The PRIMALS Compendium of Teaching Resources

ENGLISH LESSON PLANS FILIPINO LESSON PL ANS L I T E R AC Y S T R AT EG I E S

GR ADE 4
What Are Clouds?
Grade 4 | Informational (Expository: Description)

This short article from the NASA Knows!

(Grades K-4 Series) website explains some
basic facts about clouds—how clouds
form, types of clouds, and what causes rain.
The detailed lesson plan uses an integrated
skills approach to develop an understanding
of some basic concepts about the
weather system. Several literacy strategies
are illustrated, including graphic organizers
for concept mapping and text analysis. The
text is used as the springboard for explicitly
teaching adjectives. Suggestions are given for
formative assessments, and the Daily Lesson
Log shows how the lesson is implemented
across one week.

Table of Contents:

Text 02
Lesson Plan 06
Daily Lesson Log 18
T EXT

What are Clouds?

This article is part of the NASA Knows! (Grades K-4) Series1

1
A cloud is made of water drops or ice
crystals floating in the sky. There are many
kinds of clouds. Clouds are an important part
of Earth's weather.

How Do Clouds Form?

2
The sky can be full of water. But most of
the time you can't see the water. The drops
of water are too small to see. They have
turned into a gas called water vapor. As the
water vapor goes higher in the sky, the air
gets cooler. The cooler air causes the water
droplets to start to stick to things like bits of
dust, ice or sea salt.

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 GR AD E 4
What Are Some Types of Clouds?

3
Clouds get their names in two ways. One
way is by where they are found in the sky.
Some clouds are high up in the sky. Low
clouds form closer to Earth's surface. In fact,
low clouds can even touch the ground. These
clouds are called fog. Middle clouds are found
between low and high clouds.

4
Another way clouds are named is by their
shape. Cirrus clouds are high clouds. They
look like feathers. Cumulus clouds are middle
clouds. These clouds look like giant cotton
balls in the sky. Stratus clouds are low clouds.
They cover the sky like bed sheets.

1
NASA (2017). What are clouds? In NASA Knows Grades 4-6). National Aeronautics and Space
Administration, USA.Retrieved from https://www.nasa.gov/audience/forstudents/k-4/stories/
nasa-knows/what-are-clouds-k4.html

What Are Clouds? 3

T EXT

What are Clouds?

This article is part of the NASA Knows! (Grades K-4) Series1

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 GR AD E 4
What Causes Rain?

5
Most of the water in clouds is in very small
droplets. The droplets are so light they float
in the air. Sometimes those droplets join with
other droplets. Then they turn into larger
drops. When that happens, gravity causes
them to fall to Earth. We call the falling water
drops "rain." When the air is colder, the water
may form snowflakes instead. Freezing rain,
sleet or even hail can fall from clouds.

What Are Clouds? 5

LES S O N P LA N > PART 1

Part 1:
Before-During-After: Focus on Text
OBJEC TIVE S

A. Expressive (Insights/Values/Attitudes)

• Understand basic facts about clouds

• Realize the importance of clouds in the weather system
• Appreciate the natural beauty of clouds
• Show willingness and enthusiasm in listening to and reading an informational text

B. Instructional (Skills)

• Use various context clues to infer the meaning of unfamiliar words

• Note details in an informational text heard
• Take note of relevant information from a given text

CONTE NT

Text: “What Are Clouds”

Reference: NASA Knows! (Grades K-4) Series. http://

LEAR NING RE SO URCE S

• Copies of the text

• Chart on Lesson Goals
• Activity Sheets:
1. BR Activity Sheet 1: Vocabulary Development
2. BR Activity Sheet 2: Concept map on “Clouds”
3. BR Activity Sheet 3: Facts on Clouds I Want to Know
4. DR Activity Sheet 1: List Ideas on How Clouds Form
5. DR Activity Sheet 2: Name the Types of Clouds
6. DR Activity Sheet 3: What Causes Rain

PR OCE D URE S

Presentation of Learning Targets

Say: Today, you are going to listen to, read and learn some interesting facts about clouds.
You will learn to (present chart on Lesson Goals).

