegant / el’egant’/ adj. graceful; refinedhandsome /hand’some/ adj. good-looking
2. Teaching/ModelingSay: What is the first word listed? What does elegant mean? What word means “a captive” ? How many syllables are there in the word “captive” ? What word comes after “depart” ? How are the words arranged in the glossary? What information does the glossary give? What is a glossary?
Teaching Chart
The glossary is part of a book which lists key words found in the book.
The entry words in a glossary are arranged in alphabetical order. Some glossaries include the pronunciation of words.
It is usually found on the last pages of a book.
3. Guided Practice
Activity 1Say: Study the sample glossary. Answer the questions that follow.Refer to LM, Try and Learn
Questions:1. What is the first word in the list? ________ what is the last word?
__________ a. attendant b. brigade c. exile d. limb 2. How many definitions were given to the word “ exile” ? a. 1 b. 2 c. 3 d. 4 3. What does “implement“ mean? a. servant b. carry out c. expel d. large branch of tree
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4. What word means “ a large branch of tree” ? a. exile b. attendant c. brigade d. limb
5. How many syllables are ther in the word “limb”? a. 1 b. 2 c. 3 d. 4
Activity 2Say: Study the sample glossary. Answer the questions that follow.Refer to LM, Do and Learn A
Questions:1. Which word means “to bite or chew on with the teeth”? a. fancy b. fragment c. frantic d. gnaw
2. What is the meaning of “fragment”? a. a part broken off b. purpose c. to bite or chew d. Aim
3. Does the word goal mean purpose a. yes b. no c. maybe d. none of the above
4. Which word comes before “frantic”? a. fancy b. fragment c. gnaw d. goal
5. What is the meaning of “fancy”? a. emotionally out of control b. a small detached portion c. the end toward which effort or ambition is directed d. an opinion or notion formed without much reflection
4. Independent PracticeSay: “Study this page of a glossary. Answer the questions that follow.”
Glossary
Ttactic \’taktik\ adj. a plan, procedure or system for promoting a desired endtragic \’trᾰjῐk\ adj. saddeningly or regretably serious or unpleasant; sad; grievoustrample \’trᾰmpəl\ , v. to tread heavily so as to bruise, crush or injure
Vvigilance \’vῐjələn(t)s\ n. watchfulness;awareness; attentiveness
Wworry \’wur.|ē\ n. mental distress or agitation resulting from concern usually for something impending or anticipating
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Questions:1. What word means “awareness” ? ____________________2. What part of speech is “trample”? ____________________3. What is the meaning of “worry” ? _____________________4. Is tactic a plan? ___________________________________5. What is the meaning of worry? _______________________
Enrichment ActivityRefer to LM - Do and Learn and Learn Some More B
Week 6 - A Place to Remember
I. Expressive ObjectivesAppreciate the beauty of Vigan City as among our National HeritageTake pride in preserving and promoting Vigan City as one of the World’s New Seven Wonder Cities
II. Instructional Objectives for the Week
Oral Language Use expressions appropriate to the grade level
Listening Comprehension Give one’s reaction to an event or issue Vocabulary Development Identify different meanings of content specific words
Reading Comprehension Make comparison and contrast
Fluency Read grade level texts with appropriate speed
Study Strategy Locate information from Indices
Grammar Use appropriate adverbs of time
Writing / Composition Write / Compose clear and coherent sentences using adverbs of time
Viewing Identify the visual elements used in a print / non-print material
Attitude Browse and read books for various purposes such as for learning or for pleasure
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III. Subject Matter1. Selection and References
“Government seeks support for Vigan in Seven Wonder Cities Competition” (philstar.com) updated July 14, 2014 - 11:00pm English for You and Me 4 - Language Textbook (Benita N. Miranda)Stairways to English 4 – Carmelita L. Palabay,et.alEnglish Matter – Enerita Q. Cruz
• Give one’s reaction to an event or issue• Adverbs of time• Comparison and Contrast• Locating information from indices
2. Materials • Word Cards • Pictures of Vigan City • Charts
IV. Learning Activities
Day 1
I. ObjectivesUse expressions appropriate to the grade level like ________.Take pride in preserving and promoting Vigan City as one of the World’s New Seven Wonder Cities
A. Oral LanguagePresent a picture of a nipa hut and talk about it.Say: What can you see in the picture? What can you say about the nipa hut? Would you like to live in a nipa hut? Why? Why not?
B. Pre-Listening Activities1. Unlocking of Difficulties
Vigan City is one of the few Hispanic towns in the country. Its structures have been wonderfully preserved as a cultural heritage. It is famous not only for its unique colonial architecture lined by cobblestone streets but also its distinct cuisine.
Hispanic means derived from _____________.a. America b. China c. SpainGovernance means ____________________ of the government.a. action and function b. officials c. peopleCultural Heritage refers to the_________________of a given people in a given period.a. houses and land b. skills and arts c. animals and places
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Cobblestone street - (show a picture)
2. Motivation Question / Oral Language developmentRefer to LM, Think and Tell
What do you see in the picture? What can you say about the buildings or houses? Do you think these houses or buildings are newly built? Why do you say so? Can you find these kinds of houses in your place? Can we say that the houses in Vigan City are unique? Why?
3. Motive question
Say: I am going to read to you an article about Vigan City. After reading, we will be answering these question: What made Vigan City unique?
Why was Vigan City nominated as a finalist for the world’s new seven wonder cities?
During Listening ActivitiesFirst reading of the article by the teacher.
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Gov’t seeks support for Vigan in Wonder Cities Competition(philstar.com) Updated July 14, 2014 - 11:00pm
Manila, Philippines (Xinhua) – The government today called on Filipinos around the world to support the bid of Vigan City in northern Ilocos Sur to become one of the world’s new seven wonder cities.
(Have pupils predict: Who do you think is leading this campaign?)
Secretary Ramon Paje of the Department of Environment and Natural Resources said Vigan needs the same overwhelming support that made Palawan’s Puerto Princesa Underground River (PPUR) one of the New Seven Wonders of Nature in 2012.
Paje, who served as the national campaign manager for the PPUR, said Vigan deserves the Filipinos’ full backing.
(Have the pupils predict: Why do you think Vigan City was able to preserve its colonial heritage?)
“It has been wonderfully preserved as one of the few Hispanic towns in the country, with structures intact due to best practices in management, governance, stakeholder involvement, and awareness on cultural heritage,” Paje added.
(Have pupils predict: Why do you think Vigan City became a favorite tourist destination?)
Vigan City is a favorite tourist destination in northern Philippines. It is famous for its unique colonial architecture lined by cobblestone streets and distinct cuisine. It is the only Philippine town on the list of heritage sites declared by the United Nations Educational, Scientific and Cultural Organization (UNESCO)
UNESCO describes Vigan as “the best- preserved example of a planned Spanish colonial town in Asia.”
Discuss the selection: Refer to LM - Talk About It
Infusion of Values: Say: After listening to the article, how do you feel about Vigan City? Do you feel proud of it? Why? Why not? How can one help preserve and promote Vigan City as one of our heritage sites?Day 2
Listening ComprehensionI. Objective
Give one’s reaction to an event or issue
A. Post Listening Activities
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1. Rereading of the article by the teacher / pupils 2. Divide the class into 4 groups. Distribute activity cards for each of the
groups.
Group1 Make a poster campaigning for Vigan City to become one of the world’s new seven wonder cities.
Group2 Compose a song or yell to advertise Vigan City
Group3 Write a thank you letter to the people of Vigan for preserving and promoting this city.
Group4 Draw colonial houses and the cobblestone streets found in Vigan. Write a sentence or two of how you will preserve these houses.
3. Discussion of the selection, incorporating the presentation of outputs.
a) Why is the government calling on Filipinos around the world?b) Why will we give support to Vigan City?
Group 1, show your posterc) What is the big role of Secretary Ramon Paje?d) If you were Secretary Paje, how will you advertise Vigan City?
Group 2, present your song or yelle) Why did Secretary Paje say that Vigan City has been wonderfully
preserved?f) Who helped preserve the city?g) Do you think they did a great job?
Group 3, Read to us your Thank You letter h) Why is Vigan City a favorite tourist destination?i) Can we see cobblestone streets everywhere in the city?j) How will you preserve the beauty of the houses and the cobblestone
streets?
Group 4, show us your drawing.k) Do you think the Filipino people will respond to the call of the
government to support the bid of Vigan City to become one of the world’s new seven wonder cities? Why? Why not?
Day 3 Grammar / Writing / Composing I. Objectives
Identify and use adverbs of time Write / Compose clear and coherent sentences using adverbs of time
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A. Oral Language Let the pupils recite the poem (whole class, group, individual).
Tell Me Whenby Mary Jane T. Ganggangan
I walk to school every morningWith my best friend LumingWe eat our lunch at noon
and go back home in the afternoon.
Say: When do we go to school? – every morning When do we eat our lunch? - at noon When do we go back home? – in the afternoon
1. Presentation / Introduction Let the pupils read the selection. Refer to LM - Read and Learn
A Trip to Vigan City
by: Mary Jane T. Ganggangan Last Wednesday, the Flores family from Baguio City decided to visit Vigan City. They started very early in the morning. They had a stopover at Candon City to have their snacks at 8 o’clock am. They continued their trip and reached Vigan City at 10 o’clock am .They had a great time walking on the cobblestone streets of Calle Crisologo. Andrew and Gina rode in a kalesa .They were amazed to see the different colonial houses. In the afternoon, they went to Baluarte and saw different animals. In the evening, they all went to watch the” Dancing Fountain “at the plaza. They decided to visit “The Hidden Garden” the following day. That night, they had a peaceful sleep at Villa Angela.
Discussion questions:Refer to LM - Talk About It
1. Who decided to have a trip to Vigan City?2. When did they go?3. When did they watch the “Dancing Fountain”?4. Do you think the Flores family enjoyed their trip to Vigan City?
Why did you say so?
2. Teaching / ModelingPresent some sentences taken from the selection.Say: “Let us read the sentences.” 1. Last Wednesday, the Flores family had a trip to Vigan City.
When did the family have a trip to Vigan City? - last Wednesday 2. They decided to visit “The Hidden Garden” the following day.
When will they visit “The Hidden Garden”? - the following day
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Say: What do the expressions last Wednesday and the following day tell ? What question do they answer? (They answer the question when) Words that tell about time are called adverbs of time.
Teaching Chart
Adverbs of time - tell when an action is done.
Example: yesterday today tomorrow tonight last Monday in July in the morning
3. Guided Practice
Activity 1 Refer to LM, Find Out and LearnRead the words and phrases. on the space before each word or phrase, write A if it is an adverb of time and NA if it is not.
Activity 2 Refer to LM, Try and Learn Exercise 1Underline the adverb of time in each sentence.
Activity 3 Refer to LM, Try and LearnRead each sentence. Choose and write the correct word or phrase to complete the sentence.
4. Independent Practice
Activity1Refer to LM - Do and Learn
Complete each sentence by adding the appropriate adverb of time.Choose your answer from the group of words in the box.
on Sunday at night once a monthat 8:00 AM early in the morning
1. The family eats their breakfast ______________________________.2. The children attend their class ______________________________.3. The family goes to mass __________________________________. 4. They eat their dinner _____________________________________.5. They watch a movie together ______________________________.
5. Writing / ComposingRefer to LM - Write About It
Say: Write a three sentence paragraph using adverbs of time. Share what you have written with the class. You may choose from the
following topics: a) a birthday celebration b) a visit to the farm
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Day 4 Reading Comprehension
ObjectivesMake a comparison and contrast.
A. Pre-Reading Activites1. Unlocking of Difficulties:
Choose the meaning of underlined words in the sentence.
1. James was frightened when he heard the thunderstorm. The underlined word means ________. a. sad b. disturbed c. afraid2. The boys wants to win in the sack race so that he immediately squeeze himself into the sack after the go signal. Squeeze means _________. a. dive into b. put himself into c. jump into
2. Motivation Say: Have you heard a story about the cow and carabao? What kind of a story you have heard about them? Today, we will read a story about the cow and the carabao. Refer to LM, Read and Learn
3. Motive Question Say: What do you think will the story be about this two animals? Who can make a guess?
4. Post Reading Refer to LM, Talk About It
5. Teaching / Modeling
The underlined words both, also, and too are clues that tell a comparison is being made. It also shows that the cow and the carabao are alike or similar in some ways.
Words like however, but, while signal that a contrast is being made. They also show how a cow and a carabao is different.
Let us compare and contrast the two animals. Use the Venn diagram shown in the LM, Find Out and Learn.
Show a Venn diagram. Say:This is a Venn diagram. We use this graphic organizer to compare persons,places things,animals, stories, and ideas. The center portion where the two circles overlap is for attributes that both things being compared have in common.
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Teaching Chart
When you compare things, you tell how they are alike.When you contrast things you tell how they are different.Words such as also, too, both, and similarly show that a
comparison is being made.Words such as but, yet, still, although signal that contrast
is being made.
6. Guided PracticeRefer to LM, Try and Learn
Present a dialogue written on a chart.Say: After reading the dialogue, you are going to compare and contrast the moon and the sun.
Which Do You Like Better?
Sun: My dear friend Earth, do tell me soon; which do you like more me or the Moon?Moon: Think well, dear Earth, I am cooler and prettier.Sun: But then, good friend, I’m bigger and brighter.Earth: Dear friends, it’s hard for me to tell: which I like more; let me think well.Sun: Well, pal, I give you heat and light.Moon: And I help make the dark nights bright.Sun: I make all plants and all trees grow .Moon: And I help make people ‘s hearts glow.
Earth: Dear Sun, you are indeed a helper, but I can’t say I like you better. I like friend Moon, I like you too. And I love her as much as I love you.
CowCarabao
Both cow and carabao
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II. Independent PracticeActivity 1Have the pupils do the activity in the LM, Do and Learn(Philippine Heroes)Say: Read the story, then compare and contrast Jose Rizal and Andres Bonifacio.
Philippine Heroes
During their time, Rizal and Bonifacio did good things for the Filipinos. They did good things for our country. They are heroes. Our heroes were little children like you, once upon a time.
When Andres was a little boy, his parents died. So he took care of his younger brother and sisters.
Andres worked very hard to earn a living. He made paper fans and carved toys from wood. He sold them along the streets. He also ran errands for others.
As a little boy, Jose Rizal used his time wisely. He read a lot of
books. He drew and painted pictures. He molded figures out of clay. He carved things from wood. He also wrote poems, stories, and playlets.
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Activity 2Refer to LM - Learn Some More (The City and the Barrio).Say: Read the story then compare and contrast the city and the barrio
The City and the Barrio
Many children in the city go to school. They ride on buses or jeepneys. Some ride in cars or taxis.
Along the way the children see many people.They see many houses and tall buildings. They feel uncomfortable because the weather is warm. They hear the loud sounds of the vehicles around. Oh! How noisy it is in the big city!
In the barrio, many children walk to school. They often pass ricefields and rivers. On the way they see many things. There are different trees and plants around. They enjoy the fresh air. They love to listen to the sounds of the animals especially the song of the birds. Oh! How wonderful it is in the simple barrio!
Day 5
I. Objective
Locate Information from Indices
A. Oral LanguagePresent the poem: My Index Finger writtten on a chart.
Say: Answer the quetions after reciting the poem.
What finger do you use to point? Is the index finger useful? Why?
My Index Fingerby Mary Jane T. Ganggangan
Will you please point to meThe things I want to seeTo brighten up my day
And keep me safe all the way
There’s a magic fingerThat points here or there
Upward, downward, everywhereIt’s the magic index finger.
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1. Presentation / IntroductionShow a book. Have a review on the parts like the Front and Back cover, Title Page, Copyright Page, Preface, Table of Contents, Pages and the Glossary.
Show the Index of a book and say: ‘This is the index of a book. It is usually found on the last pages of a book. Just like an index finger, it points to a particular topic.’Show a sample page of an index written on manila paper.
2. Teaching / Modelling
Say: Let us study the sample Index below.
INDEXAcronyms, 286Blended words, 240Compound words, 6, 103, 277Denotation,137Fantasy, 258Glossary, 244Parts of a book, 10Prefixes, 230, 251Synonyms, 18, 37
1. On what page can you find something about fantasy?2. If you want to read about blended words, what pages will you read?3. On which pages can you find information about parts of a book?4. What is the first topic in the index?5. How many pages cover the discussion on compound words?6. What does the index tell? What are found in the index?
Teaching ChartThe index is a listing of topics in a book, arranged
alphabetically. It has more detailed information than the table of contents .
It also gives the pages where you can find these topics.An index is located at the back of the book.
3. Guided Practice Refer to LM - Try and Learn
Show a part of an index page written on a chart.Say: Study the given index. Then answer the questions that follow.
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INDEX
Adverbs, 166- 171Biography, 130Context clues, 98, 158Descriptive words, 130Fact, 242Following Directions, 12; 18 – 19Homonyms, 156- 157News Stories, 45-46, 50Speech, 47- 49Writing, 33,68,115-117
1. On what pages can you read about “Following Directions”?a. 12;18-19 b. 47- 49 c. 166- 171 d. 130
2. Where can you read about the “Context clues”?a. 115- 117 b. 18- 19 c. 98, 158 d. 45- 46
3. How many pages cover the discussion on “News Stories”?a. 1 b. 2 c. 3 d. 4
4. On which pages can you read about “Adverbs” ?a. 130 b. 50 c. 18- 19 d. 166-171
5. What is the second topic in the index?a. Biography b. Speech c. Homonyms d. Adverbs
6. What is the topic on page 130?a. Descriptive words b. Fact c. Writing d. Speech
7. What is the last topic in the index?a. Writing b. Context clues c. Homonyms d. Adverbs
8. How many pages can you read about “Speech” ?a. 2 b. 3 c. 4 d. 5
9. On which page can you read `about “Descriptive words”?a. 100 b. 110 c. 120 d. 130
10. What topic can you read about on pages 156-157?a. Following Directions b. Biography c. Homonyms d. Fact
4. Independent Practice Refer to LM - Do and Learn
Say: Study the given part of an index page then answer each of the questions that follow
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INDEX
Intonationcorrect intonation, 130-131falling, 3-5rising, 3-5shift, 3,12, 70, 80
Nounscount nouns, 47mass nouns, 46- 48singular and plural, 40-44
PoemsThe Boy Who Never Told a Lie, 123What We Do, 66December, 132-133This Happy Day, 14-15
Sentencescommands, 83-84declarative , 74-78exclamatory, 85-88interrogative, 79-82requests, 89-90
Questions:1. How many main topics are there? _________________________________________________2. Which main topic has the most number of subtopics? _________________________________________________3. Which has the least number of subtopics? _________________________________________________
4. If you want to read about Interrogative sentences, what pages of the book will you turn to?
_________________________________________________5. What page tells us about singular and plural nouns? _________________________________________________6. What poem can you read on pages132-133? _________________________________________________7. How many subtopics are there under Intonation? _________________________________________________8. On which page can you read the poem “This Happy Day”?
_________________________________________________
9. What kind of sentences can you read on pages 85-88 ? ___________________________________________________10. What is the last subtopic under Nouns? ___________________________________________________
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Week 7 - Holidays and Festivals
I. Objectives
A. Expressive ObjectiveShow respect for the different beliefs of Muslim people
B. Instructional Objectives for the weekOral Language Tell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences
Listening Comprehension Give one’s reaction to an event or issue
Vocabulary Development Identify different meanings of specific content words (Science) - Denotation - Connotation
Reading Comprehension Make generalizations
Fluency Read grade-four level texts using intonation, expression, and punctuation marks
Study Strategy Locate information from indices
Grammar Use appropriate adverbs of manner - adverbs of manner
Writing / Composing Compose clear and coherent sentences using appropriate grammatical structures: - adverbs of manner
Viewing Describe various types of viewing materials
Attitude Browse and read books for various purposes such as for learning or for pleasure
II. Subject Matter
Topics1. Telling/Retelling familiar stories and short conversations by using appropriate gestures and expressions in complete sentences.
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2. Giving one’s reaction to an event or issue3. Identifying different meanings of words (Science)
-Denotation-Connotation
4. Making generalizations5. Reading grade-four level text using intonation, expression and pronun-
ciation.6. Locating information from indices7. Using adverbs of manner8. Composing clear and coherent sentences using adverbs of manner. 9. Describing various types of viewing materials
10. Browsing and reading books for various purposes such as for learning or for pleasure
Value Focus: Respect for one’s belief
ReferencesA Muslim Holiday English for You and Me Grade 4 by Benita N. MirandaOne Happy Holiday, 100 Selected Poems for Young and Adults by Cristina S. CanonigoThe Farmer’s Festival, Adapted from English for You and Me Grade 4 by Benita N. MirandaThe Index and the Index, Spectacles by Melinda D.C. Jadrin
Materials• Sentence strips• syllable cards• semantic web• picture cards• book
III. Learning Activities
Day 1
I. ObjectivesTell/Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences.Give one’s reaction to an event or issue.
Learning Activities:
A. Oral Language Refer to LM - Think and Tell
Say: What holidays do we celebrate in our country? What activities do you do on a holiday? Share your experiences.
B. Pre-Listening Unlocking/Vocabulary & Concept Development
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Show a picture of a datu.
Say: This is a datu. What is a datu? Say something about a datu.
Show a real object of a paper bunting. Say: This is a paper bunting. When do you see paper buntings?
Show a picture of Muslims dancing the Dalling-dalling dance during a Muslim Holiday.
Say: The “Dalling-dalling” dance is the traditional “fingernail” dance of the Tausug people of the Sulu Archipelago and Sabah.
Say: Look at the sentence strips and read the sentences. 1. Ibrahim did not eat food and drink water the whole day because he is fasting.Say: What is the meaning of fasting? 2. There are no classes on a holiday because it is a day of festivity.
Say:What is the meaning of holiday?
Motivation QuestionSay: What holidays are celebrated in our country? When is each holiday celebrated? How is it celebrated?
Motive QuestionSay: I will read a story about a Muslim holiday. Find out: What kind of holiday do the Muslims celebrate? How do they celebrate it?
(Note: Instead of the Motivation Question-Motive Question tandem, you can use semantic mapping as an alternative strategy. Have children think of words that come to their mind when they hear the words Muslim Holiday. Write their answers as strands around the word, as shown in the figure. Say: In the story that I will read to you, Muslims celebrate
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their holiday. Find out how they celebrate it.)
(Possible answers: Ramadan, Hari Raya Puasa, fasting)
C. During ListeningRead the story. Stop at indicated points, to ask the children what they think will happen next in the story.
A Muslim Holiday
Muslims are religious people. They believe in one God called Allah. Their prophet is Muhammad whose teachings are found in the Quran. The Koran is the Bible of the Muslims. Their religion is called Islam.
Muslims celebrate several holidays. The most colorful of these holidays is the Hari Raya Puasa. This is the end of the fasting during Ramadan.
Ask: What is the most colorful holiday celebrated by the Muslim people?
Ramadan is the ninth month in the Islamic calendar. Ramadan is an Arabic word meaning “to turn.” During the whole month of Ramadan, Muslims go through thirty days of fasting in order to burn away their sins. During the day, Muslims do not eat or drink from sunrise to sunset. After sunset until midnight they can eat and drink. Then they start fasting again the next day.
During the month of Ramadan, the houses are lighted at night with lanterns, coconut oil lamps, or seashell lamps. These are decorated with paper buntings and ribbons. Everybody is happy especially at night when the people break their fast.
Muslim Holiday
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Have the pupils predict: What do you think the Muslim people do after a month of fasting?
After the month of fasting, comes a week of happiness. The datu in a barrio sometimes gives a feast. His house is decorated with lighted candles and lanterns. There is a display of fireworks that is always a part of the Hari Raya Puasa celebration. There is much banging of bamboo guns or lantakas. The datu kills a cow and plenty of meat is cooked. There is food for everybody.
Whenever a feast is held, dancing goes on to the accompaniment of beating drums. Muslims do not allow their men and women to dance close together. They dance far apart, hands out of reach of each other. Usually it is an all-male group or an all-female group that dances on the floor. The dalling-dalling is the only dance where men and women both dance at the same time.
Have the pupils predict: What will the children do on the Hari Raya Puasa day?
On the day of the Hari Raya Puasa, the children go from house to house kissing hands of the old people and relatives. The elders themselves greet one another with Assalamu Alaykum which means “Peace be with you.” The Muslim child is usually taught the alphabet in Arabic and the Koran as early as four years old. That is why they celebrate their holidays with great interest. They know when and why the holiday is celebrated.
English For You and Me Grade 4 by Benita N. Miranda
Discussion:1. What holiday do Muslims celebrate?2. How do they celebrate it?
Day 2
I. Objectives
Tell / Retell familiar stories by using appropriate gestures and expressions in complete sentencesMaking generalizations
A. Oral Language Development
Let the pupils retell the story “A Muslim Holiday”
B. Post Listening
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1. Engagement/Enrichment
Divide the class into four groups. Let them do the following activities:
Group 1
Arrange the jumbled syllable cards to form words. Present the jumbled syllable cards through body movement.
Ra sa ri ya Ha Pua
Group 2 Write the activities done during Hari Raya Puasa using a Semantic Web
Group 3 Act out. What should you do if you are with your Muslim friend who is fasting?
Group 4 Get the picture cards. Say something about each picture. What do the picture cards show? Refer to LM - Find Out and Learn
Hari Raya Puasa
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2. Discussion Questions
1) What kind of holiday do Muslims celebrate?(Group 1 will present their work.)
2) When do they celebrate Hari Raya Puasa?3) How do they celebrate it?
(Group 2 will present their work.)4) Why do Muslims fast during Ramadan?5) It is recess time. What will you do with your bread if you have a
Muslim friend who is fasting?(Group 3 will present their work)
6) How do Muslim people show their faith in Allah?
Skill Development: Making Generalizations1. Presentation / Introduction
Show the pictures one at a time.Say: Look at the pictures. Say something about each picture.Write the answer on the board.
(Muslim people are praying.)(He is reading the Koran.)(They go inside the mosque to pray.)
2. Modelling / Teaching Say: Read the sentences.
1. Muslim people are praying.2. He is reading the Quran.3. They go inside the mosque to pray.
Say: “How are the three pictures alike? What do they have in common? How are we going to generalize?”(Possible answer: Muslims are religious people.)
Teaching Chart
What you read and what you already know helps you make a general statement about a person, situation, or an event. This is called generalization.
In making generalizations, think about the similiraties about the gathered information and observations. Making generalizations is important because it helps you know how much you understand about what you read.
3. Guided Practice Refer to LM, Try and Learn Read the sentences. Underline the correct generalization.
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4. Independent Practice Refer to LM, Do and Learn Write in your notebook the correct genralization in each situation.
Day 3
Grammar: Adverbs of Manner
I. Objective Use Adverbs of Manner
Read words with initial l blends.
Drill:Read the words, phrases, and sentences with l blend: bl, cl, fl, gl, pl
clam close clap club clean cliff new club big clam Claudia’s clothes steep cliff old closet clown black clam flat glad plan blank class flash glass plant blue close flag glue plane
blanket closet flute globe planetblister clip flakes gloves platypusblood chip
1. Clarence climbs on a steep cliff.2. Claudia’s clothes are in the old closet.3. Mother bakes big clams for the party.Read the tongue-twister by groups then individually.Refer to Activity at LM - Learn Some More A and B
Claudia closed the closet full of clean clothes.
1. Presentation/IntroductionSay: Let us recall the story A Muslim Holiday. How is Hari Raya Puasa celebrated?
Write the answer on the board.(Hari Raya Puasa is celebrated happily)
2. Modeling / Teaching
Read the sentences. Refer to LM - Find Out and Learn and take note of the underlined words. Hari Raya Puasa is a happy celebration. Muslims celebrate it happily.
The Muslim women do a silent prayer. They pray silently.
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Say: How is the Hari Raya Puasa celebrated? (happily) How do the people pray in the mosque? (silently) These are what we call adverbs of manner. Give more examples of adverbs.
Teaching ChartAdverbs of manner tell us how something happens. They answer
the question how.Most adverbs of manner are formed from adjectives.
Ex. happy – happily easy – easily silent – silently slow – slowly
3. Guided PracticeDivide the class into seven groups. Each group will get a chart. They will read the stanza of the poem “One Happy Holiday” on the chart.
One Happy Holiday
One happy holidayWhen Mother was away,A girl named Annie Lee
Didn’t want to play
Annie Lee’s eyes twinkled,And her little nose crinkled
Then she shouted, “Hurray!”“What a happy holiday!”
Father asked merrily,“What can the matter beYou look so sad todayOn a happy holiday.”
Annie Lee wanted to buyTwo little dolls that cry
But she remembered this:“Don’t buy everything you wish.”
“Where is Mommy, Daddy?”Annie Lee asked sadly
We’ll go to the fairTo buy something there.”
So one happy holidayWhen Mother was away,
A pretty little girl,Had a fine day at the fair.
“We will go to the fair,My pretty little girl,
But please remember this,Don’t buy everything you wish.”
Say: In the second stanza of the poem “One Happy Holiday”, how did Father ask what could the matter be? (Father asked merrily.) How did Annie Lee ask where her mommy was? (Annie Lee asked sadly.)
Divide the class into six groups. Give the directions for each activity.
Activity 1(Groups 1 & 2) Show the word cards and have the children read them. Say:
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Pick the word card that is an adverb of manner.
Answers:1. lovingly2. easily3. hardly4. instantly5. truthfully
Reminder: Be sure that the pupils understand what each adverb means.
Exercise 2(Groups 3 & 4). Present the following sentence cards and have the children read them.Say: Underline the adverb of manner in each sentence.
The performers changed costumes quickly.
People prayed silently before the festival started.
They excitedly prepared the paper buntings.
I quietly approached the guest speaker.
Martha welcomed the visitors warmly.
The street dancers danced gracefully.
Activity 3 (Groups 5 & 6) Cut out from the newspaper five (5) words that are adverbs of manner. Write a sentence using each of the adverbs of manner.
4. Independent Practice
A. Box the adverbs of manner in the sentence.1. Mila joyously watched the fireworks.2. Mother prepared the food well.3. Our visitor speaks softly.4. The children happily go from house to house.5. The victorious performers marched triumphantly down the street.
B. Write a sentence using each of the following adverbs of manner.1. happily2. beautifully3. well4. quickly5. calmly
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5. Enrichment Refer to LM, Learn Some More Choose the letter of the correct adverb of manner and write it on the blank to complete the sentence.
1. When my leader talks too_______, it’s difficult to understand his cues.A. slowly B. quick C. quickly
2. The singers ________ followed the directions of their conductor.A. goodly B. easily C. well
3. The audience cheered __________.A. loudly B. successfully C. gently
4. Children _________ joined the parlor games.A. angrily B. well C. eagerly
5. Participants waited for their turn to perform __________.A. bad B. patiently C. correctly
Day 4
• Define and explore the concept of connotation• Examine how word choice affects meaning
1.. Presentation/IntroductionSay: I’ll read some sentences and after I read them, I want you to draw what you imagined based on what you heard. (Teacher reads sentences in Box A).
A
Sam’s chicken won First Place in the contest. It was the heaviest chicken in the Fair.
Say: Draw the chicken as described in the sentence.Teacher reads sentences in Box B.
B
“What’s the matter, are you chicken?” Sam’s friends asked him when he didn’t join the pole-climbing contest. They didn’t know that he is afraid of heights.
Say: Draw the chicken as described in the sentence.
2. Modeling/TeachingSay: Are you ready to show your illustrations? Show your drawing to your seatmate.Does your drawing of chicken similar to your second drawing?You’re right that they are not similar.Let’s read the sentences.(Teacher posts the paperstrips where the sentences were written.)What is the meaning of chicken in Box A? (bird)How about chicken in Box B? What word in Box B can help you get the meaning of chicken? (afraid)
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What is another word for afraid? (scared, coward)Whenchicken refers to a bird,birdis the denotative meaning of it. Denotation is the literal meaning of a word. It is the usual dictionary definition of the word.When chicken refers to the emotion of being afraid or scared, the emotion is the connotative meaning of chicken. Connotation refers tothe emotional / contextual / cultural meaning attached to a word. It also refers to shades and degrees of meaning of a word.
Look at the two book covers (see LM). Which book cover uses the denotative meaning of chicken? Which one uses the connotative meaning?
Knowing the connotative meaning of a word can lead you to be more tactful. It also leads you to use a more appropriate word to narrate what is happening. Consider this:
That boy is fat.That boy is healthy.
Which description is preferable?Think about the connotative meaning of the words in each set:Set 1 - pretty, cute, lovely, beautifulSet 2 - small, minuteSet 3 - shower, rain
The words in the set almost have the same meaning. However, each one is used in different situations. For example, to describe a flower, would you say a cute flower or a lovely flower?When do you think classes might be suspended, when there is a shower or when there is a deluge?Study the following sentences:Sentence 1: When the group members discuss, they often disagree about something.Sentence 2: When the group members discuss, they often argue about something.
What do you imagine with Sentence 1? How about Sentence 2? The sentences seem to mean the same. However, a closer look will tell you that there is a degree or shade of difference in their meaning. The word argue in sentence 2 shows that the members more than disagree with each other.
Remember
Denotation – is the specific, exact and concrete meaning of a word. This is the meaning you will find in a dictionary.
Connotation- is an idea or quality that a word makes in addition to its meaning. It can be positive or negative.
3. Guided PracticeWhat is the connotative meaning associated with the following animals?
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Connotative Meaninghen motherly, caringowl wise, night-persondove gentleshark ruthlesssnake dangerous, deceptive
* answers given here are the usual meaning however they may vary depending on the culture; accept answer as long as the learner can explain/reason out for his/her given answer .
Have learners give examples of other animals that have connotative meaning.Encourage learners to give sentences that use the denotative and connotative meanings of the word.Example: Len screamed when she saw the large snake staring at her.Len knew that a person who is a snake can’t be trusted.
4. Independent PracticeRefer to LM, Do and Learn1. home 4. minute2. starving 5. thrifty3. antique
Day 5Study Skill
I. Objective
Locate information from indices A. Oral Language
Say: Listen carefully to the words. Read the words. utter emphasize portionSay: Let us read the poem “The Index and the Index”.
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The Index and The Index- Spectacles by Melinda D.C. Jadrin, et.al
We have the index fingerTo point at one thing or another;
To emphasize or warn us,Needing no words to utter.
But to know a book better.There’s an index to remember;Topics are alphabetically listed:To help make locating faster.
