August 15, 2019 Sing the poem to the tune of If You’re Happy

THURSDAY and You Know It Refer to LM, Find Out and

IV-SC Learn Insect Bodies Form six (6) groups. Groups
1:00-1:50PM 1 to 3 will use the 1st stanza of the song, while
Groups 4 to 6 will use the 2nd stanza. Refer to
I. Objectives LM, Try and Learn Answers:
EO: Realize and appreciate the importance of Group 1-3
bugs. Main Idea: Every insect’s body has three parts.
LC: Get the main idea and supporting details Supporting Details: Every insect has a head, a
from text listened to. thorax and abdomen
OL: Restate and retell information from text Group 4-6 Main Idea: Every insect’s body has
listened to. six legs.
II. Subject Matter: Supporting Details: It has three legs on each
side. It walks on them with pride.
A. Main Idea and Supporting Details
B. Poem: I Like Bugs 3. Science Integration
Ask: “How can you tell a bug from other living
English IV K-12 Curriculum
things?” “What are the body parts of a bug?”
TG pp. 113-115
“What bugs can you find at home? In gardens?”
LM pp. 98-101
(use other places identified by pupils) “Why do
Powerpoint presentation, task card
they stay in these places? What do these bugs
III.Procedure
do?” “Do you like them to stay in these places?
A. Review Previous Lesson
Why or why not?” Note: Emphasize the
B. During Reading Activities
importance of bugs in the environment (e.g. bees
• Model Reading of the poem
provide honey; spiders feed on mosquitoes and
• Shared reading of the poem with the class Refer
other insects; ladybugs eat aphids that harm
to LM, I Like Bugs! by Margaret Wise Brown
plants)
Comprehension Check: Refer to LM, Talk about
It
IV. Evaluation:
Read the poem below. Identify the main idea and
Teaching/Modelling
the supporting details.
What is the main idea of the poem? What are the
supporting details that talk about the main idea of
Where is the Caterpillar?
the poem? (Use the graphic organizer to show
Where is caterpillar hiding today?
the connections).
We looked under the table. We looked on the
chair. We looked out the window.
But he was not there.
Where is caterpillar hiding today? We looked in
the fishbowl. We looked in the sink. We looked
in the flowers. What did we see?
A beautiful butterfly looking at me.

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.
V. Assignment
2. Guided Practice Read the selection below. Identify the main idea
and the supporting details.
Planets in the Solar System

There are eight planets in the Solar System, and

each one is very different. Some planets, like
Jupiter and Saturn are very large. Others, like
Mercury and Mars are smaller. Jupiter has moons
that are larger than Mercury. The planets also
have different atmospheres. Uranus, Jupiter and
Saturn have atmospheres of hydrogen and
helium. The atmosphere on Venus is made up of
carbon dioxide. Earth has a nitrogen and oxygen
atmosphere. Neptune’s atmosphere is mostly
hydrogen. The planets also have different
temperatures. Uranus is the coldest and Venus is
the hottest.

Write the main idea of the paragraph in your own

words.
_______________________________________
_______________________________________
__________________
Write two supporting ideas for the main idea.
1.
_______________________________________
_______________________________________
__________________
2.
_______________________________________
_______________________________________
__________________

August 16, 2019

August 19, 2019
FRIDAY
MONDAY
IV-SC
IV-SC
1:00-1:50PM 1:00-1:50PM

WORKED AS DISTRICT MEET I. Objectives

SECRETARIAT
EO: Appreciate the value of sharing one’s
blessings with others RC: Note important details
from a selection listened to.
II. Subject Matter:
A. Story: The Grouchy Ladybug
English IV K-12 Curriculum
TG pp. 116-118
LM pp. 102-108
Powerpoint presentation, task card
III.Procedure
Recall: Rereading of the poem I Like Bugs
(individually and/or by groups)
1. Unlocking of Difficulties (using context clues,
pictures and demonstration)
a. whale Show a picture of a whale. Say: “This is
a whale. Describe a whale. Name the body parts
of the whale from the picture.” b. grouchy (Show
a picture of a grouchy boy) Say: “The boy is
grouchy. He is always in a bad mood.” Ask:
“How does a grouchy person look, act, speak?”
c. aphids (Show a picture of a plant with
aphids.) Say: “There are aphids on the leaves of
the plant.” Ask: “How do aphids look like?
Where else can you find aphids?” d. screeched
The woman screeched in a very loud voice. Ask:
What does screech mean? Demonstrate. What
situations will make you screech?
e. puffed He puffed air into the balloon to make
it big. Ask: What do you do when you puff air?
Have children demonstrate the action.
f. insist The boy insists and would not accept no
for an answer. Ask: How do you insist? When do
you insist?
2. Group Activity Divide the class into 3-5
groups and have pupils classify the pictures by
filling in the table. Am I an insect or not?
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 Activities Differentiated pupils’
activities for 6 groups.
Group 1. Don’t Get Lost: Chart It!
Copy the story chart in your notebook. Identify
the elements of the story.
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.
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.
Discussion Questions
1. What is the story about? (Group 1 will present
their output)
2. What happened when the two ladybugs landed
on the same leaf? Why?
3. Why did the grouchy ladybug fly away?
(Group 2 will present their output)
4. Why does the ladybug want to fight?
5. What did the grouchy ladybug do that day?
(Group 3 will present their output)
6. What does the ladybug say to the animals?
Why? (Group 4 will present their output)
7. What happened when the ladybug met the
whale? (Group 5 will show us.)
8. What did the ladybug say to the whale?
9. What did the ladybug do when the whale
would not answer her?
10. Do you think the whale could hear the
ladybug? Why not?
11. What happened when the ladybug reached
the whale’s fin?
12. Where do we find the ladybug at the end of
the story?
13. What do you think will happen to the
grouchy lady bug after that day? (Group 5 will
present their output.)

IV. Evaluation:
Read the paragraph. Answer the questions that
follow.
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.
1. When did the story happen? Read the part.
Describe it.
2. Where did the story happen? Read the part. August 20, 2019
Describe it. TUESDAY
3. What do you call this part of the story? IV-SC
4. Do all stories need a setting? Why? 1:00-1:50PM
5. Who are the characters of the story? Describe
the two ladybugs I. Objectives
in the story using the Venn diagram. EO: Show appreciation by accepting advice and
warnings of parents, friends, and other well-
V. Assignment meaning individuals
1. Why do people become grouchy? RC: Identify the story elements (setting,
2. How to stop being grouchy? character, and plot) WC: Write a short story
using the story elements
II. Subject Matter:

A. Story: The Grouchy Ladybug

B. Elements of a Story
English IV K-12 Curriculum C. Guided Practice Identify the elements in the
TG pp. 119-120 story Buddy and the Cat. Refer to LM, Do and
LM pp. 108-110 Learn. Ask: “What is the setting of the story?
Powerpoint presentation, task card Read the part where the setting is mentioned.”
“Who are the characters in the story? Describe
III.Procedure each of these characters.” “Identify the parts in
A. Introduction/Presentation Say: “Can you the selection that helped you describe the
remember the title of the story we read characters.”
yesterday? Retell the story.”
B. Teaching/Modelling IV. Evaluation:
At five o’clock in the morning, the sun came up. Read the selection and do the activity that
A friendly ladybug flew in from the left. It saw a follows. Refer to LM for the selection Pablo and
leaf with many aphids on it, and decided to have the Eggs Identify the elements of the story
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. V. Assignment
Describe it. 3. What do you call this part of the Reread the story the Grouchy Ladybug and write
story? (setting) its elements by filling up the graphic organizer.
4. Do all stories need a setting? Why?
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 August 21, 2019
the grouchy ladybug do? How did the story end? WEDNESDAY
(Fill-out the problem-solution-ending chart IV-SC
below using the pupils’ responses.) 1:00-1:50PM

Teaching Chart NINOY AQUINO DAY

The elements of a story are setting, character,
and plot. August 22, 2019
The characters are the people in the story. THURSDAY
The setting is the place and the time the IV-SC
events in the story happened. 1:00-1:50PM
The plot is made up of the events that
happened in the story. It consists of the I. Objectives
beginning, the middle, and the ending. EO: Show appreciation by accepting advice and
o Beginning – It gives the problem faced by the warnings of parents, friends, and other well-
main character. meaning individuals
o Middle – It presents the actions made by the RC: Identify the story elements (setting,
characters to solve the problem. character, and plot) WC: Write a short story
o Ending – it gives the solution to the problem. using the story elements
II. Subject Matter:
 A. Story: The Grouchy Ladybug o Ending – it gives the solution to the problem.
B. Elements of a Story
C. Guided Practice Identify the elements in the
English IV K-12 Curriculum story Buddy and the Cat. Refer to LM, Do and
TG pp. 119-120 Learn. Ask: “What is the setting of the story?
LM pp. 108-110 Read the part where the setting is mentioned.”
Powerpoint presentation, task card “Who are the characters in the story? Describe
each of these characters.” “Identify the parts in
III.Procedure the selection that helped you describe the
A. Introduction/Presentation Say: “Can you characters.”
remember the title of the story we read
yesterday? Retell the story.” IV. Evaluation:
B. Teaching/Modelling Read the selection and do the activity that
At five o’clock in the morning, the sun came up. follows. Refer to LM for the selection Pablo and
A friendly ladybug flew in from the left. It saw a the Eggs Identify the elements of the story
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?
5. Who are the characters of the story? Describe V. Assignment
the two ladybugs in the story. (Use a Venn Reread the story the Grouchy Ladybug and write
diagram to illustrate the differences and its elements by filling up the graphic organizer.
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.)

