Prepared by:

SHEILAMAY P. AREVALO
Teacher I
DepEd Region VI
Lesson Plans for Multigrade Classes
Grades 3 and 4
Learning Area:ENGLISH 3 & 4 Quarter: Third Week: Fourth
Grade Level Grade 3 Grade 4
Content Standard The learner . . . The learner . . .

Oral Language Oral Language

 Demonstrates understanding of speech cues for clear  Demonstrates an understanding of verbal cues for clear
expression of ideas expression of ideas
 Demonstrates understanding of processes and  Demonstrates an understanding of verbal and nonverbal
information in text for articulation of ideas cues for effective oral presentation
 Demonstrates an understanding of information derived
from multimedia sources for clear and creative
presentation
Fluency
 Demonstrates an understanding that English is stress-
timed language to achieve accuracy and automaticity
Listening Comprehension
Listening Comprehension  Demonstrates an understanding of the elements of
 Demonstrates understanding of different listening literary and informational texts for comprehension
strategies to comprehend texts  Demonstrates an understanding of text types to construct
feedback

Phonics and Word Recognition

 Demonstrates understanding of processes in sight word
recognition or phonic analysis to read and understand
word
 Demonstrates understanding of familiar sight and
irregularly spelled words for automatic recognition
Vocabulary
 Demonstrates an understanding that word meaning can
English34/Q3/W3
 be derived from different sources
 Demonstrates an understanding that words are composed
of different parts and their meaning changes depending
on context
 Demonstrates an understanding that word meaning
changes based on context
Reading Comprehension
Reading Comprehension  Demonstrates an understanding of various linguistics
 Demonstrates understanding of the elements of literary nodes to comprehend various texts
and expository texts for creative interpretation  Demonstrates an understanding of text elements to
 Demonstrates understanding of paragraph development comprehend various texts
to identify text types  Demonstrates an understanding of writing styles to
comprehend the author’s message
 Dmonstrates an understanding that reading in a wide
range of texts provides pleasure and an avenue for self-
expression and personal development
Writing Composition
Writing Composition  Demonstrates an understanding of writing as a process
 Demonstrates understanding of sentences and  Demonstrates an understanding of the importance of
paragraphs in expressing ideas using varied sources of information to support writing
Grammar
 Demonstrates a command of the conventions of standard
English grammar and usage when writing or speaking
 Demonstrates an understanding of English grammar and
usage in speaking or writing
Attitude
 Demonstrates an understanding of nonverbal cues to
communicate with others
Attitude  Demonstrates an understanding of verbal and nonverbal
elements of communication to respond back
 Demonstrates understanding of narrative and
Study Strategies
informational texts for appreciation of literacy-related
activities/tasks  Demonstrates an understanding of library skills to
research on a variety of topics

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Performance Standard The learner . . .
Oral Language
 Uses speaking skills and strategies appropriately to
communicate ideas in varied theme-based tasks
creatively presents information in varied ways
Listening Comprehension
 Uses information from texts viewed or listened to in
preparing logs and journals
Phonics and Word Recognition
 Uses word recognition techniques to read and
understand words that contain complex letter
combinations, affixes and contractions through theme-
based activities
 Uses familiar sight and irregularly -spelled words in
meaningful oral and written tasks
Reading Comprehension
 Uses information derived from texts in presenting varied
oral and written activities
 Identifies correctly how paragraphs/ texts are developed
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The learner . . .
Oral Language
 Actively creates and participates in oral theme-based
activities efficiently delivers oral presentations
creatively presents information using broadcast media
Fluency
 Reads aloud text with accuracy, automaticity, and
prosody
Listening Comprehension
 Recalls details, sequence of events, and shares ideas on
texts listened to identifies story perspective and text
elements
Vocabulary
 Uses different resources to find word meaning
 Uses strategies to decode the meaning of words
 Uses strategies to decode the meaning of words in
context
Reading Comprehension
 Uses linguistic cues to appropriately construct meaning
from a variety of texts for a variety of purposes
 Uses knowledge of text types to correctly distinguish
literary from informational texts
 Uses diction (choice of words) to accurately analyze text
 elements
 Uses literal information from texts to aptly infer and
predict outcomes
Writing Composition Writing Comprehension
 Composes three-to-five sentence paragraph  Uses a variety of strategies to write informational and
literary compositions
 Uses varied sources of information to support writing
Grammar
 Speaks and writes using good command of the
conventions of standard English
 Uses the classes of words aptly in oral and written
discourse
Attitude
Attitude  Applies knowledge of nonverbal skills to show respect
 Makes personal journals, diaries, portfolios and logs, etc. when communicating with others
as expression of enthusiasm in reading books both for  Uses paralanguage and nonverbal cues to respond
pleasure and learning appropriately
Study Strategies
 Uses library skills to gather appropriate and relevant
information
Competencies Oral Language Oral Language
 Follows and explains processes  Use appropriate expression in talking about famous
EN3OL-IIId-1.16.3 places
EN4OL-IIId-16
Listening Comprehension Listening Comprehension
 Notes important details  Identifies the elements of informational text (feature
N3LC-IIIa-j-2.1 story)
 Sequences at least three events using signal words EN4LC-IIId-27
EN3LC-IIIa-j-2.7
Vocabuary Development
 Identifies cause and effect Vocabulary Development
EN3RC-IIIa-b-2.13  Identifies multiple meaning of words
Reading Comprehension EN4V-IIId-3