What useful pair of indexes,These finger and book portion;One to use for body language,
And the other for location.
Questions:Refer to LM - Talk About It1. What are the kinds of indexes?2. What is the index finger for?3. What is the use of the index in a book?
1. Presentation/ntroductionSay: In the first stanza of the poem, “The Index and The Index”, what index are we referring to? What index are we referring to in the second stanza. Say: Get a book. Open it. Look at the parts of the book. What are the different parts of the book?Write down their answers.
2. Teaching/ModelingAsk: What is an index?Say: Let us see if you still remember how to locate information from an index.Study the sample index below then answer the questions about it.
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INDEX Adjectives, 149 Sentences:comparison, 155-164 commands, 83-84order of adjectives, 149-150 declarative, 74-75;78Following directions, 12; 18-19 exclamatory, 85-88Intonation: interrogative, 74-76;79
falling, 3 requests, 83-84rising, 2 Verbs:
Nouns: future, 140-145count nouns, 47 simple present, 120-126mass noun, 46-48 simple past, 130singular and plural, 40-44
Ask the following questions:1. How are the main topics arranged?2. How are the subtopics arranged?3. What is the first topic?4. What is the last topic?5. What are the numbers after the main topics and subtopics for?
Ask: Do you think an index is an important part of a book? Why? Where in the book is the index found?
Teaching Chart
The index is an important part of the book. It is always found at the back of the book.
Knowing how to use the index can save a lot of time in locating the topics in the book.
3. Guided PracticeSay: Let us study the sample Index and answer the questions that follow.
Index
Density temperature, 115-119 liquid, 12-13 volume, 112-115 Regular solid, 10-11 ScienceGraphs nature, 5 bar, 27 Scientific methods, 51 line, 26 collecting data, 64-66 pictograph, 29-30 experiments, 60-63 pie, 28 hypothesis, 57-59Lab Safety, 17-19 looking at data, 53-54Metric System, 98-130 scientific inquiry, 66-70 length, 100-102 variables, 55-56 mass and weight, 98-100 measurement, 103-105 metric conversion, 106-110
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1. Where can we read about safety rules in thelaboratory?
2. On how many pages is density discusses?____________3. What topic is discussed on page 28?____________4. What is the first subtopic about scientific methods?____________5. On how many pages will you find information about
metric system?
4. Independent Practice
Study the data in the box Index below. What is wrong with this Index? Copy this in your notebook and do the necessary changes
INDEX
Pollution, 109-120Effect, 111-114
Craters, 336-338Butterflies, 77-79Animals, 20-46
Habitats, 21-23, 34, 40Life cycles, 24, 26, 29
Clouds, 310-315Kinds, 312-314
Climate, 253-268Earth, 387-406
Air, 400-404Land, 389-394Water, 395-399
Week 8 - It’s Christmas Time Again!
I. Objectives for the Week
A. Expressive ObjectiveRealize the beauty of giving and sharing
B. Instructional Objectives
Listening Comprehension Make predictions about a selection listened to
Oral Language Refer to LM - Think and Tell Tell / Retell familiar stories and short conversations by using appropri ate gestures and expressions in complete sentences
Vocabulary Development Build vocabulary through word associations
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Reading Comprehension Use appropriate graphic organizers for texts read
Study Strategy Interpret charts Use a particular kind of sentence for a specific purpose - Making requests
II. Subject Matter
Topics1. Story: Hurry, Santa!2. Word Analogy3. Graphic Organizer4. Interpreting charts5. Kind of Sentence for a specific purpose
- Making requests
Value Focus: Determination in doing something to make others happy
References“Hurry, Santa!” by Julie Sykes“Christmas Vacation” by Ma. Rita Teresa V. Riñoza
Materials• picture cards• book• graphic organizer – “Story Star”
III. Learning Activities
Day 1
Listening Comprehension
I. ObjectivesMake predictions about a selection listened toUse appropriate graphic organizers for texts read
A. Oral Language Refer to LM - Think and Tell
Sharing experiencesSay: What gifts did you receive last Christmas? Who gave you those gifts?
B. Pre-Listening1. Unlocking / Vocabulary & Concept Development
Show a picture and let the children tell a story about it. Present the vocabulary words in word cards while telling the story.
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sleigh snowdrift presents
(Note: vocabulary words are written in word cards)
Santa Claus is going to deliver different kinds of presents to the children on Christmas eve. Giving gifts to children will make them happy. He will ride on a sleigh a large, open vehicle usually pulled by a horse over snow or ice. But the sleigh is stuck on a hill of snow formed by wind called a snowdrift. He calls for his reindeer, a large type of deer. So, the reindeer pull the sleigh and off they go.
Show a toy skateboard and let it skid.Say: What happened to the skateboard? The skateboard skidded on the floor.(skidded – a sudden, uncontrolled sliding movement)
Show a trotting movement.Say: I am trotting towards the table. What did I do? Did I move faster than walking?(trotting – moving at a speed faster than walking)
2. Motivation Question
Say: Have you experienced sleeping before Christmas eve? What was your feeling when you woke up few minutes before Christmas eve? What did you do?
3. Motive QuestionSay: What did the animals do when Santa woke up late on Christmas Eve?
4. During Listening The teacher will first read the story. Stop at set points, to ask the children what they think will happen next in the story.
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Hurry, Santa!by Julie Sykes
It was Christmas Eve, Santa’s busiest time of the year. But Santa was fast asleep, snoring under his blanket.
“Wake up!” squeaked Santa’s little mouse, tugging at his beard. “Hurry, Santa! You can’t be late tonight.”
“Ouch!” cried Santa, sitting up and rubbing his chin. “Goodness, is that clock right? The alarm didn’t go off and I’ve overslept.”
Santa leapt out of the bed and began to pull on his clothes. He was such in a hurry that he put both feet in one pant leg and fell flat on his face.
(Have pupils predict: What was Santa going to do?)
“Hurry, Santa!” meowed the cat. “You can’t be late tonight.” “No, I can’t,” agreed Santa, getting back up. “I can’t be late delivering the presents. When he was finally dressed, Santa hurried outside to his sleigh. He picked up the harness and tried to put it on the reindeer.
But the reindeer weren’t there! “Oh no!” cried Santa. “Where can they be?”
(Have pupils predict: Where do you think were the reindeer?)
“The reindeer are loose in the woods,” called Fox. “You’d better catch them before they wander off. Hurry, Santa, you can’t be late tonight.”
(Have pupils predict: Who said the reindeer are in the woods?)
“No, I can’t,” agreed Santa, running toward the trees.Deep in the woods, some of the reindeer were having a snowball fight.“Aaaaah!” shouted Santa as a snowball hit him in the face.
(Have pupils predict: Who wil tell Santa that he doesn’t have time to play in the snow?)
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“Hurry, Santa,” hooted Owl. “You don’t have time to play in the snow.”“But I wasn’t playing!” said Santa.He searched all over for the other reindeer, but they were nowhere to be found. “I hope you four can pull the sleigh by yourselves,” he said. “Come on, we’ve got work to do.”At last, Santa took off, steering the sleigh toward the moon.“Go, Reindeer, go!” he shouted. “We can’t be late tonight!”Around the world they flew, delivering their presents.“Down again,” called Santa, turning the sleigh toward a farm.“Hurry, Santa!” answered the reindeer. “We’re miles from anywhere, and the night’s almost over.”“I’m doing my best,” boomed Santa, flicking the reins.Before he knew what was happening, the reindeer quickened their pace.“Whoa,” Santa cried, but it was too late. Landing with a bump, the sleigh skidded crazily across the snow.“Ooooooh deeeaar!” cried Santa.
(Have pupils predict: What do you think happened to Santa?)CRASH!The sleigh had gotten stuck in a giant snowdrift. Santa scrambled to his feet and rubbed his bruised bottom. “Nothing broken,” he said. “But we must hurry!”
(Have pupils predict: What will Santa and the animals do after they stuck in the snow?)
When the reindeer had untangled themselves, they tried to dig out the sleigh. They tugged and pulled and pushed as hard as they could, but the sleigh was completely stuck in the snow.“It’s no use,” wailed the reindeer. “We can’t move this sleigh on our own.”“We must keep trying,” said Santa. “The sky is getting lighter, and we’re running out of time.”
Suddenly, Santa heard a loud neigh.
(Have pupils predict: Who would that be?)
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Trotting toward them was a very large horse.“Hurry, Santa!” she neighed. “You’ve still got presents to deliver. I’ll help you move your sleigh.”So they all pulled together, even Santa’s little mouse, but it was no good. The sleigh was still stuck.“Hurry, Santa!” called the rooster from the barnyard. “It’s nearly morning.” “I am trying to hurry,” puffed Santa. “One more pull, everyone!”At last the sleigh began to move…And Santa tumbled backward, cheering loudly.“Hurry, Santa!” called all the animals. “The sun is rising. You’ve got to finish your rounds before the children wake up.”
(Have pupils predict: Was Santa able to deliver all the presents?)
“Yes,” agreed Santa. “It is nearly Christmas Day!”It was a close call, but by dawn Santa had managed to deliver every present. Finally, he and the reindeer arrived back at the North Pole.“We did it!” yawned Santa. “I wasn’t ----“He stopped talking and stared at his sack in dismay. At the very bottom was a present.“Oh no, how awful!” he cried. “I’ve forgotten someone!”Then Santa saw that all the animals were laughing at him.“That present is for you,” said the reindeer. “It’s from all of us.”“Hurry, Santa!” added the little mouse. “You should open your present. It’s Christmas Day!”“Yes, I should,” chuckled Santa. “Now, I wonder what it is…”
(Have pupils predict: What do you think?)
“It’s an ALARM CLOCK!”
(Group reading follows after the reader reads the story. Group reading may be done by paragraph)
Discussion:
Say: Let us use the Story Star as a graphic organizer in answering the questions.
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Ask the following questions:1. Who are the characters in the story?2. When and where did the story happen?3. Who woke up Santa?4. Why didn’t he wake up on time?5. What was his important job trip night?6. Why was Santa in a hurry in delivering the presents? 7. Where were the reindeer?8. What other problems did Santa encounter?9. Was he able to deliver all the presents?
10. What present did the animals give Santa? 11. Why do you think he was given that present?
Day 2
I. ObjectivesTell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences
Drill:Read the words, phrases and sentences.
sleigh slug sledge slew slipknot slogan slurp slya slipknot slew sideways quick slurp
1. The boys did a slipknot.2. He had a quick slurp of his chocolate drink.3. Their jeepney slewed sideways off the road.
Slippery fish, slippery fish, sliding through the water,Slippery fish, slippery fish, Gulp, Gulp, Gulp!Oh, no! It’s been eaten by an ____________?
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A. Oral Language Development Say: Retell the story, “Hurry, Santa!”
B. Post Listening1. Engagement / Enrichment
Divide the class into five groups. Let them do the following activities:
Group 1 Form the puzzle (picture of Santa Claus). Write the name of the picture.
Group 2 Act out how Santa put on his clothes.
Group 3 Arrange in sequence the animal pictures based on the events of the story.
Group 4 Act out how Santa and the animals got out from the snow.
Group 5 Draw an alarm clock.
2. Discussion Questions1. Who woke up late on Christmas Eve? (Group 1 will present their work)2. What did he do when he woke up late? (Goup 2 will act out how Santa put on his clothes)3. Who told Santa that he couldn’t be late in delivering the presents? (Group 3 will present their work)4. How did Santa and the animals get out from the snow? (Group 4 will present their work)5. What present did Santa receive from the animals?
(Group 5 will present their work)6. Why did they give him an alarm clock?7. If you see your friend stuck in a hole, what will you do?
Day 3
Grammar: Kind of Sentence for a Specific Purpose: Making RequestsI. Objective
Use a particular kind of sentence for a specific purpose. - Making requests
A. Oral LanguageDivide the pupils into five groups. Assign each group based on the characters of the story. Let the pupils read the dialogue.Refer to LM - Read and Learn
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Christmas Vacationby Ma. Rita Teresa V. Riñoza
James and Pacoy come home from their dance practice. Mother is cooking dinner.
James: Mother, may we talk to you?Mother: Sure, what is it?Pacoy: Our cousin Kuya Linus, called just a while ago. He is inviting us.James: Would you mind if we spend Christmas in their home?Mother: It’s okay. But we have to attend the Christmas party with our neighbors on December 27.Pacoy: Can we leave after the Christmas party? We would like to watch the street dancing.
Mother: Ok, you can take your vacation for three days. Be sure to be here before New Year’s Eve.Pacoy: Will you help us tell Father about it?Mother: Yes, I will tell your father.Jamesand Pacoy: Thank you, Mother. We love you!Mother: I love you too!Discuss by answering the guidance after the dialogs.
6. Modeling / Teaching Refer to LM, Find Out and LearnRead the sentences.
Say: Look at the sentences. What do you notice about the sentences? What do these sentences tell us about? Does the first sentence state a purpose? What is it? How about the second sentence? What do you think is its purpose? Look at the third sentence. What is the purpose of the third sentence?
Give more examples of kinds of sentences that make requests.
Teaching Chart
There are kinds of sentences that have a specific purpose such as making requests. They tell us to do something but it is done politely. We use: can, could, will , would, would you mind + ing to make polite requests.
7. Guided Practice Refer to LM - Try and Learn
Exercise 1
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Underline the words that show polite requests.1. Would you please join the Christmas Party?2. There is a good show at the plaza. Do you mind watching it?3. Could you call some friends to support the Christmas fund raising?4. Jane, may we ride in your car to the market to buy some presents?5. May we join the Reader’s Theater for the Christmas show
Exercise 2 (Oral Activity)Get a partner. Have a short dialog on how to conduct the school Christmas program. Use polite request.
8. Independent Practice Refer to LM - Do and Learn
Read the telephone conversation. Circle the words that make requests.
Vic: Good morning, Can I speak to Miss Lopez please?Ramon: May I know who is calling?
Vic: This is Vic Carpio, a pupil of Salapingao Elementary School. Ramon: Please hold on . I’ll see if Miss Lopez is not busy...Please
speak on. Miss Lopez is on the line. Vic: Hello, Miss Lopez. Good morning. Miss Lopez: Hi, Vic. What can I do for you? Vic: Ma’am, I would like to make a request.
The Pupil Government Officers in our school are planning to conduct a Children’s Program on December 18.
Miss Lopez: How can I help you?Vic: Do you think you could lend us the LCD projector?Miss Lopez: Oh, certainly. Let me know when you are going to you use it.Vic: Could we go to your office tomorrow after our class? We are going to give our request letter.Miss Lopez: I’ll be waiting for you in my office.Vic: Thank you, Miss Lopez.Miss Lopez: You’re welcome. Bye.
Day 4
Vocabulary Development: Analogy
I. Objective Build vocabulary through word associations
A. Oral LanguageShow pictures of things that are associated with the different celebrations.Say: Share your experience when you encountered these things.
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1. Presentation / IntroductionSay: What are the things associated with Christmas? Write the answers on the board.
Christmas treebelencarolsbaby in a manger
2. Modeling / Teaching Refer to LM - Find Out and Learn
Say: Read the words associated with Christmas, New Year and Valentine’s Day. Put the words in their proper columns.
trumpet heart sleigh
cupid reindeer hat
poinsettia fireworks Christmas tree
clothes with polka dots red rose bow and arrow
Christmas Day New Year’s Day Valentine’s Daysleigh fireworks heart
reindeer clothes with polka dots red rose
poinsettia heart bow and arrow
Christmas tree trumpet cupid
Say: Look at the chart. How do they relate to each other?
Example: Gift is to Christmas Day as Red rose is to Valentine’s DayTrumpet is to New Year’s Day as carol is to Christmas Day
Teaching Chart An analogy – is a comparison of two things that may have similar or opposite characteristics or features. A relationship may be noted when one word is a part and the other is a whole.
3. Guided Practice Refer to LM - Try and Learn
Exercise 1Choose from the box. Write the word that completes each sentence.
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church New Year heart
Santa Claus Christmas
1. A lantern is to Christmas as fireworks is to __________. 2. A carabao is to a farmer as reindeer is to ____________. 3. Christmas is to Christmas tree as Valentine’s day is to _______. 4. Repentance is to Lenten Season as merry making is to _______. 5. Muslims is to mosque as Christians is to __________.
Exercise 2Interview your seatmate. Ask the following questions:1. What celebrations do you observe in your school?2. What activities do you do during such celebrations?
Possible answers: Nutrition Month is to Nutri-jingle as Scouting Month is to Encampment. Linggo ng Wika is to Sayawit as United Nations is to Parade of Flags
4. Independent Practice Refer to LM - Do and Learn
Choose the word that completes the sentence.
Day 5
Study Skill: Interpret Chart
I. ObjectiveInterpret charts
A. Oral Language
Say: Share your experience about how you spent your Christmas vacation last year. 1. Presentation / Introduction
Say: Name the different celebrations in our country. In what places do we celebrate this events?
2. Modeling / Teaching Refer to LM - Find Out and Learn
Say: This is a chart. Show a chart. When do we use a chart? What does it contain? Look at the chart. Let us study the chart. Interpret it by answering the questions.
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Name of Festival Place Month of CelebrationBangus Festival Dagupan City AprilMangunguna Festival Bolinao AprilPanagbenga Festival Baguio City FebruaryAnsakket Festival Aguilar JulyBasi Festival Naguilian MayMango-Bamboo Festival San Carlos City April
1. When do we celebrate the Panagbenga Festival? February2. What festivals are celebrated in the month of April?
Bangus Festival Mangunguna Festival Mango-Bamboo Festival3. In where do are we celebrate the Basi Festival? Naguilian
Teaching Chart
A chart gives information in the form of a table, graph, or diagram. It is a tool used to make information easy to understand.
3. Guided Practice Refer to LM - Try and Learn
Say: Study the chart carefully and answer the following questions.
Country Capital ContinentPhilippines Manila AsiaSaudi Arabia Riyadh AsiaSudan Khartoum AfricaSweden London EuropeUnited States Wahington, D.C. North America
__________ 1. What is the capital of United States?__________ 2. Where is the Philippines located?__________ 3. Which countries on the chart are located in Asia?__________ 4. What country is located in Europe?__________ 5. What is the capital of Sudan?
4. Independent Practice Refer to LM, Do and LearnStudy the given graph. Write the correct answer.
Here is a graph that tells the detailed expenditures of the Herrero family. Study it and answer the questions that follow.
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1. On which item does the Herrero family spend the most? A. Rent C. Education B. Food D. Clothing2. On which items does the family spend the least? A. Savings and miscellaneous C. Recreation and light-water B. Miscellaneous and light-water D. Recreation and savings
3. What percentage is spent on education? A. 8% C. 25% B. 15% D. 35%
4. What does the graph show? A. The debts of Herrero family C. The expenses of Herrero family B. The savings of Herrero family D. The expenses of Mr. Herrero
5. Which item has 8% expenses? A. Education C. Clothing B. Transportation D. Light-Water
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Week 9 - A Special Day
I. Objectives for the WeekA. Expressive Objective Admire Itoy and his family for understanding Cara’s action
B. Instructional Objectives
Oral Language Tell / Retell familiar stories and short conversations by using appropriate expressions in asking permission.
Listening Comprehension Make predictions about a selection listened to
Vocabulary Development Classify words
Reading Comprehension Use appropriate graphic organizers for texts read
Study Strategy Interpret graphs
Grammar Use a particular kind of sentence for a specific purpose - Asking permission
II. Subject Matter1) Story: “The Carabao Who Refused to Kneel”2) Making Predictions3) Word Classifications4) Graphic Organizers for texts read5) Graph6) Kind of Sentence for a specific purpose: Asking Permission Value Focus: Love and patience to pet animals
References“The Carabao Who Refused to Kneel” by Lina Diaz de Rivera“Mangunguna Festival” by Ma. Rita Teresa V. Riñoza
Materials • Picture cards • graphs • graphic organizer: Story Train
A. During Listening The teacher will first read the story. Stop at indicated points, to ask the
children what they think will happen next in the story.
III. Learning Activities
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Day 1
Listening Comprehension
I. ObjectiveTell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentences.Make predictions about a selection listened to.
A. Oral Language Sharing story / news Say: What festivals have you attended? What did you see during the festival?
B. Pre-Listening1. Unlocking of Difficulties
Show a picture of a coronet.Say: When do you usually see a person wearing a coronet?
a (coronet - a wreath or band for the head usually worn by women on formal occasions).
Say: Look at the picture of a carabao. (Pointing to the hooves. These are hooves. What other animals have hooves?
a (hooves – the hard covering on the feet of an animal)
Say: Look at the sentence strips and read the sentences. Cara looked stunning in her gown yesterday because of her impressive beauty.
a (stunning – strikingly impressive especially in beauty or excellence)Show a picture of a patio. Say: What do people do in the patio?
a (patio – a flat area of ground that is covered with a hard material usually behind a house)
Say: With a flick of a finger, the magician turned the handkerchief into a bird. How was it done? Flick your finger.
a (flick – a light sharp jerky stroke or movement; to move something with a short, quick movement)
2. Motivation QuestionSay: Do you have a pet? What is your pet? Has your pet joined any contest? How did you prepare your pet for the contest?
3. Motive Question
Say: What is Itoy’s pet? What is the name of his pet? What did he do to prepare Cara for the contest?
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The Carabao Who Refused to Kneelby Lina Diaz de Rivera
On the feast of San Isidro Labrador, the patron saint of farmers, the people also honor the carabao, the farmer’s helper. Itoy had a pet carabao, Cara. He had taken care of Cara since he was old enough to lead her to pasture when Tatay asked for his help. Tomorrow, Cara will make her debut at the Carabao Festival. Decked with lovely ribbons and garlands, the carabaos are first paraded through the town and taken to the church patio. There, the carabaos are blessed by the priest and then brought to the town plaza where awards are given to the strongest and the best-looking carabaos.
(Have the pupils predict: What do you think is the most thrilling contest in the Carabao Festival?)
But the most thrilling contest is the carabao race. The finish line is in front of the church where the statue of San Isidro Labrador stands. As the carabaos reach at the center, the church bells ring and as if on signal, the carabaos kneel as a sign or respect to their patron saint.
(Have the pupils predict: What do you think Itoy did to prepare Cara for the contest?)
Itoy spent many hours teaching Cara how to kneel. He was sure that even if Cara failed to win any award, she would make the best kneeling ever seen.
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(Have the pupils predict: How do you think Cara looked during the beauty contest?)
At dawn on the day of the festival. Itoy’s mother and sister prepared Cara for the “beauty contest.” Cara wore a coronet of pink paper flowers with blue centers. Cara’s tail was plaited and threaded with ribbons of different colors. Her hooves had red polish on them. She looked so serious that Itoy laughed and laughed. At the parade, Cara looked stunning! She actually won the Best-looking Carabao Award! Itoy was very proud of her. Then it was time for the race. Cara and Itoy, the youngest “jockey” that year, did not make it to another award but they were not the last either. When the race was over, the carabaos gathered at the patio for the famous kneeling show.
(Have the pupils predict: What did Cara do when they gathered at the patio after the race?)
When the bells rang, all the carabaos slowly made their salute. All except Cara. Itoy was dismayed. He tried giving Cara their secret cue: a slight flick in the left ear. Nothing.
(Have the pupils predict: What do you think Itoy felt when Cara did not kneel? What did Itoy do?) Although most of the people did not notice Cara’s not having knelt, Itoy was very embarrassed. He wondered if Tatay, Nanay, and the rest would blame him. He jumped from the carabao’s back and flicking her left ear. Itoy whispered in Cara’s ear, “Cara, now!” But Cara did not listen.
(Have the pupils predict: Why do you think Cara not kneel in the patio?)
She was looking at a flower that dangled over her nose. During the race, her coronet loosened and the flower dropped exactly in front of her eyes. No whisper, nor ringing bells, no flick meant anything to her. All that mattered was the pink flower tickling her nose.
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(Have the pupils predict: What did Itoy and his family do to Cara when she did not kneel?)
Disappointed, Itoy led her out of the patio to join the rest at the fiesta table where finger food was being served. Itoy’s family was very nice about Cara’s disapppointing performance. They fixed the offending coronet and even fed Cara as lovingly as before. “Itoy”, said his father. “Take Cara home now. She needs rest. Besides, there will be guests in time for lunch. I’ll be joining you shortly.”
Itoy climbed on Cara’s back, took Cara’s reins and headed home. They had to pass the church again and as they crossed the patio, the bells started to ring to signal the start of the mass.
(Have the pupils predict: What do you think Cara do when they passed the church?)
To Itoy’s surprise, Cara stopped, faced the church and Itoy felt the animal slowly bending her knees. She was making her graceful salute!
Some children playing in the patio saw her and clapped their hands. Cara flicked her tail. Itoy jumped from his perch and hugged his carabao around the neck. “You did it, Cara! That was perfect!” Itoy said happily. Cara replied with a low grunt.
Discussion:1. What is Itoy’s pet?2. How did Itoy prepare Cara for the festival?3. What did Cara do when they passed the church?4. What did Itoy do when Cara refused to kneel?
Day 2
I. ObjectiveTell / Retell familiar stories and short conversations by using appropriate gestures and expressions in complete sentencesUse appropriate graphic organizers for texts read
A. Oral Language DevelopmentSay: Arrange the picture cards based on the story “The Carabao Who Refused to Kneel”. Read the story
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B. Post Listening1. Engagement / Enrichment Divide the class into five groups. Let them do the following activities:
Group 1 Draw the pet of Itoy. Cut out letters and form the name of Itoy’s pet. Paste it below the drawing.
Group 2 Act out what Itoy taught Cara before the festival.
Group 3 Draw how Cara looks on the day of the festival.
Group 4 Draw how Cara looks after the race.
Group 5 Act out what the family did to Cara even if she did not kneel.
Group 6 Prepare a kind of clap (example: Firecracker clap or Very Good clap). Make a congratulations placard.
2. Discussion Questions
1. What is the pet of Itoy? What is it’s name? (Group 1 will present their work)2. What is the thrilling contest of the Carabao Festival? What did Itoy do to prepare Cara for the contest? (Group 2 will act out how Itoy taught Cara)3. How did Cara look during the beauty contest? (Group 3 will present their work)4. What did the carabaos do when they were gathered in the patio?
Did Cara kneel? Why? (Group 4 will present their work)5. How did Itoy feel when Cara did not kneel? If you were Itoy, what will you do if your pet will not follow your command? What did the family do to Cara when she did not kneel? (Group 5 will act out what the family did to Cara) 6. On their way home, what did Cara do when they passed the
church? What did the children do when they saw Cara kneel? (Group 6 will present their clap and their congratulation placard)
Say: Let us use the Story Train as a graphic organizer.
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Ask the following questions:
1. What is the setting of the story?2. Who are the characters in the story?3. What is the problem in the story? Why did Cara not kneel?4. What did Itoy do to prepare Cara for the contest? (Event No.1)5. How did Cara look during the contest? (Event No.2)6. What did Itoy do to Cara when she did not kneel? (Event No.3)7. What did Cara do when they passed the church? (Event No.4)
Day 3
Grammar: Use interrogative sentence in asking permission
Drill:Read the words, sentences and phrases
fruit friend frill frisky fragrance fragile frizz freedom frisky kittens our freedom fresh fruit
1. The frisky kittens are playing in the patio. 2. We owe our freedom to the unknown soldiers who fought for our nation.
Read the tongue-twisters by group. Call the pupils individually to recite the tongue-twisters.
Fruit french-fry Frisky free Frog Friday friend frisbee
A. Oral Language Refer to LM - Read and Learn
Divide the pupils into five groups. Assign each group based on the characters of the story. Let the pupils read the short story, “Mangunguna Festival”.
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Mangunguna Festivalby Ma. Rita Teresa V. Riñoza
It was summer vacation when Luke and Mandy went to their grandparents’ place to attend the Mangunguna Festival in Bolinao, Pangasinan.
Luke: Lolo, why is your festival called Mangunguna Festival?Lolo Mar: Luke, Mangunguna Festival is a celebration of aquaculture
bounty, fishermen’s vigor, and the rest of the town’s unity.Mandy: Lola, what are the events of the festival?Lola Zita: Mandy, there are water sport events such as the carabao-
swimming race and canoe race along the Balingasay River and Caquiputan Channel.
Luke: May I join Kuya Karlos in the carabao-swimming race?Lolo Mar: You may go with your Kuya Karlos but you cannot join the
race. Mandy: Can you please tell us something about the race, Lolo?Lolo Mar: Six fishermen will ride in a canoe made from used
aluminum parts of World War II planes. Lola Zita: These canoes are said to be lighter and faster than those
traditionally made from wood.Luke: Can Mandy and I ride in the canoe?Lolo Mar: Yes, you can ride in the canoe tomorrow after the race.Mandy: Please allow us to go and watch these different contests.Lola Zita: Children, you may go with your Lolo Mar and watch the
different races.Luke and Mandy: Thank you, Lolo and Lola. Luke and Mandy ate their breakfast, prepared themselves and went with
Lolo Mar. They were so excited and happy. 1. Presentation / Introduction Refer to LM - Talk About It
Ask the following questions:1. Where did the story happen?2. Why is the festival called Mangunguna Festival?3. What did Mandy ask her Lola?4. What are the events in the festival?5. What did Luke ask Lolo Mar when he wanted to join the carabao-
swimming race?6. Why do you think didn’t Lolo Mar allow Luke to join the race?7. When can Luke and Mandy ride in the canoe?8. If you were Luke and Mandy, would you also want to ride in a
canoe? Why?
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2. Modeling / TeachingSay: Read the sentences.Refer to LM - Find Out and Learn
May I join Kuya Karlos in the carabao-swimming race?Can Mandy and I ride in the canoe? Please allow us to go and watch the different contests.
Say: Look at the sentences. What do you notice about the sentences? What do these sentences tell us? Does the first sentence state a purpose, what is it? How about the second sentence, what do you think is its purpose? Look at the third sentence. What is the purpose of the third sentence?
Examples: Do you mind if I join in your group presentation? Would you mind if I ask you something? Is it okay if I sit beside you? Would it be alright if I borrow your costume?
Teaching Chart
There are sentences that have specific purposes such as asking permission.
We usually use the word “please” in these sentences to show politeness.
“Please” may be found in different parts of the sentence---at the start, end, or before the verb.
We can also use can, could, will, and would with the word “please” as well as would you mind + v-ing to make polite requests.
3. Guided PracticeExercise 1
Circle the words that show asking of permission.1. Mrs. Santos, can I ask a question?2. Could you play with us in the playground?3. Can I borrow this book tonight?4. May we go out after our seatwork is done?5. Mr. Torres, may we stay in the school campus until 5 o’clock for
our dance practice?Exercise 2: (Oral Activity)Read the situation in the box.
The Grade IV class will participate in the street dancing for the town fiesta. Costumes are not provided. Practice will be done on Saturdays and Sundays.
How will you ask permission from your parents for this event? On your paper, write two sentences about it.
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4. Independent Practice Refer to LM - Do and Learn Put a check ( / ) if the sentence asks a question, ( x ) if it does not.
_____ 1. Aunt Mila, can I go with my friends to the plaza to watch the dance contest?_____ 2. I will join the street dancing._____ 3. Luke, can I join your group presentation in the 100 Ways To Cook Bangus?_____ 4. I am invited to sing in the opening program for our town fiesta. May I come home at 9 o’clock in the evening?_____ 5. My classmates will rent costumes for their play._____ 6. Could we join in the street dancing?_____ 7. Jane, can you go with us to the plaza?_____ 8. Can you buy our tickets for the ferris wheel ride?_____ 9. We can ride on the train._____ 10. Will you carry my bag, please?
Day 4
Vocabulary Development: Word ClassificationI. Objective
Classify words A. Oral Language
Show pictures of different festivals in our country.Say: Choose a festival and tell something about it.
1. Presentation / IntroductionAsk: (Write the answers on the board) What are the activities during your fiesta? How do you feel while watching street dancing?
2. Modeling / Teaching Read to LM - Find Out and Learn
Say: Study the web below and answer the questions that follow.
1.
Panagbenga Festival
Bangus Festival
Moriones FestivalAti-Atihan Festival Festival
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2.
3.
Say: Under what specific heading will you classify Ati-Atihan Festival and Bangus Festival? joy and merry? street dancing and cooking contest? Write the word inside the ring.Add more words associated with the heading.
Say: What can you say about the words in Web A? in Web B? and in Web C?. Are they arranged in a group? How are they groupe
Say: It is important to classify things to focus on certain ideas and meanings.
Teaching Chart
Word Classification – a skill of grouping related words together. Words can be classified, or grouped together, according to ways in which they are similar.
Words can be classified or grouped together according to kind or use.For example: The words walk, run, hop, stretch show action.
3. Guided Practice Refer to LM - Try and Learn
Exercise 1Read the words in each group. Write the classification of the words in each set.
feelings
Activitiesduringfestival
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1. engineer doctor lawyer _______
2. Jose Rizal Andres Bonifacio
Apolinario Mabini ______________
3. Ferdinand Marcos Corazon Aquino Ramon Magsaysay ______________
4. pupil teacher principal ________
5. Manny Pacquiao Efren Bata Jr. Paeng Nepomuceno ___________________
Exercise 2Underline the word or group of words that best describes the words in the box.
1. nephew baby teacher
A. children B. people C. relatives
2. magazine book newspaper
A. things to wear B. things to clean C. things to read
3. April December September A. holidays B. days C. months
4. drum guitar piano
A. noise B. instruments C. music
5. rainy sunny cloudy
A. climate B. weather C. typhoon
4. Independent Practice Refer to LM - Do and Learn
Find the right classification of the words. Encircle the letter of the correct answer.
1. cupcakes brownies cookies
A. They are made with meat. B. They are made with vegetables. C. They are made with sugar, flour, and milk.
2. milk juice tea
A. You can eat them. B. You can cook them. C. You can drink them.
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3. dentist teacher scientist
A. They are mostly men. B. They are mostly women. C. They are all professionals.
4. banana santol orange
A. They are all fruits. B. They are all sweet. C. They are all vegetables.
5. cream butter cheese
A. They are all sour. B. They are all dairy. C. They are all sweet.
6. hammer saw screw driver
A. They are all tools. B. They are all utensils. C. They are all instruments.
7. shark dolphin whale
A. They are all fish. B. They are all birds. C. They are all farm animals.
8. skirt pants shorts
A. They are all coverings. B. They are all clothes. C. They are all pieces of clothing.
9. Independence Day Ramadan Labor Day
A. They are all months. B. They are all reunions. C. They are all holidays.
10. shepherd farmer veterinarian
A. They all sail in the ocean. B. They all live in the desert. C. They all work with animals.
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Day 5
Study Skill: Interpret GraphI. Objective
Interpret graphA. Oral Language
Say: Retell the story “Mangunguna Festival” through a dialogue.
