English 4-10

The PRIMALS
Compendium of
Teaching Resources
A collection of lesson plan exemplars
in English for Grades 4-10

The PRIMALS Compendium of Teaching Resources

This compendium was published with support from the

Australian Government through the Basic Education
Sector Transformation (BEST) Program.
 
Permission to use or reproduce this publication or parts
of it in hard or digital copies for personal or educational
use is granted free, provided that the copies are not
reproduced or distributed for commercial purposes, and
that proper credit is given
to the Australian Government.
 
Printed in the Philippines
 
First Printing, 2019

i
Table of Contents
Grade Text/ Detailed Lesson Plan and Daily Lesson Log Pages

7 Text: If Our Eyes Were a Camera (Shape Poem) by Patriluz C. 1-32

Acknowledgments iv Manongsong
Overview ix Detailed Lesson Plan and Daily Lesson Log by Abner L. Pureza and
Introduction xiii Denn Marc P. Alayon

Lesson Plans
7 Text: The Body’s First Line of Defense (Expository Article) from 1-28
Science Learning Hub
Detailed Lesson Plan and Daily Lesson Log by Edna A.
Grade Text/ Detailed Lesson Plan and Daily Lesson Log Pages Lacerona and Anna Marlaine V. Litonjua
4 Text: Uldok, the War Hero (Historical Fiction) by Nemah N. Hermosa 1-24
Detailed Lesson Plan and Daily Lesson Log by Rose Ann B. 8 Text: The Bird Catcher in Hell (Kyogen - Japanese Traditional 1-28
Pamintuan and Nemah N. Hermosa Drama) by Esashi Juo
Detailed Lesson Plan and Daily Lesson Log by Sheila M.
4 Text: What Are Clouds? (Expository Article) from 1-28 Vergara and Ruth A. Alido
NASA (Gr. K-4) Series
Detailed Lesson Plan and Daily Lesson Log by Jessica P. Gela and
Nemah N. Hermosa 8 Text: Cyclones, Typhoons, and Hurricanes (Information Report) 1-32
from Science Learning Hub
4 Text: Why Does the Sun Burn Us? (Expository Article) from NASA (Gr. 1-32
Detailed Lesson Plan and Daily Lesson Log by Elizabeth A.
K-4) Series
Galindo and Ruth A. Alido
Detailed Lesson Plan and Daily Lesson Log by Van G. Gaspang
and Nemah N. Hermosa
5 Text: The Magic Powder: A Folktale from Myanmar (Folktale) by 1-32 9 Text: Thank You, Ma’m (Realistic Fiction) by Langston Hughes 1-20
Greystoke from Storyweaver.org Detailed Lesson Plan and Daily Lesson Log by Ma. Criselda G.
Ocang and Anna Marlaine V. Litonjua
5 Text: Who Was Neil Armstrong? (Biography) from 1-28
NASA (Gr. 5-8) Series
Detailed Lesson Plan and Daily Lesson Log by Lynneth B. 9 Text: Riders to the Sea (One-Act Play) by John Millington Synge 1-36
Abrogueña and Ma. Alicia Bustos-Orosa Detailed Lesson Plan and Daily Lesson Log by Carol L. Noces
and Denn Marc P. Alayon
6 Text: Limericks (Nonsense Poems) by Edward Lear 1-32
Detailed Lesson Plan and Daily Lesson Log by Michelle B. Balatbat
and Marla C. Papango 10 Text: Climate Change: How Do We Know? (Expository Article) from 1-28
NASA’s Jet Propulsion Laboratory
6 Text: Plastics and Recycling (Expository Article) from Science Learning 1-32
Detailed Lesson Plan and Daily Lesson Log by Lourdes B.
Hub
Colasi and Rosalie E. Bongon
Detailed Lesson Plan and Daily Lesson Log by Arlene R. Carpio
and Marla C. Papango