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  Reads word with long i sound (long i ending in e) Reading Comprehension
EN3PWR-IIId-24  Identifies text types according to students (description)
EN4RC-IIId-37
Writing Composition
 Use appropriate punctuation marks
ENRWC-IIIc-3-2.6
Fluency
 Read words, poems, phrases and stories with accuracy
and appropriate expressions
Attitude EN4F-Iid-15
 Take books from home to school or vice-versa or
independent/shared extra reading
Grammar
 Identifies and use the correct order of objectives in a
series in sentences
EN4G-IIId-15
Writing Composition
 Writes/composes clear and coherent sentences using the
correct order of objectives
EN4WC-III-d-29
Study Strategy
 Uses graphic organizers to organize information
obtained from various sources in preparation for
reporting, etc.
EN4SS-IIId-12
Attitude
 Shows interest in reading a feature story
EN4A-IIId-30
Day 1
Lesson Objectives Oral Language Oral Language
 Follows and explains processes  Uses expression in talking about famous places
EN3OL-IIId-1.16.3 EN4OL-IIId-16
Listening Comprehension Listening Comprehension
 Notes important details  Identifies the elements of informational text (feature
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 N3LC-IIIa-j-2.1 story)
 Sequences at least three events using signal words EN4LC-IIId-27
EN3LC-IIIa-j-2.7

Subject Matter Following and Explaining Processes Use expressions appropriate to grade level
Noting Details Elements of informational text
Sequencing Events
Learning Resources TM, TG, BOW, pictures, tsart, stories, task cards TM, TG, BOW, pictures, story
Procedure Grouping Structures (tick boxes):

Use these letter icons to show  Whole Class  Ability Groups

methodology and assessment Describe the parts of the lesson (for example the  Friendship Groups
activities. introduction), where you may address all grade levels as one  Other (specify)
group.  Combination of Structures
T Direct Teaching  Mixed Ability Groups
G Group Work
 Grade Groups
Teaching, Learning and Assessment Activities
I Independent Learning
Sharing Story/feature story about famous places T
A Assessment Show pictures of family doing family activities like going to famous places, having picnics, family reunions
Say: What activities do you do with your family?

Present the words to be unlock(words found in the story) through

 Picture clue
 Context clue (Refer to Appendix 1)

Read the story to the whole class. After reading ask questions related to t`he story. Refer to Appendix 2

Let pupils list down the steps or procedure on how to cook the I Discuss the different elements of informational Text (feature T
food they want to bring for “baon” in going to famous places. story) through the used of the teaching chart. Ask Wh- questions
Ask: What did you first,next etc? Refer to Appendix 3. about the story to generate ideas such as shown below.

Elements of Informational Text

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Discuss the pupils’ answers. Relate your discussion on the
procedures of preparing pupils’ favorite foods to bring in going
to famous places. See attached Rubrics for assessing activities.
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1.Author’s Purpose- purpose or intent of the author
2.Major Ideas - Key points the author wants readers
to understand
3.Supporting Details- Key points the author wants
readers to understand
4.Aids- Pictures, photographs, graphs, tables, charts,
time lines
5.Vovabulary- Technical words needed for full
understanding of the text.
T Provide the task card to individual pupils to reflect on the I
importance of using appropriate expressions in giving
information based on the story read. Refer to Appendix 4
What did you realize from this article? Enumerate your answers.
Based on the article, I learned that…
I realized that…
(Possible answers)
….the author’s purpose in featuring the story is to inform us that
Philipines is a beautiful country.
….the author informed us the different famous places of our
country.
(Possible answers)
…we have a lots of famous places and I wish to visit it someday.
…vocabulary is important because it helps us understand the
story well..
Share your answer to the class.
 Divide the class into groups. Provide each group G A Group Pupils into four groups. Each Group will G A
an activity on noting details, sequencing events and on be given task cards identifying and describing famous places
following and explaining processes.Guide pupils in answering using correct expressions.Guide pupils in doing their task.Refer
their activities. Refer to Appendix 5 to Appendix 6.

Note: Use of rubrics in assessing performance is

suggested. Refer to Appendix 7.
Remarks
Reflection
Day 2
Lesson Objectives Reading Comprehension Vocabulary Development
Identify cause and effect Identify multiple meaning of words
EN3RC-IIIa-b-2.13 EN4V-IIId-3
Reading Comprehension
Identify text types according to students (description)
EN4RC-IIId-37
Subject Matter Cause and Effect Identifying multiple meaning of words
Learning Resources TM, TG, BOW, stories/selections,chart, pictures TM, TG, BOW, (others)
Teaching, Learning and Assessment Activites
Procedure
Read the story “The Country Mouse and the City Mouse”. See T Let the pupils draw their favorite famous place in along size I
Appendix 8 bond paper..Refer to appendix 9
Let the pupils answer the questions about the story. I Discuss/explain to pupils that words have multiple meaning. TheT
Refer Appendix 10 meaning attached to the word will depend on how this word is
used in meaningful context. Refer to Appendix 11 for discussion.
Guide the pupils in understanding multiple meaning of words.

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 Discuss pupils’ answers. T Give pupils activity sheets. Let them identify the meaning ofI theA
Present the diagram of events of the story “The Country Mouse given words through context and picture clue. Refer to Appendix
and the City Mouse” .Refer to Appendix 12 15.

Discuss the sentences formed from the diagram.

e.g. The Country Mouse decided to visit the city because it was
so curious if what the city looks like.
Discuss how the words (because, so and so that) can help the
pupils find out which part of the sentence tells the cause or the
effect.
By simply examining the Cause and Effect diagram above, is it
possible for a Cause to have several effects?

Remember
A cause is why something happens. To find a cause, look for a
reason why something happened.

An effect is what happens because of the cause. To find for the

effect, look for the results of the cause.

Usually a cause always happen first. Then, it is followed by the

effect.

