Basic Education Assistance For Mindanao Learning Guide: Grade Four English Module 5: Noting Details Second Grading Period

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Grade Four English

Module 5: NOTING DETAILS
Second Grading Period
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Written, edited and produced by Basic Education Assistance for Mindanao, January 2009
GRADE FOUR ENGLISH
MODULE 5: NOTING DETAILS
SECOND GRADING PERIOD
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 9
Basic Education Curriculum Competencies

Grade 4 English: Noting Details
• Listening
• Note details in a selection listened to:
➢ identify setting, suspense, climax in the story
• Speaking
• Use possessive form of singular nouns e.g. Renato’s bag
• Use possessive form of plural nouns e.g. the boys' shirt
• Reading
• Note significant details that relate to the central theme
➢ Locate answers to wh-, how and why questions that are explicitly stated in the texts
➢ Demonstrate knowledge of story grammar by being able to identify setting, characters
and main events in the story
➢ Find descriptive words/action words in selection read
➢ Read orally one’s best liked part of a story
• Writing
• Write letters observing the correct format
➢ thank you letter, letter of invitation, letter of congratulations
Objectives
• Answer wh- questions.
• Identify character, setting and events in a selection.
• Identify words or phrases in a sentence that help define an unfamiliar word.
• Read orally one's best liked part of a story.
• Locate answers to wh- and how questions that are explicitly stated in the text.
• Write a letter using the full block format.
• Use possessive form of singular and plural nouns in sentences.
• Identify setting, characters and events in a story to demonstrate knowledge of story
grammar.
• Find adjectives and verbs in the selection read and use them in sentences.
• Note details in a selection listened to and identify the setting, suspense and climax.
• Read a poem with correct pronunciation and intonation.
Basic Education Assistance for Mindanao

Learning Guide, January 2009 3
GRADE FOUR ENGLISH
Essential concepts, knowledge and understandings targeted

• Answering wh-questions is an important skill in noting details.
• Three elements of the story are very basic in noting details - character, setting and events.
Character talks about the people, animals or animated things involved in the story; Setting
talks about where and when the story took place; and Events talk about what happened in
the story, why and how it happened.
• Full block letter form is a format wherein all the information within the letter begins at
the left margin with no indention. This includes the heading, inside address, salutation,
body, closing and signature.
• Thank You letter is written to express appreciation to someone; Letter of Invitation is
written to invite someone on some important event; and Letter of Congratulations is
written to formally congratulate someone for an outstanding achievement.
• A possessive noun is a noun that expresses ownership or show a relationship. Add an
apostrophe and s ('s) to form the possessive of singular nouns; add an apostrophe (') to form
the possessive of plural nouns ending in s; and add an apostrophe and s ('s) to form the
possessive of plural nouns that don't end with s.
• Story grammar addresses the elements of a story. These include but are not limited to
title, author, setting, main characters, problem/conflict, events, theme and
resolution/solution/conclusion.
• Suspense is a feeling of uncertainty and anxiety about the outcome of certain actions. It
may operate in any situation where there is a lead up to a big event or dramatic moment
with tension being a primary emotion felt as part of the situation.
• Climax is the the turning point of the story where events come to the highest point of
tension and the reader finds out the result of the conflict. It is usually the most exciting
point in the story.
Specific vocabulary introduced

• details • events • suspense • full block • setting
• character • solution • climax • possess • moral
Suggested organizational strategies

• Form small groups with various intellectual or capacity levels.
• Produce enough copies of activity sheets to be used.
• Prepare materials ahead of time.
• Set up the classroom for the grouping activities.
Opportunities for Integration

Values Education
• Respect ideas of other classmates.
• Show humility by accepting corrections and failures.
• Acknowledge classmates who are performing better.

GRADE FOUR ENGLISH
Activities in this Learning Guide

Activity 1: Cut Them
Multiple Intelligences
• Logical/Mathematical, Intrapersonal, Body/Kinaesthetic
Skills
• Understanding information, Observation and recall of information
Activity 2: Remember Them
• Interpersonal, Verbal/Linguistic, Intrapersonal
Skills
• Generalize from given facts, Grasp meaning, Identification of components, Understanding
information
Activity 3: Read Them
• Interpersonal, Verbal/Linguistic, Intrapersonal
Skills
• Grasp meaning, Understanding information, Observation and recall of information,
Knowledge of dates events, places
Text Types
• Narrative
Activity 4: Write Them
• Logical/Mathematical, Visual/Spatial, Interpersonal, Verbal/Linguistic, Body/Kinaesthetic
Skills
• Identification of components, Observation and recall of information, Organization of parts,
Use information, Knowledge of major ideas
Activity 5: Possess Them
• Logical/Mathematical, Interpersonal, Verbal/Linguistic
Skills
• Understanding information, Use information, Knowledge of major ideas