ii The PRIMALS Compendium of Teaching Resources | ENGLISH 4-10 Table of Contents iii
Acknowledgments
This PRIMALS Compendium of Resources for Teaching Text Types in
English and Filipino for Grades 4 to 10 was made possible through the
assistance of the following:
Department of Education:
Central Office:
Undersecretary, Curriculum and Head Teachers: Edna A. Lacerona, Calaoagan
Instruction: Lorna Dig Dino
Director, Bureau of Learning Delivery Project Officer
(BLD): Leila P. Areola
Chief, Teaching and Learning Division (TLD): High School; Dolores T. Comom, Baguio
Rosalina J. Villaneza
Focal persons, Bureau of Learning Delivery
: (English) Denn Marc P. Alayon, Senior
Education Program Specialist; Rosalie E.
Bongon, Supervising Education Program
Specialist; Anna Marlaine V. Litonjua, Senior
Education Program Specialist; and (Filipino)
Gaudencio Luis N. Serrano, Senior Education
Program Specialist; and Michelle F. Tolentino,
Senior Education Program Specialist;
(Mathematics) Joseph Randolph P. Palattao,
Supervising Education Program Specialist;
and Feejay A. Dimaculangan, Senior Education
Program Specialist
Director, Bureau of Curriculum Development
(BCD): Jocelyn DR Andaya
Specialists, Bureau of Curriculum
Development - (English) Wenda P. Fajardo,
Senior Education Program Specialist; and
(Filipino) Ma. Luisa M. Cantillo, Senior
Education Program Specialist; Bureau of
Learning Resources: Joselito B. Asi, Senior
Education Program Specialist; and National
Educators Academy of the Philippines: Leah
Patricia M. Golgo, Senior Education Program
Specialist
Director, Bureau of Learning Resources (BLR):
Edel L. Carag
iv The PRIMALS Compendium of Teaching Resources | ENGLISH 4-10
The Australian Government through
the Basic Education Sector
Transformation (BEST):
Alison Atwell, Team Leader; Soledad T.
Lecaroz, Inset Lead; Mary Juliet DR Labitigan,
BEST Short Term Advisers and
Resource Persons: English and
Filipino
(English) Nemah N. Hermosa, University of
the Philippines-Diliman; Maria Alicia Bustos-
Orosa, De La Salle University-Manila; Marla
C. Papango, Philippine Normal University;
Ruth A. Alido, Philippine Normal University;
Elineth Elizabeth L. Suarez, Ateneo de Manila
University; and Alice M. Karaan, Philippine
Normal University; (Filipino) Eros S. Atalia,
De La Salle University-Manila; Pedro Jun
Cruz Reyes, University of the Philippines-
Diliman; Beverly W. Siy, Intertextual Division
of the Cultural Center of the Philippines, Luis
P. Gatmaitan, Chairman, National Council
for Children’s Television, and John Iremil E.
Teodoro, De La Salle University-Manila.
Authors of the original texts in
Filipino used in the lesson exemplars:
M. Corazon Remigio, “ Papel de Liha”
John Iremil E. Teodoro, “ Si Gat Uban at Si
Tiban”
Grace D. Chong; Filipino translation by Luis P.
Gatmaitan, “ Ang Puting Sapatos”
Princess Erika Solitario, “ Lola Ora”
Jose Palma, “Sagisag Kultura”
Luis P. Gatmaitan, “Ang TV Naming De Baterya
at Sina John En Marsha”
Luis P. Gatmaitan, “Tuwing Miyerkules”
Genaro R. Gojo-Cruz, “Ipapasyal Namin Si
Lolo”
Romulo Baquiran, Jr., “Celecoxib at Novain”
Eros S. Atalia, “ Magician”
Eros S. Atalia, “Araw ng Kalayaan”
Authors/Sources of the original
texts in English used in the lesson
Writers of English Lesson Exemplars:
(cont.)
exemplars:
Nemah N. Hermosa, “Uldok, the War Hero”
Q. Oliveros, Fr. William Masterson Elementary
School; Lynneth R. Abroguena, Jasaan Central
NASA Knows! (Gr. K-4), “What Are Clouds” School; Arceli S. Thornsbury, New Panay
and “Why Does the Sun Burn Us?”
Greystoke / Storyweaver.org, “The Magic
Elementary School and Saranga Elementary