Clue words such as because, so and so that are often used to

help you understand cause and effect in the sentence.
Read the selection to pupils in Appendix 13.guide I A
Give pupils acivity related on identifying causeand effect.Refer
to Appendix 14.
Remarks
Reflection
Day 3
Lesson Objectives Phonics and Word Recognition Fluency
Read word with long i sound (long i ending in e) Read words, poems, phrases and stories with accuracy and
EN3PWR-IIId-24 appropriate expressions
EN4F-Iid-15
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Subject Matter Words with long i ending in e Words with long i ending in e
Learning Resources TM, TG, BOW, flas cards, word cards, teaching chart,pictues TM, TG, BOW, (others)
Procedure Teaching, Learning and Assessment Activites
Recall the story fast forward. Present a word taken from the story to the pupilsModel the word that should be read. T
Refer to A ppendix 16.

Model Present the teaching chart for the words with long / i /.

Make sure that the pupils know the meaning of each word through vocabulary development activities such
pictures, actions, and contexts.

After initial reading and vocabulary study, provide practice in reading the words, through flashcard drills or
teaching charts. Have the pupils read words by word families first before presenting them with various combinations of words.

Have the children do excercise in Appendix 17, and read the words aloud after they have completed them.

Prepare flashcards of words with long / i /. Divide the class into two groups. Call the first group to read the first card. If the group
reads the word correctly, they can draw any symbol on any box on the board.Then, call the next group and repeat the procedure until
all the cells are filled. The group with the most number of symbols is the winner. This game can also be played in small groups.
Prepare the grid in a whole sheet of paper. Give a set of word cards and the bingo grid to each group. The same procedure is
followed.Refer to Appendix 18 for the bingo card.
Readig of story (Indivivual Reading) I A
Refer to Appendix 19
Note: Select stories with words with long /i/ ending in e. Use teacher observation checklist (can be used all
throughout the lesson).

Remarks
Reflection
Day 4
Lesson Objectives Grammar Grammar
Adjectives Identify and use the correct order of adjectives in a series in
EN3G-IIIfg-5 sentences.
Use descriptive adjectives EN4G-IIId-15
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 EN3G-IIIfg-5.3.1
WRITING COMPOSITION WRITING COMPOSITION
Use appropriate punctuation marks Write/compose clear and coherent sentences using the correct
ENRWC-IIIc-3-2.6 order of adjectives
Subject Matter Adjectives Adjectives
Correct Punctuation Mark Write/compose clear and coherent sentences using the correct
order of adjectives
Learning Resources TM, TG, BOW, word cards, pictures, sentence strips, chart TM, TG, BOW, chart,
Procedure Teaching, Learning and Assessment Activites

Note: Make sure that before asking the class to read T Review of adjectives through identifying it on a sentence, I
the words in the teaching chart, have some vocabulary describing animals, person,things with the use of semantic web
development activity. You may show a picture of each word, and writing of sentences using the given adjectives.Refer to
then ask the class to connect each word with the picture. Appendix 22.
Guide the pupils in understanding if the word is an adjective or
not through reading the phrase or sentence, looking the name of
a person, place, thing, or animal, understanding if the word
before it tells something about or describes it. If it does, that
word is an adjective.
(Refer to Appendix 20 for the teaching chart).

Provide activities on the identification of I A Story Recall: “Our Family Customs and Traditions) T
adjectives in the sentence. Guide the pupils to understand that when several adjectives are
Write a paragraph discribing your favorite food, friend, things. used in one sentence, the order of adjectives are as follows:
Appendix 21 number, kind and quality, and color.Refer to Appendix 23.

Checking of papers Provide activity sheets on arranging adjectives on a sentence

through identifying the order of adjectives as to number, kind
and quality, and color and writing of sentences using
adjectives.Appendix 24
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 I A
Remarks
Reflection
Day 5
Lesson Objectives Attitude Study Strategy
Demonstrates understanding of narrative and informational texts Use graphic organizers to organize information obtained from
form appreciation of literacy-related activities/tasks various sources in preparation for reporting, etc.
EN4SS-IIId-12
Attitude
Show interest in reading a feature story/biography
EN4A-IIId-30
Subject Matter
Learning Resources TM, TG, BOW, word/flash cards, charts, task cards TM, TG, BOW, graphic organizer,
Procedure Teaching, Learning and Assessment Activites
Have discussion on the importance of using graphic organizer in obtaining varioous sources in preparation for reporting, etc. T

Unlock unfamiliar words heard from the story.

Refer to Appendix 25.

Read the story aloud “Randy Halasan” to the whole class then let the pupils answer the questions on Appendix 26.

Divide the class into two.Give each group a G A Divide the class into two groups.Give each group G A
task card. Let each group assign a reporter to present their work a task card.Each group will have a reporter to present their work
in the class.Refer to Appendix 27. in the class. Refer to Appendix 28.
Note: Used of Rubrics is suggested.Refer to sample on
Appendix 7
Remarks
Reflection

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 APPENDICES

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 APPENDICES
English 3 & 4 Q3W4

Appendix 1
Day 1, Grade 3 & 4

Unlocking of Difficulties:
Choose the meaning of the underlined words from the given choices.

1. The monument of Dr. Jose Rizal was built in honor of his bravery
and patriotism.
A. house B. picture C. statue

2. The butterfly garden is a landmark that tells us we have reached the town.
A. building B. structure C. historic sign or symbol

English34/Q3/W3
 3. There are many tourists living here in our country like Americans, Koreans
and Chinese.
A. visitor B. natives C. artists

4. The kid proved his bravery by entering the very dark room alone.
A. strength B. courage C. intelligence

5. Our family went to Boracay last summer. We road on a “Banana Boat”,

explored different beach stations, and experienced “Island Hopping”. We
have a lots of fun and adventure.
A. party B. celebration C. exciting trip

Appendix 2
Day 1, English 3 & 4

Say: Today we are going to read a story. “Travel Time.” Let us find out the different famous
places in our country.