Teaching Chart August 23, 2019

The elements of a story are setting, character, FRIDAY
and plot. IV-SC
The characters are the people in the story. 1:00-1:50PM
The setting is the place and the time the
events in the story happened. INSTITUTIONAL CAMP
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.
August 26, 2019
MONDAY
IV-SC
1:00-1:50PM

NATIONAL HEROES DAY

August 27, 2019

TUESDAY
IV-SC
1:00-1:50PM

I. Objectives
VD: Identify and use compound words in
sentences
G: Use personal pronouns and their antecedents.
II. Subject Matter:

A. Compound Words
B. Personal Pronouns

English IV K-12 Curriculum

TG pp. 122-125
LM pp. 111-113
Powerpoint presentation, task card, manila paper,
pilot pen
III.Procedure
A. Skills Development: Compound Words
1. Introduction/Presentation
Read 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 3
baseball report card one-half
handshake fairy tale twenty-one
newspaper love letter sister-in-law
sunshine x-ray
rainbow
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
B. Skill Development:
Grammar (Personal Pronouns)
1. Presentation Read the paragraph on LM, Read
and Learn. Answer the questions that follow.
2. Teaching/Modelling Refer to LM, Try and
Learn
Teaching Chart  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, them, they)
IV. Evaluation:
A. Identify the compound words used in the
poem. Write these on the table given.
In the Beehive
Author Unknown
Here is the beehive
but where are the bees?
Hidden inside where nobody
sees.
Watch as they come out of their
hives,
one, two, three bees,
four bees, five!
Animal Homes
Author Unknown
A spider lives in a cobweb.
A dog in the dog house.
A worm in the tunnel underground
While horses stay in a barnyard
No bedroom, nor bed
Just a cozy place to sleep
B. Identify the personal pronoun in each
sentence.
1. Manny asked if he could join the badminton
club.
2. “Do they accept only those who know how
to play the game?” Charlie asked Manny.
3. Miss Candido, the coach, accepts those who
don’t know the game because she encourages
everyone to try.
4. Michael, Santa, and Clark are also interested.
“We will see Miss Candido tomorrow,” they
said.
5. “I saw the team practiced yesterday. I would
love to play with them someday,” Manny
said.
V. Assignment
Write 5 sentences with personal pronouns and
compound words.
August 28, 2019
WEDNESDAY
IV-SC
1:00-1:50PM
I. Objectives
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.
II. Subject Matter:
Arranging Words with Different Beginning
letters in Alphabetical Order
English IV K-12 Curriculum
TG pp. 124-125
LM pp. 117-119
Powerpoint presentation, task card, manila paper,
pilot pen
III.Procedure
A. Review Call selected pupils read the selection
Refer to LM, Read and Learn
B. Presentation Let pupils read the following
words individually, by pairs, or groups.
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.
IV. Evaluation:
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.
The Elephant Who Forgot What He Was
Christopher Ronald Jones, UK
The elephant sat on the telephone wire and sang
with all the birds. “Am I just like you?” he asked
But they only said one word “NO.”
The elephant climbed up the church tower and
was hiding in the bell. “Maybe I’m a snail,” he
thought “and this could be my shell.”
“NO.” The elephant swung from tree to tree.
Until his legs went limp “Maybe this is where I
belong” “I think I must be a chimp.”
“NO.”
The elephant sniffed at all the flowers and he
began to cry “I thought I was a bee,” he said
Then realized “I can’t fly.” The elephant went
home and sat on his stool and sorted through all
of his junk. “This is good and this is bad and this
goes in the trunk.” “”Trunk!” he cried. “I know
at last!” “How could I have been such a dumbo.”
“I know exactly what I am and I know my name,
it’s Jumbo!”
V. Assignment
List 10 things found in the kitchen and arrange
them alphabetically.
August 29, 2019
THURSDAY
IV-SC
1:00-1:50PM

I. Objectives

a. Note details from news reports/selections

listened to;
b. Answer wh- questions based on news
reports/selections listened to/read.
II. Subject Matter:
Song: If All the Little Raindrops.
Answer Wh-Questions
English IV K-12 Curriculum
TG pp. 127-128
LM pp. 119-120
Powerpoint presentation, task card, manila paper,
pilot pen

III.Procedure

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 drops
Oh, what a rain it will be.
I’ll stand outside with my mouth open-wide
Ah-ah-a-a-ah-ah-a-ah
Oh, what a rain it will be!
Repeat 2x
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. typhoon
The typhoon will bring with it strong winds and
heavy rains in the city and will cause floods in
low areas.
Say: “What do you expect to see when there is a
typhoon? What could happen during typhoons?”
c. danger zone
All those in the danger zones are requested to go
to the nearest evacuation areas. The typhoon can
cause flood, landslides and may uproot trees due
to the strong winds.
Say: “What could happen to people in the danger
zones? What should you do if you live in danger
zones and a typhoon is coming?”
d. coastal areas
People in the coastal areas are on the alert
because of the strong waves of the seas.
Say: “Can you think of coastal areas? Have you
been to these places?
What do you see in coastal areas? Are they
danger zones during typhoons? Why?”
2. Motivation
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 Report
Refer 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?”
Teaching Points
 Retelling information correctly from what you
have read or
listened to is an important skill to learn.
 When re-telling news reports remember to
include answers
to wh- questions: who, what, where, when, why,
and how.
3. Guided Practice
Read or listen once more to the news report on
typhoon Pablo. List the important details from
the news report. Write your answers on the line.
Refer to LM, Find Out and Learn
Call pupil volunteers to re-tell/restate the news
item using the information they have written.
IV. Evaluation:
Read the following news report and note the
important details by answering
the wh-questions.
Refer to LM, Do and Learn
Refer to LM, Learn Some More
V. Assignment
Listen to a news report and list important details.
Make sure to answer Wh-questions. Present it
tomorrow.
August 30, 2019
FRIDAY
IV-SC
1:00-1:50PM
Serves in the District 2nd PLTC of BSP.
September 2, 2019
MONDAY
IV-SC
1:00-1:50PM

I. Objectives

Realize the value of staying together as a family

especially in times of difficulties.
Identify the different elements of a story.

II. Subject Matter:

Elements of A Story
English IV K-12 Curriculum
TG pp. 129-131
LM pp. 120-121
Powerpoint presentation, task card, manila paper,
pilot pen

III.Procedure

A. Pre-reading activities
Drill:
typhoon storm bus terminal muddy
journey roofless lifeless
sealed supply destroyed
1. Unlocking of difficult words
Unlock the words using pictures and context
clues. Show each picture and
match it with the word as the story is read to the
class. Present the following words in flash cards
or paper strips: journey, bus terminal, typhoon,
storm, roofless, destroyed, muddy, lifeless,
sealed, supply.
a. Journey
Gretel, Beth, and Grace are going on a journey to
the city to visit grandmother.
Say: “Where are they going? What do you do
when you go on a journey?.
Have you been to a journey?”
b. bus terminal
They waited for the bus at the bus terminal. Rain
was starting to fall when the bus arrived.
Say: Have you been to a bus terminal? Describe
it.
c. typhoon and storm
PAG-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 destroyed
He 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. muddy
When the rain stopped, the bus left for the city.
The road was muddy.
Say: “How would a muddy road look like?
Why?”
f. lifeless
Beth bought sandwiches from a vendor. But she
did not buy any because she saw a lifeless fly in
one of the sandwiches.
Say: “How would you describe a something
lifeless?”
g. sealed and supply
She 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?
3. Motive Question
Let the pupils complete the KWL chart.
What I Know
What I Want
to 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 Lollipops
Refer 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:
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 typhoon?

