DE LA SALLE JOHN BOSCO COLLEGE

Mangagoy, Bislig City

BASIC EDUCATION DEPARTMENT

DAILY LEARNING PLAN

DESIGNER: CLAROS, CAMPILLA, CALAPARDO, GRADE: 4 SUBJECT: MATHEMATICS
ALBET
FIRST QUARTER TITLE: Numbers and Number Sense TIME FRAME:

CONTENT STANDARD PERFORMANCE STANDARD

OBJECTIVES LEARNING ACTIVITIES PLATFORM Modality

INTRODUCTION Asynchronous-
A. Preliminaries ODL
B. Motivation:
The students will be asks to read the guess the numbers shown by the teacher. padlet
Processing questions:
1. What have you observed from the numbers you have guessed?
2.
Infer feelings and Identify character traits of INTERACTION
traits of characters the characters in the story (With the content)
based on the story
heard Describe specific events in
the story

Picture the story’s Content Acquisition (K)

emotional atmosphere 1. Elicit ideas from students on what graphic organizers are. Discuss with them
the purposes and functions of the graphic organizers that will be shown to
them. (fish bone, flow chart, Venn diagram, cycle map, semantic web)
Infer feelings and
traits of characters
in a story read

Express one’s ideas

and feelings clearly

Read words,
phrases, poems, or
stories with
compound words

Use graphic
organizers to show
an understanding of
texts

Compose clear and

coherent sentences
using appropriate
grammatical
structures: Kinds of
Nouns (Possessive
Nouns) Interaction – Deepening (P/U)

ACTIVITY: Organize information

1. Choose the most appropriate graphic organizer to organize the information
presented in the article: “O.C.D., a Disorder That Cannot Be Ignored” by
Jane E. Brody
2. Let them answer the worksheet in attachment A.
3. Task them to share some answers to the class by showing the graphic
organizer used and their justification for using it.

Closure: (Integration) –
Ask the class: In what ways do you think graphic organizers will be better utilized?

Day 3-4: Formal and Informal Definition

Introduction/Motivation/Values Integration

1. The class will play “Truth: Don’t Dare”. The teacher will give situations and
the students will stand up if that situation applies to them.

1. I ask money from my parents more than what I really need.

 2. I give excuses to skip punishment.
3. I give promises to my friends without any intention of fulfilling it.
4. I get my friend’s small things like pens because I don’t have my own.
5. I tell my parents that I’ll be working on a project even if I’ll just hang out
with my friends.
6. I tell my classmates that my parents didn’t allow me to go to skip the
practice.
7. I borrow money from my friends without any intention of paying them.
8. I tell my friends that I have the newest gadgets even if I don’t have to
sound cool.
9. I miss school with the excuse that I was sick when I actually woke up late.
10. I keep on asking favor from my friends even if I can really do it myself.

a. Based on the activity, what new insights did you gain about yourself?
b. What values do you need to change in order to improve yourself?
c. With these realizations, define yourself.

Content Acquisition (K)

1. The teacher will ask the following questions:
a. If you encounter a difficult word, how do you derive its meaning?
b. How do you define a word? What strategies/techniques do you use?

Interaction—Deepening (P/U)
The teacher will discuss the difference between formal and informal definitions.

DEFINITION

              There are several words and phrases that we need to understand to
comprehend a given text. Some may be relatively familiar or easy but when used
in science, mathematics, or any other related fields, they may acquire different
meanings. Some may be totally unfamiliar to us. Others are the big words, which
have simpler counterparts, yet these big and more difficult words

are preferred by those who like to impress other people with their mastery of the
language. These are the technical terms in the various fields of disciplines and
professions. Technical terms should be defined in technical writing because of the
unfamiliarity of a great number of these terms. The problem of definition may be
avoided entirely if the writer knows how to use simple and familiar terminology.
Definition as one of the special techniques in technical writing exemplifies the
meaning of a term. It could be stated formally or informally.

