LESSON PLAN

Subject: GMRC 4
Quarter: 1
Topic: Pagsasabi ng Katotohanan
Date: September 13, 2021

1. Layunin

Pagkatapos ng araling ito ang mga mag-aaral ay inaasahang:

● Nakapagsasabi ng katotohanan anuman ang maging bunga nito
● Natutukoy kung aling mga gawain ang nagpapakita ng pagiging
tapat sa kilos at sa salita

2. Pamamaraan ng Pagtuturo

A. Motibasyon
Ano ang ibig sabihin ng kasabihang “Ang taong MATAPAT,
kaibigan ng lahat”?

B. Presentasyon ng Aralin
- Babasahin ang “Hilario Blando: Ang Katapatan ng Boy Scout”
sa pahina 6-7 ng aklat.
- Sagutin ang mga sumusunod na tanong:
● Ano ang nakita ni Larry sa basurahan?
● Ano ang ginawa ni Larry sa kaniyang napulot na kahon
sa basurahan?
● Bakit binigyan ng pabuya ni Dr. Torres si Larry?
● Kung ikaw si Larry, ganoon din ba ang gagawin mo?
Bakit?
● Sa iyong palagay, mahalaga ba ang pagiging
matapat? Bakit?
 ● Sa tingin mo, ikaw ba ay taong matapat? Patunayan.

C. Pagtatalakay ng Aralin

Pagiging Matapat
- Ang matapat na tao ay pinagkakatiwalaan ng kapwa
- Katapatan sa kilos (honesty) at Katapatan sa salita (truthful)

Bakit kailangang maging matapat?

- Nagbibigay ng pagkakataon para malaman ang totoong
nangyari
- Maiiwasan ang hindi pagkaka- unawaan at alitan
- Tanda ng paggalang at pagbibigay respeto
- Mas madali ang pagiging tapat at pagsasabi ng totoo
- Nagdudulot ng payapa, tahimik, at magaan na kalooban

Pamamaran upang maging Tapat

- Maging totoo sa iyong sarili at sa kapwa
- Tanggapin o aminin ang pagkakamaling nagawa
- Huwag hayaang manatili ang kasinungalingan
- Ipakita ang mga gawaing matapat
- Sikapin na sabihin lamang kung ano ang totoo at tunay na
nangyari
- Sabihin na ikaw ay nangangakong maging tapat

3. Paglalahat

Sikaping maging matapat at makatotohanan sa lahat ng oras at

pagkakataon. Ang taong tapat ay kinagigiliwan, iginagalang at
pinagkakatiwalaan ng lahat

Sagutin ang mga sumusnod na tanong:

 1. Ano ang pagkakaiba ng taong matapat sa gawa at matapat sa
salita?
2. Bakit mahalaga ang pagiging matapat?
3. Bakit mas mabuti ang pagsasabi ng katotohanan?

4. Pagsasanay/ Gawain

Sagutin ang “Buoin ang Pangunahing Pagkatuto”, at “Pagbutihin ang

Kakayahan” (pp.11-12).

5. Gawaing-Bahay

Sagutin ang “Subukin Muli ang Natutunan” (p13).

 LESSON PLAN

Subject: SCIENCE 4
Quarter: 1
Topic: Special Properties of Matter
Date: September 22, 2021

1. Objectives

After the discussion, the students are expected to:

● Identify the special properties of matter
● Classify materials based on the ability to absorb water, float, sink,
undergo decay
● Cite the importance of having a clean surrounding to avoid decay
of food

2. Lesson Proper

A. Motivation

Students will watch “Joy Dishwashing Liquid Commercial”

https://youtu.be/e-CEVCkTbv0

B. Presentation of the Lesson

Activity: POROUS or NON POROUS

Classify the following materials as porous or non porous.
1. paper
2. rock
3. bread
4. bottle
5. box
6. trumpet
 C. Discussion

Special Propeties of Matter

1. Porosity
- Special property of a material to absorb liquid like water
- Porous Material
Have holes or pores which can easily absorb liquid
Example: paper
- Non-Porous Material
Have no holes or pores so cannot absorb water
Example: Rock

2. Ability to Float or Sink

- To float is to stay on top or at the surface of the water
- To sink is to fall to the bottom of the water
- Why do some materials sink or float?
Density is the amount of mass of an object per volume.
If the density of an object is higher than the density of water,
it will sink.
If the density of an object is lower than the density of the
water, it will float in water.