School; Mervie Y. Seblos, Concepcion National
Powder: A Folktale from Myanmar” High School; Arlin M. Batausa, Patinay
NASA Knows! (Gr. 5-8), “Who Was Neil National High School
Armstrong”
Edward Lear, “Limericks” from The Book of
Nonsense (1846) Dackel National High School; Christopher B.
Science Learning Hub, “Plastics and Recycling,” Albino, Ricafort Elementary School; Abner
“The Body’s First Line of Defense,” and L. Pureza, Quezon National High School;
“Cyclones, Typhoons, and Hurricanes” Leonora M. Arellano, San Jose National High
Patriluz C. Manongsong, “If Our Eyes Were a School; Karen R. Gueriña, Sorsogon National
Camera”
Esashi Juo, “Kyogen: The Bird Catcher in Hell” City National High School; Armi Victoria A.
John Millington Synge, “Riders to the Sea” Fiangaan, Pines City National High School;
Langston Hughes, “Thank You, Ma’am” Doriecelle P. Balancio, Ramon Magsaysay
NASA’s Jet Propulsion Laboratory, “Climate High School; Carol L. Noces, F.G. Calderon
Change: How Do We Know?” Integrated School (High School); Sheila
M. Vergara, Araullo High School; Helen P.
Writers of English Lesson Exemplars:
Ingeniero, Quirino High School; Chat C. Gabo,
Buenavista National High School; Eileen J.
Supervisors: Ma. Criselda G. Ocang, Regional Cinco, San Jose National High School; Helen A.
Office I; Lilibeth A. Magtang, Division of Mangumpit, Zamboanga National High School
San Carlos City; Marivic C. Bacud, Division West Department; and Domingo G. Bagis,
of Nueva Viscaya; Elizabeth DG. Galindo, Looy Integrated Tech. Voc. High School
Division of San Jose City; Arlene R. Carpio,
Division of Cavite City; Maribel L. Viernes, Master Teachers: Rose Ann B. Pamintuan,
Division of Kalinga; Ma. Carmen D. Solayao, Pasig Elementary School and Michelle
Division of Muntinlupa City; Ma. Nimfa R. B. Balatbat, General Maximino H. Hizon
Gabertan, Division of Quezon City; Jessica P. Elementary School
Gela, Division of Bacolod City; Irene T. Pilapil,
Division of Lapu-Lapu City; Van G. Gaspang;
Division of Ormoc City; Darwin F. Suyat,
Division of Tagum City; Rachelle T. Amando
and Esmael S. Mamalaguia (Education
Program Specialist II), Division of Cotabato
City; Isabel L. Loayon, Division of Tandag City
School Heads: Maria Fatima D. Felicia,
Gumaok Elementary School; Andrea A.
Angeles, Bukandala Elementary School; Sheila
B. Tindog (Asst. Principal II), Palawan National
School; Raquel M. Llaneta, Gogon High School,
Lourdes B. Colasi, Villahermosa National High
School; Imelda N. Gamba, Bitoon Elementary
School; Merinisa J. Olvido, Canduman
Elementary School; Emilia S. Ibones,
Consolacion National High School; Ma. Ivy B.
Avelino, Banayon Elementary School; Catalina
Acknowledgments v
 Writers of Filipino Lesson Exemplars:
Supervisors: Editha T. Giron, Regional
Office I; Arabella May Z. Soniega, Division of
Pangasinan II; Marie Ann C. Ligsay, Regional
Office III; Jocelyn DR. Canlas, Division of
Malolos City; Anastacia N. Victorino, Division
of Bulacan; Jonathan F. Bernabe, Division of
Cabuyao; Maribeth C. Rieta, Division of Cavite
Province; Sharon A. Vito, Division of Sorsogon
Province; Ma. Gemma A. Bimbao, Regional
Office VI; Celestino S. Dalumpines IV, Division
of Antique; Junry M. Esparar, Division of
Kabankalan City; Elaine F. Perfecio, Regional
Office VII; Jovelyn C. Quindao, Division of
Toledo City; Amenia C. Aspa, Regional Office
VIII; Lindo Jr. O. Adasa, Division of Dapitan
City; Mary Jane M. Mejorada, Regional Office
XI; Leonardo B. Mission, Regional Office
XII; Prima A. Roullo, Division of Koronadal
City; Amelia T. Ulit, Division of Bayugan City;
Mildred C. Abarico, Division of Dinagat Island;