• Understand basic facts about clouds;

• Realize the importance of the clouds in the weather system;
• Appreciate the natural wonder of clouds;
• Note details in an informational text heard; and
• Take note of relevant information from a given text.

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 BE FORE RE A DI N G D U R I N G R EAD I N G AF T ER R EAD I N G

1. Unlocking of Difficulties
Say: Today, I will read to you a selection related to our weather. But before that, let us study some
words found in the selection.

GR AD E 4
Distribute copies of BR Activity Sheet 1. Have students do as directed.

(Answers: 1. surface; 2. vapor; 3. fog; 4. snowflake; 5. sleet. )

BR Activity 1: Vocabulary Building

The words in the cloud are found in the selection you are about to listen to.
Read the numbered description and guess which word is described.
Select your answer from the pool of words.

Fog Sleet Vapor Snowflakes Surface

1 I am the outside part. I am found in the upper layer. Who am I?

Answer:

2 I am a gas. I am made of very small drops. Who am I?

Answer:

3 I am made of very small drops. I flaat in the air above land or sea. Who am
I? Answer:

4 I am a soft piece of frozen water. I fall from the sky. Who am I?

Answer:

5 I am a partly frozen rain. Who am I?

Answer:

Formative Assessment Points (Informal)

Thumbs Up, Thumbs Down – Check for understanding by having children follow these directions: a
• Smile and do the “Thumbs Up” sign over your head if your answer is correct.
• Frown and do the “Thumbs Down” sign in front of your chest if you did not get it right.
Then go through the activity with the class:
1. Ask a learner to read and answer Item Number 1.
2. Ensure that the correct answer is known to every student.
3. Do the Thumbs Up, Thumbs Down
4. For those who did not get the answer right, have them correct their answer.
5. Repeat the process for Items 2-5.

What Are Clouds? 7

LES S O N P LA N > PART 1 > PROCE DU RE S

2. Activating Prior Knowledge / Building Background Information

a. Present a concept map for CLOUDS (BR Activity Sheet 2).

ASK: What words best describe clouds? Write them on the concept map.

BR Activity 2:
Concept Mapping

clouds

b. Do a Think-Pair on the concept map.

3. Developing a Purpose for Reading

Ask: What information about clouds do you want to know?

Present the BR Activity Sheet 3 and have students list the pieces of information they want to
know about clouds.

BR Activity 3: Listing Ideas

What I Want to Know About Clouds

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 Formative Assessment Point
Gather the accomplished activity sheets. These will be reviewed later in the After Reading/Listening
portion of the lesson.

Say: Listen to the selection about clouds. While I am reading, take notes and write down
information you are learning about clouds. Write your answer on the Activity Sheets

GR AD E 4
(distribute the DR activity sheets).

BE FO RE RE A DI NG D U R I N G R EAD I N G AF T ER R EAD I N G

First Reading

1. Read aloud paragraphs 1-2. Stop and allow time for students to write their notes on DR
Activity Sheet 1.
2. Say: As I read the next paragraphs, note down the classifications of clouds according
to their location in the atmosphere. Write also on the space provided the name of every
cloud I describe. Read aloud paragraphs 3 and 4. Stop and allow time for students to
write their notes on DR Activity Sheet 2.
3. Say: As I read the next paragraphs on what causes rain, write your notes on DR Activity

Formative Assessment Point

Check the students’ work as they write their notes on each of the activity sheets.
Encourage them to concentrate on the key ideas.