3. Ability to Decay
- To be slowly destroyed into bits in the presence of water, air
and soil, due to the presence of decomposing organisms

6. Generalization
Watch this video on how to properly prepare your meals to avoid decay.
https://youtu.be/Qwzj-m87fsU

Answer the following:

1. What is the difference between physical and chemical properties
of matter?
 2. What is the importance of knowing the chemical properties of a
material?

7. Evaluation

Activity 1
Study the picture of a family having their dinner. Identify at least 3 porous
and 5 non-porous materials. Write your answers on your notebook.

Quiz
1. Which of the following materials will SINK in the water?
A. big stones
 B. empty bottle
C. styro cup
D. feather

2. What kind of materials enable the boats to float in water?

A. wood/ bamboo that are denser than water
B. wood/ bamboo that are less dense than water
C. light metal
D. plastics that are denser than water

3. What properties of materials are common among coins, spoons and

iron ?
I. non-porous III. porous
II. more dense than water IV. less dense that water

A. I and II C. III and II

B. I and IV D. I only

4. Which property makes this material sink in water?

I. non-porous III. porous
II. more dense than water IV. less dense that water

A. I and II C. III and II

B. I and IV D. I only

5. Which material will most likely undergo decay?

A. aluminum
B. left over foods
C. water
D. plastic cups
LESSON PLAN

Subject: SCIENCE 5
Quarter: 1
Topic: Harmful Materials
Date: September 22, 2021

3. Objectives

After the discussion, the students are expected to:

● Identify the harmful properties of materials
● Classify matter according to its observable properties
● Segregate materials as useful or harmful
● Identify correct and safe ways of using materials and household
items

4. Lesson Proper

A. Motivation

Activity: IT’S A SIGN

Identify the signs of harmful materials:

1. 2. 3.

B. Discussion

Harmful Materials
1. Flammable
 - Materials that can easily catch fire at relatively low
temperatures
- Flash point- lowest temperature at which liquid can ignite
and mixed with air
- Volatility- Tendency of a liquid to vaporize
- Precautionary Measures
● Place flammable substances away from open
flames
● Avoid smoking around these liquids
● Keep containers closed when not in use
2. Corrosive
- Can wear away surfaces of materials or damage our skin
by chemical action
- Bleach, laundry stain removers, household cleaners
- Precautionary Measures
● Store in proper containers to avoid damaging
metals
● Wear gloves when using this materials
● Use with guidance of adults

3. Toxic
- Can easily cause injure, illness, or even death when
taken
- Some seems harmless at first, because they need to be
exposed longer for their effects to manifest

Safety Guidelines
1. Properly label material
- Make a list of hazardous materials
- Read the label and ingredients of the products
2. Use household materials only when needed and as instructed
- Do not mix materials
- Take note of doctor’s prescription on medicines
3. Practice proper hygiene
 - Wash your hands after using hazardous substances
- Cover unprotected skin when using corrosives
- Use sponges or rags to apply cleaning agents
4. Store and dispose materials properly
- Read and follow the storage and disposal instructions in
the label
- Keep away substances from reach of small children

8. Generalization
Answer the following:
1. What are the things to consider in handling harmful materials?
2. Why is it important to read directions before using the household
items?

9. Evaluation

Answer “Brain Crunch” on page 23 of your book.

 LESSON PLAN

Subject: SCIENCE 6
Quarter: 1
Topic: Homogeneous Mixtures
Date: September 22, 2021

1. Objectives

After the discussion, the students are expected to:

● Define pure substances: element and compound; and mixtures:
homogeneous;
● Group materials that are found within the locality as pure substance
or mixture
● Construct a chart of the different classifications of matter.