1. Presentation/IntroductionSay: What were the activities during the “Mangunguna Festival” .
I am going to present to you the number of contestants in the different contests held during the festival.How was the number of contestants presented?
2. Modeling / Teaching Refer to LM, Find Out and Learn
Say: This is a graph. Show a graph. Where do you usually see a graph? When do we use a graph? What does it contain? Say: Look at the graph. Let us study the graph. To read it, do the following: 1. Read the title of the bar graph. The title tells you the type of information in the graph.
2. Read the labels on the side and bottom of the bar graph. These labels give you the information you need to understand
the graph.
3. Choose a bar and read the label below it. Then, go to the top of that bar and look to the left to see which number matches the height of the bar.
Let us interpret the graph by answering the questions.
Number of Participants in the Mangunguna Festival
545658606264666870
Carabao-swimingRace
Canoe Race Swimming withBamboo Poles
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_____ 1. Which race has the least number of participants?_____ 2. How many participated in the Carabao-swimming Race?_____ 3. What is the difference in the number of participants between Swimming with Bamboo Poles and the Canoe Race?_____ 4. How many participated in all?_____ 5. Which race ranks second?
Teaching Chart
A graph provides visual representation of numerical data. A line graph, bar graph, and other types of graphs represent
information in different ways.It is important to look at the lines, curves, numbers, figures, labels,
and other marks or legends in a graph to accurately interpret it..
3. Guided Practice Refer to LM, Try and Learn, Exercise 1Say: Study the graph carefully and answer the questions that follow.
4. Independent Practice Refer to LM - Try and Learn
Study the given graph. Write the correct answer.
Say: Last actvity.Let us have group work. Look at the graph. Write the answer on the blank. (Refer to LM - Do and Learn)
Number of Players during the Division Athletic MeetSwimming X X X XBasketball X X X X X XVolleyball X X X X X XTrack and Field X X X X X X XBadminton X X X
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Legend: X = 20 players
1. Number of badminton players. 602. Sports with the same number of players. Basketball and volleyball3. Sports with the least number of players. badminton4. Number of swimmers. 805. Difference in number of players between Track and Field and Badminton. 80
0100200300400500600700800900
Ferris Wheel CaterpillarRide
OctopusRide
Horror Train Bump Car
1. Which ride was least liked by the pupils? _______2. Did most of the pupils ride the Horror Train? _______3. How many pupils took the Caterpillar Ride? _______4. Which rides were enjoyed by the same number of pupil ________5. How many pupils rode the Bump Car? ________
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ENGLISH GRADE IV Quarter 3-Post Test
TABLE OF SPECIFICATIONS
Learning Competencies/Objectives
Item Placement No. of Items
Note significant details. (explicit)
1,2,3 3
Note significant details. (implied)
4 1
Use context clues to find meaning of unfamiliar words.
5,6 2
Identify sequence of events.
7,8 2
Use appropriate word signals to show the sequence of events.
9 1
Identify the kind of adverb used. (manner)
10 1
Distinguish reality from fantasy.
11,12 2
Point out cause and effect relationship.
13 1
Identify the meaning of content specific words.
14 1
Identify different meanings. (connotations)
15 1
Use correct order of adjectives.
16 1
Determine the kind of adverb used. (time)
17 1
Make generalizations. 18 1
Locate information from glossaries.
19,20,21,
22,23
5
Locate meaning of words from the dictionary.
24 1
Use a thesaurus to find synonyms and antonyms of words.
25 1
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Locate information from an index.
26,27,28,
29,30,31
6
Identify the kind of sentence for a specific purpose. (request)
32 1
Identify the kind of sentence for a specific purpose. (asking permission)
33 1
Determine the degree of adjective used in context.
34,35 2
Interpret charts. 36,37,38 3Determine the graphic presentation that is appropriate for a specific purpose.
39 1
TOTAL 40 1
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QUARTER 3Post Test
I. Directions: Read the short selections carefully then answer the questions that follow. Write only the letter of your answer.
It was a cold morning by the beach. Totoy and some of his friends were walking along the shore. Their small feet dug small holes in the sand as they walked. Totoy noticed something moving in one of the holes. Looking closely, it was a tiny crab trembling in the cold. “Sorry, little crab. Go, get yourself warmer deep into your haven,” said Totoy.
_____1. Who went walking along the beach? A. Totoy and his father B. Totoy and his friends C. Totoy and his cousins
_____2. What did Totoy see in one of the holes? A. a shrimp B. a shell C. a crab
_____3. Which adjective is used to describe the crab? A. tiny B. huge C. brave
_____4. Why was the crab trembling? A. because it was disturbed B. because it was very cold C. because it was dancing
_____5. Looking closely, Totoy noticed a tiny crab trembling in the cold. Which word means the same as tiny ?
A. deep B. little C. shore _____6. Which of the following sentences does not refer to Totoy?
A. He is a small boy. B. He understands the crab. C. He is dislikes crabs.
The Wind and the Sun(Aesop’s Fable)
The wind and the sun argued one day over which one was the stronger.
Spotting a man traveling on the road, they sported a challenge to see which one could remove the coat from the man’s back the quickest.
The wind began. He blew strong gusts of air, so strong that the man could barely walk against them. But the man clutched his coat tight against him. Then, the wind blew harder and longer. The harder the wind blew, the tighter the man held his coat against him. The wind blew until he was tired, but he could not remove the coat from the man’s back. It was now the sun’s turn. He gently sent his beams upon the traveler. The sun did very little, but quietly shone upon his head and back until the man became so warm that he took off his coat and headed for the nearest shady tree.
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DEPED COPY
323
_____7. Which event happened first? A. The wind and the sun saw a traveler. B. The wind and the sun argued which of them was stronger. C. The wind and the sun challenged each other.
_____8. Which event happened last? A. The wind and the sun argued which of them was stronger. B. The wind blew so hard and ended in despair. C. The traveler took off his coat and looked for a tree.
_____9. Then, the wind blew harder and longer. Which of the A. Then B. harder C. longer
underlined words is a time connector? _____10. The sun gently sent his beams upon the traveler. What kind of
adverb is the word “gently”? A. manner B. time C. place
_____11. Which of the following sentences states a fantasy? A. The traveler held his coat tighter when the wind was strong. B. The man took off his coat when he felt very warm. C. The wind and the sun argued about who was stronger.
_____12. Which of the following statements expresses a reality? A. The man took off his coat when he felt very warm. B. The wind and the sun argued who between them was stronger. C. The sun whispered to the traveler.
_____13. What could be a possible effect of the incident? A. The wind will agree that the sun is stronger. B. The wind will boast about his success. C. The wind will laugh at the sun.
The Rainbow by Christina Rossetti
Boats sail on the rivers, And ships sail on the seas;
But clouds that sail across the sky Are prettier than these.
There are bridges on the rivers, As pretty as you please;
But the bow that bridges heaven, And overtops the trees,
And builds a road from earth to sky, Is prettier far than these.
_____14. The word “pretty” in line 6 means_____. A. ugly B. beautiful C. strong
_____15. What does the word “bow” in line 7 connote? A. bridge B. rainbow C. tree
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DEPED COPY
324
_____16. Which sentence about the rainbow follows the correct order of adjectives?
A. The rainbow is like a lovely, bow-shaped bridge.B. The rainbow is a bow-shaped, lovely bridge.C. The poem is about the bow-shaped, lovely rainbow.
_____17. In stanza 2, the poet compared the bridges in the river and in the sky after comparing the boats and the clouds in stanza 1. What kind of an adverb is the underlined word?
A. place B. manner C. time _____18. Based on the poem, what word will complete box 2?
A. treetops B. seas C. sail
_____19. What does the given page show? A. glossary B. thesaurus C. index
_____20. What does a glossary show? A. list of synonyms and antonyms B. list of topics arranged alphabetically C. list of difficult words used in the book and their meanings
_____21. Based on the given page, what does calyx mean? A. collective term for all the petals of a flower B. collective term for all the sepals of a flower C. the angle formed by a leaf with the stem
_____22. How are the words in the glossary page arranged? A. alphabetically B. according to their order in the book C. according to importance
_____23. If the word “ligule” is to appear on this page, where should it be placed? A. after panicle B. after lenticels C. before lenticels
_____24. What other reference material gives the meanings of alphabetically arranged words together with their correct pronunciation. It has guide words on top of every page.
A. index B. dictionary C. map _____25. It is a list of words with their synonyms and antonyms.
A. thesaurus B. dictionary C. index
rainbow - heavenclouds - skyships - _______boats - rivers
axil - the angle formed by a leaf with the stemaxillary - located in an axilcalyx - the collective term for all the sepals of a flowercorolla - the collective term for all the petals of a flower drupe - a fleshy fruit that contains a single seedlenticels - raised pores or short lines on the stems of plantspanicle - a loose irregularly branched inflorescencepedicel - a tiny stalk that supports a single flower
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.
DEPED COPY
325
_____26. This is also an alphabetical listing but of topics discussed in the book. The pages of the topics are also indicated.
A. timeline B. dictionary C. index
_____27. What is shown above? A. index B. glossary C. dictionary
_____28. What topic is found on page 200? A. Debate B. Voice C. Hyperbole
_____29. In the list, which topic comes before Public Speaking? A. Voice B. Idioms C. Debate
_____30. Which of the following topics is not found in the book? A. Panel Discussion B. Figures of Speech C. Writing
_____31. Based on the given page, in what subject in school is this book used? A. Music B. Science C. English
_____32. Which of the sentences states a request? A. Can I also help collect similar items? B. Please help me carry them to school tomorrow. C. Together, we can collect more rubbish.
_____33. Which one is asking permission? A. Can I also help collect similar items? B. Please help me carry them to school tomorrow. C. Together, we can collect more rubbish.
Communication, 52 Idioms, 160
Debate, 233 Public Speaking, 239
Figures of Speech, 172 Stage Play, 312
Hyperbole, 200 Voice, 404
Lina: At last, just one more box and I’m done packing all these things. Vicky, please help me carry them to school tomorrow.
Vicky: What are they for? These seem to be things of no use?
Lina: These are for my project in Science. They may look useless; however, we can make some new things out of these empty bottles, old newspapers and maga-zines, used plastic bags, worn out clothings and others in my box. Not only that! Doing this, we also help clean the environment.
Vicky: I see. Can I also help collect similar items? We have a lot of broken rubber slippers at home.
Lina: Oh, yes. That’s a good idea. Together, we can collect more rubbish. Eventually, we can make our community a cleaner and a better place to live in.
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DEPED COPY
326
_____34. “We can make our community a better place to live in”. The adjective “better” is in the ________ degree of comparison. A. positive B. comparative C. superlative _____35. Which of the following is in the superlative degree? A. most B. more C. many
Empty Bottles
wor
n-ou
t clo
thes
old m
agaz
inesold newspapers
plastic bags
Empty Bottles
worn-out clothes
old magazines
old newspapers
plastic bags
Lina’s Garbage Collection
_____36. The above figure shows the amount of Lina’s garbage collection. Which stuff shows her biggest collection? A. old newspapers B. plastic bags C. empty bottles _____37. Which items did she collect in the same amount?
A. old magazines and worn-out clothesB. old newspapers and old magazinesC. empty bottles and plastic bags
_____38. What can you infer from this chart?A. Plastic bags are environment-friendly.
B. Empty bottles are easy to collect. C. Many people nowadays are using bottled drinks.
_____39. In what other form can these data be possibly presented? A. graph B. map C. timeline
_____40. If you want to go around a bigger place like the city so you can collect more garbage, which tool will show you the way?
A. timeline B. graph C. map
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.
i
4
EnglishTeacher’s Guide
Department of EducationRepublic of the Philippines
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 [email protected].
We value your feedback and recommendations.
ii
English – Grade 4Teacher’s GuideFirst 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 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 Teacher’s Guide. Those who have not entered the agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at [email protected] or (02) 439-2204, respectively.
Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants and Editors:Felicitas Pado, PhD Ofelia Flojo, PhDNemah Hermosa, PhD Perla Cuanzon, PhD
Rosalina J. Villaneza, PhDAuthors:Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. DatuinVictoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. ImportanteValeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. GangganganMs. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. Mercado
Graphic Artist: Mr. Reynaldo A. Simple and Jason O. VillanuevaLayout Artists:
Camille Francesca Mondejar Ezekiel QuijanoCheradee 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 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected]
iii
To our Dear Teachers,
This teacher’s guide is designed in four quarters with nine-week lessons every quarter. Other broad competencies were subtasked to suit the time alloted for the day’s 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 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 above 50% of the total score and we encourage you to provide remediation to pupils whose total scores are below 50%.
Enjoy teaching and make a DIFFERENCE in the pupils’ lives.
The Authors
v
Quarter 4: Just For FunTable of Specification: Pre Assessment .......................................................... 327Pre Assessment ............................................................................................. 330Week 1 ………………………………………………………............................ 223Week 2 ………………………………………………………............................ 235Week 3 ………………………………………………………............................ 245Week 4 ………………………………………………………............................ 255Week 5 ………………………………………………………............................ 267Week 6 ………………………………………………………............................ 278Week 7 ………………………………………………………............................ 287Week 8 ………………………………………………………............................ 300Week 9 ………………………………………………………............................ 314Table of Specification: Post Assessment ........................................................ 452Post-Assessment ............................................................................................ 454
vi
ENG
LISH
GR
AD
E 4
FIR
ST Q
UA
RTE
R
Gra
de L
evel
Sta
ndar
ds
The
lear
ner
liste
ns c
ritic
ally
to
new
s re
port
s an
d ot
her
radi
o br
oadc
asts
and
exp
ress
es id
eas
accu
rate
ly in
ora
l an
d in
writ
ten
form
s; d
emon
stra
tes
conf
iden
ce in
the
use
of t
he la
ngua
ge t
o m
eet
ever
yday
’s n
eeds
; an
d re
ads
inde
pend
ently
and
get
s re
leva
nt
info
rmat
ion
from
var
ious
tex
t ty
pes.
Dom
ain
Con
tent
Sta
ndar
d P
erfo
rman
ce S
tand
ard
The
lear
ner…
Th
e le
arne
r…
Ora
l Lan
guag
e
dem
onst
rate
s un
ders
tand
ing
of v
erba
l cue
s fo
r c
lear
exp
ress
ion
of id
eas
activ
ely
crea
tes
and
part
icip
ates
in o
ral t
hem
e-ba
sed
activ
ities
de
mon
stra
tes
unde
rsta
ndin
g of
ver
bal a
nd n
on-v
erba
l cue
s fo
r ef
fect
ive
oral
pre
sent
atio
n ef
ficie
ntly
del
iver
s or
al p
rese
ntat
ions
dem
onst
rate
s un
ders
tand
ing
of in
form
atio
n de
rived
fro
m m
ulti-
med
ia
sour
ces
for
clea
r an
d cr
eativ
e pr
esen
tatio
n cr
eativ
ely
pres
ents
info
rmat
ion
usin
g br
oadc
ast
med
ia
Flue
ncy
dem
onst
rate
s un
ders
tand
ing
that
Eng
lish
is s
tres
s-tim
ed la
ngua
ge t
o ac
hiev
e ac
cura
cy a
nd a
utom
atic
ity
read
s al
oud
text
with
acc
urac
y an
d au
tom
atic
ity
List
enin
g C
ompr
ehen
sion
dem
onst
rate
s un
ders
tand
ing
of t
he e
lem
ents
of i
nfor
mat
iona
l tex
t fo
r co
mpr
ehen
sion
re
calls
det
ails
, seq
uenc
e of
eve
nts
and
shar
es id
eas
on t
exts
list
ened
to
dem
onst
rate
s un
ders
tand
ing
of t
ext
type
s to
con
stru
ct f
eedb
ack
iden
tifie
s st
ory
pers
pect
ive
and
text
ele
men
ts
Voc
abul
ary
dem
onst
rate
s un
ders
tand
ing
that
wor
d m
eani
ng c
an b
e de
rived
from
di
ffere
nt s
ourc
es
uses
diff
eren
t re
sour
ces
to f
ind
wor
d m
eani
ng
dem
onst
rate
s un
ders
tand
ing
that
wor
ds a
re c
ompo
sed
of d
iffer
ent
part
s an
d th
eir
mea
ning
cha
nges
dep
endi
ng o
n co
ntex
t us
es s
trat
egie
s to
dec
ode
the
mea
ning
of w
ords
dem
onst
rate
s un
ders
tand
ing
that
wor
d m
eani
ng c
hang
es b
ased
on
cont
ext
uses
str
ateg
ies
to d
ecod
e th
e m
eani
ng o
f wor
ds in
con
text
Rea
ding
C
ompr
ehen
sion
dem
onst
rate
und
erst
andi
ng o
f var
ious
ling
uist
ics
node
s to
com
preh
end
vario
us t
exts
U
se li
ngui
stic
cue
s to
app
ropr
iate
ly c
onst
ruct
mea
ning
fro
m a
var
iety
of
text
s fo
r a
varie
ty o
f pur
pose
s
Dem
onst
rate
und
erst
andi
ng o
f tex
t el
emen
ts t
o co
mpr
ehen
d va
rious
tex
ts
Use
kno
wle
dge
of t
ext
type
s to
cor
rect
ly d
istin
guis
h lit
erar
y fr
om
info
rmat
iona
l tex
ts
Dem
onst
rate
und
erst
andi
ng o
f writ
ing
styl
es t
o co
mpr
ehen
d th
e au
thor
’s
mes
sage
U
se d
ictio
n (c
hoic
e of
wor
ds)
to a
ccur
atel
y an
alyz
e au
thor
’s t
one,
moo
d,
and
poin
t of
vie
w
Dem
onst
rate
und
erst
andi
ng t
hat
read
ing
in a
wid
e ra
nge
of t
exts
pro
vide
s pl
easu
re a
nd a
venu
e fo
r se
lf-ex
pres
sion
and
per
sona
l dev
elop
men
t U
se li
tera
l inf
orm
atio
n fr
om t
exts
to
aptly
infe
r an
d pr
edic
t ou
tcom
es
Wri
ting
and
C
ompo
siti
on
dem
onst
rate
s un
ders
tand
ing
of w
ritin
g as
a p
roce
ss
uses
a v
arie
ty s
trat
egie
s to
writ
e in
form
atio
nal a
nd li
tera
ry c
ompo
sitio
ns
dem
onst
rate
s un
ders
tand
ing
of t
he im
port
ance
of u
sing
var
ied
sour
ces
of
info
rmat
ion
to s
uppo
rt w
ritin
g us
es v
arie
d so
urce
s of
info
rmat
ion
to s
uppo
rt w
ritin
g
vii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
2 o
f 14
Dom
ain
C
onte
nt
Stan
dard
P
erfo
rman
ce S
tand
ard
Th
e le
arne
r…
The
lear
ner…
Gra
mm
ar
dem
onst
rate
s co
mm
and
of t
he c
onve
ntio
ns o
f st
anda
rd E
nglis
h gr
amm
ar
and
usag
e w
hen
writ
ing
or s
peak
ing
spea
ks a
nd w
rites
usi
ng g
ood
com
man
d of
the
con
vent
ions
of
stan
dard
En
glis
h
dem
onst
rate
s un
ders
tand
ing
of E
nglis
h gr
amm
ar a
nd u
sage
in s
peak
ing
or
writ
ing
uses
the
cl
asse
s of
wor
ds a
ptly
in v
ario
us o
ral a
nd w
ritte
n di
scou
rse
dem
onst
rate
s un
ders
tand
ing
of E
nglis
h gr
amm
ar a
nd u
sage
in s
peak
ing
or
writ
ing
uses
the
cl
asse
s of
wor
ds a
ptly
in v
ario
us o
ral a
nd w
ritte
n di
scou
rse
Att
itu
de
dem
onst
rate
s un
ders
tand
ing
of n
on-v
erba
l cue
s to
com
mun
icat
e w
ith
othe
rs
appl
ies
know
ledg
e of
non
-ver
bal s
kills
to
show
res
pect
whe
n co
mm
unic
atin
g w
ith o
ther
s
dem
onst
rate
s un
ders
tand
ing
of v
erba
l and
non
-ver
bal e
lem
ents
of
com
mun
icat
ion
to r
espo
nd b
ack
uses
par
alan
guag
e an
d no
n-ve
rbal
cue
s to
res
pond
app
ropr
iate
ly
Stud
y St
rate
gies
/ R
esea
rch
dem
onst
rate
s un
ders
tand
ing
of li
brar
y sk
ills
to r
esea
rch
on
a va
riety
of
topi
cs
uses
libr
ary
skill
s to
gat
her
appr
opria
te a
nd r
elev
ant
info
rmat
ion
Vie
win
g de
mon
stra
tes
unde
rsta
ndin
g of
the
str
ateg
ies
in c
ompr
ehen
ding
vis
ual t
ext
view
s va
rious
for
ms
of m
edia
in o
rder
to
gath
er a
nd s
hare
info
rmat
ion,
pe
rsua
de o
ther
s an
d un
ders
tand
and
exp
ress
idea
s
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
a-1
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
.
EN4O
L-Ia
-d-
1 Spea
k cl
early
us
ing
appr
opria
te
pron
unci
atio
n an
d in
tona
tion.
EN4V
-Ia-
d-1
U
se c
onte
xt c
lues
to
fin
d m
eani
ng
of u
nfam
iliar
w
ords
.
EN4R
C-I
a-b-
1
Anal
yze
a na
rrat
ive
in t
erm
s of
its
char
acte
rs.
EN4F
-Ia-
1
Phon
olog
ical
R
ead
wor
ds,
phra
ses,
po
ems
or
stor
ies
with
lo
ng v
owel
a
soun
d
EN4S
S-Ia
-1
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
EN4G
-Ia-
b-1
U
se p
lura
l fo
rm o
f re
gula
r no
uns
EN4W
C-I
a-b-
1 Writ
e 2-
3 se
nten
ces
abou
t th
e ch
arac
ters
in
a li
tera
ry t
ext
liste
ned
to o
r re
ad.
EN4A
-Ia-
1
Show
w
illin
gnes
s an
d en
thus
iasm
in
rea
ding
or
liste
ning
to
liter
ary
text
2
EN4L
C-I
b-2
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
, to
iden
tify
sett
ing
EN
4V-I
a-d-
2
Use
con
text
clu
es
(syn
oynm
s) t
o fin
d m
eani
ng o
f un
fam
iliar
wor
ds.
EN4R
C-I
a-b-
2 An
alyz
e a
narr
ativ
e in
ter
ms
of it
s se
ttin
g.
EN4F
-Ib-
2
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el e
EN4S
S-Ib
-2
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
viii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
3 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
soun
d
3
EN4L
C-I
c-3
N
ote
deta
ils in
a
sele
ctio
n lis
tene
d to
EN
4V-I
a-d-
2
Use
con
text
clu
es
(syn
onym
s) t
o fin
d m
eani
nd o
f un
fam
iliar
wor
ds.
EN4R
C-I
c-2
St
ate
sim
ilarit
ies
and
diff
eren
ces
in in
form
atio
n /
liter
ary
text
rea
d
EN4F
-Ic-
3
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el i
soun
d
EN4S
S-Ic
-3
Loca
te
info
rmat
ion
usin
g pr
int
and
non-
prin
t re
sour
ces
(usi
ng m
ap)
EN4G
-Ic-
2
Use
plu
ral
form
of
irreg
ular
no
uns
EN4W
C-I
c-2
W
rite
two
or
thre
e se
nten
ces
abou
t th
e ch
arac
ters
, se
ttin
g, o
r ev
ents
in a
st
ory
liste
ned
to
or r
ead
4
EN4L
C-I
d-4
Se
quen
ce e
vent
s in
a s
tory
list
ened
to
EN4O
L-Ia
-d-
2 Sp
eak
clea
rly
usin
g ap
prop
riate
pr
onun
ciat
ion
and
into
natio
n (p
oem
s,
chan
ts,
rhym
es,
riddl
es)
EN4V
-Ia-
d-2
U
se c
onte
xt c
lues
(a
nton
ym)
to
dete
rmin
e th
e m
eani
ng o
f un
fam
iliar
wor
ds
EN4R
C-I
d-e-
3
Sequ
ence
eve
nts
in a
sto
ry o
r na
rrat
ive
EN4F
-Id-
4
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el o
so
und
EN4S
S-Id
-4
Arra
nge
wor
ds
in a
lpha
betic
al
orde
r w
ith t
he
sam
e fir
st le
tter
bu
t a
diff
eren
t se
cond
lett
er
EN4G
-Id-
3
Use
cle
ar
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es:
Kind
s of
N
ouns
- M
ass
Nou
ns
and
Coun
t N
ouns
EN4W
C-I
d-3
W
rite
2-3
step
di
rect
ions
usi
ng
sign
al w
ords
EN4A
-IIb
-2 Li
sten
at
tent
ivel
y an
d re
act
posi
tivel
y du
ring
stor
y re
adin
g.
5
EN4L
C-I
e-5
Se
quen
ce e
vent
s in
a s
tory
list
ened
to
EN4O
L-Ie
-2
Giv
e or
al
dire
ctio
ns
EN4V
-Ie-
f-2
U
se c
onte
xt c
lues
(d
efin
ition
) to
de
term
ine
the
mea
ning
of
unfa
mili
ar w
ords
.
EN4F
-Ie-
5
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
long
vow
el u
so
und
EN4S
S-Ie
-i-5
U
se g
raph
ic
orga
nize
rs t
o sh
ow
unde
rsta
ndin
g of
tex
ts (
stor
y se
quen
ce
orga
nize
rs)
EN4G
-Ie-
4
Use
cle
ar
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es
(qua
ntifi
ers
of m
ass
noun
s)
EN4W
C-I
e-f-
4 W
rite
diff
eren
t fo
rms
of s
impl
e co
mpo
sitio
n (t
hank
you
ca
rd, n
ote,
po
ster
, sl
ogan
) as
a
resp
onse
to
stor
ies
/ po
ems
read
or
liste
ned
to
- no
tes
/ le
tter
s 6
EN4L
C-I
f-1
EN
4OL-
If-3
EN
4RC
-If-
4
EN4F
-If-
6
EN4S
S-Ie
-i-5
EN
4G-I
f-5
ix
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
4 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
Infe
r ab
out
feel
ings
, tra
its o
f ch
arac
ters
fro
m
sele
ctio
ns
liste
ned
to
Expr
ess
one’
s id
eas,
feel
ings
cl
early
Infe
r ab
out
feel
ings
, tra
its o
f ch
arac
ters
in a
se
lect
ion
read
Rea
d w
ords
, ph
rase
s,
poem
s or
st
orie
s w
ith
com
poun
d w
ords
Use
gra
phic
or
gani
zers
to
show
un
ders
tand
ing
of t
exts
(st
ory
sequ
ence
or
gani
zers
)
Com
pose
cl
ear
and
cohe
rent
se
nten
ces
usin
g ap
prop
riate
gr
amm
atic
al
stru
ctur
es:
Kind
s of
N
ouns
(P
osse
ssiv
e N
ouns
)
- D
escr
iptiv
e pa
ragr
aph
- An
othe
r en
ding
to
a st
ory
7
EN4L
C-I
g-1
In
fer
abou
t fe
elin
gs, t
raits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ig
-4
Expr
ess
one’
s id
eas,
feel
ings
cl
early
EN4V
-Ig-
3
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds (
defin
ition
)
EN4R
C-I
g-5
M
ake
infe
renc
es
and
draw
co
nclu
sion
s ba
sed
on a
lit
erar
y or
ex
posi
tory
tex
t
EN4F
-Ig-
7
Rea
d w
ords
, ph
rase
s,
poem
s, a
nd
stor
ies
with
ac
cura
cy
EN4F
-Ig-
8 R
ead
alou
d gr
ade
leve
l te
xts
with
ac
cura
cy a
nd
prop
er
expr
essi
on
EN
4G-I
g-6
Id
entif
y an
d us
e co
ncre
te
noun
s an
d ab
stra
ct
noun
s
EN4W
C-I
g-h-
5 Writ
e a
frie
ndly
le
tter
as
a re
spon
se t
o st
orie
s /
poem
s re
ad o
r lis
tene
d to
EN4A
-IIa
-1 D
emon
stra
te
resp
ect
for
the
idea
s,
feel
ings
and
cu
lture
of
the
auth
or
of t
he t
ext
liste
ned
to.
8
EN4L
C-I
h-1
In
fer
abou
t fe
elin
gs, t
raits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ih
-5
Expr
ess
one’
s id
eas
and
feel
ings
cle
arly
EN4V
-Ih-
4
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds
(exe
mpl
ifica
tion)
EN4F
-Ih-
i-8
R
ead
wor
ds,
phra
ses,
po
ems,
and
st
orie
s w
ith
diph
thon
gs
accu
rate
ly
EN
4G-I
h-7
U
se
colle
ctiv
e no
uns
EN4W
C-I
g-h-
6 Writ
e fo
rms
of
sim
ple
com
posi
tion
as
a re
spon
se t
o st
orie
s /
poem
s re
ad o
r lis
tene
d to
-no
tes
/ le
tter
s -
desc
riptiv
e
x
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
5 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
para
grap
h
9
EN4L
C-I
i-1
In
fer
feel
ings
, tr
aits
of
char
acte
rs in
se
lect
ions
lis
tene
d to
EN4O
L-Ii
-6
Expr
ess
one’
s id
eas,
feel
ings
cl
early
EN4V
-Ii-
5
Use
con
text
clu
es
to f
ind
mea
ning
of
unf
amili
ar
wor
ds
(exe
mpl
ifica
tion)
EN4R
C-I
h-4
In
fer
the
them
e of
lite
rary
tex
t
EN4F
-Ih-
i-9
R
ead
with
ac
cura
cy
wor
ds,
phra
ses,
po
ems,
and
stor
ies
with
si
lent
lett
ers.
R
ead
alou
d gr
ade
leve
l te
xts
EN
4G-I
i-8
U
se s
impl
e pr
esen
t te
nse
of
verb
s in
se
nten
ces
EN4W
C-I
i-6
W
rite
a re
spon
se t
o a
stor
y /
poem
re
ad o
r lis
tene
d to
-no
tes
/ le
tter
s
SEC
ON
D Q
UA
RTE
R
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
Ia-1
Id
entif
y m
ain
idea
and
su
ppor
ting
deta
ils
from
a t
ext
liste
ned
to.
EN4O
L-II
a-1 R
esta
te o
r re
tell
info
rmat
ion
from
a t
ext
liste
ned
to.
EN4V
-IIa
-1
Iden
tify
mea
ning
s of
un
fam
iliar
w
ords
thr
ough
st
ruct
ural
an
alys
is
(com
poun
d w
ords
and
th
eir
com
pone
nts:
on
e w
ord
com
poun
d (b
acky
ard)
, tw
o w
ord
EN4R
C-I
Ia-1
Id
entif
y th
e im
port
ant
stor
y el
emen
ts s
uch
as
sett
ing,
cha
ract
er
and
plot
.
EN4F
-IIa
-1
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
.
EN4S
S-II
a-1
Ar
rang
e 8-
10
wor
ds w
ith
diff
eren
t be
ginn
ing
lett
ers
in
alph
abet
ical
or
der.
EN4G
-IIa
-b-
1 Iden
tify
and
use
pers
onal
pr
onou
ns in
se
nten
ces.
EN4W
C-I
Ia-
1 Writ
e se
nten
ces
follo
win
g co
rrec
t m
echa
nics
of
capi
taliz
atio
n an
d pu
nctu
atio
n.
EN4A
-IIa
-1
Dem
onst
rate
re
spec
t fo
r th
e id
eas,
feel
ings
an
d cu
lture
of
the
auth
or o
f th
e te
xt
liste
ned
to.
xi
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
6 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
com
poun
d (s
ecur
ity
guar
d),
hyph
enat
ed
com
poun
d w
ord
(sis
ter-
in-la
w).
2
EN4L
C-I
Ib-2
R
ecal
l in
form
atio
n fr
om
conv
ersa
tions
. EN
4LC
-Iib
-3
Not
e de
tails
fro
m
new
s re
port
s/se
lect
ions
lis
tene
d to
.
EN4O
L-II
b-2 U
se c
ourt
eous
ex
pres
sion
s
EN4V
-IIb
-2
Iden
tify
mea
ning
s of
un
fam
iliar
w
ords
thr
ough
st
ruct
ural
an
alys
is
(wor
ds w
ith
affix
es).
EN4R
C-I
Ib-2
Id
entif
y m
eani
ngs
of
unfa
mili
ar w
ords
th
roug
h st
ruct
ural
an
alys
is (
wor
ds
with
aff
ixes
).
EN4F
-IIb
-2
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
.
EN4S
S-II
b-2
Cl
assi
fy
rela
ted
wor
ds,
idea
s, a
nd
conc
epts
ac
cord
ing
to
cert
ain
char
acte
ristic
s an
d si
mila
ritie
s.
EN4G
-Ii-
9
Use
the
pr
onou
n th
at
agre
es in
ge
nder
, nu
mbe
r w
ith
the
ante
cede
nt.
EN4W
C-I
Ib-
2 Writ
e a
shor
t st
ory
with
the
el
emen
ts.
3
EN4L
C-I
Ic-3
N
ote
deta
ils b
y as
king
/ans
wer
ing
ques
tions
abo
ut
a st
ory/
poem
lis
tene
d to
EN4O
L-II
c-3
Li
sten
and
an
swer
qu
estio
ns
abou
t a
stor
y re
ad/li
sten
ed
to.
EN
4RC
-IIc
-3
-Not
ing
deta
ils
-Inf
er w
ords
, fe
elin
gs o
f ch
arac
ters
EN
4RC
-IIb
-3
Infe
r th
e m
oods
or
fee
lings
of t
he
char
acte
r ba
sed
on w
hat
he/s
he
says
or
do.
EN4F
-IIc
-3
Rea
d w
ith
auto
mat
icity
gr
ade
leve
l fr
eque
ntly
oc
curr
ing
cont
ent
area
w
ords
. R
ead
wor
ds
that
end
with
–s
cor
rect
ly.
EN
4G-I
Ic-3
Id
entif
y an
d us
e s
form
of
verb
s.
EN4W
C-I
Ic-
3 Writ
e a
frie
ndly
lett
er
usin
g co
rrec
t fo
rmat
.