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 Travel Time
Lilibeth A. Magtang

The Philippines is known for its rich natural resources and man-made
structures. It has beaches, historical places and churches, parks, and monuments.
They are often visited not only by Filipinos but by tourists as well. These have
become landmarks that make us truly proud to be Filipinos.

In Luzon, people visit Pagudpud and Fort Ilocandia in Ilocos Norte, the
Heritage Village in Ilocos Sur, the Shrine of our Lady of Manaoag, Alaminos
City’s Hundred Islands, and the Lingayen Gulf in Pangasinan. Also in Luzon are
the famous Rice Terraces in Banaue, also called as the Eighth Wonder of the
World,” Subic Free Port I in Zambales, Christian Village in San Fenando,
Pampanga, the St. Paul Underground River in Palawan, and the Mayon Volcano in
Bicol. In addition to this, families and friends also love to see Rizal Park, Fort
Bonifacio, the National Museum, big malls, zoos, and public parks in Manila as
well as upland Tagaytay and Baguio where the air is cooler and the atmosphere is
more relaxed than in Manila.

In the Visayas, Lapu-Lapu, the brave hero of Mactan, Cebu, is known to all
as the first Filipino who fought the Spaniards led by Ferdinand Magellan. His
golden statue stands proud and erect in the heart of the city to remind the people of
his bravery. Cebu has also the Sto.Nino Shrine, which is frequented by devotees.
Furthermore, Boracay and Chocolate Hills also top the tourists attraction list of the
region.

In Mindanao, Cagayan de Oro City is a very progressive city. One gets to

see not only modern Hotels, big buildings and shopping malls but also vast
plantation of pineapples, bananas, cacao, and
many others. Davao City is a big city that offers fun and adventure. It is regarded
as the commercial and economic center of Mindanao. Camiguen and Siargao
islands are likewise two of its tourist spots.

Right in the Philippines, there are a number of exciting places that truly serve as
important landmarks to all Filipinos and foreign tourists alike.

English34/Q3/W3
 1. Where can we find the famous Rice Terraces, the “Eighth Wonders of the
world?”

2. Who is the brave hero of Mactan who fought the Spaniards led by Ferdinand
Magellan?

3. What place are you going to visit if you want to go to Sto. Nino Shrine?

4. What place is regarded as the commercial and economic center of

Mindanao?

5. What is the importance of having these famous places in our country?

Appendix 3
Day 1, Grade 3

Name:_______________________________ Grade & Section: ___________

Direction: Choose one kind of food that you like to bring in going to famous
places. Write down the steps on how you are going to prepare or cook it. Share
your answer to your classmates.

_________________________________
(Name of Food)

Steps or Procedure :

1.
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2.

3.

4.

5.

I choose this kind of food because ,

________________________________________________________

_________________________________________________________________.

Sample Rubrics

Points Description

 Understanding of concept by the pupil is clearly evident

4  Pupil uses effective strategies to get accurate results
 Pupil uses logical thinking
 Understanding of concept by the pupil is evident
3  Pupil uses apporiate strategies to arrive at a result
 pupil uses thinking skills to arrive at conclusion
 Pupil shows limited understanding of a concept
2  The strategies use are ineffective
 Pupil attempts to show thinking skills
 There’s lack understanding of concept
1  Pupil does not attempt to use the strategy
 Show no understanding
INTERPRETION OF THE TOTAL SCORES:

4 – 100%
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 3 – 90%
2 – 80%
1 – 70%

Appendix 4
Day 1, Grade 4

Name:_______________________________ Grade & Section: ___________

Direction: Complete the sentence / sentences inside the box. Enumerate your
answers. Share your answer to your classmates.

What did you realize from this article ?

Based on the article, I learned that…

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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__________________________________________________________________________________

__________________________________________________________________________________

I realized that…

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Appendix 5
Day 1, Grade 3

Group 1 – Fill in blanks

Direction: Write the correct answer on the blank before each

number.

_________________ 1. Where can we find Lingayen Gulf?

__________________2. Who is the brave hero of Mactan who fought

the Spaniards led by Ferdinand Magellan ?

__________________3. What is the name of the progressive city

mentioned in our story?

__________________4. Where can we find the Underground River in

Palawan?

__________________5. Where can we find the place where the air is

cooler and the atmosphere is more relaxed

English34/Q3/W3
 than in Manila?

Group 2 – Sequencing Events

A. Talk about each picture. Give the order of events. Which came first, second,
third, and last?

_______________ _______________

________________ _______________

B. Read the incomplete sentence. Write first, second, third, and last.

_____________1. She ate her breakfast, then she went to school..

_____________2. Sam woke up early in the morning.

_____________3. She dressed up.

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_____________4. She went straight to the bathroom.

Group 3
Directions: Read the selection. Based on the selection arranged the
following procedures on how to cook pinakbet. Write
1, 2, 3 … on the blank provided before each number.

Northern Filipino Cuisine

( Chicken Adobo)

Chicken Adobo is a favorite food of almost all Filipinos. The usual

ingredients are soy sauce, vinegar, dried bay leaves and whole peppercorn.
The Filipinos cook “Chicken Adobo” by combining the soy sauce and garlic
with the chicken then marinade it for at least 1 to 3 hours. After it , place the
cooking oil in a pan and apply heat. When the oil is hot enough, they put in the
marinated chicken.Cook the sides for about five minutes.Pour in the remaining
marinade and add water to a boil. Then, add the dried bay leaves and whole
peppercorn. Simmer for thirty minutes or until the chicken is tender and add
seasoning to taste.