2. Lesson Proper

A. Motivation
Activity: 4 PICS 1 WORD. Identify the word using the pictures as clues

1. 2.

3.
B. Discussion
Harmful Materials
A. Pure Substance
- Contains one kind of particle
- Properties are constant
- Cannot be broken down by physical means
- Elements and compounds

B. Element
- Simplest form of matter
- Has smallest component called ATOM
- Can be solid, liquid or gas

C. Compound
- Two or more elements combined together
- forms new material with a new set of properties

D. Mixture
- Formed when two or more combined materials still retain
their own compositions
 - Homogeneous or heterogeneous

Homogeneous Mixture
- Uniform composition and properties
- Can't be separated out physically
- Solution: Composed of solute and solvent
➔ Solute- one that is dissolved
➔ Solvent- substance that dissolves
- Concentration
➔ Diluted- Small amount of solute, weak solution
➔ Concentrated- Large amount of solute dissolved in
solvent, strong solution

10. Generalization
Answer the question:
1. What is the difference between a pure substance and a mixture?

11. Evaluation

Answer “How much Do I Know?” on pages 10-11 of your book.

12. Assignment
Performance Task 1: Let’s Find Out! A Salty Solution
Record yourself while doing the Experiment on pages 7-8, and answer the
Guide Questions. Send the video to Classwork/ Week 1: Homogeneous
Mixtures

LESSON PLAN
Subject: ENGLISH 4
Quarter: 1
Topic: Characteristics of a Fable, Plural Form of Nouns
Date: October 13, 2021

1. Objectives

After the discussion, the students are expected to:

● Identify the characteristics and moral of a fable
● Realize that it is better to live in humble place where you feel safe
than in a fancy place where you are always afraid
● Use the plural form of regular and irregular nouns

2. Lesson Proper

A. Motivation
Activity: Selection Reading.
The students will read the story entitled, “The CIty Mouse and the
Country Mouse”.

“It’s better to live happily with little and be content, rather than live
with plenty, but be afraid all your life.”

B. Discussion

FABLE
- Short story that usually involves animals as characters and
teaches a moral
- Characteristics:
➔ The story is fictional or imaginary, and is usually short
➔ The characters are often animals that act like humans
➔ The setting of the story is typically the habitat of the animal
characters
➔ The story teaches a moral
 ➔ Most fables are written long ago
Aesop- Legendary Greek Fabulist
- Fables teach important lessons
- Reading fables can help improve one’s reading ability and
comprehension

PLURAL NOUNS
- People, places, things, or animals that are more than one
- Regular Noun whose plural is formed by adding -s or -es
➔ For most nouns, add -s
Example: cat- cats, mask- masks
➔ For nouns ending in ch, s, sh, o, or x, add -es
Example: bench- benches, box -boxes
➔ For nouns ending in y preceded by a consonant,
change y to i, then add -es
Example: baby- babies, country- countries
➔ For nouns ending in y preceded by a vowel, add -s
Example: toy- toys, clay- clays
➔ For nouns ending in f or fe, change f or fe to v, then
add -es
Example: leaf- leaves, knife- knives

- Irregular Noun whose plural is formed not by adding -s or -es

➔ Some nouns have the same singular and plural forms
Example: deer- deer, fish- fish
➔ Some nouns form their plural by changing their spelling
completely
Example: goose- geese, ox-oxen
➔ Compound nouns generally require that you make the
main noun plural
Example: head of state- heads of state

3. Generalization
Answer the question:
 Why is it important to know how to form the plural of nouns?

Knowing how to form the plural of nouns is important because you need
to talk or write about one and many

4. Evaluation

Answer the following:

- Let’s Practice 1 on page 26
- Let’s Practice 2 on page 32
 LESSON PLAN

Subject: ENGLISH 5
Quarter: 1
Topic: Elements of a Narrative
Date: October 13, 2021