EN4A
-IIb
-2
List
en
atte
ntiv
ely
and
reac
t po
sitiv
ely
durin
g st
ory
read
ing.
4
EN4L
C-I
Id-4
Fo
llow
a s
et o
f th
ree-
to-f
ive
step
di
rect
ions
.
EN4O
L-II
d-4 G
ive
thre
e-to
-fiv
e st
ep
dire
ctio
ns.
EN4V
-IId
-3
Use
con
text
cl
ues
to a
ct
the
mea
ning
of
diff
icul
t w
ords
.
EN4R
C-I
Id-4
M
ake
a tw
o-po
int
sent
ence
out
line.
EN4F
-IId
-4
Rec
ite a
poe
m
with
ex
pres
sion
EN
4G-I
Id-4
U
se t
he
pres
ent
form
of
ver
bs t
hat
agre
e w
ith t
he
subj
ect
EN4W
C-I
Id-
4 Writ
e a
two-
poin
t se
nten
ce
outli
ne
EN4A
-IIc
-3
Expr
ess
love
fo
r st
orie
s an
d ot
her
text
s.
5 EN
4LC
-IIe
-5
Inte
rpre
t a
stor
y th
roug
h
EN4O
L-II
e-5 R
elat
e st
ory
EN4V
-IIe
-4
Use
pre
fixes
an
d ro
ot w
ords
EN4R
C-I
Ie-5
G
ive
poss
ible
en
ding
s to
sto
ries
EN4F
-IIe
-5
Rea
d w
ith
auto
mat
icity
EN4S
S-II
c-3
Fo
llow
in
stru
ctio
ns
EN4G
-IIe
-5
Use
po
sses
sive
EN4W
C-I
Ie-
5 Out
line
a
EN4A
-IId
-4
Take
par
t in
cr
eativ
e
xii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
7 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngu
age
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
dram
atiz
atio
n so
ngs
or a
rt
activ
ities
.
even
ts t
o on
e’s
expe
rienc
e.
as c
lues
to
get
mea
ning
of
wor
ds.
grad
e le
vel
cont
ent
area
w
ords
.
care
fully
on
a te
xt.
pron
ouns
tha
t ag
ree
in
gend
er w
ith
ante
cede
nts.
para
grap
h w
ith e
xplic
itly
give
n m
ain
idea
.
resp
onse
s in
pr
epar
ing
logs
, jou
rnal
, an
d ot
her
oral
pr
esen
tatio
n.
6
EN4L
C-I
If-6
In
fer
trai
ts o
f ch
arac
ters
bas
ed
on w
hat
they
do
or s
ay in
a s
tory
lis
tene
d to
.
EN4O
L-II
f-6
Rea
ct t
o w
hat
the
char
acte
rs
said
in t
he
stor
y lis
tene
d to
.
EN4V
-IIf
-5
Use
suf
fixes
an
d ro
ot w
ords
as
clu
es t
o ge
t m
eani
ng o
f w
ords
.
EN4R
C-I
If-6
Pr
edic
t ou
tcom
es
of e
vent
s in
the
st
ory
EN4F
-IIf
-6
Rea
d us
ing
corr
ect
into
natio
n an
d ex
pres
sion
.
EN4S
S-II
d-4
Fi
ll ou
t fo
rms
givi
ng t
he
appr
opria
te
inst
ruct
ions
.
EN4G
-IIf
-6
Use
cor
rect
tim
e ex
pres
sion
s to
te
ll an
act
ion
in t
he p
rese
nt.
EN4W
C-I
If-6
W
rite
a pa
ragr
aph
base
d on
a
two-
poin
t ou
tline
.
EN4A
-IIe
-5
Take
par
t in
cr
eativ
e re
spon
ses
in
prep
arin
g lo
gs, j
ourn
al,
and
othe
r or
al
pres
enta
tion.
7
EN4L
C-I
Ig-7
G
ive
a po
ssib
le
endi
ng t
o a
stor
y he
ard.
EN4O
L-II
g-7 Ret
ell b
est-
liked
par
t of
a
stor
y he
ard.
EN4V
-IIg
-6
Iden
tify
and
use
sim
ile a
nd
met
apho
r in
th
e po
em
read
.
EN4R
C-I
Ig-h
-7
Infe
r th
e fe
elin
gs
and
trai
ts o
f the
ch
arac
ters
in t
he
stor
y.
EN4F
-IIg
-7
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/tr
/,
and
,/cr
/
EN4S
S-II
e-5
G
et
info
rmat
ion
from
the
new
s pa
ge o
f a
scho
ol p
aper
.
EN4G
-IIg
-7
Use
the
pas
t fo
rm o
f re
gula
r ve
rbs.
EN4W
C-I
Ig-
7 Writ
e a
para
grap
h ab
out
one’
s pe
rson
al
expe
rienc
e.
EN4A
-IIf
-6
Brow
se a
nd
read
new
s pa
ge f
or
info
rmat
ion
of
a sc
hool
pa
per.
8
EN4L
C-I
Ih-i
-8
Sequ
ence
eve
nts
in a
sto
ry li
sten
ed
to.
EN4V
-IIh
-7
Iden
tify
and
use
sim
ile a
nd
met
apho
r in
a
stor
y re
ad.
EN4F
-IIh
-8
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/br
/,
and
/gr/
EN4S
S-II
f-6
Use
dic
tiona
ry
in g
ettin
g th
e m
eani
ng o
f w
ords
.
EN4G
-IIh
-i-
8 Use
the
pas
t fo
rm o
f irr
egul
ar
verb
s.
EN4W
C-I
Ih-
8 Com
pose
sl
ogan
fro
m a
gi
ven
stim
uli.
EN4A
-IIg
-7
Req
uest
for
m
ore
stor
ies
to b
e re
ad.
9
EN4O
L-II
i-8
Co
nnec
t ev
ents
in a
st
ory
hear
d to
a
pers
onal
ex
perie
nce
EN4V
-IIi
-8
Iden
tify
and
use
pers
onifi
catio
n.
EN4R
C-I
ii-8
N
ote
impo
rtan
t de
tails
in a
n in
form
atio
nal
text
.
EN4F
-IIi
-9
Rea
d w
ords
w
ith
cons
onan
t bl
ends
/pr
/,
and
/gr/
EN4S
S-II
g-7
G
et
info
rmat
ion
from
the
new
s pa
ge.
EN4G
-IIh
-i-
9 Use
the
pas
t fo
rm o
f re
gula
r an
d irr
egul
ar
verb
s.
EN4W
C-I
Ii-9
W
rite
a ne
ws
repo
rt u
sing
th
e fa
cts
give
n.
EN4A
-IIh
-8
List
en
atte
ntiv
ely
and
reac
t po
sitiv
ely
durin
g st
ory
read
ing.
xiii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
8 o
f 14
THIR
D Q
UA
RTE
R
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
1
EN4L
C-I
IIa-
1
Dis
tingu
ish
real
ity
from
fan
tasy
.
EN4O
L-II
Ia-
1 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
even
ts.
EN4V
-III
a-1
Use
con
text
cl
ues
(syn
onym
and
an
tony
m)
to
find
mea
ning
of
unf
amili
ar
wor
ds.
EN4R
C-I
IIa-
1
Not
e si
gnifi
cant
de
tails
.
EN4F
-III
a-1
R
ead
a po
em
alou
d w
ith
prop
er
expr
essi
on.
EN4S
S-II
Ia-
1 Use
a
thes
auru
s to
fin
d sy
nony
ms
and
anto
nym
s of
wor
ds.
EN4G
-III
a-1
Id
entif
y an
d us
e ad
ject
ives
in
sen
tenc
es
EN4W
C-I
IIa-
1 W
rite
sent
ence
s de
scrib
ing
pers
ons,
pl
aces
, thi
ngs
and
anim
als
EN4A
-III
a-1
Sh
ow lo
ve f
or
read
ing
by
liste
ning
at
tent
ivel
y du
ring
stor
y re
adin
g an
d m
akin
g co
mm
ents
or
reac
tions
.
2
EN4L
C-I
IIb-
2
Not
e de
tails
fro
m
a st
ory
liste
ned
to.
EN4V
-III
b-2
Id
entif
y m
ultip
le
mea
ning
of
wor
ds.
EN4R
C-I
IIb-
2
Not
e si
gnifi
cant
de
tails
.
EN4F
-III
b-2
R
ead
alou
d gr
ade
leve
l te
xts
accu
rate
ly.
EN4S
S-II
Ib-
2 Inte
rpre
t a
map
.
EN4G
-III
b-2
Id
entif
y an
d us
e w
ords
th
at s
how
de
gree
s of
co
mpa
rison
of
obje
ctiv
es in
se
nten
ces
EN4W
C-I
IIa-
2 R
ewrit
e pa
irs o
f se
nten
ces
usin
g co
nnec
tors
EN4A
-III
b-2
Sh
ow in
tere
st
in r
eadi
ng a
tr
avel
ogue
.
3
EN4L
C-I
IIc-
3
Poin
t ou
t de
tails
fr
om a
bi
ogra
phic
al
acco
unt.
EN4O
L-II
Ib-
2 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
plac
es.
EN4V
-III
c-3
G
et t
he
mea
ning
of
unfa
mili
ar
wor
ds t
hrou
gh
rest
atem
ents
.
EN4R
C-I
IIc-
3
Iden
tify
sequ
ence
of
even
ts.
EN4F
-III
c-3
R
ead
alou
d gr
ade
leve
l te
xts
accu
rate
ly.
EN4S
S-II
Ic-
3 Use
a t
imel
ine
to s
how
ord
er
of e
vent
s.
EN4G
-III
c-3
U
se
appr
opria
te
wor
d si
gnal
s to
sho
w t
he
sequ
ence
of
even
ts in
ss
ente
nces
EN4W
C-I
IIc-
3 Writ
e si
mpl
e se
nten
ces
usin
g se
quen
ce
sign
als.
EN4A
-III
c-3
Sh
ow in
tere
st
in r
eadi
ng a
bi
ogra
phy.
4
EN4L
C-I
IId-
4
Use
indi
rect
sp
eech
to
clar
ify
the
spea
ker’s
id
eas.
EN4V
-III
d-4
Id
entif
y di
ffer
ent
mea
ning
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IId-
4
Iden
tify
caus
e an
d ef
fect
re
latio
nshi
p
EN4F
-III
d-4
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d,
accu
racy
and
ex
pres
sion
EN4S
S-II
Id-
4 Loca
te
mea
ning
of
wor
ds f
rom
th
e di
ctio
nary
.
EN4G
-III
d-4
Id
entif
y an
d us
e th
e co
rrec
t or
der
of a
djec
tives
in
a s
erie
s in
se
nten
ces
EN4W
C-
IIId
-4
Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g th
e co
rrec
t or
der
of a
djec
tives
.
EN4A
-III
d-4
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
xiv
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
9 o
f 14
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
5
EN4L
C-I
IIe-
5
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ic-
3 Use
ap
prop
riate
ex
pres
sion
to
talk
abo
ut
fam
ous
peop
le.
EN4V
-III
e-5
Id
entif
y di
ffer
ent
mea
ning
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IIe-
5
Iden
tify
vario
us
text
typ
es
acco
rdin
g to
st
ruct
ure.
EN4F
-III
e-5
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d.
EN4S
S-II
Ie-
5 Loca
te
info
rmat
ion
from
gl
ossa
ries
EN4G
-III
e-5
Id
entif
y an
d us
e ad
verb
s of
pla
ce in
se
nten
ces.
EN4W
C-I
IIe-
5 Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
pla
ce.
EN4A
-III
e-5
Br
owse
and
re
ad b
ooks
fo
r va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
6
EN4L
C-I
IIf-
6
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4V
-III
f-6
Iden
tify
diff
eren
t m
eani
ngs
of
cont
ent
spec
ific
wor
ds.
EN4R
C-I
IIf-
6
Mak
e co
mpa
rison
an
d co
ntra
st.
EN4F
-III
f-6
R
ead
grad
e le
vel t
exts
w
ith
appr
opria
te
spee
d.
EN4S
S-II
If-
6 Loca
te
info
rmat
ion
from
indi
ces.
EN4G
-III
f-6
U
se
appr
opria
te
adve
rbs
of
time
in
sete
nces
EN4W
C-I
IIf-
6 Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
tim
e.
EN4A
-III
f-6
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as le
arni
ng o
r fo
r pl
easu
re.
7
EN4L
C-I
IIg-
7
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ig-
4 Tell
/ re
tell
fam
iliar
sto
ries
by u
sing
ap
prop
riate
ge
stur
es a
nd
expr
essi
ons
in
com
plet
e se
nten
ce.
EN4V
-III
g-7
Id
entif
y di
ffer
ent
mea
ning
s of
co
nten
t sp
ecifi
c w
ords
-d
enot
atio
n -c
onno
tatio
n
EN4R
C-I
IIg-
7
Mak
e ge
nera
lizat
ions
.
EN4F
-III
g-7
R
ead
corr
ectly
gr
ade
leve
l te
xts
with
in
tona
tion
and
expr
essi
on.
EN4S
S-II
Ig-
7 Loca
te
info
rmat
ion
from
indi
ces.
EN4G
-III
g-7
U
se a
dver
bs
of m
anne
r in
se
nten
ces
EN4W
C-
IIIg
-7
Writ
e /
com
pose
cle
ar
and
cohe
rent
se
nten
ces
usin
g ad
verb
s of
man
ner.
8
EN4L
C-I
IIh-
8
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
EN4O
L-II
Ih-
5 Tell
/ re
tell
fam
iliar
sto
ries
by u
sing
ap
prop
riate
ge
stur
es a
nd
expr
essi
ons
in
com
plet
e se
nten
ce.
EN4V
-III
h-8
U
se w
ord
asso
ciat
ions
(a
nalo
gy)
EN4R
C-I
IIh-
8
Use
app
ropr
iate
gr
aphi
c or
gani
zers
to
show
the
se
quen
ce o
f ev
ents
in a
tex
t re
ad
(Sto
ry)
EN4F
-III
h-8
R
ead
corr
ectly
gr
ade
leve
l te
xts
with
in
tona
tion,
ex
pres
sion
.
EN4S
S-II
Ih-
8 Inte
rpre
t ch
arts
.
EN4G
-III
h-8
U
se a
pa
rtic
ular
kin
d of
sen
tenc
e fo
r a
spec
ific
purp
ose
-mak
ing
requ
ests
EN4W
C-
IIIh
-8
Writ
e a
one-
para
grap
h es
say
on
a pa
rtic
ular
to
pic.
EN4A
-III
h-7
Br
owse
and
re
ad b
ooks
for
va
rious
pu
rpos
es s
uch
as f
or le
arni
ng
or f
or
plea
sure
.
9 EN
4LC
-III
i-9
EN
4OL-
IIIi
-EN
4V-I
IIi-
9
EN4F
-III
i-9
EN
4SS-
IIIi
-EN
4G-I
IIi-
9
EN4W
C-I
IIi-
EN4A
-III
i-8
xv
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
10
of 1
4
Wee
k LC
Li
sten
ing
Com
preh
ensi
on
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
men
t
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tion
A
Att
itu
de
Giv
e on
e’s
reac
tion
to a
n ev
ent
or is
sue.
6 Rel
ate
one’
s ow
n ex
perie
nces
an
d id
eas
rela
ted
to t
he
topi
c us
ing
a va
riety
of
wor
ds w
ith
prop
er
phra
sing
.
Use
wor
d cl
assi
ficat
ions
R
ead
grad
e le
vel t
exts
co
rrec
tly w
ith
into
natio
n an
d ex
pres
sion
.
9 Inte
rpre
t gr
aphs
.
Use
a
part
icul
ar k
ind
of s
ente
nce
for
a sp
ecifi
c pu
rpos
e -a
skin
g pe
rmis
sion
9 Writ
e a
one-
para
grap
h es
say
on a
pa
rtic
ular
top
ic
Brow
se a
nd
read
boo
ks f
or
vario
us
purp
oses
suc
h as
for
lear
ning
or
for
pl
easu
re.
FOU
RTH
QU
AR
TER
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
1
EN4L
C-I
Va-
1
Dis
tingu
ish
fact
fr
om o
pini
on
EN4O
L-IV
a-1
Stat
e a
fact
an
d
opin
ion
EN4V
-IV
a-1
U
se
know
ledg
e of
co
ntex
t cl
ues
to f
ind
the
mea
ning
of
unfa
mili
ar
wor
ds
-syn
onym
s
EN4R
C-I
Va-
1
Dis
tingu
ish
fact
fr
om o
pini
on
EN4F
-IV
a-1
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith a
ccur
acy
rate
of
95 t
o 10
0%
EN4S
S-IV
a-1 Ta
ke n
ote
of
rele
vant
in
form
atio
n fr
om a
giv
en
text
EN4G
-IV
a-1 Id
entif
y pr
epos
ition
s in
sen
tenc
es
EN4W
C-
IVa-
1 W
rite
sent
ence
s ex
pres
sing
fa
ct a
nd
opin
ion
EN4V
C-I
Va-
1 Iden
tify
visu
al
elem
ents
us
ed in
a
prin
t/no
n pr
int
mat
eria
ls
EN4A
-IV
a-1 Ex
pres
s in
tere
st in
di
ffer
ent
text
s by
re
adin
g av
aila
ble
prin
t m
ater
ials
2
EN4L
C-I
Vb-
2
Tell
whe
ther
an
ac
tion
or e
vent
is
rea
lity
or
fant
asy
EN4O
L-IV
b-2
Ex
pres
s w
heth
er a
n ac
tion
or
even
t is
re
ality
or
fant
asy
EN4V
-IV
b-2
U
se
know
ledg
e of
co
ntex
t cl
ues
to f
ind
the
mea
ning
of
unfa
mili
ar
wor
ds
EN4R
C-I
Vb-
2
Inte
rpre
t di
rect
ion
in
auth
entic
tex
ts
i.e.,
med
ical
pr
escr
iptio
ns
EN4F
-IV
b-2
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith a
ccur
acy
rate
of
95 t
o 10
0%
EN4G
-IV
b-2 U
se
prep
ositi
ons
nn
sent
ence
s -t
o an
d fr
om
EN4W
C-
IVb-
2
Writ
e 3-
4 se
nten
ces
in
givi
ng
dire
ctio
ns
EN4V
C-I
Vb-
2 Iden
tify
the
visu
al
elem
ents
us
ed in
a
prin
t/no
n pr
int
EN4A
-IV
b-2 Ex
pess
in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t
xvi
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
11
of 1
4
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
-ant
onym
s m
ater
ials
m
ater
ials
3
EN4L
C-I
Vc-
3
Eval
uate
the
lik
elih
ood
that
st
ory/
even
t co
uld
real
ly
happ
en
EN4O
L-IV
c-3
Stat
e if
a st
ory
coul
d re
ally
ha
ppen
EN4V
-IV
c-3
Id
entif
y th
e m
eani
ng o
f w
ords
with
m
ultip
le
mea
ning
EN4R
C-I
Vc-
3
Dis
tigui
sh r
ealit
y fr
om f
anta
sy in
st
orie
s re
ad
EN4F
-IV
c-3
R
ead
alou
d gr
ade
four
le
vel t
exts
w
ith
accu
racy
rat
e of
95
to
100%
EN4S
S-IV
c-2 U
se a
gl
ossa
ry g
et
mea
ning
of
wor
ds
EN4G
-IV
c-3 U
se
prep
ositi
ons
in s
ente
nces
-a
mon
g an
d be
twee
n
EN4W
C-
IVc-
3 W
rite
3-4
sent
ence
s us
ing
amon
g an
d be
twee
n
EN4V
C-I
Vc-
3 Mak
e co
nnec
tion
betw
een
info
rmat
ion
view
ed a
nd
pers
onal
ex
perie
nces
EN4A
-IV
c-3 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
4
EN4L
C-I
Vd-
4
Giv
e co
nclu
sion
to
rea
listic
fic
tion
liste
ned
to
EN4O
L-IV
d-4
St
ate
conc
lusi
on
to r
ealis
tic
fictio
n
EN4V
-IV
d-4
Id
entif
y m
eani
ng o
f w
ords
with
pr
efix
es
Un,
in,im
,dis
,m
is a
nd r
e
EN4R
C-I
Vd-
4
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em r
ead
EN4F
-IV
d-4
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
d-3 U
se t
he in
dex
to lo
cate
in
form
atio
n
EN4G
-IV
d-4 U
se
prep
ositi
ons
in, o
n,
unde
r an
d ab
ove
in
sent
ence
s
EN4W
C-
IVd-
4
Writ
e 3-
4 se
nten
ces
show
ing
conc
lusi
on
of a
giv
en
topi
c or
si
tuat
ion
EN4V
C-I
Vd-
4 Mak
e co
nnec
tion
betw
een
info
rmat
ion
view
ed a
nd
pers
onal
ex
perie
nces
EN4A
-IV
d-4 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
5
EN4L
C-I
Ve-
5
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em li
sten
ed t
o
EN4O
L-IV
e-5
St
ate
conc
lusi
on
to
hum
orou
s or
cu
mul
ativ
e po
em
hear
d
EN4V
-IV
e-5
Id
entif
y m
eani
ng o
f w
ord
with
su
ffix
es f
ul
and
less
EN4R
C-I
Ve-
5
Giv
e co
nclu
sion
to
hum
orou
s or
cu
mul
ativ
e po
em r
ead
EN4F
-IV
e-5
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e Rea
d al
oud
a cu
mul
ativ
e po
em
EN4S
S-IV
e-4 U
se a
lman
ac
to g
et
info
rmat
ion
EN4G
-IV
e-5 U
se
prep
ositi
onal
ph
rase
s in
se
nten
ces
EN4W
C-
IVe-
5
Writ
e 3-
4 se
nten
ces
show
ing
conc
lusi
on
EN4V
C-I
Ve-
5 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
ustr
atio
ns
cont
ribut
e to
w
ht ia
co
nvey
ed b
y th
e w
ords
in
a te
xt
EN4A
-IV
e-5 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
6
EN4L
C-I
Vf-
6
Dis
tingu
ish
fact
fr
om o
pini
on in
a
narr
ativ
e
EN4O
L-IV
f-6
Stat
e fa
cts
or o
pini
on
in a
na
rrat
ive
EN4V
-IV
f-6
Id
entif
y m
eani
ng o
f w
ords
with
su
ffix
es e
r an
d or
EN4R
C-I
Vf-
6
Dis
tingu
ish
fact
fr
om o
pini
on
from
a n
arra
tive
EN4F
-IV
f-6
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
EN4S
S-IV
f-5 In
terp
ret
bar
and
line
grap
h
EN4G
-IV
f-6 U
se s
impl
e se
nten
ce
-sim
ple
subj
ect
and
EN4W
C-
IVf-
6 W
rite
3-4
sent
ence
s ex
pres
sing
op
inio
n
EN4V
C-I
Vf-
6 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
EN4A
-IV
f-6 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g
xvii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
12
of 1
4
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
min
ute
pred
icat
e ill
usta
rions
co
ntrib
ute
to
wha
t is
co
nvey
ed b
y th
e w
ords
in
a te
xt
avai
labl
e pr
int
mat
eria
ls
7
EN4L
C-I
Vg-
7
Dis
tingu
ish
fact
fr
om o
pini
on
in
an in
form
atio
nal
text
EN4O
L-IV
g-7
Ex
pres
s fa
ct o
r op
inio
n in
an
in
form
atio
nal
tex
t
EN4V
-IV
g-7
Id
entif
y m
eani
ng o
f w
ords
with
pr
efix
es d
e an
d di
s
EN4R
C-I
Vg-
7
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
n in
form
atio
nal
text
EN4F
-IV
g-7
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
g-6 U
se t
he
ency
clop
edia
to
get
in
form
atio
n
EN4G
-IV
g-7 U
se s
impl
e se
nten
ces
with
co
mpo
und
subj
ect
and
sim
ple
pred
icat
e in
gi
ving
fac
t an
d op
inio
n
EN4W
C-
IVg-
7
Writ
e 5-
6 se
nten
ce
para
grap
h ab
out
a gi
ven
topi
c
EN4V
C-I
Vg-
7 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
usta
rions
co
ntrib
ute
to
wha
t is
co
nvey
ed b
y th
e w
ords
in
a te
xt
EN4A
-IV
g-7 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
8
EN4L
C-I
Vh-
8
Dis
tingu
ish
fact
fr
om o
pini
on
in
a na
rrat
ive
text
EN4O
L-IV
h-8
Ex
pres
s fa
ct o
r op
inio
n in
a
narr
ativ
e te
xt
EN4V
-IV
h-8
Id
entif
y m
eani
ng o
f w
ords
with
su
ffix
es ly
an
d y
EN4R
C-I
Vh-
8
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
na
rrat
ive
text
EN4F
-IV
h-8
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
h-7 U
se
stra
tegi
es in
ta
kin`
g te
st
EN4G
-IV
h-8 U
se s
impl
e se
nten
ces
with
sim
ple
subj
ect
and
com
poun
d pr
edic
ate
in
givi
ng
sugg
estin
g so
lutio
ns t
o pr
oble
ms
EN4W
C-
IVh-
8
Writ
e 5-
6 se
nten
ce
para
grap
h ab
out
give
n to
pic
or id
ea
EN4V
C-I
Vh-
8 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
usta
rions
co
ntrib
ute
to
wha
t is
co
nvey
ed b
y th
e w
ords
in
a te
xt
EN4A
-IV
h-8 Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t m
ater
ials
9
EN4L
C-I
Vi-
9
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
in
form
atio
nal
text
EN4O
L-IV
i-9
Ex
pres
s fa
ct o
r op
inio
n in
an
in
form
atio
n
EN4V
-IV
i-9
Id
entif
y m
eani
ng o
f w
ords
with
su
ffix
es a
ble
and
ible
EN4R
C-I
Vi-
9
Dis
tingu
ish
betw
een
fact
or
opin
ion
in a
in
form
atio
nal
text
EN4F
-IV
i-9
R
ead
grad
e le
vel t
exts
w
ith 1
18
wor
ds
corr
ectly
per
m
inut
e
EN4S
S-IV
i-8 Fo
llow
ste
ps
in a
pro
cess
EN4G
-IV
i-9 U
se
com
poun
d se
nten
ces
in
com
parin
g co
ntra
stin
g
EN4W
C-
IVi-
9
Writ
e 5-
6 se
nten
ce
para
grap
h ab
out
give
n to
pic
or id
ea
EN4V
C-I
Vi-
9 Expl
ain
how
sp
ecifi
c as
pect
s of
a
text
ill
usta
rions
EN4A
-IV
i-9
Ex
pres
s in
tere
st in
te
xt b
y re
adin
g av
aila
ble
prin
t
xviii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
13
of 1
4
Wee
k
LC
List
enin
g C
ompr
ehen
sio
n
OL
Ora
l La
ngua
ge
V
Voc
abul
ary
Dev
elop
me
nt
RC
R
eadi
ng
Com
preh
ensi
on
F O
ral
Rea
ding
Fl
uenc
y
SS
Stud
y St
rate
gy
G
Gra
mm
ar
WC
W
riti
ng
Com
posi
tio
n
VC
V
iew
ing
A
Att
itu
de
al t
ext
pers
ons/
ani
mal
s/pl
aces
/ob
ject
/eve
nts/
idea
s
cont
ribut
e to
w
hat
is
conv
eyed
by
the
wor
ds in
a
text
mat
eria
ls
xix
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
K to
12
Engl
ish
Curr
icul
um G
uide
Dec
embe
r 20
13
Page
14
of 1
4
C
OD
E B
OO
K L
EGEN
D
Sa
mpl
e: E
N4
G-I
f-2.
5
LEG
END
SA
MP
LE
Firs
t En
try
Lear
ning
Are
a an
d St
rand
/ Su
bjec
t or
Sp
ecia
lizat
ion
En
glis
h
EN4
Gra
de L
evel
G
rade
4
Upp
erca
se L
ette
r/s
Dom
ain/
Cont
ent/
Co
mpo
nent
/ To
pic
Gra
mm
ar
G
-
Rom
an N
umer
al
*Zer
o if
no s
peci
fic q
uart
er
Qua
rter
Fi
rst
Qua
rter
I
Low
erca
se L
ette
r/s
*Put
a h
yphe
n (-
) in
bet
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QUARTER 4TABLE OF SPECIFICATION
PRE-ASSESSMENT
Domain Competencies Item Placement
No. of Items
LC
1. Distinguish fact from opinion
1 1
2. Tell whether an action or event is a reality or fantasy
2 1
3. Evaluate the likelihood that a story or event could really happen
3 1
4. Give conclusion to realistic fiction
4 1
5. Give conclusion to humorous or cumulative poem heard
5 1
RC
6. Distinguish between fact or opinion in a narrative text
6
7
2
7. Distinguish between fact or opinion in an informational text
89
2
V
8. Use context clues to find meaning of unfamiliar words (synonyms)
10 1
9. Use context clues to find meaning of unfamiliar words (antonyms)
11 1
10. Identify meaning of words with multiple meaning
12 1
11. Identify meaning of words with prefixes (un-, in-, mis-, re-, de-, dis-)
13
14
2
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Domain Competencies Item Placement
No. of Items
V
12. Identify meaning of words with suffixes (-ful, -less, -er, -or, -ly, -y, -able, ible)
15161718
4
SS
13. Interpret medical prescriptions
19 1
14. Take down relevant information
20 1
15. Use glossary to get meaning of words
21 1
16. Use index to locate information
22 1
17. Use almanac to get information
23 1
18. Interpret bar and line graphs
24 1
19. Use encyclopedia to get information
25 1
20. Use strategies in test taking
26 1
21. Use steps in a process
27 1
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Domain Competencies Item Placement
No. of Items
G
22. Identify prepositions in sentences
28 1
23. Use preposition in sentences (to, from, among, between, in, on, under, above)
293031
3
24. Use prepositional phrases in sentences
32 1
25. Use simple sentence (simple subject + simple predicate)
33 1
26. Use simple sentence (compound subject + simple predicate)
34 1
27. Use simple sentence (simple subject + compound predicate)
35 1
G28. Use compound sentence
36 1
WR29. Decode words with ei/ie, ue/oo and silent letter
3738
2
WC30. Write 5-6 sentence paragraph
3940
2
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QUARTER 4PRE-ASSESSMENT
Listen well as your teacher reads a story. Then answer the questions that follow.
The Sleeping BeautyAdapted
In a place many years ago, the most beautiful princess was born to king and queen. They named her Rosamond and gave a great party during her baptism. All the wise women were invited except the thirteenth wise woman.
On the day of the party, the thirteenth wise came. She was so angry for she did not have a golden plate. She left the palace hurriedly and said, “Rosamond will not die of hurting her finger with a spindle but she will sleep for a hundred years instead.”
The king ordered his servants to burn all the spindles in the palace.
Rosamond grew up and become the loveliest princess in the kingdom. On her fifteenth birthday, she went around the palace. She entered in one of the rooms and saw a woman with spindle. She borrowed the spindle and was wounded. Immediately she fell into a deep sleep. All people in the kingdom went asleep too, including the animals.
After a hundred years, a handsome young prince came to the palace. He was suprised of the thick vines that covered the palace. He went inside and saw the lovely sleeping princess. For him, she was the most beautiful princess he ever saw. He fell in love with an instant. He knelt down and kissed her.
The princess woke up. All the people and animals woke up, too.
Answer each question with one of the given choices. Choose the letter of the correct answer.
1. Which of the following sentences expresses an opinion?
a. The king and the queen had a daughter named Rosamond.b. They gave a great party during her baptism.c. The king ordered the servants to burn all the spindles.d. The prince thinks Rosamond is the most beautiful princess he ever saw.
2. Identify which sentence is a fantasy.
a. The king and queen were very happy when Rosamond was born.b. There were many visitors during her baptism.c. On her fifteenth birthday, she went around the palace.d. She slept for more than a hundred years.
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3. Which of the following situations is likely to happen in real life?a. A beautiful princess was born to a king and queen.b. Rosamond fell asleep the moment she hurt her finger with the spindle.c. All the people in the kingdom fell asleep including all the animals.d. The princess slept for more than a hundred years.
Listen well as your teacher reads a story. Answer the question that follows.
4. If you were to give a conclusion to the story, what would it be?
a. The ant felt very proud of being an ant because ants work together and follow rules that enable them to build something much greater.
b. The ant would continue to pursue her dreams of doing different from the usual and fly high like ladybirds. c. The ant would be like the ladybirds and the beetles, and live a free and unworried life. d. There was no sign of any beetle or ladybird nests; or anything else made by other insects so the ant would make one.
The Rebellious Antby Pedro Pablo Sacristan
Adapted form freestorieskids.com
Once upon a time, there was an ant that was fed up with being an ant. She was tired of having to wait long and hated having to do just exactly what everyone else does.
She wanted to be like the ladybirds and the beetles, and live a free and unworried life.
The ant tried hard to make her dream a reality, and then finally, one windy day, she grabbed a big leaf that came flying past, and up they both went, higher and higher.
When she was so high up that she could no longer make out the insects on the ground, she couldn’t believe what came into view. Raised up from out of the surrounding plants was the magnificent anthill, which was visible from afar.
There was no sign of any beetle or ladybird nests, nor anything else made by other insects. There was only the anthill. With this sight, she realized the things she hate which made the ants build something much bigger than any other insect could.
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Study the poem.
Doggy Heaven
All doggies go to heaven (or so I’ve been told).They run and play along the streets of Gold.Why is heaven such a doggie-delight?Why, because there’s not a single cat in sight!
5. Based on the poem, what conclusion can you give? a. All dogs go to heaven because there is no cat there. b. Dogs run and play along the streets. c. Dogs enjoy in heaven because there is no cat to be seen. d. Cats are not allowed in heaven.
A Unicorn
Once upon a time, in a far away place, there was special kind of animal. This animal lived in a beautiful forest. It was like a spirit. The animal was called a unicorn and it had a special magic power.
The creator gave the unicorn the special magical power to help it give confidence to young children. The unicorn was able to make their dreams come true. The unicorn gave the children confidence and hope. It could give them the magic of youth and confidence to reach for their dreams, goals, or beliefs. He could do this because the children were pure like little angels that come from the heavens.
One day a young girl named Dalsie was walking in the forest. She saw a beautiful unicorn standing in a pond with flowers surrounding him His long mane was orange like the sunset. He had a blue shiny coal like the blue sky.