GRADE FOUR ENGLISH
Activity 6: Organize Them
Skills
• Identification of components, Understanding information, Observation and recall of
information, Knowledge of major ideas
Activity 7: Construct Them
• Interpersonal, Verbal/Linguistic
Skills
• Understanding information, Mastery of subject matter, Use old ideas to create new ones,
Use information
Activity 8: Note Them
Skills
• Grasp meaning, Understanding information, Mastery of subject matter, Use information,
Knowledge of major ideas
Text Types
• Narrative
Activity 9: Tell Them
• Interpersonal, Verbal/Linguistic
Skills
• Understanding information
Text Types
• Literary
Key Assessment Strategies

• Scoring Rubric
• Performance Checklist
• Observation Checklist

GRADE FOUR ENGLISH
Mind Map
The Mind Map displays the organization and relationship among the competencies,
concepts and activities in this Learning Guide in a visual form. It is included to provide
visual clues on the structure of the guide and to provide an opportunity for you, the
teacher, to reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.

GRADE FOUR ENGLISH
Background or purpose
Answering WH-questions is an important skill in noting details. Thus, activating the
students' knowledge on noting details means finding out if they can properly answer the
given WH-questions.
Strategy
Cut Details is a strategy that aids teachers in knowing if students really know the specific
word to answer a WH-question. A sentence is written on a single line. The teacher asks a
WH-question. A pupil will then use a pair of scissors to cut a word or words from the
sentence that will tell the answer to the given WH-question. If there are no scissors
available, the pupil can just tear out the word or words with his/her hand.
Materials
● sentence strips written on a manila paper or cartolina
● a pair of scissors; masking tape
● wh-question name cards Who What When Where Why
Activity 1: Cut Them

1. Group the class into six. Remind the members to help one another in doing their task.
2. Write each of the following sentences, in one line only, on a strip of Manila paper or
cartolina. (Add more when needed.)
➢ Jordan studied his lessons in his room last night.
➢ Shiela brings an umbrella to prepare for the coming rain.
➢ Teachers give assignments to enhance pupils' learning.
➢ Mr. Aguilar paid the electric bill yesterday.
➢ Children play actively at the school ground after their classes.
➢ Gary saves his money to buy a gift for his mother.
3. Post the WH-question name cards (or directly write them) on the board.
Who What When Where Why
4. Show and let the students to read the first sentence.
Jordan studied his lessons last night.
5. Use WH-questions to ask the details of the sentence. After each question, ask a pupil to
cut out his/her answer from the sentence strip and place it under the WH-column that
was used to ask the question. Continue asking until there are no words left in the
sentence.
Example:
6. Who studied his lessons last night?
Jordan

GRADE FOUR ENGLISH
7. What did Jordan do last night?
studied his lessons last night.
Jordan studied his lessons
8. When did Jordan study?
9. Do the same process with the rest of the sentences.

10.Process the activity by asking the pupils the common characteristics of the answers in
each column and what kind of answer (word or phrase) do they have to look for when
they are asked a WH-question. You may refer to the following information:
➢ WHO – used to ask for persons
➢ WHAT – used to ask for something (things, animals, events, etc.)
➢ WHERE – used to ask for places
➢ WHEN – used to ask for time (month, day, frequency, etc.)
➢ WHY – used to ask for reason/cause/purpose
11.End the activity by leading the class in singing “The Details Song” below using the tune
of Baa-baa Black Sheep or The Alphabet song.
Look for details, you and I
Answer who, what, where, when, why
Who is for person, What is for something
Where is for place, When is for time
Why is for reason, now let's try
Answer who, what, where, when, why
Formative Assessment
Directions: Read the short paragraph below and answer the questions following it.
Every morning, Maria Belen waters her newly-planted roses at their backyard.
She does this to make sure that the flowers will grow healthy.
1. Who waters the flowers? ______________________
2. What flower does Maria Belen water? ________________________________
3. Where does Maria Belen water them? __________________________
4. When does Maria Belen water them? ______________________
5. Why does Maria Belen water them? ________________________________
Roundup
The students should have displayed their knowledge on noting details by finding word or
words in the sentence to answer the given WH-questions.

GRADE FOUR ENGLISH
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
Three elements of the story are very basic in successfully noting details — character,
setting and events. If these elements are learned by the students at this early stage, they
will find no difficulty in doing a story grammar in the succeeding activities in this module.
Strategy
Think, Share, Organize (TSO) is a collaborative strategy wherein group members think
individually of the given questions, share the answers with their group and organize all
that have been shared as a produce.
Materials
● manila paper; marking pen
● name cards CHARACTER SETTING EVENT
Activity 2: Remember Them

1. Use the same groupings in the previous activity.
2. Give the following instructions:
a) Think of your most unforgettable experience and answer the following:
 What happened?
 Where did it happen?
 When did it happen?
 How did it happen?
 Why did it happen?
a) Share your answers with your group.
b) Help your group in organizing all the shared experiences. Use the table below:
Who shared the Where and when did the What was the experience? How did
experience? experience happen? it happen? Why did it happen?
c) Transfer your filled in table on a manila paper to make it ready for reporting.
3. Conduct the activity. Offer support only when needed.
4. Call the group representatives, one after the other, to report their outputs.
5. Process the activity. Do the following:
a) Show a card with the word CHARACTER on it. Tell the students to relate the word
to stories or selections and ask them what they know about it. Then, based on the
outputs that have just been reported, let the class identify which column best
represents CHARACTER.