              In summary, these are the words that you need to define:
        a. simple words with special meaning in science or any other technical field
        b. technical terms
        c. difficult or high sounding words

2 Types of Definition
1. FORMAL DEFINITION            
            It focuses special attention on a term. If the writer finds the formal
sentence definition, more effective than the informal definition, the technique of
formal definition must be employed. 

Formal Sentences Definition: It has three parts: term, genus, and

differentia

a.       Term – the concept defined

b.      Genus – the family to which the term belong
c.       Differentia – the specific characteristics of the species which sets it apart
from all others of it  class

  EXAMPLE :
TERM                   GENUS                          DIFFERENTIA triangle            a
plane figure bounded by three straight lines
having three angles

1. Entomology is the branch of science that is concerned with the study of

insects
2. Ichthyology is the branch of science that deals with the study of fishes
3. An isocracy is a form of government where all citizens have equal political
power
4. A monarchy is a form of government in which the office of head of state is
a King or a Queen and is usually hereditary or, in some cases, elected and
which includes a royal house
5. Joule is the SI derived unit used to measure energy or work
 6. Kelvin is the SI derived unit used to measure temperature
7. Amnesia is a condition in which memory is disturbed or lost
8. Dementia a condition that is a serious loss of cognitive ability in a
previously unimpaired person, beyond what might be expected from
normal aging
9. Coquina is a sedimentary rock formed by accumulation of abundant shell
fossils and fragments
10. Lignite is a sedimentary rock composed of organic material

2. INFORMAL DEFINITION

        According to Mills and Walter, it does not require the application of an
unchanging, rigid formula; rather, it is a “technique” that can be used only when
the writer is certain that the term alone and not the referent which is unfamiliar
to the reader. It consists of one or more synonymous expressions substituted for
the unfamiliar term used.

Examples:

            TERM                   INFORMAL DEFINITION

         Broadcast           report (synonym)
         Broadcast           the transmission of sounds or images (synonymous
phrase)

Here are some guides when you are writing using the Definition
Techniques:
1. Try to use simple terms. Do not define an unfamiliar term by using more
difficult terminology which would rather confuse the reader.
2. If the term being defined is a noun, the word after should also be a noun. Do
not begin you definition with when, what or where.  
3. In defining a term, avoid using the term itself or any of its derivatives.  
4. Do not put the term you are defining into two broad or too narrow a class

ACTIVITY: Define me
1. Using a T-chart which they will prepare on their notebook, the teacher will
ask the students to define the following words without using a dictionary.
They will write their answer on the left side of the chart.
A. Beauty
B. Economy
C. Religion
 D. Agriculture
E. Education
2. Once done, the students will now look for the definition of these words in
their dictionary. They must find the similarities and differences on the
definitions they had given.

Closure: (Integration) –
1. Task the class to write an insight to this lesson on a ½ sheet of paper
answering the following questions:
a. Why is it necessary to identify formal definitions from an informal
definition?
b. Why do you think it is essential to know how to define words?

Day 5: Quiz

Day 6: Classics of the Ancient World

Introduction/Motivation/Values Integration
1. Recall the discussion on formal and informal definitions.
2. Task the class to write their own definition for the words: Ancient, Classics,
and Literature
3. Introduce The Classics of Ancient World and Palestinian Literature (p.3-4)

Content Acquisition (K)

1. Introduce the reading selection by showing images of good and evil
2. Ask the class the question:
a. What do you think is the concept being shown in the image?
b. What is your idea of goodness?
c. How do you judge what is good or evil?
3. Task the class to read the selection on page 6 titled, “Psalm 1”
4. Ask the following questions to fuel the discussion:
a. What is a psalm?
b. What are the contrasting ideas or binary opposites in the selection?
c. What are the lines that describe the good? The evil?
d. Why does a person who follows God’s Law happy?
e. Is meditating on God’s law the same as following God’s commandments?
Explain
f. Why is a law abiding person compared to a tree planted by the streams
of water?
g. Why is a wicked person like chaff that the wind drives away?
Interaction—Deepening (P/U)
1. Divide the class into groups with 5 members each.
2. Highlighting the concept of good and evil, task them to make their stand
on the situation presented:
“As representatives of the planet earth, you visit the futuristic planet of
Utopia. The ambassador of the planet tours you around the planet saying
that everything in the planet shows happiness and not one creature in the
planet has ever felt sad in their lives. The ambassador offers the same kind
to happen to earth, “You can have all of these, everything that constitutes
eternal happiness in one condition—you will have to give one child from
every country you have on earth.” The representatives asked, “What would
you do to them?” The ambassador replied, “Oh! We will not let them die, but
we will torture them the worst kinds possible.”
3. Give the groups 3 minutes to discuss the situation with their classmates
and then after it, have them share their answers.