IV. Evaluation
Evaluate pupils work.

V. Assignment September 3, 2019

List the things we need to do in preparation of TUESDAY
the typhoon. IV-SC
1:00-1:50PM

I. Objectives
Identify words with affixes.
II. Subject Matter:
Affixes
English IV K-12 Curriculum
TG pp. 132-135
LM pp. 128-130
Powerpoint presentation, task card, manila paper,
pilot pen

III.Procedure

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 + safe
 unwilling = un + willing
 roofless = roof + less
 lifeless = life + less
2. Teaching/Modelling
Say: “What are the root words of each word in
the sentences?” (clean, willing, roof, life)
“What happens to the meaning of the words
when the words un- and -less were added?”

Teaching Chart
 Affixes are words added to a root word that
changes the meaning of the root word. There are
affixes added at the beginning of the word. There
are also affixes added at the end of the word.
 The words “un” and “less” are affixes. They
have meanings.
 The affix un- means “not”.
 The affix “less” means without or none.
September 4, 2019
Group Activity: WEDNESDAY
Divide the class into 5-6 groups. Let each group IV-SC
think of at least four (4) words with the affix un-
1:00-1:50PM
and -less. Let them give the meaning of the word
and then use the words in a sentence.
Example: I. Objectives
 shirtless – without shirt or not wearing shirt or Use pronouns that agree with its antecedents.
no shirt
“Pedro was shirtless because his shirt is wet.” II. Subject Matter:
 unlucky – not lucky Pronoun and its Antecedents
“We were unlucky today because we did not win
English IV K-12 Curriculum
any game.”
TG pp. 133-134
IV. Evaluation LM pp. 130-131
Fill in the blanks with the correct word from the Powerpoint presentation, task card, manila paper,
box that will complete the sentences. Write the pilot pen
answers on a separate sheet of paper.
III.Procedure

shoeless untied unhappy clueless careless 1. Introduction

Shirley is _________. She did not know where
her left shoe is. She can’t go to school
_________. Everyone at home was
_________ where it is. The last thing she
remembers was that she _________ it before
going up the house. Her mother said she was
__________.
V. Assignment
Complete the sentences with affixes un- or –less.
1. I just can't believe it! The story is
_____believable!
2. The first woman is very tired. She wants to
rest! The second woman can't stay still. She
always wants to move! She is rest_____.
3. He was sitting __________________ in his
seat on the train. (comfort)
4. Will saw
__________________________________
(without a home) puppy wandering around
town.
5. My shoe is ____________________. (not tied)
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.
Group 1 : (tick/tock – he/his)
Group 2 : (ant/Jill – she/her)
Group 3 : (family of bees/Clive – their)
a 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)
2. The horse ate its hay in the barn.
3. Ricardo liked the movie, but he liked the
popcorn more.
4. In the morning Elizabeth opened her window
to look at the clouds.
5. As the coyotes chased the rabbits, the mice ran
into their holes.

4. Guided Practice
Refer to LM, Do and Learn
Answers: 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.

Presentation and Evaluation of Group’s work.

IV. Evaluation
Fill in the blanks with the correct pronoun that
will complete the story.

Johnny Bee lives in a hive together with a swarm

of bees. ______ work together to keep the hive
safe and full of honey except for Johnny Bee.
_____ always hides when ____ is time for work.
His sister, Jenny Bee often tells him that the
swarm needs his help. _____ tells Johnny what
to do to help but _____ never listens. ____ flies September 9, 2019
away with his friends to play. MONDAY
One day, Johnny Bee flew away very early. ___ IV-SC
wanted to escape work. ___ looked at where 1:00-1:50PM
Jenny Bee was. ________ was still asleep. He
went with his friends. ______ played far away I. Objectives
from the hive. It was getting dark when _____
returned to the hive. Where was the hive? _____ Appreciate the different shapes of things around
was not on the tree! and Classify related words, ideas, concepts
A man walked away from the tree. _____ was according to certain characteristics and
similarities.
carrying with him the bee hive with all the bees
in a net. The swarm of bees lost the fight to II. Subject Matter:
protect their hive. _____ needed the help of Classification
Johnny and his friends but ______ were far English IV K-12 Curriculum
away. TG pp. 134-135
LM pp. 132-135
V. Assignment Powerpoint presentation, task card, manila paper,
In each sentence below underline the pronoun pilot pen
and circle the antecedent.
1. The shoppers couldn’t find their car in the III.Procedure
parking lot.
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.
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 Question
What shapes of things are given in the poem?
Say: “According to the poem, what things are
shaped like a circle, a square, a rectangle, a
triangle? How are the things in each stanza
classified?”
Teaching Chart
 To classify is to arrange or sort things into
groups according to
their similarities and characteristics.
2. Guided Practice
Read the paragraphs on LM, Do and Learn.
Classify the underlined words into two groups.
Give a name to each group.
Read the following paragraphs. Classify the
underlined words into two groups. Give a name
to each group.
A. Mario, Jean, and Carla are from the same
class in Grade 4. Luis and Lando, his twin
brothers, are their friends who are also in Grade
4. They play soccer after class hours. Lanie, a
Grade 6 pupil from Section B, also joins them in
the game together with her Grade 4 brother, Paul.
Name of the Group Name of the Group

A. Reading of the Poem

Model 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, B. Teacher Paula gave Charlie ten packs of
triads, seeds. There were seeds of jackfruit, petsay,
or groups after individual oral reading of mango, patola, guava, raddish, kangkong, atis,
volunteers. chico, and watermelon. Help Charlie classify
Refer to LM - Read and Learn, The Shape of these seeds into two groups.
Things by Melsh Goldish. Name of the Group Name of the Group
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? IV. Evaluation
3. Are shapes of things important? Why or why A. Read the words in each row. Three of the
not?
words belong to one group. Identify the word
1. Teaching/Modelling that does not belong. Write your answer on a
Group Activity: separate sheet of paper.
Group the pupils into five groups. Assign one 1. bread car candy soup
stanza per group. Fill the chart below. Be 2. blue rainbow green red
prepared to present output. (Refer to LM - Try 3. arm three four fifteen
and 4. plane house bus bike
Learn)
5. tree plant ant flower
Complete the chart below. Write your answers
on a separate sheet of paper. V. Assignment
Things mentioned in Things that can be Classify the following words into three columns.
the poem added in the poem Write the words under the correct heading.
classmates teacher mother
medicine sala desk
books ambulance bedroom
clothes doctor divan
Home School Hospital

September 10, 2019

TUESDAY
IV-SC
1:00-1:50PM

I. Objectives

Read with automaticity grade level frequently

occurring content area words Infer the moods or
feelings of the character based on what he/she
says or does
II. Subject Matter:
Infer Moods or feelings of the Character in the
Story
English IV K-12 Curriculum
TG pp. 143-144
LM pp. 132-135
Powerpoint presentation, task card, manila paper,
pilot pen

III.Procedure

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.
IV. 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 I. Objectives
1. Billy’s face was red as he looked at his big Write a friendly letter following correct
brother. Suddenly Billy threw his glove. He mechanics
turned around and ran up the stairs. His bedroom II. Subject Matter:
door slammed shut. 2. Anna’s heart was beating Writing Friendly Letter
fast. She cannot hide the smile on her face. Her English IV K-12 Curriculum
hands were cold as she walked to claim her TG pp. 143-144
medal and trophy. LM pp. 132-135
3. Lorna’s face was full of tears. She was Powerpoint presentation, task card, manila paper,
trembling. She does not like to talk to anyone in pilot pen
the room.
III.Procedure
B. What do you think will the character say in
the situations given in numbers 1-3? Write at A. Skills Development:
Writing a Friendly Letter
least one sentence that you think Billy, Anna, Refer to LM, Find Out and Learn 1.
and Lorna will say. Note: Letter B evaluation can Introduction / Presentation
be given as an oral evaluation after the checking Read the letter written by the rabbit to the ant
of answers for Letter and the other animals.
Refer to LM. Say:
V. Assignment o What kind of letter did Roger Rabbit write?
o To whom is the letter written?
Study your lessons.
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.
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.

September 11, 2019 IV. Evaluation

Refer to checklist in LM Rewrite the following
WEDNESDAY
words/sentences in letter form. Use the checklist
IV-SC
in the independent practice to serve as your
1:00-1:50PM
guide. Use one whole sheet of intermediate 4. Performance Proper
paper.
IV. Evaluation:
Your friend, Maria Dear Beth, Evaluate Pupils Performance

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.
V. Assignment
Draw your favorite shape and choose an object
that represents that shape on a short bondpaper.