GRADE FOUR ENGLISH
SAY: CHARACTER talks about the people, animals or animated things involved in
the story.
b) Do the same procedure with the words SETTING and EVENT.
SAY: SETTING talks about where and when the story took place.
SAY: EVENT talks about what happened in the story, why and how it happened.
Read the following selection and fill in the blanks on the Task Chart to identify the
Character, Setting and Events.
SELECTION TASK CHART
Emma harvested the Character
beautiful roses at their backyard
last Saturday morning. She felt so
Setting
happy and proud because she
planted them herself. She then
arranged the flowers and offered Events
them to her mother.
Roundup
The students should have learned to understand and identify character, setting & events.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
This stage provides series of activities that would develop the targeted competencies of
this Learning Guide. A story entitled “The Best Gift of All” is used as springboard to
develop the reading, speaking and writing skills. It is then recommended that the activities
will be done one after the other.
The Reading Activity (Activity 3: Read Them) is divided into three parts – Pre-Reading,
which uses Context Clues as a strategy in understanding some unfamiliar terms; During
Reading, which uses the Reading Aloud and Choral Reading strategies; and Post Reading,
which uses the Answers Right There (ART) strategy.
The Writing Activity (Activity 4:Write Them) requires the students to write a thank you
letter, a letter of congratulations and a letter of invitation using the full block format.
The Speaking Activity (Activity 5:Possess Them) focuses on using the possessive form of
singular and plural nouns. The students are expected to form the possessive nouns before
using them in sentences.
Strategy
Context Clues is a method by which the meanings of unknown words may be obtained by
examining the parts of a sentence surrounding the word for definition/explanation,
restatement/synonym, contrast/antonym, and inference/general context clues.
Reading Aloud is a strategy wherein a teacher reads aloud to the class to improve
comprehension, expose students to correct pronunciation, or to create positive feelings
about reading stories, poems, etc.

GRADE FOUR ENGLISH
Choral reading is an interpretive reading of text by a group of voices. Students may read
individual lines or stanzas alone, in pairs, or in unison. Choral reading, sometimes called
"unison reading," requires repeated readings of a particular passage and it gives practice in
oral reading.
Letters are good writing strategies to convey messages from one person to another.
Study Aids is a useful strategy wherein the teacher provides students with carefully
constructed tools to assist students in learning for specific topic, structure or
environment. The students will just refer to that tool to construct their own
understanding.
Answers Right There (ART) is a strategy that is used to provide questions with answers
that are explicitly stated in the text that students have read.
Materials
● Activity Sheet for Pre-Reading Activity – Context Clues on page 19
● Activity Sheet for During Reading Activity “The Best Gift of All” on page 20
● Activity Sheet for Post-Reading Activity – Locate Them on page 21
● Teacher Resource Material for Activity 4 “Write Them” on pages 23-24
● Activity 5 Sheet “Possess Them” on page 26
Activity 3: Read Them
PRE-READING ACTIVITY
1. Form small groups. You may continue using the previous groupings, if you like.
2. Distribute to each group a copy of Activity Sheet for Pre-Reading Activity – Context
Clues on page19. Explain directions if needed.
3. Conduct the activity.
4. Check the outputs.
DURING READING ACTIVITY
5. Read aloud the story. Stop at some points to talk about the story—who the characters
are, what they are doing, and what has happened so far. Remember to read with
correct pronunciation and appropriate emotion.
An important reading skill is the ability to notice details in a story, both in the
text and in the illustrations. You can help your students learn to pay attention to
details while you are reading aloud. Stop every couple of pages to talk about the
story—who the characters are, what they are doing, and what has happened so far.
Stopping now and then does not break up the flow of the story. Rather, it helps
your students think and pay close attention to the characters and the plot. This
increases your students' enjoyment of the story, and will help them “read” the
story independently many times over.
6. Distribute to each group a copy of the story “The Best Gift of All” on page 20.
7. Assign each stanza or line to specific groups or students. Tell them to read the said
parts as they come.
8. Conduct the activity. You may read with the students to help set the pace.
9. Repeat the process but this time, assign different stanzas or lines to groups/students.
10. Ask each student to quickly read his/her best liked part of the story after the choral
reading activity.