_________ Pour in the remaining marinade and add water to boil.

_________ Simmer for thirty minutes or until the chicken is tender and
add seasoning to taste.
_________ Place the cooking oil in a pan and apply heat.
_________ Add the dried bay leaves and whole peppercorn.
_________ Combine the soy sauce and garlic with the chicken then
marinade it for at least 1 to 3.

English34/Q3/W3
Appendix 6
Day 1, Grade 4

Group 1 – Complete the table below. List down the landmarks

mentioned in the story. Put them under categories: Luzon,
Visayas, Mindanao.

Luzon Visayas Mindanao

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Group 2 – Role play a scene showing your family’s journey to one of the
mentioned places.

Group 3 – Through a poster, show a scenic or historical place you have been to.
Present to the class your experience in this place through your drawing.

Note: Use Rubrics in assessing performance

Group 4 – Complete the web. Write the different elements of

informational text. Do this in a piece of Cartolina or
manila paper.

Appendix 7
Day 1, Grade
Rubrics in Assessing Performance
Competencies: Notes important details

Group:__________________ 10 - below 15-20 25-30

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 *Pupils idea shows a strong
sense of creativity
*pupils were able to show a
full understanding of the
picture presented
*Pupils were able to use
appropriate words in
presenting their drawing.
*Pupils idea shows a sense
of creativity
*pupils were able to show
understanding of the
picture presented
*Pupils were able to use
some appropriate words in
presenting their drawing.
*Pupils idea shows a poor
sense of creativity
*pupils were able to show
less understanding of the
picture presented
*Pupils were able to use less
appropriate words in
presenting their drawing.

Interpretation of the total score:

- with excellent learning performance (25-30).

- with good learning performance (15-20)

- with poor learning performance (10 –BELOW)

Appendix 8
Day 2, Grade 3

The Country Mouse and the City Mouse

Adopted

English34/Q3/W3
 One summer, the Country Mouse invited his friend, the City Mouse, to have
dinner at home. So, the Country Mouse prepared potato and sweet corn for dinner.
While eating, the City Mouse said, “You hardly have anything to eat here. Come to
the city and I will show you how rich feast in my place.”

STOP AND ASK: Who was invited for dinner? What did the Country Mouse prepare for his
friend? Did the City Mouse get satisfied with what his friend offer? Why? Why not?

The Country Mouse was so curious about the city life. So, he decided to go
with his friend.

When they arrived, the Country Mouse looked around the house and he was
so surprised! There were all kinds of food on the table. There were ham, cheese,
jellies, cakes, and fruits. The Country Mouse started nibbling the cheese.

“So delicious! I have never tasted anything like this”, she said.

STOP AND ASK: Why did the Country Mouse decide to go to the city? If you were the
Country Mouse, would you stay long in the city? Why?

Suddenly, before the Country Mouse barely took another bite, he heard some
scratching sound. “Meow! Meow! “the cat said, approaching the dining table.
“Run!” yelled the City Mouse.
They ran to the corner as fast as they could.

STOP AND ASK: What did the two friends hear? What did they do when they saw the cat? If
you were one of the mice, would you also run away from the cat? Why?

English34/Q3/W3
 “What is that?” asked the Country Mouse shaking his body.

“A cat. Once ha get you. He’ll eat you up,” said the City Mouse.

This is terrible, I think I will go home. I’d rather have corn and sweet potato
in peace than sugar and cheese in danger,” said the Country Mouse to his friend.
So, he went back to his home with a happy heart.

STOP AND ASK: What did the Country Mouse decide to do? What did the Country Mouse
mean when he said “I’d rather have corn and sweet potato in peace than sugar and cheese in
danger’? If you were the Country Mouse, would you also decide to leave the city? Why? Why
not?

Appendix 9
Day 2, English 4

Name:______________________________ Grade & Section:__________

____________________________________________
MY FAVORITE FAMOUS PLACE

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APPENDIX 10
Day 2, Grade 3

Direction: Copy the questions on the chart. Encircle the letter of

the correct answer.

1. Who are the characters in the story?

a. Country Mouse and Barrio Mouse
b. City Mouse and Street Mouse
c. Country Mouse and City Mouse

2. When did the story happen?

a. One Summer
b. Once upon a time
c. One day

3. Who were friends in the story?

a. Country Mouse and the Rat
b. City Mouse and the Rat
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 c. Country Mouse and City Mouse

4. Why did Country Mouse decided to go with his friend?

a. Because he wants to become a star
b. Because Country Mouse wants to visit his family in the city.
c. Because Country Mouse was so curious about the life in the city.

5. Why did Country Mouse decided to go back to his home?

a. Because the Country Mouse father is sick.
b. Because his home is peaceful compared to his friend’s place.
c. Because he would rather have corn and potato in peace than sweet and
cheese in danger.

II- Direction: Arrange the sentences in order to complete the story.

Write your answer in the box provided.

Sequence Chart

 The Country Mouse was so curious about the city life. So, he decided to go
with his friend.
 Suddenly, before the Country Mouse barely took another bite, he heard some
scratching sound.
 This is terrible, I think I will go home.
 One summer, the Country Mouse invited his friend, the City Mouse.