Dalsie talked to the unicorn and the unicorn spoke to her. It gave her the confidence that she could succeed in life. The unicorn promised that he would watch over her. He told her to close her eyes. When Dalsie opened her eyes, he vanished into the forest. All around in the forest were butterflies of all colors.
It was getting dark and Dalsie had to leave and to go home. Many years later, when Dalsie had grown up, she remembered that day. The promise of the unicorn had made her wish come true.
(Source: http://say86.page/NarrativeText.html)
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6. The underlined sentence is a fact. Why is it a fact?
It is a fact because ___________________________________________ __________________________________________________________.
7. Which of the sentences is an opinion? a. The unicorn promised that he would watch over her. b. He told her to close her eyes. c. All around the forest there were butterflies of all colors. d. His long mane was orange like the sunset.
Read the selection. Then answer the questions that follow.
Oceans and lakes have a great deal in common, but they are also quite different. They are both bodies of water. That being said, oceans are very large bodies of salt water, while lakes are much smaller and are fresh water. Lakes are usually surrounded by land, while oceans are surrounded by continents. Both have plants and animals in them. The ocean is home to the largest animals on the planet, whereas lakes support much smaller forms of life. When it is time for a vacation, both will make a great place to visit and enjoy.
Source:http://patternbasedwriting.com/elementary_writing_success/paragraph-examples/
8. The underlined sentence is a fact. Why is it a fact? It is a fact because ___________________________________________ __________________________________________________________.
9. Which of the sentences is an opinion?a. They are both bodies of water. b. Lakes are usually surrounded by land, while oceans are what surround
continents.c. Both have plants and animals living in them.d. When it is time for a vacation, both are great places to visit and enjoy.
Study the sentence then answer the questions.
Study the sentences then answer the questions.
10. What does devise mean ________? a. make c. dislike b. copy d. go against
If your plan fails, we have to find someone who can devise a better one.
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The new girls started school this week.Beth has a gregarious personality.Jenna is rather quiet.
11. What is the opposite meaning of gregarious? a. shy c. outgoing b. happy d. afraid
The suspects were brought to the police station.
12. Which is the correct meaning of station from the given meanings below?
Station (n)a. place where bus or train stopsb. a building for a definite purposec. a social positiond. a place where someone does his work
13. If rewrite means to write again, what does retell mean? a. tell again c. read again b. said again d. do it again
Study the sentences.
People around Albert Einstein could not make sense of what he had in his mind. He was always misunderstood.
14. Which of the underlined words has a prefix? Write the word in the box. Copy its meaning which is also found in the sentence.
___________________________________________
15. The potato chips I bought had no taste. They were _______________.
a. tasteless b. delicious c. nutritious d. useless
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My sister bought a small television set payable in six months.She chose a small TV so that it can be transportable wherever she likes.
16. It could be understood that the suffix -able means ___________ . a. action or process c. pertaining to b. capable of something d. quality
Study the table.
Root Word
Meaning Suffix Word with Suffix Meaning
instruct to teach -or instructor one who teachesglad happy -ly gladly manner of being happycolor paint -ful colorful many color
17. What do suffixes do to words?a. change the meaning of the wordsb. add beauty to the wordsc. do nothing to the wordd. give meaning to the words
18. You are asked to construct sentences using words with suffixes. The topic is about community helpers. Which of the following sentences will you include?
a. A teacher helps the community by teaching. b. Uncle Bert sweeps the street everyday. c. The nurse helps take care of the sick. d. They help one another.
Study the medical prescription below and answer the question that follows
For Veda Simmonds 24 Anystreet
current date
Tylenol #3 Sig 1 or 2 tablets every 6 hours if needed for pain Mitte 30 tablets
Dr. N. Wong Assume physician’s Signature is original
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19. How often should Veda take the medicine? a. every four hours c. every six hours b. three times a day d. once a day
20. In what form is the medicine being prescribed? a. liquid c. gel b. tablet d. capsule
Study the entry words taken from a glossary. Then answer the question.
fax (`faks) n. Facsimile; a machine used to send or receive facsimile communication
fierce (`firs) adj. Violently hostile or aggressive in temperament, given to fighting or killing
fossil (`fa-sal) n. Remnants; traces or remains of organisms in the past
glisten (`gli-sn) v. To give off sparkling reaction
21. What term refers to the remains of the past? a. fax c. fierce b. fossil d. glisten
Study the index below.
INDEX
Adjectives, 149 comparison, 155-164 making description, 147-153 order of adjectives, 149-150
Poems A Boy’s Dream, 145 Everyday Sounds, 165
22. In what page can you find the poem about dreams? a. page 149 c. page 145 b. page 147 d. page 165
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Study the table/chart.
Confirmed, Probable and Suspect Ebola Virus Cases in Guinea, Liberia, Nigeria, and Sierra Leone
As of August 2014
Cases Confirmed Probable Suspect TotalsGuinea 482 141 25 648Liberia 322 674 382 1378Nigeria 13 1 3 17Sierra Leone 935 37 54 1026Totals 1752 853 464 3069
23. How many confirmed cases of EBOLA virus are there in Nigeria? a. 935 b. 13 c. 322 d. 482
Study the graph.
24. What is the favorite entertainment of the pupils as seen in the bar graph? a. movies c. tv b. video games d. books
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Study the set of encyclopedia then answer the question.
25. Which of the following topics/subjects are found in Volume 8? a. Pacific Ocean c. Southern Ocean b. Indian Ocean d. Atlantic Ocean
26. In taking tests, why is it important to answer first the items that are easy? In taking tests, it is important to answer the easy items first because ___________________________________________________________.
Study the illustration in making a pinwheel then answer the question.
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27. Which are the correct steps in making a pinwheel?
a.
Fix the wheel with a drawing pin in the center into one end of the straw. Blow on it or hold it against the breeze to make it spin.
Draw diagonal lines on the white side.
Cut along the diagonal lines.
Turn the left corner and glue to the center.Do this with all four sections.
b.
Cut along the diagonal lines.
Turn the left corner and glue to the center.Do this with all four sections.
Draw diagonal lines on the white side.
Fix the wheel with a drawing pin in the center into one end of the straw.Blow on it or hold it against the breeze to make it spin.
c.
Draw diagonal lines on the white side.
Cut along the diagonal lines.
Turn the left corner and glue to the center.Do this with all four sections.
Fix the wheel with a drawing pin in the center into one end of the straw.Blow on it or hold it against the breeze to make it spin.
d.
Turn the left corner and glue to the center.Do this with all four sections.
Draw diagonal lines on the white side.
Fix the wheel with a drawing pin in the center into one end of the straw.Blow on it or hold it against the breeze to make it spin.
Cut along the diagonal lines.
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Answer the following.
28. Which is the preposition in the sentence below?
The vase on the table was broken.
a. on b. vase c. the d. table
29. The books were shared _____________ the two pupils. a. in b. beside c. between d. among
Look at the picture.
30. Where is the cap placed?a. under the mirror c. above the mirror
b. beside the mirror d. below the mirror
31. What will your sentence be if you will write something about the picture using the preposition under?
a. The boy sits comfortably. b. The birds fly under the trees.c. The boy rests under the tree. d. There are trees under the birds.
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32. What prepositional phrase is best illustrated in the picture?
a. The lamp shade is above the study table.b. The shoes are under the study table.c. The books are beside the study table.d. The stool is under the study table.
Study the sentences then answer the questions.
33. Why is the sentence a simple sentence?
The lampshade lights the room.
It is a simple sentence because ________________________________ _________________________________________________________.
34. Why is the sentence a simple sentence?
The books and the jewelry box are on the study table.
It is a simple sentence because ________________________________ _________________________________________________________.
35. Write a simple sentence with a compound predicate about the picture.
________________________________________________________
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36. Write a compound sentence about the picture.
____________________________________________________ 37. Read the set of words. Supply a word that has the same sound. Write a sentence about it.
true clue glue
_____________________________________________________
38. The following words have silent letter/s. Give a word with a silent letter/s. Write a sentence about it.
knife write comb
_____________________________________________________
39-40. What is your favorite toy. Write a 5-6 sentence-paragraph about it.
_______________________________________________________ _______________________________________________________ _______________________________________________________
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QUARTER 4: PRE-ASSESSMENT KEY TO CORRECTION
1. d 11. a 21. b 31. c2. d 12. d 22. c 32. b3. a 13. a 23. b 33. It has a simple
subject and a simple predicate.
4. b 14. misunderstood, sentences may vary
24. b 34. It has a compound subject and a simple predicate.
5. c 15. a 25. a 35. Answers may vary6. Answers may vary 16. b 26. Answers may
vary36. Answers may vary
7. d 17. a 27. c 37. Answers may vary
8. Answers may vary 18. a 28. a 38. Answers may vary
9. d 19. c 29. c 39. Answers may vary10. a 20. b 30. c 40. Answers may vary
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Quarter 4 Just for FunWeek 1 Learning is Fun
I. Objectives
A. Expressive ObjectiveAdmire the bravery shown by the kite in facing his fear
B. Instructional Objectives
Listening Comprehension Distinguish between fact and opinion
Oral Language State fact and opinion from a narrative
Vocabulary Development Use context clues to predict meaning of unfamiliar words - synonyms
Reading Comprehension Distinguish facts from opinion
Study Strategy Take down relevant information from a given text
Grammar Identify prepositions in sentences
Writing Write sentences expressing fact or opinion
II. Subject Matter
A. Topics1. Fact or Opinion2. Context Clues to Find Meaning of Unfamiliar Words 3. Synonyms 4. Taking Down Relevant Information5. Prepositions
B. ReferencesReading Wonders fourComprehension Mini - Lessons Point of View Fact and Opinion
C. Materials• chart • pictures• organizer
D. Value Focus: Developing Self-Confidence and Bravery
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Day 1
I. ObjectiveAdmire the bravery shown by the kite in facing his fear
II. Subject MatterA. Selection
How the Little Kite Learned to Fly
B. ReferenceReading Wonders IV
C. Materials• chart• graphic organizer• pictures
III. Learning ActivitiesA. Oral Practice
Recitation of tongue twister
Put a star over the scar left by the cigar in my new car.Did you put a star over the scar left by the cigar in my new car?If you put a star over the scar left by the cigar in my new car,Why did you put a star over the scar left by the cigar in my new car?
B. Pre-Listening Activities1. Unlocking of Difficulty
tranquil
Ask: How would you describe the sea if the wind is not blowing?
trembling Say: Imagine you are wet and cold because of the rain. Act out how you would feel.
whirling
Ask: How does a wheel move? What other objects move like a wheel? The wheels are whirling when the car is running.
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thrilled
stirred at the sight
Our family were at the mall last Sunday. My two daughters were thrilled when they heard that Daniel Padilla and Kathryn Bernardo were also there. They were stirred at the sight of Kathniel.
Ask: How did the daughters feel when they heard that “Kathniel” were also at the mall?
What other words mean the same as thrilled?How did the daughters react when they saw “Kathniel” all of a sudden? Act out what would you do if you see something extraordinary or amazing.
1. Motivation
Ask: What words come to your mind when you hear the word afraid? Write your answers in the bubbles.
Possible answers (frightened, scared, etc)
Ask: What are the things that you are afraid to do?
2. Motive QuestionWhat is the little kite afraid of doing?
C. During ListeningSay: I’m going to read to you a poem. Its title is How the Little Kite Learned to Fly. Listen attentively as I recite the poem.
afraid
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How the Little Kite Learned to Fly
“I can never do it,” the little kite said.As he looked at the others high over his head;
“I know I should fall if I try to fly.”“Try,” said the big kite; “only try!”
“Or I fear you will never learn at all.” But the little kite said, “I’m afraid I’ll fall.”The big kite nodded: “Ah, well, goodbye;
I’m off,” and he rose toward the tranquil sky.
Then the little kite’s paper stirred at the sight,And trembling he shook himself free for flight.
First whirling and frightened, then braver grown,Up, up the kite rose through the air alone,
Till the big kite looking down could seeThe little one rising steadily.
And how the little kite thrilled with pride,As he sailed with the big kite side by side;While far below he could see the ground,
And the boys like small spots moving around.They rested high in the quiet air,
And only the birds and the clouds were there.“Oh how happy I am!” the little kite cried,“And all because I was brave, and tried.”
-Adapted Veronica V. Gianan et. al
D. Post Listening1. Answering of the Motive Question2. Reading of the poem.
Day 2
I. ObjectiveAdmire the bravery shown by the kite in facing his fear
II. Subject MatterA. Selection
“How the Little Kite Learned to Fly”
B. ReferenceReading Wonders IV
C. Materials• chart• graphic organizer
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D. Learning Activities1. Revisit of the Motive Question2. Engagement Activities
Group 1Comparison ChartDescribe the character traits of little kite at the beginning of the poem and at the end of the poem.
Little KiteBefore After
Group 2Answer the question below.
If You were Chart
If you were the little kite, would you follow the advice of the bigger kite? Why?______________________________________________________________________________
Group 3Acting out1. Before flying , how did the kite feel? 2. How did he feel when he sailed with the big kites? 3. How did he feel when he was able to fly up the clouds?
Group 4 & 5Kite of Bravery
Was there a time in your life when you were like the kite; afraid at first but became brave afterwards? Share your experience using the guide below. Each member will post his answer.
I became brave when _________________________.
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Discussion Questions
1. At the beginning, how did the little kite feel about flying?2. Why did he feel this way?3. What advice was given to him by the big kite?4. Did the little kite follow the advice? Why not?5. What were the character traits of the small kite? Say: Let us see the presentation of Group 16. If you were the little kite, would you listen to the big kite? Why?
Say: Let’s take a look at the work of Group 27. What did the little kite decide to do afterwards?8. How did he feel when he sailed with the big kites and fly up the
clouds? Say: Let us hear the ideas of Group 39. Was there a time in your life when you were like the kite; afraid at
first but became brave afterwards? Share your experience.Say: Let’s listen to the work of Groups 4 and 5
Day 3
I. ObjectivesDistinguish between fact and opinion Identify prepositions in sentences
II. Subject MatterA. Topics
1. Fact or Opinion2. Prepositions
B. ReferenceReading Wonders
III. Learning ActivitiesListening/Reading Comprehension 1. Presentation
Say: Listen as I read the following lines from the poem How the Little Kite Learned to Fly and identify whether they are fact or opinion.
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“I can never do it,” the little kite said.As he looked at the others high over his head;
But the little kite said, “I’m afraid I’ll fall.”
Up, up the kite rose through the air
As he sailed with the big kite side by side;While far below he could see the ground
“Oh how happy I am!” the little kite cried,“And all because I was brave, and tried.”
2. Teaching/ModellingSay: Based on the poem, which sentences are facts and which are opinions? Let us study sentences taken from the poem.
a. Up, up, the kite rose through the air.b. The little kite sailed with the big kites side by side.
Are these sentences real? Can they really happen in real life? Are they fact or opinion?What about the following sentences?
c. “I can never do it”, the little kite said.d. But the little kite said, ‘‘I’m afraid I’ll fall”.e. “Oh how happy I am! the little kite cried
And all because I was brave and tried.”Are they fact or opinion? Why do you say so?What clue words signal an opinion?
3. Generalization
Say: How can you distinguish fact from opinion?
Teaching Points
A fact is something that is true and supported by evidence.An opinion is only a belief. It is also an expression of a person’s
feelings. Clue words like “think”, “believe”, “feel”, “probably”, or seems signal an opinion.
4. Guided PracticeListen as I read the following sentences. Draw a happy face before the number if it is a fact and draw a sad face if it is an opinion.____1. All boys enjoy kite flying.____2. Reading is a worthwhile activity.____3. I think playing online games is better than the traditional games like sipa and patintero.____4. Baking is only for girls.____5. Playing games like basketball, badminton volleyball helps keep our
body healthy.
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5. Independent Practicea. The sentences that follow are taken from the paragraph in the box. In
the space before each number, write fact if the sentence states a fact. Write opinion if it expresses a feeling or belief.Refer to LM, Do and Learn
b. Fact/Opinion AcrosticsWrite the letters of your name or nickname on a piece of paper. Write sentences stating fact or opinion using the letters of your name or nickname. Read your sentences to the class. Ask your classmates to identify whether it is a fact or opinion. Refer to LM, Write About It
Grammar
1. Presentation/Introduction
Let us read the short story below.
Tessie and the Kittens
Tessie has nine kittens. Sometimes they are very naughty. They like to move around the house.
Trixy is asleep on the sofa. Topsy is playing with a ball of yarn. Topper is running after a mouse. Tammy is hiding under the table. Tipsy is next to the fish bowl. Trixa is walking into the living room. Tinkle is jumping over the bin. Tally is standing in front of the the door. Tommy is hiding behind the chair. Now that Tessie has found all the kittens, she puts them in a cage.
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2. Modelling/Teaching
Look at the underlined words from the story Tessie and the Kittens. Notice the words that come after the underlined words. What kind of words is each one?What do the underlined words show? What do we call them?What other prepositions show location?(in, at, about, among, around, over, behind, by, along, insde, outside, near, and others.)
Prepositions can also show time relationships.
I went to the store before I made dinner.The preposition before describes the time relationship between going to the store and making dinner.
We told ghost stories during the night.The preposition during describes the time relationship between telling ghost stories and the night.
Teaching Points Prepositions are words that show location of persons or things.
Examples: in, at, around, over, behind, by, along, inside, out-side, near and others.
Some prepositions also show time relationships.Examples: before, after, for, from, during, through, and until.
1. Guided Practice Choose the preposition in each sentence.Refer to LM, Try and Learn
2. Independent Practice Underline the correct preposition in each sentence. Refer to LM, Do and Learn
Day 4
I. ObjectiveIdentify meaning of word using context clues - synonyms
II. Subject MatterA. Topic
Synonyms
B. ReferenceReading Wonders IV
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C. Materials• pictures• game cards
III. Learning ActivitiesA. Motivation
(Using picture of Girl Scout and Boy Scout)
1. Who are in the pictures? How many of you are members of the GSP or
the BSP?2. What are the common activities of a girl scout and a boy scout?
Say: The story that we will read is about the trip and the activities of Girl Scouts.
‘‘Let’s find out: Why did the Girl Scouts conduct this activity?’’
B. PresentationRead the paragraph and answer the comprehension questions. Refer to LM, Read and Learn and Talk About It
C. Teaching/ModellingRead the story again and guess for the meanings of the underlined words. Circle the word or words that explain the meaning.
Discuss the answer for each underlined word.
How were you able to get the correct meaning?Did you study/analyze how the word was used in the sentence or in context?Did you study the words before or after the unfamiliar words?Is there a word that signals the correct meaning?How do we get the meaning of unfamiliar word through context clues?
Teaching Chart
To get the meaning of an unfamiliar word through context clues, see how it is used in the sentence. The words before or after an unfamiliar word will help you get its meaning.
D. Guided Practice Read the short sentences. Box the word that gives the meaning of the underlined word.Refer to LM, Try and Learn
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E. Independent Practice Read the sentences carefully. Give the meaning of the italicized words used in the sentence by choosing the letter of the correct answer.Refer to LM, Do and Learn
Day 5
I. ObjectiveTake down relevant information
II. Subject MatterA. Topic
Taking down notes
B. ReferenceSkill Builders for Efficient Reading English in Grade IV
C. Materials• pictures• chart
III. Learning ActivitiesTaking down Notes
A. IntroductionRefer to LM, Think and Tell
B. Modelling/TeachingSay: When preparing to write a report, the notes you take while listening or reading will form a good outline. Notes do not give a complete story, but these can help you remember the highlights of the story.
I will read a poem two times. On the first read just listen and enjoy the selection. On the second reading, take down important notes so you can answer the questions afterwards.
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At the Zoo
There are animals at the zooThere are birds of all kinds, too.
There’s an ostrich, there’s an eagleThere’s an ugly crooked camel.
There are monkeys loud and crazy,There are birds fat and lazy.
There’s a lion, there’s a giraffeHis long neck makes you laugh,
There’s an elephant with a long noseThat looks like a hose.
There are animals short and tall,There are birds big and small.
Say: Using the notes you have taken down, answer the following orally. What animals are found in the zoo? What birds can we find in the zoo? Which animals are big? Which animals are small? Describe some of the animals found in the zoo?.
Teaching Chart
Taking notes helps you remember the most important points. When taking notes remember the following:
1. Jot down the key words and phrases.2. Jot down only the main ideas and important details.3. Use a word or a short phrase to explain an idea.4. Use your own words so that you can understand them later.5. Write legibly so that you can easily read your notes when
you refer to them later. Source:
Skill Builders for Efficient ReadingWilhellmina Borjal et al.
C. Guided PracticeRead the following paragraph. Take note of the important ideas and details then answer the questions that come after.Refer to LM, Try and Learn
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D. Independent Practice Listen to the following paragraphs and take note of the important ideas and details. Answer the questions that follow.
Sarung Banggi (One Night)
Sarung Banggi (One Night ) is one of the most popular folk song in Bicol region. This song was composed by Potenciano B. Gregorio in 1912 in the town of Libon, (now Sto.Domingo) Albay.
Gregorio was a member of the Philippine Constabulary Band. When he was applying to be a member of the band, he was asked by the conductor, Walter H. Loving to display his skill. He played Sarung Banggi on the banduria, a string musical instrument.
The song was played with the permission of Gregorio at the Luneta by the Philippine Constabulary. Later, the song became popular and was translated into Tagalog.
1. What is the title of one of the most popular Bicolano folk songs?_______________________________________________
2. Who is the composer of the song?_______________________________________________
3. What was Gregorio asked to do before he was accepted in the Philippine Constabulary Band?_______________________________________________
4. What musical instrument did Gregorio use when he played the song Sarung Banggi?_______________________________________________
5. What does Sarung Banggi mean?_______________________________________________
Week 2 Sharing is Fun
I. Objectives
A. Expressive Objective Admire the bunny for being generous in sharing his blessings to others
B. Instructional Objective
Listening Comprehension Distinguish between fantasy and reality Oral Language Express whether an action or event is a reality or fantasy
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Vocabulary Development Use context clues to find the meaning of unfamiliar words - Antonyms
Reading Comprehension Interpret directions in different authentic texts like medical prescription and recipes
Study Strategy Take down relevant information from medical prescriptions
Grammar Use prepositions to and from
Writing Composition Write three to four sentences in giving directions
Il. Subject Matter
A. Topics1. “The Poor Bunny’s Magic Present”2. Fantasy and Reality3. Medical Prescriptions4. Antonyms 5. Prepositions to and from 6. Giving Directions
B. Materials• chart• organizer• pictures
C. Referenceshttp://freestoriesforkids.com/English for You and Me IV (Reading)www.google.com.ph/search?q=medical+prescriptionwww.elementary.ph
Day 1
Admire the bunny for being generous in sharing his blessings to others
I. Learning Activities
A. Oral Practice (final or)The boar fell on the floor and hit the door of the store.Did the boar fall on the floor and hit the door of the store?If the boar fell on the floor and hit the door of the store,When did the boar fell on the floor and hit the door of the store?
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B. Pre-Listening Activities
1. Unlocking of Difficulty
Say: Choose the meaning of the underlined words from the given meanings that follow.
1. Mr. Cruz is very annoyed because his car stopped at the middle of the road. If one is annoyed, he is __________. a. angry b. happy c. excited
2. Marilyn bought a bouquet of flowers for her mother’s birthday. Which of the pictures is a bouquet of flowers?
a. b. c.
3. The long summer season resulted in drought and hunger in the region. There was no rainfall for a long period and the plants dried. Drought means __________.
a. seasonal rain b. typhoon c. long dry season
4. Houdini, the wizard, performed wonderful magical tricks in front of the audience. a. actor b. magician c. singer
2. MotivationAsk: If you meet a wizard, what would you like him to give you?
3. Motive QuestionAsk: In the story that I will read, find out: what the wizard gave the bunny, and how the bunny used it.
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C. During Listening
Read the story. At indicated points, ask the children what they think will happen next in the story
The Poor Bunny’s Magic Presentby Pedro Pablo Sacristán
Once upon a time there was a place where animals were suffering greatly from drought and hunger. A very poor bunny was walking sadly through the fields when, all of a sudden, a wizard appeared in front of him.
(Say: ‘‘What do you think the wizard will do?’’)
The wizard offered the bunny a bag filled with little bouquets of flowers.
“They are magical, and they’re even more magical if you know how to use them properly,” said the wizard. The bunny was dying of hunger, but he decided not to eat the bouquets. He wanted to put them to good use.
On his way home, the bunny met a very old and poor sheep who could hardly walk. “Can you give me something?” asked the sheep.
(Say: ‘‘What do you think will the bunny give the sheep?’’)
The bunny had nothing except his bouquets, and since they were magical, he was unwilling to give them to the sheep. But he remembered how his parents had always taught him to share everything; so he pulled a bouquet out of the bag and gave it to the sheep. As soon as he did this, the bunch shone with a thousand colors. Magic was at work.
The bunny continued on his way, feeling both happy and a bit annoyed. He had given away one of the bouquets, but at the same time it was obvious that the sheep needed it more than he did. As he continued his journey, the very same thing happened to the bunny when he met a blind duck and then a lame rooster. When the bun-ny arrived home, he had only one magical bouquet left. He told his parents all about what had happened with the wizard.
(Say: What do you think will be the reaction of his parents?)
His parents were very proud of the bunny’s behaviour. He was about to pull out the final bouquet, when his little brother arrivedhome, crying with hunger. The bunny gave his brother the magical bouquet.
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At that moment, with a great rumble of thunder, the wizard appeared again. He asked the bunny “Where are the magical bouquets I gave you? What have you done with them?” The bunny was frightened and he started to say sorry. But the wizard interrupted, saying, “Didn’t I tell you that if you used them well they’d be even more magical? Well, go outside and see what you’ve done!”
The bunny went out, shaking. What he saw was something un-believable. As far as the eye could see, the whole countryside had turned into wonderful, green farmland. Farmland with enough wa-ter and food to feed all the animals!
The bunny felt very happy that he had acted as he did, and that the magic of his generosity would bring happiness to everyone. www.freestoriesforkids.com
D. Post ListeningAnswering of the Motive Question
Day 2
Listening Comprehension/Oral Language
I. Objectives
1. Admire the bunny for being generous in sharing his blessings with others
2. Distinguish between fantasy and reality3. State whether an action or event is a reality or fantasy
II. Learning Activities
A. Post Listening ActivitiesRevisit of the Motive Question
B. Engagement Activities
Group 1 Draw the setting of the story showing the problem experienced by the animals.
Group 2 and Group 3 Pretend that you are the sheep, duck, or rooster. Write a thank you letter to the bunny for giving you a bouquet of flowers.
Group 4 If you were the Bunny’s parents, what would you feel? Make a short skit showing the bunny’s feelings.
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Group 5 List down three ways of showing generosity to others.
C. Discussion Questions
1. What problem was experienced by the animals in the story?Say: Let us see the presentation of Group 1
2. Who appeared to the bunny? 3. What did he give him?4. Who did the bunny meet first, second, third? 5. What did they ask from him?6. If you were the bunny, would you also give the sheep, duck, and rooster
bouquet of flowers? Why?7. If you were the sheep, duck or rooster, what would you tell the bunny?
Say: Group 2 and 3, please show your letters to the class8. What did the bunny feel after giving away the bouquets?9. What was the reaction of his parents when he told them the story about
the wizard? 10. If you were his parents, what would you feel? Why?
Say: Group 4, may present their skit now. 11. What character trait did the bunny show? 12. How can we show generosity to others?
Say: Group 5, please present your answer 13. Do you think this story could happen in real life?
Listening Comprehension/Oral Language
A. Introduction/Presentation
Say: Listen attentively as we recall some of the parts of the selection that I read to you yesterday. Let us analyze them if they show reality or fantasy.
1. The wizard offered the bunny a bag filled with little magical bouquets of flowers. (Fantasy)
2. The bunny was dying of hunger. (Reality)3. He remembered how his parents had always taught him to share everything. (Reality)4. At that moment, with a great rumble of thunder, the wizard appeared
again. (Fantasy)5. He pulled a bouquet out of the bag and gave it to the sheep. As soon
as he did this, the bunch shone with a thousand colors. Magic was at work. (Fantasy)
B. Teaching/ModelingAsk: Which of the sentences that you heard show fantasy and which show reality? Why did you say that they show reality? Can they really happen in real life? How about the sentences that tell fantasy? Can they happen in real life?
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Teaching TipsReality refers to situations that may happen in real
life.
Fantasy refers to situations that are magical or make-believe and could not happen in real-life.
C. Guided Practice 1. Listening
Listen as I read the following sentences. Tell whether they are fantasy or reality.1. Prolonged drought can lead to famine or hunger.2. A superhero can make a storm in a snap of a finger.3. Flowers bloom during spring season.4. Many Filipinos share their blessings to others especially during
calamities.5. The cat distributed some relief goods in the evacuation area.
2. Writing Can you tell which is real and which is make-believe? Read the sentences about the sun. Write Yes if it is real and No if it is a make-believe. Refer to LM, Try and Learn
D. Independent Practice Read the paragraph below carefully. Group the underlined sentences into reality and fantasy in the chart. Refer to LM, Do and Learn
E. Writing Interview your grandparents or any older member of your family. Ask them about the different beliefs in your area or region. Write these beliefs and identify if them a reality or fantasy. Refer to LM, Write About It
Day 3
Reading Comprehension/Study Strategy
I. ObjectivesInterpret messages of the different authentic texts likeTake down relevant informationWrite three to four sentences in giving direction
II. Learning ActivitiesA. Introduction
Say: Do you still remember the story The Poor Bunny’s Magic Present?I will tell you a secret. There is something inside the bag which has not yet been given by the bunny to the other animals. Let’s find out what it is.
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B. PresentationSay: Let us read the continuing part of the story.Say: Let us read what is written on the piece of paper.
Rx MAGIC SYRUPOne bottle 80 mLSig 5 mL (1 tsp) 3x a day for 6 days
C. Teaching/Modelling
What Bunny gave is called a prescription.1. What medicine was prescribed?2. For how long will the squirrel’s son take the medicine?3. How many times in a day will he take the medicine?4. What do you think is the best time for him to take the medicine?5. If the squirrel follows the instructions written on the prescription, what
will happen to his son?
Teaching Chart
In interpreting direction of authentic texts, do the following:
Read and understand the directions carefully.Take note of the important words.
D. Guided PracticeBelow is an example of a pancake recipe. Study it well then answer the questions that follow.Refer to LM, Try and Learn
E. Independent PracticeRead the directions inside the box. Then answer the questions beside it.Refer to LM, Do and Learn
F. WritingUsing the given map, write directions in going to three different places.
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Day 4Grammar
I. ObjectiveUse prepositions to and from
II. Subject MatterA. Topic
Using the Prepositions to and from
B. Referencefreestroriesforkids.com
C. Material • chart
III. Learning Activities
A. PresentationSay: Last time/Yesterday, I read to you a story about a bunny and his magic bag. Let us recall some ideas from the story by answering the following questions.
Ask: 1. To whom did the wizard give his magic bag?
2. To whom did the squirrel tell his problem?3. Where did the animals go to look for food?4. Where did the Bunny get the bouquet of flowers.?5. From whom did Bunny learn the value of generosity?
Expected answers:1. The wizard gave his magic bag to the bunny.2. Squirrel told his problem to the bunny.3. Many animals went to the forest to look for food.4. Bunny got the bouquet of flowers from the magic bag.5. The Bunny learned the value of generosity from his parents.
B. Modelling/TeachingThe teacher writes the expected answers and underlines the words to and from.
Teaching Chart
To and from are prepositions. To indicates direction or place.From indicates where something comes from or is
taken.
Say: To and from are also prepositions.What question does to answer? (To whom, where)What does the preposition to tell? (direction or place)What question does preposition from answer? (where, from whom)What does the preposition from tell us? (tells where something comes from or taken)
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C. Guided Practice Circle the correct preposition. Refer to Try and Learn, LM
D. Independent Practice Talk about your topic of interest. Talk about your latest toy or gadgets, best friend or favorite place. Say something about it using the prepositions to and from. Refer to LM, Do to Learn
Day 5Vocabulary Development
I. ObjectiveUse context clues to find meaning of unfamiliar words - Antonyms
II. Learning ActivitiesA. Review
Read the sentences carefully. Underline the meaning of the italicized words.1. Lea Salonga is a gifted lady. She is a talented singer. 2. A person’s manner reveals his personality so you must develop good
habits.3. Mr. Enriquez is a hardworking man. He was given the “Most Industrious
Employee Award” last month.4. The boy saw an unusual animal. It was his first time to see such a
strange creature. 5. Boracay Beach is renowned all over the world. It is a famous tourist spot. Say: What is the meaning of gifted? manner? hardworking? unusual? renowned? What do we call each pair of words? What are synonyms?
B. PresentationSay: Let us try to remember some of the events that happened in the story The Poor Bunny’s Magic PresentRead and analyze the sentences. Find the opposite meaning of the under-lined word in the sentence. Refer to LM, Find out and Learn
C. Teaching/ModellingSay: Let us read and analyze the sentences. Find the opposite meaning of the underlined word as used in the sentence. Discuss the answer for each underlined word. How did you get the correct opposite meaning? Did you study/analyze how the word was used in the sentence or in context? Did you study the words before or after the unfamiliar words? Is there a word that signals the correct opposite meaning?
D. Guided Practice Read the underlined word of the first sentence. Encircle its antonym in the second sentence. Refer to LM, Try and Learn
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E. Independent PracticeRead the sentences and identify the antonym of the italicized word. Write your answer on the blank before each number. Refer to LM, Do and Learn
Week 3 Kite Flying is Fun
I. Objectives
A. Expressive ObjectiveAppreciate kite flying as a worthwhile activityAdmire the creativity of different countries in making kitesShow respect for the customs of different countries in kite flying
B. Instructional ObjectiveListening Comprehension Evaluate the likelihood that a story can really happen
Oral Language State if a story could really happen
Vocabulary Development Identify meaning of unfamiliar words with multiple meanings
Reading Comprehension Distinguish if a story could really happen
Study Strategy Use the glossary to find meaning of words
Grammar Use the prepositions among and between
Writing Composition Write three to four sentences using among and between in sentences
II. Subject MatterA. Selection
Kite Flying
B. TopicsLikelihood that a Story can Really HappenWords with Multiple MeaningsPrepositions Among and Between
C. ReferencesMy English Workbook 4 by Alexes Anne F. Cruzwww.elementary.ph
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D. Materials• organizer• pictures• charts
E. Value Focus: Respect for the customs of other countries
Day 1
Listening Comprehension
I. Objectives
Appreciate kite flying as a worthwhile activityAdmire the creativity of different countries in making kitesShow respect for the customs of different countries in kite flying
II. Learning Activities
A. Oral Practice (Everyday)
Flying Popcorn
A piece of popcorn escaped from the pan
and flew across the kitchen like Superman.