GRADE FOUR ENGLISH
POST READING ACTIVITY

11. Distribute to each group a copy of the Activity Sheet for Post-Reading Activity – Locate
Them on page 21. Explain directions if needed.
12. Let the groups answer the questions in the activity sheet.
13. Ask the group representatives to read their entries to the activity sheet.
14. Check the answers. You may refer to the answer sheet on page 22.
15. Collect and keep the story and activity sheets. They will be used in succeeding
activities.
Activity 4: Write Them
1. Inform the class that they will be writing a letter to the youngest prince using the Full
Block format. Have a short presentation of the said format. You may use the
information on Teacher Resource Material for Activity 4 on page 23. If this format has
been learned by the students in the previous grade level, then, have a review.
2. Present the three kinds of letters that the class will have to write using the Full Block
format: Thank You Letter, Letter of Invitation and Letter of Congratulations. Discuss
with students what each letter means.
➢ Thank You Letter is written to express appreciation to someone.
➢ Letter of Invitation is written to invite someone on some important event.
➢ Letter of Congratulations is written to formally congratulate someone for an
outstanding achievement.
3. Divide the class into three groups. Tell each group that they are going to write one of
the presented kinds of letters.
4. Identify which group writes which letter. Give one of the Letter Tasks on page 24 to the
group that will write it.
5. Present the Rubric to be used in assessing the activity. Refer to page 25.
6. Conduct the activity. Let the groups write their final output on a manila paper for
other groups to see. Give enough time for groups to finish their task.
7. Let each group to post its output on the board. Then, ask a representative to read the
letter.
8. Check the written letters using the presented rubric.
9. Process the activity. Ask the following questions: (Add more if needed.)
a) What's the difference between a Full Block letter format and an Indented format?
b) In what specific situation or event do you write a Thank You letter? A Letter of
Invitation? A Letter of Congratulations?
c) Why do you think should a correct format be followed in writing a letter?
Activity 5: Possess Them
1. Do brainstorming with students to define “possession”. Accept answers. In the end,
focus on the given words that relate to possession as something that one owns or
something that belongs to someone.
2. Ask some students to tell the class the things that they possess. You may use the
template “This ____________ (thing) is my possession.”
3. Inform the class that they:

GRADE FOUR ENGLISH
➢ will be learning about Possessive Nouns with the help of their group mates;
➢ will be given a study aid about Possessive Nouns;
➢ will be given some examples on how to form and use Possessive Nouns; and
➢ will be doing a task to show their learning about Possessive Nouns.
4. Use the same groupings in Activity 3.
5. Distribute a copy of Activity 5 Sheet “Possess Them” on page 26.
7. Call the group representatives to read their answers to the task. After all groups have
reported, give the correct answers and let the groups check their own work.
8. Process the activity by asking questions on how to form and use possessive nouns.
For Activity 3:
You may use the Post-reading activity as an assessment tool to check the comprehension
of the students. You may also add questions to develop higher thinking skills.
For Activity 4:
Use the Scoring Rubric on page 25.
For Activity 5:
Directions: Form the possessive nouns of the underlined phrases. Then, rewrite the new
paragraph on a sheet of paper.
The teacher of Jenny asked her to join a school singing contest. She practiced
the song of Sarah Geronimo. During the competition, Jenny wore the dress of her sister.
The cheers of the children inspired Jenny to give her best. The decision of the judges
revealed that Jenny has won. Everybody was happy!
Roundup
The children should have learned to complete a story map by locating answers to questions
that are stated in the text; read orally one's best liked part of the story; write a letter
using the full block format; and form and use possessive nouns.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
There are two activities presented in this stage: one will deal with doing a story grammar
and another will deal on using possessive nouns plus descriptive and/or action words found
in the story, “The Best Gift of All”.
In the previous stage, the students were asked to locate the answers to the given
questions that are explicitly stated in the text. This time, the students will be asked to
demonstrate their knowledge of story grammar by identifying the setting, characters,
events and other elements in the story.

GRADE FOUR ENGLISH
The guidelines in forming the possessive nouns were also discussed in the previous stage.
This time, the students will be forming and using possessive nouns in sentences. As an
additional activity, they should find descriptive and action words in the story and
incorporate them in their sentences.
Strategy
Story Grammar Graphic Organizer is a visual representation organizing and presenting the
important elements that make up the story.
Cooperative Learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, work together to do a given task. Each member of a
team is responsible for helping each other to finish the task, thus creating an atmosphere
of achievement.
Materials
● Activity 6 Sheet “Organize Them” on page 27
● Teacher Resource Material for Activity 7 “Construct Them” on page 29
Activity 6: Organize Them
1. Use the groupings that you formed in Activity 3 “Read Them”.
2. Present the following information about story grammar.
"Story" refers to a narrative written discourse. "Grammar" usually is described as the
study of words and how they come together to form sentences. However, in
reference to "story grammar", "grammar" means "elements". Therefore, "story
grammar" addresses the elements of a story. These include but are not limited to
title, author, setting, main characters, problem/conflict, events, theme and
resolution/solution/conclusion.
3. Give to each group the activity sheet that they have answered in post reading activity -
Locate Them. Then, distribute to each group a copy of Activity 6 “Organize Them” on
page 27. Let them fill in the needed details. You may give and explain, if needed, the
following directions:
➢ Title Write the title of the story.
➢ Characters Write the characters mentioned in the story.
➢ Setting Write when and where the story took place.
➢ Problem Write the problem or conflict mentioned in the story.
➢ Events Write the order of important events that happened in the story.
➢ Solution Write the solution to the given problem.
➢ Moral Write an important lesson that the story conveyed.
5. Let the group representatives report their outputs.
6. Process the activity by asking the following: (Add more if needed.)
a) What helped you complete the story grammar organizer?
b) What difficulty did you encounter during the activity? How did you deal with it?
c) Why is it important to note details?
d) What makes a story grammar helpful?

