Grades 4 School ANACLETO V. MIJARES ELEM.

SCHOOL Grade Level IV

DLP Teacher ANA QUEEN V. GALAM Learning Area ENGLISH
Teaching Dates and Time JULY 2021 Quarter 4

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
A. Content Standards Demonstrates understanding of elements of story for
comprehension.
B. Performance Standards Distinguish facts from opinion.

C. Learning Competencies/ Objectives Knowledge: Distinguish fact from opinion in a narrative.

Write the LC code for each. (EN4RC-IIi-36) KRA 3: Curriculum and Planning
-Define what is a narrative, facts and an opinion.
Skill: Perform the given tasks individually or in pair, following Objective 8:Set achievable and appropriate
the given house rules/standards/guidelines. learning outcomes that are aligned with
Attitude: Observe politeness at all times learning competencies
II. CONTENT/TOPIC Distinguish fact from opinion in a narrative
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English MELCs for Grade 4 page 186
2. Learner’s Materials pages
3. Textbook pages Joy in Learning English 4 page 414
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Pictures, laptop, power point presentation, activity cards,
meta cards, cartolina, video clip KRA 3: Curriculum and Planning

Objective7: Selected, developed, organized

and used appropriate teaching and learning
resources, including ICT, to address learning
goals
IV. PROCEDURES
A. Drill *Review: Do you still remember how to write a reaction
 about the story read? Following are the guidelines on how to
B. Reviewing previous lesson and presenting the write a reaction about a story.
new lesson
-(Show through power point presentation.)

Listen to the conversation of the two boys. (Power Point

Presentation and video clip)

Boy 1: Alexander Graham Bell invented the telephone in KRA 1, OBJ. # 1

1876. His first words
were: “Mr. Watson, come here, I want you.”
Boy 2: So, he is really a smart person!
Boy 1: But I for me, Isaac newton is more intelligent than him.
Boy 1: He discovered the laws of gravity and motion and
invented calculus.
Boy 2: Wow! For me, they are both great.
Which do you think are facts in the conversation?
Which do you think are opinions in the conversation?
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Science context is integrated in the
presentation of the new lesson.
KRA 1, OBJ. # 3
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---The questions presented are arranged
from lower level to higher level thinking skills.
Pupils are challenge to think creatively.

C. Establishing a purpose for the Let us check your answer on the question above, but before
lesson/Motivation/Motive Questions that, Let us define the following:
(presented in Power Point Presentation)
-Narrative
-Facts
-Opinions

I have here a narrative about “Locust”, but before I read the

narrative, Try to get the meaning of the underlined words.

*Unlocking of Difficulties:
 (Power Point Presentation)
*Identify the meaning of the underlined words from the
choices given:
1. Locust is related to grasshopper
2. They live in big swarms.
3. They are large herbivorous insects.
KRA 1, OBJ. # 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Science context is integrated in the
Unlocking of Difficulties.

- a large or dense group of insects, especially flying ones.

- is an animal or insect that only eats vegetation, such as
grasses, fruits, leaves, vegetables, roots and bulbs.
- a large and mainly tropical grasshopper with strong powers
of flight

Let us Read!

Let us remember the guide on how to listen properly. You

may call your parents/guardians, to guide you in listening.
KRA 2: Diversity of Learners & Assessment
Proper way of listening: and Reporting
1. Prepare your device. (laptop, televisions, mobile Obj.5
phones, earphone/headphone) Planned and delivered teaching strategies
2. Eliminate distractions that are responsive to the special educational
3. Choose to concentrate needs of learners in difficult circumstances*,
4. No eating during class including: geographic isolation; chronic
5. Note down important points illness; displacement due to armed conflict,
urban resettlement or disasters; child abuse
and child labor practices

D. Presenting examples/instances of the new *Read the narrative

lesson (presented in power point presentation)

The locust is related to grasshopper. Locusts probably are

stronger than grasshoppers. They live in big swarms. Locusts
are large herbivorous insects. Locusts are destructive; they
destroy fields of rice plants, corn and other crops. Other
countries believe, they eat and destroy everything in their
way. Some people believe locusts are the tastiest insects.
 Ask: KRA 1, OBJ. # 3
1. What was the narrative all about? -Applies a range of teaching strategies to
2. Where does the locust live? develop critical and creative thinking, as well
3. Do you think locusts are bad insects? as higher-order thinking skills.
4. What are the facts statements in the narrative? MOV---The questions presented are arranged
5. What are the opinion statements in the narrative? from lower level to higher level thinking skills.
Pupils are challenge to think creatively.

*Independent Practice:
 
*Listen to your teacher as he/she reads a narrative and then
answer the question. (Presented in Power Point
Presentation)

*Special Reminders:
Be polite by listening attentively to the teacher during
the independent practice.

E. Developing mastery (leads to Formative Guided Practice KRA 1, OBJ. # 1

Assessment 3) Pair Share: -Applies knowledge of content within and
(Ask your parents/guardians to be your partner in this across curriculum teaching areas.
activity.) MOV---Values integration like generosity,
Listen to your partner as he/she reads the politeness and being safe in following
Narrative and then answer the question. directions are integrated in the context of the
selections given.
Special Reminders:
Be polite by listening attentively with each other during KRA 2: Diversity of Learners & Assessment
the pair share activity. and Reporting
Obj.5
Planned and delivered teaching strategies
House Rules/Standards/Guidelines: that are responsive to the special educational
(Follow the mnemonic/memory device.) needs of learners in difficult circumstances*,
G- Give thoughtful feedback including: geographic isolation; chronic
R- Respect others & their thoughts illness; displacement due to armed conflict,
O- On task all the time urban resettlement or disasters; child abuse
U- Use soft voices and child labor practices
P- Participate actively
 S- Stay with your group/partner

Rubrics in Participation/Group/Pair Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
KRA 2, OBJ. # 5
-Manages learner behaviour constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
MOV---To minimize and prevent misbehaviour,
house rules/ standards/guidelines are set
before doing the activity.
MOV---Learners are given positive feedback
after each group sharing.

(Learners are given utmost recognition in the task they are

presented.)

F. Making generalizations and abstractions about Ask: KRA 4, OBJ. 10

the lesson 1. What is a narrative? Designs, selects, organizes and uses diagnostic,
2. What is the difference between facts and opinions?   formative and summative assessment
3. Did you follow the given house rules when strategies consistent with curriculum
performing the task given to you? requirements.
4. Did you show politeness by listening attentively with MOV—Formative questions are raised to
your partner and your teacher during the individual learners to diagnose how far they have learned
activity, pair share activity? Why is politeness or if the objectives of the lesson are carried.
important?
G. Evaluating learning Evaluation:
Direction: As you read the T.V. commentator’s report on the
Official Age of Voters, identify each sentence whether it is a
fact or opinion. Write your answers on a piece of paper.

(1) The Philippine Constitution rules that eighteen years is the

voting age. (2) I think that is a lot of none sense. (3) Many
young people below eighteen years old are mature and
sensible enough. (4) Some of those beyond that age have no
 sense of responsibility. (5) The traffic Bureau, however,
reports that a large number of road accidents involved young
drivers. (6) Statistics from insurance companies also make the
conclusion that drivers in the 16 - 18 years old bracket have
more accidents than drivers in the 21 -25 years old bracket.
(7) This is why they have to prescribe a special rate for young
drivers. (8) Many of the old citizens say that voting age should
be twenty-one years. (9) I think they are right, (10) but what
the Constitution rules should be implemented.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?