Closure: (Integration) –
1. Looking back in the discussion of “Psalm 1”, how does the selection
differentiate the concepts of evil and good?

Day 7: Sensory Images

Introduction/Motivation/Values Integration
1. Recall the discussion on the selection titled, “Psalm 1”.
2. Ask: what is the concept of goodness and evil in the selection?
3. What are the things that made up the poem that contributes to the meaning
making of the poem?

Content Acquisition (K)

1. Discuss what poetic devices and sensory images are. (Teachers may refer on
the lecture found on page 7-9)
2. Ask: What purpose does the use of poetic devices serve?
3. Task the class to answer the exercise found on their textbook pages 9-11.

Interaction—Deepening (P/U)

ACTIVITY: Poetic Devices

1. Using the text “Psalm 1”, identify the poetic devices and sensory images
used in the selection. A brief explanation for the classification of the poetic
device is necessary.
2. Task the students to list them out in their notebooks
 3. Facilitate the discussion of their answers to the class.

ACTIVITY: Make One!

1. Using their ideas on the concept of good and evil and the role it plays in
human’s life, task them to write a two-stanza poem with five lines each. The
poem must make use of figures of speech, rhyme scheme and sensory
images.

Closure: (Integration) –
1. Ask the class: What role do poetic devices play in the genre of poetry? How
does it affect the meaning making process of the readers?

Day 8: Greek Ancient Literature

Introduction/Motivation/Values Integration
1. Show the class a video presentation of the story of Narcissus and Echo
(https://www.youtube.com/watch?v=35jVsyWFss4)

2. Ask the class: what are classical or ancient ideas or concepts presented in
the video? What do you think is the role of the Greek gods and goddesses in
literature?
3. Introduce Greek ancient literature. Ask them to scan for information found in
page 38 highlighting the concept of courage and heroism.

Content Acquisition (K)

1. Show the students videos of soldiers going to war.
2. Ask: How do you feel for people who are sacrificing their lives for the sake of
others?
3. Task the class to read the selection and introduce the motive for reading: Is
Hector truly heroic? Are you convinced of his reason for returning to the
battlefield or should he have listened to his wife’s pleas?

ACTIVITY: Show and Tell

1. Recall the different graphic organizers discussed in class
2. To teaser out the story, divide the class into 5 groups to work on the
following tasks:
 GROUP1: Venn diagram- what are the differences and similarities
between Hector and Andromache in terms of being parents
 GROUP 2: Timeline- plot the sequence of events that happened in the
 Trojan war as reflected in the given text
 GROUP 3: T-chart- plot the pros and cons of Hector’s decision to defend
Troy
 GROUP 4: Cause and effect- identify the different decisions Hector and
Andromache committed to and its consequences.
 GROUP 5: Cyclical map- explain the cycle of a hero’s life

Interaction—Deepening (P/U)
1. Facilitate further discussion of the text by asking the following questions:
a. How did Andromache try to dissuade her husband from going to war?
b. Why did Hector insist on going to war?
c. What ways of life of the ancient civilization did you learn from the
excerpt?
d. What do you think of the supposed cause of the war?
e. Do you think the wars being fought today are similar to that of the
Trojan War?
f. Do you think the ways of life today have improved? Explain your
answer.

Closure: (Integration) –

What inspires some people to take heroic actions despite personal risks or sacrifice?