GRADE FOUR ENGLISH
7. Collect and display on the Learning Wall the filled in story grammar organizers.
Activity 7: Construct Them
1. Use the same groupings in the previous activity.
2. Distribute to each group a copy of the story “The Best Gift of All” and let the members
find as many adjectives and verbs as they can. Let them write their words on a sheet of
paper. (Have them separate the adjectives from the verbs on their list.)
3. Explain the following directions of the activity:
a) Form the possessive noun of the phrase that I, your teacher, will show you.
b) Choose an adjective or a verb from your list that you think is appropriate for the
possessive noun that you have formed.
c) Construct a sentence using the possessive noun that you have formed and the
adjective or verb that you have chosen.
d) Write your sentence on the board.
4. Remind the members of each group to help one another and work cooperatively.
a) Show one phrase. (Refer to TRM for Activity 7 “Construct Them” on page 29.)
b) Allow the groups to discuss and construct their first sentence.
c) Ask the groups to write their sentence on the board.
d) Check the sentences. Consider the following:
☑ correct form of possessive noun;
☑ use of an adjective or verb found in the story; and
☑ starts with a capital letter and ends with a period.
a) Show the other phrases, one at a time, and do the same procedure.
6. Acknowledge the group or groups with the highest number of acceptable sentences. Ask
them what they did to make the activity a success for them.
For Activity 6:
Use the scoring rubric on page 28 to assess the output of the groups.
For Activity 7:
Use the Observation Checklist on page 30 to assess the performance of the groups.
Roundup
The students should have learned to demonstrate their knowledge of story grammar by
being able to identify setting, character and events in the story. They should also have
learned to construct sentences using possessive nouns and an adjective or verb found in
the story.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.

GRADE FOUR ENGLISH
Noting details is a skill that can be applied not only when students are reading but when
they are listening to texts as well. Students should not also limit themselves to knowing
only the characters, setting and events of the story. With regards to events, students
should also learn to discover how they are presented or unfolded and how one event leads
to the other.
In this stage, the students practice and apply what they know about noting details with a
little extra thing to identify—the suspense and climax of the story.
Strategy
Graphic Organizers are a group of strategies that provide visual representations as a
means of organizing and presenting information. They make visible the thinking of the
students. They help students represent abstract concepts and ideas in concrete forms.
They display the relationships between pieces of information, connect new learning to
prior learning and generally organize information into a more useful form.
Materials
● Activity 8 Sheet “Note Them” on page 31
● Teacher Resource Material for Activity 8 on page 32
Activity 8: Note Them
1. Use the same groupings in the previous activity. Regroup them if you like.
2. Explain what suspense and climax mean.
Suspense is a feeling of uncertainty and anxiety about the outcome of certain
actions. It may operate in any situation where there is a lead up to a big event or
dramatic moment with tension being a primary emotion felt as part of the situation.
Climax is the the turning point of the story where events come to the highest point
of tension and the reader finds out the result of the conflict. It is usually the most
exciting point in the story.
3. Distribute to each group a copy of Activity 8 “Note Them” on page 31. Explain
directions if needed.
4. Remind each group to work cooperatively with its members to do the task well.
5. Read aloud the story “The Wise King” on page 32. Read with feelings and correct
intonation and pronunciation. Allow the students to start noting details the moment
you start reading the text.
6. Let the groups finish filling in their graphic organizer. Give enough time for the groups
to finish the activity.
7. Let the group representatives report their outputs.
8. Check the outputs.
Use the Scoring Rubric on page 33 to assess the performance of the groups.
Roundup
The students should have learned to note details by listening to a text. They should also
have identified the suspense and climax in the story.