BE FO RE RE A DI NG D U R I N G R EAD I N G AF T ER R EAD I N G

1. Engagement Activity 1 (Discussion/Feedback on DR Activities)

As you ask each question below, direct the students to go over their activity sheets that
answer the question

a. How are clouds formed? (Students share and discuss their answers in DR Activity Sheet 1)
b. Which appearance of the clouds do you often see? Describe the clouds.
(Students share and discuss their answers in DR Activity Sheet 2)
Which appearance of the clouds do you like best? Why?
c. Describe the three locations of the clouds in the Earth’s surface.
Students share and discuss their answers in DR Activity Sheet 2)
d. Why are clouds important?
Students share and discuss their answers in DR Activity Sheet 3)

2. Revisiting Reading Purpose

Ask students to retrieve their BR Activity Sheet, which they earlier answered. Say: Take note
of the information about clouds you have listed. If the information is in the text, draw a smiling
cloud before the number. If it is not in the text, draw a sad cloud. What ideas about clouds did
you have before that were wrong and were corrected by the text? What new things did you learn
about clouds?

What Are Clouds? 9

LES S O N P LA N > PART 1 > PROCE DU RE S

BE FO RE RE A DI NG DU RI N G R EAD I N G AF T ER R EAD I N G

Have three to four learners share the ideas they wanted to know but were not mentioned in the
text. Ask: What could you possibly do to gather these bits of information which were not found in
the text?

3. Engagement Activity 2 (Text Analysis) AR Activity 1: Analysis of Selection

Complete the chart based on the selection.
Distribute copies of the selection and The first one is done for you.
AR Activity Sheet 1. Guide the class in Title
identifying the parts of the text through What are Clouds?
these questions: Sub-titles

a. What are the three sub-titles in the text?

b. Which of the three sub-titles do you like Details for Every Sub-title
best? Why?
c. If you were the writer of the text “What
Are Clouds?,” how would you sequence
the three sub-titles? Why?

4. Evaluating Learning: “My Learning Journey”

Direct learners to the My Learning Journey

activity sheet. Have them write details from
the text in the appropriate cloud shapes below.

a. Clouds appear in different forms.

b. Clouds are named according to their shape and location in the sky.
c. Larger droplets join with other droplets forming them into larger drops that fall to
earth due to gravity.
d. Water drops falling from the clouds could be sleet, snowflakes, or hail.
e. Water vapor gets cooler as it goes higher in the sky.
Formative Assessment Point

My Learning Journey

How do clouds form?

What are some What causes rain?

types of clouds?

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 Formative Assessment Point
Have learners check their answers. They smile and do the thumbs up sign over their head if their
answers are correct. They frown and do the thumbs down sign in front of their chests when they did
not get the answers right. Allow learners to revise their answers on the activity sheets.

GR AD E 4
5. Enrichment Activity: Appreciating Details About Clouds

Have learners answer each question below in one sentence and draw a symbol to represent
their answer.

a. Why are clouds important?

b. What information about clouds in the lesson you liked best?

6. Across the Curriculum Connections

Here are possible activities which may be done as individual or small group projects to
extend the literary experience and make connections across the curriculum. Provide
materials and guidance as needed.

ART: Make cloud-shaped emoticons based on the following words: (The meaning of the word
is given for your reference)

1. Amazed (surprised)
2. Frenzied (very excited)
3. Ecstatic (very happy)

SOCIAL STUDIES: Research online or interview elders about rituals related to rain. Cite your
references.

SCIENCE: Research and draw the cycle showing how clouds are formed. Give your source of
information.

7. Assignment (optional)

Research on the web for information you want to know about clouds that you did not learn in
today’s lesson.

What Are Clouds? 11

LES S O N P LA N > PART 2

Part 2
Explicit Skill Development:
Adjectives (Grammar Awareness & Structure)
OBJEC TIVE S

• Identify and use adjectives in sentences

• Write sentences describing persons, places,things, and animals

CONTE NT

Adjectives

LEAR NING RE SO UR CE S

• Teaching charts
• Activity Sheets
1. Guided Practice Sheet 1
2. Guided Practice Sheet 2
3. Independent Practice Sheet

PR OCEDURE S

M O DE L I N G / G U I D ED I N D EP EN D EN T
INTR OD UC TIO N AP P LI C AT I O N
TE ACH I N G P R AC T I C E P R AC T I C E

Say: Today, we will write sentences with words that describe.