and Saada J. Tubing, Regional Office ARMM
School Heads: Amelia T. Botin, Banquerohan
Elementary School; Cynthia B. Llacer (Teacher-
in-Charge), Maonon National High School;
Ma. Lyma M. Magdadaro, Babag Night High
School; Eddie Jr. J. Albor, Lindang Elementary
School; Gideon J. Pascubillo, Pisaan National
High School
Head Teachers: Cherrelene A. Comon,
Kapangan Central National High School;
Francisco B. Peñaflor, Pines City National
High School; Nicanora C. Limpihan; Misamis
Occidental National High School; Lyn Vincent
J. Balatero, Lower Tamugan National High
School
Master Teachers: Norbert C. Lartec, Baguio
City National High School (Senior High School);
Maricel P. Sotto, Quezon National High School;
Leo A. Tolentino, Vicente P. Trinidad National
High School; Myra Cristy P. Crusio, Bais City
National High School; and Eleonor G. Distrajo,
Tominamos Integrated School.
Teachers: Leah D. Manzano, Nagtablaan
National High School; Melchor E. Orpilla,
Alaminos City National High School; Jobelle
J. Salvador, Cauayan City National High
School; Joanna Jasmin C. Dela Cruz, Nueva
vi The PRIMALS Compendium of Teaching Resources | ENGLISH 4-10
Vizcaya Comprehensive High School; Enrico
G. Ortega, Cristobal S. Conducto Memorial
Integrated National High School; Virgilio Jr.
F. Veloria, Karyandangan Elementary School;
Ervin I. Gallardo, Banilad Elementary School;
Ma. Theresa C. Ramos, Plainview Elementary
School; Ludina M. Alcayde, Camarin
Elementary School; Melanie F. Kaibigan,
Napindan Integrated School; and Aleli C.
Macbul, Lamitan National High School.
Revisions and Finalization of the
tried-out lesson exemplars:
English: Grade 4: (Uldok the War Hero) - Rose
Ann B. Pamintuan and Nemah N. Hermosa;
(What are Clouds) – Jessica P. Gela and Nemah
N. Hermosa; (Why Does the Sun Burn Us?)
- Van G. Gaspang and Nemah N. Hermosa;
Grade 5: (The Magic Powder) – Ma. Ivy B.
Avelino and Maria Alicia Bustos-Orosa; (Who
was Neil Armstrong?) – Lynneth R. Abrogueña
and Maria Alicia Bustos-Orosa; Grade 6:
(Limericks) – Michelle B. Balatbat and Marla
C. Papango; (Plastics and Recycling) – Arlene
R. Carpio and Marla C. Papango; Grade 7: (If
Our Eyes Were A Camera) – Abner L. Pureza
and Denn Marc P. Alayon; (The Body’s First
Line of Defense) – Edna A. Lacerona and Anna
Marlaine V. Litonjua; Grade 8: (The Bird-
Catcher in Hell (Kyogen) – Sheila M. Vergara
and Ruth A. Alido; (Cyclones, Typhoons, and
Hurricanes) – Elizabeth A. Galindo and Ruth
A. Alido; Grade 9: (Thank You, Ma’am) – Ma.
Criselda G. Ocang and Anna Marlaine V.
Litonjua; (Riders to the Sea) – Carol L. Noces
and Denn Marc P. Alayon; Grade 10: (Climate
Change: How Do We Know?) – Lourdes B.
Colasi and Rosalie E. Bongon
Filipino: Grade 4: (Papel de Liha) – Jocelyn DR.
Canlas and John Iremil E.Teodoro; Grade 5: (Si
Gat Uban at si Tiban) – Enrico G. Ortega and
John Iremil E.Teodoro; Grade 6: (Ang Puting
Sapatos) – Arabella Soniega and John Iremil E.
Teodoro; (Lola Ora) – Prima A. Raullo and John
Iremil E. Teodoro; (Sagisag Kultura) – Junry M.
Esparar and John Iremil E.Teodoro; Grade 7:
(Ang TV naming De-Baterya at sina John En
Marsha) – Myra Cristy P. Crusio and Eros S.
Atalia; (Ipapasyal Namin Si Lolo) – Francisco
Peñaflor and Eros S. Atalia; Grade 8: (Tuwing
Miyerkules) – Melchor E. Orpilla and Eros
S. Atalia; Grade 9: (Celecoxib at Novain) –
Gemma Bimbao and Eros S. Atalia; Grade 10:
(Araw ng Kalayaan) –Leah D. Manzano and
Eros S. Atalia; (Magician) –Elaine F. Perfecio
and Eros S. Atalia
Trial of selected lesson exemplars:
English: Benedick A. Verona, Alma D. Orozco,
Mary Jane L. Ferrer, Nerica B. Labao, Michelle
B. Balatbat, Eselle R. Obaña, Edberg C.