3. Objectives

After the discussion, the students are expected to:

● Use context clues to identify the meanings of unfamiliar words and
phrases
● Summarize narrative texts based on their elements
● Create a short story using the elements

4. Lesson Proper

A. Motivation
Activity: Explore What You Know.
Answer “Explore What You Know” on pages 24-25 of your book.

Answers:
● AUTUMN
● ANTIQUE
● STOUT
● STEEP
● BEVERAGE
B. Discussion

Activity: Reading Selection: Rip Van Winkle

What makes up a story? What should be present in a story so that it

can deliver its message?

NARRATIVE
- Kind of text that tells a story
- Presents a series of events which can be realistic (nonfiction) or
imagined (fiction)

- Elements of a Narrative
➔ Characters
Persons, animals, or things taking part in the action of the
story
➔ Setting
Tells where and when the story happened
➔ Plot
 Sequence of events in the story
a. Exposition- It introduces the setting and the main
characters of the story
b. Rising Action- It introduces and develops the conflict
(problem of the story)
c. Climax- It is the highest point of interest in the plot
d. Falling Action- It leads the story to its close, conflict will
be resolved
e. Resolution or Conclusion- It shows how the conflict was
resolved by the main character/ ending of the
narrative
➔ Theme
Refers to the message of the story that the author wants to
impart to the readers
Can be insights about values, life, or humanity
➔ Summary
Shortened version of a narrative
Contains the main idea of the story

- How to write a summary?

1. Read the story and make sure to understand it well.
2. Identify the elements of the story and write them in an
outline.
3. Refer to your outline when writing the summary. Add other
necessary main points.
4. Read the story again, and check for errors after your
summary is completed.
5. The elements of a narrative work together to clearly deliver
the meaning and message of a story
6. Each element is important in both reading and writing a
story

3. Generalization
 Answer the question:
Why is it important to know the different elements of a narrative?

4. Evaluation

Answer Let’s Practice 1 on pages 30-31 of your English book.

5. Assignment
Create a short story using the elements of a narrative.
(see Activity Sheet)
 LESSON PLAN

Subject: ENGLISH 6
Quarter: 1
Topic: Rhyming Words and Rhyme Schemes
Date: October 12, 2021

1. Objectives

After the discussion, the students are expected to:

● Categorize rhyming words according to its type
● Supply words that rhyme with given words
● Analyze poem using rhyme scheme

2. Lesson Proper

A. Motivation
Activity: What is a FRIEND?

Activity: Reading Selection: “With Music”

C. Discussion

RHYMING WORDS
- Words rhyme when their final syllables have similar sounds
- Recognizing rhyming words teaches us how language works
- It improves your reading skills because you learn to differentiate
words that sound alike
- Types of Rhyming Words
a. Perfect Rhymes
➔ Rhyming words whose final stressed vowels and
following sounds are identical
➔ Example: mute - lute, hot - pot
b. Slant Rhymes
➔ Rhyming words with the same vowel sounds
➔ Example: meet - green, pain - bait
c. Eye Rhymes
➔ Words that look the same but are pronounced
differently
➔ Example: love - move, tough - dough
d. Rich Rhymes
➔ Words that sound the same but have different spelling
➔ Example: raise - raze, fowl - foul

RHYME SCHEME
- Pattern of rhyme at the end of each verse or line in a poem
- Pattern refers to the sounds of the end words or the last word in
a line

Rhyme Scheme: abba

Dear, did we meet in some dim yesterday? a
I half remember how the birds were mute, b
Among green leaves and tulip-tinted fruit, b
And on the grass, beside a stream, we lay. a
 Rhyme Scheme: abba
In early twilight; faintly, far away, a
Came lovely sounds adrift from silver lute, b
With answered echoes of an airy flute, b
While twilight waited tiptoe, fain to stay. a

- A poem with no rhyming words is called FREE VERSE

3. Generalization
Answer the questions:
1. Why is it important to know rhyming words?
2. What is the use of rhyming scheme in writing a poem?