Ask: What word best describes clouds? Here are sentences from the selection “What are Clouds?” T

Write on the board the first three sentences containing adjectives. Point out the adjectives
contained in the sentences.

Sentence 1:
Stratus clouds are low clouds. In this sentence, the word low describes clouds.

Sentence 2:
Cirrus clouds are high clouds. In this sentence, the word high describes clouds.

Sentence 3:
Cumulus clouds are middle clouds. In this sentence, the word middle describes clouds.

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 M O DE L I N G / G U I D ED I N D EP EN D EN T
INTRO D UC T I O N AP P LI C ATION
TE ACH I N G P R AC T I C E P R AC T I C E

Teach the following points below, demonstrating with the given examples.

1. As used in the three sentences, the words low, high, and middle are words that describe.

GR AD E 4
The words that describe are called adjectives.
2. Adjectives tell about a person, place, animal, thing, or idea by answering what kind is it,
which one is it, and how many are there. Show the following on the board and underline
or highlight the examples.

a. Adjective describing a person: happy child

b. Adjective describing an animal: brave pet
c. Adjective describing a place: peaceful school
d. Adjective describing a thing: clean bag
e. Adjective describing an idea: good child
f. Adjective telling what kind is it: high clouds; low clouds
g. Adjective telling which one is it: few droplets; many droplets
h. Adjective telling how many are there: one type of clouds; three types of clouds

3. Adjectives can also be found after the word described (show this on the board).

Adjective
1. The water drops are small.
Noun
In this sentence, the word small is the adjective. It describes water drops. It is found after the
word described.

Use these sentences if learners need more examples:

Adjectives found before the word described:

a. One type of clouds is called cumulus.
b. The three types of clouds are cirrus, cumulus, and stratus.
c. Many droplets are floating in the sky.

Adjectives found after the word described:

a. Clouds are high in the sky.
b. The droplets are few.
c. The air is cool.

What Are Clouds? 13

LES S O N P LA N > PART 2 > PROCE DU RE S

M O DE L I N G / G U I D ED I N D EP EN D EN T
INT R O D UC TIO N AP P LI C AT I O N
TE ACH I NG P R AC T I C E P R AC T I C E

Generalization:
Say: Let us summarize what you have learned about adjectives.
Ask: What is an adjective? Where are adjectives located in a sentence? When do we use adjectives?

M O DE L I N G / G U I D ED I N D EP EN D EN T
INT R O D UC TIO N AP P LI C AT I O N
TE ACH I NG P R AC T I C E P R AC T I C E

Guided Practice Exercise 1

Divide the class into four. Distribute Practice Exercise Sheet 1 and say: Let us compose
sentences about clouds. Use adjectives before the word described. The first one is done
for you.

Word Being Described Words that describe

Sample sentence
(Noun) (Adjective)

Clouds Low 1. Low clouds can touch the ground.

Clouds High 2.

Droplets Light 3.

Air Cool 4.

Droplets Small 5.

Guided Practice Exercise 2

Distribute Practice Exercise Sheet 2 and say: Let us compose sentences about clouds. Use
adjectives before the word described. The first one is done for you.

Word Being Described Words that describe

Sample sentence
(Noun) (Adjective)

water drops Small The water drops are small.

Air Cool 1.

Clouds High 2.

Clouds Low 3.

Clouds Light 4.

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 Formative Assessment Point
Have groups present their outputs to the whole class. Ask other learners to give feedback on the
sentences. They clap if the sentence is correct. They stamp their feet if the sentence is wrong. In this
case, ask students to suggest how to make the sentence correct.

GR AD E 4
M O DE L I N G / G U I D ED I N D EP EN D EN T
INTRO D UCTI O N AP P LI C ATION
TE ACH I N G P R AC T I C E P R AC T I C E

Distribute the Independent Practice Sheet and say: Let us compose sentences about a tarsier.
Refer to the chart for the description.