It ping-ponged back and forth
between the oven and the freezer. Then it shot up to the ceiling
like a daredevil trapeezer.
I tried and tried to catch it but it never missed a trick.
So finally I gave up and ate a licorice stick.
http://www.angelfire.com/md/byme/pocket/popcorn.html
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B. Pre-Listening Activities1. Unlocking of Difficulty
carp and current Show a picture of a carp swimming in a river
Use it to unlock the words carp and current.
Ask: Look at the picture. This is a carp. Where is the carp? What can you say about the water? Does it flow?
lanternShow a picture of a Christmas lantern or other kinds of lanterns used in other countries.
Ask: What do we call this object? When do we usually use a lantern? battle victory
Show a strip of paper with the following sentences.Say: Read the sentences. Identify the meaning of the underlined word as used in the sentence.
In the battle between good and bad, more often than not it is the good side that gets the victory.
Ask: Based on the sentence, what do you think is the meaning of battle? What other words have the same meaning as battle?What do you think is the meaning of victory?What synonyms can you give for victory?
2. MotivationSay: “What do you do during your free time?Which of your hobbies do you enjoy most?”
3. Motive Question Say: Today I’m going to read to you a short selection entitled Kite Flying Let’s find out why people from different parts of the world fly kites.
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C. During ListeningRead the story. At indicated points, ask the children what they think will happen next in the story.
Kite FlyingIn Japan, kite flying is celebrated every fourth
day of May. Kites shaped like carps are flown by the boys in every household. It is believed that kite flying makes boys persistent and successful in any worthwhile activity.
The carp, which is a kite fish is a symbol of pa-tience and perseverance. The fish tries to swim against the strong currents although it is small.
In India, the kites look like shields, while in Aus-tralia, they look like boats. In Brazil, the kite is shaped like a falcon which is a small eagle (lawin).
Say: ‘‘How about in our country, what design do we usually make for our kites?”’
Here in the Philippines, kites are shaped like pretty butterflies.
Every man, woman, boy, and girl flies kite in Ko-rea. Children write their names on the kites on Janu-ary 14 of each year. As kites go up high in the air, the children make a wish for success. They also wish that the kite may carry off all their troubles the whole year. Then, they cut the strings loose and let their kites fly away.
One day, a Korean general set a lantern upon a dragon-shaped kite. He wanted to inspire his soldiers who believed that the dragon is a symbol of good luck.
Say: What do you think did he do to inspire the soldiers?
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He made them think that a new star had ap-peared as a sign of divine help. Very much inspired, the soldiers fought like wild cats. They won the battle and thanked the dragon-shaped kite which had brought them victory.
Kites also played important role in China. In olden days, an emperor was held prisoner in a castle tower. His loyal men made a huge kite and sent it flying near the tower window. The emperor reached out, held onto the kite and safely escaped from the tower.
My English Workbook 4 by Alexes Anne F. Cruz
D. Post ListeningAnswering of the Motive Question
Day 2
I. ObjectivesAppreciate kite flying as a worthwhile activityAdmire the creativity of different countries in making kitesShow respect to the customs of different countries on kite flying
II. Learning ActivitiesA. Post Listening
1. Revisit the Motive Question2. Engagement Activities
Group 1
What does kite flying symbolize in Japan?In Japan, kite flying symbolizes ______________________
I agree/disagree with them because _________________________
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Group 2
Write an entry in your diary. Which custom about kite flying would you like to believe, the Japanese’ or Koreans? Why?
Dear Diary,I believe I like the customs of _______________because
________.
Group 3If you were the Korean general, how would you have inspired your soldiers?If I were the Korean general, I would have inspired my soldiers by _________________________________________________ ___________________________________________________.
3. Discussion Questiona. What does kite flying symbolize in Japan? Do you agree with the Japanese?
Why?Say: Group 1, please present your work
b. Draw the kite designs made by the different countries in the selection. Write a sentence or two about the drawing. Say: Let us see the output of Group 2
c. When do Koreans celebrate the kite flying festival?d. What makes this festival special?e. Which custom about kite flying would you like to believe, the Japanese’
or the Koreans? Why?Say: Group 3, please share with the class your ideas
f. If you were the Korean general, would you have done the same thing? Why? g. If you were the general, how would you have inspired your soldiers?
Say: Let us listen to Group 4
h. Do you think it is a good idea to use a kite in escaping just like what the Chinese did? Why?
i. In your own opinion, what makes kite flying enjoyable?
Day 3
I. Objectives
Evaluate the likelihood that a story/event could really happenExplain if a story/event could really happen
II. Learning Activities
A. PresentationSay: Listen carefully as I read to you different stories. Distinguish which among them can really happen.
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1. Warren loves his pets. He has a dog and two puppies, a kitten and a bird. Often when he is alone in the house, Warren and all his pets become comfortable and watch television together. Sometimes they tell each other stories. He shares jokes with them and they all laugh together.
2. Warren loves his pets. He has a dog and two puppies, a kitten, and a bird. He feeds them twice a day, once in the morning before he leaves for school, and another time in the afternoon. When he gets home, his pets show they love him, too.
B. Modelling/TeachingAsk: Which of the two stories can really happen? Why do you say so?
Which of them is a reality and which is a fantasy? When do we say that a story is likely to happen?
Teaching Tip
Some events in the stories are likely to happen in real life.
C. Guided PracticeListen as I read again some of the details from the selection “Kite Flying”. Explain if they are likely to happen in reality.
1. In Japan, kite flying is celebrated every fourth day of May. Kites shaped like carps are flown by the boys in every household.
2. Every man, woman, boy, or girl flies kites in Korea. Children write their names on the kites on January 14 of each year.
3. In the olden days an emperor was held prisoner in a castle tower. His loyal men made a huge kite and sent it flying near the tower window. The emperor reached out, held onto the kite and safely escaped from the tower.
4. They won the battle and thanked the dragon-shaped kite which had
brought them victory.
5. In India, the kites look like shields, while in Australia, they look like boats. In Brazil, the kite is shaped like a falcon which is a small eagle (lawin).
D. Independent Practice Read the following short stories carefully and evaluate if they can happen in real life. Refer to LM, Do and Learn
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Day 4Vocabulary Development
I. Objectives
Identify meaning of words with multiple meanings
II. Learning Activities
A. PresentationSay: Here is one of the sentences taken from the selection “Kite Flying”. Let us read and study it.
He made them think that a new star had appeared as a sign of divine help.
B. Modeling/TeachingAsk: What is the meaning of the word star and sign as used in the sentence. Choose from the given meanings in the boxes below.
stara) heavenly body of burning gases that can be seen in the
skyb) a figure with ten sidesc) an outstanding talented performer
sign a) to affix signatureb) symbol used in a mathematical operationc) an event or action which shows that something else will
happen
Ask: How were you able to choose the correct meaning? What did you consider to get the correct meaning?
Teaching Chart
Some words have multiple meanings. The specific meaning can be identified through context clues.
C. Guided Practice Exercise 1
Read the sentences and draw a line from the italicized word in each sentence to the meaning which explains that word. The first two numbers are done for you.Refer to LM, Try and Learn
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Exercise 2Give the meaning of the underlined word in each sentence. Choose the letter of the correct answer from the list.Refer to LM, Do and Learn
D. Independent PracticeLook the multiple-meaning card. Given is a set of meanings for a certain word. Guess the word and write it in the lucky card/blank card.Refer to LM, Learn Some More
Day 5Grammar
I. Objective
Use the prepositions among and between in sentences Use the glossary to get meaning of words
II. Learning Activities
A. PresentationSay: Let us look at the pictures and read the sentences that follow them. Refer to LM, Find Out and Learn
B. Modelling/TeachingAsk: What are the underlined words?(among/between)They are examples of prepositions.
Look at the encircled words that come after them. What part of speech are they? • Noun/Pronoun
What do the words among and between do for the noun and pronoun after them and the other words of the sentence?• The preposition relates the noun or pronoun that follows it to the
other words in the sentence.
Take a look at sentences nos. 1and 4. How many persons are spoken of? • two
When do we use between? • Between is used when speaking of two persons or object.
How about in nos. 2 and 3, how many persons are spoken of? • more than two
When do we use among? • Among is used when speaking of more than two persons or objects.
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Teaching Chart
Preposition is word written before a noun or pronoun. It connects the noun or pronoun to the other words.
Between is used when talking about two persons or objects.
Among is used when talking about more than two persons or objects.
C. Guided PracticeRead the following sentences. Fill each blank with between or among.Refer to LM, Try and Learn
D. Independent Practice1. Oral Practice
Say: Look carefully at the pictures. Make sentences based on the pictures using among and between. Refer to LM, Talk About It
2. Written Practice Refer to LMMake your own sentence using the guide words and the suggested prepositionExample: The money- among - group members. Refer to LM, Write About It
Study Skill
A. PresentationSay: Let us study the glossary below. Refer to LM, Find Out and Learn
B. Teaching/ ModellingAsk: In which part of the book can we find a glossary? (At the back of the book.) What information does it contain? (It contains words used in the books with their meanings.) How are the words listed? (Alphabetically) What is another name for a glossary? (Small dictionary)
Teaching Chart
The glossary is a special dictionary. It is an essential part of the book that helps us understand the meaning of the difficult terms/words used in the book.
C. Guided PracticeRefer to the glossary above to answer the questions. Refer to LM, Try and Learn
3. Independent PracticeRead the article and look for the meaning of the underlined words in the glossary.
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Quarter 4Week 4: Fun with Tubby
I. Objectives
A. ExpressiveUnderstand the importance of early bedtime for a child.Understand the grandfather’s clever way of solving the problem.
B. Instructional Objectives
Listening Comprehension / Reading Comprehension Give conclusions to realistic fiction heard
Oral Language Provide conclusions to realistic fiction heard
Vocabulary Development Identify meaning of words with prefixes un-, in-, im-, dis-, mis- and re-
Oral Reading Fluency Read aloud realistic fiction
Study Strategy Use index to locate information
Grammar Use prepositions in, on, under, and above in sentences
Writing Composition Write three to four sentences showing the conclusion about the topic presented
Attitude towards Literacy, Literature and Language Express interest in the text by reading available print materials
II. Subject Matter
A. Topics1. “Tubby, the Pot Bellied Cat”2. Giving conclusions for story heard3. Prefixes un-, in-, im-,dis-, mis-, and re-4. Repetitive reading of the story5. Use of Index6. Prepositions in, on, under, and above7. Writing three to four sentences showing a conclusion about the
topic presented8. Expressing interest in a text by reading available print materials
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B. ReferencesEnglish for You and MeEnglish Beyond Timehttp//:freestoriesforkid/realistic fiction
C. Materials• pictures• flashcards
D. Value: Importance for a child to go to bed early
III. Procedure
Everyday Activity
Mrs. Cat, I’m bringing back your kittenI’m completely done with baby sittin’She cried all dayNot worth the payAnd, I am so sorry, I couldn’t find her mitten
Day 1
I. Objective
1. To understand the importance of early bedtime for a child2. To understand the grandfather’s clever way of solving the problem3. Give conclusions to a narrative heard
II. Learning Activities
A. Pre-Listening Activities
1. Unlocking of difficult words(belly, pot bellied cat, sprawled out, pushed over)
bellySay: (Show a picture of a baby with fat belly) This is the belly of this child. What can you say about his belly? (It is fat.)
pot belliedshow an illustration of a pot bellied cat sleeping on a bed while all legs are widely spread, while the boy sleeps on one corner of the bed almost falling because the bed is occupied by the cat
Ask: How does the belly of a cat look like in this picture?
sprawled out Ask: How does the pot-bellied cat in this picture sleep?
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pushed over Use the same illustration used for the word pot bellied cat
The boy was pushed over to one corner of the bed.
Ask: Why is the boy pushed over to one corner of the bed?(Expected Answer: The cat is sleeping on his bed.)
2. MotivationAsk: What time do you sleep at night? Why do you sleep early or late?
3. Motive QuestionWhat made Andy decide to sleep early?
B. During Listening
Tubby, the Pot Bellied Catby Pedro Pablo Sacristan
Adapted by Michelle Mercado
Andy never wanted to go to bed on time. His parents had explained to him how important it was to go to bed early and get a good rest. But Andy paid no attention to them, and his parents didn’t know what to do. That was, until one weekend when they were visiting Andy´s grandparents.
Grandpa Peter heard all about it and said: “This sounds like a job for Tubby, my pot bellied cat,” They loaded the cat in the car and returned home. Tubby was a slow, and very fat cat. He wasn’t much of a bother because most of the time no one knew where he was.
That night, at bedtime, the same problem arose. Andy had no intention of going to bed, and even though his parents waited a while to see if Tubby would solve the problem, nothing happened.
“Grandpa really does make up some nonsense,” said Andy’s father, “I really think he’s starting to lose it.” Andy’s father is quite disappointed.
Hours later, Andy finally decided to go to bed. But what a surprise when he entered his bedroom!
(Ask: What do you think surprised Andy?)
Tubby was in his bed, totally sprawled out, pot belly in the air, and snoring like an express train. “That was impolite to be sleeping on my bed,” Andy tried to push the cat, but there was no way of moving him an inch. That night he hardly slept a wink, being pushed over into one tiny corner of his bed.
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The next day the same thing happened, even though Andy was much more tired from not having slept.
On the third day, he had understood that if he wanted to sleep on his bed, he would have to get into it before Tubby did. That night, when his parents merely started hinting at the topic of bedtime, Andy shot upstairs like a bullet, and dived into bed. His parents could not believe it. It was unbelievable. They knew nothing about Tubby in the bed. They misunderstood why Andy went to bed on time, without complaint. They were so happy about this that they stayed up quite late, celebrating, but... can you guess where Tubby slept that night?
Answering of Motive Question
Ask: Who is Tubby in the story? (the pot bellied cat). Who else are the characters in the story? What was the problem in the story? What made Andy decide to sleep early?(Possible answers: He wanted to sleep on his bed comfortably. He wanted to be in bed before Tubby.)
Day 2
I. Objectives
1. Understand the importance of early bedtime for a child2. Understand the grandfather’s clever way of solving the problem3. Provide conclusions to the story heard4. Write three to four sentences giving conclusion for the story
II. Learning Activities
A. Phonics DrillReading words with ir- controlled vowels
-ir -ird -irk -irt -irthfir bird quirk dirt birthsir gird shirk flirt firthstir third smirk shirt girthwhir skirt mirth
squirt birds chirpthird birthgird the shirtflirt with her shirt
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Let the pupils recite the nursery rhyme.
Little Girl, Little Girl
Little girl, little girl, where have you been?Gathering roses to give to the queen.Little girl, little girl, what did she give you?She gave me a diamond as big as my shoe.
(Source: www.rhymes.org.uk/a-51-little-girl)
Ask: What word in the rhyme has the -ir controlled vowel?
B. Post Listening Activities
1. Group ActivitiesSay: Divide the class into five groups. Each group should select a leader. Say: Leaders please come forward and pick an envelope. Inside the envelope is the task that you are going to do. Do the task with your group cooperatively and silently.
Please do this in 5 minutes.
Group 1 Draw the characters in the story and label each.
Group 2 Act out how the parents of Andy convinced him to sleep on time.
Group 3 Draw a masks for Grandpa and for Tubby. Choose two mem-bers of the group who will act as Grandpa and Tubby.
Scene:
Grandpa: Tubby, come here.Tubby: (walk towards Grandpa)Grandpa: (pet Tubby on his head) Please teach Andy his lesson.
Group 4 Act out how Tubby sleeps on Andy’s bed during the first and second nights.
Group 5 Write a three to four sentence paragraph about how the story will end.
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2. Discussion
Ask the pupils to answer the following questions:1. Who is the boy in the story who never wanted to go to bed on time? Say: Group 1 will present their work. The pupils will introduce the
characters in the story by showing their drawings and point out that Andy is the boy in the story who never wanted to go to bed on time.2. What did his parents do to convince him to go to bed on time? Say: Group 2 will present their dramatization.3. How did grandpa solve the problem? Say: Group 3 will present their output showing how grandpa solved the problem.4. What can you say about how grandpa solved the problem?5. How did Tubby teach Andy to sleep early? Say: Acting out of Group 46. If you were the writer of the story, what conclusion/ending will you
give to the story?7. What part of the story did you like best?8. If you were Andy, how would you react to Tubby?9. How would Andy feel when he had enough rest and sleep?
10. Why should a child sleep early? Ask the class: Why should a child sleep early?Write on the board the pupils’ answers.Say: We have learned the value of going to bed early. In response to the story, please write on a piece of paper reasons why a child should go to bed early?
Day 3
I. Objectives
Identify meaning of words with prefixes un-, in-, im-, dis-, mis-, and re-Interpret chart
II. Learning Activities
(Everyday Activity – Somebody will recite the limerick.) Mrs. Cat, I’m bringing back your kitten I’m completely done with baby sittin’ She cried all day Not worth the pay And, I am so sorry, I couldn’t find her mitten
A. Presentation / IntroductionSay: Last time you listened to a funny story about a cat. Ask: What was the title of the story? Say: I took some points from the story. Here they are. Please read.
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1. Andy was inattentive of his parents’ advice.2. Andy’s father was quite disappointed when Tubby was not able to
do his job.3. It was impossible for Andy to lie on his bed because Tubby was
totally sprawled out on it, pot belly in the air and snoring loudly.4. His parents could not believe the change in his behavior. It was
unbelievable.5. They misunderstood why Andy went to bed on time, without com-
plaint.6. Andy replaced his blanket after Tubby slept on his bed.
B. Teaching/Modelling
Ask the following questions to come up with the following answers to be written on a chart.1. What are the underlined words in the sentences above?2. Notice that the underlined words are quite long, what is the root word of
each?3. What syllables was added to each word?4. Based on the sentence, what is the meaning of the word? Can you
locate the context that tell the meaning of the word?5. Can you give other examples?6. What do the syllable in-, dis-, im, un- and mis-, mean? (They mean
negative or the opposite. They can mean no, not, non or wrong. Prefix re means again.)
7. What do we call syllables added before the root word? (Prefix)8. What does a prefix do to the root word? (Prefix changes the meaning of
the word.)
Charting Technique
Word Root Word Syllables added before the root word
Meaning of the syllable
Meaning of the word based on the sentence
giveninattentive attentive in not not attentiveimpossible possible im not not possible
unbelievable believable un not not believablemisunderstood understood mis not not understood
replaced placed re again placed again
C. Guided Practice Refer to LM, Read and LearnMore Guided Practice Refer to LM, Find Out and Learn
D. Independent Practice Refer to LM, Try and LearnDecide whether to add im-, dis-, or -un to the following root words. Make sure the words you form are the opposite of the given word. Number 1 has been done for you.
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E. Evaluation Refer to LM, Do and LearnAdd a prefix to the root word in the parentheses to make the sentence correct.
Enrichment Activity (Refer to LM - Learn Some More)Directions: Write the following words with a prefix and a root word. Write them under the proper columns. The first one has been done for you.
Ask: How did you classify the words?
Day 4
I. Objective
Use the prepositions in, on, under, and above in sentences
II. Learning Activities
Present the following sentences with illustrations.
1. Presentation
a. Andy’s family loaded the cat in the car.
b. Andy was surprised when he saw Tubby in his room.
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c. Tubby slept on Andy’s bed.
d. Andy understood that when he wants to sleep on his bed, he would get into it before Tubby could.
e. Andy put his cap on the hook above the mirror.
f. After a few days, Tubby started sleeping under Andy’s bed.
2. Teaching/ModellingLet the pupils read each sentence. Then ask the following questions:What do the underlined words show?Where is the cat in the picture? What preposition is used to show that the cat is inside the car?In the second picture, where is Tubby in the picture?What preposition is used to show where Tubby is? Where is Tubby sleeping? What preposition is used to tell where Tubby sleeps?Where does Andy sleep? What preposition is used to tell where Andy sleeps? Where is the cap of Andy? What preposition is used to tell where the cap is? When is in used in the sentence? When is each of the underlined word used in the sentence?Introduce the word preposition. What do these prepositions
show?
(Prepositions in, on, over, above, under show position or location.)
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3. Guided Practice
Activity 1 Fill in the blanks with prepositions that show position or place.Refer to LM, Try and Learn
Activity 2 A. Work in Pairs
1. Work with a partner. One of you will act out a sentence while the other one will guess the sentence. Ask a classmate to show an action with preposition that shows location. A student will ask his/er partner, “What am I doing?” His seatmate may answer, “You are putting your book in your bag.”
2. Ask: Who will present their conversation in front? The teacher will process the sentences of the class.
Ask: What preposition did they use? Why did they use this preposition?
If there is something wrong, the teacher will tell the class: I think we can do something to make the sentence correct. She will ask the class, Who will help make the sentence correct?
Activity 3B. Work in Groups
Each group will be given a picture. They will write three to five sentences about the picture using prepositions learned. (Note: The output does not need to observe mechanics in writing a paragraph.)
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After 5 to 7 minutes, a member in each group will share their output. Then the class will evaluate whether the group used the learned prepositions correctly. Ask: What can you say about the work of the group? What prepositions did they use? Did they use them correctly?
C. Independent Practice Refer to LM, Do and LearnUse in, on, under, above, below, and over to complete the sentence.
Day 5
I. Objectives
Use the prepositions in, on, under, and above in sentencesWrite three to four sentences giving a conclusion about the story Tubby, the Pot Bellied Cat.
ll. Learning Activities
1. ReviewAsk: What are some of the prepositions we have studied?
2. IntroductionSay: Remember the story you listened to, “Tubby, the Pot Bellied Cat?” Here are some of the events.” (Show pictures of some of the events) Ask: Who can arrange the pictures in the correct order? Say: Write sentences to describe the event in the picture. You may use the phrases under each picture.
Phrases for each picture:
1. Andy is the little boy in the story who ________________.2. Tubby, the pot-bellied cat , ____________________.3. Andy ______________________.4. Andy can hardly ______________________.5. Andy sleeps ________________________.
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3. Teaching/Modelling
Say: Describe each picture. Write your answers on the board.(Expected Answers: Andy is the boy who does not like to sleep early. Tubby the pot bellied cat sleeps on his bed. Andy hurriedly goes upstairs when he is about to sleep. He cannot push Tubby out of his bed so Andy sleeps on a small corner of his bed.)
Ask: What conclusion can you give for the story? Say: Write it on the board.
(Expected Answers: Andy decides to sleep earlier but the cat sleeps there. The next day, he goes to bed earlier than yesterday. But the cat sleeps earlier than him. Finally, Andy sleeps earlier than Tubby. Andy has a very sound sleep.)
Ask: How did you come up with your conclusion? What are your basis?(Expected Answers: The past events in the story are our bases in giv-ing conclusion.) (As the children are giving their sentences, remind them to use prepositions properly.)
4. Guided PracticeSay: Let us write the sentences on the board. This is how we are going to
write our conclusion in paragraph form. (The pupils will write on the board and be guided by the teacher.)
5. Independent Practice
Say: Tubby is an exceptional pet. Do you want a pet like Tubby? What is your dream pet? Use the following questions to form a paragraph.
1. What is the name of your pet?2. What is the color of your pet?3. How do you take care of it?4. What does your pet eat?5. Where does it sleep? 6. How do you feel when you take care of your pet?
Show paragraph pattern on the board.
_______________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________.
Teaching Point
An index is placed at the end of the book and lists all the major topics in alphabetical order and their corresponding page number.
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Study Strategy
A. ReviewAsk: What is an Index?
B. Presentation Say: Study the Index of you English book.
C. Teaching/ Modeling
How are the topics in the Index arranged? What are the topics that start with A?
If I would like to read about birds, what pages can I find it? What lesson is found on page 189?
D. Guided PracticeRefer to LM, Do and LearnStudy the above index in the Read and Learn and answer the following questions.
E. Independent Practice Refer to LMWork in a group. Give different textbooks with an index to each group.
Example: Group 1- Science Group 3- English Group 2- Math Group 4- other textbooks
Teachers will prepare in advance 5 questions to be answered by each group.
Assignment:Go to the library and find short stories about pets. Look at the index of the book to help you locate the topic. Then write a three-to-five-sentence paragraph for the conclusion of the story that you read.
Week 5: Fun Day with Grandma
I. Objectives
A. ExpressiveAppreciate the humor and absurdity of a poem.Enjoy the rhyme, rhythm, and repetitive quality of the poem
B. Instructional Listening Comprehension/Reading Comprehension Give conclusions for humorous/cumulative poem heard
Oral Language Provide conclusions for humorous/cumulative poem heard
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Vocabulary Development Identify meaning of words with suffixes –full and –less
Oral Reading Fluency Read aloud cumulative poem
Study Strategy Interpret chart
Grammar Use prepositional phrases in sentences
Writing Composition Write three to four sentences showing conclusion about the topic presented
Attitude towards literacy, literature and language Express interest in text by reading available print materials
II. Subject Matter
A. Topics
1. “There Was an Old Lady Who Swallowed a Fly”2. Providing conclusions for the story heard3. Interpreting chart4. Prepositional Phrases5. How to Make a Stick Puppet – Ref. Me and My World I p. 1936. Writing a conclusion about the topic presented7. Expressing interest in text by reading available print materials
B. References
English for You and Me Reading Textbook for Grade Four by Benita Miranda pp. 171-176Me and My World p. 193
C. Materials • charts
• flashcards • pictures
Value: Appreciate the repetitive rhythm of the poem.
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Day 1
I. Objectives
1. To appreciate the humor and absurdity of a poem2. To enjoy the rhyme, rhythm and repetitive quality of the poem3. Give conclusions for humorous/cumulative poem heard4. Express conclusions to humorous/cumulative poem heard
II. Procedure
Everyday Activities: “Show and Tell”
Every day, one pupil will show an object and ask the class: What do I have? Where is it? The pupil will then tell the class the name of the object, describe its color, size and shape and where he/sge got it.
Example: What do I have? Where is it? You’re right. I have a ball here inside the box. (He will show it) It is blue. It is round. I use it every day in playing. Mother bought it from the market.
A. Pre- listening activities
1. Unlocking of Difficulties(swallowed, catch, absurd)swallowed (through action)The teacher will demonstrate through action. Pretend I have a biscuit. She will put it inside his/her mouth and then exaggeratedly swallowed thefood.Say: I swallowed the biscuit.
catch (through action using a ball)The teacher will throw a ball and instruct somebody to catch the ball.\Ask: What did your classmate do with the ball?
absurd (through contextual clues) The boy does absurd things because he put a frog on the food of his sister, kept the other pair of his sister’s slipper and locked her inside the room. He is so foolish.
2. Motivation
Ask: What will happen if you accidentally swallowed a fly?
3. Motive Question
Say: I am going to read to you a story. Its title is, “The Old Woman Who Swallowed a Fly”. What do you want to find out from the story? (What happened to the old woman who swallowed a fly?)
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B. During Listening
There Was an Old Lady Who Swallowed a Fly
Poor old lady, she swallowed a fly.I don’t know why she swallowed a fly.Poor old lady, I think she’ll die!
Poor old lady, she swallowed a spider,It squirmed and wriggled and turned inside her.She swallowed the spider to catch the fly.I don’t know why she swallowed a fly.Poor old lady, I think she’ll die!
Ask: What do you think will be the next animal the old woman will swallow?
Poor old lady, she swallowed a bird.How absurd! She swallowed a bird.She swallowed the bird to catch the spider.She swallowed the spider to catch the fly.I don’t know why she swallowed a fly.Poor old lady, I think she’ll die!
Ask: What do you think will be the next animal the old woman will swallow?
Poor old lady, she swallowed a cat.Think of that! She swallowed a cat.She swallowed the cat to catch the bird.She swallowed the bird to catch the spider.She swallowed the spider to catch the fly.I don’t know why she swallowed a fly.Poor old lady, I think she’ll die!
Ask: What is next after the cat?
Poor old lady, she swallowed a dog.She went the whole hog when she swallowed the dog.She swallowed the dog to catch the cat.She swallowed the cat to catch the bird.She swallowed the bird to catch the spider.She swallowed the spider to catch the fly.I don’t know why she swallowed a fly.Poor old lady, I think she’ll die!
Say: Oh, no! Ask: Can you swallow a dog? What do you think will be the next animal?
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Poor old lady, she swallowed a cow.I don’t know how she swallowed a cow.She swallowed the cow to catch the dog.She swallowed the dog to catch the cat.She swallowed the cat to catch the bird.She swallowed the bird to catch the spider.She swallowed the spider to catch the fly.I don’t know why she swallowed a fly.Poor old lady, I think she’ll die!
Ask: What do you think will happen next?
Poor old lady, she swallowed a horse.She died, of course.
Ask: What happened at the end of the story? Why did the old woman die after she swallowed the horse? (Because the horse can swallow the cow, being smaller. There was no more space in her stomach.)
http://www.poetry4kids.com/classic-27.html#.VSuq6fDRi4A
(Group reading by the pupils)
Say: I like the way the lines and stanzas of the poem are repeated. I enjoyed reading it. Ask: Would you like to try reading it? Notice that words are repeated many times.Ask: What are those words? Say: Let’s read.
She, swallowed, to catch, the, fly, spider, bird, cat, dog
Dramatic reading of the poem by the pupils (group, individual, by stanza, the whole poem)
Day 2
Post Listening activities
I. Objectives
1. Appreciate the humor of a poem heard or read2. Express conclusions to a humorous/cumulative poem heard3. Read words with r-controlled vowels -ir4. Write at least three to four sentences showing a possible conclusion to
the old woman’s story.
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II. Learning Activities
A. Phonics Drill
Reading words with r-controlled vowels -or as in for:
-orch -ord -ork -orm -orn -ortporch cord cork dorm born forttorch lord fork form corn port
scorch chord stork storm horn sortsword morn short
torn snortworn sportscornswornthorn
Phrases:
cord and sword lord has sword sort the corn form a stormscorch the torch
Sentences:
1. Give more corn for Mrs. Horn.2. She sorts the cord and sword.3. A storm is formed.4. A cork, a fork, and a stork were on the porch.
Hickory, Dickory Dock
Hickory, dickory dockThe mouse ran up the clock
The clock struck onceThe mouse ran downHickory, dickory dock
From the Collection of Nursery Rhymes
B. Reading of the Poem by the Teacher/Pupils
C. Cooperative Group Activities/Differentiated Activities(Grouping is based on interest or multiple intelligences.)
Group 1 and 2 – Draw the insects and animals in the story. Start from fly to horse.
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Group 3 and 4 – Do you believe that an old woman could swallow animals? Write at least 3 to 4 sentences explaining why/
Group 5 – Write a three-to-four sentence paragraph stating what the old woman would do if she swallowed a fly.
D. Discussion
1. What are the animals mentioned in the poem? 2. What did the old woman do to the fly?3. Can an old woman swallow a fly?4. If you were the old woman, what would you do to catch the fly?
(Group 1 will show us their work.)5. What did the old woman do? (The old woman swallowed the animals)6. Do you believe that an old woman can swallow animals?
(The next group will show their conclusions written on a manila paper.)(Group 3 and 4 please present your opinions.)
7. What can you say about this poem?8. If you have a grandmother who swallowed a fly, what would you do?
(Group 5 will read to us their advice.)9. Could an old woman swallow those animals? What animal could an old
woman swallow? What animal do you believe the old woman can no longer swallow?
10. What is the purpose of the writer of the poem?
(Reading the poem by the class, then by groups and finally by individuals.)
Assignment:
Write three to four sentences showing your conclusion about the poem, “There Was an Old Lady Who Swallowed a Fly.”
Day 3
I. Objectives
Give the meaning of words with suffixes -full and -less
II. Learning Activities
Everyday: Recite the Jazz Chant: Banker’s Wife Blues
A. PresentationRead the following sentences:These are some of the conclusions from the story, “There was an Old Woman who Swallowed a Fly”
1. The old woman was so powerful that she could swallow a lot of animals.2. The old woman was careless to have swallowed a fly.3. The old woman is beautiful.4. She had a sleepless night when she swallowed the fly.
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Say: Let us study the underlined words in the sentence.
Word Root Word
Syllable added after the root word(Suffix)
Meaning of suffix
Meaning of the word
powerful power ful full of full of powercareless care less without without carebeautiful beauty ful full of full of beautysleepless sleep less without without sleep
Ask: What is the root word of the word powerful? What syllable was added after the root word? What does suffix -ful mean? What is the meaning of the word? What does a suffix do to the word? (It changes the meaning of the word.) What is counterpart of powerful? What is counterpart of careless? Does the word beautiful have counterpart? Does the word sleepless have counterpart? What other words with suffixed -full or -less do not have counterparts?
B. Guided Practice
Notice these:
1. joy (happy) Joyful (full of joy)2. power (strength) powerless (without power)3. hand (part of the body) handful (enough to fill a hand)
Try this:Refer to LM, Try and LearnCircle the words with syllables -ful and -less.Refer to LM, Find Out and Learn
C. Independent Practice Refer to LM, Find Out and LearnMatch each word in Column A with the meaning in Column B. Write the letter of the correct answer on the blank.
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Day 4GRAMMAR
I. Objectives
Use prepositional phrase showing location in sentences
II. Learning Activities
A. Presentation
Prepositional phrase
Say: Study the following. Underline the preposition in each phrase. These are prepositional phrases. Ask: What made up a prepositional phrase? Is there a noun or pronoun in each phrase?
1. on the desk 6. under the chair2. above the trees 7. in the vase3. below the ground 8. on the teacher’s chair 4. under the sun 9. over the wall5. in the closet 10. above the sky
B. Teaching/Modeling
Study the following sentences. Underline the prepositional phrase in the sentence.
1. The old woman drives away the flies around the table.2. She watched the food until her children and grandchildren arrived.3. While waiting, she heard the screech of the car from the garage.4. The children happily got out of the car.5. It was about seven o’ clock in the evening when they started eating.6. Her son told the family that they saw a beggar along the road.7. The children told grandmother that they gave all the food at the back of
the car to the beggar.8. How happy grandmother was!
Say: Aside from other prepositional phrases that we have studied, there are more prepositional phrases. Encircle the preposition in each sentence. Remember that a prepositional phrase is made up of a preposition and a noun or pronoun and all the other words in between.