Morales, Almay B. Yiu, Jemmar E. Ang, Collen
M. Flores, Nicola Andrea G. Pestaño, Lucila
V. Dizon, Isabelita D. Aguilar, and Mutya P.
Vistan.
Filipino: Mercelita G. Agodon, Evelyn T.
Cabunilas, Lailanie B. Romero, Maria Francis A.
Libunao, Dellita A. Santiago, Allen C. Delgado,
Catherine A. Felices, Catalina C. Manongsong,
Valent A. Olonan, Carlo Fernando Padin,
Justin D. Rivera, Jose D. Francisco Jr., Elvira G.
Bitancor, and Ma. Jeremia D. Nuñez
Schools Division Superintendents: Jenilyn Rose
B. Corpuz, Division of Manila; and Elizabeth E.
Quesada, Division of Quezon City
School Heads: Rodel C. Sampang, Geronimo
Santiago Elementary School; Cecilia C. Alba,
Esteban Abada Elementary School; Gene T.
Pangilinan, Ramon Magsaysay High School;
and Eladio H. Escolano, Quirino High School
for the warm welcome and for granting
permission on the use of the aforementioned
venues for the try-out of the selected lesson
exemplars
Evaluators of the lesson exemplars during
the try out: Vicente M. Victorio Jr, Ma. Victoria
L. Santos, and Museta R. Dantes, Division of
Manila; Ma. Gianelli C. Magdael, San Juan High
School; Elizabeth M. Avila, Pasay City National
Science High School; Zorayda B. Revelo,
Division of Legazpi City; Ma. Portoria Fe B.
Pradil, Alcala Elementary School; Jerickson
D. Getizo, Rinconada National Technical
Vocational School; Rodrigo G. Embestro,
San Isidro Elementary School; Lalice Joy J.
Arquintillo, Jalandoni Memorial National High
School; Ma. Isabel G. Serag, Igbaras National
High School; Maria Cozette A. Peñaflorida,
Southern Bugasong National High School;
Evaluators of the lesson exemplars (cont.):
Aldrin G. Vingno, Division of Bacolod City;
Ma. Fe C. Uayan, Talamban National High
School; Alice C. Bordadora, Talamban National
High School; Rimona A. Barriga, Guadalupe
Elementary School; Mark O. Adonis, Division
of Leyte; Leah M. Baldos, Bidlinan Elementary
School; Estela A. Suarez, Baybay City Senior
High School; Vergita M. Ibañez, Baybay
National High School; Maria Teresa M. Absin,
Division of Misamis Oriental; Shieldon F.
Honculada, Maloro Integrated School; Sarah
M. Mancao, Division of Bukidnon, Aura O.
Villastique, Naawan Central School; Maria
Alicia Bustos-Orosa, De La Salle University-
Manila; Marla C. Papango, Philippine Normal
University; Ruth A. Alido, Philippine Normal
University; and Alice M. Karaan, Philippine
Normal University; Eros S. Atalia, De La Salle
University-Manila; Luis P. Gatmaitan, and
John Iremil E. Teodoro, De La Salle University-
Manila; Denn Marc P. Alayon, Rosalie E.
Bongon, Anna Marlaine V. Litonjua, Gaudencio
Luis N. Serrano, Feejay A. Dimaculangan,
Bureau of Learning Delivery; and Ma. Luisa M.
Cantillo, Bureau of Curriculum Development
Development of Literacy
Strategy guides:
Nemah N. Hermosa, Maria Alicia Bustos-
Orosa, Denn Marc P. Alayon, and Marla C.
Papango
Graphic Design Concept Development
& Design Layouts:
Supermaya Branding & Design
(www.supermaya.co):
Overall Creative Director: Maia Hermosa
Art Director, Compendium: Maia Hermosa
Art Directors, English & Filipino Lesson Plans:
Maia Hermosa and Kristia Ariola
Art Directors, Literacy Strategy Guides: Maia
Hermosa and Yasmin Ong
Acknowledgments vii
 Overview
The PRIMALS Compendium of Teaching Resources is a collection of
exemplar lesson plans designed for use by teachers of English and
Filipino in Grades 4 to 10, and guides for literacy strategies that can be
used across the curriculum. These materials were developed through a
series of training and writing workshops in the PRIMALS program of the
Department of Education, an ongoing project which started in 2017.