Round
Head Small

Round
Eyes Big
Brown
Fur Gray
Thick
Soft

Tail Long

Word Being Described Words that describe

My sentence
(Noun) (Adjective)

What Are Clouds? 15

 M O DE L I NG / G U I D ED I N D EP EN D EN T
INT R O D UC TIO N AP P LI C AT I O N
TE ACH I NG P R AC T I C E P R AC T I C E

1. Across the Curriculum Connections

Have learners go back to activities they did in the BDA lesson and add adjectives to their output:

ART: Use the following adjectives in a sentence. Write them at the back of your cloud-shaped
emoticons. Write the adjective before the noun or after the noun.

MUSIC: Add adjectives to the jingle about clouds. Box the adjectives using colored pens.

SOCIAL STUDIES: Box the adjectives contained in the data about rituals related to rain. Use
colored pens.

Formative Assessment Point

Have learners share their outputs with the rest of the class. Have class help you in giving
feedback to the outputs in terms of their appropriate use of adjectives.

2. Evaluation: What kind of sky do you like best?

Say: The sky looks different during various times of the day or season, or in different
weather conditions. Do the following:

a. Draw the kind of sky you like best.

b. List five words to describe it.
c. Use the words you listed to write sentences about your favorit sky scene.

Formative Assessment Point

Have learners share their outputs with the rest of the class. Have class help you in giving
feedback to the outputs in terms of their appropriate use of adjectives.

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 GR AD E 4

What Are Clouds? 17

DAILY L E SSO N LOG
GRADE 4
OBJECTIVES
A Content Standards • Demonstrates an understanding of the elements of descriptive
B Performance Standards
C Learning Competencies/
Objectives (Write the LC
code for each)
CONTENT
LEARNING RESOURCES
A References
B Other Learning Resources
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M O N D AY T U E S D AY
informational text for comprehension
• Demonstrates an understanding that word meaning changes
depending on context
• Demonstrates an understanding of the importance of using
varied sources of information to support writing
The learner…
• recalls details and shares ideas on texts listened to
• actively creates and participates in oral and
written theme-based activities
• Understand basic facts about clouds
• Realize the importance of clouds in the weather system
• Appreciate the natural wonder of clouds
Note: These expressive objectives are specific to the content of the text studied.
They are not indicated in the Curriculum Guide and do not carry LC codes
• Use context clues to infer the • Use graphic organizers
meaning of unfamiliar words to show understanding of
(EN4V-Ia-31) texts (EN4SS-If-2.15)
• Note details in an • Take note of relevant
informational text listened information from a given
to (EN4LC-IIIa-24) text (EN4SS-IIIa-11
Text: “What are Clouds?” Text: “What are Clouds?”
(Informational Text) (Informational Text)
NASA (2017). What are clouds? In NASA Knows (Grades 4-6). National
Aeronautics and Space Administration, USA. Retrieved from https://
www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-
are-clouds-k4.html
• Copies of the text
• Chart for Learning Goals
W E D N E S D AY T H U R S D AY F R I D AY

OBJECTIVES

• Demonstrates an • Demonstrates a command of the conventions of standard

understanding of the English grammar usage when writing or speaking

GR AD E 4
elements of descriptive
informational text
for comprehension
• Demonstrates an
understanding that
word meaning changes
depending on context
• Demonstrates an
understanding of the
importance of using
varied sources of information
to support writing
The learner… The learner…
• recalls details and shares • speaks and write using good command of the
ideas on texts listened to conventions of standard English
• actively creates and
participates in oral and
written theme-based activities

• Understand basic facts • Identify and use adjectives in sentences (EN4G-IIIa-13)

about clouds • Write sentences describing persons, places, things, and animals
• Realize the importance of (EN4WC-IIIa26
clouds in the weather system
• Appreciate the natural
wonder of clouds

Note: These expressive objectives

are specific to the content of the text
studied. They are not indicated in the
Curriculum Guide and do not carry
LC codes

• Use graphic organizers

to show understanding of
texts (EN4SS-If-2.15)
• Take note of relevant
information from a given
text (EN4SS-IIIa-11