C. Guided Practice
Group Work
Say: We will have a contest by groups. (Show them envelopes with the phrases inside them.)
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Say: Here are jumbled phrases. Arrange the jumbled phrases to form a sentence with a prepositional phrase. The first group that arranges the phrases correctly will be the winner. (Post a picture illustrating the following sentences.)
1. The old woman around the house. has many animals (Answer: The old woman has many animals around the house.)2. in the doghouse. dogs She has (Answer: She has dog inside the doghouse.)3. her cats and chickens at the backyard. She feeds4. under the tree. grazed Her cow5. from morning until night. She takes care of them
D. Independent Practice Refer to LM, Do and LearnSay: This time we shall have a different activity. Everybody will make a
stick puppet. Follow the printed directions. If you have understood the use of prepositional phrase, then you can come up with a beautiful stick puppet. (The teacher may write the steps on How to Make Stick Puppets on a Manila paper)
Refer to Do and Learn, LM
Ask some pupils to share their experience in doing the activity. Do you think you followed the instructions correctly? Did you draw your character front and back? Where did you place the stick? Did you enjoy doing the project?
Day 5
I. Objectives
Spell correctly the words in the vocabulary list and the words in the selection/poem read.Write a three to four sentence paragraph giving conclusion of a poem heard.Read the poem aloud.
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II. Learning Activities
1. Conduct a spelling test.
swallowed 1. The old woman swallowed a fly.
absurd 2. How absurd is it to swallow a fly?
woman 3. The old woman swallowed a spider.
spider 4. She swallowed a spider to catch the spider.
catch 5. She swallowed the bird to catch the spider
pot bellied 6. Tubby is a pot-bellied cat.
disappointed 7. Father and mother were disappointed with Andy.
attentive 8. Andy was attentive when his parents advised him to sleep early.
impolite 9. Tubby was impolite to be sleeping on Andy’s impolite bed but it is a clever way of teaching Andy.
sprawled 10. Tubby sprawled out on Andy’s bed.
2. Reading the Poem Aloud
The teacher first models the reading of the poem, “The Old Woman Who Swallowed a Fly.”The teacher can call pupils to read the poem while the rest of the class are told to read with their eyes only.
3. Discussion
• What is the poem about?• What did the old woman swallow?• Is it really possible that an old woman could swallow all those animals?• What could possibly happen if an ordinary woman would swallow any
of those animals? Why do you say so? • What kind of old woman was she? Think of words that would suitably describe her.
4. Reading of the poem by class, in groups and then individually.
5. WritingSay: Our character in the poem is the old woman who swallowed a fly. She
swallowed different animals. Please give at least 3 to 4 sentences showing what could happen or give a possible conclusion to the poem. Use the following phrases:
Refer to LM, Write About It
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Week 6 Fishing is Fun
I. Objectives
A. Expressive
Admire the little girl’s smart way of solving the problemRealize that big things can come from small thingsAppreciate the humor in the story
B. Instructional
1. Distinguish fact from opinion in a narrative2. Express facts or opinion in a narrative3. Identify meaning of words with the suffixes -er and -or4. Read grade level text correctly5. Interpret bar and line graphs6. Use simple sentences with simple subjects and simple predicates7. Write three to four sentences expressing opinion in a narrative text8. Explain how specific aspects of text illustrations contribute to what is conveyed by the words in a text
II. Subject Matter
A. Topic
1. The Five Foolish Fishermen2. Fact and Opinion3. Suffixes –er and –or4. Simple sentences with simple subjects and simple predicates5. Writing three to four sentences expressing opinion
B. Materials
chart, illustration of the story
C. ReferenceMe and My World pp. 171-173
Every day: Banker’s Wife Blues (Jazz Chant) Where does John live?
He lives near the bank. Where does he work? He works at the bank. What does he do? He ________ at the bank. When does he work? He works all day and he works all night, at the bank, at the bank at the great big bank.
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Where does he study? He studies at the bank. Why does he work all day all night all day all night at the bank at the bank at the great big bank? Because he loves his work more than his life and he loves his money more than his wife
What are the blues of the banker’s wife? (Unlock blues as problems)
Day 1
I. Objectives
1. Admire the little girl’s smart way of solving the problem2. Realize that big things can come from small things3. Appreciate the humor in the story4. Distinguish fact from opinion in a narrative5. Use a simple sentence with a simple subject and a simple predicate
II. Learning Activities
A. Pre-Listening Activities
1. Unlocking of Difficulties / Vocabulary Development
(foolish, fell into the sea, basket full of fish)
There was a dog walking on the seashore. He went on island hopping with his master. Along his way, he found a bone. He quickly picked it up and ran back to the boat. As he was looking down on the side of the boat, he saw another dog in the water with a big bone. He barked at the dog. How foolish for him to bark with a bone in his mouth! His bone fell into the sea. The dog in the water disappeared as the bone fell. The dog was so sad that his bone was gone, too. But his master brought home a bas-ketfulloffish. The dog will surely have something for dinner.
by: Michelle L. Mercado
Ask: What does foolish mean in the paragraph? What other words in the paragraph mean the same as foolish? Where did the bone fall? Is there really another dog in the water? How much fish did his master brought home?
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2. Motivation
Call five pupils in front. Ask: Will you count yourselves? How many are you?
3. Motive Question
How did the five fishermen count themselves?
B. During Reading
The Five Foolish Fishermen
The five foolish fishermen went to the sea to fish.When they got back, the first fisherman said,“Let us see if there are still five of us.”So he counted, “One, two, three, four.”“Oh, no!” he cried. We are only four!”
Ask: What happened to the other fisherman?
“Let me count,” said the second fisherman.“One, two, three, four!”You are right! We are only four!”“Maybe one of us fell into the sea!” cried the third fisher-man.“What shall we do?” asked the fourth fisherman.
Ask: What did the fishermen do?
And they began to cry.
Ask: Who do you think would help the fishermen find the missing fisherman?
A little girl came.“Why are you crying?” she asked.“Five of us went to the sea to fish.But only four of us came back!One of us is lost!” answered the fishermen.They all cried again. “Boo hu hu!
Ask: Can a little girl like her help the fishermen find the lost fisherman?
“Let me count,” said the little girl. “One, two, three, four, five! There are five of you!”
“Why, what a smart girl you are!” said the five fishermen.They were so happy. They gave her a basket full of fish.
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Answering of Motive Question
What was the fishermen’s problem?Did any fisherman fall into the sea?How did the fishermen count themselves?Who helped the fishermen count themselves?Is there really a missing fisherman? Why or why not?When one of the fishermen said, “Maybe one of us fell into the sea,” is that a fact or an opinion? What word in his sentence makes it an opinion?To check the idea that one of them fell into the sea, what should they do?If you were one of the fishermen, how would you count yourselves?
(Reading of the story by the teacher and by some pupils)
Day 2
Post-Listening Activities
I. Objectives
1. Admire the little girl’s smart way of solving the problem2. Realize that big things can come from small things3. Appreciate the humor in the story4. Distinguish fact from opinion in a narrative5. Use a simple sentence with a simple subject and a simple predicate
II. Learning Activities
Every day: Recite the Jazz Chant – Banker’s Wife Blues
A. Phonics Drill
Reading words with r-controlled vowels -ur as in fur
-ur -urb -url -urn -urse -urtcur curb burl burn curse curtfur suburb curl turn nurse blurtblur furl churn purse spurtspur hurl spurn
purlchurl
Phrases cat’s fur nurse’s pursecurse the nurse spurt and blurtcurb on the suburb churn, turn, and burn
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Sentences
The car bumped on a curb.The nurse’s purse was burned.The man cursed the nurse for the big purse.
Rhyme:
Little bird, little bird fly away homeYour house is on fireYour children will burn
Reading of the story, “The Five Foolish Fishermen” by the teacher and by some pupils
B. Cooperative Group Activities
Group 1 Draw the scene, showing the five fishermen going to fish.
Group 2 Act out the scene where the fishermen are counting themselves.
Group 3 Dramatize the scene where they thought one of them fell into the sea until the girl helped them count themselves.
Group 4 Write a three to four sentence paragraph about your opinion on how the fishermen should thank the little girl. Could a little girl carry a basket full of fish?
If we were the fishermen, we should give the girl ___________________.
Discussion of the narrative, incorporating the presentation of outputs
Questions:
How many fishermen went fishing into the sea?(Group 1, present the drawing that you did. Count to us the fishermen who went fishing into the sea.)
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According to one of the fishermen, how many of them came back?Did one of the fishermen really fell into the sea?What’s wrong with the way they count themselves?(Group 2, present your drama.)What did they do when they thought one of them fell into the sea?Why were the fishermen crying? What attitude do these fishermen show?Who helped them find the lost fisherman? Was any of the fishermen really lost?(Group 3, present your dramatization.)What did the fishermen give to thank the girl?If you were the fishermen, what would you do to thank the girl?Could a little girl carry a basket full of fish? Was there any fish left for the fishermen?(Group 4, present your paragraph.)What incidents in the story seem to be funny? What would like us the story to tell?What is the purpose of the writer of the story?What lesson can we get from the story?
Day 3
I. Objectives
Distinguish fact from opinion in a narrative.Interpret bar and line graphs.
II. Learning Activities
A. Presentation
Say: Here are some sentences from the story, “The Five Foolish Fishermen.” Ask: Which are opinions? What makes them opinion? Which are facts? What makes them facts?
1) The five foolish fishermen went to the sea to fish.2) When they got back, they counted themselves.3) Maybe one of us fell into the sea.4) They must be very happy.
B. Teaching/Modeling
A fact is a true statement. It is a thing or an event that really happened or existed. It can be proven by means of observation and experience.
An opinion is a view or guess which may or may not be true. It is a feeling or attitude. Clue words like think, believe, feel, must be, must, probably, seems, and often signal an opinion.
Ask: Is each sentence a fact or an opinion? Did the first sentence really happen? What makes it a fact? How about the second sentence? Did it really happen? Say: Study the third sentence. Ask: Did it really happen? What words in the sentence makes it an opinion?
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C. Guided Practice
Say: Read the following paragraph and answer the questions that follow. Study the bar graph presented. Refer to Try and Learn, LM
D. Independent Practice Refer to LM, Do and Learn Enrichment Refer to LM, Learn Some More
Below are sentences about different games. Write F on each blank if it states a fact or O if it states an opinion.
Day 4
I. Objective
Use simple sentence with simple subject and simple predicate
II. Learning Activities
A. Review
Underline the subject once and the predicate twice.
1. Andy does not sleep early.2. Tubby is a pot bellied cat.3. Andy’s parents are worried about Andy’s habit.4. Grandfather thinks of a clever way to teach Andy to sleep early.5. Andy learns his lesson.
Ask: What is a subject? What is a predicate?
B. Presentation
Study the following sentences. These are examples of simple sentences.
1. The five foolish fishermen went to the sea to fish
2. The girl is right.
Say: Underline the subject and encircle the predicate in each of the sentences. Ask: What is the subject in sentence 1? What is the predicate in sentence 1? (Ask the same questions to sentence 2) Ask: How many subjects has sentence 2? How many predicate has sentence 2?
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Subject PredicateSentence 1 fishermen - one
subjectwent - one predi-cate
Sentence 2 girl - one subject is - one predicate
Ask: Using information from the sentences, what composes a simple sentence?
A simple sentence is composed of simple subject and simple predicate
C. Guided Practice Refer to LM, Read and Learn
Read the fable, “The Tortoise that Wanted to fly.” Be ready to answer the questions that follow.
Ask The following questions and instruct the pupils to write their answers on the board.
Comprehension check-up:
1. What does the tortoise want to do?2. Who taught him how to fly?3. Why can’t he fly?4. What happened when he fell to the ground?5. What lesson did he learn?6. What is likely the ending of the story?
Expected answers:
The tortoise wanted to fly.The eagle taught him how to fly.He couldn’t fly because he had no wings.He fell to the ground but he was not hurt.
Do not ask for the impossible but know your limits.The turtle will be contented.
Ask: Which sentences have simple subjects and simple predicates? Which sentences are simple and which are not?
Group Work Refer to LM, Read and Learn
Work in groups. Read the story once more. Then pick out simple sen-tences with simple subject and simple predicate. Write them on the Manila paper. Be ready to post your work on the board.
D. Independent Practice Refer to LM, Do and Learn
Say: Look at the pictures. Construct a simple sentence for each picture.
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Day 5
I. Objectives
Identify meaning of words with suffixes -er and -or
II. Learning Activities
A. Presentation
Say: Read the sentences taken from the story, “The Five Foolish Fishermen”. Study the underlined word.
Ask: What is the root word? What syllable is added to the root word? What does the syllable do to the meaning of the word?
The five foolish fishermen went to the sea to fish. fool - ishOne fisher is missing. fish - erThe smart girl is a thinker. think -er
B. Teaching/Modeling
Present the poem, “Work.”Pick out the words that show roots with suffix –er/-or. Write them on the chart.
Word Root word
Suffix Meaning of the suffix
Meaning of the word
driver drive -er one who one who drives
keeper keep -er one who one who keeps
teacher teach -er one who one who teaches
sailor sail -or one who one who sails
actor act -or one who one who acts
Ask: What do the suffixes -er/-or do to a word?What meaning does the suffix -er or -or bring to the world?What does each newly formed word mean?
C. Guided Practice Refer to LM, Do and LearnWrite the proper word by adding -er or -or to a root word. The meaning will help you. The first has been done for you.
D. Independent Practice Refer to LM, Read and LearnRead the paragraph. Add the suffix -er or -or on the space provided.
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Week 7
Fun in Summer
I. Objectives
A. Expressive
Realize that one should be proud of speaking out one’s reason/s
B. Instructional
Oral Language Express fact and opinion from an informational text
Vocabulary Development Identify meaning of words with prefixes de-, dis-
Reading Comprehension Distinguish fact and opinion from an informational text
Study Strategy Use the encyclopedia to get information
Grammar Use simple sentences in giving facts and opinions (Compound Subject + Simple Predicate)
Writing Composition Write a 5-to-6-sentence paragraph about a given topic
II. Subject Matter
A. Topics
1. Fact and Opinion2. Prefixes (de-, dis-)3. Words with ie and ei4. Using the encyclopedia5. Simple Sentences (Compound Subject and Simple Predicate)
B. Materials• Charts, • calendar• pictures• assessment sheets
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C. References
Selections: “Will You Go to School This Summer?”
(Source: ReadWorks.org)“Summer is the Best Season”
(Source:http://sirajibir.blogspot.com/2012/11/summer-is-best- season.htm)
De-, Dis- Activities (Source Our World of Reading, On the Horizon Workbook
p.47, Grade 3, Anvil Publishing, Inc.)
Value Focus: Interest in learning
III. Procedure
Day 1
I. Objectives
1. Realize that one should feel proud of those who express their own reasons2. Distinguish fact and opinion from an informational text3. Express fact and opinion from an informational text
II. Learning Activities
A. Oral Language Practice
Show and Tell: Show to the class drawing or picture or photo of what you did last summer.
Say: This (drawing / picture / photo) shows what I did last summer.
Last summer, I __________________________________.
Reading Comprehension
A. Pre-reading
1. Unlocking of Difficult Words(all year long / year-round, vacation breaks, boring, summer)
all year long / year-round
Show a calendar. Ask the pupils to name the months in a year.Ask: How many months are there in a year? What is the first month? What is the last month?Say: All year long or year-round means from January to December.
vacation breaks
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Using the calendar, let pupils mark the start and the end of the school year. Say: We go to school from June to March while from April to May is our vacation break.
boring (Context Clues)
Let the pupils read the sentences.
The movie we saw was boring.We did not have fun watching it.We did not enjoy it.
Ask: What is the underlined word? (boring) What group of words in the second and third sentences tells us the meaning of the word “boring?” (did not have fun, did not enjoy)
summer (Semantic Web)
Ask: What can you say about summer?
(Possible answers: hot, beach, swimming, vacation, etc.)
2. Motivation
Show these pictures of children’s activities during summer.
a child painting a picture
a girl taking a piano lesson
some boys playing basketball
two boys playing kites
Ask: What activities do each of the children do? When do they usually do such activities?
Do a quick survey to find out who among the pupils do any of the activities shown in the pictures.
Ask: What other activities may children do in the summer?
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3. Setting of Purpose
Say: The selection we are going to read today offers a different activity which children may do during the summer. Its title is “Will You Go to School This Summer?”
4. Motive Question
Ask: Will you go to school this summer? Why or why not?
B. During Reading
Say: Now, you will read the selection silently. As you read, take note if the reasons given are the same as yours.
Refer to LM, Read and Learn
C. Post Reading
After reading the selection, ask the pupils if their answers / reasons are the same as those in the text. Ask pupils to raise their hands if their answers / reasons are the same as the given one in the text.
D. Assignment
Show and tell: Drawing / picture / photo of what they did last summer
Day 2
I. Objectives
1. Realize that one should feel proud of those who express their own reasons
2. Distinguish fact and opinion from an informational text3. Express fact and opinion from an informational text4. Use simple sentences in expressing fact and opinion
Reading Comprehension
B. Post Reading
1. Check-up of motive question2. What do many schools learn about pupils going to school all year long?3. What does this mean for pupils?4. What does the survey show regarding this?5. According to the survey, why do a number of pupils find it good to go to school even during summer?6. Why don’t other pupils like to go to school in the summer?
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7. If a similar survey is taken in your school, what will your answer be? Be ready to give a reason for your answer.
Will you go to school this summer?
Post on the board:
Distribute small strips of paper and ask pupils to write their answer “yes” or “no.”Say: On Thursday, we will announce the result of the survey and find out if many of you would like to go to school this summer or not.
Assign a group of pupils to count the results and report the next day.
C. Small Group Activities
(Engagement Activity #1: If pupils will go to school...Chart)Say: Group 1 will list down what will happen if the pupils will go to school in summer.
If pupils will go to school in summer
___________________________________________________________________________
Reading Comprehension
A. Introduction/Presentation
Say: Let us go back to the selection. I have divided the text into four parts: the first two paragraphs and the given “good” and “bad” reasons.
Show the text chart as shown.
Will You Go to School This Summer?
Many schools find that pupils learn better and remem-ber more when they go to school all year long.
Does that mean pupils won’t get a vacation? No. It means that students will get many short breaks instead of
just a long one.
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What do pupils say about year-round school?It’s good!
- I can remember more of what I learned. - I like having more short breaks.
- Summer gets boring, and I miss my friends.
It’s bad! - I can’t go to summer activities.
- I like to play outside and swim in the warm weather. - It’s too hot to be in school in the summer.
(Source: ReadWorks.org)
Writing Composition
A. Survey Report
Let the assigned group report the results of the survey.Say: The result says that many of you want / do not want to go to school in
summer. Let us now find out what your parents and neighbors say about the issue.
B. Prewriting (Class)
Ask: What did your parents/neighbors say about you going to school during summer?
Call a number of pupils to give their answers. Write their answers on the board under the appropriate column. In answering, let pupils use the pat-tern below.Refer to LM, Write About It (a)
C. Writing (Individual)
Then say: Let us write a short paragraph about the topic we discussed yesterday. Copy and complete the chart below. Use the ideas written on the board. Allow the pupils enough time to write.Refer to LM, Write About It (b)
D. Editing/Revising (Individual)
After a few minutes, tell pupils to read the paragraph to themselves. Mark places where they feel they have to add or change words.
B. Teaching/Modelling
Model “Think Aloud” as you analyze the text for fact and opinion.Say: I will model to you the Think Aloud as we look for the facts and opinions in the text.
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Text Think AloudWill You Go to School This Summer?
Many schools find that pupils learn better and remember more when they go to school all year long.
Read the first part aloud.Then say: I think the first sentence is a fact because it says that “Many schools find.” Finding is a result of studies made. So this statement is a FACT. A fact is a statement based on truth and can be proven to be true. It is not an opinion because an opinion is a statement based on feelings, beliefs or emotions.Ask: Do you agree that this statement is a fact?
Does that mean pupils won’t get a vacation? No. It means that pupils will get many short vacation breaks instead of just a long one.
Read the next partSay: I think this statement is also a FACT because it explains what it means by having all year long school.
What do pupils say about year- round school? It’s good! - I can remember more of what I learned. - I like having more breaks. - Summer gets boring, and I miss my friends.
Say: Now let’s go to the next part.Ask a pupil to read each line.After each line ask the class if it is a FACT or OPINION. Ask: Why do you say it is a fact / opinion?Say: This line is a fact/opinion. Ask: Why is it a fact /opinion?
It’s bad! - I can’t go to summer camp. - I like to play outside and swim in the warm weather. - It’s too hot to be in school in the summer.
Do the same in the last part.
Ask: Can you add more fact/s or opinion/s about this topic? Say: Answer the Individual Assessment Sheet. Refer to LM, Do and Learn
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Reading Comprehension
A. Guided Practice
Show a diary entry. Say: Here is a diary entry. As I read it, listen for facts and opinions. Let the pupils read next.
Refer to LM, Do and Learn, Reading Comprehension: Fact and Opinion (A) - (B)
Ask: How many sentences are there? Let’s identify if they are facts or opinions. Let’s answer the chart.
B. Independent Practice
Say: Now, read the selection silently. Study the sentences in the boxes. Copy each in your paper or notebook then identify the sentence as fact or opinion.
Refer to LM, Do More and Learn
Grammar
A. Introduction/Presentation
Say: Here are statements taken from the selection we discussed yesterday. Ask pupils to read the sentences.
Refer to Find Out and Learn, Grammar: Simple Sentence, LM
B. Teaching/Modelling
Give pupils a few moments to study the group of sentences.Say: Let us now study sentences 1-3.Ask: What is a subject? What is a predicate?
What is the subject in sentence 1? What is the predicate in sentence 1?Put identifying marks to give visual emphasis.
Example: I can remember more of what I learned.How many subjects? How many predicates?Say: If a sentence has only one subject and only one predicate it is called
a SIMPLE sentence.Do the same for sentences 2-3.
If there is only one subject, it is called a SIMPLE SUBJECT.If there is only one subject, it is called a SIMPLE PREDICATE.
Say: Let us now study sentences 4-6.Ask: What is the subject in sentence 4? What is the predicate?How many subjects are there?
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If there are two subjects, it is called a compound subject.
Example: Ana and Jane can remember more of what they learned.
Do the same for sentences 5-6.Say: If a sentence has a compound subject and a simple predicate, it is still a simple sentence.Refer to Try and Learn LM
C. Generalization
What is a compound subject?
Refer to LM, Do and LearnRefer to LM Do More and Learn
D. Assignment
Look for two simple sentences with compound subjects in your other subject area books. Copy them in your notebook.Encircle the subject and underline the predicate.
E. Independent Practice
Say: We discovered that students learn better or remember lessons when they go to school all year long. But in the Philippines, we have a vacation of two months. Think of activities you can do during vacation break so that your learning activities will continue even during summer. Do the chart.
Refer to LM, Do More and Learn
Day 3
I. Objectives
Distinguish fact and opinion in an informational textUse simple sentences in expressing fact and opinionUse the encyclopedia to get informationDecode words with ie and ei sounded as /iy/
Word Recognition
A. Introduction/PresentationRead the words in the chart. Let the class read next.Refer to LM, Find Out and Learn, Words with ie and ei
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B. Teaching/Modeling
Say: Let us learn the meaning of some of the words with ie and ei.Study the sentences and look for the word with the same meaning as thegiven word.Refer to LM, Find Out and Learn, Words with ie and ei (b)
Ask: Can you add more examples to our lists?Let pupils give more examples.
Pupils will read next (by group, by pair, individual)
Say:Sometimes it is difficult to remember whether a word is spelled with -ie- or -ei-. There is a very simple rule about this:
Say: Now, let us read the following phrases and sentences. Read first the set of phrases then the sentences. Then let the pupils readby groups, by pairs, or individrually.
Refer to LM, Try and Learn, Phrases and Sentences with Words with ieand ei
C. Guided Practice
Reading a Short Story
Ask pupils to read the short story and then answer the questions.
Refer to LM, Try and Learn, Words with ie and ei (a)
Words: Words with ie and ei.
Let pupils complete the chart by looking for the words with ie and ei in the short story.
Refer to LM, Try and Learn, Words with ie and ei (b)
Say: Look for the words with ie and ei sounded /iy/ in the short story. Write the words on the chart. (Answers: Charlie, niece, Jackie, believes, piece, shield)Let the pupils read the words by group, by pair then individually.
Remember:Say: The words in the left column have ie sounded as /iy/. The words in the right column have ei sounded as /iy/, too.
Use i before e except after c when sounding like ay as in neighbor and weigh.
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D. Independent Practice
Say: Here is another short story. Notice the words with ie/ei sound. But before we read it and answer the questions, read these words.
robbers and thieves
Which of the pictures show robbers and thieves?
A thief usually secretly and the victim becomes aware of the theft only after something has been stolen.
A robber is not only seen by the victim, but also often injures or threatens to injure the victim (or use some other type of force) during the robbery.
(Source: http://www.english-test.net/forum/topic16595.html)
Refer to LM, Do and Learn
Let the class read the ie/ei list once again.
Assignment
Write 2 sentences with ie/ei words.
1. _______________________________________________2. _______________________________________________
Study Strategy
A. Introduction/Presentation
Ask: If we want to learn more about summer, where do we look for the information that we need?
Show a picture or a sample of an encyclopedia. (Preferably the volume where the topic “summer” is found)
(Option: Bring the class to the school library and show sets of encyclopedia.)
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What information can we find in an encyclopedia? How are different kinds of information presented in an encylopedia?
B. Teaching / Modelling
Say: An encyclopedia is a reference work (such as a book, series of books, web site, or CR-ROM) that contains information about many different subjects or a lot of information about a particular subject. (Source: Merriam-Webster Dictionary)
Show the letters found in each book to indicate the beginning letters of the topics found in it. Example: “Summer” is found in the book where S is.
C. Guided PracticeRefer to LM, Try and Learn
D. Independent PracticeRefer to LM, Do and Learn
Assignment
Choose any topic that you think is connected with summer. Look for it in the encyclopedia. Copy 5 facts about it.Examples: sandcastles, sailboat, beach volleyball, diseases during summer, etc.
Day 4
I. Objectives
Use the encyclopedia to get informationDecode words with suffixes de and disWrite a five to six sentence paragraph about a given topic or idea
Vocabulary Development
A. Introduction / Presentation
Read the words aloud. Then let the pupils read the words after you.
Refer to LM, Find Out and Learn, Words with Prefixes de- and dis- (a)
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B. Teaching/Modelling
Say: The words in the first box are different from the words in the second box. Although both sets begin with de- or dis-, they are different in structure.Ask: Why are they different?Say: The words in the second box have prefixes while the words in the first box do not have prefixes. Let us identify the prefixes and the root words.
Refer to LM, Find Out and Learn, Words with Prefixes de- and dis- (b)Say: The prefix de- means “to do the opposite of” the action or “to do a completely different action.” The prefix dis- means “not to” or “do not.” Ask: What do the words mean without the prefixes? What do they mean if we add the prefixes de- and dis-?
codeflateplanerail
allowownbandengage
secret messageput air inget in the planeon the rail
letbelonging tostay togetherconnect
Let the pupils read the words again.
Day 5
I. Objective
Decode words with the prefixes (de-, dis-)Write a five to six sentence paragraph about a given topic or idea
Vocabulary Development
A. Reading of Words with the Prefixes de- and dis-
Say: Let’s read the words.
Refer to LM, Try and Learn, Words with Prefixes de- and dis- (a)
B. Guided Practice
Say: Remember that the prefix de- means “do the opposite of.” The prefix dis- means “not to.” Do the following activity.
Add dis- to the root words. Write each new word and its meaning. Use the meaning of the root word to help you.
Refer to LM, Try and Learn, Words with Prefixes de- and dis- (b)
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C. Independent Practice
Choose the word from the box that best completes each sentence.
Refer to Do and Learn, Vocabulary DevelopmentLet us again read the words with the prefixes de- and dis-.
deformdebonedethronedeclogdefrost
disbeliefdisrespectdissimilardisappeardiscontinue
Writing Composition
A. Proofreading (Pair)
Return the edited/revised paragraph. Tell the pupils to exchange papers with their seatmates to check for misspelled words, proper use of capitalization in the beginning of the sentence and a punctuation mark at the end.
B. Rewriting (Individual)
Let the pupils rewrite their paragraphs, if needed.
C. Publishing
Let the pupils choose another partner with whom they will read their paragraph.Call some pupils to read their paragraphs to the class.
Week 8 Fun with Friends
I. Objectives
A. Expressive
Appreciate the efforts of the three little wolves for repaying with goodness the badness of the big bad pig
B. Instructional
Listening/Reading Comprehension Distinguish fact from opinion in a narrative text
Oral Language Express fact and opinion from a narrative text
Vocabulary Development Give the meaning of words with suffixes -ly and –y
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Study Strategy Use strategies in taking tests
Grammar Use simple sentences in identifying problem and solution in a given text and in suggesting solutions to problems (Simple Subject + Compound Predicate)
Writing Composition Write a 5-to-6-sentence paragraph about a given topic
II. Subject Matter
A. Topics
Fact and OpinionSuffixes (-ly, -y)Test TakingSimple Sentences (Simple Subject + Compound Predicate)Words with ue and oo
B. References
Readers Theater: The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
(Source:Bridges to Communication 2 (Reading Power), Worktext in Reading 2009, Rex Bookstore
Test-Taking Tips for Elementary Pupils (Source:Single School Culture © for Academics)
Test Taking Activities (Source: Our World of Reading,On the Horizon Work
book p. 108-109, Grade 3, Anvil Publishing, Inc. UE/OO Activities
(Source: Our World of Reading, Going Places Work book p.4, Grade 2, Anvil Publishing, Inc.
C. Materials• Charts• pictures• realia• worksheets• masks
Value: Kindness; repaying a kind deed
III. Procedure
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Day 1
I. Objectives
1. Appreciate the efforts of the three little wolves for repaying with kind-ness the badness of the big bad pig
2. Distinguish fact from opinion in a narrative text3. Express fact and opinion in a narrative text4. Give the meaning of unfamiliar words
II. Learning Activities
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the solution.
Reading Comprehension
A. Pre-reading
1. Unlocking of Difficult Words (cuddly, fluffy, prowling, grunted, scorched, battledore and shuttlecock, battledore and shuttlecock, hopscotch, wheelbarrow)
Look for the word/s that give/s the meaning of the underlined word.
1. The toy is cuddly because it is soft and smooth. Nina always wants to hold it and put her arms around it.
2. The fluffy coat is so nice to touch because it’s light and soft.
3. The wolf was prowling around the place. He was moving quietly to look for food.
4. The wolf grunted and his deep harsh voice frightened the pig.
5. The animals without houses were scorched by the heat of the sun which warmed them so much.
6. Which game is this?
hopscotch, battledore and shuttlecock
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7. Which game is this?
hopscotch, battledore and shuttlecock
8. What is this?
calesa, car, wheelbarrow
2. Motivation-Motive Question Tandem
What will you do if someone is being bad to you?What did the wolves do when the pig was being bad to them?
B. During Reading
Reading of the Story “The Three Little Wolves and the Big Bad Pig “ by Eugene TrivizasRefer to LM, Read and Learn, Reading of the Story
Ask: Do you think the three little wolves were smart? Why?
Day 2
I. Objectives
1. Distinguish fact from opinion in a narrative text2. Express fact and opinion in a narrative text3. Use simple sentences in identifying the problem and solution in a given text and in suggesting solutions to problems
II. Learning Activities
Oral Language Practice
Show and Tell: Show the class a simple Math problem and the solution.
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Reading Comprehension
A. Post Reading
1. Revisiting the Motive Question
What did the wolves do when the pig was being bad to them?
2. Small Group Activities
Engagement Activity #1 (Character Profile) - Group 1 will draw and de-scribe the characters in our story.
The wolves are:
_____________________________________________________________________________________________________________________________
The pig is:
_____________________________________________________________________________________________________________________________
Engagement Activity #2 (Home Sweet Home Before and After) - Group 2 will draw and describe the first house built by the wolves before and after the bad pig visited them.
Home Sweet Home #1Before After
Engagement Activity #3 (Home Sweet Home #2) - Group 3 will draw and describe the second house the wolves built before and after the pig visited them the second time.
Home Sweet Home #2Before After
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Engagement Activity #4 (Home Sweet Home #3 Before and After) - Group 4 will draw and describe the third house that the wolves built before and after the pig visited them the third time.
Home Sweet Home #3Before After
Engagement Activity #5 (Kindness Award) - Group 6 will complete the Kindness Award for the little wolves. Write why the award is given.
3. Discussion of the Text
What did the wolves do when the pig was doing bad things to them?Who are the characters in our story?
(Engagement Activity #1: Character Profile)Describe them.What did the mother wolf tell the three little wolves?How did the three little wolves build their first house?(Engagement Activity #2: Home Sweet Home #1 before and after)What happened to the first house that they built?How did the pig destroy the first house?What did the little wolves do when the bad pig destroyed their first house?How did the three little wolves build their second house?What happened to the second house that they built?
(Engagement Activity #3: Home Sweet Home #2 before and after)How did the bad pig destroy the second house?
What did the little wolves do when the bad pig destroyed their second house?How did the little wolves build their third house?
(Engagement Activity #4: Home Sweet Home #3 before and after)What happened to the third house that they built?
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What happened to the bad pig?What had become of the three little wolves and the big bad pig?If you are one of the three little wolves, will you build your house with flowers too? Why or why not?Do you agree with what the little wolves did when they did not fight with the bad pig? Why or why not?What trait did they show?
(Engagement Activity #5: Kindness Award)Have you experienced giving someone a flower?How did that someone react or feel?How did you feel when you gave someone flowers?In what instances or occasions do you give someone flowers?Aside from flowers, what else can you give someone to show that you want to be friends?
Reading Comprehension
A. Introduction / Presentation
Say: Here is the first part of the story. Let us study and identify the facts and opinions presented. Remember that facts are statements based on truth and can be proven while opinions are based on feelings, beliefs and emotions.Ask some pupils to read the paragraph.
Refer to LM, Try and Learn, Fact and Opinion
B. Teaching / Modelling
Say: Let us study each sentence and identify if it is a fact or an opinion.
Sentences:Once upon a time, there were three cuddly little wolves. They had soft fur and fluffy tails. They live with their mother. The first was black, the second was gray, and the third was white.
Ask: Is the first sentence a fact or an opinion? What word says it is an opinion? Is the second sentence a fact or an opinion? What words say that it is an opinion? Is the third sentence a fact or an opinion? What made it a fact? Is the fourth sentence a fact or an opinion? Why do you say it is a fact?
