SCHOOL GRADE LEVEL FOUR

TEACHER LEARNING AREA ENGLISH

TEACHING
QUARTER 2 WEEK 1 DAY 1 QUARTER SECOND QUARTER
DATE
DAILY LESSON PLAN

I. OBJECTIVES 1. Get the main idea and supporting details from text listened to.
2. Restate and retell information from text listened to.
3. Realize and appreciate the importance of bugs.

A. Content Standard
Demonstrates understanding of the elements of informational text for comprehension.
B. Performance Standard
Recalls details, sequence of events and shares ideas on texts listened to.

Restate or retell information from a text listened to. EN4OL-IIa-11

C. Learning Competency
Get the main idea and supporting details from text listened to. EN4LC-IIa-1

Week 1:Big or Small, Animals All Around

II. CONTENT

III. LEARNING RESOURCES

1. References
English 4 TG, pp. 113-114
1. Teacher’s Guide pages

2. Learner’s Materials pages English 4 LM, pp. 98-101

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal
Multimedia Devices, Power Point Presentation, Pictures, Video Clip, Graphic Organizers,
2. Other Learning Resource Manila Paper

3. Integration  Science- Animals have body parts that make them adapt to land or water.
-Animals found in the community and their specific habitats.
 ESP- Napahahalagahan ang lahat ng mga likha: may buhay at mga
materyal na bagay.

IV. PROCEDURES

A. Reviewing previous Lesson Recall the details of the story, A Lesson for John Benedict
or presenting new lesson

B. Establishing a purpose for 1. Unlocking of Difficult Words (Using pictures, clues, context clues and examples)
the lesson
a. Bugs
Bugs are small insects.
Say: “These are bugs.” (Show picture of bugs)
“Can you name some bugs? Describe them.”
b. Ladybug
The ladybug is red with black spots on it.
(Show pictures of a ladybug)
Say: “This is a bug. It is called a ladybug.” “Where can you find ladybugs?”
c. Mean

C. Presenting examples/
instances of the new lesson.
D. Discussing new concepts
and practicing new skills.#1
E. Discussing new concepts
and practicing new skills #2.
F. Developing Mastery(Lead to
Formative Assessment 3)
Say: “The boy kicked the dog. He is mean.”
Ask: “What can you say about someone who is mean?”
“Can you name some actions that will show that someone is being mean?”
“Is it good to be a mean to others? Why?”
d. Sidewalk
Say: “We waited for the bus at the sidewalk.”
Ask: “What are sidewalks for? Why?”
Show a video of bugs. Talk about it.
Ask: “Do you like bugs? Why or why not?”
“Are you fond of collecting bugs in the garden? Do you believe bugs had its own
purpose here on Earth?”
Ask the pupils to fill up a KWL Chart about bugs.
What I Know What I Want to Know What I Learned
 Motive Question
Ask: What kind of bugs does the author like?
B. During Reading Activities
• Model Reading of the Poem
• Shared reading of the poem with the class
Refer to LM, I Like Bugs! By Margaret Wise Brown
Teaching/Modeling
What is the main idea of the poem?
What are the supporting details that talk about the main idea of the poem?
(Use the graphic organizer to show the connections)
What does the main idea tell?
What does the supporting details tell?
Comprehension Checkup(refer to LM, Talk About IT p.98)
• Science Integration
Guided Questions
a. How can you differentiate a bug from other living things?
b. What are the body parts of a bug?
c. What bugs can you find at home? In the garden?
d. Why do they stay in these places?
e. What do these bugs do?
 G. Finding practical application Sing the poem Insect Bodies by Victoria Smith to the tune of If You’re Happy and You
of concepts and skills in daily Know It.
living.

After singing the poem form 4 groups. Groups 1-2 will use the first stanza of the song,
while groups 3-4 will use the second stanza.

In Manila paper each group will identify the main idea and the supporting details using
graphic organizer.

Insect Bodies
Victoria Smith

Every insect’s body has three parts.

Yes, every insect’s body has three parts. every insect’s body has a
head, a thorax and abdomen
Every insect’s body has three parts.

Every insect’s body has six legs.

Yes, every insect’s body has six legs
It has three legs on its side
And it walks on them with pride
Every insect’s body has six legs.

 Each group will present their output and explain it in front of the class. Their
work will be guided by a rubric.

H. Making Generalizations and How do we get the main idea and supporting details in a poem or stories?
Abstraction about the
Lesson.

I. Evaluating Learning Identify the main idea and supporting details using flowchart.

Where is the Caterpillar?

Where is the caterpillar hiding today?

We looked under the table
We looked on the chair
We looked out the window
But he was not there.

Where is the 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.
 J. Additional Activities for  Drawing activity
Application or Remediation
Draw and color a bug which you think the author of the poem will like. Explain why you
think the author will like it.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation _________ of Learners who earned 80% above

B. No. of learners who require

additional activities for _________ of Learners who require additional activities for remediation
remediation who scored below
80%
C. Did the remedial lessons work? __Yes ____No____
No. of learners who have caught
up with the lesson _____of Learners who caught up the lesson
D. No. of learners who continue to ____of Learners who continue to require remediation
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?