CONTENT

Text: “What are Clouds?” Skill: Adjectives (Grammar Awareness and Structure)
(Informational Text)
LEARNING RESOURCES

NASA (2017). What are clouds? In NASA Knows (Grades 4-6). National Aeronautics and Space
Administration, USA. Retrieved from https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-
knows/what-are-clouds-k4.html

• Copies of the text Guided Practice Exercise Sheets • Independent Practice

• Chart for Learning Goals • Exercise Sheet
• Outputs in

What Are Clouds? 19

DAILY L E SSO N LOG
GRADE 4
PROCEDURES
A Reviewing previous lesson or Part 1: Before-During-After Reading Lesson (Focus on Text)
presenting the new lesson
B Establishing a purpose for
the lesson
C Presenting examples/
instances of the new lesson
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M O N D AY T U E S D AY
Presentation of learning targets:
Before Reading:
1. Unlocking of Difficulties
Use BR Activity Sheet 1 to
review/introduce these key
words from the selection:
fog, sleet, snowflakes,
surface, vapor
Formative Assessment Point
(see Lesson Plan)
2. Activation of Prior Knowledge
Use a concept mapping
activity (BR Activity Sheet 2)
to activate students’
knowledge of ‘Clouds’.
Formative Assessment Point
(see Lesson Plan)
3. Developing a purpose for
reading/listening
• Use BR Activity Sheet 3 to
elicit what information about
clouds the students want
to know.
• Distribute DR activity sheets
and instruct students to write
notes on them about ideas
from the text as they listen
to it.
During Reading / Listening
Read-Aloud the text “What Are
Clouds?” Stop at relevant points
and allow time for students
to write their notes on the
worksheets provided. Ideas are
clustered around the following:
1. How clouds form
2. Types of clouds
3. What causes rain
Formative Assessment Point (see
Lesson Plan)
W E D N E S D AY T H U R S D AY F R I D AY

PROCEDURES

Part 1: Before-During-After Part 2: Explicit Teaching (Focus on a Skill)

Reading Lesson (Focus on Text)

GR AD E 4
Introduction / Presentation

1. Tell students they are going

to learn how to write
sentences using
adjectives.

2. Present sentences from

the text about clouds that
contain describing words,
e.g. Stratus clouds are
low clouds.

Modeling / Teaching
1. Demonstrate and guide
students in identifying
the adjectives in each of the
sample sentences and show
which nouns they describe.
2. Explain and show
examples about different
types of adjectives, e.g.,
describing person, place,
thing, animal, idea | what
kind, which one, how many.
3. Show how to make
sentences where adjectives
come before and where they
come after the nouns
being described.
4. Guide class to make
generalizations: What are
adjectives? Where are
they located? When do we
use adjectives?

What Are Clouds? 21

DAILY L E SSO N LOG

GRADE 4 M O N D AY T U E S D AY

PROCEDURES

D Discussing new concepts After Reading

and practicing
1. Engagement Activity 1
new skills #1
(Whole class)
Discuss the text using the
questions listed in the
BDA Lesson. Have students
refer to the notes they
wrote on the relevant activity
sheets and share their
answers. Ask follow up
questions and guide further
discussion about
clouds, encouraging
learners to share their
insights and personal
experiences, e.g., about rain.
Formative Assessment Point
(see Lesson Plan)
2. Revisiting purpose for
listening
Have the learners retrieve
the BR Activity Sheet 3 they
accomplished earlier.
Ask them to share what
information they wanted
to know about clouds were
in the text and which were
not. Ask what new information
about clouds they learned
from the text.
Formative Assessment Point
(see Lesson Plan)
3. Engagement Activity
(Whole Class)
Use AR Activity Sheet 1 to
guide the class in analyzing
the parts of the text, taking
note of the use of
sub-headings.
Formative Assessment Point
(see Lesson Plan)

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W E D N E S D AY T H U R S D AY F R I D AY

PROCEDURES

Modeling / Teaching

GR AD E 4
1. Demonstrate and guide
learners in identifying
the adjectives in each of the
sample sentences and show
which nouns they describe.
2. Explain and show
examples about different
types of adjectives, e.g.,
describing person, place,
thing, animal, idea | what
kind, which one, how many.
3. Show how to make
sentences where adjectives
come before and where they
come after the nouns
being described.
4. Guide class to make
generalizations: What are
adjectives? Where are
they located? When do we
use adjectives?