The Country Mouse

and the City Mouse

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Appendix 11
Day 2, Grade 4

Say: Let us examine the following sentences:

1. The heritage village in Vigan, Ilocos Sur mirrors great history and culture.
The word mirrors as used in the sentence means reflects or something that
shows.
2. There are mirrors around the palace.
The word mirrors in these sentence means a device.
Furthermore, the first sentence shows the word mirrors as a verb while the
second sentence shows the word as a noun.
3. People from around the country flock to the shrine of the Lady of Manaoag in
Pangasinan.
A flock of birds is seen flying in that direction.
The word flock in the first sentence is used as a verb that means to come to. On
the other hand flock on the first sentence means a group. It is used as a noun.
4. Right in the Philippines, there are number of exciting places that truly serve as
important land marks to all Flipinos and foriegn tourists alike.
It is your right to have your case investigated.
Facing North, you can find the church on the right side of Galvan St.

The first means exact location, the second means privilege; while the third
means the opposite of left.
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Appendix 12
Day 2, English 2

Say: Let us go back to the story. What did the mouse do at the beginning of the story? What were
the results of the Country Mouse’s decision/action?

The Country Mouse got surprised at

what he saw on the table.

The country mouse went to the city. The Country Mouse saw and ate a lot
of different food served on the table.

The Country Mouse together with the

City mouse was chased by a big cat.

Ask: What is the result/effect of Country Mouse’s visit to the city? Discuss the sentences formed
from the diagram. e.g. The Country Mouse decided to visit the city because it was so curious on
what the city looks like.
Discuss how the words (because, so and so that) can help the pupils find out which part
of the sentence tells the cause or the effect. By simply examining the Cause and Effect diagram
above, is it possible for a cause to have several effects?

Remember

A cause is why something happens. To find a cause, look for a reason why
something happened.

An effect is what happens because of the cause. To find for the effect, look for the
results of the cause.

Usually a cause always happens first. Then, it is followed by the effect.

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Clue words such as because, so and so that are often used to help you understand
cause and effect in the sentence.

Appendix 13
Day 2, English 3

Say: I will read a selection to you. Listen well and complete the diagram of Cause and Effect in
your notebook.

Note: Read the selection aloud.

Reasons Why People Move to the City

There are many reasons why people most to the city. There are lots of
jobs in big buildings, hospitals, schools and offices. They move to the city because
colorful lights along its busy streets interest them. People are busy and active. A
city is a place where new things could be found.

Present a selection. Let the pupils complete the diagram.

Things Happen When People Move to the City

Many people move in the city. Everything becomes different. The

cities become crowded; there are so many cars on the streets. Traffic moves
slower. Collecting garbage becomes a bigger problem.

Appendix 14
Day 2, Grade 3

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 A. Direction: Complete the table. Write the Cause why people move to the city
and its effect.

Cause Effect

B. Examine the picture. Determine the effect of action shown in the picture in
Column B. Match column A with column B.

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 1.

2.

3.

4.

5.

Appendix 15
Day 2, English 4

A. What is the meaning of the underlined word? Copy the sentences and
encircle the letter of the correct answer.
1. Be careful not to puzzle her with your question.
A. confuse B. tease
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 2. I received the highest mark in the class.
A. blot B. grade

3. The kids will surely enjoy watching the play. “The Sound of
Music” which will be shown tonight.
A. a game B. a stage drama

4. I handed my rough draft of the speech to my teacher.

A. an outline B. a light wind

5. Arrange the plates and glasses on the table.

A. a desk B. a chart

6. The baseball players used their own bat

A. animal B. wooden stick

7. All of us will go to fair.

A. kind of weather B. show

8. My bag is light.
A. not heavy B. lamp

9. Adrian bought a can of milk.

A. container B. able to

10. You have to save in the bank.

A. by the river B. where money is deposited

Appendix 16
Day 3, English 3 & 4

Say: Do you still remember the story “ Fast Forward” ? Who is the main character? What are
the things he did?

Say: Read the word under the picture. Model the word that should be read. Let us spell chime. c-
h-i-m-e. Point to the letters as you do so. What is the letter in the middle? What is the sound of /i/
in chime? Read the word again.

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 chimed nine times
Read the following sentences and present the flash card of the highlighted word as you say it
then put each word in the pocket chart or on the board.

The grasshopper has a clock with a chime.

The clock chimed nine times at night

Ask:
What happened to the clock at night? (chimed) Get the word card and read it.
When did the clock chime? (night ) Get the word card and read it.
How many t imes did the clock chime at night? (nine) Get the word card and read it.

Teaching Chart:

chime bike hide

lime dike ride
time hike side
dine like
line Mike
nine spike
pine strike
wine

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 to ride a bike hot rice
to fly a kite nice pie
to lie down tall pine tree
to tie a string A big bite
to slide down loud cries

1. Do you think it is right to fight a fight?

2. Do we need bright light at night?
3. Do you help one with poor eyesight who might fall down stairs?
4. There is a kite in the box.
5. It’s time to fall in line and dine.
6. Mike strike the spike.
7. She hides at the side of the dike.

APPENDIX 17
Day 2, English 3

Direction: Say the name of the each picture. fill in the missing letter.

b__ke h__de p__ne

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sp__ke str__ke d__ne

Appendix 18
day 3, English 3

Game: Word Bingo

Pick one word card inside the “Magic Box”. Read the word written on it. Put a star
on any box on the bord if you read the word correctly. The first one to fill all the
boxes is the winner.

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Appendix 19
Day 3, English 3

Exercise 1
Direction: Read the story aloud.

Mike Rides a Bike

Mike rides a bike and flies a kite

The kite flies high in the sky.
Mike rides his bike.
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 He find it hard to ride his bike and fly his kite.
Mike falls off his bike and loses his kite.
Mike cries on his way home.
He tells his mom what happened.

