Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office – Quezon City
PURA V. KALAW ELEMENTARY SCHOOL
Salallia Street, Milagrosa, Project 4, Quezon City

WEEKLY HOME LEARNING PLAN

GRADE 4
SYNCHRONOUS and ASYNCHRONOUS

W4 Learning Area
ENGLISH
Grade Level FOUR

Quarter Date
THREE
I. LESSON TITLE
Using Graphic Organizers to Show Understanding of Texts
II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs) Use graphic organizers to show understanding of texts (story sequence
organizers)
III. CONTENT/CORE CONTENT
Using Graphic Organizers to Show Understanding of Texts
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

A. Introduction 30 mins As you go on in developing your skill, today you will know the use of graphic
Panimula organizers to show understanding of text in story sequence.

In this lesson, you are expected to tell what happens at the beginning,
middle, and end of the story using story sequence organizers. After
completing a graphic organizer, it makes the study more enjoyable and
efficient to the students.

Graphic organizers are visuals charts and tools used to represent and
organize a student’s knowledge or ideas. They’re often used as part of the
writing process to help students map out ideas, plots character details and
settings before beginning to write. As part of reading process, graphic
organizers require students to stop and think about what is important while
they are reading. They are great to use as a tangible way for students to
record their thinking before, during, or after reading.

Sequencing is a reading comprehension strategy that helps students

identify the components in a story, including the beginning, middle, and end.
The signal words like first, next, then and finally are used to show the order of
events. It also involves the ability to summarize and retell the events in a story
or text in the order in which they happen.

Read
the
At five o’clock in the morning, the sun came up. A friendly
ladybug flew in from the left. It saw a leaf with many aphids
on it and decided to have them for breakfast. But just then, a
grouchy ladybug flew in from the right. It, too, saw the aphids
and wanted them for breakfast.
Rabelas, Grace U, et.al (2019) DepEd ENGLISH 4 Learner’s Materials (p.108). Book Media

paragraph then answer the questions below.

1. When did the story happen? Read the part.

2. Where did the story happen? Read the part.
3. What do you call this part of the story?
4. Do all need stories need setting? Why?
5. Who are the characters of the story?
6. How did the character solve the problem? How did the story end?

Now, look at the illustration presented below. Notice that the events from
the story are written inside the boxes. We call these boxes a graphic
organizer. Graphic organizers can be used to shows sequences of events in
the story.

At five The ladybug Suddenly, a The grouchy o’clock in saw a leaf grouchy
lady bug
with many
the morning, ladybug saw the
aphids on it
the friendly flew in from aphids and and decided
ladybug flew to have the right. wanted
in from the them for them for
left. breakfast. breakfast
too.
B. Development 50 mins A. Directions: Read the selection. Retell the events using the graphic
Pagpapaunlad organizer. Use the signal words first, next, then and finally. Do this in
your notebook.

“Buddy and the Cat”

Little Buddy Cockroach is a house bug. Moher Bug always tells him
to stay in dark places and hide. He listens to her with half an ear not
really believing in what she says. “how could they not like me? I
have beautiful shiny wings, a long antenna. Surely, they would love
me,” he thought. Then, Buddy saw a black cat and said, “I will
show Mother Cockroach that she is wrong.” But when the cat saw
him, it immediately jumped and started running after him with its
sharp claws. Buddy ran as fast as he could to the dark place under
the cabinet and never ever came out.

Rabelas, Grace U, et.al (2019) DepEd ENGLISH 4 Learner’s Material (p.109). Book Media Press Inc.
Deparatment of Education -Bureau of Learning Resources

First

Next

Then

Finally

B. Directions: Read the selection. Take note of the events by filling in the
graphic organizer below. Write a sentence and draw a picture to
show the correct order of events from the story.
“The Dog and His Image”
Once, there lived a proud huge dog under a bridge near the
brook. He once stole a piece of meat and ran away. Down the
road he went and crossed the brook through a plank. Midway
across it, he stopped and looked into the water. He thought he
saw another dog with a piece of meat in his mouth.
This meat looked larger to him
than his own.
“I’ll have it!” growled he and sprang into the water. But he lost
first the piece of meat, and did not get the other, for what he
saw was his own reflection.

Bambico, Alicia R, et.al (2019) Rainbows in English 4(p.217).Vibal

Group, Inc-printed for the Department of Education
C. Engagement A. Directions: Arrange the events to form a story. Write each event in the
Pakikipagpalihan appropriate box. Be guided by the signal words.

1. He went straight to the bathroom, then he dressed up.

2. Alex woke up early in the morning.
3. He packed his things and went to school.
4. He had his breakfast and brushed his teeth.

B. Directions: Read the events. Then, arrange the events logically using
graphic organizer below.

How a News Item Reaches the Newspaper

• The reporter sent the story to the editor through e-mail, who
doublechecks it for accuracy, grammar, and spelling.
• Finally, the story is featured on the newspaper.
• An eyewitness calls the newspaper publisher.
• Next, the reporter heads to an accident scene.
D. Assimilation A. Directions: Movies are stories as well. Think of your favorite movie and
Paglalapat use graphic organizer in identifying important events.

B. Directions: Choose your favorite story. Use graphic organizer in

identifying the important events. Use the signal words first, next,
then, and finally.

V. ASSESSMENT Directions: Fill in the graphic organizer below with the appropriate orders of
(Learning Activity events. Use the signal words first, next, then and finally to
Sheets for Enrichment, complete the sentence. Do this in your notebook. A.
Remediation or 1. _______ the egg becomes a caterpillar. When the caterpillar hatches
Assessment to be given out of the egg, it immediately begins to eat the leaf it is on.
on Weeks 3 and 6) 2. _______a pretty butterfly came out.
3. _______the caterpillar built a home around itself. It forms itself into
a chrysalis.
4. _______there was a tiny egg. The eggs are laid by the mother on a
very specific leaf.

B.
1. _______, Lolo Peter planted a seed.
2. _______, it had more leaves and branches that were bigger.
3. _______, a tiny leaf appeared.
4. _______, it had fruits. Fruits are good to eat when it is ripe.

In your notebook, write your personal insights about the lesson using the
prompts below.
VI. REFLECTION I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

Prepared by: DAISY P. FABALINA Checked/ Reviewed by: ROSALIA REQUINA

Master Teacher-in-Charge