What Are Clouds? 23

DAILY L E SSO N LOG

GRADE 4 M O N D AY T U E S D AY

PROCEDURES

E After Reading
1. Engagement Activity 1
(Whole class)
Discuss the text using the
F questions listed in the
BDA Lesson. Have learners
refer to the notes they
wrote on the relevant activity
sheets and share their
answers. Ask follow up
questions and guide further
discussion about
clouds, encouraging
learners to share their
insights and personal
experiences, e.g., about rain.
Formative Assessment Point
(see Lesson Plan)
2. Revisiting purpose for
listening
Have the learners retrieve
the BR Activity Sheet 3 they
accomplished earlier.
Ask them to share what
information they wanted
to know about clouds were
in the text and which were
not. Ask what new information
about clouds they learned
from the text.
Formative Assessment Point
(see Lesson Plan)
3. Engagement Activity
(Whole Class)
Use AR Activity Sheet 1 to
guide the class in analyzing
the parts of the text, taking
note of the use of
sub-headings.
Formative Assessment Point
(see Lesson Plan)

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W E D N E S D AY T H U R S D AY F R I D AY

PROCEDURES

Guided Practice

GR AD E 4
1. Review the features of
a sentence.
2. Use Guided Practice Exercise
After Reading 1 to guide students into Independent Practice
making sentences using
4. Use AR Activity Sheet 2 1. Review what adjectives are
adjectives before the noun.
(My Learning Journey) to have and how to use them in
3. Use Guided Practice Exercise
learners record ideas sentences.
2 to guide students into
they learned from the text.
making sentences using 2. Use Independent
Then ask additional questions:
adjectives after the noun Practice Exercise for
Why are clouds important? individual independent
Formative Assessment Point practice in writing sentences
Which information do you like
(see Lesson Plan) using adjectives about
best? Why?
a tarsier.
Formative Assessment Point
Formative Assessment Point
(see Lesson Plan)
(see Lesson Plan)

What Are Clouds? 25

DAILY L E SSO N LOG

GRADE 4 M O N D AY T U E S D AY

PROCEDURES

G Finding practical
applications of concepts
and skills in daily living

H Making generalizations and

abstractions
about the lesson

I Evaluating learning

J Additional activities for

application or
remediation

26 The PRIMALS Compendium of Teaching Resources | ENGLISH 4-10

W E D N E S D AY T H U R S D AY F R I D AY

PROCEDURES

AFTER READING INDEPENDENT PRACTICE

4. Across the Curriculum 1. Review what adjectives are and

GR AD E 4
Connections how to use them in sentences.
Choose options for activities 2. Use Independent Practice
listed in the Lesson Plan. Exercise for individual
independent practice in writing
Formative Assessment Point (see
sentences using adjectives about
Lesson Plan)
a tarsier.
5. Assignment (optional)
Research on clouds using online
Formative Assessment Point (see
resources
Lesson Plan)

APPLICATION
1. Have learners go back to
activities they did in the BDA
lesson and add adjectives to
their outputs.
2. Have learners do the
Evaluation Activity where they
write a 5-sentence paragraph
about their favorite kind of sky.

Formative Assessment Point (see

Lesson Plan)

What Are Clouds? 27

The PRIMALS Compendium of Teaching Resources

This compendium was published with support from the

Australian Government through the Basic Education
Sector Transformation (BEST) Program.
 
Permission to use or reproduce this publication
or parts of it in hard or digital copies for personal
or educational use is granted free, provided that
the copies are not reproduced or distributed for
commercial purposes, and that proper credit is given
to the Australian Government.
 
Printed in the Philippines
 
First Printing, 2019