GRADE FOUR ENGLISH
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
A poem is purposely composed to bring this Learning Guide to a close. The said poem
covers the various things needed in noting details.
Strategy
Shared Reading happens when the teacher leads the class in reading or chanting a text --
a book, poem, or message on a chart -- that is often enlarged for the whole class to see.
Shared reading allows students to observe the reading process and to practice reading
strategies or concepts in the safety of a group. The same enlarged text is read and reread
several times over a few days. Initially the teacher takes the lead, and then gradually pulls
back as students progressively master the text.
Materials
● enlarged copy of the poem “Noting Details” on TRM for Activity 9 on page 34
Activity 9: Tell Them
1. Post an enlarged copy of the poem on the board. See TRM for Activity 9 on page 34.
2. Read aloud the poem while students are reading it silently. Remind the students to
observe how the words are read.
3. Read the poem together with the pupils. Lead the reading.
4. Reread the poem but, this time, lessen the volume of your voice giving emphasis on the
students' reading.
5. Let the students read the poem by themselves.
6. Ask questions for comprehension. (Add more if needed.)
a) Why is noting details as easy as 1-2-3?
b) How do you note details?
c) Who do you think is telling the poem? Who is he/she talking to? Why?
Form small groups and let them recite the poem. Use the Performance Checklist on page
35 to assess each group's performance.
Roundup
The students should have learned to properly recite a poem about noting details.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.

GRADE FOUR ENGLISH
Activity Sheet for Pre-Reading Activity

CONTEXT CLUES
Observe how the unfamiliar word is being

Write the word or
described or defined in its corresponding
Read the phrase that helped
sentence below. There is a word or a
word. you understand the
phrase in the sentence that will help you
word.
understand what the word means.
The famous athlete is in the twilight of

twilight his life. He is experiencing a period of decline
following his glory or success.
The outgoing manager is training his

successor successor or the one who will take his place
or position.
King James is the ruler of this palace.

ruler He is the one that governs or commands the
kingdom.
Her grandmother was so feeble to stand

feeble
and walk. She is not physically strong.
The policemen capture the suspect.

capture
They catch him by force.
The concert hall is so dense with people

dense
that we had a hard to enter.
Manny Pacquiao is a very popular

popular
boxer. He is famous all over the world.
I saw a lad playing playing with his

lad marbles. The male child was trying to shoot
the marbles on a hole.
The farmers plow the field. They dig up

plow
the soil for cultivation.
The prince will inherit the palace. He

inherit
will take over the kingdom.

GRADE FOUR ENGLISH
Activity Sheet for During Reading Activity
The Best Gift of All

Once there was a king who was already in his twilight years. He had three
sons , but he could not decide who would become his successor. He wanted to
leave the kingdom to the best hands. Which of the three princes would become a
very good ruler?
The king thought of giving them a test. “My sons,” he said in a feeble voice,
“you know very well that I love our kingdom. When I die, I wish that you would
love the people as much as I have loved them. Therefore, I wish to choose which
one of you will be the best ruler of this kingdom. For a test, I hereby command you
to go forth and seek the best gift for an old man like me. See me after one week
with your gifts.”
As soon as the sun was up the following day, the three sons started seeking
for the best gift fit for a king.
The first son called his men. “Go find the fastest running horse in the whole
world. I will give that to my father.” Hence the prince's own army searched far and
wide, looking for the fastest running horse. And when at last they were able to
capture it in the dense jungle, they brought it home for the prince. The prince
wasted no time. He at once brought the wonderful horse before the king.
The second son thought that a lovely queen would make a popular king. So
he told his men, with their horses, to search for the most beautiful woman in the
world to become his wife. When he saw the woman who would become the fairest
queen, he brought her home and presented her to his father, the king.
Like his brothers, the youngest son left the palace to try his luck. But along
the way, he saw a young boy crying. “Why are you crying?” he asked the lad. “My
father is very sick. He cannot plow the field. We have no crops to sell. And we have
nothing to eat.”
The prince took pity. He got the food supply meant for his travel and gave it
to the boy. He brought him home and when he saw the unplowed field, he removed
his princely garments and began to plow the land.
He stayed in the boy's place for almost a week. Soon he had to return to the
palace. He had no more time to look for his gift.
The prince was so sorry that he had not brought any gift. Humbly he bowed
before the king and narrated what happened.
The king broadly smiled. He had found the rightful heir to his throne.
“Stand up, my son.” the king said. “You've brought me the greatest gift in
the whole world. You shall inherit all my kingdom.”

GRADE FOUR ENGLISH
Activity Sheet for Post-Reading Activity

LOCATE THEM
Directions: Find the answers to the following questions in the story that you have
just read.
Who had a feeble voice? Who brought and presented to the

king the most beautiful woman in the
world?
What test was given by the king to his What was the gift of the third son to
three sons? the king?
When should the sons return and When did the story happen?
present their gifts to the king?
Where did the youngest son see a Where did the second son's men find
young lad crying? the fastest running horse in the whole
world?
Why did the king find it difficult to Why did the king give all his kingdom
decide who would become his to his youngest son?
successor?
How did the third son help the young How did the third son feel that he had
lad? not brought any gift to the king?