No. 43 Carmen Village Tagaytay City

January 15

V. Assignment
Write a friendly letter to your best friend.

September 26, 2018

WEDNESDAY
IV-SC
8:40-9:30
September 25, 2018 IV FG
TUESDAY 9:45-10:35
IV-SC
8:40-9:30 I. Objectives
IV FG
9:45-10:35 Recites the Poem “The Shape of Things” by
Melsh Goldish.
I. Objectives II. Subject Matter:
Performance Task
Recites the Poem “The Shape of Things” by
Melsh Goldish. Poem: The Shape of Things
English IV K-12 Curriculum
II. Subject Matter: Props, tarp
Performance Task
Poem: The Shape of Things III.Procedure
English IV K-12 Curriculum 1. Review
Props, tarp 2. Setting of Standards in Reciting a Poem
3. Reading and Giving the Rubrics
III.Procedure 4. Performance Proper
1. Review
2. Setting of Standards in Reciting a Poem IV. Evaluation:
3. Reading and Giving the Rubrics Evaluate Pupils Performance

V. Assignment
Draw your favorite shape and choose an object
that represents that shape on a short bondpaper.
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?
2. 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.
September 12, 2019 Read the sentences below:
THURSDAY 1. Ana walks to school every day.
Grace, Jane and Tere walk to school, too.
IV-SC
2. She brings her yellow umbrella.
1:00-1:50PM They bring umbrellas and raincoats, too.
Ask: “What happens to verbs when the subject of
I. Objectives the sentence is singular?
A. Identify and use the -s form of the verbs. When it is plural?”
2. Guided Practice - Refer to LM, Do and Learn
B. Read words that end with -s correctly.
II. Subject Matter: IV. Evaluation:
S-Form of Verbs Choose the verb that will best complete the
English IV K-12 Curriculum sentence. Write your answers on a separate sheet
TG-pp. 145-147 of paper.
LM- pp. 148 1. The horse (run, runs) fast.
Powerpoint presentation, laptop, manila paper, 2. Anton (dance, dances) gracefully.
pilot pen, activity card 3. Mother (cooks, cook) delicious dishes.
4. Our dog (wag, wags) his tail when he is
III.Procedure delighted.
5. In the morning, Mr. Samson (deliver, delivers)
1. Presentation the freshly baked pastries in town.
Read the selection to the class. Ask some
volunteers to read them afterwards.
V. Assignment
Ana walks to school everyday. She
brings her yellow umbrella when she go to Observe your family members at home and write
school. She keeps it in her bag. Rain or a sentence using s-forms of the verb.
shine, Ana loves walking to school with her
yellow umbrella.
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?
 III. Direction: Write a category name for each group
of words.
16. fish
crab
seahorse _______________

17. mango
apple
September 13, 2019 banana _______________
FRIDAY 18. two
IV-SC seven
1:00-1:50PM five _______________
19. bus
bicycle
I. Objectives jeep _______________

Answer atleast 75% of the Weekly Test 20. milk

rice
II. Subject Matter: chicken _______________
Weekly Test
1. Pronoun IV. Write the root word and then encircle the affixes.
2. Alphabetizing 21. discharge - _______________
3. Affixes un- and –less 22. Unhappy - _______________
4. Classifying 23. Inhuman - _______________
24. illegal - _______________
English IV K-12 Curriculum 25. Immoral - _______________
Test Paper 26. disconnect - _______________
27. Irregular - _______________
III.Procedure 28. Uncheck - _______________
29. Agreeable - _______________
1. Review 30.Miscalculate- _______________
2. Setting of Standards in taking a test
3. Reading and Giving Directions V. Assignment
4. Test Proper Write How can You Help at Home with 200
words on your Formal Theme.
IV. Evaluation:

I. Direction: Arrange the words in alphabetical order.

bicycle scissors photograph
blackboard shirt beach
coat rake duck teacher
1.___________________
2. ___________________
3. ___________________
4. ___________________
5. ___________________
6. ___________________
7. ___________________
8. ___________________
9. ___________________
10. ___________________
II. Direction: Replace the underlined words with a
pronoun from the word.
He it we she they you
__________11. My brother is tall.
__________12. The butterfly is pretty.
__________13. Jean and John are friends.
__________14. My mom is a nurse.
__________15. My sister and I will go to the park on
Saturday.
October 04-05, 2018
THURSDAY & FRIDAY
IV-SC
8:40-9:30
IV FG
9:45-10:35

Advisers of the class I’m handling attended

Personal Enhancement Training for Teachers
held at Centro Latino.

October 08, 2018

MONDAY
IV-SC
8:40-9:30
IV FG
9:45-10:35

Do Lesson Plan dated October 3, 2018. It wasn’t

realized because of World Teachers Day
Celebration.

September 20, 2019

FRIDAY
IV-SC
1:00-1:50PM

ATTENDS RED CROSS TRAINING

September 23, 2019

MONDAY The pupils will reread the selection, first by
IV-SC whole class, by group and individually.
1:00-1:50PM Refer to LM Read and Learn, Bamboos.

C. Post Reading
I. Objectives Comprehension Questions: Refer to LM, Talk
About It
1. Make a two-point sentence outline
Teaching Points
2. Use context clues to get the meaning of
An outline is a brief summary of a particular
difficult words
topic. It helps you organize ideas. It has two
3. Read with automaticity grade level content
parts. The topic is written in Roman numerals.
area words. The subtopics that give the details are written in
capital letters.
II. Subject Matter:
Two Point Outline Guided Practice
Context Clues Let pupils do the activity in LM Do and Learn
English IV K-12 Curriculum Say: “We will continue writing an outline. Here
is a paragraph. Read and identify the topic in the
TG-pp150-152
paragraph found in LM, Learn Some More.
LM- pp. 153-156 Write the topic sentence in the Roman numeral
Visual aids, manila paper, pilot pen, activity card and the subtopics in the letters.”

III.Procedure The queen bee is the most important member of

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. Motivation
Ask the pupils if they have bamboo furniture at
home.
Ask: “What are the many uses of bamboo? Have
the pupils accomplish a
KWL chart.”
3. Motive Question
Today we are going to read a selection about the
bamboo. Do you know the uses of bamboo?
B. During Reading
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 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?”
IV. Evaluation:
A. Write a two-level sentence outline in your
notebook.
Dogs help people in a lot of ways. They help
blind people find their way. Others help the
policemen solve a crime. They alarm the house
owners when there are strangers around.
I. ________________________________
A. ________________________________
B. ________________________________
C. __________________________________
V. Assignment
Go back to informational text entitled
“Bamboos.” Write a
 two-level sentence outline about it.
Use the template below.
Bamboos
I. A.__________________________
_________________________
B. _________________________
C. _________________________

II. __________________________
A. _________________________
B. _________________________
C. _________________________

September 24, 2019

TUESDAY
IV-SC
1:00-1:50PM

I. Objectives
Write a two-point sentence outline.
II. Subject Matter:
Two Point Outline
Context Clues
English IV K-12 Curriculum
TG-pp154-155
LM- pp. 153-156
Visual aids, manila paper, pilot pen, activity card

III.Procedure

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 2.
topic? 3. Fasting for the month of Ramadan.
4.
Honey Bee
5.
I. Honey bees are insects
A. They have black and yellow stripes in the 6. Accepting Islamic beliefs.
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.

IV. Evaluation:
Evaluate pupils work.

V. Assignment
Read each paragraph. Then fill in the
blanks in the outlines that follow.
1 Despite its rapid spread, Islam is not a religion
for those who are casual about regulations. 2 On
the contrary, adhering to the rules of Islam takes
effort and discipline. 3 One must rise before
dawn to observe the first of five prayers required
daily, none of which can take place without first
cleansing oneself according to an established
ritual or ceremony. 4 Sleep, work, and
recreational activities take second place to
prayer. 5 Fasting for the month of Ramadan,†
undertaking the pilgrimage to Mecca at least
once in a lifetime, paying tax for relief of the
Muslim poor, and accepting Islam’s creed
require a serious and an energetic commitment. 6
On the whole, the vast majority of Muslims
worldwide do observe those tenets.* (Adapted
from Jan Goodwin, Price of Honor, Plume
Books, 2002 p. 29.)

Main Idea: Practitioners of Islam need to be

willing to make a lot of effort to follow the rules
of their faith.
Support: 1. Get up before dawn, perform
ritualized cleansing and say the first of five daily
prayers.
 English IV K-12 Curriculum
TG-pp152-154
LM- pp. 157-159
Visual aids, manila paper, pilot pen, activity card

III.Procedure

1. Presentation of the Lesson

Refer to LM, Find Out and Learn

Read the sentences below.

A B
The bamboo grows as tall as trees.
Some bamboos grow as big
as big trees.
C D
The farmer uses bamboo as a fence for his
garden and farm. Farmers use bamboo as a fence
for their garden and farm.