The PRIMALS Program

The Pedagogical Retooling in Mathematics,
Languages, and Science (PRIMALS) is a
learning delivery program for Key Stage 2
(Grades 4 to 6) and Key Stage 3 (Grades 7 to
10) which aims to address the least-learned
competencies in Mathematics, English,
Filipino, and Science in order to develop
the literacy, communicative, mathematical,
and scientific skills of learners by providing
teachers with relevant, appropriate, and up-
to-date content knowledge and instructional
strategies.
Led by the Department of Education,
through the Bureau of Learning Delivery –
Teaching and Learning Division (BLD-TLD),
in partnership with Basic Education Sector
Transformation (BEST), PRIMALS was delivered
through national and regional trainers training
and writeshops to convert the training
modules and videos into LAC session guides.
BEST provided technical assistance in the
design of the national training of trainers
programs, the development of resources in
the form of training modules, PowerPoint
presentations and readings, and the
conversion of the original training resources,
including, videos into LAC session guides.
Within the last three years, based on DepEd
information, PRIMALS has trained 234 national
trainers for Grades 4-6 and 425 for Grades
7-10. Regional trainers were drawn from
among Regional CLMD and CID chiefs and
regional and division supervisors of Science,
English, Mathematics and Filipino (SEMF). Dep
Ed estimates that regional training reached
12,852 division and district supervisors,
principals, and SEMF teachers at the Grades
4-6 levels and 4,420 (first batch) at the 7-10
levels. One hundred forty-three LAC session
guides are now in the last stage of editing and
will be eventually published.