Day 9-10: Persuasive Text Writing

Introduction/Motivation/Values Integration
1. Recall the story of “Farewell Between Hector and Andromache”
2. Ask: What is the sole reason for the farewell of Hector and Andromache?
What possibly could be done to avoid such farewell?
3. Introduce the discussion on persuasive speech.

Content Acquisition (K)

1. Discuss to the class what persuasive text is and modes of persuasion.

Persuasive Speech
Writing a persuasive essay is like being a lawyer arguing a case before a jury. The
writer takes a stand on an issue—either “for” or “against”—and builds the strongest
possible argument to win over the reader.

In a persuasive essay, it’s the writer’s job to convince the reader to accept a
particular point of view or take a specific action. Persuasive essays require good
research, awareness of the reader’s biases, and a solid understanding of both sides
of the issue. A good persuasive essay demonstrates not only why the writer’s
opinion is correct, but also why the opposing view is incorrect.

Modes of persuasion
1. Ethos (plural: ethe) is an appeal to the authority or credibility of the presenter.
It is how well the presenter convinces the audience that he or she is qualified
to present (speak) on the particular subject. It can be done in many ways:
 By being a notable figure in the field in question, such as a college
professor or an executive of a company whose business is related to
the presenter's topic.
 By demonstrating mastery of the argot of the field.
 By being introduced by, or producing bona fides from, other
established authorities.
2. Pathos (plural: pathea) is an appeal to the audience’s emotions, and the
terms sympathy, pathetic, and empathy are derived from it. It can be in the
form of metaphor, simile, a passionate delivery, or even a simple claim that
a matter is unjust. Pathos can be particularly powerful if used well, but most
speeches do not solely rely on pathos. Pathos is most effective when the
author or speaker demonstrates agreement with an underlying value of the
reader or listener.
Logos (plural: logoi) is logical appeal or the simulation of it, and the term
logic is derived from it. It is normally used to describe facts and figures that
support the speaker's claims or thesis. Having a logos appeal also enhances
ethos because information makes the speaker look knowledgeable and
prepared to his or her audience. However, the data can be confusing and
thus confuse the audience. Logos can also be misleading or inaccurate,
however meaningful it may seem to the subject at hand. In some cases,
inaccurate, falsified, or miscontextualized data can even be used to enact a
pathos effect. Such is the case with casualty numbers, which, while not
necessarily falsified, may include minor casualties (injuries) that are equated
with deaths in the mind of an audience and therefore can evoke the same
effect as a death toll.

3. Show the class a video of persuasive speech sample and have them evaluate
the presentation using the attached worksheet Persuade Me!
4. Task some students to share their works.

Interaction—Deepening (P/U)
WRITING WORKSHOP
1. Introduce the GRASP for the performance task
2. Discuss the rubric
3. Ask them what could be the possible contents of an introduction? Body?
Conclusion?
4. Task the class to begin their first draft of Persuasive Speech by outlining the
contents of their essay.

Closure: (Integration) –
In what ways do you think persuasive speech could be a boon or bane in a
communication process?

Day 12: Quiz

Day 13: The Adventure of Odysseus

Introduction/Motivation/Values Integration
1. Ask the class: Do you like travelling? What is your best travel adventure so
far? Why?
2. Introduce to the class that the epic to be discussed has connection to
travelling via ship.
3. Ask: What is the most intriguing or interesting story of adventure or mystery
involving ships and seas you have rea or seen depicted on a film?
4. Introduce the story to the class.

Content Acquisition (K)

1. Introduce Homer to the class.
2. Motive for reading question: Which adventure of Odysseus would you have
found most challenging if you were in his place?
3. Give the class 6 minutes to read the selection.
4. Before discussing the selection, discuss to the class the conventions of
outlining on page 58.
5. Task them to work on the exercise on page 59.

Interaction—Deepening (P/U)
1. Using their outline, discuss the epic’s plot. Thrown in some of the guide
questions to thicken the discussion.