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)
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?
Study the Chart.
Singular Plural
The bamboo grows Some bamboos
grow
The 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?
September 25, 2019 Teaching Chart
The verb used when the subject of the sentence
WEDNESDAY
is more than one person, place, or thing is the
IV-SC base form. When the subject tells about one
1:00-1:50PM person, place, or thing s-form of the verb is used.
These
I. Objectives verbs are in the present tense.
Use the present form of verb that agrees with the
subject. Activity 1
Divide the class into four. Let each members of
Participate in class discussion.
the group has a number. Play a game. Show a
II. Subject Matter: sentence and they will raise the color of their
Subject Verb Agreement
answers. The group with the highest score will
be the winner.
Refer to LM, Do and Learn A
LM, Animal Beds.
Animal Beds
Edie Adams
A bat (sleep, sleeps) in a cave
The bird (rests, rest) in a tree
Rabbits (stay, stays) in a tunnel underground and
fish (sleep, sleeps) in the sea.
B. Write sentences about the picture.
5. When does the train ……………………?
(depart)
.
V. Assignment
Complete the following sentences using
the present simple form of the verb. In the case
of questions, use the indicated subject as well.
1. My mother usually ………………………..
(get) up at six o’clock.
2. My dad usually ………………………. (drink)
coffee in the morning.
3. My sister ……………………….. (sing) really
well.
4. I ……………………. (be) a medical student.
5. My grandmother ………………………..
(live) in Kerala.

1. ________________

2. ______________

3. ______________

4. ________________

IV. Evaluation:
Fill in the blanks with appropriate simple present
tense form of the verb given in the brackets.
1. The plane ………………….. at 6.30. (arrive)
2. I will phone you when he
…………………… . back. (come)
3. Unless we ………………………. now we
can’t be there on time. (start)
4. The sun ……………………… in the east.
(rise)
 Ask: 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?”

Here are some words. Add the prefix in- to form

new words. Tell the
meaning of the newly formed words.
prefix + word new word meaning
September 26, 2019 in + correct
THURSDAY in + side
IV-SC in + active
1:00-1:50PM in + direct

im + perfect
I. Objectives
im + polite
a. Use prefix and root word as clues to get im + possible
meanings of words. im + material
b. Read with automaticity grade level frequently
occurring content area What are the new words formed? What prefix
words. did you add to each word?
. What is the meaning of the new word?
II. Subject Matter: Teaching Chart
Prefix in- and im- A prefix is a letter or group of letters added
English IV K-12 Curriculum before a word. It changes the meaning of the
TG-pp159-161 word. Commonly used prefixes are in- and im-.
LM- pp. 167-169
Visual aids, manila paper, pilot pen, activity card With their group work on the given activity.
A. Complete the chart below using the prefix in-
or im-.
III.Procedure
prefix + word new word meaning
Drill
1.expensive cheap
(The teacher reads the words first. Then the
pupils will read with the teacher. 2. sufficient scarce
Pupils read by group, then individually) 3. moderate Too much
weeds teeth green 4. patient Short-
deep weeks sheep tempered
tree bee sleep
sweet seek seed B. The underlined words in the sentences have
see deed meet prefixes which mean not.
need Choose the meaning of the underlined words in
the sentences from the words in the box.
Post sentences: wrong indirect not respectful timeless
1. They were inseparable friends. They always 1. Jason’s score in the English test was almost
go together. perfect. He has only one
2. As the frog talked, his friend saw the birds fly incorrect answer.
through his mind like a large feathered fish. 2. While the teacher was talking, Jason shouted
“What else?” asked the fish impatiently? to his friend. He is impolite.
3. Ben thought he is immortal.
Check and evaluate group’s activity.

IV. Evaluation:
Complete the sentences below. Use the prefixes
‘im-’ or ‘in-’ with the words in the box.
1. Jonny wasn’t paying attention to his teacher.
He was(active) __________________.
2. It’s not possible to learn a new language in
just one day. It’s(possible)
__________________.
3. Don’t be(active) __________________. Try to
be more active and get more exercise.
4. The diamond wasn’t perfect. It was
(perfect)__________________.
5. People may think you are
(polite)__________________ if you forget to
say, “Thank you.”.

V. Assignment
List 3 words with prefix in- and 2 words with
prefix im-. Used each word in a sentence.

SEPTEMBER 27, 2019

FRIDAY
IV-SC
1:00-1:50PM

Attends Seminar for Technical Officials and

serves in the BSP District Camp.

SEPTEMBER 30, 2019

MONDAY
IV-SC
1:00-1:50PM

School Family Day 2019 Celebration. Serves as

emcee.

OCTOBER 01, 2019

TUESDAY
IV-SC
1:00-1:50PM

Tribute to Teachers by the SPG and GPTA

OCTOBER 02, 2019

WEDNESDAY
IV-SC
1:00-1:50PM

I. Objectives
Use possessive pronouns.

II. Subject Matter:

Possessive Pronouns
English IV K-12 Curriculum Rewrite the sentences by replacing the
TG-pp163-165 underlined words with possessive pronouns.
LM- pp. 170-173 1. Butterfly’s wings are big. The butterfly’s
Visual aids, manila paper, pilot pen, activity card wings have different colors. As the butterfly
grows, the wings’ colors fade.
2. Butterfly’s body is made up of three
III.Procedure parts: the head, thorax, and abdomen.
3. Butterfly’s life span is only about a
1. Presentation
Ask: “Who had wings? Who had four legs? Who
owns the wings? the legs?” Teaching Chart
Let us read the following: Possessive pronoun shows possession or
birds’ wings their wings ownership. The following are examples of
cow’s legs its legs possessive pronouns: mine, yours, his, hers, its
are singular possessive pronouns; ours, and theirs
2. Teaching/Modeling are plural
Let us use the above phrases in sentences. IV. Evaluation:
1. The birds’ wings flap so high. Their wings A. Construct sentences about the pictures using
flap so high.
possessive pronouns.
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 sentence,
their is a possessive pronoun that replaces birds.
What does the possessive pronoun its replace?”

Group Activity:
Activity: - Refer to LM, Try and Learn
B. Choose the possessive pronoun that best
completes each sentence.

V. Assignment
List 5 possessive pronouns and use it in a
sentence.

OCTOBER 03, 2019

THURSDAY
IV-SC
1:00-1:50PM

School Teachers Day Celebration at Astoria

Hotel.

OCTOBER 04, 2019

FRIDAY
IV-SC
1:00-1:50PM

World Teachers Day Celebration at Don Pablo

Lorenzo Memorial School.

OCTOBER 07, 2019

MONDAY
IV-SC
1:00-1:50PM

I. Objectives
Use the pronouns that agree in gender with their
antecedents.
II. Subject Matter:
Pronouns and its Antecedents
English IV K-12 Curriculum
TG-pp164-166
LM- pp. 170-172
Visual aids, manila paper, pilot pen, activity card