C. Practice Refer to LM, Do and Learn
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Grammar
A. Introduction / Presentation Refer to LM, Find Out and Learn
Say: This is a Problem-Solution Chart.
Problem Solution
B. Teaching/Modelling
Ask: What is a problem? What is a solution?Say: A problem is something that is difficult to deal with: something that is a source of trouble, worry, etc. A solution is something that is used or done to deal with and end a problem: something that solves a problem.
Say: Let us identify the problems encountered by the three little wolves and the solutions they made. Ask pupils to read the sentences. After all the sentences have been read, ask them which the problems are. Post on the board / chart. Then when all problems are identified, ask them which the corresponding solution to the problem is. Post opposite the problem.
Refer to LM, Try and LearnRead the list of problems. Then read the list of solutions.
Problems:
The three little wolves must build a house.
The big bad pig destroyed their first house.
The three little wolves must build a house.
The big bad pig destroyed their second house.
Solutions:
The three little wolves asked the kangaroo to give them red and yellow bricks and built their first house.
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The three little wolves asked the beaver to give themconcrete and built their second house.
The three little wolves asked the flamingo to give them flowers and built their third house.
Let us study the solutions.
Ask: What is the subject in solution/sentence #1? What are the predicates in solution/sentence #1? Do the same in solution/sentence #2-3.
1. The three little wolves asked the kangaroo to give them red and yellow bricks and built their first house.
2. The three little wolves asked the beaver to give them concrete and built their second house.
3. The three little wolves asked the flamingo to give them flowers and built their third house.
Ask: How many subjects are there in each sentence?How many predicates are there in each sentence?
Say: If there are two predicates in a sentence, it is called a compound predicate.
Simple Predicate + Simple Predicate = Compound Predicate
If a sentence has a simple subject and a compound predicate, it is still a simple sentence.
Simple Subject + Compound Predicate = Simple Sentence
C. Independent Practice
Write a Letter of Advice to the three little wolves or to the big bad pig using simple sentences with compound predicates.
Ask the pupils to read their letter to their seatmates and call a few to read to the class. Refer to LM, Do and LearnRefer to LM, Learn Some More
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Assignment:Complete the sentences by adding two simple predicates.1. The wolves and
.
2. The pig and
.
Day 3
I. Objectives
Distinguish fact from opinion in a narrative textExpress fact and opinion in a narrative textUse strategies in taking testsUse simple sentences in identifying the problem and solution in a given text and in suggesting solutions to problems
II. Learning Activities
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the solution.
Word Recognition
A. Introduction/Presentation
Read the words in the chart. Let the class read next.Refer to LM, Find Out and Learn, Words with ue and oo (a)
B. Teaching/ModellingSay: Let us learn the meaning of some of the words with ue and oo.
Study the sentences and look for the group of words that gives the meaning of the words with ue/oo.
Refer to LM, Find Out and Learn, Words with ae and ao (b)
Ask: Can you add more to our list of words with ue and oo?
Say: The letters ue have the vowel sound you hear at the end of the word blue. The letter oo have the vowel you hear in the word pool.Now, let us read the following phrases and sentences.
Read first the set of phrases then the sentences. Then let the pupils read by group, by pair and/or individually.
Refer to LM, Find Out and Learn, Words with ue and oo (c)
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Word Recognition
A. Word List
Let the pupils read the words with ue/oo. (By class, by group, by pair/individually)
Words with ue Words with oobluecluetrueglue
dueavenuesuestatue
poolmoonfoodproof
roomsoonmoodschool
B. Guided Practice
Say: The letters ue make the vowel sound you hear at the end of the word blue. And the letter oo make the vowel you hear in the word pool.Now, let us answer the following activities..
Say: Read each sentence and the words under the line. Write the word that makes sense and has the letters ue or oo.
Refer to LM, Try and Learn, Word Recognition: Words with ue and oo
C. Independent Practice
Say: Do the next activity on you own.Write the missing letters to complete the words with ue or oo.
Refer to LM, Do and Learn
Assignment:
Say: Write five sentences using the words with ue or oo.
Sentences:1. _____________________________________________________.
2. _____________________________________________________.
3. _____________________________________________________.
4. _____________________________________________________.
5. _____________________________________________________.
Reading Comprehension
A. Guided PracticePresent to the class the paragraph. Call some pupils to read it aloud. Refer to LM, Try and Learn, Reading Comprehension: Fact and Opinion
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B. Independent Practice
(Work with a partner or a group. Copy the sentences and classify them as facts or opinions. Refer to LM, Do and Learn (a)
Work on your own. Copy the sentences and classify them as facts or opinions.Refer to LM, Do and Learn (b)
Ask: What did the pig do to solve his problem #1? Was his solution effective?
Study Strategy
A. Introduction/Presentation
Hand out the Survey Questionnaire or post on the board the Survey Questionnaire Chart.
Say: Before taking a test, there are many things that you should do. Complete the survey.
Let each pupils answer the survey questionnaire. Each pupil may have a copy each or present the survey questionnaire on a chart. But pupils should answer on their own.
Refer to LM, Find Out and Learn, Study Strategy: Test Taking (a)Discuss the survey then present the facts.
The FACTS
• 7-12 years old children need 9 1/2 - 11 hours of sleep per day because the average child has a busy day.
• Sleep allows your body to rest. Sleep is also important for your brain.
The FACTS
• Breakfast provides the energy needed to get through a busy morning!• A healthy breakfast should contain some protein and some fiber.• Breakfast made of primarily sugary foods should be avoided. These
might include doughnuts, fruity drinks or softdrinks.
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The FACTS
• Dress for the temperature of your classroom.• Don’t wear anything too tight or too loose.• If you are supposed to wear GLASSES, wear them.
The FACTS
• Being on time for school is important.• Sometimes when you have to rush it makes you worried.
References:How Much Sleep Do Children Need? (http://www.webmed.com)School Nutrition: Nutrition Explorations (http://www.webmed.com)Test-taking Tips (http:zeinah.com.ashland/test_taking_tips.htm)Single School Culture (c) for Academics
B. Teaching/Modelling
Say: The Test-taking Tips Survey is about the preparations you should do before a test. Here are other strategies you may use in taking tests.
Read and discuss each statement. Ask why they should do as suggested.
Assignment:
(Give each pupil a copy of the checklist or make them copy the format in the board.)
Say: Bring home the checklist and ask your parent/s answer it.
Refer to LM, Do and Learn
C. Guided Practice
Say: We learned that a test measures how much you know about something. To do well on a test, prepare well, read directions carefully, and look over the test before beginning.
Say: Pretend that you are answering a test. Follow the tips and strategies we have discussed.
Read the questions about how to take a test. Shade the circle beside the correct answer.
Refer to LM, Try and Learn, Study Strategy: Test-Taking
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D. Independent Practice
Say: Read and answer the activities carefully. Read each set of statements. Two are correct. Put an
next to
the correct statements. Refer to LM, Do and Learn (a)
Give a mock test to pupils. Process the activity afterwards.How did you fare in the test?Are you happy with your score? Why? Why not?What did you do before taking the test? during the test? after the test?
Day 4
I. Objectives
1. Identify meaning of words with suffixes -ly, -y2. Use strategies in taking tests3. Write a five to six sentence paragraph about a given topic
II. Learning Activities
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the solution.
Vocabulary Development
A. Introduction/Presentation
Display the chart on the board.
Refer to LM, Find Out and Learn, Words with Suffixes -ly and -y
Read the list. Then ask the pupils to read after you. (Then let pupils read by group, by pair/ individually)
B. Teaching/Modelling
Ask: What do you notice about our words? (The words end in -y or -ly.)Say: Notice that the first group of words ends in -ly and the second group
of words ends in -y. The letters -y and -ly are suffixes.Ask: What are the base words or root words of the words in our list?
Ask: What kind of words are in the first box? What kind of words are in the second box?Say: The roots of the words in the first column are adjectives. By adding -ly, the adjectives become adverbs (how an action happened or is done).Say: The roots of the words in the second column are nouns. By adding -y, the nouns becomes adjectives (having or like something).
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Day 5
I. Objectives
1. Identify meaning of unfamiliar words according to structure (suffix -ly, -y)2. Write a five to six sentence paragraph about a given topic
II. Learning Activities
Oral Language Practice
Show and Tell: Read to the class a simple Math problem and explain the solution.
Vocabulary Development
A. Word List
Let the pupils read the words with -ly and -y. (By class/group/pair/individual)
orderlysweetlyquicklyquietlykindly
properlyclearlyloudlyslowlysmoothly
sunnyfoggywindychillymisty
rainystormycloudsmoggybreezy
B. Guided Practice
Choose from the Word Box the correct word to complete the sentences.
Refer to LM, Try and Learn, Words with Suffixes -ly and -y
C. Independent Practice
Answer the questions using the words with -ly.Refer to LM, Do and Learn (a)
Answer the questions using the words with -y. Refer to LM, Do and Learn (b)
Week 9 Fun at Play
I. Objectives
A. Expressive Objective
Realize the importance of observing safety precautions and procedures even when having fun
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B. Instructional Objective
Listening/Reading Comprehension Distinguish fact from opinion in an informational text
Oral Language Express fact and opinion in an informational text
Vocabulary Development Identify meaning of words with suffixes -able and –ible
Reading Comprehension Distinguish fact from opinion in an informational text
Study Strategy Follow steps in a process
Grammar Use compound sentences to compare / contrast persons / animals / places / objects / events / ideas Writing Composition Write a 5 to 6-sentence paragraph about a given topic
Word Recognition Decode words with silent letters
II. Subject Matter
A. Topics
Fact and OpinionWords with Suffixes -able and -ibleFollow Steps in a ProcessWords with Silent LettersCompound Sentences
B. References
Bicycle, a Wonderful Machine by Lorna B. Castillo, et al.Source: Vision 2 Integrated Reading and Language
for Communication Arts in English, Sunshine Interlinks , Publishing House, Inc. 2012Silent Letter Activities
(Source: http://www.exodusbooks.com/samples/acsi/ 16186sample.pdf)
Sock Puppets by Liza Webber (Source: www.cjohnson.myexpose.com)
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Steps in a Process Concept (Source: http://www.readinginnovations.com/
Comprehensions/StepsinaProcess.html)
Puppets as Actors(Source: http://www.creativityinstitute.com/puppets---adding-hunor-and-laughter-to-you-life.aspx)
Fact and Opinion Activities (Source:Reading Passages That Build Comprehension: Fact &
Opinion © Linda Ward Beech, Scholastic Teaching Resources p.8)
How To Make Stick Puppets (Source: Anvil Publishing ,1997, Me and My World, p. 193)
How To Make Sock Puppet (Source: Anvil Publishing,1997, Me and My World, p. 192)
Suffixes -able, -ible Activities (Source: Our World of Reading, On the Horizon
Workbook p. 42-43, Grade 3, Anvil Publishing, Inc.)
Overturns Frog (Internet Source: Copyright: Fumiaki Shingu)
C. Materials
Charts, pictures, realia, activity sheets
Value: Carefulness
III. Procedure
Day 1
I. Objectives
1. Realize the importance of observing safety precautions and procedures even when having fun
2. Distinguish fact from opinion in an informational text3. Express fact and opinion in an informational text4. Identify meaning of unfamiliar words
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II. Learning Activities
Oral Language Practice
Nursery Song:
Nursery Song:Tune: Row, Row, Row Your BoatRide, ride, ride your bike.Slowly down the street.Merrily, merrily, merrilySmile to all you meet.
Show and Tell:
Show a picture of what you think is the best invention made.Say: For me, the best invention ever made is the __________
because ________________________________________.
Listening Comprehension
A. Pre-reading
1. Unlocking of Difficult Words(dangerous, inventors, cyclists, helmet, fastened)
dangerous (Structural Analysis)
Ask: What is the root word? (danger)Say: Danger means someone or something that can cause pain, harm
or something bad. From the meaning of danger, what do you think is the meaning of dangerous?
inventors (Using context clues)
One of the famous inventors was Alexander Graham Bell.
He created the first telephone.
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cyclists (Picture of a cyclist)
Say: This is a picture of a cyclist. What does a cyclist do?
helmet (Picture of a helmet or real helmet)
Say: This is a helmet (or picture of a helmet. How is the helmet worn? Why do we wear a helmet?
fastened (Demonstration)
Using the belt of the helmet, demonstrate the word “fastened”After fastening the helmet, say: The belt of the helmet is fastened.
2. Motivation
Say: Here is an incomplete picture of a bicycle. Let us complete the parts.
pedal wheel seat handlebars chain brakes
B. During Reading
Now that our bicycle is complete, let us take a bicycle ride!Let us read the selection about the bicycle.
Refer to LM, Read and Learn, Reading of the Selection
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Assignment:
Using the encyclopedia, research two things about the bicycle.
Day 2
I. Objectives
1. Realize the importance of observing safety precautions and procedures even when having fun
2. Distinguish fact from opinion in an informational text3. Express fact and opinion in an informational text4. Use compound sentences to compare / contrast persons / animals /
places/ objects / events / ideas
II. Learning Activities
Oral Language Practice
Nursery Song:
Nursery Song:Tune: This is the Way We Brush Our TeethThis is the way we ride our bike, we ride our bike, we ride our bike.This is the way we ride our bike very carefully.
Reading Comprehension
A. Post Reading
1. Small Group ActivitiesEngagement Activity #1:Venn Diagram - Group 1 will answer the Comparison and Contrast Chart. They will write about how bicycles today are different from bicycles before. The left circle is for the characteristics of the bicycles before while the right circle is for the characteristics of the bicycle today. The middle part where the circles overlap is for the same things they have.
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Bicycles Before Bicycles Today
Engagement Activity #2Thank You Letter - Group 2 will write a Thank You Letter to those who invented and developed the bicycle into what it is today.
Engagement Activity #3Safety Tips Chart- Group 3 will answer the Safety Tips Chart. They will list down the safety tips when riding a bicycle.
Thank You, Bicycle Inventors
_______________
Dear Bicycle Inventors,
________________________________________________________________________________________________________________________________________________________________________________________
Yours,
_______________
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Safety Tips in Riding a Bike
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Engagement Activity #4Dramatization - Group 4 will dramatize giving safety tips to someone who is just starting to ride a bicycle. Include in your dialogue other safety tips or reminders that you know.
Dramatization:
Pretend that your barkada is having a bike ride activity. One of your friends is just starting to ride a bike. What tips and reminders will you give him/her?
Engagement Activity #5Better Safe than Sorry! - Group 5 will draw a boy or a girl ready to ride a bike wearing the proper safety gadgets.
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2. Discussion of the Text
Ask: Who among you has a bicycle?Who among you knows how to ride a bicycle?Who wants to learn how to ride a bicycle?Is it easy to learn how to ride a bicycle?Why? How did you learn to ride a bicycle?Is it fun to ride a bicycle?Why do you say it is fun to ride a bicycle?Is it easier and more fun to ride the bicycles today than those before?
Say: Let us listen to the report of Group 1.
(Engagement Activity #1: Venn Diagram)Say: From the very beginning that it was invented, the bicycle
changed a lot. Because of the changes, riding the bicycle has become more fun and comfortable. And the inventions / changes were made by many people called inventors. Let us express our thanks to those people because they made it easier and more fun riding the bicycle. Let us listen to Group 2.
(Engagement Activity #2: Thank You Letter)Say: Biking or cycling is fun. But there will be times when it will not be fun.Ask: When will biking or cycling not be fun? Say: If we are not careful, accidents may happen.Ask: Is it fun meeting an accident? Do you like to have an accident
while riding your bicycle? What should be done so that accidents will not happen? Say: Let us listen to the report of Group 3 fol-lowed by the dramatization of Group 4 and then the presentation of the drawing of Group 5.
(Engagement Activity #3: Safety Tips Chart)(Engagement Activity #4: Dramatization)
(Engagement Activity #5: Better Safe than Sorry!)Ask: If we follow the safety tips and reminders, what will happen?
Is it good or bad to follow the safety precautions or tips?If you will ride a bicycle, will you follow the safety tips/advice/reminders?Why or why not?Are you now ready to ride a bicycle?
Reading Comprehension
A. Introduction/Presentation
Say: The following are sentences taken from the selection. Let us read / them and analyze if they are facts or opinions.
Refer to LM, Find Out and Learn, Reading Comprehension: Fact and Opinion
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B. Teaching/Modelling
Ask: What are facts? What are opinions?
Reading Comprehension
A. Guided Practice
Read the paragraph. List down the facts and opinions
Refer to LM, Try and Learn, Reading Comprehension: Fact and Opinion
B. Independent Practice
Complete eact promt to state a fact or opinion.
Refer to LM, Do and Learn
Grammar
A. Review
Ask: What is a simple sentence?What is a simple subject? What is a compound subject?What is a simple predicate? What is a compound predicate?How is a simple sentence formed?Let us see the examples on the chart.
Simple Sentence
Simple Subject + Simple Predicate Bike riding is fun.
Compound Subject + Simple PredicateBike riding and exercising can make you healthy.
Simple Subject + Compound Predicate Bike riding can make you healthy and can be enjoyable at the same time.
B. Introduction / Presentation
Here is a list of Bike Riding Safety Tips taken from the selection.Let us read and study each sentence.Refer to LM, Find Out and Learn, Grammar: Compound Sentence
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C. Teaching / ModellingAsk: What do you notice about the sentences? What is the word that all of
them have? (and)Why do you think the word and is used?
Say: Let us study sentence #1.How many subjects are there? How many predicates are there? What is the first subject? What is the first predicate?What is the second simple sentence in #1? What is its subject and predicate?
Do the same for sentences #2-3. Put identifying marks to give visual emphasis.
Safety Tips in Bike Riding
1. You should wear a bike helmet and It should fit you properly.
2. A bike helmet has straps and they should always be fastened.
3. The chain must be oiled and the brakes must be checked regularly.
Say: These sentences have two simple sentences. They are called COMPOUND sentences. In our examples, the simple sentences are connected by the word AND. “And” is a conjunction that connects similar ideas. We can also use OR or BUT. “Or” is used to show choices. “But” is used to show opposite ideas.
Examples: Liza likes biking and Ted enjoys skateboarding.Given a chance the girls will wear the red helmets or they will borrow the blue helmets of the boys.The brothers want to ride a bike but it has started raining.
D. Generalization
Ask: What is a compound sentence? When do we use and, or and but in compound sentences?
Grammar
A. Guided Practice
Put the two sentences together to form a compound sentence.Refer to LM, Try and Learn, Compound Sentence
B. Independent Practice
Here are two pictures of a bicycle made before and a bicycle made in the present. Write three compound sentences comparing the two bicycles.Refer to LM, Do and Learn
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Assignment:
Look for one compound sentence in your other subject area books. Copy them in your notebook.
Day 3
I. Objectives
1. Distinguish fact from opinion in an informational text2. Follow steps in a process3. Use compound sentences to compare/contrast persons/animals/
places/ objects/events/ideas4. Decode words with ue/ui
II. Learning Activities
Oral Language Practice
Nursery Rhyme: (Adaptation)Ride, ride to the cityRide, ride to townCareful when you ride itAnd never in your gown.
Word Recognition
A. Introduction/Presentation
Read the words in the chart. Let the class read next.Refer to LM, Find Out and Learn, Words with Silent Letter
B. Teaching / Modelling
Say: Let us read the words and the sentences.Refer to LM, Find Out and Learn, Words with Silent Letters
Say: Some consonants are silent when they come before the consonants n and r. The second consonant is heard.
g is silent before n.k is silent before n.w is silent before r.
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gnsigngnat
knknifekneelknock
knottedunknown
wrwrist
wrongwritingwrenchwrecker
Say: Some consonants are silent when they come before other consonants. The second consonant is heard.
c is silent before k.w is silent before h when wh comes before o.
ck
rackknockslick
wreckerchecking
wh
wholewhomwhose
Assignment:
List down two words that have the silent letters.
gn kn wr ck wh
Word Recognition
A. Guided PracticeMark an X on the silent letter/s in each word. Write each word. The first one is done for you.Refer to LM, Try and Learn, Word with Silent Letters
Read each word and listen to the sound of the underlined letter. Use the word box to find a word with the same sound. Write the word.
B. Independent PracticeThe bold letters are not scrambled. Unscramble the rest of the letters in each number and combine them with the bold letters to form a word with silent letters. Write each word. The first one is done for you.Refer to LM, Do and Learn (a)Assignment:
Guess the word with silent letter/s. Choose from the box.Refer to LM, Do and Learn (b)
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Study Strategy
A. Introduction/Presentation
Sock is a word with a silent letter. What is the silent letter? (c)Let us read this selection about how to make sock puppets.(Note: You may show a sample of a sock puppet.)Refer to LM, Find Out and Learn, Study Strategy: Steps in a Process
B. Teaching / Modelling
Ask: What are the materials needed in making sock puppets?Say: These are the steps in making a sock puppet.
Steps in Making Sock Puppets:
1. Put a sock on your hand.2. Glue cotton balls to the outside to make a lamb.3. Use markers to draw a face.4. Put a few cotton balls inside.5. Wrap a string around it and tie a knot.6. Draw your face and some clothes.
Ask: What did we just do? Say: We identified the steps in doing something. This is giving “Steps in a
Process.”
Remember:
What does Step in a Process mean?
The word “process” means a way of doing something.The steps is the order in which you complete the process.FOR EXAMPLE, if you want to wash your clothes, first you should put the detergent in the water then you put the laundry in, and finally you turn the washing machine on.
Why are Steps in a Process an important reading strategy?
They help us understand how to follow directions when we are completing a task.They also help us to understand a character’s actions in a story.
HowdowefindStepsinaProcesstohelpusunderstandwhatwearereading?
Look for sequence words like first, next, then, after, before, last, or finally. Think about the words that answer WHEN.Decide the task that needs to be completed.Look for the actions that need to be done to finish a task.
(Source: http://www.readinginnovations.com/Comprehension/Stepsina Process.html)
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Study Strategy
A. Guided Practice
How do you make stick puppet? Write the steps.Refer to LM, Try and Learn: Study Strategy: Steps in a Process
B. Independent PracticeRefer to LM, Do and Learn
Writing Composition
A. Prewriting
Present a word wall or chart of the words to be used. Let the pupils read the words.
Explain that they will use the words in their writing activity.Refer to LM, Write About It, Prewriting
Demonstrate how to make a frog origami. As you demonstrate, explain the process or steps. Allow pupils to take down the steps.
B. Writing
Pupils will write the steps in making an Overturns Frog.Remind the pupils to use the words on the word chart.
Refer to LM, Writing
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C. Editing
Let the pupils edit their own work. Remind them to check if they need to add or change some words. Also, check if the sentences are clear.
Writing CompositionA. Proofreading
Pupils will proofread their own work. Check for wrong spelling, capitalization and punctuation.
B. RewritingIf needed, let pupils rewrite their work.
C. PublishingThe pupils will read their work to their group. Later, they may make their own origami frog to be displayed in the bulletin board.
Day 4
I. Objectives1. Identify meaning of words with suffixes -able and -ible2. Follow steps in a process3. Write five to six sentence paragraph about a given topic4. Decode words with silent letters
II. Learning Activities
Oral Language PracticeNursery Rhyme (Adaptation)The wheels on the bike go round and roundRound and round, round and roundThe wheels on the bike go round and roundAll through the town.
The bell on the bike go ring, ring, ringRing, ring, ring, ring, ring, ringThe bell on the bike go ring, ring , ringAll through the town.
The rider on the bike go huff, huff, huffHuff, huff, huff, huff, huff, huffThe rider on the bike go huff, huff, huffAll through the town.
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Vocabulary Development
A. Introduction / Presentation
Read the list of words.Refer to LM, Find Out and Learn, Words with Suffixes -able and -ible (a)
B. Teaching / Modelling
Which word from the list tells about:
Refer to LM, Find Out and Learn, Words with Suffixes -able and -ible (b)
Say: The suffixes -able and -ible can be added to the end of some words to mean “capable of,” “can be,” or “able to be.” For example, lovable is able to be loved. Something breakable can be broken.
Vocabulary DevelopmentA. Guided Practice
Remember: The suffixes -able and -ible help words describe.Choose the words from the box to complete the sentences in the paragraph.Refer to LM, Try and Learn, Vocabulary Development: Words with Suffixes -able and -ible
B. Independent Practice
Find the -able or -ible word in each sentence and write it on the blank. Then choose a base word from the box and write it next to the -able or -ible word formed from it. The first one is done for you.Refer to LM, Do and Learn
Day 5
I. Objectives
1. Give the meaning of words with suffixes -able and -ible2. Write a five to six sentence paragraph about a given topic
II. Learning Activities
Oral Language PracticeNursery Rhyme (Adaptation)Jack be nimble.Jack be quick.Jack jump over The candlestick.Jack be careful.Jack be safe.Always make sureThat you are safe,
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QUARTER 4TABLE OF SPECIFICATION
POST-ASSESSMENT
Competencies Test Placement
No. of Items
1. Distinguish fact from opinion
1 1
2. Tell whether an action or event is a reality or fantasy
2 1
3. Evaluate the likelihood that a story or event could really happen
3 1
4. Give conclusion to realistic fiction
4 1
5. Give conclusion to humorous or cumulative poem heard
5 1
6. Distinguish between fact or opinion in a nar-rative text
6
7
2
7. Distinguish between fact or opinion in an informational text
89
2
8. Use context clues to find meaning of unfamil-iar words (synonyms)
10 1
9. Use context clues to find meaning of unfamil-iar words (antonyms)
11 1
10. Identify meaning of words with multiple meaning
12 1
11. Identify meaning of words with prefixes (un-, in-, mis-, re-, de-, dis-)
13
14
2
12. Identify meaning of words with suffixes (-ful, -less, -er, -or, -ly, -y, -able, ible)
15161718
4
13. Interpret medical prescriptions
19 1
14. Take down relevant information
20 1
15. Use glossary to get meaning of words
21 1
453
16. Use index to locate information
22 1
17. Use almanac to get information
23 1
18. Interpret bar and line graphs
24 1
19. Use encyclopedia to get information
25 1
20. Use strategies in test taking
26 1
21. Use steps in a process
27 1
22. Identify prepositions in sentences
28 1
23. Use preposition in sentences (to, from, among, between, in, on, under, above)
293031
3
24. Use prepositional phrases in sentences
32 1
25. Use simple sen-tence (simple subject + simple predicate)
33 1
26. Use simple sen-tence (compound sub-ject + simple predicate)
34 1
27. Use simple sen-tence (simple subject + compound predicate)
35 1
28. Use compound sentence
36 1
29. Decode words with ei/ie, ue/oo and silent letter
3738
2
30. Write 5-6 sentence paragraph
3940
2
454
QUARTER 4POST TEST
Listen well as your teacher reads a story then answer the questions that follow.
Once upon a time, there was a farm boy named Danile.He was an industrious and helpful son. HE always helped his fa-ther in the farm in tending the animals after his classes. He doesn’t need to be told to do his works. His mother feels very lucky for having him as a son.
Onde day, Daniel was resting under an old mango tree.There was a big rock near him. Suddenly, saw a tiny man went up to this rock. The tiny man knock upon the trunk of the tree, and then he said the magic word. All at once, a door opened into the trunk. The man went through the door and it closed behind him. So Daniel rose up and knocked upon the trunk of the treeand spoke the enchanted word. The door flew open, he too went into the tree. He learned that inside the tree was a cave, which was a meeting palce of fairies and elves. They were expecting his arrival. The faries and elves gave him a bar of gold as reward for being a helful and industrious son. He thanked them for their won-derful gift and left the cave. He gave the bar of gold to his parents who were very happy and thankful to their son. Indeed thay are very lucky for having Daniel as a son.
Answer each question with one of the given choices. Choose the letter of the correct answer.
1. Which of the following sentences is a an opinion?
a. Daniel was an industrious son.b. He always helped his parents in the farm.c. His mother feels very lucky for having Daniel as a son.d. One day, he was resting under a mango tree.
2. Which of these situations is a fantasy?
a. Daniel doesn’t need to be told to do his works.b. The fairies and elves gave him a bar of gold.c. Daniel’s parents are very lucky for having a helpful son like him.d. Daniel rose up and knock on the trunk of a tree
3. Choose among these sentences which is likely to happen in real life.
a. Daniel rested under the mango tree after helping his father in the farm.b. An elf suddenly appeared before him.c. The cave was a meeting place of fairies and elves.d. The fairies gave him a bar of gold.
455
Read the paragraph.
4. What conclusion best fits the paragraph.
a. Kiya will never be hungry.b. Kiya loves eating anything.c. Kiya is a nice bird.d. Kiya is a such a nice to pet to have.
Below is a stanza taken from the poem, “This is the House that Jack Built.”
5. In your own point of view, what is the best conclusion that you can give?
a. The poem is all about the way Jack built his house.b. The poem tells about the house Jack built.c. The poem does not tell anything.d. The poem shows relationship of one event to the next event.
456
Read the story then answer the questions that follow.
6. The underlined sentence is a fact. Why is it a fact?
It is a fact because ___________________________________________ __________________________________________________________.
7. Which of the sentences is an opinion?
a. Snow White did not want her Aunt and Uncle to do this so she decided it would be best if she ran away.
b. She lived with her Aunt and Uncle because her parents were died.c. There they found Snow White sleeping.d. She ran away into the woods.
457
Read the selection then answer the questions that follow.
8. The underlined sentence is a fact. Why is it a fact?
It is a fact because ___________________________________________ ___________________________________________________________.
9. Which of the sentences is an opinion?
a. The ground there is mostly ice.b. The cubs are very cute and they look like teddy bears.c. Polar bears hunt and eat seals and other ocean animals.d. Most polar bear cubs stay with their mothers until they are two years old.
Read the sentences then answer the questions that follow.
10. In this sentence, what does the word pliable mean?
a. bendable c. solid b. rough d. hard
11. What is the antonyms of famous?
a. honest c. popular b. hardworking d. unknown
458
12. What is the meaning of ring from the given meanings below? Encircle the letter of the correct answer..
Answer the following.
13. If mispronounce means wrongly pronounced, what does misspell mean?
a. spell again c. wrongly spelled b. change the spelling d. write the spelling
Study the sentences then answer the question.
14. Which of the underlined words has a prefix? Write the word in the box then copy its meaning which is also found in the sentences.
___________________________________________
15. Which word will complete the sentence?
a. lovely b. lovingly c. loveless d. lovelier
459
Read the paragraph then answer the question.
16. It could be understood that the suffix –ible means ___________ .
a. action or process c. pertaining tob. capable d. quality
Study the table.
17. What do suffixes do to words?
a. change the meaning of the wordsb. add beauty to the wordsc. do nothing to the wordd. give meaning to the words
18. You were asked to construct sentences using suffixes. The topic is to describe the experience you had last summer. Which of the following sentences will you include?
a. The children happily played in the beach all summer. b. Mother cooked food for everybody. c. Father checked the car first. d. My brother put the goggles and his swimming trunk in his bag.
460
Study the medical prescription below and answer the questions that follow.
19. How many tablets should the patient take in one day?
a. one b. three c. four d. thirty
20. What is the dosage of the medicine?
a. 500 mg b. 3 mg c. 30 mg d. 1mg
Study the entry words taken from a glossary. Then, answer the question that follows.
21. Which word will produce heat and fire?
a. echo b. fog c. erosion d. friction
461
Study the index.
22. On what page can you find the topic about Suffix?
a. pages 22-23 c. pages 33-34 b. pages 109-110, 169 d. pages 108-109
Study the table/chart.
23. Which area has the most cases of dengue during the 4th Quarter?
a. Area 1 b. Area 2 c. Area 3 d. Area 4
462
Study the graph.
24. What is the least favorite book of the pupils as seen in the bar graph?
a. horror c. sci-fi b. funny d. biography
Study the set of encyclopedia then answer the question.
25. If you like to learn more about origami or the art of paper folding, in what encyclopedia volume will you look for it?
a. Volume 1 c. Volume 8 b. Volume 3 d. Volume 12
463
26. In taking tests, why is it important to read and follow the instructions or directions?
In taking tests, it is important to read and follow the instruction or directions because _________________________________________ _________________________________________________________.
Study the steps in making a kite then answer the question.
464
27. Which are the correct steps in making a kite?
a.
b.
c.
465
d.
Study the sentence then answer the question.
28. The preposition in this sentence is ____.
a. in b. his c. the d. toy Answer the following.
29. Sheila brought some chocolates and shared them _____________ her classmates.
a. in b. beside c. between d. among
30. Study the picture then complete the sentence.
a. over the net c. through the net b. under the net d. below the net
466
31. What will your sentence be if you will write about where the the man is in the picture?
a. The man walks in front of the soldiers b. The man stands across the soldiers. c. The man is between two lines of soldiers.d. The man walks behind the soldiers.
32. What prepositional phrase best illustrates where the birds are?
a. The birds are on the branch of a tree.b. The birds are above the branch of a tree.c. The birds are under the branch of the tree.d. The birds are behind the branch of the tree.
Study the sentences then answer the questions.
33. Why is the sentence a simple sentence?
It is a simple sentence because _______________________________ __________________________________________________________.
34. Why is the sentence a simple sentence?
It is a simple sentence because _______________________________ _________________________________________________________.
467
35. Write a simple sentence with a compound predicate about the picture.
__________________________________________________________ __________________________________________________________ 36. Write a compound sentence about the picture.
___________________________________________________________
37. Read the set of words. Supply a word that has the same oo sound then write a sentence about it.
___________________________________________________________ ___________________________________________________________
38. The following words have silentc letter/s. Give your own word with a silent letter/s then write a sentence about it.
___________________________________________________________ ___________________________________________________________
468
39-40. Choose your favorite food. Write a 5-6 sentence-paragraph about it.
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ QUARTER 4: POST-ASSESSMENT KEY TO CORRECTION
1. c 11. d 21. d 31. c2. b 12. a 22. b 32. a3. a 13. c 23. c 33. It has a simple
subject and a simple predicate.
4. b 14. disinterested, sentences may vary
24. d 34. It has a compound subject and a simple predicate.
5. d 15. a 25. c 35. Answers may vary6. Answers may vary
16. d 26. Answers may vary
36. Answers may vary
7. a 17. a 27. b 37. Answers mayvary
8. Answers may vary
18. a 28. a 38. Answers may vary
9. b 19. b 29. d 39. Answers may vary10. a 20. a 30. a 40. Answers may vary