viii The PRIMALS Compendium of Teaching Resources | ENGLISH 4-10 ix

The Compendium: Contents
The Compendium is the culmination of development work done through
the series of PRIMALS regional and national training/writing workshops
assisted by BEST from May 2017 through November 2018.
The teaching resources that have been developed in these workshops
are underpinned by the following priority strands of the Philippine
Professional Standards for Teachers (PPST) deemed necessary for basic
Teacher Quality:
Strand 1.1: Content knowledge and its application within and across The texts used in the lesson plans are
curriculum areas
Strand 1.4: Strategies for promoting literacy and numeracy
Strand 1.5: Strategies for developing critical and creative thinking,
as well as other higher order thinking skills
Strand 2.3: Management of classroom structure and activities
Strand 2.6: Management of learner behaviors
Strand 3.1: Learners’ gender, needs, strengths, interests,
and experiences
Strand 4.1: Planning and management of teaching and
learning process
Strand 4.4: Professional collaboration to enrich teaching practice
Strand 4.5: Teaching and learning resources including ICT
Strand 5.1: Design, selection, organization, and utilization of teaching demonstrations in selected schools
assessment strategies
Strand 5.2: Monitoring and evaluation of learner progress
and achievement
Strand 5.3: Feedback to improve learning
The Compendium is the culmination of development work done through
the series of PRIMALS regional and national training/writing workshops
assisted by BEST from May 2017 through November 2018.
x The PRIMALS Compendium of Teaching Resources | ENGLISH 4-10
Lesson Plans for English/Filipino
Grades 4-10
Literacy Strategy Guides
The literacy strategy guides included in the
The exemplar lesson plans are text-based, Compendium consist of descriptions and
i.e., they center on a literary or informational guidelines for using literacy instructional
text, which is the vehicle for the development strategies in the following areas: before
of various learning competencies in the K to reading strategies for activating prior
12 Language and Multiliteracies Curriculum. knowledge and establishing purpose for
Various instructional strategies are illustrated, reading, vocabulary development, reader-
including, integrated approaches, explicit text interaction, expository text structures,
skills instruction, and the use of information study strategies, literature study, grammar
and communication technologies. Possible awareness, oral reading fluency, and writing.
formative assessment points are also Each guide contains a brief background
suggested. Each detailed lesson plan (DLP) is or research base of the strategy, its
accompanied by a daily lesson log (DLL), as purpose, and benefits. These are followed
prescribed by the Department of Education. by a description of the strategy and how it
is used and additional tips for teachers to
make its use more effective. Although these
representative of sub-types and genres strategies are commonly used in language
under two general text types: literary and arts, examples of how they can be used across
informational. Literary texts include stories the curriculum are given.
such as folk literature and different types
of fiction, drama, and poetry. Informational
texts include literary non-fiction such as,
biographies, personal essays, etc. and
historical, scientific, and technical texts.
These criteria were used in text selection:
1) representativeness of type/genre; 2)
readability and text complexity factors; and 3)
social content.
Many more lesson plans have been developed
in the workshops but due to constraints
of time and resources, only a selected few
could be tried out in schools. Those included
in the Compendium were tried out through
in Metro Manila. For the same reasons, the
types of texts used in the Compendium is not
exhaustive.
Overview xi
The Compendium: Design Introduction
It is unlikely that individual teachers/users will need to use all of the The PRIMALS Compendium of Teaching Resources Grades 4-10
resources in the Compendium. Therefore, the materials have not been includes fourteen text-based lesson plans in English. These lesson
put together in one volume. Rather, it has been designed such that exemplars are underpinned by the following principles:
teachers will find it easy to get copies of the specific materials they need.
The following features ensure that the Compendium is portable and Reading is a holistic process rather than a Learning and practicing literacy skills should
set of discrete or largely separate skills. The be placed in the context of good literature
easily accessible. reading classroom should reflect the literacy so that each child can develop and nurture
functions of real life and provide plenty of a genuine love for reading and a sense
• The lesson plans are color coded by • The teacher resources also come in opportunities for children to apply literacy of ownership of literacy. When literature
grade and arranged from Grades 4 individual pdf files. These will skills in an integrated manner. Thus, reading (various types of literary and informational
through 10. Likewise, the literacy be uploaded to the DepEd Learning should be integrated in natural ways with texts) is used as the context for literacy and
strategy guides are color Portal. School heads and learning other facets of literacy learning—speaking, language instruction, broad reading interests
coded by type. resource personnel can download the listening, writing, and viewing. grade at are developed, and learners are given
whole set, put them in separate binders, pwede rin sa ganyang grade ang isang text opportunities to develop a wide range of skills
• The hard copies of the Compendium
and keep these in the Learning Resource type? Paano matitiyak ang quality? for comprehending diverse types and genres
come in a box with three binders.
Center so teachers can easily access of texts.
The whole box can be kept in the
them. Teachers who want their own
Learning Resource Center and teachers
copies can easily download those they
who need a resource can easily borrow
need and save/print them.
the particular resource he/she needs. The LINKS Framework
Each of the resources in the binder The lesson plans in the Compendium make use of the LINKS approach, an integrated
is bound separately and can easily literature-skills model that enhances and extends the traditional Before-During-After (BDA)
be detached from and put back in directed lesson format (see Figures 1 and 2).
the binder.

B-D-A LESSON STRUCTURE

How to Use the Compendium

Instructional Before During After
The goal of any teacher is to provide engaging and fascinating lessons Sequence Reading Reading Reading

that captivate learners and help them learn required concepts and skills.
None of these goals can happen without lesson planning and the use of
Rationale To establish
tried out and evidence-based instructional strategies. In line with this, To extend
purpose, To guide an
& elaborate
teachers can use the Compendium materials in the following ways: activate prior active search
ideas from
knowledge, for meaning
the text
• Adopt/Adapt the lesson plans to use • Use the Compendium as resources sustain
in their classrooms; for LAC sessions and other motivation,
teacher professional development provide
• Use the lesson plans as models for direction
programs; and
developing their own lessons;
• Develop similar lessons on other
• Use the literacy strategy guides to Figure 1. Before-During-After: The directed reading lesson structure
text types and guides for other
develop instructional strategies that
literacy strategies to add to
fit their instructional goals;
the Compendium.