4. Evaluation

Answer Let’s Practice 2 on pages 29-30 of your English book.

Answer Let’s Practice 1 on pages 31-32 of your English book.
 LESSON PLAN

Subject: MUSIC 4
Quarter: 1
Topic: Musical Notes and Rests
Date: September 17, 2021

1. Objectives

After the discussion, the students are expected to:

● identifies different kinds of notes and rests (whole, half, quarter, and
eighth)
● Demonstrate the value of notes and rests through clapping and
stamping
● Cite the importance of being familiar with different musical symbols

2. Lesson Proper

A. Motivation
Activity: Emoji :)

What is the meaning of the following emojis?

D. Discussion
STAFF
- Consists of five horizontal lines
- Space where notes and rests are written

BAR LINE
- Used to divide the staff into measures
- Used to group notes and rests

G-CLEF
- Also called the treble clef
- Found at the beginning of the staff

LEDGER LINE
- Short line added above or below the staff to extend its range

NOTES
- Symbols that indicate sounds and have specific values

RESTS
- Symbols that indicate silence and have specific values
3. Generalization
Answer the questions:
1. Why is it important to be familiar with the different symbols used in
music?
2. What do you think will happen if a musician does not follow the
correct number of beats in a measure?

4. Evaluation

Answer Upgrade on page 8 of your MAPEH book.

 LESSON PLAN

Subject: ARTS 4
Quarter: 1
Topic: Northern Tribes
Date: September 17, 2021

1. Objectives

After the discussion, the students are expected to:

● discusses the rich variety of cultural communities in the Philippines
and their uniqueness (1.1 LUZON);
● distinguish distinctive characteristics of several cultural communities
in terms of attire, body accessories, religious practices, and lifestyle;
● Share idea and knowledge about the practices of the different
cultural communities

2. Lesson Proper

A. Motivation
Activity: Video Viewing
Watch this video about “APo Wang-Od”
https://youtu.be/jDXd7U5PhDU

B. Discussion

Cultural Groups in Luzon

- Each cultural group is unique
- Culture and way of life are based on the area where they live,
the climate, and their arts and crafts, body ornament, and
fabric
Watch this video: https://youtu.be/tkkp8sdrPDs

A. Ivatan
➔ Inhabit the Batanes and Babuyan Group of Islands
➔ traditionally wear a headgear called the “Vakul”
➔ “Dios Mamajes”- “God will repay you”

B. Ibanag
➔ Live in Cagayan, Isabela, Nueva Vizcaya and Quirino
➔ derived from the terms i meaning “people” and bannag
meaning "from the river"

C. Ifugao
➔ Found in mountain regions of Ifugao (Banaue, Lagawe,
Kiangan, and Mayoyao)
➔ Known for its “Banaue Rice Terraces”
➔ Wear “wanno” and “tapis”

D. Bontocs
➔ Concentrated in Mountain Province in the upper Chico
River
➔ Comes from “buntuk” which means “mountain”
➔ Feared war-like group of indigeneous people

E. Sambal
➔ Occupy the western tip of Pangasinan and northwestern
side of Zambales mountain ranges
➔ originally came from the Island of Sangihe in Indonesia

F. Kalinga
➔ Found in the mountain ranges of Cordillera Region
➔ Tattoo design called “batok”
➔ Wear “bahag” and “tapis”
➔ Livelihood is farming
 G. Negrito
➔ Found in Zambales ranges, Bataan peninsula, and
Palawan, parts of Visayas and Mindanao
➔ hunter-gatherer and agricultural societies

Arts and Crafts of Cultural Groups in Luzon

- Typically represent mountains, rivers, rice fields, trees, animals,
sun, moon, and other natural objects
- Materials used are roots, leaves, flowers or clay
- Related to ceremonies and rituals
- Ifugao’s Bulol- Wooden figure carved to guard rice crops

3. Generalization
Answer the questions:
1. What makes cultural groups in Luzon unique?
2. What is the significance of accessories, clothing, and body
ornaments to the different cultural groups in Luzon?