His mom listens carefully.

Then she gives him some advice.
Don’t ride on a bike and fly a kite at the same
time.
Mom is right. Do one thing at a time.
Mike now rides his bike without his kite

Teacher Observation Checklist in Assessing Word Recognition for Grade 3

(Competency: Read word with long i sound (long i ending in e)

Put appropriate mark on the space if the pupil manifests mastery of the identified competency,
and write the total score in the last column. Refer at the bottom for the interpretation of the score.

-able to read 8 –10 words with i ending in e accurately.

- able to read 6 – 8 words with i ending in e accurately.

- able to read 3 – 5 words with i ending in e accurately.

-able to read 1 – 2 words ending with I ending in e

accurately.

Name of Pupils Rating

1.
2.
3.
4.
5.
6.
7.
8.

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 9.
10.
INTERPRETATION OF THE TOTAL SCORE:

- with excellent learning performance

- with satisfactory learning performance

- with poor learning performance

- needs immediate attention / assistance

Teacher Observation Checklist in Assessing Reading Fluency for Grade 4
(Competency: Read words, poems, phrases and stories with accuracy and
appropriate expressions)

READING ALOUD RUBRIC

1 2 3 4
Volume Too soft, can’t Can hear, but Loud enough, can Volume was perfect
hear at all not loud hear perfectly and added increases
enough or decreases emphasis
Clarity Mumble a lot, Mumble a bit, Pronounced all There was an extra
could not hard to the words crispiness to the
understand understand all correctly pronunciation
the words
Fluency Choppy, needed Stop now and Smooth like a Flowed faster or
to stop and figure then to work on river, knew every slower depending on
out words. a word. word. the stories mood.
Expression Did not change Read in a sing Change their Sounded professional!
voice at all: song way or did voice to make it This reader should be
monotone. not change voice interesting at all on stage!
very much. times.
Posture Did not stand Sometimes Stood tall at all Moved comfortably
tall. Lack of stayed tall. times. during the reading…
confidence. not stiff. Shows
confidence.

https://sites.google.com/site/mrsneffandmrdanielssecondgrade/this-weeks-learning/reading-aloud-rubric

English34/Q3/W3
Scoring Template:

Name of Pupils Volume Clarity Fluency Expression Posture Total

Score

Data Interpretation:
20 = 100% 12-13 = 80%
18-19 =95% 10 – 11 = 75%
16 – 17 = 90% 0 – below = 70%
14 – 15 = 85%

Appendix 20
Day 4, English 3
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 Read the following describing words

famous progressive
rich beautiful
relaxed high

Note: Make sure that before asking the class to read

the words in the teaching chart, have some vocabulary development activity. You may show a
picture of each word, then ask the class to connect each word with the picture.

Read the story:

A Learning Experience for Malou

By: Dinah C. Bonao

Malou came home from school. She was very happy.

“You looked so happy,” mother noticed. “How was school?”, she added.

“It was fine, Mom. I learned many things in school today. I learned that a
flag is a national symbol. It represents ou country,” replied Malou.

‘ Yes, the Phillipine flag is one of the mos beautifully designed flag in the
word,” said Mother.

“ Our flag is made up of three colors. These are blue, red and white with a
golden yellow star. The sun has eight rays. These stands for the eight provinces
that fought for the freedom of our country. It has also three stars representing the
three major islands of the country – Luzon, Visayas and Mindanao,” said Malou.
Father added, “We Filipinos should respect our flag. Doing so shows that we
love our country.”

“ Yes! I think Filipinos are the most patriotic people in the world. We are
willing to give up our lives for the Phillipines,” Mother explained.

“ That’s right, father. That is why I make sure that I always show my love
for our country,” Malou said proudly.
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Present the following sentences:
1. The Philipine flag has yellow stars. ( Describe the flags on our
flag.)
2. Blue, red and white are the three colors of our flag.( What are
the colors of our flag?)
3. The Philippine flag is rectangular. (What shape is our flag?)

4. The white part of our flag is rectangular. ( What word describe the white part
of our flag?)

Ask the pupils to underline the word that describe. Draw out from them that
these words are adjectives. Pupils should be able to state that adjectives are
words that describe.
Give more examples of sentences with describing words.

Process these sentence by sentence.

Appendix 21
Day 4, English 3

Exercise 1
Direction: Use the following adjectives in a sentence.

1. round
2. pretty
3. respectfull
4. clean
5. famous

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Exercise 2
Direction: Write paragraph about your favorite place, food, friends or things using
adjectives. Observe correct use of punctuation marks.

__________________________________________________
Title

_____________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Appendix 22
Day 4, English 4

Exercie 1

Direction: Use the following word/set of words in a sentence.

1. five fat cats

2. tall green grass
3. yellow big bags
4. small six boxes
5. three blind mice

Exercise 2
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 List down the words that best describe the following.

1. 2.
Mother apple

Exercise 3

Write a paragraph about your school using at least five describing words on
it.

Appendix 23
Day 4, English 4

Teaching Chart:

Adjectives tell about the number, kind, and color of a person, animal or thing.
When, several objectives are used in one sentence, the order of objectives is as
follows: number, kind or quality and color.

A. Show and Tell

Get anything from your bag or in the room and describe the object.
Use several adjectives. Describe the number or quantity, kind or
quality, or color.

Example: book
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 1. How many?
2. What kind?
3. What color?

B. Pick and Tell (Magic Box)

Pick out the picture from the box. Describe the number, the kind, or
quality of the objects in the picture.

Appendix 24
Day 4, English 4

Direction: Answer the following questions.