GRADE FOUR ENGLISH
Answer Sheet for Post-Reading Activity

LOCATE THEM
Who had a feeble voice? Who brought and presented to the

king the most beautiful woman in the
world?
● the king ● the second son
What test was given by the king to his What was the gift of the third son to
three sons? the king?
●
to go and find him the ●
none
best gift
When should the sons return and When did the story happen?
present their gifts to the king?
● after one week ● once
Where did the youngest son see a Where did the second son's men find
young lad crying? the fastest running horse in the whole
world?
● along the way ● jungle
Why did the king find it difficult to Why did the king give all his kingdom
decide who would become his to his youngest son?
successor?
● He wanted to leave the ●He has given him the
kingdom to the best hands. greatest gift in the world.
How did the third son help the young How did the third son feel that he had
lad? not brought any gift to the king?
●
He gave him food and ●
sorry
plowed the land.

GRADE FOUR ENGLISH
Teacher Resource Material for Activity 4 “Write Them”

I. FULL BLOCK
Full block letter form is a format wherein all the information within the letter
begins at the left margin with no indentation. This includes the heading, inside
address, salutation, body, closing, and signature.
Heading. Place your complete address and the full date on the first three lines of
your letter.
Inside address. If you know the person’s name, write it on the first line of the
inside address. His/her complete address follows below it.
Salutation. This greeting is placed two line spaces below the inside address.
Remind students that if they do not insert an inside address, the salutation should
go two line spaces below the date.
Body. Leave a line space between the paragraphs.
Closing. After concluding the body of the letter, begin a new line for your closing.
Provide a few basic examples of good closings to letters: Respectfully yours, Yours
sincerely, Sincerely yours, or Your truly. Always place a comma after the closing.
Signature. On the line below the closing, sign full name.
Below is an example of a Full Block format.
Heading
Inside Address
Salutation
Body
Closing
Signature

GRADE FOUR ENGLISH
II.LETTER TASKS

GRADE FOUR ENGLISH
Assessment for Activity 4

SCORING RUBRIC
PERFORMANCE INDICATORS
CRITERIA NEEDS
OUTSTANDING VERY GOOD GOOD
IMPROVEMENT
Ideas were Ideas were Ideas were The letter
expressed in a expressed in a somewhat seemed to be a
clear and pretty clear organized, but collection of
organized manner, but the were not very unrelated
manner. It was organization clear. It took sentences. It
Ideas
easy to figure out could have been more than one was difficult to
what the letter better. reading to figure out what
was about. figure out what the letter was
the letter was about.
about.
Complies with all Complies with Complies with Complies with

the requirements almost all the several of the only a few of
Format for a letter using requirements requirements the requirements
full block format. for a letter for a letter for a letter using
using full block using full block full block
format. format. format.
The group makes The group The group The group makes
no errors in makes 1-2 makes 3-4 more than 4
Capitalization
capitalization errors in errors in errors in
and
and punctuation. capitalization capitalization capitalization
Punctuation
and and and
punctuation. punctuation. punctuation.
The letter is very The letter is Letter appears Letter is

neat and neat and messy or unattractive and
Layout/
creatively attractive. Text boring. Text untidy. Text is
Design
designed with is easy to read. may be difficult difficult to read.
easily read text. to read.
The group was The group was The group was The group was
always on task, on task, stayed sometimes always reminded
Group stayed in its own in its own area reminded about about the task.
Performance area, and worked but sometimes the task. Only Only few of the
quietly and worked noisily. half of the members are
cooperatively. members are working.
working.

GRADE FOUR ENGLISH
Activity 5 – POSSESS THEM

Read and understand the following information:
A possessive noun is a noun that expresses

ownership or show a relationship.
Add an apostrophe and s ('s) to form the
possessive of singular nouns.
Example: king's
Add an apostrophe (') to form the
possessive of plural nouns that end with s.
Example: princes'
Add an apostrophe and s ('s) to form the
possessive of plural nouns that don't end
with s. Example: men's
Study the following examples:

The voice of the king is feeble.
OWNER POSSESSION POSSESSIVE NOUN SENTENCE USING POSSESSIVE NOUN
king voice king's voice The king's voice is feeble.
The gifts of the princes are very special.

princes gifts princes' gifts The princes' gifts are very special.
The horses of the men were used during the search for the most beautiful woman.
men horses men's horses The men's horses were used during the
search for the most beautiful woman.
TASK: Restate the following sentences using possessive nouns. Write your answers
on a sheet of paper.
1. The uniforms of the athletes were blue and gold.
2. Emilio borrowed the ruler of Wendy.
3. The convention of the scientists met yesterday.
4. Sylvia made up the faces of the women.
5. The mother of the child sat next to an empty seat.