Closure: (Integration) –
ACTIVITY: Pen & Paper
Answer the following questions using your understanding of “The Adventure of
 Odysseus”:
1. What practices or customs of the early Greeks are revealed in the selection?
2. What universal values are conveyed? How are these values depicted in the
story?
3. How relevant today are these values?

Day 14: Reflexive and Intensive Pronouns

Introduction/Motivation/Values Integration
5. Write the words “reflect” and “intense” on the board.
6. Task the class to use semantic webbing to connect or associate the words
with ideas related to it.
7. Give them 3 minutes to work on it and have some students to share their
answers.

CHECK ON IT!
Task the class to identify which of the following sentences are acceptable in the
English language and which are not. Challenge them to defend their answers:
1) "I myself have done that."
2) "Jim, Susie, and myself were planning a trip."
3) "He wasn't even sure hisself how to go about it."
4) "You need to give that to myself when you are done."
5) "They decided just to do that theirselves."

Introduce reflexive and intensive pronoun

Content Acquisition (K)

1. Discuss briefly the difference between reflexive and intensive pronoun and
their purpose in writing.

Reflexive and intensive pronouns are like identical twins. They look the same, but
they are actually different. Both of them end in –self or –selves.
Examples:
Myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.

Reflexive pronouns are objects that refer to the subject. They are usually positioned
as the direct object, indirect object and object of the preposition of the sentence
Examples:
The boy kicked himself. –Direct object
She made herself a cup of coffee. –Indirect object
You should address the letter to yourself. –Object of the preposition

These pronouns are object that are used to refer to the subject of the sentence.
They are a necessary part of the sentence.

Intensive pronouns are used to emphasize another noun or pronoun. They

are also called emphatic appositives. Since an intensive pronoun is used for
emphasis, it is not necessary to the sentence. It does not give us any new
information. You can take out an intensive pronoun from a sentence, and
the sentence would still make sense.
Interaction—Deepening (P/U)
1. Task the students to answer ATTACHMENT I
2. Through discussion check and verify their answers.

Closure: (Integration) –
VIP: Truth, Solidarity and Pakikipagkapwa-tao
Using your idea on persuasive speech writing, write a short essay convincing
people in general to take the courage to show Truth, solidarity or
pakikipagkapwa-tao. The paragraph should contain a short introduction,
body and striking conclusion. Finally, make use of reflexive and intensive
pronouns. Underline the intensive pronouns and box the reflexive pronouns.

Day 15: Implicit and Explicit Meaning (page 246)

Introduction/Motivation/Values Integration
1. Recall the different reading modes: Skimming and scanning.
2. Task the class to differentiate the two by6 highlighting when to use each.
3. Root the discussion from skimming and lead it to in-depth reading

Content Acquisition (K)

1. Task the class to read the definition of explicit and explicit information on
page 246.
2. Tell them to work on a T-chart to differentiate implicit and explicit meaning
based on the book and based what they already know.
3. Discuss their answers to the class.
Interaction—Deepening (P/U)
1. Answer the activity on page 247.
2. Discuss the answer to the class afterwards

Closure: (Integration) –
Ask: what are some of the difficulties that you encounter in reading? In what ways
do you think you can provide a solution to these difficulties?

Day 16: Formulating Opinions and Assertions

Introduction/Motivation/Values Integration

1. Show the class the picture below and ask them to describe it.

2. Write down their answers on the board. Try to separate answers that appear
to be stating a fact and opinion
3. Task them to compare the grouped responses of their classmates.

Content Acquisition (K)

1. From here, the teacher will discuss how to formulate critical opinions
bounded from facts that they will use in creating arguments.
2. Using the article they bring to class, they will identify the facts and opinions
 statements.
3. The students will answer ATTACHMENT H.

Interaction—Deepening (P/U)
1. Ask: How did you identify fact from opinion?
What do you think would be the issue if one fails to discern fact from
opinion?
What are other possible conflicts that may occur in not fully understanding
fact and opinion?