A. Arrange the adjectives inside the parenthesis in the correct order.

1. Mother gave Ana ( beautiful yellow a ) dress on her birthday.

2. I ate (sweet read ten ) strawberries last night.

3. There are (brown seven big) cows on the farm.

4. Father brought ( sweet green a dozen ) apples for the children.

5. Andrew has ( fat white six ) rats as his pets.

B. Write a paragraph describing a person, animal, or thing. Use two or three

adjectives which are properly arranged. Read your paragraph.

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Appendix 25
Day 5, English 4

Ask: What do you think of when you see or hear the word famous? Complete the semantic web
in your notebook.

Famous

Say:

A famous person is someone who is well known.

Unlock unfamiliar words found in the story through context clues.

courageous pleaded self-reliant

1. Mark had to fetch a doctor last night.He walked through the dark streets alone. But he was not
afraid. He had to be courageous. His mother wass sick and needed a doctors help.
English34/Q3/W3
 Which word in the sentence gives us an idea of what courageous means?
2. Shortly, Mark reached Dr. Jose’s house and immediately knocked. As the door was opened,
Mark pleaded for the doctor’s help. “ My mother is sick please help her, Dr. Jose,” the boy
requested.

Which word has the same meaning as pleaded?

3. Mark mother is proud that her son is self-reliant. He can do things independently, and with
confidence.
What does self-reliant mean?

Ask: Who do you admire most? Why do you admire the person?

Appendix 26
Day 5, English 4

Who is Randy Halasan?

Randy Halasan is a teacher in Pagalongan Elementary School.

His school in a far village in Davao City, found in the mountains, where the
Matigsalug tribe lives.

In 2014, Randy was given the Ramon Magsaysay Award for caring for his
students and their community through teaching and helping out the whole village.
The Ramon Magsaysay Award is given to person or group of persons who show
good examples in good environment, courageous service to the people, and putting
practical principles to work in the society. The award is a very important honor. It
is known world-wide.

Randy was born in Davao City in 1982. He came from a poor family.
However, he worked part-time so he could finish his college education. He
graduated in 2003 and started to work on odd jobs. He became a substitute teacher
in 2006.

In 2007, he started teaching fulltime at Pagalongan Elementary School. To

reach his school, Randy travels seven hours – two hours by bus, one hour by
motorcycle, four hours of walking, including crossing of two rivers.

At first he wanted to teach in a school that is closer to the city where his
family lives and longed for the chance to transfer. However, he cares so much for
English34/Q3/W3
the children who walked for miles and cross rivers everyday and cross rivers
everyday just to get to school and learn, even sometimes while hungry and tired.
He also cares for the community and the people who have limited means of
livelihood to support the education of their children. He decided to stay and help.

He helped the community improved their livelihood by bringing people to

work together and learn new ways to till their land. He appealed to the local
government and other groups and brought them in to provide more help or aid.

He worked hard to expand the school – from a two room school house with
two teachers to a permanent school with nine rooms, eight teachers and 210
students. In 2010, Randy became the head teacher of the school.

He believed that Education is important to the Matigsalug’s survival in a

changing world and has convinced parents to keep their children in school. He
went beyond teaching his students and helped the village become more self-reliant.
His efforts were recognized when he received several awards, including the Ramon
Magsaysay Award.

Appendix 27
English34/Q3/W3
Day 5, English 3

Group 1

Role play a round table interview. One member of the group will play the role
of Randy Halasan as a guest in a certain talk show while others will serve as
interviewers. Ask questions about Randy Halasan.

Host 1: What makes you decide to remain or stay at

Pagalangan Elementary School?

Host 2: Do you still have any plans of transfering to another

school nearest to your place?

Host 4: How does it feel to be an “Awardee?” Your life after?

Host 3: You’d done a great job! Can you share to the public,
some secrets or tips on making some impossible
became possible, sir.

Group 2

Do you admire Randy Halasan?

I admire Randy Halasan because ____________________.

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Each member of the group will answer this question.

Assign a leader to gather and consolidate the answers given by each member.

Assign a reporter to discuss the group output.

Appendix 28
Day 5, English 4

Group 1 - Answer the following questions. Write your answer

inside the character web to show important details about
Randy Halasan.

When was he born?

When was he given the Ramon Magsaysay award? Where did he teach?
Randy Halasan

Why did he choose to stay in his school?

Group 2

Study the illustration of timeline given by the teacer.

Highlight the important events in the life of Randy

Halasan.
English34/Q3/W3
References:

English Grade 3 K to 12 Teacher’s Guide

English Grade 3 K to 12 Learner’s Materials
English Grade 4 K to 12 Teacher’s Guide
English Grade 4 K to 12 Learner’s Materials
http://www.readingrockets.org/article/strategies-promote-comprehension
http://www.ereadingworksheets.com/text-structure/patterns-of-organization/problem-and-solution/
https://mhschool.com/lead_21/grade4/ccslh_g4_ri_2_2c_l4.html
Copyright © 2015 K12reader.com. All Rights Reserved. Free for educational use at home or in
classrooms.
https://sites.google.com/site/mrsneffandmrdanielssecondgrade/this-weeks-learning/reading-aloud-rubric
http://www.learnenglish-online.com/grammar/tests/comparativeadjectives2.html
https://www.oneworldeducation.org/sites/default/files/Editorial%20Rubric.pdf
http://www.english-for-students.com/a-wise-old-owl.html
https://www.pinterest.com/pinningteacher/story-retelling-ideas/

Prepared by: SHEILAMAY P. AREVALO

Region VI
JAIME BUNGA
SUPERVISING EDUCATION PROGRAM SPECIALIST

English34/Q3/W3