xii The PRIMALS Compendium of Teaching Resources | ENGLISH 4-10 Introduction xiii
A LINKS lesson includes a mix of expressive
and instructional objectives, reflecting
different tasks and reading stances, and cuts
across Knowledge, Skills, and Attitudes. Each
detailed lesson plan in the Compendium has
two parts. Part 1 focuses on the text and
Part 2 focuses on a specific literacy skill or
competency.
Part 1: Before-During-After: Focus on the Text
A. Before Reading
This stage prepares learners for the reading
task through the following: 1) developing key
vocabulary and concepts; 2) activating prior
knowledge; and 3) developing a reading/
listening/viewing purpose. It aims to provide
direction, and develop and sustain motivation.
A number of pre-reading strategies are
described in the Literacy Strategy Guides
volume in this Compendium, such as
anticipation guide, KWL chart, the motivation
question-motive question tandem, and others.
B. During Reading
This is the stage where the learner actively
interacts with the text, whether written,
Figure 2. LINKS: An enhancement of the BDA model
xiv The PRIMALS Compendium of Teaching Resources | ENGLISH 4-10
oral, or digital. A teacher can choose from a
variety of reader-text interaction strategies
appropriate for the text being studied. A
number of these strategies are described
in the Literacy Strategy Guides volume of
this Compendium, such as Guided Reading,
Directed Reading-Thinking Activity, Reciprocal
Teaching, and others.
C. After Reading
This stage provides opportunities for learners
to extend, elaborate and refine ideas
and insights gained from the study of the
selection. Engagement activities, enrichment
activities, and across the curriculum
connections are explored in this stage.
Whole class, small group, pair, and individual
formats are utilized for various response
activities, which can include discussion,
writing, creative dramatics, visualization
and other art activities, and research.
The activities encourage collaborative
learning, communication, creative and
critical thinking, and the use of information
and communication technologies (ICTs).
Differentiated learning instruction can also be
easily aligned with the activities and formats
used in this stage.
Note that in the BDA lesson, there is no
particular literacy skill highlighted. The lesson
focuses on helping learners understand and
appreciate the text being studied, whether
a story, poem, drama, expository article,
biography, or video. The many skills needed
for the comprehension of the text are used in
an integrated and purposeful way to achieve
the expressive objectives for the lesson,
meeting content and performance standards
in the curriculum, including the attainment of
affective objectives.
Part 2: Explicit Skill Development: Focus on a
Skill
In this part of the LINKS lesson, the text that
has been studied is used as the springboard
for the explicit teaching of a particular literacy
skill or strategy.
Explicit skill teaching is underpinned by
the gradual release of responsibility (GRR)
framework (see Figure 3). GRR is a structured
approach to teaching framed around a
process that devolves responsibility within
the learning process from the teacher to the
eventual independence of the learner.
Figure 3. The gradual release of responsibility (GRR)
framework in explicit skill instruction (Source: https://dpi.
wi.gov/ela/instruction/framework)
The explicit skill development part of the
LINKS lesson in this Compendium follows
these steps:
1. Introduction/Presentation
The teacher introduces the skill, mentioning
when it is used and its importance.
2. Modeling/Teachinga
Using examples from the text studied in BDA,
the teacher demonstrates a task for learners
and describes exactly what is being done as it
is done. The goal of the modeling step is for
the teacher to explicitly state the what, why,
how, when, and where of what they are doing.
The information is presented in small units, in
a graduated sequence, usually ranging from
simple to complex, to enhance the connection
between new and prior knowledge.
3. Guided Practice
The teacher gives a task to learners (whole
class or small group format) and guides
them in doing the task, circulating and
confirming that all learners have understood
the lesson. This step allows learners not
only the opportunity to try the tasks that
were modeled, but ensures that they receive
feedback on their finished work.
4. Independent Practice
This step allows learners (small group, dyad,
individual format) to put themselves in new
learning situations where they can apply what
they have understood from the modeling and
guided practice steps. It provides learners an
opportunity to test out their understanding in
order to obtain the highest level of mastery
possible. This step also identifies any students
who may be in need of some additional
support before they move on.
5. Application
In this step, the learner applies the skill/
strategy in various contexts, across the
curriculum, and in real-life situations.
The developers of the lesson exemplars hope
that these materials will help
English teachers in Grades 4-10 in achieving
the lesson goals they set out to do for their
classes. Further, we hope that these will also
encourage them to be joyful, enthusiastic,
inspired, and dedicated in their mission
to develop learners who are literate, who
can and will read, and who can transform
knowledge into personally useful tools for
learning new information.
Resource Persons:
Nemah N. Hermosa
Maria Alicia Bustos-Orosa
Marla C. Papango
Ruth A. Alido
Elineth Elizabeth L. Suarez
Alice M. Karaan
Introduction xv