III.Procedure

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 5. The newspaper featured her articles on
nearby, saw Fish, and with all its strength pushed tornadoes on (its, their) front page.”.
Fish back into the pond.
To whom does the word its refer to in the
V. Assignment
sentence?
Say: “The pronoun its refers to the word frog. Study for your Summative Test.
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.”
Luckily Frog, which had been hunting butterflies
nearby, saw Fish, with all its strength pushed
Fish back into the pond. OCTOBER 08, 2019
The pronoun that refers to the antecedent TUESDAY
Still stunned, Fish floated about for an instant,
IV-SC
then it breathed deeply, letting the clean cool
water run through its gills. 1:00-1:50PM
Teaching Chart I. Objectives
 An antecedent is the word to which a pronoun To recite the poem “The Shape of Things”.
refers. A pronoun
agrees with its antecedent in number and gender. II. Subject Matter:
 Agreement in Number – if the antecedent of a English IV
pronoun is singular,
Poem “The Shape of Things”
a singular pronoun is required. If the antecedent
is plural, Performance Task
a plural pronoun is required.
Example: Lei has a red umbrella. Her umbrella is III. Procedure:
red. I. Recite the poem “The Shape of Things” by
 Agreement in Gender-masculine gender is group.
indicated by he, his II. Recitation Proper
and him. Feminine gender is indicated by she,
her and hers.
This dog is Jose’s pet. This dog is his pet. This IV. Evaluation:
dog is his. Evaluate pupil’s performance
 Neuter gender is indicated by it and its. Rubrics:
Content 15 pts
Application: Do and Learn A and B Props 5pts
IV. Evaluation: Over-all Performance 5 pts
Underline the antecedent and circle the pronoun
Total 25pts
that it agrees with.
1. A reporter interviewed Alice Mayer after (her,
V. Assignment:
their) home was struck by a tornado.
What is the time expression used to indicate an
action in the present?
2. Her son Angelo spent most of (his, their) time
cleaning up the yard.
OCTOBER 09, 2019
WEDNESDAY
3. Angelo’s brothers are staying in (his, their)
IV-SC
grandmother’s home tonight.
1:00-1:50PM
4. After the interview, the reporter submitted
I. Objectives
(her, their) assignment to the editor.
1. Use the correct time expression to
indicate an action in the present
2. Read grade four text using correct 1. Ryan and Athena are friends. They play in
intonation and expression. the park _______.
II. Subject Matter: 2. I feel wonderful __________. My mother
will take me to the movie house.
C. Time Expression to indicate action in 3. My Father reads the newspaper
the Present __________________.
4. The gumamela plant needs a great
English IV K-12 Curriculum
amount of water. Elsa and Ana water it
TG pp. 171-173
___________.
LM pp. 185-187
5. A growing gumamela needs plenty of
Powerpoint presentation, task card
nutrients. The sisters put fertilizer ________
month.
III.Procedure
Say: “Remember the words today, now,
Say: “There are many things that we do
every morning, every afternoon are time
everyday. Let us read the sentences
expressions in the present tense. They
from our story yesterday.”
denote that actions are done regularly.”
1. Bing hides very well everyday.
2. He startles others when he comes out of
IV. Evaluation:
his hiding place every morning.
Read the sentences carefully and write the
3. Bing and his friends play hide and seek
correct time expression in your notebook.
every morning.
1. Fish and Frog are friends. They play
in the pond _______.
Say: “What time do the words in the chart
2. _________, they meet at the pond.
tell? These are called time expressions.
3. And ______ the tadpole discovers
These time expressions are in the present
that he has two legs.
tense. What other time expression do you
4. _______ the fish did not believe that
know that indicates the present tense?”
the tadpole has legs.
5. _______ they quarrel. In the end,
Read the selection below. Give the time
agree that “fish are fish and frogs are frogs.”
expressions that denote the present tense.
A Day in the Farm
V. Assignment
Everyday Father goes to the farm to plant
vegetables. What is Simile? Give 5 examples.
Today, Lia and Jose go with him. In the
farm, Jose plays with the animals. He enjoys
horseback riding. Edna gathers ears of corn
and boils them.
There is a big activity in the farm today. It is
time to harvest the mangoes. Lia and Jose
are excited. They help Father gather the
mangoes and put them in the baskets. .
It is really fun to go with Father to the farm.
Say: What are the time expressions you
noted from the selection? These are the time
expressions that refer to actions in the
present tense.
1. Guided Practice
Refer to LM, Do and Learn.

A. Read the sentences and fill with the

correct time expression.
OCTOBER 10, 2019
THURSDAY
IV-SC
1:00-1:50PM

I. Objectives
1. Read words with consonant blends /tr/,
and ,/cr/
2. Identify and use simile in a sentence.
II. Subject Matter:

A. Words with Consonant Blend/tr/

and /cr/

B. Simile

English IV K-12 Curriculum

TG pp. 178-179
LM pp. 188-189
Powerpoint presentation, task card

III.Procedure
A. Review of Previous Lesson
Give examples of time expression that
shows the action is done regularly.

B. Drill
Teacher models in reading the words with
consonant blends
Words should be written on a chart or flashcards
tr cr
trees train cruel crown
treatment training crude crowd
treasure trainee crusade crops.

C. Presentation
Teacher asks them to read this part of the poem.

Tall trees growing on a mountain top

To me like a queenly crown I see
Wild animals running so swiftly
As lively children full of glee
Wild animals and plant are treasures to me

Ask: “What is compared to the tall trees?”

(queenly crown)”
“What is used in comparing them?” (like) IV-SC
“What is compared to wild animals?” (lively 1:00-1:50PM
children full of glee)
“What is used in comparing them?” (as)
I. Objectives
“What is compared to wild animals and plants?”
(treasures) Use the past form of the regular verb.
“Why do we consider plants and animals
treasures?” II. Subject Matter:
“Did we use “like” or “as” in comparing?” Past Form of the Regular Verb.
Teaching Chart English IV K-12 Curriculum
 A simile is a figure of speech used to TG pp. 179
compare two different ideas or objects using LM pp. 193-195
“as” or “like.” Powerpoint presentation, task card

D. Guided Practice III.Procedure

Give an activity for the group to accomplish. A. Checking of Assignment.
Present and check their work. B. Presentation
Read LM Read and Learn
Evaluation:
Match Column A with Column B to complete Teaching/Modeling - Refer to LM, Talk
the sentence. Write the letter of the correct About It.
answer in your notebook. Answer the following questions.
AB 1. What are the underlined sentences in
___1. Mariel swims _____. a. like a dog the dialog?
___2. He is as tall _____. b. as hard as 2. What are the verbs in the sentences?
stone ___3. Rica slept ____. c. as a giant 3. When did the actions happen?
___4. Richard is as thin ___. d. like a log 4. What are the simple forms of the
___5. Peter eats ____. e. as a stick verbs greeted, promised, cooked, harvested,
f. like a fish and enjoyed?
5. What letters are added to form the
V. Assignment past tense?

Write sentences using the similes. Give some examples of similar words. Let
the pupils give the past forms of the words
as red as gumamela
and ask them in sentences. Sentences
like an old man should be written on the board and
processed.
as fast as horse Say: “Recall your activities yesterday using
any of the words inside the box.”
like an angel
need, cover, want, move, remove, help,
as busy as a bee work, use, tap, connect, wipe, clean, jump,
listen, cook, arrange, cross, step, change,
shout

C. Generalization

Regular verbs use -ed or -d to tell past action. The

add -ed or -d.

D. Application
Exercise 1
OCTOBER 11, 2019
Complete the sentences by writing the past
FRIDAY
form of the verb on your notebook.
1. Last vacation, my mother ___ (receive) a
gift box from her
sister in America.
2. She___ (open) it with great joy.
3. My sister___ (dance) with joy because of
her new bag.
4. My brother___ (look) for his pair of shoes
in the box.
5. We ____ (call) my Aunt to thank her for
the surprises.
Exercise 2
Complete the story using the verbs found in
the box.
called shouted laughed stopped cleaned
One day, Mother and Mario ________ the
house. Mother
________ because she saw a snake. Mario
________ Father
because he was afraid of it. Father
________ at them because
it wasn’t real, it was only a toy. All of them
________ working.
Exercise 3
From the list below, pick out the five
misspelled verbs in the past
tense. Write them on your paper. Then write
the correct spelling on
the right side of each word.
1. prepared danced missed cleaned helped
2. pushed sleepd roasted remembered passt
3. buildt asked swam deliver visited
Evaluation:
Fill in the blanks with correct past forms
of verbs given in brackets.
1) Sara _______ (paint) a beautiful picture.
2) The bowler _____ (try) his best but failed to
take a wicket.
3) We ________ (travel) all over India last year.
4) The boys _______ (stop) talking, when the
teacher entered into the class.
5) The little boy _______ (open) his backpack.
V. Assignment
List 5 regular verbs, write its past tense and
use it in a sentence.
OCTOBER 14, 2019
MONDAY
IV-SC
1:00-1:50PM
Do Lesson Plan dated October 11, it
wasn’t done due to holiday in celebration
with the Fiesta Pilar.
I. Objectives
A. Use the past form of irregular verbs
II. Subject Matter:
Past Form of the Irregular Verb.
English IV K-12 Curriculum
TG pp. 188
LM pp. 204-205
Powerpoint presentation, task card
III.Procedure
A. Checking of Assignment.
B. Presentation
Read the dialog below.
Noe : Hi, Rico! You have a nice cellphone.
Rico : Yes, it is. My grandparents bought it
for me as my birthday gift.
Noe : Cellphones are really useful. You can
call up anybody, anywhere.
Rico : That’s true. When I got lost in a mall, I
called up my grandmother and told her
where I was. In a matter ofminutes, she
found me near the bookstore.
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.
C. Generalization:
What do you notice about the spelling of the
past form of irregular verbs?
Refer to Remember
Most irregular verbs change their spelling when they
have the same form in both present and past tense.
read)
D. Application:
By Group
Group 1 and 2:
Give the correct past form of the verbs inside the
parentheses.
Yesterday, Roger __ (find) a strange red bag near II. Subject Matter:
the front gate. He __ (think) it was his father’s bag. Past Form of the Irregular Verb.
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
Exercise 1
Give the correct past form of the verbs inside the
parentheses. Write your answers in your notebook. Rico : Yes, it is. My grandparents bought it
Once upon a time, a hen ____ (find)
strange-looking pellets while scratching the
ground. “Aha!” she said, “What special corn grits Rico : That’s true. When I got lost in a mall, I
for me to eat!” Suddenly, Aling Maria
____ (come) with a basket of corn grits to
feed the chickens. She ___ (see) the glittering
pellets. She __ (run) towards the golden pellets Skill Development
hurriedly. She ___ (take) them and __ (leave)
at once.
Meanwhile, the hen __ (eat) the corn grits
Aling Maria ___ (leave) behind. The hen __ (is)
happy she___ (has) corn grits to eat the
whole day.
Evaluation:
Complete the sentences using the correct
form of the verbs. Write your answers on a
separate sheet of paper.
Lend say feed tell buy
1. She was absent that is why I ___ her my
notebook.
2. She ___ I woke up early.
3. Yesterday he ___ the dogs.
4. I ___ mother to stay calm.
5. Maria __ a new dress.
V. Assignment
Write 5 sentences with irregular past tense
of the verb.
(Examples:
OCTOBER put-put; read-
15, 2019
TUESDAY
IV-SC
1:00-1:50PM
I. Objectives
A. Use the past form of irregular verbs
English IV K-12 Curriculum
TG pp. 188
LM pp. 204-205
Powerpoint presentation, task card
III.Procedure
A. Checking of Assignment.
B. Presentation
Read the dialog below.
Noe : Hi, Rico! You have a nice cellphone.
for me as my birthday gift.
Noe : Cellphones are really useful. You can
call up anybody, anywhere.
called up my grandmother and told her
where I was. In a matter ofminutes, she
found me near the bookstore.
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.
C. Generalization:
What do you notice about the spelling of the
past form of irregular verbs?
Refer to Remember
Most irregular verbs change their spelling when they
have the same form in both present and past tense.
read)