Closure: (Integration) –
What is the essence of knowing how to state opinion properly?

Day 17: Quiz

Agreement:
Research on the ethics of Public Speaking

Day 18-19: Ethics of Public Speaking

Introduction/Motivation/Values Integration
1. Show the class a public speaking video.
2. Task the class to write positive and negative evaluations for the speaker
coming from an audience.
3. Task them to share their answers to the class.

Content Acquisition (K)

1. Divide the class into 6 groups. Using their research on the ethics of public
speaking, task the class to produce their own guidelines using the
information that they have gathered. Remind them to present it in a way
their classmates would be encourage to join public speaking.
2. Give them 20minutes to prepare. Have it presented afterwards.

Interaction—Deepening (P/U)
1. Evaluate and give comments to the presentation of each group.
2. Ask: What are the hindrances that you have or have encountered as you
deal with public speaking?
3. Try to address some of students’ problem.
Closure: (Integration) –
At the conclusion of the lesson, have the students accomplish the “PLEDGE OF
ASIANS” wherein the students are to write the ways they can help in solving the
environmental problems in the world. They also can write ways on showing
“PAKIKIPAG-KAPWA TAO” among Asians. (Pls. apply the learning form the values
integration)
PLEDGE OF ASIANS

Day 20: Ancient Roman Literature

Introduction/Motivation/Values Integration
1. Post the question to the class and task them to share their thoughts about
it: Have you ever been reckless in your life? What caused you to be
reckless? What happened as a result?
2. Introduce Ancient Roman Literature on page 74.
3. Task the student to read the information on Ancient Roman Literature and
have them organize it using one of the graphic organizers discussed in class.

Content Acquisition (K)

1. Introduce the story of Daedalus and Icarus by asking them: Have you ever
dreamed of flying? What do you think flying feels like?
2. Tell them that the story that they are reading is connected to flying and
other metaphor that could be connected to it. Give the class 4 minutes to
read the text.
3. In a triad, task the class to discuss and answer the discussion questions
among their group.
4. Give the class 5minutes to discuss with their group mates and tell them to
prepare to share their thoughts to the class.

Interaction—Deepening (P/U)
1. Deepen the discussion by posting the statement: “One must not dream for
something higher that his actual situation”.
2. Tell them write an affirmative and negative defense for the argument.
 3. Conduct a short debate later by dividing the class: one for negative, one for
affirmative. Remind the class to use their knowledge on stating opinion to
avoid misunderstanding during the debate.
4. Process the students’ opinions afterward.

Closure: (Integration) –
Ask: To sum it up, what does the story tells us about desires? How do you think this
applies to real life?

Day 21-22: Performance Task

1. Divide the class into 6 groups. Task them to stage a short play presentation
on the modern vision of Daedalus and Icarus
2. Give the students the liberty to write their script that would run for 10 mins.
3. Discuss the attached rubrics for grading.
Day 23: Modals
Introduction/Motivation/Values Integration
1. Activate student’s knowledge on what modals are by asking them to give
sentence examples with modals.
2. Task the class to listen to the song titled “I’ll Go Wherever You Will Go” by
the Calling
3. Task the class to jot down lines/sentences that make use of modals.
4. Ask them to share their answers. To make the sharing more fun, ask them
to sing the line.

Content Acquisition (K)

1. Discuss briefly what modals are through meaning, form and use framework
Interaction—Deepening (P/U)
1. Answer the attached activity (ATTACHMENT J)
2. Discuss the answer to the class afterwards.

Closure: (Integration) –
How does the use of modal aid the communication process?

Day 22
CONCLUDING ACTIVITY: Community Short story
1. The teacher will briefly discuss the lesson on discourse markers.
2. The students will answer the activity on page 127.
3. After the lesson, the teacher will call on 10 students who will participate in
the performing of a community story telling. The students will arrange
themselves with a corresponding number from one to ten. The group will
create an on the spot short story based on the initial incident given by the
teacher. Each student must use a discourse marker. The challenge is the
student must be able to complete the elements of a plot in one cycle.