GRADE FOUR ENGLISH
Activity 6 – ORGANIZE THEM

GRADE FOUR ENGLISH

SCORING RUBRIC
PERFORMANCE PERFORMANCE PERFORMANCE INDICATORS

LEVEL RATING
☑Has filled in all the needed details of the
story grammar organizer with their
appropriate answers;
OUTSTANDING 10 ☑Has come up with a very neat and completed
output; and
☑Has worked collaboratively as a group in
producing the desired output
☑Has filled in most of the needed details of

the story grammar organizer with their
appropriate answers and only few were
lacking in substance;
VERY GOOD 8
☑Has come up with a neat and completed
output; and
☑ Has filled in half or more of the needed

details of the story grammar organizer with
their appropriate answers;
GOOD 6 ☑Has come up with an output with erasures
making it not so clean to look at; and
☑Has not worked collaboratively as a group in
☑Has filled in less than half of the needed

details of the story grammar organizer with
their appropriate answers;
NEEDS
4 ☑Has come up with an output with many
IMPROVEMENT
erasures making it untidy to look at; and

GRADE FOUR ENGLISH
Teacher Resource Material for Activity 7

PHRASES for “Construct Them”
sister of Jane pens of classmates
zipper of bag cover of book
ball of Nicholas earrings of mother
pool of hotel band of boys
work of women color of teeth
driver of bus roof of houses

GRADE FOUR ENGLISH

OBSERVATION CHECKLIST
YES NO
OBSERVABLE ACTIVITY
The group has found more than 10 adjectives or

describing words in the story.
The group has found more than 10 verbs or action

words in the story.
The group has correctly separated all the adjectives

from the verbs.
The group has formed correctly the possessive form of

the phrases shown by the teacher.
The group has chosen an adjective or verb appropriate

for the possessive noun.
The group has constructed a sentence using the

possessive form of nouns with the adjective or verb
taken from the story.
The group has written its sentence starting with a

capital letter and ending with a period.
The group has worked cooperatively.
The group members have supported one another in

doing the activity.
The group has shown sportsmanship during the

activity.

GRADE FOUR ENGLISH
Activity 8 – NOTE THEM

Directions: Listen carefully to the story. Take note of all the important details and
fill in the organizer below.

GRADE FOUR ENGLISH

LISTENING TEXT

GRADE FOUR ENGLISH

SCORING RUBRIC
PERFORMANCE PERFORMANCE PERFORMANCE INDICATORS

LEVEL RATING
☑Has filled in all the needed details of the

graphic organizer with their appropriate
answers;
OUTSTANDING 10 ☑Has come up with a very neat and completed
output; and
☑Has filled in most of the needed details of

the graphic organizer with their appropriate
answers and only few were lacking in
substance;
VERY GOOD 8
☑Has come up with a neat and completed
output; and
☑ Has filled in half or more of the needed

details of the graphic organizer with their
GOOD 6 ☑Has come up with an output with erasures
making it not so clean to look at; and
☑Has filled in less than half of the needed

details of the graphic organizer with their
NEEDS
4 ☑Has come up with an output with many
IMPROVEMENT
erasures making it untidy to look at; and

GRADE FOUR ENGLISH

POEM – NOTING DETAILS

GRADE FOUR ENGLISH
Assessment for Activity 9 “Tell Them”

PERFORMANCE CHECKLIST
Read the poem

Used appropriate Read the poem Worked with TOTAL NO.
GROUP with expression, Pronounce the
intonation in with a well- group OF CHECK
NO. confidence and words clearly.
reading the poem. modulated voice. cooperatively. MARKS
enthusiasm.

GRADE FOUR ENGLISH
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


Basic Education Assistance For Mindanao Learning Guide: Grade Four English Module 5: Noting Details Second Grading Period

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Grade Four English

Information about this Learning Guide

Basic Education Curriculum Competencies

Basic Education Assistance for Mindanao

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

Suggested organizational strategies

Opportunities for Integration

Basic Education Assistance for Mindanao

Activities in this Learning Guide

Activity 2: Remember Them

Activity 3: Read Them

Activity 4: Write Them

Basic Education Assistance for Mindanao

Activity 6: Organize Them

Activity 7: Construct Them

Activity 8: Note Them

Activity 9: Tell Them

Key Assessment Strategies

Basic Education Assistance for Mindanao

1. Activating Prior Learning

Basic Education Assistance for Mindanao

● wh-question name cards Who What When Where Why

Activity 1: Cut Them

Jordan studied his lessons last night.

Who What When Where Why

Basic Education Assistance for Mindanao

7. What did Jordan do last night?

studied his lessons last night.

Who What When Where Why

Jordan studied his lessons

8. When did Jordan study?

Who What When Where Why

Jordan studied his lessons last night.

9. Do the same process with the rest of the sentences.

Basic Education Assistance for Mindanao

2. Setting the Context

Activity 2: Remember Them

Basic Education Assistance for Mindanao

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

POST READING ACTIVITY

Basic Education Assistance for Mindanao

4. Check for Understanding of the Topic or Skill

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

5. Practice and Application

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Activity Sheet for Pre-Reading Activity

Observe how the unfamiliar word is being

The famous athlete is in the twilight of

The outgoing manager is training his

King James is the ruler of this palace.

Her grandmother was so feeble to stand

The policemen capture the suspect.

The concert hall is so dense with people

Manny Pacquiao is a very popular

I saw a lad playing playing with his

The farmers plow the field. They dig up