4. Evaluation

Answer the question:

1. As a grade 4 pupil, how can you help promote the artworks of the
cultural groups of Luzon?
 LESSON PLAN

Subject: PHYSICAL EDUCATION 4

Quarter: 1
Topic: Active Body
Date: September 17, 2021

1. Objectives

After the discussion, the students are expected to:

● Describe the contents of Physical Activity Pyramid
● Explain indicators of fitness
● Assesses regularly participation in physical activities based on
physical activity pyramid
● Perform dynamic exercises that help improve health-related fitness

2. Lesson Proper

A. Motivation
Activity: 5 Minute Warn-Up Exercises

Answer the questions:

1. Is exercise important?
2. Do you exercise regularly? Why or why not?
3. Can you say that engaging to physical activities can keep
you strong and healthy?

B. Discussion

PHYSICAL FITNESS
- State of good health and well-being
- Ability to perform physical activities without getting tired easily
- Achieved through exercise, healthy eating, and proper hygiene
PHYSICAL ACTIVITY PYRAMID
- Guide to check if the things you do everyday help you become
active and healthy
- Help determine which activities should be done everyday, three
to four times a week, or once a week only

HEALTH-RELATED FITNESS COMPONENTS

- Way to measure one’s physical fitness
- Important guides to monitor the development of one’s body
- Flexibility- ability to flex, bend, turn, and twist easily without
being stiff
- Cardiovascular Fitness- ability to do physical activities for long or
sustained period of time
- Muscular strength- amount of force you can put forth,
measured by amount of weight you can lift
- Muscular endurance- ability to use the muscles many times
without getting tired
3. Generalization
Answer the questions:
1. Why is it important to engage in physical activities and be aware of
one’s physical fitness?
2. Now that you learned the importance of physical activities, what
are your plans to keep doing it?

4. Evaluation

Activity: HOW OFTEN WOULD YOU DO ME?

Classify the following activities based on the Physical Activity Pyramid
 LESSON PLAN

Subject: HEALTH 4
Quarter: 1
Topic: Food Labels
Date: September 17, 2021

1. Objectives

After the discussion, the students are expected to:

● explains the importance of reading food labels in selecting and
purchasing foods to eat
● describe the contents of a food label
● Compare different food labels

3. Lesson Proper

A. Motivation
Activity: Video Viewing
Milo Drink Commercial: https://youtu.be/bm_t89s-gPs
 Answer the questions:
1. What information do you see on the packaging of each
food product?
2. How can information on the food packaging help you
identify nutritious food?
3. What will you do if there are no nutrition facts on the label of
the food products?

B. Discussion

FOOD LABEL
- Part of a packaging that contains basic information on the
contents of the food, its ingredients, its nutrient content, and
how to prepare or handle it. It helps a consumer make wise
food choices

NAME AND DESCRIPTION

- It informs consumers what the product is and what it is for
- Necessary so that consumers will not be misinformed or
deceived

INGREDIENTS
- PRESERVATIVE
Any chemical or substance that is added onto food to
preserve it or delay the growth of microorganisms that can
cause spoilage
Salt, sugar, vinegar, sodium nitrite, potassium sorbate
- ADDITIVE
Any substance that is added onto the food to enhance its
flavor, taste, and appearance
Salt, spices, sweetener, food coloring
 NUTRITION FACTS
- Contains information on nutrients present in the food product
- Used to compare food products and find nutritional value
- Used to identify which product is applicable for certain type of
diet
- Percent Daily Value- informs how much nutrient a food product
can provide based on his or her daily nutrition needs

3. Generalization
Answer the questions:
1. Do you think it’s safe to buy food products without food labels?
Explain your answer.
2. What can you do to ensure that you and your family buy nutritious
food?

4. Evaluation

Answer “Activity” on page 215-216 of your book.