D. Application:
By Group OCTOBER 16, 2019
Group 1 and 2: WEDNESDAY
Give the correct past form of the verbs inside the IV-SC
parentheses. 1:00-1:50PM
Yesterday, Roger __ (find) a strange red bag near
the front gate. He __ (think) it was his father’s bag. I. Objectives
He __ (get) it and __ (give) it to his grandmother. Answer at least 75% of the Summative Test.
“This bag is so heavy!,” said grandmother. After II. Subject Matter:
an hour, Father __ (come). Roger __ (tell) him Summative Test
about the red bag. “Thank you Roger, it is your English IV K-12 Curriculum
uncle’s bag from Hong Kong”, said Father. Test paper
Group 3 and 4:
Write the correct answer. III.Procedure
Refer to LM, Try and Learn Exercise 1 and 2
Exercise 1 1. Review
2. Setting of Standard in taking the test
Give the correct past form of the verbs inside the
3. Reading and Giving Instructions
parentheses. Write your answers in your notebook. 4. Test Proper
Once upon a time, a hen ____ (find) IV. Evaluation:
strange-looking pellets while scratching the Evaluate Pupils Work
ground. “Aha!” she said, “What special corn grits
for me to eat!” Suddenly, Aling Maria V. Assignment
____ (come) with a basket of corn grits to What is Past Tense of the Verb? Give five (5)
feed the chickens. She ___ (see) the glittering examples.
pellets. She __ (run) towards the golden pellets
hurriedly. She ___ (take) them and __ (leave)
at once.
Meanwhile, the hen __ (eat) the corn grits
Aling Maria ___ (leave) behind. The hen __ (is)
happy she___ (has) corn grits to eat the
whole day.

Evaluation:

Complete the sentences using the correct

form of the verbs. Write your answers on a
separate sheet of paper.

Lend say feed tell buy

1. She was absent that is why I ___ her

my notebook.
2. She ___ I woke up early.
3. Yesterday he ___ the dogs.
4. I ___ mother to stay calm.
5. Maria __ a new dress.
V. Assignment

Write 5 sentences with irregular past tense

of the verb.
 I. Objectives
Answer at least 75% of the Quarter Exam
II. Subject Matter:
Quarter Exam
English IV K-12 Curriculum
Test paper

III.Procedure

1. Review
2. Setting of Standard in taking the test
3. Reading and Giving Instructions
4. Test Proper

IV. Evaluation:
Evaluate Pupils Work

V. Assignment
Study your lessons.

OCTOBER 18, 2019

FRIDAY
IV-SC
1:00-1:50PM

I. Objectives
Evaluate pupils 2nd Quarter Test and get the MPS

II. Subject Matter:

Checking of Test Paper and Getting MPS
English IV K-12 Curriculum
Test paper

III.Procedure

1. Review
2. Setting of Standard in checking
3. Evaluate pupils test

IV. Evaluation:
Evaluate Pupils Work

V. Assignment
Enjoy your weekend.

OCTOBER 21-25, 2019

MON-FRI
IV-SC
OCTOBER 17, 2019 1:00-1:50PM
THURSDAY
IV-SC SEMESTRAL BREAK
1:00-1:50PM
 English IV K-12 Curriculum
TG pp. 184-186
LM
LED TV, presentation, manila paper and pens

III.Procedure

Sequence events in a story heard

Act 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 Difficulties
a. irritable
Maria is sick. She easily gets angry. She is
irritable.
b. unpleasant
He needs to take a bath every day to get rid of
any unpleasant
smell.
c. breath
Maria has bad breath. Her breath smells bad.
d. tore into pieces
Nita was so angry that she tore her English
notebook into pieces.
e. mood
She looks so sad. She is not in the mood to
dance.
f. liar
Richard 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
All rights reserved. No part of this material may
be reproduced or transmitted in any form or by
any means -
The King of the Forest and His Three
OCTOBER 28, 2019 Advisers
The lion is called the king of the forest. He is big
MONDAY
and strong. So,
IV-SC the smaller animals are afraid of him except his
1:00-1:50PM wife, Queen Lioness.
One morning, the king of the forest was in his
I. Objectives irritable mood. His
Appreciate the value of telling the truth. wife, the Queen had said something he did not
like. Queen Lioness
had told King Lion that his breath was
II. Subject Matter:
unpleasant. So, King called
Stories: The King of the Forest and His Three the animals. First he called the sheep.
Advisers
 “Friend Sheep,” opening wide his big mouth, Do you think the sheep did right? Is it good to
“Would you say that tell the truth?
my breath smells unpleasant?” What was the goat’s answer when the king asked
What do you think was the Sheep’s answer? him?
Believing that the lion wanted an honest answer, What happened to the goat?
the sheep gave Why did the king kill him?
it, and the king bit off his head. King Lion was What was the answer of the horse when he was
very angry. He roared asked by the King?
and called the goat. Why do you think the king didn’t hurt the horse?
“Mr. Goat, tell me the truth. Do I have a bad If you were the king, would you do the same?
smell? Do I have bad If you were one of the animals, how would you
breath?”The goat saw the sheep’s meat and answer the king’s question?
bones. He was afraid of What do you feel when someone doesn’t tell you
the lion. So the goat said, “Why, your Majesty, the truth?
you have a breath as Enrichment Activity:
sweet as the roses in the garden”. Before he What is the message of this story.
could finish, the goat
was torn to pieces. “I do not like liars,” roared IV. Evaluation:
king Lion. Evaluate Pupils Work
At last, the lion called the horse. The horse
walked slowly. He V. Assignment
looked sick. He coughed and coughed.
List 5 words with consonant blend br and gr.
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?
All rights reserved. No part of this material may
be reproduced or transmitted in any form or by
any means -
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?
 Eliza likes to have a sparrow as her pet. She likes
the short and
strong beak of a sparrow.
All rights reserved. No part of this material may
be reproduced or transmitted in any form or by
any means -
b. beak (show a picture)
The bird uses its beak to pick up grains and
worms.
c. crest
The crest on the bird’s head is like a comb.
d. slender
Green bird is thinner than a sparrow. It is more
slender than a sparrow.
f. alarm
An alarm clock sounded and everyone was
surprised.
g. spread
Spread your arms upward. (The teacher
demonstrates)
h. pop
My balloon suddenly burst. It popped.

OCTOBER 29, 2019 2. Motivation

TUESDAY What do you do when your mother leaves you?
IV-SC Do you look for her?
1:00-1:50PM Let’s read a story about the green bird that was
looking for his lady love.
I. Objectives
Read a story with appropriate intonation and . Motive Questions
expression What did the green bird do to look for his Lady
Read words with consonant blends /br/ and /gr/ Love?
Infer the feelings and traits of the characters from
a story read B. During Reading
Identify and use a simile and a metaphor Teacher models in reading. Refer to LM, Do and
Learn
II. Subject Matter: C. Post Reading
Stories: The Green Bird Engagement Activities
Simile and Methapor Group 1 and 2: Infer the feelings and traits of the
English IV K-12 Curriculum characters from each
TG pp. 186, 187 sentence. Choose the proper word for each
LM sentence from the list inside
the box. Refer to LM, Try and Learn.
LED TV, presentation, manila paper and pens
Group 3 and 4: Composing a Song
Discussion Questions:
III.Procedure Refer to LM, Talk about It.

A. Pre Reading Skill Development: Identifying Similes and

Drill: Metaphors
Teacher models in reading the words Recall the meaning of simile
Words should be written on a chart / flashcards Metaphor is used to compare two different ideas
gr br or objects, making them
green grow branch broom the same but unlike the simile, it doesn’t use
greed growth brand brook “like” or “as”.
greet growl bran brooklets Independent Practice. Refer to LM, Learn Some
More
1. Unlocking of Difficulties Write at least two sentences using any of the
a. sparrow (show a picture) similes and metaphor
inside the box.
is the apple of his eyes, like a star, is a rose in the
garden

IV. Evaluation:
Below are sentences that contain a metaphor or a
simile. In the blank provided, identify which is
used in each
sentence by writing metaphor or simile.
1) The sky was the color of the calm Pacific
thousands of miles from land.
2) I am as hungry as a bear recently awakened
from hibernation.
3) She was a kite, floating above the confusion
around her.
4) Like a silent thief, the dog crept into the
kitchen.
5) My thoughts fluttered from subject to subject
like a butterfly visiting
flowers in a field.

V. Assignment
Below are sentences that contain a metaphor or a
simile. In the blank provided, identify which is
used in each
sentence by writing metaphor or simile.

1) The dark, cold and silent room was a tomb.

2) My noisy sister was like a buzzing fly.
3) Soft and warm, the bed was an inviting oasis.
4) The child’s tears were cold raindrops from a
tiny cloud.
5.) The sunshine was like a warm blanket on a
cold and rainy night.
 D. Application
OCTOBER 30, 2019 Exercise 1
WEDNESDAY Complete the sentences by writing the past
IV-SC form of the verb on your notebook.
1:00-1:50PM 1. Last vacation, my mother ___ (receive) a
I. Objectives gift box from her
sister in America.
I. Objectives 2. She___ (open) it with great joy.
Use the past form of the regular verb. 3. My sister___ (dance) with joy because of
her new bag.
II. Subject Matter: 4. My brother___ (look) for his pair of shoes
Past Form of the Regular Verb. in the box.
English IV K-12 Curriculum 5. We ____ (call) my Aunt to thank her for
TG pp. 179 the surprises.
LM pp. 193-195
Powerpoint presentation, task card Exercise 2
Complete the story using the verbs found in
III.Procedure the box.
A. Checking of Assignment. called shouted laughed stopped cleaned
B. Presentation One day, Mother and Mario ________ the
Read LM Read and Learn house. Mother
________ because she saw a snake. Mario
Teaching/Modeling - Refer to LM, Talk ________ Father
About It. because he was afraid of it. Father
Answer the following questions. ________ at them because
6. What are the underlined sentences in it wasn’t real, it was only a toy. All of them
the dialog? ________ working.
7. What are the verbs in the sentences?
8. When did the actions happen? Exercise 3
9. What are the simple forms of the From the list below, pick out the five
verbs greeted, promised, cooked, harvested, misspelled verbs in the past
and enjoyed? tense. Write them on your paper. Then write
10. What letters are added to form the the correct spelling on
past tense? the right side of each word.
1. prepared danced missed cleaned helped
Give some examples of similar words. Let 2. pushed sleepd roasted remembered passt
the pupils give the past forms of the words 3. buildt asked swam deliver visited
and ask them in sentences. Sentences
should be written on the board and Evaluation:
processed. Fill in the blanks with correct past forms
Say: “Recall your activities yesterday using of verbs given in brackets.
any of the words inside the box.” 1) Sara _______ (paint) a beautiful picture.
need, cover, want, move, remove, help, 2) The bowler _____ (try) his best but failed to
work, use, tap, connect, wipe, clean, jump, take a wicket.
listen, cook, arrange, cross, step, change, 3) We ________ (travel) all over India last year.
shout 4) The boys _______ (stop) talking, when the
teacher entered into the class.
C. Generalization
5) The little boy _______ (open) his backpack.
V. Assignment
Regular verbs use -ed or -d to tell past action. The spelling changes when we
add -ed or -d. List 5 regular verbs, write its past tense and
use it in a sentence.
OCTOBER 31, 2019
THURSDAY I. Objectives
IV-SC 1. Use a dictionary in getting the meaning of
1:00-1:50PM words.
I. Objectives
II. Subject Matter:
HALF DAY OF WORK Dictionary
English IV K-12 Curriculum
TG pp. 190
LM pp.
Powerpoint presentation, task card

III.Procedure
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 Learn
Look for the meaning of brass.
Did you open the dictionary page by page?
Which pages did you open? (after “a” and
before “c”)
Did you open all the pages of “b”?
What helped you look for it? (the two words
found on top of the page)
What do these two words tell us?
What do you mean by brass? How many
definitions does it have?
Have several exercises in getting the
meaning of words in the dictionary.
Teaching Chart: Refer to LM, Remember.

A dictionary is a reference book that contains alphabe

their meanings, often with information about grammar a
The pair of words on the topmost part of the dic
words.

The first guide word found on the left is the fir

second guide word is the last word on the page.

NOVEMBER 4, 2019
MONDAY 3. Guided Practice
IV-SC
1:00-1:50PM
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.
Evaluation:
Match each word in Column A with its
meaning in Column B. Write the answer on a
separate sheet of paper.
A B
1. atmosphere a. genuine and
original
2. autopsy b. having no trees or
other growing plants
3. blush c. the mixture of
gases that surrounds
an astronomical object
such as the earth
4. authentic
5. barren d. to turn red in the
face because of
emotion, especially
embarrassment,
shame, modesty, or
pleasure
e. medical
examination of a dead
body in order to
establish the cause
and circumstances of
death

V. Assignment
Using a dictionary, get the meanings of the
following words. Write
the answers in your notebook.
1. bookish
2. bountiful
3. brainwash
4. erroneous
5. evasion

NOVEMBER 5, 2019
TUESDAY
IV-SC
1:00-1:50PM
I. Objectives
At the end of the fifty minute discussion, the
Grade IV SC is expected to:
Identify and use the adjective that best
describes a person, animal, place, thing or
event Write a sentence describing a person,
animal, place, thing or event.
II. Subject Matter:
Adjectives
English IV K-12 Curriculum
TG pp.218-219
LM pp. 226-228
Visual aids, task card, flashcards,
PowerPoint presentation
III.Procedure
REVIEW (5 Minutes)
Review previous lesson by playing a game
My Star. Call a representative from each
group to pick a star. At the back of the star is
a sentence. Identify if the sentence is Simile,
Metaphor or Personification. The group with
the highest points is the winner.
ACTIVITY 1(10 Minutes)
! Tell participants to study the picture
(see Appendix A) presented on the
powerpoint slide. Then, ask them to
write a word to describe anything
about the picture on a metacard.
! Give them two minutes then instruct
them to post their metacards on the
board.
! Read each word then lead the group
to classify the words according to
what they describe in the picture.
! Then, instruct them to form pairs.
Each pair must write at least two
sentences using two of the words on
the board.
! Tell them to underline the word or
words from the list.
! Tell them to share their sentences
with the big group.
! Discuss their sentences afterwards.
ANALYSIS 1 (10 Minutes)
! Lead them in discussing the
sentences by asking the following
questions:
A. Look at the underlined words.
Where are they usually found in a
sentence?
B. What does each word do in the
sentence?
C. What do we call these words?
D. Based on our discussion, what
are adjectives?
E. What kinds of question do they
answer?
ABSTRACTION (10 Minutes)
! Present to them the first few slides on
what adjectives are.
APPLICATION (10 Minutes)
! Call a number from each of the
group. Present a sentence and let
them identify the adjective. The
group with the highest points will be
the winner.
!
IV. Evaluation
Pick out the adjective in each sentence.
Write your answer on your paper.
1. I know many heroes.
2. They are selfless.
3. They save people.
4. The blue whale is a hero of the sea.
5. I have read about twenty-four animals
regarded as heroes.
V. Assignment
Look closely at the picture. Write a three-to-
five sentence paragraph with adjectives to
describe what you see in the picture.
NOVEMBER 6-8, 2019
WEDNESDAY-FRIDAY
IV-SC
1:00-1:50PM

Serves in Juego de Triangulo 2019